THE ROAD TO THE QCTO Bridget Farrell ASDFSA

1.  THE ROAD TO THE QCTOBridget FarrellASDFSA Add orangeAdd orange

2. 2 THE START OF THE SKILLS REVOLUTION 1995 : Development of National Qualifications Framework (NQF) to integrate all learning achievements Institutional eg degrees, diplomas, certificates Work related ( occupational) eg : learnership, apprenticeships Formation of 25 SETA’s Drive skills development within the industry sectors by partnering with labour, business and social partners by: sector skills identification; overseeing the development of appropriate skills; matching demand and supply of specific skills; Quality assurance;Learnerships Formation of Quality assurance bodies Monitor the quality of education and skills development SETA ETQA’s; CHE; Umalusi and professional bodies Formation of SGB’s ( Standard generating bodies) Development of standards and qualifications

3. NATIONAL QUALIFICATIONS FRAMEWORK 3

4. 4 NQF REVIEWS 2001: Study Team to assess and review the implementation of the NQF in order to improve its efficacy and efficiency May 2002: Study Team recommendations Public comment July 2003: Inter-ministerial Consultative Document 2004: Public comment on Consultative Document October 2007: Joint Policy Statement released Issued by Ministers of Education and Labour together Outlines the achievements to date Addresses the concerns

5. 5 CONCERNS FROM NQF REVIEW The NQF is not meeting the skills needs of Labour (industry) Too many bodies responsible for standards generation and quality assurance ( confusion and duplication of work) Qualifications and unit standards have been duplicated with some overlapping ( 8700 registered Quals and 1000 unit stds) One size fits all approach to practices in Education, training and skills development does not work Different types of learning are required for academic, vocational and occupational achievements Assessment practises are inconsistent

6. 6 JOINT POLICY STATEMENT Extend the NQF by adding the Occupational Qualification Framework (OQF) The establishment of three Quality Councils for quality assurance HETQC (CHE) Existing FETQC ( Umalusi) Existing QCTO for Trades and Occupation NEW Introduction of Community of Expert Practice (CEP) Development of Organising Framework for Occupations (OFO)

7. OCCUPATIONAL QUALIFICATIONS SUB-FRAMEWORK 7 DrawingDrawing

8. PURPOSE OF OQF The OQF is an integral component of the (NQF) The purpose is to structure qualifications which are designed to address labour market needs. The labour market includes both the economy and the social development sector. The OQF provides for: Occupational qualifications; Certification of meaningful skills sets related to occupations; and Minimum access requirements for occupational qualifications The new framework is intended to achieve: Clear articulation with labour market needs – the labour market being understood to include both the economic sector as well the social development sector.; and Clear articulation with qualifications in the General and Further Education and Training Qualifications Framework (GFETQF) and the Higher Education Qualifications Framework (HEQF). 8

9. 9 OCCUPATIONAL QUALIFICATIONS Definition of Occupational Qualifications An occupational qualification represents a planned combination of learning outcomes which is intended to provide qualifying learners with the applied competence to practice an occupation and to provide a basis for further learning. Occupational qualifications, developed under the auspices of QCTO contain three components. These are a: Knowledge component Skills component Work experience component Occupational qualifications include trades and all qualifications currently developed through Sector Education and Training Authorities (SETA) driven or supported Standards Generating Bodies (SGB) processes

10. QUALITY COUNCILS The establishment of three Quality Councils for quality assurance and standard setting HETQC (CHE) Existing FETQC ( Umalusi) Existing QCTO for Trades and Occupation NEW QCs will have executive authority for: defining the structure and nature of national qualifications and recommend the criteria to the respective Ministers for approval as policy qualifications design and standards generation by fit for purpose panels (CEPs) while guarding against unnecessary overlap and duplication the quality assurance of qualifications, providers (including workplace learning sites) and learning achievements 10

11. FUNCTION OF QCTO Establish and manage the OQF Quality assure occupational standards and qualifications and workplace learning Design and develop occupational standards and qualifications Liase with SAQA, other QC’s and professional bodies 11

12. COMMUNITY OF EXPERT PRACTICE (CEP) A group of practitioners presently active in a specific occupation Existing professional bodies will form CEP’s Involved in quality assurance and standard setting responsibilities of QCTO Design and develop occupational qualifications, curricula and assessment specifications Replace the functions of SGB’s 12

13. WHAT IS THE OFO? Organising Framework for Occupations Skills based, coded classification system Captures all jobs but in the form of occupations (Similar to SASCO) Groups occupations in terms of - skill specialisation, and skill level into successively broader categories or hierarchical levels (5) that can be used for varying statistical and analysis purposes 13

14. IMPACT OF QCTO ETQA’s Still exist but QCTO will delegate aspects of quality assurance to them Training provider accreditation “light touch” accreditation with QCTO –assessed on key points in learning process not whole process If accredited with Umalusi/ CHE; need to undergo a program approval requirement Assessors and Moderators New legislation on registration of occupational assessors and moderators 14

15. Version: 2007-12-17 SDB: ENABLES DEMAND DRIVEN OCCUPATIONAL LEARNING SYSTEM Drawing with animationDrawing with animation

16. 16 What role can you play to ensure that the skills needs of industry are met? Contact us at 082 8779028 bfarrell@iafrica.com or info@asdfsa.co.za

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