SATN Conference 2010 - Mrs Adrienne Bird

Presentation to SATN 11 October 2010

New opportunities for old strategies : role for UoTs?

Presentation by

Adrienne Bird, Acting EO, QCTO to

3RD ANNUAL SATN CONFERENCE 201029 SEPTEMBER – 1 OCTOBER 2010

VAAL UNIVERSITY OF TECHNOLOGY, VANDERBIJLPARK, GAUTENG


Minister Nzimande’s call:

Agreement with President to deliver more intermediate & high level skills in needed areas

UoT focus: training technicians and technologists Progression pathways for artisans / improve the progression

pathways for all learners Partnerships work best when there are clear incentives for

each of the parties to participate Key challenges are adequate funding, skilled human

resources and improved R&D Improved industry links for lecturers and for WIL for learners


He also asked: What do we need to do differently? “We need to identify and remove blockages to the scarce

skills supply and find creative solutions to expand access and to develop institutional forms that can raise the base … and meet the demand for access … for economic inclusion.”

“We need to improve industry linkages to maximize work integrated learning and work placements …”

“Understanding that institutions have limited capacity to absorb more student, I urge UoTs to … strengthen relationship between FET college sector in order to facilitate articulation and progression in certificate and diploma programmes”

Presentation to SATN 41 October 2010 COSE 4

The ‘Parallel pathway’ logic

Currently our systems largely premised on ‘Parallel pathways’

Schools work - they develop the ability of learners The learners’ ability is evidenced by school-leaving scores The scores correctly group learners into ability groups The ability groups are then steered into ability-linked learning

pathways Top ability – university – degree Next rung down – university of technology – diploma Next down – college – certificate Below that – learn on the job (in formal or informal

economy) And there are few bridges across thereafter (not needed as

correctly sorted first time around!)

Presentation to SATN 51 October 2010 COSE 5

Once on a path, difficult to change: Why? Theory thresholds

Theory threshold

Theory component of ‘parallel pathways’ differs from the first year

Theory threshold

Depth of theory

Professional Para-professional TradeYr 3 Yr 2 Yr 1 Yr 3 Yr 2 Yr 1 Yr 3 Yr 2 Yr 1

Theory begins at more fundamental level,

practice postponed – permits more

‘abstract’, fundamental solutions

Learn basic theory that supports basic

techniques and procedures to solve familiar problems.

Learn different (shallower) theory

that leads to techniques and

procedures to solve known problems

Presentation to SATN 61 October 2010 6

HEQF is largely a parallel pathway framework:

HEQF Delivery Model Menu

Master

‘Prof’Bach480@L8

BachHons

Bach360@L7

AdvDip

Adv Cert120@L6

Higher Cert120@L5

Doctor

L5

L4

L6

L7

L8

L9

L10

PGDipl

Dip360 Exit L6:60c

@ L7


Do we need more of the same only?

Currently the HEQF offers qualifications on a full-time basis, generally with no required work experience.

In a context of widespread need and inadequate preparedness, is this the only option?

In the past there was another route: The route from entrant to artisan to technician via the N1 to

N6 plus workplace learning route – with the option of taking a government ‘ticket’ exam to certificated engineer

Thousands of young white men were lifted out of poverty into ‘decent jobs’ through this route.

Might it not be useful again?


How did it work?

SchoolingGrade 1 – 12(incl. NCV)

Schooling – Grades 0 - 9

N1

N2

N3

N4

N5

N6

Practical and work experienceLevel 7







Pro

fess

iona

l or

Man

ager

ial

(deg

ree)

Par

a-pr

ofe

ssio

nal

(dip

lom

a)

Stacked qualificationsProgressive Occupational Model

Parallel pathways

Cer

tific

ate

s

Practical and work experienceABET Levels

Practical

Practical

Practical

Artisan

Certificated engineer after government examination

TechnicianN6

N5

N4

N3

N2

N1

ETC


The routes are not the same The ‘stacked’ or ‘progression’ route:

Shorter part-time theory programmes Begin with narrower and shallower base and then build

incrementally – broader and deeper step by step ‘just in time’ determined by nature of (more routine) work to be performed (cf broad and deep base at the beginning ‘just in case’ for parallel pathway route)

Aligned to workplace learning at each level (‘see the point’) Meaningful exit points en route – e.g. trade Learners can work a while and then return (part-time) to

upgrade as they mature and learn of the frustrations lower down and benefits of further learning

Learners earn as they climb – NB for those from poor households

Less likely to migrate, more rooted in practice


Not the same … where would they work?In the past infrastructure built by these men Allyson Lawless (SAICE) notes from her experience

with Local Government: There is little systematic asset maintenance of infrastructure

(e.g. fix pot holes reactively). There are those who can do the work, but the people to plan priorities, work out the costings , set rotations and then manage the teams are scarce

With the decline of the artisan system there are few experienced people to do supervision, detailing and draughting and other specialized work

She calls this gap as ‘the missing middle’ – of technical people trained to do the more routine technical work at a higher level. NOT ‘PR TECH ENG’ folk who quickly want more. She sees it as a widespread problem.


It’s a question …I’m asking your view

Should we explore the re-introduction (and revitalisation) of this route?

Would it be worth the effort? The benefits? Access, expand UoT student numbers, success

What might the unintended consequences be? The costs? Displace other students?

Would SATN be prepared to participate in its design, development and implementation?

Presentation to SATN 121 October 2010 12

The key question: Could we get enough workplaces … how? “Social compact” between labour, business, the social

sectors and government Financial incentives e.g.

NSDS III – PIVOTAL grant from SETAs and NSF Tax incentives (cf for learnerships – extended)

Industry policy including investment incentives & compulsions

Public sector as largest employer - lead ‘Virtual parastatal’ as employer, rotate through small

firms for range of experience (ESDA) – role could be played by providers?


‘PIVOTAL GRANTS’= Employer grant for taking student for structured learning - 10% of levy

Required qualification Required for practice

PROFESSIONAL BODY

CO-OPERATIVE LEARNING

DIPLOMA MODEL Work Int. Learning

APPRENTICESHIP

Structured workplace-based

learning

Occupational theory

INTERNSHIP

General institution-based qualification

Workplace learning – access with educ. Qual. level e.g. matric

Professional

Para-professional

Trade / trade equiv.

General to occupation


How? We have the QCTO …

The SDA, 2008: ‘the QCTO is responsible for establishing and maintaining occupational standards and qualifications’ (Section 26H, 3(a))

An ‘occupational qualification means• a qualification associated with a trade, occupation or

profession • resulting from work-based learning and • consisting of

knowledge unit standards, (‘part qualifications’) practical unit standards and work experience unit standards’


QCTO Occupation qualification architecture is central

Knowledge Practical Work Exp.

External, summative assessment

Occupational Qualification

Occupational Purpose defined by Experts


Qualification, Curriculum & Assessment

Purpose

Task 1

Task 2

Knowledge (1)

Knowledge (2)

Work Exp. (1)

Practical (1)

Practical (2)

Work Exp. (2)

Knowledge (1)

Knowledge (2..)Practical (1)

Practical (2)

Work Exp (1)

Work Exp (2)Knowledgecurriculum

Practical Curriculum

Work Experience Curriculum

External Integrated Summative Assessment (items and modality)


Package knowledge as ‘N’?

Purpose

Task 1

Task 2

Knowledge (1)

Knowledge (2)

Work Exp. (1)

Practical (1)

Practical (2)

Work Exp. (2)

Occupational Curriculum Construction

Knowledge (1)

Knowledge (2..)Practical (1)

Practical (2)

Work Exp (1)

Work Exp (2)Knowledgecurriculum

Practical Curriculum

Work Experience Curriculum

External Integrated Summative Assessment (items and modality)

‘N’?

Presentation to SATN 181 October 201023 August 2010 COSE 18

In practice – we’d review what we’ve got in the process: Per Occupation

Required knowledge Required practical skills

Required workexperience

Learnership 1 from Sector 1


Current N course

Diploma / Certificate


Updated ‘N’ Course? Learnership / internship agreement?


Who does the work?

Those who need the skills start the process Development Quality Partners (DQPs) appointed by QCTO Often SETAs are DQPs and fund the whole process:

They convene a Committee of Expert Practitioners drawn from all sectors where occupation is practiced (through SETA and other networks) to scope the occupation.

Curriculum is drawn by experts – so in relation to ‘knowledge’ by professional bodies or providers.

Checked through ‘convener’ model of provider networks. Note National Curriculum!

External Assessment by Assessment Quality Partner (e.g. professional body) to conduct final ‘test’


Collaboration for Occupational Skills Excellence (COSE) Project

Semi – skilled

Skilled

Highly skilled

1. Select progression ‘family’ (QCTO OFO)

2. Develop occupations (QCTO) – including ‘N’

3. Develop pathway between them (fill in the gaps …)

4. Implementation


So … what do you think?Let us know

Poorly prepared

learners

Employment in the ‘missing middle’ … and beyond?


Documents

SATN Conference 2010 - Mrs Adrienne Bird