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Project Scoping Meeting : Project Scoping Meeting : Curriculum Development ProcessCurriculum Development Process
Skills Development PractitionerSkills Development PractitionerSkills Development Administrator Skills Development Administrator
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A G E N D A1. Welcome
2. Attendance and introduction
3. Expectations
4. Presentation “Overview of the Occupational Curricula Development Process”
5. Confirm curriculum parameters6. Confirm constituency participation7. Identification of body to manage development process
8. Identification of body to manage external assessment processes
9. Establishment of Working Groups and timeframes
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ITEM 3ITEM 3OVERVIEW OF THE OCCUPATIONAL OVERVIEW OF THE OCCUPATIONAL
CURRICULUM DEVELOPMENT PROCESSCURRICULUM DEVELOPMENT PROCESS
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WHAT IS THE FOCUS OF NEW LEGISLATION ?
►Ensuring fit for purpose qualifications for the Labour Market
►Emphasis on:
Labour Market needs - both employers and trade unions need competent, employable workers (people in occupations) to grow business and the economy
SETAs must collect information on Labour Market needs in terms of occupations – who is needed?
QCTO must ensure that there are fit for purpose occupational qualifications to respond to the labour market needs
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► Education
Qualified in● Some sort of knowledge
domain (field of learning)
►Labour market
Qualified to● Do something useful for the
economy & society
(occupation, specialisation)
FIT FOR PURPOSE QUALIFICATIONS
Your ultimate qualification is your CV• It is the measure of what you
– have achieved– are capable of– and what communities you have belonged to
Psst
► Occupational qualifications will reflect industry needs► Discussions related to skills development often founder because there are
three distinct skills development discourses:
► Praxis (Community of Practice)
Qualified as● Belonging to the guild of
practitioners
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SCOPE OF OCCUPATIONAL QUALIFICATIONS
General knowledge & theory
Specialised practical
skills
General practical
skills
Specialised knowledge & theory
Other QCs QCTO & Quality Partners
All forms of learning
General qualifications
“Stage 2” learning
Work related learningVocational & Occupational directed qualifications
Work experience
Inte
grat
ed s
umm
ativ
e ex
tern
al a
sses
smen
t of
com
pete
nce
Certification
Designationby
Professional Body
(representative)Industry defined criteria
RPL Process
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INDUSTRY INPUTS
►Entire system developed for industry and must be driven by industry
►Industry inputs are required and essential at various levels and stages: Communicating skills needs (in terms of occupations
and using the OFO) to SETAs
Ensuring that training is designed to address industry requirements in terms of the occupations by participating in curriculum development
Ensuring that relevant competencies are being assessed by participating in the development of external assessment specifications
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WHAT IS NEW IN THE SYSTEM ?
►Type of qualification – focus on occupations (Occupations includes trades and professions)
►Occupational curriculum – focus on coherent provision and internal assessment
►External assessment – focus on occupational competence Nationally Standardised
Integrated
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WHY DO WE NEED OCCUPATIONAL CURRICULA?
► First and foremost - to ensure that training is designed to address industry requirements in terms of the relevant occupations
► Inputs required from industry experts to ensure this includes: Specifying what the occupational profile should look like. Only
industry experts can identify the tasks to be performed by people in these occupations
● Tasks are broken down into » Products or services to be delivered – knowledge required » Occupational responsibility – practical skills required» Context where tasks will be performed – range of work
experience required
Identifying organisations that are best situated to manage the development phase
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OCCUPATIONAL QUALIFICATIONS / CURRICULA ► Occupational Qualifications will be linked to and derived from
Occupational Curricula
► Occupational Curricula development require: A formal application from industry to initiate process Process managed by Development Partners identified by industry Input obtained from practitioners (experts) based on demand, not supply
► Characteristics of occupational curricula – Not educational model Will cover the following:
• Occupational Profile based on Occupational Tasks
• Learning process design (Knowledge, Practical skills & Work Experience)
• Scope of coverage of curriculum
• Exemptions
• Internal assessment guidelines per component
• Skills Development Provider accreditation requirements per component
• Workplace requirements
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WHY DO WE NEED EXTERNAL ASSESSMENT
►First and foremost – to ensure that relevant competencies are being assessed and that certification is credible
► Inputs required from industry experts to ensure this include: Specifying the minimum requirements that determine competency
to perform the occupation Specifying what the assessment strategy should be:
• At what points should external assessment take place?
• What are the tasks and or specialisations that could be considered for independent assessment ?
• What is the overall assessment process (Model)? Identifying organisations/bodies that are best situated to
implement the assessment strategy and manage the assessment processes
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Receive and process application.
1 QCTO.
QCTO Occupational Curriculum DevelopmentACTIVITY
DELIVERABLES:
Scoping meeting.
Constituency Group.2
CEP Work Group.
Facilitate Work Group. 3
Constituency Group.
Consolidate and verify. 4
Facilitate Work Groups.
CEP and Education Work Groups.5
Consolidate and verify.
Constituency Group.6
Manage process. Assessment Quality Partner.7
Compile. Development Facilitator.8
Qualifications Assessment Specification
E
Curriculum Document
Curriculum Scope
A
Learning Process Design
C
Occupational Profile
B
Qualification Description & standards
F
QCTO
D
RESPONSIBILITY
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Occ
up
atio
nal
Pro
file
Occ
upat
iona
l Tas
kO
ccup
atio
nal T
ask
Knowledge- Topics
Practical Skills- CCFOs- Task skills- Role/job skills
Work Experience
Knowledge
Practical Skills
Work Experience
Subject SpecificationDisciplinary, Practice, Generic
Practical Skills Module SpecificationGiven X do Y in order to Z
Work Experience Module SpecificationRange, Settings, Circumstances, Interfaces
Knowledge and Theory Standard
Practical Skills Standard
Work Experience Standard
Occupational Profile Learning Process Design
Occupational Qualification
Occupational Curriculum 0verall Process mapCurriculum Scope
Integrated Final External Assessment Specification
Curriculum Document
BC F
A
E
D
Products/Services
Occupational Responsibility
Occupational Context
Products/Services
Occupational Responsibility
Occupational Context
Workplace Knowledge
Workplace Knowledge
Contextual variables
Modules per occupational / developmental task
Knowledge topics into subjects at each NQF level
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ITEM 5CONFIRM CURRICULUM PARAMETERS
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DISCUSSION AND AGREEMENT ON CURRICULUM SCOPE
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ITEM 6 CONFIRM CONSTITUENCY PARTICIPATION
►Are all the parties with an interest in this occupation present ?Professional bodiesMajor employersUnionsIndustry bodies Statutory bodiesInternational bodies….
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ITEM 7 IDENTIFICATION OF BODY TO MANAGE
DEVELOPMENT PROCESS
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DEVELOPMENT MANAGEMENT FUNCTIONS
►Responsibilities include: Convene working groups Manage verification process Fund development process
● Venues● Registered facilitator
►This means Compile a database of relevant expert practitioners (CEP) Manage working group identification process Provide admin support to working groups Distribute outputs for comment at required stages Collect comments and submit to facilitator
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Management Committee
Assessment Quality Partner
Assessment Guidelines
Quality Assessment PractitionersLearning Process
Design
ETD Practitioners
Competence Profile
Community of Expert Practice
EmployersLabour Market
SETAs
Practitioners in the occupation
SGBs & ETQAs
Education and Training Institutions and Providers
Labour Unions Consumers/ Clients
Working group 2
Working group 3Working group 1
International Bodies
Statutory Bodies Non-statutory Bodies
Practitioners
Representative Bodies
SSICTO
Occupational Qualification
Development Quality Partner
SSETA’s Contribution: SSICTO
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DISCUSSION AND AGREEMENT ON:
VERIFICATION PROCESS BODY TO MANAGE DEVELOPMENT
PROCESS
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ITEM 8 IDENTIFICATION OF BODY TO MANAGE
ASSESSMENT PROCESSES
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EXTERNAL ASSESSMENT MANAGEMENT FUNCTIONS
►Responsibilities include: Provide input to develop assessment strategy Fund development and management of nationally standardised
assessment instruments Manage assessment processes
►This means Develop exemplars Specify requirements for accreditation of assessment centres where
required Recommend assessment centres / sites for accreditation where
required Register assessors, moderators and invigilators Report on assessment results Analyse assessment results in terms of the quality Manage logistics for external assessments
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DISCUSSION AND IDENTIFICATION
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ITEM 9 ESTABLISHMENT OF WORKING GROUPS
AND TIMELINES
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NEXT STEPS
►Identification of:
Practitioners to assist with the occupational profile
Occupational trainers to assist with practical skills
Providers to assist with knowledge and theory
►Agree on date of first working group meeting (occupational profile – 2 days)
►Agree broad timeframes
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THANK YOU !!
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NQF
Advanced National Certificate (Vocational)
National Skills
Certificates
National Occupa-
tional Awards
Doctoral Degree
Masters Degree
Master Postgraduate DiplomaProfessional Qualifications Degree
Bachelor DegreeAdvanced Diploma
DiplomaAdvanced Certificate
Higher Certificate
Incl. su
bje
ct / un
it certifica
tes
National Senior Certificate (Grade 12)
General Education & Training Certificate(Grade 9)
Advanced National Certificate (Vocational) 5
Adult National Senior Certificate
Adult National Senior Certificate
Units of learning to be accumulated
National Certificate (Vocational) 4
National Certificate (Vocational) 3
National Certificate (Vocational) 2
QC
TO
Level 1
Level 3
Level 2
Level 4
Level 6
Level 5
Level 7
Level 9
Level 8
Level 10
CH
EU
MA
LU
SI
OCCUPATIONAL QUALIFICATIONS SUB-FRAMEWORK
FL
C
28
Occ
cupa
tiona
l cu
rric
ula
Occ
upat
iona
l. A
sses
s-m
ent
spec
ifica
tions
NO
PF
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INTERVENTION THEORY AND RESULT CHAIN UNDERPINS SYSTEM OPERATIONS
If we clearly identify Labour Market skills needs then we can embark on a process to develop relevant qualifications (demand and not supply driven)
If we use industry (expert practitioners) to identify occupational requirements (curricula) to be addressed in the qualifications and qualification assessment specifications then they will know that the products are relevant
If industry is aware of the relevance of the products then they will participate in training
If the quality of provision is controlled through ensuring consistent and complete provision (accreditation of providers) then learners should be competent
If the quality of assessment of competence is controlled through ensuring consistent and complete assessments (accreditation and moderation of assessment centers/ sites) then QCTO certification will be valued by industry
If certification is valued by industry then graduates will find employment
Industry participation
Learner enrollment
Learner pass rate
Increase in employ-ment or business opportunities of
graduates
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QCTO MODEL FOR QUALITY MANAGEMENTQuality Improvement through
MONITORING AND EVALUATION• of development and design processes• of implementation of learning programs• data analysis and impact assessment
Quality Assurance of development and design of ASSESSMENT
PROCESSESBy applying nationally standardised processes and systems
• Qualification Assessment Specifications (QAS)
• Nationally standardised assessment instruments
Quality Control of PROVISION, IMPLEMENTATION and CERTIFICATION
• Accreditation of Skills Development Providers (requirements specified in curriculum )
• Implementation of assessment strategies (requirements specified in QAS)
•Establishing a secure certification system30
Quality Assurance of development and design of CURRICULA
By applying nationally standardised processes and systems• Occupational Curricula• Foundational Learning Competence• Occupational Qualifications & US
QUALITY PARTNERS
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SCOPE OF OCCUPATIONAL QUALIFICATIONS
General knowledge & theory
Specialised practical
skills
General practical
skills
Specialised knowledge & theory
Other QCs QCTO & Quality Partners
All forms of learning
General qualifications
“Stage 2” learning
Work related learningVocational & Occupational directed qualifications
Work experience
Inte
grat
ed s
umm
ativ
e ex
tern
al a
sses
smen
t of
com
pete
nce
Certification
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BACKGROUND – NQF REVIEW►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 10 Levels for NQF
Qualifications fit for relevant purpose
Disestablishment of NSBs
Limited number of ETQAs
QA to focus on integrated partnership approach to quality
SAQA an Apex organisation
►2004: Public comment on Consultative Document ►October 2007: Joint Policy Statement released
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JOINT POLICY STATEMENT►Retains original objectives of the NQF, ►Retains the principle of an integrated approach to education
and training, but recognising the importance of providing for the different
forms of learning►Stipulates changes in the organisational structure to : Enhance simplicity, clarity, flexibility and trust as the
hallmarks of successful NQF implementation Bring quality assurance and standard setting under one
roof►Revised architecture to achieve above leads to:
The establishment of three Quality Councils● icluding the QC for Trades and Occupation
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REVISED AND NEW LEGISLATION
►New NQF Act, 2008 to replace SAQA Act One NQF, 3 sub-frameworks
Provides for QCs responsible for each sub-framework● Includes both qualification design and quality assurance
►Amended: Higher Education Act
General and Further Education & Training Act
Skills Development Act, 2008
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SKILLS DEVELOPMENT ACT, 2008 (AMENDED)►Establishes an integrated framework for skill development
based on occupations - Organising Framework for Occupations (OFO) forms basis for:
Identification of Scarce and Critical skills by SETAs – feeds into● Employment Services South Africa (ESSA) system
» Linking job-seekers to job opportunities
» National scarce skills list
Ensuring fit for purpose occupational qualifications ● Establishment of QCTO as juristic person
» Own sub-framework for trades and occupations (one of three sub-frameworks within NQF)
» Responsible for development and quality assurance of Occupational Qualifications - through Quality Partners
Addressing skills needs:● Registration of Learning Programs (Learnerships, Apprenticeships & Skills
Programs)
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CEP
with
Cur
r Dev
Fac
ilita
tor
Qua
lific
atio
n D
evel
opm
ent
Part
ner
Indu
stry
(Con
stitu
ency
)Q
CTO
If not registered, appoint a Mentor to train and mentor
Development Facilitator
Mandate through SLA· Appoint and fund development facilitator· Set up CEP & stakeholders database· Manage the conveyance of Working
Groups establishment process· Provide administrative support to Working
Groups· Manage validation processes by CEP &
stakeholders· Conduct review process
Develop learning
process design
Brief registered Development
Facilitator
Circulate occupational curriculum for
validation
Project Scoping Meeting
Prepare & submit application to QCTO
Develop assessment
specificationsProviders develop knowledge curriculum component
System generates occupational qualifications
Industry represented by constituent segment, SETA ,
assosiation or professional body identify need for development of
occupational curriculum / qualification
Circulate occupational
profile for validation
Compile & submit development process report including
occupational curricula, qualification assessment specifications and
occupational qualifications
Invite identified stakeholders to scoping
meeting
Develop occupational
profile
Appoint Development Facilitator to guide and direct Working Groups
Register Development Facilitator on NOPF at
end of processAcknowledge receipt and forward to Qual
Cluster Manager
Snr Manager Qual Design receives
application via e-mailConfirm application detail on QCTO database· Occupational code & field· Occupational progression· Learnerships, apprentice-
ships & related quals· Stakeholders (professional
bodies, SETAs & SGBs)
Identify areas for clarification
Pre-scoping clarification
meeting with applicant
Request pre-scoping clarification meeting with applicant and relevant people from industry to plan for scoping meeting
Appoint Qualifications Development Partner
& sign SLA
Appoint Assessment Quality Partner &
sign SLA
Identify possible development facilitator (registered or to be trained)Clarify role i.t.o arranging scoping meeting· Funding · Additional stakeholders· Possibility of being
Development Quality Partner
Register Occupational Curriculum and Qualifications Assessment
Specification on NOPF
Develop draft proposal on curriculum & qual scope if possible
Finalise proposal, compile agenda and information pack for
scoping meeting
Confirm curriculum parametres
Nominate Qualifications Development Partner
Nominate Assessment Quality Partner
Agree on development facilitator
Submit Occupational Qualifications to SAQA
Compile application feedback document
Convene WG comprising
practitioners
Convene WG comprising
practitioners and educators
Practitioners and occupational trainers develop practical skills and work experience modules
Occupational curriculum
Convene WG to develop
assessment specifications
Submit request for changes to OFO to DoL
If changes are required to the OFO complete application form
QCTO Development Processes and Responsibilities
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►The National Occupational Pathway Framework (NOPF) provides an initial mapping of occupational progression to –
BENEFITS OF THE OFO – QCTO:Basis of NOPF
821902Driller’s
Assistant
821904Mining Support
Worker
7122Drillers, Miners and Shot Firers
312903Mine Deputy
2336Mining Engineers and Technologists
ensure vertical progressionensure vertical progression
direct the scope of Communities of direct the scope of Communities of Expert Practices (CEPs) to:Expert Practices (CEPs) to:
• ensure vertical progression
clarify role players for CEP processes clarify role players for CEP processes
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7MACHIENERY
OPERATORS & DRIVERS
NQFLevel
10
6
5
3
2
1
7
2PROFESSIONALS
3TECHNICIANS &
TRADES WORKERS
4COMMUNITY &
PERSONAL SERVICE WORKERS5
CLERICAL & ADMINI-
STRATIVE WORKERS
6SALES WORKERS
8LABOURERS AND ELEMENTARY WORKERS
1MANAGERS
4
OFO Skill Level and experience
5
4
3
2
1
5 Yrs exp might substitute for someformal qualification
3 Yrs exp might substitute for someformal qualification
3 Yrs exp might substitute for someformal qualification
1 Yrs exp might substitute for someformal qualification
On the job training might be sufficient
7MACHIENERY
OPERATORS & DRIVERS
NQFLevel
10
6
5
3
2
1
7
2PROFESSIONALS
3TECHNICIANS &
TRADES WORKERS
4COMMUNITY &
PERSONAL SERVICE WORKERS5
CLERICAL & ADMINI-
STRATIVE WORKERS
6SALES WORKERS
8LABOURERS AND ELEMENTARY WORKERS
1MANAGERS
4
OFO Skill Level and experience
5
4
3
2
1
5 Yrs exp might substitute for someformal qualification
3 Yrs exp might substitute for someformal qualification
3 Yrs exp might substitute for someformal qualification
1 Yrs exp might substitute for someformal qualification
On the job training might be sufficient
Mining support worker
Drillers, Miners and Shot Firers
Mining Technicians
Mining Engineers and Technologists