Supported bySupported by
The Occupational Learning The Occupational Learning SystemSystem
Application in the Agricultural Application in the Agricultural SectorSector
2
Overview
►Introduction Basis of new policy
NQF and Skills Development Bills
Overview ● Occupational Learning System● QCTO● QA, OQF, NOPF
►Qualification Development Curriculum
Qualification assessment specifications
Qualification development process
33
REVISED POLICY ON NQF IMPLEMENTATION
►Joint Policy Statement, 2007►Based on the principle of recognising that there are
different forms of learning and that each requires different delivery and assessment approaches
Workexperience
Occupational & specialised practical skills
Specialisedknowledge &
theory
General knowledge & theory
Application of knowledge
Formal………………………………………………………………………………..Informal
General practical
skills
44
NQF BILL
►3 Quality Councils (QCs) General and Further Education and Training Qualifications Higher Education Qualifications Trade and Occupational Qualifications
►Functions of QCs Develop and implement sub-frameworks
● Qualifications framework● Quality assurance framework
Research and advise to relevant Ministers
5
Econom
y
SDA: enables a demand driven occupational learning system
OFO1
2
3
4
5
8
7
6
NLRD
SAQA
Qualification Assessment
Specifications
Occupational Qualifications
Curriculum
&
NOPF
Information
QCTO
Provider System
AccreditedProviders
ApprovedWorkplaces&
Assessment Centres
Impact assessment
Flow of skills
LearnershipsApprenticeshipsSkills Programmes
Register & Promote Learning Programmes
Society
DoL
ESSA Report
Reflect Industry Needs
SETAs
Labour Market
6
PURPOSE OF QCTO
►The main role of the QCTO will be to establish and manage its sub-framework to ensure quality : in the design, and development of occupational
qualifications, in the delivery, assessment and certification
processes required to develop occupational competence
in accordance with labour market skills needs► Approach
Who holds the standard?Create framework for role players & stakeholders to
operate in
6
7
The Occupational Qualifications Framework
►The OQF will cover all NQF levels.►Two types of occupational qualification
National Occupational Award● For occupations or groups of occupations
National Skills Certificate● Elementary occupations (OFO Skill Level 1)● Occupationally relevant skills sets
» Linked to an occupation – specialisation» Recognised component of an occupation» Generic skills set – can be linked to a number of occupations
Plus statement of results for foundational learning competence (FLC) level 2 - 4
8
Structure of Occupational Qualifications
Practical standards
Work experience standards
Knowledge standards
General Fitter (323201)
All: Metal Fitters and Machinists (3232)
Common / Core Specialisation
Fitter-Machinist
Mechanic (Diesel)
Fitter-Mechanic
Furtherspecialisation
Chemical
Mining
Defence
Context – Additional Skills
Certificate
20%
20%
20%
9
Reconfiguring qualification progression
FurtherspecialisationCommon / Core Specialisation
Requires completion of all three NQF levels
NQF 4
Boilermaker’s assistant- 839101
NQF 2
No Exit Level Outcomes at NQF 3Cannot be linked to specific occupation on OFOLearning is essential & credit bearing for the occupation & qualification at the next level. But (work experience) can include certificated tasks within the trade or occupation.
NQF 3
Boilermaker322301
10
Scope of occupational qualifications
General knowledge & theory
Specialised practical
skills
General practical
skills
Specialised knowledge & theory
Other QCs QCTO & professional bodies
Occupational qualifications
General qualifications
“Stage 2” qualifications
Work Experience qualificationsVocational & Occupational directed qualifications
Work experience
Integrated summative assessment of occupational
competence
National
Occupational
award
11112008-07-0211
What is the NOPF ?
►The National Occupational Pathways Framework (NOPF) is an integral part of OLS & OQF based on the OFO
►a management tool that clusters occupations ● mainly at unit group level in the OFO
into occupational families and occupational clusters to show occupational progression and articulation options
The grouping is done based on ● Similar purpose
● Similar learning requirements, i.e. » similar skills sets and
» similar knowledge disciplines
12
►The National Occupational Pathway Framework (NOPF) provides an initial mapping of occupational progression
PURPOSE OF THE NOPF
821902Driller’s
Assistant
821904Mining Support
Worker
7122Drillers, Miners and Shot Firers
312903Mine Deputy
2336Mining Engineers and Technologists
directs the scope of Communities of directs the scope of Communities of Expert Practices (CEPs) to:Expert Practices (CEPs) to:
• ensure vertical progression
• articulation (horizontal)
clarify role players for CEP clarify role players for CEP processes processes
12
13
Livestock
841901Hunter
2347Veterinarians
3612Veterinary
Nurses
311906Veterinary Technician
451905Dog Walker
8415Livestock Farm
Workers / Assistants
3611Animal Attendants
and Trainers
1213Livestock
Farmers and Farm Managers
1223Livestock Farm
Production Managers / Foremen
841910Wool Handler
149901Boarding Kennel or
Cattery Operator
8992Deck and
Fishing Hands
8411Aquaculture and Mariculture Farm
Workers / Assistants
1211Aquaculture /
Mariculture Farmers and Farm Managers
1221Aquaculture / Mariculture
Farm Production Managers / Foremen
OFO LEVEL 1
OFO LEVEL 2
OFO LEVEL 3
OFO LEVEL 4
OFO LEVEL 5u
u
Farming, Forestry, Nature Conservation, Environment and related Science Occupations 1
14
OFO LEVEL 1
OFO LEVEL 2
OFO LEVEL 3
OFO LEVEL 4
OFO LEVEL 5u
u
Farming, Forestry, Nature Conservation, Environment and related Science Occupations 2
2345Life Scientists
Laboratory and Life Sciences
234906Sports Scientist
311905School Laboratory
Technician
311902Life Science Technician
3112Medical
Technicians2346
Medical Laboratory Scientists and Technologists
251903Genetic Counsellor
311908Radiation Laboratory
Technician
15
Farming, Forestry, Nature Conservation, Environment and related Science Occupations 3
OFO LEVEL 1
OFO LEVEL 2
OFO LEVEL 3
OFO LEVEL 4
OFO LEVEL 5u
u
Mixed Animals & Plants
3113Agricultural, Forestry and Primary Products
Inspectors
3115Agricultural
Produce Analysts
8416Mixed Crop and Livestock Farm
Workers / Assistants
841908Market
Gardener
1224Mixed Crop and Livestock Farm
Production Managers / Foremen
1214Mixed Crop and
Livestock Farmers and Farm Managers
3111Agricultural
and Forestry Technicians
233902Agricultural Engineer
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Logic of qualification development
Current
► Multiple qualifications for 1 occupation
► Specialisations reflected as “electives”
► Small differences in context = new qualification
► Accreditation per unit std
► Exit-level outcomes
Future
► Single qualification for each occupation
► Specialisations reflected as “Specialisation” or as additional Nat Skills Certificate
► Driven by finding commonalities differences as
specialisations/contexts
► Accreditation or approval per subject/module
► Occupational tasks
17
Qualification development process
1. Occupational Profile
2. Development Pathway
3. Design of Learning Process
4. Qualification Assessment Specifications
5. Qualification & unit standards
Curriculum published on NOPF
To SAQA registered on NLRD
Published on NOPF
Qualification = all of this
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National Skills Certificate
QCTO
National Skills Certificate
Mulsing
QCTO
National Skills Certificate
Mulsing
Stand alone certificates
Elementary occupation
General task performed by several occupations
Licensed tasks
Specialisation
Licensing
Supervisor
19
Qualification development process
► Initiated by Scarce skill list Qualification review date Demand from an industry or sector
► Preceded by research Main players
● Demand side: employers, sectors, ● Professional bodies, occupational associations, institutes, industry
associations● Providers
► Managed by Professional body, occupational association, industry body, SETA
► Done by Registered qualification development facilitator
20
The Purpose of the Curriculum in the OQF
► Is to simplify and strengthen the development and implementation of the qualification
► Specifies the inputs required in relation to the occupational profile► Used as the basis for accreditation of providers► Provides guidance to the various role players on:
Access requirements Linkages to other related occupations Articulation with other learning pathways such as vocational qualifications obtained in
education institutions Content (scope and depth) Learning activities Development of learning materials and lesson plans Assessment requirements
► Allows some flexibility leaves space for contextualisation and specialisation provides opportunities for provider initiative and development of best practice
21
Registration of regulated learning programmes
►Still being finalised
►Apprenticeships are learnerships for trades
►Learnerships for Occupational awards
Substantial Skills Certificates
►Skills programmes will not be regulated No employment contracts required
Will however have to be linked to curriculum components
22
General knowledge &
theoryWork
experienceSpecialised
practical skills
General practical
skills
Specialisedknowledge &
theory
Provision meetsrequirements
External assessment
Ability to integrate curriculum components to perform occupational tasks, solve problems, etc based on assessment
Statements of results
Accreditation orapproval
Internal summative assessment
Qualification certificated
Curriculum & assessment specifications determine requirements for the following processes
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Quality Assurance
General knowledge &
theoryWork
experienceSpecialised
practical skills
General practical
skills
Specialisedknowledge &
theory
QCTO Assessment Qualifications
Design
Practice-driven
Relevant
Responsive
Credible
Consistent
Occupationalcompetence
Data analysis
QualityMonitoring
Light touch
Self-evaluation
Respond to problems
24
Impact assessment
►Qualitative Are the skills appropriate and relevant? Are assessments credible? Is employability enhanced? Is productivity and quality of work enhanced?
►Quantitative Is the process delivering the right no.s of people? Is demand and supply starting to balance?
►Change in role of SETAs From ETQA – to “real” quality assurance
● quality monitoring● programme evaluation research, including impact
25
Implementation
►New qualifications
►Qualifications requiring revision But only if on OFO
►Newly registered unit standards/whole qualifications Use the process to develop curriculum and qualification
assessment specifications
Warning: reverse engineering doesn’t work
►Process for agreeing transitional arrangements with SAQA has started
26
Conclusion
►Tighter link between labour market needs, qualification development, guidance to providers &
workplaces, structured assessment processes►Highly structured processes
Consistency across sectors, occupations For first time includes work experience as explicit
component►Flexibility in application
Fit-for-purpose Adjust for levels, types of occupation
►Involves the users far more professionals, employers