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The Occupational Learning System
Draft QCTO Policy 2017/04/19 The Occupational Learning System Application in the Agricultural Sector Occupational Qualification Development Process
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Overview Introduction Qualification Development 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
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REVISED POLICY ON NQF IMPLEMENTATION
Background to the QCTO Draft QCTO Policy REVISED POLICY ON NQF IMPLEMENTATION 19/04/2017 2017/04/19 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 Application of knowledge The three learning pathways which formed the basis of the revised NQF architecture in the Consultative Document were generally interpreted as being ‘silos’ and the bridging mechanisms, called ‘articulation credits’ as being unworkable in practice. The ‘forms of learning’ and the recognition of learning which happens outside classrooms is, however, still the area of contestation. The purpose of this drawing is clarify the learning landscape facing the NQF. For occupational competence elements of all three forms of learning are required. Any solution to the difficulties in implementing the NQF will need to be based on recognising this full range of learning. One or more forms of learning may be required depending on the purpose of a qualification General theory and knowledge is that knowledge which is primarily ‘delivered’ is as courses, handbooks etc. Specialised knowledge and theory is that knowledge required in particular contexts to respond to the differences between contexts eg differing requirements in project management depending on whether the project is sponsored by a government department, a donor organisation, and NGO or a commercial company. Skills can be developed in both institutional and more informal contexts. Laboratories, and other practical facilities are typical sites of such learning in institutions, while flight simulators, workshops etc which are closer to real working environments are typical sites for developing basic occupational skills. Work experience needs to be acquired in authentic, real-life contexts. The current approach to quality assurance doesn’t adequately deal with the latter aspects. Accreditation of providers etc is more concerned with the left-hand side of this picture. General knowledge & theory Specialised knowledge & theory General practical skills Occupational & specialised practical skills Work experience Formal………………………………………………………………………………..Informal 3 Occupational Qualification Development Process
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3 Quality Councils (QCs)
Draft QCTO Policy Background to the QCTO 19/04/2017 2017/04/19 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 4 Occupational Qualification Development Process 4
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SDA: enables a demand driven occupational learning system
Ways of seeing the QCTO Draft QCTO Policy 2017/04/19 19/04/2017 SDA: enables a demand driven occupational learning system DoL ESSA Report Reflect Industry Needs SETAs NOPF Information QCTO OFO 1 2 3 4 5 8 7 6 Economy Labour Market Qualification Assessment Specifications Occupational Qualifications Curriculum & Drawing with animation Impact assessment Flow of skills NLRD SAQA Learnerships Apprenticeships Skills Programmes Register & Promote Learning Programmes Assessment Centres Society Provider System Accredited Providers Approved Workplaces & The National Career Path Framework Occupational Qualification Development Process 5 5
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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
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The Occupational Qualifications Framework
Draft QCTO Policy 2017/04/19 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 Occupational Qualification Development Process
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Structure of Occupational Qualifications
All: Metal Fitters and Machinists (3232) General Fitter (323201) Further specialisation Chemical Mining Defence Common / Core Specialisation Practical standards Work experience standards Knowledge standards 20% Mechanic (Diesel) Fitter-Mechanic Fitter-Machinist Context – Additional Skills Certificate
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Reconfiguring qualification progression
Draft QCTO Policy 2017/04/19 Reconfiguring qualification progression NQF 4 Boilermaker 322301 Requires completion of all three NQF levels No Exit Level Outcomes at NQF 3 Cannot be linked to specific occupation on OFO Learning 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 Boilermaker’s assistant- 839101 NQF 2 Occupational Qualification Development Process
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Scope of occupational qualifications
Draft QCTO Policy 2017/04/19 Scope of occupational qualifications Integrated summative assessment of occupational competence Specialised practical skills General practical skills Specialised knowledge & theory General knowledge & theory Work experience Occupational qualifications National Occupational award General qualifications “Stage 2” qualifications Drawing + animation Work Experience qualifications Vocational & Occupational directed qualifications Other QCs QCTO & professional bodies Occupational Qualification Development Process
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Ways of seeing the QCTO Ways of seeing the QCTO Draft QCTO Policy 2017/04/19 19/04/2017 2017/04/19 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 11 11 The National Career Path Framework Occupational Qualification Development Process The National Career Path Framework 11 11
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Draft QCTO Policy PURPOSE OF THE NOPF 2017/04/19 The National Occupational Pathway Framework (NOPF) provides an initial mapping of occupational progression directs the scope of Communities of Expert Practices (CEPs) to: ensure vertical progression articulation (horizontal) clarify role players for CEP processes 12 Occupational Qualification Development Process 12
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Farming, Forestry, Nature Conservation, Environment and related Science Occupations 1
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Farming, Forestry, Nature Conservation, Environment and related Science Occupations 2
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Farming, Forestry, Nature Conservation, Environment and related Science Occupations 3
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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
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Qualification development process
Occupational Profile Development Pathway Design of Learning Process Qualification Assessment Specifications Qualification & unit standards Curriculum published on NOPF Published on NOPF To SAQA registered on NLRD Qualification = all of this
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National Skills Certificate
Stand alone certificates Elementary occupation General task performed by several occupations Licensed tasks Specialisation Licensing Supervisor
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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
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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
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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
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Internal summative assessment Qualification certificated
Curriculum & assessment specifications determine requirements for the following processes Provision meets requirements Accreditation or approval Provision meets requirements Internal summative assessment Statements of results Qualification certificated External assessment Ability to integrate curriculum components to perform occupational tasks, solve problems, etc based on assessment
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Qualifications Design
Quality Assurance Data analysis Quality Monitoring Assessment Practice-driven Relevant Responsive Credible Consistent Occupational competence Qualifications Design QCTO Light touch Self-evaluation Respond to problems
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Impact assessment Qualitative Quantitative Change in role of SETAs
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
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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
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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
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