Preparing for the QCTO AgriSETA Road Show QCTO Project Manager Herman van Deventer

Focus during 2009: Development Quality Partner Role Refinement of the Occupational Curriculum Development Process Agreement with the QCTO Support Team on: Occupational curriculum document format Occupational curriculum document content Data capturing system 18 Occupational Curricula are at various stages of development

Current Scope of Occupational Curriculum Development Projects Livestock Farming Horticulture Processing Equipment Operators Operational Process Controllers for a range of industries Regulatory occupations  Red meat abattoirs related needs  Grain Grading  Grain Silo Fumigation

E-Based Occupational Curriculum Verification System Key Focus for 2010 Broad constituent process Draft Occupational Curricula will be made available on the AgriSETA Web Site Notice to subscribers to the AgriSETA 30 Calendar days to submit comments Web based system Target date – 15 March 2010

The Verification System Occupational Curricula will be available as a PDF download Occupational Curriculum information guide will be available as a PDF download Requires participants to:  Register personal and contact details  Indicate Area of Expertise Technical/Operational Training and Development Human Resources Social Interest Groups  Indicate Industry Expertise A list of industries (Beef Cattle Farming, Grain Silo Industry, Sugar Processing, Cash Crop Farming, etc) Can select more than one

The Verification System - Continue Verification step 1: General Impression  Sufficient and usable guide for training  Yes / No Step 2: Critical evaluation  12 Criteria  Rate according to scale Step 3: Detailed comments  Raise concern on specific curriculum components  Also require a proposed solution  Rate importance of the concern 1 Does not meet industry requirements 3Average 5Meets industry requirements 0Could not evaluate 1Improve Quality, but not critical 3Important – address at next review 5 Critical – must be addressed before publication and implementation

Focus during 2010: Development Quality Partner Role Extend capacity of Development Facilitators  Eddie Pols  Anele Sololo  Dominicus Yotwana Occupational Curriculum Development  Complete current projects  Focus on further needs of Primary Agriculture  Focus on needs of Ornamental Horticulture  Regulatory occupations

Assessment Quality Partner Role External Integrated National Assessments are prescribed for all future occupational qualifications derived from occupational curricula  One body per qualification to manage and coordinate all aspect of the external assessment process  This involves: Learner and assessment data management Development and management of external assessment instruments and standards Logistics of assessments Registration of external assessors and moderators Reporting of results to the QCTO Development of Qualification Assessment Specifications  Establishes an assessment framework Development of assessment tasks and instruments Will involve experts from industry in workshops

Delivery of Learning Implications on delivery and internal assessment of learning

Delivery Models Regulated Learning  Learning programs established by a SETA: Learnership Skills Programs Apprenticeship Internships  Delivered in terms of a contractual agreement  Knowledge Subjects and Practical Skills Modules delivered by QCTO accredited training providers  Work experience modules delivered at a suitable workplace  National External Assessment required for certification by the QCTO Foundational Certificate prescribed for all qualification at NQF Levels 1 to 4 in addition to occupational qualification requirements

Foundational Competence Ensure that learners have the appropriate level of communication and mathematical literacy to cope with occupational learning demands Providers will be accredited for:  Foundational Communication  Foundational Mathematical Literacy  Curricula developed and has been piloted  Current formats in English but can be extended to other languages Curricula Level  ABET Level 3 is regarded as Learning assumed to be in place  Foundational curricula are more or less aligned to NQF level 1 Accreditation of providers with QCTO External Assessment most likely to be managed by the Independent Examination Board (IEB) as the AQP  Learners issued with a Foundational Certificate

Delivery Models – Other Opportunities Delivery of Curriculum components by a QCTO accredited provider  Agreement between providers and customers Knowledge Subjects and Practical Skills Modules Learners are issued by the Provider with:  Statement of results  Provider certificate Short Courses  Industry or workplace specific needs  Not a qualification need  No accreditation required

Delivery of Knowledge Subjects Knowledge Subject Specifications  Body of knowledge  Resources selected and compiled in terms of the context where the subject is presented Text books Publications Current material developed by providers Internet resources

Delivery of Practical Skills Modules Meet requirements specified in the curriculum component  Simulations  Coaching in a work environment

Internal Assessment Assessment guidelines specified for Knowledge subjects and Practical Skills Modules in the Curriculum Assessor requirements specified by industry  Current assessment unit standard no longer a prescribed requirement  No accreditation or registration of internal assessors prescribed Providers issue statement of results to Learners

Workplace Learning No workplace accreditation or registration is prescribed Range of experiences that learners must be exposed to are provided in the Curriculum  Various situations  Time  Various interactions Record of work experience signed off by the employer

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