Quality Council for Trades & Occupations. Curriculum model and development process

Transcription

1 Quality Council for Trades & Occupations Curriculum model and development process

2 Quality Management Data analysis Practice-driven Credible Relevant Responsive Qualifications Design QCTO Assessment Consistent Occupational competence Light touch Self-evaluation Quality Monitoring Respond to problems General knowledge & theory General practical skills Specialised practical skills Specialised knowledge & theory Work experience Quality Improvement cycle 2

3 Demand Driven Occupational Learning System DoL SETAs QCTO NOPF ESSA Report Reflect Industry Needs Economy Develop Qualification Occupational Assessment & Qualifications Specifications Curriculum 5 1 OFO Impact assessment Labour Market 8 SAQA NLRD Provider System Accredited Providers & Approved Workplaces External Assessment SETAs Register & Promote Learning Programmes Learnerships Apprenticeships Skills Programmes Society 3

4 Skills Development Discourses Skills education What is taught, instructed, imparted The rules, principles, concepts, theories, techniques The should The certificate, diploma, the credits The inputs Skills training What you learn to do Judgments, anticipation, decisions-in-motion, maximum grip The is The title japaner, jeweller, joiner The outcome Skills praxis What you are Your practices, identity, meaning, purpose, the community to which you belong 4

5 Qualifications related to different discourses Education: Qualified in Labour market: Qualified to A knowledge domain Do something useful for the Music, sociology, engineering economy & society Musician, sociologist, engineer Psst Praxis Qualified as belonging to The guild of practitioners 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 5

6 QCTO Occupational. Assessment specifications curricula Occupational Qualifications Sub-framework NQF Doctoral Degree Masters Degree Master Postgraduate Diploma Professional Qualifications Degree Bachelor Degree Advanced Diploma Diploma Advanced Certificate Higher Certificate National Senior Certificate (Grade 12) Adult National Senior Certificate Units of learning to be accumulated Advanced National Certificate (Vocational) 5 National Certificate (Vocational) 4 National Certificate (Vocational) 3 National Certificate (Vocational) 2 Incl. subject / unit certificates CHE UMALUSI Level 10 Level 9 Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 National Occupational Awards National Skills Certificates COcccupational F L NOPF General Education & Training Certificate (Grade 9) Adult National Senior Certificate Level 1 6

7 Integrated summative external assessment of competence SCOPE OF OCCUPATIONAL QUALIFICATIONS General knowledge & theory General practical skills Specialised practical skills Specialised knowledge & theory Work experience All forms of learning General qualifications Vocational & Occupational directed qualifications Stage 2 learning Work related learning Certification Other QCs QCTO & Quality Partners 7

8 Articulation with HEQF and GFETQF Occupational qualifications may stand alone or complement other qualifications Qualifications from other sub-frameworks may: Be specified as an entry requirement to an occupational qualification Be listed as equivalent to specified components of an occupational qualification, providing learners with exemption from these components Professional bodies and industry associations may: Work with one or more QCs depending on the purpose, scope and design of the qualification in question; and Seek registration by SAQA to register professional designations on the NQF 8

9 TYPES OF OCCUPATIONAL QUALIFICATION Two types of occupational qualification nomenclature still under discussion National Occupational Award certifies competence to practice an occupation listed on the Organising Framework for Occupations National Skills Certificate certifies competence to practice a specialisation related to an occupation or group of related occupations Credit values vary according to the needs of the occupation or specialisation Rules of combination allow for fitness-for-purpose 9

10 Organising Framework for Occupations Skills-based coded classification system Purpose to capture scarce and critical skills Skills at two levels Level 1 Jobs, specialisations clustered into occupations Occupations grouped into related categories Level 2 Occupational details in Descriptors and Tasks/skills Based on similarity tasks or skills» Tasks/skills only described at first level of occupational group = unit group 10

11 Occupational qualifications qualify a person to do something Finance Manager (5) Personnel / Human Resource Manager (5) Quality Assurance Manager (5) Event Manager (5) Bank Manager (5) Company Secretary (5) Librarian (5) Aeroplane Pilot (5) Air Traffic Controller (5) Ship s Engineer (5) Ship s Master (5) Airworthiness Surveyor (5) Surveyor (5) Dietician (5) Optometrist (5) Retail Pharmacist (5) Translator (5) Social Worker (5) Building Inspector (4) Safety Inspector (4) Aircraft Maintenance Engineer (Avionics) (4) Nuclear Power Plant Process Technician (4) Baker (3) Chef (4) Cabinetmaker (3) Power Generation Plant Controller (3) Cable Jointer (3) Demolition Technician (3) Dental Hygienist (4) Fire Fighter (3) Embalmer (3) Sex Worker (1) Diving Operator (2) Diving Instructor (Open Water) (3) Bookkeeper (2) Teller (2) Customs Officer (2) Weights and Measures Inspector (2) Insurance Loss Adjuster (3) Crane, Hoist or Lift Operator (2) Winding Engine Driver (2) Emergency Vehicle Drivers (2) Bus Driver (2) Train Driver (2) Pest or Weed Controller (2) 11

12 Training and Development Professionals (Skill Level 5) TRAINING AND DEVELOPMENT PROFESSIONALS plan, develop, implement and evaluate training and development programs to ensure management and staff acquire the skills and develop the competencies required by organisations to meet organisational objectives. Tasks: Identifying training needs and requirements of individuals and organisations Setting human resource development objectives and evaluating learning outcomes Preparing and developing instructional training material and aids such as handbooks, visual aids, online tutorials, demonstration models, and supporting training reference documentation Designing, coordinating, scheduling and conducting training and development programs that can be delivered in the form of individual or group instruction, and facilitating workshops, meetings, demonstrations and conferences Liaising with external training providers to arrange delivery of specific training and development programs Advising management on the development and placement of staff and providing career counselling for employees Occupations Training and Development Professional (Skill Level 5) Occupational Instructor / Trainer (Skill Level 5) Assessment Practitioner (Skill Level 5) 12

13 Further Education and Training Teachers and Lecturers (Grade 4-9) (Skill Level 5) FURTHER EDUCATION AND TRAINING TEACHERS AND LECTURERS teach one or more subjects (theoretical and or practical component) within a prescribed curriculum to Further Education and Training students and promote students social, emotional, intellectual and physical development. Tasks: Developing students interests, abilities and coordination by way of creative activities Discussing individual progress and problems with students and parents, and seeking advice from Student Counsellors and senior teachers Guiding discussions and supervising work in class Liaising with parent, community and business groups Maintaining class and scholastic records Maintaining discipline in classrooms, workshops and other school areas Participating in staff meetings, educational conferences and workshops Performing extra-curricular tasks such as assisting with sport, school concerts, excursions and special interest programs Preparing, administering and marking or evaluating tests, projects and assignments to evaluate students progress and recording the results Presenting prescribed curriculum using a range of teaching and training techniques and materials Occupations that might be relevant: Accounting Teacher (Grades 10-12) (Skill Level 5) Agricultural Management Practices Teacher (Grades 10-12) (Skill Level 5) Agricultural Sciences Teacher (Grades 10-12) (Skill Level 5) Agricultural Technology Visual Arts Teacher (Grades 10-12) (Skill Level 5) 13

14 National Occupational Pathway Framework Human Resources Related Occupations Cluster Field Family 14

15 NOPF Teaching related occupations 15

16 PROPOSED QUALIFICATION PROGRESSION National Skills Certificates for : Electrical Contractor (Construction?) Armature Winder Electrical Wireman Electrician (Air-conditioning and Refrigeration??) Note: Further specialisations such as Chemical, Underground Coal etc to be dealt with in learning programme in terms of Workplace Experience 2333 Electrical Engineers and Technologists 3123 Electrical Engineering Draftspersons and Technicians Electrician (General) Engineering Maintenance Manager OCCUPATIONAL AWARD Electrician (Special Class) Lift Mechanic Electrical or Telecommunications Trades Assistant 16

17 Utility of National Skills Certificates for career development 2491 Ed & Training Advisors & Reviewers Business Training Manager Specialist manager Small business manager Electrical Technology Teacher Training & development professional 3123 Electrical Engineering Draftspersons & Technicians Occupational Instructor Foreman Wireman s license Electrician (General) 17

18 OCCUPATIONAL QUALIFICATIONS Aim of Occupational Qualifications: Qualify a person to practice the occupation» NOT to qualify a person in a field of learning Qualifications are based on: occupational curricula; and Qualification Assessment Specifications for external assessment; and Assessable learning outcomes presented to SAQA for registration on the NQF occupational qualifications three kinds of occupational unit standards. Development based on demand, not supply External assessment is costly 18

19 Articulation with HEQF and GFETQF Occupational qualifications may stand alone or complement other qualifications Qualifications from other sub-frameworks may be: specified as an entry requirement to an occupational qualification listed as equivalent to specified components of an occupational qualification, providing learners with exemption from these components Professional bodies and industry associations may: Work with one or more QCs depending on the purpose, scope and design of the qualification in question; and Seek registration by SAQA to register professional designations on the NQF 19

20 PROPOSED CURRICULUM / QUALIFICATIONS OUTLINE FOR DISCUSSION All: Electricians (3411) Electrician General (341101) Learning Programmes Work experience standards Min 20% Common / Core Occupational Specialisations Contextualisation Contextual specialisations in workplace Practical standards Min 20% Knowledge standards Min 20% Rules of combination Construction Specialisations = Additional Skills Wireman Certificate Air-conditioning and Refrigeration 20

21 Curriculum Development Process Application from industry Clarification of application Curriculum scoping meeting Development quality partner Registered facilitator Working groups Approval by Community of Expert Practice Capturing on e-system Assessment quality partner Qualification Development Specifications Exemplars Conversion of curriculum into qualification and unit standard documents for submission to SAQA 21

22 Curriculum development: Starting point are the Occupational tasks Product or Service Occupational Responsibility Occupational profile Knowledge Topic Topic Topic Skills Critical x-field outcomes Problems Teams Plans Learning process design Subjects Disciplinary Practice Generic practices Modules Given X, do Y to Z standard Qualifications and part qualifications Knowledge standards Practical standards Workplace context Work experience Settings Interfaces Range / scope Modules Settings, interfaces, circumstances Specialised knowledge Work experience standards 22

23 Guidelines for level descriptors, tasks determine level Levels Typical activities Role Workplace Focus Time 10 Envisioning future scenarios Visionary leadership Future shape of organisation, industry, profession 9 Set and implement strategies Leading and directing The 'business landscape' or profession years 5-10 years 8 Manage or design systems Resource management Policy, resource allocation 3-5 years 7 Manage or design processes Changed practices New technology, systems 1-3 years 6 Develop and implement changes Optimisation Improvements 3mth -1yr 5 Maintain efficiencies Stability and consistency Systems 1wk-3mth 4 Setup processes and solve process problems Process management Process data 1wk-3mth 3 Adjust, maintain and oversee Procedures Productivity 1wk + 2 Monitor, support Operations Machinery 1 day 1 Perform elementary tasks Task Machines, tools 1 day 23

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28 QCTO Development Processes and Responsibilities Industry (Constituency) QCTO Snr Manager Qual Design receives application via Industry represented by constituent segment, SETA, assosiation or professional body identify need for development of occupational curriculum / qualification Acknowledge receipt and forward to Qual Cluster Manager Prepare & submit application to QCTO Compile application feedback document Pre-scoping clarification meeting with applicant Confirm application detail on QCTO database Occupational code & field Occupational progression Learnerships, apprenticeships & related quals Stakeholders (professional bodies, SETAs & SGBs) Develop draft proposal on curriculum & qual scope if possible Identify areas for clarification 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 Request pre-scoping clarification meeting with applicant and relevant people from industry to plan for scoping meeting Brief registered Development Facilitator If not registered, appoint a Mentor to train and mentor Development Facilitator Invite identified stakeholders to scoping meeting Project Scoping Meeting Register Development Facilitator on NOPF at end of process Finalise proposal, compile agenda and information pack for scoping meeting If changes are required to the OFO complete application form Confirm curriculum parametres Nominate Qualifications Development Partner Agree on development facilitator Nominate Assessment Quality Partner Submit request for changes to OFO to DoL Submit Occupational Qualifications to SAQA Register Occupational Curriculum and Qualifications Assessment Specification on NOPF Appoint Assessment Quality Partner & sign SLA Appoint Qualifications Development Partner & sign SLA Qualification Development Partner 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 Convene WG comprising practitioners Circulate occupational profile for validation Appoint Development Facilitator to guide and direct Working Groups Convene WG comprising practitioners and educators Circulate occupational curriculum for validation Convene WG to develop assessment specifications Compile & submit development process report including occupational curricula, qualification assessment specifications and occupational qualifications CEP with Curr Dev Facilitator Develop occupational profile Develop learning process design Practitioners and occupational trainers develop practical skills and work experience modules Providers develop knowledge curriculum component Occupational curriculum Develop assessment specifications System generates occupational qualifications 28

29 Final point FET not just about the pipeline ie stream of learners exiting other education institutions Also about other learners In analysis from 2004 Glass ceilings in work are created by theory thresholds Progression requires engagement with formal knowledge domain QCTO aligns with education institutions Reverse also needed Stop qualification thinking Start thinking part qualifications, subjects, modules Rebuild the night school paradigm Provide employed with progression options 29

30 Resources Various documents on Dept of Labour website Google: Joint Policy Statement site:labour.gov.za QCTO site:labour.gov.za OFO - Some background papers Manje ngiyaqedile. Ngiybonga kakhulu 30