The Quality Council for Trades and Occupations (QCTO) Roadshows 2013

Transcription

1 The Quality Council for Trades and Occupations (QCTO) Roadshows 2013 Oct - Nov

2 Knowledge / Head: Conception Understanding Reflection QCTO brand: Colour; For current and future workers Productive Hands (colour of gloves signals health sector, industrial sector etc.) 2

3 Outcomes of the presentation Occupational Qualifications Development Quality Assurance of Occupational Qualifications New Landscape QA of Currently Registered NQF Qualifications N4-N6 (Revising the selected syllabi) 3

4 Staff Contacts: QCTO Core Business Areas of the QCTO Directorate : Occupational Qualifications Development Sifiso Mkhonza - mkhonza.s@qcto.org.za Mandlenkosi Ndukula - ndukula.m@qcto.org.za Heidi Peters peters.h@qcto.org.za Thabo Matjabe - matjabe.t@qcto.org.za Schalk Walterswalters.s@qcto.org.za Directorate : Assessment Busi PN Mtintsilana mtintsilana.p@qcto.org.za Dr Phumzile Zwane zwane.p@qcto.org.za Godfrey Moraba moraba.g@qcto.org.za Sub directorate: Monitoring & Evaluation, and Legacy Qualifications Margaret Barretto Barretto.m@qcto.org.za Phineas Makhotha - Makhotha.p@qcto.org.za Maboeane David - maboeane.d@qcto.org.za 4

5 NQF Act NATIONAL QUALIFICATIONS FRAMEWORK ACT (No 67 of 2008) The NQF is a comprehensive system approved by the Minister for the classification, registration, publication and articulation of quality-assured national qualifications Objectives of the NQF 5

6 Department of Education Brief history on the NQF is SA Pre-2009 Pre-2008 NQF Economic/Social Sector ETQA CHE with HEQF (Band ~ Higher ) Umalusi with school and college qualifications (Band ~ General and Further) SETAs with learnerships incl. structured learning (?) S E T A a S E T A b S E T A c S E T A & Department of Labour NSDS I - 25 SETAs NSDS II - 23 SETAs NSDS III 21 SETAs 6 Professional Bodies 6

7 Improvements in NQF landscape: NQF Act (No 67 of 2008) makes provision for an integrated NQF comprising three sub frameworks, each developed and managed by a Quality Council Sub Framework Quality Council responsible General and Further Education and Training Qualifications Sub framework (GFETQSF) Umalusi Higher Education Qualifications Sub Framework (HEQSF) Trades and Occupations Qualifications Sub Framework commonly known as Occupational Qualifications Sub Framework (OQSF) Council on Higher Education (CHE) Quality Council for Trades and Occupations (QCTO) 7

8 NQF Level MHET Determination on Sub-Framework and Qualifications Types (Government Gazette No August 2013 ) 10 Doctoral Degree Doctoral Degree (Professional) Improved NQF landscape * 9 Master s Degree Master s Degree (Professional) 8 Bachelor Honours Degree Post Graduate Diploma Bachelor s Degree 7 Bachelor s Degree Advanced Diploma 6 Diploma Advanced Certificate * Occupational Certificate (Level 8) Occupational Certificate (Level 7) Occupational Certificate (Level 6) 5 Higher Certificate Occupational Certificate (Level 5) 4 National Certificate Occupational Certificate (Level 4) 3 Intermediate Certificate Occupational Certificate (Level 3) 2 Elementary Certificate Occupational Certificate (Level 2) 1 General Certificate Occupational Oct Certificate (Level 1) - Nov

9 QCs and SAQA All three QCs must deliver on functions Sect 27 NQF Act In summary QCs Responsible for the development of qualifications and part-qualifications Quality assure of those qualifications and partqualifications. Recommend Qualifications for registration to SAQA SAQA given role to enhance communication, co-ordination and collaboration between the QCs. Register Qualifications on the NQF. 9

10 QCTO established through the SDA The QCTO is responsible for: QCTO mandate in SDA establishing and maintaining occupational standards and qualifications the quality assurance of occupational standards and qualifications and learning in and for the workplace designing and developing occupational standards and qualifications and submitting them to the SAQA for registration on the NQF ensuring the quality of occupational standards and qualifications and learning in and for the workplace (SDA, 2008, Section 26H) 10

11 QCTO utilises delegation method in executing its functions NQF Act (Act No 67 of 2008) - Section 32 Give the QCTO the power to delegate any of its function. a) Committee b) Any other body capable of performing the function c) An employee SDA (Act 97 of 2007) Section 26(I)(1)(a-e) Give the QCTO the power to delegate any of its function. a) CEO of the QCTO b) Committee of the QCTO c) National Artisan Moderation Body established in terms of Section 26A d) A SETA e) Any other suitable body 11

12 Occupational Qualification SDA: Occupational Qualification means a qualification associated with a trade, occupation or profession resulting from work-based learning and consisting of knowledge unit standards, practical unit standards and work experience unit standards 12

13 Purpose of Occupational Qualifications The purpose of an occupational qualification is to qualify a learner to practice an occupation, reflected on the Organising Framework for Occupations (OFO) or an occupational specialisation related to an occupation that is reflected on the OFO this includes those occupations for which artisan qualification is required (trades) 13

14 QCTO s role in the improved NQF landscape The QCTO: - became operational on 1 April Is responsible for all currently registered qualification in its sub framework (in the main SETA qualifications) : 2205 Qualifications 14

15 Role players in the development of QCTO qualifications Applicant person submitting a request to develop an occupational qualification Development Quality Partner (DQP) means a body delegated by the QCTO to manage the process of developing specific occupational qualifications, curricula and assessment specifications; Qualification Development Facilitator (QDF) means a person registered by the QCTO to facilitate the development of occupational qualifications; Community of Expert Practitioners (CEPs) means a group of people qualified in the relevant occupation with a minimum of at least 5 years minimum number of current relevant years of experience in that particular occupation or are recognised by the practitioners of the occupation as experts; Assessment Quality Partner (AQP) means a body delegated by the QCTO to develop assessment instruments and manage external summative assessment of specific occupational qualifications; 15

16 The 4 Stage Qualification Development Process Stage 1 Application Completed application submitted to QCTO For assistance on OFO Rationale for developing a qualification (link to priorities scarce skills etc) a) QCTO processes application b) Pre scoping doc compiled c) Pre scoping meeting d) Scoping meeting Stage 2 Qualification Development Delegation - QCTO delegates qualification development to a DQP - Delegation to the AQP 1) DQP executes delegation 2) DQP submits outcome of qualification development: a) Curriculum doc b) Qualification doc c) External Assessment Specifications doc d) Process Report Stage 3 Qualification Evaluation by QCTO QCTO Phase 1 Evaluation 1. Office Evaluation 2. Qualifications Committee considers Phase 1evaluation outcome 3. Public Comments process 4. Analysis of public comments 5. Implications addressed QCTO Phase 2 Evaluation 1. Qualifications Committee conducts Phase 2 Evaluation 2. Recommendation for registration is tabled at QCTO Council for approval 3. Recommendation submitted to SAQA 16

17 Stage 4 Recommendation for registration processed by SAQA SAQA considers recommendation for registration Qualification registered on the NQF 17

18 Occupation qualification & curriculum Occupational Purpose Knowledge / theory (Min 20%) Practical (Min 20%) Work experience (Min 20%) External, summative assessment Occupational Certificate 18

19 19

20 Stakeholders/CEP involvement opportunities Pre-scoping meeting; Scoping meeting Development Occupational Profile; Verification of an Occupational Profile Development of Curriculum including External Assessment Specifications; Verification of Curriculum and External Assessment Specifications Public Comments Process when an occupational qualifications is published on the Government Gazette by the QCTO 20

21 Functions of the DQP Coordinate and fund the qualifications development process Appoint the qualifications development facilitator and learner qualifications development facilitator where appropriate Manage the qualifications verification process Prepare the qualifications development process report 21

22 Deliverables The Occupational Qualifications Document An occupational qualification defines the learning required to be competent to practice an occupation or an occupational specialisation. (QCTO will submit this document to SAQA) The Occupational Curriculum Document The purpose of the occupational curriculum document is to enhance the quality and consistency of learning and of the internal assessment of each of the components of learning. National occupational curricula will be registered with QCTO. Occupational Assessment Specifications Document All occupational qualifications will be assessed externally through an appropriate nationally standardised integrated summative assessment. 22

23 Curriculum Document Is based on an occupational profile derived from the occupational purpose and the associated occupational tasks or outcomes. Occupational curricula provide an outline of the following: learning components - knowledge module specifications, practical skills module specifications and work experience module specifications. internal assessment guidelines for the knowledge and practical skills components and requirements for the assessment of the work experience exemptions from or entry requirements to each component skills development provider accreditation requirements for the knowledge and practical skills components and workplace approval requirements for the work experience component. 23

24 Status update on qualifications Qualifications evaluated to date Qualifications currently on Public Comments (refer to Government Gazette notice) Qualifications approved by QCTO Council for recommended for registration 19 (refer to flyer ) 24

25 Examples of DQPs that have been delegated by QCTO DQP Trades Non Trades Total MQA merseta IOPSA INSETA FP&M SETA FoodBev FASSET AgriSETA BankSETA Eskom Academy of Learning ETDP SETA

26 DQP Trades Non Total Trades National Treasury Principal Officers Association of South Africa (POA) SANDF Toolmaking Association of South Africa (TASA) W&R SETA Chartered Institute of Purchasing and Supply (CIPS) Public Sector Education and Training Authority (PSETA) Master Builders South Africa Local Government Sector Education and Training Authority (LGSETA) Compliance Institute SA Chemical Industries Sector Education and Training Authority (CHIETA)

27 QCTO Qualifications in response to SIPs What is SIPs? SIPs stands for Strategic Integrated Projects SIPs have been organised into 18 areas. Refer to leaflet on 18 SIPs. When launching the infrastructure initiative President Zuma emphasised that the massive investment in infrastructure must leave more than just power stations, rail lines, dams and roads. It must industrialise the country, generate skills and boost much needed job creation (9 Feb 2012). The QCTO has a role to play by ensuring that qualifications that are required in support of the SIPs are in place. 27

28 Scarce Skills List version The QCTO has responded by ensuring that qualifications are developed to support SIPs. Occupational Cluster Critically scarce (50-100%) Significantly scarce (20-50%) Trades Bricklayer (1700) Scarcity of indicated (0-20%) Electrician (1200) Millwright (600) Boilermaker (500) Carpenter and Joiner (500) Industrial Machinery Mechanic (450) Plumber (400) Painter (350) Pipe Fitter (300) 28

29 Scarce Skills List version The QCTO has responded by ensuring that qualifications are developed to support SIPs. Occupational Cluster Critically scarce (50-100%) Significantly scarce (20-50%) Trades Welder (250) Scarcity of indicated (0-20%) Rigger (200) Moulder (150) Structural Platter (150) Sheet Metal Worker (100) Plant and Machine Operators Grader Operator (450) Excavator Operator (300) Truck Driver (700) Earthmoving Plant Operator (250) Crane or Hoist Operator (200) Road Roller Operator (100) Concrete Batching Plant Operator (100) 29

30 Scarce Skills List version The QCTO has responded by ensuring that qualifications are developed to support SIPs. Occupational Cluster Critically scarce (50-100%) Significantly scarce (20-50%) Scarcity of indicated (0-20%) Elementary and Non Trade Production Workers Construction Supervisor (1050) Operations Foreman (Non Manufacturing) Cement and Concrete Plant Worker (250) Construction and Maintenance Labourers (100) Earthmoving Worker (850) Drainage, Sewerage and Storm Water Worker (800) Concreter (2500) Sign Erector (200) Landscape Gardner (150) Scarffolder (500) Surveyor's Assistant (150) 30

31 Sifiso Mkhonza Tel:

32 Quality Assurance of Occupational Qualifications New Landscape OCTOBER

33 Contents 1. Qualification design as the basis for QA processes 2. Assessment Quality Partners 3. Quality Assurance of External Summative Assessment 4. Quality Assurance in relation to data analysis 5. Quality Assurance in relation to RPL 6. Quality Assurance in relation to issuing of certificates. 33

34 Qualification design-basis for QA processes The DQP recommends the appointment of AQP a body with the necessary expertise, standing in relation to the occupational qualification has resources necessary to perform this functions 34

35 The functions of an AQP During qualification development the AQP is involved in the development of the: Qualification assessment specifications (QAS) which include: external assessment strategy for the qualification key occupational outcomes eligibility requirements for candidates exemplars of external assess. Instruments etc. accreditation requirements for providers, assessment centres and sites 35

36 QA of the External Assessment The external integrated summative assessment of occupational competence is the key focus for the QCTO in relation to QA of learner achievements The QCTO will ensure that the external assessments are carried out in line with the relevant Q Assessment Specifications Learners who have completed all 3 required curriculum components will be eligible for the external assessment Accredited assessment centres and sites The external integrated assessment will not duplicate the internal assessments already carried out by providers and workplaces 36

37 QA in relation to data analysis & impact assessment The QCTO will monitor and assess the impact of occupational qualificationss short/long term basis for continuous improvement Will analyse data on learner enrolments, providers, workplaces, assessment centres and stakeholder feedback to detect and rectify shortcomings Additional research may be commissioned 37

38 Where will the external assessment be conducted? at accredited assessment centres; initially assessment centres will be available in major cities; gradually will be expanded to include out-lying areas; a list of accredited assessment centres will be placed on the QCTO s/delegated partner s website when enrolling learners, the appropriate assessment centre will be selected 38

39 QA in relation to RPL The QAS will indicate clearly the RPL relating to curriculum components The expired qualifications identified to be matching the curriculum will be identified and can therefore be accepted as affording the learner exemption for specified components The QCTO will actively promote the provision of RPL and provide policy and guidelines 39

40 QA in relation to the issuing of certificates The QCTO will have a centralised Certification System and the following certificates will be issued: Occupational certificates Trade Certificates Occupational part qualificationss ( to be decided whether certificate or statement of results) Foundational Learning Competence (Statement of results) 40

41 STATUS OF PROVISIONING & QA PROCESSES FOR NEW OCCUPATIONAL QUALS 14 Assessment Quality Partners with SLAs 3 policies. Accreditation of SDPs and of Assessment Centres, Certification and Criteria and Guidelines for AQPs have been approved to guide implementation of QA processes Only FLC is being implemented Oct - Nov

42 WHAT IS FLC is an occupational pre-requisite consisting of two learning areas: Communications and Mathematical Literacy registered at NQF level 2 (40 credits) It describes the minimum competence needed in these two key areas that is required by people to function optimally in the world of work and deal successfully with occupational learning at NQF Levels 3-4 Oct - Nov

43 WHAT IS FLC COMMUNICATION Reading and writing Speaking and listening Visual literacy Language structure usage Study skills Workplace terminology Oct - Nov

44 WHAT IS FLC MATHEMATICAL LITERACY Numbers Finance Data and chance Measurement Space and shape Patterns and relationships Oct - Nov

45 Busi Mtintsilana Tel:

46 Quality Assurance of currently registered NQF qualifications October

47 QUALITY ASSURANCE OF LEGACY QUALIFICATIONS The granting of the delegation to quality assure currently registered NQF qualifications, should be seen as a two-way process between QCTO and the Quality Partners. The relationship should be seen as a mutually beneficial and reinforcing one, in which the interests of the learner and the users of learning outcomes are the principal focus for all concerned. 47

48 QUALITY ASSURANCE OF LEGACY QUALIFICATIONS QUALITY PARTNERS DELEGATED FUNCTIONS In terms of section 32 of the NQF Act read with section 26I of the SDA The QCTO has conferred on the SETAs and Professional Bodies the authority to undertake the following quality assurance functions subject to the terms and conditions contemplated in paragraph 5 of the Delegation document 48

49 QUALITY ASSURANCE OF LEGACY QUALIFICATIONS accredit providers for the qualifications or part qualifications listed in the schedule in terms of criteria determined by the QCTO; monitor the provision by providers of learning programmes leading to qualifications or part qualifications in order to ensure that the criteria for accreditation contemplated in article 4(a) are being complied with; evaluate learner assessment and the facilitation of moderation of learner assessment by providers; 49

50 QUALITY ASSURANCE OF LEGACY QUALIFICATIONS register assessors to undertake assessment for specified qualifications or part qualifications in terms of criteria determined by the QCTO; issue certificates to qualified learners in accordance with the policy determined by the Minister in terms of section 26F of the SDA; maintain a comprehensive learner information management system ; 50

51 QUALITY ASSURANCE OF LEGACY QUALIFICATIONS upload learner data to the NLRD according to the NLRD load specifications perform such other functions consistent with the NQF Act and the SDA as the QCTO may from time to time allocate to the Quality Partner in writing. 51

52 QUALITY ASSURANCE OF LEGACY QUALIFICATIONS DELEGATION CONDITIONS Quality Partners must advance the objectives of the NQF The delegation commenced on 1 October 2012 and expires once the qualifications are reviewed and replaced by QCTO model qualifications or until the qualifications reach their registration end date and teach out periods Submission of Quarterly reports to QCTO 52

53 QUALITY ASSURANCE OF LEGACY QUALIFICATIONS Quality Partner Policies & Procedures subject to review and activities examined by the QCTO QCTO to provide guidance on matters related to the delegation Delegation may be withdrawn 53

54 QUALITY ASSURANCE OF LEGACY QUALIFICATIONS RESOURCES Such financial, personnel, physical, administrative and related resources as may be required for the efficient performance of the delegated functions Failure to perform the delegated functions the QCTO may withdraw the delegation and find a suitable replacement for which the Quality Partner will have to assume the financial responsibility 54

55 QUALITY ASSURANCE OF LEGACY QUALIFICATIONS MONITORING & EVALUATION 2013/14 Quality Partners to compete a Self Evaluation Questionnaire Desktop evaluations of the completed questionnaire will be done by the QCTO Monitors All evidence outlined in the questionnaire will be verified on site by the QCTO Monitoring team Action plans to close identified gaps will be submitted to QPs On the basis of the evaluated evidence, expectations and commitments monitoring/verification site visits will be conducted by the QCTO team. 55

56 QUALITY ASSURANCE OF LEGACY QUALIFICATIONS CERTIFICATION STATUS QUO Currently the SETAs continue to issue certificates for the existing qualifications Note TRADE CERTIFICATES NOW THE RESPONSIBILITY OF THE QCTO & SETAs. No longer issued by DHET SETA Support. QCTO CERTIFICATION IN FUTURE The QCTO is establishing a centralised certification system. Certificates for the QCTO occupational qualifications will be issued by the QCTO. The learners will have written and been found competent in the external summative assessment. 56

57 MARGARET BARRETTO Tel:

58 NATED Report 191 part 2 58

59 N4-N6 ACCREDITATION From September 2012-Accreditation of private providers for N4-N6 programmes became the QCTO responsibility. Information booklet with frequently asked questions and the accreditation process is in place; Developed an application tool which guides the QCTO in evaluating the first submission QCTO & DHET exams to conduct site visits to be able to accredit providers and issue exam centre numbers DHET Exams, Private FET Unit, QCTO & Umalusi interact frequently and issues are resolved. 59

60 N4-N6 Programmes The QCTO assumed responsibility for all the N4-N6 programmes which are part of the NATED Report 190/191 programmes. The N4-N6 subjects have been recently registered on the sub framework for trades and occupations as part qualifications and qualifications respectively provided that requirements which deem these units as qualifications or part qualifications are met. 60

61 As the custodian of the N4-N6 the QCTO lead the process in partnership with the DHET FET (VCET) Section to jointly facilitate the process of updating the syllabi of the seven priority subjects within the NATED courses Task Team members were appointed and have the relevant experience, expertise and understanding of the field and subject learning area. 61

62 Syllabi Revised up to date: A need was identified to re-curriculate six subjects in the area of N4 N6. The outcome of the process led to the following seven syllabi revised: Financial Accounting N6 Municipal Administration N6 Municipal Administration N5 Mercantile Law N4 Mercantile Law N5 Travel and Office Procedures N4. Labour Relations N5 62

63 Progress up to date: The syllabi have now been revised by the members and a notice of the revised syllabi was Gazetted on the 18 th of July 2013 GG No The revised syllabi were made available on the website for comment. They were also sent out to specific stakeholders to comment such as: SETA s, FET Colleges, Professional Bodies and relevant associations. The SETA s then notified relevant major employers within their constituencies. The comments have been consolidated and a plenary meeting took take place on the 3 rd of September to finalise the syllabi. 63

64 The finalised syllabi are to be tabled at the QCTO Qualifications committee on the 2 nd of October They will be tabled at the QCTO Council meeting, and then handed over to the Department of Higher Education. The DHET Examination section will send out an examination instruction to FET s to communicate the changes Textbooks will be selected by the DHET VCET section for the revised 7 syllabi Implementation will be in

65 Future projects envisioned: Although the Nated courses are registered as part qualifications on the NQF and the National Diploma as a full Qualification, the QCTO does not feel comfortable with the 18 months experiential training which is not stipulated and monitored and thus leads to a Diploma with less value. To address this, the QCTO has identified two NATED subject areas to be piloted for re-curriculation according to the QCTO occupational development model. The course areas identified are the following: Financial management N4-N6 Hospitality and Catering N4-N6 65

66 Putting together the 3 components (K,P, WE); SSAIC involvement A scoping meeting is planned for October 2013, where conversations between all identified stakeholders, will begin on the knowledge and applied skills needed and the specific occupation/s this would lead to as recognised by industry. A major partner in the development of the workplace component is the Swiss-South African Co-operation initiative (SSACI). They will develop a workbook where the workplace based learning will be stipulated 66

67 Work Experience component Internship SSACI s interest lies in its aim to improve the skills system and youth employability. SSACI is a key partner with expertise which will benefit the QCTO project. SSACI has produced task books for the NCV programmes and has assisted VCET in developing the WIL component for these programmes for the past 5 years. Task books will be produced to reflect what it is that the work experience component should entail The nature and scope of the task book itself is to be determined through a consultative process and field research which would include engaging with lecturers, interns and employers. The task book is going to be piloted in

68 Development of occupational competence It is essential to understand industry requirements of an employable person Occupational competence can be developed through the utilisation of a qualification that has all the quality ingredients that will lead to occupational competence. The process needs to define the type of companies where interns can be placed to ensure students benefit from the placement The Financial Management Programme within Business Studies was selected to test the intern task book. A well structured internship would benefit these students by developing them to become occupationally competent. 68

69 Who does the assessment work? Assessment: Work done by Assessment Quality Partners (AQPs) (DHET Examinations/DHET Curriculum for textbooks) They are appointed by QCTO for a particular occupation or group of occupations AQPs are responsible for the final, external summative assessment/s (item banks, assessors, modality etc). AQPs recommend accreditation of assessment centres & providers for K and P components to QCTO and verify SETA workplace approval systems for WE The external assessment strategy is determined within the curriculum of specific occupational qualification They develop standardised assessment instruments 69

70 Heidi Peters Tel: