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					       j      p g        g
   Project Scoping Meeting :
Curriculum Development Process




                          Supported by
                     AGENDA
1. Welcome
2.
2    Attendance and introduction
3.   Expectations
4.
4    P
     Presentation “Overview of the Occupational Curricula
            t ti “O      i     f th O    ti   lC i l
     Development Process”
5.
5    Curriculum parameters
6.   Constituency participation
7
7.   Body to manage development process
8.   Body to manage external assessment processes
9.   Establishment of Working Groups and timeframes


                                               Supported by
            ITEM 3
  OVERVIEW OF THE OCCUPATIONAL
CURRICULUM DEVELOPMENT PROCESS




                         Supported by
         WHAT IS THE FOCUS OF NEW
                 GS     O
               LEGISLATION ?
►Ensuring fit for purpose qualifications for the Labour
 Market
►Emphasis on:
   Labour Market   needs - both employers and trade unions
    need competent, employable workers (people in
          ti   ) to      b i        d the
    occupations) t grow business and th economy
   SETAs must collect information on Labour Market needs in
    terms of occupations – what is needed?
   QCTO must ensure that there are fit for purpose
    occupational qualifications to respond to the labour market
    needs

                                                   Supported by   4
       FIT FOR PURPOSE QUALIFICATIONS
► Occupational qualifications will reflect industry needs
► Discussions related to skills development often founder because there are
  three distinct skills development discourses:

► Education                                     ►Labour market
    Qualified in                                  Qualified to
       ● Some sort of knowledge                        ● Do something useful for the
                (                g)
         domain (field of learning)                             y
                                                         economy & societyy
                                                         (occupation, specialisation)
                       ► Praxis (Community of Practice)
                           Qualified as
     Psst                       ● Belonging to the guild of
                                  practitioners

            Your ultimate qualification is your CV
                                         y
            • It is the measure of what you
                – have achieved
                – are capable of
                – and what communities you have belonged to            Supported by
                      SCOPE OF OCCUPATIONAL
                         QUALIFICATIONS

General knowledge &     General     Specialised Specialised     Work
      theory            practical    practical knowledge      experience
                          skills       skills    & theory




                                                                                     ssessment of
                                                                            Integrated summative
                        All forms of learning




                                                                                     petence
    General                         “Stage 2 learning
                                     Stage 2”                                                       Certification




                                                                           external as
                                                                                 comp
                                                                                     d
  qualifications
 Vocational & Occupational                 Work related learning
            q
   directed qualifications




                                                                            I
                                                                           e
RPL Process

            Other QCs                    QCTO & Quality Partners
                                                                                            Designation
                                                                                                 by
                                                                                            Professional
                                            Ind str defined criteria
                                            Industry                                           Body
                                                                                               B d
                                                                                             (representative)

                                                                                    Supported by                6
                 INDUSTRY INPUTS

►Entire system developed for industry and must be
 driven by industry
►Industry inputs are required and essential at various
 levels and stages:
   Communicating      skills needs (in terms of occupations
    and using the OFO) to SETAs
   Ensuring that training is designed to address industry
    requirements in terms of the occupations by participating
    in curriculum development
   Ensuring that relevant competencies are being assessed
    by participating in the development of external
    assessment specifications

                                                 Supported by   7
       WHAT IS NEW IN THE SYSTEM ?

►Type of qualification – focus on occupations
  O
 (Occupations includes trades and professions)

►Occupational curriculum – focus on coherent
 p
 provision and internal assessment

►External assessment – focus on occupational
 competence
     N ti    ll Standardised
      Nationally St d di d
     Integrated

                                         Supported by   8
       WHY DO WE NEED OCCUPATIONAL
               CU   CU
               CURRICULA?
► First and foremost - to ensure that training is designed to
  address industry requirements in terms of the relevant
          ti
  occupations
► Inputs required from industry experts to ensure this includes:
    Specifying what the occupational profile should look like. Only
                                                          like
     industry experts can identify the tasks to be performed by
     people in these occupations
     p p                  p
         ● Tasks are broken down into
            » Products or services to be delivered – knowledge required
            » Occupational responsibility – practical skills required
            » Context where tasks will be performed – range of work
               experience required
      Identifying organisations that are best situated to manage the
       development p
              p       phase

                                                          Supported by    9
 OCCUPATIONAL QUALIFICATIONS / CURRICULA
► Occupational Qualifications will be linked to and derived from
  Occupational Curricula
►O      ti   l Curricula development require:
  Occupational C i l d        l         t    i
      A formal application from industry to initiate process
                     g    y         p                         y
       Process managed by Development Partners identified by industry y
      Input obtained from practitioners (experts) based on demand, not supply
► Characteristics of occupational curricula –
      N t educational model
       Not d       ti   l   d l
      Will cover the following:
       •   Occupational Profile based on Occupational Tasks
       •   Learning process design (Knowledge, Practical skills & Work Experience)
       •   Scope of coverage of curriculum
       •      e pt o s
           Exemptions
       •   Internal assessment guidelines per component
       •   Skills Development Provider accreditation requirements per component
       •   Workplace requirements


                                                                    Supported by     10
           WHY DO WE NEED EXTERNAL
                 ASSESSMENT
► First and foremost – to ensure that relevant competencies are
       g
  being assessed and that certification is credible

► Inputs required from industry experts to ensure this include:
     Specifying the minimum requirements that determine competency
      to perform the occupation
     Specifying what the assessment strategy should be:
       • At what points should external assessment take place?
       • What are the tasks and or specialisations that could be
                                    p
          considered for independent assessment ?
       • What is the overall assessment process (Model)?
     Identifying      i ti   /b di th t      b t it t d to
      Id tif i organisations/bodies that are best situated t
      implement the assessment strategy and manage the assessment
      processes


                                                      Supported by   11
                  QCTO Occupational Curriculum Development
ACTIVITY               RESPONSIBILITY                                                                          QCTO
Compile.          8   Development Facilitator.

Manage
                  7   Assessment Quality Partner.
process.

Consolidate       6   Constituency Group.
and verify.

Facilitate Work       CEP and Education Work
Groups.           5   Groups.

Consolidate           Constituency
    verify.
and verify
                  4   Group
                      Group.

Facilitate Work       CEP Work Group.
Group.            3

Scoping               Constituency
meeting.          2   Group.

Receive and
process               QCTO.
                  1
application.

                           Curriculum    Occupational
                                             p          Learning Process
                                                               g           Curriculum   Qualifications        Qualification
  DELIVERABLES:              Scope         Profile           Design        Document     Assessment            Description
                                                                                        Specification         & standards
                                     A                  B             C             D
                                                                                           Supported by
                                                                                                          E              F
                                                              Occupational Curriculum 0verall Process map
A                      Curriculum Scope
                                                                                         C                                  F
B                                             Occupational Profile                           Learning Process                   Occupational
                                                                                                  Design                        Qualification
                                             Products/Services    Knowledge
                                      ask
                                                                  - Topics                    Knowledge topics into
                           upational Ta

                                                                                                bj t t       h
                                                                                              subjects at each NQF l    l
                                                                                                                    level
                                                                  Practical Skills
                                             Occupational                                     Subject Specification              Knowledge and
                                                                  - CCFOs
                                             Responsibility       - Task skills               Disciplinary, Practice,            Theory
                                                                  - Role/job skills           Generic                            Standard
                        Occu




                                                                  Work Experience
                                             Occupational
Occupational Profile




                                             Context              Contextual variables               E      Integrated Final External
             P




                                                                  W k l
                                                                  Workplace                                 Assessment Specification
                                                                  Knowledge

                                                                                                      p        p
                                                                                              Modules per occupational
                                                                                              / developmental task
                        Occupation Task




                                             Products/Services    Knowledge                  Practical Skills Module
                                                                                                                                 Practical Skills
                                                                                             Specification
                                                                                                                                 Standard
                                 nal




                                             Occupational                                    Given X do Y in order to Z
                                                                  Practical Skills
                                             Responsibility
                                                                  Work Experience            Work Experience                     Work
                                             Occupational                                    Module Specification
                                             Context                                                                             Experience
                                                                  Workplace                  Range Settings,
                                                                                             Range, Settings
                                                                                                                                 Standard
                                                                  Knowledge                  Circumstances, Interfaces

                        D                   Curriculum Document                                                           Supported by
        ITEM 5
CURRICULUM PARAMETERS




                   Supported by   14
     WHERE ARE YOU IN THE PROCESS ?
► Request has been received to develop a curriculum /
  qualification for:
  ► Goods Receiving Quality Controller
  ► Quality Assurance / System Auditor
► QCTO Feedback Documents




                                                  Supported by   15
DISCUSSION AND AGREEMENT ( t  (not
required for today) ON CURRICULUM
               SCOPE




                            Supported by   16
                        ITEM 6
  CONFIRM CONSTITUENCY PARTICIPATION

►Are all the parties with an interest in these
     p                  p
 occupations involved/present ?
   Professional bodies
   Major employers
   Unions
   Industry bodies
   Statutory bodies
   IInternationall bodies….
       t    ti      b di


                                        Supported by   17
           ITEM 7
BODY TO MANAGE DEVELOPMENT
         PROCESS




                     Supported by   18
           DEVELOPMENT MANAGEMENT
                  FUNCTIONS
►Responsibilities include:
     Convene working groups
     Manage verification process
     Fund development process
      ●   V
          Venues
      ●   Registered facilitator
►This means
     Compile a database of relevant expert practitioners
      (CEP)
     Manage working group identification process
                       pp            g groups
      Provide admin support to working g p
     Distribute outputs for comment at required stages
     Collect comments and submit to facilitator

                                                   Supported by   19
       DISCUSSION ON:

 VERIFICATION PROCESS
 BODY TO MANAGE DEVELOPMENT
  PROCESS




                           Supported by   20
                  SETA’s Possible Contribution
                                        Labour Market                 Education and Training
         Employers
                                                                      Institutions and Providers
                                               Practitioners in the
Labour Unions           Consumers/ Clients     occupation
          SETAs                                                                          SGBs & ETQAs
                                    Community of Expert Practice
Development Quality Partner
      p           y                                                                      Assessment Quality
                                                   International                         Partner
                                                                                         P t
                                                   Bodies



                                                    Representative
                                                    Bodies



                                             Management Committee
                                                                               Working group 3
                Working group 1
                                                                           Assessment Guidelines
           Competence Profile                   Working group 2            Quality Assessment
                                              Learning Process             P titi
                                                                           Practitioners
                   Practitioners              Design
                                              ETD Practitioners



                                                  Occupational
                                                  Qualification
                                                                                                Supported by
          ITEM 8
BODY TO MANAGE ASSESSMENT
        PROCESSES




                     Supported by   22
       EXTERNAL ASSESSMENT MANAGEMENT
                  FUNCTIONS
► Responsibilities include:
      Provide input to develop assessment strategy
      Fund development and management of nationally standardised
       assessment instruments
      Manage assessment processes
► This means
      Develop exemplars
      Specify requirements for accreditation of assessment centres where
       required
      Recommend assessment centres / sites for accreditation where
       required
      Register assessors, moderators and invigilators
      Report on assessment results
      Analyse assessment results in terms of the quality
      Manage logistics for external assessments


                                                            Supported by    23
DISCUSSION




             Supported by   24
             ITEM 9
ESTABLISHMENT OF WORKING GROUPS
          AND TIMELINES




                        Supported by   25
                    NEXT STEPS
►Community of Expert Practice scope
►Agreement on Occupations to be developed
►Id tifi ti of:
►Identification f
   Qualification Development Partner (Require SLA)
   Practitioners to assist with the occupational profile
   Occupational trainers to assist with practical skills
   Providers to assist with knowledge and theory
►A          date f fi t     ki
►Agree on d t of first working group meetingti
 (occupational profile – 2 days)
►Agree broad timeframes


                                             Supported by   26
THANK YOU !!




               Supported by   27
OCCUPATIONAL QUALIFICATIONS SUB-FRAMEWORK
                                                                                                               NQF
Doctoral Degree




                                                                                                                                                                  pational
                                                                                                               Level 10




                                                                                                                                                                  la
                                                                                                                                                           Occcup
M       Degree
Masters D




                                                                                                                                                           curricul
                                                                                                               Level 9


Master Postgraduate Diploma




                                                                                                     CHE
                                                                                                               Level 8
Professional Qualifications Degree




                                                                                                                                                           Occupationa Assess-
Bachelor Degree                                                                                                                              National




                                                                                                                                                                     fications
                                                                                                               Level 7
Advanced Diploma                                                                                                                              Skills
                                                                                                                                            Certificates




                                                                                                                                                                      al.
Diploma                                                                                                        Level 6
                                                                                                               L   l




                                                                                                                                                           ment specif
                                                                                                                          QCTO
Advanced Certificate




                                                                                                                                                                                 NOPF
                                                                                                                                 National
                                                                                                                                 Occupa-
                                           Advanced National
                                          Advanced National                                                                       tional




                                                                 Incl. s
Higher Certificate                         Certificate
                                          Certificate                                                          Level 5
                                                                                                                                 Awards
                                           (Vocational)
                                          (Vocational) 5




                                                                                                                                                           m
                                                                                                                                                           O
                                                                       subject / unit certificates
                         Adult National




                                                                                                     UMALUS
National Senior                           National Certificate                                                 Level 4
                         Senior
Certificate (Grade 12)                    (Vocational) 4
                         Certificate
                                          National Certificate                                                 Level 3
                                                                                                               L   l
                         Units of         (Vocational) 3                                                  SI                                                   F
                         learning to be                                                                                                                        L
                         accumulated      National Certificate                                                 Level 2
                                          (Vocational) 2                                                                                                       C

General Education &      Adult National
Training Certificate     Senior                                                                                Level 1
(Grade 9)                Certificate
                                                                                                                                            Supported by                           28
     INTERVENTION THEORY AND RESULT
    CHAIN UNDERPINS SYSTEM OPERATIONS
 If we clearly identify Labour Market skills needs then we can
    embark on a process to develop relevant qualifications
    (demand and not supply driven)
   If we use industry (expert practitioners) to identify                          Industry
    occupational requirements (curricula) to be addressed in the                 participation
    qualifications and qualification assessment specifications
    then they will know that the products are relevant
   If industry is aware of the relevance of the products then they     Learner enrollment
       ill
    will participate in training
   If the quality of provision is controlled through ensuring
    consistent and complete provision (accreditation of
           id ) then learners should b competent
    providers) th l              h ld be          t t
   If the quality of assessment of competence is controlled             Learner pass rate

    through ensuring consistent and complete assessments
    (accreditation and moderation of assessment centers/
    sites) then QCTO certification will be valued by industry
   If certification is valued by industry then graduates will find     Increase in employ-
                                                                         ment or business
    employment                                                            opportunities of
                                                                             graduates
                                                                  Supported by                   29
      QCTO MODEL FOR QUALITY MANAGEMENT
                                    Quality Improvement through
                                   MONITORING AND EVALUATION
                           • of development and design processes
                           • of implementation of learning programs
                           • data analysis and impact assessment




 Quality Assurance of development                                 Quality Assurance of development and
    and design of CURRICULA                                         design of ASSESSMENT PROCESSES
By applying nationally standardised         QUALITY               By applying nationally standardised
processes and systems                                              processes and systems
• Occupational Curricula
                                           PARTNERS               • Qualification Assessment Specifications
• Foundational Learning Competence                                 (QAS)
• Occupational Qualifications & US                                • Nationally standardised assessment
                                                                   instruments



                                    Quality Control of PROVISION,
                                 IMPLEMENTATION and CERTIFICATION
                            • Accreditation of Skills Development Providers
                              (requirements specified in curriculum )
                            • Implementation of assessment strategies
                              (requirements specified in QAS)
                            • Establishing a secure certification system
                                                                                   Supported by        30
          BACKGROUND – NQF REVIEW
► 2001: Study Team to assess and review the implementation
  of the NQF in order to improve its efficacy and efficiency
► May 2002: Study Team recommendations
    Public comment
             Inter ministerial
► July 2003: Inter-ministerial Consultative Document
    10 Levels for NQF
    Qualifications fit for relevant purpose
    Disestablishment of NSBs
    Limited number of ETQAs
    QA to focus on integrated partnership approach to quality
    SAQA an Apex organisation
► 2004: Public comment on Consultative Document
► October 2007: Joint Policy Statement released

                                                       Supported by   31
           JOINT POLICY STATEMENT
► Retains original objectives of the NQF,
               p      p             g       pp
► Retains the principle of an integrated approach to education
  and training, but
    recognising the importance of providing for the different
     forms of learning
     f       fl     i
► Stipulates changes in the organisational structure to :
    Enhance simplicity, clarity flexibility and trust as the
                simplicity clarity,
     hallmarks of successful NQF implementation
    Bring quality assurance and standard setting under one
     roof
► Revised architecture to achieve above leads to:
    The establishment of three Quality Councils
      ● icluding the QC for Trades and Occupation


                                                    Supported by   32
     REVISED AND NEW LEGISLATION

►New NQF Act, 2008 to replace SAQA Act
   One NQF, 3 sub-frameworks
   Provides for QCs responsible for each sub-framework
     ● Includes both qualification design and quality assurance


►Amended:
   Higher Education Act
      g
   General and Further Education & Training Act
   Skills Development Act, 2008


                                                     Supported by   33
SKILLS DEVELOPMENT ACT, 2008 (AMENDED)
                       g                                 p
► Establishes an integrated framework for skill development
  based on occupations - Organising Framework for Occupations
  (OFO) forms basis for:
    Identification of Scarce and Critical skills by SETAs – feeds into
       ● Employment Services South Africa (ESSA) system
                   job-seekers
         » Linking job seekers to job opportunities
         » National scarce skills list
    Ensuring fit for purpose occupational qualifications
       ● Establishment of QCTO as juristic person
         » Own sub-framework for trades and occupations (one of three sub-
           frameworks within NQF)
         » Responsible for development and quality assurance of Occupational
           Qualifications - through Quality Partners
    Add i skills needs:
     Addressing kill d
       ● Registration of Learning Programs (Learnerships, Apprenticeships & Skills
         Programs)


                                                                 Supported by   34
                                                ualification Developm
                                               Qu                   ment
                           r
               CEP with Curr Dev Facilitator                                     ry
                                                                           Industr (Constituency)   QCTO
                                                         Partner




Supported by
35
 BENEFITS OF THE OFO – QCTO:
        Basis of NOPF
►The National Occupational Pathway
 Framework (NOPF) provides an
 initial mapping of occupational
 progression to –


   ensure vertical progression
   direct the scope of Communities of
    Expert Practices (CEPs) to:
     • ensure vertical progression
   clarify role players for CEP processes

                                             Supported by   36
NQF        OFO Skill Level and
Level         experience

10                                                                            Mining Engineers and
        5 Yrs exp might                                                       Technologists 2
           b tit t f
        substitute for some    5
                                                                                         PROFESSIONALS
        formal qualification
 7                                                    1
                                                MANAGERS
                                                                                                     Mining
 6      3 Yrs exp might
        substitute for some    4                                                                     Technicians
        formal qualification
                                                                                                          3
                                                                                                   TECHNICIANS &
 5                                                                                               TRADES WORKERS

        3 Yrs exp might                                                              4
        substitute for some    3
        formal qualification                                                    COMMUNITY &
 4                                                                            PERSONAL SERVICE
                                          5                                       WORKERS
                                      CLERICAL &               6
 3
                                        ADMINI-
                                                          SALES WORKERS                                   7       Drillers,
                                   STRATIVE WORKERS
        1 Yrs exp might                                                                            MACHIENERY     Miners
        substitute for some    2                                                                   OPERATORS &
        formal qualification                                                                         DRIVERS      and Shot
 2
                                                                                                                  Firers


 1      On the job training
                               1                                          8                        Mining
        might be sufficient
                                                          LABOURERS AND ELEMENTARY WORKERS         support
                                                                                                   worker
                                                                                                   Supported by

				
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Description: Project Scoping Meeting Presentation document sample