Project Scoping Meeting : Curriculum Development Process Project Scoping Meeting : Curriculum...

Supported bySupported by

Project Scoping Meeting : Project Scoping Meeting : Curriculum Development Process Curriculum Development Process


A G E N D A1. Welcome

2. Attendance and introduction

3. Expectations

4. Presentation “Overview of the Occupational Curricula Development Process”

5. Curriculum parameters6. Constituency participation7. Body to manage development process

8. Body to manage external assessment processes

9. Establishment of Working Groups and timeframes


ITEM 3ITEM 3OVERVIEW OF THE OCCUPATIONAL OVERVIEW OF THE OCCUPATIONAL

CURRICULUM DEVELOPMENT PROCESSCURRICULUM DEVELOPMENT PROCESS


WHAT IS THE FOCUS OF NEW 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 occupations) to grow business and the 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

4


► Education

Qualified in● Some sort of knowledge

domain (field of learning)

►Labour market

Qualified to● Do something useful for the

economy & society

(occupation, specialisation)

FIT FOR PURPOSE QUALIFICATIONS

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

Psst

► Occupational qualifications will reflect industry needs► Discussions related to skills development often founder because there are

three distinct skills development discourses:

► Praxis (Community of Practice)

Qualified as● Belonging to the guild of

practitioners

Supported bySupported by 6

SCOPE OF OCCUPATIONAL QUALIFICATIONS

General knowledge & theory

Specialised practical

skills

General practical

skills

Specialised knowledge & theory

Other QCs QCTO & Quality Partners

All forms of learning

General qualifications

“Stage 2” learning

Work related learningVocational & Occupational directed qualifications

Work experience

Inte

grat

ed s

umm

ativ

e ex

tern

al a

sses

smen

t of

com

pete

nce

Certification

Designationby

Professional Body

(representative)Industry defined criteria

RPL Process


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

7


WHAT IS NEW IN THE SYSTEM ?

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

►Occupational curriculum – focus on coherent provision and internal assessment

►External assessment – focus on occupational competence Nationally Standardised

Integrated

8


WHY DO WE NEED OCCUPATIONAL CURRICULA?

► First and foremost - to ensure that training is designed to address industry requirements in terms of the relevant occupations

► Inputs required from industry experts to ensure this includes: Specifying what the occupational profile should look like. Only

industry experts can identify the tasks to be performed by people in these occupations

● 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 phase

9


OCCUPATIONAL QUALIFICATIONS / CURRICULA ► Occupational Qualifications will be linked to and derived from

Occupational Curricula

► Occupational Curricula development require: A formal application from industry to initiate process Process managed by Development Partners identified by industry Input obtained from practitioners (experts) based on demand, not supply

► Characteristics of occupational curricula – Not educational model Will cover the following:

• Occupational Profile based on Occupational Tasks

• Learning process design (Knowledge, Practical skills & Work Experience)

• Scope of coverage of curriculum

• Exemptions

• Internal assessment guidelines per component

• Skills Development Provider accreditation requirements per component

• Workplace requirements

10


WHY DO WE NEED EXTERNAL ASSESSMENT

►First and foremost – to ensure that relevant competencies are 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 considered for independent assessment ?

• What is the overall assessment process (Model)? Identifying organisations/bodies that are best situated to

implement the assessment strategy and manage the assessment processes

11


Receive and process application.

1 QCTO.

QCTO Occupational Curriculum DevelopmentACTIVITY

DELIVERABLES:

Scoping meeting.

Constituency Group.2

CEP Work Group.

Facilitate Work Group. 3

Constituency Group.

Consolidate and verify. 4

Facilitate Work Groups.

CEP and Education Work Groups.5

Consolidate and verify.

Constituency Group.6

Manage process. Assessment Quality Partner.7

Compile. Development Facilitator.8

Qualifications Assessment Specification

E

Curriculum Document

Curriculum Scope

A

Learning Process Design

C

Occupational Profile

B

Qualification Description & standards

F

QCTO

D

RESPONSIBILITY


Occ

up

atio

nal

Pro

file

Occ

upat

iona

l Tas

kO

ccup

atio

nal T

ask

Knowledge- Topics

Practical Skills- CCFOs- Task skills- Role/job skills

Work Experience

Knowledge

Practical Skills

Work Experience

Subject SpecificationDisciplinary, Practice, Generic

Practical Skills Module SpecificationGiven X do Y in order to Z

Work Experience Module SpecificationRange, Settings, Circumstances, Interfaces

Knowledge and Theory Standard

Practical Skills Standard

Work Experience Standard

Occupational Profile Learning Process Design

Occupational Qualification

Occupational Curriculum 0verall Process mapCurriculum Scope

Integrated Final External Assessment Specification

Curriculum Document

BC F

A

E

D

Products/Services

Occupational Responsibility

Occupational Context

Products/Services

Occupational Responsibility

Occupational Context

Workplace Knowledge

Workplace Knowledge

Contextual variables

Modules per occupational / developmental task

Knowledge topics into subjects at each NQF level


ITEM 5CURRICULUM PARAMETERS

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

15


DISCUSSION AND AGREEMENT (not required for today) ON CURRICULUM

SCOPE


ITEM 6 CONFIRM CONSTITUENCY PARTICIPATION

►Are all the parties with an interest in these occupations involved/present ?Professional bodiesMajor employersUnionsIndustry bodies Statutory bodiesInternational bodies….

17


ITEM 7 BODY TO MANAGE DEVELOPMENT

PROCESS

18


DEVELOPMENT MANAGEMENT FUNCTIONS

►Responsibilities include: Convene working groups Manage verification process Fund development process

● Venues● Registered facilitator

►This means Compile a database of relevant expert practitioners (CEP) Manage working group identification process Provide admin support to working groups Distribute outputs for comment at required stages Collect comments and submit to facilitator

19


DISCUSSION ON:

VERIFICATION PROCESS BODY TO MANAGE DEVELOPMENT

PROCESS


Management Committee

Assessment Quality Partner

Assessment Guidelines

Quality Assessment PractitionersLearning Process

Design

ETD Practitioners

Competence Profile

Community of Expert Practice

EmployersLabour Market

SETAs

Practitioners in the occupation

SGBs & ETQAs

Education and Training Institutions and Providers

Labour Unions Consumers/ Clients

Working group 2

Working group 3Working group 1

International Bodies

Statutory Professional Bodies

Non-statutory Professional Bodies

Practitioners

Representative Bodies

Occupational Qualification

Development Quality Partner

SETA’s Possible Contribution


ITEM 8 BODY TO MANAGE ASSESSMENT

PROCESSES

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

23


DISCUSSION


ITEM 9 ESTABLISHMENT OF WORKING GROUPS

AND TIMELINES

25


NEXT STEPS►Community of Expert Practice scope►Agreement on Occupations to be developed►Identification of:

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►Agree on date of first working group meeting

(occupational profile – 2 days)►Agree broad timeframes

26


THANK YOU !!


NQF

Advanced National Certificate (Vocational)

National Skills

Certificates

National Occupa-

tional Awards

Doctoral Degree

Masters Degree

Master Postgraduate DiplomaProfessional Qualifications Degree

Bachelor DegreeAdvanced Diploma

DiplomaAdvanced Certificate

Higher Certificate

Incl. su

bje

ct / un

it certifica

tes

National Senior Certificate (Grade 12)

General Education & Training Certificate(Grade 9)

Advanced National Certificate (Vocational) 5

Adult National Senior Certificate

Adult National Senior Certificate

Units of learning to be accumulated

National Certificate (Vocational) 4



QC

TO

Level 1

Level 3

Level 2

Level 4

Level 6

Level 5

Level 7

Level 9

Level 8

Level 10

CH

EU

MA

LU

SI

OCCUPATIONAL QUALIFICATIONS SUB-FRAMEWORK

FL

C

28

Occ

cupa

tiona

l cu

rric

ula

Occ

upat

iona

l. A

sses

s-m

ent

spec

ifica

tions

NO

PF


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 occupational requirements (curricula) to be addressed in the 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 will participate in training

If the quality of provision is controlled through ensuring consistent and complete provision (accreditation of providers) then learners should be competent

If the quality of assessment of competence is controlled 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 employment

Industry participation

Learner enrollment

Learner pass rate

Increase in employ-ment or business opportunities of

graduates

29


QCTO MODEL FOR QUALITY MANAGEMENTQuality Improvement through

MONITORING AND EVALUATION• of development and design processes• of implementation of learning programs• data analysis and impact assessment

Quality Assurance of development and design of ASSESSMENT

PROCESSESBy applying nationally standardised processes and systems

• Qualification Assessment Specifications (QAS)

• 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 system30

Quality Assurance of development and design of CURRICULA

By applying nationally standardised processes and systems• Occupational Curricula• Foundational Learning Competence• Occupational Qualifications & US

QUALITY PARTNERS


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

►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


JOINT POLICY STATEMENT►Retains original objectives of the NQF, ►Retains the principle of an integrated approach to education

and training, but recognising the importance of providing for the different

forms of learning►Stipulates changes in the organisational structure to : Enhance simplicity, clarity, flexibility and trust as the

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


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

General and Further Education & Training Act

Skills Development Act, 2008


SKILLS DEVELOPMENT ACT, 2008 (AMENDED)►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

» 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

Addressing skills needs:● Registration of Learning Programs (Learnerships, Apprenticeships & Skills

Programs)


CEP

with

Cur

r Dev

Fac

ilita

tor

Qua

lific

atio

n D

evel

opm

ent

Part

ner

Indu

stry

(Con

stitu

ency

)Q

CTO

If not registered, appoint a Mentor to train and mentor

Development Facilitator

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

Develop learning

process design

Brief registered Development

Facilitator

Circulate occupational curriculum for

validation

Project Scoping Meeting

Prepare & submit application to QCTO

Develop assessment

specificationsProviders develop knowledge curriculum component

System generates occupational qualifications

Industry represented by constituent segment, SETA ,

assosiation or professional body identify need for development of

occupational curriculum / qualification

Circulate occupational

profile for validation

Compile & submit development process report including

occupational curricula, qualification assessment specifications and

occupational qualifications

Invite identified stakeholders to scoping

meeting

Develop occupational

profile

Appoint Development Facilitator to guide and direct Working Groups

Register Development Facilitator on NOPF at

end of processAcknowledge receipt and forward to Qual

Cluster Manager

Snr Manager Qual Design receives

application via e-mailConfirm application detail on QCTO database· Occupational code & field· Occupational progression· Learnerships, apprentice-

ships & related quals· Stakeholders (professional

bodies, SETAs & SGBs)

Identify areas for clarification

Pre-scoping clarification

meeting with applicant

Request pre-scoping clarification meeting with applicant and relevant people from industry to plan for scoping meeting

Appoint Qualifications Development Partner

& sign SLA

Appoint Assessment Quality Partner &

sign SLA

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

Register Occupational Curriculum and Qualifications Assessment

Specification on NOPF

Develop draft proposal on curriculum & qual scope if possible

Finalise proposal, compile agenda and information pack for

scoping meeting

Confirm curriculum parametres

Nominate Qualifications Development Partner

Nominate Assessment Quality Partner

Agree on development facilitator

Submit Occupational Qualifications to SAQA

Compile application feedback document

Convene WG comprising

practitioners

Convene WG comprising

practitioners and educators

Practitioners and occupational trainers develop practical skills and work experience modules

Occupational curriculum

Convene WG to develop

assessment specifications

Submit request for changes to OFO to DoL

If changes are required to the OFO complete application form

QCTO Development Processes and Responsibilities


►The National Occupational Pathway Framework (NOPF) provides an initial mapping of occupational progression to –

BENEFITS OF THE OFO – QCTO:Basis of NOPF

821902Driller’s

Assistant

821904Mining Support

Worker

7122Drillers, Miners and Shot Firers

312903Mine Deputy

2336Mining Engineers and Technologists

ensure vertical progression

direct the scope of Communities of Expert Practices (CEPs) to:

• ensure vertical progression

clarify role players for CEP processes

36


7MACHIENERY

OPERATORS & DRIVERS

NQFLevel

10

6

5

3

2

1

7

2PROFESSIONALS

3TECHNICIANS &

TRADES WORKERS

4COMMUNITY &

PERSONAL SERVICE WORKERS5

CLERICAL & ADMINI-

STRATIVE WORKERS

6SALES WORKERS

8LABOURERS AND ELEMENTARY WORKERS

1MANAGERS

4

OFO Skill Level and experience

5

4

3

2

1

5 Yrs exp might substitute for someformal qualification




On the job training might be sufficient

7MACHIENERY

OPERATORS & DRIVERS

NQFLevel

10

6

5

3

2

1

7

2PROFESSIONALS

3TECHNICIANS &

TRADES WORKERS

4COMMUNITY &

PERSONAL SERVICE WORKERS5

CLERICAL & ADMINI-

STRATIVE WORKERS

6SALES WORKERS

8LABOURERS AND ELEMENTARY WORKERS

1MANAGERS

4

OFO Skill Level and experience

5

4

3

2

1





On the job training might be sufficient

Mining support worker

Drillers, Miners and Shot Firers

Mining Technicians

Mining Engineers and Technologists

Date post:	16-Dec-2015
Category:	Documents
Upload:	roger-newcome
View:	219 times
Download:	1 times