Study on competency-based education and training...

RFP2013/03 CBET STUDY - INCEPTION REPORT 1

Inception Report

July 2014

Study on competency-based education

and training in vocational education and

training in Namibia

RFP2013/03 CBET STUDY - INCEPTION REPORT

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CONTENTS Glossary ................................................................................................................ 5

1 Introduction .......................................................................................................... 5

2 Deliverables .......................................................................................................... 6

3 Current status of CBET implementation in Namibia ......................................... 7

4 CBET implementation in comparable VET systems ....................................... 12

4.1 South Africa ................................................................................................... 12

4.2 Mauritius ........................................................................................................ 22

4.3 Botswana ...................................................................................................... 31

4.4 New Zealand ................................................................................................. 41

5 Research design for analysis of the operation of CBET system

in Namibia ........................................................................................................... 52

6 Proposed action plan ......................................................................................... 55

Appendix 1: List of interviewees ........................................................................... 56

RFP2013/03 CBET STUDY - INCEPTION REPORT

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Glossary

ABET Adult Basic Education and Training BNCQF Botswana National Credit and Qualifications Framework BOTA Botswana Training Authority BQA Botswana Qualifications Authority BTEP Botswana Technical Education Programme BURS Botswana Unified Revenue Service CATS Credit Accumulation and Transfer System CBET Competency Based Education and Training CEO Chief Executive Officer CIF Construction Industry Federation CMR Consent and Moderation Requirements CoM Chamber of Mines COSDEC Community Skills Development Centre ECN Engineering Council of Namibia ETSIP Education and Training Sector Improvement Programme ETSSP Education and Training Sector Support Plan FET Further Education and Training GIZ (German) German Agency for International Cooperation HPCNA Health Professional Council of Namibia HRDC Human Resource Development Council ICT Information Communication Technology ISC Industry Skills Committee ITAC Industry Training Advisory Committees ITP Institutes of Technology and Polytechnics MESP Ministry of Education Strategic Plan MoE Ministry of Education MoESD Ministry of Education and Skills Development MoLHA Ministry of Labour and Home Affairs MQA Mauritius Qualifications Authority MQF Mauritius Qualifications Framework MTTC Madirelo Training and Testing Centre NAMCOL Namibian College of Open Learning NATED National Technical Education NCC National Craft Certificate NCCI Namibia Chamber of Commerce and Industry NCSA Namibia Construction Skills Academy NSCA Namibia Small Contractors Association


NDP National Development Plan NEF Namibian Employers’ Federation NGO Non Government Organisation NICE Namibian Institute of Culinary Education NIED National Institute for Educational Development NIMT Namibian Institute of Mining and Technology NMA Namibian Manufacturers Association NNTO Namibia National Training Organisation NPC National Planning Commission NQA Namibia Qualifications Authority NTA Namibia Training Authority NTB Namibia Tourism Board NTTC National Trade Testing and Certification Centre NZQA New Zealand Qualifications Authority PIPS Personal and Interpersonal Skills PQA Programme Quality Assurance ProVET Promotion of Vocational Education and Training PTE Private Training Establishments QA Quality Assurance QC Quality Council QCTO Quality Council for Trades and Occupations RNPE Revised National Policy on Education RPL Recognition of Prior Learning RTTU Roads Technical Training Unit SACC Standards, Assessment and Certification Council SAQA South African Qualifications Authority SETA Sector Education and Training Authority TEC Tertiary Education Commission TEO Tertiary Education Organisations TWG Technical Working Group UNAM University of Namibia VET Vocational Education and Training VTF Vocational training Fund WVTC Windhoek Vocational Training Centre


1 Introduction The Namibia Training Authority [NTA] has commissioned this study to inform the future development of competency-based education and training [CBET] in the technical and vocational education and training [VET] sector in Namibia. It is envisaged that the study will:

• Collect and analyse data on the operation of competence-based education and training in the VET system in Namibia and other countries in the region and internationally, and

• Use the findings to inform the development of a model and implementation plan for CBET that best fits the VET system in Namibia.

The Project Team has prepared this Inception Report to provide a record of the initial work undertaken to inform the development of the research design for the analysis of the operation of the CBET system in Namibia [Section 5] and the proposed project action plan [Section 6]. This involved:

• the conduct of a limited number of interviews with key stakeholder interviews [Appendix 1],

• an initial assessment of CBET implementation in Namibia, including the preparation of three short case studies to illustrate the different responses to CBET implementation in Namibia [Section 3], and

• the review of CBET implementation in three comparable countries in the region, namely Botswana, South Africa and Mauritius as well as New Zealand1 [Section 4].

While a range of information and viewpoints were gathered through this initial activity, its purpose was to bring the Project Team up to date with developments in Namibia with regard to CBET implementation in the VET sector as well as inform the development of the research design and project action plan.

As detailed in the action plan, it is proposed that a more comprehensive review of the implementation of CBET in Namibia, which includes consultation with a wider range of stakeholders, will be undertaken during the second stage of the project. This will be followed by the development of a draft CBET model [Stage 3], a CBET implementation plan [Stage 4], and the design of a communication strategy [Stage 5].

It is envisaged that the NTA will review this Inception Report and endorse the proposed study design and action plan by mid July 2014.

It is expected that the study will be undertaken over a period of seven months.

1 New Zealand was selected as the National Qualifications Framework in Namibia is derived from the New Zealand framework and it provides example of a mature best practice national qualifications framework


2 Deliverables This Inception Report including the proposed action plan is the first deliverable for this project.

Following the endorsement of the action plan by the NTA, the other key deliverables are expected to be:

• A comprehensive research report that amongst other thing details: − Research methodology − Findings and conclusions − Responses to research questions − CBET model for VET in Namibia with justification how the model will

improve on the CBET situation in Namibia − Implementation master plan for CBET

• Presentation of the draft report and master plan to the NTA • Presentation to decision makers on the model and the implementation plan • Monthly progress reports or meetings.


3 Current status of CBET implementation in Namibia

The Namibia Training Authority’s strategic plan for 2013 – 2018 identifies the development of a blue print for CBET implementation by March 2015 as a key priority. It also commits to implementing the outcomes of the CBET review, which forms the focus of this study, and increasing the number of training providers exclusively applying the NTA CBET model.

The NTA’s approach to competency-based training is clearly aligned with the Namibia Qualifications Framework. The outcomes to be achieved are expressed as unit standards. These standards are registered, credit rated and packaged to form nationally recognisd qualifications that are registered by the Namibia Qualifications Authority and listed on the Namibia Qualifications Framework. The NTA registers providers of these qualifications and encourages them to seek accreditation with the Namibia Qualifications Authority which is responsible for quality assuring all persons, institutions and organisations providing education and courses of instruction or training in Namibia.

As well as working with the relevant Industry Skills Committees to develop nationally recognised unit standards and qualifications, the NTA manages the national assessment arrangements for the VET system and develops a range of support products to facilitate implementation of the unit standards based qualifications. These support materials include national curriculum documents that reflect the outcomes expressed in registered unit standards and training manuals for learners. These materials are supplied to learners and training organisations at low cost.

To date the NTA, working with the Industry Skills Committees, has developed a range of unit standards and qualifications up to level 4 on the Namibia Qualifications Framework in areas such as tourism and hospitality, automotive, construction, hairdressing, office administration, and air conditioning and refrigeration. The NTA has also worked with its industry partners to develop unit standards and qualifications in industries such as road construction and maintenance. In addition, the NTA is also working with its development partners, such as GIZ, which through the ProVET project is developing unit standards and qualifications in agriculture, diesel mechanics, fire fighting and occupational health and safety.

While the development of unit standards and qualifications has not been as rapid as expected and there are many occupations and industries that do not have unit standards and qualifications, considerable progress has been made. One indicator of progress is that unit standards and qualifications are available for most occupations in which training is provided by the nation’s vocational training centres. This means that all seven (7) government owned vocational training centres could be offering unit standards based qualifications in virtually all programme areas.


However to date only two vocational training centres, Rundu and Zambezi Vocational Training Centres, have attained NQA accreditation and are offering unit standard based qualifications. The other centres, as illustrated in Case Study 1: Windhoek Vocational Training Centre - WVTC, have either experienced difficulties in implementing the NTA CBET system or have decided against implementation.

Case study 1:

Windhoek Vocational Training Centre – WVTC

WVTC is a semi autonomous training provider that is governed by the Namibia National Training Organisation Board [NNTO]. The Board comprises representatives of private and public organisations. The Centre offers full-time training in 14 occupational areas within the mechanical and electrical engineering, building construction and business services sectors.

In 2001, with support from the GIZ, WVTC piloted the development of CBET material and established a CBET Implementation Unit. Then in 2008, WVTC commenced a pilot delivery of the new unit standards based qualifications developed by the Namibia Training Authority in Bricklaying & Plastering, Joinery & Cabinetmaking, Plumbing & Pipe-fitting, and Automotive Mechanics.

WVTC has decided to offer the new NTA qualifications in Office Administration. However the Centre’s management decided to stop delivery of the other qualifications. The reasons cited for this include: • Management, trainers and trainees felt unprepared for the implementation of

the new training arrangements. • The unit standard based qualifications were perceived as being of a lower

standard than the courses they replaced. • There was a lack of training materials and technical support available to

assist the Centre with implementation of the new unit standards based qualifications.

• The lack of articulation arrangements with higher education institutions, such as the Polytechnic of Namibia, due to the absence of discrete English, Mathematics and Science subjects in the unit standard based qualifications.

• The increased cost of training associated with the unit standards based qualifications.

• The lack of flexibility in the assessment arrangements in the unit standards based qualifications and the delays experienced in receiving certification from the NTA.

While providers, such as Windhoek VTC, have experienced difficulties in implementing the NTA CBET model, others have not. The Namibian Institute for Culinary Education [NICE], a leading restaurant and training facility in Windhoek [Case study 2] has pioneered the training of hospitality staff using the registered unit standards and qualifications for hospitality. Likewise, the Roads Authority, through the Roads Technical Training Unit [RTTU], with funding support from donors has developed unit standards based qualifications and a workplace training delivery model for the entire Roads Construction sector. These materials have been used to train Road Workers, including a significant number of small contractors, by the Namibia Construction Skills Academy – NCSA [Case study 3]. The NCSA also used these materials when it took part in the NTA’s RPL pilot project that was conducted earlier this year.


Case study 2:

Namibian Institute for Culinary Education – NICE

NICE is an accredited training centre linked to a commercial restaurant that is located in the heart of Windhoek. Currently, NICE works with the Wolwedans Desert Academy to provide a training programme that covers both lodge and city based hospitality and restaurant operations. This unit standards based programme leads to the award of the National Vocational Certificate in Hospitality and Tourism (Level 2 - Accommodation service and Food and Beverage Services) and (Level 3 – Core Commercial Cookery Skills).

Trainees seeking to enter this programme must hold a Grade 10 certificate and be proficient in English language communication skills. NICE has established a selection process for the programme. This involves a face-to-face interview, a practical demonstration of communication skills and a basic project presentation. The selection process runs over a period of 3 months.

The training programme involves 28 months of full-time study. Practical training is conducted on-site, in the kitchen, bar and restaurant, under the guidance of professional chefs and experienced managers. In addition, a teacher facilitates theory classes based on the NTA curriculum. Tuition is given on a 70:30 ratio with the majority of time being allotted to practical training.

To date, 270 trainees have participated in the programme with about 90% of graduates gaining employment in the industry.

While NICE has successfully implemented the new unit standards based qualifications, the Training Manager believes that the following matters need to be addressed: • Stakeholders need to be better informed about the CBET system in order to

actively contribute towards the educational outcomes of vocational training. • Improved guidance is required on NTA and NQA processes such as provider

registration and accreditation. • Information for industry and learners on the NTA CBET system needs to be

more widely available. • CBET implementation processes need to be carefully planned. As the NTA’s

capacity is limited it should not attempt to implement CBET in all industries at the same time.

• The NTA assessment system needs to be more flexible. Trainees should not have to wait for scheduled NTA assessments. Consideration should be given to introducing assessment centres and workplace assessment arrangements.

• The assessment criteria at Level 2, do not meet industry requirements, as trainees are not equipped for employment in the industry after acquiring Level 2 certification.

• The process for finalising assessment instruments/tools should be guided by timelines, which cover the entire process from formulation, to moderation (by external examiners) and to administration of assessment instruments.

• The Industry Skills Committee does not adequately communicate with education centres and industry stakeholders. To maximise the impact of the ISC, more effort should be made to ensure open lines of communication between the ISC, education centres and members of industry.


Case study 3:

Namibia Construction Skills Academy – NCSA

Since 2005, the NCSA has been engaged in skills development and capacity building projects in the construction and road construction industries in Namibia. NCSA is registered with the NTA and accredited by the NQA.

NCSA offers a range of training solutions including workplace training, small contractor development programmes, on-the-job mentorship and support programmes for entrepreneurs. The target groups include school leavers and general workers, as well as supervisors and unskilled, semi-skilled and skilled workers and operators in the construction industry.

NCSA has developed a mobile training concept. This involves negotiating with companies to provide training in the workplace using the facilities of the participating companies. This approach ensures learners are work ready, maximises industry participation and reduces the cost of training. The training programmes offered by NCSA use best-practice CBET principles and are based on unit standards. Learners participate in structured training programmes that include theory sessions, practical skills development activities, training in real work contexts, and on-the-job coaching and mentoring.

Assessment is conducted in the workplace, occurs soon after training has taken place and is based on individual or groups of unit standards. The NCSA maintains its own register of assessment results and issues internal awards to successful candidates. The NCSA had also been actively involved in the RPL pilot run initiated by the NTA.

While NCSA has successfully implemented training courses based on the new unit standards, the Training Manager believes that the following matters need to be addressed: • Clear standards need to be set for trainers in the construction and road

construction industries. They should have a strong technical background with 10 years of industrial experience, including 3 – 5 years of training experience. Trainer requirements should be set by ISC for each industry sector and the NTA should offer recognised train-the-trainer programmes to build the pool of skilled trainers in Namibia.

• Funding levels for training in the Construction and Road Construction industries should be revised as the cost of training in these industries is very high.

• The certificates issued to leaners should indicate the scope or type of equipment or /machinery the learner was assessed on.

• The current NTA assessment system is to rigid and consideration should be given to introducing assessment centres.

• The NTA’s verification, expansion, and re-registration processes are too cumbersome and should be revised.

• The Industry Skills Committee does not adequately address the needs of training providers.

!


While there are a number of examples of successful implementation of the unit standard based qualifications, there are very few situations where the full NTA CBET model, which envisages the use of recognition of prior learning, self paced delivery, flexible entry and exit to qualifications, and assessment on demand, is being implemented. Nevertheless the recent piloting of the NTA’s recognition of prior learning model in the hospitality and road construction industries suggests that key components of the NTA CBET model are taking shape.

Preliminary discussions held with key stakeholders [see Appendix 1] as part of the preparation of this report identified a number of factors that may be adversely impacting on the implementation of the NTA CBET model. These include:

• A lack of leadership skills in VET institutions which means that principals, managers and heads of department are not well equipped to apply the change management strategies needed to support an innovation such as the introduction of CBET.

• The complexity of the registration and accreditation arrangements administered by the NTA and NQA, respectively, is a barrier to training providers gaining registration and accreditation to provide the unit standards based qualifications.

• Inflexibility in the national assessment arrangements leading to delays in students being assessed and issued with certificates.

• The absence of qualifications pathways that link schools, VET and higher education and which provide progression routes for learners discourages providers from offering the unit standard based qualifications.

• The existence of legacy training and assessment models, such as the former NTTC and South African NATED courses that act as a barrier to the take up of unit standard based qualifications.

• Trainer quality particularly in relation to the lack of higher-level technical skills means that many providers are unable to offer the new unit standards based qualifications.

• The lack of fit for purpose training and assessment products to support the implementation of the NTA CBET model.

• The absence of a systematic planned implementation strategy for the NTA CBET model.

• The lack of registered unit standards and qualifications in a range of industry and occupational areas has meant that some providers are unable to switch to the new system.

These issues are not unique to Namibia. The case studies of CBET implementation in New Zealand, Mauritius, Botswana and South Africa, in the next section of this report, highlight the challenges confronting other countries engaged in implementing competency-based training. As well as identifying the key issues associated with CBET implementation, the case studies focus on the lessons learnt in these countries and raise a number of ideas that could be applied in the Namibian context.


4 CBET implementat ion in comparable VET systems

Competency-based education and training systems are operating in many countries. In some places, such as Scotland, New Zealand and Australia, the systems have been in place for some time, whereas other countries are just beginning to introduce CBET systems as part of their attempts to strengthen their technical and vocational education sectors, make them more responsive to industry and community needs, and improve access to and participation in vocational training.

The ensuing section of this report provides an overview of the operation of competency-based education and training in a mature ‘best practice’ system, namely New Zealand and a number of ‘comparable’ systems to Namibia, namely South Africa, Mauritius and Botswana.

The intention is to highlight the reasons for the introduction of competency-based training and education in each country, consider the challenges that have been associated with the introduction of this approach to vocational training, and to identify any lessons that have been gained from the experience in these countries that may be relevant to Namibia.

The key lessons learnt from the four case studies that may have relevance for Namibia are summarised in a chart that appears at the end of this section of the report.

4 .1 South Africa The National Qualifications Framework in South Africa, which was established in 1995, is generally regarded as one of the more complex qualifications frameworks. Over its nearly twenty-year history, it has undergone a number of changes in response to concerns from stakeholders about the design and operation of the Framework.

In the lead up to the latest review, a key concern was the number of bodies responsible for standards generation and quality assurance and the seemingly unnecessary proliferation of unit standards and qualifications. Critics argued that this led to confusion and duplication of work. In addition, there was concern that the ‘one-size-fits-all’ approach to qualification development in the Framework did not recognise the different approaches and practices within the education, training and skills development sectors. A further concern was the lack of effective qualifications pathways and how this worked against learners seeking to move within and across the school, VET and higher education sectors. These concerns were underpinned by a broader dissatisfaction with the quality of some of the new standards based vocational qualifications. This in part led to the decision in 2009 to halt the phasing out of the NATED courses that were offered by the Further Education and Training Colleges.


In response to this situation, the Minister of Education and Labour agreed to a significant reform of the framework which made provision for the establishment of three Quality Councils (QCs) to manage three sub-frameworks, one for Higher Education Qualifications, one for General and Further Education Qualifications and one for Trades and Occupations. These three sub-frameworks now comprise the unified National Qualifications Framework (NQF) and are managed in collaboration with the South African Qualifications Authority (SAQA).

According to the White Paper For Post School Education and Training, that was released in 2013, ‘… each sub-framework will have its own nomenclature for its qualification types. There will be a concerted effort to control the proliferation of qualifications. While some overlap and duplication is unavoidable, the registration of large numbers of qualifications that are not used by providers and learners must be avoided.’


CBET system design The National Qualifications Framework As illustrated below, the National Qualifications Framework in South Africa, which is coordinated by SAQA, comprises ten levels and three sub-frameworks.

A Quality Council manages each sub-framework. These are:

• Umalusi that oversees the General and Further Education and Training sub-framework

• The Council on Higher Education that oversees the Higher Education sub-framework

• The Quality Council for Trades and Occupations that oversees the Trades and Occupations sub-framework.

National Qualifications Framework

Level Sub-Framework and Qualification Types 10 Doctoral Degree

Doctoral Degree [Professional]

9 Master’s Degree Master’s Degree [Professional]

8 Bachelor Honours Degree Postgraduate Diploma Bachelor’s Degree

7 Bachelor’s Degree Advanced Diploma

6 Diploma Advanced certificate

Occupational Level [Level 6]

5 Higher Certificate Occupational Level [Level 5]

4 National Certificate Occupational Level [Level 4]

3 Intermediate Certificate Occupational Level [Level 3]

2 Elementary Certificate Occupational Level [Level 2]

1 General certificate Occupational Level [Level 1]

Sub-framework Colour

Higher Education Qualifications

General and Further Education and Training Qualifications

Occupational Qualifications

Note: The Trades and Occupations sub-framework includes provision for qualifications up to level 10 but the Quality Council is currently focused on development up to level 6.


Standards, qualifications, assessment and certification

The two sub-frameworks that are relevant for VET are the General and Further Education and Training Qualifications and Trades and Occupations Sub-Frameworks. As indicated in the ensuing discussion, there are important differences in the approach taken to standards and qualifications development and assessment and certification in these sub-frameworks. General and Further Education and Training Qualifications Sub-Framework

Further Education refers to vocational and ABET (Adult Basic Education and Training) qualifications for adolescents and adults who are out of school.

Within this sub-framework, a qualification may be academic or vocational in nature and is defined as the broad specifications and combinations of subjects, which must be achieved by learners. These qualifications ‘…prepare learners in a broad, general way for further learning and for becoming educated South African citizens with some readiness to enter the world of work. To this end, all the qualifications are discipline based and include foundational learning, so providing opportunities for proficiency in one or more languages as well as in some form of mathematics or mathematical literacy.’ The sub-framework provides the basis for integrating existing disciplinary based qualifications offered at institutions – schools, Further Education and Training colleges and adult education and training centres – both private and public – into the national qualifications framework. These qualifications are not occupational qualifications, although the distinction between vocational and occupational qualifications is not clear.

In this sub-framework, certificates are issued for qualifications that have at least a 50% component of quality assured external assessment based on approved syllabi or curriculum statements.

Amongst other things qualifications in this sub-framework must have a set of exit level outcomes, confirmed post qualification articulation options, critical cross field outcomes and assessment requirements. In addition, documentation submitted with the qualifications must make reference to a curriculum. Qualifications in this sub-framework are outcomes based and must be supported by a curriculum statement.

Learners may gain recognition for parts of a qualification. In this case, learners are issued with a ‘... subject certificate towards one or more qualifications’. All subjects in this sub-framework have a credit rating and credits are accumulated to gain a qualification.

The award of a qualification marks the attainment of the necessary learning specified in the qualification and its associated curriculum. Umalusi is responsible for issuing certificates and quality assuring the certification process.


Occupations and Trades Sub-Framework

Within the Occupations and Trades sub-framework, a qualification represents the achievement of learning outcomes intended to provide the competencies required to practice in an occupation, to perform occupationally-related skills and to provide a basis for further learning.

Occupational qualifications developed under the auspices of the Quality Council for Trades and Occupations (QCTO) define the learning components required for occupational competence. These are specified in unit standards for the following components of learning:

• Knowledge and theory standards • Practical skills standards • Work experience standards.

According to QCTO, many of the more generic knowledge and practical standards will appear in a number of different qualifications. A minimum credit value will be set for unit standards to ensure meaningful units of learning. This appears to be set at 6 credit points.

Knowledge and theory represents not only the knowledge of the practicalities of the occupation but also the disciplinary knowledge relevant to the occupation. The disciplinary knowledge and theory component connects qualifications in the Occupations and Trades sub-framework to qualifications in other sub-frameworks.

Occupational qualifications are registered on the NQF. Specifically excluded from the Occupations and Trades sub-framework are:

• Qualifications which include work-integrated learning and are registered on one of the other qualification frameworks

• Qualifications that lead to professional designations and are subject to specific legislation.

The design of occupational qualifications at NQF levels 2 – 4 assumes that learners have foundational competencies in communication and mathematical literacy. Additional communication and mathematical literacy requirements are determined by the needs of each specific occupation. These are incorporated in the common/core learning requirements of the qualification. The assessment of foundational learning competence is based on the specifications contained in a designated curriculum component. The assessment of foundational learning competence can be completed prior to, or be integrated into the start of, any occupational learning programme for NQF level 2, 3 and/or 4 occupational awards. Foundational learning competence may also be specified in NQF level 1 occupational awards where deemed necessary. Foundational learning competence is a requirement for certification in relation to qualifications in this sub-framework but does not constitute credits on the NQF and is not assigned a particular level on the NQF.


The development of occupational qualifications and related unit standards is undertaken in conjunction with the development of a curriculum. The curriculum specifies the inputs required to develop the required occupational competence. The curriculum, which specifies each of the three learning components, is designed to support the implementation of the qualification. The curriculum provides guidance on:

• access requirements; • exemptions from particular curriculum components; • articulation with other learning pathways such as vocational qualifications

obtained in education institutions; • the content (scope and depth), the learning activities and the guidelines of

internal assessment; • the physical and human resource requirements for delivery.

It is likely that occupations in this sub-framework will be clustered into groups of like occupations, for example construction occupations, and that the development of the qualifications and associated curriculum for each cluster will be undertaken at the same time.

Assessment in this sub-framework is conducted against the outcomes related to the three components of learning. A national external assessment will be specified for each qualification. This can be seen as a reaction to the varied standards of assessment that took place under the former version of the NQF.

Training provider registration and accreditation There are different arrangements in the two sub-frameworks for the registration and accreditation of providers. These are outlined below.

General and Further Education and Training Qualifications Sub-Framework

Umalusi accredits private providers of education and training as well as private assessment bodies to offer tuition and/or assessment for qualification(s) on the General and Further Education and Training Qualification Framework. These include:

• Independent schools;

• Private Further Education and Training Colleges;

• Private Adult Education and Training providers;

• Private assessment bodies that assess the qualifications Umalusi certifies.

The accreditation of these institutions is based in large part on the enacted curriculum, internal assessments and their participation in external assessments.

Umalusi does not accredit public providers. Instead Umalusi monitors and reports on the quality of the qualifications and curricula used in public schools, FET colleges and Adult Learning Centres, and externally monitors the national assessment system.


Umalusi’s accreditation process is closely linked and dependent on the process of registration with the State that private providers of education and training must follow. Private assessment bodies are not currently required to register with the State.

Registration grants the private provider the license to operate in South Africa. Accreditation on the other hand is a status granted to a private provider at the end of a quality assurance process and attests to the quality of provision offered. Private providers are accredited to offer / assess specific qualifications on the General and Further Education and Training Qualifications Framework.

Occupations and Trades Sub-Framework

Accreditation of Skills Development Providers is an integral component of the QCTO’s quality assurance system.

Occupational qualifications comprise three components: knowledge, practical and workplace experience. Providers offering the knowledge and practical skills components are considered Skills Development Providers and must be accredited by the QCTO. Employers offering the work experience component do not need to be accredited but the Sector Education and Training Authorities (SETAs) must approve these workplaces.

The QCTO accredits Skills Development Providers to coordinate the provision and assessment of the knowledge and practical skills curriculum components of an occupational qualification. Skills Development Providers will only be accredited if they can coordinate the offering of both components of the occupational qualification and if they can prove a relationship with at least one approved workplace. This relationship must be confirmed by a SETA.

The QCTO has indicated that it intends to simplify the accreditation process, by applying criteria that are stated in each curriculum and are fit-for-purpose for each qualification. The process will begin with self-evaluation and will promote quality improvement. Overlapping accreditation, registration and verification requirements will no longer apply.


Pathways The development of pathways within and between qualifications in each sub-framework and across sub-frameworks is a critical feature of the new system. The lack of pathways development was seen as a significant failing of earlier versions of the National Qualifications Framework.

The promotion of pathways within the Occupations and Trades sub-framework is facilitated by:

• the clustering of qualifications for occupations. This will promote articulation and progression as well as facilitate recognition of prior learning (RPL).

• the specification of disciplinary knowledge in knowledge and theory standards that will link with the knowledge requirements in qualifications in other sub-frameworks.

• the qualification specifying the articulation arrangements that have been established with other qualifications in the Occupations and Trades sub-framework and other sub-frameworks.

The development of pathways in the General and Further Education and Training Qualifications sub-framework is supported by the specification of articulation arrangements in the qualifications documentation. A key feature of qualifications in this sub-frame is vertical progression between qualifications within the sub-framework. Umalusi promotes pathways through establishing formal articulation arrangements between qualifications and actively reworking curriculum and assessment arrangements to promote qualification linkages.

Funding mechanisms The VET sector in South Africa is funded through a combination of government funding, the Skills Development Levy, student fees, income derived through the commercial activities of providers, and donations.


VET qualifications implementation Lead agencies The lead agencies involved in promoting VET qualifications implementation in South Africa are:

• Minsitry for Higher Education and Training – responsible for VET policy and financing

• Umalusi – responsible for qualifications and quality assurance in the General and Further Education and Training Qualifications sub-framework

• Quality Council for Occupations and Trades – responsible for qualifications and quality assurance in the Occupations and Trades sub-framework

• South African Qualifications Authority – responsible for coordination of the national qualifications framework

• SETAs – responsible for promoting learnerships, gathering data on workplace skills needs, supporting providers to deliver programmes necessary in their sectors, and approving workplaces for on the job training for the Quality Council for Occupations and Trades,

Stakeholders and roles in training implementation The following chart provides a summary of the key stakeholders and their roles in VET provision.

Stakeholders

Roles of key stakeholders

Polic

y

Fina

nce

Qua

lity

A

ssur

ance

Trai

ning

D

eliv

ery

Ass

essm

ent

Mod

erat

ion

Stan

dard

s D

evel

opm

ent

Ministry of Higher Education & Training

X X

Quality Council

X X X X

SAQA X X

SETAs X X

Public providers X X X

Private Providers X X X


Barriers and factors supporting VET reform The key barriers to implementation appear to be:

• The costs associated with developing and maintaining the new training products, namely the proposed national curriculum and national assessment materials.

• The identification of clear and accessible articulation arrangements both within and across the sub-frameworks.

• The engagement of industry and other stakeholders in the design and development of the new training products.

• The provision of adequate, quality work placements opportunities for learners to meet the new mandatory requirements for work experience in the qualifications in the Occupations and Trades sub-framework.

• The lack of a clear distinction between vocational and occupational qualifications, the different qualification development and quality assurance systems that apply for qualifications in these areas, and the potential barriers that this pose for the development of pathways between the qualifications administered by the two Quality Councils.

The key factor supporting the implementation appear to be:

• The establishment of three Quality Councils with clear responsibility for qualifications development and quality assurance that replaces the myriad of bodies that operated under previous versions of the framework.

• The development of national curriculum and assessment products may assist providers implement the new qualifications and give industry greater confidence in the outputs of the VET system.

• The clustering of occupations for qualifications development in the Occupations and Trades sub-framework may streamline the development of curriculum and unit standards, reduce development costs, and promote pathways.

Lessons learnt The key messages from the South African experience, especially emanating from the work undertaken by OCTO, for Namibia appear to be the:

! clustering of occupations for qualifications development. ! setting of a minimum credit value for unit standards to ensure that each

standard represents a significant volume of learning. ! development of a curriculum product to support the implementation of the

qualification. ! inclusion of foundation competencies in qualifications to ensure that learners

have the communication and mathematical skills needed for work and progression to further education.

! streamlining of accreditation and registration requirements to reduce the administrative burden on providers seeking to offer VET qualifications.


4.2 Mauritius The introduction of the Mauritius Qualifications Framework (MQF) and the associated reforms to the VET sector was a direct response to deteriorating economic conditions and the recognition that the existing education and training sector was ill equipped to deal with the challenges confronting the country.

These challenges included:

• rising unemployment. • a growing reliance on recruiting skilled workers from overseas to address

skill shortages despite significant levels of unemployment. • the need to develop workforce skills in new and emerging technologies. • the importance of diversifying the economy and developing industries

capable of absorbing local labour. • failures in the education and training system evidenced by a low level of

throughput in schooling, the need for the VET sector to provide an alternate solutions for out of school youth, fragmentation and low levels of recognition of VET programmes and the proliferation of qualifications which were not quality assured.

• the lack of articulation within and across the school, VET and higher education sectors that made it difficult for learners to achieve mobility up a learning pathway and for employers to know what to expect from a graduate of a particular VET qualification.

• the lack of any effective way of determining the international equivalence of qualifications issued by VET and higher education providers in Mauritius.

The introduction of the MQF and the associated VET reforms was underpinned by a desire by policy makers to ensure that VET qualifications issued by providers in Mauritius were: credible and useful to employers; understood by the public; able to give students an opportunity to advance in their learning path; and recognised internationally.


CBET system design The Mauritius Qualifications Framework As illustrated below, the Mauritius Qualifications Framework (MQF) comprises ten levels and lists all quality assured qualifications issued in Mauritius. The Mauritius Qualifications Authority [MQA], which operates under the Ministry of Tertiary Education, Science, Research and Technology, administers the Framework. According to the MQA, the Framework is designed to:

• promote access, motivation and achievement in education and training, strengthening international competitiveness.

• promote lifelong learning by helping people to understand clear progression routes.

• avoid duplication and overlap of qualifications while making sure all learning needs are covered.

• promote public and professional confidence in the integrity and relevance of national awards.

LEVEL PRIMARY / SECONDARY EDUCATION

TVET / WORKPLACE

TERTIARY EDUCTION LEVEL

10 Doctorate 10 9 Masters Degree e.g. MA, MSc,

M.Phil Postgraduate Certificates, Postgraduate Diplomas

9

8 Bachelor with Honours, Conversion, Programmes

8

7 Bachelor (ord. Degree) 7 6 Diploma Diploma 6 5 HSC / GCE ‘A’

Level / BAC / IBAC

Certificate Certificate 5

4 4 3 SC / GCE

‘0’Level 3

2 2 1 Certificate of Primary Education 1

As shown in the chart above, the MQF recognises three categories of qualifications. These are:

• Qualifications in the primary/secondary education and levels 1 to 5 on the NQF with specific qualifications at certain levels – such as the GCE, the SC, HSC, Baccalaureate).

• Qualifications in the VET/workplace sector at all levels of the NQF. • Post-secondary/tertiary qualifications at levels 6 – 10.


While the MQA is responsible for the coordination of the NQF, relatively autonomous bodies have responsibility for each category of qualifications. These bodies are:

• The Ministry of Education, which is responsible for primary and secondary schooling with regards to: the registration of schools, curricula development, and the quality assurance of schools.

• The MQA, which is responsible for VET / workplace provision including: the registration of providers, programme approval, and the generation of qualifications and standards.

• The Tertiary Education Commission (TEC), which is responsible for the tertiary sector, including: the registration of providers, programme approval and moderating quality assurance. The TEC does not generate qualifications but focuses on establishing the equivalence of qualifications in alignment with the levels of the NQF.


Standards and qualifications Qualifications in the VET / workplace sector are expressed in terms of unit standards. Learners accumulate unit standard credits towards qualifications. The unit standards specify the different elements that are required to achieve the identified area of competence and provide the associated performance criteria.

MQA has established a network of Industry Training Advisory Committees, which include representatives from the private and public sectors, to generate qualifications and standards.

According to the MQA web site in June 2014, standards and qualifications exist in the following twenty-two industry sectors: Information and Communication Technology, Printing, Tourism and Hospitality Management, Jewellery, Building Construction and Civil Engineering, Adult Literacy, Health and Social Care, Textile and Apparel, Mechanical Engineering, Electrical and Electronics Engineering, Seafood & Marine Industry, Early Childhood Education and Care, Agro Industry, Automotive, Beauty Care and Hairdressing, Management, Security Services, Wood Trades, Transport & Logistics, Handicraft, Automation and Robotics and Social Work.

As at 31 July 2013, 4509 Unit Standards and 158 Qualifications at National Certificate and National Diploma level had been generated across these industry sectors.

Assessment and Certification (incl. RPL) The quality assurance standards for the accreditation of programmes that have been established by the MQA state that “…the provider should submit the assessment policy and the capacity and procedures to conduct assessments. The certification process should be clearly described. The provider should also:

(a) define policies and procedures to ensure assessment: processes and decisions will be open, systematic and consistent; methods are appropriate, fair, manageable and integrated with work or learning; evidence will be valid, authentic and complete.

(b) have processes for internal moderation;

(c) have an understanding of and procedures for involvement in extern al moderation activities;

(d) ensure that there is a database for learner ’s work for moderation, reassessment and learner appeals;

(e) ensure that learners are in formed of the procedures for reassessments and appeals of assessment results.”

Under these standards there is no explicit requirement that assessors be registered or hold any minimum level of qualification.


A Recognition of Prior Learning (RPL) policy has been implemented. Pilot projects were conducted in the Tourism and Construction sectors in 2007 and 2008 respectively and as a result, RPL was subsequently launched at national level in 2009. RPL has been extended to all sectors of the Mauritian economy. As at 31 July 2013, 51 persons have acquired their full qualifications through RPL and 21 others have been attributed a partial qualification.

Training provider registration and accreditation The Mauritius Qualifications Authority (MQA) is responsible for the registration of training institutions offering VET and workplace training and for the approval of their programmes whether they lead to an award or not. In 2012, the MQA published new quality assurance standards for the:

• registration of training institutions • registration of managers/programme officers • registration of trainers • approval of courses that do not lead to an award • accreditation of programmes that lead to an award.

Following accreditation of programmes, MQA carries out monitoring activities that are complementary to the internal monitoring and review mechanisms that providers must put in place. The MQA is authorised to visit – with or without prior notice – any accredited VET institution to inspect registers or documents.

All trainers must be registered with the MQA and meet a set of minimum registration criteria that comprise: a basic academic qualification, a vocational or professional qualification and relevant work experience. Trainers should preferably have followed an approved train the trainer programme. In some cases, trainers without basic academic qualifications but having at least five years of work experience in certain specific trades may be considered for registration.

Industry Engagement The key industry advisory structure is the national network of Industry Training Advisory Committees [ITACs]. The key function of the ITACs is to generate unit standards and qualifications for their relevant industry sectors.

There are 21 ITACs that cover the following industry sectors: Management, Agro industry, Handicraft, Automation and Robotics, Automotive, Beauty Care and Hairdressing, Building Construction and Civil Works, Electrical and Electronics Engineering, Furniture Making, Language, Information and Communication Technology, Jewellery, Transport and Logistics, Mechanical Engineering, Printing, Tourism and Hospitality Management, Adult Literacy, Early Childhood Development & Care, Health and Social Care, Textile and Apparel, and Seafood & Marine Industry.


Pathways The establishment of the Mauritius Qualifications Framework has helped identify education and training pathways that link the schools, VET and higher education sectors. This has been enhanced by the:

• development of a national RPL policy, and • revitalisation of prevocational programmes that link school and VET sector

qualifications.

Funding mechanisms The main source of funding for VET in Mauritius comes from government grants. In addition, the Human Resource Development Council (HRDC) operates the levy/grant system where training expenses are refunded up to a certain ceiling to encourage employers to invest in the skill development of their employees. The grant system is run on a cost-sharing principle whereby the HRDC and the employers share the cost of training.

Funding for VET institutions comes from funding allocated in the national budget, training fees, and internally generated income.


VET qualifications implementation Lead agencies The lead agencies involved in implementing competency or standard based training and assessment in Mauritius are:

• Ministry of Education – policy development for education and training system • Mauritius Qualifications Authority – quality assurance of VET system • Human Resources Development Council – administration of levy / grant

system • Industry Training Advisory Committees – generation of unit standards and

qualifications.

Stakeholders and roles in training implementation The following chart provides a summary of the key stakeholders and their roles in VET provision.

Stakeholders


Polic

y

Fina

nce

Qua

lity

A

ssur

ance

Trai

ning

D

eliv

ery

Ass

essm

ent

Mod

erat

ion

Stan

dard

s D

evel

opm

ent

Ministry of Education X X

Mauritius Qualifications Authority

X

Human Resources Development Council

X

Industry Training Advisory Committees

X

Public providers X X X

Private Providers

X X X


Implementation strategy The Education and Human Resource Development Plan 2008 – 2020 recognises VET as key way of meeting the country’s needs for skilled labour, boosting international competitiveness and alleviating poverty. The Plan acknowledges current weaknesses of VET and calls for reforms aimed at improving governance, access, financing, quality, relevance, private sector participation and acquisition of skills in a non-formal and informal way. The Plan defines six strategic goals:

1. Increase access and improve equity in VET

2. Improve articulation between VET and general education

3. Enhance the quality and relevance of VET

4. Strengthen management of the VET system

5. Sustain funding for VET

6. Make Mauritius a Regional Hub for VET.

The Ministry of Education and Human Resources published the New Strategy for Prevocational Education in 2011. The Strategy recognised the need for reforms in prevocational education directed at increasing access, improving quality and broadening equity.

Barriers and factors supporting VET reform The Education and Human Resource Development Plan 2008 - 2020, highlighted a series of challenges facing the VET sector. These included:

• the poor perception of the value and status of VET programmes.

• training provision is in some cases supply-led and is not be aligned with labour market needs.

• too many certification awarding systems.

• problems of regional as well as international recognition of certificates.

• the tendency to use VET to react to present needs rather than building capabilities for the future.

• the employment rate of graduates in some trades is relatively low.

• VET has remained trainer centred.

• access to VET is limited.

• relatively low female participation in VET programmes.

• difficulties in recruiting trainers in certain trades leading to trainers with insufficient industrial experience.

• insufficient VET funding.

• not enough autonomy exists at the level of training centres.


These challenges are significant. However the following factors have supported VET reform in Mauritius:

! establishment of a unified qualifications framework and a single quality assurance agency for the VET sector, namely the MQA.

! development of a national industry advisory network, the Industry Training Advisory Committees [ITAC], that has a clear focus on generating unit standards and qualifications for their industry sectors.

! emergence of standards based, quality assured VET qualifications which will progressively replace the proliferation of VET qualifications and give employers confidence in the skills held by graduates of VET programmes.

Lessons learnt The key messages from the Mauritius experience appear to be:

! a commitment to ensuring that qualifications based on unit standards are the sole basis of recognition of skill in the VET sector

! the establishment of a single quality assurance agency for the VET sector, namely the MQA.

! the establishment of clear and accessible quality assurance standards for VET providers.

! the implementation of a recognition of prior learning process that enables people to gain access to formal qualifications for skills gained through informal learning, work and community involvement.

! the implementation of prevocational programmes that provide pathways which link the school and VET sectors and provide pathways for learners.


4.3 Botswana Botswana is embarking on a major reform of its education and training system. It is envisaged that through this reform process, the technical and vocational education and training [VET] sector will be revitalised and will form part of an integrated tertiary education sector.

One of the key steps in this process has been the establishment of two new bodies to manage the tertiary education sector. These are the Botswana Qualifications Authority [BQA] and the Human Resource Development Council [HRDC].

The BQA, which was established in 2013, is a parastatal that operates under the Ministry of Education and Skills Development [MOESD]. The BQA replaced the former Botswana Training Authority [BOTA] and is responsible for:

• the Botswana National Credit and Qualifications Framework (BNCQF) • coordinating the national education, training and skills development quality

assurance system.

The Authority has responsibility for:

• all qualifications from early childhood to tertiary level • development and implementation of a common quality assurance platform • registration and validation of qualifications and part qualifications • the development and implementation of the national credit and qualifications

framework • setting teaching and learning standards for education and training providers • developing policy and criteria for work-based teaching, workplace learning

and work-based learning programmes, the recognition of prior learning (RPL) and the credit accumulation and transfer system (CATS)

• ensuring the international recognition for the national qualifications system and the international comparability of qualifications

• developing standards for the recognition of external qualifications • evaluating and registering local and external qualifications • maintaining a national database of qualifications • maintaining a national database of assessors, moderators, education and

training providers and learners • registering and accrediting education and training providers, assessors,

awarding bodies and moderators.

The Human Resource Development Council (HRDC) that became operational in November 2013 replaced the former Tertiary Education Council. The key functions of the HRDC are to:

• provide policy advice on national human resource development

• implement the national human resource development strategy

• prepare the national human resource development plans

• plan and advise on tertiary education financing and work-place learning


With the emergence of these two new organisations, responsibility for accreditation of institutions at tertiary level has been transferred to the Botswana Qualifications Authority and the HRDC has taken responsibility for the former Vocational Training Fund (VTF), which is now called the Human Resource Development Fund.

In addition, it is envisaged that the existing Botswana Examinations Council will be reformed and assume a new role as a national assessment authority. It will also have responsibility for moderation and assessment of non-tertiary vocational education and training, work place learning and indigenous skills programmes.

While the reform process has been underway for some time, it has had little impact on the operations of the VET sector. A number of recent reports, including the sector evaluation conducted as part of the Education and Training Sector Support Plan [ETSSP], have highlighted the issues confronting the VET system in Botswana. These include:

• a lack of transparency and accountability in the VET sector • poor perception of the VET sector by industry and the broader community • lack of quality in VET programmes • a mismatch between VET offerings and industry demand for skills • chronic under utilisation of VET staff and physical resources • a lack of industry engagement by VET institutions • low levels of technical skills of trainer particularly in engineering, construction

and automotive trades with this reflected in inadequate practical skills instruction, poor workshop and laboratory management and a lack of observance of occupational health and safety in instructional areas

• limited management and leadership skills in public VET institutions • lack of articulation and pathways between schools, VET and higher

education • low levels of participation in VET despite high levels of demand from

learners in public VET institutions.


CBET system design The Botswana National Credit and Qualifications Framework The Botswana National Credit and Qualifications Framework (BNCQF), comprises ten levels, which describe all qualifications issued in Botswana.

Sub-systems

Level Gen Education Technical & Vocational Higher Education

Level

10 PHD PHD, EdD 10

9 Masters Masters 9

8 Bachelors Degree with Honours, Post Graduate Diploma

Bachelors Degree with Honours, Post Graduate

Diploma

8

7 Bachelors degree Bachelors degree e.g. BA, BSc, BEd

7

6 Diploma e.g. BTEP Diploma e.g. DSC 6

5 Certificate e.g. BNVQF 3,

BTEP advanced certificate

5

4 BGCSE BNVQF 2, Trade Test B 4

3 BNVQF 1, Trade Test C, BTEP Foundation

3

2 Junior Certificate, ABEP 4

2

1 PSLE, ABEP 3, OSEC

1

While the BQA, and its predecessor the BOTA, envisaged that the national qualifications framework would comprise unit standards based qualifications, relatively few standards have been developed to date.


Standards and qualifications Publicly funded VET is offered through eight Technical Colleges and thirty-nine Brigades. The latter were formerly community based training centres however these have now been bought under the control of the MOESD and are planned to be upgraded to vocational training centres. A pre-service training programme for lecturers and instructors for public VET institutions is offered through Francistown VTC.

At present, the public VET institutions offer two main programmes. These are the:

• Botswana Technical Education Programme (BTEP) that was introduced in 2001 and is administered by the MOESD

• National Craft Certificate programme that operates under the Ministry of Labour and Home Affairs (MoLHA) and was introduced in 1988.

The former of these programmes is implemented through the eight Technical Colleges. BTEP is a national, modular, outcomes based curriculum. It is offered from Foundation to Diploma level for occupational areas such as: Information and Communications Technology; Multimedia; Business; Electrical Mechanical Engineering; Hospitality and Tourism; Building Construction; Clothing, Design, Textiles; and Hairdressing and Beauty. Each BTEP programme also includes key skills modules. There are: Communications Skills; Numeracy; Entrepreneurship; ICT; Personal and Interpersonal Skills (PIPS); and Problem Solving. The outcomes of BTEP courses have been identified in conjunction with the relevant industries. However questions remain about the extent to which the programme meets industry requirements.

The National Craft Certificate programme is a work-based apprenticeship scheme. It is coordinated through the Madirelo Training and Testing Centre (MTTC). Trainees are tested by MTTC and receive the National Craft Certificate (NCC) or a trade certificate of the grades C or B. The programme is offered through both the Technical Colleges and the Brigades. While the programme is designed for delivery as an apprenticeship programme, it is widely acknowledged that over half of the students in the programme do not have a bona fide employer. Partly in response to this situation the first two levels of the programme are offered on a full time basis by the Brigades. Concern about the level of on-the-job training in the programme has recently led to the Chamber of Mines introducing a version of the programme which comprises: 1. Three months of off the job training, 2. Three months of skills based off the job training and 3. Six months of structured work based training.


Assessment and Certification (incl. RPL) Assessment within the VET system is not effectively quality assured and there is no comprehensive training on assessment practices.

The Madirelo Training and Testing Centre facilitates assessment for the NCC programme. The Technical Colleges and Brigades contribute items to the Assessment Banks that are used in these asessments. There has been leakage of assessment items at source for a number of years and the Madirelo Training and Testing Centre has had to nullify assessment results on a number of occasions.

The assessment items for the Botswana Technical Education Programme are created through a National Assessment Bank and are forwarded to the institutions for administration. The quality assurance procedures that surround the administration of these assessments have been criticised in a number of reports. Even though the BQA requires all assessors to be registered, many are not.

Training provider registration and accreditation Training providers are registered by the BQA. All registered providers have a defined scope of registration that identifies the occupational area and certification level of the programmes that they are authorised to deliver. While virtually all public VET institutions are currently registered with the BQA many do not have the equipment, facilities, occupational health and safety standards and the qualified staff required to deliver the programmes for which they are registered.

Trainers in Botswana are supposed to be registered with the Botswana Qualifications Authority. To be eligible for registration, trainers must be able to demonstrate:

• Trainer skills as evidenced by holding:

- a relevant vocational qualification at least one level above the level the applicant wishes to offer training; plus

- a qualification in pedagogy/teaching skills (for those training in institutions) or training qualification (for work place trainers);

or

- be able to demonstrate vocational area competence at least one level above the level one wishes to operate and be able to demonstrate the core competencies of teaching/training;

- good character;

- personal qualities that promote training.

Once these eligibility requirements are met a person may seek registration as an institutional or workplace trainer. There are separate registration requirements for these categories. While registration is mandatory a significant proportion of trainers in public VET institutions, namely the Technical Colleges and Brigades, are not registered with the qualifications authority.


It was estimated in 2009 that 73 % of registered trainers had no teaching or training qualification. This skills gap was widest in Brigades and private training providers. Of the 2012 trainers registered with the former Botswana Training Authority in November 2009, 85.53% (1721) were provisionally registered, pending required qualifications. While many of these trainers had relevant technical competences they were not recognised as qualified trainers because they had not undergone formal teacher training. This was particularly evident in the Brigades.

Industry Engagement Industry in Botswana participates in the development of unit standards and qualifications, the design of courses offered by the training providers, the provision of job attachments and the Training Levy Fund. While industry engagement is relatively strong at system level, the linkages between industry, the community and public training providers, namely the Technical Colleges and Brigades, is weak and is virtually limited to the provision of job attachment. In many cases, providers are unable to find sufficient job attachment places for students. This reflects both the limited industrial base of Botswana and the lack of effective, on going relationships between individual Colleges and Brigades and local industry.

Pathways In spite of the development of the BNCQF, there is a lack of education and training pathways within the VET sector and between the VET, schools and higher education sectors. The system currently is characterised by:

• a lack of pathways between schools and public VET providers. • inflexible entry requirements for BTEP courses which make it difficult for

students to access VET programmes • no effective pathways between BTEP and NCC programmes • restricted pathways between VET and higher education. • a lack of RPL provision • no operating credit transfer policy.

Funding mechanisms Government provides most funding for VET. These funds are supplemented by a training levy. The Vocational Training Act No. 22 of 1998 provides for a Vocational Training Fund, which is now called the Human Resources Development Fund. Employers who incur training costs associated with engaging apprentices and trainees may access this fund. The overall objective of the Fund is to generate funds to support skills training by employers as well as to increase skills base at the workplace. The MOESD through the HRDC is the overall administrator of the Vocational Training Fund. However at present the Commissioner General of Botswana Unified Revenue Service (BURS) collects levies and oversees compliance. While funds collected through the levy are growing, reimbursements paid out of the fund are minimal with only 24% of the funds being claimed so far by levy payers.


The BQA and its predecessor BOTA have expressed concern that the low uptake may hinder skills development and mean that the fund’s aim of improving cost-sharing in skills development will not be realised.

VET qualifications implementation Lead agencies The lead agencies involved in implementing competency or standard based training and assessment in the Botswana are:

• Ministry of Education and Skills Development – is responsible for policy

setting in relation to education and skills development. It also currently has

responsibility for the direct management of the national network of Technical

Colleges and Brigades.

• Ministry of Labour and Home Affairs – is responsible for the administration of

the NCC programme through the Madirelo Training and Testing Centre

• HRDC – is responsibile for public funding of the tertiary education sector,

which includes VET provision and the administration of the Human

Resources Development Fund.

• Botswana Qualifications Authority – is responsibile for:

! administering the BNQCF

! listing unit standards and qualifications on the BNCQF

! quality assuring all tertiary education providers.


Stakeholders and roles in training implementation The following chart provides a summary of the key stakeholders and their roles in VET provision in Botswana.

Stakeholders


Polic

y

Fina

nce

Qua

lity

A

ssur

ance

Trai

ning

D

eliv

ery

Ass

essm

ent

Mod

erat

ion

Stan

dard

s D

evel

opm

ent

Ministry of Education and Skills Development

X X X X

Ministry of Labour and Home Affairs

X X

Human Resources Development Council

X

BQA X X X

Industry X

National Trade Testing Centre – NCC programmes

X X

Public training providers (Technical Colleges and Brigades)

X X

Private Training Providers

X X

Schools X X


Implementation strategy The Ministry of Education and Skills Development (MoESD) has the prime responsibility for the provision of education and training.

Sector management is governed by a number of plans with the Revised National Policy on Education (RNPE) dating from 1994 and the Ministry of Education Strategic Plan (MESP) for the period 2005-2009 as the main guiding documents. The guiding document for the different plans of the MoESD is the National Development Plan. There are at least 35 policy- and regulatory documents covering the education and training sector.

The MOESD is currently working with donor partners, principally the European Union, to finalise the Education and Training Sector Support Plan that will provide a coherent programme for reform of the education and training sector.

Factors impacting on implementation The key factors limiting the pace of reform in the VET include:

• a lack of educational management and leadership skills in the Technical Colleges and Brigades.

• the failure to develop industry endorsed unit standards and qualifications and continued reliance on relatively inflexible BTEP and NCC training programmes that do not necessarily address industry training needs.

• the failure to adequately disperse funds gathered through the training levy. • issues associated with trainer quality particularly the need to improve the

technical skills and industry knowledge of VET trainers. • the low levels of utilisation of human and physical resources across the VET

sector. • a lack of up to date, industry standard training equipment in key VET training

areas, namely engineering, automotive and construction that limits the capacity of VET institutions to offer training to industry standards.

• the lack of effective working relationships with industry particularly at institutional level that limits the capacity of VET institutions to determine and respond to industry training needs and preferred modes of delivery.

• poor assessment quality assurance that serves to reduce industry confidence in the qualifications held by graduates of VET institutions.

• a mismatch in the skills required by industry and the skills development programmes offered by VET institutions.


Lessons learnt The key messages from the Botswana experience appear to be the need to:

! establish an efficient system for the dispersal of funds gathered through the training levy.

! identify clear roles and responsibilities for organisations charged with managing the national VET quality assurance system to avoid duplication and overlapping of key quality assurance processes such as registration, accreditation and audit.

! establish clear, well understood and effective pathways that link the schools, VET and higher education sectors and enable learners to move seamlessly within and across these sectors.

! engage industry at all levels of the VET sector to ensure that the products and services offered by the sector meet industry requirements.

! develop leadership and management skills in VET organisations so that managers of these organisations are aware of and able to drive reform in their organisations.

! establish assessment quality assurance arrangements that are designed to promote consistency in assessment and confidence in the qualifications held by graduates of VET organisations.

! populate the national qualifications framework with industry endorsed, unit standards and qualifications to assist the transition from existing programmes to industry relevant, nationally recognised qualifications.


4.4 New Zealand Prior to 1990, New Zealand had a highly centralised and supply driven education system. Since then a series of reforms have led to the emergence of a more demand driven and decentralised system in which individual providers have responsibility for their own governance and management within a framework established by the national government.

Central to these reforms has been the establishment of the national qualifications framework that is administered by the New Zealand Qualifications Authority (NZQA).

The establishment of the qualifications framework was a direct response to:

• the economic restructuring program of the New Zealand Government in the late 1980s that focused on addressing the problems stemming from New Zealand’s relative geographical isolation, low population, and over reliance on agricultural production.

• the release of a series of reports which argued for a national approach to human resources development focused on: – producing a skilled, flexible and globally competitive workforce. – boosting the level of qualifications held by New Zealanders and

developing education and training options for the one third of students who were leaving school with no formal qualifications.

– reforming the senior school curriculum, which was focused on university preparation, so that school leavers had access to a range of education, training and employment pathways.

– responding to rising youth unemployment. – reforming the outdated programmes offered by the polytechnics and

other vocational training providers.

It is important to note that New Zealand does not have a separate technical and vocational education and training [VET] sector. Rather VET forms part of the broader tertiary education system. The tertiary sector comprises private training establishments (PTEs), institutes of technology and polytechnics (ITPs), wananga [tertiary institutions providing education in Māori cultural context], universities and workplace training. As such VET programmes are offered in schools, polytechnics, private training organisations, workplaces and universities.

The broad direction of reform, which was initiated in the late 1980s, continues to be reflected in New Zealand’s approach to tertiary education.

The Tertiary Education Strategy 2014-19, which sets out the New Zealand government’s long-term strategy for tertiary education, aims to build international competitiveness, support business and innovation through development of skills and research. The six priority areas identified in the strategy are: [1] delivering skills for industry; [2] getting at-risk young people into a career; [3] boosting achievement of Māori and Pasifika; [4] improving adult literacy and numeracy; [5] strengthening research-based institutions, and [6] growing international linkages.

The strategy focuses on ensuring that New Zealand has an outward looking and engaged tertiary education system that has strong links with industry, the community and the global economy.


CBET system design The New Zealand Qualifications Framework As illustrated below, the New Zealand Qualifications Framework (NZQF), which came into existence in July 2010, comprises ten levels and lists all quality assured qualifications in New Zealand. It replaced the former National Qualifications Framework that was established in 1992.

Level Qualifications

10 Doctoral Degree

9 Master’s Degree

8 Postgraduate Diplomas and Certificates,

Bachelor Honours Degree

7 Bachelor’s Degree,

Graduate Diplomas and Certificates

6

5 Diplomas

4

3

2

1

Certificates

There are three types of qualifications on the NZQF. These are: certificates, diplomas and degrees. Each qualification type is defined by an agreed set of criteria which includes the level at which the qualification is listed and the number of credits required at each level. The qualifications relevant to VET are Certificates and Diplomas. These are at levels 1-6 on the NZQF.

There are two quality assurance bodies responsible for approving qualifications in New Zealand. These are NZQA and the New Zealand Vice-Chancellors’ Committee. The NZQA is responsible for quality assuring all non-university tertiary education organisations [TEOs] or providers and approves qualifications developed by these organisations. The New Zealand Vice-Chancellors’ Committee is responsible for quality assuring all universities and approves qualifications developed by these organisations.


Standards and qualifications Qualifications on the NZQF are expressed in terms of unit standards. Learners accumulate unit standard credits towards qualifications.

Unit standards describe a specific level of performance required to complete a work activity in an occupation or industry. To earn credit for a unit standard on the NZQF, learners must meet all the outcomes (Elements) in the unit standard.

Some providers are able to award and issue New Zealand qualifications listed at levels 1-6 on the NZQF. These include qualification developers, industry training organisations (ITOs), Institutes of Technology, Polytechnics, private training establishments and government training establishments with accreditation to deliver a programme leading to a New Zealand qualification.

There are no nationally developed support materials, such as learning programmes, curriculum, courses or training materials, in New Zealand. Where these exist, individual providers or ITOs develop them.

Assessment and Certification (incl. RPL) Accredited organisations and registered workplace assessors conduct assessments that lead to national qualifications, including recognition of prior learning.

Teachers in accredited organisations are, in effect, registered assessors. In this case, the accredited organisation is responsible for awarding credit and communicating results to the NZQA. Teachers may gain national recognition for their assessment skills against the following unit standards:

• 4098 Use standards to assess candidate performance • 11551 Moderate assessment • 11552 Design assessment • 18203 Verify evidence for assessment for candidate.

Many tertiary providers and industry training organisations offer training and/or assessment for these standards.

Registered workplace assessors must be registered with the relevant Industry Training Organisation [ITOs]. To gain registration, assessors must hold the qualification they are assessing, attain unit standard 4098 and work for a registered training workplace.

Under the qualifications framework all assessments, whether conducted by training providers or in the workplace, are conducted against the requirements of unit standards. Some performances may be assessed in summative tests but others may be observed during the course of work or learning. Some of the learning activities that students are involved in can produce evidence for assessment. In this standards-based assessment environment, the purpose of assessment is to ascertain whether or not learners have achieved the level of performance required by the unit standard.


Providers and ITOs must be granted consent to assess by NZQA before they can offer assessment against standards. Consent to assess enables providers to assess unit standards and award credit for them. Consent to assess is granted to organisations that meet:

• the requirements of provider registration • the moderation requirements of the standard-setting body responsible for the

unit standards. This normally involves the review of a sample of assessment materials and learner evidence, to ensure that assessments are fair and valid and assessors are making consistent judgements about learner performance.

• all the general and industry specific requirements of the relevant Consent and Moderation Requirements (CMR). Each unit standard has an associated CMR document that outlines the criteria for consent to assess against standards and national external moderation.

There is a range of assessment support materials developed by the NZQA and the various ITOs. However these tend to be general guides on assessment and moderation. Individual providers or ITOs normally develop their own assessment tools.


Training provider registration and accreditation VET programmes can be found in a range of providers in New Zealand. These include:

• Institutes of Technology

• Polytechnics

• Private training establishments

• Government training establishments

• Wānanga

• Industry training organisations

• Course owners

• Adult education providers

VET providers fall under the national quality assurance system that applies across the whole tertiary system. The quality assurance system, which is administered by NZQA, comprises three key processes. These are:

• Approval – this is where a provider seeks permission to develop or implement a new quality assured product.

• Accreditation – this is where a provider seeks permission to use or deliver an NZQA-approved programme that has already been developed, including one developed by another provider.

• Registration – this is where an organisation seeks to be recognised by NZQA as a private training establishment (PTE). An organisation needs to be registered as a PTE before applying for any NZQA approvals or accreditations. Schools, Institutes of Technology, Polytechnics, and universities do not need to be registered, as they are set up by the Government of New Zealand under legislation.

The purpose of these processes is to ensure that providers operating in New Zealand offer quality education for students. Once a provider has gained approval, accreditation or registration, the provider must continue to meet NZQA requirements to maintain them.

It is interesting to note that in New Zealand, VET trainer credentials are not regulated. However the oversight of the Industry Training Organisations is strong and they have the power to remove providers who are unsatisfactory. VET teachers in Institutes of Technology and Polytechnics normally have their base technical qualifications and relevant industry experience. A teaching qualification is not mandatory but most hold at least a Certificate of Adult Teaching. This qualification is available through almost all of the Institutes of Technology and Polytechnics and is often done as an in-service programme. VET teachers often upgrade their teaching qualification to a Diploma in Adult Teaching.


Industry Engagement The key industry advisory structure in New Zealand is the national network of 12 Industry Training Organisations. The primary roles of these bodies are to:

• provide information about industry skill demand • define national skill standards and qualifications required by industry • broker training to meet the needs of employees in industry.

The Industry Training Organisations are established by industry and are recognised by Government, and receive funding from both Government and industry.

Pathways A key aim of the introduction of the New Zealand Qualifications Framework in 2010 was to ensure that qualifications identify clear pathways for employment and further education.

All qualifications on the NZQF contain an outcome statement that identifies the qualifications a graduate can enrol in after completing the qualification. Where qualifications are stand-alone and do not prepare graduates for further study, the outcome statement identifies the areas in which a graduate may be qualified to work.

The use of standards based qualifications in New Zealand provides a means for:

• people with skills but lacking formal qualifications to have their skills recognised through assessment or recognition of prior learning processes

• linkages to be established between qualifications by including units from higher level qualifications in lower level qualifications. These units are often included in the electives. This provides opportunities for students to gain credit towards higher-level qualifications.

In addition, the Credit Recognition and Transfer Policy facilitates the development of pathways between tertiary institutions, including VET providers. The policy enables learners to receive credit for an existing qualification when applying for a new course of study. Credit transfer is not automatic and tends to occur on a case-to-case basis or as an agreement between training providers.

Funding mechanisms

Government through the Tertiary Education Commission provides most funding for VET. This is supplemented by contributions from industry and student fees.


VET qualifications implementation Lead agencies The lead agencies involved in implementing competency or standard based training and assessment in the New Zealand are:

• Ministry of Education – that is responsible for policy setting in relation to education and skills development.

• Tertiary Education Commission – that has responsibility for public funding of the tertiary education sector, which includes VET provision.

• New Zealand Qualifications Authority – that has responsibility for: ! administering the New Zealand Qualifications Framework ! listing unit standards and qualifications on the NZQF ! quality assuring all non-university tertiary education organisations.

• Industry Training Organisations – these twelve organisations have responsibility within their respective industry sectors for: ! developing unit standards ! registering workplace assessors ! providing information and advice to trainees and their employers ! arranging for the delivery of on and off-job training ! arranging for the assessment of trainees and ! arranging the monitoring of quality training.


Stakeholders and roles in competency or standards2 based training implementation The following chart provides a summary of the key stakeholders and their roles in VET provision in New Zealand.

Stakeholders


Polic

y

Fina

nce

Qua

lity

A

ssur

ance

Trai

ning

D

eliv

ery

Ass

essm

ent

Mod

erat

ion

Stan

dard

s D

evel

opm

ent

Ministry of Education X

Tertiary Education Commission X

NZQA X

Industry Training Organisations X X X X X

Institute of Technology and Polytechnics X X X

Private Providers X X X

Schools X X X

Implementation strategy The Education Act (1989) and its subsequent Education Amendment Act No. 3 (2010) form the main legislative framework for the education system. The Education Act (1989) established the New Zealand Qualifications Authority (NZQA).

Industry training was initiated through the Industry Training Act (1992). This led to the establishment of Industry Training Organisations, which are responsible for managing training in their industry.

A range of strategic policies released by the New Zealand government has guided the implementation of standards based training. These include the Skills Strategy [2008] and the current Tertiary Education Strategy (2014-2019). The latter states that one of its priorities is to deliver skills for industry.

2 Unit standards are competency-based. Achievement standards are New Zealand curriculum based.


Factors supporting implementation A recent survey of employers in New Zealand suggested that the key factors supporting the implementation of competency-based training in New Zealand appear to be:

! the responsiveness of training providers to industry training needs in terms of flexibility in delivery times and modes of delivery.

! national qualifications that are relevant and responsive to industry. ! active Industry Training Organisations that provide information and support

to industry and learners. ! workplace training programmes that enable companies to upskill staff with

minimum productivity losses, engage more staff in training, and provide opportunities for companies to have oversight of the training that is taking place.

Lessons learnt The key messages from the New Zealand experience in implementing a standards based qualifications and training system appear to be:

! the development of unit standards and qualifications that are relevant to industry needs.

! supporting the development of an active national network of Industry Training Organisations that are able to advocate on behalf of industry, identify industry skills needs and contribute to systemic quality assurance processes.

! the emergence of a diverse group of quality assured private and public VET providers who are able to provide training at a time, place and in a mode that meets industry’s requirements.

! the devolution of the design of training programmes and assessment procedures to quality assured providers.

! the establishment of a single quality assurance agency, namely the NZQA.


Summary of comparable VET systems and implications for Namibia

The following table provide a summary of the key features of the CBET systems described in the case studies and the lessons learnt from each country that may have implications for CBET system development in Namibia.

Country Framework Key features of CBET system Lessons learnt that may be relevant for CBET system development in Namibia

New Zealand

10 level national qualifications framework

• Comprehensive range of unit standards based qualifications

• Robust assessment quality assurance procedures

• Robust provider accreditation • Single quality assurance agency

relevant to VET sector. • Clear qualification pathways.

• Unit standards and qualifications that met industry needs. • Active national network of Industry Training Organisations to advocate

on behalf of industry, identify industry skills needs and contribute to systemic quality assurance processes.

• Diverse group of quality assured private and public VET providers who are responsive to industry requirements.

• Devolution of assessment procedures to quality assured providers. • Single quality assurance agency for VET sector.

South Africa

10 level national qualifications framework

• New outcomes based qualifications with mandatory curriculum.

• Use of external assessment and mandatory curriculum to support providers as well as offset deficiencies and cost of quality assuring training and assessment.

• Clustering of occupations for qualifications development. • Setting of a minimum credit value for unit standards • Development of a curriculum product to support the implementation of

the qualification. • Inclusion of foundation competencies in qualifications to support

pathways development. • Streamlining of accreditation and registration requirements to reduce

red tape


Country Framework Key features of CBET system Lessons learnt from case study that may have relevance for CBET system development in Namibia

Mauritius 10 level national qualifications framework

• Comprehensive range of unit standards based qualifications

• Single quality assurance body for VET sector

• Established industry advisory arrangements for generation of unit standards and qualifications

• Unit standards provide basis of recognition of skill • Single quality assurance agency for VET sector • Clear quality assurance standards for VET providers. • Recognition of prior learning • Engagement of industry in unit standards and qualifications

development • Prevocational programmes that provide pathways that link the school

and VET sectors and provide pathways for learners.

Botswana 10 level national qualifications framework

• Outcomes based curriculum lacking industry relevance

• Low levels of industry engagement

• Weak assessment quality assurance

• Limited leadership capacity in VET organisations

• Inefficient dispersal of training levy funds

• Efficient system for the dispersal of training levy funds • Identify clear roles and responsibilities for VET quality assurance

system agencies • Qualification pathways • Industry engagement • Leadership and management of VET organisations • Assessment quality assurance to promote consistency in assessment

and confidence in skills of graduates. • Populate the qualifications framework with unit standards and

qualifications to assist the transition from existing qualifications


5 Research design for analysis of the operation of CBET system in Namibia The analysis of the operation of the CBET system to be undertaken in stage two of this study will focus on five key themes. The approach that is proposed for exploring these themes, including the focal areas, the target groups and the data collection methods is detailed below.

Themes Proposed focus of study Proposed target group Proposed data collection methods

Current state of CBET implementation.

! CBET as a form of outcomes based education and training.

! Potential benefits of CBET.

! Reasons for introduction of CBET in Namibia.

! Key features of existing NTA CBET model.

! Roles and responsibilities of key stakeholders in existing NTA CBET model.

! Level of implementation and acceptance of NTA CBET model.

! Co-existent training and assessment arrangements to NTA CBET model.

! NTA (ISCs, SACC, TWGs)

! NQA ! MoE (NIED and PQA) ! NPC ! Regional Councils ! Employer associations –

NCCI, NEF ! Industry associations –

CIF, NTB, CoM, NSCA, NMA

! Professional councils – ECN, HPCNA

! Trade unions ! Enterprises ! Parastatals – NAMCOL,

Namwater, Nampower ! VTC Advisory

Committees ! Namibia National

Students Organisation ! Managers of co-existent

training systems – NTTC system and NIMT.

! Desktop analysis of key documents e.g.: NTA strategic plan, NDP 4, ETSIP

! Key respondent interviews with target group to ascertain their knowledge and views about CBET design and implementation.


Themes ! Proposed focus of study ! Proposed target group ! Proposed data collection methods

Factors that have facilitated and impeded implementation of NTA CBET model.

! Different contexts in which NTA CBET model has been implemented in Namibia – industry sectors, training contexts i.e.: institutions, community settings and workplaces; and training providers i.e.: VTCs, private providers, enterprises, NGOs, COSDECs, and parastatals

! Factors that have facilitated NTA CBET model implementation in different industries, training contexts and training providers.

! Factors that have impeded NTA CBET model implementation in in different industries, training contexts and training providers.

! Strategies applied to attempt to overcome impediments to NTA CBET model implementation.

! Lessons learnt from NTA CBET model implementation to date and how suggestions for reform of the NTA CBET model.

! VTC Principals, Heads of Training, trainers and trainees

! Principals of private providers, trainers and trainees

! Training managers – enterprises, COSDECs, parastatals and NGOs

! NTA staff with responsibility for assessment, standards development, QA and training provider support.

! NTA development partners

! NQA

! Desktop analysis of any reports, evaluations and / or reviews of implementation of CBET in Namibia.

! Key respondent interviews with target group.

! Case studies of organisations that have attempted to implement CBET.

! Case studies of organisations that have decided not to implement CBET.

! Stakeholder survey.

Lessons learnt from CBET implementation in ‘comparable’ and ‘best practice’ VET systems and how the project may build on these to reform the NTA CBET model.

! Lessons learnt from CBET implementation in ‘comparable’ VET systems.

! Lessons learnt from CBET implementation in ‘best practice’ VET systems.

! Relevance and potential benefits of lessons learnt from other systems for CBET implementation in Namibia.

! Potential reforms to CBET system based on analysis of ‘comparable’ and ‘best practice’ systems.

! Implications at system and provider level of adopting reforms emanating from analysis of comparable and best practice VET systems.

VET officials and national qualifications authorities in:

! Comparable VET systems – Botswana, Mauritius, and South Africa

! Best practice VET system – New Zealand, Australia, others

! Desktop analysis of policy documents, legislation, reports, evaluations and / or reviews of CBET systems in comparable and best practice VET systems.

! Telephone and face-to -ace interviews with target group.

! Case studies of CBET systems.


Themes ! Proposed focus of study ! Proposed target group ! Proposed data collection methods

Reforms to the current NTA CBET model that would facilitate improved implementation and acceptance of the model.

! Potential reforms to current CBET system – CBET products, provider registration and accreditation, assessment, trainer and assessor quality, VET leadership capability, funding, implementation strategy, and qualification pathways.

! Stakeholder views on potential reforms.

! Impact of potential reforms.

! Factors that may facilitate or impede acceptance of potential reforms.

! MoE

! NTA management

! NQA CEO

! ISC Chairs

! Training providers – VTCs, private providers, COSDECs, enterprise providers.

! VET trainer providers

! Polytechnic of Namibia

! UNAM

! NTA Development Partners

! Key respondent interviews.

! Focus groups.

! Expert advice from local and / or international specialists on CBET systems.

A proposal for a reformed NTA CBET model.

! Key features of proposed fit for purpose model.

! Conditions, requirements and systemic implications for implementing the proposed model.

! Implications for learners, instructors, assessors, managers and policy makers

! Strategic use of training levy to facilitate implementation of the proposed model.

! Issues and options associated with the proposed model.

! NTA management

! NTA Board

! NQA CEO

! SACC Chair, ISC Chairs

! NTA staff with responsibility for assessment, standards development, training levy, QA and training provider support.

! Key respondent interviews.

! Focus groups.


6 Proposed action plan

Month June July August September October November December

End Date (Deliverables) 4/7/2014 29/8/2014 10/10/2014 28/11/2014 19/12/2014

Stage 1: Project Plan

• Desk analysis • Environmental scan • Interviews

Stage 2: Progress Report

• Situational analysis • Stakeholder interviews • Issues and option paper

Stage 3: CBET Model

• Draft CBET model • National consultation • Expert interviews

Stage 4: Implementation plan

• Draft master plan • Expert interviews • NTA consultation w/shop

Stage 5: Communication strategy

• Master plan

Start Date 9/6/2014 28/7/2014 1/9/2014 13/10/2014 1/12/2014

Duration (days)

Stage 1: Project Plan Stage 2: Progress Report Stage 3: CBET Model Stage 4: Implementation plan Stage 5: Final Master Plan

15 35 30 25 20


Appendix 1: List of interviewees

No. Name Organisation Position Date

1 Ako Al-Jaf RTTU Manager 4/6/2014

2 Gerald Dobson NICE / Wolwedans General Manager 4/6/2014

3 Magdalena Wakolele NICE / Wolwedans Management Assistant 4/6/2014

4 Paulos Haukongo WVTC Centre Manager 4/6/2014

5 Corrie Arries WVTC Head of Administration 4/6/2014

6 Jannie Rall NCSA Manager 10/6/2014

7 Leonie Lubbe Woman@Work General Manager 12/6/2014

8 Pat Sivertsen Woman@Work Training Manager 12/6/2014

9 Brent Richardson Frameworks Africa Manager 13/6/2014

10 Erkki Tjandja RVTC Centre Manager 16/6/2014

11 Suzette v. Wielligh RVTC Head of Training 16/6/2014

12 Frans Gertze NQA CEO 17/6/2014

13 Tim Parkhouse NEF Secretary General 18/6/2014

14 Sens Shoolongo NTA Manager 18/6/2014

15 Ester A. Nghpondoka NTA (Acting) CEO 18/6/2014

16 Marijke Overeem ProVET Team Leader 18/6/2014

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