PRESENTATION TO COUNCILS OF MMMA AND SACPS
QUO VADIS?
THE COMPETENT PERSON PARADIGM
and the
IMMINENT REGULATION
of the
METALLURGICAL PROFESSION / PRACTITIONERS
1
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CONTENTS OF PRESENTATION
Determining Factors (Drivers)
impacting on the Metallurgical Practice
Area
QUO Vadis : Metallurgical Practitioners
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MQA is established as Sector Education and Training (SETA) for Mining and
Minerals in terms of the SAQA act 1995.
Mining Qualifications Authority (MQA) established in 1998 in terms of Sections
45 & 46 of the MHSA, 1996.
Committees of MQA is composed of tripartite constituencies e.g. State,
Employers and Employees (Labour).
MQA to develop Competency Standards for SA Mining and Minerals Sector in
terms of MHSA
Standards Generation Body (SGB) for Mining and Minerals established in terms
of SA Qualifications Authority Act (SAQA) in 2000.
Constituencies represented on the M&MSGB:
► State/DMR;
► State/DMR;
► Employers/Employees/Labour;
► Professional Associations;
► Providers Education and Training; and
► Manufactures and Suppliers.
HISTORIC BACKDROP
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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Legislatory Backdrop
The Competent Person Paradigm
Outcomes-based Education and Training
The imminent Regulation of the
Engineering Profession
Determining Factors (Drivers)Determining Factors (Drivers)
CONTENTS
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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Employer is accountable for OH&S of persons
at mines (S.5)
Principle of hazard identification and risk
assessment and management of significant
OH&S risks (S.11)
Employer to establish OH&S policy and
describe the organisation of work [S.8(1)]
Employer may only use trained (competent)
persons (S.10)
Determining Factors (Drivers)Determining Factors (Drivers)
The Legislatory BackdropThe Legislatory Backdrop
RESPONSIBILITY OF THE EMPLOYER/MANAGER UNDER THE MHSA
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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Employer must appoint a Manager [S.3(1)(a)]
Employer may appoint any person with
qualification(-s) as may be prescribed to
perform any function of the employer in
terms of the MHSA [S.7.(2)}
Manager may appoint any person with
qualification(-s) as may be prescribed to
perform any function of the manager in terms
of the MHSA [S.7.(4)]
Determining Factors (Drivers)Determining Factors (Drivers)
The Legislatory BackdropThe Legislatory Backdrop
RESPONSIBILITY OF EMPLOYER/MANAGER UNDER
THE MHSA
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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Determining Factors (Drivers)Determining Factors (Drivers)
The Legislatory BackdropThe Legislatory Backdrop
EMPLOYERS/MANAGERS COMPELLED TO USE COMPETENT PERSONS
Section 7.(1(d):
“Every employer must consider an employee’s training and capabilities i.r.o OH&S before assigning task to employee”
Section 10.(1)(a):
“Every employer must provide employees with any information, instruction, training and supervision that is necessary to enable them to perform their work safely and without risk to health”
Section 10.(1)(b):
“Ensure that every employee becomes familiar with work-related hazards and risks ”
Section 10.(2):
“Employer must ensure that every employee is properly trained”
Section 7.(4):
Section 10.(2) must inter alia be complied with “before the employee starts to work”
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The Competent Person ParadigmThe Competent Person Paradigm
DEFINITION OF COMPETENT PERSON
Competent Person can be appropriately derived/interpreted from the SAQA definition of competence as follows:
“competent person means a person who demonstrates the ability, specified in terms of knowledge, specific skills or integrated cluster of skills, capabilities and values, executed within an indicated range or context and to specific standards;
► of performance;
► an integrated understanding of performance and its knowledge base;
► an understanding of the system in which the performance is carried out;
► the ability to transfer to other related contexts, and
► the ability to innovate when appropriate,
and
who is in possession of an appropriate and valid SAQA qualification or agreed cluster of SAQA unit standards registered on the National Qualifications Framework”.
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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Premises/Principles Adopted:
► Competency Standards to comply with NQF Principles e.g. Portability, Recognition of Prior Learning; Multiple entry points, Progression and Articulation etc.;
► Competency Standards to address needs of the SAM&MS; and
► Competency Standards to be Outcomes-Based Education and Training (OBET)-compliant.
Standards Generation Philosophy/Approach:
► Process Decomposition Charts; and
► Unit Standards-based competency standards registered on SAQA’s 10-Level National Qualifications Framework (NQF).
Outcomes-based Education and Training Outcomes-based Education and Training (OBET)(OBET)
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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OBET-complaint Competency Standards
require:
► Statement(-s) of Desired Learning
Outcomes; and
► Appropriate Assessment Criteria (ACs).
Tri-pillar OBET-compliant Model
Types of Competency Standards:
► L1 to L10: Sector Specific CSs (MQA); and
► L1 to L10: Generic/Collaborative CSs (e.g.
ECSA).
Outcomes-based Education and Training Outcomes-based Education and Training (OBET)(OBET)
QUALITY ASSURANCE
AGAINST COMPETENCY STANDARD(-S)
OBET-COMPLAINT REGISTERED
COMPETENCY STANDARD
PROVISION AND DELIVERY AGAINST
REGISTERED COMPETENCY STANDARD(-S)
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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1. UNIT STANDARDS-BASED CSs
1.1 Composition of US-Based Qualifications► Fundamental Component (USs) e.g. Literacy in regards to
Mathematics and Communication;► Core Component (Generic USs); and► Elective Component – Generic Elective USs/Specified
Elective USs (For streaming of Qualifications).
Example: 160 Credits, Level 5, National Higher Certificate in Mining Practice with Streams:
► U/G Hardrock Mining; ► U/G Coal Mining; and► Surface Mining inclusive of Quarrying and Small Scale
Mining (SCM).
Outcomes-based Education and Training Outcomes-based Education and Training (OBET)(OBET)
STANDARDS-GENERATION PHILOSOPHY / APPROACH
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1.2 Example: Specified Outcome (SO):“Respond to emergencies in accordance with specified requirements”.
Range:“The evacuation of workers is done in a manner that ensures their occupational health and safety”.
Associated Assessment Criteria (ACs):“1. Demonstrate the selection and use of tools and equipment
pertaining to the type of emergency”.“2. Demonstrate the appropriate response to the Emergency
Preparedness and response CoP”.“3. Explain the consequences of NOT responding to the
emergency situation in accordance with the specified
requirements.”.
Outcomes-based Education and Training Outcomes-based Education and Training (OBET)(OBET)
STANDARDS-GENERATION PHILOSOPHY / APPROACH
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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2. NON-USs BASED QUALIFICATIONS
2.1 Composition:
► Exit Level Outcomes (ELOs);(Say 10 statements of desired learning outcomes).
► Range Statement; and
► Associated Assessment Criteria (ACs).
Outcomes-based Education and Training Outcomes-based Education and Training (OBET)(OBET)
STANDARDS-GENERATION PHILOSOPHY / APPROACH
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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2.2 Non-US-based Qualification:► Exit Level Outcome (ELO):
”Lead and manage part or all of one or more broadly-defined engineering activities”.
► Range Statement:“These management abilities support the effective discharge of responsibilities of the certificated engineer, results achieved through other persons”.
► Associated Assessment Criteria (ACs):“1. Manages self”.“2. Leads and works effectively in team environment”.“3. Establishes and maintains professional and business relationships”.“4. Manage people, works priorities and resources”.“5. Envisions and plans strategically to achieve company goals”.
Example: 120 Credits, Level 7, National Certificate: Certificated Engineer
(SAQA Qualification ID No. 63450)
Outcomes-based Education and Training Outcomes-based Education and Training (OBET)(OBET)
STANDARDS-GENERATION PHILOSOPHY / APPROACH
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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3. QCTO-COMPLAINT QUALIFICATIONS
3.1 Proposed: An Occupational Learning System
Economy
Society
Labour Market OLS
QUALITY CYCLE
Impact assessment
Programmes:
Assessment
Flow of Skills
Report
EnterprisesWorkplaces
SETAs
Provider system
Approved Programmes
ApprovedWorkplaces
&
OFO1
2
34
5
8
7
6
DoL
NLRD
QCTO
LearnershipsApprenticeshipsSkills programmes (Centres)
CQ FO
SAQA
Flow of Information
Qualification
Curriculum&
Outcomes-based Education and Training Outcomes-based Education and Training (OBET)(OBET)
QUALITY COUNCIL OF TRADES AND OCCUPATIONS (QCTO)
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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3.2 Composition
Organising Framework of Occupations (OFO);
and
Occupational Qualifications:
- OFO Code;
- Qualification Model (Certificates and/or
Awards;
- Occupational Profile;
- Foundational Learning Certificate (FLC);
- Curriculum; and
- Integrated Final Assessment of
Competency.
Outcomes-based Education and Training Outcomes-based Education and Training (OBET)(OBET)
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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Advanced National
Certificate (Vocational)
NQF
Nat
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Cer
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Fou
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mat
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Li
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Com
mun
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Na
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Doctoral Degree
Masters Degree
Master Postgraduate DiplomaProfessional Qualifications s Degree
Bachelor DegreeAdvanced Diploma
DiplomaAdvanced Certificate
Higher Certificate
Incl. subject / unit certificates
National Senior Certificate (Grade 12)
General Education & Training Certificate
(Grade 9)
Advanced National Certificate
(Vocational)Adult National
Senior Certificate
Adult National Senior Certificate
Units of learning to be accumulated
National Certificate (Vocational) 4
National Certificate (Vocational) 3
National Certificate (Vocational) 2
OQ
FLevel 1
Level 3
Level 2
Level 4
Level 6
Level 5
Level 7
Level 9
Level 8
Level 10
HE
QF
GF
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QF
Outcomes-based Education and Training Outcomes-based Education and Training (OBET)(OBET)
SUMMARY: DEPT OF HIGHER E&T (DoHET)
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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TWO STAGE PROFESSIONAL DEVELOPMENT SYSTEM
An Integrated System of Education and
Training for
► Engineers,
► Engineering Technologists,
► Engineering Technicians, and
► Certificated Engineers
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DEVELOPING A COMPETENCY FOCUS
Section 19(2) of the EP2 Act: The Council must …
► “.… register the applicant in the relevant category … if, … the council
is satisfied that the applicant … has demonstrated his or her competence
as measured against standards determined by council for the relevant
category of registration; …”
► ECSA therefore needs:
► Formal Competency Standards
► Assessment system for measuring against standards
► Policy on development of competency
► To harmonise its approach with other roleplayers
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PROPOSED STAGE 1 – STAGE 2 MODEL
► Two Stages in Development of Engineer, Technologist or Technician to the point of independent practice:
► Stage 1: Primarily Educational:► BScENG / BEng for Engineer► BTech for Technologist► ND for Technician
Or a recognised equivalent to each,
A standards-based alternate route
► Stage 2: Primarily workplace:► Structured training and experience; or RPL; or combination► Evidence-based assessment against competency
standards
PRESENTATION TO COUNCILS OF MMMA AND SACPS
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PUTTING STAGE 1 AND STAGE 2 TOGETHER
BEng560@L8
BEngTech360@L7
L5
L4
L6
L7
L8
PrEng
Pr EngTechno
S2W
S2B
S2C
CP>=3y
CP>=4y
AdvDip
Dip360
@ L6+
PrCE
CP>=3y
AdvCert
HigherCert
PrTechni
CP>=3y
WILBEng
Sc360@L7
“3+2”
Technician andCertificated Engineer
TechnologistEngineer