Supported bySupported by
Quality Council for Trades &
Occupations
Curriculum model and development
process
Supported bySupported by 2FETI Conference 2009-08-25
Quality Management
General knowledge &
theory
Work experience
Specialisedpractical
skills
General practical
skills
Specialisedknowledge &
theory
QCTO AssessmentQualifications
Design
Practice-driven
Relevant
Responsive
Credible
Consistent
Occupational
competence
Data analysis
Quality
Monitoring
Light touch
Self-evaluation
Respond to problems
Quality
Improvement cycle
Supported bySupported by 3FETI Conference 2009-08-25
Eco
no
my
Demand Driven Occupational Learning System
NOPF
QCTO
Impact
assessment
So
cie
tyDoL
ESSA Report
Reflect Industry
Needs
SETAs
External
Assessment
Labour
Market
&
Qualification
Assessment
SpecificationsOccupational
QualificationsCurriculum
Develop
Provider System
Accredited
Providers
ApprovedWorkplaces&
NLRD
SAQA
OFO
12
3
4
5
8
7
6
SETAs
Register & Promote
Learning Programmes
•Learnerships
•Apprenticeships
•Skills Programmes
Supported bySupported by
Skills Development Discourses
Skills – education
►What is taught,
instructed, imparted
The rules, principles,
concepts, theories,
techniques
The “should”
The certificate, diploma, the
credits…
The inputs
Skills – training
►What you learn to do
Judgments, anticipation,
decisions-in-motion,
“maximum grip”
The “is”
The title
● japaner, jeweller, joiner
The outcome
4FETI Conference 2009-08-25
Skills – praxis
►What you are Your practices, identity, meaning, purpose, the
community to which you belong
Supported bySupported by
► Education: Qualified in
A knowledge domain…
● Music, sociology, engineering
► Labour market: Qualified to
Do something useful for the
economy & society
● Musician, sociologist, engineer
Qualifications related to different discourses
Your ultimate qualification is your CV
• It is the measure of what you – have achieved
– are capable of
– and what communities you have belonged to
Psst
► Praxis
Qualified as belonging to ● The guild of practitioners
5FETI Conference 2009-08-25
Supported bySupported by 6FETI Conference 2009-08-25
NQF
Advanced National
Certificate
(Vocational)
National
Skills
Certificates
National
Occupa-
tional
Awards
Doctoral Degree
Masters Degree
Master Postgraduate Diploma
Professional Qualifications Degree
Bachelor Degree
Advanced Diploma
Diploma
Advanced Certificate
Higher Certificate
Incl. s
ub
ject / u
nit c
ertific
ate
sNational Senior
Certificate (Grade 12)
General Education &
Training Certificate
(Grade 9)
Advanced National
Certificate
(Vocational) 5
Adult National
Senior
Certificate
Adult National
Senior
Certificate
Units of
learning to be
accumulated
National Certificate
(Vocational) 4
National Certificate
(Vocational) 3
National Certificate
(Vocational) 2
QC
TO
Level 1
Level 3
Level 2
Level 4
Level 6
Level 5
Level 7
Level 9
Level 8
Level 10
CH
EU
MA
LU
SI
Occupational Qualifications Sub-framework
F
L
C
Occcu
pation
al
cu
rric
ula
Occu
pa
tio
nal. A
sse
ss-
me
nt sp
ecific
atio
ns
NO
PF
Supported bySupported by 7FETI Conference 2009-08-25
SCOPE OF OCCUPATIONAL
QUALIFICATIONS
General knowledge & theory
Specialised practical
skills
General practical
skills
Specialised knowledge
& theory
Other QCs QCTO & Quality Partners
All forms of learning
General
qualifications“Stage 2” learning
Work related learningVocational & Occupational
directed qualifications
Work experience
Inte
gra
ted s
um
mative
exte
rnal a
ssessm
ent o
f
com
pete
nce
Certification
Supported bySupported by
Articulation with HEQF and GFETQF
► Occupational qualifications may stand alone or complement other qualifications
► Qualifications from other sub-frameworks may:►Be specified as an entry requirement to an occupational
qualification
►Be listed as equivalent to specified components of an occupational qualification, providing learners with exemption from these components
► Professional bodies and industry associations may:►Work with one or more QCs depending on the purpose,
scope and design of the qualification in question; and
►Seek registration by SAQA to register professional designations on the NQF
8FETI Conference 2009-08-25
Supported bySupported by
TYPES OF OCCUPATIONAL QUALIFICATION
Two types of occupational qualification nomenclature still under discussion
►National Occupational Award certifies competence to practice an occupation listed on the
Organising Framework for Occupations
►National Skills Certificate certifies competence to practice a specialisation
related to an occupation or group of related occupations
►Credit values vary according to the needs of the occupation or specialisation
►Rules of combination allow for fitness-for-purpose
9FETI Conference 2009-08-25
Supported bySupported by
Organising Framework for Occupations
►Skills-based coded classification system
►Purpose to capture scarce and critical skills
►Skills at two levels
Level 1
● Jobs, specialisations clustered into occupations
● Occupations grouped into related categories
Level 2
● Occupational details in Descriptors and Tasks/skills
● Based on similarity tasks or skills
» Tasks/skills only described at first level of
occupational group = unit group
10FETI Conference 2009-08-25
Supported bySupported by 11
Occupational qualifications qualify a person
to do something 132201 Finance Manager (5)
132301 Personnel / Human Resource Manager (5)
139906 Quality Assurance Manager (5)
149301 Event Manager (5)
149501 Bank Manager (5)
221201 Company Secretary (5)
224601 Librarian (5)
231101 Aeroplane Pilot (5)
231102 Air Traffic Controller (5)
231202 Ship’s Engineer (5)
231203 Ship’s Master (5)
231904 Airworthiness Surveyor (5)
232202 Surveyor (5)
251101 Dietician (5)
251401 Optometrist (5)
251503 Retail Pharmacist (5)
272403 Translator (5)
272501 Social Worker (5)
312103 Building Inspector (4)
312601 Safety Inspector (4)
312908 Aircraft Maintenance Engineer (Avionics) (4)
314203 Nuclear Power Plant Process Technician (4)
351101 Baker (3)
351301 Chef (4)
394101 Cabinetmaker (3)
399203 Power Generation Plant Controller (3)
342202 Cable Jointer (3)
399908 Demolition Technician (3)
411201 Dental Hygienist (4)
441202 Fire Fighter (3)
451303 Embalmer (3)
451902 Sex Worker (1)
452209 Diving Operator (2)
452301 Diving Instructor (Open Water) (3)
551201 Bookkeeper (2)
552111 Teller (2)
599501 Customs Officer (2)
599513 Weights and Measures Inspector (2)
599602 Insurance Loss Adjuster (3)
712101 Crane, Hoist or Lift Operator (2)
712102 Winding Engine Driver (2)
731103 Emergency Vehicle Drivers (2)
731201 Bus Driver (2)
731301 Train Driver (2)
841902 Pest or Weed Controller (2)FETI Conference 2009-08-25
Supported bySupported by
2233 - Training and Development
Professionals (Skill Level 5)
► TRAINING AND DEVELOPMENT PROFESSIONALS plan, develop, implement and
evaluate training and development programs to ensure management and staff acquire the
skills and develop the competencies required by organisations to meet organisational
objectives.
► Tasks:
Identifying training needs and requirements of individuals and organisations
Setting human resource development objectives and evaluating learning outcomes
Preparing and developing instructional training material and aids such as handbooks, visual aids,
online tutorials, demonstration models, and supporting training reference documentation
Designing, coordinating, scheduling and conducting training and development programs that can
be delivered in the form of individual or group instruction, and facilitating workshops, meetings,
demonstrations and conferences
Liaising with external training providers to arrange delivery of specific training and development
programs…
Advising management on the development and placement of staff and providing career
counselling for employees
► Occupations 223301 - Training and Development Professional (Skill Level 5)
223302 - Occupational Instructor / Trainer (Skill Level 5)
223303 - Assessment Practitioner (Skill Level 5)
12FETI Conference 2009-08-25
Supported bySupported by
2414 - Further Education and Training Teachers
and Lecturers (Grade 4 - 9) (Skill Level 5)
► FURTHER EDUCATION AND TRAINING TEACHERS AND LECTURERS teach one or more subjects
(theoretical and or practical component) within a prescribed curriculum to Further Education and Training
students and promote students social, emotional, intellectual and physical development.
► Tasks:
Developing students interests, abilities and coordination by way of creative activities
Discussing individual progress and problems with students and parents, and seeking advice from Student Counsellors
and senior teachers
Guiding discussions and supervising work in class
Liaising with parent, community and business groups
Maintaining class and scholastic records
Maintaining discipline in classrooms, workshops and other school areas
Participating in staff meetings, educational conferences and workshops
Performing extra-curricular tasks such as assisting with sport, school concerts, excursions and special interest
programs
Preparing, administering and marking or evaluating tests, projects and assignments to evaluate students progress
and recording the results
Presenting prescribed curriculum using a range of teaching and training techniques and materials
► Occupations that might be relevant:
241401 - Accounting Teacher (Grades 10 - 12) (Skill Level 5)
241402 - Agricultural Management Practices Teacher (Grades 10 - 12) (Skill Level 5)
241403 - Agricultural Sciences Teacher (Grades 10 - 12) (Skill Level 5)
241404 - Agricultural Technology…
241429 - Visual Arts Teacher (Grades 10 - 12) (Skill Level 5)
13FETI Conference 2009-08-25
Supported bySupported by
Field
National Occupational Pathway Framework –Human Resources Related Occupations
14FETI Conference 2009-08-25
Cluster
Family
Supported bySupported by
NOPF – Teaching related occupations
15FETI Conference 2009-08-25
Supported bySupported by 16FETI Conference 2009-08-25
PROPOSED QUALIFICATION PROGRESSION
16
899904
Electrical or
Telecommunications
Trades Assistant
341101
Electrician (General)
341102
Electrician (Special Class)
341103
Lift Mechanic
133202
Engineering
Maintenance Manager
3123
Electrical Engineering
Draftspersons and
Technicians
2333
Electrical
Engineers and
TechnologistsNational Skills Certificates for :
Electrical Contractor (Construction?)
Armature Winder
Electrical Wireman
Electrician (Air-conditioning and
Refrigeration ??)
Note:
Further specialisations such
as Chemical, Underground
Coal etc to be dealt with in
learning programme in terms
of Workplace Experience
OCCUPATIONAL
AWARD
Supported bySupported by
Utility of National Skills Certificates for
career development
17FETI Conference 2009-08-25
341101
Electrician
(General)
3123
Electrical Engineering
Draftspersons &
Technicians
Foreman
Specialist
manager
223302
Occupational
Instructor
223301
Training &
development
professional
132302
Business
Training
Manager
241413
Electrical
Technology
Teacher
2491
Ed & Training
Advisors &
Reviewers
Wireman’s
license
Small
business
manager
Supported bySupported by
OCCUPATIONAL QUALIFICATIONS
►Aim of Occupational Qualifications:
Qualify a person to practice the occupation
» NOT to qualify a person in a field of learning
►Qualifications are based on:
occupational curricula; and
Qualification Assessment Specifications for external assessment; and
Assessable learning outcomes presented to SAQA for registration on
the NQF
● occupational qualifications
● three kinds of occupational unit standards.
►Development based on demand, not supply
►External assessment is costly
18FETI Conference 2009-08-25
Supported bySupported by
Articulation with HEQF and GFETQF
19FETI Conference 2009-08-25
► Occupational qualifications may stand alone or complement other qualifications
► Qualifications from other sub-frameworks may be:► specified as an entry requirement to an occupational
qualification
► listed as equivalent to specified components of an occupational qualification, providing learners with exemption from these components
► Professional bodies and industry associations may:► Work with one or more QCs depending on the purpose,
scope and design of the qualification in question; and
► Seek registration by SAQA to register professional designations on the NQF
Supported bySupported by 20FETI Conference 2009-08-25 20
Practical
standards
Work
experience
standards
Knowledge
standards
Common / CoreOccupational
Specialisations
Electrician
General (341101)All: Electricians (3411)
Wireman
Air-conditioning and Refrigeration
Construction Specialisations =
Additional Skills
Certificate
Min
20%
Min
20%
Min
20%
Rules of
combination
PROPOSED CURRICULUM / QUALIFICATIONS
OUTLINE FOR DISCUSSION
Contextualisation
Contextual
specialisations
in workplace
Learning
Programmes
Supported bySupported by
Curriculum Development Process
► Application from industry
► Clarification of application
► Curriculum scoping meeting
►Development quality partner
Registered facilitator
Working groups
Approval by Community of Expert Practice
Capturing on e-system
►Assessment quality partner● Qualification Development Specifications
● Exemplars
► Conversion of curriculum into qualification and unit standard
documents for submission to SAQA
21FETI Conference 2009-08-25
Supported bySupported by 22FETI Conference 2009-08-25
Curriculum development: Starting point are
the Occupational tasks
Occupational
Responsibility
Product or
Service
Workplace
context
KnowledgeTopic
Topic
Topic
Skills
Critical x-field
outcomes• Problems
• Teams
• Plans…
Work
experience• Settings
• Interfaces
• Range / scope
Subjects
Disciplinary
Practice
Generic
practices
Modules
Given X, do Y to Z
standard
Modules• Settings, interfaces,
circumstances
• Specialised
knowledge
Knowledge
standards
Practical
standards
Work
experience
standards
Occupational profile Learning
process designQualifications and
part qualifications
Supported bySupported by 23FETI Conference 2009-08-25
Levels Typical activities Role Workplace Focus Time
10 Envisioning future scenarios Visionary leadership Future shape of organisation,
industry, profession
10-15 years
9 Set and implement strategies Leading and directing The 'business landscape' or
profession
5-10 years
8 Manage or design systems Resource management Policy, resource allocation 3-5 years
7 Manage or design processes Changed practices New technology, systems 1-3 years
6 Develop and implement
changes
Optimisation Improvements 3mth -1yr
5 Maintain efficiencies Stability and consistency Systems 1wk-3mth
4 Setup processes and solve
process problems
Process management Process data 1wk-3mth
3 Adjust, maintain and oversee Procedures Productivity 1wk
►
►
►
►
►
►
►
►
►
►
►
►
2 Monitor, support Operations Machinery 1 day
1 Perform elementary tasks Task Machines, tools 1 day
+
Guidelines for level descriptors, tasks determine
level
Supported bySupported by 24FETI Conference 2009-08-25
Supported bySupported by 25FETI Conference 2009-08-25
Supported bySupported by 26FETI Conference 2009-08-25
Supported bySupported by 27FETI Conference 2009-08-25
Supported bySupported by 28FETI Conference 2009-08-25 28
CE
P w
ith
Cu
rr D
ev F
acili
tato
rQ
ual
ific
atio
n D
evel
op
men
t
Par
tner
Ind
ust
ry (
Co
nst
itu
ency
)Q
CT
O
If not registered,
appoint a Mentor to
train and mentor
Development
Facilitator
Mandate through SLA
· Appoint and fund development facilitator
· Set up CEP & stakeholders database
· Manage the conveyance of Working
Groups establishment process
· Provide administrative support to Working
Groups
· Manage validation processes by CEP &
stakeholders
· Conduct review process
Develop
learning
process design
Brief registered
Development
Facilitator
Circulate
occupational
curriculum for
validation
Project
Scoping
Meeting
Prepare & submit
application to QCTO
Develop
assessment
specificationsProviders develop knowledge
curriculum component
System generates
occupational
qualifications
Industry represented by
constituent segment, SETA ,
assosiation or professional body
identify need for development of
occupational curriculum /
qualification
Circulate
occupational
profile for
validation
Compile & submit development
process report including
occupational curricula, qualification
assessment specifications and
occupational qualifications
Invite identified
stakeholders to scoping
meeting
Develop
occupational
profile
Appoint Development Facilitator to
guide and direct Working Groups
Register Development
Facilitator on NOPF at
end of process
Acknowledge receipt
and forward to Qual
Cluster Manager
Snr Manager Qual
Design receives
application via e-mailConfirm application detail on
QCTO database
· Occupational code & field
· Occupational progression
· Learnerships, apprentice-
ships & related quals
· Stakeholders (professional
bodies, SETAs & SGBs)
Identify areas for clarification
Pre-scoping
clarification
meeting with
applicant
Request pre-scoping
clarification meeting with
applicant and relevant
people from industry to
plan for scoping meeting
Appoint Qualifications
Development Partner
& sign SLA
Appoint Assessment
Quality Partner &
sign SLA
Identify possible
development facilitator
(registered or to be trained)
Clarify role i.t.o arranging
scoping meeting
· Funding
· Additional stakeholders
· Possibility of being
Development Quality
Partner
Register Occupational Curriculum
and Qualifications Assessment
Specification on NOPF
Develop draft proposal on
curriculum & qual scope if
possible
Finalise proposal,
compile agenda and
information pack for
scoping meeting
Confirm curriculum
parametres
Nominate Qualifications
Development Partner
Nominate Assessment
Quality Partner
Agree on development
facilitator
Submit Occupational
Qualifications to SAQA
Compile application
feedback document
Convene WG
comprising
practitioners
Convene WG
comprising
practitioners and
educators
Practitioners and occupational
trainers develop practical skills
and work experience modules
Occupational
curriculum
Convene WG to
develop
assessment
specifications
Submit request for
changes to OFO to DoL
If changes are required to the
OFO complete application form
QCTO Development Processes and Responsibilities
Supported bySupported by
Final point
►FET not just about the pipeline
ie stream of learners exiting other education institutions
Also about other learners
► In analysis from 2004
Glass ceilings in work are created by theory thresholds
Progression requires engagement with formal knowledge domain
►QCTO aligns with education institutions
Reverse also needed
► Stop “qualification” thinking
Start thinking “part qualifications”, subjects, modules
Rebuild the “night school” paradigm
Provide employed with progression options
29FETI Conference 2009-08-25
Supported bySupported by
Resources
►Various documents on Dept of Labour website
Google:
● “Joint Policy Statement site:labour.gov.za”
● “QCTO site:labour.gov.za”
►OFO - www.nopf.co.za
►Some background papers
http://www.xasa.co.za/resources/papers.html
►Manje ngiyaqedile. Ngiybonga kakhulu
30FETI Conference 2009-08-25