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A presentation made at the WCCA 2011 event in Brisbane, Australia.
Citation preview
Integrating Conservation Agriculture (CA)Into Formal Education Systems
Putter C.A.J, Botha R., Kueneman E., Friedrich T., Kassam A.,Lange D., Smith H., Mampholo K.
[email protected]://ca.ecoport.org
Sub-topics Sub-topics
Sub-topics Sub-topics
Common sense attributes of qualificationsCommon sense attributes of qualifications
Sub-topics Sub-topics
Common sense attributes of qualificationsCommon sense attributes of qualifications
Reality check: what´s happening in education systems and in the UNESCO – ILO universesReality check: what´s happening in education systems and in the UNESCO – ILO universes
Sub-topics Sub-topics
Common sense attributes of qualificationsCommon sense attributes of qualifications
Reality check: what´s happening in education systems and in the UNESCO – ILO universesReality check: what´s happening in education systems and in the UNESCO – ILO universes
Ideal attributes of an education and training framework to integrate CA ecology / sociology Ideal attributes of an education and training framework to integrate CA ecology / sociology
Sub-topics Sub-topics
Common sense attributes of qualificationsCommon sense attributes of qualifications
Reality check: what´s happening in education systems and in the UNESCO – ILO universesReality check: what´s happening in education systems and in the UNESCO – ILO universes
Ideal attributes of an education and training framework to integrate CA ecology / sociology Ideal attributes of an education and training framework to integrate CA ecology / sociology
The South African education system and qualification accreditation universeThe South African education system and qualification accreditation universe
Sub-topics Sub-topics
Common sense attributes of qualificationsCommon sense attributes of qualifications
Reality check: what´s happening in education systems and in the UNESCO – ILO universesReality check: what´s happening in education systems and in the UNESCO – ILO universes
Ideal attributes of an education and training framework to integrate CA ecology / sociology Ideal attributes of an education and training framework to integrate CA ecology / sociology
The South African education system and qualification accreditation universeThe South African education system and qualification accreditation universe
The Conservation Agriculture Academy´s SystemThe Conservation Agriculture Academy´s System
I am a doctor I am a geneticist I am a mechanic
Common sense attributes of qualificationsCommon sense attributes of qualifications
Identity is associated with qualified competenceIdentity is associated with qualified competence
I am a doctor I am a geneticist I am a mechanic
Identity is associated with qualified competenceIdentity is associated with qualified competence
I am a doctor I am a geneticist I am a mechanic
As a client, what are your expectations and assumptions about these occupations?
Identity is associated with qualified competenceIdentity is associated with qualified competence
I am a doctor I am a geneticist I am a mechanic
As a client, what are your expectations and assumptions about these occupations?
As a doctor, a geneticist, a mechanicwhat are your expectations and assumptions ?
Accredited QualificationAccredited Qualification
Identity is associated with qualified competenceIdentity is associated with qualified competence
I am a doctor I am a geneticist I am a mechanic
As a client, what are your expectations and assumptions about these occupations?
As a doctor, a geneticist, a mechanicwhat are your expectations and assumptions ?
Accredited Qualification
Climate SmartConservation Agriculture
Green Prosperity
Qualifications Frameworks as a global phenomenon
Reality check: what´s happening in education systems and in the UNESCO – ILO universesReality check: what´s happening in education systems and in the UNESCO – ILO universes
• New Zealand National Qualifications Framework
• Ethiopia National Qualifications Framework
National qualifications frameworks
NQFs
Regulatory/mandatoryTool for national policy implementationEstablishing national standards and regulations
Regional/Transnational qualifications frameworks
Transnational Qualifications Framework for the Small States of the Commonwealth
SADC Regional Qualifications Framework
RQFs
Voluntary/inclusiveTool for translation and assessing comparability of qualifications–communication between countries
• Career ‘dead ends’• Out-of-date irrelevant qualifications• Inconsistent assessment standards• Low public confidence in qualifications• No means of recognising qualifications from other
countries • Some Botswana qualifications are not recognised in
Botswana• Lack of international recognition of Botswana
qualifications• No framework of reference for curriculum
development and credit transfer• Qualification system is too complex and people don’t
understand how it works
What problems do we want to address with the NCQF?
EQF Level s
Ethiopia Level s
Botswana Levels
SADC ten level QFs
Example Qualification from General and Higher Education
8 9 10 10 PhD
7 8 9 9 Masters degree
6 7 8 8 Graduate Diploma or Certificate
6 7 Bachelor degree
5 5 7 6 Diploma
4 4 6 5
3 3 5 4 Advanced Secondary
2 2 4 3 Senior Secondary
1 1 3 2 Junior Secondary Certificate
- Access 2 Entry 2 1 Primary School Leaving Certificate
- Access 1 Entry 1 - Adult Basic Education
It has become a paradigm that a swing to CA requiresa paradigm shift, mind-set changes and new values
Ideal attributes of an education and training framework to integrate CA ecology / sociology Ideal attributes of an education and training framework to integrate CA ecology / sociology
It has become a paradigm that a swing to CA requiresa paradigm shift, mind-set changes and new values
How?
It has become a paradigm that a swing to CA requiresa paradigm shift, mind-set changes and new values
Knowledge (K) Practice (P) Experience (E)
How?
It has become a paradigm that a swing to CA requiresa paradigm shift, mind-set changes and new values
Knowledge (K) Practice (P) Experience (E)
How?
Where?
It has become a paradigm that a swing to CA requiresa paradigm shift, mind-set changes and new values
Knowledge (K) Practice (P) Experience (E)
SocialInnovation
System
SocialInnovation
System
How?
Where?
It has become a paradigm that a swing to CA requiresa paradigm shift, mind-set changes and new values
Knowledge (K) Practice (P) Experience (E)
SocialInnovation
System
SocialInnovation
System
“All CA Systems are Social Constructs”A New Culture of Agriculture
How?
Where?
It has become a paradigm that a swing to CA requiresa paradigm shift, mind-set changes and new values
Knowledge (K) Practice (P) Experience (E)
SocialInnovation
System
SocialInnovation
System
“All CA Systems are Social Constructs”A New Culture of Agriculture
How?
Where?
It has become a paradigm that a swing to CA requiresa paradigm shift, mind-set changes and new values
EcologyEcology SociologySociology
EcolacyEcolacy
Knowledge (K) Practice (P) Experience (E)
SocialInnovation
System
SocialInnovation
System
“All CA Systems are Social Constructs”A New Culture of Agriculture
How?
Where?
It has become a paradigm that a swing to CA requiresa paradigm shift, mind-set changes and new values
EcologyEcology SociologySociology
Accredited Qualification
EcolacyEcolacy
Knowledge (K) Practice (P) Experience (E)
SocialInnovation
System
SocialInnovation
System
“All CA Systems are Social Constructs”A New Culture of Agriculture
How?
Where?
It has become a paradigm that a swing to CA requiresa paradigm shift, mind-set changes and new values
Accredited Qualification
EcolacyEcolacy
CA Ecology
EcologyEcology
Farmer Field Schools
SociologySociology
The South African education system and qualification accreditation universeThe South African education system and qualification accreditation universe
OFO Organising Framework for Occupations
The OFO is a skills classification system. Its authority and purpose is described in the 2008/9 amendment of the National Skills Development Act (NDA; No. 97 of 1998 as variously amended).
OFO Every occupation in our economy has a unique name and a numeric serial number. Conservation Agriculture Systems Manager # 134901.
OFO
NQFNational QualificationsFramework
All the qualifications linked to OFO occupations fall under the jurisdiction of the NQF Act, which is the legal authority that regulates all qualifications that are awarded by education and training institutions.
OFO
NQF
SAQANational QualificationsFramework
OFO
NQF
SAQA
QCTO
The QCTO is one of the Quality Councils established under authority of the NQF. The other two being the HEQC overseeing university level education & qualification and UMALUSI, which oversees school level education and qualification.
Quality Council: Trades & Occupationsensuring fit for purpose occupational qualifications
OFO
NQF
SAQA
QDP
The QDP’s role and function is to design a ‘model package’ of curriculum and open-source courseware that will be used to deliver the knowledge- practice- and experience-focused components of the learning and qualifying strategy prescribed by the QCTO.
ADP
QCTO
CAACAA
OFO
NQF
SAQA
ADP
The ADP’s role is to develop and document the specifications and
criteria for the assessment of learner performance and competence as
required by the SAQA qualification accreditation process, thereby to enable the QCTO to confer post-graduate National Occupational
Awards.
CAA
QCTO
CAACAAQDP
OFO
NQF
SAQA
Community of Experts
The QCTO will only engage in the development of a qualification if the subject is widely endorsed as important enough to our national economy to warrant the existence of the new occupation. In addition, any institution proposing a new qualification must have the support of key stakeholders, assembled as a CoE (Community of Experts), who will endorse the enterprise.
CAA
QCTO
QDP ADPCAACAA
Green Communities of Practice
Occ
upati
onal
Pro
file
Occ
upati
onal
Tas
kO
ccup
ation
al T
ask
Knowledge- Topics
Practical Skills- CCFOs- Task skills- Role/job skills
Work Experience
Knowledge
Practical Skills
Work Experience
Subject SpecificationDisciplinary, Practice, Generic
Practical Skills Module SpecificationGiven X do Y in order to Z
Work Experience Module SpecificationRange, Settings, Circumstances, Interfaces
Knowledge and Theory Standard
Practical Skills Standard
Work Experience Standard
Occupational Profile Learning Process Design Occupational Qualification
Occupational Curriculum 0verall Process mapCurriculum Scope
Integrated Final External Assessment Specification
Curriculum Document
BC F
A
E
D
Products/Services
Occupational Responsibility
Occupational Context
Products/Services
Occupational Responsibility
Occupational Context
Workplace Knowledge
Workplace Knowledge
Contextual variables
Modules per occupational / developmental task
Knowledge topics into subjects at each NQF level
Conservation Agriculture System Manager
K P E
The Conservation Agriculture Academy´s SystemThe Conservation Agriculture Academy´s System
Climate SmartConservation Agriculture Green
ProsperitySo what?The facilitators required to mainstream CA praxis must know as much about constructivist learning praxis, communicative action and social learning as they do about CA ecology and agronomy. They must know how to catalyse and empower innovation systems by working with, and in, local Communities of Practice and with selected outsiders who understand that CA systems are, first and foremost, social constructs. Therefore, the learning space (Conservation Agriculture Ecosystem, CAKE) wherein this competence is acquired and assessed must be on farms, in response to farmers´ needs and not at distant, academic institutions.
So what?The facilitators required to mainstream CA praxis must know as much about constructivist learning praxis, communicative action and social learning as they do about CA ecology and agronomy. They must know how to catalyse and empower innovation systems by working with, and in, local Communities of Practice and with selected outsiders who understand that CA systems are, first and foremost, social constructs. Therefore, the learning space (Conservation Agriculture Ecosystem, CAKE) wherein this competence is acquired and assessed must be on farms, in response to farmers´ needs and not at distant, academic institutions.
Climate SmartConservation Agriculture Green
ProsperitySo what?The facilitators required to mainstream CA praxis must know as much about constructivist learning praxis, communicative action and social learning as they do about CA ecology and agronomy. They must know how to catalyse and empower innovation systems by working with, and in, local Communities of Practice and with selected outsiders who understand that CA systems are, first and foremost, social constructs. Therefore, the learning space (Conservation Agriculture Ecosystem, CAKE) wherein this competence is acquired and assessed must be on farms, in response to farmers´ needs and not at distant, academic institutions.
The WCCA5 community must take cognizance of global trends in formal education systems and in particular what other UN agencies such as UNESCO, ILO and others are promoting and doing. Specifically, WCCA5 should consider a voluntary code of conduct calling on all education and training initiatives to obtain official and formal accreditation of the certificates, diplomas and other qualifications that they award.
So what?The facilitators required to mainstream CA praxis must know as much about constructivist learning praxis, communicative action and social learning as they do about CA ecology and agronomy. They must know how to catalyse and empower innovation systems by working with, and in, local Communities of Practice and with selected outsiders who understand that CA systems are, first and foremost, social constructs. Therefore, the learning space (Conservation Agriculture Ecosystem, CAKE) wherein this competence is acquired and assessed must be on farms, in response to farmers´ needs and not at distant, academic institutions.
The WCCA5 community must take cognizance of global trends in formal education systems and in particular what other UN agencies such as UNESCO, ILO and others are promoting and doing. Specifically, WCCA5 should consider a voluntary code of conduct calling on all education and training initiatives to obtain official and formal accreditation of the certificates, diplomas and other qualifications that they award.
Climate SmartConservation Agriculture Green
ProsperitySo what?The facilitators required to mainstream CA praxis must know as much about constructivist learning praxis, communicative action and social learning as they do about CA ecology and agronomy. They must know how to catalyse and empower innovation systems by working with, and in, local Communities of Practice and with selected outsiders who understand that CA systems are, first and foremost, social constructs. Therefore, the learning space (Conservation Agriculture Ecosystem, CAKE) wherein this competence is acquired and assessed must be on farms, in response to farmers´ needs and not at distant, academic institutions.
The WCCA5 community must take cognizance of global trends in formal education systems and in particular what other UN agencies such as UNESCO, ILO and others are promoting and doing. Specifically, WCCA5 should consider a voluntary code of conduct calling on all education and training initiatives to obtain official and formal accreditation of the certificates, diplomas and other qualifications that they award.
The WCCA5 community should consider and exploit the fact that an official and formal process of integrating CA into national education systems is a backdoor into national agriculture policy, a ´Trojan Horse´ that could, in a few years, make the understanding of CA a general, internalised capability that is taken for granted and which, therefore, would not have to be grafted on in post-tertiary corrective training that should have been pre-empted by ecolacy acquired at school.
So what?The facilitators required to mainstream CA praxis must know as much about constructivist learning praxis, communicative action and social learning as they do about CA ecology and agronomy. They must know how to catalyse and empower innovation systems by working with, and in, local Communities of Practice and with selected outsiders who understand that CA systems are, first and foremost, social constructs. Therefore, the learning space (Conservation Agriculture Ecosystem, CAKE) wherein this competence is acquired and assessed must be on farms, in response to farmers´ needs and not at distant, academic institutions.
The WCCA5 community must take cognizance of global trends in formal education systems and in particular what other UN agencies such as UNESCO, ILO and others are promoting and doing. Specifically, WCCA5 should consider a voluntary code of conduct calling on all education and training initiatives to obtain official and formal accreditation of the certificates, diplomas and other qualifications that they award.
The WCCA5 community should consider and exploit the fact that an official and formal process of integrating CA into national education systems is a backdoor into national agriculture policy, a ´Trojan Horse´ that could, in a few years, make the understanding of CA a general, internalised capability that is taken for granted and which, therefore, would not have to be grafted on in post-tertiary corrective training that should have been pre-empted by ecolacy acquired at school.