The Occupational Learning System Application in the Agricultural Sector Supported by Overview ►Introduction Basis of new policy NQF and Skills Development Bills Overview ● Occupational Learning System ● QCTO ● QA, OQF, NOPF ►Qualification Development Curriculum Qualification assessment specifications Qualification development process 2 REVISED POLICY ON NQF IMPLEMENTATION ►Joint Policy Statement, 2007 ►Based on the principle of recognising that there are different forms of learning and that each requires different delivery and assessment approaches Application of knowledge General knowledge & theory General practical skills Specialised Occupational knowledge & & specialised theory practical skills Work experience Formal………………………………………………………………………………..Informal 3 3 NQF BILL ►3 Quality Councils (QCs) General and Further Education and Training Qualifications Higher Education Qualifications Trade and Occupational Qualifications ►Functions of QCs Develop and implement sub-frameworks ● Qualifications framework ● Quality assurance framework Research and advise to relevant Ministers 4 4 SDA: enables a demand driven occupational learning system DoL SETAs NOPF ESSA Curriculum OFO & 2 1 3 Qualification Assessment Specifications Economy Reflect Industry Needs QCTO Occupational Qualifications Report 5 4 6 Impact assessment Labour Market 7 8 SAQA Provider System Accredited Providers & Approved Workplaces Register & Promote Learning Programmes Society Assessment Centres NLRD Learnerships Apprenticeships Skills Programmes 5 PURPOSE OF QCTO ►The main role of the QCTO will be to establish and manage its sub-framework to ensure quality : in the design, and development of occupational qualifications, in the delivery, assessment and certification processes required to develop occupational competence in accordance with labour market skills needs ► Approach Who holds the standard? Create framework for role players & stakeholders to operate in 6 6 The Occupational Qualifications Framework ►The OQF will cover all NQF levels. ►Two types of occupational qualification National Occupational Award ● For occupations or groups of occupations National Skills Certificate ● Elementary occupations (OFO Skill Level 1) ● Occupationally relevant skills sets » Linked to an occupation – specialisation » Recognised component of an occupation » Generic skills set – can be linked to a number of occupations Plus statement of results for foundational learning competence (FLC) level 2 - 4 7 Structure of Occupational Qualifications All: Metal Fitters and Machinists (3232) General Fitter (323201) Common / Core Specialisation Further specialisation 20% Work experience standards Chemical 20% Practical Mining standards Defence 20% Knowledge standards Fitter-Mechanic Fitter-Machinist Mechanic (Diesel) Context – Additional Skills Certificate 8 Reconfiguring qualification progression Common / Core Specialisation Further specialisation NQF 4 Requires completion of all three NQF levels Boilermaker 322301 No Exit Level Outcomes at NQF 3 NQF 3 NQF 2 Cannot be linked to specific occupation on OFO Learning is essential & credit bearing for the occupation & qualification at the next level. But (work experience) can include certificated tasks within the trade or occupation. Boilermaker’s assistant839101 9 Scope of occupational qualifications General knowledge & theory Specialised Specialised practical knowledge skills & theory General practical skills Work experience Integrated summative assessment of occupational competence Occupational qualifications General qualifications “Stage 2” qualifications Vocational & Occupational directed qualifications Other QCs National Occupational award Work Experience qualifications QCTO & professional bodies 10 What is the NOPF ? ►The National Occupational Pathways Framework (NOPF) is an integral part of OLS & OQF based on the OFO ►a management tool that clusters occupations ● mainly at unit group level in the OFO into occupational families and occupational clusters to show occupational progression and articulation options The grouping is done based on ● Similar purpose ● Similar learning requirements, i.e. » similar skills sets and » similar knowledge disciplines 2008-07-02 11 11 PURPOSE OF THE NOPF ►The National Occupational Pathway Framework (NOPF) provides an initial mapping of occupational progression 2336 Mining Engineers and Technologists 312903 Mine Deputy directs the scope of Communities of Expert Practices (CEPs) to: • ensure vertical progression • articulation (horizontal) clarify role players for CEP processes 7122 Drillers, Miners and Shot Firers 821904 Mining Support Worker 821902 Driller’s Assistant 12 Farming, Forestry, Nature Conservation, Environment and related Science Occupations 1 OFO LEVEL 1 OFO LEVEL 2 OFO u LEVEL u3 OFO LEVEL 4 OFO LEVEL 5 Livestock 841910 Wool Handler 451905 Dog Walker 8415 Livestock Farm Workers / Assistants 3611 Animal Attendants and Trainers 8411 Aquaculture and Mariculture Farm Workers / Assistants 8992 Deck and Fishing Hands 841901 Hunter 3612 Veterinary Nurses 1223 Livestock Farm Production Managers / Foremen 1213 Livestock Farmers and Farm Managers 149901 Boarding Kennel or Cattery Operator 1221 Aquaculture / Mariculture Farm Production Managers / Foremen 1211 Aquaculture / Mariculture Farmers and Farm Managers 311906 Veterinary Technician 2347 Veterinarians 13 Farming, Forestry, Nature Conservation, Environment and related Science Occupations 2 OFO LEVEL 1 OFO LEVEL 2 OFO u LEVEL u3 OFO LEVEL 4 OFO LEVEL 5 Laboratory and Life Sciences 311905 School Laboratory Technician 311902 Life Science Technician 3112 Medical Technicians 311908 Radiation Laboratory Technician 2345 Life Scientists 234906 Sports Scientist 251903 Genetic Counsellor 2346 Medical Laboratory Scientists and Technologists 14 Farming, Forestry, Nature Conservation, Environment and related Science Occupations 3 OFO LEVEL 1 OFO LEVEL 2 OFO u LEVEL u3 OFO LEVEL 4 OFO LEVEL 5 Mixed Animals & Plants 8416 Mixed Crop and Livestock Farm Workers / Assistants 1224 Mixed Crop and Livestock Farm Production Managers / Foremen 841908 Market Gardener 3115 Agricultural Produce Analysts 1214 Mixed Crop and Livestock Farmers and Farm Managers 3113 Agricultural, Forestry and Primary Products Inspectors 3111 Agricultural and Forestry Technicians 233902 Agricultural Engineer 15 Logic of qualification development Current ► Multiple qualifications for 1 occupation ► Specialisations reflected as “electives” ► Small differences in context = new qualification Future ► Single qualification for each occupation ► Specialisations reflected as “Specialisation” or as additional Nat Skills Certificate ► Driven by finding commonalities differences as specialisations/contexts ► Accreditation per unit std ► Exit-level outcomes ► Accreditation or approval per subject/module ► Occupational tasks 16 Qualification development process 1. Occupational Profile 2. Development Pathway 3. Design of Learning Process Curriculum published on NOPF 4. Qualification Assessment Specifications Published on NOPF 5. Qualification & unit standards To SAQA registered on NLRD Qualification = all of this 17 National Skills Certificate Stand alone certificates Elementary occupation General task performed by several occupations QCTO e ertificat N kills C ational S Mulsing Licensed tasks QCTO Nationa ertificate l Skills C Mulsing Specialisation QCTO Nationa ertificate l Skills C Mulsing Licensing QCTO Nationa ertifica l Skills C te Mulsing Supervisor 18 Qualification development process ► Initiated by Scarce skill list Qualification review date Demand from an industry or sector ► Preceded by research Main players ● Demand side: employers, sectors, ● Professional bodies, occupational associations, institutes, industry associations ● Providers ► Managed by Professional body, occupational association, industry body, SETA ► Done by Registered qualification development facilitator 19 The Purpose of the Curriculum in the OQF ► Is to simplify and strengthen the development and implementation of the qualification ► Specifies the inputs required in relation to the occupational profile ► Used as the basis for accreditation of providers ► Provides guidance to the various role players on: Access requirements Linkages to other related occupations Articulation with other learning pathways such as vocational qualifications obtained in education institutions Content (scope and depth) Learning activities Development of learning materials and lesson plans Assessment requirements ► Allows some flexibility leaves space for contextualisation and specialisation provides opportunities for provider initiative and development of best practice 20 Registration of regulated learning programmes ►Still being finalised ►Apprenticeships are learnerships for trades ►Learnerships for Occupational awards Substantial Skills Certificates ►Skills programmes will not be regulated No employment contracts required Will however have to be linked to curriculum components 21 Curriculum & assessment specifications determine requirements for the following processes General knowledge & theory General practical skills Specialised practical skills Specialised knowledge & theory Provision meets requirements Work experience Accreditation or approval Internal summative assessment Statements of results Qualification certificated External assessment Ability to integrate curriculum components to perform occupational tasks, solve problems, etc based on assessment 22 Quality Assurance Data analysis Practice-driven Relevant Credible Qualifications Design Assessment QCTO Consistent Responsive Occupational competence Light touch Self-evaluation General knowledge & theory Respond to problems Quality Monitoring General practical skills Specialised practical skills Specialised knowledge & theory Work experience 23 Impact assessment ►Qualitative Are the skills appropriate and relevant? Are assessments credible? Is employability enhanced? Is productivity and quality of work enhanced? ►Quantitative Is the process delivering the right no.s of people? Is demand and supply starting to balance? ►Change in role of SETAs From ETQA – to “real” quality assurance ● quality monitoring ● programme evaluation research, including impact 24 Implementation ►New qualifications ►Qualifications requiring revision But only if on OFO ►Newly registered unit standards/whole qualifications Use the process to develop curriculum and qualification assessment specifications Warning: reverse engineering doesn’t work ►Process for agreeing transitional arrangements with SAQA has started 25 Conclusion ►Tighter link between labour market needs, qualification development, guidance to providers & workplaces, structured assessment processes ►Highly structured processes Consistency across sectors, occupations For first time includes work experience as explicit component ►Flexibility in application Fit-for-purpose Adjust for levels, types of occupation ►Involves the users far more professionals, employers 26
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