LQDF Capacity Building Session TETA Occupational Curriculum and Qualification Development Process Yolandi Raath-Booyens Project Manager and QDF 15 August 2012

2 1.Purpose and Expectations 2.The TETA Tipping Point as by ‘Malcolm Gladwell’ 3.The Project Scope QCTO Requirements CEPs Teta Project Milestones 4.Dates-2-Diarise

1. Purpose and Expectations

2. The TETA Tipping Point as by ‘Malcolm Gladwell’

As Industry, Where do you want to be? 5

The Hush Puppy Epidemic Sales were down to pairs in mostly backwoods and small village outlets. Wolverine was thinking of phasing out Hush Puppies Something strange happened… They became hip in clubs and being bought up at little stores that carried them In 1995 they sold pairs and the next year 4 times that. Won the best accessory prize at the Council of Fashion Designers awards- and admitted they had almost nothing to do with it!! Source: The Tipping Point: Malcolm Gladwell 6

The Hush Puppy Epidemic How did this happen? Tipping point came between 1994 and 1995 Started with a handful of kids in a small village who wore Hush Puppies because no one else wanted to wear them. The fad spread to two fashion designers - an incidental touch. The shoes passed a certain point of popularity - and tipped A textbook example of epidemic in action – Firstly - contagious behaviour - people got infected with the Hush Puppy virus. Secondly a little change had a big effect. Thirdly change happened in a hurry. 7

The Rules of an Epidemic- The Tipping Point. There are three rules of the tipping point:  The Law of a Few  The Stickiness Factor  The Power of Context... These rules provide us with direction for how to go about to reach a Tipping Point 8

How do we get there? “The TETA epidemic” The Law of a Few:  How many kids started to wear Hush Puppies at the most - little chance had a big effect.  Their actions started an international fashion trend.  People are critical to social and business epidemics. 9

How do we get there? So who are these people?  Connectors- Pyramid rather than circle-They know a lot of people. The kind of people they know  Information specialists- We rely on them to connect us to new information  Salesmen- The power of persuasion Transforming Teta - It is time for Africa- It takes a few of us to start infecting others... Here all comes together 10

How do we get there? “The TETA epidemic” The Stickiness Factor: How do we get this transformation to stick?  Message must be something that can be passed on.  Messengers spread the message but the quality of the message determines its stickiness.  We need to ensure that we make it count when we advocate life-long learning -we need to count- we need a ticket to operate!! From Backroom to Boardroom... 11

How do we get there? “The TETA epidemic” The Power of Context:  For any epidemic to spread the environment or context should be right.  What about the environment for the Teta professionals?  Shareholders/ Stakeholders are looking for other means to unlock value. Internal efficiencies..  The strategic impact of life-long learning is recognised more than ever.  The value of occupational qualifications aligning to international benchmarks and professional designations needs to be recognised... 12

How do we know we’ve arrived?  Fit-for-purpose occupational qualifications developed  Generated by industry for industry  More training providers accredited against these qualifications  More registered learners  More professionally qualified individuals  TETA qualifications acknowledged as THE study area of choice 13

How do we ensure we don't go back to where we came from?  Position training and development in innovation and growth interventions (i.e., beyond cost cutting)  Capitalise on and support continuous professional development.  Listen and learn: Ensure continuous involvement from all major stakeholders  Constantly explore new initiatives  Retain your existing talent- invest in life-long learning.  Start investing in people and processes to cope with upturn in demand. To name a few... 14

2. The Project Scope: QCTO Requirements

16 QUALIFICATIONS DEVELOPMENT PROCESS STEPS RESULTS Curriculum Scope & SLA with (DQP) Occupational Profile & SLA with (AQP) B Learning Com- ponent Specifications (incl Internal Assessment) Occupational Curriculum (B+C) Occupational Qualification (C+D) Receive and Pro- cess Application Oversee Scoping Meeting with Constituency Develop Occupa- tional Profile and Identify AQP Develop Module and Subject Specifications Finalise Assess- ment Specifications Submit Manage Verification Process RESPONSIBLE Manage Verifi- cation Process AC QCTO Qualification Assessment Specifications (External) DE DQP with Expert Practitioners (incl Assesors Appoint AQP 3 DQP with Expert Practitioners and AQP 5 QCTO Staff QDF with Expert Practitioners, AQP & Educationalists 8 DQP with Constituency Group 7 QDF with Expert Practi- tioners, AQP & Educationalists 6 DQP & QDF 9

2. The Project Scope: Teta CEPs

The ‘Who’? Chambers: CEP 18

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3. The Project Scope: Teta Milestones

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3. Dates-2-Diarise

ActivityFacilitatorsWho are the Delegates?Dates Scoping Workshop Part 1 QCTO and AH, attended by QDFs and LQDFs All TETA stakeholders (internal, SDFs, SMEs, professional bodies, associations, labour unions, etc), QCTO, A&A LQDFs inductionA&ALQDFs, TETA PMT 15 – 16 Aug Scoping Workshop Part 2 AH and QDFs, attended by LQDFs All TETA stakeholders (internal, SDFs, SMEs, professional bodies, associations, labour unions, etc), A&A 22 – 23 Aug 23

ActivityFacilitators Who are the Delegates? Dates Occupational Profiling LQDFs, supported by QDFs CEPs, Working Groups Sept Write-up of Occupational Profiles LQDFs, supported by QDFs LQDFs, QDFs06-Sep CEP Sign-off Workshop to deal with public comments on occ prof LQDFs, supported by QDFs CEPs20-Sep 24

ActivityFacilitators Who are the Delegates? Dates Curriculum Specifications: Knowledge LQDFs, supported by QDFs CEPs, Working Groups Sep Curriculum Specifications: Knowledge LQDFs, supported by QDFs CEPs, Working Groups Oct Write-up of Knowledge Specifications LQDFs, supported by QDFs LQDFs Oct Public Verification / website /facebook Wider TETA constituents 22-Oct 25

ActivityFacilitators Who are the Delegates? Dates Curriculum Specifications: Practical LQDFs, supported by QDFs CEPs, Working Groups Oct Curriculum Specifications: Practical LQDFs, supported by QDFs CEPs, Working Groups Nov Write-up of Practical Specifications LQDFs, supported by QDFs LQDFs Nov Public Verification / website /facebook Wider TETA constituents 18-Nov CEP Sign-off Workshop for knowledge and practical components LQDFs, supported by QDFs CEPs, Working Groups20-Nov 26

ActivityFacilitatorsWho are the Delegates?Dates Curriculum Specifications: Work Experience LQDFs, supported by QDFs CEPs, Working Groups Nov Curriculum Specifications: Work Experience and External Assessment Criteria LQDFs, supported by QDFs CEPs, Working Groups Jan Write-up of Work Experience Specifications and External Assessment Criteria LQDFs, supported by QDFs LQDFs 31-Jan - 03-Feb Final Verification / website /facebook Wider TETA constituents27-Feb 27

ActivityFacilitatorsWho are the Delegates?Dates Consolidation on input received LQDFs, supported by QDFs LQDFs28-Feb Final CEP Sign-off Workshop LQDFs, supported by QDFs CEPs, Working Groups01-Mar Final submission to QCTO by TETA TETA Project Sponsor 31-Mar 28

Questions??

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