1. The role of the QCTO in the new NQF Landscape 1 2012 Aug 07 - 08

2. Where does the QCTO come from? Department of Education Department of Labour 222012 Aug 07 - 08

3. Proposals for QCTO emerged System was perceived as inefficient so … Inter-Ministerial review of NQF began in 2001 Task Team appointed; competed its work April 2002; Report published 05 May 2002 ; Inter departmental Consultative Document published in June 2003 Resulted in Joint Ministerial Statement in 2007 Statement envisioned third Quality Council (QCTO) alongside Umalusi and CHE; QCTO to absorb the work of all the SETAs; All three QCs to both SET standards and qualifications as well as Quality Assure SAQA given role to enhance ‘communication, co-ordination and collaboration’ between the QCs 32012 Aug 07 - 083

4. QCTO mandate in SDA QCTO Council members and Acting EO appointed in Feb 2010, QCTO operational from 1 April 2010 following publication of gazette ‘the QCTO is responsible for –establishing and maintaining occupational standards and qualifications’ –‘the quality assurance of occupational standards and qualifications and learning in and for the workplace’ –Designing and developing occupational standards and qualifications and submitting them to the SAQA for registration on the NQF –Ensuring the quality of occupational standards and qualifications and learning in and for the workplace; (SDA, 2008, Section 26H, 3) 442012 Aug 07 - 08

5. Occupational Qualification SDA: ‘Occupational Qualification’ means a qualification associated with a trade, occupation or profession resulting from work-based learning and consisting of knowledge unit standards, practical unit standards and work experience unit standards’ (NQF Act – ‘part qualification’ = assessed unit of learning that is registered as part of a qualification’) 52012 Aug 07 - 08

6. Occupation qualification & curriculum Knowledge / theory PracticalWork experience External, summative assessment Occupational Qualification Occupational Purpose 62012 Aug 07 - 08

7. Purpose of Occupational Qualifications The purpose of an occupational qualification is to qualify a learner to practice an occupation, reflected on the Organising Framework for Occupations (OFO) or an occupational specialisation related to an occupation that is reflected on the Organising Framework for Occupations (OFO). (Expert Practitioners design occupational qualifications) 72012 Aug 07 - 08

8. 1 2 3 4 5 6 7 8 9 10 NQF Level 8 Elementary Occupations 7 Plant and Machine Operators and Assemblers 6 Skilled Agricultural, Forestry, Fishery, Craft & Related Trades Workers 5 Service and Sales Workers 4 Clerical Support Workers 3 Technicians and Associate Professionals 2 Professionals 1 Managers Occupational qualifications within the Major Groups of the OFO broadly mapped against the NQF levels OFO and NQF (NB All 10 levels) OFO has 8 major groups – shown here 8 2012 Aug 07 - 08

9. Progression: NOPF overlay over OFO The OFO creates the ‘common language’ but inhibits progression as each major group stands alone.So the National Occupational Pathway Framework (NOPF) was created to correct this problem The NOPF clusters occupations and groups of related OFO occupations (Unit Groups) across different levels of the NQF and across different Major groups to inform learners of potential progression pathways and to assist occupational qualification developers to lay the foundation for vertical progression when developing individual qualifications. 92012 Aug 07 - 08

10. 1 2 3 4 5 6 7 8 9 10 NQF Level 8 Elementary Occupations 7 Plant and Machine Operators and Assemblers 6 Skilled Agricultural, Forestry, Fishery, Craft & Related Trades Workers 5 Service and Sales Workers 4 Clerical Support Workers 3 Technicians and Associate Professionals 2 Professionals 1 Managers Occupational qualifications within the Major Groups of the OFO broadly mapped against the NQF levels OFO and NQF (NB All 10 levels) 10 2012 Aug 07 - 08

11. NOPF The NOPF contains 9 high level occupational clusters, each with a constituent set of occupational fields (of which there are 54 in total), which in turn consist of families of occupations. So Clusters consist of Fields and Fields consist of Families of occupations The pathways link occupations (at various levels of complexity) that share related knowledge bases and which are commonly grouped together for career guidance purposes (because they are associated with similar working environments and relate to different learner aptitudes and interests). 112012 Aug 07 - 08

12. NOPF clusters (cf CESM or SAQA learning fields) The nine occupational clusters are 1.Business Administration, Information Services, Human Resources and Teaching Related Occupations 2.Finance, Insurance, Sales, Marketing, Retail and Logistics Related Occupations 3Accommodation, Food Preparation and Cleaning Services Related Occupations 4Farming, Forestry, Nature Conservation, Environment and Related Science Occupations 5Medical, Social & Welfare, Sports and Personal Care Related Occupations 6Security and Law Related Occupations 7Visual Arts, Design, Installation, Maintenance, Extraction and Construction Related Occupations 8Production Related Occupations 9Transportation, Materials Moving and Mobile Plant Operating Related Occupations. 122012 Aug 07 - 08

13. Our NOPF says they can enter low and then climb: 13 2012 Aug 07 - 08

14. Sometimes progression will mean completing CHE or Umalusi qualifications FIRST. here is how the QCs link 1.a stand-alone occupational qualification 2.learners exempt from the knowledge and/or practical components of the occupational qualification if they have attained an education qualification. 3.educational qualifications a pre-requisite for studying for occupational qualification. Occupational Qualification GFETQF / HEQF KP WE P K 142012 Aug 07 - 08

15. QCTO progression possibilities 152012 Aug 07 - 08

16. Progression 16 QCTO is discussing the idea of having ‘knowledge field conveners’ who ensure that qualifications in a single field embody knowledge progression from level to level. These could be built on the same basis as the old ‘technikon’ convener model – with one institution responsible to convene others for a single ‘field’ of occupational qualifications (cf NOPF). What do you think of this idea? Would the colleges participate? (Macro level) 16 2012 Aug 07 - 08

17. Who does the work for single qualifications (meso level)? Design and development Work done by Development Quality Partners (DQPs) They are appointed by QCTO for a particular occupation or group of occupations on NOPF (after checking with all interested parties) DQPs are funders and organisers, they must convene experts, appoint facilitators and learner facilitators and oversee process and ensure reports are submitted on time The facilitator manages a structured process and generate three documents –curriculum document and –assessment document –qualification document for registration by SAQA 172012 Aug 07 - 08

18. The Occupational Curriculum Document To enhance the quality and consistency of learning and the internal assessment of each of the components of learning. Is based on an occupational profile derived from the occupational purpose and the associated occupational tasks or outcomes. Occupational curricula provide an outline of the following: –learning components - knowledge subject specifications, practical skills module specifications and work experience module specifications. –internal assessment guidelines for the knowledge and practical skills components and requirements for the assessment of the work experience –exemptions from or entry requirements to each component –skills development provider accreditation requirements for the knowledge and practical skills components and workplace approval requirements for the work experience component. Components of Occupational Qualifications 182012 Aug 07 - 08

19. Qualification assessment specifications external assessment strategy (method to be used) key occupational outcomes to be assessed (linked to occupational tasks and the specified critical external assessment focus areas) points at which assessment take place (e.g phase tests or points in production cycle) critical elements of the internal assessments to be moderated (if any) eligibility requirements for learners to access the external assessment (also list of equivalent achievements as affording exemption) criteria for registration of assessors 192012 Aug 07 - 08

20. Components of Occupational Qualifications The Occupational Qualifications Document Two types: –National Occupational Qualification (120+ credits); and –National Occupational Award (25 – 119 credits) Meet SAQA requirements for registration A minimum of 20% of an occupational qualification’s total credits must be assigned to each of the three components. The balance of the credits (40%) can be allocated in a proportion appropriate to the needs of the particular occupation or occupational specialisation. 202012 Aug 07 - 08

21. Who does the assessment work (meso level)? Assessment Work done by Assessment Quality Partners (AQPs) They are appointed by QCTO for a particular occupation or group of occupations AQPs are responsible for the final, external summative assessment/s (item banks, assessors, modality etc).AQPs recommend accreditation of assessment centres & providers for K and P components to QCTO and verify SETA workplace approval systems for WE They can do practical assessments (e.g. trade tests) or panel reviews (e.g. professional bodies) or other kinds They develop standardised assessment instruments (tests) 212012 Aug 07 - 08

22. Part Qualifications There are three learning components: –the knowledge subject specifications, –practical skills module specifications and –work experience module specifications. It is possible for one, two or three of these curriculum components to be separately, nationally assessed and certificated, in which case they will be registered on the NQF as part-qualifications alongside the full qualification of which they are a part. (N courses a good example) 222012 Aug 07 - 08

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