1. Project Scoping Meeting : Curriculum Development Process Project Scoping Meeting : Curriculum Development Process

2. A G E N D A 1. Welcome 2.Attendance and introduction 3.Expectations 4.Presentation “Overview of the Occupational Curricula Development Process” 5.Curriculum parameters 6.Constituency participation 7.Body to manage development process 8.Body to manage external assessment processes 9.Establishment of Working Groups and timeframes

3. ITEM 3 OVERVIEW OF THE OCCUPATIONAL CURRICULUM DEVELOPMENT PROCESS

4. WHAT IS THE FOCUS OF NEW LEGISLATION ? ►Ensuring fit for purpose qualifications for the Labour Market ►Emphasis on:  Labour Market needs - both employers and trade unions need competent, employable workers (people in occupations) to grow business and the economy  SETAs must collect information on Labour Market needs in terms of occupations – what is needed?  QCTO must ensure that there are fit for purpose occupational qualifications to respond to the labour market needs 4

5. ►Education  Qualified in ●Some sort of knowledge domain (field of learning) ►Labour market  Qualified to ●Do something useful for the economy & society (occupation, specialisation) FIT FOR PURPOSE QUALIFICATIONS 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 ►Occupational qualifications will reflect industry needs ►Discussions related to skills development often founder because there are three distinct skills development discourses: ►Praxis (Community of Practice)  Qualified as ●Belonging to the guild of practitioners

6. 6 SCOPE OF OCCUPATIONAL QUALIFICATIONS General knowledge & theory Specialised practical skills General practical skills Specialised knowledge & theory Other QCsQCTO & Quality Partners All forms of learning General qualifications “Stage 2” learning Work related learning Vocational & Occupational directed qualifications Work experience Integrated summative external assessment of competence Certification Designation by Professional Body (representative) Industry defined criteria RPL Process

7. INDUSTRY INPUTS ►Entire system developed for industry and must be driven by industry ►Industry inputs are required and essential at various levels and stages:  Communicating skills needs (in terms of occupations and using the OFO) to SETAs  Ensuring that training is designed to address industry requirements in terms of the occupations by participating in curriculum development  Ensuring that relevant competencies are being assessed by participating in the development of external assessment specifications 7

8. WHAT IS NEW IN THE SYSTEM ? ►Type of qualification – focus on occupations (Occupations includes trades and professions) ►Occupational curriculum – focus on coherent provision and internal assessment ►External assessment – focus on occupational competence  Nationally Standardised  Integrated 8

9. WHY DO WE NEED OCCUPATIONAL CURRICULA? ►First and foremost - to ensure that training is designed to address industry requirements in terms of the relevant occupations ►Inputs required from industry experts to ensure this includes:  Specifying what the occupational profile should look like. Only industry experts can identify the tasks to be performed by people in these occupations ●Tasks are broken down into »Products or services to be delivered – knowledge required »Occupational responsibility – practical skills required »Context where tasks will be performed – range of work experience required  Identifying organisations that are best situated to manage the development phase 9

10. OCCUPATIONAL QUALIFICATIONS / CURRICULA ► Occupational Qualifications will be linked to and derived from Occupational Curricula ► Occupational Curricula development require:  A formal application from industry to initiate process  Process managed by Development Partners identified by industry  Input obtained from practitioners (experts) based on demand, not supply ► Characteristics of occupational curricula –  Not educational model  Will cover the following: Occupational Profile based on Occupational Tasks Learning process design (Knowledge, Practical skills & Work Experience) Scope of coverage of curriculum Exemptions Internal assessment guidelines per component Skills Development Provider accreditation requirements per component Workplace requirements 10

11. WHY DO WE NEED EXTERNAL ASSESSMENT ► First and foremost – to ensure that relevant competencies are being assessed and that certification is credible ► Inputs required from industry experts to ensure this include:  Specifying the minimum requirements that determine competency to perform the occupation  Specifying what the assessment strategy should be: At what points should external assessment take place? What are the tasks and or specialisations that could be considered for independent assessment ? What is the overall assessment process (Model)?  Identifying organisations/bodies that are best situated to implement the assessment strategy and manage the assessment processes 11

12. Receive and process application. 1 QCTO. QCTO Occupational Curriculum Development ACTIVITY DELIVERABLES: Scoping meeting. Constituency Group. 2 CEP Work Group. Facilitate Work Group. 3 Constituency Group. Consolidate and verify. 4 Facilitate Work Groups. CEP and Education Work Groups. 5 Consolidate and verify. Constituency Group. 6 Manage process. Assessment Quality Partner. 7 Compile. Development Facilitator. 8 Qualifications Assessment Specification E Curriculum Document Curriculum Scope A Learning Process Design C Occupational Profile B Qualification Description & standards F QCTO D RESPONSIBILITY

13. Occupational Profile Occupational Task Knowledge - Topics Practical Skills - CCFOs - Task skills - Role/job skills Work Experience Knowledge Practical Skills Work Experience Subject Specification Disciplinary, Practice, Generic Practical Skills Module Specification Given X do Y in order to Z Work Experience Module Specification Range, Settings, Circumstances, Interfaces Knowledge and Theory Standard Practical Skills Standard Work Experience Standard Occupational ProfileLearning Process Design Occupational Qualification Occupational Curriculum 0verall Process map Curriculum Scope Integrated Final External Assessment Specification Curriculum Document B C F A E D Products/Services Occupational Responsibility Occupational Context Products/Services Occupational Responsibility Occupational Context Workplace Knowledge Contextual variables Modules per occupational / developmental task Knowledge topics into subjects at each NQF level

14. ITEM 5 CURRICULUM PARAMETERS 14

15. WHERE ARE YOU IN THE PROCESS ? ► Request has been received to develop a curriculum / qualification for: ► Goods Receiving Quality Controller ► Quality Assurance / System Auditor ► QCTO Feedback Documents 15

16. 16 DISCUSSION AND AGREEMENT (not required for today) ON CURRICULUM SCOPE

17. ITEM 6 CONFIRM CONSTITUENCY PARTICIPATION ► Are all the parties with an interest in these occupations involved/present ?  Professional bodies  Major employers  Unions  Industry bodies  Statutory bodies  International bodies…. 17

18. ITEM 7 BODY TO MANAGE DEVELOPMENT PROCESS 18

19. DEVELOPMENT MANAGEMENT FUNCTIONS ► Responsibilities include:  Convene working groups  Manage verification process  Fund development process ●Venues ●Registered facilitator ► This means  Compile a database of relevant expert practitioners (CEP)  Manage working group identification process  Provide admin support to working groups  Distribute outputs for comment at required stages  Collect comments and submit to facilitator 19

20. 20 DISCUSSION ON:  VERIFICATION PROCESS  BODY TO MANAGE DEVELOPMENT PROCESS

21. Management Committee Assessment Quality Partner Assessment Guidelines Quality Assessment Practitioners Learning Process Design ETD Practitioners Competence Profile Community of Expert Practice Employers Labour Market SETAs Practitioners in the occupation SGBs & ETQAs Education and Training Institutions and Providers Labour UnionsConsumers/ Clients Working group 2 Working group 3 Working group 1 International Bodies Statutory Professional Bodies Non-statutory Professional Bodies Practitioners Representative Bodies Occupational Qualification Development Quality Partner SETA’s Possible Contribution

22. ITEM 8 BODY TO MANAGE ASSESSMENT PROCESSES 22

23. EXTERNAL ASSESSMENT MANAGEMENT FUNCTIONS ► Responsibilities include:  Provide input to develop assessment strategy  Fund development and management of nationally standardised assessment instruments  Manage assessment processes ► This means  Develop exemplars  Specify requirements for accreditation of assessment centres where required  Recommend assessment centres / sites for accreditation where required  Register assessors, moderators and invigilators  Report on assessment results  Analyse assessment results in terms of the quality  Manage logistics for external assessments 23

24. 24 DISCUSSION

25. ITEM 9 ESTABLISHMENT OF WORKING GROUPS AND TIMELINES 25

26. NEXT STEPS ►Community of Expert Practice scope ►Agreement on Occupations to be developed ►Identification of:  Qualification Development Partner (Require SLA)  Practitioners to assist with the occupational profile  Occupational trainers to assist with practical skills  Providers to assist with knowledge and theory ►Agree on date of first working group meeting (occupational profile – 2 days) ►Agree broad timeframes 26

27. 27 THANK YOU !!

28. 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. subject / unit certificates National Senior Certificate (Grade 12) General Education & Training Certificate (Grade 9) Advanced National Certificate (Vocational) 5 Adult National Senior Certificate Units of learning to be accumulated National Certificate (Vocational) 4 National Certificate (Vocational) 3 National Certificate (Vocational) 2 QCTO Level 1 Level 3 Level 2 Level 4 Level 6 Level 5 Level 7 Level 9 Level 8 Level 10 CHE UMALUSI OCCUPATIONAL QUALIFICATIONS SUB-FRAMEWORK FLCFLC 28 Occcupational curricula Occupational. Assess- ment specifications NOPF

29. INTERVENTION THEORY AND RESULT CHAIN UNDERPINS SYSTEM OPERATIONS  If we clearly identify Labour Market skills needs then we can embark on a process to develop relevant qualifications (demand and not supply driven)  If we use industry (expert practitioners) to identify occupational requirements (curricula) to be addressed in the qualifications and qualification assessment specifications then they will know that the products are relevant  If industry is aware of the relevance of the products then they will participate in training  If the quality of provision is controlled through ensuring consistent and complete provision (accreditation of providers) then learners should be competent  If the quality of assessment of competence is controlled through ensuring consistent and complete assessments (accreditation and moderation of assessment centers/ sites) then QCTO certification will be valued by industry  If certification is valued by industry then graduates will find employment Industry participation Learner enrollment Learner pass rate Increase in employ- ment or business opportunities of graduates 29

30. QCTO MODEL FOR QUALITY MANAGEMENT Quality Improvement through MONITORING AND EVALUATION of development and design processes of implementation of learning programs data analysis and impact assessment Quality Assurance of development and design of ASSESSMENT PROCESSES By applying nationally standardised processes and systems Qualification Assessment Specifications (QAS) Nationally standardised assessment instruments Quality Control of PROVISION, IMPLEMENTATION and CERTIFICATION Accreditation of Skills Development Providers (requirements specified in curriculum ) Implementation of assessment strategies (requirements specified in QAS) Establishing a secure certification system 30 Quality Assurance of development and design of CURRICULA By applying nationally standardised processes and systems Occupational Curricula Foundational Learning Competence Occupational Qualifications & US QUALITY PARTNERS

31. 31 BACKGROUND – NQF REVIEW ►2001: Study Team to assess and review the implementation of the NQF in order to improve its efficacy and efficiency ►May 2002: Study Team recommendations  Public comment ►July 2003: Inter-ministerial Consultative Document  10 Levels for NQF  Qualifications fit for relevant purpose  Disestablishment of NSBs  Limited number of ETQAs  QA to focus on integrated partnership approach to quality  SAQA an Apex organisation ►2004: Public comment on Consultative Document ►October 2007: Joint Policy Statement released

32. 32 JOINT POLICY STATEMENT ►Retains original objectives of the NQF, ►Retains the principle of an integrated approach to education and training, but  recognising the importance of providing for the different forms of learning ►Stipulates changes in the organisational structure to :  Enhance simplicity, clarity, flexibility and trust as the hallmarks of successful NQF implementation  Bring quality assurance and standard setting under one roof ►Revised architecture to achieve above leads to:  The establishment of three Quality Councils ●icluding the QC for Trades and Occupation

33. 33 REVISED AND NEW LEGISLATION ►New NQF Act, 2008 to replace SAQA Act  One NQF, 3 sub-frameworks  Provides for QCs responsible for each sub-framework ●Includes both qualification design and quality assurance ►Amended:  Higher Education Act  General and Further Education & Training Act  Skills Development Act, 2008

34. 34 SKILLS DEVELOPMENT ACT, 2008 (AMENDED) ►Establishes an integrated framework for skill development based on occupations - Organising Framework for Occupations (OFO) forms basis for:  Identification of Scarce and Critical skills by SETAs – feeds into ●Employment Services South Africa (ESSA) system »Linking job-seekers to job opportunities »National scarce skills list  Ensuring fit for purpose occupational qualifications ●Establishment of QCTO as juristic person »Own sub-framework for trades and occupations (one of three sub- frameworks within NQF) »Responsible for development and quality assurance of Occupational Qualifications - through Quality Partners  Addressing skills needs: ●Registration of Learning Programs (Learnerships, Apprenticeships & Skills Programs)

35. 35

36. ►The National Occupational Pathway Framework (NOPF) provides an initial mapping of occupational progression to – BENEFITS OF THE OFO – QCTO: Basis of NOPF  ensure vertical progression  direct the scope of Communities of Expert Practices (CEPs) to: ensure vertical progression  clarify role players for CEP processes 36

37. Mining support worker Drillers, Miners and Shot Firers Mining Technicians Mining Engineers and Technologists