1. – Key features and development process Christoph Vorwerk

2. Tacit knowledge in organisation Explicit knowledge in organisation SocialisationExternalisation Combination Internalisation from collaborating organisations Tacit knowledg e from usersInternalisation by users Market Explicit knowledge as advertisements, patents, product and/or service Enabling conditions Intention Autonomy Fluctuation / Creative chaos Redundancy Requisite variety Sharing tacit knowledg e Creating concepts Justifying concepts Building an archetype Cross- levelling knowledg e

3. Socialising Experience: observing, imitating, practice Sharing: brainstorming, talking to customers, seeing things from another’s point of view or another’s experience (eg production vs. sales) Internalising Learn by doing Applying to manuals, procedures, documents, knowledge bases Deriving from other’s mental models Prototyping, testing, evaluating Trigger s new cycle Externalising Articulating tacit k. into concepts, converting of hunches, perceptions, mental models First as metaphors, analogies Then drawing, writing, models Contradictions, tensions Combining Systemising concepts Exchanging documents Conversations, meetings Sorting, adding, categorising Formal education and training Dialogue Linking Learning by doing Building a field

4.  Middle up – down management Autonomy Project steering Committee – senior officials 4 Working groups, Quality Learning Forum, SETAs Broader constituency  Organisational intention What is an occupational qualification? Who holds the standard?  First draft policy 2004 Continuous testing, review and refinement  Fettling continued until handover to QCTO  Results Joint Policy Statement, legislation, draft policy and regulations Systems, processes and procedures Papers, presentations

5.  Publication of draft HEQF in 2004 No space for occupational qualifications  OQ include trades, professions & other generic occ. types  What is logic of occupations? Occupational Classification Systems  Grouped by similarity of tasks, skill levels, inputs, tools, products and services  Occupational descriptor → Purpose of qualification  Occupational tasks/skills → Exit outcomes  Led to concept of “Qualified in..., to..., as...”

6.  3 Forms of learning Standard practice, Rumelhart & Norman  Analyse occupational tasks / skills Product or Service → Knowledge, theory Responsibility → Practical skills ← Critical Outcomes Work context → Work experience (settings, circumstances, ranges, interfaces)  “ DACUM on steroids”

7. Version: 2007-12-17 7 Chamber of Mines Ability to integrate curriculum components to perform occupational tasks, solve problems, etc based on assessment tasks Provision meets requirements Accreditation or approval Statements of results Internal summative assessment External assessment Qualification certificated

8. 8 QCTO Assessment Qualifications Design Practice-driven Relevant Responsive Credible Consistent Occupational competence Data analysis Quality Monitoring Light touch Self-evaluation Respond to problems Quality improvement Development Quality Partner Assessment Quality Partner QA