Supported bySupported by

The Occupational Learning The Occupational Learning SystemSystem

Application in the Agricultural Application in the Agricultural SectorSector

2

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

33

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

Workexperience

Occupational & specialised practical skills

Specialisedknowledge &

theory

General knowledge & theory

Application of knowledge

Formal………………………………………………………………………………..Informal

General practical

skills

44

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

5

Econom

y

SDA: enables a demand driven occupational learning system

OFO1

2

3

4

5

8

7

6

NLRD

SAQA

Qualification Assessment

Specifications

Occupational Qualifications

Curriculum

&

NOPF

Information

QCTO

Provider System

AccreditedProviders

ApprovedWorkplaces&

Assessment Centres

Impact assessment

Flow of skills

LearnershipsApprenticeshipsSkills Programmes

Register & Promote Learning Programmes

Society

DoL

ESSA Report

Reflect Industry Needs

SETAs

Labour Market

6

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

7

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

8

Structure of Occupational Qualifications

Practical standards

Work experience standards

Knowledge standards

General Fitter (323201)

All: Metal Fitters and Machinists (3232)

Common / Core Specialisation

Fitter-Machinist

Mechanic (Diesel)

Fitter-Mechanic

Furtherspecialisation

Chemical

Mining

Defence

Context – Additional Skills

Certificate

20%

20%

20%

9

Reconfiguring qualification progression

FurtherspecialisationCommon / Core Specialisation

Requires completion of all three NQF levels

NQF 4

Boilermaker’s assistant- 839101

NQF 2

No Exit Level Outcomes at NQF 3Cannot be linked to specific occupation on OFOLearning is essential & credit bearing for the occupation & qualification at the next level. But (work experience) can include certificated tasks within the trade or occupation.

NQF 3

Boilermaker322301

10

Scope of occupational qualifications

General knowledge & theory

Specialised practical

skills

General practical

skills

Specialised knowledge & theory

Other QCs QCTO & professional bodies

Occupational qualifications

General qualifications

“Stage 2” qualifications

Work Experience qualificationsVocational & Occupational directed qualifications

Work experience

Integrated summative assessment of occupational

competence

National

Occupational

award

11112008-07-0211

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

12

►The National Occupational Pathway Framework (NOPF) provides an initial mapping of occupational progression

PURPOSE OF THE NOPF

821902Driller’s

Assistant

821904Mining Support

Worker

7122Drillers, Miners and Shot Firers

312903Mine Deputy

2336Mining Engineers and Technologists

directs the scope of Communities of directs the scope of Communities of Expert Practices (CEPs) to:Expert Practices (CEPs) to:

• ensure vertical progression

• articulation (horizontal)

clarify role players for CEP clarify role players for CEP processes processes

12

13

Livestock

841901Hunter

2347Veterinarians

3612Veterinary

Nurses

311906Veterinary Technician

451905Dog Walker

8415Livestock Farm

Workers / Assistants

3611Animal Attendants

and Trainers

1213Livestock

Farmers and Farm Managers

1223Livestock Farm

Production Managers / Foremen

841910Wool Handler

149901Boarding Kennel or

Cattery Operator

8992Deck and

Fishing Hands

8411Aquaculture and Mariculture Farm

Workers / Assistants

1211Aquaculture /

Mariculture Farmers and Farm Managers

1221Aquaculture / Mariculture

Farm Production Managers / Foremen

OFO LEVEL 1

OFO LEVEL 2

OFO LEVEL 3

OFO LEVEL 4

OFO LEVEL 5u

u

Farming, Forestry, Nature Conservation, Environment and related Science Occupations 1

14

OFO LEVEL 1

OFO LEVEL 2

OFO LEVEL 3

OFO LEVEL 4

OFO LEVEL 5u

u

Farming, Forestry, Nature Conservation, Environment and related Science Occupations 2

2345Life Scientists

Laboratory and Life Sciences

234906Sports Scientist

311905School Laboratory

Technician

311902Life Science Technician

3112Medical

Technicians2346

Medical Laboratory Scientists and Technologists

251903Genetic Counsellor

311908Radiation Laboratory

Technician

15

Farming, Forestry, Nature Conservation, Environment and related Science Occupations 3

OFO LEVEL 1

OFO LEVEL 2

OFO LEVEL 3

OFO LEVEL 4

OFO LEVEL 5u

u

Mixed Animals & Plants

3113Agricultural, Forestry and Primary Products

Inspectors

3115Agricultural

Produce Analysts

8416Mixed Crop and Livestock Farm

Workers / Assistants

841908Market

Gardener

1224Mixed Crop and Livestock Farm

Production Managers / Foremen

1214Mixed Crop and

Livestock Farmers and Farm Managers

3111Agricultural

and Forestry Technicians

233902Agricultural Engineer

16

Logic of qualification development

Current

► Multiple qualifications for 1 occupation

► Specialisations reflected as “electives”

► Small differences in context = new qualification

► Accreditation per unit std

► Exit-level outcomes

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 or approval per subject/module

► Occupational tasks

17

Qualification development process

1. Occupational Profile

2. Development Pathway

3. Design of Learning Process

4. Qualification Assessment Specifications

5. Qualification & unit standards

Curriculum published on NOPF

To SAQA registered on NLRD

Published on NOPF

Qualification = all of this

18

National Skills Certificate

QCTO

National Skills Certificate

Mulsing

QCTO

National Skills Certificate

Mulsing

Stand alone certificates

Elementary occupation

General task performed by several occupations

Licensed tasks

Specialisation

Licensing

Supervisor

19

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

20

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

21

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

22

General knowledge &

theoryWork

experienceSpecialised

practical skills

General practical

skills

Specialisedknowledge &

theory

Provision meetsrequirements

External assessment

Ability to integrate curriculum components to perform occupational tasks, solve problems, etc based on assessment

Statements of results

Accreditation orapproval

Internal summative assessment

Qualification certificated

Curriculum & assessment specifications determine requirements for the following processes

23

Quality Assurance

General knowledge &

theoryWork

experienceSpecialised

practical skills

General practical

skills

Specialisedknowledge &

theory

QCTO Assessment Qualifications

Design

Practice-driven

Relevant

Responsive

Credible

Consistent

Occupationalcompetence

Data analysis

QualityMonitoring

Light touch

Self-evaluation

Respond to problems

24

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

25

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

26

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