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The Occupational Learning System

The Occupational Learning System. Application in the Agricultural Sector. 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

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The Occupational Learning System

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  1. The Occupational Learning System Application in the Agricultural Sector

  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

  3. 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 Application of knowledge Generalknowledge & theory Specialisedknowledge & theory Workexperience General practical skills Occupational & specialised practical skills Formal………………………………………………………………………………..Informal 3

  4. 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 4

  5. SDA: enables a demand driven occupational learning system DoL OFO 2 1 3 4 6 5 7 8 Curriculum Occupational Qualifications NLRD Labour Market & SAQA SETAs Report NOPF Information Reflect Industry Needs ESSA QCTO Economy Impact assessment Qualification Assessment Specifications Flow of skills Assessment Centres Society Provider System Register & Promote Learning Programmes Accredited Providers Approved Workplaces & Learnerships Apprenticeships Skills Programmes

  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. All: Metal Fitters and Machinists (3232) General Fitter (323201) Work experience standards Furtherspecialisation 20% Practical standards Chemical Mining Defence 20% Knowledge standards 20% Fitter-Mechanic Fitter-Machinist Mechanic (Diesel) Structure of Occupational Qualifications Common / Core Specialisation Context – Additional Skills Certificate

  9. Boilermaker 322301 Reconfiguring qualification progression NQF 4 Requires completion of all three NQF levels No Exit Level Outcomes at NQF 3Cannot be linked to specific occupation on OFO Learning 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 Boilermaker’s assistant- 839101 NQF 2

  10. Integrated summative assessment of occupational competence General practical skills Specialised practical skills National Occupational award “Stage 2” qualifications General qualifications Work Experience qualifications Vocational & Occupational directed qualifications Scope of occupational qualifications Specialised knowledge & theory Work experience General knowledge & theory Occupational qualifications QCTO & professional bodies Other QCs

  11. 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 11 11 2008-07-02

  12. The National Occupational Pathway Framework (NOPF) provides an initial mapping of occupational progression PURPOSE OF THE NOPF • directs the scope of Communities of Expert Practices (CEPs) to: • ensure vertical progression • articulation (horizontal) • clarify role players for CEP processes 12

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

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

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

  16. 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 Logic of qualification development

  17. Curriculum published on NOPF Published on NOPF To SAQA registered on NLRD Qualification development process • Occupational Profile • Development Pathway • Design of Learning Process • Qualification Assessment Specifications • Qualification & unit standards Qualification = all of this

  18. National Skills Certificate 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. Curriculum & assessment specifications determine requirements for the following processes Provision meets requirements Accreditation or approval Provision meets requirements Internal summative assessment Statements of results Qualification certificated External assessment Ability to integrate curriculum components to perform occupational tasks, solve problems, etc based on assessment

  23. Data analysis Practice-driven Credible QualificationsDesign Assessment Relevant Consistent Responsive Occupationalcompetence Light touch QualityMonitoring Respond to problems Self-evaluation Quality Assurance QCTO

  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

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