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Background

Commission 3 Quality and relevance of skills interventions to meet technological and future demands. Background. Aspects covered Quality of skills development provision Relevance Accreditation Scarce and critical skills Occupational qualification framework Recognition of prior learning.

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Background

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  1. Commission 3 Quality and relevance of skills interventions to meet technological and future demands

  2. Background Aspects covered • Quality of skills development provision • Relevance • Accreditation • Scarce and critical skills • Occupational qualification framework • Recognition of prior learning

  3. Constituency presentations

  4. Government perspective • Policy framework on quality and relevance of learning • Highlighted changes in SD bill ensuring operationalisation of QCTO by 2010 • Regulations under QCTO to be developed • Institutional framework has now been provided • Importance of alignment to (HRDS, NSDS and IPAP)

  5. Government perspective…cont Key challenges • Setting up of the QCTO • Capacity building and support and integrating efforts to optimise delivery • Maintain quality of provision • Impacting on the lives of beneficiaries versus being number-orientated • Ensuring a smooth transition without compromising quality

  6. Organised labour perspective Labour raised the following issues: • High unemployment rate • Youth remain unemployable • QCTO already in process of establishing standards and a quality assurance framework • Lack of coherent strategy across the QC’s • Inherent weaknesses within the SETA systems affecting quality of training, accreditation and general needs of the labour market • QCTO must bring professional bodies and SETA’s closer

  7. Organised Business perspective Supportive of: • QCTO – centralisation of quality assurance • Focus on workplace learning • Foundational learning competence

  8. Organised business perspective Key challenges: • QCTO funding model undefined • Workplace learning is more difficult to implement • Inadequate focus on Recognition of Prior Learning • Undefined expertise for external summative assessments

  9. Providers perspective • Lack of customer satisfaction survey • Consideration of funding by NSF for SMME’s • Utilise the systems theory approach to reduce bureaucracy and enhance implementation • Build partnerships

  10. Providers perspective Current practice • Differentiation between public and private providers • Inconsistent approaches by ETQA’s with regards to sector-specific providers versus multi-purpose provider • Turn-around time for accreditation and assessor registration • Lack of interface between SETAs, industry and SGB’s

  11. COMMISSION DELIBERATIONS1. Challenges2. Concerns3. Recommendations

  12. Challenges • RPL implementation and current practices – who pays for RPL • Lack of delivery partnership between DoL and DoE • Workplace learning more complex than currently realised • What model of external summative assessments will be adopted? • Role of organised labour in skills development processes in respect of WSP

  13. Concerns • How will QCTO implement RPL within the occupational framework • Very little research on workplace learning and what about global perspective and theoretical underpinning on workplace models • SMME agenda seems to have been neglected since 2003 • Delayed payments affect survival of SMMEs

  14. Concerns…continued • Are we equipped to deal with the technical nature of external summative assessments? • Inconsistent monitoring approaches of the various ETQAs. • Marginalisation of persons with disabilities • Where do professional bodies fit into the new three QC system? • ISOE criteria not commonly understood

  15. Recommendations • Promote partnerships between DoL and DoE at both National and provincial level • RPL must include access and redress • Qualification acquired through RPL should be incentivised. • Integration across QC’s with a view to eliminate delivery barriers and promote partnerships between DoL and DoE at both national and provincial level • DoL to improve interaction with FET’s at provincial level

  16. Recommendations…continued • The QCTO to focus on the overlaps with the other QCs • The need for more research to understand workplace learning • Consider SMME needs and avoid one size fits all. • Streamlining of quality assurance systems • Consultative forum between QCTO and providers (both public and private) • Ensure the relevance of skills development initiatives and qualifications needed by industry to absorb learners and create job opportunities

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