Yolandi Raath-Booyens Project Manager and QDF

1. LQDF Capacity Building SessionTETA Occupational Curriculum and Qualification Development Process Yolandi Raath-Booyens Project Manager and QDF 15 August 2012

2. 1. Purpose and Expectations 2. The TETA Tipping Point as by ‘Malcolm Gladwell’ 3. The Project Scope QCTO Requirements CEPs Teta Project Milestones 4. Dates-2-Diarise

3. 1. Purpose and Expectations

4. 2. The TETA Tipping Point as by ‘Malcolm Gladwell’

5. As Industry, Where do you want to be?

6. The Hush Puppy Epidemic • Sales were down to 30 00 pairs in mostly backwoods and small village outlets. • Wolverine was thinking of phasing out Hush Puppies • Something strange happened… • They became hip in clubs and being bought up at little stores that carried them • In 1995 they sold 430 000 pairs and the next year 4 times that. • Won the best accessory prize at the Council of Fashion Designers awards- and admitted they had almost nothing to do with it!! • Source: The Tipping Point: Malcolm Gladwell

7. The Hush Puppy Epidemic • How did this happen? • Tipping point came between 1994 and 1995 • Started with a handful of kids in a small village who wore Hush Puppies because no one else wanted to wear them. • The fad spread to two fashion designers - an incidental touch. • The shoes passed a certain point of popularity - and tipped • A textbook example of epidemic in action – Firstly - contagious behaviour - people got infected with the Hush Puppy virus. • Secondly a little change had a big effect. • Thirdly change happened in a hurry.

8. There are three rules of the tipping point: The Law of a Few The Stickiness Factor The Power of Context ... These rules provide us with direction for how to go about to reach a Tipping Point The Rules of an Epidemic- The Tipping Point.

9. “The TETA epidemic” The Law of a Few: How many kids started to wear Hush Puppies - 100 at the most - little chance had a big effect. Their actions started an international fashion trend. People are critical to social and business epidemics. How do we get there?

10. So who are these people? Connectors- Pyramid rather than circle-They know a lot of people. The kind of people they know Information specialists- We rely on them to connect us to new information Salesmen- The power of persuasion Transforming Teta - It is time for Africa- It takes a few of us to start infecting others... Here all comes together How do we get there?

11. “The TETA epidemic” The Stickiness Factor: How do we get this transformation to stick? Message must be something that can be passed on. Messengers spread the message but the quality of the message determines its stickiness. We need to ensure that we make it count when we advocate life-long learning -we need to count- we need a ticket to operate!! From Backroom to Boardroom... How do we get there?

12. “The TETA epidemic” The Power of Context: For any epidemic to spread the environment or context should be right. What about the environment for the Teta professionals? Shareholders/ Stakeholders are looking for other means to unlock value. Internal efficiencies.. The strategic impact of life-long learning is recognised more than ever. The value of occupational qualifications aligning to international benchmarks and professional designations needs to be recognised ... How do we get there?

13. Fit-for-purpose occupational qualifications developed Generated by industry for industry More training providers accredited against these qualifications More registered learners More professionally qualified individuals TETA qualifications acknowledged as THE study area of choice How do we know we’ve arrived?

14. Position training and development in innovation and growth interventions (i.e., beyond cost cutting) Capitalise on and support continuous professional development. Listen and learn: Ensure continuous involvement from all major stakeholders Constantly explore new initiatives Retain your existing talent- invest in life-long learning. Start investing in people and processes to cope with upturn in demand. To name a few... How do we ensure we don't go back to where we came from?

15. 2. The Project Scope: QCTO Requirements

16. STEPS RESPONSIBLE QUALIFICATIONS DEVELOPMENT PROCESS 9 DQP & QDF Submit QCTO Finalise Assess- ment Specifications QDF with Expert Practitioners, AQP & Educationalists 8 Manage Verifi-cation Process DQP with Constituency Group 7 QDF with Expert Practi-tioners, AQP & Educationalists Develop Module and Subject Specifications 6 Manage Verification Process DQP with Expert Practitioners and AQP 5 4 Appoint AQP QCTO Staff Develop Occupa-tional Profile and Identify AQP DQP with Expert Practitioners (incl Assesors 3 Oversee Scoping Meeting with Constituency QCTO Staff 2 QCTO Staff Receive and Pro-cess Application 1 Curriculum Scope & SLA with (DQP) Occupational Profile & SLA with (AQP) Occupational Curriculum (B+C) Qualification Assessment Specifications (External) Learning Com-ponent Specifications (incl Internal Assessment) Occupational Qualification (C+D) RESULTS A B C D E

17. 2. The Project Scope: Teta CEPs

18. The ‘Who’?Chambers: CEP

19. The ‘Who’? Cross-functional CEP: Working Groups

20. 3. The Project Scope: Teta Milestones

21. The ‘What’? Project Scope

22. 3. Dates-2-Diarise

23. The ‘How’ and ‘When’? Dates-2-Diarise

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29. Questions??

30. Thank you