Preparing for the QCTO

1. Preparing for the QCTO AgriSETA Road Show - 2010 QCTO Project Manager Herman van Deventer E-MAIL: hcvd@yebo.co.za

2. Focus during 2009: Development Quality Partner Role • Refinement of the Occupational Curriculum Development Process • Agreement with the QCTO Support Team on: • Occupational curriculum document format • Occupational curriculum document content • Data capturing system • 18 Occupational Curricula are at various stages of development

3. Current Scope of Occupational Curriculum Development Projects • Livestock Farming • Horticulture • Processing Equipment Operators • Operational Process Controllers for a range of industries • Regulatory occupations • Red meat abattoirs related needs • Grain Grading • Grain Silo Fumigation

4. E-Based Occupational Curriculum Verification System • Key Focus for 2010 • Broad constituent process • Draft Occupational Curricula will be made available on the AgriSETA Web Site • Notice to subscribers to the AgriSETA • 30 Calendar days to submit comments • Web based system • Target date – 15 March 2010

5. The Verification System • Occupational Curricula will be available as a PDF download • Occupational Curriculum information guide will be available as a PDF download • Requires participants to: • Register personal and contact details • Indicate Area of Expertise • Technical/Operational • Training and Development • Human Resources • Social Interest Groups • Indicate Industry Expertise • A list of industries (Beef Cattle Farming, Grain Silo Industry, Sugar Processing, Cash Crop Farming, etc) • Can select more than one

6. The Verification System - Continue • Verification step 1: General Impression • Sufficient and usable guide for training • Yes / No • Step 2: Critical evaluation • 12 Criteria • Rate according to scale • Step 3: Detailed comments • Raise concern on specific curriculum components • Also require a proposed solution • Rate importance of the concern

7. Focus during 2010: Development Quality Partner Role • Extend capacity of Development Facilitators • Eddie Pols • Anele Sololo • Dominicus Yotwana • Occupational Curriculum Development • Complete current projects • Focus on further needs of Primary Agriculture • Focus on needs of Ornamental Horticulture • Regulatory occupations

8. Assessment Quality Partner Role • External Integrated National Assessments are prescribed for all future occupational qualifications derived from occupational curricula • One body per qualification to manage and coordinate all aspect of the external assessment process • This involves: • Learner and assessment data management • Development and management of external assessment instruments and standards • Logistics of assessments • Registration of external assessors and moderators • Reporting of results to the QCTO • Development of Qualification Assessment Specifications • Establishes an assessment framework • Development of assessment tasks and instruments • Will involve experts from industry in workshops

9. Delivery of Learning Implications on delivery and internal assessment of learning

10. Delivery Models • Regulated Learning • Learning programs established by a SETA: • Learnership • Skills Programs • Apprenticeship • Internships • Delivered in terms of a contractual agreement • Knowledge Subjects and Practical Skills Modules delivered by QCTO accredited training providers • Work experience modules delivered at a suitable workplace • National External Assessment required for certification by the QCTO • Foundational Certificate prescribed for all qualification at NQF Levels 1 to 4 in addition to occupational qualification requirements

11. Foundational Competence • Ensure that learners have the appropriate level of communication and mathematical literacy to cope with occupational learning demands • Providers will be accredited for: • Foundational Communication • Foundational Mathematical Literacy • Curricula developed and has been piloted • Current formats in English but can be extended to other languages • Curricula Level • ABET Level 3 is regarded as Learning assumed to be in place • Foundational curricula are more or less aligned to NQF level 1 • Accreditation of providers with QCTO • External Assessment most likely to be managed by the Independent Examination Board (IEB) as the AQP • Learners issued with a Foundational Certificate

12. Delivery Models – Other Opportunities • Delivery of Curriculum components by a QCTO accredited provider • Agreement between providers and customers • Knowledge Subjects and Practical Skills Modules • Learners are issued by the Provider with: • Statement of results • Provider certificate • Short Courses • Industry or workplace specific needs • Not a qualification need • No accreditation required

13. Delivery of Knowledge Subjects • Knowledge Subject Specifications • Body of knowledge • Resources selected and compiled in terms of the context where the subject is presented • Text books • Publications • Current material developed by providers • Internet resources

14. Delivery of Practical Skills Modules • Meet requirements specified in the curriculum component • Simulations • Coaching in a work environment

15. Internal Assessment • Assessment guidelines specified for Knowledge subjects and Practical Skills Modules in the Curriculum • Assessor requirements specified by industry • Current assessment unit standard no longer a prescribed requirement • No accreditation or registration of internal assessors prescribed • Providers issue statement of results to Learners

16. Workplace Learning • No workplace accreditation or registration is prescribed • Range of experiences that learners must be exposed to are provided in the Curriculum • Various situations • Time • Various interactions • Record of work experience signed off by the employer

17. Thank You