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Workshop Capacity Building for Learner Qualification Development Facilitators

Workshop Capacity Building for Learner Qualification Development Facilitators. 15 – 16 August 2012. Policy Background to Occupational Qualification. The (QCTO) was established in 2008 in terms of the Skills Development Act to perform the following functions:

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Workshop Capacity Building for Learner Qualification Development Facilitators

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  1. WorkshopCapacity Building for Learner Qualification Development Facilitators 15 – 16 August 2012

  2. Policy Background to Occupational Qualification • The (QCTO) was established in 2008 in terms of the Skills Development Act to perform the following functions: • Design and develop occupational standards and qualifications and submit them to the South African Qualifications Authority (SAQA) for registration on the National Qualifications Framework; • Establish and maintain occupational standards and qualifications; • Ensure the quality of occupational standards and qualifications and learning in and for the workplace; • Promote the objectives of the National Qualifications Framework; 2

  3. Policy Background to Occupational Qualification • The (QCTO) was established in 2008 in terms of the Skills Development Act to perform the following functions: • Liaise with the National Skills Authority on the suitability and adequacy of occupational standards and qualifications and on the quality of learning in and for the workplace; • Liaise with the SAQA, other Quality Councils and professional bodies responsible for establishing standards and qualifications or the quality assurance of standards and qualifications; and • Perform any other prescribed function. 3

  4. Policy Background to Occupational Qualification • CURRICULUM FRAMING CONCEPTS • What is an occupation? • a cluster or group of similar jobs that share many common occupational tasks of similar complexity and require similar performance across different processes and industries. • What is Occupational Qualification? • SDA defines as ‘a qualification associated with a trade, occupation or profession, resulting from work‐based learning and consisting of knowledge unit standards, practical unit standards and work experience unit standards’. • defines the learning required to be competent to practice an occupation or in a range of working contexts :formal and informal economy and public and private sectors 4

  5. CURRICULUM FRAMING CONCEPTS • What is Occupational Curriculum? A guide on: • on the content to be covered within the three learning components (conceptual knowledge, practical skills and work experience) • to ensure consistency in the provision and internal assessment of the associated occupational qualification • to Skills Development Providers • to develop lesson plans, learning material and assessments (internal) • on requirements for accreditation • for the development of the external summative assessment 5

  6. Policy Background to Occupational Qualification • Components of Occupational Qualifications • Occupational Qualifications Document • Overall document inclusive of Occupational Curriculum Document and Assessment Specification Document • It also includes International Comparability and attached to Curriculum Development Process Document • Occupational Curriculum Document • Provides for occupational profile based on defined and unique tasks • The 3 learning components: • Internal assessment • Exemptions and entry requirement and • Provider accreditation requirements 6

  7. Policy Background to Occupational Qualification • Assessment Specifications Document • It focus on occupational competence and enhances the consistency, quality and credibility of the external assessment process, through: • external assessment strategy • Outline of occupational outcomes to be assessed • Defining points or specific times when external assessment must take place • Identifying critical elements of the internal assessments to be moderated • Defining eligibility requirements for learners to access the external assessment , and • Providing a criteria for registration of assessors. 7

  8. Recapping the Processes completed and outline of curriculum development processes 9

  9. 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 QCTO Staff 2 Oversee Scoping Meeting with Constituency QCTO Staff 1 Receive and Pro-cess Application 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

  10. Processes for Development of the Occupational Profile 11

  11. Occupational Curriculum – 1 “Occupational Profile” Learning Process Design Occupational Qualification Occupational Profile Knowledge Subject Specification Knowledge and Theory Standard Practical Skills Occupational Task Work Experience Integrated Final External Assessment Specification 1 Knowledge Practical Skills Occupational Task Occupational Profile Work Experience Practical Skills Standard Practical Skills Module Specification Knowledge Practical Skills Occupational Task Work Experience Module Specification Work Experience Standard Work Experience

  12. Developing the Occupational Profile

  13. Developing the Occupational Profile

  14. Group Exercise: Developing Occupational Profile – 1 hr • Divide into 3 groups • Choose a facilitator, reporter and an occupation that many in the group are/ may be familiar with • Using slide 15 and 16 and the examples provided therein and the bricklayer profile – develop Occupational Profile for this occupation of your choice

  15. Developing Learning Components 18

  16. Occupational Curriculum – 2 “Learning Process Design” Occupational Profile Learning Process Design Occupational Qualification 2 Knowledge Subject Specification Knowledge and Theory Standard Practical Skills Occupational Task 2.1 Work Experience Integrated Final External Assessment Specification Knowledge Practical Skills Occupational Task Occupational Profile Work Experience Practical Skills Standard Practical Skills Module Specification Knowledge Practical Skills Occupational Task Work Experience Module Specification Work Experience Standard Work Experience

  17. Developing the Subject Specification

  18. Developing the Subject Specification

  19. Group Exercise: Developing Subject Specification – 1 hr • Divide into the same 3 groups • Choose a facilitator, reporter and for the same occupation: • Using slide 20 to 22 and the examples provided therein and the bricklayer – identify the subject relevant for the defined product or services, and • Define description, scope, topics and critical knowledge areas • Choose one topic and list relevant learning activity guidelines • Compile internal assessment guidelines

  20. Occupational Curriculum – 2 “Learning Process Design” Learning Process Design Occupational Qualification Occupational Profile 2 Knowledge Subject Specification Knowledge and Theory Standard Practical Skills Occupational Task Work Experience Integrated Final External Assessment Specification Knowledge Practical Skills Occupational Task Occupational Profile Work Experience Practical Skills Standard Practical Skills Module Specification Knowledge Practical Skills Occupational Task Work Experience Module Specification 2.2 Work Experience Standard Work Experience

  21. Developing Practical Skills Module Specifications

  22. Developing Practical Skills Module Specifications

  23. Developing Practical Skills Module Specifications

  24. Group Exercise: Developing Practical Skills Modules– 1 hr • Divide into the same 3 groups • Choose a facilitator, reporter and for the same occupation: • Using slide 25 to 29 and the examples provided therein and the bricklayer – identify the all Practical Skills Modules from your profile, and for one Module • Define scope, scope, applied knowledge, learning activity guidelines and credits • Determine criteria for accreditation of providers • Compile internal assessment guidelines

  25. Occupational Curriculum – 2 “Learning Process Design” Learning Process Design Occupational Qualification Occupational Profile 2 Knowledge Subject Specification Knowledge and Theory Standard Practical Skills Occupational Task Work Experience Integrated Final External Assessment Specification Knowledge Practical Skills Occupational Task Occupational Profile Work Experience Practical Skills Standard Practical Skills Module Specification Knowledge Practical Skills Occupational Task Work Experience Module Specification Work Experience Standard Work Experience 2.3.

  26. Developing Work Experience Module Specifications: Part 1

  27. Developing Work Experience Module Specifications

  28. Group Exercise: Developing Work Experience Modules– 1 hr • Divide into the same 3 groups • Choose a facilitator, reporter and for the same occupation: • Using slide 32 to 34 and the examples provided therein and the bricklayer – identify the all Work Experience Modules from your profile, and for one Module • Define purpose of the modules, work experiences, contextualised workplace knowledge, • Determine scope of work experiences • Compile Supporting Evidence for Work Experience

  29. Processes for Development of the External Assessment Specification 36

  30. Developing the Qualification Assessment Specifications (External Assessment) D3 D4 D2 D1 Identify points where/ when external assessment must take place Describe the external assessment model Develop assessment standards Change occupational tasks to qualificationoutcomes D2.1 Identify integrated assessment focus areas D5 D2.3 List assignments to be evaluated externally D2.2 Determine the weight Identify assessment criteria D6 D8 D7 List the eligibility requirements to qualify for the external assessment List the critical aspects of the internal assessments to be assessed externally Determine criteria for the registration of assessors

  31. Developing Externals Assessment Specification

  32. Developing Externals Assessment Specification

  33. Group Exercise: Developing External Assessment Specification – 1 hr • Divide into the same 3 groups • Choose a facilitator, reporter and for the same occupation: • Using slide 39 to 42 and the examples provided therein and the bricklayer – develop the following aspects of the external assessment specification • Develop qualification outcomes, assessment standards and points of external assessment. • Determine eligibility requirements for external assessment • Develop registration requirements for the assessors

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