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Quality Assurance

Quality Assurance. Moving from quality control to quality assurance of learning AgriSETA Conference “What is Quality Learning?” 25 October 2007. SETAs. DoL. CQ OFO. Flow of Information. OFO. QCTO. Report. Enterprises Workplaces. Economy. 2. 1. 3. 4. 6. 5. 7. 8. Curriculum.

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Quality Assurance

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  1. Quality Assurance Moving from quality control to quality assurance of learning AgriSETA Conference“What is Quality Learning?” 25 October 2007

  2. SETAs DoL CQ OFO Flow of Information OFO QCTO Report Enterprises Workplaces Economy 2 1 3 4 6 5 7 8 Curriculum Qualification NLRD Labour Market & OLS QUALITY CYCLE Impact assessment SAQA Flow of Skills Assessment Society Programmes: Provider system Approved Programmes Approved Workplaces Learnerships Apprenticeships Skills programmes & (Centres)

  3. The Context • Revised implementation of the National Qualifications Framework (NQF) • changes in the institutional landscape. • various forms of learning • Revised SAQA Act to establish • 3 Qualifications and Quality Assurance Councils (QC) • General and Further Education and Training Qualifications • Higher Education Qualifications • Trade and Occupational Qualifications • Purpose of QCs is to: • Streamline standards setting and quality assurance • Reduce the number of bodies currently involved in these processes • Standards setting and quality assurance will now reside under one roof.

  4. OCCUPATIONAL QUALIFICATIONS MODEL • OCCUPATIONAL QUALIFICATIONS FRAMEWORK • QUALITY ASSURANCE FRAMEWORK

  5. Definition of an occupational qualification • Represents the achievement of • a planned combination of learning outcomes • which is intended to provide qualifying learners with the applied competence • to practice an occupation and • to provide a basis for further learning. • Occupational qualifications, developed under the auspices of QCTO, • Contain three components • Knowledge component • Practical component • Work experience component

  6. Revised conception for occupational qualifications: Separate building blocks, more discretely defined for the different forms of learning that COMBINE to form applied competence Work experience unit standards (Including specialised & contextually relevant competencies) Practical unit standards (Including specialised & contextually relevant competencies) Knowledge & theory specifications (Including specialised & contextually relevant knowledge) Reconfiguring unit standards to meet these needs Current conception of unit standards in accordance with NSB Regulations Inclusive of: Knowledge, Theory Skills Attitude, values Contexts Critical Outcomes EssentialEmbeddedKnowledge

  7. Furtherspecialisation Common / Core Credits Specialisation Work experience standards Min 20% Min 20% Practical standards Min 20% Knowledge specifications Reconfiguring the qualification

  8. All: Metal Fitters and Machinists (3232)z General Fitter (323201) Work experience standards Furtherspecialisation Practical standards Chemical Manufact Defence Knowledge specifications Fitter-Mechanic Fitter-Machinist Mechanic (Diesel) GENERAL FITTER QUALIFICATION Common / Core Specialisation Pump fitter Plant mechanic Armament fitter

  9. NQF 4 NQF 3 NQF 2 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. Reconfiguring qualification progression Boilermaker 322301 requires completion of all three NQF levels Boilermaker’s assistant- 839101

  10. Purpose of the OQF • Structures qualifications which are designed to address labour market needs. • labour market includes both the economy and the social development sector. • Provides for certification of: • Occupational competence; • Meaningful skills sets related to occupations

  11. Characteristics of the OQF are basedon the principle that: • Occupational competence requires • Relevant general knowledge and theory • General & occupationally relevant practical skills • Requisite work experience • in addition to specialised and contextual theory and knowledge Knowledge & theory • not only the knowledge of the practicalities • also the disciplinary knowledge relevant to the occupation • connects OQF to the other QFs

  12. The design process which has different stages and takes place at different levels

  13. QA of assessment of occupational competence • The QCTO will • accredit assessment centres • to conduct a final integrated assessment of occupational competence • Won’t apply to all occupational qualifications. • assist in the development of banks of assessment items • as an alternative mechanism for standardising assessment practices nationally. • On-going assessment for credit accumulation will continue • verification will be integrated into monitoring & evaluation of learning programme delivery • Accredited centres must offer • RPL assessments and RPL services • May be ISOEs or workplaces • QA of trade testing centres will be delegated to Indlela.

  14. QA of learning programme implementation • The QCTO will accredit providers in relation to: • Ability to provide the theory/knowledge and practical skills development components outlined in the curriculum • If not accredited elsewhere – light touch institutional accreditation • Workplace approval • ascertain ability of WP to provide work experience component • SETA role is focus on • monitoring the implementation of programmes in line with DoL regulations • Regulatory and QA functions of SETAs will be coordinated to use resources more effectively • Involve role players to maximise efficiency

  15. Research, impact assessment, and data analysis • The QCTO will conduct • research to monitor the effectiveness of learning interventions in the context of the larger occupational learning system. • statistical analysis of learner data collected • includes enrolment, completion and certification rates, and will be analysed in terms of: • providers and workplaces • assessment centres • learners • learning programmes • qualifications.

  16. Transitional arrangements • The DoL will carry out preparatory work for the establishment and functioning of the QCTO • Existing arrangements will continue in the interim unless special arrangements are agreed by all relevant stakeholders • The DoL will negotiate with SAQA to establish parameters for pilots • The QA of OQF qualifications will be rolled out on a pilot basis from 2007 • The DoL will clarify the quality assurance roles which the QCTO proposes to delegate to SETAs and other QA agents • Once SETA QA functions are agreed the DoL will consider such functions when renewing Service Level Agreements. This will help to effect a gradual and well-planned transition. • Target date for full establishment of QCTO: April 2009

  17. Thank you. Shaafig Fredericks Shaafig.fredericks@labour.gov.za Tel: (012) 309 4500

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