Occupational Qualifications Framework

– Key features and development process

Christoph Vorwerk

Tacit knowledge in organisation

Explicit knowledge in organisation

Socialisation Externalisation Combination

Internalisation

from collaborating organisations

Tacit knowledge

from users

Internalisation by users

Market

Explicit knowledge as advertisements, patents, product and/or service

Enabling conditionsIntention

AutonomyFluctuation / Creative chaos

RedundancyRequisite variety

Sharing tacit knowledge

Creating concepts

Justifying concepts

Building an archetype

Cross-levelling knowledge

Process of knowledge creation

SocialisingExperience: observing, imitating, practiceSharing: brainstorming, talking to customers, seeing things from another’s point of view or another’s experience (eg production vs. sales)

InternalisingLearn by doingApplying to manuals, procedures, documents, knowledge basesDeriving from other’s mental modelsPrototyping, testing, evaluatingTrigger s new cycle

ExternalisingArticulating tacit k. into concepts, converting of hunches, perceptions, mental modelsFirst as metaphors, analogiesThen drawing, writing, modelsContradictions, tensions

CombiningSystemising conceptsExchanging documentsConversations, meetingsSorting, adding, categorising Formal education and training

Dialogue

Linking

Learning by doing

Building a field

Role of the Task Team Middle up – down management

• Autonomy• Project steering Committee – senior officials• 4 Working groups, Quality Learning Forum, SETAs• Broader constituency

Organisational intention• What is an occupational qualification?• Who holds the standard?

First draft policy 2004• Continuous testing, review and refinement

Fettling continued until handover to QCTO Results

• Joint Policy Statement, legislation, draft policy and regulations• Systems, processes and procedures• Papers, presentations

Conceptualising Occupational Qualifications

Publication of draft HEQF in 2004• No space for occupational qualifications

OQ include trades, professions & other generic occ. types

What is logic of occupations?• Occupational Classification Systems

Grouped by similarity of tasks, skill levels, inputs, tools, products and services

Occupational descriptor → Purpose of qualification Occupational tasks/skills → Exit outcomes

Led to concept of “Qualified in..., to ..., as...”

Occupational Curricula 3 Forms of learning

• Standard practice, Rumelhart & Norman Analyse occupational tasks / skills

• Product or Service → Knowledge, theory• Responsibility → Practical skills ← Critical

Outcomes• Work context → Work experience (settings,

circumstances, ranges, interfaces) “ DACUM on steroids”

Curriculum & assessment specifications determine requirements for the following processes

Version: 2007-12-177

Chamber of Mines

General knowledge &

theoryWork

experienceSpecialised

practical skills

General practical

skills

Specialisedknowledge &

theory

Ability to integrate curriculum components to perform occupational tasks, solve problems, etc

based on assessment tasks

Provision meetsrequirements

Accreditation orapproval

Statements of results

Internal summativ

e assessme

nt

External assessment

Qualification certificated

Quality Management

General knowledge &

theoryWork

experienceSpecialised

practical skills

General practical

skills

Specialisedknowledge &

theory

8

QCTO Assessment Qualifications

Design

Practice-driven

Relevant

Responsive

Credible

Consistent

Occupationalcompetence

Data analysis

QualityMonitoring

Light touch

Self-evaluation

Respond to problems

Quality improvement

Development Quality Partner

Assessment Quality Partner

QA