curriculum scoping workshop 3 february 2011 enabling skills development in the banking sector...

Curriculum Scoping Workshop 3 February 2011

ENABLING SKILLS DEVELOPMENT IN THE BANKING SECTOR

BANKSETA

WHAT IS AN OCCUPATIONAL QUALIFICATION

• SDA: 2008 • “a qualification associated with a trade or occupation, resulting from work

based learning and consisting of knowledge unit standards, practical unit standards and work experience unit standards” and developed and registered through QCTO processes

• Characteristics of occupational qualifications:– linked to the Organising Framework for Occupations (OFO)– ‘fit-for-purpose’

• reflects Labour Market requirements, i.e. demand-led & not supply driven

– reflect all three forms of learning• knowledge and theory (minimum 20%) (within the knowledge area

there is disciplinary, applied and contextual knowledge)• practical skills (minimum 20%)• work experience (minimum 20%)

2Occupational Qualifications

Development Organisational Risk Manager

WORKPLACE LEARNING• Is a different learning modality• Characterised by:

– Focus on producing work, rather than learning in and of itself– Focus on practice– Structuring activities in order to achieve the purposes of the job

• Focus on co-ordinating efforts within a larger purpose - working with others– performing components of a larger task

• Focus on the senses– Learning to read cues and clues from the environment– Shift from the reading the ‘perfection’ of text to the ‘messiness’

of real life– Shift from formally espoused theories to theory-in-use



TYPES OF QUALIFICATION

• Education– QualifiedQualified inin

• Some sort of knowledge domain• World of praxis

– QualifiedQualified asas• Belonging to the guild of practitioners

• Labour market– Qualified Qualified toto

• Do something useful for the economy & society



In November 2009, the Skills Development Act and Skills Development Levies Act were transferred from the Department of Labour to the Department of Higher Education

and Training

The Role of the Quality Councils

Overview of Education and Training Structures and Relationships



QCTO Qualification Development, Provision and Assessment Structures

QUALITY ASSURANCE OF QUALIFICATION DEVELOPMENT

• Creating opportunities for co-operation and alignment

• Enhancements in the system– A: Occupational Qualifications – type of qualification which focuses on

occupations with work experience as integral part of the qualification and 3 types of occupational unit standards

– B: Occupational Curricula - focus on coherent provision and internal assessment– C: Occupational Qualification Assessment Specifications – focus on external

assessment of occupational competence

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Quality Assurance of development and design of ASSESSMENT

PROCESSESBy applying nationally standardised processes and systems

• Qualification Assessment Specifications (QAS)

• Nationally standardised assessment instruments

Quality Assurance of development and design of CURRICULA

By applying nationally standardised processes and systems• Occupational Curricula• Foundational Learning Competence• Occupational Qualifications & US

QUALITY PARTNER

S

Occupational Qualifications Development Organisational Risk

Manager

A: OCCUPATIONAL QUALIFICATIONS

• Aim of Occupational Qualification is to qualify a person to practice an occupation / occupationally relevant skills set– NOT to qualify a person in a field of learning

►Occupational Qualifications are– linked to an occupation defined on the Organising Framework for

Occupations (OFO) – based on demand, not supply & comprise

• all three forms of learning reflected as three kinds of unit standards

• assessable learning outcomes– derived from Occupational Curricula



B: OCCUPATIONAL CURRICULA ► Process managed and funded by Development Quality Partner

(appointment and functions covered in Draft Regulations)► Facilitated by QCTO registered facilitator (training manual and system to

capture registered facilitators available)► Characteristics of occupational curricula –

not educational model - includes more a curriculum document covers the following:

• occupational profile - based on occupational tasks• learning process design (components = knowledge, practical skills & work

experience)• internal assessment guidelines per component, including work experience

record• Skills Development Provider accreditation requirements and workplace

approval requirements per component • summary of

scope of coverage of curriculum exemptions



Overall Occupational Qualification Development Process

Occupational Curriculum Framework Outline

Scoping of Occupational Qualification

– ORGANISATIONAL RISK MANAGER– UNIT GROUP INFORMATION– OCCUPATIONS THAT MIGHT BE RELEVANT– RELATION TO THE NOPF– OCCUPATIONAL INFORMATION

• Alternative Titles– OCCUPATIONAL PROGRESSION AND PROPOSED SCOPE OF THE

CURRICULUM• Occupational progression

– APPLICATION– ASSOCIATED LEARNING PROGRAMME INFORMATION– LEARNING PROGRAMMES RECORDED AGAINST QUALIFICATION– STAKEHOLDER PARTICIPATION– ISSUES TO BE CLARIFIED (OQDF;DQP;AQP)



Design Quality Partner Activities of the Development Quality Partner include:-• manage the development and revision of occupational

qualifications and curricula, for the approval of the QCTO; • manage the development and revision of qualification

assessment specifications, in co-operation with the assessment quality partner, for the approval of the QCTO;

• compile a database or coordinate the process of identifying relevant expert practitioners, educationalists and assessors (not limited to own constituency or stakeholders) to participate in the development and verification of occupational curricula and qualification assessment specifications and associated occupational qualifications;


Manager15

• convene working groups consisting of:–– expert practitioners to develop the occupational profile;– expert practitioners to develop Practical Skills Modules and Work

Experience Modules; – educationalists to develop Discipline Knowledge Subjects;– expert practitioners, educationalists and assessors to develop

qualification assessment specifications;• develop a qualifications development process report outlining:-

– the processes and participants involved in the development and verification of the occupational curriculum;

– the processes and participants involved in the development and verification of the qualification assessment specifications; and

• identify existing learning programmes and qualifications that will be effected by the occupational qualification; and

• Conduct quality audits of Skills Development Providers if requested by the QCTO.


Manager16

Assessment Quality PartnerActivities of the Assessment Quality Partner include the following:a) Co-operate with the development quality partner appointed by the QCTO

on the development of qualification assessment specifications; b) Facilitate the development, validation and maintenance of assessment

instruments for the external assessment of the occupational qualifications; Develop and publish exemplars of external assessments;

d) Propose fees for external assessment for approval by the QCTO;e) Establish and maintain a register of occupational assessment practitioners

for the external assessment and moderation of the occupational qualifications;

f) Promote the continuous professional development of registered occupational assessment practitioners;

g) Develop criteria for the accreditation of assessment centres or the approval of assessment sites;


Manager17

h) Make recommendations to the QCTO on applications for the accreditation of assessment centres;

i) In accordance with the form and manner required by the QCTO:-i. report on the external assessment results and recommend

certification to the QCTO within 20 working days after receiving results;

ii. analyse assessment results in terms of the quality of occupational learning provision and report on Skills Development Provider trends; and

iii. conduct learner tracer studies.j) An assessment quality partner must, in respect of assessment

centre’s accredited to assess the occupational qualifications falling within its scope:-i. monitor the performance of their functions;ii. promote their quality;iii. conduct external moderation;iv. report to the QCTO on their performance in the form and manner

required; andv. Make recommendations to the QCTO on the withdrawal of

accreditation.


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Occupational Qualifications for career development

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341101Electrician (General)

3123Electrical Engineering

Draftspersons & Technicians

Foreman

Specialist manager

223302Occupational

Instructor

223301 Training &

development professional

132302 Business Training Manager

241413 Electrical Technology

Teacher

2491 Ed & Training

Advisors & Reviewers

Wireman’s license

Small business manager


Manager

curriculum scoping workshop 3 february 2011 enabling skills development in the banking sector...

Documents

occupational qualification

qcto qualification development

skills development act

training slide

assessment structures

skills development levies

design of assessment

knowledge unit standards