Quality Assurance

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Quality Assurance

• Moving from quality control to quality assurance
  of learning
• AgriSETA ConferenceWhat is Quality Learning?
• 25 October 2007

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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.

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• OCCUPATIONAL QUALIFICATIONS MODEL
• OCCUPATIONAL QUALIFICATIONS FRAMEWORK
• QUALITY ASSURANCE FRAMEWORK

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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

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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 Essential
Embedded Knowledge
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Reconfiguring the qualification
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GENERAL FITTER QUALIFICATION
Common / Core
Specialisation
Pump fitter Plant mechanic Armament fitter
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Reconfiguring qualification progression
Boilermaker 322301 requires completion of all
three NQF levels
Boilermakers assistant- 839101
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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

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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

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The design process which has different stages and
takes place at different levels
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QA of assessment of occupational competence

• The QCTO will
• accredit assessment centres
• to conduct a final integrated assessment of
  occupational competence
• Wont 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.

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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

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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.

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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

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Thank you. Shaafig Fredericks Shaafig.fredericks
_at_labour.gov.za Tel [phone]