Facilitation Objectives and Outcomes

OCCUPATIONAL

QUALIFICATION

DEVELOPMENT FACILITATOR

GUIDE

AUGUST 2013

The DQP and Potential DQP Manual was developed with the assistance of the GIZ on behalf of the German Government

CONTENTS

PURPOSE OF THIS DOCUMENT .................................................................................................... 4

THE OCCUPATIONAL CURRICULUM, ASSESSMENT SPECIFICATIONS and

Qualifications DOCUMENTS .............................................................................................................. 5

FACILITATION ..................................................................................................................................... 6

Standardised process ............................................................................................................................ 6

Guidelines to facilitating working group sessions ................................................................................ 6

Structuring and editing information ..................................................................................................... 8

PROCESS 1: RECEIVE AND PROCESS APPLICATION ............................................................ 9

PROCESS 2: OVERSEE SCOPING MEETING WITH CONSTITUENCY AND APPOINT A

DQP ...................................................................................................................................................... 11

PROCESS 3: DEVELOP OCCUPATIONAL PROFILE AND IDENTIFY AQP.......................... 12

3.1 Process 3.1: Coordinate profiling working group meeting (DQP) .................................... 13

3.2 Process 3.2: Obtain brief and research information from DQP (QDF) ............................. 13

3.3 Process 3.3: Develop occupational profile (QDF) ............................................................. 14

3.3.1 Step B1: Define the provisional occupational purpose ........................................................... 15

3.3.2 Step B2: Identify the stages in the production cycle or business process .............................. 16

3.3.3 Step B3: Identify the unique products or services .................................................................. 17

3.3.4 Step B4: Describe the occupational responsibilities for each product or service and

analyse .................................................................................................................................... 19

3.3.5 Step B5: Describe the occupational contexts within which each product or service may

be delivered and analyse ........................................................................................................ 23

3.3.6 Step B6: Identify part qualifications and points of external assessment ............................... 26

3.3.7 Step B7: Finalise occupational purpose and task statements ................................................ 27

3.3.8 Step B8: Allocate an NQF level to each occupational task...................................................... 30

3.3.9 Step B 9: Identify a proposed assessment model ................................................................... 31

3.3.10 Step B10: Collect additional information related to the occupational profile ....................... 31

3.3.11 Step B11: Provide feedback to DQP ........................................................................................ 32

PROCESS 4: MANAGE VERIFICATION OF OCCUPATIONAL PROFILE AND

RECOMMENDED AQP ..................................................................................................................... 32

4.1 Process 4.1: Identify AQP (DQP) ....................................................................................... 32

4.2 Process 4.2: Manage verification of occupational profile and recommend AQP (DQP) .. 33

4.3 Process 4.3: Process comments received on occupational profile (QDF) ........................ 33

4.4 Process 4.4: Prepare progress report (DQP) .................................................................... 33

PROCESS 5: APPOINT THE AQP ................................................................................................. 34

PROCESS 6: DEVELOP MODULE SPECIFICATIONS .............................................................. 34

6.1 Process 6.1: Coordinate working group meetings (DQP) ................................................. 34

6.2 Process 6.2: Develop module specifications .................................................................... 35

6.2.1 Step C1: Define the work experience module specifications ................................................. 35

6.2.2 Step C2: Define the practical skill module specifications ....................................................... 44

6.2.3 Step C3: Define the knowledge module specifications ........................................................... 51

6.3 Process 6.3: Provide additional information to the DQP (QDF) ....................................... 57

PROCESS 7: DEVELOP EXTERNAL ASSESSMENT SPECIFICATIONS .............................. 58

7.1 Process 7.1: Coordinate assessment specifications working group meeting (DQP) ........ 59

7.2 Process 7.2: Develop external assessment specifications (QDF and AQP) ...................... 59

7.2.1 Step D1: Define the qualification purpose .............................................................................. 60

7.2.2 Step D2: Reflect the eligibility requirements to qualify for the external assessment ............ 61

7.2.3 Step D3: Define points of external assessment and part qualifications and link the

relevant integrated assessment focus areas .......................................................................... 61

7.2.4 Step D4: Develop assessment standards ................................................................................ 61

7.2.5 Step D5: Link the relevant integrated assessment focus areas to points of external

assessment and part qualifications ........................................................................................ 65

7.2.6 Step D6: Describe the external assessment model................................................................. 65

7.2.7 Step D7: Determine the criteria assignments to be evaluated externally .............................. 65

7.2.8 Step D8: Determine the criteria for the registration of assessors .......................................... 65

PROCESS 8: MANAGE VERIFICATION PROCESS (CURRICULUM AND ASSESSMENT

SPECIFICATIONS) ............................................................................................................................ 65

PROCESS 9: SUBMIT CURRICULUM, ASSESSMENT SPECIFICATIONS,

QUALIFICATION AND PROCESS REPORT ................................................................................ 66

9.1 Process 9.1: Develop the process report (DQP) ............................................................... 66

9.2 Process 9.2: Develop the occupational qualification document (QDF) ........................... 66

PROCESS 10: QCTO EVALUATES SUBMISSIONS .................................................................. 70

ANNEXURE A: ATTENDANCE REGISTER TEMPLATE .............................................................................. 71

ANNEXURE B : LARF .............................................................................................................................. 75

4

PURPOSE OF THIS DOCUMENT

The picture below provides an overview of the main processes during the

qualifications development process. The QCTO staff is responsible for all yellow, the

Qualification Development Facilitator (QDF) for all green and the Development

Quality Partner (DQP) for all blue processes.

The purpose of this document is to outline the specific roles and responsibilities of

the QDF and learner QDF in relation to that of the QCTO staff and DQP during the

qualifications development process.

A QDF will be appointed by a Development Quality Partner (DQP) to facilitate the

development of an Occupational Qualification as indicated in the green steps (3, 6

and 7). The document therefore provides specific guidance on the steps to be

followed, the content to be covered and the rules that must be applied during the

final capturing process in these steps.

Figure 1: Overall Occupational Qualification Development Process

During the process various documents must be produced for the QCTO. The QDF is

responsible for the development of three of these documents namely the curriculum

document, the external assessment specifications document and the occupational

qualification document. Most of the content required for these documents is

generated during the working group meetings facilitated by the QDF, but the

generation of some of the information is the responsibility of the DQP. On the other

QUALIFICATIONS DEVELOPMENT PROCESSSTEPS

RESULTS

Curriculum

Scope

&

SLA with

(DQP)

Occupational

Profile

&

SLA with

(AQP)

Learning Com-

ponent

Specifications

(incl Internal

Assessment)

Qualification

Assessment

Specifications

(External)

Occupational

Qualification

(B+C+D)

Receive and Pro-

cess Application

Oversee Scoping

Meeting with

Constituency &

Appoint DQP

Develop Occupa-

tional Profile and

Identify AQP

Develop Module

Specifications

Finalise Assess-

ment Specs

Submit Curr, Ass

Specs, Qual &

Process Report

Manage Veri-

fication Process

(Profile & AQP)

RESPONSIBLE

Manage Verifica-

tion Process (Curr

& Ass Specs)

A

Verified

Curriculum

(B+C) and

Assessment

Specifications

QDF with Expert

Practitioners (incl

Assessors)

Appoint AQP

3

QCTO Staff5

QCTO

Staff2

QCTO

Staff1

DQP with Constituency Group

QDF with Expert Practitioners,

AQP & Educationalists6

DQP9

DQPEvaluates

QCTO

B C D E F

10

QC

TO

Sta

ff M

onitors

perf

orm

ance o

f D

QP

in S

teps 4

, 8 a

nd 9

8

QDF with Expert Practitioners, AQP &

Educationalists7

DQP

DQP with Expert

Practitioners and

proposed AQP4

5

hand, the DQP is responsible for the development of a progress and process report,

but depends on the QDF for inputs. This document also outlines these requirements

and the steps to be followed.

THE OCCUPATIONAL CURRICULUM, ASSESSMENT

SPECIFICATIONS AND QUALIFICATIONS DOCUMENTS

An occupational curriculum facilitates consistency and quality in the provision of

learning and internal assessment for the achievement of the associated occupational

qualification by:

Specifying the content to be covered within the three learning components

(conceptual knowledge, practical skills and work experience).

Guiding skills development providers on the development of lesson plans,

learning material and internal assessments.

Specifying requirements for programme accreditation.

Figure 2: Curriculum and Assessment Specifications Structure

An occupational curriculum is derived from the occupational profile and comprises a

set of specifications for each of the three learning components of the curriculum.

Occupational Curriculum

Practical Skill Module Specification

(Number, Title, Level, Credits)

• Purpose of PS Module

• Practical Skill Activity Guidelines (Times x )

Scope (Context, Activities )

Applied Knowledge

Internal Assessment Criteria (incl SoP)

• Provider Accreditation Requirements

• Critical Activities to be Assessed Externally

• Exemptions

Knowledge Module Specification


• Purpose of the K Module

• Topics Guidelines (Tmes x)

Topic Elements

Internal Assessment Criteria

Topic Weight

• Provider Accreditation Criteria

• Critical Topics to be Assessed Externally

• Exemptions

Occupational Profile

Occu

pa

tio

nal P

urp

ose

Occu

pa

tio

na

l Task

Products or

Services

Occupational

Responsibility

Occupational

Context

Work Experience

&

Workplace

Knowledge

Practical Skill

&

Applied Knowledge

Knowledge

Learning

Components

Practical Skill

&

Applied Knowledge

Products or

Services

Occupational

Responsibility

Occupational

Context

Work Experience

&

Workplace

Knowledge

Practical Skill

&

Applied Knowledge

Knowledge

Practical Skill

&

Applied Knowledge

Occu

pa

tio

na

l Task

Work Experience Module

Specification

(Number, Title, Level, Notional Hours)

• Purpose of WE Module

• Scope of Work Experience (Times x)

Work Activities (incl Frequency)

Supporting Evidence (incl SoP)

• Contextual WP Knowledge

• Criteria for Approval of WP

• WP Assignments to be Assessed

Externally (If Required)

CB

Work Experience

&

Workplace

Knowledge

Knowledge

Occupational

Responsibility

Occupational

Context

Exte

rnal S

um

mative A

ssessm

ent

Specific

ations

Sta

tem

en

t o

f W

ork

Exp

eri

en

ce

Assessment

Specifications

D

C3

C2

C1

• Assessment Strategy

Assessment Model

Qualification Purpose (incl

outcomes)

Assessment Standards for

the Qualification / Part

Qualification (incl Phase

Tests)

Integrated Assess-

ment Focus Area

(incl weight )

Associated Assess

ment Criteria

• Assignments to be Assessed

Externally

• Critical Aspects of the Internal

Assessments to be Assessed

Externally

• Criteria for Registration of

Assessors

• Eligibility Requirements for the

External Assessment of the

Qualification / Part Qualification

(incl Phase Tests)

Tim

es x

6

The assessment specifications document facilitates consistency and quality in the

provision of external integrated summative assessment for the achievement of the

associated occupational qualification by:

Specifying the content to be covered in the development of nationally

standardised assessment instruments.

The figure above provides an outline of the framework and relationships and the

steps to be followed in the development thereof.

The occupational qualification document is a combination of the assessment

specifications and curriculum documents.

FACILITATION

Standardised process

The consistency and quality of the curriculum document, assessment specifications

document and occupational qualifications document is dependent on each facilitator

applying the methodology in an appropriate way to produce reliable, valid and

equitable results.

This approach is not based on rigid conformance. It is based on achieving a balance

between conformance and a sufficient degree of flexibility to ensure fitness-for-

purpose. This means each QDF needs to use the construction rules outlined in this

document, process questions may be supplemented and process steps can be

applied flexibly, for example:

a) If step 6 brings up something new, go back to relevant previous steps and

adjust (iterative development).

b) If information comes up at step 2 that would be useful in Step 8, capture it

and bring it into play at the appropriate time (catching information).

c) If a process question doesn’t elicit the correct response, supplement it with

additional questions to tease out the desired information (exploratory

facilitation).

Guidelines to facilitating working group sessions

The focus should be on tapping the expertise, knowledge and wisdom of the experts

in the various working groups. There are two different roles the facilitator has to play

in the process:

a) Capturing inputs from the experts.

b) Shaping the inputs to meet the QCTO criteria.

These two roles are very difficult to carry out at the same time. Facilitators should

aim to capture as much as possible during the sessions and then afterwards do the

7

shaping, sorting, shifting and structuring of the content. Simply to capture the content

without further editing means that unstructured brain storming inputs will be reflected

as content.

Pitfall Tips

Experts may sometimes volunteer information which is not appropriate to the question. They may bring up detailed information which is not required early on, but will be required later.

Capture whatever is given and process it later. If they question why the information is not being used at this stage of the process, indicate that it is useful information that will be included later.

Spending too much time ‘wordsmithing’ the statements.

Formulate working statements to help the process move forward and indicate that you will refine them later.

Experts may be very insistent on particular issues, e.g. safety and health issues and neglect others.

Often the participants simply need assurance that they are being heard, see first tip above.

During the facilitation process various tools can be used to capture inputs, including:

a) Word processors

b) Spreadsheets

c) Mind maps

d) Tree-and-leaf information managers

e) Flip chart paper

f) Cards and sticky paper

Options a, b, c and d allow for the use of a data projector to show the work in

progress enable the use technology to hide detail, to show only high level items so

as to give the working group an overview before drilling down into detail. This can be

done in the outline view of some word processing programmes, but requires some

practice. It is recommended to prepare a standard template for capturing the

information, building in both headings and process questions.

Pitfalls Tips

Scrolling up and down the document at rapid speed while trying to find an item – while this may not seem troublesome to you on a laptop screen, to the working group looking at a larger image it can be extremely disorientating and leave people feeling queasy.

Freeze the projector image while searching OR use the search function.

Capturing in this way allows one or two individuals to dominate the discussion.

Take the statements and test them with others.

OR

Allow interaction in small groups and then use that input.

The advantage of options e and f above is that the participants can actively engage

in the process by writing up material themselves in smaller working groups. While

8

the capturing will be slower, the content will probably require less rework since it

should already be shaped and structured to a greater extent.

Pitfalls Tips

Small group work may sometimes result in an over- emphasis of the construction rules and the precise formulation which inhibits more creative thinking.

Monitor the small groups and provide guidance to keep the focus.

Capturing in this way also allows one or two individuals to dominate the discussion.

Monitor the small groups and support the quieter voices.

Structuring and editing information

Simply to reflect the information on the electronic occupational qualification

development capturing tool without further structuring and editing means that you will

be using unstructured brain storming inputs as content. This structuring need not be

sequential, it could be concurrent and include:

a) Restating some of the inputs in plain language.

b) Allocating inputs to the correct level within the curriculum development

system.

Plain language should be used to define the contents of the various documents.

This does not imply a ‘dumbing down’ of language. It is the appropriate use of words

to describe what is required in easily understood terms. Frequent use of complex

turns of phrase results in sentences which are difficult to understand. This situation

was described by Sir Ernest Gower in “The Complete Plain Words”:

What appears to be a sloppy or meaningless use of words may well be a

completely correct use of words to describe sloppy or meaningless ideas.

Useful tips include avoiding using “dead-hand writing” (i.e. long sentences heavy

with nouns) and “marketing speak” (i.e. pretentious writing to exaggerate the level of

performance or aggrandise the role of the practitioner).

9

PROCESS 1: RECEIVE AND PROCESS APPLICATION

This process is managed by the QCTO staff.

The process of qualification development always starts with the submission of an

application form. Any person or organisation can apply for the development of an

occupational qualification. The rationale for this is to enable the QCTO to minimise

overlap, to initiate a process of engagement with the applicant to establish the extent

of the need and impact (rationale), and to identify all relevant stakeholders to be

involved in the process to ensure relevance and credibility of processes and

products.

The engagement process includes pre-scoping meeting/s with the applicant to:

a) Identify a potential DQP.

b) Justify the rationale / need (i.e. the specific or actual needs that the

qualification will meet in relation to a professional body or the sector for

which it is to be developed, and includes the

i) benefits it will have for society and the economy (e.g. the range of

typical learners and the areas in which they will be able to find

employment) and,

ii) where applicable, the learning pathway where the qualification will

reside, i.e. if it will be an entry into a specific occupation or a further

specialisation (an addition to a specific occupation) to allow for career

progression.

c) Determine and agree the scope of the qualification (i.e. exact occupation and

specialisation required to address the need) in order to ensure there is no

duplication of effort in the development.

i) the occupation is the exact occupational title as per the OFO for which the qualification will be developed or that the qualification will relate to;

ii) the specialisation is the occupational specialisation title for which the qualification will be developed - a specialisation title must always fit into the sentence “I am a xxxxx.” i.e. it does not reflect a field of study and cannot end with “..ing”. A qualification for an occupational specialisation may serve as entry into the actual occupation or enable further specialisation for those already in the actual occupation. The title need not be reflected on the OFO and more than one specialisation can be developed for the same occupation. Care should be taken not to develop occupational qualifications for company or sector specific jobs that are restricted to the use of specific equipment or a single step within a particular production cycle or work process. It is therefore important to obtain an understanding of the complexity of the occupation, the production cycle or work processes involved and the range of contexts of application prior to the development of the occupational qualification;

iii) if the applicant is a SETA or professional body / association and there are other SETAs and professional bodies/associations involved that

10

might contest the scope or proposed DQP, it might be necessary to invite those parties to a second meeting with the applicant to further clarify involvement, rationale and scope.

d) Obtain, in principle, agreement on the qualifications that must be considered

for replacement during the development of the qualification (this only relates

to qualifications under the auspices of the QCTO and thus also includes all

qualifications previously allocated to SETA ETQAs).

e) Identify possible AQP/s. Such bodies could include:

Moderating Bodies

Examining Bodies

Professional Bodies

Occupational Associations

Legislated Boards

Note 1: If none of these exists with a specific interest in the relevant

occupation, a SETA or industry body may also fulfil this role, but not a

provider except under very special circumstances.

Note 2: Willingness of at least one body (even if it is the potential DQP) to

take on this function is a requirement to continue with the process.

f) Obtain, in principle, agreement on the stakeholders with direct interest in the

occupation to be invited to the scoping meeting, including:

i) additional employer and employee associations or federations with

membership in that occupation;

ii) professional bodies or occupational associations for the occupation;

iii) industry bodies for that occupation, and

iv) education and training providers who would deliver one or more of the

components.

g) Obtain agreement on a date for the scoping meeting.

h) Obtain agreement on the funding and arrangement of the scoping meeting

11

PROCESS 2: OVERSEE SCOPING MEETING WITH CONSTITUENCY

AND APPOINT A DQP

This process is managed by the QCTO staff.

The purpose of the scoping meeting is to enable the QCTO to ensure that the need

(rationale) and scope (specific occupation and specialisation to address the need) is

supported and that there is sufficient stakeholder buy-in and commitment for the

development of the proposed qualification to justify the development thereof.

1) The minutes of the scoping meeting will provide the basis for the SLA and must

reflect:

a) Attendance as per constituency invited (stakeholder involvement).

b) Confirmation of the rationale.

c) Name of body approved for recommendation as DQP.

d) Scope of the qualification to be developed (actual occupation or

specialisation for which a qualification is to be developed).

e) Stakeholder organisations to be involved (stakeholders with a direct interest

in the occupation to be invited to the scoping meeting, including:

i) additional employer and employee associations or federations with

membership in that occupation;

ii) professional bodies or occupational associations for the occupation;

iii) industry bodies for that occupation, and

iv) education and training providers who would deliver one or more of the

components.

f) Qualifications that must be considered in the development process (this

only relates to qualifications under the auspices of the QCTO and thus also

includes all qualifications previously allocated to SETA ETQAs).

g) Possible bodies that can fulfil the role of AQP:

i) such bodies could include:

Moderating Bodies

Examining Bodies

Professional Bodies


Legislated Boards

Note 1: If none of these exists with a specific interest in the relevant

occupation, a SETA or industry body may also fulfil this role, but not a

provider except under very special circumstances.

Note 2: Willingness of at least one body (even if it is the potential DQP) to

take on this function is a requirement to continue with the process.

h) Agreed time frames and start date of the profiling meeting.

12

Note 1: Time frames must be realistic and provide for 15 working days for

the preparation of the SLA by the QCTO, the time required by the DQP for

signing of the SLA, and an additional 15 working days for the signing by the

QCTO.

i) Nominated working group members where possible. h)

2) After the scoping meeting the nominated DQP will receive a partly pre-

populated SLA (Annexure A - DQP SLA) for every occupation and a Schedule

1 (DQP project details and timeframes) for every occupation and/or

specialisation agreed to) from the QCTO.

3) The DQP must

a) Appoint a QDF and Learner QDF for every for every occupation and/or

specialisation agreed to.

b) Complete outstanding details and sign the SLA (Annexure A - DQP SLA) and

related Schedule 1s.

c) Submit the SLA with all supporting documents to the QCTO.

Note: The development of the occupational qualification may only commence after

the signing of the SLA and under the guidance of a QCTO registered Qualifications

Development Facilitator (QDF) and/or Learner Qualifications Development Facilitator

(Learner QDF).

PROCESS 3: DEVELOP OCCUPATIONAL PROFILE AND IDENTIFY

AQP

The actual development process is led by the QDF or Learner QDF. The DQP is

responsible for communicating with stakeholders, managing the process, and

providing administrative support to the QDF or Learner QDF.

This process consists of:

Process 3.1 Coordinate profiling working group meeting (DQP)

Process 3.2 Obtain brief and research information from DQP (QDF)

Process 3.3 Develop occupational profile (QDF)

Process 3.4 Identify AQP (DQP)

13

3.1 Process 3.1: Coordinate profiling working group meeting

(DQP)

1) This process is the responsibility of the DQP. The DQP must arrange a working

group meeting (at least two days – including the logistics) and ensure sufficient

administrative support to the QDF including:

a) Recordkeeping of attendance (pre-populated attendance register template attached as ANNEXURE A must be used);

b) Ensuring alternatives complete their relevant detail on attendance register; c) Monitoring attendance and participation of experts; and d) Communicating any difficulties to the DQP responsible officer to arrange

additional expert practitioners should all sectors not be covered (e.g. for electrician, a qualified electrician from each sector that previously trained electricians should be present to ensure that the new qualification makes provision for all sectors).

Note: It is not part of the functions of the QDF or learner QDF to provide

administrative support. The QDF (unless a permanent staff member of the DQP)

may not send out letters of invitation to stakeholders to participate in working group

meetings.

3.2 Process 3.2: Obtain brief and research information from DQP

(QDF)

1) Obtain the following from the DQP:

a) A copy of the minutes of the Scoping meeting and the relevant Schedule

1/s to familiarise yourself with the precise scope, i.e. exact occupation and

or specialisations for which qualifications must be developed and the

timeframes thereof prior to the signing of a contract.

b) Research on international comparability of best practice to be taken into

consideration during the development of the occupational qualification. The

following should have informed the research:

i) any qualifications elsewhere in the world or on other national or

regional qualifications frameworks aimed at this occupation?

ii) any occupational development processes elsewhere in the world (for

example training, apprenticeship or professional development

schedules or programmes) aimed at this occupation ?

iii) the nature of this training in terms of duration (including the ratio of

time spent at the workplace)?

iv) the content covered in the training?

c) Information on qualifications that should be taken into consideration for

possible replacement.

14

2) Study the above information and take into account during the development

process.

Note 1: The facilitation functions of the QDF or Learner QDF does not include

collection of information on qualifications and learning programmes elsewhere in the

world. This is part of the “legwork” prior to the development of the occupational

profile and the QDF or Learner QDF must have access to this to ensure that value is

added in the development process. It is however the responsibility of the QDF or

Learner QDF to provide feedback to the DQP on the international comparability of

the newly developed qualification (see process 6b).

Note 2: It is also not part of the function of the QDF to collect information on the

qualifications to be considered (unless a permanent staff member of the DQP). The

QDF or Learner QDF must however inform the DQP on extend to which these

qualifications are covered or not covered (see process 6b).

3.3 Process 3.3: Develop occupational profile (QDF)

The occupational profile is one of the results (Result B) of the curriculum

development process and comprises an occupational purpose and the occupational

tasks that are performed by practitioners of that occupation. Each task is also

broken down into a related product or service, one or more occupational

responsibility and one or more occupational contexts. The occupational profile forms

the unit of analysis for the development of the curriculum components as well as the

external summative assessment specifications.

The occupational profile also becomes the purpose of the occupational qualification.

The development of the occupational profile is an interactive process and includes

eleven steps:

Step B1 Define the provisional occupational purpose

Step B2 Identify the stages in the production cycle or business processes

Step B3 Identify the unique product or service for the occupation or

specialisation and check against OFO tasks

Step B4 Describe the occupational responsibilities for each product or

service

Step B5 Describe the contexts within which each product/service may be

delivered

Step B6 Identify part qualifications and points for external assessment

Step B7 Finalise occupational purpose and task statements

Step B8 Allocate an NQF level to each occupational task

Step B9 Identify proposed assessment model

Step B10 Collect additional information related to each occupational profile

Step B11 Provide feedback to DQP

The figure below provides a graphical illustration of the above mentioned process

steps.

15

Figure 3: Steps for developing the occupational profile

3.3.1 Step B1: Define the provisional occupational purpose

The occupational purpose must reflect the unique contribution that the specific

occupation makes to the labour market, taking into account the various contexts in

which it is practised.

The occupational purpose must be derived from the occupational descriptor on the

OFO. It is also important to consider the unit group descriptor on the OFO to ensure

that the purpose statement relates to the broader description. In the case of more

than one specialisation, each purpose statement must also relate to the occupational

descriptor on the OFO and the relation and difference between them must be clear.

Occupational purposes may not be differentiated from one another on the basis of a

specific “brand” or “type of equipment”.

The occupational purpose will also be reflected as the relevant occupational

qualification purpose.

The provisional occupational purpose must be derived from the occupational

descriptor on the OFO.

Develop the Occupational Profile

B1

Define the provisional

occupational purpose

Identify stages in the production

cycle / business

processes

Identify the unique products or services for

occupationandcheck against OFO

tasks

B3

Describe the occupational

responsibilities for each product or service

B4

Describe the contexts for each product or

service

B5

B2

Allocate an NQF level to each occupational

task

Collect additio-

nal information

regarding profile

Identify part qualifications and points of

external assessment

B8B10

Verify the

occupational

profile

Identify pro-posed assess-

ment model

B9

Finalise

occupational

purpose and

task statements

B6

Provide feedback to

DQP

B7

Conceptual Know-

ledge Focus Area

Conceptual Know-

ledge Focus Area

Practical Skill Activity

Practical Skill Activity

Work Experience

Work Experience

Work Experience

B11

16

The reason for defining a provisional occupational purpose is to, where applicable;

obtain a clearer picture of the various occupational specialisations in relation to the

actual occupation. As per Step B7 in the process of the development of the

occupational profile (see 3.2.7), the provisional occupational purpose is reviewed

and aligned with the details identified during the defining of the occupational tasks.

Process Question

With reference to the occupational descriptor on the OFO:

consider the relevant descriptor on the OFO and ask: “Is this what a person in this occupation is mainly responsible for?”

If a specialisation is being considered, ask: “How will this responsibility differ from the occupation or other specialisations?”

With reference to the occupation or specialisation for which a qualification is to be developed, ask:

What is the unique contribution that this occupation or specialisation makes to the labour market.

Process Check

Is there a clear distinction between the purposes of different specialisations?

Does the purpose reflect national needs, i.e. also include small and micro sector not just the needs of a dominant employer?

Pitfalls Tips

Using different brands or types of machines/ equipment as the differentiating element.

Not sufficient differentiation between related occupations and specialisations.

Focus the attention of practitioners on what sets this occupation or specialisation apart from others.

3.3.2 Step B2: Identify the stages in the production cycle or business

process

Identifying the various stages in the production cycle, business processes or value

chain of the occupation is the first step in the process.

Process Question

With reference to the provisional occupational purpose, ask:

“What are the various stages of the production cycle, the business processes or the value chain associated with the occupation?”

Textiles conversion processes

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The stages in the production cycle, business processes or value chain of the

occupation will be used to define the occupational tasks in step B7 and should not be

more than 8.

3.3.3 Step B3: Identify the unique products or services

3.3.3.1 Identify the unique products or services resulting from the occupation

The first step in formalising the occupational tasks is to identify the unique products

or services that are produced or delivered by practitioners.

The products or services direct the formulation of the occupational tasks and guide

the identification of the occupational responsibilities and occupational contexts as

well as the conceptual knowledge requirements of the occupation.

There should not be more than 8 products or services per occupation.

Process

Question With reference to each stage in the production cycle or business process, ask:

“What is the main output in each stage of the production cycle, the business processes or the value chain?”

“What can you show or what will be the end result for this stage?”

Alternatively, with reference to the occupation as a whole, ask:

“What are the unique products or services produced or delivered by practitioners of the occupation?”

(Generally speaking the difference between a product and a service can

be clarified with the following statement: “Products can be touched,

services make you smile or cry.”)

“Are there any environmental and/or natural resources unique products or services?”

Probe for products or services by asking participants:

“What would people ask you for or ask you to do?”

“What are you being paid for”

The output for each stage in the textiles conversion processes

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Construction Rules Examples

Do not start with a verb.

Reflect the product or service as something that has been achieved or delivered

A product can be stated as a noun or phrase and can have an adjective.

Occupational curricula available.

Operational risks mitigated during the bleaching and dyeing of flock, yarn or fabric.

Work experience or practical skill assessments recorded.

Compliant and functioning solar water heating system.

Advice provided on labour relations.

Note: The group may come up with a mixture of products, services and activities. Select and

confirm the actual products and services and keep a record of all the activities for

consideration later in this process.

Pitfalls Tips

Using generalised words which could apply to any occupation or job, e.g. raw materials.

Select the common words used, e.g. plastic pellets, animal skin.

3.3.3.2 Check products and services against the OFO tasks

At this point the facilitator must review the tasks indicated in the OFO (at unit group

level) and check to see if it contains any tasks requiring additional products/services

that should be added to the products or services identified.

Process

Question With reference to the OFO tasks at Unit Group level, ask:

“What additional tasks must be added to the list of initial occupational tasks for this occupation? “

“What additional products/services must be included?”

3.3.3.3 Identify the knowledge focus areas

The knowledge focus areas refer to the conceptual knowledge/theory and

information required to produce the product or service identified. This knowledge

identified here will be reflected in knowledge modules. However, all curriculum

components contain and are underpinned by knowledge. Additional specific

practical and contextual knowledge must be identified and included in the practical

skills and work experience modules. Knowledge to be covered in these components

as opposed to the knowledge component is dependent on the nature (specificity and

size) and where it would be offered.

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Process Question

With regards to the identified products / services, ask:

“What underlying concepts, principles and theories should the learner know/understand regarding this product/service in order to deliver it?”

“What are the knowledge requirements which guide the performance/practice of this occupational task?”

“Are there any environmental and/or natural resources information required?”


Compile a short statement of the specific required conceptual knowledge that can be taught in a general education institution.

The statements must be independently recognisable.

Link the statement to the relevant product or service for future reference.

If required qualifiers could be used to reflect the complexity of the knowledge required eg. basic, intermediate and advanced.

Occupational Curriculum development philosophies.

Principles of risk management for textile production processes.

Theories of outcomes based assessment.

Tools, equipment and components for solar installations

Pitfalls Tips

Listing individual knowledge items, i.e. pitching the level of detail too low.

Focus on larger chunks of information.

Use words such as theories, principles, strategies etc.

“Floating” between levels of detail i.e. listing too many items.

The information gathered here might become the “chapters of the textbook”. Therefore the level of detail should be kept in mind.

3.3.4 Step B4: Describe the occupational responsibilities for each

product or service and analyse

3.3.4.1 Describe the occupational responsibilities

During this step in the process the occupational responsibilities of practitioners in this

occupation towards the delivery of each identified product or service is identified.

More than one responsibility can be identified for each product or service. This will

specifically be required to allow for developmental responsibilities at different levels

of complexity. For each occupational responsibility a practical skills module will be

developed. The occupational responsibility will be reflected as the title of the

practical skills module (see Step C2).

Developmental responsibilities also refer to those responsibilities that are performed

during the occupational learning process or carried out by junior practitioners or

20

practitioners only performing certain aspects of an occupation (and therefore linked

to part qualifications).

The formulation of occupational responsibilities are guided by and finalised after the

identification of practical skill activities during the step below. An occupational

responsibility must result in a product or service or sub-product or sub-service and

represent a skill set.

Process Question

With regard to each identified product and service, ask:

“Are there any additional products or services that form a subset of or that built up to the main product or service that can be performed by a different person?”

“What must be done in terms of the product or service?”

“What is the highest level activity that best describe the overall responsibility?”

The facilitator must consider al the inputs and answer the question:

“What overarching skill best describes the responsibility towards the delivery of the product or service?”


Formulate a rolled up responsibility / skill set to become the heading of a practical skill module.

Start with a verb in its simplest form, i.e. without an “s”.

When more than one practical skill is required to execute the responsibility in a continuous process a number of verbs must be listed.

The verb or verbs must be followed by a noun/s to describe the product / service or sub-product or sub-service (at different or reduced levels of complexity and that can be performed by another individual).

Facilitate the development of an occupational curriculum.

Receive, weigh and sort flock, yarn or fabric for dying or bleaching.

Prepare an assessment to evaluate competence against a work experience or practical skill module.

Note: It is again possible that the group identify long lists of activities / practical skills. Keep a

record of these for consideration in the next step.

3.3.4.2: Identify the practical skill activities and specific practical/applied

knowledge

Note on differences between practical skill activities and work experiences

The curriculum differentiates between practical skill activities and work experiences.

There is however some overlap.

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Practical skills are developed in a controlled or simulated work environment in a

learning institution or actual workplace in preparation for the workplace. Work

experiences can only be offered in the real-time, real-life context for specific working

environments.

What differentiates the two (practical skills and work experience) is the nature and

purpose of the learning, the relationship of the ‘teacher/instructor’ to the learner and

the way in which the learning is assessed.

The following table summarises some of these differences:

Practical Skills Work Experience

1 Linked to individual learning tasks or activities.

Linked to more comprehensive occupational tasks.

2 Separate practical tasks in isolation resulting in a product or service.

Tasks / activities as part of an overall delivery of products or services.

3 Overseen and supported by an instructor or trainer.

Overseen by the supervisor or manager (perhaps with some support through coaching or mentoring).

4 Developing techniques. Developing occupational practice through applying techniques.

5 Linking specific theory and applied/practical knowledge to practical tasks.

Linking contextual and specialised knowledge to situated occupational practice.

6 The task or activity is conducted in terms of a learning plan.

The task or activity is conducted in terms of an instruction or an occurrence

7 Outputs are used for purposes of assessment.

Outputs contribute to the work of the organisation.

8 The learning is about the application of rules, standardised actions and responses.

The learning is about reading the occupational context and understanding situational cues and clues.

9 The learning is about building an understanding of the link between general theory and practical application in narrower contexts.

The learning is about building an understanding of the link between specialised theory and practice in broader contexts.

10 The learning is about mastering procedures.

The learning is about understanding the contextual environment and assessing, when, where and how to respond.

Practical skill activities

Each occupational responsibility must be broken down into practical skill activities for

each occupational task. If there are too many practical skills and at different levels of

complexity, it will be necessary to identify additional occupational responsibilities.

The practical skills relate to those critical aspects the person should be able to do

safely and accurately in order to execute the occupational responsibility.

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More than one practical skill activity should be identified in relation to each

occupational responsibility otherwise the identified occupational responsibility is in

fact not a responsibility but only a practical skill activity.

Process Questions With reference to each of the identified occupational responsibilities, ask:

“What steps must be taken in order to deliver the product or service or sub-product or sub-service?”

“What skills are required to deliver the product or service?”

“What must the person be able to do or learn to do?”

“Are there any environmental concerns (green skills) to be taken into account?”

The facilitator must also include practical skill activities identified during the previous

step.


List the practical skills that must be applied to execute each identified occupational responsibility.

Start with a verb in its simplest form, i.e. without an “s”.

Then add a description of the “what”

Facilitate working group meetings.

Classify and sort flock, yarn or fabric for dying or bleaching.

Develop an assessment test.

Read and interpret various mine plans.

Pitfalls Tips

Stating the practical skills as generic skills – “analytical skills”, “communication skills”, “interpersonal skills”.

Make sure that the actual practical skill that must be performed is described.

Avoid adverbs, eg “correctly” or adverbial phrases such as “according to procedures”

Practical / applied / functional knowledge

The practical/applied knowledge relates to the specific legal, production, process,

quality or health and safety information. These will generally be smaller chunks of

information or knowledge that will be offered as an integral part of the practical skills

modules and that will not form part of knowledge modules offered at institutions.

Process Questions With reference to each of the identified practical skill activities, ask:

“What must the learner know and understand to perform the defined practical skills?”

“What must the learner know to understand the implications and consequences associated with performing the practical skill?”

“What aspects relating to implications, consequences and techniques associated with performing the practical skill must the learner know and understand?”

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Participants must also be probed to determine whether there are any environmental and/or

natural resources applied knowledge of importance.


Compile a list by:

Developing a statement of the specific theory, legislation and health and safety knowledge etc. that is required for the practical skills.

The statements must be independently recognisable.

Skill: Facilitate working group meetings.

Techniques for probing to distinguish between practical tasks and work experiences.

Concepts specific to occupational curricula.

Skill: Classify and sort flock, yarn or fabric for dying or bleaching.

Difference in quality of flock yarn or fabric.

Pitfalls Tips

Including disciplinary knowledge.

Including organisation-specific (contextual) knowledge – is dealt with under work experience.

Avoid concepts, principles, theories or product- or equipment-specific knowledge

Focus on techniques, legal, safety, health and environmental requirements.

Consider also typical errors, faults and non -conformances.

3.3.5 Step B5: Describe the occupational contexts within which each

product or service may be delivered and analyse

3.3.5.1: Describe the occupational contexts

During this step the key processes, situations or physical settings that the learner

must experience or be exposed to within a working environment to develop

competence with regards to the identified product or service and/or the occupational

responsibility is identified. The occupational context will be reflected as the title of the

work experience module (see Step C1).

More than one occupational context can be identified for each product or service or

occupational responsibility. This will specifically be required to allow for exposure to

a variety of processes, situations and working contexts.

The formulation of the occupational context is guided by and finalised after the

identification of work experiences during the step below.

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Process Question

With regard to each identified product or service and occupational responsibility, ask:

“What are the occupational context/s within which the product or service or sub-product or sub-service must be delivered?”

“What are the key processes that the learner must be exposed to in the workplace?”

“What are the key physical settings (above ground, under ground, back office) or situations that the learner must be exposed to in the workplace?”

“Are there any environmental and/or natural resources contexts that the learner must be exposed to?”


State the process, situation or physical setting within a specific context.

Do not start with a verb.

Occupational curriculum development process.

Process of receiving, weighing and sorting flock, yarn or fabric.

Transportation processes for blasted ore.

Removal of obstructions in rock passes.

Pitfalls Tips

Providing too much detail Roll up the details (work experiences) into a single statement. Additional detail can be used in Step B5 (see 3.2.5.2)

3.3.5.2: Identify the work experiences and associated contextual

workplace knowledge

Work experiences

Each occupational context must be broken down into work experiences for each

occupational task.

The work experiences relate to those critical aspects that learners must be exposed

to or participate in to build their competence to contribute to the output of the work

context and only be offered in a real workplace where the learner can be exposed to

the pressures associated with that work.

More than one work experience should be identified in relation to each occupational

context.

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Process Question With reference to the defined occupational context, ask:

“What aspects should the learner experience or be exposed to?”

“What must the learner engage with or participate in during work processes or in the physical setting or situation?”

“What product or service must the learner produce or deliver?”


State what the person should experience in the workplace, starting with a verb in its simplest form, i.e. without an “s”.

Add a description of the relevant experience in plural.

Verify draft occupational curricula.

Sort a variety of flocks, yarns or fabrics prior to bleaching or dying operations.

Provide feedback to learners after practical skills assessments.

Pitfalls Tips

Defining activities in stead of work experiences

Defining performance standards, eg “according to company standards”

Only define the actual work exposure. The standards of performance will be indicated in the work experience module specifications.

Contextual workplace knowledge

The contextual workplace knowledge includes knowledge of specific strategies,

brands, products, protocols and procedures. This knowledge can only be acquired in

the workplace, or from suppliers or in-house trainers.

Process Questions

With regards to each work experience ask:

“What specific workplace or organisational knowledge can only be acquired in the workplace to deliver the company or industry specific product/service?”

“What are the standard operating procedures, codes of conduct, organisational or product/service specific strategies and brand specific knowledge that can only be acquired in the workplace, or from suppliers or in-house trainers?”

“What are the specific health, safety or environmental considerations?”


Compile a list by:

Developing a short statement of the specific knowledge and information required to meaningfully engage in the occupational context.

Do not include reference number of Acts (these might change)

Qualifications development process manual.

Manufacturer’s specifications for quality of flock, yarn or fabric.

Curriculum content and assessment requirements.

Site specific assessment procedure.

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3.3.6 Step B6: Identify part qualifications and points of external

assessment

During this step, the identified occupational responsibilities as well as occupational

contexts must be considered and combinations of these to be offered as part

qualifications or combinations to be evaluated as phase tests must be identified

where appropriate.

Part qualifications should allow a person to obtain a “job” focusing on a specific area

of the occupation.

Phase tests might be required due to seasonal or production cycles relating to the

specific occupation. In the case of qualifications spanning more than one year it

might be necessary to perform a phase test in the middle of the period of learning, or

in the case where demonstrated competency is necessary for the learner to precede

to the next level of learning.

Process Questions

With regards to the identified occupational responsibilities and occupational contexts, ask:

For part qualifications

“Does this occupation cover more than one “job”?

“What would be the best specialisation title to describe a person executing these responsibilities?”

“Would it be possible to construct a part qualification, or is it necessary to identify additional contexts or responsibilities?”

For phase tests

“Will this qualification span more than one year?”

“Are there any intermediate points in the learning process that should be assessed externally?”

“Are the occupational tasks in this qualification of a seasonal nature or affected by specific cycles of activity?”

“Would it be possible to construct a learning programme, or is it necessary to identify additional contexts or responsibilities?”

27


For part qualifications

Identify a title to best describe the part qualification using “occupational speak” i.e. I am a xxxx.

Formulate a purpose for each part qualification by starting with the title stated in plural.

Then add the occupational responsibility stated as a verb (without ending with an “-s” or “-es”).

Exhaust Fitters fit exhausts to motorised vehicles

Wheel Welders .....

For phase tests

State the phase and the period.

Phase 1: In July during the pruning season to test pruning skills.

Phase 1: After 2 months and completion of the knowledge component required for a blasting certificate.

3.3.7 Step B7: Finalise occupational purpose and task statements

3.3.7.1 Finalise task statements

During this step the occupational task statements are formulated through combining

the product or service and its related occupational responsibilities and overall

(highest level) occupational context. This will describe what the occupational

practitioner is responsible for delivering in a range of workplaces; it is a short

statement capturing the full task.

The task statements will be reflected as the key elements of the occupational profile

and will also be considered in the development of the qualification outcomes during

the development of the assessment specifications.

Occupational tasks are often internationally benchmarked and there are seldom

more than 8 occupational tasks per occupation.

An occupational task implicitly builds on the concept of being ‘tasked with’, i.e. being

‘responsible for’. Occupational tasks therefore describe what the incumbent in the

occupation is responsible for delivering in the workplace.

An occupational task is not a mechanical or rote completion of actions without:

a) developing a sufficient knowledge of the principles on which it is built;

b) building an understanding of what is being done, why it is being done and why

it is being done in that particular way; and

c) building an understanding of the larger context of the work or the purpose of

the work, its impact and the implications of poorly done work.

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The development of occupational tasks therefore requires the identification of the

elements listed below and explained in the steps B3 - B5:

a) the unique product or service to be delivered through the task;

b) the occupational responsibility and associated practical skills in relation to the

product or service;` and

c) the occupational context and associated workplace activities within which the

overall responsibility may be executed.

Note: there are no developmental tasks as any developmental aspects will be

addressed during discussions concerning the occupational responsibilities and work

contexts. There should not be more than 8 occupational tasks.

Process Question

With regards to each identified product or service and related responsibilities, ask:

“What is the overarching occupational responsibility that is representative of all the listed occupational responsibilities?”

“What verb or verbs accurately describe the overarching occupational responsibility?”

“With regard to the occupational contexts, what are the most defining elements that should be included in the task statement?”


Start with the highest level responsibility stated in “present continuous tense” (ing).

Then add the product/service.

Then add a defining element of the occupational context where applicable.

Developing occupational curricula in terms of the QCTO model.

Managing operational risks relating to the dying and bleaching of flock, yarn or fabric.

Conducting work experience or practical skill assessments in terms of an occupational curriculum.

Compiling strata control hazard ratings for mining working area.

Supervising and conducting gas testing in underground hard rock mines.

Pitfalls Tips

Generalising the task to such an extent that the uniqueness of the occupation is no longer evident or it relates more to a purpose.

Use words and expressions which are unique to that occupation, or qualify generic words with occupational specific modifiers (augment with indicative objects or activities with instances, eg ‘such as’ and ‘by’ or the purpose, e.g. ‘to’)

29

Using very generalised words to describe the occupational task.

If there is only one occupational task it is possible that you are confusing the purpose statement with the task statement.

Start the development process by making a list of:

the things that the practitioners work on or with

the typical activities that practitioners engage in

Focusing on too low a level of detail when identifying Occupational Tasks and/or focusing on activities being performed.

If you have more than 8 tasks associated with an occupation it could imply that you are micro-defining tasks, i.e. addressing skills or you are defining more than one occupation.

Exaggerating the work or scope of work – using language that is:

aggrandising (making out the work to be more important than it really is)

Focus on using plain language to describe:

the type of work – the specialised activities

the things the practitioners work with – the materials, tools, equipment, information, data

Spending too much time on “formulating” the Occupational Tasks

Formulate working statements to help the process move forward and indicate that you will refine them later

Some of the particular traps with regards to the use of plain language include:

Using only nouns without a verb

Changing parts of speech to a noun and using generalised words

Using highly generalised words

Methods of creating focus when defining occupational tasks are shown below:

Focus on the key product or service. Words such as apply, conduct, perform and ensure should be used very sparingly.

Not But

Apply knowledge of electrical, electronic, mechanical, hydraulic and pneumatic principles in commissioning and maintaining control systems.

Commissioning and maintaining control systems.

Performing job analyses and establishing job requirements by observing and interviewing employees and managers.

Analysing jobs and establishing job requirements`

Performing manual sorting duties and preparing documentation for dispatching mail.

Sorting mail manually.

Ensuring tiles are correctly aligned and spaced. Aligning and spacing tiles.

Select words that belong to the occupation – you should be able to visualise it without any additional cues.

30

3.3.7.2 Finalise occupational purpose

During this step the occupational purpose must be reviewed and aligned with the

details identified during the defining of the occupational tasks.

The final purpose statement/s must contain a description of the key responsibility

included in the occupation, followed by a summary of the key products or services

and the range of contexts of the occupation.

Process Question

With reference to the initial occupational purpose, and considering the entire occupational profile ask:

“Is this a true reflection of the unique contribution that this occupation makes to or in the labour market?”

“What is the key defining responsibility for a person in this occupation?”

“What are the key products or services provided by a person in this occupation?”

“What is the context of this occupation?”

“Is the purpose of each occupation or specialisation sufficiently different from the other related occupations?”

3.3.8 Step B8: Allocate an NQF level to each occupational task

Each Occupational Task must be linked to a particular NQF level using the LARF.

The LARF supports the NQF level descriptors and provides an interpretation of the

NQF level descriptors to the occupational context.

Start with the workplace focus column and determine which one is the most

appropriate for the specific task. Then verify it by comparing the role column with the

occupational responsibilities reflected in the occupational task.

Consider the time span of discretion in terms of planning to execute the task, e.g. is

planning done for a period of 1-3 months or 6months to a year.

Select the appropriate NQF level – There should be some degree of correlation

between the activities in the LARF and the responsibilities indicated in the task.

The following table provides a summary of the LARF, but ANNEXURE B should be

used when allocating NQF levels.

Levels Typical activities Role Workplace Focus Time span of

Discretion

10 Envisioning future scenarios Visionary leadership

Future shape of organisation, industry, profession

10-15 years

9 Set and implement strategies Leading and directing

The 'business landscape' or profession

5-10 years

8 Manage or design systems Resource management

Policy, resource allocation

3-5 years

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7 Manage or design processes Changed practices

New technology, systems 1-3 years

6 Develop and implement changes

Optimisation Improvements 6 mth -1yr

5 Maintain efficiencies Stability and consistency

Systems 3-6 mth

4 Setup processes and solve process problems

Process management

Process data 1-3 mth

3 Adjust, maintain and oversee Procedures Productivity 1wk

2 Monitor, support Operations Machinery 1day

1 Perform elementary tasks Tasks Machines, tools

3.3.9 Step B 9: Identify a proposed assessment model

Identify the most appropriate model to be used for the external assessment.

The four most common models are summarised below. There are however other

possibilities, including combining elements of more than one of these models.

The figure below provides a graphical illustration of the most common assessment models.

Figure 4: The four most common models for assessment

3.3.10 Step B10: Collect additional information related to the

occupational profile

For each occupational profile the following additional information must be collected:

Step B10.1 Identify alternative titles used in industry for the occupation.

If necessary any alternative titles used by industry for this occupation or specialisation can

be listed.

• Invigilators download examination papers

or computer-based tests. The papers are

marked off site or computer scored

• Suitable for qualifications with huge

knowledge base and large number of

learners

• Decentralised approved sites are required

• Registered assessors evaluate

performance of practical tasks in a

simulated work environment and probe

actions with questions


practical skills base and large number of

learners

• Decentralised accredited centres are

required

• Panel of assessors and additional expert

practitioners and/or SD providers evaluate

a report on a project or an assignment

and probe with questions

• Suitable for qualifications with equal

amount of practical skills and work

experience or knowledge and smaller

number of learners

• Decentralised approved sites are required

• Registered workplace assessors evaluate

on the job performance through

observation and/or questioning, using

specified assessment criteria

requirements


work experience component in

specialised environments and variable

number of learners

• Approved workplace sites are required

“Evaluation of practical tasks”“Written assessment”

“Evaluation of a project and/or assignment” “Evaluation of on the job performance ”

32

Step B10.2 Identify entry requirements.

Any educational entry requirements must be specified. This can either be a qualification or

specific subjects from one of the other sub frameworks of the NQF or an entry level

occupational qualification that the learner must have obtained prior to the start of a

programme for this curriculum. It does not include learning that can be obtained

simultaneously to qualify for the external assessment e.g. “N Courses” for trades or the

Foundational Learning Competence. This may also include physical or legal registration

requirements.

3.3.11 Step B11: Provide feedback to DQP

The QDF or Learner QDF must provide the DQP administrator with the following

documentation:

a) a captured occupational profile b) alternative titles used by industry for the occupation c) proposal on assessment model and points of external assessment and part

qualifications d) information on proposed entry requirements e) a motivation for a change of scope (additional or different specialisations) if

relevant f) a summary of problems experienced

PROCESS 4: MANAGE VERIFICATION OF OCCUPATIONAL

PROFILE AND RECOMMENDED AQP


Process 4.1 Identify AQP (DQP)

Process 4.2 Manage verification of occupational profile and recommend AQP

(DQP)

Process 4.3 Process comments received on occupational profile (QDF)

Process 4.4 Prepare progress report (DQP)

4.1 Process 4.1: Identify AQP (DQP)

This process is managed by the DQP. The DQP must communicate with and consult

on an appropriate body to fulfil the delegated functions of the AQP.

Such bodies could include:

Moderating Bodies

Examining Bodies

Professional Bodies


Legislated Boards

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Note 1: If none of these exists with a specific interest in the relevant occupation, a

SETA or industry body may also fulfil this role, but not a provider except under very

special circumstances.

Note 2: The QDF (unless a permanent staff member of the DQP) has no authority

to negotiate with potential AQPs and may therefore not perform this function. The

learner QDF may not communicate with potential AQPs, even if a permanent staff

member of the DQP.

4.2 Process 4.2: Manage verification of occupational profile and

recommend AQP (DQP)

The DQP is responsible for the management of this process, to collate the feedback

received and to arrange a working group meeting to consider comments.

Note: It is not part of the functions of the QDF or learner QDF to distribute the

occupational profile for comment or to collate information on feedback received. The

QDF (unless a permanent staff member of the DQP) may not communicate with

stakeholders. The learner QDF may not communicate with stakeholders, even if a

permanent staff member of the DQP.

4.3 Process 4.3: Process comments received on occupational

profile (QDF)

The QDF must facilitate a working group meeting (if required) to consider the inputs

received, make the agreed changes and prepare a report on how the comments

were dealt with.

4.4 Process 4.4: Prepare progress report (DQP)

The DQP is responsible for preparing this report to the QCTO as per the indicated

timeline in Schedule 1 – DQP Project Details and Timeframe.

Note: The development of this report is the responsibility of the DQP and is not part

of the normal functions of the QDF.

1) The QDF must however ensure that the DQP responsible officer is notified (by

the DQP administrator) of:

a) Any deviations in terms of scope (i.e. exact OFO title and

specialisations)

b) Non or poor participation of required working group members.

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Note If no suitable body, to perform the functions of the AQP, could be identified or

agreed on at this point, the DQP must assume responsibility for this function in order

for the process to continue.

PROCESS 5: APPOINT THE AQP

This process is managed by the QCTO staff based on the feedback and

recommendation from the DQP.

PROCESS 6: DEVELOP MODULE SPECIFICATIONS

The actual development process is led by the QDF or Learner QDF. The DQP is

responsible for communicating with stakeholders, managing the process, and

providing administrative support to the QDF or Learner QDF.


Process 6.1 Coordinate working group meetings (DQP)

Process 6.2 Develop module specifications (QDF)

Process 6.3 Provide additional information to the DQP (QDF)

6.1 Process 6.1: Coordinate working group meetings (DQP)

1) This process is the responsibility of the DQP. The DQP must arrange all working






Note: It is not part of the functions of the QDF or learner QDF to provide



meetings.

35

6.2 Process 6.2: Develop module specifications

The development of module specifications includes:

Step C1 Define the work experience module specifications

Step C2 Define the practical skill module specifications

Step C3 Define the knowledge module specifications


steps.

Figure 5: Steps for developing the module specifications

6.2.1 Step C1: Define the work experience module specifications

Work experience is defined as the exposure and interactions required to practice the

integration of knowledge, skills and attitudes required in the workplace. Work

experience includes the acquiring of contextual and more in-depth knowledge

relating to the specific working environment.

There is one work experience module specification for each occupational context

and it has the same title as the occupational context as identified during Step B5.

Occupational Curriculum

Practical Skill Module Specification


• Purpose of PS Module

• Practical Skill Activity Guidelines (Times x )

Scope (Context, Activities )

Applied Knowledge

Internal Assessment Criteria (incl SoP)

• Provider Accreditation Requirements

• Critical Activities to be Assessed Externally

• Exemptions

Knowledge Module Specification


• Purpose of the K Module

• Topics Guidelines (Tmes x)

Topic Elements

Internal Assessment Criteria

Topic Weight

• Provider Accreditation Criteria

• Critical Topics to be Assessed Externally

• Exemptions

Occupational Profile

Occu

pa

tio

nal P

urp

ose

Occu

pa

tio

na

l Task

Products or

Services

Occupational

Responsibility

Occupational

Context

Work Experience

&

Workplace

Knowledge

Practical Skill

&

Applied Knowledge

Knowledge

Learning

Components

Practical Skill

&

Applied Knowledge

Products or

Services

Occupational

Responsibility

Occupational

Context

Work Experience

&

Workplace

Knowledge

Practical Skill

&

Applied Knowledge

Knowledge

Practical Skill

&

Applied Knowledge

Occu

pa

tio

na

l Task

Work Experience Module

Specification

(Number, Title, Level, Notional Hours)

• Purpose of WE Module

• Scope of Work Experience (Times x)

Work Activities (incl Frequency)

Supporting Evidence (incl SoP)

• Contextual WP Knowledge

• Criteria for Approval of WP

• WP Assignments to be Assessed

Externally (If Required)

CB

Work Experience

&

Workplace

Knowledge

Knowledge

Occupational

Responsibility

Occupational

Context

Exte

rnal S

um

mative A

ssessm

ent

Specific

ations

Sta

tem

en

t o

f W

ork

Exp

eri

en

ce

Assessment

Specifications

D

C3

C2

C1

• Assessment Strategy

Assessment Model

Qualification Purpose (incl

outcomes)

Assessment Standards for

the Qualification / Part

Qualification (incl Phase

Tests)

Integrated Assess-

ment Focus Area

(incl weight )

Associated Assess

ment Criteria

• Assignments to be Assessed

Externally

• Critical Aspects of the Internal

Assessments to be Assessed

Externally

• Criteria for Registration of

Assessors

• Eligibility Requirements for the

External Assessment of the

Qualification / Part Qualification

(incl Phase Tests)

Tim

es x

36

The work experience module specifications comprise one or more work experiences

with associated work activities as well as the contextual or knowledge requirements

per work experience module.

The purpose of work experience module specifications is to describe the scope of

each work experience that the learner must be exposed to in the workplace to

provide him/her sufficient opportunity to become competent in the relevant

occupation. This means experiencing the range of contextual variables which

commonly occur in the occupational setting. Such contextual variables include the

range of information, people, tools and equipment with which the learner must

engage as well as the settings or circumstances in which the learner must function.

Work experience can therefore only be acquired in an actual working environment.

Work experience module specifications must be carefully constructed to ensure that

supervisors and managers in an approved workplace are quite clear as to the kinds

of experiences and activities the learner must be exposed to.

The development of the work experience module specifications includes seven

steps:

STEP C1.1 Define the scope of each work experience

STEP C1.2 Indicate possible supporting evidence of performance

STEP C1.3 Insert and refine the contextual workplace knowledge for the work

experience module

STEP C1.4 Determine the notional hours for the work experience module

STEP C1.5 Determine the NQF level for the work experience module

STEP C1.6 Define the purpose of the work experience module

STEP C1.7 Define the criteria for approval of workplaces

STEP C1.8 Specify additional workplace assignments to be assessed

externally

37


steps.

Figure 6: Steps for developing the work experience module specifications

6.2.1.1 Step C1.1: Define the scope of each work experience

Work experiences associated with each occupational context were identified during

Step B5. Any additional work experiences must now be identified. The scope for

each work experience must also be determined.

The scope of each of the work experiences are defined by identifying work activities

(the range of objects, situations and/or circumstances that the learner must be

exposed to).The frequency (number of times), time duration or range required for

each activity must also be reflected.

The work activities will also appear in the statement of work experience to be signed

off and confirmed by an employer (supervisor) after completion by the learner.

Develop Work Experience Module Specifications

Define the purpose of the module

Define the scope of each work experience

Occupational

Context

Work

Experience

Contextual

Workplace

Knowledge

B5

C1.1

Work activity (incl frequency,

duration and/or range)

Insert and refine the contextual workplace

knowledge for the moduleIndicate possible

supporting evidence of performance

C1.2

Determine the notional hours for the module

Define criteria for the approval of workplaces

Specify additional workplace assignments to

be assessed externally

Define the scope of each work experience

Work

Experience

Contextual

Workplace

Knowledge

Indicate possible

supporting evidence of performance

C1.2

C1.7

C1.6

C1.3

C1.8

Determine the NQF level for the module

C1.4

C1.5







C1.1

38

Process Question With reference to each work experience identified during Step B5, ask:

“Are there any additional work experiences required?”

“What activities must the learner perform to obtain the necessary experience?”

With reference to each work activity, ask:

“What objects or situations must the person be exposed to?”

“What circumstances should the person deal with?”

“What information, tools, equipment or systems should the person work with?”

“What is the frequency (number of times), time duration required?”


List all the related work activities and for each

Indicate what the person will be expected to do, starting with a verb (present tense in its simplest form, i.e. verb without an “s”).

State the frequency (number of times), time duration or range of the activity.

Chair two disciplinary enquiries

Report on production performance in three monthly production review meetings against set targets.

Report on accident statistics in at least three health and safety meetings.

Plan and execute a training needs analysis for three different purposes, including all logistical and administrative arrangements.

Balance cash on a daily basis in a teller work station for two full weeks and complete the cash register.

6.2.1.2 Step C1.2: Indicate possible supporting evidence of performance

There is no requirement from learners to put together a portfolio of evidence.

Supervisors and managers must use naturally occurring workplace evidence to

evaluate the competence of learners. During this step such naturally-occurring

sources of evidence must be specified.

Process Questions With reference to the specific work experiences and associated work activities, ask:

“What is the naturally occurring workplace evidence or source of evidence that will indicate that the learner has competently executed the full scope of work activities?”

“What in the evidence will indicate the standard of performance?”

39


Describe the relevant evidence.

Provide an appropriate quality indicator to reflect the standard of performance.

Minutes of employment equity committee meetings that reflect that the correct processes for appointments were accepted.

Production records reflecting that the throughput rate met the production targets.

Equipment performance records showing a reduction in the start up time and breakdown trend.

6.2.1.3 Step C1.3: Insert and refine the contextual workplace knowledge for

the work experience module

All the contextual knowledge areas identified during Step B5 for each individual work

experience must be listed, consolidated and where required expanded.

Process Questions With reference to all the work experiences and the contextual workplace knowledge identified during Step B5 ask:

“Is there any additional specific workplace or organisational knowledge that can only be acquired in the workplace to deliver the company or industry specific product/service?”

“Are there any additional standard operating procedures, codes of conduct, organisational or product/service specific strategies and brand specific knowledge that can only be acquired in the workplace, or from suppliers or in-house trainers?”

“Are any additional specific health, safety or environmental considerations to be considered?”

6.2.1.4 Step C1.4: Allocate notional hours to the work experience module

Determine the total amount of time (per hour) required for an average learner to

complete the work experiences and activities specified in the modules, and includes,

time required for completing the activities, assignments and research, and time

required to obtain the contextual knowledge.

It is acknowledged that for the completion of Work Experience Modules, more time

would be required in the workplace than time required for the learning specified in

the Work Experience Module itself (to allow for “down time” and other work activities

not related to the specific occupation in question, e.g. company specific

requirements, unrelated administration etc. that cannot be “credit bearing”). In other

words, the allocated notional hours cannot be seen as equivalent to total time

required to be spent in the workplace.

To determine the credits, the QDF therefore has to determine the period that the

learner will have to spend in the workplace to allow him/her to complete all the work

40

experiences specified in the module in terms of days. The total number of days then

has to be divided by 2 in order to allocate the credit value for the module. Two days

in the workplace will be considered 1 credit.

Process Questions Review each of the work experiences and ask:

“How many hours will it take an average learner to complete the full scope of work activities?”

6.2.1.5 Step C1.5: Determine the NQF level of the work experience module

Each Work Experience Module must be linked to a particular NQF level using the

LARF (Level, Activities, Roles, Focus) as the modules focus on actual work that

needs to be done. The level identified should be confirmed by referencing the SAQA

level descriptors.


NQF level descriptors to the occupational context.








ANNEXURE B should be used when allocating NQF levels (See also Step B8

paragraph 3.2.8).

6.2.1.6 Step C1.6: Define the purpose of the work experience module

The purpose statement is intended to give an overview of what the learner will be

expected to contribute in the workplace and the aspects of the work processes

required to achieve competence for the relevant module. It is a brief description of

the core focus of the learning and the critical aspects that must be covered by a

learner.

During this Step the sentence “The focus of the learning in this module is on

providing the learner an opportunity to:” must be completed followed by a period.

The second part of the purpose statement relates to what the learner will be required

to do and the electronic occupational qualification development capturing tool will

automatically populate this section by listing the different work experiences for the

relevant occupational context, i.e. the work experience module.

Process Question With reference to the module title (occupational context) and the list

41

of work experiences covered by the module, ask:

“What is the overall contribution that the person must be able to make in the workplace?”

“Which aspects or which conditions of the work process will contribute towards the development of the required competence?”

“For what period or how many times must the person be exposed to these aspects or conditions?”

42


Summarise the intended outcome of the module as a combination of work experiences, using a verb in its simplest form, i.e. without an “s”.

Then add the scope (relevant aspect or condition) of the performance or exposure.

Then add period of duration where appropriate.

Gain exposure in operating processing equipment as part of a production team, over a minimum period of three months.

Analyse and define training needs for a workplace learning intervention and reach agreement on the needs to be adressed using standard workplace documents and readily available information.

6.2.1.7 Step C1.7: Define the criteria for the approval of workplaces

Guidelines for the approval of workplaces to offer the work experience module are

defined.

The criteria are in relation to the human resource, physical and legal requirements

that must be met by the workplace in order to ensure that learners will gain exposure

to the required tools, equipment, systems, conditions and interfaces.

Process Questions Review the total work experience module specification and ask:

“In order to ensure that learners will have access to all work experiences and can participate in all work activities, what physical resources should the workplace have access to?”

“In order to properly supervise the execution of all the defined work activities, what human resource requirements must the workplace meet?”

“In order to execute the defined work activities in a safe and compliant manner, which legal requirements must the workplace meet?”

43


List the critical categories of physical requirements in terms of: Tools Equipment Systems

List the key processes:

List the human resources requirements in terms of: Qualifications, registration or experience

of supervisors Supervisor subordinate ratios Availability of coaches and mentors

List the legal requirements in terms of compliance with: Legislation (licensing) Industry charters BBBEE requirements

Physical Requirements: Access to the following tools and equipment: Full range of SCADA controlled processing

equipment. Forklifts and remote controlled overhead

cranes. Operating processes covering: Raw materials received and stockpiling

(Rail and road transport of material). Pre-processing plant for Raw Materials

(pelletizing and pre-heating).

Human Resources Requirements Supervisor/worker ratio of a maximum of

1:25. A qualified Metallurgist on site that is

involved in the production process.

Legal Requirements

Organisational compliance with the mining charter.

Accredited ISO quality control system used for production.

Compliance with all occupational health and safety requirements.

6.2.1.8 Step C1.8: Specify Additional Workplace Assignments to be Assessed

Externally

Only if deemed necessary should assignments that must be evaluated externally be

specified. Such assignments should specify what elements are to be covered by the

learner as well as the associated assessment criteria thereof.

Work experience is normally not assessed externally; however, in some instances

the completion of an assignment or projects may be required. This may include the

submission of evidence of the particular work activities, e.g. plan and outcomes of a

continuous improvement project.

All workplace assignments listed in the work experience module specifications

including the associated assessment criteria thereof will also be reflected in the

assessment specifications to be evaluated over and above the integrated

assessment focus areas.

44

Process Questions Review the total work experience module specification and ask:

“Are there any specific assignments that should be evaluated externally?”

“What are the elements to be evaluated and the criteria for evaluation thereof?”


List the assignments.

List the elements for each assignment.

List the criteria for evaluation for each element.

6.2.1.9 The Statement of work experience

The electronic occupational qualification development capturing tool generates a pro

forma statement of work experience that summarises all work experience modules.

The purpose of the statement of work experience is to prove that all requirements of

the work experience have been met. A signed copy thereof will be required to qualify

for the external summative assessment.

6.2.2 Step C2: Define the practical skill module specifications

Practical skill modules define the learning tasks which prepare a learner for

performing occupational responsibilities safely and accurately in order to execute the

occupational responsibility. Practical skills are more than just the following of rule

based actions and include practical / applied knowledge.

There is one practical skill module specification for each occupational responsibility

and it has the same title as the occupational responsibility as identified during Step

B4.

The practical skill module specifications comprise one or more practical skill with

associated activities as well as the applied knowledge.

The purpose of practical skills modules specifications is to describe the scope of

each practical skill to be covered in the training to prepare the learner to operate

safely and/or accurately in the actual working environment (so as not to cause

damage to people, equipment, systems and the business). Practical skills are

therefore mostly developed in a safe, simulated environment (such as a workshop) in

preparation for actual work.

Practical skills module specifications must be carefully constructed to ensure that

accredited skills development providers are quite clear as to what the learners must

practice.

45

The development of the practical skills module specifications includes nine steps:

STEP C2.1 Define the scope of each practical skill

STEP C2.2 Insert and refine the applied knowledge for each practical skill

STEP C2.3 Describe the internal assessment criteria for each practical skill

STEP C2.4 Define the purpose of the practical skills module

STEP C2.5 Determine the credits for the practical skills module

STEP C2.6 Determine the NQF level of the practical skill module

STEP C2.7 Define the provider accreditation requirements for the module

STEP C2.8 Identify the critical practical skill activities to be assessed

externally

STEP C2.9 Identify modules that the learner will be exempted from


steps.

Figure 7: Steps for developing the practical skill module specifications

Develop Practical Skill Module Specifications

Define the

purpose of the

module

Define the scope of

each practical skill

Occupational

Responsibility

Practical

Skill 1

Applied

Knowledge 1

B4

C2.1 C2.4

Insert and refine the

applied knowledge

Describe the

internal

assessment

criteria (incl.

SoP) for each

practical skill

C2.3

Determine the

credits

Define provider

accreditation

criteria

Identify

exemptions

Condition

Practical activity

Define the scope of

each practical skill

Practical

Skill 2

Applied

Knowledge 2

C2.1

Insert and refine the

applied knowledge

Describe the

assessment

criteria (incl

SoP) for each

practical skill

activity

C2.3

Condition

Practical activity

Practical activity

Practical activity

Practical activity

Practical activity

C2.2

C2.2

Identify critical

practical skill

activities to be

assessed

externally

Determine the

NQF level

C2.9

C2.8

C2.7

C2.6

C2.5

46

6.2.2.1 Step C2.1: Define the Scope for Each Practical Skill

For each of the practical skills identified during Step B4 the condition and associated activities must

be identified.

All practical skills identified during Step B4 for must be captured under the relevant practical skill

module (the occupational responsibility). Additional practical skills may also be identified if gaps are

identified. The scope of each practical skill must be defined. The scope comprises the condition

under which it must be performed as well as associated activities to be performed.

Process Question With reference to each of the practical skills identified during Step B4, ask:

“Are there any additional practical skills that must be addressed?”

“What are the conditions under which the practical skill must be performed?” or

“What are the inputs required to perform the practical skill?” or

“What must the learner have at his/her disposal to perform the practical skill?”

And

“What are the practical activities to be performed to reach competence in the practical skill?”

6.2.2.2 Step C2.2: Insert and refine the applied knowledge for each practical

skill

The applied knowledge areas to be learned as part of the practical skills and identified during Step

B4 must be considered and expanded.

Process Question With reference to the specific practical skill and the applied knowledge identified during Step B4, ask:

“Are there any additional things that the learner must know and understand to perform the practical skill?”

“Is there any additional legal, production, process, quality, health and safety knowledge is required to perform the practical skills?”

“What aspects relating to implications, consequences and techniques associated with performing the practical skill must the learner know to understand?”

47


Start with: “Given” followed by a statement of the conditions, inputs or what the learner has at his/her disposal.

End the sentence with “... the learner must be able to:”

Add a list of practical skill activities.

Each practical skill activity listed must start with a verb in its simplest form, i.e. without an “s”

Given a range of food processing equipment required for the full range of food production processes, check lists, procedures and setting cards the learner must be able to:

Complete all start up and running checks.

Follow start-up procedure.

Adjust settings of a range of material and product specifications.

Change settings to correct deviations in instrument readings for the full range of operating variations.

6.2.2.3 Step C2.3: Describe the internal assessment criteria for each practical

skill

The criteria that must be met during internal summative assessment of each

practical skill (including the associated applied knowledge) must be specified.

Assessment criteria relate to the standard of performance that must be observed or

determined. The focus of the assessment criteria should fall on one or more of the

following aspects of each practical skill activity:

quality of the products or services that have been generated during the practical skill activity

quality or output rates that must be achieved

quality of the performance (process) during the practical skill activity – these can reflect consistency, confidence, attitudes, values and good practice

understanding of applied knowledge related to the practical skill

Process Question With reference to each practical skill, ask:

“What is the critical evidence or standard that has to be assessed in the performance of this practical skill?”

“What process and specific issues must be observed and evaluated?”

“What are the products that must be evaluated and what are the key criteria for an acceptable product?”

“What is the critical applied knowledge that must be assessed and what is the evidence required to demonstrate an appropriate level of understanding?”

48


Start with the piece of evidence or performance (process) being evaluated: “All common faults ...” or “The advice....” or “The legal principles...”; “The emotions or disruptions…”

Then add the standard of performance to be achieved or criteria for the evaluation

All common process faults are immediately and accurately recognised and appropriate adjustments are made to the process to correct them

The legal principles relating to fair labour practice that apply to the given scenario and the evidence are correctly identified and their relevance accurately explained.

The emotions and disruptions in the simulated meeting are dealt with by the appropriate application of interpersonal skills.

The labour plan for the given scenario is the accurate, relevant and feasible.

6.2.2.4 Step C2.4: Define the purpose of the practical skill module

The purpose statement is intended to give a quick overview of what the learner will

be expected to cover during the training to achieve competence with regards to the

relevant module. It is a brief description of the core focus of the learning and the

critical aspects that must be covered by a learner during completion of this module.

During this step the sentence “The focus of the learning in this module is on

providing the learner an opportunity to:” must be completed. The second part of the

purpose statement relates to what the learner will be required to do during

completion of this module. The electronic occupational qualification development

capturing tool will automatically populate this section by listing the different practical

skills.

Process Question With reference to the module title (occupational responsibility) and the list of practical skills covered by the module, ask:

“What is the overall focus of the learning in this module?”

“What are the critical aspects of this module?”

49


Complete the sentence. “The focus of the learning in this module is on providing the learner an opportunity to:” by

Starting with a verb in its simplest form, i.e. without an “s” to summarise the intended outcome of the module, (use critical cross field outcomes to identify the category of practical skill).

Then specify the reason by adding to (to do or achieve what).

Then if required include context at high level.

develop operational skills to operate material handling equipment to receive, store, out load and dispatch agricultural products.

develop interpersonal and compliance skills to accept deposits and capture the transactions.

practice the use of technical and interpersonal skills to supervise the achievement of zero harm in a mining environment.

6.2.2.5 Step C2.5: Determine the credits for the practical skills module

Determine the credits, i.e the total amount of time it would take an average learner to

complete the learning experience defined in the practical skills module and includes,

time spent in the structured learning environment, time required for completing

assignments and research, and time spent preparing for and participating in

assessment processes, both internal and external.

The total hours of all the practical skills in the module are divided by 10 to determine

the credit value of the module.

Process Question With reference to each of the practical skills, ask:

“How many notional hours will it take for learners to master this skill?”


Add all the hours and divide by ten to get the credits

6.2.2.6 Step C2.6: Determine the NQF level of the Practical Skills Module

Each Practical Skill Module must be linked to a particular NQF level using the SAQA

level descriptors and confirmed with the use of the LARF (Level, Activities, Roles,

Focus).


NQF level descriptors to the occupational responsibility.






50



ANNEXURE B should be used when allocating NQF levels (See also Step B8

paragraph 3.2.8).

6.2.2.7 Step C2.7: Define the Provider Accreditation Requirements for the

Module

The criteria that a provider must meet in order to offer the practical skills modules are

specified.

The criteria are in relation to physical resources, human resources and legal

requirements that must be met.

Process Question With reference to all the practical skills in the module, ask:

“In order to offer this practical skills module, what physical resources must the provider have?”

“In order to offer this practical skills module, what human resources must the provider have in place?”

“In order to offer this practical skills module, which legal requirements must the provider comply with?”


State the physical requirements for tools, equipment and process related to the controlled environment.

List the Human Resources requirements in terms of: Number and ratio of staff Qualifications of learning facilitators

and years and type of experience Professional registration

List the Legal requirements in terms of compliance with: Legislation Industry charters BBBEE requirements

Physical Requirements Demonstrate access to the controlled and

/or simulated environments as specified in the practical skills

Human Resources Requirements Facilitator/learner ratio of 1:10

(Maximum) FICA and FAIS accredited Facilitators have at least five years

experience in the Micro Finance industry

Legal Requirements

Compliance with OHS requirements

6.2.2.8 Step C2.8: Identify critical practical skill activities of the module to be

assessed externally

The practical skill activities that are of critical importance in the occupation and in

which competence must be re-confirmed must be identified.

Consolidate all the assessment criteria defined during Step C2.3 (see section

6.2.2.3) into a single list.

51

Process Question With reference to assessment criteria identified during Step C2.3, ask:

“Which of these assessment criteria are of such importance that they must be re-evaluated during the external summative assessment?”

6.2.2.9 Step C2.9: Identify modules that the learner will be exempted from

Any modules (e.g. unit standards, NCV or N subjects) covered by other national

qualifications on the NQF that could be considered equivalent or broader than the

practical skills module that would exempt the learner from completing this module

must be specified.

6.2.3 Step C3: Define the knowledge module specifications

Knowledge module specifications reflects discipline or conceptual knowledge

(including theory, e.g. occupational or trade theory) which an individual has to have

in order to produce the products/services identified in the occupational profile and to

perform the occupational tasks proficiently. This knowledge is frequently common to

a group of related occupations in the same unit group.

The level of knowledge to be covered will be built on the knowledge base held by

those entering from lower level occupations and pre-requisite qualifications from

other sub frameworks. Due consideration must be taken of the content of

Foundational Learning as it is a requirement for all occupational qualifications at

levels 3-4.

The knowledge module specifications comprise one or more topics with associated

topic elements.

The purpose of knowledge module specifications is to describe the scope of each

module in terms of the topics to be covered. The knowledge module specifications

are developed by educationalists providing similar content at institutions and will

form the primary base for learners for articulation with the other sub frameworks of

the NQF and must be compared and evaluated against existing educational offerings

where these exist.

Knowledge modules are mostly offered in an institutional setting as preparation for

occupational learning.

The development of the knowledge module specifications includes nine steps:

STEP C3.1 Cluster knowledge focus areas into groups

STEP C3.2 Define the scope of the knowledge module

STEP C3.3 Define the assessment criteria and weight or each topic

STEP C3.4 Define the purpose of the knowledge module

STEP C3.5 Determine the credits for the knowledge module

STEP C3.6 Determine the NQF level for the knowledge module

52

STEP C3.7 Define provider accreditation requirements

STEP C3.8 Identify critical topics to be assessed externally

STEP C3.9 Identify exemptions from educational programmes


steps.

Figure 8: Steps for developing the knowledge module specifications

6.2.3.1 Step C3.1: Cluster knowledge focus areas into groups

The disciple or conceptual knowledge and theory (e.g. occupational or trade theory) requirements

(knowledge focus areas) identified during Step B3 must be as far as possible grouped into teachable

units of knowledge. These become knowledge modules.

All the knowledge focus areas identified during Step B3 must be listed and grouped. Identify the

theme for each group and give it a suitable name. The themes must be similar to typical chapters or

sections in handbooks.

Process Question With reference to the knowledge focus areas identified during Step B3, ask:

“Which of the knowledge focus areas can be grouped together under a single heading?”

“Are there any additional knowledge focus areas that are required to fill

Develop Knowledge Module Specifications

Define the purpose of the

module

Knowledge focus area


B3

C3.4







Product or

Service

Product or

Service

Subject

Subject

Subject

Subject

Cluster knowledge focus areas into groups

Define scope of the module

Define assessment criteria and weight for each topic

C3.2

C3.3

Determine the credits for the

module

C3.5

Determine the NQF level for the module

C3.6

Identify exemptions from

educational programmes

Identify critical topics to be assessed externally

C3.8C3.9

Topic

Topic element

Topic element

Topic

Topic element

Topic element

Define assessment criteria and weight for each topic

Define provider accreditation requirements

C3.7

C3.1

53

gaps in the theme, e.g. foundational concepts or more advanced knowledge ?“

The figure below provides a graphical illustration of the above mentioned process.

Figure 9: Grouping knowledge focus areas

6.2.3.2 Step C3.2: Define the scope of the knowledge module

The scope of a knowledge module includes a range of topics and associated topic

elements. The knowledge focus areas allocated to the module must be unpacked

into topics and topic elements and duplications must be deleted. Some knowledge

focus areas may be small, discrete pieces of knowledge which can be grouped into

one of the related topics as topic elements. Topics must be similar to headings within

a chapter or section of handbooks and can be further defined by a qualifier in terms

of relevant products or services.

Each topic must be further unpacked by identifying required learning elements (topic

elements). Topic elements must be described in terms of concepts, principles and

relationships. Where additional information is required, i.e. a range statement, this

54

should be reflected by adding the word “including” after the topic element and then a

list of items.

Additional topics may also be added if gaps are identified.

Process Question With reference to each of the knowledge focus areas, ask:

“Which of these focus areas can be combined into a topic?”

“Is there any additional knowledge that is required?”

With reference to each of the identified topics, ask:

“What learning elements must be covered in this topic?”

“What should the learner be expected to do/know in relation to each of the topics?”

“Is there a specific range of items required for this topic element?”


Topics must be reflected as statements similar to headings in handbooks and can be further defined by a qualifier in terms of relevant products or services.

Topic elements must be reflected as outcomes.

Range statements must be reflected by adding the word “including“ after the topic element and then a list of items.

Module: Employment principles

Topic: Concepts and principles of employment contracts

Topic Elements: Labour law determinations relating to

employment contracts.

ILO conventions on contracts of employment.

The concept of fair labour practice.

Topic Element with Range Statement

Selection and presentation of data, including tables and graphs.

Circle sector calculations, including area, angle, radius and arc length.

6.2.3.3 Step C3.3: Define the assessment criteria and weight for each topic

The criteria that must be met during internal summative assessments of each topic

must be specified. A weight, as a percentage, must be allocated to indicate the

relative importance of each topic in the assessment of the knowledge module

overall.

Assessment criteria must be constructed as outcomes statements to facilitate the

internal assessment.

Check the assessment criteria against the NQF level descriptors to determine the

level. At this point it might also be necessary to move some of the topics and

associated assessment criteria to a knowledge module at a more appropriate NQF

55

level to facilitate scaffolded learning. This will be particularly important in multi-year

qualifications.

Process Question With reference to each topic and related topic elements, ask:

“What specific knowledge must be tested to demonstrate that the learner understands the topic as a whole?”

“How can this be tested and at what NQF level is this understanding”

With reference to all topics and topic elements, ask:

“Is there a requirement to split the knowledge module into different levels?”

“What is the overall weight that this topic has in relation to other topics of the module?”


Start with a verb in its simplest form, i.e. without an “s”

Add the actual elements to be assessed if appropriate.

Then add a weight as a percentage that the assessment of this topic forms in relation to the assessment of the knowledge module as a whole.

Describe labour law determinations relating to employment contracts.

Analyse the impact of ILO conventions on contracts of employment.

Discuss the concept of fair labour practice.

Perform a variety of circle sector calculations.

Topic: Concepts and principles of employment contracts (15%)

6.2.3.4 Step C3.4: Define the purpose of the knowledge module

The purpose statement is intended to give a quick overview of what the learner will

be expected to learn to develop a broader understanding of underlying theories and

concepts related to the different products or services to be delivered through the

occupational tasks. It is a brief description of the core focus of the learning and the

critical topics and elements thereof that will be covered by a learner during

completion of this knowledge module.

The critical cross-field outcomes and knowledge module descriptor must be

considered in defining the purpose.

During this step the sentence “The main focus of the learning in this knowledge

module is to build understanding of:” must be completed. The second part of the

purpose statement relates to what the learner will be required to learn during

56

completion of this knowledge module under the heading ”The learning will enable

learners to demonstrating an understanding of:”. The electronic occupational

qualification development capturing tool will automatically populate this section by

listing the different topics after their definition during Step C3.2 (see section 6.2.3.2).

Process Question With reference to all the topics identified, the knowledge module descriptor and the CCFO’s, ask:

“What is the main focus of this knowledge module?”

“Which critical aspects must be included in the knowledge module?”


Summarise the intended outcome of the knowledge module as a statement.

The application of labour relations legislation and leading practices within a South African industrial work environment.

6.2.3.5 Step C3.5: Determine the credits for the knowledge module

Determine the total amount of time it would take an average learner to complete the

learning experience defined in the knowledge modules, and includes, time spent in

the structured learning environment, time required for completing assignments and

research, and time spent preparing for and participating in assessment processes,

both internal and external. The total hours of all the topics in the knowledge module

are divided by 10 to determine the credit value of the knowledge module.

Process Question With reference to all the topics identified, the knowledge module descriptor and the CCFO’s, ask:

“How long will it take to teach and learn this element?”

6.2.3.6 Step C3.6: Determine the NQF level for the knowledge module

Each knowledge module must be linked to a particular NQF level using the SAQA

level descriptors.

6.2.3.7 Step C3.7: Define provider accreditation requirements

The criteria that a provider must meet in order to offer the knowledge module are

specified.

The criteria are in relation to physical resources, human resources and legal

requirements that must be met.

Process Question With reference to all the topics in the knowledge module ask:

“In order to offer this knowledge module, what physical resources must the provider have?”

“In order to offer this knowledge module, what human resources must

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the provider have in place?”

“In order to offer this knowledge module, which legal requirements must the provider comply with?”


List the Physical requirements in terms of access to: Facilities Equipment

List the Human Resources requirements in terms of: Number and ratio of lecturers Qualifications of lecturers Professional registration

List the Legal requirements in terms of compliance with: Legislation Industry charters

Physical Requirements Free access to the following equipment and/ or facilities:

Library Computer equipment Internet

Human Resources Requirements Lecturer/learner ratio of 1:30 (Max) Lectureres must be a qualified Artisan Recognition by the SA board of

Personnel Practice Legal Requirements

Compliance with OHS requirements

6.2.3.8 Step C3.8: Identify critical topic elements to be assessed externally

The topics and/or topic elements that are of critical importance in the occupation and

in which knowledge must be re-confirmed must be identified.

Consolidate all assessment criteria defined during Step C3.3 (see section 6.2.3.3)

that must be assessed externally into a consolidated list.

Process Question With reference to assessment criteria identified during Step C3.3, ask:

“Which of these assessment criteria are of such importance that they must be confirmed during the external summative assessment?”

6.2.3.9 Step C3.9: Identify exemptions from educational programmes

Any modules covered by other qualifications that could be considered equivalent to

or broader than the topics that would exempt the learner from completing this

knowledge module must be specified.

6.3 Process 6.3: Provide additional information to the DQP (QDF)

1) Prepare a detailed comparison (including graphs where applicable) on:

a) How the qualification compares with or relates to similar qualifications

offered internationally or on other national and regional qualification

frameworks in terms of content and duration.

b) How the qualification compares with or relates to any occupational

development processes elsewhere in the world (for example training,

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apprenticeship or professional development schedules or programmes)

aimed at this occupation in terms of content and duration.

c) The process followed.

2) Prepare information on the extent that the qualification covers or do not cover

the qualifications identified for consideration.

3) Prepare information on the articulation of the qualification within and across the

sub-frameworks, both horizontally and vertically.

4) Prepare an explanation or motivation on the assignment of the relevant NQF

level to the qualification.

Note: Previous SAQA policies determined that at least 72 credits (60%) of a

120 credit qualification should be at or above the level of the qualification.

Occupational qualifications will adhere to this rule and the total of 72 credits at

or above the level of the qualification will not increase if the allocated credit

value of the qualification is more than 120.

PROCESS 7: DEVELOP EXTERNAL ASSESSMENT

SPECIFICATIONS

All occupational qualifications will be assessed externally through a nationally

standardised integrated summative assessment.

The external assessment specifications provide guidelines on what will be assessed

and how it will be assessed as well as the criteria to be used. The AQP will use the

external assessment specifications to develop nationally standardised tools to

ensure the validity, consistency, quality and credibility of the actual external

summative assessment.

The development process of the external assessment specifications is led by the

QDF or Learner QDF. The AQP is responsible for the content and sign off of the

external assessment specifications document, but the DQP manages the

communication with stakeholders, coordinates the working groups and provides

administrative support to the QDF or Learner QDF on behalf of the AQP.

59


Process 7.1 Coordinate assessment specifications working group meetings

(DQP)

Process 7.2 Develop external assessment specifications (QDF with AQP)

7.1 Process 7.1: Coordinate assessment specifications working

group meeting (DQP)

1) This process is the responsibility of the DQP. The DQP must arrange a working






Note 1: It is not part of the functions of the QDF or learner QDF to provide



meetings.

Note 2: The AQP or proposed AQP must take ownership of this process and

participation is a requirement.

7.2 Process 7.2: Develop external assessment specifications

(QDF and AQP)

The development of the external assessment document includes eight steps:

STEP D1 Define the qualification purpose

STEP D2 Reflect the eligibility requirements for the external assessment

(including exemptions)

STEP D3 Define points of external assessment and part qualifications

STEP D4 Develop assessment standards

STEP D5 Link the relevant integrated assessment focus areas to points of

external assessment and part qualifications

STEP D6 Describe the external assessment model

STEP D7 Develop criteria for assignments to be evaluated externally

STEP D8 Determine the criteria for registration of assessors

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steps.

Figure 10: Steps for developing the assessment specifications

7.2.1 Step D1: Define the qualification purpose

In order to be declared competent to practice an occupation the incumbent must

meet the occupational purpose and perform all occupational tasks as listed in the

occupational profile. The qualification purpose is a combination of the occupational

purpose and the occupational tasks in an outcomes format.

The electronic occupational qualification development capturing tool will

automatically populate this section and the information related to the occupational

tasks must only be edited.


Change the occupational tasks stated in “present continuous tense” (ing) into a verb in its simplest form, i.e. without an “s”.

Develop occupational curricula.

Manage operational risks relating to the dying and bleaching of flock, yarn or fabric.

Conduct work experience or practical skill assessments.

Develop the External Assessment Specifications

Identify integrated assessment focus areas

Develop assessment standards

D4.1

Determine the weight

D4.3

D7

Define points of external

assessment and part qualifications

D4

D6

Determine criteria for the registration of

assessors

D8

Define the qualification

purpose

D1 D3

Identify assessment criteria

D4.2

D5

Reflect the eligibility

requirements to qualify for the

external assessment

D2

Develop criteria for assignments to be

evaluated externally

Describe the external

assessment model

Link the relevant integrated

assessment focus areas to part

qualifications and points of external

assessments

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7.2.2 Step D2: Reflect the eligibility requirements to qualify for the

external assessment

Eligibility requirements refer to the requirements that must be met by a learner to

qualify for external assessment. This always includes a statement of results for all

the curriculum components relating to the qualification and includes RPL

assessments. Proof of completion of learning components and a work experience

record must be submitted to the AQP to apply for external assessment.

The occupational qualification capturing tool will automatically populate this section..

7.2.3 Step D3: Define points of external assessment and part

qualifications and link the relevant integrated assessment focus areas

In some instances it may be necessary to conduct more than one external

assessment due to seasonal or production cycles relating to the specific occupation.

In the case of qualifications spanning more than one year it might be necessary to

perform a phase test in the middle of the period of learning, or in the case where

demonstrated competency is necessary for the learner to proceed to the next level of

learning.

Points of external assessment and part qualifications were identified during Step B6

and verified by stakeholders during Process 4 (Verification of occupational profile

and AQP) and must be listed here. The detail of curriculum components that must be

completed to qualify for the external assessment of these phase tests and part

qualifications must also be reflected here.

The eligibility requirements as per Step D2 can be copied and those modules not

required may be deleted.

7.2.4 Step D4: Develop assessment standards

The qualification assessment standards must specify what needs to be assessed in

an integrated way in order to determine whether or not the learner would be able to

achieve the qualification outcomes. Assessment standards comprise integrated

assessment focus areas, the weighting thereof and the assessment criteria

associated therewith.

This step can be sub-divided into three steps, i.e.:

Step D4.1 Identify integrated assessment focus areas to be assessed

externally

Step D4.2 Determine the weight for each assessment focus area

Step D4.3 Determine the assessment criteria for each assessment focus

area

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7.2.4.1 Step D4.1: Identify integrated assessment focus areas to be

assessed externally

The qualification purpose (occupational purpose and occupational tasks) as well as

the elements of the occupational tasks, i.e. products / services, occupational

responsibility and occupational context, developed in Step B3 – B5 are used as the

basis for identifying the integrated assessment focus areas that must be assessed to

determine occupational competence. Due consideration must also be given to the

part qualifications and points of external assessment (identified during step B6) as

these also require an external assessment.

There is not necessarily a one on one relationship between the occupational tasks

and the integrated assessment focus areas. Different elements identified from more

than one occupational task can be combined for an assessment focus area. More

than one assessment focus area may be necessary per task to allow for the

assessment of part qualifications or phase tests.

The integrated assessment focus areas in the assessment specifications document

will be reflected as the exit level outcomes in the qualifications document.

Process Question With reference to the qualification purpose part qualifications and phase tests, ask:

“What are the critical aspects of the qualification purpose that must be externally assessed?”

“Are the elements of critical importance to be re-assessed during the external assessment , as identified during Process 6 , Step C2.8 covered”

”What are the critical aspects of the phase tests that must be externally assessed?”

”What are the critical aspects of the part qualifications that must be externally assessed?”

“What would be the core focus of this assessment?”

“Are there any related critical aspects that can be clustered together for the purposes of integrated assessment for the qualification, part qualifications and phase tests?”

63


Prepare a list of all the critical aspects in relation to the qualification purpose, part qualifications and phase tests that must be assessed externally

If possible cluster related critical aspects of the different tasks together as integrated assessment focus areas.

Start the sentence with “The ability to” followed by a verb in the singular form, in its simplest form (without an “s”), followed by a description of the elements to be assessed.

The ability to assess credit risks and to calculate credit limits when evaluating loan applications

The ability to manage operational risks relating to the dyeing and bleaching of flock, yarn or fabric

The ability to develop occupational learning programmes

7.2.4.2 Step D4.2: Determine the weight for each integrated assessment

focus area

The weight specifies the total weight that each identified integrated assessment

focus area must bear in terms of the total external assessment.

Process Question With reference to each assessment focus area, ask:

“What is the weight that this aspect must bear in terms of the total external assessment?”


Reflect the weight as a percentage of the total assessment of all integrated assessment focus areas.

The total of all percentages must add up to 100%.

10%.

30%.

20%

10%

40%

7.2.4.3 Step D4.3: Identify assessment criteria for each integrated

assessment focus area

The assessment criteria specify what the learner must know and do to demonstrate

mastery. Each integrated assessment focus area should have 2 to 3 associated

assessment criteria. These should, however, not be a restatement of assessment

criteria for the internal assessments as specified in the curriculum components.

The assessment criteria should require the qualifying learner to apply his/her

learning in an integrated way which reflects the acquisition of the required expertise.

This expertise should reflect:

• Applied competence • Theoretical and applied knowledge enhanced by experience.

64

The assessment criteria should provide the assessment quality partner with sufficient

guidelines for developing particular assessment instruments.

Process Question With reference to each assessment focus area, ask:

“What is the evidence that must be evaluated and what are the

characteristics (quality criteria) of competent performance?”

“Are the elements of critical importance to be re-assessed during the external assessment , as identified during Process 6 , Step C2.8 covered”


The statement must contain a noun, verb and quality criterion / criteria or modifying phrases

Note: The quality criteria may also appear in the front of the statement

The ability to assess credit risks and to calculate credit limits when evaluating loan applications

The credit risk assessment can be justified based on the available information

The credit limit calculation is accurate and uses the applicable ratios

The ability to manage operational risks relating to the dyeing and bleaching of flock, yarn or fabric

All safety, health, environmental and operational risks in the dyeing and bleaching processes are identified and appropriate mitigation plans are developed

Responses to what if- and why-questions indicate an understanding of the implications and consequences of poor risk management in dyeing and bleaching processes

The ability to develop occupational learning programmes

An appropriate learning needs analysis for the particular target group is conducted prior to the development of the occupational curriculum

Learning activities in the occupational curriculum are sequenced and organised to optimise the achievement of the specified learning outcomes

Discussions and explanations indicate an understanding of applicable adult learning concepts

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7.2.5 Step D5: Link the relevant integrated assessment focus areas to

points of external assessment and part qualifications

The relevant identified assessment focus areas and associated assessment criteria

must be linked to the points of external assessment and part qualifications.

7.2.6 Step D6: Describe the external assessment model

The external assessment model identified during step B9 and approved during the

verification of the occupational profile must be reflected here and can be further

elaborated.

7.2.7 Step D7: Determine the criteria assignments to be evaluated

externally

The criteria to be met for the evaluation of any specified assignments to be

evaluated externally must be developed.

7.2.8 Step D8: Determine the criteria for the registration of assessors

The criteria to be met for registration as assessors for the particular qualification

must be specified.

Process Question With regards to the assessment standards, ask:

“What is the experience, the context of the experience and the qualifications that the person must have in order to be registered as an assessor?”


Provide information on the following:

Subject Matter Expertise:

Years of practice:

Assessment Experience:

Membership of a Professional Body:

Legal Requirements:

Expertise: Practicing plumber

Years of practice: 5 years

Assessment Experience: Assessment Unit Standards

Membership of a Professional Body: None

Legal Requirements: None

PROCESS 8: MANAGE VERIFICATION PROCESS (CURRICULUM

AND ASSESSMENT SPECIFICATIONS)

The DQP is responsible for the management of this process, collating information

and arranging a working group meeting to consider inputs if required.

1) The QDF is responsible for:

a) Providing the DQP administrator with the finalised curriculum and

assessment specifications documents, using the QCTO capturing tool, (if a

66

learner QDF has been involved, the QDF must first check the two

documents) for verification.

b) Facilitating a joint working group meeting to consider comments.

c) Making the required changes to the documents.

d) Preparing a report on how the comments were dealt with and any

discrepancies.

Note: It is not part of the functions of the QDF or learner QDF to distribute the

curriculum components or the external assessment specifications for comment

or to collate information on feedback received. The QDF (unless a permanent

staff member of the DQP) may not communicate with stakeholders. The learner

QDF may not communicate with stakeholders, even if a permanent staff

member of the DQP.

PROCESS 9: SUBMIT CURRICULUM, ASSESSMENT

SPECIFICATIONS, QUALIFICATION AND PROCESS REPORT


Process 9.1 Develop the process report (DQP)

Process 9.2 Develop the occupational qualification document (QDF)

9.1 Process 9.1: Develop the process report (DQP)

The DQP is responsible for developing the process report. Some of this information

will be obtained from the QDF during process 4.4.

Note: The development of this report is the responsibility of the DQP and is not part

of the normal functions of the QDF. The QDF (unless a permanent staff member of

the DQP) may however not obtain articulation agreements with providers from other

sub-frameworks.

9.2 Process 9.2: Develop the occupational qualification document

(QDF)

The QDF is responsible for capturing the occupational qualification using the

electronic occupational qualification development capturing tool.

1) Obtain the process report from the DQP and capture the relevant areas in the

occupational qualification.

2) Check that the qualifications document is correct against the criteria below.

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1. QUALIFICATION

INFORMATION

Qualification Title Ensure that the title conform to the following requirements:

Occupational Certificate followed by a colon and a space and

Exact occupational title (check the OFO and remember every new word must start with a capital).

If a specialisation is included, leave a space, followed by a

bracket and

Specialisation title and a bracket.

In the case of a further specialisation, the specialisation title must

be followed by a colon and space and

further specialisation and a bracket.

The first specialisation must always conform to “occupational

speak” i.e. I am a xxxx and every new word must start with a

capital. Further specialisations i.e. after the colon can refer to a

context or situation

Credits Ensure that allocated credits (reflected in the rules of combination)

are added correctly

Level Ensure that levels are indicated in the purpose statement under the

heading “a qualified learner will be able to : xxx, as well as in the

rules of combination.

Ensure that the level assigned to the qualification meets the

minimum requirements.

Occupational Code Ensure that correct OFO code has been used.

Curriculum Code Ensure that correct curriculum code has been used

Originator

Quality Assurance

Body

Ensure that the AQP details are correct.

Note: If an AQP has not been recommended in writing to the

QCTO, the Qualification may not be submitted

Qualification Type Ensure that Qualification Type is correct (i.e. Occupational

Certificate)

Field

Subfield

Sub Framework Ensure that this read:

Qualifications Sub framework for Trades and Occupations

Assessment Quality

Partner

Ensure that the AQP details are correct.

Note: If an AQP has not been recommended in writing to the

QCTO, the Qualification may not be submitted

Registered

qualifications and or

Capture information from paragraph 3 in the Process Report.

Stipulate:

68

Learning Programmes

to be Replaced

a) Which of the qualifications stipulated in paragraph 1.4 of the SLA will be replaced by the occupational qualification.

2. RATIONALE Capture this information from paragraph 1.1 of the Process Report.

Summary of the rationale. The summary must include a short

description of:

a) The specific needs that the qualification will meet in the

sector for which it is to be developed, including relevant,

professional body needs.

b) The benefits it will have for society and the economy, for

example:

i) the range of typical learners and the areas in which they

will be able to find employment;

ii) the contribution to national strategies, where applicable.

c) Where applicable, the learning pathway where the

qualification will reside in terms of the occupation, i.e. if it is

an entry into a specific occupation or a further specialisation

to allow for career progression.

3. PURPOSE Ensure that the Purpose is the same as in the External Assessment

Specifications Document. (Par 1.2)

This paragraph should start with the following words:

The purpose of this qualification is to prepare a learner to: xxxx

Followed by the statement:

A qualified learner will be able to:

xxxx (the occupational tasks listed in bullet form – the level of each

task must be reflected)

4. RULES OF

COMBINATION

Ensure that the information is the same as in section 1, paragraph

2.2 curriculum structure in the curriculum summary document.

Ensure that this is a complete list of all modules in the curriculum

per component

Ensure that the distribution of credits is correct (a minimum of 20%

of an occupational qualification’s total credits must be assigned to

each of the three components)

Ensure that all calculations are correct

Ensure that each module contains a number (same as curriculum),

title, NQF level and credits.

5 ENTRY

REQUIREMENTS

Ensure that the entry requirements make sense

6 EXIT LEVEL

OUTCOMES AND

ASSOCIATED

ASSESSMENT

CRITERIA

Ensure that this is the same as in the Assessment Specifications

Document paragraph 1.3. 1.

Ensure that percentages are given and that it adds up to 100%.

Ensure that each exit level outcome start with “The ability to …..”

followed by a verb, noun and possible qualifier and the weight in

brackets

69

Ensure that associated assessment criteria are specified by use of a

noun, verb and qualifier or modifier.

Ensure that no phase tests/part qualifications or additional

assessment requirements are reflected here.

7 INTERNATIONAL

COMPARABILITY

Capture this information from paragraph 2.1 of the Process Report.

A summary statement on how the qualification compares with or

relates to similar qualifications offered internationally or on other

national and regional qualification frameworks. References may be

given to international agreements on relevant qualifications

standards.

8 INTEGRATED

ASSESSMENT

Ensure that the standard paragraph contains the following

statement:

An external integrated summative assessment, conducted through

the relevant QCTO Assessment Quality partner is required for the

issuing of this qualification. The external integrated summative

assessment will focus on the exit level outcomes and associated

assessment criteria.

Ensure that the following sentence is be completed:

The external assessment will be conducted through xxxxx (A brief

description of the assessment process followed by a statement on

who will conduct the assessment and where as reflected in

paragraph 1.1 of the Assessment Specifications Document)

9 RECOGNITION OF

PRIOR LEARNING

Ensure that the following standard paragraph is inserted:

RPL for access to the integrated summative assessment: Accredited

providers and approved workplaces must apply the internal

assessment criteria specified in the related curriculum document to

establish and confirm prior learning: Accredited providers and

workplaces must confirm prior learning by issuing a statement of

result or certifying a work experience record. RPL for access to the

qualification: Accredited providers and approved workplaces may

recognise prior learning against the relevant access requirements.

10 ARTICULATION

Capture the information of paragraph 4 of the Process Report.

Articulation relates to the relationship of qualifications within the sub

Framework for Trades and Occupations and between the different

sub-frameworks and covers both horizontal and vertical progression

options.

a) Clarify the relationship of the qualification to other related qualifications for the same occupation as well as to qualifications for feeder and progression occupations within the OQF, i.e. the learning pathway (in terms of qualifications) where the qualification resides.

b) Indicate articulation across sub frameworks: i) Reference to access to qualifications on other sub-

frameworks (only where signed agreements exists) ii) In the case of specialisations, reference must be made to

70

qualifications on other sub-frameworks on which this qualification is being built.

Note:

Reference must be made to qualifications and not occupations.

Articulation and learning pathway issues should be explained by text

and not pictures.

NOTES

Criteria for the accreditation of providers

Ensure that the curriculum title and code is correctly reflected in the standard paragraph below:

Accreditation of providers will be done against the criteria as

reflected in the relevant curriculum on the QCTO website. The

curriculum title and code is: xxxx

Qualifying for external assessment

Ensure that the following statement is reflected:

In order to qualify for an external assessment, learners must provide

proof of completion of all required standards by means of

statements of results and work experience.

Foundational learning

Ensure that all qualifications at levels 3 and 4 reflect the following

statement:

Foundational Learning competence is a pre-requisite for the

awarding of this qualification.

4) Sign the Curriculum document and where applicable ensure that the Learner

also signs.

5) Submit all documents to the DQP for signature and delivery to the QCTO.

PROCESS 10: QCTO EVALUATES SUBMISSIONS

The QCTO is responsible for the evaluation of the submissions.

If there are small changes related to numbering etc in the curriculum, these will be

referred to the QDF for correcting and the DQP will not be notified if the corrections

are submitted within 2 weeks.

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ANNEXURE A: ATTENDANCE REGISTER TEMPLATE

Type of meeting:_________________________________________

Date of meeting 1: _________________________

Date of meeting 2: _________________________

Date of meeting 3: _________________________

Name Surname Organisation and job title

Relevant qualification and years experience

Signature day 1

Signature day 2

Signature day 3

1.

On behalf of 1

On behalf of 1

On behalf of 1

2.

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Signature day 1

Signature day 2

Signature day 3

On behalf of 2

On behalf of 2

On behalf of 2

3.

On behalf of 3

On behalf of 3

On behalf of 3

73



Signature day 1

Signature day 2

Signature day 3

4.

On behalf of 4

On behalf of 4

On behalf of 4

5.

On behalf of 5

On behalf of 5

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Signature day 1

Signature day 2

Signature day 3

On behalf of 5

6.

On behalf of 6

On behalf of 6

On behalf of 6

7.

On behalf of 7

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ANNEXURE B : LARF

GUIDELINES:

USING THE LARF TO

CONTEXTUALISE THE SAQA

LEVEL DESCRIPTORS FOR

ALLOCATING NQF LEVELS TO

OCCUPATIONAL

QUALIFICATIONS

76

CONTENTS

1 PURPOSE OF THIS DOCUMENT .............................................................................. 77

2 BACKGROUND ........................................................................................................ 77

2.1 Occupational Levels ............................................................................................... 77

2.2 The Time-Span of Discretion ................................................................................. 77

2.3 Measuring the Time-Span of a Job ........................................................................ 77

2.4 The Time-Span of Each Strata ................................................................................ 78

3 Development of the guidelines for interpreting SAQA level descriptors .............. 78

4 THE LARF ................................................................................................................ 80

5 THE SAQA LEVEL DESCRIPTORS AND ASSOCIATED LARF INTERPRETATION .......... 85

Inputs prepared by Christoph Vorwerk

77

1 PURPOSE OF THIS DOCUMENT

The purpose of this document is to assist Qualification Development Facilitators to

allocate NQF levels to occupational tasks through interpreting stakeholder inputs.

The NQF level descriptors are broadly conceptualised from a more academic

perspective in which the outputs are generally documents. To include the world-of-

work the level descriptors make reference to “field, discipline or practice,” where the

word “practice” links to what people do when they perform in a professional or

occupational context.

This document describes a structured approach to determining levels of complexity

within the field of professional and occupational practice.

2 BACKGROUND

2.1 Occupational Levels

One of the first attempts to identify occupational levels considered the Requisite

Organisation Theory1, formerly known as Stratified Systems Theory, which was

developed by Elliott Jaques. Jaques was a Canadian organisational psychologist who

evolved this model over a period of more than 50 years ago. The theory is based on

scientific research by Elliott Jaques and by many other researchers around the world,

including South Africa. Jaques himself indicated that these levels were not qualification

or grading levels but innate levels developed by those in the context of their work.

The key to determining levels of work used by Jaques was the “time-span of

discretion”. These principles were used as the starting point for unpacking levels of

work reflected in occupational curricula.

2.2 The Time-Span of Discretion

Any task has a "what needs to be done" and a "by when". The "by when" is what

Jaques terms the time-span of discretion. For example, the longest "by when" for a

business unit manager might be the responsibility to build a new power station and

bring it on line within a time frame of seven years. For a first-line manager the longest

"by when" might be the 6 months it takes to induct and train a new member of staff.

In Jaques' system, any two jobs with the same time span have the same level of work.

You can use time span to assess human capability or use human capability to

determine time span.

2.3 Measuring the Time-Span of a Job

Since people are not accustomed to thinking of jobs in terms of time-span, they find

assessing time-span difficult. Nevertheless, Jaques and those that have implemented

1 unified whole system model for effective managerial leadership

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the system in organisations have found that it is an objective measure and that once

trained, people can reliably identify the time-span of a job.

2.4 The Time-Span of Each Strata

Jacques identified different types of work and described these in terms of strata,

initially 5 levels, later 7.

Here are the time-spans Jaques associates with each stratum:

STRATA I 1 day – 3 months

STRATA II 3 months – 1 year

STRATA III 1 – 2 years

STRATA IV 2 – 3 years

STRATA V 3 – 5 years

STRATA VI 5 – 10 years

STRATA VII 10 – 20 years

3 DEVELOPMENT OF THE GUIDELINES FOR INTERPRETING SAQA

LEVEL DESCRIPTORS

After examining a range of occupational tasks in relation to Jaques’ strata it became

apparent that what defines the strata and the NQF levels is the management of

change within practitioner’s span of control. Change is both in the present (divergence

from the norm) as well as the future, (adapting current practices to align with projected

future demands).

The guidelines below were developed to ensure that occupational tasks are pitched at

the appropriate NQF level for both the purposes of learning as well as qualification

design. Allocation of levels no longer has to be an educated guess.

The 7 strata was extended to 10 levels, extending the lower strata since Jaques only

distinguished between operators and supervisors at the lowest strata. Each level was

then expanded and unpacked across the following dimensions:

Typical activities

(Work) Role

Workplace focus2

2 Levels, Activities, Role and Focus led to the outcomes being dubbed the “LARF tool”

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The initial expansion looked like this:

Level Typical activities Role Workplace Focus

10 Envisioning future scenarios

Visionary leadership Future shape of organisation, industry, profession

9 Set and implement strategies

Leading and directing The 'business landscape' or profession

8 Manage or design systems Resource management Policy, resource allocation 7 Manage or design

processes Changed practices New technology, systems

6 Develop and implement changes

Optimisation Improvements

5 Maintain efficiencies Stability and consistency

Systems

4 Setup processes and solve process problems

Process management Process data

3 Adjust, maintain and oversee

Procedures Productivity

2 Monitor, support Operations Machinery 1 Perform elementary tasks Task Machines, tools

This did not provide sufficient guidance so a set of process questions was also

developed to unpack each item and provide examples for each domain at each level.

The following development rules were applied:

What are the predominant, common things people routinely do? – Stated as Verb

+ noun

What is the purpose of these typical tasks? What is the characteristic or expected

function of a person performing the typical activities? – Stated as To+ verb +noun

+ [adverbial phrase]

What are the things, people or situations that the person is expected to interact or

deal with? - Stated as Noun

This then led to the fuller set of guidelines outlined below.

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4 THE LARF

Level Typical activities Role Workplace Focus Time span of Discretion

10 Envisioning future scenarios Visionary leadership Future shape of organisation, industry, profession

10-15 years

Envision conceptualise and advocate strategies in anticipation of changing environments

To provide global direction and leadership

Practices, paradigms, knowledge

Conceptualise and introduce new practices, knowledge

To provide foresight The future social, political and economic systems

To generate and provide wisdom Note: Level 10 will not be 'taught' it

can only be learned and only applies to exceptional leaders

9 Set and implement strategies Leading and directing The 'business landscape' or

profession 5-10 years

Plan and secure capital - financial, intellectual, social, human

To monitor and evaluate performance against organisational objectives and strategies

Stakeholder wealth and well-being

Enhances and undertakes stakeholder and investor relationships

To act as a transformational leader Professional boundaries and future 'shape' of professional activities

Formulate and implement strategy To provide overall direction and management

Governance

Evaluate the impact and sustainability of implemented strategies

Organisational policy framework

Promote and sustain corporate citizenship

Global operating environment

Establishes and stewards brands Capital, financial, human, intellectual, social

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Manage and report on the co. carbon footprint

To grow the intellectual capital of the business

Drive and promote triple bottom line in all marketing and sales decisions

Promotes corporate social investment

Driving transformation 8 Manage or design systems Resource management Policy, resource allocation 3-5 years Contributes and informs the

organisational strategy To manage specialist operations, eg accounting, personnel, operations, marketing

Workforce stability

Manage stakeholders expectations and roles

To formulate corporate policies Stakeholder alignment

Advocacy Organisational culture & values Corporate citizenship Value chain/proposition Synergy Continuous professional

development

Research and develop new or revised systems, technology practices

To manage roles and relationships between elements of the system

perform environmental scans To manage knowledge needs analysis Assess impact of external

conditions

Interpret metrics 7 Manage or design processes Changed practices New technology, systems 1-3 years Negotiate contractual terms and

conditions To ensure continuous improvement

Discipline or practice

Manage policy compliance To reduce risk Technology, professional practices HR To ensure compliance with Tactics

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legislation Procurement Innovation Finance External environment Quality Safety Mobilise and manage resources Stakeholder and environment Contract services 6 Develop and implement changes Optimisation Improvements 6 mth -1yr Investigate and evaluate process

options To respond to changing external and internal needs

Operational performance and risks

Bottlenecks, trends Collect, evaluate and build a case

based on a variety of types of data or information, legal and ethical considerations

To implement improved technologies, revised systems

Departments or division

Provide advice on systems, technology and methods

To bed down revised practices and systems

Technology, discipline and associated practices

Implement projects or change processes

To optimise systems, processes and use of resources

5 Maintain efficiencies Stability and consistency Systems 3-6 mth Plan and implement processes

and operations To co-ordinate supply of resources Operational system

Lead and direct teams and progress

To ensure consistency of outputs Staff

Control and manage performance To implement improved technology and techniques

Market requirements; client satisfaction

Co-ordinate operations with other functions

To improve skill level, satisfaction; teams ethics

Environment

Implement improvements Allocated budget Ethics, good practices 4 Setup processes and solve

process problems Process management Process data 1-3 mth

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Initiate activities To troubleshoot Workflow Interpret work instructions To ensure smooth workflow,

according to schedule, quality standards, safely

Client satisfaction

Schedule To comply with legal requirements Work or service related data, cost Organise resources To ensure efficient use of

resources

Allocate work and resources to team

To ensure availability and reliability

Perform technical tasks To lead and direct operations Team Install, assemble, repair Provide services To identify and anticipate problems Environmental conditions Attend to client needs Ensure progress & completion To apply technical judgement 3 Adjust, maintain and oversee Procedures Productivity 1wk Plan work process To complete tasks within required

time Quality

Allocate tasks To ensure procedures are applied consistently

Monitor progress of work To ensure work standards are met Delivery targets Use equipment and instruments To ensure availability of equipment

and instruments Wastage

Contribute to team efforts and objectives

To ensure team works effectively and efficiently

Safety

2 Monitor, support Operations Machinery 1day Perform repetitive work where

some discretion is required To support operations and processes

Equipment, machinery (semi-automatic, single purpose), instruments, materials

Monitor quality of materials, information, process and outputs

To respond to deviations Internal and external customers

Record, organise and report readily available information

To maintain operations through minor adjustments

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To work as a productive and active member of a team

To contribute to team outputs Own and other teams

Operate equipment and machinery To apply operating procedures Product or service Make simple settings and

adjustments

Perform reception duties Interpret work instructions To confirm compliance with

standards Operating procedures and standards

1 Perform elementary tasks Task Machines, tools Perform repetitive, manual tasks

with little discretion To provide support Basic tools, materials, waste

Identify and remove waste To comply with rules Standard forms Co-operate with fellow workers Sequence task components Team Provide feedback to supervisor Environmental hazards

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5 THE SAQA LEVEL DESCRIPTORS AND ASSOCIATED LARF INTERPRETATION

LEVEL 10

SAQA Scope of knowledge: Demonstrate expertise and critical knowledge in an area at the forefront of the field, discipline or practice; and Demonstrate an ability to conceptualise new research initiatives, and create new knowledge or practice. Knowledge literacy: Demonstrate an ability to contribute to scholarly debates around theories of knowledge and processes of knowledge production in an area of study or practice. Method and Procedure: Demonstrate an ability to develop new methods, techniques, processes, systems or technologies in original, creative and innovative ways appropriate to specialised and complex contexts. Problem solving: Demonstrate an ability to apply specialist knowledge and theory in critically reflexive, creative and novel ways to address complex practical and theoretical problems. Ethics and professional practice: Demonstrate an ability to identify, address and manage emerging ethical issues, and to advance processes of ethical decision-making, including monitoring and evaluation of the consequences of these decisions where appropriate. Accessing, processing and managing information: Demonstrate an ability to make independent judgements about managing incomplete or inconsistent information or data in an iterative process of analysis and synthesis, for the development of significant original insights into new complex and abstract ideas, information or issues. Producing and communicating information: Demonstrate an ability to produce substantial, independent, in-depth and publishable work which meets international standards, is considered to be new or innovative by peers, and makes a significant contribution to the discipline, field, or practice; and Ability to develop a communication strategy to disseminate and defend research, strategic and policy initiatives and their implementation to specialist and non-specialist audiences using the full resources of an academic/professional, or occupational discourse. Context and systems: Demonstrate an understanding of theoretical underpinnings in the management of complex systems to achieve systemic change; and Demonstrate an ability to independently design, sustain and manage change within a system or systems. Management of learning: Demonstrate an ability to demonstrate intellectual independence, research leadership and management of research and research development in a discipline, field or practice. Accountability: Demonstrate an ability to operate independently and take full responsibility for his/her work, and where appropriate to lead, oversee and be held ultimately accountable for the overall governance of processes and systems.

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QCTO Typical activity (predominant things a person will do): Envisioning future scenarios

Role (characteristics of the expected functions): Visionary leadership

Workplace Focus (things or people to interact or deal with): Future shape of organisation, industry, profession

Envision conceptualise and advocate strategies in anticipation of changing environments

To provide global direction and leadership Practices, paradigms, knowledge

Conceptualise and introduce new practices, knowledge

To provide foresight The future social, political and economic systems

To generate and provide wisdom

Note: Level 10 will not be 'taught' it can only be learned and only applies to exceptional leaders

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LEVEL 9

SAQA Scope of knowledge: Demonstrate specialist knowledge to enable engagement with and critique of current research or practices; and Demonstrate an advanced scholarship or research in a particular field, discipline or practice. Knowledge literacy: Demonstrate an ability to evaluate current processes of knowledge production and to choose an appropriate process of enquiry for the area of study or practice. Method and Procedure: Demonstrate a command of and ability to design, select and apply appropriate and creative methods, techniques, processes or technologies to complex practical and theoretical problems. Problem solving: Demonstrate an ability to use a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within a field, discipline or practice; and Demonstrate an understanding of the consequences of any solutions or insights generated within a specialised context. Ethics and professional practice: Demonstrate an ability to make autonomous ethical decisions which affect knowledge production, or complex organisational or professional issues, an ability to critically contribute to the development of ethical standards in a specific context. Accessing, processing and managing information: Demonstrate an ability to design and implement a strategy for the processing and management of information, in order to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights. Producing and communicating information: Demonstrate an ability to use the resources of academic and professional/occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and Use a range of advanced and specialised skills and discourses appropriate to a field/discipline/practice, to communicate to a range of audiences with different levels of knowledge/expertise. Context and systems: Demonstrate an ability to make interventions at an appropriate level within a system, based on an understanding of hierarchical relations within the system, and the ability to address the intended and unintended consequences of interventions. Management of learning: Demonstrate an ability to develop his/her own learning strategies which sustain independent learning and academic or professional development, and can interact effectively within the learning or professional group as a means of enhancing learning. Accountability: Demonstrate an ability to operate independently and take full responsibility for his/her own work, and where appropriate to account for leading and initiating processes and implementing systems, ensuring good resource management and governance practices.

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QCTO Typical activity (predominant things a person will do): Set and implement strategies

Role (characteristics of the expected functions): Leading and directing

Workplace Focus (things or people to interact or deal with) The 'business landscape' or profession

Plan and secure capital - financial, intellectual, social, human

To monitor and evaluate performance against organisational objectives and strategies

Stakeholder wealth and well-being

Enhances and undertakes stakeholder and investor relationships

To act as a transformational leader Professional boundaries and future 'shape' of professional activities

Formulate and implement strategy To provide overall direction and management Governance

Evaluate the impact and sustainability of implemented strategies

Organisational policy framework

Promote and sustain corporate citizenship Global operating environment

Establishes and stewards brands Capital, financial, human, intellectual, social

Manage and report on the co. carbon footprint

To grow the intellectual capital of the business

Drive and promote triple bottom line in all marketing and sales decisions

Promotes corporate social investment

Driving transformation

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LEVEL 8

SAQA Scope of knowledge: Demonstrate knowledge of and engagement in an area at the forefront of a field, discipline or practice; and Demonstrate an understanding of the theories, research methodologies, methods and techniques relevant to the field, discipline or practice; and Demonstrate an understanding of how to apply this knowledge in a particular context. Knowledge literacy: Demonstrate an ability to interrogate multiple sources of knowledge in an area of specialisation, and to evaluate knowledge and processes of knowledge production. Method and Procedure: Demonstrate an understanding of the complexities and uncertainties of selecting, applying or transferring appropriate standard procedures, processes or techniques to unfamiliar problems in a specialised field, discipline or practice. Problem solving: Demonstrate an ability to use a range of specialised skills to identify, analyse and address complex and/or abstract problems drawing systematically on the body of knowledge and methods appropriate to a field, discipline or practice. Ethics and professional practice: Demonstrate an ability to identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts. Accessing, processing and managing information: Demonstrate an ability to critically review information gathering, synthesis of data, evaluation and management processes in specialised contexts in order to develop creative responses to problems and issues. Producing and communicating information: Demonstrate an ability to present and communicate academic, professional or occupational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the context. Context and systems: Demonstrate an ability to operate effectively within a system, or manage the system based on an understanding of the roles and relationships between elements within the system. Management of learning: Demonstrate an ability to apply in a self-critical manner learning strategies which effectively address his/her professional and ongoing learning needs and the professional and ongoing learning needs of others. Accountability: Demonstrate an ability to take full responsibility for his/her work, decision making and use of resources, and full accountability for the decisions and actions of others where appropriate.

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QCTO Typical activity (predominant things a person will do) Manage or design systems

Role (characteristics of the expected functions): Resource management

Workplace Focus (things or people to interact or deal with): Policy, resource allocation

Contributes and informs the organisational strategy To manage specialist operations, eg accounting, personnel, operations, marketing

Workforce stability

Manage stakeholders expectations and roles To formulate corporate policies Stakeholder alignment

Advocacy Organisational culture & values

Corporate citizenship Value chain/proposition

Synergy Continuous professional development

Research and develop new or revised systems, technology practices

To manage roles and relationships between elements of the system

Perform environmental scans To manage knowledge

Needs analysis

Assess impact of external conditions

Interpret metrics

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LEVEL 7

SAQA Scope of knowledge: Demonstrate integrated knowledge of the central areas of one or more fields, disciplines or practices, including an understanding of and an ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice; and Demonstrate detailed knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices. Knowledge literacy: Demonstrate an understanding of knowledge as contested and an ability to evaluate types of knowledge and explanations typical within the area of study or practice. Method and Procedure: Demonstrate an understanding of a range of methods of enquiry in a field, discipline or practice, and their suitability to specific investigations; and Demonstrate an ability to select and apply a range of methods to resolve problems or introduce change within a practice. Problem solving: Demonstrate an ability to identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments. Ethics and professional practice: Demonstrate an ability to take decisions and act ethically and professionally, and the ability to justify those decisions and actions drawing on appropriate ethical values and approaches, within a supported environment. Accessing, processing and managing information: Demonstrate an ability to develop appropriate processes of information gathering for a given context or use; and Ability to independently validate the sources of information, and evaluate and manage the information. Producing and communicating information: Demonstrate an ability to develop and communicate his/her ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse. Context and systems: Demonstrate an ability to manage processes in unfamiliar and variable contexts, recognising that problem solving is context-and system-bound, and does not occur in isolation. Management of learning: Demonstrate an ability to identify, evaluate and address his/her learning needs in a self-directed manner, and to facilitate collaborative learning processes. Accountability: Demonstrate an ability to take full responsibility for his/her work, decision making and use of resources and limited accountability for the decisions and actions of others in varied or ill-defined contexts.

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QCTO Typical activity (predominant things a person will do:) Manage or design processes

Role (characteristics of the expected functions): Changed Practices

Workplace Focus (things or people to interact or deal with): New technology, systems

Negotiate contractual terms and conditions To ensure continuous improvement Discipline or practice

Manage policy compliance To reduce risk Technology, professional practices

HR To ensure compliance with legislation Tactics

Procurement Innovation

Finance External environment

Quality

Safety

Mobilise and manage resources Stakeholder and environment

Contract services

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LEVEL 6

SAQA Scope of knowledge: Demonstrate detailed knowledge of the main areas of one or more fields, disciplines or practices, including an understanding of and an ability to apply the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice to unfamiliar but relevant contexts; and Demonstrate knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices. Knowledge literacy: Demonstrate an understanding of different forms of knowledge, schools of thought and forms of explanation within the area of study or operation, and an awareness of knowledge production processes. Method and Procedure: Demonstrate an ability to evaluate, select and apply appropriate methods, procedures or techniques in processes of investigation or application within a defined context. Problem solving: Demonstrate an ability to identify, analyse and solve problems in unfamiliar contexts, gathering evidence and applying solutions based on evidence and procedures appropriate to the field, discipline or practice. Ethics and professional practice: Demonstrate an understanding of the ethical implications of decisions and actions, within an organisational or professional context, based on an awareness of the complexity of ethical dilemmas. Accessing, processing and managing information: Demonstrate an ability to evaluate different sources of information; to select information appropriate to the task, and to apply well-developed processes of analysis, synthesis and evaluation to that information. Producing and communicating information: Demonstrate an ability to present and communicate complex information reliably and coherently using appropriate academic and professional or occupational conventions, formats and technologies for a given context. Context and systems: Demonstrate an ability to make decisions and act appropriately in familiar and new contexts, demonstrating an understanding of the relationships between systems, and of how actions, ideas or developments in one system impact on other systems. Management of learning: Demonstrate an ability to evaluate performance against given criteria, and accurately identify and address his/her task-specific learning needs in a given context, and to provide support the learning needs of others where appropriate. Accountability: Demonstrate an ability to work effectively in a team or group, and to take responsibility for his/her decisions and actions and the decisions and actions of others within well-defined contexts, including the responsibility for the use of resources where appropriate.

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QCTO Typical activity (predominant things a person will do): Develop and implement changes

Role (characteristics of the expected functions): Optimisation

Workplace Focus (things or people to interact or deal with); Improvements

Investigate and evaluate process options To respond to changing external and internal needs

Operational performance and risks Bottlenecks, trends

Collect, evaluate and build a case based on a variety of types of data or information, legal and ethical considerations

To implement improved technologies, revised systems

Departments or division

Provide advice on systems, technology and methods

To bed down revised practices and systems Technology, discipline and associated practices

Implement projects or change processes To optimise systems, processes and use of resources

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LEVEL 5

SAQA Scope of knowledge: Demonstrate an informed understanding of the core areas of one or more fields, disciplines or practices and an informed understanding of the key terms, concepts, facts, general principles, rules and theories of that field, discipline or practice. Knowledge literacy: Demonstrate an awareness of how knowledge (or a knowledge system) develops and evolves within the area of study or operation. Method and Procedure: Demonstrate an ability to select and apply standard methods, procedures or techniques within the field, discipline or practice, and to plan and manage an implementation process within a well defined, familiar and supported environment. Problem solving: Demonstrate an ability to identify, evaluate and solve defined, routine and new problems within a familiar context, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to the field, discipline or practice demonstrating an understanding of the consequences. Ethics and professional practice: Demonstrate an ability to take account of, and act in accordance with prescribed organisational and professional ethical codes of conduct, values and practices and to seek guidance on ethical and professional issues where necessary. Accessing, processing and managing information: Demonstrate an ability to gather information from a range of sources, including oral, written or symbolic texts, to select information appropriate to the task, and to apply basic processes of analysis, synthesis and evaluation on that information. Producing and communicating information: Demonstrate an ability to communicate information reliably, accurately and coherently, using conventions appropriate to the context, in written and oral or signed form or in practical demonstration, including an understanding of and respect for conventions around intellectual property, copyright and plagiarism including the associated legal implications. Context and systems: Demonstrate an ability to operate in a range of familiar and new contexts, demonstrating an understanding of different kinds of systems, their constituent parts and the relationships between these parts, and to understand how actions in one area impact on other areas within the same system. Management of learning: Demonstrate an ability to evaluate his/her performance or the performance of others and to take appropriate action where necessary; and Take responsibility for his/her learning within a structured learning process and to promote the learning of others. Accountability: Demonstrate an ability to account for his/her actions, to work effectively with and respect others, and, in a defined context, to take supervisory responsibility for others and for the responsible use of resources where appropriate.

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QCTO Typical activity (predominant things a person will do): Maintain efficiencies

Role (characteristics of the expected functions): Stability and consistency

Workplace Focus (things or people to interact or deal with) Systems

Plan and implement processes and operations To co-ordinate supply of resources Operational system

Lead and direct teams and progress To ensure consistency of outputs Staff

Control and manage performance To implement improved technology and techniques Market requirements; client satisfaction

Co-ordinate operations with other functions To improve skill level, satisfaction; teams ethics Environment

Implement improvements Allocated budget

Ethics, good practices

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LEVEL 4

SAQA Scope of knowledge:

Demonstrate a fundamental knowledge base of the most important areas of one or more fields or disciplines, in addition to the fundamental areas of

study and a fundamental understanding of the key terms, rules, concepts, established principles and theories in one or more fields or disciplines.

Knowledge literacy: Demonstrate an understanding that knowledge in one field can be applied to related fields. Method and Procedure: Demonstrate an ability to apply essential methods, procedures and techniques of the field or discipline to a given familiar context and an ability to motivate a change using relevant evidence. Problem solving: Demonstrate an ability to use own knowledge to solve common problems within a familiar context and an ability to adjust an application of a common solution within relevant parameters to meet the needs of small changes in the problem or operating context with an understanding of the consequences of related actions. Ethics and professional practice: Demonstrate an ability to adhere to organisational ethics and a code of conduct and an ability to understand societal values and ethics. Accessing, processing and managing information: Demonstrate a basic ability in gathering relevant information, analysis and evaluation skills and an ability to apply and carry out actions by interpreting information from text and operational symbols or representations. Producing and communicating information: Demonstrate an ability to communicate and present information reliably and accurately in written and in oral or signed form. Context and systems: Demonstrate an understanding of the organisation or operating environment as a system within a wider context. Management of learning:

Demonstrate a capacity to take responsibility for own learning within a supervised environment and a capacity to evaluate own performance against

given criteria

Accountability:

Demonstrate a capacity to take decisions about and responsibility for actions and a capacity to take the initiative to address any shortcomings found.

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QCTO Typical activity (predominant things a person will do) Setup processes and solve process problems

Role (characteristics of the expected functions): Process management

Workplace Focus (things or people to interact or deal with): Process data

Initiate activities To troubleshoot Workflow

Interpret work instructions To ensure smooth workflow, according to schedule, quality standards, safely

Client satisfaction

Schedule To comply with legal requirements Work or service related data, cost

Organise resources To ensure efficient use of resources

Allocate work and resources to team To ensure availability and reliability

Perform technical tasks To lead and direct operations Team

Install, assemble, repair

Provide services To identify and anticipate problems Environmental conditions

Attend to client needs

Ensure progress & completion To apply technical judgement

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LEVEL 3

SAQA Scope of knowledge: Demonstrate a basic understanding of the key concepts and knowledge of one or more fields or disciplines, in addition to the fundamental areas of study. Knowledge literacy: Demonstrate an understanding that knowledge in a field can only be applied if the knowledge as well as its relationship to other relevant information in related fields is understood. Method and Procedure:

Demonstrate operational literacy, a capacity to operate within clearly defined contexts and an ability to work within a managed environment.

Problem solving: Demonstrate an ability to use own knowledge to select appropriate procedures to solve problems within given parameters. Ethics and professional practice: Demonstrate an ability to comply with organisational ethics. Accessing, processing and managing information:

Demonstrate a basic ability to summarise and interpret information relevant to the context from a range of sources and an ability to take a position on

available information, discuss the issues and reach a resolution.

Producing and communicating information: Produce a coherent presentation and report, providing explanations for positions taken. Context and systems:

Demonstrate an understanding of the organisation or operating environment as a system and application of skills in measuring the environment using

key instruments and equipment.

Management of learning: Demonstrate an ability to learn within a managed environment. Accountability: Demonstrate capacity to actively contribute to team effectiveness.

QCTO Typical activity (predominant things a person will do): Adjust, maintain and oversee

Role (characteristics of the expected functions): Procedures

Workplace Focus (things or people to interact or deal with) Productivity

Plan work process To complete tasks within required time Quality

Allocate tasks To ensure procedures are applied consistently

Monitor progress of work To ensure work standards are met Delivery targets

Use equipment and instruments To ensure availability of equipment and instruments

Wastage

Contribute to team efforts and objectives To ensure team works effectively and efficiently Safety

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LEVEL 2

SAQA Scope of knowledge: Demonstrate a basic operational knowledge of one or more areas or fields of study, in addition to the fundamental areas of study. Knowledge literacy: Demonstrate an understanding that one's own knowledge of a particular field or system develops through active participation in relevant activities. Method and Procedure:

Demonstrate an ability to use a variety of common tools and instruments and a capacity to work in a disciplined manner in a well-structured and

supervised environment.

Problem solving: Demonstrate an ability to use own knowledge to select and apply known solutions to well-defined routine problems. Ethics and professional practice: Demonstrate an ability to apply personal values and ethics in a specific environment. Accessing, processing and managing information: Demonstrate the ability to apply literacy and numeracy skills to a range of different but familiar contexts. Producing and communicating information: Demonstrate a basic ability to collect, organise and report information clearly and accurately and an ability to express an opinion on given information

clearly in spoken/signed and written form.

Context and systems: Demonstrate an understanding of the environment within which he/she operates in a wider context. Management of learning: Demonstrate a capacity to learn in a disciplined manner in a well-structured and supervised environment. Accountability:

Demonstrate an ability to manage own time effectively and an ability to develop sound working relationships and an ability to work effectively as part of

a group.

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QCTO Typical activity (predominant things a person will do): Monitor, support

Role (characteristics of the expected functions): Operations

Workplace Focus (things or people to interact or deal with) Machinery

Perform repetitive work where some discretion is required

To support operations and processes Equipment, machinery (semi-automatic, single purpose), instruments, materials





To work as a productive and active member of a team

To contribute to team outputs Own and other teams

Operate equipment and machinery To apply operating procedures Product or service

Make simple settings and adjustments

Perform reception duties

Interpret work instructions To confirm compliance with standards Operating procedures and standards

Perform repetitive work where some discretion is required

To support operations and processes Equipment, machinery (semi-automatic, single purpose), instruments, materials





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LEVEL 1

SAQA Scope of knowledge: Demonstrate a general knowledge of one or more areas or fields of study, in addition to the fundamental areas of study. Knowledge literacy: Demonstrate an understanding that knowledge in a particular field develops over a period of time through the efforts of a number of people and often through the synthesis of information from a variety of related sources and fields. Method and Procedure:

Demonstrate an ability to use key common tools and instruments and a capacity to apply him/herself to a well-defined task under direct supervision.

Problem solving: Demonstrate an ability to recognise and solve problems within a familiar, well-defined context. Ethics and professional practice:

Demonstrate an ability to identify and develop own personal values and ethics and an ability to identify the ethics applicable in a specific environment.

Accessing, processing and managing information:

Demonstrate an ability to recall, collect and organise given information clearly and accurately, sound listening and speaking (receptive and productive

langue use), reading and writing skills and basic numeracy skills including an understanding of symbolic systems.

Producing and communicating information: Demonstrate an ability to report information clearly and accurately in spoken/signed and written form. Context and systems: Demonstrate an understanding of the context within which he/she operates. Management of learning: Demonstrate an ability to sequence and schedule learning tasks and an ability to access and use a range of learning resources.

Accountability: Demonstrate an ability to work as part of a group.

QCTO Typical activity (predominant things a person will do): Perform elementary tasks

Role (characteristics of the expected functions): Task

Workplace Focus (things or people to interact or deal with): Machines, tools

Perform repetitive, manual tasks with little discretion

To provide support Basic tools, materials, waste

Identify and remove waste To comply with rules Standard forms

Co-operate with fellow workers

Facilitation Objectives and Outcomes

Documents

Transcript of Facilitation Objectives and Outcomes