Presentation to AGRISETA

1. Presentation to AGRISETA 5 October 2018

2. Strategic Vision VISION To qualify a skilled and capable workforce STRATEGIC OUTCOMES 1. Competent people in priority trades and occupations • Contribute to the creation of a skilled and capable workforce in priority trades and occupations for employment opportunities that are available in the labour market. 2. Create a sustainable organisation • Management Systems developed, implemented and maintained by March 2020

3. Constitutional and Regulatory Framework

4. Constitution of RSA • Fundamental Rights section 29 on Education • Everyone has the right:­ • to a basic education, including adult basic education; and b) to further education including trade, occupation or profession, which the state, through reasonable (realistic) measures (processes) , must make progressively (with time) available and accessible (easy to get to).

5. Constitution of RSA • Everyone has the right to receive education in the official language or languages of their choice in public educational institutions where that education is reasonably practicable. In order to ensure the effective access to, and implementation of, this right, the state must consider all reasonable educational alternatives, including single medium institutions, taking into account ­ • equity (justness/parity/fairness/impartiality); • practicability (feasibility/attainability/possibility); and • the need to redress (restore) the results of past racially discriminatory laws and practices.

6. Constitution of RSA • Everyone has the right to establish and maintain, at their own expense, independent educational institutions that: ­ a) do not discriminate on the basis of race; b) are registered with the state; and c) maintain standards that are not inferior to standards at comparable public educational institutions.

7. Who / What is the QCTO? • The Quality Council for Trades and Occupations (QCTO) is a Quality Council established in 2010 in terms of the Skills Development Act (SDA). • Its role is to oversee the design, implementation, assessment and certification of occupational qualifications on the Occupational Qualifications Sub-Framework (OQSF) • The QCTO is one of three Quality Councils (QCs) responsible for a part of the National Qualifications Framework (NQF) • Established as a Section 3A entity in terms of the PFMA

8. Skills Development Act • Amongst others, according to Section 26(H)(3) of the Skills Development Act, the QCTO is responsible for: (a) establishing and maintaining occupational standards and qualifications; (b) the quality assurance of occupational standards and qualifications and learning in and for the workplace; (c) ensuring the quality of occupational standards and qualifications and learning in and for the workplace;

9. NQF ACT Quality Assurance Framed by the NQF Act. • In terms of Section 27 (i) of the NQF Act, the QCTO with regard to quality assurance within its sub-framework is required to (i) develop and implement policy for quality assurance; (ii) ensure the integrity and credibility of quality assurance; (iii) ensure that such quality assurance as is necessary for the sub-framework is undertaken. • Act provides for delegation to other competent bodies

10. Overall Mandate QCTO Mandate derived from the Skills Development Act and the National Qualifications Act. In summary, the functions of the QCTO are as follows: • Manage the Occupational Qualifications Sub-Framework (OQSF) • Design and develop and review standards and occupational qualifications • Quality Assurance of occupational qualifications • Assessment and moderation of occupational qualification • Certification of successful learners

11. Response to National Priorities Imperatives • National Development Plan • Ministerial Guidelines • White Paper on Post School Education and Training • National Skills Development Strategy / Plan • Sectoral Needs

12. Response to National Priorities To achieve this QCTO is: Developing industry based qualifications (Including Trades) • Development process led by Industry and Social partners Strengthening the TVET College system • Reconstruction of NATED qualifications. • Capacity for colleges to deliver occupational qualifications Contributing to Education/Industry Partnerships • CoS, DSPP, SIPS, Waste Technology, Electric Motor Vehicles • AGRISETA ???? Simplification of the National Qualifications Framework • Reducing the number of qualifications on the OQSF • Revoking QA functions delegated to SETA’s

13. Setting and Maintaining Standards for the OQSF

14. Quality Assurance Standards The QCTO’s key components for quality assurance are: • Effective management of processes, information, resources and systems • Valid accreditation (SDPs and ACs) and excellent compliance • Use of effective internal verification systems • Effective quality assurance of the External Integrated Summative Assessment by the QCTO • Successful validation of QCTO qualifications

15. How are these standards implemented • DQP (Development Quality Partner) process – qualification is developed by industry (CEPs) for the industry • Training takes place at SDPs (Skills Development Providers) accredited by the QCTO and at the workplaces • The final assessment is conducted and managed by the approved AQP (Assessment Quality Partner) or QCTO for a particular qualification at an accredited assessment centre • The purpose of the EISA (External Integrated Summative Assessment) is to allow for qualifying learners to become officially recognised as practitioners of a particular trade or occupation with a QCTO certificate

16. Occupational Qualifications • An Occupational Qualification is a qualification associated with a trade, occupation or profession resulting from work-based learning and consisting of: • Theory/Knowledge; • Practical; and • Work Experience Learning. • Proposed – Theory/knowledge and Application of Learning

17. Development of Occupational Qualifications • Use of a Structured Model • Model is industry driven; • Industry driven means the qualification is externally developed by: • Development Quality Partner; • Qualifications Development Facilitator; • Leaner Qualifications Development Facilitator; and • Community of Expert Practitioners.

18. Types of qualifications developed • Use the Organising Framework for Occupations (OFO) Code Document to identify the Occupation or Trade • 4 or 6 Digit Occupations developed from the OFO Code Document • Trades and other Occupations developed; and • Qualifications are from NQF Level 2 to 8 of the NQF

19. Registration of Occupational Qualifications • The Occupational Qualifications Committee approves developed Occupational Qualifications and submits to the Council for endorsement of the approval; • The Council recommends Occupational Qualifications to SAQA for registration; • The SAQA registers the Occupational Qualifications for 3 years with a 2 year Teach- Out period;

20. Accreditation of SDPs • Prospective SDPs apply for accreditation; • 2 Phase approach. • Phase 1 – Desktop evaluation of licensing and safety issues • Phase 2 – site visit linked to qualification • Accredited to offer an Occupational Qualification/s; • Accredited SDPs monitored quarterly

21. Occupational Qualification Assessments All registered Occupational Qualifications on the OQSF are assessed nationally by means of an External Integrated Summative Assessment (EISA), by learners who have successfully gained entrance to do i.e. comply with the knowledge, practical and workplace components (via the provider or RPL route) • The EISA is a competency based assessment, based on the execution of work tasks from the Exit Level Outcomes of the qualification • The EISA assessment instruments are based on occupational standards in which candidates are required to prove their competence • To this end, the QCTO ensures a standard is set upfront by the development of a QAS Addendum which is seen as the blueprint for the development of assessment instruments • The final EISA is conducted and managed by the approved AQP (Assessment Quality Partner) for a particular qualification at an accredited assessment centre.

22. Certification Approval of Results, Certification and Verification • Based on AQP compliance • Certification for new Occupational Qualifications– all certificates issued by QCTO • Verifications

23. QCTO Certificate • When the certificate is held to the light, the paper reveals the RSA Watermark and also have invisible fibers • Guilloche Pattern with a boarder printed from silver to red • RSA coat of Arms printer in full colours • Laser perforation of Serial Number • Micro Text printing • Document serial number – bleed through ink • Foiling in different colours

24. Quality Assurance of QAPs (SETAs) • Quarterly monitoring of SETAs • Quality Assurance of Historically registered qualifications- Align the AQP and QAP system • Quality Assurance of Assessment • Accreditation of Providers

25. Performance Environment Simplification of the NQF • Review of the OQSF to give effect to national policy imperatives. • Development of prioritised qualifications and part qualifications • Reduce the number of historically registered qualifications • Deactivation of dormant unit standard based qualifications. • Replacement of unit standard based qualifications with Occupational Qualifications. • Realignment of Unit standard based qualification to Occupational Qualifications. • Realignment of Skills Development Programmes • All Skills Development Providers to be accredited by a single quality assurance body.

26. Performance Environment Towards a National Quality Assurance System National Quality Assurance System for OQSF

27. Quality Assurance of Two Systems • QA System under SAQA Act. • Unit Standard based qualifications • Assessment through PoE • SAQA accreditation of ETQAs (SETA’s and Professional Bodies) • Decentralised QA system • QCTO System under the NQF Act. • Occupational Qualifications and Part Qualifications (Knowledge and Application components) • QCTO approval of Assessment Quality Partners • Single External Integrated Assessment System • Centralised QA system

28. Performance Environment Vision 2020 Vision 2020 – Strategy for the Revoking of QA functions delegated to SETAs. Revoke all functions at selected SETAs. Extent of implementation dependent on level of Funding (QCTO Business Case)

29. QCTO 2020 MODEL --- New Vision • The crux of the New Vision is for the QCTO to perform ALL functions associated with qualifications management and quality assurance as indicated in previous slides – cannot keep asking for more money whilst delegating the functions • The ideal situation would be to achieve the above by 2020 • The process would be a phased-in approach where the QCTO works in conjunction with the SETAs to enable the QCTO to assume the functions of DQPs and AQPs • The plan is to work with 14 SETAs from now with the view of taking the functions. • This close relationship would require SETAS to support the efforts with funding and/or provision of resources • The above would provide an enabling environment to SETAs to manage relinquishing their former ETQA functions and structures

30. Plan to take back QA functions delegated to SETAs Phase 1. 14 SETAs targeted • 6 SETAs offering trade and engineering related qualifications prioritised • 8 SETAs offering trades and non-trades - focus on trade qualifications.

31. Phase 1

32. Status Of Qualifications • To date over 220 qualifications registered • Target for 2017/18 was 30. Actual was 80 • Challenges • DQP Model • QCTO evaluates applications • Once application approved responsibility shifts to DQP and QDF • Implications for duration and cost • Approval Process – QCTO and SAQA • Part Qualifications – Agreement in place between SAQA and QCTO – approximately 60 part qualifications in the approval process.

35. Future Prospects • No option to make the system work • QCTO to manage qualification development process “in-house”. • Closer interaction between QCTO and SETAs. • Utilise CEPs • Focus on “ clean up” • Finalise outstanding qualifications and part qualifications • Programme for the replacement and or realignment of all historically registered qualifications and skills programmes. • Proposed Revised Qualification Types • Occupational Higher Certificate • Occupational Diploma • Occupational Advanced Diploma