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Providing Education and Training in the AGRI Sector Implications of the new proposals for quality provisioning
Current Qualifications and unit standards drive system Developed in SGBs Registered on NQF Constituent providers accredited as institutions for learning programmes Assessors / moderators / verifiers registered Future Occupations (OFO) drive system Qualifications and curriculum frameworks Developed in CEPs Registered on NQF by QCTO Specify: Knowledge, applied and workplace learning Assessments Focus on programme approval and assessment Light touch accreditation of providers Summary of changes
Shift in focus • WHY? • Ensure that providers can provide quality learning, teaching and assessment to enable learners to achieve competence. • HOW? • Coherent system which integrates knowledge, practical skills development and work experience. • WHAT? • Curriculum framework • Programme approval • Quality assessments
QCTO QA • QCTO quality assures • Occupational qualifications – standards & CEPs • Curriculum framework • Learning programme implementation • Learner achievements • QA focuses most resources on • Quality of learning implementation and • Quality of learner achievements. • Key quality assurance processes are • Monitoring and support of learner progress during programme implementation and • Final integrated summative assessment of learners for occupational competence.
General knowledge & theory General practical skills Specialised practical skills Specialised knowledge & theory Work experience Provision meets specifications Credits accumulate Focus on ability to integrate curriculum components to perform occupational tasks, solve problems, etc. Occupational competence demonstrated Curriculum, accreditation & assessment Providers accredited for programmes that lead to OQF qualifications or components of such qualifications
Example: Secondary • Description & Tasks = Curriculum • Theory and Applied Practice • FET Colleges / Agricultural schools • Agricultural Colleges • Specialised Training Institutions • Workplaces – Experience • Integrated Assessment Accredited: Umalusi // CHE Registered: DoE / DoA Accredited: QCTO Approved: AgriSETA
Inputs: Curriculum • Guidelines specify • How learning should be structured • Nature of assessment of knowledge & applied learning • Minimum requirements for workplace learning • Workplace learning activities • Workplace resources • Workplace assessments (Logbooks & 3rd party assessments) • Integrated summative assessment for qualification • Database of sample assessment instruments & tasks • Examples of good integrated assessments • Formats for recording evidence e.g. templates, log-books
Institutional audit Criteria: Legal entity Legally compliant – all laws QMS Audited financial statements Budgets Business Plans Policies – 6 areas Infrastructure Resources Archives & record keeping Process Self-evaluation & development plan Physical audit Monitoring and verification Learning programme approval Criteria Learning materials aligned to unit standards/qualifications Facilitator guide/training manual Access to equipment & resources Assessment policy, guide, instruments Moderation policy & instruments Registered assessors, moderators Qualified training personnel Process Self-evaluation per programme Verification visits per programme Site visits to check equipment, resources, health and safety Current & future
What does this mean for you? • Programme approval • Programmes aligned to curriculum • Can offer some or all of the components • Learning materials – continued assistance by AgriSETA • Assessments • Example Bank - QCTO • Moderation – assisted by AgriSETA • Verification – QCTO and AgriSETA • Trainers, assessors and moderators • Criteria similar to current • Institutional accreditation • Light touch – mainly through ongoing monitoring