The Maintaining Standards 2011 / 14-project : Services Subjects – a model for co-operation

1. The Maintaining Standards 2011 / 14-project: Services Subjects – a model for co-operation

2. Questions to be answered Why the research? The purpose How? The process Methodology Who was involved? What learned? Further involvement? (Past, Present and Future)

3. Why the research? Previous NC (V) research in 2009 dealt with the fundamentals; Umalusi needs to understand subjects and programmes of practical nature Tourism identified as priority sector in the government’s Medium Term Strategic Framework (2009) and one of the pillars of growth in SA New Growth Plan (2010) and IPAP2 – Industrial Policy Action Plan NDT and GTTPSA: need to investigate articulation pathways to HE qualifications, tourism and hospitality management CATHSSETA: questions about quality of curricula and preparation of students for industry Higher education institutions: questions about global competitiveness, purpose of curricula, learners / students envisaged; the place of managerial skills, systemic thinking abilities Umalusi also considered impact of emotional intelligence on tourism operations and hospitality management

4. How? • Phase 1 • Phase 2 • Phase 3 • Phase 4 • Preparatory phase (March – Sept 2011) • Curriculum investigation • NSC (Workshop 1: 2-4 Nov 2011) • NC(V) (Workshop 2: 22-24 Nov 2011) • Unit standards underpinning some qualifications • Learning from the VET model in Australian states: Victoria & Western Australia (January 2012) • Assessed curriculum analysis (29-31 May 2012) • Comparative analysis: NCS / CAPS (3-5 July 2012) • International benchmarking overview (July 2012)

5. Project progress?… • Phase 1 (March – September 2011): investigation into the background to the development of the subjects, discussions regarding articulation, building stakeholder relationships and establish the involvement of DHET, DBE, HESA, HEIs, government departments (NDT), FEDHASA, CATHSSETA, GTTPSA and industry • Also to finalise the research questions, and • to adapt the instrument to suit the analysis of intended curricula of a more practical nature.

6. Project progress?… Phase 2: Intended Curriculum evaluation (November 2011 – January 2012): In-depth document analysis of • National Curriculum Statement (NCS) underpinning services subjects • NC (V) Subject Guidelines of Tourism and Hospitality programmes Evaluation of standing of unit standards underpinning unit standard-based qualification offered by colleges and SETAs Shared information about Australian VET system and analysis of the Western Australian VET Tourism and Hospitality programmes to discern examples of “best practices” for consideration in SA NC (V)

7. Project progress?… Phase 3: Assessed curriculum analysis (May 2012): Item-by-item analysis of NSC Gr 12 and NC (V) Level 4 examination papers An overview of Level 2 and 3 papers to determine progression across levels Phase 4 (July 2012): Comparative analysis of NCS and CAPS Further international overview of tourism, hospitality and consumer science (home economics) programmes in selected countries

8. Broad theoretical framing of research instrument: intended curriculum The instrument draws conceptually on – 1. Features of the intended curricula of the top performing countries on international standardised tests: Clear, succinct, unambiguous, easily understood, measurable statements of learning (Donnelly, 1999, 2002 & 2005) A foundation of essential learning as represented by subject disciplines (Donnelly, 1999, 2002 & 2005) and a strong, discipline-based approach to school subjects (Schmidt et al, 2005) Curriculum coherence – the overall sequence or order of the curriculum from one grade to the next, and internal disciplinary principles evident in the sequencing and progression (Schmidt et al, 2005)

9. Broad theoretical framing of research instrument: intended curriculum 2. Conceptual categories that comprehensively describe the structuring of curriculum and pedagogy, including: The relationship between • different subjects in the curriculum • topics within subjects(the selection of appropriate knowledge), subjects and the everyday world or the world of work (the link between informal and abstract knowledge The specification of the • knowledge or what is to be learnt • sequencing and progression of the curriculum • pacing of the curriculum

10. Research included analysis of: Intended curriculum • Broad curriculum design • Aims of subject • The ideal learner envisaged • Content and skill coverage and breadth • Content (and skill) weighting ito time allocation (emphasis) • Depth: extent to which students could move from superficial grasp of topic to more refined and powerful grasp • Pacing (timing of the curriculum, and when content and skills will be covered). • Sequence (order in which different content and skill areas are covered) • Progression of topics from Level 2 to 4 ito increase in level of complexity and difficulty • Coherence (reference to broad design features, aims, sequence, progression) • Specification of pedagogic approaches (general and subject specific) • Degree of assessment guidance to lecturers • Format and user-friendliness

11. Subjects analysed Phase 2, W1,2 * Optional Consumer Behaviour (Marketing Programme) Analysed the 2010 and 2011 exam papers

12. NC (V) Assessed curriculum analysis The purpose: to establish the standard of the question papers HOW?? Analysis of the 2011 - Level 4 papers: • general comments on the format, structure, layout and general impression of the paper. Item-by-item analysis provided a very clear picture of - • Compliance with Assessment Guidelines (AGs) • the overall cognitive demand and level of difficulty (opinion- based and data-based) • the format of the papers, language use, general standard and quality of the papers Overview of Level 2 and 3 papers for evidence of progression

13. Five category typology to determine cognitive demand / level of difficulty

15. The Western Australian VET system: searching for examples of outstanding practice for consideration in the South African context

17. Western Australia VET: reasons for inclusion in research • Integrated system regarding a Vocational Education and Training (VET) in school programs. • Options that would maintain young people’s interest and participation in post-compulsory senior secondary years • VETas a strategy for retaining and/or engaging students in senior secondary education and to encourage life-long learning

18. Western Australia VET: reasons for inclusion in research • Career exploration, a mechanism for achieving a 12 year schooling and to become more competitive in the workplace, further education, training or employment. • Investigating the link between industry and VET in schools as a part of an overall workforce development strategy(providing basic skills for future in industry)

19. Western Australia VET: reasons for inclusion in research • Credit accumulation towards a national certificate (Western Australian Certificate of Education (WACE)) • Investigating how credit accumulation allows transferability across institutions of learning and industry • To search for examples of outstanding practice from the Tourism and Hospitality programmes and courses for consideration in the South African context

20. What the project is able to demonstrate?

21. A model for co-operation The Maintaining Standards 2011 - 2012: Services subjects project An evaluation of the intended and examined curricula for NSC and NC (V)V) and CAPS evaluation – Hospitality, Tourism and Consumer Studies

22. Who became involved? • National Department of Tourism (NDT) • CATHSSETA • HEIs : UJ, UP, UNISA, North West University • HESA • DBE • DHET • IEB • Private Providers (Boston & Damelin) • Industry Phase 2, W1,2 Phase 4

23. As I am in the Training department for a Hospitality company and have to prepare facilitation & training with material that is not always develop ourselves, I was faced recently with material that just did not make sense and was it not for the Umalusi workshops I have been exposed to, I would have blindly used the material without any concern to the validity of the material. I created a bit of a stir internally with the questioning of the material, but in the end all ended well and the training material was adapted accordingly.

24. REG: 1999/005457/07 ACREDITATION NO 613/P/0039/2005 VAT: 4010181461PO Box 2983 Sun City 0316 Tel 014 537-2778 To: UMALUSI ATT: Dr Booyse 06 June 2012 Let me take this opportunity to thank you for inviting us to be part of this wonderful transformation towards improvement of our education standards. The project helped some of us to learn and improve our education and company control systems at the same time being paid for it.

25. Past, Current and Future collaboration Past • NTCE 2012 • Meetings with DHET on findings and recommendations • Presentation of findings at the March 2013 launch and national / international conferences; journal articles to be published (SAAFECS Feb 2013; SASE 28- 30 Sept) • Seminars and workshops on findings Current • NSC PAT & NC (V) ISAT investigation (August - October 2013) • Closer relationships with HEIs and other stakeholders regarding teacher preparation • NTCE 2013

26. Further involvement? At your service DEPARTMENT OF TOURISM Further involvement? • Collaboration with stakeholders re teacher support and development (CATHSSETA, NDT and HEIs) • International benchmarking of the fields (March 2014) • NTCE • Teacher and lecturer development: INSET and PRESET • Assessment workshops

27. THANK YOU