ROAD SHOW: MAY/JUNE 2011 INPUTS BY: FANNY PHETLA 1
PRESENTATION BACKGROUND INFO QUALITY ASSURANCE: LANDSCAPES CAPACITY AND RESOURCES PAVING THE ROAD AS WE WALK IN IT 2
BACKGROUND INFO. arning • INTRODUCTION OF QCTO: ü ü ü 3 SDA amendment bill introduced QCTO ; Coordinates learning towards occupational competence; Agriculture has so far developed 24 occupational curricula The QCTO still to develop and the regulation for implementation; Focus and emphasis on scarce and critical skills; Agri. SETA to pilot few of these occupational learning once clear guidelines have been developed
PROVINCE LIMPOPO 12 38 MPUMALANGA 8 32 GAUTENG 16 96 NORTH WEST 2 18 KWAZULU 18 52 FREE STATE NORTHERN CAPE EASTERN CAPE WESTERN CAPE 4 29 2 7 4 31 5 32 TOTAL 4 ACCREDITED BY BY Agri. SETA OTHER SETA’S 74 332
TRAINING PROVISION. arning (MONITORING FINDINGS) • QUALITY OF TRAINING: ü ü 5 Overall improvement in assessment and moderation; Training plans getting more SMART ; Professionalism, relevance and understanding are improving; Record keeping and filing systems are improving;
TRAINING PROVISION cont. arning • QUALITY VERSUS COSTS OF TRAINING: ü ü ü 6 Short cuts still evident on assessment and moderation; The development of learning material still a challenge; The employment and use of quality resource, grey area ; the struggle to interpret and align the material to unit standards; Ethical practice severely affected Incorrect records of resource and infrastructure
POOR QUALITY DELIVERY “… inability of the training provider to offer the learners the required competencies, proper assessments and moderation…” Learners not able to complete learnerships Lack of subject matter expertise Poor learning Material and assessment tools Incompetent learners in the sector Incorrect statistics regarding level of skill and knowledge in the sector No return on investment 7
POOR ASSESSMENT AND MODERATION SYSTEM “… learners receiving wrong credits and certificates. . . ” ability to develop Assessment Assessor Competencies guides and tools. Registered with Agri. SETA Moderator competencies Grounded background in assessment Ability to improve assessment systems Ability to generate reports and verify assessments submission of reports It is a key requirements to submit moderation report for verification of learner achievements 8
UNRELIABLE ALLOCATION OF CREDITS TO LEARNERS POOR MANAGEMENT OF TIME SHORT CUTS • Training plans not clear enough • Poor selection criteria of learners • Trainers do not understand unit standards • Attempt to reduce the costs • Cheap labour • Attempts to meet deadlines • Quick fix NATIONAL DATABASE INFORMATION • Wrong information loaded on the national database 9
Inadequate quality management system • No learner and staffing policies POLICIES • No self auditing and review mechanism policies • no assessment and moderation policies • No learning development policies GUIDELINES • no guidelines for implementation of training in line with the policies • Providers do not understand or know their own policies PROCESSES AND PROCEDURES • the implementation of plans are not mapped out • the trainers/assessors/moderators are not orientated on company’s policies and guidelines 10
NEW ETQA TARGETS arning • NSDS III: ü ü ü 11 ETQA to develop Code of decent conduct; Alignment of qualification to cater Learning programs for decent work; The ETQA’s to develop Recognition Of Prior Learning; Raising the base for learning; The introduction of PIVOTAL occupational programs and Identify program delivery partners (ISOE’S and FET’S)
THE ETQA STRUCTURES • ARCHITECTURE AND ROLE PLAYERS: ü ü ü ü 12 Quality partners for development and assessment; Community of expert practitioners; Strong coaching and mentorship arrangement; To build industry supported monitoring provision; To build a rubric external assessment system; To build a robust certification system; Establish one stop shop centres of excellent in the industry
CAPACITY AND RESOURCES ü ü ü High level buy- in from industries; Availability of industry captains and powerhouses for curricula development and external assessments; Workplace readiness for work-based learning; Coaches and mentors availability; Alignment of the Industry to enable OFO implementation 13
PAVING THE ROAD AS WE WALK IN IT • Learning and adjusting: ü ü ü 14 pilot learning programs and adjust ; develop assessment system and perfect the tools; identify people to be catalysts for implementation and develop a support financial model
Thanks 15
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