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the quality assurance of education and training provision related to occupational qualifications; the conduct of integrated summative assessments for occupational competence; the issue of National Occupational Awards and Skills Certificates; the monitoring and reporting of the impact of learning interventions and the implementation of measures to improve their effectiveness.  !nB'Q+4&#" ?  F 4?Text Box 4zZ mThe Minister of Labour has developed legislation to establish a QCTO with quality assurance roles related to:n0 nn n  ___PPT10i.@z}+D=' = @B +" ! rj R(     x40e0e?Rectangle 2 `}  0 RPOLICY FRAMEWORK     x60e0e?Rectangle 39g  0 (The QCTO may delegate specific quality assurance activities to suitable agencies, including Sector Education and Training Authorities (SETAs), those statutory and non-statutory professional bodies which choose to work with the QCTO and the Institute for the Development of Learnerships, Employment Skills and Labour Assessments (INDLELA). However, the QCTO retains accountability for these functions.XT n? n 2'  ___PPT10i.@z}+D=' = @B +"F # 5-0(     x90e0e?Rectangle 2 `}  0 RPOLICY FRAMEWORK     x:0e0e?Rectangle 39g  0 eThe QCTO may appoint moderating bodies to perform agreed quality assurance functions for specific occupations or occupational families. These moderating bodies will be professional bodies or occupational associations who have a strong and demonstrated interest in the particular occupations. Assessment of occupational competence will be performed by constituent assessors. These constituent assessors will be persons who are members of the relevant community of expert practice, i.e. are practicing the occupation or in active in the occupational context. This will ensure credibility of the assessment process.Hf n: f ___PPT10i.@z}+D=' = @B +"J $ 91@(  "   x<0e0e?Rectangle 2 `}  0 VQUALIFICATION DESIGN     x =0e0e?Rectangle 3z9 0 'The QCTO will be responsible for the design of all qualifications in the OQF and their related unit standards. The QCTO will utilise the National Occupation Pathways Framework (NOPF) as a management tool to identify related clusters of occupations, minimise duplication and ensure that occupational qualifications and curricula are designed in line with labour market skills needs. The design process for occupational qualifications will be expert-driven and will be based on the desired occupational profile (Communities of Expert Practitioners).( n% =C 7' ( ___PPT10i.@z}+D=' = @B +" & P (   "   x=0e0e?Rectangle 2 `}  0 VQUALIFICATION DESIGN     x`0e0e?Rectangle 39, 0 #Cover the three curriculum components: theory / knowledge, practical skills and work experience. Specify the requirements for accreditation of providers and approval of workplaces. Include guidelines for learning provision. Include guidelines for the assessment of each curriculum component (referred to as internal assessment). These internal assessments carried out for the theory/knowledge and practical skills components of occupational qualifications will be the responsibility of the provider. n';    #Jq 4  F?Text Box 4MY- bThe development of curricula will be integral to the qualification design process. Curricula will:c0 nc c  ___PPT10i.@z}+D=' = @B +" ' `$(  $" $  x@0e0e?Rectangle 2I `  0 VQUALIFICATION DESIGN  5 $  x`0e0e?Rectangle 39 0 iSAQA will register OQF qualifications on the NQF. The NQF principles will be adhered with. The emphasis will be on fitness for purpose, relevance, flexibility, articulation, progression and portability in the design of occupational qualifications. Qualification Assessment Specifications will be developed for each OQF qualification in relation to the integrated summative assessment of occupational competence. This is referred to as the external assessment. The specifications will set a national standard to ensure the consistency of the external assessments across different sites and sectors. Successful learners receive Occupational Awards or Skills Certificates.2 n nm n3':H  ___PPT10i.@z}+D=' = @B +" ) p((  (" (  x0e0e?Rectangle 2 `}  0 VQUALIFICATION DESIGN  R (  x0e0e?Rectangle 3 `f  0 National occupational awards - certify the competence required to practice an occupation, e.g. hair dresser, ship s master or medical laboratory technician. National skills certificates - certify a distinct but occupationally relevant skills set. An occupational award can be constructed using a series of skills sets, but a final external assessment will be required for the final award. Skills certificates can also represent particular specialisations or registration requirements linked to one or more occupations.H  d O  ___PPT10i.gD+D=' = @B +" * ,(  ," ,  x0e0e?Rectangle 2 `}  0 VQUALIFICATION DESIGN  ( ,  x0e0e?Rectangle 3  `, 0 \Complete occupational qualifications - occupations where all the learning components would be offered by providers and workplaces, which are operating within the scope of the QCTO: typically apprenticeships and learnerships. Stage 1 - The combination of general qualification and a second, separate qualification is a situation generally found amongst the professions. The profession requires the completion of a general academic degree such as a Bachelor of Commerce, Science or Engineering. > d$  ___PPT10i.n`+D=' = @B +" , 0(  0" 0  x@0e0e?Rectangle 2 `}  0 VQUALIFICATION DESIGN  h 0  x 0e0e?Rectangle 3 ` 0 0The  Stage 2 qualification - consists of general and specialised modules, work experience (articles, internships, etc) and a final assessment in order to be recognised as  qualified by the relevant professional body. Vocational and occupationally directed qualifications - offered by Further Education and Training Colleges and Universities of Technology, may involve the acquisition of some practical skills and some exposure to the work situation. 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How the demands for growth and development affect our sector.`  `  w,4  ___PPT10i.uW>+D=' = @B +" 7 ~v<^(  <$ <  x`0e0e?Rectangle 2 `}  0 XIMPLICATIONS FOR SETAS   <  xZ0e0e?Rectangle 3 ` 0 .Monitoring and evaluation which includes: Approval of workplaces as learning sites against curriculum specifications Providing recording instruments for work experience Monitoring and evaluation of learning programmes in line with agreed schedules Encouraging employers to offer work experience Monitoring of ongoing assessments for credit accumulation and conducting audits if requested Evaluation of learning programme implementation using all of the above. 2+  +  ___PPT10i.uW>+D=' = @B +"f  9 U M @5 (  @= @  x`Y0e0e?Rectangle 2}  0 q-FUNCTIONS OF QCTO ASSESSMENT QUALITY PARTNERS. .( . @  x W0e0e?Rectangle 3 ` 0 Accreditation of assessment centres or register assessment sites. Registration of assessors for external assessment Facilitation of the development and maintenance of banks of assessment tasks / items or instruments to be used to construct unique tests for assessments at assessment sites Validation of assessments Cross-moderation of external assessments conducted at different sites and across sectors etc. (only samples) Verification visits to assessment sites to verify assessments (%) Adjudication as follow up to appeals or complaints or the investigation of  red flag issues Promoting continuous development for registered constituent assessors and moderators Collection of data and analysis of assessments Reporting to the QCTO d 5L0J (E 6 [C&  ___PPT10i.yP2&+D=' = @B +" :  D(  D= D  xV0e0e?Rectangle 2}  0 q-POSSIBLE NATIONAL ASSESSMENT QUALITY PARTNERS. .( .p D  xT0e0e?Rectangle 3 ` 0 :Depending on their current functions and areas of expertise, the following existing bodies might be appointed as National Assessment Quality Partners for specific occupations or groups of related occupations: Moderating bodies Examining bodies Professional bodies SETAs Occupational associations Legislated boards<; \: ; ___PPT10i.z``+D=' = @B +"l < |^t^&&HT](  H H lQ?6Slide Number Placeholder 16< l*     H@ # svZ2?Rectangle 3#"] QPK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!xVpdrs/shapexml.xmlWn#7?^I/d#`ycp8䀤^>[iÆ+'@ Q&[qS)֕Fg͙䥞e%gΓI-3 {_Z-'"Rc0"v֪tR{pTyoUTj~jRmXϫeeU˙ n[]:B12b0Oֈ >ZK Z=49DEMaQY}/ U?\) xݻt6n{`@n<0`p;kǸ`Y[?Is:pQ-j|`"YJ^K?̩󉕙ű %֦UH!KBTUsse2胧cW(5sǮz1KꩻCۿ9]̨R3z9AJBo >>9Ck_７R`TB~KTYe@S:kOJktkdh~scmp7'D:7 JԷFgS̍͸6Ur~hY'AzW#.Użcqj9JCqIji"a,h:yD;Y%]a~MɁ >m }v蔞"B-'4RH*9s]s8(}0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!fjzdrs/shapexml.xmlWn7?-I#98]`9Ҹp8䀤^^[i3H4r,Lwx=C]!Fk5J: 4WQ,a֑JIj%F^ů)dxXa9JΕV(ȾҥP˴)YJ#PunZ*Qj3+Ư԰<%0E )X/iUq+[oڢG8WKccv)( gkX5Bz6S`ӨG2F_Xel~.ڳ% kࢡ9p}yu|di{/ AĠI!m&y>PzKlI% !eF"Ya"ŕ4lCCX=AEA1TĀߩ42QTA^'R{nPiw x%F]'MOQKmbn#sjnoSI,nBn DR#,Td4ݣ^Č&ҬL+7Fm<;]+QRJSb*U&RdOck;%ovYp|w8A\;_nwzvX^Çhkq4FCq?!afW"/<&#:<CXgLYX%l%qK¿CUp/VߋGO9čh-ܕzqPi5ŁKeDU: sRdānlr(hIƊ0h^Ab~+ԉ>ය@.][x/}j~j#ʄ;6y"K@ww/\-_Pgx^$m ;՗Wt!럢X PK! drs/downrev.xmlDMK1EBCxbشB~P4̿7^mę|k)ą35vۗ!"l,惫]xMM,EpQCcK,kSwpbLїx$mRiPaKͷ00xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!HՍdrs/shapexml.xmlUMo1#,_QGFlQZQ8"7kl竿g{7-"=̛7f8֊us&0y7p5y9)eO_ofaݬx}3(eMiƻؚ<X䑨Va?Ti~Pzj6X~iYg|Կ9T#|ͪF1~ ˆkп-Po86%鍜[k܁au5gJhv,l});f|8]לk8`3d:v@:IQ(V LX-·$m?9+jIq-:HRRҘ5G8119{e0yB`JSQK7ӅA(௷75žrŽ&wqriV>|8tPUxr3'HI㌰,dVblj؎3ҫLUuƧ p$"ΣRFJGuQO!!__KXNGQqmr~OJ^%[&oP{%*c4Ijm*a,izB#L g'I }gaVXaKkr Ca5}iI/J[߈Pr޳ǝ,v^s~z|uI~r(SD^IBUhM؁ő՗7%ʢwmbvO,H\q"^$ x!\AwocaRs M|'u|[]s PK!# drs/downrev.xmlDMO1E&晸3"B9}̌N_'m_oB7ܜ鼷8c ÁA\:p>]AluLN`>;?bnܑtJ$51vb8u{-}%cV^+5N5vt_S>J˰noJˋ~q"RK׿225݀/O1k l)PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!HՍ*drs/shapexml.xmlPK-!# drs/downrev.xmlPK cQAF   "  H rvv2?Rectangle 6#" PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!-Todrs/shapexml.xmlUˎ8/@xh`'{pc<6EYZS@ү-#9AL⇏Z2:w]Τ&:__&9O:'eQ:?>4S0ndv:N&4Rc0&W4V:=yU;5U?- +e3>ޏǜiE X+Ƽڥ#s#6C&G`)vP !u kr QһO 9;iuQK\|T q#H ?3*ha͜ %1\/ NߏČQU~}&3'ڪLUu' pVſuמ*HT8a&ãɏ! $O{K6 Qf\xE9G(ҍQbZ')m! 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Js  /Value added by QCTO i t o ensuring right inputs0 200  r $H \?AutoShape 13  N   x SD  HC *Group 14#"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!R&drs/downrev.xmlDOk@&B-=BUo3 f߆6}Pq0hSj ERtxZpYccL`=l1v/ꏾ.Am"+*2%v}])uCF.U9,TRVQq?~*~-KR1݀4_C+x+PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!R&drs/downrev.xmlPKDS,$D& !H H ?Text Box 15D FPerformance indicators: e.g. Learner enrolment, throughput, employmentG 2GG   "H b`OG?AutoShape 16S N     H H?Text Box 17   B       H H ?Text Box 18< # dQCTO( 2  uw ,  HC *Group 39#"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!=ك(drs/downrev.xmlDAk@&-)% VzB g̾ 5+zffM ^D K?_>@8L [ϞVj;7 _a.ҕ5t b{>Ⱦ1M+_]l8,Ѧz-TĤ|ʗ I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK! _drs/downrev.xmlDA0 okZeEQDT<*GlKib[Y87|ٙR4T²x N.8Sp9o GXZ&/r\h/5'a*ҥ9tC[nk>:6M)GQ4  9V)}Fv57q_nR~ &w%xPK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-! _drs/downrev.xmlPK{,$D  w HC *Group 21"d H H?Text Box 22 [ rQuality Partners( 2   H H?Text Box 23"@6 k Other QCs ( 2     H H ?Text Box 24"@   dSAQA( 2   H H@?Text Box 25"@  uProfessional bodies( 2   HB \?AutoShape 26h H \?AutoShape 27Y@ H \?AutoShape 28, H \?AutoShape 29   HB \?AutoShape 30,J H \?AutoShape 31*Y< HB \?AutoShape 32 g  HB \?AutoShape 33 H H?Text Box 34&w ` m Labour Market( 2   H H?Text Box 37]  aSETAs   HHHHHHHH   ___PPT10 .t{+܍mD ' = @B DK ' = @BA?%,( < +O%,( < +D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* H%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*H%(D4' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* H%(D' =%(D' =%(D3' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* H%(D' =-o6Bwheel(4)*<3<* HD' =%(D' =%(D3' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*H%(D' =-o6Bwheel(4)*<3<*H+"o = ^VL>(  L L  xR0e0e?Rectangle 2 `i 0 ^Curricula will be drafted for each occupation on the OFO. 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