SAPS AS A LEARNING ORGANISATION THE ROLE OF QUALITY PROVISION IN ETD: CURRENT AND FUTURE DISPENSATIO

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SAPS AS A LEARNING ORGANISATIONTHE ROLE OF
QUALITY PROVISION IN ETDCURRENT AND FUTURE
DISPENSATION
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I N D E X

• CURRENT DISPENSATION
• Quality Training Landscape
• ETQA overview
• Roles of SETA ETQA
• Provide Accreditation
• SAPS Current initiatives and achievements
• Current challenges within current QA System
• ENVISAGED DISPENSATION
• New direction
• Emergency of three (3) quality Councils
• Creation of QCTO
• New concepts
• Implications for providers
• Transition phase

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QUALITY AND TRAINING LANDSCAPE

• SETA Sector Education and Training Authority
• ETQA Education and Training Quality Assurance
• Each SETA is currently accredited by SAQA as an
  ETQA.
• SETA ETQA quality assures qualifications that
  fall within their primary focus
• Enforcement of quality in terms of National
  Skills Development Objectives.

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ETQA QUALITY ASSURANCE OVERVIEW

• ETQAs are responsible for accrediting providers
• They perform this function against a criteria
  that considers the following-
• Provider must be of a legal entity
• Provider must have capacity to deliver in terms
  of HR and assessment requirements
• Provider must have physical resources such as
  buildings and workshops, where applicable, and
  necessary equipment
• Provider must have the necessary financial
  resources
• All must be encompassed in an integrated Quality
  Management System

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REGULATION ETQA

• Maintain accreditation of the SETA as an ETQA
  with SAQA
• Assurance of quality in provision of ETD
  interventions through
• Planning
• Monitoring and Evaluation
• Field based interactions and activities (e.g.
  IMBIZOs, on site guidance and support)
• Ensure that interventions are of an acceptable
  level of quality

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REGULATION ETQAcontinued

• AND
• That interventions will have an impact in the
  value chain
• THUS
• Having an impact on social development and
  economic requirements

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ROLES OF THE SETA ETQA

• Recommend new unit standards and qualifications
  ensure the availability of qualifications and
  unit standards as allocated to the ETQA for
  provision as well as learnership / skills
  programme formation
• Accredit constituent providers for specific
  standards and or qualifications
• Register assessors, moderators and verifiers
• Monitor the provision of providers
• Promote quality amongst providers Monitor,
  support, guide, develop, quality assure and
  endorse Learner Achievements and verification
• Evaluate assessment and facilitate moderation
  amongst providers
• Maintain a database of providers, assessors and
  moderators
• Co operate with SAQA
• Submit reports to the South African
  Qualifications Authority

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WHAT IS PROVIDER ACCREDITATION?

• Formal recognition or stamp of approval on
  training institution indicating that the
  accrediting body (e.g.SASSETA) is satisfied that
  the provider meets the requirements in terms of
  the set criteria
• Provider can offer quality learning programmes
  against national standards registered on the NQF
• Once providers meet these standards the SASSETA
  ETQA recognises this by accrediting the provider.
  

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ACCREDITATION CRITERIA

• Financial Administration and Physical Resources
• Quality Management Systems
• Learning Programmes
• Learner Guidance, Entry and Development
• Management of Assessment
• Staff Selection, Appraisal and Development
• Marketing
• Occupational Health and Safety

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OVERVIEW OF THE PROCESS
Phase 3
Phase 1
Phase 2
Accreditation Application Desk top evaluation
Recommendation by ETQA Committee and
Ratification by SASSETA Board
Programme evaluation and site visit
Phase 4 On going Monitoring and
evaluation QALA Verification of Accredited
Providers
Phase 5 Review Phase
Phase 6 Application by provider for extension
of Accreditation through primary focus SETA
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SAPS CURRENT INITIATIVES AND ACHIEVEMENTS

• Accreditation of all SAPS training branches under
  the correct ETQAs (mainly SASSETA)
• Monitoring and certification of learners
  National Certificate Policing, Resolving of
  Crime amongst other critical core Policing
  qualifications
• Training and registration of assessors and
  moderators
• Skills improvement through vast skills
  upliftment
• IT Training through IT learnership
• Financial Management learnership
• Noteworthy SAPS Achievements to date
• Branches recognised as Institutes of Sectoral and
  Occupational Excellence by the SASSETA
• Majority of training centres accredited with full
  accreditation status awarded
• Provision of large scale ABET training

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PRINCIPLES OF THE SYSTEM

• 3.) Ensuring quality learning, teaching and
  assessment

4.) Ensuring learner competence
1.) Protecting learners
2.) Protecting the public
5.) Coherence of learning and career pathways
6.) Feedback and review for continuous improvement
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CURRENT CHALLENGES WITH CURRENT QA SYSTEM

• Proliferation of NQF bodies and structures
  designed to perform QA functions on behalf of
  SAQA.
• Emergence of varied assessment systems resulting
  in complexity and duplication
• ETQA capacity to do required monitoring and
  provider provision
• Focus on numbers at the expense of quality
• Turnaround times of ETQA processes are seen to be
  problematic due to capacity constraints within
  certain ETQAs

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ENVISAGED DISPENSATION

• Derived from Skills Development Act amendments
• Five key focus areas
• Promotion and Development of Artisans
• Transfer of the provisions in the existing
  sections of the Manpower Training Act
• Strengthening the implementation of Employment
  services
• Establishment of the Quality Councils for Trades
  and Occupations
• Transformation of the National Skills Fund

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NEW DIRECTION

• Organising Framework for Occupations (OFO)
  aligned Qualifications
• Clusters of Occupations
• Occupation
• Specialisation
• Defined and Labour Market Focused
• Priorities
• Scarce occupations
• Focus on employability
• Quality Council for Trades and Occupations (QCTO)
• Qualification design process and structure
• Assessment design
• Provider Accreditation
• Quality assurance

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EMERGENCE OF THREE QUALITY COUNCILS

• UMALUSI (GET FET AREAS)
• NQF 1 4
• HIGHER EDUCATION QUALITY COUNCILS
• NQF 5 10
• QUALITY COUNCIL FOR TRADERS AND OCCUPATIONS
• NQF 1 10
• OCCUPATIONAL QUALIFICATIONS
• VOCATIONAL QUALIFICATIONS

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SAQA NQF
The Integrated 3 in 1 Solution
N A T I O N A L S K I L L S Cs
N A T I O N A L O C C U P A T I O N A L Qs
Doctoral Degrees
OQF QCTO SETAS DOL
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HE-QF CHEHEQC DOE
Masters Degrees
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Postgraduate Degrees (Honors) Professional
Qualifications
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Bachelor Degree Advanced Diploma
7
Diplomas Advanced Certificates
6
Advanced National Certificate Vocational
Higher Certificates
5
F O U N D A T I O N
National Senior Certificate (Grade 12)
Adult National Senior Certificate
National Certificate Vocational Level 4
4
National Certificate Vocational Level 3
GETFET-QF UMALUSI DOE
3
National Certificate Vocational Level 2
2
General Education Training Certificate (Grade 9)
Adult Basic Certificate of Education
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CHILDREN
ADULTS in SCHOOL
ADULTS at WORKPLACES
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CREATION OF QCTO

• Effective 01 April 2009
• QCTO will be responsible for all workplace based
  education and training
• Development of qualifications
• Standard setting
• Quality assurance of both learning and results
• Quality assurance of trades and occupations

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WHAT DOES THIS MEAN PRACTICALLY?

• Actual streamlining of the Quality Assurance
  function
• Quality assurance role will be centralised and
  will be performed by the proposed QCTO
• SETAs will in terms of Quality Assurance, no
  longer be reporting to SAQA directly but to the
  QCTO
• QCTO may delegate specific functions to SETAs
• SETAs will continue to do monitoring and
  evaluation of providers, sector skills plans,
  learning programme implementation and drive
  skills development in their Sectors
• Communities of experts under QCTO will be
  responsible for qualification and standard design

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OCCUPATIONAL QUALIFICATIONS

• Foundational learning certificate
• All learners entering occupational qualifications
  framework
• NQF 4 and below
• National Occupational Award
• Achievement of full occupational competence
  required to practice an occupation in the labour
  market
• National Skills Certificate
• Achievement of a distinct but occupationally
  relevant skills set
• Recognisable and distinct unit
• Specialised context
• Specialised occupational role

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NEW CONCEPTS

• Community of experts practice is a group of
  expert practitioners appointed by the Department
  to develop occupational standards, qualifications
  and curricula as well as the quality assurance
  criteria for those.
• Occupational Qualification is a qualification
  associated with trade and occupation resulting
  from work based learning and consisting of
  knowledge unit standards, practical unit
  standards and work experience unit standards.

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IMPLICATIONS FOR TRAINING AND DEVELOPMENT
PROVIDERS

• Provider Accreditation at QCTO
• Provider of Theory
• Provider of Skills
• Or both
• Workplace register for Work Experience component
• Support and guidance will be critical
• Subjects or Knowledge in current programs should
  remain relevant
• Expect a broader focus

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TRANSITION PHASE

• Occupationally-based qualifications e.g. Forensic
  Science NQF 3 will remain with SASSETA until
  further notice by QCTO.
• Only academic qualifications allocated to SETAs
  will be reclaimed by Council for Higher Education.

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IN CLOSING

• QUESTIONS???
• THANK YOU
• ZONGEZILE BALOYI CEO SASSETA