By Gerhard Venter SAMPRO Training Manager

Transcription

1 By Gerhard Venter SAMPRO Training Manager

2 SCOPE OF PRESENTATION Policy aspects Describing the qualification Accreditation Implementation: Recruitment Provisioning of learning components Internal assessment Portfolio of Evidence Confirmation of competence: Final, external, integrated assessment Administration (record keeping, reporting)

3 Policy aspects Policy statement (example Dairyman ) The secondary dairy industry (processing of milk and manufacturing of dairy and related products in effect an agro-processing industry) has adopted (though not exclusively) as preferred training approach for the target group titled Dairyman, the curriculum based training approach. The industry may, in future, adopt this approach for the design and development of learning programmes for other target groups of learners. The Dairyman target group is deemed to be the Process Controllers in charge of teams of manufacturing assistants, notably the Cheese Makers; Powder Makers; Butter Makers and similar incumbents, being of the junior or first line management job grading.

4 Policy aspects (continued) Accreditation and rescinding of accreditation. Internal assessment policy (whether workplace or consultant/external provider). DQP/AQP moderation policy. External, final assessment policy. Appeals policy. Specifications for external assessors and moderators. RPL policy and specifications.

5 Describing the qualification Technology(ies) covered. Components in the curriculum (example Dairyman = FLC; Occupational Theory; Occupational Practice; Workplace Experience). Internal provision and assessment phase. External assessment phase. Broad explanations of knowledge and skills covered in each component.

6 Describing the qualification (continued) Foundational Learning Competence (FLC) Language proficiency (English NQF2) Mathematics proficiency (NQF1 arithmetic) Occupational Theory (example Dairyman ) Subject 1 = General Microbiology (+ cultures) Subject 2 = Applied dairy technology (milk reception and primary processing) Subject 3 = Specific manufacturing technology (x10) Subject 4 = Production Control (GMP x15; cleaning and sanitizing; applicable analyses; intro HACCP; workplace relations)

7 Describing the qualification (continued) Occupational Practice (observation checklist) Dairyman Preparation of milk for manufacturing Manufacture the specific product range Control Production (record keeping & analyses) Workplace experience (log book) Upstream & downstream activities (± 5% time each) Main activity (30 batches of product) (± 90% time)

8 Accreditation Function of the Development Quality Partner & Assessment Quality Partner (DQP & AQP) [FoodBev] Accreditation as Training Centre (for any or all occupational components) Assessment Centre (for any or all occupational components) [both internal and external assessment] Training & Assessment Centre Technical requirements per component provided (checklists) Lack of performance/non-compliance may lead to rescinding of accreditation

9 Implementation Recruitment target group job profile (may be incumbents or sub-ordinates in development) Provisioning of learning components; training and assessment plan to include: Theory workshops or one-on-one tutoring Practical coaching sessions; individual or groups Compliance plan for workplace experience learning (30 batches for Dairyman ++) Internal assessment on individual basis using theory questionnaires, observation checklists and log book Portfolio of Evidence to comply with AQP checklist (THIS IS WHERE EXIT MODERATION IS DONE)

10 Confirmation of competence Final, external, integrated assessment (on-site) Learners are presented with Finishing manual exclusively based on manufacturing technology Learners have access to at least three questionnaire examples with model answers Learners have access to final observation checklist with which practical assessment is performed. Theory assessment is administered Practical assessment is administered

11 Administration Learnership Agreement Technical requirements for accreditation (example Dairyman) Annexures for Theory subject 1 Annexures for Theory subject 3 overlap Annexures for Theory subject 3 specializations Attachment 1: Evaluation of pasteurized milk for sensory quality (optional) Attachment 2: Milk Reception facilities (ideal and compulsory) Attachment 3: General facilities (all factories except ripened and processed cheese) Attachment 4: packaging facilities Verification checklist for Portfolio of Evidence

12 Administration (continued) Notification of requirement for final assessment Declaration of final assessment results (for certification) Recognition of Prior Learning (checklist) Induction Moderation toolkit Interval Moderation toolkit Exit Moderation toolkit De-accreditation recommendation Learner Grievance Notification Moderator Checklist (internal)

13 Conclusion In contrast to unit standards which normally, but not exclusively, describe both the theoretical and practical mastery criteria per activity/task/competence, the curriculum approach is a phased, learner-friendly approach. This approach is developmental as it demands first and foremost that Foundational Learning Competence is achieved (i.e. basic work-required language and mathematical proficiency), followed by Learning the theory of the vocation normally in various subjects which ought to cover supporting disciplines (e.g. microbiology, chemistry, physics and mathematics as required), then Applying the theory to master the practice, after which Experience learning rounds off, enhances, promotes and completes competence. The model also prescribes (at and above certain levels) the execution of a final external (sample) assessment for confirmation of acquired competence. The Quality Management of a curriculum based qualification must be designed to enhance this approach and is involved, though light-touch to prevent excessive bureaucracy.

14 THANK YOU FOR YOUR ATTENTION