Material development for QCTO qualifications


Front Page Looking For… Quality Council for Trades & Occupations (QCTO) Material development for QCTO qualifications

This topic contains 10 replies, has 6 voices, and was last updated by  Thandile Meyiswa 5 days, 15 hours ago.

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  • #66866

    Petra Penninkhoff
    Participant

    Are there any guidelines for the development of learning materials for the QCTO qualifications? The only “guidelines” I see are for the development of a qualification itself, not for the materials.

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  • #68650

    Bernard Botha
    Participant

    Petra,

    Sorry for the long delay – only saw your post now.

    If you look at the QCTO application for accreditation you will come across a document called Form 2 or Annexure G.

    Copied the relevant part.

    Although the QCTO is not prescriptive in the form or manner of learning material that will be used to implement the curriculum, it is nevertheless still important to indicate how the content will be covered. Bear in mind that learning material for this qualification should be aimed at the implementation of all three components that would best benefit the achievement of all competencies, in order for learners to achieve a Statement of Results.

    At the roadshow the QCTO presenters referred to this issue and clearly stated that in the QCTO world there is no such a thing as ‘accredited, registered, approved by XXX’ material!

    As one presenter said, if you only want to use slides and YouTube you are welcome – as long as you provide a work-ready product.

    Bernard

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  • #68909

    Petra Penninkhoff
    Participant

    Thanks Bernard. Very useful.

    I went to the roadshow in Durban some months ago, but did not get this info.

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    • #68989

      Marie Smith
      Participant

      Petra
      There are currently no guidelines – and I doubt whether there will be in the near future. I have, however, just completed the materials for the full level 5 qualification OC: Learning and Development Practitioner, and can only say that it is quite an intense process. In addition to developing learner guides on all the Knowledge Components, you need to look at the curriculum requirements for the Practical and Workplace Experience components and ensure that in the learner guides you cover the requirements to prepare learners for their practical and workplace experience components, and also for the EISA exams, for which nobody can predict the format it at this stage. You need to build tools into the practical guides and workplace experience guides to guide both the learners and the “trainers” that will be allocated to them for these two components.

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  • #68910

    Thandile Meyiswa
    Participant

    Good day all,

    What is the process on getting content accredited that is not aligned to any unit standard?

    I think unit standards needs to be written first…How does one go about starting such a process? I have been asking for this process to no success even from the QCTO? and SAQA.

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  • #68913

    Bernard Botha
    Participant

    Thandile,

    Please note that is my personal opinion but it is backed by statements from the QCTO.

    I attach Form 2, akn as Annexure G where the QCTO clearly states that ‘it is not prescriptive in the use of learning material.’ At the Bloemfontein roadshow that I attended the remark was made that there is no such a thing as ‘QCTO accredited, approved, aligned or endorsed’ learning material. Any provider can use whatever material he or she uses to ensure that all the topics in the Curriculum Document are covered. Each OC has its own Curriculum Document and associated Assessment Document.

    You can download the whole process from the QCTO website – just be warned that you should not use Google as the QCTO website was hacked and your antivirus will block you. You can access it via EDGE

    You can use your own material, be it a text book, personal notes, videos etc. to get the message across. Please remember that the OC’s have three components, Knowledge Modules (WHY do we do something the way we do), Practical Skills Modules (HOW we do it) and the Workplace Skills Modules (DO THE JOB in real life). The main emphasis is not on the Knowledge Modules – they should only form about 30 % (or less) of the material – the emphasis is on the HOW and the practical execution of the task.

    By the way, ‘converting’ the old Unit-Standard based material to “QCTO aligned” material is merely a sleight of hand – the two animals are completely different and what worked for the US based world does not work in the new OC world.

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  • #68918

    Des Squire
    Participant

    If my understanding is correct, while there is no prescribed format laid down the intended content of the programme must be covered in full. However the requirements for the “External Integrated Summative Assessment” (EISA) must be met. QCTO lays great emphasis on the EISA but all other elements related to the Knowledge/Theory, Workplace and practical components must be met and verified before a learner can undertake the EISA test.

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  • #68919

    Bernard Botha
    Participant

    Des,

    Thanks for the comment – you are absolutely correct that all aspects in the curriculum document must be covered. I tend to forget some aspects to the detriment of others.

    My gut feel is that the main emphasis should lie on the Practical Skills and Workplace Modules with the Knowledge Modules merely providing the skeleton on which the other two hang.

    Bernard

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  • #68934

    Duncan Nemalili
    Participant

    Thanks a lot Bernard ……..you’re such a blessing , just reading your post I got answered

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  • #68935

    Bernard Botha
    Participant

    Duncan,

    Thanks. If you want to, you can contact me at bothabe@telkomsa.net.

    working on the OC’s and have cracked most of the issues; the major one is the ‘learning material’ – see Form 2.

    Bernard

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  • #68991

    Thandile Meyiswa
    Participant

    Apologies for the tardiness in my response.

    Thank You Bernard and Des for your guidance and advise.

    Much appreciated

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