Introduction to the OFO & QCTO
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Introduction: Introduction: Organising Framework for Organising Framework for
Occupations (OFO) Occupations (OFO) andand
Qualifications and Quality Council for Qualifications and Quality Council for Trades and Occupations (QCTO)Trades and Occupations (QCTO)
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ACRONYMS AND ABBREVIATIONSACRONYMS AND ABBREVIATIONS ANZSCO Australian and new Zealand Standard Classification of
Occupations CEP Communities of Expert Practitioners DoL Department of Labour HEQC Higher Education Quality Committee ISCO International Standard Classification of Occupations NCPF National Career Path Framework NQF National Qualifications Framework NLRD National Learners’ Records Database NSA National Skills Authority NSDS National Skills Development Strategy OFO Organising Framework for Occupations OLS Occupational Learning System OQF Occupational Qualifications Framework QCTO Qualifications and Quality Council for Trades and Occupations RPL Recognition of Prior Learning SAQA South African Qualifications Authority SASCO South African Standard Classification of Occupations SETA Sector Education and Training Authority SGB Standards Generating Body
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The OFO - OutlineThe OFO - Outline Why have an Organising Framework of Occupations
Where has this OFO come from
What is the OFO
How was the OFO designed
How do we use the OFO
What are the applications of the OFO
Qualifications and Quality Council for Trades and Occupations (QCTO)
OFO – Major Groups
1 Managers
2 Professionals
3Technicians and Trades Workers
4Community and Personal Service Workers
5Clerical and Administrative Workers
6 Sales Workers
7Machinery Operators and Drivers
8Elementary Workers
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Why have an OFO ?Why have an OFO ? Principal tool for having a common language for collecting and
analysing labour market information Defining needs and aligning strategies requires a common
language to speak about and define occupations Occupations can provide a link between SAQA learning fields
and economic sectors responsible for identifying and addressing needs
International Standard Classification of Occupations (ISCO) South Africa adopted ISCO used by StatsSA for all national
reporting, Labour force and household surveys 2000 – 2005 Employers, SETAs and DoL using SASCO for
WSPs and SSPs Employment Equity reporting
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Where has this OFO come from Where has this OFO come from ? ? By 2003 clear that SASCO does not provide
Detail SETAs require for good skills analysis, development planning and labour market interventions
Major groups and occupation titles no longer consistent with labour market
DoL initiates process to refine and coordinate collection of information on scarce and critical skills International review reveals
– Australian Bureau of Statistics (ABS) and Statistics New Zealand initiate stakeholder-driven process with wide consultation – March 2001
– Outcome: Updated classification system, the Australian and New Zealand Standard Classification of Occupations (ANZSCO) – finalised June 2006
From February 2005 started testing OFO Refined over 3 consecutive years of SETA data collection processes
and one cycle of HSRC verification process Suggest Another 3 years to allow for stakeholder participation
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What is the OFO ? What is the OFO ? SYSTEM
A skills based, coded classification system
Captures all jobs in the form of occupations
Groups occupations based on similarity of - skill specialisation and skill level
into successively broader categories or hierarchical levels that can be used for varying statistical and analysis purposes
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What is the OFO? What is the OFO? CONCEPTS
Occupation Set of jobs that require the performance of similar or identical
sets of tasks across a range of contexts Skill Specialisation - defined in terms of
Range and complexity of the tasks Field of knowledge required Tools or equipment used Materials worked on or information worked with Goods or services provided
Skill level - determined by Level or amount of formal education Amount of previous experience in a related occupation Amount of on-the-job training
required to competently perform the set of tasks required for that occupation
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What is the OFO ?What is the OFO ?STRUCTURE
Major groups (1) 8 Sub-Major (2) 43 Minor (3) 100 Unit Groups (4) 374 Occupations (6) 1233 Alternative titles &
Specialisations Numerous Skills Levels 5
NOT a grading system
OFO – Major Groups
1 Managers
2 Professionals
3Technicians and Trades Workers
4Community and Personal Service Workers
5Clerical and Administrative Workers
6 Sales Workers
7Machinery Operators and Drivers
8Elementary Workers
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Skills LevelsSkills LevelsOFO Major Group Skill level
1 Managers 5, 4
2 Professionals 5
3 Technicians and Trades Workers 4, 3
4Community and Personal Service Workers
4, 3, 2, 1
5 Clerical and Administrative Workers 4, 3, 2, 1
6 Sales Workers 4, 3, 2, 1
7 Machinery Operators and Drivers 2
8 Elementary Workers 2, 1
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7MACHIENERY
OPERATORS & DRIVERS
NQFLevel
10
6
5
3
2
1
7
2PROFESSIONALS
3TECHNICIANS &
TRADES WORKERS
4COMMUNITY &
PERSONAL SERVICE WORKERS5
CLERICAL & ADMINI-
STRATIVE WORKERS
6SALES WORKERS
8LABOURERS AND ELEMENTARY WORKERS
1MANAGERS
4
OFO Skill Level and experience
5
4
3
2
1
5 Years experience might substitute formal qualification
3 Years experience might substitute formal qualification
3 Years experience might substitute formal qualification
1 Year experience might substitute formal qualification
On the job training might be sufficient
OFO DIAGRAMMEOFO DIAGRAMME
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How was this OFO designed?How was this OFO designed?BOTTOM UP
Identify jobs Cluster jobs based on similarity of
tasks or skills (skill specialisation) and skill levels (combination of qualification, training + experience)
Into occupational titles Cluster occupational titles into next level of hierarchy -
unit groups (using same clustering principles) Continue this clustering process into hierarchy of 5
levels Codify clusters each level of the hierarchy Provide descriptors at each level of the hierarchy Capture tasks and skills used for classification For each occupation identify –
similarities = alternative titles differences = specialisation
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Fitter (General)
Computer Numeric Control SetterDiesel MechanicFitter-MachinistFitter-Mechanic Plant MechanicMaintenance Fitter
Aircraft MachinistAutomotive MachinistMetal Machine SetterMetal Turner Milling MachinistRadial Driller
Mechanical Engineering Trades Workers
Metal Fitters and Machinists
Automotive and Engineering Technicians and Trades Workers
Technicians and Trades Workers
2 nd Digit
3 rd Digit
4 th Digit
Sub-major Group
Minor Group
Unit Group
Occupation
323
323201
3232
32
1 st DigitMajor Group
3
5+6 th DigitsMetal Machinist (First Class)
323204
OFO LevelsOFO Levels
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How is the OFO used ?How is the OFO used ?TOP DOWN USING DESCRIPTORS
MAJOR GROUP LEVEL (1st Digit) I am an Accountant - A Manager ? / A Professional ?
MANAGERS coordinate and direct functions of government, commercial, agricultural, industrial and non-profit enterprises and organisations, or departments or sections within them.
Managers 1
Professionals2
PROFESSIONALS perform analytical, conceptual and creative tasks through the application of theoretical knowledge and experience in the fields of the arts, media, business, design, engineering, physical and life sciences, transport, education, health, information and communication technology, the law, social science and social welfare I mainly coordinate and not perform functions, so I am a Manager
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Grouping by Descriptors: Sub-Major GroupGrouping by Descriptors: Sub-Major Group
12 Farm Managers
13 Specialist Managers
Chief Executives, General Managers and Legislators
11
14 Events, Hospitality, Retail and Service Managers
What type of Manager am I ?
I think I am a Specialist ManagerSPECIALIST MANAGERS plan, organise, direct, control and coordinate special functions within organisations such as advertising and sales, financial, personnel, production and distribution, education, health and welfare, or ICT
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Grouping by Descriptors: Minor Grouping by Descriptors: Minor GroupGroup
132 Business Administration Managers
133 Construction, Distribution and Production / Operations Managers
Advertising, Marketing and Sales Managers 131
134 Education, Health and Welfare Services Managers135 Information and Communication Technology Managers136 Small Business, Office, Programme and Project Managers
What type of Specialist Manager am I ?
I think I am a Business Administration Manager
BUSINESS ADMINISTRATION MANAGERS plan, organise, direct, control and coordinate the corporate, financial, personnel, policy and planning activities and guidelines within an organisation
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Grouping by Descriptors: Unit Grouping by Descriptors: Unit GroupGroup
1322 Finance Managers
1323 Human Resource Managers
Corporate (Administration & Business) Services Managers
1321
1324 Policy and Planning Managers
1325 Research and Development Managers
What type of Business Administration Manager am I ?
I think I am a Finance Manager
FINANCE MANAGERS plan, organise, direct, control and coordinate the financial and accounting activities within an organisation.
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Checking Tasks or Skills for Unit Group (Finance Checking Tasks or Skills for Unit Group (Finance Managers)Managers)
• Advising on investment strategies, sources of funds and the distribution of earnings
• Assessing capital finance proposals and the financial status of operational projects
• Coordinating the development, implementation and monitoring of accounting systems
• Delivering long range profit forecasts, budgeting & financial reporting
• Determining, implementing, monitoring, reviewing and evaluating budgetary and accounting strategies, policies and plans in consultation with other managers
• Directing the preparation of financial reports summarising & forecasting the organisation's financial position such as income statements, balance sheets and analyses of future earnings and income
• Ensuring compliance with financial legislation and standards• Providing financial information and interpreting the
implications for business performance and funding needs
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Grouping by OccupationGrouping by Occupation
Account Systems Manager, Account Systems Manager, Budgeting Manager, Budgeting Manager, Chief Accountant, Chief Accountant, Chief Financial Officer (CFO), Chief Financial Officer (CFO), Finance Director, Finance Director, Financial Administrator, Financial Administrator, Financial Controller, Financial Controller, Foreign Exchange Manager, Foreign Exchange Manager, Internal Revenue Controller, Internal Revenue Controller, Revenue Assessment Manager, Revenue Assessment Manager, Revenue Fraud & Prosecutions Revenue Fraud & Prosecutions ManagerManager
132201 Finance Manager
Plans, organises, directs, controls and coordinates the financial and accounting activities within an organisation
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Grouping by Occupation & Grouping by Occupation & ComparingComparing
Account Systems Manager, Account Systems Manager, Budgeting Manager, Budgeting Manager, Chief Accountant, Chief Accountant, Chief Financial Officer (CFO), Chief Financial Officer (CFO), Finance Director, Finance Director, Financial Administrator, Financial Administrator, Financial Controller, Financial Controller, Foreign Exchange Manager, Foreign Exchange Manager, Internal Revenue Controller, Internal Revenue Controller,
132201 Finance Manager
Plans, organises, directs, controls and coordinates the financial and accounting activities within an organisation
Legal Accountant, Legal Accountant, Bank Accountant, Bank Accountant, Chartered Accountant, Chartered Accountant, Company Accountant, Company Accountant, Corporate Accountant,Corporate Accountant,Financial Analyst,Financial Analyst,Public Accountant,Public Accountant,Treasury Accountant,Treasury Accountant,
221101 Accountant
Plans and provides systems and services relating to the financial dealings of organisations and individuals, and advises on associated record-keeping and compliance requirements
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What are the applications of the What are the applications of the OFO ?OFO ?
Core tool underpinning Department of Labour’s Employee Services System for SA
– Chapter 4 of SETAs’ SSP (identification of scarce and critical skills)
– Linking job-seekers to job opportunities– Capturing job-seeker information– Career guidance– Learnership Registration
Core tool for all Government Departments Workplace Skill Plans – through DPSA
Some SETAs develop their MIS systems around it Core tool underpinning proposed National Career
Path Framework
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Eco
no
my
So
ciety
Labour Market
Occupational Learning System QUALITY CYCLE
Flow of Information
DoL
OFO
12
3
4
5
8
7
6
Use EnterprisesWorkplaces
SETAs
NCPF
QCTO
NLRD
SAQA
CurriculumFramework
CEPs
Provider system
AccreditedProviders
Approved Workplaces&
CEPs SETAs
Impact assessment
Assess-ment
Programmes,interventions
Flow of Skills
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OCCUPATIONAL LEARNING SYSTEM
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Establishment and focus of the QCTOEstablishment and focus of the QCTO
Joint Policy Statement makes provision for the establishment of the QCTO alongside the HEQC and Umalusi
Focus of the QCTO is to oversee the approaches to delivery and assessment for trades and occupational competence and work based learning
QCs will have executive authority for: defining the structure and nature of national qualifications
and recommend the criteria to the respective Ministers for approval as policy
qualifications design and standards generation by fit for purpose panels (CEPs) while guarding against unnecessary overlap and duplication
the quality assurance of qualifications, providers (including workplace learning sites) and learning achievements
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Occupational Qualifications Framework – Occupational Qualifications Framework – Policy Policy
Definition of Occupational Qualifications An occupational qualification represents a planned combination of
learning outcomes which is intended to provide qualifying learners with the applied competence to practice an occupation and to provide a basis for further learning. Occupational qualifications, developed under the auspices of QCTO contain three components. These are a:– Knowledge component– Skills component– Work experience component
Occupational qualifications include trades and all qualifications currently developed through Sector Education and Training Authorities (SETA) driven or supported Standards Generating Bodies (SGB) processes
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Purpose of the OQFPurpose of the OQF The OQF is an integral component of the (NQF) The purpose is to structure qualifications which are designed to
address labour market needs. The labour market includes both the economy and the social development sector.
The OQF provides for: Occupational qualifications; Certification of meaningful skills sets related to occupations; and Minimum access requirements for occupational qualifications
The new framework is intended to achieve: Clear articulation with labour market needs – the labour market being
understood to include both the economic sector as well the social development sector.; and
Clear articulation with qualifications in the General and Further Education and Training Qualifications Framework (GFETQF) and the Higher Education Qualifications Framework (HEQF).
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OQF against 10-level NQF and other OQF against 10-level NQF and other QFsQFs
OQ
F
Na
tion
al O
ccupa
tiona
l Ce
rtificate
s
Na
tion
al S
kills Ce
rtificate
s
Natio
nal O
ccupatio
nal A
ccess
Certifica
te (M
ath
em
atics a
nd
Lang
uag
e)
Level 7
Level 3
Level 2
Level 4
Level 5
Level 6
Level 9
Level 8
Level 1
Level 10
Adult Basic Certificate of
Education
Adult National Senior
Certificate
Units of learning to be accumulated
General Education & Training Certificate
(Grade 9)
National Senior Certificate (Grade 12)
National Certificate (Vocational) 2
National Certificate (Vocational) 3
National Certificate (Vocational) 4
Advanced National Certificate
(Vocational)
Inclsu
bje
ct / un
it certifica
tes
GF
ET
QF
Doctoral Degree
Master’s Degree
Higher Certificate
Bachelor DegreeAdvanced Diploma
DiplomaAdvanced Certificate
HE
QF
Postgraduate DiplomaProfessional Qualifications
OQ
F
Na
tion
al O
ccupa
tiona
l Ce
rtificate
s
Na
tion
al S
kills Ce
rtificate
s
Natio
nal O
ccupatio
nal A
ccess
Certifica
te (M
ath
em
atics a
nd
Lang
uag
e)
Level 7
Level 3
Level 2
Level 4
Level 5
Level 6
Level 9
Level 8
Level 1
Level 10
Adult Basic Certificate of
Education
Adult National Senior
Certificate
Units of learning to be accumulated
General Education & Training Certificate
(Grade 9)
National Senior Certificate (Grade 12)
National Certificate (Vocational) 2
National Certificate (Vocational) 3
National Certificate (Vocational) 4
Advanced National Certificate
(Vocational)
Level 7
Level 3
Level 2
Level 4
Level 5
Level 6
Level 9
Level 8
Level 1
Level 10
Adult Basic Certificate of
Education
Adult National Senior
Certificate
Units of learning to be accumulated
General Education & Training Certificate
(Grade 9)
National Senior Certificate (Grade 12)
National Certificate (Vocational) 2
National Certificate (Vocational) 3
National Certificate (Vocational) 4
Advanced National Certificate
(Vocational)
Level 7
Level 3
Level 2
Level 4
Level 5
Level 6
Level 9
Level 8
Level 1
Level 10
Adult Basic Certificate of
Education
Adult National Senior
Certificate
Units of learning to be accumulated
General Education & Training Certificate
(Grade 9)
National Senior Certificate (Grade 12)
National Certificate (Vocational) 2
National Certificate (Vocational) 3
National Certificate (Vocational) 4
Advanced National Certificate
(Vocational)
Level 7
Level 3
Level 2
Level 4
Level 5
Level 6
Level 9
Level 8
Level 1
Level 10
Level 7
Level 3
Level 2
Level 4
Level 5
Level 6
Level 9
Level 8
Level 1
Level 10
Level 7
Level 3
Level 2
Level 4
Level 5
Level 6
Level 9
Level 8
Level 1
Level 10
Level 7
Level 3
Level 2
Level 4
Level 5
Level 6
Level 9
Level 8
Level 1
Level 10
Adult Basic Certificate of
Education
Adult National Senior
Certificate
Units of learning to be accumulated
General Education & Training Certificate
(Grade 9)
National Senior Certificate (Grade 12)
National Certificate (Vocational) 2
National Certificate (Vocational) 3
National Certificate (Vocational) 4
Advanced National Certificate
(Vocational)
Adult Basic Certificate of
Education
Adult National Senior
Certificate
Units of learning to be accumulated
General Education & Training Certificate
(Grade 9)
National Senior Certificate (Grade 12)
National Certificate (Vocational) 2
National Certificate (Vocational) 3
National Certificate (Vocational) 4
Advanced National Certificate
(Vocational)
Adult Basic Certificate of
Education
Adult National Senior
Certificate
Units of learning to be accumulated
General Education & Training Certificate
(Grade 9)
National Senior Certificate (Grade 12)
Adult Basic Certificate of
Education
Adult National Senior
Certificate
Units of learning to be accumulated
Adult Basic Certificate of
Education
Adult National Senior
Certificate
Units of learning to be accumulated
Adult Basic Certificate of
Education
Adult National Senior
Certificate
Units of learning to be accumulated
General Education & Training Certificate
(Grade 9)
National Senior Certificate (Grade 12)
General Education & Training Certificate
(Grade 9)
National Senior Certificate (Grade 12)
National Certificate (Vocational) 2
National Certificate (Vocational) 3
National Certificate (Vocational) 4
Advanced National Certificate
(Vocational)
Inclsu
bje
ct / un
it certifica
tes
GF
ET
QF
Doctoral Degree
Master’s Degree
Higher Certificate
Bachelor DegreeAdvanced Diploma
DiplomaAdvanced Certificate
HE
QF
Postgraduate DiplomaProfessional Qualifications
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Occupational Qualifications Occupational Qualifications FrameworkFramework
Level 1
Level 3
Level 2
Level 4
Level 5
Level 6
Level 7
Level 8
Level 9
Level 10
UMALUSI
HEQC
OQFN
ational Occupational C
ertificates
National S
kills Certificates
National O
ccupational A
ccess Certificates
(Language)
(Mathem
atics)
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What is the National Career Path Framework? – Tool for What is the National Career Path Framework? – Tool for QCTOQCTO
Not an alternative to the NQF - meant to strengthen the implementation of the NQF
Based on the Organising Framework for Occupations (OFO) of the DoL
Integral part of Occupational Learning System (OLS) as the Management and Information Framework of the QCTO to implement the Occupational Qualifications Framework (OQF)
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The structure of the NCPF The structure of the NCPF Clusters occupations across the OFO Major Groups to reflect
occupational progression and articulation pathways based on: Similar purpose, Similar learning requirements, i.e.
– similar skills sets and– similar theoretical knowledge
into occupational families and occupational clusters
The purpose for structuring the OFO in this way is to manage and guide the: Establishment of CEPs Development of occupational qualifications and standards Development of curriculum for occupational qualifications Quality assurance of learning and learning achievements related to
trades and occupations The provision of occupational information in a commonly understood
framework
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The proposed occupational clusters in the The proposed occupational clusters in the NCPFNCPF
1. Accommodation, Cleaning and Food Preparation related occupations
2. Arts and Design related occupations
3. Business Administration, Management, Information and Human Resources related occupations
4. Electro technology and Telecommunications related occupations
5. Extraction, Construction, Demolition and Civil Engineering related occupations
6. Farming, Horticulture, Nature Conservation, Environment and related Science occupations
7. Financial and Insurance related occupations
8. Installation, Maintenance and Repair related occupations
9. Medical, Social and Welfare related occupations
10. Production related occupations
11. Sales and Marketing related occupations
12. Security and Law related occupations
13. Teaching and Training related occupations
14. Transportation and Materials Moving related occupations
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The conceptual mapping of the role and functions of the The conceptual mapping of the role and functions of the NCPFNCPF
OFO
Major
8Sub-major Group
43Minor Group
108Unit Group
406Occupation
1321
1 MANAGERS+
+
+
+
+
-
2 PROFESSIONAL
3 TECHNICIANS
4 COMMUNITY
5 CLERICAL
6 SALES
7 OPERATORS
8 LABOURERS
+
+
61 Sales Representatives
62 Sales Assistants
63 Sales Support
+
+
+
S
A
Q
A
N
L
R
D
2 unit groups4 unit groups
3 unit groups
1 unit group
FIELD 01
FIELD 05
FIELD 02
FIELD 03
FIELD 04
FIELD 06
FIELD 07
FIELD 08
FIELD 09
FIELD 10
FIELD 11
FIELD 12
OC 01
OC 05
OC 02
OC 03
OC 04
OC 06
OC 07
OC 08
OC 09
OC 10
OC 11
OC 12
OC 13
OC 14
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CEPs
Curricula
3423Electronics Trades
Workers
3124Electronic Engineering
Draftspersons and Technicians
2621 Database and Systems Administrators, and ICT
Security Specialists
2334Electronics and
Tellecommunications Engineers and Technologists
2613Software and Applications
Programmers
2612Multimedia
Specialists and Web Developers
2611ICT Business and Systems Analysts
2633Telecommunica-tions Engineering
Professionals
2632ICT Support and Test Engineers
2631Computer Network
Professionals
3424Telecommunications
Trades Workers 3132Telecommunications Technical Specialists
3131ICT Support Technicians
OFO LEVEL 1
OFO LEVEL 2
OFO LEVEL 3
OFO LEVEL 4
OFO LEVEL 5
Electronics
Tellecommunications
899913Electronics and
Telecommunications Trades Assistant
4. Electrotechnology and Telecommunications related occupations
Final assessment for occupational competence Quality Assurance
Occupational cluster
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Benefits of NCPF : Qualifications Benefits of NCPF : Qualifications developmentdevelopment Eliminating duplication and overlaps in the
development of occupational qualifications Providing guidance for the coherent development of
occupational qualifications by: Building on the roles, skills and tasks that describe the
relevant occupational group in the OFO Identifying commonalities and overlaps in skills
knowledge and learning requirements for groups of occupations and across occupations
Ensuring links to trades and occupations recognised internationally.
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Benefits of NCPF : Quality Assurance ProcessesBenefits of NCPF : Quality Assurance Processes
Providing curricula to guide development of context-specific curricula programmes (learnerships, apprenticeships and skills programmes) simplifying the task of programme approval
Providing assessment guidelines for providers and workplace learning sites, help them to standardise their approach to the assessment &
moderation of learner achievements in a variety of contexts and across economic sectors
Improving the ability of the QCTO and of SETAs to evaluate the impact of learning interventions and programmes
Address Scarce and Critical Skill shortages (funding, focussed energy)
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Skills Development and Planning – what is the Skills Development and Planning – what is the challenge?challenge?
ORGANISATION’S FUNCTION
Various Structures’ Functions
Occupations
Occupations
Occupations
Occupations
OccupationsPosts Posts Posts Posts Posts Posts Posts Posts Posts
Various Structures’ Functions
People
People
People
People
People
People
People
People
People
Competence Profile:Terminology/System that promotes ability to
monitor and enhance competence.Competence Elements: ExperienceQualifications/Workplace Learning
Knowledge; Skills; AttitudeProfessional Registration
Physical Ability/Requirements
GAP
SOLVE
CH
ALLEN
GE
CH
ALLEN
GE
OFO
OFO
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2 PROFESSIONALS
21 Arts and Media Professionals
22 Business, Human Resource and Marketing Professionals
23 Design, Engineering, Science and Transport Professionals
24 Education Professionals
231 Air and Marine Transport Professionals 232 Architects,
Designers, Planners and Surveyors
233 Engineering Professionals
234 Natural and Physical Science
Professionals
2341 Agricultural and Forestry Scientists
2342 Chemists, and Food and Wine
Scientists
2343 Environmental Scientists
2344 Geologists and Geophysicists
234301 Conservation Officer
234302 Environmental Consultant
234303 Environmental Research Scientist 234304 Park RangerLEVEL 5: OCCUPATION
LEVEL 4: UNIT
LEVEL 3: MINOR
LEVEL 2: SUB-MAJOR
LEVEL 1: MAJOR
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2 PROFESSIONALS
21 Arts and Media Professionals
22 Business, Human Resource and Marketing Professionals
23 Design, Engineering, Science and Transport Professionals
24 Education Professionals
231 Air and Marine Transport Professionals 232 Architects,
Designers, Planners and Surveyors
233 Engineering Professionals
234 Natural and Physical Science
Professionals
2341 Agricultural and Forestry Scientists
2342 Chemists, and Food and Wine
Scientists
2343 Environmental Scientists
2344 Geologists and Geophysicists
234301 Conservation Officer
234302 Environmental Consultant
234303 Environmental Research Scientist 234304 Park RangerLEVEL 5: OCCUPATION
LEVEL 4: UNIT
LEVEL 3: MINOR
LEVEL 2: SUB-MAJOR
LEVEL 1: MAJOR EXPERIENCE defined at any level
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2 PROFESSIONALS
21 Arts and Media Professionals
22 Business, Human Resource and Marketing Professionals
23 Design, Engineering, Science and Transport Professionals
24 Education Professionals
231 Air and Marine Transport Professionals 232 Architects,
Designers, Planners and Surveyors
233 Engineering Professionals
234 Natural and Physical Science
Professionals
2341 Agricultural and Forestry Scientists
2342 Chemists, and Food and Wine
Scientists
2343 Environmental Scientists
2344 Geologists and Geophysicists
234301 Conservation Officer
234302 Environmental Consultant
234303 Environmental Research Scientist 234304 Park Ranger
EXPERIENCE defined at any level
LEVEL 5: OCCUPATION
LEVEL 4: UNIT
LEVEL 3: MINOR
LEVEL 2: SUB-MAJOR
LEVEL 1: MAJOR
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Occupation Profile
DeputyDirector
Skills: Analytical
Knowledge: Business Plan
Qualifications:Nat Dip: HRM
Professional Registrations: RHRP
Physical Ability:No Restriction
Experience:5 years in field of exp
Deputy Director: Enviro Managem
Skills: Analytical
Knowledge: Depart Business Plan
Qualifications:Nat Dip: HRM
Professional Registrations: RHRP
Physical Ability:No Restriction
Experience:5 years Enviro M
Mr Joe Soap
Skills: Analytical
Knowledge: Depart Business Plan
Qualifications:Degree: H Science
Professional Registrations: RHRP
Physical Ability:Sight Disability
Experience:7 years Enviro M
Job / Post Profile
Expert
Advanced
Basic
Working
PDP
Training and Development PlanWSP & ATR
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Suggested Road AheadSuggested Road Ahead Focus OFO AND QCTO Establish Communities of Expert Practitioners –
based on present Chambers Identify UNIQUE occupations Define competence profile for unique occupations Obtain confirmation from stakeholders
Reference Data for Scarce & Critical Skills list
Link to career path Link to learning path Define learning – institution/workplace Inform Labour Market – clear need and how to
address – workplace/provider learning
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