Foundry Industry Training Development in South Africa, Tony Patterson & Lucky Juganan, WFO presentation, 2012

The World Foundry Congress

Mexico - April 2012

The Career Path Framework (CPF)

Foundry industry training development in South Africa

Lucky Juganan

Tony Paterson

Overview

1. Background to the foundry industry in South

Africa

2. Current training concerns

3. Effects of changes in Government approaches

4. The role of Sector Education Training Authorities

(SETA’s)

5. Artisan descriptor

6. Rapid appraisal of local innovation systems

(RALIS)

7. The training initiative

Background to the foundry industry in South Africa

• South Africa - geographical position

• developing country in the manufacturing stage of

economic development.

• Foundry industry initially formed on the back of gold

and diamond mining .

• The industrial structure of the country and the location

of the major cities reflects the influence of mining

• More recent development of the non ferrous sector

particularly serving the automotive sector.

Firms

Current foundry sector training concerns

•Age profile too high

•Need to attract new people

•Lack of a career path

•Modern technology development and IT based

control and prediction systems

•Challenges of energy, environmental issues

•Need for a total review of training input.

•Accreditation process

• The broad challenge of government is to improve

the living standard of the electorate as a whole.

• A particular challenge is employment.

• The country has high levels of unemployment –

25 %

• Education levels are low

Effects of changes in Government approaches

F S S R (Large) Firm/

(company / sector) structure,

strategy and rivalry

F Factor conditions

Geography, location, people,

social stability, education,

language, Infrastructure,

trading policy, operating

environment, Currency

value, etc

Porter Activity cluster

Effects of overarching government legislation

R S I Related and

supporting industries

Practical, educational

Financial etc

D Demand

conditions

Local and

export demand

and competition

PUSHPULL

Capital based,

volume driven

Skill, service

based, customer

satisfaction driven


.

Governments’ have three overlapping roles:

Regulatory – control - setting the rules of the game

Stewardship – enabling and facilitating economic

growth.

Management – of the business of government

Major government decision effects are observed in

the basic factor conditions, in related and supporting

industries and in overarching government legislation.

Increasing direct government involvement in all

sectors of the economy has been noted.


Porter diamond reconceptualised by Wickham to recognise Government

pivotal role and interdependence with chance events (source Wickham 2005)


• Elections in RSA in 1994

• The liberation movement, the ANC, in Government

The political fight had been won

Transfer of economic power faces challenges.

• Values change from a liberation movement to

Government has proved challenging

A major government focus has been placed on control

through administration of imposed systems

• Tension between the past and future thinking is

significant in terms of the development of training

under consideration.


South Africa, as a developing country, is at the mining

and manufacture stage of economic growth.

• Revenue is required to finance infrastructure and

social development.

One thrust is ongoing employment in sectors that

are revenue producing

• A specific drive over decades has been to add value

to primary products.

The foundry industry is well positioned to both

support existing industry and to add value

Casting is recognised as the base process to a

series of added value activities required to produce

a component or product.



• ANC Government/COSATU (Union)/SACP (partner) core to

industrial policy

• Two aspects affected industry:

(1) Interdependence between government, labour and (big)

business as parts of a mixed economy recognised

South African National Economic Development and Labour

Council (NEDLAC) structure established to facilitate interaction

Practically, small and medium business, the world wide drivers

of employment, not represented.

Over years NEDLAC effectively replaced by a top down control

approach (modelled on the Chinese Corporatist state)

(2) Sector Education Training Authorities (SETA’s) developed by

Government to manage training in different skill areas.

FIGURE 3 Wickham reconceptualisation of Porter diamond modified to

recognise Government /Trade Union pivotal roles

Government / COSATU


• SETA’s funded through a levy on company wages and salaries.

• Initially companies could claim back for approved training, this

not necessarily limited to approved unit standards.

• Recently, two changes were implemented.

o The first was to bring SETAs under more direct political control,

to use SETA’s to meet policy objectives, to preferentially train in

areas where there were agreed manpower shortages.

Two impacts:

Selection of priority training is based on shortage number

(urgency), not on priority related to impact (importance).

Previously claimable company training costs not aligned to

present SETA policy objectives are now more difficult if not

impossible to reclaim.

o The second was to restructure the training curriculum and

approval system. This resulted in an administrative burden.

The role of SETA’s

• To facilitate Government thrusts:

o Ongoing employment in sectors that are revenue

producing

o Tension between industry requirement for specific

focussed training to enhance competitiveness and

that of the government using training as a political

instrument to develop employment and transferability.

This affected the foundry career path framework (CPF)

programme development discussed later.



•Foundry sector falls under the engineering SETA, the merSETA.

•Artisan skill sets not complying with SETA requirements are not

recognised.

•Training was required to facilitate not only industry needs, but

also to enable skills transfer from one industry to another.

•Development and approval of unit standards, blocks of skill

training tested against defined outcomes are the responsibility of

SETA’s

•Incomers to the working environment assisted in developing life

skills. (The NQF unit standard level 1 training)

•National Qualification Framework (NQF) unit standards 2-4

address the vocational skills required by artisans. NQF levels 5

and 6 are higher level skills.

•Specific industry sector related training replaced by generic

training to reduce differentiated artisan descriptor suite .

Artisan Descriptor (developed by Government) Broad generic description - an occupation where a qualified

person applies a high level of practical skills supported and

reinforced by applied knowledge to:

•Manufacture, produce, service, install or maintain tangible

goods, products or equipment in an engineering and /or technical

work environment

•Uses tools and equipment to perform his/her duties

•Measure and do fault finding on process, manufacturing,

production and /or technical machinery and equipment to apply

corrective or repair actions

•Apply and adhere to all relevant health, safety and

environmental legislation, and

•Has an accumulative learning period covering knowledge,

practical and workplace learning that is equivalent to three or

more years

Rapid appraisal of local innovation systems (RALIS)

The current developments were based on the RALIS model:

• Innovation is the main driver of prosperity in a society.

Most innovation is applied in firms.

• The innovation behaviour of firms is, first and foremost,

determined by framework conditions, i.e. the competitive

pressure in markets and the economic policies that shape the

evolution of the economy.

• In order to constantly innovate, companies rely on a variety of

specialised technology institutions.

• Firms depend on effective education and training institutions

that support relevant life-long learning.


The framework conditions underlying innovation

Pooled interdependence between otherwise independent work centres - Coordination is achieved through agreement of interaction procedures

Sequential interdependence between independent work centres - Coordination is achieved through planning and control

Reciprocal interdependence - each party is dependent on others - Coordination is achieved through adjustment

THOMPSONS MODELS OF INTERDEPENDENCE

Linking unit


FIRMS

FRAMEWORK

CONDITIONS

TECHNOLOGY

INSTITUTIONS EDUCATION

INSTITUTIONS

Reciprocal interdependence - each party is dependent on others -

Coordination is achieved through adjustment



The relationship between the RALIS and Porter models lies in

the vertical axis, the related and supporting circumstances

affecting firm structure, strategy and rivalry within the context

of government policy

Application of the RALIS process involves four steps:

•A scan of the local innovation system to identify the main

mechanisms and bottlenecks.

•Involving relevant stakeholders along the value chain and

encouraging interaction

•Identifying practical actions.

•Transferring know-how.

The RALIS process led to the Career path initiative discussed


1. Background to the foundry industry in South

Africa

2. Current training concerns

3. Effects of changes in Government approaches

4. The role of Sector Education Training Authorities

(SETA’s)

5. Artisan descriptor

6. Rapid appraisal of local innovation systems

(RALIS)

7. The training initiative

CPF

• Led by UJ – Metal Casting Technology Station

• Partnership between industry, government departments ( DTI, DST, DOL) , SAIF, AFSA, merSETA, GTZ

• Program commenced 3rd quarter 2008

• Group of 6 : Lucky Juganan, Richard Bean, Tony Paterson, Sinaye Mngidi, Adrie Elmohamadi , Abeeda Holdstock

PROCESS

• The project was completed in five (5) phases:

• Learning Pathway Development

• Qualification and Standards Re-design and Development

• Qualification Registration

• Occupational Profile Development

• Curriculum Development

CPF

• Each of these phases was addressed in a series of meetings and workshops held within the task team and with all stakeholders and the foundry industry.

• The first task was to generically characterise the foundry process. Activities were seen to involve six processes; die design, patternmaking, moulding, metal management, casting, fettling, machining and finishing operations.

• Workshop activities were designed on the basis of the following foundry process

Foundry process

• PRODUCT DESIGN AND DEVELOPMENT ( including methods and quality assurance)

• PATTERN MAKING / DIE MAKING

• MOULDING

• METAL MANAGEMENT (including melting and casting)

• FINISHING OPERATIONS (including fettling, heat treatment, welding and surface treatment)

Foundry Process Flow

Raw Materials

and

consumables

Melting

Die design/ Tooling/

Pattern making and

moulding

Casting

Planning

Finishing and

Dispatch

QA

NEW EDUCATION LANDSCAPE CHE,QCTO,SAQA

• CHANGES WITHIN GOVERNMENT DEPARTMENTS

• DOL,DOE,

• RESPONSIBILITY FOR TRADE AND OCCUPATIONS

• SHIFT TO DHE & TRAINING

• TWO QUALITY ASSURANCE BODIES

– HEQC FOR ALL NQF 5 AND UP

– QCTO FOR NQF 2,3,4

SAQA,NQF

• NQF National Qualifications Framework

• NQF 10 – PHD

• NQF 9 - MASTERS DEGREE

• NQF 8 - HONS

• NQF 7 - BACHELOR

• NQF 5/6 – CERTIFICATE/DIPLOMA

• NQF 4 -

• NQF 3 - VOCATIONAL QUALIFICATION

• NQF 2 -

• NQF 1 - LIFE SKILLS

• NQF 5,6,7 WELL ESTABLISHED

• NQF 2,3,4 NOT AVAILABLE

• HEQC – HIGHER EDUCATION

• QCTO – TRADE

QUALIFICATIONS STANDARDS REGISTRATION

• The scoping exercise identified several qualifications that have a relationship or influence on the foundry standards. These qualifications are:

• Pattern making

• Moulding

• Foundry operation

• Metal production

• Tooling and machining

• Production technology

QUALIFICATIONS STANDARDS REGISTRATION

• An analysis of the current metals production, patternmaking and moulding qualifications was carried out to determine suitability for foundries. The overlap competencies in patternmaking and moulding qualifications were investigated and the amount of overlap determined.

• Registration of Unit Standards and Qualifications were then allowed to proceed with SAQA

OCCUPATIONAL PROFILE DEVELOPMENT

• The occupational profile development workshops produced the occupational profile for the three specialisation areas to the Metal Casting Trade Worker and the three specialisation areas for which occupational profiles were developed are Melter, Moulder/Coremaker and Foundry Patternmaker. The occupational profiles were tabled under the following headings:

• Occupational code; Occupational Title, Occupational Descriptor; Occupational Purpose; Unique Product or Service; Occupational Responsibility; Occupational Context, the table below demonstrates in part how this was achieved.

Developing Occupational Profile

• Developed 3 draft Tasks

• Developed draft Product and Services for each task

• Completed draft of Occupational Responsibilities for each task

• Developed draft Occupational Context for each task

Occupational Profile

• Review the draft Profile

• Developing and confirm Practical Skill Modules – Occupational Responsibilities

• Developing and confirming Workplace Modules from Workplace Context

• Developing and confirming Knowledge Subjects Specification

Draft Occupational Map for the Foundries Specific Occupations indicating relevant job titles

• Production/Operations Manager (Manufacturing)

• Metal Manufacturing Technician

• Metal Casting Trade Worker

– Melter

– Moulder

– Foundry patternmaker/Inspector

ACRONYMS (sometimes useful)

• AQP – Assessment Quality Partner

• CHE – Council for Higher Education

• DHET – Department of Higher Education & Training

• DQP – Development Quality Partner

• NAMB – National Artisan Moderation Body

• NQF – National Qualification Framework

• OFO – Organising Framework for Occupations

• QCTO – Quality Council for Trades and Occupations

• QDF – Qualifications Development Facilitator

• RPL – Recognition of Prior Learning

• SAQA – South African Qualifications Authority

• SETA – Sector Education and Training Authority

38

QUALIFICATIONS DEVELOPMENT PROCESS STEPS

RESULTS

Curriculum Scope

& SLA with

(DQP)


& SLA with

(AQP)

B

Learning Com-ponent

Specifications (incl Internal

Assessment)

Occupational Curriculum

(B+C)

Occupational Qualification

(C+D)

Receive and Pro-cess Application

Oversee Scoping Meeting with Constituency

Develop Occupa-tional Profile and Identify AQP

Develop Module and Subject

Specifications

Finalise Assess- ment Specifications

Submit

Manage Verification Process

RESPONSIBLE

Manage Verifi-cation Process

A C

QCTO

Qualification Assessment

Specifications (External)

D E

DQP with Expert Practitioners (incl

Assesors

Appoint AQP

3

DQP with Expert Practitioners and

AQP

5

QCTO Staff 4

QCTO Staff 2

QCTO Staff 1

QDF with Expert Practitioners, AQP & Educationalists

8

DQP with Constituency Group

7

QDF with Expert Practi-tioners, AQP & Educationalists 6

DQP & QDF 9

Occupational Curriculum

Practical Skills Module Specifications

• Purpose of PS Module and Credits

• Practical Skills , Condition & weighting

Practical Skill Activities and SoP

• Assessment criteria for each PS

• Applied Knowledge for each PS

• Critical PS Activities to be assessed

externally

• Provider Accreditation Criteria

• Exemptions

Subjects Specifications

• Purpose of the Subject and Credits

• Topics and Weighting

Topic Elements & Range

• Assessment criteria for each Topic

• Critical Elements to be assessed

externally & Assessment Standard

• Provider Accreditation Criteria

• Exemptions


Oc

cu

pa

tio

nal P

urp

os

e

O

ccu

pa

tio

na

l Task

Products or

Services

Occupational

Responsibility

Occupational

Context

Work Experience

&

Workplace

Knowledge

Practical Skills

&

Applied Knowledge

Knowledge

Learning

Components

Practical Skills

&

Applied Knowledge

Products or

Services

Occupational

Responsibility

Occupational

Context

Work Experience

&

Workplace

Knowledge

Practical Skills

&

Applied Knowledge

Knowledge

Practical Skills

&

Applied Knowledge

O

ccu

pa

tio

na

l Task

Work Experience Module

Specifications

• Purpose of WE Module and Notional

Hours

• Work Experience

Work Activities (incl frequency and

SoP)

• Contextual WP Knowledge

• Supporting evidence of Performance

• Criteria for approval of WP

• WP Assignments to be assessed

externally

C B

Assessment

Specifications

D

• Purpose of the

Qualification

• External Assessment

Model

• Qualification Outcomes

to be Assessed (in

each Phase)

• Assessment Criteria for

each Outcome

• Eligibility Requirements

to qualify for the

External Assessment

• Criteria for

Registration of

Assessors

C1

C2

C3

Work Experience

&

Workplace

Knowledge

Knowledge

Occupational

Responsibility

Occupational

Context

Issues Discussed

• Agreed on the Occupational Title: Electroplater

• Curriculum information – providing interrelationship between Electroplater and related occupations

• Curriculum structure: some elements of the practical skills

• Not completed international comparison and MESs – to be dealt with later in the process

• Completed entry Learner Requirements

How the Occupational Profile is used in the

Curriculum

1. Determine the scope of the occupational curriculum.

1. Serve as the unit of analysis for the curriculum

2. Guide the development of the subject and module specifications

Developing Subject Specifications

Define the purpose of the

subject

Knowledge focus area


B8.1

C3.1 C3.4







Product or

Service

Product or

Service

Subject

Subject

Subject

Subject

Allocate knowledge

focus areas to subjects

Define scope of the subject

Define assessment criteria and allocate a

weight

C3.2

C3.3

Define the credits for the subject

C3.5

Define provider accreditation requirements

C3.6

Identify assessment

criteria

C3.7 Identify exemptions

from educational programmes

Identify critical topics to be

assessed externally

C3.8 C3.8

Topic

Topic element

Topic element

Topic

Topic element

Topic element

Define assessment criteria and allocate a

weight

What When Who

Profiling Session Trade Experts

Practical Skills

Trade Experts,

Practical Training

Experts

Work Experience Trade Experts

Trade Theory Trade Experts,

Educational Experts

External

Assessment

Specification

Trade Experts,

Educational Experts

Trade Test Experts

Final Verification To be confirmed

Curriculum Development and Agreement flow

The World Foundry Congress Mexico - April 2012 The Career Path Framework (CPF) Foundry industry training development in South Africa Richard Bean, Adrie Elmohammadi, Sinaye Mngidi, Tony Paterson, Lucky Juganan, Abeeda Holdstock Ellen Huester, John Davies

ANNEXURE E: Melting and Casting Sub-Processes of Metals Management Furnace operation

Operations • Furnace operations

• Induction furnaces: High Medium; Main frequency; under electrical operation

• Furnace reline • EAF – FR; SlagmakingMake slag (slag formation

practices)CupolaNon-electric form of meltingReverbElectric resistance (aluminum)Usage of PLCCharge controlChemistry (basics)Melting metallurgy

• Activities • Determine and calculate additions • Prepare equipment to tap • Prepare to tap temperature / ladle • Control tapping • Additions made during tapping – degassing • Complete furnace document • Blow oxygen

• Operate furnaces

• Reline furnaces

Foundry Industry Training Development in South Africa, Tony Patterson & Lucky Juganan, WFO presentation, 2012

Business

government approaches4

effects of changes

government pivotal role

direct government involvement

major government focus

broad challenge of government

approved training

training initiative