Introduction: Introduction: Organising Framework for Occupations Organising Framework for Occupations (OFO) (OFO) and and Qualifications and Quality Council Qualifications and Quality Council for Trades and Occupations (QCTO) for Trades and Occupations (QCTO) Supported by Supported by
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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)
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
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
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
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
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
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
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
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
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
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).
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)
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
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)