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
Effects of changes in Government approaches
.
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.
Effects of changes in Government approaches
Porter diamond reconceptualised by Wickham to recognise Government
pivotal role and interdependence with chance events (source Wickham 2005)
Effects of changes in Government approaches
• 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.
Effects of changes in Government approaches
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.
Effects of changes in Government approaches
Effects of changes in Government approaches
• 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
Effects of changes in Government approaches
• 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.
The role of SETA’s
The role of SETA’s
•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.
Rapid appraisal of local innovation systems (RALIS)
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
Rapid appraisal of local innovation systems (RALIS)
FIRMS
FRAMEWORK
CONDITIONS
TECHNOLOGY
INSTITUTIONS EDUCATION
INSTITUTIONS
Reciprocal interdependence - each party is dependent on others -
Coordination is achieved through adjustment
Rapid appraisal of local innovation systems (RALIS)
Rapid appraisal of local innovation systems (RALIS)
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
Rapid appraisal of local innovation systems (RALIS)
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)
Occupational Profile
& 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
Occupational Profile
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
Knowledge focus area
B8.1
C3.1 C3.4
Knowledge focus area
Knowledge focus area
Knowledge focus area
Knowledge focus area
Knowledge focus area
Knowledge focus area
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