QCTO

Occupational responsibilities

More than one responsibility can be identified for each product or service. This will specifically be required to allow for developmental responsibilities. Developmental responsibilities refer to clusters of practical skills at lower levels of complexity which must be acquired during the occupational learning process. Developmental responsibilities can be seen as building blocks and can also be used for part qualifications. For each occupational responsibility a practical skill module will be developed. The occupational responsibility will be reflected as the title of the practical skill module. It must be remembered that…

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QCTO

Qualifications and Part Qualifications on the oQSf

The qualifications and part qualifications on the Occupational Qualifications  Sub- framework (OQSF) comprise Knowledge, Practical  and Workplace Experience components. The requirements for delivery and assess- ment for the different modules within each component is specified in an associated curriculum for the related qualification. Obtaining an occupational qualification or part qualification requires a formal teaching and learning environment, a practical / simulation environment (offered by accredited Skills Development Provider(s)) as well as actual workplace experience (offered by Employer(s)) and a national standardised External Integrated Summative Assessment (EISA) conducted at an accredited assessment…

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QCTO

Identify the practical skills for each occupational responsibility During  the practical skills required for each occupational responsibility are identified. More than one practical skill should be identified for each responsibility. All practical skills linked to a specific responsibility should be at the same NQF level. This might result in the identification of more occupational responsibilities to reflect additional levels and allow for building blocks. It should be noted that some QDFs find it easier to start with this step and then to cluster the practical skills into occupational responsibilities  Either…

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QCTO

Principles for Quality RPL Services

Principles for Quality RPL Services Guiding Principles are essential and key to all aspects of quality. The eight guiding principles for quality delivery of RPL services, as outlined below, are meant to be referenced as a collective approach to practice, and not to be used as stand-alone principles accessible Information on processes and services is available, accessible and comprehensive, and responsive to applicant questions on processes, procedures, timelines, costs and opportunities. Reliable  /  consistent Assessment processes are well grounded  to ensure that the same results will be achieved by a…

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QCTO

ROL goal and Purpose of the guidelines

The first goal is to ensure that RPL services meet accepted quality standards. Second, that all RPL candidates everywhere receive fair and equitable services. The purpose of these guidelines is to set the requirements for the provision of quality RPL services. It provides guidance on the principles to be met, the steps to be followed and methods that can be used by RPL service providers (including Skills Development Providers (SDPs), Work-places, Assessment Centres and RPL Centres), for accreditation or recognition by the QCTO. These Guidelines also include a self-audit checklist…

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QCTO

Definition of RPL

Recognition of Prior Learning (RPL) is a set of processes that allows candidates to identify, document, be assessed, and gain recognition for their prior learning (including competencies). This may be required for different reasons and within different contexts, ranging from recognition towards  a qualification, professional development, career guidance, career progression and job placement. In terms of the SAQA definition, RPL is a process through which formal, non-formal and informal learning are measured and mediated for recognition across different contexts and certified against the requirements for credit, access, inclusion or advancement in…

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