PRESENTATION TO COUNCILS OF MMMA AND SACPS QUO VADIS? THE COMPETENT PERSON PARADIGM and the IMMINENT...

PRESENTATION TO COUNCILS OF MMMA AND SACPS

QUO VADIS?

THE COMPETENT PERSON PARADIGM

and the

IMMINENT REGULATION

of the

METALLURGICAL PROFESSION / PRACTITIONERS

1


2

CONTENTS OF PRESENTATION

Determining Factors (Drivers)

impacting on the Metallurgical Practice

Area

QUO Vadis : Metallurgical Practitioners


3

MQA is established as Sector Education and Training (SETA) for Mining and

Minerals in terms of the SAQA act 1995.

Mining Qualifications Authority (MQA) established in 1998 in terms of Sections

45 & 46 of the MHSA, 1996.

Committees of MQA is composed of tripartite constituencies e.g. State,

Employers and Employees (Labour).

MQA to develop Competency Standards for SA Mining and Minerals Sector in

terms of MHSA

Standards Generation Body (SGB) for Mining and Minerals established in terms

of SA Qualifications Authority Act (SAQA) in 2000.

Constituencies represented on the M&MSGB:

► State/DMR;

► State/DMR;

► Employers/Employees/Labour;

► Professional Associations;

► Providers Education and Training; and

► Manufactures and Suppliers.

HISTORIC BACKDROP


4

Legislatory Backdrop

The Competent Person Paradigm

Outcomes-based Education and Training

The imminent Regulation of the

Engineering Profession

Determining Factors (Drivers)Determining Factors (Drivers)

CONTENTS


5

Employer is accountable for OH&S of persons

at mines (S.5)

Principle of hazard identification and risk

assessment and management of significant

OH&S risks (S.11)

Employer to establish OH&S policy and

describe the organisation of work [S.8(1)]

Employer may only use trained (competent)

persons (S.10)


The Legislatory BackdropThe Legislatory Backdrop

RESPONSIBILITY OF THE EMPLOYER/MANAGER UNDER THE MHSA


6

Employer must appoint a Manager [S.3(1)(a)]

Employer may appoint any person with

qualification(-s) as may be prescribed to

perform any function of the employer in

terms of the MHSA [S.7.(2)}

Manager may appoint any person with

qualification(-s) as may be prescribed to

perform any function of the manager in terms

of the MHSA [S.7.(4)]



RESPONSIBILITY OF EMPLOYER/MANAGER UNDER

THE MHSA


7



EMPLOYERS/MANAGERS COMPELLED TO USE COMPETENT PERSONS

Section 7.(1(d):

“Every employer must consider an employee’s training and capabilities i.r.o OH&S before assigning task to employee”

Section 10.(1)(a):

“Every employer must provide employees with any information, instruction, training and supervision that is necessary to enable them to perform their work safely and without risk to health”

Section 10.(1)(b):

“Ensure that every employee becomes familiar with work-related hazards and risks ”

Section 10.(2):

“Employer must ensure that every employee is properly trained”

Section 7.(4):

Section 10.(2) must inter alia be complied with “before the employee starts to work”


8

The Competent Person ParadigmThe Competent Person Paradigm

DEFINITION OF COMPETENT PERSON

Competent Person can be appropriately derived/interpreted from the SAQA definition of competence as follows:

“competent person means a person who demonstrates the ability, specified in terms of knowledge, specific skills or integrated cluster of skills, capabilities and values, executed within an indicated range or context and to specific standards;

► of performance;

► an integrated understanding of performance and its knowledge base;

► an understanding of the system in which the performance is carried out;

► the ability to transfer to other related contexts, and

► the ability to innovate when appropriate,

and

who is in possession of an appropriate and valid SAQA qualification or agreed cluster of SAQA unit standards registered on the National Qualifications Framework”.


9

Premises/Principles Adopted:

► Competency Standards to comply with NQF Principles e.g. Portability, Recognition of Prior Learning; Multiple entry points, Progression and Articulation etc.;

► Competency Standards to address needs of the SAM&MS; and

► Competency Standards to be Outcomes-Based Education and Training (OBET)-compliant.

Standards Generation Philosophy/Approach:

► Process Decomposition Charts; and

► Unit Standards-based competency standards registered on SAQA’s 10-Level National Qualifications Framework (NQF).

Outcomes-based Education and Training Outcomes-based Education and Training (OBET)(OBET)


10

OBET-complaint Competency Standards

require:

► Statement(-s) of Desired Learning

Outcomes; and

► Appropriate Assessment Criteria (ACs).

Tri-pillar OBET-compliant Model

Types of Competency Standards:

► L1 to L10: Sector Specific CSs (MQA); and

► L1 to L10: Generic/Collaborative CSs (e.g.

ECSA).


QUALITY ASSURANCE

AGAINST COMPETENCY STANDARD(-S)

OBET-COMPLAINT REGISTERED

COMPETENCY STANDARD

PROVISION AND DELIVERY AGAINST

REGISTERED COMPETENCY STANDARD(-S)


11

1. UNIT STANDARDS-BASED CSs

1.1 Composition of US-Based Qualifications► Fundamental Component (USs) e.g. Literacy in regards to

Mathematics and Communication;► Core Component (Generic USs); and► Elective Component – Generic Elective USs/Specified

Elective USs (For streaming of Qualifications).

Example: 160 Credits, Level 5, National Higher Certificate in Mining Practice with Streams:

► U/G Hardrock Mining; ► U/G Coal Mining; and► Surface Mining inclusive of Quarrying and Small Scale

Mining (SCM).


STANDARDS-GENERATION PHILOSOPHY / APPROACH


12

1.2 Example: Specified Outcome (SO):“Respond to emergencies in accordance with specified requirements”.

Range:“The evacuation of workers is done in a manner that ensures their occupational health and safety”.

Associated Assessment Criteria (ACs):“1. Demonstrate the selection and use of tools and equipment

pertaining to the type of emergency”.“2. Demonstrate the appropriate response to the Emergency

Preparedness and response CoP”.“3. Explain the consequences of NOT responding to the

emergency situation in accordance with the specified

requirements.”.




13

2. NON-USs BASED QUALIFICATIONS

2.1 Composition:

► Exit Level Outcomes (ELOs);(Say 10 statements of desired learning outcomes).

► Range Statement; and

► Associated Assessment Criteria (ACs).




14

2.2 Non-US-based Qualification:► Exit Level Outcome (ELO):

”Lead and manage part or all of one or more broadly-defined engineering activities”.

► Range Statement:“These management abilities support the effective discharge of responsibilities of the certificated engineer, results achieved through other persons”.

► Associated Assessment Criteria (ACs):“1. Manages self”.“2. Leads and works effectively in team environment”.“3. Establishes and maintains professional and business relationships”.“4. Manage people, works priorities and resources”.“5. Envisions and plans strategically to achieve company goals”.

Example: 120 Credits, Level 7, National Certificate: Certificated Engineer

(SAQA Qualification ID No. 63450)




15

3. QCTO-COMPLAINT QUALIFICATIONS

3.1 Proposed: An Occupational Learning System

Economy

Society

Labour Market OLS

QUALITY CYCLE

Impact assessment

Programmes:

Assessment

Flow of Skills

Report

EnterprisesWorkplaces

SETAs

Provider system

Approved Programmes

ApprovedWorkplaces

&

OFO1

2

34

5

8

7

6

DoL

NLRD

QCTO

LearnershipsApprenticeshipsSkills programmes (Centres)

CQ FO

SAQA

Flow of Information

Qualification

Curriculum&


QUALITY COUNCIL OF TRADES AND OCCUPATIONS (QCTO)


16

3.2 Composition

Organising Framework of Occupations (OFO);

and

Occupational Qualifications:

- OFO Code;

- Qualification Model (Certificates and/or

Awards;

- Occupational Profile;

- Foundational Learning Certificate (FLC);

- Curriculum; and

- Integrated Final Assessment of

Competency.



17

Advanced National

Certificate (Vocational)

NQF

Nat

iona

l Ski

lls

Cer

tific

ates

Fou

ndat

iona

l Lea

rnin

g C

ertif

icat

e M

athe

mat

ical

Li

tera

cy a

nd

Com

mun

icat

ions

Na

tion

al O

ccu

pa

tion

al A

wa

rds

Doctoral Degree

Masters Degree

Master Postgraduate DiplomaProfessional Qualifications s Degree

Bachelor DegreeAdvanced Diploma

DiplomaAdvanced Certificate

Higher Certificate

Incl. subject / unit certificates

National Senior Certificate (Grade 12)

General Education & Training Certificate

(Grade 9)

Advanced National Certificate

(Vocational)Adult National

Senior Certificate

Adult National Senior Certificate

Units of learning to be accumulated

National Certificate (Vocational) 4



OQ

FLevel 1

Level 3

Level 2

Level 4

Level 6

Level 5

Level 7

Level 9

Level 8

Level 10

HE

QF

GF

ET

QF


SUMMARY: DEPT OF HIGHER E&T (DoHET)


18

TWO STAGE PROFESSIONAL DEVELOPMENT SYSTEM

An Integrated System of Education and

Training for

► Engineers,

► Engineering Technologists,

► Engineering Technicians, and

► Certificated Engineers


19

DEVELOPING A COMPETENCY FOCUS

Section 19(2) of the EP2 Act: The Council must …

► “.… register the applicant in the relevant category … if, … the council

is satisfied that the applicant … has demonstrated his or her competence

as measured against standards determined by council for the relevant

category of registration; …”

► ECSA therefore needs:

► Formal Competency Standards

► Assessment system for measuring against standards

► Policy on development of competency

► To harmonise its approach with other roleplayers


20

PROPOSED STAGE 1 – STAGE 2 MODEL

► Two Stages in Development of Engineer, Technologist or Technician to the point of independent practice:

► Stage 1: Primarily Educational:► BScENG / BEng for Engineer► BTech for Technologist► ND for Technician

Or a recognised equivalent to each,

A standards-based alternate route

► Stage 2: Primarily workplace:► Structured training and experience; or RPL; or combination► Evidence-based assessment against competency

standards


21

PUTTING STAGE 1 AND STAGE 2 TOGETHER

BEng560@L8

BEngTech360@L7

L5

L4

L6

L7

L8

PrEng

Pr EngTechno

S2W

S2B

S2C

CP>=3y

CP>=4y

AdvDip

Dip360

@ L6+

PrCE

CP>=3y

AdvCert

HigherCert

PrTechni

CP>=3y

WILBEng

Sc360@L7

“3+2”

Technician andCertificated Engineer

TechnologistEngineer

PRESENTATION TO COUNCILS OF MMMA AND SACPS QUO VADIS? THE COMPETENT PERSON PARADIGM and the IMMINENT...

Documents

Transcript of PRESENTATION TO COUNCILS OF MMMA AND SACPS QUO VADIS? THE COMPETENT PERSON PARADIGM and the IMMINENT...