The QCTO Mandate. A brief outline of the legislation shaping QCTO responsibilities. What does the QCTO do for us?
What Does the QCTO Do?: QCTO Mandate
The NQF Act specifies that the QCTO should:
- Develop and manage its sub-framework, make recommendations and advise the Minister on matters relating to its sub-framework;
• Consider and agree on level descriptors ensuring that they remain current and appropriate;
• Develop and recommend qualifications to SAQA for registration;
• Develop and implement quality assurance policy for registered qualifications;
Maintain a database of learner achievements and submit learners achievement data to SAQA for recording on the National Learner Records Database (NLRD);
• Conduct or commission and publish research; and
• Inform the public about its sub-framework
The Skills Development Act (SDA) and The QCTO Mandate
The Skills Development Act (SDA), in Chapter 6C (Sections 26F – J), stipulates that the QCTO must:
- Advise the Minister on all matters of policy concerning occupational standards and qualifications.
- Perform its functions in terms of the Skills Development Act and the National Qualifications Framework Act.
- Subject to any policy issued:
- Design and develop occupational standards and qualifications
- Submit qualifications to the South African Qualifications Authority for registration on the National Qualifications Framework;
- Establish and maintain occupational standards and qualifications;
- Ensure the quality of occupational standards and qualifications and learning in and for the workplace;
- Promote the objectives of the National Qualifications Framework;
- Liaise with the National Skills Authority on the suitability and adequacy of occupational standards and qualifications and on the quality of learning in and for the workplace; and
- Perform any other prescribed function.
The QCTO Mandate and the White Paper
The QCTO contributes to the following aspects of the White Paper for Post-School Education and Training:
- Relationship between education and training institutions, and the workplace is strengthened through the model of qualification design that defines workplace activities;
- Strengthening and expansion of TVET College system;
- Review and rationalise occupational qualifications;
- Improve quality assurance processes and standardise these across the Post-School education and training system; and
- Continue to standardise qualification development.
Four Key Documents Impact on QCTO Operations
- The Government Gazette No. 34932 R202 (5) which makes provision for SETAs to: “monthly from 1 October 2012 transfer as part of its administration costs as contemplated in sub-regulation (1) and approved in the annual SETA strategic plan, a max of 0,5% of the total levy received by the SETA to QCTO for quality assurance functions as contemplated in section 26H of the Act;”
- Government Gazette published August 2013 on Amendments to the Determination of the National Qualifications Framework’s Sub-frameworks (Gazette No.36 803 published on 30 August 2013);
- White Paper for Post-School Education and Training launched on 16 January 2014 by the Minister.
- The publication of the Occupational Qualifications Sub-Framework policy document in July 2014.
The QCTO Mandate: Service Delivery
In addition to the duties described above, the following is a list of additional QCTO responsibilities:
- responsible for quality assurance and reconstruction of qualifications offered by TVET Colleges.
- manage the unit standards based qualifications,
- registration of qualifications and the expiry or replacing of historically registered (unit standards based, provider-based etc) qualifications
bottle necks experienced regarding registration of qualfications have decreased.
- Focus on plan to speed up the qualifications development process as well as the realignment of historically registered qualifications.
has developed almost a third of the priority qualifications from the listed trades.
- All national trade qualifications internationally comparable.
- QCTO moving forward with replacement of qualifications and expect a significant reduction of historically registered qualifications as the new occupational qualifications gain prominence.
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