The difference between the legacy qualifications curriculum and the QCTO curriculum format

Written by: Hannes Nel

After approximately eight years in which the QCTO made some progress towards the development and registration of new occupational qualifications, stakeholders are beginning to wonder if the new curriculum model will ever replace the old (legacy) one and, more importantly, if it would be an improvement. We currently have the situation where legacy curriculums as well as QCTO model curriculums are registered on the NQF. It is not clear when all legacy qualifications will be removed from the NQF. However, it would be a sorry day if such curriculums are scrapped without being replaced by new and, hopefully, better ones.

The following are some of the most important differences between the QCTO curriculum structure and the legacy qualification curriculum format:

  1. Legacy qualifications are composed of a number of separate unit standards, each catering for the achievement of practical competencies (outcomes) theoretical knowledge (essential embedded knowledge) and critical cross-field outcomes.

QCTO qualifications split the legacy unit standards into three separate unit standards per unit of learning (module or subject), one providing for knowledge, one for practical skills and one for work experience.

  1. Each legacy unit standard has its own NQF level and number of credits. They can be offered as separate learning programmes or combined with other related unit standards to form a “bigger” learning programme. Credits for each unit standard can be read into the NLRD. At least some SETA Learner record databases allow this, but it is not clear if the credits are still transferred to the NLRD.

QCTO units of learning and unit standards cannot stand alone and no credits are allocated to them separately. Credits are allocated for the whole qualification. No credits can, therefore, be read into the NLRD for separate units of learning or unit standards, with the result that it would probably not make sense offering them as separate learning programmes either.

  1. Legacy qualifications are not compared internationally, although this should be done during the design process.

QCTO qualifications are compared internationally to ensure that South African qualifications are on par with international requirements and trends.

  1. Legacy qualifications and unit standards were initially designed by Standards Generating Bodies (SGBs). This process, however, was watered down considerably to working groups, probably because SGBs often did not function properly for various reasons.

QCTO qualifications are designed under supervision of a registered Development Quality Partner (DQP). This procedure is already questioned, probably because of the inability of some DQPs to perform and manage.

  1. Legacy qualifications and unit standards specify who can benefit from the qualification or unit standard in general terms, referring to job titles.

QCTO qualifications (not units of learning or unit standards) are specific in terms of the occupational profile of those who should benefit from the qualification, even specifying the OFO codes, occupational purpose, tasks and context. The occupational description that needs to be specified is so elaborate that it could well be a job profile or duty sheet.

  1. Although legacy qualifications and unit standards as well as QCTO qualifications require workplace experience, the QCTO qualifications are much more specific in this respect.

The writing of occupational curriculums is taking longer than initially anticipated, leading to discontent amongst stakeholders and rendering the process inefficient. The reason for the process being extremely time-consuming is, unfortunately, not because of thorough work but rather because of long periods of inactivity between meetings, different stakeholders joining the process at different times thereby often disrupting the smooth flow of the development process and some unnecessary bureaucratic procedures which adds no value to the process.

There are two rather important deficiencies in the current occupational curriculum format namely that too much duplication takes place and it would be difficult to compare it with HE and TVET curriculums for determining equivalence. Determining equivalence is necessary in order to achieve articulation of the three NQF sub-frameworks and articulation is necessary for opening pathways between different NQF sub-frameworks.

Already, however, some of the new curriculums are not structured in accordance with the QCTO format. Registration number 15952: Higher Certificate: Early Childhood Development, is an example of such a curriculum. One can probably argue that it is a Higher Education qualification and that it, therefore, need not follow the QCTO format. However, the Quality Assuring Body is given as the QCTO.

I intentionally did not discuss differences between the old ETQAs and the current DQPs because there are no substantive differences. The QCTO largely delegated the quality assurance function to what used to be ETQAs and now they are called DQPs.

Article sourced: Skills Universe 


Supervisor Training

Supervisor Training

“Give me a lever large enough and I will move the whole world” Archimedes purportedly said. “Competent team leaders are the leaver that will lift the performance of a call centre” Stefan Lauber, the MD of i-Fundi told the participants at the recent Community of Expert event: “Supervisor Training”. This should not be a big surprise since every supervisor influences the performance of approximately 15 people.

The presentation is available here.

Stefan Lauber discussing Supervisor Training with Community of Experts participants 

Stefan Lauber discussing Supervisor Training with Community of Experts participants

Despite their obvious importance, supervisors receive little support. Typically the best contact centre agents are promoted with minimum preparation. Most often they receive little training and rarely any coaching to prepare them for their new role. As the workshop showed many team leaders therefore struggle with managing their people. Amongst the biggest challenges that they face are poor schedule adherence by the agents, absenteeism, a lack of sense of ownership, and interest.

“When a person gets up in the morning, s/he is unlikely to ask ‘how can I enrich our shareholders today. Companies fail to show their employees that they can achieve their personal goals by being extraordinary at work.” Lauber reminded the participants.
i-Fundi’s approach to training therefore starts with people understanding their own purpose and goals, helping them to realise their inner power and how they can succeed by being extraordinary in whatever they do. Once the learners understand the connection between their inner drive and their outer success, only then does i-Fundi address plain operational issues. i-Fundi calls this training from the “Inside-Out”.

Its team leader development programme is therefore broken up into three parts – Managing Myself, Managing My Team, and Managing Operations.

In every human being is a desire for greatness. However this is too often clouded by fear, doubt, a lack of confidence, poor discipline, unclear goals, and not knowing how to achieve the goals they are aware of. By learning how to manage themselves supervisors not only learn how to succeed as individuals, but are able to fuel that desire in their staff. Lauber advised participants to build a reputation for themselves and to become the go-to person for their managers. As Brian Tracy said: “When you develop a reputation for speed and reliability, you will never have to worry about being successful, promoted or rich.”

Community of Experts attendees listening to lecture

Participants at the Supervisor Training Community of Experts events listening intently 

Leading a team is ultimately about good communication and developing your staff. Throughout nature, imitation is key to learning. This works well if you had the opportunity to work with great role models but is dangerous in an environment where there is shortage of good leaders.

All too often, new leaders revert back to authoritarian leadership styles because that is what they have seen in the past: either at home or in organisations. Being able to communicate assertively is a key skill needed to break such patterns.

In order for people to succeed at work, they need to own their space, they need to take responsibility. They can only do that if they are treated as adults. When communicating, the emphasis needs to be on facts, with a minimum of negative emotions. This is easier said than done, leaders are tempted to start behaving like parents and employees like children.

Lauber reminded the participants that there is not one ideal leadership style. It all depends on the situation. In a situation where a team is new, where staff is inexperienced, when there is a crisis or confusion, a more directive leadership style is appropriate. The reverse is true if you are working in stable situation with a high performance team. They perform better in participatory environment. The same principle applies when delegating or coaching staff. People with little understanding of what needs to be done benefit from a “tell, show and do” approach, whereas questioning and discussions work better with mature staff. “Great managers are able show their staff how to get their job done, so everyone succeeds”, Lauber concluded.

In terms of operational management, the workshop focused on how to conduct a Buzz Session in which a team leader discusses the accomplishments of the previous day and the work to be done for the day ahead.

Supervisors need to analyse the data provided by the Management Information System to identify areas of high performance and possible shortcomings. Guided by that information, the team leader can identify issues that need to be resolved. The Buzz Sessions are an ideal platform to solve any problems together with the staff. Not only does this create better solutions but it also improves the commitment of the team. They also allow the supervisor and team to acknowledge and celebrate outstanding achievement by team and individuals.

“As a team leader you will need to be a step ahead. Know what is going on. Plan ahead. Achieve together with your team.” urged Lauber.

The presentation is available here.

i-Fundi helps companies and individual to develop the skills they need to succeed. It does this through coaching, short courses, national qualifications and learnerships in a number of areas. For more information contact i-Fundi on 011-290-5900, or click here to complete a query form.
Discussion: What makes a team leader successful? Share your best practices with us.