LQDF Capacity Building Session
TETA Occupational Curriculum and Qualification
Development Process
Yolandi Raath-Booyens
Project Manager and
QDF
15 August 2012
1. Purpose and Expectations
2. The TETA Tipping Point as by ‘Malcolm Gladwell’
3. The Project Scope
QCTO Requirements
CEPs
Teta Project Milestones
4. Dates-2-Diarise
2
1. Purpose and Expectations
2. The TETA Tipping Point as by
‘Malcolm Gladwell’
As Industry, Where do you
want to be?
5
The Hush Puppy Epidemic
• Sales were down to 30 00 pairs in mostly backwoods and small
village outlets.
• Wolverine was thinking of phasing out Hush Puppies
• Something strange happened…
•
They became hip in clubs and being bought up at little stores
that carried them
• In 1995 they sold 430 000 pairs and the next year 4 times that.
• Won the best accessory prize at the Council of Fashion
Designers awards- and admitted they had almost nothing to do
with it!!
Source: The Tipping Point: Malcolm Gladwell
6
The Hush Puppy Epidemic
How did this happen?
• Tipping point came between 1994 and 1995
• Started with a handful of kids in a small village who wore Hush Puppies
because no one else wanted to wear them.
• The fad spread to two fashion designers - an incidental touch.
• The shoes passed a certain point of popularity - and tipped
• A textbook example of epidemic in action – Firstly - contagious behaviour
- people got infected with the Hush Puppy virus.
• Secondly a little change had a big effect.
• Thirdly change happened in a hurry.
7
The Rules of an EpidemicThe Tipping Point.
There are three rules of the tipping point:
 The Law of a Few
 The Stickiness Factor
 The Power of Context
... These rules provide us with direction for how to go about
to reach a Tipping Point
8
How do we get there?
“The TETA epidemic”
The Law of a Few:

How many kids started to wear Hush Puppies - 100
at the most - little chance had a big effect.

Their actions started an international fashion trend.

People are critical to social and business epidemics.
9
How do we get there?
So who are these people?
 Connectors- Pyramid rather than circle-They know a lot
of people. The kind of people they know

Information specialists- We rely on them to connect us to
new information

Salesmen- The power of persuasion
Transforming Teta - It is time for AfricaIt takes a few of us to start infecting others...
Here all comes together
10
How do we get there?
“The TETA epidemic”
The Stickiness Factor: How do we get this transformation to
stick?

Message must be something that can be passed on.

Messengers spread the message but the quality of the
message determines its stickiness.

We need to ensure that we make it count when we advocate
life-long learning -we need to count- we need a ticket to
operate!! From Backroom to Boardroom...
11
How do we get there?
“The TETA epidemic”
The Power of Context:





For any epidemic to spread the environment or context
should be right.
What about the environment for the Teta professionals?
Shareholders/ Stakeholders are looking for other means to
unlock value. Internal efficiencies..
The strategic impact of life-long learning is recognised more
than ever.
The value of occupational qualifications aligning to
international benchmarks and professional designations
needs to be recognised ...
12
How do we know we’ve
arrived?

Fit-for-purpose occupational qualifications developed

Generated by industry for industry

More training providers accredited against these
qualifications

More registered learners

More professionally qualified individuals

TETA qualifications acknowledged as THE study area of
choice
13
How do we ensure we don't go
back to where we came from?

Position training and development in innovation and
growth interventions (i.e., beyond cost cutting)
 Capitalise on and support continuous professional
development.
 Listen and learn: Ensure continuous involvement from all
major stakeholders
 Constantly explore new initiatives
 Retain your existing talent- invest in life-long learning.
 Start investing in people and processes to cope with
upturn in demand.
To name a few...
14
2. The Project Scope:
QCTO Requirements
RESPONSIBLE
STEPS
QUALIFICATIONS DEVELOPMENT PROCESS
9
DQP & QDF
Finalise Assessment
Specifications
8
QDF with Expert Practitioners, AQP &
Educationalists
Manage Verification Process
7
DQP with Constituency Group
Develop Module
and Subject
Specifications
6
QDF with Expert Practitioners, AQP &
Educationalists
Manage
Verification
Process
5
DQP with Expert
Practitioners and
AQP
Appoint AQP
4
QCTO Staff
Develop Occupational Profile and
Identify AQP
3
DQP with Expert
Practitioners (incl
Assesors
Oversee Scoping
Meeting with
Constituency
2
QCTO
Staff
Receive and Process Application
1
QCTO
Staff
Submit
RESULTS
16
QCTO
Curriculum
Scope
&
SLA with
Occupational
Profile
&
SLA with
(DQP)
(AQP)
Learning Component
Specifications
(incl Internal
Assessment)
A
B
C
Occupational
Curriculum
(B+C)
Qualification
Assessment
Specifications
(External)
D
Occupational
Qualification
(C+D)
E
2. The Project Scope:
Teta CEPs
The ‘Who’?
Chambers: CEP
18
19
3. The Project Scope:
Teta Milestones
21
3. Dates-2-Diarise
Activity
Facilitators
Who are the Delegates? Dates
All TETA stakeholders
QCTO and AH,
(internal, SDFs, SMEs,
7 – 8 Aug
Scoping Workshop Part 1 attended by QDFs and professional bodies,
LQDFs
associations, labour
unions, etc), QCTO, A&A
LQDFs induction
Scoping Workshop Part 2
A&A
LQDFs, TETA PMT
15 – 16
Aug
AH and QDFs,
attended by LQDFs
All TETA stakeholders
(internal, SDFs, SMEs,
professional bodies,
associations, labour
unions, etc), A&A
22 – 23
Aug
23
Activity
Facilitators
Who are the
Delegates?
Dates
Occupational Profiling
LQDFs, supported by
04 - 05CEPs, Working Groups
QDFs
Sept
Write-up of
Occupational Profiles
LQDFs, supported by
LQDFs, QDFs
QDFs
CEP Sign-off Workshop
LQDFs, supported by
to deal with public
CEPs
QDFs
comments on occ prof
06-Sep
20-Sep
24
Activity
Facilitators
Who are the
Delegates?
Dates
Curriculum
Specifications:
Knowledge
LQDFs, supported by
25 - 27CEPs, Working Groups
QDFs
Sep
Curriculum
Specifications:
Knowledge
LQDFs, supported by
09 - 10CEPs, Working Groups
QDFs
Oct
Write-up of Knowledge LQDFs, supported by
LQDFs
Specifications
QDFs
Public Verification
E-mail/ website
/facebook
Wider TETA
constituents
11 - 14Oct
22-Oct
25
Activity
Facilitators
Who are the
Delegates?
Dates
Curriculum
LQDFs, supported by
23 - 25CEPs, Working Groups
Specifications: Practical QDFs
Oct
Curriculum
LQDFs, supported by
06 - 07CEPs, Working Groups
Specifications: Practical QDFs
Nov
Write-up of Practical
Specifications
LQDFs, supported by
LQDFs
QDFs
08 - 11Nov
Public Verification
E-mail/ website
/facebook
18-Nov
Wider TETA
constituents
CEP Sign-off Workshop
LQDFs, supported by
for knowledge and
CEPs, Working Groups 20-Nov
QDFs
practical components
26
Activity
Facilitators
Who are the Delegates? Dates
Curriculum Specifications: LQDFs, supported by
Work Experience
QDFs
CEPs, Working Groups
21 - 22Nov
Curriculum Specifications:
Work Experience and
LQDFs, supported by
External Assessment
QDFs
Criteria
CEPs, Working Groups
28 - 30Jan
Write-up of Work
Experience Specifications LQDFs, supported by
and External Assessment QDFs
Criteria
LQDFs
31-Jan 03-Feb
Final Verification
E-mail/ website
/facebook
Wider TETA constituents 27-Feb
27
Activity
Facilitators
Who are the Delegates?
Dates
Consolidation on input
received
LQDFs, supported
LQDFs
by QDFs
Final CEP Sign-off
Workshop
LQDFs, supported
CEPs, Working Groups 01-Mar
by QDFs
Final submission to QCTO TETA Project
by TETA
Sponsor
28-Feb
31-Mar
28
Questions??
Thank you