– Key features and development
process
Christoph Vorwerk
Enabling conditions
Intention
Autonomy
Fluctuation / Creative chaos
Redundancy
Requisite variety
Tacit knowledge
in organisation
Socialisation
Externalisation
Sharing
tacit
knowledg
e
Creating
concepts
Explicit knowledge in
organisation
Combination
Justifying
concepts
Building
an
archetype
Crosslevelling
knowledg
e
Internalisation
Market
from
collaborating
organisations
Tacit
from users
knowledg
e
Internalisation by users
Explicit knowledge as
advertisements,
patents, product and/or
service
Dialogue
Socialising
Experience: observing, imitating,
practice
Sharing: brainstorming, talking to
customers, seeing things from another’s
point of view or another’s experience
(eg production vs. sales)
Externalising
Articulating tacit k. into concepts,
converting of hunches, perceptions,
mental models
First as metaphors, analogies
Then drawing, writing, models
Contradictions, tensions
Building a field
Internalising
Learn by doing
Applying to manuals, procedures,
documents, knowledge bases
Deriving from other’s mental models
Prototyping, testing, evaluating
Trigger s new cycle
Combining
Systemising concepts
Exchanging documents
Conversations, meetings
Sorting, adding, categorising
Formal education and training
Learning by doing
Linking

Middle up – down management
•
•
•
•

Autonomy
Project steering Committee – senior officials
4 Working groups, Quality Learning Forum, SETAs
Broader constituency
Organisational intention
• What is an occupational qualification?
• Who holds the standard?

First draft policy 2004
• Continuous testing, review and refinement
 Fettling continued until handover to QCTO

Results
• Joint Policy Statement, legislation, draft policy and regulations
• Systems, processes and procedures
• Papers, presentations
 Publication
of draft HEQF in 2004
• No space for occupational qualifications
 OQ include trades, professions & other generic occ. types
 What
is logic of occupations?
• Occupational Classification Systems
 Grouped by similarity of tasks, skill levels, inputs, tools,
products and services
 Occupational descriptor → Purpose of qualification
 Occupational tasks/skills → Exit outcomes
 Led
to concept of “Qualified in..., to ..., as...”
3
Forms of learning
• Standard practice, Rumelhart & Norman
 Analyse
occupational tasks / skills
• Product or Service → Knowledge, theory
• Responsibility → Practical skills ← Critical
Outcomes
• Work context → Work experience (settings,
circumstances, ranges, interfaces)
 “ DACUM on steroids”
General
knowledge &
theory
General
practical
skills
Specialised
practical
skills
Specialised
knowledge &
theory
Provision meets
requirements
Work
experience
Accreditation or
approval
Internal
summative
assessment
Statements
of results
Qualification
certificated
External
assessment
Ability to integrate curriculum components to perform
Chamber
ofsolve
Minesproblems, etc based on assessment
occupational
tasks,
Version:
2007-12-17
tasks
7
QA
Data analysis
Quality improvement
Practice-driven
Relevant
Credible
Qualifications
Design
Assessment
QCTO
Responsive
Occupational
competence
Light touch
Self-evaluation
Development
Quality
Partner
Consistent
General
knowledge &
theory
Quality
Monitoring
General
practical
skills
Specialised
practical
skills
Specialised
knowledge &
theory
Respond to problems
Work
experience
Assessment
Quality
Partner
8