Compiled by Eamonn Ryan from a presentation by Hennie Basson, managing member: Raetech Training Centre
Transitioning to the new QCTO qualifications system. This is part three of a five-part article.
Hennie Basson, managing member of RAETECH Training Centre presenting. Supplied by SAIRAC Cape Town
The new system of qualifications introduced by the Quality Council for Trades and Occupations (QCTO) in South Africa marks a significant shift from the previous system and entails various changes that learners and educational institutions need to be aware of.
In essence, the transition to the new QCTO qualifications system signifies a shift towards a more structured and industry-relevant approach to education and training. By understanding the key differences and adhering to the outlined timelines, learners can navigate this transition smoothly and emerge with qualifications that are better aligned with the demands of the modern workforce.
Occupational qualifications mark a departure from traditional education systems by placing a strong emphasis on practical skills alongside theoretical knowledge. These qualifications are meticulously designed to equip learners with the specific skills and expertise required to excel in their chosen profession or industry. By engaging in work-based learning experiences, learners gain invaluable practical experience and learn how to apply their knowledge in real-life situations.
For any training centre or skills development provider, demonstrating the ability to facilitate workplace-based learning is essential to secure funding. Practical experience remains a cornerstone of apprenticeships, mirroring the approach taken in the legacy qualification system.
In terms of levels and credits, the legacy qualification system was based on unit standards within the National Qualifications Framework (NQF) level or credit value. These units could be offered individually or combined to form comprehensive learning programmes. Each component’s credits and units of competency were recorded in the National Learner Records Database, ensuring accurate tracking of learner progress. Similarly, in the new occupational qualification system, progress is recorded as learners complete modules, although there are notable differences in credit allocation.
Two full qualifications offered under the new system are Air Conditioning Refrigeration Mechanic and Refrigeration Mechanic. These qualifications differ in credit values, reflecting the complexity and scope of the respective trades. The minimum entry level for both qualifications is level two, with the choice of specialisation available at level three. Qualification level attainment is set at level four.
Throughout the training process, learners have access to ongoing learning opportunities, allowing them to return and build upon their existing knowledge and skills. Lifelong learning is encouraged, ensuring that individuals can continually upskill and remain relevant in their chosen field.
