• Go Dual

Factsheet 2: Learning support material development

This workstream intends to:    

  • Develop practical work assignments in line with the National Occupational Curriculum Content for Artisans of the 21st century (NOCC-A21).
  • Ensure learning support material (work assignments) is centred around real-life work situations for electricians and plumbers.


Considerations for the Development of Learning Support Material:

  • It is important to note that no textbook and/or learning material which is in line with international standards currently exists for the QCTO/ NOCC-A21.
  • The project-based learning approach requires a completely new format and approach to the development of learning support material.
  • Learning support material needs to be structured around work tasks that are relevant and foster the acquisition of both requisite knowledge and problem-solving competence.
  • The design of the material should promote problem-solving competence and inte­grated thinking through thought-provoking real-life practical work tasks/scenarios/projects, which are to be tackled by the apprentice either individually or in groups.
  • Examples based on the local context should be incorporated into the practical work assignments in order for apprentices to gain a clearer understanding of practical tasks in a real-life context.
  • Relevant industry experience (to design the tasks) and skills in training methodology (to describe them at the right level) are both critical for the development of the new material. Most learning material developers/lecturers can only cover the theoretical aspects, as there is inadequate experience in the development of practical work assignments which actively engage the apprentice in the learning process.
  • Identifying potential experts/multipliers able to develop comprehensive learning material and practical work assignments is a prerequisite for the successful implementation of training based on the NOCC-A21.
  • Sufficient time is essential for learning support material development and for lecturers to become proficient in applying the new material before commencing with the training.
  • Continuous improvement of material based on initial implementation experiences is critical.
  • Artisan lecturer training on the use of newly developed learning support material is crucial in ensuring that the material is used as intended. Feedback sessions with the lecturers after the initial phase are also important in order to reflect on their experience of using the material and to discuss what can be improved.
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