Lessons learnt

Introduction to the factsheets (0 – 10) – Lessons Learnt

  • What is the Dual System Pilot Project (DSPP)?

    Lessons Learnt – Introduction to the factsheets

    In its ‘Decade of the Artisan 2014 - 2024’ initiative, South Africa has set itself the ambitious goal of producing 30 000 new artisans per year by 2030. Public TVET colleges in particular have been identified as a key partner in artisan development. In future the colleges are thus set to become the largest component in the national skills training system, with enrolment figures increasing from about 650,000 to 2,500,000 by 2030.
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  • Factsheet 0: DSPP: Expected benefits

    The DSPP is based on the QCTO occupational qualification for electricians/plumbers. It will thus not only provide company-/sector-specific training, but also provide participating apprentices with the latest industry skill sets required to become fully-fledged, competent and confident artisans. Translated from the QCTO occupational qualification, a training syllabus has been designed (the National Occupational Curriculum Content for Artisans of the 21st century, NOCC-A21). Training providers and partly industry (IOPSA) have been involved in the NOCC-A21 development, defining practice-orientated learnings directly linked to real-life work tasks.
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  • Factsheet 1: NOCC-A21 Development

    This workstream intends to: – Define a step-by-step process to develop the National Occupational Curriculum Content for Artisans of the 21st century (NOCC-A21) - based on QCTO occupational qualifications as one process. – Develop the NOCC-A21 for the electrician and plumber trades to promote problem-solving competence of artisans in line with requirements of industry.
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  • 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.
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  • Factsheet 3: Training infrastructure development

    This workstream intends to: Ensure that the training infrastructure at TVET colleges supports the implementation of the National Occupational Curriculum Content for Artisans of the 21st century (NOCC-A21) in terms of its content and methodology. Facilitate a training infrastructure setup which allows for interactive learning, while promoting practice-oriented training and learning that is based on the latest industry standards.
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  • Factsheet 4: Lecturer capacity development

    This workstream intends to: Ensure that the right calibre and number of artisan lecturers is available to support the implementation of the National Occupational Curriculum Content for Artisans of the 21st century (NOCC-A21). – Build the capacity of lecturers to facilitate the project-based approach which closely integrates theoretical and practical learning.
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  • Factsheet 5: TVET college management capacity development

    This workstream intends to: Promote leadership and provide strategic gui–dance to TVET college management in improving training service delivery, initiating change processes and effecting relevant organisational development required for implementation of employment-oriented occupational programmes. – Develop and strengthen the technical capacity of TVET college management to implement occupational programmes using the dual system approach. – Create awareness among TVET college management of the operational requirements for NOCC-A21 implementation. – Support TVET college management through the development of tools and instruments for DSPP implementation and monitoring.
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  • Factsheet 6: Apprentice selection and progress

    This workstream intends to: – Define the candidate selection criteria for occupational dual programme (DSPP) entry. – Establish procedures for the selection of candidates with the involvement of industry. – Track apprentice progress related to the trade and their personal development. – Identify areas for intervention and remediation regarding apprentice progress. – Provide ongoing support to apprentices regarding their personal and professional development.
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  • Factsheet 7: Employer relationships & readiness

    This workstream intends to: Strengthen dialogue with industry on skills development needs and experience with dual approaches. – Support employers to provide structured learning at the workplace. – Encourage employers to host DSPP apprentices and seeing this as a viable option for recruiting permanent staff. – Strengthen ties and partnerships between public TVET colleges and industry stakeholders. – Develop the DSPP in an industry-driven dual occupational programme.
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  • Factsheet 8: Quality assurance & assessment

    This workstream intends to: – Adapt existing TVET college quality management guidelines to incorporate DSPP requirements. – Establish lean and intelligent quality assurance mechanisms and assessment procedures that encourage the participation of industry in dual occupational programmes with TVET colleges.
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  • Factsheet 10: DSPP process monitoring & evaluation framework

    This workstream intends to: – Develop and implement a framework to monitor and evaluate DSPP processes and achievements against traditional TVET programmes. – Establish clear M&E procedures to monitor DSPP processes to ensure alignment with set targets and milestones and take corrective action where necessary. – Continuously evaluate programme processes in order to draw lessons learnt for the benefit of future occupational programmes.
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