ABSTRACT

This paper argues that the recent policy reform of occupational qualifications in South Africa is not substantially different from previous qualifications composed of unit standards and learning outcomes. The transition to democracy in the 1990s saw the introduction of a National Qualifications Framework (NQF) for post-school education. The framework adopted a model similar to competency-based training (CBT), where qualifications used unit standards and learning outcomes as a design template. Many problems ensued; amongst other concerns, researchers demonstrated that unit standards fragment learning by focusing on task performance at the expense of knowledge. Substantial changes were made in 2009, including the introduction of the Occupational Qualifications Sub-Framework of the revised NQF. Occupational qualifications are designed using a template to standardise the format of occupational standards and knowledge, practical skills, and work experience modules for the curriculum framework. For policymakers, occupational standards represent broad notions of competence based on occupational practice. The development of an occupational qualification is guided by a template for the process of deriving the curriculum framework from occupational standards. However, my research suggests that occupational qualifications based on occupational standards are further elaborated work tasks that are then used to develop curriculum framework contents, which further entrenches CBT approaches and their associated problems.

摘要

本文认为，最近南非职业资格的政策改革与以前由单位标准和学习成果组成的资格没有本质区别。在 1990 年代向民主的过渡中引入了国家资格框架 (NQF) 用于学后教育。该框架采用了类似于基于能力的培训 (CBT) 的模型，其中资格证书使用单元标准和学习成果作为设计模板。很多问题接踵而至；除其他问题外，研究人员通过以牺牲知识为代价关注任务绩效，证明了单元标准分散了学习。2009 年发生了重大变化，包括引入了修订后的 NQF 的职业资格子框架。职业资格采用模板设计，以规范课程框架的职业标准和知识、实践技能、工作经验模块的格式。对于决策者来说，职业标准代表了基于职业实践的广泛能力概念。职业资格的发展以从职业标准推导出课程框架的过程模板为指导。然而，我的研究表明，基于职业标准的职业资格是进一步阐述的工作任务，然后用于开发课程框架内容，这进一步巩固了 CBT 方法及其相关问题。课程框架的工作经验模块。对于决策者来说，职业标准代表了基于职业实践的广泛能力概念。职业资格的发展以从职业标准推导出课程框架的过程模板为指导。然而，我的研究表明，基于职业标准的职业资格是进一步阐述的工作任务，然后用于开发课程框架内容，这进一步巩固了 CBT 方法及其相关问题。课程框架的工作经验模块。对于决策者来说，职业标准代表了基于职业实践的广泛能力概念。职业资格的发展以从职业标准推导出课程框架的过程模板为指导。然而，我的研究表明，基于职业标准的职业资格是进一步阐述的工作任务，然后用于开发课程框架内容，这进一步巩固了 CBT 方法及其相关问题。职业资格的发展以从职业标准推导出课程框架的过程模板为指导。然而，我的研究表明，基于职业标准的职业资格是进一步阐述的工作任务，然后用于开发课程框架内容，这进一步巩固了 CBT 方法及其相关问题。职业资格的发展以从职业标准推导出课程框架的过程模板为指导。然而，我的研究表明，基于职业标准的职业资格是进一步阐述的工作任务，然后用于开发课程框架内容，这进一步巩固了 CBT 方法及其相关问题。