HRDT 121 - HRD Within The South African Context PDF

HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Dr Renier C. Els Office nr. 018-285 2360 [email protected] HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT MODULE OUTCOMES: FUNDAMENTAL KNOWLED...

HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Dr Renier C. Els Office nr. 018-285 2360 [email protected] HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT MODULE OUTCOMES: FUNDAMENTAL KNOWLEDGE, KNOWLEDGE AND CRITICAL UNDERSTANDING, IDENTIFY AND EVALUATE HRD CHALLENGES, GATHER AND ORGANISE, and OPERATE AS PART OF A GROUP.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Professional Skills Training for Bangladesh's Youth - watch this video; https://youtu.be/PWkOvVkI09k  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT HOMEWORK – to be presented at study school Differentiate between the global skills development models and motivate which model the South African skills development framework has adopted.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT HOMEWORK – to be presented at study school Differentiate between the global skills development models and motivate which model the South African skills development framework has adopted. HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT What global skills development model is SA based on? The South African skills development and HRD system have adopted practices from both the Germanic and Asian-Tiger models. South Africa’s model has adopted aspects mostly from the Asian Tiger model in that major involvement with social partners exists. It is an expensive, and administrative nightmare – therefore the various SETAs deal with skills development in various industries and sectors. The incentives to participate are done in the form of Skills Development levies, (Skills Fund). HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT What global skills development model is SA based on? The Anglo-Saxon model is not likely to be successful in SA due to the inefficiency of the SA market – high unemployment usually indicates market failures. South Africa has implemented variations of the German apprenticeship model. ✓ Legal framework, ✓ Sharing of costs for skills development, ✓ Career development in line with NQF.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT B. Bills LEGISLATIVE PROCESS IN A Bill is the draft version of a law or Act. It may be proposing either an entirely new Act, SOUTH AFRICA or an amendment to an existing Act, or it can simply repeal an existing Act. A. Green and White Papers This section outlines some of the processes and requirements that can take place before a Bill becomes law. It deals with the various types of Bills and who may initiate a The process of making a law sometimes begins with a discussion document, called a Bill. The following section tracks how a Bill becomes law. The Constitution provides the Green Paper. This is drafted in the Ministry or department dealing with the particular full details which are not included here. issue in order to show the way that it is thinking on a particular policy. It is then published so that anyone who is interested can give comments, suggestions and ideas. Then goes through a process: The Green Paper is sometimes followed by a more refined discussion document, called a a) Bills before Parliament White Paper, which is a broad statement of government policy. This is drafted by the relevant department or a task team designated by the Minister of that department. There are four main types of Bills that come before Parliament: Comment may again be invited from interested parties. The relevant parliamentary 1. ordinary Bills that do not affect the provinces (section 75 of the Constitution); Committees may propose amendments or other proposals and then send the policy paper back to the Ministry for further discussion and final decisions. 2. ordinary Bills that affect the provinces (section 76 of the Constitution); 3. Money Bills (section 77 of the Constitution); and 4. Bills amending the Constitution (section 74 of the Constitution); and  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT LEGISLATIVE PROCESS IN SOUTH AFRICA How a Bill Becomes a Law The initiation of Bills A Bill can be initiated and written by a number of bodies. a) Bills tabled in Parliament Most Bills tabled in Parliament are introduced by the Executive and are either: 1. ordinary Bill that does not affect the provinces (Section 75 Bills); or 2. ordinary Bills that affect the provinces (Section 76 Bills). Once the Bill is passed after this process, it is signed into law by the President of South Africa.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Watch the video on the Macro factors influencing countries globally then compare that with the MACRO FACTORS INFLUENCING SKILLS DEVELOPMENT IN SOUTH AFRICA: https://youtu.be/00Hpw2VNmrM  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 1: The development of HRD in SA MACRO FACTORS INFLUENCING SKILLS DEVELOPMENT IN SOUTH AFRICA; Population Profile, Education Levels, Unemployment, Supply and Demand for Labor, Technological Acceleration, HIV/AIDS/COVID, Change in Society, Energy Resources.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 1: The Development of HRD in SA Historic evolution of the South African skills development system; Since 1995, the South African government drove skills development extensively through legislation (SAQA Act 58 of 1995); An interventionist approach to training (Meyer & Sloman, 2014:98) was followed; In 1998, the Skills Development Act of 1998 was rolled out in an effort to aid further development of the skills within the SA workforce and to address skills shortages (Erasmus et al., 2019:65), The Skills Development Act of 1998 and Skills Development Levy Act 9 of 1999 set the bar for focused skills development programmes (Coetzee & Truman, 2019:46; Erasmus et al., 2019:70);  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 1: The Development of HRD in SA - continue Historic evolution of the South African skills development system; Organisations were required to register at the South African Revenue Service (SARS) to pay a skills development levy to the total of 1% of the value of the company’s monthly salary and wage expenditure (Coetzee & Truman, 2019:46; Erasmus et al., 2019:71). Increased investment in skills development was intended to translate into greater return on investment for organisations. Consequently, it was set to create a more competent workforce with better future employment prospects. Workplaces were therefore encouraged by means of the prospect of greater return on investments to become active learning environments, and in that way make provision for continuous education and skills development.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 1: The Development of HRD in SA - continue The National Development Plan 2030; The Government of South Africa emphasises the improvement of education, innovation and training through the National Development Plan (NDP), the last draft being 2013 that indicates the NDP’s vision for 2030 (National planning commission, 2011:261, National planning commission, 2012:296), The National Development Plan for 2030 encourages commitment to lifelong learning to improve the life of residents in SA. The NDP for 2030 indicates that both universities and organisations are required to increase the number of and produce highly skilled professionals, to enhance the innovative capacity of the country (National planning commission, 2011:371; National planning commission, 2012:323; Coetzee & Truman, 2019:40; Erasmus et al., 2019:59).  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 1: The Development of HRD in SA - continue The National Development Plan 2030; The NDP for 2030 indicates that both universities and organisations are required to increase the number of and produce highly skilled professionals, to enhance the innovative capacity of the country (National planning commission, 2011:371; National planning commission, 2012:323; Coetzee & Truman, 2019:40; Erasmus et al., 2019:59). The NDP for 2030 also makes provision for opportunities for people who wish to develop their skills through an expanded system of further education and training (National planning commission, 2011:293).  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 1: The Development of HRD in SA - continue The National Development Plan 2030; The Private sector is required to offer targeted work-based training in line with relevant SETAs to enhance the skills that are required to meet the needs of employers (National planning commission, 2011:293). According to the NDP for 2030, highly educated and trained individuals will be better equipped to participate in a knowledge-driven economy (National planning commission, 2011:296; National planning commission, 2012:323).  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 1: The Development of HRD in SA - continue NSDP 2030 was developed in the context of the National Development Plan and White Paper on Post-School Education and Training (WP-PSET); The purpose of the NSDP is that it seeks to ensure that South Africa has adequate, appropriate and high-quality skills that contribute towards economic growth, employment creation and social development. Phasing out of NSDS IV. National Skills Development Plan (NSDP) ushered in April 2020.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT QUESTIONS?  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 2: The SA skills development statutory framework and NSDS Purpose of Skills development legislation; To expand the knowledge and competencies of the labour force in order to improve productivity and employment. The Main Aims of the Act are: To improve the quality of life of workers, their prospects of work and labour mobility.... To promote self-employment.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 2: The SA skills development statutory framework and NSDS NATIONAL QUALIFICATIONS FRAMEWORK ACT 67 OF 2008 AND NATIONAL QUALIFICATIONS FRAMEWORK AMENDMENT ACT 12 0F 2019; White Paper on Education and Training initiated the South African Qualifications Authority (SAQA) Act 58 of 1995; SAQA Act provided for the implementation of the NQF Act;  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 2: The SA skills development statutory framework and NSDS After an extended review of the National Qualifications Framework (NQF), which took place from 1995 to 2008, according to Coles et al. (2014:20), the SAQA Act was repelled and the NQF Act 67 of 2008 [currently amended to the NQF Amendment Act 12 of 2019] was introduced, In addition to legislation to address fraudulent qualifications and institute penalties, including the Skills Development Amendment Act 26 of 2011 and the Skills Development Levies Amendment Act 24 of 2010 (Coetzee & Truman, 2019:15-19; Erasmus et al., 2019:59).  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 2: The SA skills development statutory framework and NSDS NQF Framework components: Definition NQF = framework (set principles/guidelines) provides vision and structure for construction of a national qualifications system. Single coordinated system to encourage lifelong learning. Objectives Create integrated national framework for learning achievements; Facilitate access to and mobility and progression - career paths; Enhance quality of education and training; Accelerate redress of past unfair discrimination in education, training and employment opportunities; Contribute to full personal development of each learner and social/economic development of the nation  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 2: The SA skills development statutory framework and NSDS NQF Framework components - continued: Principles Integration, relevance, credibility, coherence, flexibility, standards, legitimacy, access, articulation, progression, portability, RPL, guidance of learners.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 2: The SA skills development statutory framework and NSDS NQF Framework components - continued: Sub-frameworks 3 qualifications sub-frameworks; General and Further Education and Training Qualifications Sub- framework (GETQSF); Higher Education Qualifications Sub-framework (HEQSF); Occupational Qualifications Sub-framework (OQSF Level descriptors Scope of knowledge; Knowledge literacy; Method and procedure; Problem-solving; Ethics and professional practice; Accessing, Processing and managing information; Producing and communicating information; Context and systems; Management of learning; Accountability  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 2: The SA skills development statutory framework and NSDS The National Qualifications Framework (NQF) is a structure that Organises and Classifies South African Qualifications and Unit Standards across ten (10) levels of learning.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 2: The SA skills development statutory framework and NSDS The South African Qualifications Authority (SAQA) was established by Parliament to: Advance the objectives of the NQF; Oversee the further development and implementation of the NQF; Co-ordinate the Sub-Frameworks. Sub-Frameworks-the NQF is a single integrated system which comprises three coordinated qualifications Sub-Frameworks.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 2: The SA skills development statutory framework and NSDS  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 2: The SA skills development statutory framework and NSDS NATIONAL QUALIFICATIONS FRAMEWORK AMENDMENT ACT 12 0F 2019; Skills development providers (SDPs) now need to be registered by the Department of Higher Education and Training (DHET), Private SDPs also be registered by DHET, New definition of authenticity regarding national and foreign qualifications and part qualifications, Foreign qualifications/part qualifications must be lawfully obtained from foreign countries and evaluated by SAQA, Education institutions and skills development providers that are not registered or accredited or offer qualifications and part-qualifications not registered on the NQF, will face closure, Fines instituted for fraudulent qualifications.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 2: The SA skills development statutory framework and NSDS  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study unit 2: The SA skills development statutory framework and NSDS HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 3: Statutory structures created by skills development legislation Statutory structure - continued; NSA, SAQA, NSF, SETAs, SSPs, WSPs, PIVOTAL plans,  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 3: Statutory structures created by skills development legislation Statutory structure - continued; Development projects skills plans, SDCs, SDF, QCTO, CEP, and NAMB, the NQF, and NAMB. HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 4: The South African occupational learning system 1994 new skills development revolution – still SA faced social and economic problems. Reduce levels of poverty and unemployment – need to achieve employment equity and black economic empowerment targets. To change this, occupational learning is needed. OLS came into being as a result of the latest edition of reforms in skills development policy. Purpose to integrate South Africans who have been disadvantaged. Amended Skills Development Act 2008 ushered in a new system of occupational learning. Education needs to be responsive to the labour market. Focus on job-related qualifications. To achieve this the SAQA Act had to be repealed. NQF Act 67 of 2008 was introduced; then the new NQF Amendment Act 12 of 2019 was introduced.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 4: The South African occupational learning system OLS consist of several components namely;  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 4: The South African occupational learning system OLS consist of several components namely - continued;  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 4: The South African occupational learning system HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and assessment of occupational qualifications and Curricula Occupational Qualifications Framework (QOF) – framing concepts An "occupation" is a collection or cluster of jobs with a lot in common, are similarly complicated, and demand similar performance across many processes and sectors. The breadth and depth of the occupational duties that should be grouped together under the umbrella of a single occupation is a technical, organisational, and societal issue.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula Occupational Qualifications Framework (QOF) – framing concepts Knowledge, skills and occupations: Occupational and professional knowledge and skills are determined by requirements of the performance/practice of the job. 3 Components: ✓ Conceptual knowledge (theory) – Skills Development Provider ✓ Practical/applied knowledge (ability to perform a skill) – Simulated environment ✓ Work experience – ability to integrate conceptual knowledge and practical skills in concrete situations within the workplace.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula Occupational Qualifications Framework (QOF) – framing concepts Occupational Qualifications: Specify requirements the learner must meet to be found competent. Progression: NOPF occupational pathway (career path/life- long learning) to profess to higher levels.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula Occupational Qualifications Framework (QOF) – example;  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula Knowledge component; The knowledge component refers to subject-specific or conceptual knowledge from a recognized disciplinary field, such as the classification of Educational Subject Matter (CESM), which is required for successful occupational profile tasks. This knowledge is often shared among related occupations in the same NOPF family, building on the foundation of knowledge that those transitioning from lower-level occupations already hold.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula Knowledge component; To help providers plan their delivery and secure standardized funding, the topic specifications are packaged as standard courses and prepared by educationists with input from expert practitioners. The subject standards provide guidance to skill development providers on: ✓ The themes and components of those topics that should be included in the creation of lesson plans and instructional materials, ✓ Approved course or program exemptions (including RPL), ✓ Internal evaluation processes, ✓ Requirements for provider program accreditation.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula Practical skills component; The component of practical skills is derived from the roles to be played. It includes a variety of practical skill module requirements. Practical competence is the capacity to do an action expertly and dexterously. With practice and experience, skill can develop into automatic and unconscious behaviours. Practical skills training aims to develop essential skills for safe and accurate functioning in the working environment. These skills are developed in a secure, simulated environment, with module requirements determined by expert practitioners and trainers based on the applicant's occupational profile.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula Workplace experience component; Work experience involves exposure, interactions, and contextual knowledge of a specific working environment. Expert practitioners create module specifications based on tasks and activities, reflecting the occupational qualification as work experience unit criteria. Work experience serves as a framework for learners' exposure to experiences, activities, and contextual knowledge for competence in their occupation.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula Development of Occupational Qualifications Initiated at the industry level by constituents, SETA, professional body: industry needs. Application for curriculum developments to QCTO. i. Curriculum/qualification development facilitator (QDF); ii. Qualifications development partner (DQP) ; iii. Assessment quality partner. QDF together with working groups collaborate with CEP’s – develop a occupational curriculum/qualification. DQF compiles and submit development process report and attachments (assessment specifications/qualification) to DQP. DQP registers occupational qualification on the NOPF who finally submits an occupational qualification to SAQA for registration.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula Occupational Curricula Occupational Curricula: Derived from occupational profile and is a purposeful combination of: ✓ Conceptual, ✓ Practical; ✓ Work experience knowledge and skills; to achieve a certain occupational qualification. Guide: ✓ What content must be covered within three learning components (conceptual, practical, work skill); ✓ Development of external summative assessment; ✓ Ensure consistency in the provision and internal assessment of associated occupational qualifications: o Skills Development Providers; o Development of Lesson plans, learning materials, and assessments; o Accreditation requirements.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Occupational curriculum vs. Occupational qualification  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Occupational curriculum vs. Occupational qualification - Assessment  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula QUALITY ASSURANCE OF OCCUPATIONAL CURRICULA; The process QCTO follows to ensure the quality assurance of occupational curricula includes: ✓ The QCTO uses development quality partners (DQP) to manage the development of occupational qualifications and assessment quality partners (AQPs) to develop standardised assessment instruments for external summative assessment as well as to manage external assessment. ✓ QCTO evaluate applications from development quality partners, ✓ QCTO makes available lists of registered QDFs (publicly), ✓ Monitor DQP’s adherence to the QCTO Code of Conduct, ✓ Evaluate the qualification development process, ✓ Consult with DQPs prior to exercising its powers in line with its policy, ✓ Maintain a register of accepted curricula documents and assessment specifications, ✓ Promote equity in the training of learner development facilitators as well as registration of DQPs.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula APPROVAL OF DEVELOPMENT QUALITY PARTNER AND ASSESSMENT QUALITY PARTNER, A Development Quality Partner (DQP) means a body delegated by the QCTO to manage the process of developing specific occupational qualifications, curricula and assessment specifications. In order to perform functions as a DQP the party (person) must meet the following criteria: ✓ Must be recommended by stakeholders in a QCTO-facilitated scoping meeting, ✓ Must have the human resources necessary to perform the DQP functions, as specified in the policy; ✓ Must have access to CEPs in the occupations/s;  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula APPROVAL OF DEVELOPMENT QUALITY PARTNER AND ASSESSMENT QUALITY PARTNER, A Development Quality Partner (DQP) means a body delegated by the QCTO to manage the process of developing specific occupational qualifications, curricula and assessment specifications. In order to perform functions as a DQP the party (person) must meet the following criteria: ✓ Must have financial resources necessary to perform its functions, as specified in the policy, verified by means of a letter written by the relevant authority, committing the necessary financial resources to fund the DQP function, and confirming effective financial management and internal control systems are in place; ✓ Must be willing to sign the QCTO Code of Conduct if delegation is approved, ✓ Must submit a valid tax clearance certificate, where appropriate.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula The functions of a development quality partner (DQP) during quality assurance of an occupational/part qualification include: Managing development and revision of occupational qualifications and curricula; Managing the development and revision of qualification assessment specifications, in cooperation with the AQP for QCTO approval; Compiling a database or co-ordinate the process of identifying relevant expert practitioners, educationalists and assessors to participate in the development and verification of occupational curricula and qualification assessment specifications and associated occupational qualifications; Convening working groups consisting of: ✓ Expert practitioners; ✓ Educationalists;  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula The functions of a development quality partner (DQP) during quality assurance of an occupational/part qualification include: Developing a qualifications development process report outlining: ✓ Process and participants involved in the development and verification of curriculum and qualification specifications, Identifying existing learning programmes, A DQP must in respect of the occupation/s in the SLA: ✓ Appoint a QDF to facilitate the development of occupational qualifications; ✓ Co-ordinate design, development and/or revision of specified occupational standards and qualifications and/or part qualifications according to QCTO procedure; ✓ Deliver documents to QCTO. Recognize qualifications or part qualifications registered on the NQF which hall carry credit towards the achievement of one or more of the curriculum components, Provide a mechanism for RPL,  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula The functions of a development quality partner (DQP) during quality assurance of an occupational/part qualification include: Appoint a learner qualification development facilitator with a view to enhancing equity and to be trained in the facilitation of occupational development.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula What is Assessment Quality Partner (AQP)? The assessment quality partner (AQP) is responsible for both the internal and external assessment of occupational curriculum and qualifications. Criteria followed in the approval of an assessment quality partner; ✓ Must be recommended to the QCTO by the relevant CEP within the DQP. ✓ They must have access to CEP in the occupations concerned. ✓ They must have standing in the occupation/s concerned. ✓ They must have access to assessors and other human resources required to perform the AQP function in line with QCTO guidelines. ✓ Reliable information management system in the format required by QCTO. ✓ Financial resources to carry out the AQP functions effectively and efficiently. Must also have a transparent financial management and internal controls. ✓ Fee structure funding model aligned to the QCTO for a minimum of 5 years.  HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT Study Unit 5: The Development and Assessment of occupational qualifications and Curricula Criteria followed in the approval of an assessment quality partner; ✓ Sign the QCTO code of conduct. ✓ Research capacity. ✓ Tax compliance. HRDT 121 - HRD WITHIN THE SOUTH AFRICAN CONTEXT