Occupational Learning System

Question 1

Purpose of OLS:

Answer 1

Focuses on developing relevant skills required. Employees need both theoretical knowledge relevant work experience.

Question 2

Components of OLS:

Answer 2

Labour market.
Reporting systems and frameworks.
Planning and management systems.
Learning systems.

Question 3

Labour market:

Answer 3

Emphasis on strategies to eliminate labour inequalities and improve general working conditions. Characterized by an over-supply of unskilled workers and a shortage of skilled ones.

Question 4

Reporting systems and frameworks:

Answer 4

Essential in capturing accurate, real-time data from the labour market and reporting on it. Examples:
Employment services of South Africa.
Organizing framework of occupations.

Question 5

Planning and management systems:

Answer 5

Used to interpret information gathered and structured by reporting systems and framework so matching learning interventions can be designed.

Question 6

Learning systems:

Answer 6

Used to take data on skills needs and develop appropriate learning solutions to match them. Include:
Quality council for trades and occupations.
Communities council of expert practice.
Occupational qualifications.

Question 7

Occupational Learning Systems consists of:

Answer 7

The labour market.
Employment Services of South Africa.
The Organizing Framework for Occupations.
The National Occupational Pathways Framework.
The Occupational Qualifications Framework.
Sector Skills Plans.
The Quality Council for Trades and Occupations.
Communities for expert practice.

Question 8

Labour market:

Answer 8

Where skills, knowledge and experience are traded. The labour market is similar to a grocery store.

Question 9

Employment Services for South Africa:

Answer 9

A government database of vacancies and an employment agency.

Question 10

The Organizing Framework for Occupations:

Answer 10

For categorizing all occupations and groups of occupations from entry level and onward. Interfaces with the labour market and helps us understand what happens in terms of demand and supply.

Question 11

The National Occupational Pathways Framework:

Answer 11

Career-based occupational framework shows upwards and sideways. Provides information for appropriate and relevant skills development and interventions in organizations and nationally.

Question 12

The Occupational Qualifications Framework:

Answer 12

Provides a structure for designing, delivering and assessing occupational learning.

Question 13

Sector Skills Plans:

Answer 13

Based on data gathered from the workplace skills plans of individual employers and data gathered from research.

Question 14

The Quality Council for Trades and Occupations:

Answer 14

Quality assurance and standard-setting body responsible for occupational qualifications.

Question 15

Communities of expert practice:

Answer 15

Groups of expert practitioners who practice in occupations and are convened to contribute to development.

Question 16

Occupational Qualifications consists of:

Answer 16

National Occupational Awards.

National Skills Certificates.

Question 17

National Occupational Awards:

Answer 17

Certify that an individual is competent to practice a occupation.

Question 18

National Skills Certificates:

Answer 18

Certify that an individual is competent in a set of skills but not the entire occupation.

Question 19

Skills Development Facilitator:

Answer 19

Person who advises on helps to plan skills development for a workplace.

Question 20

Functions of SDF:

Answer 20

Assist employer/employees in developing a workplace skills plan.
Submits WSP to relevant SETA.
Advises employer on implementation of WSP.
Assist employer in drafting annual training report (ATR).
Advises employer on quality assurance requirements set by SETA.
Acts as a contact person between employer and SETA.
Serves as a resource with regard to all aspects of skills development in the workplace.

Question 21

Skills Development Committees

Answer 21

Includes representatives from various departments in an organisation. Takes part in discussions about the workplace skills plans, annual training report and other training and development.

Question 22

Roles of Skills Development Committees:

Answer 22

Authorizing and signing off on grant applications.
Driving and directing skills development process.
Ensuring that representative consultation takes place regarding the up-skilling of employees.
Ensuring that the SDF leads the way in terms of skills development process.
Support SDF in efforts to create awareness and promote training and development.

Question 23

Types of Occupational Learning Programmes:

Answer 23

Learnerships.
Apprenticeships.
Skills programmes.

Question 24

Learnerships:

Answer 24

Aimed at overcoming problems associated with previous disadvantages. Combines both knowledge and work-experience components of learning. Type of supervised, structured and planned experiential learning programme.

Question 25

Apprenticeships:

Answer 25

Learnership in respect of a listed trade, and includes a trade test.

Question 26

Skills programmes:

Answer 26

Do not culminate in a whole qualification. Regarded as shorter programmes with a specific application or specialization in mind.

Question 27

Steps in recognition of prior learning:

Answer 27

Identify knowledge.
Compare knowledge.
Evaluate learners evidence of learning.
Give credits if learners meet requirements.