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ACTA Module 4 Own Notes

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14 views17 pages

ACTA Module 4 Own Notes

Uploaded by

smartiesdude
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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1.

WSQ Objectives
 National credentialing system that trains, develops, assesses and recognizes individuals for the
key competencies that workers will need to stay employable
 Its objectives are:
 Professionalise the industries
 Improve labour mobility

2. Underlying Principles of WSQ


 Authority
 Accessibility
 Progression
 Relevance

3. WSQ System Features (page 11 of Learner Workbook)


 Industry-led
 Competency-based
 Outcome-focused
 Quality-assured
 Other Important Features

4. 5. MCST i.e. ISTC


 Manpower Skills Training Council (page 13)
 Industry Skills and Training Council (page 13)
 Provides advice to SSG on skills & training needs or sector
 Provides advice on the need for qualifications and broad design for each framework
 Endorse specific competency standards on the WSQ industry framework

6. WSQ Qualification Levels

Level Qualification Title Occupational Levels


6 Graduate Diploma
Management
5 Specialist Diploma
4 Diploma
Supervisory
3 Advanced Certificate
2 Higher Certificate
Operations
1 Certificate

7. Hierarchy of WSQ Providers


 National CET Institutions (NCI)
 Continuing Education & Training Centres (CET)
 Approved Training Organisations (ATOs)

8. Quality Assurance System


 Purpose
 Protect integrity of certifications, quality of training and for protection of learners
 Elements of QA System
 Approval of WSQ Training Orgs (ATOs)
 Course accreditation
 Benchmark trainer standards
 Continuous Improvement Reviews (CIR)
 Policy guidelines, advice and support for training providers
 Security systems and management of issuance of WSQ credentials

9. Training Pathways (page 16)

 Classroom training / Facilitated Learning


 Facilitator will facilitate learning in a
structured way
 On the job training (OJT)
 OJT mimics normal working situation e.g.
using actual tools and equipment in the
workplace
 E-Learning
 Learners undergo a structure and
facilitated training programme at their
own pace

10. Assessment Pathways (page 16)


 Facilitated Learning and Assessment
 Incorporate a summative assessment
component into the training to validate
competency
 Workplace Assessment
 Day-to-day assessment offers high
validity of competency as actual
performance at workplace is examined.
 Assessment Only Pathway (AOP)
 Allow learners to skip training if they feel
they are capable of taking the assessment
without having to undergo training
 Practicum-based Assessment
 Composite Assessment
 Recognition of Prior Learning (RPL)

11. Characteristics and Benefits of WSQ (page 17)


 Efficiency and work-focused training
 Individual development of skills
 Criterion-based
 Evidence-based
 Participatory approach
 Bite-sized training
12. WSQ Frameworks
 Objectives
 Professionalise the industry
 Enhance labour market flexibility and skills portability
 Establish skills standards for foreign workers
 Types of Frameworks

 WSQ framework contain three types of skillsets:


 Generic } Generally core units
 Industry } Generally core units
 Occupational } Generally elective units
 Components of WSQ Framework (page 26 to 27 for definitions)
Note: Items 5 to 7 are not key components
13. Benefits of WSQ for employees and employers
14. Competency
 Measurable set of skills, knowledge and attitudes (SKA) a person needs to perform a task
 A competency is not an entire job. There are usually several competencies required for a job.

15. Five Dimensions of Competency


16. Interpret a Competency Standard (page 35 to 26 for definitions)

 Competency Standard is a reference document that lists the acceptable skills, knowledge and
attitudes (SKA) a person needs to perform a list of job tasks at an acceptable level of
performance
 We reference to this when we need to develop a WSQ training programme and assessment
From webinar deck:
17. Interpret a competency standard and document the learning outcomes to prove competency

Describe Learning Outcomes (page 37)


 Learning outcomes refer to what learners will know and be able to do as a result of the training
that they have attended.
 They can be expressed as the knowledge they must possess, the skills they must be able to do,
and / or the attitudes they must exhibit in their job roles.
 KS’ own notes: Cognitive, Pyschomoto and Affective Domains

 Learning outcomes can be drawn from various components in Competency Standards:


 Type 1 Competency Standards: Competency Elements and their corresponding
Underpinning Knowledge (UK) and Performance Criteria
 Type 2 Competency Standard: Underpinning Knowledge and Performance Statements (with
reference to range of applications)

For Blue Collar

For PMETs
18. Contextualise a Competency Standard (page 37 - 38)

 In contextualizing a competency standard:


 Majority of content remains intact
 No change in performance criteria and underpinning knowledge
 Range and context is altered to meet the needs of different industries
 How do you contextualise the competency standards?
 Replace generic terms used with industry or organisation specific terms
 Use industry specific examples
 Focus on range and context / application: use particular sets of legal, industry and
organizational requirements
 Benefits of contextualization
 Address needs of learners
 Make learning more meaningful and relevant to increase interest and retention rates
 Enable learners to better transfer skills and knowledge learnt to the workplace
 Process of contextualization
19. 4-M Framework
 Move into a job
 Move up a company
 Move between companies in an industry
 Move across to another industry

Uses of WSQ

20. Use of WSQ for ‘Identify Training Needs’


 Identify Performance Gaps
 Select appropriate WSQ programmes to address gaps
 Attend WSQ programme identified
 Take WSQ assessment for training programme

21. Use of WSQ for ‘Promote Career Progression’


 Assess competencies needed for present job position
 Assess competencies needed for next level of job
 Attend relevant WSQ training for next level
 Monitor of new competencies and assess readiness for promotion
22. Use of WSQ to Promote ‘Quality Assurance’

23. Use of WSQ to Evaluate “Training Effectiveness”

24. Use of WSQ to Develop “Training Courseware and Assessment Plans”


25. Assessment Questions

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