the maintaining standards 2011 / 14-project: services subjects – a model for co-operation

The Maintaining Standards 2011 / The Maintaining Standards 2011 / 14-project: Services Subjects 14-project: Services Subjects

– – a model for co-operationa model for co-operation

Questions to be answeredQuestions to be answered

WhyWhy the research? The purpose

How?How? The process

Methodology

Who Who was involved?

WhatWhat learned?

Further involvement? (Past, Present Further involvement? (Past, Present and Future)and Future)

Why the research?Why the research?Previous NC (V) research in 2009 dealt with the fundamentals; Umalusi needs to understand subjects and programmes of practical naturesubjects and programmes of practical nature

Tourism identified as priority sector in the government’s Medium Term government’s Medium Term Strategic Framework Strategic Framework (2009) and one of the pillars of growth in SA New New Growth Plan (2010) and IPAP2 – Industrial Policy Action PlanGrowth Plan (2010) and IPAP2 – Industrial Policy Action Plan

NDT and GTTPSA: NDT and GTTPSA: need to investigate articulation need to investigate articulation pathways to HE qualifications, tourism and hospitality management

CATHSSETA:CATHSSETA: questions about quality of curricula and preparation of quality of curricula and preparation of students for industry students for industry

Higher education institutions: Higher education institutions: questions about global competitivenessglobal competitiveness, purpose of curricula, learners / students envisaged; the place of managerial skills, systemic thinking abilitiesmanagerial skills, systemic thinking abilities

Umalusi Umalusi also considered impact of emotional intelligence impact of emotional intelligence on tourism operations and hospitality management

How?How? Phase 1 Phase 2

Phase 3 Phase 4

Preparatory phase (March – Sept 2011)

Curriculum investigation

NSC (Workshop 1: 2-4 Nov 2011)

NC(V) (Workshop 2: 22-24 Nov 2011)

Unit standards underpinning some qualifications

Learning from the VET model in Australian states: Victoria & Western Australia (January 2012)

Assessed curriculum analysis (29-31 May 2012)

Comparative analysis: NCS / CAPS (3-5 July 2012)

International benchmarking overview (July 2012)

Project progress?…Project progress?…

Phase 1 (March – September 2011): investigation into the background to the development of the subjects, discussions regarding articulation, building stakeholder relationships and establish the involvement of DHET, DBE, HESA, HEIs, government departments (NDT), FEDHASA, CATHSSETA, GTTPSA and industry

Also to finalise the research questions, and to adapt the instrument to suit the analysis of to suit the analysis of

intended curricula of a more practical natureintended curricula of a more practical nature.


Phase 2: Intended Curriculum evaluation (November 2011 – January 2012):

In-depth document analysis of

National Curriculum Statement (NCS) underpinning services subjects

NC (V) Subject Guidelines of Tourism and Hospitality programmes

Evaluation of standing of unit standards underpinning unit standard-based qualification offered by colleges and SETAs

Shared information about Australian VET system and analysis of the Western Australian VET Tourism and Hospitality programmes to discern examples of “best practices” for consideration in SA NC (V)


Phase 3: Assessed curriculum analysis (May 2012):

Item-by-item analysis of NSC Gr 12 and NC (V) Level 4 examination papers

An overview of Level 2 and 3 papers to determine progression across levels

Phase 4 (July 2012):

Comparative analysis of NCS and CAPS

Further international overview of tourism, hospitality and consumer science (home economics) programmes in selected countries

Broad theoretical framing of research instrument: Broad theoretical framing of research instrument: intended curriculumintended curriculum

The instrument draws conceptually on –

1. Features of the intended curricula of the top performing countries on international standardised tests:

Clear, succinct, unambiguous, easily understood, measurable statements of learning (Donnelly, 1999, 2002 & 2005)

A foundation of essential learning as represented by subject disciplines (Donnelly, 1999, 2002 & 2005) and a strong, discipline-based approach to school subjects (Schmidt et al, 2005)

Curriculum coherence – the overall sequence or order of the curriculum from one grade to the next, and internal disciplinary principles evident in the sequencing and progression (Schmidt et al, 2005)

Broad theoretical framing of research instrument: Broad theoretical framing of research instrument: intended curriculumintended curriculum

2. Conceptual categories that comprehensively describe the structuring of curriculum and pedagogystructuring of curriculum and pedagogy, including:

The relationship between relationship between different subjects in the curriculum topics within subjects (the selection of appropriate knowledge), subjects and the everyday world or the world of work (the link between informal and abstract knowledge

The specification of thespecification of the knowledge or what is to be learntsequencing and progression of the curriculum pacing of the curriculum

Research included analysis of:Research included analysis of:Intended curriculum Broad curriculum design

Aims of subjectAims of subject

The ideal learner envisaged

Content and skill coverage and breadth Content and skill coverage and breadth

Content (and skill) weighting ito time Content (and skill) weighting ito time allocation (emphasis)allocation (emphasis)

Depth: extent to which students could move Depth: extent to which students could move from superficial grasp of topic to more refined from superficial grasp of topic to more refined and powerful graspand powerful grasp

Pacing (timing of the curriculum, and when content and skills will be covered).

Sequence Sequence (order in which different content (order in which different content and skill areas are covered) and skill areas are covered)

Progression of topics from Level 2 to Progression of topics from Level 2 to 4 ito increase in level of complexity 4 ito increase in level of complexity and difficultyand difficulty

Coherence (reference to broad design features, aims, sequence, progression)

Specification of pedagogic approaches (general and subject specific)

Degree of assessment guidance to lecturers

Format and user-friendliness

Subjects analysedSubjects analysed

Phase 2, W1,2

Level

Hospitality Tourism 2

Client Services and Human Relations Food Preparation Hospitality Generics Hospitality Services *

Client Services and Human Relations Science of Tourism Sustainable Tourism in SA Tourism Operations*

3


Client Services and Human Relations Science of Tourism Sustainable Tourism in SA and Regional

Travel Tourism Operations*

4


Client Services and Human Relations Science of Tourism Sustainable Tourism in SA and International

Travel Tourism Operations* Consumer Behaviour (Marketing Programme)

Analysed the 2010 and 2011 exam papers

* Optional

NC (V) Assessed curriculum analysisAssessed curriculum analysis

Analysis of the 2011 - Level 4 papers:

general comments on the format, structure, layout and general impression of the paper.

Item-by-item analysis provided a very clear picture of -

Compliance with Assessment Guidelines (AGs)

the overall cognitive demand and level of difficulty (opinion- based and data-based)

the format of the papers, language use, general standard and quality of the papers

Overview of Level 2 and 3 Overview of Level 2 and 3 papers for evidence of progressionprogression

The purpose: to establish the standard of the question papers HOW??

Type of Cognitive Demand

Level of Difficulty

Explanation and examples of level

Conceptual knowledge (CK)Recall, recite and remember facts Define and describe basic factsIdentify, label, select, locate informationEstimation; appropriate rounding of numbers Theorems Straight recall Identifying from data sheet Know appropriate vocabulary Knowledge of formulae

Easy

Recognising obvious facts / content in MCQ , very simple recall; identify specific data; name, tell; recite; list e.g. identify parts of a whole; match known concepts /words with definitionsMention a simple law or method / general perception; read information directly from a table

Moderate

Medium content, read and locate, briefly define a term, name and match. Identify answers to wh- (equivalent) questions from a text / case study; explain particular terminology; Know appropriate vocabulary related to a particular field such as a formula, strategic direction, aspects of sustainable tourism, methods to measure consumer satisfaction, particular ventures, accompaniments etc.Retrieve information, locate and find required data / information

DifficultRecall complex content; identify correct explanation of terminology and use of vocabulary e.g. encapsulation, assertive, dietary allowances, aperitif, amuse bouche etc.

- Comprehension (C) - Understanding- Application (A)- Analysis & Problem-

solving (AP)- Evaluation &

Synthesis (Creation)- (ES)

Easy

Moderate

Difficult

Five category typology to determine cognitive demand / level of difficulty

Sustainable Tourism in SA and International TravelC1 C2 C3 C4 C5 C6 C7 C8

Item

Max Marks

Type of cognitive demand

Level of Difficulty

Combined type &

difficulty level

Content/ skill/ topic

Comment / reason for placement as type of

demand / level of difficulty

Suitability of question / future use / appropriate

item

1.1.1 1 CK E CKEAssessing content. Verb: Choose (Identify). Topic: 1.3

Recall of information. Match known concepts with definitions

S



S



S

3.4 4 C M CMAssessing content. Verb: Differentiate Topic: 1.3 Distinguish between aspects. Describe S

4.1.2 10 C D CD

Assessing content. Verb: Discuss. Topic: 2.1 Understanding of previously acquired

information. More complex reasoning with regard to explanation

NS: was not specified in the learning outcomes taking into account the mark allocation

4.1.3 3 CK E CKE

Assessing content. Verb: List. Topic: ??

Recall of information. Very simple recall.

NS: was not specified in the learning outcomes and does

not form part of the content of this subject

4.1.4 6 C M CMAssessing content. Verb: State/Briefly explain. Topic: 2.3

Use of knowledge to explain. Give explanations.

NS. Poor question structure

4.2.1 10 CK M CKMAssessing content. Verb: Label. Topic: 1.1

Identifying from data sheet. Name and match.

S

4.2.2 3 AP E APEAssessing content. Verb: How. Topic: 2.5

Analysis of information in a new context. Provide suggestions.

S

4.2.3 3 CK E CKEAssessing content. Verb: Give (Indicate). Topic: 2.5


S

4.2.4 4 CK E CKEAssessing content. Verb: List. Topic: ??


NS: not specified in the learning outcomes

TOTALS 200

The Western Australian VET system: searching for examples of outstanding practice for consideration in the South African context

http://www.lonelyplanet.com/destinationRedirector?openMap=true&ethylCobjId=245

Western Australia VET: reasons for Western Australia VET: reasons for inclusion in research inclusion in research

Integrated system Integrated system regarding a Vocational Education and Training (VET) in school programs..

Options Options that would maintain young people’s interest and participation in post-compulsory senior secondary years

VETVET as a strategy for retaining and/or engaging strategy for retaining and/or engaging studentsstudents in senior secondary education and to encourage life-long learninglife-long learning


Career explorationCareer exploration, a mechanism for achieving a 12 year schooling and to become more competitive competitive in the workplacein the workplace, further education, training or further education, training or employmentemployment.

Investigating the link between industry and VET in link between industry and VET in schools as a part of an overall workforce schools as a part of an overall workforce development strategydevelopment strategy (providing basic skills for future in industry)


Credit accumulation towards a national Credit accumulation towards a national certificate (certificate (Western Australian Certificate of Education (WACE))

Investigating how credit accumulation allows transferability across institutions of learning and industry

To search for examples of outstanding practice examples of outstanding practice from the Tourism and Hospitality programmes and courses for consideration in the South African context

What the project is able What the project is able to demonstrate?to demonstrate?

Umalusi’s willingness to listen and engage brought about an organic enlargement of the number of parties interested in the process, and as a result the present research project includes both Departments of Education, the Independent Exam Board (IEB), Higher Education South Africa (HESA) and through it a number of prominent academics from several universities, the National Department of Tourism (NDT), representatives from industry and private colleges as well as the CATHSSETA.

While managing the process with representatives from such diverse bodies has not always been simple, it is abundantly clear that the benefits of the project will extend well beyond the report that Umalusi publishes. Bodies that have grappled with what it means to develop a curriculum will go away with a much richer understanding; Departments which may not have fully understood the needs and dilemmas of the other have come closer; industry has had insight into educational processes and education has learnt from industry’s requirements. In short, what the project is coming to embody are the benefits that accrue to all when work is undertaken in a truly collaborative spirit.

A model for co-operationThe Maintaining Standards 2011 - 2012: Services subjects projectAn evaluation of the intended and examined curricula for NSC and NC (V)V) and CAPS evaluation – Hospitality, Tourism and Consumer Studies

Who became involved? Who became involved?

Phase 4

Phase 2, W1,2

National Department of Tourism (NDT) CATHSSETA HEIs : UJ, UP, UNISA, North West University HESA DBE DHET IEB Private Providers (Boston & Damelin) Industry

Hello Celia Just a word of gratitude for allowing me to contribute to this very valuable research conducted by you and the team at UMALUSI. It is so encouraging to see such dedicated people working on the improvement of the education of our youth; this project can only mean success for our Basic and FET education systems. The research we have conducted in the past 3 workshops (which I have been involved in) has been so well organized, the tools easy, understandable and well researched, that it has been such a pleasure to be part of this team. I wish you and all your colleagues at UMALUSI the best for the future and would like to thank you for the very valuable work you are doing in improving South Africa’s level of education.

We need innovation in education and dedication to the task before us. Alan Autry

Kind regards MIEMS NEL MANAGING PRINCIPAL: SANDTON CAMPUS THE INTERNATIONAL HOTEL SCHOOL (PTY) LTD Tel: +27 11 804 5533 Fax: +27 11 804 6750 Direct Fax: 086 756 4078 Email: [email protected] Web: www.hotelschool.co.za

Please consider your environmental responsibility before printing this e-mail

As I am in the Training department for a Hospitality company and have to prepare facilitation & training with material that is not always develop ourselves, I was faced recently with material that just did not make sense and was it not for the Umalusi workshops I have been exposed to, I would have blindly used the material without any concern to the validity of the material. I created a bit of a stir internally with the questioning of the material, but in the end all ended well and the training material was adapted accordingly.

REG: 1999/005457/07 ACREDITATION NO 613/P/0039/2005 VAT: 4010181461 PO Box 2983 Sun City

0316 Tel 014 537-2778 To: UMALUSI

ATT: Dr Booyse

06 June 2012

Let me take this opportunity to thank you for inviting us to be part of this wonderful transformation towards improvement of our education standards. The project helped some of us to learn and improve our education and company control systems at the same time being paid for it.

PastNTCE 2012

Meetings with DHET on findings and recommendations

Presentation of findings at the March 2013 launch

and national / international conferences; journal articles to be published

(SAAFECS Feb 2013; SASE 28- 30 Sept)

Seminars and workshops on findings

CurrentNSC PAT & NC (V) ISAT investigation (August - October 2013)

Closer relationships with HEIs and other stakeholders regarding teacher preparation

NTCE 2013

Past, Current and Future collaborationPast, Current and Future collaboration

26

DEPARTMENT OF TOURISMFurther involvement?Further involvement?Further involvement? Further involvement? At your serviceAt your serviceCollaboration with Collaboration with stakeholders re teacher stakeholders re teacher support and development support and development (CATHSSETA, NDT and (CATHSSETA, NDT and HEIs)HEIs)International benchmarking International benchmarking of the fields (March 2014) of the fields (March 2014) NTCE NTCE Teacher and lecturer Teacher and lecturer development: INSET and development: INSET and PRESETPRESETAssessment workshopsAssessment workshops

THANK YOU

the maintaining standards 2011 / 14-project: services subjects – a model for co-operation

Documents

analysis of intended

assessed curriculum

preparatory phase

comparative analysis

research questions

intended curriculum

western australian vet

previous nc v research