Integrating Conservation Agriculture (CA)     Into Formal Education Systems     Putter C.A.J, Botha R., Kueneman E., Fried...
Sub-topics
Sub-topics             Common sense attributes of qualifications
Sub-topics             Common sense attributes of qualifications             Reality check: what´s happening in education ...
Sub-topics             Common sense attributes of qualifications             Reality check: what´s happening in education ...
Sub-topics             Common sense attributes of qualifications             Reality check: what´s happening in education ...
Sub-topics             Common sense attributes of qualifications             Reality check: what´s happening in education ...
Common sense attributes of qualifications          I am a doctor    I am a geneticist   I am a mechanic
I am a doctor         I am a geneticist           I am a mechanic         Identity is associated with qualified competence
I am a doctor         I am a geneticist           I am a mechanic         Identity is associated with qualified competence...
I am a doctor         I am a geneticist           I am a mechanic         Identity is associated with qualified competence...
I am a doctor         I am a geneticist           I am a mechanic         Identity is associated with qualified competence...
Climate SmartConservation AgricultureGreen Prosperity
Reality check: what´s happening in educationsystems and in the UNESCO – ILO universes         Qualifications Frameworks as...
National qualifications frameworks• New Zealand National                                NQFs  Qualifications Framework    ...
What problems do we want to address with the                  NCQF?•   Career ‘dead ends’•   Out-of-date irrelevant qualif...
EQF       Ethiopia   Botswana SADC ten Example Qualification from General and HigherLevel s   Level s     Levels  level QF...
Ideal attributes ofparadigm that a swing totraining      It has become a an education and CA requires        a paradigm sh...
It has become a paradigm that a swing to CA requires  a paradigm shift, mind-set changes and new values
It has become a paradigm that a swing to CA requires  a paradigm shift, mind-set changes and new values                   ...
It has become a paradigm that a swing to CA requires             a paradigm shift, mind-set changes and new values        ...
It has become a paradigm that a swing to CA requires             a paradigm shift, mind-set changes and new values        ...
It has become a paradigm that a swing to CA requires             a paradigm shift, mind-set changes and new values        ...
It has become a paradigm that a swing to CA requires             a paradigm shift, mind-set changes and new values        ...
It has become a paradigm that a swing to CA requires               a paradigm shift, mind-set changes and new values      ...
It has become a paradigm that a swing to CA requires               a paradigm shift, mind-set changes and new values      ...
It has become a paradigm that a swing to CA requires                a paradigm shift, mind-set changes and new values     ...
The South African education system and qualification accreditationuniverse                               OFO              ...
OFO       Every occupation in our economy has   a unique name and a numeric serial number.Conservation Agriculture Systems...
OFO                       NQF       National QualificationsFramework   All the qualifications linked to OFO occupations  f...
OFO            NQF           SAQANational QualificationsFramework
OFO                       NQF                      SAQA                      QCTO        Quality Council: Trades & Occupat...
OFO                     NQF                   SAQA                   QCTO  QDP                CAA               ADPThe QDP...
OFO              NQF             SAQA             QCTOQDP           CAA                 ADP        The ADP‟s role is to de...
OFO                     NQF                    SAQA                    QCTO    QDP              CAA               ADP     ...
Occupational Curriculum 0verall Process mapA                          Curriculum Scope                                    ...
Conservation Agriculture System ManagerK                  P                  E
The Conservation Agriculture Academy´s System
Climate SmartConservation Agriculture                                Green Prosperity                                     ...
Climate SmartConservation Agriculture                                Green Prosperity                                     ...
Climate SmartConservation Agriculture                                  Green Prosperity                                   ...
Integrating CA into formal farming systems. Tonie Putter
Integrating CA into formal farming systems. Tonie Putter
Integrating CA into formal farming systems. Tonie Putter
Integrating CA into formal farming systems. Tonie Putter
Integrating CA into formal farming systems. Tonie Putter
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Integrating CA into formal farming systems. Tonie Putter

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A presentation made at the WCCA 2011 event in Brisbane, Australia.

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Integrating CA into formal farming systems. Tonie Putter

  1. 1. Integrating Conservation Agriculture (CA) Into Formal Education Systems Putter C.A.J, Botha R., Kueneman E., Friedrich T., Kassam A.,Lange D., Smith H., Mampholo K. tonie.putter@ca- academy.net http://ca.ecoport.org
  2. 2. Sub-topics
  3. 3. Sub-topics Common sense attributes of qualifications
  4. 4. Sub-topics Common sense attributes of qualifications Reality check: what´s happening in education systems and in the UNESCO – ILO universes
  5. 5. Sub-topics Common sense attributes of qualifications Reality check: what´s happening in education systems and in the UNESCO – ILO universes Ideal attributes of an education and training framework to integrate CA ecology / sociology
  6. 6. Sub-topics Common sense attributes of qualifications Reality check: what´s happening in education systems and in the UNESCO – ILO universes Ideal attributes of an education and training framework to integrate CA ecology / sociology The South African education system and qualification accreditation universe
  7. 7. Sub-topics Common sense attributes of qualifications Reality check: what´s happening in education systems and in the UNESCO – ILO universes Ideal attributes of an education and training framework to integrate CA ecology / sociology The South African education system and qualification accreditation universe The Conservation Agriculture Academy´s System
  8. 8. Common sense attributes of qualifications I am a doctor I am a geneticist I am a mechanic
  9. 9. I am a doctor I am a geneticist I am a mechanic Identity is associated with qualified competence
  10. 10. I am a doctor I am a geneticist I am a mechanic Identity is associated with qualified competence As a client, what are your expectations and assumptions about these occupations?
  11. 11. I am a doctor I am a geneticist I am a mechanic Identity is associated with qualified competence As a client, what are your expectations and assumptions about these occupations? As a doctor, a geneticist, a mechanic what are your expectations and assumptions ?
  12. 12. I am a doctor I am a geneticist I am a mechanic Identity is associated with qualified competence As a client, what are your expectations and assumptions about these occupations? As a doctor, a geneticist, a mechanic what are your expectations and assumptions ? Accredited Qualification Accredited Qualification
  13. 13. Climate SmartConservation AgricultureGreen Prosperity
  14. 14. Reality check: what´s happening in educationsystems and in the UNESCO – ILO universes Qualifications Frameworks as a global phenomenon
  15. 15. National qualifications frameworks• New Zealand National NQFs Qualifications Framework Regulatory/mandatory• Ethiopia National Tool for national policy implementation Qualifications Framework Establishing national standards and regulations RQFs  Transnational Qualifications Framework for the Small Voluntary/inclusive States of the Commonwealth Tool for translation and assessing  SADC Regional Qualifications comparability of qualifications– Framework communication between countries
  16. 16. What problems do we want to address with the NCQF?• Career ‘dead ends’• Out-of-date irrelevant qualifications• Inconsistent assessment standards• Low public confidence in qualifications• No means of recognising qualifications from other countries• Some Botswana qualifications are not recognised in Botswana• Lack of international recognition of Botswana qualifications• No framework of reference for curriculum development and credit transfer• Qualification system is too complex and people don’t understand how it works
  17. 17. EQF Ethiopia Botswana SADC ten Example Qualification from General and HigherLevel s Level s Levels level QFs Education 8 9 10 10 PhD 7 8 9 9 Masters degree 6 7 8 8 Graduate Diploma or Certificate 6 7 Bachelor degree 5 5 7 6 Diploma 4 4 6 5 3 3 5 4 Advanced Secondary 2 2 4 3 Senior Secondary 1 1 3 2 Junior Secondary Certificate - Access 2 Entry 2 1 Primary School Leaving Certificate - Access 1 Entry 1 - Adult Basic Education
  18. 18. Ideal attributes ofparadigm that a swing totraining It has become a an education and CA requires a paradigm shift, mind-set changes and new valuesframework to integrate CA ecology / sociology
  19. 19. It has become a paradigm that a swing to CA requires a paradigm shift, mind-set changes and new values
  20. 20. It has become a paradigm that a swing to CA requires a paradigm shift, mind-set changes and new values How?
  21. 21. It has become a paradigm that a swing to CA requires a paradigm shift, mind-set changes and new values How?Knowledge (K) Practice (P) Experience (E)
  22. 22. It has become a paradigm that a swing to CA requires a paradigm shift, mind-set changes and new values How?Knowledge (K) Practice (P) Experience (E) Where?
  23. 23. It has become a paradigm that a swing to CA requires a paradigm shift, mind-set changes and new values How?Knowledge (K) Practice (P) Experience (E) Where? Social Innovation System
  24. 24. It has become a paradigm that a swing to CA requires a paradigm shift, mind-set changes and new values How?Knowledge (K) Practice (P) Experience (E) Where? Social Innovation System “All CA Systems are Social Constructs” A New Culture of Agriculture
  25. 25. It has become a paradigm that a swing to CA requires a paradigm shift, mind-set changes and new values How?Knowledge (K) Practice (P) Experience (E) Where? Social Ecology Innovation Sociology System Ecolacy “All CA Systems are Social Constructs” A New Culture of Agriculture
  26. 26. It has become a paradigm that a swing to CA requires a paradigm shift, mind-set changes and new values How?Knowledge (K) Practice (P) Experience (E) Where? Social Ecology Innovation Sociology System Ecolacy Accredited Qualification “All CA Systems are Social Constructs” A New Culture of Agriculture
  27. 27. It has become a paradigm that a swing to CA requires a paradigm shift, mind-set changes and new values How?Knowledge (K) Practice (P) Experience (E) Where? Social Ecology Innovation Sociology CA Ecology System Farmer Field Schools Ecolacy Accredited Qualification “All CA Systems are Social Constructs” A New Culture of Agriculture
  28. 28. The South African education system and qualification accreditationuniverse OFO Organising Framework for Occupations The OFO is a skills classification system. Its authority and purpose is described in the 2008/9 amendment of the National Skills Development Act (NDA; No. 97 of 1998 as variously amended).
  29. 29. OFO Every occupation in our economy has a unique name and a numeric serial number.Conservation Agriculture Systems Manager # 134901.
  30. 30. OFO NQF National QualificationsFramework All the qualifications linked to OFO occupations fall under the jurisdiction of the NQF Act, which is the legal authority that regulates all qualificationsthat are awarded by education and training institutions.
  31. 31. OFO NQF SAQANational QualificationsFramework
  32. 32. OFO NQF SAQA QCTO Quality Council: Trades & Occupations ensuring fit for purpose occupational qualifications The QCTO is one of the Quality Councils established under authority of the NQF. The other two being the HEQC overseeing universitylevel education & qualification and UMALUSI, whichoversees school level education and qualification.
  33. 33. OFO NQF SAQA QCTO QDP CAA ADPThe QDP‟s role and function is todesign a „model package‟ ofcurriculum and open-sourcecourseware that will be used todeliver the knowledge- practice- andexperience-focused components ofthe learning and qualifying strategyprescribed by the QCTO.
  34. 34. OFO NQF SAQA QCTOQDP CAA ADP The ADP‟s role is to develop and document the specifications and criteria for the assessment of learner performance and competence as required by the SAQA qualification accreditation process, thereby to enable the QCTO to confer post- graduate National Occupational Awards.
  35. 35. OFO NQF SAQA QCTO QDP CAA ADP Community of ExpertsThe QCTO will only engage in the development of aqualification if the subject is widely endorsed asimportant enough to our national economy to warrant the existence of the new occupation. In addition, any institution proposing a new qualification must have the support of key stakeholders, assembled as a CoE (Community of Experts), who will endorse the enterprise. Green Communities of Practice
  36. 36. Occupational Curriculum 0verall Process mapA Curriculum Scope C FB Occupational Profile Learning Process Design Occupational Qualification Products/Services Knowledge - Topics Knowledge topics into subjects Occupational Task at each NQF level Practical Skills Occupational Subject Specification Knowledge and - CCFOs Responsibility - Task skills Disciplinary, Practice, Theory Standard - Role/job skills Generic Work Experience Occupational Contextual variables E Occupational Profile Context Integrated Final External Workplace Assessment Specification Knowledge Modules per occupational / developmental task Products/Services Knowledge Practical Skills Module Practical Skills Occupational Task Specification Standard Occupational Given X do Y in order to Z Practical Skills Responsibility Work Experience Work Experience Work Experience Occupational Module Specification Context Standard Workplace Range, Settings, Knowledge Circumstances, Interfaces D Curriculum Document
  37. 37. Conservation Agriculture System ManagerK P E
  38. 38. The Conservation Agriculture Academy´s System
  39. 39. Climate SmartConservation Agriculture Green Prosperity So what?The facilitators required to mainstream CA praxis must know as much about constructivistlearning praxis, communicative action and social learning as they do about CA ecology andagronomy. They must know how to catalyse and empower innovation systems by workingwith, and in, local Communities of Practice and with selected outsiders who understandthat CA systems are, first and foremost, social constructs. Therefore, the learning space(Conservation Agriculture Ecosystem, CAKE) wherein this competence is acquired andassessed must be on farms, in response to farmers´ needs and not at distant, academicinstitutions.
  40. 40. Climate SmartConservation Agriculture Green Prosperity So what?The facilitators required to mainstream CA praxis must know as much about constructivistlearning praxis, communicative action and social learning as they do about CA ecology andagronomy. They must know how to catalyse and empower innovation systems by workingwith, and in, local Communities of Practice and with selected outsiders who understandthat CA systems are, first and foremost, social constructs. Therefore, the learning space(Conservation Agriculture Ecosystem, CAKE) wherein this competence is acquired andassessed must be on farms, in response to farmers´ needs and not at distant, academicinstitutions.The WCCA5 community must take cognizance of global trends in formal education systemsand in particular what other UN agencies such as UNESCO, ILO and others are promotingand doing. Specifically, WCCA5 should consider a voluntary code of conduct calling on alleducation and training initiatives to obtain official and formal accreditation of thecertificates, diplomas and other qualifications that they award.
  41. 41. Climate SmartConservation Agriculture Green Prosperity So what?The facilitators required to mainstream CA praxis must know as much about constructivistlearning praxis, communicative action and social learning as they do about CA ecology andagronomy. They must know how to catalyse and empower innovation systems by workingwith, and in, local Communities of Practice and with selected outsiders who understandthat CA systems are, first and foremost, social constructs. Therefore, the learning space(Conservation Agriculture Ecosystem, CAKE) wherein this competence is acquired andassessed must be on farms, in response to farmers´ needs and not at distant, academicinstitutions.The WCCA5 community must take cognizance of global trends in formal education systemsand in particular what other UN agencies such as UNESCO, ILO and others are promotingand doing. Specifically, WCCA5 should consider a voluntary code of conduct calling on alleducation and training initiatives to obtain official and formal accreditation of thecertificates, diplomas and other qualifications that they award.The WCCA5 community should consider and exploit the fact that an official and formalprocess of integrating CA into national education systems is a backdoor into nationalagriculture policy, a ´Trojan Horse´ that could, in a few years, make the understanding ofCA a general, internalised capability that is taken for granted and which, therefore, wouldnot have to be grafted on in post-tertiary corrective training that should have been pre-empted by ecolacy acquired at school.

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