This specific trade occupational knowledge and practical component may be offered by the same or different providers that offered the generic or vocational or fundamental knowledge.
This will depend on the accreditation scope of the Skills Development Provider. The specific trade occupational knowledge is contextualized within the learning process to specific
tasks required such as fault finding, manufacturing, repair, services etc.
The occupational trade knowledge may also have components of mathematics, science, drawing and technical language specific to the trade. Such knowledge is applied to the specific
trade occupation as the learner learns and applies the knowledge daily in an integrated fashion. The practical learning that accompanies the occupational knowledge learning contextualizes
and applies the trade knowledge component to stimulated situations in practical setting in a training centre.
This ensures that learners are effectively prepared for workplace learning which follows after the occupational knowledge and practical learning process. The occupational knowledge
and practical learning must be offered at an accredited training centre covering the entire scope of an application to the specific trade. This learning is also known as the "off the job"
of learning that is progressively and sequentially taught. This ensures that the artisan learner slowly and systematically gains competencies relevant to his or her trade.
At certain pre-determined stages there are formative assessments applied, previously known as phase tests, to ensure that learners have assimilated the occupational knowledge and practical
skills and can proceed to the next stage. Much of this occupational knowledge and practical learning are simulations of the type of work that the learner will actually engage in once he or
she is finally a qualified artisan.
Real competence in any occupation whether a person can apply and transfer learning at the workplace or across a variety of workplaces. Therefore the most critical component
of learning in artisan development is workplace learning. During the workplace learning process the occupational knowledge and practical learning assimilated during the previous
step are applied in the workplace.
The artisan learner is exposed to real life situations within the workplace including all aspects of the artisan occupation such as work ethics, safety, responsibilities and quality
performance of work required by industry. In all artisan trades this is the most significant and most difficult of the various learning processes and therefore the artisan learner
is supported in the workplace by a qualified workplace mentor, previously known as the journeyman.
These workplace mentors are qualified and experienced artisans in the same trade the artisan learner is registered for. In many instances there is a scarcity of these mentors
in the workplace and possible processes are being considered to bring back retired artisans to fulfil the function of a mentor in the workplace. The workplace learning
process known as the "on the job" learning process that allows a learner to progressively and sequentially re-learn what he learnt in the practical learning process but applied in a
real workplace.
During the workplace learning, the leaner must be exposed to the entire scope of the trade as pre-determined by the curriculum of the occupational trade qualification to
ensure that once qualified he or she will fully be competent to become a productive worker in the industry and will only need further specific industry training. Many of the
current workplace learning programmes that exist in industry today are based on historic and often outdated training schedules developed under the Manpower Training Act.
Some programmes have been updated as unit standard based programmes and are now delivered as Learnerships in some sectors. The Quality Council for Trades and Occupations
in collaboration with the National Artisan Moderation Body is progressively updating all these artisan trade workplace programmes to become occupational based curriculum and qualifications.
Once the artisan learner has successfully completed the occupational knowledge, practical and workplace learning, the Skills Development Act requires a learner to undergo an
external final summative assessment also known as a Trade Test before he or she can be certified as a qualified artisan, irrespective of the route or pathway of learning the learner utilized.
All Trade Testing in South Africa will in the near future be regulated by national Trade Test Regulations issued under Section 26D(5) of the Skills Development Act that are applicable
to all Trade Test Centres whether they are operated by private, government or state owned companies. These national, decentralized trade test centres must be accredited by the
Quality Council for Trades and Occupations before they will be allowed to conduct national trade tests. The national trade test includes practical tasks that a learner must
complete within a specified periods of time as determined by the National Artisan Moderation Body or NAMB.
In addition all trade testing processes will be monitored and moderated by the National Artisan Moderation Body (NAMB) as required by Section 26A(2) of the Skills Development Act.
The national trade testing system is also being built to include a customized artisan development aligned Recognition of Prior Learning (RPL) system that will offer persons who have assimilated
knowledge and skills related to an artisan trade through workplace activities to also enter a well-supported process that will result in access to a national trade test.
To ensure that trade testing is always relevant to the needs of the industry and to ensure that learners achieve competent artisan status, all artisan trade testing or assessment practitioners
including assessors, assessment tool designers and moderators will be registered by the NAMB and be subject to continuous and regular capacity building through re-skilling processes.
All accredited trade test centres will report to the NAMB as per pre-determined requirements to enable the NAMB to monitor their performance. In this sense the NAMB will act as an "ombudsman"
for artisan development and any concern with regards to the quality of artisan development may be reported to the NAMB.
Quality assurance will be built into each and every step of the national 7-Step Programme. It is therefore not an isolated activity focusing on the final external summative assessment
or trade testing only, but is implemented right form the qualification development, learner selection, accreditation and delivery processes.
The current practice whereby a range of sector based trade certificates are issued in South Africa has been phased out and the Development through the National Artisan Moderation Body
under delegation from the Quality Council for Trades and Occupations will ensure that only national artisan trade certificates are issued.