Name: Koos Landman
Koos Landman has been trained in Canada and South Africa by the Canadian Vocational Association, and is the only South African certified by the CVA as a DACUM Facilitator and a DACUM Trainer. He has trained more than 180 DACUM facilitators from South Africa, Zimbabwe, Swaziland, Botswana, Tanzania, Ghana and Namibia under endorsement of the CVA, and has conducted numerous DACUM analyses within different contexts both in South Africa and internationally.
He has worked in higher education in South Africa for more than 28 years. He served on the Education Advisory Committee of the Council for Professional and Technical Surveyors of South Africa, as well as on the Standards Generating Body for Surveying where he has been involved in the writing of outcomes-based learning units.
CVA Report - February 2010
DACUM IN AFRICA
The introduction of DACUM in Africa came largely as a result of the COTIL (Community Outreach Trough Institutional Linkages) Project, funded by The Canadian International Development Agency (CIDA) and administered by The Association of Canadian Community Colleges (ACCC). This project involved three South African Institutions of Higher Education and three similar Canadian linkage partners, and took place from 1992 to 1996. During this period a number of DACUM Facilitators were trained by the Canadian Vocational Association.
The Canadian Vocational Association has, subsequent to the COTIL Project, held further DACUM workshops in South Africa. These were facilitated in 1998 by Larry Coffin of the CVA, and consisted of DACUM Facilitator training and the development of competency-based learning units.
From South Africa the DACUM model was introduced in other African countries under the endorsement of the CVA, by DACUM Facilitators who were certified by the CVA. The workshops were funded by a number of international funding agencies, including CIDA, GTZ (Germany), CINOP (Netherlands), USAID and others. It started with the training of DACUM Facilitators in Zimbabwe for the Zimbabwe Occupational Standards Service in 2000, followed by similar training in Namibia (The Namibia Qualifications Authority), Botswana (The Departments of Education and Labour), and Tanzania (The Tanzania Institute of Accountancy, the Tanzania Public Service College and the National Council for Technical Education). In Ghana DACUM Facilitators were trained as part of the CIDA funded Toolkit for Change Project.
In South Africa the model has found favour with many large organisations including the Armaments Corporation of South Africa and the South African Navy. The model is used for learning programme design and for human resource development.
From the above it is clear that the DACUM Model is making a significant contribution towards the elimination of poverty by providing skills development in the counties listed above. More workshops are planned for the future and the Model is flexible enough to be adjusted to meet the requirements of education legislation the different African countries.
