cbmt general guidelines

8/11/2019 Cbmt General Guidelines

http://slidepdf.com/reader/full/cbmt-general-guidelines 1/26

COMPETENCE BASED TRAINING

GENERAL GUIDELINES

PREPARED BY TEVETA:

TRAINING STANDARDS DIVISION

CURRICULUM DEVELOPMENT AND ADVISORY SERVICES UNIT

DEVELOPMENT DIVISIONENTREPRENEURSHIP AND INFORMAL SECTOR DEVELOPMENT UNIT

IN CONSULTATION WITH STAKEHOLHERS

JULY, 2004



2

CONTENTSABBREVIATIONS…………………………………………………………………….. 3INTRODUCTION...……………………………………………………………………. 4ACKNOWLEDGEMENTS……………………………………………………………. 5RATIONALE…………………………………………………………………………… 6

PART 1:

1.0 COMPETENCE BASED TRAINING 7

1.1 DEFINITION…………………………………………………………….. 71.2 TARGET GROUP………………………………………………………. 81.3 CBT VS FORMAL AND APPRENTICESHIP TRAINING SYSTEMS 81.3 HOW CBT WORKS…………………………………………………….. 10

PART 2:

2.0 THE ROLES OF OTHER STAKEHOLDERS 13

2.1 THE ROLE OF TEVETA……………………………………………….. 132.2 THE ROLE OF THE EXAMINATIONS COUNCIL OF ZAMBIA …… 14

2.3 THE ROLE OF INDUSTRY…………………………………………….. 15

PART 3:

3.0 THE ROLE OF TRAINING PROVIDERS/ADMINISTRATORS 16

3.1 TRAINING REQUIREMENTS…………………………………………. 163.2 WORK STATION DEVELOPMENT…………………………………… 163.3 RECRUITMENT AND REGISTRATION……………………………… 163.4 RECORDS MANAGEMENT…………………………………………… 163.5 ASSESSMENT …………………………………………………………. 163.6 EVALUATION ………………………………………………………….. 17

PART 4:

4.0 THE ROLE OF TRAINERS 18

4.1 RECRUITMENT AND REGISTRATION……………………………… 184.2 INDUCTION …………………………………………………………….. 184.3 TRAINING PROCESS…………………………………………………. 184.4 ASSESSMENT …………………………………………………………. 194.5 RECORD-KEEPING……………………………………………………. 194.6 FACILITIES………………………………………………………………. 204.7 PLACEMENT……………………………………………………………. 20

PART 5:

5.0 THE ROLE OF TRAINEES 215.1 RECRUITMENT AND REGISTRATION……………………………… 215.2 ORIENTATION …………………………………………………………. 215.3 TRAINING PROCESS…………………………………………………. 215.4 ASSESSMENT …………………………………………………………. 225.5 CERTIFICATION ………………………………………………………. 22

REFERENCES…………………………………………………………………………. 23APPENDICES……………………………………………………………………………. 25



3

ABBREVIATIONS

APL - Accreditation of Prior Learning

CBT - Competency Based Modular Training

CBT - Competence Based Training

DTEVT - Department of Technical education and Vocational training

ECZ - Examination Council of Zambia

ILO - International Labour Organisation

TEVETA - Technical Education, Vocational and Entrepreneurship TrainingAuthority

TT - Test Time

LT - Learning Time

MT - Mastery Time

TPC - Training Performance Criteria

PPC - Production Performance Criteria



4

INTRODUCTION

There has been an increase in the number of training providers who want to moveaway from the traditional system of training and follow the CBT system. This guide isdirected at these training providers as well as the trainees themselves and outlinesthe principles involved in the implementation of CBT.

The trends towards workplace outcome based training have increased the focus onlearner centred training for skills acquisition, therefore all the stakeholders interestedin the success of the system will need to quickly and effectively respond to theincreased involvement of trainees in their own learning process.

To help all stakeholders, this guide is structured in such a manner that it presentsseparate guidelines for administrators, trainers and trainees. It streamlines andclearly defines the roles of all stakeholders in the effective implementation of the CBTSystem.

The rationale justifies the need for Competence Based Training, looking at the

shortfalls both in the formal and in the traditional apprenticeship training systems

The document then defines the CBT system and explains the purpose for itsintroduction. The Guide also distinguishes the CBT system of training from the formaland traditional apprenticeship systems, and explains how these systems work.



5

ACKNOWLEDGEMENTS

TEVETA wishes to extend its appreciation to the following people for theircontributions in the reformulation of these General Guidelines for the implementationof the Competence Based Training System:

NAME ORGANISATION1. Danielsen Mike Zambia Sugar Company

2. Sayila Kasanda Andrew Shining Light Inst. - Kabwe

3. Musonda Chanda Prisca Kabwe T T I

4. Daka Boaz Thorn Park Training Centre

5. Mulyampiya Banda Rose Chrismeyas CBMTI - Livingstone

6. Nyimbili Friday Chilanga Cement PLC

7. Sumaili Graham Wilson Examinations Council of Zambia

8. Kanyensha Musenge Catherine TEVETA

9. Mbulo Nyirenda Nelly TEVETA

10. Njolomah Hazel TEVETA

TEVETA also wishes to extend further acknowledgement to the following people whoproduced the original Administrators’ Guide from which this document has beenformulated:

1. Grace Lombe Chitambala

2. Mwansa Thomas Katanga

3. Alice Mwandawamufu Kombe4. Aggrey Simukoko

5. Musenge Catherine

6. Festus Hatyoka

7. Lawrence Zulu

8. Andrew Kasanda Sayila

9. Dickson Ngosa

10. Christina Phiri

11. Justine Lwinya

12. Mwape Mushili



6

RATIONALE

One of the key strategies for a successful business is to ensure that one has a `worldclass' workforce, in other words, a competent workforce. For a country to have agood economy and to be competitively effective on the world market, it requirescompetent personnel.

For a long time now, there has been an outcry from Industry and Commerce have onthe sub quality of graduates from the Technical Education and Vocational andEntrepreneurship Training (TEVET) system, who leave training institutions withoutacquiring proper skills.

In addition, people have been complaining about the restrictive entry requirementsand training opportunities in formal training institutions. The rigidity of the formaltraining system in terms of duration is also another deterring factor for people whomay only wish to do one component of the programme.

Furthermore, there is a need for continuous skills acquisition due to rapid and

perpetual technological changes, whereby someone only requires acquiring newskills in a particular component, as opposed to undertaking long trainingprogrammes. Other additional reasons are increasing unemployment among youngpeople, a disparate and fragmented vocational qualification system, Political factorsand poor quality of products. The fundamental challenge facing the unemployed isthat of penetrating these barriers while emerging equipped with sufficient skills andresources to survive in crowded, competitive markets.

Lastly, a large number of people currently acquire skills through the traditionalapprenticeship training, for which they obtain no certification and hence no formalrecognition of their competences.

In view of the above, a need has been established for flexible methods of trainingdelivery to address these issues of concern.

In response to this, the Ministry of Science, Technology and Vocational training(MSTVT) through the Department of Technical Education and Vocational Training(DTEVT) decided to introduce a Competency Based Training (CBT) system andselected three institutions to pilot the project to establish its feasibility in the localsetting.

To guide these institutions in the implementing of the CBT system, the DTEVT, inconsultation with stakeholders prepared an Administration Guide, which these

institutions have been following to date.

The dissolution of DTEVT and the establishment of TEVETA has created a need tohave the guide reviewed because of the differences within the functions of the twoinstitutions, which have affected the current guidelines.



7

PART 1.

1.0 COMPETENCE BASED TRAINING

1.1 DEFINITION OF COMPETENCE BASED TRAINING

Competence based training is the mode of training where emphasis is put onthe acquisition of competence in performing a skill. It is designed to meet thedemands of industry and of an individual trainee. It involves training people tobe able to perform to the standard required in employment, in variouscontexts, repeatedly over time.

In CBT, the stress is on ensuring that the ultimate result is high quality.

What does Competence mean?

The ability to perform tasks or do work according to set standards.The ability to transfer skills and knowledge to a range of situationswithin a given occupation. It means having the skill, the proficiency toperform to the required standards. Here are some of the definitions of`Competence':

" The possession and development of sufficient skills, knowledge,appropriate attitudes and experience for successful performance in liferoles." (FEU 1984)

" The ability to perform the activities within an occupation."(Training Agency 1989)

"Professional Competence" is the aptitude to carry out a task or job

position effectively, on account of possessing the qualifications requiredfor such (4). In this case, the concepts of competence and qualificationare tightly associated, seeing as how qualifications are considered theacquired capability to fulfil duties or carry out a job position. (ILO)

“Competence is the set of socio-affective conducts and cognitive,psychological, sensorial and mobile abilities that permit one toadequately carry out a role, a function, an activity or a task”. (Provinceof Quebec)

` Competency ': " Performance capability needed by workers in a specifiedoccupational area." (FEU 1987)

From the above definitions it is clear that the terms `competence' and`competency' relate to the ability of an individual to do something to aspecified standard. Vocational competence simply contextualises the ‘doingsomething’ in a particular vocation, specialisation, discipline or occupation. It isthe ability to perform activities or tasks in an occupation to givenspecifications.



8

Competence is a wide concept which embodies the ability to transfer skills andknowledge to new situations within an occupational area. It encompassesorganisation and planning of work, innovation and coping with non-routineactivities. It includes those qualities of personal effectiveness that are requiredin the work place; to deal with co-workers, managers and customers

1.2 TARGET GROUP

CBT is a very flexible system that embraces people from all walks of lifewithout sex barriers. These can be divided into the following target groups:

1.2.1 The educated1.2.2 People from the informal sector1.2.3 Those from the formal sector1.2.4 Retirees and retrechees1.2.5 Out-of-school youths1.2.6 People who have never been to school

1.3 COMPETENCE BASED TRAINING VS. THE FORMAL AND TRADITIONALAPPRENTICESHIP TRAINING SYSTEMS

Although CBT has been around for many years, it is still not alwaysclear to a great many people, both in training and industry, let alone thegeneral public, as to the difference between CBT and the trainingprogrammes or systems that preceded CBT, the `traditional' trainingprogrammes, often based around apprenticeships. To fully understandthe concept of CBT, we need first of all to consider the so-called`traditional' training approaches.

1.3.1 Main characteristics of formal training programmes :

• Knowledge based curriculum- emphasis is on theory rather thanpractical tasks

• Restrictive entry qualifications – only people who meet theprescribed entry qualifications can have access to training programmes

• Teacher centred - input focused – every student looks up to theteacher as the person who knows it all and relies on the skills andknowledge from the teacher

• Course Duration is specified – courses have set time limits which

every trainee has to adhere to, whether they have acquired the skill ornot and all trainees in a particular class finish at the specified time.

• End -tested knowledge based examinations – trainees are givensummative examination at the end of the specified training, withoutconsideration of whether one is ready to take the examination or not.



9

• Graded practical tasks – Someone is deemed as having passed theexamination even if the score is only 40 or 50%, with high chances ofmaking mistakes once employed in performing those tasks

• Training / education, centre or college – based – instruction onlytakes place in recognised training institutions or centres.

1.3.2 The Traditional Apprenticeship System:

This type of training is usually home/work based. In traditionalapprenticeship, the expert shows the apprentice how to do a task,watches as the apprentice practices portions of the task, and then turnsover more and more responsibility until the apprentice is proficientenough to accomplish the task independently. That is the basic notionof apprenticeship: showing the apprentice how to do a task andhelping the apprentice to do it. There are four important aspects oftraditional apprenticeship: modelling, scaffolding, fading, and coaching.

In modelling, the apprentice observes the master demonstrating howto do different parts of the task. The master makes the target processesvisible, often by explicitly showing the apprentice what to do. Intraditional apprenticeship, much of the learning occurs as apprenticeswatch others at work.

Scaffolding is the support the master gives apprentices in carrying outa task. This can range from doing almost the entire task for them togiving occasional hints as to what to do next. Fading is the notion ofslowly removing the support, giving the apprentice more and moreresponsibility.

Coaching is the thread running through the entire apprenticeshipexperience. The master coaches the apprentice through a wide rangeof activities: choosing tasks, providing hints and scaffolding, evaluatingthe activities of apprentices and diagnosing the kinds of problems theyare having, challenging them and offering encouragement, givingfeedback, structuring the ways to do things, working on particularweaknesses. In short, coaching is the process of overseeing thestudent's learning.

1.3.3 Main characteristics of competency based training:

• It is individualised – learning is student centred and the role of the

trainer changes to that of consultant and facilitator• It is flexible, not time-based – learners progress through

units/elements at their own pace

• Outcome-based – emphasis is put on the product and not the process;it reflects the expectations of performance in the workplace.

• It encourages specialisation – Students can concentrate on the skillsthey are confident of mastering.



10

• Employment-led – standards are set by the concerned industrialsector

• No entry restrictions – anyone can apply for a programme as long asthey have the ability to follow instructions. There are no set entryqualifications or age limits

• It is practically oriented and theory is taught mainly as underpinning

knowledge• Training is fragmented – work is broken down into learnable

units/elements of competence

• There is accreditation of prior learning – credits are cumulative

1.4 HOW THE CBT SYSTEM WORKS

1.4.1 Marketing and Call-upProspective trainees are identified and recruited. During recruitment a needsanalysis is done to ascertain the clients suitability for training and also todecide at what level the client should enter the programme.

There is also Accreditation of Prior Learning (APL) for those that have alreadyacquired some basic skills.

1.4.2 EnrolmentDuring enrolment each trainee is issued with a student number that must bemaintained through out the training period. After module selection, studentcards and registration forms are signed, and also an agreement for proof ofcourse and course route choice.

1.4.3 Training Procedure

Training is student centred and practically oriented, trainers mainly act asfacilitators and demonstrators. Trainees are given a course map and learningguides, which they are supposed to follow during the learning time. Learningis very flexible as trainees progress through tasks at individual pace.

All training programmes have different tasks laid out in the course map, whichis a display of contents of a training programme and the logical or prescribedsequence in which the learning or masterly should take place.

For the trainee to finish a course, he/she must progress through and be baleto perform tasks laid out in the course map competently and to set standards.

As they progress through the guides, trainees have to do a self check togauge how well they have mastered the prescribed task before asking theinstructor to conduct the test. The Learning guide tells the trainee what hemust do, how the task should be done and to what standard. The learningguide is the core component in Competence Based Modular Training (CBMT)as it unveils the programme content and guides the learner as he progressesstep by step. It is important to monitor the movement of learning guides toensure that they are not lost.



11

Time spent on learning the task is recorded as Learning Time (LT), while timespent on learning the task and doing it successfully during the Test Time (TT)is known as Masterly Time (MT)

1.4.4 Acquisition of toolsStudents will be required to obtain tools from appropriate institute authorities.

This will be done by filling in an acquisition of tools form before collecting thesame from the storeroom.

1.4.5 Clocking System The clocking system is of great importance in CBMT. It has to be followedstrictly to ensure that competences are achieved within a specified period oftime. Trainee’s reporting time and time spent on accomplishing tasks isrecorded on a clock card and is maintained as part of the progress report.Each trainee

1.4.6 Attendance register FormAttendance in CBMT is as important as the clocking system. The two literary

depend on each other. The attendance register form acts as a counter checkof the clock card. It must be filled in by each of the students undergoingtraining.

1.4.7 Work StationsEach programme as a number of workstations where trainees do their work.depending on the units/elements of competence being covered. This is sobecause each trainee can follow whatever route he/she wishes on the coursemap, and the result is that students end up being employed in different tasksat any given time.

1.4.8 AssessmentUnder the CBMT system each trainee must be at a different stage in theaccumulation of credits. In the competence-based system assessment is donewhen the trainee is ready for it, and it is performance based, irrespective ofhow the skill is learnt.

When the candidate is ready to be assessed, he or she informs the instructorwho gives an assessment test. Candidates unable to perform to requiredstandards could either go back to learning time and then retake the test orretake the test straight away. Trainees are not allowed to move on to the nextunit/element of competence until after they have successfully cleared the unitthey are working on. Assessment is done at two levels:

Training Performance Criteria (TPC) Level:Trainees are given a time in which they are supposed to accomplish taskswhile at the training place. Trainees can not be assessed at PPC Level untilafter they have competently mastered tasks at TPC Level.

Production Performance Criteria (PPC) LevelThis involves time spent on accomplishing a task at the work place. This timeis less than what is allocated for training purposes. This is so because a



12

trainee is being oriented to productivity and hence is supposed to accomplishtasks in less time

The difference between the two levels is time taken to completely master thegiven task including time spent on the test. If the trainee exceeds theprescribed test time or fails to adhere to the given standards he is considered

to have failed the test, and has either to do more learning then be tested orrepeat the test and pass before moving on to another task. Assessment isagainst written criteria that clearly specify a standard of performance

At the end of the course trainees are examined, after which externalassessors are called in to moderate the results. These come from anappropriate national body.



13

PART 2:

2.0 THE ROLES OF OTHER KEY STAKEHOLDERS

Apart from training administrators, trainers and trainees, there are other keystakeholders who have distinct roles to play in the successful implementation of the

CBT system. These are TEVETA, the Examinations Council of Zambia and relevantindustries and industrial boards.

2.1 ROLE OF TEVETA

The role of TEVETA in the implementation of the CBT system shall be:

Promotion: To spearhead nation wide campaign to promote the CBTsystem. To arrange and conduct training for CBT providers andAPL assessors.

Programme Development: To source, adapt or develop suitable training CBTcurricula. To Develop and disseminate guidelines for preparationof CBT learning packages, and to prepare the packages inliaison with other stakeholders.

Control: To control and coordinate the quality of training and assessment.

Validation: To validate CBT programs.

Verification: To verify, monitor and accredit CBT Training Providers and APLAssessors

Assessment and Evaluation: To provide guidelines for assessment andevaluation

for the CBT system.

Certification: To award a records of achievement and national certificatesto successful trainees in conjunction with training providers andthe Examinations Council of Zambia.

Database: To maintain a CBT database.



14

2.2 THE ROLE OF THE EXAMINATIONS COUNCIL OFZAMBIA (ECZ)

The role of the Examinations Council of Zambia shall be:

Exemptions and APL: To effect exemptions and accredit acknowledged priorKnowledge

Monitoring: To monitor and verify assessment in conjunction with TEVETA

Assessment: To maintain all assessment records of CBT trainees

Certification: To award a records of achievement and national certificatesto successful trainees in conjunction with training providers andthe TEVETA.



15

2.3 ROLE OF INDUSTRY AND COMMERCE INCOMPETENCE BASED TRAINING (CBT)

Job descriptions and Zambian technical education and vocational trainingqualifications, as well as the education and other training systems in Zambia,

have Standards set by industry which reflect what actually happens in theworkplace. What happens in industry, affects productivity and profitability. Toattain high productivity and profitability, industry must take up its rightfulposition in training particularly in CBT and play the following roles:

Setting of national occupational standards through appropriate SectorTraining Advisory Committees (STAC)

Monitoring standards/providing verifiers

Assisting in the development and acquisition of training materials

Participating in the assessment of trainees and evaluation of the CBTsystems

Providing of opportunities for industrial training and experience.



16

PART 3.

3.0 THE ROLE OF TRAINING PROVIDERS/ADMINISTRATORS

3.1 TRAINING REQUIREMENTSThe training providers shall be responsible for providing a conducive learning

environment for their trainees. For effective implementation of the CBTsystem, Administrators/Managers shall:

• Be responsible for establishing training needs by carrying out TrainingNeeds Assessments

• Provide competent staff that are familiar with CBT system

• Provide the necessary tools, equipment and materials (where necessaryencourage trainees to bring their own tools).

• Assist in the development and acquisition of training materials. EachTrainee must follow a course map as there will be prerequisite modules

that will have to be competently achieved before being allowed to finish“clusters” of modules to obtain a certificate in any given Trade.

3.2 WORK STATION DEVELOPMENTManagers shall develop adequate workstations for the earmarked programs

3.3 RECRUITMENT AND REGISTRATIONTraining providers shall:

• Be responsible for advertising the CBT programs and system.

• Carry out their own recruitment in line with CBT procedures as follows:

o During recruitment a needs analysis shall be done to ascertain theclients suitability for training and also to decide at what level the client

should enter the programme. Prospective trainees shall be given Skillstests to gauge their entry levels.

o There shall also be Accreditation of Prior Learning (APL) for thosecandidates that have acquired some basic skills (See appendix I for theAPL Process).

o During enrolment each the administrator shall issued a studentnumber trainee that must be maintained through out the trainingperiod. After module selection, student cards and registration formsshall be signed, and also an agreement for proof of course choice.

3.4 RECORDS MANAGEMENT

Shall maintain a comprehensive management record system for eachcandidate from registration to certification.

3.5 ASSESSMENTTraining providers shall ensure that trainers carry out assessment of traineesaccording to CBT assessment system.



17

3.6 EVALUATION

Training providers will carry out their own evaluation and make reportsavailable to stakeholders



18

PART 4.

3.0 THE ROLE OF TRAINERS

3.1 RECRUITMENT AND REGISTRATION

There shall be no set entry qualifications to all CBT programmes as trainingshall cater for all categories of people depending on what skills they would liketo acquire, regardless of age and educational background.

During recruitment the trainer shall:o Assess candidates’ skills level for accreditation of prior learning.

Accreditation of prior learning is a process in which evidence of anindividual’s past achievements within a relevant occupational role can be judged against the standards specified within the appropriate vocationalqualification (See appendix I)

o Guide, support and counsel the candidate in identifying the course route.

• During enrolment each trainer shall ensure that the trainee is issued with astudent number that must be maintained through out the training period. Aftermodule selection, student cards and registration forms shall be signed, andalso an agreement for proof of course choice.

3.2 INDUCTION

The trainer shall:

• Orient trainees to the CBT system

• Introduce trainees to the institution rules, regulations and practicesincluding HIV /AIDS and gender issues.

• Conduct tour of facilities, with special emphasis on looking at workstations

3.3 TRAINING PROCESS

During training, the trainer shall:

• Ensure that trainees have the right Protective Personal Clothing (PPE)

• Provide course maps and learning guides, which they are supposed tofollow during the learning time.

• Provide resources for specific modules (materials, equipment and tools)

• Facilitate the learning process by ensuring that each trainee follows

instructions as stated in the Learning Guide, which states the tasks to beperformed.

• Ensure that trainees have to do a self-check as they progress through theLearning Guides to gauge how well they have mastered the prescribedtasks before asking the instructor to conduct a performance test.



19

• Competently utilize tasks, skills and knowledge when demonstrating totrainees how to perform laid out tasks.

• Maintain conducive and safe working environment.

3.4 ASSESSMENT

Trainers shall:

• Guide trainees in achieving Training Performance Criteria (This shall bedone during training), and Production Performance Criteria (This shallbe achieved during training and industrial attachment), and shall bemeasured by time taken by trainee to accomplish a task to industrialstandards) levels. The trainer shall explain to the trainees the differencesbetween the two levels

• Conduct assessment and performance tests using the CBT system (Seeappendix II). In the competence-based system assessment shall be donewhen the trainee is ready for it, and it is performance based, irrespective ofhow the skill is acquired.

• Provide assessment tests to candidates who are ready to be assessed.

• Ensure that Candidates unable to perform to required standards either goback to learning time and then retake the test or retake the test straightaway. Trainees shall not be allowed to move on to the next unit/element ofcompetence until after they have successfully cleared the unit they wereworking on.

• Ensure that Assessment is done at two levels:

o Training Performance Criteria (TPC) Levelo Production Performance Criteria (PPC) Level

• Prepare and maintain trainees progress records such as attendanceregisters (document that records the daily activities of trainee and counterchecks the clock card), clocking records, and ensure that time spent onlearning the task is recorded as Learning Time (LT), while time spent onlearning the task and doing it successfully during the Test Time (TT) shallbe recorded as Mastery Time (MT)

• Ensure that trainees are assessed internally and that the assessment is

verified by external assessors/verifiers

3.5 RECORD KEEPING

Trainers shall:

• Maintain Clocking Records. The clocking system is a process thatrecords each training time of a trainee from start to end of training of aparticular task. The trainer shall ensure that trainees adhere to the clocking



20

system that shall be set up in that particular training institution to ensurethat the competences are achieved within a specified period of time

• Maintain records of equipment, tools and training materials, includingcourse maps and learning guides

• Prepare and submit trainees’ documentation for accreditation andcertification.

• Maintain records of trainees working areas

3.6 FACILITIES:

• Maintain equipment, tools and materials.

• Ensure that workstations are well maintained

3.7 PLACEMENT:

• Source industries for trainees industrial attachment

• Assist trainees in securing formal employment

• Ensure that trainees are equipped with entrepreneurship skills to enablethem stand on their own in the event of failure to secure formalemployment



21

PART 5.

5.0 THE ROLE OF TRAINEES

5.1 ENROLMENT / REGISTRATION:

Trainee shall:• Be expected to fill in an enrolment form and pay the required fees.

• Ensure that they are given a student number

• Be guided in choosing a course route

• Be eligible to apply for APL if necessary

5.2 ORIENTATION.

During orientation the trainee shall

•

Be expected to abide to the laid down rules and regulations.• Be exposed to the course map and shall be guided in interpretation of the

map.

• Choose the modules to undertake in addition to the common modules.

• Ensure that they are guided in using the learning guides.

• Be shown the training facilities, especially workstations and be expectedto find their way around without problems

• The trainee shall adhere to the clocking system that has been set up in

that particular training institution

5.3 TRAINING PROCESS.

Trainee shall:

• Follow the chosen course route and can only change upon agreement with the trainer concerned. Records for any change of courseroute/programme must be properly maintained.

• Ensure that Accreditation of Prior Learning if they have acquired certainskills

• Follow instructions as laid down in the learning guide

• Ensure they have all the materials, equipment and tools required to carryout specified tasks

• Request trainer to demonstrate any difficult tasks



22

5.4 ASSESSMENT.

This is a process that judges individual performance against given explicitstandards. Trainees shall:

• Be responsible for own assessment

• Do performance and knowledge self-checks to gauge own competence inachieving laid out tasks and readiness to take the test.

• Request to be assessed when ready

NB:-Trainees will only be allowed three assessment attempts to any giventask, failure to which they shall be deemed as being incompetent and shall bewithdrawn from the programme

5.5 CERTIFICATION

• Trainees shall only be eligible to be issued with Certificates ofcompetence upon successful completion of clusters of units /modules forany given trade

• National certificates/qualifications shall only be issued to graduatesupon successful completion of the whole training programme.



23

References

Barrie, J., and Pace, R. W. "Competence, Efficiency, and Organizational Learning."Human Resource Development Quarterly 8, no. 4 (Winter 1997): 335-342.

Chappell, C. "Quality & Competence Based Education and Training." In The Literacy

Equation , pp. 71-79. Red Hill, Australia: Queensland Council for Adult Literacy,1996.

Collins, C., ed. Competencies: The Competencies Debate in AustralianEducation and Training . Curtin: Australian College of Education, 1993. (ED 361833)

Ecclestone, K. "Energising or Enervating?" Journal of Vocational Education andTraining 49, no. 1 (1997): 65-79. (EJ 507 496)

Erridge, A., and Perry, S. "The Validity and Value of National VocationalQualifications." Vocational Aspect of Education 46, no. 2 (1994): 139-154. (EJ 497

192)

Fuller, A., and John, D. "Adopting National Vocational Qualifications in the OffshoreIndustry." British Journal of Education and Work 7, no. 2 (1994): 39-49. (EJ 498523)

Gonczi, A. "Future Directions for Vocational Education in Australian SecondarySchools." Australian and New Zealand Journal of Vocational EducationResearch 5, no. 1 (May 1997): 77-108.

Hager, P. "Competence Standards--A Help or a Hindrance?" Vocational Aspect ofEducation 47, no. 2 (1995): 141-151. (EJ 509 520)

Harris, R.; Guthrie, H.; Hobart, B.; and Lundberg, D. Competence-Based Educationand Training: Between a Rock and a Whirlpool . South Melbourne: MacmillanEducation Australia, 1995.

Hodkinson, P., and Issitt, M., eds. The Challenge of Competence . New York:Cassell, 1995.

Hyland, T. Competence, Education and NVQs: Dissenting Perspectives . London,Cassell, 1994.

Hyland, T. "National Vocational Qualifications, Skills Training and Employers'Needs." Journal of Vocational Education and Training 48, no. 4 (1996): 349-365.(EJ 538 797)

Jackson, N. "If Competence Is the Answer, What Is the Question?" In A Collectionof Original Essays on Curriculum for the Workplace , pp. 135-149. Geelong,Australia: Deakin University, 1994. (ED 384 695)



24

Jones, L., and Moore, R. "Appropriating Competence." British Journal of Educationand Work 8, no. 2 (1995): 78-92. (EJ 512 995)

Mulcahy, D. "Performing Competencies: Of Training Protocols and VocationalEducation Practices." Australian and New Zealand Journal of VocationalEducation Research 4, no. 1 (May 1996): 35-67. (EJ 525 603)

Toohey, S.; Ryan, G.; McLean, J.; and Hughes, C. "Assessing Competence-BasedEducation and Training." Australian and New Zealand Journal of VocationalEducation Research 3, no. 2 (November 1995): 86-117. (EJ 515 577)

Toye, J., and Vigor, P. Implementing NVQs . Brighton, England: Institute ofManpower Studies, University of Sussex, 1994. (ED 391 083)

Velde, C., and Hopkins, C. "Reporting Trainee Competence." Vocational Aspect ofEducation 46, no. 3 (1994): 257-271. (EJ 500 802)



25

Appendix I

APL PROCESS

Accreditation of prior learning (APL) is recognizing candidate’s previous knowledge

or achievement and giving credit for the work or knowledge gained previously. To dothis the following diagram and subsequent roles at every stage is outlined.

COUNSELLOR/GUIDE(Guidance)

CANDIDATE PREPARES PORTFOLIOOF EVIDENCE

ASSESSOR COMPARES APL EVIDENCEWITH CONVENTIONALEVIDENCE REQUIREMENTS

IDENTIFIES WANTED UNITS

(Guidance/checks)

VERIFIER ENDORSES CLAIMSFOR CREDIT

(Guidance/checks)

ISSUES RECORD AWARDING BODYOF ACHIEVEMENTS/CERTIFICATES



EVIDENCE FROM PRIOR ACHIEVEMENTS

(reports, designs, computer programmes,certificates from

Appendix II

CBT ASSESSMENT MODEL

ELEMENTS OF COMPETENCEWITH

PERFORMANCE CRITERIA

Determine formAnd amount of

EVIDENCETo be collected

Through a combination ofThe following methods

PERFORMANCE EVIDENCE SUPPLEMENTARYEVIDENCE

From: From:- natural observation in the - oral questioningworkplace

- extracted examples - open written answers

within the workplace (short, long, essays, etc)

- simulations (competency - multiple-choicetests, skills tests, questionnaires proficiency tests,projects/assignments etc

- natural work tasks torequired standards

cbmt general guidelines

Documents