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PREFACE A COMPETENCY-BASED AND STANDARDS-DRIVEN CURRICULUM

NATIONAL CURRICULUM

ELECTRICAL INSTALLATION LEVEL I

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TABLE OF CONTENTS PAGE Philosophical Underpinnings of the National Curriculum 3 Curriculum Components 4 Rationale for developing a National Curriculum 6 Aims of the National Curriculum for Electrical Installation Level I 6 Opportunities for advancement in the Electrical Industry in Trinidad and Tobago 7 Organization of the Curriculum 8 Suggested Contact Hours 8 Mapping of CVQ Plan with the standards of the National Curriculum 9

Dealing with the attitudes and values aspects of the curriculum 10

Module 1 Principles of Occupational Health and Safety 11 Module 2 Drawing and Interpreting Sketches and Simple Drawings 15 Module 3 Preparing for Electrical Conduits/Wiring Installation 18 Module 4 Installing Electrical Fittings/Fixtures 21 Module 5 Installing the Final Sub-circuit 23 Module 6 Installing Distribution Panels 25 Module 7 Building Meter Circuits and preparing for final inspection 27 APPENDIX I Student/trainee self evaluation/assessment form 29 APPENDIX II Processes used for Caribbean Vocational Qualification Certification 31

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PHILOSOPHICAL UNDERPINNINGS OF THE NATIONAL CURRICULUM

The term “curriculum”, as used by practitioners, refers to the teaching-learning content, structure and processes provided by teaching institutions or training centers to deliver courses or programs of study. Curriculum design can therefore be defined as a decision making process where its preparation is carefully planned and evaluated before its implementation in the classrooms. Needs of the labour market Vocational training curricula are intended to function as a link between the occupational skills that define competence in the labour market and the qualifications provided by those institutions or authorities offering vocational training to the actively working population and those seeking entry into the labour force. As such, all vocational training curricula should offer sufficient direction to students/trainees or apprentices to enable them to comply with the demands of specific work positions and allow them the opportunity to attain more advanced skills training and qualifications if they wish to do so. Needs of the individual Vocational training curricula design and development, however, is not created in a vacuum, but is directly influenced by a country’s economic and social ambitions that are clearly spelt out in its educational policies. Since Trinidad and Tobago and the wider Caribbean ascribe to democratic societies where humanistic values determine the nature of education and training, it is imperative that all stakeholders in Education should ensure that their training programs emphasize the primacy of the individual learner and the needs of society in general. For instance, in recognition of our commitment to ethical and moral societies that recognize equality of opportunity, the curriculum should cater for learners with different learning styles and varying multiple intelligences who function at differing rates of progress and have different personalities. Furthermore, in keeping with the National Policy on persons with disabilities, attempts are made in the National Curriculum to cater for persons with disabilities. This inclusion, however, is subject to conditions agreed to with the agencies that cater for such persons, including the Trinidad and Tobago Association for the Blind, the Ministry of Social Development and the Trinidad and Tobago Disabled Persons International. Needs of Society Curriculum theorists from Dewey (1919) to Tyler (1949) to Gardner (1999) have emphasized that curriculum development, instead of seeking to impart ideas and information by rote, should focus on providing learners with experiences that would enhance their personalities through the acquisition of generic skills while at the same time endowing them with specific occupational skills that would make them productive social participants. For example, while there may be agreement that the labour market needs carpenters and plumbers, the region’s educational policies seek to ensure that our educational institutions produce plumbers and carpenters who could:

solve problems

think critically

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make informed decisions

manage emotions

work in teams

have positive self image

deal with diversity and change

handle conflict and

learn independently

Whilst a National Curriculum for Trinidad and Tobago must pay allegiance to the ingenious strategies used by international vocational and educational training (NTVET) processes and procedures to ensure compliance with industry standards, we must ensure that this is not done at the expense of the needs of the human resources that would ultimately decide the direction in which our society progresses. The National NTVET curriculum combines the best elements of the “academic” curriculum with its emphasis on personal growth and cognitive development, with the best elements of the competency based curriculum with its emphasis on mastery of occupational standards and the acquisition of employability skills. The main goal of the National curriculum, therefore, is to produce productive citizens and competent workers who could contribute meaningfully to the betterment of the country.

CURRICULUM COMPONENTS

There are no material differences between the components of the academic and the competency based curriculum, Tyler (1949), Taba (1962) and Gress and Purpel (1999) for instance, suggest that all curricula should consist of a rationale, objectives or outcomes, learning experiences consisting of the knowledge, skills and attitudes to achieve the objectives and evaluation strategies to ensure that leaning has been achieved.

With respect to the Competency based curriculum, Rolf and Pechman (1995) note that a curriculum framework should contain the components listed below.

Vision statement or Rationale

Content expectations or standards

Pedagogy and teacher practices

Equity linkages (such as opportunity-to-learn objectives or standards)

Relationships of content to student assessment

Performance expectations or standards.

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The Caribbean Examinations Council (CXC) has long recognized the problems associated with Teacher training in the eighteen territories where its examinations are offered. The rapid turnover of trained teachers and the reluctance of teachers to avail themselves of opportunities for retraining have created a serious problem of inadequate pedagogical skills in the classrooms. The problem is exacerbated in the Technical and Vocational Sector where most personnel have been recruited directly from industry with little or no knowledge of pedagogy and allowed to function without supervisors trained in curriculum or assessment. In the absence of provisions for continuous training of teachers, CXC has acquiesced to the pleadings of Ministers of Education in the region to include in both their Caribbean Secondary Education Certificate (CSEC) and Caribbean Advanced Proficiency Examinations (CAPE) syllabuses, a set of suggested teaching and learning activities and suggested assessment strategies that would provide the learning experiences in the classroom and assist teachers in the delivery of the curriculum. The inclusion of learning experiences in the National TVET curriculum is of utmost importance since education and training are predominately process-oriented and many out-of-school students seeking Technical and Vocational qualifications have not fully benefitted from five years of secondary education. Pedagogical factors, therefore, will pay a significant part in the delivery of the curriculum and the inclusion of sample teaching and learning activities and strategies for continuous assessment would contribute to achieving this goal. The National Curriculum should be a welcome addition to the education landscape in the Caribbean since it

provides the foundation for seamless education and training and for entry level employment;

offers standardized programs, processes and procedures to be used by training institutions and providers in Trinidad and Tobago;

meets the needs of students who may not wish to advance immediately to Levels 2 to 5, but wish to seek immediate entry-level training for employment;

facilitates articulation with other educational and NTVET programmes that respond to the developmental needs of the region.

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RATIONALE FOR DEVELOPING A NATIONAL TECHNICAL AND VOCATIONAL EDUCATION CURRICULUM FOR TRINIDAD AND TOBAGO A National Technical and Vocational Education (NTVET) curriculum for Trinidad and Tobago has been developed within the context of the implementation of the National Technical Training Vocational Qualification (TTNVQ) and the inauguration of the Caribbean Vocational Qualification (CVQ). The CVQ is an award that represents the achievement of a set of competencies that define the essential work practices of an occupational area consistent with the levels articulated within the regional qualification framework. Through Competency Based Education and Training (CBET), the CVQ acts as a catalyst to develop and change systems, processes, pedagogy and andragogy.

The National Training Agency of Trinidad and Tobago (NTATT) has been mandated by Cabinet Minute 736 of 27/03/08, to develop a labour force that

is competent, innovative, enterprising and entrepreneurial. The development, implementation and maintenance of a standardised curriculum would provide all Training Institutions with regional and international accreditation in addition to the training, processes and procedures needed to produce a world class labour force.

The National NTVET Curriculum utilizes an internationally approved design that incorporates the most modern learning and instructional theories associated with Competency Based Education and Training (CBET). The design adheres strictly to the principles of a performance based curriculum where the outcomes, knowledge, skills, attitudes and values are subjected to rigorous performance criteria and performance standards. All suggested teaching and learning activities and assessment strategies are authentic and sample assignments are provided that portray actual problems that occur in industry and realistic strategies used to overcome them. In addition to problem solving sample activities, the curriculum pays special attention to the area of attitudes and values and sample activities have been provided to assist tutors in sensitizing students to the necessity of conducting themselves appropriately both in the work environment and in their personal lives. While the text of the document addresses the student/trainee, the curriculum also satisfies the needs of tutors, assessors and internal and external verifiers thereby ensuring high quality of learning, instruction and assessment. Aims of the National Curriculum for Electrical Installation Level I

The study of the National Curriculum for Electrical Installation Level I is intended to assist students/trainees to:

1. develop knowledge, skills, attitudes and values that will enable them to become eligible for entry-level employment in the electrical field; 2. develop sensitivity to the issues, problems and challenges encountered in a working environment ; 3. benefit from the group activity and team work needed for personal development and development as workers; 4. make themselves available for opportunities for lifelong learning through exposure to bridging programs in the electrical field.

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Opportunities for advancement in the Electrical Industry in Trinidad and Tobago There are numerous opportunities available for trainees who are certified as competent in the knowledge, skills and attitudes presented in this curriculum. Technical and Vocational Education in Trinidad and Tobago offers seamless educational advancement through the hierarchy of occupational levels (1 to 5). A description of these five levels is given in the table below to assist students who may wish to embark on a career in any of the occupational areas where training is offered. The Table also contains information on the training providers at the different occupational levels. Level of Training Description of the worker Level of Employment Major Training Providers Qualification Level 1 Competent in routine tasks most of

which require supervision during the early stages

Apprentice; Supervised worker

Ministry of Education National Training Agency Ministry of Science and Technology

TTNVQ Level I CVQ Level I CSEC

Level 2 Competent in complex, non-routine work and may serve as supervisor, guide and mentor to others. Has responsibility for making on- the- spot decisions on the job site, ensuring that there is teamwork and timely completion of jobs within budget.

Independent skilled worker; Artisan

National Skills Development Program (NSDP); Metal Industries Company (MIC); National Energy Skills Center (NESC) Ministry of Science and Technology

TTNVQ Level 2 CVQ Level 2 CAPE Advanced Diploma

Level 3 Competent in the job and supervises others. Has strong problem solving, planning and designing skills

Technician; Supervisor College of Science, Technology and Applied Arts of Trinidad and Tobago (COSTAATT); University of Trinidad and Tobago (UTT)

Associate Degree Technician’s Diploma CVQ Level III

Level 4 Competent in principles of the field of work and has personal responsibility for planning, designing, analyzing and executing work programs.

Manager; Entrepreneur University of Trinidad and Tobago (UTT) University of the West Indies (UWI)

Bachelor of Science (B.Sc.) CVQ Level IV

Level 5 Competent in theoretical and practical aspects of the job. Has considerable knowledge of the field and has responsibility for the management of large groups of people.

Chief Executive Officer, Project Manager

University of Trinidad and Tobago (UTT) University of the West Indies (UWI) Arthur Lok Jack Graduate School of Business

Master of Science (M.Sc.)

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Organization of the curriculum The National Curriculum for Electrical Installation Level I is arranged into SEVEN Modules each consisting of Units or Elements of work. The name of the Module signifies the occupational area to be studied while the Elements or Units feature the steps needed to fulfill the competence in the Module. The main terms used in this section of the curriculum are explained below. Module A self-contained or independent component of the curriculum Unit Number The identification number of a specific task designated by the Caribbean Association of National Training Associations (CANTA) under its qualification plan

Unit Title

The title of the occupational/skill area to be studied in the Module

Element A subdivision of the Module into discrete parts or steps

Performance Criteria The task that the trainee needs to complete Type of Evidence The documentary data and information which provides proof that the trainee understands the content or skill competence in the given task

Critical Knowledge, Skills and Attitudes The knowledge, skills and attitudes that the trainee must possess to show competence in the task Performance Outcome The method used to assess how well the learner/candidate demonstrates knowledge and skills in order to determine the achievement of competencies as defined by the performance criteria. Suggested Contact Hours Each Module is allocated an approximate number of contact hours. These estimates are based on industry experts’ opinions of how many hours of training would be required for the average trainee to become competent in doing the tasks identified in the Module. Given that there is a wide disparity in the capacity of Training Institutions to deliver the curriculum on account of available resources, the experiences of training staff, the readiness of trainees

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and other factors, Institutions are advised to treat these hours as suggestive rather than prescriptive and to be guided by the trainees’ readiness to be assessed in the skill. Mapping of the Regional Qualification Standards with the National Curriculum The National Curriculum meets the criteria for the award of Caribbean Vocational Qualifications (CVQ and NTTVQ) by including all CORE competencies plus two level one electives and one (1) Level 2 elective. The Table below maps the National curriculum with the regional qualification plan. Regional standards for national qualifications Competency Standards in the National Curriculum Unit Number Unit Title Name of Module Element Name Module Number and

Steps MEMCOR0131A Undertake interactive

workplace communication Drawing and Interpreting Sketches and Simple Drawings

Draw and interpret sketches and simple drawings

Module 1 Step 1.5 Module 2 Steps 2.3-2.5

MEMCOR0141A Follow principles of Occupational Health and Safety (OH&S) in work environment

Principles of Occupational Health and Safety

Observe electrical safety Module 1 Steps 1.1 – 1.5

MEMCOR0161A Plan to undertake a routine task

Principles of Occupational Health and Safety

Observe electrical safety Module 1 Steps 1.1 – 1.5

MEMCOR0171A Use graduated measuring devices

Building meter circuits and preparing for final inspection

Test electrical installation Module 7 Steps 7.6 &7.7

MEMCOR0191A Use hand tools Installing Electrical Fittings/Fixtures

Install electrical fittings and fixtures

Module 3 Steps 1-6 Module 4 Step 4.1

MEMCOR0051A Perform related computations-basic

Electrical Drawings Plan electrical drawings Module 2 Step 2.1

MEMCOR0071A Use Electrical/Electronic measuring Devices

Building meter circuits and preparing for final inspection

Build meter circuits Module 7 Step 7.1

MEMCOR0081A Mark off/out (general engineering)

Installing Final Sub-Circuit Install final sub-circuit Module 5 Step 5.1

MEMCOR0091A Draw and interpret sketches and simple drawings

Drawing and Interpreting Sketches and Simple Drawings

Draw and interpret sketches and simple drawings

Module 2 Step 2.1

MEMMAH0071A Perform manual handling and lifting

Installing Distribution Panels Install distribution panels Module 6 Step 6.1

MEMMAH0081A Perform housekeeping duties Principles of Occupational Health and Safety

Prepare a clean work environment Module 1 Step 1.1

MEMINS0071A Prepare for electrical conduits/wiring installation

Planning Electrical Installation Plan electrical installation Module 3 Step 3.1

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MEMINS0051A Cut, bend and install electrical conduits

Installing Electrical Fittings /Fixtures

Secure electrical fittings Module 4 Steps 4.4 - 4.5

MEMINS0011A Install, terminate and connect electrical wiring

Installing Final Sub-Circuit Connect switches, isolators and outlets

Module 5 Steps 5-1 – 5.6

MEMMRD0161A Disconnect and reconnect fixed wired electrical machinery, appliances and fixtures

Installing Distribution Panels Install panel, circuit breakers and connect main breaker/kit

Module 6 Steps 6.1 – 6.5

MEMMRD0181A Attach flexible cables and plugs to electrical machinery , appliances and fixtures


Install electrical trunking, connect fittings, secure fittings and install conduit

Module 4 Steps 4.1 – 4.7

MEMFAB0011A Perform manual soldering/de-soldering –electrical/electronic components


Use soldering techniques, procedures and materials to connect electrical fittings

Module 4 Step 4.1

MEMINS0162A Cut, fit and install trunking system


Install electrical trunking Module 4, Step 2

MEMMRD0121A Perform basic repair to electrical/electronic apparatus


Isolate and replace live electrical outlets

Module 6, Step 5

Dealing with the Attitudes and Values areas of the curriculum In the third column of each Module, entitled “Critical Knowledge, Skills and Attitudes”, there is at least one statement that indicates the attitude or behavioral change that the trainee is expected to acquire in pursuit of achieving competence in the skill. For example, in Module 1 Step 1.1, students should know and understand that “a clean work environment contributes to a positive self image and a healthy work ethic”. Tutors are not expected to “teach” these objectives in the traditional sense but to assist the trainees to develop an appreciation for the quality of their work as they proceed through the course. The recommended way of achieving this is to allow trainees opportunities for reflection, self -evaluation and peer –evaluation, the dynamics of which will encourage them to build an appreciation for setting standards and hopefully strive to improve the quality of their work. Advice and tasks are provided under some of the “Suggested Teaching and Learning Activities” in the curriculum but tutors may visit Appendix I for a self-evaluation checklist that could be used as a diagnostic tool by tutors and a motivational tool by trainees. The checklist will allow students the opportunity to reflect on their progress and attitude and serve as a guide to tutors as to how to assist them in improving their attitude towards the course.

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MODULE I: PRINCIPLES OF OCCUPATIONAL HEALTH AND SAFETY On completion of this Module, Student/trainee will be able to demonstrate allegiance to safety procedures in performance of all tasks This Module covers aspects of four Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below Unit Number Unit Title MEMECOR0141A Follow principles of Occupational Health and Safety (OH&S) in work environment MEMCOR0131A Undertake interactive workplace communication MEMMAH0081A Perform Housekeeping Duties MEMCOR0191A Use hand tools Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the competencies contained in this Module Performance criteria

You should be able to

Type of evidence You will demonstrate that you can

Critical knowledge, skills and attitudes You will show that you know and understand

Performance outcome You will become competent when

Element 1: Observe Electrical Safety 1.1 prepare a clean work

environment clean a room littered with wire clippings, screws, connectors, chemicals and an assortment of dirty and clean tools paying attention to safety rules and regulations.

the personal protective gear, equipment (PPE), toiletries and rules of hygiene that contribute to preparing a clean work environment

Occupational Health and Safety (OH&S) rules contained in the Chemical Safety Program, especially those related to the labeling of containers and disposal of chemicals.

the value of cleaning and securing items that can be re-used and discarding waste in keeping with proper environmental concerns

that a clean work environment contributes to a positive self image and a healthy work ethic

a clean work environment is prepared

1.2 protect yourself and equipment

select from an assortment of safety wear and equipment, those needed to connect an electrical outlet in a house without omitting any critical item

the rules and regulations governing the safe use of electrical equipment in performing a variety of tasks in different environments

hazards and accidents associated with ignoring safety rules

basic first aid

your person and the equipment are safe

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Performance criteria You should be able to




1.3 replace tools after use store six sets of tools safely according to regulations and information obtained from the manuals

safely rules governing storage of different types of tools including sensitive tools

interpretation of information from manuals that the care of one’s tools is an indication of

one’s attitude to the job

tools are safely stored after use

1.4 observe electrical regulations

state the safety procedures recommended by OH&S for performing six different tasks, without referring to the booklets and making no errors.

electrical standards and regulations of the Occupational Health and Safety Act, The National Electric Code (NEC) and the Trinidad and Tobago Wiring Code of the Electrical Inspectorate.

procedures for extinguishing fires, emergency evacuation and guidelines for the safe erection and use of scaffolding and step ladders

that safety regulations are designed to ensure that lives are protected and equipment is safely stored

safety regulations are observed in the performance of related tasks

1.5 carry out interactive workplace communication

make a written or oral report to a supervisor concerning an electrical safety hazard on a worksite

rules and regulations recommended by the Occupational Health and Safety Act

the importance and implications of being able to communicate effectively with others both in the workplace and in all aspects of life

the elements of good reports including accuracy of time, names and place, distinguishing between fact and opinion, and attention to minute details, such as, the context in which the report is being made.

safety regulations are written in basic English

N.B The trainee/student should prove competence in all performance criteria (1.1 to 1.5) to be certified as competent in this Module Minimum resources required for this Module

Safety Manuals for the OH&S, Wiring for light and power, Bureau of Standards’ Electrical Wiring Codes overalls goggles and glasses hard hat and hard cap earplugs/muffs

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dust masks/respirator gum boots Hand Tools Cleaning agents Storage space Hacksaw and blades Gloves

Tutors may find the following resources useful for this Unit

Video equipment Digital camera Camcorder

Suggested Teaching, Learning and Assessment Strategies

1. Student/trainee may visit industries to observe safety attire, tools and equipment used in different contexts. Student may take notes and present to the class

2. Student/trainee may simulate activities where he or she creates a safety manual for a specific industry, for example, in the energy sector 3. Tutor may invite officials from OH&S, the Inspectorate, Fire Department or Industry to host panel discussions with students who are then

questioned by the tutor or be subjected to a quiz where teams compete, based on information obtained in the panel discussion. 4. Using safety regulations contained in the Inspectorate’s or Manufacturers’ manual, the tutor may design activities in which students

a) identify safety tools and equipment used for different tasks in the Module b) explain how the equipment works c) suggest the suitability of the equipment for use in emergency situations, for example, flooding and electrical fires

d) suggest other types of safety equipment that may be used

5. Students’ portfolio may be examined to ensure that all relevant safety regulations are observed whenever they perform a task in the various Units in the Module. This assessment will form part of the attitudes and values (employability skills) segment of the trainee’s evaluation.

6. The tutor may arrange various competitions for individuals or groups using safety issues as a theme in situations listed below. It is important that

trainees be allowed to assess themselves and their peers by creating their own criteria for judging and collectively deciding on the winner whose piece is appropriately displayed.

a calypso competition at carnival time parang competition at Christmas time video competition where students with access to camcorder or cell phone produce a documentary highlighting safety hazards in their

community

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poster competition where groups or individuals create logos or mottos on electrical safety

SAMPLE ASSIGNMENT FOR PROBLEM SOLVING You and a friend apply for a dancehall license to host a carnival party at your local Community Center. The Fire Department objects claiming that the building had electrical problems. List five things that may have led the Fire Department to object. SAMPLE ANSWER

1. Exposed electrical wires 2. Lack of fire distinguishers 3. No sprinklers installed 4. No emergency exits in case of fire 5. Building was last rewired 50 years ago and there is deterioration in the quality of wiring.

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MODULE 2: DRAWING AND INTERPRETING SKETCHES AND SIMPLE DRAWINGS On completion of this Module, Student/trainee will be able to draw and interpret simple drawings and sketches This Module covers aspects of three Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below Unit Number Unit Title MEMCOR0091A Draw and interpret sketches and simple drawings MEMCOR0131A Undertake interactive workplace communication MEMCOR0051A Perform related computations (Basic) Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the competencies contained in this Module Performance criteria





Element 2: Plan Electrical Drawings 2.1 identify electrical

symbols identify all the electrical symbols on a list containing drawings of 10 electrical symbols

the different symbols used in electrical wiring (European/American/ German)

that an effective electrician should display a good working knowledge of local and internationally-accepted customs in electrical installation

electrical symbols are identified

2.2 distinguish among different supply lines

identify each line of an electrical circuit making no errors

the color codes in a single phased low voltage installation

Old code Line 1- red Line 2- yellow (tape red) Line 3- neutral (black) Ground- green or green with yellow New code Line 1-brown Line 2-black

different lines arte identified

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Line 3-neutral (grey) Ground- green or green with yellow how to add the new color code to the

old color code without the need to replace the old with the new by rewiring

that an electrician’s competence is measured by his/her confidence in reading and interpreting signs, symbols and color codes associated with the electrical field

2.3 sketch free hand drawings

make a schematic/wiring pictorial drawing that features the location of outlets including switches, socket outlets, lights and panel board

the regulations that apply to installing electrical circuits in buildings

the appropriate symbols to be used in drawing a sketch

that sketching is vital to preparation for many tasks in electricity so as to avoid making mistakes

free hand sketches are drawn

2.4 sketch electrical circuits

electrical circuits are sketched

2.5 read electrical drawings/diagrams

interpret an electrical drawing the wall location on an electrical drawing, basic measurement according to scaling and physical location

scale and proportion lines, scale, dimensions, symbols and

abbreviations used in sketches making estimates of space and

distance that drawings and sketches act as a

safeguard against making errors in the execution of the task

electrical drawings are interpreted

N.B The trainee should prove competence in all performance criteria (2.1 to 2.5) to be certified as competent in this Module

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Minimum resources required for this Unit

Paper and pencil Drawing paper List of electrical symbols Tutors may find access to the internet a useful resource useful for this Unit


1. Tutor may sketch an electrical plan and demonstrate to trainees how the plan is actually represented in a building 2. Trainees may be assigned to draw the electrical plan for the building which they occupy 3. Trainees may simulate drawing electrical plans for buildings in different contexts 4. Trainees may be assigned to do an internet search for an electrical drawing and allowed to present an interpretation to the class

Sample Assignment Students are given a blank floor plan of a duplex and are assigned to insert all electrical symbols according to regulations Sample Answer The wall location, basic measurements, electrical symbols and the regulations that apply to installing electrical circuits in buildings are evaluated by the tutor.

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MODULE 3: PREPARING FOR ELECTRICAL CONDUITS/WIRING INSTALLATION On completion of this Module, Student/trainee will be able prepare a room for installing electrical conduits/wiring This Module covers aspects of the four Units of competency standards for TTNVQ and CVQ qualifications shown below Unit Number Unit Title MEMINS0071A Prepare for electrical conduits/wiring installation MEMCOR0131A Undertake interactive workplace communication MEMECOR0141A Follow principles of Occupational Health and Safety (OH&S) in work environment MEMCOR0161A Plan to undertake a routine task Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the competencies contained in this Module Performance criteria





Element 3: Plan Electrical Installation 3.1 identify fittings and

fixtures state the names and apply a label

to ten electrical fittings and fixtures randomly placed on a table

metallic and non-metallic fittings and fixtures available on the local market for electrical installation

that an electrician gains the respect of clients when he/she provides proper guidance and value for money in a work situation

electrical fittings and fixtures are identified

3.2 relate drawings to fittings and fixtures

interpret the drawings on an electrical wiring plan and select fittings and fixtures appropriate for a particular task

symbols on an electrical plan and the metallic and non-metallic fittings and fixtures available on the local market for electrical installation

that communication by words, drawings, colors and symbols are necessary for one to practice as an effective electrician

fittings and fixtures are depicted in drawings

3.3 identify wiring systems state and label the types of wiring system shown either live or in photographs and video

wiring systems- flush type, cable, exposed, concealed, underground

that knowledge of technical aspects of a

wiring systems are identified

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job enhances efficiency and builds confidence

3.4 identify point of entrance (POE) location

select an appropriate location for the point of service entrance of electrical wires

rules of the local electricity utility provider (T&TEC)regarding the selection of an appropriate location for point of entrance: distance from pole and convenience in relation to distribution lines

points of entrance are located

3.5 identify main panel location

select an appropriate location for the main panel from a sketch of an electrical plan

Government Electrical Inspectorate’s rules regarding the selection of an appropriate location for main panel-location in relation to supply line, height of panel from the floor, absence of water lines

main panel location is secured

3.6 make material estimates prepare an estimate for the surface installation of a lamp and switch

cost of cables, screws, plugs and clamps based on distance between switch and light and the size of the cables

that good work ethics involve fair play and ethical behavior since the client on whom the electrician depends for a salary is entitled to expert advice and cost-effective estimation of the cost of a job

estimates of materials are made

N.B The trainee should prove competence in all performance criteria (3.1 to 3.6) to be certified as competent in this Module Minimum resources required for this Unit T&TEC Light and Power Regulations Trinidad and Tobago Standard: Electrical Wiring Code: Bureau of Standards Part 1 Tutors may find the following resources useful for this Unit Video equipment, camcorder and cell phone with camera

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1. Trainees may conduct visits to housing sites to observe and take pictures of what is taking place with respect to location of service entrance and main panel

2. Trainees may conduct visits to a housing site and a factory building and allowed to compare and contrast the location of service entrance and panel placement for the two types of buildings

3. Tutor may allow trainees to complete an Inspection Certificate, that is, the form that a licensed electrician submits when paying for connection points

Sample group assignment for problem solving Class may be arranged in four groups. Tutor creates a simulation exercise in which each group makes a floor plan on plywood and groups are given the task of locating appropriate points of entrance and main panel. An estimate of materials should also be prepared. A group representative presents a justification to the class based on rules governing location and estimates. A panel of judges selected of representatives from each group decides on the winner and explains to the class the reason for the selection. Sample answer Judges selected from representatives of each group, set up criteria for assessment and decide on the winner

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MODULE 4: INSTALLING ELECTRICAL FITTINGS/FIXTURES On completion of this Module, Student/trainee will be able to install electrical fittings/fixtures This Module covers aspects of six Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below Unit Number Unit Title MEMCOR0191A Use hand tools MEMINS0051A Cut, bend and install electrical conduits MEMMRD0181A Attach flexible cables and plugs to electrical machinery, appliances and fixtures MEMINS0162A Cut, fit and install trunking system MEMFAB0011A Perform manual soldering/de-soldering –electrical electronic components MEMFAB0041A Carry out mechanical cutting operations- basic Suggested Contact Hours: Industry experts have advised that approximately 100 contact hours will be required for the average trainee to acquire the competencies contained in this Module Performance criteria

You should be able to Type of evidence You will demonstrate that you can



Element 4: Install Electrical Fittings/Fixtures 4.1 connect electrical

conductors by soldering use soldering techniques, procedures and materials to connect conductors

the techniques, procedures and materials used in soldering and de-soldering- clean conductor, plug in iron, clean tip, select appropriate resin core solder, add on solder, apply heat, melt solder, ensure solder it goes through conductor.

safety hazards associated with the use of soldering materials

the importance of unplugging soldering iron and placing on a safe stand when not in use

the importance of cleaning residue on completion of a job involving soldering or de-soldering

electrical conductors are connected by means of soldering

4.2 install electrical trunking

select type and size of trunking for a particular task, make a mitre and secure trunking to a wall

the use of a mitre square and use and care of a hacksaw

safety and work-related steps and procedures for installing electrical

electrical trunking is installed

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trunking quality standards related to electrical

installation 4.3 connect electrical

fittings/fixtures connect electrical fittings and fixtures using screw connectors, wire nuts, strip connectors and solder-less lugs

the purpose and use of screw connectors, wire nuts and strip connectors

hazards resulting from loose connections including shocks, fire or damage from chemicals

manufacturers’ specifications for cables, wires, conductors, brackets and clamps

electrical fittings/fixtures are connected

4.4 bend electrical conduit (P.V.C, E.M.T)

bend electrical conduit using bending springs and electrical metallic conduit benders

how to make offset, 90 degree and camel back bends

the differences between metallic and non metallic electrical conduits

electrical conduit is bent

4.5 secure electrical fittings secure switches, socket outlets, and lamps to wall or ceiling

how to install one-way, two-way and dimmer switches, GFCI plugs, and socket outlets

safety rules regarding the installation of electrical fittings

electrical fittings are secured

4.6 install electrical conduit install exposed and concealed conduits using appropriate benders

the importance of clamping exposed conduits

how to use bending springs and metallic conduit benders without causing any kinking

electrical conduit is installed

4.7 saddle/secure electrical cable

saddle electrical cables using the appropriate clamps and straps

how to select straps and clamps for different sizes and types of electrical conduits

electrical cable is secured

4.8 pull electrical conductors through conduits

use fish lines to pull cable through conduits

the use and purpose of nylon and metallic fish lines

electrical conductors are pulled through conduit

N.B The trainee should prove competence in all performance criteria (4.1 to 4.8) to be certified as competent in this Module

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Minimum resources required for this Unit Metallic and non metallic conduits Fish lines Hand tools, electrical drill, cables, clamps and straps Wall plugs, electrical wires

Suggested Teaching, Learning and Assessment Strategies 1. Tutor may demonstrate to the class the proper way to pull cables using fish lines avoiding kinking 2. Trainees may be assigned to do exercises on the proper methods of tying off cables to draw into lines

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MODULE 5: INSTALLING THE FINAL SUB-CIRCUIT On completion of this Module, Student/trainee will be able to install the final sub-circuit This Module covers aspects of three Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below Unit Number Unit Title MEMCOR0081A Mark off/out (General Engineering) MEMINS0011A Install, terminate and connect electrical wiring MEMCOR0071A Use Electrical/Electronic measuring Devices Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the competencies contained in this Module Performance criteria





Element 5: Install Final Sub-Circuit 5.1 connect one-way switch

circuits connect a control lighting fixture using a one-way switch

the purpose and use of a continuity tester

the identification of colour codes and the determination of terminals by testing

the value of a professional attitude in doing electrical work

one-way switch conduits are connected

5.2 connect two-way switch circuits

connect control lighting fixture using two-way switches

the identification of colour codes and the determination of terminals by testing

two-way switch circuits are connected

5.3 install isolators- install cooker and AC isolators regulations for installing isolators regarding location and height

isolators are installed

5.4 install cooker outlets install cooker outlets using regulations regarding polarity

regulations regarding amperage, cable size, breaker size, location and the necessity for outlets to be located without interference from other cables

cooker outlets are installed

5.5 install socket outlets install socket outlets using tests of polarity and how to terminate socket outlets are installed

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regulations regarding polarity conductors under socket terminals 5.6 install G.F.C.I outlets install G.F.C.I outlets paying regard

to off line and load side the reason for installing G.F.C.I outlets

and where installation is applicable G.F.C.I outlets are installed

N.B The trainee should prove competence in all performance criteria (5.1 to 5.6) to be certified as competent in this Module Minimum resources required for this Unit

T&TEC Light and Power Regulations Trinidad and Tobago Standard: Electrical Wiring Code: Bureau of Standards Part 1 Hand and Power tools used in electrical installation Spirit Level Ladder

Tutors may find the following resources useful for this Unit

Video equipment, camcorder and cell phone with camera Suggested Teaching, Learning and Assessment Strategies

Demonstrations Quizzes Simulations

Sample assignment Tutor may allow trainees to construct an electrical circuit on ply board and assign students to connect one-way and two-way switch circuits, isolators, G.F.C.I outlets, cooker outlets and socket outlets. Sample answer Assessment done in keeping with adherence to regulations

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MODULE 6: INSTALLING DISTRIBUTION PANELS On completion of this Module, Student/trainee will be able to install distribution panels This Module covers aspects of the four Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below Unit Number Unit Title MEMMAH0071A Perform manual handling and lifting MEMMRD0161A Disconnect and reconnect fixed wired electrical machinery, appliances and fixtures MEMCOR0071A Use electrical/electronic measuring devices MEMMRD0121A Perform basic repair to electrical/electronic apparatus Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the competencies contained in this Module Performance criteria





Element 6: Install Distribution Panels 6.1 install electrical panel install an electrical panel using hand and

power tools regulations for erecting electrical

panels including rules related to height from floor

electrical panel is erected

6.2 install circuit breakers install single pole and double pole circuit breakers

methods and steps of installing circuit breakers- bolt on, plug in or use of clips

circuit breakers are installed

6.3 connect F.S.C to breakers connect final sub-circuit ensuring that conductor is terminated under the load side of the breaker terminal

regulations for connecting final sub-circuit to breakers and the application of colour coding rules

F.S.C is connected to breakers

6.4 connect main breaker/kit connect main breaker/kit ensuring utmost security

regulations for securing main breaker/kit

main breaker/kit is connected

6.5 isolate and replace live electrical outlets

disconnect and replace three types of electrical outlets making no mistake regarding safety procedures

the isolation and replacement of plug outlet, switch and lighting receptacle

safety regulations governing the isolation of live electrical circuits

the dangers of having faulty electrical outlets in a household including the

electrical outlet is isolated and replaced safely

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risk of fires, shock and burns 6.6 test electrical circuits test and record readings for an electrical

outlet without making any mistake regarding safety

safety rules and regulations governing the testing of electrical circuits

how to conduct analog and digital voltage and current tests using clamp on meter and multi-meter

hazards and accidents that could result from faulty installation of electrical circuits

the corrective measures to use in the event that readings indicate the need to fix the problem

tests of electrical circuits are conducted in accordance with all safety rules and regulations

6.7 write C. C.T directory create a list or C.C.T directory assigning each fixture to a specific breaker

the location of every fixture in an electrical system

the value and purpose of keeping proper records

C.C.T directory is written

N.B The trainee should prove competence in all performance criteria (6.1 to 6.7) to be certified as competent in this Module Minimum resources required for this Unit T&TEC Light and Power Regulations Trinidad and Tobago Standard: Electrical Wiring Code: Bureau of Standards Part 2 Tutors may find the following resources useful for this Unit

Metallic and non metallic conduits Video equipment, camcorder and cell phone with camera Hand tools, electrical drill, cables, clamps and straps Wall plugs, electrical wires Copies of electrical directories

Suggested Teaching, Learning and Assessment Strategies: Demonstrations, Quizzes and Simulations Sample assignment: Tutor may present an electrical plan to the class and students could be assigned to create a directory

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MODULE 7: BUILDING METER CIRCUITS AND PREPARING FOR FINAL INSPECTION On completion of this Module, Student/trainee will be able to build meter circuits and prepare for final inspection This Module covers the Unit of competency standards for TTNVQ and CVQ qualifications as shown in the Table below Unit Number Unit Title MEMCOR0071A Use Electrical/Electronic measuring Devices Suggested Contact Hours: Industry experts have advised that approximately 100 contact hours will be required for the average trainee to acquire the competencies contained in this Module Performance criteria

You should be able to Type of evidence You will demonstrate that you can



Element 7: Install mains 7.1 install meter base install a meter base according to

regulations rules related to installing meter bases

including regulations that refer to accessibility to meter readers, height from ground and line and load identification

meter base is installed

7.2 install glands install glands ensuring that they are properly sealed and secure

rules related to installing glands and the selection, purpose and use of waterproof resins

glands are installed

7.3 terminate main cable terminate main cable in meter base observing line, load and grounding conductor

colour code with brown on the left and black on the right and center neutral

main cable is terminated

7.4 set up point of entrance (P.O.E)

set up point of entrance observing the code on drip loop/goose neck

local standards related to drip loop point of entrance is set up

7.5 connect main earth connect main earth to the ground ensuring proper connection and utmost security

rules related to installing meter base to ground including the reasons for an earth terminal, the value and purpose of an 8 foot earth electrode with six inches left out of the driven ground and protected by a box.

main earth is connected

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7.6 measure insulation resistance

use an insulation resistance tester to measure resistance

settings and minimum acceptable insulation resistance readings according to regulations

installation resistance is measured

7.7 make/conduct verification of polarity test

conduct polarity test to ensure that electrical wires are in correct order and properly located

settings and acceptable readings for testing for polarity when preparing for inspection including testing of wall and lighting circuits

verification of polarity test is conducted

N.B. The trainee should prove competence in all performance criteria (7.1 to 7.7) to be certified as competent in this Module Minimum resources for this Module T&TEC Light and Power Regulations Trinidad and Tobago Standard: Electrical Wiring Code: Bureau of Standards Part 1 National Electric Code Tutors may find the following resources useful for this Unit Video equipment, camcorder and cell phone with camera Suggested Teaching, Learning and Assessment Strategies

Demonstrations, Quizzes and Simulations Sample assignment for problem solving Tutor may allow students to simulate the activities involved in installing and conducting tests for final inspection on an electrical system including the testing of a meter base and earth connection. Sample answer Assessment based on accuracy of installation based on relevant regulations

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APPENDIX I

STUDENT/TRAINEE SELF EVALUATION/ASSESSMENT FORM

This form should be administered to students at the end of each Module. Trainees and tutors may use the profile to diagnose students’ readiness for advancement to the next Module or Level. On completion tutor should discuss the results and allow students to adjust their score in light of the discussions Foe each statement put a tick in one of the boxes on the right. When all TEN ticks are entered, enter the totals in row #11(Total number of responses in each column). Multiply the number for each column by the number in the top row (1, 2, 3 or 4) and enter those numbers in row #12. Add up these four numbers and enter the total as your audit score (row 13). This is your evaluation score. An interpretation of your score is provided overleaf.

Never

(1)

Sometimes

(2)

Most Times

(3)

Always

(4) 1. I can do every task in the Module repeatedly and without error 2. I know what to do to improve my performance in the course 3. I am punctual and regular to my classes 4. I ensure that I am clean and well-dressed 5. I wish others “good morning” and say “please” and “excuse me” when the situation demands that I do so 6. I feel that I am a part of a good team and contribute willingly to the success of any group I am a part of

7 I believe that problems should be solved by discussion instead of violence 8. I believe that women should be given equal pay as men if they do a similar job

9. I believe that the dumb, deaf, blind and elders should be given the same rights as everyone else 10. I believe that it is my duty to preserve the environment so that younger ones could have a good life

11. Total the number of responses in each column

12. Multiply the responses by each column’s number at the top

13. Add the results for your total evaluation score

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What my score means 40 to 31 **** If you have answered truthfully and the tutor agrees with your score after discussion, it indicates that you are the equivalent of a four-star general and you are very competent in the course. You are working at the highest level and everyone including your tutor, family and friends will be very proud of you. When groups are being selected, you will be called upon to lead. If you continue your studies to Level 2 and beyond, you will advance to the highest ranks in your field and be able to create your own business or choose whichever firm you want to work with. For you, the sky is the limit. 30 to 21 *** If you have answered truthfully and the tutor agrees with your score after discussion, your score indicates that you are the equivalent of a lieutenant and you are competent in the course. You work well but there are areas that need improvement. You should identify those areas and develop a plan to bring yourself up to the four-star level. This may involve seeking advice from your tutor and practicing on your own so that you perform better the next time around. Your motto should be “I will never give up until I get it right”. 20 to 11 ** If you have answered truthfully and the tutor agrees with your score after discussion, your score indicates that you are the equivalent of a private and you not yet competent in the course. You are intelligent and could work well if you wish, but for now you may be distracted by other things. You need to develop an improvement plan and speak to your tutor and others who could help you improve. 10 and under If you have answered truthfully and the tutor agrees with your score after discussion, your score indicates that you are incompetent and yet to achieve a star in the course. You are probably absent most of the time, do sloppy work and would prefer to be somewhere else if given a free choice. If you want to continue with the course, you should go to a good friend, family member, pastor or anyone you trust and explain to them the difficulties you are experiencing. Together, you could develop a plan to help you to improve. If you have reached Module 3 and there are no signs of improvement, you need to be honest with yourself, quit the course and find some other occupational area with which you are more comfortable.

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APPENDIX II

PROCESSES USED FOR CVQ CERTIFICATION

The Caribbean Vocational Qualification (CVQ) is an award that represents achievement of a set of competencies which define core work practices of an occupational area, consistent with the levels articulated within the regional qualification framework. To earn an award, candidates must demonstrate competence in reaching CARICOM-approved occupational standards developed by practitioners and employers. These standards are organized in this curriculum in modules and units. Candidates may earn unit awards towards achieving a complete CVQ. There are five steps in the granting of a CVQ. These are listed below. 1) ASSESSMENT PLANNING

Candidates are informed on- o What competencies or outcomes will be assessed o What methods of assessment will be used o Where and when the assessment will occur o Criteria for determining the performance level o Criteria for reporting the competencies

2) COLLECTING EVIDENCE

Evidence can be collected by the following methods- o Direct Method – observation, oral question process evaluation o Indirect Method – product evaluation, written tests, candidates self assessment o Supplementary – portfolio, project report on field trips, training records, pictures, work journals

3) JUDGMENT OF COMPETENCY Candidates’ competency can be judged on the following principles:

o Validity – assessment assesses what it sets out to measure o Reliability – the same result is produced on different occasions and with different assessors o Authentic – evidence produced by the candidate and not someone else o Sufficiency – evidence is enough to prove competence , that is, all critical aspects of evidence are assessed o Currency – candidate is up to date on use of current methods, equipment and tools relevant to occupation

4) REVIEW/ FEEDBACK AFTER ASSESSMENT Feedback/Review:

o Given immediately after the assessment on the assessment process and outcome o Clear and constructive so that candidates understand evaluation of performance and are motivated to improve

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o Includes self assessment by candidate and also appeals procedure o Reflection - teacher reviews methods and procedures for improvement

5) COMPLETING ASSESSMENT RECORDS Completing the Assessment Package which involves two sections:

o Administration o Data Collection

STAKEHOLDERS INVOLVED IN THE CVQ PROCESS: THE ROLE OF THE NTA The role of stakeholders and the processes involved in granting a CVQ are described below in detail.

National Training Agency

(NTA) Register Training Providers Approve Programs Train and certify Instructors,

Assessors and Verifiers Train External Verifiers Conduct Quality Assurance Conduct Facilities Audit Monitor and Evaluate Collaborate with the Ministry

of Education in the implementation

Provides quality assurance and certification of the programme

Participate in an annual review of the project

Institution, Industry and

Community Based Programmes

Develop Curriculum Materials

Transform Standards into Curriculum

Provide Equipment and Consumables

Provide professional development for instructors

Monitor and evaluate Develop system of

placement for workplace

External Verifiers (EV)

External Verifiers are appointed by the National Training Agency from industry and are independent of the training institution or organization. They are trained by the NTA. They audit the Assessment and Internal Verification processes to ensure that they meet CARICOM, CXC quality standards.

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Internal Verifiers (IV)

They ensure that the Assessor is performing assessments according to the established CARICOM Approved Standards. Internal Verifiers are required to sample assessment records and assess candidates to ensure that the assessment evidence is reliable.

External Verifiers (EV)

External Verifiers are appointed by the National Training Agency from industry and are

independent of the training institution or organization. They are trained by the NTA. They

audit the Assessment and Internal Verification processes to ensure that they meet CARICOM, CXC quality standards.

electrical installation level i background info... · also satisfies the needs of tutors, assessors...

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