Implementing a system of NVQs within the secondary school system

Partnership with:

T&T Ministry of Education,

CXC, OAS, CARICOM,

CANTA & NTATT

Linking School to Work…

Trinidad

&

Tobago

Rationalization of Specialized Craft in Rationalization of Specialized Craft in Secondary SchoolsSecondary Schools

Current Scenario…

Proposed System…

ISSUES for FULL IMPLEMENTATION

Early Childhood Care and Education

Primary

Secondary

SEMP High Schools

Government Denominational

Composite Senior Comprehensiv

es

Junior Secondary

Academic (O’ Levels)

A’ Levels

Current Scenario: Education & Training

University

TTNVQ Level 1

TTNVQ Level 2

TTNVQ Level 5

TTNVQ Level 3

TTNVQ Level 4

Ministry of Education Industry MSTTE

University of Trinidad & Tobago

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Rationalization of Specialized Craft in Rationalization of Specialized Craft in Secondary SchoolsSecondary Schools

• Absence of reliable Labour Market Information

• Deficiencies among teachers in their specialist areas

• Inadequate equipment & facilities

• Shortage of consumables

• Premature and narrow specialization for 14+ students

• Lack of basic literacy & numeracy proficiency

• Largely theoretical assessment process

• Absence of career guidance and counseling

Present Scenario:

Weaknesses in the TVET Delivery System

Position Paper 1 - January 2003

TVET Challenges we want to get rid of…

Mismatch of Training

Proliferation of Qualifications, many of which are not benchmarked against International Standards

Insufficient preparation for entry into the world of work

Disregard of a student’s previous knowledge and skills towards a formal qualification

Poor image and status associated with Technical Vocational Education & Training (TVET)

Lack of Progression and Articulation in TVET - locally, regionally and internationally

What is the NVQ/CVQ?

Can be Assessed via: Observation Oral questioning Written testing Appraisal of a portfolio Product / Presentation

The NVQ/CVQ is a competence-based qualification developed from industry set,

regionally approved occupational standards.

It contains core modules for Workplace Health & Safety and Attitudinal assessments.

National Occupational Standards[NOS]…

• Competencies required for effective workplace performance

• Benchmarked against International Standards including those in the UK, Canada and Australia

• Produced in collaboration with industry experts & professionals

• NTATT Formed seven (7) Industry Training Organizations made up of Employers in sectors of:• Agriculture• Air Conditioning & Refrigeration• Construction• Energy

• Information Technology• Tourism & Hospitality• Food & Beverage

Structure of the National Occupational Standards [NOS]

Occupational Area (not trade)

Units - Reflect the function or duty within the occupational area

Elements - Reflect the tasks to accomplish the duty

Performance Criteria - describe critical outcomes which have to

be achieved and the standard of performance required

Range Statement - situations that candidates must demonstrate

competence

Knowledge and Understanding - the underpinning

principles of their performance

Example of a National Occupational Standard

TITLE: Blue Print Reading

UNIT: Prepare Sketches & Drawings

ELEMENT: Draw two-dimensional sketches

Performance Criteria: Select Materials, Label

RANGE: Using Set Squares, 3H Pencils

K&U: What are the drawing conventions?

Diagram - NOS Construct

CVQ

Units Units Units

Elements

Elements

Performance Criteria 1

Performance Criteria 2

Range / Knowledge & Understanding

Curriculum Construct – Example of FT in T&T

Activity: TT Post would like to sell mail boxes to home owners. You are required to design and build a Post Box to cater for the needs of a typical family.

UNIT Awards: Prepare sketches & drawings Blue Print Reading L1 Make plate weld using Arc Weld Operations Welding L1 Paint Finished Surface Painting L1 Calculate Pricing Sales L1

Example: General Office Administration Level 1 CVQ

UNIT CVQ

Carry out OH&S requirements All CVQs

Handle telephone calls Reception

Locate and store file in paper base system Filing

Operate a personal computer – Prepare Letter IT

Maintain stock control Stock Keeping

Receive visitors Reception

Use business equipment [FAX/Copier] Administration

Example: General Construction Level 1 CVQ

UNIT CVQ

Carry out OH&S requirements All CVQs

Draw and interpret simple drawings Blue Print

Use hand and power tools Woodworking

Mix cementitous materials (mortar concrete)

Masonry

Prepare for brick/block laying Masonry

Prepare for wall and floor tiling Tiling

Prepare painting and decorating Painting

T&T Labour Market Demands…

Agriculture Landscaping Grow Box Nursery Operations Aquaculture Ornamental

Information Technology Application Skills Using Multimedia Computer Repair

Energy Health & Safety Welding \ Fabrication Electrical

Transport Auto Mechanics Auto Electrical Air Conditioning

Construction Masonry Technical Drawing Carpentry Wood-working

HospitalityFood PreparationCake BakingWaiteringHouse Keeping

Articulation of Qualifications Articulation of Qualifications within the CVQ Framework (e.g.) within the CVQ Framework (e.g.)

Where can you go from here?Where can you go from here?

- UWI/UTTLevel 4

(Specialized Worker)

Level 3

(Technician)

Level 2

(Skilled)

Level 1

(Semi-Skilled)

- COSTATT [JSDTI, SFTI], NSDP

- 6th & 7th Year Apprenticeship

- Secondary Education

Forms 1-3

GCE/ Cape A’ Level

Units Level 1 [Introductory]

CXC

O’ Level

Academic

A Seamless Education & Training SystemA Seamless Education & Training System

CVQ Level 1

Form 4

Form 5

CVQ L2

Tertiary (UWI)Post Secondary

(Technical Institutes)

Education SystemSchool to School

Training SystemSchool to Work

CVQ L3

CVQ L2

CVQ L1

WorkWork

Apprenticeship

WorkForm 6

Example of Student Articulation…

FORM 4&5

Agriculture (General Units)Landscaping, Grow Box, Nursery Operations, Aquaculture, Ornamental

Information Technology Application Skills, Using Multimedia, Computer

Transport (General Units)Auto Mechanics, Auto Electrical, Air Conditioning

Construction (General Units)Masonry, Technical Drawing, Carpentry, Wood-working

Hospitality (General Units) Food Preparation, Cake Baking, Waitering, House Keeping

Landscaping L2

Networking L2

Auto Mechanic L2

Joinery L2

Chef L2

6th & 7th Year

COSTATT/UTT

UTT / SBCS

VMCOTT

OWN BUSINESS

TTHTI

What will the CVQ Offer the Student?

A broad-based preparation for employment Alternative route to further / higher education Parallel standing with academic qualifications

At same levelWill complement the academic track

Apprenticeship with real World of Work experience

Recognized & Portable Qualification in CARICOM / Rest of the World

Aligning Roles – CVQ Implementation

Education System Teacher

Head of Department

Curriculum Officer

NVQ System Assessor

Internal Verifier

External Verifier/Industry Expert

Role of the Ministry of Education…

Transforming the Standards into Curriculum Equipping schools with the resources Training and hiring of teachers Defining schools curriculum

Role of CXC…

Audit and Review of the Training System Assessment of the following…

Structure Procedures Standards of Practice for Centres & Verifiers Appeals & Awards Mechanism Training materials & resources

Assessors Internal Verifiers External Verifiers

Procedures for Selecting Training & Monitoring Assessors IVs/Evs

Role of CXC…

Recommending Quality Enhancement Verification of Implementation [Random Sampling]

Sampling Training Workshops Annual Meeting with IVs & EVs for Feedback Sample of Record Keeping Documentation of Data Management (Security & Integrity)

Registration & Systems Development Based on Technology Unit

Award of the CVQ/Statements

Participation in the Review of Project

Role of CANTA & COHSOD

Endorsement of New Occupational Standards

Uniformity of Regional Standards/Agreement on Curriculum Documents (Document Process & systems)

Submission as a Regional Standard/Documentation to COHSOD/CARICOM

Role of Regional NTA…

• Labour Market information to advise curriculum offerings and so focus these offerings to meet the demands of industry

• Submitted current T&T Labour Market Reports

• The development of National Occupational Standards with the local Industry Training Organizations (ITOs) to submit to CANTA

Role of Regional NTA…

• Orient Curriculum Writers from MOE to use National Occupational Standards (NOS) to develop Curriculum documents for use in schools to award the CVQ

• Document system of Training & Certification of Teachers/ Assessors

• The training and certification of teachers as assessors/ verifiers to effect a competency based approach to TVET

• Register employers with the National Apprenticeship Programme to provide opportunities for students to specialize in an occupational area.

• Provide Facility & Equipment Standards

Role of Regional NTA…

• Centre Approval of all schools that implement the CVQ.

• Annual review by Industry through External Verification.

• Database of all student competencies • Career Guidance• Yearly Review & Evaluation

Detailing - Quality Assurance Process

Linkage with Centres Quality Enhancement Training of Assessors & Verifiers Certification of Assessors & Verifiers QA Audits – ALL Schools

Record Keeping Teacher Requirements Facility Requirements

Centre Approval – ALL Schools External Verification by Industry

Secondary Schools

MuST

NESC

TSTT

THA

OJT

BPTT

The New TVET EnvironmentThe New TVET Environment

• Increased access to TVET

• Ensuring the transferability of credits –

• Recognition by Training Providers & Employers

• Life Long Learning

• Competency Based Programmes

• Informed by Labour Market ((Currency of Qualification))

• Benchmarked to International Standards/Practices - NOS

• Regional Acceptance – Portable (CSME / CVQ)

• Provide the required Core & Attitudinal Skills

• Cater for students with special needs (literacy/disability)

• Greater awareness & interest in TVET

KEN BOSTON Speech – How to draw Vocational Qualification into Secondary School

Stop talking as if it is something different… Curriculum has its roots in industry… Make it attractive for persons from industry to

enter teaching workforce… Must have new organizational requirements and

operating models Gov’t to recognize the need to draw more young

people in TVET

THANK YOU…