Professionalising Competence-based Education and … key concepts and principles of Competence-Based...

The National Council for Technical Education

“Striving for world-class excellence in technical education and training”

IMPROVING THE LABOUR MARKET RESPONSIVENESS TO TECHNICAL

TRAINING IN TANZANIA

Professionalising Competence-based Education and Training (CBET)

through Enhancing a Professional Dimension

Dar-es-Salaam November, 2015

NACTE/Professionalizing CBET in Tanzania Page 1

ABSTRACT

The key concepts and principles of Competence-Based Education and Training (CBET) are

explored. The tendency of CBET to be associated with economic development and well-being of

society is explained. The need for enhancing CBET with a profession dimension for Tanzanian

Technical Institutions as a basis for creating competent and professionally groomed graduates for

national development is explained. The CBET curriculum development, facilitation and

assessment techniques are surveyed. The responsibilities of various actors for spearheading CBET

are outlined as proposed by a joint Nuffic funded project titled: “Improving the Labour Market

Responsiveness of Technical Education in Tanzania” in which two partners are involved namely

the National Council for Technical Education (NACTE) - Tanzania; and Maastricht School of

Management, the Netherlands. It is further explained that the project is focusing on the

improvement of the supply and the quality of education and training in support of private sector

development by improving the labour market responsiveness of technical education in Tanzania.


1.0 ADVOCACY OF COMPETENCE-BASED EDUCATION AND TRAINING (CBET)

Competence-based Education and Training (CBET) is defined as: “a program of study with

clearly defined, concrete and measurable objectives of which every student participating in the

program must have demonstrated mastery upon program completion in terms of knowledge, skills

and attitude (Smith and Keating 1997). CBET focuses on the ‘Head’ (for knowledge), the ‘Hand’

(for skills) and the ‘Heart’ (for attitude / feelings), hence the ‘3H’. CBET puts much emphasis on

what a person can do as a result of the training (the outcome) related to the profession the student

is studying for. The lesson content (input) is directly derived from the operational standards of the

profession. A graduate of a CBET programme therefore is expected to deliver competently in the

labour market. This is the most important feature that has given CBET its prominence.

CBET is delivered through modular curricula to ensure flexibility of the learners who should learn

at their own pace. Often CBET programmes involve students working on their own and

structuring their own methods of learning so as to realise the learning outcomes. In CBET the role

of teachers is to facilitate the learning process, they are often referred to as facilitators. CBET

recognised prior learning. In CBET the assessment is based on demonstration of skills and the

underpinning knowledge. It is evidence based. Of recent, attempts have been made to stress more

on occupational standards of a particular industry so as to produce a graduate who would fit

congruently in a given industry professionally. This enhancement of CBET by giving it a more

professional touch has resulted into what is referred to as ‘Professional-Based Education and

Training (PBET)’. PBET is based on all specific components of a profession. For the purpose of

this work, however, we shall resort to CBET but take on board some PBET concepts that would

make CBET more professional oriented.

In Tanzania the shift from knowledge-based education and training (KBET) to a CBET system

has largely been influenced by the Development Vision 2025 of the Government, which

advocates Tanzania to be a nation with a high level of education at all levels and which produces

the quantity and quality of people sufficiently equipped with requisite knowledge, skills and

attitudes (CBET) to meet the challenges of development at local and international levels. By

considering this need and using the powers vested to the National Council for Technical

Education (NACTE) through its establishing instrument, CAP 129, the Council established a

system of awards known as National Technical Awards (NTA). The NTA are competence-based

and designed to testify that the holder of the award is able to apply competently the knowledge

and skills described in the relevant occupational sector.

The NTA system has seven levels linked to a three level National Vocational Awards (NVA)

system under the Vocational Education and Training Authority (VETA) giving rise to the

Technical and Vocational Education and Training (TVET) system of awards. The primary

objective of TVET programmes is the acquisition of relevant knowledge, practical skills and

attitudes for gainful employment in a particular trade or occupational area since skills acquisition

is considered as vital for growth of a vibrant economy. In this work Vocational Education and

Training (VET) is “training leading to a skilled occupation” (Government of the United Republic

of Tanzania, 1994, p.6); while Technical Education and Training (TET) is “education and training

undertaken by students to equip them play roles requiring higher levels of skill, knowledge and

understanding and in which they take responsibility for their area of specialisation” (Government

of the United Republic of Tanzania, 1997).

This treatise has made close reference to work done by two partners namely the National Council

for Technical Education - Tanzania; and Maastricht School of Management, the Netherlands

through a joint Nuffic funded project titled: “Improving the Labour Market Responsiveness of

Technical Education in Tanzania”. The project is focusing on the improvement of the supply and


the quality of education and training in support of private sector development by improving the

labour market responsiveness of technical education in Tanzania. The achievements of the

objectives need to have an impact on the employability of graduates and on their competency to

enter the private and other sectors of the economy. As pilot, the project has been working with

two training institutions falling under NACTE: College of Business Education (CBE), Dar-es-

Salaam; and Zanzibar Institute for Tourism Development (ZIToD), Zanzibar. However, the

outcomes of the project will be cascaded to all technical institutions in Tanzania.

2.0 EXPOUNDING THE LEARNING TAXONOMIES FOR CBET FACILITATION

Learning can be categorized in three domains each with a typical taxonomy of levels of mastering

the learning outcomes. Taxonomy refers to a learning hierarchy starting with a basic level and

ending with a top level of mastery. It can be compared with climbing of stair cases. The domains

of learning are: Cognitive (for knowledge), Psychomotor (for skills), and Affective (for attitude).

2.1 Cognitive Domain (K)

The cognitive domain comprises six levels starting with the simplest level ‘remembering’ and

ending with the most complex level ‘creating’ of the taxonomy. Figure 1 below depicts the levels

of the cognitive domain with associated action verbs used for teaching / learning and subsequent

assessment (Anderson and Krathwohl 2001).

Fig. 1: Levels of the cognitive domain with associated action verbs


2.2 Psychomotor Domain (S)

The psychomotor domain stands for the development of skills and is the basis for creation of

demonstration and practical work. The taxonomy exists in 5 levels listed below:

(i) Perceiving (sensing);

(ii) Responding;

(iii) Performing automatically;

(iv) Adapting; and

(v) Originating.

Figure 2 below depicts the psychomotor domain levels with associated action verbs for learning

and assessment purposes (Harrow, A. J. Taxonomy of the Psychomotor Domain, 1972).

Fig. 2: Psychomotor domain levels and associated action verbs

2.3 Affective Domain (A)

The affective domain stands for the development of attitudes and performances. It has 5 levels.

Figure 3 below depicts the affective domain levels (Bloom, 1973).

Fig. 3: Affective domain levels and associated action verbs


The action verbs associated with the affective domain are given in Figure 4 below (Bloom 1973).

Fig.4: Action verbs associated with the affective domain

Often, during the teaching and learning process the affective domain is not given much attention

compared with the cognitive and psychomotor domains. This is probably because it is not well

understood by teachers. In order to enhance the knowledge of both teachers and learners on this

vital learning component some examples are given in Table 1 below.

Table 1: Typical Examples to explain the affective domain

Level Category Typical Examples

1 Receiving Listen to others with respect. Listen for the names of newly introduced people and

remember them.

2 Responding Participate in class discussions. Give a presentation. Question new ideas, concepts,

models, etc. in order to fully understand them. Recite and observe the safety rules.

3 Valuing Be sensitive towards individual and cultural differences (value diversity). Show

the ability to solve problems. Propose a plan for social improvement and follow

through commitment.

4 Organising Recognize the need for balance between freedom and responsible behaviour.

Accept responsibility for one’s behaviour. Accept professional ethical standards.

Create a life plan in harmony with abilities, interests and beliefs. Prioritize time

effectively to meet the needs of an organization, family and one’s self.

5 Acting Show self-reliance when working independently. Cooperate in group activities

(displays teamwork). Use an objective approach in problem solving. Display a

professional commitment to ethical practice on daily basis. Revise judgments and

change behaviour in light of new evidence. Value people for what they are, not how they look.


3.0 ENHANCING CBET WITH A PROFESSION TOUCH

The CBET concept may be applied at all levels in the education system as an approach to learning

which makes an appropriate combination of the knowledge, skills and attitude. However, for

acquiring competences that are relevant and appropriate to a given profession, it is useful to

consider in detail the specific needs for learning the profession. This chapter attempts to explain

the attributes of a profession and how the same may be used to develop a profession friendly

CBET curriculum.

3.1 Structure of a Profession

A profession comprises of four professional components, namely: business; operational;

organisational; and personal. All four professional components must be presented in the

curriculum covering the profession that has to be learnt and demonstrated in terms of knowledge,

skills and attitudes (KSA). Table 2 below explains the four professional components.

Table 2: Explanation of the four professional components

Profession

Component

Description

Business

activities

(a) Profession based business activities need to be in line with the content and level of a

function, for example: cost control, selling, accounting, calculation, are professional

business activities of a management profession.

(b) All profession based business components need to have an immediate relation with the 3

other component

Operational

functions

Operational components of the profession are all activities that the professional has to fulfil

manually; like a designer has to design, a technician has to repair, and a chef has to cook.

(a) The name of the profession is mostly based on the operational components of the

profession. A curriculum has to be based on the activities a designer, a technician or a

cook has to fulfil.

(b) Also operational components need to have an immediate relation with the 3 other

components of the profession.

Organizational

activities

(a) Profession based organizational activities need to be in line with the level of the

function, like teamwork, cultural diversity in the workforce, working hours, rules and

regulation in the organization and mission and vision of the organization.

(b) Also the organizational activities of the profession need to have an immediate relation

with the other 3 components of the profession.

Personal skills (a) Profession based personal skills need to be in line with the level of the function, like

languages, ICT use, personal performances, attitudes, ethical topics, gender topics, etc.

(b) All profession based components for personal skills have to be written in observable

output/action criteria in the curriculum and have to be taught accordingly.

(c) Also profession based components for personal skills need to have an immediate

relation with the other 3 components of the profession. All professional components

have to be written in observable output/action criteria in the curriculum and have to be

taught accordingly.


3.2 Characteristics of a CBET Curriculum with a Profession Dimension

A CBET curriculum with a ‘profession dimension’ has the following characteristics (Foyster 1990,

Delker 1990 and Norton 1987):

(a) is student-centered and the role of the teacher changes from a frontal teaching lecturer into

a consultant and facilitator;

(b) is outcome-based and its emphasis is mainly directed on the product and lesser on the

process; it reflects the expectations of performance;

(c) encourages specialization – Students can concentrate on knowledge, skills and attitudes of

a specific professional component (for example business components. Graduates can

specialize by following advanced skills training as a life-long learning strategy;

(d) is employment-led: standards are set by the concerned industrial sector in partnership with

relevant educational institution; and

(e) is practice oriented and theory is taught mainly as underpinning knowledge. Training is

fragmented and work is broken down into learnable units/ derived from the professional

profile.

3.3 Formulating Learning Outcomes for a Profession friendly CBET Curriculum

Formulation of learning outcomes has to take place at the beginning of a curriculum development

process. Learning outcomes are written for the students and they state what the student are

expected to have learned. Learning outcomes are specific, observable, and measurable. Learning

outcomes have several advantages. Some of these are that they:

(i) emphasize major points and reduce non-essential material

(ii) simplify and support the students to emphasize major points.

(iii) assist students in organizing and studying content material.

(iv) guide the students of what is expected from them and help them to study important

information.

(v) assist the student in studying more efficiently.

(vi) assist students to anticipate test items.

The statement of a learning outcome has four components namely: the action verb, condition,

standard, and the intended audience (the student). The action verb is the key element of a

learning outcome. The action verb states precisely what the student will be able to do following an

instruction. These are further elaborated in Table 3 below by using the ‘ABCD’ method

(Anderson and Krathwohl 2001):

Table 3: The ‘ABCD’ method of formulating learning outcomes

Letter Component Represented Description

A Audience Is always the leaner or student who has to act according to the

content of the action verb.

B Behaviour Represent the behaviour that is included in the action verb of the

formulated objective.

C Condition Describes the relevant factors associated with the desired

performance.

D Degrees of achievement They explain how well the learner must perform (a standard e.g.

percentage of correct responses; compliance with a given time

period; compliance with a given criterion).


Note that learning outcomes should be: “testable statements describing what you intend your

students to learn” they should be SMART (Specific, Measurable, Achievable, Realistic, and Time

bound). There is a preferred order when formulating objectives. The condition is usually placed

first, followed by the behaviour or verb, and finally followed by the criteria. Below is an example:

“By the end of the session the students should be able to state three advantages of a diesel engine

over the petrol engine”.

4.0 CONSIDERATIONS FOR DEVELOPING A CBET CURRICULUM

Curriculum is generally defined as teaching and learning experiences taking place in a learning

institution. It describes all aspects of teaching and learning such as the purpose or the intended

outcomes of learning, learning strategies, assessment methods and certification with adequate

reflection of the needs and interests of the learner, institution, employer, profession, society and

the government. NACTE has developed procedures for Curriculum Development, Review,

Approval and Validation to guide technical institutions in the curriculum development and review

processes (NACTE, 2004). This chapter provides a summary of the key curriculum development

procedures to serve as a guide for use by technical institutions. Specifically, it provides

procedures to facilitate planning for situational analysis and actual development of a competence-

based modularised curriculum.

4.1 Framework for Curriculum Development

To a greater extent the various stages and tasks of curriculum development require a thorough

analysis of the situation to define the problem(s) in relation to the current and future needs of the

target market and the profession. Situational analysis is crucial for assessing and establishing

human and physical resources necessary for effective teaching and learning. Although there are

some variations, three main stages of curriculum development/review can be identified namely:

problem definition; structuring the curriculum; and implementation and evaluation of the resulting

curriculum. The are briefly explained below.

(a) Problem definition

During the problem definition stage, curriculum developers need to:

(i) Consider what is the vision and mission of the respective institutions; and

(ii) Assess the needs of employers, the profession and the society.

A good curriculum must be designed in the context of the social economic and technological

needs of a given society demonstrated by the current level of its development and aspirations.

Thus the goals and desired objectives of the curriculum should be derived and hence defined

based on the analysis of the vision and mission of respective technical institutions as well as the

needs of the employers, the profession and the society.

(b) Structuring of curriculum

Structuring of curriculum involves establishing curriculum contents and mode of delivery; type of

students to be enrolled and their prior abilities; and resources that are required for effective

implementation of the curriculum.


(c) Implementation and evaluation of the resulting curriculum

After the curriculum has been implemented for some time, the socio economic and technological

needs of the society could have changed. Hence, it will be necessary to devise mechanisms for

continuous revision of the curriculum in a systemic and logical manner, taking into account the

feedback from stakeholders and keeping in line with the true needs of the society. Recommended

review time is 3 – 5 years.

4.2 Key Factors for CBET Curriculum Development

Technical institutions should strive to develop profession oriented curricula so as to produce

graduates who are professionally fit for the labour market. There are five important factors to

consider when developing a CBET curriculum that has a professional touch. The factors are

summarized and explained in Table 4 below:

Table 4: Factors to Consider for a CBET Curriculum Development

Step

No.

Action Description

1 Analysing a job-

profile

It is important to link learning outcomes with occupational / professional

requirements. There is need therefore to analyse job profiles using incumbent

workers of a given industry or an experienced Human Resources Manager of

a relevant professional organisation. NACTE has job-profiles for some

occupations, which may be downloaded from its website and adopted.

2 Imbedding

professional

components in content

development

In a curriculum for Ordinary Diploma (NTA Levels 4, 5 and 6) most

professions have the following compositions of professional content:

Business 10%; Operations 50%; Organisational 20%; and Personal Skills

20%. This distribution is illustrated in pie chart below:

3 Organizing content in

a logical order from

simple to complex.

When the four professional components are filled with the corresponding

functional components of the profession they need to be organized in a

logical order from simple to more difficult. Next the content of the

curriculum can be developed by disaggregating complex learning outcomes

into simpler outcomes and developing related learning tasks.

4 Modularising the

curriculum contents

Learning outcomes that form a coherent compatibility for specific

competence are clustered to form modules (self-contained learning packages

which may be assessed independently).

5 Organising the

modules for delivery

purposes

Modules are organised in a logical sequence for realisation of the intended

competences and allocating them into semesters. Some modules need to be

covered before others (pre-requisite modules). This requirement has to be

observed.


5.0 SURVEYING SOME APPROACHES FOR FACILITATING CBET LEARNING

In CBET the main role of teachers is to facilitate learning. In CBET learning is relevant to real life

situations and experience of the learner. There is cross-curricular integration of knowledge, skills

and attitude to contextualise the learning. This chapter highlights more on CBET facilitation

techniques.

5.1 Main Characteristics of Teaching Methods in CBET

In a CBET environment teaching (or learning facilitation) has the following main characteristics:

(i) Knowledge, skills and attitudes should be integrated.

(ii) Teaching should be learner-centered, emphasizing on outcomes (what individuals know

and can do), and should allow flexible pathways for achieving the outcomes.

(iii) Methods of teaching involve mastery learning. The idea is that all participants with the

right entrance requirements can master completely the required knowledge, skill, and

attitude if sufficient time, resources and appropriate training methods are used.

(iv) Learning takes place in diverse settings including the work place, training institutions and

employer based training centers.

(v) Flexible teaching approaches can include large groups, small groups and individual study

components.

5.2 Envisioning the 3 C’s Educational Concept

In the realm of CBET, the educational system is based on the 3 C’s representing the vision behind

the system. The 3C-integrated teaching concept is a universal approach for competence

development and multi skilling of students in order to become complete, customer-oriented and

creative professionals. Figure 5 below depicts the 3C educational concept (C. van der Klip,

2002).

Fig. 5: Illustration of the 3C’s educational concept

3C EDUCATIONAL CONCEPT

PERSONALSKILLSATTITUDE

ACTIVESOCIALIZATION(Creativity)

PASSIVESOCIALIZATION(RulesRegulations)

C

O

M

P

L

E

T

E

F

U

N

C

T

I

O

N

BUSINESS Skills/Attit

udes Operational Skills/

Attitudes

PERSONAL SKILLS

ATTITUDE

Organizational Skills/

Attitudes

COMPLETNESSCOMPLETENESS

Customer-orientation CUSTOMER-ORIENTATION CREATIVENESS

20%Profession

50%

20%20%

10%


The 3C educational compass is a complete construction framework for creating complete,

customer-oriented and creative lessons, demonstration and practical by following all criteria. The

concept is further elaborated in Table 5 below:

Table 5: Elaboration of the 3C’s educational concept

Criterion Description

1 First C Completeness The curricula need to be based on the occupational standards

approved by industry for functions in the profession. This should

include the profession components of business; operations;

organisation; and personal skills.

2 Second C Customer orientation Customers are the most important key persons for any organization

therefore it is important to know how to create a successful customer

orientation strategy, which is a set of directives and guidelines for

attracting and treating customers. Customer orientation is a set of

activities undertaken by an employee or company for the purpose of

supporting beliefs in sales that allow considering customer needs and

satisfaction as the major priorities of the company.

3 Third C Creativeness Creativity is the ability to generate innovative ideas and manifest

them from thought into reality. The process involves original

thinking and producing. The term creativity includes human

innovation. Creativity and innovation are considered crucial tools for

growth and sustainable development. Education and training should

contribute to the promotion of these capacities.

5.3 Viewing Some Best Practices in CBET

Best Practices in CBET has ‘DO’s and ‘DO NOT DO’s of which some are summarised below.

Table 6: Elaboration of Do’s and Do not Do’s in CBET

S/N ‘Do’ and

‘Do not Do’

Description

1 Match the

content to

appropriate

level

Trainers need to research the background of the participants in general before picking the

content and activities of the training programme.

2 Adopt an

interactive

mode of

delivery

This mode enables the participants to retain their continued interest. It also gives the

trainer an immediate feedback on the level of understanding of the learners.

3 Do not spoon

feed Ask leading questions to solicit answers from the participants. You can even drop hints, or

display a picture that reveals the solution. Let them exercise their brains.

4 Avoid using

jargons /

difficult

words

While it may be acceptable to use jargon and technical words in training computer

professionals who understand their meaning, to a non-technical person it would be

useless. “Keep it simple”.

5 Set

achievable

goals

Be aware of the limits of your students before setting the desired learning outcomes to be

achieved at the end of your training session. Setting high goals will cause frustration and

you will defeat the purpose of your training session. Use a step-by-step technique.


S/N ‘Do’ and

‘Do not Do’

Description

6 Be prepared

to adapt and

improvise

Even though you have covered all aspects while designing your training, be prepared and

make contingency plans for unexpected occurrences or difficulties faced by the

participants. Consider a case of a trainer who made an elaborate power point presentation

only to find that the place he had to conduct the training had erratic power supply with no

back-up facilities.

7 Optimize

training

sessions

Keep the training sessions to the optimum time level based on the attention span of your

participants. Allow for short breaks between training sessions so that your participants can

refresh. Avoid monotony by inserting variable activities in your training programme.

8 Reinforce

learning The learning can be reinforced through follow up activities and short references to the

points covered earlier from time to time. If your students are unable to grasp a particular

skill despite repeated attempts, try some new approach as continuous repetition of the

same activity may become boring.

9 Keep energy

level high It’s important to keep all the participants interested and absorbed in your training sessions.

Frequent motivation and positive feedback will keep the enthusiasm flowing.

10 Ensure

follow up

action

To ensure that your training programme has been successful, do follow up activities a few

weeks after the training activity to find out if the participants have retained the skills or

knowledge you have imparted, or some corrective action is required. This follow up

activity will also help you to uncover possible flaws in your training methodology and

help you to design more effective sessions next time.

5.4 Overview of Teaching Methods

A wide range of facilitation and learning methods is available to assist teachers. The methods

shown below are some of the ones that are particularly useful in student-centred learning.

Teachers need to make a careful selection to ensure that the method matches the specific learning

outcome. Figure 6 below illustrates some of the CBET learning facilitation methods.

Fig. 6: Illustration of Some CBET learning facilitation methods


Table 6 below illustrates some common facilitation and learning modes in CBET (C. van der Klip,

2009). The dark boxes in the Table indicate the best match, while the dots are for good matches.

Table 6: Illustration of some common facilitation and learning modes in CBET

Method or

technique

Objective

Environment

Gen

erat

e id

eas

Gen

erat

e dis

cuss

ion

Cre

ate

exci

tem

ent

Inco

rpora

te r

eal

worl

d

Obta

in w

ork

val

ues

Obta

in i

nfo

rmat

ion

Obta

in s

kil

ls

Chan

ge

atti

tude

Sti

mula

te c

reat

ivit

y

Sti

mula

te h

igh

-ord

er

thin

kin

g

Use

ful

for

indiv

idual

s

Bes

t w

ith s

mal

l gro

ups

Use

ful

for

larg

e gro

ups

One-

way

com

munic

atio

n

Tw

o-w

ay

com

munic

atio

n

Lea

rner

inte

ract

ion a

nd

acti

vit

y

Brainstorming

Case study

Demonstration

Discussion

Filed trip/tour

Guided practice

Illustrated talk

Independent

practice

Lecture

Problem solving

Programmed

instruction

Projects

Question/answer

Readings

Role-playing

Simulation

Interaction groups

On-the-job training

6.0 CONDUCTING ASSESSMENTS IN CBET

Assessment is a key component in all education and training processes. With a fair assessment

system, students can be confident in the quality of training offered and employers can have

confidence in the quality of the education. It is important to note that assessments in general are

essential for the maintenance of professional standards. This chapter gives an overview of what

should be considered in CBET assessment.


6.1 Types of Assessment

There are two types of assessment: formative (diagnostic) assessment; and summative assessment.

Table 7 below gives a summary of their key differences.

Table 7: Key differences between formative and summative assessment

Factor Formative Summative

Purpose Formative assessments provide support to

improve student’s learning. The formative

test has four functions:

(i) Determines whether a learner can

progress to the next unit

(ii) Provides feedback to a learner. This

acts as motivation for learning

(iii) Evaluates the learning programmes for

review purpose

(iv) Evaluates teaching and learning

methods of sessions delivered

Key reasons for summative assessment

include the following:

(i) To validate learner’s competencies

(ii) To provide for a certification and award

(iii) To validate teacher’s performance

Timing Formative assessments are conducted

throughout the training duration. Summative assessments are normally

conducted at the end of a given programme

with the aim of verifying learner’s

competences.

Techniques For formative assessment the following

assessment techniques can be applied:

(i) Questions & answers

(ii) Projects (Planned set of

interrelated tasks to be executed over a

fixed period)

(iii) Assignments

(iv) Essays

(v) Practical tests

For summative assessments the following five

assessment methods can be used:

(i) End of programme/term/semester

examination.

(ii) Projects (Planned set of

interrelated tasks with specified time).

(iii) Assignments.

(iv) Essays.

(v) Practical tests.

Conditions When applying the formative assessment

method the following issues should be taken

into consideration:

(i) Use “Short-term" assessment

(ii) Provide rapid feedback

(iii) Ensure feedback provides motivation

The assessment takes place in all the four

areas of the professional profile. The content

of the assessment has to be created by using

the three learning domains: Knowledge, Skills

and Attitudes. Three types of assessments can

be identified:

(i) Knowledge tests: (cognitive domain)

(ii) Skill tests: (psychomotor domain)

(iii) Attitude or personal performance tests:

(affective domain)

It should be noted that in both formative and summative assessment the tests have to meet the

viability and reliability criteria defined hereunder:

(a) Validity is the extent to which a test accurately measures what it purports to measure.

(b) Reliability is the degree to which an assessment tool produces stable and consistent results.


6.2 Methods of Assessment

For assessments one can use different methods and techniques. Table 8 below gives some

examples of the most commonly utilized testing instruments.

Table 8: Examples of the most commonly utilized testing instruments

S/N Test Method Description

1 Multiple-choice

tests Can be used to measure both simple knowledge and complex concepts. Since

multiple choices can be answered quickly, one can assess many topics in a one-

hour exam. In addition the items can be easily and reliably scored.

2 True – false tests Because random guessing will produce the correct answer half the time, true-false

tests are less reliable than other types of exams. However these items are

appropriate for occasional use.

3 Matching Tests The matching format is an effective way to tests students’ recognition of the

relationship between words and definitions, event and dates, categories and

examples and so on.

4 Essay tests Enables teachers to judge students’ abilities to recognize, integrate interpret

material; express themselves in their own words. Essay tests give you the

opportunity to comment on students’ progress, the quality of their thinking, the

depth of their understanding and the difficulties they may be having. However

because essay tests pose only a few questions, their content validity may be low.

5 Short answer test Depending on your objectives, short answers questions can call for one or two

sentences or a long paragraph. Short answer tests are easier to write, though they

take longer to score than multiple-choice tests.

6 Performance tests Asks students to demonstrate proficiency in conducting an experiment, executing a

series of steps in a reasonable amount of time, following instructions, creating

drawings, manipulating materials or equipment or reacting to real or simulated

situations. Performance tests can be administered individually or in groups. The

following is recommended when using performance test:

(i) Specify the criteria to be used for rating or scoring;

(ii) State the problem so that the students know exactly what they are supposed

to do;

(iii) Give students a chance to perform the task more than once or to perform

several tasks samples.

7 Alternative

Testing Modes Some alternative assessment modes are:

(i) Take home tests;

(ii) Open book tests; and

(iii) Group exams;

(iv) Paired testing (two students are answering); and

(v) Evidence portfolios (a cumulative collection of a students’ work. Students

decide what examples to include that characterize their growth and

accomplishment over the term. Evidence portfolios are used to provide a

complete picture of student’s achievements).


Table 9 below illustrates the validity, reliability, and level of complexity for setting and marking

of the test items.

Table 9: Validity, reliability, and level of difficulty for setting and marking of test items.

Method Validity Reliability Ease of design Ease of marking

Multiple choice

Multiple selection

Matching

True/false

Essay

Short answer

Structured

High

High

High

High

Low

Medium

Medium

High

High

High

High

Low

Medium

Medium

Low

Low

Low

Low

High

Medium

Medium

High

Medium

Medium

High

Low

Medium

Medium

6. 3 Credit System for the NTA

A credit is a term used to describe the amount of learning that has taken place, awarded by

covering 10 hours for acquisition of knowledge, skills and attitude in a teaching and learning

setting. A credit is awarded as evidence of learning achievement. The 10 hours per credit (also

referred to as notional hours) are based on a student with an average learning ability.

Fundamentally an academic credit is a tool for measuring and expressing learning equivalence. It

play an important role in rewarding incremental progress of learners, facilitating student transfer,

recognizing prior learning and contributing to the definition of academic standards. The

fundamental principle behind credit framework is that it is awarded only for evidence of learning

achievement. The NACTE procedures for curriculum development require the curriculum

developers to assign credits to modules based on outcomes to be achieved by the learner. Each

NTA level has been assigned a minimum number of credits which should be covered by the

respective curricula. The table below shows the NACTE Credit System for the different NTA

levels.

Table 10: NACTE Credit System

NTA

Level Qualification

Title Minimum Overall

Credits Minimum Credits

from Current

NTA Level

Maximum Credits

from Lowest NTA

Level

Lowest NTA

Level

4 Basic Technician

Certificate 120

(From NTA 4)

120 0 3

(Form IV)

5 Technicians

Certificate 120

(From NTA 5)

120 0 4

6 Ordinary

Diploma 240

(From NTA 6 & 5)

120 30 5

7 Higher Diploma 360

(From NTA 7,6,5)

120 30 5

8 Bachelors

Degree 480

(From NTA 8,7,6,5)

120

30 5

9 Masters Degree

180

(From NTA 9 & 8)

150

30 8

10 Doctorate

540

(From NTA 10,9,8)

360

30 8


6. 4 Grading System within CBET

The grading of the assessments will be done as percentages of completeness of the answers.

Marks are awarded out of 100 per cent. NACTE has the following grading system for assessment

in CBET:

Table 11: NACTE Grading System

NTA Levels 4-5 NTA Levels 6 NTA Levels 7-10

A 80-100 A 75-100 A 70-100

B+ 65-74 B+ 60-69

B 65-79 B 55-64 B 50-59

C 50-64 C 45-54 C 40-49

D 40-49 D 35-44 D 35-39

F 0-39 F 0-34 F 0-34

I I I

Q 0 Q Q 0

Legend:

F Failure

I Incomplete

Q Disqualification

Note:

A student, who fails to complete the required work or sit for the examination in any course for

authorised reasons, will be given “I” as a provisional grade. The student receiving such a grade

shall be required to make up the unfinished portion of the module during the re-sit period and

shall be given a grade without prejudice to the previous grade "I". The definitions of the grade

points for different grade ranges are given in Table 12 below:

Table 12: Grade points for different grade ranges

NTA Levels 4-5 NTA Levels 6-10

Definition

Grade Points Grade Points

A 4.0

A 5.0 Excellent: Work of outstanding quality, rare talent for the module, an

original and/or incisive mind.

B+ 4.0 Well Above Average (Very Good): Excellent, comprehensive, accurate

work; flair for and comprehension of the module is clearly perceptible.

B 3.0 B 3.0 Above Average (Good): Student has a sound grasp of the most important

goals of course. Work described as careful, competent, and good .

C 2.0 C 2.0 Average (Satisfactory): Average competence, which falls short of B.

Work described as adequate.

D 1.0 D 1.0 Below Average (Poor): Marginal, barely satisfy the minimum

requirements.

F 0.0 F 0.0

I

Q 0.0 0.0


NACTE qualifications (NTA) are also classified. Classification of Award follows a computation

of cumulative Grade Point Average (GPA). A cumulative grade point average (Cum GPA) for

each candidate shall be computed by dividing the total number of grade points earned for all

modules by the total number of credits for the award examined.

i.e. Cumulative GPA = Sum of (P x N)

Sum of N

Where P represents a grade point assigned to a letter grade scored by the students in a module and

N represents the number of credits associated with the module. (GPA) shall be computed to four

decimal points, rounded off to three decimal points and truncated to single decimal point.

Example of computation of semester GPA for NTA levels 4 to 5 is given below (NACTE, 2015):

Table 13: Illustration of Computation of GPA

Module Credits Grade Earned Points

Building Materials 6 B 3 x 6=18

Land Surveying 4 C 2 x 4= 8

Mathematics 4 A 4 x 4=16

Total: 14 42

Semester GPA = 42 / 14 = 3.0

Award shall be given to a student who satisfies the following conditions:

(i) Has completed all modules for the award.

(ii) Has achieved a minimum cumulative Grade Point Average (GPA) equivalent to Pass.

The awards shall be classified as shown below:

Table 14: Classification of Awards

Class of Award Cumulative GPA

NTA 4-5 NTA 6-8 NTA 9 NTA 10

First Class 3.5 to 4.0 4.4 to 5.0 4.4 to 5.0 -

Second Class 3.0 to 3.4 - 3.5 to 4.3 -

Upper Second Class - 3.5 to 4.3 - -

Lower Second Class - 2.7 to 3.4 - -

Pass 2.0 to 2.9 2.0 to 2.6 3.0 to 3.4 -

Note:

(i) There is no classification for NTA Level 10.

(ii) Further information on assessment may be obtained from the NACTE Examinations

Procedures (NACTE, 2015).

It is hoped that technical institutions will find this document a useful guide for developing,

implementing and revising their curricula bearing in mind the ‘profession dimension’. This

document, however, should be used as “complementary guide” to other NACTE documents.


7.0 TRAVERSING BEYOND PROJECT DISSEMINATION

So far an attempt has been made to disseminate the professionally enhanced ‘Competence-Based

Education and Training (CBET)’ perspective of the results of the project “Improving the Labour

Market Responsiveness of Technical Education in Tanzania” jointly managed by the National

Council for Technical Education (NACTE) and Maastricht School of Management (MsM). The

project has built capacity of the Zanzibar Institute for Tourism Development (ZIToD), Zanzibar

on the development and delivery of on the development and delivery of CBET curricula.

Eventually the experience will be rolled out to the rest of technical institutions (TIs) accredited by

NACTE. It is important therefore to define the roles of the various actors in this meticulous

ambition. Table 15 below stipulates the respective mandates of the key actors.

Table 15: Mandates of key Actors for Institutionalisation of Entrepreneurship Education

Organisation Responsibility Timeframe

NACTE Disseminate information about the professionally

enhanced CBET curriculum development and delivery

techniques in the media including the relevant websites.

December

2015

Coordinate institutionalisation of the professionally

enhanced CBET curriculum development and delivery

techniques in TIs including sanctioning the resulting

curricula

Institutional

Accreditation

Cycle

ZiTOD Prepare a leaflet / brochure indicating what the college

is able to offer to TIs in a bid to role out the experience

so far gained.

January 2016

MsM Prepare a leaflet / brochure indicating what the school is

able to offer in terms of building capacity of technical

teachers to develop and deliver professionally enhanced

CBET curricula.

February 2016

TIs Governing / Advisory Boards to adopt the

professionally enhanced CBET curriculum development

and delivery techniques as an urgent policy matter; draw

an action plan to that effect; and submit to NACTE for

approval.

March 2016

In consultation with ZiTOD and NACTE, develop and

deliver professionally enhanced CBET curricula.

Institutional

Accreditation

Cycle

NACTE, in its regulatory capacity is optimistic to tell the TIs: “It can be done, play your party”.


REFERENCES

Cees van der Klip, 2000. Internal publication: Plan 2000 educational change program for the

Maastricht Hotel Management School.

Cees van der Klip, 2008, Internal publication: Educational development for the National College

of Tourism in Dar es Salaam, Tanzania.

Foyter 1990, Delker 1990, Norton 1978. Teacher professional development for improving quality

of teaching.

Harrow, A. J. Taxonomy of the Psychomotor Domain. N.Y. David McKay Company, Inc. 1972.

Krathwohl, D.R., Bloom, B.S. and Masia, B.B. Taxonomy of Educational Objectives: Handbook

II. The Affective Domain. N.Y., David McKay Company, Inc. 1964.

Manyaga, T.N.P. 2006, NACTE. Competence-Based education and Training facilitation methods.

Paper presented at a Strategic Planning Workshop.

NACTE (2004), National Council for Technical Education, Tanzania, Procedures for Curriculum

Development and Review, Dar-es-Salaam.

NACTE (2005), National Council for Technical Education, Tanzania, Situational Analysis

towards Curriculum Development / Review, Dar-es-Salaam.

NACTE (2015), Procedures for Assessment Conducted by NACTE and Autonomous Technical

Institutions, Dar-es-Salaam.

Smith and Keatings, 1997. Innovations in Career and Technical education: Strategic approaches

towards work force competence around the globe.

Toru Liyoshi and M.S.Vijay Kumas, 2008. Opening upon Education: The collective advancement

of education trough open technology, open content and open knowledge.

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