TVET CURRICULUM DEVELOPMENT, ASSESSMENT AND CERTIFICATION COUNCIL (TVET CDACC)TRAINING OF CBET TRAINERS (TOT) COURSE20151.0 BACKGROUND

1.1 Introduction

The TVET Curriculum Development, Assessment and Certification Council (TVET CDACC) is mandated to undertake design and development of Curricula for the training institutions examination, assessment and competence certification and advise the Government on matters related thereto. This is in line with Sessional Paper No. 2 of 2015 that recommended that all courses in TVET to be competency based, market-driven and address the needs of the workplace as well as promote employability, soft, generic and life skills in partnership with industry and professional bodies.

The Council is expected to accredit various developers of curricula, assessors, examiners and hence award certificates. Therefore, there is need for training of curriculum developers, assessors and verifiers to ensure effective implementation of the CBET system. 1.2 Goal of the CourseThe goal of TOTs is to impart knowledge, skills and attitudes on CBET system to current TVET trainers, industry practitioners and professional curriculum developers. The target group will be trained on; overview of CBET, conduction of training needs assessment, development of occupational standards, competency-based curriculum development, competency-based assessment and certification.1.3 Main Objectives of the Course

The trainees should be able to:

i. Appreciate the CBET system and the role of various stakeholders

ii. Conduct training needs assessment

iii. Develop occupational standards

iv. Develop CBET curriculum

v. Conduct a competency based assessment

MODULE 1: COMPETENCY BASED EDUCATION AND TRAINING (CBET) SYSTEMOBJECTIVESBy the end of the session, the trainee should be able to: a) Describe Competency Based Education and Training (CBET) systemb) Describe the characteristics of CBET systemc) Describe the benefits of CBET systemd) Demonstrate training methods used in CBET systeme) Describe role of National Qualification Framework (NQF) in CBET systemf) Describe role of industry in CBET systemg) Describe role of TVET CDACC in CBET systemCONTENTa)Description of Competency Based Education and Training (CBET) system Definition of CBET system The CBET framework

b)Characteristics of CBET

Industry participation Mastery learning

Recognition of prior learning

Flexibilityc)Benefits of CBET system

Programs defined by industry Graduates demonstrate competence

Trainee centered approach Multi-skilling

Recognition of prior learning

e)Training methods used in CBET

Simulation/Role play

Demonstration Practice Industrial attachment and internshipf)Role of National Qualification Framework (NQF) in CBET

Provision of qualification levels

Provision of level descriptors

h) Role of industry in CBET system Assessment

Provision of occupational Standards Support to trainees and institutions Industrial attachment and internship Advise on training gapsi) Role of TVET CDACC in CBET systemACTIVITIESGroup workMODULE 2: TRAINING NEEDS ASSESSMENT (TNA)

OBJECTIVES

By the end of the session, the trainee should be able to:

a) Describe Training Needs Assessment (TNA)b) Explain the importance of TNA in curriculum development

c) Describe the components of a TNA proposal

d) Outline the components of a TNA report

e) Develop TNA toolsf) Develop a sample TNA toolCONTENT

Definition of Training Needs Assessment

Importance of TNA in curriculum development

Description of a TNA proposal

Definition Role in curriculum development Components

Background

Problem statement

Objectives

Justification

Literature review

Methodology

Appendices

Budget

TNA tools

Work plan

Components of a TNA report

Background

Problem statement

Objectives

Survey questions

Literature review

Methodology

Findings

Recommendations

Appendices

TNA tools

Types

Observation schedules

Interview guides

Questionnaires

Criteria of preparation of TNA tools

Stakeholders Respondents ACTIVITIESGroup activity to develop a sample TNA tool and demonstrate how the tool is used in collecting dataMODULE 3: DEVELOPMENT OF OCCUPATIONAL STANDARDS OBJECTIVESBy the end of the session, the trainee should be able to: a) Describe Occupational Standards (OS)b) Describe methods of developing OS

c) Demonstrate development of OS d) Develop competency profiles CONTENTa) Description of Occupational Standards

b) Methods of developing OS

DACUM Functional Analysis

ADDIE

c)Development of OS using DACUM, functional analysis and ADDIE Occupational analysis Task verification Task selection Task analysis

d)Development of competency profiles Knowledge

Skills

AttitudesACTIVITIESGroup activity to develop a sample occupational standard of a given occupation

(Each group to:

Identify a job/occupation for which they wish to develop OS

Identify the duties involved in the job

Identify the tasks for each duty

Identify the activities/functions for each task

Convert the activities/functions into competency standard)MODULE 4: COMPETENCY BASED CURRICULUM DESIGN, DEVELOPMENT AND

REVIEWOBJECTIVESBy the end of the session, the trainee should be able to;

a) Describe competency based curriculum

b) Describe curriculum design

c) Describe the competence based curriculum development processd) Interpret occupational standards into learning outcomese) Identify content to meet the desired learning outcomesf) Describe curriculum reviewCONTENTa)Description of competency based curriculum

Definition Characteristics of competency based curriculumb)Competency based curriculum design

Definition Elements of curriculum design

Training approach

Learning objectives

Performance measures

Training planc) The process of competence based curriculum development

Training Needs Assessment (TNA) Use of occupational standards

d) Interpretation of occupational standards into learning outcomes

Identify competencies (Knowledge/Skills/Attitudes) required

Identifying content to meet the desired competenciese) Description of curriculum reviewACTIVITIESGroup activity to develop a sample learning outcomes from a given occupational standard

Each group to:Interpret the OS into learning outcomes Identify content for each learning outcome in the three domains

MODULE 5: COMPETENCY BASED ASSESSMENT AND CERTIFICATIONOBJECTIVESBy the end of the session, the trainee should be able to: a) Describe Competency Based Assessment

b) Outline the advantages of competency-based assessmentc) Describe the principles of competency-based assessment

d) Describe types of Competency Based Assessmente) Describe the role of assessors and verifiersf) Describe methods of Competency Based Assessmentg) Outline the procedure of Competency Based Assessmenth) Explain assessment for recognition of prior learning

i) Develop competency based assessment tools j) Describe the process of Competence Certification

CONTENT a)Description of Competency Based Assessment

b)Advantages of competency-based assessmentc)Principles of competency-based assessment

Validity

Reliability

Flexibility

Fairness

d)Types of Competency Based Assessment Internal and external

Formative, continuous and summative

e)Methods of Competency Based Assessment Observation

Oral Project

Written test

Portfolio

Simulation

Role play

Work place performance

i) Procedure of Competency Based Assessment Internal Assessment External Assessment Verification j) Assessment for recognition of prior learning

k) Development of Competency Based Assessment Tools Tools used in Competency Based Assessment Written test Observation guide Oral assessment guide

Assessment check lists (Practical)

l) Process of Competence Certification

ACTIVITIES Group activity to develop a sample assessment tool and conduct a competency based assessment using the toolEach group identify a competency to be assessed

identify an appropriate method to assess the competence

prepare the assessment tool(s) conduct a competency based assessment using the tool

TVET CDACC TOT ModulesPage 6