TVET CURRICULUM DEVELOPMENT, ASSESSMENT AND CERTIFICATION

COUNCIL (TVET CDACC)

TRAINING OF CBET TRAINERS (TOT) COURSE

2015

1.0 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 Course
The 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

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MODULE 1: COMPETENCY BASED EDUCATION AND TRAINING (CBET)

SYSTEM
OBJECTIVES
By the end of the session, the trainee should be able to:
a) Describe Competency Based Education and Training (CBET) system
b) Describe the characteristics of CBET system
c) Describe the benefits of CBET system
d) Demonstrate training methods used in CBET system
e) Describe role of National Qualification Framework (NQF) in CBET
system
f) Describe role of industry in CBET system
g) Describe role of TVET CDACC in CBET system
CONTENT
a)
Description of Competency Based Education and Training (CBET)
system
Definition of CBET system
The CBET framework
b)

c)

Characteristics of CBET
Industry participation
Mastery learning

Recognition of prior learning

Flexibility

Benefits of CBET system

Programs defined by industry
Graduates demonstrate competence

Trainee centered approach

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Multi-skilling

Recognition of prior learning

e)

Training methods used in CBET

Simulation/Role play
Demonstration
Practice
Industrial attachment and internship

f)

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 gaps

i) Role of TVET CDACC in CBET system

ACTIVITIES
Group work
MODULE 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 tools
f) Develop a sample TNA tool
CONTENT

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Definition of Training Needs Assessment

Importance of TNA in curriculum development
Description of a TNA proposal
o Definition
o Role in curriculum development
o Components
Background
Problem statement
Objectives
Justification
Literature review
Methodology
Appendices
Budget
TNA tools
Work plan

Components of a TNA report

o Background
o Problem statement
o Objectives
o Survey questions
o Literature review
o Methodology
o Findings
o Recommendations
o Appendices
TNA tools
o Types
Observation schedules
Interview guides
Questionnaires
o Criteria of preparation of TNA tools
Stakeholders
Respondents

ACTIVITIES
Group activity to develop a sample TNA tool and demonstrate how the tool is
used in collecting data

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MODULE 3: DEVELOPMENT OF OCCUPATIONAL STANDARDS

OBJECTIVES
By 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
CONTENT
a)
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
Attitudes

ACTIVITIES
Group 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)

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MODULE 4: COMPETENCY BASED CURRICULUM DESIGN,

DEVELOPMENT AND
REVIEW
OBJECTIVES
By 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
process
d) Interpret occupational standards into learning outcomes
e) Identify content to meet the desired learning outcomes
f) Describe curriculum review
CONTENT
a)
Description of competency based curriculum
Definition
Characteristics of competency based curriculum
b)

Competency based curriculum design

Definition
Elements of curriculum design
Training approach
Learning objectives
Performance measures
Training plan
c) 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 competencies
e) Description of curriculum review
ACTIVITIES
Group 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

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MODULE 5: COMPETENCY BASED ASSESSMENT AND CERTIFICATION

OBJECTIVES
By the end of the session, the trainee should be able to:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)

Describe Competency Based Assessment

Outline the advantages of competency-based assessment
Describe the principles of competency-based assessment
Describe types of Competency Based Assessment
Describe the role of assessors and verifiers
Describe methods of Competency Based Assessment
Outline the procedure of Competency Based Assessment
Explain assessment for recognition of prior learning
Develop competency based assessment tools
Describe the process of Competence Certification

CONTENT
a)
Description of Competency Based Assessment
b)
Advantages of competency-based assessment
c)
Principles of competency-based assessment
Validity
Reliability
Flexibility
Fairness
d)

e)

Types of Competency Based Assessment

Internal and external
Formative, continuous and summative
Methods of Competency Based Assessment
Observation
Oral
Project
Written test
Portfolio
Simulation
Role play

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i)

j)
k)

l)

Work place performance

Procedure of Competency Based Assessment
Internal Assessment
External Assessment
Verification
Assessment for recognition of prior learning
Development of Competency Based Assessment Tools
Tools used in Competency Based Assessment
Written test
Observation guide
Oral assessment guide
Assessment check lists (Practical)
Process of Competence Certification

ACTIVITIES
Group activity to develop a sample assessment tool and conduct a
competency based assessment using the tool
Each

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

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