Agenda Anatomy of this workshop Overview of Project Background Standard Master Plumber Matriculation Path (US) Master Plumber Examinations Master Plumber Training Proposed Jordan Matriculation Path Master Plumber Certification Program Master Plumber Training Program
This workshop and the conclusions/recommendations presented within are based directly on the Needs Analysis data collected and compiled by Kathleen Mihelich, Director of Program Development Services, IAPMO during her visit in December 2009.
The majority of this information has been submitted in the form of draft documents composing the Master Plumber Program report and its Appendices.
Anatomy of this Workshop Throughout this workshop, I will make reference to and present aspects of those aforementioned documents. It is our goal to give you a view of how IAPMO feels this program will best be implemented to function optimally. Discussion will be open at the conclusion of the presentation
Overview IDARA, a USAID project working with the Ministry of Water and Irrigation, is working with the International Association of Plumbing and Mechanical Officials (IAPMO) to establish a Master Plumber Program for Plumbers and Plumbers-in-Training, in support of the newly established Plumbing Code of Jordan.
Overview The program is not intended to take the place of the plumbing vocational curricula currently taught in Jordan. Rather, it is designed to augment the existing curricula offered by various institutions at the vocational training levels and over time, be integrated into the plumbing curricula presently offered by various institutions. The Master Plumber code based curriculum is segmented into the same three achievement levels (semi-skilled, skilled, craftsman) that now exist.
Overview Additionally, the Master Plumber program has an examination component which is a companion to the curricula and designed to supplement the three examinations that now exist (Craftsman, Skilled, and Semi-Skilled). The exams are intended to examine and certify that students are proficient in using the Plumbing Code of Jordan.
Overview The examination component can be used to examine and certify existing plumbers with years of practical experience in the work market. The three achievement levels in the Master Plumber Program are: Master Plumber (Craftsman) Journeyman Plumber (Skilled) and Assistant Plumber (Semi-skilled)
Master Plumber Exams Master Plumber Exams are jurisdiction-specific (state, territory, or region) examinations that are used to determine whether or not an individual possesses the skills and knowledge necessary to work as a certified or licensed master plumber within a particular jurisdiction.
Master Plumber Exams Master Plumber Exams are designed to assess the individual's knowledge and understanding of plumbing codes and regulations of the jurisdiction in which the individual is pursuing a career, basic and advanced maintenance and repair of plumbing systems, the installation of plumbing systems, and managing major plumbing jobs.
Master Plumber Training Overall, most Plumbing training programs are similar with regards to the subject matter that is taught in the classroom. The major differences are peculiar to the type of program usually either: an Apprenticeship Program; a Vocational Training Program; or a College Program.
Apprenticeship is a combination of on-the-job training (OJT) and related classroom instruction under the supervision of a journey-level craft person or trade professional in which workers learn the practical and theoretical aspects of a highly skilled occupation.
The OJT requirement of apprenticeship typically satisfies the Work Experience qualifications required of Journeymen. After completing an apprenticeship program, the worker typically achieves journey-level status.
Vocational Training Program
Vocational training is training for a specific career or trade, excluding the professions. Vocational training focuses on practical applications of skills learned, and is generally unconcerned with theory or traditional academic skills. A large part of the education in vocational schools is hands-on training.
Vocational training thus provides a link between education and the working world. It is usually provided either at the high school level or in a postsecondary trade school. After completion of a Vocational Training Program an individual will still need to find an employer to work with in order to acquire the Work Experience qualifications required of a Journeyman.
This is usually a 2-3 year program which provides instruction in all phases of repair, maintenance and installation of plumbing and heating equipment.
After completion of a College Program an individual will still need to find an employer to work with in order to acquire the Work Experience qualifications required of a Journeyman.
Comparing Curricula We compared the following 7 programs for similarities and major differences:
Summary Across the programs, the body of knowledge and skills are equal with emphasis given to the following major trade topics: Drainage Gas Installations Hydronic Heating and Cooling – Boilers and Chillers Plumbing Fixtures and Appliances Pipe Installations Applied Mathematics Soldering and Brazing Water Resources and Supply
Summary A key component in the training programs that was missing from Jordanian programs is Plumbing Code General Use and Application module(s) The Apprenticeship Programs (UA and Humber) teach the majority of the body of knowledge and skills at the Apprentice Level. Upon completing Apprenticeship, the candidate is qualified to take a Journeyman Exam and receive licensing because of the OJT hours that have been completed in addition to the training. After years of practice as a Journeyman, the candidate is qualified to take a Master Plumber exam and receive licensing. There is no Apprentice Level licensing examination.
Summary The NCCER Training Program teaches the body of knowledge and skills corresponding to levels. This program administers a certification exam at each level. Completion of this program will not qualify a candidate for Journeyman or Master Plumber status without the requisite work hours to be done in addition to the classroom curriculum Completion of Jordanian Training and Vocational programs limit students to the Semi-Skilled and Skilled levels. Achievement of Craftsman level requires testing for which a student is eligible after 2 years of work experience after the attainment of the Skilled level; 3 years after the Semi-Skilled level; and 5 years without level attainment. According to VTC Board of Director's Decision Number (24) for 2006 Amendment to Decision Number (9) for 2001
Proposed Jordan Master Plumber “Pilot” Program The “Pilot” Program will target a small group of candidates who are already experienced at the three levels. These individuals will undergo training in a short-term intensive curriculum based solely on the Jordan Uniform Plumbing Code.
Overview Glossary of Terms Functions and Roles of Cooperating Entities
Overview The Master Plumber program has an examination component which is a companion to the curricula and designed to supplement the three examinations that now exist. The exams are intended to examine and certify that students are proficient in using the Plumbing Code of Jordan. The examination component can be used to examine and certify existing plumbers with years of practical experience in the work market.
Definitions Certification Program A program that sets the minimum level of required knowledge for individuals working in a particular profession, assesses each individual’s knowledge as an indicator of capability, and commits individuals participating in the program to continuous self development through its maintenance and renewal. Accreditation Body A group of impartial individuals who oversee a program to ensure that the program meets established standards, thereby ensuring the presence of quality for the public and industry served. Accreditation Recognition from an Accreditation Body, for a stated period of time, which confirms that the accredited body or organization is competent to carry out the work within the scope of accreditation.
Definitions Stakeholders Groups or individuals within the industry to be served who have an interest in the quality and operation of the certification program. Governing Body The administrative group responsible for ensuring that the established standard of practice is being met. Certifying Agency The organization or administrative group who operates the program financially and administratively which includes providing the physical facilities and equipment to achieve the program goals and objectives. Examination Development and Maintenance Administration An administrative group that works with subject matter experts.
Definitions Subject Matter Experts A group of individuals who provide the basis for validity of a certification examination by serving on the expert committees. Certification A process whereby an individual can demonstrate level of knowledge for a given occupation or role. Subject Matter Experts/Expert Committees Expert committees are comprised of subject matter experts who are job incumbents or supervisors of job incumbents in order to appropriately represent the population being tested. (Validity requirement)
Definitions Job Incumbents Persons who hold the same or similar positions of the population being tested. Job incumbents are expected to have thorough knowledge of the work behaviors and activities, responsibilities, and the knowledge, skills, and abilities prerequisite to safe and accurate performance of the job. Additionally, job incumbents are expected to be fully knowledgeable about relevant tools, equipment, and materials required to perform the job. (Reliability requirement)
Functions and Roles of Cooperating Entities These are the entities that will collaborate in instituting the program in Jordan: E‐TVET ‐ Ministry of Labor Center for Accreditation and Quality Assurance – Ministry of Labor Multiple Training Providers Certification Examiners/Examining Bodies Stakeholder Advocates
Employment‐Technical and Vocational Education and Training Council (E‐TVET) ‐ Ministry of Labor It is expected that the E‐TVET Council will provide the leadership necessary to facilitate the implementation of the code curriculum into the existing plumbing technology curriculum of all providers delivering plumbing vocational training. Additionally, it is expected that the E‐TVET Council will provide the direction to facilitate the implementation of the code‐based examinations into testing structures that currently exist or into a new testing structure.
Employment‐Technical and Vocational Education and Training Council (E‐TVET) ‐ Ministry of Labor E-TVET’s specific function will be: To publically authenticate that the Master Plumber Program is necessary and constructive toward meeting the expressed needs of the labor market in Jordan. To encourage stakeholders to support the program. To institutionalize the Master Plumber Program by way of an edict/law/statute/ decree. This means that the requirement to obtain a Work Permit must established and most important, enforced. The Master Plumber Certification Examinations must be established as the only means to obtain a Plumbing Occupation Work Permit.
Employment‐Technical and Vocational Education and Training Council (E‐TVET) ‐ Ministry of Labor E-TVET’s specific function will be: To, on an on‐going basis, ensure that each authorized provider for the Master Plumber Program is performing in accordance with the Standard of Practice for Training Providers. For example, the E‐TVET will ensure that a documented plan which describes how the program will be administered is in place, including descriptions of implementation and evaluation and ensures that the training administration guarantees that individuals will receive certificates of accomplishment only after verification of successful completion of all program requisites. The E‐TVET will require all training providers to direct successful students to sit for the appropriate Plumber Program Certification Examination in order for the student to obtain a Plumbing Occupation Work Permit.
Employment‐Technical and Vocational Education and Training Council (E‐TVET) ‐ Ministry of Labor E-TVET’s specific function will be: To, on an on‐going basis, ensure that the authorized Examiner for the Master Plumber Program is performing in accordance with the Standard of Practice for Examiners. E‐TVET will report to the CAQA, any and all compromises and non‐conformities identified with regard to the Standards of Practice.
The Center for Accreditation and Quality Assurance (CAQA) – Ministry of Labor The Center has established a framework for accreditation and is developing standards of practice which will allow third party organizations to offer curriculum, training services, and examinations that can be evaluated and then accredited. Accreditation will attest to compliance with the requirements of the standards of practice and will attest to conformity with the administrative requirements for a specified standard. The standards by which CAQA will accredit are: Standard 1: Quality of the curriculum Standard 2: Quality of the outputs of vocational training providers Standard 3: Quality of the certification examinations
The Center for Accreditation and Quality Assurance (CAQA) – Ministry of Labor Standard 1: Quality of the curriculum Ensures the quality of the curriculum by setting forth the requirements of all aspects of curriculum development.
The Center for Accreditation and Quality Assurance (CAQA) – Ministry of Labor Standard 2: Quality of the outputs of vocational training providers Ensures the quality of the outputs of vocational training providers by setting forth the requirements of all aspects of training delivery.
The Center for Accreditation and Quality Assurance (CAQA) – Ministry of Labor Standard 3: Quality of the certification examinations Ensure the quality of the certification examinations by setting forth conditions for examination development, test administration, security, and the re‐certification of individuals.
The Center for Accreditation and Quality Assurance (CAQA) – Ministry of Labor CAQA’s specific function will be: To evaluate applications from training organizations who desire to have their training (curriculum) become accredited, from training providers who desire to deliver accredited curriculum, and from test administrators (examiners) who desire to become accredited examiners. To inform the applicants of CAQA decisions and to also release accreditation recommendations to the E‐TVET Council make public announcements regarding their accreditation decision; while at the same time maintain its impartiality.
The Center for Accreditation and Quality Assurance (CAQA) – Ministry of Labor CAQA’s specific function will be: To, on an on‐going basis, ensure that the accredited curriculum prepares individuals to achieve the specified learning outcomes within the specified scope. To facilitate the utilization of the program by encouraging potential training organizations to apply for accreditation.
The Center for Accreditation and Quality Assurance (CAQA) – Ministry of Labor CAQA’s specific function will be: To, on an on‐going basis, ensure that the authorized Examiner for the Master Plumber Program is performing in accordance with the Standard of Practice for Examiners. CAQA will document and report any and all compromises and non‐conformities identified with regard to the Standards of Practice.
The (Potential) Accredited Training Providers There are multiple training providers who are capable of delivering the training at one, two, or all three levels of the Master Plumber Program. These training organizations should be required to submit an application to the CAQA for accreditation to become an accredited provider for the Master Plumber Program.
The (Potential) Accredited Training Providers After the first visit the following potential training providers have been identified: Vocational Training Corporation (VTC) Ministry of Education – Vocational Education Al‐Balqa Applied University Private Community Colleges National for Employment and Training Corporation (NET) United Nations Relief and Works Agency (UNRWA) Private Vocational Centers
Certification Examiners The Examiner’s responsibilities consist of processes for candidate registration and scheduling, transmission of examinations to the test facility, test delivery to the candidate, results processing and data transmittal to the certifying organization.
Stakeholder Advocacy The following Professional Institutions and Organizations are appropriate advocates of the Plumbing Code of Jordan and Master Plumber Program: Jordan National Building Council (JNBC) Royal Scientific Society (RSS) Jordan Engineers Association (JEA) Greater Amman Municipality (GAM) and other Municipalities within/around Jordan General Federation of Jordanian Trade Union (GFJ) National Center for Human Resources Development (NCHRD) Chambers of Industry, Manufacturers, and Contractors
Certification Program Resources Certification Program Policies and Procedures Certification Program Staffing Requirements Certification Program Examinations Committee Operating Guideline Certification Program Exam Development Sample Examinations Certification Program Certificate Certification Program Candidate Information and Exam Registration Form
Assistant Plumber Matriculation Completed accredited Training Program with 2000 practical/OTJ hours or has 2 years work experience At least 16 years of age; physically fit Candidate Requirements Step 1 Step 2 Step 3 Completes accredited Training Program utilizing approved curriculum meeting Assistant Plumber learning objectives Passes Assistant Plumber Certification Exam Candidate Activities
Journeyman Plumber Matriculation Completed accredited Training Program with 2000 practical/OTJ or has 5 years documented work experience Certified Assistant Plumber or has 3 years documented work experience Candidate Requirements Step 1 Step 2 Step 3 Completes accredited Training Program utilizing approved curriculum meeting Journeyman Plumber learning objectives Passes Journeyman Plumber Certification Exam Candidate Activities
Master Plumber Matriculation Completed accredited Training Program with 2000 practical/OTJ or has 10 years documented work experience Certified Journeyman Plumber or has 7 years documented work experience Candidate Requirements Step 1 Step 2 Step 3 Completes accredited Training Program utilizing approved curriculum meeting Master Plumber learning objectives Passes Master Plumber Certification Exam Candidate Activities
Curriculum Training Providers should maintain autonomy as it relates to course content, structure, instructional materials and delivery. However, Training Providers will be accountable for providing curriculum that meets the Standard for learning objectives as issued by CAQA related to the Master Plumber program.
Learning Objectives The proposed Learning Objectives will serve to standardize training programs with regards to curriculum and its ability to prepare candidates to take Certification Exams.
Assistant Plumber Learning Objectives The following are the suggested minimal learning standards (according to the Code) that should be taught in any accredited Assistant Plumber Curriculum
Journeyman Plumber Learning Objectives The following are the suggested minimal learning standards (according to the Code) that should be taught in any accredited Journeyman Plumber Curriculum
Master Plumber Learning Objectives The following are the suggested minimal learning standards (according to the Code) that should be taught in any accredited Master Plumber Curriculum
Promoting the Program “Promotion” is a term to describe the use of various communication strategies and tactics utilized to reach a targeted audience with a certain message, in order to achieve a desired response. The plan proposed is designed to reinforce the commitments already made from each stakeholder group, to build awareness and establish an identity for the program, to create interest, to provide information, and to stimulate demand.
Promoting the Program Create an Employer Advisory Council Establish a Stakeholder Leadership Council Develop an Outreach/Public Information Plan Create a Referral System Formally Affiliate with Training Providers Formally Publicize Successes
Create an Employer Advisory Council To ensure that the program is viewed as an asset within the employer community, develop a network of employers from the local labor market, where individuals will eventually be employed. The council will provide guidance by identifying and recommending relevant training needs for the program, advising of up-to-date labor market needs, and recommending current curricula needs. It is critical that meaningful relationships be established with the employers in order to get initial support and then sustain their support. The Advisory Council should meet frequently at the program start-up phase.
Establish a Stakeholder Leadership Council Each stakeholder must commit to playing a lead role over the next few years in educating the workforce about the master plumber program. Each stakeholder needs to be aware of the activity of other stakeholders and realize they are interdependent upon each other. The Leadership Council should meet twice a year to set stakeholder priority actions and goals.
Develop an Outreach/Public Information Plan An outreach/public information plan will describe how the collaboration of all stakeholder groups will take place and articulate the program goals and objectives so the stakeholders will have realistic expectations of the program.
Develop an Outreach/Public Information Plan Additionally, if the plan describes outreach methods, activities, events, advertising, and linkages that will be used to promote public awareness of the program, it will facilitate in recruiting participants and also accomplish getting referrals of eligible individuals from the participating employers. A system to monitor and document the effectiveness of outreach efforts and relationships with employers should be developed as well.
Create a Referral System The program will be recognized as an integral community program and will be sought and used by employers as well as individuals pursuing career opportunity if a direct referral system, that provides employers and other stakeholders a mechanism for referring individuals who may be qualified, exists. If the recommendations are followed, the program will be viewed as a positive initiative for employers to obtain qualified workers and for individuals to obtain meaningful work.
Formally Affiliate with Training Providers Excellent education programs are a result of not only choosing the appropriate subject matter but also choosing education providers who have the proper relationship with the program goals. Additionally, documenting the scope, goals, roles and responsibilities of the partnerships is imperative for success. Produce a formal Joint Venture Memorandum of Understanding with each accredited provider that articulates the roles and responsibilities of the provider. This includes the provider’s duty to promote the program.
Formally Publicize Successes Success of Individuals Showcase individuals who are successful in meeting the requirements of the program. Employers should recognize employees. Professional organizations should recognize members. Training providers should recognize students, and so on. Success of Training Providers Training providers should be recognized for participating in the program. Recognition can come from the E-TVET and the education community.
Formally Publicize Successes Success of Employers Recognition from the community would be beneficial to the employers as well as the training provider. Success of Professional Organizations Acknowledgement to members who have demonstrated a commitment to the program will encourage others to participate.
Factors Identified as Being Crucial to Program Success Change Management with all Stakeholder Groups Organizations and people must adapt to the changes. This means that they must be convinced that the status quo will prevent growth and opportunity. Therefore, the following needs to be formally addressed for ALL groups: What’s driving the need for change? What happens if we don’t change? What happens if we do change? What changes are being made? How will the change impact me? What is the timeline for change? Marketing The program must be well publicized by all partners and stakeholders simultaneously.
Factors Identified as Being Crucial to Program Success Momentum from High School The program should offer a direct linkage from high school to enrollment in the program. Quality of Instruction The program must teach the right information to the right audience at the right time. Quality of Examinations and (critical) the Security of the Examinations Credibility is the key to the acceptance of the program. Availability of jobs resulting directly from the program All partners and stakeholders must commit to job creation.
Barriers/Constraints Resistance to Change from Stakeholder Groups Attitude of the Candidates Attitude of the Training Provider Organizations Attitude of the Employers Attitude of the Professional Stakeholder Organizations
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