TVET Curriculum development.

2. Occupational Standards (OS)
 Defines the competences that a person
must possess to be able to perform and
be productive in the world of work
 It is composed of discrete units of
competence that define a particular
scope of work resulting in a product,
service or decision
 It is industry focus hence reflects the
needs of the organization / enterprise

3. Competence is possession
and application of
knowledge, skills and
attitudes to perform work
activities to the standard
expected in the workplace
What is competence?

4. Occupational Standards (OS)
 Focus on competences required by the
occupation
 Developed by Experienced industry
experts/practitioners
 Keeps pace with changes in technology
and job requirements

5. O
S
Units of Competence
Classification of
Unit of Competencies

6. +
Common
Units
Core Units
Core Units
Core Units
Level I
Level 2
Level 3
Level 4
Level 5
Packaging of UCs

7. The OS and NTQF
 When the OS is developed they are
also matched with the National TVET
Qualification Framework (NTQF)
 This is to determine the level of
qualification as defined in the framework

8. Level V
Level IV
Level II
Level I
Alignment to the NTQF
Unit of
Competence
Unit of
Competence
Unit of
Competence
Unit of
Competence
Unit of
Competence
Unit of
Competence
Unit of
Competence
Unit of
Competence
Unit of
Competence
Unit of
Competence
Unit of
Competence
Unit of
Competence
Level III

10. National TVET Qualification Framework
 It describes the 5 levels of TVET Qualifications.
 uses 4 Level Descriptors/Parameters to describe
qualifications which are –
• problem solving capabilities
• Level of Accountability, Responsibility
& Autonomy.
• level of knowledge and skills
• level of Tasks/operational Environment

11. Level Descriptors
NTQF
Level
Descriptor
Problem Solving
Capabilities
Level of
Accountability,
Responsibility
and Autonomy
Level of
Knowledge
and Skills
Level of
Tasks /
Operational
Environment
1
Carry out simple
tasks
Work under
direct
supervision
Basic general
knowledge
Ability to
apply basic
skills
Competence to
work on a
defined range
of activities
under routine
and predictable
conditions
Low value of
complexity,
interconnection,
in-transparency
& dynamics;
high degree of
stability

12. NTQF
Level
Descriptor
Problem Solving
Capabilities
Level of
Accountability,
Responsibility
and Autonomy
Level of
Knowledge
and Skills
Level of
Tasks /
Operational
Environment
2
Use relevant
information;
solve routine
problems
using simple
rules and tools
Some
autonomy;
work under
supervision
Basic
factual
knowledge
of a field of
work
Ability to
apply basic
cognitive
and
practical
skills
Competence
to work on a
range of
varied
activities in
a clearly
defined
context
Average
value of
interconnecti
on; low value
of dynamics

13. NTQF
Level
Descriptor
Problem Solving
Capabilities
Level of
Accountability,
Responsibility
and Autonomy
Level of
Knowledge &
Skills
Level of
Tasks /
Operational
Environment
3
Solve problems
by selecting and
applying basic
methods,
materials &
information
Responsibility
for completion
of work tasks;
some
leadership in
solution of
specific
problems
Knowledge of
facts,
principles,
processes and
general
concepts in a
field of work
Ability to
apply a range
of cognitive
and practical
skills
Competence to
adapt own
behavior to
circumstances
in solving
problems;
competence to
work in a
range of roles
in a variety of
contexts
High value of
interconnection,
in-transparency
and dynamics

14. NTQF
Level
Descriptor
Problem Solving
Capabilities /
Information
Processing
Level of
Accountability,
Responsibility and
Autonomy
Level of
Knowledge &
Skills
Level of
Tasks / Operational
Environment
4
Generate
solutions to
specific
problems in a
field of work
Supervise the
routine work of
others; some
responsibility for
evaluation and
improvement of
work activities;
leadership and
guidance in
organizing
activities of self
and others
Factual and
theoretical
knowledge in
broad
contexts
within a field of
work
Ability to apply
expertise in a
range of
cognitive and
practical skills
Competence in self-
management within the
guidelines of work
contexts which are
usually predictable, but
subject to change;
competence to work
on a broad range of
varied activities and
in a wider variety of
contexts, most of
which are complex
and non-routine
Considerably high
degree of
interconnection, in-
transparency and
dynamics

15. NTQF
Level
Descriptor
Problem Solving
Capabilities /
Information
Processing
Level of
Accountability,
Responsibility
and Autonomy
Level of
Knowledge & Skills
Level of
Tasks / Operational
Environment
5
Develop
creative
solutions to
abstract
problems
Review and
develop
performance
of self and
others
Comprehensive,
specialized,
factual and
theoretical
knowledge
within a field of
work; awareness
of limits of this
knowledge
Ability to apply
expertise in a
comprehensive
range of
cognitive and
practical skills
Management and
supervision in
contexts of work
where there is
unpredictable
change; self-
directed application
of knowledge and
skills
Very high degree of
complexity,
interconnection,
in-transparency and
dynamics

16. Level in
NTQF
Responsibility Level
V Technical Management
IV Middle Management
III Technical
II
Production
I

18. Unit of Competence
 Describes a specific work activity,
 Describes the conditions under which it is
conducted and
 the evidence that may be gathered in order to
determine whether the activity is being performed
in a competent manner
 Describes work outcomes``

19. M
o
d
el
F
or
m
at
UNIT TITLE
UNIT CODE
UNIT DESCRIPTOR
ELEMENTS PERFORMANCE CRITERIA
RANGE OF VARIABLES
EVIDENCE GUIDE
Unit of Competence

20. Unit Title
• the title of the competence unit
• refers to the title of the general area
of competence which is expressed in
outcome terms
Perform bench work

21. Shows information about the
Sector,Occupation,Unit of competence
number and preparation Month & year of
the uc
E.G AGR MMO1 14 0111
Unit Code
Sector UC
Agriculture NO-14
Occupation Preparation Month
Machinery maintenance & year
and Operation
level-1

22. Unit Descriptor
• define the scope or area of work as
described in the unit
• assists in clarifying the unit title and notes
any relationship with other industry units
• helps to differentiate between units with
similar title
This unit covers the skills, knowledge and attitudes required to develop workplace
relationship and contribute in workplace activities.

23. •basic building blocks of the unit
•describe the key purpose of the unit
•describe in outcome terms the key
activities that a person should perform
Unit Title: Work with Others
Elements: 1.Develop effective workplace relationship
2.Contribute to work group activities
Elements

24. Performance Criteria
• specifies the required level of performance
• task performed as per prescribed procedure
e.g. Element: 1.Develop effective workplace relationship
Performance Criteria:
1.1 Duties and responsibilities are done in a positive manner to promote
cooperation and good relationship
1.2 Assistance is sought from workgroup when difficulties arise and
addressed through discussions
1.3 Feedback provided by others in the team is encouraged,
acknowledged and acted upon
• specifies the activities, knowledge, skills
and understanding which provide
evidence of competent performance

25. Range of Variables
Defines the boundaries of the standards
 supplies and materials
 tools and equipment
 quality assurance requirements
 occupational health and safety
 personal protective equipment

26. Unit title: Support Irrigation and Drainage Works
•Job description and employment
arrangements
•Organization’s policy relevant to work role
•Organizational structures
•Supervision and accountability
requirements including OHS
Variable
Duties and
responsibilities
may include:
1.1 Duties and responsibilities are done in a
positive manner to promote cooperation
and good relationship
1.Develop effective
workplace relationship
Performance Criteria
Elements
Range

27. Evidence Guide
relate directly to:
- Elements
- Performance Criteria
- Range of Variables
 guide the assessor in the
collection of evidence

28. Parts of the Evidence Guide *
 There are five sections:
 Critical aspects of competence
 Underpinning knowledge
 Underpinning skills
 Resource implications
 Method and Context of assessment

29. 1. Critical Aspects of Competence
•Tells the assessor what evidence is
essential for successful performance
It identifies the essential:
 Product evidence (completes work
piece/service to specification)
 Knowledge evidence (things that must
be known)
 Process evidence ( complies with
industry practices and procedures) *

30. 2. Underpinning knowledge and attitude
specific knowledge that is essential to
the performance of the competence
evidence of knowledge of legislation,
regulations and Codes of Practice
knowledge beyond the immediate scope
of the unit *
3. Underpinning skills
 skills needed to achieve the elements
and performance criteria set in each
unit of competence *

31. includes the consideration in
determining methods of assessment
to cover all aspects of the units of
competence and establish consistency
in performance
5. Method of
Assessment
And Context of
Assessment *
possible place of assessment
This section identifies the
resources needed for the
successful performance of
the work activity described
in the unit of competence
4. Resource
Implications *

33. Technical - Vocational Education & Training
Outcome Based TVET
Occupational Standards
Institutional Assessment
Attainment of Certificate
Outcome Based Curriculum
Learning Materials, Tools and
Equipment
Outcome Based Training
TVET Qualification Framework
National Assessment & Certification
T
R
A
I
N
I
N
G
Learning Modules
Units of Competence
Qualifications
TTLM

34. Occupational Standards and
Curriculum
 Occupational Standards describe the work
that is performed
 Curriculum describes the training that a
person needs to take in order to perform
the work

35. Parts of outcome based
curriculum
 Program Design
 Learning Module + Annex/Resource
35

36. TVET Program Design
1.1 TVET Program Title
1.2 TVET Program Description
1.3 TVET Program Structure
1.4 Duration of the TVET Program
1.5 Qualification Level & Certification
1.6 Target Group
1.7 Entry Requirements
1.8 Mode of Delivery
1.9 Institutional Assessment
1.10 Trainer’s/Facilitator’s Profile
1.11 Inclusive training and assessment method

37. Learning Module Design
Module Title and Code
Nominal Duration
Module Description
Learning Outcomes
Module Contents
Learning Methods
AssessmentMethods
AssessmentCriteria
Annex/Resource Requirements
Technical - Vocational Education & Training

38. How is curriculum organised
Unit of
Competence
Module
Modules
Unit of
Competence

39. Standard vs Curriculum
Learning Module
Unit of
Competence
Elements
Unit Title
Unit code
Unit Descriptor
Performance
Criteria
Range of Variables
Evidence Guide
Module Code & Title
Nominal Duration
Contents
Assessment Methods
and Criteria
Module Description
Learning Outcomes
Resource Requirements
Learning Methods

41. Learning Module
 Describes a specific Training activity
 Describes the Training Method under which the
training will be conducted.
 Setts The Nominal duration of the training

42. M
o
d
e
l
F
o
r
m
a
t
TVET-PROGRAM TITLE
MODULE TITLE
MODULE CODE
MODULE DESCRIPTION
LEARNING OUTCOMES
MODULE CONTENTS
ASSESSMENT CRITERIA
Learning Module Design
LEARNING METHODS
ASSESSMENT METHOD
NOMINAL DURATION
ANNEX/RESOURCE REQUIREMENT

43. Module Title
• the title of the learning module
• Written in the form of Gerund to
show that it’s training
Performing bench work

44. Shows information about the
Sector, Occupation,Module number
and preparation Month & year.
E.G AGR MMO1 M14 0822
Module Code
Sector Module
INDUSTRY NO-14
Occupation Preparation Month & year

45. Module Description
• define the scope or area of training
• helps to differentiate between modules
with similar title
This Module covers the skills, knowledge and
attitudes required to develop workplace relationship
and contribute in workplace activities.

46. Nominal Duration
Estimated number of hours to
accomplish the learning outcomes
The Estimation must consider
 Fast and slow learners
 Cooperative training
 Learning methods
 Assessment.

47. • Basic building blocks of the module
• Describe the key purpose of the
module
•Described in outcome terms
Module Title: Performing bench work
LO1 Develop effective workplace relationship
LO2 Contribute to work group activities
Learning Outcomes

48. Module Contents
contents/topics are written from
 performance criteria (All)
 Range of variables & (not all/only some
variables)
 Evidence guide (not all/only some CA, UK
& US)
training topics which provides the necessary
knowledge, skills and attitude

49. Rules to follow when writing contents
Contents are written in Topic case(short and
precise)
Written in simple present/present continuous
tense
No direct copying of the Performance criteria,
Range of variable or the Evidence guide
Not written in the form of Instruction
Not written in the form of Question

50. Sample of contents
•Performance criteria 1
•OHS hazards are identified and control measures are
taken
content 1.
•Identifying OHS hazards and taking control measures
content 2
•OHS hazards and control measures

51. Cont….
•Performance criteria 2
Work outcomes are reported to supervisor
•content 1.
Reporting work outcomes
•Performance criteria 3
Reagent chemicals are used according to/based
on quality parameters(2)
content 1
Quality parameters in using reagent chemicals
content 2
Using reagent chemicals

52. Learning Methods/Strategies
Describes the Training delivery strategy
E.g
 Lecturing
 Demonstration/Practical Exercise
 Simulation
 Group work ……etc

53. Assessment criteria
•States The criterias under
which the module must be
assessed
•The performance criteria serves
as the assessment criteria

54. Annex/Resource
requirement
Training materials, facilities, tools and
equipment requirements needed to deliver
training and evaluation of learners.

55. Thank you!