4. 31/10/2017
Implemented by
TVET Reform Support Programme
Objectives of this training program:
To build the capacity of the candidate
assessors in conduct of
Competency Based
Assessment(CBA)
6. National Skills Strategy (NSS)
To achieve two main paradigm shifts in the design and delivery of
training for skills development:
• time-bound, curriculum-based training to flexible, competency-
based training
• supply side training to demand driven training by promoting the
role of industry in the design and delivery of TVET
7. Job
Attitudes
Skills
Knowledge
Competency is a combination of …
What is Competency?
needed to do a…
Within the standards of the
workplace. 31/10/2017
Assessors Training on CBT and CBA 7
8. Competence
The ability to do something well : the quality or
state of being competent
Merriam Webster Dictionary
9. Dimensions of Competence
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job role skills/environment skills
5. Transfer of knowledge skills
12. •What to do if
•Who to contact
•Why is it important
3. Contingency Management Skills,
respond to irregularities and act
appropriately when things go wrong
31/10/2017 12
14. •Apply skills to a different situation
5. Transfer Skills, transfer KSAs to new
situations
31/10/2017 14
15. Competency Standard
A statement specifying the required performance to a
defined standard. It is determined by industry and specifies
the performance required to be able to work effectively. It is
expressed as outcome.
16. Competency Based Training
Competency-based training (CBT) is an approach to
vocational education and training that places emphasis on
what a person can do in the workplace as a result of
completing a program of training.
17. Competency Based Assessment
The process of gathering and interpreting information in
order to make a judgement about a learner’s achievement
against the required competencies in a qualification or part
qualification
18. Certification
A status awarded to the institution when it has been
ascertained by the authorized certification/ accreditation
body that specified standards and criteria have been met.
19. Occupation Analysis
• A job analysis is a process that breaks down
a job into its respective duties and tasks.
Duties
Job/Occupation
Tasks
Steps & Supporting Tools,
Materials; Knowledge; Safety;
Attitudes; Decisions, Cues, &
Errors; Performance Standards
Specific
General
Occupational &
Related Job Titles
Major Areas of Work
Specific Units of Work
Specific Work Activities &
Enablers
21. What is DACUM?
• is a process for job analysis
• is a first step in developing standards and
curriculum for training
• has been used thousands of times in industrialized
and developing countries
• used because it is:
o effective
o quick
o low cost
24. Elements of Competency Standard
Elements Contextual Meaning
Overview Describes purpose of a competency in a job role
Unit of Competency Task Statement
Performance Criteria Defines standard of performance or critical aspects of a
task
Knowledge &
Understanding
Key Principles, Procedures, Processes, Concepts and
Facts
Tools & Equipment All tools, equipment and machinery related with Unit of
Competency
25. Competency Standard
Competency
Unit
Performance
Criteria
Knowledge and
Understanding
Tools and
equipment
C3. Apply
Personal
Protective and
Safety
Equipment
You must be able to:
1. Select personal
protective equipment
in terms of type and
quantity according to
work orders.
2. Wear, adjust, and
maintain personal
protective equipment
to ensure correct fit
and optimum
protection in
compliance with
company procedures.
3. Ensure personal
protective equipment
is cleaned and stored in
proper place.
You must know and understand:
1. Importance of using Personal
Protective Equipment.
2. Types of PPE.
3. Protective clothing and
equipment (PPE) to be worn and
where it can be obtained.
4. Safely maintaining the PPEs.
T1. Overall
combination
T2. Safety shoes
T3. Safety gloves
T4. Safety goggles
T5. Safety helmet
T6. Ear plugs
T7. First aid box
27. Major Components of NVQF
1. Design/Development of qualifications
2. Delivery of training
3. Assessment of Qualification
4. Governance of NVQF
28. Qualification
• A package of competency standards that have been identified as
meaningful in employment/ occupational settings. The qualification
exist independently of any learning pathway to achieve it.
• A formal outcome of the NVQF assessment and validation process
in the form of a certificate, diploma, degree issued by an
assessment body after determining that an individual has achieved
the industry defined competencies as specified in the competency
standards.
29. Doctorate Level
Masters Level
Bachelor (Graduation)
Diploma level
National Vocational Certificate 4
National Vocational Certificate 3
National Vocational Certificate 2
National Vocational Certificate 1
Pre Vocational Certificate
Level
8
Level
7
Level
6
Level
5
Level
4
Level
3
Level
2
Level
1
Level
0
Higher
Education
Sector
Technical
and
Vocational
Education
Training
Sector
covered
by
NVQF
Title of Qualification Education
Sector
39
30. • Standardization of qualifications
• Recognition of qualifications
• Competency based training
• Enhancing role of private sector
• Promote up skilling of population through horizontal and
vertical progression
• Facilitate recognition of prior learning (RPL)
• Quality assurance
40
Objectives of the Pakistan’s NVQF
31. Assessment
• All NVQF assessment must be competency-based.
• Assessment for the achievement of NVQF competency standards
will be through national competency assessment instruments.
• Assessment for national competency will be conducted through
processes supervised by accredited Assessment and Certification
Bodies.
• Assessment for achievement of competency must be conducted by
Registered Assessors who are independent of the training process.
32. Characteristics of CBT Assessment
1. Criterion Referenced Assessment
2. Evidence Based Judgment
33. Criterion Referenced Assessment
• Competency based assessment is based upon
agreed benchmarks of skill and knowledge.
• These benchmarks are provided by the National
Competency Standards.
• The Standards provide the actual skills and
knowledge that will be assessed and also identify
suitable methods for assessing the skill and
knowledge.
34. Evidence Based Judgement
• Criterion referenced assessment assumes that the
assessment decision is based upon a collection of
evidence, not one event such as a test or exam.
• A combination of methods should be used to reach
an assessment decision.
• The judgement is based upon a collection of
evidence and measured against the National
Occupational Skill Standards.
