2. Background of Competency Based Education
and Training (CBET)
Definition of CBET
A mode of training where the emphasis is placed on
the acquisition of competence. It is designed to meet
the demands of industry and business. It involves
training individuals to be able to perform to the
standards required in employment, in an agreed range
of contexts, repeatedly over time
3. Objectives of the CBET
The objectives of the CBET are to:
1) Establish occupational standards which can be measured
2) Train competent individuals with transferrable skills
3) Link education and training to the skills needed by employers
4) Establish a quality assurance system which will have the confidence
of all stakeholders
5) Promote lifelong learning through progression and transfer
6) Encourage individuals to achieve their full potential
7) Develop attitudes and abilities to respond rapidly to change
4. CBET Target groups
CBET is proposed to be a flexible system which
will enable all sectors of the population to access
training without barriers. As such it is envisaged
that resultant TVET system will be able to engage
with the following target groups;
5. • Those currently educated and trained who need to update their
competences
• Individuals from the informal sector
• Individuals from the formal sector
• The unemployed population
• Out of school youth
• Those with little or no education
• Those individuals who are made redundant so that they can learn
new competences
• Those who have retired but who would like to develop new skills and
competences
7. The role of CDACC
• Promotion of CBET: Arrange and conduct training on competency-
based curriculum development and assessment for CBET developers,
providers and assessors.
• Programme Development: To source, adapt or develop and review
suitable TVET competency-based curricula. To Develop, review and
disseminate guidelines for preparation of CBET learning packages, and
to prepare the packages in liaison with other stakeholders.
• Control: To control and coordinate the quality of assessment.
• Validation: To validate TVET competency-based curriculum.
8. • Verification: To verify, monitor and accredit assessment centres, RPL
Assessors and verifiers.
• Assessment and Evaluation:
• To provide guidelines for TVET Competence based assessment and
evaluation. To maintain all assessments records of CBET trainees.
• Certification: To award a certificate of competence and national
certificates to successful trainees in conjunction with training
providers/assessment centres.
9. Database: To establish and maintain a database for training curricula,
occupational standards, SSACs, Assessors, verifiers, assessment centres
and TVET candidates.
• Exemptions and RPL
• To effect exemptions and accredit recognition of prior learning.
• Monitoring: To monitor and verify assessment in conjunction with
the respective industry
10. Role of industry
• Setting of national occupational standards through appropriate
Sector Skills Advisory Committees (SSAC)
• Monitoring standards/providing verifiers
• Assisting in the development and acquisition of training materials
• Participating in the assessment of trainees and evaluation of the TVET
systems
• Providing training opportunities including apprenticeship, industrial
attachment and internship for trainees and trainers.
11. The Kenya National Qualifications Framework
(KNQF)
Is a single, coherent framework for qualifications from
Primary Certificates through to Doctoral Degree level.
TVET CDACC in collaboration with TVETA work with
Kenya National Qualification Authority to develop level
descriptors which will enable qualifications to be
considered for placement on the KNQF
12. KNQF -
LEVEL
QUALIFICATION OVERALL COMPETENCE
KNQF
LEVEL: 1
Primary
Certificate)/Basic
Skills/Skills for
life
Demonstrate the application of knowledge
and skills in contexts that may include
preparation for further learning, life
activities and/or a variety of initial routine
and predictable work-related activities
including participation in a team or work
group
13. KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF
LEVEL: 2
Secondary Certificate/
National Skills Certificate
III (NSC-III)/Government
Trade Test III (GTT-
III)/National Vocational
Certificate I (NVC-I)/Pre-
Vocational
Demonstrate the
application of knowledge
and skills with limited
autonomy and
judgments to complete
routine but variable tasks
in collaboration with
others in a team
environment
14. KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF
LEVEL: 3
National Skills
Certificate II (NSC-
II)/Government Trade
Test II (GTT-
II)/National
Vocational Certificate
II (NVC- II)
Demonstrate the application of
knowledge and skills with
initiative and judgment to
organize the work of self and
others and plan, coordinate and
evaluate the work of teams
within broad but generally well-
defined parameters
15. KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF
LEVEL: 4
Artisan
Certificate/National
Vocational Certificate III
(NVC-II)/National Skills
Certificate I (NSC-
I)/Government Trade
Test I (GTT-I)
Demonstrate the application
of knowledge and skills with
initiative and judgment to
organize the work of self and
others and plan, coordinate
and evaluate the work of
teams within broad but
generally well-defined
parameters
16. KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF
LEVEL: 5
National Craft
certificate
/National
Vocational
Certificate IV
(NVTC IV)/Master
Craft Person III /
CPAI
Demonstrate the
application of knowledge
and skills with initiative
and judgment to organize
the work of self and others
and plan, coordinate and
evaluate the work of teams
within broad but generally
well-defined parameters
17. KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF
LEVEL: 6
National
Diploma/Master Craft
Person II/Professional
Diploma
Demonstrate the application
of knowledge and skills across
a broad range of technical or
management functions with
accountability for personal
outputs and personal and
team outcomes within broad
parameters
18. KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF
LEVEL: 7
Bachelor’s
Degree/Management
Professional/Master
Craft Person I
Demonstrate the
application of
knowledge and skills
to plan and execute
project work and/or a
piece of research and
scholarship with some
independence
19. KNQF -LEVEL QUALIFICATION OVERALL COMPETENCE
KNQF
LEVEL: 8
Postgraduate
Diploma/Professional
Bachelor’s Degree/
Professional Master
Craft
Demonstrate the
application of knowledge
and skills in taking
responsibility and
accountability for personal
outputs and all aspects of
the work or function of
others within broad
parameters
20. KNQF -
LEVEL
QUALIFICATION OVERALL COMPETENCE
KNQF
LEVEL:
9
Master’s
Degree
Demonstrate the application of knowledge
and skills and capacity to plan and execute
a substantial research-based project,
capstone experience and/or piece of
scholarship
NQF
LEVEL
10:
Doctorate
Degree
Demonstrate the application of knowledge
and skills and capacity to generate new
knowledge in the context of professional
practice
21. Assessors and verifiers
An assessor is a person accredited by the Council to carry out competence
assessments
A verifier is a person accredited by the Council to monitor the work of
assessors involved with the qualification by ensuring reliability, credibility
and validity of the qualifications and providing advice where necessary.
An assessor may be:
• An instructor/trainer
• A workplace trainer
• Skilled worker
• Supervisor in industry or training institution
22. Internal assessment
Internal assessment is a continuous process of evaluating a
trainee’s competence done by the trainer (internal assessor)
during training. The trainer also evaluates trainees’
competence on completion of each unit of competence. The
internal assessor is monitored by an internal verifier for
internal quality assurance
23. Main roles of an internal assessor
1) Guiding the trainees accordingly.
2) Using various strategies to deliver the competency units.
3) Conducting assessments.
4) Completing checklists and relevant forms.
5) Communicating with internal verifier on trainee’s progress.
6) Compiling a summary of candidate’s results.
7) Advising unsuccessful candidates on how to be re-trained and re-
assessed later.
8) Storage of candidate’s evidences.
9) Writing report to internal verifier.
24. Main roles of an internal verifier
1) Monitoring assessment practice to ensure the assessment is done
according to the Council’s criteria
2) Dealing with internal disputes or appeals pertaining to assessments.
3) Maintaining accurate records of planned and completed internal
verification.
4) Verifying the assessment decision by sampling to check consistence.
5) Advising and supporting assessors.
6) Inducting assessors.
7) Organizing and leading meetings.
8) Communicating with external verifier or the Certification Council
25. External assessment
• External assessment is the process of evaluating a
trainee’s competence by an external assessor.
• An external assessor is an expert in a particular skill
area or a skilled worker drawn from industry.
• In certain instances, the external assessor may be a
trainer in another training institution
26. Main roles of an external assessor
1) Provides feedback to trainee after every assessment
through review tool
2) Reports on the assessment with actions and
recommendations in his/her area of expertise
3) Conducts follow up reviews and on-site visits when
necessary
27. External verifier
Monitors the external assessor, internal assessor and internal verifier
The roles of an external verifier include:
1) Verifying competency-based assessment to ensure quality and
consistency.
2) Supporting and advising testing centers on improving the
effectiveness and quality of assessment.
3) Informing the testing centers about any changes that may take
place.
4) Maintaining accurate records of the results of external verification
which the Council will enter into its database
28. Industries and occupations in Kenya
• The most critical outcome of skill training is employment, whether
self or wage employment
• The industries provide the needed employment
• The link between the industry and the suppliers of employees are the
SSACs
• The terms industry and sector are interchangeably used in Kenya
• A sector defines a group of related economic entities or enterprises
(e.g., financial sector, mining sector, and agricultural sector).
29. • An occupation relates to a person and his/her role in the labor market (e.g.,
accountant, secretary, manager, doctor, nurse).
• Most occupations (i.e., accountant) occur in many sectors, but some
occupations are quite sector specific (i.e., mining engineer, Police Driver).
• A ‘job’ is usually seen as a set of tasks designed to be performed by one
individual in return for a wage or salary
• In the ILO’s system a job is defined as a set of tasks and duties executed by
one person; a set of jobs whose main tasks and duties are characterized by
a high degree of similarity constitutes an occupation (examples of job are:
secretary, doctor, lab assistant, Trainer)
Note: Development of occupational standard is largely based on task and job
analysis
30. KEY Documents for CBET
a) Training Package
The training package contains the occupational standards for a
given KNQA level of training. The units of competency for the
specified occupational area and level are grouped into two. The
basic units of competence also referred to as the core units of
competency and the Common units of competency which may
be unique to the occupation area.
31. Summary of Core/ Basic Units of Competencies for
office Administration level 6
Unit of Learning Code Unit of Learning Title
BUS/OS/OA/BC/01/6 Communication Skills
BUS/OS/OA/BC/02/6 Numeracy Skills
BUS/OS/OA/BC/03/6 Digital Literacy
BUS/OS/OA/BC/04/6 Entrepreneurship Skills
BUS/OS/OA/BC/05/6 Employability Skills
BUS/OS/OA/BC/06/6 Environmental Skills
BUS/OS/OA/BC/07/6 Occupational Safety and Health
Practices
32. Summary of common units of learning for office Administration
level 6
Unit of Learning Code Unit of Learning Title
BUS/OS/OA/CC/01/6 Manage front office operations
BUS/OS/OA/ CC /02/6 Manage office mail
BUS/OS/OA/ CC /03/6 File office documents
BUS/OS/OA/ CC /04/6 Coordinate travel arrangement
BUS/OS/OA/CC/05/6 Manage petty cash
BUS/OS/OA /CC /06/6 Manage office security
BUS/OS/OA/ CC /07/6 Manage telephone calls
BUS/OS/OA/ CC /08/6 Process office documents
BUS/OS/OA/ CC /09/6 Perform administrative duties
BUS/OS/OA/ CC/010/6 Demonstrate shorthand skills
BUS/OS/OA/ CC /11/6 Demonstrate ICT skills Manage office
33. b) Competency Standards ( Occupational Standards)
• Competency standards define the competencies required
for effective performance in the workplace. Standards are
expressed in outcome terms and have a standard format
comprising unit title, unit descriptor, elements, performance
criteria, range of variables and evidence guide
• A standard is a document that provides requirements,
specifications, guidelines or characteristics that can be used
consistently to ensure that materials, products, processes
and services are fit for their purpose (ISO).
• In the field of curriculum, the term usually refers to specific
criteria for what students are expected to learn and be able
to do
34. Identification of a standard ( Key to a unit standard)
Example: BUS/OS/OA/BC/01/6
Code Description Illustration
BUS Industry or Sector Business
OS Occupational Standard Occupational
Standard
OA Occupational Area Office Administration
BC Type of Unit of Competency Basic Competency
01 Unit No Unit No. 1
6 KNQA level Level 6
35. COMPONENT CONTENT
Unit title Defines general area of competency
Unit descriptor Clarifies purpose of unit
Elements of competency Outcomes that contribute to the overall unit (ie building
blocks of unit, expressed in outcome terms)
Performance criteria Statements for each element expressing what is to be
assessed and the required level of performance
Range of Variables The range of contexts and conditions within which the
work is to be performed
Evidence Guide: Assists with the interpretation and assessment of the unit
- critical aspects of
assessment
Knowledge and skills critical to successfully complete the work activity
- underpinning
knowledge or skills
Technical knowledge or content needed to perform the work activity
- context for
assessment
Whether the unit of competency may be assessed in the workplace or a simulated
environment
- assessment methods
and resources
Suggestions about appropriate types of assessment and sources of evidence to be
collected
- Key Competencies Key Competencies required to successfully perform the work activity
36. The concept of competencies
Competency (Noun) ( plural competencies) - Possession of sufficient
knowledge or skill (Merriam-Webster.com Dictionary)
Competence (noun): the quality or state of being competent; the
quality or state of having sufficient knowledge, judgment, skill, or
strength (as for a particular duty or in a particular respect)
Competent (adjective): having requisite or adequate ability or qualities
37. Definitions of Competency in Technical and Vocational
Education
Western Australian Department of Training (2002)
People are considered to be competent when they are able to apply
their knowledge and skills to successfully complete work activities in a
range of situations and environments, to the standard of performance
expected in the workplace
Worsnop (1993)
The specification of knowledge and skill and the application of that
knowledge and skill to the standards of performance required in the
workplace
38. UNESCO IBE (2013)
A combination of knowledge, skills and attitudes appropriate to the
context. Competence indicates the ability to apply learning outcomes
adequately in a defined context (education, work, personal or
professional development). Competence is not limited to cognitive
elements (involving the use of theory, concepts or tacit knowledge); it
also encompasses functional aspects (involving technical skills) as well
as interpersonal attributes (e.g. social or organizational skills) and
ethical values
39. Characteristics of competency in TVET
1. Competency is a broad concept that includes all aspects of work
performance and not only narrow task skills. It encompasses:
a) the requirement to perform individual tasks (task skills);
b) the requirement to manage a number of different tasks within the
job (task management skills);
c) the requirement to respond to irregularities and breakdowns in
routine (contingency management skills);
d) the requirement to deal with the responsibilities and expectations
of the work environment (job/role environment skills), including
working with others
40. 2) Competency in a job is developed. It does not suddenly happen
with a flash of insight. Nor does a person achieve competency by
knowing what to do and being able to talk about it. Ultimately the
gaining of competency requires practice in the work.
3) The development of competency can usually be plotted through a
sequence of training which requires: Demonstration, Explanation,
Practice, Review, Application
41. 4) The amount of repetition required depends on a number of factors,
such as the complexity of the work, the learning ability of the
learner, the teaching ability of the teacher, the quality of feedback
from assessment steps during the learning process and the
motivation of the learner, among a whole host of environmental
and other factors.
5) The learner needs to know, from a very early stage in the process,
exactly what is eventually going to be required of him or her,
primarily so that he or she can begin to prepare mentally,
emotionally and physically to perform at the level required for
competency. The teacher/trainer needs to tell the learner what will
be required
42. Types of competencies
There are two broad types of competencies:
• Behavioural
• Functional
A combination of both is almost always required to be effective.
43. Behavioural competencies
• They define not just the ability to do something, but how it is done.
• Often they also describe a way of doing things in relation to other
people.
• Also referred to as Soft skills - a set of intangible personal qualities,
traits, attributes, habits and attitudes that can be used in many
different types of jobs.
• Soft skills are also seen as transferable skills since they are applicable
in other contexts. Examples of soft skills include: empathy, leadership,
sense of responsibility, integrity, self-esteem, self-management,
motivation, flexibility, sociability, time management, and making
decisions
44. Functional competencies
• Referred to as technical skills or competencies. The ability to perform
some technical task.
• Also referred to as ‘hard’ skills that are considered as more technical,
highly specific in nature and particular to an occupation, and that can
be (generally) taught more easily than soft skills.
45. Key competencies
The Key Competencies are employment-related general competencies
essential for effective participation in the workplace. Key competencies
are are built into the standards. It should be noted that there are three
levels of the key competencies which do not necessarily equate to the
National Qualification Framework levels. In general terms:
• Level 1 Key Competencies required to undertake work activities,
• Level 2key competencies required to manage work activities and
• Level 3 key competencies required to evaluate and reshape work
activities.
46. Note on key competencies
Key competences are defined as the sum of needed to live in a
contemporary knowledge society. In Europe key competences include:
communication in the mother tongue; communication in foreign
languages; competences in mathematics, science and technology; digital
competence; learning to learn; interpersonal, intercultural social
competences, and civic competence; entrepreneurship; and cultural
expression. (CEDEFOP 2011).
A variety of terms are used to indicate these competences, the most
frequent ones being competences or competencies (defined as key, core,
general, generic, basic, cross curricular or transversal competences) and
skills (defined as key, foundation, core, basic, essential, cross-thematic,
cross-curricular or 21st century skills).
47. Competency levels
Help to differentiate between people who have a basic skill and those
who are experts. At level 1, a person is a complete novice and can only
work under direction or by following detailed instructions. At level 5, a
person is an expert and can work with complete autonomy on strategic
or complex tasks. Progression from level 1 to level 5, the degree of
expertise increases along with a decrease in the amount of supervision
and instruction needed
Competence-Based Education, Training and Assessment (CBETA)
Standards & Guidelines provides the scale on how to rate competency
48. CBETA guidelines on competency levels
SCORE
(%)
RATING NARRATIVE COMPETENCE
/ PROFICENCY
LEVEL
80 -100 5 Mastery of technical and related knowledge and skills; Can perform the task
demonstrating mastery, autonomy, responsibility and control in a wide range
of working condition.
Mastery
65- 79 4 Good working technical and related knowledge and skills. Can perform the
task in a wide range of working conditions, demonstrating good working
knowledge of the skill, initiative, and adaptability to problem situations.
Proficient
50 - 64 3 Satisfactory technical and related knowledge and skills; Can perform the task
demonstrating sufficient knowledge of the skill, and an ability to operate
satisfactorily displaying some initiative and adaptability to problem situations
Competent
35 - 49 2 Insufficient technical and related knowledge and skill; Can perform limited
parts of the task satisfactorily but require considerable assistance
Not Yet
Competent
Below
35
1 Insufficient evidence of attainment of competence; Has not demonstrated
sufficient knowledge, skill and attitude on which a judgement can be made
Not Yet
Competent
49. Purposes of competency standards
Competency standards are statements of the level of skills,
knowledge and attitude expected of people in various
functions, positions and roles in the workplace.
Competency standards form the base for:
1) developing training programs;
2) job instruction;
3) setting up individualised training plans;
4) establishing enterprise training plans;
50. 5) recognition of prior learning;
6) performance reviews;
7) selection and promotion reviews;
8) a guide for planning job rotation;
9) developing job descriptions; work organisation and
job design.
10) Development of learning materials,
11) Selection of training methodologies
12) Development and administration of assessment
