This document provides an occupational standard for cleaning at the National TVET-Qualification Framework (NTQF) Level I in Ethiopia. It defines the competencies needed to perform cleaning work productively. The standard is composed of units of competence that define specific cleaning tasks. It also outlines the dimensions of competence, including task skills, task management skills, contingency management skills, and job/role environment skills. The document provides a chart of unit codes for different cleaning competencies and gives an example of unit components like elements, performance criteria, and evidence guide.
The document discusses occupational standards and their role in technical vocational education and training. It defines occupational standards as describing the competencies needed to perform work. Occupational standards are composed of discrete units of competence that define a particular scope of work. These standards are industry focused and reflect organizational needs. The document also discusses how occupational standards are developed by industry experts and keep pace with changing job requirements. It provides details on how units of competence are classified and packaged and how they are aligned with qualification levels in the national TVET qualification framework.
The document outlines the Training Regulations (TR) for the Handloom Weaving (Upright) NC II Qualification, which defines the competencies needed to conduct handloom weaving activities from preparation through to post-weaving. The TR serves as the basis for developing training curriculum and assessment, and describes the policies for assessment and certification. It is comprised of 4 sections that define the qualification, competency standards, training arrangements, and assessment/certification arrangements.
Ethiopia TVET at a glance, March 2016latest.pptBakalcha Bari
This document provides an overview of outcome-based TVET development in Ethiopia. It outlines Ethiopia's TVET strategy, which aims to create a coherent outcome-based TVET system integrating formal, non-formal, and informal training. The strategy focuses on principles like lifelong learning and stakeholder participation. It describes key issues in implementing the strategy like developing occupational standards, building institutional capacity, and strengthening industry-TVET linkage. It also provides data on TVET achievements and international cooperation modalities to support the development of a skilled workforce and competitive industries in Ethiopia.
This document provides information about competency standards and certification levels in technical vocational education and training (TVET) in the Philippines. It defines key terms like competency standards, basic and common units of competency, and describes the four certification levels (NC I to NC IV). It also outlines sample curricula for TVET specializations in arts and trades, agriculture, and fishery for the K to 12 program. Timetables for automotive and motorcycle servicing courses are included.
The document provides guidance on conducting a toolbox talk and task risk assessment (TRIC). It begins by outlining the aim and objectives of the workshop which is to help participants understand TRIC and be able to effectively conduct task risk assessments. It then defines key risk assessment terms like hazards, risks, and controls. The document provides steps for conducting a TRIC including identifying hazards for each task step, evaluating risks, and establishing control measures. It emphasizes control hierarchy and effective communication of risk assessments.
This document is a resume for Rejendra Khanal that provides information about his work experience, education, training, honors and awards, and personal details. The resume summarizes that Khanal has over 5 years of experience in quality assurance and administrative roles in Afghanistan, including developing training programs. He has a Bachelor's degree in business and completed over 40 safety and technical training courses. He has received several awards and certificates of appreciation for his work.
The document outlines a 5-step training package for autonomous maintenance that includes educating operators on machine functions, having operators do initial cleaning and inspections to establish standards, eliminating contamination and inaccessible areas, developing provisional standards, finalizing the standards after management approval, and training operators on the new standards. The goal is to equip operators to identify and address issues themselves through proactive maintenance rather than reactive repairs in order to improve equipment reliability.
The document provides a curriculum guide for an exploratory course on computer hardware servicing. It outlines 4 lessons that cover key competencies including: using hand tools, performing mensuration and calculation, preparing and interpreting technical drawings, and practicing occupational health and safety procedures. For each lesson, learning competencies, projects/activities, assessment methods and durations are specified. The overarching goal is for students to develop an understanding of computer hardware servicing and safely apply key techniques involved in the field.
The document discusses occupational standards and their role in technical vocational education and training. It defines occupational standards as describing the competencies needed to perform work. Occupational standards are composed of discrete units of competence that define a particular scope of work. These standards are industry focused and reflect organizational needs. The document also discusses how occupational standards are developed by industry experts and keep pace with changing job requirements. It provides details on how units of competence are classified and packaged and how they are aligned with qualification levels in the national TVET qualification framework.
The document outlines the Training Regulations (TR) for the Handloom Weaving (Upright) NC II Qualification, which defines the competencies needed to conduct handloom weaving activities from preparation through to post-weaving. The TR serves as the basis for developing training curriculum and assessment, and describes the policies for assessment and certification. It is comprised of 4 sections that define the qualification, competency standards, training arrangements, and assessment/certification arrangements.
Ethiopia TVET at a glance, March 2016latest.pptBakalcha Bari
This document provides an overview of outcome-based TVET development in Ethiopia. It outlines Ethiopia's TVET strategy, which aims to create a coherent outcome-based TVET system integrating formal, non-formal, and informal training. The strategy focuses on principles like lifelong learning and stakeholder participation. It describes key issues in implementing the strategy like developing occupational standards, building institutional capacity, and strengthening industry-TVET linkage. It also provides data on TVET achievements and international cooperation modalities to support the development of a skilled workforce and competitive industries in Ethiopia.
This document provides information about competency standards and certification levels in technical vocational education and training (TVET) in the Philippines. It defines key terms like competency standards, basic and common units of competency, and describes the four certification levels (NC I to NC IV). It also outlines sample curricula for TVET specializations in arts and trades, agriculture, and fishery for the K to 12 program. Timetables for automotive and motorcycle servicing courses are included.
The document provides guidance on conducting a toolbox talk and task risk assessment (TRIC). It begins by outlining the aim and objectives of the workshop which is to help participants understand TRIC and be able to effectively conduct task risk assessments. It then defines key risk assessment terms like hazards, risks, and controls. The document provides steps for conducting a TRIC including identifying hazards for each task step, evaluating risks, and establishing control measures. It emphasizes control hierarchy and effective communication of risk assessments.
This document is a resume for Rejendra Khanal that provides information about his work experience, education, training, honors and awards, and personal details. The resume summarizes that Khanal has over 5 years of experience in quality assurance and administrative roles in Afghanistan, including developing training programs. He has a Bachelor's degree in business and completed over 40 safety and technical training courses. He has received several awards and certificates of appreciation for his work.
The document outlines a 5-step training package for autonomous maintenance that includes educating operators on machine functions, having operators do initial cleaning and inspections to establish standards, eliminating contamination and inaccessible areas, developing provisional standards, finalizing the standards after management approval, and training operators on the new standards. The goal is to equip operators to identify and address issues themselves through proactive maintenance rather than reactive repairs in order to improve equipment reliability.
The document provides a curriculum guide for an exploratory course on computer hardware servicing. It outlines 4 lessons that cover key competencies including: using hand tools, performing mensuration and calculation, preparing and interpreting technical drawings, and practicing occupational health and safety procedures. For each lesson, learning competencies, projects/activities, assessment methods and durations are specified. The overarching goal is for students to develop an understanding of computer hardware servicing and safely apply key techniques involved in the field.
Mohammad Al yousifMGMT 3100Paisley Stidham2162017 .docxgilpinleeanna
Mohammad Al yousif
MGMT 3100
Paisley Stidham
2/16/2017
JOB DESCRIPTION AND SPECIFICATIONS
Job Title:Management Analyst
Department(s): Human Resource Management
Level(s): Corporate
Reports to:The Manager
Position Purpose and Nature of Work:
Conducts evaluations and organizational studies, designs procedures and systems, conducts measurement studies and work simplifications, and prepares procedures manuals and operations.
Job Duties and Essential Functions:
Describe each broad function of the job, how it is accomplished and what end result is desired. Indicate in the first column the frequency the function is performed using the codes below. (Some items may occur concurrently.) Indicate in the second column if you believe the function to be essential to the fundamental successful performance of the job.
Frequency:Rarely (R)Occasionally (O)Frequently (F)Continually (C)
Less than 1%1% to 33%34% to 65%66% to 100%
Essential Job Function:Yes (Y)No (N)
Frequency Essential
1) Document findings
F
Y
2) Prepare recommendations
O
Y
3) Conduct on-site observations
F
Y
4) Interview personnel
O
Y
5) Develop solutions
F
Y
6) Analyze data
O
Y
7) Plan work procedures
F
Y
8) Evaluate progress
F
Y
9) Conduct work simplification
F
Y
10) Design procedures
O
Y
11) Design systems
O
Y
12) All other duties as assigned
F
Y
Department Function:
Ensure that all operations are smooth and that all employees assigned to specific duties are efficient and productive.
Internal/External Contacts:
Marketing Manager, Human Resource Specialists, Training, and Development Specialists, Market Research Analysts and Marketing Specialists, Fraud Examiners, Investigators, and Analysts (O.Net, 2016). The purpose of the contact is to make sure that everything is smooth and at the same time to guide the management analyst on specific tasks.
Al yousif 1
Al yousif 2
January 10, 2002
Supervision Received:
Management analyst is not monitored like other employees. However, he is answerable to the manager, and he reports to the manager.
The direction of Others:
The Management Analyst does not involve himself with employees. His major responsibility is to analyze and advise the organization on management related issues. He does not give work directions to junior employees, he only enquires and advises.
Work Planning:
The Management Analyst documents finding and later file recommendations on issues that are related to management. He also interviews personnel to ensure that their qualifications are in line with the goals of the organization. In a case of any challenge, he looks into ways that the challenges can be overcome and plans on the best strategies to apply.
Accountability and Impact:
The work will not be affected by any financial condition or budget, the amount agreed upon will push through no matter the situations or circumstances.
Problem Solving and Decision Making
Implementing an ...
The document discusses conducting a workshop on training needs analysis (TNA). The workshop aims to help participants understand the importance and process of TNA for assessing training needs within an organization. The workshop objectives are to understand the purpose and dynamics of TNA, its relevance in managing an organization's human resources, and how to design and conduct effective TNA exercises. The workshop also covers assessing the results and implementation of TNA recommendations.
The document provides the training regulations for the Visual Graphic Design NC III Qualification in the Philippines. It defines the qualification which involves developing visual graphic designs for logos, print media, user experience, user interfaces, product packaging, and booth/window displays. It outlines the basic, common, and core competencies required. It also describes the sections within the regulations, which cover the qualification definition, competency standards, training arrangements, and assessment/certification arrangements. The competency standards section lists and describes the knowledge and skills required for each competency unit.
T-1.8.1Details of AssessmentTerm and YearTerm 2 2015Time a.docxmattinsonjanel
T-1.8.1
Details of Assessment
Term and Year
Term 2 2015
Time allowed
-
Assessment No
1 of 1
Assessment Weighting
100%
Assessment Type
Written Response
Due Date
Week No. 8
Room
Details of Subject
Qualification
ICT20115 - Certificate II in Information, Digital Media and Technology
Subject Name
IT in a Sustainable Environment
Details of Unit(s) of competency
Unit Code (s) and Names
BSBWHS201 - Contribute to health and safety of self and others
BSBSUS201 - Participate in environmentally sustainable work practices
ICTICT202 - Work and communicate effectively in an ICT environment
Details of Student
Student Name
College
Student ID
Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.
Signature: ___________________________
Date: _______/________/_______________
Details of Assessor
Assessor’s Name
Assessment Outcome
Results
|_| Competent |_| Not Yet Competent
Marks
/100
FEEDBACK TO STUDENT
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my right to appeal and the reassessment procedure.
Signature: ____________________________
Date: ____/_____/_____
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback
|_| Student did not attend the feedback session.
Feedback provided on assessment.
Signature: ____________________________
Date: ____/_____/_____
Purpose of the assessment
The purpose of this assessment is to assess the student in the following outcomes:
Competent
(C)
Not yet Competent
(NYC)
Performance Criteria :BSBWHS201 Contribute to health and safety of self and others
1.1 Follow provided safety procedures and instructions when working
1.2 Carry out pre start systems and equipment checks according to workplace procedures
1.3 Follow workplace procedures for responding to emergency incidents
2.1 Identify designated persons to whom queries and concerns about safety in the workplace should be directed
2.2 Identify existing and potential hazards in the workplace, report them to designated persons and record them according to workplace procedures
2.3 Identify and implement WHS procedures and work instructions
2.4 Identify and report emergency incidents and injuries to designated persons according to workplace procedures
2.5 Identify WHS duty holders and their duties for own ...
This document outlines the curriculum for an exploratory course on technical drafting for Grade 7/8 students. The course introduces five common competencies: using tools and equipment, maintaining tools and instruments, performing measurements and calculations, interpreting technical drawings, and practicing occupational health and safety. It covers lessons in personal entrepreneurial skills, understanding the environment and market, tool use, tool maintenance, measurement, and interpreting technical drawings. Each lesson includes learning competencies and performance standards to teach students basic concepts and skills in technical drafting.
This document discusses competency-based training and assessment. It defines competency as applying skills, knowledge and attitudes to perform work tasks to the standard expected. Competency involves four key areas: task skills, task management skills, contingency management skills, and job/role environment skills.
The document then outlines the components of a unit of competency, which is the smallest assessable component. A unit of competency includes a code, title, descriptor, performance criteria, range of variables, and evidence guide to direct assessors. Competency standards provide benchmarks for skills and knowledge required to be considered competent in a workplace.
The document summarizes key aspects of competency standards and units of competency. It defines competency as applying skills, knowledge and attitudes to perform work tasks to the expected workplace standard. Competency involves task skills, task management skills, contingency management skills, and job/role environment skills. The document also outlines the components of a unit of competency, including the unit code/title, descriptor, elements/performance criteria, range of variables, and evidence guide. It provides examples of how each component is used to specify the required skills and assess competency in a standardized way.
CURRICULUM VITAE OF KONKA RUDOLPH JAFTA 6Konka Jafta
This document is a curriculum vitae for Konka Rudolph Jafta that provides his personal and contact details, education history, field training background from multiple companies, work experience including as a lecturer and general worker, current work as a quality coordinator, computer literacy, certificates, references and declaration. It outlines his qualifications and responsibilities in various roles in engineering, quality control, and education fields over the past several years.
This document outlines a lesson plan for an automotive servicing course. It covers five lessons that teach students about use of hand tools, measurement and calculation, interpreting plans and drawings, shop maintenance, and occupational health and safety procedures. Each lesson identifies learning competencies, projects and activities, and assessments. The goal is for students to gain skills in tool use, measurement, interpreting technical documents, shop organization, and safety awareness through hands-on learning activities over the course of 40 total hours.
The document provides information on planning and organizing work, including:
- The unit specifies outcomes for planning and organizing individual and group work activities on a construction site, including identifying task requirements, planning steps, and organizing work.
- Evidence of competency in this unit would be collected over time through assessment of planning a variety of work activities in different construction contexts.
- Planning work involves determining task requirements, identifying relevant steps to efficiently complete tasks according to safety, environmental and quality requirements.
- Key skills involved in planning work include communication, interpreting information, evaluating performance, and using technology like radios to access instructions.
The document discusses quality management and ISO standards. It provides an overview of quality management systems and their key aspects such as documentation, processes, continual improvement, and customer focus. ISO 9001 defines the requirements for a quality management system to ensure customer satisfaction and compliance. ISO 14001 establishes the standards for an environmental management system, with requirements for compliance, prevention of pollution, and continual environmental improvement. Certification provides external validation and focus on key issues.
The document discusses quality management and ISO standards. It provides an overview of quality management systems and their key aspects such as documentation, processes, continual improvement, and customer focus. ISO 9001 defines the requirements for a quality management system to ensure customer satisfaction and compliance. ISO 14001 establishes the standards for an environmental management system, with requirements for compliance, prevention of pollution, and continual environmental performance improvement. Certification provides external validation and focus on key issues.
This document provides an overview of the Grade 7/8 and Grade 9 curriculum for the Industrial Arts - Automotive Servicing course in the Philippines. The Grade 7/8 course is exploratory and covers basic concepts, career opportunities, and common competencies like using tools and safety practices. The Grade 9 course focuses on specialization, covering servicing automotive batteries and ignition systems. Both courses address personal entrepreneurial competencies and analyzing the automotive services environment and market.
This document is a curriculum vitae for Md. Azharuddin that outlines his work experience, education, skills, and objective. It details his current role as a Production Engineer at Ercon Middle East since August 2016 where he is responsible for production scheduling, material planning, quality inspections, and reporting. Prior to this he worked as a Production Supervisor at Power Bar Gulf LLC from April 2015 to July 2016 and as an Engineer at VOITH Industrial Services India Pvt. Ltd from June 2012 to April 2015 where he performed maintenance and troubleshooting. He completed his B-Tech in Electronics & Instrumentation Engineering in 2012 and provides his personal details and contact information.
This document provides an overview of quality management and environmental management systems. It discusses ISO 9001, which defines how an organization ensures its products and services meet customer requirements. ISO 14001 is also covered, which establishes requirements for an environmental management system to minimize environmental impacts. The key aspects of establishing documented quality and environmental management systems are planning, implementing, checking, and reviewing processes to ensure continual improvement.
PARAMED COLLEGE preventing and eliminating of muda.pptxGebreyohanstesfay2
This learning module provides training on preventing and eliminating MUDA (waste) in the workplace. It covers applying problem-solving techniques and tools to continuously improve quality, productivity, and other aspects of work. The module is 40 hours and includes 5 learning outcomes: 1) Prepare for work, 2) Identify MUDA and problems, 3) Analyze causes of problems, 4) Eliminate MUDA and assess solutions, and 5) Prevent future wastes and sustain operations. Key topics covered are identifying requirements and hazards, interpreting specifications, selecting equipment safely, analyzing issues, developing and implementing plans to cut waste.
This document provides a private and confidential profile for Deon Engels, including his contact details, identity information, languages spoken, and employment history. Deon has 12 years of experience in steel manufacturing, including roles in production, management, and safety, but was recently retrenched due to company closure. He holds qualifications in safety, quality, and environmental auditing and is seeking new employment in an SHEQ role where he can apply his experience in management systems, auditing, and safety assurance.
This document outlines the training regulations for the Automotive Servicing NC II Qualification in the Philippines. It includes 2 sections that define the qualification components and competency standards. Section 1 describes the qualification structure, which is made up of basic, common and core competencies. Section 2 provides the details of each competency unit, including performance criteria, range of variables and evidence guide. The qualification is designed to prepare trainees to inspect, clean, repair and service automotive vehicles.
The document outlines objectives for a training session on two units: TAEDES401A and TAEDES402A. It aims to provide understanding of important content in the units and focus on assessment requirements. It discusses 10 units clustered into design, delivery, and assessment. The session will be competency-based and use past experience and common sense. It provides information on accredited courses, AQF levels, training packages and units of competence.
The document discusses quality procedures and processes. It provides an overview of quality management systems and outlines some key aspects such as continual improvement, customer focus, leadership, and the importance of following documented procedures. Examples of quality procedures discussed include maintenance, product recalls, supplier assessment, and failure mode and effects analysis. Quality terminology is also defined.
Mohammad Al yousifMGMT 3100Paisley Stidham2162017 .docxgilpinleeanna
Mohammad Al yousif
MGMT 3100
Paisley Stidham
2/16/2017
JOB DESCRIPTION AND SPECIFICATIONS
Job Title:Management Analyst
Department(s): Human Resource Management
Level(s): Corporate
Reports to:The Manager
Position Purpose and Nature of Work:
Conducts evaluations and organizational studies, designs procedures and systems, conducts measurement studies and work simplifications, and prepares procedures manuals and operations.
Job Duties and Essential Functions:
Describe each broad function of the job, how it is accomplished and what end result is desired. Indicate in the first column the frequency the function is performed using the codes below. (Some items may occur concurrently.) Indicate in the second column if you believe the function to be essential to the fundamental successful performance of the job.
Frequency:Rarely (R)Occasionally (O)Frequently (F)Continually (C)
Less than 1%1% to 33%34% to 65%66% to 100%
Essential Job Function:Yes (Y)No (N)
Frequency Essential
1) Document findings
F
Y
2) Prepare recommendations
O
Y
3) Conduct on-site observations
F
Y
4) Interview personnel
O
Y
5) Develop solutions
F
Y
6) Analyze data
O
Y
7) Plan work procedures
F
Y
8) Evaluate progress
F
Y
9) Conduct work simplification
F
Y
10) Design procedures
O
Y
11) Design systems
O
Y
12) All other duties as assigned
F
Y
Department Function:
Ensure that all operations are smooth and that all employees assigned to specific duties are efficient and productive.
Internal/External Contacts:
Marketing Manager, Human Resource Specialists, Training, and Development Specialists, Market Research Analysts and Marketing Specialists, Fraud Examiners, Investigators, and Analysts (O.Net, 2016). The purpose of the contact is to make sure that everything is smooth and at the same time to guide the management analyst on specific tasks.
Al yousif 1
Al yousif 2
January 10, 2002
Supervision Received:
Management analyst is not monitored like other employees. However, he is answerable to the manager, and he reports to the manager.
The direction of Others:
The Management Analyst does not involve himself with employees. His major responsibility is to analyze and advise the organization on management related issues. He does not give work directions to junior employees, he only enquires and advises.
Work Planning:
The Management Analyst documents finding and later file recommendations on issues that are related to management. He also interviews personnel to ensure that their qualifications are in line with the goals of the organization. In a case of any challenge, he looks into ways that the challenges can be overcome and plans on the best strategies to apply.
Accountability and Impact:
The work will not be affected by any financial condition or budget, the amount agreed upon will push through no matter the situations or circumstances.
Problem Solving and Decision Making
Implementing an ...
The document discusses conducting a workshop on training needs analysis (TNA). The workshop aims to help participants understand the importance and process of TNA for assessing training needs within an organization. The workshop objectives are to understand the purpose and dynamics of TNA, its relevance in managing an organization's human resources, and how to design and conduct effective TNA exercises. The workshop also covers assessing the results and implementation of TNA recommendations.
The document provides the training regulations for the Visual Graphic Design NC III Qualification in the Philippines. It defines the qualification which involves developing visual graphic designs for logos, print media, user experience, user interfaces, product packaging, and booth/window displays. It outlines the basic, common, and core competencies required. It also describes the sections within the regulations, which cover the qualification definition, competency standards, training arrangements, and assessment/certification arrangements. The competency standards section lists and describes the knowledge and skills required for each competency unit.
T-1.8.1Details of AssessmentTerm and YearTerm 2 2015Time a.docxmattinsonjanel
T-1.8.1
Details of Assessment
Term and Year
Term 2 2015
Time allowed
-
Assessment No
1 of 1
Assessment Weighting
100%
Assessment Type
Written Response
Due Date
Week No. 8
Room
Details of Subject
Qualification
ICT20115 - Certificate II in Information, Digital Media and Technology
Subject Name
IT in a Sustainable Environment
Details of Unit(s) of competency
Unit Code (s) and Names
BSBWHS201 - Contribute to health and safety of self and others
BSBSUS201 - Participate in environmentally sustainable work practices
ICTICT202 - Work and communicate effectively in an ICT environment
Details of Student
Student Name
College
Student ID
Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.
Signature: ___________________________
Date: _______/________/_______________
Details of Assessor
Assessor’s Name
Assessment Outcome
Results
|_| Competent |_| Not Yet Competent
Marks
/100
FEEDBACK TO STUDENT
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my right to appeal and the reassessment procedure.
Signature: ____________________________
Date: ____/_____/_____
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback
|_| Student did not attend the feedback session.
Feedback provided on assessment.
Signature: ____________________________
Date: ____/_____/_____
Purpose of the assessment
The purpose of this assessment is to assess the student in the following outcomes:
Competent
(C)
Not yet Competent
(NYC)
Performance Criteria :BSBWHS201 Contribute to health and safety of self and others
1.1 Follow provided safety procedures and instructions when working
1.2 Carry out pre start systems and equipment checks according to workplace procedures
1.3 Follow workplace procedures for responding to emergency incidents
2.1 Identify designated persons to whom queries and concerns about safety in the workplace should be directed
2.2 Identify existing and potential hazards in the workplace, report them to designated persons and record them according to workplace procedures
2.3 Identify and implement WHS procedures and work instructions
2.4 Identify and report emergency incidents and injuries to designated persons according to workplace procedures
2.5 Identify WHS duty holders and their duties for own ...
This document outlines the curriculum for an exploratory course on technical drafting for Grade 7/8 students. The course introduces five common competencies: using tools and equipment, maintaining tools and instruments, performing measurements and calculations, interpreting technical drawings, and practicing occupational health and safety. It covers lessons in personal entrepreneurial skills, understanding the environment and market, tool use, tool maintenance, measurement, and interpreting technical drawings. Each lesson includes learning competencies and performance standards to teach students basic concepts and skills in technical drafting.
This document discusses competency-based training and assessment. It defines competency as applying skills, knowledge and attitudes to perform work tasks to the standard expected. Competency involves four key areas: task skills, task management skills, contingency management skills, and job/role environment skills.
The document then outlines the components of a unit of competency, which is the smallest assessable component. A unit of competency includes a code, title, descriptor, performance criteria, range of variables, and evidence guide to direct assessors. Competency standards provide benchmarks for skills and knowledge required to be considered competent in a workplace.
The document summarizes key aspects of competency standards and units of competency. It defines competency as applying skills, knowledge and attitudes to perform work tasks to the expected workplace standard. Competency involves task skills, task management skills, contingency management skills, and job/role environment skills. The document also outlines the components of a unit of competency, including the unit code/title, descriptor, elements/performance criteria, range of variables, and evidence guide. It provides examples of how each component is used to specify the required skills and assess competency in a standardized way.
CURRICULUM VITAE OF KONKA RUDOLPH JAFTA 6Konka Jafta
This document is a curriculum vitae for Konka Rudolph Jafta that provides his personal and contact details, education history, field training background from multiple companies, work experience including as a lecturer and general worker, current work as a quality coordinator, computer literacy, certificates, references and declaration. It outlines his qualifications and responsibilities in various roles in engineering, quality control, and education fields over the past several years.
This document outlines a lesson plan for an automotive servicing course. It covers five lessons that teach students about use of hand tools, measurement and calculation, interpreting plans and drawings, shop maintenance, and occupational health and safety procedures. Each lesson identifies learning competencies, projects and activities, and assessments. The goal is for students to gain skills in tool use, measurement, interpreting technical documents, shop organization, and safety awareness through hands-on learning activities over the course of 40 total hours.
The document provides information on planning and organizing work, including:
- The unit specifies outcomes for planning and organizing individual and group work activities on a construction site, including identifying task requirements, planning steps, and organizing work.
- Evidence of competency in this unit would be collected over time through assessment of planning a variety of work activities in different construction contexts.
- Planning work involves determining task requirements, identifying relevant steps to efficiently complete tasks according to safety, environmental and quality requirements.
- Key skills involved in planning work include communication, interpreting information, evaluating performance, and using technology like radios to access instructions.
The document discusses quality management and ISO standards. It provides an overview of quality management systems and their key aspects such as documentation, processes, continual improvement, and customer focus. ISO 9001 defines the requirements for a quality management system to ensure customer satisfaction and compliance. ISO 14001 establishes the standards for an environmental management system, with requirements for compliance, prevention of pollution, and continual environmental improvement. Certification provides external validation and focus on key issues.
The document discusses quality management and ISO standards. It provides an overview of quality management systems and their key aspects such as documentation, processes, continual improvement, and customer focus. ISO 9001 defines the requirements for a quality management system to ensure customer satisfaction and compliance. ISO 14001 establishes the standards for an environmental management system, with requirements for compliance, prevention of pollution, and continual environmental performance improvement. Certification provides external validation and focus on key issues.
This document provides an overview of the Grade 7/8 and Grade 9 curriculum for the Industrial Arts - Automotive Servicing course in the Philippines. The Grade 7/8 course is exploratory and covers basic concepts, career opportunities, and common competencies like using tools and safety practices. The Grade 9 course focuses on specialization, covering servicing automotive batteries and ignition systems. Both courses address personal entrepreneurial competencies and analyzing the automotive services environment and market.
This document is a curriculum vitae for Md. Azharuddin that outlines his work experience, education, skills, and objective. It details his current role as a Production Engineer at Ercon Middle East since August 2016 where he is responsible for production scheduling, material planning, quality inspections, and reporting. Prior to this he worked as a Production Supervisor at Power Bar Gulf LLC from April 2015 to July 2016 and as an Engineer at VOITH Industrial Services India Pvt. Ltd from June 2012 to April 2015 where he performed maintenance and troubleshooting. He completed his B-Tech in Electronics & Instrumentation Engineering in 2012 and provides his personal details and contact information.
This document provides an overview of quality management and environmental management systems. It discusses ISO 9001, which defines how an organization ensures its products and services meet customer requirements. ISO 14001 is also covered, which establishes requirements for an environmental management system to minimize environmental impacts. The key aspects of establishing documented quality and environmental management systems are planning, implementing, checking, and reviewing processes to ensure continual improvement.
PARAMED COLLEGE preventing and eliminating of muda.pptxGebreyohanstesfay2
This learning module provides training on preventing and eliminating MUDA (waste) in the workplace. It covers applying problem-solving techniques and tools to continuously improve quality, productivity, and other aspects of work. The module is 40 hours and includes 5 learning outcomes: 1) Prepare for work, 2) Identify MUDA and problems, 3) Analyze causes of problems, 4) Eliminate MUDA and assess solutions, and 5) Prevent future wastes and sustain operations. Key topics covered are identifying requirements and hazards, interpreting specifications, selecting equipment safely, analyzing issues, developing and implementing plans to cut waste.
This document provides a private and confidential profile for Deon Engels, including his contact details, identity information, languages spoken, and employment history. Deon has 12 years of experience in steel manufacturing, including roles in production, management, and safety, but was recently retrenched due to company closure. He holds qualifications in safety, quality, and environmental auditing and is seeking new employment in an SHEQ role where he can apply his experience in management systems, auditing, and safety assurance.
This document outlines the training regulations for the Automotive Servicing NC II Qualification in the Philippines. It includes 2 sections that define the qualification components and competency standards. Section 1 describes the qualification structure, which is made up of basic, common and core competencies. Section 2 provides the details of each competency unit, including performance criteria, range of variables and evidence guide. The qualification is designed to prepare trainees to inspect, clean, repair and service automotive vehicles.
The document outlines objectives for a training session on two units: TAEDES401A and TAEDES402A. It aims to provide understanding of important content in the units and focus on assessment requirements. It discusses 10 units clustered into design, delivery, and assessment. The session will be competency-based and use past experience and common sense. It provides information on accredited courses, AQF levels, training packages and units of competence.
The document discusses quality procedures and processes. It provides an overview of quality management systems and outlines some key aspects such as continual improvement, customer focus, leadership, and the importance of following documented procedures. Examples of quality procedures discussed include maintenance, product recalls, supplier assessment, and failure mode and effects analysis. Quality terminology is also defined.
Improving the viability of probiotics by encapsulation methods for developmen...Open Access Research Paper
The popularity of functional foods among scientists and common people has been increasing day by day. Awareness and modernization make the consumer think better regarding food and nutrition. Now a day’s individual knows very well about the relation between food consumption and disease prevalence. Humans have a diversity of microbes in the gut that together form the gut microflora. Probiotics are the health-promoting live microbial cells improve host health through gut and brain connection and fighting against harmful bacteria. Bifidobacterium and Lactobacillus are the two bacterial genera which are considered to be probiotic. These good bacteria are facing challenges of viability. There are so many factors such as sensitivity to heat, pH, acidity, osmotic effect, mechanical shear, chemical components, freezing and storage time as well which affects the viability of probiotics in the dairy food matrix as well as in the gut. Multiple efforts have been done in the past and ongoing in present for these beneficial microbial population stability until their destination in the gut. One of a useful technique known as microencapsulation makes the probiotic effective in the diversified conditions and maintain these microbe’s community to the optimum level for achieving targeted benefits. Dairy products are found to be an ideal vehicle for probiotic incorporation. It has been seen that the encapsulated microbial cells show higher viability than the free cells in different processing and storage conditions as well as against bile salts in the gut. They make the food functional when incorporated, without affecting the product sensory characteristics.
Evolving Lifecycles with High Resolution Site Characterization (HRSC) and 3-D...Joshua Orris
The incorporation of a 3DCSM and completion of HRSC provided a tool for enhanced, data-driven, decisions to support a change in remediation closure strategies. Currently, an approved pilot study has been obtained to shut-down the remediation systems (ISCO, P&T) and conduct a hydraulic study under non-pumping conditions. A separate micro-biological bench scale treatability study was competed that yielded positive results for an emerging innovative technology. As a result, a field pilot study has commenced with results expected in nine-twelve months. With the results of the hydraulic study, field pilot studies and an updated risk assessment leading site monitoring optimization cost lifecycle savings upwards of $15MM towards an alternatively evolved best available technology remediation closure strategy.
Optimizing Post Remediation Groundwater Performance with Enhanced Microbiolog...Joshua Orris
Results of geophysics and pneumatic injection pilot tests during 2003 – 2007 yielded significant positive results for injection delivery design and contaminant mass treatment, resulting in permanent shut-down of an existing groundwater Pump & Treat system.
Accessible source areas were subsequently removed (2011) by soil excavation and treated with the placement of Emulsified Vegetable Oil EVO and zero-valent iron ZVI to accelerate treatment of impacted groundwater in overburden and weathered fractured bedrock. Post pilot test and post remediation groundwater monitoring has included analyses of CVOCs, organic fatty acids, dissolved gases and QuantArray® -Chlor to quantify key microorganisms (e.g., Dehalococcoides, Dehalobacter, etc.) and functional genes (e.g., vinyl chloride reductase, methane monooxygenase, etc.) to assess potential for reductive dechlorination and aerobic cometabolism of CVOCs.
In 2022, the first commercial application of MetaArray™ was performed at the site. MetaArray™ utilizes statistical analysis, such as principal component analysis and multivariate analysis to provide evidence that reductive dechlorination is active or even that it is slowing. This creates actionable data allowing users to save money by making important site management decisions earlier.
The results of the MetaArray™ analysis’ support vector machine (SVM) identified groundwater monitoring wells with a 80% confidence that were characterized as either Limited for Reductive Decholorination or had a High Reductive Reduction Dechlorination potential. The results of MetaArray™ will be used to further optimize the site’s post remediation monitoring program for monitored natural attenuation.
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Water polluted by dyestuffs compounds is a global threat to health and the environment; accordingly, we prepared a green novel sorbent chemical and Physical system from an algae, chitosan and chitosan nanoparticle and impregnated with algae with chitosan nanocomposite for the sorption of Malachite green dye from water. The algae with chitosan nanocomposite by a simple method and used as a recyclable and effective adsorbent for the removal of malachite green dye from aqueous solutions. Algae, chitosan, chitosan nanoparticle and algae with chitosan nanocomposite were characterized using different physicochemical methods. The functional groups and chemical compounds found in algae, chitosan, chitosan algae, chitosan nanoparticle, and chitosan nanoparticle with algae were identified using FTIR, SEM, and TGADTA/DTG techniques. The optimal adsorption conditions, different dosages, pH and Temperature the amount of algae with chitosan nanocomposite were determined. At optimized conditions and the batch equilibrium studies more than 99% of the dye was removed. The adsorption process data matched well kinetics showed that the reaction order for dye varied with pseudo-first order and pseudo-second order. Furthermore, the maximum adsorption capacity of the algae with chitosan nanocomposite toward malachite green dye reached as high as 15.5mg/g, respectively. Finally, multiple times reusing of algae with chitosan nanocomposite and removing dye from a real wastewater has made it a promising and attractive option for further practical applications.
BASIC CONCEPT OF ENVIRONMENT AND DIFFERENT CONSTITUTENET OF ENVIRONMENT
OS Presentation level -1.pptx
1. Federal Democratic Republic of Ethiopia
Occupational Standard
Cleaning
National TVET-Qualification Framework (NTQF) Level -I
Presented by:
Tamirat Sulamo
2. Solid waste Management 5
Cleaning 1
Solid Waste Handling 2
Transfer Station
Operation
& Composting
Landfill
Operation
Solid waste Inspection 4
Level I
Level II
Level III 3
Level IV
Level V
Occupational Maps of SW
Previous Occupational Names and level
3. Understanding OS and its parts
• OS is a document defining the competences that a person
must possess to be able to perform and be productive in
the world of work. (Industry Demand)
• It is composed of units of competence that define a
particular scope of work resulting in a product, service or
decision.
• It is developed by industry experts or practitioners.
4. Dimensions Of Competence
1.Task Skills
• The requirement to perform tasks*
being competent means -
having the skills, knowledge and attitudes
to do the job
(e.g. preparing salad, troubleshooting an
engine)
understanding why the job should be done
in a certain way
(e.g. preparing a salad to complement a
seafood dish, troubleshooting an engine to
run a car)
5. DIMENSIONS OF COMPETENCE
2. Task management skills
• The requirement to manage a
number of different tasks*
being competent means –
being able to do
different tasks
at the same time
(e.g. preparing a salad while
watching another dish cook)
6. 3.Contingency management skills
• The requirement to respond to
irregularities and breakdowns in
routine*
Ethiopian TVET Reform
MoE - ECBP
being competent means –
dealing with everyday problems as
they arise (e.g. what to do when materials
are not in stock or managing an upset client)
7. 4. Job/role environment *
• The requirement to deal with the
responsibilities & expectations of
work environment
Ethiopian TVET Reform
MoE - ECBP
Being competent means -
understanding workplace policies and
procedures
(e.g. reporting to the right person, filling out
paperwork )
working with others in the workplace
(e.g. cooperating and communicating well with co-
workers, supervisors, managers and customers)
8. Parts of a Unit of Competence
Unit Title
Unit Descriptor
Elements Performance Criteria
Range of Variables
Evidence Guide (Critical Aspects of Competence, Underpinning
Knowledge, Underpinning Skills, Resource Implications, Method of
Assessment, context of Assessment)
9. UNIT OF COMPETENCE CHART
Occupational Standard: Cleaning
Occupational Code: EIS CLE
NTQF Level I
EIS CLE1 03 0112
Carry-out High Level
Cleaning
EIS CLE1 01 0112
Clean and Maintain
Surfaces and Areas
EIS CLE1 12 0112
Apply Quality
Standards
EIS CLE1 07 0112
Manually Sort Waste
EIS CLE1 02 0112
Perform Street
Cleaning
EIS CLE1 06 0112
Identify Wastes and
Hazards
EIS CLE1 04 0112
Comply with Infection
Control Policies and
Procedures
EIS CLE1 05 0112
Respond to Waste
Emergency
EIS CLE1 13 0112
Develop
Understanding of
Entrepreneurship
EIS CLE1 10 0112
Receive and
Respond to
Workplace
Communication
EIS CLE1 11 0112
Work with Others
EIS CLE1 08 0112
Store Waste
EIS CLE1 09 0112
Educate the public
on waste
management issues.
EIS CLE1 14 1012
Apply 5S Procedures
10. • The title of the
competency unit
• Refers to the title
of the general area
of competence
which is expressed
in outcome terms
11. • covers requirements
to review
assessment
procedures in a
specific context
• assists in clarifying
the unit title and
notes any
relationship with
other industry units
12. Basic building blocks of the unit
Describe the key purpose of the unit
Describe actions or outcomes which
are demonstrable and assessable
Elements
Unit Title: Set up and operate machines
Elements: 1. Set Machines
2. Conduct sample run
3. Test machine output
4. Adjust machine settings
13. Performance Criteria
• evaluative statements which specify what
is to be assessed
• specifies the required level of performance
• specifies the activities, knowledge, skills
and understanding which provide evidence
of competent performance
• task performed as per prescribed
procedure
e.g. Machine is set in accordance with product specifications,
manufacturer’s instructions and company procedures
14. 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
15. Unit Title:
Map scale is determined in accordance with
standard specifications and survey regulations
Range of Variables:
Map include:
Cadastral map
Progress map
Sketch map
Project control map
Isolated survey map
Variable
R
a
n
g
e
16. Evidence Guide
relate directly to:
Elements
Performance Criteria
Range of Variables
Guide the Assessor in the collection of
evidence
17. Parts of Evidence Guide (continuation)
1. Critical Aspects of Competency
•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)*
18. 2. Underpinning knowledge and attitude
Specific knowledge that is essential to
the performance of the competency
Evidence of knowledge of legislation,
regulations and Codes of Practice
Knowledge beyond the immediate scope
of the unit
Parts of Evidence Guide (continuation)
3. Underpinning skills
Skills needed to achieve the elements and
performance criteria set in each unit of
competency *
19. •Includes the consideration
in determining methods of
assessment to cover all
aspects of the units of
competency 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*
Parts of Evidence Guide (continuation)
20. Definition of Assessment
Assessment -The means of determining if a candidate possesses
the required competencies of an occupational qualification as
stated in the Occupational Standard (OS).
It is a process of collecting evidence/s and making judgment on
whether competence has been achieved or not
21. Objective of Assessment
to confirm that an individual can perform a work as
expressed in the Occupational Standards (OSs)
22. What is competence?
It is the possession and application of knowledge, skills & attitude to
perform activities as per the standard
(Not only having but applying is important/Current competence)
In Technical and Vocational Education and Training (TVET),
people are considered to be competent when they are able to
consistently apply their knowledge and skills to the standard of
performance required in the workplace.
23. Competence is the possession
and application of knowledge,
skills and right attitudes (KSA)
to perform work activities to the
standard expected in the
workplace
24. Task Skills
Job / Role Environment Skills
Contingency Management
Skills
Task Management Skills
COMPETENCE
Dimensions of competence
25. Dimensions Of Competence
1. Task Skills:- The requirement to perform tasks
being competent means -
having the skills, knowledge and attitude to do the job
e.g. Install electrical wiring systems in accordance with
requirements, without damage or distortion to the surrounding
environment or services
understanding why the job should be done in a certain way
e.g. troubleshooting an engine to run a car)
26. DIMENSIONS OF COMPETENCE
2. Task management skills:- The requirement to manage a
number of different tasks at a Time
being competent means –
being able to do different tasks at the same time
preparing a salad while watching another dish cook.
27. 3.Contingency management skills: The requirement to
respond to irregularities and breakdowns in routine
being competent means –
dealing with everyday problems as they arise
e.g. what to do when materials are not in stock or
managing an upset client
28. 4. Job/role environment* The requirement to deal with the
responsibilities & expectations of work environment
Being competent means -
understanding workplace policies and
procedures
e.g. reporting to the right person, filling out
paperwork
working with others in the workplace
e.g. cooperating and communicating well with co-
workers, supervisors, managers and customers
30. UNIT OF COMPETENCE CHART
Occupational Standard: Cleaning
Occupational Code: EIS CLE
NTQF Level I
EIS CLE1 03 0112
Carry-out High Level
Cleaning
EIS CLE1 01 0112
Clean and Maintain
Surfaces and Areas
EIS CLE1 12 0112
Apply Quality
Standards
EIS CLE1 07 0112
Manually Sort Waste
EIS CLE1 02 0112
Perform Street
Cleaning
EIS CLE1 06 0112
Identify Wastes and
Hazards
EIS CLE1 04 0112
Comply with Infection
Control Policies and
Procedures
EIS CLE1 05 0112
Respond to Waste
Emergency
EIS CLE1 13 0112
Develop
Understanding of
Entrepreneurship
EIS CLE1 10 0112
Receive and
Respond to
Workplace
Communication
EIS CLE1 11 0112
Work with Others
EIS CLE1 08 0112
Store Waste
EIS CLE1 09 0112
Educate the public
on waste
management issues.
EIS CLE1 14 1012
Apply 5S Procedures
31. Elements Performance Criteria
1.
Prepare
for
cleaning 1. The instructions and procedures are followed for entering and leaving your workplace.
2. Levels of personal hygiene are ensured to meet workplace requirements and are maintained throughout the
cleaning process.
3. The area is inspected for the cleaning needed, taking into account the different surfaces.
4. The time when cleaning is taking place and when the area is free for use again, is known and ensured to the right
people.
5. The correct procedures are followed to deal with any lost property or unattended items.
6. For each cleaning task, the appropriate equipment and materials is chosen taking into account factors such as
manufacturer’s instructions, risk, efficiency, access, time, surface and type of soiling.
7. If the appropriate equipment and materials are not available, suitable alternatives are selected or informed to the
appropriate person.
8. The personal protective equipment required for the cleaning method is worn and materials being used.
9. The sequence for cleaning the area to avoid re-soiling clean areas and surfaces is planned.
10. All surfaces to be cleaned are accessed and can be reached to perform adequate cleaning.
11. Adequate ventilation is ensured for the work being carried out.
32. 2.
Carry
out
your
cleaning
duties
1. Loose dirt, debris and detritus are removed before beginning the cleaning activity.
2. The correct cleaning method is used for the work area, as a type of soiling and surface.
3. Cleaning sequence is maintained so as to avoid re-soiling clean areas and surfaces.
4. During cleaning steps are taken not to disturb or cause nuisance to others.
5. Causing obstructions are avoided to access with cleaning equipment and power leads.
6. Warning signs are placed so that no-one may come into your work area without being warned.
7. New cleaning method is adapted according to the available equipment, materials and any identified problems.
8. Dealing efficiently with spillages, using the equipment, materials and method appropriate to the surface and
the type of spillage
9. Workplace procedures are followed to deal with any accidental damage caused during the cleaning process.
10. Any necessary supplies or consumables are replenished.
33. 3.
Documenting
and
reporting 1. Any difficulties during cleaning are reported to the appropriate person.
2. Any additional cleaning required that is outside responsibility or skill are Identified
and reported to the appropriate person.
3. Activities are documented and reported according to the requirements of the
company.
34. Variables Range
Instruction and
procedure
May include: Manufacturers instruction and Company procedures
Personal hygiene May include but not all:; Clean clothes, Clean hands, Cover hair and Wear cleaning cloths and shoes
Right people It may include: Clients, Colleagues, Managers , Person(s) in control of work and Supervisors
Personal protective
equipment
May include: ear muffs/plugs , gloves – non-permeable, goggles, high-visibility vests/clothing , overalls and other
protective clothing, respirator, safety glasses , safety shoes, splash-proof face masks, sun protection , ultraviolet protection
and wet-work clothing
Correct cleaning
method
It may include: dusting, rinsing, scrubbing, spot cleaning, window cleaning and wiping
Warning signs Include: physical barriers and restraints erected to restrict access to a site
Outside responsibility Activities that is not included formally in duties and responsibilities of the worker by the company.
35. Evidence Guide
Critical Aspects of
Competence
Assessment requires that the candidate provide evidence of:
preparation for cleaning
follow cleaning procedures
documentation and reporting
Underpinning
Knowledge and
Attitudes
Knowledge of appropriate materials
instructions and procedures
using personal protective equipments.
knows correct cleaning methods and cleaning sequences and steps.
Underpinning Skills Demonstrates skills in:
follow instructions and procedures
using appropriate materials and procedures
inspecting of area surfaces needs cleaning
reporting to the appropriate personnel
placement of warning signs
dealing efficiently with spillages and using equipment
Resource Implications Resource requirements include all the relevant resources commonly provided in the health service
setting. Specific tools may include:
instructions
working procedures
cleaning materials and equipments
personal protective equipments
cleaning solvents
Methods of Assessment Competence may be assessed through:
Interview/Written Test
Observation/Demonstration with Oral Questioning