Presentation on the NVQF Structure .pptx
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Strcuture of TVET certification levels
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The Technical Education and Skills Development Authority (TESDA) is mandated to provide quality technical education and skills development programs in the Autonomous Region. Specifically, TESDA aims to strengthen technical education to achieve local and global competitiveness, focus on meeting demands for middle-level workers, and encourage critical thinking. TESDA shall manage and regulate the Technical-Vocational Education and Training sector through accreditation, compliance audits, and trainer training. It shall also address gaps in technical education through community skills training, ensure quality standards, and conduct competency assessments and certification of workers.
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The Technical Education and Skills Development Authority (TESDA) is mandated to provide quality technical education and skills development programs in the Autonomous Region. Specifically, TESDA aims to strengthen technical education to achieve local and global competitiveness, focus on meeting demands for middle-level workers, and encourage critical thinking. TESDA shall manage and regulate the Technical-Vocational Education and Training sector through accreditation, compliance audits, and trainer training. It shall also address gaps in technical education through community skills training, ensure quality standards, and conduct competency assessments and certification of workers.
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Powers of the Authority
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The document discusses Vietnam's National Vocational Qualifications Skills Standards (NVQSS) and its role in developing skilled workers. It explains that NVQSS specifies the competencies expected of skilled workers and the pathways to achieve those competencies. It then outlines Vietnam's policy of prioritizing human resource development and its establishment of a 5-level National Vocational Qualifications framework. The document proceeds to provide details on the structure and responsibilities of the NVQSS division within Vietnam's Vocational Education and Training department, including establishing skills standards, developing curriculums, and overseeing vocational certification.
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This presentation explores the concept of inductive bias in machine learning. It explains how algorithms come with built-in assumptions and preferences that guide the learning process. You'll learn about the different types of inductive bias and how they can impact the performance and generalizability of machine learning models.
The presentation also covers the positive and negative aspects of inductive bias, along with strategies for mitigating potential drawbacks. We'll explore examples of how bias manifests in algorithms like neural networks and decision trees.
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metrics, including an impressive global accuracy of 99.286%, a high-class accuracy of 82.191%, a mean intersection over union (IoU) of 79.900%, a weighted
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our proposed model. These findings underscore the model’s competence in precise brain tumor localization, underscoring its potential to revolutionize medical
image analysis and enhance healthcare outcomes. This research paves the way
for future exploration and optimization of advanced CNN models in medical
imaging, emphasizing addressing false positives and resource efficiency.
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- 1. Presentation on NVQF Prepared by Hamza Khwaja Assistant Coordinator Program
- 2. Introduction of NVQF • Adopted as part of National Skill Strategy 2009-2016 Reforms. • The purpose: • provide relevant skills for industrial and economic development through competency-based and demand-driven training besides reforming the apprenticeship system. • to improve access, equity and employability of the workforce by making training delivery flexible, integrating informal economy workers in TVET system and enhancing mobility of skilled workers with improvement of their status • to assure quality by establishing a National Qualifications Framework, registering and accrediting institutes and reforming institute management with training of trainers for competency-based training.
- 3. Purpose of NVQF • Enhance the quality of vocational and technical education and training by determining clear qualification levels and by creating transparency for employers concerning the qualifications of applicants. • Improve the alignment between qualifications, training programmes and skill demand. • Establish a structured national framework for vocational and technical learning achievements based on defined levels and characteristics. • Standardize the system of defining the characteristics and value of qualifications and the relationships between qualifications. • Promote upskilling of the population and to facilitate horizontal and vertical movement within the skill development system through expanding pathways for progression and facilitating credit accumulation and transfer.
- 4. Purpose of NVQF • Facilitate the Recognition of Prior Learning (RPL) to provide mechanism that allows individuals to gain recognition of the skills that they have. • Establish validityand reliability through a comprehensive and coherent quality assurance system that assures the quality of qualifications, training and assessment programmes and certification. • Support new ways of standardizing technical and vocational training. (For example TAKAMOL)
- 5. Management of NVQF • The NVQF is a national qualification system. The NVQF will be managed through a national management system led by a competent body and constituted to include the interests of industry groups/ employers as well as federal and provincial authorities. At the moment NAVTTC is the managing organization, which has established a separate “NVQF Support Unit” with professionally trained staff. (Currently working under Certification Wing) • NAVTTC is the normative body at the national level responsible for facilitation, coordination and regulation of technical education and vocational training in the country under NAVTTC Act 2011. • All Provincial TEVTAs are responsible for the implementation of the competency-based training (CBT) programmes. • Board of Technical Education (BTE) and Trade Testing Boards (TTB) responsible for the operation of NVQF compliant assessment
- 6. NVQF Structure and Levels