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COMPETENCE BASED TRAINING

GENERAL GUIDELINES














PREPARED BY TEVETA:
TRAINING STANDARDS DIVISION
CURRICULUM DEVELOPMENT AND ADVISORY SERVICES UNIT

DEVELOPMENT DIVISION
ENTREPRENEURSHIP AND INFORMAL SECTOR DEVELOPMENT UNIT

IN CONSULTATION WITH STAKEHOLHERS

JULY, 2004

2
CONTENTS
ABBREVIATIONS.. 3
INTRODUCTION.... 4
ACKNOWLEDGEMENTS. 5
RATIONALE 6
PART 1:
1.0 COMPETENCE BASED TRAINING 7
1.1 DEFINITION.. 7
1.2 TARGET GROUP. 8
1.3 CBT VS FORMAL AND APPRENTICESHIP TRAINING SYSTEMS 8
1.3 HOW CBT WORKS.. 10
PART 2:
2.0 THE ROLES OF OTHER STAKEHOLDERS 13
2.1 THE ROLE OF TEVETA.. 13
2.2 THE ROLE OF THE EXAMINATIONS COUNCIL OF ZAMBIA 14
2.3 THE ROLE OF INDUSTRY.. 15
PART 3:
3.0 THE ROLE OF TRAINING PROVIDERS/ADMINISTRATORS 16
3.1 TRAINING REQUIREMENTS. 16
3.2 WORK STATION DEVELOPMENT 16
3.3 RECRUITMENT AND REGISTRATION 16
3.4 RECORDS MANAGEMENT 16
3.5 ASSESSMENT . 16
3.6 EVALUATION .. 17
PART 4:
4.0 THE ROLE OF TRAINERS 18
4.1 RECRUITMENT AND REGISTRATION 18
4.2 INDUCTION .. 18
4.3 TRAINING PROCESS. 18
4.4 ASSESSMENT . 19
4.5 RECORD-KEEPING. 19
4.6 FACILITIES. 20
4.7 PLACEMENT. 20
PART 5:
5.0 THE ROLE OF TRAINEES 21
5.1 RECRUITMENT AND REGISTRATION 21
5.2 ORIENTATION . 21
5.3 TRAINING PROCESS. 21
5.4 ASSESSMENT . 22
5.5 CERTIFICATION . 22
REFERENCES. 23
APPENDICES. 25
3


ABBREVIATIONS

APL - Accreditation of Prior Learning
CBT - Competency Based Modular Training
CBT - Competence Based Training
DTEVT - Department of Technical education and Vocational training
ECZ - Examination Council of Zambia
ILO - International Labour Organisation
TEVETA - Technical Education, Vocational and Entrepreneurship Training
Authority
TT - Test Time
LT - Learning Time
MT - Mastery Time
TPC - Training Performance Criteria
PPC - Production Performance Criteria

























4
INTRODUCTION

There has been an increase in the number of training providers who want to move
away from the traditional system of training and follow the CBT system. This guide is
directed at these training providers as well as the trainees themselves and outlines
the principles involved in the implementation of CBT.

The trends towards workplace outcome based training have increased the focus on
learner centred training for skills acquisition, therefore all the stakeholders interested
in the success of the system will need to quickly and effectively respond to the
increased involvement of trainees in their own learning process.

To help all stakeholders, this guide is structured in such a manner that it presents
separate guidelines for administrators, trainers and trainees. It streamlines and
clearly defines the roles of all stakeholders in the effective implementation of the CBT
System.

The rationale justifies the need for Competence Based Training, looking at the
shortfalls both in the formal and in the traditional apprenticeship training systems

The document then defines the CBT system and explains the purpose for its
introduction. The Guide also distinguishes the CBT system of training from the formal
and traditional apprenticeship systems, and explains how these systems work.



























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ACKNOWLEDGEMENTS

TEVETA wishes to extend its appreciation to the following people for their
contributions in the reformulation of these General Guidelines for the implementation
of the Competence Based Training System:

NAME ORGANISATION
1. Danielsen Mike Zambia Sugar Company
2. Sayila Kasanda Andrew Shining Light Inst. - Kabwe
3. Musonda Chanda Prisca Kabwe T T I
4. Daka Boaz Thorn Park Training Centre
5. Mulyampiya Banda Rose Chrismeyas CBMTI - Livingstone
6. Nyimbili Friday Chilanga Cement PLC
7. Sumaili Graham Wilson Examinations Council of Zambia
8. Kanyensha Musenge Catherine TEVETA
9. Mbulo Nyirenda Nelly TEVETA
10. Njolomah Hazel TEVETA
TEVETA also wishes to extend further acknowledgement to the following people who
produced the original Administrators Guide from which this document has been
formulated:

1. Grace Lombe Chitambala
2. Mwansa Thomas Katanga
3. Alice Mwandawamufu Kombe
4. Aggrey Simukoko
5. Musenge Catherine
6. Festus Hatyoka
7. Lawrence Zulu
8. Andrew Kasanda Sayila
9. Dickson Ngosa
10. Christina Phiri
11. Justine Lwinya
12. Mwape Mushili






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RATIONALE

One of the key strategies for a successful business is to ensure that one has a `world
class' workforce, in other words, a competent workforce. For a country to have a
good economy and to be competitively effective on the world market, it requires
competent personnel.

For a long time now, there has been an outcry from Industry and Commerce have on
the sub quality of graduates from the Technical Education and Vocational and
Entrepreneurship Training (TEVET) system, who leave training institutions without
acquiring proper skills.

In addition, people have been complaining about the restrictive entry requirements
and training opportunities in formal training institutions. The rigidity of the formal
training system in terms of duration is also another deterring factor for people who
may only wish to do one component of the programme.
Furthermore, there is a need for continuous skills acquisition due to rapid and
perpetual technological changes, whereby someone only requires acquiring new
skills in a particular component, as opposed to undertaking long training
programmes. Other additional reasons are increasing unemployment among young
people, a disparate and fragmented vocational qualification system, Political factors
and poor quality of products. The fundamental challenge facing the unemployed is
that of penetrating these barriers while emerging equipped with sufficient skills and
resources to survive in crowded, competitive markets.
Lastly, a large number of people currently acquire skills through the traditional
apprenticeship training, for which they obtain no certification and hence no formal
recognition of their competences.
In view of the above, a need has been established for flexible methods of training
delivery to address these issues of concern.

In response to this, the Ministry of Science, Technology and Vocational training
(MSTVT) through the Department of Technical Education and Vocational Training
(DTEVT) decided to introduce a Competency Based Training (CBT) system and
selected three institutions to pilot the project to establish its feasibility in the local
setting.

To guide these institutions in the implementing of the CBT system, the DTEVT, in
consultation with stakeholders prepared an Administration Guide, which these
institutions have been following to date.

The dissolution of DTEVT and the establishment of TEVETA has created a need to
have the guide reviewed because of the differences within the functions of the two
institutions, which have affected the current guidelines.




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PART 1.
1.0 COMPETENCE BASED TRAINING
1.1 DEFINITION OF COMPETENCE BASED TRAINING

Competence based training is the mode of training where emphasis is put on
the acquisition of competence in performing a skill. It is designed to meet the
demands of industry and of an individual trainee. It involves training people to
be able to perform to the standard required in employment, in various
contexts, repeatedly over time.

In CBT, the stress is on ensuring that the ultimate result is high quality.

What does Competence mean?
The ability to perform tasks or do work according to set standards.
The ability to transfer skills and knowledge to a range of situations
within a given occupation. It means having the skill, the proficiency to
perform to the required standards. Here are some of the definitions of
`Competence':

" The possession and development of sufficient skills, knowledge,
appropriate attitudes and experience for successful performance in life
roles." (FEU 1984)

" The ability to perform the activities within an occupation."
(Training Agency 1989)

"Professional Competence" is the aptitude to carry out a task or job
position effectively, on account of possessing the qualifications required
for such (4). In this case, the concepts of competence and qualification
are tightly associated, seeing as how qualifications are considered the
acquired capability to fulfil duties or carry out a job position. (ILO)
Competence is the set of socio-affective conducts and cognitive,
psychological, sensorial and mobile abilities that permit one to
adequately carry out a role, a function, an activity or a task. (Province
of Quebec)
` Competency ': " Performance capability needed by workers in a specified
occupational area." (FEU 1987)

From the above definitions it is clear that the terms `competence' and
`competency' relate to the ability of an individual to do something to a
specified standard. Vocational competence simply contextualises the doing
something in a particular vocation, specialisation, discipline or occupation. It is
the ability to perform activities or tasks in an occupation to given
specifications.

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Competence is a wide concept which embodies the ability to transfer skills and
knowledge to new situations within an occupational area. It encompasses
organisation and planning of work, innovation and coping with non-routine
activities. It includes those qualities of personal effectiveness that are required
in the work place; to deal with co-workers, managers and customers

1.2 TARGET GROUP

CBT is a very flexible system that embraces people from all walks of life
without sex barriers. These can be divided into the following target groups:

1.2.1 The educated
1.2.2 People from the informal sector
1.2.3 Those from the formal sector
1.2.4 Retirees and retrechees
1.2.5 Out-of-school youths
1.2.6 People who have never been to school

1.3 COMPETENCE BASED TRAINING VS. THE FORMAL AND TRADITIONAL
APPRENTICESHIP TRAINING SYSTEMS
Although CBT has been around for many years, it is still not always
clear to a great many people, both in training and industry, let alone the
general public, as to the difference between CBT and the training
programmes or systems that preceded CBT, the `traditional' training
programmes, often based around apprenticeships. To fully understand
the concept of CBT, we need first of all to consider the so-called
`traditional' training approaches.
1.3.1 Main characteristics of formal training programmes :
Knowledge based curriculum- emphasis is on theory rather than
practical tasks

Restrictive entry qualifications only people who meet the
prescribed entry qualifications can have access to training programmes

Teacher centred - input focused every student looks up to the
teacher as the person who knows it all and relies on the skills and
knowledge from the teacher

Course Duration is specified courses have set time limits which
every trainee has to adhere to, whether they have acquired the skill or
not and all trainees in a particular class finish at the specified time.

End -tested knowledge based examinations trainees are given
summative examination at the end of the specified training, without
consideration of whether one is ready to take the examination or not.

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Graded practical tasks Someone is deemed as having passed the
examination even if the score is only 40 or 50%, with high chances of
making mistakes once employed in performing those tasks

Training / education, centre or college based instruction only
takes place in recognised training institutions or centres.

1.3.2 The Traditional Apprenticeship System:
This type of training is usually home/work based. In traditional
apprenticeship, the expert shows the apprentice how to do a task,
watches as the apprentice practices portions of the task, and then turns
over more and more responsibility until the apprentice is proficient
enough to accomplish the task independently. That is the basic notion
of apprenticeship: showing the apprentice how to do a task and
helping the apprentice to do it. There are four important aspects of
traditional apprenticeship: modelling, scaffolding, fading, and coaching.
In modelling, the apprentice observes the master demonstrating how
to do different parts of the task. The master makes the target processes
visible, often by explicitly showing the apprentice what to do. In
traditional apprenticeship, much of the learning occurs as apprentices
watch others at work.
Scaffolding is the support the master gives apprentices in carrying out
a task. This can range from doing almost the entire task for them to
giving occasional hints as to what to do next. Fading is the notion of
slowly removing the support, giving the apprentice more and more
responsibility.
Coaching is the thread running through the entire apprenticeship
experience. The master coaches the apprentice through a wide range
of activities: choosing tasks, providing hints and scaffolding, evaluating
the activities of apprentices and diagnosing the kinds of problems they
are having, challenging them and offering encouragement, giving
feedback, structuring the ways to do things, working on particular
weaknesses. In short, coaching is the process of overseeing the
student's learning.
1.3.3 Main characteristics of competency based training:

It is individualised learning is student centred and the role of the
trainer changes to that of consultant and facilitator
It is flexible, not time-based learners progress through
units/elements at their own pace
Outcome-based emphasis is put on the product and not the process;
it reflects the expectations of performance in the workplace.
It encourages specialisation Students can concentrate on the skills
they are confident of mastering.
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Employment-led standards are set by the concerned industrial
sector
No entry restrictions anyone can apply for a programme as long as
they have the ability to follow instructions. There are no set entry
qualifications or age limits
It is practically oriented and theory is taught mainly as underpinning
knowledge
Training is fragmented work is broken down into learnable
units/elements of competence
There is accreditation of prior learning credits are cumulative


1.4 HOW THE CBT SYSTEM WORKS

1.4.1 Marketing and Call-up
Prospective trainees are identified and recruited. During recruitment a needs
analysis is done to ascertain the clients suitability for training and also to
decide at what level the client should enter the programme.

There is also Accreditation of Prior Learning (APL) for those that have already
acquired some basic skills.

1.4.2 Enrolment
During enrolment each trainee is issued with a student number that must be
maintained through out the training period. After module selection, student
cards and registration forms are signed, and also an agreement for proof of
course and course route choice.

1.4.3 Training Procedure
Training is student centred and practically oriented, trainers mainly act as
facilitators and demonstrators. Trainees are given a course map and learning
guides, which they are supposed to follow during the learning time. Learning
is very flexible as trainees progress through tasks at individual pace.

All training programmes have different tasks laid out in the course map, which
is a display of contents of a training programme and the logical or prescribed
sequence in which the learning or masterly should take place.

For the trainee to finish a course, he/she must progress through and be bale
to perform tasks laid out in the course map competently and to set standards.

As they progress through the guides, trainees have to do a self check to
gauge how well they have mastered the prescribed task before asking the
instructor to conduct the test. The Learning guide tells the trainee what he
must do, how the task should be done and to what standard. The learning
guide is the core component in Competence Based Modular Training (CBMT)
as it unveils the programme content and guides the learner as he progresses
step by step. It is important to monitor the movement of learning guides to
ensure that they are not lost.

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Time spent on learning the task is recorded as Learning Time (LT), while time
spent on learning the task and doing it successfully during the Test Time (TT)
is known as Masterly Time (MT)

1.4.4 Acquisition of tools
Students will be required to obtain tools from appropriate institute authorities.
This will be done by filling in an acquisition of tools form before collecting the
same from the storeroom.

1.4.5 Clocking System
The clocking system is of great importance in CBMT. It has to be followed
strictly to ensure that competences are achieved within a specified period of
time. Trainees reporting time and time spent on accomplishing tasks is
recorded on a clock card and is maintained as part of the progress report.
Each trainee

1.4.6 Attendance register Form
Attendance in CBMT is as important as the clocking system. The two literary
depend on each other. The attendance register form acts as a counter check
of the clock card. It must be filled in by each of the students undergoing
training.

1.4.7 Work Stations
Each programme as a number of workstations where trainees do their work.
depending on the units/elements of competence being covered. This is so
because each trainee can follow whatever route he/she wishes on the course
map, and the result is that students end up being employed in different tasks
at any given time.

1.4.8 Assessment
Under the CBMT system each trainee must be at a different stage in the
accumulation of credits. In the competence-based system assessment is done
when the trainee is ready for it, and it is performance based, irrespective of
how the skill is learnt.

When the candidate is ready to be assessed, he or she informs the instructor
who gives an assessment test. Candidates unable to perform to required
standards could either go back to learning time and then retake the test or
retake the test straight away. Trainees are not allowed to move on to the next
unit/element of competence until after they have successfully cleared the unit
they are working on. Assessment is done at two levels:

Training Performance Criteria (TPC) Level:
Trainees are given a time in which they are supposed to accomplish tasks
while at the training place. Trainees can not be assessed at PPC Level until
after they have competently mastered tasks at TPC Level.

Production Performance Criteria (PPC) Level
This involves time spent on accomplishing a task at the work place. This time
is less than what is allocated for training purposes. This is so because a
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trainee is being oriented to productivity and hence is supposed to accomplish
tasks in less time

The difference between the two levels is time taken to completely master the
given task including time spent on the test. If the trainee exceeds the
prescribed test time or fails to adhere to the given standards he is considered
to have failed the test, and has either to do more learning then be tested or
repeat the test and pass before moving on to another task. Assessment is
against written criteria that clearly specify a standard of performance

At the end of the course trainees are examined, after which external
assessors are called in to moderate the results. These come from an
appropriate national body.




































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PART 2:
2.0 THE ROLES OF OTHER KEY STAKEHOLDERS
Apart from training administrators, trainers and trainees, there are other key
stakeholders who have distinct roles to play in the successful implementation of the
CBT system. These are TEVETA, the Examinations Council of Zambia and relevant
industries and industrial boards.


2.1 ROLE OF TEVETA

The role of TEVETA in the implementation of the CBT system shall be:
Promotion: To spearhead nation wide campaign to promote the CBT
system. To arrange and conduct training for CBT providers and
APL assessors.

Programme Development: To source, adapt or develop suitable training CBT
curricula. To Develop and disseminate guidelines for preparation
of CBT learning packages, and to prepare the packages in
liaison with other stakeholders.

Control: To control and coordinate the quality of training and assessment.

Validation: To validate CBT programs.

Verification: To verify, monitor and accredit CBT Training Providers and APL
Assessors

Assessment and Evaluation: To provide guidelines for assessment and
evaluation
for the CBT system.

Certification: To award a records of achievement and national certificates
to successful trainees in conjunction with training providers and
the Examinations Council of Zambia.

Database: To maintain a CBT database.











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2.2 THE ROLE OF THE EXAMINATIONS COUNCIL OF
ZAMBIA (ECZ)

The role of the Examinations Council of Zambia shall be:

Exemptions and APL: To effect exemptions and accredit acknowledged prior
Knowledge

Monitoring: To monitor and verify assessment in conjunction with TEVETA

Assessment: To maintain all assessment records of CBT trainees

Certification: To award a records of achievement and national certificates
to successful trainees in conjunction with training providers and
the TEVETA.

























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2.3 ROLE OF INDUSTRY AND COMMERCE IN
COMPETENCE BASED TRAINING (CBT)

Job descriptions and Zambian technical education and vocational training
qualifications, as well as the education and other training systems in Zambia,
have Standards set by industry which reflect what actually happens in the
workplace. What happens in industry, affects productivity and profitability. To
attain high productivity and profitability, industry must take up its rightful
position in training particularly in CBT and play the following roles:

Setting of national occupational standards through appropriate Sector
Training Advisory Committees (STAC)

Monitoring standards/providing verifiers

Assisting in the development and acquisition of training materials

Participating in the assessment of trainees and evaluation of the CBT
systems

Providing of opportunities for industrial training and experience.




























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PART 3.
3.0 THE ROLE OF TRAINING PROVIDERS/ADMINISTRATORS
3.1 TRAINING REQUIREMENTS
The training providers shall be responsible for providing a conducive learning
environment for their trainees. For effective implementation of the CBT
system, Administrators/Managers shall:

Be responsible for establishing training needs by carrying out Training
Needs Assessments

Provide competent staff that are familiar with CBT system
Provide the necessary tools, equipment and materials (where necessary
encourage trainees to bring their own tools).

Assist in the development and acquisition of training materials. Each
Trainee must follow a course map as there will be prerequisite modules
that will have to be competently achieved before being allowed to finish
clusters of modules to obtain a certificate in any given Trade.

3.2 WORK STATION DEVELOPMENT
Managers shall develop adequate workstations for the earmarked programs

3.3 RECRUITMENT AND REGISTRATION
Training providers shall:
Be responsible for advertising the CBT programs and system.
Carry out their own recruitment in line with CBT procedures as follows:
o During recruitment a needs analysis shall be done to ascertain the
clients suitability for training and also to decide at what level the client
should enter the programme. Prospective trainees shall be given Skills
tests to gauge their entry levels.

o There shall also be Accreditation of Prior Learning (APL) for those
candidates that have acquired some basic skills (See appendix I for the
APL Process).

o During enrolment each the administrator shall issued a student
number trainee that must be maintained through out the training
period. After module selection, student cards and registration forms
shall be signed, and also an agreement for proof of course choice.

3.4 RECORDS MANAGEMENT
Shall maintain a comprehensive management record system for each
candidate from registration to certification.

3.5 ASSESSMENT
Training providers shall ensure that trainers carry out assessment of trainees
according to CBT assessment system.

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3.6 EVALUATION
Training providers will carry out their own evaluation and make reports
available to stakeholders














































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PART 4.
3.0 THE ROLE OF TRAINERS

3.1 RECRUITMENT AND REGISTRATION
There shall be no set entry qualifications to all CBT programmes as training
shall cater for all categories of people depending on what skills they would like
to acquire, regardless of age and educational background.

During recruitment the trainer shall:
o Assess candidates skills level for accreditation of prior learning.
Accreditation of prior learning is a process in which evidence of an
individuals past achievements within a relevant occupational role can be
judged against the standards specified within the appropriate vocational
qualification (See appendix I)

o Guide, support and counsel the candidate in identifying the course route.

During enrolment each trainer shall ensure that the trainee is issued with a
student number that must be maintained through out the training period. After
module selection, student cards and registration forms shall be signed, and
also an agreement for proof of course choice.

3.2 INDUCTION
The trainer shall:
Orient trainees to the CBT system
Introduce trainees to the institution rules, regulations and practices
including HIV /AIDS and gender issues.
Conduct tour of facilities, with special emphasis on looking at workstations

3.3 TRAINING PROCESS
During training, the trainer shall:
Ensure that trainees have the right Protective Personal Clothing (PPE)
Provide course maps and learning guides, which they are supposed to
follow during the learning time.

Provide resources for specific modules (materials, equipment and tools)
Facilitate the learning process by ensuring that each trainee follows
instructions as stated in the Learning Guide, which states the tasks to be
performed.

Ensure that trainees have to do a self-check as they progress through the
Learning Guides to gauge how well they have mastered the prescribed
tasks before asking the instructor to conduct a performance test.

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Competently utilize tasks, skills and knowledge when demonstrating to
trainees how to perform laid out tasks.

Maintain conducive and safe working environment.

3.4 ASSESSMENT
Trainers shall:
Guide trainees in achieving Training Performance Criteria (This shall be
done during training), and Production Performance Criteria (This shall
be achieved during training and industrial attachment), and shall be
measured by time taken by trainee to accomplish a task to industrial
standards) levels. The trainer shall explain to the trainees the differences
between the two levels

Conduct assessment and performance tests using the CBT system (See
appendix II). In the competence-based system assessment shall be done
when the trainee is ready for it, and it is performance based, irrespective of
how the skill is acquired.

Provide assessment tests to candidates who are ready to be assessed.

Ensure that Candidates unable to perform to required standards either go
back to learning time and then retake the test or retake the test straight
away. Trainees shall not be allowed to move on to the next unit/element of
competence until after they have successfully cleared the unit they were
working on.

Ensure that Assessment is done at two levels:

o Training Performance Criteria (TPC) Level
o Production Performance Criteria (PPC) Level

Prepare and maintain trainees progress records such as attendance
registers (document that records the daily activities of trainee and counter
checks the clock card), clocking records, and ensure that time spent on
learning the task is recorded as Learning Time (LT), while time spent on
learning the task and doing it successfully during the Test Time (TT) shall
be recorded as Mastery Time (MT)

Ensure that trainees are assessed internally and that the assessment is
verified by external assessors/verifiers

3.5 RECORD KEEPING
Trainers shall:
Maintain Clocking Records. The clocking system is a process that
records each training time of a trainee from start to end of training of a
particular task. The trainer shall ensure that trainees adhere to the clocking
20
system that shall be set up in that particular training institution to ensure
that the competences are achieved within a specified period of time

Maintain records of equipment, tools and training materials, including
course maps and learning guides

Prepare and submit trainees documentation for accreditation and
certification.

Maintain records of trainees working areas


3.6 FACILITIES:
Maintain equipment, tools and materials.
Ensure that workstations are well maintained

3.7 PLACEMENT:
Source industries for trainees industrial attachment
Assist trainees in securing formal employment
Ensure that trainees are equipped with entrepreneurship skills to enable
them stand on their own in the event of failure to secure formal
employment
























21
PART 5.

5.0 THE ROLE OF TRAINEES

5.1 ENROLMENT / REGISTRATION:
Trainee shall:
Be expected to fill in an enrolment form and pay the required fees.
Ensure that they are given a student number
Be guided in choosing a course route
Be eligible to apply for APL if necessary

5.2 ORIENTATION.
During orientation the trainee shall

Be expected to abide to the laid down rules and regulations.
Be exposed to the course map and shall be guided in interpretation of the
map.

Choose the modules to undertake in addition to the common modules.
Ensure that they are guided in using the learning guides.
Be shown the training facilities, especially workstations and be expected
to find their way around without problems

The trainee shall adhere to the clocking system that has been set up in
that particular training institution

5.3 TRAINING PROCESS.
Trainee shall:
Follow the chosen course route and can only change upon agreement
with the trainer concerned. Records for any change of course
route/programme must be properly maintained.

Ensure that Accreditation of Prior Learning if they have acquired certain
skills

Follow instructions as laid down in the learning guide
Ensure they have all the materials, equipment and tools required to carry
out specified tasks

Request trainer to demonstrate any difficult tasks



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5.4 ASSESSMENT.
This is a process that judges individual performance against given explicit
standards. Trainees shall:

Be responsible for own assessment
Do performance and knowledge self-checks to gauge own competence in
achieving laid out tasks and readiness to take the test.

Request to be assessed when ready
NB:-Trainees will only be allowed three assessment attempts to any given
task, failure to which they shall be deemed as being incompetent and shall be
withdrawn from the programme


5.5 CERTIFICATION
Trainees shall only be eligible to be issued with Certificates of
competence upon successful completion of clusters of units /modules for
any given trade

National certificates/qualifications shall only be issued to graduates
upon successful completion of the whole training programme.



























23
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25
Appendix I

APL PROCESS

Accreditation of prior learning (APL) is recognizing candidates previous knowledge
or achievement and giving credit for the work or knowledge gained previously. To do
this the following diagram and subsequent roles at every stage is outlined.


COUNSELLOR/GUIDE
(Guidance)



CANDIDATE PREPARES PORTFOLIO
OF EVIDENCE


ASSESSOR COMPARES APL EVIDENCE
WITH CONVENTIONAL
EVIDENCE REQUIREMENTS

IDENTIFIES WANTED UNITS


(Guidance/checks)




VERIFIER ENDORSES CLAIMS
FOR CREDIT



(Guidance/checks)


ISSUES RECORD AWARDING BODY
OF ACHIEVEMENTS/
CERTIFICATES








26
EVIDENCE FROM PRIOR ACHIEVEMENTS
(reports, designs, computer programmes,
certificates from

Appendix II

CBT ASSESSMENT MODEL



ELEMENTS OF COMPETENCE
WITH
PERFORMANCE CRITERIA


Determine form
And amount of
EVIDENCE
To be collected


Through a combination of
The following methods



PERFORMANCE EVIDENCE SUPPLEMENTARY
EVIDENCE
From: From:
- natural observation in the - oral questioning
workplace
- extracted examples - open written answers
within the workplace (short, long, essays, etc)

- simulations (competency - multiple-choice
tests, skills tests, questionnaires
proficiency tests,
projects/assignments etc

- natural work tasks to
required standards

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