1
Abbreviations
AfDB African Development Bank
CBET Competency Based Education and Training
CDACC Curriculum Development, Assessment and Certification Council
GOK Government of Kenya
KMTC The Kenya Medical Training College
KNEC Kenya National Examination Council
KNQA Kenya National Qualifications Authority
KSG Kenya School of Government
KTSC/ TSC Kenya Teacher Services Commission
KTQF Kenya Trainers’ Qualifications Framework
KTTC Kenya Technical Trainers College
MoE Ministry of Education
MoE DTVET Ministry of Education Directorate Technical and Vocational Education
NITA National Industrial Training Authority
PSC Public Service Commission
QF Qualification Framework
TVETA Technical and Vocational Education and Training Authority
TVET Technical and Vocational Education
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Table of Content
Abbreviations ...................................................................................................................................... 2
1. Introduction ........................................................................................................................................ 4
2. Context ................................................................................................................................................ 6
3. General criteria for “Good Trainers”................................................................................................... 9
4. Trainers Qualifications in Kenya ....................................................................................................... 11
4.1 The current situation. ................................................................................................................. 11
4.2 Work experience ......................................................................................................................... 11
4.3 Trainer of Trainers practices in Kenya ........................................................................................ 12
5. Proposal for Trainers Qualifications Framework in Kenya................................................................ 14
5.1 Legal arrangements..................................................................................................................... 14
5.2 Levels........................................................................................................................................... 14
5.3 Functions and competencies ...................................................................................................... 15
5.4 Updating of qualifications ........................................................................................................... 16
5.5 Validity ........................................................................................................................................ 16
6. Trainers Qualification Framework (proposal) ................................................................................... 17
7 . Competency Statements for Trainers .............................................................................................. 20
7.1 Technical Instructor .................................................................................................................... 21
7.2 Trainer ......................................................................................................................................... 23
7.3 Principal Trainer/Developer ........................................................................................................ 28
7.4 Principal Trainer/Manager .......................................................................................................... 31
8. Notes on implementation ................................................................................................................. 36
Annexes:................................................................................................................................................ 37
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1. Introduction
The TVET field in Kenya is undergoing fundamental changes. It is moving from a roughly offer based
system to a more demand-based provision in which TVET institutes provide well qualified personnel
in those qualifications that are needed for the development of the economy and the country.
To implement the above policy the Government of Kenya (GOK) will implement the following
strategies to ensure achieving trainer competency:
i. Review and enforce minimum TVET trainers’ qualifications including compulsory industrial
attachment for TVET trainers at least every three years of service;
ii. Develop standards to guarantee a minimum quality for TVET and develop policies, plans and
guidelines for the rebranded TVET;
iii. License, register and accredit all TVET institutions according to established quality standards;
iv. Develop trainer-industry links to enhance quality of contracts being key performance
indicators for industrial training; and
v. Establish an industrial attachment standard for all TVET trainees and trainers, for enhancing
their hands-on-skills;
The qualification of trainers is an essential element in this development. The implementation of CBET
in Kenyan TVET creates the need for the (re)training of trainers hence a development of the trainer’s
qualification and the competency standards which form this qualification is deemed necessary.
In this report the issue of the Trainers Qualification in Kenya is discussed. Proposal for a Qualification
Framework for trainers are made. The baseline for the work presented here is in the proposal for a
Qualifications Framework for TVET trainers, which was drafted by TVETA staff in April 2017. This
document is seen as “version 1”. The proposals in this report are “version 2”
The report is a discussion document. It is the final draft for a policy paper stating the necessary
qualifications, competencies and standards trainers should have or must acquire in a TVET system
build on Competency Based Education.
The proposed elements of the Qualification Framework (QF) for TVET trainers are based on a short
analysis of the actual situation in the field of TVET in Kenya. Furthermore, a base lies in the draft TVET
Trainers Qualification Framework (April 2017) drafted by TVETA staff and a comparison with TVET
Trainer’s Qualifications Frameworks or competency statement as in use in 7 other countries.
In developing a Trainer’s Qualification Framework there are many issues to deal with such as:
a. How is the work of trainers described and how are tasks and the knowledge and skills needed
to perform these tasks presented?
b. How can this be related to the National Qualifications Framework?
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c. Does a variety of functions/tasks in an institution imply different qualifications?
d. What are the requirements in terms of knowledge and experience in the specific field for a
trainer, and how can these be linked with the knowledge and skills needed as a
trainer/educator?
e. What are the requirements to keep the trainer’s qualification up to date?
f. Which are the entry requirements/ qualification to be able to enter TVET trainers training?
In most Qualification Frameworks the description of a trainer’s work is based on a list of tasks the
trainer performs in his/her teaching practice. This is also the basis for the draft TVET Trainers
Qualification Framework, TVETA made in April 2017.
Based on this list of tasks then a description can be made of the knowledge and skills needed to
perform these tasks. In some cases a further specification is made in terms of subtasks and results or
outcomes of performing these subtasks (see annex 5 for a provisional translation of the qualification
file in use in the Netherlands). The models discussed and recommended in this paper are based on
the task model.
Terminology
TVET trainers are, in different settings referred to differently. On the higher levels of TVET they
are often referred to as lecturers, in other places they are called teachers. The Technical and
Vocational Training Act of 2013 uses the word Trainer. In this report we follow the wording of
the Act in using Trainers for all staff that contribute in (T)VET institutes and centres to the
learning of their students.
The abbreviation TVET includes in this report all levels and forms of technical and vocational
education and training that are intended for learners to qualify for skilled labour.
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2. Context
The TVET sector in Kenya is guided by the National TVET Policy (March 2012) and by the key issues
raised in Vision 2030. To develop in Kenya a TVET system that matches international standards one
of the issues is that; attention needs to be given to the large number of individuals graduating from
the secondary school system, the levels of poverty that prevent participation in the TVET system, and
the need to make a practical link between training and the skilled labour demands of industry.
The Policy defines the overall goal of TVET is to produce a critical mass of well-trained persons to
implement the programmes and projects identified in Vision 2030.
The Policy spells out two broad strategic objectives that focus on the provision of demand driven
training and the promotion of flexible and competency based curricula. The implementation of such
an approach is based on:
Key objectives are to increase enrolment, introduce and maintain standards by establishing a National
Qualifications Framework, and introduce governance and management structures in all TVET
institutions that will encourage cooperation and ensure accountability in governance and
management.
The TVETA Act of 2013 Act prescribes the functions of TVETA as those described in “Box 1: TVETA
Mandate” and provides for the appointment of a governing Board for a minimum period of four and
three years, with members being appointed at different time. The TVETA Act also provides for the
formation of the Curriculum Development, Assessment and Certification Council, the Technical and
Vocational Training Funding Board and for the harmonisation and adoption of national and
international standards in training (Part VII, Clause 38). However, the Act is silent on the relationship
between these bodies. In that respect a TVET mapping exercise is required to clarify the relationships
between the key stakeholders.
The Ministry of Education’s Directorate of TVET (MoE- DTVET) is mandated to formulate, review and
oversee the implementation of national TVET policies and strategies.2 MoE- DTVET is divided into two
1 Source: TVET Policy [March 2012], pp11 – 12 and TVETA website [www.tvetauthority.go.ke]
2 TVET Reform Strategy. TVET strategic for the Period 2016 -2020, MoHEST, February 2016, Chapter Two, Section 2.2, pp7
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departments. One department focusses on technical training and oversees national institutions, such
as for example the Polytechnics. The other department is concerned with vocational training and
therefore, deals with training centres that fall under the management of the county governance
authorities.
The TVET Act No.29 of 2013 gives the Technical and Vocational Education and Training Authority
(TVETA) the mandate ‘to regulate and coordinate TVET training activities in Kenya3. The Act (Part II
Regulation 7) lists 18 specific functional areas of activity activities related to accreditation and
standards. The functions specifically related to the Qualification of Trainers are:
As mentioned, TVETA operates in a complex environment. It has inherited an aspect of education that
has been in place for many years but despite the number of training providers – both formal and
informal has until recently only been nominally recognised. That ‘old’ arrangement has also spawned
various certification bodies and various levels and types of qualification and recognition institutions
and processes. National Industrial Training Authority (NITA) and the Kenya National Examination
Council (KNEC) are but two examples. These are augmented by trade and international bodies, such
as City and Guilds. Regarding the qualifications of trainers in TVET there are “old” arrangements, like
the fact that all trainers in public TVET (under the MoHEST) are recruited and employed by the Teacher
Services Commission, who has its own criteria for appointment.
Since the launch of the TVET policy in 2012 and the passing of the TVETA Act in 2013 the situation has
become more complex. New institutions have been created, old roles have changed, and new
strategies are emerging.
TVETA was established in 2014, and is, therefore, a young organization and is still in the process of
developing it’s organizationally and human resource capacity. It currently has (as of September 2017)
a staff compliment of approximately thirty (30), including administrative and support personnel. The
technical staff, i.e. those who are in specialist TVET positions, number fourteen (14), including the
Chief Executive Officer.
TVETA’s Strategic Plan (undated) outlines the organisational structure that is currently being revised
with the support from the African Development Bank (AfDB). The Strategic plan needs to be converted
into a business plan, TVET institutions need to be proactive as innovative and demand driven
institutions and need to develop a business model that reflects this kind of approach. TVETA could be
a role model for this approach, moving away from the conventional style administratively driven style
of operation.
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Currently TVETA has four directorates; these are the Directorates of Corporate Services, Accreditation,
Standards Development & Compliance and Policy, and Research & Development. The number of
management and technical personnel in each of these Directorates are: Corporate Services – three,
Accreditation – four, Standards & Compliance – four, and Policy, Research and Development – two.
In addition, TVETA has a compliment of fifteen administrative and support staff. They include
procurement and accounting personnel as well as those working in secretarial, driver and security
positions.
The composition of TVETA’s technical personnel is compliant with Kenya’s national gender guideline
of a 30% female to male ratio. The ratio for all TVETA personnel is also compliant with this national
guideline. However, during the institutional baseline assessment (under the Dutch NUFFIC/ NICHE
Project) there was a feeling amongst those present that a female perspective on issues is sometimes
missing. It was noted that the TVETA Board is aware of the need for an increase in the presence of
females, but there is not an active gender element in the Authority’s recruitment strategy.
The functions and operations of TVETA are guided by the TVETA Act (2013) and by the personnel
regulations of the Public Service Commission (PSC) and the guidelines of the Directorate of National
Cohesion and Values. On the other hand, TVETA developed many guidelines and regulations. These
include:
Table 1: TVETA HR Guidelines and regulations
Prior Learning Assessment and Recognition (PLAR) TVETA April 2017 Draft
The Technical and Vocational Education and Training TVETA November Approved
Regulations, 2015 2015
Other documents that have been developed by the Directorate of TVET, MoE are:
✓ Handbook for Accreditation of Technical, Industrial, Vocational and Entrepreneurship
Training (TIVET) Institutions, February 2011,
✓ Competency Based Education and Training (CBET) Framework, February 2015,
The TVET Trainers Qualifications Framework (April 2017) is a draft that outlines the key tasks of
trainers and links these to qualification levels. It is the starting point for the (further) development of
qualifications and competency standards of “good” TVET trainers.
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3. General criteria for “Good Trainers”
In a recent article Axmann, Rhodeas and Norstum gave an overview of the criteria for a good trainer,
based on an analysis of a multitude of sources:
“Bearing in mind that such criteria cannot be overly prescriptive nor considered exclusive in view of
the great diversity of country systems and the complexity of needs, “good teachers” and trainers may
be understood as those who meet a certain number of professional criteria (ILO, 2000: 34-35; Nielsen,
2007: 58), tangible and intangible, including:
As part of the assignment a workshop was organized. In the feed-back workshop with stakeholders a
brainstorm on the question “what a good trainer is” was held. The following statements were noted:
Knows Can Does
4Axmann M, Rhoades A and Nordstrum L; Vocational teachers and trainers in a changing world: the imperative of high
quality teacher training systems. ILO2015
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Skills area Assess, examine and evaluate Manages training
Develop curricula
All these elements form part of the description of tasks and competencies necessary to full-fill these
tasks in the chapters 6 and 7.
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4. Trainers Qualifications in Kenya
4.1 The current situation.
Although both the KTSC and TVETA keep records of TVET Trainers and Managers qualifications, these
data are not yet systematically brought together and thus it is difficult to give a generalised overview
of what the current qualifications of all the TVET trainers are.
The table below is based on an analysis of data, provided by the TSC, of 12 polytechnics (of which one
is also a trainers training college).
It demonstrates that most of the trainers have a qualification either on Bachelor’s or on Masters level
and that the qualifications on lower level are rather limited. This may be caused by the nature of the
institutes. Polytechnics train on average at a higher level (their students will reach up to Diploma level)
where as other technical training institutes provide also for courses on lower levels (crafts, artisan and
certificates) and thus one may assume they will employ more trainers with a qualification on Higher
Diploma or Diploma level than the Polytechnics.
From these data and the assumptions made above we can formulate the following 2 hypothetical
statements:
i. The current technical qualifications of trainers are on a level that provides a base to perform
as a trainer in TVET.
ii. However, it is not known whether the necessary pedagogical knowledge and skills to perform
successfully as a trainer in TVET are present.
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In some countries (Australia, Netherlands, U.K.) this experience is seen as an essential element of the
trainers’ qualification. A good trainer must know, from inside, the work-field the students are going
to work in. This aptitude can only be developed through working in that field.
In the development of the qualifications framework for trainers in Kenya this issue was discussed with
different stakeholders. The general conclusion was that work-experience was important, but that it
is not realistic, given the actual situation in TVET, to demand that now as part of the entry
qualifications. The solution for this is that, as part of the continuous training of trainers, periods of
industrial attachment need to be created. In fact, many the Kenyan TVET Institutes have these periods
of industrial attachment.
(i) The Kenya Technical Trainers College (KTTC) provides, either in combination with technical or
vocational training in various trades, or as a separate course for those (new) trainers who already
master their trade, a set of modules to prepare Trainers for their pedagogical tasks. The course takes
a full year (4 terms) 396 hours of study and a full term of teaching practice
The programme looks as a rather “traditional” programme with much attention for basic knowledge,
certainly in the first term. Furthermore, it is noted that all teaching practice is not embedded in the
curriculum but separate from course work. The assessment of course work is done before the start
of teaching practice, which is assessed separately. Both assessment will lead to the qualification of
TVET trainer.
(ii) The Kenya Technical Trainers College (KTTC) also offers a basic training for (workplace) instructors
in organisations/industry. The following specific areas are described to provide the required
pedagogical skills for instructors.
✓ Communication
✓ Program development
✓ Instructional psychology
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✓ Instructional technology (media)
✓ Information Communication Technology (ICT)
✓ Methods of instruction
✓ Tests and measurements
✓ Practice teaching
The courses are on 3 levels: Instructor, Senior Instructor and Diploma in Instructor training. On the
first two levels courses take each 3 months, the latter is a Diploma course which takes a full year and
3 months of study.
(iii) Kenya School of Government (KSG) provides a Trainers of Trainers (ToT) programme of 2 weeks
for (new) trainers in many sectors, not related to the MoHEST. Each new trainer is obliged to take this
ToT programme. The programme is presented below:
(iv) The Kenya Medical Training College (KMTC) that trains for the medical and para-medical
professions has developed its own “Teaching Methodology, Introduction” for (new) trainers. In this
programme new trainers (lecturers) encounter and learn to use a big variety of methods and
approaches in a blended programme. Most of the course offered by KMTC are competency based. The
programme seems to be more extensive than the ToT programme referred to above and what is more
it is followed in a system on ongoing in-service training of trainers.
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5. Proposal for Trainers Qualifications Framework in Kenya
“16. (1) Any person who intends to become, a trainer in a TVET institution shall apply to the Authority
for a trainers' licence where the trainer has the training qualifications required for competency-based
education and training in various trainer’s levels, with the following minimum competencies–
(2) Trainers shall be required to renew their training licence periodically with evidence of continuous
professional development as required by the Authority.” (The Technical and Vocational Education and
Training Regulations, 2015, Legal Notice No. 242) These regulations form the basis for the proposed
Qualification Framework for TVET trainers.
5.2 Levels
Models from other countries demonstrate differences in the levels assigned to trainer’s qualifications.
For example, the Dutch model is made assuming that every trainer needs the same competencies and
the qualification of trainer is based on bachelor’s level (level 5 in a 7-level framework). The Australian
model has also only one level for TVET trainers. Whereas the Philippine model describes 4 levels. The
draft QF for Kenya follows this latter approach.
Another assumption under most of the models is that trainers have a professional qualification that is
at least one level higher than the level they train for. This “least” option is debatable. In several of the
models the choice is made for a much higher level of (technical/vocational) skill and knowledge for
trainers. In many cases “the least required” is a level like Bachelors or Higher Diploma in a certain area
of professionalism.
That implies that he/she has usually broader competencies in the field than a Craftsman or an Artisan.
5In this paper the word Trainer is used, following the wordings in the TVET Act. It includes all functions that are directly
related to the training of students. In the scheme of service document, the function is named “lecturer”
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5.3 Functions and competencies
In TVET training institutes in Kenya several functions, directly related to training and /or the
development and implementation of training programmes and student support are performed. The
draft scheme of service for TVET Institutions (October 2017)6 gives an overview of these functions.
A detailed analysis of the job-descriptions and requirements was made. The question to answer is
what the qualification needs for these functions are and whether they differ from each other in terms
of complexity and responsibility enough to locate the required qualifications on different levels.
Based on that analysis 3 (groups) of functions that are directly related to training can be distinguished.
According to the scheme of service document each function has 3 or 4 grades of career progression.
The grades of career progression are mainly based on progress in work-experience and merit, integrity
and ability as reflected in work performance. The minimum qualifications are the same.
Next to these functions there are many functions in a TVET institute, which are necessary to facilitate
training, but which are not directly related to class-room or workshop work, such as Directorate
functions, Counselling, Administration, Human Resource Management, Research and Development,
Dean, Examinations, Library, Nursing, Technicians, Cooks, Sports etc. The qualification framework for
trainers, as proposed in this paper does not consider these latter functions.
To include in this Qualification Framework the Directorate functions (Directors and Deputy
Directors) is done for 2 reasons:
1. Managing a TVET Institution or a Department is different from managing a factory or a shop.
It demands “educational leadership” which only can be provided by staff with experience as
trainers and a broad understanding of the trainer’s profession.
6 Scheme of Service for Technical and Vocational Education and Training Institutions; Draft by a taskforce on drafting
schemes of service for TVET institutions; October 2017
7 in this proposal following the terminology of the TVET Act of 2013 referred to as” trainers”
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2. Principal Trainers may progress to Directorate functions.
For these 2 reasons the directorate functions are represented in the QF, although only on the level
of tasks and level descriptions. Competency statements are not given for these functions.
Trainers can be stimulated to update their skills and knowledge by setting a fixed duration of the
validity of the Trainers Licence plus by obliging the trainer, for renewal of this licence, to follow a
certain number of hours of training and industrial attachment, both in technical competencies and in
educational competencies, in a given period.
5.5 Validity
A legal issue to deal with here is the duration of the validity of the qualification. According to the TVET
Act a trainer must have a licence to train. This is given based on the qualification demands for the
function.
The TVET Act of 2013 formulates the following: “17.(1) No person or institution shall offer training in
Kenya unless the person or institution has been accredited, licensed and registered under this Act to
offer such training” and “23.(1) Any person who intends to become a trainer in an institution shall
apply for licensing and registration by the Board in accordance with the provisions of this Act”. The
Act does not state whether this licence is valid for ever.
In many occupations now-a-days the validity of a licence is usually made dependent on the updating
of it. Registered doctors, nurses and, in many countries, also teachers have the obligation to
participate in (re)training during a certain period (often 3 to 5 years) to keep their licence. If this
training obligation is not met in the prescribed period, the licence/registration is no longer valid.
In the implementation of the proposed TQF for Kenya it is recommended to state the duration of the
validity of the licence and what needs to be done to renew the licence.
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6. Trainers Qualification Framework (proposal)
For each Trainer function the tasks are described, following that the minimal requirements to be
able to work in this function are formulated and in the last column referral is made to the level of
the Kenya National Qualification Framework on which the competencies necessary to perform the
function adequately can be placed8
8 For this an analysis of the descriptors for the Kenya National Qualifications Framework are analysed.
9 Training of Trainers for professionals in a trade that want to become Trainers. The offer of these specific training courses
will have to be developed
10 See note 9
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6. Develops/ adapts Learning Materials for e- development
learning training
7. Uses and evaluates assessment instrument
8. Analyses difference in tasks, roles and
positions of female and male participants in
school and their working situation and takes
this into consideration when developing the
curriculum material and in his/her training
Principal Those of the trainer plus: KNQF level 9 in the Level 9
Trainer/Manager 1. Prepare and manage training budgets technical/
2. Leads a team in a TVET centre vocational domain
3. Coordinates research projects in education and/or experience
and training in the domain of the team as trainer
4. Manages attachments contracts for (minimum 4 years)
students + certificate of an
5. Provides training for workplace instructors approved TVET
and trainers management
6. Manages HR of the team training
7. Promotes, advocates and strengthens programme
industry and TVET linkages
8. Designs and Develops maintenance system
of training facilities
9. Ensures gender sensitivity and equality in
the team and stimulates active participation
of all team members.
Deputy Directors Those of the principal Trainer/Manager plus Experience as a Level 9
1. Leads an Academic Department Principal Trainer/
2. plans, implements and coordinates training Developer or
programmes; trainer/ manager
3. coordinates the development and (minimum 4 years)
implementation of curricula, training
programmes and/or courses;
4. develops and maintains academic quality
standards and policies;
5. coordinates academic programs and support
operations;
6. coordinates the allocation of instructional
and research funds and other resources;
7. establishes policy on faculty appointment,
evaluation, promotion and tenure; and
8. Assures Overall training and development of
staff in the Division.
9. Coordinates internal quality assurance in the
department
10. Can act as an entrepreneur and transfer
these skills to his/her colleagues in the
department
11. Ensures gender sensitivity and equality in the
department and stimulates active
participation of all team members.
Director 1. Coordinates the planning and Experience as a Level 9
implementation of training programmes for senior Principal
national needs in line with the Constitution, Trainer/ Manager
MDGs, Vision 2030 and other relevant (minimum 4 years)
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provisions;
2. Initiates, coordinates and implements TVET
training policy;
3. Coordinates the Institute’s overall
development projects;
4. Ensures effective mobilization and utilization
of human, financial and physical resources in
the Institute;
5. Plans, coordinates and reviews staff
development and training programmes;
6. Establishes collaborations and linkages with
other Institutions, enterprises and
stakeholders;
7. Oversees overall student welfare
8. Oversees overall staff welfare in the
Institute; and
9. Ensures effective interpretation and
implementation of relevant government
policies
10. Implements and coordinates the institutions
quality assurance policy
11. Acts as an entrepreneur and transfer these
skills to his/her staff
12. Ensures gender sensitivity and equality in the
Institution and stimulates active
participation of all team members.
For each task of the functions Technical Instructor, Trainer, Principal Trainer/ Developer and Principal
Trainer/manager the competencies are described in the following chapter.
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7. Competency Statements for Trainers
In this chapter competency statements for the training functions in the Kenya Trainers Qualification
Framework are presented.
The focus of these statements is on the performance of tasks as instructor or trainer. It is assumed
that every trainer is a master in his or her trade. For example, the Trainer in electricals has a diploma
on at least level 7 of the KNQF in his own field and preferably working experience in the work-field.
The Technical Instructor for mechanics has at least de craft certificate (level 5) in mechanics and
preferably working experience in the work-field. The Principal Trainer/Manager has at least a Masters
(level 9) in his/her professional field, and preferably working experience etc.
In the TQF for each function, tasks, which are the core of a function, have been defined on various
qualification levels. A competency statement is a statement about the competencies needed to
perform a specific task.
The educational requirement as entry requirement (as formulated in the 3rd column) for certification
may be, after formal recognition of prior learning and/or a form of adequate assessment, waived
through demonstration of equivalent competencies. If a professional in a certain field who wants to
become a trainer does not have the required level of skill in his trade but can prove (through a port-
folio or other forms of assessment) that he/she masters the skill on that level, he/she matches the
minimal entry requirements for training as a TVET trainer.
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In this section competencies are defined as sets of knowledge and skills on the task-level.
Below the different “tasks” are outlined in more detail, adding knowledge and skills to the above-
mentioned task.
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➢ Knowledge:
• Knows how to maintain the tools and machinery present in the workshop
➢ Skills:
• Keeps the workshop and its tools and machinery in good order and tidy
• Reports regularly to management on the state of tools and machinery and advises on
necessary repairs and/or purchases
➢ Knowledge:
• Knows basic theories on gender issues in training and in workplace settings and can
apply these in the training practice
➢ Skills:
• Creates a climate in the workshop that provides women sufficient space to contribute.
• Uses gender neutral spoken language (he/she) and opposes actively sexist allusions made
by the learners or colleagues
• Monitors the use of gender-neutral language by the participants
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7.2 Trainer
Function Tasks Entry Level
Requirements of
KNQF
Trainer 1. is a professional and keeps his KNQF level 7 7
professionalism up to date (bachelors)in
2. organises a good mix of class-room the technical/
learning and practicals vocational
3. administers/ conducts a training domain or
programme equivalent
4. Utilises electronic media in facilitating competencies
learning.
5. provides advice and support learners
in their learning career
6. The trainer is actively involved in
training on the job/ in the actual
practice of the workplace
7. Assesses student’s competencies.
8. Ensures internal quality control
9. Can act as an entrepreneur and
transfer these skills to his/her
students.
10. Ensures gender sensitivity and
equality in classroom participation
Below the different “tasks” are outlined in more detail, adding knowledge and skills to the above
mentioned task.
➢ Skills:
• Use various forms of coaching, supervision
• Conduct appraisal interviews to assess the own performance and professional
development
• Give and receive feedback about own professional development and those of others
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• Use methods to reflect on and learn from own experience based on an investigative
attitude
• Build and maintain a relevant network in his professional field to keep his professional
knowledge up to date
• Build and maintain a relevant network in the institution with a focus on collaboration,
coordination and mutual learning
• Contribute to team development and effective consultation
• Demonstrate the links between the field of learning and entrepreneurship
• Contribute, within his assignments, to quality awareness and quality improvement in the
team.
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• Encourage entrepreneurial action in students, both in the meaning of intrapreneurship as
entrepreneurship;
• Contribute to language and numeracy development and the acquisition of language and
computational skills in vocational contexts.
• Contribute to the establishment of a competency-oriented learning environment;
• Work with heterogeneous groups considering differences in level, self-image, culture,
interest, learning style and prior knowledge;
• Implementing process and task-oriented guidance in different learning contexts;
• Use a variety of questioning, coaching and conversation techniques (responsive comment,
assisting though questioning);
• Collaborate with colleagues and collaborators (internally and externally);
• Can plan work (product and process oriented);
• Can analyse and ask for support or referring in case of (a presumption of) learning
disorders;
• Perform administrative tasks (study progress, absentee records etc.) in accordance with
institutional regulations.
• Contribute to quality assurance and innovation;
25
o explain, advise, inform
• give his opinion, judge, impose;
• collaborate and align in a heterogeneous team;
• Purposely fulfil different roles in a team;
• Learn students to understand the relevance of the subject matter for professional practice
and the coherence of the subject matter with the professional practice.
6. The trainer is actively involved in training on the job/ in the actual practice of the workplace
➢ Knowledge:
• has current knowledge of the (developments in) occupations being trained;
• knows the relevant literature about workplace learning and applies these methodologies
systematically, in line with the vision of his school;
• knows the theory of the various forms of guidance and counselling.
➢ Skills:
• Matches demands from the regional labour market and innovations to students' learning
needs;
• Helps students to understand the relevance of the subject matter for professional practice
and the coherence of the subject matter with professional practice.
• Implements process- and task-oriented guidance in different learning contexts;
• Uses different coaching and discussion techniques and listen actively (summarize /
paraphrase, ask open and closed questions, give feedback and receive, confront, through
inter alia, simple interview interventions, explanations, advise, inform);
• Contributes to a workable balance between the interests of the student, the school and
the company;
• Cooperates in a heterogeneous team, inside and outside the school;
26
• Is aware of National Quality Assurance regulations
➢ Skills:
• Uses the QA instruments (forms, record keeping etc.) that are in use in the Institution
• Reflects with colleagues and superiors critically on own performance and performance of
the team/department
• Plans his/her own professional development plan
27
7.3 Principal Trainer/Developer
Function Tasks Entry Requirements Level of
KNQF
Principal Those of the trainer plus: Level 9 in the Level 9
Trainer/Developer 1. Facilitates development of competency technical/ vocational
standards domain and
2. Conducts Training Needs Analysis Experience as trainer
3. Designs and conducts research in (minimum 4 years)
education and training in her/his domain or equivalent
4. Develops/adapts a training curriculum competencies
5. Develops/ adapts learning materials
5. Develops/ adapts assessment tools
6. Develops/ adapts Learning Materials for
e-learning
7. Uses and evaluates assessment
instrument
8. Analyses difference in tasks, roles and
positions of female and male
participants in school and their working
situation and takes this into
consideration when developing the
curriculum material and in his/her
training
Below the different “tasks” are outlined in more detail, adding knowledge and skills to the above
mentioned task.
➢ Knowledge:
o Knows relevant theories and practice regarding conducting (applied) research
projects
28
o Knows a variety of methodologies and can select the most adequate given the
specific research questions.
➢ Skills
o Can design a research project
o Conduct a research project
o Can draw conclusions for research data and report on these
o Can make recommendations to management based on research findings
✓ Knowledge:
• Knows the legal framework for his activities, the institutions policy and the team
policy/commitments
• Masters the learning content (knowledge and skills), knows the relevant practical and
theoretical background thereof and the context
• Has actual knowledge of the professions for which he trains and connects the learning
material with the relevant qualification documents
• Oversees the structure of the curriculum, the links with other programmes and with
what colleagues in the same professional field are teaching.
• Identifies specific linguistical and mathematical aspects related to the own professional
field
• Knows that students can understand the learning materials in different ways and can
adapt to that
• Knows the essence of other units in the programme (if he is not teaching them)
• Clarifies for students what the relevance of the learning material is for the vocational
practice
• Knows how the learning material (can) connect to further education on other levels
• Knows various education- and learning theories and cam translate these to practice
• Is aware of key literature on career guidance and can use this systematically.
• Is aware of the most important theories regarding supervision (modelling, guiding,
scaffolding, coaching, monitoring)
• Knows the possibilities and limitations of digital learning materials.
➢ Skills:
• Creates a varied education program tailored to the target group, consisting of individual
education and group activities, classes inside and outside the school, theory and
workplace learning;
• Translates with the colleagues the legal frameworks (the qualification file) into an
education program, considering the institutional policy and team appointments;
• Translates issues and innovations from the region into executable projects for individual
or groups of students;
• Collaborates with colleagues in the team to create a coherent curriculum for students;
• In agreement with colleagues, tailor the didactics for vocational language and account
aspects to the target group
• Provides customization at student level for content and forms of supervision/support
29
• Refers to specialists in specific situations (e.g. language and mathematics, special needs
education);
• mobilise a network of colleagues from industry in the profession and in the vocational
colleges in the (re-) development of the education program;
• updates the education program based on innovations in the profession field;
• Use digital learning resources to improve the quality of the education program, in line
with students’ learning styles.
30
• Knows which assessment instruments to use for a given purpose in CBET assessment
• Has thorough knowledge on the rules and regulations for assessment and for
examinations
➢ Skills:
• Can develop with colleagues (new) assessment instruments
• Can evaluate the quality and validity of the assessment instruments in use
• Can coach (teams of) trainers in the evaluation of and (re)development of assessment
instruments and procedures
• Can advise examinations authorities on examinations in his/her professional field
8. Analyses difference in tasks, roles and positions of female and male participants in school and
their working situation and takes this into consideration when developing the curriculum material
and in his/her training
➢ Knowledge:
• Knows relevant theories on gender issues in education and can apply these in the
training practice
• Knows how to create a suitable mix of forms (lecturing, group work, role-plays, self-
scoring tests, etc.) leading to both: an effective way of achieving training goals as well as
active involvement of all (male, female, shy and assertive etc.), within the given time.
➢ Skills:
• Create a climate in class that provides women sufficient space to contribute.
• Use a participatory teaching / training style creating a gender friendly learning
environment
• Deal properly with role and behavioural concepts of women and men, while avoiding
stereotyping.
• Discuss gender related and diversity issues related to the learning objectives with
students and trainers
• Ensure gender sensitivity and equality in classroom participation
• Ensure gender sensitivity and equality in team participation of trainers
• Uses and motivates trainers to use gender neutral spoken language (he/she) and
opposes actively sexist allusions made by the learners or colleagues
• Create equal space for women to contribute and take up leadership roles and vice versa
in class-room and in the teams of trainers
• Problematises and discusses the participation of female trainees and trainers.
• Can mediate in gender related problems in teams, class-rooms and workshops
• Reports gender relate problems to the department directorate.
31
3. Coordinates research projects in experience as
education and training in the domain of trainer
the team (minimum 4
4. Manages attachments contracts for years) or
students equivalent
5. Provides training for workplace competencies
instructors and trainers
6. Manages HR of the team
7. Promotes, advocates and strengthens
industry and TVET linkages
8. Designs and Develops maintenance
system of training facilities
9. Ensures gender sensitivity and equality
in the team and stimulates active
participation of all team members.
3. Coordinates research projects in education and training in the domain of the team
➢ Knowledge:
• Knows relevant theories and practice regarding conducting (applied) research projects
• Knows a variety of methodologies and can advise on the most adequate given the specific
research questions.
➢ Skills
• Can assist a research team in designing a research project
• Can draw up and control a research budget
• Can coordinate the work of a research team
• Can assist a research team in drawing conclusion and formulation recommendations based
on research findings
32
4.
5. Manages attachments contracts for students
➢ Knowledge:
• Is aware of different forms of attachment contracts
• Is aware of the legal status of a contract
➢ Skills:
• Can draw up an attachment contract
• Cab draw up an annual attachment plan for the team or department
• Can discuss this with the industry and the students
• Keeps and maintains his network of attachment places providing industry
• Promotes attachment placing with stakeholders (industry and students)
33
• Keeps track of new developments in the professional sectors his/her department or team
works for
• Can oversee the consequences of these developments for the renewal or adaption of the
TVET programme
10. Ensures gender sensitivity and equality in the team and stimulates active participation of
all team members.
➢ Knowledge:
• Knows relevant theories on gender issues in education and can apply these in the training
practice
• Knows relevant theories on gender issues in running teams of professionals
• Knows how to create a suitable mix of forms (lecturing, group work, role-plays, self-
scoring tests, etc.) leading to both: an effective way of achieving training goals as well as
active involvement of all (male, female, shy and assertive etc.), within the given time.
➢ Skills:
• Create a climate in class that provides women sufficient space to contribute.
• Use a participatory teaching / training style creating a gender friendly learning
environment
• Deal properly with role and behavioural concepts of women and men, while avoiding
stereotyping.
• Discuss gender related and diversity issues related to the learning objectives with
students and trainers
• Ensure gender sensitivity and equality in classroom participation
• Ensure gender sensitivity and equality in team participation of trainers
• Uses and motivates trainers to use gender neutral spoken language (he/she) and
opposes actively sexist allusions made by the learners or colleagues
• Create equal space for women to contribute and take up leadership roles and vice versa
in class-room and in the teams of trainers
• Problematises and discusses the participation of female trainees and trainers.
• Can mediate in gender related problems in teams, class-rooms and workshops
• Reports gender relate problems to the department directorate.
34
35
8. Notes on implementation
The implementation of the proposed TQF will have consequences in several areas;
The TVET act 2013 and other related acts regarding the licencing and registration of trainers and
teacher will need to be updated. Especially concerning the issues on the duration of the validity of the
licence and the functional profiles and the minimal qualification levels for that.
Another issue there will be the formalisation of the obligation for upgrading the qualifications through
industrial attachment and following (re)training courses.
2. Accreditation
The proposed TQF will have consequence for the accreditation and licencing of Institutes and their
Trainers.
The quality of trainers is an important issue in the Quality Assurance Framework. Before the proposed
model can be applied in that matter some issues should be resolved.
✓ Can TVETA summarise the TQF proposal in a practical list of criteria for quality
assurance?
✓ Can TVETA assure the quality of training of trainers which is offered?
▪ Can the current providers (such as KTTC, KSG and KMTC) provide for all
required forms of (re)training?
▪ Is there a need to develop new structures for initial training, for updating and
for in-service training?
✓ How much time the institutions will have to (re)train their trainers to become
qualified in terms of the TQF (assuming that not all current trainers are fully qualified
in terms of this TQF) before losing their licence?
✓ Can TVETA, with the assistance of providers for Training of Trainers assist TVET
Institutions to develop an internal policy and implement that for (re)training and
updating of qualifications for their trainers?
3. Curriculum Development
The proposed TQF and its competency statements form the standards for the development of
curricula for the Training of Trainers. Other authorities, likes CDACC and providers of training (KSG,
KTTC) must start (re)developing their programmes (both those for initial training and for in-service
training). Based on the standards training then can be offered and “models” of retraining policy and
programmes can be provided to assist the TVET institutes in improving their systems of in-service
training.
36
Annexes:
1. List of participants feed-back workshop 14 February 2018
2. Summarized Presentation of TQF
3. Philippine model
4. Units of the Diploma in Vocational Education, Australia
5. Dutch Model (translation)
6. Gender in Education (self-assessment tool)
37
Annex 1: List of participants of the Feed-back workshop 14 February 2018
The purpose of the workshop was to discuss the proposals for the TQF made by the experts (Mr.
Edward Mburu from TVETA and Mr. Kees Hammink, international expert for Cadena).
Besides from the workshop about 25 stakeholders were send the drat TQF and a specific form on
which the can note their comments. At the time of writing no other comments then those attending
the workshop have been received.
38
Annex 2. Summarized Presentation of TQF
39
40
41
42
43
Annex: 3 Philippine Model
Taken from: Leonardo Rey S. Cariño, Rigel John H. Rabago TRAINER QUALIFICATIONS FRAMEWORK
Deutsches Institut für Erwachsenenbildung, German Institute for Adult Education, 2009
44
45
Annex 4 Units for the Diploma Vocational Education trainer, Australia
Core Units
TAEDES402 Use training packages and accredited courses to meet client needs
Elective Units
46
TAE40110 Certificate IV in Training and Assessment,
Modification History
Comments
Version
Released with TAE10 Training and Education Training Package version 3.4
TAE40110 Release 4
Elective bank updated for clarity.
Released with TAE10 Training and Education Training Package version 3.3
TAE40110 Release 3
TAELLN411 Address adult language, literacy and numeracy skills added to
elective bank.
Released with TAE10 Training and Education Training Package version 2.0
TAE40110 Release 2
New release created to update unit identifiers and correct typographical
errors.
First released with TAE10 Training and Education Training Package version
TAE40110 Release 1
1.0
Descriptor
This qualification reflects the roles of individuals delivering training and assessment services in the
vocational education and training (VET) sector.
Achievement of this qualification or an equivalent by trainers and assessors is a requirement of the
Australian Quality Training Framework Essential Standards for Registration (Standard 1 as outlined in
Appendix 2 of the Users' Guide to the Essential Standards for Registration).
This qualification, or the skill sets derived from units of competency within it, is also suitable
preparation for those engaged in the delivery of training and assessment of competence in a
workplace context, as a component of a structured VET program.
Job roles
Job roles associated with this qualification relate to the delivery of training and assessment of
competence within the VET sector. Possible job titles and roles relevant to this qualification include:
• enterprise trainer
• enterprise assessor
• registered training organisation (RTO) trainer
• RTO assessor
• training adviser or training needs analyst
• vocational education teacher.
•
Qualification pathways
Prerequisite requirements
There are no prerequisite requirements for individual units of competency.
Licensing/Regulatory Information
47
Licensing, legislative, regulatory or certification considerations
There is no direct link between this qualification and licensing, legislative and/or regulatory
requirements. However, where required, a unit of competency will specify relevant licensing,
legislative and/or regulatory requirements that impact on the unit.
48
• adhering to ethical and legal responsibilities
• taking personal responsibility in the planning, delivery and
review of training
• being a role model for inclusiveness and demonstrating
professionalism
• examining personal perceptions and attitudes
Learning • undertaking self-evaluation and reflection practices
• researching information and accessing policies and frameworks
to maintain currency of skills and knowledge
• promoting a culture of learning in the workplace
• seeking feedback from colleagues
• facilitating individual, group-based and work-based learning
Technology • using technology to enhance outcomes, including online delivery
and research using the internet
• using student information management systems to record
assessments
• identifying and organising technology and equipment needs
prior to training
• using a range of software, including presentation packages
Total number of units = 10
3 elective units
At least 2 elective units must be selected from the elective units listed below. One elective
unit may be selected from any currently endorsed Training Package or accredited course.
Elective units must be relevant to the work outcome, local industry requirements and the
qualification level. Where a unit is chosen from another currently endorsed Training Package
or accredited course, it must be from a qualification or course at Certificate III level or above,
and must contribute towards the vocational outcome of the program.
Core units
Elective units
Assessment
TAEASS301B Contribute to assessment
TAEASS502B Design and develop assessment tools
49
TAEDEL404A Mentor in the workplace
TAEDEL501A Facilitate e-learning
Imported units
BSBAUD402B Participate in a quality audit
BSBCMM401A Make a presentation
BSBLED401A Develop teams and individuals
BSBMKG413A Promote products and services
BSBREL402A Build client relationships and business networks
BSBRES401A Analyse and present research information
50
Annex 5. Qualification File TVET Teacher, the Netherlands
Note: This is a summary and a translation of a file in Dutch
The Technical Trainer/ Teacher Vocational Education in the Netherlands is qualified on 1 level, referred
to as Higher Vocational Education (comparable to bachelor’s level). Entry level is + diploma 4 years
upper-secondary. The trainer can train on all 4 levels of vocational education. In this qualification file
six tasks are described. A further detailing of this is on the original document done in terms of subtasks
and results. The latter are not presented in this summary.
51
Task 1 1. The trainer is a professional and keeps his professionalism up-to
date.
Knowledge Skills
The trainer/teacher The Trainer can:
• Knows the relevant laws and rules • Use various forms of coaching, super- and
regarding his work as TVET trainer (the intervision
qualification dossiers, the VET law, the • Conduct appraisal interviews to assess the
professional status of teachers) own performance and professional
• Is aware of actual developments in society development
related to vocational education and training • Give and receive feedback about own
• Knows the professional identity of VET professional development and those of
trainers, knows how to professionalise others
further, can formulate his/her own learning • Use digital portfolio development, including
needs and demonstrate learning outcomes assessment criteria
• Keeps track of relevant developments and • Use methods to learn from own experience
innovations in the field of students and based on an investigative attitude
uses this also for his own professional • Build and maintain a relevant network in
development his professional field to keep his
• Knows about various forms of formal and professional knowledge up to date
non-formal learning, theory learning and • Build and maintain a relevant network in
learning in practice; is aware of his the institution with a focus on
preferences. collaboration, coordination and mutual
• Has acquired methods to learn with and learning
from colleagues inside and outside the • Contribute to team development and
school effective consultation
• Has acquired methods to advice and • Initiate renewal of his education
support new colleagues and new colleagues programmes and demonstrate
in training. entrepreneurship
• Contribute, within his assignments, to
quality awareness and quality improvement
in the team.
52
Task 2 The trainer develops a training programme.
Skills
Knowledge
The trainer: The trainer can:
• Knows the legal framework for his activities, • Create a varied education program tailored
the institutions policy and the team to the target group, consisting of individual
policy/commitments education and group activities, classes
• Masters the learning content (knowledge inside and outside the school, theory and
and skills), knows the relevant practical and
workplace learning;
theoretical background thereof and the
• translate with the colleagues the legal
context
frameworks (the qualification file) into an
• Has actual knowledge of the professions for
which he trains and connects the learning education program, taking into account the
material with the relevant qualification institutional policy and team appointments;
documents • translate issues and innovations from the
• Oversees the structure of the curriculum, region into executable projects for
the links with other programmes and with individual or groups of students;
what colleagues in the same professional • collaborate with colleagues in the team to
field are teaching. create a coherent curriculum for students;
• Identifies specific linguistical and • In agreement with colleagues, tailor the
mathematical aspects related to the own
didactics for vocational language and
professional field
account aspects to the target group
• Knows that students can interprete/
• Provide customization at student level for
understand the learning materials in
different ways and can adapt to that content and forms of supervision/support
• Knows the essence of other units in the • Refer to specialists in specific situations
programme (if he is not teaching them) (e.g. language and mathematics, special
• Clarifies for students what the relevance of needs education);
the learning material is for the vocational • mobilise a network of colleagues from the
practice profession and in the vocational colleges in
• Knows how the learning material (can) the (re-) development of the education
connect to further education on other program;
levels
• update the education program based on
• Knows various education- and learning
innovations in the profession field;
theories and cam translate these to practice
• Use digital learning resources to improve
• Is aware of key literature on career
guidance and can use this systematically. the quality of the education program, in line
• Is aware of the most important theories with students’ learning styles .;
regarding supervision (modelling, guiding,
scaffolding, coaching, monitoring)
53
• Knows the possibilities and limitations of
digital learning materials.
54
Task 3 The trainer administers a training programme
Knowledge Skills
• Knows how to present a coherent whole of • Shape learning in and of the real-world
the various parts of the education program professional practice considering questions
(theory classes, trainings, workshops and and innovations in country and region;
integral assignments), taking into account • support students in integrating knowledge,
differences between students and with skills and attitudes in professional activity;
language and numeracy aspects in the • Encourage entrepreneurial action in students,
context of the profession; both in the meaning of intrapreneurship as
• Coordinates the learning goals with the entrepreneurship;
programme(s) of his team colleagues to • In functional (professional) situations,
create a coherent whole for the students functional use of and promotion of language
• Manages the content (knowledge and skills) and numeracy;
and knows the theoretical and practical • Create different types of learning, both in a
backgrounds thereof, in line with the (current) school as in a non-school setting (workplace
targets; learning);
• Can make the students aware of the •identify and apply relevant aspects of
relevance of the subject matter for professional language and numeracy education, related to
practice; the profession
• Knows that students can interprete the Encourage entrepreneurial action in students,
learning material in different ways and is able both in the meaning of intrapreneurship as
to adapt his education accordingly; entrepreneurship;
• work from a holistic approach, of the
• Knows the relevant literature about the professional practice;
didactics of the • Build a network focused on adequate and
vocational education and uses these actual/current education practice related to the
systematically professional context
in line with the institutional vision; • Promote in (professional) situations,
• Is aware of (learning) disorders (dyslexia, functional use of language and numeracy;
ADHD) • Create different types of learning, both in a
and of physical handicaps in learning, and school as in a non-school setting (workplace
knows the learning);
school policy in this regard; •identify and apply relevant aspects of
• knows the theory of supervision and language and numeracy education, related to
counselling (modeling, guiding, scaffolding, the profession
coaching, monitoring). • Contribute to language and numeracy
development and the acquisition of language
and computational skills in vocational contexts.
* Contribute to the establishment of a
competency-oriented learning environment;
• work with heterogeneous groups taking into
account differences in level, self-image, culture,
interest, learning style and prior knowledge of
his/her students;
• Implement process and task-oriented
guidance in different learning contexts;
•Use a variety of questioning, coaching and
conversation techniques (responsive comment,
assisting though questioning);
55
• Collaborate with colleagues and collaborators
(internally and externally);
• planning work (product and process
oriented);
• Contribute to quality care and innovation;
• In coordination with the team, set goals in a
quality cycle;
• fulfil different roles in a team;
• Ask for support or referring in case of (a
presumption of) learning disorders;
• Performs Administrative tasks (record
keeping, attendance registers etc. etc.)
56
Task 4 The trainer supervises and guides the student in his learning carreer
Skills
Knowledge
The Trainer : The Trainer can :
• is familiar with current literature on career guidance • challenge students through asking the right
and applies methodologies systematically, following questions to reflect critically on experience gained,
the institutional vision; thereby stimulating and guiding the quest for
• knows the structure of the education program and discovering talents and ambitions;
allows students to clarify the coherence of the • Implementing process and task-oriented
program; guidance in different learning contexts;
• has current knowledge of the professions being • Use different coaching and conversation
trained; techniques and listen actively:
• know that students learn in different ways and can - summarize / paraphrase;
adjust their education accordingly; - ask open and closed questions;
• Has current theories about developing self-learning - Give feedback and receive feedback;
learning. - confront and apply other simple
conversational interventions;
- explain, advise, inform
• give his opinion, judge, impose;
• work with portfolio development including
assessment criteria;
• collaborate and align in a heterogeneous team;
• Purposely fulfil different roles in a team;
• Learn students to understand the relevance of
the subject matter for professional practice and
the coherence of the subject matter with the
professional practice.
57
Task 5 The trainer is actively involved in workplace learning
Knowledge Skills
The trainer: The trainer can:
• has current knowledge of the (developments in) • match demands from the regional labour
occupations being trained; market and innovations to students' learning
• knows the relevant literature about workplace needs;
learning and applies these methodologies • Learn students to reflect on regulatory
systematically, in line with the vision of his school; skills for further learning in education or
• knows the theory of the various forms of guidance occupation;
and counselling. • Implement process- and task-oriented
guidance in different learning contexts;
• Use different coaching and discussion
techniques and listen actively (summarize /
paraphrase, ask open and closed questions, give
feedback and receive, confront, through inter
alia, simple interview interventions,
explanations, advise, inform);
• contribute to a workable balance between
the interests of the student, the school and the
company;
• cooperate in a heterogeneous team, inside
and outside the school;
• fulfil different roles in the team;
• Students learn to understand the
relevance of the subject matter for professional
practice and the coherence of the subject matter
with professional practice.
Knowledge Skills
58
The teacher: The teacher can:
• Has current basic knowledge of the law and • make students reflect on building self-regulation
regulations regarding examinations;• Has basic skills for further learning in education or occupation;
knowledge of examinations; • work with portfolio development;
• has knowledge of qualifying assessment;• Has basic • construct, administer and evaluate development-
knowledge of developmental tests; oriented tests;
• knows the relevant literature about examining and • construct, administer and evaluate exams;
assessing and knows which methods are applied in his • Come to an overall assessment in consultation with
school; colleagues and field of work.
• can differentiate between development-oriented
assessment and examination.
59
Annex 6: Gender in Education.
The assessment tool gives an impression of how the staff perceives the gender mainstreaming in
their training.
1. Scope
Experiences, development and learning needs of both sexes and people with other
diversities are collected, monitored and evaluated in a segregated way.
The difference in tasks, roles and positions of female and male participants in their
working situation is analysed and taken into consideration when developing the
curriculum material.
The reasons (why and) how male and females participate in the training
programmes are analyzed and used when developing and adapting material.
The course objectives take into consideration the different interests and needs
male and female beneficiaries / citizens to be served.
Average scope
2. Concepts
The educational concept include gender themes and verifiable gender targets
Explicit discussions of gender roles related to the study theme are planned for
(e.g. in connection with conflicts of interest in development needs)
Portrayals and pictures of women and men are equally represented in terms of
number
Average concepts
3. Material
The course materials makes explicit reference to the different ways participants
(both male and female) can apply the learning in their working and living
situations
The course materials avoids stereotypes of male and female roles, values and
behaviour
The course materials avoid stereotypes of different ethnic groups, religions and
other groups
Language used in the course material (he/she) is gender neutral.
Average material
4. Work forms
The training and teaching methods ensure gender sensitivity and equality in
classroom participation
Teaching and training methods are of a suitable mix of forms (lecturing, group
work, role-plays, self-scoring tests, etc.) leading to both: an effective way of
achieving training goals as well as active involvement of all (male, female, shy and
assertive etc.), within the given time.
5. Spoken language
Both men and women are addressed fairly by the trainers/teachers / faculties
Men (trainers and trainees) give women equal space to contribute and take up
leadership roles and vice versa.
Trainers and trainees support ideas during discussions on competence only, and
are not biased by the gender of the person who mentions the idea.
Information channels, language and form of advertising for the course are
differentiated and appropriate to attract female participants.
Place and time of courses are appropriate to attract both male and female
participants, and people with other diversities
Costs (course fees, teaching materials, transport, suitable clothing, etc.) are kept
at a level that enables all envisaged target groups to attend the course
Research and study grants include gender specific principles and criteria to assure
equity in availability and use
Absence and drop outs are assessed on gender grounds and decisions for future
improvement are taken
Data of results of course assessments and evaluations are differentiated per sex
7. Trainers
Trainers and teachers have gender analytical skills on theoretical level and use
these in their teaching
Trainers and teachers deal properly with role and behavioural concepts of women
and men, while avoiding stereotyping.
Trainers and teachers discuss gender related and diversity issues related to the
learning objectives with students.