INTRODUCTION
ABBREVIATIONS
COTVET Council for Technical and Vocational Education and Training
CBT Competency-Based Training
SME Small and Medium Enterprise
CPTC COTVET Preparatory Technical Committee
DFID Department for International Development
NUFFIC Netherlands University Foundation for International Cooperation
CIDA Canadian International Development Agency
JICA Japan International Cooperation Agency
NCTE National Council for Tertiary Education
NVTI National Vocational Training Institute
NVTI PTC National Vocational Training Institute Pilot Training Centre
TVED Technical and Vocational Education Division
TVET Technical and Vocational Education and Training
GES Ghana Education Service
WAEC West Africa Examinations Council
NABPTEX National Board for Professional Technical Exams
AGI Association of Ghana Industries
NAB National Accreditation Board
GEA Ghana Employers’ Association
TOR Terms of Reference
HND Higher National Diploma
ATTC Accra Technical Training Centre
VTF Vocational Training for Females
NTVETQF National Technical and Vocational Education and Training Qualifications Framework
OBET Outcome Based Education and Training
NQF National Qualifications Framework
RPL Recognition of Prior Learning
PDG Programme Development Group
WPU Work Placement Unit
ITAC Industrial Training Advisory Committee
TOT Training of Trainers
NLT Notional Learning Time
GoG Government of Ghana
OSG Occupational Standards Generation
RET Records of Education and Training
ITP Institutional Training Provider
WTP Workplace Training Provider
Technical and Vocational Education and Training (TVET) is concerned with the acquisition of knowledge and skills for the world of work. Traditionally, vocational and technical education refers to studies in the areas of: technology, applied science, agriculture, business studies, industrial studies and visual arts.
It is that part of the education system that provides courses and training programmes related to employment with a view to enable the transition from school to work and supply the labour market with competent workers.
A comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO & ILO, 2002).
Technical and vocational education is further understood to be:
(a) an integral part of general education;
(b) a means of preparing for occupational fields and for effective participation in the world of work;
(c) an aspect of lifelong learning and a preparation for responsible citizenship;
(d) an instrument for promoting environmentally-sound sustainable development;
(e) a method of facilitating poverty alleviation.
(UNESCO, 2006).
Terms used in TVET education
Throughout the course of history, various terms have been used to describe elements of the field that are now conceived as comprising TVET, including:
• Apprenticeship Training
• Vocational Education
• Technical Education
• Technical-Vocational Education
• Occupational Education
• Vocational Education and Training
• Vocational and technical education
• Professional and Vocational Education
• Career and Technical Education
• Workforce Education
• Workplace Education
Several of these terms are commonly used in specific geographic areas.
• VET - Vocational Education and Training (Australia/Asia-Pacific region)
• VOTEC – Vocational and Technical Education (USA)
• CTE – Career and Technical Education (USA)
• VTET - Vocational and Technical Education and Training (South-East Asia)
1.1 OBJECTIVES OF TVET IN GHANA
• To provide skilled workers for industry, commerce or service – train people for existing and foreseeable jobs.
• Inculcate positive attitude towards manual work
• To prepare school leavers or trainees to settle on their own account – become self-employed.
• To reduce excess demand for higher education by preparing trainees to enter the world of work (vocational education is both terminal and continuing).
• To inculcate in trainee’s positive attitude towards the environment.
• To facilitate the schooling of low achievers who do not succeed in highly theoretical academically oriented streams. ¬¬
1.2 DIFFERENCE BETWEEN TVET EDUCATION AND GENERAL EDUCATION
General education
• Designed mainly to lead pupils to a deeper understanding of a subject or group of subjects, especially, but not necessarily, with a view to preparing pupils for further education
• Successful completion of these programmes may not provide participants with a labour market-relevant qualification at this level.
• They do not typically allow successful completers to enter a particular occupation or trade or class of occupations or trades without further training.
• It is the foundation on which an effective vocational education and training system could be built.
Vocational/Technical
• Designed mainly to lead participants to acquire the practical skills, know-how and understanding necessary for employment in a particular occupation or trade (or class of occupations or trades).
• Successful completion of such programmes normally leads to a labour-market relevant vocational qualification recognized by the competent authorities (e.g. Ministry of Education, employers’ associations, etc.) in the country in which it is obtained.
2.0 HISTORICAL FOUNDATIONS OF TECHNICAL AND VOCATIONAL EDUCATION IN GHANA.
2.1 TVET in Pre-colonial Era
Activities in the Pre-colonial
1. Agricultural Activities: food production, animal rearing, fishing, hunting etc.
2. Industrial Vocations: Local industries: blacksmithing, salt production, pottery, quarrying, weaving (kente, smock, mat basketry), bead making, wood carving, leather works etc.
3. Professional Activities: hunting, herbal medicine, construction of human settlements, drum making, gold smithing etc.
Methods of teaching TVET in pre-colonial era
• Observation
• Participation
• Apprenticeship
2.2 TVET in Missionary Era (1828-1928)
The missions (Basel, Bremen, Wesleyans, Catholics and the Seventh-day Adventists (SDA) started the Castle School System in 1828. They provided literary and grammar education to produce literate population to facilitate the propagation of the gospel and western civilization. The missionary bodies were the first to formalized TVET in Ghana.
Areas of coverage
The areas of coverage include: printing, book-binding, stone quarrying, masonry, building, borehole drilling, tailoring, blacksmithing, metal work, joinery, wheelwright, carpentry, lock smithing, mat making, blacksmiths, shoemaking, practical agriculture in the form of model farms and gardening etc.
Methods of teaching in the missionary era
• Establishment of model farms for practical agriculture
• Setting up and opening of industrial establishment of vocational centres (Manso and Dominase experimental farms by the Wesleyan Mission in Central region in 1880s)
• Demonstration methods
• Recruitment of craftsmen, from places such as Antigua by pioneer missionary of the Basel Riis to teach practical farming skills to the local people.
2.3 TVET in Colonial Era (1850-1950)
The British Colonial Administration/Government
• The Nineteenth Century Education Ordinances in Gold Coast: 1852, 1882 and 1887 education ordinances stresses on Industrial/vocational education.
• Governor John Roger established the first Government Teacher Training Technical
School in Accra in 1901- 1909.
• The era of Governor Frederick Gordon Guggisberg (An Engineer/ surveyor) established four Junior trade schools in the country in 1922 at Asante (Mampong), Asuansi, Kibi and Yendi.
Methods of teaching during the colonial era
• The massive utilization of practical and scientific methods in all the trade schools established at Asante Mampong, Asuansi, Kibi and Yendi.
• Classroom work was supported by intensive field work. Pupils participated in the putting up their own classroom blocks and dormitories at the Asante Mampong Trade School.
• Cutting of wood from the forest to make their own furniture was a common feature of their practical work.
• Practical methods of keeping rabitry and poultry in the School.
2.4 TVET in the era of Nationalist Government
• At the time of independence, Dr. Nkrumah developed policies that ensured that Ghana developed its own resources, produced its own manufactures and competed with the West on equal terms.
• Rapid industrialization utilizing local resources
• 1951-1966: The Accelerated Development Plan of Education, 1951, The Education Act of 1961.
• In 1951 when he assumed office as a leader of Government business, 23 technical institutions with 3330 pupils enrolled.
• The 1952 Artisan Training Scheme
Colonial Office and U K Ministry of Labour for scholarships to train artisans and tradesmen in the United Kingdom (Haizel, 1991). 107 artisans and tradesmen went to the U.K under the Scheme in 1952. The breakdown is as follows: Bakers-5, Laundrymen-3, Watch Repairers-3, Potters-6, Painters-4, Typewriter Mechanics-4, Tailors-5, Dressmakers-2, Masons-4, Carpentars-6, Shoe makers-4, Brick and Tile Makers-4, Upholsterers-1, Turners-7, Electricians-13, Cabinet Makers-4, Welders-3, Fitters-14, Printers-7, Blacksmiths-6 (Haizel, 1991).
• 1960: Technical Teacher Training Centre, now College of Technology Education- a constituent campus of University of Education, Winneba was established.
• 1964, eight primary technical schools in Accra, Cape Coast, Sekondi, Tarkwa, Obuasi, Kumasi, Koforidua, and Ho were established as part of the Middle School system. After Middle School, pupils could go to Asuansi and Ho for pre-apprenticeship courses for two years. From there they could continue their pre-apprenticeship courses in Accra, Takoradi and Kumasi Polytechnics where they could specialize in Advanced Level Craft and Technician courses.
• June, 1966 - The Kwapong Education Review Committee (Post Nkrumah)
The Committee submitted its report in July 1967 (McWilliam and Kwamena-Poh, 1975). The Committee was of the view that : it is from Middle school leavers that an adequate supply of technical and skilled craftsmen for the productive sector of the economy could be promoted (McWilliam and Kwamena-Poh, 1975; Antwi, 1982).
• 1972- 1987- Nationwide implementation of the Continuation School System from.
The Continuation School Concept
“the elementary school course in Ghana should be of eight years duration and that after the 8th class, pupils who could not enter secondary schools should proceed to a ‘continuation school’ and be pre-disposed to trades in preparation for life” (Mills, 1967).
Continuation School Curriculum included: Kente weaving knitting, basketry, leatherworks, carpentry, sewing, needle work, cookery etc.
• 1973/1974 - The Dzobo Education Review Committee
The Dzobo committee emphasized the study of practical activities relating to animal and crop husbandry, fishing, horticulture, cobbling, tailoring, baking in all pre-tertiary institutions in the country. Experimental Junior Secondary Schools was established in 1976 in some part of the country.
• 1987 New Educational Reforms:
PNDC government, under the chairmanship of Jerry John Rawlings, implemented broad reforms that touched on all levels of the education system and attempted to address the recurring issues affecting the system. The reform reduced the pre-University education in the country from 17 years to 12 years (six years of primary, three years of JSS and three years of SSS). These new reforms necessitated the introduction of the Free Compulsory Universal Basic Education (FCUBE) programme, which is clearly stated in the 1992 Constitution that:
“The government shall within two years after parliament first meets after the coming into force of this constitution draw up a programme for implementation, within the following ten years, for the provision of Free Compulsory Universal Basic 1 Education" (Republic of Ghana. 1992).
In response to the constitutional provision of FCUBE and other concerns about educational quality, the government launched, in 1996, the Free Compulsory Universal Basic Education (FCUBE) programme, a package of reform designed to specifically focus on education access and quality. FCUBE has three primary objectives, namely:
i. Improving the quality of teaching and learning;
ii. Improving efficiency in management; and
iii. Increasing access and participation.
The JSS curricula was made up of:
1. English Language, Social Studies,
2. Cultural Studies, Life Skills,
3. General Science, Technical Skills,
4. Technical Drawing, Mathematics,
5. Vocational Skills (Basketry, Pottery etc)
6. Agricultural Science and French
(Republic of Ghana, Ministry of Education- Basic Education Certificate Examination. July, 1996)
• 2007 - Educational Reforms (Anamuah-Mensah Commission)
On April 11, 2007, a new educational reform, which included two years of kindergarten, six years of primary education, three years of Junior High School and four years of Senior High school, was launched. Basic education, which initially comprised six years of primary education and Junior Secondary School, now has kindergarten being included as part of the new educational reform.
Modern JHS curriculum is as follows:
English, Mathematics, Integrated Science, Social Studies, Religious and Moral Education, Ghanaian Language, Agricultural, French, Information and Communication Technology (ICT) Basic Design and Technology (BDT).
Under BDT, there are three options, namely, Pre-Technical Skills, Home Economics and Visual Arts.
Curriculum at the Senior High School (SHS),
The core subjects included English, Mathematics, Integrated Science, Social Studies and Information Communication Technology (I.C.T.).
In addition to the Core Subjects at the (SHS), every school candidate was required to offer one of the following elective programmes: Agriculture, Business, Technical, Home Economics, Visual Arts, General Arts and Science.
Curriculum at the Technical and Vocational institutions
At the Technical/Vocational/Agriculture education stream of SHS, the following broad elective areas shall be offered: Building Trades, Business Studies, Electrical Engineering, Hospitality, Mechanical Engineering and Agriculture.
2.5 2012 – Establishment of COTVET Legislative Instrument (LI)
Council for Technical and Vocational Education & Training (COTVET) by an Act of Parliament (Act 718) in 2006. Act 718 mandates COTVET as the leader in the TVET sector to coordinate and oversee TVET delivery in the country. In 2012, the Legislative Instrument (LI) L1 2195 was passed by Parliament to operationalize COTVET Act. This development demonstrates growing recognition and the level of importance the Government of Ghana attaches to the TVET sector.
3.0 FACTORS INFLUENCING TVET REFORMS IN GHANA
Unemployment
Lack of skilled labour
Gab between TVET curriculum and industry demands
Over reliance on liberal/general art programmes
3.1 Importance of the TVET reforms in Ghana
• Worldwide trend
• Rigorous Industry standards are to be met
• New concept of Learning
• Curriculum Reform in TVET
• New understanding of assessment
• Facilitating
• Globalization
• Economic empowerment
• Poverty alleviation
• Improve the occupational status of TVET learners
• Promote transition of Knowledge, skills and attitude at the workplace
• Quality Assurance in Education and Training
3.2 Main features of TVET reforms
• Learner-centred approaches based on the learner’s experience.
• The collective sharing of ideas through dialogue between learners and facilitators.
• Learning for understanding.
4.0 TVET AND SUSTAINABLE DEVELOPMENT
4.1 Sustainable development
The Brundtland Commission (1987) described sustainable development (SD) as a pattern of using resources in a manner that meets the needs of the present without compromising the ability of future generations to meet their own needs.
TVET takes on a complex and distinctive character with regard to sustainable development for the following reasons:
• Both directly and indirectly – TVET produces and consumes resources, often with environmental implications.
• Affects attitudes towards sustainability held by future workers in all nations.
• TVET has always included elements of sustainability, especially in the way scarce training materials were conserved and waste materials were disposed. This historical commitment gives TVET a foundation upon which to build future commitments to sustainable practices.
• The manner in which production and consumption is managed can either contribute to sustainability or to practices and conditions that are not sustainable.
• During education and training, the greater the exposure of trainees to sustainable concepts, practices and examples, the more likely the desired workplace culture change will take place in the future.
• The delivery of sustainable practices must be universal; that is, encompassing not only pre-service TVET, but also on-the-job training and worker upgrading and retraining.
4.2 Reasons for sustainable development in TVET
• As both a consumer and a producer of resources (a sector involved in the transformation of resources), TVET should have concerns about sustainability.
The labour market is undergoing transition from the Industrial Age to the Information Age which involves considerable job shift, re-training, and dislocation of workers.
• Lifelong learning and retraining provided to workers threatened with job loss can result in sustainable employment that will also impact upon their children’s futures.
• Many new industries and employment opportunities are also being developed(e.g. recycling, alternative energy sources, pollution control, waste water treatment and reuse) that require skilled workers who have:
o knowledge of sustainability
o commitment to sustainability
o requisite technical knowledge.
4.3 Ways of applying sustainability in TVET
• Instructor training and re-training
• Improvement of routine and preventive maintenance practices
• Inclusion in TVET curricula:
o Occupational health and safety
o The 5 Rs: Reduce, reuse, renew, recycle and rethink!
4.4 TVET and Green Economy
The concept green economy refers to an economy that is oriented towards ecological sustainability, economic profitability and social inclusion. The concept considers itself an addition to the concept of sustainable development.
Green economy is linked with reducing the use of fossil fuels, decreasing pollution and greenhouse gas emissions, increasing the efficiency of energy usage, recycling materials, and developing and adopting renewable sources of energy.
Green Jobs
Green jobs are defined as jobs that reduce the environmental impact of enterprises and economic sectors, ultimately to levels that are sustainable. This definition covers work in agriculture, industry, services and administration that contributes to preserving or restoring the quality of the environment while also meeting the criteria for decent work – adequate wages, safe conditions, workers’ rights, social dialogue and social protection.
TVET and the changing occupation
New jobs are being created in areas of energy, water management, transportation, environmental conservation and the like. The changing nature of the world of work, characterized by the shifts to green economies extends the scope of responsibility of TVET. Meeting the skills demand of the green economy also changes TVET’s current priorities as in the following instances:
• The concept of transition into a low-carbon economy has reinforced mitigation and adaptation practices of industries.
• New production techniques are being introduced which call for new and modified technologies, and new operational skills requirements - new employment patterns are projected.
TVET needs to respond to the new employment trends and training must reflect these trends to train the workers with skills for the new and emerging operating techniques and technologies.
Aligning TVET with green economy
Green economies and green jobs have necessitated aligning the purpose and objectives TVET. The impact of green economy activities and technologies is rapidly changing the world of work by affecting worker requirements and occupational demand/skill requirements.
For TVET to be carefully aligned with the changing landscape, analysing and understanding the occupational landscape and changes brought by green economic activities would be useful.
OVERVIEW OF THE COMPETENCY-BASED TRAINING (CBT) CONCEPT
Introduction
In 2002, the Anamuah-Mensah Report on “Meeting the Challenges of Education in the Twenty-first Century” reviewed the education system and came up with recommendations for reforms, which included Technical and Vocational Education and Training (TVET). In 2004, the TVET Policy Framework further amplified the Anamuah-Mensah Report with far-reaching recommendations. In 2006, the Education Report White Paper adopted as Government Policy a number of recommendations from the Anamuah-Mensah Report and from the TVET Policy Framework.
Some of the major policies that emerged from the above-mentioned TVET blueprint documents were as follows.
• Technical and Vocational Education to take four years, similar to Senior Secondary Education.
• TVET courses to include the core subjects of Mathematics, Science, English Information and Communication Technology, and Entrepreneurship.
• The COTVET Act, Act 718, established a Council for Technical and Vocational Education and Training (COTVET) and mandated it to coordinate and oversee all aspects of TVET in the country.
• 7- Level TVET Qualifications Framework to be established.
• Adoption of Competency-Based Training (CBT) as a mode of TVET Delivery.
• Establishment of a Skills Development Fund (SDF) to finance TVET Delivery.
• The COTVET Act was passed by Parliament in 2006.
All these policies and measures did advocate, in one way or the other, a change in TVET delivery with the view to ensuring that it was quality and relevant. A number of them, including the Policy Framework, adopted CBT as a model that would achieve relevant and quality CBT. In the wake of the CBT adoption, several studies and reports were geared towards finding a better way of delivering quality TVET.
The Policy Framework for TVET recommended the adoption of a 7-Level National TVET Qualifications Framework, i.e. Bachelor of Technology, Higher National Diploma (HND), Diploma, Certificate II, Certificate I, Proficiency II and Proficiency I.
COMPETENCY-BASED TRAINING (CBT)
CBT is industry- and demand-driven, outcomes-based education and training programme based on industry generated standards (occupational standards). Such industry standards form the basis upon which the programme (curriculum), assessment and learning materials are designed and developed.
THE TERM COMPETENCE
Competence can be defined as the ability to carry out activities to the standards specified. This definition includes the requirements to process underpinning knowledge, attitude and values (affective) in order to carry out practical activities (practical competences). These are expressed in outcomes.
The definition of competence also includes:
• The ability to transfer skills and knowledge to new situations.
• The organising and planning of activities, coping with non-routine situations.
• The ability to interact effectively with others.
THE OUTCOMES-BASED PARADIGM
The outcomes-based paradigm highlights the viewpoint that what and whether learners learn effectively is more important than when and how they learn something. This viewpoint, together with the action taken consistent with the viewpoint, does influence an educational system.
In Outcomes-Based Education and Training (OBET), it is important to ensure that all learners will gain the necessary knowledge, skills, and attitudes or values to be successful; that lifelong learners will fulfil meaningful roles in real life, in and out of the learning environment and the workplace.
This necessitates the construction of powerful learning environments to support learners to achieve and maximise such outcomes. These statements regarding OBET are based on three assumptions, namely:
• All learners can learn and succeed, but not on the same day and in the same way.
• Successful learning promotes even more successful learning.
• Learning environments control the conditions that directly affect successful learning.
OBET means clearly focusing and organising everything in an educational system around what is essential for all learners to be capable of performing successfully at the end of their learning experience. This involves starting with a clear picture of what is important for learners to be able to do, and then organising the programmes, facilitation, and assessment to make sure that the learning ultimately happens. Implicit in the OBET paradigm is the desire to have all learners emerge from the system as successful learners. The OBET paradigm entails a fundamental shift that makes ‘accomplishing results’ more important than simply ‘providing service’.
PRINCIPLES OF OUTCOMES-BASED EDUCATION AND TRAINING
The three assumptions mentioned above serve as the rationale for the actual implementation of OBET, guided by its four principles (The Four Pillars of OBET). There is no one model for OBET, but the OBET purpose will be achieved if TVET practitioners apply the principles consistently, systematically, creatively and simultaneously.
The four principles are:
• Clarity of focus.
• Designing back.
• High expectations.
• Expanded opportunity.
Clarity of Focus
This means that everything facilitators do must be clearly focused on what they want learners to ultimately be able to do successfully. According to this principle, the whole programme is geared towards what the learners must be able to demonstrate at the ‘real’ end, that is at the end of their learning before they go on to fulfil their real-life roles in the world and the world of work. More specifically, this principle provides a clear picture to the practitioner of the type of learning the learner must demonstrate in executing a performance. Thus, when facilitators plan and facilitate learning they should focus on helping learners to develop the knowledge, skills, attitude and values that will enable them, ultimately, achieve significant outcomes that have been clearly expressed or defined. Assessors should focus all learners’ assessment on clearly defined significant outcomes.
Designing Back
This principle is linked to the first principle. It means that the starting point for every curriculum (programme) design must be a clear definition of the significant learning that learners are to achieve by the end of their education and training. All facilitation decisions are then made by tracing back from this “desired end result” and identifying the “building blocks” of learning that learners must achieve in order to eventually reach the long-term outcomes.
The designing back requires that TVET practitioners build into their programme both the knowledge and competence bases that are critical for learners to develop and ultimately apply (omit unimportant knowledge and skills). The programme should be designed backward by using the major outcomes as the focus and linking all planning, facilitating and assessment decisions directly to these outcomes.
High Expectations
Learners must be exposed to challenges on a higher level that will raise the standards of the expected level of performance for successful learning. Such higher standards must furthermore be supported by the necessary motivation of learners. It must not be a case of lifting the standards for the sake of higher standards. Higher expectations require that no restrictions be placed on the number of learners that can be successful. In other words, norm reference assessment, where a learner is compared with the performance of a group, must be replaced by criterion reference assessment, where every learner performs against a pre-set criterion (standard).
Helping learners to achieve high standards is linked very closely with the idea that successful learning promotes more successful learning. When learners experience success, it reinforces their learning, builds their confidence and encourages them to accept further learning challenges. One of the most important reasons for using OBET is that it can help all learners to do difficult things well.
Expanded Opportunities
Intellectual quality is not something reserved for a few learners. It is something that should be expected of all learners, and this is the principle that TVET practitioners must strive to provide for all learners. This principle is based on the idea that not all learners can learn the same thing in the same way and at the same time. However, most learners can achieve high standards if they are given appropriate opportunities; what really matters is that learners learn the things that are important; not that they learn them in a particular way or arbitrary point in time.
Practitioners must provide more than one opportunity to learners, if they are not successful, to demonstrate important learning. Rigid time-frames and schedules must not restrict learning, although there must be limits to every expanded learning opportunity. The enhancement of opportunities by being focused, the creation of motivational channels, and the design of a clear path all contribute to the formulation of such limits. The application of this principle also implies that TVET practitioners must change their facilitating methods to ensure successful learning for all. Furthermore, all learners must have the opportunity to be exposed to a meaningful programme, quality learning experience and multiple resources.
It is only when the above principles are used as the core of an educational system that we can legitimately call that system outcomes-based education and training.
OBJECTIVES OF A COMPETENCY-BASED QUALIFICATION
The objectives are as follows:
• Set clear standards which can be measured;
• Develop competent individuals with transferable skills;
• Link education and training to skills needed by employers.
• Provide an objective quality assured system which will have the confidence of all users, i.e. learners, educational establishments and employers.
• Can respond quickly to change.
• Individual’s potential is fully developed.
• Promote the concept of lifelong learning.
FEATURES OF A COMPETENCE-BASED QUALIFICATION
Competence-Based Qualification has the following features:
• It is based on units that can be used as building blocks.
• It incorporates a flexible structure which can be adapted to meet the needs of different users.
• It consists of levels which facilitate progression.
• It includes core/key skills, knowledge and vocational/technical skills.
• Its assessments relate to standards and are normally done on a continuous basis.
• Its delivery can include institutions and workplace inputs.
• It is based on the involvement of a wide range of stakeholders, namely education and training practitioners, business leaders and industry, in determining the required standards.
2.5 COMPETENCE-BASED SYSTEM STRUCTURE
The basis of a competence-based system is the definition of the standards. Such standards may be the outcomes of a learning process, or they may be performed in an occupational role. The standards can be grouped together into units. These units can be the basis of certification -- sometimes groups of units form awards. Credit values may be assigned to units. This can be based on the content and notional time to complete the units.
2.6 CBT ASSESSMENTS
The way in which outcomes are assessed depends on the outcomes themselves. The standards indicate the types of assessment, which are most appropriate. Validity and reliability of assessment methods have to be combined with practicability.
A competence-based system can incorporate continuous assessment easily. End-testing or written time-bound examination is possible but reference to the standards will determine if these are valid.
(Assessors judgement is based on whether Learners have achieved the standards, not achieved or not ready.)
CBT DELIVERY
There are many choices for delivery, which should be designed to meet the needs of the learner. This may be the attendance of a course on a full-time basis or based on material which can be used in other settings, such as a workplace.
The theoretical input and development of skills can be combined with opportunities for practice and application. The time allocated for input and practice should be according to the learner’s needs. Assessment should take place when the learner is ready.
MONITORING OF STANDARDS
The first principle is that there should be at least two people involved in the assessment process. The standard determines what is required but a second person can ensure that an assessor is interpreting the standard appropriately when preparing assessment material and when judging learner evidence against the standards. Both internal and external verifiers are used to monitor standards within the subject area.
QUALITY ASSURANCE
Quality assurance in education and training is based on the principles of prevention of quality problems, rather than the detection of such problems as it is in quality control. Quality assurance in education and training means the learning environment needs to demonstrate (show) that quality is happening.
Quality assurance mechanism has to be built into the programme design and development stages, facilitation, assessment design and development stages, assessment methods and procedures, verification to establish confidence among all stakeholders.
COMPARISON OF OLD TVET WITH THE NEW TVET
OLD PARADIGM OF TVET NEW PARADIGM OF TVET
1 Passive learners Active learners
2 Exam-driven Learners are assessed on an ongoing basis
3 Rote learning Critical thinking, reasoning, reflection and action
4 Syllabus is content-based and broken down into subjects An integration of knowledge, skills and attitude/value, learning is relevant and connected to real-life situation/real work situation
5 Textbook/worksheet-bound and educator-centred Learning materials/training packages, learner-centred; educator/trainer is a facilitator
6 Educator/trainer uses “deductive” approach in teaching Facilitator uses “inductive” approach in facilitating
7 Sees syllabus as rigid and non-negotiable Learning programmes seen as guide that allow facilitators to be innovative and creative in designing programmes
8 Educators responsible for learning; motivation dependent on the personality of educator Learners take responsibility for their learning; learners are motivated by constant feedback and affirmation of their worth
9 Emphasis on what the educator hopes to achieve Emphasis on outcomes (what the learner becomes and understands)
10 Content organised according to rigid time-frames Flexible time-frames allow learners to work at their own pace
11 Curriculum development process is not open to public comment Comment and input from the wider community/stakeholders is encouraged
Table 2.1
ELEMENTS OF HIGH QUALITY TVET PROGRAMME
Quality is defined in the context of this report as “fit for purpose”. The validity of the standard generated determines the usefulness of the programme and its fit for purpose. So TVET practitioners have to work closely with industry and business to generate valid and quality occupational standards. The elements that guarantee the high quality of TVET programme are illustrated in the chart below:
Diagram 2.1
COMPETENCE-BASED QUALIFICATIONS
It is aimed at:
• Increasing motivation amongst learners.
• Flexible-delivery & learning.
• Focusing on skills, knowledge and attitude.
• Producing competent graduates with transferable skills.
• Encouraging team work
CHALLENGES OF IMPLEMENTING CBT
Here are some challenges of implementing CBT.
• It involves a lot of administrative work.
• It provides less flexibility in meeting defined standards.
• It is expensive to implement.
• It is time-consuming
COMMON CBT TERMINOLOGIES
• Appeal Against Assessment Decision
A process whereby a learner can challenge an assessment decision.
• Approaches To Generating Evidence
The main purpose is to give guidance on possible teaching and delivery approaches, which will allow the learner to achieve the learning outcomes and produce or gather evidence. In this regard, advice can be sought on the use of specific teaching materials, use of group work, visiting speakers, field trips, use of work placements, etc.
• Approval
The process by which an awarding body ensures that a learning environment has the required systems to deliver and assess an award.
• Articulation
A term used to explain the joint or connection between levels of qualifications or programmes in the TVET Qualifications Framework.
• Assessment
The process of generating and collecting evidence of a learner’s performance and judging it against established standards or defined criteria.
• Assessment Instrument
A means of generating evidence of learner attainment.
• Assessment Scheme
The instruction and advice to assessors, characteristics/exemplification of satisfactory performance/response, and/or correct answers.
• Assessor
A person designated by the learning environment with the responsibility to gather evidence of a learner’s competence, judge it in accordance with defined standards and records the learner’s achievement.
• Audit/System Verification
A system used in checking the efficiency and effectiveness of a learning environment’s processes and procedures (quality assurance system).
• Awarding body
A body with authority to award qualification.
• Authentication
A process by which an assessor confirms that assessment has been undertaken by a learner and that all conditions governing the assessment have been observed.
• Award
A recognition which will provide proof of a learner’s competence.
• Certification
The formal process of crediting a learner with achievement, and issuing Qualification Certificate and Records of Education and Training (RET)
• Competence
Competence can be defined as the ability to perform activities to the standards required or specified. They represent what people know and can do as a result of learning, and the evidence that people do have knowledge, attitudes and skills. The standards are normally expressed in terms of learning outcomes.
• Competency-Based Training (CBT):
Competency-Based Training (CBT) is industry- and demand-driven (outcomes-based) education and training programme. The learning is based on well defined industry generated standards (occupational standards). These industry standards are the basis upon which the programme (curriculum), assessment and learning materials are designed and developed. This is a learner-centred approach.
• Credit Accumulation
It is the accumulation of unit credits which may lead to a full award when sufficient and appropriate Units have been achieved.
• Centre Contact
A person at a centre who is the primary point of contact between the centre and the awarding body.
• Content/context
The content/context section of the support notes gives guidance and more detailed information about how to interpret the standards. This may include background information, explanations of terms used in the learning outcomes, performance criteria or range statements, and fuller discussion of the intentions and scope of the standards. This section can be used for including syllabus-type information. In this section guidance can be given about the use of specific teaching materials, the appropriate use of group work, visiting speakers, field trips, etc.
• Credibility
The extent to which users of qualifications have confidence that they match public expectations and the published performance criteria.
• Credit Profile
It is the number of credits required for a programme.
• Credit Values
Credit values provide a method of describing and comparing the amount of learning achieved at the same or at different levels. They are used to quantify the outcomes of learning that are subject to reliable methods of assessment. The credit assigned to a unit is based on the amount of time that an “average” learner might take to achieve the outcomes. This can be based on the notional time to complete the units covering the facilitating, learning and assessments time.
• Education and Training Package
Education and training package that contains all the unit specification and learning materials needed for a particular unit to equip a learner with the identified competency.
• Elective Unit
An optional unit within a qualification or programme. This unit is used to extend the activities in the mandatory unit within a specialities context or pathway and or provide additional skills, knowledge and understanding to the learner.
• Evaluation
The process of determining to what extent the educational purpose or objectives are being realised, making judgement of achievement of educational objectives.
• Evidence Requirement
Useful data that must be gathered to demonstrate that the learner has met the standards (outcomes) specified
• External Assessment
Assessment designed and managed outside the learning environment.
• External Assessor
The person designated by the awarding Body to assess and grade external assessment project.
• External Verification
The process of ensuring that standards for assessment and quality assurance are being maintained and that the learning environment has carried out the assessment in line with the requirement of the unit specifications.
• Facilitator
The one who plays the role of facilitating a unit.
• Formal Learning
Learning that takes place in educational and training learning environment to recognise qualifications.
• Formative Assessment
A process used to collect evidence on the learner’s progress of achievement (strengths and weaknesses) during the facilitating of learning -- not necessary formally recorded for certification purposes.
• Induction
A period used to introduce the learner and the staff to a learning environment and their programme of choice as they start to learn using this new concept CBT.
• Informal Learning
Any experimental learning that takes place through life and work experience. It is often unintentional learning. The learner may not recognise at the time of the experience that it contributed to the development of their skills and knowledge.
• Integration
The process of combining assessment for several learning outcomes and/or units into a single coherent activity.
• Internal Assessment
Unit assessment carried out by the learning environment.
• Internal Verification
The process of ensuring that assessment judgements are made consistently to meet the standard established. It is also a process used by the learning environment staff to verify internal assessment decisions.
• Internal Verifier
A person with responsibility to ensure that assessment judgements are applied uniformly and consistently by all assessors in the learning environment.
• Knowledge
The underpinning knowledge activities identified in the units
• Learner Centred Approach
An approach to facilitating and learning which takes account of a learners interests, ability and learning style. It is an approach that is not rigidly time-bound and allows a degree of flexibility.
• Learning Environment/Centre
Any place where approval is given by the awarding body for learning to take place; it could be an institution or workplace.
• Learning Outcomes
Activities to be performed by the learner.
• Learner/Student
An individual who enrols for an award.
• Level
This indicates the learning complexity based on the qualification framework
• Level Descriptors
Level descriptors show the characteristics of the qualification level, that is, complexity and depth of knowledge, skills and attitudes linked to the level. The level descriptors also provide a basis for comparison between qualifications.
• Mandatory/Core Unit
Unit that is compulsory in a programme leading to an award.
• National Qualifications Framework (NQF)
A National Qualifications Framework (NQF) sets out the levels at which qualifications are recognised in the entire education and training system. It helps learners to make informed decisions on the qualification they want to pursue and to promote:
- access, motivation, promote lifelong learning, avoid duplication and overlap of qualification; as well as
- public and professional confidence in the integrity and relevance of national awards.
• Non Formal Learning
Learning that takes place alongside the mainstream systems of education and training and does not typically lead to formal certification.
• Notional Design Length
The notional design length reflects the credit value attached to the Learning Unit Specification (1 credit = 30 hours) giving the estimated number of hours required for an average learner to achieve all learning outcomes. The notional design length is always expressed in multiples of 30 (15 hours = 0.5 credit) and should not normally exceed 120 hours (3 credits).
• Observation
A means of assessment in which the learner is observed carrying out tasks that reflect the performance criteria of the learning outcomes.
• Observation checklist
A means of recording learners’ performance against a list of pre-determined competencies.
• Occupational Standards
Occupational standards state what the outcome of learning or work activity is, and what evidence a learner must produce if they are to receive formal recognition of their knowledge, attitude and skills. The occupational standards also detail the quality of the required evidence, representing what national stakeholders consider being acceptable performance. The basis upon which the programme (curriculum), assessment and learning materials are designed and developed is the standards or outcomes.
• Performance Criteria
These are standards by which the activities have to be performed.
• Portfolio
A compilation of evidence which can form the basis for assessment or a collection of summative assessment evidence generated by the learner and used to accredit achievement of Learning Outcomes.
• Progression
A movement from one qualification level to the other.
• Purpose
The purpose statement (also called the rationale) should give a brief summary of the main aims of the unit and its target audience.
• Quality Assurance
This process is used to assure quality of product and services in education and training. This mechanism is built into a programme to establish confidence among all stakeholders.
• Quality Assurance System
It is any system in a learning environment or at a national level which promotes confidence in a qualification by guaranteeing the achievement and maintenance of standards.
• Range Statement
Situations/context in which the activities have to be performed and for which evidence must be gathered.
• Recognition of Prior Learning (RPL)
It is an assessment process that assesses the individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency for entry to, and/or partial or total completion of a qualification.
• Record of Achievement
Documentation of achieved units that will lead to certification.
• Skills
Competencies developed by a learner during education and training
• Summative Assessment
A process of collecting evidence that will demonstrate achievement of the Learning Outcome, usually applied at the end of a learning experience (unit). This information is used for certification purposes.
• Support Notes
In many ways, the support notes are as important as the statement of standards—the support notes advise the reader on how to interpret the standards. You are free to give the reader as much information as you wish about interpretation, teaching and delivery approaches and methods of assessment, but it is advisable (and helpful) to give as much information as possible.
• System Verifier
The person appointed by the awarding body to check the efficiency and effectiveness of a learning environment’s processes and procedures (quality assurance system).
• Unit
A group of related activities (learning outcomes) to be demonstrated by a learner an education and training programme to equip learners with skill, knowledge and attitude (capability to complete a certain task; unit of competency)
• Unit Introduction
The unit introduction gives a clear statement about the overall skills and knowledge, which must be demonstrated by learners.
• Validation
It is a process used to ensure that units and awards will meet the needs of the user. This is a quality assurance mechanism used in programme development.
• Work Placement
A long-term placement programme (3 to 6 months) in industry, with clear outcomes, that allows the learner to acquire and/or develop vocational/technical and key skills and knowledge in an industrial setting as part of the vocational/technical programme.
DIFFERENCE BETWEEN TRADITIONAL AND COMPETENCEY-BASED ASSESSMENT
Competency-Based Assessment is not a set of exams; it is the basis for the certification of competence, and is carried out as a process to gather pieces of evidence concerning the performance and knowledge of an individual in relation with a competence standard. This grants it a very appreciable role as an instrument of diagnosis, both for the worker and the employer.
Competence-Based Assessment: This is assessment that measures whether a learner is competent or not competent. Only two possible outcomes can be the result of the assessment process, i.e. they are competent (i.e. they can perform what is stated in the standard) or they are not yet competent (i.e. they cannot perform yet what is stated in the standard). The assessment is not designed to measure a learner who is 30% or 50% or 80% etc. competent.
Norm Referenced Assessment: This is an assessment that measures how learners compare with each other. Results of test are given as percentages (e.g. 50%, 80% and 90%) or sometimes these are translated into a range (i.e. pass, merit and distinction).
|
TRADITIONAL ASSESSMENT (norm
referenced) |
COMPETENCY-BASED
ASSESSMENT
(criteria referenced) |
|
The traditional systems of assessment tend to present
all or some of the following characteristics: |
The assessment of competencies is defined as a process
with various important steps: definition of the objectives, gathering of
evidence, comparison of evidence with the standards (learning outcomes),
forming a judgment (competent or not yet competent) . The assessment of competencies is characterized by: |
|
Assessment associated with a course or programmes |
Centring on the results of labour performance (defined
in the standard) |
|
Subject evaluates parts of the programmes. |
Undetermined time |
|
Parts of the programmes are included in the final exam |
Individualised |
|
Approbation based on scales of points |
Not associated with a course or study programmes (rigid
timing) |
|
The questions are unknown |
Does not compare different individuals |
|
Carried out in a defined amount of time |
Does not use point scales |
|
It uses statistical comparisons |
Its result is either competent or not yet competent |
TRADITIONAL ASSESSMENT (norm referenced) COMPETENCY-BASED ASSESSMENT (criteria referenced)
The traditional systems of assessment tend to present all or some of the following characteristics: The assessment of competencies is defined as a process with various important steps: definition of the objectives, gathering of evidence, comparison of evidence with the standards (learning outcomes), forming a judgment (competent or not yet competent)
.
The assessment of competencies is characterized by:
Assessment associated with a course or programmes Centring on the results of labour performance (defined in the standard)
Subject evaluates parts of the programmes. Undetermined time
Parts of the programmes are included in the final exam Individualised
Approbation based on scales of points Not associated with a course or study programmes (rigid timing)
The questions are unknown Does not compare different individuals
Carried out in a defined amount of time Does not use point scales
It uses statistical comparisons Its result is either competent or not yet competent
Table 3.1
Process of designing and developing CBT Assessment Framework
The trend in CBT assessment has two important concepts that have to guide all assessment processes and practices. These are:
• A learning outcome (based on occupational standards) that describes what (knowledge, information, skills, attitudes and values) that learners will know and be able to do at the end of the learning experience.
• An assessment standard (based on occupational standards) that describes the level at which learners should demonstrate achievement of the learning outcomes and ways (depth and breadth) of demonstrating their achievement.
The processes and practices above should lead to the:
• Establishment of clear and transparent performance indicators.
• Establishment of an assessment items bank.
Facilitators and Assessors
The Facilitator
Competency-Based Training (CBT) demands a different approach to teaching and even assessment and certification. This is because conceptually CBT is different from the traditional system. It is based on defined competency standards which are industry oriented; it is “unitised” (unit-based); and it applies to both the workplace and the institution.
Furthermore, it can be applied to formal training system and informal training. For this reason, training or teaching approach requires flexibility. The training is more learner-centred than teacher-centred.
On account of this, Technical Teacher Training Colleges must adopt different training methods to training new teachers. The teachers that are already at post must also be re-oriented to adopt a CBT approach to training.
There is no single Training of Trainers (TOT) method for CBT. It is more a mixture of approaches depending on what the teacher is dealing with.
Types of Approaches to Facilitating
There are two main approaches to teaching: teacher-centred and learner-centred. In the teacher-centred (also referred to as direct instruction) approach, the teacher has control over what is taught and how the learners are given the information they have to learn. A lecture is an example of a direct instruction approach.
In the learner-centred approach (also called discovery approach) more emphasis is placed on the learner’s role in the learning process. In this approach, the teacher still sets the agenda of what is to be learned but has less control over what and how learners learn.
The teacher here becomes more of a facilitator of learning than a ‘channel’ through which all knowledge and information must flow. The learner acquires knowledge more through their own individual or group investigations.
CBT Training Approach
The training approach used in CBT is more of a learner-centred approach. Most times, people refer to the teaching techniques in CBT as learner-centred. The reality is that CBT uses both the teacher-centred as well as learner-centred approach but the emphasis is more on the latter. It is important therefore that the teacher knows the context in which either approach is applicable.
Teacher Centred Approach
The Direct Instructional Method
This approach is a mode of delivery whose content is highly structured and in which the teacher directs activities of learners with the focus on academic achievement. Many teachers in the TVET institutions still use direct instruction in the theory part of the courses at present because it gives them maximum control as repositories of knowledge.
Some use this method because that is what they experienced when they were in school and for some trained teachers this is the main method taught them in teacher training school.
This is not to say that direct instruction technique is ineffective. In certain circumstances it is the most effective method to use. For example, where new information has to be given to learners or where teachers relate new information to what learners already know, direct instruction is effective.
A major weakness of direct instruction is that the success of the strategy solely depends on the teacher’s ability, style and communication skills. Individual differences in learning abilities, prior knowledge and rate of learning are not taken into consideration. Direct instruction shows only the teacher’s perspective regarding interpretation of the facts.
Learner-Centred Approaches
There is no single method for learner-centred approach to teaching. There are a number of methods and, depending on the issue one is dealing with, each may or may not be appropriate. These include:
• Discussion Method
• Small Group Work Method
• Cooperative Learning Method
• Problem Solving Method
• Research Method
THE ASSESSOR
CBT Assessment is designed to enable the assessor to judge whether a learner is able to carry out specified activities competently. Since certification depends on assessment, it is important that the assessment process is credible so that the learner and all other interested parties have confidence in the result. Assessment is credible when it is valid, reliable and practicable.
The CBT assessor should be competent in the assessment process below:
• Get to know the units
• Plan the assessment
• Select the instruments of assessment
• Collect the evidence
• Judge the evidence
• Submit judgment of evidence for verification
Validity
An assessment, which is valid, measures the activity described in the outcome against the standards given in the performance criteria.
An assessment instrument is valid when it:
• Is appropriate to the purpose;
• Allows the production of evidence of learners’ performance which can be measured against National Standards defined in the unit specification;
• Allows learners to produce sufficient evidence of all the skills, knowledge and understanding required to satisfy National Standards defined in the unit/module specification;
• Facilitates the process of making reliable assessment decisions by assessors;
• Is accessible to all learners who are potentially able to achieve it.
Reliability
Assessment decisions are reliable when they are based on evidence that is:
• Generated by valid assessment instrument, under consistently applied condition of assessment;
• Authentic, when it is the learner’s own work;
• Consistent - the same decision would be made by different assessors in the same or different learning environments;
• Consistent over time - for example, the same decision would be made against the same response next year as well as this year.
To improve reliability, every assessment instrument comes with detailed “assessors instructions” and “marking guidelines”.
A reliable assessment, gives consistent results on different occasions with different learners and different assessors.
Practicability
Practicable assessment is geared to available resources, facilities and time. Many outcomes are highly practical in nature and learners will normally be assessed performing the relevant activity. However, a practical assessment that requires an elaborate arrangement of equipment or that takes too long to perform could defeat the purpose of arranging it.
CBT programmes are designed to:
• Offer a broad range of skills and knowledge relevant to the industry;
• Assist learners in making an informed career choice for further education and training and or (self) employment;
• Provide a national recognised qualification for the learner who would wish to enter a growing and dynamic sector of industry;
• Broaden the range of skills by selection of elective units in keeping with their personal and social interests;
• Help learner to integrate the different skills and knowledge acquired in a project.
• Assist learner to experience the world of work and develop the appropriate values and attitudes through the work placement part of the programmes;
• Develop the problem solving skills of the learner by promoting a systematic and imaginative approach;
• Develop the key skills of the learner with particular reference to their application in the selected industry.
Quality Assurance and Evaluation Instruments in CBT
Internal Verification
Internal verification is the process by which learning environments ensure that all internal assessment is valid, reliable and practicable. It is a quality assurance mechanism used to ensure consistency and fairness in judging learner’s evidence, and to provide advice and support for assessors.
It is important that learning environments ensure that internal assessments are made in a consistent manner. COTVET requires that all learners in a learning environment, entered for the same unit or award, be assessed to a common standard. It is important therefore that learning environments set up and implement an internal verification system to ensure that this happens.
Learning environments have to set out their internal verification system using COTVET’s criteria. In summary, these criteria are designed to ensure that:
• All internal assessment is valid, reliable and practicable;
• Those who carry out assessment and internal verification are appropriately qualified or experienced;
• Internal verification activities are monitored;
• The internal verification system is periodically reviewed and amended where necessary.
Internal verification is a vital element of the quality assurance procedure that supports the assessment arrangement for COTVET programmes.
Learning environments are wholly responsible for the design and effective management of their internal verification system.
At the programmes qualification level, there are three stages to the internal verification process:
• Pre-delivery stage.
• Delivery stage.
• Review stage.
Internal verification is an important element in ensuring quality provision within learning environments. All members of staff have a role to play in ensuring affective internal verification. If an internal verification system is well designed, staffs are well trained in the operation of the system and records all well kept; internal verification becomes a natural part of programmes delivery. If it works effectively, it will not place excessive time demands on staff at any level.
The importance of good communication and record keeping cannot be over-emphasised. Programme teams should maintain records of all internal verification activities. Documents maintained should include:
• Agendas
• Records of sampling
• Internal and External Verifier’s reports
• Programmes team meeting reports.
This will facilitate easy identification of weaknesses in procedures and assist in identification of future training requirements. Effective internal verification will also enable both internal and external quality audits to run smoothly.
External Verification
External Verification is a quality assurance measure used to confirm that each learning environment offering internally assessed COTVET units has carried out the assessment in line with the requirements of the national unit specifications.
External Verification is one of the quality assurance elements underpinning all COVET qualifications. It is a vital element of the quality assurance procedure that must be applied to the assessment arrangements for COTVET. COTVET Unit of Assessment and Quality Assurance are responsible for this element, but learning environment have an important role to play.
The publication Guide to Approval defines seven criteria for determining a learning environment’s ability to support COTVET qualifications. One of these criteria requires that learning environment staff be aware of external verification requirements and that learning environment provide access to COTVET Unit External Verifiers.
COTVET Quality Assurance Unit appointed external verifiers carry out external Verification. These external verifiers are experienced practitioners in education and training. They are trained in verification to ensure that they consistently apply national standards of assessment, as it is important that learning environment and external verifiers make decisions about assessment accurately and consistently. External verifiers always begin the process of external verification on the premise that learning environments have made assessment decisions correctly and that the purpose of external verification is to confirm learning environments’ decision.
TVET QUALIFICATIONS FRAMEWORK
LEVELS OF QUALIFICATIONS FRAMEWORK
The National Policy Framework for TVET proposed a seven-level National TVET Qualification Framework for the TVET Sector in Ghana. The levels are:
Level 1: Proficiency I
Level 2: Proficiency II
Level 3: Certificate I
Level 4: Certificate II
Level 5: Diploma
Level 6: Higher National Diploma (HND)
Level 7: Bachelor of Technology (B.Tech.)
The Proficiency levels are intended to cover the large number of people who may not have gone to school but are skilled craftsmen and those who operate mainly in the informal sector of the economy.
Large numbers of artisans and tradesmen and women who form the bedrock of the labour force in Ghana are trained in the informal sector. It is necessary to recognise their competencies through certification. However, it is envisaged that the Proficiency levels will become unnecessary in the future as the level of workforce literacy increases and the demand for such qualifications decreases.
Above the Proficiency levels, entry into training at any level assumes a certain amount of general educational background necessary for understanding and applying the theoretical underpinnings of practical skills.
The Rationale for National TVET Qualifications Framework
Many countries are adopting a national qualifications framework for their education and training systems. For many countries, this encompasses all the sub-sectors of the education and training system including academic, technical, vocational, formal and non-formal education. Some of these countries that have adopted such frameworks are the United Kingdom, Australia, New Zealand, Mauritius, South Africa, to name a few.
On the other hand, some countries have restricted their qualifications frameworks to technical and vocational education and training. Such countries are Botswana, Namibia and, until recently, Mauritius. It appears Ghana has decided to adopt a framework limited to technical and vocational education and training.
A National TVET Qualifications Framework allows a country, firstly, to integrate all TVET qualifications to make meaning out of them. Secondly, it allows comparison of the qualifications in terms of content and complexity so as to establish equivalencies. Thirdly, it confers national recognition on all qualifications that are registered on the framework as these qualifications are subject to a process of quality assurance before they are registered.
Recommendation for the NTVETQF
The Committee, after reviewing the National TVET Qualifications Framework proposed in the TVET Policy Framework for Ghana, now recommends a 9-Level National TVET Qualifications Framework. Level 1, covering the traditional apprenticeship, is the lowest and the least demanding and Level 9, Doctorate in Technology, being the highest and the most demanding.
The recommended National TVET Qualifications Framework (NTVETQF) is as follows:
|
Levels |
Recommended
Qualification Band |
Equivalent Academic Qualifications |
|
9 |
Doctorate
Degree (Professional/Technology) |
Doctorate
degree |
|
8 |
Master’s
Degree (Professional/Technology) |
Master’s
Degree |
|
7 |
Bachelor’s
Degree (Professional/Technology) |
Bachelor’s
Degree |
|
6 |
Higher Diploma |
No
Equivalence |
|
5 |
Diploma |
Diploma |
|
4 |
Certificate
II |
WASSCE |
|
3 |
Certificate
I |
No
equivalence |
|
2 |
Proficiency
II |
BECE |
|
1 |
Proficiency
I |
No
Equivalence |
Characteristics of the National TVET Qualifications Framework
• What are Level Descriptors?
Level descriptors show the characteristics of the qualification level that is complexity and depth of knowledge, skills and attitudes linked to the level. The level descriptors also provide a basis for comparison between qualifications.
They provide a general understanding of each level as they give general, but meaningful indicators of the characteristics of the qualifications. They are not intended to give precise or comprehensive statements of required learning at each level.
The level descriptors may include the following characteristics:
• Knowledge and understanding required in the subject area.
• Practice, i.e. applied knowledge and understanding.
• Generic cognitive skills, e.g. evaluation, critical analysis.
• Communication, numeracy and IT skills.
• Autonomy, accountability and working with others.
Use of Level Descriptors
The level descriptors can be used to:
• Allocate levels to learning programmes and qualifications;
• Guide the mapping of progression routes within the TVET sector;
• Determine entry requirements for programmes.
The level descriptors indicate the broad learning outcomes at each level within the NTVETQF Framework. They are designed to help programmes designers and the writers of unit specifications for qualifications to determine not only the range of knowledge and skills required but also the learning outcomes that are appropriate for the level.
In assigning a level to a qualification, it is envisaged that designers of programmes will employ an approach that involves determining the differences between the levels; and matching learning outcomes against the appropriate levels. This is done by matching the programmes being developed with the descriptors for the level and by making comparisons with the levels of the qualifications that make up the Framework.
It is not expected that all the requirements in the level descriptors should be met in developing a programme for a level.
The decision regarding what is to be captured lies with the designers/writers of programmes of learning and the aims and purpose of the learning. However, it is envisaged that knowledge and understanding and/or practice (i.e. skills) will be key to allocating a level to most programmes.
Level descriptors can be used at any stage in the design, development and validation of programmes, courses or units. The intention is for the descriptors to be used as a guide and not for prescribing the content and depth of the programmes. They are not intended to be the sole reference source for the design of the programmes.
Level Descriptors
Level Qualifications Enables learners to:
(Knowledge) Enables learners to carry out processes that:
(Skills & Attitude)
1 Proficiency 1 1. Require basic skills of trade and craft and the ability to perform routine and predictable tasks.
2. Are repetitive and familiar.
3. Require close supervision.
4. Require practical and oral tests for qualification.
2 Proficiency 2 Demonstrate basic numeracy, literary and IT skills: For example, carry out limited range of simple tasks of data processing. 1. Confirm competence in the handling of hand tools and machinery components.
2. Require performance of varied activities that are routine, predictable and non-complex in nature.
3. Require limited supervision.
4. Require practical and oral tests for qualification.
3 Certificate 1 1. Demonstrate a broad knowledge base incorporating some technical concepts.
2. Demonstrate knowledge of the theoretical basis of practical skills.
3. Demonstrate basic numeracy, literacy and IT skills.
1. Require a wide range of technical skills.
2. Are applied in a variety of familiar and complex contexts with minimum supervision.
3. Require collaboration with others in a team.
4 Certificate 2 1. Demonstrate broad knowledge base with substantial depth in area(s) of study.
2. Demonstrate a command of analytical interpretation of a range of data.
3. Demonstrate numeracy, literacy and IT skills commensurate with this level.
4. Present results of their study accurately and reliably. 1. Require broad knowledge of skill competency in different tasks in varied contexts.
2. Require a wide range of technical and supervisory skills.
3. Are employed in different contexts.
5 Diploma 1. Demonstrate specialised in-depth knowledge in their area(s) of study.
2. Analyse and interpret a range of data and be able to determine appropriate methods and procedures to deal with a wide range of problems.
3. Communicate methods, procedures and outcomes accurately and reliably
1. Require the ability to adapt and apply knowledge and skills to specific contexts in a broad range of work activities.
2. Demand specialised technical and/or supervisory skills.
3. Require minimum supervision.
6 Higher National Diploma
(HND)
1. Demonstrate considerable theoretical knowledge and solid practical skills in their area(s) of study.
2. Integrate, contextualize and apply knowledge to a range of complex technical or professional activities.
3. Have a command of planning, analytical, supervisory and management functions under minimum direction.
4. Display qualities and transferable skills for employment. 1. Require a wide range of highly specialized technical and / or management and / or conceptual or creative skills.
2. Require qualities and transferable skills necessary for formal and self-employment.
3. Involve some level of organizational ability, resource management and personal responsibility.
7 Bachelor’s
(Professional/
Technology) 1. Demonstrate high level conceptual knowledge in a broad range of complex and changing contexts.
2. Demonstrate basic research skills.
3. Undertake tasks involving high level organisational ability, resource management and personal responsibility.
4. Demonstrate a significant degree of strategic thinking and judgment.
5. Have a high level of supervisory and management capabilities. 1. Apply methods, techniques and modes of practices that they learned and reviewed, to consolidate, extend and apply their knowledge and understanding to initiate and carry out projects.
2. Promote further training, development of existing skills and acquisition of new competencies that will enable them to assume responsibility within organisations in self-employment.
3. Require qualities and transfer of skills necessary for formal and self employment.
4. Communicate information in a variety of formats appropriate to both specialists and non-specialist audiences.
8 Master’s
(Professional/
Technology) -
Technically-oriented researched Masters 1. Have a systematic understanding of knowledge and a critical awareness of current problems and/or new insights in their academic discipline, field of study, or area of professional practice.
2. Possess comprehensive understanding of relevant techniques in research or advanced scholarship.
3. Demonstrate originality in the application of knowledge, together with a practical understanding of established techniques of research.
4. Critically evaluate current research, methodologies and advanced scholarships in the discipline, and where appropriate, to propose new hypothesis.
1. Involve the resolution of complex issues and making sound judgment in the absence of complex data, and communicating these conclusions to both specialists and non- specialist audiences.
2. Require self-direction and originality in tackling and solving problems, and acting independently in planning and implementing tasks at a professional or equivalent level.
3. Continue to advance their knowledge and understanding, and to develop new skills to a high level.
4. Promote qualities and transferable skills necessary for employment, initiative and personal responsibility and decision making in complex and unpredictable situations, and the exhibition of independent learning ability required for continuing professional development.
9 Doctorate Degree
(Professional/
Technology) 1. Creation of new knowledge through research of the quality that extends the frontier of knowledge in the discipline
2. A substantial acquisition of knowledge which is at the forefront of technology or area of professional practice
3. Ability to conceptualise, design and implement a project to generate new knowledge, or applications at the frontier of technology or professional practice.
4. Comprehensive and detailed knowledge and application of research methodology applicable to complex enquiry. 1. Make informed judgment on complex issues in the area of technology or professional practice often in the absence of complete data and be able to communicate ideas and conclusions clearly to specialist and non-specialists in the discipline
2. Exhibit qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and initiative in complex and unpredictable situations.
Table 4.4
|
Level Descriptors |
|||
|
Level |
Qualifications |
Enables learners to: (Knowledge) |
Enables learners to carry out processes that: (Skills &
Attitude) |
|
1 |
Proficiency 1 |
|
4. Require practical and oral tests for
qualification.
|
|
2 |
Proficiency 2 |
Demonstrate basic numeracy, literary
and IT skills: For example, carry out limited range of simple tasks of data
processing. |
4. Require practical and oral tests for
qualification.
|
|
3 |
Certificate 1 |
1. Demonstrate a broad knowledge base
incorporating some technical concepts. 2. Demonstrate knowledge of the theoretical basis of practical skills. 3. Demonstrate
basic numeracy, literacy and IT
skills.
|
|
|
4 |
Certificate 2 |
1.
Demonstrate
broad knowledge base with substantial depth in area(s) of study. 2.
Demonstrate
a command of analytical interpretation of a range of data. 3.
Demonstrate
numeracy, literacy and IT skills commensurate with this level. 4.
Present
results of their study accurately and reliably. |
|
|
5 |
Diploma |
1. Demonstrate specialised in-depth
knowledge in their area(s) of study. 2. Analyse and interpret a range of
data and be able to determine appropriate methods and procedures to deal with
a wide range of problems. 3. Communicate
methods, procedures and outcomes accurately and reliably
|
1. Require the ability to adapt and
apply knowledge and skills to specific contexts in a broad range of work
activities. 2.
Demand
specialised technical and/or supervisory skills. 3. Require minimum supervision.
|
|
6 |
Higher National Diploma |
1. Demonstrate considerable
theoretical knowledge and solid practical skills in their area(s) of study. 2. Integrate, contextualize and apply knowledge to a
range of complex technical or professional activities. 3. Have a
command of planning, analytical, supervisory and management functions under
minimum direction. 4. Display qualities and transferable skills
for employment. |
2. Require qualities and transferable skills necessary
for formal and self-employment. 3. Involve some level of organizational ability,
resource management and personal responsibility.
|
|
7 |
Bachelor’s (Professional/ Technology) |
1. Demonstrate high level conceptual knowledge in a
broad range of complex and changing contexts. 2. Demonstrate basic
research skills. 3. Undertake tasks involving high level organisational
ability, resource management and personal responsibility. 4. Demonstrate a significant degree of strategic
thinking and judgment. 5. Have a high level of supervisory
and management capabilities. |
1. Apply methods, techniques and modes
of practices that they learned and reviewed, to consolidate, extend and apply
their knowledge and understanding to initiate and carry out projects. 2.
Promote
further training, development of existing skills and acquisition of new
competencies that will enable them to assume responsibility within organisations
in self-employment. 3.
Require
qualities and transfer of skills necessary for formal and self
employment. 4.
Communicate
information in a variety of formats appropriate to both specialists and
non-specialist audiences.
|
|
8 |
Master’s (Professional/ Technology) - Technically-oriented
researched Masters |
1. Have a systematic understanding of
knowledge and a critical awareness of current problems and/or new insights in
their academic discipline, field of study, or area of professional practice. 2. Possess comprehensive understanding
of relevant techniques in research or advanced scholarship. 3. Demonstrate originality in the application
of knowledge, together with a practical understanding of established
techniques of research. 4.
Critically evaluate current research,
methodologies and advanced scholarships in the discipline, and where
appropriate, to propose new hypothesis.
|
1. Involve the resolution of complex
issues and making sound judgment in the absence of complex data, and
communicating these conclusions to both specialists and non- specialist
audiences. 2.
Require
self-direction and originality in tackling and solving problems, and acting
independently in planning and implementing tasks at a professional or
equivalent level. 3.
Continue
to advance their knowledge and understanding, and to develop new skills to a
high level. 4. Promote qualities and transferable
skills necessary for employment, initiative and personal responsibility and
decision making in complex and unpredictable situations, and the exhibition
of independent learning ability required for continuing professional
development. |
|
9 |
Doctorate Degree (Professional/ Technology) |
1. Creation of new knowledge through
research of the quality that extends the frontier of knowledge in the
discipline 2. A substantial acquisition of
knowledge which is at the forefront of technology or area of professional
practice 3. Ability to conceptualise, design and
implement a project to generate new knowledge, or applications at the
frontier of technology or professional practice. 4. Comprehensive
and detailed knowledge and application of research methodology applicable to
complex enquiry. |
1. Make informed judgment on complex
issues in the area of technology or professional practice often in the
absence of complete data and be able
to communicate ideas and conclusions clearly to specialist and
non-specialists in the discipline 2. Exhibit qualities and transferable skills
necessary for employment requiring
the exercise of personal responsibility and initiative in complex and
unpredictable situations. |