Documentos de Académico
Documentos de Profesional
Documentos de Cultura
2015
APL
ACRONNYMS
CBET
Competency-based Training
MoEST
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TVET CDACC
NGO
Non-Government Organization
NQF
RPL
SSAC
TVET
TVET CDACC
CDACC
TVETA
DEFINITION OF TERMS
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TVET CDACC
Accredited Institution
An officially approved TVET institution.
Competency
Ability to perform a task to the standard of performance required in employment.
Curriculum
Intended learning experience that a trainee is expected to undergo to attain the expected outcome.
Curriculum Design
Refers to the structure, pattern or organization of curriculum components.
Curriculum Development
Systematic planning of learning experiences for a trainee to acquire the intended competencies.
Evaluation
The process of finding out how far the curricula objectives are being, or have been achieved.
Formative Evaluation
Evaluation conducted in the process of training/learning and consequently, it is part of
training/learning process.
Industry
Refers to workplace where the competencies gained by trainees are required.
Module
A specific learning segment, complete in itself, which deals with one or a number of units of
competency
Modular Curriculum
A curriculum organised in modules.
Monitoring
Systematic collection and analysis of information as implementation of curriculum progresses
which is aimed at improving the efficiency and effectiveness of the process.
Skill
Ability to perform a task or an activity.
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TVET CDACC
Summative Evaluation
Evaluation conducted at the end of certain periods or cycles of time in order to judge the
sufficiency of trainees performance and knowledge.
Syllabus/Training package
A part of a curriculum which contains concepts, principles and procedures to be learnt by a
trainee in a course.
Training Needs Analysis (TNA)
A survey conducted to establish the training needs of the industry.
PREAMBLE
The competency based curriculum development Procedures and Guidelines are designed to
ensure that the process is consistent with the Competency-based Education and Training (CBET)
framework in Kenya. The TVET CDACC shall be working with the industry and countries in
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TVET CDACC
order to ensure mutual recognition of competency standards and national vocational
qualifications Kenya. The curricula for all Technical and Vocational Education and Training
(TVET) institutions in Kenya will therefore be developed using occupational standards
developed by CDACC, the Industry and other stakeholders.
These guidelines have further established a standard curricula development process for Technical
and Vocational Education and Training (TVET) in all sectors of the economy. The outcomes of
competency based curriculum will thus produce internationally competitive workforce in Kenya.
The Sector Skills Advisory Committees shall be the technical arm of the TVET CDACC and the
procedures and guidelines are on how to hire the SSAC members have been developed to esure
that the council employs these members competitively.
This document will assist CDACC, CBET Curriculum developers and all stakeholders to
understand and implement the new national Competency Based Education and Training. It will
be used by officers in the industry and public, private and non-governmental training agencies
participating in TVET sector. It will be a valuable reference for industry and professional groups
and those who wish to collaborate with the CBET system for the future development of human
resources in Kenya.
Contents
CHAPTER 1................................................................................................................. 6
THE PROCDURE FOR DEVELOPING A COMPETENCY BASED CURRICULLUM................6
Training Needs Analysis.............................................................................................. 6
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TVET CDACC
Application to Curriculum Development, Assessment and Certification Council
(CDACC) for Approval to develop a CBET a curriculum...............................................7
Validation by the relevant Sector Skills Advisory Committee (SSAC)..........................8
Endorsement by the Curriculum Assessment and Certification Council (CDACC).....10
Approval by the Technical and Vocational Education and Training Authority (TVETA 10
CHAPTER 2............................................................................................................... 11
COMPETENCY BASED CURRICULUM DEVELOPMENT PROCESS..................................11
TRAINING NEEDS ANALYSIS...................................................................................... 13
CURRICULUM DESIGN............................................................................................... 13
CONTENT DEVELOPMENT......................................................................................... 15
PREPARATION FOR IMPLEMENTATION........................................................................16
CHAPTER 3............................................................................................................... 17
GUIDELINES OF SELECTING SKILLS ADVISORY COMMITTEE (SSAC) MEMBERS.........17
The composition of SSAC members will not be more than seven members of whom:................................................................................................................................. 17
Functions of the Sector Skills Advisory Committees (SSAC) will be to;.....................18
A Sector Skills Advisory Committee member shall be;.............................................18
CHAPTER 4............................................................................................................... 19
GUIDELINES OF ACCREDITING A CURRICULUM DEVELOPER.....................................19
CHAPTER 1
THE PROCDURE FOR DEVELOPING A COMPETENCY BASED
CURRICULLUM
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TVET CDACC
The development of a Competency Based Curriculum shall be in eight steps;
1) Training Needs Analysis
2) Application to Curriculum Development, Assessment and Certification Council
(CDACC) for Approval to develop a CBET a curriculum
3) Curriculum Development process
4) Evaluation by CDACC
5) Validation by the relevant Sector Skills Advisory Committee (SSAC) and other
stakeholders
6) Endorsement by the Curriculum Assessment and Certification Council (CDACC)
7) Approval for use.
8) Print and Dissemination of the approved curriculum
identify the training needs that have not been addressed by the existing curricula
establish the mechanism for coping with emerging trends and challenges in the
industry
establish the findings and feedback derived from implementation of the existing
curricula
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TVET CDACC
Step 2 -Application to Curriculum Development,
Assessment and Certification Council (CDACC) for Approval
to develop a CBET curriculum
1. Upon completion of the Training Needs Analysis, the curriculum developer will apply to
the Council to be granted permission to develop the curriculum by submitting a proposal.
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TVET CDACC
4) If the evaluation is not successful, the council shall return the curriculum to the
Developer with recommendations within thirty working days upon receipt of the
completed document.
Step 8The Councils shall Print and Disseminate the approved curriculum to Technical Institutes and
other stakeholders
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TVET CDACC
CHAPTER 2
GUIDELINES FOR COMPETENCY BASED CURRICULUM
DEVELOPMENT
1. A Competency based curriculum for TVET shall entail training programmes
which take into consideration the market demands and the social and economic
needs of the learners.
1) A curriculum developer shall fill the forms in Appendix ll Vl
2) A Competency based curriculum for TVET shall be developed by curriculum developers
accredited by CDACC
3) A Competency based curriculum for TVET shall be developed based on set competency
occupational standards.
4) Learning outcomes for a Competency based curriculum shall be derived from standards which
are defined by industry.
5) A Competency based curriculum shall seek to systematically identify and develop essential
worker competencies (knowledge, skills and attitude) required for a particular job
6) All Curriculum developers shall use the Model A or B in Appendix ll.
2. TVET curriculum development process shall entail interlinked activities ranging
from training needs analysis to review. Six broad steps have been considered for
CBET curriculum development process;
TVET CDACC
b
identify the training needs that have not been addressed by the existing curricula
establish the mechanism for coping with emerging trends and challenges in the
industry
establish the findings and feedback derived from implementation of the existing
curricula
CURRICULUM DESIGN
1The curriculum design shall broadly define the nature and scope of the TVET curriculum.
2The curriculum design shall have;
b
level of programme
ii
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TVET CDACC
iii
iv
Credits equivalency
f
g
h
i
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TVET CDACC
3 The content areas shall address all the learning domains i.e
a) Cognitive
b) psychomotor
c) affective
4. Appropriate duration should be given to each module.
5. The content should specify the following;
1) Instructional Materials
2) Learning Resources
3) Self Checks
4) Performance Tests
6. The training packages should specify:
a general and specific objectives to be
achieved
b course structure
c mode of delivery and learning activities
d appropriate learning resources
e minimum specifications of training
equipment
f appropriate assessment methods and tools
g appropriate credits for each module
unit
h competencies to be acquired during
industrial attachment
i duration for industrial attachment for each
module
j qualifications of trainers
7. The curriculum should specify the mode of assessment.
8. The percentage of module unit contact hours shall be as stipulated below:
Level
Level 1
Level 2
Level 3
Craft (Level 4)
Diploma (Level 5)
Higher Diploma (Level 6)
Manipulative
Skills
90%
85 %
80%
70%
50%
40%
Theoretical
Skills
10%
15%
20%
30%
50%
60%
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TVET CDACC
3) Physical facilities shall conform to the standards set by relevant training regulators. The
facilities include workshops, laboratories, theory rooms and libraries among others.
4) A TVET curriculum shall specify the qualifications and experience of trainer.
5. The stakeholders shall include:
a
Government agencies in charge of TVET training
b
TVET Trainers and Technical staff
c
Managers and Administrators of TVET institutions
d
Accredited Certification bodies
e
Relevant industry regulators
CHAPTER 3
GUIDELINES OF SELECTING SKILLS ADVISORY COMMITTEE
(SSAC) MEMBERS
1) The Curriculum Development, Assessment and Certification Council (CDACC) shall
appoint Sector Skills Advisory Committee (SSAC) members.
2) The Sector Skills Advisory Committee (SSAC) members shall be responsible for
ensuring that vocational education and training programmes offered are according to the
needs and demands of the employment market.
3) The Sector Skills Advisory Committee (SSAC) members shall represent the skill sectors
identified in the Market/industry.
4) Every member of the committee shall, unless he/she sooner resigns or otherwise ceases to
hold office, hold office for a period of three years and may be eligible for re- appointment
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TVET CDACC
5) two representatives of the relevant industry skills/professional regulator
6) one is a curriculum development expert
7) A representative of the Council Secretary of TVET CDACC shall act as the secretary
to the committee
2. Subject to any general or specific directions by the council or any regulations made under it,
the committee may regulate its own proceedings.
Advise the Board on the establishment of new vocational trades training and educational
programmes or on the abolition of existing ones.
ii
assess training needs and determine standards for the area of trades the committee is
covering.
iii
draw up training specifications and job description for the trades to be taught.
iv
ensure that the employment market is informed about training activities under the
committees to promote placements for students; and
vi
form sub - committees to work with particular training issues as may be necessary.
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TVET CDACC
APPENDIX I:
CURRICULUM VALIDATION CHECKLIST
NO
.
TITLE
DESCRIPTION
REMARKS/
COMMENTS
Name of the
qualification
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TVET CDACC
2
Training Needs
Analysis
Curriculm
Design/Format.
Curriculum
Development
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TVET CDACC
specifications of training equipment,
specifications of learning materials
Preparation for
Implementation
APPENDIX 1I:
MODEL A
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TVET CDACC
MODEL B
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TVET CDACC
APPENDIX III
Skill Sector
Job Title
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Occupational
Standard
Task
Analysis
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Skill
Analysis
Competence
Elements
Task
Analysis
TVET CDACC
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TVET CDACC
APPENDIX IV
FORMAT FOR PRESENTATION OF COURSE MODULES
1.0 Qualification:
2.0 Purpose of Qualification:
7) Level:
4.0 Level Descriptors:
...
9.1.5 Prerequisite Module:
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TVET CDACC
(Please indicate Module Code and Name)
9.1.6 Learning Context:
(Please indicate whether the module will be taught through lectures, seminars, guided
independent work, laboratory work, etc. or combination thereof)
(Please indicate the assessment instruments to be used in the course module, i.e. whether through
Examinations, Tests, Reports, etc. or combinations thereof)
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