1. TVET Reform Project in Bangladesh (2007-2012)
Workshop on National Occupation Competency Standards
TVET Reform Project in Bangladesh ( )
Workshop on National Occupation Competency Standards
TRANSPORT SECTOR
Component 2 - Relevance and Quality of TVET
November
Hotel Washington
Gulshan-1

2. Objectives of the Workshop
Workshop on National Occupation Competency Standards
Objectives of the Workshop
To review draft National Occupation Competency Standards for the occupations: Graphic Designer, Web Developer, Testing Technician and IT Support Technician by the ISC , Information Technology
Agreement by the ISC Information Technology and recommendation for adoption
To develop draft code numbers for the units of competence

3. TVET Reform
Throughout the world, countries are reforming their Technical and Vocational Education and Training (TVET) systems towards three major goals
increasing the quality and quantity of vocational education and training;
improving the relevance of vocational education and training to the needs of industries and enterprises; and
developing a greater degree of national consistency and cohesion across public and private vocational education and training systems.

4. TVET Reform (cont)
A key strategy for the achievement of these goals is the implementation of a competency-based technical and vocational education and training system that has three fundamental features:
a specification of the required outcomes of vocational education and training in the form of competency standards;
vocational education and training delivery aimed at achieving these outcomes; and
assessment based on competencies to confirm that these outcomes have been achieved.

5. Review of Assessment
The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress .

6. Review of Assessment (cont)
Though the notion of assessment is generally more complicated than the following categories suggest, assessment is often divided for the sake of convenience using the following distinctions
formative and summative
objective and subjective
referencing (criterion-referenced, norm-referenced)

7. Review of Assessment (cont)
Formative and Summative
Summative Assessment - is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade.
Formative assessment - is generally carried out throughout a course or project. It is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and may not necessarily be used for grading purposes.
In summary: When the cook tastes the soup, that's formative. When the guests taste the soup, that's summative.

8. Review of Assessment (cont)
Objective and Subjective
Objective assessment is a form of questioning which has a single correct answer.
Subjective assessment is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer).

9. Review of Assessment (cont)
Norm-Referenced Assessment
Norm-referenced assessment (colloquially known as “Grading on the Curve"), typically using a norm-referenced test, is not measured against defined criteria.
This type of assessment is relative to the student body undertaking the assessment. It is effectively a way of comparing students. The IQ test is the best known example of norm-referenced assessment.
Many entrance tests (to prestigious schools or universities) are norm-referenced, permitting a fixed proportion of students to pass (“passing” in this context means being accepted into the school or university rather than an explicit level of ability).
This means that standards may vary from year to year, depending on the quality of the cohort.

10. Review of Assessment (cont)

11. Review of Assessment (cont)
Criterion-Referenced Assessment
Criterion-referenced assessment, typically using a criterion-referenced test - as the name implies, occurs when candidates are measured against defined (and objective) criteria. (Note: one criterion – two criteria)
Criterion-referenced assessment is usually used to establish a person’s competence (whether s/he can do something).
The best known example of criterion-referenced assessment is the driving test, when learner drivers are measured against a range of explicit criteria (such as “Not endangering other road users”).
Criterion-referenced assessment does not vary from year to year (unless the criteria change).

12. Review of Assessment (cont)
Question:
Which of two referenced assessment systems is more suitable for a Technical and Vocational Educational & Training (TVET) system?
Norm-Referenced or Criterion- Referenced.

13. Activity on Assessment
Work in pairs or groups of three (or more).
Scenario: You and your partner/s are employed on a TVET Reform project for Bangladesh.
Discuss with your partner/s which of the two referenced assessment systems would you recommend for the Technical and Vocational Educational & Training (TVET) system in Bangladesh - Norm-Referenced or Criterion- Referenced?
Write down two or more points the reasons why you would select one or the other.

14. Definition of Competency
Competency comprises:
The specification of the knowledge and skills, and the application of that knowledge and those skills, across industries or within an occupation or industry level to a standard of performance required in employment.

15. Definition of Competency (cont)
The concept of competency covers all aspects of work performance.
This includes:
Task skills – the performance of individual tasks;
Task management skills – the management of a number of different tasks within the job;
Contingency management skills – the appropriate response to irregularities and breakdowns and changes in routine;
Job / role / environment skills – dealing with the responsibilities and expectations of the workplace including working with others.

16. Definition of Competency (cont)
Competency focuses on:
Skills, knowledge, and attitude expected of an employee in the workplace.
Ability to transfer and apply skills and knowledge to new situations and environment.

17. Activity on Competence
Work in pairs or groups of three (or more).
Write one phrase which uses the word ‘competent’ and describes a person doing an occupation or activity.
For example:
“a competent swimmer” could be written as follows:
A ‘competent swimmer’ means a person who can swim 100 metres, using any swimming style, without stopping, in any water conditions (i.e. either in calm or rough water, fresh or sea water).

18. Characteristics of Competency Based Training
Emphasis on what a person can do as a result of training (learning outcomes).
Based on national industry standards.
Content of training addresses the skills and abilities required to do a job.
Training can be on-job, off-job, or a combination of on and off job, that is, flexible delivery.
Time taken to achieve the competency is not a factor.

19. Characteristics of Competency Based Training (Cont)
Time taken to achieve the competency is not a factor.
Recognition of Prior Learning (RPL).
Articulation into higher level programs of studies.
Criterion-referenced assessment.
Assessment undertaken when learner is ready.
Focus on being able to transfer knowledge and skills to new situations

20. Benefits of Competency Standards
Benefits for Industry
Better identification and meeting of overall skill needs for the industry.
Provision of a basis for common and clear understanding of course outcomes across the industry.
Greater confidence that industry needs are being met as a result of assessment based on standards.
Greater efficiency in delivery, and duplication of training effort reduced.
Encouragement of skill development that is broad and relevant to the future.

21. Benefits of Competency Standards (cont)
Workshop on National Occupation Competency Standards
Benefits of Competency Standards (cont)
Benefits for Business Organisations
Improved recruitment effectiveness through matching competency requirements of jobs with those offered by people seeking employment.
Focuses training directed at skill gaps and specific enterprise requirements.
Access to cost efficient training based on industry needs from a range of providers, with the ability to identify and select the parts of the training offered that are most relevant.
Greater confidence in what people can actually do as a result of training.
Greater capacity for individuals to transfer their skills to new situations as a result of the development of broad competency.

22. Benefits of Competency Standards (cont)
Benefits for the trainer / instructor
Clear statements provide the trainer with information about training content, assessment, scope, critical aspects of evidence to be considered, required knowledge and skills and consistency in performance.

23. Benefits of Competency Standards (cont)
Benefits for the learner
Clear statements about the outcomes of training, the criteria upon which assessment is based, the critical aspects of evidence that will be considered by the assessor.

24. Benefits of Competency Standards (cont)
General Benefits
Enhanced skills to compete internationally.
Greater attraction of overseas investors to invest in an industry with a skilled workforce.
Cost efficient, relevant and accountable vocational education.

25. Competency Standards industry standards; enterprise standards; and
Today competency standards are the prime source of assessment and training program design (or curriculum development / module specification).
Most competency based systems achieve this by developing competency standards in one of three broad categories
industry standards;
enterprise standards; and
generic or cross—industry standards..

26. Competency Standards (cont)
Industry Standards
These standards have wide relevance to a particular industry such as engineering, construction, or furnishing.
They will have within them competencies that are common only to that industry, even though some parts of them may be common to every other vocational area as well.

27. Competency Standards (cont)
Enterprise Standards
These are standards developed for, and relevant to, only one particular enterprise. The need for enterprise standards comes about by organisations recognising that standards developed at industry level might not be as relevant to them as they are to other enterprises.

28. Competency Standards (cont)
Generic or Cross-Industry Standards
These standards have applicability in a wide range of vocational areas but in the context of industry or enterprise competency standards.

29. Competency Standards (cont)
Summary – Competency Standards
Competency Standards:
are the core of all aspects of training, assessment and qualifications;
define the skills, knowledge and attitudes required for work in industry;
are developed by industry;
provide a guide to a variety of work situations and assist training developers and assessors with guidelines on delivery and context;
are usually mixed and matched to achieve specific job outcomes; and
are not training modules and do not have nominal hours.

30. Competency Standards (cont)
Summary – Competency Standards .
Competency Standards Provide:
benchmarks for the training system to develop and deliver training programs relevant to workplace needs; and
benchmarks for assessment to ensure that the system is delivering what industry has asked for.

31. THANK YOU FOR YOUR ATTENTION AND PARTICIPATION
CLOSING
THANK YOU FOR YOUR ATTENTION AND PARTICIPATION