Transcript LEAD GROUPS’ ROLE IN STANDARDS DEVELOPMENT

“The
Secondary Competency Certificate
Programme (SCCP)
A school-to work linking programme”
Motto: Creating an Alternative Pathway in Education
SCCP UNIT
January, 2014

September, 2009, implemented at the Grade
10 Level (Form 4), in 22 Secondary Schools
and 7 Practical Instruction Centres (PICs).

September, 2010, in addition to the Grade 10
Level , the programme was introduced at the
Grade 9 Level (Form 3) in 34 Secondary
Schools and 10 (PICs).
At the Grade 9 and Grade 10 levels, in:
50 Secondary Schools, and

10 Practical Instruction Centres (PICs), in
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Regions 1-8 and 10 of Guyana and the
Georgetown Education District.
- Utilises the Competency-Based Modularised
Education and Training (CBMET) approach for
its delivery.
- Use Modules that are developed from industry
supported National and Caricom Regional
approved Occupational Standards.
Occupational Standards are:•
Competencies required for effective workplace
performance
•
Produced in collaboration with industry experts,
teachers and other education professionals


Is an approach to vocational education and
training that places emphasis on what a
person can do in the workplace as a result of
completing a programme of training.
Uses a modular format for the design,
development and presentation of
instructional materials.

To offer students in the Secondary School
system technical competence, and serves as
an alternative pathway for the acquisition of
knowledge, desirable attributes and skills for
continuing education, further training and the
world of work.
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Provide an opportunity for secondary school
students to develop technical competencies,
functional literacy and numeracy at Grade 9 and
Grade 10,

Equip students with life, citizenship and vocational
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Expose students to a modularised career
skills to support national development,
education programme with emphasis on supervised
work experiences/attachments and/or
individualised work – related projects.
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Language and Communication,
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Mathematics,
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General Studies,
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Integrated Science.
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Industrial Technology – Carpentry , Joinery,
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Home Economics– Catering, Garment Construction,
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Visual Arts – Art, Fabric Decoration.
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Agricultural Science – Crops and Soils.
Electrical Installation, Masonry, Sheet Metal Work,
Welding.
Household Management.
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The programme has no stipulated starting or
finishing point due to students being given the
opportunity to work and acquire relevant skills and
competencies at their own pace.
The programme may start in September of a school
year, but may not be completed at the end of the
school’s academic year. Students are given
additional time to complete the programme at their
own pace. A student must successfully complete
the Grade 9 programme before moving on to the
Grade 10 programme.
Each student must successfully complete:
The four core subjects,

One elective,
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A portfolio for each core subject and elective,
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A project for each core subject and elective.
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Continuous assessment
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Competency based objectives
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Modularised curriculum
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End of cycle certification
A = 81 – 100 %, B = 61 – 80 %
C = 41 – 60 % (The minimum acceptable grade)
Below 40 % = NRY (Not Ready Yet)
NRY means that the student has not acquired the
minimum level to be termed as competent at the
minimum acceptable grade.
Any student whose submitted work is graded as NRY,
must complete a reassessment/ reassessments
until required competence is achieved, at least the
Grade “C” level.
Student performance - Assessed via:
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Observation Schedules

Oral questioning

Written tests
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Practical assignments/experiments
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Appraisal of student’s portfolio

Project - Product / Presentation
-
must complete successfully each assessment of a
particular module with at least a “C” grade, to be
considered as“Competent “ and to be able to
move on to another module.
-
- is reassessed as many times as it takes to gain at
least a “C” grade, to be termed as“Competent”.
- Is termed as “Not Ready Yet” if he/she at
any assessment achieves a score that is less
than that for a “C” grade.
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A student must also attain at least a Grade
“C” for every portfolio and project , for
the four core subjects, and the chosen
elective to be considered for the award of the
SCCP (Grade 9) Certificate or the SCCP (Grade
10) Advance Certificate.
All needed tools, machines, equipment ,
materials, and textbooks (for electives) are
provided ,to assist the students to acquire the
relevant skills and competencies.
•
Pre–Trade :
Trainee Operator
•
Level 1 :
Semi –Skilled Operator
(Grade 9)
(Grade 10)
Limited technical knowledge to perform
simple , routine, predictable and
procedural tasks, with strong emphasis on
the use of hand tools .
Knowledge and skills in the performance of
routine or predictable work activities.
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Employment – both Private and Public Sectors.
Access to Caribbean Examinations Council (CXC)
Secondary Education Certificate (CSEC)
programmes, upon successful completion of the
Grade 10 programme.
Access to the Level 11 programmes of Post
Secondary Institutions, upon successful completion
of the Level 1 programme.
Entry requirement for apprentice training.
Technical & Vocational Education & Training
Industry
Grading
Education
Level 5
University
Level 4
Technical Institute
Level 3
Level 2
CXC
Employment
GITC/CSHE
SCCP Grade 10 _
Secondary School
SCCP Grade 9
Secondary School
Secondary School
Apprentice ship
Level 1
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Teaching/Learning Manuals for the four (4) Core
Subjects and twelve (12) Electives are issued to all
of the Secondary Schools and PICs.
581 teachers trained as Assessors and Internal
Verifiers.
52 teachers trained as External Verifiers.
Tools, equipment, machines and textbooks needed
to effectively and efficiently conduct the
programme.
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Greater participation of graduates in the work
environment, further and higher education
A comprehensive system based on a TVET
national certificate
Greater efficiency in the provision and
organisation of teaching and learning
A more relevant and responsive curriculum
which meets the need of employers and the
needs of individual students
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Constant feedback on student development
Continuous assessment instead of doing end
of course examination
Student – centred learning strategies and the
use of assessment for diagnosis purposes
Clearly articulated short term aims which
benefit slow achievers
Assessment of student performance to
prescribed Occupational Standards
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Student attendance and punctuality has
increased,
Student dropout from schools has decreased,
Some graduates have become entrepreneurs,
Student acceptance at Technical Institutes
(Post Secondary Institutions) for the Level 11
programmes has become a norm,
Acceptance of the programme by schools,
students and teachers has increased.
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2,294 students have so far acquired the SCCP
(Grade 9) and the SCCP Advance (Grade 10-Level 1)
Certificates
29 participants graduated with the “Skill for Life”
certificates in three (3) electives.
50 Secondary Schools and 10 PICs equipped with
needed tools, equipment and materials as
requisitioned.
“Thank You”