Transcript Welcome to UGANDA

DEVELOPMENT OF STANDARDS IN
TECHNICAL VOCATIONAL EDUCATION
AND TRAINING:
______________________________________
THE CASE OF UGANDA
________________________________________
Date:
03-04 December 2013
Venue:
Las Vegas Hotel, USA
Presented by:
Ethel Kyobe,
Member of the Uganda Business and Technical Examinations Board (UBTEB)
Introduction
In most developing countries:
 The labour market is characterised by high
unemployment and under-employment
 The low quality and productivity levels affect
economic competitiveness
 The Public-Private Partnership has become
increasingly critical for development
The Uganda situation:
 Lack of the right competencies of the workforce limits
productivity and thus competitiveness of Ugandan
economy
 BTVET courses do not sufficiently reflect the requirements
of the real world of work (the relevance of certificates and
diplomas is questionable).
 Access to BTVET is denied for the majority of young
people
 Unit cost of BTVET is too high
Hence:
BTVET reforms to introduce Competence-Based
Education and Training (CBET)
Why CBET approach:
Concerns
CBET remedy
1. Lack of the right
competencies
Shifting focus from inputs into training
to outcome oriented system
2. Questionable
relevance of
qualifications
Labour market defines both
Occupational and Assessment standards
3. Denied access to
BTVET for
Flexible systems- partial or full
qualification in one or more occupations
‘forgotten
majority’
4. Unit cost of
BTVET too high
Improved career progression +
recognition of prior learning
Modular (short) competence-based
courses
Policy decision to reform BTVET curriculum
The Education Ministry initiated a government- driven reform to
establish UVQF as a mechanism to:
 define the occupational skills requirements in the world
of work / employment (=occupational/competence standards)
• assess learners against these ‘industry-led’ standards
(=assessment)
• award vocational qualifications to learners who prove
that they meet the standards (=certification).
• In December 2008, the BTVET Act, 2008 was launched
in which UVQF is established by law.
Critical- active participation of Private Sector
How to distinguish types of “Standards” in TVET
World of Work
Occupational
Standards (1)
Assessment
Standards (4)
GAP
Technical/Vocational
Education & Training
Training
Standards (2)
G. Education
Standards (3)
inputs + processes
outcomes
National
Occupational
Profiles
National
Vocational
Qualifications
Development/Translation
Curricula,
Syllabi
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‘Occupational standards’
(sometimes also called “employment specifications”)
usually refer to the occupational duties which a person
must be able to perform in employment.
Hence ‘occupational standards‘ are closely related
with the general structure and contents of occupations
in the labour market, i.e. they reflect the qualitative
requirements of the working world with regard to
occupational competences (skills demand).
Starting point: Occupational Profile development
[UVQF roles]
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Key Terms:
 DUTY- general area of responsibility (competence)
representing a cluster of related tasks
 TASKS- represent the smallest unit of job activities
with a meaningful outcome. Tasks result in a
product, service, or decision. They represent an
assignable unit of work and have a definite
beginning and ending point. Tasks can be
observed and measured. A task reflects a business
value payable by an employer or a customer.
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Training Modules Standards
 Describe objectives, contents and methods related to
the delivery of training as found for example in training
regulations, programmes and curricula and/or syllabi.
 Thus, training standards focus on the supply of
competent manpower in terms of vocational
knowledge, skills and abilities (competencies) to be
acquired by trainees in the course of their training.
 However, since the logic of learning (i.e. the inputs
into and processes of learning) is usually different
from the logic of occupational performance in work life,
there is need to translate the occupational standards
into learning programmes.
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Key elements of Training Modules
 Training modules contain so-called “Learning-working
Assignments” (LWAs) and related
Exercises” (PEXs) as key elements.
“Practical
 LWAs
are simulated or real job situations/
assignments that are suitable for learning in a training
environment (e.g. “small project”).
 In a working environment LWAs are real work
situations.
 PEXs are Practical Exercises” performed during
execution of Learning-Working Assignments
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Assessment Standards
 (also called “assessment specifications” or
“outcomes” of training/learning)
 Stipulate the requirements to be met for certification
of a certain occupational competence.
 Assessment / examination standards may also
prescribe the mechanisms, modalities and procedures
to conduct assessment / examinations.
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Characteristics of Assessment
 In the CBET system criterion referenced assessments
are used where the candidates’ performance is
measured against predefined standards.
 Features of a good assessment are validity, reliability,
objectivity, efficiency, transparency, comprehensiveness,
differentiation
 It includes both the cognitive and psychomotor domains
with the complexity levels remembering, functional
understanding and problem solving
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How the UVQF reform works…
II. Develop Modular
Training Curricula
(based on OP)
I. Develop Occupational
Profiles (OP)
III.
Develop
Assessment
Items
Assessment & Training Packages
(ATP) comprise:
• Occupational Profiles
• Sample Test Item
• Training Module Guides
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ATP- Part 1- Occupational Profile:
 defines duties and tasks performed and provides
additional generic information regarding the occupation.
 exclusively developed by job practitioners, guided by
trained DACUM Facilitators
 Occupational Profiles define WHAT a person is
supposed to do in performance terms.
 It also contains generic information regarding related
knowledge and skills, attitudes/behaviour, tools,
materials and equipment required to perform as well as
trends/ concerns in the occupation.
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ATP- Part 2- Training Modules:
 Based on the Occupational Profile
 Training Modules are developed by combined panels of
Instructors and job practitioners, guided by trained
Facilitators.
 Training Modules are in the form of a guideline identified
and packaged to enable a learner acquire particular set(s)
of competencies.
 Training Modules are employable and certifiable units (not
just time-based)
 Modular courses can be independently certified, leading to
partial qualifications
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ATP- Part 3- Assessment instruments:
 Based on the Occupational Profile
 Developed by combined panels of Instructors and job
practitioners, guided by trained Facilitators.
 The test Items are in performance (outcome-oriented)
terms
 Types of Test instruments are in form of performance
(practical) and written (theory) test items
 The test items -include performance criteria- check the
HOW and/or HOW WELL a person must do the job.
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ATP- Summary:
 The ATP is a Uganda-specific package (tool) designed to
guide employers, assessors and trainers to establish
competence- based education and training by linking
qualification standards;
 The ATP is designed to facilitate the shift from
conventional ‘subject-based’ training to competencebased training programmes;
 The ATP is designed to facilitate modularised training as
well as modular-based assessment
for immediate
employment, career progression, Life Long Learning and
international benchmarking.
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Relationship of Qualification Standards
OS based on
industry
requirements
Training Modules for
trainees to prepare for
work/assessment
Occupational
standards
Assessment
standards
Training situation
 world of work
 bridge the training
Training Modules
situation and the real
world of work
Curricula standards
 General education
standards-
Test items ( based on OS)
to assess/certify candidates
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TVET Sub-System
Band
Graduate/
Technologist
Technician
Level Qualification Descriptor
“Science”
Technical
8
PHD
7
M. Degree
6
B. Degree
5
4
Diplomas
Craftsmen
Vocational
2
1
Creators/
Designers
Universities
Modifiers/
Interpreters
Tech. Colleges
Implementer
(supervisor)
3
Certificate
Institutions
Implementer
(skilled)
Implementer
(semi skilled)
V.School,
V.centre,
Tech. sch,
Farm sch,
Comm.
Polytechnic
VT Institutes
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Strengths of UVQF and Opportunities
Strength of UVQF
 Public private partnership built in all development
procedures
 Introduction and operationalization of CBET in BTVET
 Products (OP, TMs, TIBs) reflect requirements of world of
work in Uganda
Opportunities of UVQF
 Recognition of informal and non-formal training
 Improvement in mobility of labour force, marketability of
skills and productivity of enterprise competiveness
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Achievements towards UVQF Establishment
by November 2013
The Qualifications Standards department so far
has developed;
 77 Occupational Profiles
 94 Training Modules
 96 Assessment instruments/test item banks
based on occupational profiles and
Training Modules
 93 Assessment and Training Packages
(ATPs) compiled up to 3 Qualification Levels
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Challenges!
1. Awareness of the BTVET Act provisions
2. Insufficient BTVET funding
3. Willingness of stakeholders to adopt change
4. Orientation and capacity building of instructors to
adapt CBET
5. Motivation of Private Sector
6. Linkage of existing stakeholders
7. Benchmarking of National Standards with different
global zones
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THANK YOU FOR LISTENING
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