OVERVIEW OF COMPETENCY BASED EDUCATION AND TRAINING (CBET)

APPROACH
Meaning of CBET

 CBET (Competency Based Education and Training) is a mode

or approach of training where the emphasis is placed on the
acquisition of competence (Knowledge, Skills and
Worker Behaviours (Attitudes))

 Competence is the ability to perform tasks or do work

according to set standards.

 It is designed to meet the demands of industry and business.

 It involves training individuals to be able to perform to the

standards required in work place.

 Competency based education and training (CBET) focuses on

outcomes of learning.

 CBET focusses on what the trainees are expected to do

rather than on what they are expected to learn about or
know.

 CBET is also known as outcome based training.

 CBET is based on a set of outcomes that are derived from an

analysis of tasks that a worker in a particular job perform.

 Needs Analysis is performed before curriculum is designed.

 CBET entails training trainees such that they develop

competencies (knowledge, skills and attitudes (worker
behaviors) that are demanded at the workplace while in
training institution.

 The demands of industry therefore shapes the curriculum.

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Objectives of CBET
 Promote lifelong learning through progression and credit
transfer

 Encourage individuals to achieve their full potential

 Develop attitudes and abilities to respond rapidly to change

 The participation of industry is therefore of high importance

i. Those currently educated and trained who need to

update their competences

ii. Individuals from the informal sector

iii. The unemployed population

iv. Out of school youth

v. Those with little or no education

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vi. Those individuals who are made redundant so that
they can learn new competences

Those who have retired but would like to develop new

competences

WHY CBET?
 The strength of CBET lies in its ability to develop the
necessary competencies for people to be successful in the
workplace.

 If training institutions are able to produce graduates that are

ready to work as per standards set by industry upon
graduation, then the overall economic health of a country is
improved.

In summery we can say;

CBET is a mode of training which is:

1. outcome based

2. demand driven

3. industry centered and

4. flexible

Comparison of conventional & competency based programs

Convectional Competency based

1. Content based 1. Demonstration of competence

2. Time- based 2. Performance based
3. Group paced 3. Individual paced
4. Group needs 4. Individual needs
5. Delayed feedback 5. Immediate feedback
6.0 Limited field experience 6.0 Learning in the field

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7.0 Lectures 7.0 . Demonstrations
8.0 Norm referenced 8.0 . Criterion referenced
9.0 Final grades 9.0 Competence

CONCLUSION
Implementation of competency based curriculum will:

 Improve employability of TVET graduates

 Increase self employment of TVET graduates
 Provide competent TVET graduates for social economic
development
 Contribute towards attainment of BIG 4 agenda and Vision
2030

KEY CBET AGENCIES

i. Tvet cdacc
ii. Industry
iii. Tvet authority
iv. Tvet funding board
v. Kenya national qualification authority
vi. Trainer/internal assessor
vii. Trainee/candidate

ROLE OF TVET CDACC

 Conducting training on CBET curriculum development and assessment for CBET curriculum
developers and assessors
 Sourcing, adapting or developing and reviewing suitable CBET curricula
 Organizing validation of CBET curriculum
 Developing, reviewing and disseminating guidelines for preparation of CBET learning materials
and preparing the materials in liaison with other stakeholders
 Accrediting assessment centres, assessors and verifiers
 Providing guidelines for competency based assessment
 Coordinating assessment of trainees
 Maintaining assessments records of trainees
 Awarding of certificates of competency and national certificates to successful trainees in
conjunction with training providers/assessment centres
 Monitoring and verifying assessment being conducted in assessment centers

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ROLE OF INDUSTRY
 Developing Occupational Standards through Sector Skills Advisory Committees (SSACs)

 Provide expert workers to participate in the curriculum development process

 Contributing in development and acquisition of training materials

 Participating in external assessment of trainees

 Providing opportunities for industry training and experience

 Participating in verification of assessment of trainees

ROLE OF TVET AUTHORITY (TVETA)

 The authority regulates training and maintains standards in TVET
 It coordinates quality assurance for implementation of CBET curriculum including:

 Registration and licensing of training providers and trainers

 Programmes accreditation
 Monitoring and evaluation to assure quality in all aspects of training

ROLE OF TVET FUNDING BOARD

 Resource mobilisation for TVET
 Training grants disbursements
 Financing of TVET programmes

ROLE OF KENYA NATIONAL QUALIFICATIONS AUTHORITY

 Development and management of the national qualifications framework

 Equation of qualifications

 Credit transfers and exemptions

 Ensuring Kenyan qualifications are nationally and internationally recognised

ROLE OF TRAINING INSTITUTIONS

 Establishing training needs by carrying out training needs assessments

 Providing competent staff (accredited assessors & verifiers)

 Providing the necessary tools, equipment and materials

 Assisting in the development and acquisition of training materials

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  Management of trainees records

 Ensuring CDACC assessment guidelines are applied and maintained in the assessment center

ROLE OF TRAINER/Internal Assessor

 Guiding the trainees accordingly

 Delivering the unit(s) of competency using various strategies

 Agreeing on the assessment plan with the candidate and fully briefing the candidate on the
assessment process

 Conducting assessments, judging the evidence, making assessment decisions and preparing a
report

 Storage of candidate’s evidence

ROLE OF TRAINEE/CANDIDATE
 Discussing and agreeing on assessment plan with assessors

 Producing sufficient evidence of current competence and of prior achievement (where

applicable)

 Preparing and availing himself/herself for assessment

 Adhering to assessment rules and regulations

 Following appeals procedure when necessary

Assessors and varifiers

ASSESSORS

1.An assessor may be:

i. An trainer in a formal TVET institution

ii. A workplace trainer

iii. A Skilled worker

iv. A Supervisor in industry or training institution

2. Internal assessor is the trainer who acquaints the trainees with relevant
knowledge, skills and attitudes

3. An external assessor is a trainer or a skilled worker who must not be from the
same training institution or organization with the candidate being assessed.

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4. An assessor must demonstrate the necessary interpersonal and communication
skills required in the assessment process.

VERIFIERS

1. Internal verifier must be senior in qualifications and experience in the skill

area being assessed than the internal assessor.

2. External verifier is a practicing expert and does not work for the institution where
he/she monitors assessment

3. External verifiers are identified and recommended to TVET CDACC by the

relevant SSAC

4. External verifier is a representative of TVET CDACC who links assessment center

to the Council

Internal verifier

A verifier monitors the work of all assessors involved with the qualification, to
ensure that they are applying the assessment criteria for the competency of skills
consistently throughout all assessment activities and decisions

 Ensuring that internal assessors follow the assessment guidelines provided by

TVET CDACC

 Advising and supporting assessors to assist them in interpreting and applying

the assessment criteria

 Sampling assessment activities, methods and records to monitor consistency

of assessment decisions

 Liaising with assessors, candidates and the external verifier to implement the
quality assurance requirements of the assessment system.

 Managing a team of assessors.

 Ensuring that candidates records and assessment documentation are

completed in a timely manner to allow certification to take place

 Maintaining up to date records of internal verification and sampling activities

and ensuring that these are available for the external verifier

 Establishing procedures, advising and supporting assessors to assist them in

interpreting and applying the qualification requirements correctly and
consistently

Internal Assessor

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  This is a trainer who acquaints the trainees with relevant skills, knowledge
and attitudes as stipulated in the competency/module units and assesses
trainee’s competence

 Guiding the trainees accordingly

 Delivering the competency/module units using various strategies

 Agreeing on the assessment plan with the candidate

 Conducting assessments, judging the evidence and making assessment

decisions

 Storage of candidate’s evidences

 Compiling a summary of candidate’s results and maintaining a record of the

same

 Completing checklists and relevant forms to confirm the candidate has

demonstrated competence/knowledge and completing the required
documentation

 Writing report to internal verifier

ROLE OF External Verifier

 Ensures that an accredited assessment center maintains the quality

standards established by TVET CDACC

 Providing information, advice and support to assessment centers

 Making verification visits and recommendations

 Monitoring and sampling trainee assessment evidence

 Providing prompt, accurate and constructive feedback to all relevant parties

on the operation of assessment centers’ systems

 Ensuring that the policy of equal opportunities, diversity and open access is
adhered to

CBET KEY DOCUMENTS

 Occupational Standards(os)
 Candidates assessment tools
 Interview guide
 Observation check-list
 Sesson plan
 Learning plan

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  Vark(The acronym VARK stands for Visual, Auditory/Aural, Read/Write, and Kinaesthetic sensory
modes that are used for learning information. Fleming and Mills (1992) suggested four
categories that seemed to reflect the experiences of learners. Although there is some overlap
between categories, they are defined as follows.)
 Work-place inspection check-list.

Terms related to competence

Skills and Knowledge Skills •

Skills • The technical expertise required to complete a job task in the workplace

Knowledge • The understanding required to complete a job task in the work place

EXTERNAL ASSESSMENT

Process of evaluating a candidate’s competence by an expert (external assessor)

in a particular skill area.

An external assessor is a trainer or a skilled worker who must not be from the
same training institution or organization with the candidate being assessed.

External assessors will develop external assessment tools which will be validated by
TVET CDACC

Ideally external assessment should be conducted in the workplace

TVET CDACC will identify centers of excellence in certain skill areas which should
have facilities resembling those in the workplace

External assessment may be conducted during industrial attachment

EXTERNAL VERIFICATION PROCESS

I. Scheduling Verification Audits

TVET CDACC will develop a schedule of external verification audits in consultation

with the assessment centre.

II. Development of Sampling Plans

The external verifier will develop a sampling plan that will help in sampling the
candidates’ who were assessed. He/she will monitor the assessment decisions made
by the assessors (internal and external) to ensure they are reliable.

The external verifier will also sample candidates’ documentary evidence (e.g.
portfolios, logbooks) to ensure compliance with the TVET CDACC’s requirements.

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III. Checking the Record-Keeping
The external verifier will check the record-keeping of assessors and
internal verifiers to ensure that the records are properly organized and
filed securely.

The external verifier will ensure that assessment results are recorded on
forms prescribed by the TVET CDACC in a timely manner and that the
results are accurate.

IV. Monitoring Assessment Practice

The external verifier will observe assessor/assessors conducting an
assessment to collect evidence he/she needs to verify that the assessor is
competent at his/her task. The external verifier will also observe internal
verifier conducting internal verification exercises.

Verifying Assessment Tools and Workplace Activities Used for

Assessments

The external verifier will examine assessment tools used by the assessors to
ensure that they comply with the standards established by TVET CDACC. The
external verifier will also check that the workplace tasks used for assessments
provide valid and sufficient evidence as required by TVET CDACC standards.

VI. Completion of the Verification Report

The external verifier will prepare a verification report which will include information
on the following:

i. Record of results of the verification activities of the external verifier

ii. Record of non-conformities found during the visit

iii. Record of other findings and recommendations

Types and Methods of Competence Assessment

INTRODUCTION

There are many types of assessment which are conducted at different stages of learning, and have
different purposes. These include:

i. Diagnostic

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 ii. Formative

iii. External

iv. Assessment for recognition of prior learning (RPL).

1.0 DIAGNOSTIC ASSESSMENT

Used to discover a trainee’s strengths and weaknesses, to identify a training programme for him/her, or
to assign him/her to a specific group

2.0 Formative assessment

Formative assessment takes place throughout a training program

The trainees are assessed and given feedback as they learn rather than at the end of the program.

It checks on the trainee’s progress and provides feedback on areas that need more learning.

It is conducted by the trainer who doubles up as the internal assessor

Formative assessment is conducted as follows: Internal assessor

 Obtains assessment tools from assessment officer

 Makes requisition of resources for assessment

 Collects evidence and makes judgment based on evidence

 Gives feedback to the trainee

3.0 EXTERNAL assessment

External assessment is described as assessment conducted at predetermined points in the learning

process and is cconducted by an external assessor who is registered by TVET CDACC.

The external assessor assesses a third of the candidates and compares outcome with that of internal
assessor.

4.0 EXTERNAL ASSESSMENT PROCESS

It consists of the following 4 major stages:

Stage 1:Planning

 An assessment center requests for an assessor(s) for a given unit(s) of competency or a

qualification,

 The Council allocates an assessor or assessors and provides assessment tool(s).

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Stage 2: Pre-assessment

 Assessor establishes the assessment context, identifies relevant occupational standards,

evidence required and identifies any support material needed to facilitate the assessment
process.

 Assessor develops an assessment plan in conjunction with the candidate

 Assessor carries out reasonable adjustment on the assessment tool(s) where applicable.

Assessor prepares the candidate(s) by:

 Explaining the context and purpose of the assessment and the assessment process

 Outlining the assessment procedure

 Determining the candidate’s readiness for the assessment

 Discussing the appeal system and re-assessment

 Stage 3: Assessment

 The candidate performs the assessment task(s) as the assessor collects the evidence, makes
judgment and records results.

 Stage 4: Post-assessment

 Assessor gives assessment feedback to the candidate and discusses the way forward

 Assessor completes assessment documents and submits to the center for onward transmission
to the Council

 A candidate not satisfied with the assessment outcome appeals through the laid down appeals
procedure.

METHODS OF ASSESSMENT
 These are ways in which we collect evidence of someone’s performance.

 There are various ways of collecting information about someone’s performance.

 But, only a limited number of ways will allow us to collect quality information that will help in
making an accurate judgment of the performance.

 In choosing from the many ways of assessment, consider the Assessment Purpose and Context
in which we are going to assess.

Assessment Context

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Three main context of assessment:

 Institutional – Such as a training institution

 On-the-job – at the workplace

 Work-placement – at a workplace where training is occurring or trainees are attached/placed

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Page 14 of 39
Assessment FOR RECOGNITION OF PRIOR LEARNING
Assessment for RPL

Assessment for recognition of prior learning (RPL) is

conducted to formally acknowledge competence gained
on-the-job or as a result of other informal or unstructured
learning experiences.

The process involves:

 The Council invites applications from the general public and

an individual responds by submitting an application form to
an assessment center or alternatively an individual applies
to a center for assessment in a specific area of competence.

 The candidate is interviewed to determine his/her readiness

for assessment and is oriented to the qualification and units
of competency to be assessed.

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  Assessment center requests the Council for an assessor(s)
for the given unit(s) of competency or qualification upon
which they will receive an assessment schedule and
assessment tool(s)

 Assessor develops an assessment plan in conjunction with

the candidate

 Assessor carries out reasonable adjustment on the

assessment tool(s) where applicable

 The candidate performs the assessment task(s) as the

assessor collects the evidence, makes judgment and records
results

 Assessor gives assessment feedback to the candidate and

discusses the way forward

 Assessor completes assessment documents and submits to

the center for onward transmission to the Council

 A candidate not satisfied with the assessment outcome

appeals through the laid down appeals procedure.

COMPETENCY BASED ASSESSMENT

OBJECTIVES
By the end of the session, the participant will be able to:

 Describe Competency Based Assessment

 Describe the principles of Competency Based Assessment

 Describe types of Competency Based Assessment

What is Competence?
Possession and application of knowledge, skills and attitudes to
perform work activities to the standard expected in the workplace.

Competency Based Assessment (CBA)

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  Collecting evidence used to make a judgment [decision] about
whether the person is competent in relation to a particular industry
standard.

 Competency is achieved when a trainee/worker is able to

demonstrate the competencies (knowledge, skills and attitudes)
required to perform a specified task.

 Outcome of CBA

 After assessment, an individual is judged to be Competent or Not Yet

Competent

 To gain the “Competent” rating a candidate must score at a

determined level of the total points in the Written Test (Knowledge
Test); and must successfully accomplish all the required tasks in
Practical test for the relevant occupation.

Philosophy of Competency Based Assessment

 Criterion referenced:-Assessment is against industry standard or a set of
criteria to establish competency

 Evidence based :-A process that matches evidence of competency against

a standard

 Participatory :-Candidates are involved in the process of assessment

Components of CBA
 Standards:-A standard of competence or benchmark of performance

 Evidence collection:Established methods for the collection of evidence of

competence

 Framework for comparison :-Framework for the comparison of evidence

against standards to establish performance level.Assurance of quality of
process-internal and external verification

 Outcomes :-Outcomes should be specified to the point where they are clear
and "transparent".

 Quality assurance

Why Competency Based Assessment?

An assessor will assess a candidate in order to proof that she/he:

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 do the job

 can do it in the right way

 has the skills needed and can use them

 knows what is needed to do the job and handle problems can

Purpose of Competence-Based Assessment

 giving information for certification,

 giving information for recruitment,

 giving information for selection and promotion,

 giving information for training needs analysis, and licensing.

 Ensuring that the quality of TVET delivery is measured

through occupational assessment.

By having trainees skills assessed, individuals are able to :

 identify their work strengths and weaknesses,

 establish training needs,

 plan career pathways,

 gain nationally recognized qualification, and

 skills are identified and officially documented.

 Plan for further training

Principles of Competency Based Assessment

 Reliability: degree of consistency and accuracy of the assessment
outcomes.
 Flexibility: opportunity for a candidate to negotiate certain aspects of their
assessment (for example, timing) with their assessor.
 Fairness: assessment does not disadvantage particular candidates or groups
of candidates
 Validity: assessment outcome is supported by evidence.

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Rules of evidence
 Sufficient: the performance criteria and evidence
guide are addressed; competency over a period of
time is demonstrated; all dimensions of competency
are addressed; competency in different contexts is
demonstrated
 Current: the evidence demonstrates the candidate’s
recent knowledge and skills
 Authentic: it can be verified that the evidence is the
candidate’s own work.
 Valid: there is a clear relationship between the
evidence requirements of the unit of competency
and the evidence on which the assessment
judgment is made.
Types of CBA
1. Internal and external

Internal Assessment

External Assessment

2. Formative and summative

a) Formative Assessment is carried out during implementation of training

programme

b) Summative assessment is carried out at the end of training programme

3. Recognition of Prior Learning (RPL)

CBA Methodology - Instruments

 Observation

 Demonstration

 Project

 Role play

 Oral presentation

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 Portfolio

 Written questions

 Case studies

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CCUPATIONAL STANDARDS (OS)

Occupational standards describe what individuals need to do, know and

understand in order to carry out a particular job role or function.

Occupational standards are used as the basis for defining learning

outcomes and assessment benchmarks within the TVET sector.

Occupational standards should help trainers and assessors to understand

the:

1. Work outcome and activity and what it involves

2. Particular skills (and level of skills) that are needed to

perform the work activity

3. Knowledge that is required to perform the work activity

4. Conditions and varying contexts in which the work activity is

likely to be conducted

5. Generic work skills such as communication skills that are

needed

Components of Occupational Standards

 Unit Title :-This represents the workplace outcome, or general area of

competency

 Unit Descriptor :It clarifies the title by describing the workplace function.
The descriptor provides more information on the content of the unit and the
skill areas it addresses.

 Elements :These break down and describe the key outcomes which make up
the unit of competency (or workplace function).

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  Performance Criteria: These are assessable statements which specify the
required level of performance for each of the elements.

 Range/Scope Statement: Relates to the unit of competency providing the

extent of contexts and conditions to which the performance criteria apply. It
allows for different work environments and situations that will affect
performance.

 Required Skills and Knowledge: Describe the required skills and

knowledge which underpin performance. These will need to be considered in
the learning and assessment process.

TVET CDACC ASSESSMENT GUIDELINES

Assessment centerA training institution, industry or a set up accredited by TVET
CDACC for carrying out competence assessments

It is a facility that provides best practices, research and support for competence
assessment in a given skill(s) area.

 Assessment center should:

 Provide appropriate equipment, tools, machinery and infrastructure for

assessment

 Be a point of reference for current advancement in technology in a

given skill(s) area

 Have qualified assessors and verifiers

 Be an industry recognized assessment center

 Be a center of multi disciplinary collaborations

 Offer opportunities for research on competence assessment in a given

skill(s) area

 Demonstrate potential to attract external support

 Focus on current labour market demands

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Organization structure of AN assessment center

Roles of key participants in competency based assessment

Assessment Manager:

 Ensures that the management, administrative and quality assurance

systems for all TVET CDACC qualifications are properly maintained
 Coordinates all persons involved in assessment and verification within
the center
 Circulate all general correspondence between TVET CDACC and the
center
 This role may be performed by the Principal/Head of Training Center or
Head of Department
 Assessment manager should be accredited as an internal verifier

Assessment Officer

 The person in charge of assessment registration, certification claims

and administration of assessment in an assessment center

 Ensures that:

• Registrations/applications for certification are sent to TVET

CDACC in accordance with the specified procedures

• Registration details sent to TVET CDACC are correct

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 • All interested parties are notified of assessment dates well in
advance

• There are appropriate security arrangements for written papers,

assessment materials etc

 Ensures that:

• There is appropriate and suitable storage for examination

materials

• There is sufficient equipment and appropriate materials for each

assessment

• Assessment are conducted in accordance with TVET CDACC

rules and regulations

• Appropriate records, results or other evidence of achievement

are released to other centers or the candidate.

• Results and/or certificates are properly issued to candidates at

the center

Assessment officer should be accredited as an internal verifier

Candidate

 An individual who is registered and working towards a full or part qualification

at a center accredited by TVET CDACC

 Roles

 Confirms to assessors that he/she understands the requirements of the

qualification

 Confirms to assessors that he/she understands the relationship

between the requirements and the tasks he/she need to perform to
demonstrate competence and/or related knowledge

 Discusses and agrees on assessment plan with his/her assessors

 Identifies possible sources of evidence

 Produces evidence of prior achievement (where applicable) and of

current competence

 Maintains and presents all documentary evidence in a well organized

way

 Ensures that the evidence is adequate to present for assessment

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  Prepares himself/herself for assessment in line with the qualification
requirements

 Makes himself/herself available for assessment and to discuss his/her

evidence

 Conducts himself/herself during assessment in accordance with TVET

CDACC rules and regulations

 Follows internal appeals procedure when necessary

ACCREDITATION OF ASSESSORS AND VERIFIERS

Criteria for Accreditation of Assessor or Verifier:

1. Have at least five years verifiable practical and current work experience in
the skill area being assessed.

2. Hold a recognized qualification accepted by TVET CDACC in the skill area

being assessed.

3. Have attained a qualification at least one level higher than the level being
assessed.

4. Be accredited by TVETA if he/she is a trainer.

5. A member of the respective professional body where applicable.

6. Must meet the requirements of Chapter six of the Constitution of Kenya.

7. Undertaken training recognized by TVET CDACC as assessor/verifier

Competence Certification
Process

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 • One of the roles of TCDACC is to award certificates to successful
trainees of CBET programs i.e., Competence Certification

• Certification is the process of issuing a certificate as evidence of a

learner's achievement.

• TCDACC certificates are only issued after successful completion of

the compulsory and optional modules of a qualification.

• Testimonials and records of achievements (referred to as

“Certificate of Competence) for partial completion of a qualification
can be issued to learners or their employers on request.

• To avoid the illegal issuing of certificates, TCDACC certificates will

have specific distinguishing security features that will be made
public.

Certification in CBET System

• Certification in CBET system is based on Continuous and summative
assessments which are based on the modules of the curricula and
assessment of the achievement of learning outcomes and the
knowledge with a final assessment by external verifiers.

• Continuous assessment will be done through logbooks whereby both

the trainee and trainer (Internal Assessor) sign to indicate
attainment of specific competences.

• Summary of the assessments conducted will be prepared using the

prescribed format and transmitted to the TCDACC by the external
verifiers.

National Qualifications

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National qualifications shall be available from registered training
providers, who offer accredited courses. “National” certificates shall not
be issued for new courses without the approval of the TCDACC.

National qualifications shall have internationally recognized

characteristics. They shall:

 Have a clear purpose.

 Be internally coherent.

 Recognize broad transferable and generic skills as well as

specialized industry and professional skills.

 Be internationally credible.

 Specify quality assurance requirements for training delivery

and assessment (unified and impartial).

 Specify clearly the competencies to be achieved for the award

of the qualification.

Types of Qualifications

The council shall issue four types of qualifications:

 Record of Achievement or Certificate of

Competence*

 National Certificate
 National Diploma
 National Higher Diploma
Record of Achievement – are awarded for those who demonstrate
competence in some but not all of the units of competence forming a
National Certificate or National Diploma.

– Records of Achievements are useful as an individual reference for

learners and employees who have yet to attain all the
requirements to be awarded a National qualification.

All certificates shall bear the logo of the testing center/ training provider,
the logo of the Council and the National emblem.

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The qualification certificate or record of achievement shall contain the
signature of the Council Secretary and the signature of director/CEO of the
testing center.

Trainees shall only be eligible to be issued with Certificates of competence

upon successful completion of clusters of units /modules for any given
trade

National certificates/qualifications shall only be issued to graduates upon

successful completion of the whole training program.

Procedure for Certification

• Accredited testing center submits successful candidate’s application for
certification in prescribed format to the Certification Council.

• The Council scrutinizes the candidate’s assessment information to ensure

accuracy and completeness.

• The certificate or record of achievement is printed by TCDACC and signed by

the Council Secretary and Director/CEO of the testing center.

• The certificate or record of achievement is issued to the candidate by the

testing center.

Guidelines for Certification

• Approved training provider shall provide accurate details of the trainee which
includes: name, National Identity Card (NIC) number, qualification code and
effective date of the Certificate and/or Record of Achievement.

– NIC number is the key data for traceability of trainee qualification in

future; However Passport number is acceptable in place of NIC number
for foreign students.

• All certificates and records of achievement shall carry provision for the logo
of the training provider or accredited establishment along with the logo of the
Council and National emblem.

• The training provider must acknowledge receipt of certificate (s) by signing

and returning the appropriate document to TCDACC.

• All data of certificate holders are stored at the Council’s data base.

RECOGNITION OF PRIOR LEARNING (RPL)

• Recognition of Prior Learning is a process that recognizes a learner’s current
competencies which may have been achieved through means that include

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 any combination of formal or informal training and education, work
experience or general life experience regardless of where or how the learning
took place.

• Recognition of uncertified learning may be combined with any formal

certification to enable assessment decisions to be made.

• The national vocational qualifications system shall recognize prior learning

based on national competency standards and determine the extent to which
an individual has achieved the required competencies for partial or total
completion of a national vocational qualification.

• CBET Framework Provides RPL only up to certificate levels.

• A testing center that wishes to conduct RPL assessments shall apply to the
Council with sufficient evidence of staffing, policies and procedures as well as
the necessary infrastructure and resources.

Procedure for Conducting Recognition of Prior Learning

(RPL)
• The RPL candidate applies by completing RPL application and forwards to RPL
Coordinator along with any supporting evidence/documents.

• RPL coordinator assigns an assessor and verifier.

• RPL coordinator forwards copy of RPL Application and other evidence to

Assessor.

• The assessor contacts candidate to commence assessment process.

• The assessor prepares assessment plan.

• The candidate provides evidence of competence.

• The assessor assesses candidate’s evidence against unit(s) requirements and

records outcomes.

• The assessor provides feedback to candidate on assessment outcome and

obtains signed acknowledgement from the candidate.

• The assessor returns completed RPL Assessment record book to RPL

Coordinator.

• The RPL coordinator forwards all related documents and records to the
verifier

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 • The verifier reviews and verifies the assessment decision and forwards the
duly completed form and formats to the Certification Council for issuing the
Qualification.

Alignment of Existing Qualifications

• One of the major challenges in the operationalization of the CBETF is the
alignment of existing non-TVET qualifications against the CBETF. These could
be external qualifications offered in other countries or non-TVET qualifications
offered in Kenya.

• This is important in order to promote a unified TVET system and make the
similarities and differences between the new and old qualifications
transparent to learners, employers and other stakeholders.

• The following procedure shall be followed to assess and evaluate

qualifications; the analysis is based on the following criteria:

• Duration of the training program undertaken by the holder of the

respective qualifications in relation to the credit system of the CBETF

• Contents of the training programs (syllabus) against the learning

outcomes specified in the relevant modules of the CBETF qualifications

• Method of training delivery

• Mode of assessment used

DEVELOPMENT OF COMPETENCY BASED ASSESSMENT

TOOLS
ASSESSMENT TOOLS

Consist of instrument and instructions for gathering and interpreting evidence in

an assessment process.

 Observation

 Demonstration

 Project

 Role play

 Oral presentation

 Portfolio

 Written questions

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 ASSESSMENT TOOL DESIGN PROCESS

Step One: Clarify evidence requirements

 Picturing competence -testing your own
understanding of the requirements of a unit/units of competency
by visualising a competent person at work.

 Examining the benchmarks or a set of criteria against which

to assess trainee’s competencies

 Confirming the evidence requirements -Evidence is the

information that, when considered against a unit of competency,
enables you to confidently judge whether or not someone is
competent

Identifying your candidates - it is important that you identify your

candidate group in order to design appropriate tool

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Step Two: Choose your assessment methods

You Must Consider

 How will you gather the evidence

 The needs of your trainees/candidates

 Who will collect the evidence

 Where will you gather the evidence

 When will you gather the evidence

Other practical considerations:

• the mix of trainees that you are working with
• the size of the trainee cohort
• the location of your trainees (on/off campus)
• your/their access to equipment and facilities
• costs and resource requirements
• stress placed on trainees and staff by your requirements

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Step Three: Design and develop your assessment tools
• Assessment tools must comply with the rules of evidence

1. valid (covers all requirements of the unit of competency)

2. sufficient (enables you to make a decision about competency over time
and in different situations)
3. current (competent performance is modern-not old)
4. authentic (is the candidate’s own work)

Assessment tools generally make provision for the following

requirements:
• candidate’s name

• assessor(s) name

• date of assessment
• unit of competency/cluster of units of competency
• assessment context
• procedure for assessment
• list of knowledge/skills to be assessed
• outcomes of the assessment
• instructions to candidate and assessor or other evidence gatherer
• resource requirements of the assessment

candidate feedback
• candidate signature and date
• assessor signature and date

Step Four: Trial, refine and review your tools

Trialling gauges:

• user-friendliness of the format

• appropriateness of the literacy and numeracy levels

• clarity of the instructions

• practicality of the format for recording assessment evidence and judgments

ASSIGNMENT
• Identify a task or tasks to perform and prepare (design and develop)
appropriate assessment tool(s) to assess the task(s).

Instructions

• A maximum of six (6) Oral or written questions

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 • At least two (2) assessment methods to be used

ASSIGNMENT:

DEVELOPMENT OF CBA TOOLS

Identify a task or tasks to be performed by trainees/candidates

and prepare (design and develop) appropriate assessment
tool(s) to assess the task(s).

Instructions

1) A maximum of six (6) Oral or written questions

2) At least two (2) assessment methods to be used

3) The assessment tools to make provision for the following

requirements:
• candidate’s name; assessor(s) name; date of assessment
• unit of competency/cluster of units of competency
• assessment context
• procedure for assessment
• list of knowledge/skills to be assessed
• outcomes of the assessment
• instructions to candidate and assessor or other evidence
gatherer
• resource requirements of the assessment
 Candidate’s feedback
• candidate signature and date
• assessor signature and date

ASSESSMENT TOOL
Instructions to Candidate

This assessment contains TWO sections:

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 1. You are required to answer oral questions
2. You are required to set out the simple building given in the provided
architectural plan.

Resource Requirements

1. Architectural plan
2. Observation checklist
3. Interview schedule
4. Tape measure
5. Mason’s square

Name of candidate
Name of assessor
Date of assessment
Unit of Competency
Element of Setting out simple buildings
Competency
Assessment context:
Name of workplace:
Procedure of
assessment:

Introduction: The candidate is expected to systematically carry out the

seven steps of setting out a simple building, namely: Select required tools,
Select required materials, Interpret working drawings, Establish the building
line, Mark out dimensions, Confirm accuracy by checking diagonals and erect
profile boards.

Interview Guide

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Allocate marks accordingly.

S/ Question Answer Marks

No.
1. Name FIVE tools used in setting out  Claw hammer
 Mason hammer
 Hand saw
 Panga
 Tape measure
 Builders line
 Plumb bob
 Mason’s square
2. Which materials do you require when  Nails
setting out?  Timber 2x2 and
3x1
3. What is a building line? A building line is a
line drawn parallel to
any front boundary
along the front face
of a building to be
constructed.
4. How do you confirm the accuracy of By testing the
external dimensions of the building to diagonals
be set out?
5. What is the use of a profile board? It is used to retain
dimensions during
excavation of
foundation trenches.

Knowledge Test:____________Marks

Observation Checklist

Use a tick (√) for competent and a cross (X) for not yet competent.
S. NO. ACTIVITY COMPETEN NOT YET REMARK
T COMPETENT S

1. Assemble required tools

2. Prepare (a)Assemble
required required materials
materials (b) Measuring and
cutting boards to
sizes of 2m
(c) Cutting pegs to
size of 1m
(d)Sharpening

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 pegs
3. Interpret working drawings
4. Establish (a) Measuring the
the distance of the
building building line
line perpendicular to
the reference point
(b) Marking of the
established
building line using
pegs and builder’s
line
5. Mark out (a) Marking the
dimensio length of the
ns building on the
baseline
(b)Establishing the
first right angle at
one end of the
length
(c) Extension of the
obtained line to
mark the width
using the builder’s
line and pegs
(d) Establishing of
the second right
angle at the other
end of the length
on baseline
(e) Extension of
obtained line to
mark the
widthusing the
builder’s line and
pegs

6. Confirm (a) Measure the

accuracy first diagonal
by (b)Measure second
checking diagonal
diagonals (c)Correct errors if
any
7. Erect (a) Measuring at
profile least 1m away
boards from the external
sides of the corner

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 peg on either sides
(b) Marking at least
1m away from the
external sides of
the corner peg on
either sides
(c)Measuring 1m
from the
established pegs
on either side
(d) Marking 1m
from the
established pegs
on either side
(f)Driving in the
pegs on
established points
on the ground
(g)Nailing of
boards on the pegs
to establish corner
profiles
(h)Transferring the
measurements to
the profile boards
from the pegs
using builder’s line
and plumbob
(i) Measure the
wall thickness and
trench width using
a tape measure
(j) Mark the wall
thickness and
trench width using
nails

Competence achieved/outcomes of the assessment

i) Competent ( ) ii) Not yet competent ( )

______________________________________________________________________________
______________________________________________________________________________
______________________

Candidate’s feedback

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______________________________________________________________________________
______________________________________________________________________________
______________________
Candidate’s Signature ____________ Date ________________________

Assessor’s Signature _______________ Date ___________________________

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