Impact of Competency Based Training (CBT) on Technical and Vocational

Education and Training (TVET) Institutions of Karachi.

Syed Ali Raza Jafri, Mohammad Ali Jinnah University

Salman Hameed, Mohammad Ali Jinnah University

Abstract:

Objective: The objective of this is study is to find out the impact of CPEC on Competency
Based Training on Technical and Vocational Education and Training Institutions of Karachi.

Methodology: The methodology of this research is based on both qualitative and quantitative
techniques. Data was collected through primary source of questionnaire and secondary sources
of the articles and research papers already published on this study from 1999 to 2016.

Findings: Result shows that there is positive impact of Competency Based Training on
Technical and Vocational Education and Training Institutions of Karachi.

Originality: I have done this research on this topic because there was not any study on this
research topic.

Implications: Government of Pakistan and the funding agencies of CBT program can use this
research to know the effectiveness of this program.

Limitations: I have done this research on review of secondary data and limited primary data of
single city, future research could be done on quantitative analyses after collecting data from
TVET institutions of whole Sindh province or a country.

Key Words:

CBT: Competency Based Training

TVET: Technical and Vocational Education and Training
GOP: Government of Pakistan
1. Introduction:

The National Vocational & Technical Training Commission (NAVTTC), Technical Education &
Vocational Training Authorities (TEVTAs), Trade Testing Boards (TTBs) and a number of
private sector TVET institutes are jointly introducing Competency Based Training and
Assessment (CBT & A) in selected 60 vocational trades across Pakistan. The introduction of
CBT& A is an important element of the National Skills Strategy (NSS), which is the basis of the
ongoing TVET sector reform in Pakistan. It also provides the basis for the implementation of the
National Vocational Qualifications Framework (NVQF). Under this paradigm shift, the CBT
programs are designed and delivered by adopting a systematic approach, focusing on better
employability of the trainees with strong market linkages. Through competency based
assessment, the trainees will be assessed after completing the program and awarded high quality
national vocational certificates. Likewise, skills of the individuals from outside the formal
system are also recognized through Recognition of Prior Learning/Recognition of Current
Competencies (RPL/RCC). [CITATION Nat17 \l 1033 ]

The implementation of CBT courses is supported by the TVET Reform Support Program, which
is funded by the European Union, the Embassy of the Kingdom of the Netherlands, the Federal
Republic of Germany and the Royal Norwegian Embassy. The Program is commissioned by the
German Federal Ministry for Economic Cooperation and Development (BMZ) and is being
implemented by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH in
close collaboration with National Vocational & Technical Training Commission (NAVTTC),
Technical Education & Vocational Training Authorities (TEVTAs) in the provinces/regions and
a number of other public and private sector organizations. [ CITATION Nat17 \l 1033 ]

Competency Based Education and Training (CBET) is an approach to VET, in which skills,
knowledge and attitudes are specified in order to define, steer and help to achieve competence
standards, mostly within a kind of national qualifications framework. Competence (e.g. in the
British context) or competency (e.g. in the Australian context) can be understood as the
specification of knowledge and skill and the application of that knowledge and skill to the
standard of performance expected in the workplace”.
Consequently, CBET itself may be described as training which is performance- and standards
based and related to realistic workplace practices. It is focused on what learners can do rather
than on the courses they have done”. This definition (ANTA, 1998, p. 10; Misko, 1999, p. 3)
places the focus of CBET on outcomes measured against industry standards rather than on
courses based on institutional arrangements (classes in schools, e.g., or apprenticeships) where
individual achievements are normally valued against others. Outcome orientation places
emphasis on new forms of assessment. “Recognition” or “Accreditation of Prior Learning”
(RPL/APL), mainly through work experience, is another essential tool to ensure the relevance
and transferability of skills and knowledge as well as to lead people back into learning.
Competency-based curricula consist of work place oriented and performance-based modules or
units of competence that can be accumulated to a vocational qualification. Delivery of CBET can
be designed individually by learners, teachers and trainers, which allows a self-paced mode
independent from courses. However, a modular and self-paced approach to curricula and
delivery is not necessary, although it is very compatible with CBET. [ CITATION Pro11 \l 1033 ]

Competency based assessment is a process where an assessor works with a trainee to collect
evidence of competence, using the benchmarks provided by the unit standards that comprise the
national qualifications.

It is not about passing or failing a candidate and evidence collection is more than just setting a
test. During a semester a trainee may be required to undertake a series of tasks for assessment
purposes such as assignments, projects, tests, exams or labs. It is the sum of all these assessments
that deems a trainee to be competent (or not).

The unit of progression in a competency based training system, is mastery of knowledge and
skills and is learner focused. Two key components of competency-based training are:

 Skill – a task or group of tasks performed to a specified level of proficiency which

typically involves the manipulation of tools and equipment, or expertise that is knowledge
or attitude-based.

 Competency – a skill performed to a specified standard under specific conditions.

The assessment process should be considered to be part of the learning process identifying gaps
as learning opportunities to develop skills, not failures. It is a collaborative process to be
negotiated with the trainee and not a one-off event that is imposed.

In the setting of a training provider, trainees can be given many opportunities to demonstrate
skill and the assessment process should allow for the capturing and recording of these
demonstrations.[CITATION Eri08 \l 1033 ]

Competency is defined as an underlying characteristic of an individual which is causally related

to effective or superior performance in a job and which illustrates the human resource talents
needed to implement strategic objectives. Core or distinctive competencies are those which are
important for an organization’s success or uniqueness. Threshold or foundation competencies are
more general as a baseline. A competency is defined by knowledge, skills, abilities and other
characteristics. Knowledge is the “know-how” or ability to do something as defined through
experience, a degree or a certification. A skill is the “can do” and is the expertise which the
person demonstrates in practice. Abilities represent the sum of one’s expertise (knowledge and
skills) and are illustrated by their mastery or talent which allows people to perform at a higher
level. The “other” characteristics in defining a competency describe a range of characteristics
such as motivation, attitude and ability to change. A large part of performance is related to a
person’s willingness and motivation to do something. For some managers, “ability is what you’re
capable of doing, whereas motivation determines what you do, and attitudes determine how well
you do it”.
2. Literature Review:
Competency models have been adopted in many organizations to focus systems for employee
selection, training and development, and work engagement on the competencies identified by the
organization as most important to its operations and strategic direction. Similarly, competency
models can be employed in business schools to guide the development of students with the goal
of developing their abilities consistent with demands in the marketplace. In this paper, we draw
on the literature on competency models in the human resource management field and higher
education to demonstrate that competency models can be helpful in developing the knowledge
and abilities of business students. We also discuss the experience of developing of a competency
model for an undergraduate business program and the benefits and challenges of moving to a
competency-based approach. [ CITATION Mar14 \l 1033 ].

The Ministry of Science and Higher Education has launched the Competency Development
Programme in the form of additional financial means for activities to equip students with unique,
the so-called soft skills necessary in scientific careers and on the labour market. Courses
developing skills such as team work ability, leadership, creativity, independent thinking and
innovative approach to problem solving will be financed. For that purpose, a thorough analysis
of needs is necessary. Existing databases describing the quality of human capital in Poland
should be analysed in order to identify those competencies that graduates of universities are
missing. The arsenal of possible statistical tools applicable for that purpose covers a wide range
of techniques, from the simplest methods of descriptive statistics to advanced multivariate
statistical analysis. The study will attempt to identify the missing soft competences based on
existing statistical data, e.g. Polish human capital database. [ CITATION Dzi16 \l 1033 ].

The present article proposes a model of how to develop a plan for evaluate professional skills,
applicable to people who want to certify skills acquired in non-formal ways and also in human
resource departments, that want to evaluate professional skills of its own members, with the
purpose to achieve a more efficient use of human resources, and also to derulate organizational
development programs that includes professional training. [ CITATION Sim10 \l 1033 ].

Despite the contemporary importance attached to technical and vocational education (TVE) as a
panacea for tackling growing unemployment in developing countries, the development and
application of TVE in many countries is still largely bedeviled by numerous problems. One of
the major challenges of TVE in Nigeria is the lack of employable skills among graduates of TVE
institutions. Though several approaches have been adopted as solution to this problem, there
seems to be no head off. This calls for new strategies hence the need for the integration of
Competency Based Education and Training (CBET) in Technical and Vocational Education
(TVE) in the nations TVE. This paper focused on CBET in TVE and its implication for
sustainable national security and development in Nigeria. The paper discussed the
characteristics, elements and objectives of CBET. It highlighted the benefits of CBET as a
training approach that is learner focused, thus allowing participants to acquire competencies
required in the performance of their jobs. The authors argued that the introduction of CBET in
TVE programmes will help to tackle the problem of lack of employable skills among TVE
graduates from Nigeria institutions thereby reduce youth unemployment and by extension it will
help to address various security and development challenges confronting Nigeria. The paper
concluded with some recommendations that include the immediate introduction of CBET in TVE
and increase funding of the sector, amongst others. [ CITATION Ayo14 \l 1033 ].

This paper examines the Competency Based Training concept as a mode of delivery in skills
development and highlights some of the challenges of implementing CBT. It also justifies why
CBT is the way to go for TVET Institutions. As part of the new educational reform, Technical
and Vocational Education and Training (TVET) system in Ghana has undergone a fine tuning in
order to make it a credible alternative to general education. This new reform introduces the
Competency Based Training (CBT) concept as a mode of delivery of TVET in Ghana. The CBT
programme is an exciting new outcome based qualification which has been developed in
partnership with leading employers. This mode of delivery is providing the kind of workers
industry demands and also is preparing individuals for self-employment. The introduction of the
CBT in the TVET reform will therefore engage must youth of the country in well-structured
skills development and workplace experience to ensure employment opportunities and industry
led skills development. [ CITATION Car13 \l 1033 ].

3. CONCEPTUAL FRAMEWORK
The following model has been developed keeping the problem statement and variables in mind.

Curricula
(Independent
Variable)
Teaching Staff
(Independent CBT Program
Variable) (Dependent
Variable)
Employment
(Independent
Variable)

Technologies
(Independent
Variable)
4. HYPOTHESIS

4.1 RELATIONSHIPS BETWEEN CURRICULA AND CBT PROGRAM

H1: Curricula has significant effect on CBT Program.

H0: Curricula does not have significant effect on CBT Program.

4.2 RELATIONSHIPS BETWEEN TEACHING STAFF AND CBT PROGRAM

H2: Teaching staff has significant effect on CBT program.

H0: Teaching staff does not have significant effect on CBT program.

4.3 RELATIONSHIPS BETWEEN EMPLOYMENT AND CBT PROGRAM

H3: Employment has significant effect on CBT program.

H0: Employment does not have significant effect on CBT program.

4.4 RELATIONSHIPS BETWEEN TECHNOLOGIES AND CBT PROGRAM

H4: Technologies has significant effect on CBT program.

H0: Technologies does not have significant effect on CBT program.