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.

Objectives of CBET
Promote lifelong learning through progression and credit transfer

Encourage individuals to achieve their full potential

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 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

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

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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
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

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 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

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

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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

 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

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  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.

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

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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

 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

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  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
 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

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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.

Checking the Record-Keeping

III.  

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

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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

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.

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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).

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.

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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

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 13 of 35
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.

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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.

 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?

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

Competency Based Assessment (CBA)

 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:

 do the job

 can do it in the right way

 has the skills needed and can use them

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 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.

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

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  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

 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).

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

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  Range/Scope Statement :Relates to the unit of competency as a whole 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

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

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 • 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

 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

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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

• 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.

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 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
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.

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 – 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.

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.

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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 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

• 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.

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 • 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

ASSESSMENT TOOL DESIGN PROCESS

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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

Step Two: Choose your assessment methods

You Must Consider

 How will you gather the evidence

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  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

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

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 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

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

ASSIGNMENT:

DEVELOPMENT OF CBA TOOLS

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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:

1. You are required to answer oral questions

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

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 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 Competency Setting out simple buildings
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

Allocate marks accordingly.

S/No. Question Answer Marks

1. Name FIVE tools used in setting out  Claw hammer

 Mason hammer
 Hand saw

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  Panga
 Tape measure
 Builders line
 Plumb bob
 Mason’s square
2. Which materials do you require when setting  Nails
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 external By testing the diagonals
dimensions of the building to 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 pegs
6. Interpret working drawings
7. Establish the (a) Measuring the
building line distance of the building
line perpendicular to the
reference point
(b) Marking of the
established building line
using pegs and builder’s
line
9. Mark out (a) Marking the length

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 dimensions of the 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

14. Confirm (a) Measure the first

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

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 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
______________________________________________________________________________
______________________________________________________________________________
______________________
Candidate’s Signature ____________ Date ________________________

Assessor’s Signature _______________ Date ___________________________

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