Quality Assurance Training Manuald1

I QUALITY ASSURANCE TRAINING MANUAL
QUALITY ASSURANCE CC BYNC-SA 3.0 IGO © UNESCO-UNEVOC Abdisalan Ibrahim
TRAINING MANUAL FOR TVET

INSTITUTIONS IN KENYA
BEAR II PROJECT
QUALITY ASSURANCE TRAINING MANUAL II
Message from the Director of the

UNESCO Regional Office for Eastern Africa
Ms. Ann Therese Ndong-Jatta
I believe the challenging youth employment development is going to be addressed by equipping young people with relevant
skills in line with the country’s economic needs .With this belief, BEAR II (Better Education for Africa’s Rise) seeks to improve
the relevance, quality and perception of Technical and Vocational Education and Training (TVET) systems in 5 Eastern Africa
countries.
Kenya is among the countries UNESCO is implementing the joint initiative with the Republic of Korea named BEAR II (Better
Education for Africa’s Rise) that has embarked on a vision to transform TVET in UNESCO through BEAR II is improving TVET
systems by working with a diverse pool of partners and stakeholders -government, international communities, civil society,
private sector, media, technology companies, research institutions to build on national reforms and strategies as well as on
UNESCO’s existing work in the region, namely the 2030 Education Agenda (SDG 4), UNESCO Strategy for TVET 2016-2021,
Continental Education strategy for Africa, Mahe Process to strengthen TVET in Eastern Africa and National TVET Strategy.
UNESCO in collaboration with Kenyan government is committed to promoting and supporting the activities being
implemented to increase the relevance of TVET to the needs of the economy; enhancing the quality of TVET delivered to
trainees by building capacities of TVET trainers and institutions; and improving the perception of TVET among young people,
enterprises and society, therefore making it a more appealing education and training option.
In Kenya some of the activities activities and studies have been conducted in accordance with the project’s implementation
framework are Labour Market Analysis (LMA), Curriculum Development, Career guidance and counseling, Skills Gateway, Open
Distance Learning and Learning Management System (LMS) and this study related to introduce the TVET Quality Assurance
system define key terms and gives the benefits of introduction and implementation of the Quality Assurance (QA) Framework,
Principles of quality management and components of a quality policy and introduce the standards of a quality audit for TVET
providers. Quality Assurance (QA) will allow the country to develop expertise in this area and to develop capacity building of
the targeted institutions and stakeholders.
This includes developing and strengthening partnerships with private sector, enhancing quality of TVET teacher training,
strengthening teaching of entrepreneurship & recommendations to develop quality assurance mechanisms.
UNESCO would like to take this opportunity to thank the regional coordinator, all the authorities, stakeholders involved
in this program and the Kenyan government for the management and the implementation of the project and their active
participation to ensure the sustainability of the project.
III QUALITY ASSURANCE TRAINING MANUAL
FOREWORD
Dr. Margaret W. Mwakima, PhD, CBS

Principal Secretary, State Department of
Vocational and Technical Training
Technical and Vocational Education and Training (TVET) is considered to be critical socio-economic development pathway
through the creation of significant opportunities for poverty alleviation. As a result, Kenya has seen a rapid increase in the
number of Technical and Vocational Education and Training centers.
The 2030 Agenda for Sustainable Development advocates for an integrated approach to development which recognizes
that eradicating poverty in all its forms and dimensions; combating inequality within and among countries; preserving the
planet; creating inclusive and sustainable economic growth; achieving full and productive employment and decent work
for all women and men; and ensuring full gender equality and fostering social inclusion, are interdependent. Education and
training are central to the achievement of the 2030 Agenda. The vision of the Incheon Declaration: Education 2030 is fully
captured by Sustainable Development Goal 4 “Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all”
The Kenya Vision 2030 has planned in its investment programme to enhance the number of technical training institutions
as well as an increased focus on raising awareness for TVET to ensure increased enrollment. To secure sustained provision of
quality education and training in these institutions, a robust quality assurance system and infrastructure is critical.
UNESCO, under the Better Education for Africa’s Rise (BEAR) II, a five-year project supported by the Republic of Korea, has
developed the Internal Quality Assurance Training Manual to strengthen internal quality assurance systems of TVET institutions
through building the capacity of institutions’ management, internal quality assurance officers and trainers for effective and
efficient development of solar energy skills.
For efficient and effective delivery of the training content, this manual is presented in the following modules:
Module 1: Introduces the TVET QA system, defines key terms and gives the benefits of Quality Assurance (QA)
Module 2: Introduces the Quality Assurance Framework, Principles of quality management and components of a quality policy.
Module 3: Introduces the standards of a quality audit for TVET providers. These include: Leadership, management and
governance; Physical resources; Human resources; Training delivery; Trainee support and Innovation and cooperation.
QUALITY ASSURANCE TRAINING MANUAL IV
PREFACE
Dr. Kipkirui Langat, PhD, FIETK

Director General /CEO, Technical and
Vocational Education and Training Authority
The TVET Authority of Kenya has the mandate to coordinate and regulate TVET across Kenya. The strategic objectives of the
Authority revolve around promoting access and equity, quality & relevance, governance and management within the TVET
system in Kenya.
The 2030 Agenda has provided a development blueprint for shared prosperity in a sustainable world—a world where all
people can live productive, vibrant and peaceful lives on a healthy planet. Appreciating the need to accelerate actions to
achieve sustainable development ambitions.
Kenya has developed this Internal Quality Assurance Training Manual which is expected to set a firm foundation in securing
sustainable access to quality technical and vocational education and training. This training manual is a product of collaborative
efforts developed through a highly consultative multi-stakeholder engagement process.
In conclusion, I would like to appreciate the commitment, support and good coordination of the steering and technical
committee members including the chairman of the steering committee and UNESCO Regional BEAR II Coordinator Dr. Mame
Mor Diarra Ndiaye.
V QUALITY ASSURANCE TRAINING MANUAL
ACKNOWLEDGEMENT
The Kenyan government through the ministry of Education would like to give special thanks to UNESCO and Republic of Korea
for their generous technical & financial support and implementation of BEAR II project.
The ministry would also like to appreciate the commitment, support and good coordination of the steering and technical
committee members including the chairman of the steering committee Madam Principal Secretary. Margaret W. Mwakima,
chairman of technical committee Dr. Kipkirui Langat , Regional BEAR II Coordinator Dr. Mame Mor Diarra Ndiaye and the BEAR
II focal point Mr. Japhet Kipkemoi Ng’eno.
Special mention goes to the TVET Curriculum Development Accreditation Certification Council, Kenya Technical Training
College, Ministry of Environment and the Ministry of Labour who provided the technical guidance in the preparation of this
manual.
We also extend our appreciation to TVETA staff who jointly authored this manual to its completion.
A big thank you to our partners for their invaluable inputs. They include TVETA, DTE-VTT, CDACC, KTTC, KICD, KATTI, KEMI,
KAM, KENPCO, ERC, COTU, Ministry of Economy and Finance, MOLSP, KNATCOM, Federation of Kenya Employers (FKE), Kenya
Private Sector Alliance (KEPSA), Kenya National Federation of Jua Kali Associations (KNFJA), Kenya National Chamber of
Commerce and Industry (KNCCI), Ministry of Environment, and the Ministry of Energy.
Lastly, I wish to recognize the professional contribution of Ocular Visuals LTD in the final editing, polishing and design of this
report.
QUALITY ASSURANCE TRAINING MANUAL VI
TABLE OF CONTENTS
Message from The Director Of The Unesco Regional Office For Eastern Africa II
Foreword III
Preface IV
Acknowledgement V
Abbreviations and Acronyms VII
Introduction to the Training Manual 1
Purpose of the Manual 1
Target Audience 1
Application Methodology 1
Module 1: Quality Assurance Concepts 3
Introduction to TVET QA System 5
Benefits of Quality Assurance 5
Module 2: Quality Assurance Framework 8
Input-process-output system model in QA 9
Process Enablers in the Quality Assurance Framework 10
Quality Assurance Framework- interconnection and interaction 12
Quality Assurance Cycle 13
Principles of Quality Management 17
Internal Quality Assurance Policy 21
Module 3: Quality Standards for TVET Providers 25
Leadership, Management and Governance 26
Physical Resources/Facilities 28
Human Resources 32
Training Delivery 34
Trainee Support 37
Innovation and Cooperation 38

VII QUALITY ASSURANCE TRAINING MANUAL
ABBREVIATIONS AND ACRONYMS

BEAR II The Better Education for Africa’s Rise II Project
CBET Competence Based Education and Training
CEO Chief Executive Officer
DPP Development Policy and Practice
DVD Digital Versatile Disc
G&C Guidance and Counselling
ILO Industrial Liaison Officer
IPO Input Output Model
IQA Internal Quality Assurer
KICD Kenya Institute for Curriculum Development
KNEC Kenya National Examinations Council
KNQA Kenya National Qualifications Authority
KNQF Kenya National Qualifications Framework
MoU Memorandum of Understanding
MVM Motor Vehicle Maintenance
PDCA Plan Do Check Act cycle
PLWD People Living with Disabilities
QA Quality Assurance
QAF Quality Assurance Framework
QMS Quality Management System
RoK Republic of Korea
RPL Recognition for Prior Learning
SAC Standards Approval Committee
TMPP
TVET Technical Vocation, Education and Training
TVETA Technical Vocation, Education and Training Authority
UNESCO United Nations Educational, Scientific and Cultural Organization

1 QUALITY ASSURANCE TRAINING MANUAL
INTRODUCTION TO THE
TRAINING MANUAL
This Internal Quality Assurance Training Manual has been produced by the Technical and Vocational Education and Training
Authority (TVETA) under The Better Education for Africa’s Rise II project (BEAR II) programme. The BEAR II project is a joint
initiative of United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Republic of Korea (RoK) to
cooperate with five countries of Eastern Africa – Ethiopia, Kenya, Madagascar, the United Republic of Tanzania and Uganda – to
improve the relevance, quality and perception of their Technical and Vocational Education and Training (TVET) systems.
In Kenya, environmental technology has been identified as the target sector of focus in the BEAR II Project. The project
envisages to build capacity of six TVET institutions (PC Kinyanjui Technical Training Institute, Michuki Institute of Technology,
Siaya Technical Training Institute, Kaiboi Technical Training Institute, Wote Technical Training Institute and Coast Institute of
Technology) to enable them develop skills in solar energy. The project will therefore endeavor to strengthen internal quality
assurance systems of TVET institutions through building capacity of institutions’ management, internal quality assurance
officers and trainers for effective and efficient development of solar energy skills.
The role of TVET Authority in assuring quality is anchored in the TVET Act 2013. This makes the Quality Assurance system a
mandatory legal requirement for any TVET provider in Kenya and the effective application of this manual will enable the TVET
institutions to fully comply with this requirement.
PURPOSE OF THE MANUAL

The Quality Assurance Officers of the targeted TVET institutions play a pivotal role in sustaining the Quality Management
Systems. In order to realize their mandate, it is necessary that adequate capacity building measures are instituted to ensure that
quality management standards are upheld across the TVETs.
This manual has been developed following wide ranging stakeholder consultations to enhance the capacity of the Quality
Assurance Officers in the conduct of their assigned roles. This is expected to result in integration of system-based approaches in
the implementation of quality management systems. This will have the effect of improving the training standards in the TVET
institutions.
This is especially important for new trainers and quality assurance officers to obtain practical skills in the quality assurance
practices. This is also useful for experienced trainers and managers because it will enable them to review the experiences in
quality assurance and quality management in a systematic manner and further enhance their professional skills.
TARGET AUDIENCE
The principal consumers of this manual are the Quality Assurance Officers in TVETs. However, the trainers, quality assurance
practitioners in both the private and public education sector stand to benefit from the lessons contained herein.
This tool is also a useful reference point for policy makers and quality managers who are key success pillars in upholding the
spirit of and provisions of the Quality Policy.
APPLICATION METHODOLOGY
The development of this training manual is based on experience and the extensive feedback received from different segments
of quality assurance practitioners. Efforts have been made to provide some significant information on the contents of each
module. However, in the ever-changing quality management scenario and information explosion, it is inevitable for the trainee
and trainers to build upon the skills, update, give value addition and use the information here-in effectively to achieve the
quality assurance objectives.
QUALITY ASSURANCE TRAINING MANUAL 2
It is anticipated that this manual will be delivered ideally in a classroom workshop setting with practical hands on application of
the concepts presented. In order to fully realize the objective of this manual, the focus of capacity development should not only
be on effective training but also in a combination of pre-training orientation and post-training facilitation. The training should
definitely make a permanent impact on the participants so that the participants should consciously try to change professional
practice and conduct.
This manual includes appendices to support application of knowledge to actual context in TVETs.
MODULE 1: QUALITY
ASSURANCE CONCEPTS
The purpose of this module is to introduce the practitioners to basic quality assurance concepts highlighting the practice of
quality assurance in TVETs and articulating the key benefits arising from an efficient implementation of a quality management
system and the related quality assurance practices.
Session Objectives:
By the end of the module, the participant will be able to define the terms related to TVET Quality Assurance
Session Contents:
i. Definition of Quality
ii. TVET Quality
iii. TVET Quality Assurance
iv. TVET Internal Quality Assurance
v. TVET Quality Management System
Brainstorming Activity
Brainstorm Question Facilitator Guide
Definition of Quality Quality is defined from many viewpoints. Generally, it can be defined as the
features and characteristics of a product or service that bears on its ability to
satisfy given needs.
TVET Quality The quality of TVET is a set of characteristics of a TVET programme and of
its provider, through which mandatory standards set by TVET regulator and
other agencies meet labor market expectations. i.e TVET quality relates to
the achievement of the outcomes and competences (knowledge, skills and
attitudes) (Give and discuss relevant examples e.g TVET graduate and his/her
competencies)
TVET Quality Assurance It is defined as the ‘processes that ensure programme delivery, assessments
and qualifications meet certain standards.’ It also comprises procedures of
ensuring that specified standards and requirements for TVET provision (learning,
management, accreditation, registration, and licensing as well as assessments
and the recording of achievements) are met.
TVET Internal Quality Assurance This is a systemic management of TVET services provided through the
coordinating of TVET processes, programmes (including workplace experience),
materials, facilities and human resources (staff, trainers, facilitators, assessors,
verifiers) in line with the set standards and guidelines. It focuses on trainees and
apprentices by ensuring that they get quality training, certified qualification,
empowering them to gain decent employment and for lifelong learning.
TVET Quality Management System This is the entirety of all activities and processes connected to quality which
includes the understanding that quality is a task of all staff, including the top
management. Quality Management are coordinated activities to direct and
control an organization with regard to quality.
INTRODUCTION TO TVET QA SYSTEM
TVET Quality Assurance is defined as the ‘processes that ensure programme delivery, assessments and qualifications meet
certain standards. It also comprises procedures of ensuring that specified standards and requirements for TVET provision,
learning, management, accreditation, registration, and licensing as well as assessments and the recording of achievements are
met.
BENEFITS OF QUALITY ASSURANCE

The establishment of QA in an institution requires meticulous dedication, commitment, leadership and cooperation with
employers, TVET agencies and service providers. It needs investments in infrastructure, tools and equipment, curricula, human
resource continuous linkages with the industry. These investments benefit TVET trainees, graduates, employers, institutions,
the community and the nation at large.
Session Objectives
By the end of the module, the participant should be able to state the benefits of QA to each of the following:
i. Trainees/Graduates
ii. TVET Providers
iii. Employers
iv. Community and Nation

Session Contents
Benefits of QA to:
i. Trainees/Graduates
ii. TVET Providers
iii. Employers
iv. Community and Nation
Activity: Group Work

Divide the participants into 4 groups and assign each group to discuss the benefits of QA as follows:
• Group1 – Trainees/graduates
• Group2 - TVET providers
• Group3 – Employers
• Group4 – Community and Nation
Ask the participants to make their presentations to the plenary and provide feedback as necessary in line with the
facilitator notes.
Facilitator Notes
Benefits of QA to: Facilitator Guide
Trainees & Graduates: • Provide Trainee-centered TVET processes;
• Provide information to prospective trainees about education and training
offered and career guidance;
• Knowledge regarding individual competence level
• Good professional start;
• Ensure TVET programmes meet expectations as a result of active involvement;
• Increased national and international competitiveness and employability;
• Higher future incomes.
TVET Providers • Higher acceptance, acknowledgment and enrolment;
• Recognition of certificates;
• Confidence in offering vocational education and training;
• Development of a culture of reflection and continuous organizational
improvement;
• Responsibility and greater autonomy through self-evaluation processes;
• Facilitation of intra- and inter institutional cooperation and dissemination of
good practices between TVET providers;
• Access to information about good practices and experiences of success
Employers • Confidence in the quality of TVET, and in the validity of the professional
certificates;
• Correlation of the provision of initial vocational training to the demand of the
employers;
• Better cooperation in dual TVET provision;
• Continuous adjustment of TVET content to the needs of the employers
Community and Nation • Increased satisfaction of trainees, employers & parents;
• Transparency of the TVET programmes’ quality;
• Increased awareness and responsibility of TVET providers as key stakeholders
in TVET quality assurance;
• Supporting autonomy and decentralized cooperation with the private sector
in TVET provision for local economic benefits;
• Greater public responsibility of TVET providers;
• Increasing TVET attractiveness;
• More income and decent employment opportunities;
• Increasing national competitiveness on global markets;
• Supporting national development priorities.
MODULE 2: QUALITY
ASSURANCE FRAMEWORK
This section seeks to enhance the learners understanding on the Quality Assurance Framework, The input-process-output
model in QA and the process enablers, interconnections and interactions are discussed in detail in this module.
INPUT-PROCESS-OUTPUT SYSTEM MODEL IN QA
The Input-Output (IPO) Model is a functional system that identifies the inputs, outputs, and processes required to transform
inputs into outputs.
Session Objectives
By the end of the session, the participant should be able to explain the input-process-output system model in QA
Session Contents
Explanation of the Input-process-output system model using relevant examples
Activity: Brainstorming and group discussion

Discuss the input-process-output system model of training in your institution
Facilitator Notes
Quality assurance framework impacting TVET provider’s quality management
• National development • NET graduates

policies, National NET competent and skilful,
Strategic Plan, KNQF satisfied, confident and in
• TVET Act No. 29 of 2013, other decent employment
Training
laws, regulations„ WET policies support • NET ready for lifelong
and strategies (Qualifications processes learning, further training
Framework, CBET, RPL ...), and retraining
guidelines, manuals • Graduate employability
Leadership
• Industry & Associations and • Employer satisfaction
• Curriculum developers management • Satisfaction of parents
• Labour market & private sector • Stakeholder satisfaction
Information
Continous • Increased welfare
• Organizational, human and improvement • Competitiveness and
material resources
national development
• Occupational and training
standards
INPUT QM PROCESSES OUTPUT

PROCESS ENABLERS IN THE QUALITY ASSURANCE FRAMEWORK
Process enablers are the intervening factors that allow TVET processes be effective.
Session objectives
By the end of the sub-module, the participant should be able to explain the roles of enablers in Quality
Assurance.
Content to be covered
This section will cover the role of enablers in Quality Assurance.
Facilitator Notes:
Enablers Activities
Good and effective TVET Governance • TVETA for external Quality Assurance
• KNQA for KNQF in support of CBET
• Curriculum Developers, agencies and stakeholders for
industry driven CBET
External Quality Assurance • Quality Audits and audit criteria
• Registration, accreditation, licensing of institutions,
personnel, programmes
• Assessment center approval
Internal Quality Assurance • Quality Management Systems
(Quality Management) • Self-evaluations and monitoring

• Continuous improvement
• TVET excellence
Input standards and input indicators • Minimum standards for equipment and facilities
• Competence standards for personnel
• CBET Standards and guidelines
Output Standards and output indicators • Occupational standards
• Graduate competence standards
• KNQF aligned awards and certificates for KNQF
registered occupations
Interlinkages of TVET stakeholders in relation to TVET governance, industry cooperation, curricular, National Qualifications
Framework, TVET Quality Standards, Delivery and assessment and research and cooperation:
No. Interlinkage focal area

1. TVET Governance • National TVET policy & regulatory framework
• Strategic TVET Leadership
• Coordinated funding
• Pathways between education sector

2. Industry Involvement • Occupational Standards and Standards Approval Committees (SACs)
• Workplace training & placement
• External verification
• Funding support & resources.

3. Competence based TVET • Relevance of TVET & employability
• Competitiveness of the TVET system
• Demand driven TVET leading to higher enrolment
• Higher efficiency of TVET leading to higher enrolment
• Higher efficiency of TVET and competence Based Education and Training

4. National Qualification • Nationally endorsed occupations & awards
Framework
• Alignment of all TVET with unified levels, framework and support of lifelong
learning
• Better inclusion of non-formal & informal TVET

5. TVET Research and • Application of Research in TVET analysis, policy making and decision making
Cooperation
• Supporting regulatory processes & stakeholders to identify trends and
international developments
• Quality training needs good research and a comprehensive TVET

management Information System
6. TVET Delivery and • Qualified & competent trainers
Assessment
• Compliance with standards
• Quality management in all TVET institutions
• Robust and objective CBET assessment & standards for assessment and
verification including Recognition of Prior Learning
7. TVET Quality Standards • Nationally endorsed standards for accreditation of TVET institutions, trainers &
assessment centers.
• Regular quality audits
• Management guidance & support for all TVET providers

QUALITY ASSURANCE FRAMEWORK- INTERCONNECTION AND INTERACTION
The Quality Assurance Framework shows the interconnection and interaction of quality elements, processes and quality
assurance mechanisms in the context of national TVET. The important concept of continuous improvement is emphasized in
this section.
Session Objectives
By the end of the sub-module, the participant should be able to explain the interconnection and interaction of elements,
processes and quality assurance mechanisms in the Quality Assurance Framework.
• Inputs
• Enablers
• Plan-Do-Check-Act Cycle
• Outputs
Activity: Group Discussion
Discussion on the elements, processes and mechanisms of QAF
Best practices, qafs and regional and international qa reference frameworks

• National TVET • TVETA for external quality assurance
traditions & Good and effective • High quality
• KNQA for KNQF in support of CBET
culture tvet governance competent
• curriculum developers, agencies
• Regulatory 1.se and stakeholders for industry driven
workforce for
to
framework and ise bj CBET
sustainable
development ev research & tvet e economic
R
cooperation • Quality audits and audit criteria social and
ct
policies, national gover-
&
ive
nance • Registration, Accreditation, environmental
w
TVET strategic
vie
External quality
s
plan Licensing of institutions, development
&p
assurance tvet personnel, programmes • TVET graduates
4. Re
• Laws & delivery &
lans
Quality industry • Assessment centre approval satisfied,
regulations TVET assessment
act of 2013, KNQF assurance and coopera- confident
Act, CBET policies, Internal quality continous tion and decent
• Quality management systems
PLAR (RPL) assurance improvement employmnet
tvet quality
• Self evaluations & monitoring
policies, TVETA (quality • Graduate
standards • Continuous improvement
regulations and management) employability
• TVET excellence
• Employer
ate
manuals cbet
• Labour market satisfaction
alu
• minimum Standards For

2.
& PRIV. Sector • Industrial
knqf Im Equipment And Facilities
Ev
development
pl
information Input standards em • Competence Standards For
r& • Satisfation of
• Organizational, & input i to en Personnel
parents
n t
human and indicators Mo 3. • CBET Standards and guidelines
materials • Stakeholder
resources • Occupational standards satisfaction
• Requirements & • Graduates competence standards • Increased welfare
Output standards • Competitiveness
needs: trainess, & output • KNQF aligned awards and
industry, parents, certificates for KNQF registered and national
indicators development
society... occupations
QA PROCESS OUTPUT
QAF Principles: transparency and accountability, comparability, flexibility Quality objectives
INPUT
and responsiveness to change, balance of qa approaches, continuity and
consistency, standards and indicators, assurance and improvement
QUALITY ASSURANCE CYCLE
The general quality assurance and management process includes four phases, each including a number of processes and
features. As in many other models, such as the Plan Do Check Act (PDCA) cycle of continuous improvement, described and used
in the ISO 9001 standard for quality management systems. QA in TVET is therefore a sequence or cycle of four fundamental
activities or phases.
Objectives of the Sub-module:

By the end of the sub-module, the participants should be able to explain quality assurance cycle
Content to be covered:
Phases of Quality Assurance Cycle
1. Planning
QA Goals and
targets
2. Implementation
4. Review and The Quality of planned QA
improvement of
the QA system
Assurance cycle measures and
activities
3. Monitoring,
evaluation and
asessment if
achieved results
and outcomes
Activity: Discussion
Using the diagram above, discuss how the QA cycle applies in the work place
Facilitator Notes
1. Planning:
• Develop QA policy in line with the stipulated standards and guidelines
• Formulate the institution’s and programme objectives. (Refer to quality objectives in sub-module 5)
• Define the purpose of the QMS in relation to the objectives formulated. (Refer to QMS framework)
• Determine the content and indicators of the QMS. Quality indicators must be appropriate to the institution’s context.
(Refer to Quality standards for TVET providers). All relevant stakeholders should be involved in the design and adaptation
of the QMS to ensure motivation and ownership. Make sure that the internal QMS is in line with external QA requirements
and the respective regulations. (Refer to the Quality standards for TVET providers in module 4)
• Establish the TVET provider’s institutional process landscape to determine interconnections between functions, units and
departments and align resources and responsibilities.
• Determine leadership, necessary resources and responsibilities.
2. QMS Implementation
• TVET providers should inform the stakeholders about the QMS objectives and procedures in relation to their role.
• The QMS has to be implemented with adequate financial, human and time resources.
• The QMS with all its procedures and forms should be documented.
• All staff of the TVET provider should be covered by the QMS. However, a clear division of tasks and responsibilities is
necessary.
• The TVET provider should establish a quality culture in which all staff, trainers and trainees feel responsible for ‘their’ QMS
and are continuously searching for improvement potential.
• TVET providers should identify the staff, who needs to be trained in QM skills and plan capacity development measures
3. Monitoring and evaluation

i. Data collection
Successful QA reviews requires continuous provision of quality and accurate information. As such, necessary data collection
methods and processing tools must be determined. (Refer to the Quality standards for TVET providers in module 4)
Examples of such methods and tools include:
• Trainee satisfaction questionnaires,
• Course/programme attendance and attainment data,
• Questionnaires for work placement employers, and for employers who have recruited apprentices and graduates,
• Trainee portfolios and workplace diaries, lesson/training observations,
• Trainee interviews, peer review (whereby institutions review each other),

• Graduate questionnaires and periodical interviews with graduates in employment,
• Trainer and parent satisfaction questionnaires, collection of information on graduates’ destinations after completion of
studies, and their position in the labour market,
• Document analysis
• Data on completion and achievement rates,
ii. Dissemination of information
• TVET providers should meet the stakeholders’ information needs and determine their dissemination policy.
• QA data and information must be distributed promptly and regularly within the institution and to all relevant recipients
according to the needs. This enables timely responses and longitudinal analysis of data. Regular distribution of data helps
QM review to become a normal part of staff tasks and duties.
• Publishing QM information in a user-friendly way on websites, where staff, employers, trainees, parents and other
interested stakeholders, can access it.
4. Review /self-evaluation
Quality information should be regularly reviewed and discussed within the organization to support improvement. Institutional
Self-evaluation is an integral part of the quality management system. Continuous improvement is based on self-evaluation,
a process through which TVET providers evaluate their performance in each single process looking at their quality indicators,
after collecting and analyzing evidence. This is expected to lead to better delivery of the core training services, which
are aiming at enhanced training outcomes. Self-evaluation is not a purpose in itself, but a tool to enhance institutional
performance and efficiency in work processes and procedures.
The TVET provider’s self-evaluation activities adhere to the following characteristics:
• Evidence based and results-oriented;
• Compliant with quality indicators and criteria;
• Refer to all aspects of the activity of the TVET provider with focus on the quality of the education and training process;
• Carried out in a participatory manner by TVET provider’s staff, trainees and sometimes employers and parents and other
stakeholders;
• Lead to the appreciation of performance through reference to the impact that TVET has on trainees and other
stakeholders;
• Identify weaknesses and strengths of the TVET provider to introduce necessary improvements and corrective actions;
PRINCIPLES OF QUALITY MANAGEMENT
To ensure that TVET providers efficiently implement their QMS, they should organize their quality management in a systematic
way using nine principles. These principles should result in an effective system, which continuously contribute to the long-term
success of the institution.
Objectives of the Sub-module:

By the end of the sub-module, the participant should be able to explain the principles of quality management
Content to be covered:
Stakehold-
Feedback
er focus
(trainees and
employers)
Continuous
improvement
Leadership
Principles
Mutually
Beneficial of Quality
Cooperation Management
Cooperation
Factual
Approach
to Decision
Making Process
approach
Systems
approach
Activity
Discuss the principles of quality management as outlined in the jigsaw puzzle
Facilitator’s notes:
• The success of TVET providers depend on their trainees’ success and the future employers of their graduates.
• TVET providers should identify current and future requirements placed on the graduates by the labour and employment
markets and;
• Strive to exceed the expected value added by its education and training services pre-empting future developments in
technology and competences
1. Stakeholder focus (trainees and employers)

• The success of TVET providers depend on their trainees’ success and the future employers of their graduates.
• TVET providers should identify current and future requirements placed on the graduates by the labour and employment
markets and;
• strive to exceed the expected value added by its education and training services pre-empting future developments in
technology and competences
2. Leadership
• The top management establishes the strategic purpose and direction of the TVET provider.
• The leadership creates and maintains an internal environment promoting teams that are fully involved in achieving the
institution’s objectives.
3. Cooperation
• All members must be of aware the institution’s vision and mission
• All members should support the institution’s vision and mission
• Commitment of top management towards quality
• Truthful & capable leadership.
4. Process approach
• Any activity or interconnected activities using resources to transform inputs to outputs are processes.
• Desired result is achieved more efficiently when activities and related resources are managed as processes.
• The activities of a TVET provider can be described as processes e.g admission and enrolment, training, workshop
management, assessments and certification, support processes, eg. finances and accounting
• When analyzing the institution, a number of core and support processes can be identified, distinguished and controlled
and a process map of the TVET provider laid down.
5. Systems approach
• The system approach to quality management helps in identifying, understanding and managing interrelated processes as
a system.
• System approach contributes to the TVET provider’s effectiveness and efficiency in achieving its objectives
6. Factual Approach to Decision Making

• Decisions should not be made based on only qualitative perception or intuition.
• Robust decision-making needs factual evidence and measurable indicators.
• Therefore, effective decision making implies the determination of measurable quality indicators, continuous monitoring
and analysis of data and information.
7. Mutually Beneficial Cooperation

• A TVET provider, industry and the employers are interdependent.
• Good TVET is in the interest of trainees, employers, state, society and the TVET provider itself.
• The TVET provider needs cooperation with industry as much as the industry needs good TVET to be competitive. Both are
interested in sound and supportive regulation.
• The trainees are interested in quality education and training, which equips them with competences in demand.
• The development and capitalizing on mutually beneficial relationships with all stakeholders enhances the ability of TVET
providers to create value.
8. Continuous improvement
• Continuous improvement of the TVET provider’s quality and performance in all processes and the institution generally
should be a permanent objective.
• To support continuous improvement, the TVET provider needs to identify and apply suitable methods for monitoring
quality indicators.
• These quality measurements determine the ability of the quality management processes to achieve the planned results.
• If the measurements reveal that planned results are not achieved, the issues can be addressed in the quest for continuous
improvement.
9. Feedback
• To assess requirements for quality of education and training services feedback is necessary.
• The labour and employment markets decide if a graduate meets demand by way of graduate being gainfully employed/
self-employed.
• To design a good TVET programme, the input and feedback from the industry is needed.
• Feedback from internship and apprenticeships can give valuable information about the quality of the TVET provider’s
education and training programme.
• The TVET provider has to speak and cooperate with the market and to be interested in the careers of its graduates to make
substantiated, evidence-based conclusions about the quality of services provided.
• Feedback from the employers or self-employed alumni graduates is an objective real-life measurement of the performance
of the institution’s quality management system.
• The TVET provider should collect and monitor feedback

INTERNAL QUALITY ASSURANCE POLICY
The Internal Quality Assurance policy of an institution is established to provide institutional focus with regard to strategic
quality direction.
Sub-module Objective
By the end of this sub unit, the participant should be able to apply the guideline to develop Internal Quality Assurance Policy.
1. Policy statement
2. Purpose
3. Scope
4. Roles and responsibilities of:
• Manager/Principal
• HoDs/ Internal quality assurers (IQA committee members)
• Trainers/assessors
1. Policy implementation procedures
• Qualifications
• Sampling
• Observation
• Interviews of trainees/trainers
• Resolution mechanism of internal QA disagreements
• Standardization
• IQA meetings
• Assessors mentoring
Facilitators notes
Internal Quality Assurance Policy
1. Policy Statement
This is a formal statement that outlines the ways in which an organization intends to conduct and act in specific circumstances.
Examples of policy statements may include the following:
• A robust internal quality assurance system, to maintain the consistency and accuracy of assessments and ensure continual
development of working practices, resources, processes and procedures.
• Quality Assessment committee shall frequently review all training delivery taking place in the institution, ensuring
consistent assessment standards are maintained following the awarding body guidelines,
• All learner portfolios will be included in the Internal Quality Assessment routines.
2. Purpose
i. To meet and exceed the requirements placed upon the institution by:
• National Qualifications Framework
• Regulatory bodies
• The awarding bodies
• Trainees
• Industry
• Other stakeholders
ii. To support all employees to have excellent working practices, through provision of formative training, supervision,
observation and sampling processes.
• To support and develop assessors/trainers in their working practices by affording them the opportunity to
receive critically supportive content on:
• The assessment decisions reached on portfolio evidence
iii. Training/teaching techniques applied
iv. To ensure provision of secure, hospitable, inspiring and engaging settings for learners.
v. To provide a continuous check on the consistency and quality of delivery and the consistency, quality and fairness of
marking, grading and overall assessment of learner evidence.
vi. To ensure that valid, consistent assessment decisions are reached and external requirements are fully met.
vii. To develop and maintain internal and external associations based on quality, belief and integrity.
3. Scope
Involves the Quality standards for TVET providers contained in QMS manual.
1. Roles and responsibilities

i. Principal/Manager
The principal/ Manager is responsible for ensuring that:
• The quality requirements of the awarding bodies and partners are met in the delivery and assessment of qualifications,
• IQA policies and procedures are sufficient, regularly reviewed and known, understood and implemented by all,
• All employees involved in the processes of delivery of services are appropriately trained and qualified through provision of
rigorous recruitment processes, induction training and continual development,
• All employees involved in IQA processes are appropriately trained and qualified through provision of rigorous recruitment
processes, induction training and continual development.
• Annually submit to TVET Authority the Institutional returns as per the attached template (appendix 1)
ii. Assessors/Trainers
Assessors/ trainers are responsible for ensuring that:
• Candidates/learners are aware of the different types of evidence that they can collect to prove competence of knowledge
and working practices.
• They are responsible in the collection, authentication and presentation of evidence.
• The trainees are fully supported throughout the term of their course. This should include:
• Effective management evidence gathering, assessment and attainment
• Agreeing and recording assessment for each trainee
• Completing regular reviews with the trainee and their employer to review progress and agree new targets (for
apprenticeship/dual training)
• Providing the trainee with prompt, accurate, formative and summative feedback.
• Demonstration of anti‐discriminatory practice and equal opportunities
• Maintenance of confidentiality of the trainees’ progress reports
• They observe trainees’ performance through formative assessment and/or in simulated situations, and/or conduct other
forms of assessment in accordance with the qualification and unit standards and requirements of the NQF and the
awarding body.
• Ensuring validity, authenticity, currency and sufficiency of evidence
• Maintaining appropriate, accurate and verifiable records
• Confirming that trainees have demonstrated competence/knowledge and have completed the required documentation
• They make themselves available and organize for their trainees’ portfolios to be available to the principal/manager,
their Internal Quality Assurer and the External Quality Assurers
iii. Internal Quality Assurers

Internal Quality Assurers are responsible for ensuring that they lead, advise and support the assessors/trainers allocated to
them through:
• Ensuring adherence to the principles of assessment and guidance provided by the institution
• Provision of guidance on the interpretation and application of assessment criteria correctly and consistently applied
• Observation and supply of formative feedback on working practices

• Sampling of assessment activities such as assessment decisions, formative feedback supplied, completion of portfolio
documents etc.
• Ensuring assessors have opportunities for updating and developing their vocational and professional competence
• Portfolios of evidence are valid, authentic, current and sufficient by; Following the sampling plan; Ensuring that all learners
portfolios are sampled for each competency and Carrying out a quality audit of the documentation used within and
format of the portfolios of evidence
• Supporting, countersigning, dating assessments and quality assuring judgements by assessors and Internal Quality
Assurers.
• Supporting institution to meet its goals by:
• Undertaking an active role in raising issues of good practice in assessment
• Ensuring that equal opportunities and anti‐discriminatory practices are upheld in the assessment process
• Liaising with other IQAs and the External Quality Assurer to implement the requirements of the assessment
system
• Ensuring that all trainees’ achievement records and departmental documentation are completed in accordance
with requirements
• Attending regular IQA meetings
2. Policy Implementation
The Institution should develop implementation procedures in view of the quality standards provided for in the QMS Manual
3. IQA Committee
• The institution must have a select committee of IQA comprised of the heads of departments. The committee members
must be appointed by the principal/ manager.
• The Internal Quality Assurers committee should frequently hold meetings at least twice in a term/semester.
MODULE 3: QUALITY STANDARDS

FOR TVET PROVIDERS
The management of a TVET provider has a particular responsibility for the performance of the institution. The top
management needs to be committed to the implementation and maintenance of the provider’s quality management
system, to communicate throughout the institution the importance of meeting the needs of trainees, industry, and labor
and employment markets as well as to comply with all statutory and regulatory requirements. Regular management reviews
provide evidence for the suitability of the arrangements put in place for quality assurance.
The Quality Standards provide a national guideline for the systematization and internalization of quality assurance in TVET,
specifically in technical and vocational training contexts.
LEADERSHIP, MANAGEMENT AND GOVERNANCE
Sub module objective

By the end of the session, the participant should be able to explain the role of Leadership, Management and Governance in
Quality Assurance.
The role of senior management and the Quality Audit performance criteria will be discussed in detail in this session.
Activity
Discuss the role of top management in QA of an institution
Facilitator Notes
The roles of senior management in QA include:
• Making decisions on the establishment of QA policy and objectives
• Ensure that the quality policy and objectives are communicated and understood throughout the institution
• Ensure availability of necessary resources to provide quality training services
• Ensure a sound planning process including strategic and operational planning
• Review the QAS regularly to ensure suitability and effectiveness of QA and its processes for continuous improvement of
training.
Quality audit performance criteria on Leadership, Management and Governance:
Activity
Discussion of the performance criteria of Leadership, Management and Governance in QA in your institution
Leadership, Management and Governance

No. Audit Area Indicator/Question Target

1. Strategic Plan • Availability
• Vision and mission clearly stated.
• Clarity of objectives.
• Evidence of implementation.
• Clear and functional organogram.
2. Board of Governors/ Directors/ Council • Validity (of the Board and members)
• Properly constituted (Complying with the TVET Act)
• Frequency of Meetings (Evidence of Minutes)
• Existence of The Board committees (for quality assurance)
• Qualifications and experience of The Board members.
3. Senior Management, Academic Board • Composition: Gender, Regional Balance
• Their qualifications and experience
• Frequency of Meetings (Evidence of Minutes)
• Evidence of implementation of management decisions.
4. Internal quality assurance • Availability of a committee (appointment letters)
• Meetings (minutes on frequency)
• Schedule of activities
• Quality Management System (as per the TVETA Quality Assurance
Framework)
• Submission of TVETA Institution’s annual returns
5. Administrative support documents • Remittance of Statutory deductions (NHIF, NSSF, PAYE)
• Land ownership documents.eg. Title Deed, Lease Agreement,
Allotment letter
• Student Management Records e.g. Admission Register,
Transcripts, Leaving certificates
• Valid public health report
6. Legal Documents • Sessional Paper No 1 of 2019
• TVET Act, 2013
• Basic Education Act, 2012
• Universities Act, 2012
• KNEC Act, 2012
• Occupation Safety & Health Act (OSHA), 2007
• National Industrial Training Act, 2012
• Work Injuries and Benefits Act (WIBA), 2007
• Labour Relations Act, 2007
• Employment Act, 2007
• KICD Act, 2013
• Accountants Act No 15, 2008
7. Financial Management • Fees register

• Receipt book
• Cashbook
• Approved budgets
• Procurement plan
• Audited financial reports
PHYSICAL RESOURCES/FACILITIES
The TVET provider must determine, provide and maintain the infrastructure needed to provide quality education and training
in line with quality policy and objectives. This includes the buildings, workshops and utilities, machinery and equipment
(both hardware and software), and supporting services (such as transport or communication or information systems). TVET
providers shall have effective and efficient management procedure for usage and managing the material resources of the
institution.
Sub-module objective
By the end of the sub-module, the participants should be able to describe the minimum requirements of physical resources of
a training institution.
• Infrastructure
• Tool and equipment
• Quality audit performance criteria
Activity
Identify the examples of physical resources of a training institution
Discuss minimum standard requirements of physical resources of a training institution with reference to a specific trade area
of choice
Facilitators notes
a) Infrastructure, Tools and Equipment
• Facilities, equipment, instructional materials and supplies should comply with the current level of technology and industry
practices;
• An Institution shall have adequate offices, classrooms, laboratories, workshops and library space depending on the needs
of the education and training programmes provided;
• Material resources should be of sufficient quantity and quality to meet the objectives and needs of the education and
training programme;
• The library should be sufficiently stocked with up-to-date literature, adequate books, documents, journals, and e-resources
as required for the education and training programmes provided;
• Adequate and secure storage space must be provided for equipment, supplies and instructional materials;
• Facilities, equipment, and instructional materials must be regularly maintained, replaced, repaired, and updated to meet
the requirements of the education and training programmes;
• Compliance with health and safety standards is mandatory;
• The facilities and equipment of the TVET provider must be suitable for the education and training purposes of the
institution;
• TVET providers should have internet connection for teachers, trainers, staff and trainees;
• If training premises and equipment of the TVET provider are not available in their entirety, these can be imparted through
collaboration with other stakeholders outside the training premises as long as all mandatory requirements of the TVET
programme are observed. The facilities and equipment of the TVET provider shall be deemed to be suitable for education
and training, if these have been recognized as such by TVETA or another authority in charge.
• The facilities and equipment of the TVET provider must comply with minimum standards for the size, equipment and
standard of management of training premises depending on the programmes or units in respective occupations;
• The organization shall determine and manage the education and training environment needed to achieve the intended
education and training outcomes (trainee competencies).
b) Quality audit performance criteria on Physical Resources
Workshops and Laboratories

No. Workshops Size (m) Capacity Accessibility Condition Availability Fit for the Safety Organization
per shift (PLWD) of equip- programme/ (Workshop
ment Adequacy arrangement)
1.
2.
Theory/ Lecture Rooms
No. Lecture Size (m) Capacity per Accessibility Condition Availability of Fit for the Adequacy
Rooms shift (PLWD) suitable Furniture programme
1.
2.
Administrative Offices
No. Offices Size (m) Accessibility Condition Availability of suitable Fit for Purpose
(PLWD) Furniture
1. Principal’s Office
2. Staff room
3. G&C room
Tools and Equipment
No. Applicable Relevant for Condition and Availability Storage Adequacy Organization Properly in-
Workshop the pro- functionality of techni- (Inventory) (Arrangement stalled and
(e.g MVM, gramme cian of tools/Equip- labelled
Carpentry ment)
etc)
1.
2.
Other Facilities
No. Audit Area Indicator Question/ Target

1. Safety Measures • Firefighting equipment
• First aid kit
• Emergency exit (Signage)
• Fire assembly point
• Fire drills
• Personal protective equipment
• Fencing and gate

2. Sanitation Facilities • Availability of washrooms/urinals (Trainers,
trainees)
• Adequacy (male, female, Sanitary bins)
• Condition (Cleanliness, Lighting)
• Waste disposal (solid and liquid)
• Provision for special needs

3. Utilities • Power and backup system
• Renewable energy(availability)
• Water (adequate, safe and reliable)
• Sports facility (availability/MoU, adequacy)
• Lawns (maintenance)
• Proper signage for direction

4. Library Services • Availability
• Reading space versus enrollment
• Adequacy of reference materials (relevant to

programmes offered)
• Qualified librarian
• Provision of E-resource
HUMAN RESOURCES
The TVET provider must ensure that the staff and trainers are competent on the basis of appropriate education, training, skills
and experience and that all external QA requirements, such as registration and accreditation are fulfilled. The TVET provider
must determine the necessary competence for its staff and trainers and provide or organize the necessary training.
By the end of the sub-module, the participant should be able to describe the minimum requirements for different categories of
training staff.
• Trainer qualifications
Activity
Identity different categories of trainers in a training institution
Discuss the minimum requirements for each category (Refer to TQF)
Facilitator Notes
Qualification Levels Category I: Category II: Category III: Category IV:
Technical Instructor Trainer Principal Trainer/De- Principal Trainer/Man-
veloper ager
Definition Sets training material, Conducts technical Designs and develops Supervises, develops
equipment for training and curriculum, courses and mentor technical
practical workshop competency and instructional trainers.
laboratory and assessments materials
maintains training
equipment
Minimum Profession Craft/KNQF level Bachelor Degree Masters/KNQF level Masters/KNQF level
Entry Requirements 5 in the technical/ KNQF level 7 in the 9 in the technical/ 9 in the technical/
vocational domain technical/vocational vocational domain vocational domain
(Craft) + certificate of domain +certificate of and/or experience as and/or experience
an approved IPP for an approved TPP for trainer (minimum 4 as trainer (minimum
Technical Instructors Training Providers years) + approved DPP 4 years) + approved
for Training Providers TMPP for Training
Providers
Foundation Skills i. Communication
ii. Apply math and science principles in technical training
iii. Apply environmental principles and advocate conservation
iv. Utilize IT Applications in technical training
v. Work in teams
vi. Apply work ethics, values and quality principles
vii. Work effectively in vocational education and training
viii. Foster and promote a learning culture
ix. Ensure a healthy and safe learning environment
x. Maintain and enhance professional practice
xi. Appreciate cost-benefits of technical training
xii. Understand and analyze global labour markets
Professional Training Course on training Course on Training Course on Training Course on Supervision
Programme instructors which Methodologies and Design and and Development
support CBET trainers Assessment Development of Trainers and
programme
developers
TVET trainer qualifications in the light of TVET reforms

To implement reforms in TVET and CBET the following strategies are envisaged to ensure achievement of trainer competency:
• Review and enforce minimum TVET trainers’ qualifications including compulsory industrial attachment for TVET trainers at
least every three years of service;
• Develop trainer-industry links to enhance quality training.
• Establish an industrial attachment standard for all TVET trainees and trainers, for enhancing their hands-on-skills;
No. Audit Area Indicator Question/ Target

1. Trainers • Trainers qualifications (availability of records)
• Trainers Bio data (availability of records)
• Development plan (Capacity building)
• Trainers Workload (Sufficient workload)
• Availability of staff establishment (Documented)
• Existence of performance management system (Appraisals)

2. Administrative/ Non-teaching staff • Sufficient for institutional functions
• Appropriately deployed (Qualifications and experience)
• Scheme of service/Career progression guideline
• Balanced (Gender, regional)
• HR Policies/Procedure Implemented in place (Gender, Disability)
• Availability of job descriptions
• Existence of performance management system (Appraisals)
• Capacity development plans
• Compliance certificates (Good conduct for watchmen and public

health certificate for food handlers)
TRAINING DELIVERY
A TVET provider should use a curriculum, which contains the necessary competences, soft skills and hard skills, and clarifies the
objectives and learning outcomes of each programme, courses or unit. (The content of a programme should be evaluated and
reviewed regularly on the compliance with occupational and training standards). The standards identify the trainer and training
equipment’s for a CBET program. In this way, it can be assured that the subsequent TVET training will equip the trainees with
the competencies required.
CBET should have the following attributes:
• Demand based and output oriented;
• Connect TVET with Labour markets, National Qualifications Framework;
• Based on industry-driven occupational standards;
• Are part of TVET Quality Assurance.

By the end of the Sub unit, the participant should be able to analyze areas of quality audit in training delivery and assessment.
Activity
Discuss the quality audit indicators of each of the areas tabulated
No. Audit Area Indicator/ Question Target

1. Time table
2. Classrooms Attendance
3. Appropriate methodology
4. Appropriate training aids
5. Updated professional documents
6. Assessment/Examinations
7. Industrial attachments as part of the learning process
Facilitator Notes
No. Audit Area
1. Time table • Availability (master and course)
• Trainee friendly (well balanced)
• Reflects curriculum requirements (practical, theory and industry

practice)
2. Classrooms attendance • Lessons are attended as timetabled
• Appropriate methodology used
• Mechanism for training supervision (evidence of class Attendance

for trainee and trainer)
3. Appropriate technology • Simulations
• Study tours
• Collaborative training arrangement (industry/institution)
• Exchange programmes
• Demonstrations
• Blended,
• Discovery,
• Discussions,
• Case studies,
• Projects
• Models /prototype
4. Appropriate training aids • Smart boards
• Audio/visuals (Educational DVDs, power point, television

educational series, youtube, photographs, films, radio)
• White boards
• Projectors
• Exhibits
• Charts/diagrams
• Models
• Handouts
5. Updated professional documents • Course outline
• Schemes of work
• Record of work
• Progress records
• Updated Training notes/handouts/e-resources

6. Assessments/ examinations • Availability of assessment/exam policy
• Availability of assessment guideline
• Continuous assessments are regular
• Mechanism for setting and moderation in place
• Table of specifications (content coverage)
• Analysis of assessment results
• Supervision of exams
• Marking scheme
• Verification mechanism
• Trainee portfolios of evidence are valid, authentic, current and

sufficient
• Award system (certificates/transcripts where applicable)

7. Industrial attachments as part of the • Industrial attachment policy available
learning process
• Industrial Liaison Officer (ILO) and office in place
• Industrial attachment carried out
• Sourcing for placement of trainees
• Developed structured competencies to be achieved in trade area
• Records maintained (Log books, placement list)
• Trainees supervised (Supervision schedules)
• Insurance for trainees
• Evidence of use of industrial attachment feedback

TRAINEE SUPPORT
The TVET provider should ensure that it has trainee support mechanism in place. This requires an increase in the participation
of the trainees in all quality management related processes.
By the end of the sub unit, the participant should be able to analyze areas of trainee support in a training institution
Trainee support services (Welfare, Admission procedures, Alumni, accommodation, Trainee council)
Activity
Discuss the quality audit Indicators of each of the trainee support services tabulated.

1. Trainee support procedures
2. Trainee welfare
3. Alumni Networks
4. Accommodation (where applicable)
Facilitator Notes
Audit Area Indicator/ Question Target
Trainee support procedures • Admission procedures (Trainee admission register)
• Code of conduct (Evidence of use, trainee awareness)
• Discipline procedure (Developed and documented)
• Complaints procedure (Documented, suggestion box)
• Conflict resolution procedure (Documented)

Trainee welfare • Staff in charge
• Scholarships (Beneficiaries documented, Trainee awareness, MoU)
• Trainee representative (Available, mode of appointment, democratic

space)
• clubs and sports
• Vulnerable trainee support e.g. expectant mothers, orphans, PLWDs

(Documentation, support programme)
• Career counselling/orientation (Schedules, staff in charge)

Alumni Networks • Planned projects
• Availability/ Database/ Documentation
• Active (activities in institution, meetings)

Accommodation (where applicable) • Adequacy (standard size)
• Availability of a qualified matron/janitor
• Condition (State of maintenance e.g. painting, tidiness, Lighting,

ventilation)
• Organization (well arranged)
• Safety provisions (instructions/rules, fire, doors opening)
• Accessibility (Ramps, lifts)
INNOVATION AND COOPERATION
The changing TVET environment, with new industries and sectors emerging, requires the TVET provider to consider new
concepts, new generic skills, teaching and training technologies. These would help the provider to meet the growing labour
and employment market needs.
An excellent TVET provider should always think about continuous improvement, innovation and the development of the
institution in the interest of the trainees and the beneficiaries (industries) which will employ the graduates.
Sub-module objective:
By the end of the sub-module, the participant should be able to analyze areas of innovation and cooperation in a training
institution.
• Innovation
• Research initiatives
• Exchange programmes
• Linkages and collaborations
• Entrepreneurship
• Corporate social Responsibilities
Activity
Discuss the quality audit Indicators of each of the areas tabulated

1. Innovation
2. Labour market/industry information
3. Research initiative
4. Linkages and collaborations
5. Participating in community activities/ Corporate social
responsibility
6. Entrepreneurship and income generating activities
Facilitator Notes
No. Audit Area Indicators
1. Innovation • Innovation Committee in place
• Initiated innovation
• Programmes for patenting
• Promotion plan/in use
• Commercialization
• Open-days organized
2. Labour market/industry information • Mechanism for obtaining feedback
• Documentation of information
• Use of feedback to improve training (minutes of meetings to discuss

the same, course outline etc.)
3. Research initiative • Research unit established/committee
• Activities planned
• Support system/budget
• Partnering with other organizations in research
• System for disseminating research findings e.g. journals, conferences,

symposium,
• Customer satisfaction and employee satisfaction survey

4. Linkages and collaborations • Activities planned
• Participation in benchmarking
• Skills show, competitions and conferences
• Exchange programmes for trainers and trainees
• Industrial visits
• Partnerships (MoUs)
5. Participating in community activities/ • Community needs identified
Corporate social responsibility
• Activities and plans to respond to community needs
• Greening/ Resource conservation (tree planting, water harvesting,

bio gas, renewable energy)
6. Entrepreneurship and income • Production units initiated
generating activities
• Trainees participating in production units
• Projects/incubation hubs
• Exhibitions and trade fairs

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I QUALITY ASSURANCE TRAINING MANUAL

QUALITY ASSURANCE CC BYNC-SA 3.0 IGO © UNESCO-UNEVOC Abdisalan Ibrahim

TRAINING MANUAL FOR TVET

Message from the Director of the

Ms. Ann Therese Ndong-Jatta

Dr. Margaret W. Mwakima, PhD, CBS

Dr. Kipkirui Langat, PhD, FIETK

Abbreviations and Acronyms VII

Introduction to the Training Manual 1

Purpose of the Manual 1

Module 1: Quality Assurance Concepts 3

Introduction to TVET QA System 5

Benefits of Quality Assurance 5

Module 2: Quality Assurance Framework 8

Input-process-output system model in QA 9

Process Enablers in the Quality Assurance Framework 10

Quality Assurance Framework- interconnection and interaction 12

Quality Assurance Cycle 13

Principles of Quality Management 17

Internal Quality Assurance Policy 21

Module 3: Quality Standards for TVET Providers 25

Leadership, Management and Governance 26

Innovation and Cooperation 38

ABBREVIATIONS AND ACRONYMS

CBET Competence Based Education and Training

CEO Chief Executive Officer

DPP Development Policy and Practice

DVD Digital Versatile Disc

G&C Guidance and Counselling

ILO Industrial Liaison Officer

IPO Input Output Model

IQA Internal Quality Assurer

KICD Kenya Institute for Curriculum Development

KNEC Kenya National Examinations Council

KNQA Kenya National Qualifications Authority

KNQF Kenya National Qualifications Framework

MoU Memorandum of Understanding

MVM Motor Vehicle Maintenance

PDCA Plan Do Check Act cycle

PLWD People Living with Disabilities

QAF Quality Assurance Framework

QMS Quality Management System

RoK Republic of Korea

RPL Recognition for Prior Learning

SAC Standards Approval Committee

TVET Technical Vocation, Education and Training

TVETA Technical Vocation, Education and Training Authority

UNESCO United Nations Educational, Scientific and Cultural Organization

PURPOSE OF THE MANUAL

ii. TVET Quality

iii. TVET Quality Assurance

iv. TVET Internal Quality Assurance

v. TVET Quality Management System

INTRODUCTION TO TVET QA SYSTEM

BENEFITS OF QUALITY ASSURANCE

ii. TVET Providers

iv. Community and Nation

ii. TVET Providers

iv. Community and Nation

Activity: Group Work

• Group2 - TVET providers

• Group4 – Community and Nation

INPUT-PROCESS-OUTPUT SYSTEM MODEL IN QA

Activity: Brainstorming and group discussion