Regulation of VET
Setting of Training Standards The Vocational Education and Training Act requires that the quality of VET be improved. The key elements for ensuring that VET institutions offer training of the required quality include the use of:
After the adoption of the CBET system, the setting of occupational standards upon which learning is based became an integral part of the system. The process starts with the deployment of local experts in the respective occupational areas to develop DACUM charts which are then used to develop occupational unit standards classified into three levels:
Level 1 Competencies to carry out routine and predictable occupational duties and tasks under supervision.
Level 2 Competencies to carryout a significant range of occupational duties and tasks or specialized occupational duties and tasks, some of which are complex or non-routine. Individual responsibility may be required and collaboration with others, working in groups, or teams are normally required.
Level 3 Competencies to carry out a broad range of occupational duties and tasks or specialized occupational duties and tasks, mainly complex and non-routine in wide variety of contexts. Considerable responsibility and autonomy are generally required, guidance and supervision of others are mostly required.
Registration of VET Institutions
VETA is responsible for accrediting and registering institutions based on set criteria. Under the approved 2003 VET regulations, a VET institution is assessed on its ability to qualify students at each one of the 3 VET levels and no VET institution is allowed to operate without being registered with VETA. The regulations call for institutions to be frequently reviewed to assess quality level and institutions can be deregistered if the quality level is not satisfactory. The regulations also call for adequate information to be provided to the public regarding the quality of training offered by respective VET institutions and the relevance of courses so that customers can make informed choices. VET institutions abide by inspection rules and registration procedures.
The first regulations for registering VET institutions were issued by the VET Board in 1997 which set standard requirements for registration. A VET institution will be registered if the Board is satisfied that the institution: -
(a) carries on vocational training of the type envisaged by the Act;
(b) follows a syllabus and standards issued or approved by the Board;
(c) is housed in premises suitable for carrying out vocational training and is equipped with sufficient facilities for such
(d) has a sufficient number of qualified teachers and instructors;
(e) is willing and able to abide by regulations issued by the Board from time to time;
(f) has not previously been deleted from registration and has not failed to comply with conditions for re-registration;
(g) follows admission policies acceptable to the Board.
The regulation also laid down conditions for cancellation of registration status if the Board is satisfied that the institution no longer abides by the regulations issued. In particular, the Board will cancel registration of a VET institution if it is satisfied that: -
(a) the vocational training centre has ceased to offer vocational education and training.
(b) any of the requirements for registration specified in the regulations has ceased to apply.
(c) an inspector's report recommending cancellation of registration has been accepted and acted upon by the Board.(d) the owners due to financial or administrative reasons, are unwilling or have failed to manage the vocational training
centre and have applied to the Board for cancellation of registration.
Cancellation of registration simply means that the VET Board no longer recognizes the VET institution
Accreditation The implementation of CBET brings with it important steps in the accreditation process. They include the use of unit standards, Trade Advisory Committees and of labour market information in curriculum development as well as the use of continuous assessment and the external assessors. These processes seek to ensure all time high standards of training programmes in VET centres
The introduction of the new registration and accreditation guidelines will provide ample opportunities for VET providers including VETA owned centres to be categorized on capacity of the Centre in terms of administration building facilities, training facilities, training staff, training instruments and tools and equipments.
The VET Board approved new Registration and Accreditation guidelines in 2003. The guidelines lay down the following criteria: -
Assessment in VET has two systems each of which involves passing or qualifying at three levels. The two are the Trade Test System and CBET Assessment. (CBET stands for Competence Based Education and Training). The Trade Test system, is divided into three Grades: III, II and I and this is in descending order. The CBET uses an ascending order levels that is I, II and III. In the Trade test system testing is through trade tests normally attempted after at least two years of training in a particular skill. Trade Test are set and assessed by VETA, but this system is being phased out, to be replaced by the CBET assessment and testing.
A feature of CBET system is that progress is made if a proceeding module has been mastered, implying some form of continuous assessment. Assessment of the units is the responsibility of the instructor who is also responsible for ensuring that trainees progress is recorded in the log books.
The number of modules achieved by a trainee and certified by the instructor/principal of the institution enable the trainee to be eligible for level certification. External assessors undertake validation to ensure that the assessment undertaken by instructors and certified by Principals is according to prescribed criteria. This is done by sampling assessment and validation practice and trainees who are certified by external assessor are eligible for certification to appropriate level.
Currently VETA maintains a dual system of certification involving Trade testing, the traditional practice and the CBET system. The latter is based on a continuous assessment system with a final assessment by external assessors. Continuous assessment is done through logbooks whereby both the trainee and trainer sign to indicate attainment of specific competences.
Coordinating Curriculum Development
VETA has occupational curriculum development teams which work with the respective Trade Advisory Committees. Members of a Trade Advisory Committee have extensive knowledge, skills and experience on a specific vocational occupation and their main task is to advise the curriculum developers on the required levels of skill and knowledge in various vocational occupations to ensure that the curriculum content truly reflects the needs and expectations of industry. The committee also recommends the introduction of new courses as well as the removal of out-dated ones.
The curriculum developers together with the TACs develop all VET curricula through the DACUM approach which is specifically devised for CBET curriculum. This also involves using the information generated by the labour market monitoring groups in order to ensure that the VET curriculum is up-to-date and even more importantly demand driven.
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