Tuesday, August 23, 2016

NTVQ Certificate IV in Training and Assessment

Overview

The NTVQ Certificate IV in Training and Assessment is the current industry benchmark for anyone responsible for competency-based training program design, development, delivery and assessment in the Technical Vocational Education and Training (TVET) sector.

Learning Outcomes

On completion of this qualification learners should be able to:

Use Training Packages to develop learning programs
Provide training through instruction and demonstration of work skills
Facilitate individual and work-based learning
Plan and conduct assessment
Assess competence
Develop assessment tools and participate in validation

Program Inclusions

All training courses include comprehensive learning materials/textbooks, assessment, ongoing support and certification on successful completion.

Program structures

The qualification comprises 12 Units of Competency (UOC); 6 sectors specific plus 6 occupational standards specific units.

Sector Specific units

TVTENV401 – Work effectively within Bangladesh TVET sector
TVTENV402 – Promote inclusive learning in a CBT&A environment
TVTENV403 – Apply OSH practices in a CBT&A environment
TVTENV404 – Use information technology (IT) to support learning
TVTENV405 – Maintain and enhance professional practice
TVTENV406- Maintain training equipment and facilities

Occupational standard units

TVTTEC401 – Maintain and enhance technical competency
TVTDES401- Design and modify CBT learning materials and resources
TVTDEL 401 – Plan and organize competency based training sessions
TVTDEL 402 – Deliver competency based training
TVTASL401 – Design competency based assessment
TVTASL402 – Organise and conduct competency based assessment

Audience

This certificate is the proposed for the people working as or aspiring to work as Trainers and Assessors in the public and private Technical and Vocational Training Institutions including:

Junior Instructor, Instructors and Chief Instructors in TSCs
Instructors, Senior instructors and Chief Instructors in TTCs
Trainers and Assessors in private training institutions
Potential TVET graduates aspiring to become a trainer/assessor in CBT&A (Subject to industry experience)

PossibleRole/Functions

CB Trainer/Teacher
CB Assessment Designer
CB Assessor
CB Learning Materials and Resource Designer and Developer

Prerequisites

Certified in trade or technical areas at one level above the training that will be delivered and/or assessed by the trainer

Nominal training hours

Training Pathway – 430 (150 Hours Off-the-Job + 280 Hours On-the-Job) approximately

Note: Hours are indicative only. Trainees may take less or more time to reach competency.

Benefits

Nationally recognized and portable qualification that results in improved training and assessment skills, increased career prospects and industry support/endorsement.

Accreditation

The Certificate IV in Training and Assessment is nationally accredited and all participants will receive nationally endorsed qualifications.

Entry requirements

To gain entry into this qualification you will need to be able to provide evidence of the following demonstrating your potential to undertake study at graduate level, including:

a relevant Diploma or a relevant Certificate with significant relevant vocational practice
with extensive relevant vocational practice, without formal qualifications
with a higher education qualification, together with relevant vocational practice.

Assessment

Assessment for certification will normally be undertaken post training.
Candidates who believe they already possess the required competency/ies may apply to relevant BTEB registered assessment centre to have the relevant competency/ies recognised through either RPL or by Competency Assessment.
Assessment is based on demonstrated evidence of competence in the form of products and demonstrations
Following the submission of evidence required for all 12 units of Competency – two possible outcomes Competent (C) or Not Yet Competent (NYC)

Outcome

On completion of the assessment requirements for the qualification you will receive the Certificate IV in CB Training and Assessment.

If you only wish to undertake some of the units you will receive a Statement of Attainment for units successfully completed.

Course length

Certificate IV in CB Training and Assessment is delivered part-time over a 20-week period via a blend of classroom workshops, self-directed learning, and workplace activities and assessments.

Fees and charges

For information regarding course costs please contact us.

Monday, August 15, 2016

Understanding competency based training

To understand how Skills Recognition works, it is worth taking a look at the Competency based training which is currently the recognised training method for vocational training in Australia. However, you can skip this section and go onto the next section Skills Recognition step-by-step.

Competency based training emphasises what a person can do in the workplace as a result of completing training or through relevant experience and learning that has taken place in the workplace or elsewhere. Competency includes the capacity to:

Perform individual tasks
Manage a range of different tasks
Respond to contingencies, emergencies or breakdowns
Deal with responsibilities of the workplace

Competency standards define the skills, knowledge and attitudes required by industries for effective performance in the workplace. Competency standards can be broken down into smaller units of competency and each unit of competency describes a specific workplace activity. Once a person has been assessed as successfully completing a unit of competency, the assessor issues a Statement of Attainment. Units of competency can progressively build to a full qualification.

Competency based training and Skills Recognition

Competency based training operates on the concept that people can learn transferable skills and that most training is transferable. A person may already have skills and knowledge that will enable them to gain a unit of competency, or even a full qualification, without taking part in a whole training program. These skills and knowledge may have been gained through study, self-tuition, and work or life experience.

Skills Recognition is the acknowledgment, by a qualified assessor, that a person has gained relevant skills and knowledge that would have otherwise been developed through training, and that the skills and knowledge can be transferred to a new workplace or role.

It is possible to gain Skills Recognition for an entire qualification. However, if a person is working (or hoping to work) in a safety critical role within an industry such as rail, the evidence required by an assessor will need to be particularly strong.

Construction Industry Skills Council (CISC)

Industries in Bangladesh have been growing since 1990s and have the potential to grow further for which improved skills of worker is a condition. But presently there is shortage of skilled workers to cope with modern technologies in competitive markets. Therefore imparting skills to the workers through training is a demand of time. Different Ministries undertook projects funded from EU, ADB, World Bank, CIDIA and DFID in order to reform and modernize TVET system. Formerly TVET reform project facilitated the formulation of Skills Development Policy in consultation with TVET stakeholder including key industry sectors. Government of Bangladesh has adopted and approved the policy in 2011. Policy specific guidelines have been provided in order to involve industries with public TVET bodies (BTEB, DTE, BMET etc.) so that they can contribute to competency Standards and Curriculum Development, trainees assessment for certification and in the line with this vision formation of industry Skills Council (ISC) has been proposed in the approved policy. ISCs are non-profit organization and work to create linkage between industries and TVET bodies for promoting industry driven skill development trainings. ISCs will work in close Co-operation will National Skills Development Council (NSDC) which has been formed as per National Skills Development Policy, 2011.

Construction Industry Skills Council:

Since 2010 the stockholder of construction Industry and their Associations (Specially BACI) were involved in the activities of Skill Development Project under Ministry of Education funded by Asian Development Bank and represented in Construction Sector working Committee. They used to contribute in every field of activities till the completion of the project. National Skill Development Council has been formed to implement the Skill Development Policy, 2011. Thereafter, Construction Industry Skill Council (CISC) has been formed associating eleven construction industry related associations.

Website: http://ciscbd.com/

Sudokkho Project

What is Sudokkho?

In Bangla, ‘SUDOKKHO’ refers to a person who has received training, developed skills and earned a reputation for being competent and knowledgeable.

Sudokkho supports private-sector led training for the poor, with a focus on training that effectively supports women and disadvantaged people into decent employment.

The programme seeks to test and scale-up market driven, quality skills training models within the Ready Made Garments (RMG) and construction sectors that will stimulate further investment in training by trainees, private training providers and employers.

TARGET

Within the programme period, Sudokkho supports up to 70 different projects run by private training providers and industry that will train at least 110,000 men and women during the life of the project (currently until 2019).

PROGRAMME INTERVENTIONS

Supporting private training providers to offer affordable quality training that enhances employ-ability.
Supporting private sector industries to develop and operate industry-led training facilities.
Supporting the policy environment and the development of skills training packages that meet the occupational standards of the industry and can be used by above mentioned training systems.

SECTOR FOCUS

Sudokkho targets two sectors with high growth potential and ability to absorb large numbers of poor people in sidled and semi-skilled jobs:

RMG (Ready Made Garments)
Construction (of houses and buildings) including selected input supply

CONTEXT

Private sector companies in Bangladesh consistently identify low skill levels among the labour force as a fundamental constraint to economic growth. The two sectors in which Sudokkho works, Ready Made Garments and construction, are growing and face a shortage of skilled workers.

They have tremendous potential to absorb labour and offer employment opportunities for large numbers of uneducated men and women.

Sudokkho aims to stimulate private sector investment in training of the labour force. Working closely with the private sector, the programme supports the development of a skills-training market and incentivises market players to invest in skills training.

Sudokkho supports and builds upon the TVET reform agenda of Bangladesh in co-ordination with the Directorate of Technical Education (DTE) of the Ministry of Education.

SUDOKKHO CORE PRINCIPLES

Fair and open competition between prospective recipients of project funds
Targeting people currently excluded from public training schools
Building and managing relations with training providers and industry representatives, with payment based on training and employment results
A market development approach, with a focus on market-based solutions of TVET systems

SUDOKKHO FUNDING

Sudokkho is co-financed by UK aid through its Department for International Development (DFID) and the Swiss Agency for Development and Cooperation (SDC). Palladium is implementing Sudokkho in partnership with Swisscontact and the British Council. The total implementation budget is £21.63 million (approx. USD 32 million).

Website: http://sudokkho.org/

NSDC – National Skills Development Council, Bangladesh

NSDC – National Skills Development Council, Bangladesh – http://www.nsdc.gov.bd/

OSMAN GROUP LAUNCHES THE FIRST ENTERPRISE BASED TRAINING (EBT) FOR RMG WORKERS

Osman Group of Industries launches their first batch of enterprise based training (EBT) of 36 helpers in theirRussel Garments Unit in Narayanganj, Bangladesh. The aim is to elevate the ‘Helpers’ to ‘Machine Operator’ level by skilling the workers with competency based training and assessment (CBT&A) as per newly introduced NTVQF (national technical and vocational qualification framework) level 1. The initiative is implemented with technical support of ILO Bangladesh under “RMG Center of Excellence” Project, which is funded by Swedish International Development Agency (SIDA) and Sweden based retail giant H&M.

The 02 months training in a dedicated space will enable the workers gain the required competencies that are required at workplace, so the workers’ skills become acceptable to the industry. On the other hand, the successful workers are also promoted to higher position securing better wages and an NTVQF certificate from BTEB (Bangladesh Technical Education Board).

Our Honorable Managing Director (Akkas Uddin Mollah) says “We are extremely happy to introduce EBT in our factory with the help of ILO, SIDA, H&M and Bangladesh Government. We always focus on workers’ skills development, welfare, productivity and disability inclusion in our company. I must congratulate ILO and their team for their wonderful initiative. We have already invested to build a new training center for the project and we will be continuing to do so to create skilled workforce to cater our future need.”

Mr. Shahid Zaman, the ILO representative mentioned, “It’s wonderful to join hand directly with enterprises with a view to building a productive and motivated workforce for the country’s largest sector. He added, the investment into ‘skills’ by RMG factories is an excellent tool of ‘women empowerment’ and ‘inclusive business’ which can not only help build a strong brand image, but also change the lives of the workers with a distinct career plan. We must thank the Osman Group Management wholeheartedly and we’d support other factories who like to set up EBT facility at their premises.”

In addition to recognizing workers skills, the training will also help improve the learning culture and working conditions at workplace as an added dividend. The RMG Center of Excellence (COE) Project will work very closely with BGMEA and BKMEA to coordinate overall skills endeavors for the ready-made garment sector and it will facilitate 10 companies to introduce EBT at their factories over three years as a pilot.

CONCEPT OVERVIEW of NTVQF

The Bangladesh Skills Development System has two components; the National Training and Vocational Qualifications Framework (NTVQF) and the National Skills Quality Assessment System. Together, these ensure quality, demand-based skills development in Bangladesh. The NTVQF is a comprehensive, nationally consistent yet flexible framework for all qualifications in technical and vocational education and training.

Level	Description
Level 6	Supervisor/Middle Level Manager Manage a team or teams in a workplace where unpredictable change exists
Level 5	Highly Skilled Worker Take overall responsibility for completion of tasks in work or study
Level 4	Skilled Worker Take responsibility, within reason, for completion of tasks in work or study
Level 3	Semi-Skilled Worker Work under supervision with some autonomy
Level 2	Medium Skilled Worker Work under indirect supervision in a structured context
Level 1	Basic Skilled Worker Work under direct supervision in a structured context
Pre-Voc Level 2	Pre-Vocation Trainee Work under direct supervision in a well-defined, structured context
Pre-Voc Level 1	Pre-Vocation Trainee Simple work under direct supervision in a well-defined, structured context

Qualifications are defined against nationally-recognised competency standards. They are created by combining nationally-recognised units of competency into groups that correspond to a real-life job role in a workplace in Bangladesh.