CBET Approach and Implementation

OVERVIEW OF CBET APPROACH AND
IMPLEMENTATION OF CBET PROGRAMS
Presented by
TVET CDACC Secretariat
-
WHAT IS CBET?
Industry
shapes
curriculum
2. Demand Industry
involved in
Trainees driven
curriculum dev’t
develop and assessment
competencies CBET- of candidates
1.
Outcome WHAT 3. Industry
based
IS? Centered
Content
modularized
4. Flexible
Multiple entry
and exit
WHAT ARE COMPETENCIES?
Knowledge Skills
= =
understandin practice
g
Attitudes/
worker
behaviours
Act with awareness of safety for self,

others and environment during work.
WHY CBET-? CONTI…
1. skills demands
Engineer: Technologist: Technician: Operator
1: 3: 12: 60
Managers and supervisors workers
(Craftsman + Artisan) = operator

WHY CBET? CONTI…
2. Skills supply
Knowledge based Competency Based
Supervisors Supervisors
Knowledg
e Based
Workers Workers
WHY CBET? Conti…
3) Competent graduates
Self
employability
CBET Produces Increased socio-
- competent economic
WHY graduates with development
? improved (KV2030 + “)
employability
Salaried
employment
3. WHY CBET?- TARGET GROUPS
COMPARISON OF CONVENTIONAL
& COMPETENCY BASED
PROGRAMS
Conventional Competency based
1. Content based 1. Demonstration of competence
2. Time- based 2. Performance based
3. Group paced 3. Individual paced
4. Group needs 4. Individual needs
5. Delayed feedback 5. Immediate feedback

COMPARISON OF CONVENTIONAL &
COMPETENCY BASED PROGRAMS
Conventional Competency based
6. Limited field 6. Learning in the field

experience
7. Lectures 7. Demonstrations
8. Norm referenced 8. Criterion referenced
9. Final grades 9. Competence

DEVELOPING CBET PROGRAMMES
Based on the CBETA Standards, TVET curricula are:
a) developed from industry standards indicating the level as stipulated in the
KNQF,
b) designed in competence modules- each module is an employable skill-

units of competency
c) Comprise of Basic, Common and core competencies as well as Industrial

attachment
d) Can be Certified at full (Final) or partial (Certificate of Competency)

DEVELOPING CBET PROGRAMMES
Documents
1. Occupation Analysis/DACUM chart
2. Task Analysis Chart Industry
3. Occupational Standards
4. Curriculum- Industry and
trainers
5. Curriculum Support materials Trainers
IMPLEMENTATION OF CBET CURRICULA
What do
you need ?
CBET Occupational
Curriculum standards
Professional Curriculum
support
Documents materials
Successful
implementa
tion
CBET CURRICULUM
 Well-planned and structured document showing what a trainee is expected
to learn and achieve in terms of competencies
 CBET Curriculum is developed from Occupational standards
 Occupational standards (OS) are statements that describe what a person

in a particular occupation must know and be able to do to be formally
recognized as competent in a given occupation.
 OS are developed together with industry
RELATIONSHIP BETWEEN O.S AND
CBET CURRICULUM
Unit of competency Unit of learning
Elements Learning outcomes
Performance criteria,
required knowledge and content
skills and range
STRUCTURE OF CBET CURRICULUM
 The curriculum consists of three key sections
Basic Units of Learning

Content on generic skills applicable to all trade areas that
learners are taught to be able to demonstrate competency
in those units such as employability skills, entrepreneurial
skills and digital literacy skills.
Common Units of Learning
 Content delivered to trainees to be able to demonstrate knowledge ,Skills
and attitudes in areas common to a particular Occupation that support the
core units e.g. technical drawing and apply engineering mathematics for
engineering fields.
Core Units of Learning

 Content integral to the performance of duties in a given occupation that
trainees are trained on, which they have to demonstrate knowledge, skills
and attitudes for them to be declared competent.
SECTIONS UNDER EACH UNIT OF
LEARNING
 Duration of learning (Notional hours)
Stipulates the time that will be used to train the content.
 Learning outcomes
statements of the knowledge, skills and abilities individual trainees should
possess and demonstrate upon completion of learning.
 Content
facts, concepts, theories, principles etc. that will be taught to trainees to

enable them perform the tasks as per the set standards.
 Methods of assessment
gives some of the methods that may be used to assess each learning
outcome
 Methods of instruction
gives some of the methods that may be used to deliver content of
each unit of learning
 Recommended resources
Tools, equipment and materials required for delivering the content

and assessing the trainees.
CURRICULUM SUPPORT MATERIALS
1. Schedule of units of learning
2. Training program
3. Training Timetables
4. Learning guides
5. Performance criteria weighting
6. Assessment tools
7. Mentoring tools
1. SCHEDULE OF UNITS OF LEARNING
 Outlines the plan on how units of learning for each course will be trained
per term for the whole course duration.
 Done at departmental /section level

2. LEARNING GUIDE
 It is a curriculum support material designed to promote
delivery of Competency Based Curriculum.
How?
 provides training content and activities that guide
trainees and trainers in the training process.
 It directs and focuses the trainee through activities
geared towards acquisition of desired outcomes.
2. LEARNING GUIDE CONT’D
 Providescontent, illustrations, practical and

theoretical learning activities, self-assessment items,
links and references.
 It
provides room for further exploration into the
subject through web links and references.
3. TRAINING PROGRAM
 is document showing a set of structured activities
carried out to enable the successful implementation of
the curriculum.
 It helps in planning and streamlining the
implementation of the curriculum
 Used in Quality assurance of training, assessment and

certification
TRAINING PROGRAM CONT’D
 Itfacilitates the process of institution accreditation of
courses and licensing
 It helps to identify and clarify institutional gaps
4. Performance Criteria Weighting

Guides on evaluation of specific observable standards by
which candidate’s performance or products will be assessed
based on their importance
5. ASSESSMENT TOOLS
 These are specific questions or activities and instructions

given to the candidate and the assessor and used to gather,
interpret and document evidence of competence.
5. TRAINING TIMETABLES
A document which shows which unit of learning is to be trained at which
time by which trainer in week.
6. MENTORING TOOL
Tool used by mentor to assess the mentee(candidate)during industrial
attachment.
THANK YOU

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OVERVIEW OF CBET APPROACH AND

IMPLEMENTATION OF CBET PROGRAMS

Act with awareness of safety for self,

Managers and supervisors workers

(Craftsman + Artisan) = operator

1. Content based 1. Demonstration of competence

2. Time- based 2. Performance based

3. Group paced 3. Individual paced

4. Group needs 4. Individual needs

5. Delayed feedback 5. Immediate feedback

6. Limited field 6. Learning in the field

8. Norm referenced 8. Criterion referenced

9. Final grades 9. Competence

b) designed in competence modules- each module is an employable skill-

c) Comprise of Basic, Common and core competencies as well as Industrial

d) Can be Certified at full (Final) or partial (Certificate of Competency)

 CBET Curriculum is developed from Occupational standards

 Occupational standards (OS) are statements that describe what a person

Elements Learning outcomes

Basic Units of Learning

Core Units of Learning

facts, concepts, theories, principles etc. that will be taught to trainees to

Tools, equipment and materials required for delivering the content

 Done at departmental /section level

 Providescontent, illustrations, practical and

 Used in Quality assurance of training, assessment and

 It helps to identify and clarify institutional gaps

4. Performance Criteria Weighting

 These are specific questions or activities and instructions

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