TRAINING REGULATIONS

1. TECH-VOC FRAMEWORK TECH-VOC TASK FORCE 282 Tech-Voc Schools STRENGTHENED TECHNICAL VOCATIONAL EDUCATION PROGRAM (STVEP) 21 AREAS OF SPECIALIZATION ARTS & TRADES (14) AGRICULTURE (4) FISHERY (3) Competency-Based Curriculum (CBC) Based on TRAINING REGULATIONS COMPETENCY-BASED LEARNING MATERIALS (CBLM) CONTEXTUAL LEARNING MATRIX (CLM)

2. WHAT ARE COMPETENCY STANDARDS ? • Competency standards are nationally agreed statement of skills, knowledge and attitude required for effective performance of a particular job.

3. WHAT IS COMPETENCY ? Competency is the possession and application of knowledge, skills and attitudes to perform work activities to the standard expected in the workplace.

4. WHAT ARE BASIC UNITS OF COMPETENCY? • Skills and knowledge that everyone • needs for work • Four key areas of competency • Communication • Teamwork • Problem solving • Planning

5. WHAT ARE THE COMMON UNITS OF COMPETENCY? Skills and knowledge needed by all people working in a particular industry EXAMPLES OF COMMON UNITS OF COMPETENCY • Perform work safely • Contribute to quality system • Use hand tools • Interpret drawings • Perform industry calculations

6. WHAT ARE CORE UNITS OF COMPETENCY? § Thecore units of competency are units that are specific to a stream of a given sector. Examples of core units those required for Computer Servicing v v those required for Motor Body Repair v those required for Engine Reconditioning

7. Competency Structure NC I NC II NC III NC IV Management Competence Technical Competence A T T I T U D E S NC levels are indicators of the relative complexity and depth of competency and learning. NC levels descriptors lay down the expectation of progressive development in terms of work-role oriented performance outcomes. They provide guidance as to broad employment expectation at the respective level of competency.

8. Level Process Responsibility Application NC I A worker at this level performs routine and predictable tasks involving little or no latitude for judgments Adhere to appropriate standards or specifications are usually involved Assignments are usually made by a supervisor or a worker at a higher level who gives simple instructions and makes clarifications or suggestions when necessary DESCRIPTORS OF CERTIFICATION LEVELS

9. Level Process Responsibility Application NC II A worker at this level performs a prescribed range of functions involving known routines and procedures, where clearly identified choices and limited complexity applies Work involves some accountability for the quality of outputs Application at this level may involve individual responsibility or autonomy, or working with others as part of a team or group DESCRIPTORS OF CERTIFICATION LEVELS

10. Level Process Responsibility Application NC III A worker at this level performs a wide range of skilled operations at a high level of competence Involving known routines and procedures. The work context involves some complexity in the extent and choice of options available Work involves Under standing the work process, contributing to problem solving, and making decisions to determine the Process, equipment and materials to be used Application at this level may involve individual responsibility or autonomy, and/or may involve some responsibility for others. Participation in teams including team or group coordination may be involved DESCRIPTORS OF CERTIFICATION LEVELS

11. Level Process Responsibility Application NC IV A worker at this level performs a wide range of application in a variety of contexts most of which are complex and non- routine Work involves some leadership and guidance when organizing activities of self and others as well contributing to technical solutions of a non-routine or contingency nature. Work at this level also requires evaluation and analysis of current practices and the development of new criteria and procedures Applications involve responsibility for the organization and performance of others DESCRIPTORS OF CERTIFICATION LEVELS

12. DEFINITION OF ASSESSMENT Assessment is the process of collecting evidence and making judgements on whether competency has been achieved. The purpose of assessment is to confirm that an individual can perform to the standards expected in the workplace as expressed in the relevant competency standards.

13. WHAT IS EVIDENCE? Evidence is information that is gathered and matched against a unit of competency to provide proof of competency.

18. GRADE 11 STVEP S A M P L E S C H E D U L E (NSTP-Saturday)

19. GRADE 12 STVEP S A M P L E S C H E D U L E

20. GRADE 11 STVEP SAMPLE SCHEDULE

21. GRADE 12 STVEP SAMPLE SCHEDULE