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GUIDELINES FOR COMPETENCY BASED

CURRICULLUM
DEVLOPMENT
AND
REVIEW

2015

1

Assessment and Certification Council c d e (CDACC) for Approval to develop a CBET a curriculum Validation by the relevant Sector Skills Advisory Committee (SSAC) Endorsement by the Curriculum Assessment and Certification Council (CDACC) Approval by The Technical and Vocational Education and Training Authority (TVETA) Step 1.Training Needs Analysis An accredited TVET curriculum developer shall conduct a Training Needs Analysis (TNA) The TNA should: a Establish how the curriculum addresses industrial. a b Training Needs Analysis as stated in the curriculum development procedure Application to Curriculum Development. skills. attitudes (competencies) required in the relevant industry c establish the entry behaviour of trainees for various training levels d establish the mode of delivery of the curriculum e identify the training needs that have not been addressed by the existing curricula f establish the mechanism for coping with emerging trends and challenges in the industry g identify the availability and competencies of trainers in the industry h assess the availability of resources to achieve the training 2 . b determine knowledge. economic. social and technological needs of the industry.Preamble? Executive Summary? Preface? Abbreviations? THE PROCDURE FOR DEVELOPING A COMPETENCY BASED CURRICULLUM The development of a Competency Based Curriculum shall be in six steps.

Assessment and Certification Council (CDACC) for Approval to develop a CBET a curriculum 1. 2) Sector Skills Advisory Committees (SSAC) shall use check list given below for validation within a specified period. 6) Assessment and certification would be undertaken by authorized bodies 3. enterprise. educational. 2. and 5) is aligned appropriately to the National Qualification Framework (NQF) where it leads to a qualification.i determine the training requirements of trainees with special needs j establish the findings and feedback derived from implementation of the existing curricula k project current and future employment patterns for skilled workers Step 2 -Application to Curriculum Development. 2) meets an established industry. Step 3 -Validation by the relevant Sector Skills Advisory Committee (SSAC) 1) The completed curriculum is submitted to the relevant Sector Skills Advisory Committees (SSAC) for validation. legislative or community need. 3) provides appropriate competency outcomes and a satisfactory basis for assessment. Upon approval of the “curriculum outline document” proposal. the curriculum developer will apply to the Council to be granted permission to develop the curriculum by submitting a proposal. Upon completion of the Training Needs Analysis. the council shall in writing grant the developer permission to commence the development process. The council shall confirm that each proposal: 1) is nationally recognised. CDACC CURRICULUM VALIDATION CHECKLIST NO TITLE DESCRIPTION 3 REMARKS/CO . 4) meets national quality assurance requirements.

The duration of the course in hours. Describe procedure of data collection and analysis 3. 1. Analysis of occupational competence Analysis of academic competence 5 Curriculum Development general and specific objectives to be achieved in each module course structure 4 . Describe briefly the findings 3 Curriculm Design/Format. the industry sectors or occupational Skill areas Occupational Standards used competencies required to perform specified tasks/activities Sequencing and detailing of tasks the modules and module units given objectives of each module Module duration. The task analysis process used to derive competencies. Nature and scope of the TVET curriculum Composition of the curriculum development team Roles and functions of members Entry behaviour. Identify the industry sectors involved 2.. 1 2 MMENTS Name of the qualification Training Needs Analysis State the name(s) of the qualification(s) that will be awarded on successful completion of the course.

0 Step 4 -Endorsement by the Curriculum Assessment and Certification Council (CDACC) 1) The Skills Advisory Committee (SSAC) shall present the validated curriculum together with the recommendations to the Councils Academic Committee for endorsement.relevance of content appropriate learning resources Time allocation for both theoretical and manipulative skills mode of delivery and learning activities duration for industrial attachment for each module competencies to be acquired during industrial attachment qualifications and experience of trainers specifications of training equipment. specifications of learning materials 6 Preparation for Implementation Methodology of formative assessment Methodology of summative assessment Procedure of certification Implementation procedure Monitoring and Review of the curriculum State the identified stakeholders Induction of stakeholders 5. 1) endorse the curriculum within a specified period of time 5 . 2) The Councils Academic Committee shall.

Sessional papers and other relevant policy documents. skills and attitude required for a particular job A Competency based curriculum for TVET shall be developed based on set competency occupational standards. A Competency based curriculum shall seek to systematically identify and develop essential worker competencies. submit it to TVETA for approval and implementation within a specified period of time . 5 All Curriculum developers shall use the Building blocks Model given below 6 . the Vision 2030. The goals and aims of a TVET curriculum should be consistent with relevant legislation and policy documents on education and training such as: the national goals of education and training.Approval by the Technical and Vocational Education and Training Authority (TVETA) The Councils Academic Committee shall upon the endorsement of the curriculum. or the knowledge. Step 5.2) Return the curriculum with observations to SSAC if it does not meet the requirement for endorsement 6. the National TVET Strategy. COMPETENCY BASED CURRICULUM DEVELOPMENT PROCESS 1 2 3 4 A Competency based curriculum for TVET shall entail training programmes which take into consideration the market demands and the social and economic needs of the learners. Learning outcomes are derived from standards which are defined by industry.

Assessment and Evaluation 6. Curriculum Design 3. Certification 7. Curriculum Review 7 . Training Needs Analysis 2. Seven broad steps have been considered for CBET curriculum development process.BUILDING BLOCKS MODEL 6 TVET curriculum development process shall entail interlinked activities ranging from training needs analysis to review. Curriculum Implementation 5. Content Development 4. 1.

8 . economic. which is the first stage in curriculum development process. 3. The TVET CDACC will oversee the design and development of the all CBET curriculum 2. b determine knowledge.2 TRAINING NEEDS ANALYSIS 1 A TVET curriculum developer should conduct a Training Needs Analysis (TNA). The design shall be developed by relevant teams who will use occupational/professional standards to guide the development of curriculum materials which should be presented in a modular format. skills. social and technological needs of the industry. attitudes (competencies) required in the relevant industry c establish the entry behaviour of trainees for various training levels d establish the mode of delivery of the curriculum e identify the training needs that have not been addressed by the existing curricula f establish the mechanism for coping with emerging trends and challenges in the industry g identify the availability and competencies of trainers in the industry h assess the availability of resources to achieve the training i determine the training requirements of trainees with special needs j establish the findings and feedback derived from implementation of the existing curricula k project current and future employment patterns for skilled workers CURRICULUM DESIGN 1. The curriculum design shall broadly define the nature and scope of the TVET curriculum. 2 The TNA should: 3 a establish how the curriculum addresses industrial.

The curriculum development team should comprise at least one person from each of the following categories: a b c d e f g h Course experts with skill levels of curriculum being developed TVET trainers registered by TVETA Curriculum development experts Relevant industry representatives Relevant professional bodies Government policy makers Relevant industry skills regulators Accredited Certification bodies 5 The curriculum development team shall ascertain the following: a Type or level of programme b Duration of the programme i Modular Employable Skills (MES) Short Courses-60 hours to 330 hours ii Artisan-990 hours iii Craft-1980 hours and iv Diploma-2970 hours c Programme pattern-regular. sandwich. learner centred and project based Occupational competence Academic competence Evaluation and certification – formative and summative k Minimum training equipment. their specifications and materials 9 . part-time d Credits equivalency e f Recognition of prior learning Entry behaviour i MES-open ii Artisan-Kenya Certificate of Primary Education (KCPE) iii Craft.Kenya Certificate of Secondary Education (KCSE) D+( Plus) iv Diploma-KCSE C (Plain) g h i j Mode of delivery: face to face.4.

e. 10. 3 The content areas shall address all the learning domains i. 4. 9.6. The curriculum development team should formulate specific objectives to be achieved by the trainee by stating each component of a task as a measurable learning outcome. b.0 CONTENT DEVELOPMENT 1 Module units (subjects) content shall be organized into training packages which should be derived from the specific objectives formulated at the design stage. Each module should be designed to enable a trainee acquire competencies of a particular task in the work place.e a) Cognitive 10 . The curriculum development team shall carry out a task analysis in order to identify the competencies required to perform specified tasks/activities for the job for which the curriculum is being developed. f. 8 Each module shall group specific competencies together based on related tasks at the work place. d. skills and attitudes 7 A CBET TVET curriculum should be in modular form and the number of modules in a course specified. The process of task analysis will involve: a. Each module should: a have a title/theme b specify module units (subjects) c have general and specific objectives d have a discrete code e specify entry behaviour of trainees f specify industry sector(s) where the skills are applicable g be evaluated and a certificate awarded independently by an accredited examining body h be flexible to allow credit transfer. Identification of Learning Tasks listing the Job/task analysis in relation to each competency Sequencing of tasks Task detailing designing a format for presenting the breakdown of tasks into components breaking each task into components of knowledge. 2 The content should be organized into logical subjects or module units. recognize prior learning and working experience and career progression 10. c.

The percentage of module unit contact hours shall be as stipulated below: Level Artisan Craft Diploma Degree Manipulative Skills 80%(90%) 70% 40%(50%) 30% Theoretical Skills 20%(10%) 30% 60%(50%) 70% 5. 2) The training/learning resources should be as per skill standards stipulated by relevant industry regulators and professional bodies. materials. The training packages/ training guide should specify: a general and specific objectives to be achieved b course structure c mode of delivery and learning activities d appropriate learning resources e minimum specifications of training equipment f appropriate assessment methods g appropriate contact hours for each module unit h competencies to be acquired during industrial attachment i duration for industrial attachment for each module j qualifications of teachers/trainers 6.b) psychomotor c) affective 4. 5. equipment. The curriculum should specify the mode of assessment for psychomotor. cognitive and affective domains 7. Appropriate duration should be given to each module depending on the time required for the learner to be competent and demonstrate achievement of the learning outcomes. At this stage emphasis is placed on the development of: 1) Instructional Materials 2) Learning Resources 3) Self Checks 4) Performance Tests 5. reference materials and any other materials needed to support training/learning. 11 . textbooks.0 PREPARATION FOR IMPLEMENTATION 1) A TVET curriculum shoul specify the tools.

6 Every member of the committee shall. Assessment and Certification Council (CDACC) will appoint SSAC members competitively The Sector Skills Advisory Committee (SSAC) members shall be responsible for ensuring that vocational education and training programmes offered are according to the needs and demands of the employment market. 5) A curriculum developer shall carry out induction of all stakeholders involved in the implementation of the new curriculum to enable them own the document and the process. iii One is a representative of the relevant employers/ industry. 5 The Sector Skills Advisory Committee (SSAC) members shall represent the skill sectors identified in the Market/industry. The facilities include workshops.appointment 2. 4) A TVET curriculum shall specify the qualifications and experience of trainer. The Curriculum Development. ii One is a training specialist appointed by the Council. 12 . unless he/she sooner resigns or otherwise ceases to hold office.3) Physical facilities shall conform to the standards set by relevant training regulators. theory rooms and libraries among others. laboratories. The stakeholders shall include: a Government agencies in charge of TVET training b TVET Trainers and Technical staff c Managers and Administrators of TVET institutions d Accredited Certification bodies e Relevant industry regulators GUIDELINES FOR SELECTING SKILLS ADVISORY COMMITTEE (SSAC) MEMBERS 1 2 3 The Curriculum Development. Assessment and Certification Council (CDACC) shall appoint Sector Skills Advisory Committee (SSAC) members to be technical arm of the council.0 The composition of SSAC members will not be more than seven members of whom:i One represents the interests of vocational education and training institutions. 4 TVET CDACC shall provide coordination and secretarial services to the SSACs. hold office for a period of three years and may be eligible for re.

and vi form sub . ii assess training needs and determine standards for the area of trades the committee is covering. 4 i Advise the Board on the establishment of new vocational trades training and educational programmes or on the abolition of existing ones.committees to work with particular training issues as may be necessary. v ensure that the employment market is informed about training activities under the committees to promote placements for students. 3. iii draw up training specifications and job description for the trades to be taught.iv One is a Government policy maker in Technical training v two representatives of the relevant industry skills/professional regulator vi one is a curriculum development expert vii A representative of the Council Secretary of TVET CDACC shall act as the secretary to the committee 2. Subject to any general or specific directions by the council or any regulations made under it. iv ensure coordination with related trade training activities. A Sector Skills Advisory Committee member shall be. the committee may regulate its own proceedings. i ii iii iv v vi a member of a professional/technologist body where applicable an expert in the relevant skill area of good moral standing have an experience of not less than three years in their skill area meet the requirements of chapter six of the constitution of Kenya A Kenyan citizen 13 . Functions of the Sector Skills Advisory Committees (SSAC) will be to.

be capable of suing and being sued or a registered training institution or a Government Agency or an NGO or an Individual. Curriculum Developer shall meet the requirements of chapter six of the constitution of Kenya 5. Curriculum Developer if not an individual shall have qualified employees in curriculum development with a minimum of a Diploma certificate 4. 1) a list of employees and their qualifications 2) an audited financial statements for the past one year 3) List of directors/managers and their qualifications 4) A tax compliant certificate 3. Curriculum Developer shall be financially stable to carry out the development using the CDACC guidelines 14 . Curriculum Developer shall be a registered company with perpetual succession and a common seal and shall. in its corporate name.GUIDELINES FOR ACCREDITING A CURRICULUM DEVELOPER 1. 2. Curriculum Developer if not an individual shall meet the following conditions before being accredited by CDAC Council by submitting the following.

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