CaPED Project

REPUBLIC OF SOUTH SUDAN

MINISTRY OF GENERAL EDUCATION AND INSTRUCTION (MoGEI)

NATIONAL TVET QUALITY ASSURANCE MANUAL

(NTQAM)

JULY 2022

NATIONAL TVET AD HOC COORDINATION COMMITTEE

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Table of Contents
1. INTRODUCTION AND PURPOSE OF THE MANUAL .......................................................................... 1
1.1. Background: TVET Quality Assurance Framework for South Sudan ....................................... 1
1.2. Purpose and Definition of Quality Assurance ......................................................................... 1
1.3. Purpose of this manual ........................................................................................................... 2
2. COMMITMENTS IN THE NATIONAL TVET QUALIFICATIONS FRAMEWORK (NTQF) SYSTEM .......... 3
2.0 Quality Assurance And The Ntqf For South Sudan.................................................................. 3
2.1. Definition of quality in TVET ................................................................................................... 3
2.2. The NTQF and quality assurance............................................................................................. 3
2.3. Principles of NTQF Quality Assurance (QA) ............................................................................ 5
2.4. The NTQF Quality Model (Cycle) .................................................................................. ........... 5
2.5. Governance of the NTQF and associated Quality Assurance Processes ................................. 6
3. THE DEVELOPMENT OF QUALIFICATIONS AND QUALITY ASSURANCE ........................................... 7
3.1. Principles ................................................................................................................................. 7
3.2. NTQF Qualification Standards and Quality Assurance ............................................................ 7
3.3. Criteria for the development of qualifications and curricula ............................................... ..8
3.4. Guidelines for qualifications, part-qualifications and curricula using the non-formal TVET
competency-based curriculum ......................................................................................................... 11
3.5. Guidelines for qualifications of the Specialist Technical Schools ......................................... 14
4. ACCREDITATION AND QUALITY ASSURANCE ................................................................................ 19
4.1. The NTQF and principles of accreditation ............................................................................. 19
4.2. Accreditation processes ........................................................................................................ 19
4.3. Accreditation site visits ......................................................................................................... 21
5. THE NTQF AND ASSESSMENT ........................................................................................................ 22
5.0. The principles and methods of assessment .......................................................................... 22
5.1. Types of assessment ............................................................................................................. 22
5.2. Assessment process .............................................................................................................. 24
5.3. Moderation ........................................................................................................................... 26
5.4. External verification .............................................................................................................. 26
5.5 Record keeping .....................................................................................................................27
6. QUALITY ASSURANCERPL................................................................................................................28
6.1. Recognition of Prior Learning ............................................................................................... 28
6.2. Credit Accumulation and Transfer (CAT) ............................................................................. 28
6.3 Certificatio .............................................................................................................................
n 28

6.4 Monitoring And Evaluation..................................................................................................... 29

6.5 Conclusion..... ........................................................................................................................ 29
ANNEXURE A.................................................... ................................................................................. 29
ANNEXURE B..................................................................................................................................... 31

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Acronyms and Abbreviation

Abbreviation Meaning
BEST Basic Employable Skills Training
CBET Competence Based Education and Training
CMTH Complete module training hours
IBTH Institutional Based training hours
IBTVET Institutional Based Technical and Vocational Education and Training
MoG Module Outcome Guide
MoGEI Ministry of General Education and Instruction
MoLPSHRD Ministry of Labour, Public Service and Human Resource
Development
OJT On-The-Job training (OJT)
OJTC On Job Training Curriculum
RPL Recognition of Prior Learning
TAR Training Achievement Record
TTH Theory training hours

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1.0 SECTION ONE -INTRODUCTION AND PURPOSE OF THE MANUAL
1.1. BACKGROUND: TVET QUALITY ASSURANCE FRAMEWORK FOR SOUTH SUDAN

The National TVET Quality Assurance Framework (NTQAF) for South Sudan is focused on providing
trust and confidence that quality requirements in relation to training and educational services will be
fulfilled. Quality assurance refers to planned and systematic processes that provide trust and
confidence in education and training services provided by training institutions under the remit of
relevant authorities or bodies.
The form in which countries develop their quality assurance systems for education and training
depends on the specific country contexts, which include traditions and governance culture, the
extent to which general education, tertiary education and TVET, the existence and strength of
apprenticeship systems, the integration of workplace experience in TVET (industry partnership) and
the specific geo economic contexts. Different quality assurance mechanisms for TVET are
established. Different systems apply different combinations of these principles depending on the
specific country context. Quality assurance systems commonly vary around the following principles:
• The principle of Compliance or evaluation based.
• The principles of Context, input, process and/or output based.
• Principles of Standard Guidelines for quality and relevance
The South Sudan NTQAF has a balance within these sets of principles to ensure accountability,
minimum standards for the delivery and outcomes encouraging quality improvement and
innovation.
The goal of the South Sudan NTQAF is to assure quality and relevance of TVET measured in terms of
competence standards and provider capacity as well as quality of graduate competences.

1.2 PURPOSE AND DEFINITION OF THE MANUAL

The purpose of a quality assured TVET system is ensuring that TVET provision meets identified needs
and demands and is preparing TVET graduates for lifelong learning and decent work in changing
national and globalised economies.
This includes:
• TVET governance system

• TVET research, Monitoring and Evaluation

• An inclusive national TVET qualifications framework

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 • A sound system of quality standards for all aspects of TVET

• Competence based occupational, training and curriculum standards

• A robust and quality assured assessment and certification system

• Participatory involvement of all TVET stakeholders and cooperation

• Indus try involvement

1.3. PURPOSE OF THIS MANUAL

The purpose of this manual is to provide guidelines on quality assurance as it relates to the National
TVET Qualifications Framework (NTQF) for South Sudan as a component of the NTQAF for South
Sudan.

1. COMMITMENTS IN THE NATIONAL TVET QUALIFICATIONS FRAMEWORK (NTQF) SYSTEM

Commitments in the NTQF system include:

• Simplicity
• Access
• Comparability
• Progression
• Quality
• Inclusion
• Recognition

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2.0 Section 2-QUALITY ASSURANCE AND NTQF FOR SOUTH SUDAN
2.1 DEFINITION OF QUALITY IN TVET

Quality in Technical Vocational Education and Training (TVET) refers to how well the system works in
terms of set objectives, and is measured against set national standards. In TVET, this relates to
aspects such as:
• TVET qualifications and part qualifications, modules
• Curriculum
• Accreditation
• Certification
TVET quality is to be consistent with the vision and mission of the NTQF.

2.2. THE NTQF AND QUALITY ASSURANCE

The NTQF forms an integral part of the NTQAF for South Sudan. Sudan.
The purpose of the NTQF for South Sudan is to:-
• Serve as a common reference to ensure consistency amongst different actors and players
within the TVET delivery systems at all levels across South Sudan
• Ensure that programs provide strong links between institutions and industry leading to
better trust and employability of TVET graduate

• Ensure that TVET programs makes TVET more attractive and gives it a trusted status in the
society, hence facilitates branding of TVET activities
In order to meet this purpose, the quality systems must be based on transparent processes and
procedures to ensure a mutual understanding and trust between different actors and to provide for
better industry and labour market orientation.
In addition, it requires that trainers, assessors and other QA related personnel are well-qualified and
familiar with workplace practices; and those facilities and technologies utilized reflect industry
requirements.

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In terms of the scope of the NTQF, “Quality Assurance” or “Quality Management” is a process and
which includes four aspects:
• Ensuring quality in the development of qualifications through standardised processes and
outputs.
• Controlling quality of provision of learning and summative assessment through
accreditation of providers.
• Quality improvement of processes and systems through monitoring and evaluation of
development, provision and submission of learner information and certification.
• Each of the above requires a set of measures and activities to ensure that education and
training services satisfy identified needs of industry, trainees, and society in a systematic,
reliable, and valid way. Processes and outputs therefore need to be both consistent and
transparent.
The aim is:
• Ensuring quality learning, teaching and assessment
• Ensuring learner competence
• Bridging the gaps between the worlds of education and work
• Coherent approach to learning
• Protecting learners
• Protecting the public

2.3. PRINCIPLES OF NTQF QUALITY ASSURANCE (QA)

Quality assurance is the key mechanism that will ensure the development of trust in the NTQF and
the TVET system as a whole.
The quality of education and training can be addressed by ensuring that the agreed learning
outcomes are transparent through the level descriptors, and the subsequent registered
qualifications including the occupational standards mus t meet quality requirements.
To ensure quality, it is important to align the national curriculum and learning programmes with the
national agreed registered qualifications.
The structures responsible for accrediting providers and assessment need to ensur e that the
standards are met and maintained.
Built into these structures there should also be feedback mechanisms to ensure that, where
standards are not met, they can be fixed and required improvements are affected.

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The NTQF provides a structure or framework for a database on which qualifications and related
qualification information can be captured in a manner to ensure information is accessible to learners
and providers. The establishment and maintenance of such a database is therefore of the utmost
importance and provides the foundation of the quality assurance system .
2.4. THE NTQF QUALITY MODEL (CYCLE)
The NTQF is a mechanism of setting national standards and setting up the structures to ensure the
delivery of teaching and learning that meet these nation al standards. The connect between
transparent national standards set through an NQF and the quality of delivery constitutes the quality
cycle. This quality cycle is seen as part of the monitoring and evaluation process.
The Quality Cycle includes 5 steps:
1) The development of the qualification (including profile, and qualification
outcomes/competency standards)
2) The delivery of the programmes and ongoing assessment – Controlling quality
3) The assessment of learners (against qualification outcomes), the modera tion and verification
of these results and submitting results to the NTQF Authority.
4) The certification and recording of learner achievements.
5) Evaluation and monitoring of these processes to identify any problems emerging and to
continually improve the quality of teaching and learning.
Quality standards related to the development delivery and measurement for each of the 5 steps
must be developed.
The relationship between quality assurance and associated processes in the first four steps are
outlined in deta il in the sections 4 - 6 below.

2.5. GOVERNANCE OF THE NTQF AND ASSOCIATED QUALITY ASSURANCE PROCESSES

The NTQF Authority should use committees responsible for:

• The evaluation and approval of a Policy on the registration of qualifications , part-
qualifications and modules
• The accreditation of providers (based on self -assessment questionnaires and site visits as per
specification in the curriculum )
NTQF officials will be responsible for:
• Uploading qualifications , part-qualifications and modules
• Recording of ac credited provider details
• Monitoring of learning and assessment conducted by accredited bodies by conducting
unannounced site visits 5
 • Conduct research on system implementation
A database must be established and maintained on which qualifications , part qual ifications and
related qualification information (including curriculum and learning material) can be captured as
well accredited provider information and learner achievements .

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3.0 SECTION THREE -3.0. THE DEVELOPMENT OF QUALIFICATIONS AND QUALITY ASSURANCE

3.1. PRINCIPLES
The setting of criteria for and the registration of qualifications on the NTQF is required to ensure
quality of qualifications and part-qualifications on the NTQF . This is required to:
• Improve the employability of young people, who need to be equipped with qualifications
relevant for the labour market .
• Ensure transparency and comparability of qualifications for worker and student mobility that
requires a common ‘language’ in the formulation of standards: the language of competences
and learning outcomes.
• Facilitate lifelong learning by providing learning pathways .
All these issues are related to modularisation of qualifications. Organising learning outcome
standards, in a set of units which can be certified separately to increase the overall relevance and
quality of q ualifications.
3.2. NTQF QUALIFICATION STANDARDS AND QUALITY ASSURANCE
In the NTQF, qualification standards are seen as the result of interactions between the worlds of
work (embodied by social partners, professional associations, employments services, etc.) and of
education (training providers, teachers, awarding bodies, education ministries, etc.). This interaction
can be described as a feedback -loop, with different users of qualifications communicating either
directly in the process of defining standards, o r indirectly through the collection of information on
employer expectations and the publication of learning requirements.
Level descriptors, q ualification types and descriptors (national standards ) are to be expressed in
terms of l earning outcomes (at exit level of the qualification or part qualifications) as well as at
module level to facilitate the link between employment and education; they are formulated in terms
of competences, a concept shared by both systems.
In addition, learning outcomes have an i mportant role to play in international mobility (credit
systems and qualification framework s) as well as lifelong learning and validation of various learning
experiences .

The purpose of quality assurance during the development and registration on the NTQF is to
determine whether the qualifications provide the level of knowledge, skills and competence
required by a service and technology intensive labour market.
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Underpinning assumptions include:
• Aligning and guiding the entire TVET provisioning system along the lines of identified current
and future needs and equipping trainees with the competences, which will be in demand by
industry and support lifelong learning. Involving industry will increase the relevance .
• Providing criteria for outcomes to be achieve d (including learning content and assessments
to be covered) by any institution offering the qualification , will increase confidence in the
ability of qualified learners.
• Criteria and guidelines for content and structure of the qualification will result in
consistency , transparency of requirements and increase the integrity of the quality system.
to ease communication between stakeholders: social partners, trainers and teachers,
experts, representatives of students and parents, or other interest groups.

3.3. CRITERIA FOR THE DEVELOPMENT OF QUALIFICATIONS AND CURRICULA

Criteria for the development of qualifications include:
• It must be based on industry needs, therefore providers and possible employers must be
involved
• The content must be informed by a competency profile (specifying what the learner must
know, understand and be able to do at the end of the qualification)
• It must address both knowledge/theory and practical skills
Criteria for the development of curricula include:
• It must support and direct the development of learning materials
• It must support and direct the development of assessments
• It must specify provider accreditation requirements

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The structure of qualifications must make provision for the following:
Title
Credits One (l) credit is equal to ten (10) notional hours of learning. The
agreed estimate of the learning time that it would take an average
learner to meet the defined learning outcomes; it includes
consideration of contact time, research, completion of assignments,
time spent in structured learning in the workplace, individual learning
and assessment.
Level The level at which the qualification must be registered on the NTQF.
The level is determined by using the Level descriptors.
It is important to note that:
S1 = Level 1 (Grade 9)
S2 = Level 2 (Grade 10)
S3 = Level 3 (grade 11)
S4 = Level 4 (Grade 12)
Entry Relevant and practical requirements for entry into the qualification.
Requirements This may include any one or combination of the following:
• Age
• Qualifications required
• Work experience
Rationale The rationale must confirm:
a) The need for the qualification and/or part-qualification
b) How the qualification or part-qualification will benefit the
sector, and/or society and/or economy,
c) How the qualification will benefit the learner (including
learning/work pathway, e.g. part-qualifications)
Purpose A short description of what the qualification or part-qualification
intends to achieve, i.e. what the qualifying learner will know, do and
understand after achievement; and/or the typical graduate
attributes.
Rules of Indicate names of core (compulsory) subjects and/or modules and

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Rules of Indicate names of core (compulsory) subjects and/or modules and
combination credits.
Indicate selection options (elective subjects/modules) and their levels
and credits.
Exit level The ELOs must indicate what the learner will be able to know, do and
outcomes understand after completing the qualification:
a) The ELOs of the qualification must be aligned with the Level
descriptors and must meet the competencies of the relevant
Level
Associated Associated assessment criteria relate to the exit level outcomes and
assessment must indicate what the learner must do to show competence, the
criteria knowledge involved, the context, the standard of assessment and the
range if applicable (it must not be stated as a task)
International The statement of international comparability must support learner
comparability mobility, and in doing so, must include how the qualification
compares with relevant best practices in other parts of the World.
This can be done by comparing:
a) At least two countries with similar qualifications. In such cases the
names and registration numbers of the qualifications must be
provided. The comparison must indicate the similarities and/or
differences in entry requirements; ELOs/ content/ modules; credits;
assessments; duration
OR
b) International standards in other parts of the world. The
comparison must indicate the international standard used in the
development of the qualification and outline how the qualification
compares with the international standard.
Part qualifications Any part-qualifications associated with the qualification must be
listed.
Each part-qualification must have a:
• Title

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Criteria for the evaluation of qualifications will be developed and will form an integral part the Policy
on the registration of qualifications and part qualifications will be placed on the NTQF’s website for
the sake of transparency and to improve efficiency.
As an interim arrangement, existing curricula and syllabi can be aligned. This is outlined below.

3.4. GUIDELINES FOR QUALIFICATIONS, PART-QUALIFICATIONS AND CURRICULA USING THE NON-FORMAL TVET
COMPETENCY- BASED CURRICULUM

The Ministry of General Education and Instruction published the harmonized National Technical and
Vocational Skills Competency-based Training Curriculum for 7 priority Trades.
The purpose of this section is to provide guidance on how information from these documents can be
used for the qualifications document.
The example used is for Auto Mechanic. An extract from section 4 of this document, reflecting the
modules and associated elements of competency as well as the detailed syllabus for one of these
modules is attached as Annexure A.
The modules for this curriculum are:
• Module 1: Trade theory, Technical Drawing, tools and safety in Auto mechanic (120 hours)
• Module 2: Automotive Engine Servicer and Repairer (120 hours)
• Module 3: Automotive Transmission System servicer and Repairer (120 hours)
• Module 4: Automotive Chassis system Servicer and Repairer (120 hours)
• Module 5: Wheels and tires Servicer and Repairer (120 hours)
• Module 6: Automotive Electricals Servicer and Repairer (120 hours)
It must be noted that Modules 2-6 can be offered on its own resulting in certification for the
employable skill set. Each module can thus also be registered as a part-qualification.
Title
See section 2.6 in the Curriculum Document.
X Certificate: Auto mechanic (where x = Name of the Certificate at the relevant NTQF Level)

Level
See section 2.7 in the Curriculum Document.
Even though the Curriculum Document specifies that this qualification is equivalent to S1 (first year
of secondary school) and thus at NTQF Level 1, it is advised that this be reconsidered to be in line
with the Level descriptors. The Level should at least be at Level 2 as the skills and learning outcomes
do not correspond to that of a Level 1.

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Credits
See section 2.8 in the Curriculum Document. (Course duration: 720 Hours)
One credit equals 10 notional hours, therefore 720 Hours equal 72 Credits.
Entry Requirements
See section 2.9 in the Curriculum Document, i.e.:
This course is open to all persons who have attained the age of 14 years.
Purpose
The purpose can be formulated by combining section 2.11.1 (core competencies) with 2.11.2 (cross-
cutting competencies), i.e. :
The purpose of this qualification is to provide the qualifying learner with the knowledge, skills and
competencies to select, use and handle auto motive, hand tools, workshop tools, safely and
efficiently; identify and use automotive fasteners, tune up the car, diagnose and service the engine
systems, diagnose and service the power train unit, diagnose and service the vehicle chassis system,
diagnose and service the vehicle auto electrics and accessories and perform quality checks and
maintain proper documentation. In addition, the qualifying learner will be able to apply and observe
safety precautions in the practice of Auto mechanic profession.
Exit level outcomes (ELO)
It is proposed that the second sentence of each module descriptor following “Upon completion of
this training module, the trainee should be able to” be reflected as the ELOs. This should be done for
each module that will be registered as a part-qualification.

Table.B: Automotive.Engine.Service and Repair.Module

Module.Code: 4.2
ModuleLevel: 1
Total-Hours: 120
Prerequisite: 14 years of age
Module-Descriptors: This module provides the understanding of engines systems
and basic routine service procedures
Upon completion of this training module the trainee should be
able to perform maintenance and basic service work on
engine system safely and efficiently

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 • Perform maintenance and basic service work on engine system safely and efficiently
• Perform maintenance and service work on transmission system safely and efficiently
• Perform maintenance and service work on chassis system safely and efficiently
• Perform maintenance repair and service work on wheels and tyres safely and efficiently
Associated assessment criteria
The associated assessment criteria must be formulated by considering the learning outcomes of all
related unit standards. See Table 2 of Annexure A

Unit of learning 4.2.2 Diagnose and service fuel system

Learning Outcomes Learning Elements TTH PTH

4.2.2.1 Explain the construction . Proper identification and location of fuel system components
and operation of the Engine Fuel . Correct description of the operation of SIE and CIE fuel system 3 8
. Correct explanation of the differences between the SIE and CIE
system
fuel system.

4.2.2.2 Diagnose and service . Proper selection of tools,equipment and Personal protective 3 8
Engine Fuel system Equipment (PPE) for Engine overhaul
- Correct Engine fuel filters removal, servicing, and replacement
-Correct replacement of fuel pump according to manufacturers
service manual.
- Proper removal, clearing and secure replacement of fuel tank.
-Proper bleeding of fuel system
-Observation of the safety precautions in servicing engine .
-Cleaning and storage of workshop tools and equipment.
-Proper disposable of service waste materials

For example:

Qualification Rules of Combination (modules that must be completed)

Each unit of learning listed for a module should be reflected as a unit standard in the qualification.
See Table B of Annexure A as an example of Module 2: Automotive Engine Servicer and Repairer.
The level for each unit standard will be as per the Level assigned to the module and the credits for
each unit standard will be the combined TTH and PHT for the unit of learning. Any hours assigned to
the workplace must be equally distributed between the PTH. Hours must then be converted into
credits.

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 • Diagnose and service engine, Level 1, Credits 2 (Hours 23)
• Diagnose and service fuel system, Level 1, Credits 2 (Hours 22)
• Diagnose and service lubrication system, Level 1, Credits 3 (Hours 25)
• Diagnose and service cooling system, Level 1, Credits 3 (Hours 25)
• Diagnose and service exhaust system, Level 1, Credits 2 (Hours 25)
Rationale
This can be informed by section 1.4 Why a curriculum for auto mechanic skills training?, i.e. :
The automotive industry related skills has huge potential in South Sudan. The country has a lot of
cars, motor bikes, generators and boat engines, thus there is need for people with skills to do repairs
and carry out routine maintenance of these machines. There are a number of garages offering these
services in South Sudan. These garages are owned by Automechanics from the neighbouring
countries and in most cases, the workers also come from the neighbouring countries. This calls for
provision of skilled personnel who are qualified with the relevant technical skills to work and deliver
for this sector.
And section 2.13 Job opportunities, i.e.:
The trainees of this course would be employed in the following sectors: car workshops, car
dealerships, heavy duty workshops, private fleets and garages, government departments, assembly
plants, generator workshops, spare parts store and self-employment.
Guidelines for the formulation of curricula
Section four: Syllabus for Automechanic Level 1 would be sufficient for recording on the NTQF.

3.5. GUIDELINES FOR QUALIFICATIONS OF THE SPECIALIST TECHNICAL SCHOOLS

The specialist TVET secondary schools offer Level 1 to Level 4 qualifications. Each school year from
S1 to S4 will lead to a recognised qualification at the appropriate level . The qualifications have 4
compulsory subje cts, 3 elective subjects and 1 vocational subject. Below is a summary of the
requirements.

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 S 1-4
Status Periods Cr per
per week year
English Compulsory 5 15
Maths Compulsory 5 15
Religious education Compulsory 2 6
Citizenship Compulsory 2 6
School Programmes Compulsory 2 6
Academic Option 1 3 9
Academic Option 2 3 9
Academic Option 3 3 9
Vocational Option 15 45
Total 40 120

There are 7 vocational options to choose from.This includes:

• Automotive
•
Building & construction
•
Carpentry and Joinery
•
Electrical installation
•
Plumbing
•
• Technical drawing

Welding

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It is suggested that 7 qualifications be registered for each year, based on the Vocational option
chosen.
Using the vocational option Mechanical Engineering: Automotive as an example, the Level 1
qualification will contain the following information.
Title
• X Certificate: Automotive where x = Name of the Certificate at NTQF Level 1
Level
Level 1 (S1 = Level 1)
Credits
120
Entry Requirements
To be spe cified.
Purpose
The purpose can be formulated by reflecting the Vocational Program Overview , i.e. :
The purpose of this qualification is to provide the qualifying learner with the competencies that
employers look for in their employees these include :
Critical and creativ e thinking
• Plan and carry out investigations, using a range of sources to find information
• Sort and analyse information and come to conclusions
• Suggest and develop solutions to problems, using their imaginations to create new
approaches
• Evaluate different suggested solutions
Communication
• Read and write fluently
• Speak clearly and communicate ideas and information coherently
• Listen to and comprehend speech in a variety of forms
• Comprehend and read critically a variety of types and for ms of texts
• Use a range of media to communicate messages, ideas and opinions

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Co-operation
• Work collaboratively towards common goals
• Be tolerant of others and respectful of differing views
• Adapt behaviour to suit different situations
• Negotiate, respect ing others’ rights and responsibilit ies, and use strategies to resolve
disputes and conf licts
Culture & Ident ity
• Take pride in South Sudanese ident ity
• Build understanding of South Sudanese heritage in relat ion to the wider world
• Appreciate and contribute to South Sudanese culture
Qualification Rules of Combination
The following compulsory subjects must be completed:
• English, Level 1, Credits 15
• Maths, Level 1, Credits 15
• Religious education, Level 1, Credits 6
• Citizenship, Level 1, Credits 6
• School Programmes, Level 1, Credits 6
Three additional subjects each comprising 9 credits must be chosen from the list below.
• List to be added when dealing with the conversion of syllabus
The following Vocational Subject
• Mechanical Engi neering: Automotive , Level 1, Credits 45

Exit level outcomes (ELO)

Exit level outcomes must be identified for the compulsory and Vocational subjects
Associated assessment criteria
The associated assessment criteria must be formulated for the compulsory subjects.
The assessment criteria for the Vocational subject can be withdrawn from the Syllabus modules as
indicated below, but must be aligned
• Understand how to use basic tools safely
• Understand and explain the layout of the components of a motor vehicle
• Understand and explain different terms used in automotive engine

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 • Identify and understand the functions of different components of an engine
• Understand and demonstrate operation of engine cycle in petrol engine
• Understand and demonstrate the principles of the two stroke cycle
• Understand different types of wheel and tyres.
Rationale
This must be identified as it does not currently appear in the specialist TVET technical school
documents.
Guidelines for the formulation of curricula
The syllabus for mechanical engineering: automotive, S1 would be sufficient for recording on the
NTQF

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4.0 SECTION FOUR-TVET CENTERS ACCREDITION AND QUALITY ASSURANCE
4.1. THE NTQF AND PRINCIPLES OF ACCREDITION

Accreditation is both a process and a status required to control the provision of learning, assessment
(including RPL), and certification of learners in the TVET system by establishing a cont inually working
system to facilitate quality TVET by upgrading the institution’s provision.
The accreditation process should be the supported by the Directorate of TVET in the Ministry of
General Education and Instruction . This directorate is geared towards empowering TVET institutions
and serving the following purposes:
• To set quality benchmarks for TVET institutions,
• To identify and offer support to institutions so that they meet the required quality standards
• Assess the level of achieveme nt.
The quality of provision is as much a result of the knowledge, understanding and ability of the
provider to transfer the knowledge as it is the relevance of the learning material itself.
Over time the NTQF should also have linkages to standardised lea rning material as the development
thereof is very expensive and time consuming.

4.2. ACCREDITION PROCESS

The Regulations for registration and accreditation of programmes in vocational centers, TVET
schools and institutes/polytechnics of October 2016 focusses on the accreditation process including
registration, accreditation and renewal of accreditation.
The aim of the registration process is to ensure the quality of the programme. The registration of
programmes can be seen as being equivalent to the r egistration of qualifications and part
qualifications which is covered in detail in Section 4 above.
The relevant competent authority must accredit trainers implementing this curriculum for TVET in
South Sudan. They will be responsible for both helping the trainees to learn and continuous
assessment of their training progress. Assessors approved by the competent authority for
overseeing that particular TVET program training and delivery should conduct summative
assessment for quality assurance.

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Accreditation processes should:
• Focus on institutional/general accreditation and programme (qualification) specific
accreditation
• Be simple, efficient and based on self-evaluation (programme accreditation).
• Require a periodic checkup for renewal every 5 years (programme accreditation)

Accreditation of providers should focus on both institutional and programme accreditation and
should be a combination of both self evaluation and physical inspections.
Institutional/general accreditation
In order to obtain institutional/general accreditation the applicant must provide proof that it –
• Is a juristic person registered or established in terms of any law
• Has a valid income tax clearance certificate (if applicable)
• Has an adequate- assessment and moderation policy
• Has a learner appeals procedure
Institutional/general accreditation must be obtained prior to applying for any specific programme
(qualification) and only needs to be done once.
Programme specific (qualification) specific accreditation
To obtain programme accreditation providers must submit:
• A learning programme (syllabus outline/order/sequence of offering)
• Completed self-evaluation template regarding learning material. (The self-evaluation
template must contain a list of all the subjects and/or unit standards outlined in the
qualification and elements as outlined in the relevant curriculum to be covered and the
provider must indicate the resource and page numbers where information is contained.
• A completed self-evaluation checklist of tools and equipment required to offer the practical
training as specified in the relevant curriculum.
• A completed self-evaluation checklist of structural requirements as outlined in the relevant
curriculum.
Any specific requirements with regards to provider skills (including qualifications or experience)
must be specified in the relevant curriculum. In such cases proof that these requirements are met.

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The renewal of general/institutional accreditation
The renewal of accreditation is a periodic checkup of the institution every 5 years which will help to
check whether or not there is sustainability and a continuous development in response to the labour
market demand. It also helps check that the percentage of the graduates in the programme who are
competent in the national occupational assessment and getting employment (self or wage) in the
last 3 years is increasing (so that training waste could be kept as minimum as possible and that the
programme is sustainable). Any institute with less than 50% success rate will not get renewal.

4.3. ACCREDITION SITES VISITS

NTQF officials will conduct unannounced site visits to confirm whether training and assessment is
happening as per the learning programme and whether all relevant documents are maintained .

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5.0 SECTION FIVE-TVET QUALIFICATION ASSESMENT AND CERTIFICATION
5.1. THE PRINCIPLES AND METHODS OF ASSESMENT

Principles of assessment serve as a guideline to ensure that a test is useful, appropriate, effective,
and plausible. These principles are crucial to be taken into consideration because as sessment is an
important aspect of educational process which determines the level of accomplishments of
students.
To ensure assessment are of high quality and integrity the following accepted assessment principles
must be met :
• Systematic: Assessment activities must follow a practical and natural sequence, be easy to
administer and easy for the trainee to follow.
• Consistent: Assessment is consistent where, given similar evidence and circumstances, an
assessor would make the same judgements again; or where assessment by other assessors
would lead to the same judgement.
• Open: Trainees are given the opportunity to contribute to the assessment planning and
collecting of evidence. The assessment process is transparent.
• Flexible: Flexible asses sment allows for easy entrance into appropriate levels of education
and training and for multiple pathways to the same learning ends in a manner, which
facilitates progression. It also uses a variety of assessment approaches, methods and
instruments .
• Appropriate: The method of assessment is suited to the competencies being assessed as
stipulated in the registered unit standard .
• Manageable: The assessment must be easy to arrange, cost -effective and practical. It should
take into consideration available facil ities, equipment and time .
• Fair: Assessment must be unbiased and not hinder or advantage a trainee in any way.
Assessors must make sure that the chosen approach, methods and instruments support the
principle of fairness. They must avoid influences not rela ted to the matters being assessed;
for example, arising from differences related to race, gender or assessment method.

22
• Integrated: Assessment should be an integral part of standard setting and curriculum, not
something added on afterwards. The teaching and learning elements of each program
should be designed in the light of the types of assessment trainees undertake and evidence
requ ired, and vice versa, so that trainees can demonstrate what they have learned and
provide the evidence required by the unit standard(s) The
. assessment must be in line with
what the trainee has to do at work. (Ideally, the assessment takes place during normal
working processes.) .
Valid: Validity in assessment refers to an assessment measuring what it is supposed to. If a
•
unit standard requires observation as evidence of performance, then a written examination
alone will not be valid. Assessment procedures, methods, instruments and materials have to
match what is being assessed. To be fit for its purpose, assessment must use evidence
directly related to the type and level of performance required in a specified standard .
Authentic: The assessor must be satisfied that the work being assessed is the trainee’s own
•
work. In the case of PLAR, evidence like certificates and testimonials may have to be
referenced for authenticity.

• Current: The evidence must reveal what the trainee is curr ently able to do. The evidence,
standards and training material must be up to date with current technology and other
industry-specific developments.

• Sufficient: ‘The assessor must make sure that the evidence collected meets all requirements
of the perform ance criteria of the unit standard. Sufficient evidence also implies that the
trainee can repeat the required performance consistently .

• Reliable: ‘Reliable’ evidence is evidence that will be acceptable by all assessors and which

can be repeated in various circumstances. Reliability in assessment is about consistency.

NB: Note: Where evidence gaps in the Portfolio of Evidence of a trainee are evident, assessors
should, during the competency interview and the practical assessments, determine if the evidence
gaps still exist. If they still exist, trainees will be declared not yet competent in these unit standards.
All the gaps identified should be recorded and detailed in the final assessment report .

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5.2. TYPES OF ASSESSMENT

There are two forms of assessment, i.e. formative and summative.

Formative assessments
Formative assessments wi ll be conducted after the completion of each module. The assessment
outcomes of and associated assessment must be specified in the curriculum. Assessment record
signed by both the provider as well as the learner must be kept by the provider. If there are any
specific requirements in terms of provider skills in terms of assessment, this must be specified in the
relevant curriculum.
The non-formal TVET competency-based curriculum the criteria of assessment are provided as
learning elements alon gside learning outcomes (see Annexure A, Table 2). A trainee will be assessed
using the learning elements and he/she must prove that he/she is competent in each learning
outcome in every unit of learning before he/she can be awarded module certificate Thes e will now
be registered as part -qualifications and will therefore also require a summative assessment.

Summative assessment
Summative assessment s will be conducted after completion of all the subjects and/or unit
standards. The summative assessment will be conducted against the exit level outcomes of the
qualification and the associated assessment criteria. The summative assessment should be
performed and signed off by not less than 2 staff members of the institution who were present
during the durat ion of the assessment.
It is recommended that only registered assessors shall conduct assessment. Assessors must be
subject matter experts, trained in PLAR (Prior Learning Assessment and Recognition), and preferably
have industry experience.
Even though the training and registration of assessors form part of the TVET QAF it is not a
responsibility or part of the NTQF.
The following are key aspects proposed to be followed when assessing trainees:
• Following the review of all the assessment components (Portfolios of Evidence, competency
Interviews and/or practical tasks), the assessor decides whether evidence presented provides
full and ample proof that the unit standard outcomes have been met;
• The assessor records assessment marks and makes recommendation to the moderator.
• All PLAR assessment procedures should be consistent with national assessment procedures.

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Trainee’s assessment records will be kept in a trainee’s logbook. The trainer can apply any of the
following modes of assessment as deemed appropriate:
• Oral questioning, presentations by trainees, written tests (short questions),
• Assessment of group work (small manageable groups),
• Performance assessments and observation.

25
The result of assessment is COMPETENT OR NOT YET COMPETENT. A trainee assessed as NOT YET
COMPETENT repeats the process until the required competency standard is attained .
5.3. MODERATION

The “Post Assessment Review” process comprises of moderation and external verification.
Moderation of trainee assessment is a process aimed at ensuring that marks and grades are as valid,
reliable, and fair as possible for all trainees and all markers. Modera tion strategies may differ
depending on the number of trainees studying the unit and the number of training staff involved.
However, the process usually involves collaborative decision making by trainers/assessors about
assessment criteria and expectations . Double assessment is usually carried out when a trainee
received a fail grade. Moderation is more than the checking of assessment marks; it is the checking
of assessments to ensure that the whole assessment process is fair, valid and reliable enabling
equivalence and comparability.

Assessments conducted are moderated with the aim of enhancing the quality and integrity of
assessment in the TVET sector. Registered moderators need to validate those assessments that were
done consistently based on approved guidelines, best practices and principles of assessment. The
moderator should indicate through a form provided in the portfolio of evidence that the assessment
outcomes are a clear reflection of the trainees’ compet ence and either endorse or adapt the
assessment of the assessor. In extreme circumstances, a moderator could request re -assessments or
additional assessments .

As is the case with the registration of Assessors, Moderator registration is an important compo nent
of the NTV QA but not a responsibility of the NTQF.

5.4. EXTERNAL VERIFICATION

External verification is done to ensure that the approved standards for awarding a qualification are
met. External verification is also organised to maintain the overall credib ility of the Assessment
practices and processes . External verifiers determine whether the moderator has correctly evaluated
the evidence supplied by the assessor. Once the verifier has established that the moderation process
was adequately conducted, he or she endorses the trainee’s achievement. However, if the verifier
identifies irregularities in the moderation and/assessment process, the trainees’ achievement may
not be endorsed. Some examples of irregularities are:

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 • Insufficient or no records of trainee ’s achievement are available, due to missing records;

• Insufficient evidence of assessment or learning was supplied;

• Assessor incorrectly interpreted the evidence supplied by trainee and judged the trainee to be
competent when unit standards or specific o utcomes have not been met.

5.5. RECORD KEEPING

Assessment results, together with the formative assessment results must be kept by the provider for
a period of 5 years.
NTQF officials may at any point in time conduct an audit on the assessment records.
• It is recommended that the Provider issue the certificate (a template provided by the NTQF)
to the learner after the successful completion of the final summative assessment.
• Assessment results should be captured on a National Technical Learners Records Database
(NTLRD).
Non-compliance on the side of the provider will impact on accreditation and thus form part of the
quality assurance cycle.

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6.0 SECTION SIX -QUALITY ASSURANCE OF RPL AND CAT IN THE SOUTH SUDAN TVET SYSTEM
6.1. RECOGNITION OF PRIOR LEARNING
Learning can be recognized towards a qualification, part -qualification, or module by allowing the
learner to conduct a self -assessment against the assessment outcomes and associated assessment
criteria as specified in the curriculum/modules. Based on the learner’s eval uation the same
assessments used for learners enrolled for the qualification can be used to establish competence of
the RPL candidate

Trainees joining a course with competencies acquired through any experience shall be allowed to
request for RPL on a module-by-module basis. Such trainees shall be subjected to assessment in the
units for the modules which they claim competency. Upon verification of competency, the trainee
shall be awarded credit, allowed to proceed to the next module, and awarded the module
competency certificate upon successful assessment result in all relevant modules.

6.2. CREDIT ACCUMULATION AND TRANSFER (CAT)

This process is an arrangement whereby the diverse features of both credit accumulation and credit
transfer are combined to facil itate lifelong learning and access to the workplace. This is a process
whereby a learner's achievements are recognised and contribute to further learning even if the
learner does not achieve a qualification or part - qualification or module. In terms of the CAT
principles, any and all credits for an incomplete qualification or part - qualification or module may be
recognised as meeting part of the requirements for another qualification or part - qualification or
module.

6.3 CERTIFICATION
After the moderator and external verification processes have been completed, the trainee is
informed of the outcome of the assessment by the Certification Agencies, following the Prior
Learning Assessment and Recognition (PLAR) procedure. Trainees will be found competent (C) if they
comply with the competency requirements specified by the Certification Agencies for all the unit
standards of a particular qualification. If trainees are found competent in some or none of the unit
standards, they will be declared Not Yet Competent (NYC). However, trainees will receive credits for
those unit standards in which they were found competent.

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6.4 MONITORING AND EVALUATION

In South Sudan the quality of TVET will be measured against the success of
• Raising the profile (increa sed attractiveness)
• Access for all
• Appropriate pathways between the different sectors of the educational system
• Employability (including self-employment )
• Meeting the requirements of nationally agreed competency standards/outcomes

6.5 CONCLUSION

Quality Assurance is about buil ding systems of trust. To ensure what the intention of standards are
carried out and implemented in practice. The way the system of quality assurance is managed and
implemented by the various components in the system will ensure the quality of learning and
learners in the quality system .

ANNEXURE A

Technical and Vocational Education and Training non-formal TVET competency based curriculum:
Certificate of Proficiency in Automechanic
The curriculum for training in Certificate of proficiency in Auto-mechanic (proficiency level), consists
of six (6) modules.
• Module 1: Trade theory, Technical Drawing, tools and safety in Auto mechanic
• Module 2: Automotive Engine Servicer and Repairer
• Module 3: Automotive Transmission System Servicer and Repairer
• Module 4: Automotive Chassis system Servicer and Repairer
• Module 5: Wheels and tires Servicer and Repairer
• Module 6: Automotive Electricals Servicer and Repairer

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 Unit
Unit Title Elements of Competency
Code
4.1 Trade Theory, tools 4.1.1 Fundamentals of trade
and safety theory in Auto Mechanic
4.1.2 An overview of learning
outcomes for Auto
Mechanic Level I Certificate.
4.1.3 Trauma awareness and
assessment
4.1.4 Auto mechanic tools and
equipment’s
4.1.5 Occupational Health and
Safety in Auto Mechanic
4.1.6 Assessment of prior learning
experience
4.1.7 Scope of the study and
learning assessment criteria
4.1.8 Course certification
procedure and system
4.2 Module of 4.2.1 Identification of the layout
Competency of engine components
Certificate in 4.2.2 Dismantling and assembling
Automotive Engine of engine
Service and Repair 4.2.3 Diagnose and service engine
4.2.4 Diagnose and service fuel
system
4.2.5 Diagnose and service
lubrication system
4.2.6 Diagnose and service cooling
system
4.2.7 Diagnose and service
exhaust system

30
Module of 4.3.1 Dismantle and assembling of
Competency the transmission system.
Certificate in 4.3.2 Identification of the pats of
Automotive transmission system
Transmission 4.3.3 Diagnose and service
System Service and manual transmission clutch
Repair 4.3.4 Diagnose and service
manual transmission
gearbox
4.3.5 Diagnose and service
universal joints, c.v. joints
and propeller shaft
4.3.6 Diagnose and service
differential and rear axle
assembly
Module 4.4.1 Knowledge of the
Competency automotive lubrication
Certificate in system
Automotive 4.4.2 Oil pump
Lubrication and 4.4.3 Oil filter
Cooling system 4.4.4 Oil gage
4.4.5 Viscosity index
4.4.6 Engine temperature
regulation
4.4.7 Thermostat
4.4.8 Water pump
4.4.9 Cooling fan
4.4.10 Water horse
4.4.11 Driving belt
4.4.12 Fins and radiator system
4.4.13 Knowledge pf blower

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4.5 Module 4.5.1 Repair puncture 30 70 20 120
Competency 4.5.2 Perform wheel balancing
Certificate in 4.5.3 Perform wheel alignment
Wheels and Tires 4.5.4 Service wheels and tyres
Service and Repair
4.6 Module of 4.6.1 Diagnose and service battery 30 70 20 120
Competency 4.6.2 Diagnose and service
Certificate in starting system
Automotive 4.6.3 Diagnose and service
Electrical System charging system
Service and Repair 4.6.4 Diagnose and service
conventional coil ignition
system
4.6.5 Diagnose and service
lighting system
4.6.6 Diagnose and service vehicle
auxiliary systems
180 420 100 720

Table B: Automotive Engine Servicer and Repairer Module

Module Code: 4.2
Module Level 1
Total Hours 120
Prerequisite 14 years of age
Module Descriptor This module provides the understanding of engine systems
and basic routine service procedures.
Upon completion of this training module, the trainee should
be able to perform maintenance and basic service work on
engine system safely and efficiently.

Unit of learning 4.2.1 Diagnose and service engine

Learning Outcomes
4.2.1.1 Explain the parts of the
engine and its operation.
4.2.1.2 Diagnose and service
engine systems
Learning Elements TTH PTH
• Proper identification and location of 3 8
engine lubrication components
• Correct description of the operation of
engine system
• Proper selection of tools, equipment and 3 8
Personal Protective Equipment (PPE) for
engine overhaul
• Correct removal, servicing and
replacement of engine.

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Unit of learning
Learning Outcomes
4.2.2.1 Explain the construction
and operation of the Engine Fuel
system.
4.2.2.2 Diagnose and service
Engine Fuel systems
4.2.2 Diagnose and service fuel system
Learning Elements TTH PTH
• Proper identification and location of fuel 3 8
system components
• Correct description of the operation of SIE
and CIE fuel system
• Correct explanation of the differences
between the SIE and the CIE fuel systems.
• Proper selection of Tools, equipment and 3 6
Personal Protective Equipment (PPE) for
engine overhaul
• Correct engine fuel filters removal,
servicing and replacement.
• Correct replacement of fuel pump
according to manufacturer’s service
manual.
• Proper removal, cleaning and secure
replacement of fuel tank.
• Proper bleeding of fuel system
• Observation of the safety precautions in
servicing of engine.
• Cleaning and storage of workshop tools
and equipment
• Proper disposal of service waste materials
33
Unit of learning
Learning Outcomes
4.2.3.1 Explain construction and
operation of engine lubrication
system
4.2.3.2 Service engine oil system
(a) Single cylinder engines
• Motor boat engines
• Motor cycle engines
• Lawn mowers
(b) Multi cylinder engines
• 4-cylinder engines
• 6-cylinder engines
4.2.3 Diagnose and service lubrication system
Learning Elements TTH PTH
• Proper identification and location of 5 6
engine components
• Correct description of the operation of
lubrication system.
• Correct explanation of the differences
between single and multi-cylinder
lubrication system
• Proper selection of tools, equipment and 5 8
Personal Protective Equipment (PPE) for
engine overhaul.
• Safe removal of engine according to
manufacturer’s service manual.
• Correct information on lubrication
schedule is accessed and interpreted from
the engine manufacturer’s service manual.
• Identification of type and quantity of
lubricant/coolants as per the job
requirements.
• Proper replacement of engine warmed,
draining oil, fixing of oil filters and
replacement of oil
• Oil pump inspected and replaced
according to manufacturer’s service
manual.
• Checking of oil pressure
• Observation of the specific safety
precautions for servicing engine system.
• Cleaning and storage of workshop tools
and equipment.
• Proper disposal of Service waste materials
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Unit of learning
Learning Outcomes
4.2.3.1 Explain construction and
operation of engine lubrication
system
4.2.3.2 Service engine oil system
(a) Single cylinder engines
• Motor boat engines
• Motor cycle engines
• Lawn mowers
(b) Multi cylinder engines
• 4-cylinder engines
• 6-cylinder engines
Unit of learning
Learning Outcomes
A. TOTAL IBTEVET TRAINING HOURS
B. ON JOB TRAINING HOURS AT THE INDUSTRY OF ATTACHMENT FOR THOSE
TAKING SINGLE MODULE
TOTAL NOTIONAL MODULE COMPLETION TRAINING HOURS A+B
4.2.3 Diagnose and service lubrication system
Learning Elements TTH PTH
• Proper identification and location of 5 6
engine components
• Correct description of the operation of
lubrication system.
• Correct explanation of the differences
between single and multi-cylinder
lubrication system
• Proper selection of tools, equipment and 5 8
Personal Protective Equipment (PPE) for
engine overhaul.
• Safe removal of engine according to
manufacturer’s service manual.
• Correct information on lubrication
schedule is accessed and interpreted from
the engine manufacturer’s service manual.
• Identification of type and quantity of
lubricant/coolants as per the job
requirements.
• Proper replacement of engine warmed,
draining oil, fixing of oil filters and
replacement of oil
• Oil pump inspected and replaced
according to manufacturer’s service
manual.
• Checking of oil pressure
• Observation of the specific safety
precautions for servicing engine system.
• Cleaning and storage of workshop tools
and equipment.
• Proper disposal of Service waste materials
4.2.4 Diagnose and service cooling system
Learning Elements TTH PTH
30 70
20
120
35
Resources • PPE, manuals, First Aid Kit, fire extinguishers, vehicle,
cleaning liquids
• Engine fuels, oil, grease and sealants
• Mechanic toolbox and spare parts
• Handouts, flip charts, multimedia, over-head projector, and
chalkboard/white board
Teaching/Training • Practical demonstration
Methodology: • Self- paced instructions
• Group discussion
• Field visits
Assessment Method: • Oral and Written questions
• Performance Assessments and Observation.
• Assessment of group work (small manageable groups

36
 ANNEXURE B
Vocational Programme for the Specialist Technical Schools
The specialist TVET secondary schools offer Level 1 to Level 4. Each school year from S1 to S4 will
lead to a recognised qualification at an appropriate level
S 1-4
Status Periods Cr per
per week year
English Compulsory 5 15
Maths Compulsory 5 15
Religious education Compulsory 2 6
Citizenship Compulsory 2 6
School Programmes Compulsory 2 6
Academic Option 1 3 9
Academic Option 2 3 9
Academic Option 3 3 9
Vocational Option 15 45
Total 40 120
Vocational options include:
• Automotive
• Building & construction
• Carpentry and Joinery
• Electrical installation
• Plumbing
• Technical drawing
• Welding

Example:
The Specialist Technical Secondary Schools: vocational option Mechanical Engineering: Automotive
S1 has 7 modules.
1. Safety precautions Understand how to use basic tools safely
2. Layout of motor vehicle Understand and explain the layout of the components of a motor vehicle
3. Basic engine terms Understand and explain different terms used in automotive engine
4. Moving and stationary components of engines Identify and understand the functions of different
components of an engine
37
5. Otto-cycle of four stroke petrol engine Understand and demonstrate operation of engine cycle in
petrol engine
6. Two stroke engine cycle Understand and demonstrate the principles of the two-stroke cycle
7. Understand different types of wheel and tyres.

S1 Module 4: Moving and Stationary Components of Engines

Description By the end of this module learners will be able to identify and understand
the functions of different components of an engine
Learning Outcomes 1. Identify different components of an engine
2. Explain functions of different engine components and how the
components combine to make a working engine
Elements 1. Components of an engine:
(a) Movable parts: piston assembly, crank shaft, cam shaft, connecting rod,
fly wheel, valve mechanism
(b) Stationary parts: Cylinder block, cylinder head, oil sump, bearings, seal,
gasket, cylinder liner, core plug, oil pump

2. Functions of each component and overall working of an engine (Refer to

terms in Module 3: Bore, stroke, compression ratio, capacity, top/bottom
dead centres, volumetric efficiency, thermal efficiency, mechanical
efficiency and torque)
Learning Strategies 1. Discuss in groups the different movable and stationary component
engine and their functions and presentation.
2. Practise explaining the functions of different engine components and
how they combine in a working engine; make a presentation
Assessment 1. Written or oral explanation of different components of an engine.
2. Written or oral explanation of the separate functions of different engine
components and of the overall operation of the whole engine

38