REPUBIC OF SOUTH SUDAN

NATIONAL TVET AD HOC COORDINATION COMITEE

NATIONAL INDUSTRY OCCUPATIONAL STANDARDS

MARCH 2022
TABLE OF CONTENTS
FOREWORD
ACNOWLEDGEMENT
SECTION ONE

1.0 INTRODUCTION AND PURPOSE

1.1 INTRODUCTION

The National Occupational Standards are a set of job-related standards which highlight the
performance expected when carrying out a specific occupation at a specific level of the National
TVET qualification framework. These standards define the main jobs that people carry out in the
industry while practicing their trade, and links qualifications to the requirements of the labour market.
These standards are pegged to the National TVET Qualifications framework for the Republic of
South Sudan and are thus compiled using the Learning Outcomes approach, which is achieved by
stipulating knowledge, skills and competences. Such standards once developed are then reviewed
by the Sector Skills Units which include a number of industry relevant stakeholders, such as the
economic sector, education and training, government and social partners.

1.2 NEED FOR DEVELOPING OCCUPATIONAL STNDARDS

1.3 APPROACH AND METHODOLOGY ADOPTED IN THE DEVELOPMENT OF THIS NATIONAL
INDUSTRY OCCUPATIONAL STANDARD

SECTION TWO

INTERNATIONAL STANDRDS FOR CLASSIFICATION OF OCCUPATIONS

2.1` Concept

Classifications of occupations are used in national contexts for the collection and dissemination
of statistics from sources such as population censuses, labour force surveys and other household
surveys, employer surveys and other sources.  They are also used by governments and companies
in activities such as matching jobseekers with job vacancies, educational planning, reporting of
industrial accidents, administration of workers’ compensation, and the management of
employment-related migration.

The International Classification of Occupations (ISCO) seeks to facilitate international

communication about occupations by providing statisticians with a framework to make
internationally comparable occupational data available, and by allowing international
occupational data to be produced in a form that can be useful for research as well as for specific
decision-making and action-oriented activities, such as those connected with international
migration or job placement.

The current version, known as ISCO-08, was published in 2008 and is the fourth iteration,
following ISCO-58, ISCO-68 and ISCO-88.  Only the latest two versions, ISCO-08 and ISCO-
88, are presented below, along with the corresponding skill levels.

2.2 Conceptual Definitions

2.2.1 A job
 is defined in ISCO-08 as “a set of tasks and duties performed, or meant to be performed,
by one person, including for an employer or in self-employment”.

2.2.2 Occupation
Refers to the kind of work performed in a job. The concept of occupation is defined as a
“set of jobs whose main tasks and duties are characterized by a high degree of similarity”. 

A person may be associated with an occupation through the main job currently held, a second
job, a future job or a job previously held. 

2.2.3 Skill 

is defined as the ability to carry out the tasks and duties of a given job. For the purposes of
ISCO-08, two dimensions of skill are used to arrange occupations into groups.  These are skill
level and skill specialization.

2.2.4 Skill level 

Is defined as a function of the complexity and range of tasks and duties to be performed in an
occupation.  Skill level is measured operationally by considering one or more of:

 The nature of the work performed in an occupation in relation to the characteristic tasks
and duties defined for each ISCO-08 skill level;

 The level of formal education defined in terms of the International Standard

Classification of Education (ISCED-97) (UNESCO, 1997) required for competent
performance of the tasks and duties involved; and

 The amount of informal on-the-job training and/or previous experience in a related

occupation required for competent performance of these tasks and duties.
Skill levels
Statistics by occupation are presented in ILOSTAT according to both the categories of the latest
version of the ISCO available and broad skill levels, based on the following correspondence
table:

Broad skill level ISCO-08 ISCO-88

1. Legislators, senior officials and
1. Managers
managers
Skill levels 3 and 4
2. Professionals 2. Professionals
(high)
3. Technicians and associate
3. Technicians and associate professionals
professionals
4. Clerical support workers 4. Clerks
5. Service workers and shop and market
5. Service and sales workers
sales workers
Skill level 2 6. Skilled agricultural, forestry and
6. Skilled agricultural and fishery workers
(medium) fishery workers
7. Craft and related trades workers 7. Craft and related trades workers
8. Plant and machine operators, and 8. Plant and machine operators and
assemblers assemblers
Skill level 1 (low) 9. Elementary occupations 9. Elementary occupations
Armed forces 0. Armed forces occupations 0. Armed forces
Not elsewhere
X. Not elsewhere classified X. Not elsewhere classified
classified
Source : ISCO-08 and ISCO-88

2.3 Major Groups of ISCO 2008

1. Managers
2. Professionals
3. Technicians and Associate Professionals
4. Clerical Support Workers
5. Services and Sales Workers
6. Skilled Agricultural, Forestry and Fishery Workers
7. Craft and Related Trades Workers
8.  Plant and Machine Operators and Assemblers
9. Elementary Occupations
0. Armed Forces Occupations

Major and Sub-Major Groups

2.3.1. Managers
11 – Chief Executives, Senior Officials and Legislators
12 – Administrative and Commercial Managers
13 – Production and Specialized Services Managers
14 – Hospitality, Retail and Other Services Managers

2.3.2. Professionals
21 – Science and Engineering Professionals
22 – Health Professionals
23 – Teaching Professionals
24 – Business and Administration Professionals
25 – Information and Communications Technology Professionals
26 – Legal, Social and Cultural Professionals

2.3,3. Technicians and Associate Professionals

31 – Science and Engineering Associate Professionals
32 – Health Associate Professionals
33 – Business and Administration Associate Professionals
34 – Legal, Social, Cultural and Related Associate Professionals
35 – Information and Communications Technicians

2.3.4. Clerical Support Workers

41 – General and Keyboard Clerks
42 – Customer Services Clerks
43 – Numerical and Material Recording Clerks
44 – Other Clerical Support Workers

2.3.5. Services and Sales Workers

51 – Personal Services Workers
52 – Sales Workers
53 – Personal Care Workers
54 – Protective Services Workers

2.3.6. Skilled Agricultural, Forestry and Fishery Workers

61 – Market-oriented Skilled Agricultural Workers
62 – Market-oriented Skilled Forestry, Fishery and Hunting Workers
63 – Subsistence Farmers, Fishers, Hunters and Gatherers

2.3.7. Craft and Related Trades Workers

71 – Building and Related Trades Workers (excluding Electricians)
72 – Metal, Machinery and Related Trades Workers
73 – Handicraft and Printing Workers
74 – Electrical and Electronic Trades Workers
75 – Food Processing, Woodworking, Garment and Other Craft and Related Trades Workers
2.3.8. Plant and Machine Operators and Assemblers
81 – Stationary Plant and Machine Operators
82 – Assemblers
83 – Drivers and Mobile Plant Operators

2.3.9. Elementary Occupations

91 – Cleaners and Helpers
92 – Agricultural, Forestry and Fishery Labourers
93 – Labourers in Mining, Construction, Manufacturing and Transport
94 – Food Preparation Assistants
95 – Street and Related Sales and Services Workers
96 – Refuse Workers and Other Elementary Workers

0. Armed Forces Occupations

01 – Commissioned Armed Forces Officers
02 – Non-commissioned Armed Forces Officers
03 – Armed Forces Occupations, Other Ranks

2.3 National Standards Classification of occupations across the East African community

2.3.1 National Standards for Classification of Occupations – Kenya

2.3.2 National standards for classification of occupations –Uganda

2.3.3 National standards for classification of occupations – Tanzania

2.3.4 National standards for Classification if Occupations – Sudan

2.3.5 National standards for Classification of Occupations – Ethiopia

2.3.6 National standards for Classification of occupations Ruwanda

2.3.7 National Standard for Classification of Occupations- Burundi

2.3.8 National standards for Classification of occupation - South Sudan
SECTION THREE

3.0 SOUTH SUDAN NATIONAL TVET QUALIFICATION FRAMEWORK AND

PROPOSED CLASSIFICATION OF OCCUPATIONS IN SOUTH SUDAN

3.1 INTRODUCTION

Republic of South Sudan developed its Draft National TVET qualification framework in 2021-
22. The stakeholders unanimously adopted the 10 level qualification as per the East African
Community Regional TVET Qualification framework developed under the Eat African skills for
transformation and regional integration project(EASTRIP) funded by the world bank and
Government of Sweden through SIDA. All the EAC member countries at a meeting held in
Nairobi in October 2021 agreed that for uniformity and promotion of regional mobility in TVET
skills learning and employment, all the member countries with be using a 10 Level TVET
Qualification framework across the six member states and those that will join the community in
future such as Ethiopia, Somalia and Cameron will also adjust their TVET qualification levels
to reflect on the EAC Regional TVET Qualification framework. Through the EASTRIP project
The EAC was also developing the Regional Occupational standards for seven priority trades to
be piloted across the member countries. Member countries that had not developed their National
TVET occupational standards as well as TVET qualification framework such as South Sudan
and Burundi were urged to pull up their socks.

This document is an initiative for Developing the Republic of South Sudan National
occupational standards that are aligned with the countries National TVET Qualification
framework.
3.2 THE SOUTH SUDAN TVET QUALIFICATION FRANEWORK LEVELs
LEVELS Name of the Level Certification Training institution Equivalency in
Formal system
10 PhD PhD in Technology Technical Doctoral studies
Universities (TU)
and Universities of
Science and
Technology (UST)
9 Master’s Degree Master’s Degree in TU and UST Maters Degree
Technology studies
8 Post Graduate PG Diploma in Post Graduate
Technology Diploma
7 Degree in Bachelor’s Degree in National Bachelor’s
Technology technology Polytechnics and Degree
Technical
Universities
6 Advance Diploma National Advance National
Diploma in Technology Polytechnics
5 Diploma National Diploma in National; Diploma
Technology Polytechnics or
Equivalent
institutions
Registered and
recognized by
MoHEST
4 Technician National Technician Technical Training
Certificate institutes under
MOGEI
3 Craft National Craft Certificate VTCs and TVET
Centers
2 Artisan National Artisan VTCs and TVET
Certificate Centers
1 PROFICIENCY National Proficiency All training S1
certificate institutions
especially the non-
Intermediate National intermediate formal TVET
Sub Level proficiency Proficiency Certificate institutions. P8
certificate

Foundation National Foundation

Proficiency Proficiency Certificate Lower primary
Sub level Certificate
3.3 SOUTH SUDAN TVET QUALIFICATION FRAMEWORK LEVEL DECRIPTORS

To be adopted from the South Sudan TVET qualification framework

 LEVEL DESCRIPTORS FOR LEVEL 9 and 10
Higher Education use of Level Descriptors 9 and 10 as reflected below
Level 9
Knowledge Scope of knowledge, in respect of which a
learner is able to demonstrate: specialist
knowledge to enable engagement with and
critique of current research or practices;
and an advanced scholarship or research in
a particular field, discipline or practice
Knowledge literacy, in respect of which a
learner is able to demonstrate an ability to
evaluate current processes of knowledge
production and to choose an appropriate
process of enquiry for the area of study or
practice
Level 10
Scope of knowledge, in respect of which a learner
is able to demonstrate: expertise and critical
knowledge in an area at the forefront of the field,
discipline or practice; and the ability to
conceptualise new research initiatives, and create
new knowledge or practice
Knowledge literacy, in respect of which a learner
is able to demonstrate an ability to contribute to
scholarly debates around theories of knowledge
and processes of knowledge production in an area
of study or practice
 Level 9
Skills Method and procedure, in respect of
which a learner is able to demonstrate a
command of and ability to design, select
and apply appropriate and creative
methods, techniques, processes or
technologies to complex practical and
theoretical problems
Problem solving, in respect of which a
learner is able to demonstrate: an ability to
use a wide range of specialised skills in
identifying, conceptualising, designing and
implementing methods of enquiry to
address complex and challenging problems
within a field, discipline or practice; and an
understanding of the consequences of any
solutions or insights generated within a
specialised context
Accessing, processing and managing
information, in respect of which a learner
is able to demonstrate an ability to design
and implement a strategy for the
processing and management of
information, in order to conduct a
comprehensive review of leading and
current research in an area of
specialisation to produce significant
insights
Accessing, processing and managing
information, in respect of which a learner
is able to demonstrate an ability to design
and implement a strategy for the
Level 10
Method and procedure, in respect of which a
learner is able to demonstrate an ability to
develop new methods, techniques, processes,
systems or technologies in original, creative and
innovative ways appropriate to specialised and
complex contexts
Problem solving, in respect of which a learner is
able to demonstrate an ability to apply specialist
knowledge and theory in critically reflexive,
creative and novel ways to address complex
practical and theoretical problems
Accessing, processing and managing information,
in respect of which a learner is able to
demonstrate an ability to make independent
judgements about managing incomplete or
inconsistent information or data in an iterative
process of analysis and synthesis, for the
development of significant original insights into
new complex and abstract ideas, information or
issues
Accessing, processing and managing information,
in respect of which a learner is able to
demonstrate an ability to make independent
judgements about managing incomplete or
inconsistent information or data in an iterative
process of analysis and synthesis, for the
development of significant original insights into
 Level 9
processing and management of
information, in order to conduct a
comprehensive review of leading and
current research in an area of
specialisation to produce significant
insights
Autonomy Management of learning, in respect of
which a learner is able to demonstrate an
ability to develop his or her own learning
strategies which sustain independent
learning and academic or professional
development, and can interact effectively
within the learning or professional group as
a means of enhancing learning
Accountability, in respect of which a
learner is able to demonstrate an ability to
operate independently and take full
responsibility for his or her own work, and,
where appropriate, to account for leading
and initiating processes and implementing
systems, ensuring good resource
management and governance practices
Level 10
new complex and abstract ideas, information or
issues
Management of learning, in respect of which a
learner is able to demonstrate an ability to
demonstrate intellectual independence, research
leadership and management of research and
research development in a discipline, field or
practice
Accountability, in respect of which a learner is
able to demonstrate an ability to operate
independently and take full responsibility for his
or her work, and where appropriate to lead,
oversee and be held ultimately accountable for
the overall governance of processes and systems
3.4 PROSED KEY TRADE OCCUPATIONAL AREAS AND APPLICABLE LEVELS FOR
OCCUPATIONAL STANDARDS DEVELOPMENT

3.4.1. Building and Construction Trade related Skills Development sector

SNO IDENTIFIED TRADE AREA OF LEVEL IN SOUTH SUDAN TVET

SPECIALISATION QUALIFICATION FRAMEWORK

L1 L L3 L4 L5 L6 L7 L8 L9 L10
2

1. Brick and Concrete Block Maker

2. Brick and Concrete Bock Layer

3. Masonry

4. Plastering

5. Painting

6. Tiling

7. Plumbing

8. Electrical Installation

9. Solar PV system

10. Form works

11. Scuff folding

12. Low Volume Roads Construction

 13. Building Materials Quality Assurance
and testing

14. Asphalt

15. Paving

A meeting to be held hosted by Ministry of Roads, Housing and Labour to discuss on the various
trades and select on the three priority trades for occupational standards development.

3.4.2 Agriculture, Livestock and Agro processing trade related skills development sector

SNO IDENTIFIED TRADE AREA OF LEVEL IN SOUTH SUDAN TVET

SPECIALISATION QUALIFICATION FRAMEWORK

L1 L L3 L4 L5 L6 L7 L8 L9 L10
2

1. Crop Production –

2. Animal Production

3. Horticulture

4. Aquaculture – Fish production

5. Apiculture – Beekeeping

6. Hides and skins

7. Milk Products processor

8. Sericulture

9. Agro Pastoralists

10.

11.
 12.

13.

14.

There is need to organize Agriculture and Livestock industry stakeholders consultation meeting
together with the Ministry of Agriculture and Food Security, Ministry of Livestock and
Fisheries, FAO, VSF Germany and VSF SWISS , NGO Forum agriculture and Livestock cluster
to discuss and agree on the occupations within Agriculture and Livestock.

3.4.3 Auto mechanic , Transport and Infrastructure Trade related skills development sector

SNO IDENTIFIED TRADE AREA OF LEVEL IN SOUTH SUDAN TVET

SPECIALISATION QUALIFICATION FRAMEWORK

L1 L L3 L4 L5 L6 L7 L8 L9 L10
2

1. Driving

2. Heavy equipment’s Operators

3. Heavy equipment’s Repairs and

Maintenance

4. Tire Puncture Repairs

5. Basic Auto Repairs and Maintenance

6. Motor Bike repairs and Maintenance

7. Injector Pump Repairs and

Maintenance

8. Diesel Engine repairs and maintenance

9. Petrol Engine repairs and Maintenance

 10. Auto electrical system Repairs and
Maintenance

11. Auto Body Works Repairs and

Maintenance- Panel Beating

12. Water Pump repairs and Maintenance

13. Generator Repairs and Maintenance

14. Air Conditioner Repairs and

Maintenance

15. Raksha Repairs and Maintenance

There is need to organize for the Ministry of Transport, Roads and Bridges stakeholder’s
consultation meeting together with VTCs to discuss and agree on the occupations within the
Auto mechanic sector.

3.4.4 Renewable Energy Skills Development sector

SNO IDENTIFIED TRADE AREA OF LEVEL IN SOUTH SUDAN TVET

SPECIALISATION QUALIFICATION FRAMEWORK

L1 L L3 L4 L5 L6 L7 L8 L9 L10
2

1. Solar PV system Technology

2. Wind power Technology

3.. Bio Digester Technology

4. Bio Gas system technology

5. Hydro Power system Technology

6. Renewable Energy Technician

7. Renewable Energy Grid system

Technician
 8.

10.

11.

12.

13.

14.

15.

Meeting with the Ministry of Electricity and dams to be called to deliberate on these trades
training levels. Occupational names and selection three priority occupations.

3.4.5 Catering, Hospitality and Tourism skills development sector

SNO IDENTIFIED TRADE AREA OF LEVEL IN SOUTH SUDAN TVET

SPECIALISATION QUALIFICATION FRAMEWORK

L1 L L3 L4 L5 L6 L7 L8 L9 L10
2

1. Assistant waiter

2. Waiter

3. Restaurant Attendant

4. Bar attendant

5. Front Office Attendant

6. Night Auditing

7.. Customer care

 8. Pastry and Baking

9. Laundry

10. Room attendant

11. Hotel security

12. Hotel Booking and Ticketing

13. Hotel Business center Management

14. Assistant Chef

14. Chef

15. Chief Chef

There is need to organize a meeting with the Hotel and catering associations of South Sudan
together with ACROSS and other VTCs offering catering and training.

3.4.6 Natural Resources, Minerals, Oil and gas related Skills Development sector

SNO IDENTIFIED TRADE AREA OF LEVEL IN SOUTH SUDAN TVET

SPECIALISATION QUALIFICATION FRAMEWORK

L1 L L3 L4 L5 L6 L7 L8 L9 L10
2

1. Power Plants Operations and

Maintenance Technician

2. Geological Technologist ,

3. Geochemistry Technologists

4. Applied Geophysical Technology,

5. Steam Field  Maintenance

 Technologists

6. Reservoir Technology

7. Energy Projects Management.

8. Geo-Scientific Technology,

9. Reservoir Monitoring Technology,

10. GIS & Remote Sensing Technician

11. Battery Storage Technologists ,

12. Direct Use Applications

13.
Natural Resource Management.

14.

15.

There is need to organize a meeting with the Ministry of Petroleum and Minerals together to
deliberate on trades and occupational skills needed for the oi sector. Where possible the oil
companies and mining companies should be engaged including police for the protection of
petroleum sites and police for the protection of Mineral sites.

3.4.7 Information communication and technology

SECTION FOUR

THE SOUTH SUDAN SECTOR SKILLS ADVISORY COUNCIL/COMITEES

4.1 BACKGROUND TO SECTOR APPROACHES TO SKILLS DEVELOPMENT

The sector approaches to skills development have a long history of being used in many
countries. It is only in the recent past that sector-specific organizations, with a skills
development mandate,
have emerged as critical in regulating the training standards of various occupations and trades.
There are many reasons for this skills training development initiative. First, a major goal of TVET
modernization is to move from an emphasis on supply to demand, requiring education and
training provision to meet the needs of the labour market. TVET provided on the basis of
central planning has not proved responsive to the needs of employers hence the TVET system
producing TVET graduates with the skills that are needed and are employable in the labour
market.
 Sector bodies present industrial, commercial and service skill needs and in varying degrees use
this information to plan curricula and training programmes. Secondly, technologies, work
organisation change, and the publicly organized TVET sectors find it difficult to keep pace with
change. Increasingly governments look to employers to develop partnerships to maintain the
relevance of training provision. A sector approach is one that is familiar to employers and is the
basis for their associations and collective working.

In many countries around the world the National TVET Authorities have organized their skills in
to sector skills advisory committees (SSACs) or industry skills advisory committees. These are
sector specific organisations and associations that registers their members in to the practice of
a given trade or occupations and have powers to recall certificate if their member has
misbehaved in a manner that that does not represent their profession.

According to GIZ and British Council 2020 a common theme in education and skills policy is to
shift from a supply-led to a demand- led system. This means allowing employer and learner
demand to drive the main aspects of education and training provision, the types and levels of
skills to be developed, and the quantity of graduates to be produced to meet the employment
demand of the country, region including the target migration destination.

The SSACs will always be called upon to review the newly developed curriculum documents
of a given trade and make recommendations to ensure that the documents meet industry
standards and subsequently submit the final documents to the TVET curriculum development
authority of the country for validation and approval. This is to make the countries curriculum to
be relevant to the current trends in the practice of the occupations
Apart from facilitating the occupation curriculum development process, theSSACs also plays a
role in framework for partnership and collaboration and assessment process for recognition of prior
learning in skills that are specific to the given sector and to ensure fitness of curriculum with industry needs.
It is the TVET Authority or the National TVET curriculum development body that appoints the Sector Skills
Advisory Committees (SSACs) which are organized according to various sectors and subsectors in the
industry. The wok of the sector SSACs develop occupational standards which inform curriculum development
as well as the competency-based assessment of TVET students.

Acquiring to East African Community EASTRIP project 2021 the Kenyan TVET authority has a total of 65
SSACs, UGANDA 51, Rwanda 47, Tanzania 53 Burundi and South Sudan has not formed any and would
require capacity building to enable them form and operate a SSACs. In the EAC region Kenya has developed
190 occupational standards that form the basis of competency-based criterion-referenced assessment for TVET
graduates. Through the EASTRUP project, The EAST African Community is schedule to support its member
countries in developing is unified regional occupational standards for the seven trades. These occupational
standards’ will be unified for use across Kenya, Ethiopia, Uganda, Tanzania, Rwanda, Burundi and South
Sudan. This process faced a number of challenges such as some of the member countries were not having a
national TVET qualification framework, TVET Authority, SSACs and national guidelines for classification of
occupations. The countries of South Sudan and Burundi were still lagging behind due to luck of having these
key documents’.

Occupational standards are critical in the assessment and recognition of prior learning. In addition, partial or
full certifications can be awarded to candidates with prior learning; this can be done in the various assessment
centers facilitated by the TVET Authority. Transformation in the education sector is critical, therefore, there is
a great need for industry to collaborate with the government.

The sector skills advisory councils Sector Skills Councils (SSACs) have been successfully established
by many countries such as India, Australia, and United Kingdom as an effective measure to increase the
participation of the industry and different stakeholders in the TVET ecosystem. The SSACs operate as
independent, employer-led organizations or autonomous bodies that seek to build a skills system that

is driven by employer demand. Their main aim is to reduce skills gaps and shortages; improve
productivity and ensure structured participation of industry in the TVET ecosystem.

4.2 FUNCTIONS OF SECTOR SKILLS ADVISORY COUNCILS

The SSACs usually applies to specific economic sectors and are usually mandated with the
following core functions:

• Identification of sector specific skill development needs including preparing a catalogue of

types of skills, range and depth of skills to facilitate individuals to choose from them.

• Development of a sector skill development plan and maintaining skill inventory.

• Determining skills/ competency standards and qualifications

• Standardization of affiliation, accreditation, examination and certification process

• May also conduct skill-based assessment and certification for training programmes.

• Participation in the setting up of affiliation, accreditation, examination and certification norms

for their respective sectors.

• Plan and facilitate the execution of Training of Trainers.

• Promotion of academies of excellence.

• Paying particular attention to the skilling needs of women, marginalized groups, differently-
abled and minority groups

• Ensuring decent wage and employment for formal and informal sector workers.
4.3 PROPOSED APPROACH TO ESTABLISHING SSACs IN SOUTH SUDAN

The TVET system in South Sudan is currently undergoing revitalization. Various reforms have been
proposed in the recently developed Unified National TVET policy. The said policy has proposed for
the establishment of National TVET Authority with the TVET curriculum development directorate.
The policy recommends for the directorate to have sector skills advisory councils SSACs,
development of sector wide various trades industry occupational standard, Design of competency
based TVET curriculum development framework. These occupational standards are being
developed when South Sudan has not operationalized its Unified National TVDET policy. It is
therefore recommended that:

 The Engineering council of South Sudan to serve as the SSAC in the development of the
occupational standards.
 The various TVET line Ministries be engaged in the development of various skills targeting
their sector.
 The instructors of the various training institutions be engaged.
 The private sector who are willing to participate through the National Chamber of commerce
and industry and Agriculture be engaged.

SECTION FIVE

5.0 VARIOUS TRADES OCCUPATIONAL STANDARDS

5.1 SELECTED PRIORITY SECTOR AND TRADES

The need, gap and demand for developing occupational standards for South Sudan is very huge.
The occupational standards development team talked with the various stakeholders and agreed on
the development of three trades occupational standards across the four priority sectors as per the
table below:

Table 10 OCCUPATIONS UNDER AGRICULTURE, FISHERIES AND LIVESTOCK SECTOR

SNO SELECTED OCCUPATIONS LEVEL FOR OCCUPATIONAL
STANDARD DEVELOPMENT

L1 L L3 L4 L5 L6
2

1. Crop Production

2. Animal Production

3. Animal Health

4. Milk Products and Processing

5,

TABLE11 PRIORITY TRADES UNDER BUILDING AND CONSTRUCTION SECTOR

SNO SELECTED OCCUPATIONS LEVEL FOR OCCUPATIONAL

STANDARD DEVELOPMENT

L1 L L3 L4 L5 L6
2

1. Bricks and Concrete block maker

2. Masonry
3. Plumbing and Pipe Fitting

4. Carpentry and Joinery

5. Electrical Installation – Domestic wireman

6.

TABLE 12 : AUTOMECHANIC

SNO SELECTED OCCUPATIONS LEVEL FOR OCCUPATIONAL

STANDARD DEVELOPMENT

L1 L L3 L4 L5 L6
2

1. Motor Bike Repairs and Maintenance

2. Raksha Repairs and Maintenance

3. Motor Vehicle Repairs and Maintenance

4. Generator Repairs and Maintenance

5. Air Conditioning Repairs and Maintenance

6.

TABLE 13 : CATERING AND HOSPITALITY SECTOR

SNO SELECTED OCCUPATIONS LEVEL FOR OCCUPATIONAL

STANDARD DEVELOPMENT

L1 L L3 L4 L5 L6
 2

1. Waiter

2. Bar attendant

3. House Keeper

4. Food production

5. Front Office

6.

5.2 STRUCTURE FOR THE PRESENTATION OF THE OCCUPATIONAL STANDARD

SECTION SIX

6,0 SELECTED OCCUPATIONS UNDER AGRICULTURE, FISHERIES AND LIVESTOCK SKILLS

DEVELOPMENT SECTOR
6.1

6.2

6.3

6.4

SECTION SEVEN

7.0 OCCUPATIONAL STANDARDS FOR PRIORITY TRADES UNDER BUILDING AND

CONSTRUCTION SKILLS DEVELOPMENT SECTOR
7.1

7.2

7.3

7.4

SECTION EIGHT

8.0 OCCUPATIONAL STANDARD FOR AUTOMECHANIC SKILLS DEVELOPMENT SECTOR

8.1

8.2

8.3

8.4

SECTION NINE
9.0 OCCUPATIONAL STANDARD FOR PRIORITY TRADES UNDER CATERING AND
HOSPITALITY SKILLS DEVELOPMENT SECTOR

9.1

9.2

9.3

9.4