The Technical Operating Model

1. The Technical Operating Model Employment Qualifications in Jamaica June 2004

2. HEART Trust/NTA and NCTVET Board Mandate from 2002: • Must find a way to get more of the workforce trained, upgraded and certified • Must expand access to • training as financed by HEART Trust Fund and • certification system operated by NCTVET

3. What is it all about? • Improving the skills of the workforce • Improving the link between education and work • Getting real input from business on training matters • Making the system more flexible and customer focused • Providing the basis for portable qualifications or certification • Lifelong Learning

4. Characteristics of Traditional and Lifelong Learning Models Traditional Learning Model Lifelong Learning Model The teacher is the source of knowledge. Educators are guides to sources of knowledge. Learners receive knowledge from the teacher. People learn by doing. Learners work by themselves. People learn in groups and from each other. Tests are given to prevent progress until students have completely mastered a set of skills and to ration access to further learning. Assessment is used to guide learning strategies and identify pathways for future learning.

5. Traditional Learning Model Lifelong Learning Model All learners do the same thing Educators develop individualized learning plans. Teachers receive initial training plus ad hoc in-service training. Educators are lifelong learners. Initial training and on-going professional development are linked. “Good” learners are identified and permitted to continue their educations. People have access to learning opportunities over a lifetime. Source: World Bank, Lifelong Learning in A Global Economy, 2002.

6. Levels of Employment • At Level 1, such work activities are categorised as routine and narrow and preformed under relatively close supervision, while • At Level 2 they are more varied, with individual responsibility and autonomy plus possible collaboration with others. • At Level 3 the activities are complex, non-routine, and with considerable responsibility and autonomy plus control or guidance of others. • Level 4 work activities include a broad range of technical or professional activities with substantial personal responsibility and autonomy, responsibility for the work of others and for allocating resources. • Finally, Level 5 activities stress significant responsibility, substantial personal autonomy and accountability for planning, execution and evaluation.

7. 5 Essential Elements of CBT • Competencies to be achieved are carefully identified, verified and made public in advance. • Criteria to be used in assessing achievement and the conditions under which achievement will be assessed are explicitly stated and made public in advance. • The instructional program provides for the individual development and evaluation of each of the competencies specified. • Assessment of competency takes the participant’s knowledge and attitudes into account but requires actual performance of the competency as the primary source of evidence.  • Participants progress through the instructional program at theirown rate by demonstrating the attainment of the specified competencies.

8. Typical Delivery Arrangements for National Qualifications

9. National Qualification Structure To attain the NQ a person must complete all core competencies related to the industry and occupation from which the core competencies are practised. These industry core competencies define the title of the NQ. The electives are chosen to contextualise to the requirements of a specific workplace. CROSS-INDUSTRY CORE Critical Employability Skills, plus Safety; may be a course or may be embedded in a programme; no credit value Qualification Core Common Units from chosen industry sub-sector and occupational area INDUSTRY CORE ELECTIVES Elective Units to the value of X credits from chosen industry sub-sector. Units to the values of X credits from any other approved units Qualification Electives

10. The Technical Operating Model

11. The Technical Operating Model • The T.O.M. is a set of inter-related processes, procedures and methods that tie together how HEART and NCTVET: • Plan and develop training • Conduct training • Assess training • Certify training • Evaluate training

12. Technical Operating Model Planning Programme Development Quality Assurance Training Evaluation Assessment Certification

13. Job and Task Analysis and Competency Standard Development Training Plans Competency Standards Job Vacancies As Needed Programmed Macro Labour Market Analysis, Sector Analysis and Planning Strategic & Annual Training Needs Analysis In-Company Training Needs Analysis National Qualifications

14. Planning Board Priorities Sector Studies Labour Market Analysis Government Initiatives Institution Proposals Lead Group Proposals Programme Review and Evaluation Multi-Faceted Activity

15. INDUSTRY WORKER TASK ANALYSIS INDUSTRY COMPETENCY INVENTORY ENDORSED COMPETENCY STANDARDS ENDORSED NATIONAL QUALIFICATIONS Macro-Planning Where are the job opportunities? Job & Task Analysis What is the content and standard? Endorsed Competency Standards

16. INDUSTRY WORKER TASK ANALYSIS INDUSTRY COMPETENCY INVENTORY ENDORSED COMPETENCY STANDARDS ENDORSED NATIONAL QUALIFICATIONS Job & Task Analysis Lead Groups and Technical Teams Construction of Industry Map Skills, knowledge & attitudes Core Skills OHS and laws

17. Parts of a Standard UNIT TITLE Describes a broad area of performance which is transferable and relevant to the workplace. ELEMENTS OF COMPETENCY These are the building blocks of the unit. Each element describes in outcome terms the purpose of the unit. That is, the function of work to be performed. An element can be in more than one unit. PERFORMANCE CRITERIA These are evaluative statements specifying what is to be assessed and the required level of performance. Performance criteria are expressed precisely to avoid inappropriate interpretation. Performance criteria avoid specifying procedures and methods. Performance criteria cover the range of variables associated with application. RANGE STATEMENT This specifies the context and conditions in which a competency is performed, therefore providing a focus for assessment and a link to enterprise requirements, particular legislation and industry/enterprise guidelines. EVIDENCE GUIDES Evidence guides relate directly to the performance criteria and range statement to guide assessment. Evidence guides indicate critical evidence to be considered during an assessment and indicate interdependent competencies for concurrent (or holistic) assessment. They outline methods of assessment and identify underpinning knowledge, skills and attitudes.

18. Unit Competency Standards form the basis for a complete and integrated human resource development system. The standards can be used for: • Defining National Qualification requirements • Developing training and training resources/materials • Establishing benchmarks against which to assess people • Planning and developing career paths • Identifying physical and human resource requirements for training • Articulation between programmes and/or institutions

19. How are Standards Used? CRI DKO 041 2 A Demonstrate Knowledge Of Quality and Quality systems CRI DKO 042 2 A Demonstrate Knowledge Of Safety Principles CRI SCN 001 1 A Complete Basic Arithmetic/Mathematics Operations CRI SCN 002 2 A Use Interpersonal Communication Effectively CRI SCN 003 2 A Read For Information CRI SCN 004 2 A Write Memorandiums, Letters, and Notes CRI SCN 005 2 A Report Using Prepared Documents, Forms or Checklists CRI SCN 013 2 A Present Information Orally CRI SCN 014 2 A Manage Time CRI SCN 015 2 A Solve Problems _ Basic CRI SCN 016 2 A Interpret Data, Graphs and Tables _ Basic CRI SCN 017 2 A Work Effectively in a Team CRI SCN 019 3 A Work Effectively with Customers and Suppliers CRI SCN 020 2 A Plan a Routine Activity CRI SCN 021 2 A Plan a Complete Activity Company B Institution or School B Company A Institution A

20. Endorsed Competency Standards Assessment Methods & Instruments Instructional Design & Learning Materials

21. Assessment Methods & Instruments Assessment Guidelines Assessor Profile Standards for Assessors Registration of Assessors

22. Parts of the Assessment Model Assessment Guidelines or Strategies Assessor Training Q Instruments or Tools for Assessment

23. Instructional Design & Learning Materials IntroductionIncluding Prior Learning Assessment checklist And information on Teacher and Student resources requirements Answers and a Glossary of Terms The bulk of the Learner Guide (AKA Student Workbook, Student Activity Book) is made up of a structured series of activities related to the Skills, Knowledge and Attitudes identified in the Competency Standard. Activities normally commence with a lead in or scenario followed by a number of assignments or tasks. Activities are structured in such a way that ensures underpinning knowledge is covered and tested.

24. Training Packages Section 1 Competency Standard Section 2- The Learner Guide is made up of a structured series of activities related to the knowledge, tasks and equipment identified in the Competency Standard. Section 3 Assessment Instrument

25. Training Pathways Different ways to acquire qualifications using unit competencies ·Students completing their high school education can take a combination of CXC (CSEC) and unit competencies in their final years of high school ·Students completing their high school education can select a cluster of Competency Standards and undertake combined learning through high school, training institutions and at the workplace ·Students completing some competencies in high school, training institutions and at the workplace can return to complete an NQ with the same or other Accredited Training Organisations

26. Training Pathways Different ways to acquire qualifications using unit competencies • Existing workers could select a cluster of standards and undertake learning and assessment through training institutions • Training institutions or private training providers could cluster standards to form NQs and attract students to the program • Candidates could partner with Accredited Training Organisations and select an Assessment Only pathway to certification • Training and Assessment could be wholly on-the-job (work-based), within a training institution, or blended with part of the program in each setting • Online or other forms of distance learning can support Pathways

27. Quality Assurance System The TOM assigns NCTVET with the overall responsibility for ensuring that all functions and processes within training, assessment, certification, accreditation and registration activities of the National Framework conform to the QAS.

28. Quality Assurance System Accreditation Requirements of ATOs Risk Management Strategy Audits Ensuring the integrity of the system

29. What is Certification? Centerfor/ILO (1979) “Formal recognition of persons’ occupational qualifications regardless of the way they have been acquired” Issued by an approved organization as an official document.

30. Evaluation • Lead Groups • Curriculum Evaluation • Programme Evaluation • Tracer Studies • Employer Surveys • Annual Planning by Training Providers

31. Technical Operating Model Planning Programme Development Quality Assurance Training Evaluation Assessment Certification

32. Using the Framework • Creating more flexibility and customization • Increasing access to training • Transforming the workforce

33. Adapt programmes to your customers’ needs CORE CORE CORE ELECTIVES ELECTIVES ELECTIVES Institution 1 Cooperation between firm and institution Programme 2

34. Adapt programmes to your customers’ needs • Use the standards to help your customers understand their needs • Show groups of uncertified workers how they can acquire qualification • Package attractive combinations of units • Show firms the potential for cooperation

35. Entry Level Pathways Units clustered into medium-long programs SLTOPS Traineeship Apprenticeship Work Experience Career/Job Guidance Workplace Awareness

36. Flexible Pathways 3 units through assessment of prior learning + 5 units through On-the-Job training & assessment + 3 units through institutional training and assessment NVQ Kevin Smith Mason for 5 years, no certification