guidelines fortvet - unesco

مكتب العراقIraq Office

Guidelines for

TVETprofessionals in Iraq to develop or revise Competency-Based Curriculum

2 Guidelines for TVET professionals in Iraq to develop or revise Competency-Based Curriculum

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CONTENTS

Introduction 4

Who is it for 5

Purpose of the guide 5

Why you should use it 6

Components of an effective curriculum development process 9

Background and context 10

The tools: 12

Curriculum development process 14

Analysis Stage 15

Useful tools: 18

Design Stage 19

Useful tools: 23

Development Stage 25

Useful tools: 29

Implementation Stage 30

Useful tools: 31

Evaluation Stage 31

Useful tools: 34

Terminology 37

Glossary of Terminology: 37

Appendix one: List of 25 Occupational Standards 45

Appendix two: Curriculum Development Template 46

Appendix three: Assessment Commend Verbs 47

Appendix four: Learning Outcomes Development template 48

Appendix five: Curriculum Review Template 50

Appendix six: Peer Review Template 51

Appendix seven: Assessment Methods, Activities and Approaches 52

Appendix eight: Professional Occupational Standards Teaching and Training 63

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INTRODUCTION

Curriculum development is a serious challenge to education in Iraq due to the current conditions; this guide therefore serves the process of curriculum development in the Technical Education Authority (Ministry of Higher Education), General Directorate for Vocational Education (Ministry of Education) and the Training Department (Ministry of Labour and Social Affairs).

This curriculum guide aims to assist curriculum developers in Iraq to develop curriculum according to the Iraqi context and national and international good practice. The guide has been developed in line with modern international standards where education and training curricula have been linked to the Labour market requirements and to focus on raising the proportion of employment for graduates when completing education and training to ensure qualification acceptability and continuous recognition.

PLAN 1. Analysis

2. Design

DO4. Implement

and Monitor

ACT3.Development

REVIEW5. Evalua�on

CURRICULUM DEVELOPMENT

This guide outlines a definition of the terms and acronyms used and the reference documents required in the first chapter. The second chapter presents the curriculum development stages with reference to the targeted stakeholders’ roles and responsibilities and the tools used at each stage, detailing in particular the design and evaluation stage within the curriculum development process and the quality assurance mechanism and its impact on education outcomes.

It is intended that the developed curricula under this guide will be in line with modern international standards whilst reflecting the Iraqi context, taking into account the challenges and problems facing the curricula implementation.

The guide aims to be a practical reference tool, that sets out how to develop, review and update curricula in line with national and international occupational standards. It refers to existing tools that

Guidelines for TVET professionals in Iraq to develop or revise Competency-Based Curriculum

5

have been developed through the wider TVET reform project, intending to compliment and align rather than duplicate existing work.

This guide has been produced in partnership by national and international experts based on identified good practice in the development and revision of curriculum and referring to the relevant tools and developed templates to support the curriculum development process.

WHO IS IT FOR

This guide is intended to be used by those involved in updating their institution and/ or department curricula in line with the new TVET reform guidance and occupational standards. It provides a useful starting point and structure for those leading on the process. Clearly identifying the roles and responsibilities of stakeholder types and the key outputs of each stage.

PURPOSE OF THE GUIDE

Updating curricula can seem a very daunting task, as such the purpose of this guide is to provide an overview of the principles and practice that need to be considered by, and help guide TVET professionals when developing or revising competency-based curriculum.

The guide provides an overview of the curriculum development process, new tools and systems developed under the TVET reform programme implemented by UNESCO funded by the European Union (EU). It can help professionals identify what to do, when, with whom and the key activities that will need to be undertaken at each stage of the curriculum development process.

The guide has been designed to ensure that modern skills and competency’s required by industry, and learning methods are developed and incorporated within curricula, whilst promoting and encouraging a culture of continuous improvement with an emphasis on quality at all stages of the education and learning process.

It provides a clear framework within the newly developed TVET rules and regulations, that are in line with international standards. By classifying and determining skill levels and qualifications Iraq is able to place itself on the international stage and participate in worldwide technological and scientific progress.

It emphasizes the need to link to the Labour market with public and private sector institutions to ensure market needs are met and the relevance and quality of the qualifications are evidenced accordingly.

The guide aims to support the transformation of curriculum development to a systematic scalable framework; which will support consistency in approach and interpretation of the required standards and guidance, ensuring increased transparency and currency of the developed qualifications.

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OBJECTIVESUsing the guide will

2 Provide a framework for developing relevant, useful and prac�cal curriculum.

1 Support implementa�on of the principles and prac�ces that underpin curriculum development.

4 Help alignment and coherence of curriculum development with required quality and qualifica�on standards frameworks.

3 Provide examples of objec�ve assessment methods of skills and competencies relevant to curriculum.

5 Support the crea�on of educa�on that links direct to the Labour market and reflects interna�onal development in competency based qualifica�ons.

WHY YOU SHOULD USE IT

The guide can be used as a tool to assist in design, development and implementation of high-quality competency-based qualifications. It:

• establishes clear philosophy, principles and overarching goals that guide the design and development of competency-based programmes and the decisions that affect each component of the programme;

• Establishes sequences both within and between qualification levels and ensures consistency and alignment with the requirements of the TVQF, and articulates progression from level to level;

• it outlines the roles and responsibilities for each stage of curriculum development;• outlines good practice and a framework for what to do, how to do it, when to do it and how

to know if it has been achieved; • allows for flexibility, experimentation and innovation within an overall structure, while

adhering to the requirements of the TVQF and national occupational standards; • suggests methods of development of, and assessing the achievement of learning outcomes;• suggests ways of developing assessment criteria and evidence required to support that;• provides guidance and direction for ongoing revision and continuous quality improvement,

in line with quality assurance and accreditation guidance.


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We acknowledge that there is a considerable amount of work involved and the time required to complete this should not be underestimated. Embedding the requirements of the new tools and guidance across the curriculum development process, will provide a framework to ensure that new qualifications are aligned to Iraq’s national qualification framework and meet the needs of industry providing graduates who are competent in the workplace.

2 Raise awareness and understanding of the new tools, systems and processes that will guide and inform curriculum development;

1 Enhance knowledge and understanding of concepts and principles in the development of competence-based curricula;

4 Increase knowledge and understanding of na�onal and interna�onal good prac�ce in rela�on to curriculum development and design;

3 Inform and guide implementa�on of the new tools, systems, techniques and approaches to competency-based curriculum design;

5 Influence the development of fit for purpose curricula that aligns to interna�onal standards.

OUTCOMESThe aspiration is that this guide will

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• The Guide includes a review of all previous procedures and introduces jus�fica�ons.

• Guide complies with the Iraqi quality system.

UNESCO

• This Guide aims to enhance the na�onal educa�on and training system based on consolida�ng the good prac�ce, tools, systems and processes developed through the TVET reform programme.

• The guidance is underpinned by the need to strive for con�nuous quality improvement within the curriculum development process.

• It promotes integrated educa�on and training that is driven by the requirements of current and future labour market needs.

USERS OFTHE GUIDE

• This Guide has been designed to be accessible to all and to enhance the transparency of the TVET system.

• This Guide can be disseminated widely.

COLLEAGUES AND MEDIA

• This Guide has been designed to be flexible and updated as and when required.• This Guide is based on na�onal and interna�onal good prac�ce and developed in

collabora�on with Iraqi TVET experts. • We seek your coopera�on in suppor�ng the implementa�on of good prac�ce

within the Guide, and welcome your feedback in order to inform quality improvements.

• The Guide supports implementa�on of wider Na�onal TVET reform ini�a�ves.

RELEVANT GOVERNMENT

BODIES

• This Guide encourages the design and development of curriculum that supports individuals to develop the knowledge and skills required by employers.

• This Guide advocates engagement of employers in the design, development and delivery of educa�on and training.

EMPLOYERS

• This Guide supports the design and development of curriculum that will meet the needs of the labour market.

• This Guide has been developed in alignment with interna�onal standards and good prac�ce in rela�on to curriculum development.

GENERAL

KEY MESSAGES To stakeholders


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COMPONENTS OF AN EFFECTIVE CURRICULUM DEVELOPMENT PROCESS

The process of evaluating the existing programme, to designing an improved programme, to implementing a new programme and back to evaluating the revised programme is a cyclical process. Many institutions already adopt a planned and systematic approach to curriculum development. The guide includes the five stages of the process listed in Figure 1 below. Each of these components will be addressed in the sections that follow.

Figure 1: Iraqi Curriculum Development Process

Please find at the end of the Guide useful terminology related to TVET and curriculum development activities.

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Curriculum development stages

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BACKGROUND AND CONTEXT

The Development and production of this guide is part of the curriculum development project, which is started as a component of the TVET Reform Programme and been completed as a one of the main achievements under the Reviving Mosul and Basra Old Cities project, both projects being implemented by UNESCO, funded by the European Union in partnership with the government of Iraq. It is one of several parallel reform initiatives being implemented by UNESCO, including TVET governance and management; assessment of the labour market and sector skills analysis; engagement of the private sector; Technical and Vocational Qualifications Framework (TVQF); quality assurance of TVET; and capacity building of TVET teachers and leaders.

The mandate of the programme was to work with private sector industry representatives; teachers and trainers, and Ministries to design and develop competency-based curricula for twenty-six programmes at TVQF levels 1 to 4, secondary and post-secondary, non-tertiary education and training, in three key economic sectors for Iraq-agriculture, construction and hospitality. A core component of the programme has been the development of occupational profiles and standards for 25 occupations, for the three sectors. List of the occupational standards developed are included as appendix one.

Developed in partnership with employers and professional associations, the standards provide a foundation for understanding the competencies required by industry and performance criteria for demonstrating competence in the workplace. They were used by teachers and trainers from 18 pilot institutions and curriculum developers to develop curriculum and inform the drafting of teaching and learner manuals for fifteen new competency-based training programmes; according to the requirements of the new Technical Vocational Qualification Framework (TVQF) and international standards.

The vision is that the new methods and approached, developed and piloted will be adopted and upscaled supporting the development of demand driven TVET, and strengthening the quality and relevance of TVET education and training to the world of work. Equipping learners with the right knowledge, skills and behaviours that improves access to formal and informal sustainable work and career progression; and providing them with an internationally comparable qualification for their chosen occupation.

The relationship between the curriculum documents and the occupational profiles and standards is illustrated clearly in Figure 2.

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Occupa�on

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Competency statem

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Figure 2: Occupational profiles and standards.

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THE TOOLS:

Throughout the TVET reform project a number of tools have been developed to enhance transparency and ensure structure and consistency. All of these efforts have been designed to improve the standard and credibility of TVET competency-based education and training in Iraq.

As part of the process of developing the Curriculum Development Guide each of the national and international experts reviewed the documentation to familiarise themselves with the information that was already available, the structure of existing qualifications and consideration of how practice could be improved.

The tools

Programme Descrip�onTVQF and Guidelines Teaching and Learner Manual

QAA HandbookTVET Leadership Standards

TVET Teaching StandardsSelf Directed Learning Manual

Occupa�onal Standards

OCCUPATIONAL PROFILE

TVET Level 1

CONSTRUCTION

Details of the programmeVersion 3.0: May 2019

TVET

Version 9.1 October 2019

1

BRIEF GUIDELINE

Draft v1.0_25 March 2018

Level 1

1

Professional Occupational Standards

Leadership

TVET Reform Programme for Iraq and KR-I

Self- Learning Manual (SLM) 4

Improving the Capacities and Competencies of TVET Teachers, Trainers and Instructors 2019

Curriculum Development in TVET What we teach and how it is organised

1

TVET Reform Programme for Iraq and KR-I


Teaching and Training

The result is a Curriculum Development Guide that complements and supports the TVQF Guidelines and QAA Accreditation Handbook. The Guide is mindful of the potential drawbacks observed in existing curricula, in particular ensuring that qualifications are designed and developed at the appropriate level and reflects the prioritisation and weighting of specific tasks. Clear reference to the TVQF level descriptors and inclusion and placement standards should help address such pitfalls.


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It was agreed by all the experts that the tools greatly enhance transparency of TVET qualifications. The proposed structures and templates in the supporting documentation such as the programme description, the teaching and learning manual and the occupational standards are a helpful reference and check point to ensure the rationale and relevance of the proposed qualification is made clear.

The use of the tools helps to inform and ensure employer engagement at key stages of the curriculum development process. In turn the increased transparency enhances the employer’s understanding of the qualifications and the outcomes of the students who have undertaken them.

The role of each tool in relation to curriculum development has been briefly summarised in the table below:

Tool or guidance Role within the curriculum development process

TVQF and guidelines

Provides a clear structure for qualifications standards within the TVET sector. Including guidelines as to the structure and alignment of TVET qualifications to ensure consistency in standards.

QAA handbook

Details the processes for programme approval, institutional accreditation and quality audits. Identifies the key areas and considerations for a quality audit, providing definitions and diagnostic questions for both internal and external audits.

Occupational standards Details the specific tasks for occupations within the labour market.

Programme description

Provides a detailed description for prospective learners and training providers, of a specific qualification. Including the relationship to the labour market demand, the entry requirements and the expected learning outcomes for each unit, as well as the assessment tasks to demonstrate competency. Serves as a useful template to encourage consistency in qualification development.

Teaching and learner manual

Provides valuable resources in the form of links and worksheets to support, inform and facilitate learning for both the learner, teacher and trainer.

TVET teaching and training standards

The standards support teachers and trainers to maintain and improve standards of teaching and learning, and outcomes for learners.

TVET leadership standards Details the expected standards for leadership in the TVET sector.

Self-directed learning manuals

A resource that can be used to support teachers and trainers in the TVET sector with their continual professional development.

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CURRICULUM DEVELOPMENT PROCESS

The proposed approach for curriculum development in Iraq follows the internationally recognised Systematic Curriculum and Instructional Development (SCID) model. This incorporates the five key stages of curriculum development which broadly align to the plan, act, do, review cycle of continuous improvement:

PLAN 1. Analysis

2. Design

DO4. Implement

and Monitor

ACT3.Development

REVIEW5. Evalua�on

CURRICULUM DEVELOPMENT

Each stage is presented in turn reflecting the Iraqi context. Roles and responsibilities of different stakeholders are identified for each stage of the process, each element of the process in Iraq is presented and good practice highlighted to help guide and inform future curriculum design and development. The design stage is particularly detailed as this incorporates the alignment to the Iraqi Technical Vocational Qualification Framework (TVQF), the development of learning outcomes and the design of assessment. The implementation stage is important in terms of ensuring a process of continuous monitoring. This will enable early identification and resolution of all challenges in the application and delivery of the programme ensuring all learners receive a high-quality learning experience.

The evaluation stage is also key as it facilitates the necessary review stage that determines the effectiveness of the qualification and the quality of the learner experience. Helping to ensure that it meets the intended requirements and continues to be relevant and appropriate for employers in Iraq. This stage is also key for maintaining and ensuring the principles for quality assurance and that standards are being followed in the design, development and implementation of the programme.


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ANALYSIS STAGE

The Analysis stage is the initiation stage for any curriculum development. This stage includes the review of the market and engagement with industry, and outcomes from the REVIEW stage of the process if available. The purpose of the needs analysis stage is to identify ‘which occupational areas have enough employment opportunities and will attract enough students to justify an instructional program’1.

Development can include a recognised shortage area, or a priority area due to either the economic or skills requirements. This stage generally starts with government or industry, but it can also be initiated by local colleges responding to the local business needs.

Feedback is key throughout the analysis stage to ensure accuracy of the tasks involved and relevance to the specific area of the labour market that the qualification should be targeting.

Figure 3 below outlines the process in full:

Needs analysis

Job analysis

Task verifica�on

Select tasks

Task analysis

Core skills task analysis

Feedback

Figure 3: The Analysis Stage process

With the emphasis on meeting an economic or skills demand. Industry, employers and employees are the start point of this stage of curriculum development. They identify the level of skill and the roles required.

The key duties and related tasks included in an occupation, as well as, the necessary knowledge, skills, and traits are then catalogued in detail. Task analysis example had been provided for Roofers in Figure 4 below identifying the machinery or tools used and the lines of responsibility and the degree of autonomy, this in turn informs or aligns to the relevant national occupational standards.

1. www.unevoc.unesco.org/e-forum/CBE_DACUM_SCID-article.pdf

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Roofer – TVQF Level 2

Tasks:

1. Inspect roofs identify repair process

2. Remove any debris before applying new materials

3. Set up scaffolding for safe access

4. Estimate materials and labour needed for job

5. Cement or nail roofing materials to make them watertightKnowledge:

• Building and construction – materials, methods and tools used in roofing

• Customer and personal service – principles and processes including quality standards and customer satisfaction

• Public safety and security – relevant equipment, policies and procedures for protection of people, data and property

Skills:

Co-ordination – adjusting actions in line with others

• Active listening – full attention, understanding and asking questions

• Critical thinking – logic and reasoning to identify strengths and weaknesses of the solutions

• Monitoring – self assessment and review of yourself and your work to make improvements

• Operation and control – equipment and systems

Figure 4: Task Analysis example for Roofer – TVET Level 2

The curriculum developers working with the employees then review, structure and organise the tasks identifying the core or must have components of the qualification, as well as potential pathways for specialisation and present this back to industry and employers to verify.

The curriculum developers may draw on the expertise of content experts or subject matter specialists, i.e. employees or employers or other professionals that may have the required level of technical knowledge to ensure alignment of the standards to the appropriate Iraqi regulatory framework.

Finally, the knowledge, skills and specific tasks are agreed and the core components identified as a foundation to inform the next stage of curriculum development.


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Table 1 below outlines the tasks and the curriculum development team’s roles and responsibilities for each element of the analysis stage

Table 1: Analysis Stage Roles and Responsibilities

Tasks Stakeholders Roles and responsibilities

Needs analysis Employees and Employers

• Provide guidance on the labour market requirements and needs.

• Guide and support the identification of the relevant occupational standards.

• Verify and ensure that knowledge, skills and attributes are relevant, at the required level and complexity.

Job analysisEmployees and Curriculum Developers

• Curriculum developer coordinates process to ensure consistency and appropriate organisation.

Task verificationCurriculum Developers, Employees and Employers.

• Review, verify and validate information, data and inputs and reach consensus about required duties, tasks and skills.

Task analysis Curriculum Developers

• Knowledge and understanding of the related laws, specifications and standards necessary for the educational qualification.

Analysing basic skills tasks

Curriculum Developers, Employees and Employers.

• Validation of results in order to confirm industry required and not required disciplines.

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USEFUL TOOLS:

There are a number of tools that can support and guide the analysis stage of the process. These are:

Tool Role

Occupational Standards

Provide the key tasks and standards required by the industry to be incorporated in the qualification.

TVQF and Guidance Provides guidance on the structure and orientation for the qualification, to inform the final alignment and inclusion to TVQF placement and standard.

Analysis Stage - Key Learning Points

• Qualifications must be related to occupations and be informed by national standards.

• Sustainability of the qualification, required skills and levels by the market and the demand for occupational area must be considered in this stage. For example, how many pitched roofers vs flat roofers would be needed now or in the future by the sector? Is it necessary to specialise or would the industry require current and future roofers to deal with both pitched and flat rooves?

• The size of the qualification needs to be determined at this stage. For example, would a shorter training course be more appropriate for learners and / or industry. Does it align itself well with the TVQF qualification and qualifications descriptors guidelines; i.e. the qualification incorporates the following:

a. Mandatory units considered essential for the occupation or skill set.

b. Specialist optional units, specific to the occupation or skill set.

c. Occupational units drawn from a broad range of units in the TVQF framework. These might include some provision for employer-specific units (but within limits), employability and navigational /learning skills units.

d. Aligned to a level and facilitate comparability and relativeness.

• Included as appendix two curriculum development template. The template is a useful tool that can be used to guide the development team through the process of creating plans of instruction for their students.

It is important to note that if this stage of the process is not conducted then the needs of the end beneficiaries, students and employers, may not be met.


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DESIGN STAGE

The design stage is key to curriculum development, this ensures that the structure and approach to learning is set and reflects established national standards. At this stage of the process it is key that reference be made to the TVQF Guidelines and the Accreditation Manual.

The TVQF guidelines provide the requisite structure and characteristics of a qualification, that all TVQF qualifications in Iraq should incorporate, whilst also providing information on the alignment to the relevant TVQF Levels, as well as the descriptors which can inform the development of the Learning outcomes.

Table 2: TVQF Guidelines Placement and Inclusion standards for the alignment and registration of new qualifications, below:

No Placement/Inclusion Standards

1 There is clear evidence there is a market for the qualification in the Iraq

2 The qualification has a clearly defined purpose

3 The qualification has a title which is clear and reflects the purpose

4The qualification is written in terms of learning outcomes and assessment criteria

5 The qualification has been given a level based on the TVQF level descriptors

6 The qualification is at least one unit long

7The assessment requirement is clear and unambiguous and will lead to fair, reliable assessment fit for purpose for the Iraq

8Evidence requirements to confirm learning outcomes have been achieved are proportionate to the demand of the qualification as a whole

9Where relevant, the requirements for Assessors and Verifiers are clearly identified

10 The period of validity of the qualification is clearly defined

The Accreditation Manual outlines the procedure for programme approval, which in principle should be straightforward if reference has been made to the TVQF Guidelines.

Figure 5 illustrates the process for the design stage.

Performance measures

Learning outcomes

Training planTraining

approachFeedback

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Figure 5: The Design Stage process

The training approach is where the structure and level of the qualification is determined. The complexity of the tasks that the students should be able to complete on completion and the volume of study required to support them in achieving those competences should be agreed. At this stage it is really important to determine the TVQF level of the qualification, based on the information provided with regard to the skills required, the level of responsibility, autonomy, reflection and self-direction. This process of orientation will also determine the entry requirements to the qualification, ensuring that the enrolled students are capable of obtaining the skills that are taught throughout the course.

It is important to determine the key learning objective of the qualification and through that begin drafting the learning outcomes that will support the obtainment of that objective. The following definition and characteristics of learning outcomes expected in Iraqi qualifications has been approved by UNESCO Iraq:

Key Learning Point: Using expressions of descriptive elements for levels (TVQF Index), it is possible to study and clarify the level of qualification

complexity and the entry level required for it.

Definition: A learning outcome is a statement that describes the knowledge and skills the learner should acquire at the end of a given class, course or programme. They help learners connect the learning to a context and understand why this knowledge and skills is useful for them. Learning outcomes help guide assessment and evaluation.

They include:

• What learners will be able to do in a specific area.

• How to apply what they have learned properly.

Characteristics of good learning outcomes:

• They are SMARTER (Specific; Meaningful; Achievable; Relevant; Timebound; Evaluate; Re-evaluate).

• Focus on application and integration of information. Should be practical skills as well as knowledge.

• Should incorporate a reflection of a whole course learning process.

• They are distinctive and use a focused language and verbs that are easy to predict and provide information to the learners by confirming the learning objectives. A list common command


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verbs are included as appendix three.

Specific Measurable A�ainable Relevant Timely Evaluate Reward

Specific - Meaningful - Achievable - Relevant - Time-bound - Evaluate - Re-evaluate

Key Learning Point: Learning Outcomes

A good learning outcome has three parts:

1. What the student will be able to do

2. In what context

3. How well will they be able to do it

Below are three examples of a learning outcome:

Roofing TVQF Level 2 Learning outcome: Presented with a range of software the learner will be able to select and use the right software to identify appropriate solutions to two roofing problems and will select the most effective solution.

Construction TVQF Level 1 Learning outcome: The learner will be able to apply hand tools for simple bricklaying and concreting under supervision.

Hospitality TVQF Level 1 Learning outcome: The learner will be able to prepare cook and serve basic meat dishes to industry standards under supervision.

Learning outcome development template is included as appendix four.

Assessment in a competency-based system is generally the collation of a portfolio of evidence that effectively reflects the achievement of a range of learning outcomes. The TVQF provides the principles of assessment to support the development of assessment outlined below:

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- Referenced to the learning outcomes/occupa�onal standards- Rigorous- Moderated (internal / external)

- A clear and transparent process- Se�ng / Marking / Grading - Moderated (internal / external)

- Informa�on on assessment should be clear and explicit to ALL learners- Factors such as travel / loca�on should be considered in se�ng

assessment.

- Inclusive and equitable- Do not disadvantage any groups or individuals

- Should relate directly to the labour market needs - Should reflect the na�onal occupa�onal standards

- Should be recognised by the employer / industry- Should directly reflect the learning outcomes

- Should provide a reliable and valid measure of achievement without overloading staff and students

Valid

Reliable

Flexible

Fair

Authen�c

Relevant

Cost and �me

effec�ve


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- Referenced to the learning outcomes/occupa�onal standards- Rigorous- Moderated (internal / external)

- A clear and transparent process- Se�ng / Marking / Grading - Moderated (internal / external)

- Informa�on on assessment should be clear and explicit to ALL learners- Factors such as travel / loca�on should be considered in se�ng

assessment.

- Inclusive and equitable- Do not disadvantage any groups or individuals

- Should relate directly to the labour market needs - Should reflect the na�onal occupa�onal standards

- Should be recognised by the employer / industry- Should directly reflect the learning outcomes

- Should provide a reliable and valid measure of achievement without overloading staff and students

Valid

Reliable

Flexible

Fair

Authen�c

Relevant

Cost and �me

effec�ve

It is important that the qualification developed includes assessment that is clear, coherent and unambiguous and is able to demonstrate that the individual learner is able to perform at a designated standard within the workplace. Fit for purpose assessment design that is informed by the learning outcomes will contribute to valid, relevant and reliable assessment. The assessment process will provide space for the learner to reflect on their performance and consider and present how this could be improved, or identify areas for development where the demonstration of skill and competence did not meet the required performance standards.

USEFUL TOOLS:

There are a number of tools that can support and guide the design stage of the process. These are:

Tool Role

Occupational Standards

To cross reference and check the developed learning outcomes and ensure industry requirements are met.

TVQF and Guidelines

To provide a checklist to ensure all requirements are met for placement and inclusion on the TVQF

Programme Description

To ensure the rationale for the qualifications follows a consistent structure to other TVQF qualifications.

Key Learning Points: Good assessment criteria for qualifications includes the following:

• Application of the specified skills, knowledge and understanding to the standards required in the workplace for each skill / task with a good balance of practical vs knowledge.

• Specification of the type and amount of evidence to be collected for assessment purposes.

• Identification of any aspects of the national occupational standards that must be assessed through performance in the workplace.

• Clarification of the extent to which simulated working conditions may be used in assessment, and of any required characteristics of the simulations, including definitions of what might constitute realistic working environments.

• Specification of the occupational expertise of assessors, internal verifiers and external verifiers.

• Included as appendix seven is a table of assessment methods, activities and approaches, and the strengths and limitations of each.

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The training plan needs to reflect the diverse requirements of the learning outcomes and the assessment design accordingly. Where evidence requirements have been laid out in detail the training plan needs to ensure that a conducive learning environment is created where the assessment of competence for each learning outcome can be observed or evidenced accordingly, and signed off.

The training plan stage also provides the opportunity to catalogue and determine the detailed structure of the award or qualification, as well as a chance to:

• prioritise the relevant learning outcomes;

• highlight the mandatory units of the qualification; and

• specify the place and context of not only the learning but also the assessment. For example, in the workplace / college simulation / classroom / self-learning / homework / practical work /workshop / lab / clinical.

Examples of different types of learner evidence is included in Figure 6.

Once this has been detailed and cross-referenced to each learning outcome it will then be possible to calculate the number of hours required for each unit and consequently agree the volume of the award and the number of credits.

It is essential to then cross reference the learning outcomes to the assessment and then back to the original task analysis to ensure the qualification reflects the industry standards and requirements, but also meets the TVQF and Accreditation Manual standards for qualification development.

During the entire design stage the curriculum developers, need to ensure and / or maintain dialogue and engagement with employers and employees, to ensure that the learning outcomes reflect the initial task list agreed during the Analysis stage of the process, and that assessment is relevant and reflects current work-based practice.

Examples of the type and range of evidence that could be produced and

submitted by a learner:

• Teacher/ trainer observation reports

• Witness testimony

• Projects / work-based assignments

• Individual reports and investigations

• Minutes of meetings / action plans / progress reports

• Letters / emails / memos / notes

• Prior learning – where it is relevant

• Product evidence (examples / samples / photographs etc.)

• Responses to questions both oral and written

• Authenticated video and audio tapes

• Relevant certificates /testimonials / reference

Figure 6: Examples of the type and range of learner evidence.


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Table 3: Design Stage Roles and Responsibilities


Training approach

Curriculum Developers • Review and design the training method/s.

Learning outcomes

Curriculum Developers• Draft learning outcomes in line with the

task analysis outputs and occupational standards.

Performance measures

Employers and Employees

• Review of the learning outcomes and assessment criteria to ensure the labour market needs and current work-based practice is reflected and assessed accordingly.

Training planCurriculum Developers and Specialist Content Experts

• Preparing training plans detailing the structure of the award and the evidence guidelines.

DEVELOPMENT STAGE

The development stage takes the design of the qualification and adapts it for a teaching and training setting. As such the majority of tasks fall to the teachers, trainers and training providers with the curriculum developers providing guidance and clarification regarding the learning outcomes and advising on planning for assessment.

The Accreditation Manual is key here to ensure that the delivering institution is accredited and able to offer the qualification. Figure 7 Diagnostic questions of the framework of quality assurance standards in the Framework of Standards for Quality Assurance in the Accreditation Manual has identified six key focus areas to support institutions throughout the process and have provided key diagnostic questions to inform development and practice in this area. Although these are primarily institution-wide principles of quality, there are some pertinent considerations for the development of a curriculum for delivery (these have been emboldened in blue for ease of reference):

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1. Leadership and Management L1 – L13

To what extent are the activities of the institution compatible with principles of good governance, the laws of the country and the systems and relationships of the government?

How does the leadership support and facilitate a learning environment and programmes that are engaging, inspire hope, support innovation and the development of active learners and critical thinkers?

How proactively does the institution seek stakeholder input into its planning and decision-making processes?

2. Management of Resources and Environment R1 – R35

How effectively are people recruited and staff managed to deliver all the services required of them, and achieve excellent teaching and learning outcomes?

How are all staff supported to take advantage of professional development opportunities to improve the quality of their work and adopt the technologies and approaches used in the labour market?

How effective are the internal communications systems in sharing information and disseminating values, strategic direction and important information to all staff and learners so that transparency and collective responsibility for outcomes are enhanced?

How successfully is the principle of encouraging and rewarding good performance; and avoiding nepotistic practices implemented within the institution?

To what extent do staff and learners achieve recognition in national, regional and/or international events which are aligned with the institution’s strategic goals?

What evidence is there that the institution is sustainable in terms of a viable and appropriate number of learners enrolled in each of its programmes?

How conducive are the physical teaching and learning facilities to the safety and high achievement and social and personal development of all learners?

How effectively does the provision, utilisation, and maintenance of equipment and materials to deliver the specialisations meet the needs of learners and support the achievement of the learning outcomes aligned to the needs and standards of the relevant industry?

To what extent does the management system ensure that funding is used for the purposes for which it was allocated, for the benefit of learners?


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3.Teaching and Learning TL1 - TL14

To what extent is service provision responsive to different learner needs and interests and the needs of the labour market?

How does the institution implement systems and services to support learners to succeed?

How do assessment practices contribute to effective learning?

What evidence is there that learners are satisfied, continue study and achieve good results?

4.Engagement with Labour Market and Community E1 – E16

How proactively does the institution seek stakeholder input into its planning and decision-making processes?

How well do institutions and workplaces cooperate to ensure effective work-placement opportunities (‘summer training) for students and employment of graduates?

What evidence is there that the institution is committed to working in partnership with public and private sector employers and national and international bodies for the benefit of learners and graduates?

How systematically does the institution use tools including surveys of graduates, students and employers to collect stakeholder feedback on the services offered, and evaluate how relevant the teaching and training is to the skills needed by employers?

How effectively does the institution support social and community development?

5.Management of Quality QM1-QM11

How effectively does the institution implement an internal quality assurance system to monitor the quality of its services and use the findings to inform decision making and improvement planning?

How well are the policies and procedures of the institution applied to ensure that processes and standards are implemented consistently to achieve the intended purposes?

6.Programme development PD1-PD11

How well do the institution’s education and training programmes meet the requirements for programmes leading to qualifications to be awarded by national TVQF/TVET National Council?

How relevant is the curriculum in design and content for preparing learners for employment and entrepreneurship?

How well does the curriculum development and review process maintain the currency of the programme; based on the needs of the labour market and the needs of learners?

Figure 7: Diagnostic questions of the framework of quality assurance standards

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A key characteristic in the six focus areas is ensuring connection and relevance of the training and assessment provided to industry.

The sequence of the development stage is presented in Figure 8 below:

MaterialsCurriculum

guide / lesson plans

Test and revise

materials

Competency profile / modules

Feedback

Figure 8: The Development Stage process

Competency profile /modules

Building on the task analysis, occupational standards, developed learning outcomes and curriculum design, the training provider and its staff need to develop a comprehensive understanding of the objective of the programme. This is necessary to determine the capacity and resources required to effectively deliver the programme – including number of staff, their expertise and experience, physical resources (tools/ equipment / materials / text books / online references) and potential industry partners to provide the work-based learning elements. At this stage it is essential to ensure that there is ongoing engagement and dialogue with industry and employers in the qualification area, to determine the best ways to assess competence and quality of delivery.

Curriculum guide / lesson

plans

The curriculum guide and lesson plans are informed by the curriculum design and the outcome of the competency profiling conduct during the nalysis stage of the process. Having determined the resources, the capacity and teaching and assessment expertise available, the teaching team working with employers are able to develop a curriculum guide and lesson plans to inform the delivery of the course and achievement of each of the learning outcomes. This will incorporate the assessment schedule and the development of a learner guide to inform, facilitate and encourage learning and engagement of learners.

materials

Having determined the lesson plan, resources and budgets, the next step is sourcing the materials needed to ensure that the learners have the maximum opportunity to achieve the learning outcomes, with the identified tools and equipment that are most relevant to the workplace setting. Where it is not possible to source materials due to the expense or complexity, the partnerships with employers and stakeholders who use such materials or machinery is essential. These partnerships can provide practical training and assessment opportunities for individual learning outcomes and practical aspects of the course.


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Test and revise

materials

To ensure the continued relevance of the mode of delivery, the materials, tools and references being used and the practical application of the curriculum guide and lesson plans a cycle of reflect and review needs to be established. This cycle will also ensure the effectiveness of each and adjust, adapt and amend accordingly.

Table 4: The Roles and Responsibilities


Efficiency modules

Curriculum Developers

• Study and develop the required tasks and competencies.

Curriculum guide or lesson plan

Trainers / Teachers

• Preparing the guide and plans taking into account:

- Requirements of the qualification or award.

- The learning outcomes.

- The needs and abilities of learners.

MaterialsTrainers/ Teachers/ Employers / Employees

• Preparing materials and equipment necessary to carry out tasks and competencies.

Material testing or revision

Quality Assurance Agency

Employers / Employees

• Material auditing and control.

USEFUL TOOLS:

There are a number of tools that can support and guide the development stage of the process. These are:

Tool Role

QAA – Accreditation Handbook

Provides detailed guidance for institutions to adapt and develop the curricula in line with their specific local context and the learners needs.

Programme Description

Provides a clear and consistent structure to present the information on the modules and assessment requirements of each programme for the information of learners and teachers.

Teacher and Learner Manual

A first stop for the structure and types of activities and learning that can be applied for a competency-based qualification.

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Key learning points: Development Phase:

• There is sufficient presentation of learning opportunities.

• Qualification profile is clear and compatible with learning outcomes and programme descriptor guide.

• Matching curriculum learning outcomes with the learner’s guide and assessment activities.

• The credits reflect clearly and articulate the expected complexity, weight and size of learning outcomes.

IMPLEMENTATION STAGE

The implementation stage is the practical delivery of the programme, the process is outlined below but this stage is more effectively covered by the provider’s quality assurance process as detailed in the Accreditation Manual and as such does not require further elaboration in this document beyond the roles and responsibilities of the stakeholders. The core components of the implementation stage of the curriculum development process are presented in Figure 9.

Forma�ve evalua�on

Conduct training

Document training and evalua�on

Implement training plan

Feedback

Figure 9: The Implementation Stage process


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Table 5: The Implementation Stage Roles and Responsibilities


Training plan implementation

Trainers

• Training implementation to the required standards. • Implementation of relevant quality assurance

processes. • Continuous monitoring of the provision and

adjustments or solutions implemented to resolve and issues or address challenges as they occur.

Training Administration

Training Centres

• Training Supervision. • Data and information management.

Formative Assessment

Trainers

• Monitor and evaluate learners and give feedback.• Assessment decisions.• Complete required assessment documentation. • Follow quality assurance processes.

Training and Evaluation Documentation

Staff and Quality Assurance Agency.

• Documenting and evaluating training evaluation documents.

USEFUL TOOLS:

There are a number of tools that can support and guide the implementation stage of the process. These are:

Tool Role

Teacher and Learner Manual

To provide a clear reference of resources and expected assessment standards for competency-based testing, ensuring consistency across providers.

Self-Directed Learning Manual

A reference tool to support teachers and trainers in TVET to develop lesson planning and ensure application of activities that are appropriate for competency-based learning.

EVALUATION STAGE

The evaluation stage is key in the first three years of a programme. At the end of each delivery cycle and certainly during the first cycle a structured process of external and internal review and reflection by the training providers, the curriculum developers and the industry is essential.

The process of the evaluation stage is outlined in Figure 10 below.

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Analyse dataCorrec�ve

ac�onSumma�ve evalua�on

Feedback

Figure 10: The Evaluation Stage process

At the end of the first delivery cycle (year 1) the Curriculum Development team should conduct an external evaluation of the delivery of the qualification. In line with best practice the evaluation should incorporate the VACSR principles:

V – is it valid?A – is it authentic?C – is it current?S – is it sufficient?R – is it reliable?

Table 6 below outlines how these principles should be applied in an evaluation context.

Table 6: Application of VACSR Principles

Valid

• Tools and documents enable the reviewers to review accurately, and clearly identify what is to reviewed.

• Documents used are relevant and appropriate for the purpose of the review.

Authentic

• Review reports are signed and dated by reviewers – providing a clear audit trail as the outcome of the review, its recommendations and the author.

• Tools used are fit for review purpose.

Current

• Review is conducted within an agreed time frame.

• Uses data and information that is up to date and reflects the context.

• Reports are dated to confirm when review took place.

• Review is conducted on an ongoing basis and within an agreed period taking into account changes to qualification or labour market requirements or education policies.

Sufficient

• The appropriate tools and documents are used to conduct the review.

• Enough evidence / documents are reviewed to be able to come to a reliable decision and provide feedback and make SMART recommendations.

Reliable • Tools used are fit for purpose to ensure consistency across review process

and between reviewers.


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The Accreditation Manual incorporates a section on self-evaluation that can be used to guide and inform the evaluation stage of the curriculum development cycle. There are six key focus areas’ diagnostic questions, please refer to pages 20 and 21 of this document, which provide a good start point for reflection and evaluation, in particular focus areas 3, 4, and 6:

3.Teaching and Learning TL1 - TL14

To what extent is service provision responsive to different learner needs and interests and the needs of the labour market?

What evidence is there that learners are satisfied, continue study and achieve good results?

4.Engagement with Labour Market and Community E1 – E16

How well do institutions and workplaces cooperate to ensure effective work-placement opportunities (‘summer training) for students and employment of graduates?

How systematically does the institution use tools including surveys of graduates, students and employers to collect stakeholder feedback on the services offered, and evaluate how relevant the teaching and training is to the skills needed by employers?

6.Programme development PD1-PD11

How relevant is the curriculum in design and content for preparing learners for employment and entrepreneurship?

How well does the curriculum development and review process maintain the currency of the programme; based on the needs of the labour market and the needs of learners?

Table 7: Evaluation Stage Roles and Responsibilities


Summative Assessment

Trainers, Quality Assurance Agency, Curriculum developers, Employers and Employees.

• Participate in analysing the outputs and evaluating performance.

• Development of lessons learned and key recommendations.

Data AnalysisTrainers, Assessors and Curriculum Developers

• Set out notes on plans to implement the required skills and study the outputs.

Corrective Action

Trainers, Curriculum Developers, Employers and Employees

• Preparing corrections plans and setting up corrections mechanisms.

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USEFUL TOOLS:

There are a number of tools that can support and guide the evaluation stage of the process. These are:

Tool Role

QAA Accreditation Handbook

To inform and provide the internal review process, monitoring the implementation and delivery of the curriculum. Identifying what went well what went less well.

Leadership ManualTo provide a reference for the expected standards of the leadership’s role in reviewing and evaluating qualification delivery.

Teacher and Trainer Manual

To provide a reference for the expected standards of the Teachers’ and Trainers’ role in delivering and assessing qualifications.

Key Learning Points: Evaluation Stage

We suggest improving good practices through the following procedures:

• Linking these practices to national tools such as TVQF, QAA, TVET LM, occupational standards and other accredited tools.

• Auditing and reviewing these practices during the stages of analysis, design and development through a comprehensive quality system.

• Conducting a comprehensive and continuous evaluation according to VACSR principles (valid, authentic, current, specific and reliable) through the SCID stages.

• The credits clearly articulate the expected complexity, weight and size of learning outcomes.

• Use a curriculum review template to structure and document the review process. Example template included as appendix five.

• Peer review of the curriculum should be a core component of the evaluation process. It contributes to standardisation and consistency of practice across teams, department and institutions. Peer review template is included as appendix six.

Evaluation Structure:

The National Curriculum Development team have developed a proposed structure for evaluation and review. The structure aims to support transparency and consistency to the process. It outlines clearly what is expected at each stage of the process and the tools and resources that can be used to guide institutions and / or providers through the review and evaluation and process.


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Evaluation phase Tools

Time 6 months

Assessment methods

Peer review, seminars, questionnaire, templates

TVQF Guidelines

Curriculum Development Guide

Outcomes Provision of industry relevant qualifications in line with required national TVET quality and standards

TVQF Guidelines

Accreditation Manuals

Review committee report

Demonstrates the relationship of tasks to learning outcomes and curriculum structure


Peer review report

Shows accurate history, required information, feedback and areas for improvement

Occupational profiles and standards

Curriculum design

Improvement plan

• Title of review

• Reviewing level, learning size and ratios

• Reviewing marks and learning hours number.

• Verifying skills and tasks and their relationship to learning outcomes


TVQF Guidelines

Accreditation Manual

Change in qualifications

Re-studying the needs, determining the required tasks, and changing the qualification according to the national qualification’s framework

TVQF Guidelines National


Change in legislations

Changing legislation according to the technical and vocational education system requirements

Government Policy

Industry requirements

The qualification must meet industry needs and requirements



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Final comment

The intention is that this Guide and the templates provide a useful resource that can help inform and support the development of high quality curriculum that will make a positive contribution to improved learning outcomes and the student experience; helping students learn the skills needed to secure and succeed at work.

The Guide can also be used as a Continuing Professional Development (CPD) resource supporting teacher/trainers to meet the new Professional Teaching and Training Standards. Teaching and Training standards have been included as appendix eight.


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TERMINOLOGY

Provided below are is the agreed terminology in English with Arabic translations drawn from regional national qualifications framework glossaries and UNESCO’s TVET glossary.

GLOSSARY OF TERMINOLOGY:

Qualification:

A certificate awarded to a graduate on completion and attainment of a minimum standard of an educational or training programme with a minimum number of training and educational hours.

المؤهل:

شــهادة مضبوطــة الجــودة والتــي تمنــح لخريــج برنامــج تعليمــي أو تدريبــي

معيــن لــه حــد أدنــى مــن ســاعات التعليــم أو التدريــب.

Academic Qualification:

Qualifications that include knowledge-based theoretical learning outcomes that can be refined by post-graduate training as well as specific applied and self-learning skills.

المؤهلات الأكاديمية:

المؤهــات التــي تتضمــن مخرجــات تعلــم نظريــة متركــزة علــى اكتســاب

المعــارف والتــي يمكــن أن يتــم صقلهــا بالتدريــب بعــد التخــرج بالإضافــة إلــى

مهــارات تطبيقيــة محــددة ومهــارات التعلــم الذاتــي.

Vocational Qualification:

Qualifications based on practical outcomes, applied competencies, and skills in different professional fields, which include in addition limited theoretical knowledge and self-learning skills.

المؤهلات المهنية:

المؤهــات التــي تعتمــد علــى مخرجــات تطبيقيــة متركــزة علــى اكتســاب

كفايــات ومهــارات تطبيقيــة فــي المجــالات المهنيــة المختلفــة والتــي تتضمــن

مخرجــات تعلــم تطبيقيــة بالإضافــة إلــى معــارف نظريــة محــددة ومهــارات

التعلــم الذاتــي.

Level:

The level of qualification in terms of the level of knowledge, skills and competencies obtained by teaching or training regardless of the size of the learning (years, credit hours or training hours).

المستوى:

والكفايــات والمهــارات المعــارف مســتوى حيــث مــن المؤهــل مســتوى

المحصلة بالتعليم أو التدريب بغض النظر عن حجم التعلم )الســنوات

أو الســاعات المعتمــدة أو ســاعات التدريــب( .

Level Descriptors:

A set of progressive statements assigned to each level of the NQF, that describe the complexity of acquired learning in terms of knowledge, skills and competence.

واصفات المستويات:

فــي كل مســتوى وهــي تعريــف عــام للعناصــر الثاثــة الرئيســة للتعلــم

والكفايــات والمهــارات المعــارف

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National Qualification Framework:

It is a hierarchical classification of all levels of qualifications and certificates associated with higher education, general education and vocational and technical training programs so that descriptions of each level are identified to determine the knowledge, skills and qualifications that should be associated with the qualification.

الإطار الوطني للمؤهلات:

هــو تصنيــف هرمــي لجميــع مســتويات المؤهــات والشــهادات المرتبطــة

ببرامج التعليم العالي والتعليم العام والتدريب المهني والتقني بحيث يتم

تحديــد واصفــات لــكل مســتوى لتحديــد المعــارف والمهــارات والكفايــات

التــي ينبغــي أن تكــون مرتبطــة بالمؤهــل.

Qualification Classes:

Classification of the Qualifications in terms of; the size of learning; which includes Major Qualifications, Sub Qualifications, Complementary Qualifications and Special Qualifications.

أصناف المؤهلات:

صفة المؤهل من حيث حجم التعلم وتضم المؤهات الرئيسة والفرعية

والتكميلية والخاصة وتعتمد على نســبة ما يتم تحقيقه في مؤهل معين

من واصفات المؤهل في ذلك المســتوى.

Awarding Institutions:

Institutions that issue a qualification certificate at each level. Such as awarding institutions to school education qualifications such as schools, the Ministry of Education, institutions that grant higher education qualifications, institutions that grant vocational education and training qualifications, the Jordanian Medical Council, institutes and training centers, vocational associations, etc.

المؤسسات المانحة:

المؤسسات التي تصدر شهادة المؤهل في كل مستوى. كالمؤسسات المانحة

لمؤهات التعليم المدر�سي كالمدارس ووزارة التربية والتعليم والمؤسسات

المانحــة لمؤهــات التعليــم العالــي والمؤسســات المانحــة لمؤهــات التعليــم

والتدريــب المهنــي والمجلــس الاعلــى للأختصاصــات الطبيــة العراقــي ومعاهــد

ومراكــز التدريــب والنقابــات المهنيــة وغيرهــا.

Learning Providers:

Institutions that provide education and training

المؤسسات المزودة:

المؤسسات التي تقدم التعليم أو التدريب بأي من أنواعه وأصنافه.

Quality Assurance Authorities:

Organisations that verify the quality of educational and training programs.

المؤسسات المسؤولة عن ضمان الجودة:

المؤسسات التي تتحقق من جودة البرامج التعليمية والتدريبية.


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Institutional Listing:

The process by which the institution is ensured that it maintains its classification concerning their issued qualifications and that it has established appropriate formal mechanisms to maintain its quality.

الإدراج المؤس�سي:

العمليــة التــي يتــم مــن خالهــا التأكــد مــن أن المؤسســة تحافــظ علــى

تصنيفهــا مــن حيــث المؤهــات الصــادرة عنهــا وأنهــا أنشــأت آليــات رســمية

مناســبة للحفــاظ علــى جودتهــا.

Placed the Qualification:

The process by which the national qualifications given by Awarding Institutions; are examined in terms of their conformity with the level descriptors, type and category of qualification and consequent placement on the qualification framework.

تسكين المؤهلات:

العمليــة التــي يتــم مــن خالهــا فحــص المؤهــات الوطنيــة التــي تمنحهــا

المؤسســات المانحــة مــن حيــث تطابقهــا مــع واصفــات المســتويات ونــوع

وصنفــه. المؤهــل

Register the Qualification:

The process of monitoring, and documenting the requirements of specific qualifications. Accrediting and registering it after making sure that all the content and components of the training programme, training materials and the technical staff are available and in line with the accredited specifications of the national qualifications framework.

تسجيل المؤهلات:

المحــدد المؤهــل علــى الحصــول متطلبــات وتوثيــق رصــد عمليــة هــي

واعتماده بعد التأكد من ان جميع محتويات وعناصر البرنامج التدريبي

والمــواد التدريبيــة والــكادر التدريبــي متوافــرة ومتطابقــة مــع مواصفــات

الاطــار الوطنــي للمؤهــات المعتمــد.

Entry:

The admission process for the instructional programme that leads to qualification based on the learning outcomes of the previous stage.

الدخول للمؤهل:

عمليــة القبــول فــي البرنامــج التعليمــي الــذي يقــود إلــى المؤهــل بنــاء علــى

مخرجــات التعلــم فــي المرحلــة الســابقة.

Progression:

The process of applying to the next qualification based on the learning outcomes of the current qualification.

التقدم الى المؤهل:

عمليــة التقــدم إلــى المؤهــل الاحــق بنــاء علــى مخرجــات التعلــم للمؤهــل

الحالــي.

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Transition:

Refers to a learner’s ability to move from one programme leading to an award to another, including at the same level of the Framework, having received recognition for knowledge, skill or competence acquired in the previous programme.

Move among levels and types of qualifications horizontally and vertically.

الانتقال:

الانتقال بين مستويات وأنواع المؤهات أفقيا وعموديا.

Prior Learning:

Refers to learning that has taken place previously in a formal or non-formal setting, as well as learning that is the product of experiences gained at work or during life.

التعلم السابق:

التعلــم الــذي تــم الحصــول عليــه مــن خــال مؤسســة مانحــة أو مــن خــال

طــرق رســمية أو غيــر رســمية وليــس بالضــرورة أن يكــون قــد تــم تقييمــه أو

قياســه.

Recognition of Prior Learning:

The process by which previous learning is evaluated and recognized as a qualification, enabling individuals to build on it and recognize it for the purposes of continuing to learn.

الاعتراف بالتعلم السابق:

العمليــة التــي يتــم مــن خالهــا التعــرف علــى التعلــم الســابق وتقييمــه

والاعتــراف بــه كمؤهــل ممــا يمكــن الأفــراد مــن البنــاء عليــه والاعتــراف بــه

لغايــات الاســتمرار بالتعلــم.

Foreign Qualification:

Qualifications granted from outside Iraq.

المؤهلات الأجنبية:

المؤهات الممنوحة من خارج العراق.

Alignment of Foreign Qualifications with NQF:

The process of rewarding foreign qualification levels with the national qualification levels placed on the framework.

اسناد المؤهلات الأجنبية:

المؤهــات بمســتويات الأجنبيــة المؤهــات مســتويات معادلــة عمليــة

الإطــار. فــي المســكنة الوطنيــة

Lifelong Learning

All learning activity undertaken throughout life, aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective.

التعلم مدى الحياة:

جميــع أنشــطة التعلــم التــي تتــم طــوال الحيــاة وتهــدف إلــى تحســين المعرفــة

والمهــارات والكفايــات فــي المنظــور الشــخ�سي والاجتماعــي والعمــل.


41

Peer Review:

The involvement in self-evaluation of a programme of a person from another provider, in further or higher education and training, capable of giving an informed view on the success of the programme and able to contribute to its improvement.

مراجعة النظراء:

المشــاركة فــي التقييــم الذاتــي لبرنامــج مــن قبــل مؤسســة تعليمية/مــزودة

أخرى، قادرة على تقييم مدى نجاح البرنامج وقادرة على تقديم النصح

والمشــورة لتحســينه.

Assessment:

The process of gathering, evaluating, analysing and judging evidence in order to measure whether an individual has achieved the intended learning outcomes or the performance outcomes set for a specific unit or qualification.

التقييم:

عمليــة جمــع وقيــاس وتحليــل الأدلــة واصــدار الحكــم بشــأنها والتــي جــرى

لقيــاس مــا إذا كان الشــخص قــد حقــق مخرجــات التعلــم المطلوبــة أو

مخرجــات الأداء لمؤهــل مــا او لوحــدة دراســية معينــة.

Credit Hour:

A measurement of class time, one credit hour usually represents one hour of contact time each week for one semester. One credit hour or one credit is therefore equal to a minimum of 15 hours of teaching or lecture time. The exact value of the amount or size of learning required to complete a learning module or pass the qualification.

الساعات المعتمدة:

لقيــاس وقــت الصــف الدرا�ســي، وحــدة واحــدة مــن الرصيــد الدرا�ســي

تعــادل 25 ســاعة مــن التعلــم حســب الاطــار الوطنــي للمؤهــات . وتمثــل

القيمــة المحــددة لمقــدار أو حجــم التعلــم المطلــوب لاســتكمال وحــدة تعلــم

دراســية أو اجتيــاز المؤهــل

Learning Outcomes:

Statements that describe the significant and essential knowledge, skills and competencies that learner will achieve during a programme. Learning outcomes identify what the learner will know and be able to do by the end of a unit, course or programme.

مخرجات التعلم:

مخرجــات التعلــم عبــارت تســتخدم لوصــف مــا ســيحققه المتعلــم مــن

إنجــازات أساســية ومهمــة خــال برنامــج مــا فــي صــورة معرفــة ومهــارات

وكفايــات، بمعنــى آخــر تحــدد مخرجــات التعلــم مــا ســيعرفه المتعلــم أو

يســتطيع فعلــه فــي نهايــة وحــدة دراســية أو مقــرر، أو برنامــج مــا. ويجــب ان

تعكــس محتــوى المؤهــل والمهــام المحــددة فيــه

Validation:

The process to ensure that a qualification is credible meets the minimum standards and requirements and is fit-for purpose.

التحقق :

عمليــة تضمــن بــأن المؤهــل موثــوق بــه ومناســب للغــرض منــه، ومتوافــق

مــع المعاييــر المحــددة.

42

Validation Panel:

A panel comprising educationalists/ trainers / academics / teachers and business/industry professionals, with knowledge and experience in the relevant qualification sector and who have qualifications or equivalent experience at the same or above the level of the qualification being validated.

لجنة التحقق:

إلــى لجنــة تتألــف مــن التربوييــن، أو الأكاديمييــن أو المدربيــن؛ إضافــة

مهنيين من ذوي الخبرة في قطاع المؤهات ذات العاقة، وممن يحملون

مؤهــات تعــادل، أو تفــوق مســتوى المؤهــل قيــد التحقيــق ، فــي حيــن يكــون

المهنيــون مــن قطــاع التجــارة/ الصناعــة مــن أربــاب العمــل ذوي المعرفــة

والخبــرة فــي القطــاع.

Quality Assurance System:

It is the set of processes and procedures through which the institution ensures that it’s educational or/or training services maintain acceptable quality standards, and those standards are determined by the educational or training institution, specialists, organizations, government and regulatory agencies.

نظام ضمان الجودة:

هــو مجموعــة العمليــات والإجــراءات التــي تضمــن المؤسســة مــن خالهــا

حفــاظ خدماتهــا التعليميــة أو/ والتدريبيــة علــى معاييــر جــودة مقبولــة،

وتكــون تلــك المعاييــر محــددة مــن قبــل المؤسســة التعليميــة أو التدريبيــة،

والاختصاصييــن والمنظمــات ، والجهــات الحكوميــة والتنظيميــة

Major Qualifications:

Qualifications issued by school, vocational and higher educational institutions; which achieve certified Learning outcomes associated with the level of registered qualification.

المؤهلات الرئيسية:

تتضمــن المؤهــات الممنوحــة مــن قبــل مؤسســات التعليــم العالــي و التقنــي

والتعليــم المهنــي ومراكــز التدريــب المعتمــدة بفروعهمــا الأكاديميــة والمهنيــة

والتي تحقق مجموعة معتمدة من مخرجات التعلم المرتبطة بواصفات

المســتوى التــي تســكن فيــه.

Sub Qualifications:

The qualifications granted by the institutions of school and vocational education and higher education institutions, both academic and vocational, which are part of approved learning outcomes of the major qualifications within the major qualifications.

المؤهلات الفرعية:


والتعليــم المهنــي ومراكــز التدريــب المعتمــدة بنوعيهمــا الأكاديمــي والمهنــي

والتــي تحقــق جــزء مــن مجموعــة مخرجــات التعلــم المعتمــدة للمؤهــات

الرئيســية ضمــن المســتوى الــذي تســكنه تلــك المؤهــات الرئيســية


43

Complementary Qualifications:

Includes qualifications granted by school and education institutions (accredited vocational and higher education) that achieve a set of learning outcomes in addition to the outputs provided by the key qualifications within its level of the main qualifications which are required to obtain the main qualification for accreditation.

المؤهلات التكميلية:


والمهنــي الأكاديمــي بنوعيــه المعتمــدة التدريــب ومراكــز المهنــي والتعليــم

ومؤسســات التدريــب الخاصــة والمؤسســات الأجنبيــة المانحــة للشــهادات

الفنيــة والأكاديميــة التــي تحقــق مجموعــة مخرجــات تعلــم إضافيــة لتلــك

المخرجات التي توفرها المؤهات الرئيسية ضمن المستوى الذي تسكنه

تلــك المؤهــات الرئيســية بحيــث يشــترط الحصــول علــى المؤهــل الرئي�ســي

لاعتمادهــا.

Special Qualifications:

Includes qualifications granted by school and education institutions vocational and higher education in both academic and vocational training institutions that achieve a set of specialized outcomes and have special learning objectives within the registered level of the key qualifications.

المؤهلات الخاصة:


والمهنــي الأكاديمــي بنوعيــه المعتمــدة التدريــب ومراكــز المهنــي والتعليــم

ومؤسســات التدريــب الخاصــة والمؤسســات الأجنبيــة المانحــة للشــهادات

التــي تحقــق مجموعــة مخرجــات متخصصــة ولهــا أهــداف تعلــم خاصــة

ضمــن المســتوى الــذي تســكنه تلــك المؤهــات الرئيســية.

Knowledge:

Definition 1: Knowledge is the body of facts, principles, theories and practices related to a field of study or work.

Definition 2: knowledge can be described as the body of concepts and factual information (data), including their interrelated.

Definition 3: Knowledge refers to what a graduate knows and understands and it can be described in terms of depth, breadth, kinds of knowledge and complexity.

المعرفة:

والنظريــات والمبــادئ الحقائــق مجموعــة هــي المعرفــة :1 التعريــف

الاتحــاد )تعريــف العمــل. أو الدراســة بمجــال المتعلقــة والممارســات

الأوروبــي(

المفاهيــم مــن مجموعــة بأنهــا وصفهــا يمكــن المعرفــة :2 التعريــف

والمعلومــات الواقعيــة )البيانــات(, ومــا يرتبــط بها.)تعريــف اليونســكو(

3: تشــير المعرفــة إلــى مــا يجــب أن يعرفــه الخريــج ويفهمــه, التعريــف

كمــا تصــف عمــق هــذه المعرفــة واتســاعها وتعقيدها.)تعريــف مســرد

الاســترالية( المصطلحــات

44

Skills:

Definition 1: The ability to perform mental or physical activity, being learned about through training or practice.

Definition 2: The ability to employ the knowledge to apply the skill to accomplish and execute tasks for a particular job or occupation, “Skills” can also be used as a reference describing the educational attainment required for the occupation and the qualification.

المهارات:

التعريف 1 : القدرة على أداء نشاط عقلي أو جسدي، ويتم تعّلمها عن

طريق التدريب أو الممارســة.

التعريــف 2: القــدرة علــى توظيــف المعرفــة لتطبيــق المهــارة لإنجــاز وتنفيــذ

المهام للعمل أو وظيفة معينة، يمكن أيضًا استخدام “المهارات” كمرجع

يوصــف التحصيــل العلمــي المطلــوب للمهنــة والمؤهــل. )تعريــف الاتحــاد


Competence:

Definition 1: Proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development.

Definition 2: Ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development).

Definition 3: The capacity to use effectively experience and knowledge.

Definition 4: Ability to mobilise and use internal resources such as knowledge, skills and attitude, as well as external resources such as databases, colleagues, peers, libraries, instruments etc., to solve specific problems efficiently in real life situations.

الكفاية:

التعريــف 1: إثبــات القــدرة علــى توظيــف المعرفــة و المهــارات والقــدرات

الشــخصية والاجتماعيــة و / أو المنهجيــة، فــي مواقــف العمــل أو الدراســة

وفــي التطويــر المهنــي و الشــخ�سي. )تعريــف الاتحــاد الأوروبــي(

التعريف 2: القدرة على تطبيق نتائج التعلم بشــكل مناســب في ســياق

محــدد )التعليــم, العمــل، التطويــر الشــخ�سي أو المهنــي(. )تعريــف الاتحــاد


التعريــف 3: القــدرة علــى اســتخدام المعرفــة و الخبــرة بفعالية.)تعريــف

الاتحــاد الأوروبــي(

التعريــف 4: القــدرة علــى اســتخدام المــوارد الداخليــة مثــل المعرفــة

والمهــارات والاتجاهــات، وكذلــك المــوارد الخارجيــة مثــل قواعــد البيانــات

ذلــك، لحــل مشــاكل إلــى ومــا والزمــاء والأقــران والمكتبــات والأدوات

محــددة بكفــاءة فــي موقــف الحيــاة الحقيقي.)تعريــف اليونســكو(


45

APPENDIX ONE: LIST OF 25 OCCUPATIONAL STANDARDS

List of the 25 occupational standards developed by the Curriculum Development project a component of the UNESCO TVET Reform Programme, funded by the European Union in partnership with the government of Iraq.

Foundation Semi -skilled SkilledCraftsman (supervisor)

Professional

Construction Helper

Construction Labourer (Concrete)

ConcreterConstruction supervisor (Concrete)

-

Construction Labourer (Bricklaying)

BricklayerConstruction supervisor (Bricklaying)

-

Carpentry HandCarpentry Labourer

CarpenterConstruction supervisor (Carpentry)

-

Kitchen HelperFast food preparer

Cook Chef Restaurant manager *Waiter Maître d’hôtel

Farm Hand Farm Labourer

Crop farmerFarm supervisor (Crop) Agriculture

extension worker **Livestock

farmerFarm supervisor (Livestock)

46

APPENDIX TWO: CURRICULUM DEVELOPMENT TEMPLATE

Unit ref Unit titleTVQF level

Credit value

Learning outcomesMaterials /Resource required


47

LOW

LEVEL TH

INKIN

G SKILLS

Recall/regurgitate facts w

ithout understanding. Exhibits previously learned m

aterial by recalling facts, term

s, basic concepts and answ

ers.

Choose O

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Om

it Define

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How

Recite Iden�fy

RecogniseLabel

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ame

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hyW

rite

Employ

Experiment

with

GroupIden�fyIllustrateInterpretInterviewLinkM

ake use ofM

anipulateM

odelO

rganisePerform

Plan

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ulate SolveSum

marise

TeachTransferTranslateU

se

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inisterApplyAssociateBuildCalculateCategoriseChooseClassifyConnectConstructCorrela�onDem

onstrateDevelopDram

a�se

Examine

Find Focus Func�on Group Highlight In-depth discussion Inference Inspect Inves�gateIsolateList M

o�ve O

mit

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Organise

Point out

Priori�ze Q

ues�on Rank ReasonRela�onships Reorganise ResearchSeeSelect Separate Sim

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plify SurveyTake part inTest for Them

e Com

paring

Analyse Appraise Arrange Assum

p�on Breakdow

n Categorise Cause and effect Choose Classify Differences Discover Discrim

inate Dissect Dis�nc�on Dis�nguish Divide Establish

Es�mate

Experiment

Extend Form

ulateHappen Hypothesise Im

agineIm

prove InnovateIntegrate Invent M

ake up M

aximise

Minim

ise M

odel M

odifyO

riginal O

riginate

Plan Predict Produce Propose Refram

e Revise Rew

rite Sim

plify Solve Speculate Subs�tute Suppose Tabulate Test Theorise Think Transform

Visualise

Adapt Add to Build Change Choose Com

bine Com

pile Com

pose Construct Convert Create Delete Design Develop Devise Discover Discuss Elaborate

DisproveDisputeEffec�veEs�m

ateEvaluateExplainGive reasonsGoodGradeHow

do we

know?

Importance

Infer InfluenceInterpret JudgeJus�fyM

ark

Measure

Opinion

PerceivePersuadePriori�seProveRateRecom

mend

Rule onSelectSupportTestU

sefulValidateValueW

hy

Agree Appraise Argue Assess Aw

ard Bad Choose Com

pare Conclude Consider Convince Criteria Cri�cise Debate Decide Deduct Defend Determ

ine

Carrying out Execu�ng Im

plemen�ng

Defini�onFactLabelListQ

uizReproduc�onTestW

orkbookW

orksheet

Describing Finding Iden�fying Lis�ng Loca�ng N

aming

Recognising Retrieving

Collec�onExam

plesExplana�onLabelListO

utlineQ

uizShow

and tell Sum

mary

Demonstra�on

DiaryIllustra�onsInterviewJournalPerform

ancePresenta�onSculptureSim

ula�on

ClassifyingCom

paringExem

plifyingExplainingInferringInterpre�ngParaphrasing Sum

marising

AbstractChartChecklistDatabaseGraphM

obileReportSpread sheet Survey

A�ribu�ng

Deconstruc�ngIntegra�ngO

rganisingO

utliningStructuring

Adver�sement

FilmM

edia productN

ew gam

ePain�ngPlanProjectSongStory

Construc�ngDesigningDevisingInven�ngM

akingPlanningProducing

AbstractChartChecklistDatabaseGraphM

obileReportSpread sheet Survey

A�ribu�ng

CheckingDeconstruc�ngIntegra�ngO

rganisingO

utliningStructuring

Ask Extend

Cite Generalise

Classify Give exam

-Com

pare ples

Contrast Illustrate

Demon

illustratestrate

IndicateDiscuss

InferEs�m

ate Interpret

Explain M

atchExpress

Observe

Outline

Predict Purpose Relate Rephrase Report Restate Review

Show

Sum

marise

Translate

To show understanding

finding informa�on from

the text. Dem

onstra�ng basic understanding of facts and ideas.

To use in a new situa�on.

Solving problems by applying

acquired knowledge, facts,

techniques and rules in a different w

ay.

To examine in detail.

Examining and breaking

informa�on into parts by

iden�fying mo�ves or causes,

making inferences and

finding evidence to support generalisa�ons.

To change or create into som

ething new. Com

piling inform

a�on together in a different w

ay by combining

elements in a new

pa�ern or proposing alterna�ve solu�ons.

To jus�fy. Presen�ng and defending opinions by m

aking judgements about

informa�on, validity of ideas

or quality of work based on a

set of criteria.

HIG

H LEV

EL THIN

KING

SKILLS

KNO

WLED

GE

KEY WO

RDS:

KEY WO

RDS:

KEY WO

RDS:

KEY WO

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APPENDIX FOUR: LEARNING OUTCOMES DEVELOPMENT TEMPLATE

Unit ref Unit title TVQF level Credit value Learning outcomesMaterials /Resource

required


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Use of SMARTER provides a framework for the development of learning outcomes.

s Specific

Must be written simply and clearly define what will be completed or achieved.

Should address the six W’s: Who, What, Where, When, Which, Why.

Utilising action verbs within goals will increase their specificity, i.e. create, design, develop, produce, implement. List of action verbs included as appendix three.

M Meaningful

Should be measurable so there is tangible evidence that learning outcomes have been accomplished.

Should include descriptive measures that define quantity and / or quality.

A Achievable

Should be within the learner’s control and influence.

To determine if learning outcome is achievable consider:

• level and complexity of the task

• available resources

• timeframes

R RelevantShould be consistent with the requirements of the national occupational standards, TVQF guidelines and national context.

T Time-bound

Identification of a timeframe or target date for completion.

Units, objectives, learning outcomes or assessment criteria might contain frequencies for specific action steps that are important for achieving the goal.

E Evaluate

Review and revised to ensure that the learning outcomes are current and continue to be fit for purpose.

Developing learning outcomes using the S.M.AR.T.E.R. method is to ensure that they are evaluated.

R Re- evaluate

The final step in developing learning outcomes with the S.M.A.R.T.E.R. method is to review and re-adjust if required. It is essential that learning outcomes are constantly evaluate to ensure that they remain current and fit for purpose.

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APPENDIX FIVE: CURRICULUM REVIEW TEMPLATE

Curriculum Review Record

SCID Stage / Phase Qualification

LevelReviewers Date of review

Documents reviewed

Review questions

No Question Summary of what was seenEvidence location

Feedback summary: (noting good practice seen and areas for improvement)

Recommendations: (*SMART)

Date review completed

Signature of reviewer/s

*SMART – Specific, Measurable, Achievable, Realistic and Time- bounded.


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APPENDIX SIX: PEER REVIEW TEMPLATE

Date Writers

Peer Reviewers

Reviewing

Area Notes

Good practice seen

Further clarification

Require more information

Suggested areas for improvement

Summary feedback:

Recommendations

1

2

3

Date

Peer Reviewer/s signature

Comments from writers:

Date

Writers signature

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APPENDIX SEVEN: ASSESSMENT METHODS, ACTIVITIES AND APPROACHES

Methods Description Strength Limitations

Assignments Can be practical or theoretical task which can assess various aspects of a subject or qualification over a period of time.

• Consolidates learning and can access a wide range of both cognitive and practical competences.

• Relatively straightforward to develop and can be used to integrate assessment across several learning outcomes/ assessment criteria – holistic assessment.

• Use of a clear marking scheme, supports reliability and transparency of assessment decisions.

• Provides students with the opportunity to demonstrate initiative.

• Everything must be taught beforehand.

• Assignment question/s can misinterpret, so care has to be taken to achieve reliability in marking because of the range of approaches that the candidates might adopt in undertaking their assignments

• Can be time-consuming for learners to produce, and assessor to review, as the work must be individually assessed and feedback given.

• Assessor may have bias (subjective) when reviewing the assignment – therefore it is important to ensure reliability.

• It is important to confirm authenticity ensuring that the work is that solely of the learner.


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Case studies/ scenarios

Can be a hypothetical situation, a description of an actual event, or an incomplete event, enabling learners to explore the situation.

• Can make topics much more realistic. The realism/vocational relevance of a case study can be a useful way of motivating students.

• Can be used with individual or groups of learners.

• Builds on current knowledge and experience.

• Allows individual initiative to be exercised and the student to explore complex issues without involving them in the stress of the real-life situation.

• Can be used to integrate assessment across several learning outcomes and/or units.

• If carried out as a group activity, authenticity needs to be checked. Roles should be defined and individual contributions assessed.

• Can be time-consuming as time needs to be built in for briefing and de-briefing of learners.

• Can be time consuming to prepare and assess, as it can be difficult to devise good case studies.

• Reliability in marking might appear difficult to achieve because of the range of approaches that the students might adopt. It must have clear outcomes and marking should focus on each aspect of analysis, problem-solving and the proposed solution or conclusion.

Controlled assessment

(national exams)

An activity or test which occurs in a number of stages with varying levels of control to ensure reliability, usually timed.

• Convenient, efficient and low cost.

• Can be adopted and implemented quickly.

• Assessment methods are standardised, contributing to reliability of assessment.

• May not reflect the real work environment.

• Students may not perform as they would in a real work environment.

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Professional discussion

A one-to-one conversation between the assessor and learner based around the assessment criteria.

• It provides an opportunity for the assessor to target particular areas for discussion and can gain additional evidence while the assessment is in progress.

• The professional discussion can be used to integrate assessment across a range of earning outcomes and units

• Helps to make use of naturally-occurring evidence in the assessment of some higher order vocational learning.

• Can be used with learners who find written assessment methods difficult or challenging.

• Time-consuming to set up, prepare for and manage large numbers of students.

• Care has to be taken to ensure reliability because of the range of approaches that the student might adopt in the discussion.

• The assessor has to be skilled as there could be a risk of leading the student if not used correctly.

Examinations A formal activity which must be carried out in certain conditions.

• Convenient and cost effective, as it can be used to test large groups of students.

• Taken under strict conditions, which ensures the confidentiality of the material and minimises any chance of malpractice.

• Marking is subject to a series of rigorous checks so reliability should be high

• Can be adopted and implemented quickly. Reduces or eliminates assessors’ time.

• Not always the best way to accurately measure understanding, and may lead to ‘teaching to the test’, to the detriment of learning.

• Not useful for assessing all cognitive skills, for example, creative writing.

• Some learners find exams difficult and get stressed.

• Some learners who find writing difficult or challenging may struggle.


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Questions A key technique for questions understanding and stimulating thinking; can be informal or formal, questions can be closed, hypothetical, leading, open, probing, multiple choice, written or verbal.

• Questioning can be a very useful assessment method That can be used standalone or to complement other methods. For example With observation, in particular, ‘what if’ questions can be used for evidence that might be hard to obtain.

• Questions can be used by the assessor to elicit further information and check that the candidate has understood the assessment fully, particularly if they have not given full answers.

• The assessor can gain an immediate answer, checking that the required standards have been met.

• More reliable than an unstructured oral test or discussion.

• Can be used to address any ‘gaps’ in the evidence of candidates’ knowledge and check authenticity.

• Can be difficult to manage with large numbers of students.

• Can cause the candidate anxiety.

• May advantage candidates with strong verbal skills.

• verbal questioning requires effective communication skills. Assessor may adopt different approaches with learners or could be subjective - risking the reliability of the assessment decision.

• Care must be taken to achieve reliability because of the range of responses that the student might give, therefore assessors need to ensure that they have agreed an acceptable set / or range of responses and marking scheme, that as an assessment team they are confident will meet the criteria.

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Reflective account

Learners reflect upon how they have put theory into practice and link this to the criteria being assessed.

• Encourages the student to be active and self-driven in the learning.

• Encourages students to become independent thinkers through the practice and personal development through the process of self-reflection.

• Good opportunity for teachers/ assessors to see what a student is thinking, supporting formative assessment, as generates information on how the learning is progressing.

• Encourages critical thinking skills.

• Students may not be familiar with writing reflective accounts.

• Objective assessment may be difficult as the assessment is reflective in nature.


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Observation Watching learners perform a skill.

• Assesses skills in a ‘live’ environment.

• Reliable and authentic evidence, as the assessor is actively watching and recording the actions of the student during an observational assessment, the results can be deemed to be more reliable.

• Can be very motivating for students.

• Immediate results, as the assessment takes place in real time with the assessor overtly involved in the process, outcomes of the assessment are available immediately and feedback given.

• Direct practice of an action, with the physical demonstration of the desired task, the student is immediately immersed in the actual work helping them to understand the employer’s requirements. It also helps the assessor identify any skills gaps which need to be addressed.

• May be used to integrate assessment across learning outcomes and units.

• A drawback would be the time-consuming nature of planning observation.

• Can be very time-consuming to carry out with large numbers of students.

• Care has to be taken to ensure reliability of assessment decisions.

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Witness statements/ testimonies

A statement from a person who is familiar with the learner

(they could be an expert in the standards being assessment and the occupation of the learner in the work environment)

• Invaluable way of capturing evidence of learners engaged in practical tasks when the assessor is not present.

• Authenticity of the witness statement needs to be confirmed

• Witness need to be briefed about the assessment criteria to ensure that the statement is relevant.


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Portfolio of evidence

A formal record of evidence (manual or electronic) produced by learners towards a qualification.

• Can be used to collect naturally-occurring evidence.

• Provides the student with the opportunity to demonstrate personal initiative.

• Allows the inclusion of a range of evidence including photographic/electronic evidence.

• Allows considerable scope for personalization.

• Can provide the opportunity to integrate assessment across a number of learning outcomes and/or units.

• Process of reviewing (formative assessment) and evaluating portfolios (summative assessment) provide an excellent opportunity for assessors to review intended outcomes of curriculum review of criteria, and programme.

• Avoids or minimises test anxiety and other one-shot measurement problems as allows student to collect evidence over a period of time – confirming reliability.

• Increases student participation, engagement and ownership of learning.

• Time consuming and challenging to assess, as assessment should be ongoing throughout the compilation of the portfolio. This can be time-consuming as each candidate will produce different evidence.

• Care has to be taken to achieve reliability in marking because of the variety of evidence that the learners might produce.

• Challenge to ensure that the students understand the types of evidence, and that quality not quantity is important.

• Authenticity of evidence must be confirmed.

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Practical activities/ tasks

Assess a learners’ skill in action.

• Assesses ‘real-life’ skills.

• The completion of an artefact/product/service provides tangible evidence of achievement.

• Practical activity can be very motivating for students, reflecting the real working environment.

• May be used to integrate assessment across learning outcomes and units.

• Could be issues with access to resources and time.

Work products

Evidence produced by a learner to prove competence, for example video, model, photos, documents.

• Useful way to assess at the end of a project in a summative grade. The finished product e.g. a television advertisement or a website, can provide the assessor with the evidence/ culmination of a student’s understanding of the learning outcome or Unit.

• This can provide the student with work to take forward as an exemplar of their skills to employers whilst providing an industry context aim to an assignment that can make the assignment more realistic and tangible.

• The end product can be difficult to assess in and of itself so an accompanying portfolio is often necessary to contextualise and evidence individual students’ contribution (particularly in group tasks) whilst showing the process.

• Assessment can be time-consuming on the student and the assessor if not prepared correctly with clear, well-defined bench-marks for the task/ or project at each key stage of the production.


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Presentations Learner delivers a topic, often using ICT.

• Can be used to assess the students understanding, capacity to structure information and oral communication skills.

• Allows for integration of complex skills – including ICT.

• Students can be creative and use different media.

• Difficult to use with large groups, as presentations can be time-consuming.

Recognition of prior learning

Assessing what has been previously learnt, experienced and achieved, to find a suitable starting point, or claim equivalent or exemption of units.

• Recognises the skills, experience and learning that a student has achieved prior to starting the qualification.

• Prior learning can be used to support assessment.

• Helps to avoid duplication or repetition of work or achievements of the learner, so the learner does not feel they are wasting their time repeating what they know or have demonstrated in the past.

• It can be time consuming as the assessor needs to ensure validity, as not all prior knowledge may be relevant to the current criteria that is being assessed.

• Currency needs to be confirmed.

• Assessor need to confirm authenticity of evidence, and this may be difficult.

• Assessor needs to confirm qualification guidance on prior learning, and ensure that the requirements are met.

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Simulation Imitation or acting out of an event or situation

• Provides invaluable practice of work place situations that the learner will need to learn in a safe and patient environment before progressing to a real work place.

• Can be used to replicate situations that are high risk, unsafe and happen very rarely, and assessment carried out in a ‘safe’ environment.

• Allows the learner time to develop the understanding necessary to learn practical skills in the context they are being trained for.

• Gives students the opportunity of displaying skills they are likely to need in the world of work, which can motivate the student by the realism of the assessment.

• Some simulations can be carried out online.

• Can mean that learners have a limited inauthentic experience of the full realistic scenario they are being trained for and may therefore not take the situation as seriously.

• Often difficult or expensive to simulate real situations.

• Requires experienced assessor to handle well, and may be difficult to manage with larger groups.

• Reliability of assessment decisions may be difficult to achieve.

• Care needs to be taken not to confuse assessment by simulation with assessment in a realistic work environment (RWE), such as a training restaurant


TVET Reform Programme for Iraq


TEACHING AND TRAINING

APPENDIX EIGHT: PROFESSIONAL OCCUPATIONAL STANDARDS TEACHING AND TRAINING

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INTRODUCTION

Document outlines professional occupational standards for Teaching and Training in Technical and Vocational Education and Training (TVET) institutions in Iraq.

They are based on international best practice and have been informed by the Training Needs Analysis that was carried out in 2016/17. The standards have also been informed both by the work of the Education and Training Foundation (ETF) in the UK and the findings of the Quality Assurance Working Group for the UNESCO TVET Reform Programme in Iraq.

The standards have been designed to underpin the teacher/trainer development programme that has been undertaken over the last two years in Iraq.

This programme was designed to build the capacity of teachers and trainers to deliver competency based programmes of teaching and learning. Whilst these standards have been based on international best practice it is important to recognise that the context in which they are to be applied will inevitably impact on both:

• the way they can be applied, and

• the relative importance of the standards as they are applied in various organisational frameworks within the different institutions overseen by the three ministries.

Where the standards fit within the Quality Assurance and Accreditation framework (designed by the Quality Assurance Working Group) is seen in the diagram below.

Professional Teaching and Training Standards

PLAN Standards

Goals Policies

ACTUse findings

to make improvements

CHECKInternal AuditSelf-evaluation

DOProcesses

ProceduresCollect Data

Ministry of HigherEducation

Ministry of Labour andSocial Affairs

Ministry ofEducation


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Knowledge &

Va

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& A�r

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Skills

ProfessionalTeaching and

TrainingStandards

PROFESSIONAL TEACHING AND TRAINING STANDARDS

There is a strong relationship between the quality of TVET provision and the performance of teachers and trainers in delivering the curriculum effectively. These Teaching Standards recognise the pivotal role teachers and trainers play in improving the outcomes for learners within the TVET sector in Iraq.

All teachers and trainers must aspire to a range of professional values and attributes. These aspirations underpin the Teaching and Training Standards which identify the required skills and the professional knowledge and understanding to maintain and improve standards of teaching and learning, and therefore the outcomes for learners in Iraq.

Teachers and trainers are reflective practitioners who think critically about their own performance in a rapidly changing contemporary and educational world. The expectation is that they are in fact ‘dual professionals’ given that they need to be both subject and/or vocational specialists and also experts in teaching and learning. The best teachers and trainers are committed to maintaining and developing their expertise in both these aspects of their role so that they can deliver the best outcomes for their learners.

It is understood that teachers/trainers develop as they progress in their career and become more confident and skilled professionals by engaging in Continuing Professional Development (CPD). The framework outlined below recognises this progression in the support suggestions that are given for ongoing CPD.

A teacher/trainer could also develop leadership skills over the span of their career. In the standards listed below some of them are ‘starred’ and this indicates a different level standard that should be developed as the teacher/trainer acquires a leadership role.

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PROFESSIONAL VALUES AND ATTRIBUTES

As a teacher/trainer, you need to develop your own judgement to identify what works well in the classroom or workshop, and where there are areas for your personal development to improve practice.

You can achieve this by:

• Reflecting on what works best in your teaching and learning to meet the diverse needs of your learners

• Evaluating and challenging your own practice, values and beliefs

• Inspiring, motivating and raising the aspirations of your leaners through your enthusiasm and knowledge

• Being creative and innovative in selecting and adapting strategies to help learners to learn

• Having a strong commitment and dedication to excellence, social justice and equality

• Building positive and collaborative relationships with colleagues and learners.

If you develop and assume a leadership role alongside your teaching, you should also seek to develop the Professional Values and Attributes for leaders that are outlined in the TVET Leadership Standards document.


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PROFESSIONAL KNOWLEDGE AND UNDERSTANDING

The teacher/trainer will need to develop a deep knowledge and understanding both in theory and practice to fulfill these roles

• Maintain and update knowledge of your subject and/or vocational area through CPD

• Maintain and update your knowledge of educational research to develop evidence-based practice

• Apply theoretical understanding of effective practice in teaching/training, learning and assessment drawing on research and other evidence

• Evaluate your practice with others and assess its impact on learning

• Manage and promote positive learner behaviour

• Understand the teaching/training professional role and your responsibilities.

For a leadership role, the teacher/trainer should also know

• How to lead change and innovate

• The principles of quality learning, teaching and assessment – including self-evaluation

• Strategies for improving outcomes and achieving excellence in retention, achievement and success rates

• The performance management cycle (Plan, Do, Check Act), and the self-assessment framework.

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PROFESSIONAL SKILLS

The teacher/trainer will need to develop their expertise in the following skills to fulfill these roles:

• Motivate and inspire learners to promote achievement and develop their skills to enable progression.

• Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment.

• Promote the benefits of technology for learning and support learners in its use.

• Work creatively to overcome individual barriers to learning.

• Enable learners to share responsibility for their own learning and assessment, setting targets/goals that stretch and challenge them.

• Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement.

• Maintain and update your teaching and training expertise and vocational skills through collaboration with employers.

• Contribute to organisational development and quality improvement through collaboration with others.

For a leadership role, the teacher/trainer should also develop the following skills:

• Anticipate, lead and manage change

• Give feedback and provide support to improve performance

• Motivate, develop, empower and sustain individuals and teams


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SUPPORT FOR ACHIEVING THE PROFESSIONAL TEACHING AND TRAINING STANDARDS

In the following tables, there are suggestions on how to develop the professional values and attributes, the knowledge and understanding, and skills necessary to achieve the standards. They are presented to indicate a progression as a teacher/trainer develops through their career. This progression highlights the importance of Continuing Professional Development (CPD) and these development activities need to be accessed across all six of the performance areas of the quality assurance model for TVET.

These should serve as a benchmark to structure how to progress the personal and professional values and atributes, improve knowledge and understanding, and further develop skills. When pursued in this manner, it will contribute to the development of more empowered and confident teachers/trainers that will transform the quality of teaching and learning for their students.

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VALUES AND ATTRIBUTES

Values and Attributes

When you start as a teacher/trainer, you will...

How you will behave when you move to becoming an advanced teacher/trainer.

Reflecting on what works best in your teaching and learning to meet the diverse needs of your learners.

Reflect on a recent lesson or workshop session and try to identify what worked well with your learners – and what worked less well.

Critical, learner-focused reflection is automatic to you and enables you to set challenging targets for yourself to meet the diverse needs of all students.

Evaluating and challenging your own practice, values and beliefs.

Evaluate your own practice and make sure you are aware of alternatives. may be focus initially on a workshop or classroom lesson that you thought did not go as well as you had hoped/expected.

You are constantly critical of your own practice and how it impacts on learners and actively explore alternative positions and approaches.

Inspiring, motivating and raising the aspirations of your leaners through your enthusiasm and knowledge.

Use concepts of motivation in your teaching/training sessions – offering incentives and references to the students own lives.

Ensure that all learners are engaged. That learners are able to work independently and make better than expected progress.

Being creative and innovative in selecting and adapting strategies to help learners to learn.

Seek to use one new teaching method - e.g. group work/discussion, quizzes etc. at least once a week in all your lessons.

You consistently and confidently use innovative and creative approaches and activities to improve teaching and learning.

Having a strong commitment and dedication to excellence, social justice and equality.

Be aware of these issues and apply these in your approach to teaching

You actively exploit the potential of the diversity in your classroom or workshop. Excellent support provided through the use of differentiated resources and activities – extension work and structured group work.

Building positive and collaborative relationships with colleagues and learners.

Find yourself a mentor or coach among your colleagues to discuss issues around your professional teaching practices.

You collaborate routinely with colleagues to help to support your learners to achieve their full potential.


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KNOWLEDGE AND UNDERSTANDING

Knowledge and Understanding



Maintain and update knowledge of your subject and/or vocational area.

Ensure that you are up to date with the vocational knowledge in the areas you are covering in your classroom or workshop.

You will dedicate substantial periods of time to both expanding and deepening your subject specialism knowledge. You will routinely be in contact with employers in your vocational field to ensure your knowledge is up to date.

Maintain and update your knowledge of educational research to develop evidence-based practice.

Look up the latest educational research on the internet that is relevant to your area of expertise.

You will systematically engage with a broad range of educational research and identify that which is relevant to your own context. You will use it to challenge, develop and support your own practice.

Apply theoretical understanding of effective practice in teaching/training, learning and assessment drawing on research and other evidence.

Reflect on your training and apply a competency based approach to your teaching/training.

You will confidently facilitate competency based teaching/training and learning approaches.

Evaluate your practice with others and assess its impact on learning.

Find yourself a mentor and, with them, seek to evaluate your teaching/ training practice and its impact on learners.

You will be using a wide range of sources of support – including learners themselves, to assist you in reflecting critically on your practice and its impact on learners.

Manage and promote positive learner behaviour.

At the start of any course set clear expectations for learning and behaviour. You will try to be positive, and use praise, sanctions and rewards consistently and fairly to enforce these

Session pace clearly matches subject and learner level. Activities very well structured and timed to maintain interest and stimulate all learners.

Understand the teaching/ training and professional role – and your responsibilities.

Ensure you have a clear understanding of teaching professionalism.

You will be critically evaluating the different perspectives of teacher/ trainer professionalism and will be aware of the range of professionals that contribute to a learners’ development.

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KNOWLEDGE AND UNDERSTANDING (CONTINUED)

For a leadership role, the teacher/trainer should also know:



How to lead change and innovate.

Ensure you are aware of theories of change.

You will be confident and successful in overcoming resistance to change. You will be constantly seeking to innovate.

The principles of quality learning, teaching and assessment – including self-evaluation.

Familiarise yourself with the performance management cycle - Plan, Do, Check, Act. Be closely involved in the self-assessment framework in your institution.

You will be supporting colleagues in engaging with performance management cycle and the self-assessment activities.

Strategies for improving outcomes and achieving excellence in retention, achievement and success rates.

As above and ensure you are familiar with the kind of targets that are relevant to curriculum design and delivery.

You will have expertise and be confident and assured in working with colleagues on the annual selfassessment framework.

Performance management, continuous professional development and sustaining improvements that are based on a firm understanding of how to set and manage targets.

Set yourself targets for your own CDP based on your analysis of areas for development.

You will be appraising the performance of colleagues and working with them to plan and then check their progress in achieving their targets.


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SKILLS

SkillsWhen you start as a teacher/trainer, you will...


Motivate and inspire learners to promote achievement and develop their skills to enable progression.

Use motivation strategies to encourage your students – e.g. praise progress and recognize effort “I can tell you have put a lot of work into this assignment”.

You will be the person others come to when looking to find out how best to motivate and inspire learners. You will utilise and excellent range of approaches to maximise learning and involve all learners.

Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment.

Ensure you are up to date with lesson differentiation so all learners are fully engaged at their own levels. (Seek to work with a colleague who has expertise in this field.)

You will be highly effective in identifying individual learning needs through the use of learning styles analyses and diagnostic assessment techniques.

Promote the benefits of technology for learning and support learners in its use.

Use technology in delivering your lessons where possible.

You will automatically use new and emerging technologies to engage your learners.

Work creatively to overcome individual barriers to learning.

Develop good relationships with your learners to that |you can start to identify how best each of them learns.

You will be confident and secure in embedding opportunities for learners that allow them to overcome any barriers that they have to achieving their full potential.

Enable learners to share responsibility for their own learning and assessment, setting targets/goals that stretch and challenge them.

Encourage and engage in dialogue with learners on their assessments and targets/goals.

You will be encouraging learners to be autonomous and to set their own stretching targets/goals.

Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement.

Always ensure that feedback to learners is constructive with suggestions on how work/assignments can be improved.

You will utilise highly effective, clearly focussed questioning skills to check all learners knowledge and progress. You will focus on praise, support and guidance to enhance their learning.

Maintain and update your teaching and training expertise and vocational skills through collaboration with employers.

You could seek a regular work placement with a local employer to update your vocational knowledge.

You will regularly engage with employers in your vocational field to obtain feedback on the relevance of your teaching/training.

Conrtibute to organisational development and quality improvement through collaboration with others

Seek to work with colleagues in other departments on quality related matters.

You will regularly work across the institution to improve quality.

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SKILLS (CONTINUED)

For a leadership role, the teacher/trainer should also know:

SkillsWhen you start as a teacher/trainer, you will...


Anticipate, lead and manage change.

Familiarise yourself with theories of change – e.g. the Change House. Make sure you know about how to overcome resistance to change.

You will be confident in instigating change and expert in recognizing and overcoming resistance to change.

Give feedback and provide support to improve performance.

Learn from the way in which your manager worked with you to improve your performance.

You will be confident and expert in supporting your colleagues to achieve their targets.

Motivate, develop, empower and sustain individuals and teams.

Familiarise yourself with the ways in which teams work and how to make them most effective.

You will be a confident team member and leader, supporting and coaching your colleagues to improve their performance.


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The Teaching and Training Standards have been developed as part of the ‘TVET Reform Programme for Iraq and ’ implemented through a partnership between the British Council, UNESCO, the MoE, MoLSA and MoHESR, funded by the European Union. The British Council and UNESCO wish to acknowledge for their technical assistance and valuable feedback which has contributed to production of these Standards, the following:

Dr. Moneer HameedDr. Modhafar Al ZuhairyDr. Wadhah Amer HatemMr. Fawaz Ibraheem NajimDr. Mahir Hameed MajeedDr. Najeeb Toma RassamDr. Arif Hito

The Technical Working Group and National Trainers for the “Building the Capacities and Competencies of TVET Stakeholders” project.

This document was produced by the British Council as part of the TVET Reform Programme for Iraq. The views expressed in this publication do not necessarily represent those of the British Council or UNESCO and do not commit either organization.

This publication has been produced with the financial assistance of the European Union.

The contents of this publication are the joint responsibility of the British Council and UNESCO and can in no way be taken to reflect the views of the European Union.

Copyright © British Council and UNESCO, 2019.

Authored by: Geoff Pine Associates

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Acknowledgements

This Guide has been developed as part of the curriculum development project, which is started as a component of the TVET Reform Programme and been completed as a one of the main achievements under the Reviving Mosul and Basra Old Cities project, both projects being implemented by UNESCO, funded by the European Union in partnership with the government of Iraq. The content for the Guide has been developed in collaboration with:

Dr Larah Riyadh AbdulwahedEng Shakir Mahmood AliLisa CollettDr Ibtesam Faik Nasser HabbabaDr Aymen Rasheed MohammedNadom Khalifa MutlibRasha Bashar RashidMelanie Relton
