QUALITY ASSURANCE WORKSHOP-28.08,2025.pptx

nsbndndmdnbfhbfnjfmjkjbvnmnksmkjsk,mkjfhhfhjjmkfdnkmsmhsdjhc cbc nmsdjndhbgvdgbxcbnxbx x xcbnb xcbxcbjxnzxmkmzkxnxhbchbcbcccbcbjxnxnxmnzmzzzzxmxxnbbxbnzxznmmmzn cbmcnmcnmx,xnxc

1. QUALITY ASSURANCE TRAINING National Council for Technical Vocational Education and Training - NACTVET-DAR ES SALAAM 2025-08-28

2. The Overview of the NACTVET Curricula Quality Assurance Systems in Curriculum Development Roles of Quality Assurance Officers in Curriculum Development 4. CBET – Curricula Technical Terms 5. Curriculum Development, Assessment and Delivery Systems and Practices 5. Closing

3. Overview NACTVET Curricula Pursuant to National Council for Technical Education Act , 1997. The act provides a legal framework for the Council to establish an efficient National Qualification System that will ensure that products from technical institutions are of high quality and respond the changing needs as well as technological innovations in the world.

4. NACTVET MISCELLANEOUS ACT . The National Council for Technical and Vocational Education and Training (NACTVET) Act is the primary legislation for NACTVET, a Tanzanian body established to regulate and coordinate technical and vocational education. There is also The Written Laws (Miscellaneous Amendments) (No. 4) Act, 2021, which specifically amended the NACTVET Act. This amendments Act updated several laws, including the NACTVET Act, by adding new sections and modifying existing ones, for example by adding section 23A and 23B to the original Ac

5. NACTVET-CREDIT SYSTEM Pursuant to section 12(c) of the NACTVET Act, the awards established by the NACTVET should take into account the advantages of adopting a credit- Based system. On the bases of this provision of the Act. the Council has established a National Credit System in Technical Education and Training. Table below shows the credit guidelines for various NTA Programs.

6. NATIONAL TECHNICAL AWARDS FRAMEWORK National Technical Awards Regulation s , 2005. The cited Regulations that established National Technical Qualifications Framework were developed pursuant to Sections 5(1) and 24(1) of the NACTE Act, Cap. 129.

7. CURRICULUM DOCUMENTS AS AN URGENT FOR INSTITUTIONAL QUALITY ASSURANCE SYSTEM Curriculum documents are foundational to an institutional Quality Assurance (QA) system, acting as a direct measure of quality and a guide for achieving educational standards They  ensure consistency, relevance, and alignment with institutional goals, serving as a primary instrument for evaluation and improvement.  

8. National Technical Awards Framework (NTA) NTA Level Competence Descriptor Basic Technician Certificate Level 4 120 Apply skills and knowledge at routine level Technician Certificate Level 5 120 Apply skills and knowledge in a broad range of work activities some of are non-routine (operational) Ordinary Diploma Level 6 240 Apply skills and knowledge in a broad range of work activities most of which are non-routine (supervisory) Higher Diploma Level 7 360 Apply knowledge, skills and understanding in a broad range of complex technical activities and high degree of personal responsibility and responsibility for the work of others . ( Operational in complexity )

9. NTA Level Competence Descriptor Bachelor Degree Level 8 120 Apply knowledge, skills and understanding in a broad range of complex technical activities and high degree of personal responsibility and responsibility for the work of others and allocating resources, policy, planning, execution and evaluation. (administrative in complex range with semi autonomy) Masters Degree Level 9 180 The holder of the qualification will be able to display mastery of a complex and specialized area of knowledge and skills, employing knowledge and understanding to conduct research or advanced technical or professional activity, able to work autonomously and in complex and unpredictable situations. ( Administrative Complex in specialized Area with autonomy) PhD Level 10 540 The holder of the qualification will be able to apply knowledge and understanding to do advanced research resulting into significant and original contributions to a specialized field, demonstrate a command of methodological issues and engage in critical dialogue with peers, able to work autonomously and in complex and unpredictable situations. ( High level of administrative work performance in decision making level)

10. Curriculum Documents as an Urgent for institutional Quality Assurance System Curriculum documents are foundational to an institutional Quality Assurance (QA) system, acting as a direct measure of quality and a guide for achieving educational standards They ensure consistency, relevance, and alignment with institutional goals, serving as a primary instrument for evaluation and improvement . 

11. 1. Standardization and B enchmarking Curriculum documents standardize what is taught, ensuring consistent quality across all instructors and programs. The documents provide a basis for benchmarking by defining specific objectives and standards, which can be measured against internal and external criteria, including national and international standards. 

12. 2. PLANNING AND DESIGN Curriculum documents outline the program's goals, learning experiences , and expected outcomes, providing the framework for quality control and assurance. This includes:  Program design: Defining the purpose and structure of academic programs . Learning experiences:  Detailing the educational content and strategies used to achieve learning outcomes . Learning outcomes:  Defining the knowledge, skills , and competencies students are expected to acquire .  

13. 3. MONITORING AND EVALUATION As key working documents, they enable both internal and external monitoring of curriculum implementation.  Internal audits: QA units can use curriculum documents to evaluate adherence to standards, assess the effectiveness of teaching, and provide feedback for improvement . External evaluation : External bodies use the documents to verify that the institution's programs meet the required standards for accreditation. 

14. 4. Evidence of quality Curriculum documents serve as concrete evidence of an institution's commitment to quality. They demonstrate. Stakeholder alignment: The process of curriculum development often involves stakeholders, such as employers, to ensure the program meets labor market demands. Policy compliance: The documents show that the institution's programs comply with internal policies and external regulatory frameworks. 

15. 5 . Feedback and continuous improvement Curriculum documents are part of a feedback loop that informs continuous quality improvement. Tracer studies, employer feedback, and student assessments can all be used to evaluate the effectiveness of the curriculum and identify areas for revision. This ensures programs remain current and relevant in a rapidly changing world.  The role of QA within the curriculum lifecycle

16. The role of QA within the curriculum lifecycle 1 . Development and design Standard templates: Institutions use standardized templates for curriculum design to ensure consistency in course descriptions, learning outcomes, and assessment methods. Review and approval: All new and revised curricula undergo a rigorous review and approval process by a QA unit to ensure they meet quality benchmarks before implementation. 

17. 2. Implementation Teaching and learning: During the delivery of the curriculum, QA monitors the actual teaching and learning processes to ensure they align with the documented plans. Assessment: QA monitors how student assessments are conducted to verify compliance with standards and to determine if students are achieving the intended learning outcomes. 

18. 3. Review and revision Regular reviews: Curricula are reviewed regularly, often every five years, to incorporate stakeholder feedback, assess graduate outcomes, and address new trends or demands. Revision: Based on review findings, the curriculum is revised to improve program quality and maintain relevance.  

19. A MODULE A " module" is a single file containing reusable code like functions and variables, while a "package" is a collection of related modules organized together in a directory structure; "subject" refers to a broader topic area of study, not directly related to code organization within a programming language . Eg : Marine Cargo Operations, Marine Security Intelligency Module Coding eg ; CMT 04101

20. 20 Curriculum documents as an Urgent for institutional Quality Assurance System Subject A specific area of knowledge or study, not directly related to code structure in programming "Calculus" would be considered a subject in mathematics, encompassing various concepts and calculations.  Eg. English Language, Mathematics, Agriculture.

21. Conclusion : In summary, a module is a piece of code that may be built upon, a package is a collection of modules, a library is a collection of pre-written code, and a framework is a set of principles for developing applications .

22. Training Package A group of modules is organized together within a directory, allowing for the logical grouping of related functionalities. The "pandas" package in Python contains multiple modules for data analysis, including "DataFrame" and "Series ".train

23. Competent and competency While both terms are related to ability, "competence" refers to the basic capability to perform a task, while "competency" describes the specific behaviors and skills demonstrated when performing that task, essentially focusing on "how well" someone does something, not just "if" they can do.

24. Competence Vs Competency Competence : Represents the underlying knowledge and ability to do something, often considered a more general term.  Competency: Describes the observable behaviors and actions that demonstrate proficiency in a specific skill or task.  

25. Competence Vs Competency Competence: Represents the underlying knowledge and ability to do something, often considered a more general term . Competency: Describes the observable behaviors and actions that demonstrate proficiency in a specific skill or task.  

26. DIFFRENCES IN CURRICULA LINGUISTIC TERMS Difference In Swahili, the concepts of "knowledge" and "skills" are often distinguished, but their usage can be more nuanced. While " ujuzi " generally refers to skills and " maarifa " to knowledge, the specific context can influence how these terms are used. 

27. QUALIFICATION STANDARDS VS OCCUPATIONAL STANDARDS Qualification standards outline the specific educational and experience requirements needed to meet those occupational standards and achieve a recognized qualification; essentially, O ccupational standards describe "what" needs to be done, while qualification standards specify "how" to achieve the necessary competence to perform those tasks. 

28. QUALIFICATION STANDARDS VS OCCUPATIONAL STANDARDS Both occupational standards and qualification standards define the required knowledge, skills, and abilities for a specific job, the key difference is that occupational standards focus on the detailed performance expectations and tasks within a particular occupation

29. Competency Modl Applied Competence Reflexive Competence Practical competence NB: Think on a curriculum that can meet a class of multiple intelligence of learners

30. Practical competency A person’s demonstrated ability to perform a specified set of tasks ( can do, never explain why. Lower level of thinking ) Foundational competency a person’s demonstrated understanding of what and why she / he is doing ( can explain why. Better level of thinking)

31. Reflexive competency a person’s ability to integrate actions with the understanding of the action so that she/he learn from those actions and adapts to the changes as and when they are required. ( can do under diverse circumstance/innovative. Higher level of thinking ) Applied competence = a person’s demonstrated ability to perform a set of tasks with understanding and reflexivity

32.   CURRICULUM DEVELOPMENT FRAMEWORKS

33. Technical Institutions Obligated to Employers World of work Situational Analysis Employers Curriculum Development Process PLO EO SLO RTs Module Training Professional Needs / Requirement s

34. CURRICULUM IMPLEMENTATION TOOLS Facilitators Guides/ Teaching Manual/ Teaching Compendium Assessment Plan Practicum Guides and Procedure Materials 4. Portfolios / Checklist

35. CURRICULUM UNDERPINING THEORIES AND MODELS Multiple Intelligence Modal and Theories (Howard Gardener) Solo Taxonomy- John B. Biggs and Kevin F. Collis proposed the SOLO Taxonomy in 1982 . Addie Framework Kirk- Patrick's Model Benjamin Blooms Taxonomy Quadrant Leisure Framework

36. Curriculum Development Documents Program me Evaluation Report Stakeholders Workshop Report Situational Analysis Report Occupational Analysis Report Curricula in NTA – Format Continuous Quality Improvement Report Monitoring and Evaluation Tools Institutional Self Assessment Tools

37. Curriculum Implementation Tools

38. BEST PRACTICE IN SELECTING TEACHING METHODS Questions to ask in selecting teaching methods: ask yourself the following questions; What possible methods could be used to help the trainees to achieve this particular objective or set of objectives? Which of these methods would be most appropriate in the context of particular course/curriculum?

39. CBET and Cooperative Learning

40. INFORMATION ON RETENTION PERCENT IN RELATION TO TEACHING METHODS

41. QUALITIES OF GOOD ASSESSMENT Validity : is the extent to which assessment measures what is needed for a particular purpose. Reliability : is the consistency or stability of assessment results for the same group. Fairness: c onsidering the equity of all members of group its also about practicality and feasibility of an assessment Alignment: assessment is c oordinated among various elements of a system

42. Why Assessment?  It provides feedback about the competency or effectiveness of educational services

43. Thursday, August 28, 2025 UIS 47 Reflection… on assessment…!

44. 2025-08-28 Thank you