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Illustration of a TEVET Qualifications Framework Template
1 2 3 4 5
Level Occupation Type
Protected Qualification Title
Problem Solving Level Descriptors Credit Requirements 4 Technician Technician/Diploma
Wide ranging competence requiring analysis and interpretation of information that has to be sought to produce innovative responses to concrete and unfamiliar problems
(480) 120 +
3 Artisan Advanced Certificate
Well developed range of competence requiring interpretation of available information to produce a range of responses to concrete but unfamiliar problems
(360) 120 +
2
Operative Intermediate Certificate Moderate range of competence requiring some processing of easily available data to choose from a range of known responses to familiar problems
(240) 120 +
1
Assistant
Operative Foundation Certificate
Narrow range of competence requiring mostly recall of known solution to familiar problems
120
Ç Entry Levels Ç
The long term objective is to contribute to the development of the TVET system in Malawi to meet the challenges of transforming Malawi from a predominantly importing to an export one, in a context of lifelong learning.
Schools provide trainers, infrastructure and the learning environment. Furthermore these learning institutions ensure that curricula and relevant modules are delivered in a systematic and professional manner befitting the various levels of training. Here is where we have continuous assessment, verification, assessment and certification.
Industry on the other hand provides places for attachment but also gives feedback to training institutions. At times, it is possible for industry to provide machinery and technology which is not readily available in schools for further learning. The two way feedback and communication between schools and industry is a health way of ensuring efficiency, robustness and relevance of training given to our artisans.
The Role of Industry in Curriculum Development and Implementation
The industry being the end user of a particular curriculum is the key at every stage of conceiving, proposing, drafting, testing and confirming the content and application. It is here where the exercise of training needs assessment begins. It is the industry that identifies the needs or gaps in particular skills or trades. In fact the industry is best placed to say what is suitable and what is obsolete in any particular trade.
Therefore there may never be helpful movement in any curriculum development without involving Industry. Malawi has made strides in this regard in that whenever necessary forums are convened where Policy makers, professionals, trainers and the industry meet to bang heads and agree or disagree on the best way in formulating or fine tuning particular curricular.
Curriculum development and implementation is done with full participation of industry. Once the curriculum has been developed, the training modules are screened to identify modules that could be ably handled either by training institutions or industry. The colleges select the modules they could ably handle, looking at the equipment that they have and human resource to deliver the modules. The remaining modules are sent to industry to deliver.
The training is implemented in two stages.
• First stage is Institutional training and covers the modules that are college-based
• Second stage is Industry training where trainees are attached to industry to cover modules that are industry based
Trainees are expected to cover all the modules in order to have a full qualification of 120 Credits. Trainees who are not attached to industry fail to complete industry’s modules and are not able to complete the program and are not recommended for certification. Since implementation of this new TEVET system, about 22 occupations have been developed and are registered against TQF. Out of these occupations 10 have been reviewed to meet the current technological changes.
The training structure:
• Provides an integrated set of nationally endorsed standards (Learning Outcomes);
assessment guidelines and qualifications for the occupation
• Enables qualifications to be awarded upon successfully completion of all the modules in the package or accumulation of 120 credits
• Encourages continuous assessment of competencies for one to proceed to the next module
• Encourages learning in a work environment and off-the-job
The Role of School in Curriculum Development and Implementation
The new approach requires that trainers become involved in all aspects of the training cycle not simply in delivery. It also opens up new and existing arenas in which trainers can innovate and explore new methods of training delivery.
The trainers both teach and assess trainees. The assessments are verified internally before external verifiers, who are largely from industry, come to verify the decisions made by the trainers. The trainers keep records of trainees’ performance and submit achievement reports to awarding bodies for certification.
The Role of Government in developing a curriculum based on National Competency standards
The good news is that in as far as labor market is concerned, Malawi, through TEVETA has a substantial amount of information based on studies done in the recent past
Government has a responsibility in both curriculum development and implementation.
• It recruits trainers for public institutions and subsidizes training costs
• It provides enabling training environment through the policies
• Capacity building of trainers to ably deliver curricula
• Benchmarking with internal community on standards
Major Challenges and prospects in promoting industry school collaboration
1. There is no adequate /much interface is there between TEVETA, Ministry of Labor, and the Private Sector.
2. Absence of National Qualifications Framework in place prohibits an enabling environment to facilitate quality training across all sectors of education and training in Malawi.
3. Absence of some SACs has been a big challenge to dialogue with industry on issues of training. Let alone to get experts of high calibre during curriculum development/
review.
4. Slowness by the training providers to keep abreast with technological changes that take place at the industry.
5. Methodology of assessing trainees has contributed a lot to these problems. Trainers and trainees do not take the training seriously. They think the new continuous assessment system without summative is a giveaway qualification and no need to work hard.
6. To instil interest and motivation among the school going youths, there is need to engage more and wider career talks biased on vocational skills, an undertaking which is not given much attention currently. And because such a gap, most trainees appear not to have a passion in what they are perusing.
7. Another challenge is attitude of trainers who are so stiff and not very keen to learn/
change. At times it so happens that Trainees are more knowledgeable than trainers in some aspects or skills simply due to their being exposed to new technology, equipment and methodology in the industry.
8. Sustainability/continuity of works, projects out there in the field is one other bottleneck. While modules covered in a classroom set up may require practical out in the field, most often there may be no adequate openings to absorb all apprentices due to a dry spell or tough economic climate.
9. Non-traditional Trades/ skills are side-lined at times when formulating curricular due to scarcity of trainers.
10. Knowledge transfer outpaced by new technology & new products.
11. Lack of competency in ICT.
12. There seems not to be adequate or elaborate motivation towards industrial attachments both for the Industry as well as the trainees. The allowances are both insufficient as well as contentious.
Prospects in promoting industry – college collaboration
Prospects in involving industry and encouraging industry – college collaboration are:
• Quick updates on technological changes taking place at the industry
• Training will have some relevance to industry
• Colleges will know what industry wants
• Colleges will be innovative and be able to transfer knowledge to industry
• Attachment places for both trainees and trainers won’t be difficult to find
• Industry will have confidence with the trainers
• Quality of training will be raised
• Reduction of skill gap in the industry facilitation of labor surveys and updated database on the same