STAGE 1: Conduct Needs Assessment
The market research can be formal or informal; it involves the identification of employers in the area and the use of some type of survey (phone or mail) to determine the status of employment needs. This will help the developers to prepare programmes that are needed by employers.
STAGE 2: Establish Industry/Occupational Needs (Occupational Standards Generation).
Establish competences required of learners to reflect appropriate
Validation of Occupational Standards
STAGE 3: Translate Industry/Occupational Needs into Education and Training Programmes.
Learning Unit Specification
The Learning Unit Specification is divided into two main parts:
Statement of Standards
The statement of standards defines the learning outcomes and aspects of achievement, which ensure that a learner has demonstrated the necessary skills and knowledge. The content is mandatory, which means that the learner has to be able to satisfy every requirement of each part of the standards.
The following are the areas to be covered by the statement of standards:
STAGE 4: Develop Learning Material
Develop Content of the Learning Material based on Unit Specifications
STAGE 5: Design and Develop Assessment Framework
Process of designing and developing CBT Assessment Framework
The trend in CBT assessment has two important concepts that have to guide all assessment processes and practices. These are:
The processes and practices above should lead to the:
STAGE 6: Develop Capacity of Facilitators and Assessors
Types of Approaches to Facilitating
There are two main approaches to teaching: teacher-centred and learner-centred. In the teacher-centred (also referred to as direct instruction) approach, the teacher has control over what is taught and how the learners are given the information they have to learn. A lecture is an example of a direct instruction approach.
In the learner-centred approach (also called discovery approach) more emphasis is placed on the learner's role in the learning process. In this approach, the teacher still sets the agenda of what is to be learned but has less control over what and how learners learn.
The teacher here becomes more of a facilitator of learning than a "channel" through which all knowledge and information must flow. The learner acquires knowledge more through their own individual or group investigations.
STAGE 7: Induct Staff and Learners
The purpose of Induction Programmes is to offer insight to students and College staff in the implementation of CBT and the advantages of offering it. CBT programmes are designed to:
STAGE 8: Design and Develop Quality Assurance and Evaluation Instruments.
The following shall be done:
STAGE 9: Establish and Develop Capacity of Internal and External Verifiers
Establish and Develop Capacity of Internal/External Verifiers
The following should be done:
STAGE 10: Establish and Develop Capacity of Systems Verifiers and Evaluators
The Role of System Verifiers and Evaluators
System verifiers visit centres regularly to ensure that the system required for supporting the delivery of qualification are operating effectively