Successful Candidates of the 2013 RPL Assessment Program.
Kimbe - Kokopo - Rabaul - Lae
The purpose of this guide is to assist teachers, trainers, assessors and authorities in registered TVET institutions and training providers/orgnisations in the use of National Training Packages in PNG. This guide should be used in conjunction with the National Training Package for the complete details of the competency standards, training modules, assessment guidelines and qualifications framework.
2. WHERE TO GET THE NATIONAL TRAINING PACKAGES
The National Training Packages are obtainable from the TVET Curriculum Branch, TVET Division, National Department of Education, Waigani.
3. WHAT DO I NEED TO DELIVER A NATIONAL TRAINING PACKAGE
For more information, please contact the TVET Curriculum Branch for details.
4. NATIONAL QUALIFICATIONS
Each National Training Package provides the set of competencies required for specific workplace tasks/roles within an industry sector. The level of the national qualification is determined in accordance with the PNG National Qualifications Framework. Each national qualification is established by combining or packaging appropriate industry units of competency and/or modules.
▪ projections of future employment growth
▪ emerging skills shortages and surpluses (formal and informal
▪ needs for further training and re-training
▪ social and economic demands
▪ international employment trends
The job requirements and the labour market needs are then translated into standards for learning as well as for assessment and certification. In order to translate the labour market information into standards for TVET, the following questions may be asked:
▪ What does the student need to be able to do in employment?
The employment specification of skills, knowledge and attitudes in the workplace. The employment specification is the ‘occupational profile’ or Skills Standards.
▪ What does the student need to learn to be effective in
The learning specification. This is the competency-based curriculum.
▪ How will we know what the student has learned and is able to do
The assessment specification. This is the competency-based assessment.
The great challenge is “TVET for the workforce of tomorrow, delivered today, by teachers trained on curricula of yesterday”. Developing the TVET curricula, therefore, must not be confined to study the workforce of today but rather to anticipate what the workforce of tomorrow will be like.
5. REGISTRATION OF TRAINING PROVIDERS
TVET institutions and other training organisations need to understand the requirements of PNG National Quality Training Framework. In particular you need to read and understand the following documents before applying for registration as a training organisation:
▪ Standards for Registration
▪ Conditions of Registration
Registered Training Providers (RTPs) are recognised as providers of quality assured and nationally recognised training and qualifications. Becoming an RTP can also provide access to information and other resources across different TVET institutions.
▪ can issue qualifications and statements of attainment that are nationally recognised
▪ can use the Nationally Recognised Training Logo
▪ are listed on the Registered Training Providers database
▪ can create new accredited courses in response to specific demand
Nationally recognised training logo
Only RTPs can use the nationally recognised training logo on all qualifications and statements of attainment they issue.
The logo is a valuable symbol that signifies that the training courses are accredited under the PNG National Quality Training Framework, and the qualifications are issued by an RTP. This also gives confidence to students that the skills and qualifications they attain are of a high quality and are recognised in PNG and overseas.
6. BACKGROUND ON NATIONAL TRAINING PACKAGES
TVET System Reform
A 1997 report to the Government titled “According to their Talents” on the future of TVET in PNG recommended to open up access to high quality, relevant and cost effective competency-based training for all Papua New Guineans. It also recommended for a unified planning and coordination of TVET as a prerequisite for an improved TVET system. The present day TVET reform is rooted from this report.
Competency-Based Training and Assessment
Competency-Based Training and Assessment (CBTA) became a policy in 1999. Seven (7) core trades were first to introduce the competency-based curriculum (for apprentices) to support the introduction of the trade testing and certification system in PNG (1997-2002. The competency-based curricula were based on the first PNG Competency Standards that were written for the 7 trades (Electrical, MVM, MFM, MFW, CC, Business Studies, Plumbing) and using the three levels of apprenticeship training. However, the absence of a qualifications framework hindered the reformation of the other TVET courses which were attempted to be re-written into the CBT format but without regard to industry standards.
In order to foster employability and the development of pathways that better articulate between the different levels of TVET, the development of qualifications framework had seen greater interest in 2005. A National Forum gave an overwhelming support from stakeholders to introduce a national qualifications framework in PNG.
<click images to view or download
(Publication version A3)
(Publication version A3)
(Publication version A3)
Registered Training Providers who wish to deliver PNGQF Qualifications in training and assessment are advised to download the Standards and develop a learning program/curriculum before delivering the qualifications. <more info>
National Qualifications Framework
In 2006, an oversight industry steering committee recommended a six level National Qualifications Framework for TVET. This draft framework was further improved through consultation and collaboration between the TVET Division of the Department of Education and the National Training Council.
The National Education Board approved the phased-implementation of the NQF for TVET in November 2007.
Central to quality TVET is Quality Assurance. A National Quality Training Framework will be implemented to ensure the quality of training is compliant to industry requirements.
Competency-based TVET reflects industry competency standards. The aspect of competency-based training is that the delivery, assessment and certification of training relates to the demonstration of skills, knowledge and attitudes required for effective performance at the required level in the workplace as defined in the competency standards. Competency-based training places importance on demonstrating what an individual can do in the workplace and not on the duration of the training or merely the amount of knowledge acquired. The list below shows the current Competency Standards in PNG:
1. Business Studies – Levels 1, 2, 3
2. Carpentry Construction – Levels 1, 2, 3
3. Metal Fabrication and Welding – Levels 1, 2, 3
4. Maintenance Fitting and Machining – Levels 1, 2, 3
5. Motor Vehicle Mechanic – Levels 1, 2, 3
6. Plumbing – Levels 1, 2, 3
7. Electrical – Levels 1, 2, 3
8. Boiler Operator - Operator’s Certificate
9. Commercial Cookery - Levels 1, 2, 3, 4
10. Community Development Worker, Levels 1, 2, 3
11. Confined Spaces Cross Industry Standards
12. Crane Operator - Operator’s Licence
13. Dogman and Rigger Cross Industry Standards
14. Food and Beverage - Levels 1, 2, 3, 4
15. Forklift Operator Cross Industry Standard
16. Front Office and Housekeeping - Levels 1, 2, 3
17. Instrument Mechanic - Levels 1, 2, 3
18. Tour Guide - Level 1
19. Handling Cargo - Level 1
20. Meat Processing (incomplete)
21. Agriculture – Commodity Crop Farming (incomplete)
TVET Curriculum Development
Since 2006 the TVET curriculum reform involved the unification and rationalization of vocational education curriculum and technical education curriculum into TVET curriculum. The reorganization of the TVET curriculum branch into TVET program teams was also critical for the integration of vocational education curriculum and technical education curriculum into National TVET curriculum.
The restructured TVET curriculum branch resulted into curriculum teams that are responsible for the review and development of TVET curriculum across all levels and qualifications (Business, Engineering, Construction, Tourism and Hospitality, Electrotechnology, Primary Industry), thus, integrating the programs of technical colleges and vocational training centres.