- Competency Standards Development
- What are Competency Standards
National Competency standards define the competencies required for effective performance nationally in an occupation or trade.
Competency standards focus on what is expected of a worker in the workplace, rather than on the learning process. Its key features are:
- Competency standards stress the ability to transfer and apply skills and knowledge to new situations and environments.
- In Competency standards the emphasis is upon outcomes and upon the application of skills and knowledge, not just the specification of skills and knowledge.
- Competency standards are concerned with what people are able to do, and the ability to do this in a range of contexts.
- Competency standards include all aspects of workplace performance and not only narrow task skills. The five dimensions of competency are:
- Task Skill
- Task Management Skill
- Contingency Management Skill
- Job role/work environment Skill
- Transfer Skill
Not every unit will contain all five dimensions; however, in a group of units, these five are usually covered. They may emerge in the different parts of the Competency standards format.
Occupations for Competency Standards Development will be identified through the Employment Sector Councils, Industry bodies, Government Ministries or agencies, and/or according to government policy initiatives. TVET Section approves feasible requests for Competency Standards development. The Labour Market Information System is to be used as an information source. The criteria for selection of occupations may include:
- Significant employment opportunities, both current and future
- Significant social and economic contributions to the society
- Formal skills currently recognized at low levels
- Current low level of formal skill recognition (qualifications)
- Potential for foreign employment
- Completion of a feasibility study to confirm the need for competency standards
- Recognition for government policy driven industries
- Requests from Industry bodies and/or professional bodies
- A localization policy
- Endorsement process
The MQA is the national authority responsible for the endorsement of National Competency standards and hence it shall not be involved in the preparation or amendment of Competency standards. The endorsing body may rely on the expertise of meet the requirements of the competency standard operations manual. MQA does not become involved in reassessing the technical content of the proposed standards. The endorsement is a formal declaration by MQA that the competency standards and National Qualifications are procedurally correct and comply with the requirements of the MNQF. If the standards or qualifications are not endorsed, they are to be returned the ESC through the Ministry of Education (MOE) with reasons, for revision. The process is outlined below.
- National Competency Standards list
|TRANSPORT SECTOR||MNQF LEVEL||QUALIFICATION CODE|
|National Certificate I in Automotive Maintenance (Light Vehicle)||1||TRN01SQ1L107|
|National Certificate II in Automotive Maintenance (Light Vehicle)||2||TRN01SQ2L207|
|National Advanced certificate in Driving Instructor (Light Vehicle)||4||TRN04SQ1L408|
|National Certificate I in Marine Mechanic||1||TRN03SQ1L108|
|National Certificate II in Marine Mechanic||2||TRN03SQ2L208|
|CONSTRUCTION SECTOR||MNQF LEVEL||QUALIFICATION CODE|
|National certificate II in Bar Bender||2||CON03SQ1L209|
|National certificate III in Carpenter (Furniture)||3||CON04SQ1L309|
|National certificate III in Electrician (domestic)||3||CON01SQ1L307|
|National Advanced Certificate in Electrician||4||CON01SQ2L407|
|National certificate III in Mason (Plaster)||3||CON08SQ1L309|
|National advanced certificate in Mason||4||CON08SQ2L409|
|National certificate II in Painter ( Building)||2||CON04SQ1L209|
|National certificate III in Plumber||3||CON07SQ1L309|
|National certificate II in shuttering carpenter||2||CON06SQ1L209|
|National Certificate III in Gas Welder||3||CON02SQ1L309|
|Advanced National Certificate in Arc Welder||4||CON02SQ2L409|
|Advanced National Certificate in TIG Welder||4||CON02SQ3L409|
|National Certificate III in MIG and MAG Welder||3||CON02SQ4L309|
|TOURISM SECTOR||MNQF LEVEL||QUALIFICATION CODE|
|National Certificate II in Food Preparation||2||TOU03SQ1L207|
|National Certificate II in Pastry and Bakery Chef||2||TOU02SQ1L207|
|National Certificate II in Front Office||2||TOU04SQ1L207|
|National Certificate II in Room Attendant||2||TOU05SQ1L207|
|National Certificate II in Food and Beverage Services Personnel||2||TOU01SQ1L207|
|National Certificate III in Tour Guide||3||TOU06SQ1L307|
|SOCIAL SECTOR||MNQF LEVEL||QUALIFICATION CODE|
|National Certificate II in IT Technician||2||SOC02SQ1L209|
|National Certificate I in Retail services||1||SOC03SQ1L109|
|National Certificate II in Retail services||2||SOC03SQ2L209|
|FISHERIES AND AGRICULTURE SECTOR||MNQF LEVEL||QUALIFICATION CODE|
|National Certificate I in Fish Processing and Quality Control||1||FNA01SQ1L108|
|National Certificate II in Fish Processing and Quality Control||2||FNA01SQ2L208|
|National Certificate III in Fish Processing and Quality Control||3||FNA01SQ3L308|
|National Certificate III in Refrigeration and Air Conditioning Mechanic (Domestic)||3||FNA02SQ1L307
|National Advanced Certificate in Refrigeration and Air Conditioning Mechanic (Industrial)||4||FNA02SQ2L407|
- Standards Development Manual (pdf)
- Competency Assessment and Certification
Competency Based Assessment
Competency-based assessment is a structured evaluation of a trainee’s (or student’s) performance against the requirements of the elements of the skill standards. Assessment refers to the process of collecting evidence and making judgments about the achievements of trainees against the specified performance standards
The results of competency-based assessment describe what learners know, understand and can do. Assessment is about standards of performance achieved, not how learning has occurred. Assessment may be carried out to recognize prior learning and to give students advanced standing.
Evidence for assessment can come from
- Prior performance: the learner may have previous proven achievement;
- Learning activities set up for the students or workers as part of the learning programme;
- Specially created assessment tasks: these could be at the end of a programme or outside the programme to see if the programme is needed, such as a check to see who in a new class needs keyboard skills or whether skill training is needed for a new worker;
- Work or similar experience: the teacher will need to rely on the judgement of others that specified competencies have been acquired.
Learners and workers should be aware of the performance standards expected of them and the overall assessment plan, including where and how assessment will occur, the nature of the evidence to be collected and the criteria against which, that evidence will be judged.
Workplace assessment refers to the process of assessing trainees in the workplace and where competency has been demonstrated, awarding credit towards national qualifications
Institutions which are accredited will teach and assess their students, with the close overview of the MAB, prior to national certificates being issued. Institutions which are not accredited will be subject to all trainees applying for workplace assessment through TVET assessors. For training in industry, the TVETA of the Ministry of Education accredited by the MQA will have registered assessors available to conduct assessment of trainees in the workplace.
Assessment in the workplace requires two assessors:
- An assessor who has significant practical and current work experience in the skill area being assessed;
- A teacher or trainer skilled in assessment. It is expected that initially these will be experienced teachers in institutions.
There are three steps in the assessment process:
- The planning meeting of the two nominated assessors, convened by the TVETA, at which the scope of the requested assessment is clarified and the likely Evidence and Assessment Plan is drafted by the assessors;
- The preliminary visit to the workplace during which the Evidence and Assessment Plan is finalized, consistent with the likely scope of assessment, and the assessment activities notified to the workplace manager; this visit will ensure that required evidence is gathered progressively by the workplace verifier and is ready when the summative assessment visit takes place; and that all necessary arrangements are made for the assessment activities planned for the visit or visits;
- The final assessment visit or visits during which the required evidence will be submitted and the summative assessments made and recorded.
Trainees or their employers wishing to object to an assessment decision can lodge an appeal with the TVETA or the MQA.
Appeals must be lodged within one month of the assessment. The application must detail the reason for the appeal. Examples could be that
- The assessment process was unfair or in some way biased;
- The interpretation of the standard was wrong or the sufficiency of evidence demanded was too great.
- National Certificates
National Certificates will be awarded to those who complete the TVET qualification and are competent to the MQA endorsed competency standards, and will receive a certificate with the corresponding national qualification as per the levelling specified in the competency standards. The Table below shows the qualification levels in the Maldives National Qualification Framework.
- TVET Certificates
Certificate of Achievement
A worker achieving just some of the units or modules, and not all the skills specified in a national qualification, will be provided with an official Certificate of Achievement upon a request from the training provider, which the worker can later move on to complete a full qualification.
Successful Completion of TVET Qualification
A graduate, competent in all the units specified in the competency standards are liable for Successful Completion of TVET Qualification, which will also be recognized by the MQA and will receive National Qualification Level specified in the competency standard.
Certificate of Participation
For those trainings which do not require competency standards or do not have any competency standards established, will receive a Certificate of Participation from the training provider, signed by a TVET official, upon completion of the training.
|Level||Qualification Title examples|
|10||Doctoral Degree; Higher Professional Diploma|
|8||Graduate/ Postgraduate/ Certificate and Diploma; Advanced Professional Diploma;
Bachelor’s Degree with honours
|6|| Advanced Diploma/ Associate Degree/
Foundation Degree; Professional Diploma