Procedures for Occupational Analysis and

Qualification Standards
The present document provides the modalities for setting Qualification Standards. A
Qualification Standard is used to prescribe a qualification. It includes statements on the
Purpose(s) of Qualification and corresponding Principal Learning Outcomes with associated
credit values and assessment criteria. While the Purpose of Qualification indicates the typical
context that persons with the qualification could work in more efficiently, the Principal Learning
Outcomes indicate what the learner should be able to demonstrate following the completion of a
particular training programme at a designated level. Specifically, the Principal Learning
Outcomes are broad Standards of achievement at a particular context and level of study as
specified by CDACC to facilitate realization of a particular TVET qualification. Both the
Purpose of Qualification and corresponding Principal Learning Outcomes are pegged to the
generic (cross-fields) competence descriptors at the respective level.
Competence descriptors are formulated through occupational analysis. Since competence
descriptors are not specific to any specialization (they are generic and cross-field statements), the
present procedures require that a cross-cutting Competence Descriptors Writing Team be
appointed to study occupational analysis reports from all the CDACC Subject Panels. Such study
should lead to formulation of descriptions for each Qualification Level defining the required
attributed on general work performance, irrespective of ones occupation. These attributes should
include: the abilities to work with routine versus handling of unfamiliar/complex work situations;
the abilities to solve concrete, closed problems with few variables versus abstract open ended
problems with many variables; abilities to work under supervision versus working
independently; abilities to use given principles versus constructing own principles; abilities to
use given techniques versus selecting techniques; and the wider abilities that a typical
qualification holder could be expected to have developed to include such competences like
responsibility, autonomy, accountability and team working. Competence descriptors for the
various Qualification Levels have been prescribed in line with the provisions indicated above
and modalities for their future update incorporated.
As it has already been described, competence descriptors are broad and provide generic
statements of achievement at a particular level of study, irrespective of the field of specialization.
Since the credit values assigned to qualifications are highly linked to the competence descriptors at
respective levels, the same are also independent of the fields of specialization or occupations. A
credit is fundamentally a tool for measuring and expressing learning equivalence at that level. A
credit plays an important role in rewarding the incremental progress of learners, facilitating student
transfer, recognizing prior learning and contributing to the definition of CDACC Standards. It is
awarded only for evidence of learning achievement and is derived through estimation of notional
learning time at a particular level. According to CDACC, a credit is equivalent to 10 notional hours.
Apart from prescribing the minimum overall credits for a qualification that are cumulative from the
lowest entry level within the qualification framework, the Credit Guidelines also prescribe the
minimum number of credits at the Qualification Level under consideration (present Level) and the
maximum number of credits at the lowest entry Level. The latter requirements have been necessary

to ensure that Qualification Standards are not compromised, while still allowing adequate flexibility
to curriculum developers and learners. Credit Guidelines for the various Qualification Levels and
associated information have been prescribed in line with these provisions. These have been appended
in the document for quick reference and guide. Modalities for their future update have also been
incorporated.

Having established the Competence Descriptors and Credits Guidelines for the various
Qualification Levels, Qualification Standards can be prescribed. In consultation with the
Council, the CDACC Subject Boards shall be the organs to oversee the prescription of
Qualification Standards within the subject area. Detailed modalities for prescription of
Qualification Standards have been provided. Key in the process of prescribing Qualification
Standards is for the Subject Panels to ensure that all those who have interests in respective
qualifications the standards are being prescribed for, are widely consulted and every
Qualification Standard is unique and address a particular Qualification level only, as much as
possible. Subject Panels shall also promote the recognition of transferable skills to assist learners
who may need to change their learning or career direction. Standards setting is a dynamic
process, and hence the Subject Panels must accommodate innovations that derive from
noticeable changing technology and new products, as well as new services and markets.
Although the focus of prescription of Qualification Standards may be at a particular
Qualification Level, the implications for all Levels must be considered. CDACC Subject Panel
shall therefore have broad focus in all cases, considering the impact of their planned outputs on
all Qualification Levels.
A Qualification Standard will have useful meaning once it is widely known by targeted users and
other stakeholders. It is therefore mandatory that all Qualification Standards are widely
disseminated and promoted to the relevant technical institutions, potential learners, other
stakeholders and the wider public. Moreover, dissemination and promotion of Qualification
Standards when prescribed are key interventions by CDACC towards assisting the relevant
technical institutions to maintain quality of education and training they provide. Modalities for
effective dissemination and promotion of Qualification Standards have been provided in the
document.
Qualification Standards must be reviewed from time to time to ensure that they remain relevant
and valid to the current situation. Modalities for both routine and periodic review of
Qualification Standards have been presented in detail. Key reasons that may call for a review of
a Qualification Standard have clearly been described. These include cases when the Purpose of
Qualification does not anymore describe what someone with a particular qualification should be
able to do in the present world of work, or when the Purpose of Qualification does not anymore
describe the context that a person who has been awarded with a qualification could perform in
the present workplace. The Principal Learning Outcomes may also not fully realize the intended
purpose(s) of the qualification under consideration and/or not allowing adequate flexibility in the
learning process as required by present markets. So it is true for cases when credit values as
assigned to a qualification not anymore reflecting the actual learning achievement at a particular

level, and/or assessment criteria not reflecting what learners are expected to do in order to
demonstrate that they have successfully realised a learning outcome.
A mechanism for evaluation and equitability of technical qualifications from different awarding
authorities has also been formulated to complement the Procedures for Setting Qualification
Standards. Specifically, the mechanism provides modalities for evaluation of technical
qualifications with a view to establishing their comparability with the awards of the Council. In
that endeavour, two qualifications are considered equivalent if they have comparable
purposes/major objectives, comparable outcomes of learning in terms of context and complexity,
and they require more or less the same periods of time for average learners to be able to realize
the qualifications.
1.0 INTRODUCTION
The TVET Curriculum Development, Assessment and Certification Council has been established
to regulate and coordinate all matters pertaining to technical and vocational education and
training Curriculum Development, Assessment and Certification in the country. The ultimate
goal is to establish a well-organized, efficient and effective system of national qualifications that
shall ensure the quality and excellence of delivery of technical and vocational education and
training in the country as well as its resulting outputs. In an effort towards full operationalization
of its functions, CDACC has defined and established a range of National Qualification Awards
(NQA) to be conferred for various fields of technical and vocational education and training.
Modalities for such NQA require that professional profiles of workers to suit particular
occupations be clearly defined and included in statements comprising the CDACC standards for
respective qualifications. For that purpose, it is important to have a dynamic understanding of
occupation trends within respective occupations to include knowledge and skills required,
employment patterns, and possible carrier routes. For effectiveness, this is achieved by
conducting a preliminary labour market survey before a detailed analysis is done of the identified
marketable occupations. The present document prescribes the procedures for conducting Labour
Market Survey (LMS) and the subsequent more detailed occupational analysis as a further
refinement of labour market information.
2.0 THE ROLE OF OCCUPATIONAL ANALYSIS IN STANDARDS SETTING
One of the ultimate goals of NQA is to be able to serve both the learners in technical institutions
and employers by ensuring that the former is provided with outcomes that meet the needs and
interests of the latter. At the middle is the provider of technical and vocational education and
training who has to realize the aspirations of the learners while taking into consideration the
employers expectations. As a regulator, CDACC needs to set competence standards that will
ensure the interests of all relevant parties are met. A competence standard usually includes what a
person should be able to do, the way in which one can judge if what was done was done well, the
conditions in which a person must demonstrate his/her competence, and the types of evidence
necessary and sufficient to assure that what was done, was carried out in a consistent manner and
based on effective knowledge.

Hence, prescription of a competence standard by CDACC or any other similar body elsewhere
cannot be achieved unless a detailed job/task/functional analysis is undertaken to identify the
required competencies for performing particular tasks in particular occupations. Essentially that
is the role of occupational analysis in Standards Setting. Hence, it is ideal that all existing
occupations are analyzed to facilitate availability of respective occupational and corresponding
qualification standards. Such undertaking involves identification through observation, interviews
and studies of the activities and requisites of workers and the technical and environmental factors
of an occupation. As a result, duties/functions of the occupation plus the skills, knowledge,
aptitudes and responsibilities that are required of workers for a satisfactory execution of the
occupation are identified. This should subsequently guide the formulation of Principal Learning
Outcomes, which is the major component of a Qualification Standard.
However, detailed job/task/functional analyses as described above are expensive undertakings
and it may not be economically viable to do that for all existing occupations. Hence, in order to
shortlist the occupations that can be given priority for a detailed analysis, a labour market survey,
which is broader, is normally conducted first.
3.0 LABOUR MARKET SURVEY (LMS)
3.1 The Role of LMS in Occupational Analysis
As it has been observed, effective occupational analysis requires prioritization of occupations, so
that those in high demand are addressed first. Apart from prioritizing occupations for detailed
analyses, LMS also assists to preliminarily identify actual needs of key stakeholders including
the preferred areas of specialization and corresponding competencies. These requirements are so
dynamic; whereby employers frequently register ever-changing demands for skilled workers,
while workers, on the other hand, demand for job positions to show their skills in exchange for
some form of compensation. The products and services that the sellers (workers) and buyers
(employers) in the labour market offer each other also change as quickly as external influences
manifest themselves to the market. The rate of technological change, for example, is so rapid that
it is difficult to predict with certainty, what type of work, job position or even occupation will
remain in the labour market and what new works/job positions/occupations will emerge. Hence,
nowadays before employing a graduate, employers are more carefully evaluating whether the
knowledge and skills being offered by respective educational and training programme match
their own specific current and future requirements.
All these confirm one thing, namely, different occupations may have different perspectives and
entirely different requirements in terms of competencies, and hence the importance of LMS to
preliminarily ascertain these facts. In standard setting, CDACC should therefore confirm the
status of labour market; observe its dynamisms and the several influencing factors before any
more detailed analysis of occupations is done. Figure 1 indicates the key steps followed in
prescribing Qualification Standards, where the role of LMS on occupational analysis and hence
standards setting is very clear.

ISCO

International Standard Classification of Occupations

However, information from LMS is not only required to assist in the formulation of standardized
learning outcomes (Qualification Standards) as indicated in Fig.1 above. There are many other
users of labour market information to include training institutions, employers, the Government,
professional associations, students, and economists, amongst others. All these may have different
purposes and could therefore have different emphasis.
For example, training institutions may conduct LMS to obtain information that can assist in their
career guidance, to make quotas for programmes, and/or for curricula development/review. In
curricula development/review, technical institutions also use labour market information to
formulate/reformulate learning outcomes. This is normally a complementary undertaking but is
crucial for ensuring competitive advantage of individual institutions and hence sustainability,
while still adhering to the CDACC Norms as prescribed in respective Qualification Standard.
Modalities for conducting LMS in technical institutions are therefore different and are described
in another CDACC document. The present document provides procedures for conducting LMS
towards occupational analysis and subsequently prescription of respective Qualification
Standards.
3.2 Procedures for Conducting LMS towards Standards Setting
Labour market survey involves planning for the exercise, actual conduct of the survey,
interpretation of the results from the survey and submission of the survey report to the relevant
CDACC organs for approval.
3.2.1 Planning for LMS
In order for LMS to be effective and meet its objectives towards standards setting, the exercise
should be adequately planned. Generally, planning for LMS shall include tasks and follow steps
as indicated in Fig. 2.
3.2.1.1 Clarification of LMS Objectives
As it has already been observed, LMS Planning includes clarification of the specific objectives
for standard setting and hence objectives and scope of the proposed LMS. This milestone shall
enable the relevant CDACC organs to have a clear guidance on particular areas of LMS that need
basic inputs and those needing complementary efforts only. In this way, the scope and coverage
of the market survey will be apparent. Furthermore, effective methodology to be used in the
development of survey instruments and in their actual application could be proposed and the
respective financial implication indicated.
The Subject Panels shall be the organs to oversee the overall standard setting exercise within the
subject area and hence are the ones that shall clarify the specific objectives for standard setting as
indicated in Fig. 2 and accept LMS proposals and final reports, as well as overseeing the
subsequent standard setting process. The Council shall approve all LMS proposals and final
reports.

3.2.1.2 Appointment of Standard Setting Committee

In the development of competence standards, CDACC Subject Panels shall be supported by
Standard Setting Committees (SSC). This considers the small membership of the Subject Boards
and the facts that all Board members may not necessarily be specialists and/or experts in all the
specializations covered by the Subject Board. For each specialization/sub-field within a Subject
Board there shall be an SSC, appointed by the Subject Board and endorsed by the Council or its
Executive Committee, which shall be charged with the following Terms of Reference:
To develop plans for standards generation and review within the respective specialization;

To coordinate all standards generation activities within the respective specialization;

To evaluate the
field/specialization;

To coordinate review of standards within the respective specialization;

To submit to the relevant Subject Board proposals on generated/reviewed Competence

Standards for approval; and

To undertake any other activity that in the opinion of the Committee/CDACC Subject
Panel may lead to the successful generation and/or maintenance of Competence
Standards.

implementation

of

standards

within

the

respective

sub-

Six bona fide members shall be appointed by the relevant Subject Board, with the approval of
Council to serve SSC members. The composition of SSC shall be as follows:
(i) One person of integrity who is impartial and with adequate experience in the subject area,
who shall serve as Chairperson;
(ii) Chief Coordinator of the relevant Subject Panel (Secretary);
(iii) Four other members identified by the CDACC Secretariat in consultation with the relevant
Subject Board who are practicing in the field of the subject area specialization. In case the
number of members so identified is less than four, nomination of additional members shall be
invited from key stakeholders to include: employers, relevant regulatory bodies, professional
associations of the subject area specialization, technical institutions, NGO, etc.
3.2.1.3 Appointment of a Labour Market Survey Team
For an effective setting of standards, CDACC shall appoint sub-committees charged with
specific issues. Particularly for the market survey, the relevant Subject Panel shall appoint with
the approval of Council a Labour Market Survey Team (LMST) comprising of 5 members to
include the following:
(i) One subject area expert;
(ii) A person from IRDD (Secretary); and

(iii) Three persons who could have useful input to the LMST to be identified by the CDACC
Secretariat in consultation with the relevant Subject Panel. These persons should be from among
the key stakeholders to include: employers, professional associations, technical institutions,
NGO, etc.
A Team Leader shall be elected from among the LMST members who should be a person of
integrity, impartial and with adequate experience in the field of the subject board. The Terms of
Reference of the LMST shall include the following:
Prepare specific proposals to conduct LMS;
Identify and select potential employers/entrepreneurs that will participate in the survey;
Prepare survey instruments;
Conduct the actual LMS;
Analyze, interpret and compile results from the survey;
Undertake any other activity that in the opinion of the Team may lead to the successful
LMS; and
Prepare and submit LMS report to the Subject Board.
3.2.1.4 Preparation of Proposal to Conduct LMS
The first task of LMST shall be to clarify the objectives of LMS, as prescribed by the respective
CDACC Subject Panel and subsequently prepare concrete proposal for conducting the required
survey. The proposal shall include, amongst other things, the market survey objectives, scope of
involvement, as well as the methodology to be adopted in the actual market survey and work
plan including timeframe and schedule of activities.
Having qualified the market survey objectives and methodology for their realization,
corresponding financial implications shall be established and budgeted accordingly. This will
enable CDACC to judge whether it is able to meet the costs or seek for assistance elsewhere for
the purpose or scale down the exercise in an appropriate way. Identification of the financial
implications will also ensure that adequate funds are committed, if available, and hence labour
market surveys are conducted to the level planned/anticipated. Proposals to conduct LMS shall
be prepared following the guidelines as prescribed in Appendices I and II.
3.2.2 Generating Labour Market Information
The LMS objectives are normally achieved through analysis of the actual situation in the market
and may be complemented by data from the relevant Standard Classification of Occupations,
which describe many of the desirable workplace attitudes and the skills necessary for success in
modern, global economies. Procedure for conducting LMS shall follow the procedures as
indicated hereunder and schematically in Fig. 3.
(a) Selection of Participant-Employers/Entrepreneurs
As it is indicated in Fig. 3 above, LMS should start with the identification of occupations and
respective employers/entrepreneurs, followed by selection of a representative sample that can be
considered in the survey. Specifically this task shall be handled as follows:
(i) The CDACC Information, Research and Development Division (IRDD) in consultation with
respective CDACC Subject Panel shall compile a list of occupations covered by the Board. In
preparing the list, reference shall be made to the relevant Standard Classification of Occupations

issued by ILO. The modalities that govern the work of IRDD in this respect are elaborated in
another CDACC document.
(ii) Having identified the recognized occupations, LMST shall identify potential employers, both
formal and informal, public and private, as well as young and old in terms of operations;
(iii) The selection of employers/entrepreneurs to be covered in the survey, in terms of number
and geographic locations, should be so chosen as to produce a fairly representative data for the
intended purpose of the survey.

(b) Preparation of LMS Instruments

Normally, market surveys are organized by using appropriate instruments to include structured
questionnaire and/or interviews, observation checklists, and focused discussion groups. In all
cases, the instruments shall aim to capture amongst other things, required fields of
specializations, employers expectations in terms of occupational skills and knowledge to be

achieved by graduates, as well as current and future projection of human power requirements. In
this context, the term future covers a time span of between 5 to 10 years, depending on nature
of the occupation.
The guidelines for preparation of LMS instruments are given in Appendices III. Sample
instruments for LMS are given in Appendices IV to VI. The instruments will need to be adapted
by respective LMST to fit to the nature of the labour market being surveyed.
(c) Conducting the actual LMS
Normally, LMS should be undertaken by using a combination of structured questionnaires,
personal interviews, and observation checklists. In any case, structured questionnaires should be
used. There are two possibilities for administration of structured questionnaires, namely either
respondent will be given a questionnaire to complete; or respondents will be interviewed and the
interviewee or his/her assistant will record the responses as they progress through the questions.
Follow-up focus-group discussions should also be conducted whenever possible to confirm some
of the key issues or unclear information generated. On the other hand, observation checklists are
included to assess the actual environment/condition of both the worker and the workplace.
For success in undertaking the survey, the following procedures shall be followed by LMST:
(i) Make necessary arrangements for visiting a site, including seeking of appointments to visit
the selected employers/entrepreneurs;
(ii) Make initial visits to each site, industry, enterprise, entrepreneur etc; At least two visits are
necessary at a site. The first one being for familiarization with the host and so explain the
objectives of the survey. Subsequent visits are for administering and/or collection of the
responses;
(iii) As a matter of courtesy, call on the Head of the institution first (or an appropriate officer) on
arrival at the site. Explain to him/her the objectives of the survey and the purpose of the visit;
(iv) The Head of the institution my direct you to an appropriate person to fill in relevant
questionnaires or to be interviewed;
(v) Pass on as much information as possible to the prospective participants of the survey. Create
rapport with respondents and maintain confidentiality of data collected from respondents;
(vi) Where possible assemble a group of participants to go through the questionnaire and fill in
while the interviewee explains or responds to areas of difficulty;
(vii) Ask permission to record any formal or informal conversations. If audiocassettes are used,
label each audiocassette with necessary information that will assist easy access of recorded
materials;
(viii) Conduct discussions with target group using the formal platform, but also provide an
opportunity for informal collection of information (e.g. in a restaurant, during working lunches -

especially for employers whose attention in business may give little chance to respond to the
survey);
(ix) For the purpose of filling-in the observation checklist, the location being visited has to be
carefully observed as itemized in the checklist;
(x) In the case where respondent is not in a position to fill-in a questionnaire, try to capture the
key information by means of the interview guide; and
(xi) Before interpreting the obtained labour market information, it is important to ensure validity
and reliability of data collected from the field. For that purpose, it is recommended to observe the
following:

Constant interaction between the data gathering and systematic reflective documentation
of the respondents experiences;

Meaning and accuracy of information be maintained throughout the recording,

transcribing and reporting;

Avoid bias throughout the secondary and primary data collection;

Confirm competence of interview subject before interview or solicitation of information

from the same;

Keep in mind the format and content of a standard LMS Report.

3.2.3 Interpretation of Results

The stage of results analysis and interpretation involves data cleaning, coding of responses, data
entry and the actual analysis of the survey information.
(a) Data Cleaning
During data cleaning, the responses collected shall be checked for clarity, validity and
compliance to the provided guidelines. In this exercise, all the ambiguous responses and
responses that are obviously out of context shall be discarded to remove responses that may give
misleading information.
(b) Data Entry
Since labour market information towards Standard Setting is normally massive, it is
recommended to use computer software packages for its analysis. Hence, numerical values shall
be assigned to string responses to facilitate use of statistical packages for analysis of responses.
However, some questions could be open-ended to capture more elaborate information. For these
questions, it is not possible to assign numerical values to the responses until they are known. In
such cases, coding shall be done once the responses are received. To facilitate the coding
exercise, the open-ended responses shall be summarized and grouped into categories that are

accorded closed response status. Each category is then assigned a numerical value for the
purpose of data entry and analysis. The coded responses shall subsequently be entered into a
computer as numerical values using appropriate statistical computer analysis packages.
(c) Data Analysis
Data analysis shall be carried out in line with predetermined objectives of the labour market
survey. The chosen statistical analysis package shall be used throughout to analyze the data in
order to yield appropriate labour market information. Ultimately, LMST shall analyse the results
from the survey and summarize the data to clearly indicate what are the most preferred fields
specializations, what are competence and human power requirements for each occupation.
Successful implementation of the survey will yield labour market information that is statistical or
narrative giving the historical, current or projected conditions and circumstances in the labour
market. Specific types of labour market information include data on employment and
unemployment, job vacancies, qualifications, compensation, working conditions, level of
technology at the employment market and expectations of the society/community regarding roles
of graduates of a specific field/occupation. Conclusions can be drawn about what type of work is
actually available in different industries at a particular time and in a particular location.
3.2.4 Approval of LMS Report
(a) Format of LMS Report
After the labour market information has been analysed as provided in Sect. 3.2 above, a detailed
report of the exercise shall be prepared to indicate major findings and give recommendations.
The format for preparation of LMS Report is shown in Appendix VII. Essentially, the LMS
Report shall at least include a brief background about the labour market and the practical
relevance of the survey, a description of the methodology used such that readers are able to
understand how the survey was conducted, characteristics of the sample that has been used for
the study, findings of the survey, as well as conclusions and recommendations.
(b) Procedures for Approval of LMS Report
The following procedure (also schematically shown in Fig. 4) shall be followed in approving the
LMS Report:
(i) LMST shall submit the LMS Report to the Secretary of respective CDACC Subject Panel;
(ii) The Secretary of CDACC Subject Panel shall distribute copies of the proposal to all members
of Board at least a week before a meeting is called to discuss the Report;
(iii) The Subject Panel shall scrutinize the LMS Report. If satisfied with the format,
methodology, results, conclusions and recommendations, the Report will be forwarded to
Council or its Executive Committee for approval. If not satisfied, the CDACC Subject Panel
shall accordingly advise the relevant LMST.

Upon approval of the LMS Report by Subject Panel and endorsement by the Council or its
Executive Committee, SSC will make use of the LMS Report to initiate and conduct an
occupational analysis.

Regulations/Procedures urgently required by TVET CDACC

We need only one document titled:
TVET CDACC Operational Manual on Occupational Standards, Curriculum
Development, Assessment and Certification

Format:
PART I: Introduction
-TVET CDACC establishment and its mandate and functions
-CBET system of education and training and its characteristics
PART II: Occupational Standards
-Identification of sectors
-appointment of Sector Skills Advisory Committees (SSACs)
-Procedures for occupational analysis and qualification standards
PART III: Curriculum Development
-Appointment of Curriculum Developers
-Curriculum development and review
-Curriculum validation and endorsement
-Curriculum approval and accreditation for use
PART IV: Assessment and Certification
-Procedures/process of assessment
- Development of tools of assessment
-Types of assessment
-RPL and course evaluation
-Training and accreditation of assessors and verifiers
-Types of certification and Certification process

TVETA
1 .Identify sectors
2. Approves and accredits curriculum
for use by Training providers

SSAC
1. Identifies Competency
Standards for the sectors
identified by TVETA
2. Validates the developed
curriculum from the
Curriculum Developers

CDACC
1. Appoints SSAC members
2. Appoints Curriculum Developers
3. Endorses the validated curriculum and
submit it to TVETA for approval and
accreditation for use by training
providers

Curriculum Developers
1. Develop curriculum using the
Competency Standards identified by SSAC