Introduction
The Quality Assurance Division revolves around managing the TEVET Qualifications Framework (TQF).
The TQF harnesses the following elements:
- Curriculum Development
- Assessment ,Verification and Certification
- Recognition of prior learning(RPL)
- Aligning of qualifications
- Accreditation of TEVETA functions
- Registration of TEVET Providers

TEVET Qualifications Framework
TQF is a Government instrument that has been developed to regulate and harmonize the award of TEVET qualifications in Malawi. TQF is an integral part of the National Qualifications Framework (NQF) which shall be developed soon.

The development of the TQF and NQF is in line with the SADC Protocol on Education and Training where all member countries are expected to develop NQFs.

Curriculum development
The curriculum development process adopts the Competence Based Education and Training mode (CBET). The CBET curriculum development provides for wider stakeholder participation, industry experts, assessment experts and trainers articulate the best practice thus setting the bench marks in their respective occupations.
The TEVET Qualifications Framework is used to guide the development and determine the levels of the standards


The standards are later packaged in appropriate combinations to form modules. The standards are validated by wider stake holders then approved by the Sector Advisory Committee.
The curriculum materials are screened to isolate college based learning outcomes from industry based ones.
During delivery the college based modules are delivered first followed by the industry based modules. The standards are endorsed by the Technical Qualifications Committee. At this stage the standards are registered on the TEVET Qualifications Framework

Assessment
Trainers and internal verifiers at each training institution are trained on the modalities of CBET delivery and assessment
Main emphasis is on observable competencies during the assessment process. Assessment is conducted by the trainers with inputs from internal as well as external verifiers for quality assurance.
Credits are awarded for each module achieved. When a trainee has accumulated a total of 120 credits in appropriate combinations he/she can be certified.

Verification
This is a process whereby assessment decisions made by an assessor are ascertained.
There are two tiers of verification
1. Internal verification is done within an institution by an expert in the field under study.
2. External verification is done by an expert who is not part of the institution being verified. This is done by a practicing expert.

Certification
In line with the TQF the reformed curriculum has its own certificate which is attained upon successful completion of the modules specified by the industry
The Certificate is called the Malawi TEVET Certificate and is well protected with security features.

Aligning of qualifications
TQF is also used to align qualifications obtained within or outside the country before introduction of TQF.
The content of curriculum that led to the award of those certificates is examined and analyzed by a body of experts to determine an equivalent level on the framework.
This requires that Awarding bodies/concerned employers should request TEVETA to align qualifications which they would like to know their value


Recognition of Prior Learning
In future when all facilities and structures are in place the framework will be used to recognize skills obtained outside the formal training system.
Centres specialized to assess RPL for various occupations will be established across the country where people will go to be assessed and finally certified.

Registration of Training Providers
Registration is a process of formally recording and recognizing training providers and/or assessment centers that satisfy TEVETA laid down requirements for purposes of ensuring that the provider/assessment centers have a conducive teaching and learning and/or assessment environment.

Accreditation
Accreditation means the certification, usually for a particular period of time of a person, a body or an institution as having the capacity to fulfill a particular function in the Quality Assurance system set up by the Authority.

Assessors, Internal verifiers and External verifiers, Quality assurance bodies and institutions are supposed to be accredited.

Registration rules for training providers were developed and gazetted . Registration brought sanity to the TEVET landscape as it ensures that training providers meet minimum requirements before they operate as training institutions.

The framework for controlling quality of TEVET institutions was virtually nonexistent.
This was deemed necessary because there has been an overwhelming increase in the number TEVET providers due to the advent of the multiparty democracy
Once an Institution is registered it can be accredited to run prescribed courses

How the Division Operates
The division is located in the Assessment and Certification Unit (ACU).
The ACU has offices for the following:

- Head of Quality Assurance Division
- Quality Assurance Specialist
- Assessment and Certification Specialist
- Registration and Inspection Specialist
- Curriculum Development Specialist

Each service centre has a Curriculum Development Specialist.
These work under the Head of Quality Assurance Division through the Service Centre Managers.
The division plans and reviews programs once every quarter .This is done in closer collaboration with the Planning and Monitoring Division.

The division also works in closer collaboration with the TPD in the implementation of the Apprenticeship scheme.
The success of the division and its related programs is dependent on good team-working among the various officers within the division and TEVETA as a whole.

CDS s in the regions also work as ambassadors of the QAD in the regions they are found as such they are supposed to be well conversant with functions of the QAS, ACS and RIS.

Registration of TEVET Institutions


Background


The Technical, Entrepreneurial and Vocational Education and Training (TEVET) Authority is a regulatory body that was established in 1999 by an Act of Parliament with the mandate to promote and regulate sustainable acquisition of quality technical, entrepreneurial and vocational training for Malawian workforce in a socially responsible manner.
 

Introduction
 
In fulfillment of its regulatory role, the TEVET Authority registers TEVET institutions, as one of the key activities under the quality assurance programme. Registration is a quality assurance tool that ensures adherence to required standards and subsequently, quality of training outcomes.


Purpose

The Registration process aims to ascertain that TEVET institutions meet prescribed minimum standards stipulated in the TEVET (Registration of Education and Training Institutions) regulations, 2006, for a conducive teaching and learning environment.


Definition

Registration is a process of formally recording and recognising TEVET training institutions that satisfy TEVET Authority guidelines.


Importance of Registration

·    It is required by law that any training provider be registered in order to be allowed to operate in Malawi
·    It is a quality assurance tool
·    It is an instrument of standardisation.

 
Benefits of Registration
 
·    Registered institutions have access to accreditation by the TEVET Authority
·    The Training institution knows its classification
·    The Training institution has access to information on TEVET system in Malawi and beyond
·    Registered institutions enjoy common publicity since TEVET Authority publishes annually names of all registered institutions in Malawi
·    Safeguards learner centred approach to training.

Criteria for registration
 
An institution shall be registered if it meets the following criteria:
 
·    The institution should be a corporate body with a defined mission and whose objectives specifically relate to TEVET.
·    It has a management board responsible for policy and governance.
·    The institution has well qualified academic and administrative staff and management suitable for its classification.
·    The premises of the institution are suitable for that purpose and are licensed as such by a competent authority.
·    The institution has the ability to generate resources to enable it run sustainably at any point in time.
·    The proprietor of a private or aided institution is a fit and proper person or body of persons to run the institution.
·    The institution should have a rigorous process of self-evaluation and internal audit that is acceptable by all key stakeholders.
·    The institution should have clear procedures for administration, financial accounting, dispute resolution and management of the institution.
·    It must have systems or mechanisms which provide for a forum for exchange of ideas between parents or guardians of students and staff of the institution.

 
Categories of registration
 
TEVET Registered training institutions in Malawi are classified into five categories. The categories range from A to E depending on number of programmes offered, levels of qualifications to be attained by trainees and qualification of trainers. Quality is seriously regarded at all levels of classification.
 
In order for TEVET training institutions to operate legally and deliver programmes effectively, they must apply for registration of their institution. Registration application is by filling a “Registration of Training Institution” form published under the second schedule of the Malawi Gazette supplement of 14th July, 2006, and this should be accompanied by a registration fee in accordance with the category applied for.
 

The curriculum development process adopts the Competence Based Education and Training mode (CBET). The CBET curriculum development provides for wider stakeholder participation

Industry experts, assessment experts and trainers articulate the best practice thus setting the bench marks in their respective occupations.

The TEVET Qualifications Framework is used to guide the development and determine the levels of the standards
The standards are later packaged in appropriate combinations to form modules. The standards are validated by wider stake holders then approved by the Sector Advisory Committee.

The curriculum materials are screened to isolate college based learning outcomes from industry based ones.
During delivery the college based modules are delivered first followed by the industry based modules. The standards are endorsed by the Technical Qualifications Committee. At this stage the standards are registered on the TEVET Qualifications Framework

The division is located in the Assessment and Certification Unit (ACU).
The ACU has offices for the following:

- Head of Quality Assurance Division
- Quality Assurance Specialist
- Assessment and Certification Specialist
- Registration and Inspection Specialist
- Curriculum Development Specialist

Each service centre has a Curriculum Development Specialist.

These work under the Head of Quality Assurance Division through the Service Centre Managers.
The division plans and reviews programs once every quarter .This is done in closer collaboration with the Planning and Monitoring Division.

The division also works in closer collaboration with the TPD in the implementation of the Apprenticeship scheme.
The success of the division and its related programs is dependent on good team-working among the various officers within the division and TEVETA as a whole.

CDS s in the regions also work as ambassadors of the QAD in the regions they are found as such they are supposed to be well conversant with functions of the QAS, ACS and RIS.

Malawi TEVET Assessment

Background
 
The Technical, Entrepreneurial and Vocational Education and Training (TEVET) Authority is a regulatory body that was established in 1999 by an Act of Parliament with the mandate to promote and regulate sustainable acquisition of quality technical, entrepreneurial and vocational training for Malawian workforce in a socially responsible manner.

Introduction
 
The new reformed TEVET System in Malawi is based on the principle of Competency Based Education and Training (CBET). Among other things, implementation of the CBET methodology is embraced in all TEVET programmes through ‘TEVET Assessment’ process.
 
Purpose
 
The TEVET assessment process aims to recognise skills and values (competency) acquired by trainees having undergone TEVET programmes that entails levels of ability. Specifically the TEVET assessment checks and confirms whether a trainee has acquired the desired learning outcomes.
 
Definition
 
TEVET Assessment is a comprehensive, rigorous and continuous process of verifying achievement of desired learning outcomes by students or trainees undergoing TEVET.
 
Steps in the Assessment process
 
·    Identification of learning outcomes
·    Gathering of evidence
·    Evaluation of the evidence against the learning outcomes
·    Forming a judgment whether a learner is competent or not yet competent
 
The above assessment processes are generally referred to as verification, which is defined as a process of monitoring assessment practice to ensure that assessment decisions are consistently accurate.
 
There are two levels of verification, namely; Internal and External verification.
 
Internal verification
 
Internal verification is done within an institution by an assessor other than the trainer of a particular occupation. The main purpose of internal verification is to:
 
·    monitor assessment practice
·    advise and support internal assessors
·    check if there is accurate record keeping of assessment decisions
·    prepare for external verification.
 
The internal verifier is expected to undergo approved training on internal assessment and verification and should be a specialist in the subject area.
 
External Verification
 
External verification is the process of authenticating the performance of TEVET accredited institutions to ensure the quality and consistency of assessment (inclusive of internal verification) against the requirements of TQF.
 
Importance of verification
 
As an assessment process, verification leads to certification of successful TEVET students as evidence of learners’ achievement. The progress and achievements of the learner are registered. Learners who are unsuccessful on a particular competence repeat the competence and are reassessed.
 
TEVET Authority is responsible for the identification, selection and accreditation of External verifiers in consultation with the industry, for effective delivery of TEVET assessments.