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Manual No. 3:
Management of the
NVQF
National Vocational Qualifications Framework

NVQF
To deliver a skilled and qualified workforce in Pakistan

Version 2

October 2017

National Vocational and Technical Training Commission (NAVTTC)

 Manual-3:

Management of the NVQF

Version 2

October 2017
Table of Contents

Introduction 1

Management of NVQF 2
NVQF Management Committee 2
Composition and Functions of NMC 3

Role and Responsibilities of NVQF Management Bodies 4

Role and responsibilities of NSU of NAVTTC 4
Role and responsibilities of NSU of TEVTAs/PVTC 5
Role and responsibilities of NSUs of QABs 5

Managing NVQF Qualifications Equivalences 7

Membership and Functions of CCDTE 8
Equivalence Processes 8

Monitoring and Evaluation of NVQF 10

M&E Objectives and Scope 10
M&E Responsibilities 11
NAVTTC, Islamabad 11
Technical Education and Vocational Training Authorities 11
Qualification Awarding Bodies 12

Managing NVQF Review and Improvement 13

Systematic NVQF Reviews 13
NVQF Operational System Review (Annual) 13
NVQF Effectiveness Review (After every 2 years) 14
NVQF International Review (After every 5 years) 15

The NVQ Registry System 16

NVQF Requirements for NVQ Registry 16
Information about NVQs 16
Information about QABs, NVQs Assessment Centers and Assessors 17
Students’ information declared “Competent” 17
Coding of NVQs in NVQ Registry System 18
Process for Management of NVQ Registry System 19
The existing NVQ Registry 21

Appendices 22
Appendix-1: CBT Monitoring Form 22
Appendix-2: CBT Trainee Survey Form 25

Glossary 27
Abbreviations used

CBT Competency Based Training

CCIs Chamber of Commerce & Industries
CSs Competency Standards
CUs Competency Units
DACUM Developing A Curriculum
ILO International Labour Organization
ISCED International Standard Classification of Education
ISD Instructional System Design
MCQs Multiple Choice Questions
NAVTTC National Vocational and Technical Training Commission
NOSS National Occupational Skill Standards
NVQs National Vocational Qualifications
NVQF National Vocational Qualifications Framework
NSIS National Skill Information System
OS Occupational Standards
PSDF Punjab Skill Development Fund
PVTC Punjab Vocational Training Council
QABs Qualification Awarding Bodies
QDC Qualification Development Committee
QDF Qualification Development Form
QRF Qualification Review Form
SMEDA Small and Medium Enterprise Development Agency
SS Skill Standards
SSC Sector Skills Councils
TEVTAs Technical Education and Vocational Training Authorities
TORs Terms of References
TLGs Teaching and Learning Guides
TVET Technical Vocational Education and Training
UNESCO United Nations Educational Scientific and Cultural Organization
UNIDO United Nations Industrial Development Organization
VQS Vocational Qualifications
1 Introduction

The NVQF Quality Assurance (QA) system consists of five major interrelated and interconnected systems; 1)
Quality assurance of NVQF qualifications 2) Quality assurance of the delivery and conduct of training 3)
Quality assurance of assessment, 4) Quality assurance of the NVQF management system and 5) Monitoring
and evaluation of the NVQF (Fig: 1).

Figure 1: Five Components of the NVQF Quality Assurance System

The two important components of the NVQF quality assurance system are “Quality Assurance of
Management”, and “Monitoring & Evaluation”, which are to be managed by NAVTTC in collaboration and
coordination with TEVTAs, Qualification Awarding Bodies (QABs), and other TVET service providers in
the public and private sectors. These bodies thus require having coherent policies, procedures and processes
to ensure efficient and effective management and implementation of the National Vocational Qualification
Framework.

This manual describes procedures and processes for management of the NVQF by public and private TVET
service providers at the national and provincial levels with their role and responsibilities, system for managing
equivalences of NVQF qualifications, procedures for monitoring & evaluation of NVQF, undertaking
periodic reviews of NVQF documents, and data requirements for maintaining the NVQ Registry System.

Management of the NVQF 1

2 Management of NVQF

Efficient, effective and smooth management of NVQF impels for establishment of a well-defined
management structure at the national and provincial levels with clear role and responsibilities of management
bodies. An “NVQF Management Committee” (NMC) at the national level will be constituted to manage and
provide overall policy directions. NMC will ensure that NVQF level structure is appropriate, objectives are
being met, management of the NVQF system is effective and efficient and employers are satisfied with the
quality of NVQ graduates.

NVQF Management Committee

The NVQF Management Committee (NMC) will manage implementation of the NVQF in coordination with
all national and provincial public and private sector TVET service providers. The Figure 2 below shows
composition of NMC.

Figure 2: Composition of NMC

NAVTTC at the national level responsible for facilitation, coordination and regulation of technical education
and vocational training in the country under the NAVTTC Act of 2011 will act as secretariat of the NVQF
Management Committee.

2 Management of the NVQF

Composition and Functions of NMC

The Executive Director NAVTTC or his nominee at the level of Director General will chair meeting of
NMC. The membership will include:

1. Executive Director NAVTTC Chairman

2. Director General SS&C NAVTTC Member/Secretary
3. Director General A&C NAVTTC Member
4. Chairmen of CCDTE & Selected Chairmen of QABs Member
5. Chairmen/CEOs TEVTAs or nominee not below GM Members
6. TVET Service Providers in the private sector/PVTC Members
7. Reps of the CCIs/Skill Development Councils Members
8. Reps of the Industry/ Sector Skills Councils (SSCs) Members
9. Rep of the Ministry of overseas Pakistani & HRD Member
10. Selected Heads of TVET Institutions Members (Co-opted)

The NVQF Management Committee will:

a) Provide overall management and policy directions on management and implementation of NVQF
b) Make policy decisions on matters arising during implementation of NVQF
c) Oversee that NVQF objectives are appropriate and are being met and employers are satisfied with
quality of NVQs graduates
d) Ensure efficiency, consistency and integrity of the NVQF operations as per guidelines prescribed in
the operational manuals
e) Examine continued validity and utility of NVQF qualification certificates and records of
achievements
f) Align NVQs development and introduction as per national skill demand and with key international
labour markets
g) Undertake anyother matter arising as a result of NVQs implementation

The composition and terms of reference will be notified by NAVTTC in consultations with all stakeholdrs.
The “NVQF Support Unit” (NSU) manned with professionally competent staff established at NAVTTC will
act as secretariat for convening meetings of the committee. The meetings may be held on quarterly and/or
on need basis. Two-third quorum will be required for meeting of the committee.

Management of the NVQF 3

3 Role and responsibilities of NSU of
NAVTTC

The NVQF management bodies i.e. NAVTTC at the national level, TEVTAs and QABs at the provincial
levels and TVET service providers in the private sector such as Punjab Vocational Training Council, Lahore
will establish NVQF Supports Units (NSUs) to manage and coordinate implementation of national
vocational qualifications in the institution under their jurisdiction. NSU of NAVTTC will coordinate with
NSUs of all provincial TVET service providers (TEVTAs, QABs and Private Sector TVET bodies) and lead
all activities related to management, implementation and monitoring of the NVQs (Fig 3).

Figure 3: NVQF management bodies

Provincial TVET authorities in the public and private sector such as TVETAs and PVTC, Lahore has
important role in management of the NVQF. While they will participate in policy discussions in NMC
meetings, they also have a particular role in supplying the resources needed by the institutions introducing
NVQs. NVQF assessment and certification will be managed through the Qualification Awarding Bodies
(QABs). They are critical to the validity and acceptability of NVQF qualifications. The QABs need to
consistently operate according to NVQF operational procedures. Any SOPs developed by the QAB to assist
with operations must comply with NVQF operational procedures and templates.

The paragraphs below list responsibilities of NSUs of NAVTTC, TEVTAs and QABs in managing the
implementation of NVQF.

Role and responsibilities of NSU of NAVTTC

The NSU of NAVTTC will be responsible to:

4 Management of the NVQF

 a) Coordinate and liaise with NVQF support units established in the provincial TVET service providers
for convening meetings of the NVQF management committee and assisting in implementation of
decisions of the committee
b) Process requests for development, registration and review of national vocational qualifications in
coordination with SS&C wing of NAVTTC
c) Manage and coordinate meetings of the CCDTE in associations with QABs for equivalences of
NVQs
d) Liaise with NVQ Registry and National Skill Information System for updating and uploading NVQs
data
e) Undertake NVQF review and modification on the basis of M & E reports
f) Assess, certify and register NVQF assessors and maintain their profiles in the NVQ Registry
g) Accredit Qualification Awarding Bodies (QABs) and TVET institutions offering NVQs in
coordination with A&C wing of NAVTTC
h) Undertake relevant research and development activities

Role and responsibilities of NSU of TEVTAs/PVTC

The “NVQF Support Units” (NSUs) at provincial TEVTAs and at private sector TVET service providers
such as PVTC Lahore and similar others will be responsible to:

a) Coordinate and liaise with NSU of NAVTTC for convening meetings of the NVQF management
committee and assist in implementing decisions of the committee
b) Process requests for development, registration and review of national vocational qualifications,
recieved from TVET institutions/ agencies with NSU of NAVTTC
c) Manage and coordinate for meetings of the CCDTE and techncial committees in associations with
respective QABs
d) Undertake NVQF review and modification on the basis of M & E reports and feedback recieved
e) Arrange for training of managers, instructors in the management and delivery of NVQs and training
of assessors
f) Identify in association with Sector Skills Councils and employers, future skill demand at least 2-3
years before the first training and/ or assessment needs to take place
g) Determine the necessary budgets and supply funding to meet equipment and machinery demand and
prepare a roll-out plan for introduction of NVQs.

Role and responsibilities of NSUs of QABs

The “NVQF Support Units” (NSUs) at QABs will be responsible to:

a) Ensure NVQF assessments are conducted according to defined and approved policies procedures
and guideslines as notified by NAVTTC and sufficient trained assessors are available to meet the
demand for all national vocational qualifications introduced in TVET institutions.
b) Accredit Assessment Centres and prepare schedule of assessment across the three pathways in the
most effective and efficient manner consistent with NVQs introduced
c) Complete certification of qualifications and records of achievement and issue certificates of
successful candidates

Management of the NVQF 5

 d) Update and manage the NVQs registry and keep liaison with NSIS
e) Conduct moderation meetings as per guidelines given in the Assessment Manual 2
f) Conduct monitoring and evaluation as per gudelines given in this manual.
g) Ensure thst the assessors comply at all times with the Code of Professional Conduct and appraisal is
provided to them on their performance
h) Handle candidate's complaints/appeals against assessment results according to the documented
procedures

6 Management of the NVQF

4 Managing NVQF Qualifications
Equivalences

The equivalence of national vocational qualifications will be managed for the following four Equivalence
Areas.
a) Area 1: Equivalence within the national vocational qualifications.
b) Area 2: Equivalences of national vocational qualifications with qualifications acquired on
qualification frameworks of other countries
c) Area 3: Equivalence of national vocational qualifications with traditional on-going VET courses.
d) Area 4: Equivalence of national vocational qualifications with General and Higher Education
Qualifications/Levels.

Considering equivalences within the NVQs (Area 1) and with qualifications acquired on qualification
frameworks of other countries (Area 2) is comparatively easy to handle and start with. Granting equivalences
of NVQs with existing (Traditional) vocational qualifications such as DAE, G-III, G-II & G-I (Area 3) and
with general and higher education qualifications (Area 4) will evolve gradually with time at later stages.

NAVTTC has been mandated under its Act 2011 (Clause 7 (g)) to manage and determine equivalences and
recognition of diplomas, certificates awarded by the institutions within the country and abroad. The
Committee of Chairmen and Directors of Technical Education (CCDTE), which already exists, will be
strengthened and activated to manage, decide and grant equivalences at all the four areas mentioned above.
The Inter Board Committee of Chairmen (IBCC) and HEC will be consulted for preparation of rules,
criteria or table of equivalences for equating NVQs with general and higher education respectively.

Following is the structure of NVQs equivalence management by CCDTE.

Figure 4: NVQs equivalence management by CCDTE

Management of the NVQF 7

Membership and Functions of CCDTE

The strengthened CCDTE to deal with equivalences matters will comprise of the following members:
a) Reps of NAVTTC Member
b) Chairpersons of QABs Members
c) Rep of Provincial TEVTAs/PVTC Members
d) Techncial Subject experts (case-to-case basis) Members

The CCDTE will:

a) Prepare rules, criteria or table of equivalence for equating NVQs at all four equivalence areas
mentioned above
b) Develop and approve all procedures for processing of equivalence applications, development of
application forms and instructions for submission of applications.
c) Grant equivalence of NVQF qualifications on all four areas mentioned above
d) Coordinate among QABs and Sector Skill Councils/TEVTAs/PVTC/Private TVET service
providers and with IBCC on matters related to NVQs equivalences

Based upon the number of applications/cases of equivalences received, NAVTTC will first constitute
technical committees on case-to-case basis in consultation with TVET service providers and convene their
meetings to finalize findings and recommendations on equivalences cases for submission in CCDTE meeting
for final decisions.

Equivalence Processes
The CCDTE will adopt the following procedures for grant of equivalences.
a) The individuals seeking equivalence will approach:
Ÿ NVQF Support Unit of NAVTTC or
Ÿ NVQF Support Units of TEVTAs/PVTC or
Ÿ NVQF Support Units of QABs
And submit their application on the prescribed form along with necessary documents.
b) The applications received are initially scrutinized by NSUs and if found complete, will forward to
NAVTTC NSU for further processing and final decision.
c) NAVTTC NSU will examine the application and the attached documents and decides the case on the
basis of approved equivalence rules, criteria and table of equivalence and will inform the individual
within 10 working days of reciept of application
d) In case the matter requires technical deliberations and examination, the NSU constitutes and convene
meeting of the technical committee with relevant subject experts and prepares case for submission to
CCDTE for consideration
e) The CCDTE will develop a consensus on the basis of technical inputs and make a final judgement
/decision about the particular case of equivalence
f) The CCDTE will then recommend NAVTTC to issue notification of equivalencies in case of
approval granted. On the other side the committee will give recommendations to NAVTTC to
forward the observations to the applicant in case if he/she is not granted any equivalence.

8 Management of the NVQF

g) NAVTTC will send the final decision of committee to the applicant and issue formal notification
accordingly with in 20 working days from the receipt of application.
h) The applicant reserves the rights to appeal against the decision of the CCDTE in case they are not
satisfied with the decision with 10 days.
i) On basis of appeal NAVTTC will re-constitute a technical committee and same process will be
repeated.
j) If on the basis of new technical analysis, CCDTE will grant equivalence than decision of first
CCDTE meeting will be over ruled. The NAVTTC will issue the notification accordingly.
k) In case the CCDTE in its second meeting validates the decision of first meeting, than NAVTTC will
inform the applicant that their case has been turned down on the basis of these grounds.
i) The applicant does not have any further right of appeal to NAVTTC or any other forum.

Management of the NVQF 9

5 Monitoring and Evaluation of NVQF

The National Skills Strategy (NSS) places importance on M&E as a way to measure progress and evaluate
performance in the TVET sector. In a dedicated section, NSS defines a number of key performance
indicators towards achieving the objectives of providing relevant skills for industrial and economic
development. M&E has thus been made a component among the five major interrelated and interconnected
systems for quality assurance in the National Vocational Qualifications Framework.
The TVET sector is currently moving towards a competency-based training and assessment i.e. introduction
of NVQs, which is new to all stakeholders involved. Fundamental transformations in the system are thus
taking place, and at many stages the traditional system also still runs in parallel. In such a time of change,
monitoring and evaluation is extra crucial and needed.

M&E Objectives and Scope

The main goals of M&E are to collect feedback on implementation of NVQs from stakeholders and to
examine that prescribed procedures and processes are functioning properly and, where necessary, to identify
areas for adjustment and improvement. The M&E objective will be to:
a) Ensure that NVQF objectives are being achieved by following the prescribed procedures and
processes as laid down in the NVQ operational manuals by all management bodies.
b) The assessment being done for NVQs is fair, valid and consistent and the QABs and the assessment
centers are working appropriately
c) The training instititions are managing delivery of NVQs as per defined standards.
d) Employers are satisfied with the quality of graduates with NVQF qualifications.

The scope of M&E includes collecting feedback from all relevant stakeholders. The figure below shows the
four key areas under which feedback will be collected from the stakeholders.

Figure 5: Scope of M&E – Collection of Feedback from Stakeholders

10 Management of the NVQF

M&E Responsibilities

Monitoring and Evaluation sections exist in the provincial TVET service providers, which will be responsible
for undertaking monitoring and evaluation of implementation of NVQs. Monitoring & Evaluation forms,
instruments and tools have also been developed by the TVET service providers and are being used by them.
Nationally agreed template for CBTA monitoring and undertaking CBTA trainees survey are attached as
Appendix-1 & 2. The M&E responsibilities of NAVTTC, TEVTAs and QABs are given below.

NAVTTC, Islamabad

M&E, NAVTTC will be responsible to:

a) Observe number of assessments done and conduct interviews with assessors and students to see if
the NVQs processes are functioning smoothly.
b) Conduct focused group discussions with TEVTAs, QABs, Assessment Centers to monitor and
evaluate that the link among them is working during pre-assessment, process of training delivery,
formative and final assessments and subsequently during the issuance of certificates.
c) Check assessor's contact information and that their profiles are captured in the national assessor's
database.
d) Analyse assessment results in terms of assessor performance (including on identifying unusual
patterns of pass rates) and capacity.
e) Analyse incoming information from training providers on future candidates to identify assessment
demand and to confirm if there are sufficient resources to meet this demand.
f) Monitor developing of NVQF qualifications for quality, consistency to national standards and
avoiding any duplication in developemnt of qualifications.

Technical Education and Vocational Training Authorities

TEVTAs and training institutions under their administrative control need to ensure and monitor that training
is in accordance with the NVQs approach and prepares trainees sufficiently for competency-based training
and work place requirements. They also need to ensure that courses conform to the labor market demand and
employment rate is higher compared to graduates from traditional courses. TEVTAs/PVTC will be
responsible to:
a) Visit the institute and observe delivery of NVQs to see if the appropriate delivery approaches are
being used and institute has sufficient resources
b) Conduct focus group discussions with principals and instructors to learn about how implementation
is going on the ground and their difficulties/requirements
c) Carry out a survey of trainees, to get their feedback on NVQs delivery, sufficiency of equipment and
material and suitability with market demand
d) Review modular assessment folders and check data on individuals declared “Competent” to find out
if the training prepared trainees successfully for summative assessment
e) Trace NVQ graduates to find out about their employment prospects and income .
f) Speak to the employers to explore if the NVQs have prepared students adequately as per demand
requirements of the workplace

Management of the NVQF 11

Qualification Awarding Bodies

Qualification Awarding Bodies (Trade Testing Boards, Boards of Technical Education, and PVTC in Punjab
for TVET institutions under their administrative control) are responsible for undertaking NVQs assessment,
scheduling assessors, checking readiness of assessment centers and certification of NVQs. Their M&E
responsibilities include to:
a) Visit the assessment centers accredited by them and check if they are ready for NVQs assessment in
terms of space, equipment and consumables
b) Analyse assessment results in terms of assessor performance (including on identifying unusual
patterns of pass rates) and their capacity
c) Analyse incoming information from training providers on future candidates to identify assessment
demand and to confirm if there are sufficient resources to meet this demand.

12 Management of the NVQF

6 Managing NVQF Review and
Improvement

The NVQF will be subject to a regular review cycle to ensure that it remains relevant, efficient and valid.
Regular review and planned improvement will result well-designed and effective improvements and will be led
and managed by NAVTTC in consultations with all stakeholders. It would be closely linked with the results
and reports generated under the monitoring and evaluation system.

Systematic NVQF Reviews

Three systematic NVQF reviews will be conducted over a 5-year cycle:

a) NVQF Operational System Review is conducted annually

b) NVQF Effectiveness Review is conducted every 2 years by NVQF Stakeholders
c) NVQF International Review is conducted by outside reviewers every 5 years

Year 1 Year 2 Year 3 Year 4 Year 5

Table 1: NVQF Review Cycle
NVQF Operational Review
NVQF Effectiveness Review
NVQF International Review

NVQF Operational System Review (Annual)

The operational systems of the NVQF covering all three NVQF pathways will be reviewed systematically
every year to ensure that they are operating efficiently and effectively. Relevance and timeliness of the
management operation will be evaluated. Necessary improvements will be identified and scheduled.

The review will be managed by NAVTTC and will be conducted collectively with representatives of
NAVTTC, TEVTAs, QABs, Assessment Centers and training institutions (both from public and private
sectors).

The review will examine:

a) Whether the operational procedures are being complied with or not.
b) Whether the defined operational procedures are efficient and effective
c) What improvements could be made by revising procedures, replacing procedures, simplifying
procedures or developing new procedures

Management of the NVQF 13

The NVQF operational functions review will provide:
a) Statistical information about the number of qualifications added to the NVQF, amended or replaced
b) Analysis of the national and provincial patterns of uptake of NVQF qualifications
c) Analysis of participation patterns including gender, province, industrial sectors and qualifications
d) Analysis of patterns of achievement of qualifications sorted by gender, province, industrial sectors,
NVQF pathways and qualifications
e) Analysis of satisfaction of graduates and employers with the current qualifications supported by
employment data
f) Analysis regarding the time and expense involved in the development and implementation of NVQF
qualifications
g) Analysis of operational costs, funding systems, budgets and adequacy of the level of fees
h) Recommendations for improvement of the operational capacity of managers and management
systems
i) Adequacy of information systems, data entry operations etc.

As a result of the systematic operational review, NAVTTC will update the NVQF operating procedures,
management structure, manning of the professional staff, allocation of financial resources, developing
international linkages and continued investment in NVQF communication systems, information systems and
links with provincial and industry sector bodies.

NVQF Effectiveness Review (After every 2 years)

One of the most important principles behind the NVQF is that the NVQF itself needs to be reviewed
systematically from time to time to ensure the NVQF is effective and efficient in meeting the skill demand
defined by the stakeholders. In this regard a systematic review of the effectiveness of the NVQF will be
conducted every two years and include industry Sector Skill Councils, Chambers, employers and the informal
sector. The effectiveness of the NVQF is measured by the satisfaction of the stakeholders in the delivery of
graduates with the skills demanded by the stakeholders in the quantities demanded by the stakeholders and
within the timeframes agreed with the stakeholders.

The review will determine the level of satisfaction with the results of the NVQF operations and then make
recommendations as to modifications that may need to be made to the way demand is defined, the structure
and management of the NVQF, revisions to the competency standard setting systems, development of
qualifications, assessment standards and systems of vertical and horizontal progress.

The effectiveness review will provide:

a) Official data related to the trends and changes within the national and provincial economies
highlighting the changes in skill demand
b) Reports of the analysis conducted and conclusions made by the national and provincial functions
and the consequential priority setting so the NVQF delivers relevant skills in a timely manner
c) Reports of satisfaction surveys conducted by the stakeholder groups, NAVTTC and provincial
authorities including reports on the uptake of NVQF certified job applicants

14 Management of the NVQF

NAVTTC will consider the recommendations and plan to make all practical amendments to the NVQF
within agreed timelines.

NVQF International Review (After every 5 years)

As the apex body NAVTTC must also ensure that the NVQF and related operations are consistent with
accepted international practices and that NVQF graduates are able to gain appropriate recognition within
international markets. To this end, representatives from key international bodies and from strategic target
markets will be invited to participate in review of the NVQF every 5 years. This will provide external
observation, review, critique and additional recommendations for improvement.

It will also provide a platform for the development of closer ties and mutual recognition of qualifications.
NAVTTC, as the Pakistan NVQF apex body, will seek reciprocal arrangements.

Management of the NVQF 15

7 The NVQ Registry System

The National Vocational Qualification registry system will be designed to provide information for
institutions, TVET agencies and students on the following areas;
a) Overall information on national vocational qualifications (the qualification summary sheet).
b) Registred assessor's pool and their profile
c) Competency standards and curriculum.
d) Information of students declared “Competent” with certification status.
e) E-forms for requesting NVQs development or review for downloading and online submission to
NAVTTC
f) Information of QABs assessing and certifying NVQs
g) Students registered for NVQs
h) Status of formative assessment
i) Schedule of integrated assessments

The National Vocational Qualifications Registry will be accessible to the following groups with different
scope of access and usages.
a) NAVTTC, provincial TVET organizations (TEVTAs, PVTC, Directorates etc.)
b) Qualification Awarding Bodies
c) Students
d) TVET institutes

The national vocational qualification registry system will complement the National Skill Information System,
which additionally provides information on TVET system of Pakistan, TVET institutions, their existing
qualifications and enrolment capacity, job placement services and labor market information system.

NVQF Requirements for NVQ Registry

The National Vocational Qualification Framework (NVQF) requires that following information must be
available for all stakeholders.

Information about NVQs

a) Information on Qualifications:
i. Already developed and notified
b) e-Forms for:
i. Submitting intent to develop a NVQF qualification
ii. Conveying acceptance/Non-acceptance of intent to develop NVQF qualification
iii. Providing feedback to review NVQF qualification

16 Management of the NVQF

 c) Qualification summary sheet
d) Assessment evidence guides

Information about QABs, NVQs Assessment Centers and Assessors

a) Qualification Awarding Bodies’ information
i. Contact address
ii. Contact person for NVQs and RPL
iii. Name of institutions accredited as NVQs/RPL assessment centres
iv. NVQs assessment schedule
v. RPL schedule and guidelines/instructions
vi. Guidelines for accreditation as assessment centers
vii. List of certified assessors
viii. List of affiliated institutions offering NVQs
ix. E-forms
b) Registered assessor’s information/profile
i. Name
ii. Assessor code
iii. Name of the institution affiliated/working with
iv. Position held
v. Designation
vi. Gender
vii. Province/district
viii. Field/Trade/Sector of assessment
ix. Qualifications and experience of assessors i.e. detail of past assessment conducted
c) Assessment Centers information
i. Contact address
ii. Contact person
iii. Assessment schedule as provided by QAB
iv. List of NVQs introduced/available
v. Present enrolment in NVQs
vi. Faculities available
vii. E-forms

Students’ information declared “Competent”

a) Student’s name
b) Gender
c) Student’s Father name
d) CNIC number
e) Current address
f) Name of the institution from where graduated
g) ID number of the assessment center from where assessed
h) Completed qualification code, title and level OR competency code and title
i) Name and registration number of the assessor by whom assessed
j) Date of assessment event

Management of the NVQF 17

 k) List of competency standards achieved
l) Present Institution/industry/enterprise ( if employed)

Coding of NVQs in NVQ Registry System

The national vocational qualification will be allotted a unique code for recognition and search. The codes will
be composed of industry sector abbreviated name, serial number of qualification, its level in the NVQF. It
will be a standard code compatible and consistent with International Standard Classification of Education
(ISCED) codes.

Detail of coding NVQs in the NVQF registry system is give below.

a) Industry code: Such as for “Administration” AD, for “Machinery & Construction” MN, for “Allied
Health” AH, for “Information & Communication Technology” IT, for “Manufacturing” MN, for
Tourism & Hospitality” TH, for “Mechanical “MN” etc.
b) Serial Number: for each qualification within the industry sector starting from 001, 002, 003 and so
on.
c) Qualification level: Level is assigned to each qualification such as level 1, 2, 3, 4 & 5.
d) Qualification Version: The number which shows the version of the qualification such as version 1, 2,
3 and so on.
e) Competency Standard code: For each competency standard, an alphabetical code such “A”, “B”, “C”
is allotted.
f) Competency Standard version code: Each standard will have its own version code such as version 1,
version 2.

The above coding system will generate a unique identification code for each qualification such as the
“National Vocational Certificate level 2 in Information Technology (Computer Operator) has the code:
0611ICT01”. The table below shows coding of NVQs.

Table 2: Coding of NVQs

Industry Industry Serial Qualification Version Competency Version

Code Number Level Standard
Administration AD 001 3 1 A,B,C 1,2,3
Allied Health HE 2 1
Finance FI 3
Information Technology IT
Community/Social Services CS
Construction including CN
Mining
Tourism and Hospitality TH
Urban Services i.e. garbage UT
collectors
Training and Assessment TS
Manufacture MN
Maritime MA

18 Management of the NVQF

Personal Services PS
Retail (Enterpreneurship) RT
Transport TN
Mechanical ME
Example for a National Qualification
National Vocational Certificate Level 3 in Brick layering
CN001-3-1
Example for a
Competency Standard
CN001-3-A1

Process for Management of NVQ Registry System

Following will be the work process for management of the NVQ Registry System

Related document
S/No. Process flow Procedure Responsibility
/ Record
1.
· Issue the notification TEVTAs/PVTC/
mentioning name of the Directorates
National Vocational institutes with number of
Qualifications NVQs with start and end
(NVQs) course date of the academic Academic calendar
commencement session through email,
notification / NOC courier and its placement
on web site. SS&C NAVTTC (For
record & coordination)

2. · Issue the notification NVQs course

regarding registration commencement
Candidates’
schedule through email, QABs notification,
registration schedule
courier and its placement
on web site Academic calendar
3.
Principal,
QABs, Registration
· TVET Institute to do the TEVTAs/PVTC/ notification,
Initial data entry in trade wise initial data Directorates
the NVQF registry entry with NVQs of the Online registration
system candidates in the NVQF forms in the registry
registry system. SS&C NAVTTC (For system
record & coordination)

4.
· Extract initial data from
the NVQF registry QABs
system.
QABs to extract the · Perform quality check of NSIS generated
initial data entry for data candidate’s
the candidates · Generate the candidates registration list
registration registration number in the
NVQF registry
SS&C NAVTTC (For
record & coordination)

Management of the NVQF 19

 Related document
S/No. Process flow Procedure Responsibility
/ Record
7.
QABs,
· Issue the notification
Integrated/ regarding the assessment Integrated/
summative schedule through email, Summative
assessment schedule courier, its placement on assessment schedule
NVQF registry and web
site SS&C NAVTTC (For
record & coordination)

8. Conduct of
Integrated/ · Conduct the integrated/ Assessment evidence
QABs
summative summative assessments guides
assessments
9. Result of the · Quality check and related QABs, Assessment evidence
integrated assessment verifications of data, guides
in the NVQF Registry · Declaration of
system competence status,
· Updating status in the
NVQF registry system
SS&C NAVTTC (For
· Finalization of the status
record & coordination)
for issuance of
certification
10. Certification · Issue Record of Institute NVQ Certificates
Achievement,
· Certificate of
Qualification QAB
A&C NAVTTC (For
record & coordination)
11. QABs
· Receive complaints about
the conduct of assessment
or errors on the certificate
or any other complaint,
· Reconciliations &
redressal,
Record of integrated
Cases for NAVTTC assessments &
SS&C NAVTTC (For
Correction/ issuance certificates
· Receive complaints from record & coordination)
of duplicate certificate
(if any) QABs, if not addressed
· Update the assessors list
based on moderation
result

· Issuance of duplicate
certificate, if needed
QABs
A&C NAVTTC (For
record & coordination)
12. Management of NSIS · Administrate the data P&D NAVTTC (For NSIS
management of CBT&A record & coordination)
system
13. M&E report Generate M&E report with M&E of TEVTAs/ M&E Report
achievements, impact, PVTC/Directorates
sustainability and performance
improvements

20 Management of the NVQF

The existing NVQ Registry

The existing NVQ registry is available on website at http://www.npess.pk/nvqf/index.php and possess

following features.

• Information on qualifications (that can be searched through a filter on)

- Qualification code
- Qualification title
- Qualification version
- Qualification summary sheet
• Competency Standards Document (that can be searched through a filter on)
- Competency standards
- Level of competency standards
- Credit hours allocation for each standard
• Assessor’s Pool (that can be searched through a filter on)
- Assessor’s registration number
- Assessor’s code
- Name of the assessor
- CNIC number
- Gender
- Province
- District
- Trade/Qualification

Management of the NVQF 21

8
Appendix-1
Appendices

CBT Monitoring Form

CBT&A Monitoring Form
M&E officer __________________
Date of visit ___________________

Essentials of the visit

Name of institute
Name of NVQs

Name of Principal
Name of Trainers

The NVQs course commencement Yes r No r N/A for this visit r

letter/NOC/notification is granted by Comments:
TEVTA/PVTC or any other authorized
authority (NAVTTC & QAB is copied).

The program/institute is accredited by Yes r No r N/A for this visit r

the NAVTTC

Comments:

The institute is declared as an assessment Yes r No r N/A for this visit

centre and accredited by the QAB. r

Comments:

NFQF Data Management

The login is created and enrolment Yes r No r N/A for this visit r
information is uploaded in NVQF Comments:
registry system.
The registration number is issued Yes r No r N/A for this visit r
through registry system Comments:
The status of modular/formative Yes r No r N/A for this visit r
assessment is updated on regular basis.

Comments:

22 Management of the NVQF

Results on implementation of CBT
The principal and teacher are trained on Yes r No r N/A for this visit r
the CBT training approach. Comments (if yes, who provided the training):

The institute has conducted briefing Yes r No r N/A for this visit r
session for the candidates on the CBT
approach
Comments:

The institute has standards, curriculum, Yes r No r N/A for this visit
TLGs and assessment evidence guides r
of the NVQs
Comments:

The CBT course is progressing Yes r No r N/A for this visit r

according to the notified schedule.

If not, please describe/comment:

The institute has assigned curricula Yes r No r N/A for this visit
compliant teacher for the CBT course r

Comments:

The institute has curricula compliant lab Yes r No r N/A for this visit
for the CBT course r

Comments:

Is the training material …… Adequate r Inadequate r N/A for this visit

r

The venue for CBT training ... Adequate r Not adequate r N/A for this visit r
Comments:
The technical training equipment Yesr No r N/A for this visit r
present there with the GIZ logo sticker. Comments:
All training equipment properly Yes r No r N/A for this visit r
entered/ documented in the Comments:
inventory/stock register of institute.

Management of the NVQF 23

Results on problems/lessons learnt/challenges
If CBT session was observed, what was Adequate r Inadequate r N/A for this visit
the overall impression? r

Comments:

For teachers and trainees, what were

important problems, lessons learnt, and
challenge that were experienced in
regard of CBT?

Any comments on the curriculum or

TLGs or assessment guide

What is the plan of the institute for

continuation /sustainability of CBT&A

To be followed up
Anything that needs to be followed up,
either over the phone/email or during
the next M&E visit

24 Management of the NVQF

Appendix-2

CBT Trainee Survey Form

Teacher name
NVQ
Students’ attendance/presence in the class/lab of teacher who is being evaluated: attendance
in % ………
Likert Scale
1 2 3 4 5
Strongly disagree Disagree Not sure Agree Strongly Agree

Classroom’s Feedback
The trainer has provided briefing regarding NVQF and CBT&A approach 1 2 3 4 5
The trainer thoroughly explained the learning requirement prior to the 1 2 3 4 5
commencement of the training session - competency standards, assessment
evidence guide, formative assessment and integrated assessment
The trainer has clear understanding of competency standards and 1 2 3 4 5
curriculum
CBT course is mainly composed of practical learning 1 2 3 4 5
The trainer remained punctual in the class 1 2 3 4 5
The trainer scheduled assignments, class test, quizzes and seminars 1 2 3 4 5
The trainer makes alternate arrangement of class in his/her absence 1 2 3 4 5
The trainer confidence & communication skills remained adequate 1 2 3 4 5
The trainer regularly conduct the classroom discussions 1 2 3 4 5
The trainer refers to latest developments in the field 1 2 3 4 5
The trainer shares regularly the answers of class tests or the formative 1 2 3 4 5
assessments.
The trainer has a helping approach towards the weaker students 1 2 3 4 5
The trainer is helping students in realizing career goals 1 2 3 4 5
The trainer inspires students for ethical conduct 1 2 3 4 5
The formative assessments are conducting on regular basis 1 2 3 4 5
The judgement of formative assessment is acceptable to majority of the 1 2 3 4 5
trainees
I am confident that at the end of my training, I will have the skills to meet 1 2 3 4 5
the competency standards of this qualification
The competency based training approach will provide me better 1 2 3 4 5
employment opportunity

Lab’s Feedback
The teacher gives quality explanation while performing practical. 1 2 3 4 5
The labs are adequately equipped as per the curriculum 1 2 3 4 5
I have the opportunity to use modern equipment and machinery 1 2 3 4 5
The training material provided during the lab experiments are adequate 1 2 3 4 5
The teacher assign tasks and follows up adequately 1 2 3 4 5
The lab. Work stimulate us to think 1 2 3 4 5
The students get adequate time to perform the experiment 1 2 3 4 5

Management of the NVQF 25

The teacher relates lab work to actual field application 1 2 3 4 5
The teacher gives adequate instructions/demonstrations for proceeding 1 2 3 4 5
with lab. Work
Working condition of machinery/equipment at the time of experiment is 1 2 3 4 5
good
The teacher assesses the lab. Work regularly 1 2 3 4 5
The experiments are performed in groups 1 2 3 4 5
The teacher provide input during the entire duration of the experiment 1 2 3 4 5
session
The teacher’s control and command over the lab/class is commendable 1 2 3 4 5
Difficulties are entertained during lab. Session 1 2 3 4 5
All the practical’s are covered as per the schedule 1 2 3 4 5
The lab sessions remained interesting 1 2 3 4 5

26 Management of the NVQF

9 Glossary

Term Description
National Vocational Qualifications approved and notified at the national level by NAVTTC
Qualifications and are registered under the National Vocational Qualification Framework
NVQF Equivalence System of providing a framework. Processes and guidelines for granting
System equivalence of NVQ at the four prescribed levels
National Management System/structure of management of NVQF at national and provincial
System levels to ensure quality
National Skill Information System that provides information about the whole TVET system
System encompassing TVET qualifications, institutions offering TVET
qualifications, enrolement, instructors, facilities, passouts, employment
opportunities, job placement etc.
NVQ Registry System of maintaining and updating information about NVQs,
Management Bodies at the national and provincial levels, NVQs
assessment and assessor information and students graduated with NVQs
NVQs Equivalences NVQs equivalences will be considered for four levels i.e. Level 1:
Equivalence within the NVQF Qualifications, Level 2: Equivalences of
NVQF qualifications with qualifications acquired on qualification
frameworks of other countries, Level 3: Equivalence of NVQF
Qualifications with traditional on-going VET courses and Level 4:
Equivalence of NVQF Qualifications with General and Higher Education
Qualifications/Levels.
Monitoring & Evalaution System that provides responsibilities of moitorning and evaluation of
System NVQs implementation with relevant indicators of measurement and
report generation
Quality Assurance One of the Quality management component to assure NVQF is managed
Management System or through well-planned procedures and processes consistent with
Quality Management international standards
System
Qualification Awarding Bodies which are responsible for assessment and certification of NVQs as
Bodies mandated under their Act/Functions
NVQF operational system System that contains manuals with guidelines and processess for
management of NVQF, Development of NVQs and assessments of
NVQs
Organizational System that shows national and provincial organizations involved in
Management System management of NVQF and their role and responsibilities in managing the
development and assessment of NVQs
Techncial Committees Committee constituted by NAVTTC on case -to-case basis to finalize
findings and recommendations on equivalenc es cases for submission in
CCDTE meeting for final decisions
TVET Service Providers National and provincial TVET bodies in the public and private sector that
are responsible for management, development and assessment of NVQs.
They include NAVTTC, provincial TEVTAs , QABs in the public sector
and bodies like PVTC, SDC, SSC and other private sector institutions
providing NVQs across the country

Management of the NVQF 27

National Vocational & Technical Training Commission (NAVTTC)
5th Floor, Evacuee Trust Complex, Sector F-5/1, Islamabad
Tel: +92 51 904404, Fax: +92 51 904404, Email: [email protected]
Website: www.navttc.org