NACTE-Procedure Curriculum Development

THE NATIONAL COUNCIL FOR TECHNICAL EDUCATION
MIKOCHENI LIGHT INDUSTRIAL AREA, PLOT NO. 719/1/4, P.O. BOX 7109, DAR ES SALAAM, TANZANIA
Procedures for Curriculum

Development and Review
Dar es Salaam June 2010

Procedures for Curriculum Development and Review
EXECUTIVE SUMMARY
ES1. This document, “Procedures for Curriculum Development and Review

provides effective modalities for the actual development of marketable
curriculum, framework for assessment of cost implications in implementing a
new curriculum, and procedures for curriculum review. Specifically, the
document provides guiding framework for developing curriculum contents in
terms of enabling learning outcomes and strategies for their realization,
including modularization of training programmes to ensure flexibility.
ES2. The procedures are intended to ensure that developed curricula realize (enable)
all the principal learning outcomes specified in respective Qualification
Standard by NACTE and represents performance required of learners in their
personal or professional lives after graduation. This has been emphasized with
clear guidelines that ensure all curricula that have been developed in line with
the given provisions clearly describe what students will be able to do with
what they have learned and represent integrations of student‟s knowledge,
skills and understanding in a complex role. This includes incorporation of
generic curriculum needs to facilitate life-long learning within and across
fields. For that the curriculum should adequately formulate teaching and
learning strategies that can realize all the learning outcomes, which should be
properly reconciled with course modules, and hence allowed modular delivery
of curriculum under a semesterized learning timeframe.
ES3. Once curriculum contents have been identified, assessment methods should be
specified in line with the assessment criteria and supported with respective
instruments. The assessment criteria are statements that clearly indicate what
learners are expected to do in order to demonstrate that they have successfully
realized a learning outcome. They are required mainly to assist the examiners
and moderators to check that the assessment is compliant with the standards
set in the qualification.
ES4. In order to ensure smooth implementation of curriculum it is necessary to

confirm relevance and adequacy of the teaching staff, teaching and learning
space, facilities and equipment for teaching and learning as well materials and
consumables for teaching and learning. It is also necessary for the Technical
Institutions to have adequate relations with external institutions. All these
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factors may in one way or another result to additional investments in the

budget. The respective technical institution should carefully examine related
requirements, identify corresponding financial implications, and facilitate their
adequate availability in good time for introduction of a new curriculum.
Otherwise, the institution may need to postpone the introduction of the
curriculum or scale it down in line with the available resources. Target
enrolment should be reached after a few years so as to give room for
progressive preparations and adjustments. Procedures for projection of
students‟ enrolments are provided in the document.
ES5. Continuous monitoring is crucial during the curriculum implementation at

training institutions to ensure that curriculum remains relevant in terms of the
market needs and NACTE norms. If the latter is not the case it gives a clear
sign of the need to review the curriculum. Once the need for curriculum
review is clear, which shall be demonstrated by the gap between what the
performance indicators are showing and the targeted values, one will need to
clearly identify the required intervention. Normally, such interventions include
improvement of competencies, in order to either be in line with revised
occupational standards or other NACTE norms, or attain competitive edge
over other institutions, or ensure flexibility of curriculum in response to
modern socio-economical trends, or rationalize efficiency in curriculum
implementation; or combination thereof.
ES6. All modalities contained in the present NACTE document have been
operationalised. A total of 15 operational instruments have been prepared for
the purpose and are included as appendices.
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TABLE OF CONTENTS
EXECUTIVE SUMMARY .......................................................................................... ii
TABLE OF CONTENTS ............................................................................................. iv
LIST OF ABBREVIATIONS AND ACRONYMS ......................................................v
1.0 INTRODUCTION .............................................................................................1
1.1 Background ..............................................................................................................1
1.2 Objectives and Scope of the Working Document ..................................................2
2.0 FRAMEWORK FOR THE ACTUAL CURRICULUM

DEVELOPMENT PROCESS. ..........................................................................2
2.1 The Actual Curriculum Development Process ........................................................2
2.2 Modalities for the Identification of Enabling Outcomes .......................................3
2.1.1 General Framework ....................................................................3
2.1.2 Putting in Specific Curriculum Needs ........................................6
2.1.3 Incorporating Generic Curriculum Needs ..................................7
2.1.4 Putting in Competitive Advantage ............................................8
2.1.5 Embedding Level Descriptors in Enabling Outcomes .................8
2.1.6 Developing Tasks to Realize Enabling Outcomes .......................9
2.1.7 Formulation of Teaching and Learning Strategies ...................10
2.3 Modularization of Curriculum and Assignment of Credits .................................10
2.3.1 Identification of Course Modules .............................................10
2.3.2 Assignment of Credits ...............................................................12
2.3.3Semesterisation of Curriculum ......................................................17
2.4 Procedure for Specification of Criteria and Methods of Assessment ...................18
3.0 IMPLICATIONS AND PROCEDURES FOR IMPLEMENTING

A NEW CURRICULUM ................................................................................21
3.1 Implications for Implementing a Curriculum ..........................................21
3.1.1 Staff Situation ...........................................................................21
3.1.2 Teaching and Learning Space ...................................................22
3.1.3 Facilities and Equipment for Teaching and Learning ............22
3.1.4 Materials and Consumables for Teaching and Learning ..........23
3.1.5 National and International Relations ........................................23
3.2 Procedures for Implementing a New Curriculum ...................................24
4.0 MODALITIES FOR REVIEW OF CURRICULA ............................................. 25

4.1 Interrelation of Curriculum Review and Evaluation Tasks .....................25
4.1.1 Assessment of Curriculum Implementation ..............................25
4.1.2 Qualification of Needs for Curriculum Review and Learning ..25
4.1.3 Curriculum Renew .................................................................27
4.2 Procedure for Review and Evaluation of Curriculum .............................28
4.2.1 Routine Review of Curriculum ................................................28
4.2.2 Periodic Review of Curriculum ...............................................30
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GLOSSARY OF TERMS USED IN THE DOCUMENT ...........................................32

REFERENCES ............................................................................................................37
LIST OF APPENDICES ............................................................................................. 38
v
LIST OF ABBREVIATIONS AND ACRONYMS
Abbreviation Description
CDTT Curriculum Development Task Team

CQFW Credit and Qualifications Framework for Wales
ICT Information and Communication Technology
NACTE National Council for Technical Education
NTA National Technical Award
QAA Quality Assurance Agency
QCA Qualifications and Curriculum Authority
NICAT Northern Ireland Credit Accumulation and Transfer System
NUCCAT Northern Universities Consortium for Credit Accumulation and Transfer
SAQA South African Qualifications Authority
SEEC Southern England Consortium for Credit Accumulation and Transfer
SERTEC “Technikon Quality Assurance Body”
UK United Kingdom
USA United States of America
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1.0 INTRODUCTION
1.1 Background
The National Council for Technical Education (NACTE) has been established to regulate
and coordinate all matters pertaining to technical education and training in Tanzania [1]. In
the view of that fact, curricula of technical institutions play a strategic role in realising the
Mission of the Council. The strategic importance of curriculum lies in the fact that it is the
one that realises the purpose and values of learning in an institution. It is through
curriculum where learners are analysed versus competence required for the respective work
context and level. The subjects and their contents are also identified within the curriculum
to support achieving the desired competencies. Subsequently, curriculum decides on the
activities, methods and media for teaching and learning, and gives provision on how
assessment will be done and overall effectiveness of the delivery will be evaluated.
A properly prepared curriculum refers to all the teaching and learning activities and
experiences that are provided by a technical institution with adequate reflection of the
needs and interests of learners, the technical institution, the employers, the profession, the
society, the Government, and the economy. It is through the implementation of such
curriculum that learners will be able to meet the respective Qualification Standards set for
the various levels of the National Technical Awards (NTA).
In the light of the facts highlighted above, it is clear that effective regulation and
coordination of technical education and training in the country mandated to NACTE may
not be achieved if curriculum development and review in the technical education
institutions is left to continue to be done in adhoc manners, without any modalities that
provide a guiding framework for that purpose. The present document provides the required
framework.
1.2 Objectives and Scope of the Document
This document, “Procedures for Curriculum Development and Review” is intended to

provide the required framework to guide the actual process of developing or reviewing a
curriculum based on market demand, as clarified from the situation analysis covered in
another document prepared by NACTE for the purpose [2]. After developing or reviewing
a curriculum in line with the provisions in the present document, the same has to be
approved and validated in accordance with the modalities described in the NACTE
document: “Procedures for Curriculum Approval and Validation” [3].
Guidelines for Preparation of Quality Management Plan for Institutions Accredited to NACTE
2.0 FRAMEWORK FOR CURRICULUM DEVELOPMENT PROCESS
2.1 The Actual Curriculum Development Process
Curriculum development implies, amongst other things, familiarization with the relevant
NACTE Qualification Standards and subsequent identification of curriculum contents and
strategies. NACTE Qualification Standards prescribe purpose(s) of particular qualification,
principal learning outcomes for realisation of the purpose(s) and associated credit
guidelines and assessment criteria. On the other hand, identification of appropriate
curriculum contents, i.e. learning outcomes and strategies that will enable realization of the
principal outcomes and purposes of qualification is done following specific steps as shown
in Fig. 1 and elaborated in subsequent sub-sections.
Purpose of
Qualification
Qualification Standard
(As specified by NACTE)
Principal Learning
Outcomes
IDENTIFY ENABLING
LEARNING OUTCOMES
Additional
Assessment
IDENTIFY TEACHING AND Inputs by
Criteria LEARNING STRATEGIES Stakeholders
Credit SPECIFY ASSESSMENT

Guidelines METHODS & INSTRUMENTS
CLUSTER ENABLING
OUTCOMES IN MODULES
Course Modules for the Qualification

(As developed by/for Technical Institution)
(ARRANGED IN SEMESTERS)
Figure 1: Key Steps constituting Actual Curriculum Development Process
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2.2 Modalities for the Identification of Enabling Learning Outcomes
2.2.1 General Framework
Learning outcomes are grouped into two categories namely the principal learning
outcomes (or simply principal outcomes) and the enabling learning outcomes (or simply
enabling outcomes).
Principal outcomes are broad Standards of achievement at a particular level of study and
context specified by NACTE to facilitate realisation of purpose of a particular NTA
qualification. They are mainly intended to describe qualifications through broad
competencies (skills, knowledge and understanding) at a particular level of study
specifying requirements for a particular context in terms of: working under supervision
versus working independently; working with routine versus unfamiliar and complex
situations; solving concrete, closed problems with few variables versus abstract open ended
problems with many variables; using given principles versus constructing/adapting
principles; and using given techniques versus selecting and adapting techniques.
On the other hand, enabling outcomes are outcomes that enable the achievement of higher-
level principal outcomes. While principal outcomes are fixed by NACTE as it is described
in another document [4], enabling outcomes are formulated by curriculum developers.
These are more focused statements that describe the knowledge, skills and understanding
that learners will develop after following a curriculum of a training institution, making
curriculum goals clear and transparent to all stakeholders.
As it is seen in Fig. 1 above, having clarified the principal outcomes as required by the
NACTE Standards for a particular qualification, the first step in the actual curriculum
development process is to identify the enabling outcomes. Specifically, enabling outcomes
shall have the following key features:
 Represent integration of student‟s knowledge, skills and understanding in a

complex role;
 Represent performance required of learners in their personal or professional lives

after graduation;
 Clearly describe what a student will be able to do with what they have learned in a
course module, or in the whole training programme;
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 Are verifiable, assessable and public; and
 Are not listings of discrete skills or pieces of knowledge and understanding that
students are expected to master.
Hence, enabling outcomes, whether at the training programme level or at the level of
course module should facilitate effective teaching and learning in a number of ways:
(a) The learner should be clear as to what is expected in terms of learning and
assessment of learning; this can facilitate the learner becoming an active player
in the learning process;
(b) The process of writing statements on enabling outcomes should encourage

reflection on the question: “What do I want learners to be able to do at the end
with what they have learned in meeting the Qualification Standard?” This can
result to re-thinking of the amount and type of “content coverage” within a
training programme or a course module;
(c) From the technical institution‟s perspective, having enabling outcomes

reconciled with course modules is a critical issue. It facilitates clear awareness
to the students, teaching staff and other interested parties of what outcomes
(competencies) should be pre-requisites for taking a module, what should/could
be taught in concurrent course modules, and what should be learnt in future;
(d) Writing outcomes statements that focus on how students will use what they
have learned can provide clues as to integrative student assessment strategies;
(e) Articulating enabling outcomes as indicated in (a) to (d) above facilitate rational
curriculum development/review with the end in mind, minimizing unnecessary
overlaps and duplication, and avoiding gaps. It is only this way one can ensure
an efficient curriculum and that which comply with the standards.
The above attributes can be more effectively realized if the enabling outcomes are
identified using a top down approach as shown in Fig. 2.
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Qualification Standard
Principal Principal Principal

Outcome 1 Outcome 2 Outcome n
IDENTIFY IDENTIFICATION OF IDENTIFICATION OF

ENABLING OUTCOME 1 ENABLING OUTCOME 2 ENABLING OUTCOME m
IDENTIFICATION IDENTIFICATION IDENTIFICATION IDENTIFICATION

OF OF OF OF
SUB-ENABLING SUB-ENABLING SUB-ENABLING SUB-ENABLING
OUTCOME 1 OUTCOME 2 OUTCOME 3 OUTCOME k
Figure 2: Major Components of Actual Curriculum Development Process
The top down approach implies that learning outcomes are formulated beginning with the
principal outcomes which are large, complex, and workplace-oriented outcomes and
ending up with the enabling outcomes which are more specific and simpler outcomes
supporting the complex ones. Normally, in a Technical Institution enabling outcomes are
formulated by the Curriculum Development Task Teams (CDTT) or Course Committee of
the relevant NACTE Subject Board for curriculum developed by NACTE [2]. Specifically,
these organs shall adopt the following four initial steps in doing so:
(i) Take one principal outcome at a time from one of the exit level outcomes of a
qualification;
(ii) Identify at least three abilities that a learner needs in order to accomplish the
principal outcome in (i) above. These abilities are in the actual fact the enabling
outcomes. They are called enabling because they enable the attainment of
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higher-level principal outcomes specified by NACTE to describe a particular

NTA;
(iii) Disaggregate each of the enabling outcomes identified in (ii) above further to get
the second level initial enabling outcomes (sub-enabling outcomes) which are
more specific than the ones in (ii);
(iv) Present the enabling outcomes information on a grid, the format of which is
shown in Appendix I, and a typical example in Appendix II of the present
document;
(v) Repeat steps (ii) to (iv) for all principal outcomes describing a qualification. At
the end of this exercise you should have several grids depending on the number
of principal outcomes describing the qualification.
It is crucial to ensure that all enabling outcomes are clearly formulated to enable the
respective principal outcome. In doing so it is necessary to ensure that specific curriculum
issues, generic curriculum needs and attributes to guarantee competitiveness have been
incorporated in the enabling outcomes.
2.2.2 Putting in Specific Curriculum Needs
Specific curriculum needs refer to the abilities to do a set of tasks, to understand the theory
underpinning the tasks and the ability to pass reasoned judgment on different ways to do
the tasks. It is clear from above that a specific curriculum need has three sub-competencies:
Practical competence, Foundational competence and reflexive competence. While practical
competence refers to the ability to do a set of tasks, foundation competence is described by
the demonstrated understanding of what one is doing and why. On the other hand,
reflexive competence refers to the ability to learn from one’s actions and to adapt to
changes and unforeseen circumstances. In enabling outcomes, the attributes of the three
sub-competencies are described as follows:
 Doing a set of tasks is used to indicate a skill and is described with action verbs
such as: perform, demonstrate, etc. a set of tasks. In this case the learner is not
required to understand the processes by which one does a task;
 Understanding is represented by verbs that refer to grasping of concepts and being

able to use them creatively. Such verbs include: find, analyse and synthesize, etc;
and
 Passing judgment is represented by phrases such as: pass judgment on, make
reasoned changes, evaluate, critique, suggest a way forward, etc.
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Apart from stating specific competencies as may directly be obtained through

desegregation of principal outcomes, additional specific curriculum needs are established
from opinions of employers and professional bodies on related required competencies as
obtained from situational analysis, if they differ from the former.
2.2.3 Incorporating Generic Curriculum Needs
Generic curriculum needs are technical education and training qualities that must be
developed in all learners regardless of the specific area or content of learning, in order to
facilitate life-long learning within and across fields. These cross cutting issues also cover
many of the desired workplace attitudes and life skills characterized by cognitive, affective
and psychomotor domains necessary for success in one‟s life within the modern global
economies. Enabling outcomes should therefore also include some or all of generic
curriculum needs which include ability to do the following:
 Identify and solve problems in which responses display that responsible

decisions using creative and critical thinking have been made;
 Demonstrate an understanding of the world as a set of related systems by

recognizing that problem solving contexts do not exist in isolation;
 Being culturally and aesthetically sensitive across a range of social contexts;
 Develop successful entrepreneurial opportunities;
 Collect, analyse, organize and critically evaluate information;
 Communicate effectively using visual, mathematical and/or language skills in

the modes of oral and/or written presentation;
 Work effectively with others as a member of a team, organization, and

community;
 Organize and manage oneself and one‟s activities responsibly and effectively;
 Show responsibility towards the environment and health of others;
 Demonstrate cultural sensitivity across a range of social contexts;
 Explore education and career opportunities and reflect on and explore a variety
of strategies to learn more effectively.
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The situational analysis results (employer, professional and society needs) shall provide
basis for any emphasis on particular qualities.
2.2.4 Putting in Competitive Advantage
Competitive advantage must be incorporated in the enabling environment to ensure that

students who qualify at a technical institution are better equipped for their carrier than
students who graduated from another institutions. The technical institution should strive to
remain competitive and relevant as well as being a respected institution nationally and
regionally. To a greater extent this is going to be influenced by the vision and mission of a
technical institution as clarified during the situational analysis stage. However, the
following are recommended for consideration:
 Curriculum and hence enabling outcomes should address the needs of

respective professional bodies. This will ensure that the learners can be
admitted to such bodies, upon graduation, or simply be successful in respective
careers for cases when a professional body is not a registering organ;
 Cutting edge technologies/processes/methods, as the case may be, and future

trends are identified and clearly reflected in the enabling outcomes; and
 Institutional teaching and research focus, where applicable, are identified and
evident in the curriculum.
Formats for presentation of enabling outcomes and examples for a particular level are
shown in Appendices 1 to IV of the present document.
2.2.5 Embedding Level Descriptors in Enabling Outcomes
Having ensured that specific and generic curriculum needs have been incorporated in the
enabling outcome and the curriculum is competitive enough, it is necessary to ensure that
the same is indeed pegged to a particular NTA, adopting appropriate level descriptors.
Level descriptors are broad, generic (cross-fields) standards of achievement prescribed by
NACTE. These should be adopted and accordingly be embedded in the enabling outcomes.
Specifically, level descriptors are represented in the enabling outcomes with phrases such
as the following, depending on the level of study:
 Working under supervision versus working independently;
 Working with routine versus unfamiliar and complex situations;
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 Solving concrete, closed problems with few variables versus abstract open
ended problems with many variables;
 Using given principles versus constructing/adapting principles; and
 Using given techniques versus selecting and adapting techniques.
Enabling outcomes incorporating such statements should therefore be proportioned for the
different NTA levels taking into account the growing complexity of competence
requirements. Typically this shall be realized as shown in Appendix V.
2.2.6 Developing Tasks to Realize Enabling Outcomes
The curriculum development process described so far has been involved mainly with the
formulation of enabling outcomes, which enable learners to achieve the qualification
outcomes. The outcomes will not, however, state what learners would be doing in order to
show that they could achieve these outcomes. The „what‟ part is constituted primarily by
the integrated tasks learners are set to do in their assignments, while the „show‟ part is
gauged by criteria for assessment. It is therefore clear that the sub-enabling outcomes
should be translated into concrete tasks that will facilitate realization of respective
outcomes.
For technical education and training, tasks to be developed to translate the enabling
outcomes should:
 As much as possible relate to the situation expected at relevant workplace after

graduation. This is achieved through simulation of complex occupational roles in
the tasks and reflection therein of the specific and generic curriculum needs as
well as attributes demonstrating competitive advantage of the curriculum;
 Include assessment criteria that also relate to the workplace roles;
 Promote reasonable multi-disciplinarity, in order to facilitate life-long learning

within and across fields, which is necessary for success in modern global
economy; and
 Provide the context for learners to achieve the enabling outcome of the
curriculum.
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2.2.7 Formulation of Teaching and Learning Strategies
After establishing enabling outcomes and respective tasks, curriculum developers should
indicate how these could be realized. Realization of enabling outcomes can be through
lectures, independent work, tutorial sessions, seminars, laboratory work, studio work,
training workshop activities, field-work (real work practice), or combination thereof.
Appropriate learning aids including ICT learning aids, textbooks and other references, as
well as any other special facilities should also be identified for each enabling outcome and
clearly specified.
2.3 Modularization of Curriculum and Assignment of Credits
2.3.1 Identification of Course Modules
Modern outcome based technical education and training focuses on teaching and learning
towards complex workplace competencies, which can be grouped around competence
modules rather than subjects. In the present context, learning outcomes in curricula shall be
clustered into modules to allow assessment procedures to be based on smaller units of
work that can be credited towards an NTA at any given level. Modular curricula also make
it easier to ensure that courses are kept up to date since either a single or several modules
can be changed as needed, leaving other modules unchanged. Client and market needs are
more easily met with modular curriculum. It is therefore necessary to reconcile the learning
outcomes and course modules and hence allow modular delivery of training programmes.
However, for practical reasons, some of the modules may simply comprise foundation
units or may not strictly represent a specific competence or group of integrated
competencies. In any case, course modules should as much as possible be targeted to
achieve a specific competence or a group of integrated competencies.
Generally, a module is package of learning consisting of four key components, namely:
(i) A unit of assessment. This is an explicit and coherent set of enabling outcomes
against which the attainment of a learner will be measured through
accomplishment of related tasks as explained in 2.2.6, above;
(ii) Method of Assessment for measuring that attainment;
(iii) Learning materials to be used in the module (ICT learning aids, textbooks,
manuals, journals, handouts, other references, as indicated in 2.2.7, above); and
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(iv) Appropriate learning context [whether the module will taught through lectures,
or guided independent work, or tutorial sessions, or seminars, or laboratory
work, or studio work, or training workshop activities, or field-work (real work
practice), or combination thereof].
The procedure to identify course modules is as follows:
 By now a CDTT or Course Committee of the relevant NACTE Subject Board

shall have a grid of enabling outcomes for all the principal outcomes (e.g.
what is shown in Appendix IV). For each principal outcome, all sub-enabling
outcomes that can conveniently be grouped together towards achieving
related competencies shall be identified;
 CDTT or Course Committee of the relevant NACTE Subject Board shall

group the related sub-enabling outcomes by clustering them together in terms
of level and nature of competencies, that is, whether sub-enabling outcome
represents:-
(a) Foundation skills, knowledge and understanding, or
(b) Intermediate core skills, knowledge and understanding, or
(c) Intermediate optional skills, knowledge and understanding, or
(d) Advanced core skills, knowledge and understanding, or
(e) Advanced optional skills, knowledge and understanding.
 CDTT or Course Committee shall refine the relatively larger groups above
when necessary to obtain smaller groups of related outcomes that can be
enabled within a specific period as may be determined by the technical
institution. These should form modules;
 Based on the contents of the enabling outcomes, CDTT or Course Committee

of the relevant NACTE Subject Board shall formulate name of each module.
Format for presentation of course modules is given in Appendix VI.
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2.3.2 Assignment of Credits
An academic credit is fundamentally a tool for measuring and expressing learning

equivalence. 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 academic standards. The fundamental principle behind credit frameworks is
that credit is awarded only for evidence of learning achievement and is derived through
estimation of notional learning time at a particular level. Specifically, a notional time is a
period spent by an average student in learning about something towards realizing a
learning outcome. This could include formal learning in classroom, out of class formal
learning, e.g. in doing projects, and learning gained through on the job experience. In
England, Wales, Northern Ireland [5], and in South Africa [6], amongst other countries, a
ratio of 1 credit = 10 hours is employed. NACTE shall adopt the same. The number of
credits awarded for successful completion of a module is called credit value of the module
for that particular study level. In order to earn module credits at a particular level, the
learner must satisfy the assessment criteria for all (or the majority) of the designated
learning outcomes of the module.
Modalities given in the present document require CDTT or Committee of the NACTE
Subject Board, as the case may be, to assign credits to modules based on each outcome to
be achieved by a learner in a module. This however, shall be constrained by the minimum
number of credits necessary to qualify for a particular NTA, which is set by the NACTE
and specified in respective Qualification Standards [4]. Hence, referring to the NACTE
document [4] and using simple arithmetic logic, module credits are derived from the
minimum NTA credits downwards using an expression,
MC  EOC1  EOC2  EOC3  ............  EOCk

(2.1)
QC = MC1 + MC2 + MC3 + ………….…+ MCn

(2.2)
Where,
MC – Credit value of a module

EOC1 – Credits assigned to an enabling outcome 1
EOCk – Credits assigned to an enabling outcome “k”
QC – Minimum Credits assigned by NACTE to the qualification
[4]
MC1 – Credit value of a module 1
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MC2 – Credit value of a module 2

MCn – Credit value of a module “n”
The application of Equations (2.1) and (2.2) above is illustrated by an example provided
hereunder:
Example on the Application of Equations (2.1) and (2.2)
Consider a situation whereby it takes approximately 1200 notional hours (QC=120 credits)
for an average learner to realize specified qualification outcomes at a particular study level,
starting from scratch. Such qualification outcomes are achieved through 100 sub-enabling
outcomes that have been assigned credits as typically indicated in Table 2.1 hereunder.
Specify course modules and corresponding credit values.
Table 2.1: Arbitrary Assignment of Credits to Enabling Outcomes
Sub-Enabling 1 2 3 4 5 6 7 8 9 10
Outcome
Credit 1 1 1 2 2 1 1 1 1 1
11 12 13 14 15 16 17 18 19 20 21 22 23
2 1 1 2 1 1 1 2 1 1 1 1 1
24 25 26 27 28 29 30 31 32 33 34 35 36
1 2 2 1 2 2 1 1 1 1 1 1 1
37 38 39 40 41 42 43 44 45 46 47 48 49
1 1 2 1 2 1 1 1 1 1 1 1 1
50 51 52 53 54 55 56 57 58 59 60 61 62
1 1 1 1 1 2 1 1 1 1 1 1 1
63 64 65 66 67 68 69 70 71 72 73 74 75
1 1 1 2 1 1 2 1 2 1 1 1 1
76 77 78 79 80 81 82 83 84 85 86 87 88
1 1 1 2 1 2 1 1 1 1 1 1 1
89 90 91 92 93 94 95 96 97 98 99 100
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1 1 2 2 1 1 1 2 1 1 1 1
Solution:
Related sub-enabling outcomes are clustered together to arbitrarily form a total of 25

modules. This is typically done as indicated in Table 2.2, where credit values are also
assigned for each module as per Eq. (2.1)
Table 2.2: Clustering of Related Sub-Enabling Outcomes into Modules
Sub-Enabling Outcomes Module Number Credit Value

(Numbering from Table 4.1, above)
5, 6, 9 1 4
1, 47, 48 2 3
2, 3, 7 3 3
8, 10, 17 4 3
20, 21, 32, 64, 65, 100 5 6
66, 67 6 3
4, 11, 12, 15 7 6
16, 19, 22 8 3
23, 27, 30 9 3
14, 24, 31, 33, 34 10 6
49, 50, 51, 52, 53, 54 11 6
18, 63 12 3
25, 37 13 3
45, 46 14 2
39, 41 15 4
76, 77 16 2
83, 84, 85, 86, 87, 88 17 6
26, 28, 29 18 6
35, 36, 38, 78 19 4
55, 56, 57, 58 20 5
59, 60, 61, 62 21 4
40, 42, 43, 44 22 4
97, 98, 99 23 3
13, 68,69,70, 71, 72, 73, 74, 75, 82 24 12
79, 80, 81, 89, 90, 91, 92, 93, 94, 95, 25 16
96
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As it is seen in Table 2.2, the total number of credits from all modules is 120 which is
equal to the number credits specified for the learner to qualify for an award [as governed
by Eq. (2.2)]. It is important to note that the data given in Tables 2.1 and 2.2 are just
examples. Several combinations could emerge from clustering the sub-enabling outcomes
to meet the minimum credit requirements of the qualification. These may include the few
arbitrary cases indicated in Table 2.3, where the combination assumed in Table 2.2 above
is also included as Scenario No.2.
Table 2.3: Arbitrary Example of Distribution of Qualification Credits in

Modules
[As given by Eq. (2.2)]
Total Module Credits (MCi)
Credits (QC) Scenario 1 Scenario 2 Scenario Scenario 4 Scenario 5
3
4 4 2 3 3
4 3 2 3 2
4 3 3 3 4
4 3 4 3 4
4 6 3 3 5
4 3 3 3 4
4 6 6 4 4
4 3 4 4 6
4 3 6 4 4
4 6 5 4 4
4 6 4 4 3
4 3 4 4 3
120
4 3 6 4 4
4 2 3 5 4
4 4 6 5 4
4 2 3 5 6
4 6 4 5 4
4 6 4 5 4
4 4 4 5 4
4 5 5 4 2
4 4 6 4 2
4 4 3 4 6
4 3 2 4 6
12 12 12 4 8
12 16 12 20 16
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TOTAL 120 120 120 120 120

Flexibility to students can be significantly promoted by introducing a credit banking
system. Under this arrangement, it is important to adopt an open-ended approach whereby
the number of credits in a particular qualification (NTA level) reflects planned progression
and credit attainment through all NTA levels (currently Levels 4 to 8 for NACTE). The
same approach is adopted by QAA and SAQA, among other bodies.
For example, in order for one to qualify for the Honours Degree award in the UK (Level
H) in line with the provisions by QAA, he or she has to achieve 360 minimum overall
credits (cumulated) including 120 credits at Certificate of Higher Education level (Level
C), 120 credits at Diploma of Higher Education level (Level I), 60 credits at Ordinary
Degree level (Level I), and 60 credits at Honours Degree level (Level H). This
arrangement also applies to postgraduate qualifications (Levels M and D).
In South Africa, one needs to achieve 480 credits to qualify for a B. Tech/Professional
Degree (SAQA Level 6). For that, credits are assigned as follows, starting with a
certificate: For a one year certificate, 120 credits are assigned; for a two-year diploma, total
240 credits with 120 credits at this level; for a two-year diploma, total 240 credits with 120
credits at this level, for a three-year diploma, total 360 credits with 120 credits at this level;
and for B.Tech/Professional, total 480 credits with 120 credits at this level. The system
continues up to Doctorate qualification (SAQA Level 8) in the same manner, i.e., all
qualification levels have to consist of a minimum of 120 credits.
Most important feature of this system in terms of flexibility to students is the fact that both
QAA (through CQFW, NICATS, NUCCAT and SEEC) [5] and SAQA [6] do not require
that all credits assigned to a particular level of qualification to come from the learning
outcomes achieved in that level of the qualification. This is the whole essence of credit
banking. Some credits obtained at Diploma level, for example, may count for the B.Tech.
programme, provided that the same were not counted towards the Diploma and also a
certain specified minimum number of credits have been realized at the B.Tech. level.
SAQA has specified a maximum of 48 credits that can come from the lower level course
modules, out of the 120 credits prescribed for each level [6]. Similarly, QAA (through
CQFW, NICATS, NUCCAT and SEEC) [5] has specified a maximum number of credits
from lower levels for the same purpose. However, only 30 credits from the lowest level
can contribute to any higher qualification. This helps to ensure that the standard is not
compromised by the inclusion of excessive numbers of lower level credits.
A similar framework for credits has been set by NACTE for the NTAs [4] ( see Appendix
IV therein).
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2.4 Semesterisation of Curriculum
Generally, various education and training institutions organize the structure of their
academic year using different systems. The most common systems divide the academic
year in a number of temporal units of more or less equal lengths, usually three or four for
term, three for trimester, and two for semester systems. Regardless of the way the
academic year is sub-divided, there are only three ways of organizing teaching and
examination process. In the non-modularized system, individual courses are designed to
run throughout the length of the academic year at the end of which outcomes that have
been enabled throughout the academic year are assessed. In another version of the non-
modularized system, the achievement of the learner is formally assessed at the end of the
training programme. In the modularized system, course modules are designed such that
each can be taught and examined in the duration of a term, trimester or semester.
As it has already been mentioned, the non-modularized system is rather rigid. It does not
easily allow tailoring of courses to accommodate student‟s career needs or needs of
occasional students who for various reasons, may wish to attend courses for only part of
the academic year. That may not meet the requirements of the present Tanzania, which
promotes liberalized labour market, privatization of the economy, and private sponsorship
of students. All these trends favour enhanced flexibility in the delivery of courses.
Moreover, since teaching of courses extends over a longer duration, chances are higher that
some learning outcomes, which are necessary for complying with the Standards, may not
be realized and/or assessed.
As it has already been emphasized in 2.3 above, curricula of technical institutions should
be modularized. However, doing that within a term system, and to some extent within a
trimester system is not effective as time may not be sufficient to cover self-contained
modules. It is therefore preferable for the modules established as in 2.3 above to be
semesterized, i.e. spread over semesters. All modules offered during a semester should be
examined at the end of that semester and credited. The length of a semester however need
not be standardized.
Semesterization of curriculum as indicated above shall be effected by CDC [2] or Course

Committee of the relevant NACTE Subject Board, depending on respective logistics
preferences.
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2.5 Procedure for Specification of Criteria and Methods of Assessment
The criteria of assessment are statements that clearly indicate what learners are expected to
do in order to demonstrate that they have successfully realized a learning outcome
(completed a curriculum task). They are required mainly to assist the examiners and
moderators to check that the assessment is compliant with the standards set in the
qualification. CDTT and Course Committee of NACTE Subject Board shall therefore
formulate assessment criteria for each enabling outcome to reflect that, as a result, learners
can perform (do) something, can understand what they are doing and why they are doing it,
and can connect these two as application of knowledge and, furthermore, can pass
judgment on performance. A typical example on how to formulate assessment criteria is as
shown in Table 2.4
Table 2.4: Example of formulating criteria of assessment

Sub Enabling Some of Related Criteria of Assessment
Outcome Tasks
Develop manual Analyze different 1. The learner should show knowledge and
farm implements soils found along the understanding of soil parameters and their
suitable for use in coast of Tanzania effect on operation of farm implement
the coastal areas 2.
of Tanzania ……………………..…………………………
…
3.
………………………………..………………
…
Design farm 1. The learner should show knowledge and
implements for understanding of general design principles
specific use in the 2.
coastal areas of ………………………………………………..
Tanzania …
3.
…………………………………………...………
CDTT and Course Committee of NACTE Subject Board should subsequently benchmark
the criteria of assessment to indicate how different grades could be awarded, as shown in
Table 2.5, as a typical example.
Table 2.5: Example of Benchmarking Criteria of Assessment

Criteria of Satisfactory Good Excellent
Assessment
The learner should Has knowledge Has knowledge and Has wide knowledge and
show knowledge of essential understanding of essential understanding of essential
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and understanding elements of elements of design elements of design process

of general design design process process and can apply the and can apply the techniques
principles techniques of the process of the process in unfamiliar
in familiar situations situations
Format for presentation of criteria of assessment and their benchmarking is given in

Appendix VII.
The benchmarked assessment criteria shall then be applied through various assessment
methods and instruments as appropriate to include Questioning, Observation, and
Evaluation of Product.
(a) Questioning
By questioning it means asking the candidate questions either orally or in
writing and which can be answered orally and in writing. The questions
could relate to the activities described in the outcome tasks to check if the
learner understands why the tasks were carried out or they could test the
learner‟s ability to work within contexts given in the range statements or in
the contingencies suggested by the assessment criteria. Questioning is
mainly an important means of establishing evidence of a learner’s
underpinning knowledge and understanding.
(b) Observation
This method involves observing the learner while he/she is performing a
curriculum task, whether real or simulated, or defined in an outcome or
outcomes statement. It is one of the most effective methods for assessing
skills.
(c) Evaluation of Product

This is another method that is effective for assessing skills and involves
looking at something the learner has made or done within the provision of a
curriculum after the activity has been completed.
All the three key assessment methods are operationalised through selection of appropriate
assessment instruments. An assessment instrument refers to the nature of the assessment
task or activity given to the learner to do. Typical example of assessment instruments
include, amongst others, assignments, tests and their variations (multi-choice, open book,
closed book, descriptions, essays, and so on), examinations and their variations (multi-
choice, open book, closed book, descriptions, essays, and so on), projects, case studies, real
world exercises. Listed hereunder are some key points that should be borne in mind while
developing criteria for assessment of curricula.
(i) Assessment should be an integrated undertaking

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It is important that tasks from both cross cutting curriculum issues, applied
competence and those reflecting competitive edge should be assessed, and a
variety of assessment methods and instruments are used. In doing so, one
should ensure that the chosen method(s) and instrument(s) are fair, reliable,
valid, and practical.
(ii) Assessment should recognize achievements

Assess what the learner knows and can do against approved criteria and
benchmark. In line with the assessment benchmark, ensure that a learner has
achieved all (or the majority) of the designated learning outcomes of the
module before he or she gets a credit for the module.
(iii) Assessment should allow progression and portability

Allow the building up of credits, and enable the transference of credits from
one learning situation to another but similar situation (similar in the sense that
both situation should be outcome based). For example, in order to be awarded
an NTA, a learner must have accumulated number of credits from all
prescribed compulsory modules plus a specified minimum number of credits
from optional modules such that total number of credits is not less than the
minimum number of credits approved by NACTE for a particular NTA.
(iv) Assessment should recognize prior learning

Allow for accelerated access to further learning and give credit to evidence of
learning outcomes that have already been acquired in different ways.
(v) Legitimacy, transparency and clarity

Assessment should emphasize legitimacy and transparency and clarity on
what the learner is expected to achieve, what assessment method and
instrument will be used to assess achievement, what the learner will have to
do to show achievement, how it will be assessed, the conditions under which
or the situation in which the assessment will take place, the underpinning
knowledge that will have a bearing, the amount, complexity and type of
evidence that will be required, and when the assessment will take place. As
assessment is central to recognition of achievement, therefore, the quality of
that assessment is important in order to provide credible certification.
Credibility in assessment is assured through assessment procedures and
practices being governed by fairness, validity, reliability and practicability.
These principles help to allay the concerns and anxieties that the users of
assessment results (learners, parents, employers, technical institutions and the
general public) have about assessment, as assessment results often affect
personal, social and economic progression and mobility in society. They
xx
assure users of the credibility of the assessment process and provide accurate
information about the individual that has been assessed.
The outcome of the actual curriculum development process is a Curriculum Information

Report, which follows the format as indicated in Appendix VIII.
3.0 IMPLICATIONS AND PROCEDURES FOR IMPLEMENTING A NEW
CURRICULUM
The implementation of a new curriculum has to take into consideration many factors,
which may be directly or indirectly implied. It is obvious that there will be financial
implication in addressing such factors with a view to ensuring smooth implementation of
curriculum. It is therefore necessary that all implications are carefully thought of and taken
aboard and particularly when making decision to implement a new curriculum.
3.1 Implications for Implementing a Curriculum
In order to ensure smooth implementation of curriculum it is necessary to assess the

situation with respect to staff situation, teaching and learning space, facilities and
equipment for teaching and learning, availability of materials and consumables for
teaching and learning, existence of relations with external institutions. These will facilitate
making the right decision on students‟ enrolment and identification of corresponding
financial implications.
3.1.1 Staff Situation
Staffing is a critical factor which must be addressed before implementing any new
curriculum or when a curriculum has been reviewed. The key issues to be addressed in the
assessment of staff situation is the number of staff in relation to the number of students
enrolled/to be enrolled in line with acceptable students to staff ratio; qualification and
profile of staff in relation to the expertise required to implement the curriculum.
The student staff ratio may vary from one institution, country or field of specialization to
another. There is therefore a need to be familiar with acceptable students to staff ratio of
comparable institutions and subject area and ensure that the ratio at the technical institution
does not deviate significantly from such figures. As a result of assessment of staff situation
in terms of number, provision for recruiting new staff may be apparent to be in line with
acceptable students to staff ratio, and hence requirement for additional investments in the
budget.
xxi
The qualification and profile of expertise of staff members are another critical issue. The
introduction of a new curriculum for example, may have implication on the need to re-train
the staff or recruitment of additional staff with specific desired expertise. This again has
financial implication. The respective technical institution must do required preparations to
ensure smooth implementation of the curriculum.
3.1.2 Teaching and Learning Space
Students‟ enrolment targets has implication on space requirements. In this context,

teaching and learning space includes space required in the various types of classrooms,
laboratories when applicable, workshops when applicable space, and library. The criteria
for assessing space is to consider the ratio of total space area to the total students enrolled.
Space to students ratio of similar local institutions or in the region may be used as a guide.
As a result of assessment of space versus students enrolment targets, requirements for

additional space may be apparent to be in line with acceptable space to students ratio, and
hence requirement for additional investments in the budget.
3.1.3 Facilities and Equipment for Teaching and Learning
The implementation of a new curriculum may involve the implementation of new

laboratory practicals that require facilities and equipment that do not exist, or of different
specifications. Therefore, this may require upgrading of laboratory facilities and equipment
relevant to the desired learning outcomes from the curriculum. All facilities and equipment
required should therefore be identified, their financial implication worked out and
acquisition planned for prior to the implementation of the curriculum.
In addition, the mode of delivery of some course modules introduced with the new
curriculum may require special teaching aids for maximum effectiveness and higher
students‟ retention rates. The current trends promote the use of ICT facilities for teaching
and learning. As a result, the adequacy of ICT facilities to support newly introduced
curriculum must be clarified prior to the implementation of the curriculum, and appropriate
planning measures taken. Furthermore, because libraries normally stock reference-reading
materials mainly to support existing courses, a new curriculum may imply new additional
library collections.
All these may result to additional investments in the budget. The respective technical
institution should carefully examine such requirements, identify corresponding financial
implications, and facilitate their availability in good time for introduction of the
curriculum. Otherwise, the institution may need to postpone the introduction of the new
curriculum or scale it down in line with the available facilities and equipment.
xxii
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3.1.4 Materials and Consumables for Teaching and Learning
The introduction of new curriculum has direct implication on teaching and learning
materials and consumables, as a result of new students‟ enrolment targets. It is therefore
important that technical institutions intending to implement new curriculum to clarify the
additional requirements on materials and consumables to support newly introduced
curriculum prior to the implementation of the curriculum, and appropriate planning
measures taken.
3.1.5 National and International Relations
The implementation of a new curriculum may result in graduates failing to get absorbed in
the job market simply because the employers and society in general are not well informed
on the competencies that are enabled in the curriculum. Therefore, measures must be taken
to address public awareness of the new curriculum and its potential. This may have
financial implication.
In addition, as it is obvious, technical education advocates field training. Training places

are exclusively solicited from private and public organizations. The implementation of a
new curriculum may require the respective technical institution to strengthen its relation
with such organizations through visits, staff attachments, joint ventures in undertakings
within the terms of reference of respective technical institution and exchange of
information, among other strategies. Some of these strategies may have implication on
financial resources. Furthermore, additional implications may result necessity to strengthen
the placement office due to increased activities.
Apart from national relations, it is also important for a technical institution intending to
implement a new curriculum to strengthen its relations with international academic
institutions. This is important to provide opportunities for staff and student exchanges.
Under this arrangement, qualified and experience teaching staff from external institution
may support introduction of new courses while own staff members are under training or
gaining experience. Matters related to external examination/assessment will also be easier
to realize. It is obvious that all these strategies may result to additional investments in the
budget.
xxiv
3.2 Procedures for Implementing a New Curriculum
It is clear that most of the factors highlighted in 3.1, above require time for their
realization. Some may require less time that the others. For a smooth take-off, it is
recommended that the introduction of a new curriculum should be done gradually starting
with the first small batch of students. Target enrolment should be reached after a few years
so as to give room for progressive preparations and adjustments. It is recommended that
full enrolment be reached at least after the first batch of students has graduated.
Specifically, implementation of a new curriculum should follow the following procedures:
3.2.1 CDC or the NACTE Subject Board on behalf of technical institution shall assess all
the factors indicated in 3.1, above. At this juncture, CDC or the NACTE Subject
Board should have already be in possession of data on staff; teaching and learning
space; facilities and equipment for teaching and learning; and materials and
consumables for teaching and learning (refer Section 5.8 in Situational Analysis
towards Curriculum Development/Review [2]). Format for assessing national and
international relations is given in Appendix IX of the present document.
3.2.2 CDC or NACTE Subject Board shall project student enrolment based on respective
humanpower requirements and employment growth rates. Guidelines for doing this
are given in Appendix X for both existing and new curricula. The Format for
projecting student enrolment into existing and new training programmes are given
in Appendices XI and XIII, respectively. In order to elaborate the procedure,
corresponding examples are given in Appendices XII and XIV, respectively.
3.2.3 CDC or NACTE Subject Board shall work out financial implications of introducing
the new curriculum using the format given in Appendix XV.
3.2.4 CDC shall identify resources that are available or realistically expected to be made
available in time for implementing the new curriculum and accordingly recommend
the number of first batch students as per Appendix XIV.
3.2.5 If there are shortfalls in resources to meet the humanpower requirements from the
analysis in 3.2.4 above, CDC shall plan to bridge such shortfalls by clearly
indicating the target, planned milestones each year until the full enrolment target is
realized, and strategies for realization. In all cases, CDC shall report the findings
and recommendations to the owners of the Institution for further consideration.
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4.0 MODALITIES FOR REVIEW OF CURRICULA
Based on the evaluation of the performance indicators as a result of continuous monitoring

of curriculum implementation as described in the NACTE document on “Performance
Indicators for Assessment of Institutions” [7] and evaluation of feedback from stakeholders
via situation analysis [2], curriculum need to be updated to satisfy current demands.
4.1 Interrelation of Curriculum Review and Evaluation Tasks
Key features of a system for routine and periodic review and evaluation of curriculum are
demonstrated in Fig. 3, which also indicates the major tasks and their interrelations. The
line activities include assessment of curriculum implementation leading to identification of
needs for curriculum review, qualification of the necessary interventions, and curriculum
renew.
4.1.1 Assessment of Curriculum Implementation
As it seen in Fig. 3, a technical institution should be able to evaluate implementation of its

curriculum. NACTE too should be able to assess implementation of curricula by
institutions under its umbrella. Only this way it will be possible to identify the need for
review of curriculum. The performance indicators should be of help in that respect, but one
should be able to reliably measure the performance and translate the result over a realistic
period of time into useful information.
4.1.2 Qualification of Needs for Curriculum Review
Once the need for curriculum review is clear, which shall be demonstrated by the gap
between what the performance indicators are showing and the targeted values, one will
need to clearly identify the required intervention. There are many good reasons why
NACTE or a technical institution should routinely and regularly review and evaluate
curriculum, but all are aiming to renew the same by sustaining and/or improving its quality
in response to the market requirements. Curriculum review could therefore be either for the
purpose of:
 Improvement of competencies, in order to be in line with revised competence

standards or other NACTE norms;
 Improvement of competencies, in order to attain competitive edge;
 Ensuring flexibility of curriculum in response to modern socio-economical trends;
 Rationalizing efficiency in curriculum implementation; or
xxvi
 Any combination thereof.
Curriculum Under
Implementation
(Actual) INTERNAL
CONSULTATIONS
Performance ASSESSMENT OF CURRICULUM
Indicators IMPLEMENTATION
and Trends
(Targets) Latest
Standards
Needs for
Curriculum Review
New Focuses External
in the Assessors
Profession Reports
Dynamic
Feedback QUALIFICATION OF NECESSARY Employment
from INTERVENTIONS Patterns
Employers
Other Socio-
Feedback Economical
from Trends
Graduates
REVIEW REVIEW
OBJECTIVES STRATEGIES
CURRICULUM RENEW
REVIEW REVIEW
OUTCOMES ASSESSMENT
Curriculum after Renewal
Figure 3: A System for Curriculum Review
xxvii
As it clearly seen in Fig. 3, curriculum review and evaluation essentially involve

ascertaining the quality of a given curriculum. That is, the value or worth of a curriculum,
in terms of curriculum inputs, processes, outputs and outcomes in line with current needs
of employers, the profession, the graduates and society at large, as well as current NACTE
norms. The ultimate goal is to renew the curriculum.
4.1.3 Curriculum Renew
While during curriculum review required interventions in the curriculum are qualified for
meeting the market demand, curriculum renew involves realization of the qualified
interventions. Curriculum renew could therefore entail updating of goals and objectives of
curriculum, or relevance of course contents, teaching and learning strategies, or assessment
criteria, etc., or combination thereof. Situation analysis will therefore be necessary to
obtain feedback from graduates, employers, professional bodies and other stakeholders.
This will assist NACTE or a technical institution, as the case may be, to qualify and realize
the necessary interventions. In most cases, the necessary intervention shall require enabling
outcomes and tasks to be improved in the curriculum. These in turn may require regular
updates of competence-based standards by NACTE. In order for NACTE to regularly
update its competence-based standards it is required to have a dynamic understanding of
occupation trends within various sectors covered by the Council to include knowledge of
skills required, employment patterns and possible career routes. On the other hand,
NACTE and/or technical institution need also to assess present and future training needs in
terms of context, inputs, processes and outputs. This requires, amongst other things, a good
understanding of market needs, learners ability and expectations.
It is evident from above that most of the tasks are interrelated making the process of
comprehensive curriculum review more or less as complex as curriculum development,
depending on the age of curriculum since last review. In order to optimize utilization of
both time and financial resources, it is crucial to continuously monitor the performance of
curriculum implementation. This will enable technical institutions or NACTE, as the case
may be, to update some minor components of the curriculum through a routine review,
before a major comprehensive periodic review exercise. In this way, there will be much
less implications on resources when conducting comprehensive review.
xxviii
4.2 Procedure for Review and Evaluation of Curriculum
4.2.1 Routine Review of Curriculum
Curriculum should continuously be reviewed and evaluated throughout the period of

implementation. Specifically this should be done as follows:
(a) Assessment of Performance in Curriculum Implementation
(i) Except for standardized performance indicators or those with targets

that are widely acceptable (e.g. student/staff ratio, library floor space
per student, etc), it is the responsibility of CDC or NACTE Subject
Board, as the case may be, to quantify target values for all other
relevant performance indicators described in the NACTE document on
Performance Indicators for Assessment of Institutions” [7]. In that
endeavour, it is necessary to ensure that the target values are
achievable and time bound, i.e. realistic. This can better be realized
through a consultative approach involving those who are
implementing the curriculum, other specialists in the subject of the
curriculum, educationist and the owners of the institution. Some of the
key indicators are presented in the Compendium of the NACTE
Academic Quality Standards [8].
(ii) Coordinator for Curriculum Development in a technical institution or

NACTE Chief Coordinator for Information and Documentation, as the
case may be, shall maintain reliable records of actual performance in
curriculum implementation, using same indicators as described in the
NACTE documents on Performance Indicators for Assessment of
Institutions” [7] and “NACTE Academic Quality Standards” [8].
(iii) CDC or NACTE Subject Board, as the case may be, shall assess
performance in curriculum implementation by comparing the actual
and target figures of similar performance indicators.
(iv) If significant deviations are observed between the actual indicators

with targets for a reasonable period of time showing a clear trend it is
a sign of needs for curriculum review. CDC or NACTE Subject
Board, as the case may be, shall confirm and qualify such needs.
(b) Qualification of Needs for Routine Curriculum Review

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In qualification of needs for routine curriculum review CDC or NACTE

Subject Board, as the case may be, shall confirm:
(i) Nature of the needs, that is whether the required improvement is on

mandatory or optional competencies, or on teaching and learning
strategies, or on rationalizing efficiency in curriculum
implementation;
(ii) Scope of the needs whether the required improvement affects the
whole curriculum or only a number of modules, whether the required
improvements can be effected without extensive research
undertaking, i.e. graduate and/or employer surveys, study of
employment patterns, and other components of Situation Analysis;
(iii) In case there would be a need to conduct research work to confirm

certain trends, the CDC or NACTE Subject Board, as the case may
be, shall arrange to facilitate that. NACTE Modalities require the
Subject Board to refer such requirement to the NACTE Information,
Research and Development Committee, which shall invite
appropriate Call for Research Proposals. For this purpose, it is
emphasized that relevant chapters of the document: “NACTE
Modalities for Conducting Research and Consultancy” [9], should be
referred to.
The first confirmation is necessary to know the direction of curriculum

renew, while the second and third shall determine whether the improvements
can be immediately implemented or should await the outcome of periodic
review. It is the duty of CDC or NACTE Subject Board, as the case may be,
to make this decision.
(c) Curriculum Renew
(i) If CDC or NACTE Subject Board, as the case may be, has deliberated
to implement the improvements, either in the whole curriculum or part
thereof (i.e. in a module only) the curriculum renew process should be
planned as already provided in the NACTE document on “Situational
Analysis towards Curriculum Development/Review” [2].
xxx
(ii) Situation Analysis, if necessary, shall be conducted also in accordance

with the relevant NACTE modalities [2]. In case the situational
analysis is conducted by the NACTE Subject Board, or if the relevant
technical institution opts to request NACTE to do the task on its
behalf, NACTE Modalities for Conducting Research and Consultancy
should be closely followed [9].
(iii) Actual renew of curriculum, i.e. improvement in either learning

outcomes, or learning strategies, or assessment criteria and methods,
covering the whole curriculum or part thereof (i.e. a module or a
couple of modules) shall be done in accordance with the relevant
provisions in Chapter 2.0, above.
(iv) Approval of renewed curriculum shall follow the relevant provisions

in the NACTE document on “Procedures for Curriculum Approval
and Validation” [3]. However, for curriculum that has been reviewed
by technical institutions, the same should also be validated by
NACTE. Procedures for that are also provided in the NACTE
document on “Procedures for Curriculum Approval and Validation”
[3].
4.2.2 Periodic Review of Curriculum
Apart from the regular reviews indicated in 4.2.1 above, it is necessary to conduct more
comprehensive review after a certain period has elapsed. This type of review will provide
more realistic trends of the deficiencies, if any, and which could be addressed in a more
detailed way.
For this purpose, all curricula, irrespective of the routine reviews, should be evaluated after
every 5 years. This duration is considered long enough to provide realistic trends, and short
enough not to allow unbearable deviations. Specifically the periodic review should be done
as follows:
(a) Qualification of Needs of Periodic Curriculum Review
In qualification of needs for periodic curriculum review CDC or NACTE

Subject Board, as the case may be, shall conduct situation analysis to confirm
current and future needs of employers, the profession, graduates, society and
other stakeholders.
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(b) Curriculum Renew
(i) CDC or NACTE Subject Board, as the case may be, shall plan the
curriculum renew process as already provided in the NACTE
document on “Situational Analysis towards Curriculum
Development/Review” [2].
(ii) Situation Analysis should be conducted in accordance with the

relevant provisions in the NACTE document on “Situational Analysis
towards Curriculum Development/Review” [2].. In case situation
analysis is conducted by the NACTE Subject Board, or if the relevant
technical institution opts to request NACTE to do the task on its
behalf, NACTE Modalities for Conducting Research and Consultancy
should be closely followed [9].
(iii) Actual renew of curriculum, i.e. improvement in either learning

outcomes, or learning strategies, or assessment criteria and methods
shall be done in accordance with the relevant provisions in Chapter
2.0, above.
(iv) Approval of renewed curriculum shall follow the relevant provisions

in the NACTE document on “Procedures for Curriculum Approval
and Validation” [3]. However, for curriculum that has been reviewed
by technical institutions, the same should also be validated by
NACTE. This is also provided in [3].
xxxii
GLOSSARY OF TERMS USED IN THE DOCUMENT
The following, arranged in alphabetical order, are the definitions of the terms used in this
document, unless the context required otherwise:
G1. Capability
Capability is in essence a combination of knowledge understanding and skills,
usually in a particular field of activity.
G2. Competence
Competence is associated with clear ability to successfully carry out some
occupational activity and it is described in terms of „skills‟, „knowledge‟, and
„aptitude or understanding‟ as well as typical „context‟ and „level‟ that person who
possesses such competence could work in.
G3. The Council

The National Council for Technical Education (NACTE) established under section
3 of the National Council for Technical Education Act No. 9 of 1997.
G4. Competitive Advantage (of a curriculum)

In this context, competitive advantage implies existence of the enabling
environment to ensure that students who qualify at a technical institution are better
equipped for their carrier than students who graduated from another institutions.
G5. Course
Means a course as approved by the Council and leading to award of the Council. It
is essentially synonymous to a learning programme.
G6. Course Module

A course module (or simply a module) is a set of learning outcomes (professional
competencies) that has been pedagogically structured to respond to a meaningful
stage of the work process, to represent a meaningful phase of the learning process,
and to constitute the basic units for evaluation.
G7. Credit
A Credit is an instrument for measuring and expressing learning equivalence. 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 academic standards.
G8. Credit Value
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Credit Value is the number of credits awarded for successful completion of a

module at particular study level. A credit value is achieved when the learner has
satisfied the assessment criteria for all (or the majority) of the designated learning
outcomes of the module.
G8. Credit Transfer

Implies transferring of credit value(s) from one programme to another, both
programmes belonging to the same institution, or from one learning environment
to another, i.e. involving programmes of two different institutions.
G10. Cross Crediting

In the context of the present procedures it implies transferring of credit value(s)
from one study level to another, both levels being offered by the same institution,
i.e. same learning environment.
G11. Curriculum
Curriculum is a teaching and learning experiences taking place in learning
institution and includes the aims and objectives of learning, what is taught,
provided in terms of learning outcomes for realization of target qualification
requirements, teaching and learning strategies for realization of outcomes, and form
of assessment and evaluation. Curriculum is not syllabus documentation.
G12. Curriculum Renew

Curriculum Renew is a process of making an old curriculum anew. It involves
realization of the interventions qualified during curriculum review. Curriculum
renew could therefore entail updating of goals and objectives of curriculum and
either relevance of enabling learning outcomes (course contents), or teaching and
learning strategies, or assessment criteria, etc., or combination thereof.
G13. Curriculum Review

Curriculum Review is a process of assessing implementation of an old curriculum
to confirm its present and future validity. It involves qualifying required
interventions in the curriculum for meeting the present and future market demands.
It is a basis for curriculum renew. Curricula are first reviewed before they can be
renewed. However, not all curriculum review may lead to curriculum renew.
G14. Cutting Edge (technology/process/method)

Cutting edge technology/process/method is a technology/process/method that is
very appreciable in one way or another, e.g. very efficient, precise, accurate, safe,
etc. Cutting edge technologies/processes/methods, as the case may be, and future
trends are normally identified and incorporated in curriculum to achieve
xxxiv
competitive advantage (For definition of “Competitive Advantage” please refer

G4).
G15. Enabling Learning Outcomes (Enabling Outcomes)

Enabling Outcomes are outcomes that enable the achievement of higher-level
Principal Outcomes. While Principal Outcomes are fixed by NACTE, enabling
outcomes are formulated by curriculum developers. They are non-standards. These
are statements that describe the knowledge, skills and understanding that learners
will develop after following a curriculum, making curriculum goals clear and
transparent to all stakeholders. Enabling Outcomes describe more clearly what a
student will be able to do with what they have learned in course modules and are
verifiable and assessable.
G16. Generic Curriculum Needs

developed in all learners regardless of the specific area or content of learning, in
order to facilitate life-long learning within and across fields.
G17. Knowledge
Knowledge is regarded as information that has been gathered and recorded in one‟s
memory and that which can be recalled in answer to a question.
G18. Learning Outcomes

Learning outcomes are statements on competencies expected to be imparted to a
learner during the learning experience. Learning outcomes may be standard and
non-standard.
G19. Level Descriptors (Competence Level Descriptors or Competence Descriptors)

Level Descriptors are broad, cross-fields standards of achievement. One main
difference between level descriptors and qualification outcomes (G12) is that the
latter is field-specific and hence relatively more detailed than the level descriptors.
G20. NACTE Norms

These include NACTE Standards as described in G17 below, and all other relevant
procedures for realizing such Standards as stipulated in the various NACTE
Documents.
G21. NACTE Standards

Statements of learning outcomes from technical education and training and their
associated assessment criteria as registered/specified by NACTE
G22. Notional Time
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Notional time is a period spent by an average student in learning about something

towards realizing a learning outcome. This could include formal learning in
classroom, out of class formal learning, and learning gained through on the job
experience.
G23. Principal Learning Outcomes (Principal Outcomes)

These are broad Standards of achievement at a particular level of study and context
specified by NACTE to facilitate realisation of the purpose(s) of a particular NTA
or qualification.
G24. Qualification
A planned combination of broad learning outcomes which has a defined purpose or
purposes, and which is intended to provide qualifying students with applied
competence and a basis for further learning. In other words, qualification means the
formal recognition of the achievement of the required number and range of credits
and such other requirements at specific levels of the National Technical Awards as
determined by the Council.
G25. Qualification Outcomes

These are exit level outcomes at a high level of abstraction specified by NACTE.
They are standards and are used to indicate the main objectives of the qualification,
i.e. what the learner should be able to demonstrate following completion of a
particular training programme at the designated level.
G26. Technical Education

Education and training undertaken by students to equip them to play roles requiring
higher levels of skill, knowledge and understanding and in which they take
responsibility for their area of specialization.
G27. Technical Institution

An institution registered by the Council and accredited to deliver courses leading to
the awards of the Council
G28. Training Programme or Learning Programme

A sequential learning activities, associated with curriculum implementation
G30. Skill
Skill is defined by the ability to do specific things without necessarily
understanding the processes by which one does them
G31. Specific Curriculum Needs
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Specific curriculum needs refer to the abilities to do a set of tasks, to understand the
theory underpinning the tasks and the ability to pass reasoned judgment on
different ways to do the tasks.
G22. Syllabus
Syllabus is a documentation of module or subject contents, what is taught, provided
in terms of learning outcomes for realization of target qualification requirements.
G33. Understanding
Understanding involves grasping concepts and being able to use them creatively.
xxxvii
REFERENCES
[1] The United Republic of Tanzania, National Council for Technical Education Act.,
1997 (No. 9 of 1997), Government Notice No. 235, 6th June 1997.
[2] The National Council for Technical Education (NACTE), Situational Analysis
towards Curriculum Development/Review, Dar es Salaam, August 2004.
[3] The National Council for Technical Education (NACTE), Procedures for
Curriculum Approval and Validation, Dar es Salaam, August 2004.
[4] The National Council for Technical Education (NACTE), Procedures for Setting of
Qualification Standards, Dar es Salaam, August 2004.
[5] CQFW, NICATS, NUCCAT, SEEC, Credit and Higher Education Qualifications:
Credit Guidelines for HE Qualifications in England, Wales and Northern Ireland,
2001.
[6] SAQA, The National Qualifications Framework and Standard Setting, Pretoria,
2000
[7] The National Council for Technical Education (NACTE), Performance Indicators
for Assessment of Institutions, Dar es Salaam, August 2004.
[8] The National Council for Technical Education (NACTE), NACTE Academic
Quality Standards, Dar es Salaam, August 2004.
[9] The National Council for Technical Education (NACTE), Modalities for
Conducting Research and Consultancy, Dar es salaam, December 2001.
xxxviii
LIST OF APPENDICES
APPENDIX I: FORMAT FOR PRESENTATION OF ENABLING

OUTCOMES
APPENDIX II: EXAMPLE OF PRESENTATION OF ENABLING

OUTCOMES
APPENDIX III: FORMAT FOR PRESENTATION OF SUB-ENABLING

OUTCOMES
APPENDIX IV: EXAMPLE OF PRESENTATION OF SUB-ENABLING

OUTCOMES
APPENDIX V: A TYPICAL EXAMPLE OF PROPORTIONING ENABLING

OUTCOMES ACCORDING TO NTA LEVELS
APPENDIX VI: FORMAT FOR PRESENTATION OF COURSE MODULES
APPENDIX VII: FORMAT FOR PRESENTATION OF ASSESSMENT

CRITERIA AND THEIR BENCHMARKING
APPENDIX VIII: FORMAT FOR PREPARATION OF CURRICULUM

INFORMATION REPORT
APPENDIX IX: GUIDELINES FOR ASSESSING NATIONAL AND

INTERNATIONAL RELATIONS
APPENDIX X: GUIDELINES FOR PROJECTION OF STUDENTS

ENROLMENT
APPENDIX XI: FORMAT FOR PROJECTION OF STUDENTS ENROLMENT

INTO AN EXISTING PROGRAMME
APPENDIX XII: EXAMPLE OF PROJECTING STUDENTS ENROLMENT

APPENDIX XIII: FORMAT FOR PROJECTION OF STUDENTS ENROLMENT

INTO A NEW PROGRAMME
APPENDIX XIV: EXAMPLE OF PROJECTING STUDENTS ENROLMENT

INTO A NEW PROGRAMME
APPENDIX XV: FORMAT FOR ASSESSING FINANCIAL IMPLICATION

FOR IMPLEMENTING A CURRICULUM
xxxix

Guidelines for Preparation of Quality

Management Plan for Institutions
Accredited by NACTE
xl
Dar es Salaam October 2004
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FOREWORD
NACTE was established to oversee and coordinate technical education and training in
Tanzania. In accomplishing this task, NACTE require institutions to have a quality
system in place. To assist institutions in implementing this requirement, NACTE has
established procedures and guidelines to be used as guiding tools. The guidelines for
preparation of a Quality Management Plan for institutions accredited by NACTE are
among the tools.
A Quality Management Plan (QMP) is formulated to provide how an institution

structures its quality system and describes its quality policies and corresponding
operational procedures including criteria for and areas of application of the policies,
as well as specific roles and responsibilities of the relevant authorities in
implementing the operational policies and procedures. QMP also describes
institution‟s policies and procedures for assessing the effectiveness of the quality
system.
This document discusses the contents and elements of a QMP that must reflect the
institution‟s commitment to quality management principles and practices. The booklet
aims at guiding institutions on how to prepare an institutional Quality Management
Plan. The document also recommends the institutional quality management structures
to coordinate quality aspects of both teaching and non-teaching elements.
We hope that technical institutions will find this booklet helpful during the
preparation of their respective Quality Management Plans.
J. M. Maggila
EXECUTIVE SECRETARY
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EXECUTIVE SUMMARY
ES1: All technical institutions accredited by NACTE are required to establish and
implement a quality system. Such quality system is operationalised through
establishment of a Quality Management Plan (QMP) and corresponding
Institutional Quality Control and Quality Assurance Policies and Procedures.
ES2: QMP is formulated to provide how an institution structures its quality system
and describes the quality policies of the institution, corresponding operational
procedures to include criteria for and areas of application of the policies, as
well as specific roles and responsibilities of the relevant authorities in
implementing the operational policies and procedures. It also describes
institution‟s policies and procedures for assessing the effectiveness of the
quality system.
ES3: This document describes ten key elements of a quality system for technical
institutions accredited by NACTE that must be documented in a QMP to
comply with NACTE requirements. Each QMP Element is described by its
purpose and specifications of respective key issues that need to be provided
under the element.
ES4: The identified key elements that have to be considered include the
Management and institution, Components of Applicable Quality System,
Qualification and Training of Personnel, Procurement of Items and Services,
Documents and Records, Computer Hardware and Software, Planning,
Implementation of Teaching and Research, Assessment and Response, and
Quality Improvement.
ES5: The document has also prescribed the procedures for preparation of QMP, its
approval and implementation, as well as conditions for review of plan and
modalities for the actual review of QMP.
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TABLE OF CONTENTS
FOREWORD …………………………………………………………...………...ii
EXECUTIVE SUMMARY ................................................................................... iii
TABLE OF CONTENTS ....................................................................................... iv
LIST OF ABBREVIATIONS AND ACRONYMS .............................................. vi
1.0 INTRODUCTION ..........................................................................................1
2.0 REQUIREMENTS ON A QUALITY MANAGEMENT PLAN ..................1
2.1 Purpose ..................................................................................................1
2.2 General Contents of Quality Management Plan ...................................2
3.0 ELEMENTS OF A QUALITY MANAGEMENT PLAN .............................3
3.1 Management and institution ..................................................................3

3.1.1 Purpose ........................................................................................3
3.1.2 Specifications...............................................................................3
3.2 Components of Applicable Quality System ..........................................5

3.2.1 Purpose ........................................................................................5
3.2.2 Specifications...............................................................................5
3.3 Qualification and Training of Personnel ...............................................6

3.3.1 Purpose ........................................................................................6
3.3.2 Specifications...............................................................................6
3.4 Procurement of Items and Services .......................................................7

3.4.1 Purpose ........................................................................................7
3.4.2 Specifications...............................................................................7
3.5 Documents and Records .......................................................................8

iv
3.5.1 Purpose ........................................................................................8

3.5.2 Specifications...............................................................................8
3.6 Computer Hardware and Software ........................................................9

3.6.1 Purpose ........................................................................................9
3.6.2 Specifications...............................................................................9
3.7 Planning ................................................................................................9
3.7.1 Purpose ........................................................................................9
3.7.2 Specifications...............................................................................9
3.8 Implementation of Teaching and Research .........................................11

3.8.1 Purpose ......................................................................................11
3.8.2 Specifications.............................................................................11
3.9 Assessment and Response...................................................................11

3.9.1 Purpose ......................................................................................11
3.9.2 Specifications.............................................................................11
3.10 Quality Improvement ..........................................................................13

3.10.1 Purpose ...................................................................................13
3.10.2 Specifications .........................................................................13
4.0 PREPARATION OF A QUALITY MANAGEMENT PLAN ....................14
5.0 REVIEW OF QUALITY MANAGEMENT PLAN ....................................15
6.0 QUALITY MANAGEMENT STRUCTURE ..............................................16
6.1 Recommended Quality management Structure for Institutions ..........16

6.2 Quality management Structure for NACTE .......................................18
GLOSSARY OF TERMS USED IN THE DOCUMENT .....................................21
REFERENCES ......................................................................................................23
v
NACTE-QCAC NACTE Quality Control and Assurance Committee
QA Quality Assurance
QC Quality Control
QAA Quality Assurance Agency
QMP Quality Management Plan
QMS Quality Management System
SB-QCAC Subject Board Quality Control and Assurance Committee
URT United Republic of Tanzania
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1.0 INTRODUCTION
All technical institutions accredited by NACTE are required to establish and implement a
quality system. Such system is necessary to guarantee quality of respective outputs and win
confidence of stakeholders in the quality of technical education provided. This is quite in
line with the prescriptions of the NACTE Academic Quality Standards [1]. Essentially, the
required quality system is a structured system that describes the policies and procedures
followed by the institution for ensuring that all inputs, work processes, and products or
services of the respective technical institution are in line with the vision and mission of the
institution and satisfying the expectations of the employers of relevant graduates, the
profession concerned, the society, and the NACTE norms.
The quality system at a technical institution is operationalised through establishment of a

Quality Management Plan (QMP) and corresponding Institutional Quality Control and
Quality Assurance Policies and Procedures. The latter is described in another NACTE
document [2]. On the other hand, QMP is formulated to provide how an institution
structures its quality system and describes the quality policies of the institution,
corresponding operational procedures to include criteria for and areas of application of the
policies, as well as specific roles and responsibilities of the relevant authorities in
implementing the operational policies and procedures. It also describes an institution‟s
policies and procedures for assessing the effectiveness of the quality system.
This document describes the elements of a quality system for technical institutions
accredited by NACTE that must be documented in a QMP to comply with NACTE
requirements. Specifically, the document presents specifications and instructions for the
information that must be contained in a QMP and discusses the procedures for review,
approval, implementation, and revision of QMPs. It is important for readers to note that all
elements described in this documents are required in a QMP unless otherwise directed by
NACTE.
2.0 REQUIREMENTS ON A QUALITY MANAGEMENT PLAN
2.1 Purpose
The major purpose of a QMP is to provide a management tool for operationalisation of a

quality system of an institution. It prescribes the policies and procedures for planning,
implementing, documenting, and assessing the effectiveness of activities supporting
educational operations of a technical institution.
2.2 General Contents of QMP
Guidelines for Establishing Institutional Policies and Procedures on Quality Control and Quality Assurance
As it has already been highlighted, QMP is intended to describe the policies and
procedures for management practices and all key operational matters in a technical
institution with a view to ensuring quality outputs in line with the market expectations. The
contents of QMP therefore satisfy this requirement and as such, the document should
include the following major descriptions:
a) The mission and quality policy of the institution;
b) The specific roles, authorities, and responsibilities of management and staff of the
institution with respect to QC and QA activities;
c) The means by which effective communications with personnel actually performing

the work are assured;
d) The processes used to plan, implement, and assess the work performed;
e) The process by which measures of effectiveness for QC and QA activities will be

established and how frequently effectiveness will be measured; and
f) The continual improvement based on lessons learned from previous experience.
Specific elements of a quality system are addressed within the major contents of QMP
outlined above. The key such elements include those reflecting the institution, its
management and the components of applicable quality system, as well as the frameworks
for qualifications and training of personnel, procurement of items and services,
documentation and records, usage of computer hardware and software, planning,
implementation of work processes, assessment and response, and quality improvement.
Each technical institution shall evaluate these elements for applicability to their quality
system. Where a particular element is not relevant, an explanation of why it is not relevant
must be provided in the QMP. Also, if it is determined that an additional quality
management element is useful or necessary for an adequate quality system, such element
shall be included in the QMP. However, in all cases, QMP shall reflect the institution‟s
commitment to quality management principles and practices, tailored, when appropriate,
by senior management to meet the institution‟s needs. Specific requirements for each of
these elements are described in Chapter 3 of the present document.
3.0 ELEMENTS OF A QUALITY MANAGEMENT PLAN
Each QMP Element is described by its purpose and specifications of respective key issues
that need to be provided under the element. In order to ensure uniformity and consistency
ii
in presentation and review of QMP, it is preferable, but not necessary, that QMP addresses
the specifications in the same order as presented under this Chapter.
However, if an existing and approved QMP adequately addresses each of the required
issues under the specifications but the same are presented in a different order, such QMP
shall not be rewritten simply to conform to the outline provided in the present modalities.
3.1 Management and Institution
3.1.1 Purpose
To document the overall policy, scope, applicability, and management responsibilities of

the institution‟s quality system.
3.1.2 Specifications
The institution shall provide the following:
(a) An approval page for the signatures of the institution‟s management and QC & QA
manager. The approval page may be part of a title page or a separate sheet
following the title page.
(b) A statement of the institution‟s policy on QC and QA, including:
(i) The importance of QC and QA activities to the institution and why,
(ii) The general objectives and goals of the quality system, and
(iii) The policy for resource allocation for the quality system (QMPs must
discuss personnel, intramural and extramural funding, and other
teaching resources).
(c) An institution organisation chart that identifies all of the components of the
institution and, in particular, the institutional position and lines of reporting for the
QC & QA Manager (or similar position such as a Quality Manager) and any other
QC & QA staff;
(d) A description of the authorities of the QC & QA Manager and any other staff that
also:
iii
(i) Documents the institutional independence of the QC & QA Manager

from groups generating, compiling, and evaluating teaching data, and
(ii) Indicates how the institution will ensure that QC & QA personnel will
have access to the appropriate levels of management in order to plan,
assess, and improve the institution‟s quality system;
(e) A description of the technical activities or programmes that are supported by the
quality system including:
(i) The specific programmes that require quality management control;
(ii) Where oversight of delegated, contracted, or other extramural

programmes is needed to assure data quality; and
(iii) Where and how internal coordination of QC and QA activities among

the different units of an institution needs to occur;
(f) A description of how management will assure that applicable elements of the
quality system are understood and implemented in all educational programmes;
and
(g) A discussion of the institution‟s process for resolving disputes regarding quality
system requirements, QC and QA procedures, assessments, or corrective actions.
3.2 Components of Applicable Quality System
3.2.1 Purpose
To document how an institution manages its quality system and defines the primary
responsibilities for managing and implementing each component of the system.
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(a) A description of the institution‟s quality system that includes the principal
components of the system and the roles and implementation responsibilities of
management and staff with regards to these components. These components
include, but are not limited to:
(i) Quality system documentation;
(ii) Annual reviews and planning;
(iii) Management assessments;
(iv) Training;
(v) Systematic planning of projects;
(vi) Project-specific quality documentation; and
(vii) Project and data assessments.
(b) A list of the tools for implementing each component of the quality system. These
tools include, but are not limited to:
(i) QMPs (quality system documentation);
(ii) Quality Systems Audits (management assessments);
(iii) Training Plans (training);
(iv) QA Project Plan (project-specific quality documentation); and
(v) Data Verification and Validation (data assessments).
(c) A list of any components of the institution that develop QMPs (or equivalent
document) in support of the institution‟s Quality System and the review and
approval procedures for such documentation; and
(d) A description of how roles and responsibilities for the principal components of the
Quality System are incorporated into performance standards.
3.3 Qualification and Training of Personnel
3.3.1 Purpose
v
To document the procedures for assuring that all personnel performing work for an
institution have the necessary skills to effectively accomplish their work.
(a) A statement of the policy regarding training for management and staff;
(b) A description of the process(es), including the roles, responsibilities, and

authorities of management and staff, for:
(i) Identifying, ensuring, and documenting that personnel have and maintain
the appropriate knowledge, skill, and statutory, regulatory, professional or
other certifications, accreditations, licenses, or other formal qualification
necessary; and
(ii) Identifying the need for retraining based on changing requirements.
3.4 Procurement of Items and Services
3.4.1 Purpose
To document the procedures for purchased items and services that directly affect the
quality of educational programmes.
The institution shall provide a description of, or reference to the document

describing the procurement process(es). The description should include the roles,
responsibilities, and authorities of management and staff, pertaining to all
appropriate procurement documents or extramural agreements, including grants,
cooperative agreements, and contracted and subcontracted activities, involving or
affecting educational programmes, for:
(a) Reviewing and approving procurement documents (and any changes to

these documents) to ensure:
vi
(i) That the procurement documents are accurate, complete, and clearly
describe the item(s) or service needed, the associated technical and
quality requirements, and the quality system elements for which the
supplier is responsible; and
(ii) The supplier‟s conformance to the customer‟s requirements will be

verified.
(b) Reviewing and approving all applicable responses to solicitations to ensure

that these documents:
(i) The documents satisfy all technical and quality requirements, and
provide evidence of the supplier‟s capability to satisfy institutional
quality system requirements; and
(ii) The procured items and services are of acceptable quality, including
the review of objective evidence of quality for applicable items and
services furnished by suppliers and subcontractors, source selection,
source inspections, supplier audits, and examination of deliverables.
3.5 Documents and Records
3.5.1 Purpose
To document appropriate controls for quality-related documents and records determined to

be important to the mission of the institution.
The institution shall provide a description of, or reference to the document describing the
procurement process(es). The description should include the roles, responsibilities, and
(a) Identifying quality-related documents and records (both printed and electronic)
requiring control;
(b) Preparing, reviewing for conformance to technical and quality system

requirements, approving, issuing, using, authenticating, and revising documents
and records;
vii
(c) Ensuring that records and documents accurately reflect completed work;
(d) Maintaining documents and records including transmittal, distribution, retention

(including retention times), access, preservation (including protection from
damage, loss, and deterioration), traceability, retrieval, removal of obsolete
documentation, and disposition;
(e) Ensuring compliance with all applicable statutory, regulatory, and NACTE
requirements for documents and records; and
(f) Establishing and implementing appropriate chain of custody and confidentiality

procedures for evidentiary records.
3.6 Computer Hardware and Software
3.6.1 Purpose
To document how the institution will ensure that computer hardware and software satisfies
the institution‟s requirements.
(a) Developing, installing, testing (including verification and validation), using,

maintaining, controlling, and documenting computer hardware and software used
in educational programmes to ensure it meets technical and quality requirements
and directives from management;
(b) Assessing and documenting the impact of changes to user requirements and/or the
hardware and software on performance;
(c) Evaluating purchased hardware and software to ensure it meets user requirements
and complies with applicable contractual requirements and standards; and
(d) Ensuring that data and information produced from, or collected by, computers meet
applicable information resource management requirements and standards.
viii
3.7 Planning
3.7.1 Purpose
To document how individual data operations will be planned within the institutions to
ensure that data or information collected are of the needed and expected quality for their
desired use.
(a) Planning educational data operations using a systematic planning process that
includes:
(i) Identification and involvement of the project manager, sponsoring

organization and responsible official, project personnel, stakeholders,
scientific experts, etc. (e.g., all customers and suppliers);
(ii) Description of the project goal, objectives, and questions and issues to be
addressed;
(iii) Identification of important schedules, resources (including budget),

milestones, and any applicable requirements (e.g., regulatory and
contractual requirements);
(iv) Identification of the type and quantity of data needed and how the data will
be used to support the project‟s objectives;
(v) Specification of performance criteria for measuring quality;
(vi) Specification of needed QC and QA activities to assess the quality

performance criteria;
(vii) Description of how, when, and where the data will be obtained (including
existing data) and identification of any constraints on data collection; and
ix
(viii) Description of how the acquired data will be analyzed (either in the field or
the laboratory), evaluated (i.e., QA review, verification, validation), and
assessed against its intended use and the quality performance criteria;
(b) Developing, reviewing, approving, implementing, and revising a QC and QA

Project Plan or equivalent planning document; and
(c) Evaluating and qualifying data collected for other purposes or from other sources,
including the application of any statistical methods, for a new use.
3.8 Implementation of Teaching and Research
3.8.1 Purpose
To document how teaching and research will be implemented within the institution to
ensure that data or information collected are of the needed and expected quality for their
desired use.
(a) Ensuring that teaching and research is performed according to approved planning
and technical documents;
(b) Identification of operations needing procedures (e.g., standardized, special, or

critical operations), preparation (including form, content, and applicability),
review, approval, revision, and withdrawal of these procedures; and policy for use;
and
(c) Controlling and documenting the release, change, and use of planned procedures,
including any necessary approvals, specific times and points for implementing
changes, removal of obsolete documentation from work areas, and verification that
the changes are made as prescribed.
x
3.9 Assessment and Response
3.9.1 Purpose
To document how the institution will determine the suitability and effectiveness of the
implemented quality system and the quality performance of the educational programmes to
which the quality system applies.
(a) Assessing the adequacy of the quality system at least annually;
(b) Planning, implementing, and documenting assessments and reporting assessment

results to management including how to select an assessment tool, the expected
frequency of their application to educational programmes, and the roles and
responsibilities of assessors;
(c) Determining the level of competence, experience, and training necessary to ensure
that personnel conducting assessments are technically knowledgeable, have no real
or perceived conflict of interest, and have no direct involvement or responsibility
for the work being assessed;
(d) Ensuring that personnel conducting assessments have sufficient authority, access to
programmes, managers, documents, and records, and institutional freedom to:
(i) Identify both quality problems and noteworthy practices,
(ii) Propose recommendations for resolving quality problems,
(iii) Independently confirm implementation and effectiveness of solutions;
(e) Management‟s review and response to findings;
(f) Identifying how and when corrective actions are to be taken in response to the
findings of the assessment, ensuring corrective actions are made promptly,
confirming the implementation and effectiveness of any corrective action, and
xi
documenting (including the identification of root causes, the determination of

whether the problem is unique or has more generic implications, and
recommendation of procedures to prevent recurrence) such actions;
(g) Addressing any disputes encountered as a result of assessments. Available

assessment tools include quality systems audits, management systems reviews,
peer reviews, technical reviews, performance evaluations, data quality assessments,
readiness reviews, technical systems audits, and surveillance.
3.10 Quality Improvement
3.10.1 Purpose
To document how the institution will improve the institutional quality system.
Identify a person in an institution responsible for planning, implementing, and evaluating

the effectiveness of quality improvement activities and describe the process to ensure
continuous quality improvement, including the roles and responsibilities of management
and staff, for:
(a) Ensuring that conditions adverse to quality are:
(i) Prevented,
(ii) Identified promptly including a determination of the nature and extent of the
problem,
(iii) Corrected as soon as practical, including implementing appropriate corrective

actions and actions to prevent reoccurrence,
(iv) Documenting all corrective actions, and
(v) Tracking such actions to closure;
xii
(b) Encouraging staff at all levels to establish communications between customers and
suppliers, identify process improvement opportunities, and identify and offer
solutions to problems.
xiii
4.0 PREPARATION OF A QUALITY MANAGEMENT PLAN
It is important that descriptions of the elements provided in 3.0 above are sufficiently
inclusive, explicit, and readable to enable both management and staff to understand the
priority which management places on QC and QA activities, the established quality
policies and procedures, and their respective quality-related roles and responsibilities. The
QMP elements must be presented in such a way that an assessment of the suitability and
effectiveness of the institution‟s quality system can be accomplished. Such assessments
will enable management to determine if the quality system meets the needs of the
institution.
In all cases, the QMP should focus on the processes and procedures used to plan,
implement, and assess the educational programmes to which it is applied, and must include
definitions of appropriate authorities and responsibilities for managers and staff.
For these reasons, it is the senior management of an institution that shall be responsible for
the preparation of QMP. In this context, senior management of an institution implies the
Executive Head of Institution (i.e. Principal, Director, Provost, Rector, as the case may be)
and Senior Academic and Non–Academic Staff who are responsible and accountable for
mission accomplishment and overall operations of the institution. While senior
management is responsible for the preparation of the QMP and ensuring that the quality
system documented in the QMP satisfies all NACTE Quality Policy requirements, the
actual preparation may be assigned to the Institution‟s staff so long as it is assured that all
Senior Staff support the effort.
For example, it is often the practice that the QA Manager of an Institution directs a senior
member of staff to prepare a QMP to cover all educational programmes supported or
undertaken by the institution. While doing so, the QA Manager shall ensure that the senior
management understands fully the contents of the QMP and concur with its
implementation.
The QMP must be approved and signed by the senior management of the institution. This
will certify that the institution has conducted an internal review of the QMP and that
management has concurred with its contents. Further the QMP shall be submitted to
Governing/Advisory Boards for approval.
5.0 REVIEW OF A QUALITY MANAGEMENT PLAN
xiv
Each institution shall review its QMP at least annually to reconfirm the suitability and
effectiveness of the approved quality management practices. The process of developing,
annually reviewing, and revising (as needed) the QMP provides an opportunity for
management and staff to clarify roles and responsibilities, address problem areas, and
institutionalize improvements. Having an accurate QMP at all times is an essential element
in every quality system. Thus, all changes in QA policy and procedures shall be
documented in the QMP in a timely fashion.
Conditions requiring the revision of an approved QMP include:
(a) Expiration of the five-year life span (or any other fixed life span) of the QMP;
(b) Major changes in mission and responsibilities, such as changes in the delegation
status of an educational programme;
(c) Re-institution of existing functions that affect educational programmes covered by

the QMP; and
(d) Assessment findings requiring corrective actions and response.
The senior management of the institution is responsible for the review of QMP and
ensuring that all revisions satisfy the NACTE Quality Policy requirements. As it is the case
with the preparation of QMP, the actual incorporation of the revisions in the QMP
document may be assigned to the Institution‟s staff so long as it is assured that all Senior
Staff support the effort. The revisions in the QMP must also be approved and signed by the
senior management of the institution and subsequently be submitted to
Governing/Advisory Boards for approval. Having revised the QMP, all appropriate
personnel in the institution performing work covered by the scope of the QMP shall be
notified of changes to the quality system and the QMP to keep them informed of the
current requirements.
In general, a copy of any QMP revision(s) made during the year shall be submitted to
NACTE as a report when such changes occur. However, if significant changes have been
made to the quality system that affect the performance of work for the institution, it shall
be necessary to re-submit the entire QMP to NACTE for reference.
6.0 QUALITY MANAGEMENT STRUCTURES
xv
6.1 Recommended Quality Management Structure for Institutions
In most institutions the academic departments are responsible for ensuring quality of
teaching and learning, while the financial and administration departments are responsible
for ensuring quality of non-teaching elements. In order to coordinate quality aspects of
teaching and non-teaching elements it is recommended that institutions should establish
Quality Control and Assurance Committee with a typical structure as indicated in Fig. 1.
The main function of the Quality Control and Assurance Committee shall be to keep under
review the standards and the quality of education offered by the institutions in conformity
with NACTE accreditation and academic standards. It shall also review various issues of
an institutions not related to teaching and learning to ensure that they provide the necessary
input towards good quality education. In carrying out all its functions, the Committee shall
be responsible to the Institution‟s Governing or Advisory Board, as the case may be.
Governing/Advisory Board
Quality Control and

Assurance Committee of the
Institution
Department “1” Department “2” Department “3” Department “n”

Quality Control Quality Control Quality Control Quality Control
and Assurance and Assurance and Assurance and Assurance
Committee Committee Committee Committee
Task Force Task Force Task Force

“1” “2” “m”
For effective
Figurefunctioning
1: of the Quality
Recommended Controlofand
Structure Assurance
Quality Committee
Management at Institutional
in Institutions
level, it is recommended to compose the Committee as follows:
(i) The Head of an institution;
xvi
(ii) Heads of relevant academic departments;
(iii) Financial and administrative Officer;
(iv) Students representatives;
(v) At least two members from the Institutions governing Board.
Under the Institution‟s Quality Control and Assurance Committee, there will be
Departmental Quality Assurance and Control Committees. These shall constitute mainly
members of departments chaired by the Head of Department. This committee shall be
entrusted to ensure that the systems and processes within the department lead to provision
of quality education to the students.
The Departmental Quality Control and Assurance Committee may form various task forces
to deal with specific issues related teaching and learning e.g. graduate and employers tracer
studies, formulation of enabling outcomes during curriculum development, reconciliation
of course modules/subjects with enabling learning outcomes, review of enabling learning
outcomes/course modules in a curriculum; curriculum approval/validation at institutional
level, etc.
It is important to note that the Quality Management Structure indicated in Fig. 1 is only a
recommendation for institutions accredited by NACTE. Institutions are however free to
formulate their Quality Management Structures in line with their Organisation Structure.
Critical is to ensure that any such committee established for the purpose keeps under
continuous review the standards and the quality of education offered by the institution in
conformity with NACTE accreditation and academic standards. It shall also review various
issues of an institutions not related to teaching and learning to ensure that they provide the
necessary input towards good quality education.
6.2 Quality Management Structure for NACTE
The Quality Management structure for NACTE is shown in Figure 1. It is important to note
that under Subject Boards Quality Control and Assurance Committees, various task forces
may be constituted to approve and review aspects related to courses, awards etc.
xvii
Council
The NACTE Quality Control and Assurance Committee (NACTE-QCAC) is responsible to

the Council for keeping under review, in cooperation with Subject Boards, the standards
and the quality of the awards offered by various institutions accredited by NACTE. This is
quite in line with the provisions in the Act that established NACTE [3]. In carrying out its
function, NACTE-QCAC will present reports and recommendations to the Council on
policy issues and matters connected with academic standards and quality, including an
annual report on academic work, derived from reports received from the institutions. The
report on academic work enables problems in the assurance of quality within the
xviii
institutions to be identified so that remedial action can be initiated. The NACTE-QCAC

shall also coordinate the process of approval, monitoring, evaluation and progress review
of courses in association with Subject Boards. In addition, the NACTE-QCAC shall assess
the ability of the institutions to provide suitable educational experience for its students and
those involved in the partnership arrangements respectively. The reviews examine both the
teaching and learning environment and non-academic aspects of the overall student
experience.
NACTE-QCAC will be composed of seven members including the Chairperson as follows:
(i) Executive Secretary of NACTE – Chairperson;
(ii) Deputy Secretary of Registration and Accreditation – Secretary;
(iii) Deputy Secretary of Examinations and Awards;
(iv) Deputy Secretary of Information, Research and Development;
(v) One member representing Technical Education and Training Institutions;
(vi) One member representing employers;
(vii) One member representing relevant professional bodies; and
(viii) One member representing the Ministry that is responsible for Science and
Technology.
The detailed functions of NACTE-QCAC are appended in another document of NACTE

[2].
Looking at the overall structure of NACTE most of the quality control aspects of the
institutions and NTA is vested with the five Subject Boards. As such, the work of NACTE-
QCAC as highlighted above need to be complemented by the Subject Board‟s Quality
Control and Assurance Committees (SB-QCAC). The latter are responsible to keep under
review the standards and quality of awards offered by various institutions and falling
within the Subject Board. The SB-QCAC will report directly to NACTE-QCAC.
For effective functioning, the SB-QCAC shall be composed as follows:
(i) One member from the relevant Subject Board or a member from appropriate
professional body (Chairman);
xix
(ii) Chief Co-coordinator of the Subject Board (Secretary);
(iii) One member nominated from appropriate professional bodies;
(iv) One professionally qualified member from industries or professions directly

concerned with the employment of the holder of Council awards in the subject area
of the Board;
(v) Subject experts currently employed in a University, who have professional

qualifications in the subject areas covered by the Board; and
(vi) Two Principals of Institutions accredited to NACTE offering courses covered by

the Subject Board.
The relevant Subject Board shall form various task forces to handle the various issues
related with quality of provision of technical education. Typical examples of the task
forces that can be formed include a Course Approval and Review Task Force with
responsibility to assess the validity of new or significantly revised course proposal and to
conduct course reviews for institutions accredited to NACTE, a Module Approval and
Review Task Force to assess the quality of new or revised modules within the subject areas
and those under review and many more task forces that may be formulated depending on
the specific needs of the SB-QCAC.
xx
G1. Assessment
Systematic analysis of the effectiveness of teaching and learning that is carried out
according to established standards.
G2. The Council
The National Council for Technical Education (NACTE) established under section
3 of the National Council for Technical Education Act No. 9 of 1997
G3. Course
Means a course as approved by the Council and leading to award of the Council. It
is essentially synonymous to a learning programme.
G4. Course Module

competencies) that has been pedagogically structured to respond to a meaningful
stage of the work process, to represent a meaningful phase of the learning process,
and to constitute the basic units for evaluation.
G5 Curriculum
Curriculum is a teaching and learning experiences taking place in learning

institution and includes the aims and objectives of learning, what is taught,
provided in terms of learning outcomes for realization of target qualification
requirements, teaching and learning strategies for realization of outcomes, and
form of assessment and evaluation.
G6. Indicators
Critical information about selected areas of performance, usually expressed as an

index or ratio, monitored at regular intervals, and compared to one or more
standards. Indicators describe various aspects of the operation of a program,
service, or institution.
The knowledge, skills, and values acquired through a pursuit of an educational

activity.
xxi
G8. NACTE Norms
procedures for realizing such Standards as stipulated in the various NACTE
Documents.
G9. Qualification

purposes, and which is intended to provide qualifying students with applied
competence and a basis for further learning. In other words, qualification means the
formal recognition of the achievement of the required number and range of credits
and such other requirements at specific levels of the National Technical Awards as
determined by the Council.
G10. Qualification Standard
Statements of the purpose of qualification and corresponding principal learning

outcomes from technical education and training and their associated assessment
criteria as registered/specified by NACTE.
G11. Quality Control and Quality Assurance Committee
A committee of NACTE with responsibility to implement, monitor and maintain

policies and procedures that govern the institutional evaluation process under the
direction of the Council.
higher levels of skill, knowledge and understanding and in which they take
responsibility for their area of specialization.
An institution registered by the Council and accredited to deliver courses leading to

the awards of the Council
xxii
REFERENCES
[1] The National Council for Technical Education (NACTE), NACTE Academic
Quality Standards, Dar es Salaam, August 2004.
[2] The National Council for Technical Education (NACTE), Guidelines for
Establishing Institutional Policies and Procedures on Quality Control and Quality
Assurance, Dar es Salaam, August 2004.
[3] The United Republic of Tanzania, National Council for Technical Education Act.,
1997 (No. 9 of 1997), Government Notice No. 235, 6th June 1997.
xxiii
Guidelines for Establishing

Institutional Policies and Procedures on
Quality Control and Quality Assurance
Dar es Salaam October 2004
xxiv
FOREWORD
The National Council for Technical Education (NACTE) is a regulatory body

established by the National Council for Technical Education Act, 1997 to oversee and
coordinate the provision of technical education and training in Tanzania. Amongst
the functions of NACTE is to assist technical institutions in the overall development
of the quality of education they provide. In order to assist technical institutions in the
provision of quality education and training, NACTE has, therefore, to establish
policies, regulations and procedures for setting and maintaining standards and quality
of technical education and training.
All institutions under the auspices of NACTE are required to have quality control and
quality assurance systems in place to ensure that respective institution have conducive
environments for the provision education and training to the required standard. This
requires availability of clear institutional policies and procedures on quality control
and quality assurance. The key purpose is to guarantee quality of outputs from
technical institutions and win confidence of stakeholders in the technical education
provided. Quality control involves operational techniques and activities that are aimed
both at monitoring process(es) and at eliminating causes of unsatisfactory
performance in all stages of the quality loop. The ultimated goal is to achieve desired
effectiveness.
This document provides a guiding framework to technical institutions in formulating

institutional policies and procedures on quality control and quality assurance. It also
provides guidelines for carying out internal audits of respective quality control
systems and reporting findings and conclusions. In doing so the document clarifies the
objectives of institutional policy on quality assurance and provides the major
components of the required policy with key assessment criteria.
J. M. Maggila
EXECUTIVE SECRETARY
ii
EXECUTIVE SUMMARY
ES1: All institutions under the auspices of NACTE are required to have quality
control systems in place to ensure that respective institution meets the
accreditation requirements. This requires availability of clear institutional
policies and procedures on quality control and quality assurance. The key
purpose is to guarantee quality of outputs from technical institutions and win
confidence of stakeholders in the technical education provided. Quality
control involves operational techniques and activities that are aimed both at
monitoring process(es) and at eliminating causes of unsatisfactory
performance in all stages of the quality loop. The ultimated goal is to achieve
economic or desired effectiveness.
ES2: This document provides a guiding framework to training institutions in

formulating institutional policies and procedures on quality control and
quality assurance. It also provides guidelines for carying out internal audits of
respective quality control systems and reporting findings and conclusions. In
doing so the document clarifies the objectives of institutional policy on quality
assurance and provides the major components of the required policy with key
assessment criteria.
ES3: Modalities for monitoring of the implementation of the institutional policies

are also presented in the document covering the focus, length of review cycle,
constitution of a quality control and quality assurance committee, its work
process and outcomes, as well as the review of the NACTE monitoring
process.
ES4: The intention of NACTE is to focus on the guidelines of preparing policies

and procedures so as to ensure sustainability of institutions' own quality
assurance processes rather than on the detail of those processes and their
related procedures.
iii
TABLE OF CONTENTS
FOREWORD …………………………………………………………………………ii
EXECUTIVE SUMMARY ......................................................................................... iii
TABLE OF CONTENTS ............................................................................................. iv
LIST OF ABBREVIATIONS AND ACRONYMS ......................................................v
2 INTRODUCTION .............................................................................................1
5.0 GUIDELINES FOR INSTITUTIONAL QUALITY CONTROL. ..........................2
2.1 Purpose of Quality Control and its Basis ..........................................................2
2.2 Major Factors for Consideration .......................................................................3
2.2.1 Clarity.......................................................................................................3
2.2.2 Transparency ............................................................................................3
2.2.3 Sensitivity.................................................................................................5
2.2.4 Sampling ..................................................................................................6
2.2.5 Reporting ..................................................................................................6
6.0 GUIDELINES FOR INSTITUTIONAL POLICY ON QUALITY ASSURANCE8
3.1 Purpose of the Guidelines..................................................................................8
3.2 Focus of the Institutional QA Policy .................................................................8
3.3 Objective of the Institutional QA Policy ...........................................................8
3.4 Components of the Institutional QA Policy ......................................................8
3.5 Key Assessment Criteria .................................................................................10
7.0 MONITORING THE IMPLEMENTATION OF INSTITUTIONAL
QA AND QC POLICY BY NACTE ......................................................................11
4.1 Objective .........................................................................................................11
4.2 Focus of the Monitoring .................................................................................11
4.3 Length of Review Cycle ..................................................................................11
4.4 Establishing a Baseline ....................................................................................12
4.5 A Quality Control and Quality Assurance Committee ....................................12
4.6 Process and Outcomes .....................................................................................12
4.7 Review of the NACTE Monitoring Process ....................................................14
5.0 EXPECTED INSTITUTIONAL OUTPUTS ........................................................16
GLOSSARY OF TERMS USED IN THE DOCUMENT ...........................................17
REFERENCES ............................................................................................................19
iv
APPENDIX 1: TERMS OF REFERENCE OF THE QUALITY CONTROL

AND QUALITY ASSURANCE COMMITTEE

NACTE-QCAC NACTE Quality Control and Assurance Committee
NAQS NACTE Academic Quality Standard
NAS NACTE Accreditation Standard
QA Quality Assurance
QC Quality Control
QEI Quality Effectiveness Index
QMP Quality Management Plan
QMS Quality Management System
v
1.0 INTRODUCTION
The National Council for Technical Education (NACTE) was established by an Act of
Parliament, “The National Council for Technical Education Act, 1997 (No. 9 of 1997)”, as a
regulatory body to register, accredit technical institutions and coordinate technical education in
the country[1]. In line with its Mission, NACTE aims at working with institutions and other
stakeholders to provide public assurance of the quality and standards of the technical education in
Tanzania.
The ultimate goal is to assure stakeholders that any learner who has been deemed successful after
participating in a learning programme at a training institution and hence eligible for a particular
National Technical Award (NTA) is able to display the prescribed learning outcomes of the
respective qualification. NACTE will mainly achieve that assurance through the process of
accrediting institutions. During accreditation, NACTE evaluates curricula/learning programmes
and confirms the appropriateness and adequacy of teaching and learning resources and support
infrastructure at respective institutions, as well as the availability of quality management systems
to ensure quality delivery of targeted programmes and valid assessment of learners in
demonstration of achievement of competencies as specified for the respective Qualification
Standard.
For that purpose, all institutions under the auspices of NACTE are required to have quality
control systems in place to ensure that respective institution meets the accreditation requirements.
NACTE requires that there be evidence that the quality control systems function as intended. In
this requirement, NACTE modalities allow considerable liberty in how an institution will make
its case and what kinds of evidence it will bring forth to support the case that it has fulfilled or is
maintaining the requirements of accreditation. In either case, an internal self-evaluation or an
internal audit of the institution is carried out.
This document provides a guiding framework to training institutions in formulating institutional

policies and procedures on quality control and quality assurance. It also provides guidelines for
carying out internal audits of respective quality control systems and reporting findings and
conclusions.
2.0 GUIDELINES FOR INSTITUTIONAL QUALITY CONTROL
2.1 Purpose of Quality Control and its Basis
39
The key purpose of quality control is to guarantee quality of outputs from technical institutions
and win confidence of stakeholders in the technical education provided. Quality control involves
operational techniques and activities that are aimed both at monitoring process(es) and at
eliminating causes of unsatisfactory performance in all stages of the quality loop. The ultimated
goal is to achieve economic or desired effectiveness. Every quality control aspect should be
aimed at fulfilling the relevant NACTE standards [2]. Specifically, the NACTE Academic
Quality Standards and NACTE Accreditation Standards shall provide the basis for quality
control. Based on the provisions in these standards the degree of effectiveness of a particular
parameter checked for can be quantitatively determined. Quantification of the degree of
effectiveness is achieved using a quality effectiveness index (QEI). This is a ratio of the current
achievement situation and the ideal or preferred situation and is expressed as,
RC
QEI  ,
RI
where,
QEI - Quality Effectiveness Index
RC - Rating of Current Situation
RI - Rating of Ideal or Preferred Situation
Calculating QEI permits a basis for comparison across institution systems as to the level of
quality that is considered ideal or favorable for that particular system. The given ratio expresses
a bi-directional assessment of quality, and indicates a diminution of quality as the ratio is
decreased from 1.0, and an achievement of expectations as the ratio is increased above 1.0. In
other words, if an institution system has a quality effectiveness ratio of 0.5, it is only
approximately 50% of the way towards the level of quality it perceived as desirable. On the other
hand, if an institution system has a quality effectiveness ratio of 1.25, it indicates that its has
surpassed those same expectations by approximately 25%.
2.2 Major Factors for Consideration
In any quality control system and particularly that involve self-evaluation or internal audits, there
are some basic factors that have to be considered for the same to be successful. These include the
needs of clarity in the description of the quality control system, transparency in the procedures,
sensitivity of the procedures to weaknesses in the quality control system, proper sampling of
audit probes, clear conclusions and recommendations from internal audits. The guidelines for
consideration of the major factors are provided in the subsequent sub-sections.
40
2.2.1 Clarity
One long-standing principle of any internal audit as part of institutional quality control system, is
that the matter being audited, e.g. a teaching technique, a curriculum, a screening process, e.t.c.
must be well defined so that the audience and the auditors themselves know what is being
evaluated. Quality control systems for all programmes in an institution should therefore be clear,
well defined and address all the NACTE Academic Quality Standards. For clarity, the quality
control systems should be represented with a schematic diagram as well as in narrative form. Fig.
1 provides a generic schematic diagram of a typical quality control system in a higher learning
institution. It is important to note that the schematic diagram is only an example or prototype. As
such, a quality control system of particular institution may differ from that prototype. However,
any such differences will have to be specified in the Internal Audit Report.
2.2.2 Transparency
If the members of staff at an institution are going to have confidence in the internal audit and its
conclusions, they must be aware of the procedures that were used to arrive at the conclusions. It
helps if they are asked to approve the plan for conducting the internal audit in advance in some
formal way so that they will have accepted the procedures as reasonable.
In any case, the internal audit procedures should be clear and well known to the members of staff
at the institution.
Programme Review and Academic Staff Search Process,

Evaluation Quality (NAQS 8) Preparation and
(NAQS 4 and5) Teaching Standards,
Salary, Work Load,
Support Level,
Mission
Course (NAQS 1, 4 and 10)
Qualification Assessment
Standard (NAQS 5)
(NAQS 5)
Course Grade
(NAS
41 5)
2.2.3 Sensitivity
The procedures for entering the quality control system to begin the internal audit must be clear
and sensitive to potential weaknesses in the system. Normally, the member of staff may enter the
system in several ways. One such possibilities is as follows:
(i) A course grade in a randomly selected course in a programme is identified by an unbiased

method (e.g. randomly selection etc.).
(ii) Following the schematic diagram of the system (as in Fig. 1), each element in the system
that is linked to that grade is probed to see if the quality control system worked as it was
designed to work in that instance. The audit probe would determine, for example;
whether the particular academic member of staff who gave the grade was appointed,
reviewed, and assigned properly; whether the student was admitted and enrolled properly;
whether the work on which the grade was given was evaluated properly; whether the
enrolment to the course was done properly; whether the course was evaluated and
42
reviewed properly; whether the course was properly funded; whether the course was
given in an appropriate facility; whether the program in which the course was required
was properly evaluated; and so forth.
This entails that all links to the course grade that are implicated in the system are
examined to see whether the system functioned properly in this particular instance.
(iii) The Internal Audit probe can begin at any point in the system. One example might be by
starting with a particular member of staff, the probe can begin there and move through the
system from that point. The questions of the system are the same and for this case will
take the following form: Was his/her appointment assignment proper? Was his/her tenure
or promotion decision conducted properly? Were his/her students selected properly?
Does he/she evaluate student learning properly? Was his/her course properly approved
and evaluated? Was his/her course properly funded? Was the course given in an
appropriately equipped classroom? And so forth. Again each element in the system that
bears on quality of particular selected case is examined.
The entry point has no particular significance and merely provides a manageable way to
begin the audit probe and constrain the amount of information that must be considered.
2.2.4 Sampling
The number of internal audit probes that would be necessary depends, as in all sampling, on the
degree of variability that is revealed. The number should be of a magnitude that would convince
the academic member of staff and others that a reasonably accurate reading of the system had
been taken. Sampling just one or two students, for example, or one or two courses, may not
provide sufficient confidence to the interpretations gleaned from the audit.
When the member of staff determines how many elements should be sampled, a rationale for the
number should be provided so that the reader can be assured that the audit findings are truly
representative of the system.
2.2.5 Reporting
In the report of the internal audit, the findings from the audit are distinct and derived from the
conclusions made by the members of staff about the quality control system. The purpose of the
43
internal audit is for the members of staff to make some judgments about how well its quality
control system is working. The conclusions advanced by the staff, for example, could include any
one (or more) of the following:
(i) Our quality control system is working just as it was designed.
(ii) Our quality control system is working well, overall, except we have learned that we
cannot put a great deal of faith in the course grades our students receive because they are
not predictors of the subsequent performance in student teaching.
(iii) Our quality control system has several significant breakdowns e.g. violations of the
appointment policies in the hiring of adjunct academic members of staff, inconsistencies
in content and practices within various sections of the same course, and inconsistencies in
the way clearances into student teaching are administered.
For all cases where the system is not found to be coherent, it seems reasonable that these
judgments would give direction to members of staff for strengthening their quality control
system. However, to avoid misinterpretation and queries seeking evidence leading to
particular conclusions or recommendations, the basis and evidence leading to the
conclusion must be presented.
Questions like “What makes you conclude that the system is working well, or that
breakdowns exist?” should not be go unanswered by the evidence that is collected during
the Internal Audit. So, it makes sense to see judgments as flowing from evidence and for
this reason it is important to keep the reporting of the evidence separate from the
reporting of the judgments or conclusions about the quality control system.
44
3.0 GUIDELINES FOR INSTITUTIONAL POLICY ON QUALITY ASSURANCE
3.1 Purpose of the Guidelines
The aim of these proposed guidelines is to assist technical institutions in establishing or

improving their policies and processes and to support NACTE when assessing the policies and
processes in place.
3.2 Focus of the Institutional QA Policy
An institutional policy should reflect the institution‟s mission and values. All institutions should
have a QA policy in place. A quality assessment policy should focus on units (academic and
other) and/or on programmes (or groups of programmes). The policy should include provisions
to cover all the functions and units of the institution (research, administration, community
service, etc.).
3.3 Objective of Institutional QA Policy
The objectives of institutional policy on quality assurance should be, at a minimum to improve
the quality of programmes offered and ensure that the stated learning outcomes could be realized.
The policy should ultimately answer how well is the unit or the programme achieving what it set
out to accomplish and whether the same is doing what it should be doing.
3.4 Components of an Institutional QA Policy
In addition to reflecting institutional mission and values, the institutional QA policy should be
comprehensive and apply to all programmes and units. It should also at least provide the
following:
(a) Establish a coordinating or administrative unit responsible for the overall management of
the QC & QA process. This unit should be located at a higher echelon of the institution‟s
administrative structure, and be accountable to the institution‟s leaders.
(b) Define the assessment criteria (refer to section 3.5 Key Assessment Criteria).
(c) Require a self-study component, usually involving academic staff and students
participating in the programme or unit. The self-study should be student-centred as it
would aim, in most cases to assess the quality of learning. The self-study should be
45
structured according to the defined assessment procedures criteria. When and where
appropriate, the results of accreditation may be included and/or substituted for this
component, or a portion thereof.
(d) Entail an external review component. At least two experts that are external to the
institution are recommended to carry out the review. As appropriate, the results of
accreditation may be included and/or substituted for this component, or a portion thereof.
(e) Incorporate the participation of academic staff not directly involved in the reviewed
programme (or discipline or unit).
(f) Enable the participation of the wider network of stakeholders, such as employers,
graduates, professional associations, the local community, etc.
(g) Include appropriate mechanisms that are at a minimum providing the procedures and
areas of responsibility, to ensure a proper follow up to the assessment.
(h) Establish the assessment cycle, which should not exceed five years. Newly established
programmes or units should be assessed once fully implemented, this will be at the end of
one- to five-year mark.
(i) Include provisions to review the policy periodically.
(j) The policy should be submitted to NACTE as the body responsible for quality assurance
for reference.
3.5 Key Assessment Criteria
The assessment procedures and criteria should be student-centred, and should reflect institutional
mission and values. The assessment criteria should be comprehensive enough (i.e. to include all
programmes and units) and should at least provide the following:
(a) Assess intended and delivered curriculum;
(b) Review teaching learning processes;
(c) Clarify the expected outcomes for students;

46
(d) Examine the degree to which those outcomes are realized;
(e) Evaluate the appropriateness of support provided to students;
(f) Appraise the research carried out by the academic unit or by academic staff involved in
the reviewed programme;
(g) Value the contribution of the unit or programme to other aspects of the institutional
mission (for example community service); and
(h) Value the contribution of the unit or programme to the larger community or society in
general.
47
4.0 MONITORING THE IMPLEMENTATION OF INSTITUTIONAL QC AND QA

POLICY BY NACTE
4.1 Objective
The monitoring of quality assessment procedures and practices is especially important given that
the cornerstone of QC & QA is self-assessment by the institutions. The specific objective of the
NACTE monitoring function is therefore to ascertain that the procedures used by institutions to
assess the quality of existing programmes, and other functions as appropriate, are performing
adequately as quality control mechanisms. Specifically, the monitoring process should answer
how well is the institution achieving what it set out to accomplish in its QC & QA policy and
whether it is doing what it should be doing in the area of quality assurance.
Procedurally, the monitoring process is a formative one, whereby institutional policies and
practices are reviewed with a view to providing assistance and advice to institutions.
4.2 Focus of the Monitoring
NACTE has the mandate to oversee tertiary technical education and training in its entirety.
Hence, the Council shall monitor/review all institutions falling under this category. In doing so,
NACTE will focus on three elements, namely:
(a) The institutional quality assessment policy;

(b) Quality assessment practices; and
(c) Follow-up mechanisms.
The process will pay particular attention to each institution‟s mission and values.
4.3 Length of Review Cycle
Monitoring of quality assessment procedures and practices shall be performed once at each
institution in a five-year cycle. It shall consist of one review per year conducted for the first three
years, and two reviews per year may be conducted in each of the remaining two years of the
cycle. This increase in frequency may be necessitated by the need of NACTE to gather
information for the purpose of renewing accreditation of institutions. The NACTE Quality
Control and Quality Assurance Committee, in consultation with the institutions, may change this
order. For institutions to be granted accreditation for the first time, the first review is
recommended to start the year preceding an institution‟s accreditation. For those requiring
reaffirmation of accreditation, the review is recommended to start the year preceding an
institution‟s reaffirmation of accreditation.
4.4 Establishing a Baseline
48
Given that it will take five years to complete the first cycle of the monitoring process, the first
step in the overall monitoring process will focus on establishing a baseline defining institutional
activities and priorities in the area of quality assurance. One year after accreditation, each
institution will be asked to provide a statement describing how compatible their current activities
in the area of quality assurance are with the NACTE quality assurance policy in general, and with
the Guidelines for Institutional Quality Assurance Policies in particular. In addition, the
statement should identify future priorities in the area of quality assurance. The statement will be
submitted by the end of the year of reporting.
4.5 Quality Control and Quality Assurance Committee
The Quality Control and Quality Assurance Committee is part of the Quality management
Structure of NACTE. It carries out the monitoring function on behalf of Council. It is essentially
established as a peer review committee. The members and Terms of Reference of the Committee
are listed in Appendix 1.
4.6 Process and Outcomes
It is proposed that the monitoring process should take place over a 10 to 12-month period in
which two or three institutions could be reviewed simultaneously. Specifically, the quality
assurance monitoring process includes the following steps:
Step 1: Initial meeting

The first step of the process will be a meeting to clarify the expectations and the process, as well
as to establish the time frame for each step.
Step 2: Self-study
The self-study focuses on the quality assessment and improvement processes in place at the
institution under review. It is both descriptive and analytical and includes clear statements as to
how well the quality assessment and quality improvement processes are performing, and whether
these processes are adequate for the task.
The self-study provides answers to the two key questions guiding the monitoring process
included in the objectives. The institution has a three to four months period after the initial
meeting to produce the self-study and forward it to NACTE [3].
Step 3: Analysis of all pertinent documentation
Over the course of the following six to twelve weeks, the Committee and staff will analyze the
documentation and request any additional information deemed necessary. The basis of the
49
Committee‟s report is the documentation forwarded by the institution. This information shall
include but not limited to the following:
(i) The institutional quality assessment policy. The Monitoring Committee uses the policy
components and assessment criteria in the NACTE Quality Assurance Policy as the
backdrop to review each institutional policy;
(ii) The institutional self-study;
(iii) The list of all programme or unit assessments conducted in the preceeding five years if
applicable. The institution may indicate which units or programmes in that list reflect
particularly well the institution‟s mission and values;
(iv) The schedule of forthcoming assessments. From the list of assessments carried out by the
institution, the Committee selects a number of assessments, preferably from three to five,
for further review by the Committee. The programme or unit assessments are chosen to
reflect as accurately as possible the institution‟s mission and values; and
(v) Any other documents the Institution my feel beneficial for their assessment.
Step 4: On-site visit
The on-site visit completes the monitoring of institutional policy and practices. The Committee
meets with individuals identified during Step 2 and those identified during consultations with the
institution in preparation for the visit. The objective of the on-site visit is to validate the
statements offered in the self-study, as well as to verify elements contained in the assessments
reviewed by the Committee.
Step 5: Reporting
The Committee prepares a report on its findings and formulates recommendations, first and
foremost, to the institution. The report is forwarded to the institution to validate factual
information within eight to twelve weeks following the on-site visit. The institution can submit
any correction to the report within 30 days of receipt. The report is then submitted to NACTE,
accompanied by the comments and advice given by the institution. Once approved by the
Council, the report is made available by request to the public, listed as a NACTE publication, and
mentioned in the annual report filed by NACTE.
Step 6: Institutional response
The institution then develops a plan of action to respond to the report, to be filed with NACTE no
later than one year following the publication of the monitoring report. The Committee and the
Council may comment and respond to the plan of action. A brief description of the institution‟s
50
plan of action, and of the response by the Committee or Council (NACTE), when applicable, are
included in the next NACTE annual report.
The summary of the monitoring cycle is as depicted on Fig. 2.
4.7 Review of the NACTE Monitoring Process
At the end of the first five-year cycle, a 12-month interval will be imposed to review and analyze
the process. Institutions will be consulted in this review. Among the questions to be answered at
that time are:
(a) Has the process met the anticipated objectives and outcomes?
(b) What are its strengths and weaknesses?
(c) How can it be improved?
(d) Is there value in pursuing it into a second cycle?
Accreditation
Initial Meeting
Self Study
Analysis of
Documentation
On Site Visit
Reporting
YES
Any Submission of
Corrections? Corrections from
Institutions
51
NO
52
5.0 EXPECTED INSTITUTIONAL OUTPUTS
The intention of NACTE is to focus on the guidelines of preparing policies and procedures so as
to ensure sustainability of institutions' own quality assurance processes rather than on the detail
of those processes and their related procedures. The proposed form of the policies and procedures
is short precepts accompanied by guidance notes and commentary.
For that purpose, the production of a single handbook, with separate sections covering discrete
areas appearing progressively, rather than a series of unrelated codes is recommended.
Consultations and thorough detailed discussions of draft texts with active practitioners, drawn
from relevant sectors, who have relevant expertise, followed by a more general invitation to
comment is also proposed as a general way of proceeding in formulating the policies and
procedures.
53
G1. Capability
Capability is in essence a combination of knowledge understanding and skills, usually in a
particular field of activity.
G2. Competence
Competence is associated with clear ability to successfully carry out some occupational
activity and it is described in terms of „skills‟, „knowledge‟, and „aptitude or
understanding‟ as well as typical „context‟ and „level‟ that person who possesses such
competence could work in.
G3. The Council

The National Council for Technical Education (NACTE) established under section 3 of
the National Council for Technical Education Act No. 9 of 1997.
G4. Competitive Advantage (of a curriculum)

In this context, competitive advantage implies existence of the enabling environment to
ensure that students who qualify at a technical institution are better equipped for their
carrier than students who graduated from another institutions.
G5. Course
Means a course as approved by the Council and leading to award of the Council. It is
essentially synonymous to a learning programme.
G6. Course Module

competencies) that has been pedagogically structured to respond to a meaningful stage of
the work process, to represent a meaningful phase of the learning process, and to
constitute the basic units for evaluation.
G7. Credit
A Credit is an instrument for measuring and expressing learning equivalence. 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 academic
standards.
G8. Credit Value

54
Credit Value is the number of credits awarded for successful completion of a module at
particular study level. A credit value is achieved when the learner has satisfied the
assessment criteria for all (or the majority) of the designated learning outcomes of the
module.
G8. Credit Transfer

Implies transferring of credit value(s) from one programme to another, both programmes
belonging to the same institution, or from one learning environment to another, i.e.
involving programmes of two different institutions.
G10. Cross Crediting

In the context of the present procedures it implies transferring of credit value(s) from one
study level to another, both levels being offered by the same institution, i.e. same
learning environment.
G11. Curriculum
Curriculum is a teaching and learning experiences taking place in learning institution and
includes the aims and objectives of learning, what is taught, provided in terms of learning
outcomes for realization of target qualification requirements, teaching and learning
strategies for realization of outcomes, and form of assessment and evaluation. Curriculum
is not syllabus documentation.
G12. Curriculum Renew

Curriculum Renew is a process of making an old curriculum anew. It involves realization
of the interventions qualified during curriculum review. Curriculum renew could
therefore entail updating of goals and objectives of curriculum and either relevance of
enabling learning outcomes (course contents), or teaching and learning strategies, or
assessment criteria, etc., or combination thereof.
G13. Curriculum Review

Curriculum Review is a process of assessing implementation of an old curriculum to
confirm its present and future validity. It involves qualifying required interventions in
the curriculum for meeting the present and future market demands. It is a basis for
curriculum renew. Curricula are first reviewed before they can be renewed. However, not
all curriculum review may lead to curriculum renew.
G14. Cutting Edge (technology/process/method)

Cutting edge technology/process/method is a technology/process/method that is very
appreciable in one way or another, e.g. very efficient, precise, accurate, safe, etc. Cutting
edge technologies/processes/methods, as the case may be, and future trends are normally
55
identified and incorporated in curriculum to achieve competitive advantage (For

definition of “Competitive Advantage” please refer G4).
G15. Enabling Learning Outcomes (Enabling Outcomes)

Enabling Outcomes are outcomes that enable the achievement of higher-level Principal
Outcomes. While Principal Outcomes are fixed by NACTE, enabling outcomes are
formulated by curriculum developers. They are non-standards. These are statements that
describe the knowledge, skills and understanding that learners will develop after
following a curriculum, making curriculum goals clear and transparent to all stakeholders.
Enabling Outcomes describe more clearly what a student will be able to do with what they
have learned in course modules and are verifiable and assessable.
G16. Generic Curriculum Needs

developed in all learners regardless of the specific area or content of learning, in order to
facilitate life-long learning within and across fields.
G17. Knowledge
Knowledge is regarded as information that has been gathered and recorded in one‟s
memory and that which can be recalled in answer to a question.

Learning outcomes are statements on competencies expected to be imparted to a learner
during the learning experience. Learning outcomes may be standard and non-standard.
G19. Level Descriptors (Competence Level Descriptors or Competence Descriptors)

Level Descriptors are broad, cross-fields standards of achievement. One main difference
between level descriptors and qualification outcomes (G12) is that the latter is field-
specific and hence relatively more detailed than the level descriptors.
G20. NACTE Norms

procedures for realizing such Standards as stipulated in the various NACTE Documents.
G21. NACTE Standards

Statements of learning outcomes from technical education and training and their
associated assessment criteria as registered/specified by NACTE
G22. Notional Time
56
Notional time is a period spent by an average student in learning about something

towards realizing a learning outcome. This could include formal learning in classroom,
out of class formal learning, and learning gained through on the job experience.
G23. Principal Learning Outcomes (Principal Outcomes)

These are broad Standards of achievement at a particular level of study and context
specified by NACTE to facilitate realisation of the purpose(s) of a particular NTA or
qualification.
G24. Qualification
purposes, and which is intended to provide qualifying students with applied competence
and a basis for further learning. In other words, qualification means the formal recognition
of the achievement of the required number and range of credits and such other
requirements at specific levels of the National Technical Awards as determined by the
Council.
G25. Qualification Outcomes

These are exit level outcomes at a high level of abstraction specified by NACTE. They
are standards and are used to indicate the main objectives of the qualification, i.e. what
the learner should be able to demonstrate following completion of a particular training
programme at the designated level.

higher levels of skill, knowledge and understanding and in which they take responsibility
for their area of specialization.

An institution registered by the Council and accredited to deliver courses leading to the
awards of the Council

G30. Skill
Skill is defined by the ability to do specific things without necessarily understanding the
processes by which one does them
G31. Specific Curriculum Needs
57
Specific curriculum needs refer to the abilities to do a set of tasks, to understand the
theory underpinning the tasks and the ability to pass reasoned judgment on different ways
to do the tasks.
G22. Syllabus
Syllabus is a documentation of module or subject contents, what is taught, provided in
terms of learning outcomes for realization of target qualification requirements.
G33. Understanding
Understanding involves grasping concepts and being able to use them creatively.
58
REFERENCES
[1] The United Republic of Tanzania, National Council for Technical Education Act., 1997
(No. 9 of 1997), Government Notice No. 235, 6th June 1997.
[2] The National Council for Technical Education (NACTE), Situational Analysis towards
Curriculum Development/Review, Dar es Salaam, August 2004.
[3] The National Council for Technical Education (NACTE), Procedures for Curriculum
Approval and Validation, Dar es Salaam, August 2004.
[4] The National Council for Technical Education (NACTE), Procedures for Setting of
Qualification Standards, Dar es Salaam, August 2004.
[5] CQFW, NICATS, NUCCAT, SEEC, Credit and Higher Education Qualifications: Credit
Guidelines for HE Qualifications in England, Wales and Northern Ireland, 2001.
[6] SAQA, The National Qualifications Framework and Standard Setting, Pretoria, 2000
[7] The National Council for Technical Education (NACTE), Performance Indicators for
Assessment of Institutions, Dar es Salaam, August 2004.
[8] The National Council for Technical Education (NACTE), NACTE Academic Quality
Standards, Dar es Salaam, August 2004.
[9] The National Council for Technical Education (NACTE), Modalities for Conducting
Research and Consultancy, Dar es salaam, December 2001.
LIST OF APPENDICES
59
APPENDIX I: FORMAT FOR PRESENTATION OF ENABLING OUTCOMES
APPENDIX II: EXAMPLE OF PRESENTATION OF ENABLING OUTCOMES
APPENDIX III: FORMAT FOR PRESENTATION OF SUB-ENABLING OUTCOMES
APPENDIX IV: EXAMPLE OF PRESENTATION OF SUB-ENABLING OUTCOMES
APPENDIX V: A TYPICAL EXAMPLE OF PROPORTIONING ENABLING

OUTCOMES ACCORDING TO NTA LEVELS
APPENDIX VI: FORMAT FOR PRESENTATION OF COURSE MODULES
APPENDIX VII: FORMAT FOR PRESENTATION OF ASSESSMENT CRITERIA

AND THEIR BENCHMARKING
APPENDIX VIII: FORMAT FOR PREPARATION OF CURRICULUM

INFORMATION REPORT
APPENDIX IX: GUIDELINES FOR ASSESSING NATIONAL AND

INTERNATIONAL RELATIONS
APPENDIX X: GUIDELINES FOR PROJECTION OF STUDENTS ENROLMENT
APPENDIX XI: FORMAT FOR PROJECTION OF STUDENTS ENROLMENT INTO

AN EXISTING PROGRAMME
APPENDIX XII: EXAMPLE OF PROJECTING STUDENTS ENROLMENT INTO AN

EXISTING PROGRAMME
APPENDIX XIII: FORMAT FOR PROJECTION OF STUDENTS ENROLMENT INTO

A NEW PROGRAMME
APPENDIX XIV: EXAMPLE OF PROJECTING STUDENTS ENROLMENT INTO A

NEW PROGRAMME
APPENDIX XV: FORMAT FOR ASSESSING FINANCIAL IMPLICATION FOR

IMPLEMENTING A CURRICULUM
CAPPENDIX I: FORMAT FOR PRESENTATION OF ENABLING

OUTCOMES
1.0 Qualification: ….…………………………………………………………...

(e.g. Higher Diploma in …….; Technicians Certificate in ……. etc.)
2.0 Purpose of Qualification: ………………………………………………………………

60
………………………………………………………………
………………………………………………………………
3.0 NTA Level: ………………………………………………………………

(Please indicate Level Number)
4.0 Level Descriptors: ………………………………………………………………

………………………………………………………………
………………………………………………………………
5.0 Entrance Requirement: ………………………………………………………………

………………………………………………………………
6.0 NACTE Standards and Related Enabling Outcomes
PRINCIPAL OUTCOMES ENABLING OUTCOMES

(As Identified and Formulated by Curriculum Developers)
(NACTE Standards)
Note: The Grid should cover the whole Training Programme, i.e. should include all related
Principal Outcomes.
APPENDIX II: EXAMPLE OF PRESENTATION OF

ENABLING OUTCOMES
61
1.0 Qualification: Higher Diploma in Meteorology
2.0 Purpose of Qualification: This qualification is intended for persons who will conduct
research on, improve or develop concepts and operational
methods, and prepare detailed or long-term weather
forecasts used in aviation, shipping, agriculture and other
branches, and for the information of the general public.
3.0 NTA Level: 7
4.0 Level Descriptors: This level (Level 7) is characterized by competence involving

involving application of knowledge and skills in a broad
range of complex technical activities, a high degree of
personal responsibility and some responsibility for work of
others.
5.0 Entrance Requirement: Ordinary Diploma in Meteorology

(NACTE Standards)* (As Identified and Formulated by Curriculum Developers)
1. Conduct research on weather 1.1 Study composition, structure and dynamics of the atmosphere
related issues 1.2 Interpret various weather information and related phenomena
1.3 Identify weather related problems and other phenomena
2. Analyze and synthesize results to 2.1 Conduct experiments in fog dispersal and interpret results
facilitate weather control 2.2 Conduct experiments in rainmaking and interpret results
2.3 Analyze data collected from weather stations
3. Solve various practical weather 3.1 Prepare weather maps and forecasts used in aviation
related problems by using 3.2 Prepare weather maps and forecasts used in shipping
meteorological concepts and 3.3 Prepare weather maps and forecasts used in agriculture
principles 3.4 Prepare weather maps and forecasts for general public use
4. Communicate effectively to the 4.1 Produce reports and other documents on weather related issues
users and the general public 4.2 Understand specific information requirements of various users
respective weather information 4.3 Use visual, numerical, language and other skills to communicate
the weather reports
Note: The Grid above shows a selection of possible Learning Outcomes, as an example. Otherwise, it
should cover the whole Training Programme, i.e. should include all related Principal Outcomes as
specified by NACTE.
*Relevant NACTE Standards not available by the time of preparation of this document.
62
APPENDIX III: FORMAT FOR PRESENTATION OF SUB-

ENABLING OUTCOMES
1.0 Qualification: ….…………………………………………………………...

(e.g. Higher Diploma in …….; Technicians Certificate in ……. etc.)
2.0 Purpose of Qualification: ………………………………………………………………

………………………………………………………………
………………………………………………………………
3.0 NTA Level: ………………………………………………………………

(Please indicate Level Number)
4.0 Level Descriptors: ………………………………………………………………

………………………………………………………………
………………………………………………………………
5.0 Entrance Requirement: ………………………………………………………………

………………………………………………………………
6.0 Desegregation of Enabling Outcomes
ENABLING OUTCOMES SUB-ENABLING OUTCOMES
63
Note: The Grid should cover the whole Training Programme, i.e. should include all related
Principal Outcomes.
64
APPENDIX IV: EXAMPLE OF PRESENTATION OF SUB-

ENABLING OUTCOMES
1.0 Qualification: Higher Diploma in Meteorology
2.0 Purpose of Qualification: This qualification is intended for persons who will conduct
research on, improve or develop concepts and operational
methods, and prepare detailed or long-term weather
forecasts used in aviation, shipping, agriculture and other
branches, and for the information of the general public.
3.0 NTA Level: 7
4.0 Level Descriptors: This level (Level 7) is characterized by competence involving

involving application of knowledge and skills in a broad
range of complex technical activities, a high degree of
personal responsibility and some responsibility for work of
others.
5.0 Entrance Requirement: Ordinary Diploma in Meteorology
6.0 Desegregation of Enabling Outcomes

1.1 Study composition, structure 1.1.1 Measure and analyze speed and directions of air movement
and dynamics of the atmosphere 1.1.2 Measure and analyze air pressure and temperature
1.1.3 Use effectively and efficiently ICT facilities
1.1.4 Investigate interaction of various air parameters
1.2 Interpret various weather 1.2.1 Interpret measured speed and directions of air movement
information and related 1.2.2 Interpret measured air pressure and temperature
phenomena 1.2.3 Interpret weather information to quantify precipitation
1.3 Identify weather related 1.3.1 Understand nature and cause of weather phenomena such as
problems and other phenomena El Nino, La Nina, hurricane and other similar problems
1.3.2 Correlate weather information to determine extent of
precipitation
1.3.3 Correlate weather information to determine lighting extent and
electrical disturbances
1.3.4 Correlate weather information to determine extent of solar
radiation and related effects
65
2.1 Conduct experiments in fog 2.1.1

Prepare appropriate materials and equipment for fog dispersal
dispersal and interpret results 2.1.2
Prepare specimens for experiments, tests and analyses
2.1.3
Conduct actual experiments in fog dispersal
2.1.4
Interpret results in relation to problems
2.2 Conduct experiments in 2.2.1
Prepare appropriate materials and equipment for clouds
rainmaking and interpret results formation and precipitation
2.2.2 Prepare specimens for experiments, tests and analyses
2.2.3 Conduct actual experiments in rainmaking
2.2.4 Interpret results in relation to problems
2.3 Analyze data collected from 2.3.1 Use effectively and efficiently ICT facilities
weather stations 2.3.2 Organize data collected from various weather stations into
different categories and into a comprehensible form
2.3.3 Analyze and interpret data from various weather stations
3.1 Prepare weather maps and 3.1.1 Use effectively and efficiently conventional equipment for map
forecasts used in aviation preparation
3.1.3 Apply appropriate concepts and principles to prepare weather
maps and forecasts for aviation use
forecasts used in shipping preparation
maps and forecasts for marine use
forecasts used in agriculture preparation
maps and forecasts for agricultural use
forecasts for general public use preparation
maps and forecasts for general public use
4.1 Produce reports and other 4.1.1 Understand various formats for report preparations
documents on weather related 4.1.2 Use effectively and efficiently ICT facilities
issues 4.1.3 Compile weather reports using appropriate formats
4.2 Understand specific 4.2.1 Identify requirements of various users of weather information
information requirements of 4.2.2 Cluster related users in terms of requirements
various users 4.2.3 Establish how the requirements of various clusters of users of
weather information can be accommodated
4.3 Use visual, numerical, language 4.3.1 Identify requirements of various users of weather information
and other skills to communicate 4.3.2 Apply correct skills to communicate to various audiences
the weather reports 4.3.3 Assess correctly the response of various audiences to the
weather reports and act accordingly
Note: The Grid above shows a selection of possible Learning Outcomes, as an example.
Otherwise, it should cover the whole Training Programme, i.e. should include all related
Principal Outcomes.
66
67
APPENDIX V: A TYPICAL EXAMPLE OF PROPORTIONING ENABLING OUTCOMES

ACCORDING TO NTA LEVEL
NTA LEVEL LEVEL DESCRIPTORS TYPICAL CATEGORIES OF ENABLING OUTCOMES

(Title of Award) Knowledge and Practical Acts Supervision Communication Behaviour
(Standards) Understanding
LEVEL 4 Competence involving application Ability to imitatively apply Ability to None. Almost Ability to produce clearly and Ability to work in a group,
of skills and knowledge at routine concepts and principles perform routine everything is concisely obtained consider environmental and
(Pre- level. tasks tutor directed information in given modes safety issues, apply
Technician (e.g. communicate results of entrepreneurial skills in
Certificate) work accurately and reliably) performing routine tasks.
Level 5 Competence involving application Have knowledge of Ability to Ability to Ability to produce clearly and Ability to work in a group,
(Technicians of skills and knowledge in a range underlying concepts and perform routine manage self and concisely given information consider environmental and
Certificate) of activities, some of which are principles and ability to and some non others in in given and other modes safety issues, apply
non-routine. It covers occupations apply the same in solving routine tasks performing (e.g. communicate and entrepreneurial skills in
whose main tasks require skills routine and some open- simple discuss results of work performing routine and some
and knowledge to assume ended problems operational accurately and reliably) non-routine tasks
operational responsibilities. tasks
Level 6 Competence involving application Have knowledge of Ability to Ability to Ability to select information Ability to work in a group,
(Ordinary of skills and knowledge in a broad underlying concepts and perform manage self in and produce clearly and consider environmental and
Diploma) range of work activities, most of principles and ability to predictable performing concisely the information in safety issues, apply
which are non-routine. solve routine and more complex tasks predictable selected modes entrepreneurial skills in a broad
open-ended problems under complex tasks range of activities mostly
supervision involving non-routine tasks
Level 7 Competence involving application Have knowledge and Ability to Ability to Ability to analyze and select Ability to work in a group,
(Higher of knowledge and skills in a broad understanding of perform manage self and information and produce consider environmental and
Diploma) range of complex technical underlying concepts and predictable others in clearly and concisely the safety issues, apply
activities, a high degree of principles and ability to complex tasks performing analyzed information in entrepreneurial skills in a broad
personal responsibility and some appropriately select, apply independently predictable varieties of modes range of complex activities
responsibility for work of others the same. complex tasks
Level 8 Competence involving application Have knowledge and Ability to Ability to Ability to produce Ability to work in a group,
(Bachelors of knowledge and skills in a wide systematic perform manage self professional and non- consider environmental and
Degree) and unpredictable variety of understanding of unpredictable and others in professional reports safety issues, apply
contexts with substantial personal underlying concepts complex tasks performing entrepreneurial skills in a
responsibility, responsibility for the and principles and independently unpredictable wide and unpredictable
work of others and responsibility ability to construct and complex tasks variety of contexts
for the allocation of resources, apply the same.
policy, planning, execution and
evaluation.
44
APPENDIX VI: FORMAT FOR PRESENTATION OF COURSE

MODULES
1.0 Qualification:
………………………………………………
2.0 Purpose of Qualification:

………………………………………………
…………………………………………
…………………………………………
…………
3.0 NTA Level:

………………………………………………
4.0 Level Descriptors:

………………………………………………
…………………………………………
…………………………………………
…………
5.0 Minimum Overall Credits:
………………………………………………
6.0 Minimum Credits at this Level:

………………………………………………
7.0 Maximum Credits from lowest Level:

………………………………………………
8.0 Lowest NTA Level of Entry:

………………………………………………
9.0 Course Modules

9.1 Description of Module 1
1
9.1.1 Code:
………………………………………………
9.1.2 Name:
………………………………………………
9.1.3 Number of Credits:
………………………………………………
9.1.4 Sub-Enabling Outcomes:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………...
9.1.5 Prerequisite Module:

………………………………………………
(Please indicate Module Code and
Name)
9.1.6 Learning Context:
(Please indicate whether the module will be taught through lectures, seminars,
guided independent work, laboratory work, etc. or combination thereof)
…………………………………………………………………………………
……
…………………………………………………………………………………
……
9.1.7 Learning Materials:
(Please specify major learning materials to be used, including textbooks,
manuals, journals, handouts, ICT learning aids, and other references)
…………………………………………………………………………………
……
…………………………………………………………………………………
……
2
…………………………………………………………………………………
……
…………………………………………………………………………………
……
9.1.8 Integrated Method of Assessment:

(Please indicate the assessment instruments to be used in the course module,
i.e. whether through Examinations, Tests, Reports, etc. or combinations
thereof)
…………………………………………………………………………………
…………………………………………………………………………………
…………
…………………………………………………………………………………
……

9.2.1 Code:
………………………………………………
9.2.2 Name:
………………………………………………
………………………………………………
9.2.4 Sub-Enabling Outcomes:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
………………
3

…………………………………………………
Name)
…………………………………………………………………………………
……
…………………………………………………………………………………
……

…………………………………………………………………………………
……
…………………………………………………………………………………
……
…………………………………………………………………………………
……
…………………………………………………………………………………
……

thereof)
…………………………………………………………………………………
…………………………………………………………………………………
…………
…………………………………………………………………………………
……
4
9.3.1 Code:
………………………………………………
9.3.2 Name:
………………………………………………
………………………………………………
9.3.4 Extended Enabling Learning Outcomes:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………

…………………………….……………………
Name)

…………………………………………………………………………………
……
…………………………………………………………………………………
……
…………………………………………………………………………………
……
5
…………………………………………………………………………………
……
…………………………………………………………………………………
……
…………………………………………………………………………………
……

thereof)
…………………………………………………………………………………
…………………………………………………………………………………
…………
…………………………………………………………………………………
……

(Include Items as indicated in 9.1 to 9.3 above)




….. Description of Module “n”

6
APPENDIX VII: FORMAT FOR PRESENTATION OF

ASSESSMENT CRITERIA AND THEIR
BENCHMARKING
1.0 Qualification:
………………………………………………

………………………………………………
…………………………………………
…………………………………………
…………
3.0 NTA Level:

………………………………………………

………………………………………………
…………………………………………
…………………………………………
…………………………………………
………………
5.0 Level of Entry:

………………………………………………
………………………………………………
6.0 Assessment Criteria and Instruments
SUB-ENABLING RELATED TASKS ASSESSMENT CRITERIA ASSESSMENT

OUTCOME INSTRUMENTS
7
NOTE: PLEASE REFER CHAPTER 2, SECTION 2.5 (TABLE 2.4) FOR AN EXAMPLE
TOWARDS FORMULATING TASKS AND ASSESSMENT CRITERIA FROM SUB-
ENABLING OUTCOMES
7.0 BENCHMARKING OF ASSESSMENT CRITERIA
ASSESSMENT BENCHMARKING
CRITERIA SATISFACTORY GOOD EXCELLENT
8
NOTE: PLEASE REFER CHAPTER 2, SECTION 2.5 (TABLE 2.5) FOR AN EXAMPLE
TOWARDS BENCHMARKING OF ASSESSMENT CRITERIA
9
APPENDIX VIII: FORMAT FOR PREPARATION OF

CURRICULUM INFORMATION REPORT
1.0 Qualification:
………………………………………………

………………………………………………
…………………………………………
…………………………………………
…………
3.0 NTA Level:

………………………………………………

………………………………………………
…………………………………………
…………………………………………
…………
5.0 Minimum Overall Credits:

………………………………………………
6.0 Minimum Credits at this Level:

………………………………………………
7.0 Maximum Credits from lowest Level:

………………………………………………
8.0 Lowest NTA Level of Entry:

………………………………………………
10
9.0 DATE OF LAST REVIEW:

………………………………………………

(Extract information as it is from Item 6.0 of Appendix I of the present document)

(NACTE Standards) (As Identified and Formulated by Curriculum Developers)
11.0 Sub-Enabling Outcomes

(Extract information as it is from Item 6.0 of Appendix III of the present document)
12.0 Assessment Criteria and their Benchmarking

(Extract information as it is from Items No. 6 and 7 in Appendix VII)
12.1 Assessment Criteria and Instruments
SUB-ENABLING RELATED TASKS ASSESSMENT CRITERIA ASSESSMENT

OUTCOME INSTRUMENTS
11
12.2 Benchmarking of Assessment Criteria
ASSESSMENT BENCHMARKING
CRITERIA SATISFACTORY GOOD EXCELLENT
12.0 Description of Course Modules

(Extract information as it is from Item 9.0 of Appendix VI of the present document)
13.0 Eligibility for Higher Award:

……….……………………………………………
(Indicate higher qualification that the learner is
eligible upon successful completion of the current
Programme)
12
APPENDIX IX: GUIDELINES FOR ASSESSING NATIONAL

AND INTERNATIONAL RELATIONS
1.0 LINKS WITH OTHER SIMILAR TRAINING INSTITUTIONS
NAME OF COLLABORATING OBJECTIVE OF THE LINK

TRAINING INSTITUTION (Please Tick)
Staff Student Joint use of Other
Exchange Exchange Facilities (Specify)
1.0 ACADEMIC RELATED LINKS WITH RELEVANT PRODUCTION OR

SERVICE INSTITUTIONS
NAME OF OBJECTIVE OF THE LINK

PRODUCTION/SERVICE (Please Tick)
INSTITUTION Offers Staff Offers Field Offers Sponsors Provides Other
for Part Time Training to Consultancy Students Curriculum
Teaching Students Opportunity Advise (Specify)
13
APPENDIX X: GUIDELINES FOR PROJECTION OF

STUDENTS ENROLMENT
1.0 PARTICULARS OF TRAINING PROGRAMME
Indicate name of programme, minimum duration for realizing the learning outcomes
from programme, minimum entry qualifications
2.0 EQUIVALENT EMPLOYMENT GROWTH RATE

2.1 Identify major employers of graduates from the Technical Institution, sector-wise.
2.2 From each employer, obtain respective current requirements of graduates with
qualification related to the proposed curriculum, Rci.
2.3 Compile GDP growth rates for specific sectors covering the employers identified in
2.1 above, GDPi. These can be obtained from relevant authorities (e.g. Presidents
Office-Planning and Privatization).
2.4 Estimate sector-specific Employment Growth Rate by adding 2.0 percent to GDP
Growth rates, Ri, from 2.3 above as follows:
ERi  GDPi  2 (A36.1)
The recommended addition of 2.0% to the GDP is based on recommendations in the

Report of a project funded by the African Development Bank for the Government of
the United Republic of Tanzania titled: “Employment and Technical Education
Studies, Tanzania, Ed. CIL, 1998”. This is intended to consider replacement
requirement as a result of annual job openings due to normal retirements, voluntary
retirements, terminations, dismissals and deaths.
2.5 Project additional annual requirement of graduates with qualification related to the
proposed curriculum, ARci. This is a product of corresponding current requirements,
Rci, and employment growth rates, ERi.
14
ARci  ERi  Rci (A36.2)
2.6 Find the total of current requirements of graduates with qualification related to the
proposed curriculum, (  Rci ) and the corresponding total of additional annual
i
requirement of graduates to meet the growth of the economy (  ARci ).

i
2.7 Estimate Equivalent Employment Growth Rate (EER). This is a ratio of ARci over Rci,
both obtainable from 2.6, above.
 AR ci
EER  i
(A36.3)
R ci
3.0 PROJECTION OF ENROLMENT
3.1 Capacity of Training Institution

Capacity of a technical institution to run a particular training programme is assessed
in terms of:
 Available staff to meet acceptable students to staff ratio as described in the
NACTE document on “Situational Analysis for Curriculum
Development/Review”, (Appendix X therein) [2].
 Available teaching and learning space as described in the NACTE document
on “Situational Analysis for Curriculum Development/Review”, (Appendix
XI therein) [2].
 Available teaching and learning facilities/equipment as described in the
NACTE document on “Situational Analysis for Curriculum
Development/Review”, (Appendix XII therein) [2].
 Sustainability of consumables and materials as described in in the NACTE
document on “Situational Analysis for Curriculum Development/Review”,
(Appendix XIII therein) [2].
 Existing national and international relations (refer the present document in
Appendix IX).
3.2 Average Number of Graduates From an Existing Training Programme

For an existing programme, provide number of graduates for the immediate past five
years and obtain the five-year average ( G t ), as follows:
Gt 1  Gt 2  Gt 3  Gt 4  Gt 5
Gt  (A36.4)
5
15
In addition, it is necessary to obtain the following complementary data:

 Average students‟ throughput, , i.e. proportion of students who graduate
within the minimum specified duration from the whole batch of corresponding
Graduates
students who enrolled for the programme (   )
Entrants
 t 1   t  2   t 3   t  4   t 5
i  (A36.5)
5
 Average wastage rate, 
t 1  t  2  t 3  t  4  t 5
i  (A36.6)
5
This parameter takes care of the proportion of graduates who may not enter
the profession after graduation or may not be formally employed (e.g. be self
employed).
If the institution has the capacity as evaluated in 3.1 above, then the average number
of graduates as obtained with Equation (A36.4) may be considered in the further
assessment. Otherwise, the capacity of the training institution should determine the
viable number of graduates from a training programme.
3.3 Average Number of Graduates From a New Training Programme
For projection of graduates from a new training programme, decide on the average
proportion of graduates that the institution can initially output ( G i ) from the existing
employment opportunities, i.e. total of current requirements of graduates with
qualification related to the proposed curriculum, (  Rci ).
i
In doing so, the Institution or NACTE on its behalf should be guided by deficits of
employees with qualifications related to the proposed curriculum, available resources
for offering the training programme, and ability to compete with other similar
institutions (in possession of a clear competitive advantage).
(a) Deficit of employees with qualifications related to the proposed curriculum

Deficit of employees with qualifications related to the proposed curriculum
(Dc) in the current year is obtained as follows:
Dc  N  Dci (A36.7)
i
Where,
Dci  Rci  Aci

(A36.8)
16
Dc - Current Deficit
Rci - Current requirement of employee with qualifications related to
the proposed curriculum
Aci - Current number of employee available with qualifications
related to the proposed curriculum
N- Factor to take into account a likely possibility that some
employers or potential employers may not be included in the
Employer Survey/Tracer Study. If sampling was about 100%
assume N=1.0 otherwise, take N = 1.0…..2.0, depending on the
scope of Employer Survey/Tracer Study that was used to obtain
Rci and hence Dci.
Deficit of employees with qualifications related to the proposed curriculum
(Dn) in the subsequent years is obtained by taking into account economic
growth as follows:
D1  Dc 1  EER 
(A36.9)
D2  D1 1  EER 
(A36.10)
Dn  Dn 1 1  EER 
(A36.11)
Where,
D1 - Deficit in the first subsequent year
D2 - Deficit in the second subsequent year
Dn - Deficit in the n-th subsequent year
Dn-1 - Deficit in the (n-1)th subsequent year
EER - Equivalent Employment Growth Rate
17
4.0 RECOMMENDED LEVELS OF STUDENTS ENROLMENT
4.1 Multiply the proportion of graduates ( G ) as described either in 3.2 or 3.3 above by
the Equivalent Employment Growth Rate (EER) obtained in 2.7, to obtain number of
graduates for the current year, ( G0  G ). For any subsequent year, i.e. Year-i, where i
=1,2,3,4,5, use the following expression:
Gi  Gi 1 1  EER  (A36.12)
4.2 Using corresponding average students‟ throughput (  ) and average proportion of

graduates who may not enter the profession or formal employment (  ) as presented
in 3.2 above for existing training programmes, deduce respective levels of enrolment
( Si  j ) from the projected outputs in 4.1 above as follows:
Si  j 
Gi

1    (A36.13)
In Equation (A36.13) above, “j” is the minimum duration of the training programme.
In case the values of  and  are not known or for a new training programme, use
the normally acceptable levels of   0.9 and   0.2
4.3 The results from 4.2 above should be rounded either forwards or backwards to get a
reasonable rounded figure as the institution may deem fit for the purpose.
5.0 REPORTING
Prepare a report on student enrolment for the first year of implementing the
new/renewed curriculum and projection for the subsequent four years. Use the Format
indicated in Appendices XI and XIII. Typical examples of projecting students
enrolment using the present procedure is given in Appendices XII and XIV.
18
APPENDIX XI: FORMAT FOR PROJECTION OF STUDENTS

ENROLMENT INTO AN EXISTING
PROGRAMME
1.1 Name of Training Programme:

………………………………………………………
…………………………………………………
……
1.2 Minimum Entry Qualifications: ………………………………………………………

………………………………………………………
………………………………………………………
1.3 Minimum Programme Duration: …………………… (Provide number of Semesters)
S/NO NAME OF CURRENT SECTOR SECTOR ANNUAL PROJECTED

ORGANIZATION REQUIREMENT OF COVERING THE SPECIFIC EMPLOYMENT ADDITIONAL
GRADUATES ORGANIZATION GDP GROWTH RATE ANNUAL
REQUIREMENT
(i ) (Rci) (GDPi) (ERi) (ARci)
[Number] [%] [%] [Number]
19
TOTAL ( R
i
ci ) TOTAL (  AR
i
ci )
 AR ci
EER  i
 100% 
R i
ci

3.1 Current Capacity of the Training Institution
S/NO INDICATOR CURRENT RECOMMENDED CRITERIA STUDENTS THAT

STATUS CAN BE
ENROLED
1 Number of Staff Students to Staff Ratio
 Qualified Teaching Staff ………… …………
 Qualified Supporting ………… …………
Staff
2 Teaching & Learning Space, [m2] Students per m2of space
 Classrooms ………… …………
 Laboratories ………… …………
 Workshops ………… …………
 Library ………… …………
3 Teaching & Learning Facilities
 Teaching Aids ………… For all relevant courses
 Laboratory Equipment ………… Students/Equipment: ...……
 Workshop Equipment ………… Students/Equipment: ...……
 Library Collections ………… For all relevant courses
 ICT Facilities ………… Students/Computer: ....……
 Textbooks Students/Textbook: ....……
 Textbook 1:…………. ………….
 Textbook 2:…………. ………….
 Textbook “q”………... ………….
20
4 Sustainability of teaching/learning
consumables and materials, as per ………….
TShs. per students: ………..
the mean budget allocations in the
past 3 years, [TShs.]
5 Number of National Relations Ensure students‟ field training
Promote employers‟ awareness
………….
Facilitate staff training
Obtain feedback of outputs
6 Number of International Relations Facilitate staff training
Facilitate students exchange
………….
Facilitate staff exchange
CONCLUSIONS: ………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
3.2 Average Data on Graduates From an Existing Training Programme
REFERENCE ITEM NUMBER OF GRADUATES 

GRADUATES 
ENTRANTS
(Gi)
First Previous Year
Second Previous Year
Third Previous Year
Fourth Previous Year
Fifth Previous Year

AVERAGE
Number of Graduates, if capacity of

21
the Institution can meet Average

the Institution cannot meet Average
3.3 Recommended Number of Students to be Enroled into a Training Programme
YEAR OF ENROLMENT OF
FRESH STUDENTS
Gi  Gi 1 (1  EER ) Si  j 
Gi

1    RECOMMENDED
NUMBER
OF FRESH STUDENTS
Year 1
Year 2
Year 3
Year 4
Year 5
22
APPENDIX XII: EXAMPLE OF PROJECTING STUDENTS ENROLMENT

1.1 Name of Training Programme: Diploma in Geomatics
1.2 Minimum Entry Qualifications: Secondary School Certificate with at least two
credit passes from Mathematics, Geography,
Physics, Chemistry and Biology, both from same
sitting
1.3 Minimum Programme Duration: 4 Semesters of 15 weeks each
2.0 EMPLOYMENT GROWTH RATE

REQUIREMENT

1 Employer 1 630 Mining 11* 13 82
2 Employer 2 745 Construction 8.5* 10.5 78
3 Employer 3 270 Energy 6.0* 8.0 22
4 Employer 4 725 Roads 6.5* 8.5 62
6 Employer 6 980 Agriculture 6.9* 8.9 87
10 Employer 10 375 Water 5.8* 7.8 29
TOTAL ( R
i
ci ) 5,725 TOTAL (  AR
i
ci ) 569
*For example only
23
 AR ci
569
EER  i
 100%   100%  9.9%
R i
ci 5,725
3.1 Current Capacity of Training Institution
S/NO INDICATOR CURRENT RECOMMENDED CRITERIA STUDENTS

STATUS THAT CAN BE
ENROLLED
1 Number of Staff Students to Staff Ratio
 Qualified Teaching Staff 11 12:1 132
 Qualified Supporting Staff 30 4:1 120
2 Teaching & Learning Space, [m2] Students per m2of space
 Classrooms 180 1:1 180
 Laboratories 150 1:1 150
 Workshops 250 1:2 125
 Library 250 1:1 250
3 Teaching & Learning Facilities
 Teaching Aids [% courses] 75% For all relevant courses 180
 Laboratory Equipment Students per Equipment
 Major Equipment 1 120 1:1 120
 Major Equipment 2 100 1.1 100
 Workshop Equipment Students per Equipment
 Major Equipment 1 NA Not Applicable (NA)
 Library Collections For all relevant courses
 Volumes 575 180
 Periodicals 0
 Reference Books 42
 ICT Facilities
 Computer 40 Students per Computer: 2:1
 Printer 1 Students per Printer: 50:1 80
 Plotter 1 Students per Plotter: 100:1 50
 Scanner 1 Students per Scanner: 25:1 100
 Textbooks Students per Textbook: 1:1 25
 Textbook 1 200
 Textbook 2 124 200
 Textbook q 160 124
160
24
4 Sustainability of teaching/learning
consumables and materials, as per TShs. per student per year 83
mean annual budget allocations in 7,500,000 90,000:1
the past 3 years, [TShs.]
Ensure students‟ field training
5 Number of National Relations 38 Promote employers‟ awareness 150
6 Number of International Relations 6 Facilitate students exchange 150
Facilitate staff exchange
Conclusions: From the above, it is evident that that the Institution can accommodate 100
to 120 students. The observed shortfalls in some ICT facilities and one major
equipment are tolerable and can be offset by multiple sessions and/or a
modest additional investment.
3.2 Average Data on Graduates From an Existing Training Programme
NUMBER OF GRADUATES 
GRADUATES (GI) 
ENTRANTS
Previous Year 1 105 0.95 0.25
Average 100 0.91 0.19

the Institution can meet Average 100
Number of Graduates, if capacity of Not Applicable

the Institution cannot meet Average
25
3.3 Recommended Number of Students to be Enrolled into a Training Programme
FRESH STUDENTS
Gi  Gi 1 (1  EER ) Si  j 
Gi

NUMBER
OF FRESH STUDENTS
Year 1 110 144 150
Year 2 121 158 150
Year 3 133 174 175
Year 4 146 191 175
Year 5 160 209 200
APPENDIX XIII: FORMAT FOR PROJECTION OF STUDENTS

ENROLMENT INTO A NEW PROGRAMME
1.2 Name of Training Programme:

………………………………………………………
…………………………………………………
……

………………………………………………………
………………………………………………………
1.3 Minimum Programme Duration: …………………… (Provide number of Semesters)
26

REQUIREMENT
TOTAL ( R i
ci ) TOTAL (  AR
i
ci )
 AR ci
EER  i
 100% 
R i
ci

3.1 Required Capacity of the Training Institution
NUMBER REQUIRED
S/NO INDICATOR RECOMMENDED CRITERIA OF CAPACITY
STUDENTS
1 Number of Staff Students to Staff Ratio No. of Staff
 Qualified Teaching Staff ………… …………
 Qualified Supporting ………… …………
Staff
2 Teaching & Learning Space Students per m2of space Space, [m2]
 Classrooms ………… …………
 Laboratories ………… …………
 Workshops ………… …………
 Library ………… …………
27
3 Teaching & Learning Facilities No. of Facilities

 Teaching Aids For all relevant courses Aid 1: ………
Aid 2: ………
Aid n: ………
 Laboratory Equipment Students/Equipment: ...…… Equip 1: ………

Equip 2: ………
Equip m: ………
 Workshop Equipment Students/Equipment: ...…… Equip 1: ………

Equip 2: ………
Equip k: ………
 Library Collections For all relevant courses Ref 1: …………

(At least 5 students/collection) Ref 2: …………
Ref p: …………
 ICT Facilities Students/Facility 1: ....…… Facility 1: ……

Students/Facility 2: ....…… Facility 2: ……
Students/Facility 3: ....…… Facility r: ……
 Textbooks Students/Textbook: ....…… Textbook 1: …..

Textbook 2: …..
Textbook q: …..
4 Sustainability of teaching/learning TShs. per Year
consumables and materials, as per
TShs. per students: ………..
the mean budget allocations in the …………………
past 3 years
CONCLUSIONS: ………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
28
(a) Deficit of Employees with Qualifications Related to the Proposed Curriculum

S/NO NAME OF CURRENT EMPLOYEE WITH DEFICIT
ORGANIZATION REQUIREMENT OF QUALIFICATIONS
GRADUATES RELATED TO THE
RELATED TO PROPOSED
CURRICULUM CURRICULUM
(i) [Number] [Number] [Number]
TOTAL
CURRENT DEFICIT
DEFICIT IN FIRST SUBSEQUENT YEAR
DEFICIT IN SECOND SUBSEQUENT YEAR
DEFICIT IN THIRD SUBSEQUENT YEAR
DEFICIT IN FOURTH SUBSEQUENT YEAR
(b) Decision on number of graduates from a new Training Programme

(Fill number where applicable)
NO.OF GRADUATES NUMBER OF FIRST BATCH GRADUATES ( G )

FROM ANALYSIS CAPACITY OF THE CAPACITY OF THE NO DEFICITS RECORDED
INSTITUTION CAN INSTITUTION CANNOT MEET OR DEFICIT DATA NOT
MEET 100% DEFICITS 100% DEFICITS AVAILABLE*
Capacity:
Deficit:
* If no deficits recorded or data not available, assume 50% of capacity
29
3.3 Recommended Number of Students to be Enrolled into a New Training

Programme
FRESH STUDENTS
Gi  Gi 1 (1  EER ) Si  j 
Gi

NUMBER
OF FRESH STUDENTS
Year 1
Year 2
Year 3
Year 4
Year 5
APPENDIX XIV: EXAMPLE OF PROJECTING STUDENTS

ENROLMENT INTO A NEW PROGRAMME
1.1 Name of Training Programme: Diploma in Geomatics
1.2 Minimum Entry Qualifications: Secondary School Certificate with at least two
credit passes from Mathematics, Geography,
physics, chemistry and biology, both from same
sitting
1.3 Minimum Programme Duration: 4 Semesters of 15 weeks each
2.0 EMPLOYMENT GROWTH RATE

REQUIREMENT

3 Employer 3 270 Energy 6.0* 8.0 22
4 Employer 4 725 Roads 6.5* 8.5 62
30
10 Employer 10 375 Water 5.8* 7.8 29
TOTAL ( R
i
ci ) 5,725 TOTAL (  AR
i
ci ) 569
*For example only
 AR ci
569
EER  i
 100%   100%  9.9%
R i
ci 5,725
3.1 Required Capacity of the Training Institution

NUMBER REQUIRED
S/NO INDICATOR RECOMMENDED CRITERIA OF CAPACITY
STUDENTS
1 Number of Staff Students to Staff Ratio No. of Staff
 Qualified Teaching Staff 12:1 75 6
 Qualified Supporting 4:1 19
Staff
2 Teaching & Learning Space Students per m2of space 75 Space, [m2]
 Classrooms 1:1 75
 Laboratories 1:1 75
 Workshops 1:2 75
 Library 1:1 75
31
3 Teaching & Learning Facilities No. of Facilities

 Teaching Aids For all relevant courses 75 Aid 1: 1
Aid 2: 4
Aid n: 1
 Laboratory Equipment Students/Equipment: 1:1 Equip 1: 75

Equip 2: 75
Equip m: 75
 Workshop Equipment Students/Equipment: 4:1 Equip 1: 19

Equip 2: 19
Equip k: 19
 Library Collections For all relevant courses (At Ref 1: 15

least 5 Students/Collection) Ref 2: 15
Ref p: 15
 ICT Facilities Students/Facility 1: 2:1 Facility 1: 38

Students/Facility 2: 2:1 Facility 2: 38
Students/Facility 3: 1:1 Facility r: 75
 Textbooks Students/Textbook: 1:1 Textbook 1: 75

Textbook 2: 75
Textbook q: 75
4 Sustainability of teaching/learning TShs. per Year
consumables and materials, as per
TShs. per students: 100,000/= 75
the mean budget allocations in the 7,500,000/=
past 3 years.
Conclusions: The required human, physical and infrastructural resources to train 75 students
as indicated in the Table are the current ceiling ability of the Technical
Institution. (Otherwise, the above Table is filled in for different scenarios of
students’ enrolment until the desired enrolment figure is obtained based on
ability/potential ability to meet the corresponding resources implications).
The result is therefore considered as the take-off capacity of the training
institution.
(a) Deficit of Employees with Qualifications Related to the Proposed Curriculum
S/NO NAME OF CURRENT REQUIREMENT OF EMPLOYEE WITH DEFICIT

ORGANIZATION GRADUATES QUALIFICATIONS
(i ) RELATED TO THE PROPOSED RELATED TO THE
CURRICULUM PROPOSED CURRICULUM
[Number] [Number] [Number]
32
1 Employer 1 630 260 370
2 Employer 2 745 590 155
3 Employer 3 270 340 -70
4 Employer 4 725 725 0
5 Employer 5 410 270 140
6 Employer 6 980 1,000 -20
7 Employer 7 400 150 250
8 Employer 8 440 465 -25
9 Employer 9 750 750 0
10 Employer 10 375 340 35
TOTAL 5,725 4,890 835
CURRENT DEFICIT 835
DEFICIT IN FIRST 918

SUBSEQUENT YEAR
DEFICIT IN SECOND 1,009

SUBSEQUENT YEAR
DEFICIT IN THIRD 1,109

SUBSEQUENT YEAR
DEFICIT IN FOURTH 1,219

SUBSEQUENT YEAR
(b) Decision on number of graduates from a new Training Programme

(Fill number where applicable)
NUMBER OF NUMBER OF FIRST BATCH GRADUATES ( G )

GRADUATES CAPACITY OF THE CAPACITY OF THE NO DEFICITS RECORDED
FROM ANALYSIS INSTITUTION CAN INSTITUTION CANNOT OR DEFICIT DATA NOT
MEET 100% DEFICITS MEET 100% DEFICITS AVAILABLE*
Capacity: 75
Not Applicable 75 Not Applicable
Deficit: 1,109
33
* If no deficits recorded or data not available, assume 50% of capacity
3.3 Recommended Number of Students to be Enrolled into a Training Programme
FRESH STUDENTS
Gi  Gi 1 (1  EER ) Si  j 
Gi

NUMBER
OF FRESH STUDENTS
Year 1 82 109
Year 2 90 120
Year 3 99 132
Year 4 109 145
Year 5 120 160
Note: For a new programme it was recommended to assume   0.9 and   0.2
APPENDIX XV: FORMAT FOR ASSESSING FINANCIAL

IMPLICATIONS FOR IMPLEMENTING A
CURRICULUM
1.1 Name of Training Programme: ………………………………………………………

…………………………………………………
……
………………………………………………………
1.3 Minimum Programme Duration: …………………… (Provide number of Years)
34
2.0 RECURRENT EXPENDITURES

COST CENTRE COST ITEM STUDENTS ENROLMENT
Scenario 1 Scenario 2 Scenario 3
STAFF Staff Salaries and Allowances
Staff Development
Space Repair and Maintenance of Buildings for
Teaching Purposes only
Repair and Maintenance of Buildings for
Multiple Purposes (e.g. offices)
Repair and Maintenance of Students’ Hostels*
Depreciation on Buildings
Equipment Repair and Maintenance of Equipment for
Repair and Maintenance of Equipment for
Other Use
Depreciation on Equipment
Materials / Material/Consumables for Teaching
Consumables Material/Consumables for Other Use
Students Catering Expenses*
Utilities Electricity Bills
Water Bills
Telephone and Fax
Postage
Other Printing
Transport (Fuel, lubricants, spares)
Travel (per Diem etc.)
Medical Services
Cleaning Services
Other (Please Specify):
*Current Practice discourages Institutions to shoulder these and other similar costs in order to
minimize fees chargeable to students, and hence promote private sponsorship.
3.0 DEVELOPMENT EXPENDITURES

COST CENTRE COST ITEM STUDENTS ENROLMENT
Space Erection/Procurement of Buildings for
Erection/Procurement of Buildings for Multiple
Purposes (e.g. offices)
Erection/Procurement of Students’ Hostels*
Equipment Procurement of Equipment for Teaching
Purposes only
35
Procurement of Equipment for Other Use

Other Procurement of Motor Vehicles etc.
4.0 INCOME
INCOME ITEM STUDENTS ENROLMENT
Owner‟s Contribution
Income from Student Fees
Income from Consultation and Service Charges (If available)
Income from Continuing Education Courses (If available)
Income from Production Activities (If available)
5.0 SUMMARY OF FINANCIAL IMPLICATION DATA

DESCRIPTION OF FINANCIAL IMPLICATION STUDENTS ENROLMENT
Recurrent Expenditure
Development Expenditure
Income
Deficit (Where Applicable)
Surplus (Where Applicable)
36

NACTE-Procedure Curriculum Development

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THE NATIONAL COUNCIL FOR TECHNICAL EDUCATION

Procedures for Curriculum

Dar es Salaam June 2010

ES1. This document, “Procedures for Curriculum Development and Review

ES4. In order to ensure smooth implementation of curriculum it is necessary to

factors may in one way or another result to additional investments in the

ES5. Continuous monitoring is crucial during the curriculum implementation at

2.0 FRAMEWORK FOR THE ACTUAL CURRICULUM

3.0 IMPLICATIONS AND PROCEDURES FOR IMPLEMENTING

4.0 MODALITIES FOR REVIEW OF CURRICULA ............................................. 25

GLOSSARY OF TERMS USED IN THE DOCUMENT ...........................................32

LIST OF ABBREVIATIONS AND ACRONYMS

CDTT Curriculum Development Task Team

1.2 Objectives and Scope of the Document

This document, “Procedures for Curriculum Development and Review” is intended to

2.0 FRAMEWORK FOR CURRICULUM DEVELOPMENT PROCESS

2.1 The Actual Curriculum Development Process

Credit SPECIFY ASSESSMENT

Course Modules for the Qualification

2.2 Modalities for the Identification of Enabling Learning Outcomes

2.2.1 General Framework

 Represent integration of student‟s knowledge, skills and understanding in a

 Represent performance required of learners in their personal or professional lives

 Are verifiable, assessable and public; and

(b) The process of writing statements on enabling outcomes should encourage

(c) From the technical institution‟s perspective, having enabling outcomes

Principal Principal Principal

IDENTIFY IDENTIFICATION OF IDENTIFICATION OF

IDENTIFICATION IDENTIFICATION IDENTIFICATION IDENTIFICATION

Figure 2: Major Components of Actual Curriculum Development Process

higher-level principal outcomes specified by NACTE to describe a particular

2.2.2 Putting in Specific Curriculum Needs

 Understanding is represented by verbs that refer to grasping of concepts and being

Apart from stating specific competencies as may directly be obtained through

2.2.3 Incorporating Generic Curriculum Needs

 Identify and solve problems in which responses display that responsible

 Demonstrate an understanding of the world as a set of related systems by

 Being culturally and aesthetically sensitive across a range of social contexts;

 Develop successful entrepreneurial opportunities;

 Collect, analyse, organize and critically evaluate information;

 Communicate effectively using visual, mathematical and/or language skills in

 Work effectively with others as a member of a team, organization, and

 Show responsibility towards the environment and health of others;

 Demonstrate cultural sensitivity across a range of social contexts;

Competitive advantage must be incorporated in the enabling environment to ensure that

 Curriculum and hence enabling outcomes should address the needs of

 Cutting edge technologies/processes/methods, as the case may be, and future

2.2.5 Embedding Level Descriptors in Enabling Outcomes

 Working under supervision versus working independently;

 Working with routine versus unfamiliar and complex situations;

 Using given principles versus constructing/adapting principles; and

 Using given techniques versus selecting and adapting techniques.

2.2.6 Developing Tasks to Realize Enabling Outcomes

 As much as possible relate to the situation expected at relevant workplace after

 Include assessment criteria that also relate to the workplace roles;

 Promote reasonable multi-disciplinarity, in order to facilitate life-long learning

2.2.7 Formulation of Teaching and Learning Strategies

2.3 Modularization of Curriculum and Assignment of Credits

2.3.1 Identification of Course Modules