Page 18 - CVQ Handbook Updated March2022

Requirements and Guidelines for School Administrators and Principals

ADMINISTRATIVE
ARRANGEMENTS
FOR THE CVQ*

School principals, managers and teachers have a significant role to play in Competency
Based Education Training and Assessment. In schools where a good transition is made,
the:

1. Senior Staff has:
(a) an accurate understanding of the nature of CBETA and the value of the CVQ*
(b) allotted adequate time to explore and discuss the programmes and the
Regional Qualification Framework (RQF)
(c) organised the staff to think creatively and holistically about the core delivery
issues:
(i) the student group;
(ii) the organisation of classes;
(iii) the need to acquire or develop resources;
(iv) the need to plan appropriate methodologies and systems of delivery;
(v) the need to build relationships with relevant employers/industry partners
and/or create suitable work simulation environments; and,
(vi) the need to ensure supportive administrative processes and structures
are in place (e.g. records storage and retrieval).

2. School or Assessment Centre has:

(a) a vision and mission that enables CBETA;
(b) an administration that is committed to the objectives of CBETA;
(c) a culture of teamwork integrated into its programme delivery;
(d) a commitment to equal opportunity;
(e) a national TVET mechanism for the coordination of CVQ* programme;
(f) a senior member of staff who co-ordinates the CVQ* programme;
(g) knowledge of, and commitment to relevant occupational health and safety

(OHS) standards for the various programmes of choice; and,
(h) various methods in place to ensure that staff and students have a clear

understanding of the value of the CVQ*.

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