These were generated at a workshop I facilitated recently with a group of vocational education teachers.

Although there are many official documents, standards and policies that stipulate similar principles, the group wanted to develop their own as away of confirming that they were in agreement and also as a way of emphasising what was important to them as educators.

The group agreed that these should be addressed when designing learning and assessment and as a set of criteria against which learners could provide feedback and evaluation could be conducted.

What learners need to understand

  • the nature of competency based training & assessment
  • the scope of the qualification, the units and its various applications
  • how they can/will learn
  • the purpose of assessment


  • are encouraged to critically reflect on their learning
  • interact constructively with other learners
  • have the opportunity for peer and self assessment
  • are supported, especially those with special needs which have been identified in the pre-training review or LLN assessment
  • are engaged in the evaluation of the learning & assessment


  • is aligned with the unit requirements: elements, performance criteria and range of conditions etc
  • focuses on the achievement of competency
  • is appropriate for the qualification level
  • is communicated effectively to learners
  • uses a range of methods to collect evidence
  • aligns with the principles of assessment
  • meets the rules of evidence
  • encourages reflection on practice
  • is engaging and enjoyable


  • A variety of learning modes & approaches is used
  • Learning and assessment strategies cater for a range of learning styles
  • Learners are engaged in practical activities & performance of the competency
  • New skills & knowledge build on previously acquired skills & knowledge (scaffolding)
  • Strategies, assessment practices and materials are culturally sensitive and inclusive
  • Learning processes and materials are industry relevant and up to date


  • is applied in real world situations, especially workplaces or community settings or a simulated environment
  • Alternatively, complex case studies are used for application of knowledge
    • Also, learners have the opportunity to create their own case studies based on their own work experience
  • Learners explain their practice and activities as a way of demonstrating their understanding of required knowledge

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