National Vocational Qualifications

Framework (NVQF)
To deliver a skilled and qualified workforce in Pakistan

Version 2

26 September 2017

National Vocational and Technical Training Commission (NAVTTC)

 Main NVQF Document-Final Draft-As on 26 September 2017

Table of Contents
Abbreviations 3
Preface 4
Message from Federal Minister for Education & Professional Training 5
Executive Summary 6
Introduction 8
Structure of NVQF 9
Development of NVQs 10
Development of Competency Standards 10
Categorization and Leveling Competency Standards 12
Review of NVQs 12
Coding of NVQs 12
Development of Competency Based Curriculum 12
Crediting NVQ 13
Development of Trainers and Learner’s Guides 14
Assessment of NVQs 14
Development of Assessment Guides 15
Training and Certification of Assessors 16
Accreditation of QABs and Assessment Centers 16
Conduct of Assessment 17
Certification of NVQs and Record Keeping 17
Re-assessment and Appeals against Assessment 18
Moderation of Assessment 18
Recognition of Prior Learning (RPL) 19
Management of NVQF 21
Management Structure 21
Managing NVQs Equivalences 23
Monitoring and Evaluation of NVQs 24
Managing NVQF Review and Improvement 25
Managing NVQ Registry 25
Quality Assurance 27
Quality assurance of NVQF qualifications 27
Quality assurance of the delivery and conduct of training 27
Quality assurance of assessment 28
Quality assurance of the management 28
Monitoring and Evaluation 28
Provisions of Foreign Qualifications in Pakistan 29
Relationship with International NVQs 30
Appendices 31
Appendix-1: NVQF Level Descriptors 31
Glossary 32

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Abbreviations
B.Tech Bachelor of Technology
CCDTE Committee of Chairmen and Directors of Technical Education
CSs Competency Standards
CUs Competency Units
DACUM Developing A Curriculum
DAE Diploma of Associate Engineer
EQF European Qualification Framework
IBCC Inter Board Committee of Chairmen
LOs Learning Outcomes
M&E Monitoring & Evaluation
M.Tech Master of Technology
NAVTTC National Vocational and Technical Training Commission
NMC NVQF Management Committee
NSIS National Skill Information System
NSS National Skill Strategy
NSUs NVQF Support Units
NVC National Vocational Certificate
NVQs National Vocational Qualifications
NVQF National Vocational Qualifications Framework
PVTC Punjab Vocational Training Council
QA Quality Assurance
QABs Qualification Awarding Bodies
QDC Qualification Development Committee
RPL Recognition of Prior Learning
TEVTAs Technical Education and Vocational Training Authorities
TLM Teaching and Learning Material
TVET-RSP TVET Reforms Support Program

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Preface
Pakistan’s first National Vocational Qualification Framework (NVQF) was launched
in March 2015 after series of consultations with all TVET stakeholders. It facilitated
in introducing competency-based courses in TVET institutions, which were
developed by NAVTTC under the TVET Reforms Support Program (TVET-RSP) in
collaboration with European Union, the Embassy of the Kingdom of Netherlands, the
Federal Republic of Germany and the Royal Norwegian Embassy. The program was
commissioned by the German Federal Ministry for Economic Cooperation and
Development (BMZ) and was implemented by Deutsche Gesellschaft fur
Internationale Zusammenarbeit (GiZ) GmbH in close collaboration with NAVTTC.

The two years pilot and experimental introduction of National Vocational

Qualifications (NVQs) across the country gathered lots of experience and feedback
from TVET service providers and institutions which brought forward the need to
revise the main NVQF document and it support manuals so as to further streamline
the procedures and processes for development, assessment and management of
NVQs. In a joint workshop of all stakeholders in November 2016, it was decided to
review the existing 11 operational manuals and merge them in to 3 operational
manuals each on, “Development of NVQs”, “Assessment of NVQs” and “Management
of NVQs” and also revise the main NVQF document.

The second phase of TVET-RSP plans for development of new NVQs and also review
already developed qualification so as to comprehensively package them from level 1
to 4. It also includes human resource development component to develop capacity
of management and assessment bodies and training institutions and thus preparing
them to efficiently and smoothly implement NVQs.

The NVQF main document and its supported operational manuals will remain a
dynamic document and procedures and processes prescribed in the revised
operational manuals will be kept updated upon input and suggestions received from
the TVET service providers.
Zulfiqar Ahmad Cheema
Executive Director
NAVTTC, Islamabad
Islamabad September 2017

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Message from Federal Minister for Education & Professional

Training
Pakistan is blessed with a tremendous human resource potential where around
60% of the population is below 30 years of age. This energetic youth is available for
employable skills under a credible, reliable and internationally recognized TVET
system for converting them into a demographic dividend for Pakistan’s economy.

The present era marks resurgence of TVET in Pakistan. Several reform-based

initiatives are being taken for development of the technical and vocational
education system, in collaboration with private sector participation and with
technical assistance of our valued development partners from the international
community. One of the important components of these reforms has been the
development and implementation of this National Vocational Qualifications
Framework, which aims at bringing a paradigm shift by making TVET delivery
credible, marketable and consistent with international demands.

I am pleased to present this outcome of an extensive consultation process with all

TVET stakeholders in the form of the second version of the Pakistan National
Vocational Qualification Framework (NVQF) supported with three operational
manuals. I am sure these will help in the establishment of a coherent national
system of TVET qualifications, promote demand-based training through an efficient
assessment mechanism and lead to improvement in the overall quality of TVET in
conformity with the National Skill Strategy and in pursuance of the National TVET
Policy.

Muhammad Baligh Ur Rehman

Minister for Federal Education and Professional Training
Islamabad

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Executive Summary
This framework is an overarching document, which is supported with three
operational manuals; Manual 1 on “Development of NVQs”, Manual 2 on
“Assessment of NVQs” and Manual 3 on “Management of NVQs”. Each manual
describes in detail, procedures and processes in development of NVQs, in conduct of
NVQs assessment and in management of NVQs. This main NVQF document consists
of five sections on which policy guidelines have been given for efficient and smooth
development, assessment and management of National Vocational Qualifications

Structure of NVQs
The revised NVQF contains levels 1 to 8 qualifications with levels 1 to 4 for National
Vocation Certificates, Level 5 for Diploma and Level 6 to 8 leading to graduate and
post graduate level degree qualifications assuring the upward mobility within TVET
sector. NVQs certification for level 1 to 5 falls within the purview of the Qualification
Awarding Bodies (QABs) while certification of qualifications for level 6 to 8 falls
within the purview of universities. Each level of the qualifications is defined by a set
of approved Level Descriptors describing the broad outcomes expected of achievers
and the complexity of skills and knowledge at that level.

Development of NVQs
NVQs will be developed in response to demands of the labour market and national
priorities with involvement of academia and industry at key stages in the
development process. The procedures and processes thus involve development of
competency standards derived from the DACUM or Functional Analysis approaches
with participation of industry experts, development of assessment evidence guides
for each single competency standard as well as for integrated assessment in
collaboration and development of competency-based curriculum with participation
of both industry and academia. It further specifies the procedure for registration
and notification of NVQs under the NVQF system.

Assessment of NVQs
NVQs assessment will be conducted through a well-defined system of assessment.
The procedures and processes involved are training of sufficient and competent
assessors, ensuring minimum essential standards for quality assurance through
accreditation of Qualification Awarding Bodies and the Assessment Centers and
providing pathways for formal, non-formal and informal candidates entry and to
gain NVQs certification after passing through the integrated assessment. It also
facilitates students to achieve either a full qualification or a record of achievement if
he/she doesn’t further want to pursue for full qualification. Procedures to keep

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record of successful candidates, a moderation system to ensure fair, valid and

consistent assessment across the country and an opportunity for appeals and re-
assessment have also been described.

Management of NVQs
NVQF management system has been made efficient, effective and smooth with
prescribing a well-defined management structure at the national and provincial
levels with clear role and responsibilities of management bodies. NVQF support
units (NSUs) established by the management bodies will manage implementation of
NVQF at the national and provincial levels. An “NVQF Management Committee”
(NMC) has been constituted at the national level to overall manage and give policy
directions on management and implementation of NVQs.

Quality Assurance of NVQs

The NVQF Quality Assurance (QA) system consists of five major interrelated and
interconnected systems;
a) Quality assurance of NVQF qualifications
b) Quality assurance of the delivery and conduct of training
c) Quality assurance of assessment and certification
d) Quality assurance of the NVQF management system and
e) Monitoring and evaluation of the NVQF.
The three NVQF support manuals cover all these 5 quality aspects.

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Introduction
The second version of National Vocational Qualifications Framework (NVQF) has
been developed on the basis of experience gained and feedback received from TVET
service providers and individual TVET experts from the academia and industry after
implementation of NVQs in selected TVET institutions through out the country. The
revised NVQF version 2 is thus more aligned with the functions, roles and
responsibilities of TVET service providers at the national and provincial levels. This
NVQF document is supported with the three operational manuals; Manual-1 on
Development of NVQs, Manual-2 on Assessment of NVQs and Manual-3 on
Management of NVQs, which describe guidelines and procedures on each aspect.

This NVQF document describes NVQF levels and level descriptors and brief
description of procedures and policy guidelines for development, assessment and
management of NVQs.

The Chapter on “Development of NVQs” provides policy guidelines, procedures and

processes for development of qualification and registration under the NVQF system.
Each qualification will have a specific date of review and hence criteria and
procedure for review of the qualification has also been prescribed. Detail is given in
the Manual-1 on “Development of NVQs”.

The Chapter on “Assessment of NVQs” provides policy guidelines, procedures and

processes for undertaking assessment of NVQs by the QABs and Assessment Centers
including assessment for Recognition of Prior Learning. Moderation system to
ensure fair, valid and consistent assessment and opportunity for appeal and re-
assessment has also been prescribed. Detail is given in the Manual-2 on “Assessment
of NVQs”.

The Chapter on “Management of NVQs” provides policy guidelines, procedures and

processes for managing implementation of NVQs by the national and provincial
TVET bodies in the public and private sectors. It also describe management of
equivalences of NVQs at four areas; equivalences within NVQs, Equivalence of NVQs
with existing (traditional TVET qualifications, with qualification of general and
higher education and equivalence with foreign qualifications. Detail is given in
Manual 3 on “Management of NVQs”.

Glossary has been added to understand the terms used in this document

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Structure of NVQF
The revised structure of NVQF contains eight levels. National Vocation Certificates
for level 1 to 4 and Diploma for Level 5 will be assessed and certified by QABs and
graduate and postgraduate qualifications i.e. Level 6 to 8 will be assessed and
degrees awarded by universities accredited by HEC. The Figure 1 below shows
structure of the NVQF.

Higher Education
Level 8 • Doctorate

Sector
Level 7 • Master

Level 6 • Bachelor

Level 5 • Diploma

Level 4 • National Vocational Certificate

Level 3

TVET Sector
• National Vocational Certificate

Level 2 • National Vocational Certificate

Level 1 • National Vocational Certificate

Figure 1: The National Vocational Qualification Structure

The present version of NVQF is covering levels 1 to 4 only. Qualifications from level 5 to 8 will evolve gradually.

Each Level of the qualification framework is defined by a set of approved level

descriptors (Appendix 1). They describe the broad outcomes expected of pass-outs
under three categories of “Knowledge & Understanding”, “Skills” and
“Responsibilities”. The level descriptors are used as guidelines for leveling
competency standards, development of assessment guides, curricula and trainers
and learner’s guides.

The National Vocational Certificate (NVC) level 1 to 4 prepares students from a

semi-skilled person to a professional who possess necessary knowledge of an area
of work or study from elementary to comprehensive knowledge as per level
requirements, skills required to carry out and complete the tasks as per level
complexity and take the responsibility from limited supervision (level 1) to full
autonomy (level 4). The Diploma (Level 5) prepares students to become specialist
having advanced theoretical knowledge of an area of work or study, posses mental,
technical and practical skills to complete tasks, carry out planning & development
with complete accountability.

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Development of NVQs
The process for development of a new National Vocational Qualification (NVQ) shall
start with undertaking a labour market demand analysis, which shall provide
justification and rationale for development of the qualification. A Qualification
Development Committee (QDC) shall then be constituted in consultations and
approval with NAVTTC and respective TEVTAs to develop and finalize the
Competency Standards (CS) and Assessment Evidence Guides for that qualification.
The Figure 1 below shows processes for development and finalization of
competency standards and assessment evidence guides for a new national
vocational qualification.

Submission
Constitution NVQ
Labour of intent to Development Development
of a Approved,
Market develop the of of Assessment
Qualification
Demand qulaificatio
Development
Competency Evidence Notified &
Analysis n and its
Committee
Standards Guides Registered
Labour market approval
needs and Submission QDC is
demands, and constituted CS and
detalied approval of as per Conduct of Assessment
intent to Development
occupational composition Occupational of Assessment Guides are
information, develop & TORs and Analysis and
NVQ on the Guides approved,
national/ is development of
overseas basis of approved/ competency notified and
employment demand notified by standards NVQ registered
trends and analysis by NAVTTC by NAVTTC
opportunities NAVTTC

Figure 2: Process for development of NVQ

Competency Standards approved and notified will make the NVQ eligible for its
registration in the NVQ Registry System.

All NVQs will be leveled as per NVQF level descriptors and thus each NVQ will have
competency standards (generic, functional and technical) from level 1 to 5. A
qualification summary sheet shall also be developed that will provide necessary
detail e.g. title, level, date of development, version number, time in credit hours,
competency standards, code and other requirements.

Development of Competency Standards

NVQs shall be developed on the basis of skill demand analysis using the labour
market information system, labour force survey and statistics of skilled workforce
yearly published by the Government of Pakistan. It will be based on evidence of
support from relevant industry and sector skills councils. Public and private sector
TVET service providers will submit their intent to NAVTTC to develop NVQs

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according to the laid down procedures and processes described in the Manual-1 on
“Development of NVQs”.

NAVTTC shall verify the rationale/ skill demand analysis and documents provided
and will give go-ahead to develop the qualification or may indicate missing
information/ documents.

Once the intent to develop the NVQ is cleared by NAVTTC, the NAVTTC will
constitute a Qualification Development Committee (QDC) in consultations with
industry and applicant, which will be approved and notified by NAVTTC. The
composition and terms of reference of QDC are given below.

Composition of QDC
 Representative from NAVTTC
 6 members with wide experience in occupations within the industry sector
who are current practitioners (nominated by industry, SSC, CCIs, Trade
Associations etc.)
 6 representatives from private and public training providers (from TEVTAs,
PVTC, QABs, and private training institutions as appropriate)
 A Certified CBT Assessor of the same sector (Allied sector)
Terms of Reference of QDC
 Identify and nominate Occupational Analysis Panel and a Facilitators for
occupational profiling
 Conduct workshops and finalize the chart (s)
 Identify suitable practitioners to take part in competency standards
development and the development of assessment guides
 Conduct competency standards and assessment guides development
workshops.
 Undertake industry validation of competency standards and assessment
guides and finalize documents for submission and notification of NAVTTC

The Qualification Development Committee (QDC) will be responsible for

occupational profiling. Since it involves high-performing incumbent workers to
analyze their own job and identify the duties & tasks that make up their jobs, the
QDC will constitute a panel, appoint a competent facilitator, and get an occupational
profile prepared in a chart format, which describes various levels of an occupation
in terms of specific jobs, duties and tasks that competent workers must perform.

The QDC on the basis of occupational profiling chart will develop and finalize
Competency Standards (CSs) and Competency Units (CUs) on the basis of major
duties and tasks listed in the chart and develop the full package of the competency
standard document including performance criteria, underpinning knowledge and

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understanding, level, requirements for progress and achievement, pathways,

equivalences and other conditions.

The competency standards developed shall be validated by the relevant industries/

Sector Skills Councils to confirm the accuracy of the competency standards and get
their feedback and endorsement.

Categorization and Leveling Competency Standards

All competency standards in the NVQ shall be categorized in to “Generic”,

“Functional” and “Technical” and be leveled according to NVQF level descriptors.
Each qualification shall include competency standards for level 1 to 4.

Review of NVQs

QDC/NAVTTC shall assign a review date to each qualification to ensure its relevance
validity. The review date shall be 3 years from the date of industry validation, but in
areas where technologies are advancing rapidly or where major changes are
expected it can also be less than 3 years.

Coding of NVQs

Each NVQ and its competency standards shall be assigned unique codes by the
National Vocational Registry System as a national vocational qualification identifier.
This shall be based on International Standards of Classification of Education
(ISCED).

The NVQ once approved by NAVTTC will be registered and notified for information
of all stakeholders.

Development of Competency Based Curriculum

Competency-based curriculum shall provide overall course guidelines in relation to
teaching and learning and act as the key instrument in supporting standardized
formal, non-formal and informal training. Curriculum development thus aims at
providing a bridge between competency standards and actual delivery of the
training/ teaching program and hence is an important source in the development of
trainers and learner’s guides.

NAVTTC or TEVTAs or any other agency may constitute a Curriculum Development

Committee (CDC) with the following composition and TORs (optional).

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Composition of CDC
 Representative of NAVTTC
 Industry representatives/ SSCs
 Experts from private and public training providers
 Instructors from TVET institutions with experience, knowledge and writing
skills from the relevant sector
 Certified CBT Assessor of the same sector (Allied sector)
Terms of Reference of CDC
 Examine the qualification, competency standards and level to identify
requirements for curriculum
 Devise the curriculum that will support the achievement of the competency
standards and the qualification
 Define the credit value of the qualification after assigning credit value to
each learning unit.
 Provide supportive notes on trainers and learner’s guides’ writers,
assessment context, critical aspects, assessment conditions and resources
required for assessment.
 Ensure industry validation of the curriculum.

Crediting NVQ

The credit value of the whole qualification shall defined by estimating the amount of
time/ instruction hours required to complete each competency unit and
competency standard. The NVQF uses a standard credit value of 1 credit = 10 hours
of learning (Following Higher Education Commission (HEC) guidelines. For
example:

Table 1: Assigning Credit Value to the Competency Standards

Competency Standards Estimate Credit
of hours
Identify Design Tools 100 10
Conceive a Design Concept 200 20
Analyze Cost Effective Solutions 100 10
Edit Photos and Development of Graphics 50 5
Prepare Pre-Press Job 200 20
Perform basic Hardware Maintenance 200 20
Communicate with Others 100 10
Describe rights at the workplace 50 5
1000 100

The CDC shall finalize the curriculum on the basis of industry feedback and submits
it to NAVTTC for approval, notification and uploading on the website for
information

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Development of Trainers and Learner’s Guides

The Qualification Development Committee (QDC) may assign for development of
Trainers and Learner’s guides to any relevant institution/ organization/ group of
professional writers/ individual(s) through a contract giving them a fixed timeline.

Once the draft Trainers and Learner’s Guides are developed, the CDC in
consultations with NAVTTC and TEVTAs shall constitute a T&L guides review
committee with the following composition and TORs.

Composition
 Subject matter experts
 Trainers and instructors from the training institutions who possess relevant
academic background and teaching experience
 2-3 industry representatives for that trade,
Terms of Reference
The T&L guides review committee will check that guides don’t have spelling,
grammatical and technical mistakes and ensure:
 The compliance of T&L with CBT Curriculum
 T&L supports the Learning Outcomes of the curriculum
 That the images used are proper and legally allowed
 Learning activities are aligned with learning outcomes
 Learning activities reflect the performance criteria/ skills identified in the
competency standards
 Learning activities support the knowledge & understanding specified against
those skills
 That the trainees have adequate time to practice or apply the desired
learning
 That it facilitates in getting/ providing feedback on the T&L guides

Assessment of NVQs
Assessment is the key to achieve the NVQF qualification through whatever the
pathway an individual is coming from. A comprehensive assessment system shall be
designed that caters for the needs of all individuals whether they are coming from
formal system or informal/non-formal systems. The three main objectives of NVQs
assessment system shall be to:

a) Provide evidence that the candidate is capable of performing the

competencies being assessed according to the national competency
standards through whatever the pathway an individual is coming from.
b) Assure that assessment is fair, valid and consistent across the board and

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c) Issue a national certificate of vocational qualification or record of

achievement to individuals declared “Competent” for a full/ complete
qualification or in certain numbers of competency standards, respectively.

NVQs assessments are conducted to assess candidate’s skills, knowledge and

attitudes against set industry standards through various modes such as
demonstrations, simulations, presentations, assignments, projects, creations, and
scenarios. The Figure 4 shows different pathways that individuals may take to
acquire a national vocational qualification.

TVET Entry Pathways Outcome NVQF Levels

Formal: 5
Formal:
NVQF Assessment System
 Institutional course-based training
 Formal apprenticeship training
4

NVQs Certification
Non-Formal:
 Industry/ Enterprise-based NVQs Assessment
short courses/ training
programs on life skills, work
Assessment against 3
skills, and social or cultural national competency
development standards

2
Informal:
 Informal Apprenticeship (Ustad-
Shagird)
 Self-learning/ Self-employment 1

Figure 3: Pathways to achieve NVQ

Development of Assessment Guides

The process for development of assessment evidence guides shall include:

a) Development of the assessment package based on the competency standards

by the Qualification Development Committee (QDC) in line with national
templates and guidelines provided in the Manual 1 on “Development of
NVQs”.
b) Review of assessment guides by NAVTTC to ensure that they are consistent
with prescribed knowledge and understanding, specific skills and
performance criteria described against each competency standard. Validate
the assessment guides after gaps & deficiencies, if found, are removed.

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c) Notification of the assessment guides and uploading it on the NAVTTC

website for use by QABs/ Assessment Centers/ Assessors.

Training and Certification of Assessors

Only certified competency assessors registered with NAVTTC can conduct NVQ
assessment. The process for training, certification and registration of assessors is
given below:

a) Three categories of assessors will be trained, certified and registered;

 Certified Assessor (Level 2) authorized to conduct assessment
 Advanced Assessors (Level 3) authorized to conduct NVQs assessments
and design assessment material
 Lead/Master Assessors (Level 4) authorized to conduct NVQs
assessment, conduct Assessor’s training, coaching and mentoring

Criteria for selection of instructors and trades experts from the industry to select
and train the assessors under the above-mentioned categories have been described
in the NVQF operational manual 2 on “Assessment of NVQs”. Training of assessors
will be done by QABs and the Assessment Centers. NAVTTC will register the
certified assessors in NVQ Registry system.

Accreditation of QABs and Assessment Centers

In order to ensure quality of assessment of NVQs, the Qualification Awarding bodies,

the assessment centers and the TVET institutions offering NVQs, shall be accredited
according to the nationally agreed criteria, guidelines and processes. The
accreditation will be conducted at the following three levels.

a) Accreditation of Qualification Awarding Bodies by NAVTTC

b) Accreditation of Assessment Centers by QABs
c) Accreditation of TVET institutions/ programmes offering NVQs by NAVTTC

Separate manuals on accreditation describe the procedures and processes for

accreditation at the all above-mentioned three levels.

The public and private sectors training institutes and industrial units having
training facilities, requisite equipment and materials will approach respective QABs
for accreditation as NVQs assessment centers.

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Conduct of Assessment

The assessment centers shall ensure availability of all necessary pre-requisites prior
to the conduct of final assessment by the certified assessors appointed by the
respective QABs. It will involve preparation of information of trainees who have
completed all the requirements for integrated assessment. The detail is given in the
manual 2 on “Assessment of NVQs”.

QABs will prepare schedule of assessment and disseminate it to all concerned

institutes. Number or panel of assessors will be determined according to the
number of candidates and it will be dependent upon the type of trade being
assessed and facilities available. To ensure industry involvement, relevant technical
representative from the specific industry will be assigned as an observer in the
assessment panel.

The assessors will provide briefing/ instructions to each candidate on assessment in

accordance with assessment evidence guide, conduct assessment as per instructions
given in the integrated assessment evidence guide and fully observe the
professional code of conduct. They will also check folders of modular/ formative
assessment in case some further information and evidence is needed during the
integrated assessment. Finally, the assessors will summarize assessment and record
final decision about the candidate as per format provided to them in the integrated
assessment evidence guide.

The assessors will submit the result of the assessment to the respective QAB.

Certification of NVQs and Record Keeping

NAVTTC as per its Act 2011 shall devise a system for award of NVQ certification to
the successful candidates in collaboration with QABs.

The QABs and the Assessment Centers will follow the system devised by NAVTTC
and use only nationally agreed/ approved NVQs certificate template for award of
full qualifications and for award of record of achievement respectively.

The “Record of Achievements” will be issued by the assessment centers to those

candidates who have been declared “Competent” in few competency standards
during modular assessment done by the trained instructors and who don’t want to
continue further to pursue for full qualification.

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Re-assessment and Appeals against Assessment

The candidates declared “Not-yet-Competent” would be informed by the assessors,

that they can appear for re-assessment without participating in any further
obligatory training. However, they may benefit from further training or practice
before applying for re-assessment but re-assessment will not be restricted by a
requirement of re-training.

Candidates may file an appeal against assessment along with evidence to the
respective QAB.

Moderation of Assessment

The QABs will conduct moderation of assessment after an integrated assessment

using assessment evidence guides. This post-assessment moderation shall ensures
that the assessment that took place and the evidence collected on which the
judgment was made, met the principles of moderation, the requirements of the
competency standard and the expectations of the industry.

The principles of moderation will include checking and verifying that evidences
collected were:

a) Sufficient as a proof that candidate met with all requirements;

b) Valid that matched the requirements of the competency standards being
assessed;
c) Reliable for repeatedly use in an unchanging situation to produce constant
results;
d) Fair irrespective of working environments, language barrier, poor
instructions, special needs etc. and
e) Consistent that provides different assessors to make consistent decisions
about candidates' competence at different times, and on different occasions.

The moderators in QABs will conduct moderation meetings of selected assessors

who were involved in those assessments and will use prescribed guidelines and
check list for preparation of summary of moderation meetings findings. NAVTTC
will also organize a moderation meeting for all QABs at national level to ensure fair,
valid and consistent NVQs assessment across the country

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Recognition of Prior Learning (RPL)

The NVQs assessment is not limited to just the formal pathway. However, there are
informal and non-formal pathways that individuals may follow for assessment for
NVQs. The NVQF provides following pathways and progression for RPL entry to
acquire NVQs certification at different levels (Fig. 5).

1. Conventional Formal
1. Assessment of RPLEntry
progress pathway
Competencies/ qualifications

CSs CSs CSs

Level 3 Certificate L3 Qualification Generic Functional Technical

RPL Assessment

CSs CSs CSs As a result of

L2 Qualification CS
Generic Functional Technical
Level 2 Certificate assessment of
RPL an individual
enters at the
appropriate level
L1
L1Qualification
Trade Course CSs
CS
CSs
CS CSs
Generic Functional Technical
Level 1 Certificate

Figure 4: RPL Entry and progression in the NVQF

All NVQs will be composed of Competency Standards, which are combination of

Generic, Functional and Technical.

Candidates entering through RPL system shall be assessed for their skills against
those standards and may qualify for either national vocational certificate of full
qualification if they are declared “Competent” or “Record of Achievement” if they
are declared competent in certain numbers of competency standards.

RPL assessments will be carried out and managed by NAVTTC and the NVQF
Support Units (NSUs) of TEVTAs, Qualification Awarding Bodies (QABs) and by a
trained supervisors of the Assessment Centers.

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NAVTTC TEVTAs QABs Assessment

Centers

Designated
NSU of NAVTTC NSUs of TEVTAs NSUs of QABs supervisor

Figure 5: Management of RPL

Operational Manual-2 describes in detail the processes and associated guidelines for
conducting NVQs assessment, moderation of NVQs assessment to ensure fairness,
validity and consistency of assessment and recognition of prior learning for NVQs
certification.

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Management of NVQF
The national and provincial TVET service providers will jointly manage
implementation of NVQs through a well-defined structure. An “NVQF Management
Committee” (NMC) at the national level will overall manage NVQF implementation
and provide policy directions to ensure that NVQ level structure is appropriate,
objectives are being met, management of the NVQ system is effective and efficient
and employers are satisfied with the quality of NVQ graduates.

Management Structure

The NVQF will be managed through the following structure (Fig. 7).

NVQF Management
Committee (NMC)

ED NAVTTC as
Chairman of NMC

Reps of
TVET
Service
Reps of Chairman
Selected Providers
Industry/ CCDTE &
Reps of Heads of in the
Sector Selected
CCIs Training Public and
Skills Chairmen
Institutes Private
Councils of QABs
Sector
(TEVTAs,
PVTC etc.)

Figure 6: Management Structure of the NVQF

NAVTTC at the national level responsible for facilitation, coordination and

regulation of technical education and vocational training in the country under the
NAVTTC Act of 2011 will act as secretariat of the NVQF Management.

The composition and terms of reference of NMC have been given in the manual 3 on
“Management of NVQs”, which will be notified by NAVTTC in consultations with all
stakeholders.

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The NMC will provide overall management and policy directions on management
and implementation of NVQF, oversee that NVQF objectives are appropriate and are
being met and employers are satisfied with quality of NVQs graduates, ensure
efficiency, consistency and integrity of the NVQF operations as per guidelines
prescribed in the operational manuals and align NVQs development and
introduction as per national skill demand and trends of the international labour
markets.

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

TEVTAs/ PVTC
NVQF Support Units (NSUs)

NAVTTC
NVQF Support Unit
(NSU)

Pvt. Sector TVET Providers QABs

NVQF Support Units (NSUs) NVQF Support Units (NSUs)

Figure 7: NVQF management bodies

Provincial TVET authorities in the public and private sector such as TVETAs and
PVTC, Lahore will play an important role in management of the NVQF. While they
will participate in policy discussions in NMC meetings, they also have a particular
role in supplying the resources needed by the institutions introducing NVQs. Manual
3 on “Management of NVQs” describes roles and responsibilities of NSUs.

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Managing NVQs Equivalences

The equivalence of national vocational qualifications will be managed for the

following four Equivalence Areas.

a) Area 1: Equivalence within the national vocational qualifications.

b) Area 2: Equivalences of national vocational qualifications with qualifications
acquired on qualification frameworks of other countries
c) Area 3: Equivalence of national vocational qualifications with traditional on-
going VET courses.
d) Area 4: Equivalence of national vocational qualifications with General and
Higher Education Qualifications/ Levels.

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

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

Following is the structure of NVQs equivalence management by CCDTE.

Technical Committee

NAVTTC (NSU)

IBCC CCDTE Technical Committee

TEVTAs (NSU)
QABs (NSU)
Technical Committee

Figure 8: NVQs equivalence management by CCDTE

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The CCDTE will:

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

Manual 3 describes procedures and processes for grant of NVQ equivalences.

Monitoring and Evaluation of NVQs

The National Skills Strategy (NSS) places importance on M&E as a way to measure
progress and evaluate performance in the TVET sector. In a dedicated section, NSS
defines a number of key performance indicators towards achieving the objectives of
providing relevant skills for industrial and economic development. M&E will thus be
a component among the five major interrelated and interconnected systems for
quality assurance in the National Vocational Qualifications Framework.

Since introduction of NVQs is a major paradigm shift from the existing traditional
TVET qualifications, it entails basic changes and mind-set for which an appropriate
monitoring & evaluation system will be in place to get feedback and accordingly
take appropriate steps for adjustment and improvement.

The scope of M&E is shown in the Figure 10 below.

Training
1. Organisations offering Assessment
training provisions
(Formal, Non-formal, 1. NVQs Assessors Certification Employment
including employers 2. NVQs Candidates
involved in work-based 1. Qualification 1. Employers of
learning programs, 3. Qualification Awarding Bodies NVQs graduates
apprenticeship) Awarding Bodies
2. NVQs delivery process 4. Assessment Centers
3. NVQTrainees/ Graduates

Figure 9: Scope of M&E – Collection of Feedback from Stakeholders

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The major players in undertaking M&E activities will be NAVTTC at the national
level and provincial TEVTAs and QABs at the provincial levels. Key indicators will be
chalked out on the basis of which these bodies will devise instruments/ tools to
collect the data and analyze it for reporting and making decision at the level of NVQF
Management Committee.

Managing NVQF Review and Improvement

To ensure that operational procedures are working efficiently and smoothly, they
are effective in meeting the skill demand defined by the stakeholders and that
related operations are consistent with accepted international practices, following
three systematic NVQF reviews will be conducted over a 5-year cycle (Table 1):

a) NVQF Operational System Review to be conducted annually

b) NVQF Effectiveness Review to be conducted every 2 years
c) NVQF International Review to be conducted every 5 years

Table 2: NVQF review cycle

Year 1 Year 2 Year 3 Year 4 Year 5
NVQF Operational Review
NVQF Effectiveness Review
NVQF International Review

Managing NVQ Registry

The National Vocational Qualification registry system will be designed to provide

information for institutions, TVET agencies and students on the following areas;

a) Overall information on national vocational qualifications (the qualification

summary sheet).
b) Registred assessor’s pool and their profile
c) Competency standards and curriculum.
d) Information of students declared “Competent” with certification status.
e) E-forms for requesting NVQs development or review for downloading and
online submission to NAVTTC
f) Information of QABs assessing and certifying NVQs
g) Students registered for NVQs
h) Status of formative assessment
i) Schedule of integrated assessments

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The National Vocational Qualifications Registry will be accessible to the following

groups with different scope of access and usages.

a) NAVTTC, provincial TVET organizations (TEVTAs, PVTC, Directorates etc.)

b) Qualification Awarding Bodies
c) Students
d) TVET institutes

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

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Quality Assurance
The NVQF Quality Assurance (QA) system shall consist of five major interrelated and
interconnected systems; 1) Quality assurance of NVQF qualifications 2) Quality
assurance of the delivery and conduct of training 3) Quality assurance of
assessment, 4) Quality assurance of the NVQF management system and 5)
Monitoring and evaluation of the NVQF (Fig. 11).

Quality Assurance of NVQF

Qualifications
• Development and revision of NVQs
as per procedures

Monitoring and Evaluataion Quality Assurance of the

• Periodic external monitoring and Delivery and Conduct of
perfromance evaluation of NVQF Training
goals, structure, processes,
managment and stakeholders • Accreditation of Training
satisfaction. Providers/ TVET institutions

Quality Assurance of Quality Assurance of

Management Assessment
• Quality Assurancce Managment • Accreditation of national vocational
Systems (QMSs) at P-TEVTAs, QABs qulaifications awarding bodies
(QABs), national assessment and
certification processes

Figure 11: Five Components of the NVQF Quality Assurance System

Quality assurance of NVQF qualifications

All qualifications will be developed and/ or revised through the prescribed
processes as stipulated in the operational Manual-1. These processes shall ensure
they meet the skill demand of the employer and that competency standards and
curricula are developed with inbuilt assessment plans and finally leveled and
registered on NVQF. The summary sheet will be prepared for each qualification that
contains title, level, total credit, competency units and level and credit hours
allocated etc. for ready reference of the stakeholders/ users. NAVTTC will
coordinate and manage the development and revision of qualification in
collaboration with provincial stakeholders.

Quality assurance of the delivery and conduct of training

QABs responsible for undertaking NVQs assessment will be accredited by NAVTTC
in collaboration with TEVTAs. QABs will further accredit the assessment centers to
ensure they have requisite infrastructure and resources to meet the assessment

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requirements. The maintenance of accreditation status of QABs and assessment

centers will be through the periodic surveillance audit done by the team of NAVTTC
and QAB’s certified auditors respectively. In addition, NAVTTC will also accredit
TVET institutions responsible for delivering NVQs to ensure they have proper
resources and facilities in delivering NVQs. The certificate of accreditation will be
withdrawn if the accredited institution fails to abide by the prescribed accreditation
requirements and the minimum standards.

Quality assurance of assessment

QABs will be the major assessment and certification bodies for NVQs. The
requirements for accreditation i.e. performance criteria and procedures for
accreditation will be set out by NAVTTC in their accreditation manual and will be
circulated to QABs. Similarly QABs will also set out performance criteria and
procedures for accreditation of assessment centers. Besides, NAVTTC and QABs will
ensure that a pool of trained and qualified assessors is maintained who, while
assessing students, use standardized tools to document performance. All QABs will
follow assessment procedures and national certification system developed mutually
in consultations with NAVTTC.

Quality assurance of the management

NAVTTC, at the national level, and TVET service providers at the provincial levels
are responsible bodies for management of the operation of NVQF. These bodies will
require having a coherent organizational quality management system comprising
policies, procedures and processes to ensure the continued relevance,
appropriateness and effectiveness of the education, training and assessment
services are offered. They will establish NVQF support cells manned by the
professional trained staff. To ensure international comparability of NVQs, NAVTTC
will join appropriate international education and training quality assurance
networks and participate in the peer review processes of the international quality
assurance associations through a cyclic review system.

Monitoring and Evaluation

NAVTTC, through periodic external monitoring and evaluation in collaboration with
stakeholder institutions, will evaluate the performance of the NVQF and ensure that:
a) The NVQF goals are still appropriate
b) The goals are being met
c) The structure of the NVQF is still appropriate
d) The quality criteria for registering qualifications, accrediting training
providers and delivering assessment are still relevant
e) The management of the NVQF system is effective and efficient
f) Employers are satisfied with the quality of the graduates with NVQF
qualifications

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Provisions of Foreign Qualifications in Pakistan

There is a need to ensure portability and mobility of foreign qualifications in
Pakistan and their equivalence with NVQs. It will not only create a healthy
competitive environment with NVQs but also will contribute towards up-skilling of
Pakistan NVQs.

However, organisations marketing or providing training that leads to foreign

qualifications must not make claims that the foreign qualification is equivalent to
any level of the NVQF or equivalent to any particular qualification on the NVQF
without having had the foreign qualification reviewed by the NAVTTC against the
standards of the NVQF.

The organisations that are providing foreign qualifications must provide

documentary evidence to NAVTTC that:

a. The foreign qualification is legitimately recognised under the qualifications

framework of the source country, and
b. The organisation providing training for the foreign qualification in Pakistan is
actively linked to the quality assurance system of the foreign qualification. This
can be either;
 In the case of a franchised provider being under the quality assurance
system of the partner organisation in the source country, or;
 As a member or associate member of an international association of
specialist TVET providers where the association has been accredited by an
internationally recognised quality assurance body specialising in multi-
state cross-border provision, or;
 As a stand-alone organisation with independent accreditation through the
quality assurance system of the source country

NAVTTC will assist the process though developing dialogue with qualifications
authorities and bodies in key foreign countries to clarify and notify the appropriate
foreign quality assurance bodies related to key international qualifications.

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Relationship with International NVQs

The Pakistan National Qualifications Framework, including the NVQF, has been
developed on the pattern of the European Qualifications Framework (EQF) to
facilitate alignment with the EQF and other key national and regional qualifications
frameworks.

NAVTTC, as the TVET apex body in Pakistan, is the contact point for negotiations
with national and regional qualifications frameworks to establish recognition of
NVQF qualifications, to establish equivalencies, and to move towards mutual
recognition of qualifications. Representatives of provincial authorities and relevant
industry sector groups will also participate at relevant points.

Priority will be given to establishing links with the EQF and the frameworks of key
individual member states, SAARC regional framework and with the individual
member countries, the qualifications frameworks of the UAE and other Middle
Eastern countries.

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Appendices
Appendix-1: NVQF Level Descriptors1
Descriptors
Level Knowledge and Skills Responsibility Qualification
understanding type
Level 1 Elementary knowledge of Limited practical skills required Work or study under direct National
an area of work or study to carry out single-process tasks supervision with limited Vocational
with safety procedures and solve routine problems autonomy Certificate Level
using simple rules and tools 1

Level 2 Basic knowledge of Basic practical skills required to Take responsibility for National
readily available facts, complete tasks and solve prioritising and completing Vocational
processes and general problems by selecting and tasks in work or study under Certificate Level
theory of an area of work applying basic methods, tools, indirect supervision with 2
or study materials and information some autonomy and adapt
own abilities when solving
problems

Level 3 Broad theoretical Broad range of well-developed Plan and manage own work National
knowledge and mental and practical skills and/or supervise the routine Vocational
interpretation of required to plan and complete work of others, taking some Certificate Level
available information in multi-stage tasks and generate responsibility for the 3
relevant contexts within optimum solutions to specific evaluation and improvement
an area of work or study problems in a field of work or of work or study activities
study

Level 4 Comprehensive Comprehensive range of mental, Exercise full responsibility National

theoretical knowledge technical and practical skills for management and Vocational
within a field of work or required to complete complex supervision in contexts of Certificate Level
study and an awareness tasks and develop creative work or study activities 4
of the boundaries of that solutions to abstract problems within well-defined
knowledge boundaries and where there
is unpredictable change
Provide inputs to review and
develop performance of self
and others

Level 5 Advanced theoretical Specialist level of mental, Carry out planning and Diploma of
knowledge with technical and practical skills development of courses of Associate
analytical interpretation required to complete variable action with complete Engineer (DAE)
of an area of work or complex tasks and develop accountability
study and an awareness innovative solutions to abstract
of the boundaries of that and complex problems in an Exercise management and
knowledge advanced field of work or study supervision in work or study
activities where there is
unpredictable change
Review and develop
performance of self and
others

1 The Pakistan National Vocational Qualifications Framework has been developed on the pattern of the European
Qualifications Framework (EQF) to facilitate alignment with the EQF and other key national and regional qualifications
frameworks. The eight reference levels are described in terms of learning outcomes (LOs) under “Knowledge &
understanding”, “Skills”, and “Responsibilities”. They define complexity of LOs from basic knowledge, basic skills and working
under the direct supervision (level 1) to advanced knowledge, specialist technical skills and supervision & management
responsibilities (level 5).

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Glossary
Term NVQF Meaning
Accreditation Procedures and processes observed to ensure that the institutes/
organizations meet minimum criteria to manage and conduct NVQ training
and assessment
Assessment Guide prepared at the national level for use by the assessors for modular and
Evidence Guide integrated assessment. It consists of summary of assessment outcomes and
list of tasks to be perfromed by the trainees
Assessment System Procedure, processes and guidelines for undertaking NVQ assessment.
Assessment Task A problem, a project or an activity to be perfromed by the individaul under
the prescribed competency standard
Certified Assessors Assessors who qualified Level-4 qualification, which has been developed,
approved and notified by NAVTTC.
Competency A statement specifying the required performance to a defined standard at the
Standards/ work place. It is determined by industry and specifies the performance
Competency required to be able to work effectively. In DACUM table, these are the major
Standard Package “Duties”. They are further divided in to “Generic”, functional” and “Technical”.
Competency Units A sub-component of the competency standard containing the group of related
competent performances to perform a particular function or task in a
particular job or occupation.
Competent An individual who have been declared successful through an intgerated
assessment organized by QABs and qualify for NVQ certificate
Consistent An assessment based on evidences that provide different assessors to make
Assessment consistent decisions about candidates' competence at different times, and on
different occasions
Credit hours A measure of the volume or amount of learning time needed to achieve the
competency. In the NVQF, one credit is equivalent to 10 hours of learning.
Curriculum A systematic plan, based on the competency standards and competency units
that sequence learning and assessment activities to enable trainees to gain
the competencies required to achieve the qualification.
DACUM (Developing A method of analysing jobs and occupations that results in the production of
A Curriculum) a chart listing the duties, tasks, and related information about the job. The
chart provides a basis for developing competency standards and competency
units
Equivalence Refers to equivalence between and within the qualifications which allows
learners to accelerate the acquisition of qualifications within the same
qualifications framework or can be used in facilitating international cross
recognition.
Fair Assessment Assessment based on evidences gathered fairly irrespective of working
environments, language barrier, poor instructions, special needs etc.
Formal Pathway Learning or achievement acquired by an individual through a structured
curriculum, which was offered in a formal technical and vocational institute
Formative Assessment performed by the trainer after teaching each module of the TLM
Assessment or competency standard.
Generic skills Competencies common to industry sectors and often form the core of several
related qualifications. It includes, communication skills, teamwork skills,
interpersonal skills, lifelong learning skills, ability to apply skills etc.
Horizontal Refers to horizontal progression of individual to acquire further education in
Progression the same level qualifications
Informal Pathway Learning or achievement acquired by an individual through work place/
labour market experience or traditionally called “Ustad-Shagird” system
Knowledge and Component of the competency standard and a NVQF level descriptor that

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Understanding describe what an individual knows and understands (the body of facts,
principles, theories, practices) related to the particular qualification at that
level.
Learning Elements Learning elements are derived from “knowledge and understanding” part of
the competency standards which reflect the underpinning knowledge
required to achieve the learning units specified in the curriculum
Learning Outcomes A unique statement that describes knowledge, skills/competencies and
responsibility an individual has acquired and/or is able to demonstrate after
completion of a learning process, either through formal or non-formal/
informal means.
Learning Units A sub-component of a Module describing a specific grouping of learning
outcomes relating to one or more related competencies
Lesson Plan A plan prepared by the trainer to teach a complete modules with detail of
teaching and learning activties to be conducted, methodoldogies to be used
and undertaking formative assessment to ensure learning has taken place.
Levels (NVQF Levels means NVQF level structures which startes with level 1 qualification
Levels) (semi-skilled worker) and successively progress up to level 8.
Lead Assessors Assessors who qualify Level-5 qualification, which has been developed,
approved and notified by NAVTTC. They are to be used as trainers of level-4
certified assessors
Moderation Checklist that provides areas and indicators to ensure that the assessment
Checklist made was valid, reliable and consistent and that the correct processes were
followed to arrive at the assessment outcome.
Moderation Summary of moderation meeting otcomes for future referrence and use by
Summary the assessors and QABs
Moderation System A system that provides a mechanism to judge and enusre that the assessment
made is valid, reliable and consistent across the country
Module A sub-component of the curriculum that defines a sequence of related
learning experiences related to one or more Competency Units. They are
derived from the Competency Standards.
Monitoring and System that provides processes and guidelines for undertaking NVQF
evaluation system monitoring and evaluation for efficient and smooth management and
implementation at national and provincial levels
National System/ structure of management of NVQF at national and provincial levels
Management System to ensure quality
National Skill System that provides information about the whole TVET system
Information System encompassing TVET qualifications, institutions offering TVET qualifications,
enrolement, instructors, facilities, passouts, employment opportunities, job
placement etc.
National Vocational Qualifications approved and notified at the national level by NAVTTC and are
Qualifications registered under the National Vocational Qualification Framework
Not-yet-Competent An individual who have not been declared successful through an intgerated
assessment organized by QABs and didn’t qualify for NVQ certificate
NVQF Equivalence System of providing a framework, processes and guidelines for granting
System equivalence of NVQ at the four prescribed levels
NVQF operational System that contains manuals with guidelines and processess for
system management of NVQF, Development of NVQs and assessments of NVQs
Non-formal Pathway Learning or achievement acquired by an individual through an un-structured
curriculum, which was offered at work place or enterprise that didn’t lead to
an officially accredited qualification
NVQ Registry System of maintaining and updating information about NVQs, Management
Bodies at the national and provincial levels, NVQs assessment and assessor
information and students graduated with NVQs
Monitoring and System that provides processes, guidelines and indicators for undertaking

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evaluation system NVQF monitoring and evaluation for efficient and smooth management and
implementation at national and provincial levels
Organizational System that shows national and provincial organizations involved in
Management System management of NVQF and their role and responsibilities in managing the
development and assessment of NVQs
NVQF Level A statement that describes the main learning outcome under “Knowledge &
Descriptors understanding”, “skills”, and “responsibility” relevant to the qualification at
that particular level.
NVQF Level Level describes the pathway for horizontal and vertical progression under a
set of descriptors that indicate the complexity of the skills and knowledge
that the learner will have achieved.
Pathway Indicate path to the students to move through qualification levels with full or
partial recognition for the qualifications and/ or learning outcomes they
already have.
Performance Component of competency standard and a NVQF level descriptor which
Criteria specify the critical evidence for the purpose of assessment to ascertain that
the individual has acquired and is able to do, to meet the requirement of
particular competency unit.
Portfolios Documentary evidences such as certifcates of trainings, reference letters,
projects/ products, photos, videos as proof of acquired skills for NVQ
certification
Quality Assurance One of the Quality management component to assure NVQF is managed
Management System through well-planned procedures and processes consistent with international
or Quality standards
Management System
Qualification Bodies which are responsible for assessment and certification of NVQs as
Awarding Bodies manadted under their Act/ Functions
Qualification A summary of qualification that describe the title, level, total credit hours,
Summary Sheet competency standards with level and credit hours and other necessary
(Qsheet) information in a standardized format as a quick reference for all stakeholders.
Qualification Refers to registration of qualification on NVQF to make it credible and
Registration acceptable within the employment market with the backing of both the
relevant industry and Government of Pakistan.
Recognition of Prior Process of recognition of already gained skills of the individuals (with or
Learning (RPL) without portfolios) to enable them to acquire NVQ after going through NVQ
assessment system
Reliable Assessment Assessment based on evidences that can be used repeatedly in an unchanging
situation to produce constant results
Technical Committee constituted by NAVTTC on case-to-case basis to finalize findings
Committees and recommendations on equivalences cases for submission in CCQAB
meeting for final decisions
TLM Teaching and Learning Materials. A package of materials that support the
teaching programme and the learning activities that are aimed at helping the
learner achieve the competencies. It includes trainer and learner’s guides
TVET Service National and provincial TVET bodies in the public and private sector that are
Providers responsible for management, development and assessment of NVQs. They
include NAVTTC, provincial TEVTAs, QABs in the public sector and bodies like
PVTC, SDC, SSC and other private sector institutions providing NVQs across
the country
Valid Assessment Assessment based on evidences that match the requirements of the
competency standards being assessed

34