TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING AUTHORITY

TVET QUALITY MANAGEMENT SYSTEM

AND ASSURANCE MANUAL

JANUARY 2023
TVET Quality Management System and Assurance Manual

Website: www.tveta.go.ke
Email: [email protected]
Mailing Address: TVETA, P.O. Box 35625–00100, Nairobi, Kenya

© TVET Quality Management System and Assurance Manual January 2023.

All rights reserved. No part of this Manual may be printed, reproduced, stored
in a retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without permission in writing
from the publisher.
Extracts from this Manual may be quoted if the source is duly acknowledged.

ii
 TVET Quality Management System and Assurance Manual

TABLE OF CONTENTS

FOREWORD V

PREFACE VI

ABBREVIATIONS AND ACRONYMS VII

CHAPTER 1: TVET QUALITY MANAGEMENT SYSTEM ix

1.1 Concept of Quality....................................................................................................................ix
1.2 Benefits of quality in TVET......................................................................................................ix
1.3 TVET Quality management principles.....................................................................................1
1.4 Establishment of Institutional quality management system (QMS)........................................3
1.4.1 Phases of establishing an effective QMS............................................................................................. 4
1.5 The TVET provider’s Quality Management System – Elements and Processes.......................6
1.6 QMS Documentation.................................................................................................................6

CHAPTER 2: TVET QUALITY ASSURANCE 8

2.1 Introduction...............................................................................................................................8
2.2 Concept of TVET Quality Assurance........................................................................................8
2.3 Legal and Regulatory Framework for TVET Quality Assurance.............................................9
2.4 Kenya TVET Quality Assurance Framework..........................................................................11
2.5 External Quality Assurance.....................................................................................................12
2.5.1 Accreditation (Registration and Licensing).................................................................................. 12
2.5.2 Licensing, Registration and Accreditation of Institutions and TVET Trainers........................... 13
2.5.3 Renewal of Registration Certificate............................................................................................... 14
2.5.4 Approval of new or revised TVET Programmes........................................................................... 14
2.5.5 Accreditation of Trainers............................................................................................................... 14
2.5.6 Compliance Audit.......................................................................................................................... 14
2.6 Internal Quality Assurance (IQA)...........................................................................................16
2.6.1 Legal Requirement......................................................................................................................... 16
2.6.2 Establishment of Internal Quality Assurance System................................................................... 16

CHAPTER 3: TVET QUALITY CRITERIA 18

Criteria 1 – Leadership, Management and Governance.................................................................18
Criteria 2 – Physical Resources.......................................................................................................22
Criteria 3 – Human Resources........................................................................................................32
Criteria 4 – Training Delivery.........................................................................................................34
Criteria 5 -Programmes evaluation................................................................................................38
Criteria 6 – Trainee Support...........................................................................................................40
Criteria 7 – Innovation, Research and Cooperation......................................................................44

Appendix 1: Overview of TVET Act and QA Relation 49

iii
TVET Quality Management System and Assurance Manual

LIST OF TABLE

Table 1: Leadership, Management and Governance.......................................................................18

Table 2: Physical Resources.............................................................................................................23
Table 3: Human Resources..............................................................................................................33
Table 4: Training Delivery...............................................................................................................35
Table 5: Programmes evaluation.....................................................................................................39
Table 6 Trainee Support..................................................................................................................40
Table 7: Research, Innovation and Cooperation............................................................................44

LIST OF FIGURES

Figure 1: Benefits of quality TVET to the Various stakeholders......................................................x

Figure 2: Principles of quality management.....................................................................................1
Figure 3: Phases of the establishment of the TVET provider’s QMS...............................................4
Figure 4: Model of a typical TVET provider QMS – an overview....................................................6
Figure 5: Elements of TVET Quality Assurance Framework.........................................................11
Figure 6: Kenya TVET Quality Assurance Framework–A Model..................................................12

iv
 TVET Quality Management System and Assurance Manual

FOREWORD
FOREWORD
Technical and Vocational Education and Training Authority (TVETA) is a state corporation
established by the TVET Act No.29 of 2013. Its mandate is to regulate and coordinate the TVET
A strong
sub sector education
through and training
accreditation foundation
of institutions, that is in tandem
programmes, trainerswith industry
as well as assure access,
demands is important for economies to keep pace with the productivity race.
quality, equity and relevance in education and training.
The foundation should be hinged on sound regulatory standards that provide
the basis for quality assurance. The purpose of external regulation and quality
One of the most important features of TVET is orientation towards the world of work and
assurance is to instill international best practices and fuse the findings of TVET
acquisition
researchofandrelevant skills.consultations
stakeholder TVET institutions are well placed to train the skilled and
into the sector.
entrepreneurial
Every countryworkforce
should aspirethat Kenya
to have needs
a robust TVETto quality
implement the system
assurance Bottom-up
which Economic
is able to address
Transformation Agenda, cross-cutting issues
create wealth of attain
and governance,
Visioninnovation and creativity,
2030. However, the sector still has
employability and relevance. This is key to cross-border harmonization of curricula,
challenges in delivering quality and relevant training. These challenges include issuance of
standards, assessment and evaluation of training programmes.
internal certificates, use of unqualified trainers, inferior infrastructure that cannot support
For a long time, quality assurance in education and training was a preserve of
CBET training. government agencies. This manual has been developed at a time of
centralized
major paradigm shift towards demystifying and making quality assurance a more
To mitigate
inclusivethese challenges,
venture. TVETA
The manual as a regulator
is therefore importanthastodeveloped Standards and regulations
guide institutionalization
that of quality
will assurance
regulate the TVETandsector
mainstreaming of self-regulation.
and guarantee TVET institutions
minimum provision for quality are
education and
encouraged to have systems of quality assurance that secure and further develop
training. This is anchored in the TVET Act, 2013 that mandates TVETA to provide Standards
the quality of their training.
that govern establishment and accreditation of training institutions, programmes and trainers.
In undertaking quality assurance, TVETA and the internal quality assurance
Thissystems
handbook should take reviewed
has been cognisance to of the quality
provide management
clear and principles
current guidance namely: seeking
to institutions
focus on trainees and employers; leadership; participation; process approach; system
to beapproach;
accredited. It is a one-stop-shop,
continuous that provides
improvement; factual approachalltothe necessary
decision information
making; mutually and guides
beneficial
the user throughcooperation; and feedback.and quality assurance processes.
seamless accreditation
On behalf of the TVETA Board of Directors, I wish to thank management for being
responsive to change as demonstrated through the development of this manual.

Prof.Prof.
Florence N. lndede
Florence N. Indede
Chairperson-TVETA
Chairperson TVETA Board Board

v
TVET Quality Management System and Assurance Manual

PREFACE

Quality management of a TVET institution aims at assuring the quality of the

TVET services provided through the management of processes, programmes,
training facilities, equipment, tools, materials, and human resources in line with
the set standards and guidelines. Quality management focuses on trainees by
ensuring that they get quality training and qualification that enables them to gain
decent employment and pursue lifelong learning. This manual seeks to provide
guidance to institutions on how to institute a Quality Management System that
will guide in provision of quality services.
According to Section 38 (b) of the TVET Act No. 29 of 2013, every institution shall
establish, implement and manage a credible quality assurance system. Internal
QMS is a regulatory legal requirement for all TVET institutions in Kenya. The
establishment of an effective and efficient QMS requires leadership commitment
and the allocation of necessary resources for its development, implementation
and maintenance. To perform these functions, Institutions will need to establish
the office of Internal Quality Assurance.
This manual addresses Quality Management and Quality Assurance aspects that
a TVET Institution needs to develop a quality management system and ensure
quality assurance. It is my hope that the manual will provide clear guidance
for implementation of Quality Management and Quality Assurance in TVET
institutions.
I appreciate the TVETA Board for facilitating development of this manual. I also
appreciate staff who participated in the development of the Manual. In addition,
the invaluable input from our stakeholders is highly appreciated.

Dr. Kipkirui Langat, PhD, FIETK, MBS

DIRECTOR GENERAL/CEO

vi
 TVET Quality Management System and Assurance Manual

ABBREVIATIONS AND ACRONYMS

AU African Union
CUE Commission for University Education
CV Curriculum Vitae
EAC East African Community
ESQAC Education Standards and Quality Assurance Council
ISO International Organization for Standardization
ISO 9001 ISO Standard – Requirements for Quality Management
Systems
IQA Internal Quality Assurance
KEN TVET QAF The Kenya TVET Quality Assurance Framework
KNQF Kenya National Qualifications Framework
M&E Monitoring and Evaluation
MOU Memorandum of Understanding
NHIF National Hospital Insurance Fund
NP National Polytechnic
NSSF National Social Security Fund
PAYE Pay as You Earn
QAF Quality Assurance Framework
QM Quality Management
QMS Quality Management System
RPL Recognition of Prior Learning
SDG Sustainable Development Goals
TVC Technical and Vocational College

vii
TVET Quality Management System and Assurance Manual

TVET Technical and Vocational Education and Training

TVETA Technical and Vocational Education and Training Authority
TVET QAF TVET Quality Assurance Framework
VTC Vocational Training Centre

viii
 TVET Quality Management System and Assurance Manual

CHAPTER 1:
TVET QUALITY MANAGEMENT SYSTEM

1.1 Concept of Quality

Quality is defined from many viewpoints. These include perceptual quality in
absolute terms, product and value-based quality, and the concept of fitness for use,
as well as the concept of conformity with specifications. Quality can commonly
be defined as the features and characteristics of a product or service that bears on
its ability to satisfy given needs. This is achieved through attainment of a given
set of minimum benchmarks/standards. Most organizations perceive quality as
meeting or exceeding customer expectations.
Quality in TVET has different facets which includes the quality of training
programmes, examinations/assessments, training facilities, tools, equipment and
materials, technologies, trainee welfare and the quality of the TVET provider
in terms of its leadership, management and staff. The measure for quality in
TVET is the long-term success of its graduates doing well in their careers, being
successful in the labour markets, making a decent income and being ready for
lifelong learning.
Providing quality, means that the service is:
• Fit for purpose
• Fit for the future
• Exceeds expectations

1.2 Benefits of quality in TVET

There are several benefits to different stakeholders that are derived from quality
TVET. Some of the benefits are listed in Figure 1:

ix
TVET Quality Management System and Assurance Manual

Trainees & Employers TVET providers Community & Nation

Graduates
• Confidence in the • Higher legitimacy, • Increased satisfaction
• Trainee-centred quality of TVET, acknowledgment of trainees, employers
TVET processes; and in the valid- and enrolment; & parents;
• Access to infor- ity of the profes- • Recognition of cer- • Improved perception
mation on educa- sional certificates; tificates; of TVET;
tion, training and • TVET pro- • Confidence in own • Increased awareness
career guidance; grammes that offer of vocational and responsibility
• Enhanced acqui- meet the demand education and of stakeholders in
sition of compe- of employers; training; TVET;
tencies and good • Better cooper- • Development of a • Increased coopera-
professional start ation in dual culture of reflec- tion between TVET
• TVET pro- TVET tion and continu- providers and other
grammes meeting • Reduced cost of ous organizational stakeholders for
expectations as retraining TVET improvement; socio-economic ben-
result of active graduates by the • Responsibility and efits;
involvement; employers; greater autonomy • Greater accountabili-
• Increased national through self-evalu- ty of TVET providers
and international ation processes; to the public;
competitiveness • Facilitation of • Increased TVET at-
and employability; intra- and inter tractiveness;
• Higher future in- institutional coop- • More income and
comes. eration; decent employment
• Access to informa- opportunities;
tion about good • Increased national
practices and expe- competitiveness on
riences of success; global markets;
• Enhanced reputa- • Support for national
tion of Institutions development prior-
ities.

Figure 1: Benefits of quality TVET to the Various stakeholders

x
 TVET Quality Management System and Assurance Manual

1.3 TVET Quality management principles

The quality management principles indicated in Figure 2 should be applied by
the TVET Institution management to improve institutional performance.
1. Focus on Trainees and Employers: The success of TVET Institutions depends
on their trainee’s success in the labor
market and employers satisfaction.
Institutions should identify current
and future labour market demands
and strive to meet and exceed the
requirements.

Figure 2: Principles of quality management

2. Leadership: The management establishes the strategic purpose and direction

of the TVET institution. It is the task of the leadership to create and maintain
the internal environment, in which people can become fully involved in
achieving the institution’s objectives.
3. Participation: The quality of the services provided by TVET institutions
depends on the involvement of people at all levels, their cooperation and full
participation. Participation enables tapping into their abilities and talents
for the institution’s benefit. When all members of the institution are aware
and support it’s vision, mission and quality policy statement then quality
objectives can be effectively achieved.
4. Process approach: Any activity or interconnected activities using resources
to transform inputs to outputs are processes. In a TVET institution a number
of core and support processes can be identified, controlled and a process
landscape laid down as shown in Figure 3. TVET Institutions have to identify
and manage many interrelated and interacting processes. The output from one
process will often directly form the input for other processes. The systematic
identification and management of the processes and their interactions
is important. This could include core processes, such as admission and
enrolment, organization of training, assessments and certification, workshop
management, or support processes, such as finances and accounting. The
process approach allows assigning responsibilities for each single process
to specific process owners responsible and accountable for the management

1
TVET Quality Management System and Assurance Manual

of these processes. The TVET Institution should define its processes based
on the institutional context.
5. System approach: The system approach to quality management helps in
identifying, understanding and managing interrelated processes as a system
which contributes to the institution’s effectiveness and efficiency in achieving
its objectives.
6. Continuous improvement: Continuous improvement of the TVET
institution’s quality and performance in all processes should be the core
objective. To support continuous improvement, the TVET institution needs
to identify and apply suitable methods for monitoring quality indicators
and other measurements of the quality management processes. These
measurements determine the ability of the quality management processes to
achieve the planned results. If the measurements reveal that planned results
are not achieved, the issues can be addressed in the quest for continuous
improvement.
7. Factual approach to decision making: Decisions should not be made based
on only qualitative perception or intuition. Robust decision-making needs
factual evidence and measurable indicators. Therefore, effective decision
making implies the determination of measurable quality indicators,
continuous monitoring and analysis of data and information.
8. Mutually beneficial cooperation: TVET institution, industry and the
employers are interdependent. Quality TVET is in the interest of all
stakeholders, including trainees, employers, state, society and the TVET
institution itself. TVET providers need cooperation with industry as much as
the industry needs quality TVET to be competitive. Trainees are interested
in quality education and training, which equips them with competences
in demand. The development and capitalizing on mutually beneficial
relationships with all stakeholders enhance the ability of TVET institutions
to create value.
9. Feedback: Feedback from stakeholders is necessary to assess the quality
of education and training services. TVET institutions therefore should
put in place mechanisms to collect feedback from various stakeholders.
For instance, feedback from the industry, internship and apprenticeships
can give valuable information about the quality of the TVET institution’s
education and training programmes. TVET providers should collect and
monitor feedback from graduates and employers regarding their level of
satisfaction with the TVET provided. Feedback may be gathered through
regular surveys, questionnaires, phone calls, alumni networks or any other

2
 TVET Quality Management System and Assurance Manual

suitable method. Continuous monitoring of compliance with requirements

of all processes of service provision ensures that processes are corrected
without delay.

Quality Management of a TVET institution aims at assuring the quality of the TVET
services provided through the management of processes, programmes, training facilities,
equipment, tools, materials, and human resources in line with the set standards and
guidelines. Quality management focuses on trainees by ensuring that they get quality
training and qualifications that enables them to gain decent employment and pursue
lifelong learning. Quality Management (QM) is about leadership towards excellence in
provision of quality training in line with the role of TVET in the achievement of national
development goals.

1.4 Establishment of Institutional quality management system

(QMS)
The quality management system in an institution is designed to assure that
the quality of operations and processes are in line with external requirements,
identified needs and aspirations of the TVET institution.
According to Section 38 (b) of the TVET Act No. 29 of 2013, every institution
shall establish, implement and manage a credible quality assurance system. This
system refers to the TVET Institution Internal Quality Management System (QMS).
Internal QMS is a mandatory legal requirement for all TVET institutions in Kenya.
Whereas TVET institutions implement internal QMS, TVETA implements external
quality assurance in collaboration with other relevant quality assurance bodies.
This manual provides a guideline for all TVET institutions for the establishment
and maintenance of their internal QMS.
The Internal QMS may vary from the Quality Management System that is based on
the requirements of ISO 9001:2015. However, for institutions implementing QMS
based on ISO 9001:2015, it is mandatory for them to integrate the requirements
in Chapter Three of this manual.

The Quality Management System (QMS) focuses on the achievements of results in relation to
the quality objectives of a TVET institution.

It supports the TVET institution in satisfying the needs, expectations and requirements of
trainees, employers, regulators and other stakeholders.

The establishment of an effective and efficient QMS requires leadership

commitment and the allocation of necessary resources for its development,

3
TVET Quality Management System and Assurance Manual

implementation and maintenance. It is the duty of the TVET institution’s

leadership to ensure the internal quality management system is at its best for
the interest of the trainees and other stakeholders.

1.4.1 Phases of establishing an effective QMS

An effective QMS helps the TVET provider to meet the needs of trainees,
employers, society and improves the reputation of the institution. Correctly
identified needs are an important input for the provider’s QMS. Figure 3 illustrates
phases of establishing QMS in a TVET institution.

Figure 3: Phases of the establishment of the TVET provider’s QMS

1.4.1.1 Design of the TVET providers QMS

The following steps are applied when designing a TVET QMS:
i. Formulate the institutional and programme objectives.
ii. Define the purpose of the QMS in relation to those objectives.
iii. Identify stakeholders and their requirements and needs. (See Appendix 1)
iv. Determine the scope of the QMS in relation to established TVET quality
criteria (See Chapter 3).
v. Establish the institutional process landscape to determine interconnections
between functions, units and departments.
vi. Determine leadership, necessary resources and responsibilities.
Note: All relevant stakeholders should be involved in the design and adaptation
of the QMS to ensure ownership. The internal QMS should be in line with the
applicable legal and statutory requirements.

1.4.1.2 Determining Necessary Quality Indicators

Quality indicators must be appropriate to the determined quality criteria and
audit area as illustrated in Chapter 3.
Note: Targets can be set against each of the quality indicators such as a minimum
percentage of trainer and trainee class attendance and trainee achievement levels.

1.4.1.3 QMS Implementation

In implementing QMS, the TVET institution should ensure the following:

4
 TVET Quality Management System and Assurance Manual

i. The QMS procedures and processes are documented.

ii. All staff of the TVET institution are involved in QMS as actors or process
owners. However, a clear division of tasks and responsibilities is necessary.
iii. A quality culture is established in which all staff and trainees take
responsibility and ownership for their processes and procedures.
iv. Stakeholders are informed about the QMS objectives and procedures in
relation to their role.
v. Allocation of adequate financial, material, human and time resources.
vi. Lead persons are trained on QMS, and capacity building of other staff
is undertaken.
vii. Regular monitoring and evaluation(M&E) to determine the effectiveness
of the QMS is undertaken.
1.4.1.4 Review of QMS
The review of the institution’s QMS may be informed by changes in external and
internal issues that are relevant to the quality management system and information
on the performance and effectiveness of the quality management system among
others. The management should review the institution’s quality management
system, at planned intervals, to ensure its continuing suitability, adequacy,
effectiveness and alignment with the strategic direction of the institution. The QMS
review ensures there is continual improvement to meet customer requirements
and enhance customer satisfaction.

5
TVET Quality Management System and Assurance Manual

1.5 The TVET provider’s Quality Management System –

Elements and Processes

Figure 4: Model of a typical TVET provider QMS – an overview

1.6 QMS Documentation

Documented procedures and processes can be aggregated in the form of the
institution’s QMS manual. The QMS manual provides guidelines for the internal
QA processes. It includes the linkages to external quality assurance requirements
set by the regulator. The QMS Manual of a TVET institution should describe
the scope of the quality management system.
The description of the processes should include human resource management,
management of processes and responsibilities, training delivery, the self-evaluation
procedures and monitoring for continuous improvement. Additionally, the
QMS manual should state the quality objectives and all necessary references to
regulatory documents.
The TVET institution determines the filing system, the extent of documentation
required and the media to be used as long as the external QA requirements are
maintained. Determining factors include category National Polytechnic (NP),
Technical and Vocational College (TVC), Vocational Training Centre (VTC),
type (public or private) and size of the TVET institution, complexity of process
landscape, the industry sector, regulatory and labour market requirements, and
the extent to which it is necessary to maintain records. The QMS documentation

6
 TVET Quality Management System and Assurance Manual

should be clear, concise and be understood by all users. It can contain visuals,
such as flow charts to describe processes, schemes and figures.
In summary, documentation produced by the QMS may include:
a. Documents including requirements or specifications;
b. Guidelines;
c. Documented information about how to perform activities and processes
consistently;
d. Work instructions including schemes, drawings and procedures
complementing the procedures already included in the QMS Manual;
e. Records providing evidence of activities performed or results achieved.
In Chapter three, the TVET quality criteria with documentation required as
evidence have been elaborated.
TVET institutions must make sure that the documentation will be maintained
properly. Documents required by the quality management system should be
controlled as follows:
a. Approve documents for adequacy prior to their release;
b. Review and update as necessary and re-approve documents;
c. Ensure that changes and the current revision status of documents are
identified;
d. Ensure that relevant versions of applicable documents are available where
they are needed;
e. Ensure that documents remain legible and readily identifiable;
f. Ensure that documents of external origin determined by the provider are
identified and their distribution controlled; and
g. Prevent the unintended use of obsolete documents.

7
TVET Quality Management System and Assurance Manual

CHAPTER 2:
TVET QUALITY ASSURANCE

2.1 Introduction
The TVET Act, 2013 mandates the TVET Authority to assure and ensure quality
in the TVET sector through establishing a training system which meets the needs
of both the formal and informal sectors. Section 38 of the TVET Act requires
that every institution shall establish, implement and manage credible quality
assurance systems. Quality assurance involves both internal and external quality
management based on the developed standards, regulations and guidelines for
TVET providers. This chapter covers what TVET internal and external quality
assurance entails.

2.2 Concept of TVET Quality Assurance

Quality Assurance refers to the procedures, processes and systems used to
guarantee and continuously improve the training standards of a TVET institution.
It involves the process of ensuring that specified standards and requirements for
TVET provision are complied with. The focus areas include: TVET leadership;
governance and management; physical resources; and human resources; training
delivery; programmes evaluation; trainee support; research and, innovations;
and partnerships and cooperation.
Quality Assurance is part of quality management that focuses on providing
confidence that quality requirements will be fulfilled. The confidence provided
by quality assurance is twofold—internally to management and externally to
stakeholders or customers, government agencies, regulators, certifiers and third
parties. In the education and training set-up quality assurance is the process of
monitoring and assessment in line with defined requirements.
Quality assurance systematically monitors different aspects of a service or
institution. It detects and corrects problems or variances that fall outside
established standards or requirements through audits.
Quality assurance may be undertaken by an external agency or through a TVET
institution’s own internal quality management system (QMS). Quality assurance –
whether internal or external and irrespective of how quality is defined – requires

8
 TVET Quality Management System and Assurance Manual

established benchmarks against which qualifications, courses and providers can

be assessed.
The quality assurance and management process follow four phases which apply
the Plan Do Check Act (PDCA) cycle of continual improvement. These phases
are as outlined below:
1. Plan-Planning (setting goals) and leadership;
2. Do-Implementation of planned activities to achieve set goals;
3. Check-Evaluation and assessment of achieved outcomes;
4. Act-Review the results for continual improvement.
The aim of quality assurance in TVET is to support processes and procedures
that ensure good TVET. ‘Good TVET’ has five key features:
• Responds to labor market, societal and individual needs
• Leads to nationally, or even internationally, recognized qualifications or
credentials
• Provides access to decent jobs and sustainable employment
• Is attractive, inclusive and accessible, i.e., all citizens have access to TVET
• Fosters capabilities that enable progression to further learning

2.3 Legal and Regulatory Framework for TVET Quality

Assurance
TVET quality assurance is based on various international, regional and national
legal requirements and declarations. In the Incheon Declaration and SDG4 –
Education 2030 Framework for Action (2015), the world made a commitment
to quality education and to improving learning outcomes, which requires
strengthening inputs, processes and evaluation of outcomes and mechanisms
to measure progress. Quality assurance mechanisms such as the ISO standard
are gaining momentum in TVET. Globally, a number of education and training
institutions are ISO 9001:2015 certified.
The Continental Strategy for TVET provides a strategic framework for a paradigm
shift in the development and implementation of national policies to address
the challenges of Technical and Vocational Education and Training (AU TVET
Strategy, 2018). The strategy addresses the cross-cutting issues of governance,
innovation and creativity, employability and relevance, with the main thrust
being development of TVET systems that prepare young people to be job creators

9
TVET Quality Management System and Assurance Manual

rather than job seekers. The major objectives of the strategy include promoting
an efficient and cost-effective system of quality TVET and ensuring the relevance
of training and employability of trainees among others.
To facilitate the Regional Integration process and especially the free movement
of human resources, the East African Community (EAC) Partner States have
identified the harmonization of the education curricula, standards, assessment
and evaluation of education programmes as a priority issue.
The Kenya Vision 2030 places new demands on Technical and Vocational
Education and Training (TVET) as a leading engine that the economy will rely
upon to produce adequate levels of middle level workforce needed to drive the
economy towards the attainment of the vision goals.
TVET reforms are based on Sessional Paper No. 14, of 2012 which separated
education into three sub-sectors: Basic, TVET and University. Each sub-sector
has a regulator - Education Standards and Quality Assurance Council (ESQA C)
for basic, Technical and Vocational Education and Training Authority (TVETA)
for TVET and Commission for University Education (CUE) for Universities. The
Sessional Paper No. 1 of 2019, a Policy Framework for Reforming Education,
Training and Research for Sustainable Development resonates with Vision 2030
upon which the required knowledge, skills and attitudes are hinged.
TVET provision was highly segmented and uncoordinated hence the need for
harmonization. The enactment of the TVET Act No. 29 of 2013, which created
TVETA as a regulator for the TVET sub-sector actualized the reforms in the
TVET sub-sector. The Act mandates the Authority to regulate and coordinate
training through development of standards and regulations for assuring and
ensuring the quality and relevance of TVET.
TVET Act, 2013 section 33(1) requires that training shall be of quality and
relevance and in accordance with the standards set out by the Authority.
Kenya National Qualifications Framework (KNQF) Act, 2014 section 4(e)
emphasizes the strengthening of national quality assurance systems for national
qualifications.
TVETA has developed standards, regulations and guidelines to ensure and assure
quality in TVET. Further, TVETA has developed a TVET Quality Assurance
Framework (TVET QAF) within which quality assurance is to be assured. The
TVET QAF being implemented is in line with the Kenya National Qualifications
Framework (KNQF) requirements for accreditation of qualification, and

10
 TVET Quality Management System and Assurance Manual

assessment systems. The TVET QAF directly or indirectly affects the quality of
service provision of TVET institutions. All TVETA staff involved in external
TVET QA should be informed and regularly updated on all mandatory TVET
QA regulations.
An overview of the parts and sections of the TVET Act that address quality
assurance have been summarized in Appendix 1.

2.4 Kenya TVET Quality Assurance Framework

The Kenya TVET Quality Assurance Framework (KEN TVET QAF) takes a
hands-on approach to a set of seven quality elements in TVET and puts them
in the national context. The presented framework consists of a set of principles,
guidelines and tools to assist the Kenyan TVET community to improve and
assess the quality of the TVET system in general and specifically at each point of
TVET service provision. The KEN TVET QAF forms a coherent set of elements
and indicators guiding the design and implementation of measures to strengthen
quality assurance at all national TVET levels as well as providing a basis for
international benchmarking of TVET systems.
Figure 5 aggregates and systematizes the main elements of a national TVET
QAF. This model is further expanded in the KEN TVET QAF for the specific
conditions, in the Kenyan TVET context. TVET Quality is assessed against the
seven key elements.

Figure 5: Elements of TVET Quality Assurance Framework

11
TVET Quality Management System and Assurance Manual

The framework presented in Figure 6 consists of TVET inputs, processes and

outputs to assist the TVET community in Kenya to develop, improve and assess
the quality of the TVET system. It shows the interconnection and interaction of
quality elements, processes and quality assurance mechanisms in the context
of national TVET.
The TVET Quality Assurance Framework is aimed at giving guidance on the
quality requirements in relation to the TVET sector.

Figure 6: Kenya TVET Quality Assurance Framework–A Model

2.5 External Quality Assurance

TVETA shall be responsible for external quality assurance in accordance with
the provisions of the TVET Act, 2013 and other applicable legal requirements.
Section 18 (1) of TVET Act Regulations, 2015 mandates the Authority to be
the external quality assurance agency in TVET. The process of external quality
assurance involves development of standards, regulations and guidelines for
purposes of:
i. Inspection of TVET institutions for accreditation
ii. Evaluation of programmes and trainers for accreditation
iii. Quality audit of TVET institutions for compliance.
2.5.1 Accreditation (Registration and Licensing)
Accreditation is the process by which the Board formally recognizes and confirms
by certification that an institution has met and continues to meet the standards

12
 TVET Quality Management System and Assurance Manual

of academic, training and competence excellence set by the Board in accordance

with the provisions of the TVET Act.

2.5.2 Licensing, Registration and Accreditation of Institutions and

TVET Trainers
A TVET institution must be accredited by the authority before offering any
training as per Section 17 (1) of the TVET Act, 2013. All programs and courses
of training must be approved by the authority before being mounted in the
training institution as per Section 17 (3) of the Act.
An institution is required to apply to the Authority for its accreditation and that
of the programs it intends to offer in a prescribed format. The application should
contain the following particulars as per Section 18 of the Act:
i. The name of the proposed institution; physical, postal and electronic
addresses of the institution;
ii. The governance and management structures of the institution;
iii. Aims and objectives for which the institution is to be established and the
programmes of instruction and courses of study that are to be offered;
indicate qualifications and competence of the manager and trainers;
iv. Layout designs and specifications of available infrastructure and
equipment;
v. A statement on the suitability, ownership or lease arrangement for premises
to be used as evidence of structural soundness of buildings and their
capacity in accordance with the Public Health Act, 2012 (valid public
health inspection report);
vi. A statement of financial ability to operate a proposed institution and fees
to be charged; and
vii. Such other matters as prescribed in the regulations made under the TVET
Act, 2013.
The Board shall within three months of the receipt of an application:
a. Examine the documents submitted;
b. Inspect the facilities, curriculum, courses and human resources
available for use in respect of the proposed institution
c. Prepare a detailed accreditation report for deliberation and
communicate the outcome to the applicant.

13
TVET Quality Management System and Assurance Manual

The decision of the Board may be either:

a. Register the institution and license the courses applied for by the
institution if satisfied;
b. Register only the institution without licensing the courses in case the
infrastructure of the institution is suitable for training;
c. Defer Registration and licensing and make comments or give
recommendations for the action of institution’s management; the
institution may re-submit the application within a period of six
months; or
d. Reject the application. This outcome can only be appealed to the
cabinet secretary in charge of education and training.
The Board shall maintain a register of accredited institutions.

2.5.3 Renewal of Registration Certificate

The registration certificate of an institution expires after five (5) years upon which
the institution is required to seek reaccreditation.
The process followed during renewal of the institution certificate is similar to
the one on initial registration (See section 2.5.2).

2.5.4 Approval of new or revised TVET Programmes

Legally mandated curriculum developers are required to submit all new or revised
TVET programmes to the Authority for approval. All programmes and courses
shall be evaluated against the CBETA standards and guidelines. The Board will
maintain a register of approved programmes.

2.5.5 Accreditation of Trainers

Any person intending to become a trainer is required to apply to the Board for
licensing in a prescribed format as per section 23 of the TVET Act. The trainer
should renew their license after every three years subject to evidence of continuous
professional development. A trainer must possess relevant academic (trade area)
and professional (pedagogy) qualifications. The minimum qualification of a trainer
should be a craft certificate in the trade area. A register of licensed trainers shall
be maintained by TVETA.

2.5.6 Compliance Audit

This is the process by which TVETA monitors and evaluates the compliance of a
TVET institution with mandatory requirements. Compliance audit is also referred

14
 TVET Quality Management System and Assurance Manual

to as a quality audit. Compliance Audits can also be carried out by TVETA in

collaboration with other mandated bodies where applicable.
In conducting the compliance audit TVETA shall evaluate the institution against
the following audit criteria:
1. Leadership, Governance and management
2. Physical facilities
3. Human resource
4. Training delivery
5. Programme evaluation
6. Trainee support
7. Research, innovation and cooperation
Upon completion of the compliance audit, the audit team shall prepare a report
in the prescribed format and submit the same to the Board and a copy sent to
the institution.
If an institution scores less than 50% in any of the audit criteria, it is required
to submit an action plan within two months. Failure to submit the action plan
is considered to be a non- compliance.
Any person who refuses, hinders or obstructs the audit team from carrying out
the evaluation commits an offense as per Section 35 of TVET Act, 2013.
If on evaluation an institution is in default of any set standards, it will be served
with a written notice to comply in accordance with Section 36 of the Act. Any
institution that fails to comply with the served notice, may be closed either
permanently or until the notice is complied with as per Section 37 of TVET Act,
2013. Any person aggrieved by the decision of the Board to close an institution
may appeal to the Cabinet Secretary within thirty days of the decision.
Every TVET institution shall pay an annual quality assurance fee of Ksh 500
per trainee enrolled at the institution.

15
TVET Quality Management System and Assurance Manual

2.6 Internal Quality Assurance (IQA)

2.6.1 Legal Requirement
Section 33 (2), of the TVET Act requires that every institution puts in place internal
systems to ensure maintenance of standards, quality and relevance of training
programmes. Further, section 40 of the TVET Act gives the responsibility for
implementation of standards to TVET institutions, quality assurance agencies
and any other persons directly or indirectly engaged in training to assure and
ensure quality.
The TVET Act Regulations, 2015 section 18 (2) requires that each institution shall
establish its own internal quality assurance policy, systems and mechanisms in
line with the Authority’s prescribed guidelines. Further, section 18 (3) requires
that every institution shall—
a. Analyze trainee performance through a variety of methods including
formal testing, project or experimental work, or such other means as
may be deemed fit, and use the results for improvement of trainees’
performance;
b. Use the results of trainee assessment to evaluate and revise the curriculum
and methodology of delivery on a continuing basis;
c. Ensure appropriate confidentiality of various tests and assessments and
their results;
d. Regularly monitor the trainee assessment procedures so as to ensure their
adequacy and accuracy.
Section 22 of the TVET Act Regulations 2015, requires institutions to conduct
self-assessment and submit annual returns to TVETA in a prescribed format.

2.6.2 Establishment of Internal Quality Assurance System

An institution will establish its own quality assurance policy, systems and
mechanisms as guided in this manual. The institution shall have a quality
assurance committee headed by an Internal Quality Assurance Officer. The
committee shall:
i. Coordinate the development and implementation of the IQA policy
ii. Develop and coordinate implementation of the IQA annual work plan
iii. Conduct internal quality audits
iv. Prepare internal quality audit reports
v. Conduct institution self-evaluation

16
 TVET Quality Management System and Assurance Manual

vi. Analyze internal and external audit reports and making recommendations
to management
vii. Ensure implementation of corrective and preventive actions
viii. Conduct reviews on TVET QMS
ix. Identify potential risks and make recommendations for improvement
x. Submit annual returns to TVETA in a prescribed format to include but
not limited to the following:
a. Data on trainees and staff
b. Programs and timetable
c. Linkages and collaborations
d. Reports that will enable TVETA to determine if trainees have met
admission requirements
e. Reports with respect to trainee graduation rate and employment
placement rate of its graduates, details of development made in the
institution’s physical infrastructure and training.
f. Any other reports related to compliance with TVETA regulations.

17
TVET Quality Management System and Assurance Manual

CHAPTER 3:
TVET QUALITY CRITERIA

This chapter discusses the seven criteria against which inspection and quality
audit are conducted.

Criteria 1 – Leadership, Management and Governance

Management and governance are related to the mechanisms, policies and process
by which an institution is managed and governed. A TVET institution should
develop a strategic plan, have management and governance structures, and
maintain administrative, legal and financial records and documents.
Leadership commitment and the active involvement of management are essential
for developing and maintaining an effective and efficient quality management
system. Table 1 provides an overview of indicators and evidence for every audit
area under this criterion.
Table 1: Leadership, Management and Governance
S/ Inspection/ Performance Indicators/Evidence
No Audit Area Descriptors
1.1 Strategic plan Develop a five-year Approved Strategic plan
strategic plan
Establish Vision a. Clear Vision and Mission
and Mission Statement
b. Vision and mission statement
aligned to national TVET
priorities and local needs
c. Vision and mission are
communicated to all
stakeholders
Establish strategic a. Aligned with the mandate of
objectives the institution
b. Specific, measurable,
achievable, realistic and time
bound

18
 TVET Quality Management System and Assurance Manual

S/ Inspection/ Performance Indicators/Evidence

No Audit Area Descriptors
c. Achievement is regularly
evaluated
Strategic plan a. Implementation matrix
implementation
b. Annual budget
c. Physical evidence where
applicable
d. Council/Board Minutes
e. Monitoring and evaluation
reports
Developed Clear and functional organogram
Organizational
Structure
Review of the Mid-term, end-term or review on
strategic plan need basis
1.2 Board of Validity of a. Appointment letters
Governors/ the Board of
b. Properly constituted
Directors/ Governors/
(Complying with the TVET
Council Directors/Council
Act)
c. Evidence of qualifications
and experience (Academic
certificates, CV, Testimonials)
Conduct of Board a. Availability of notices and/or
of Governors/ invitations of meetings
Directors/Council
b. Availability of minutes of
Meetings
meetings
Existence of a. Availability of appointment
the Board of letters
Governors/
b. Minutes of committees’
Directors/ Council
meetings
committees

19
TVET Quality Management System and Assurance Manual

S/ Inspection/ Performance Indicators/Evidence

No Audit Area Descriptors
1.3 Senior Gender Balance Compliance with the two-thirds
Management/ gender rule
Academic board Qualified and Copies of CVs, academic
Experienced certificates and testimonials
Conduct of a. Notices and/or invitations of
Meetings (at least meetings
once Termly)
b. Minutes of Senior
Management meetings
Implementation a. Approved work plans
of management
b. Actual product/service/
decisions
project
1.4 Internal quality Establishment of Appointment letters
assurance (IQA) IQA committee
Development of Approved IQA policy
IQA policy
Conduct of a. Notices and/or invitations for
meetings committee meetings
b. Minutes for internal quality
assurance committee
meetings
Establishment of a. Documented QMS:
internal QMS
b. Quality policy
c. Quality objectives
d. Documented SOPs and work
instructions
Conduct internal a. QA schedule of activities
quality audits
b. Internal quality audit report
c. Dissemination of internal
quality audit report
1.5 Administrative Maintain staff Staff Payroll and copies of pay
support payroll inventories slips
documents

20
 TVET Quality Management System and Assurance Manual

S/ Inspection/ Performance Indicators/Evidence

No Audit Area Descriptors
Remittance Remittance of Statutory records
of Statutory (NHIF, NSSF, PAYE)
deductions
National Hospital
Insurance Fund
(NHIF), National
Social Security
Fund (NSSF),
Pay as You Earn
(PAYE)
Maintenance Visitors’ book
visitors book
Land ownership Title deed/ lease agreement/
documents. allotment letter
Maintenance of a. Admission register
trainees’ Records
b. Transcripts
c. Leaving certificates
Valid public health Public health inspection report
inspection report
1.6 Legal documents Maintain legal a. The Constitution of Kenya,
documents 2010
b. Sessional Paper No 1 of 2019
c. TVET Act, 2013
d. Basic Education Act, 2013
e. Kenya National
Qualifications Framework
Act, 2014
f. KNEC Act 2012 Occupational
Safety & Health Act (OSHA)
2007
g. Work Injury Benefits Act
(WIBA),2007

21
TVET Quality Management System and Assurance Manual

S/ Inspection/ Performance Indicators/Evidence

No Audit Area Descriptors
h. Labour Relations Act of 2007
i. Employment Act, 2007

Maintain TVETA a. Approved TVETA Standards

Standards and and Guidelines:
Guidelines
b. Trainers Qualification
Framework (TQF)
c. Recognition of Prior learning
(RPL)
d. Competency Based
Education, Training and
Assessment (CBETA)
e. Open Distance and
e-Learning (ODeL)
f. National Polytechnic
g. Centre of Excellence
h. TVET Regulations of 2015
1.7 Financial Maintain financial a. Fees register
Management and procurement
b. Receipt book
records/Books of
Account c. Cashbook
d. Approved budget
e. Approved Procurement plan
f. Audited financial reports

Criteria 2 – Physical Resources

The TVET institution must determine, provide and maintain the infrastructure
needed to provide quality education and training in line with its quality policy
and objectives. This includes the theory rooms, workshops, laboratories, utilities,
machinery and equipment (both hardware and software), and supporting services
(such as transport or communication or information systems).
TVET providers shall have effective and efficient management procedures for
usage and managing the training resources of the institution. Table 2 provides
an overview of the performance descriptors and indicators for every audit area
under this criterion.

22
 TVET Quality Management System and Assurance Manual

Table 2: Physical Resources

No. Inspection/Audit Performance de- Indicators/Evidence
Area scriptors
2.1 Administrative Availability of a. labelled office of Principal/
Offices Principal/Manag- Manager
er office
b. At least a room of 7m2. The
shortest side should not be
less than 2m
c. In the office

Guidance and a. labelled office of guidance

Counseling unit/ and counseling
office
b. Appropriate furniture and
supplies
c. At least a room of 7 m2. The
shortest side should not be
less than 2 m
d. Lockable office
e. Lockable cabinets
f. Reference documents
g. Computer and printer
h. Electricity/power connection
i. Internet connectivity
j. Location should provide
privacy
k. Fireproof files cabinets
l. Availability of dust bin in
the room
m. Counseling room with at
least two chairs

23
TVET Quality Management System and Assurance Manual

No. Inspection/Audit Performance de- Indicators/Evidence

Area scriptors
Heads of Depart- a. Labelled offices
ments Office
b. Appropriate furniture
c. At least a room of 7m2. The
shortest side should not be
less than 2m
d. Computer and printer
e. Electricity/power connection
f. Internet connectivity
g. Availability of shelves/
cabinets
h. Fireproof files cabinets
i. Availability of dust bin in
staff room
Staff Room a. Suitable furniture and
lockable desk for each
trainer
b. Computer and printer
c. A working area of at least
2m2 for each trainer
d. Availability of shelves
e. Availability of dust bin in
staff room

2.2 Theory Rooms Size and capacity a. At least a theory room of

25 m2 and the shortest side
should not be less than 3 m.

24
 TVET Quality Management System and Assurance Manual

No. Inspection/Audit Performance de- Indicators/Evidence

Area scriptors

b. Where the room has desks

and chairs, a trainee will
occupy 1.5m2 and 1m2 where
a room has lecture chairs
only.
c. 1 metre from the position
of the white board shall be
preserved for the trainer
Facilities a. A table for trainer
b. A chair and a table or lecture
chair for each trainee
c. A white board
d. Availability of a projector
where applicable
e. Availability of electricity
f. Availability of dust bin in
each classroom
Condition a. The ceiling should not be less
than 2.6 m from the floor
b. Provide window space with
an area of not less than 20%
of the floor area.
c. 75% of the window should be
openable to external air
d. Ensure the room has
adequate natural
illumination
e. The floor should be made of
finished concrete slab
f. Adequate doorway opening
outwards
g. Accessible by Persons with
Disabilities

25
TVET Quality Management System and Assurance Manual

No. Inspection/Audit Performance de- Indicators/Evidence

Area scriptors

2.3 Laboratory and Size and capacity a. At least one workshop/

workshop laboratory for each
practically oriented course
being offered
b. Maximum capacity of 25
trainees per session
Facilities a. Workshop/Laboratory
with workstations, tools,
equipment, materials
and supplies as per the
curriculum being offered
b. A workshop/laboratory that
has a store for tools and
materials
c. Electricity connection in a
workshop/laboratory
d. Waste disposal bins in a
workshop/laboratory
e. Well maintained firefighting
equipment
f. Displayed workshop safety
rules and regulations
Condition a. Noise controlled
b. Well ventilated and lit
c. Adequate doorway: with at
least 2 doors and opening
outwards

26
 TVET Quality Management System and Assurance Manual

No. Inspection/Audit Performance de- Indicators/Evidence

Area scriptors

d. Accessible by Persons with

Disabilities
Management of a. Stock cards
Tools, Equipment
b. Stock requisition forms
and Materials
c. Updated inventory reports
budget for maintenance,
safety and disposal of
equipment and materials
d. Maintenance and safety
schedules
e. Term-based maintenance
and safety report
f. Annual disposal plan
g. Annual disposal
implementation report
h. Valid insurance contracts
for equipment
2.4 Computer Facil- Computer room a. At least 1 computer per 2
ities trainees
b. Projector in a computer
room
c. Internet connectivity
d. Well maintained firefighting
equipment
e. Displayed safety rules and
regulations

2.5 Library Reading Space a. Reading space with seating

capacity for at least 10 % of
enrolled trainees
b. Suitable furniture

27
TVET Quality Management System and Assurance Manual

No. Inspection/Audit Performance de- Indicators/Evidence

Area scriptors

c. Well ventilated and lit

d. Adequate doorways, at least
two and opening outwards
e. Electricity/power
connectivity
f. Internet connectivity
g. Accessible by Persons with
Disabilities
h. Well maintained firefighting
equipment

Stack area a. Adequate book shelves

b. Well ventilated and lit
c. Accessible by Persons with
Disabilities
Circulation desk a. Suitable furniture
b. Well ventilated and lit
c. Electricity/power
connectivity
d. At least a computer and a
printer
e. Computer installed with a
library management system
f. Shelf for short term loan
books
g. Internet connectivity
h. Accessible by Persons with
Disabilities

28
 TVET Quality Management System and Assurance Manual

No. Inspection/Audit Performance de- Indicators/Evidence

Area scriptors

Volumes of books a. Adequate and relevant

reference books, journals
and literature
b. Subscription to e-library
materials
2.6 Security and Safety Health and safety a. finstitutionalized safety and
Facilities health policy
b. Safety committee
c. Alid assorted firefighting
equipment in each building.
(i.e., Hose reel, Water type,
Carbon dioxide, Dry powder,
Foam, Fire blanket, Sand
bucket)
d. Lightening arrestor for each
building where applicable
e. First aid kits
f. Fire assembly point
g. Labeled emergency exits in
all the buildings
h. Personal protective
equipment for courses
offered where applicable
i. Fire drills plan
Security a. Security lighting in all
buildings
b. A guarded gate
c. A perimeter fence

29
TVET Quality Management System and Assurance Manual

No. Inspection/Audit Performance de- Indicators/Evidence

Area scriptors

2.7 Utilities Environment a. Trees in the institution

compound
b. Absence of bushes and pools
of water
c. Well maintained lawns and
hedges
d. Facilities Accessibility
(pathways)
e. Clear signages within the
institution
Availability of a. Wholesome (adequate, safe
water and reliable) water
b. Adequate water storage
tanks
Availability of a. Reliable power supply
power supply
b. Power backup system
Waste disposal a. An incinerator where
applicable
b. Solid and liquid waste
disposal facilities
c. Wastewater management
facilities
2.8 Sanitation facili- Staff/Trainees a. A toilet for staff / trainee for
ties: each gender
b. At least a toilet and sanitary
bin to serve a maximum of
20 females
c. At least a toilet and urinal
to serve a maximum of 25
males

30
 TVET Quality Management System and Assurance Manual

No. Inspection/Audit Performance de- Indicators/Evidence

Area scriptors

d. Disposal bins in male and

female toilets
PWDs a toilet designed for staff/
trainees with disabilities for each
gender
2.9 Dining facilities Dining hall a. Well ventilated and lit
b. With at least 2 doors
opening outwards
c. A handwashing area
d. Suitable furniture
Kitchen a. A kitchen attached to the
dining hall
b. A kitchen having a modern
cooking stove which is
combustible-saving and
chimney
c. A kitchen with at least a
water tap or any other means
allowing to keep clean water
d. A suitable working area
e. A washable floor
f. Waste disposal bins
g. Storage room
h. Cold room or refrigeration
equipment.
2.10 Infrastructure Infrastructure a. Annual inventory reports for
Management and management re- infrastructure
maintenance cords
b. Annual maintenance and
safety plans

31
TVET Quality Management System and Assurance Manual

No. Inspection/Audit Performance de- Indicators/Evidence

Area scriptors

c. Approved annual budget for

maintenance and safety
d. Annual maintenance
and safety report of
infrastructure
e. Valid insurance contracts
for infrastructure
2.11 Sports facilities Playgrounds a. A playgrounds for different
games and sports, which can
accommodate trainees and
staff
b. Changing rooms for staff
and trainees
c. Clean drinking water

Criteria 3 – Human Resources

The purpose of the human resource system is to indicate that staff members are
competent to carry out their roles as administrators, trainers, assessors, verifiers
and trainers. Institutions shall establish HR policies and procedures that include
recruitment, selection, appointment, remuneration, discipline, promotion and
termination to provide clear guidance on staffing. The institution should be able to
show that sufficient and suitably qualified staff are available to facilitate learning
and to conduct assessments. Evidence of opportunities for staff development
makes it possible for staff to pursue their personal and professional growth. Table
3 provides an overview of the performance descriptors and indicators for every
audit area under this criterion.

32
 TVET Quality Management System and Assurance Manual

Table 3: Human Resources

No Inspection/ Performance descriptors Indicators/Evidence
Audit Area
3.1 Trainers Maintenance of trainers a. Copies of academic certifi-
records cates and CVs for trainers
b. Trainers’ Bio data
c. Appointment letters
Establishment of capacity a. Training Needs Assess-
development plans ment Report
b. Approved capacity devel-
opment plan
c. Capacity development
reports
Staff establishment a. Documentation on staff
establishment (Curriculum
Based Establishment)
b. Evidence of its implemen-
tation
Establishment of perfor- a. Appraisal tools
mance management sys-
b. Appraisal report
tem (Appraisals)
3.2 Support Staff Staff establishment a. Documentation on staff
establishment (Approved
number of staff per cadre)
b. Evidence of its implemen-
tation
Deployment of staff a. Copies of academic certifi-
cates and testimonials
b. Appointment letters
c. Developed criteria used in
recruitment process
Gender balance Evidence of gender representa-
tion (one third rule)

33
TVET Quality Management System and Assurance Manual

No Inspection/ Performance descriptors Indicators/Evidence

Audit Area
Establishment of HR Poli- a. HR policies
cies and procedures
b. HR procedures/manual
c. Career progression guide-
lines
d. Evidence of its implemen-
tation
Establishment of job de- Documented job descriptions
scriptions
Establishment of per- a. Appraisal tools
formance management
b. Appraisal report
system
Establishment of Capacity a. Training Needs Assess-
development plans ment Report
b. Availability of approved
capacity development plan
c. Capacity development
reports
Acquisition of compliance a. Valid certificates of good
certificates conduct for security per-
sonnel
b. Valid public health certifi-
cates for food handlers

Criteria 4 – Training Delivery

The training delivery component entails planning and conducting training,
assessing trainees, organizing industrial attachment and placement, and evaluating
the training process. Table 4 provides an overview of the performance descriptors
and indicators for every audit area under this criterion.

34
 TVET Quality Management System and Assurance Manual

Table 4: Training Delivery

No. Inspection/ Performance Descriptor Evidence/Indicators
Audit Area
4.1 Timetable Development of a Master, class and trainers’
timetable personal timetables
Trainee friendly a. Has health breaks
b. Subject distribution
across the week
c. Trainer workload
distribution
Reflects curriculum Allocation of theory and
requirements practical hours reflects
curriculum requirements
Trainers Workload a. Workload records
b. Personal timetables
matching allocated
workload
4.2 Class/Lesson Lessons are attended as a. Filled trainers class
Delivery timetabled attendance monitoring
sheet
b. Marked trainee class
attendance register
Appropriate a. Trainers are applying
methodology used appropriate and
innovative methods in
curriculum delivery
b. Learning support is
provided to special needs
trainees
4.3 Professional Trainer professional a. Course outline
documents documents are
b. Schemes of work/
prepared, updated and
Learning plan
implemented in all
programmes c. Lesson plan/Session plan

35
TVET Quality Management System and Assurance Manual

No. Inspection/ Performance Descriptor Evidence/Indicators

Audit Area
d. Record of work
e. Progress records/
Portfolio of Evidence
f. Training notes
4.4 Assessment Development of Approved assessment and
and assessment and examination policy
Examinations examination policy
Appointment of Appointment letter
Assessment and
Examinations Officer
Establishment a. Appointment letters
of Assessment/
b. Minutes of committee/
Examinations
Board meetings
Committee/Academic
board c. Assessment and
examinations reports
Conduct of assessment a. Documented in
and examinations the assessment and
examination policy
b. Maintained assessment
schedules and records
c. Marked Portfolio of
evidence
d. Analysis of assessment
and examinations results
e. Mechanism for giving
feedback to trainees/
candidates
Mechanism for setting a. Documented Procedure
and moderation for setting and
of assessments/ moderating assessments/
examinations are in place examinations

36
 TVET Quality Management System and Assurance Manual

No. Inspection/ Performance Descriptor Evidence/Indicators

Audit Area
b. Minutes of moderation
meetings
c. Developed question
papers and marking
schemes
Mechanism for a. Assessment and
administration and examination timetable
supervision of assessment indicating dates, venues,
and examinations are in responsible assessors and
place invigilators
b. Examination attendance
register
c. Proper storage of
assessment and
examination materials
Establishment of a. Gather feedback from
verification mechanism assessors/invigilators
for assessment/ and trainees
examination process
b. Verification report
c. Disseminated
verification report
4.5 Industrial Development of Approved Industrial
attachments industrial attachment attachment policy
policy
Appointment of a. Appointment letter
Industrial Liaison officer
b. ILO Office
(ILO) and office in place
Conduct of Industrial a. Placement list
attachment
b. Budget
c. Industry supervisor
reports

37
TVET Quality Management System and Assurance Manual

No. Inspection/ Performance Descriptor Evidence/Indicators

Audit Area
d. Marked logbooks and/
or industrial attachment
reports
e. Trainer supervision
schedule and report
Sourcing for placement of a. Sourcing letters
trainees
b. List of obtained
placements
Acquisition of Insurance Copy of policy document for
cover for trainees trainees on attachment
Mechanism for obtaining a. Industry supervisor
feedback on workplace report
training
b. Filled questionnaire by
industry supervisor
c. Trainee’s industrial
attachment report

Criteria 5 -Programmes evaluation

The programme evaluation entails analysis of level of compliance to Accreditation
Standards which includes whether the programmes being offered are accredited
and enrolment is within the approved ceiling, ratios of programme vs trainers
and facilities, trainer-trainee ratio, composition of gender across the courses
offered and trainers’ qualification and registration status. Table 5 provides an
overview of the performance descriptors and indicators for every audit area
under this criterion.

38
 TVET Quality Management System and Assurance Manual

Table 5: Programmes evaluation

No. Inspection/ Performance Evidence/Indicators
Audit Area Descriptor
5.1 Compliance Offering accredited a. Training license
with (licensed) Programmes
b. Brochures
requirements
for c. Enrolment data per
Accreditation course
d. Class registers
e. Master timetable
Enrolment (within the a. Training license
approved capacity)
b. Enrolment data per
course
c. Class registers
d. Class timetables
Programme versus a. Timetable
Trainers
b. Human resource records
Programme versus a. Courses on offer
Facilities
b. Inventory (Physical
evaluation of training
equipment, facilities and
infrastructure)
Trainer-trainee ratio a. Approved enrolment per
per course is within course/level
provided standards and
b. Class register (Number of
guidelines
trainees) per course
c. Number of trainers per
course
d. Timetable
5.2 Collaborations Number of Memorandum of
Programmes under understanding (MoUs)
collaboration with
universities
(For NPs)

39
TVET Quality Management System and Assurance Manual

No. Inspection/ Performance Evidence/Indicators

Audit Area Descriptor
5.3 Composition Technical versus a. Number of technical
of courses and Business programmes courses offered
gender balance offered (proportion of
b. Number of business
each)
courses offered
Gender Balance per Segregation records of gender
course (Proportion of of trainees and trainers
trainees and trainers)
Level of programmes List of courses on offer
offered (proportion
of Artisan, Craft,
Diploma)
5.4 Qualification Trainers Qualification Trainers’ personal files
and (proportion of qualified
registration of trainers)
trainers Trainers Registration TVETA Registration license
status (Proportion of numbers
Registered Trainers)

Criteria 6 – Trainee Support

Training is an interactive process, in which the outcomes depend on both training
delivery and learning processes. The quality of the outcomes depends on the
quality of the inputs and processes which include trainee support. Trainees’
support includes trainee welfare, alumni networks and accommodation. Table
6 provides an overview of the performance descriptors and indicators for every
audit area under this criterion.
Table 6 Trainee Support
Inspection/ Performance
No. Evidence/Indicator
Audit Area Descriptor
6.1 Trainee support Development a. Approved Trainees’
procedures of admission handbook/admission
procedures procedure
b. Admission register
c. Admission letters

40
 TVET Quality Management System and Assurance Manual

Inspection/ Performance
No. Evidence/Indicator
Audit Area Descriptor
Development a. Approved Code of conduct
of Code of
b. Publication and
conduct
dissemination
(rules and
regulations) for c. Trainee’s endorsement
trainees
Development a. Approved discipline procedure
of discipline
b. Publication and dissemination
procedure
Development a. Suggestion box
of complaints
b. Approved complaints
procedure
procedure
c. Complaints register
6.2 Trainee welfare Appointment of Appointment letter
staff in charge
a. Verified list of beneficiaries
b. Evidence of communication
Facilitation for
to trainees (publication on
scholarships
information boards, website
and bursaries
etc.)
c. MoUs
Election of a. Trainees’ association
trainees’ constitution
representatives
b. List of trainee representatives
c. Evidence of elections for
trainee representatives
Management of a. List of existing clubs, socities
games, sports, and sports
clubs and
b. Appointment letters for
socities
patrons and coaches

41
TVET Quality Management System and Assurance Manual

Inspection/ Performance
No. Evidence/Indicator
Audit Area Descriptor
c. Facilities for co-curricular
activities /MOU
d. Participation in clubs and
sports
Support for a. Approved procedures
vulnerable
b. Verified list of vulnerable and
trainees
trainees with special needs
receiving support
c. Actual interventions
Provision of a. Appointment letters of head
guidance and and committee of G&C
counselling
b. Engagement of a professional
services
counselor on need basis
c. Schedule of G&C activities
d. Attendance lists for guidance
and counselling sessions
e. Guidance and Counseling
records
Provision of a. Staff in charge appointment
career guidance letter
Services
b. Schedule of activities for
career guidance
c. Career guidance records and
reports
6.3 Alumni Maintenance a. Database of alumni
Networks of alumni
b. Alumni leadership
Database/
Documentation c. Alumni media platform

Schedule a. Regular meetings or other

of alumni forms of contact
activities
b. Activities undertaken

42
 TVET Quality Management System and Assurance Manual

Inspection/ Performance
No. Evidence/Indicator
Audit Area Descriptor
6.4 Accommodation Provision of a. Accommodation
(where hostels arrangements including
applicable) rentals for both male and
female trainees
b. Adequacy (size) (Meeting
relevant health and safety
requirements based on the
trainees accommodated)
c. Well organized for safety
Appointment Appointment letter
of a qualified
matron/janitor
Maintenance of a. Evidence of meeting the
hostels requirements of the Building
Code
b. Condition (State of
maintenance, e.g. painting,
tidiness, Lighting, ventilation)
c. Public health inspection
report
Safety a. Meeting relevant health and
provisions safety requirements:
b. Safety instructions displayed
c. Safety signage
d. Serviced and variety
firefighting equipment
e. Fire exit
f. Doors opening outwards
g. Windows without grills
Accessibility Ramps, lifts, pathways etc.

Criteria 7 – Innovation, Research and Cooperation

Innovation is about creating something new or an adaptation or an improvement
on something already existing. A TVET institution should always focus on
continuous improvement of its services through innovation. The changing TVET

43
TVET Quality Management System and Assurance Manual

environment, with new industries and sectors emerging, requires the TVET
institution to consider new concepts, new generic skills, training technologies
to help them meet growing labour market needs.
An institution which makes use of research, innovation and cooperation with
other stakeholders will always be above standard level continuously searching for
ways to become better. Important themes of a modernized and future oriented
TVET system are innovative concepts, such as Greening TVET and the inclusion
of entrepreneurship as cross-cutting issues. Greening TVET supports many of
the proposed goals and the achievements of sustainable development and is
crucial for reorienting society to adopt an environmentally sustainable mentality
addressing climate change and future challenges. The TVET institutions should
establish incubation centres or collaborate with existing centres to help trainees to
develop and practice entrepreneurship skills. Table 7 provides an overview of the
performance descriptors and indicators for every audit area under this criterion.
Table 7: Research, Innovation and Cooperation
No. Inspection/ Performance Evidence/Indicator
Audit Area Descriptor
7.1 Research and Establishment Appointment letters for research
innovation of research and and innovation coordinator and
innovation unit / committee
Committee
Planned Activities a. Schedule of research and
innovation activities in place
b. Approved budget
Initiation of a. Procedures for initiating
research and innovations are established
innovations
b. Evidence of innovations
initiated
Patents a. List of patented innovation
b. Patent numbers
Partnering a. MoUs
with other
b. Reports of undertaken
organizations
research and innovations
in research and
innovation

44
 TVET Quality Management System and Assurance Manual

No. Inspection/ Performance Evidence/Indicator

Audit Area Descriptor
Establishment of a. Journals
mechanisms for
b. Conference attendance
disseminating
research findings c. Symposium attendance
and outcomes d. Trade fairs and exhibitions
participation
Customer a. Questionnaires
satisfaction
b. Reports
and employee
satisfaction survey c. Evidence of dissemination
Conduct a. Events and open days
promotion of
b. Trade fairs and exhibitions
research and
innovations c. Institution website
promotion
d. Institution journals and
magazines
e. Advertisements
Undertake a. List of identified market for
commercialization innovations
b. Developed and
manufactured innovations
c. Incubation hubs
d. Evidence of sales and
distribution of innovation

45
TVET Quality Management System and Assurance Manual

No. Inspection/ Performance Evidence/Indicator

Audit Area Descriptor
7.2 Labour Market Establishment a. Questionnaires
information of mechanism
b. Interviews
(LMI) for obtaining
labour market c. Surveys
information d. Networking through media
platforms
e. Industrial attachment reports
Documentation a. LMI reports, journals,
and dissemination newsletters etc.
of information
b. Dissemination to
stakeholders
Use feedback to a. Curriculum development
improve training and reviews
b. Review of training
preparation, delivery and
assessment strategies
c. Improved training facilities
d. Capacity building of trainers
7.3 Linkages & Planned activities a. Benchmarking, skills
Collaborations show and competitions
participation
b. Budget
c. Schedule of activities
d. Correspondence
e. Reports
Undertake a. List of trainers and trainees
exchange on exchange programs
programmes
b. Memoranda of
for trainers and
Understanding
trainees
c. Other records of evidence

46
 TVET Quality Management System and Assurance Manual

No. Inspection/ Performance Evidence/Indicator

Audit Area Descriptor
Carrying out a. Correspondence for
industrial/ field industrial visits
visits
b. Budget
c. Schedules for visits
d. Field visit reports
Establishment of a. Memoranda of
partnerships Understanding
b. Social events conducted with
stakeholders
c. Other records of evidence
7.4 Participation Activities and a. Identified community needs
in community plans to respond
b. Budget
activities/ to community
Corporate social needs c. Reports
responsibility
7.5 Greening/ Planned and/ a. Tree planting
Resource or implemented
b. Water harvesting
conservation activities in
greening c. Renewable energy
d. Bio gas
e. Recycling
f. Research in greening
g. Participation in events
and cooperation regarding
greening in TVET
7.6 Entrepreneurship Production units Established and operational
& income initiated Production units
generating Involvement Production units’ operations
activities of trainees in schedules
production units

47
TVET Quality Management System and Assurance Manual

No. Inspection/ Performance Evidence/Indicator

Audit Area Descriptor
Establishment a. Approved incubation
of projects/ strategy
incubation hubs
b. Appointed qualified support
staff (mentoring services)
c. Incubated projects and
innovations
d. Approved budget
e. Network with industries
Integration of a. Approved curricula
entrepreneurship
b. Course outlines
in TVET
programmes c. Timetable

48
 TVET Quality Management System and Assurance Manual

APPENDIX 1:
OVERVIEW OF TVET ACT AND QA RELATION

This is an overview of the parts and sections of the TVET Act that address
quality assurance.

Section Quality assurance relation

PART I – PRELIMINARY
1. Interpretation -Includes important legal definitions of technical
terms, such as

“Accreditation” and “certification” and other

terms, which are of crucial importance for the
external quality assurance. However, the list
of definitions is somehow still incomplete and
requires complementation by sub-legal regulations
by either TVETA or other TVET related agencies.
2. Guiding principles Section 3 (1) includes a number of guiding
principles for the implementing authorities.
Some of them are directly QA related. These QA
related principles include appropriate mechanisms
to promote access, equity, quality and relevance
in training to ensure adequate human capital
for economic, social and political development
(Guiding principle 3(1)b)) Training programmes
shall take the following into account (Guiding
principles 3(1)c) ii, iii, iv, v):

• The technical and professional skills, knowledge

and levels of qualification needed in the various
sectors of the economy and the technological
and structural changes to be expected
(relevance, employability),

49
TVET Quality Management System and Assurance Manual

Section Quality assurance relation

• The trends towards integration of information
and communication technologies to multiply
access and improve training capacity, delivery
modes and life-long employability of graduates;
• The employment opportunities, occupational
standards and development prospects at the
international, national, regional and local levels;
and
• The protection of the environment …. (green
TVET)
3. Role of the Cabinet • The TVET Act assigns a regulatory and
Secretary supporting role to the Cabinet Secretary,
which in consultation with other line ministries
and the private sector shall develop policies
and provide strategies for the development
of a national training system. It shall, in
collaboration with
• Other Ministries and sta keholders, be
responsible for promoting access, equity, quality
and relevance in training.
4. Policy guidance by • Assigns the task of TVET policy guidance on
Cabinet Secretary all matters relating to the implementation to
the Cabinet Secretary.
PART II – THE TECHNICAL AND VOCATIONAL EDUCATION AND
TRAINING AUTHORITY
5. Establishment of • Establishes TVETA as main external TVET
the Technical and QA body
Vocational Education
and Training
Authority

50
 TVET Quality Management System and Assurance Manual

Section Quality assurance relation

6. Functions of the TVETA is assigned a whole range of QA related
Authority functions including the right of delegation. This makes
the TVETA the main TVET quality assurance body
in Kenya with the overall external quality assurance
role. These functions of direct external QA include:

• Accreditation and Quality Assessment of

programmes and courses;
• Determination of national technical and
vocational training objectives;
• Promotion of access and relevance of training
programmes within the framework of the
overall national socio-economic development
plans and policies;
• Prescription of minimum criteria for admission
to training institutions and programmes in
order to promote access, equity and gender
parity;
• Quality Assessment, licensing, registering and
accrediting training institutions;
• Assuring quality and relevance in programmes
of training;
• Undertake, or cause to be undertaken,
regular monitoring, evaluation and Quality
Assessment of training and institutions to
ensure compliance with set standards and
guidelines;
• Ensuring the maintenance of standards,
quality and relevance in all aspects of training,
including training by or through open, distance
and electronic learning.

51
TVET Quality Management System and Assurance Manual

Section Quality assurance relation

7. Staff of the Authority - The TVET Act provides staffing flexibility and
gives the board of TVETA freedom to appoint
any officers and staff necessary for the proper
discharge of all functions of TVETA and to
determine the staff responsibilities according to
its own staffing structure.
PART IV – LICENSING, REGISTRATION AND ACCREDITATION OF
INSTITUTIONS AND TRAINERS
8. Requirement for - This section regulates external requirements for
registration accreditation, licensing and registration of persons
and institutions (institutional and individual
and programme/course accreditation) in three
subsections and foresees a harsh punishment of
any violation of the regulations.
9. Application for - Regulates the application of institutions or
registration persons offering training
10. Consideration of - Maximum duration of consideration three months
application including examination of documents and Quality
Assessment and assessment of the institution -
Detailed accreditation report by TVETA required
11. Registration - Licensing and registering of an institution,
and licensing of commenting on improvements within a period
institutions of six months or rejection of an application based
on TVETA’s assessments
12. Determination of a - Three months period for reassessment of a revised
revised application application
13. Accreditation of - Foreign TVET institutions must comply with
foreign institutions the external requirements for institutional
accreditation, licensing and registration as
national TVET institutions (compare section 17).
14. Registration and - This includes that any TVET trainer must apply
licensing of trainers for licensing and registration by the TVETA board
in accordance with the prescribed format.

52
 TVET Quality Management System and Assurance Manual

Section Quality assurance relation

15. Registers - The TVETA Board maintains public registers of
institutions accredited, registered and licensed
and of registered and licensed trainers.
PART V – ORGANIZATION OF TRAINING INSTITUTIONS
16. Categories of TVET Act 2013, provides for three categories of
institutions institutions namely:
• National Polytechnics (NP),
• Technical Vocational Colleges (TVC) and
• Vocational Training Colleges (VTCs)
17. Governance and - This provision encourages co-operation and
management in collaboration among all stakeholders and the
Training participation of and consultation with the
- Stakeholders at the county, national and
i nter nat iona l levels. Broad sta keholder
participation in TVET provision is a common
feature of successful TVET systems and a pre-
condition for effective TVET QA.
18. Organs of governance - The section determines a number of functions a
TVET institution for core and support processes,
which are all quality related. The main such
functions are:

• Promoting and maintaining standards, quality

and relevance in education and training in the
institution;
• Developing and implementing the institutions’
strategic plan;
• Developing and reviewing programmes for
training;
• Recruiting and appointing trainers from among
qualified professionals and practising trades
persons in relevant sectors of industry.
PART VI – STANDARDS, QUALITY AND RELEVANCE IN TRAINING

53
TVET Quality Management System and Assurance Manual

Section Quality assurance relation

19. Standards in training - Determines the role of TVETA board in assuring
standards, quality and relevance in training. For
this purpose, TVETA establishes standards and
benchmarks for training, administers policies
and guidelines and ensures the maintenance of
standards, quality and relevance in all aspects
of training within the national training system.
TVETA also establishes guidelines regarding the
nature and quality of facilities in consultation
with stakeholders.
20. Programs of - Allows the review or alter programmes of
instruction in training instruction or courses of study of training
institutions programmes, which should be designed to
facilitate lifelong education and training, and
which facilitates innovativeness and creativity.

- Approval of the TVETA Board is mandatory

21. Monitoring and - Training shall be of quality and relevance and
evaluation of training in accordance with the standards set out by the
institutions TVETA Board

- TVET institutions shall put in place internal

systems to ensure the maintenance of standards,
quality and relevance of training programmes.

- The TVETA Board shall establish mechanisms

for monitoring and evaluating services and
programmes in accordance with this Act to ensure
and assure standards, quality and relevance in
the provision of programmes and management
of institutions on a continuous basis.

- TVETA shall conduct periodic evaluations

of each institution for purposes of assessing
and evaluating on a regular basis the quality
of training offered at or by each particular
institution.

54
 TVET Quality Management System and Assurance Manual

Section Quality assurance relation

22. Appointment - Appointment of monitors and evaluators of TVET
of monitors and institutions and reporting requirements
evaluators
PART VII – HARMONIZATION OF TRAINING QUALIFICATIONS
23. National and This section implies:
international
- The adoption of appropriate national and
standards and quality
international standards in training by TVET
assurance
institutions. The formulation “and” logically
implies that national and international standards
need to be applied;

- The establishment, implementation and

management of credible internal quality assurance
systems (QMS);

- The establishment and promotion of appropriate

collaborative arrangements with national and
international agencies on standards and quality
assurance; and

- The establishment of systems and processes for the

continuous review and improvement of standards
and quality assurance.
24. Integration of - The section promotes integration of the world
internships in training of work into TVET delivery for relevance and
development of appropriate practical and
innovative

skills. This shall be achieved through integration

of on-the-job attachments and internships at all
levels.
25. Responsibility of - Responsibility of TVET institutions, regulatory
institutions and and quality assurance agencies in training and
quality assurance any other person directly or indirectly engaged
agencies in in training for implementation of TVET quality
implementing of standards and guidelines.
standards

55
TVET Quality Management System and Assurance Manual

Section Quality assurance relation

26. Filing of annual report - Annual mandatory self-evaluation reports
of TVET institutions. Self-evaluations are an
important tool for quality assurance. These reports
have a prescribed format and have to be submitted
to TVETA.
27. Recognition and - Quality assurance of examinations, certificates
equation of certificates or diploma qualifications acquired from any
and diplomas institution, whether local or foreign, or any
skills, knowledge and qualifications evidenced
by the extent to which the qualifications so
awarded through assessment of conformity with
established standards and guidelines by TVETA.
28. Certification of skills - Recog nit ion of non-forma l/informa l or
and competencies apprenticeship VET by TVETA, which thereby
acquired on the job will have to comply with standards in a quality
assured manner.
PART VIII – MISCELLANEOUS PROVISIONS

29. Regulations and - This section provides the TVETA Board with
standards the authority, with the approval of the Cabinet
Secretary, to set standards, criteria and guidelines
or make sub-legal regulations generally for the
better carrying out of the provisions of the TVET
Act.

The TVET Act (Section 17) explicitly states that “no person or institution shall offer
training in Kenya unless the person or institution has been accredited, licensed and
registered, …. no programme or course of training shall be mounted in an institution
without prior approval by the Board and no academic award or qualification issued
by any institution not yet accredited, registered and licensed in accordance with
this Act shall be recognized in Kenya.”

56
TVET Quality Management System and Assurance Manual

57