Guidelines For Programme Validation

BOTSWANA TRAINING AUTHORITY
GUIDELINES FOR
PROGRAMME VALIDATION
June 2004
Please refer any questions in writing to:

The Chief Executive Officer
Botswana Training Authority
Attention: Coordinator, Institutional Support Division
2nd Floor BIFM Building
Main Mall
Private Bag BO 340
GABORONE
Telephone:
(+267) 315 9481/2
Facsimile
(+267) 395 2301
E-mail
info@bota.org.bw
Website:
www.bota.org.bw
BOTA will be recognised nationally and internationally for creating a quality vocational training system
TABLE OF CONTENTS
I.
FOREWORD............................................................................................................................ 3
II.
LIST OF ABBREVIATIONS AND ACRONYMS..................................................................... 4
III.
DEFINITIONS .......................................................................................................................... 5
1.0
INTRODUCTION ................................................................................................................... 12
2.0
SYSTEM FOR MANAGING QUALITY (ISO 9000: 2000).................................................... 13
3.0
FLOW OF ACCREDITATION APPLICATION PACK .......................................................... 14
4.0
PROGRAMME VALIDATION ............................................................................................... 15

4.1
What is Validation ..................................................................................................15
4.2
Programme Validation Flow..................................................................................16

4.2.1
Validation of Unit Standards Based Programmes .................................16
4.2.2
Validation of Non Unit Standards Based Programmes .........................17
4.3
Programme Validation Criteria .............................................................................17
4.4
Validation Panels....................................................................................................21
4.5
Validation Event .....................................................................................................21
5.0
CONCLUSION....................................................................................................................... 22
6.0
REFERENCES ...................................................................................................................... 23
i.
FOREWORD
First and foremost I want to express my gratitude to Mrs R G Masisi and Mr V Otsheleng of the
Curriculum Division for having initiated the development of these guidelines.
This document is meant to guide vocational training institutions on quality requirements to be met
when submitting their application packages for accreditation. Programmes and courses submitted
by institutions as part of their application will undergo a process of validation as expressed by this
document.
The purpose of these guidelines is to provide basis for a nationally consistent, high quality
vocational training system that meets the needs of the economy of Botswana and the learner. The
quality requirements underpinned by these guidelines are guided by the accreditation regulations.
The key objective of BOTA is to ensure that institutions continue to meet the quality requirements
by putting in place systems that can support and sustain programmes they offer.
Peter R Fleming
Director, Quality Assurance Department
ii.
LIST OF ABBREVIATIONS AND ACRONYMS
BNVQF
Botswana National Vocational Qualifications Framework
ACD
Assessment and Certification Division
BOTA
Botswana Training Authority
CD
Curriculum Division
CEO
Chief Executive Officer
DQA
Department of Quality Assurance
ISO
International Standards Organisation
RAD
Registration and Accreditation Division
VT
Vocational Training
iii.
DEFINITIONS
Access and equity refers to strategies used to open vocational training to all individuals
in the community, particularly focusing on those groups that have been traditionally under
represented eg access by women and the disabled (ANTA 2003, p. 22).
Accreditation refers to formal recognition of a training institution/assessment centre,

following a formal evaluation of an application against a set of criteria, that the defined
programmes of learning and training and/or awards following formal assessment offered
by a registered organisation have been found to meet required standards and are of good
standing that they are supported by key stakeholders, well staffed, resourced and
administered in line with stakeholder and BOTA expectations and requirements.
Accreditation of learning refers to formal recognition through robust assessment that

learning has occurred, either in formal and/or informal contexts, and that it was effective.
Where accredited learning is used to grant entry into a programme or course it is often
referred to as recognition of prior learning (RPL). Where it leads to the award of credits
towards an award it is often referred to as recognition of current competence (RCC). In
the latter case, credits would be recorded on the national database.
Aligned curricula refers to the curricula developed following the curriculum alignment
processes as stated in the BOTA Guidelines for Preparing Curricula Linked to Unit
Standards
Appointed committees are formal bodies recognised as having rights, authority or

acceptable reputation to represent the interests and views of key stakeholders in a specific
occupational area. Could include professional associations, regulatory boards, industry
training organisations etc.
Assessment refers to identified methods that will be used to indicate whether or not a
person has attained an outcome of learning. It is a process for collecting and interpreting
evidence of ability or competence. It involves:
collecting evidence with regard to knowledge and skills of a person;
judging the usefulness of the evidence collected;
making decisions about what the evidence says about the knowledge and skills of
a person.
The assessor obtains from the unit standard a benchmark against which to make their
decisions. Assessment may take place as and when the learner is ready. Where the
interpretation of evidence is against transparent performance criteria, assessment can be
referred to as standards-based.
Attitudes refer to performance of skills or use of knowledge within the value system of the
company and society (Strong and Vorwerk, 2001).
Attribute refers to the quality belonging to or forming part of the nature of a person
(Strong and Vorwerk 2001).
Authority (the) refers to the Botswana Training Authority.
Award is the conferment of a qualification or unit standard. The award would follow formal
assessment processes and report the attainment of a meaningful and coherent cluster of
outcomes or results of learning or training.
Botswana National Vocational Qualifications Framework (BNVQF) refers to an

integrated system of nationally recognised qualifications and nationally endorsed
standards for the recognition of vocational skills, knowledge and competencies. The
Vocational Training Act of 1998, set out broad plans for a three-tier vocational
qualifications framework (which will eventually link to a broader National Qualifications
Framework [NQF]) (BOTA website).
Competence-Based Training refers to a system of training that focuses on the ability to

demonstrate a set of skills, knowledge and understanding within a set of relevant values
and ethics (standards). Can also be referred to as standards-based, skill-based,
outcomes-based/expressed training.
Course refers to a prescribed series, sequence, process of learning events eg lectures

and training. It is a series of learning sessions over a protracted time period (more than
one day) with its own internal coherence leading to an overall learning outcome or set of
related outcomes. A discrete component of learning or training pathwaythat equips an
individual with the knowledge, understanding, attitudes and habits relevant to the
requirements for the award of a unit standard or qualification.
Credit is a value assigned to a unit standard or qualification that represents the notional
learning time required to meet the performance requirements and standards of the unit
standard or qualification. One credit equates to 10 hours of notional learning time.
Criteria refer to established rules, standards or principles, on which a judgement is based

(Longman Group 1978).
Curriculum refers to a course of study offered in a school/training institution or university.

Curriculum documents tend to be quite broad and general in what they say.
Curriculum document refers to a document that reflects essential guiding information on

a particular curriculum or learning programme. It usually covers issues such as the main
purpose of the curriculum, implementation, assessment and monitoring strategies to be
used, and the necessary resources.
Curriculum Development Committees refers to committees established within

institutions or other curriculum developing organisations to handle all curricular matters
within the organisation. The committees would link the institution/curriculum developer with
BOTA, in particular, as well as with their counterparts (sister institutions/curriculum
developers).
Element (of competence) refers to an outcome of learning that is a component of the title
of a unit standard.
Entry requirements refers to the qualifications, knowledge, skills or experience required

for entry to a training programme.
Flexible delivery refers to an approach to training that enables a variety of ways in which
clients can learn and demonstrate competence. Clients can choose, what, where and how
they learn, and are provided training that suits their individual learning needs and styles
(ANTA 2003, p. 22).
Flexible learning refers to the provision of a range of learning modes or methods, giving
learners greater choice of when, where and how they learn.
Formal learning refers to learning that is largely directed by professional educators and
trainers within dedicated learning organisations. Informal Learning has a less formal
structure and sequence and is usually outside of organisations that have education and
training as their core business.
Framework (the) refers to the Botswana National Vocational Qualification Framework.

Collectively, refers to all nationally registered qualifications and their associated unit
standards, the defined and logical relationships between them, and the integrated quality
assurance processes that provide the basis for the accreditation of learning and the
determination of equivalences of vocational qualifications.
Generic skills refers to (often called core or key skills) the skills required to socialise
and prepare the learner for the ever-changing needs of the world of work (eg Numeracy,
Problem Solving, Team Skills, Entrepreneurship, Information, Communication and
Technology, Communication, Self Management, Work Ready and HIV/AIDS).
Institutions see Training Institutions.
Job specification refers to a description of what the job demands of the employee who
does it and the human skills that are required. It is a profile of the human characteristics
needed by the person performing the job. These requirements include experience,
training, education, and physical and mental characteristics (Cohen and Manion 1996).
Learner-centred approach refers to a training/learning method that is shaped by the

needs of the learner, and recognises and responds to learners as individuals. It is
achieved when:
focus is on the learners development, interests and needs;
learning builds on the learner's life experiences;
there is ongoing learning, in which the learner is an active participant; and
there are many opportunities for talking, sharing and collaborating (Edwards P.
2003 Home page).
Module refers to a small, self-contained component being integral to a greater whole. It

could be an important part of a course.
Module organisation refers to sequencing of structured activities, opportunities, or

structure for self-directed learning.
Philosophy refers to the external needs to be satisfied (political, economical, social and
technological), which include the graduate profile. In most cases the funding body for a
programme will determine the shape and form the curriculum will take.
Primary research refers to the research that had a direct physical relationship with the
events being reconstructed. This category would include the written and oral testimony
provided by actual participants in, or witness of, an event, but also the participants
themselves. Documents considered as primary source include manuscripts, charters, files,
letters, official publications etc (Cohen and Manion 1996).
Programme is a plan of things to be done a scheme of proceedings for a course of

study.
It is a structured pathway of learning or training leading to an award. Programmes can be
of different lengths ie there is no fixed time duration. One component of a curriculum that
addresses an instructional (learning) area or course eg welding, child care, electronics.
((ILO International Centre for Advanced Technical and Vocational Training (1987)).
Qualification refers to an award given on successful completion of a course or

programme. The award would follow formal assessment processes, and reports the
attainment of a meaningful and coherent cluster of outcomes or results of learning or
training.
Quality refers to fitness for purpose.
Rationale is the justification and purpose of modules/programme. It is normally put down

to indicate that a need has been identified and would be addressed by the curriculum.
Relevance refers to being pertinent to the matter at hand or applicable to social issues
(Your Dictionary.com 2003 home page).
Reliability refers to yielding of the same or compatible results in different experiments or

statistical trials (Your Dictionary.com home page).
Research refers to the range of approaches used to gather data which can be used as
basis for inference and interpretation, for explanation and prediction (Cohen and Manion
1996).
Resources refers to the human resources, financial resources or materials/equipment that

will be required for successful training/learning. It is a pre-requisite that a training
institution meets the quality requirements of BOTA, pertaining to registration and
accreditation of institutions, trainers and assessors. For their training services and systems
for managing quality to be recognised under the BNVQF institutions will need to apply to
BOTA for registration and accreditation.
Secondary research refers to the research that does not bear a direct physical
relationship to the event being studied. It is made up of data that cannot be described as
original. Secondary research would thus be one in which the person describing the event
was not actually present but who obtained descriptions from another person or source
(Werther and Davis 1993).
Skill refers to the ability to do, consistently, confidently and accurately (Strong and
Vorwerk 2001).
Training Institution means a private or public centre, organisation, employer or person,

providing vocational training (Republic of Botswana 1998).
An individual or organisation supplying training and/or assessment services; includes
schools,
brigades,
technical
colleges,
colleges
of
education,
private
training
establishments, government training establishments, work based and work place training.
Unit is a single element, section or item, regarded as the lowest subdivision of a whole.
Unit of learning is a statement of the training and learning approaches, context and
content, resources and the range and number of assessments. An institution develops
these delivery details for training purposes.
10
Unit standard refers to a registered statement of the outcomes of learning assessed, the
type and quality of evidence that represents performance worthy of the award of credits,
and the contexts in which that evidence should be demonstrated.
Validation refers to a process whereby a new programme proposal is scrutinised to

ensure that the BOTA quality standards criteria are met. It is the procedure, which all new
programmes go through in order to obtain approval for the purpose of accreditation or for
any purposes as determined by BOTA from time to time.
Validity refers to the programme/curriculum having value or a strong firm base, that
curriculum development can be used to defend. It is appropriate in kind and, within that
kind, sufficiently complete and addresses the identified needs.
Vetting Committee refers to the BOTA committee that evaluates decisions emanating
from the DQA quality assurance processes.
Web-based training refers to the training that is available in the web site.
11
1.0
INTRODUCTION
Botswana Training Authority (BOTA) is committed to undertaking rigorous validation of VT

programmes offered at Foundation, Intermediate and Certificate levels of the BNVQF. Validation
of learning programmes is one of the requirements for accreditation of VT institutions.
Programmes validated are those submitted with application packs for accreditation.
Validation will confirm that programmes of learning offered by a registered VT institution have
been found to meet required standards and are of good standing that they are supported by
key stakeholders, well staffed, resourced and administered in line with stakeholder and BOTA
expectations and requirements.
The purpose of this document is to give a full description of validation process for consumption by
BOTA and its key stakeholders. This document provides an outline of Accreditation Application
Pack Flow, showing how the pack reaches Curriculum Division, and also provides detailed
information on validation process. Finally this document is to inform VT institutions on BOTA
requirements and their entitlements on validation of programmes.
12
2.0
SYSTEM FOR MANAGING QUALITY (ISO 9000: 2000)
INPUTS
Learners
Trainers
Curricula
Society
Learning Resources
Graduate etc
PROCESS
Learning
Training
Work placement
Research etc
PRODUCTS
Artisans
Technicians
Operators
Caterers
Receptionists
Clerks
Soldiers
Miners etc
Feedback loop
International Standards Organisation 9000 Standard of the year 2000 (ISO 9000:2000) is a quality
management system that most manufacturing and service providing companies, locally and
internationally, have adapted. BOTA as a service-providing organisation has also adapted the
system to ensure that the services provided are of international standard. It is an ISO 9000
requirement that every process is documented hence the production of this document.
ISO 9000:2000 places more emphasis on involvement and commitment of management. In VT as
in the manufacturing industry, quality assurance is usually driven by senior management, who
pass it through managers of training and finally cascade it down through a step-by-step process.
The ISO system for managing quality recognises that the starting point of managing quality is full
understanding of process approach. The illustration above is the perception of process flow in
curriculum development and delivery for VT.
Inputs are usually the elements that have gone through a certain stage of processing, but
sometimes raw - ie having not undergone any form of relevant vocational training. Various
elements are combined and processed to make up a product. In the case of VT, inputs are
learners, trainers, resource centres, facilities, funds, curriculum, and society just to list but a few.
The society sees curriculum as a way in which skilled human resources for industry/employment
can be made available, hence the need for curriculum developers to identify the knowledge, skills,
and attributes (KSA) required as building blocks for curriculum. Learners as they will be subjected
to the curriculum see it as a way of developing themselves to meet what ever their interests are,
13
and most importantly their expectations should be fulfilled. It is therefore important that curriculum
development continues to identify the critical KSA needed for a quality workforce and successful
employment in an occupation (industry) and for the learner as an individual.
The process is facilitation of change from one form to the other. Learning is a process in which
the KSA of an individual can be moulded to meet certain job specifications and societal roles. One
needs to acknowledge that learning can be influenced by a number of variables such as personal
ability (physical or mental), prior learning, learning approaches and society. These variables
should be identified and harnessed for successful implementation of curriculum and should not be
used as barriers for training/learning.
The product is determined by the input and the process hence the need to have a well balanced
mix of the two. It is important to predetermine and continuously review an ideal product of
learning, for VT to meet the ever changing needs of industry, society and learners as individuals
hence the continuous development of curriculum. The product of training/learning can also be
used to inform curriculum developers on the validity of the programme through tracer studies. In
other words the process flow diagram shown above is cyclic in operation rather than linear.
3.0
FLOW OF ACCREDITATION APPLICATION PACK
Upon submission of the application pack for accreditation from a VT institution, BOTA records it in
the BOTA files and database, before passing it to the Finance Office. It is a requirement that for
an application pack to be processed, an application fee at prevailing rate must be paid.
From the Finance Office where the application fee is recorded, the application pack is passed to
RAD to be evaluated against set criteria. This division will then pass the application pack for
further processing to CD and ACD to have input on issues related to curriculum/programme
development and assessment respectively.
CD will be expected to validate programmes, which form part of the application pack using the
validation criteria (see section 4.3). Validation process will be verifying whether the development
of programme(s) followed quality curriculum development processes eg Guidelines for
Preparing Curricula Linked to Unit Standards. The outcome of validation is communicated to
RAD, any supplementary information required is communicated to the VT institution in question
through the Director of Quality Assurance. Access to information on application is restricted to
14
authorised persons only. RAD will aggregate its findings with those from CD and ACD to
determine whether or not an institution should be accredited.
4.0
PROGRAMME VALIDATION
It is a BOTA requirement that all proposed VT programmes, leading to Foundation, Intermediate

and Certificate qualification levels of the BNVQF undergo a rigorous process of scrutiny known as
validation.
There is no particular sequence in which a programme is compiled. However, a holistic approach
towards curriculum/programme development should be adopted. Programme development should
be seen, as a rigorous task that involves identification of training needs, organisation of learning
modules, identification of training/learning resources, mobilisation of resources, piloting and
adjustment of the programme, implementation and evaluation of the programme. These stages of
curriculum development have been used to guide development of the validation criteria (in section
4.3).
4.1
What is Validation
Programme validation is a process whereby a programme is scrutinised against predetermined

quality requirements by BOTA. In order to assure BOTA that the programme is of quality
standard, a validation panel may be established to act on behalf of BOTA to undertake this
scrutiny, particularly where a programme is developed by CD eg regarding certain Generic
Skills.
Validation process involves checking validity and fitness for purpose of the programme. The
programme(s) and required evidence (eg prospectus, course catalogues, flyers and news letters)
are scrutinised against validation criteria (section 4.3) with the aim of maintaining and enhancing
quality in VT.
A programme is said to be valid, if it meets the present and near future needs of industry, society
and learners as individuals. Therefore, it is a requirement that rigorous methods of programme
development and delivery are employed.
15
4.2
Programme Validation Flow
As part of accreditation, RAD submits the application pack from VT institution to CD for the
purpose of validating the programme(s). The programme and documentation of programme
development would normally form part of the accreditation pack. CD signs for recieving the
programme package and/or documentation of the programme received from RAD. A list of
contents of the package is compiled by CD for record keeping.
BOTA Curriculum Development Specialist would scrutinise the document(s) against the
programme validation check list. The document(s) submitted will provide evidence to determine if
an institution can provide a suitable vocational training and institutional/industrial environment for
implementing the proposed programme(s).
The key areas to be considered include identification of needs and input sources, programme
development, piloting of the programme, revision and amendment, programme implantation, and
programme evaluation. At present, an institution is required to have been registered or in the
process of being registered for validation to be undertaken.
The CD Specialist or a panel engaged by BOTA will make a recommendation with respect to
approval or non approval of the programme on the programme validation check list at the close of
validation. Once validation is done, the report is submitted to CD Coordinator to check if quality
procedures were followed and report the outcome to RAD Coordinator. The CD Coordinator may
recommend redoing of validation if any inconsistencies or irregularities are noticed.
Once validation is done the programme package is handed back to RAD and signed for.
4.2.1
Validation of Unit Standards Based Programmes
When unit standards are developed they will express outcomes of learning and VT institutions will
be expected to link their curricula to the available unit standards. BOTA has provided guidance on
curriculum alignment and development process through the Guidelines for Preparing Curricula
Linked to Unit Standards (BOTA 2004), which should be followed.
16
4.2.2
Validation of Non Unit Standards Based Programmes
During this transition period when unit standards are being/to be developed it is recommended
that programmes be developed such that they explicitly express expected outcomes of learning.
4.3
Programme Validation Criteria
CD or programme validation panel will scrutinise the submitted programme(s) using the criteria
below.
17
Programme Validation Criteria Table

Area
BOTA Requirements
Evidence Required
1.
Identification of Needs
and Input Sources
Curriculum/programme aligned with identified

industry/employer needs;
Unit standard(s) analysed to adequately inform the

programme;
Alignment Process followed;
National policies accessed to inform the

programme on, for instance the political,
economical, social, technological and
philosophical needs to be satisfied ie direction of
the programme is informed by relevant industry
needs and national policy initiatives;
Rationale and/or Philosophy stated in the

Curriculum Document aligned with national
policies and industry needs;
Programme is comparable with international

standards; and
Source(s) of information for comparison eg web

sites, prospectus, programme; and
Outcomes expressed curriculum.
Outcomes of learning clearly stated in the

Curriculum Document.
Curriculum Document attaching or reflecting use

of relevant and current unit standard(s);
18
Area
2.
Programme
Development
BOTA Requirements
Evidence Required
Programme development process;
Documented programme development processes/

methods;
Title of the programme;
Title of the programme stated;
Duration of the programme(s);
Estimated notional learning time expressed in

terms of credits (1 Credit = 10 Notional Learning
Hours);
The qualification level of the programme;
Curriculum Document indicating each

programmes qualification level in relation to the
BNVQF;
Articulation or pathway of the programme

identified;
Curriculum Document linking programme to

related programmes at other levels of the BNVQF;
Curriculum linked to relevant and current unit

standard(s) registered on the BNVQF; and
Statement on module organisation or Curriculum

Document showing alignment processes(eg
mapping grid); and
A system for internal programme approval in

place.
Report/Statement/Curriculum Document reflecting

internal approval process of the programme.
19
Area
BOTA Requirements
3.
Piloting (trial run of the
programme)
Commitment to piloting of programmes;
Evidence/indication that the programme is

being/will be piloted;
Duration of piloting a programme is stated; and
Duration of piloting indicated; and
Intended date of implementation of the

programme.
Estimated date for commencement of the piloting

process indicated.
Improvements, if any, following the piloting

process.
Evidence/indication that the programme has

been/will be adjusted, as necessary, following the
piloting process.
The mode of programme delivery, eg institution

based; work based; distance or part time;
Curriculum Document reflecting programme

delivery mode(s);
Methods of training/learning are stated;
Curriculum Document showing training/learning

approaches; and
Assessment strategies are stated; and
Curriculum Document identifying assessment

strategies.
Strategies for continuous programme appraisal

Revision; and
Curriculum Document indicating the frequency of

the programme revision activities (eg every year);
and
Date (year) on which the programme will be

reviewed.
The planned year of next review (eg 2009).
4.
Revision and
Amendment (ie as a
result of the piloting
process)
5.
Programme
Implementation
6.
Programme Evaluation
Evidence required
20
4.4 Validation Panels

Where there is no institution or a CDC to develop a programme, especially for Generic Skills,
such programme will be developed by CD, a validation panel will then be appointed by BOTA to
validate the programme, whose responsibilities would entail to:
assess before implementation that the programme will meet the expectations and quality
requirements of BOTA;
ensure that learners will be provided with the opportunity to achieve identified and
agreed outcomes of learning;
identify and disseminate good practice in programme development and delivery;
explore issues relating to validity and appropriateness of the structure and content of the
programme;
ensure that systems to sustain the programme are in place; and
recommend approval or non approval of the programme to CD.
A validation panel may be comprised of members from the industry, trainers, assessors, and
institutions of higher education.
4.5 Validation Event

The Curriculum Specialist may undertake validation of programme(s) or a panel of experts
appointed by CD to act on behalf of BOTA. In a case where a validation panel is engaged
copies of programme documents will be distributed to the panel two weeks in advance of the
programme validation meeting.
Programme validation should be scheduled at least three
weeks before the Vetting Committee meeting, which takes place once a month.
The time required for completing the validation predominantly depends on the size of the
programme(s), organisation of material submitted for accreditation and whether the institution is
likely to meet the validation criteria. It is estimated that validation of one programme where all
required materials submitted would take one to two days.
21
5.0
CONCLUSION
This document is produced as an effort to assist VT institutions on programme validation

requirements. It is an ISO quality management requirement that processes considered to be of
importance to an organisation are documented.
BOTA has adapted ISO 9000:2000 as its system for managing quality, however it should be
pointed out that, there are various quality management systems that VT institutions can choose
to adapt. Adapting a quality management system will allow an institution to consider issues of
customer (learners, industry/employers and society) satisfaction.
Programme validation is one of the processes undertaken by BOTA to determine whether or not
an institution should be awarded accreditation. It is through the validation process that
relevance and quality of programmes is determined. BOTA advocates the use of holistic
approaches towards curriculum development, in order to ensure that VT addresses the needs of
key stakeholders. In essence, validation is used to enhance the quality of VT through systematic
and coherent methods of curriculum development and delivery.
ACD and CD only handle the assessment and curriculum parts of accreditation respectively,
while RAD handles the overall issues of accreditation. It is the Director of Quality Assurance
who communicates with institutions regarding decisions on issues of accreditation, while the
CEO of BOTA is responsible for appeals against accreditation decisions within the BOTA
structures.
22
6.0
REFERENCES
a) Botswana Training Authority [Online] (2003); http://www.bota.org.bw/; Accessed;

[December 2003].
b) Botswana Training Authority (2003); Draft Regulations for Apprenticeship and Industrial
Training; Gaborone, BOTA.
c) Botswana Training Authority (2003); Draft Regulations for the Registration of National
Vocational Qualifications on the Botswana National Qualifications Framework;
Gaborone; BOTA.
d) Botswana Training Authority (2004); Accreditation of Vocational Training Institutions and
Assessment Centres; Gaborone; BOTA.
e) Botswana Training Authority (2003); Regulations for the Registration and Accreditation
of Trainers, Assessors and Moderators; Gaborone; BOTA.
f)
Botswana Training Authority (2003); Regulations for the Registration of

Institutions/Assessment Centres; Gaborone; BOTA.
g) Cohen, Louis and Manion, Lawrence (1996); Research Methods in Education. 4th ed;
London; Routledge.
h) Edwards Pamela (2003); Student Centred Learning [Online];
http://www.tedi.uq.edu.au/TEN/TEN_previous/TEN6_97/ten6news1.html; Accessed
[November 2003].
i)
Liverpool John Moores University (2004), Programme Validation (Online);

http://cwis.livjm.ac.uk/quality/PROGVALI/Valwelcome.htm; Accessed [06 Feb. 04]
j)
Longman (1981); Dictionary of Contemporary English; Longman Group; UK.
k) New Zealand Qualifications Authority; (2003) Glossary (Online);

http://www.nzqa.govt.nz/about/glossary/; Accessed [December 2003]
l)
Republic of Botswana (1997); National Policy on Vocational Education and Training;

Gaborone; Botswana Government Printers.
m) Republic of Botswana (1998); Vocational Training Act No 22 of 1998; Gaborone;

Botswana Government Printers.
n) Strong Liza and Vorwerk Chris (2001); Designing Outcomes-Based Learning
Programmes for the Workplace; Randburg; Knowledge Resources (Pty) Ltd.
o) Werther William B (Jr) and Davis Keith (1992); Human Resource and Personnel
Management; 4th ed; Singapore; McGraw-Hill Inco.
23
p) Your Dictionary.com (2004); Your Dictionary (Online); http://www.yourdictionary.com;

Accessed; [15 January 2004].
24

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BOTSWANA TRAINING AUTHORITY

Please refer any questions in writing to:

(+267) 315 9481/2

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LIST OF ABBREVIATIONS AND ACRONYMS..................................................................... 4

SYSTEM FOR MANAGING QUALITY (ISO 9000: 2000).................................................... 13

FLOW OF ACCREDITATION APPLICATION PACK .......................................................... 14

PROGRAMME VALIDATION ............................................................................................... 15

What is Validation ..................................................................................................15

Programme Validation Flow..................................................................................16

Validation of Unit Standards Based Programmes .................................16

Validation of Non Unit Standards Based Programmes .........................17

Programme Validation Criteria .............................................................................17

Validation Event .....................................................................................................21

LIST OF ABBREVIATIONS AND ACRONYMS

Botswana National Vocational Qualifications Framework

Assessment and Certification Division

Botswana Training Authority

Chief Executive Officer

Department of Quality Assurance

International Standards Organisation

Registration and Accreditation Division

Accreditation refers to formal recognition of a training institution/assessment centre,

Accreditation of learning refers to formal recognition through robust assessment that

Appointed committees are formal bodies recognised as having rights, authority or

collecting evidence with regard to knowledge and skills of a person;

judging the usefulness of the evidence collected;

Authority (the) refers to the Botswana Training Authority.

Botswana National Vocational Qualifications Framework (BNVQF) refers to an

Competence-Based Training refers to a system of training that focuses on the ability to

Course refers to a prescribed series, sequence, process of learning events eg lectures

Criteria refer to established rules, standards or principles, on which a judgement is based

Curriculum refers to a course of study offered in a school/training institution or university.

Curriculum document refers to a document that reflects essential guiding information on

Curriculum Development Committees refers to committees established within

Entry requirements refers to the qualifications, knowledge, skills or experience required

Framework (the) refers to the Botswana National Vocational Qualification Framework.

Institutions see Training Institutions.

Learner-centred approach refers to a training/learning method that is shaped by the

focus is on the learners development, interests and needs;

learning builds on the learner's life experiences;

there is ongoing learning, in which the learner is an active participant; and

Module refers to a small, self-contained component being integral to a greater whole. It

Module organisation refers to sequencing of structured activities, opportunities, or

Programme is a plan of things to be done a scheme of proceedings for a course of

Qualification refers to an award given on successful completion of a course or

Quality refers to fitness for purpose.

Rationale is the justification and purpose of modules/programme. It is normally put down

Reliability refers to yielding of the same or compatible results in different experiments or

Resources refers to the human resources, financial resources or materials/equipment that

Training Institution means a private or public centre, organisation, employer or person,

Validation refers to a process whereby a new programme proposal is scrutinised to

Botswana Training Authority (BOTA) is committed to undertaking rigorous validation of VT

SYSTEM FOR MANAGING QUALITY (ISO 9000: 2000)

FLOW OF ACCREDITATION APPLICATION PACK

It is a BOTA requirement that all proposed VT programmes, leading to Foundation, Intermediate

Programme validation is a process whereby a programme is scrutinised against predetermined

Programme Validation Flow

Validation of Unit Standards Based Programmes

Validation of Non Unit Standards Based Programmes

Programme Validation Criteria

Programme Validation Criteria Table