NATIONAL CURRICULUM
ELECTRICAL INSTALLATION LEVEL I
.
PREFACE
A COMPETENCY-BASED AND STANDARDS-DRIVEN CURRICULUM
TABLE OF CONTENTS
PAGE
Philosophical Underpinnings of the National Curriculum
3
Curriculum Components
4
Rationale for developing a National Curriculum
6
Aims of the National Curriculum for Electrical Installation Level I
6
Opportunities for advancement in the Electrical Industry in Trinidad and Tobago
7
Organization of the Curriculum
8
Suggested Contact Hours
8
Mapping of CVQ Plan with the standards of the National Curriculum
9
Dealing with the attitudes and values aspects of the curriculum
10
Module 1
Principles of Occupational Health and Safety
11
Module 2
Drawing and Interpreting Sketches and Simple Drawings
15
Module 3
Preparing for Electrical Conduits/Wiring Installation
18
Module 4
Installing Electrical Fittings/Fixtures
21
Module 5
Installing the Final Sub-circuit
23
Module 6
Installing Distribution Panels
25
Module 7
Building Meter Circuits and preparing for final inspection
27
APPENDIX I
Student/trainee self evaluation/assessment form
29
APPENDIX II Processes used for Caribbean Vocational Qualification Certification
31
2
PHILOSOPHICAL UNDERPINNINGS OF THE NATIONAL CURRICULUM
The term “curriculum”, as used by practitioners, refers to the teaching-learning content, structure and processes provided by teaching institutions or
training centers to deliver courses or programs of study. Curriculum design can therefore be defined as a decision making process where its preparation is
carefully planned and evaluated before its implementation in the classrooms.
Needs of the labour market
Vocational training curricula are intended to function as a link between the occupational skills that define competence in the labour market and the
qualifications provided by those institutions or authorities offering vocational training to the actively working population and those seeking entry into the
labour force. As such, all vocational training curricula should offer sufficient direction to students/trainees or apprentices to enable them to comply with
the demands of specific work positions and allow them the opportunity to attain more advanced skills training and qualifications if they wish to do so.
Needs of the individual
Vocational training curricula design and development, however, is not created in a vacuum, but is directly influenced by a country’s economic and social
ambitions that are clearly spelt out in its educational policies. Since Trinidad and Tobago and the wider Caribbean ascribe to democratic societies where
humanistic values determine the nature of education and training, it is imperative that all stakeholders in Education should ensure that their training
programs emphasize the primacy of the individual learner and the needs of society in general. For instance, in recognition of our commitment to ethical
and moral societies that recognize equality of opportunity, the curriculum should cater for learners with different learning styles and varying multiple
intelligences who function at differing rates of progress and have different personalities. Furthermore, in keeping with the National Policy on persons with
disabilities, attempts are made in the National Curriculum to cater for persons with disabilities. This inclusion, however, is subject to conditions agreed to
with the agencies that cater for such persons, including the Trinidad and Tobago Association for the Blind, the Ministry of Social Development and the
Trinidad and Tobago Disabled Persons International.
Needs of Society
Curriculum theorists from Dewey (1919) to Tyler (1949) to Gardner (1999) have emphasized that curriculum development, instead of seeking to impart
ideas and information by rote, should focus on providing learners with experiences that would enhance their personalities through the acquisition of
generic skills while at the same time endowing them with specific occupational skills that would make them productive social participants. For example,
while there may be agreement that the labour market needs carpenters and plumbers, the region’s educational policies seek to ensure that our educational
institutions produce plumbers and carpenters who could:

solve problems

think critically
3

make informed decisions

manage emotions

work in teams

have positive self image

deal with diversity and change

handle conflict and

learn independently
Whilst a National Curriculum for Trinidad and Tobago must pay allegiance to the ingenious strategies used by international vocational and educational
training (NTVET) processes and procedures to ensure compliance with industry standards, we must ensure that this is not done at the expense of the
needs of the human resources that would ultimately decide the direction in which our society progresses. The National NTVET curriculum combines the
best elements of the “academic” curriculum with its emphasis on personal growth and cognitive development, with the best elements of the competency
based curriculum with its emphasis on mastery of occupational standards and the acquisition of employability skills. The main goal of the National
curriculum, therefore, is to produce productive citizens and competent workers who could contribute meaningfully to the betterment of the country.
CURRICULUM COMPONENTS
There are no material differences between the components of the academic and the competency based curriculum, Tyler (1949), Taba (1962) and Gress
and Purpel (1999) for instance, suggest that all curricula should consist of a rationale, objectives or outcomes, learning experiences consisting of the
knowledge, skills and attitudes to achieve the objectives and evaluation strategies to ensure that leaning has been achieved.
With respect to the Competency based curriculum, Rolf and Pechman (1995) note that a curriculum framework should contain the components listed
below.

Vision statement or Rationale

Content expectations or standards

Pedagogy and teacher practices

Equity linkages (such as opportunity-to-learn objectives or standards)

Relationships of content to student assessment

Performance expectations or standards.
4
The Caribbean Examinations Council (CXC) has long recognized the problems associated with Teacher training in the eighteen territories where its
examinations are offered. The rapid turnover of trained teachers and the reluctance of teachers to avail themselves of opportunities for retraining have
created a serious problem of inadequate pedagogical skills in the classrooms. The problem is exacerbated in the Technical and Vocational Sector where
most personnel have been recruited directly from industry with little or no knowledge of pedagogy and allowed to function without supervisors trained in
curriculum or assessment. In the absence of provisions for continuous training of teachers, CXC has acquiesced to the pleadings of Ministers of
Education in the region to include in both their Caribbean Secondary Education Certificate (CSEC) and Caribbean Advanced Proficiency Examinations
(CAPE) syllabuses, a set of suggested teaching and learning activities and suggested assessment strategies that would provide the learning experiences in the
classroom and assist teachers in the delivery of the curriculum. The inclusion of learning experiences in the National TVET curriculum is of utmost
importance since education and training are predominately process-oriented and many out-of-school students seeking Technical and Vocational
qualifications have not fully benefitted from five years of secondary education. Pedagogical factors, therefore, will pay a significant part in the delivery of
the curriculum and the inclusion of sample teaching and learning activities and strategies for continuous assessment would contribute to achieving this
goal.
The National Curriculum should be a welcome addition to the education landscape in the Caribbean since it

provides the foundation for seamless education and training and for entry level employment;

offers standardized programs, processes and procedures to be used by training institutions and providers in Trinidad and Tobago;

meets the needs of students who may not wish to advance immediately to Levels 2 to 5, but wish to seek immediate entry-level training for
employment;

facilitates articulation with other educational and NTVET programmes that respond to the developmental needs of the region.
5
RATIONALE FOR DEVELOPING A NATIONAL TECHNICAL AND VOCATIONAL EDUCATION CURRICULUM FOR TRINIDAD AND TOBAGO
A National Technical and Vocational Education (NTVET) curriculum for Trinidad and Tobago has been developed within the context of the
implementation of the National Technical Training Vocational Qualification (TTNVQ) and the inauguration of the Caribbean Vocational Qualification
(CVQ). The CVQ is an award that represents the achievement of a set of competencies that define the essential work practices of an occupational area
consistent with the levels articulated within the regional qualification framework. Through Competency Based Education and Training (CBET), the CVQ
acts as a catalyst to develop and change systems, processes, pedagogy and andragogy.
The National Training Agency of Trinidad and Tobago (NTATT) has been mandated by Cabinet Minute 736 of 27/03/08, to develop a labour force that
is competent, innovative, enterprising and entrepreneurial. The development, implementation and maintenance of a standardised curriculum would
provide all Training Institutions with regional and international accreditation in addition to the training, processes and procedures needed to produce a
world class labour force.
The National NTVET Curriculum utilizes an internationally approved design that incorporates the most modern learning and instructional theories
associated with Competency Based Education and Training (CBET). The design adheres strictly to the principles of a performance based curriculum
where the outcomes, knowledge, skills, attitudes and values are subjected to rigorous performance criteria and performance standards. All suggested
teaching and learning activities and assessment strategies are authentic and sample assignments are provided that portray actual problems that occur in
industry and realistic strategies used to overcome them. In addition to problem solving sample activities, the curriculum pays special attention to the area
of attitudes and values and sample activities have been provided to assist tutors in sensitizing students to the necessity of conducting themselves
appropriately both in the work environment and in their personal lives. While the text of the document addresses the student/trainee, the curriculum
also satisfies the needs of tutors, assessors and internal and external verifiers thereby ensuring high quality of learning, instruction and assessment.
Aims of the National Curriculum for Electrical Installation Level I
The study of the National Curriculum for Electrical Installation Level I is intended to assist students/trainees to:
1.
develop knowledge, skills, attitudes and values that will enable them to become eligible for entry-level employment in the electrical field;
2.
develop sensitivity to the issues, problems and challenges encountered in a working environment ;
3.
benefit from the group activity and team work needed for personal development and development as workers;
4.
make themselves available for opportunities for lifelong learning through exposure to bridging programs in the electrical field.
6
Opportunities for advancement in the Electrical Industry in Trinidad and Tobago
There are numerous opportunities available for trainees who are certified as competent in the knowledge, skills and attitudes presented in this curriculum.
Technical and Vocational Education in Trinidad and Tobago offers seamless educational advancement through the hierarchy of occupational levels (1 to
5). A description of these five levels is given in the table below to assist students who may wish to embark on a career in any of the occupational areas
where training is offered. The Table also contains information on the training providers at the different occupational levels.
Level of Training
Level 1
Description of the worker
Competent in routine tasks most of
which require supervision during the
early stages
Level of Employment
Apprentice; Supervised
worker
Level 2
Competent in complex, non-routine
work and may serve as supervisor,
guide and mentor to others. Has
responsibility for making on- the- spot
decisions on the job site, ensuring that
there is teamwork and timely
completion of jobs within budget.
Competent in the job and supervises
others. Has strong problem solving,
planning and designing skills
Independent skilled worker;
Artisan
Competent in principles of the field of
work and has personal responsibility
for planning, designing, analyzing and
executing work programs.
Competent in theoretical and practical
aspects of the job. Has considerable
knowledge of the field and has
responsibility for the management of
large groups of people.
Manager; Entrepreneur
Level 3
Level 4
Level 5
Technician; Supervisor
Chief Executive Officer,
Project Manager
Major Training Providers
Ministry of Education
National Training Agency
Ministry of Science and
Technology
National Skills Development
Program (NSDP); Metal
Industries Company (MIC);
National Energy Skills
Center (NESC)
Ministry of Science and
Technology
College of Science,
Technology and Applied
Arts of Trinidad and
Tobago (COSTAATT);
University of Trinidad and
Tobago (UTT)
University of Trinidad and
Tobago (UTT) University of
the West Indies (UWI)
Qualification
TTNVQ Level I
CVQ Level I
CSEC
University of Trinidad and
Tobago (UTT) University of
the West Indies (UWI)
Arthur Lok Jack Graduate
School of Business
Master of Science (M.Sc.)
TTNVQ Level 2
CVQ Level 2
CAPE
Advanced Diploma
Associate Degree
Technician’s Diploma
CVQ Level III
Bachelor of Science (B.Sc.)
CVQ Level IV
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Organization of the curriculum
The National Curriculum for Electrical Installation Level I is arranged into SEVEN Modules each consisting of Units or Elements of work. The name of
the Module signifies the occupational area to be studied while the Elements or Units feature the steps needed to fulfill the competence in the Module.
The main terms used in this section of the curriculum are explained below.
Module
A self-contained or independent component of the curriculum
Unit Number
The identification number of a specific task designated by the Caribbean Association of National Training Associations (CANTA) under its qualification
plan
Unit Title
The title of the occupational/skill area to be studied in the Module
Element
A subdivision of the Module into discrete parts or steps
Performance Criteria
The task that the trainee needs to complete
Type of Evidence
The documentary data and information which provides proof that the trainee understands the content or skill competence in the given task
Critical Knowledge, Skills and Attitudes
The knowledge, skills and attitudes that the trainee must possess to show competence in the task
Performance Outcome
The method used to assess how well the learner/candidate demonstrates knowledge and skills in order to determine the achievement of competencies
as defined by the performance criteria.
Suggested Contact Hours
Each Module is allocated an approximate number of contact hours. These estimates are based on industry experts’ opinions of how many hours of
training would be required for the average trainee to become competent in doing the tasks identified in the Module. Given that there is a wide disparity in
the capacity of Training Institutions to deliver the curriculum on account of available resources, the experiences of training staff, the readiness of trainees
8
and other factors, Institutions are advised to treat these hours as suggestive rather than prescriptive and to be guided by the trainees’ readiness to be
assessed in the skill.
Mapping of the Regional Qualification Standards with the National Curriculum
The National Curriculum meets the criteria for the award of Caribbean Vocational Qualifications (CVQ and NTTVQ) by including all CORE
competencies plus two level one electives and one (1) Level 2 elective. The Table below maps the National curriculum with the regional qualification
plan.
Regional standards for national qualifications
Unit Number
Unit Title
Competency Standards in the National Curriculum
Name of Module
Element Name
MEMCOR0131A
Drawing and Interpreting
Sketches and Simple Drawings
Principles of Occupational
Health and Safety
Draw and interpret sketches and
simple drawings
Observe electrical safety
Module Number and
Steps
Module 1 Step 1.5
Module 2 Steps 2.3-2.5
Module 1 Steps 1.1 – 1.5
Principles of Occupational
Health and Safety
Building meter circuits and
preparing for final inspection
Installing Electrical
Fittings/Fixtures
Electrical Drawings
Observe electrical safety
Module 1 Steps 1.1 – 1.5
Test electrical installation
Module 7 Steps 7.6 &7.7
Install electrical fittings and
fixtures
Plan electrical drawings
Module 3 Steps 1-6
Module 4 Step 4.1
Module 2 Step 2.1
Building meter circuits and
preparing for final inspection
Installing Final Sub-Circuit
Build meter circuits
Module 7 Step 7.1
Install final sub-circuit
Module 5 Step 5.1
Drawing and Interpreting
Sketches and Simple Drawings
Installing Distribution Panels
Draw and interpret sketches and
simple drawings
Install distribution panels
Module 2 Step 2.1
Principles of Occupational
Health and Safety
Planning Electrical Installation
Prepare a clean work environment
Module 1 Step 1.1
Plan electrical installation
Module 3 Step 3.1
MEMCOR0141A
MEMCOR0161A
MEMCOR0171A
MEMCOR0191A
Undertake interactive
workplace communication
Follow principles of
Occupational Health and
Safety (OH&S) in work
environment
Plan to undertake a routine
task
Use graduated measuring
devices
Use hand tools
MEMCOR0051A
Perform related
computations-basic
MEMCOR0071A Use Electrical/Electronic
measuring Devices
MEMCOR0081A Mark off/out (general
engineering)
MEMCOR0091A Draw and interpret sketches
and simple drawings
MEMMAH0071A Perform manual handling
and lifting
MEMMAH0081A Perform housekeeping duties
MEMINS0071A
Prepare for electrical
conduits/wiring installation
Module 6 Step 6.1
9
MEMINS0051A
Cut, bend and install
electrical conduits
MEMINS0011A
Install, terminate and
connect electrical wiring
MEMMRD0161A Disconnect and reconnect
fixed wired electrical
machinery, appliances and
fixtures
MEMMRD0181A Attach flexible cables and
plugs to electrical machinery ,
appliances and fixtures
MEMFAB0011A Perform manual
soldering/de-soldering –
electrical/electronic
components
MEMINS0162A
Cut, fit and install trunking
system
MEMMRD0121A Perform basic repair to
electrical/electronic
apparatus
Installing Electrical Fittings
/Fixtures
Installing Final Sub-Circuit
Installing Distribution Panels
Installing Electrical Fittings
/Fixtures
Installing Electrical Fittings
/Fixtures
Installing Electrical Fittings
/Fixtures
Installing Electrical Fittings
/Fixtures
Secure electrical fittings
Module 4 Steps 4.4 - 4.5
Connect switches, isolators and
outlets
Install panel, circuit breakers and
connect main breaker/kit
Module 5 Steps 5-1 – 5.6
Install electrical trunking, connect
fittings, secure fittings and install
conduit
Use soldering techniques,
procedures and materials to
connect electrical fittings
Module 4 Steps 4.1 – 4.7
Install electrical trunking
Module 4, Step 2
Isolate and replace live electrical
outlets
Module 6, Step 5
Module 6 Steps 6.1 – 6.5
Module 4 Step 4.1
Dealing with the Attitudes and Values areas of the curriculum
In the third column of each Module, entitled “Critical Knowledge, Skills and Attitudes”, there is at least one statement that indicates the attitude or
behavioral change that the trainee is expected to acquire in pursuit of achieving competence in the skill. For example, in Module 1 Step 1.1, students
should know and understand that “a clean work environment contributes to a positive self image and a healthy work ethic”. Tutors are not expected to
“teach” these objectives in the traditional sense but to assist the trainees to develop an appreciation for the quality of their work as they proceed through
the course.
The recommended way of achieving this is to allow trainees opportunities for reflection, self -evaluation and peer –evaluation, the dynamics of which will
encourage them to build an appreciation for setting standards and hopefully strive to improve the quality of their work. Advice and tasks are provided
under some of the “Suggested Teaching and Learning Activities” in the curriculum but tutors may visit Appendix I for a self-evaluation checklist that
could be used as a diagnostic tool by tutors and a motivational tool by trainees. The checklist will allow students the opportunity to reflect on their
progress and attitude and serve as a guide to tutors as to how to assist them in improving their attitude towards the course.
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MODULE I:
PRINCIPLES OF OCCUPATIONAL HEALTH AND SAFETY
On completion of this Module, Student/trainee will be able to demonstrate allegiance to safety procedures in performance of all tasks
This Module covers aspects of four Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below
Unit Number
MEMECOR0141A
MEMCOR0131A
MEMMAH0081A
MEMCOR0191A
Unit Title
Follow principles of Occupational Health and Safety (OH&S) in work environment
Undertake interactive workplace communication
Perform Housekeeping Duties
Use hand tools
Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the
competencies contained in this Module
Performance criteria
Type of evidence
Critical knowledge, skills and attitudes
Performance outcome
You should be able to
You will demonstrate that you can
You will show that you know and understand
You will become
competent when
Element 1: Observe Electrical Safety
1.1 prepare a clean work clean a room littered with wire clippings, 
environment
screws, connectors, chemicals and an
assortment of dirty and clean tools paying
attention to safety rules and regulations.



1.2 protect yourself and
equipment
select from an assortment of safety wear
and equipment, those needed to connect
an electrical outlet in a house without
omitting any critical item



the personal protective gear, equipment (PPE),
toiletries and rules of hygiene that contribute to
preparing a clean work environment
Occupational Health and Safety (OH&S) rules
contained in the Chemical Safety Program,
especially those related to the labeling of
containers and disposal of chemicals.
the value of cleaning and securing items that can
be re-used and discarding waste in keeping with
proper environmental concerns
that a clean work environment contributes to a
positive self image and a healthy work ethic
the rules and regulations governing the safe use
of electrical equipment in performing a variety of
tasks in different environments
hazards and accidents associated with ignoring
safety rules
basic first aid
a clean work
environment is
prepared
your person and the
equipment are safe
11
Performance criteria
Type of evidence
Critical knowledge, skills and attitudes
Performance outcome
You should be able to
You will demonstrate that you can
You will show that you know and understand
store six sets of tools safely according to
regulations and information obtained
from the manuals

You will become
competent when
tools are safely stored
after use
1.3 replace tools after use
safely rules governing storage of different types
of tools including sensitive tools
 interpretation of information from manuals
 that the care of one’s tools is an indication of
one’s attitude to the job
1.4 observe electrical
state the safety procedures recommended  electrical standards and regulations of the
safety regulations are
regulations
by OH&S for performing six different
Occupational Health and Safety Act, The
observed in the
tasks, without referring to the booklets
National Electric Code (NEC) and the Trinidad performance of related
and making no errors.
and Tobago Wiring Code of the Electrical
tasks
Inspectorate.
 procedures for extinguishing fires, emergency
evacuation and guidelines for the safe erection
and use of scaffolding and step ladders
 that safety regulations are designed to ensure that
lives are protected and equipment is safely stored
1.5 carry out interactive
make a written or oral report to a
 rules and regulations recommended by the
safety regulations are
workplace
supervisor concerning an electrical safety
Occupational Health and Safety Act
written in basic
communication
hazard on a worksite
 the importance and implications of being able to English
communicate effectively with others both in the
workplace and in all aspects of life
 the elements of good reports including accuracy
of time, names and place, distinguishing between
fact and opinion, and attention to minute
details, such as, the context in which the report is
being made.
N.B
The trainee/student should prove competence in all performance criteria (1.1 to 1.5) to be certified as competent in this Module
Minimum resources required for this Module





Safety Manuals for the OH&S, Wiring for light and power, Bureau of Standards’ Electrical Wiring Codes
overalls
goggles and glasses
hard hat and hard cap
earplugs/muffs
12







dust masks/respirator
gum boots
Hand Tools
Cleaning agents
Storage space
Hacksaw and blades
Gloves
Tutors may find the following resources useful for this Unit



Video equipment
Digital camera
Camcorder
Suggested Teaching, Learning and Assessment Strategies
1. Student/trainee may visit industries to observe safety attire, tools and equipment used in different contexts. Student may take notes and present to
the class
2. Student/trainee may simulate activities where he or she creates a safety manual for a specific industry, for example, in the energy sector
3. Tutor may invite officials from OH&S, the Inspectorate, Fire Department or Industry to host panel discussions with students who are then
questioned by the tutor or be subjected to a quiz where teams compete, based on information obtained in the panel discussion.
4. Using safety regulations contained in the Inspectorate’s or Manufacturers’ manual, the tutor may design activities in which students
a)
b)
c)
d)
identify safety tools and equipment used for different tasks in the Module
explain how the equipment works
suggest the suitability of the equipment for use in emergency situations, for example, flooding and electrical fires
suggest other types of safety equipment that may be used
5. Students’ portfolio may be examined to ensure that all relevant safety regulations are observed whenever they perform a task in the various Units in
the Module. This assessment will form part of the attitudes and values (employability skills) segment of the trainee’s evaluation.
6. The tutor may arrange various competitions for individuals or groups using safety issues as a theme in situations listed below. It is important that
trainees be allowed to assess themselves and their peers by creating their own criteria for judging and collectively deciding on the winner whose
piece is appropriately displayed.
 a calypso competition at carnival time
 parang competition at Christmas time
 video competition where students with access to camcorder or cell phone produce a documentary highlighting safety hazards in their
community
13

poster competition where groups or individuals create logos or mottos on electrical safety
SAMPLE ASSIGNMENT FOR PROBLEM SOLVING
You and a friend apply for a dancehall license to host a carnival party at your local Community Center. The Fire Department objects claiming that the
building had electrical problems. List five things that may have led the Fire Department to object.
SAMPLE ANSWER
1.
Exposed electrical wires
2.
Lack of fire distinguishers
3.
No sprinklers installed
4.
No emergency exits in case of fire
5.
Building was last rewired 50 years ago and there is deterioration in the quality of wiring.
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MODULE 2:
DRAWING AND INTERPRETING SKETCHES AND SIMPLE DRAWINGS
On completion of this Module, Student/trainee will be able to draw and interpret simple drawings and sketches
This Module covers aspects of three Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below
Unit Number
MEMCOR0091A
MEMCOR0131A
MEMCOR0051A
Unit Title
Draw and interpret sketches and simple drawings
Undertake interactive workplace communication
Perform related computations (Basic)
Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the
competencies contained in this Module
Performance criteria
Type of evidence
Critical knowledge, skills and attitudes
Performance outcome
You should be able to
You will demonstrate that you can
You will show that you know and understand
You will become competent when

electrical symbols are
identified
Element 2: Plan Electrical Drawings
2.1 identify electrical
identify all the electrical symbols on a list
symbols
containing drawings of 10 electrical symbols
2.2 distinguish among
different supply lines
identify each line of an electrical circuit
making no errors
the different symbols used in
electrical wiring
(European/American/ German)
 that an effective electrician should
display a good working knowledge of
local and internationally-accepted
customs in electrical installation
 the color codes in a single phased low
voltage installation
Old code
Line 1- red
Line 2- yellow (tape red)
Line 3- neutral (black)
Ground- green or green with yellow
New code
Line 1-brown
Line 2-black
different lines arte identified
15
Performance criteria
Type of evidence
Critical knowledge, skills and attitudes
Performance outcome
You should be able to
You will demonstrate that you can
You will show that you know and understand
You will become competent when
Line 3-neutral (grey)
Ground- green or green with yellow


2.3 sketch free hand
drawings
2.4 sketch electrical
circuits
2.5 read electrical
drawings/diagrams

make a schematic/wiring pictorial drawing
that features the location of outlets including
switches, socket outlets, lights and panel
board
interpret an electrical drawing







N.B
how to add the new color code to the
old color code without the need to
replace the old with the new by
rewiring
that an electrician’s competence is
measured by his/her confidence in
reading and interpreting signs,
symbols and color codes associated
with the electrical field
the regulations that apply to installing
electrical circuits in buildings
the appropriate symbols to be used in
drawing a sketch
that sketching is vital to preparation
for many tasks in electricity so as to
avoid making mistakes
the wall location on an electrical
drawing, basic measurement
according to scaling and physical
location
scale and proportion
lines, scale, dimensions, symbols and
abbreviations used in sketches
making estimates of space and
distance
that drawings and sketches act as a
safeguard against making errors in
the execution of the task
free hand sketches are drawn
electrical circuits are sketched
electrical drawings are
interpreted
The trainee should prove competence in all performance criteria (2.1 to 2.5) to be certified as competent in this Module
16
Minimum resources required for this Unit
 Paper and pencil
 Drawing paper
 List of electrical symbols
 Tutors may find access to the internet a useful resource useful for this Unit
Suggested Teaching, Learning and Assessment Strategies
1.
2.
3.
4.
Tutor may sketch an electrical plan and demonstrate to trainees how the plan is actually represented in a building
Trainees may be assigned to draw the electrical plan for the building which they occupy
Trainees may simulate drawing electrical plans for buildings in different contexts
Trainees may be assigned to do an internet search for an electrical drawing and allowed to present an interpretation to the class
Sample Assignment
Students are given a blank floor plan of a duplex and are assigned to insert all electrical symbols according to regulations
Sample Answer
The wall location, basic measurements, electrical symbols and the regulations that apply to installing electrical circuits in buildings are evaluated by the
tutor.
17
MODULE 3:
PREPARING FOR ELECTRICAL CONDUITS/WIRING INSTALLATION
On completion of this Module, Student/trainee will be able prepare a room for installing electrical conduits/wiring
This Module covers aspects of the four Units of competency standards for TTNVQ and CVQ qualifications shown below
Unit Number
MEMINS0071A
MEMCOR0131A
MEMECOR0141A
MEMCOR0161A
Unit Title
Prepare for electrical conduits/wiring installation
Undertake interactive workplace communication
Follow principles of Occupational Health and Safety (OH&S) in work environment
Plan to undertake a routine task
Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the
competencies contained in this Module
Performance criteria
Type of evidence
Critical knowledge, skills and attitudes
Performance outcome
You should be able to
You will demonstrate that you can
You will show that you know and understand
You will become competent when
Element 3: Plan Electrical Installation
3.1 identify fittings and
 state the names and apply a label 
fixtures
to ten electrical fittings and
fixtures randomly placed on a
table

3.2 relate
drawings
fittings and fixtures
3.3 identify wiring systems
to interpret the drawings on an 
electrical wiring plan and select
fittings and fixtures appropriate for a
particular task

state and label the types of wiring
system shown either live or in
photographs and video


metallic and non-metallic fittings and
fixtures available on the local market for
electrical installation
that an electrician gains the respect of
clients when he/she provides proper
guidance and value for money in a work
situation
symbols on an electrical plan and the
metallic and non-metallic fittings and
fixtures available on the local market for
electrical installation
that communication by words, drawings,
colors and symbols are necessary for one
to practice as an effective electrician
wiring systems- flush type, cable,
exposed, concealed, underground
that knowledge of technical aspects of a
electrical fittings and fixtures are
identified
fittings and fixtures are depicted
in drawings
wiring systems are identified
18
Performance criteria
Type of evidence
Critical knowledge, skills and attitudes
Performance outcome
You should be able to
You will demonstrate that you can
You will show that you know and understand
You will become competent when
3.4 identify point of
entrance (POE) location
select an appropriate location for the
point of service entrance of electrical
wires

3.5 identify main panel
location
select an appropriate location for the
main panel from a sketch of an
electrical plan

3.6 make material estimates
prepare an estimate for the surface
installation of a lamp and switch


N.B
job enhances efficiency and builds
confidence
rules of the local electricity utility
provider (T&TEC)regarding the
selection of an appropriate location for
point of entrance: distance from pole
and convenience in relation to
distribution lines
Government Electrical Inspectorate’s
rules regarding the selection of an
appropriate location for main panellocation in relation to supply line, height
of panel from the floor, absence of water
lines
cost of cables, screws, plugs and clamps
based on distance between switch and
light and the size of the cables
that good work ethics involve fair play
and ethical behavior since the client on
whom the electrician depends for a
salary is entitled to expert advice and
cost-effective estimation of the cost of a
job
points of entrance are located
main panel location is secured
estimates of materials are made
The trainee should prove competence in all performance criteria (3.1 to 3.6) to be certified as competent in this Module
Minimum resources required for this Unit
T&TEC Light and Power Regulations
Trinidad and Tobago Standard: Electrical Wiring Code: Bureau of Standards Part 1
Tutors may find the following resources useful for this Unit
Video equipment, camcorder and cell phone with camera
19
Suggested Teaching, Learning and Assessment Strategies
1. Trainees may conduct visits to housing sites to observe and take pictures of what is taking place with respect to location of service entrance and
main panel
2. Trainees may conduct visits to a housing site and a factory building and allowed to compare and contrast the location of service entrance and
panel placement for the two types of buildings
3. Tutor may allow trainees to complete an Inspection Certificate, that is, the form that a licensed electrician submits when paying for connection
points
Sample group assignment for problem solving
Class may be arranged in four groups. Tutor creates a simulation exercise in which each group makes a floor plan on plywood and groups are given the
task of locating appropriate points of entrance and main panel. An estimate of materials should also be prepared. A group representative presents a
justification to the class based on rules governing location and estimates. A panel of judges selected of representatives from each group decides on the
winner and explains to the class the reason for the selection.
Sample answer
Judges selected from representatives of each group, set up criteria for assessment and decide on the winner
20
MODULE 4: INSTALLING ELECTRICAL FITTINGS/FIXTURES
On completion of this Module, Student/trainee will be able to install electrical fittings/fixtures
This Module covers aspects of six Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below
Unit Number
MEMCOR0191A
MEMINS0051A
MEMMRD0181A
MEMINS0162A
MEMFAB0011A
MEMFAB0041A
Unit Title
Use hand tools
Cut, bend and install electrical conduits
Attach flexible cables and plugs to electrical machinery, appliances and fixtures
Cut, fit and install trunking system
Perform manual soldering/de-soldering –electrical electronic components
Carry out mechanical cutting operations- basic
Suggested Contact Hours: Industry experts have advised that approximately 100 contact hours will be required for the average trainee to acquire the
competencies contained in this Module
Performance criteria
Type of evidence
Critical knowledge, skills and attitudes
Performance outcome
You should be able to
You will demonstrate that you can
You will show that you know and understand
You will become competent when
Element 4: Install Electrical Fittings/Fixtures
4.1 connect electrical
use soldering techniques, procedures
conductors by soldering and materials to connect conductors




4.2 install electrical
trunking
select type and size of trunking for a
particular task, make a mitre and
secure trunking to a wall


the techniques, procedures and materials electrical conductors are
used in soldering and de-soldering- clean connected by means of soldering
conductor, plug in iron, clean tip, select
appropriate resin core solder, add on
solder, apply heat, melt solder, ensure
solder it goes through conductor.
safety hazards associated with the use of
soldering materials
the importance of unplugging soldering
iron and placing on a safe stand when
not in use
the importance of cleaning residue on
completion of a job involving soldering
or de-soldering
the use of a mitre square and use and
electrical trunking is installed
care of a hacksaw
safety and work-related steps and
procedures for installing electrical
21
Performance criteria
You should be able to
Type of evidence
You will demonstrate that you can
Critical knowledge, skills and attitudes
You will show that you know and understand

4.3 connect electrical
fittings/fixtures
connect electrical fittings and fixtures 
using screw connectors, wire nuts,
strip connectors and solder-less lugs


4.4 bend electrical conduit
(P.V.C, E.M.T)
4.5 secure electrical fittings
bend electrical conduit using
bending springs and electrical
metallic conduit benders

secure switches, socket outlets, and
lamps to wall or ceiling



4.6 install electrical conduit
install exposed and concealed
conduits using appropriate benders


4.7 saddle/secure electrical
cable
saddle electrical cables using the
appropriate clamps and straps

trunking
quality standards related to electrical
installation
the purpose and use of screw connectors,
wire nuts and strip connectors
hazards resulting from loose connections
including shocks, fire or damage from
chemicals
manufacturers’ specifications for cables,
wires, conductors, brackets and clamps
how to make offset, 90 degree and camel
back bends
the differences between metallic and
non metallic electrical conduits
how to install one-way, two-way and
dimmer switches, GFCI plugs, and
socket outlets
safety rules regarding the installation of
electrical fittings
the importance of clamping exposed
conduits
how to use bending springs and metallic
conduit benders without causing any
kinking
how to select straps and clamps for
different sizes and types of electrical
conduits
the use and purpose of nylon and
metallic fish lines
Performance outcome
You will become competent when
electrical fittings/fixtures are
connected
electrical conduit is bent
electrical fittings are secured
electrical conduit is installed
electrical cable is secured
4.8 pull
electrical use fish lines to pull cable through

electrical conductors are pulled
conductors
through conduits
through conduit
conduits
N.B
The trainee should prove competence in all performance criteria (4.1 to 4.8) to be certified as competent in this Module
22
Minimum resources required for this Unit
 Metallic and non metallic conduits
 Fish lines
 Hand tools, electrical drill, cables, clamps and straps
 Wall plugs, electrical wires
Suggested Teaching, Learning and Assessment Strategies
1.
2.
Tutor may demonstrate to the class the proper way to pull cables using fish lines avoiding kinking
Trainees may be assigned to do exercises on the proper methods of tying off cables to draw into lines
23
MODULE 5: INSTALLING THE FINAL SUB-CIRCUIT
On completion of this Module, Student/trainee will be able to install the final sub-circuit
This Module covers aspects of three Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below
Unit Number
MEMCOR0081A
MEMINS0011A
MEMCOR0071A
Unit Title
Mark off/out (General Engineering)
Install, terminate and connect electrical wiring
Use Electrical/Electronic measuring Devices
Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the
competencies contained in this Module
Performance criteria
Type of evidence
Critical knowledge, skills and attitudes
Performance outcome
You should be able to
You will demonstrate that you can
You will show that you know and understand
You will become competent when

one-way switch conduits are
connected
Element 5: Install Final Sub-Circuit
5.1 connect one-way switch connect a control lighting fixture
circuits
using a one-way switch


5.2 connect two-way switch
circuits
5.3 install isolators-
connect control lighting fixture using
two-way switches
install cooker and AC isolators

5.4 install cooker outlets
install cooker outlets using
regulations regarding polarity

5.5 install socket outlets
install socket outlets using


the purpose and use of a continuity
tester
the identification of colour codes and
the determination of terminals by testing
the value of a professional attitude in
doing electrical work
the identification of colour codes and
the determination of terminals by testing
regulations for installing isolators
regarding location and height
regulations regarding amperage, cable
size, breaker size, location and the
necessity for outlets to be located
without interference from other cables
tests of polarity and how to terminate
two-way switch circuits are
connected
isolators are installed
cooker outlets are installed
socket outlets are installed
24
Performance criteria
Type of evidence
Critical knowledge, skills and attitudes
Performance outcome
You should be able to
You will demonstrate that you can
You will show that you know and understand
You will become competent when
regulations regarding polarity
install G.F.C.I outlets paying regard
to off line and load side

5.6 install G.F.C.I outlets
conductors under socket terminals
the reason for installing G.F.C.I outlets G.F.C.I outlets are installed
and where installation is applicable
N.B
The trainee should prove competence in all performance criteria (5.1 to 5.6) to be certified as competent in this Module
Minimum resources required for this Unit





T&TEC Light and Power Regulations
Trinidad and Tobago Standard: Electrical Wiring Code: Bureau of Standards Part 1
Hand and Power tools used in electrical installation
Spirit Level
Ladder
Tutors may find the following resources useful for this Unit

Video equipment, camcorder and cell phone with camera
Suggested Teaching, Learning and Assessment Strategies
 Demonstrations
 Quizzes
 Simulations
Sample assignment
Tutor may allow trainees to construct an electrical circuit on ply board and assign students to connect one-way and two-way switch circuits, isolators,
G.F.C.I outlets, cooker outlets and socket outlets.
Sample answer
Assessment done in keeping with adherence to regulations
25
MODULE 6:
INSTALLING DISTRIBUTION PANELS
On completion of this Module, Student/trainee will be able to install distribution panels
This Module covers aspects of the four Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below
Unit Number
MEMMAH0071A
MEMMRD0161A
MEMCOR0071A
MEMMRD0121A
Unit Title
Perform manual handling and lifting
Disconnect and reconnect fixed wired electrical machinery, appliances and fixtures
Use electrical/electronic measuring devices
Perform basic repair to electrical/electronic apparatus
Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the
competencies contained in this Module
Performance criteria
Type of evidence
Critical knowledge, skills and attitudes
Performance outcome
You should be able to
You will demonstrate that you can
You will show that you know and understand
You will become competent when
electrical panel is erected
6.1
Element 6: Install Distribution Panels
install electrical panel
install an electrical panel using hand and
power tools

6.2
install circuit breakers

6.3
connect F.S.C to breakers connect final sub-circuit ensuring that
conductor is terminated under the load
side of the breaker terminal
connect main breaker/kit connect main breaker/kit ensuring
utmost security
isolate and replace live
disconnect and replace three types of
electrical outlets
electrical outlets making no mistake
regarding safety procedures
6.4
6.5
install single pole and double pole circuit
breakers





regulations for erecting electrical
panels including rules related to
height from floor
methods and steps of installing
circuit breakers- bolt on, plug in or
use of clips
regulations for connecting final subcircuit to breakers and the
application of colour coding rules
regulations for securing main
breaker/kit
the isolation and replacement of plug
outlet, switch and lighting receptacle
safety regulations governing the
isolation of live electrical circuits
the dangers of having faulty electrical
outlets in a household including the
circuit breakers are installed
F.S.C is connected to breakers
main breaker/kit is connected
electrical outlet is isolated and
replaced safely
26
6.6
Performance criteria
Type of evidence
Critical knowledge, skills and attitudes
Performance outcome
You should be able to
You will demonstrate that you can
You will show that you know and understand
You will become competent when
test electrical circuits
test and record readings for an electrical 
outlet without making any mistake
regarding safety



6.7
write C. C.T directory
create a list or C.C.T directory assigning
each fixture to a specific breaker


N.B
risk of fires, shock and burns
safety rules and regulations governing
the testing of electrical circuits
how to conduct analog and digital
voltage and current tests using clamp
on meter and multi-meter
hazards and accidents that could
result from faulty installation of
electrical circuits
the corrective measures to use in the
event that readings indicate the need
to fix the problem
the location of every fixture in an
electrical system
the value and purpose of keeping
proper records
tests of electrical circuits are
conducted in accordance with
all safety rules and regulations
C.C.T directory is written
The trainee should prove competence in all performance criteria (6.1 to 6.7) to be certified as competent in this Module
Minimum resources required for this Unit
T&TEC Light and Power Regulations
Trinidad and Tobago Standard: Electrical Wiring Code: Bureau of Standards Part 2
Tutors may find the following resources useful for this Unit





Metallic and non metallic conduits
Video equipment, camcorder and cell phone with camera
Hand tools, electrical drill, cables, clamps and straps
Wall plugs, electrical wires
Copies of electrical directories
Suggested Teaching, Learning and Assessment Strategies: Demonstrations, Quizzes and Simulations
Sample assignment: Tutor may present an electrical plan to the class and students could be assigned to create a directory
27
MODULE 7:
BUILDING METER CIRCUITS AND PREPARING FOR FINAL INSPECTION
On completion of this Module, Student/trainee will be able to build meter circuits and prepare for final inspection
This Module covers the Unit of competency standards for TTNVQ and CVQ qualifications as shown in the Table below
Unit Number
Unit Title
MEMCOR0071A Use Electrical/Electronic measuring Devices
Suggested Contact Hours: Industry experts have advised that approximately 100 contact hours will be required for the average trainee to acquire the
competencies contained in this Module
Performance criteria
You should be able to
Critical knowledge, skills and attitudes
You will show that you know and understand
Performance outcome
You will become competent when
Element 7: Install mains
7.1 install meter base
install a meter base according to
regulations

meter base is installed
7.2 install glands
install glands ensuring that they are
properly sealed and secure

7.3 terminate main cable
terminate main cable in meter base
observing line, load and grounding
conductor
set up point of entrance observing
the code on drip loop/goose neck
connect main earth to the ground
ensuring proper connection and
utmost security

rules related to installing meter bases
including regulations that refer to
accessibility to meter readers, height
from ground and line and load
identification
rules related to installing glands and the
selection, purpose and use of waterproof
resins
colour code with brown on the left and
black on the right and center neutral

local standards related to drip loop
point of entrance is set up

rules related to installing meter base to
ground including the reasons for an
earth terminal, the value and purpose of
an 8 foot earth electrode with six inches
left out of the driven ground and
protected by a box.
main earth is connected
7.4 set up point of entrance
(P.O.E)
7.5 connect main earth
Type of evidence
You will demonstrate that you can
glands are installed
main cable is terminated
28
Performance criteria
You should be able to
7.6 measure insulation
resistance
Type of evidence
You will demonstrate that you can
Critical knowledge, skills and attitudes
You will show that you know and understand
use an insulation resistance tester to
measure resistance

Performance outcome
You will become competent when
settings and minimum acceptable
installation resistance is
insulation resistance readings according measured
to regulations
7.7 make/conduct
conduct polarity test to ensure that
 settings and acceptable readings for
verification of polarity test is
verification of polarity
electrical wires are in correct order
testing for polarity when preparing for
conducted
test
and properly located
inspection including testing of wall and
lighting circuits
N.B. The trainee should prove competence in all performance criteria (7.1 to 7.7) to be certified as competent in this Module
Minimum resources for this Module
T&TEC Light and Power Regulations
Trinidad and Tobago Standard: Electrical Wiring Code: Bureau of Standards Part 1
National Electric Code
Tutors may find the following resources useful for this Unit
Video equipment, camcorder and cell phone with camera
Suggested Teaching, Learning and Assessment Strategies

Demonstrations, Quizzes and Simulations
Sample assignment for problem solving
Tutor may allow students to simulate the activities involved in installing and conducting tests for final inspection on an electrical system including the
testing of a meter base and earth connection.
Sample answer
Assessment based on accuracy of installation based on relevant regulations
29
APPENDIX I
STUDENT/TRAINEE SELF EVALUATION/ASSESSMENT FORM
This form should be administered to students at the end of each Module. Trainees and tutors may use the profile to diagnose students’ readiness for
advancement to the next Module or Level. On completion tutor should discuss the results and allow students to adjust their score in light of the
discussions
Foe each statement put a tick in one of the boxes on the right. When all TEN ticks are entered, enter the totals in row #11(Total number of responses in each column).
Multiply the number for each column by the number in the top row (1, 2, 3 or 4) and enter those numbers in row #12. Add up these four numbers and enter the total as
your audit score (row 13). This is your evaluation score. An interpretation of your score is provided overleaf.
Never Sometimes
(1)
1.
2.
3.
4.
5.
6.
(2)
Most
Times
(3)
Always
(4)
I can do every task in the Module repeatedly and without error
I know what to do to improve my performance in the course
I am punctual and regular to my classes
I ensure that I am clean and well-dressed
I wish others “good morning” and say “please” and “excuse me” when the situation demands that I do so
I feel that I am a part of a good team and contribute willingly to the success of any group I am a part of
7 I believe that problems should be solved by discussion instead of violence
8. I believe that women should be given equal pay as men if they do a similar job
9. I believe that the dumb, deaf, blind and elders should be given the same rights as everyone else
10. I believe that it is my duty to preserve the environment so that younger ones could have a good life
11. Total the number of responses in each column
12. Multiply the responses by each column’s number at the top
13. Add the results for your total evaluation score
30
What my score means
40 to 31 ****
If you have answered truthfully and the tutor agrees with your score after discussion, it indicates that you are the equivalent of a four-star general and
you are very competent in the course. You are working at the highest level and everyone including your tutor, family and friends will be very proud of
you. When groups are being selected, you will be called upon to lead. If you continue your studies to Level 2 and beyond, you will advance to the highest
ranks in your field and be able to create your own business or choose whichever firm you want to work with. For you, the sky is the limit.
30 to 21 ***
If you have answered truthfully and the tutor agrees with your score after discussion, your score indicates that you are the equivalent of a lieutenant and
you are competent in the course. You work well but there are areas that need improvement. You should identify those areas and develop a plan to bring
yourself up to the four-star level. This may involve seeking advice from your tutor and practicing on your own so that you perform better the next time
around. Your motto should be “I will never give up until I get it right”.
20 to 11 **
If you have answered truthfully and the tutor agrees with your score after discussion, your score indicates that you are the equivalent of a private and
you not yet competent in the course. You are intelligent and could work well if you wish, but for now you may be distracted by other things. You need to
develop an improvement plan and speak to your tutor and others who could help you improve.
10 and under
If you have answered truthfully and the tutor agrees with your score after discussion, your score indicates that you are incompetent and yet to achieve a
star in the course. You are probably absent most of the time, do sloppy work and would prefer to be somewhere else if given a free choice. If you want to
continue with the course, you should go to a good friend, family member, pastor or anyone you trust and explain to them the difficulties you are
experiencing. Together, you could develop a plan to help you to improve. If you have reached Module 3 and there are no signs of improvement, you need
to be honest with yourself, quit the course and find some other occupational area with which you are more comfortable.
31
APPENDIX II
PROCESSES USED FOR CVQ CERTIFICATION
The Caribbean Vocational Qualification (CVQ) is an award that represents achievement of a set of competencies which define core work practices of an
occupational area, consistent with the levels articulated within the regional qualification framework.
To earn an award, candidates must demonstrate competence in reaching CARICOM-approved occupational standards developed by practitioners and
employers. These standards are organized in this curriculum in modules and units. Candidates may earn unit awards towards achieving a complete CVQ.
There are five steps in the granting of a CVQ. These are listed below.
1) ASSESSMENT PLANNING
Candidates are informed ono What competencies or outcomes will be assessed
o What methods of assessment will be used
o Where and when the assessment will occur
o Criteria for determining the performance level
o Criteria for reporting the competencies
2) COLLECTING EVIDENCE
Evidence can be collected by the following methodso Direct Method – observation, oral question process evaluation
o Indirect Method – product evaluation, written tests, candidates self assessment
o Supplementary – portfolio, project report on field trips, training records, pictures, work journals
3) JUDGMENT OF COMPETENCY
Candidates’ competency can be judged on the following principles:
o Validity – assessment assesses what it sets out to measure
o Reliability – the same result is produced on different occasions and with different assessors
o Authentic – evidence produced by the candidate and not someone else
o Sufficiency – evidence is enough to prove competence , that is, all critical aspects of evidence are assessed
o Currency – candidate is up to date on use of current methods, equipment and tools relevant to occupation
4) REVIEW/ FEEDBACK AFTER ASSESSMENT
Feedback/Review:
o Given immediately after the assessment on the assessment process and outcome
o Clear and constructive so that candidates understand evaluation of performance and are motivated to improve
32
Includes self assessment by candidate and also appeals procedure
Reflection - teacher reviews methods and procedures for improvement
o
o
5) COMPLETING ASSESSMENT RECORDS
Completing the Assessment Package which involves two sections:
o Administration
o Data Collection
STAKEHOLDERS INVOLVED IN THE CVQ PROCESS: THE ROLE OF THE NTA
The role of stakeholders and the processes involved in granting a CVQ are described below in detail.










National Training Agency
(NTA)
Register Training Providers
Approve Programs
Train and certify Instructors,
Assessors and Verifiers
Train External Verifiers
Conduct Quality Assurance
Conduct Facilities Audit
Monitor and Evaluate
Collaborate with the Ministry
of Education in the
implementation
Provides quality assurance
and certification of the
programme
Participate in an annual
review of the project






Institution, Industry and
Community Based
Programmes
Develop Curriculum
Materials
Transform Standards into
Curriculum
Provide Equipment and
Consumables
Provide professional
development for
instructors
Monitor and evaluate
Develop system of
placement for workplace
External Verifiers (EV)
External Verifiers are appointed by the National Training Agency from industry and are independent of
the training institution or organization. They are trained by the NTA. They audit the Assessment and
Internal Verification processes to ensure that they meet CARICOM, CXC quality standards.
33
Internal Verifiers (IV)
They ensure that the Assessor is performing assessments according to the established CARICOM Approved Standards. Internal Verifiers are required to
sample assessment records and assess candidates to ensure that the assessment evidence is reliable.
External Verifiers (EV)
External Verifiers are appointed by the National Training Agency from industry and are
independent of the training institution or organization. They are trained by the NTA. They
audit the Assessment and Internal Verification processes to ensure that they meet CARICOM,
CXC quality standards.
34