This Assessment and Training Package is a Competence-Based Education and Training (CBET) tool and consists of three major parts: 0.1 PART I: The “Occupational Profile” (OP) of a WEB APPLICATION DEVELOPER. This Occupational Profile which was developed by Web application developers practicing in the world of work mirrors the duties and tasks Web application developers are expected to perform in the world of work. 0.2 PART II: “Training Modules” in the form of guidelines to train Web application developers both on the job as well as in training centers (or combinations of both venues of learning). The Training Modules herein have been developed basing on the Occupational Profile and hence are directly relevant for employment. 0.3 PART III: “Assessment Instruments” in the form of performance (Practical) and written (theory) test items that can and should be used to assess whether a person complies with the requirements of employment as a Web application developer. These assessment instruments were developed jointly by job practitioners (Web application developer) and teachers based on the occupational profile and training modules1. 0.4 While the Occupational Profile (OP) contained in PART I of this document provides the information on WHAT a person is expected to do competently in the world of work, the test items, -including performance criteria- of PART III qualify the HOW and/or HOW WELL a person must do the job. In combination, both parts -the OP and the test items- constitute the relevant ‘Assessment STANDARDS’ for competence-based assessment and certification for acquiring a credible Qualification for – Web application developer Qualification Level 1. 0.5 The modular format of the curriculum (PART II) allows learners to acquire job specific skills and knowledge (i.e. competencies) module by module. A single module can be accomplished within a relatively short duration of time allowing flexibility for learners to move directly into an entry level job, go for further modules or advance to higher levels of training. Modular courses allow more learners to access the training system because training centers as well as companies can accommodate more students in a given period of time. 0.6 In addition to improved access, equity and relevance of BTVET, the UVQF will also enable people who are convinced to have acquired competencies laid down in this ATP through prior training and on-the-job experience to access assessment and certification directly; be it on the basis of a single module.

This Assessment and Training Package is a Competence-Based Education and Training (CBET) tool and consists of three major parts: 0.1. PART I: The “Occupational Profile” (OP) of a SYSTEM ADMINISTRATOR. This Occupational Profile, which was developed by System Administrators practicing in the world of work mirrors the duties, and tasks Tailors are expected to perform. 0.2. PART II: “Training Modules” in the form of guidelines to train SYSTEM ADMINISTRATORS both on the job as well as in training centers (or combinations of both venues of learning). The Training Modules herein have been developed basing on the Occupational Profile and hence are directly relevant for employment. 0.3. PART III: “Assessment Instruments” in the form of performance (Practical) and written (theory) test items that can and should be used to assess whether a person complies with the requirements of employment as a SYSTEM ADMINISTRATOR. These assessment-based instruments were developed by Job practitioners (System Administrators) based on the occupational profile and training modules. ,. 0.4. While the Occupational Profile (OP) contained in PART I of this document provides the information on WHAT a person is expected to do competently in the world of work, the test items, - including performance, criteria- of PART III qualify the HOW and/or HOW WELL a person must do the job. 0.5. The modular format of the curriculum (PART II) allows learners to acquire job specific skills and knowledge (i.e., competencies) module by module. A single module can be accomplished within a relatively short duration of time allowing flexibility for learners to move directly into an entry level job, go for further modules or advance to higher levels of training. Modular courses allow more learners to access the training system because training centers as well as companies can accommodate more students in a given period of time. In addition to improved access, equity and relevance of BTVET, the UVQF will also enable people who are convinced to have acquired competencies laid down in this ATP through prior training and on-the-job experience to access assessment and certification directly; be it on the basis of a single module, a group of modules or all modules pertaining to the occupation at once. This achievement will facilitate Recognition of Prior Learning (RPL).

This Assessment and Training Package is a Competence-Based Education and Training (CBET) tool and consists of three major parts: 0.1 PART I: The “Occupational Profile” (OP) of a NETWORK ADMINISTRATOR. This Occupational Profile which was reviewed by Network administrators practicing in the world of work, mirrors the duties and tasks Network administrators are expected to perform in the world of work. 0.2 PART II: “Training Modules” in the form of guidelines to train Network administrators both on the job as well as in training centers (or combinations of both venues of learning). The Training Modules herein have been reviewed basing on the Occupational Profile and hence are directly relevant for employment. 0.3 PART III: “Assessment Instruments” in the form of performance (Practical) and written (theory) test items that can and should be used to assess whether a person complies with the requirements of employment as a Network administrator. These assessment instruments were developed jointly by job practitioners (Network administrator) and teachers based on the occupational profile and training modules1. 0.4 While the Occupational Profile (OP) contained in PART I of this document provides the information on WHAT a person is expected to do competently in the world of work, the test items, -including performance criteria- of PART III qualify the HOW and/or HOW WELL a person must do the job. In combination, both parts -the OP and the test items- constitute the relevant ‘Assessment STANDARDS’ for competence-based assessment and certification for acquiring a credible Qualification for – Network administrator Qualification Level 1. 0.5 The modular format of the curriculum (PART II) allows learners to acquire job specific skills and knowledge (i.e. competencies) module by module.

This Assessment and Training Package is a Competence-Based Education and Training (CBET) tool and consists of three major parts: 0.1. PART I: The “Occupational Profile” (OP) of a MOBILE APPLICATION DEVELOPER. This Occupational Profile, which was developed by Mobile Application Developers practicing in the world of work mirrors the duties, and tasks Mobile Application Developers are expected to perform. 0.2. PART II: “Training Modules” in the form of guidelines to train MOBILE APPLICATION DEVELOPERs both on the job as well as in training centers (or combinations of both venues of learning). The Training Modules herein have been developed basing on the Occupational Profile and hence are directly relevant for employment. 0.3. PART III: “Assessment Instruments” in the form of performance (Practical) and written (theory) test items that can and should be used to assess whether a person complies with the requirements of employment as a MOBILE APPLICATION DEVELOPER. These assessment-based instruments were developed by Job practitioners (Mobile Application Developers) based on the occupational profile and training modules. 0.4. While the Occupational Profile (OP) contained in PART I of this document provides the information on WHAT a person is expected to do competently in the world of work, the test items, - including performance criteria- of PART III qualify the HOW and/or HOW WELL a person must do the job. 0.5. The modular format of the curriculum (PART II) allows learners to acquire job specific skills and knowledge (i.e., competencies) module by module. A single module can be accomplished within a relatively short duration of time allowing flexibility for learners to move directly into an entry level job, go for further modules or advance to higher levels of training. Modular courses allow more learners to access the training system because training centers as well as companies can accommodate more students in a given period of time. 0.6. In addition to improved access, equity and relevance of BTVET, the UVQF will also enable people who are convinced to have acquired competencies laid down in this ATP through prior training and on-the-job experience to access assessment and certification directly; be it on the basis of a single module, a group of modules or all modules pertaining to the occupation at once. This achievement will facilitate Recognition of Prior Learning (RPL).