See Accreditation Council of Trinidad and Tobago.


The process used by a recognized institution, board or professional body to ensure a qualification meets national requirements; and/or to make sure an awarding body is competent to award such a qualification.

Accreditation Council of Trinidad and Tobago (ACTT)

Currently, ACTT’s key functions include conferment of institutional title, registration of higher education intuitions, accreditation of institutions and programmes, recognition and equivalence assessments of foreign qualifications and awards and institutional development. These key functions provide the basis for ACTT to monitor and evaluate the quality of educational programmes, safeguard the interests of students and the public and provide an assurance of, and improvement in, the quality of education and training offered to consumers regionally and locally (http://actt.org.tt/index.php/about-actt/about-actt-overview).


A PLAR expert who provides non-technical assistance to applicants, throughout the entire PLAR process.


A person who has an interest in being certified by the Workforce Assessment Centre.


A formal request to be certified by the Workforce Assessment Centre. Apprenticeship Advisory Committee Committee of leading employers capable of employing the graduates of a program.

Approved Centre

A training provider that has been approved to award CVQ certification.


The mechanism by which programs are linked to enable students to progress through levels of qualifications between providers or sectors. Articulated programs provide multiple entry and exit points and a staircase or ladders of learning opportunities.


The process used for determining an individual's progress or level of mastery/competence in an occupational area. This may include a wide variety of techniques such as written tests, examinations, practical tests, assignments and oral tests, etc. The assessment process may be formative (continuous) and /or summative (final).

Assessment Decision/Judgement

This is the assessor’s evaluation of the evidence provided, as to whether competence has been achieved.

Assessment Material

These can be any equipment and supplies used in support of the evaluation of the candidate, within the assessment process. Assessment Method(s) This ascertains the various techniques that can be used to evaluate the types of evidence that have been provided to support the candidate’s claim of competence. Methods include:

  1. Observation of performance
  2. Examination of products
  3. Oral Questioning
  4. Written testing
  5. Appraisal of a portfolio
  6. Simulation
  7. Self-assessment
  8. Projects/Assignment

Assessment Plan

This is the plan that outlines where and when the candidate’s assessment would take place, in addition to what methods of assessment would be used.

Assessment Process

This is the whole series of steps that the candidate goes through within the Workforce Assessment Centre, from Application to Post Certification Guidance and Support. The Assessment Process involves:

  1. Assessment Planning
  2. Collecting Evidence
  3. Judgement of Competency
  4. Feedback
  5. Completing assessment Records
  6. Review.

Assessment Ready

When the candidate has provided as much evidence for his portfolio as he could and he is ready to develop his Assessment Strategy.

Assessment Strategy

The selection and customization of assessment methods and assessment tools to devise the most suitable way to facilitate the candidate's needs and providing proof of competence during the formal assessment. This is agreed upon by the candidate and the assessor.


Teachers are trained and certified as Assessors by the NTA and awarded a CVQ Level 4. Assessors / Teachers determine a candidate’s competence against Approved Standards using various methods of assessment. A person appointed by an approved centre to assess an individuals' evidence against the requirements of a vocational qualification.


A certificate, diploma, or degree presented to an individual or institution in recognition of the attainment of work competencies or criteria governing the occupation. Awarding Body (PLAR Unit) An organization accredited and regulated by the NTA to award the CVQ/TTNVQ qualifications.

Awarding Body (PLAR Unit)

An organization accredited and regulated by the NTA to award the CVQ/TTNVQ qualifications.




Basic Skill

A fundamental skill that is the basis of later learning or is essential for employment; skills and competences needed to function in contemporary society, including listening, speaking, reading, writing and mathematics.





See Caribbean Vocational Qualification.


A person seeking selection for a programme; an applicant who has been accepted into the PLAR process for certification in per an occupational standard.

Candidates /Learners

Students in the school system register to pursue a CVQ in an occupational area. They are trained by assessors/teachers who determine their competence against the CARICOM Approved Standards. Candidates are awarded units or full certificates by CXC after demonstrating competence in the occupational area.

Caribbean Vocational Qualification

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, students must demonstrate competence in reaching CARICOM-approved occupational standards developed by practitioners and employers (i.e. the industry experts). These standards are organised in units. Students may earn unit awards towards achieving a complete CVQ.


An official document, issued by the NTA, which records the achievements of an individual following a standard assessment procedure.

Certificate of Competency

An official document, issued by the NTA, which records the achievements of an individual following a standard assessment procedure


An individual's demonstrated capacity to perform a task or skill, i.e. the possession of knowledge, skills and personal attributes needed to satisfy the specific needs or requirements of a particular job.

Competency Analysis

An assessment process to determine level of competence. Competency Based Assessment The gathering and judging of evidence in order to decide whether a person has achieved competence based on the occupational standard. See also Occupational Standard.

Competency Based Education and Training (CBET)

Competency Based Education and Training (CBET) is a system of education and training that is designed to ensure that upon leaving the education and training system learners possess the requisite competencies or outcomes (knowledge, skills, and attitude) that meet the needs and interests of the workplace.

Competency Description

Is a summary statement that describes the competency within the unit.

Competency Field

Describes the qualification/occupational area. Each occupational area has a specific code number.

Core Competency

A unit within an occupational standard that an industry has agreed is essential to be achieved if a person is to be accepted as competent at a particular level. See also Occupational Standard.




Delivery Mode

Refers to the venue of training such as: school-based, centre-based, enterprise-based, and community-based or the system or the methodology itself such as the traditional or structured type conducted by semester and the competency-based which is self-paced and not time bound.



Elective Unit

Elective units are units which may be chosen or omitted so that the required number of elective units can be achieved, according to the qualification plan for the award of a particular CVQ. See also Qualification Plan Unit.


Any person or organization employing an apprentice whether or not such person or organization is a party to an apprenticeship agreement with the apprentice. "Employer" includes both union and open shop employers.

Evidence Verification

The determination that evidence provided by the Candidate is valid, sufficient, current and authentic, so as to enable the assessor to make a judgement in allowing progression to the next stage of the process.

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.




Facilities Audit

The Facilities Audit is a Quality Assurance and Control mechanism intended to verify that all predetermined criteria set for the implementation of the Caribbean Vocational Qualification (CVQ) are in place.

Flexible Assessment

This is a Policy which allows the candidate and the assessor to decide on the use of a set of mutually agreed assessment methods, to be used in the evaluation of the Candidate’s competencies.

Formal Learning

Comes from a planned learning activity that takes place within a structured environment and may lead to some form of certification.

Full Qualification

See Occupational Standard.




See Internal Verifier.

Indirect Evidence

Information provided in the Candidate’s portfolio which has been sourced from past and present employers, that describes the Candidates work skill and performance.

Individual Agreement

A written agreement between an apprentice and/or trainee and either the apprentice's employer or an apprenticeship committee acting as agent for the employer.

Industry Wide Standards

The current, acceptable trade practices, including technological advancements that are being used in the different trades.

Informal Learning

Learning activities that occur through non work-related everyday life experiences.

Internal Verifiers (IV)

Designated Heads of Department or senior teachers are trained by the NTA. 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.




Job Role /Environment Skills

Refer to the need to fulfill the requirements and expectations of the organization. Seven (7) generic skills were identified by organizations for this purpose namely teamwork, communication, planning and organizing, problem solving mathematical, analytical and technological. The Assessor is required to show how these seven generic skills relate to the activity given.



Knowledge and Skills Gaps

An indication of where the candidate lacks sufficient knowledge and skills to perform a task within a unit of the occupational standard.





A relatively permanent change in behaviour that occurs as a direct result of experience.





See Metal Industries Company Limited.

Mandatory Unit

Mandatory units describe those that MUST be taken for the award of the CVQ. See also Qualification Plan Unit.

Metal Industries Company Limited

Metal Industries Company Limited is a multi-functional commercial and training institution with training facilities strategically located throughout Trinidad and Tobago (T&T). Its commercial operations are conducted under the aegis of the Industry Services Division which serves as a hub for highly skilled manufacturing engineers, precision machinists, welding technicians, craftsmen and industrial maintenance personnel, utilizing the “Training Factory Concept” (http://www.mic.co.tt/home/about-mic.html).





See National Energy Skills Centre.


See National Training Agency.

National Energy Skills Centre (NESC)

The National Energy Skills Centre (NESC) is a non-profit foundation established in 1997 by the Government of Trinidad & Tobago (GOTT) in partnership with major industrial enterprises. The NESC’s training prepares graduates for employment in the construction and maintenance trades across all sectors of industry in Trinidad & Tobago. While the company was originally established to meet the needs of the Energy Sector, it now offers multi-sector training, opening doors for graduates to a variety of employment opportunities (http://www.nesctt.org/about-us/).

National Occupational Standards (NOS)

Occupational Standards that have been endorsed by the local industry.

National Training Agency (NTA)

The National Training Agency is the umbrella agency for effecting reform in Technical and Vocational Education and Training (TVET) in Trinidad and Tobago. Its role is to co-ordinate and regulate technical and vocational education and training, promoting and facilitating a coherent system of quality TVET. The system is designated to satisfy the changing needs of industry as well as cater to the aspirations of individuals in pursuit of their career goals and opportunities.

Non-Formal Learning

Learning that takes place within the work environment, but which are not from organized learning activities.

Not Yet Competent

Person has not yet been found competent in the minimum number of units required for the Occupational Standard.

Not Yet Viable for Assessment

Candidate has not provided enough evidence to indicate that he has the potential to be found competent in at least one (1) unit of competence.




A group of jobs having common or closely related responsibilities and duties, and occurring in representative industries throughout the country.

Occupational Areas

Areas of work activity identified and recognized by employers as highly relevant to the respective industry. For example, the NTA currently has identified over 150 occupational areas including Carpentry/Masonry, Tile Laying, Electrical Installation, Plumbing, Welding, Grow Box Operations/Crop Production, Woodworking and Furniture Design, Upholstery and Furniture Design.

Occupational Choice

Professional or educational alternative, selected by the learner.

Occupational Standards (OS)

Define the knowledge, skills and attitudes required for effective workplace performance. They specify what a person should know and do in order to carry out the functions of a particular job in the context of the work environment. They are the agreed minimum best practice in an Occupational Area and take into account all statutory requirements. See also: National Occupational Standards & Regional Occupational Standards


A workshop held at a Workforce Assessment Centre to officially inform applicants about the PLAR System.





See Prior Learning Assessment and Recognition.

Performance Criteria

Statements of performance that are used as the basis of assessing an individual’s competence in a skill area.

Portability of Credits

The process where competencies learned is considered for academic credit toward a higher educational qualification.


A compilation of documents that supports the candidate’s claim of competence that was acquired from prior learning and experience.

Portfolio Assessment

Refers to the process of determining whether an applicant is competent through evaluation of his/her records of achievement.

Portfolio Development

The process of compiling supporting evidence that demonstrate the candidate’s claim of competencies in a specific occupational area. See also Evidence Collection Portfolio.

Portfolio Review

Final evidence submitted is reviewed by the assessor and opportunities for further submission of evidence relative to needs of the occupational standard is allowed.


A discussion between the candidate and assessor, to determine the appropriate assessment methods that would be used in the determination of the candidate's competence. See also Assessment Strategy.


This is where the assessor reviews an applicant’s self-assessment and determines his viability for achieving certification in at least one (1) unit of the requested Occupational Standard.

Prior Learning and Recognition (PLAR)

Prior learning assessment (PLA) is a process that involves the identification, documentation and assessment of learning acquired through formal, non-formal and informal learning. This may include work and life experience, training, independent study, volunteering, travel, hobbies, and family experiences. Recognition (R) is the award of a trade/occupational and/or professional certification (e.g. TTNVQ or CVQ).

Private TVET Provider

A non-government training organization managed and funded by a private person or organization. This includes the following: a) Commercial Providers – institutions providing training to any individual for profit; b) Non-governmental Organizations (NGOs) or People’s Organization – non-profit private organizations providing training; and c) Enterprise / Industry Providers – companies / firms providing training to their own employees or to employees of other enterprises across an industry.





See Quality Assurance.


See Qualification Plan.


The certification obtained from an awarding body as a result of pursuing competence-based training at an approved center in keeping with occupational standards of competence, assessment, and certification.

Qualification Plan (QP)

An accredited programme which fits an industry sector skill & knowledge set.

Quality Assurance (QA)

This ensures a consistent approach to monitoring and maintaining the quality of performance - for example, international quality standards such as ISO 9000 Series. In the case of competence-based vocational qualifications, quality assurance is dependent largely upon the internal and external verification processes. It is an audit system adopted by the Awarding Body to ensure that the W.A.C meet the criteria (a degree of excellence) specified within the occupational standards for all activities associated with achieving and maintaining standards for assessment leading to certification.



Recognition of Competency

The process in which the competency/ies currently possessed by an individual can be assessed against the relevant unit of competency and may be given recognition through the issuance of appropriate certificate.

Recognition of Prior Learning (RPL)

The process in which the individual’s previous learning outside the formal system which contributes to the achievement of current competency/ies can be assessed against the relevant unit of competency and given recognition through the issuance of appropriate certificate.

Regional Occupational Standards (ROS)

National Occupational Standards that have been regionally approved by CARICOM.

Registered Training Providers (RTP)

A training provider that has successfully completed the first phase of centre approval with the NTA.


The process for applying for admittance into the PLAR Process.


Training for acquisition of skills and knowledge required in practicing an occupation other than the one for which the person was originally trained. It may require training specialization.





An individual’s personal evaluation of their performance against the requirements of the unit competency.


The ability to perform a task or activity, which may include manual dexterity and/or mental aptitude, properly and consistently, over a period of time.



Task Skills

Identify the various skills required to perform the activity. This can be obtained from examining the performance criteria (PC) and the range statements.

Task Management Skills

Refers to the ability to manage the various task skills identified.

Technical and Vocational Education and Training (TVET)

Activities which emphasize the application of the skills, knowledge and attitudes required for employment in a particular occupation or cluster of related occupations in any field of social and economic activity including agriculture, industry, commerce, the hospitality industry, public and private services etc. Some of these activities may take place in an institution while the facilities of industry are employed for work experience and additional training inputs.


See Training Provider.


The acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies.

Training Modality

A distinct system by which training is delivered.

Training Provider (TP)

An institute, enterprise or community-based organisation which provides training and/or facilitates the training process for the acquisition of competences in keeping with occupational and national standards, accredited facilities and vocational qualifications, and appropriate resources

Transferable Skill

Skills that can be transferred from one work context to another or that can be introduced in a different technical environment.


The complete PLAR Process and system of assessments, procedures and practices are fully disclosed, open to scrutiny, and publicly available.

Trinidad & Tobago National Vocational Qualification (TTNVQ)

A national qualification obtained as a result of pursuing competence-based training at an approved centre in keeping with occupational standards of competence, assessment and certification.


See Trinidad and Tobago National Vocational Qualification.


See Technical Vocational Education and Training.


See TVET Control Centre.

TVET Control Centre

The National TVET Control Centre also known as the National TVET Registry, is an online database designed to collect, store and retrieve information about Training Providers and Practitioners.

TVET Registry

See TVET Control Centre.



Underpinning Knowledge and Skills

This is the foundation knowledge required to perform the Unit of work, and the skills required to demonstrate the competence.


A broad area of performance within an occupational area; Occupational standards are comprised of several units.

Unit of Competence

Unit of competency means the specification of knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace.

User-Led or Market –Driven Strategy

A strategy that promotes strengthened linkages between educational/training institutions and industry to ensure that appropriate skills and knowledge are provided by the educational center.




Viable for Assessment

Candidate has provided enough evidence to indicate that he has the potential to be found competent in a minimum number of Units.





See Workforce Assessment Centre.

Workforce Assessment Centre (WAC)

Centres aimed at increasing access to and participation in Post-Secondary Education and Training, using a system of Prior Learning Assessment and Recognition (PLAR) to assess and certify competencies gained through non-formal means. See Prior Learning Assessment and Recognition.




See Youth Training and Employment Partnership Programme.

Youth Training and Employment Partnership Programme (YTEPP)

The Youth Training and Employment Partnership Programme (YTEPP) is an intervention strategy aimed at addressing the issue of escalating unemployment, particularly among young persons between the ages of 15 and 25. YTEPP Limited offers over 80 vocational courses in 12 occupational areas, and training is conducted in six-month cycles. The Programme is open to eligible persons who are interested in entrepreneurship or acquiring Level I and II (craft and pre-craft) technical vocational training. Please visit the YTEPP website for more information on courses offered (http://www.ytepp.gov.tt/).