Accredited Skill Assessment Centre (ASAC) Regulation
Process Guide, 2079
Council for Technical Education and Vocational Training (CTEVT)
National Skill Testing Board (NSTB)
Sanothimi, Bhaktapur
Publisher : Council for Technical Education and Vocational Training (CTEVT) /
National Skill Testing Board (NSTB)
Sanothimi, Bhaktapur
Email : info@[Link]
Website : [Link]
Phone : 01-6638153, 01-6635195, 9851163964
Copyright © : All rights reserved to the publisher
Published date : 2079 B.S
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Foreword
Council for Technical Education and Vocational Training (CTEVT) has been coordinating and collaborating with
various stakeholders and the government for the development and expansion of technical and vocational
training programs for equitable access, quality assurance, curriculum development, accreditation, and skill
testing. In this context, the National Skill Testing Board (NSTB) an autonomous body of CTEVT has been
working for more than four decades to develop national skill standards and certify the skill of candidates from
Level 1 to Level 4 in different occupations. With the objective of systemic reform in technical education and
vocational training, the Government of Nepal and the Swiss Government signed a bilateral agreement to
establish a National Vocational Qualifications System (NVQS) which is implemented by CTEVT/NSTB in
technical support of Nepal Vocational Qualifications System Project (NVQS-P). CTEVT has taken lead to
establish National Vocational Qualifications System and for this purpose Council of Ministers has approved
National Qualifications Framework (NQF) which also integrates National Vocational Qualifications Framework
(NVQF) on 3 May 2020.
Since 2019, NSTB has started accreditation of skill assessment centre which are regarded as Accredited Skill
Assessment Centre (ASAC). In the first year of accreditation, NSTB accredited 38 skill assessment centre and
8, 18 centres in the following years 2020, 2021. Altogether, there are 60 accredited skill assessment centres
throughout the nation. NSTB is now conducting skill test only through the ASACs and early signs of
improvement can be seen in the skill test result. As the ASACs have better skill testing facilities, candidates can
test their skill in improved facilities.
This process guide will help NSTB to regulate the ASACs and guide them to monitor the process. As the
guideline of accreditation of skill assessment centre clearly states that the accreditation period of ASAC is only
for two years, this process guide aims to provide information on how the accreditation renewal process can
be done.
Finally, I would like to thank the team of Nepal Vocational Qualifications System Project (NVQS-P) that provides
technical support on behalf of Swiss Agency for Development and Cooperation SDC and the team of National
Skill Testing Board (NSTB) for their effort in preparing this process guide.
Member Secretary
Council for Technical Education and Vocational Training
Sanothimi, Bhaktapur
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TABLE OF CONTENTS
Introduction ......................................................................................................................................................... 5
Objectives ............................................................................................................................................................. 5
Acronyms.............................................................................................................................................................. 6
Glossary ................................................................................................................................................................ 7
Purpose ................................................................................................................................................................ 9
Scope .................................................................................................................................................................... 9
Process Input ........................................................................................................................................................ 9
Process Flow ....................................................................................................................................................... 10
Stage 1: Schedule Visti to ASAC ....................................................................................................................... 100
Stage 2: Form a Team of Technical Expert ....................................................................................................... 100
Stage 3: Visit ASAC ............................................................................................................................................. 11
Stage 4: Submit Report ...................................................................................................................................... 11
Stage 5: Renewal of ASAC .................................................................................................................................. 11
Output of the Process Guide .............................................................................................................................. 11
Exceptions to Normal Process Flow ................................................................................................................... 11
Process Table...................................................................................................................................................... 12
Process Monitoring .......................................................................................................................................... 122
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Introduction
National Vocational Qualifications System (NVQS) refers to “developing broad systemic approaches to
qualifications” (OECD, 2007) and using them to build the strength of human resources needed for the country.
It assists in assessing people’s capability and certifying their learning outcomes in an appropriate level. Nepal
Vocational Qualifications System project (NVQS-P) is anchored in National Skill Testing Board (NSTB) to
improve their skills testing and certification services, to develop vocational qualifications frameworks (VQFs)
for selected trades and occupations. NVQS-P is also working to gradually transform the NSTB into a fully
developed National Vocational Qualifications Authority (NVQA) with adequate technical and physical
capacities as the apex autonomous national organisation. As end results of the project, it is expected that the
formal and informal workers, especially from disadvantaged groups, will benefit from an improved as well as
recognized vocational qualifications system. This will further increase their chances to get access to increased
employment within and outside the country and to perform at higher productivity levels leading to sustainable
employment.
NSTB has been conducting skill test through 60 ASACs which were accredited a few years back. Initially, the
validity period of the accreditation has been set for two years. However, the ASACs didn’t get much
opportunity for conducting skill test as COVID-19 pandemic had an impact on activities related to skill test.
NSTB also extended the validity period of ASAC as it couldn’t really measure the performance of the ASAC in
the absence of skill test. NSTB has been planning to conduct monitoring of ASAC and based on that report, it
will be decided whether to continue with ASAC or not.
Objectives
This process guide of regulations of accredited skill assessment centre (ASAC) is designed for systematic
monitoring of ASAC and recommend the management of NSTB regarding whether to renew the ASAC or not.
Specifically, the process guide is prepared as a tool for NSTB to monitor ASAC and take a decision on the
renewal and the major objectives are as follows:
1.1 Provide the guide while visiting ASAC.
1.2 Guide on the renewal process of ASAC.
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Acronyms
CTEVT Council for Technical Education and Vocational Training
NSTB National Skills Testing Board
NVQS National Vocational Qualifications System
NVQA National Vocational Qualifications Authority
NVQS-P Nepal Vocational Qualifications System Project
TVET Technical and Vocational Education and Training
ASAC Accredited Skill Assessment Centre
AT Assessment Tool
CoC Certificate of Competence
NOSS National Occupational Skills Standard
NCS National Competency Standard
SSC Sectors Skills Committee
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Glossary
Recognition of Current The recognition of current capabilities of an individual who has
Competence (RCC) previously successfully completed the requirements for a unit/s of
Formal TVET Training: It refers to the regular programs that TVET Institutions are offering. It is
systematic, organised education model, structured and administered
according to a given set of laws and norms, presenting a rather rigid
curriculum as regards objectives, content, and methodology.
Non-Formal TVET In TVET system this is the short-term training program. TVET Programs
Training: aimed to impart adult literacy, life skills, work skills, and other lifelong
learning.
Assessment It is the means of determining if a candidate possesses the required
competencies of an occupational qualification as stated in the
Occupational Standard (OS). It is a process of collecting evidence/s and
making judgement on whether competence has been achieved. It does
not discriminate whether one acquires the competencies inside or
outside the TVET institutions.
Assessment Plan The overall planning document for the assessment process which
comprises a range of information to guide assessors which may include
purpose, context, personnel, competency standards/assessment
benchmarks, assessment methods and tools, the evidence plan,
organisational arrangements as well as physical and material resources
and equipment, and other relevant information.
Lifelong Learning The process of acquiring knowledge or skills throughout life via education,
training, work, and general life experience.
Accreditation In relation to assessment and certification, it is the process of recognizing
and/or empowering a person and/or an entity/organisation to perform
certain roles or responsibilities on behalf of the NSTB.
Master Assessor An individual who possesses an expertise on a certain trade, had
undergone training and assessment in Assessor Methodology Course
Training Program appointed by the NSTB. This is also called an Expert or
Specialist in Assessor Methodology Training Program.
Accredited/ Licenced An individual who meets the required qualifications to be authorized by
assessors the NSTB to assess whether a candidate possesses certain competences,
or all the competences defined by an occupational qualification level.
Assessment Centre An establishment officially authorized by the NSTB to manage the
assessment of candidates for certification.
Certification A formal process of recognizing that an individual is qualified in terms of
the required knowledge, skills, and proper work attitudes based on the
occupational standards set by industry.
Competence The possession and application of knowledge, skills, and proper attitude
to the standard of performance in the workplace.
Certificate of A document issued by NSTB to individuals who were assessed as
Competence (CoC) competent in a single unit or cluster of related units of competence but
does not cover all that is required in a qualification.
Competency Standard A standard that defines the performance criteria on how a unit of
competence is to be executed under certain underpinning knowledge and
skills and with the presence of a range of variables.
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competence and is now required to be reassessed to ensure that the
competence is maintained.
Recognition of Prior The acknowledgment of a person’s skills and knowledge acquired
Learning (RPL) through previous training, work, or life experience, to award a TVET
qualification upon proof of competence through assessment and
without prior attendance of a TVET training program.
Sector Skill Committee It is a steering committee formed by the NSTB/NVQS-P. This committee
(SSC) comprises of representatives from the sectors of the economy such as
labour, industries, TVET providers, and subject experts etc. The
committee members have high level of experience and technical
expertise on the implementation of the TVET Programs and the National
Skills Assessment. They will also evaluate and provide guidance to the
board based on the submitted output by the TC.
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Purpose
The purpose of accredited skill assessment centre regulation process guide is to help NSTB for smooth
conduction of monitoring. In addition, this process guide will help the expert team formed to visit ASAC and
recommend for the renewal or non-renewal of ASAC.
Moreover, the main purpose of the process guide is to smooth conduction of monitoring of ASAC and
recommend the NSTB on the status of ASAC on the continuation or discontinuation of ASAC.
Scope
The scope of accredited skill assessment centre (ASAC) regulation process guide is to provide guidance to
NSTB and the experts who will be mobilized for the monitoring of ASAC and record the status of the ASAC.
The following are the specific scope of the guide:
1. The process guide provides the specific instructions to expert team formed by NSTB on the tools to be
used during the monitoring of ASAC.
2. The experts will submit their recommendation on renewal/ non-renewal of ASAC in the form of formal
report.
Process Input
S.N. Process Details Department/Unit Responsible Document
Person
1. Schedule visit to ASAC Marketing and Public Unit Head Field Visit Plan
Relation Unit
2. Form a team of experts Test Management Unit Unit Head Team Formed
for visiting ASAC
3. Visit ASAC bi- Marketing and Public Travel Plan
annually/regular Relation Unit Team Members
Schedule/during skill test
4. Submit the report to Monitoring Team Field Visit Team Field Visit Report
NSTB Director Member Members
5. Renewal of ASAC by NSTB NSTB Director Continuation or
Board discontinuation of
ASAC
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Process Flow
nfrastructure,
workshop tools
equipment as
per the
accredita on
ASAC
enewal
ecomme
nded
Figure 1 Process flow diagram for accredited skill assessment center regulation process guide
The process guide for the regulation of accredited skill assessment center starts with the planning of field
visit of ASAC and ends with the recommendation whether to continue accreditation or discontinue.
Stage 1: Schedule Visit to ASAC
The marketing and public relation unit in coordination with test management unit plans for the monitoring
of ASAC. NSTB normally does monitoring when there is skill test is going on; however, this visit will be more
focused on accreditation purpose. The marketing unit makes plan based on the sector and occupations
covered by the accreditation.
Stage 2: Form a Team of Technical Expert
As per the sector and occupations accredited, Test Management Unit (TMU) will form a team of expert for
monitoring of ASAC. TMU will request the Sector Skill Committee (SSC) to nominate their members for the
field visit. The monitoring team will consist of NSTB representative, experts, and representative from
respective provinces.
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Stage 3: Visit ASAC
Once, the field visit team is formed, orientation session is held to the team members. Discussion will be held
on monitoring tools, forms and criteria which will be used during the field visit. At least twice a year such
monitoring visits are organized. Apart from scheduled visit, NSTB also conducts visit when there is skill test
is going on.
While visiting the ASAC, if the infrastructure, workshop, tools, and equipment aren’t up to the standard, the
monitoring team provides the feedback to the ASAC on the areas that need to be improved and at the same
time, records it in the document.
Stage 4: Submit the Report
After the field visit is completed, a formal report is submitted to the Director of NSTB. The report will consist
of the detail performance and record of ASAC in the reporting period. There are three possible outcomes: If
the monitoring team isn’t satisfied with the performance, and the condition of tools and equipment,
workshop and the infrastructure is not up to the standard, it will be recommended to the Director to
discontinue the ASAC as accredited skill assessment centre. However, if there are things that can be
improved swiftly, and the ASAC agrees to do so in a given time frame, the monitoring team recommends
taking corrective action, and the ASAC will be given time to work on the recommendation. If the team is
satisfied with the performance of ASAC, and it is up to the standard of accreditation, the ASAC will be
recommended to continue as ASAC, and the report will be submitted to the Director.
Stage 5: Renewal of ASAC
The monitoring team will recommend a list of ASACs which can be continued as accredited skill assessment
centre. The Director of NSTB takes this agenda in NSTB board meeting, and the board makes the final call on
the renewal. If renewed, the validity period will be increased for 2 more years. Once, the board makes the
decision, the ASACs will be notified regarding their renewal and a formal orientation session will be
organized to the newly renewed ASACs.
Output of the Regulation of Skill Assessment Centre Operation Process Guide
This process guide mainly helps NSTB for monitoring of ASAC and to decide on whether to renew the ASAC as
accredited centre or not. with ASAC or, and the main output of the process is as follows:
• Monitoring Report of ASAC
• List of ASAC recommended for renewal
• List of ASAC discontinued as Accredited Centre
• List of ASACs to be recommended for corrective measures
Exceptions to Normal Process Flow
The monitoring team formed by the NSTB with the experts nominated from SSC will visit the ASAC; however,
during the field visit if the skill test is going on and the ASAC found not to be performing/conducting skill test
as per the standard of accreditation, in such case, the team should be allowed to act in the field. As there will
be representation from NSTB and CTEVT provincial office, the NSTB Director should be briefed regarding the
situation, and in consultation with the Director the monitoring team should be given the authority to assess
the situation and take appropriate step.
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Process Table
S.N. Process Details Department Responsible Document Output Time
/Unit Person
1. Schedule visit to Marketing and Unit Head Field Visit Plan Plan 1 Day
ASAC Public Relation Approved by
Unit the Director
2. Form a team of Test Unit Head Team Formed Members 7 Day
experts for Management approved by
visiting ASAC Unit NSTB
Management
3. Visit ASAC bi- Marketing and Travel Plan Travel Plan, 15 Days
annually/regular Public Relation Team Forms,
Schedule/during Unit Members Monitoring
skill test tools
Approved by
the Director
4. Submit the Monitoring Team Field Visit Field Visit Report 7 Days
report to NSTB Member Team Report Endorsed by
Director Members the Director
5. Renewal of NSTB Director Continuation NSTB Board 7 Days
ASAC by NSTB or Minute
Board discontinuation
of ASAC
Monitoring of regulation of Accredited Skill Assessment Centre
Monitoring of regulation of accredited skill assessment centre can be done in various modalities:
• Monitoring Annually
• Monitoring Bi-Annually
• Monitoring at the time of skill test
• Monitoring for renewal of ASAC
Monitoring of ASAC in annual and bi-annual basic is needed to maintain the quality of the ASAC. Feedback
and suggestion on regular basis from NSTB will not only boost the confidence of ASAC but also give them
opportunity to correct the lapses if there is any. At the same time, the monitoring team can also note the
best practices that the ASAC is following and share it to the other ASAC. Similarly, NSTB also conducts
monitoring while there is a skill test event is going on.
Similarly, when the validity period of ASAC is about to expire, NSTB forms a team of experts along with
province representative to monitor the ASACs. This visit is bit different than previous ones as the forms,
evaluation sheet and the checklist that will be used in the field need to be approved by the NSTB
management. Based on the document, monitoring is conducted, and the team will recommend whether to
renew the ASAC or not. There will be different types of monitoring checklists will be used for different
modalities of monitoring; however, for the first and second modality, the document basically remains the
same.
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