A Practitioner's Guide - Pacific Disaster Net

The Pacific Competencies

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P a c i f i c R e s i l i e n c e P r o g r a m m e ( P R E P )

A Process and Toolkit for Skills DevelopmentThe Pacific Competencies Model (PCM)

A Practitioner’s Guide

Developed by the Pacific Resilience Programme (PREP), The Pacific Community (SPC), Suva, Fiji and funded by The World Bank

June 2018


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Accredited and Non-accredited Training(Understanding TVET)Developed by the Pacific Resilience Programme (PREP), The Pacific Community (SPC), Suva, Fiji and funded by The World Bank

June 2018


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Competency Framework(Disaster Management)Developed by the Pacific Resilience Programme (PREP), The Pacific Community (SPC), Suva, Fiji and funded by The World Bank

June 2018


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Learning and Training Needs Analysis (Disaster Management)Developed by the Pacific Resilience Programme (PREP), The Pacific Community (SPC), Suva, Fiji and funded by The World Bank

June 2018

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© Pacific Community (SPC) 2018

Some rights reserved

Rights and permission

This publication is available under Creative Commons Attribution-Non Commercial-No Derivatives 4.0 International (CC BY-NC-ND 4.0).

Attribution

Please cite this publication as follows:

Martin, T. 2018. The Pacific Competencies Model (PCM): A Practitioner’s Guide. Publication by The Pacific Community, Noumea, New Caledonia. Licence: Creative Commons Attribution CC BY-NC-ND 4.0.

Enquiries on rights and permission should be made to The Pacific Community, B.P. D5 – 98848 Noumea Cedex, New Caledonia. Email: [email protected]

Disclaimer

While efforts have been made to ensure the accuracy and reliability of the material contained in this framework, The Pacific Community (SPC) does not warrant that the information is free from errors or omissions. SPC does not accept any form of liability, contractual or otherwise, for the content of the framework or for any consequences arising from its use.

Acknowledgements

Developed by the Pacific Resilience Programme (PREP), The Pacific Community (SPC), Suva, Fiji and funded by The World Bank.

This document was prepared by Tess Martin with acknowledgement of input from Kirstie Méheux, Dawn Sua, and Litea Biukoto.

1The Pacific comPeTencies model

A PRoCESS AND TooLKIT FoR SKILLS DEvELoPMENT A PRACTITIoNER’S GuIDEi

Table of Contents1

2

3

4

5

The Pacific Competencies Model .......................................................................... 3

Competency Based Training and TVET ................................................................ 5

A Competency Framework .................................................................................... 7

Learning and Training Needs Analysis (LNTA) .................................................. 13

Benefits of the PCM.............................................................................................. 19

ANNExES .............................................................................................................. 21

Annex 1 - Competency Framework: Template .............................................................22

Annex 2 - Level Descriptors: Pacific Qualifications Framework ................................23

Annex 3 - Learning and Training Needs Analysis: Template .....................................26

Annex 4 - Interventions: Addressing Learning Needs ................................................27

Annex 5 - Mapping to Training .........................................................................................29

References ............................................................................................................ 32

2



The Pacific Competencies Model The Pacific Competencies Model (PCM) is a process which connects the needs for workforce skill development to appropriate actions including accredited and non-accredited Technical and vocational Education and Training (TvET).

The purpose of the PCM is twofold: to assist governments and organisations in the Pacific region to identify needs to upgrade and enhance workforce skills; to identify appropriate actions to meet these needs. The PCM builds on existing education and training policies and frameworks already implemented by regional and national governments and organisations.

The application of the PCM will inform the development of demand driven training. It will also support the Pacific regional training environment where supply-driven predetermined training is often provided addressing general objectives. The PCM can be applied to ensure training leads to relevant outcomes for relevant personnel through identifying and mapping job competencies, learning needs and training outcomes.

The PCM recognises that some organisations in the Pacific Islands region are in early stages of formalising workforce development policies and practices. However, at the same time there is a critical need to have skilled and trained personnel working in changing environments. The PCM provides a simple and flexible model which allows organisations to adapt and customise within their own structures.

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The Pacific Competencies Model (PCM) can be situated within workforce development and broader sector wide frameworks to support change initiatives. It is anticipated that the PCM will assist Pacific Island Countries by providing a process leading to improved efficiency in operations through a skilled and knowledgeable workforce.

The Pacific Competencies Model Toolkit provides practical guides for identifying core (general) and functional (technical) competencies for those working (in both paid and voluntary positions). The model applies these competencies to inform further analysis leading to appropriate and effective actions.

The PCM toolkit consists of four practical guides:

• A Practitioner’s Guide for developing a Competency Framework and Learning and Training Needs Analysis

• A Guide to understanding TvET and accredited and non-accredited training

• An exemplar for a Competency Framework (Disaster Management)

• An exemplar for a Learning and Training Needs Analysis (Disaster Management)



Competency Based Training and TVET Competency-based training (CBT) is a structured approach to training and assessment to assist individuals to acquire skills and knowledge to perform tasks to a specified standard under certain conditions. The emphasis in competency-based training is on "performing" rather than just "knowing". CBT is skills focused and commonly associated with on-the-job training and Technical vocational Education and Training (TvET).

The Pacific Competencies Model is a simple three step process to identify competencies for particular jobs or job classifications, evaluate the skills and knowledge of personnel to determine if there are any gaps (Skills/Gap Analysis) and identify appropriate interventions including training (accredited and non-accredited) to address needs (Learning Needs and Training Analysis) - Figure 1.

The PCM process highlights the connection between job competencies and training. It is a flexible model which allows organisations to use existing Competency Frameworks or develop their own. A Competency Framework is used as the basis for developing a Learning and Training Needs Analysis. A Learning and Training Needs Analysis determines what type of intervention will best meet the identified learning needs.

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Skills Gap AnalysisUses the job analysis

to identify learning needs

Learning and Training Needs

AnalysisDetermines appropriate actions to address gaps/

learning needs

Competency Framework

Job AnalysisIdentifies the functional ( job-specific) and core

(generic) skills, knowledge and behaviours required to

perform work tasks

Figure 1: Pacific Competencies Model - 3 step process

The Pacific Competencies Model



A Competency Framework A common understanding of a Competency Framework is a list of competencies (skills, knowledge and behaviours) mapped to jobs/positions in the organisation. The PCM expands on this concept to include analyses which lead to further learning for workforce skill development. A Competency Framework within the Pacific Competencies Model includes a Job Analysis and Skills Gap Analysis.

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A Competency Framework includes a list of job roles/functions in the organization and a description of associated key tasks/activities. These functions and tasks are described as competencies (skills, knowledge and attributes) required for successful performance. The PCM defines competencies as functional (technical) relating to specific jobs, or core (generic) which are common to all employees. All job roles require both functional and core competencies. (Annex 1 provides a Competency Framework template)

Establishing and communicating the objectives when developing a Competency Framework are essential in the process as there is a risk that Competency Frameworks are perceived by employees solely as a performance evaluation tool.

The PCM includes a simple six step process to develop and apply a Competency Framework. Refer Figure 2.



Competency Framework

1

2

3

4

5

6

Identify the scope

Job analysis: functions and tasks

Identify the level of performance

Competency Analysis

Skills Gap Analysis

Practical Application

Figure 2: Competency Framework - 6 step process



Step 1: Identify the scope of the Competency Framework Establishing a clear objective for developing a Competency Framework will assist in determining which jobs/job classifications will be included in the development work: new or existing jobs?, specific jobs or all jobs within the organisation?

Personnel who develop the framework could be individuals, groups or HR personnel.

objectives for developing a Competency Framework may be to:

• Strengthen the understandingof job roles in the organization (developnew jobdescriptions orrevise existing ones to support effective recruitment and promotion)

• Identifycommonalitieswhichpromotethesharingofjobs,multitaskingandteamworkwithintheorganization

• Revisethefunctions/tasksofjobstoreflectchangedregulations/policyandpractices

• ProvideaplatformtoundertakeaSkillsGapsAnalysisandidentifylearningneeds

• InformaLearningandTrainingNeedsAnalysistoidentifyappropriateinterventionstoaddressneeds



Step 2: Job analysis (Collect information)Use position descriptions as a starting point. If position descriptions do not exist developing a Competency Framework will support establishing these.

Identify the key job functions and tasks associated with a job/job classification. Ask the question whether these functions/tasks are necessary for effective work performance? This information can be obtained directly from personnel by:

• Employeeswritingtheirjobfunctionsandtasks

• Observation

• Interviewingpersonnel(eitherallorasample)

• Develop aquestionnaire (reference existing standardised job analysis questionnaires rather thanattempt to create your own)



Step 3: Identify the level of performanceThe level of performance relates to standards required to perform the job function and tasks effectively. Identifying the performance level requires expertise in TvET. The performance level may be entered in the Competency Framework or the Learning Needs and Training Analysis.

The PCM uses TvET levels 1 to 6 for the purpose of determining performance levels. The performance descriptors from the Pacific Qualifications Framework are provided as a reference in Annex 2.

Step 4: Competency Analysis (Key words)Competency key words assist in matching job descriptions, needs and training outcomes. The words can be derived from descriptions of job functions and tasks. For example: community liaison when promoting public disaster awareness could be described as: communication, negotiation, communication systems.

This step requires identification of key words that describe skills, knowledge and attributes. A competency analysis translates job functions and tasks into terms (competencies) to facilitate further developments, such as mapping to existing competency-based training (TvET) or existing training program outcomes.



Step 5: Skills Gap Analysis The Competency Framework within the PCM includes a Skills Gap Analysis. A Skills Gap Analysis may be used as an evaluation tool and/or to identify learning and training needs for individuals, groups and the organisation based on objectives and priorities.

The PCM Competency Framework template (Annex 1) provides flexibility to use this document for a Skills Gap Analysis rather than creating a separate document. The process requires individuals or organisational management/HR personnel to identify gaps between the current levels of skills (and knowledge) and desired organisational levels for individuals, groups and the organisation workforce.

Step 6: Practical ApplicationA Competency Framework is a useful tool to support developing and accessing demand-driven training. A Competency Framework may also be applied as a tool to identify relevant personnel to attend existing training courses. In particular, in the Pacific region where supply-driven training is often provided reference to a Competency Framework will enable a mapping of the training program outcomes to job competencies and consequently relevant personnel attending relevant training



Learning and Training Needs Analysis (LNTA) A Learning and Training Needs Analysis within the Pacific Competencies Model comprises both a Learning Needs Analysis and a Training Needs Analysis. The LNTA can be used to assess individual/group/organisation learning and developmental needs and identify suitable actions to address these. on and off-the-job accredited and non-accredited training options are considered in the process.

A Learning Needs Analysis (LNA) is a recognised developmental tool that evaluates any current or anticipated gaps in the skills and knowledge of individuals or groups aligned with organisational objectives. A Training Needs Analysis (TNA) is often considered a sub-component of an LNA. The PCM integrates these two tools as a Learning and Training Needs Analysis (LNTA).

A LNTA is part of organisational workforce development strategies which aim to equip employees with the right skills, new skills and/or enhance their existing skills. The aim of the LNTA is to identify an action which leads to improved performance/results/services through the planning and implementation of training and non-training interventions. If training is identified as an appropriate action then further analysis will determine the appropriate training type and method. Refer Annex 3.

The PCM includes a simple 6 step process to develop and apply a Learning and Training Needs Analysis (LNTA). Refer Figure 3.

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Learning and Training Needs Analysis

12

34

56

Collate and prioritise skills gaps/learning needs

Determine an appropriate intervention

Determine type and method of training

Identify suitable training courses

Identify funding sources and lead personnel

Practical Application

Figure 3: Learning and Training Needs Analysis - 6 step process



Step 1: Collate and Prioritise Skills Gaps/Learning Needs use the PCM Competency Framework to transfer the learning needs and associated competencies to the LNTA document.

Transfer relevant information from the Competency Framework and organisation planning documents to the LNTA. List the learning needs based on organisational objectives and priorities. Copy the competency words describing the job functions/tasks from the Competency Framework to the LNTA. Identify the personnel associated with the learning needs.

Step 2: Determine an appropriate interventionIdentifying appropriate actions to address learning needs requires input from key personnel in the organisation who have expertise in workforce development.

Interventions or actions to address learning needs require some form of on or off-the-job training. The PCM uses the word ‘training’ to refer to off-the-job training - Annex 4.



Training Objective

Mobility of Labour Force

Quality Assured outcomes ACCREDITEDNational (NQA)

Regional (EQAP)

Standardised Training/outcomes

Capacity Building

Upskilling/Professional Development ACCREDITED

OR

International (ASQA/NZQA)

Industry Demand

Structured Training

Pathway to further learning NON-ACCREDITED

Quality Assured Training

Step 3: Determine the type and method of trainingIf training is a desired intervention then decisions on the type and method of training are required. The method of training relates to how the learning will take place given the resources available and learning preferences of personnel. on-line learning is often considered a viable option and is most effective if can be supported with face-to-face learning (Martin & Thomson, 2017).

The type of training relates to whether it should be accredited or non-accredited. Refer to Figure 4 for guidance on the decision making process.

Figure 4: Objective of Training



Step 4: Identify suitable training use the key competency words transferred from the Competency Framework to search for existing courses or instigate the development of a new course.

This task requires personnel (ideally experienced in TvET) to search databases and websites, and make contact as required with National Qualification Authorities in the Pacific Island countries. Personnel who have knowledge of training and development work should be involved in this aspect of the LNTA - Annex 5. Refer to the PCM Accredited and Non-Accredited Training (understanding TvET) booklet for further information.

Step 5: Identify funding sources and lead personnelThe organisation’s recurrent budget is a key option for funds to support and build sustainability in workforce development. In the Pacific region development funds are often available through projects and programs to support training and workforce development initiatives.

The identification of available funding sources to support training and other interventions requires input from personnel who are informed on the wide range of development partner initiatives in the Pacific region. The costs of the training or other interventions should be estimated to inform decisions on suitable funding sources.



It is critical that an individual or group in the organisation take responsibility to ensure that recommended interventions are applied. In particular if training has been identified then further analysis on the logistics is essential. Refer to the PCM guide to understanding TvET and Accredited and Non-accredited Training.

Step 6: Practical ApplicationThrough the application of the PCM Learning and Training Needs Analysis effective interventions are applied to improve the organisations performance. Relevant actions include accessing or developing relevant TvET training and ensuring that relevant personnel are trained.

An intervention should be linked to the organisational priorities and objectives. Evaluation of these actions should be also incorporated into workforce/human resource planning.



Benefits of the PCMThe benefits of applying the PCM include:

• Workforce planning to support recruitment and retention of a suitable workforce

• Improved efficiency in operations through skilled and knowledgeable personnel

• Efficient and effective actions are identified and implemented to address needs of individuals, groups and organisation

• Relevant demand driven needs-based training is accessed and developed

• Job competencies are mapped to training outcomes to ensure relevance for personnel

The application of the Pacific Competencies Model may require significant change in organisational practices. The Pacific Competencies Model presents a process for organisations to plan and manage workforce skills development through considering a range of options to address learning needs. The PCM process further ensures training outcomes are relevant for personnel and organisational needs.

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ANNexeS

A Process and Toolkit for Skills Development

The Pacific Competencies Model (PCM)


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Annex 1Competency Framework: TemplateThis Competency Framework presents a template for core (general) and functional (technical) competencies that is applicable for any organisations.

PCM ANNEx 2: Competency Framework Template

PCM: Competency Framework Job/job classification:…………………………………………………………………………………………………

JOB FUNCTION

Not all job functions will be relevant for all personnel. Job functions should be both technical (functional) and general (core).

KEY TASKS

A breakdown of some of the key tasks of this job function (this does not need to include all tasks associated with the position). Some tasks may not be relevant.

SKILLS/KNOWLEDGE GAP

Identified gaps between existing and desired skills and knowledge

Performance Level Refer to Annex 2

Competency Key Words: Can be derived from the words describing the job functions and tasks



Annex 2Level Descriptors: Pacific Qualifications FrameworkThe Application domain can be deconstructed to type and problem solving; while the Autonomy domain can be deconstructed to level of support and degree of judgement.

Table 1

Level Knowledge and Skills Application Autonomy6 Demonstrated knowledge

and skills that are:

• highly theoretical and/or abstract or technical, within a broad field or with depth in one area.

Applied in contexts that:

• are subject to change with some complexity • involve the formulation of or adaptation of

processes to resolve complex and sometimes abstract issues

In conditions where there is:

• broad guidance or direction

• well developed judgement and planning required

5 Demonstrated knowledge and skills that are:

• mainly technical and theoretical, within a broad field or with depth in one area.


• are both known and changing • involve unfamiliar issues that are addressed

using a range of processes that require some adaptation


• general guidance or direction

• both judgement and planning required

PCM ANNEx 1: PQF Level Descriptors



Level Knowledge and Skills Application Autonomy4 Demonstrated knowledge

and skills that are:

• broadly factual, with technical and theoretical aspects


• are stable but sometimes unpredictable • involve familiar and unfamiliar issues that are

addressed by interpreting or varying processes


• routine direction or guidance

• judgement and some planning required


• factual, procedural, technical, with some theoretical aspects


• are stable and predictable• involve familiar issues that are addressed by

selecting from known solutions


• routine supervision and direction or guidance

• some judgement and discretion required


• factual or manual or operational


• are structured and stable• involve straightforward issues that are addressed

by set, known solutions


• close support and direction or guidance

• minimal judgement or discretion required


• basic, foundational and explicit


• are highly structured, defined and repetitive • involve straightforward and everyday issues

that are addressed by simple and rehearsed procedures


• immediate support and clear direction

• almost no judgment or discretion required

Source: Pacific Qualifications Framework (The Pacific Community 2015)

PCM ANNEx 1: PQF Level Descriptors



Levels of Performance Different job functions may have different levels of performance within the same position.

The table below identifies the level of performance for problem solving and independence related to the job function. It is likely the level of performance may be the same for each job function for the same position.

Table 2: PCM Summary Table

Level Problem solving Independence

6 adapt processes in unknown situations to resolve complex issues broad guidance

5 adapt processes using known processes in familiar and unfamiliar situations general guidance

4 problem solve by varying processes in sometimes unpredictable situations routine guidance & support

3 problem solve by selecting from known solutions in predictable situations routine supervision

2 issues addressed by known solutions close supervision

1 issues that are addressed by simple and repetitive procedures immediate support and clear direction



Annex 3Learning and Training Needs Analysis: TemplateThis LNTA provides the link between a Competency Framework and interventions to address identified learning needs. This template provides a learning and training needs analysis in the one document.

PCM ANNEx 3: LTNA Template

PCM: LEARNING and TRAINING NEEDS ANALYSISRefer to Competency Frameworks Refer to PCM Annexes FUNDING

SOURCE & ESTIMATED COST

LEAD ORGANISATION RESPONSIBILITY

COMPETENCIES

Key words used to search databases for existing TVET courses

SKILLS

LEARNING NEEDS

PERSONNEL

Individuals or groups

ACTION TRAINING TYPE & METHOD

COURSES/PERFORMANCE LEVEL

Only complete if a Training action identified



Annex 4Interventions: Addressing Learning NeedsThere are various ways to provide learning through on and off-the-job actions.

On-the-job learningConferences and Forums• Employees can attend conferences and forums that focus on topics of relevance to their position and the organization. Upon

their return, the employee should make a presentation to other staff as a way of enhancing the individual’s learning experience and as a way of enhancing the organization.

Support Resources/Tools• Tools can be given to employees to help them perform their jobs better. These tools include: manuals, checklists, procedural

guidelines etc. New tools may need to be developed to support identified learning needs.

Job rotation• On a temporary basis, employees can be given the opportunity to work in a different area of the organization. The employee

keeps his or her existing job but exchanges responsibilities with another employee. This will promote a holistic understanding and support learning in particular associated with developing core/generic competencies such as teamwork, communication and working effectively with others.

Job shadowing• If an employee needs to learn what someone else in your organization does, your employee can follow that person and observe

him or her at work. Usually the person doing the shadowing does not help with the work that is being done.

PCM ANNEx 4



Learning alerts• Newspaper articles, government announcements and reports can be used as learning alerts – a short summary can be

circulated to employees.

• Include the item on the agenda of a staff meeting for a brief discussion

Job buddy system• Two employees agree to help each other learn different tasks. Both employees should have an area of expertise that the co-

worker can benefit from.

Coaching & Mentoring• Coaching refers to a pre-arranged agreement between an experienced manager and his or her employee. The role of the coach

is to demonstrate skills and to give the employee guidance, feedback, and reassurance while s/he practices the new skill.

• Mentoring is similar to coaching. Mentoring occurs when a senior, experienced manager provides guidance and advice to a junior employee.

Off-the-job learningCourses offered by training institutions (colleges or universities)• Employees may attend classes on their own time or your organization may give them time off with pay to attend.

Self paced study• Information and courses offered by the internet (e-learning). Alternatives range from formal training offered by colleges and

universities, to an informal overview of a given subject, to reading reports on a topic. E-learning can take place on or off the job

Courses, seminars, workshops• These are formal training opportunities that can be offered to employees either internally or externally. A trainer, facilitator and/

or subject matter expert can be brought into your organization to provide the training session or an employee can be sent to one of these learning opportunities during work time

PCM ANNEx 4



Annex 5Mapping to Traininguse the key words provided in the Competency Framework and the Learning and Training Needs Analysis to access the relevant database/website to find existing TvET units, skillsets and qualifications which match competencies.

This process will present the options of units of competency, skillsets and qualifications which may not match identically but could be contextualised to meet specific needs. Discuss options with a Training Provider.

Type of Accredited TrainingNational Qualifications Refer to the appropriate Pacific Island NQA website for details of TVET national training providers

Regional Qualifications PRQS: http://prqs.spc.int/Search/SearchRQAQualification.aspx

EQAP: http://www.eqap.org.fj

USP: www.usp.ac.fj (change to relevant PIC country campus)

International Qualifications

Australian (AQF): https://training.gov.au/Search/Training?javaScriptEnabled=True&typeAllTrainingComponents=True

New Zealand (NZQF): http://www.nzqa.govt.nz/framework/search/index.do

PCM ANNEx 5

http://prqs.spc.int/Search/SearchRQAQualification.aspx

http://www.eqap.org.fj/

http://www.usp.ac.fj

https://training.gov.au/Search/Training?javaScriptEnabled=True&typeAllTrainingComponents=True

https://training.gov.au/Search/Training?javaScriptEnabled=True&typeAllTrainingComponents=True

http://www.nzqa.govt.nz/framework/search/index.do



National TVET governance: Pacific Island Countries Pacific Island

Country National Qualifications Authority (NQA) Post secondary TVET Providers (contact NQA for additional providers)

Cook Islands Ministry of Education www.education.gov.ck/

• Cook Islands Tertiary Training Institution • USP campus

FSM Department of Educationwww.national.doe.fm/

• College of Micronesia-FSM

Fiji Fiji Higher Education Commissionwww.fhec.org.fj/

• Fiji National University • University of Fiji • USP

Kiribati Pacific Qualifications FrameworkEQAPwww.eqap.org.fj

• Kiribati Institute of Technology • TVET division Ministry of Labour & Human

Resource Development • Maritime Training College

Nauru Ministry of Education www.naurugov.nr

• USP campus

Niue Ministry of Social Serviceswww.gov.nu/wb/pages/ministries.php

• USP campus

Palau Ministry of Education www.palaugov.pw/moe/

• Palau Community College

PNG TVET division of Ministry of Education www.education.gov.pg

• Various listed on MoE website

PCM ANNEx 5

http://www.fhec.org.fj/

http://www.eqap.org.fj

http://www.naurugov.nr

http://www.gov.nu/wb/pages/ministries.php

http://www.education.gov.pg



Pacific Island Country National Qualifications Authority (NQA) Post secondary TVET Providers

(contact NQA for additional providers)RMI Ministry of Education, Sports & Training • USP campus

• College of the Marshall Islands

Solomon Islands

MEHRD Ministry of Education & Human Resources Developmentwww.mehrd.gov.sb/(Solomon Island Tertiary and Skills Authority – SITESA)

• SI National University • Don Bosco Technical Institute • USP campus

Tonga Tonga National Qualifications and Accreditation Board TNGAB www.tnqab.com/

• USP • Various: contact TNQAB through website

Timor Leste INDMO - under the Secretary of State for Training and Employment Policy (SEPFOPE)timor-leste.gov.tl

• Don Bosco Institution• Various contact INDMO through websit

Tuvalu Regional - EQAP: www.eqap.org.fj

• Tuvalu Maritime Training Institution• USP

Samoa Samoa Qualifications Authority (SQA)www.sqa.gov.ws/

• National University of Samoa • Don Bosco Technical college• USP camus

Vanuatu Vanuatu Qualifications Authority (VQA)www.vqa.edu.vu/

• Vanuatu Institute of Technology• TVET Division Ministry of Education &

Training• USP campus

PCM ANNEx 5

http://www.mehrd.gov.sb/

http://www.mehrd.gov.sb/

http://www.tnqab.com/

http://www.eqap.org.fj

http://www.sqa.gov.ws/

http://www.vqa.edu.vu/



Referencesaustralian Qualifications framework council. (2013, January). Australian Qualifications Framework (2nd edition). Retrieved

from www.aqf.edu.au

education Quality and assessment Program (eQaP). (2015). Pacific Register of Qualifications and Standards. Retrieved from secretariat of the Pacific community (sPc): http://www.spbea.org.fj/our-Work/Projects/Pacific-Register-for-Qualifications-standards.aspx

educational Quality assurance Programme (eQaP). (2011). The Pacific Qualifications Framework. Retrieved from secretariat of the Pacific community (sPc): http://www.eqap.org.fj/getattachment/our-Work/Projects/Pacific-Register-for-Qualifications-standards/2--PQf-booklet-final.pdf.aspx

hemstock, s. l., chan, G., Jacot des combes, h., davey, P., farrell, P., Griffiths, s. s., . . . murray, V. (2016). accredited qualifications for capacity development in disaster risk reduction and climate change adaptation. Australasian Journal of Disaster and Trauma Studies, 20(1), 15-33.

martin, T., & Thomson, i. (2017, July ). adaptive capacity in the Pacific region: a study of continuous Professional development for teachers in Kiribati. (T. a. francis, ed.) Retrieved from http://www.tandfonline.com/eprint/4ePVs4T8we6cs699ngiT/full

martin, T., hemstock, s. h., Jacot des combes, h., Buliruarua, l.-a., Kua, n., & satiki, V. (2015). P-ACP Training needs and gap analysis. Synthesis report. European Union Pacific Technical and Vocational Education and Training in Sustainable Energy and Climate Change Adaptation project (EU PacTVET). The Pacific community and The University of the south Pacific. suva, fiji: eu-PacTVeT-fed/2014/347-438.



new Zealand Qualifications authority. (2010, July). New Zealand Qualifications Framework (NZQF). Retrieved from Government of new Zealand: http://www.nzqa.govt.nz/assets/studying-in-nZ/new-Zealand-Qualification-framework/requirements-nzqf.pdf

Reid, m. (2013). Draft version 2 - Competency Framework For Emergency Management in Pacific Islands Countries and Territories. soPac division. suva, fiji: The Pacific community (sPc).

secretariat of the Pacific Board for educational assessment (sPBea). (2015). The Pacific Quality Assurance Framework (PQAF). Retrieved from secretariat of the Pacific community: https://www.eqap.org.fj/getattachment/work/Pacific-Register-of-Qualifications-and-standards/PQaf-final-Revisions.pdf.aspx

The Pacific community (sPc), secretariat the Pacific Regional Programme (sPReP), Pacific islands forum secretariat (Pifs), United nations development Programme (UndP), United nations office for dRR (UnisdR), & University of the south Pacific (UsP). (2016). Framework for Resilient Development in the Pacific (FRDP) 2017-2030. An Integrated Approach to Address Climate Change and Disaster Risk Management. Retrieved from www.pacificdisaster.net/docsRdP.pdf


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Documents

A Practitioner's Guide - Pacific Disaster Net