1. Procedures for examination assessment
The NACTE has established procedures for assessment in order to maintain standards and quality of NACTE Awards. These procedures set a common platform to guarantee maintenance of level ground for administration of assessment. Proper application of the same will translate to graduates equipped with requisite technical knowledge, abilities and skills which measure up to acceptable levels of attainment in the relevant professional area.
2. General Policy Framework for Assessment
The process of training programme cannot be complete without evaluation. On the other hand, the student’s academic or professional achievement acquired through formal teaching- learning process, cannot be complete without effective assessment process. Therefore, the measurement of academic or professional achievement of students is based on their successes in assessment. Therefore purpose of assessment is to determine whether students have successfully achieved the learning outcomes and fulfilled the academic requirements of the course and of the modules within it, as stated in the curriculum and in the Country’s educational aims, and attained the standard required for the award to which it leads. The seriousness of such a measurement cannot be underestimated.
In order to produce the quality of output from technical institutions required for the labour market, the need for General Policy Framework for Assessment Conducted by NACTE and Autonomous Technical Institutions is imperative. Such Policy Framework will establish regulations and procedures under which examinations will be administered and conducted to all students in technical institutions and private candidates.
The National Council for Technical Education (NACTE) has thus developed the General Policy Framework for Assessment Conducted by NACTE and Autonomous Technical Institutions, which intends to establish efficient and effective tools for Administration of Examinations conducted by the Technical Institutions and the Council.
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Refined Exams General Policy Framework
3. Examination regulations
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