CDACC Grading System in Kenya: How TVET Competency Assessment Works

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Introduction

The Technical and Vocational Education and Training Curriculum Development, Assessment, and Certification Council (TVET CDACC) is responsible for developing competency-based curricula, assessments, and certifications in Kenya. The grading system under TVET CDACC follows a Competency-Based Education and Training (CBET) approach, which focuses on skill acquisition rather than traditional percentage-based grading.

What is the CDACC Grading System?

Unlike conventional grading systems that use marks and letter grades, the CDACC grading system evaluates students based on their competency levels. This ensures that learners acquire industry-relevant skills that make them employable and efficient in their fields.

Key Features of the CDACC Grading System

• Competency-Based: Learners are assessed on their ability to perform specific tasks.
• No Percentage Marks: Instead of numerical scores, learners are graded as either ‘Competent’ or ‘Not Yet Competent.’
• Practical Assessments: More emphasis is placed on hands-on performance rather than theoretical knowledge.
• Multiple Entry and Exit Points: Allows flexibility for learners to advance at their own pace.

CDACC Grading Scale

The grading system used by TVET CDACC is structured as follows:

Grade	Meaning
Competent (C)	The learner has met all required competencies.
Not Yet Competent (NYC)	The learner has not yet demonstrated the required skills and needs further training.
Pending (P)	Assessment results are awaiting validation.

How Learners Are Assessed

CDACC uses the following assessment methods to evaluate learners:

1. Practical Demonstrations – Learners perform specific tasks under observation.
2. Workplace Assessments – Evaluations conducted in real industry settings.
3. Portfolio Assessment – Review of evidence such as projects, assignments, and work experience.
4. Written Tests – Where necessary, written exams may be used to support competency evaluation.

Difference Between CDACC and CBC Grading Systems

There is often confusion between the Competency-Based Curriculum (CBC) used in basic education and the CDACC grading system used in technical and vocational training. Below is a comparison:

Feature	CDACC (TVET)	CBC (Basic Education)
Target Learners	TVET Students	Primary & Secondary Students
Grading Categories	Competent (C), Not Yet Competent (NYC), Pending (P)	Exceeding Expectations (EE), Meeting Expectations (ME), Approaching Expectations (AE), Below Expectations (BE)
Assessment Type	Practical, Skill-Based	Theory & Practical
Use of Marks	No percentage-based grading	Uses percentage-based grading

CBC Grading System in Basic Education

Marks (%)	Grade	Initial
76-100	Exceeding Expectations	EE
51-75	Meeting Expectations	ME
26-50	Approaching Expectations	AE
0-25	Below Expectations	BE

The CBC grading system is used to assess students’ understanding and performance relative to expected learning outcomes, whereas the CDACC grading system evaluates learners based on industry-relevant competencies.

Importance of the CDACC Grading System

• Ensures graduates have hands-on skills applicable in the job market.
• Aligns vocational training with industry needs.
• Encourages lifelong learning and skill improvement.
• Provides clear career progression pathways within the TVET system.

Conclusion

The CDACC grading system in Kenya is designed to equip learners with practical skills, ensuring they meet industry demands. By focusing on competencies rather than traditional academic grading, this system enhances employability and productivity in various sectors. As the TVET sector continues to evolve, CDACC remains committed to improving assessment and certification to support Kenya’s workforce development.

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