VTI - Vocational Training Institute, Vacoas, Mauritius

Intake Full time- January ; February and June each year - Mondays --Fridays 8.30-2.30 pm

Part time January and June each year Saturdays - 9.00 am to 5.00 pm -depending on the no of modules as per time table and optionally 3 evenings from 3.00 - 5.00 pm

Entry requirements

Vti stage1 Prevocational [1-3 yrs] full time

For Learner age 12 to 15 yrs and have read grade 7-9

Stage 2 and onwards Technical/Vocational Full Time /Part Time

as per below

City & Guilds of London

Entry requirements 2850/4290/7290

Learner entry requirements

No specific prior qualifications, learning or experience are required for learners undertaking the qualification. However, centre will make an initial assessment of each learner to ensure that the level of the scheme is appropriate. The nature of both the learning and assessment required for the qualification is such that learners will need basic literacy and numeracy skills: ie the ability to read and interpret written tasks and to write answers in a legible and understandable form in the English language. Learners will also need to be able to organise written information clearly and coherently, although they will not be assessed for spelling or grammatical accuracy unless this is part of the assessment criteria

There are no restrictions on entry for this award. City & Guilds recommend that learners should not enter for a qualification of the same level and the same content as that of a qualification they already hold.

Entry requirements 4290/7290 Automobile

Entry requirements City and Guilds

Entry Level Awa rd/Certif icate. in Introduction to the Hospitality Industry (Entry 3) (7107-03)

Age group No age restrictions T here are no age limits attached to candidates undertaking these qualifications unless this is a legal requirement of the process or the environment

Entry requirements N/a but centre should make sure that candidate could read and write. There are no formal entry requirements for candidates undertakingthese qualifications. However, centres must ensure that candidates have the potential and opportunity to gain the qualifications successfully.

Assessment Practical demonstration/assignment

Grading Pass/Fail

Who are the qualifications for? These qualifications are for anyone who is interested in a career in the hospitality sector

What opportunities for progression are there? These qualifications may be suit3ble for Foundation Learning candidates seeking to:xogress into assisted living or onto GCSE and level 1 Diploma qualifications.

CTH Hospitality

Entry requirements

CTH Level 2 Awards and Certificate in Hospitality Practice

Purpose

The purpose is to provide qualifications that:

Provide students with an understanding of the Hospitality industry and of the key functions within a hotel.

Provide practical awards that complement academic studies.

Enable students to gain credits towards higher education.

Enable students to develop practical skills that can be applied in a vocational context.

Provide an introduction to the basic skills of students entering the hospitality industry.

Progression Opportunities

The CTH Hospitality Practice qualifications provide an ideal starting point for students starting out in the Hospitality sector, either after leaving school or as a returner to work or when switching careers.

On successful completion students can progress on to Level 3 qualifications, including the CTH Level 3 Foundation Diploma qualifications in Hospitality and Tourism, or in Hospitality Business

Access and Entry Requirements Centre is responsible for checking applications against the following admission requirements and ensuring students can fulfil the demands of, and successfully complete the qualifications, prior to admission and enrolment. Centre to undertake an initial assessment of each student prior to the start of their programmes to ensure they are able to provide the student with any necessary additional support. Requirements Recommended Admission Requirements

All Students Minimum Age 16 at enrolment.

English Language All students without English as a first language must show competence in English at this level. The course is taught in English and assessed by written examination and oral assessments in the English language. Education These are open access qualifications with admission at the discretion of Centre for students they consider able to successfully complete the qualification. However, all students should have completed full time secondary education up to age 16.

ATHE Law

ATHE Level 3 Diploma in Law

This qualification is designed for learners who are typically aged 16 and above.

ATHE's policy regarding access to our qualifications is that:

• they should be available to everyone who is capable of reaching the required standard

• they should be free from any barriers that restrict access and progression

• there should be equal opportunities for all those wishing to access the qualifications

Centre review the prior qualifications and experience of each learner and consider whether they provide the necessary foundations to undertake the programme of study at level 3.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification.

For learners who have recently been in education or training the entry profile is likely to include one of following:

•• 5 or more GCSEs at grades C and above

•• other related level 2 subjects

•• other equivalent international qualifications

Learners must also have an appropriate standard of English to enable them to access relevant resources and complete the unit assignments.

Mature learners may present a more varied profile of achievement that is likely to include relevant work experience (paid and/or unpaid), participation and/or achievement of relevant qualifications. This may be used for recognition of prior learning (RPL).

ATHE Level 4

Extended Diploma in Law

This qualification is designed for learners who are typically aged 19 and above.

ATHE's policy regarding access to our qualifications is that:

•• they should be available to everyone who is capable of reaching the required standards

•• they should be free from any barriers that restrict access and progression

•• there should be equal opportunities for all those wishing to access the qualifications

Centres should review the prior qualifications and experience of each learner and consider whether they provide the necessary foundations to undertake the programme of study at Level 4. If there are exceptional entrants, centres are advised to contact ATHE.

For learners with disabilities and other specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification.

The entry profile for learners is likely to include at least one of the following:

• A Level 3 qualification in law or legal studies such as the ATHE Level 3 Diploma in Law

• Equivalent international qualifications

Learners must also have an appropriate standard of English to enable them to access relevant resources and complete the unit assignments.

Mature learners may present a more varied profile of achievement that is likely to include relevant work experience (paid and/or unpaid) with levels of responsibility, participation and/or achievement of relevant professional qualifications. This may be used for recognition of prior learning (RPL). Learners may also hold RQF qualifications which will enable them to claim an exemption from part of the qualification.

ATHE Level 5

Extended Diploma in Law

These qualifications are designed for learners who are typically aged 19 and above.

ATHE's policy regarding access to our qualifications is that:

• they should be available to everyone who can reach the required standards

• they should be free from any barriers that restrict access and progression

• there should be equal opportunities for all those wishing to access the qualifications

Centre review the prior qualifications and experience of each learner and consider whether they provide the necessary foundations to undertake the programme of study at Level 5. If there are exceptional entrants, centres are advised to contact ATHE.

For learners with disabilities and other specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification.

The entry profile for learners is likely to include at least one of the following:

• A Level 4 qualification in law or legal studies, such as the ATHE Level 4 Diploma in Law

• Equivalent international qualifications

Learners must also have an appropriate standard of English to enable them to access relevant resources and complete the unit assignments.

Mature learners may present a more varied profile of achievement that is likely to include relevant work experience (paid and/or unpaid) with levels of responsibility, participation and/or achievement of relevant professional qualifications. This may be used for recognition of prior learning (RPL). Learners may also hold RQF qualifications which will enable them to claim an exemption from part of the qualification.

9200- Award for professional recognition

Candidate entry requirements

In order to qualify for the Professional Recognition Awards candidates must fulfil two key requirements:

1. The ability to understand and practise a technical or professional activity

2. Have current occupational currency with the ability to demonstrate achievement of a range of pre-defined personal skills and specific competencies (see Standards from page 16 onwards)

The following descriptors are provided to indicate the type of roles and responsibilities applicable to each level of the Professional Recognition Awards.

As there are four levels of Professional Recognition Awards it is recommended that a centre reviews each standard fully to ensure that their candidates are able to meet the competencies required.

Level 4 – the candidate would typically:

• have first line responsibility for managing day to day activities

• manage resources in own area of responsibility

• constructively work with others to develop and maintain good working relationships

• develop and maintain good customer relationships

• identify and access opportunities for professional development

• be able to apply professional standards* in own area of responsibility

• communicate effectively and manage information in line with organisational and legal requirements

• consistently meet aims and objectives

• exercise autonomy and judgement in work role

• consider the views and perspectives of others in decision making

• address problems that are well-defined but non-routine

Level 5 – the candidate would typically:

• have line management responsibilities

• anticipate, plan and lead change

• manage resources

• constructively work with others to develop and maintain good working relationships

• set direction and inspire others to work together to achieve challenging outcomes

• generate creative ideas to inform best practice and continual improvement

• monitor compliance with professional standards*

• implement an effective communication strategy

• develop and maintain good customer relationships to support the customer focussed culture of the organisation

• analyse, identify and access professional development

• address problems that are well-defined but complex and non-routine

• exercising autonomy and judgement in decision making which takes into account the views and perspectives of others

Level 6 – the candidate would typically:

• have senior management responsibilities

• take responsibility for achieving organisational objectives

• take responsibility for managing a programme of substantial change or development

• identify and manage resources to meet organisational objectives

• take responsibility for motivating, delegating and empowering others

• promote innovation and generate ideas for improvement

• take responsibility for promoting, monitoring and maintaining compliance to professional standards*

• establish, lead and maintaining effective communication

• develop and implement standards for customer service

• evaluate the impact of professional development on self and the organisation

• address problems that are complex and non-routine

• use autonomy to make judgements, demonstrating an ability to understand different perspectives, approaches and schools of thought

To achieve an award the candidate must provide evidence for the 6 standards. The topics covered by the standards are:

• Commitment to professional standards

• Communication and information management

• Leadership

• Professional development

• Working with others

• Managing customer relationships.