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education for chemical engineers 6 ( 2 0 1 1 ) e71e82
Contents lists available at ScienceDirect
Education for Chemical Engineers
j our nal homepage: www. el sevi er . com/ l ocat e/ ece
Migrating from subject-based to competency-based training
in Higher National Diploma Chemical Engineering: The case
of Kumasi Polytechnic
Edem Cudjoe Bensah

, Julius C. Ahiekpor, Cyril D. Boateng

Department of Chemical Engineering, Kumasi Polytechnic, Box 854, Kumasi, Ghana
a b s t r a c t
Chemical engineering educationis currently runinonly two institutions inGhana using the traditional, subject-based
approach. The subject-based curriculum currently being used is seen as decient in preparing students adequately
to meet expectations of industry as well as the demands of globalization. Under the National Board for Professional
and Technician Examinations of Ghana, competency-based curricula is being developed for Higher National Diploma
(HND) engineering programmes in all polytechnics in Ghana, with the support of World Bank and Netherlands
Organization for International Cooperation in Higher Education. This paper provides an insight to tertiary education
in Ghana and highlights milestones in chemical engineering training. This paper describes the methodology used
in developing a competency-based training curriculum for HND chemical engineering. Functional area competency
standards expected of HND chemical engineering graduates in Ghana were developed in close collaboration with
personnel from industry. In addition, generic competencies expected of all HND engineering graduates in Ghana
are outlined in this paper. As is the case in all CBT programmes, there is the need to train and adapt coaches to
the CBT concept, in addition to building strong partnerships with industry for the successful implementation of the
programme.
2011 The Institution of Chemical Engineers. Published by Elsevier B.V. All rights reserved.
Keywords: Chemical engineering education; Subject-based training; Competency-based training; Higher national
diploma; Ghana
1. Introduction
Even though Ghana is, in theory, said to have achieved a
middle-level income status, it still falls short of levels achieved
by other middle-income countries in indices such as road
and rail construction, education, quality of workforce, health,
provision of water, electricity, and waste management (Mills,
2011). Ghana needs to restructure its educational structure in
order to produce high quality and globally-competitive grad-
uates who will bring about the needed change in all sectors
of the economy. In an era where the world is witnessing
increasing competiveness, trade liberalization and globaliza-
tion, nations are implementing strategies and approaches
with the aim to improving the quality of their human
resources through reconceptualization and redesigning of
their education and training structures (Akyeampong, 2010).

Corresponding author. Tel.: +233 0 24 6450842.

E-mail addresses: edcube353@ceesdghana.org, cudjoe.ebensah@kpoly.edu.gh (E.C. Bensah).
Received20 March2011; Receivedinrevisedform23 April 2011; Accepted27 April 2011
Also, human resources which comprise of knowledge, skills,
attitudes and work ethics of employees, employers, man-
agers, and entrepreneurs are acknowledged as a major
determinant of a nations competiveness in the global mar-
ket.
The quality of Ghanas labour workforce is not very encour-
aging. From the fth round of Ghana Living Standards Survey
(GLSS), only about a tenth of workforce in the industrial land-
scape had secondary or higher qualication; inaddition, about
43 percent of people engaged in agriculture had never been to
school (Ghana Statistical Service, 2008). A major factor that
has led to the low level of trained workforce in industry and
agriculture has been the inability to promote Technical and
Vocational Educationand Training (TVET) and the general lack
of support to technical and vocational institutions from both
government and the private sector.
1749-7728/$ see front matter 2011 The Institution of Chemical Engineers. Published by Elsevier B.V. All rights reserved.
doi:10.1016/j.ece.2011.04.001
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e72 education for chemical engineers 6 ( 2 0 1 1 ) e71e82
In many parts of the world, TVET systems which pre-
pare individuals specically for the labour market have
been undergoing dynamic transformation to varying degrees.
A major trend that has underpinned the transformation of
TVET systems worldwide involves the shift from traditional
subject-based training (SBT) to competency-based training
(CBT) (COTVET, 2010b). In Ghana, the National Board for Pro-
fessional and Technician Examinations (NABPTEX) and the
Council for Technical and Vocational Education and Training
(COTVET) have been playing leading roles in the transforma-
tion of TVET training and certicate systems along the lines
of CBT. The gradual transformation from traditional-based to
CBT curriculum development exercise is occurring within the
context of three legal and regulatory frameworks in Ghana:
the NABPTEX Act of 1994, the COTVET Act of 2006, and the
Polytechnic Act of 2007. The mission of NABPTEX is to for-
mulate and administer schemes of examinations, evaluation,
assessment, certication and standards for skills and syllabus
competencies for non-university tertiary institutions.
The COTVETAct provides for anational TVETqualications
frameworkwhichincludes the Higher National Diploma (HND)
andBachelor of Technology (BTech) degree. COTVETformulate
policies for skills development across the broad spectrum of
pre-tertiary and tertiary education, formal, informal and non-
formal sectors. In addition, COTVETs mandate is to establish
TVET systems to improve the productivity and competitive-
ness of the skilled workforce, and to raise income generating
capacities of people, especially womenandlowincome groups
through provision of quality-oriented, industry-focused and
CBT programmes. It has developed a CBT policy which is
expected to, among others, establish clear standards which
can be measured, develop competent individuals with trans-
ferable skills, link education and training to skills needed
by employers, promote the concept of lifelong learning, and
prime the system and people to respond quickly to change
(COTVET, 2010a).
Under the coordination of NABPTEX, the development of
CBT curriculum in Chemical Engineering is being developed
under the aegis of the World Bank through the Teaching and
Learning Innovation Fund (TALIF) of 2005. The TALIF pro-
gramme is a continuation of a process which began with
technical and nancial support from the Netherlands Orga-
nization for International Cooperation in Higher Education
(NUFFIC) in2005. Under the NUFFICprogramme, CBTcurricula
were developedfor four Higher National Diploma programmes
agricultural, automotive, and civil engineering, and fashion
designandtextile studies ona pilot basis for implementation
in ten polytechnics in Ghana.
This paper describes the nature of tertiary education in
Ghana. It espouses the need to promote TVET systems at
all levels of the educational ladder while advocating for the
need to migrate from traditional subject-base learning to CBT
system of education. A description of chemical engineering
education and profession in Ghana is outlined. It further
describes the CBT curriculum development process using the
development of CBT curriculum for HND Chemical Engineer-
ing at Kumasi Polytechnic as a case study.
2. Structure of tertiary education in Ghana
Ghana currently practices 11 years of universal basic
educationtwo years of Kindergarten, six years of Primary
School, and three years of Junior High School (JHS), and
four years of Senior Secondary. Tertiary education consists
of four years university education or three years of training
at the polytechnics, teacher training colleges, or other health
and agricultural institutions. Currently, Ghana has six pub-
lic universities, ten public polytechnics spread across all ten
Regions, 38 teacher training colleges, and over 20 private uni-
versity colleges. Inaddition, the government is developing two
specialised universities which are expected to focus on devel-
oping experts in health and allied sciences and renewable
energy. The Polytechnics are noted for providing education
in the elds of manufacturing, commerce, science, technol-
ogy, applied social science, applied arts and any other eld
approved by the Minister of Education. They are also expected
to play leading roles in developing the middle-level technical
manpower potential of the country.
Polytechnic education, unlike the universities, emphasises
more on practical training, laboratory activities, and eld
works, in addition to the provision of sound platformin math-
ematics, science, engineering drawing, and English for further
studies (Akyeampong, 2010). The Polytechnic Act empowers
all polytechnics to award HNDs, diplomas and other certi-
cates accredited by the National Accreditation Board (NAB) in
addition to the award of degrees subject to conditions that the
Council of that polytechnic may determine (Government of
Ghana, 2007).
Though not surprising, students from Senior High Schools
(SHSs) have always preferred universities to polytechnics and
other institutions. Since about 49% of qualied applicants
from SHSs gain admission to public universities, according to
Oduro and Senadza (2004), the rest have no choice but to enrol
in polytechnics and other institutions. Applicants preference
to universities can be attributed to the higher recognition
given to degrees awarded by universities relative to HND cer-
ticates awarded by the polytechnics. In addition, graduates
from universities are paid more than their counterparts from
the polytechnics, for similar work done in the labour market.
Despite the challenges facing polytechnic education,
Ghanas route for achieving accelerated economic and tech-
nological development has been linked to quality technical
and vocational training in polytechnics and technical insti-
tutes. The polytechnics are expected to play leading roles in
developing the middle-level technical manpower potential of
the country. Polytechnic education, unlike the universities,
emphasises more on practical training, laboratory activities,
and eld works (Akyeampong, 2010). Polytechnic students are
expected to graduate with skills and work attitude that make
themt into the labour market with little training. In addition,
they are expected to have developed enough entrepreneurial
skills that would enable them develop and nurture their own
businesses and thus provide professional services to the wider
community.
3. Chemical engineering education and
profession in Ghana
3.1. Chemical and allied industries in Ghana
Chemical engineering refers to the development of processes,
and the design and operation of plants in which materials
undergo changes in their physical or chemical state. Applied
throughout the process industries, it is founded on the prin-
ciples of chemistry, physics, and mathematics. In Ghana,
chemical engineers work inthe chemical andalliedindustries,
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education for chemical engineers 6 ( 2 0 1 1 ) e71e82 e73
Table 1 Some chemical & allied industries and other organizations in Ghana.
S/n Type of industry Example of company
1 Soaps and detergents PZ Cussons Ghana limited and Unilever Ghana
2 Polymers and plastics DBS industries limited, Duraplast limited, Latex foam, and Poly products limited
3 Pulp and paper Super paper products company limited
4 Food and drinks Archer Daniels Midland company Ghana, Athena foods limited, Cocoa processing
company limited, Ghana nuts company, Guinness Ghana breweries limited, Juabeng oil
mills, and Nestle Ghana limited
5 Cement Ghana cement limited and West Africa cement
6 Mineral processing AngloGold Ashanti Ghana, Ghana manganese company, and Newmont Ghana.
7 Water treatment/production Ghana water company and Voltic Ghana limited
8 Pharmaceutical and health
care
Danafco engineering limited, Ernest chemist, Intravenous infusions, Kinapharma
limited, Letap pharmaceuticals, and Phyto-riker.
9 Personal products PZ Cussons limited and Unilever Ghana limited.
10 Metals and alloys Aluworks, Domod group, Volta aluminium company, Tema steel company and Wahome
steel limited
11 Garments and textiles Akosombo textiles limited, Juapong textiles limited and Ghana textile manufacturing
company.
12 Fertilizer and agrochemicals Agricare Ghana limited and Wienco Ghana limited
13 Energy and petrochemicals Ghana national petroleum corporation, Tema lube oil, Tema oil renery, Tullow Ghana
limited, Anadarko Ghana, Schlumberger Ghana, and Volta river authority (Aboadze
thermal-power plant and Akosombo hydro-power plant).
15 Regulatory bodies Environmental protection agency, factory inspectorate department, food and drugs
board, Ghana standards board, and international regulatory bodies.
16 Teaching and research
institutions, and consultancy
services
Centre for energy, environment and sustainable development (CEESD), Council for
scientic and industrial research (CSIR), polytechnics, universities, junior high and
senior high schools.
17 Financial Institutions Ghana commercial bank, Agricultural development bank, Cal bank, Barclays Ghana,
and Ecobank Ghana
18 Telecommunication MTN Ghana and Vodafone Ghana
Source: Chemical Engineering Department (2010, updated).
as well as in the service sector. Major trends in the indus-
trial sector include developments in the oil and gas industry,
establishments of thermal power plants and agro-processing
industries, development of renewable energy technologies,
and the shift from primary raw material exports to valued-
added products. A list of some chemical and allied industries
where chemical engineers work is shown in Table 1.
3.2. Chemical engineering education in Ghana
In Ghana, chemical engineering education began about four
decades ago as chemical technology and transformed to
chemical engineering later in the 1980s at the Kwame
Nkrumah University of Science and Technology (KNUST).
In 1996, chemical engineering education was introduced in
Kumasi Polytechnic.
3.2.1. Chemical engineering at KNUST
The Chemical Engineering program at KNUST runs for 8
semesters spread over a duration of four (4) years, leading
to a B.Sc. degree in Chemical Engineering. The objectives of
the of the programme are to provide students with a broad
knowledge of the principles of Chemical Engineering and their
application, and to inculcate students with knowledge and
skills required to design and analyse chemical processes, tak-
ing into accounts health, safety, environmental, and social
impacts (Chemical Engineering DepartmentKNUST, 2009).
The curriculum prepares students for careers in process
industries that involve chemical and physical transformations
in chemical, food, plastics, petroleum rening, petrochem-
icals, pharmaceuticals, iron and steel industries as well as
marketing and nancial institutions.
The rst two years are intended to build the students back-
ground in chemistry, mathematics and general engineering.
The core chemical engineering courses are introduced in the
second year through to the third year. The nal year is devoted
to the application of these principles through various research
projects.
3.2.2. Chemical engineering at Kumasi Polytechnic
The chemical engineering program is structured to run for 6
semesters and spreads over three (3) years. The Department
was established primarily to train students to ll middle-level
positions in the chemical and allied industries. The Depart-
ments mission is to produce graduates that have rmgrasp of
the principles of Chemical Engineering through quality engi-
neering education, to carry out applied research aimed at
beneting local industries in Ghana and Africa, and to pro-
vide services to the wider community (Chemical Engineering
DepartmentKumasi Polytechnic, 2010).
To achieve its mission, the Department strives to provide
students with underlying engineering sciences and technical
foundations in order to enhance students ability to perform
engineering design through creative thinking, synthesis and
integration of inter-disciplinary knowledge, and to prepare
students adequately to apply engineering solutions to prob-
lems facing Ghana and Africa as a whole.
The content of the HND curriculum at Kumasi Poly-
technic is a compressed version of the BSc curriculum
at KNUSTcompressed to t into the three-year program.
Although, 42 per cent of the total time a chemical engineer-
ing student at the polytechnic spends on tuition is spent on
practical sessions in the laboratory and industry in the form
of attachment, the style of teaching and assessment, where
students are ranked based on their grade, does not encourage
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e74 education for chemical engineers 6 ( 2 0 1 1 ) e71e82
students to focus on the real abilities or competencies require
of them from their long-term career. Instead, students focus
on obtaining higher marks.
4. Concepts of competency-based training
4.1. Background
Man has always known that it is better to learn by doing
than by listening and being shown. The Greek philosopher
Sophocles (line 592 of Trachiniae, written in 430 BC) said,
knowledge must come through action and that one can have
no test which is not fanciful, save by trial. It is this sim-
ple principle that has been synthesised into what is now
known as the CBT. Thus, the emphasis in CBT is on perform-
ing rather than just knowing (Dobson, 2003). CBT refers
to training which is based on the competencies and skills
attained at the end of the training programme. A competency
is a skill performed to a specic standard and under specic
conditions, while a skill represents a task or groupof tasks per-
formed to a specic level of prociency which often use motor
functions and typically require the manipulation of instru-
ments and equipment (Sullivan, 1995). According to Bunk
(1994), a person has professional competency if he has the
knowledge, skills andabilities he requires to carry out anoccu-
pation, if he can solve tasks independently and exibly and
is both willing and able to plan ahead in his working sphere
and within work-organizational structures. The approach is
learner-based instead of teacher-based. CBT focuses on what
the learner takes from the programme instead of what the
teacher can pump into the head of the student. Progression
is not basedonhowmuchinformationthe student absorbs but
on the mastery of competencies and skills under the training
programme.
It is believed that CBT as a concept originated from the
United States in the 1950s, 1960s and 1970s due to general
dissatisfaction with the educational systemduring those peri-
ods (Hodge, 2009). The design of CBT systems was inuenced
by behaviourism, scientic management, progressive educa-
tion, and derivative theories including operant conditioning,
objectives-based instruction, and minimumcompetency test-
ing. It also describes the inuence of instructional design
theory and mastery learning (McCowan, 1998). This exami-
nation of different theoretical inuences places CBT into the
proper perspective.
In most cases the denition for CBT varies slightly from
place to place and from situation to situation even though
the approach of teaching and the methods of learning are
the same. CBT is also known by different names including
outcome based training, learner based training, standards-
based, performance-based, transformational education, and
performance learning. Over the years there has been a
steady progression from the traditional approach to CBT pro-
grammes. Steady support has grown for the CBT system as
a good method for training with several renowned academic
institutions accepting this formof teaching approach. The cur-
rent paradigm in TVET is CBT. This idea has grown over the
years with most countries now going back to the CBT system.
Many international agencies such as UNESCO, World Bank,
International Labour Organisation (ILO, 2006) have endorsed
CBTas the systemof educationfor the future. CBTassures pol-
icy makers of the production of the next generation of human
capital which is competent in the skills needed by industry.
CBTcurriculumdevelopment process demands that indus-
try provides a list of skills and competencies required of
fresh graduates in their respective sectors. In other words, the
users of the end product of the training system determine
what they need. For instance, what will an HND Chemi-
cal Engineering graduate be doing at an oil renery? The
workers at the oil renery should provide these competen-
cies as the initial part of the CBT curriculum development
process.
4.2. Competency-based approach versus subject-based
approach
The subject-based approach to teaching has been used to
train Chemical Engineers in Ghana over the years both at the
Bachelor of Science (B.Sc.) level and at the Higher National
Diploma level. It has been realised that the HND curricu-
lum is just a compressed format of the B.Sc. curriculum.
Based on the objectives of the HND system however, a grad-
uate should have practicable skills that he can immediately
apply in the eld as a technician with minimum retraining.
If this premise is accepted then it stands to reason that the
competency-based approach should be the best way of train-
ing (based on the concept presented so far) the chemical
engineer.
Inthe subject-basedsystemusedcurrently, the major prob-
lem is the production of graduates who do not have adequate
competencies to allow them to function as competent engi-
neers in industries. Even though, implementing CBT systems
come with challenges such as training of coaches, the possi-
bility of slipping back into the role of the traditional teacher,
requirement of time and money, and logistical constraints,
the benets that could be realised from CBT schemes are
worth the investment; Norton (1987) has elaborated on the
pros of the competency-based approach of learning, as listed
below:
students achieve competencies required in the perfor-
mance of their jobs;
students build condence as they succeed inmastering spe-
cic competencies;
training time is used more efciently and effectively as the
trainer is a facilitator of learning as opposed to a provider
of information;
more training time is devoted to evaluating each students
ability to perform essential job skills; and
employers are assisted in hiring individuals with rare and
unique competencies that are costly anddifcult todevelop.
5. CBT curriculum development process for
HND chemical engineering
The design of a competency-based curriculum follows the
process shown in Fig. 1. In order to satisfy the objective of
designing a CBT based curriculum for the HND level, there
is the need to establish competency standards that meet the
criteria of industry (the end users of the educational product).
It stands to reason that the users of the end product of the
training system determine what they need. So in most cases,
to avoid repeating the mistakes of the past, industry assesses
itself and provides a list of skills and competencies required
in their respective sectors.
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education for chemical engineers 6 ( 2 0 1 1 ) e71e82 e75

DCP
*
Laying
modules in
semesters
Development of
module outlines
Development of modules
(courses) from
competency standards
Development of functional
competencies
Development of generic competencies
Fig. 1 Process for developing CBT curriculum.
*
Drawing of curriculum prole.
5.1. Development of competency standards
In developing the competency standards, Developing a
Curriculum (DACUM) approach was used. DACUM is an occu-
pational analysis method aimed at achieving results that may
be immediately applied to the development of training cur-
ricula (Norton, 1997; Baker et al., 2009). The DACUM approach
makes use of three basic principles, described below (Norton,
1997):
i. Expert workers can describe their job better than anyone
else.
Those workers whose occupation is the object of the anal-
ysis and who have a good performance in that position are
real experts on that type of job. Although rst-rate supervi-
sors and managers may know a lot about the work developed,
they usually lack the necessary level of expertise to conduct a
good analysis of such job.
ii. Aneffective way of dening anoccupationis describing the
tasks developed by expert workers.
Aworker may carry out several tasks that are highly appre-
ciated by their colleagues and internal clients. To do this,
attitudes and knowledge alone are not enough; they do things
the right way when they develop activities which, if known by
the enterprise, may facilitate better training for everyone else.
iii. To develop all tasks in an appropriate way, knowledge,
behaviour and skills need to be applied, together with the
use of tools and equipment.
DACUM gives importance to the detection of factors that
explain a successful performance. Therefore, it seeks to estab-
lish not only tasks but also a list of such factors. It further
species the tools with which the worker interacts in order
to facilitate practical training. Based on the DACUM method
competencies were developedwithinthe following framework
shown in Fig. 2.
5.1.1. Development of functional area competencies
Based on the DACUM concept, occupational proles and com-
petencies for HND Chemical Engineering were developed.
Functional area competencies are those that are expected of
HND Chemical Engineering graduates in industry. Functional
competencies were developed in close consultation with per-
sonnel from the chemical and allied industry in Ghana. After
extensive deliberation, the following functional area compe-
tencies for HND chemical engineering were developed:
i. apply scientic methods and techniques to chemical engi-
neering practice;
ii. develop and improve products;
iii. develop and improve processes;
iv. operate equipment and process plants;
v. control reaction systems;
vi. monitor and control uid transfer operations;
vii. monitor and control heat transfer operations;
viii. monitor and control mass transfer operations;
ix. monitor and control heat-mass transfer operations;
x. monitor and control mechanical process operations; and
xi. control pollution.
The above competencies were developed after studying the
roles performed by HND chemical engineering graduates in
industry and the kind of equipment they operate. Care was
taken not to overstep the boundary and add skills that the
graduate engineer may acquire after gaining some experience.
Each of the competencies was broken down to understand
the tasks to be performed and skills to be acquired to make
a graduate competent in a particular competency. This was
done by using the template in Table 2 (Dobson, 2003). Units
of competence are key components of all competency stan-
dards and the building blocks for sector qualications, and
they represent tasks performed a particular job or occupation.
Appendix Ashows a sample of a competency unit. This was
done for all the specic functional competencies.
5.1.2. Development of generic competencies
In addition to the specic functional areas for Chemical Engi-
neering, eleven generic competencies were developed, which
consist of competencies expectedof all HNDengineering grad-
uates. The generic competencies were developed together by
practitioners of engineering programmes run by the poly-
technics in Ghana, under the guidance of a CBT curriculum
development expert and a lecturer at Cape Coast University in
Ghana, Henry Fram Akplu, PhD. The incorporation of generic
competencies in the curriculum is aimed at developing an all-
round engineer with employable and entrepreneurial skills.
A list of the generic competencies designed for engineering
programmes are listed below:
i. follow workplace health and safety procedures;
ii. communicate effectively at the workplace;
iii. apply total quality management principles;
iv. plan, organise and execute a task;
v. practice effective resource management;
vi. apply sound judgement to solve problems;
vii. work effectively in a team;
viii. provide customer service;
ix. use ICT to enhance productivity;
x. establish and operate a business;
xi. manage personal career development; and
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e76 education for chemical engineers 6 ( 2 0 1 1 ) e71e82
Job analysis
What to do
Task analysis
How to do it
Job title
Duties and tasks
Knowledge, skills, attitudes, abilities
Safety and environmental concerns
Tools equipment and materials
Performance standards and conditions
Fig. 2 Occupational analysis for competency standards development.
Table 2 Structure of a unit of competency.
Item Description
Unit title and description The title is a short statement of the competency covered by the unit expressed as an outcome. The
description expands on the title and states the broad application of skills and knowledge in the
workplace.
Element of competency Any of the basic components of a unit of competency which describe the key activities or elements of the
work covered by the unit. They describe, in outcome terms, functions a person is able to perform in a
particular aspect of work.
Performance criteria Species the standards of performance in terms of a set of outcomes which need to be achieved in order
to be deemed competent. Used by assessors to judge whether the combined unit and elements have
been performed to the required standard.
Range of variables or statements Species the range of contexts and conditions to which the performance criteria apply.
Essential knowledge and skills,
and personal attributes
A broad outline of critical skills and knowledge a competency worker must have in order to be able to
perform to the required standards.
Evidence guide Provides guidance to the interpretation and assessment of the unit of competency, including the aspects
which need to be emphasized in assessment, relationships to other units, and the required evidence of
competency. Will include method of assessment and contexts in which assessment should be done.
Source: Dobson (2003).
A unit of competency was developed for each generic com-
petency as was done for the functional area competencies.
Appendix B shows a sample of a unit of competency for estab-
lish and operate a business.
6. Development of module outlines from
competency standards
From each competency unit, modules (courses) were devel-
oped to satisfy specic knowledge areas. A module is by
denition a self contained unit of knowledge to acquire a spe-
cic skill. The modules are by necessity developed from the
elements of the competency units. Denitions of the number
of credit hours begin from developing learning hours for each
module. For each module (based on content), learning hours
include teacher presentation time, student learning time,
assignment time and research time. This will give coaches of
each of the modules a good idea of how to structure the time-
tables and layouts of courses. Students are also then aware
of the time they need to spend on the module to acquire the
necessary skills.
Sixteen modules were developed to cover all the specic
functional competencies, and twelve modules were developed
for the generic competencies. Appendix C shows a list of all
the module titles. Each module was extensively analysed to
provide an outline for teaching and developing course ele-
ments. Appendix D shows the module outline for Reaction
Engineering.
7. Conclusion
The quality of Ghanas workforce will play a critical role in the
quest to achieve sustainable development, as well as meet-
ing key targets enshrined in the Millennium Development
Goals. In order to improve the quality of graduates from ter-
tiary institutions and others incharge of TVET, national bodies
such as NABPTEX and COTVET have developed programmes
aimed at migrating from current subject-based programmes
to competency-based systems. Under a national programme
aimed at developing CBT curricula for all HND programmes in
engineering, NABPTEX, with the support of the TALIF project
of the World Bank, organised a series of workshops which cre-
ated a platform for the development of CBT HND curriculum
in chemical engineering.
The subject-based curriculum in chemical engineering
which is currently being run at Kumasi Polytechnic is seen
as a carbon copy of the curriculum used by the chemical engi-
neering department at KNUST. Even though the length of time
spent on laboratory work in the Polytechnic is longer com-
pared with that of KNUST, it still falls short of demands and
expectations from industry. Thus, the development of CBT
curriculum for the HND programme in chemical engineering
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education for chemical engineers 6 ( 2 0 1 1 ) e71e82 e77
is expected to address the deciencies of the current system
since graduates would be produced with competencies that
puts themin a position to function effectively in industry with
little training. The HND curriculum was developed around
eleven functional area competency standards that were deter-
mined in close collaboration with industrial personnel. The
functional area competencies are strictly based on the posi-
tionof HNDgraduates inthe labour market, where they mostly
serve in middle-level positions.
In addition, eleven generic competencies were developed.
The generic competencies will ensure that graduates have the
tools, skills and knowledge to function effectively in diverse
environmentsfrom the chemical and allied industries to
the service sector. Based on the functional area and generic
competency standards, thirty-one modules were developed.
Each module contains a package of learning material that is
expected to build students capacity in one or more compe-
tency standards.
While the merits of the CBT programme are being pro-
moted, there is the need to put adequate measures in place
in running the programme. The demanding nature of the
programme calls for increased nancial support, building of
working partnerships with industry, retraining of lecturers,
instructors, and technicians, and effective administration.
Acknowledgements
The authors wish to thank NABPTEX for organizing a series
of workshops that led to the development of the curriculum.
Further thanks go to World Bank for providing funds for the
development of the curriculum, under the TALIF programme.
The personal involvement and guidance of the facilitator
Henry Fram Akplu, PhD, is deeply appreciated. We also cher-
ish the critique and contributions of Engineer J. F. Annan, PhD,
and participants from the ten polytechnics who took part in
the workshop series. We are also grateful to the Rector, Prof.
N.N. Nsowah-Nuamah, and the Management of Kumasi Poly-
technic, for providing nancial and logistical support towards
the successful completion of this work. Last, but not the least,
we thank Robert Nagre, Head of Chemical Engineering Depart-
ment of Kumasi Polytechnic for his encouragement during the
development of the curriculum.
Appendix A. Competency unit for controlling
reaction systems
Unit of competency Control reaction systems
Unit code C 9
Qualication level HND
Unit description Through this competency HND graduates will be able
to operate various types of industrial reactors.
Element Performance criteria
C9.1 Monitor and control batch reactor systems 1.1 Apply principles of chemical reaction to batch
reactors
1.2 Specify equipment to meet established process
parameters.
1.3 Monitor and maintain equipment according to
manufacturer operational parameters, safety
standards and government regulations
1.4 Coordinate equipment maintenance according to
mechanical requirements, maintenance schedule or
equipment malfunction
1.5 Select equipment parameters based on process
variables
C9.2 Monitor and control continuous reaction systems 2.1 Apply principles of chemical reaction to continuous
reactors
2.2 Specify equipment to meet established process
parameters.
2.3 Monitor and maintain equipment according to
manufacturer operational parameters, safety
standards and government regulations
2.1 Coordinate equipment maintenance according to
mechanical requirements, maintenance schedule or
equipment malfunction
2.2 Select equipment parameters based on process
variables
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e78 education for chemical engineers 6 ( 2 0 1 1 ) e71e82
Essential skills and knowledge to be acquired and
assessed
i. Understanding of batch reaction system fundamentals
(e.g., levels, temperature, reaction rate, feed quality and
consistency, pressures, catalyst, and agitation).
ii. Understanding of continuous reaction fundamentals
(e.g., ow, temperature, reaction rate, feed quality &
consistency, catalysts, and pressures) and continuous
reaction systems (e.g., xed bed and uidised bed).
iii. Knowledge of effects and relationships of process vari-
ables such as pressure, composition, temperature, level,
and ow.
iv. Knowledge of normal operating procedures and design
limits, and the differences between them.
v. Knowledge of system components and their functions
(e.g., stationary equipment, rotating equipment, instru-
mentation and controls).
vi. Calculate heat and or material balance for quality and
cost optimization.
vii. Understand and follow established procedures to oper-
ate safely, efciently and in an environmentally sound
manner.
viii. Optimise process systems by acquiring data and making
adjustments.
ix. Ability to recognise a problem, gather and analyse infor-
mation, dene root cause, and take an appropriate plan
of action.
x. Understand symbols used in process diagrams.
xi. Interpret and sketch process diagrams (e.g., block/ow,
process ow, and P&ID) in order to trace and learn sys-
tems, and to aid communication.
xii. Knowledge of sampling techniques and of proper
labelling procedures for samples collected.
xiii. Interpret and verify quality (e.g., certicate of analysis)
and quantity when receiving materials.
xiv. Conduct physical inspections of equipment (e.g., tanks,
pipes, drums, pumps, vents, and safety equipment).
xv. Knowledge of personal protective equipment and their
appropriate use.
xvi. Knowledge of operating safety equipment.
Range of variables
i. Meeting production targets
ii. Quality product
iii. No accident
iv. Sanitary environment
v. Compliance to safety and environmental standards
vi. Increase in productivity and efciency
vii. Coordination of auxiliary departments
viii. Monitoring systems (e.g., sensors, controllers, and alarm
systems)
ix. Computers and accessories, and production software
x. Safety signs
xi. Operation manuals
xii. Personal protective gadgets or equipment
xiii. Operating log book
xiv. Operating tag
xv. Communication gadget
Appendix B. Competency unit for establish
and operate a business
Unit of competency Establish and operate a business
Code A10
Qualication Level HND
Unit Description This unit involves the knowledge, skills, and attitudes
required for identifying business opportunities,
starting a business and operating an enterprise on
sustainable basis.
Competency element Performance criteria
A10.1 Develop entrepreneurial behaviours and mindsets 1.1 Identify characteristics of successful entrepreneurs
1.2 Identify key entrepreneurial behaviours and
competencies.
1.3 Assess personal entrepreneurial characteristics and
readiness for starting a business
1.4 Practice entrepreneurial behaviours
A10.2 Identify and screen business opportunities 2.1 Scan the business environment for opportunities
2.2 Generate ideas for business
2.3 Screen business opportunities
2.4 Match business opportunities against own
capabilities and resources
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education for chemical engineers 6 ( 2 0 1 1 ) e71e82 e79
Competency element Performance criteria
A10.3 Conduct business feasibility study 3.1 Identify information needs
3.2 Gather and analyse data
3.3 Assess nancial and technical feasibility of a business idea
3.4 Estimate start-up requirements for a business
A10.4 Prepare business plan 4.1 Clarify the purpose and use of the business plan
4.2 Select an acceptable format for the business plan
4.3 Feed feasibility study results into business plan preparation
4.4 Prepare a marketable business plan
4.5 Present a business plan to solicit funding
A10.5 Register a business 5.1 Select a preferred form of business ownership
5.2 Select suitable partners/shareholders
5.3 Register business and obtain necessary licenses and permits
A10.6 Find a location for a business 6.1 Establish criteria for suitable location
6.2 Search and identify suitable location
6.3 Complete rent or lease arrangements
6.4 Prepare location for operations
A10.7 Mobilise resources to start business 7.1 Identify sources of funds
7.2 Evaluate funding alternatives
7.3 Prepare and submit loan application
A10.8 Manage business operations 8.1 Design business operations
8.2 Prepare operational guides for staff
8.3 Train assistants/employees in operational procedures
8.4 Apply total quality in operations
A10. 9 Manage human resources 9.1 Analyse personnel needs
9.2 Write job descriptions and job specications
9.3 Recruit, select and induct new employees
9.4 Prepare conditions of service and employment contracts
9.5 Comply with labour laws and regulations
9.6 Motivate employees
9.7 Supervise the work of employees
9.8 Handle employee problems, including disciplinary actions
A10.10 Manage physical resources 10.1 Forecast resource requirements
10.2 Manage inventory of goods/products
10.3 Manage physical cash
10.4 Manage long-term assets such as equipment
10.5 Keep records of resources
A10.11 Market products and services 11.1 Analyse the environment for marketing.
11.2 Prepare marketing plans.
11.3 Promote product and service offerings.
11.4 Formulate pricing policies and strategies.
11.5 Plan distribution channels for products.
11.6 Operating in export markets
A10.12 Manage customer relations 12.1 Listen to customers.
12.2 Formulate customer care strategy.
12.3 Monitor customer satisfaction.
12.4 Train employees in customer care.
12.5 Handle customer complaints and problems
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e80 education for chemical engineers 6 ( 2 0 1 1 ) e71e82
Essential knowledge, skills, and attitudes to be acquired
i. Characteristics of successful entrepreneurs
ii. Entrepreneurial competencies and behaviours
iii. Business feasibility studies
iv. Business plan preparation
v. Mobilization of funds and other resources for starting a business
vi. Managing people and other resources
vii. Marketing products and services
viii. Management of customer relations
Range of variables
i. Entry into self-employment as a career option
ii. Running a business as a sole proprietor or as a co-owner
Appendix C. List of modules for achieving generic and functional area competencies
Functional area modules Generic modules
1. Mathematics 1. Communication at work
2. Applied natural science 2. Planning and organization
3. Fluid transport operations 3. Critical thinking and problem solving
4. Heat transfer operations 4. Occupational health and safety
5. Mass transfer operations 5. Effective resource management
6. Reaction engineering 6. Customer service
7. Simultaneous heat and mass transfer 7. Teamwork and leadership
8. Particulate systems 8. Total quality management
9. Process plant operation 9. Personal and career development
10. Process plant maintenance 10. Computer and information technology applications
11. Process control and instrumentation 11. Establish and operate a business
12. Analytical instrumentation 12. Small business management
13. Pollution control
14. Environmental management
15. Product development
16. Process development
17. Reaction engineering
18. Industrial attachment
19. Project work
Appendix D. Module outline for reaction engineering
1.0 Module Title Reaction Engineering
2.0 Unit of competency Control Reaction Systems
Elements:
Monitor and control batch reaction systems
Monitor and control continuous reaction systems
3.0 Module description Through this competency HND graduates will be able to operate various types of industrial reactors.
4.0 Module objectives Having completed this module, the student will be able to:
a. Monitor and control batch reaction systems
b. Monitor and control continuous reaction systems
5.0 Tools, materials and equipment requirements
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education for chemical engineers 6 ( 2 0 1 1 ) e71e82 e81
Unit operations laboratorybench equipment for mechanical process demonstration: CSTR, plug ow reactor, and batch
reactor
Audio visual systems
6.0 Knowledge and attributes requirements (contents to be learned)
Learning outcome (From competency element) Content
1. Monitor and control batch reaction systems Reaction mechanisms
Elementary and non-elementary reactions
The Arrhenius equation and the collision theory transition state theory
Reversible and irreversible reactions
Multiple reaction systems
Reaction rate equation
Parallel reactions
Homogeneous catalysed reactions
Autocatalytic reactions; irreversible reactions in series
First order reversible reactions
Second order reversible reactions; general reversible reactions
Simultaneous irreversible side reaction
Pseudo-order reaction; batch reactors
Semi-batch reactors
Daily yield
Filling and emptying periods
Retention time.
2. Monitor and control continuous reaction systems Comparison of batch and CSTR volumes
Tubular and packed bed ow reactors
Frictional pressure drop
Recycle and separation modes
Reactor size with recycle
Continuous ow stirred tank reactor (CFSTR)
Multi-stage continuous ow stirred tank reactor
Equal size CFSTR in series
Space time and space velocity
Fractional conversion
Yield and selectivity in reactors
Relationship between conversion, selectivity, and yield
Plug ow reactor.
7.0 Nominal learning hours: 216h
*
(contact hours plus student self-learning time), 9 credits.
8.0 The following generic competencies will apply in the teaching and training of this module:
Follow workplace health and safety procedures
Communicate effectively in the workplace
Apply sound judgement to solve problems
Work effectively in a team
Practice effective resource management
Use ICT To Enhance Productivity
9.0 Suggested delivery strategies
Lectures and class discussion
Laboratory work
Industrial visits
Interview with industry people
Video based demonstration
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e82 education for chemical engineers 6 ( 2 0 1 1 ) e71e82
10.0 Recommended assessment strategies
Tests of knowledge or skill (writtenquizzes, tests and exam-
inations)
Fieldwork reportson visit to industry
Laboratory technical reports
Performance of skills (while being observedinthe laboratory
or workplace)
Oral presentations
11.0 Recommended learning resources
Books
Arnuat L., Formosinho S., Burrows H. (2007), Chemical kinet-
ics: frommolecular structure tochemical reactivity. Elsevier,
Amsterdam.
Levenspiel, O. (2006). Chemical reaction engineering. Wiley.
Carey, F. A. (2003). Organic chemistry. Fifth edition, McGraw-
Hill, Boston.
Coker, A. C. (2001). Modelling of chemical kinetics and reac-
tor design. Butterworth-Heinemann.
Fogler, H. S. (1999). Elements of chemical reaction engineer-
ing. Third edition, Prentice Hall, USA.
Perry, R. H., Green, D. W., Maloney, J. O. (1997). Perrys chem-
ical engineers handbook. Seventh edition, Mc-Graw-Hill,
Australia.
Smith, J. M. (1981). Chemical engineering kinetics. Third edi-
tion, McGraw-Hill.
*
Break Down of the Nominal Learning Hours of 216
In this document, the following assumptions and formulae
are used in estimating learning time for modules/courses:
Actual teaching time in a semester takes 12 weeks;
Theory time (contact-hour) of one hour a week for 12 weeks
(12h);
Student self-learning of theory takes one hour for every
contact-hour (12h);
Practical time of one hour a week for 12 weeks (12h); and
Student self-learning and practice for eachcontact practical
hour (12h).
Thus if a module/course has one hour theory a week and
one practical hour a week, the total contact hours for the
semester would be 24h; the student would be assumed to
devote another 24h to learning theory and practising prac-
tical skills for the semester, giving a total estimated learning
time of 48h.
Therefore, the 216h for reaction engineering is broken
down as follows:
Module title Reaction engineering
Theory 36h
Practical 72h
Student self-learning 108h
Total 216h
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