| Module 1: BQA Regulatory Framework (builds P1) |
| 1.1 | Identify the key legislation governing education, training and qualifications in Botswana | Remember |
| 1.2 | Explain the mandate and core functions of the Botswana Qualifications Authority (BQA) | Understand |
| 1.3 | Describe the 10-level NCQF structure and distinguish qualification levels by complexity | Understand |
| 1.4 | Outline the distinct roles of assessors, internal moderators and BQA external moderators | Understand |
| 1.5 | Explain the purpose and cycle of quality assurance — and the consequences of non-compliance | Understand |
| Module 2: BQA Evaluation and Accreditation (builds P1) |
| 2.1 | Outline the criteria and stages of the BQA evaluation and site visit process | Understand |
| 2.2 | Describe ongoing compliance obligations, including annual reporting and accreditation renewal | Understand |
| 2.3 | Navigate the BQA online portal to open an account and start an application | Apply |
| 2.4 | Complete a BQA consent form and prepare a qualification submission that meets the evaluation criteria | Apply |
| 2.5 | Distinguish provider accreditation from qualification registration — and explain why both are required | Analyse |
| Module 3: Learning Outcome Development (builds P2) |
| 3.1 | Explain the principles of OBE and contrast them with content-based approaches | Understand |
| 3.2 | Apply the six levels of Bloom's Taxonomy to classify and design assessment tasks | Apply |
| 3.3 | Distinguish formative from summative assessment and apply the Competent / Not Yet Competent judgement | Analyse |
| 3.4 | Evaluate assessment evidence using the VACS principle (valid, authentic, current, sufficient) | Evaluate |
| 3.5 | Write specific, measurable learning outcomes using Bloom's action verbs at the right cognitive level | Create |
| Module 4: Training and Assessment Strategies (builds P3) |
| 4.1 | Match training methods to the four VARK learning styles | Apply |
| 4.2 | Select assessment methods by type of outcome: knowledge, skill or attitude | Apply |
| 4.3 | Apply the SBI (situation–behaviour–impact) model to give specific, constructive feedback | Apply |
| 4.4 | Evaluate training delivery methods and select the right one for the content and learner group | Evaluate |
| 4.5 | Design a structured session plan applying the 40% learner-activity principle | Create |
| Module 5: Assessment Plan and Design (builds P3) |
| 5.1 | Apply the four principles of assessment design: validity, reliability, fairness and practicality | Apply |
| 5.2 | Justify a choice between paper-based and digital assessment for a given context | Evaluate |
| 5.3 | Develop a complete assessment plan mapping every outcome to tasks, evidence and timing | Create |
| 5.4 | Design effective questions across MCQ, short answer, case study and practical observation | Create |
| 5.5 | Build analytical and holistic rubrics that define the Competent standard | Create |
| Module 6: Development of Digital Assessment (builds P4) |
| 6.1 | Set up a FlexiQuiz account to build professional digital assessments | Apply |
| 6.2 | Configure security settings — randomisation, time limits, registration and password protection | Apply |
| 6.3 | Publish assessments by link or embed code with the right access controls | Apply |
| 6.4 | Export results and compile BQA-compliant learner portfolio evidence | Apply |
| 6.5 | Design high-quality questions of several types applying MCQ and short-answer best practice | Create |
