This study sets out to examine the potential of COMET occupational competence diagnostic model to
assess and develop occupational competence in TVET. Holistic problem solving competence grounded
in the COMET three-dimensional model, eight COMET criteria and Work Process Knowledge is a key
element in this study. TVET is frequently seen as an instrument to address socio-economic and political
challenges at a national and global level. The significance of a well-defined occupational competence
assessment tool to advance quality assurance in TVET is accentuated by the high expectations of TVET
to mitigate global concerns. Central to the debate around high youth unemployment is the issue of
student occupational competence and workplace readiness to access the opportunities created by
government policies and strategies.
A mixed methodological approach consisting of qualitative and quantitative research methods was
adopted. Cross-sectional data as well as elements of longitudinal data was collected from 715
participants comprising of students and artisans from six Public TVET Colleges, two Private TVET
Institutions and three Industry Academies. The highest percentage of students (34,4%) ranged between
ages 21-24.