Free Exam Management for Vocational Schools, Workshops, and TVET Centres

K-12 tools assume one mark per subject per term and feed a report card. Vocational assessment is competency-based: each learner is judged competent or not-yet-competent against discrete units and performance criteria, often by an industry assessor rather than a teacher. OpenEduCat models units of competency directly, so coordinators do not have to fake percentage grades to fit a tool that was designed for school subjects.

Yes. The timetabler schedules workshop bays, lab stations, kitchen lines, and theory rooms as separate resources with their own capacity, equipment, and assessor pool. Learners rotate through stations while another cohort sits the theory paper next door, and the module enforces PPE counts and machine limits so you do not over-allocate the only welding booth.

Yes. Pre-mapped exports cover the NSDC NAT00120 batch upload format used for Skill India qualification awards, Perkins V Consolidated Annual Report indicators (1S1, 2S1, 3S1) for US CTE programmes, the AVETMISS NAT00080-NAT00130 file set for Australian RTOs reporting to NCVER, and TESDA competency assessment formats for Philippine TVIs. The data captured during competency sign-off feeds the regulator files directly so coordinators do not retype assessment outcomes into a separate compliance tool.

An industry assessor receives a scoped invitation to a specific cohort and qualification. They sign in, see only the learners and units they are verifying, tick competent or not-yet-competent against each performance criterion on a tablet in the workshop, attach photos or short videos as evidence, and submit the signed assessment record. The portal never exposes the rest of your student data or other cohorts.

Yes. The host employer receives a secure link to the apprentice's workplace logbook, reviews the on-the-job evidence, and signs off each unit of competency electronically. The signed statement, timestamps, and any uploaded evidence become part of the learner's portfolio, which awarding bodies and external verifiers can review on demand.

Yes. Most vocational centres run morning, evening, and weekend cohorts plus apprentices on continuous intake. The module groups learners by cohort and intake date, lets coordinators schedule, assess, and certify each batch independently, and produces statements of attainment or partial-qualification certificates per cohort without mixing records across intakes.