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Good Afternoon! Welcome . . .

to the Orientation on Competency-Based Training

Part I

World of work . . .sectors


- Agriculture And Fishery Sectors -Construction - Health and Wellness -Tourism -Metals and Engineering -ICT -Garments Sector and many more .. .

Each sector . . . QUALIFICATIONS


-Agriculture Horticulture NC II, NC III, Vegetable Production NC II, NC III -Construction Sector Masonry NC I, NC II, Electrical Installation and Maintenance NC II, NC III, NC IV, Carpentry NC II, Construction Painting NC II

-Tourism Sector Commercial Cooking NC II, NC III, Food and Beverage Services NC II, NC III, Bread and Pastry Production NC II, Tour Guiding Services NC II -Metals and Engineering SMAW NCII, GTAW NC II -Health and Wellness Health Care NC II, Massage Therapy NC II, Beauty Care NC II

What is a Qualification? A QUALIFICATION is - the standard criteria required to be achieved


to obtain recognition of competence on a group of units of competency that meet industry requirements for an occupation refers to the group of competencies that describes the different functions of the qualification

The building blocks of a qualification are the units of competency for an industry Competency - is the possession and application of knowledge, skills and attitudes to perform work activities to the standard expected in the workplace

What are the components of a qualification? A qualification comprises of: Basic Competencies Common Competencies Core Competencies

BASIC Competencies skills and knowledge that everyone needs for work
Four Areas of Competency: -Communication -Teamwork -Problem Solving -Planning

COMMON Competencies skills and knowledge needed by people working in a particular industry
Example of common competencies

Skills and knowledge required by all people in the Construction industry:


-Perform work safely -Contribute to quality system -Use hand tools -Interpret drawings -Perform industry calculations

CORE COMPETENCIES are units that are specific to a stream of a given sector

FOOD AND BEVERAGE SERVICES NC II


BASIC COMPETENCIES Participate in workplace communication Work in a team environment Practice career professionalism Practice occupational health and safety procedures .COMMON COMPETENCIES Develop and update industry knowledge Observe workplace hygiene procedures Perform computer operations Perform workplace and safety practices Provide effective customer service .CORE COMPETENCIES Provide Link Between Kitchen and Service Area Provide Food and Beverage Service Provide Room Service 1 Develop and Update Food and Beverage Knowledge

TRAINERS METHODOLOGY LEVEL I BASIC COMPETENCIES


1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Lead workplace communication Apply math and science principles Apply environmental principles and advocate conservation Utilize IT applications in technical training Lead small teams Apply work ethics, values and quality principles Work effectively in vocational education training Foster and promote an inclusive learning culture Ensure healthy and safe learning environment Maintain and enhance professional practice Develop and promote appreciation for costs and benefits of technical training 12. Develop and promote understanding of global labor markets

CORE COMPETENCIES
1. Plan training session 2. Facilitate learning session 3. Utilize electronic media in facilitating training 4. Supervise work-based learning 5. Conduct competency assessment 6. Maintain training facilities

Competency - is the possession and application of knowledge, skills and attitudes to perform work activities to the standard expected in the workplace Competency Standards gives the specifications of competencies required for effective work performance

TRAINING REGULATIONS (TR) the document that serves as a basis in the formulation of competency assessment and the development of curriculum and instructional materials for competency-based technical education and skills development (TESD). The Training Regulations serve as basis for the: - 1. Competency assessment and certification; 2. Registration and delivery of Training Programs and; 3. Development of curriculum and assessment instruments

TRAINING REGULATIONS (TR) serve as basis for the - Competency assessment and certification; - Registration and delivery of Training Programs - Development of curriculum and assessment instruments

SECTIONS OF THE TR
Section 1 Definition of the Qualification Section 2 Competency Standards Section 3 Training Standards Section 4 National Assessment and Certification Arrangement

Section 1 Definition of the Qualification refers to the group of competencies that describes the different functions of the qualification -This section enumerates the Basic Competencies, Common Competencies and Core Competencies of the qualification -It also enumerates the job titles of workers who qualified for this qualification

Section 2 Competency Standards gives the specifications of


competencies required for effective work performance

Competency - knowledge, skills and values required for


the performance of a job, occupation or trade and the corresponding standard of performance required for these in the workplace

Basic Competencies Common Competencies Core Competencies -

Training Standards contains information and requirements in designing program for certain Qualification.
It includes: Curriculum Design; Training Delivery; Trainee Entry Requirements; Tools, Equipment and Materials; Training Facilities; Trainers Qualifications and Institutional assessment

9. Ensure healthy and safe learning environment 10. Maintain and enhance professional practice 11. Develop and promote appreciation for costs and benefits of technical training 12. Develop and promote understanding of global labor markets

CORE COMPETENCIES
1. 2. 3. 4. 5. 6. Plan training session Facilitate learning session Utilize electronic media in facilitating training Supervise work-based learning Conduct competency assessment Maintain training facilities

COMPETENCY-BASED TRAINING
a training delivery approach that focuses on the competency development of the learner as a result of the training; Emphasizes most on what the learner can actually do; Focuses on outcomes rather than the learning process within specified time; Concerned with the attainment and application of knowledge, skills and attitudes to a specific level of competency

Principles of CBT

Principle One
The training is based on curriculum developed from the competency standards

Learning is based on the Competency-based curriculum

Principle Two
Learning is competency-based or modular in structure
Unit of Competency

Module 1

Module 2

Module 3

Principle Three
Training delivery is individualized and self-paced Learning is done by the learner at own pace

Principle Four
Training is based on work that must be performed Learning is based on the actual industry practice

Principle Five
Training materials are directly related to the competency standards and the curriculum

CS to CBC to LMs

Principle Six
Assessment of learners is based in the collection of evidences of work performance based on industry or organizational required standards
Traditional
Students are judged against each other (norm referenced Assessment) Each student is assessed against the evidences based on required standard

CBTVET

Students are not judged against each other

Principle Seven
Training is based both on and off the job components
Better learning with industry and school partnership

Principle Eight
The system allows Recognition of Prior Learning (RPL)

Workers and Students can have prior skills recognized

Principle Nine
The system allows for learners to enter and exit programs at different times and levels and to receive an award for competencies attained at any point.

There is flexibility for entry and exit from programs

Principle Ten
Approved training programs are nationally accredited

Training programs are registered within UTPRAS

CBT Process Flow

Trainee enters program


Administer RPL Orientation Role of trainer/trainee

Review learning package

YES
Satisfactorily Performed Competency?

View multimedia materials

Trainer observes performance

Trainer Rates performance

NO

Use manuals

YES

NO
Trainee selects competency and receive instructions
Administer Learning Contract Organize learning strategy Provide materials Introduce CBLM materials Introduce the Use of Achievement Progress Report

Observe demonstration Practice skills in workshop Receive assistance and advise

Trainee practices task

Trainee Rates own performance

Have completed all the competencies?

Trainee exits program

Undergo Natl Assessment