CREATING

A FUTURE
WITH

BHLL VOCATIONAL TECHNICAL

SCHOOL & TRAINING CENTER,
INC.
Sto. Niño HBLL Compound,
P-6 Bañadero, Ozamiz City
 BHLL VOCATIONAL
TECHNICAL SCHOOL
& TRAINING CENTER
 VISION
To be globally recognized vocational
institute providing the most
innovative solutions to train and
create experiences of exceptional
quality, combining strategy and
efficiency to catalyze the
development of the industry, and
surpassing our trainees to bring every
experience from a vision to reality.
 MISSION
 To take care of every detail to make every
trainee to every qualification stress free
 To clearly communicate our trainees in the
most amazing teaching strategies
 To establish a high vocational institute and
training center
 To serve “poor deserving” students for
advance training in vocational education
 To train and educate vocational graduates
for job placements on any land based and
sea based local and /or foreign principal
FACULTY AND STAFF

STRATEGIC LOCATION

COURSES OFFERED
TRAINERS METHODOLOGY NC I

TITLE OF QUALIFICATION
TRAINERS METHODOLOGY NC I
 Types of Competencies
Basic Competencies
Lead workplace communication
Apply math & principles in technical
training
Apply environmental principles &
advocate conservation
Utilize IT applications in technical
training
Lead small teams
 Apply work ethics, values & quality
principles
 Work effectively in vocational education &
training
 Foster & promote in inclusive learning
culture
 Ensure healthy & safe learning
environment
 Maintain & enhance professional practice
 Develop & promote appreciation for costs
& benefits of technical training
 Develop & promote understanding of
global labor markets
 Types of Competencies

 Core Competencies

 Plan training session

 Facilitate learning session
 Utilize electronic media in facilitating
training
 Supervise work based learning
 Conduct competency assessment
 Maintain training facilities
WHAT IS COMPENTENCY
BASED TRAINING?

o The position and application

of knowledge, skills and
attitude.
COMPETENCY
BASED
TRAINING
 COMPETENCY BASED
TRAINING

• is a training delivery approach that

focuses on the competency
development of the learner as a result
of the training.
 COMPETENCY BASED
TRAINING

 emphasizes most on what the

learner can actually do;
 focuses on outcomes rather than the
learning process within specified
time;
 is concerned with the attainment
and application of knowledge, skills
and attitude to a specific level of
competency.
 10 PRINCIPLES OF CBT

1. The training is based on curriculum

developed from the competency
standards
 PRINCIPLES OF CBT

2. Learning is competency-based or
modular in structure
 PRINCIPLES OF CBT

3. Training delivery is individualized

and self-paced (learner own pace)
 PRINCIPLES OF CBT

4. Training is based on work that

must be performed
(Based on Industry practice)
 PRINCIPLES OF CBT
5. Training materials are directly
related to the competency
standards and the curriculum
(CS-CBC-LMs)
 PRINCIPLES OF CBT
6. Assessment of learners is based in the
collection of evidences of work
performance based on industry or
organizational required standards
 PRINCIPLES OF CBT
7. Training is based both on and
off the job components(work based)
 PRINCIPLES OF CBT

8. The system allows Recognition

of Prior Learning (RPL)
 PRINCIPLES OF CBT

9. 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.
 PRINCIPLES OF CBT

10. Approved training programs

are nationally accredited
 Traditional Approach
Instructors focus on managing instruction
Most students enter at about the same time
Students all cover the same material
Students all proceed from one topic to the
next at the same time
The instructor controls the learning pace
All students are usually tested once
Very little continue feedback is given
The instructor is involved in teaching only
one topic at a time
Retesting is discourage or not allowed at all
CBT Approach
Trainers focus on managing learning
Trainees enter various times throughout the year
Different trainees may be training for different
occupations within the same program
Each trainee moves on to next task only
after mastering the task he/she is
currently working on
Each trainee progresses at his /her own pace
Each trainee is tested when ready to
demonstrate mastery
Immediate feedback is given to each trainee
at critical points in the learning process
The trainee must be able to answer questions
on many different tasks each day
Retesting is encourage for mastery
 Traditional Approach
Materials, Tools and supplies for only one
topic at a time
The number of students enrolled is maximum
capacity at the beginning of the year and
Declines to half or towards the end
Most instructions are delivered by or
dependent upon the instructor
The program is usually closed down or
shortened during the summer months
The evening program is usually separated
and distinct from the day program
The instructors controls the sequence in
which topics will be covered
CBT Approach
The trainers must see that all materials needed
for many task are readily available
As vacancies are filled, trainees enrollment
remains at capacity all year long
The trainer must manage the use of a wide variety
of instructional media and materials each day
The program usually operated year round
Day and evening both have access to all learning
guides and resources
If possible, trainee determine the sequence
of the task
 Role of the CBT Trainer

 Facilitator

 Evaluator

 Diagnose and solve problems

 Assist learners to obtain rewards

 Assist in designing a personal plan of

study
 Role of the CBT Trainer

 Serves a model for desirable work

habits. Attitudes and performance in
the occupation field
 Helps those in need
 Has the reposponsibility for the task
learned and not learned
 Role of the CBT Trainee

 Select what they want to learn

 Learn at their own pace
 Request credit on what they already
learn
 May choose what, how, they want to
learn
( self-paced, small or large group)
 Role of the CBT Trainee

 Responsible for what they learn and

when they learn
 Should decide when ready to perform
the task to receive credit
 Should compete against the prescribe
standard
 Role of the CBT Trainee

 Evaluate their own progress

 Move freely in the work station
 Should know that they are rated on
performance
 Learn according to their interest, needs
and abilities.
 What is a CBLM?

 serve as guide or resource for ‘self

paced’ learning
 providing learners and assessors with
resources for understanding and
completing assessments
 provide trainers with guidance and
resources for conducting or supporting
learning activities
What are the Instruction Sheet?
 Information sheet

 Job sheet

 Operation sheet

 Task sheet
 Competency Based Learning
Material(CBLM)

 You are required to go through

learning activities in order to complete
each learning outcomes for the
module.
 CBLM

 In each learning outcomes, there are

instructions sheets, activity sheets and
videos that will allow you to better
understand the said required task in the
said module.
 CBLM

 You may follow these activities on your

own and proceed answering the Self-
check at the end of each learning
outcome. Write your answers on the
space provided.
 Individualized Learning

LO2. Conduct Pre-Assessment

Review learning
Trainee enters
package YES
program
LO4. Conduct institutional assessment
Satisfactorily
• Administer RPL View multimedia Performed
• Orientation Competency?
materials Trainer Trainer
• Role of trainer/trainee
observes Rates NO
performance performance

Use manuals Have completed YES

all the
LO3. Facilitate training session
NO competencies?

Trainee selects Observe Trainee

Trainee
competency demonstration Rates own
attempts task
and receive performance
Have enough
instructions Competency/ies
Practice skills in NO been
achieved?
• Administer Learning Contract workshop
• Organize learning strategy
YES
• Provide materials Trainee exits
Receive program
• Introduce CBLM materials
• Introduce the Use of assistance and
Achievement Progress advise Trainee exits Undergo Nat’l
Report program Assessment
 The different areas of competency-based
facility are:

 1. Practical work area

 This area is where the learner acquires the skills and

knowledge components of the competencies prescribed by
the standard.
 Subdivided into work stations, which are arrange in
order according to hierarchy of competencies, such as
work stations for auto electrical, for engine overhauling,
etc.
 The different areas of competency-based
facility are:

 2. Learning resource area

 This area is proximate to the heart-the practical work area.

Provides the learner with the knowledge requirements in the
various modules responding to the competencies. It is a place
where projects can be planned and self-paced learning is based.
This area has an array of learning materials in print or soft-copies
for a multimedia environment.
The different areas of competency-based facility
are:

 3. Institutional Assessment Area

 It is located very proximate to the practical work area. This

is where Recognition of Prior Leaning (RPL) is done by the
Trainer. This component also provides the mechanism of
assessing the completion of competencies of the learner.
Upon completion of all modules within the competency, the
trainee is handed the Certificate of Achievement by the
Institution. This facility is provided with the computer
system that houses and manages learners’ individual
records. The skills assessment is conducted at the practical
work area.
The different areas of competency-based facility
are:

 4. Contextual Learning Laboratory

 This facility ensures that the underpinning knowledge,

science, mathematics and communication principle as
applied to the technology are provided to the learner.
The different areas of competency-based facility
are:
 5. Quality Control Area

 Various tests aside from metrology and calibration are

conducted in this area including in-process quality control.
 The different areas of competency-based facility
are:

 6. Trainers Resource Center

 This area houses the learning materials, the training

regulations and curriculum exemplars. This is, also, the
place where instructors produce courseware or training
materials.
The different areas of competency-based facility
are:
 7. Distance Learning

 One major issue of TVET is accessibility. This is the major

objective of this component-enhance accessibility of TVET.
This is to enable the learning provision outside and away
from the training institution in terms of print and non-print
media.
The different areas of competency-based facility
are:
 8. Computer Laboratory

 This area depicts the major physical change in the delivery-

the use of Information Technology. This laboratory has an
array of computer units of which learners are provided for
them to learn and gain appropriate IT competencies that
may include Word, Excel even Desktop Publishing as may
be prescribed in the competency standard and curriculum.
 The different areas of competency-based
facility are:

 9. Support Service Area

 This area provides value-adding competencies as such for

Automotive Service Technician NC II, welding competency
address underpinning skills in the particular competency.
THANK YOU !!!