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 .

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

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 .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 .COMMON COMPETENCIES Develop and update industry knowledge Observe workplace hygiene procedures Perform computer operations Perform workplace and safety practices Provide effective customer service .

7.TRAINERS’ METHODOLOGY LEVEL I BASIC COMPETENCIES 1. 8. 5. 2. 6. 10. 11. 4. 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 . 9. 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. 3.

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

is the possession and application of knowledge.Competency . 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 .

Development of curriculum and assessment instruments . The Training Regulations serve as basis for the: . 2. Competency assessment and certification. 3. Registration and delivery of Training Programs and.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).1.

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.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 .Registration and delivery of Training Programs .Competency assessment and certification.TRAINING REGULATIONS (TR)– serve as basis for the .

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 .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.

occupation or trade and the corresponding standard of performance required for these in the workplace Basic Competencies – Common Competencies Core Competencies - .Competency . skills and values required for the performance of a job.knowledge.

• Training Facilities. • Training Delivery. • Trainee Entry Requirements. • Trainer’s Qualifications and • Institutional assessment .Training Standards – contains information and requirements in designing program for certain Qualification. • Tools. It includes: • Curriculum Design. Equipment and Materials.

Plan training session Facilitate learning session Utilize electronic media in facilitating training Supervise work-based learning Conduct competency assessment Maintain training facilities .9. Develop and promote understanding of global labor markets CORE COMPETENCIES 1. 5. 6. 4. Ensure healthy and safe learning environment 10. 2. Develop and promote appreciation for costs and benefits of technical training 12. 3. Maintain and enhance professional practice 11.

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

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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 .

There is flexibility for entry and exit from programs .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.

Principle Ten Approved training programs are nationally accredited Training programs are registered within UTPRAS .

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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 Nat’l Assessment .

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