Aquaculture NCII

Training
June 6 – August 26, 2016
60 days- 480 hrs

Geronimo R. Rosario
Trainer
Orientation of
Trainees
June 6, 2016
8:00 AM
Function Hall
PSU Binmaley Campus
Binmaley, Pangasinan
 Introduction to
Competency-Based
Training (CBT)
 Competency-Based Training
 Competency-Based Training (CBT)- is a delivery
training approach that focuses on the competency of the
learner as a result of the training.
Competency-Based Training
Ten Principles of CBT
Principle #1

Training is based on curriculum

developed from the competency
standards.
 Learning is based on
Competency-based
curriculum.
 Geared towards the
needs and
standards of the
industry
Principle #2

Learning is modular in its

structure.
 Competency-based
training is facilitated by
modular instruction
 One competency=one
module
 Learn one competency
after another
Principle #3

Training delivery is
individualized and self-paced
 Learning is done by
the learner at own
pace
 Allow trainee to
advance on his own
without waiting for
others
Principle #4

Training is based on work that

must be performed
 Learning is based on
the actual industry
practiced
 Training should
provide for a
simulated work
environment
Principle #5

Training is directly related to the

competency standards and
curriculum
 Learning materials
should always
conform to the
competency-based
curriculum and
competency
standards
Principle #6

Assessment is based in the collection

of evidence of the performance of work
to the industry required standard

 Trainee is assessed
against the
evidences based on
standard and not
against from other
trainees
Principle #7

Training is based both on and

off the job components
 Training is done in
simulated work
environment and
actual work
environment;
 OJT
 Supervised industry
training
Principle #8

Training program allows for

Recognition of Prior Learning
(RPL) or current competencies
 Current
competencies are
recognized based on
previous trainings,
employment and life
experience
Principle #9

Training allows for multiple

entry and exit
 Trainee does not need
to wait for the others
after completing a
competency.
 Trainee can proceed
to another
competency and may
graduate faster than
the other.
Principle #10

Training programs are registered with

the UTPRAS (Unified TVET Program
Registration and Accreditation)

 UTPRAS serves as
the quality
assurance of the
training program
entered by the
trainee
 Roles of Trainer and Trainees

I’m your We’re the

Trainer Trainees
 Role of a Trainer
The major role of a trainer is to coordinate
learning activities other than dispensing
information.
 The following are the functions/roles of a CBT
trainer:
1. Serves as a team member
to determine what is to be
learned.
2. Stimulates trainee’s
motivation
 Role of a Trainer

3. Manages learning: a consultation

rather than a provider of
information; a facilitator of
learning.
4. Diagnoses and solves learning
problems.
5. Evaluates student achievement.
6. Assists learners to obtain
individualized reward.
 Role of a Trainer
7. Assists each trainee in
designing a personalized
plan of study.
8. Installs confidence in the
learner by providing
experiences where learners
may succeed.
9. Serves as a model for
desirable work habits,
attitudes and tasks
performance in the
occupational field.
 Role of a Trainer

10. Spends more time

interacting with
students on a 1:1 or
small group basis.
11. Helps those students
who really need help.

12. Accepts responsibility

along with the student
for the task learned or
not learned.
 Role of a Trainee

Competency-Based Training (CBT) is individualized

and “Learner-Centered,” Therefore, trainees
pursue instructions for their personal goals and
objectives.
The trainees spend most of his/her time in directed-
self study and practice, supervised by the
trainer who can provide immediate assistance
and feedback.
 Role of a Trainee
In CBT, the trainee has the
following roles:
1. Select what they want
to learn and when they
want to learn it, within
reason.
2. Learn at their own rate
within program
guidelines. They may
speed up , slow down,
stop or even repeat a
task.
 Role of a Trainee
3. May request to receive
credit for what they
already know through pre-
testing or through review
of a task list completed at
another training site.
4. May choose how they
want to learn –
individually, on a one-on-
one basis, in small group,
in large groups or with
audio-visuals.
 Role of a Trainee

5. Responsible for what

they learn and when
they learn it.
6. Decide when they are
ready to perform each
task or demonstrate
mastery of learning to a
job-like level of
proficiency before
receiving credit for the
task.
 Role of a Trainee
7. Help develop personalized
prescription for learning
worked out cooperatively
and based upon what the
students already know, his
preference for learning,
learning style and other
needs.
8. Compete against pre job
standards and not against
other students and are
graded on achievement of
the standards or criteria of
each task.
 Role of a Trainee

9. Know “up-front”, before

instruction begins what
they are expected to
know and do to complete
the program.
10. Evaluate their own
progress to see how well
they are doing.
11. Move freely in the
workshop, laboratory,
and or training center.
 Role of a Trainee
12. Know they will be rated
mainly on performance,
while paper or pencil tests
will be used mainly to
check their knowledge of
the task.
13. Learn according to
their interest, needs and
abilities and not according
to teacher timelines and
expediency.
 COMPETENCY-BASED LEARNING
MATERIALS (CBLM)
 CBLM- are learning materials that are well design
and carefully developed to give trainees detailed
instructions to guide them through the learning
process.
 CBLM is a compilation of trainee’s
materials that provide background
information, like reprints of articles,
lecture outlines or summaries,
termed as Information Sheet
 CBLM also provides support for
training activities like instructions,
for exercises (written and practical
test),worksheets, schedules, goals
and objectives, termed as JOB
Sheets
CONTENTS OF CBLM
 CONTENTS OF CBLM
 INFORMATION SHEET - Primarily designed to deliver
pertinent information needed in the attainment of the
learning outcome

 TASK SHEET- A set of instructions telling the trainee to

perform a single task

 OPERATION SHEET- is a set of instructions for the

operation or use of a particular machine or equipment

 JOB SHEET- is a set of instruction for the performance

of a job, combination of task and operation
Trainee’s Guide on How to
Use CBLM
 MONITORING TOOLS
PROGRESS CHART
This chart is used to monitor the learning outcomes
and competency achieved by the trainee.
 MONITORING TOOLS
ACHIEVEMENT CHART
This chart is used to monitor the required projects and
activities usually in the job sheets of the CBLM.
 MONITORING TOOLS
TRAINEES RECORD BOOK
This is the monitoring tool for the
trainees in the supervised
industry training or on the job
training. The TRB is kept by the
trainee.

TRAINEES PROGRESS SHEET

This also a monitoring sheet for
the industry training usually
accomplished during monitoring
visits. The TRS is kept by the
Supervisor.
EVALUATION SYSTEM
 EVALUATION SYSTEM

COMPETENT NOT YET

COMPETENT
 CBT Process Flow
CBT Process Flow

Review learning
Trainee enters
package YES
program

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
competencies?
NO
Trainee selects Observe Trainee
Trainee
competency demonstration Rates own
practices 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
 COMPETENCIES TO BE COVERED
FOR AQUACULTURE NC II
 The units of competency which comprise qualification fro
Aquaculture NC II include the following:

BASIC COMMON CORE

COMPETENCIES COMPETENCIES COMPETENCIES
Participate in Apply safety Conduct pre-
workplace measures in farm operational
communication operations aquaculture activities
Work in a team Use farm tools and Prepare and maintain
environment equipment aquaculture facilities
Practice career Perform estimation Operate Fish Nursery
professionalism and calculations
Practice occupational Perform fish or
health and safety shrimp grow-out
Procedures operations
 COMPETENCY-BASED LEARNING
MATERIALS (Aquaculture NC II)

List of Competencies
No. Unit of Competency Module Title Code

1 Conduct Pre-Operational Conducting Pre- AGR641301

Aquaculture Activities Operational Aquaculture
Activities
2 Prepare and Maintain Preparing and AGR641302
Aquaculture Facilities Maintaining Aquaculture
Facilities
3 Operate Fish Nursery Operating Fish Nursery AGR641303

4 Perform Fish or Shrimp Performing Fish or AGR641304

Grow-out Operations Shrimp Grow-out
Operations
 INSTRUCTIONAL FACILITIES AND
RESOURCES
 Practical Work Area / Institutional Assessment
Area
1. Nursery Ponds and Grow-out Ponds
Water Pump, Shovels/Rakes, Seine net, Scoop net,
Pails/Basins, Weighing scale,
2. Fisheries / Aquaculture Laboratory
DO meter, pH meter, Laboratory Thermometer,
Secchi Disk, Plankton Net, Spectrophotometer,
Research Microscopes
 CBLM, brochures
EQUIPMENT AND MATERIALS
WORKSHOP AND ITS STATIONS
Training Activity Matrix
 RECOGNITION OF PRIOR
LEARNING (RPL)
 Submission of
supporting documents
of prior training/s
related to Aquaculture
NC II Core
Competencies

 Validation of submitted
documents

 Recognition of prior
learning
 GROUPINGS OF TRAINEES

Group COMPETENCY No. of

No. Trainees
1 Conduct Pre-Operational 5
Aquaculture Activities
2 Prepare and Maintain Aquaculture 5
Facilities
3 Operate Fish Nursery 5
4 Perform Fish or Shrimp Grow-out 5
Operation
Conduct Pre-Operational
Aquaculture Activities
Prepare and Maintain
Aquaculture Facilities
Operate Fish Nursery
Perform Fish or Shrimp
Grow-out Operation
 Preparation of Grow-out Pond

 1. Pond drying
 ( 3-5 days until the soil
crack)
 2. Soil Sampling
 (pH)
 3. Tilling
 (nutrients)
 4. Levelling
 (facilitate pond draining)
 Preparation of Grow-out Pond
 Predator control
 Preparation of Grow-out Pond
 Methods of controlling predators
 1. Physical method (drying pond)
 2. Chemical method (use of chemical,
recommended are plant extracted compounds and
not organic pesticides)
 2.1. Rotenone (Derris roots)
 Preparation of Grow-out Pond
 2.2. Sapponin – extracted from tea seed cake
(Camelli sp.)

 2.3. Calcium carbide

 2.4. Tobacco dust
 Preparation of Grow-out Pond
 Liming- application of calcium and magnesium
compounds to the soil for the purpose of reducing
soil acidity.
 Lime is classified into three:
 Pulverized limestone (agricultural lime) – CaCO3
 Burnt limestone (quicklime or unslaked lime) – CaO
 Hydrated lime (slaked lime) – Ca(OH)2
 Preparation of Grow-out Pond
 Fertilization refers to the addition of organic and/or
inorganic fertilizers to soil or water to stimulate and
maintain growth of desirable natural foods such as
phytoplankters and other kinds of algae for food of
animal organisms including fish.
◦ Organic fertilizer- are fertilizers capable to be decomposed
and which contain varying amounts of nutrients. Animal
manures, green manures and compost
◦ Inorganic fertilizer- fertilizers that are not decomposed but
rather dissolved in water and which contain concentrated
amounts of at least one of the three major plant nutrients,
namely: Nitrogen (N), Phosphorous (P) and Potassium (K).