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. Lead workplace communication
2. Apply math and science principles
3. Apply environmental principles and advocate conservation
4. Utilize IT applications in technical training
5. Lead small teams
6. Apply work ethics, values and quality principles
7. Work effectively in vocational education training
8. Foster and promote an inclusive learning culture
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. 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;
• Trainer’s 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. 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-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 CBTVET
Each student is
Students are judged
assessed against
against each other
the evidences
(norm referenced
based on required
Assessment)
standard

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

Review learning
Trainee enters
package YES
program

• Administer RPL View multimedia

• Orientation Satisfactorily
materials Trainer Trainer Performed
• Role of trainer/trainee Competency?
observes Rates NO
performance performance

Use manuals YES

NO
Have completed
Trainee selects Observe Trainee all the
Trainee
competency demonstration Rates own competencies?
practices task
and receive performance
instructions
Practice skills in
• Administer Learning Contract workshop
• Organize learning strategy
• Provide materials
• Introduce CBLM materials Receive
• Introduce the Use of assistance and
Achievement Progress advise Trainee exits Undergo Nat’l
Report program Assessment