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ISABELA STATE UNIVERSITY

TESDA Accredited Training & Assessment Center/TESDA-UTPRAS Registered


Dedicated to Offering Quality Training Opportunities to Filipino Workers of the World!

Garita Heights, Cabagan Isabela 3328


ANIMAL HEALTH CARE AND MANAGEMENT NC III

RASHED P. CACAL
TRAINER
ISABELA STATE UNIVERSITY
Establish in 1978 Aim to deliver of top quality technical/vocational
training and education. Provide motivation for the above performance
to our manpower resources and continuously trained students and
trained them to enter the workforce

Training and assessment


center for

Trainers Methodology I
Agricultural Crop Production NC III
Animal Health Care and MANAGEMENT NC III
Animal Production NC II
Horticulture NC II
Food & Beverage Services NC II
Food Processing NC II
Bartending NC II
Housekeeping NC II
Caretaker NC II
Caregiver NC II
Domestic Works NC II
COMPETENCY BASED TRAINING DELIVERY

Not competent

Complied all
competencies
Student rates own
Student enters
program CBLM1 Student attempts
task performance
Satisfactorily
performed
competency
Review Learning Instructor rates
Package performance

________________
- Orientation Complying remaining competencies
- Role of trainer/trainee Multi-Media
- Administer RPL/TNA Materials
- Identify training needs
- Organize learning strategy CBLM1
Manuals

________________

Observe
Demonstration CBLM2
Student selects
Competency & receive Practice Skills in
instructions Workshop
Other CBLMs
________________

Receive
Assistance and
Feedback Exit program (for
institutional
assessment)
10 BASIC PRINCIPLES OF COMPETENCY BASED TRAINING

1. The training is based on curriculum developed from the competency standards;


2. Learning is modular in its structure;
3. Training delivery is individualized and self-paced;
4. Training is based on work that must be performed;
5. Training materials are directly related to the competency standards and the
curriculum modules;
6. Assessment is based in the collection of evidence of the performance of work
to the industry required standard;
7. Training is based on both on and off-the-job components;
8. Allows for recognition of prior learning (RPL) or current competencies;
9. Training allows for multiple entry and exit; and
10. Approved training programs are Nationally Accredited
COMPETENCY BASED TRAINING (CBT) vs TRADITIONAL APPROACH

CBT APPROACH TRADITIONAL APPROACH

Trainers focus on managing learning Instructors focus on managing instruction

Trainees enter various times throughout the


Most students enter at about the same time
year
Different trainees may be training for different
Students all cover the same material
occupations within the same program

Each trainee moves on to next task only after


Students all proceed from one topic to the next at the same
mastering the task he she is currently working
time
on.

Each trainee progresses at his or her own pace The instructor controls the learning pace

Each trainee is tested when ready to


All students are usually tested once
demonstrate mastery
Immediate feedback is given to each trainee
Very little continuous feedback is given
at critical points in the learning process.
The trainer must be able to answer questions
The instructor is involved in teaching only one topic at a time
on many different tasks each day.

Retesting is encouraged for mastery Retesting is discouraged or not allowed at all

The trainer must see that all materials needed Materials, tools and supplies for only one topic are needed at
for many tasks are readily available. a time.
ROLE OF A CBT TRAINEE
1. Trainees may select what they want to learn and when to learn it, within reason.
2. Trainees learn at their own rate within program guidelines. They may speed up, slow down, stop or even repeat
a task.
3. Trainees may request to receive credit for what they already know. This is done either through pre-testing or
through a review or a task list completed at another training site.
4. Trainees may choose how they want to learn-individually, on a one-to-one basis in small group, in large groups
or with audio-visual.
5. Trainees are responsible for what they learn and when they learn it.
6. Trainees 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.
7. Trainees 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. Trainees compete against present job standards and not against other students and are graded on achievement
of the standards or criteria of each task.
9. Trainees know up front before instruction begins what they are expected to know and do to complete the
program.
10. Trainees evaluate their own progress to see how well they are doing
ROLE OF A CBT TRAINER
1. Serves as a team member to determine what is to be learned.
2. Stimulates trainees motivation.
3. Manage learning: A consultation rather than a provider of information. A facilitator of learning.
4. Diagnose and solves learning problems.
5. Evaluates students achievements.
6. Assist learners to obtain individualized rewards.
7. Assist 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.
10. Spends more time interacting with students on a 1:1 or a small group basis.
RULES AND REGULATIONS

1. Trainer shall serve as the Program Facilitators


2. 5S shall be observed at all times
3. Wear your ID at all times when inside the training center or within school
premises with appropriate dress
4. Mobile phones must be in silent mode when you are inside the workshop
areas.
5. Electronic devices are not allowed to be charged in training center or school
premises.
6. Smoking is strictly prohibited in training center or school campus
7. Problems or issues concerning to the learning delivery or other training
center/school related concerns must immediately be reported to the trainer
or designated personnel.
QUALIFICATION:ANIMAL HEALTH CARE AND MANAGEMENT NC III

Nominal Number
No. Unit of Competency Module Title
of Hours

RESTRAIN AND HANDLE RESTRAINING AND HANDLING 48


LIVESTOCK LIVESTOCK
APPLY BIO-SECURITY APPLYING BIO-SECURITY 48
MEASURES MEASURES

ADMINISTER DRUGS AND ADMINISTERING DRUGS AND


24
BIOLOGICS BIOLOGICS

HANDLE AND STORE DRUGS HANDLING AND STORE DRUGS 24


AND BIOLOGICS AND BIOLOGICS

COLLECT AND HANDLE COLLECTING AND HANDLE 32


SPECIMEN SPECIMEN
176
TOTAL AMOUNT OF HOURS
TRAINING METHODOLOGIES

1,LECTURE /DISCUSSION
2.DEMONSTRATION
3.RETURN DEMONSTRATION
4.ROLE PLAYING
5.ORAL TEST
6.SELF PACED
7.DISTANT LEARNING
ASSESSMENT ARRANGEMENT

a.Written Test
b.Demonstration with Oral Questioning
c.Observation with Oral Questioning
GRADING SYSTEM

PERFORMANCE TEST

Minor Defect - Competent


Major defect of critical aspect - Not Competent

WRITTEN TEST

Below 70% - Not Competent


70% and Above - Competent
SHOP LAYOUT
F
FIRE E XIT PWA
TRAINE RS DISTANCE LE ARNING
RE SOURCE CE NTE R ARE A

WAITING T COM PUTE R LE ARNING RE SOURCE INSTITUTIONAL


ARE A LABORATORY ARE A ASSE SSME NT ARE A

PWA
E NTRANCE

CONTE XTUAL SUPPORT


QUALITY CONTROL
LE ARNING P ractical Work in g Area SE RVICE
ARE A
m LABORATORY ARE A

LE GE ND:
PWA Practical Working Area
F - Fire E xting uisher M- Med icine Cabinet T - Trash Bin
PRE-ASSESSMENT
Thank you!