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What is Competency-Based
Curriculum (CBC)?
A competency-based curriculum is a
framework or guide for the subsequent
detailed development of competencies,
associated methodologies, training and
assessment resources.

The CBC specifies the outcomes which are
consistent with the requirements of the
workplace as agreed through the industry or
community consultations

. CBC can be developed immediately when competency standards exist When competency standards do not exist. curriculum developers need to clearly define the learning outcomes to be attained. The standard of performance required must be appropriate to industry and occupational needs through the industry/enterprise or specified client group consultations.

 is concerned with the demonstration of KSA’s to a specific level of competency  places most emphasis on what the learner should be able to do  is focused on outcomes rather than on learning process within specified times .CBT As an approach to learning….

standards Traditional CBTVET competencies gained in Competencies assessed life or work and Accredited for Students are judged Promotion and learning against each other Each student is assessed (norm referenced against the required Assessment) standard .


1The training is based on # curriculum developed from the competency standards Learning is based on the DAC curriculum modules .

knowledge and attitudes (competencies) Competency profile TNA Course design and Delivery .2 # Learning is competency based or modular in structure Job Analysis Skills.

3 # Training delivery is individualized and self-paced Learning is done by the learner at their own pace .

4 # Training is based on work that must be performed Learning is based on the DAC curriculum modules .

5 # Training materials are directly related to the competency standards and the curriculum Training materials are self-paced and experiential .

6 # Assessment of learners is based in the collection of evidence of the performance of work to the industry or organizational required standards Traditional Criterion-referenced Norm-referenced Assessment Assessment Students are not judged against each other .

7 # Training is based both on and off the job components Learners are aware of the activities that has to be completed based on the curriculum .

8 # The system allows Recognition of Prior Learning (RPL) Workers and Students can have prior skills recognised towards awards Competencies RPL assessed competencies And gained in Accredited For life or work Promotion and learning .

#9 The system allows for learners to enter and exit programs at different times and levels and to receive an award for modules (competencies) attained at any point (Multiple Entry) There is flexibility for entry and exit from programs .

10 # Approved training programs are nationally accredited Learners and providors of training are recognised in a national system .

 evaluate performance based on industry standard. . ROLE OF THE TRAINER  facilitate learning.  guides you thru the learning process  demonstrate task before you do it.

.  how and when to learn it. ROLE OF TRAINEES  Asa trainees… they have the privilege to choose what to learn first.


decorate and present range of specialized sponges and cakes. and other various and specialized techniques of desserts presentation required by petiters in hospitality enterprises . skills and attitude required to be able to prepare and produce a range of high-quality bakery products in commercial food production environments and hospitality establishments  to produce. fill. decoration in and presentation of high order  preparing other types of desserts. BREAD AND PASTRY PRODUCTION NC II  designed to enhance the knowledge.  the knowledge. skills and attitude in baking and pastry production. where finish.

Core competencies Prepare and produce bakery products Prepare and produce pastry products Prepare and present gateaux. tortes and cakes Prepare and display petit fours Prepare and serve other types of desserts .

COMPETENCY BASED LEARNING MATERIAL  Training materials and activities  Read information sheets and complete the self-checks  Perform the task sheets and job-sheets that conform to the performance criteria checklist  Submit outputs to your facilitator for evaluation and recording in the Accomplishment Chart .


Presented by : Dona Bells B. Robles Thank You for Listening! .