Welcome

Trainees!!!
MIAGAO NATIONAL HIGH SCHOOL
BPP NC II LABORATORY
September 17, 2019
Bread and Pastry
Production NC II
MA. JASETH F. SALAZAR
Trainer
Competency Based Training Delivery
(CBT)

An approach that emphasizes on what the

learner can actually do and concerned
with the attainment and application of
knowledge, skills and attitudes to a
specific level of competency.
TRADITIONAL CBT

Instructors Instructors focus

focus on on managing
managing learning
instruction
Trainees enter
Most students various times
enter at about through the year
the same time
Different trainees
Students all may be training for
cover the same different
material occupations within
the same program
TRADITIONAL CBT

Each trainee
Students all ,moves on to next
proceed from one task only after
topic to the next mastering the task
at the same time he is currently
working on
The instructor
controls the Each trainee
learning pace progress at his
own pace

All students Each trainee is tested

are usually when ready to
tested at once demonstrate mastery
TRADITIONAL CBT

Immediate
Very little feedback is given
continuous to each trainee at
critical points in
feedback is given the learning
process

The instructor is The trainer must

involved in be able to answer
teaching only questions on
one topic at a many different
time tasks each day
 TRADITIONAL

Materials, tools and

Retesting is
supplies for only one
discouraged or not
topic are needed at a
allowed at all
time
 ON CURRICULUM

 The curriculum is based on the Competency Standards and is

available at the workshop/laboratory and can be accessed to
anytime.

 ON WORKSHOPS
The required area for the workshop, as provided in the Training
Regulations, is strictly complied with. To be able to do this, the school
had to break down walls to increase the area of the workshops.
Work stations are provided for the competencies where
tools/facilities/equipment are ready for use by the students.
Signages are placed where necessary.
 ON RECOGNITION OF PRIOR LEARNING
 If the student/trainee has had prior
experience and/or knowledge in a particular
competency, he is asked to demonstrate the
activity to his trainer. If found competent, he
is no longer required to undergo the module in
that competency. Related Certificates of
Competencies completed or Certificates of
related work experience/s are also required
for submission.
 Principles of
Competency-Based
Training
Principles of CBT
1. The training is based on curriculum developed from
the competency standards.

2. Learning is competency-based or modular in

structure.

3. Training delivery is individualized

and self-paced.

4. Training is based on work that must be performed.

Principles of CBT
5. Training materials are directly related to the
competency standards and the curriculum.

6. Assessment of learners is based in the collection of

evidences of work performance based on industry or
organizational required standards.

7. Training is based both on and off the

job components.
Principles of CBT
8. The system allows Recognition of
Prior Learning (RPL).

9. 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.

10. Training Program are registered

with the UTPRAS.
 Role and
Responsibility
of a Trainer
 Teacher Negotiator

Facilitator Coordinator

Counselor
Session
Planner

Instructional
Material
Developer Curriculum
Developer

Actor
 Role of the Trainee
1.Trainees may select what they want
to learn and when they want 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 on 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-visuals.
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 knows, 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.
Competencies based on the
TR
Basic (18 hours)–knowledge necessary
to be acquired for whatever
qualification you want to achieve
Participate in workplace
communication
Work in a team environment
Practice career professionalism
Practice occupational health and
safety procedures
Common ( 18 hours)–competencies
necessary to enhance the core
competencies

Develop and Update Industry

Knowledge
Perform Computer Operations
Perform Workplace and Safety
Practices
Provide Effective Customer Service
Core (105 hours)–competencies specific
to a certain qualification

 Prepare and Produce Bakery

Products
 Prepare and Produce Pastry Products
 Prepare and Present Gateaux, Tortes
and Cakes
 Prepare and Display Petits Fours
 Present Desserts
Competency Based
Learning Materials
CBLM – well
designed and
carefully
developed
learning
materials that
give trainees
detailed
instructions to
guide them
through the
learning process.
Training workshop
and stations
COMPONENTS OF
SHOP LAYOUT
The different components or
areas of a competency-based
facility are:

1. Practical Work Area - This area is

where the learner acquires the skills
and knowledge components of the
competencies prescribed by the
standard.
2. Learning resource area - This area
is proximate to the heart - the practical
work area. This area provides the
learner with the knowledge
requirements in the various modules
responding to the competencies.
4. Contextual Learning Laboratory -
This facility ensures that the
underpinning knowledge, science,
mathematics and communication
principles as applied to the technology
are provided to the learner.
5. Quality Control Area - Various tests
aside from metrology and calibration
are conducted in this area including
in-process quality control.
6. Trainers Resource Centre - This
area houses the learning materials,
the training regulations and
curriculum exemplars.
7. Distance Learning - This is to
enable the learning provision outside
and away from the training institution
in terms of print and non-print
media.
8. Computer Laboratory - This
laboratory has an array of computer
units of which learners are provided
for them to learn and gain appropriate
IT competencies that may include
Word, Excel even Desktop Publishing.
9. Support Service Area - The
component provides value-adding
competencies such Pastry making
competency address underpinning
skills in particular competency.
RESOURCE AREA
Equipment and Tools needed
Evaluation System
(Institutional Assessment)
Methodologies:
o Written
o Demonstration
o Oral interview

Rating:
C- Competent
NYC- Not Yet Competent
Monitoring tools
Progresschart
Achievement chart
It’s now time for a break and for
some clarification about the CBT