Competency-based training

(CBT)
Competency-Based Training (CBT)
Is a training delivery approach
that focuses on the
competency development
of the learner/trainee
as a result of the training
Competency-Based
Emphasizes on: Training (CBT)

1. What the learner/trainee can actually do;

2. Focuses on outcomes rather than the learning process
within the specified time;
3. Is concerned with the attainment and application of
knowledge, skills and attitude to a specific level of
competency.
10 Principles of Competency-
Based Training (CBT)
Principle One
‘The training is based on
curriculum developed from the
competency standards

Training is based on the list or program

(curriculum) developed from the standard
needs and requirements (Competency
Standards) of the industry.
Principle Two
Learning is competency based
or modular in structure
One competency is generally
considered as one module, but some
competencies may be divided into
training modules.

A trainee should be competent in the

module currently being trained
before going to the other
competency
Principle Three
Training delivery is individualized

and self-paced
Training delivery is learner-centered and
should accommodate individualized
and self –paced learning strategies
Principle Four
Training is based on work that
must be performed

Training is always based on actual industry

practices.
Training also provide for simulated
work environment.
Principle Five
Training materials are directly related to
the competency standards and the
curriculum

Learning materials such as the

Competency-Based Learning Materials
(CBLM) conforms and aimed directly
to the attainment of all the assessment
criteria developed from the
Competency-Based Curriculum
Principle Six
Assessment of learners is based in the collection
of evidence of the performance of work to the
industry or organizational required standards

Assessment is done to test and collect

evidence whether a trainee is capable to
perform the job based on the required
assessment criteria from the
competency standards.
A carefully prepared Institutional
Evaluation Tool will be used.
Principle Seven
Training is based both on and
off the job components

Training is done in a simulated work

environment and in actual work
environment such as enterprise
based training, industry training
and on the job training.
Principle Eight
The system allows Recognition
of Prior Learning (RPL)
Workers and Students can have prior
skills recognized towards awards

Competencies
assessed
competencies RPL And
gained in Accredited
For
life or work
Promotion
and learning
Principle Nine
Training allows for multiple entry
and exit

Trainees do not need to wait for

others to be competent before he can
exit either a competency or
the qualifications.
Fast learners may graduate
faster than others.
Principle Ten
Training programs are registered
with UTPRAS

All programs should be registered

to the Unified TVET Program
Registration and Accreditation
System. UTPRAS registration
assures the quality of training.
 NO
Student
Student enters
enters
program
program
Orientation Review Satisfactorily
Review learning
learning performed
• Role of trainer/trainee package
package
• Administer RPL/TNA Competency
• Identify training needs
• Organize learning View
View multi-media
multi-media Instructor
Instructor Instructor
Instructor
strategy materials
materials observes
observes rates
rates
performance
performance performance
performance YES

Use
Use manuals
manuals
Student
Student Student
Student
attempts
attempts rates
rates own
own
Student Observe
Observe
Student selects
selects task
task performan
performan
Competency demonstration
demonstration
Competency and
and ce
ce
receive
receive instructions
instructions
Practice
Practice skills
skills in
in
• Administer Learning workshop
workshop NO Have enough
Agreement competency
• Provide materials been
• Introduce CBLM materials Receive
Receive assistance
assistance achieved?
• Use of Achievement / and
and feedback
feedback
Progress Report
YES

Competency Based Training EXIT PROGRAM

Delivery Flowchart
Role of CBT Trainer
5. Evaluates students’ achievements.
6. Assists learners to obtain individualized rewards
7. Assists each trainee in designing a personalized
plan of study.
8. Installs confidence in the learner by providing
experiences where learners may succeed.
 Role of CBT Trainer
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
small group basis.
11. Helps those students who really need help.
12. Accepts responsibility along with the student for the
tasks learned or not learned.
Role of the CBT 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 requests to receive credit for what they
already know. This is done either through pre-testing
or through a review of a task list completed at another
training site.
Role of the CBT Trainee
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.
Role of the CBT Trainee
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 prescribed 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.
 Role of the CBT Trainee
10. Trainees evaluate their own progress to see how well
they are doing.
11. Trainees move freely in the workshop, laboratory and or
training center.
12. Trainees know they will be rated mainly on
performance, while paper and pencil tests will be used
mainly to check their knowledge of the task.
13. Trainees learn according to their interest, needs and
abilities-not according to teacher timelines and
expediency.
PARTS OF A COMPETENCY-BASED
LEARNING MATERIAL
REFERENCES / FURTHER READING
PERFORMANCE CRITERIA
OPERATION /CHECKLIST
TASK / JOB SHEET
SELF CHECK – ANSWER KEY
SELF CHECK
SELF CHECK – ANSWER KEY
INFORMATION SHEET
LEARNING EXPERIENCES
LEARNING OUTCOME SUMMARY
MODULE CONTENT
TABLE OF CONTENTS
LIST OF COMPETENCIES
HOW TO USE THE CBLM
FRONT COVER
Competency Assessment
Written exam

Interview

Performance
Competency Assessment
Institutional Assessment
Certificate of Training

National Assessment
National Certificate II
THANK YOU
AND
CONGRATULATIONS