10 principles of cbt - tm i orientation
DESCRIPTION
TESDATRANSCRIPT
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 CompetenciesCommon 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 industryExample 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 COMPETENCIESParticipate in workplace communicationWork in a team environmentPractice career professionalismPractice occupational health and safety procedures
.COMMON COMPETENCIESDevelop and update industry knowledgeObserve workplace hygiene proceduresPerform computer operationsPerform workplace and safety practicesProvide effective customer service
.CORE COMPETENCIESProvide Link Between Kitchen and Service AreaProvide Food and Beverage Service Provide Room Service
1 Develop and Update Food and Beverage Knowledge
TRAINERS’ METHODOLOGY LEVEL I
BASIC COMPETENCIES1. Lead workplace communication
2. Apply math and science principles3. Apply environmental principles and advocate conservation4. Utilize IT applications in technical training5. Lead small teams6. Apply work ethics, values and quality principles7. Work effectively in vocational education training8. Foster and promote an inclusive learning culture9. Ensure healthy and safe learning environment10. Maintain and enhance professional practice11. Develop and promote appreciation for costs and benefits of
technical training12. Develop and promote understanding of global labor markets
CORE COMPETENCIES
1. Plan training session2. Facilitate learning session3. Utilize electronic media in facilitating
training4. Supervise work-based learning5. Conduct competency assessment6. 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 TRSection 1
Definition of the QualificationSection 2
Competency StandardsSection 3
Training StandardsSection 4
National Assessment and Certification Arrangement
Section 1Definition 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 2Competency 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 environment10. Maintain and enhance professional practice11. Develop and promote appreciation for costs and benefits of technical training12. Develop and promote understanding of global labor markets
CORE COMPETENCIES1. Plan training session2. Facilitate learning session3. Utilize electronic media in facilitating training4. Supervise work-based learning5. Conduct competency assessment6. 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
Module 1 Module 2 Module 3
Unit of Competency
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 SixAssessment of learners is based in the
collection of evidences of work performance based on industry or organizational required standards
Students are judged against each other(norm referenced
Assessment)
Each student is assessed against
the evidences based on required
standard
Traditional CBTVET
Students are not judged against each other
Principle Seven
Training is based both on and off the job components
Better learning with industry andschool 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 registeredwithin UTPRAS
CBT Process Flow
YES
Trainer observes
performance
Trainee practices task
Trainee Rates own
performance
TrainerRates
performance
Trainee enters program
• Administer RPL• Orientation• Role of trainer/trainee
Trainee selects competency and receive instructions
• Administer Learning Contract• Organize learning strategy• Provide materials • Introduce CBLM materials• Introduce the Use of Achievement Progress Report
Review learning package
View multimediamaterials
Use manuals
Observe demonstration
Practice skills in workshop
Receive assistance and
advise
YES
Trainee exitsprogram
Have completed all the
competencies?
SatisfactorilyPerformed
Competency?
Undergo Nat’lAssessment
NO
NO