cbt delivery

7/27/2019 CBT Delivery

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Competency-Based Technical

Vocational Education andTraining

(CBTVET)

Presentor:

Ms. Rhodora Brillantes

Instructor IIITESDA - NLPC


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What is Competency- Based Technical

Vocational Education and Training? It is an approach to deliver training that

focuses on the development of

competence in the learner as the result ofthe training.


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CBT is an approach to learning

which

emphasizes what the learner can actually

do.

is focused on outcomes i.e. what is

expected of an employee rather than the

learning process.

is concerned with the attainment and

application of knowledge and skills to a

specified level of competency.


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Learning Outcomes

1. Prepare training facilities and

resources

2. Conduct pre-assessment

3. Facilitate training session

4. Conduct institutional

assessment.5. Review delivery of training

session


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Identify the Training Facilities

The venue of your training program Is it conducive to learning?

Was it design forcompetency-based training?

The equipment that your trainees will use

Are all the needed equipment available? Will it be enough for the number of participants?

Are all of them in working condition?

The tools that your trainees will use Are all the hand tools needed available and in

working condition?

Audio visual equipment

LO1 Prepare

training

facilities

and

resources
http://localhost/var/www/apps/conversion/tmp/Desktop/Competency-based%20Facilities.ppthttp://localhost/var/www/apps/conversion/tmp/Desktop/Competency-based%20Facilities.ppthttp://localhost/var/www/apps/conversion/tmp/Desktop/Competency-based%20Facilities.ppthttp://localhost/var/www/apps/conversion/tmp/Desktop/Competency-based%20Facilities.ppt


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Identify the Training Resources

Financial resources

Training resources Human Resources

LO1 Prepare

training

facilities

and

resources


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Financial Resources

Where will the needed financialrequirements come from, considercomputing the following expenses that you

will incur for the purchase of supplies andmaterials, reproduction of trainingmaterials, repair of tools and equipment,

payment for energy and waterconsumption and payment for honoraria ifneeded.


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Training Resources

This includes supplies and materials

needed, training packages or learning

materials.


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Human Resources

Do you have the training staff who are

capable of conducting the training?

Other support staff for the training?


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Prepare the pre- assessment

instruments

Establish the context and purpose ofthe assessment

Identify the relevant unit(s) ofcompetency, assessment guidelines

and qualifications from the TrainingRegulations

Analyze the unit(s) of competency andidentifies the evidence requirements

Reproduce the pre-assessment tool inaccordance to your number oftrainees.

LO2

Conduct

pre-

assessment


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Orient the trainees on pre-

assessment

Assess the needs of the traineeand, where applicable, negotiate

reasonable adjustment forassessing people with disabilitieswithout compromising the integrityof the competencies

LO2

Conduct

pre-

assessment


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assessment

Explain the context and purposeof the pre-assessment and theassessment process

Explain the unit(s) of competencyto be assessed and the evidenceto be collected

Outline the pre-assessmentprocedure

LO2

Conduct

pre-

assessment


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assessment

Seek feedback regarding thetrainees understanding of theunit(s) of competency, evidencerequirements and assessmentprocess

Determine if the trainee is ready

for assessment

LO2

Conduct

pre-

assessment


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Collect the evidence and make

the pre-assessment decision

Collect appropriate evidence andmatch compatibility to the elements,performance criteria, range of

variables and evidence guide in therelevant unit(s) of competency

Evaluate evidence in terms of the fourdimensions of competency task

skills, task management skills,contingency management skills, andjob/role environment skills

LO2

Conduct

pre-

assessment


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Dimension of competency

Task Skill ability to perform individual task

Task ManagementSkill The ability to manage a number of different task with the job.

Contingency Management Skills the ability to respond to irregularities and breakdown in routine

Job/role environment skill - the ability to deal with the responsibilities and expectations of

the workplace and work with others

Transfer skill -the ability to transfer skills and knowledge to new situations and

contexts.


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Collect the evidence and make the

pre-assessment decision

Incorporate allowable adjustments

to the assessment procedure

without compromising the integrity

of the competencies.

Evaluate the evidence in terms of

validity, consistency, currency,authenticity and sufficiency

LO2

Conduct

pre-

assessment


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Collect the evidence and make the


In determining whether a candidatehas presented sufficient evidence, thetrainer must ensure that the evidence

of prior learning is:

LO2

Conduct

pre-

assessment

1. authentic

2. valid

3. consistent

4. current

5. sufficient

6. recent


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Provide feedback on the Pre-

assessment

The trainer must provide advice to

the trainee about the outcomes of

the pre-assessment process. This

includes providing the trainee with:

clear and constructive feedback on the


the opportunity to discuss the pre-assessment process and outcome

LO2

Conduct

pre-

assessment


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Managing pre-assessment

records

The trainer must:

record the pre-assessment

outcome

maintain records of the pre-

assessment procedure, evidence

collected and the outcome

maintain the confidentiality of the

pre-assessment outcome

LO2

Conduct

pre-

assessment


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Orient learners on CBT

delivery System

Principles of Competency-

Based Technical

Vocational Education

and Training

LO3

Facilitate

training

session


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Principle One

The training is based on

curriculum developed from the

competency standards

Learning is based on thecurriculum modules


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Principle Two

Learning is competency based or

modular in structure

Job Analysis

Skills, knowledge and

attitudes (competencies)

Competency profile TNACourse design and delivery

LO3

Facilitate

training

session


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Principle Three

Training delivery is individualized

and self-paced

Learning is done by thelearner at their own pace

LO3

Facilitate

training

session


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Principle Four

Training is based on workthat must be performed

Learning is based on the

actual workplace practice

LO3

Facilitate

training

session


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Principle Five

Training materials aredirectly related to the

competency standards andthe curriculum

Training materials areself-paced

and experiential

LO3

Facilitate

training

session


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Principle Six

Assessment of learners is based in

the collection of evidence of theperformance of work to the industryor organizational required standards

Students are judgedagaints each other

(norm referencedAssessment)

Each student isassessed against

the requiredstandard

Traditional CBTVET

Students are not judged against

each other

LO3

Facilitate

training

session


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Principle Seven

Training is based both onand off the job

components

Learners are aware of the activitiesthat has to be completed based

on the curriculum

LO3

Facilitate

training

session


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Principle Eight

The system allows Recognition ofPrior Learning (RPL)

Workers and Students can have priorskills recognised towards awards

competenciesgained in

life or work

Competenciesassessedand

accreditedfor

promotion

and learning

RPL

LO3

Facilitate

training

session


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Principle Nine

The system allows for learners to

enter and exit programs at differenttimes and levels and to receive anaward for modules (competencies)

attained at any point (MultipleEntry)

There is flexibility for entryand exit from programs

LO3

Facilitate

training

session


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Principle Ten

Approved trainingprograms are nationally

accredited

Learners and providers of trainingare recognised in a national system

LO3

Facilitate

training

session

Deliver Competency Based Training


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Deliver Competency Based Training

==========================================================================

Student enters

programs

Orientation

Role of trainer/trainee

Administer RPL

Organize learning strategy

Student selects

Competency and

receives

instructions

Administer Learning Contract

Provide Materials

Introduce the Use of

Achievement Progress

Report

Review learning

package

View multimedia

materials

Use Manuals

Observe

demonstration

Practice Skills inworkshop

Receive assistance

and advise

Instructor

observes

performance

Student

attempts

task

Instructor

rates

performance

Student

rates own

performance

Satisfactorily

Performed

Competency

Have enough

Competency

been achieved?

NO

YESEXITPROGRAM

YES


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