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 Competencies Common 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 industry Example 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 COMPETENCIES Participate in workplace communication Work in a team environment Practice career professionalism Practice occupational health and safety procedures .COMMON COMPETENCIES Develop and update industry knowledge Observe workplace hygiene procedures Perform computer operations Perform workplace and safety practices Provide effective customer service .CORE COMPETENCIES Provide Link Between Kitchen and Service Area Provide Food and Beverage Service Provide Room Service 1 Develop and Update Food and Beverage Knowledge
TRAINERS’ METHODOLOGY LEVEL I BASIC COMPETENCIES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Lead workplace communication Apply math and science principles Apply environmental principles and advocate conservation Utilize IT applications in technical training Lead small teams Apply work ethics, values and quality principles Work effectively in vocational education training Foster and promote an inclusive learning culture Ensure healthy and safe learning environment Maintain and enhance professional practice Develop and promote appreciation for costs and benefits of technical training 12. Develop and promote understanding of global labor markets
CORE COMPETENCIES 1. Plan training session 2. Facilitate learning session 3. Utilize electronic media in facilitating training 4. Supervise work-based learning 5. Conduct competency assessment 6. 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 TR Section 1 Definition of the Qualification Section 2 Competency Standards Section 3 Training Standards Section 4 National Assessment and Certification Arrangement
Section 1 Definition 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 2 Competency 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 environment 10. Maintain and enhance professional practice 11. Develop and promote appreciation for costs and benefits of technical training 12. Develop and promote understanding of global labor markets
CORE COMPETENCIES 1. 2. 3. 4. 5. 6.
Plan training session Facilitate learning session Utilize electronic media in facilitating training Supervise work-based learning Conduct competency assessment 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 Unit of Competency
Module 1
Module 2
Module 3
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 Six Assessment of learners is based in the collection of evidences of work performance based on industry or organizational required standards Traditional Students are judged against each other (norm referenced Assessment)
CBTVET
Each student is assessed against the evidences based on required standard
Students are not judged against each other
Principle Seven Training is based both on and off the job components Better learning with industry and school 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 registered within UTPRAS
CBT Process Flow
Trainee enters program • Administer RPL • Orientation • Role of trainer/trainee
Review learning package
View multimedia materials
YES
Trainer observes performance
Trainer Rates performance
NO
Satisfactorily Performed Competency?
Use manuals
YES
NO Trainee selects competency and receive instructions • Administer Learning Contract • Organize learning strategy • Provide materials • Introduce CBLM materials • Introduce the Use of Achievement Progress Report
Observe demonstration
Trainee practices task
Trainee Rates own performance
Have completed all the competencies?
Practice skills in workshop Receive assistance and advise
Trainee exits program
Undergo Nat’l Assessment
