CBT Terminologies

The need to understand commonly used terminologies is important before starting this
courseware. Comprehending these terminologies will empower you to understand easily the
next lessons.

 Knowledge is the cognitive representation of ideas, events, activities or tasks derived

from practical or professional experience as well as from formal instruction or study, e.g.
memory, understanding, analysis 1.

 Skill refers to the acquired and practiced ability to carry out a task or job 2.

 Competency, as used in TESDA, is a) the application of knowledge, skills and attitude

required to complete a work activities to the standard expected in the workplace 3;
or b) the possession and application of knowledge, skills and attitudes to the standard of
performance required in the workplace 4.

The 4 dimensions of competency that describes aspect of work performance are 5:

I. Task Skills – undertaking a specific workplace task

II. Task Management Skills – managing a number of different tasks to complete the
entire work activity

III. Contingency Management Skills – responding to problems, irregularities and

breakdown in routine when undertaking the work activity

IV. Job/Role Environment Skills – dealing with the responsibilities and expectations of
the work environment when undertaking a work activity

 Competency Standard are industry-determined specification of competencies required

for effective work performance. They are expressed as outcomes and they focus on work
place activity rather than training or personal attributes, and capture the ability to apply
skills in new situations and changing work organization 6.

 Recognition of Prior Learning (RPL) is the acknowledgement of an individual’s skills,

knowledge and attitudes gained from life and work experiences outside registered training
programs 7.

 Qualification is cluster of units of competency that meets job roles and is significant in
the workplace. It is also a certification awarded to a person on successful completion of a
course and/or in recognition of having demonstrated competencies relevant to an
industry 7.
 It has three components:

o Basic Competency – skills and knowledge that everyone needs for work

o Common Competency – skills and knowledge needed by people working in a

particular industry

o Core Competency – specific skills and knowledge needed in a particular area of work-
industry sector/occupation/job role

 Competency-Based Training (CBT) is a system by which the student is trained on the

basis of demonstrated ability rather than on that of elapsed time 7.

CBT includes:
o Competency-Based Curriculum (CBC) is the specification for a course or subject
(module) which describes all the learning experience a student or learner undergoes. It
specifies outcomes which are consistent with the requirements of the workplace as
agreed through industry or community consultations.8

o Competency-Based Learning Material (CBLM)refers to the print and non-print

instructional media used as guide in learning workplace activities.

Ten (10) Principles of CBT

Competency-Based Training delivery anchors in its principles. These ten (10) principles of
CBT serves as ground rules for trainers and trainees. Memorize, apply and promulgate the
listed principles below:

 Principle One: The training is based on curriculum (CBC) developed from the
competency standards (CS). Training is based on competency based curriculum and the
benchmark based is set by the competency standards. Criteria for assessment and
promotion are based on the standards set by the industry and competently performing in
work place function

 Principle Two: Learning is competency-based or modular in structure. The training

design is done in small blocks called modules, training design can address individual
needs if modular approach is applied

 Principle Three: Training delivery is individualized and self-paced. Trainees can study
the materials on their own at their own paced. Self-paced approach can be applied giving
the learner leeway to focus and learn particular activity according to the phase of their
comfort.
 Principle Four: Training is based on work that must be performed. Activities are based
from actual work practice. Graduates of these training are job ready hence requiring no or
minimal training to be productive in work.

 Principle Five: Training materials are directly related to the competency standards and
the curriculum modules. Materials used by the trainees are in line with curriculum and
competency standards.

 Principle Six: Assessment is based on the collection of pieces of evidence of the

performance of work to the industry required standard. We assess every student based
on the evidences gathered from their performance, note that these evidences should be
the standards required by the industry.

 Principle Seven: Training is based both on and off the job components. Training
Activities are either done on actual work place or simulation of workplace setting.

 Principle Eight: The system allows Recognition of Prior Learning (RPL) and or current
competencies. The training system acknowledges students’ previous and current
competencies that they have acquired through trainings, seminars & job experiences.
Learning from experience and non-formal training is part of prior learning that is
recognized and credited giving the learner an option to proceed on the more advance
module

 Principle Nine: Training allows multiple entries and exit in the training program. Students
are allowed to enter and exit the training program as a result of recognition of prior
learning

 Principle Ten: Approved training programs are nationally accredited. Programs of each
institution or training center are registered with UTPRAS (Unified TVET Program
Registration and Accreditation System). Training Programs offered by each training
institutions or centers are scrutinized by industry experts and are registered with
UTPRAS.

Now it is your turn to refresh memory on how your teacher taught you and compare it to
how Competency-Based Training works. How will you teach skill-based session? Does it
have any difference? Will you make that change for the better? Get a paper and take down
notes on its differences.
 Nine (9) areas in a competency-based training facility are the following:

1. Practical Work Area is an area where trainees rehearse specific skill. It is sectioned into
workstations that are arranged according to hierarchy of competencies.
2. Learning Resource Area is an area where trainees do their self-paced learning. It is
where learning materials - print or soft-copies - can be found. Projects can also be done
in this area.
3. Institutional Assessment Area is an area where trainer assess trainees’ knowledge –
either by Recognition of Prior Learning, or upon gaining competency from the module/s
given. Skills assessment is done at the Practical Work Area. Note: Institutional
Assessment Area and Practical Work Area can be adjacent room so they can be merged
depending on the layout of the room.
4. Contextual Learning Laboratory is an area where lecture-discussion is done. This is
where learner would stay to study basic and common competency in the context of their
qualification.
5. Quality Control Area is an area where metrology, calibration and in-process quality
control are being held.
6. Trainers Resource Center is an area where trainer’s resources materials are kept. It is
also a place where trainer generates training materials.
7. Distance Learning is an area where trainees can access modules aside from the usual
print and non-print media. Example is studying the learning module by accessing TESDA
website.
8. Computer Laboratory is an area where trainees are given chance to develop their IT
competencies, as recommended in CBC. Example of IT competency is the use of
Microsoft Office Application.
9. Support Service Area is an area that offers value-adding competencies to address
required skills.