Planning Training Session 4.

TRAINING MATERIALS
- Learning Packages
 This unit covers the knowledge, skills
and attitude in planning a training - Ball pens
session. It includes identifying - Whiteboard marker
learner’s requirements, preparing
session plan, preparing basic - Manuals
instructional materials. - The Philippine TVET Trainers-
Assessors Qualification
CONTENTS: Framework
1. Competency-based Training - Procedures Manual on
Developing Competency-Based
2. Training Regulations Curriculum
3. Competency Standards ASSESSMENT METHOD:
4. Competency-based Curriculum 1. Portfolio
5. Characteristic of Learners 2. Written Test
6. Trainees’ Current Competencies
Competency-Based Training
ASSESSMENT CRITERIA:
In a traditional
1. Curriculum documents is reviewed educational system, the
and analyzed for training purposes unit of progression is
2. Current competencies of target time and it is teacher-
group are determined centered.
In a Competency
3. Competencies
required to Based Training system,
be attained the unit of progression is
are compared mastery of specific
with current knowledge and skills and
competencies is learner- or participant-
of target centered.
group
4. Results of comparison is used to Two key terms used in
determine training requirements competency-based training are:
1. Skill—A task or group of tasks performed to
5. Training requirements are validated
a specific level of competency or proficiency
with appropriate people.
which often use motor functions and
typically require the manipulation of
CONDITION:
instruments and equipment (e.g., use of
Trainees must be provided with the vacuum cleaner in cleaning carpeted
following: floor).
2. Competency—A skill performed to a
1. WORKPLACE LOCATION specific standard under specific conditions.
2. EQUIPMENT
Trainers Methodology I
- Computer is a training program for TVET
- LCD trainers in using the Competency-
Based Training Delivery Approach
3. TOOLS, ACCESSORIES AND for training and assessment.
SUPPLIES
- White board Competency-Based Training
It is a training delivery approach
- CD
that focuses on the competency
- Tapes development of the learner as a
result of the training;
Competency 1. The training is based on
curriculum developed from
Competency involves applying
knowledge, skills and attitudes the competency standards.
to perform work activities to the
Learning is based on the Competency-based Curriculum
standard expected in the
workplace. 2. Learning is competency-based or modular
Competencies are gained through: in structure.

• life experience
Unit of Competency
• formal education Module 1 Module 2 Module 3
Key features of competency
• being able to do the job 3. Training delivery is individualized and self-
• knowing how and why things paced.
are done
Learning is done by the learner at own pace
• knowing what to do if things go
wrong 4. Training is based on work that must be
performed.

Dimensions of competency Learning is based on the actual industry practice

Task Skills
5. Training materials are
 This requires performance
directly related to the
of the task[s] to the required
standard as described in the competency standards and
unit of competency and the curriculum.
expected in the workplace.
CS CBC LMs
Task Management Skills

 Captures the skills used as  Competency Standards are

people plan and integrate a updated specifications of
number of potentially the qualification.
different tasks to achieve a
complete work outcome.  The Competency-Based
Curriculum will be your
Contingency Management Skills guide to plan for both
training and assessment of
 The requirement to your trainees.
respond to irregularities 6. Assessment of learners is
and breakdowns in based in the collection of
routines. evidences of work
o For example: performance based on
 breakdown industry or organizational
required standards.
 irregularities
Job/Role Environment  Traditional Students are judged against
each other (norm referenced Assessment)
 The requirement to deal  CBTVET Each Student is assessed
with the responsibilities against the evidences based on standard.
and expectations of the
7. Training is based on and off the job
work environment.
components and off the job components.
Ten (10) Principles of CBT
Better learning with industry and school partnership
 8. The system allows Recognition of Prior The mandate
Technical Education and Skills
Workers and Students can have prior skills recognized Development Act of 1994
Learning (RPL). (Republic Act No. 7796)

“Establishment and Administration of the

9. The system allows for
National Trade Skills Standards” of the RA
learner to enter and exit
7796 known as the TESDA Act mandates
programs at different times TESDA to establish national occupational
and levels and to receive an skill standards.
award for competencies
attained at any point. Training Regulations
The Training Regulation (TR) is the document
that serves as a basis in the formulation of
There is flexibility for entry and exit from programs competency assessment and the development of
curriculum and instructional materials for
10. Approved training programs are nationally
competency-based technical education and skills
accredited.
development (TESD).
Training programs are registered within UTPRAS
The training Regulations consist of two
 Unified TVET Program components: the occupational skills standard and
Registration and the training standards.
Accreditation System
(UTPRAS). This covers Sections of the TR
the following:
Section 1:
1. Program Registration is a compulsory
compliance with minimum requirement Definition of the Qualification – refers to the
prescribed in the Training Regulations group of competencies that describes the
(TRs) and anchored on competency-based
system. different functions of the qualification.

2. Program Accreditation is a voluntary -This section enumerates the Basic

process of demonstrating quality assurance Competencies, Common
to programs and institutional processes Competencies and Core
that shall lead to the recognition. Competencies of the qualification.
-It also enumerates the job titles of
Comparative Analysis between Traditional workers who qualified for this
qualification.
Education and CBT

Traditional - instructor Section 2:

 Instructor focus on managing instruction.
Competency Standards – gives the
 Most of the students enter at about the same
specifications of competencies required for
time.
effective work performance.
Competency Based - trainers
 Trainers focus on managing learning -This section will be further
 Trainers enter at various times throughout discussed in the succeeding
the year. information sheets.
Section 3:
Training Regulations
-The Training Regulations plays Training Standards – contains information and
a big role in TVET training. It is the requirements in designing training program
basis in the formulation of for certain Qualification.
competency assessment and the
development of curriculum and It includes:
instructional materials for CBT.
 Curriculum design,
  Training delivery; Elements
 Trainee entry requirements;
 Building blocks of a unit of competency
 Tools equipment and materials;
 Describe in outcome terms the functions
 Training facilities; that a person who works in a particular
 Trainer’s qualification and area of work is able to perform [start with a
verb]
 Institutional assessment.
 Describes actions or outcomes that are
Section 4: demonstrable and assessable and which
the candidate must attain.
National Assessment and Certification Performance Criteria
Arrangement – describes the policies governing
assessment and certification procedure.  Specifies what is assessed and the required
level of performance.
Competency Standard
 Precise standards of the competency
Competency Standard (CS) - is
the written specification of the  Covers all components/ dimensions of
knowledge, skills and attitudes competency
and values required for the
performance of a job,  Focus on evidence to prove competency
occupation or trade and the evaluative statements
corresponding standard of Range of Variable
performance required for these
in the workplace.  Describes the curriculum
or context in which the
work is to be performed.
Parts of Competency Standard
Unit Title  Defines the boundaries
within which the unit of
 Defines the area of competency competency applies
 Written in output terms - ‘obtain, prepare
and supply materials for production’  Range of situations that
[verb] should be the focus of
assessment
 Comprise a manageable component of
work  Relates to the unit of
Unit Descriptor competency as a whole

 Outlines what is done in the workplace  Allows for insertion of

specific knowledge and
 Expands on information in the title enterprise requirements

 Clarifies scope and intent of the unit

Evidence Plan

 Helps to differentiate competencies with  The purpose of the

similar titles evidence guide is to guide
the assessor in the
Elements and Performance Criteria
collection of evidence
Elements describe in output terms
 It must be related directly
the functions that a person who
to: the elements and
works in a particular area of work
performance criteria and
is able to do.
range of variables.
Performance criteria are Critical Aspect of Competency
evaluative statements that specify
what is to be assessed and the  Tells the assessor what
required level of performance. evidence is essential for
 successful performance. infrastructure and other materials required both
for training and assessment strategies.
 It identifies the essential:
 Productive evidence – Components of CBC
completes
Components of CBC Course Design
workplace/service to
specification
 Knowledge evidence –
things that must be known
 Process evidence

 Complies with industry practice and procedures

Complies with OH&S practice Examples:
 Sets up tools and equipment
 Handle tools, materials and equipment
 Identifies and solves faults and
problems
 Communicate with others to ensure
safe and effective operations

9. Underpinning Knowledge
• knowledge or concepts
involved in performing skills Course Design – is an
of the competency. overall description of
the course. It includes,
• It includes: Specific knowledge
among others,
that is essential to the
information on the:
performance of the
competency and evidence of Qualification covered by
knowledge of legislation, the course;
regulations and Codes of
Practice • Course outcomes;
• Units of competency and the
10. Underpinning Skills corresponding module titles;
 skills needed to achieve the • Students entry requirements;
elements and performance
criteria in the unit of • Resources;
competency.
• Training delivery and assessment
 It includes both: generic strategies; and
skills (communication) and
industry specific skills (hand
• Trainer’s qualifications.
tools) Course Design Format
1. Course Title/
Competency – Based Qualification Level – a
Curriculum name rising out of the
qualification and NC level in
the PTTQF.
Competency-Based Curriculum (CBC) is a
guide in developing learning activities. Example: Computer Hardware Servicing NC II

2. Nominal Duration – the

The CBC is a plan for structured series of approximate length of time
learning experiences toward achieving of the course will be finished.
competencies identified by the industry; it details
training methodologies, resources, facilities,
Example: 329 hours
 3. Course Description – name given to curricular
statement on the coverage unit, it should be
of the course, its relevance associated with the unit of
in the industry sector, and competency.
the possible occupations the
trainee will have after
Example: Installing Computer Systems and
completion. Networks
4. Entry Requirements – 3. Module Descriptor –
qualifications of a trainee brief description of the
who intend to enter the intention of the module, its
course. These are stated as scope and delimitation.
competencies. Any physical
traits must also be stated. Example: this module covers the
outcomes required in installing,
Example: Student/trainee must assembling and testing computers
possess the following and common peripherals.
qualifications:
4. Nominal Duration-
 Able to communicate both oral and written estimated/suggested
number of training hours
 Physically and mentally fit. per module (time to achieve
the module).
5. Course Structure –
tabulated presentation of Example: 60 hours
units of competency covered
by the course and the 5. Learning Outcome – it is
corresponding module title- a statement that specifies
its learning outcomes and what learner will be able
nominal duration. to do as result of the
learning process; it should
be written in an action
Assessment Methods – A statement, begins with
listing of all the methods of action verb plus the object
gathering evidences used in the of the action.
course to measure the 6. Assessment Criteria –
attainment of the learning list of criteria by which the
achievement of the learning
outcomes.
outcome will be judged
Example: Observation/questioning, based on evidence; specify
demonstration/questioning, the performance outcome
written examination the learner will be expected
to demonstrate at the
1. Course Delivery – the training modes conclusion of the learning
used to implement the course outcome.
Example: dual training, apprenticeship, distance
7. Content – list of specific
education knowledge, skills, attitudes
and safety that are
Module of Instruction
necessary in order to
1. Unit Title – a unit of achieve the specific learning
competency which when outcomes.
applied a work situation Example: Safety procedures
can logically stand alone. It
express in outcome terms. 8. Conditions – specifies the
Example: Install Computer Systems and context of the training, this
include list of tools and
Networks
equipment, access to
2. Module Title – the learning resources and
equipment manuals, and
 types of facility.
Example: The students/trainees
Characteristi What does this mean to the plan?
must be provided with the cs of trainees
following:

-Personal Protective equipment (ex.

protective eyewear, antistatic wrist Language, This influences the methods you can use
wrap) literacy and and the activities and tasks that are
numeracy suitable to the training and the trainee.
1. Methodologies – one or (LL&N) You must be prepared for different LL&N
combinations of different
levels and must have numerous resources
learning approaches,
methods and techniques to available for different requirements.
deliver learning activity/ies Cultural Be aware of different cultural backgrounds
which are consistent with
background and practices.
CBT principles.
Example: Lecture-demonstration, self-paced,
There maybe activities that you choose which
group discussion
are inappropriate because of cultural
background and practices.
2. Assessment Method –
the methods used to gather Education General education levels are helpful for
evidences of sufficient and general you to know at what level to pitch the
quantity on which to make knowledge delivery of the session.
sound judgement about
trainee’s competency; Gender The whole plan is affected if you have a
assessment methods include group of all female, all male or a mixture if
observation, there are activities that involve
demonstration/simulation, demonstration, role play and so on
questioning and written
test. Age Age can affect the plan depending on what
Example: Demonstration with questioning, is delivered, how it is delivered and at
written examination what pace it is delivered

CHARACTERISTICS OF Physical Be aware of any trainee who is less able than

LEARNERS ability others to perform physical tasks before the
beginning of the session

Previous Other
Different levels of experience can be needs
useful, This refers to special needs that wo
experience with and to plan well ahead, you should requested by the trainees. e.g. sche
the topic who has what experience so it can be used to working student, single parent, etc
you and other trainees’ advantage
One important part of
Previous learning It is helpful if you have knowledge planning
of trainees’
a training session is
experience general attitudes towards learning to analyze trainees so that the
training suits their:
Training level This helps you identify other trainings
completed attended by your prospective students ability level
 learning styles & preferences
Special courses You may use their special training and ability
 motivations and
in some special arrangements/assignments
during training interests because they are the bases in
choosing the methodologies to be
Learning style A trainee could be auditory, visual used
or by the trainer.
kinesthetic