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Competency-Based Training

The document outlines the principles and process of competency-based training. It describes 10 principles of competency-based training including that training is based on competency standards and modular curriculum, is learner-centered and self-paced, and assesses trainees on performing work to industry standards. The process involves trainees entering a program, completing assessments and competencies at their own pace with trainer support, and exiting once all competencies are achieved and undergoing national assessment. The roles of the trainer are to support learning, evaluate trainees, and manage the learning process, while trainees have autonomy in selecting competencies and learning methods.

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419 views16 pages

Competency-Based Training

The document outlines the principles and process of competency-based training. It describes 10 principles of competency-based training including that training is based on competency standards and modular curriculum, is learner-centered and self-paced, and assesses trainees on performing work to industry standards. The process involves trainees entering a program, completing assessments and competencies at their own pace with trainer support, and exiting once all competencies are achieved and undergoing national assessment. The roles of the trainer are to support learning, evaluate trainees, and manage the learning process, while trainees have autonomy in selecting competencies and learning methods.

Uploaded by

LyricsMoTo PH
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Competency-Based Training

• Is a training delivery mode where trainees are


given opportunities to learn in their own pace
with the trainer as an integral part of the
instruction.
10 Principles of Competency
Based Training
1. Training is based on curriculum developed
from the competency standards.

Training are done towards the attainment of


the assessment criteria set in the CBC.
2. Learning is modular in its structure.

CBLM are prepared per competency which


shall serve as the main material and guide in
training. Information in the attainment of
knowledge and skills are provided in the
CBLM.
3. Training delivery is learner-centered and
should accommodate individualized and self-
paced learning strategies.

Trainers are treated as individual learners with


different characteristics, learning style and
training needs.
4. Training is based on work that must be
performed.

Training is always based on the actual industry


practices. Training should provide for a
simulated work environment.
5. Training materials are directly related to the
competency standards and the curriculum
modules.

The CBLM is used during the training should


conform to the CBC and CS. The trainer should
always check his session plans and CBLMs to
make sure that all assessment criteria are
attained.
6. Assessment is based in the collection of
evidence of the performance of work to the
industry required standard.

Assessment is done to test whether the


trainee is able to perform the job based on the
required criteria in the competency standard.
7. Training is based both on and off the job
components.

Training is done in a simulated work


environment, the laboratory or in an actual
work environment. For example industry
training and on the job training.
8. Training program allows for Recognition of Prior
Learning (RPL) or current competencies.

Current competencies acquired through training or


work experience are recognized before training
through validation process so that the trainer can
provide activities that match the learning level of
each trainee.
9. Training allows for multiple entry and exit.

Trainees do not need to wait for others to be


competent before he can exit either a
competency or the qualification. Fast Learners
may graduate faster than others.
10. Approved training programs are nationally
accredited.

All programs should be registered to the


unified TVET Program Registration and
Accreditation System, UTPRAS registration
assures the quality of training
CBT Process Flow

Review learning
Trainee enters
package YES
program

• Administer RPL Satisfactorily


View multimedia Performed
• Orientation Competency?
• Role of trainer/trainee materials Trainer Trainer
observes Rates NO
performance performance

Use manuals Have completed YES


all the
NO competencies?

Trainee selects Observe Trainee


Trainee
competency demonstration Rates own
practices task
and receive performance
Have enough
instructions Competency/ies
Practice skills in NO been
achieved?
• Administer Learning Contract workshop
• Organize learning strategy YES
• Provide materials Trainee exits
• Introduce CBLM materials Receive program
• Introduce the Use of assistance and
Achievement Progress advise Trainee exits Undergo Nat’l
Report program Assessment
Role of Trainer
• Serves as a team member to determine what
is learned.
• Motivates trainees
• Manages learning: consultation rather then
giving information
• Diagnose and solves learning problems
• Evaluates students achievement
Role of Trainee
• Trainees select what they want to learn and
when they want to learn it.
• Learn at their own rate within program
guidelines. They may speed up, slow down,
stop or even repeat a task.
• May request to receive credit for what they
already know. This is done through pre-testing
/ through a review or a task list completed at
another site.
• Trainees may choose how they want to learn
individually, on a 0ne-to-one basis, in a small
group, in large groups or with audio visuals.

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