Competency-Based Technical Vocational Education and Training (CBTVET)

Presentor: Ms. Rhodora Brillantes Instructor III TESDA - NLPC

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 of the training.

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.

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

LO1 Prepare training facilities and resources

Identify the Training Facilities

The venue of your training program
Is it conducive to learning? Was it design for competency-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

Identify the Training Resources

Financial resources Training resources Human Resources

Financial Resources
Where will the needed financial requirements come from, consider computing the following expenses that you will incur for the purchase of supplies and materials, reproduction of training materials, repair of tools and equipment, payment for energy and water consumption and payment for honoraria if needed.

Training Resources
This includes supplies and materials needed, training packages or learning materials.

Human Resources
Do you have the training staff who are capable of conducting the training?

Other support staff for the training?

LO2 Conduct preassessment

Prepare the pre- assessment instruments

Establish the context and purpose of the assessment Identify the relevant unit(s) of competency, assessment guidelines and qualifications from the Training Regulations Analyze the unit(s) of competency and identifies the evidence requirements Reproduce the pre-assessment tool in accordance to your number of trainees.

LO2 Conduct preassessment

Orient the trainees on preassessment

Assess the needs of the trainee and, where applicable, negotiate reasonable adjustment for assessing people with disabilities without compromising the integrity of the competencies

LO2 Conduct preassessment

Orient the trainees on preassessment

Explain the context and purpose of the pre-assessment and the assessment process Explain the unit(s) of competency to be assessed and the evidence to be collected Outline the pre-assessment procedure

LO2 Conduct preassessment

Orient the trainees on preassessment

Seek feedback regarding the trainees understanding of the unit(s) of competency, evidence requirements and assessment process Determine if the trainee is ready for assessment

LO2 Conduct preassessment

Collect the evidence and make the pre-assessment decision

Collect appropriate evidence and match compatibility to the elements, performance criteria, range of variables and evidence guide in the relevant unit(s) of competency Evaluate evidence in terms of the four dimensions of competency task skills, task management skills, contingency management skills, and job/role environment skills

Dimension of competency
Task Skill
ability to perform individual task

Task Management Skill

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.

LO2 Conduct preassessment

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 preassessment

Collect the evidence and make the pre-assessment decision

In determining whether a candidate has presented sufficient evidence, the trainer must ensure that the evidence of prior learning is:
1. authentic 2. valid 3. consistent 4. current 5. sufficient 6. recent

LO2 Conduct preassessment

Provide feedback on the Preassessment

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 pre-assessment decision the opportunity to discuss the preassessment process and outcome

LO2 Conduct preassessment

Managing pre-assessment records The trainer must: record the pre-assessment outcome maintain records of the preassessment procedure, evidence collected and the outcome maintain the confidentiality of the pre-assessment outcome

LO3 Facilitate training session

Orient learners on CBT delivery System

Principles of CompetencyBased Technical Vocational Education and Training

Principle One
The training is based on curriculum developed from the competency standards

Learning is based on the curriculum modules

LO3 Facilitate training session

Principle Two
Learning is competency based or modular in structure Job Analysis Skills, knowledge and attitudes (competencies) Competency profile TNA Course design and delivery

LO3 Facilitate training session

Principle Three
Training delivery is individualized and self-paced

Learning is done by the learner at their own pace

LO3 Facilitate training session

Principle Four Training is based on work that must be performed

Learning is based on the actual workplace practice

LO3 Facilitate training session

Principle Five
Training materials are directly related to the competency standards and the curriculum
Training materials are self-paced and experiential

LO3 Facilitate training session

Principle Six
Assessment of learners is based in the collection of evidence of the performance of work to the industry or organizational required standards
Traditional
Students are judged againts each other (norm referenced Assessment)

CBTVET

Each student is assessed against the required standard

Students are not judged against each other

LO3 Facilitate training session

Principle Seven
Training is based both on and off the job components
Learners are aware of the activities that has to be completed based on the curriculum

LO3 Facilitate training session

Principle Eight
The system allows Recognition of Prior Learning (RPL)
Workers and Students can have prior skills recognised towards awards
Competencies assessed and accredited for promotion and learning

competencies gained in life or work

RPL

LO3 Facilitate training session

Principle Nine
The system allows for learners to enter and exit programs at different times and levels and to receive an award for modules (competencies) attained at any point (Multiple Entry)

There is flexibility for entry and exit from programs

LO3 Facilitate training session

Principle Ten Approved training programs are nationally accredited

Learners and providers of training are recognised in a national system

Deliver Competency Based Training ==========================================================================

Student enters programs

Orientation Role of trainer/trainee Administer RPL Organize learning strategy

YES
Review learning package

View multimedia materials

Instructor observes performance

Instructor rates performance

Satisfactorily Performed Competency

Use Manuals Student selects Competency and receives instructions Practice Skills in workshop Receive assistance and advise EXIT PROGRAM Observe demonstration Student attempts task Student rates own performance

NO

Have enough Competency been achieved?

Administer Learning Contract Provide Materials Introduce the Use of Achievement Progress Report

YES