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    CBT Delivery

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    Nette de Guzman
    The document discusses competency-based technical vocational education and training (CBTVET). CBTVET focuses on developing learner competence through outcomes-based training. It emphasizes applying skills and knowledge to specified competency levels rather than the learning process. The document outlines 10 principles of CBTVET, including basing training on competency standards and work tasks, individualized self-paced learning, and recognizing prior learning through assessments. It also describes 5 learning outcomes covering preparing training facilities and resources, conducting pre-assessments of learners, facilitating training sessions, institutional assessments, and reviewing training delivery.

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    CBT Delivery

    Uploaded by

    Nette de Guzman
    212 views34 pages
    The document discusses competency-based technical vocational education and training (CBTVET). CBTVET focuses on developing learner competence through outcomes-based training. It emphasizes applying skills and knowledge to specified competency levels rather than the learning process. The document outlines 10 principles of CBTVET, including basing training on competency standards and work tasks, individualized self-paced learning, and recognizing prior learning through assessments. It also describes 5 learning outcomes covering preparing training facilities and resources, conducting pre-assessments of learners, facilitating training sessions, institutional assessments, and reviewing training delivery.

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    The document discusses competency-based technical vocational education and training (CBTVET). CBTVET focuses on developing learner competence through outcomes-based training. It emphasizes applying skills and knowledge to specified competency levels rather than the learning process. The document outlines 10 principles of CBTVET, including basing training on competency standards and work tasks, individualized self-paced learning, and recognizing prior learning through assessments. It also describes 5 learning outcomes covering preparing training facilities and resources, conducting pre-assessments of learners, facilitating training sessions, institutional assessments, and reviewing training delivery.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    212 views34 pages

    CBT Delivery

    Uploaded by

    Nette de Guzman
    The document discusses competency-based technical vocational education and training (CBTVET). CBTVET focuses on developing learner competence through outcomes-based training. It emphasizes applying skills and knowledge to specified competency levels rather than the learning process. The document outlines 10 principles of CBTVET, including basing training on competency standards and work tasks, individualized self-paced learning, and recognizing prior learning through assessments. It also describes 5 learning outcomes covering preparing training facilities and resources, conducting pre-assessments of learners, facilitating training sessions, institutional assessments, and reviewing training delivery.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
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    The key takeaways are that competency-based training focuses on developing skills and abilities through practical application and assessment against standards, rather than solely through theoretical classroom learning.

    Competency-based technical vocational education and training (CBTVET) is an approach that focuses on developing competence in learners through outcomes-based training and assessment against standards for specific skills.

    The principles of competency-based training delivery are that it is individualized, self-paced, based on real workplace tasks, directly linked to competency standards, assesses performance against standards rather than comparisons between learners, includes both on and off-the-job components, allows for recognition of prior learning, and allows flexible entry and exit from programs.

    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

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