9 Components of CBT

1. Practical work – area – an area where the trainee acquires the skills and knowledge components of the competencies
prescribed by the standard.

2. Learning Resource Center – an area provides the trainee with the knowledge requirements in the various modules
responding to the competencies.

3. Institutional Assessment Area- where recognition of prior learning is done by the trainer. Upon completion of all
modules within a competency, the trainee is handed a Certificate of Achievement. This facility is provided with a computer
system that houses and manages trainees’ individual records.

4. 4. Contextual Learning Laboratory – This facility ensures that the underpinning knowledge, the science, mathematics
and communication principles as applied to the technology are provided to the trainee

5. 5. Quality Control – Various tests aside from metrology and calibration are conducted in this area including in-process
quality control

6. 6. Trainers Resource Area – this area houses the learning materials, the training regulations and curriculum exemplars,
also the place where instructors produce courseware or training materials

7. 7. Distance Learning Area – enable the learning provision outside and away from the training institution in the term of
print and non-print media. At present, this is implemented in selected qualifications and training centers with Internet
Connections.

8. 8. Computer Laboratory – This laboratory has an array of computer units where trainee are provided to learn and gain
appropriate IT competencies.

9. 9. Support Area
Objectives
At the end of the session, you should be able to:

 Define commonly used Competency-Based Training terminologies

 Explain ten principles of Competency-Based Training
 Differentiate traditional education with Competency-Based Training

Introduction
Getting the idea on structure and principles embedded in training is important before designing a session plan. Do you
know how to teach a Technical-Vocational Education and Training (TVET) program? That will be the focus of today’s
lesson.
The framework in teaching skill-based lesson is called Competency Based Training (or CBT). It focuses on skills
development that is why its approach differs from the traditional education.
In traditional education, the teacher controls the environment (or called teacher-centered approach); while in CBT, the
learners control and manipulate the tools and equipments with the guide of a teacher (also known as student-centered
approach).
In addition to that, learners are not compared among each other, instead their skills are compared against the norms or
standard set by the industry. The training is also self-paced; an example of this is when the trainer allows the students to
study the materials & practice the skill on their own. Lastly, the focus of CBT is on the outcome or the end product.

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:

 Basic Competency – skills and knowledge that everyone needs for work
  Common Competency – skills and knowledge needed by people working in a particular industry

 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:
 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

 Competency-Based Learning Material (CBLM)refers to the print and non-print instructional media used
as guide in learning workplace activities.
1CEDEFOP 2008, Europe2 RA 7796/TESDA Law3 Procedures Manual on TR Development4 Guidelines on Assessment
and Certification under the Philippine TVET Competency Assessment and Certification System – PTCACS5 CBT
Primer6 Training Regulations Framework7 ILO8 Quality Procedures Manual – CBC Development

Delivery of Competency-Based Training (CBT)

https://youtu.be/vGrHIDDfCCE

The flow of CBT differs from the traditional education approach. To see the big picture is important before planning a
session plan. Below is the CBT delivery framework:

1. Trainee enters the program. Trainer conducts pre-training assessment to identify learner’s training needs.
Orientation of CBT program on Recognition of Prior Learning (RPL) and roles of trainer & trainee follows.

2. Trainee selects competency from the identified training needs and receives instruction from the trainer.
The trainer administers learning contract or agreement between him and his trainees, then provides CBLM
materials and introduces the use of progress and achievement chart.

3. With the selected competency, the trainee studies the module by doing the following learning activities (in
any order): review learning package, view multimedia materials, use manuals, observe demonstration, practice
skills in workshop, and receive assistance and advice.

4. While the trainee practices the skill, the trainer observes and records the performance on the Progress
Chart. Student will attempt the task until he masters the skill with the help of trainer’s immediate and constructive
feedback.

5. Once the trainee determines by himself that he is competent to do the skill, he will call the attention of
trainer. The trainer will observe and rate the performance based on the Performance Criteria Checklist and will
record the result on the Achievement Chart. If the skill is satisfactorily performed, he will then select another unit of
competency. If the skill is not satisfactorily performed, the trainee will study again the module.

6. To exit the training program, trainee must satisfactorily perform the skill and must have enough units of
competencies (or has completed all the modules). If the trainee doesn’t have enough units of competencies, he
will then select another unit of competency, and repeat the competency-based training process.
Ten (10) Principles of CBT
https://youtu.be/IxGJWuTeggc
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).

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

 Principle Three: Training delivery is individualized and self-paced.

 Principle Four: Training is based on work that must be performed.

 Principle Five: Training materials are directly related to the competency standards and the curriculum
modules.

 Principle Six: Assessment is based in the collection of evidences of the performance of work to the
industry required standard.

 Principle Seven: Training is based both on and off the job components.

 Principle Eight: The system allows Recognition of Prior Learning (RPL) and or current competencies.

 Principle Nine: Training allows multiple entry and exit in the training program.

 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).
 Mga "TIPS"
CBT - Delivery How to Conduct Competency-Based
3 Phases
Assessment
CONDUCTING COMPETENCY-BASED
1.) Pre-Training ASSESSMENT (20 mins)

RPL, Self-Assessment checklist (Validate) Procedures:

Orientation (CBT, 10 principles, role of
trainer/trainees 1.) Preparing the candidates
Tour of training facilities -Check the attendance
-check admission slip
2.) Training Proper -check self-assessment guide (SAG)

-Pre-test 2.) Establishing the context and purpose

-Organize Learning activities by module -Competency to be assessed (full or clustered
-Provide feedback using PCC -Assessment procedure (Oral, written, demo)
-Institutional assessment -Ethical and Legal responsibilities
-Personal or reasonable adjustment
3.) Post-Training
3.) Collect or gather evidence (organize assessment &
-Post test provide
-Recommend for National Assessment -specific instruction)

-rating sheets

4.) Providing feedback

5.) Make assessment decidion
6.) Record & Report result.

Tips for TM Assessment What are the contents of your Power

1. Orientation (5-8 mins) (facilitate)
Point?
- animation/draw attention what is CBT?
- definition of CBT the 10 principles of CBT
- principles of CBT
- role of the trainees, role of the trainer CB
- units of competencies MODULAR
- CBLM: info selfcheck task sheet job sheet INDIVIDUALIZED OR SELF-PACED
- monitoring tools: achievement chart, progress chart, WORK
training matrix MATERIALS\
- house rules ASSESSMENT
- Instructional Facilities WORK PERFORMANCE
- Assessment Evaluation JOB COMPONENTS
- should be direct to the point
- tour of the training facilities (maintain) COMPETENCIES

2. Pre-assessment (Self-assessment guide): identify MONITORING TOOLS

current competencies
3. Pre-test ACHIEVEMENT CHART
4. Based on the training matrix: grouping and PROGRESS CHART
workstations assigned TRAINING MATRIX
5. Supervise
INSTRUCTIONAL FACILITIES

ASSESSMENT EVALUATION

ROLE OF A TRAINEE
ROLE OF A TRAINER
Tactile
If you are a tactile learner, you learn by touching and doing. You understand and remember things through physical
movement. You are a "hands-on" learner who prefers to touch, move, build, or draw what you learn, and you tend to learn
better when some type of physical activity is involved. You need to be active and take frequent breaks, you often speak
with your hands and with gestures, and you may have difficulty sitting still.

As a tactile learner, you like to take things apart and put things together, and you tend to find reasons to tinker or move
around when you become bored. You may be very well coordinated and have good athletic ability. You can easily
remember things that were done but may have difficulty remembering what you saw or heard in the process. You often
communicate by touching, and you appreciate physically expressed forms of encouragement, such as a pat on the back.

Here are some things that tactile learners like you can do to learn better:

 Participate in activities that involve touching, building, moving, or drawing.

 Do lots of hands-on activities like completing art projects, taking walks, or acting out stories.
 It's OK to chew gum, walk around, or rock in a chair while reading or studying.
 Use flashcards and arrange them in groups to show relationships between ideas.
 Trace words with your finger to learn spelling (finger spelling).
 Take frequent breaks during reading or studying periods (frequent, but not long).
 It's OK to tap a pencil, shake your foot, or hold on to something while learning.
 Use a computer to reinforce learning through the sense of touch.
Remember that you learn best by doing, not just by reading, seeing, or hearing.