DILIMAN COLLEGE

COMMONWEALTH AVE QUEZON CITY

TESDA
COMPETENCY BASED
TRAINING ORIENTATION
 MAKING OF A COLLEGE
DILIMAN COLLEGE is owned and operated
by DEC DILIMAN EDUCATIONAL
CORPORATION
• 1969 DILIMAN PREPARATORY SCHOOL
DPS
• Kinder to Grade 3

• 19___ Incorporation of DEC

• 1998 DILIMAN COMPUTER TECHNOLOGY
INSTITUTE DCTI - TESDA Short 2

Course
 DILIMAN COLLEGE
• 2008 – First 4-year DCTI Program
• Bachelor of Science Information
Technology
• 2014 DILIMAN COLLEGE
• 2015 DepEd Permit for Senior High
School
• Tracks

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 BACHELOR OF SCIENCE
PROGRAMS
• INFORMATION TECHNOLOGY
• TOURISM MANAGEMENT
• ACCOUNTANCY
• BUSINESS ADMINISTRATION
• MARKETING
• HUMAN RESOURCES DEVELOPMENT
MANAGEMENT
• COOPERATIVE MANAGEMENT

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 BACHELOR PROGRAMS
• PUBLIC ADMINISTRATION
• PHYSICAL EDUCATION
• ELEMENT EDUCATION
• SECONDARY EDUCATION
• ENGLISH
• MATH
• PHYSICAL SCIENCE
• BIOLOGICAL SCIENCE
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 TESDA PROGRAMS
• ORGANIC AGRICULTURE NC II AUGUST
2019

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 VISION- MISSION

Diliman College envisions itself as

a higher educational institution
that harnesses students’ potentials
to be globally competitive and
socially responsive professionals
who value excellence, integrity
and leadership.
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 PRINCIPLES OF CBT
1. The training is based on curriculum
developed from the competency standards.

2. Learning is modular in its structure.

3. Training delivery is individualized and self-
paced.
 PRINCIPLE OF CBT
4. Training is based on work that must be
performed.
5. Training materials are directly related to
the competency standards and the
curriculum modules.
6. Assessment is based in the collection of
evidence of the performance of work to
the industry required standard .
 PRINCIPLES OF CBT
6. Training is based both on and off the
job components.
7. Allows for recognition of prior learning
(rpl).
8. Training allows for multiple entry and
exit.
9. Approved training programs are
nationally accredited.
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 COMPARATIVE ANALYSIS BETWEEN
TRADITIONAL EDUCATION AND CBT
TRADITIONAL COMPETENCY BASED

1.) Instructors focus on managing Trainers focus on managing learning

instruction

2.) Most students enter at about the Trainees enter at various time
same time throughout the year

3.) Students all cover the same Different trainees maybe trained for
material different unit of competency within the
same program

4.) Students all proceed from one Each trainee moves on the next task
topic to the next at the same time only after mastering the task he or
she is currently working on
 COMPARATIVE ANALYSIS BETWEEN
TRADITIONAL EDUCATION AND CBT
TRADITIONAL COMPETENCY BASED

5.)The instructor controls the learning Each trainee progress at his or her
pace own pace

6.) All students are usually tested Each trainee is tested when ready to
once demonstrate mastery

7.) Very little continuous feedback is Immediate feedback is given to each

given trainees at critical points in the
learning process

8.) The instructor is involved in The instructor must be able to answer

teaching only one topic at a time questions on many different tasks
each day
 COMPARATIVE ANALYSIS BETWEEN
TRADITIONAL EDUCATION AND CBT
TRADITIONAL COMPETENCY BASED

9.) Retesting is discouraged or not Retesting is encouraged to reach

allowed at all mastery

10.) Materials, tools and supplies for The trainer must see that all materials
only one topic are needed at a time needed for many tasks are readily
available

11.) The number of students enrolled As vacancies are filled, trainees

is maximum capacity at the beginning enrollment remains at capacity all
of the year and declines to half or less year long
towards the end
 COMPARATIVE ANALYSIS BETWEEN
TRADITIONAL EDUCATION AND CBT
TRADITIONAL COMPETENCY BASED

12.) Most instructions are delivered by The trainer must manage he use of a
or dependent upon the instructor wide variety of instructional media and
materials each day

13.) The programs is usually closed The program usually operated year
down or shortened during the summer round
months

14.) The evening program is usually Day and evening program both have
separated and distinct from the day access to all learning guides and
program resources

15.)The instructor controls the If possible, trainee determine the

sequence in which topics will be sequence of the tasks
covered
 ROLE OF TRAINER

 Serves as a team member to determine what is

to be learned
 Stimulates students’ motivation
 Manages learning: a consultant rather than a
provider of information; a facilitator of the
learning.
 Diagnose and solves learning problems
 ROLE OF TRAINER
 Evaluates student achievement
 Assist learners to obtain individualized
rewards
 Assist each student in designing a
personalized plan of study.
 Installs confidence in the learner by providing
experiences where learners may succeed
 ROLE OF TRAINER
 Serves as a model for desirable work habits,
attitudes and tasks performance in the
occupational field
 Spends more time interacting with students on
a 1:1 or small group basis
 Helps those students who really need the help
 Accepts responsibility along with the student for
the tasks learned or not learned

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 ROLE OF TRAINEE/LEARNER
 Students may select what they want to learn
and when they want to learn to learn it, within
reason
 Students learn at their own rate within program
guidelines. They may speed up, slow down,
stop or even repeat a task.
 Students may request to receive credit for what
they already know. This is done either through
pre-testing or through a review of a task list
completed at another training site.
 ROLE OF TRAINEE/LEARNER
 Students may choose how they want to learn-
individually, on a one-to-one basis, in small
groups, in large groups, or with audio-visuals.
 Students are responsible for what they learn
or when they learn it.
 Students decide when they are ready to
perform each task or demonstrate mastery of
learning to a job-like level of proficiency before
receiving credit for the task.
 ROLE OF TRAINEE/LEARNER
 Students help develop personalized
prescription for learning worked out
cooperatively and based upon what the
student already knows, his/her preference for
learning, learning style and other needs.
 Students compete against preset job
standards and not other students and are
graded on achievement of the standards or
criteria of each task.
 ROLE OF TRAINEE/LEARNER

 Students know “up front”, before

instruction begins what they are expected
to know and do to complete the program.
 Students evaluate their own progress to
see how well they are doing.
 Students move freely in the classroom,
shop, laboratory and or the training
center.
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 ROLE OF TRAINEE/LEARNER
 Students know they will be graded mainly
on performance, while paper and pencil
tests will be used mainly to check their
knowledge of the task.
 Students learn according to their interest,
needs and abilities – not according to
teacher timelines and expediency.
FARM SITE

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CBT SHOP LAYOUT

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PROGRESS CHART

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CHOSEN TOPIC FOR DISCUSSION
BASED ON SESSION PLAN

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