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:- Task Skills – undertaking a specific workplace task
- Task Management Skills – managing a number of different tasks to complete the entire work activity
- Contingency Management Skills – responding to problems, irregularities and breakdown in routine when undertaking the work activity
- 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.
1 CEDEFOP 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)
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:
- 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.
- 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.
- 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.
- 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.
- 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.
- 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
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).
Now it is your turn to refresh memory on how your teacher taught you and compare it on how Competency-Based Training works. How will you teach skill-based session? Does it have any difference? Will you make that change for the better? Get a paper and take down notes on its differences.
