5. Competency-Based Training (CBT)- is a delivery
training approach that focuses on the competency of the
learner as a result of the training.
Competency-Based Training
8. Learning is based on
Competency-based
curriculum.
Geared towards the
needs and
standards of the
industry
Training is based on curriculum
developed from the competency
standards.
Principle #1
9. Learning is modular in its
structure.
Competency-based
training is facilitated by
modular instruction
One competency=one
module
Learn one competency
after another
Principle #2
10. Learning is done by
the learner at own
pace
Allow trainee to
advance on his own
without waiting for
others
Training delivery is
individualized and self-paced
Principle #3
11. Learning is based on
the actual industry
practiced
Training should
provide for a
simulated work
environment
Training is based on work that
must be performed
Principle #4
12. Learning materials
should always
conform to the
competency-based
curriculum and
competency
standards
Training is directly related to the
competency standards and
curriculum
Principle #5
13. Trainee is assessed
against the
evidences based on
standard and not
against from other
trainees
Assessment is based in the collection
of evidence of the performance of work
to the industry required standard
Principle #6
14. Training is done in
simulated work
environment and
actual work
environment;
OJT
Supervised industry
training
Training is based both on and
off the job components
Principle #7
15. Current
competencies are
recognized based on
previous trainings,
employment and life
experience
Training program allows for
Recognition of Prior Learning
(RPL) or current competencies
Principle #8
16. Trainee does not need
to wait for the others
after completing a
competency.
Trainee can proceed
to another
competency and may
graduate faster than
the other.
Training allows for multiple
entry and exit
Principle #9
17. UTPRAS serves as
the quality
assurance of the
training program
entered by the
trainee
Training programs are registered with
the UTPRAS (Unified TVET Program
Registration and Accreditation)
Principle #10
19. The major role of a trainer is to coordinate
learning activities other than dispensing
information.
The following are the functions/roles of a CBT
trainer:
Role of a Trainer
1. Serves as a team member
to determine what is to be
learned.
2. Stimulates trainee’s
motivation
20. 3. Manages learning: a consultation
rather than a provider of
information; a facilitator of
learning.
4. Diagnoses and solves learning
problems.
5. Evaluates student achievement.
6. Assists learners to obtain
individualized reward.
Role of a Trainer
21. 7. Assists each trainee in
designing a personalized
plan of study.
8. Installs confidence in the
learner by providing
experiences where learners
may succeed.
9. Serves as a model for
desirable work habits,
attitudes and tasks
performance in the
occupational field.
Role of a Trainer
22. 10. Spends more time
interacting with
students on a 1:1 or
small group basis.
11. Helps those students
who really need help.
12. Accepts responsibility
along with the student
for the task learned or
not learned.
Role of a Trainer
23. Competency-Based Training (CBT) is individualized
and “Learner-Centered,” Therefore, trainees
pursue instructions for their personal goals and
objectives.
The trainees spend most of his/her time in directed-
self study and practice, supervised by the
trainer who can provide immediate assistance
and feedback.
Role of a Trainee
24. In CBT, the trainee has the
following roles:
1. Select what they want
to learn and when they
want to learn it, within
reason.
2. Learn at their own rate
within program
guidelines. They may
speed up , slow down,
stop or even repeat a
task.
Role of a Trainee
25. 3. May request to receive
credit for what they
already know through pre-
testing or through review
of a task list completed at
another training site.
4. May choose how they
want to learn –
individually, on a one-on-
one basis, in small group,
in large groups or with
audio-visuals.
Role of a Trainee
26. 5. Responsible for what
they learn and when
they learn it.
6. 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 a Trainee
27. 7. Help develop personalized
prescription for learning
worked out cooperatively
and based upon what the
students already know, his
preference for learning,
learning style and other
needs.
8. Compete against pre job
standards and not against
other students and are
graded on achievement of
the standards or criteria of
each task.
Role of a Trainee
28. 9. Know “up-front”, before
instruction begins what
they are expected to
know and do to complete
the program.
10. Evaluate their own
progress to see how well
they are doing.
11. Move freely in the
workshop, laboratory,
and or training center.
Role of a Trainee
29. 12. Know they will be rated
mainly on performance,
while paper or pencil tests
will be used mainly to
check their knowledge of
the task.
13. Learn according to
their interest, needs and
abilities and not according
to teacher timelines and
expediency.
Role of a Trainee
30. CBLM- are learning materials that are well design
and carefully developed to give trainees detailed
instructions to guide them through the learning
process.
COMPETENCY-BASED LEARNING
MATERIALS (CBLM)
CBLM is a compilation of trainee’s
materials that provide background
information, like reprints of articles,
lecture outlines or summaries,
termed as Information Sheet
CBLM also provides support for
training activities like instructions,
for exercises (written and practical
test),worksheets, schedules, goals
and objectives, termed as JOB
Sheets
32. INFORMATION SHEET - Primarily designed to deliver
pertinent information needed in the attainment of the
learning outcome
TASK SHEET- A set of instructions telling the trainee to
perform a single task
OPERATION SHEET- is a set of instructions for the
operation or use of a particular machine or equipment
JOB SHEET- is a set of instruction for the performance
of a job, combination of task and operation
CONTENTS OF CBLM
34. PROGRESS CHART
This chart is used to monitor the learning outcomes
and competency achieved by the trainee.
MONITORING TOOLS
35. ACHIEVEMENT CHART
This chart is used to monitor the required projects and
activities usually in the job sheets of the CBLM.
MONITORING TOOLS
36. TRAINEES RECORD BOOK
This is the monitoring tool for the
trainees in the supervised
industry training or on the job
training. The TRB is kept by the
trainee.
TRAINEES PROGRESS SHEET
This also a monitoring sheet for
the industry training usually
accomplished during monitoring
visits. The TRS is kept by the
Supervisor.
MONITORING TOOLS
39. CBT Process Flow
Have enough
Competency/ies
been
achieved?
YES
YES
Trainee exits
program
Trainer
observes
performance
Trainee
practices task
Trainee
Rates own
performance
Trainer
Rates
performance
Trainee enters
program
• Administer RPL
• Orientation
• Role of trainer/trainee
Trainee selects
competency
and receive
instructions
• Administer Learning Contract
• Organize learning strategy
• Provide materials
• Introduce CBLM materials
• Introduce the Use of
Achievement Progress
Report
Review learning
package
View multimedia
materials
Use manuals
Observe
demonstration
Practice skills in
workshop
Receive
assistance and
advise
YES
Trainee exits
program
Have completed
all the
competencies?
Satisfactorily
Performed
Competency?
Undergo Nat’l
Assessment
NO
NO
NO
CBT Process Flow
40. The units of competency which comprise qualification fro
Aquaculture NC II include the following:
COMPETENCIES TO BE COVERED
FOR AQUACULTURE NC II
BASIC
COMPETENCIES
COMMON
COMPETENCIES
CORE
COMPETENCIES
Participate in
workplace
communication
Apply safety
measures in farm
operations
Conduct pre-
operational
aquaculture activities
Work in a team
environment
Use farm tools and
equipment
Prepare and maintain
aquaculture facilities
Practice career
professionalism
Perform estimation
and calculations
Operate Fish Nursery
Practice occupational
health and safety
Procedures
Perform fish or
shrimp grow-out
operations
41. COMPETENCY-BASED LEARNING
MATERIALS (Aquaculture NC II)
No. Unit of Competency Module Title Code
1 Conduct Pre-Operational
Aquaculture Activities
Conducting Pre-
Operational Aquaculture
Activities
AGR641301
2 Prepare and Maintain
Aquaculture Facilities
Preparing and
Maintaining Aquaculture
Facilities
AGR641302
3 Operate Fish Nursery Operating Fish Nursery AGR641303
4 Perform Fish or Shrimp
Grow-out Operations
Performing Fish or
Shrimp Grow-out
Operations
AGR641304
List of Competencies
42. Practical Work Area / Institutional Assessment
Area
1. Nursery Ponds and Grow-out Ponds
Water Pump, Shovels/Rakes, Seine net, Scoop net,
Pails/Basins, Weighing scale,
2. Fisheries / Aquaculture Laboratory
DO meter, pH meter, Laboratory Thermometer,
Secchi Disk, Plankton Net, Spectrophotometer,
Research Microscopes
CBLM, brochures
INSTRUCTIONAL FACILITIES AND
RESOURCES
46. Submission of
supporting documents
of prior training/s
related to Aquaculture
NC II Core
Competencies
Validation of submitted
documents
Recognition of prior
learning
RECOGNITION OF PRIOR
LEARNING (RPL)
47. Group
No.
COMPETENCY No. of
Trainees
1 Conduct Pre-Operational
Aquaculture Activities
5
2 Prepare and Maintain Aquaculture
Facilities
5
3 Operate Fish Nursery 5
4 Perform Fish or Shrimp Grow-out
Operation
5
GROUPINGS OF TRAINEES
56. Liming- application of calcium and magnesium
compounds to the soil for the purpose of reducing
soil acidity.
Lime is classified into three:
Pulverized limestone (agricultural lime) – CaCO3
Burnt limestone (quicklime or unslaked lime) – CaO
Hydrated lime (slaked lime) – Ca(OH)2
Preparation of Grow-out Pond
57. Fertilization refers to the addition of organic and/or
inorganic fertilizers to soil or water to stimulate and
maintain growth of desirable natural foods such as
phytoplankters and other kinds of algae for food of
animal organisms including fish.
◦ Organic fertilizer- are fertilizers capable to be decomposed
and which contain varying amounts of nutrients. Animal
manures, green manures and compost
◦ Inorganic fertilizer- fertilizers that are not decomposed but
rather dissolved in water and which contain concentrated
amounts of at least one of the three major plant nutrients,
namely: Nitrogen (N), Phosphorous (P) and Potassium (K).
Preparation of Grow-out Pond