download at own risk

1. Day 1
Training of Trainers
on Work Readiness Modules
on 21st Century Skills

2. Energizer
Instruction
• Think of an adjective that describes
you and starts with your first
name/nickname.
• Think of 1 fact about you.
• Introduce yourself following this
format: “I am [adjective] [name] and I
[fact about you].”

3. Training Objectives
• Be familiar with the Work Readiness Modules on 21st Century Skills
• Be able to deliver the Work Readiness Modules on 21st Century Skills
Curriculum to youth using the following learning delivery modes:
• Self-Directed
• Face-to-Face
• Virtual and/or Blended
• Be prepared to train and support other trainers who will deliver the
modules to youth
• Be able to lead a feedback conversation to youth using the
Performance Criteria Checklist
• Plan for the Multiplier Training on Work Readiness Modules on 21st
Century Skills

4. Goals of the day
• Refresh knowledge on 21st Century
Skills Modules
• Get to know the structure of Self-
Directed Approach
• Discuss Work-Based Learning (WBL)
Goals for the Day!

5. Goals of the day
Goals for the Day!
Identify
Identify the key
points in teaching
Modules 1 and 4 for
both NC I and NC II
levels and explain
the overall design for
both modules
Explain
Explain how skills
and development
mastery are
assessed through
projects and
performance tasks
Explain
Explain the process
involved in giving
feedback through
Performance Criteria
Checklist
Observation
Demonstrate
Demonstrate how
these modules
should be taught to
learners

6. Goals of the
day!
• Get to know Modules 2 & 3
• Discuss Face-to-Face
Delivery Approach
• Prepare a plan for Face-to-
Face Delivery
• Observe Module 3 modeling
• Perform demonstration for
face-to-face delivery

7. Goals for the day
▪ Homework Sharing
▪ Get to know Module 5 (NC 1 & 2)
▪ Module Practice and Modelling
(Blended Learning Approach)
▪ Learn Key points in Introducing
Work Readiness Modules to
Learners
Goals for the Day!

8. Norms and Expectations
Daily Attendance
Log-in/and Log-out
everyday
Call Etiquette
Keep your Mic muted,
Cam off, and Use chat
and Emoticon functions
Focus
No side meetings or trainings
This is Training of Trainers. Expectation is for you,
TESDA Trainers, to train your trainees with the
competencies of the 21st Century Skills.

9. What are 21st Century Skills?
Let’s Recall!
21ST CENTURY SKILLS, refers to a
broad set of knowledge, skills,
work habits, and character traits
believed to be critically
important to success in today’s
world, particularly in
contemporary careers and
workplaces.
Communicatio
n
Collaboration
& Teamwork
Critical
Thinking
Creativity &
Innovation
Problem
Solving
Information
Technology
Leadership
Personal and
Career Dev’t
Life Long
Learning
Resilience
Productivity
Social Skills
Entrepreneurshi
p

10. Why 21st Century Skills
Important for Training and
Employment Outcomes?
Let’s Reflect!

11. We are facing 4th IR Challenges
We are in a Volatile, Uncertain, Complex and Ambiguous
(VUCA) World
In the 21st Century…….
• Where “fusion of the online world and the world industrial production” is taking
place
• There will be an increase in job automation and artificial intelligence,
• Over the next decade, millions of existing jobs will disappear
• Advancement and innovations in technology across industries will create new
roles for human beings
• Where changes in technology is constant and learning never
stops.
• Economies and marketplaces change quicker with every passing
year
• Covid-19 pandemic changes the labor market landscape
Education and training institutions, industries/employers and government and
private sector policymakers worldwide all agree that every worker entering the
labor market must have 21st century skills if they are to thrive, adapt and
succeed in a technological environment that keeps on emerging and changing.

12. The National Technical Education and Skills
Development Plan 2018-2022
“Create a conducive and
enabling environment for
the development of quality
service delivery of the
TVET sector in order to
produce work-ready,
globally competitive, green
economy workers imbued
with 21st Century Skills.”

13. TESDA ISSUANCES
TESDA Board
Resolution No.
2019-37 dated 9 July
2019 "Approving
and Promulgating
the Amended
Competency
Standards for Basic
Competencies
Integrated with 21st
Century Skills"

14. TESDA ISSUANCES TESDA Circular No. 019 series of 2019
“Implementing Guidelines on the Newly
Promulgated Amended Competency Standards for
Basic Competencies integrated with 21st Century
Skills”
Important provisions to note:
1. The amended Competency Standards for Basic
Competencies Integrated with 21stCentury Skills is
a pre-requisite for all training delivery for all TVET
qualifications/programs.
2. The National TVET Trainers Academy (NTTA) shall
conduct capability building programs for Trainers
to ensure that the amended Basic Competencies
integrated with 21st Century Skills are articulated
in the training delivery during the implementation
of TVET programs.

15. Collaboration &
Teamwork
The 21st Century Skills Basic Competencies
Learning & Innovation
Critical Thinking &
Problem Solving
Environment Literacy
Information Technology
Life Long Learning &
Career Development
Occupational Health &
Safety
Entrepreneurship
Communication

16. The Work Readiness Modules on
21st Century Skills
Module
No.
NCI Level I Module Titles
1
Receiving and Responding to
Workplace Communication
2 Working with Others
3
Solving/Addressing Routine
Problems
4 Enhancing Self-Management Skills
5 Supporting Innovation
6
Accessing and Maintaining
Information
7
Following Occupational Safety and
Health Policies and Procedures
8
Applying Environmental Work
Standards
9
Adopting Entrepreneurial Mindset
in the Workplace
Module
No.
NCI Level II Module Titles
1
Participating in Workplace
Communication
2 Working in Team Environment
3
Solving/Addressing General Workplace
Problems
4 Developing Career and Life Decisions
5 Contributing to Workplace Innovation
6 Presenting Relevant Information
7
Practicing Occupational Safety and
Health Policies and Procedures
8
Exercising Efficient and Effective
Sustainable Practices in the Workplace
9
Practicing Entrepreneurial Skills in the
Workplace

17. Work Readiness Modules on 21st Century

19. TESDA's Basic
Competencies
• Communication
• Collaboration and Teamwork
• Critical Thinking and Problem-solving
• Lifelong Learning and Career Development
• Learning and Innovation
• Information Technology
• Occupational Health and Safety
• Environmental Literacy
• Entrepreneurship

20. Module Overview
• Module Title is from Unit of
Competency
• Session Title and Learning
Outcomes are from Element
• Activities are based on Performance
Criteria
Basic
Competency
Unit of
Competency
Element Element
Unit of
Competency
Element

21. Module Overview Critical Thinking
and Problem
Solving
Solving/Addressing
Routine Problems
Identify the
Problem
Assess
fundamental
causes of the
problem
Solving/Addressing
General Workplace
Problems
Look for solutions
to routine
problems
Recommend
Solutions to
Problems
Basic Competency/
Thematic Area
NC II Module Title
NC I Module Title
Session Titles Session Titles
Describing the
Desired
Outcome
Defining the
Problem
Activities
Planning and
Implementing
Solutions
Documenting
Problems and
Solutions
Activities

22. Wellness Break

23. Parts of the Self-
Directed Modules

30. Think or Reflect

31. Dialogue

37. Which among the parts
do you think is easy
for the learner?
difficult? Why?
How can we support the
learners for the difficult
parts?

38. Work-Based Learning (WBL)

39. Let's Exercise: Looking for WBL Activities
Instructions:
1.Look for 1-2 activities or
tasks in the module that
you think are WBL
Activities.
2.Discuss why you think
these are WBL Activities.
3.Time Allotment: 10
minutes

40. Let's Exercise:
Looking for WBL Activities
Group Module / NC Level Module Title
1 Module 1 NC I Receiving and Responding to Workplace
Communication
2 Module 2 NC I Working with Others
3 Module 3 NC I Solving and Addressing Routine
Problems
4 Module 1 NC II Participating in Workplace
Communication
5 Module 2 NC II Working in a Team Environment
6 Module 3 NC II Solving and Addressing General
Workplace Problems

41. Work Based Learning (WBL)

42. Work-Based Learning (WBL)

43. Introduction to
Module 1 – NC I and
NC II
Instructions:
• A picture will be flashed.
• Answer the following questions:
• What do you see in the picture?
• How can we connect this to the
Basic Competencies?

44. What do
you see in
this picture?

45. Key Points for
Module 1 NC I
⮚ Communication is a two-way
process
⮚ Effective listening skills
⮚ Non-verbal communication
⮚ Clear and detailed
instructions
⮚ Ask questions for clarification
⮚ Appropriate method and
mode of communication

46. Module 1 Descriptors
Module 1 NC II Title:
Participating in Workplace
Communication
Unit Descriptor
This unit covers knowledge, skills,
and attitudes required to gather,
interpret and convey information
in response to workplace
requirements.

47. Key Points for
Module 1 NC II
⮚ Methods and modes of
communication
⮚ Accurate, factual, relevant and
current information
⮚ Active listening
⮚ Effective speaking
⮚ Appropriate workplace behavior
⮚ Appropriate form of
communication in the workplace
⮚ Information management system
⮚ Communication lines in the
workplace

48. Overall Design of the Module

55. Module 1, NC I has three sessions:
Session 1: Follow Routine Spoken
Messages- Listen, Speak and Respond to
Workplace Communication
Session 2: Perform Workplace Duties
Following Written Notices
Session 3: Review and Assessment
The module also covers written assignments
and skills demonstrations.
Module 1, NC II has four sessions:
Session 1: Obtain and Convey Workplace
Information
Session 2: Perform Duties Following
Workplace Instructions
Session 3: Complete Relevant Work-
related Documents
Session 4: Review and Assessment
The Module Sessions

56. End-of-Module
Assessment
Let’s Apply –
Skills
Demonstration
Learner’s
Reflection

58. Let’s Exercise:
Module 1 Practice
Instruction:
1. Imagine that you are a learner. Answer the assigned activity.
1. After answering, think about the following and discuss within your
group:
• Which parts of the activity did you find easy? Why?
• Which parts of the activity did you find difficult, confusing, or
challenging? Why? How can we improve these parts?
• As a facilitator/trainer/teacher, what support can and should you
offer to the learner to help them in the difficult, confusing or
challenging parts?

59. Group NC / Activity Activity Title
1 NC I / Activity 1 Introductory Activity and Learner's
Reflection
2 NC I / Activity 2 Non-verbal Communication
3 NC II / Activity 2 Communication Sources
4 NC II/ Activity 3 Getting the Information the Right Way
5 NC II/ Activity 4 Conveying Messages and Ideas in the
Workplace
Let’s Exercise:
Module 1 Practice
Link for the worksheet :
https://drive.google.com/drive/folders/1D5glIn8ysvbFHJ4E
x3BeXM2lG8SPjUCJ?usp=share_link

60. Share your insights after
answering the module.
What should we
remember when we
deliver training using self-
directed learning?

61. For Self-
Directed
Learning,
consider the
following:
Teacher
Support
and
Guidance
Learner's
level of
compreh
ension,
independ
ence and
support
needed
Clarity of
Learning
Material
Appropria
te and
Contextu
al
Content,
Language
, and
Tone
Regular
and
Constant
Communi
cation
and
Feedback
Support
system
from
family
and
friends

63. Introduction to
Module 4 - NC I and
NC II

64. How do you see yourselves ten years
from now?

65. Module 4 Descriptors
Module 4 NC I Title:
Enhance Self-Management Skills
Unit Descriptor:
This unit covers the knowledge,
skills, and attitudes in applying the
ability to regulate actions, make
good decisions, and show
appropriate behavior based on self-
awareness.
Learning Outcomes:
• Set personal and career goals
• Recognize emotions
• Describe oneself as a learner

66. ⮚ Our values are often reflected
in activities we are involved in.
⮚ Knowing your values, interests
and skills will help you in
finding work and being
successful.
⮚ We are all unique, with our
own values, interests and skills.
Key Points for
Module 4 NC I

67. ⮚Goals should be SMART:
• Specific
• Measurable
• Achievable
• Realistic
• Time Framed​
Key Points for
Module 4 NC I

68. ⮚Steps to setting and
achieving goals:
• Where do I want to be in the next 3
months, 6 months, 1 year?
• What must I know to get there?
• What steps must I take in order to
know and be able to do these things?
• What abilities and experience do
I already have that are going to
help me take these steps?​
• What obstacles might be in my way
and how can I deal with them?
• What should I do first, second and so
on?
Key Points for
Module 4 NC I

69. Module 4 Descriptors
Module 4 NC II Title:
Developing Career and Life
Decisions
Unit Descriptor
This unit covers the
knowledge, skills, and attitudes
in managing one’s emotions,
developing reflective practice,
and boosting self-confidence
and developing self-regulation.

70. Key Points for
Module 4 NC II
⮚ Thoughts, feelings and
behaviors are interconnected. To
change the way we feel, we need
to change the way we think
about whatever the situation is.
⮚ Questioning the way we think
and being flexible in how we
perceive situations is actually the
best way to regulate our
emotions.

71. ⮚ It takes time and practice to
develop new coping skills.
⮚ To manage negative emotions:
remember that our emotions come
directly from the thoughts we are
thinking. Extreme emotions don’t
last long. So when you are angry,
give yourself some time before
reacting and that intense anger will
subside!
Key Points for
Module 4 NC II

72. Overall Design of the Module

78. Module 4, NC I has four sessions:
● Session 1: Set Personal and Career
Goals
● Session 2: Recognize Emotions-
Emotional Responses in Work Contexts
● Session 3: Describe Oneself as a
Learner- Learning New Skills
● Session 4: Review and Assessment
Module 4 NC II has four sessions:
● Session 1: Manage One’s Emotion
● Session 2: Develop Reflective Practice
● Session 3: Boost Self-confidence and
Develop Self-regulation
● Session 4: Review and Assessment
The Module Sessions

79. Instruction:
1. Imagine that you are a learner. Answer the assigned activity.
1. After answering, think about the following and discuss within your
group:
• Which parts of the activity did you find easy? Why?
• Which parts of the activity did you find difficult, confusing, or
challenging? Why? How can we improve these parts?
• As a facilitator/trainer/teacher, what support can and should you
offer to the learner to help them in the difficult, confusing or
challenging parts?
Let’s Exercise:
Module 4 Practice

80. Group NC / Activity Activity Title
1 NC I / Activity 2 Values, Beliefs and Qualities
2 NC I / Activity 3 We are All Unique
3 NC II / Activity 2 Identifying our Emotions
4 NC II/ Activity 3 Changing our Thinking
5 NC II/ Activity 4 Thoughts, Feelings and Behaviors are
Connected!
Let’s Exercise:
Module 4 Practice
Link for the worksheet
https://drive.google.com/drive/folders/1d44shq_IKxJ5L1_m
uETgPtNYbxscLDC3?usp=sharing

81. Share your insights after
answering the module.
What should we remember
when we deliver training
using self-directed learning?

82. Introduction to Module 2
– NC I and NC II
Instructions:
• There is a forecasted of intense rain and heavy
flooding in your province that will last for 50 days.
You need to build an arc to save the team. Each
team has different resources which may be valuable
in building your arc, but these resources are limited,
and the other team may or may not share their
resources with you.
• Goal: Think of ways on how you can build an arc for
your team and survive in the arc for 15 days.
This Photo by Unknown author is licensed under CC BY-
Link to
Jamboard: https://jamboard.google.com/d/1UEWE7lMrMo
1kQ1ioLB85k4CQ2kXW-fjmzANHbXcvz-
w/edit?usp=sharing

83. Introduction to Module 2
– NC I and NC II
Debrief Questions
• How did you plan in making your arc? What
were the steps that you take?
• Did anyone take the role of a leader? What
were the roles of the
other team members?
This Photo by Unknown author is licensed under CC BY-

84. Module 2 Descriptors
Module 2 NC I Title:
Working with Others
Learning Outcomes:
● Develop effective workplace
relationships
● Contribute to work group activities
Unit Descriptor:
This unit covers the skills, knowledge
and attitudes required in working as
member of a team, interacting with co-
members and performing one’s role in
the team.
84

85. Key Learning Points
for
Module 2 NC I
•A team player is respectful and
inclusive of others and encourages
their feedback while actively working to
move the group toward a common
goal.
•There are many different types of
working styles that can contribute
toward healthy
communication, cooperation, and
positive teamwork.
•Social perceptiveness can help us
notice and productively interact with
people from a range of social and
cultural backgrounds.
85

86. Module 2 Descriptors
Module 2 NC II Title:
Working in a Team Environment
Unit Descriptor:
This unit covers the skills, knowledge
and attitudes required in working as
member of a team, interacting with co-
members ad performing one’s role in
the team.
• Learning Outcomes:
●Develop effective workplace
relationships
●Contribute to work group activities
86

87. Key Learning Points
for
Module 2 NC II
• Team goals should be SMART – specific,
measurable, achievable, realistic, and
time-framed.
• Team scope clarifies what the team can
do and cannot do. It also defines the
identity of the team.
• There are five stages of group
development: Forming, Storming,
Norming, Performing, and Adjourning
• Effective cooperation within the team
also depends on the team’s ability to know
and adapt to the different work styles and
personality types of our team members.
87

88. Overall Design
of Module 2

89. Intent - Objectives

90. Content - Topics
90

91. Approach:
Activities
91

92. Evaluation

93. Introduction to Module 3
– NC I and NC II
Reflection Questions:
• What was the task or challenge when you were
building an ark?
• How did you come up with the solutions? What
did you consider in coming up with the solution?
• How can we connect this to problem-solving
and critical thinking?
This Photo by Unknown author is licensed under CC BY-

94. Learning Key Points for
Module 3 – NC I : Solving and
Addressing Routine Problems
Problem solving steps:
• Define the problem.
• Get more information about the
problem.
• Generate many ideas on how to solve
the problem.
• Choose a solution.
• Implement the solution.
• Evaluate the solution.

95. Solutions should be REAL!
• R - Realistic
• E - Effective
• A - Acceptable
• L - Logical
• Analytical Technicque:
• Case Analysis
This Photo by Unknown author is licensed under CC BY-
Learning Key Points for
Module 3 – NC I : Solving and
Addressing Routine Problems

96. Learning Key Points for Module
3 – NC II : Solving/ Addressing
General Workplace Problems
• Routine problems are common in the workplace
and often are about the best procedures to
follow. They are problems or challenges that
have a straightforward answer.
• Define the Problem and start to identify the root
cause by identifying the gap between the current
situation and the ideal situation once the
problem is resolved.
• A Problem Statement outlines the details of the
situation and describes the who, what, where,
when, why and how.
• Documentation is a written description of a
procedure or situation. Documentation serves as
a written record of what should happen or what
did happen.

97. Module 3 Overview
Module Title Solving/Addressing
Routine Problems
Solving/Addressing
General Workplace
Problems
NC Level NC I NC II
Suggested Nominal Hours 5 – 8.5 hours 5.75 - 9.75 hours
Number of Sessions 6 4
Number of Activities 12 10
Number of Pages 94 91
Written Assignments 5 7
Skills Demonstration 6 8

98. Module 3 Overview
Module Title Solving/Addressing
Routine Problems
Solving/Addressing
General Workplace Problems
Content > Introduction to Problem Solving
> Identify the Problem
> Assess Fundamental Causes of the
Problem
> Determine the Corrective Action
> Communicate Action Plans and
Recommendations to Routine Problems
> Identify routine problems
> Look for solutions to routine
problems
> Recommend solutions to
problems
Evaluation > Personal Reflection
> Performance Criteria Checklist
> End-of-Module Assessment
> Tasks leading to a Project
> Personal Reflection
> Performance Criteria Checklist
> End-of-Module Assessment
> Mini-Projects

99. Introduction of Module 5
NC I and NC II
NC I: Supporting
Innovation
NC II : Contributing
to Workplace
Innovation
This Photo by Unknown author is licensed under CC BY-

100. Module 5 Descriptors
Module 5 NC I Title:
Supporting Innovation
Unit Descriptor:
This unit covers the
knowledge, skills, and
attitudes required to identify,
recognize and support
innovation.

101. Key Points for
Module 5 NC I
⮚ 1. Meaning and Value of
Innovation
⮚ 2.Innovative Practices
⮚ 3.Need for Innovation in the
Workplace

102. Module 5 Descriptors
Module 5 NC II Title:
Contributing to WOrkplace
Innovation
Unit Descriptor
This unit covers the
knowledge, skills and attitudes
required to make a pro-active
and positive contribution to
workplace innovation

103. Key Points for
Module 5 NC II
⮚ 1.The Empathy Map as a tool
for identifying opportunities
for improvement
⮚ 2.Brainstorming as a process
to gather information for
innovative ideas

104. Overall Design of the of Module
5
a. Intent - Objectives
b. Content – Topics
c. Approach - Activities
d. Evaluation (Written Assignment, Skills
Demonstration Activities, Outputs, etc.)

105. Intent - Objectives

106. Content –
Topics

107. Approach -
Activities

108. Evaluation

109. Wellness Break

110. Let’s Apply:
Preparation for the
Demonstration

111. Group NC / Activity
1 Module 1 – NC I
2 Module 2- NC II
3 Module 3 – NC I
4 Module 4- NC II
5 Module 5-
NC I
Let’s Apply:
Demonstration

112. Thank You
Training of Trainers
on Work Readiness Modules on
21st Century Skills