This document outlines the principles and approach of competency-based training (CBT) delivery for the Bread and Pastry Production NCII qualification. It discusses that CBT focuses on developing learner competencies based on curriculum and standards. Key principles include individualized, self-paced learning; assessment based on work performance; and recognition of prior learning. A comparison of CBT and traditional education models is also provided.

2. Qualification Title:
Bread and Pastry
Production NCII
JOHN LENON L. MENDOZA
Trainer

3. Vision:
Capiz State University: center of
Academic Excellence, delivering quality
service to all.

4. Mission:
Capiz State University is committed to
provide advance knowledge and innovation;
develop skills, talents and values; undertake
relevant research, develop and extension
services, promote entrepreneurship and
environmental consciousness; enhance
industry collaboration and linkages with
partner agencies.

5. Competency Based Training
Delivery (CBT)
- Approach that focuses on the
competency development of the
learner as a result of the training.

6. Principles of CBT
1. The training is based on
curriculum developed from
the competency standards.
2. Learning is competency-
based or modular in structure.

7. 3.Training delivery is
individualized and self-
paced.
4. Training is based on work
that must be performed.
Principles of CBT

8. 5. Training materials are directly
related to the competency
standards and the curriculum.
6. Assessment of learners is
based in the collection of
evidences of work performance
based on industry or
organizational required
standards.
Principles of CBT

9. Principles of CBT
7. Training is based both on and
off the job components.
8. The system allows Recognition
of Prior Learning (RPL)

10. Principles of CBT
9. The system allows for learners to
enter and exit programs at different
times and levels and to receive an
award for competencies attained at any
point.
10. Approved training programs are
nationally accredited

11. Comparative Analysis
between
Traditional Education
and CBT

12. TRADITIONAL CBT
INSTRUCTORS
FOCUS ON
MANAGING
LEARNING
TRAINEES ENTER
AT VARIOUS
TIMES
THROUGHOUT
THE YEAR
INSTRUCTORS
FOCUS ON
MANAGING
INSTRUCTION
MOST STUDENTS
ENTER AT ABOUT
THE SAME TIME

13. TRADITIONAL CBT
DIFFERENT TRAINEES
MAYBE TRAINED FOR
DIFFERENT UNIT OF
COMPETENCY WITHIN
THE SAME PROGRAM
EACH TRAINEE MOVES
ON THE NEXT TASK
ONLY AFTER
MASTERING THE TASK
HE OR SHE IS
CURRENTLY WORKING
ON
STUDENTS ALL COVER
THE SAME MATERIAL
STUDENTS ALL
PROCEED FROM ONE
TOPIC TO THE NEXT AT
THE SAME TIME

14. TRADITIONAL CBT
EACH TRAINEE
PROGRESS AT HIS
OR HER OWN PACE
EACH TRAINEE IS
TESTED WHEN
READY TO
DEMONSTRATE
MASTERY
THE INSTRUCTOR
CONTROLS THE
LEARNING PACE
ALL STUDENTS ARE
USUALLY TESTED AT
ONCE

15. TRADITIONAL CBT
VERY LITTLE
CONTINUOUS
FEEDBACK IS
GIVEN.
IMMEDIATE
FEEDBACK IS
GIVEN AT
CRITICAL
POINTS IN THE
LEARNING
PROCESS.

16. TRADITIONAL CBT
THE INSTRUCTOR
MUST BE ABLE
TO ANSWER
QUESTIONS ON
MANY DIFFERENT
TASKS EACH
DAY.
THE INSTRUCTOR
IS INVOLVED IN
TEACHING ONLY
ONE TOPIC AT A
TIME.

17. TRADITIONAL CBT
RETESTING IS
DISCOURAGED
OR NOT
ALLOWED.
RETESTING IS
ENCOURAGED
TO REACH
MASTERY

18. TRADITIONAL CBT
MATERIALS,
TOOLS AND
SUPPLIES FOR
ONLY ONE
TOPIC ARE
NEEDED AT A
TIME.
THE TRAINER
MUST SEE THAT
ALL MATERIALS
NEEDED FOR
MANY TASKS ARE
READILY
AVAILABLE.

19. TRADITIONAL CBT
THE PROGRAM
IS USUALLY
CLOSED DOWN
OR SHORTENED
DURING THE
SUMMER
MONTHS
THE PROGRAM
IS USUALLY
OPERATED
ALL YEAR
ROUND

20. Teacher Negotiator
Facilitator Coordinator
Curriculum
Developer
Instructional
Material
Developer
Counselor
Actor
Session
Planner
Roles and Responsibilities of
a trainer

21. Roles of the Trainee
1. Trainees may select what they
want to learn and when they want
to learn it, within reason.
2. Trainees learn at their own rate
within program guidelines. They
may speed up, slow down, stop or
even repeat a task.

22. Roles of the Trainee
3. Trainees may request to receive
credit for what they already know.
This is done either through pre-
testing or through a review or a
task list completed at another
training site.

23. Roles of the Trainee
4. Trainees may choose how they
want to learn-individually, on a one-
to-one basis, in small group, in large
groups or with audio-visuals.
5. Trainees are responsible for what
they learn and when they learn it.

24. Roles of the Trainee
6. Trainees 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.

25. Roles of the Trainee
7. Trainees help develop
personalized prescription for
learning worked out cooperatively
and based upon what the students
already knows, his preference for
learning, learning style and other
needs.

26. Roles of the Trainee
8. Trainees compete against present
job standards and not against other
students and are graded on
achievement of the standards or
criteria of each task.
9. Trainees know “up front”, before
instruction begins what they are
expected to know and do to complete
the program.

27. Roles of the Trainee
10. Trainees evaluate their
own progress to see how well
they are doing.

28. Competencies based on the TR
Basic –knowledge necessary to be
acquired for whatever qualification you
want to achieve
Participate in workplace
communication
Work in a team environment
Practice career professionalism
Practice occupational health and
safety procedures

29. Competencies based on the TR
Common –competencies necessary to
enhance the core competencies
Develop and update industry
knowledge
Observe workplace hygiene procedures
Perform computer operations
Provide effective customer service
Perform workplace and safety practices

30. Competencies based on the TR
Core –competencies specific to a
certain qualification
Prepare and produce bakery products
Prepare and produce pastry products
Prepare and present gateaux, tortes
and cakes
Prepare and display petits fours
Present desserts

31. Competency Based Learning Materials
CBLM – well
designed and
carefully
developed
Learning
materials that
give trainees
detailed
instructions to
guide them
through the
learning process.

32. Training
workshops
and stations

34. Training workshop and stations
The different components or areas of a
competency-based facility are:
1. Practical Work Area - This area is
where the learner acquires the skills
and knowledge components of the
competencies prescribed by the
standard.

35. 2. Learning resource area - This
area is proximate to the heart -
the practical work area. This
area provides the learner with
the knowledge requirements in
the various modules
responding to the
competencies.

36. 3. Institutional assessment area - It
is located very proximate to the
practical work area. This is where
Recognition of Prior Learning is done
by the trainer. This component also
provides the mechanism of assessing
the completion of competencies of a
learner.

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

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

39. 6. Trainers Resource Center -
This area houses the
learning materials, the
training regulations and
curriculum examples.

40. 7. Distance Learning - This is
to enable the learning
provision outside and away
from the training institution
in terms of print and non-
print media.

41. 8. Computer Laboratory -
This laboratory has an array of
computer units of which
learners are provided for them
to learn and gain appropriate IT
competencies that may include
Word, Excel even Desktop
Publishing.

42. 9. Support Service Area – This
area provide value-adding
competencies as such for
Automotive Service Technician NC
II, welding competency address
underpinning skills in the
particular competency.

43. Overview of the Training
 Pre-test will be given
 Monitor attendance of trainees
during training
 Assigned respective competencies
 Guide Trainees in undergoing the
activities
 Provide feedback as the training
is going on

44. Overview of the Training
 After completion of the requirements
for each competency, a post-test will be
given.
 Trainee could also request for an
institutional assessment when ready as
required by certain competency.
 Record trainees “achievement on
Progress Chart and Accomplishment
Chart.

45. Evaluation
• You will be evaluated by:
 Performance Criteria
 Progress Chart
 Achievement Chart
 Self-Check and written exams
 Observation, demonstration and
oral questioning