Trainers Methodology

1. Welcome to the
Driving NC II (Light Vehicle)
Training
January 23, 2022
HONEYLYN RAMAYRAT-SACIL
(Facilitator)

2. FOCUSED TOPICS:
 1. Mission and Vision
 2. TRAINING APPROACH
 - CBT
 -PRINCIPLES OF CBT
 3. ROLES OF TRAINER
 4. ROLES OF TRAINEES
 5. HOW TO USE THE CBLM
 6. Monitoring tool
 7. DRIVING NC II REQUIREMENTS
 8. Methodologies
 9. Evaluation tools

4. Mission
 To set direction, promulgates relevant
standards and implements programs
geared towards a quality assured and
inclusive technical education and skills
development and certification system.
TESDA formulates manpower and skills
plans, sets appropriate skills standards
and tests, coordinates and monitors
manpower policies and programs and
provides policy directions and
guidelines for resource allocation for
TVET institutions in both the private
and public sectors.

5. COMPETENCY- BASED
TRAINING

6. Competency-Based
Training

8. 1. The training is based on
curriculum developed from the
competency standards
Learning is based on the
Competency-based curriculum

9. Principle Two
Learning is competency-based or
modular in structure
Module 1 Module 2 Module 3
Unit of Competency

10. Principle Three
Training delivery is individualized
and self-paced
Learning is done by the
learner at own pace

12. Principle Five
Training materials are directly related
to the competency standards and the
curriculum
CS to CBC to LMs
[CS-Competency Standards/
CBC-Competency-Based Curriculum/
LMs-Learning Materials]

13. Principle Six
Assessment of learners is based in the
collection of evidences of work
performance based on industry or
organizational required standards
Students are judged
againts each other
(norm referenced
Assessment)
Each student is
assessed against
the evidences
based on required
standard
Students are not judged against each other

14. Principle Seven
Training is based both on and off the
job components
Better learning with industry and
school partnership

15. Principle Eight
The system allows Recognition of
Prior Learning (RPL)
Workers and Students can have prior
skills recognized

16. Principle Nine
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.
There is flexibility for entry
and exit from programs

17. Principle Ten
Approved training programs are
nationally accredited
Training programs are registered
within (UTPRAS) Unified TVET Program
Registration & Accreditation System

18. 8. Instills confidence in the learner by
providing experiences where learners may
succeed
9. Serves as a model for desirable work habits,
attitudes and task performances in the
occupational field
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 tasks learned or not learned

19. 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.
3. Trainees may request to receive credit for
what they already know. This is done either
through pre-testing or through a review of
task list completed at another training site.

20. TRADITIONAL
APPROACH VS. CBT
APPROACH

21. TRADITIONAL
APPROACH
CBT APPROACH
Instructors focus on
managing instruction
Trainers focus on
managing learning
Most students enter at
about the same time
Trainees enter various
times throughout the
year
Students all cover the
same material
Different trainees may
be training for different
occupations within the
same program

22. TRADITIONAL
APPROACH
CBT
APPROACH
Students all proceed
from one topic to the
next at the same time
Each trainee moves on
to next task only after
mastering the task he/
she is currently working
on.
The instructor controls
the learning pace
Each trainee progresses
at his/her own pace
All students are usually
tested once
Each trainee is tested
when ready to
demonstrate mastery

23. TRADITIONAL
APPROACH
CBT APPROACH
Very little continuous
feedback is given
Immediate feedback is
given to each trainee at
critical points in the
learning process
The instructor is
involved in teaching only
one topic at a time
The trainer must be able
to answer questions on
many different tasks each
day
Retesting is discouraged
or not allowed at all
Retesting is encouraged
for mastery

24. TRADITIONAL
APPROACH
CBT
APPROACH
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
The number of students
enrolled is maximum
capacity at the
beginning of the year or
term and declines to half
or less toward the end
As vacancies are filled,
trainees enrolment
remains at maximum
capacity all year long

25. TRADITIONAL
APPROACH
CBT APPROACH
Most instruction is
delivered by or
dependent upon the
instructor
The trainer must
manage the use of a
wide variety of
instructional media
and materials each day
The program is
usually closed down
or shortened during
the summer months
The program usually
operates year round

26. 1. USING ACHIEVEMENT CHART
2. USING PROGRESS CHART
RECOGNIZING ACHIEVEMENT
1. GIVING CERTIFICATE OF ACHIEVEMENT
MONITORING PROGRESS

28. DRIVING NCII : Overview
 The DRIVING NC II Qualification consists of
competencies that a person must achieve to
operate light motor vehicles classified under
LTO Restriction code 1 and 2; transport
passengers and loads over specified routes to
local or district location and collect fare duly
authorized by the relevant government
agency; comply with local traffic rules and
regulations and perform minor vehicle repairs
and other minor servicing. The program aims
to prepare the trainees for a license or
professional driver. If you have qualification
you can be a non professional or professional
driver in a light vehicle.

30. CODE NO. CORE COMPETENCIES
ALT723348 Carry Out Minor Vehicle
Maintenance and
Servicing.
ALT832302 Drive Light Vehicle.
ALT832303 Obey and Observe Traffic
Rules and Regulations.
ALT832304 Implement and
Coordinate Accident-
Emergency Procedure.

31. WHAT IS CBLM?
COMPETENCY-BASED LEARNING MATERIAL
 It is a well designed and
carefully
developed learning materials
that give trainees detailed
instructions to guide them
through the learning process.

32. Parts of CBLM
 Information sheets
 Self Check
 Answer Key
 Task Sheet/ Job
Sheet/Operation Sheet
 Performance Criteria Checklist
 Oral questioning with model
answer

33. Evaluation Tools
Written Test
Pre-Test
Post Test
Performance Test
Oral
questioning/Interview

34. 1. PRACTICAL WORK / 2. ASSESSMENT AREA
3. DISTANCE LEARNING AREA/ 4. COMPUTER
LABORATORY
5. CONTEXTUAL LEARNING/ 6. LEARNING
RESOURCE AREA
7. QUALITY CONTROL AREA / 8. TRAINER’S
RESOURCE AREA
9. SUPPORT SERVICES AREA
CBT LEARNING STATIONS: