EDUCATIONAL PURPOSES

2. ARJOEY S. LARA
Trainer
in
DRIVING NC II

3. CHECKING OF
ATTENDANCE
* Trainee must affix your signature and
contact number.

4. At present Sibugay Technical Institute, Inc.
(STII) is one of the Private Technical
Institution (PTVI) in Zamboanga Sibugay
accredited by Commission of Higher
Education (CHED) because of its
Baccalaureate Degree and accredited by
Technical Education and Skill Development
Authority (TESDA) because of it’s
ladderized program.

5. STII has been identified as one of the
assessment center in Zamboanga Sibugay.
Right now, STII is a Non-DepEd Senior
High School Provider and it can
accommodate trainees/learner for National
Certificate levels for middle level
manpower.

6. SECTOR:
AUTOMOTIVE AND
LAND TRANSPORT
QUALIFICATION:
Driving NC II

7. COMPETENCY STANDARD:
 BASIC
 COMMON
 CORE

8. CORE COMPETENCIES
Units of Competency
1. Perform light vehicle pre-
starting and warm-up
2. Drive light vehicle
3. Monitor and maintain vehicle
performance
BASE ON TR/CBC

9. BASE ON TR/CBC
Competency-
Based
Training

10. Competency-Based
Training (CBT)
CBT is a training delivery
approach that focuses on the
competency development of
the learner as a result of the
training.

11. Competency-Based Training . .
1. emphasizes most on what the
learner can actually do;
2. focuses on outcomes rather
than the learning process
within specified time;
3. is concerned with the
attainment and application
of knowledge, skills and
attitude to a specific level
of competency.

12. Why the Competency-Based
Approach?
Education and training must
keep pace with technology
and customer requirements.

13. Comparison Between
Traditional Approach and
CBT Approach

14. Principles of CBT

15. Principle One
The training is based
on curriculum
developed from the
competency standards
Learning is based on the Competency-based curriculum

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

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

18. Principle Four
Training is based
on work that must
be performed
Learning is based on the actual industry practice

19. Principle Five
Training materials are
directly related to the
competency standards
and the curriculum
CS to CBC to LMs

20. 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
against each other
(norm referenced
Assessment)
Each student is
assessed against
the evidences
based on required
standard
Students are not judged against each other

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

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

23. 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

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

25. Training Modalities
 Dualized Training System
 Modular/ self-paced learning
 Peer teaching/mentoring
 Supervised industry training or
on-the-job training
 Distance learning
 Project-based instruction

26. Learning Activities
 How to learn knowledge?
CBLM
Books/ references
Videos
Other materials
 How to learn skills?
Demonstration
Observation
Task sheets/Job Sheets
other

27. Competency –Based Learning
Module (CBLM)
A well-designed and carefully
developed learning materials
that give trainees detailed
instructions to guide them
through the learning process.

28. Role of the Trainer
Serves as a team member to determine
what is to be learned
Stimulates trainees’ motivation
Manages learning: a consultation rather
than a provider of information; a
facilitator of the learning
Diagnose and solves learning problems
Evaluates student achievement
Assist learners to obtain individualized
rewards

29. Assist each trainee in designing a
personalized plan of study
Installs confidence in the learner by
providing experiences where learners may
succeed
Serves as a model for desirable work
habits, attitudes and tasks performance
in the occupational field
Spends more time interacting with
students on a 1:1 or small group basis
Helps those students who really need help
Accepts responsibility along with the
student for the tasks learned or not

30. Role of the Trainee
 Trainees may select what they want to learn and
when they want to learn it, within reason.
 Trainees learn at their own rate within program
guidelines. They may speed up, slow down, stop or
even repeat a task.
 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.
 Trainees are responsible for what they learn and
when they learn it.
 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.

31.  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.
 Trainees compete against pres job standards and
not against other students and are graded on
achievement of the standards or criteria of each
task.
 Trainees know “up front”, before instruction
begins what they are expected to know and do to
complete the program.
 Trainees evaluate their own progress to see how
well they are doing.

32.  Trainees move freely in the workshop, laboratory
and or training center.
 Trainees learn according to their interest, needs and
abilities-not
 Trainees know “up front”, before instruction begins
what they are expected to know and do to complete
the program.
 Trainees evaluate their own progress to see how well
they are doing.
 Trainees move freely in the workshop, laboratory
and or training center.
 Trainees learn according to their interest, needs and
abilities-not
 According to teacher timeliness and expediency.

33. 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

34. WORKSHOP LAYOUT

35. COMPONENTS OF COMPETENCY-
BASED TRAINING FACILITIES
1. Practical Work Area
2. Learning Resource Area
3. Institutional assessment Area
4. Contextual Learning Area
5. Quality Control Area
6. Trainers Resource Area
7. Distance Learning Area
8. Computer Laboratory Area
9. Support Service Area

36. EVALUATION PROCESS
Written
Oral Interview
Demonstration

37. ASSESSMENT PROCESS
C– COMPETENT
NYC– NOT YET COMPETENT

39. TRAINING PROPER
 Administer the Pre-Assessment
Instrument
 Answer the questions as honest as
possible in order to determine
your present competencies that
will serve as our basis in
identifying your training needs.

40. Evaluate the Pre-Assessment
Instrument
Assigned the trainees based on
the Pre-Assessment Result
Distribute the trainees on the
different components of the
training facilities
Evaluate trainees Performance
Record performance on
Progress chart/Achievement
chart
Institutional assessment