7. Requirements
Graduate of
baccalaureate degree or
equivalent in training or
experience along the field
of Technical Vocational
Education and Training
Certified at the same or
higher NC Level in the
qualification that will be
handled (for technical
trainers)
Able to communicate orally
and in writing
Physically fit and mentally
healthy
Proficient in quantitative
and qualitative analysis
Proficient in verbal
reasoning
8. Basic
Competencies
Lead workplace
Communication
Apply math and
science principles in
technical training
Apply environmental
principles and
advocate
conservation
Utilize IT applications
in technical training Lead small teams
Apply work ethics,
values and quality
principles
Work effectively in
vocational education
and training
Foster and promote a
learning culture
Ensure a healthy and
safe learning
environment
Maintain and
enhance professional
practice
Develop and
promote
appreciation for cost-
benefits of technical
training
Develop and
promote global
understanding of
labor market
9. Core
Competencies
Plan training sessions
Facilitate learning sessions
Supervise work-based learning
Conduct competency assessment
Maintain training facilities
Utilize electronic media in facilitating training
15. Competency
the application of knowledge, skills
and attitude required to complete a
work activities to the standard
expected in the workplace; or
the possession and application of
knowledge, skills and attitudes to
the standard of performance
required in the workplace
16. 4
Dimensions
of
Competency
Task Skills – undertaking a specific workplace
task
Task Management Skills – managing a number
of different tasks to complete the entire work
activity
Contingency Management Skills – responding
to problems, irregularities and breakdown in
routine when undertaking the work activity
Job/Role Environment Skills – dealing with the
responsibilities and expectations of the work
environment when undertaking a work activity
22. CBT Delivery
Framework
Trainee enters the program. Trainer conducts pre-training
assessment to identify learner’s training needs. Orientation
of CBT program on Recognition of Prior Learning (RPL) and
roles of trainer & trainee follows.
Trainee selects competency from the identified training
needs and receives instruction from the trainer. The trainer
administers learning contract or agreement between him
and his trainees, then provides CBLM materials and
introduces the use of progress and achievement chart.
With the selected competency, the trainee studies the module
by doing the following learning activities (in any order):
review learning package, view multimedia materials, use
manuals, observe demonstration, practice skills in
workshop, and receive assistance and advice.
23. CBT Delivery
Framework
While the trainee practices the skill, the trainer observes and
records the performance on the Progress Chart. Student will attempt
the task until he masters the skill with the help of trainer’s
immediate and constructive feedback.
Once the trainee determines by himself that he is competent to do
the skill, he will call the attention of trainer. The trainer will
observe and rate the performance based on the Performance
Criteria Checklist and will record the result on the Achievement
Chart. If the skill is satisfactorily performed, he will then select
another unit of competency. If the skill is not satisfactorily
performed, the trainee will study again the module.
To exit the training program, trainee must satisfactorily perform the
skill and must have enough units of competencies (or has
completed all the modules). If the trainee doesn’t have enough
units of competencies, he will then select another unit of
competency, and repeat the competency-based training process.
24.
25. 10 CBT Principles
Principle One: The training is
based on curriculum (CBC)
developed from the competency
standards (CS).
Principle Two: Learning is
competency-based or modular
in structure.
Principle Three: Training
delivery is individualized and
self-paced.
Principle Four: Training is based
on work that must be
performed.
Principle Five: Training
materials are directly related to
the competency standards and
the curriculum modules.
Principle Six: Assessment is
based on th collection of pieces
of evidence of the performance
of work to the industry required
standard.
Principle Seven: Training is
based both on and off the job
components.
Principle Eight: The system
allows Recognition of Prior
Learning (RPL) and or current
competencies.
Principle Nine: Training allows
multiple entries and exit in the
training program.
Principle Ten: Approved training
programs are nationally
accredited. Programs of each
institution or training center are
registered with UTPRAS (Unified
TVET Program Registration and
Accreditation System).
