INFORMATION SHEET 2.1-1

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

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

CBT is based on the following basic principles:

1.    The training is based on curriculum developed from the competency standards;

The trainer should be aware that all training activities  are  done  towards the attainment of the assessment criteria set in  the  competency based curriculum.

2.    Learning is modular in its structure;

One competency is generally considered as one module. Since learning is modular in instruction, a trainee should be competent in the module currently being trained before going to the other competency. Competency Based Learning Materials are prepared per competency which shall serve as the main material and guide in training. Information in the attainment of knowledge and skills are provided for in the CBLM. In case other training materials such as videos, computer-based learning materials and other references are needed, the CBLM usually gives direction on how these materials can be accessed and used.

3.   Training delivery is learner-centered and should accommodate individualized and self-paced learning strategies;

Trainees are treated as individual learners  with  different characteristics, learning styles and training needs. The sessions should therefore provide for varied activities, employing different methods of training. Considering that trainees are being trained simultaneously on different competencies, activities should always allow trainees to work independently or in small groups with minimum supervision. Learning Materials   should   provide   for   self-evaluation   or   peer   evaluation   so  that immediate feedback on the performance of each trainee  is sought  for  in  every learning activity. Answer keys, model  answers  and  performance criteria checklist are very important tools to attain these objectives.

4.   Training is based on work that must be performed;

Training is always based on actual industry practices. Training should provide for a simulated work environment.

5.   Training materials are directly related to the competency standards and curriculum modules;

The Competency Based Learning Materials used during the training should conform to the competency based curriculum and the competency standards. The trainer should  always  check  his  session  plans  and  CBLMs to make sure that all assessment criteria are attained. The Competency Standards always provide the minimum requirements of the competency. A trainer should always aim for the attainment  of  every  criteria.  Enhancements are also encouraged.

6.   Assessment is based in the collection of evidence of the performance of work to the industry required standard;

Assessment is done to test whether the trainee is able to perform the job based on the required criteria in the competency standards. This should be done before a trainee can advance to another competency. A carefully prepared Institutional Evaluation Tool should be used to assess the competency of the trainee. In CBT, grades are the not the basis of his competency; it is based on the satisfaction of the criteria/evidences which are collected through an institutional competency evaluation.

7.   Training is based both on and off the job components;

Training is done in a simulated work environment (the laboratory) and/or in an actual work environment such as in training cum production, enterprise based training, supervised industry training and on-the-job training.

8.  Training program allows for recognition of prior learning(RPL) or current competencies;

Current competencies acquired through training or  work  experience  are recognized before training through a validation process so  that  the  trainer can provide activities that match the learning level of each trainee.  Prior learning is recognized by giving them a Certificate  of Achievement for the competencies acquired previously. Data on  other acquired  skills  should  be carefully recorded to serve as data for planning the training activities of a particular trainee. A trainee who has prior  experiences  as  a  janitor  but  is not yet competent in “Providing Housekeeping Services to Guest”,  for example, may not practice how to use cleaning equipment anymore but would concentrate on other activities that would help him satisfy the assessment criteria of the competency. This would  shorten  the  training  hours of the particular trainee.

9.   Training allows for multiple entry and exit;

Trainees do not need to wait for others to be competent before he can exit either a competency or the qualification. Fast learners may  graduate faster than others.

10.  Training programs are registered with the UTPRAS.

All programs should be registered to the Unified TVET Program Registration and Accreditation System. UTPRAS registratrion assures the quality of training.

The competency-based TVET system recognizes various types of delivery modes, both on and off-the job as long as the learning is driven by   the competency standards specified by the industry. The following training modalities may be adopted when designing training programs:

The dualized mode of training delivery is preferred and recommended. Thus programs would contain in-school and in-industry training or fieldwork components. Details can be referred to the  Dual  Training System (DTS) Implementing Rules and Regulations.

Modular/self-paced learning is a competency-based training modality wherein the trainee is allowed to progress at his own pace. The trainer just facilitates the training delivery.

Peer teaching/mentoring is a training modality wherein fast learners are given the opportunity to assist the slow learners.

Supervised industry training or on-the-job training is an approach in training designed to enhance the knowledge and skills of the trainee through actual experience in the workplace to acquire specific competencies prescribed in the training regulations.

Distance learning is a formal education process in which majority of the instruction occurs when the students and instructor are not in the same place. Distance learning may employ correspondence  study, or audio, video  or computer technologies.

Project-based instruction is an authentic instructional model or strategy in which students plan, implement and evaluate projects that have real applications.