Learning Contents

LO1. Determine Learner’s Training Requirements

Scope and Delimitations

The first step to do in planning training session, is to determine learner’s training requirements. Before doing this, we need to understand  four terms which set the scope and limits of the definition ‘Learner’s Training Requirements’. These are Competency-Based Training, Competency Standards, Training Regulations, and Competency-Based Curriculum.

                Competency-Based Training (CBT)

CBT is a learning model that uses the competency framework.   The traditional educational system uses time as unit of progression. This means that the basis for moving trainees out of the course is the consummation of the training duration; pass or fail, notwithstanding. This is analogous to a scenario where teachers are wont to say: ‘finished or not finished, pass your papers’.

 On the other hand, CBT uses competency as unit of progression to move up to the next learning event.  Competency is mastery of specific knowledge, skills and attitudes. If the trainee fails to show mastery, then he has not yet acquired competency. If he has not yet acquired competency, then he is not ready to move up, or graduate. In CBT, there is no pass-fail polarity. There is only Competent-Not Yet Competent ratings. A Competent rating allows the trainee to cross over to the next competency. A Not-Yet-Competent rating indicates lack of mastery. This suggests that the trainee needs to extend his study to improve his performance until it reaches the standard.

Thus, CBT is a compendium of learning modules otherwise known as competency units.     

10 PRINCIPLES OF CBT

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

The training contents are derived from the curriculum that TESDA has designed and developed. It sets standards of competency which trainees must meet at the end of the training. Assessments determine if these competency standards are achieved. There are two assessments. The first assessment is called the institutional assessment. At the end of the training conducted by the training center accredited by TESDA, a summative assessment is administered. This covers all competency units and all learning outcomes of the course. If the trainees pass, the next assessment is the national assessment administered only by TESDA-accredited assessment center.

  1. Learning is competency-based or modular in structure.

The course structure is modular. It is composed of competency units as designed by TESDA. And each competency unit consists of various learning outcomes. There are three competency categories: the Basic Competencies, the Common Competencies, and the Core Competencies. Basic Competencies are competencies which TESDA introduces to all courses in all sectors.Common Competencies are competencies which TESDA introduces to all courses in each sector. Core Competencies are competencies which TESDA introduces exclusive to every qualification title or course.

  1. Learning is done by the learner at own pace.

Although the course has a specified training duration, it is unlike the traditional class or training that ‘finished or not finished, pass your papers.’ Even if a trainee is rather slow, he is allowed to finish according to his pace. What is primordial is the achievement of competency. 

  1. Training is based on work that must be performed.

All learning contents pertain to what are found in the actual work. No training time wasted on general information unrelated to the course; say, general knowledge.

  1. Training materials are directly related to the competency standard and the curriculum.

The learning materials and training activities are directly connected to what is indicated in the competency standard and the curriculum.

  1. Assessment of learners is based in the collection of evidences

‘Collection of evidences’ implies that a competency is demonstrated by only one type or kind of evidence. It means that various methods of assessment are used. For instance, writing, oral demontration, observation, portfolio.

  1. Training is based on on and off the job

Training is conducted in two training venues. First, in the training institution. After the institutional training, the training is continued in the actual work. This is commonly called ‘on the job training’ or ‘OJT’. This is now called by TESDA as ‘Supervised Industry Learning’ or ‘SIL’.

  1. The system allows Recognition of Prior Learning (RPL)

Before the start of the training, the trainer asks the trainees to accomplish a ‘Self-Assessment Check’. Then, the trainer verifies or validates its claim by requiring proofs such as supervisor’s reports, employment records, or certifications. Usually, the trainer requires the trainee concerned.

  1. Entry and exit from programs is flexible

This means that entry to the program and exit from the program is not fixed and therefore can change. For instance, the training duration is set to end on May 31, 2022. The trainees may extend if they are still unable to finish the training in view of justified reasons including their slowness in learning.

  1. Approved training programs are nationally accredited.

This means that a training program when approved, is accredited anywhere in the country.

THE FOUR DIMENSIONS OF COMPETENCY

Competency exists when it has met the four dimensions: task skills, task management skills, contingency management skills, and Job/Role Environment.

  1. Task Skills
  • This requires performance of tasks to the required standard as described in the unit of competency and expected in the workplace.
  • Trainees needs to provide activities to develop individual actions as well as the whole tasks.
  • Task Management Skills
  • Captures the skills used as people plan and integrate a number of potentially different tasks to achieve a complete work outcome.
  • Trainees should be provided with learning activities that develop skills to be able to work efficiently to meet deadlines, handle a sequence of interrelated tasks and progress smoothly between tasks.
  • Contingency Management Skills
  • The requirement to respond to irregularities and breakdowns in routines.
  • Activities that develop skills of trainees in dealing with contingencies should be planned. For example: breakdown, irregularities, imperfections, the unknowns

Exposure to these conditions during the in-house training should be a part of the practice of the skills.

  • Job/Role Environment
  • The requirement to deal with the responsibilities and expectations of the work environment.
  • The capacity to work with others and adapt to different situations is central to successful performance.
  • Does the trainee comply with workplace procedures and standard methods in performing the task?
  • Does the trainee communicate effectively?
  • Does the trainee observe enterprise and regulatory requirements?

                Competency Standards

Competency Standards are benchmarks for training and assessments set within the vocational education and training. Usually, they are formulated by a government agency like TESDA. They serve as basis for describing learning outcomes in training. In assessment, on the other hand, they come as performance criteria or assessment criteria.

It applies to the three competency categories: basic, common and core units of competency. These competency categories apply in all qualification titles. Basic competency units apply in all qualification titles in all industry sectors. Common competency units apply in all qualification titles per industry sector. Core competency units apply in each qualification title.  By the way, qualification title is a cluster of units of competencies. This is denominated by TESDA. For example: Bookkeeping NC III, Events Management NC III, Cookery NC II, etc.

                Training Regulations

All qualification titles have their respective training regulations. It refers to the document promulgated and issued by TESDA consisting of competency standards, national qualifications and training guidelines for specific sectors/occupations. The TR serves as basis for establishment of qualification and certification under the PTQF. It also serves as guide for development of competency-based curricula and instructional materials including registration of TVET programs offered by TVET providers. This is published in TESDA website: www.tesda.gov.ph.

                Competency-Based Curriculum (CBC)

CBC is derived from the Competency Standards. It is the first stage of developing educational document which is closely linked to competency standards. A CBC is a framework or guide for the subsequent detailed development of competencies, associated methodologies, training and assessment resources. The CBC specifies the outcomes which are consistent with the requirements of the workplace as agreed through the industry and community consultations. When competency standards do not exist, curriculum developers need to clearly define the learning outcomes to be attained. The standard of performance required must be appropriate to industry and occupational needs.

Pre-Assessment Tools

Training begins with the administration of two pre-assessment tools. The first pre-assessment tool to be conducted is the ‘data-gathering questionnaire’. The second pre-assessment tool is the Self-Assessment Check.

Data-Gathering Questionnaire

The trainer needs to know the characteristics of the trainees. This information is important since any of these characteristics may have an impact in the success of the training. The following are these characteristics:

  1. Language – What language or dialect do they use. Is it English, Tagalog, Bisaya? If their English proficiency is low, then don’t use English in your training delivery.
  • Literacy – Determine the reading comprehension level of the trainees.
  • Numeracy – Find out the trainees’ ability to compute.
  • Cultural Background – The cultural background of the trainees is an important factor to consider. There might be training activities that can be offensive to some trainees due to their religion and cultural practices.
  • Education – The educational background of the trainees must be determined.
  • General Knowledge – This refers to current events, and information that is of public knowledge.
  • Gender – This describes the trainee as male or female.
  • Age – The age of the trainee.

Physical ability – This describes the physical fitness of the trainee.

Trainees’ Current Competencies

After determining trainees’ characteristics, the trainer will now determine the trainees’ current competencies. The pre-assessment tool to use here is the Self-Assessment Check.  (please see Self-Assessment Check in the Templates Section).

Self-Assessment Check

The trainee will accomplish the Self-Assessment Check form which the trainer will provide. It contains information about the units of competency and learning outcomes per unit of competency of the trainee’s qualification title. All this information can be found in the Training Regulations (TR) of the trainee’s qualification title. All TRs are published in the website www.tesda.gov.ph.

On top of this form is a heading ‘Core Competencies’. Down below is the statement ‘Can I…?’ Further down in bold letters is listing of Units of Competencies under the Core Competency categories. Under each of these Units of Competencies are the learning outcomes. On the far right of the form are two columns where the trainee will mark as ‘Yes’ or ‘No’.  If the trainee believes that he has knowledge, skills or both in the learning outcome, he will mark ‘Yes’. Otherwise, he will mark ‘No’.

Evidence of Current Competency

The learning outcome or learning outcomes marked ‘Yes’ by the trainee, record them in the column ‘Current Competencies’ of the form Evidence of Current Competencies. (please see Evidence of Current Competencies in the Templates Section.) In the column Proof/Evidence, write what can prove the factuality of the claim. For example, Certificate of Training, Performance Record, etc.) Then, in the third column, Means of Validating, write what validation was made to verify the proof; for example, Demonstration, Observation, etc.

If the trainee does not claim knowledge or skills in any learning outcome, the entry in Evidences/Proof of Current Competencies will be ‘None’ for Current Competencies; ‘Not Applicable’ for Proof/Evidence; and ‘Not Applicable’ for Means of validating.

Summary of Current and Required Competencies

The form Summary of Current and Required Competencies consists of 3 sets of information: required competencies, current competencies, and training gaps. (please see Summary of Current and Required Competencies in the Templates Section.) The required competencies are those competency units and learning outcomes of each competency unit of the trainee’s qualification title. The current competencies are those which the trainee has knowledge and skills already, if any. Finally, training gaps are required competencies and learning outcomes that should be included in the training.

Training Needs 

The form Training Needs is the listing of learning outcomes as subject matters of the training. It identifies these learning outcomes through the competency unit they belong.

Ikumpara mo ang kasalukuyang kaalaman ng trainee, kung merun man, sa mga competency units at learning outcomes na siyang laman ng Course na ituturo mo ayon sa Training Regulations. Anuman ang sabihin ng trainee na alam na niya, tiyakin mo na talagang alam na niya at hindi na kelangang isama pa sa ituturo. Halimbawa, humingi ka ng certification, o di kaya, ipa-demo mo sa kanya.

Kung matiyak mo na ang hindi pa alam ng trainee sa mga competency units at learning outcomes, yan ay ang mga Training Gaps, or mga Training Needs. Ang mga ito ay ang isasama mo sa iyong ituturo.

May dalawang pre-assessment tools ang binibigay bago ang training. Una, ang Data Gathering Questionnaire. Dito hinahango ang mga katangian ng trainee. Pangalawa, ang Self-Assessment Check. Dito naman malalaman kung anu-anong units of competency at learning outcomes ang pagka-alam ng trainee na alam na nya at ang hindi pa. Ang competency units at learning outcomes na sinabi ng trainee ay alam na niya, kelangang i-validate ito kung totoo nga. Maari  siyang humingi ng patunay, halimbawa certification o performance records. Pwede niyang interviewhin ang trainee, o di kaya pag-demohin niya ito.

Pagkatapos, ilalagay ng trainer sa kaukulang form ang findings niya. Ang unang form ay ang Evidence of Current Competencies. Dito ilalagay ang napatunayan ng trainer na alam na nga ng trainer after ng validation. Kung wala pang alam ang trainee, isulat niya ito na wala pang alam ang trainee.

Ang kasunod na form ay ang Summary of Current and Required Competencies. May tatlong columns ito: First Column, Required Competencies with their learning outcomes, ito yung nakasaad sa Training Regulations.  Second Column, Current Competencies, ito yung mga napatunayang alam na ng trainee. At ang  Third Column, Training Gaps, ito yung mga competency units at learning outcomes na   hindi pa alam ng trainee.

Ang Training Needs ay ang kasunod na form. Dito nakalagay yung mga competency units at learning outcomes na dapat kasama sa training contents.