Learning Contents

Learning resources and materials are directly related to methods of learning the trainee will utilized in training delivery. They are stored in a variety of media and formats as follows:

A. Training materials for the knowledge

1. Print Materials

• Competency Based Learning Materials (CBLM)
• Textbooks, references
• Technical, shop, and manufacturer’s manual
• Magazines, journals, trade publications, pamphlets, and periodicals

2. Non-Print Materials

• Still visuals (with and without sound), slides, film strips, flips charts, photographs
• Motion visuals (with and without sound) video tape, video discs
• Interactive e-learning materials

B. The materials that are used for skills practice

1. Tools and instruments
2. Materials and supplies
3. Equipment
4. Simulators/mock-ups
5. Templates
6. Sample outputs/projects
7. Job sheets
8. Activity sheets
9. Operation sheets

C. Resources used for skills feedback

1. Performance Criteria Checklists
2. Procedural Checklists
3. Evaluation Checklists
4. Achievement/Progress Chart

D. Resources used for knowledge practice

1. Self-checks
2. Post-tests
3. Written tests
4. Review questions
5. Oral quizzes

E. Resources used for knowledge feedback

1. Answer key or solutions to compare answers with
2. Model answer

Gathering and Consolidating Materials

Before you start the session, list all materials, tools and equipment to be used for the session. Specify which of these materials are available and how many more are required. The idea is to make these materials available when you start the training.

The Inventory of Training Resources

The TR (Training Regulations)  provides the list of tools, equipment and materials required in your qualification  title. The inventory can be used in the following:

• Monitor of resources to be replenished, repaired or purchase
• Predict the supplies and materials needed in  a year
• Plan the use of resources shared among competencies
• Basis for purchase requests and annual procurement plan

Workshop Layout

In Competency-Based Training (CBT), Workshop Layout is a well organized physical learning environment. A well-organized and managed workshop makes the acquisition of skills easier and convenient.

The following principles should be considered when planning to layout the workshop:

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

The workshop should simulate the equipment in the industry. It should be able to provide for the practice of the trainees on competencies of the job.

Selection of learning resources in CBT is based solely on the competencies  of the qualification. Competencies should dictate the learning resources to be laid out, not the other way around. Availability of learning resources should not dictate the competencies to be achieved.

There is no need to provide one piece of equipment, tool, instrument, or other resource per trainee.

• Training delivery is individualized and self-paced.

In CBT, the trainees learn at their own pace. The workshop layout must provide for this principle. In conventional training programs it is the trainer who is using the materials as he lectures and demonstrates skills as trainees sit or stand, watch or listen passively. The focus of the layout is providing individuals or small groups with high-quality learning materials that provide for individualized training. The components of the workshops should, therefore, be layed out in such a way that trainees will be to use the learning resources individually. A lecture room is not neccessary.  

Trainees should be given sufficient learning time to perform the competency successfully. The workshop should provide for trainees working on the different competencies in one given time.

• 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.

Multiple starting points is allowed in CBT. Depending on the prior learning of the trainee, he may start learning any competency  of the qualification. Your workshop layout must allow any trainee to transfer from one competency to another after passing the institutional competency evaluation.

A trainer would tend to go back to his conventional shop arrangement. To avoid this, you may consider the following differences between conventional workshop arrangements and that of a CBT workshop layout.

Differences between Conventional and CBT Layout

Conventional	CBT
Many students are working on the same task at the same time.	On a typical day, trainees may be working on several different tasks requiring different materials, resources, and spaces.
The entire class usually takes written tests as group.	An individual trainee or small group takes self-checks when ready, requiring a separate, quiet, secure area.
Theory is usually covered in a classroom with the total group.	Theory is usually integrated directly into the individualized learning materials for learning tasks, requiring individual study pace.
The instructor has to prepare the teaching aids, consumable supplies, learning materials, and other resources for a single lesson on a given day.	The trainer must make available to trainees the learning resources needed to receive instruction in and to practice several tasks on any given day.
The instructor is the primary user of instructional media (e.g. overhead or projector)	Individual trainees set u and use instructional media (e.g. computer, DVD player) requiring booths or tables; and storage areas for hardwre and software.
Most students take performance tests in pairs or small groups at approximately the same time.	Each individual trainee can take each performance test when he or she is ready.
When testing of a topic or unit is complete, the group usually moves on to the next topic.	A trainee can work on a task as necessary to reach to reach competence. He may need the resources for more than or less than the number of time others may require.
The instructor provides extra assignments or responsibilities for students who complete the unit before the rest of the group.	Trainees start working on a new competency as soon as they have successfully achieved the preceding one.

Areas of a competency-based facility

1. Learning resource area

Learning materials like the CBLM are stored in the Learning Resource Area. They provide the knowledge requirements in the various modules. Self-paced learning takes place in this area.

• Practical Work Area

The learner acquires the skills and knowledge components of the competencies.

• Institutional Assessment Area

There are two types of assessments that are undertaken in Institutional Assessment Area. They are:

1. Recognition of Prior Learning

2. Assessment of all modules when training is completed. A Certificate of Achievement is issued to the trainee upon the completion of each module.

• Contextual Learning Laboratory

Underpinning knowledge, science, mathematics and communication principles necessary to the full learning are conducted in Contextual Learning Laboratory.

• Quality Control Area

Tests required to ensure quality control  are conducted such as metrology, calibration including in-process quality control.

• Trainers Resource Center

Courseware and training materials are produced by instructors in Trainers Resource Center. This also houses learning materials, training regulations and curriculum exemplars.

• Distance Learning

Distance Learning provides learning materials and training delivery available outside and away from the training institution.

• Computer Laboratory

Learners acquire appropriate IT competencies that may be required by the competencies to be acquired. For example: Word, Excel, Powerpoint.

• Support Service Area

Training for value-adding competencies and underpinning skills in particular competency takes place in Support Service Area.

Training Regulations

Training Regulations promulgated by TESDA for every qualification provides a list of Tools, Equipment, Materials and Training Facilities based on 25 trainees. Space requirement is also suggested for the different areas or components of CBT.