Acquisition of qualification is based on a workers learning of a set of competencies rather than the completion of a fixed period of study
Involves applying knowledge, skills and attitudes to perform work activities to the standard expected in the workplace.
COMPETENCE MEANS.Being able to do the jobKnowing how and why things are doneKnowing what to do if things go wrongHaving the right approach to do a job properly and safelyBeing able to adapt to similar but different situations in work
WHAT IS COMPETENCY-BASED?
COMPETENCEAchievement of the knowledge, skills and attitudes required by a worker in order to perform a given occupational task
COMPETENCYA description of the ability one possesses when he is able to perform a given occupational task effectively and efficiently
WHAT is COMPETENCY-BASED TESDA systematic learning process where the primary concerns are the ff:Ensure actual acquisition of knowledge and skills in an occupationTime required to learn is secondary to the acquisition of skillsLearner-centered focusing on the strength and needs of the individualLearner can progress at their own ratePrior learning is accredited or is recognizedLearner can prepare can prepare their own schedule as this is followed by them strictlyLearner can choose the modalities of training to complete a program
PRINCIPLES IN CBTESD SYSTEMNo fix start and finish of a program. Learners enroll anytime, work and follow their program schedule, and exit the program at any point and level.Allows Recognition of Prior learning. Learner uses modules and learning guides in performing the task and progresses on his own pace.
Assessment of learners is based on performing the competency correctly. This is done for every competency that is completed by the learner. A learner proceeds to the next learning station after a successful performance is a particular competency.There is a national recognition of competencies and programs which allow learners to select the training modality, to learn competencies, and to complete programs.
CHARACTERS OF A CBTESDInstructions is individualized rather than groupLearning experience is guided by feedback at every competency learning stationLearning is individually paced rather than time basedTrainors emphasis is on helping the learner achieve occupational competencies.Instruction is based on the real work stationsInstruction is modular
Differences Between the Traditional and CBTESD System
Features of a Competency-Based Training DeliveryModular in structureDelivery is individualized and self-pacedBased on a work that must be performedDelivery can be both On and OFF the job experienceAllows recognition of prior learning (RPL)Allows multiple entry and exit
MODULAR IN STRUCTUREThe modules for Core, Common and Specialized Competency have been identified.Modular training is designed and implemented using the modules identified in the DAC curriculum.Learning materials are developed for each module.The student can complete any module provided there is agreement between the instructor and the students.The modules are visible in the learners progress chart.
DELIVERY IS INDIVIDUALIZED AND SELF-PACEDThe pace of learner is learner-driven and no time bound.Self-paced learning materials to assist learner management are visible.The learning materials are easy to locate within the learning environment.The trainer acts as facilitator.The learning environment has many work areas and a quiet area for learner studyAn individual learner progress monitoring system is used.
BASED ON WORK THAT MUST BE PERFORMEDThe knowledge, skills and attitude to be learned are determined by work or task to be performed identified in the Competency Standards and Curriculum Modules.Learners are able to practice the task in a simulated work environment in the institution or workplace.Context Learning of math, science and communication is directly related to the learning outcomes of the modules.
DELIVERY CAN BE BOTH ON AND OFF THE JOB EXPERIENCETraining can be divided bet. Learning in a formal classroom/workshop setting and supervised training in the workplace.Learning outcomes and assessment Tasks are set for each learning environment.Industry trainer have been briefed on their role and aware of the activities to be completed by the learners.
ALLOWS RECOGNITION OF PRIOR LEARNINGRecognition of Prior Learning (RPL) allows a learner to present evidence that indicate current competence.Evidence may include qualifications, relevant experience in the industry sector or competencies gained at another TESDA accredited institution.A process for RPL is made know to learners before commencing training.RPL for each module are available.
ALLOWS MULTIPLE ENTRY AND EXITLearners can enter the training program at various times.There are sufficient self-paced learning activities that allow multiple entries and exits.The trainer maintains records indicating multiple enrolments.
INDIVIDUALIZED LEARNINGFeatures:Contents are organized into small steps, each one dealing with a single concept.Each step is carefully sequenced to move form simpler to more complex concepts.The learners mastery of each step must be checked before he or she proceeds to the next step.
ContThe learner must receive immediate feedback or confirmation of correctness of his or her reply.The instructor/trainorfacilitator becomes a resource person to provide individual help to those experiencing difficulties.
INDIVIDUALIZED LEARNINGDefinition:Individualized learning is the type of learning where the learners learns on his own pace.The learner is actively involved in performing specific learning tasks.
ContFeedback to the learner as his/her success is incorporated into self-paced learning materials.Also known as self-directed learning, self-paced learning, and self-instruction.