COMPETENCY-BASED APPROACH

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 job Knowing how and why things are done Knowing what to do if things go wrong Having the right approach to do a job properly and safely Being able to adapt to similar but different situations in work

WHAT IS COMPETENCY-BASED?
COMPETENCE
Achievement of the knowledge, skills and attitudes required by a worker in order to perform a given occupational task

COMPETENCY
A description of the ability one possesses when he is able to perform a given occupational task effectively and efficiently

WHAT is COMPETENCY-BASED TESD

A systematic learning process where the primary concerns are the ff:
Ensure actual acquisition of knowledge and skills in an occupation Time required to learn is secondary to the acquisition of skills Learner-centered focusing on the strength and needs of the individual Learner can progress at their own rate Prior learning is accredited or is recognized Learner can prepare can prepare their own schedule as this is followed by them strictly Learner can choose the modalities of training to complete a program

PRINCIPLES IN CBTESD SYSTEM

No 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 CBTESD
Instructions is individualized rather than group Learning experience is guided by feedback at every competency learning station Learning is individually paced rather than time based Trainors emphasis is on helping the learner achieve occupational competencies. Instruction is based on the real work stations Instruction is modular

Differences Between the Traditional and CBTESD System

TRADITIONAL CBTESD

Program-content based Competency-based program (list of competencies to be learned) Time-based (fixed period of study usually up to three years) Performance-based (time depends on pace of learning

Group-paced learning (15-25 learners per batch)

Delay Feedback (feedback usually in the middle and/or end of program as in mid/final exams

Individual-paced learning (learner progresses on his own pace)

Immediate feedback (feedback given every after a competency is assessed)

Textbooks and workbook materials

Modules an Learning Guides that are often formed into manuals, as well as multimedia materials, are used by the learners

Based on group needs Based on individual (Instructors/ trainors need (progress at his look at level of learning own pace) by group)

TRADITIONAL CBTESD Limited field experience Learning in the field (mostly techno demo) (uses all machines/equipment and tools for a program) Lectures, Demo Objective evaluation (Instructors/trainors based on demonstrated giving lessons) competence
Norm referenced (considers the percentage of classes attaining a level of scores) Criterion reference (criteria is used as reference in determining progress of learners)

Final Grade (given Learners competence resulting from the (final evaluation based periodic examinations) on competence learned/acquired) In a workshop, learners would be seen doing the same work and using similar machines A workshop would appear to have similar equipment and tools for the number of learners in a batch In a workshop, learners would be seen doing different work using different machines A workshop would appear to have a complete set of diff. equipment and tools needed to complete a program

Features of a CompetencyBased Training Delivery

Modular in structure Delivery is individualized and self-paced Based on a work that must be performed Delivery can be both On and OFF the job experience Allows recognition of prior learning (RPL) Allows multiple entry and exit

MODULAR IN STRUCTURE
The 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-PACED

The 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 study An individual learner progress monitoring system is used.

BASED ON WORK THAT MUST BE PERFORMED

The 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 EXPERIENCE

Training 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 LEARNING

Recognition 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 EXIT

Learners 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 LEARNING
Features:
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.

Cont
The 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 LEARNING
Definition: 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.

Cont
Feedback to the learner as his/her success is incorporated into selfpaced learning materials. Also known as self-directed learning, self-paced learning, and selfinstruction.