ELECTRICAL INSTALLATION AND MAINTENACE NC II

TRAINER
 Developing empowered
graduates instilled with
academic and
technological knowledge
and skills, social
responsiveness, and
zeal to meet the
challenges of the 21st
century.
 A leading polytechnic
college in tourism and
food sectors in the
region
 WHAT IS COMPETENCY
BASED-TRAINING? ( CBT)
1. Emphasizes most on what the learner can
actually do.
2. Focuses on outcomes rather than the
learning process within specified time.

3.It is concerned with the attainment and

application of knowledge, skills and attitude
to a specific level of competency.
 TRADITIONAL CBT
Teacher focus on managing Trainers focus on managing
instruction. learning.

Students acquire knowledge at the Trainees acquire knowledge and

same time. skill at own pace.

The teacher is involved in teaching Trainer manages different

one topic at a time learning topic each day

Students are judged against each Trainees are assessed against

other evidences based on standards
 TRADITIONAL CBT
The number of students enrolled As vacancies are filled, trainees
is maximum capacity at the enrolment remains at capacity all
beginning of the year and declines year long.
to half or less towards the end

Very little continuous feedback is Immediate feedback is given to

given each trainees at critical points in
the learning process

The teacher controls the sequence If possible, trainee determine the

in which topics will be covered sequence of the tasks
Most instructions are delivered by The trainer must manage the use
or dependent upon the teacher of a wide variety of instructional
media and materials each day
 INSTRUCTIONAL
MATERIAL NEGOTIATOR
DEVELOPER
SESSION PLANNER

COORDINATOR
TEACHER

FACILITATOR
CURRICULUM
DEVELOPER
COUNSELOR
ACTOR
 Serves as a model for desirable work
habits, attitudes and task performance in
the occupational field
 Stimulates trainees’ motivation
 Manages learning
 Diagnose and solves learning problems
 Evaluates student achievement
 Help those students who really needs help
 Accepts responsibility along with the
student for the task learned or not
learned
 Work and ask Competes against
help with others industry Standards

Evaluates own
Moves freely in performance
the workshop

Request to receive
Selects on what
credits on what
competency to
they know
start

Decides on when Progresses at

ready to own rate
demonstrate
 Trainees should never compromise safety.
 Trainees follows Rules and Regulations of the
institution.
 Trainees may select what they want to learn
and when they want to learn it, within reason.
 Trainees learn at their own rate.
 Trainees may request a receive credit for what
they already know.
 Trainees decide when they are ready to
perform each task or demonstrate mastery of
learning.
 Trainees must follows instructions
appropriately.
PRINCIPLES OF CBT
 The training is based on curriculum
developed from the competency
standards

Learning is based on the

Competency-based curriculum
Learning is competency-based or modular
in structure.

Unit of Competency

MODULE 1 MODULE 2 MODULE 3

 Training delivery is individualized
and self-paced

Learning is done by the

learner at own pace
 Training is based on work that must
be performed

Learning is based on the

actual industry practice
 Training materials are directly
related to the competency standards
and the curriculum.

CS to CBC to LMs
 Assessment of learners is based in
the collection of evidences of work
performance based on industry or
organizational required standards

TRADITIONAL CBTVET
Students are judged Each student is
against each other assessed against
(norm referenced the evidences
Assessment) based on required
standard
 Training is based both on and off the
job components

Better learning with industry and

school partnership
 The system allows Recognition of Prior
Learning (RPL)

Workers and Students can have prior

skills recognized
 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.

There is flexibility for entry

and exit from programs
 Approved training programs are
nationally accredited.

Training programs are registered

within UTPRAS
 it is where the
learner acquires the
skills and knowledge
components of the
competencies
prescribed by the
standard
 this area houses the
learning materials,
the training
regulations and
curriculum
exemplars. This is
also the place where
instructors produce
courseware or
training materials.
 This is to enable the
learning provision
outside and away from
the training institution
in the term of print and
non-print media. At
present, this is
implemented in
selected qualifications
and training centers
with internet
connections
 various test aside from
metrology and
calibration are
conducted in this area
including in-process
quality control. Here,
finished products
generated from the
training are scrutinized
if standards or
requirements are met.
 provides value
adding
competencies
 This area provides
the trainee with
the knowledge
requirements in
the various
module
responding to the
competencies.
 this facility ensures
that the underpinning
knowledge, the
science, mathematics
and communication
principles as applied
to the technology are
provided to the
trainee.
 This area depicts the
major physical change
in the delivery- the use
of information
technology. This
laboratory has an
array of computer
units where trainee
are provided to learn
and gain appropriate
IT competencies.
 This is where
recognition of prior
learning is done
assessing the
completion of
competencies of a
trainee.
 Basic Competencies (18 hours)
 Common Competencies (24 hours)
 Core Competencies (154 hours)

Total: 196 hours / 25 days

 Participate in workplace
communication

 Work in a team environment

 Practice career professionalism

 Practice occupational health and

safety procedures
 Use Hand Tools

 Perform Mensuration and Calculation

 Prepare and Interpret Technical Drawing

 Apply Quality Standards

 Terminate and Connect Electrical Wiring

and Electronic Circuits
 Perform roughing-in activities, wiring and
cabling works for single-phase
distribution, power, lighting and auxiliary
systems

 Install electrical protective devices for

distribution, power, lighting, auxiliary,
lightning protection and grounding
systems
 Install wiring devices of floor and wall
mounted outlets, lighting
fixtures/switches, and auxiliary outlets
 Maintenance
Electrician
Residential Wiring
Building Wiring Electrician
Electrician r
 A CBLM is a well-
designed and
carefully COMPETENCY – BASED LEARNING MATERIALS

developed learning
materials that
gave trainees
ELECTRICAL INSTALLATION
detailed AND MAINTENANACE NC II
instructions to
guide then trough
learning process