Technical and Vocational

Education and Training

Development Program

Proposed Learning & Development

Plan/Program in a Community
(Competence Base Standard-training in Barangay Malipo)
(4 months DURATION)

ANGEL CHLOIE N. MACANDOG

PROPONENT

Proposed Learning & Development Plan/Program in a Community

(Competence Based Standards training in Barangay Malipo)

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 (4 months DURATION)

I. Identifying Information

Proposed Title: Technical and Vocational Education and Training Development Program
Proponent: ANGEL CHLOIE N. MACANDOG

Participants/Beneficiaries: The participants in this program must (a) be at least eighteen (18)
years old at completion of the training; (b) be a high school graduate; (c) has taken the National
Career Assessment Examination (NCAE) ; have a quota of 25-40 participants. The members
must have their diploma and have a background in Technical-Vocational during the 2 years in
Senior High School and a bonafide resident of Barangay Malipo. These program participants
have a quota of 25-40 participants.

Program Duration: This program will last for about 4 months.

Venue/Location: MALIPO COVERED COURT-Zone 2 Malipo, Guinobatan, Albay

II. Brief rationale & description of the L&D Program

Technical and vocational education and training (TVET) values and standards,
implements program, trainings and many different kinds of process to develop skills.
This Technical and vocational education and training help every learners to prepare for
jobs that have not yet been created, technologies that have not yet been invented and
problems that we don’t yet know will arise. This kind of transformation will benefit every
learners that need skills upgrading, students of higher level qualifications, overseas
Filipino workers, and the unemployed. One of the most important and significant
developments in TVET, was the development of Competence Based Standards to
support the design of training programmes and curricula.

The proposed Technical Vocational Education and Training Development

Program will support a competence standards based-training in Barangay Malipo to
address equity and quality issues facing the technical vocational education and training
(TVET) system through: (i) increased access to TVET programs, particularly for
students who don’t have the ability and enough budget to pursue college; (ii) improved
quality and relevance of the TVET system; and (iii) strengthened management of TVET
delivery. The program supports competence standards based-training in Barangay
Malipo commitment to the development of high-quality, skilled and capable human
resources in order to meet the immediate and long-term needs of economic growth and
socio-economic development in the Barangay of Malipo. The impact of the program will
enhance the skills of students who don’t have the ability and enough budgets to pursue
college and increase employment of TVET certified workers. The outcome of the
program will be an accessible, demand-driven TVET system responsive to continuing
and emerging labor market demands. The output for this program has been designed
to achieve the expected outcome: (i) increased access to TVET programs, particularly
for students who don’t have the ability and enough budgets to pursue college; (ii)
improved quality and relevance of the TVET system; and (iii) increased involvement of
students and future employers in TVET delivery.
The conception of these competence based standards training aimed to reverse
traditional educational practice which generally attempt to approach academic
education. The traditional curriculum defined what the teacher should teach. The
change in competence approach is the movement towards a definition of what the
student needs to learn in order to perform to the standards required in employment.

III. Objectives of the L&D Program

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 The aim of this competence based standards-training is to provide leadership,
best practices, research, support, and training for specialized area of skills
development. Moreover, it aims to:

Raise standards and boost productivity to the beneficiaries in high demand

through skills development that can be used in a specific job.
Provide quality information to learners and for parents, community and
government regarding institutional mechanisms, and enhance transparency,
equity and accountability in TVET.
The purpose is to develop the quality of the institution and its training
services, and measure its performance, strengthen public trust in TVET
quality and services.
The purpose of these systems is to provide guidelines to management to
set valid and reliable controls in place with a view to have reasonable
assurance of meeting the objectives by assuring that their trainees /
students are well trained, assessed, verified and proved to be competent at
work location and that they can discharge their responsibilities in a safe and
effective manner.
The training program will generally use combinations of powerful techniques
to ensure that the needs of the beneficiaries/ trainees / students that are
efficiently trained and competent.

IV. Definition of Terms

The definitions of key terms stated below are the term used in the learning
development plan. It is important, therefore, that all agree on definitions and vocabulary.
Below are some definitions specific to these guidelines for the Technical and Vocational
Education and Training Sector Development Program:

 Beneficiaries- is the person that receives help or an advantage from something:

the main beneficiaries of these program (Technical and Vocational Education
and Training Development Program) are the students who don’t have the ability
and enough budget to pursue college
 Competence based standards- One of the most important and significant
developments in TVET, was the development of Competence Based Standards
to support the design of training programmes and curricula.
 Equality- it is the quality or state of having the same rights, social status, etc.
 Equity-the practice of giving to others what is their due; basic to the notion of
equity is the principle that all people are equal standing in the eyes of the law.
 Service- the act of serving: such as in a helpful act and useful labor that does not
produce a tangible commodity.
 Skills- are the ability to do something that comes from training, experience, or
practice.
 Training- is a process by which someone is taught the skills that are needed for
an art, profession, or a job.
 Transparency-
 Values-

V. Training Design Framework

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 One of the most important aspects of a child's education is inclusive learning. It
enriches the learning experience while also influencing the development and social
skills of children. Based on a shared perspective, mutual understanding, and
networking, the teacher must give high-quality, comprehensive assistance and
concentrated interaction with special-needs students. Teachers should establish
effective means of eliminating barriers to learning and promoting good teaching with the
help of the principal of the school, colleagues, special educators, and parents by
evaluating teaching quality and standards of child success and setting improvement
objectives. The teacher serves as a mediator between the school's administrator and
special-needs students and their parents. The teacher is the one who identifies fresh
and imaginative ways to meet a child's educational, social, and emotional requirements.

In
this

Training Design Framework there is an overall reason to develop a program. The

rationale explains, "What's in this program for participants. It describes why someone
would enroll in the training and what the outcomes are expected to be.
Why is this training being developed? Are these interpersonal skills that will enable work
in certain areas? What domain of learning is being targeted: knowledge, skills, or
attitude/behavior? Does this training seek to enable, inform, or change behavior,
including the manner in which people's emotions, feelings, or attitudes are brought into
play? Will the training teach a skill that requires practice and can be measured? In
Training Design Factors there’s a detailed questions to consider involved in training

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design. In each of the training design factors that on the left are the (Participants,
Resources, Intangibles, etc.) The overall goals or rationale may be differentiated from
the training's specific "learning   objectives." For example, the rationale for a new
program may be to enhance management effectiveness. The program's learning
objective may be to learn specific employment law or to develop active listening or
assertive communications skills. Finally, this t framework will refine how to articulate the
rationale of the program during the thinking and discussions about the training. That is,
the articulation of overall goals (as well as specific program objectives) are often refined
and revised as the training decision-making develops and as stakeholder input is
gathered.

VI. Expected Outcomes from the Beneficiaries

In creating a program there should always an expected and clear target before
and after duration of the training it should be an accessible, demand-driven system
responsive to the learners continuing and emerging learnings and labor market
demands. Personal learning goals are about improving students’ learning and
achievement and building students’ capacity to learn. They are about students
becoming active participants in the learning process, empowering them to become
independent learners, and motivating them to achieve their full potential. The outcome
of the program will be an accessible, demand-driven. The output for this program has
been designed to the intended beneficiaries to achieve the expected outcome: (i)
increased access to TVET programs, particularly for students who don’t have the ability
and enough budgets to pursue college; (ii) improved quality and relevance of the TVET
system; and (iii) increased involvement of students and future employers in TVET
delivery. The outcomes of community-based learning cover the full range of knowledge,
skills, and attitudes needed to be an effective citizen, worker, and lifelong learner.
Articles and research reports across the various categories of community-based
learning suggest five major outcome areas: 1) academic, 2) career and vocational, 3)
personal-social development, 4) service and work values, and 5) understanding and use
of community resources. As Robert Blum has pointed out, goals for student learning are
changing. While there is still an expectation that students learn important facts, there is
growing emphasis on application of facts in problem solving and relating facts to life
outside the school. In addition to learning traditional subject areas, students are
expected to think critically, collaborate with others, transition smoothly from school to
work, fit into an increasingly diverse community, integrate what they learn across
subjects and much more. As the content of what is to be learned changes, so must the
methodologies of both learning and teaching shift (Blum 1995, p. 8).

According to a research, into the motivation and efficiency of students has

indicated that students who set their own working goals tend to achieve more than when
working on goals set for them by the teacher. Students who set their own learning goals
have more confidence to take on more challenging tasks, regardless of their ability.
Their motivation to improve and master a task is improved and their self-esteem
remains strong, even in the case of failure. When students are assisted to delve into
their own thinking and learning processes, they are drawn to think about the
effectiveness of the strategies they used to achieve the learning goals they set.
Planning what to do, monitoring progress towards achieving it and evaluating the
outcome can help students take more control over their thinking and learning processes
and equip them with learning to learn skills.

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 VII. L&D Program Milestone

MONTH 1 MONTH 2
* INCEPTION MEETINGS *ORIENTATION OF THE LEARNERS
*CRAFTING AND APPROVAL OF * INDUSTRIAL PLACEMENT
TRAININGS
INTERFACE
DEVELOPMENT AND MONTH 4
MONTH 3 MILESTONES
* INDUSTRIAL PLACEMENT * ASSESSMENT EVALUATION
*POST-PLACEMENT ASSESSMENT *REPORTING OF ACTIVITIES
*ASSESSMENT AND EVALUATION

VIII. Proposed Activities.

UNIT OF COMPETENCY: UTILIZE IT APPLICATIONS IN TECHNICAL TRAINING
UNIT DESCRIPTOR: This unit covers the knowledge, skills and attitude required to utilize IT applications in training. Specifically it covers setting-up
of work environment, utilization of word processing, spreadsheet, presentation applications and utilization of internet and www to communicate and
collect information
SCHEDULE TOPIC/ACTIVITIES PERFORMANCE CRITERIA RESOURCE PERSONS IN TOOLS AND
PERSON CHARGE MATERIALS
WEEK 1 1.Orientation to The participants EXPERT IN THE FIELD OF FACULTY PROJECTOR
in this program APPLYING LAPTOP
ENVIRONMENTAL WORKSHEET
2. Introduction to the Technical PRINCIPLES AND CHECKLIST
and Vocational Education and ADVOCATE CONSERVATION EVALUATION FORM
Training Development Program

WEEK 2  Set-up work 1.1 Work folder is configured in EXPERT IN THE FIELD OF FACULTY PROJECTOR
environment accordance with enterprise IT APPLYING LAPTOP
utilization guidelines. ENVIRONMENTAL EVALUATION FORM
1.2 Desktop and shortcuts settings PRINCIPLES AND

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 are configured in-line with personal ADVOCATE CONSERVATION
preference.
1.3 Connectivity to printer are
checked and tested in accordance
with equipment user guide.
WEEK 3  Utilize word processing 2.1 Document layout and formatting EXPERT IN THE FIELD OF FACULTY PROJECTOR
application are applied in line with document APPLYING LAPTOP
formatting requirements. ENVIRONMENTAL PRINTER
2.2 Application features are utilized PRINCIPLES AND EVALUATION FORM
to enhance productivity in line with ADVOCATE CONSERVATION
application guide/ help instructions
2.3 Printing of documents is
performed in line with enterprise IT
utilization guideline
WEEK 4  Utilize presenter 3.1 Presentation layout, formatting EXPERT IN THE FIELD OF FACULTY PROJECTOR
application and theme utilization are applied in APPLYING LAPTOP
line with target audience ENVIRONMENTAL PRINTER
requirements PRINCIPLES AND EVALUATION FORM
3.2 Animation and slide transitions ADVOCATE CONSERVATION
are applied to enhance viewing and
interactivity experience in-line with
best practices in utilizing
presentation package.
3.3 Printing of presentation materials
are performed in line with user
requirements and enterprise IT
utilization guidelines
3.4 Packaging and exporting of
presentation is performed in line with
application help instructions/wizard.
3.5 Presentation of information is
performed in line with best practices
in utilizing presentation package.
WEEK 5  Utilize spread sheet 4.1 Workbook and worksheet EXPERT IN THE FIELD OF FACULTY PROJECTOR
application settings and formatting are applied in APPLYING LAPTOP
line with printing requirements. ENVIRONMENTAL PRINTER
4.2 Formula and conditional PRINCIPLES AND EVALUATION FORM
formatting are utilized to enhance ADVOCATE CONSERVATION EVALUATION FORM
productivity in line with the
application help instructions.

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 4.3 Charts are utilized to enhance
data presentation in line with the
application help instructions.
4.4 Printing of worksheet is
performed in line with document
layout requirements and enterprise
IT utilization guidelines.
WEEK 6  Work folder May include but not limited to: EXPERT IN THE FIELD OF FACULTY PROJECTOR
1.1 Folder creation APPLYING LAPTOP
1.2 Folder copy and transfer ENVIRONMENTAL EVALUATION FORM
1.3 Folder sharing PRINCIPLES AND
ADVOCATE CONSERVATION

WEEK 7  Desktop and shortcuts May include but not limited to: EXPERT IN THE FIELD OF FACULTY PROJECTOR
settings 2.1 Desktop background and screen APPLYING LAPTOP
saver settings ENVIRONMENTAL EVALUATION FORM
2.2 Screen resolution settings PRINCIPLES AND
2.3 Shortcut and link creation ADVOCATE CONSERVATION

WEEK 8  Document layout and May include: EXPERT IN THE FIELD OF FACULTY PROJECTOR
formatting 3.1 Page settings APPLYING LAPTOP
3.2 Font Settings ENVIRONMENTAL EVALUATION FORM
3.3 Formatting styles PRINCIPLES AND
3.4 Table utilization ADVOCATE CONSERVATION

WEEK 9  Best practices in May include but not limited to: EXPERT IN THE FIELD OF FACULTY PROJECTOR
utilizing presentation 5.1 Number of text lines, font size APPLYING LAPTOP
package and fore and back colors. ENVIRONMENTAL EVALUATION FORM
5.2 Optimal utilization of animation PRINCIPLES AND
and transition effects to enhance ADVOCATE CONSERVATION
learning experience not to distract
audience.
5.3 Awareness in unconscious
actions during presentation
WEEK 10  Printing of presentation May include but not limited to: EXPERT IN THE FIELD OF FACULTY PROJECTOR
materials 6.1 Slide APPLYING LAPTOP
6.2 Notes ENVIRONMENTAL EVALUATION FORM
PRINCIPLES AND
ADVOCATE CONSERVATION

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WEEK 11  Workbook and May include but not limited to: 7.1 EXPERT IN THE FIELD OF FACULTY PROJECTOR
worksheet settings Page setup APPLYING LAPTOP
7.2 Header setup ENVIRONMENTAL EVALUATION FORM
7.3 Worksheet organization PRINCIPLES AND
ADVOCATE CONSERVATION

WEEK 12  Formula May include but not limited to: EXPERT IN THE FIELD OF FACULTY PROJECTOR
8.1 Summation APPLYING LAPTOP
8.2 Division ENVIRONMENTAL EVALUATION FORM
8.3 Multiplication PRINCIPLES AND
8.4 Division ADVOCATE CONSERVATION
8.5 Average
8.6 Rounding off
8.7If
8.8 Concatenate

 Assessment and
evaluation

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 IX. Monitoring and Evaluation Mechanism
In order to check and meet learning objective with the help of Daily Evaluation
Form and Training Evaluation and Learning Self-Assessment it will enable this learning
program to check and monitor the progress and feedback of the learners. These
resources are sample evaluation forms and guides to adapt and rework the training
program and make some adjustments if needed. These forms can encourage trainers
and learners to strengthen their training and communication skills and strive for
improvement.

Daily Evaluation Form

Name of training: ______________________Date: __________

1. What did you enjoy most about today?

2. What did you learn during today's sessions that you anticipate using in your work?

3. Was there anything you did not understand during today's sessions? Please provide specific
examples.

4. What is the most valuable thing you learned today (knowledge or skills)?

5. What other specific comments do you have? 

Thank you.

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 “Building A Training Program”
Training Evaluation and Learning Self-Assessment

1. Please review the following list of knowledge and skills statements. Give some thought to what you
knew before this training and what you learned here today. Circle the number that best represents
your knowledge and skills before then after this training.

RATING SCALE: 1 = LOW 3 = MEDIUM 5 = HIGH

BEFORE TRAINING SELF-ASSESSMENT OF KNOWLEDGE AND SKILLS RELATED TO: AFTER TRAINING

1 2 3 4 5 Assessing students as learners. 1 2 3 4 5

1 2 3 4 5 Assessing student training needs. 1 2 3 4 5

1 2 3 4 5 Designing learning outcomes. 1 2 3 4 5

1 2 3 4 5 Designing an instructional plan for a training program. 1 2 3 4 5

1 2 3 4 5 Developing learning experiences for a training program. 1 2 3 4 5

1 2 3 4 5 Implementing (delivering) learning experiences in a training program. 1 2 3 4 5

1 2 3 4 5 Evaluating training using formative methods of evaluation. 1 2 3 4 5

1 2 3 4 5 Evaluating training using summative methods of evaluation. 1 2 3 4 5

1 2 3 4 5 Evaluating training at different levels of evaluation. 1 2 3 4 5

1 2 3 4 5 Building a training program. 1 2 3 4 5

OVERALL EVALUATION OF PRESENTATION

2. Please take a moment to answer the following questions. Your comments are an important
contribution as we design learning experiences to meet your professional needs.
What will you do differently in your practice/service setting as a result of this training?

What do you feel were the strengths of this presentation?

What do you feel were the weaknesses of this presentation?

How can we improve this presentation?

What additional training-development education do you require?

3. Please rate the following statements using a 1 through 5 scale where:

1 = Disagree Strongly 5 = Agree Strongly

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____ The difficulty level was about right.

____ I can apply the information in my practice/service setting.

____ The presentation met my professional educational needs.

____The trainer actively involved me in the learning process.

____ As a result of this training, I feel more confident in my capacity to develop training materials.

X. Partnership and Linkage

This program will be successful with the help of the different parties.

The project manager is responsible for day-to-day management of the project

and must be competent in managing the six aspects of a project like the scope,
schedule, finance, risk, quality and resources.
The trainer is responsible for ensuring the competency of the learners is being
developed by helping learners reach their potential. Trainer will enables a learner or
group of learners to develop or acquire competencies toward performing a particular
trade or technical work.
The Assessor is an accredited individual authorized to evaluate or assess
competencies of a candidate or person applying for certification. It also entails the
following: Planning and preparing both themselves and the candidate as it pertains to
the assessment. Managing and conducting the assessment within acceptable
frameworks or assessment standards by collecting evidence to substantiate the
competency result of a candidate.
As the basic political unit, the barangay serves as the primary planning and
implementing unit of government programs, basic services, projects and activities and
as a forum in which the collective views of the people in the community may be
crystallized and considered.
The barangay officials will assist the project manager, trainers and assessor in
launching the program in the community. They are the one who will encouraged the
participants to join the program.
The figure below shows the simple diagram matrix of the program.

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 ASSESOR
PROJECT MANAGER TRAINER *accredited individual
*PROVIDE SUPPORT *Ensuring the competency of authorized
*REGULAR FEEDBACK the learners *Evaluate
*Assess

LEARNERS
Barangay Official
* PARTICIPATE
*Launch the program
* APLICATION OF THE UNITS
*encouraged participants
OF COMPETENCY

XI. Line-Item Budget

Particulars Quantity Unit Cost Total Cost Fund
Source
Honoraria for 20 pax Php 2,000.00 Php 40,000.00 Solicitation
Trainers and
Assessor (Php
1,500 per session)
Specialty Paper 15 pack Php 50.00 Php 750.00 Solicitation
Diploma Jacket 45 pcs Php 100.00 Php 4,500.00 Solicitation
Ink for Printer 2 set Php 1,500.00 Php 1,500.00 Solicitation
Overall Total Cost Php 48,250.00

Prepared by:

ANGEL CHLOIE N. MACANDOG

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