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SEMIRARA TRAINING CENTER, INC

ELECTRICAL MACHINING NC
INSTALLATION AND
SHIELDED METAL AUTOMOTIVE
ARC WELDING NC I SERVICING NC II II
MAINTENANCE NC II
 SEMIRARA TRAINING CENTER, INC.
Semirara, Caluya, Antique

VISION
The Semirara Training Center, Inc. (STCI)
envisions a highly skilled workforce who
is well motivated and peace loving citizen
imbued with moral values contributing for
the sustainable development and
advancement of a socially responsible
community.
 SEMIRARA TRAINING CENTER, INC.
Semirara, Caluya, Antique

MISSION
The mission of STCI is to promote manpower
training and development programs, to produce
technically equipped and vocationally skilled
workforce, contributing to the economic and
human development of the island of Semirara
and its neighboring communities, who enjoys a
life with greater economic security, social well-
being and personal dignity.
 SEMIRARA TRAINING CENTER, INC.
Semirara, Caluya, Antique

Objectives
To produce competent workers with sound, moral, social and work values.

To increase productivity of company training partners.

To service upgrading needs of Industries

 Orientation

Competency Based
Training
(CBT)
 COMPETENCY-BASED
TRAINING (CBT)

A training delivery approach that

focuses on the competency
development of the learner as a
result of the training.
 PRINCIPLES OF CBT

1. The training is based on curriculum

developed from the competency
standards
2. Learning is competency- based or
modular in structure.
3. Training delivery is individualized and
self-paced.
4. Training is based on work that
must be performed.
5. Training materials are directly
related to the competency standards and
curriculum .
6. Assessment of learners is based in the
collection of evidences of work
performance based on industry or
organizational required standards.
7. Training is based both on/off the
job components.
8.The system allows Recognition of
Prior Learning (RPL).
9. 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.
10. Approved training programs are
nationally accredited.
 Comparison of
Traditional and CBT
Approach
 Traditional CBT
Instructors focus on Instructors focus on
managing instruction managing learning

Most students enter Trainees enter at various

at about the same times throughout the
time year

Students all cover the Different trainees maybe

same material trained for different unit
of competency within the
same program
 Traditional
Very little continuous feedback
is given
The instructor is involved in
teaching only one topic at a time
Retesting is discouraged or not
allowed at all.
Materials, tools and supplies for
only one topic are needed at a
time
CBT
 Immediate feedback is given
to each trainee at critical
points in the learning process
 The trainer must be able to
answer questions on many
different tasks each day
 Retesting is encouraged for
mastery
 The trainer must see that all
materials needed for many
tasks are readily available
Role and Responsibility of a Trainer
Teacher Negotiator

Coordinator
Facilitator

Counselor
Session Planner

Instructional
Material
Developer Curriculum
Developer
Actor
 ROLE OF THE TRAINEE

1. You may select what you want to learn and

when you want to learn it, within reason.
2. You learn at their own rate within program
guidelines. You may speed up, slow down,
stop or even repeat a task.
3. You may request to receive credit for what
you already know. This is done either through
pre-testing or through a review of a task list
completed at another training site.
4. You may choose how you want to learn: individually, on
a one-to-one basis, in small group, in large groups or
with audio-visuals.
5. You are responsible for what you learn and when you
want to learn it.
6. You decide when you are ready to perform each task or
demonstrate mastery of learning to a job-like level of
proficiency before receiving credit for the task.
7. You help develop personalized prescription for learning
worked out cooperatively and based upon what you
already know, your preference for learning, learning
style and other needs.
8. You compete against the job standards and
not against other trainees and are graded on
achievement of the standards or criteria of
each task.
9. You know “up front”, before instruction
begins what you are expected to know and do
to complete the program.
10.You evaluate your own progress to see how
well you are doing.
 COMPETENCIES
EIM NC II

1. BASIC:
Knowledge necessary to be acquired for
whatever qualification you want to achieve

Participate in workplace communication

Work in a team environment
Practice career professionalism
Practice occupational health and safety procedures
 COMPETENCIES
EIM NC II

2. COMMON:
Competencies necessary to enhance the core
competencies

Use Hand Tools

Perform Mensuration and Calculation
Prepare and Interpret Technical Drawing
Apply Quality Standards
Terminate and Connect Electrical Wiring and Electronic Circuits
 COMPETENCIES
EIM NC II
3.CORE:
Competencies specific to a certain qualification

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
COMPETENCY BASED LEARNING MATERIALS
(CBLM)

The well designed and carefully

developed learning materials that
give trainees detailed
instructions to guide them
through the learning process.
PRACTICAL WORK AREA

This area is where the learner

acquires the skills and knowledge
components of the competencies
prescribed by the standard.
LEARNING RESOURCE AREA

This area is proximate to the heart - the

practical work area. This area provides
the learner with the knowledge
requirements in the various modules
responding to the competencies.
INSTITUTIONAL ASSESSMENT AREA

It is located very proximate to the practical work

area. This is where Recognition of Prior Learning
is done by the trainer. This component also
provides the mechanism of assessing the
completion of competencies of a learner
CONTEXTUAL LEARNING AREA

This facility ensures that the underpinning

knowledge, science, mathematics and
communication principles as applied to the
technology are provided to the learner.
 Trainers Resource Area

This area houses the learning materials,

the training regulations and curriculum
exemplars.
 Distance Learning Area

This is to enable the learning provision outside

and away from the training institution in terms
of print and non-print media
 Computer Laboratory

This laboratory has an array of computer units of

which learners are provided for them to learn and
gain appropriate IT competencies that may include
Word, Excel even Desktop Publishing and others.
 Support Service Area

This area provide value-adding competencies as

such for Automotive Service Technician NC II,
welding competency address underpinning skills in
the particular competency.
Quality Control Area

Various tests aside from metrology and

calibration are conducted in this area
including in-process quality control.
 SYSTEM EVALUATION
OF TRAINEES
The trainer will gather skills rating through
a. demonstration,
b. written tests,
c. questioning, and other instruments.
You will be rated mainly on performance, while paper and
pencil tests will be used mainly to check your knowledge of
the task. The trainer will also give you feedback at ongoing
activities and every tasked done.

You evaluate their own progress and to see how well you are
doing.