BJ P.

Bactung
Visual Graphics Design NC III
 Competency-Based Training (CBT)

The CBT is a plan for structured series of

learning experiences toward achieving of
competencies identified by the industry; it
details training methodologies, resources,
facilities, infrastructure and other materials
required both for training and assessment
strategies. It is a specification of the course
a trainee will undertake to attain workplace
competencies. It is developed based on the
Training Regulations
 The CBT principles in TESDA are the following:
• Competency-based: CBT is focused on the specific skills and knowledge that learners
need to be successful in a particular trade or technical field.
• Learner-centered: CBT is designed to meet the individual needs of learners, and it
allows learners to learn at their own pace and in their own way.
• Flexible: CBT can be delivered in a variety of ways, including face-to-face, online,
and blended learning.
• Experiential: CBT emphasizes hands-on learning, and it provides learners with
opportunities to practice the skills they are learning.
• Assessment-driven: CBT is assessment-driven, which means that learners are assessed
on their ability to perform the tasks required for a particular trade or technical field.
• Continuous: CBT is continuous, which means that learners are constantly learning and
developing their skills.
CBT is a valuable tool for TESDA because it allows the agency to provide
learners with the skills they need to be successful in the workforce. CBT is
also a cost-effective way to train learners, and it can be delivered in a
variety of ways to meet the needs of different learners.
• Here are some of the benefits of CBT in TESDA:
• It ensures that learners are acquiring the skills they need to be successful in the
workforce.
• It is learner-centered, which means that it meets the individual needs of learners.
• It is flexible, which means that it can be delivered in a variety of ways.
• It is experiential, which means that learners learn by doing.
• It is assessment-driven, which means that learners are assessed on their ability to
perform the tasks required for a particular trade or technical field.
• It is continuous, which means that learners are constantly learning and developing
their skills.
The roles of a trainer in TESDA are as
follows
• Training facilitator: A training facilitator is responsible for leading and guiding
learners through the training process. They create a learning environment that is
conducive to learning and provide learners with the knowledge, skills, and attitudes
they need to be successful in their chosen field.
• Competency assessor: A competency assessor is responsible for evaluating the
learners' performance against the national occupational skills standards (NOSS). They
use a variety of assessment methods, such as written tests, practical demonstrations,
and interviews, to ensure that learners have mastered the required competencies.
• Training designer and developer: A training designer and developer is responsible for
creating and developing training programs that meet the needs of learners and
employers. They identify the learning objectives, develop the curriculum, and create
the training materials.
• Training supervisor: A training supervisor is responsible for overseeing the delivery
of training programs and ensuring that they are meeting the needs of learners and
employers. They monitor the progress of learners, provide feedback, and resolve any
problems that may arise.
The roles of a trainee in TESDA are as follows:
• Learn the knowledge, skills, and attitudes (KSAs) required for a particular
trade or technical work. This is the primary role of a trainee in TESDA. They
will learn the KSAs through a combination of lectures, demonstrations,
hands-on practice, and assessments.
• Develop their problem-solving and critical thinking skills. Trainees will be
given opportunities to solve problems and think critically as they learn the
KSAs for their chosen trade. This will help them to be more effective workers
in the future.
• Gain work experience. Trainees will have the opportunity to gain work
experience through on-the-job training or internships. This will help them to
apply the KSAs they have learned in a real-world setting.
• Prepare for the National Competency Assessment (NCA). The NCA is a
standardized assessment that tests trainees' ability to perform the KSAs
required for a particular trade. Trainees who pass the NCA will be awarded a
TESDA Certificate of Competency (COC).
Characteristics of Trainees
•Visual Learner
•Kinesthetic Learner
•Auditory Learner
What are the competencies that have to be
covered based on the Training
Regulations?
The TRs typically include the following components:
• Unit of competency: This is a description of a specific task or function that
is required for a particular trade or technical field.
• Learning outcomes: This is a list of the knowledge, skills, and attitudes that
learners will acquire by the end of the unit of competency.
• Elements: This is a breakdown of the unit of competency into smaller tasks
or steps.
• Performance criteria: This is a description of the specific requirements for
each element of the unit of competency.
• Range of variables: This is a list of the factors that may affect the
performance of the unit of competency.
The use of CBLM
• CBLM, or Competency-Based Learning Materials, are used in TESDA to provide learners with the knowledge, skills, and
attitudes they need to be successful in a particular trade or technical field. CBLMs are designed to be self-paced and learner-
centered, and they typically include the following components:
• Learner guide: This provides an overview of the unit of competency, the learning outcomes, and the learning experiences.
• List of competencies: This lists all of the competencies that are required for the qualification.
• Summary of competencies: This provides a brief overview of each competency.
• Summary of learning outcomes: This lists the specific knowledge, skills, and attitudes that learners will acquire by the end
of the unit of competency.
• Learning experiences: This section provides a variety of activities that learners can complete to acquire the knowledge,
skills, and attitudes required for the unit of competency.
• Instruction sheets: These provide detailed instructions on how to complete specific activities.
• Self-check: These are short quizzes that learners can use to assess their understanding of the material.
• Tasks: These are practical exercises that learners can complete to apply the knowledge and skills they have learned.
• Operations: These are detailed instructions on how to perform specific tasks.
• Job sheets: These provide learners with the information they need to complete a specific job.
• Performance criteria checklist: This is a checklist that learners can use to assess their performance of a specific task.
The different components or areas of a competency-
based facility are:

1.Practical Work Area

2.Learning resource area
3.Institutional assessment
4.Contextual Learning Laboratory
5.Quality Control Area
6.Trainers Resource Center
7.Distance Learning
8.Computer Laboratory
9.Support Service Area
 TESDA's evaluation system is designed to ensure that learners are
acquiring the knowledge, skills, and attitudes (KSAs) they need to be
successful in the workforce.
• The system is based on the following principles:
• Competency-based: The evaluation system is competency-based, which means that learners are assessed on their ability to
perform the tasks required for a particular trade or technical field.
• Performance-based: The evaluation system is performance-based, which means that learners are assessed on their actual
performance of the tasks, not just their knowledge of the tasks.
• Standardized: The evaluation system is standardized, which means that learners are assessed against the same set of
criteria regardless of where they take the assessment.
• Continuous: The evaluation system is continuous, which means that learners are assessed throughout their training
program.
• The evaluation system in TESDA includes the following components:
• Pre-assessment: A pre-assessment is an initial assessment that is conducted at the beginning of a training program. The
pre-assessment is used to identify the learner's strengths and weaknesses and to develop a learning plan.
• Formative assessment: A formative assessment is an assessment that is conducted throughout a training program. The
formative assessment is used to monitor the learner's progress and to provide feedback on their learning.
• Summative assessment: A summative assessment is an assessment that is conducted at the end of a training program. The
summative assessment is used to determine whether the learner has met the requirements for the qualification.
The evaluation system in TESDA is a critical component of the agency's competency-based training approach.
The system ensures that learners are acquiring the skills they need to be successful in the workforce.

• Here are some of the benefits of TESDA's evaluation system:

• It ensures that learners are acquiring the knowledge, skills, and
attitudes (KSAs) they need to be successful in the workforce.
• It provides a common framework for assessment across different
institutions.
• It helps to ensure that learners are receiving high-quality training.
• It provides learners with feedback on their learning and helps them to
identify areas where they need to improve.
• It helps employers to identify qualified workers.
Thank You!