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CBT TM

The document discusses competency-based training (CBT), which focuses on developing learner competence through demonstrating they can perform tasks to the required standard rather than competing against others. CBT is based on modular curriculum aligned with competency standards. Training includes both on-and-off job components and allows for recognition of prior learning. The 9 key areas of a CBT layout are: 1) practical work area, 2) learning resource area, 3) institutional assessment area, 4) contextual learning laboratory, 5) quality control area, 6) trainers resource center, 7) distance learning area, 8) computer laboratory, 9) support area.

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367 views2 pages

CBT TM

The document discusses competency-based training (CBT), which focuses on developing learner competence through demonstrating they can perform tasks to the required standard rather than competing against others. CBT is based on modular curriculum aligned with competency standards. Training includes both on-and-off job components and allows for recognition of prior learning. The 9 key areas of a CBT layout are: 1) practical work area, 2) learning resource area, 3) institutional assessment area, 4) contextual learning laboratory, 5) quality control area, 6) trainers resource center, 7) distance learning area, 8) computer laboratory, 9) support area.

Uploaded by

krissy
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CRISELDA T.

PABUA

COMPETENCY BASED TRAINING- is a training delivery approach that focuses on the development of
competence in the learner as a result of the training.

The key thing about CBT is that you either can or can not yet do the thing that you are learning
about. Learners are not expected to perform tasks better than others or in competition to others.
Learners simply have to demonstrate they can do a task, activity or exercise well enough to be assessed
as “competent”. In other words, they must be successful at the task they are given to complete that unit
of work.

The Principles of Competency-based Training

1. The training is based on curriculum developed from the competency standards


2. Learning is modular in its structure
3. The training is based on curriculum developed from the competency standards
4. Training is based on work that must be performed
5. Training materials are directly related to the competency standards and curriculum modules
6. Assessment is based in the collection of evidence of the performance of work to the industry
required standard
7. Training is based both on and off job components
8. Training program allows for recognition prior learning (RPL) or current competencies
9. Training allows for multiple entry and exit
10. Training programs are registered with the UTPRAS (Unified TVET Program Registration and
Accreditation System).

The 9 CBT Areas

1. PRACTICAL WORL AREA – This area is where the learner acquires the skills and knowledge
components of the competencies prescribed the standard. This area must be subdivided into
work stations, which are arranged in order according to hierarchy of competencies, such as work
stations for auto electrical, for engine overhauling, etc. This is what is commonly known as
Laboratory Facility.

2. 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. It is a place where projects can be planned and self-paced learning is
based. This area has an array of learning materials ion print or soft-copies for a multimedia
environment. This area corresponds to a library.

3. 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 trainee. Upon completion of all
modules within a competency, the trainee is handed a Certificate of Achievement. This facility is
provided with a computer system that houses and manages trainees’ individual records.
In a properly arranged or designed CBT Layout, this can also be a practical work area, in which
the workstations’ arrangement were designed according to the Core Competency Requirements
of a given qualification.

4. CONTEXTUAL LEARNING LABORATORY – This facility ensured that the underpinning knowledge,
science, mathematics and communication principles as applied to the technology are provided
to the learner.

5. QUALITY CONTROL AREA – Various tests 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 standard or requirement are met.

6. TRAINERS RESOURCE CENTER / AREA – This area houses the learning materials, the training
regulations and curriculum exemplars. This is also, the place where instructors produce
courseware or training materials

7. DISTANCE LEARNING AREA – One major issue of TVET is accessibility. This is the major objective
of this component-enhance accessibility of TVET. This is to enable the learning provision outside
and away from the training institution in terms of print and non-print media.

8. COMPUTER LABORATORY – This area depicts the major physical change in the delivery-the use
of information technology. 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 as may be prescribed in the competency standard and curriculum.
This can be combined with the Distance Learning Area, since both areas would require computer
units and internet connections.

9. SUPPORT AREA – This area provides value-adding competencies as such for Automotive Service
Technician NC II, welding competency address underpinning skills in the particular competency.

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