Course Code: EDUC 11

Course Title: Work-based Learning with Emphasis on Trainer’s Methodology I & II

Topic: Core Competencies
​ Competency Based Training
​ Competencies based on the TR
​ Training Workshops and Stations
Semester/A.Y. 2nd Semester, S.Y. 2024-2025
Program: Bachelor of Technical Vocational Teacher Education

CORE COMPETENCIES

The Core Competencies are sets of intellectual, personal, and social and emotional proficiencies that all
students need in order to engage in deep, lifelong learning. Along with literacy and numeracy foundations, they
are central to British Columbia’s K-12 curriculum and assessment system and directly support students in their
growth as educated citizens.
Students develop Core Competencies when they are engaged in study to meet the defined learning
outcomes within a learning area. As such, they are an integral part of the curriculum. While they manifest
themselves uniquely in each area of learning, the Core Competencies are often interconnected and are
foundational to all learning.

The core competencies can be defined by three wide-ranging but overlapping groups of competencies that
include:

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Plan Training Sessions
What Is a Training Session Plan?

A training session plan also called a learning plan is an organized description of the activities and
resources you'll use to guide a group toward a specific learning objective. It details the subject matter that you'll
teach, how long each section should take, the methods of instruction for each topic covered, and the measures
you'll use to check that people have learned what you needed them to learn.

Why Use a Training Session Plan?

It takes time to plan a good training session. However, you and your trainees will benefit from this
preparation.
As you plan, you visualize each step of the class. You'll also be able to prepare for points that people
might find difficult to understand.
After your session you can use your plan to work out what went well - and what didn't so that you can
adapt it for future lessons.

How to Develop a Session Plan?

To develop a session plan, it's useful to use a standard training plan template. This helps you organize
material consistently over sessions, and avoid duplicating topics. You can download a lesson plan template here.
Then, to plan your session, follow the steps below.

Steps of Planning Session

Step 1: Define Learning Objectives
Step 2: Clarify Key Topics and Related Concepts
Step 3: Organize Material
Step 4: Plan Presentation Techniques
Step 5: Include Evaluation
Step 6: Focus on Timing

Competency Based Training

Competency Based Training Delivery (CBT)

Is an 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 the 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 and 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.

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Comparative Analysis between Traditional Education and CBT

TRADITIONAL CBT

Instructors focus on managing instructions Instructors focus on managing learning

Most students enter at about the same time Trainees enter at various times throughout the year

Students all cover the same material Different Trainees maybe trained for different unit of
competency within the same program.

Students all proceed from oe topic to the next at the Each trainee moves on the next task only after
same time. mastering the task he or she is currently working on.

The instructor controls the learning pace. Each trainee progress at his or her own pace.

All students usually tested at once. Each trainee is tested when ready to demonstrate
mastery.

Very little continuous feedback is given. Immediate feedback is given at critical points in the
learning process.

The instructor is involved in teachinng only one topic The instructor must be able to answer questions on
at a time. many different tasks each day.

Restesting is discouraged or not allowed. Retesting is encouraged to reach mastery.

Materials, tools and supplies for only one topic are The trainer must see that all materials needed for
needed at a time. many task readily available.

The program is usually closed down or shortened The program is usually operated all year round.
during the summer months.

Roles and Responsibilities of a Trainer

●​ Teacher
●​ Facilitator
●​ councilor
●​ Instructional Material Developer
●​ Actor
●​ Curriculum Developer
●​ Session Planner
●​ Coordinator
●​ Negotiator

Roles of the Trainee

1.​ Trainees may select what they want to learn and when they want to learn it, within reason.
2.​ Trainees learn at their own rate within program guidelines They may speed up, slow down, stop or even
repeat a task.

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 3.​ Trainees may request to receive credit for what they already know. This is done either through pre-
testing or through a review or a task list completed at another training site.
4.​ Trainees may choose how they want to learn individually, on a one-to-one basis, in small group, in large
groups or with audio-visuals.
5.​ Trainees are responsible for what they learn it.
6.​ Trainees decide when they 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.​ Trainees help develop personalized prescription for learning worked out cooperatively and based upon
what the students already knows, his preference for learning, learning style and other needs.
8.​ Trainees compete against present job standards and not against other students and are graded on
achievement of the standards or criteria of each task
9.​ Trainees know "up front", before instruction begins what they are expected to know and do to complete
the program.
10.​Trainees evaluate their own progress to see how well they are doing.

Competencies based on the TR

What is Competencies based on Training Regulations (TR)?

Refer to the required knowledge, skills, and attitudes that individuals must develop to meet industry
standards, particularly in regulated sectors like technical education, vocational training, and professional
certification programs.

Types of Competencies in Training Regulations

1.​ Basic - the skills and knowledge that people need to perform well in their jobs and in society.
2.​ Common-competencies - the skills and knowledge that are needed by people working in a particular
industry.
3.​ Core - the skills, products, and services that give a business an advantage over its competitors

Why Should You Care About Training Regulations?

Training regulations are important because they prepare you for real jobs and help you succeed in your
career.
●​ They make sure you are well-trained
●​ They help you get certified
●​ They ensure workplace safety
●​ They help you grow your career

Training Workshop and Stations

The different components or areas of a competency-based facility are:

1.​ Practical Work Area:
This is where the learner acquires the skills and knowledge components of the competencies
prescribed by the standard.
2.​ Learning Resource Area:
Located near the Practical Work Area, it provides learners with knowledge requirements for
various modules related to the competencies.
3.​ Institutional Assessment Area:
Also near the Practical Work Area, this is where Recognition of Prior Learning (RPL) is
conducted by the trainer, and competency completion is assessed.

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 4.​ Contextual Learning Laboratory:
This facility ensures that learners receive underpinning knowledge in science, mathematics, and
communication principles applied to the technology.
5.​ Quality Control Area:
Various tests, besides metrology and calibration, are conducted here, including in-process quality
control.
6.​ Trainers Resource Center:
This area houses learning materials, training regulations, and curriculum examples.
7.​ Distance Learning:
This component enables learning outside the training institution through print and non-print
media.
8.​ Computer Laboratory:
Equipped with computer units, learners can acquire appropriate IT competencies like word
processing, spreadsheets, and desktop publishing.
9.​ Support Service Area:
This area provides value-adding competencies, like welding for Automotive Service Technician
NC II, addressing underpinning skills in specific competencies.

Overview of the Training

●​ Pre-test will be given
●​ Monitor attendance of trainees during training
●​ Assigned respective competencies
●​ Guide Trainees in undergoing the activities
●​ Provide feedback as the training is going on
●​ After completion of the requirements for each competency, a post-test will be given.
●​ Trainee could also request for an institutional assessment when ready as required by certain competency
●​ Record trainees' achievement on Progress Chart and Accomplishment Chart

References:
CamBioc Teaching. (2022, January 5). Core Competencies - CAMBIOC teaching. CamBioc Teaching -
Teaching@CamBioc. https://cambiocteach.com/corecompetencies/