Flexible Learning

Delivery (FLD)
Primer and Workshop
FLD
Framework
  Online Learning Delivery Mode
Operating  Blended Learning Delivery Mode

parameters  Distance Learning

 Distance Learning + Face to Face Learning
  Curricular requirements particularly the Competency Based
Curriculum that reflects Online Learning as the modality in
delivering the TVET program.
 E-Learning Infrastructure
 Learning Management System (LMS)1 such as Moodie, Chamilo,
Blackboard, A-tutor, and others.
Online  Web applications (i.e google classroom, google drive, youtube.com,
vimeo, facebook, vendor-based learning sites such as lynda.com,
Learning microsoft learn, lincoln electric, etc.)
 Allow communication between trainers and peers synchronously (i.e
google hangout, zoom, facebook live, podcast, facebook messenger
and others) and asynchronous (i.e. Facebook page, online forum,
streaming video comment sections and others)
 Allows administration of assessment of learning outcomes
 Provides Technical Support System for the trainer and the trainees
(i.e. Support hotline, Support chat, and others)
  The TVI may adopt the Blended Learning with the use of the classroom and workshop
areas and online platforms with the aid of offline digital or electronic technology in
delivering the TVET program.
 Curricular requirements such as the Competency Based Curriculum that reflect the use of
online learning for the knowledge component and the face-to-face instruction for the
skills activities.
 Competency-Based Workshop area with the required learning systems or equipment and
tools; where the face-to-face instruction is conducted for the skills component.
 Digital learning contents (e.q. articles on the web, e-books, e-CBLM, interactive learning
Blended resources, video-on-demand, audio-on demand, and others)
 Online Learning infrastructure such as Learning Management System (LMS) or any web
Learning application that: provide access to the digital content and any shared resources
anywhere, anytime;
 Allows communication between trainers and peer synchronous and asynchronous
 Allows administration of assessment of learning outcomes
 Technical Support System for the trainer and the trainee
 The TVI may use offline electronic technology and resources to support the Blended
Learning delivery mode such as but not limited to the following:
 Digitized learning materials such as CBLM and other instructional learning materials, videos
and interactive contents
 Downloaded digital contents of LMS
  Curricular requirements particularly the Competency Based
Curriculum that reflects Distance Learning as the modality in
delivering the TVET program
 Learning resources that can be accessed by the learners in any or
combination of the following forms:
 Print learning materials such as CBLM, training manual, instruction
Distance sheets, textbooks, study guides, workbooks, course syllabi,
correspondence feedback and other print formats
Learning  Audio-Visual - radio, audio cassettes, slides, film, videotapes,
television, telephone, fax, audio-conferencing and
videoconferencing;
 Means of communication between the trainer and the learners
 Means of assessment of learning outcomes
 Technical Support System for the trainer and the trainees
  Curricular requirements such as the Competency Based Curriculum that
reflect the combination of Distance learning for the knowledge contents
and the Face-to-Face Learning delivery mode for the skills activities
 Competency-Based Workshop area with the required learning systems or
equipment and tools, where the face-to-face instruction is conducted
 Learning resources that can be accessed by the learners in any or
combinations:
 Print learning materials such as CBLM, training manual, instruction sheets,
DL + F2F textbooks, study guides, workbooks, course syllabi, correspondence
feedback and other print formats;
 Audio-Visual materials such as, radio, audio cassettes, slides, film,
videotapes, television, telephone, fax, audio-conferencing and
videoconferencing;
 Means of communication between the trainer and the learners
 Means of assessment of learning outcomes
 Technical Support System for the trainer and the trainees
  The TVIs shall perform the following:

 Ensure that the learning infrastructure and resources needed to

implement the identified flexible learning mode/s in delivering TVET
programs are available.
 Update CBC indicating the flexible learning delivery mode/s;
 Prepare Training Plan for the delivery of the WET program indicating the
flexible learning mode/s.
RTC  Provide qualified Trainer/s with competencies in facilitating the flexible
learning mode/s.
responsibilities  Ensure that all enrolled learners will be provided with flexible/suitable
learning options and the necessary learning resources to complete the
requirements of the course.
 Adhere to the guidelines on health standards issued by the national
government such as wearing of facemask, checking of body temperature,
provision of sanitation supplies and facilities and other health and safety
standards.
 Maintain quality in the delivery of the TVET programs.
 Maintain compliance to monitoring, reporting and audit requirements.
  TVIs that may adopt any of the flexible learning delivery modes for
their registered WET program are not required to re-register the
program but to operate under its existing registration; provided,
the following are submitted physically or through online to the
TESDA Provincial Office:
 Letter of intent to add/shift the delivery mode to either Blended
Learning, Distance Learning, Online Learning or combination of
Distance Learning and Face-to-Face Learning.
Requirements  A certified true copy of the Certificate of WET Program Registration
(CTPR) of the registered TVET program.
for registration  Updated Competency-Based Curriculum indicating the learning
modes to be used.
 List and profile of the Trainers who will handle the TVET program.
The profile of the Trainer must reflect that they have the
competency to deliver the TVET program using the preferred
flexible delivery mode/s.
 Training Plan which serves as reference in implementing, monitoring
and evaluating the delivery of the TVET program.
Training Plan