WELCOME

TO
SAINT LOUIS COLLEGE
SLC Campus Map
Organizational Chart
 MISSION-VISION STATEMENT

We, the Saint Louis College of the City of San

Fernando, La Union, a collaborative Missionary
community commit to the integral human formation
of the Youth to become Christ-centered and
competent leaders responsive to the needs of
church and society by providing quality and
transformative instruction, animating campus
ministry, engaging in relevant researches and
sustainable extension programs, forging ties with
partner agencies, and fostering justice, peace and
integrity of creation.
 Saint Louis College

CORE VALUES ACADEMIC GOALS

Christ-centeredness True Christian Living

Excellence Relevant Academic
Missionary Excellence
Responsible Professional
Leadership
Committed Social
Awareness
COMPETENCY-BASED
TRAINING
(CBT)
Competency-Based Training (CBT)

Is a training delivery approach

that focuses on the
competency development
of the learner/trainee
as a result of the training
 Competency-Based Training (CBT)

Emphasizes on:

1. What the learner/trainee can actually do;

2. Focuses on outcomes rather than the learning process
within the specified time;
3. Is concerned with the attainment and application of
knowledge, skills and attitude to a specific level of
competency.
10 Principles of Competency-
Based Training (CBT)
Principle One

‘The training is based on

curriculum developed from the
competency standards

Training is based on the list or program

(curriculum) developed from the standard
needs and requirements (Competency
Standards) of the industry.
Principle Two
Learning is competency based
or modular in structure
One competency is generally
considered as one module, but some
competencies may be divided into
training modules.

A trainee should be competent in the

module currently being trained
before going to the other
competency
Principle Three

Training delivery is individualized

and self-paced
Training delivery is learner-centered and
should accommodate individualized
and self –paced learning strategies
Principle Four

Training is based on work that

must be performed

Training is always based on actual industry

practices.
Training also provide for simulated
work environment.
Principle Five

Training materials are directly related to

the competency standards and the
curriculum

Learning materials such as the

Competency-Based Learning Materials
(CBLM) conforms and aimed directly
to the attainment of all the assessment
criteria developed from the
Competency-Based Curriculum
Principle Six

Assessment of learners is based in the collection

of evidence of the performance of work to the
industry or organizational required standards

Assessment is done to test and collect

evidence whether a trainee is capable to
perform the job based on the required
assessment criteria from the
competency standards.
A carefully prepared Institutional
Evaluation Tool will be used.
Principle Seven

Training is based both on and

off the job components

Training is done in a simulated work

environment and in actual work
environment such as enterprise
based training, industry training
and on the job training.
Principle Eight

The system allows Recognition

of Prior Learning (RPL)
Workers and Students can have prior
skills recognized towards awards

Competencies
assessed
competencies RPL And
gained in Accredited
For
life or work
Promotion
and learning
Principle Nine

Training allows for multiple entry

and exit

Trainees do not need to wait for

others to be competent before he can
exit either a competency or
the qualifications.
Fast learners may graduate
faster than others.
Principle Ten

Training programs are registered

with UTPRAS

All programs should be registered

to the Unified TVET Program
Registration and Accreditation
System. UTPRAS registration
assures the quality of training.
 NO
Student enters
program

Orientation Review learning Satisfactorily

• Role of trainer/trainee package performed
• Administer RPL/TNA Competency
• Identify training needs
• Organize learning View multi-media Instructor Instructor
strategy materials observes rates
performance performance YES

Use manuals
Student Student
attempts rates own
Student selects Observe
task performa
Competency and demonstration
nce
receive instructions
Practice skills in
• Administer Learning workshop NO Have enough
Agreement competency
• Provide materials been
• Introduce CBLM materials Receive assistance achieved?
• Use of Achievement / and feedback
Progress Report
YES

Competency Based Training EXIT PROGRAM

Delivery Flowchart
 Role of CBT Trainer

1. Serve as a team member to determine what is to be

learned.
2. Stimulates trainees motivation
3. Manages learning:
 a consultation rather than a provider of
information;
 a facilitator of the learning

4. Diagnose and solves learning problems.

 Role of CBT Trainer

5. Evaluates students’ achievements.

6. Assists learners to obtain individualized rewards
7. Assists each trainee in designing a personalized
plan of study.
8. Installs confidence in the learner by providing
experiences where learners may succeed.
 Role of CBT Trainer

9. Serves as a model for desirable work habits, attitudes

and tasks performance in the occupational field.
10. Spends more time interacting with students on a 1:1 or
small group basis.
11. Helps those students who really need help.
12. Accepts responsibility along with the student for the
tasks learned or not learned.
 Role of the CBT 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.
3. Trainees may requests to receive credit for what
they already know. This is done either through pre-
testing or through a review of a task list completed
at another training site.
 Role of the CBT Trainee

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 and
when 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.
 Role of the CBT Trainee

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 prescribed 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.
 Role of the CBT Trainee

10. Trainees evaluate their own progress to see how

well they are doing.
11. Trainees move freely in the workshop, laboratory
and or training center.
12. Trainees know they will be rated mainly on
performance, while paper and pencil tests will be
used mainly to check their knowledge of the task.
13. Trainees learn according to their interest, needs
and abilities-not according to teacher timelines and
expediency.
BREAD AND PASTRY PRODUCTION NC II
In accordance with
the industry
standards, this
course is designed
to enhance
knowledge, skills
and attitudes of
individuals
interested in the
field of Bread and
Pastry Production

TOURISM SECTOR
(HOTEL AND RESTAURANT)
Technical Education and Skills Development Authority
BREAD AND PASTRY PRODUCTION NC II

It consists of competencies that must be

achieved to enable a person or individual
to perform Bread and Pastry Production

It covers BASIC, COMMON and CORE COMPETENCIES

such as:
 Competencies

Unit Code BASIC COMPETENCIES

500311105 Participate in workplace communication

500311106 Work in a team environment

500311107 Practice career professionalism

500311108 Practice occupational health and safety

procedures
 Competencies

Unit Code COMMON COMPETENCIES

TRS311201 Develop and update industry knowledge

TRS311202 Observe workplace hygiene procedures

TRS311203 Perform computer operations

TRS311204 Perform workplace and safety

TRS311204 Provide effective customer service

 Competencies

Unit Code CORE COMPETENCIES

TRS741379 Prepare and produce bakery products

TRS741380 Prepare and produce pastry products

TRS741342 Prepare and present gateaux, tortes and cakes

TRS741344 Prepare and display petits fours

TRS741343 Present desserts

 A person who has achieved this
Qualification (Bread and Pastry Production NC II)
is qualified or competent to be :

BAKER
 Competency Based Learning Materials
Competency-Based
Learning Materials
(CBLM)

Instructional media
that facilitates
individualized learning

Package used by the

trainer and trainees in
competency-based
Sector : TOURISM
training
Qualification Title: BREAD AND PASTRY PRODUCTION NC II

Unit of Competency: PREPARE AND PRODUCE PASTRY PRODUCTS

Module Title: Preparing and Producing Pastry Products

Saint Louis College
Lingsat, City of San Fernando, La Union
 REFERENCES / FURTHER
READING
PERFORMANCE CRITERIA
OPERATION /CHECKLIST
TASK / JOB SHEET
SELF CHECK – ANSWER KEY
SELF CHECK
SELF CHECK – ANSWER KEY
INFORMATION SHEET
LEARNING EXPERIENCES
LEARNING OUTCOME SUMMARY
MODULE CONTENT
TABLE OF CONTENTS
LIST OF COMPETENCIES
HOW TO USE THE CBLM
FRONT COVER
Training Resource Area
Practical Work Area
Practical Work Area
 Assessment
Area

Practical
Work
Area

Learning
Resource
Area

Computer
Storage
Distance Laboratory Room Rest
Leaning Room

Support
Service Contextual
Area Learning Area

Trainers
Resource
Area
Competency Assessment

Written exam

Interview

Performance
 Competency Assessment

Institutional Assessment
Certificate of Training

National Assessment
National Certificate II
 THANK YOU
AND
CONGRATULATIONS