NORTH HILLS VILLAGE HIGH

SCHOOL
P7 North Hills Village. Brgy. Tigbe, Norzagaray, Bulacan
 Events
Management
Services
NC III
Rommel L. Quijano
Trainer
 TESDA
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

PROGRAM/COURSE

Events Management
Services NC III
(108 Hours)

INSTITUTION:

NORTH HILLS VILLAGE HIGH

SCHOOL
P7 NHV, Tigbe, Norzagaray, Bulacan
 NORTH HILLS VILLAGE HIGH
SCHOOL
PROGRAMS OFFERED
 Junior High School
 Senior High School

GAS (General Academic Strand)

TVL (Technical-Vocational Livelihood)
 Visual Graphic Design NC III
 Cookery NC II
 Bookkeeping NC III
 Events Management NC III
FACILITIES AND RESOURCES
 CBT Principles
(Competency-Based Training)

1. The learning is competency-based or modular in

structure.
2. Better learning with industry and school
partnership (OJT).
3. The training is individualized or self-paced; the
learning is done by the learner of own pace.
4. The learner is based on the actual industry
practice.
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 experience based on the
industry and organizational standards.
7. The system the Recognition of Prior Learning
(RPL).
8. The system allows the learner to enter or exit at
any level and time.
9. Training programs are nationally accredited or
registered within UTRAS (Unified TVET Program
Registration and Accreditation System.)
10.Training materials are directly related to the
competency standards and the curriculum
COMPETENCY BASED TRAINING

SKILLS 20 %

KNOWLEDGE 20 %

ATTITUDE 60 %

TOTAL 100 %
COMPETENCY BASED TRAINING DELIVERY
Not yet competent

Student enters
program CBLM1 Student Student rates Complied all
attempts task own performance competencies
Satisfactorily
performed
Review learning competency
package
Instructor rates
- Orientation performance
- Role of trainer/
View multi- Complying remaining competencies
trainee media materials
- Administer
RPL/TNA
- Identify training Use manuals CBLM2
needs
- Organize learning
Observe
strategy demonstration

CBLM3
Practice skills
in workshop

Student selects
Competency & Receive Other CBLM’s
receive assistance and
feedback
instructions Exit Program
 APPROACHES
TRADITIONAL APPROACH CBT APPROACH
• Instructors focus on managing
• Trainers focus on managing learning
instruction
• Most students enter at about the same • Trainees enter various times
time throughout the year
• Different trainees may be training for
• Students all cover the same material different occupations within the same
program
• Each trainee moves on to next task
• Students all proceed from one topic to
only after mastering the task he she is
the next at the same time
currently working on.
• The instructor controls the learning • Each trainee progresses at his or her
pace own pace
• Each trainee is tested when ready to
• All students are usually tested once
demonstrate mastery
• Immediate feedback is given to each
• Very little continuous feedback is given trainee at critical points in the learning
process.
• The trainer must be able to answer
• The instructor is involved in teaching
questions on many different tasks
only one topic at a time
each day.
 TRADITIONAL APPROACH CBT APPROACH
• Retesting is discouraged or not allowed
• Retesting is encouraged for mastery
at all
• The trainer must see that all materials
• Materials, tools and supplies for only
needed for many tasks are readily
one topic are needed at a time.
available.
• The number of students enrolled is
• As vacancies are filled, trainees
maximum capacity at the beginning of
enrollment remains at maximum
the year or term and declines to half or
capacity all year long.
less toward the end
• The trainer must manage the use of a
• Most instruction is delivered by or
wide variety of instructional media and
dependent upon the instructor
materials each day
• The program is usually closed down or • The program usually operates year
shortened during the summer months. round
• The instructor controls the sequence in • If possible, trainees determine the
which topics will be covered. sequence of tasks.
• The evening program is usually • Day and evening programs both have
separate and distinct from day access to all learning guides and
program. resources.
 ROLE OF THE CBT TRAINER
1. Manages learning: a consultation rather than a provider of
information; a facilitator of learning
2. Stimulates trainees‟ motivation.
3. Evaluates student achievement
4. Assist learners to obtain individualized rewards
5. Assist each trainee in designing a personalized plan of study.
6. Helps those students who really need help
7. Diagnose and solves learning problems
8. Installs confidence in the learner by providing experiences
where learners may succeed
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. Accepts responsibility along with the student for the tasks
learned or not learned.
 Roles of CBT Trainers/Facilitators

 To Facilitate
 To provide guidance
 To provide feedback
 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 request to receive credit for what they
already know. This is done either through pre-testing or
through a review o 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 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.
7. Trainees help develop personalized prescription for learning
worked out cooperatively and based upon what the students
already know, his preference for learning, learning style and
other needs.
8. Trainees compete against press 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.
11. Trainees move freely in the workshop, laboratory and or
training center.
12. Trainees learn according to their interest, needs and
abilities – not according to teacher timelines and expediency
 Roles of CBT Trainee

 To accomplish what is
required
 To present the performed
task
 To monitor his/her own
accomplishment
 To be responsible
 RULES AND REGULATION
• Wear your ID at all times when inside the campus or
within school premises with appropriate dress
• Mobile phones must be in silent mode when you are
inside the workshop areas.
• Smoking is strictly prohibited in school campus
• Trainer shall serve as the Program Facilitators
• 5S shall be observed at all times
• Electronic devices are not allowed to be charged in
school premises.
• Problems or issues concerning to the learning
delivery or other school related concerns must
immediately be reported to the trainer or designated
personnel.
 EVENTS MANAGEMENT SERVICES NC III
CORE COMPETENCIES
Nominal #
No. Unit of Competency Module Title
of Hours
Plan and Develop event proposal or Plan and Develop event
1 bid proposal or bid
57 hours

2 Develop an event concept Develop an event concept 58 hours

3 Develop event Program Develop event Program 58 hours

4 Select event Venue and Site Select event Venue and Site 58 hours

Develop and Update event industry Develop and Update event

5 Knowledge industry Knowledge
58 hours

Provide On-site event management Provide On-site event

6 Services management Services
58 hours

Manage Contractors For indoor Manage Contractors For indoor

7 events events
58 hours
 EVENTS MANAGEMENT SERVICES NC III
TRAINING METHODOLOGIES

Lecture – Discussion

Interaction

OJT
 EVENTS MANAGEMENT SERVICES NC III

ASSESSMENT ARRANGEMENT

WRITTEN EXAM

PRACTICAL
DEMONSTRATION

ORAL QUESTIONING
 EVENTS MANAGEMENT SERVICES NC III
GRADING SYSTEM

• 80 % and above Competent

A. Written Test
• Below 80% Not Yet Competent

• Minor defect Competent

B. Performance
Test • Major defect of critical
aspects Not Yet Competent

• Able to answer the given

situation and can justify the Competent
C. Oral demonstration
Questioning
• Unable to answer questions Not Yet Competent
 WORK SHOP AREAS
1. PRACTICAL WORK AREA
2. INSTITUTIONAL ASSESSMENT AREA
3. LEARNING RESOURCE CENTER
4. CONTEXTUAL LEARNING AREA
5. DISTANCE LEARNING AREA
6. COMPUTER LABORATORY
7. QUALITY CONTROL ROOM
8. TRAINER’S RESOURCE AREA
9. SUPPORT SERVICE

OTHERS: CANTEEN, RESTROOMS, CLINIC, FIRE EXIT

 GARBAGE
SUPPORT SERVICE CAN
AREA

DISTANCE LEARNING COMPUTER

CANTEEN
CANTEEN
FIRE

AREA LABORATORY EXTINGUESHER

ENTRANCE
EXIT

CONTROL
QUALITY
ROOM
HALL WAY

LERARNING AREA
CONTEXTUAL
ENTRANCE
EXIT
INSTITUTIONAL LEARNER’S PRACTICAL TRAINER’S
ASSESSMENT AREA RESOURCE AREA WORK AREA RESOURCE AREA

GARBAGE COMFORT
CAN
ROOMS

CR
THANK YOU!!!