Welcome AND Good Morning!!!

WELCOME
AND
GOOD MORNING!!!
How Clever Are We In
Training Our Present And
Future Workforce?
Introducing
“THE COMPETENCY
BASED APPROACH TO
TECHNICAL AND
VOCATIONAL
EDUCATION”
A Presentation by
THE STAFF DEVELOPMENT
COMPONENT
Office of TESDA Institutions
National Center for Technical Education
and Staff Development
Aim of this Presentation
To provide you with an
overview of the principles and
methods of competency based
approach to training and
learning and its application
from the job analysis,
competency profile and
training needs analysis
Why the Competency Approach
What is wrong with the
traditional education and
training methods?
Education and training must

keep pace with technology
and customer requirements
The Competency (CBT) Approach is now
recognised to be the most responsive to
the needs of the customer
in the aspect of…
 international competitiveness
 private sector and government reforms
 education and training reform
 technology advances
 emphasis on quality management
 new skills/multi-tasking
The Philippines needs to be…
 skilled
 customer oriented
 competitive
 quality focused
 adoptive of new technology
 efficient in work organization and methods
 up to date with knowledge and skills
Workplace Reforms
 restructuring commerce, industry and government
 occupational and product standards
 commitment to productivity and effectiveness
 commitment to quality management
 occupational health and safety
TECHNICAL AND PROFESSIONAL EDUCATION

AND TRAINING REFORMS
 CBT recognition of prior training

 Flexible delivery
 Equal employment opportunity
 GAD activities
The Education and Training System
should begin and end with the
customers needs
BUT! Who is the customer of the system?
- Commerce, Industry and
Government
Technical
Commerce, Communicates needs priorities and
Industry Professional
And Education
Responds w/ system & courses
Government to meet those needs And
Training
How are these needs identified
and communicated?
 Usually through a job analysis process

with the development of competency
standards
AT …
The industry-wide level or
Organisational level
SYSTEM AND
DELIVERY PRINCIPLES
of
THE COMPETENCY
APPROACH
*************************************************************************************************************************************************************8
( Often now called CBTVET )

CBTVET
As an approach to learning….
 places most emphasis on what the

learner should be able to do
 is focused on outcomes rather than on
learning process within specified times
 is concerned with the demonstration of
KSA’s to a specific level of competency
Principle One
‘The training is based on
curriculum developed from the
competency standards
Learning is based on the DAC

curriculum modules
Principle Two
Learning is competency based
or modular in structure
Job Analysis
Skills, knowledge and attitudes

(competencies)
Competency profile TNA

Course design and Delivery
Principle Three
Training delivery is
individualized
and self-paced
Learning is done by the

learner at their own pace
Principle Four
Training is based on work that
must be performed
Learning is based on the DAC

curriculum modules
Principle Five
Training materials are directly
related to the competency
standards and the curriculum
Training materials are self-paced

and experiential
Principle Six
Assessment of learners is based in the
collection of evidence of the
performance of work to the industry
or organizational required standards
Traditional CBTVET
Students are judged Each student is
againts each other assessed against
(norm referenced the required
Assessment) standard
Students are not judged against each other

Principle Seven
Training is based both on and
off the job components
Learners are aware of the activities that

has to be completed based on the
curriculum
Principle Eight
The system allows Recognition
of Prior Learning (RPL)
Workers and Students can have prior
skills recognised towards awards
Competencies
assessed
competencies RPL And
gained in Accredited
For
life or work
Promotion
and learning
Principle Nine
The system allows for learners to
enter and exit programs at
different times and levels and to
receive an award for modules
(competencies) attained at any
point (Multiple Entry)
There is flexibility for entry
and exit from programs
Principle Ten
Approved training programs
are nationally accredited
Learners and providors of training

are recognised in a national system
Principle Eleven (Personal)
The CBTVET system can work
with other systems and
replicates the work situation to
the extent possible
The CBT learning situation presents
the learner with the work which
must be performed and assessed
the learner in performance of that work
Process
CBTVET is a series of linked
processes comprising:
 Job analysis to derive competency standards
and analysis
 Competency profile
 Training and development needs analysis
 Course development, delivery and evaluation
CBTVET. The Process
Review of occupations and job types
Job Analysis
Skills, knowledge and attitudes

(competencies)
Competency Standards
Competency profile, TNA, Course

Development
Job analysis and competency analysis (SKA’s)
Development of competency standards

(units and elements of competency)
Develop competency profile

CBT based…
- Coursed design
- modules
Conduct TNA - delivery
- assessment
- records
Non - attainment
Training
Training - evaluation
Response
Response
The Evaluation Process
CBT Based
Program
Adapt program
on basis of
results
Plan for Evaluation
Collect data
Analyse data
Prepare evaluation report
Follow up results of evaluation
Summary-Comparisons between
Competency and Traditional Systems
ITEM CBTVET OTHERS
Based on precisely Based on a “body” of
What is stated outcomes knowledge, and
learned (competenecies) and resources are more
focused resources general
Training may be
How it is Training is learner
instructor or media
learned centered
centered
When learners If self-paced, learners Pace controlled by set
progress proceed when ready program
Learner demonstrates
Assessment Learner is ranked in
competency to
of learning comparison to others
standard required
(norm referencing)
(criterion referencing)
So… How Clever are We in
Training our Workforce???
Not clever enough!!!
 Do we know if we are satisfying our customers’ needs?
 Do all our programs derive from a job analysis process?
 Do we still design courses on the basis of what we as
trainers think best?
 Do we deliver programs on the basis of best international
practice?
 Do we assess learners on the basis of what they should be
able to so?
 Do we evaluate our programs honestly and objectively?
Although we may answer
yes to some of these
questions I believe we have
a long way to go
The logic of the competency based

approach presents as the best option
Progress Towards the
Competency Approach
Let us examine the results of

evaluation on Competency-Based
Training conducted to the CenTExes

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WELCOME

Education and training must

TECHNICAL AND PROFESSIONAL EDUCATION

 CBT recognition of prior training

 Usually through a job analysis process

( Often now called CBTVET )

 places most emphasis on what the

Learning is based on the DAC

Skills, knowledge and attitudes

Competency profile TNA

Learning is done by the

Learning is based on the DAC

Training materials are self-paced

Students are not judged against each other

Learners are aware of the activities that

Learners and providors of training

Skills, knowledge and attitudes

Competency profile, TNA, Course

Development of competency standards

Develop competency profile

The logic of the competency based

Let us examine the results of

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