FLS Script Sequence

Script Guidelines – Facilitate Learning
Session
Let’s bow our head for our opening prayer. (Thank you Lord for this new day, let us be
glad and rejoice in it. Thank you for guiding us and protecting us always. Thank you, you are always be
with us and we are with you. Amen)
Introduction: Greetings…….. acknowledge and introduce myself

- Attendance Sheet
Qualification/ Institution V&M / House Rules – (waste proper disposal use garbage bin
accordingly, No Smoking, Fire Exit…. Observe house rules)
- Trainee Induction Program (TIP)

- Pre-test / TNA then evaluate/ YP4SC
- CBT / Trainer/Trainee Role/Responsibility
- RPL
- Training Activity Matrix
- Distribution of CBLM (Task Sheet/Job Sheet/ Operational Manual)
- Borrower’s List
- Performance Criteria Checklist
- 9 Learning Stations/ Shop Layout
Is there anything you want to ask? If none, we can proceed.
- Core Competencies
- Small-group activities
- Video showing
- Progress Sheet (Trainee’s Record Book for OJT)
- Post Test
- Self Assessment Guide
- Institutional Assessment (How do you rate yourself?)
- Program Evaluation System for trainer’s and trainees.
Schedule for the National Assessment.
Thank you and God bless us all. Good luck all of you.
CBT - TRAINING DELIVERY (TEN PRINCIPLES)
The delivery of training should adhere to the design of the curriculum. Delivery
should be guided by the 10 basic principles of competency-based TVET.
1. The training is based on curriculum developed from the competency

standards;
2. Learning is modular in its 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 modules;
6. Assessment is based in the collection of evidence of the performance

of work to the industry required standard;
7. Training is based both on and off-the-job components;
8. Allows for recognition of prior learning (RPL) or current
competencies;
9. Training allows for multiple entry and exit; and
10. Approved training programs are nationally accredited.
The competency-based TVET system recognizes various types of delivery modes,

both on and off-the-job as long as the learning is driven by the competency standards
specified by the industry. The following training modalities may be adopted when designing
training programs:
 The dualized mode of training delivery is preferred and recommended. Thus

programs would contain both in-school and in-industry training or fieldwork
components. Details can be referred to the Dual Training System (DTS)
Implementing Rules and Regulations.
 Modular/self-paced learning is a competency-based training modality wherein
the trainee is allowed to progress at his own pace. The trainer facilitates the
training delivery
 Peer teaching/mentoring is a training modality wherein fast learners are given
the opportunity to assist the slow learners.
 Supervised industry training or on-the-job training is an approach in
training designed to enhance the knowledge and skills of the trainee through
actual experience in the workplace to acquire specific competencies
prescribed in the training regulations.
 Distance learning is a formal education process in which majority of the
instruction occurs when the students and instructor are not in the same place.
Distance learning may employ correspondence study, or audio, video or
computer technologies.
3.3 TRAINEE ENTRY REQUIREMENTS
Trainees or students wishing to gain entry into this course should satisfy the
following requirements:
 can communicate well in oral and written language;

 physically and mentally able;
 with good moral character; and
 can perform basic mathematical computation.
Role and Responsibility of the Trainer

Teacher Negotiator
Facilitator Coordinator
Counselor
Session Planner
Instructional
Material
Developer Curriculum
Developer
Actor
Role and Responsibility of the Trainees
Decides on when ready Competes against
to demonstrate industry Standards
Work and ask help

Evaluates own
with others
performance
Progresses at own
rate
Request to receive
Selects on what credits on what they
competency to know
start
Moves freely in the
workshop
Trainee’s CBT Journey

Pre-Assessment
Review learning
Trainee enters
package YES
program
Institutional Evaluation Satisfactorily
RPL View multimedia Performed
Attend Orientation Competency?
materials Trainer Trainer
“Role of Trainee"
observes Rates
performance performance
Use manuals NO Have completed YES

Training Sessions all the
competencies?
(Trainee) Selects Observe Trainee

Trainee
competency demonstration Rates own
attempts task
and receive performance
Have enough
instructions Competency/ies
Practice skills in been
achieved?
Sign Learning Contract workshop
Receive CBLM materials
YES
Use of Achievement & Progress Trainee exits
Receive program
Charts,TRB and TAM
assistance and
advise Trainee exits Undergo Nat’l
program Assessment

FLS Script Sequence

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Script Guidelines – Facilitate Learning

Introduction: Greetings…….. acknowledge and introduce myself

- Trainee Induction Program (TIP)

Is there anything you want to ask? If none, we can proceed.

Schedule for the National Assessment.

1. The training is based on curriculum developed from the competency

6. Assessment is based in the collection of evidence of the performance

The competency-based TVET system recognizes various types of delivery modes,

 The dualized mode of training delivery is preferred and recommended. Thus

 can communicate well in oral and written language;

Role and Responsibility of the Trainer

Work and ask help

Trainee’s CBT Journey

Use manuals NO Have completed YES

(Trainee) Selects Observe Trainee

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