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tended The Principles

2.1 Outcomes: At the end ofof Competency
this Based
chapter, the students areTraining
expected to:
1.

Intended Learning Outcomes: At the end of this chapter, the students are
expected to:

1. Identify the 10 principles of CBT.

2. Explain the principles of CBT.

Competency Based Training (CBT) is training delivery approach that focuses on the
competency development of the learner as a result of the training.
Competency Based Training emphasizes on what the learner can actually do;
focuses on outcomes rather than the learning process within specified time; is
concerned with the attainment and application of knowledge, skills and attitude to
specific level of competency.

2.1.1 Basic Principles in CBT

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

standards;

The trainer should be aware that all training activities are done towards the
attainment of the assessment criteria set in the competency-based curriculum.
2. Learning is modular in its structure;

One competency is generally considered as one module. Since learning is modular

in instruction, a trainee should be competent in the module currently being trained
before going to the other competency. Competency Based Learning Materials are
prepared per competency which shall serve as the main material and guide in training.
Information in the attainment of knowledge and skills are provided for in the CBLM. In
case other training materials such as videos, computer-based learning materials and
other references are needed, the CBLM usually gives direction on how these materials
can be accessed and used.
3. Training delivery is learner-centered and should accommodate individualize
and self-paced learning strategies;

Trainees are treated as individual learners with different characteristics, learning

styles and training needs. The sessions should therefore provide for varied activities,
employing different methods of training. Considering that trainees are being trained
simultaneously on different competencies, activities should always allow trainees to
work independently or in small groups with minimum supervision. Learning Materials
should provide for self-evaluation or peer evaluation so that immediate feedback on the
performance of each trainee is sought for in every learning activity. Answer keys, model
answers and performance criteria checklist are very important tools to attain these
objectives.
4. Training is based on work that must be performed;

Training is always based on actual industry practices. Training should provide for a
simulated work environment.
5. Training materials are directly related to the competency standards and
curriculum modules;

The Competency Based Learning Materials used during the training should
conform to the competency based curriculum and the competency standards. The
trainer should always check his session plans CBLMs to make sure that all assessment
criteria are attained. The competency standards always provide the minimum
requirements of the competency. A trainer should always aim for the attainment of
every criteria. Enhancements are also encouraged.
6. Assessments is based in the collection of evidence of the performance of
work to the industry required standard;

Assessment is done to test whether that trainee is able to perform the job based
on the required criteria in the competency standards. This should be done before a
trainee can advance to another competency. A carefully prepared Institutional
Evaluation Tool should be used to assess the competency; it is based on the satisfaction
of the criteria/evidences which are collected through an institutional competency
evaluation.
7. Training is based both on and off the job components;

Training is done in a simulated work environment (the laboratory) and/or in an

actual work environment such as in training cum production, enterprise based training,
supervised industry training and on-the-job training.
8. Training program allows for recognition of prior learning (RPL) or current
competencies;

Current competencies acquired through training or work experience are

recognized before training through a validation process so that the trainer can provide
activities that match the learning level of each trainee. Prior learning is recognized by
giving them a Certificate of Achievement for the competencies acquired previously.
Data on other acquired skills should be carefully recorded to serve as data for planning
the training activities of a particular trainee. A trainee who has prior experiences as a
janitor but is not yet competent in “Providing Housekeeping Services to Guest”, for
example, may not practice how to use cleaning equipment anymore but would
concentrate on other activities that would help him satisfy the assessment criteria of the
competency. This would shorten the training hours of the particular trainee.
9. 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 qualification. Fast learners may graduate faster than others.

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 10. Training programs are registered with the UTPRAS.

All programs should be registered to the Unified TVET Program Registration and
Accreditation System. UTPRAS registration assures the quality of training.
The competency-based TVET system recognize 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 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 just facilitates the training
delivery.
Peer/teaching mentoring is a training modality wherein fast learners are given
the opportunity to assist the slow learner.
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 regulation.
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.
Project-based instruction is an authentic instructional model or strategy in
which students plan, implement and evaluate projects that have real application.

Please watch videos that further explain CBT with the links provided below:

https://www.youtube.com/watch?v=YaRjaBcvTSw
https://www.youtube.com/watch?v=RschZFj3vHI
https://www.youtube.com/watch?v=In0qjHXruM0

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Module 2 (Prof Ed 212) Name: ____________________________________________
Activity No. 2.1 Program/Year: ____________Date Submitted: ___________

Self – Check Test

TRUE OR FALSE:

Write TRUE if the statement is correct and FALSE if the statement is not correct.
1. In CBT, the trainee is facilitator.
2. Competency Based Learning Material is a must CBT.
3. Supervised Industry Training is a must CBT.
4. In peer teaching, fast learners are the trainer/facilitator of training.
5. Multiple entry and multiple exit means a trainee can enter a class in any
time he wishes and learners in his own place.
6. Assessment is always done after every activity.
7. The Job Sheet is a tool use to assess the competency of a trainee.

Activity

Essay: Answer the following questions briefly.

1. What is the difference between the traditional learning and competency-

based learning? Cite at least two (2) examples to support your answer.

2. What is meant with time is flexible and learning is fixed in CBT?

Criteria:

3 to 5 sentences - 3 pts
Idea/content - 4 pts
Examples/citation - 3 pts
Total 10 pts/per number

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