Preparatory Course Docs

7/27/2019 Preparatory Course Docs

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PREPARATORY COURSE

TRAINERS METHODOLOGY I PLUS PROGRAM


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CHARACTERISTICS OF THE QUALITY ASSURED TECHNICAL EDUCATIONAND SKILLS DEVELOPMENT SYSTEM

A National Technical Education and Skills Development Plan is anchored on national priorities spelled out in the Philippine Development Plan and in the InvestmentPriorities Plan, current labor market information and customer needs.

The system is driven by competency standards and training regulationsderived from industry requirements and specifications and guided by TVET

priorities identified by the TESDA Board.

The system is accessible to a broad range of customers including theunemployed, the underemployed, displaced workers, new entrants to the labor

force, technical vocational institutions and enterprise-based training providers.

Employment and productivity enhancement are the ultimate metrics of thetechnical vocational education and training system to effectively bring aboutthe effective matching of labor supply and demand.

TESDA builds up the TVET sector capability and capacity through financialresource management, human resource development, physical resourcemanagement, information management, marketing and advocacy,administrative management, customer feedback, management of externalrelations and environmental concerns.

The entire system is operationalized within a quality management system toensure continual improvement.

The Philippine TVET Qualification Framework (PTQF)

WHAT IS THE PTQF?

The Philippine TVET Qualification Framework (PTQF) is a quality-assured structure

used as platform for giving recognition to the attainment of knowledge, skills,attitudes and values along the middle-level skilled occupations

This is a nationally promulgated framework (BR# 2003-05) of competencyclassification and recognition for middle level skilled workers.

This serves to rationalize all TVET or middle- level skills into a single, nationallyrecognized qualification.


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Philippine TVET Qualification Framework (PTQF)

DESCRIPTORS OF CERTIFICATION LEVELS

Level Process Responsibility Application

NC I A worker at this Adhere to Assignments are


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NC II

NC III

NC IV

level performsroutine andpredictable tasksinvolving little or no

latitude for judgments.

A worker at thislevel performs aprescribed range of

functions involvingknown routines andprocedures, whereclearly identifiedchoices and limitedcomplexity applies

A worker at thislevel performs awide range of

skilled operations ata high level of competenceinvolving knownroutines andprocedures. Thework contextinvolves somecomplexity in the

extent and choice of options available.

A worker at thislevel performs awide range of application in avariety of contextsmost of which are

complex and non-routine.

appropriatestandards orspecifications areusually involved.

Work involves someaccountability forthe quality of outputs.

Work involvesunderstanding thework process,contributing toproblem solving,and makingdecisions todetermine theprocess, equipmentand materials to beused.

Work involves someleadership andguidance whenorganizing activitiesof self and others aswell as contributingto technical

usually made by asupervisor or aworker at a higherlevel who gives

simple instructionsand makesclarifications orsuggestions whennecessary.

Application at thislevel may involveindividualresponsibility orautonomy, orworking with othersas part of a team orgroup.

Applications at thislevel may involve

individualresponsibility orautonomy, and/ormay involve someresponsibility forothers. Participationin teams includingteam or groupcoordination may beinvolved.

Applications involveresponsibility forthe organization andperformance orothers.


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solutions of a non-routine orcontingency nature.Work at this level

also requiresevaluation andanalysis of currentpractices and thedevelopment of newcriteria andprocedure.

PHILIPPINE TVET TRAINERS QUALIFICATION FRAMEWORK

TVET TRAINERS QUALIFICATION

Qualification Levels I to IV, from Trainer I to Mentor/Master Trainer.

The qualification level is a combination of competencies in Technology andMethodology / Professional streams.

The technology levels follow the PTQF, a system of assessment and certificationfor workers.

A trainer should have National Certificate higher than the qualification level of thetrade he/she is teaching.

A TVET trainer should be certified in at least NC II.

Only Mentors/Master Trainers are allowed to handle Training of Trainers.

TVET Trainers Qualification Requirements

QUALIFICATIONLEVEL/TITLE

COMPETENCIES


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TECHNOLOGY METHODOLOGY

TQ IVMENTOR/MASTER

TRAINER Highest Level TM IV

TQ IIISENIOR TRAINER

NC IVMinimum

TM III

TQ IITRAINER II

NC IIIMinimum

TM II

TQ ITRAINER I

NC IIMinimum

TM 1 (Entry)

COMPETENCY BASED TVET FRAMEWORK


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What is a Training Regulation (TR)?

It serves as a basis for the:

1. Competency assessment and certification

2. Registration and delivery of training programs; and

3. Development of curriculum and assessment instruments

Each TR has four sections:

Section 1 Definition of Qualification refers to the group of competencies thatdescribes the different functions of the qualification.

Section 2 Competency Standards gives the specifications of competencies

required for effective work performance.

Section 3 Training Standards contain information and requirements indesigning training programs for the Qualification. It includescurriculum design, training delivery, trainee entry requirements, toolsand requirements. Tools and equipment, training facilities and trainersqualifications.

Section 4 National Assessment and Certification Arrangements describe the policies governing assessment and certification procedures.


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Competency Standards

These are Industry determined specification of competencies required for effective performance of certain job roles in industry.

Its Components are: Unit of Competency, Unit Descriptor, Elements, PerformanceCriteria, Range of Variables, and Evidence Guide

What is the format of Competency Standards?

Unit Title (The title of a general area of competency)Unit Descriptor Assists in clarifying the unit title and notes any relationship

with other industry units)Elements (Building blocks of the unit)Performance Criteria (Specify the required level of performance)Range of Variables (Range of context and conditions to which the performance

criteria apply)Evidence Guide (Assists in the interpretation and assessment of a unit)

TRAINING STANDARDSCourse Title (reflects the industry (occupation) title this course has been

designed to meet)NC Level (based on the PTQF)Nominal Training Duration (approximate length of course in hours)Course Description (includes the relevance of the proposed course to industry

enterprise, or community needs and possible job titles thestudent may have after completion).

Training Delivery (refers to the various delivery modes of competency basedTVET)

Trainee Entry Requirement (specifies essential entry requirements.)List of Tools, Equipment and Materials (lists the required tools, equipment and

materials for course delivery)Training Facilities (lists the required facilities for course delivery)

Trainer Qualification (identifies minimum essential qualification, experience andcompetencies of instructions. Special qualifications of instructors, if there is, should be specified)

Institutional Assessment (taken by the learner who enrolled in a learning program todetermine the achievement of competencies. It isadministered by the trainer/assessor at the end of eachlearning module.

COMPETENCY BASED CURRICULUM (CBC)


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The CBC has two major components:Curriculum DesignModules of Instruction

Module of Instruction Format

Relationship between the components of CompetencyStandard and Competency -based curriculum (CBC)


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COMPETENCY STANDARD FOR TRAINERS

UNIT OF COMPETENCY ELEMENTS

PLAN TRAINING SESSION Identify learners training requirementsPrepare session plansPrepare basic instructional materialsOrganize learning and teaching resources

DELIVER COMPETENCY BASED

TRAINING

Prepare training facilities/resources

Conduct Pre-assessmentFacilitate training sessionConduct Institutional assessmentReview delivery of training session

CONDUCT COMPETENCYASSESSMENT

Prepare the trainee/candidateGather evidenceMake assessment decisionRecord assessment resultsProvide feedback to candidates


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MAINTAIN TRAINING FACILITIES Implement Housekeeping activitiesMaintain training equipment and tools

PLAN COMPETENCY ASSESSMENT Establish evidence requirementsEstablish suitable evidence gatheringmethodPrepare evidence gathering toolsPlan evidence gathering opportunities

REVIEW COMPETENCYASSESSMENT

Evaluate assessment performanceParticipate in group review of assessmentarrangements

INTRODUCTORY CONCEPTS

Competency Based Training System

What is Competency?


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Types of Competencies

Dimensions of Competency

A Competency Based Training System

is driven by industry-defined Competency Standards and is devoted to the developmentin the trainees the competencies defined by industry.

Difference Between Traditional and Competency Based Training System

TEN BASIC PRINCIPLES OF COMPETENCY BASED TVET SYSTEM

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

Learning is modular in its structure.

Training delivery is individualized and self-paced.

Training is based on work that must be performed.


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Training materials are directly related to the competency standards and thecurriculum modules.

Assessment is based on work that must be performed.

Training is based on both on and off-the-job components.

Allows for recognition of prior learning (RPL) or current competencies.

Training allows for multiple entry and exit; and

Approved training programs are nationally accredited.

The 9 CBTVET COMPONENTS

LO 1: PREPARING TRAINING FACILITIES/RESOURCES

9 CBTVET Components

Practical Work Area

Learning Resource Center

Training Resource Center

Support Area

Contextual Learning Area

Assessment Area

Quality Control Area

Distance Learning Area

Computer Laboratory Area

PRACTICAL WORK AREA

This is the heart of the training delivery where the learners are expected to acquire theskills/knowledge and competencies prescribed by the standard. Only the criticalequipment are found in this area.

LEARNING RESOURCE CENTER

This area provides the learner with the knowledge requirements in the various modulesresponding to the competencies, it has an array of multimedia materials that enables

project planning. It has a computer-aided facility linked to the Training Resource Center.


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TRAINING RESOURCE CENTER

This is the area where courseware and cut-always are produced. The center houses theLearning Materials, Competency Standards, Curriculum Exemplars and Training Aids.

SUPPORT AREA

This component provides value-adding competencies in the Distinctive Area of Competence (DAC).

CONTEXTUAL LEARNING AREA

This facility ensures that the underpinning knowledge, i.e. science, math andcommunication principles as applied to the technology, are provided to the learner. It isaccessible not only to the DAC learner but to everyone in the Centex.

ASSESSMENT AREA

This area provides mechanism in assessing the completion of competencies andRecognition of Prior Learning (RPL).It houses and manages individual records in of thosetrainees assessed.

QUALITY CONTROL AREA

This area ensures that the various inputs in the delivery of training are well maintainedand in good order. Various tests are conducted here including in-process Quality Control.It manages quality and facilities implementation of the developed QA System towardsQuality Accreditation.

DISTANCE LEARNING AREA

This area, situated away from the center, answers the issue of learning accessibility andflexibility. It enables the acquisition of competency regardless of time and space thrumultimedia delivery. It heavily relies on the institutional assessment and LearningResource Area (LRA).

COMPUTER LABORATORY AREA

This component provides opportunity in the acquisition of appropriate IT competencies as prescribed in the CS and the CBC. The computer units are ideally in a LAN environmenthooked to an instruments access. Link to checklist of 9 components

What is a Qualification?

Qualification is a package of Units of Competencies equivalent to job roles inIndustry.


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Thus , a Qualification = a number of Core Units of Competencies in an IndustrySector + Tool Competencies + Elective Units of Competencies

What is a Competency?

Competency is the specification of skills , knowledge , attitudes and values and theirapplication to the standard of performance required in the workplace .

Types of Competencies

1. Basic Competencies Learning competencies like Communicating with Others,Solving Problems, Working with Others in Teams, etc

2. Common Competencies Competencies found in other sectors like Use of Computers, Supervisory Competencies

3. Core Competencies Those that are specific to the trade like welding for welders,machining for machinists, etc.

Dimensions of a Competency

Task Skills ability to perform the tasks to

the standards of industry

Task Management Skills ability to

project the logical sequence of the series

of tasks in a competency

Contingency Management Skills ability

to still complete tasks even when something goes wrong on the job

Job/Role Environment Skills ability to follow other job requirements like safety practices, working with others, etc.

WORKSHOP

(Development of Module of Instruction (MI)

The TM/AM FRAMEWORK

Preparatory Course Docs

Documents

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