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Competency-PED9-reports 2

The document discusses competency-based training and competency standards. It defines key terms like competency standard, elements, performance criteria, and range of variables. It also outlines the main parts of a competency standard including the unit of competency, performance criteria, range of variables, and evidence guide. Finally, it provides an overview of competency-based curriculum and its components like course design, module of instruction, and assessment methods.

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Torreja Jonji
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36 views44 pages

Competency-PED9-reports 2

The document discusses competency-based training and competency standards. It defines key terms like competency standard, elements, performance criteria, and range of variables. It also outlines the main parts of a competency standard including the unit of competency, performance criteria, range of variables, and evidence guide. Finally, it provides an overview of competency-based curriculum and its components like course design, module of instruction, and assessment methods.

Uploaded by

Torreja Jonji
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Competency Standard

 The Competency Standard is the main basis of


Competency-Based Training. All learning
materials shall be based on the assessment criteria
of each competency.

 Competency Standard (CS) is the written specification of


the knowledge, skills and attitudes and values required
for the performance of a job,
KNOWING IS NOT ENOUGH ; WE MUST APPLY."
WILLING IS NOT ENOUGH WE MUST DO."
Brief History :
The Concept of Competency

 In 1970s: " Testing for Competence rather than Intelligence" (McClelland


1973)
 Competency : An underlying characteristic of a person which enables them
to deliver superior performance in a given Job, Role, or Situation

 Can be learned and develop overtime

 Implication : If competencies are made visible and Training is Accessible ,


individuals can understand and develop the level of performance
01 U N I T O F CO M P E TE N C Y

02 U N I T O F D IS C R I P TO R CONTENTS
03 E LE M E N TS

04 R A N GE O F VA R I A B LES

05 EVIDENCE GUIDE
PARTS OF COMPETENCY STANDARD

Unit of Competency:

 Guide the trainer in determining whether the learner is


competent.
 Describe a work activity

1. Unit Title

 Defines the area of competency

 Comprise a manageable component of work


Unit Descriptor ;
 Outlines what is done in the workplace

 Helps to differentiate competencies with similar titles

 Expands on information in the title

Elements and Performance


Criteria
 describe in output terms the functions that a person who
works in a particular area of work is able to do.
 are evaluative statements that specify what is to be assessed
and the required level of performance.
ELEMENTS

 Building blocks of a unit of competency


 Describe in outcome terms the functions that a person who works in a particular
area of work is able to perform [start with a verb]
 Describes actions or outcomes that are demonstrable and assessable and which
the candidate must attain.

Performance
 Criteria
 Specifies what is assessed and the required level of performance.
 Precise standards of the competency
 Covers all components/ dimensions of competency
Range of Variable

 Describes the curriculum or context in which the work is to be


performed.
 Defines the boundaries within which the unit of competency applies
 Range of situations that should be the focus of assessment
 Relates to the unit of competency as a whole

Evidence Plan
 The purpose of the evidence guide is to guide the assessor in the
collection of evidence
 It must be related directly to: the elements and performance
criteria and range of variables.
Critical Aspect of Competency

 Tells the assessor what evidence is essential for successful performance.


 It identifies the essential:

Underpinning Knowledge

 knowledge or concepts involved in performing skills of the competency.


 It includes: Specific knowledge that is essential to the performance of the
competency and evidence of knowledge of legislation, regulations and
Codes of Practice
Underpinning Skills

 skills needed to achieve the elements and performance criteria in the unit of
competency.
 It includes both: generic skills (communication) and industry specific skills
(hand tools)

“
Competency-Based Curriculum
(CBC)

 The CBC is a plan for structured series of learning experiences


toward achieving of competencies identified by the industry; it
details training methodologies, resources, facilities, infrastructure
and other materials required both for training and assessment
strategies.

 It is the organic way to teach students about themselves and what they
need to thrive as learners .
It is develop based on the Training Regulations

Components of CBC

 Course Design
– is an overall description of the course.
 Qualification covered by the course;
 Course outcomes;
 Units of competency and the corresponding module titles;
 Students entry requirements;
 Resources;
 Training delivery and assessment strategies; and
 Trainer’s qualifications.
Course Design Format

 Course Title/ Qualification Level – a name rising out of the qualification and NC
level in the PTTQF.
Example: Computer Hardware Servicing
NC II
 Nominal Duration – the approximate length of time the course will be
finished.
 Example: 329 hours

 Course Description – statement on the coverage of the course, its


relevance in the industry sector, and the possible occupations the
trainee will have after completion.
 Entry Requirements – qualifications of a trainee who intend to enter
the course. These are stated as competencies. Any physical traits
must also be stated.
Example:Student/traineemustpossessthe following
qualifications:
 Able to communicate both oral and written
 Physically and mentally fit.
 With good moral character.
 Course Structure – tabulated presentation of units of competency
covered by the course and the corresponding module title- its
learning outcomes and nominal duration.
Example
Unitsof Module Title Learning Outcomes Nominal
Competency Duration

1.Install computer systemsand 1.1Installing computer Plan and prepare for installation 60 hours
networks systems and networks
Install equipment/device system
Conduct test

2.Diagnoseand troubleshoot 2.1 Plan and prepare for diagnosis of faults of computer 100
computer systems Diagnosing and trouble systems hours
shooting computer
Diagnose faults of computer systems
systems
Repair defects in computer systems and networks
Test systems and networks
 Assessment Methods – A listing of all the methods of gathering
evidences used in the course to measure the attainment of the
learning outcomes.
 Example: Observation/questioning,
demonstration/questioning, written examination

 Course Delivery – the training modes used to implement the course


 Example: dual training, apprenticeship, distance
education

Module of Instruction
 Unit Title – a unit of competency which when applied a work situation can
logically stand alone. It express in outcome terms.
 Example: Install Computer Systems and Networks
 Module Title – the name given to curricular unit, it should be
associated with the unit of competency.
 Example: Installing Computer Systems and
Networks
 Module Descriptor – brief description of the intention of
the module, its scope and delimitation.
 Example: this module covers the outcomes
required in installing, assembling and testing
computers and common peripherals.

 Nominal Duration- estimated/suggested number of training hours per


module (time to achieve the module).
 Example: 60 hours
 Learning Outcome – it is a statement that specifies what learner will
be able to do as result of the learning process; it should be written
in an action statement, begins with action verb plus the object of the
action.

 Example: LO1. Plan and prepare


installation LO2. Install
equipment/device system
 Assessment Criteria – list of criteria by which the achievement of
the learning outcome will be judged based on evidence; specify the
performance outcome the learner will be expected to demonstrate
at the conclusion of the learning outcome.
 Example:

 Installation planned and prepared to ensure that safety


measures, policies and procedures followed, and that
work is appropriately sequenced in accordance with the
industry standards
 Technical personnel consulted to ensure that the work
coordinated effectively with others involved on the
worksite
 Computer systems and network devices obtained in
accordance with the established procedures and to
comply with requirements
 Content – list of specific knowledge, skills, attitudes and safety that
are necessary in order to achieve the specific learning outcomes.

Example
 Safety procedures
 Basic terms concept function and characterics of PC
hardware components
 Structure of operating system

 Conditions – specifies the context of the training, this include list of


tools and equipment, access to learning resources and equipment
manuals, and types of facility.
 Example: The students/trainees must be provided
with the following:
 Personal Protective equipment ( ex. protective eyewear,
anti static wrist wrap)

 Electronic laboratory hand tools (assorted pliers,
assorted screw drivers, soldering iron & desoldering
tool)
 
 Methodologies – one or combinations of different learning
approaches, methods and techniques to deliver learning activity/ies
which are consistent with CBT principles.

Example: Lecture-demonstration, self-paced, group discussion

 Assessment Method – the methods used to gather evidences of


sufficient quantity on which to make sound judgement about trainee’s
competency; assessment methods include observation,
demonstration/simulation, questioning and written test.
 Example: Demonstration with questioning, written
examination
THANK YOU FOR YOUR LISTENING

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