Qualification Title:

Bread and Pastry Production NCII

JOHN LENON L. MENDOZATrainer

Vision:Capiz State University: center of

Academic Excellence, delivering quality service to all.

Mission:Capiz State University is committed to

provide advance knowledge and innovation; develop skills, talents and values; undertake relevant research, develop and extension services, promote entrepreneurship and environmental consciousness; enhance industry collaboration and linkages with partner agencies.

Competency Based Training Delivery (CBT)

- Approach that focuses on the competency development of the learner as a result of the training.

Principles of CBT1. The training is based on

curriculum developed from the competency standards.

2. Learning is competency-based or modular in structure.

3.Training delivery is individualized and self-paced.

4. Training is based on work that must be performed.

Principles of CBT

5. Training materials are directly related to the competency standards and the curriculum.

6. Assessment of learners is based in the collection of evidences of work performance based on industry or organizational required standards.

Principles of CBT

Principles of CBT7. Training is based both on and off the job components.

8. The system allows Recognition of Prior Learning

(RPL)

Principles of CBT9. The system allows for learners to enter and exit programs at different times and levels and to receive an award for competencies attained at any point.10. Approved training programs are nationally accredited

Comparative Analysis between

Traditional Education and CBT

TRADITIONAL CBT

INSTRUCTORS FOCUS ON MANAGING LEARNING

TRAINEES ENTER AT VARIOUS

TIMES THROUGHOUT

THE YEAR

INSTRUCTORS FOCUS ON MANAGING

INSTRUCTION

MOST STUDENTS ENTER AT ABOUT THE SAME TIME

TRADITIONAL CBT

DIFFERENT TRAINEES MAYBE TRAINED FOR DIFFERENT UNIT OF

COMPETENCY WITHIN THE SAME PROGRAM

EACH TRAINEE MOVES ON THE NEXT TASK

ONLY AFTER MASTERING THE TASK

HE OR SHE IS CURRENTLY WORKING

ON

STUDENTS ALL COVER THE SAME MATERIAL

STUDENTS ALL PROCEED FROM ONE

TOPIC TO THE NEXT AT THE SAME TIME

TRADITIONAL CBT

EACH TRAINEE PROGRESS AT HIS OR HER OWN PACE

EACH TRAINEE IS TESTED WHEN

READY TO DEMONSTRATE

MASTERY

THE INSTRUCTOR CONTROLS THE LEARNING PACE

ALL STUDENTS ARE USUALLY TESTED AT

ONCE

TRADITIONAL CBT

VERY LITTLE CONTINUOUS FEEDBACK IS

GIVEN.

IMMEDIATE FEEDBACK IS

GIVEN AT CRITICAL

POINTS IN THE LEARNING PROCESS.

TRADITIONAL CBT

THE INSTRUCTOR

MUST BE ABLE TO ANSWER

QUESTIONS ON MANY

DIFFERENT TASKS EACH

DAY.

THE INSTRUCTOR IS INVOLVED IN TEACHING ONLY ONE TOPIC AT A

TIME.

TRADITIONAL CBT

RETESTING IS DISCOURAGE

D OR NOT ALLOWED.

RETESTING IS ENCOURAGED TO REACH

MASTERY

TRADITIONAL CBT

MATERIALS, TOOLS AND

SUPPLIES FOR ONLY ONE TOPIC ARE

NEEDED AT A TIME.

THE TRAINER MUST SEE THAT ALL MATERIALS

NEEDED FOR MANY TASKS ARE READILY AVAILABLE.

TRADITIONAL CBT

THE PROGRAM IS USUALLY

CLOSED DOWN OR SHORTENED

DURING THE SUMMER MONTHS

THE PROGRAM IS

USUALLY OPERATED ALL YEAR ROUND

Teacher Negotiator

Facilitator Coordinator

Curriculum Developer

Instructional Material

Developer

Counselor

Actor

Session Planner

Roles and Responsibilities of a trainer

Roles of the Trainee1. Trainees may select what they want to learn and when they want to learn it, within reason. 2. Trainees learn at their own rate within program guidelines. They may speed up, slow down, stop or even repeat a task.

Roles of the Trainee

3. Trainees may request to receive credit for what they already know. This is done either through pre-testing or through a review or a task list completed at another training site.

Roles of the Trainee4. Trainees may choose how they want to learn-individually, on a one-to-one basis, in small group, in large groups or with audio-visuals. 5. Trainees are responsible for what they learn and when they learn it.

Roles of the Trainee6. Trainees decide when they are ready to perform each task or demonstrate mastery of learning to a job-like level of proficiency before receiving credit for the task.

Roles of the Trainee7. Trainees help develop personalized prescription for learning worked out cooperatively and based upon what the students already knows, his preference for learning, learning style and other needs.

Roles of the Trainee8. Trainees compete against present job standards and not against other students and are graded on achievement of the standards or criteria of each task. 9. Trainees know “up front”, before instruction begins what they are expected to know and do to complete the program.

Roles of the Trainee10. Trainees evaluate their own progress to see how well they are doing.

Competencies based on the TRBasic –knowledge necessary to be acquired for whatever qualification

you want to achieveParticipate in workplace

communicationWork in a team environmentPractice career professionalismPractice occupational health and safety procedures

Competencies based on the TRCommon –competencies necessary to

enhance the core competenciesDevelop and update industry

knowledgeObserve workplace hygiene proceduresPerform computer operationsProvide effective customer servicePerform workplace and safety practices

Competencies based on the TRCore –competencies specific to a

certain qualificationPrepare and produce bakery productsPrepare and produce pastry productsPrepare and present gateaux, tortes

and cakesPrepare and display petits foursPresent desserts

Competency Based Learning Materials

CBLM – well designed and carefully developedLearning materials that give trainees detailed instructions to guide them through the learning process.

Training workshops

and stations

Training workshop and stations

The different components or areas of a competency-based facility are:

1. Practical Work Area - This area is where the learner acquires the skills and knowledge components of the competencies prescribed by the standard.

2. Learning resource area - This area is proximate to the heart - the practical work area. This area provides the learner with the knowledge requirements in the various modules responding to the competencies.

3. Institutional assessment area - It is located very proximate to the practical work area. This is where Recognition of Prior Learning is done by the trainer. This component also provides the mechanism of assessing the completion of competencies of a learner.

4. Contextual Learning Laboratory - This facility ensures that the underpinning knowledge, science, mathematics and communication principles as applied to the technology are provided to the learner.

5. Quality Control Area - Various tests aside from metrology and calibration are conducted in this area including in-process quality control.

6. Trainers Resource Center - This area houses the learning materials, the training regulations and curriculum examples.

7. Distance Learning - This is to enable the learning provision outside and away from the training institution in terms of print and non-print media.

8. Computer Laboratory - This laboratory has an array of computer units of which learners are provided for them to learn and gain appropriate IT competencies that may include Word, Excel even Desktop Publishing.

9. Support Service Area – This area provide value-adding competencies as such for Automotive Service Technician NC II, welding competency address underpinning skills in the particular competency.

Overview of the Training Pre-test will be given Monitor attendance of trainees

during training Assigned respective

competencies Guide Trainees in undergoing

the activities Provide feedback as the training

is going on

Overview of the Training After completion of the requirements

for each competency, a post-test will be given.

Trainee could also request for an institutional assessment when ready as required by certain competency.

Record trainees “achievement on Progress Chart and Accomplishment Chart.

Evaluation• You will be evaluated by: Performance Criteria Progress Chart Achievement Chart Self-Check and written exams Observation, demonstration and

oral questioning

THANK YOU!