isa training delivery approach that focuses on

the competency development of the learner as

a result of the training.

emphasize on what the learner do, focuses the

outcome rather than the learning process with in
specified time.

concernwith the attainment application of the

knowledge, skills, and attitude to a specific level
of competency.
 Instructor focuses in Trainers focuses on
managing instruction managing learning
Most students all cover Trainees may be training
the same material for different occupations
Students all proceed with in the same
from one topic to the program
next at the same time. Each trainee moves on
to next task only after
mastering the task he/she
is currently working on
 The instructor controls
the learning pace
All students are usually
tested once
Very little continuous
feedback is given
The instructor is involved
in teaching only one
topic at a time
Each student progresses
at his or her own pace
Each student is tested
when ready to
demonstrate mastery
Immediate feedback is
given to each student at
critical points in the
learning process
The instructor must be
able to answer questions
on many different task
each day
1. The training is based on
curriculum developed from the
competency standards.

Learning is based on the

curriculum modules
2. Learning is competency based or
modular in structure

Skills, knowledge and

Job Analysis attitudes (competencies)

Competency profile TNA Course

design and delivery
3. Training delivery is individualized
and self-paced

Learning is done by the

learner at their own pace
4. Training is based on work
that must be performed

Learning is based on the

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

Training materials are

self-paced
and experiential
6. Assessment of learners is based
in the collection of evidence of
the performance of work to the
industry or organizational
required standards
Students are not
judged against each
other
7. Training is based both
on and off the job
components

Learners are aware of the activities

that has to be completed based
on the curriculum
8. The system allows Recognition
of Prior Learning (RPL)

Workers and Students can have prior

skills recognized towards awards

competencies RPL Competencies assessed

gained in and accredited for
life or work promotion and learning
9. The system allows for learners to enter
and exit programs at different times
and levels and to receive an award for
modules (competencies) attained at
any point (Multiple Entry)

There is flexibility for entry

and exit from programs
10.Approved training programs
are nationally accredited

Learners and providers of training

are recognized in a national
system
Serves as a team member to determine
what is to be learned
Stimulates trainees motivation
Manages learning: a consultation rather
than a provider of information; a facilitator
of the learning
Diagnose and solves learning problems
Evaluates student achievement
Assist learners to obtain individualized rewards
Assist each trainee in designing a personalized
plan of study
Installs confidence in the learner by providing
experiences where learners may succeed
Serves as a model for desirable work habits,
attitudes and tasks performance in the
occupational
Spends more time interacting with students on a
1:1 or small group basis
Trainees may select what they want to
learn and when they want to learn it,
within reason.
Trainees learn at their own rate within
program guidelines. They may speed up,
slow down, stop or even repeat a task.
Trainees may request to receive credit for
what they already know. This is done
either through pre-testing or through a
review o a task list completed at another
training site, style and other needs.
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.
Trainees are responsible for what they
learn and when they learn it.
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.
Trainees help develop personalized
prescription for learning worked out
cooperatively and based upon what the
students already knows, his preference for
learning, learning
Trainees compete against prescribed
job standards and not against other
students and are graded on achievement
of the standards or criteria of each task.
Core Competencies
Prepare electrical power and hydraulic tools
Perform roughing-in activities for
communication and distribution
Install wiring devices for floor and ground
fault current interrupting outlets
Install electrical protection system for lighting
and grounding
Install electrical lighting systems on auxiliary
outlets and lighting fixtures
 Competency-based Learning
Materials (CBLM)
o A well-designed and carefully developed
learning materials that give trainees
detailed instructions to guide them through
the learning process.
o Provide trainers with guidance and
resources for conducting or supporting
learning activities