This is a platform for developing, communicating and sharing of the Trainers opinion, emotion, expression, and anything more! . . .
05/02/2024
রাঘব বোয়ালরা কি ভাবে মুক্তি পায় শুনুন ব্যারি. সুমন, এমপি, মহোদয়ের মুখে-
এস আলমের অর্থ পাচার অনুসন্ধান নিয়ে হাইকোর্টের রুল খারিজ |Barrister Suman | S. Alam Group |Channel 24 এস আলমের অর্থ পাচার অনুসন্ধান নিয়ে হাইকোর্টের রুল খারিজWelcome to the Official YouTube Channel of Channel24 »» One-Click Subscript...
15/12/2023
Dear all, you can join the professional group "Professional Training for the Development Professionals-PT4DP" for your professional development or you can contribute for the next generation for a better world. Initially it has two platform One is page and second one is YouTube Channel for the same name. Thank you for joining with us through below link-
https://www.facebook.com/PT4DP
Professional Training for Development Professionals-PT4DP We would like develop skills of development (NGOs/IDOs/DAs/GCPs) professionals. It will be need base
12/12/2017
Promotional Graduation Beneficiaries of USAID's DFAP-NJP at Dacope, Khulna.You cannot imagine what a remote area it is and how people are suffering due to bad communication (Roads and river)!
05/04/2017
Woman working on Karchupi (HE), under Nobo Jatra Project, West Bajua, Dacope, Khulna
09/09/2016
http://www.enterprise-development.org/
Donor Committee for Enterprise Development - DCED The DCED is a forum for learning about the most effective ways to fulfil the SDGs by creating economic opportunities and jobs for the poor – based on practical experience in Private Sector Development as well as on domestic policy innovations worldwide
TEN (10) PRINCIPLES OF CBT
Competency-Based Training delivery anchors in its principles. These ten (10) principles of CBT serves as ground rules for trainers and trainees. Memorize, apply and promulgate the listed principles below:
• Principle One: The training is based on curriculum (CBC) developed from the competency standards (CS).
• Principle Two: Learning is competency based or modular in structure.
• Principle Three: Training delivery is individualized and self-paced.
• Principle Four: Training is based on work that must be performed.
• Principle Five: Training materials are directly related to the competency standards and the curriculum modules.
• Principle Six: Assessment is based in the collection of evidences of the performance of work to the industry required standard.
• Principle Seven: Training is based both on and off the job components.
• Principle Eight: The system allows Recognition of Prior Learning (RPL) and or current competencies.
• Principle Nine: Training allows multiple entry and exit in the training program.
• Principle Ten: Approved training programs are nationally accredited. Programs of each institution or training center are registered with UTPRAS (Unified TVET Program Registration and Accreditation System).
DELIVERY OF COMPETENCY-BASED TRAINING (CBT)
The flow of CBT differs from the traditional education approach. To see the big picture is important before planning a session plan. Below is the CBT delivery framework:
1. Trainee enters the program. Trainer conducts pre-training assessment to identify learner’s training needs. Orientation of CBT program on Recognition of Prior Learning (RPL) and roles of trainer & trainee follows.
2. Trainee selects competency from the identified training needs and receives instruction from the trainer. The trainer administers learning contract or agreement between him and his trainees, then provides CBLM materials and introduces the use of progress and achievement chart.
3. With the selected competency, the trainee studies the module by doing the following learning activities (in any order): review learning package, view multimedia materials, use manuals, observe demonstration, practice skills in workshop, and receive assistance and advice.
4. While the trainee practices the skill, the trainer observes and records the performance on the Progress Chart. Student will attempt the task until he masters the skill with the help of trainer’s immediate and constructive feedback.
5. Once the trainee determines by himself that he is competent to do the skill, he will call the attention of trainer. The trainer will observe and rate the performance based on the Performance Criteria Checklist and will record the result on the Achievement Chart. If the skill is satisfactorily performed, he will then select another unit of competency. If the skill is not satisfactorily performed, the trainee will study again the module.
6. To exit the training program, trainee must satisfactorily perform the skill and must have enough units of competencies (or has completed all the modules). If the trainee doesn’t have enough units of competencies, he will then select another unit of competency, and repeat the competency-based training process.
CBT TERMINOLOGIES
The need to understand commonly used terminologies is important before starting this courseware. Comprehending these terminologies will empower you to understand easily the next lessons.
• Knowledge is the cognitive representation of ideas, events, activities or tasks derived from practical or professional experience as well as from formal instruction or study, e.g. memory, understanding, analysis.
• Skill refers to the acquired and practiced ability to carry out a task or job.
• Competency is a) the application of knowledge, skills and attitude required to complete a work activities to the standard expected in the workplace; or b) the possession and application of knowledge, skills and attitudes to the standard of performance required in the workplace .The 4 dimensions of competency that describes aspect of work performance are:
1. Task Skills– undertaking a specific workplace task
2. Task Management Skills– managing a number of different tasks to complete the entire work activity
3. Contingency Management Skills– responding to problems, irregularities and breakdown in routine when undertaking the work activity
4. Job/Role Environment Skills– dealing with the responsibilities and expectations of the work environment when undertaking a work activity
•Competency Standard are industry-determined specification of competencies required for effective work performance. They are expressed as outcomes and they focus on work place activity rather than training or personal attributes, and capture the ability to apply skills in new situations and changing work organization .
• Recognition of Prior Learning (RPL) is the acknowledgement of an individual’s skills, knowledge and attitudes gained from life and work experiences outside registered training programs .
• Qualification is cluster of units of competency that meets job roles and is significant in the workplace. It is also a certification awarded to a person on successful completion of a course and/or in recognition of having demonstrated competencies relevant to an industry 7.It has three components:
• Basic Competency – skills and knowledge that everyone needs for work
• Common Competency– skills and knowledge needed by people working in a particular industry
• Core Competency– specific skills and knowledge needed in a particular area of work-industry sector/occupation/job role
• Competency-Based Training (CBT)is a system by which the student is trained on the basis of demonstrated ability rather than on that of elapsed time 7.CBT includes:
• Competency-Based Curriculum (CBC) is the specification for a course or subject (module) which describes all the learning experience a student or learner undergoes. It specifies outcomes which are consistent with the requirements of the workplace as agreed through industry or community consultations.8
• Competency-Based Learning Material (CBLM) refers to the print and non-print instructional media used as guide in learning workplace activities.
PRE-TRAINING ASSESSMENT
Pre-Training Assessment is conducted to recognize current competency (RCC) and recognition of prior learning (RPL). This assessment is done before the training starts. Listed are reasons why it is needed:
• It allows us to see their mastered competencies.
• It serves as point of reference in assessing our trainees.
• It gives student quick look of future lesson.
Pre-Training Assessment can be done either of the following:
• Learners’ assess themselves using the self-assessment guide
• Trainer assesses learners’ previous experience through portfolio assessment
• Trainer assesses learners’ skills and knowledge through pre-test or diagnostic test
Self-Assessment Guide is a pre-assessment tool to help the candidate and assessor determine what evidence is available, when gaps exist, including readiness for assessment 1.
Portfolio Assessment refers to the process of determining whether an applicant is competent through evaluation of his or her records of achievement
You can confirm authenticity of evidence of competency by:
• Calling or asking personally the signatories and confirm the information listed in certificate of award/employment.
• Calling or visiting the workplace where projects are done.
Pre-Test or Diagnostic Test is a type of formative assessment that involves collecting evidence to diagnose or identify a training need or performance problem. (NVSC Handbook) Prepare the pre-test/diagnostic test according to the guidelines written in the lesson ‘Preparing Assessment Instruments’.
An assessor can use the portfolio assessment and pre-test results as source of evidences and a tool in verifying learner’s current competency and prior learning. Pre-training assessment and analysis is done prior to actual training program.
ADULT LEARNING PRINCIPLES
Learners in the workplace are adults. Effective trainers identify and use adult learning principles as they provide instruction and demonstration of work skills.
Knowles (1990) highlights the importance of applying the following principles in the table below when working with adult learners:
• Adults are motivated to learn as they experience needs and interests that learning will satisfy. Therefore, these needs and interests are the appropriate starting points for organising adult learning activities.
• Adults’ orientation to learning is life-centred. Therefore, the core methodology of adult education is the analysis of experience.
• Adults have a deep need to be self-directing. Therefore, the role of the trainer is to engage in a process of mutual inquiry with them rather than to transmit his/her knowledge to them and then evaluate their conformity to it.
• Individual differences among people change with age. Therefore, adult education must make optimal provision for difference in style, time, place and pace of learning.
Learning and development is a continuous process. Individuals not only learn from training, seminars and courses, but also from their environment and their relationships with each other. We all gain knowledge, understanding, skills, habits and values.
For adult education to be effective, the learning must assist in solving problems. Knowledge and skills need to relate to the adult and his/her personal or work situation. The storage of information becomes more difficult as we grow older and therefore learning will only take place if the trainee accepts the new knowledge and makes it their own.
Collected from difference sources..