Competency Based Training & Learning

Competency

What is it?

CompetencyCompetency description of performance of a task in industry, education, profession or personal life in terms of

Underpinning knowledge Skills what a person is required to do (performance), under what conditions it is to be done (conditions) and how well it is to be done (standards)

Attitude / values (personality)

Competency = K x S x A

Competency

Competency

Knowledge

Skills

Attitudes

Competency – changing oil

Competency

Knowledge

Skills

Attitudes

Task

Describe a competency in your vocational area

Competency

Knowledge

Skills

Attitudes

TaskChoose a competency in your own vocational area and describe the K&S&A component

In small groups of 4 discuss each others descriptions of a competency

Use the feedback from colleagues to improve on your description

Some of you will be asked to present to the whole group

Competency or Competence?Competency describes what has to be done and how well

Competence is the ability to do the required things to the required standard

CBT – Why? Current weaknesses Curriculum and teaching methods are not responding to labour market demands

Poor and inadequate instructional materials and equipment

Existing institutions are NOT responsive to TVET needs

Lack of qualified, competent and motivated trainers

CBT – Why? Current Weaknesses Absence of institutions linking TVET and labour market

Low level of public / private sector partnership

Existing institutions are NOT responsive to TVET needs

Uncoordinated TVET implementation and support programmes by different ministries and NGOs

CBT – Why? Current Weaknesses TVET lacks effectiveness and relevance to the reality of the workplace

TVET examination system measures theoretical achievement only

Lack of monitoring the quality of TVET and their products (absence of functional quality assurance system)

…..and…Is CBT the cure?

CBT – Why? Graduates from tertiary education courses ill prepared for demands of job market

Society / employer should be sure that ‘graduates’ are professionally competent (K + S + A)

CBT – Why?Objective of TVET policyprovide the economy with qualified and competent workers

train citizens to participate in sustainable growth and poverty reduction

provide training opportunities to all social groups without discrimination.

Is CBT the cure?

CBT – basic principles: design Designing down (backward design / outcome driven)Start: what competence is needed to professionally perform a specified task

How will that be assessed?How instruction is needed to prepare learner for the assessment

Determine content of unit / module

CBT – basic principles: facilitation Training approaches usedLearner-centred / activity based

Flexible (time / place / content / admission criteria)

Blended (face to face & distance / online)

Variety in methodsVariety in media (text, audio, video, elearning, human)

RPL & RPE & RCC

CBT – basic principles: assessment Assessment system

Demonstrated performance measured against specified performance standards

All outcomes are assessedLearners are informed about assessment format and performance criteria to be met

Available for competencies gained outside ‘the course’

Accreditation of prior learning, experience

Progress on achievement of competence

Competency Based TrainingShould it be implemented?Can it be implemented?What problems do you envisage when implementing?

Will and can you implement it in your facilitation?

CBT the way to go? Will it crush you?

SummaryObjectives reached?Describe competencyIllustrate competency with examples

Distinguish between competence and competency

State reasons why Rwanda TVET wants to move towards a CBT system

Discuss the basic principles of CBT