EDUC 221B

Curriculum Development
and Evaluation with
Emphasis on Trainers’
Methodology II

COURSEPACK 1
MODULE 2
Supervise Work-
Based

Module 1 - Lessons
LESSON 1 – Work-Based Training
LESSON 2 – Establishing Training Needs
Requirements
LESSON 3 – Establishing Industry Linkages
 Module
2 Supervise Work Based
Module 1 Intended Learning Outcomes
At the end of the module, the students will be able to:
1. Identify and consult the stakeholders to establish training aims
and requirements;
2. Determine training requirements using appropriate methods;
3. Identify, access and confirm training regulations or other
relevant specifications on which to base the learning program;
4. Record and document potential employment markets and career
opportunities for training participants;
5. Identify potential learners; and
6. Develop profiles of learners prior to entry to the course.

A competency-based curriculum is the set of specifications for a course or subject

(module) which describes all the training experiences a trainee or learner undergoes. It
generally includes learning outcomes, contents, conditions, methodologies and assessment
methods. It specifies outcomes which are consistent with the requirements of the
workplace as agreed through industry or community consultation.

Curriculum development is a process of translating the Competency Standards into

specific training plans and actions towards the attainment of competencies of the
qualification while ensuring the alignment of learning outcomes to industry practices and
standards.

Lesson 1: Work-Based Training

Lesson 1 Intended Learning Outcomes

At the end of the lesson, the students will be able to:
1. Identify what is work-based training; and
2. Craft a mind map based on their own career plan.

Introduction

Work -based training is one of the best components of Competency-based training.

It is a training approach that aims towards the acquisition of competencies that directly
related to the actual industry practices. Using this mode of training would enhance and
concertize skills that are learned in an in-house training.
 Every trainer should be responsible for the on and off the job training of his
trainees. Discussions in this module will develop your skills and competency in planning,
implementing, monitoring and evaluating the work-based learning of your trainees.
This learning outcome requires you to learn how to establish trainee’s training
needs and develop a training plan for work-based training. To be able make a training
plan, you must learn how to establish training needs and consider guidelines of work-based
training.

Activity:

1. If you have a plan to have a company? State your own training regulations and
how will you implement it.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

What do you think?

As an owner of a certain company, how you improve your skills to assess the needs
enabling to improve your company? Write your answer on the table below.

Training skills to improve Example

 Let’s dig deeper!

Work-Based Training is a training is a training delivery mode by which trainees are

exposed in the workplace. Training shall be done in coordination with Industry/Training
Provider thru a Memorandum of Agreement/Training Agreement by ILDO. It involves a
Training Plan agreed and approved by both parties. A training plan shall be provided as a
guide in the conduct of training in the workplace. The paid or unpaid work experience must
be monitored by a qualified trainer/training coordinator.
Workplace refers to industry and school-based activities such as IGP, Training cum
Production, Entrepreneurial Activities like production of pastries.
TYPES OF WORK-BASED TRAINING
1. Job Shadowing
It is a school-supervised carried exploration activity wherein trainees visit
worksites and “shadow” employees as they perform their jobs. Job shadows employees
observing the workplace, not participating as a productive worker. The job shadow
provides the trainees a meaningful introduction to the world of work and provides a
context for understanding the relationship and interaction between the competencies
taught in the training institution and the workplace.

2. Internship
Internship help trainees move from school to the workplace by offering “hands-on”
learning, in real wok settings, over a relatively long period of time. They are school-
supervised and may be paid or unpaid. The internship is designed to give trainees a
better sense of the jobs within a particular business or industry; to provide trainees with
information about all aspects of the business; and to aid them in understanding, through
experience, how each part of a company aids another in meeting the goals and
objectives of a business or industry.

3. Apprenticeship Program
It is a training and employment program involving a contract between an apprentice
and an employer on an approved occupation. Generally, it aims to provide a mechanism
that will ensure availability of qualified skilled workers based on industry
requirements. The period of apprenticeship covers a minimum of four months and a
maximum of six months. Only companies with approved and registered apprenticeship
programs under TESDA can be hire apprentices.
4. Leadership Program
It is a practical training on-the-job for approved learnable occupations, for a period
not exceeding three months. Only companies with TESDA approved and registered
learnership programs can hire learners.
5. Dual Training System
It is an instructional mode of delivery for technology-based education and training
in which learning takes place alternately in two venues: the school or training center
and the company.

6. School-Based Enterprise
School-based enterprises (SBEs) typically involve trainees in the management of a
business that produces or sells goods and services as part of a school program. SBE
activities help trainers increase their skills in problem solving, business operations, time
management, and working in teams. The SBE is typically located at a school and is a
popular work-based strategy for school districts without access to many local
employers.
OBJECTIVES OF WORK-BASED TRAINING
The objectives of the Work-Based Training are as follows:
• To expand and enhance the trainees’ learning through planned career experiences
in an actual work setting.
• To help the trainees make the transition from school to work and career.
• To teach the environment of work.
• To increase the trainees’ awareness and appreciation of the relevance of basic,
common and core competencies as they apply to their qualification/occupational
choice.
• To provide the trainees with opportunities for potential career placement in their
occupational choice.
• To project a positive image for trainees through involvement in business and
industry.
DEFINITION OF TERMS
Career Experience is a planned and progressive educational program by combining
academic studies with on-the-job experience. It helps the trainees gain the experience
needed to obtain the job of their choice.
Career - the general course or progression of one’s working life or one’s professional
achievement.
Placement – the finding of suitable accommodation or employment for applicants
 Application:

Complete the mind map of your own career plan by filling the main characteristics
in the circles and the sub-points in the smaller circles. (Note: You may add smaller circles,
if necessary).

Skills

Jobs
Quali
ties

Plan
Career

Value
s
Goals

Closure
Congratulations for having completed this lesson. See you in your next journey to
becoming an educator.
 Module
21 Establishing Training Needs Requirements

Lesson 2: Dual Training System

Lesson 1 Intended Learning Outcomes
At the end of the lesson, the students will be able to:
1. Discuss the importance of Dual Training Method; and
2. Appreciate the benefits of Dual Training System in TESDA.

Introduction

The dual approach in education and training has been put to work in such country
program as apprenticeship, on-the-job training, supervised industry training, practicum
and internship.
Under the DTS Law, TESDA is mandated to promote, coordinate and administer
the dual training system. The school-industry partnership component of the system is a
vital determinant of program success and effectiveness. They start working together in
making the training plan and determining the best way by which the trainees can learn as
much knowledge and skills during the training period.

Activity:
Answer the following question.

1. What comes to your mind when you hear the word “dual”?
________________________________________________________________
________________________________________________________________
________________________________________________________________

What do you think?

1. Have you ever tried to join different trainings conducted by TESDA? What is
the reason why you enrolled that kind of training?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 Let’s dig deeper!

THE DUAL TRAINING SYSTEM IN THE PHILIPPINES

Adaptation from the German model
One of the more preferred training modalities for enterprise-based training in the
Philippines today is the dual training system (DTS) being implemented by TESDA.
The DTS, the school and workplace share the responsibility of providing trainees.
It is called dual training because learning takes place alternately in two venues: the school
or training center and the company or workshop.
In DTS, the school and workplace share the responsibility of providing trainees
with well-coordinated learning experiences and opportunities.
This close cooperation between the school and the company ensures that the
trainees are fully equipped with employable skills, work knowledge, and attitudes at the
end of the training.
The general and occupation-related theoretical instruction provided by the school
is complemented by on-the-job training in the workplace. Trainees under the DTS spend
at least 40 percent of the training/learning time in school and 60 percent for practical
training in the company.
DUAL APPROACH IN TRAINING
The dual approach in education and training has been put to work in such country
program as apprenticeship, on-the-job training, supervised industry training, practicum and
internship.
The German model of the DTS was first introduced in the Philippines in the 1880s
thought a joint project of the Southeast Asian Science Foundation and the Hanns Seidel
Foundation in the pioneer school- dualtech Training Center.
The Dualtech experience was replicated in select public and private technical
schools nationwide by the then Bureau of Technical and Vocational Education in 1991.
In February 1994, President Fidel V. Ramos signed into law Republic Act No. 7686
or the Dual Training System Act of 1994 which calls for the institutionalization of the DTS
in accredited public and private educational institutions, training centers, and agricultural,
industrial and business establishments.
Under the DTS Law, TESDA is mandated to promote, coordinate and administer
the dual training system. The school-industry partnership component of the system is a
vital determinant of program success and effectiveness. They start working together in
making the training plan and determining the best way by which the trainees can learn as
much knowledge and skills during the training period.
TWO TRAINING VENUES
In school, the trainees learn basic trade theory, work values, good citizenship, safety
and related theory subjects in mathematics, drawing and social sciences.
At the company or workshop, the trainees learn job skills through practical
exercises using state of the art technology. Aside form technical skills, the trainees also
learn good work habits and how to get along with others.
the many benefits for the trainee, school or training institution and the company
made the DTS click as a training modality.
The trainees’ access to the expertise and resources available and the well-
coordinated delivery of instructional activities in both learning venues guarantees quality
and relevant training.
DTS graduates are equipped with up-to-date and appropriate work knowledge,
skills and attitudes making them highly competitive and wanted in the labor market.
The company’s participation in drawing up the DTS training plan helps ensure that
the workers being trained are the type and quality that industry requires. Optimum use of
school and company facilities and resource allows the admission of more trainees-mostly
from poor families who have no means of attending vocational training courses in fee-
charging schools and training centers.

Suggested topics: Republic Act. No 7686 Dual Training System Act of 1994
 Application:

1. Based on your ideas, what are the reasons why Dual Training system has been
implemented in the Philippines?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. What are benefits of Dual training system?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Closure
Congratulations for having completed this lesson. See you in your next journey to
becoming an educator.
 Module
21 Establishing Training Needs Requirements

Lesson 3: Establishing Industry Linkage

Lesson 3 Intended Learning Outcomes

At the end of the lesson, the students will be able to:
1. Describe the activities needed to establish linkage with the
industry for purpose of work-based training; and
2. Enumerate the responsibilities of trainers in work-based
training.

Introduction

Work-based training is training in an actual work set-up. The training institution

my opt to establish an enterprise such as parlor, automotive shop or a small
restaurant/canteen for purposes of work-based training. In most cases however, you need
to establish linkages with the u-industry for purposes of work-based training.

This lesson will discuss preparations that you need to establish industry linkages.

Activity:
Analyze and examine the picture below.

What do you think?

1. From the words above, select at least one (1) word and construct a
sentence/statement that is connected to our topic.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 Let’s dig deeper!

ESTABLISHING INDUSTRY LINKAGE

Industry partnership is a very important aspect of work-based training. As a trainer
you should be directly involved in these processes involved in establishing linkage. You
should be directly involved in these processes so that you will be able to plan the training
of your trainees.
SYSTEMATIC PROCEDURE IN ESTABLISHING INDUSTRY LINKAGE
1. Search for prospective industry partners
• Chooses an industry where training of about 60-70% of the course components can
be carried out
• Look for industries that has the potential to meet the standards of an organized
work-based training.
• Willing to provide guided industry training or assign personnel to coordinate
activities.

1. Send proposal letters (follow-up and visitation)

• With brief information on the Dual Training, the nature of the program and its
advantage to the company/industry.

2. Set an Appointment for Presentation

• Maybe in the form of slide presentation, video presentation, use of brochure or
posters.

3. Conduct Site Visit for work-based training plan

• Training plan aims to synchronize the curriculum of the school with the in-plant
training activities of the trainees.

4. Finalize the Training Plan Memorandum of Agreement (MOA) or Memorandum

of Understanding (MOU)
• MOA/MOU is a legal document which stipulates the condition and policies
governing the work-based training.
• In preparing for the MOA, you may refer to the Dual Training Act of 1994.

5. Present the Training Plan and MOA/MOU for approval

• Any clarification or changes in the Training Plan or MOA/MOU must be agreed
upon by both parties affixing their signatures.
6. Placement of the trainees in the Industry
• Orientation of the trainees should be done by the trainer or the institutions industry
linkage coordinator before going to the industry for training.
• Orientation on how the industry operates and how training should be undergone in
the industry should likewise be required of the supervisor in-change of the training.

7. Coordination and Monitoring

• Conduct regular visits to the industry and monitor the activities in work-based
training. Any adjustments made on the training plan should be noted monitoring.

8. Work-Based training Evaluation

• An evaluation of the conduct of the training should be done both on the attainment
of the objective of the program and on program implementation.
• Monitoring and evaluation reports communicated for purposed of improving the
program and the performance of trainees.
In work-based training, the duties and responsibilities of both parties, the training
institution and the industry, should be clear and defined and should be a part of the
Memorandum of Agreement/Understanding.
Roles/duties of the institution
1. Issue policies Favorable to work-based training;
2. Give full support and cooperation to work-based training;
3. Designate an industrial coordinator;
4. Initiate staff development pf personnel involved work-based training;
5. Coordinate with the private sector in order to make work-based training meaningful
and fruitful;
6. Identify the skills actually needed or demanded by industry and math the skills
offered by the institution;
7. Provide comprehensive theoretical training and simulation for the trainees; and
8. Organize industry partners.
Roles/Duties of the Industry
1. Provide job orientation training;
2. Provide practical training in areas which have been determined;
a) Activities within the training duration;
b) Distribution of trainees in the different department/division where training is
necessary.
 3. Appoint training coordinator who shall be responsible for the assignment
designation of trainers/supervisors in their respective area where the trainees will
be assigned.
4. Provide training materials, tool/equipment during the training;
5. Remind supervisor about the work-based training activities;
6. Provide opportunity to learn by doing;
7. Provide trainees with professional skills, experience, techniques and behavior in
the real-life situations; and
8. Organize work-based training station and programs.
Roles/Duties of Industry Supervisor
1. Orients the trainees about company rules and regulations;
2. Provide guidance and support;
3. Ensures safe training environment and activities for the trainees;
4. Prepares accident report whenever trainees are involved and submit in to the
company;
5. Endorses the trainees to proper training area;
6. Monitors trainees record book;
7. Monitors the performance of the trainees, make recommendations concerning
discipline;
8. Issues certificate of completion to student who successfully finish their training.
9. Accomplish performance evaluation report.
Roles/Duties of Trainees
1. Be physically fit for the work-based training;
2. Possesses the ability to comprehend and follow oral and written instructions;
3. Exhibit proper discipline at all times;
4. Exhibit proper work habits and attitudes acceptable to the company;
5. Follow company rules and regulations;
6. Use only facilities allowed by the company to the trainees:
7. Be prompt and regular in attendance;
8. Be alert in following directions:
9. Cooperate with other trainees and industry supervisor;
10. Accomplish required forms;
11. Allow no instance for the company y to doubt honesty in workplace and company

Application:

Show you critical analysis by answering the following scenario.

 1. You are in a training session. Your assessor blames you for not doing well
on a task in front of all your co-trainees. You believe that your assessor is
wrong in his/her critiques and he/she might have come to that kind of
conclusion hastily without knowing all the information. You feel you are
being treated unfairly and embarrassed in front of your co-trainees. You feel
that your reputation may be affected by his/her critique. What would you
do in this situation?
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. As a supervisor, you’ve made an unpopular decision. What action would

you take so that the morale on your institution is not negatively affected?
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. In a team-leadership role, you discover that a team member has gone “over
your head” to propose an idea or complain about an issue without talking to
you first. How do you handle the situation?
____________________________________________________________
____________________________________________________________
____________________________________________________________

4. In a training session, you find out that your co-trainees are not physically fit
for the work-based training. What would you do?
____________________________________________________________
____________________________________________________________
____________________________________________________________

Closure
Congratulations for having completed this lesson. See you in your next journey to
becoming an educator.
MODULE ASSESSMENT
1. Which step of the assessment process involves ensuring the assessment center is.
a. Record and report assessment report
b. Establish the assessment context
c. Plan and prepare the evidence gathering process
2. Which is not a qualification of a Competency Assessor?
a. Minimum of 6 months industry experience
b. Must have a Certificate of Competency in Coordinating Competency
Assessment
c. All of the above
3. Which is not role of assessor during assessment period?
a. Make evidence plan
b. Select candidate who will assess the evaluation process
c. Review assessment decision against evidence plan and skills
4. Among the assessor's legal and ethical responsibilities, which entails ensuring that
the assessment should not hold back or delay workplace system?
a. Ensure transparent reporting and recording of assessment process
b. Adhere to quality systems, policies and procedures of the workplace
c. Integrity of the assessor
5. Which should not be done in giving feedback to candidate?
a. Discuss the agreement and disagreement with the decision.
b. Focus on the task the candidate wasn't able to perform so that he/she will
improve.
c. Start by asking the candidate to judge how well he or she performed.
6. It is a document of nationally agreed industry statement which describe the
workplace outcomes that industry recognizes as appropriate for competent
performance.
a. Training Regulation
b. Assessment
c. Competency Standard
7. Appropriate assistance is provided in the event of a workplace emergency in
accordance with established organization protocol. Which dimension of
competency does this performance criterion exhibit?
a. Contingency Management Skills
b. Task skills
c. Task management skills
8. Which Evidence Gathering Method is a collection of work samples of the
candidate, products with supporting documents, historical evidence,
journal/logbook and information about the experience?
a. Interview
b. Portfolio
c. Written Report
 9. What is the planning tool that classifies the evidence requirements to prove
attainment of competency and the methods to be used in gathering the evidences.
a. Evidence gathering form
b. Evidence Plan
c. Rating Sheet
10. It is involved the assessor asking the candidate a number of questions about real,
simulated or hypothetical situations.
a. Questioning
b. Oral Questioning
c. Written Questioning

MODULE SUMMARY
• Work -based training is one of the best components of Competency-based training.
It is a training approach that aims towards the acquisition of competencies that
directly related to the actual industry practices. Using this mode of training would
enhance and concertize skills that are learned in an in-house training.
• Every trainer should be responsible for the on and off the job training of his trainees.
Discussions in this module will develop your skills and competency in planning,
implementing, monitoring and evaluating the work-based learning of your trainees.
• The dual approach in education and training has been put to work in such country
program as apprenticeship, on-the-job training, supervised industry training,
practicum and internship.
• Under the DTS Law, TESDA is mandated to promote, coordinate and administer
the dual training system. The school-industry partnership component of the system
is a vital determinant of program success and effectiveness. They start working
together in making the training plan and determining the best way by which the
trainees can learn as much knowledge and skills during the training period.
• Industry partnership is a very important aspect of work-based training. As a trainer
you should be directly involved in these processes involved in establishing linkage.
You should be directly involved in these processes so that you will be able to plan
the training of your trainees.
• Work-based training is training in an actual work set-up. The training institution
my opt to establish an enterprise such as parlor, automotive shop or a small
restaurant/canteen for purposes of work-based training.