Home  |  Theme Papers  |  Tasks and Project Work

• Home
• About CPSC
• Program Book
• Submit Assignment
• Course Directory
• Course Evaluation
• Online Examination

 Program Book

In-Country Program on

Competency Based Training and Assessment (CBT&A)

March 25-29, 2013
Intarachai Commercial College, Bangkok, Thailand

Conducted by

Inter-Governmental International Organization
Colombo Plan Staff College for Technician Education
for Human Resources Development in Asia and the Pacific Region

in Collaboration with

OFFICE OF THE VOCATIONAL EDUCATION COMMISSION, Ministry of Education, Government of Thailand


I. Rationale

The Technical and Vocational Education and Training (TVET) systems across Asia and the Pacific region become an integral part of the region’s education and training systems for it brings economic benefits as well as social, cultural and political impacts to a nation’s development. Its training is known for its relevance and responsiveness to the changing needs of the economy in meeting the aspirations and learning needs of the working group. It is trying to meet the needs of the industries to produce qualified graduates who will match the demands of the labor market in the world of work today.

TVET is the major player in this industry-driven society as the workers need access in the knowledge, attitude and skills that employers demand. Likewise, TVET is vital in the country’s development as it addresses the skills training requirements of those who are already in the labor market and those who need to upgrade or develop new competency to enhance employability and improve productivity in accordance with the needs of the industry.

Because the needs of diverse learners call for new approaches to respond to these challenges, training institutions like TVET are bombarded by concerns specifically on competencies of knowledge and skills required for an individual engaged in a particular occupation. With this, a special approach was conceived in their training systems - the Competency-Based Training and Assessment (CBT&A).

One of the important facets of competency based training is assessment in which those who undergo training should demonstrate his/her knowledge and skills through certain quality standard evaluation for it is a very essential part of the training. It will ascertain whether the trainees are really equipped with the knowledge and skills required in the workplace and capable of carrying out activities satisfactorily in complying with the standards set by the industry.

Consequently, the competency-based training and assessment program is the most appropriate approach to vocational education and training that places emphasis on what a person can do in the workplace as a result of completing a program of training. It focuses on developing the ability of individuals to demonstrate competency in the performance of the job.

The training is based on curriculum developed from the competency standards specified by the industry. Basically, the learning is self-paced in its structure wherein the trainee is allowed to progress at his/her own pace. It also allows multiple entry and exit in the system. After successfully completing the program, the trainee is required to undergo a competency assessment and acquire a national competency certificate. Each training program consists of competencies that a person needs to achieve based on the given qualification in their chosen field of occupation. These programs are commonly nationally promulgated to ensure that the trainees receive quality, relevant and employable skills, knowledge and attitude.

National Competency Standard (NCS) provide a significant set of guidelines for defining competencies required by craftsmen/technicians engaged in a certain job. The extent to which a trainee demonstrates the knowledge, attitudes and skills needed to perform a task/set of tasks is assessed with reference to the specified criterion set in the NCS. An assessment of trainee is based on performing the competency to industry.

Thailand in particular is one of the countries in the region that provides opportunity for everyone who has interest in vocational education. One of its visions on the Vocational Education Act covers competency-based training which is an indication that the leading paradigm in their training system is now on competency based. This paradigm shift in delivery of teaching-learning process, pave the way to the “demand-driven” labor market.

Nevertheless, in spite of adoption of this paradigm in vocational education and training system in Thailand, continuous improvement of the CBT&A framework is still of importance. Competency-based approach requires a strong partnership between public and private institutions to update the learning content of the training programs and to ensure the thorough implementation of the dynamics of the training programs as technology evolves.

Hence, Colombo Plan Staff College (CPSC) develops this In-Country program on competency-based training and assessment to further enhance the identified tools and strategies in order to assess competencies effectively vis-ŕ-vis Thailand CBT.

II. Objectives

At the end of the program, the participants are expected to:

  • identify the emerging trends, issues and challenges in the external environment for TVET system
  • explain the Competency-Based Training and Assessment system vis-ŕ-vis its importance in the competency development of craftsmen / technicians
  • apply DACUM approach to Competency-Based Training
  • identify tools and processes in analyzing and assessing the skills and knowledge obtained from the vocational education and training
  • develop a Competency-Based Training package for a selected occupations in industries and/or services

III. Key Components

  • Competency-Based Training (CBT) in TVET
  • Identification of Competencies: Techniques for Occupational Analysis
  • DACUM, Development of Competency Standards
  • Competency-Based Assessment (CBA)
  • Development of Learning Package: Content, Structure and Methodologies

IV. Output

Sample design of a CBT and CBA package for selected occupations – the IPO model

Instructional Strategies

The program involves different learning methods such as:

  • Special lectures
  • Blended method of theme paper presentations
  • Individual and group tasks/assignments
  • Task presentations and experience sharing
  • Field studies/national seminar on related topics

V. Main Contents

Special Lecture:

  • Skills for Life

Module 1: Overview of Competency-Based Training in TVET System

  • Conceptual foundations of competency
  • Introduction to Competency – Based Training
  • Competency Standards

Module 2: Occupational Analysis: DACUM Approach

  • Occupational Analysis
  • DACUM Approach and Duty-Task Sheet

Module 3: Overview of Competency-Based Assessment

  • Competency – Based Assessment
  • Criteria for Assessment
  • Assessment Process
  • New initiatives in Competency Based Education and Training in TVET System

Project Work

  • Development of Competency – Based Training Package in the identified program

VII. Participant’s Profile

The In-Country program is designed for 40-45 TVET administrators, principals, curriculum developer, teacher and trainers in Thailand.

VIII. Date and Venue

The In-Country Program will be held at the Intarachai Commercial College, Bangkok, Thailand on March 25-29, 2013. The tentative schedule of the program is attached as Appendix 1.

IX. Program Requirements

To conduct the program smoothly, the following facilities would be required:

Facilities and Equipment

Conference hall for the opening and closing ceremonies

Audio-visual systems with LCD

Workshop Room

White boards and pens, cartolina or any wide-paper for the workshop, and related materials

Computer Laboratory Room / Facilities

Multimedia projector with screen Computer with power point

  • 40-45 computers - high speed / broadband LAN for every participant
  • At least Pentium 4 processor or equivalent
  • At least with 512 MB RAM
  • Microsoft Windows XP installed
  • All computers with CD-ROM writer and headset
  • Windows Media Player (version 9 only)
Room/Space for Secretariat and Resource Persons

Room for CPSC Faculty Photocopying equipment and facilities Internet connectivity and other fixtures

X. Program Management

Program Supervisor

Dr. Mohammad Naim Yaakub
Director General
Colombo Plan Staff College for Technician Education
DepEd Complex, Meralco Avenue
Pasig City, Metro Manila, Philippines
Tel No. (+63-2) 633-7713
Fax No. (+63-2) 633-8425
Email: director-general@cpsctech.org, dr-naim@cpstech.org


Dr. Chaipreuk Sereerak
Secretary General
Office of the Vocational Education Commission
Ministry of Education
Rajudarmnern Avenue
Bangkok 10300, Thailand
Email : chaipreuk@yahoo.com

Program Coordinator and Resource Person

Dr. Godelyn G. Hisole
Faculty Specialist
Colombo Plan Staff College for Technician Education
DepEd Complex, Meralco Avenue
Pasig City Metro Manila, Philippines
Tel: (+63-2) 631-0991 to 95
Fax No. (+63-2) 633-8425
E-mail: gghisole@cpsctech.org

Local Coordinator

Ms. Siriyupa Phurirak
Bureau of Policy and Planning
Office of the Vocational Education Commission
Ministry of Education
Rajudarmnern Avenue
Bangkok 10300, Thailand
Tel : (+66-2) 2815555 ext.1708
Fax : (+66) 847232830
Email: siriphu2001@hotmail.com


XI. Input – Process – Output (IPO) Model

Provisional Program Schedule


Visitor No. 3,267

Copyright © 2014; CPSC Online. All Rights Reserved
Colombo Plan Staff College for Technician Education