International Journal for Research in Applied Science & Engineering Technology (IJRASET)

ISSN: 2321-9653; IC Value: 45.98; SJ Impact Factor: 7.538

Volume 11 Issue II Feb 2023- Available at www.ijraset.com

Table 5

Extent of Implementation of Competency Based System (CBT) in Terms of Formulation of Objectives as Perceived by Training Directors, Trainers and Trainees (n = 294)

1. Each qualification (ex. SMAW NC II, etc…) has basic, common and core competencies which are all transmitted to the trainees. None of the competencies is left out until the competentinthesecompetencies.

2. Each competency(ex. Common 9: Repair weld, etc…) has a Competency Based Learning Module which is used as a complete and effective guide for traineestoachievemastery.

3. Each competency has the complete number of Learning Outcomes (ex. LO1: Perform root pass, etc…) that make a trainee competent; and these Learning Outcomes are presented using various suitable training methods (ex. print, audio, videos, simulation, practical demonstration, etc) with correspondingevaluationtoolsthat aim to check the mastery of the trainee.

4. The basis for evaluating or assessingthemasteryofthetrainee on each competency is taken from theTESDAregulationsorIndustry Standards. (ex. For Performing Root Pass, one of the assessment criteria from TESDA’s Training Regulation (TR) is “Root pass is performed in accordance with Welding Procedure Specification (WPS) and/or client specifications.”)

5. The contents or topics of the Learning Outcomes are comprehensive and complete for the attainment of the needed knowledge, attitude and skills which are based on the assessment