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Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. [ 1 ]
Training packages are developed by Service Skills Organisations or by enterprises to meet the training needs of an industry or group of industries. Training packages prescribe outcomes required by the workplace, not training or education. A training package contains three compulsory endorsed components: Competency standards; Qualifications ...
Training and development: Development of individual learning plans for individual or groups of employees based on the measurable “gaps” between job competencies or competency proficiency levels required for their jobs and the competency portfolio processed by the incumbent.
Formative assessment provides feedback for remedial work and coaching, while summative assessment checks whether the competence has been achieved at the end of training. Assessment of combinations of skills and their foundational knowledge may provide greater efficiency, and in some cases competence in one skill my imply competence in other skills.
Modern Competency Management. The problem with traditional competency management is that it perceives competency development as specific event-based interventions (e.g., "manage training"). Newer definitions take into account that unlike training, which is an event, learning is a process that should never end.
The four stages of competence arranged as a pyramid. In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill.
Instructor-led training, [1] or ILT, is the practice of training and learning material between an instructor and learners, either individuals or groups. Instructors can also be referred to as a facilitator, who may be knowledgeable and experienced in the learning material, but can also be used more for their facilitation skills and ability to deliver material to learners.
Hence, a major thrust of TESDA is the formulation of a comprehensive development plan for middle-level manpower based on the National Technical Education and Skills Development Plan. This plan provides for a reformed industry-based training program that includes apprenticeship, dual training system and other similar schemes. [16]