Presentation in Aquaculture NC II Training, TESDA

1. June 6 – August 26, 2016
60 days- 480 hrs
Geronimo R. Rosario
Trainer
Aquaculture NCII
Training

2. Orientation of
Trainees
June 6, 2016
8:00 AM
Function Hall
PSU Binmaley Campus
Binmaley, Pangasinan

4. Introduction to
Competency-Based
Training (CBT)

5.  Competency-Based Training (CBT)- is a delivery
training approach that focuses on the competency of the
learner as a result of the training.
Competency-Based Training

6. Competency-Based Training

7. Ten Principles of CBT

8.  Learning is based on
Competency-based
curriculum.
 Geared towards the
needs and
standards of the
industry
Training is based on curriculum
developed from the competency
standards.
Principle #1

9. Learning is modular in its
structure.
 Competency-based
training is facilitated by
modular instruction
 One competency=one
module
 Learn one competency
after another
Principle #2

10.  Learning is done by
the learner at own
pace
 Allow trainee to
advance on his own
without waiting for
others
Training delivery is
individualized and self-paced
Principle #3

11.  Learning is based on
the actual industry
practiced
 Training should
provide for a
simulated work
environment
Training is based on work that
must be performed
Principle #4

12.  Learning materials
should always
conform to the
competency-based
curriculum and
competency
standards
Training is directly related to the
competency standards and
curriculum
Principle #5

13.  Trainee is assessed
against the
evidences based on
standard and not
against from other
trainees
Assessment is based in the collection
of evidence of the performance of work
to the industry required standard
Principle #6

14.  Training is done in
simulated work
environment and
actual work
environment;
 OJT
 Supervised industry
training
Training is based both on and
off the job components
Principle #7

15.  Current
competencies are
recognized based on
previous trainings,
employment and life
experience
Training program allows for
Recognition of Prior Learning
(RPL) or current competencies
Principle #8

16.  Trainee does not need
to wait for the others
after completing a
competency.
 Trainee can proceed
to another
competency and may
graduate faster than
the other.
Training allows for multiple
entry and exit
Principle #9

17.  UTPRAS serves as
the quality
assurance of the
training program
entered by the
trainee
Training programs are registered with
the UTPRAS (Unified TVET Program
Registration and Accreditation)
Principle #10

18. We’re the
Trainees
I’m your
Trainer
Roles of Trainer and Trainees

19. The major role of a trainer is to coordinate
learning activities other than dispensing
information.
 The following are the functions/roles of a CBT
trainer:
Role of a Trainer
1. Serves as a team member
to determine what is to be
learned.
2. Stimulates trainee’s
motivation

20. 3. Manages learning: a consultation
rather than a provider of
information; a facilitator of
learning.
4. Diagnoses and solves learning
problems.
5. Evaluates student achievement.
6. Assists learners to obtain
individualized reward.
Role of a Trainer

21. 7. Assists each trainee in
designing a personalized
plan of study.
8. Installs confidence in the
learner by providing
experiences where learners
may succeed.
9. Serves as a model for
desirable work habits,
attitudes and tasks
performance in the
occupational field.
Role of a Trainer

22. 10. Spends more time
interacting with
students on a 1:1 or
small group basis.
11. Helps those students
who really need help.
12. Accepts responsibility
along with the student
for the task learned or
not learned.
Role of a Trainer

23. Competency-Based Training (CBT) is individualized
and “Learner-Centered,” Therefore, trainees
pursue instructions for their personal goals and
objectives.
The trainees spend most of his/her time in directed-
self study and practice, supervised by the
trainer who can provide immediate assistance
and feedback.
Role of a Trainee

24. In CBT, the trainee has the
following roles:
1. Select what they want
to learn and when they
want to learn it, within
reason.
2. Learn at their own rate
within program
guidelines. They may
speed up , slow down,
stop or even repeat a
task.
Role of a Trainee

25. 3. May request to receive
credit for what they
already know through pre-
testing or through review
of a task list completed at
another training site.
4. May choose how they
want to learn –
individually, on a one-on-
one basis, in small group,
in large groups or with
audio-visuals.
Role of a Trainee

26. 5. Responsible for what
they learn and when
they learn it.
6. Decide when they are
ready to perform each
task or demonstrate
mastery of learning to a
job-like level of
proficiency before
receiving credit for the
task.
Role of a Trainee

27. 7. Help develop personalized
prescription for learning
worked out cooperatively
and based upon what the
students already know, his
preference for learning,
learning style and other
needs.
8. Compete against pre job
standards and not against
other students and are
graded on achievement of
the standards or criteria of
each task.
Role of a Trainee

28. 9. Know “up-front”, before
instruction begins what
they are expected to
know and do to complete
the program.
10. Evaluate their own
progress to see how well
they are doing.
11. Move freely in the
workshop, laboratory,
and or training center.
Role of a Trainee

29. 12. Know they will be rated
mainly on performance,
while paper or pencil tests
will be used mainly to
check their knowledge of
the task.
13. Learn according to
their interest, needs and
abilities and not according
to teacher timelines and
expediency.
Role of a Trainee

30.  CBLM- are learning materials that are well design
and carefully developed to give trainees detailed
instructions to guide them through the learning
process.
COMPETENCY-BASED LEARNING
MATERIALS (CBLM)
CBLM is a compilation of trainee’s
materials that provide background
information, like reprints of articles,
lecture outlines or summaries,
termed as Information Sheet
CBLM also provides support for
training activities like instructions,
for exercises (written and practical
test),worksheets, schedules, goals
and objectives, termed as JOB
Sheets

31. CONTENTS OF CBLM

32.  INFORMATION SHEET - Primarily designed to deliver
pertinent information needed in the attainment of the
learning outcome
 TASK SHEET- A set of instructions telling the trainee to
perform a single task
 OPERATION SHEET- is a set of instructions for the
operation or use of a particular machine or equipment
 JOB SHEET- is a set of instruction for the performance
of a job, combination of task and operation
CONTENTS OF CBLM

33. Trainee’s Guide on How to
Use CBLM

34. PROGRESS CHART
This chart is used to monitor the learning outcomes
and competency achieved by the trainee.
MONITORING TOOLS

35. ACHIEVEMENT CHART
This chart is used to monitor the required projects and
activities usually in the job sheets of the CBLM.
MONITORING TOOLS

36. TRAINEES RECORD BOOK
This is the monitoring tool for the
trainees in the supervised
industry training or on the job
training. The TRB is kept by the
trainee.
TRAINEES PROGRESS SHEET
This also a monitoring sheet for
the industry training usually
accomplished during monitoring
visits. The TRS is kept by the
Supervisor.
MONITORING TOOLS

37. EVALUATION SYSTEM

38. EVALUATION SYSTEM
COMPETENT NOT YET
COMPETENT

39. CBT Process Flow
Have enough
Competency/ies
been
achieved?
YES
YES
Trainee exits
program
Trainer
observes
performance
Trainee
practices task
Trainee
Rates own
performance
Trainer
Rates
performance
Trainee enters
program
• Administer RPL
• Orientation
• Role of trainer/trainee
Trainee selects
competency
and receive
instructions
• Administer Learning Contract
• Organize learning strategy
• Provide materials
• Introduce CBLM materials
• Introduce the Use of
Achievement Progress
Report
Review learning
package
View multimedia
materials
Use manuals
Observe
demonstration
Practice skills in
workshop
Receive
assistance and
advise
YES
Trainee exits
program
Have completed
all the
competencies?
Satisfactorily
Performed
Competency?
Undergo Nat’l
Assessment
NO
NO
NO
CBT Process Flow

40.  The units of competency which comprise qualification fro
Aquaculture NC II include the following:
COMPETENCIES TO BE COVERED
FOR AQUACULTURE NC II
BASIC
COMPETENCIES
COMMON
COMPETENCIES
CORE
COMPETENCIES
Participate in
workplace
communication
Apply safety
measures in farm
operations
Conduct pre-
operational
aquaculture activities
Work in a team
environment
Use farm tools and
equipment
Prepare and maintain
aquaculture facilities
Practice career
professionalism
Perform estimation
and calculations
Operate Fish Nursery
Practice occupational
health and safety
Procedures
Perform fish or
shrimp grow-out
operations

41. COMPETENCY-BASED LEARNING
MATERIALS (Aquaculture NC II)
No. Unit of Competency Module Title Code
1 Conduct Pre-Operational
Aquaculture Activities
Conducting Pre-
Operational Aquaculture
Activities
AGR641301
2 Prepare and Maintain
Aquaculture Facilities
Preparing and
Maintaining Aquaculture
Facilities
AGR641302
3 Operate Fish Nursery Operating Fish Nursery AGR641303
4 Perform Fish or Shrimp
Grow-out Operations
Performing Fish or
Shrimp Grow-out
Operations
AGR641304
List of Competencies

42.  Practical Work Area / Institutional Assessment
Area
1. Nursery Ponds and Grow-out Ponds
Water Pump, Shovels/Rakes, Seine net, Scoop net,
Pails/Basins, Weighing scale,
2. Fisheries / Aquaculture Laboratory
DO meter, pH meter, Laboratory Thermometer,
Secchi Disk, Plankton Net, Spectrophotometer,
Research Microscopes
 CBLM, brochures
INSTRUCTIONAL FACILITIES AND
RESOURCES

43. EQUIPMENT AND MATERIALS

44. WORKSHOP AND ITS STATIONS

45. Training Activity Matrix

46.  Submission of
supporting documents
of prior training/s
related to Aquaculture
NC II Core
Competencies
 Validation of submitted
documents
 Recognition of prior
learning
RECOGNITION OF PRIOR
LEARNING (RPL)

47. Group
No.
COMPETENCY No. of
Trainees
1 Conduct Pre-Operational
Aquaculture Activities
5
2 Prepare and Maintain Aquaculture
Facilities
5
3 Operate Fish Nursery 5
4 Perform Fish or Shrimp Grow-out
Operation
5
GROUPINGS OF TRAINEES

48. Conduct Pre-Operational
Aquaculture Activities

49. Prepare and Maintain
Aquaculture Facilities

50. Operate Fish Nursery

51. Perform Fish or Shrimp
Grow-out Operation

52.  1. Pond drying
 ( 3-5 days until the soil
crack)
 2. Soil Sampling
 (pH)
 3. Tilling
 (nutrients)
 4. Levelling
 (facilitate pond draining)
Preparation of Grow-out Pond

53.  Predator control
Preparation of Grow-out Pond

54.  Methods of controlling predators
 1. Physical method (drying pond)
 2. Chemical method (use of chemical,
recommended are plant extracted compounds and
not organic pesticides)
 2.1. Rotenone (Derris roots)
Preparation of Grow-out Pond

55.  2.2. Sapponin – extracted from tea seed cake
(Camelli sp.)
 2.3. Calcium carbide
 2.4. Tobacco dust
Preparation of Grow-out Pond

56.  Liming- application of calcium and magnesium
compounds to the soil for the purpose of reducing
soil acidity.
 Lime is classified into three:
 Pulverized limestone (agricultural lime) – CaCO3
 Burnt limestone (quicklime or unslaked lime) – CaO
 Hydrated lime (slaked lime) – Ca(OH)2
Preparation of Grow-out Pond

57.  Fertilization refers to the addition of organic and/or
inorganic fertilizers to soil or water to stimulate and
maintain growth of desirable natural foods such as
phytoplankters and other kinds of algae for food of
animal organisms including fish.
◦ Organic fertilizer- are fertilizers capable to be decomposed
and which contain varying amounts of nutrients. Animal
manures, green manures and compost
◦ Inorganic fertilizer- fertilizers that are not decomposed but
rather dissolved in water and which contain concentrated
amounts of at least one of the three major plant nutrients,
namely: Nitrogen (N), Phosphorous (P) and Potassium (K).
Preparation of Grow-out Pond