TRAINERS METHODOLOGY LEVEL 1

This qualification is designed to enhance the knowledge, skills, positive attitude and work values of the learner in accordance with the prevailing standards in the Technical and Vocational Education and Training (TVET) sector.  This encompasses competencies required of a Technical–Vocational Trainer to perform the tasks in the areas of instructional delivery/ facilitation, competency assessment, and maintenance of training resources / facilities.

Curriculum Design

Course Title:                                   TRAINERS METHODOLOGY LEVEL1     

Nominal Training Hours:              128  Hours   (Basic Competencies) 

                                                      + 136  Hours   (Core Competencies)

                                                             ---------------------------------------

                                                          264  Hours  -  TOTAL

The TRAINERS METHODOLOGY LEVEL I consists of competencies a TVET trainer performing functions of trainer and assessor must achieve. A TVET trainer is a person who enables a learner or a group of learners to develop competencies to performing a particular trade or technical work. 

The units of competency comprising this qualification include the following:

500311109 Lead workplace Communication

500232101 Apply  math and science principles in technical training

500232102 Apply environmental principles and advocate conservation

500232103 Utilize IT applications in technical training

500311110 Lead small teams

500232104 Apply work ethics, values and quality principles

500232105 Work effectively in vocational education  and training

500232106 Foster and promote a learning culture

500232107 Ensure healthy and safe learning environment

500232108 Maintain and enhance professional practice

500232109 Develop and promote appreciation for  cost-benefits of technical training

500232110 Develop and promote global understanding of labor markets

TVT232301 Plan training sessions

TVT232302 Facilitate learning sessions

TVT232303 Supervise Work-based learning

TVT232304 Conduct competency assessment

TVT232305 Maintain training facilities

TVT232306 Utilize electronic media in facilitating training

BASIC COMPETENCIES     (128 Hours)

Unit of Competency     Learning Outcomes    Methodology   Assessment Approach

Apply environmental principles and advocate conservation

1.1     Follow environmental workplace practices

1.2     Contribute to improve environmental work practices

1.3     Recognize and report potential environmental threats

•  Lecture-discussion
• Field visits
• Direct observation
• Interview

2.1     Set-up work environment

2.2     Utilize word processing application

2.3     Utilize presenter application

2.4     Utilize spread sheet application

2.5     Utilize internet and www to communicate and collect information

• Lecture-discussion
• Practical lab
• Demonstration
• Demonstration/ direct observation with oral questioning
• Portfolio evaluation

3.1     Provide team leadership

3.2     Assign responsibilities

3.3     Set performance expectations for team members

3.4     Supervised team performance

•  Lecture
• Demonstration
• Self-paced (modular)
• Demonstration
• Case studies

4.1     Observe workplace policies and guidelines

4.2     Value self-worth and profession

4.3     Observe proper conduct  in dealing with learners and parents

•  Lecture-discussion
• Role-playing/ simulation
• Case studies

5.1     Work within the vocational education and training policy framework

5.2     Work within the training organization’s quality framework

5.3     Manage work and work relationships

5.4     Demonstrate a client-focused approach to work

•  Lecture-discussion
• Case studies
• Demonstration with oral questioning
• Interview
• Written test
• Third-party report

6.1     Practice inclusivity

6.2     Promote and respond to diversity

6.3     Develop and implement work strategies to support inclusivity

6.4     Promote a culture of learning

6.5     Monitor and improve work practices

• Lecture-discussion
• Role-playing/ simulation
• Field visits
• Demonstration with oral questioning
• Interview
• Written test
• Third-party report

1.1     Communicate information about workplace processes

1.2     Lead workplace discussions

1.3     Identify and communicate issues arising in the workplace

• Group discussion
• Role-playing
• Brainstorming
• Observation
• Interview

8.1     Identify math and science manifestations in the course content and the workplace

8.2     Relate math and science concepts to common and workplace situations

8.3     Assess trainees’ internalization of math and science concepts

8.4     Introduce further enhancements 

• Lecture-discussion
• Projects/case studies
• Demonstration with oral questioning
• Case problems

9.1     Identify Occupational Health and Safety (OHS) responsibilities

9.2     Identify hazards in the learning environment

9.3     Assess risks in the learning environment

9.4     Develop and implement actions to ensure the health safety and welfare of learners and/or candidates

9.5     Provide appropriate Occupational Health and Safety (OHS) requirements to learners and/or candidates

9.6     Monitor Occupational Health and Safety (OHS) arrangements in the learning environment 

• Lecture-discussion
• Field visits
• Case studies
• Demonstration with oral questioning
• Case problems
• Interview

10.1     Model high standards of performance

10.2     Determine personal development needs

10.3     Participate in professional development activities

10.4     Reflect on and evaluate professional practice 

• Lecture-discussion
• Role-playing
• Case studies
• Reporting/ presentation
• Demonstration with oral questioning
• Interview
• Written test
• Written report

11.1     Study training cost components

11.2     Evaluate training costs and benefits

11.3     Monitor conduct and results of training

11.4     Promote awareness of costs and benefits of training 

• Lecture-discussion
• Case studies
• Case problems
• Written exam
• Interview
• Written report

12.1     Identify current and future trends/concerns

12.2     Assess new developments

12.3     Utilize labor market information to best effect 

• Lecture-discussion
• Case studies
• Case problems
• Written exam
• Interview
• Oral presentation

Unit of Competency Learning Outcomes Methodology Assessment Approach

1.1     Identifying learner’s  training requirements

1.2     Prepare session plan

1.3     Prepare instructional materials

1.4     Prepare assessment instruments (Institutional)

1.5     Organize learning and teaching resources

Based on CBC methodology

• Lecture
• Video presentation
• Group discussion
• Computer aided instruction
• Computer based learning (e-learning)
• Write shop
• Hands-on

Based on CBC assessment method

 Interview / Oral questioning

• Written output
• Written/oral examination
• Demonstration

2.1     Prepare training facilities /resources

2.2     Conduct pre-assessment

2.3     Facilitate training session

2.4     Conduct competency assessment

2.5     Review delivery of training session

• Group discussion
• Simulation
• Lecture
• Self –pace instruction
• Written test
• Demonstration/ oral questioning

3.1     Present a lesson through direct video footage/capture

3.2     Present lesson via film viewing method

3.3     Utilize computer and multimedia technology to present a lesson

• Focused group discussion
• Guided learning and exploration
• Peer teaching
• Role playing
• Computer Aided Instruction
• Demonstration
• Oral Questioning
• Written examination

Supervised work-based learning
4.1      Establish training requirement  for trainees

4.2      Monitor work-based training

4.3      Review and evaluate work-based training effectiveness

• Hands-on
• Discussions
• Practical performance
• Case study
• Discussion
• Group activities
• Open forum
• Discussion
• Action planning
• Interview
• Demonstration with oral questioning
• Written test Oral Questioning

 Conduct competency  assessment

5.1      Organize assessment activities

5.2      Prepare the candidate

5.3      Gather evidence

5.4      Make the assessment decision

5.5      Record assessment results

5.6      Provide feedback to candidates

• Lecture
• Video presentation
• Group discussion
• Written examination
• Oral Interview
• Demonstration
  • Direct observation

 Maintain training facilities

6.1      Plan and schedule maintenance activities

6.2      Implement housekeeping activities

6.3      Maintain training equipment and tools

6.4      Document maintenance inspection

• Group discussion
• Simulation
• Lecture
• Self –pace instruction
• Written test
• Demonstration / questioning

The delivery of training should adhere to the design of the curriculum. Delivery should be guided by the 10 basic principles of competency-based TVET.

•     The training is based on curriculum developed from the competency standards;
•     Learning is modular in its structure;
•     Training delivery is individualized and self-paced;
•     Training is based on work that must be performed;
•     Training materials are directly related to the competency standards and        the curriculum modules;
•     Assessment is based in the collection of evidence of the performance of    work to the industry required standard;
•     Training is based both on and off-the-job components;
•     Allows for recognition of prior learning (RPL) or current competencies;
•     Training allows for multiple entry and exit; and
•     Approved training programs are Nationally Accredited

These guidelines are set to provide the Technical and Vocational Education and Training (TVET) providers with information and other important requirements to consider when designing training programs for Trainers Methodology Level 1.