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Week 9

Work-based training involves exposing trainees to real work environments through various methods like job shadowing, internships, and apprenticeship programs. It aims to enhance skills learned in training by applying them to actual industry practices. The document defines different types of work-based training and discusses objectives like helping trainees transition from school to work. It also outlines key terms, the structure of Training Regulations that serve as the basis for competency assessments, and discusses the dual training system used in the Philippines where learning is split between the workplace and school or training center.

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0% found this document useful (0 votes)
68 views17 pages

Week 9

Work-based training involves exposing trainees to real work environments through various methods like job shadowing, internships, and apprenticeship programs. It aims to enhance skills learned in training by applying them to actual industry practices. The document defines different types of work-based training and discusses objectives like helping trainees transition from school to work. It also outlines key terms, the structure of Training Regulations that serve as the basis for competency assessments, and discusses the dual training system used in the Philippines where learning is split between the workplace and school or training center.

Uploaded by

kielaustin1968
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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WEEK 9

__________________________________________________________________________________

Work-Based
Training

At the end of the lesson, the students will be able to:


1. Identify what is work-based training; and
2. Craft a mind map based on their own career plan

INTRODUCTION
Work based training is one of the best components of Competency-based
training. It is a training approach that aims towards the acquisition of
competencies that directly related to the actual industry practices. Using
this mode of training would enhance and concertize skills that are learned
in an in-house training . Every trainer should be responsible for the on and
off the job training of his trainees.
Discussions in this module will develop your skills and competency in
planning, implementing, monitoring and evaluating the work-based
learning of your trainees.
This learning outcome requires you to learn how to establish trainee’s
training needs and develop a training plan for work-based training. To be
able make a training plan, you must learn how to establish training needs
and consider guidelines of work-based training
Work-Based Training is a training is a training delivery mode by which
trainees are exposed in the workplace. Training shall be done in
coordination with Industry/Training Provider thru a Memorandum of
Agreement/Training Agreement by ILDO.
It involves a Training Plan agreed and approved by both parties. A training
plan shall be provided as a guide in the conduct of training in the
workplace. The paid or unpaid work experience must be monitored by a
qualified trainer/training coordinator. Workplace refers to industry and
school-based activities such as IGP, Training cum Production,
Entrepreneurial Activities like production of pastries.

TYPES OF WORK-BASED TRAINING


Job Shadowing
 It is a school-supervised carried exploration activity wherein
trainees visit worksites and “shadow” employees as they perform
their jobs. Job shadows employees observing the workplace, not
participating as a productive worker. The job shadow provides the
trainees a meaningful introduction to the world of work and
provides a context for understanding the relationship and
interaction between the competencies taught in the training
institution and the workplace.

Internship
 Internship help trainees move from school to the workplace by
offering “hands-on” learning, in real wok settings, over a relatively
long period of time. They are school-supervised and may be paid or
unpaid. The internship is designed to give trainees a better sense of
the jobs within a particular business or industry; to provide
trainees with information about all aspects of the business; and to
aid them in understanding, through experience, how each part of a
company aids another in meeting the goals and objectives of a
business or industry.

Apprenticeship Program
 It is a training and employment program involving a contract
between an apprentice and an employer on an approved
occupation. Generally, it aims to provide a mechanism that will
ensure availability of qualified skilled workers based on industry
requirements. The period of apprenticeship covers a minimum of
four months and a maximum of six months. Only companies with
approved and registered apprenticeship programs under TESDA
can be hire apprentices.

Leadership Program
 It is a practical training on-the-job for approved learnable
occupations, for a period not exceeding three months. Only
companies with TESDA approved and registered learnership
programs can hire learners.

Dual Training System


 It is an instructional mode of delivery for technology-based
education and training in which learning takes place alternately in
two venues: the school or training center and the company.

School-Based Enterprise School-based enterprises (SBEs)


 typically involve trainees in the management of a business that
produces or sells goods and services as part of a school program.
SBE activities help trainers increase their skills in problem solving,
business operations, time management, and working in teams. The
SBE is typically located at a school and is a popular work-based
strategy for school districts without access to many local
employers.
OBJECTIVES OF WORK-BASED TRAINING
The objectives of the Work-Based Training are as follows:
• To expand and enhance the trainees’ learning through planned career
experiences in an actual work setting. • To help the trainees make the
transition from school to work and career.
• To teach the environment of work.
• To increase the trainees’ awareness and appreciation of the relevance of
basic, common and core competencies as they apply to their
qualification/occupational choice.
• To provide the trainees with opportunities for potential career
placement in their occupational choice.
• To project a positive image for trainees through involvement in
business and industry.

DEFINITION OF TERMS
Career Experience is a planned and progressive educational program by
combining academic studies with on-the-job experience. It helps the
trainees gain the experience needed to obtain the job of their choice.
Career - the general course or progression of one’s working life or one’s
professional achievement.
Placement – the finding of suitable accommodation or employment for
applicants

Training Regulations
The Training Regulations (TR) is the document that serves as a basis in
the formulation of competency assessment and the development of
curriculum and instructional materials for competency-based technical
education and skills development (TESD). The training Regulation
consist of two components: the occupational skills standard and the
training standards.
The Training Regulations serve as basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs; and
3. Develop of curriculum and assessment instruments

Sections of the TR
Section 1:
Definition of the Qualification
• refers to the group of competencies that describes the different
functions of the qualification.
• This section enumerates the Basic Competencies, Common
Competencies and Core Competencies of the qualification It also
enumerates the job titles of workers who qualified for this
qualification.
Section 2:
Competency Standards
• Gives the specifications of competencies required for effective
work performance.
• This section will be further discussed in the succeeding
information sheets.
Section 3:
Training Standard
Contains information and requirements in designing training program for
certain qualification. It includes:
1. Curriculum design;
2. Training delivery;
3. Trainee entry requirements;
4. Training faculties;
5. Trainer’s qualification; and
6. Institutional assessment

The Dual Training System in the Philippines


Adaptation from the German model One of the more preferred training
modalities for enterprise-based training in the Philippines today is the
dual training system (DTS) being implemented by TESDA.
The DTS, the school and workplace share the responsibility of providing
trainees. It is called dual training because learning takes place
alternately in two venues: the school or training center and the company
or workshop.
In DTS, the school and workplace share the responsibility of providing
trainees with well coordinated learning experiences and opportunities.
This close cooperation between the school and the company ensures that
the trainees are fully equipped with employable skills, work knowledge,
and attitudes at the end of the training.
The general and occupation-related theoretical instruction provided by
the school is complemented by on-the-job training in the workplace.
Trainees under the DTS spend at least 40 percent of the
training/learning time in school and 60 percent for practical training in
the company.

Dual Approach in Training


The dual approach in education and training has been put to work in
such country program as apprenticeship, on-the-job training, supervised
industry training, practicum and internship.
The German model of the DTS was first introduced in the Philippines in
the 1880s thought a joint project of the Southeast Asian Science
Foundation and the Hanns Seidel Foundation in the pioneer school- dual
tech Training Center.
The Dual tech experience was replicated in select public and private
technical schools nationwide by the then Bureau of Technical and
Vocational Education in 1991.
In February 1994, President Fidel V. Ramos signed into law Republic Act
No. 7686 or the
Dual Training System Act of 1994 which calls for the institutionalization
of the DTS in accredited public and private educational institutions,
training centers, and agricultural, industrial and business
establishments.
Under the DTS Law, TESDA is mandated to promote, coordinate and
administer the dual training system. The school-industry partnership
component of the system is a vital determinant of program success and
effectiveness.
They start working together in making the training plan and determining
the best way by which the trainees can learn as much knowledge and
skills during the training period.
TWO TRAINING VENUES In school, the trainees learn basic trade theory,
work values, good citizenship, safety and related theory subjects in
mathematics, drawing and social sciences. At the company or workshop,
the trainees learn job skills through practical exercises using state of the
art technology.
Aside form technical skills, the trainees also learn good work habits and
how to get along with others. the many benefits for the trainee, school or
training institution and the company made the DTS click as a training
modality.
The trainees’ access to the expertise and resources available and the
well-coordinated delivery of instructional activities in both learning
venues guarantees quality and relevant training.
DTS graduates are equipped with up-to-date and appropriate work
knowledge, skills and attitudes making them highly competitive and
wanted in the labor market.
The company’s participation in drawing up the DTS training plan helps
ensure that the workers being trained are the type and quality that
industry requires.
Optimum use of school and company facilities and resource allows the
admission of more trainees-mostly from poor families who have no
means of attending vocational training courses in fee-charging schools
and training center

WEEK 9
Activity Sheet #9
Work -Based Training
NAME : _______________________________ DATE:____________________
INSTRUCTOR:_________________________ YR & SECTION: ____________

Answer the following question.

1. What comes to your mind when you hear the word “dual”?

2. Have you ever tried to join different trainings conducted by TESDA?


What is the reason why you enrolled that kind of training?
1. Based on your ideas, what are the reasons why Dual Training
system has been implemented in the Philippines?

2. What are benefits of Dual training system?


WEEK 10
__________________________________________________________________________________

Establishing
Industry Linkage

At the end of the lesson, the students will be able to:


1. Describe the activities needed to establish linkage with the industry
for purpose of work-based training; and
2. Enumerate the responsibilities of trainers in work-based training.

ESTABLISHING INDUSTRY LINKAGE

Industry partnership is a very important aspect of work-based training.


As a trainer you should be directly involved in these processes involved
in establishing linkage.
You should be directly involved in these processes so that you will be
able to plan the training of your trainees.

SYSTEMATIC PROCEDURE IN ESTABLISHING INDUSTRY LINKAGE

1. Search for prospective industry partners


• Chooses an industry where training of about 60-70% of the
course components can be carried out
• Look for industries that has the potential to meet the standards of
an organized work-based training.
• Willing to provide guided industry training or assign personnel to
coordinate activities.

2. Send proposal letters (follow-up and visitation)


• With brief information on the Dual Training, the nature of the
program and its advantage to the company/industry.
Set an Appointment for Presentation

• Maybe in the form of slide presentation, video presentation, use of


brochure or posters.

3. Conduct Site Visit for work-based training plan

• Training plan aims to synchronize the curriculum of the school


with the in-plant training activities of the trainees.

4. Finalize the Training Plan Memorandum of Agreement (MOA) or


Memorandum of Understanding (MOU)

• MOA/MOU is a legal document which stipulates the condition


and policies governing the work-based training.
• In preparing for the MOA, you may refer to the Dual Training Act
of 1994.

5. Present the Training Plan and MOA/MOU for approval

• Any clarification or changes in the Training Plan or MOA/MOU


must be agreed upon by both parties affixing their signatures.

6. Placement of the trainees in the Industry


• Orientation of the trainees should be done by the trainer or
the institutions industry linkage coordinator before going to the
industry for training.

• Orientation on how the industry operates and how training


should be undergone in the industry should likewise be
required of the supervisor in-change of the training.

7. Coordination and Monitoring


 Conduct regular visits to the industry and monitor the activities in
work-based training. Any adjustments made on the training plan
should be noted monitoring.

8. Work-Based training Evaluation

• An evaluation of the conduct of the training should be done both


on the attainment of the objective of the program and on program
implementation.

• Monitoring and evaluation reports communicated for purposed of


improving the program and the performance of trainees.

In work-based training, the duties and responsibilities of both parties,


the training institution and the industry, should be clear and defined
and should be a part of the Memorandum of Agreement/Understanding.
Roles/duties of the institution
1. Issue policies Favorable to work-based training;
2. Give full support and cooperation to work-based training;
3. Designate an industrial coordinator;
4. Initiate staff development pf personnel involved work-based training;
5. Coordinate with the private sector in order to make work-based
training meaningful and fruitful;
6. Identify the skills actually needed or demanded by industry and math
the skills offered by the institution;
7. Provide comprehensive theoretical training and simulation for the
trainees; and
8. Organize industry partners.
Roles/Duties of the Industry
1. Provide job orientation training;
2. Provide practical training in areas which have been determined;
a) Activities within the training duration;
b) Distribution of trainees in the different department/division
where training is necessary.
3. Appoint training coordinator who shall be responsible for the
assignment designation of trainers/supervisors in their respective area
where the trainees will be assigned.
4. Provide training materials, tool/equipment during the training;
5. Remind supervisor about the work-based training activities;
6. Provide opportunity to learn by doing;
7. Provide trainees with professional skills, experience, techniques and
behavior in the real life situations; and
8. Organize work-based training station and programs.
Roles/Duties of Industry Supervisor
1. Orients the trainees about company rules and regulations;
2. Provide guidance and support;
3. Ensures safe training environment and activities for the trainees;
4. Prepares accident report whenever trainees are involved and submit in
to the company;
5. Endorses the trainees to proper training area;
6. Monitors trainees record book;
7. Monitors the performance of the trainees, make recommendations
concerning discipline;
8. Issues certificate of completion to student who successfully finish their
training.
9. Accomplish performance evaluation report
Roles/Duties of Trainees
1. Be physically fit for the work-based training;
2. Possesses the ability to comprehend and follow oral and written
instructions;
3. Exhibit proper discipline at all times;
4. Exhibit proper work habits and attitudes acceptable to the company;
5. Follow company rules and regulations;
6. Use only facilities allowed by the company to the trainees:
7. Be prompt and regular in attendance;
8. Be alert in following directions:
9. Cooperate with other trainees and industry supervisor;
10. Accomplish required forms;
11. Allow no instance for the company y to doubt honesty in workplace
and company
WEEK 10
Activity Sheet #10
ESTABLISHING INDUSTRY LINKAGE

NAME : ________________________ DATE:____________________


INSTRUCTOR:____________________ YR & SECTION: _________________

I . Show you critical analysis by answering the following scenario

1. You are in a training session. Your assessor blames you for not
doing well on a task in front of all your co-trainees. You believe that
your assessor is wrong in his/hercritiques and he/she might have
come to that kind of conclusion hastily without knowing all the
information. You feel you are being treated unfairly and
embarrassed in front of your co-trainees. You feel that your
reputation may be affected by his/her critique. What would you do
in this situation?
2. As a supervisor, you’ve made an unpopular decision. What action
would you take so that the morale on your institution is not
negatively affected?

3. In a team-leadership role, you discover that a team member has


gone “over your head” to propose an idea or complain about an
issue without talking to you first. How do you handle the situation?

4. In a training session, you find out that your co-trainees are not
physically fit for the work-based training. What would you do?
5. From the words above, select at least one (1) word and construct a
sentence/statement that is connected to our topic

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