aquaculture nc ii training

WELCOMEParticipants/Trainees

to the

June 6 – August 26, 201660 days- 480 hrs

Geronimo R. RosarioTrainer

Aquaculture NCII Training

Orientation of Trainees

June 6, 20168:00 AM

Function HallPSU Binmaley Campus

Binmaley, Pangasinan

Introduction to Competency-Based

Training (CBT)

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

Competency-Based Training

Ten Principles of CBT

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

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

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

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

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

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

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

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

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

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

We’re the Trainees

I’m your Trainer

Roles of Trainer and Trainees

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

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

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

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

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

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

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

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

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

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

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

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

CONTENTS OF CBLM

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

Trainee’s Guide on How to Use CBLM

PROGRESS CHARTThis chart is used to monitor the learning outcomes and competency achieved by the trainee.

MONITORING TOOLS

ACHIEVEMENT CHARTThis chart is used to monitor the required projects and activities usually in the job sheets of the CBLM.

MONITORING TOOLS

TRAINEES RECORD BOOKThis 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 SHEETThis also a monitoring sheet for the industry training usually accomplished during monitoring visits. The TRS is kept by the Supervisor.

MONITORING TOOLS

EVALUATION SYSTEM

PERFORMANCE TEST WRITTEN TESTObservation/Demonstration

EVALUATION SYSTEM

COMPETENT NOT YETCOMPETENT

CBT Process Flow

Have enoughCompetency/ies

been achieved?

YES

YESTrainee exits

program

Trainer observes

performance

Trainee practices task

Trainee Rates own

performance

TrainerRates

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 multimediamaterials

Use manuals

Observe demonstration

Practice skills in workshop

Receive assistance and

advise

YES

Trainee exitsprogram

Have completed all the

competencies?

SatisfactorilyPerformed

Competency?

Undergo Nat’lAssessment

NO

NO

NO

CBT Process Flow

The units of competency which comprise qualification fro Aquaculture NC II include the following:

COMPETENCIES TO BE COVEREDFOR 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

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

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

EQUIPMENT AND MATERIALS

Generator

Water Pump

Microscope

DO meter pH meter LimeFertilizer

WORKSHOP AND ITS STATIONS

Training Activity Matrix

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)

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

Conduct Pre-Operational Aquaculture Activities

Prepare and Maintain Aquaculture Facilities

Operate Fish Nursery

Perform Fish or Shrimp Grow-out Operation

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

Predator control


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)


2.2. Sapponin – extracted from tea seed cake (Camelli sp.)

2.3. Calcium carbide 2.4. Tobacco dust


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


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).


Thank you and Enjoy the rest of your training days!

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