QUALIFICATION:
EVENTS
MANAGEMENT
SERVICES NCIII
SECTOR:
TOURISM
( HOTELS AND
RESTAURANTS )
UNIT OF COMPETENCY:
Basic Competency
Common Competency
Core Competency
CORE COMPETENCIES:
EVENT PLANNING SERVICES
Plan and develop event proposal or bid
Develop an event concept
Develop an event program
Select event venue and site
Develop and update event industry knowledge
ON –SITE EVENT MANAGEMENT SERVICES
Provide on-site event management services
Manage contractors for indoor events
Develop and update knowledge on protocol
WHAT IS COMPETENCY?
involves applying
knowledge, skills
and attitudes to
perform work
activities to the
standard expected
in the workplace
What is Competency-Based
Technical Vocational
Education and Training?
It is an approach to deliver
training that focuses on the
development of competence
in the learner as a result of
the training.
Principle One
The training is based on
curriculum developed from
the competency standards
Learning is based on the
curriculum modules
Principle Two
Learning is competency
based or modular in
Job
Analysis
structure
Skills, knowledge and
attitudes (competencies)
Competency profile TNA
Course design and delivery
Principle Three
Training delivery is
individualized
and self-paced
Learning is done by the
learner at their own pace
Principle Four
Training is based on work
that must be performed
Learning is based on the
actual workplace practice
Principle Five
Training materials are
directly related to the
competency standards and
the curriculum
Training materials are
self-paced
and experiential
Principle Six
Assessment of learners is based in the
collection of evidence of the
performance of work to the industry or
organizational required standards
Traditional
Students are judged
againts each other
(norm referenced
Assessment)
CBTVET
Each student is
assessed against
the required
standard
Students are not judged against
each other
Principle Seven
Training is based both on
and off the job
components
Learners are aware of the activities
that has to be completed based
on the curriculum
Principle Eight
The system allows Recognition of
Prior Learning (RPL)
Workers and Students can have prior
skills recognised towards awards
competencies
gained in
life or work
RPL
Competencies
assessed
and
accredited
for
promotion
and learning
Principle Nine
The system allows for learners to
enter and exit programs at
different times and levels and to
receive an award for modules
(competencies) attained at any
point (Multiple Entry)
There is flexibility for entry
and exit from programs
Principle Ten
Approved training
programs are
nationally accredited
Learners and providers of training
are recognised in a national system
•CBT Process Flow
•Trainee enters
•program
• Administer RPL
• Orientation
• Role of trainer/trainee
•Review learning
•package
•View multimedia
•materials
•YES
•Trainer
•observes
•Trainer
•Rates
•performance
•performance
•Use manuals
•Trainee selects
•competency
•and receive
•instructions
• Administer Learning Contract
• Organize learning strategy
• Provide materials
• Introduce CBLM materials
• Introduce the Use of
• Achievement Progress
• Report
•Satisfactorily
•Performed
•Competency?
•NO
•Have completed
•all the
•competencies?
•NO
•Observe
•demonstration
•Trainee
•practices task
•Trainee
•Rates own
•performance
•Practice skills in
•workshop
•Receive
•assistance and
•advise
•Trainee exits
•program
•Trainee exits
•program
•Have enough
•Competency/ies
•been
•achieved?
•NO
•YES
•Undergo Nat’l
•Assessment
•YES
1.Serves
as
a
team
Role
member
to
of the
determine
what
is
to
Trainer
be learned.
2.Stimulates trainees
‟motivation”.
3.
Manages
learning:
a
Role
consultation
rather
of the
than
a
provider
of
Trainer
information; a
facilitator of the of the
facilitator of the
learning
Role
of the 4. Diagnose and solves
Trainer learning problems.
5. Evaluates learner’s
achievement.
Role 6. Assist learner’s to
of the obtain individualized
rewards.
Trainer
7. Assist each learner in
designing a personalized
plan of study.
Role 8. Installs confidence in
of the the learner by
Trainer providing experiences
where learners may
succeed.
Role 9. Serves as a model for
of the desirable work habits,
Trainer attitudes and tasks
performance in the
occupational field.
Role
10.
Spends
more
time
of the
interacting
with
Trainer
students on a 1:1 or
small group basis.
11. Helps those learners
who really need help.
Role
of the
Trainer 12. Accepts responsibility
along with the learner
for the tasks learned or
not learned.
Role 1. Trainees may select
of the what they want to
Trainee learn and when they
want to learn it, within
reason.
Role 2. Trainees learn at
of the their own rate within
Trainee program guidelines.
They may speed up,
slow down, stop or
even repeat a task.
3. Trainees may request to
receive credit for what they
already know.
Role
of the
Trainee This is done either through
pre-testing or through a
review o a task list
completed at another
training site.
Role 4. Trainees may choose
of the how they want to learnindividually,
on
a
one-toTrainee
one basis, in small group,
in large groups or with
audio-visuals.
Role 5. Trainees are
of the responsible for what they
learn
and
when
they
Trainee
learn it.
Role 6. Trainees decide when they
are ready to perform each
of the
task or demonstrate mastery
Trainee of learning to a job-like level
of proficiency before
receiving credit for the task.
Role
of the
Trainee
7. Trainees help develop
personalized prescription for
learning worked out
cooperatively and based upon
what the students already
knows, his preference for
learning, learning style and
other needs.
Role
of the
Trainee
8. Trainees compete against
present job standards and
not against other students
and are graded on
achievement of the
standards or criteria of each
task.
Role
of the
Trainee
9. Trainees know “up front”,
before instruction begins
what they are expected to
know and do to complete the
program.
9.
Trainees
know
“up
Role
front”,
before
instruction
of the
begins what they are
Trainee
expected to know and do
to complete the program.
Role
of the
Trainee
10. Trainees evaluate their
own progress to see how well
they are doing.
11. Trainees move freely in
the workshop, laboratory
and or training center.
Role
of the
Trainee
12. Trainees know they will
be rated mainly on
performance, while paper
and pencil tests will be used
mainly to check their
knowledge of the task.
13.
Trainees
learn
Role
according
to
their
of the
interest, needs and
Trainee
abilities – not according
to teacher timelines and
expediency.