BNQF Level-4 (CBT & A) Methodology CBLM
(CBT & A) Level-4 | Version | Download |
---|---|---|
New CBLM | English | Click |
New CBLM | Bangla | Click |
OLD CBLM ILO Present | English | Click |
Occupation Specific -
↪️For Trainer
Unit 7. Design & modify CBT learning materials and resources 40
Unit 8. Organize competency based training sessions 20
Unit 9. Deliver competency based trainig. 40
Unit 12. Organize and conduct Competency bassed assessment. 30
Need : 1,2,3,10,11,12
Unit 2. Promote inclusive learning in a CBT & A environment. 20
Unit 3. Apply OSH practices in a CBT & A environment. 15
Unit 4. Use ICT to Facilitate Teaching and learning 45
Unit 5. Maintain training equipment and facilities. 15
Unit 6. Maintain and enhance professional & technical competency. 30
Unit 11. Develop competency Based assessment tools. 40
Elements of competency,
1. Interpret TVET scenario of Bangladesh and relevant policy documennts
Performance Criteria,
1.1 TVET terminologies are listed and listed and defined.
1.2 Relevant policies and laws are accessed and interpreted.
1.3 Courses and curriculum documents of TVET systems are accessed and identiied.
1.4 Work practices are applied in line with policy framework.
Elements of competency,
2. Interpret quality assurance system
Performance Criteria,
2.1 Quality issues of TVET are identified and illustrated.
2.2 Quality Assurance Manuals (QAMs) are identified and accessed.
2.3 Course Accreditation documents (CAD are identified and accessed.
Elements of competency,
3. Work within the training organizations
Performance Criteria,
3.1 TVET providers and development organizations
3.2 Work is undertaken according to prevailing competency standards
3.3 Employee/ staff relations systems are followed
3.4 Ethical and legal responsibilities are maintained acccording to the organisational policies and procedures
Elements of competency,
4. Manage work relationships with colleagues and clients
Performance Criteria,
4.1 Work is planned and undertaken in collaborative way with colleagues.
4.2 Information and ideas are shared and worked together on agreed outcomes.
4.3 Feedback from clients and colleagues are obtained, evaluated and acted.
4.4 Clients and their needs and expectations are identified through effective communication.
Elements of competency,
5. Assist learner to develop competency as per needs and interests
Performance Criteria,
5.1 information are provided to the learners about how their competencies relate to job profiles, educational and training pathway.
5.2 Training requirements and employment opportunities are explained.
5.3 Learner confidentiality is maintained according to organizational policies and procedures.
Unit 8. Organize competency based training sessions 20
Unit 9. Deliver competency based trainig. 40
↪️ For Assesor
Unit 10. Design competency based assessment 25Unit 12. Organize and conduct Competency bassed assessment. 30
Need : 1,2,3,10,11,12
Sector specific -
Unit 1. Work effectively within Bangladesh TVET sector. 40Unit 2. Promote inclusive learning in a CBT & A environment. 20
Unit 3. Apply OSH practices in a CBT & A environment. 15
Unit 4. Use ICT to Facilitate Teaching and learning 45
Unit 5. Maintain training equipment and facilities. 15
Unit 6. Maintain and enhance professional & technical competency. 30
Unit 11. Develop competency Based assessment tools. 40
Nominal Hours : 40 hours
Elements of competency,
1. Interpret TVET scenario of Bangladesh and relevant policy documennts
Performance Criteria,
1.1 TVET terminologies are listed and listed and defined.
1.2 Relevant policies and laws are accessed and interpreted.
1.3 Courses and curriculum documents of TVET systems are accessed and identiied.
1.4 Work practices are applied in line with policy framework.
Elements of competency,
2. Interpret quality assurance system
Performance Criteria,
2.1 Quality issues of TVET are identified and illustrated.
2.2 Quality Assurance Manuals (QAMs) are identified and accessed.
2.3 Course Accreditation documents (CAD are identified and accessed.
Elements of competency,
3. Work within the training organizations
Performance Criteria,
3.1 TVET providers and development organizations
3.2 Work is undertaken according to prevailing competency standards
3.3 Employee/ staff relations systems are followed
3.4 Ethical and legal responsibilities are maintained acccording to the organisational policies and procedures
Elements of competency,
4. Manage work relationships with colleagues and clients
Performance Criteria,
4.1 Work is planned and undertaken in collaborative way with colleagues.
4.2 Information and ideas are shared and worked together on agreed outcomes.
4.3 Feedback from clients and colleagues are obtained, evaluated and acted.
4.4 Clients and their needs and expectations are identified through effective communication.
Elements of competency,
5. Assist learner to develop competency as per needs and interests
Performance Criteria,
5.1 information are provided to the learners about how their competencies relate to job profiles, educational and training pathway.
5.2 Training requirements and employment opportunities are explained.
5.3 Learner confidentiality is maintained according to organizational policies and procedures.
Acronyms
Short | Full Form |
---|---|
BMET | Bureau of Manpower Employment and Training |
BTEB | Bangladesh Technical Education Board |
CAD | Course Accreditation Document |
CBC | Competency Based Curriculum |
CBLMs | Competency Based Learning Materials |
CBT | Competency Based Training |
CBT&A | Competency Based Training and Assessment |
CS | Competency Standard |
DTE | Directorate of Technical Education |
EU | European Union |
ILO | International Labour Organization |
LCD | Liquid Cristal Display |
MOE | Ministry of Education |
MOEWOE | Ministry of Expatriate Welfare and Overseas Employment |
MOLE | Ministry of Labour and Employment |
NEP | National Education Policy |
NGOs | Non-Government Organisations |
NSDA | National Skills Development Authority |
NSDC | National Skills Development Council |
NSDP | National Skills Development Policy |
NTVQF | National Technical and Vocational Qualification Framework |
OSH | Occupational Safety and Health |
PCs | Personal Computers |
QAMS | Quality Assurance Manuals |
RPL | Recognition of Prior Learning |
SCDC | Standard ad Curriculum Development Committee |
TSC | Technical School and College |
TTC | Technical Training Centre |
TTTC | Technical Teachers Training College |
TVET | Technical Vocational Education and Training |
VET | Vocational Training Institute |
VTTI | Vocational Teachers Training Institute |