Competency-Based Training (CBT) is industry and demand driven education and training programme based on industry generated concrete standard (Occupational Standards). These industry standards are the basis upon which the programme (curriculum), assessment and learning packages are developed.
CBT is also learner-centered and results-oriented approach to education and training, while the traditional education and training practices center on inputs from the provider side.
In CBT all individual’s learners must be allowed to learn to their full potential, while the Traditional system learners are exposed to a segment of curriculum over a specified time. At the end of the course, an examination is usually given, and grades are assigned regardless of whether all learners have achieved competency.
In the CBT system, educators and trainers (facilitators) create learning environments which are challenging and motivating. The concept of CBT identifies concrete outcomes that learners should demonstrate upon completion of the programme in contrast to the traditional system that is content and time-based method.
Occupational standards are based on the skills, knowledge and attitudes that employees in particular industry need to function effectively in the workplace. These industry standards are used to develop the program (curriculum), assessment instruments and learning packages.
CBT Program/Unit/Module is the organization of the skills, knowledge and attitudes identified by the standards into a logic and framework that enables effective delivery in the CBT system. In the traditional training system, this is called curriculum which is internally developed by TVET institutions. It has become evident that the traditional TVET curriculum often create mismatch of skills, attitudes and knowledge between the needs of industry and what is taught at the TVET learning environment. CBT programmes are developed based on the occupational standards generated by industry, so they directly address the needs of industry.
CBT learning uses facilitation method rather than the direct teaching method. The CBT delivery approach focuses on the provision of an individualized facilitation rather than group teaching. The CBT facilitation accommodates different types of learners to different types of learning opportunities by planning.
CBT assessment is expected to be integrated into the learning process as a tool of ascertaining frequently whether learning is taking place and not as reward or punishment tool. CBT assessment must be linked to the occupational standards generated to determine whether standards identified have been achieved by the learner or not.