English Language

Proficiency
Darren N. Naelgas

WELCOME TO

Aklan Catholic College

ACC Vision
We envision Aklan
Catholic College as a
vibrant educational
institution committed
to empower
stakeholders as
globally competent
and authentic
Christian.

ACC Mission
We commit ourselves to:
1. Continuously evaluate the relevance of programs and
services and the functionality of structures, processes, and
leadership styles.
2. Relentlessly expedite leadership and professional
development of the stakeholders.
3. Steadfastly inculcate Gospel values for the integral
development of the stakeholders.
4. Amply produce excellent graduates through current
researches, relevant curriculum offerings, and responsive
community extension services.
5. Purposively channel resources towards the sustainability of
the institution through value- innovative programs.

ACC Core Values

Faith:

We cultivate a way of life that is wholly dependent on God

and expresses itself in generous loving service for God and country.

Accountability:

We are accountable to God, to our country and

to our community. We demonstrate accountability through our skills,
behavior, attitude, and performance.

Character and Competence:

We are passionate and

intensely focus in serving our stakeholders and helping them achieve
their goals.

Excellence:

We strive for excellence that glorifies God in all areas

of life.

Service:

We put all stakeholders at the top of our minds, giving

Course Offerings:
CBT Program

English Language Proficiency

Food and Beverage Services NC II
Security Service NC II
Commercial Cooking NC II
Housekeeping NC II
Computer Hardware Servicing NC-II
Bookkeeping NC II

DEGREE PROGRAMS

Master of Arts in Education (MAEd)

Majors
Educational Management
Psychology and Guidance

Bachelor of Laws (LLB)

DEGREE PROGRAMS
Bachelor of Secondary Education (BSEd)
PAASCU Accredited Level 2

Majors

English
Mathematics
Filipino
Biological Science

Bachelor of Elementary Education (BEEd)

PAASCU Accredited Level 2

Bachelor of Arts in English (AB English)

PAASCU Accredited Level 2

Bachelor of Arts in Political Science (BA Pol

Sci)
PAASCU Accreditation Level 2

DEGREE PROGRAMS
Bachelor of Science in Business Administration
(BSBA)
PAASCU Accreditation Level 2

Majors
Marketing Management
Financial Management
Operations Management
Human Resource Development Management

Bachelor
Bachelor
Bachelor
Bachelor
(BSIT)

of
of
of
of

Science
Science
Science
Science

in
in
in
in

Accountancy (BSA)
Criminology (BSCrim)
Computer Science (BSCS)
Information Technology

DEGREE PROGRAMS
Associate in Computer Technology (ACT)
Bachelor of Science in Hospitality
Management (BSHM)
Concentrations
Hotel and Restaurant Management
Food and Beverages Preparation Management
Tour, Cruise Ship and Culinary Arts

Associate in Food Service Management

(AFSM)

English Proficiency

Competency Based
Training Delivery
Approach that focuses
on
the
competency
development of
the
learner as a result of
the training.

TRADITIONAL

CBT

INSTRUCTORS FOCUS ON
MANAGING INSTRUCTION

INSTRUCTORS FOCUS ON
MANAGING LEARNING

MOST STUDENTS ENTER AT

ABOUT THE SAME TIME

TRAINEES ENTER VARIOUS TIMES

THROUGHT THE YEAR

STUDENTS ALL COVER THE SAME

MATERIAL

DIFFERENT TRAINEES MAY BE

TRAINING FOR DIFFERENT
OCCUPATIONS WITHIN THE SAME
PROGRAM

STUDENTS ALL PROCEED FROM

ONE TOPIC TO THE NEXT AT THE
SAME TIME

EACH TRAINEE ,MOVES ON TO

NEXT TASK ONLY AFTER
MASTERING THE TASK HE IS
CURRENTLY WORKING ON

THE INSTRUCTOR CONTROLS THE

LEARNING PACE

EACH TRAINEE PROGRESS AT HIS

OWN PACE

ALL STUDENTS ARE USUALLY

TESTED AT ONCE

EACH TRAINEE IS TESTED WHEN

READY TO DEMONSTRATE
MASTERY

TRADITIONAL
Very little continuous
feedback is given
The instructor is
involved in teaching
only one topic at a
time
Retesting is
discouraged or not
allowed at all.
Materials, tools and
supplies for only one
topic are needed at a
time

CBT
Immediate feedback is given
to each trainee at critical
points in the learning
process
The trainer must be able to
answer questions on
many different tasks each
day
Retesting is encouraged for
mastery
The trainer must see that all
materials needed for
many tasks are readily
available

 ON CURRICULUM
The curriculum is based on the Competency Standards
and is available at the workshop/laboratory and can be
accessed to anytime.
ON WORKSHOPS
The required area for the workshop, as provided in the
Training Regulations, is strictly complied with. To be able
to do this, the school had to break down walls to
increase the area of the workshops.
Work stations are provided for the competencies where
tools/facilities/equipment are ready for use by the
students.
Signages are placed where necessary.

 ON
RECOGNITION
OF
PRIOR
LEARNING
If the student/trainee has had prior
experience and/or knowledge in a
particular competency, he is asked to
demonstrate the activity to his trainer.
If found competent, he is no longer
required to undergo the module in that
competency. Related Certificates of
Competencies completed or Certificates
of related work experience/s are also
required for submission.

PRINCIPLES OF CBT
1. The training is based on curriculum

developed from the competency

standards
2. Learning is competency-based or
modular in structure
3. Training delivery is individualized
and self-paced
4. Training is based on work that must
be performed

PRINCIPLES OF CBT
5. Training materials are directly related to
the competency standards and the
curriculum
6. Assessment of learners is based in the
collection of evidences of work
performance based on industry or
organizational required standards
7. Training is based both on and off the job
components

PRINCIPLES OF CBT
8. The system allows Recognition of Prior
Learning (RPL)
9. The system allows for learners to enter
and exit programs at different times
and levels and to receive an award for
competencies attained at any point.
10. Approved training programs are
nationally accredited

Role and Responsibility of the

Trainee(s)
Decides on when
ready to
demonstrate
Work and ask help
with others

Progresses at
own rate

Selects on
what
competency to
start

Competes against
industry
Standards
Evaluates own
performance

Request to
receive credits
on what they
know

Moves freely in
the workshop

Role of the trainee

1. Trainees may select what they want to
learn and when they want to learn it, within
reason.
2. Trainees learn at their own rate within
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. This is done either
through pre-testing or through a review o a
task list completed at another training site.

Role of the trainee

4. Trainees may choose how they want
to learn-individually, on a one-to-one
basis, in small group, in large groups
or with audio-visuals.
5. Trainees are responsible for what
they learn and when they learn it.

Role of the trainee

6. Trainees 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.
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.
9. Trainees know up front, before instruction
begins what they are expected to know and
do to complete the program.
10. Trainees evaluate their own progress to
see how well they are doing.

Role and Responsibility of a Trainer

Teacher

Negotiator

Facilitator

Coordinator

Session
Planner

Counselor

Instructional
Material
Developer

Curriculum
Developer
Actor

Competencies Based on TR
Core (260 hrs.) competencies specific to
a certain qualification
Apply effective communication skills
Facilitate group discussions
Utilized conflict resolution/negotiation skills
Make presentations

CBLM well
designed and
Carefully
Developed
Learning
materials that
give trainees
Detailed
instructions to
guide them
through the
learning
process.

Training workshop and

stations

Training workshop and stations

15 mts.
Window

SUPPORT

SERVICE AREA

Window

Tool Cabinet
Trash Can

TRAINERS
RESOURCE
CENTER

QUALITY
CONTROL

First Aid Kit

INSTITUTIONAL ASSESSMENT AREA

PRATICAL WORK AREA

10mts.

Aircon
Aircon
LCD Projector

LEARNING RESOURCE

AREA

Whiteboard
Table

DISTANCE LEARNING
AREA

Clock

CONTEXTUAL
LEARNING
LABORATORY

Fire Extinguisher

Trainees Progress
Chart

Door Entrance

Training Workshop and

Stations
The different components or areas of a
competency-based facility are:
1. Practical Work Area - This area is where
the learner acquires the skills and knowledge
components of the competencies prescribed
by the standard.
2. Learning Resource Area - This area is
proximate to the heart - the practical work
area. This area provides the learner with the
knowledge requirements in the various
modules responding to the competencies.

Training Workshop and

Stations
3.

Institutional Assessment Area - It is

located very proximate to the practical work
area. This is where Recognition of Prior
Learning is done by the trainer. This
component also provides the mechanism
of assessing the completion of
competencies of a learner.

Training Workshop and

Stations
4. Contextual Learning Laboratory - This
facility ensures that the underpinning
knowledge,
science,
mathematics
and
communication principles as applied to the
technology are provided to the learner.
5. Quality Control Area Various product
output such as cocktails and garnishes are
checked to determine correctness and
accuracy.

Training Workshop and

Stations
6. Trainers Resource Center - This area
houses the learning materials, the training
regulations and curriculum exemplars.
7. Distance/E Learning - This is to enable the
learning provision outside and away from the
training institution in terms of print and
non-print media.

Training Workshop and

Stations
8. Computer Laboratory/Data encoder - This
laboratory has an array of computer units of
which learners are provided for them to learn
and gain appropriate IT competencies that
may include Word, Excel even Desktop
Publishing and others.
9. Support Service Area - The component
provides value-adding competencies such
flairing competency address underpinning
skills in particular competency.

EQUIPMENT AND TOOLS NEEDED

Evaluation System
1.
2.
3.
4.

Written Test
Demonstration
Oral questioning
Institutional Evaluation

5. Progress Chart
6. Achievement Chart

Its now time for a break and for some

clarification
about the CBT