Course Outline

KSTVET/TDS/ED/FO1
DIPLOMA IN TECHNICAL TRAINER EDUCATION
Course Name: Training Methodologies
Unit Code: ED/B/7101
Duration: 20 Hours
Target Group: ALL Trainer Trainees Cohort 2026
Delivery Mode: Blended (Face-to-Face, Online, Experiential Practice)
1. Course Description
This course equips trainee trainers with competencies aligned with the Competency-Based
Education and Training (CBET) framework as prescribed by the Technical and Vocational
Education and Training Authority (TVETA). It focuses on acquiring and demonstrating
practical instructional, facilitation, assessment, and reflective competencies required of TVET
trainers. Emphasis is placed on learner-centred methodologies, workplace-relevant training
delivery, continuous assessment, recognition of prior learning (RPL), inclusive practices, and the
effective use of digital technologies in training environments.
2. Course Rationale
With rapid technological change, diverse learner profiles, and the shift toward CBET and digital
learning, TVET trainers require modern instructional strategies that go beyond traditional lecture
methods. This course responds to current demands by integrating active learning, digital
pedagogy, micro-teaching, formative assessment, and reflective practice to enhance the quality,
relevance, and learner engagement of training.
3. Learning Outcomes
By the end of the course, the trainee trainer should be competent to:
1. Apply learner-centred, participatory, and work-based training methodologies in accordance with
CBET principles.
2. Interpret occupational standards, curricula, and assessment criteria to inform training design and
delivery.
3. Develop CBET-compliant training documents, including session plans, learning activities, and
assessment tools.
4. Facilitate learning in physical and digital environments that are inclusive, safe, and aligned with
TVETA quality standards.
5. Conduct formative and summative assessments, provide feedback, and maintain training records
in line with TVETA requirements.
6. Reflect on training practice and implement continuous improvement strategies.
Unit Delivery Plan: Learning Outcomes, Content, Suggested Assessment Methods.
Week(s) Element Competency / Key Content Learning Assessment TVETA Hours
Learning Areas Activities Methods Evidence
Outcome (Evidence) Required
Weeks 1– 1. Interpret Analyse  Occupational Document CAT 1: Analysed OS 2
2 Training occupational standards, analysis, Document and
Standards standards and  curriculum group analysis curriculum
curricula structure, discussions report extracts
 assessment
criteria
Weeks 3– 2. Plan Training Develop  Schemes & Lesson CAT 2: Approved 6
6 Sessions CBET- Lesson plans. planning, Training lesson/session
compliant  Learning plans & peer review documents plans
training Session plans, portfolio
documents  learning
outcomes,
 resources
Weeks 6– 3. Facilitate Apply learner-  Active learning, Micro- CAT 3: Observation 4
8 Learning centred  facilitation teaching, Facilitation checklist,
training techniques simulations performanc video
methodologies e evidence
Week 9 4. Manage Create  Classroom/ Demonstrati Observation Safety 2
Learning inclusive and workshop ons, , reflective compliance
Environment safe learning management, reflective journal records
spaces  Health & Safety discussions
Week 10 5. Reflect and Evaluate own  Reflective Reflective Portfolio Reflective 2
Improve training practice, journals, assessment reports
Practice practice  continuous peer
improvement feedback

4. Assessment Framework
 CAT 1: Training document analysis (10%)
 CAT 2: Training documents portfolio (10%)
 CAT 3: Micro-teaching facilitation and reflective portfolio (10%)
 Online CAT: Covering 75% of the content (70%)
 Final Assessment: Integrated practical and written evaluation (100%)
5. Teaching and Learning Approaches
 Experiential and problem-based learning
 Micro-teaching and peer learning
 Blended and digital learning tools
 Reflective practice and feedback loops
6. Key References and Learning Resources
Mandatory References (All Students Must Read & Use)
These are core texts and guidelines that students must engage with to successfully complete the
unit, micro-teaching, and assessment tasks.
1. CBET & TVETA Frameworks
1. TVET Authority (TVETA). (2020). TVET curriculum development, assessment and
certification guidelines.
Retrieved January 12, 2026, from [Link]
 Purpose: Official guide for CBET curriculum interpretation, assessment, and evidence
requirements.
2. UNESCO. (2022). Transforming TVET for successful and just transitions.
Retrieved January 12, 2026, from [Link]
Purpose: Provides global standards and best practices for modern TVET delivery.
2. Training Methodologies & Facilitation
3. Kolb, D. A. (2021). Experiential learning: Experience as the source of learning and
development (2nd ed.). Pearson Education.
Purpose: Foundation for practical, hands-on and learner-centred training.
4. Biggs, J., & Tang, C. (2022). Teaching for quality learning at university (5th ed.). Open
University Press.
Purpose: Helps trainees align learning outcomes, activities, and assessment (constructive
alignment).
3. Learner Behaviour & Engagement
5. Ajzen, I. (2020). The theory of planned behavior: Frequently asked questions.
Retrieved January 12, 2026, from [Link]
Purpose: Explains how learner attitudes and motivation influence training outcomes.
Recommended References
These readings enhance teaching quality, innovation, and reflective practice but are not
compulsory.
4. Digital & Blended Learning
10. Anderson, T., & Dron, J. (2020). Three generations of distance education pedagogy.
International Review of Research in Open and Distributed Learning, 21(2), 1–19.
[online] [Link]
Use: Understanding online and blended teaching models.
11. Salmon, G. (2020). E-moderating: The key to teaching and learning online (4th ed.).
Routledge.
Use: Practical strategies for online facilitation and learner support.
5. Adult Learning & Reflective Practice
12. Brookfield, S. D. (2020). The skillful teacher (4th ed.). Jossey-Bass.
Use: Developing reflective, inclusive, and ethical training practice.
13. Silberman, M. L., & Biech, E. (2015). Active training. Wiley.
Use: Practical activities and engagement techniques (widely used in TVET).
6. Policy, Innovation & Digital Skills
14. OECD. (2021). Teachers as designers of learning environments. OECD Publishing.
[online] [Link]
Use: Designing innovative learning spaces and experiences.
15. UNESCO-UNEVOC. (2021). Digital skills and competency-based training in TVET.
Retrieved January 12, 2026, from [Link]
Use: Strengthening digital competence in TVET training.
Please Note:
Mandatory Readings: All trainees must read and reference these materials in assignments,
micro-teaching, and reflective portfolios.
Recommended Readings: These materials support deeper understanding and professional
growth.
Training Methodologies January 2026
Lesson 1
Classroom Screen
Training Methodoligies
2026CS(A) 27th January 2026
Learning outcomes
1. Definition of terms
2. Trainee characteristics
3. Domains of learning in the
New Bloom's Taxonomy

1. Trainee Characteristics
Activity 1
Through Think Ink Pair and share define the term trainee characteristics as used in
Training methodologies.

Trainee characteristics refer to the attributes, abilities, backgrounds, and needs that
learners bring into the training or learning environment. Understanding these
characteristics helps a trainer select appropriate content, methods, and assessment
strategies.
Activity 2
Through brain storming list 5 training characteristics as used in Training
methodologies.

Key Trainee Characteristics

1. Age and Developmental Level
 Influences attention span, learning pace, and preferred learning activities.
 Adult learners (and diploma students) prefer relevant, problem-centered
learning.
2. Prior Knowledge and Experience
 Learners come with different academic backgrounds and life experiences.
 Trainers should assess prior knowledge to avoid repetition or gaps.
3. Learning Styles and Preferences
 Visual (learn by seeing)
 Auditory (learn by hearing)
 Kinesthetic (learn by doing)
 Read/Write
Effective training uses a mix of approaches.
4. Motivation Level
 Can be intrinsic (personal interest, career growth)
 Or extrinsic (grades, certification, promotion)
 Motivated trainees engage more actively in learning.
5. Abilities and Aptitudes
 Includes cognitive ability, language proficiency, and technical skills.
 Trainers should differentiate instruction to support all learners.
 6. Cultural and Social Background
 Culture influences communication, participation, and attitudes.
 Inclusive teaching respects diversity and avoids bias.
7. Learning Needs and Challenges
 May include learning difficulties, disabilities, or time constraints.
 Trainers should provide reasonable support and accommodations.

Activity 3
Through give one take one list 4 importance of understanding trainee characteristics
as used in Training methodologies.

Importance of Understanding Trainee Characteristics

 Enhances learner engagement
 Improves achievement of learning outcomes
 Supports learner-centered training
 Promotes equity and inclusion

2. Domains of Learning in the Revised Bloom’s Taxonomy

Activity 4
Watch the following video and make notes
Bing Videos

The Revised Bloom’s Taxonomy classifies learning into three domains and updates the
cognitive domain using action verbs.

Activity 5
(a) Through jigsaw active learning strategy describe cognitive domain of learning
as used in Training methodologies highlighting all the levels.
(b)In each level in (a) above identify 10 different examples of verbs used.

The Revised Bloom’s Taxonomy classifies learning into three domains and updates the
cognitive domain using action verbs.

A. Cognitive Domain (Knowledge-Based Learning)

This domain focuses on mental skills and intellectual abilities.
Levels in the Revised Cognitive Domain (Lowest to Highest):
1. Remember
o Recall facts and basic concepts
o Verbs: define, list, identify, recall
2. Understand
o Explain ideas or concepts
 o Verbs: describe, summarize, explain, interpret
3. Apply
o Use knowledge in new situations
o Verbs: use, demonstrate, implement, solve
4. Analyze
o Break information into parts and examine relationships
o Verbs: analyze, compare, differentiate, examine
5. Evaluate
o Make judgments based on criteria
o Verbs: evaluate, justify, critique, assess
6. Create
o Produce original work or ideas
o Verbs: design, develop, formulate, construct

Activity 6
(a) Through group discussion active learning strategy describe each of the levels
of cognitive domain of learning as used in Training methodologies.
(b) In each case in a above identify 5 different examples of verbs used.

Assignment
(a) Define the term affective domain as used in training methods.
(b) Identify five levels in this domain.
(c) List three examples of verbs used in each level listed in (b) above.

B. Affective Domain (Attitudes and Values)

This domain focuses on feelings, values, motivation, and attitudes.
Levels:
1. Receiving – Willingness to listen
2. Responding – Active participation
3. Valuing – Attaching worth to learning
4. Organizing – Integrating values
5. Characterizing – Consistent value-based behavior
Example: Demonstrating professionalism and ethical conduct in teaching.

C. Psychomotor Domain (Skills-Based Learning)

This domain focuses on physical and practical skills.

Activity 7
Read through the following case study and answer the questions that follow.
Case Study: Teaching Practical ICT Skills (Psychomotor Domain)
James is a Diploma in Education (ICT) trainee conducting a lesson on basic computer
operations. Although he explains the steps clearly, learners struggle to follow because he
cannot effectively demonstrate mouse control, keyboard shortcuts, and file management.
During supervision, it is noted that James has the knowledge but lacks hands-on ICT skills. The
supervisor organizes a practical session where James first observes correct computer
demonstrations, then practices opening applications, creating folders, saving files, and using
shortcuts. James later demonstrates these ICT skills during a micro-teaching session,
showing improved coordination, accuracy, and confidence. This case highlights the importance
of practice-based learning in developing psychomotor skills in ICT training.

1. Which ICT skills in the case study demonstrate the psychomotor domain of learning?
2. Why was James unable to teach ICT skills effectively despite understanding the theory?
3. How did observation and guided practice help James improve his ICT teaching skills?
4. Identify the stages of psychomotor learning (imitation, manipulation, precision) shown
in the case study.
5. Why is hands-on practice essential when teaching ICT skills to learners?
6. If you were James, which ICT skill would require the most practice and why?
7. How can this case study be applied when teaching learners skills such as typing, file
management, or software use?

Examples of Skills:
 Operating equipment
 Demonstrating teaching techniques
 Performing laboratory or workshop tasks
Example verbs: demonstrate, operate, manipulate, assemble, perform

3. Formulation of Learning Outcomes

Learning outcomes are clear statements describing what a learner should be able to
know, do, or demonstrate after a learning session.
Characteristics of Good Learning Outcomes
 Learner-centered
 Clear and measurable
 Aligned with content, teaching methods, and assessment
Components of a Learning Outcome
Learning outcomes are often written using the ABCD Model:
1. A – Audience: Who is the learner?
2. B – Behavior: What will the learner do? (Use action verbs)
3. C – Condition: Under what conditions?
4. D – Degree: To what standard or level?
Steps in Formulating Learning Outcomes
1. Identify the topic or competency
2. Select the relevant domain (cognitive, affective, psychomotor)
3. Choose an appropriate action verb from Bloom’s Taxonomy
4. Specify conditions and performance standards
Examples of Learning Outcomes
 By the end of the lesson, the trainee teacher will be able to explain the domains of
learning using Bloom’s Taxonomy.
  The trainee will demonstrate effective questioning techniques during a micro-
teaching session.
 Given a lesson topic, the trainee will formulate at least three SMART learning
outcomes.

Meaning of Verb – Object – Context

(a) Verb
The verb describes the action the learner will perform.
 It must be observable and measurable.
 Verbs are selected from Bloom’s Revised Taxonomy.
Examples of verbs:
 explain, describe, analyze, demonstrate, design, evaluate, formulate
(b) Object
The object is the content, knowledge, skill, or concept that the learner is acting upon.
Examples of objects:
 learning outcomes
 lesson plans
 Bloom’s Taxonomy
 teaching aids
 assessment tools
(c) Context
The context explains how, where, when, or under what conditions the learning will
occur or be demonstrated.
Examples of context:
 during a micro-teaching session
 using provided teaching materials
 in a simulated classroom environment
 at the end of the lesson
 according to given guidelines

2. Structure of a Learning Outcome

Verb + Object + Context
This structure ensures clarity, measurability, and alignment with teaching and assessment.
3. Examples of Learning Outcomes
Cognitive Domain
 Explain the domains of learning using the Revised Bloom’s Taxonomy.
 Analyze trainee characteristics in relation to training methodologies.
 Evaluate a lesson plan based on stated learning outcomes.
Psychomotor Domain
 Demonstrate effective teaching techniques during a micro-teaching session.
 Prepare instructional materials using locally available resources.
Affective Domain
 Exhibit professional teaching ethics while interacting with learners.
 Value learner-centered approaches during classroom activities.
4. Poor vs Well-Written Learning Outcomes
Poorly Written Outcome
  Understand learning outcomes.
(Too vague; not measurable)
Well-Written Outcome
 Formulate clear learning outcomes for a given lesson topic.
5. Importance of Using Verb – Object – Context
 Promotes clarity and focus
 Makes outcomes measurable and assessable
 Ensures alignment between teaching, learning, and assessment
 Supports competency-based education and training (CBET)

Note Give the learners a feel on OS and Curriculum.

Assignment
In groups use the provided document to develop 4 learning outcomes in each of the
following Cognitive, Psychomotor and Affective Domains.

Activity 9
ABC company would like to employ a Website developer in their organization
list:
a) Tasks this employee will be undertaking in the company.
b) Skills and Knowledge needed for the employee to be competent.
c) Trainer links these to OS.

Occupational Standards (OS) are industry-defined statements that describe:

 What a worker must be able to do
 The required knowledge, skills, and attitude
 The expected level of performance in a specific occupation
NB:
OS answer the question:
“What must a competent worker do in the workplace?”

Activity 10
Brainstorm on the characteristics of an OS

Key Characteristics of OS
 Industry-driven
 Performance-based
 Measurable and observable
 Aligned to workplace tasks

2. Components of Occupational Standards (OS)

Activity 11
In groups learners identify and interpret OS components from a real OS document.
OS Document Analysis (Hands-on)
Learners:
 Receive a real OS document
 Identify each component
  Present findings

Content
Component Description
Occupational Title Name of the occupation
Unit of Competence Major work functions
Elements of Specific tasks under each unit
Competence
Performance Criteria Expected performance standard
Required Knowledge Knowledge needed
Required Skills Practical skills required
Attitude/Values Work ethics and behaviour
Range/Context Conditions under which work is done
Evidence Guide What proves competence

3. Definition of Curriculum – CBET Approach

Analogy Activity
Learners compare curriculum to:
A roadmap
Read through the following analogy and answer the questions that follow:

A curriculum is like a road map for a learning journey. Just as a road map shows the
starting point, destination, routes, and landmarks, a curriculum shows where learners
begin, the competencies they must achieve, the content to cover, and the assessments along
the way. The learning outcomes are the destination, teaching strategies are the routes,
learning resources are the road signs, and assessments are the checkpoints confirming
progress. Without a road map, travellers may get lost or take longer routes; similarly,
without a curriculum, training becomes disorganized and may fail to produce competent
graduates.
Questions
a) If the destination on a road map represents learning outcomes, what could happen to learners
if a curriculum has no clear outcomes?
b) How do routes and directions on a road map compare to teaching and learning strategies in
a curriculum?
c) In the road map analogy, what do checkpoints or milestones represent in a curriculum, and
why are they important?
d) Why is it difficult to reach a destination without a road map, and how does this relate to
teaching without a curriculum?

A curriculum is a structured training framework that outlines:

 What is to be learned
 How it is taught
 How competence is assessed
 Resources required
 In CBET, curriculum answers:
“How do we train learners to meet Occupational Standards?”

4. Components of Curriculum – CBET Approach

CBET Focus
Learner analyses a curriculum document and identifies its components.
Content
Curriculum Component Explanation
Learning Outcomes Measurable competencies
Content Knowledge and skills
Training Methodology How learning takes place
Assessment Strategy How competence is measured
Learning Resources Tools and materials
Duration Time allocation
Entry Requirements Prerequisites
Certification Qualification awarded
Active Learning Strategies
1. Curriculum Dissection Activity
Learners:
Review a CBET curriculum
Highlight each component
2. Mini-Curriculum Design
Groups design:
A short module
Include outcomes, content, assessment
5. Uses of Occupational Standards (OS) & Curriculum
CBET Focus
Learner applies OS and curriculum in training, assessment, and workplace contexts.
Content
Uses of Occupational Standards
a) Define workplace competence
b) Guide curriculum development
c) Standardise assessment
d) Support certification
e) Ensure industry relevance

Uses of Curriculum
a) Guides training delivery
b) Organises learning
c) Supports assessment planning
d) Ensures consistency across institutions
e) Supports quality assurance

Active Learning Strategies

Activity 12
Introduction
Watch the following video and make notes.
[Link]

Activity 10
In groups do the carousel Activity.

Common Active Learning Strategies

1. Group Discussion
o Encourages sharing of ideas and peer learning
o Suitable for large and small classes
2. Problem-Based Learning (PBL)
o Learners solve real-life or simulated problems
o Promotes critical thinking and application
3. Role Play
o Learners act out scenarios (e.g., classroom management situations)
o Enhances communication and interpersonal skills
4. Demonstration and Practice
o Trainer demonstrates a skill, learners practice
o Effective for psychomotor learning
 5. Case Studies
o Analysis of real or hypothetical situations
o Develops analytical and decision-making skills
6. Micro-Teaching
o Trainees teach short lessons to peers
o Useful for developing teaching competence
7. Brainstorming
o Encourages creativity and idea generation
o No criticism during idea collection
8. Think–Pair–Share
o Individual thinking, paired discussion, class sharing
o Increases participation of all learners

Conclusion
Effective training methodologies require a deep understanding of trainee characteristics,
application of the domains of learning, careful formulation of learning outcomes, and
use of active learning strategies. These elements work together to create meaningful,
learner-centered, and outcome-based education.
Definition of a Scheme of Work

A scheme of work is a structured instructional plan that breaks down a syllabus or curriculum
into teachable units to be covered over a specific period (such as a term or semester). It outlines
what to teach, when to teach it, how to teach it, and how learning will be assessed, ensuring
systematic and logical coverage of the curriculum.

Importance of a Scheme of Work

1. Guides Teaching and Learning

It provides a clear roadmap for the teacher, ensuring lessons follow a logical sequence
from simple to complex concepts.
2. Ensures Curriculum Coverage
Helps the teacher cover all syllabus content within the available time, avoiding omissions
or unnecessary repetition.
3. Promotes Effective Time Management
By allocating time to topics and subtopics, it supports proper pacing throughout the term.
4. Enhances Consistency and Continuity
Ensures uniformity in teaching, especially where multiple teachers handle the same
subject or class.
5. Supports Assessment Planning
Links content with appropriate assessment methods, making evaluation purposeful and
aligned to learning outcomes.
6. Facilitates Supervision and Accountability
Enables school administrators and quality assurance officers to monitor curriculum
implementation.
7. Improves Learner Achievement
Well-planned instruction leads to focused teaching, better learner engagement, and
improved learning outcomes.
Definition of a Lesson Plan

A lesson plan is a detailed, written guide prepared by a teacher that outlines what will be taught
in a specific lesson, how it will be taught, the resources to be used, and how learning will be
assessed within a given lesson period. It translates the scheme of work into actual classroom
practice for a particular day or session.

Importance of a Lesson Plan

1. Provides Clear Direction for Teaching

A lesson plan helps the teacher stay focused on specific learning objectives and outcomes
for the lesson.
2. Promotes Organized and Systematic Instruction
It ensures that teaching follows a logical sequence—introduction, development, practice,
and closure.
3. Enhances Effective Time Management
Allocating time to each lesson activity helps the teacher complete the lesson within the
available time.
4. Improves Teaching Confidence and Professionalism
Proper preparation boosts teacher confidence and reduces uncertainty during lesson
delivery.
5. Supports Learner Engagement
Planned activities, methods, and resources make lessons more interactive and learner-
centred.
6. Facilitates Assessment of Learning
A lesson plan integrates assessment strategies to check learners’ understanding during
and after the lesson.
7. Ensures Alignment with Curriculum Goals
It aligns lesson objectives with syllabus outcomes, competencies, and standards.
8. Aids Supervision and Evaluation
Lesson plans help school administrators and curriculum supervisors evaluate teaching
effectiveness.