MBE 13603 | Module 5 Summary — Integrated Learning Models in TVET (MC-ATERA)

Module 5 — Summary

Integrated Learning Models in TVET
Module 5 synthesises how Competency-Based Education and Training (CBET), Work-Based Learning (WBL), and Blended/Digital Learning are integrated into a coherent TVET learning ecosystem that ensures access, quality, flexibility, and competency integrity — aligned to MC-ATERA.

Module 5 Overview

Module 5 focuses on integration—not isolated methods. Effective TVET systems do not choose between classroom, workplace, or digital learning. Instead, they intentionally design learning pathways that combine these elements to support preparation, practice, assessment, feedback, and mastery. This module emphasises system-level design, governance, and evidence integrity to ensure industry relevance and learner success.

Core intent
  • Integrate CBET, WBL, and blended learning coherently
  • Maintain competency standards while increasing flexibility
  • Strengthen evidence-based assessment and audit readiness
Target outcomes
  • Industry-recognised competence
  • Improved access and learning continuity
  • Transparent and valid assessment decisions

Subtopic Synthesis (1–5)

1) Competency-Based Education & Training (CBET)
  • Competency maps define outcomes and quality
  • Micro-steps support mastery learning
  • Assessment based on authentic evidence
2) Work-Based Learning & Apprenticeship
  • Real workplace tasks and standards
  • Industry mentoring and supervision
  • Logbooks and performance evidence
3) Blended & Digital Learning
  • Preparation before practice
  • Guidance during practice
  • Reflection and feedback after practice
4) Integrated Learning Model
  • CBET defines what competence looks like
  • WBL defines where competence is demonstrated
  • Blended learning defines how learning is supported
5) Governance & Quality
  • Clear roles (trainer, assessor, mentor)
  • Evidence triangulation
  • Moderation and audit trail
Key insight: Integration fails when components are added independently. It succeeds when they are designed around a single competency journey.

Big Picture: Integrated Learning Ecosystem (TVET)

Integrated Learning Model in TVET — MC-ATERA CBET defines standards • WBL provides context • Blended learning supports continuity CBET Competency standards Rubrics & evidence Work-Based Learning Authentic tasks Industry mentoring Blended & Digital Microlearning & guidance Tracking & feedback Outcomes Competence Employability
Design rule: Learning, practice, and assessment must always reference the same competency standards.

Primary Output — Integrated Learning Model Pack (Module 5)

The primary output of Module 5 is a complete, audit-ready design package that institutions can use to implement integrated learning models in TVET.

Output 1 — Integrated Learning Blueprint
  • CBET competency map (C1–C6)
  • WBL placement & task mapping
  • Blended learning support plan
Output 2 — Assessment & Evidence Framework
  • Rubrics aligned to competencies
  • Evidence types (observation, product, video)
  • Moderation and audit trail process
Output 3 — Governance & Roles Matrix
  • Trainer, assessor, mentor responsibilities
  • Industry partner roles
  • Decision and escalation pathways
Output 4 — Implementation Checklist
  • Readiness checklist (infrastructure & partners)
  • Weekly operational routines
  • Quality assurance indicators
Deliverable standard: Outputs must be usable for programme delivery, accreditation, and audit.

Module 5 Key Takeaways

  • Integration is a design decision, not an add-on.
  • CBET ensures clarity and standards.
  • WBL ensures relevance and authenticity.
  • Blended learning ensures access and continuity.
  • Governance ensures trust, quality, and scalability.
Common failure to avoid: Running CBET, WBL, and digital learning as separate initiatives without a shared competency framework.
© MBE 13603 • Module 5 Summary • Integrated Learning Models in TVET • MC-ATERA