I recently finished designing a comprehensive Level 5 CBT&A Methodology course, and the journey behind its structure is as important as the course itself. The main goal was to build something rigorous enough for Level 5, but still accessible for trainers who are weak in English, basic computer use, and formal organizational experience—a group that is often excluded from advanced methodology training.
The design started from NSDA’s official competency standards and Performance Criteria (PC). I carefully reviewed all existing PCs related to Level 5 trainer roles, then added several new PCs where I felt the current standards did not fully cover what today’s trainer actually needs—especially in areas like digital delivery, flexible assessment, and learner‑centred practice. In parallel, I looked at ILO-developed units on training and assessment, and AGLAS Level 3 CBT&A course materials, and then adapted, merged, and edited them so that the content fits Bangladesh’s NSDA Level 5 context instead of copying them as‑is.
The outcome is a very broad, integrated program that touches almost every major arena of Level 5 trainer competence: developing competency standards, designing curricula and CBLMs, planning and coordinating training and assessment, validating assessment, evaluating programs, and developing digital learning materials. For many participants—especially those not confident in English, computers, or organizational systems—this will be a challenge. That is why the structure has been intentionally made modular, flexible, and process‑oriented, with clear step‑by‑step guidance instead of abstract theory.
To make the learning process easier, I am developing simple, visual PowerPoint slide decks and trainer/participant modules that break down each process into small, manageable actions (e.g., analysing a unit of competency, writing elements and PCs, mapping assessment methods, preparing digital learning objects). The language is kept as plain as possible, with key technical terms explained repeatedly through examples. Alongside face‑to‑face or facilitated sessions, the course will increasingly rely on digital and self‑directed learning: short explainer videos, downloadable job aids, checklists, and templates so that participants can revisit the steps at their own pace. The vision is that a trainer who completes this course does not just “pass Level 5”, but actually feels confident to design, deliver, and assess competency‑based training in real institutions using both traditional and digital tools.
