TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

1. COMPETENCY-BASED CURRICULUM DEVELOPMENT TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

2. COMPETENCY-BASED CURRICULUM (CBC) • First stage of developing educational document which is closely linked to competency standards. • A Competency-Based Curriculum is a framework or guide for the subsequent detailed development of competencies, associated methodologies, training and assessment resources. • The CBC specifies the outcomes which are consistent with the requirements of the workplace as agreed through the industry and community consultations. • When competency standards do not exist, curriculum developers need to clearly define the learning outcomes to be attained. The standard of performance required must be appropriate to industry and occupational needs.

3. COMPETENCY BASED TVET FRAMEWORK Qualifications Philippine TVET Qualification Framework Indus t ry Competency Standards Development Units of Competency Competency Based Curriculum Development T V E T I n s t i t u t i o n Modules of Training De l i ve r y Learning Materials/ Courseware Development Training Delivery Competency Based Training Assessment Certificationand Equivalency

4. Relationship between the components of Competency Standard and Competency -based curriculum Unit of Competency Unit Descriptor Level of Certification Elements Module Title Performance Criteria Summary of Learning Outcomes Range of Variables Assessment Criteria Evidence Guide Content Condition Competency-based Curriculum Competency Standard Course Title Module Description Assessment Method

5. Element 1 Element 2 Element 3 COMPETENCY BASED CURRICULUM Modules of Training COURSE DESIGN DEVELOPMENT OF COMPETENCY BASED CURRICULUM COMPETENCY STANDARD Units of Competency ANALYSIS AND TRANSLATION 3 2 1

6. The process of developing competency-based curriculum takes into account the : 1) Specifications of the competency standards and, 2) Background and requirements of the learners or trainees.. The process of development will involve representatives from industry, curriculum developers and teachers or trainers experienced in the subject matter/industry sector. A different group of developers may come up with a different CBC structure. What is essential is that the outcomes of the training and assessment of the total course are constant with the industry standards. • The components of a Competency- Based Curriculum are: • Modules of Instruction/Training • Course Design

7. MODULE STRUCTURE Unit of Competency Module Module Unit of Competency 1 Module 2 SetofModules 3 It should not be assumed that one unit of competency will lead to one module of training. In some cases it may be appropriate to develop modules of training, which are applicable to several units of competency, e.g. A module concerning occupational health and safety. Such modules may relate to underpinning knowledge and skills relevant to one or more units.

8. START A E B Secure Approved Competency Standard Are Descriptions of Learning Outcomes Complete? D YES Analyze the Unit of Competency Is the Analysis of all Units of Competency comprehensive? NO Determine the Module Title and Description C NO C List Learning Outcomes of a particular Module YES D YES Is there a change in Competency Standard? Define Nominal Hours per Module E NO END Specify Assessment Criteria Describe Conditions List the content Specify Assessment Method B

9. Identify module title Analyze the unit of competency Develop module title using the structure The name chosen for a module will have some influence on how the module is perceived in the training sector. It should convey a clear message of what the module entails, names providing a better indication of what the module is about would be more useful. An action verb with “ing” is appropriate. module module Element module Element Element Element Set of modules Element Element DEVELOPING A COMPETENCY BASED CURRICULUM STAGE MODULE INFORMATION MODULE TITLE MODULE TITLE module Unit of competency Unit of competency

10. MODULE TITLE : Practicing occupational health and safety procedures

11. MODULE TITLE : Managing computer data MODULE TITLE : Maintaining computer equipment and system

12. MODULE INFORMATION STAGE MODULE DESCRIPTOR MODULE DESCRIPTOR A module is a learning segment with a specified educational or training purpose. Develop a brief description of the module its scope, coverage and delimitation The statement briefly describes the overall intentions of the module with emphasis on learning outcome. Clarify the intent of the module and outline what is to be done in the workplace Each module is linked to units of competency in the standards.You need to look at those units and make sure you have a clear picture of what the learner should be able to do after completing the module

13. MODULE DESCRIPTOR This module covers the knowledge, skills and attitudes required to comply with regulatory and organizational requirements for occupational health and safety.

14. MODULE INFORMATION STAGE LEARNING OUTCOME SUMMARY OF LEARNING OUTCOME To write the learning outcomes, carefully examine the unit(s) of competency to ensure that the learners needs/requirements are addressed. Formulate/Prepare list of all the learning outcomes under each unit (summary of learning outcomes) Learning outcomes are the intended results of learning. You must write them in terms of what the learners will learn, acquire and apply, keeping the statement clear and concise. Learning outcome must describe a discrete element the learner should learn, acquire and be able to do/apply in the workplace Each learning outcome is described separately, beginning with a verb. Learning outcomes need to have Review and revise when necessary • an action verb • an object for the activity involved

15. SUMMARY OF LEARNING OUTCOMES : Upon completion of this module, the trainee/student must be able to: LO 1. Identify hazards and risks LO 2. Evaluate hazards and risks LO 3. Control hazards and risks LO 4. Maintain occupational health and safety awareness

16. STAGE MODULE INFORMATION NOMINAL DURATION NOMINAL DURATION In determining the average suggested number of hours, you will need to judge the amount of learning or training the student will require to achieve the module outcomes Allocate estimated no. of hours (duration) to accomplish each of the learning outcomes under a particular unit. Add all the learning outcomes’ duration and place sub total under a particular unit Review and revise the duration when necessary

17. In order to come up with estimated number of hours in a particular module, determine how much time a learner needs to acquire a higher level of mastery in every learning outcome.

18. MODULE INFORMATION STAGE LEVEL OF CERTIFICATION LEVEL OF CERTIFICATION Identify certification level based on the prescribed level in the PTQF See certification levels on competency standards. e.g. NC I, NC II, NC III and NC IV. PRE-REQUISITE PRE-REQUISITE Pre-requisites are those modules or competencies which learners must have successfully completed or achieved before commencing on the next module. Identify the pre-requisite of a particular module (if necessary)

19. MODULE INFORMATION STAGE ASSESSMENT CRITERIA ASSESSMENT CRITERIA Assessment criteria are used to guide the judgement of whether or not a learner has achieved a learning outcome. List all the assessment criteria under each learning outcome Assessment criteria must specify the performance outcomes (knowledge, skills and attitudes) the learner will be able to demonstrate at the conclusion of the learning outcome. For each learning outcome, list the criteria you would use to judge whether the learner has achieved the learning outcome. NOTE: Make sure you do not end up with a list or content statements. Review and revise when necessary

20. LO 1. IDENTIFY HAZARDS AND RISKS Assessmentcriteria must be observable and measurable within the level of performance ASSESSMENT CRITERIA : • Workplace hazards and risks are identified and clearly explained. • Hazards/Risks and its corresponding indicators are identified • in line with workplace procedures. • Contingency measures are recognized and established • in accordance with organizational procedures.

21. STAGE MODULE INFORMATION CONTENTS CONTENTS Specific knowledge, skills and attitudes that are to be addressed in the learning outcomes. This section identifies the broad areas of content, underpinning knowledge or contextual learning likely to help achieve the learning outcomes. • List the specific knowledge essential to the performance of work activities Only content which directly relates to the learning outcomes should be added. However, you can not assume that knowledge or topics identified in this section will form part of the assessment processes of the module unless they are included in the learning outcome assessment criteria. • Evidence of knowledge of legislation, regulation and codes of practices • Contextual learning of Generic skills (communication, mathematics, sciences) and industry specific skills

22. CONTENTS : • Hazards and risks identification control • Organizational safety and health protocol • Threshold Limit Value (TLV) • Occupational Health and Safety Indicators

23. STAGE MODULE INFORMATION CONDITION CONDITION Refer to the competency standard of the particular occupational title under the heading tools, equipment and materials. Provide details about resources for the delivery of the module. List the facilities, equipment, tools, supplies and materials essential to the delivery of the module Specify the conditions under which the learning and assessment will take place. These can include a list of tools and equipment, access to learning resources and equipment manual and the type of facility. Recommend any useful learning resources, after checking that these are current, relevant and available.

24. CONDITIONS The students/trainees must be provided with the following: • Personal protective equipment • Learning guides • CD’s, VHS tapes • Hand-outs • Organizational safety and health protocol • OHS Indicators • Threshold Limit Value • Hazards/risks identification and control

25. STAGE MODULE INFORMATION METHODOLOGY METHODOLOGY Different approaches, methods and techniques that a learning process will be delivered • Specify the method of the delivery system to be use. • Self pace/Modular • Group Discussion • Video Viewing • Tutorial

26. METHODOLOGY : Group discussion Film viewing Case study Self-paced learning Lecture/discussion Demonstration

27. STAGE MODULE INFORMATION ASSESSMENT METHOD ASSESSMENT METHOD Having identified the evidences needed to assess the learning outcomes you now need to look at assessment methods to support the collection of the evidences. Specify the method of assessing the learning outcome. Identify whether the assessment will be: • Observation • Computer or paper based Where possible, you are encouraged to use holistic approach. A holistic approach to competency assessment is one in which competence is seen as the ability to draw in and integrate a variety of knowledge, skills and attitudes. • Oral/interview • Practical demonstration Specify where the assessment will take place

28. MODULES OF INSTRUCTION/TRAINING A unit of competency which when applied in a work situation can logically stand alone. It indicates a title and express in outcome terms. UNIT TITLE: • Briefly describe the title of the module MODULE TITLE: MODULE DESCRIPTOR: • Brief description of the module its scope and delimitation LEVEL: Level of Qualification based on PTQF (NC 1, NC 2, NC 3, NC 4) NOMINAL DURATION: Estimated /suggested number of hours per module LEARNING OUTCOMES: • Specifywhat the Learner will be able to do or achieve

29. MODULES OF INSTRUCTION/TRAINING • Listings of criteria by which the achievement of the learning • outcomes will be judged • Specify the performance outcomes the learner will be expected • to demonstrate at the conclusion of the learning outcome • These will assess the necessary knowledge, skills, and attitudes, • reflecting the performance criteria as outlined in the relevant • industry or competency standards ASSESSMENT CRITERIA: CONDITIONS: • Outlines the situations and contexts under whichlearners will be assessed • Specify the conditions under which the learning and assessment will take place • These can include a list of tools and equipment, access to learning resources and equipment manuals, and types of facility

30. MODULES OF INSTRUCTION/TRAINING List down the specific underpinning knowledge, skills, attitudes & safety that are to be addressed within this learning outcome. CONTENT Different approaches, methods and techniques that a learning process will be delivered METHODOLOGY • Specify the method of assessing the learning outcome • The methods used to gather evidence of sufficient quantity and quality on which to make sound judgement about a candidate’s competency • Assessment methods include observation, simulation, questioning, presentation, written assessment, etc. ASSESSMENT METHOD

35. COURSE DESIGN The course title can be the name arising out of the competency analysis. It should convey a clear message of what it is all about. Course Title: Course Duration : Approximate length of course in hours or years Qualification Level: Refer to competency standard Unit of Competency : List down the unit of competency from CS Course Description: The course description will include the relevance of the proposed course to industry, enterprise or community needs and competencies that the student may have after completion. Course Outcomes: State the expected outcomes of the course based from the modules of instruction developed. Include in the list of outcomes the general workplace and key competencies required for the possible jobs the students may have after training.

36. Specify essential entry requirements. Any particular qualification such as age or size should be specified. Entry Requirements: Course Structure Provide the sequencing of modules/subjects. Provide a nominal time for each module/subject. Competency Analysis This table reflects the number of modules develop in a particular unit of competency Assessment Method Describe the assessment approach and how it relate to outcomes and how will the performance of the learners be judged. Course Delivery Identify any delivery modes essential to the course. Identify support mechanisms and links with industry for effectiveness of course delivery. Resources List the required facilities, tools, equipment and materials for course delivery. Qualification of Instructors Identify minimum essential qualification, experience and competencies of instructors and assessors Special qualification of instructors, if there is, should be specified.

37. COURSE DESIGN • COURSE TITLE : AUTOMOTIVE SERVICING NC II • NOMINAL DURATION : 360 Hours • COURSE DESCRIPTION :This course is designed to enhance the knowledge, desirable attitudes and skills of automotive • service technician in accordance with industry standards. It covers specialized competencies such • as; test and service automotive batteries, service ignition system ,install and repair wiring/lighting • system, repair wiper and washers, dismantle and assemble engine –sub assemblies, maintain under • chassis components and perform shop maintenance. It also includes competencies in workplace • communication, team work, safety, use of hand tools, and house keeping. • COURSE OUTCOMES: • Upon completion of the course, the trainees/students must be able to: • Perform diesel engine tune up. • Perform gas engine tune up • Service automotive battery • Test and repair wiring/lighting system. • Service ignition system • Perform under chassis preventive maintenance. • Service charging system • Service starting system • Service engine mechanical system • ENTRY REQUIREMENTS: • Candidate /trainee must posses the following qualifications; must be • Able to communicate both oral and written • 18 years old and above • Good moral character

44. TRAINERS’ QUALIFICATION (TQ II) • Must be a holder of Automotive Servicing NC II • Must have undergone training on Training Methodology II (TM II) • Must be computer literate • Must be physically and mentally fit • * Must have at least 2 years job/industry experience • Must be a civil service eligible or appropriate professional license • issued by the Professional Regulatory Commission ( for government position) • * Optional ; Only when required by hiring institution