Module1:

Lesson1: Competency-Based Curriculum

development cycle and stakeholders
Session Objectives
At the end of this session, you will be able to:
Identify the different stages of curriculum
development
Explain the different stages of curriculum
development cycle
Identify stakeholders in the development
of the training curriculum
Explain the competency-based TVET
framework

Introduction
A competency-based curriculum is the set of specifications for a course or
subject (module) which describes all the training experiences a trainee or learner
undergoes. It generally includes learning outcomes, contents, conditions,
methodologies and assessment methods. It specifies outcomes which are consistent
with the requirements of the workplace as agreed through industry or community
consultation.
Curriculum development is a process of translating the Competency Standards
into specific training plans and actions towards the attainment of competencies of the
qualification while ensuring the alignment of learning outcomes to industry practices and
standards.
This lesson will discuss the curriculum development cycle, the roles of the
curriculum development stakeholders and competency-based TVET framework

The Curriculum Development Cycle

The curriculum development cycle has three stages, namely; curriculum design,
curriculum implementation and the curriculum validation stage.
Curriculum Design involves the identification of the learning process and
events intended to achieve the competencies. Learning objectives, contents, strategies
and methods, modes of training, methods of assessment and training resources are
carefully planned during the process.
Curriculum Implementation is putting into action the various components
stipulated in the competency-based curriculum (CBC). Competency-based training is
planned and facilitated by certified trainers based on the CBC.
Curriculum validation involves evaluation of the curriculum using the following:
content validation by a panel of experts, analysis of the results of learning through pretest/post-test analysis and program evaluation, analysis using the Content-InputProcess-Product (CIPP) Method of research.
Through these processes, the impact of the curriculum may also be tested.

Based on the results of the curriculum validation, feedbacks are collected,

conclusions are drawn, and recommendations for its revisions are suggested.
These data are inputs to the next cycle of the curriculum review/revision,
implementation and validation.

Competency-Based TVET Framework

Competency-based TVET Framework is a scheme introduced by TESDA to help
training providers design a curriculum which is based from industry requirement.
This framework describes the relationship of TVET training providers with the
industry. The industry defines the competencies and sets the minimum standards of
each qualification level of every worker for it. These standards are descriptions of the
actual work and performance of every worker in a particular qualification.
The TVET training providers should design competency based curriculum for
registration with TESDA.

The components of this competency-based curriculum consist of set of modules

of instructions compiled together to form a course design. The competency-based
curriculum developed will then be the basis in developing the session plan and its
corresponding learning materials

Competency-Based TVET Framework

The diagram shows that the competency standards are composed of different
units of competency. Each unit of competency is composed of elements which describe
the work done in a particular unit. The developer of the curriculum analyzes these units
and translates them into modules of instruction. These modules of instruction describe
the training to be done to learn the skills of a particular unit of competency. The modules
of instruction are summarized in a course design.

Module1: Lesson2: The TESDA Training

Regulations

Session Objectives:
At the end of this session, you will be able to:
Identify and explain the components of
the Training Regulations (TR);
Describe a competency standard; and
Identify stakeholders in the development
of the training curriculum
Enumerate and explain the contents of the
different parts of the competency
standard.

Introduction

The Training Regulations (TR) is a document that describes the training

standards and assessment arrangements based on the competency standards of a
qualification. The TRs serve as basis for registration and delivery of TVET programs,
competency assessment and certification and development of curricula for the specific
qualification.

The Components of the Training Regulations

Components of the Training Regulations

Section 1 Definition of Qualification

Section 2 Competency Standards
Section 3 Training Standards
Section 4 National Assessment and Certification Arrangements

The Components of the Training Regulations

Section 1 Definition of Qualification

Identifies the package or group of competencies that describe a particular function or job
role existing in an industry.
Consists of units of competency or work activities required to undertake a particular job
role.
These units of competency are categorized into basic, common, core and elective.

Section 2 Competency Standard

Refers to industry-determined specifications of competencies required for
effective work performance. It is:

Composed of individual competency units.

Focused on workplace activity rather than training or personal attributes.
Defined as the ability to apply skills in new situations and changing work organizations.

Section 3 Training Standard

Contains specifications to be considered in designing and implementing a
training program

Curriculum design
Training delivery
Trainee entry requirements
Tools and equipment
Training facilities
Trainers qualifications
Institutional assessment

Section 4 National Assessment and Certification Arrangements

This section provides information on the:

Benchmark for awarding a National Certificate (NC) or Certificate of Competency (COC).

Process of acquiring the qualification.
Qualification of a candidate who will apply for assessment.

The Competency Standard

The competency standard (CS) is a document that defines the competencies
required for effective performance in the workplace in specific industries. It is a written
specification of the knowledge, skills, and attitudes required for the performance of a job
or occupation and the corresponding standard performance required for these in the
workplace.
Competency Standards provide:

The basis of TVET certification

The benchmarks for assessment
The basis for the development of curriculum and training programs
Equivalency between TVET and higher education sectors

Parts of the competency standards

Evidence Guide

Each unit of competency has an Evidence Guide that relates directly to the performance
criteria and range of variables.
Its purpose is to guide the assessment of the unit of competency in the workplace and/or
training program.

Lesson 3: Designing the modules of

instructions

Session Objectives
At the end of this session, you will be able to:

Describe a module of instruction.

Enumerate and explain the parts of a module of instruction.
Explain the relation of the competency standard with the module of instruction.
Develop content of the module of instruction.

Introduction
The implementation of competency-based training will greatly depend on the
design of the competency-based curriculum. It will describe the strategies and methods
of training and assessment that will result to the achievement of outcomes specified in
the performance criteria of the competency standard. The required instructional
resources should be well planned in the competency-based curriculum.
In this lesson you will learn how to design one of the most important components
of the competency-based curriculum, the module of instruction.

Module of Instruction
The Module of instruction is a description of the training requirements for a unit
of competency. It includes:

Module title and description;

Nominal duration;
Learning outcomes;
Assessment criteria;
Learning contents;
Condition for assessment;
Methodology; and
Assessment methods

Parts of the Module of Instruction

A unit of competency which when applied in a work situation can

logically stand alone. It indicates a title and expressed in outcome
terms.

Unit Title

Module Title

Briefly describes the title of the module.

Module
Description

Brief description of the modules scope and delimitation.

Level of
Qualification

Level of Certification based on the Philippine TVET Qualification

Framework (PTQF): NC 1, NC 2, NC 3, NC 4.

Nominal Duration Estimated /suggested number of hours per module.

Summary of
Learning
Outcomes

This contains the summary of learning outcomes to be gained from this

module.

The succeding pages of the module of instruction has the following parts:
o

Assessment o
Criteria
o

Conditions o
o

Listing of criteria by which the achievement of the learning

outcomes will be judged.
Specifies the performance outcomes the learner will be expected
to demonstrate at the conclusion of the learning outcome
This will assess the necessary knowledge, skills, and attitudes,
reflecting the performance criteria as outlined in the relevant industry or
competency standards
Outlines the situations and contexts under which learners will be
assessed
Specifies the conditions under which the learning and assessment
will take place
This can include a list of tools and equipment, access to learning
resources and equipment manuals, and types of facility

Contents

Includes the specific underpinning knowledge, skills, attitudes & safety

elements that are to be addressed within this learning outcome.

Training
Methodology

Specifies the method/s which will be used in presenting the contents of

the module.

Assessment
Method

o
o

Specifies the method of assessing the learning outcome

Lists the methods used to gather evidence of sufficient quantity
and quality by which to make sound judgement about a learners
competency
Assessment
methods
include
observation,
simulation,
questioning, performance test, among others

Relationship of the Competency Standard with the Module of Instruction

The illustration describes the relationship between the Module of Instruction and
Competency Standard. It shows that the module title is usually derived from the unit title
or sometimes from the element, if the unit of competency is too big for a single module.
The module description can be derived from the unit descriptor or sometimes
from the summary of learning outcomes if the relationship of the module and standard is
not 1:1.
The level of qualification will follow the qualification level of the standard since
the module is refering to the same standard.
Summary of learning outcomes is derived from the element or group of
performance criteria if the element is too broad for one learning outcome.
Assessment criteria is derived from the performance criteria or sometimes from
the curriculum developers point of view to guide the learners in demontrating their
acquired skills, knowledge and attitudes for that particular learning outcome.
Conditions can sometimes be derived from a range of variables and resource
implications under the evidence guide.

Content can be derived from the evidence guide. The derived content should be
in accordance with the assessment criteria. This means that the required knowledge,
skills and attitudes stated in the assessment criteria must also be reflected in the
content, otherwise the content does not satisfy the training requirement needed for a
particular learning outcome.
Training methodology is selected based on the developers strategy in
presenting the lesson and availability of training resources.
Assessment method can be derived from the method of assessment in the
evidence guide of the competency standard. Sometimes, the institutional method of
assessment is aligned with the training methodology used.
There is no standard way in developing a module of instruction, however there
are several techniques which can be applied to convert the competency standard into a
module of instruction. This guide only describes the usual way of developing a module
of instruction. The most important is for a developer to conceptualize his/her training
plan based on his strategy, availability of resources and profile of training personnel
without totally diverting away from the competency standards.

Develop the content of the module of instruction

1. Determine the number of modules and the module title

1.1Number of modules

A training for one unit of competency may be composed of one module of

instruction (one unit, one module of instruction) or more than one module of instruction
(one unit, several modules of instruction). To better describe this, look at the illustration.
Determining the number of modules to be designed for a specific unit of
competency will entirely be dependent on the strategy of the developer in clustering his
presentation of training activities. The developer can design one module of instruction
for one unit of competency or several modules for a unit of competency. In doing this,
the following factors need to be considered:
a.

The

unit

of

competency

is

too

big

for

single

training

activity.

Example of this type is:

The unit title is Operate a personal computer. This unit describes the work and
performance of a worker to operate and use a computer to perform a particular task.
The tasks may be the same for the entire operating system, but procedures for each
task differs. In the training aspect, procedural activities play a great role in learning. If
you were to analyze this unit of competency, you will recommend one module of
instruction per operating system.
b.

The units elements are not totally related with one another (programs with unrelated
learning
outcomes)
Example of this type is:

The unit title is Plan and prepare for the tasks to be undertaken. This is a
hypothetical unit but may be listed in some qualifications. It describes the work and
performance of a worker before servicing or doing a job for the client. One of the
elements is about preparing and checking the required materials, tools and equipment
that will be needed in servicing a particular unit.
The other element is about preparing a job-related document for the task to be
undertaken. If you were to develop a training program for this unit you would probably
suggest a module of instruction for the preparation of materials tools and equipment
and one module of instruction for the preparation of job-related documents since the
two elements are not entirely related.

1.2 Module Title

Assigning a module title is a little simpler than determining the number of

modules per unit of competency. It should have some influence on how the module is
perceived in the training sector. It should convey a clear message of what the module
covers. Titles providing a clear indication of what the module is about would be more
useful. An action verb ending ining is appropriate.
Example:
Unit of
Competency:

Prepare Electrical Power and

Hydraulic Tools

Module Title:

Preparing Electrical Power and

Hydraulic Tools

Develop the content of the module of instruction

2. Learning Outcome
To wirte Learning Outcomes, answer the question:

"What will learners be able to do by completing this module?"

Introduction
This topic will help the learner how to perform basic maintenance procedure on a
Package Air Conditioning Unit (PACU). This will also aid the learner to perform and
understand the pump-down and pump-up process. The learner will also be able to
disassemble and assemble the evaporator unit and identify which part can only washed
by water.