TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY COMPETENCY-BASED

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

COMPETENCY-BASED CURRICULUM (CBC) q First stage of developing educational document which is closely linked to competency standards. q A Competency-Based Curriculum is a framework or guide for the subsequent detailed development of competencies, associated methodologies, training and assessment resources. q The CBC specifies the outcomes which are consistent with the requirements of the workplace as agreed through the industry and community consultations. q 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.

COMPETENCY BASED TVET FRAMEWORK Qualifications Units of Competency Modules of Training Philippine TVET Qualification Framework Competency Standards Development Competency Based Curriculum Development Learning Materials/ Courseware Development Competency Based Training Delivery Assessment Certification and Equivalency I n d us t ry D e l i v e r y T V E T I n s t i t u t i o n

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

DEVELOPMENT OF COMPETENCY BASED CURRICULUM COMPETENCY STANDARD Units of Competency Element 1 Element 2 Element 3 ANALYSIS AND TRANSLATION COMPETENCY BASED CURRICULUM 23 Modules of Training 1 COURSE DESIGN

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: v Modules of Instruction/Training v Course Design

MODULE STRUCTURE Unit of Competency Module 1 2 Module 3 Set of Modules 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.

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

DEVELOPING A COMPETENCY BASED CURRICULUM STAGE MODULE INFORMATION MODULE TITLE Identify module title § § Analyze the unit of competency Develop module title using the structure Unit of competency Element Element module Set of modules 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 “ appropriate. ing” is

UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES ELEMENT 1. Identify hazards and risks 2. Evaluate hazards and risks 3. Control hazards and risk 4. Maintain OHS awareness MODULE TITLE : Practicing occupational health and safety procedures

UNIT OF COMPETENCY : Perform Computer Operation ELEMENT 1. Plan and prepare for task to be undertaken 2. Input data into computer 3. Access information using computer 4. Produce/output data using computer system 5. Maintain computer equipment and systems MODULE TITLE : Managing computer data MODULE TITLE : Maintaining computer equipment and system

STAGE MODULE DESCRIPTOR Develop a brief description of the module its scope, coverage and delimitation Clarify the intent of the module and outline what is to be done in the workplace MODULE INFORMATION MODULE DESCRIPTOR A module is a learning segment with a specified educational or training purpose. The statement briefly describes the overall intentions of the module with emphasis on learning outcome. 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

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

STAGE SUMMARY OF LEARNING OUTCOME Formulate/Prepare list of all the learning outcomes under each unit (summary of learning outcomes) Learning outcome must describe a discrete element the learner should learn, acquire and be able to do/apply in the workplace Review and revise when necessary MODULE INFORMATION LEARNING OUTCOME To write the learning outcomes, carefully examine the unit(s) of competency to ensure that the learners needs/requirements are addressed. 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. Each learning outcome is described separately, beginning with a verb. Learning outcomes need to have 8 an action verb 8 an object for the activity involved

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

STAGE NOMINAL DURATION 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 MODULE INFORMATION 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

LEARNING OUTCOMES Estimated number of hour LO 1. Identify hazards and risks 2 LO 2. Evaluate hazards and risks 4 LO 3. Control hazards and risks 6 LO 4. Maintain occupational health and safety awareness 6 Total 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

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

STAGE ASSESSMENT CRITERIA MODULE INFORMATION ASSESSMENT CRITERIA List all the assessment criteria under each learning outcome Assessment criteria are used to guide the judgement of whether or not a learner has achieved a 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: Review and revise when necessary Make sure you do not end up with a list or content statements.

LO 1. IDENTIFY HAZARDS AND RISKS ASSESSMENT CRITERIA : Assessment criteria must be observable and measurable within the level of performance 1. Workplace hazards and risks are identified and clearly explained. 2. Hazards/Risks and its corresponding indicators are identified in line with workplace procedures. 3. Contingency measures are recognized and established in accordance with organizational procedures.

STAGE CONTENTS Specific knowledge, skills and attitudes that are to be addressed in the learning outcomes. ØList the specific knowledge essential to the performance of work activities ØEvidence of knowledge of legislation, regulation and codes of practices ØContextual learning of Generic skills (communication, mathematics, sciences) and industry specific skills MODULE INFORMATION CONTENTS This section identifies the broad areas of content, underpinning knowledge or contextual learning likely to help achieve the learning outcomes. 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.

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

STAGE CONDITION MODULE INFORMATION 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.

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

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

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

STAGE ASSESSMENT METHOD Specify the method of assessing the learning outcome. Identify whether the assessment will be: Ø Observation Ø Computer or paper based Ø Oral/interview Ø Practical demonstration Specify where the assessment will take place MODULE INFORMATION 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. 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.

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

MODULES OF INSTRUCTION/TRAINING ASSESSMENT CRITERIA: • 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 CONDITIONS: • Outlines the situations and contexts under which learners 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

MODULES OF INSTRUCTION/TRAINING CONTENT List down the specific underpinning knowledge, skills, attitudes & safety that are to be addressed within this learning outcome. METHODOLOGY Different approaches, methods and techniques that a learning process will be delivered ASSESSMENT METHOD • 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.

COURSE DESIGN Course Title: 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 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.

Entry Requirements: Course Structure Competency Analysis Specify essential entry requirements. Any particular qualification such as age or size should be specified. Provide the sequencing of modules/subjects. Provide a nominal time for each module/subject. This table reflects the number of modules develop in a particular unit of competency Unit of competency Qualification of Instructors 1 1 1 Competency 3 Resources 1 Competency 2 Course Delivery Total Competency 1 Assessment Method Number of module 2 2 Describe the assessment approach and how it relate to outcomes and how will the performance of the learners be judged. Identify any delivery modes essential to the course. Identify support mechanisms and links with industry for effectiveness of course delivery. List the required facilities, tools, equipment and materials for course delivery. Identify minimum essential qualification, experience and competencies of instructors and assessors Special qualification of instructors, if there is, should be specified.

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

COURSE STRUCTURE Units of Competency Module Title Module Contents 8 BASIC A. Communication 1. Receive and respond to workplace communication Receiving and responding to workplace communication 1. 1. 1. 2 1. 1. 3 1. 1. 4 1. 1. 5 1. 1. 6 1. 1. 7 1. 1. 8 1. 1. 9 Parts of speech Parts of sentence Kinds of sentences Organizational policies and guidelines. Practices in handling communication Receiving and clarifying communication, messages and information's. Recording message and information. Communication process. 8 B. TEAM WORK 2. Work with others No. of Hrs. 2. working with others 2. 1. 1 2. 1. 2 2. 1. 3 2. 1. 4 2. 1. 5 2. 1. 6 2. 1. 7 2. 1. 8 2. 1. 9 Job description and employment management. Organizational policy. Team structure Supervision and accountability requirements. Code of conduct Assisting a colleague. Open communication channel. Acknowledging satisfactory /unsatisfactory performance. Formal/informal performance appraisal.

Units of Competency Module Title 2. Move and position vehicle No. of Hrs. 2. 1. 10 Obtaining feedback from superiors & colleagues. 2. 1. 11 Personal reflective behavior strategies. 2. 1. 12 Routine organizational method for monitoring service delivery. 2. 1. 13 Ethical standards 2. 1. 14 Undertaking extra task if necessary 2. 1. 15 Legal organizational policy/guidelines 8 1. 1 Performing mensuration and calculation 1. 1. 1. 2 1. 1. 3 Mensuration techniques. electing measuring instruments. Maintaining measuring instruments. 4 2. 1 Moving and positioning vehicle 2. 1. 1 2. 1. 2 Techniques in positioning vehicle in the workshop. Safety in positioning vehicle in the workshop. 2 Work with others COMMON 1. Perform mensuration and calculation Module Contents 3. Apply appropriate sealant and adhesive 3. 1 Applying appropriate sealant and adhesive 3. 1. 1 3. 1. 2 3. 1. 3 Techniques in identifying sealants and adhesive. Selecting sealant and adhesive suited for the job. Techniques in applying sealants and adhesive. 2 4. Use and apply lubricant / coolant 4. 1 Selecting and applying lubricant /coolant 4. 1. 1 4. 1. 2 4. 1. 3 4. 1. 4 Techniques in selecting lubricant Proper use of coolant Techniques in applying lubricant and coolants Safety in applying coolant and lubricant. 2 5. Perform safety practices 5. 1 Performing safety practices 5. 1. 1 5. 1. 2 Identifying hazards in the workplace Techniques/procedure in eliminating hazards in the workplace Procedure in maintaining safety equipment and devices. 6 5. 1. 3

Units of Competency Module Title Module Contents No. of Hrs. CORE 1. Test, service and replace battery 1. 1 Testing and servicing automotive battery 1. 1. 1. 2 1. 1. 3 1. 1. 4 1. 1. 5 1. 1. 6 1. 1. 7 1. 1. 8 1. 1. 9 1. 1. 10 1. 1. 11 1. 1. 12 1. 1. 13 1. 1. 14 1. 1. 15 1. 1. 16 2. Service ignition system 2. 1 Servicing ignition system 2. 1. 1 2. 1. 2 2. 1. 3 2. 1. 4 2. 1. 5 2. 1. 6 2. 1. 7 2. 1. 8 Components of battery Types of battery Classification of battery Charging and discharging process Procedure in testing automotive battery. Methods of battery testing. Tools and instrument used in automotive battery Procedure removing and servicing batteries Safety precaution in handling batteries Servicing procedure on batteries Charging batteries Repair/clean/replace connectors Procedure in charging battery Topping/filling electrolyte /distilled water. Procedure in jump starting. Materials in jump starting vehicle 40 Procedure in checking ignition system Procedure on spark test Safety precautions Procedure in checking ballast resistor Procedure in adjusting contact point clearance Procedure in performing ignition wiring installation Ignition wiring diagram Procedures in setting the ignition timing. 80

Units of Competency 3. Install, Test and Repair wiring/lighting system Module Title 3. 1 Installing automotive lighting system 3. 2 Testing , Repairing electrical system Module Contents 3. 1. 1 3. 1. 2 3. 1. 3 3. 2. 1 3. 2. 2 4. Repair wiper and washer system 4. 1 Repairing wiper and washer system 4. 1. 1 4. 1. 2 4. 1. 3 5. Disassemble Engine sub 5. 1 Dismantling/evaluating engine -assemblies/Cylinder head sub-assembly/cylinder head and evaluate components 5. 1. 1 6. Assemble/ engine cylinder head, check tolerances and carry out relevant testing procedures 6. 1. 1 6. 1. 2 6. 1. 3 6. 1. 4 6. 1. 5 6. 1. 6 6. 1 Assembling engine cylinder head, checking tolerances and carry out relevant testing procedures 5. 1. 2 5. 1. 3 5. 1. 4 6. 1. 7 6. 1. 8 7. Perform under chassis preventive maintenance 7. 1 Performing under chassis preventive maintenance 7. 1. 1 7. 1. 2 7. 1. 3 No. of Hrs. Wiring/electrical diagrams Procedures in preparing wiring harness. Procedure in installing wiring/ Lighting system Procedure in testing electrical system Repair procedure on electrical system 40 Types of wiper motor Wiring system of wiper and washer system. Procedure in repairing wiper and washer system. 16 Procedure in dismantling engine sub- assemblies/Cylinder head Possible engine parts defects Engine parts repair procedures Use of service manuals 56 Engine specifications Measuring engine parts Engine parts wear limits Use of repair manuals Procedures in fitting of parts Procedures in assembling engine cylinder head Test procedures for all engine parts Use service manuals. 48 Procedure in checking brake fluids and lines Correct level of brake fluids Parts to be checked /inspected in servicing clutch and brake 16

COMPETENCY ANALYSIS This table present the number of modules developed in a particular unit of competency Units of Competency Number of Modules Total BASIC 1. Receive and Respond to workplace communication 1. 1 1 2. Work with Others 2. 1 1 COMMON 1. Perform mensuration and calculation 1. 1 1 2. Move and position vehicles 2. 1 1 3. Apply appropriate sealants/ adhesive 3. 1 1 4. Use and apply lubricants/coolants 4. 1 1 5. Perform safety practices 5. 1 1 CORE 1. Test , service and Replace battery 1. 1 1 2. Service ignition system 2. 1 1 3. Install, Test and Repair wiring/ lighting system 3. 1 2 4. Repair wiper and washer system 4. 1 1 5. Disassemble engine sub-assemblies/Cylinder Head and evaluate Components 5. 1 1 6. Assemble Engine cylinder Head , check tolerances and carry out relevant testing 6. 1 1 7. Perform under chassis preventive maintenance 7. 1 1 8. Perform shop maintenance 8. 1 1 9 TOTAL 3. 2 2 5 16

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