Escolar Documentos
Profissional Documentos
Cultura Documentos
REGULATIONS
ELECTRONIC PRODUCTS
ASSEMBLY AND SERVICING NC II
ELECTRONICS SECTOR
TABLE OF CONTENTS
ELECTRONICS SECTOR
SECTION 1
SECTION 2
COMPETENCY STANDARDS
2.1 Basic Competencies
SECTION 3
2 - 54
2 - 14
15 - 37
38 - 54
TRAINING STANDARDS
3.1
3.2
3.3
3.4
3.5
3.6
3.7
SECTION 4
Curriculum Design
Training Delivery
Trainee Entry Requirements
List of Tools, Equipment and Materials
Training Facilities
Trainer's Qualifications
Institutional Assessment
55 - 61
55 - 58
59
60
60
62
62
62
63
COMPETENCY MAP
64
DEFINITION OF TERMS
65 - 69
ACKNOWLEDGEMENT
70- 72
BASIC COMPETENCIES
Participate in workplace communication
Work in team environment
Practice career professionalism
Practice occupational health and safety procedures
Code
COMMON COMPETENCIES
ELC315202
ELC311203
ELC311201
ELC311202
ELC724201
ELC724202
ELC724205
Code
ELC724335
ELC724336
ELC724337
CORE COMPETENCIES
Assemble Electronic Products
Service consumer electronic products and systems
Service industrial electronic modules, products and systems
SECTION 2:
COMPETENCY STANDARDS
This section gives the details of the contents of the basic, common, and core units
of competency required for Electronic Products Assembly and Servicing NC II.
BASIC COMPETENCIES
UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE COMMUNICATION
UNIT CODE
: 500311105
UNIT DESCRIPTOR
: This unit covers the knowledge, skills and attitudes required
to gather, interpret and convey information in response to
workplace requirements.
PERFORMANCE CRITERIA
ELEMENT
Italicized terms are elaborated in the Range of Variables
1.1
1.2
1.3
1.4
1.5
1.6
2. Participate in
workplace meetings
and discussions
1.7
2.1
2.2
2.3
2.4
2.5
3. Complete relevant
work related
documents
2.6
3.1
3.2
3.3
3.4
3.5
RANGE OF VARIABLES
VARIABLE
RANGE
1. Appropriate sources
1.1.
1.2.
1.3.
1.4.
1.5.
Team members
Suppliers
Trade personnel
Local government
Industry bodies
2. Medium
2.1.
2.2.
2.3.
2.4.
2.5.
2.6.
Memorandum
Circular
Notice
Information discussion
Follow-up or verbal instructions
Face to face communication
3. Storage
3.1.
3.2.
4.1.
5. Workplace interactions
5.1.
5.2.
5.3.
5.4.
Face to face
Telephone
Electronic and two way radio
Written including electronic, memos, instruction
and forms, non-verbal including gestures, signals,
signs and diagrams
6. Protocols
6.1.
6.2.
6.3.
Observing meeting
Compliance with meeting decisions
Obeying meeting instructions
4. Forms
EVIDENCE GUIDE
1. Critical aspects
of Competency
2. Underpinning
Knowledge
2.1.
2.2.
2.3.
2.4.
2.5.
2.6.
3. Underpinning
Skills
4. Resource
Implications
4.1.
4.2.
4.3.
4.4.
5. Methods of
Assessment
6. Context for
Assessment
Effective communication
Different modes of communication
Written communication
Organizational policies
Communication procedures and systems
Technology relevant to the enterprise and the individuals
work responsibilities
Fax machine
Telephone
Writing materials
Internet
UNIT OF COMPETENCY:
UNIT CODE
:
UNIT DESCRIPTOR
:
ELEMENT
3. Work as a team
member
RANGE OF VARIABLES
VARIABLE
RANGE
1.1.
2. Sources of
information
2.1.
2.2.
2.3.
1.2.
2.4.
2.5.
2.6.
2.7.
3. Workplace context
3.1.
3.2.
3.3.
3.4.
3.5.
EVIDENCE GUIDE
1. Critical aspects
of Competency
2. Underpinning
Knowledge and
Attitude
2.1.
2.2.
2.3.
2.4.
Communication process
Team structure
Team roles
Group planning and decision making
3. Underpinning
Skills
3.1.
4. Resource
Implications
5. Methods of
Assessment
6. Context for
Assessment
6.1.
6.2.
UNIT OF COMPETENCY:
UNIT CODE
500311107
UNIT DESCRIPTOR
ELEMENT
1. Integrate personal
objectives with
organizational goals
3. Maintain professional
growth and
development
RANGE OF VARIABLES
VARIABLE
1. Evaluation
RANGE
1.1 Performance Appraisal
1.2 Psychological Profile
1.3 Aptitude Tests
2. Resources
2.1 Human
2.2 Financial
2.3 Technology
2.3.1 Hardware
2.3.2 Software
4. Recognitions
4.1
4.2
4.3
4.4
4.5
Recommendations
Citations
Certificate of Appreciations
Commendations
Awards
EVIDENCE GUIDE
1. Critical aspects
of Competency
2. Underpinning
Knowledge
3. Underpinning
Skills
4. Resource
Implications
5. Methods of
Assessment
6. Context for
Assessment
UNIT OF COMPETENCY :
UNIT CODE
500311108
UNIT DESCRIPTOR
ELEMENT
1. Identify hazards and
risks
4. Maintain OHS
awareness
RANGE OF VARIABLES
VARIABLE
RANGE
1. Safety regulations
2. Hazards/Risks
3. Contingency measures
4. Personal Protective
Equipment
VARIABLE
RANGE
6.1
6.2
6.3
6.4
Medical/Health records
Incident reports
Accident reports
OHS-related training completed
EVIDENCE GUIDE
1. Critical aspects
of Competency
2.
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
Underpinning
Knowledge
3. Underpinning
Skills
4.
Resource
Implications
5.
Methods of
Assessment
6.
Context for
Assessment
COMMON COMPETENCIES
UNIT TITLE
UNIT CODE
UNIT DESCRIPTOR
:
:
:
ELEMENT
1. Assess quality of received
materials or components
3. Engage in quality
improvement
PERFORMANCE CRITERIA
Italicized Bold terms are elaborated in the Range of Variables
RANGE OF VARIABLES
VARIABLE
RANGE
1. Materials/components
2. Faults
3. Documentation
3.1.
3.2.
3.3.
3.4.
4. Quality standards
5. Customer
5.1.
5.2.
5.3.
5.4.
Co-worker
Supplier
Client
Organization receiving the product or service
EVIDENCE GUIDE
1. Critical aspect of
competency
2. Underpinning knowledge
3. Underpinning skills
4. Method of assessment
5. Resource implication
6. Context of Assessment
UNIT TITLE
UNIT CODE
UNIT DESCRIPTOR
ELEMENT
1. Plan and prepare
for task to be
undertaken
3. Access information
using computer
4. Produce/output
data using
computer system
5. Maintain computer
equipment and
systems
:
:
:
RANGE OF VARIABLES
VARIABLE
1. Hardware and
peripheral devices
2. Software
3. OH & S guidelines
4. Storage media
5. Ergonomic guidelines
6. Desktop icons
7. Maintenance
RANGE
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.
Personal computers
Networked systems
Communication equipment
Printers
Scanners
Keyboard
Mouse
EVIDENCE GUIDE
1. Critical aspect of
competency
2. Underpinning knowledge
3. Underpinning skills
4. Method of assessment
5. Resource implication
6. Context of Assessment
UNIT TITLE
UNIT CODE
UNIT DESCRIPTOR
ELEMENT
:
:
:
1. Select measuring
instruments
2. Carry out
measurements and
calculation
3. Maintain measuring
instruments
RANGE OF VARIABLES
VARIABLE
1. Measuring instruments
2. Calculation
RANGE
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.
Vernier caliper
English/Metric rule
Torque gauge
Tri-square
Protractor
Level spirit
Combination gauge
EVIDENCE GUIDE
1. Critical aspect of competency
2. Underpinning knowledge
3. Underpinning skills
4. Method of assessment
5. Resource implication
6. Context of Assessment
UNIT TITLE
UNIT CODE
UNIT DESCRIPTOR
:
:
:
ELEMENT
PERFORMANCE CRITERIA
Italicized Bold terms are elaborated in the Range of Variables
3. Prepare/make changes to
electrical/electronic
schematics and drawings
RANGE OF VARIABLES
VARIABLE
1. Technical drawings
RANGE
Technical drawings include the following but not
limited to:
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
1.7.
1.8.
2. Dimensions
3. Symbols
Schematic diagrams
Charts
Block diagrams
Lay-out plans
Location plans
Process and instrumentation diagrams
Loop diagrams
System Control Diagrams
Length
Width
Height
Diameter
Angles
4. Instruments/Equipment
4.1.
4.2.
4.3.
4.4.
4.5.
Components/dividers
Drawing boards
Rulers
T-square
Calculator
EVIDENCE GUIDE
1. Critical aspect of
competencies
2. Underpinning knowledge
2.1.
2.2.
2.3.
2.4.
2.5.
3. Underpinning skills
4. Method of assessment
Drawing conventions
Symbols
Dimensioning Conventions
Mark up/Notation of Drawings
Mathematics
2.5.1. Four fundamental operations
2.5.2. Percentage
2.5.3. Fraction
2.5.4. Trigonometric Functions
2.5.5. Algebra
2.5.6. Geometry
5. Resource implication
6. Context of Assessment
5.1.
5.2.
5.3.
5.4.
Drawings
Diagrams
Charts
Plans
UNIT TITLE
UNIT CODE
UNIT DESCRIPTOR
:
:
:
ELEMENT
PERFORMANCE CRITERIA
Italicized Bold terms are elaborated in the Range of Variables
RANGE OF VARIABLES
VARIABLE
RANGE
1. Hand tools
1.1.
2. Personal Protective
Equipment (PPE)
2.1.
2.2.
2.3.
Gloves
Protective eyewear
Apron/overall
3. Maintenance
3.1.
3.2.
3.3.
3.4.
3.5.
3.6.
Cleaning
Lubricating
Tightening
Simple tool repairs
Hand sharpening
Adjustment using correct procedures
EVIDENCE GUIDE
1. Critical aspect of
competency
2. Underpinning knowledge
2.1. Safety
2.1.1. Safety requirements in handling tools
2.2. Tools
2.2.1. Function, Operation, Common faults
2.3. Processes, Operations, Systems
2.3.1. Maintenance of tools
2.3.2. Storage of Tools
3. Underpinning skills
4. Method of assessment
5. Resource Implication
5.1. Tools may include the following but not limited to:
5.1.1. set of screw drivers
5.1.2. set of pliers
5.1.3. set of wrenches
5.1.4. set of files
5.1.5. hand drills
5.1.6. hack saw
5.1.7. tin snip
6. Context of Assessment
UNIT TITLE
UNIT CODE
UNIT DESCRIPTOR
:
:
ELEMENT
PERFORMANCE CRITERIA
Italicized terms are elaborated in the Range of Variables
2. Terminate/connect
electrical wiring/electronic
circuits
3. Test
termination/connections
of electrical
wiring/electronics circuits
RANGE OF VARIABLES
VARIABLE
RANGE
1. Materials
3. Personal protective
equipment
3.1 Goggles
3.2 Gloves
3.3 Apron/overall
4. Methods
4.1
4.2
4.3
4.4
5. Accessories
5.1 Accessories may include the following but not limited to:
5.1.1 Brackets
5.1.2 Clamps
Clamping
Pin connection
Soldered joints
Plugs
EVIDENCE GUIDE
1. Critical aspect of
competency
2. Underpinning knowledge
2.1.
2.2.
2.3.
2.4.
2.5.
2.6.
2.7.
Use of tools
Use of test instruments/equipment
Electrical theory
Single phase AC principles
Wiring techniques
DC power supplies
Soldering
3. Underpinning skills
4. Method of assessment
5. Resource implication
6. Context of Assessment
ELEMENTS
1. Determine criteria
for testing
electronics
components
1.1
1.2
1.3
1.4
1.5
2. Plan an approach
for component
testing
2.1
2.2
2.3
2.4
2.5
2.6
3. Test components
3.1
3.2
3.3
3.4
3.5
RANGE OF VARIABLES
VARIABLE
1. Responsible person
2. Testing criteria
3. Testing methods
5. Testing strategy
7. Tools
RANGE
Relevant personnel may include:
1.1. Immediate supervisor
1.2. Manager
Testing criteria may include:
2.1. controls
2.2. effectiveness
2.3. efficiency
2.4. bug detection
2.5. functionality, including flow
2.6. interoperability
2.7. performance
2.8. reliability
2.9. operating parameters
Testing methods may include:
3.1. automated
3.2. debugging
3.3. inspection
3.4. platform testing
3.5. prototyping
4.1. Passive components
4.2. Active components
4.3. Dynamic components
4.4. Hybrid components
Testing strategy may be determined by:
5.1. Passive testing
5.2. Dynamic testing
5.3. In-circuit testing
Test and measuring instruments may include:
6.1. Variable DC power supply
6.2. Digital VOM
6.3. analog VOM
6.4. dual trace triggered oscilloscope
6.5. function generator
Tools may include:
7.1. set of pliers
7.2. set of screw drivers
7.3. set of wrenches
7.4. Hand drills,
7.5. Hack saw
7.6. set of files
7.7. tin snip
7.8. hammer
8. Records system
EVIDENCE GUIDE
1 Critical aspects of
competency
2 Required knowledge
and attitude
2.2
2.3
2.4
Mensuration/Mathematics
2.1.1 Conversion of Units
2.1.2 Applied Mathematics
Safety
2.2.1 Work Safety requirements and economy of
materials with durability
2.2.2 Knowledge in 5S application and observation of
required timeframe
2.2.3 Knowledge of proper handling and disposal of
chemicals
Materials, tools and equipment uses and specifications
2.3.1 Identification of hand and power tools
2.3.2 Proper care and use of tools
Systems and Processes
2.4.1 Principles of electrical/electronic circuits
2.4.2 Identifying sources of electricity
2.4.3 Identifying conductors and insulators
2.4.4 Describing resistance and identify resistors
2.4.5 Supplying different voltage using variable power
supply
2.4.6 Measuring resistance using VOM
2.4.7 Testing resistors
2.4.8 Measuring current and voltage using VOM
2.4.9 Analyzing simple circuit using ohms and power
law
2.4.10 Analyzing series/parallel circuits using ohms and
power law
2.4.11 Describing alternating current circuits
2.4.12 Observing waveform using oscilloscope
2.4.13 generating waveform in various frequency using
function generator
2.4.14 Measuring frequency using oscilloscope
2.4.15 Measuring capacitance using VOM
2.4.16 Describing capacitance and identifying
capacitors
2.4.17 Testing capacitors
2.4.18 Analyzing series/parallel capacitances
2.4.19 Describing inductance and identifying inductors
2.4.20 Testing inductors
2.4.21 analyzing series parallel inductors
2.4.22 describing the characteristic of transformers
2.4.23 describing and identifying semiconductor diode
3 Required skills
3.1
3.2
3.3
3.4
3.5
3.6
3.7
4 Method of
assessment
5 Resource
implications
6 Context of
assessment
6.1
CORE COMPETENCIES
UNIT OF COMPETENCY:
UNIT CODE
:
DESCRIPTON
:
ELEMENTS
1. Prepare to
assemble
electronic
products
2. Prepare/
Make PCB
modules
2.1 PCB layout is verified for conformity with the schematic diagram in
accordance with the layout rules
2.2 PCB layout is transferred to copper-cladded board following
acceptable methods and standards
2.3 Visual inspection is performed based on standards procedures.
2.4 Thru-hole is drilled based on standards procedures
2.5 PCB is cleaned based on standards procedures
2.6 Functionality of PCB is tested and visual inspection is performed
based on standards procedures
3.1 Knowledge of lead and lead-free soldering characteristics and
requirements are applied to mounting and soldering process in
accordance with OH&S standards
3.2 Components are mounted and soldered in accordance with
soldering principles.
3.3 Soldering/Desoldering techniques and procedures are applied in
accordance with established standards and requirements.
3.4 Soldered products are checked and complied with international
standards and task specifications
3. Mount and
solder
electronic
components
4. Perform
electronic
products
assembly
ELEMENTS
PERFORMANCE CRITERIA
(Italicized bold terms are elaborated in the range of variables)
RANGE OF VARIABLES
VARIABLE
RANGE
2. Responsible person
3. Materials, tools and
equipment
4. Layout rules
5. Acceptable
methods
6. Mounting of
components
7. Soldering principles
8. Soldering/
Desoldering
procedures
9. Assembly
procedures
10.Testing
6.1
Surface mount
6.2
Thru-hole mount
6.3
Socket mount
The four key principles to producing a good joint are:
7.1
Ensure the joint surfaces are clean and free from grease.
7.2
Ensure the temperature of the solder when making the joint is correct.
7.3
Ensure the heat is applied to the joint for the correct amount of time
7.4
Ensure the correct amount of solder is used.
8.1
Hot iron soldering procedures
8.2
Hot air soldering procedures
9.1
9.2
9.3
9.4
10.1
10.2
10.3
EVIDENCE GUIDE
1 Critical aspects of
competency
2 Required knowledge
and attitude
Mensuration/Mathematics
2.1.1 Conversion of Units
2.1.2 Applied Mathematics
2.2
Environmental Safety
2.2.1 Work Safety requirements and economy of materials with
durability
2.2.2 Knowledge in 5S application and observation of required
timeframe
2.2.3 Knowledge of proper handling and disposal of chemicals
2.2.4 Safety handling of hand tools
2.2.5 Practicing 3Rs reduce, re-use, recycle/recover
2.2.6 Managing waste from electrical and electronic
equipment (WEEE)
2.3
2.4
- Cleaning
- Repair and Rework
- Safety
- ESD protection
2.4.13 Testing of electronic products
2.5 3Rs waste management programs
2.6 Rules and conventions
2.6.1 Philippine Electronics Code
2.6.2 RoHS/WEEE Directives
2.6.3 RA 9292 ECE Law
3 Required skills
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
4 Method of assessment
5 Resource implications
6 Context of assessment
UNIT OF COMPETENCY:
UNIT CODE
DESCRIPTON
:
:
ELEMENT
1. Prepare unit, tools
and workplace for
installation and
service
2. Install consumer
electronic products
and systems
PERFORMANCE CRITERIA
ELEMENT
4. Maintain/Repair
consumer electronic
products
5. Re-assemble and test 5.1 Repaired units are reassembled according to procedures
5.2 Reassembled units are subjected to final testing and cleaning in
repaired consumer
conformity with manufacturers specifications
electronic product
5.3 Service completion procedures and documentations are complied
with based on manual.
5.4 Waste materials are disposed of in accordance with
environmental requirements.
RANGE OF VARIABLES
RANGE
VARIABLE
1. Consumer
electronic products
and systems
2. Service manuals
3. Service Information
3.1.
3.2.
3.3.
3.4.
3.5.
3.6.
3.7.
3.8.
4. Tools, Materials
and Test
Instruments
May include:
4.1 Variable power supply
4.2
Variable transformer
4.3
Soldering iron
4.4
Hot air soldering station
4.5
Table top reflow oven
4.6
Desoldering tools
4.7
Screwdriver (assorted)
4.8
Wrenches (assorted)
4.9
Allen wrench/key
4.10 Function generator
4.11 Multi-testers
(analog/digital)
4.12 Utility knife/stripper
4.13 Pliers (assorted)
4.14
4.15
4.16
4.17
4.18
4.19
4.20
4.21
4.22
4.23
VARIABLE
5. Pre-testing
procedures
6. Troubleshooting
techniques
7. Responsible
persons
8. Environmental
Requirements
RANGE
5.1. Visual inspection of the unit with power off
5.2. Interview of customer re history of unit
5.3. Operate the unit according to manual to confirm defects
May include:
6.1 sensory methods
Visual checks
Listening for telltale sounds
Lookout for unusual smells
Touching or feeling
6.2 Component substitution
6.3 Signal injection and tracing
6.4 Voltage and current measurement
6.5 Continuity/resistance testing
6.6 Waveform analysis
6.7 Display analysis (for video displays)
6.8 Circuit analysis
7.1. Immediate supervisor
7.2. Service supervisor/manager
8.1. Proper disposal of chemicals and components shall be based on
existing requirements of the law and chemical waste
management
8.2. Non-biodegradable parts or materials shall be packed and labeled
properly for disposal.
8.3. WEEE requirements
EVIDENCE GUIDE
1 Critical aspects of
competency
2 Required knowledge
and attitude
2.6.4
Digital HDTV transmission and reception
2.6.5
Audio Video sources and formats
2.6.6
Pulse Code Modulation
2.6.7
Home theater system
2.6.8
Digital noise reduction system
2.6.9
CCTV system
2.6.10 Infrared remote control system
2.6.11 Motor and motor control system
2.6.12 LED and lighting system
2.6.13 Heat and heating control system
2.6.14 Solar cell and battery management system
2.6.15 Microcontroller
2.6.16 Microcontroller interfacing
2.7 Consumer electronic products and systems installation
procedures
2.8 Systematic pre-testing procedures
2.9 System defects/Fault symptoms
2.10 Mechanical and electrical/electronic testing
2.11 Commissioning procedures
2.12 3Rs waste management programs
2.13 Rules and conventions
2.13.1 Philippine Electronics Code
2.13.2 RoHS/WEEE Directives
2.13.3 RA 9292 ECE Law commissioning procedures
3 Required skills
3.1
3.2
3.3
3.4
3.5
3.6
4 Method of assessment
5 Resource implications
6 Context of
assessment
UNIT OF COMPETENCY:
UNIT CODE
DESCRIPTON
:
:
ELEMENT
1. Prepare unit, tools and
workplace for
installation / servicing
2. Install industrial
electronic modules/
products/ systems
ELEMENT
4. Maintain/Repair
industrial electronic
products
PERFORMANCE CRITERIA
(Italicized bold terms are elaborated in the range of variables)
4.1 Personal protective equipment is used in accordance with
Occupational Health and Safety practices.
4.2 Electro-static discharge (ESD) protection procedure is followed in
accordance with current industry standards.
4.3 Defective parts/components are replaced with identical or
recommended appropriate equivalent ratings
4.4 Repaired or replaced parts/components are soldered/mounted in
accordance with the current industry standards.
4.5 Control settings/adjustments are performed in conformity with
service-manual specifications
4.6 Repair activity is performed within the required timeframe
4.7 Care and extreme precaution in handling the unit/product is
observed as per OHS procedures
4.8 Cleaning of unit is performed in accordance with standard
procedures
4.9 Excess components and materials are disposed of based on
WEEE directives and 3Rs waste management program.
5.1 Repaired units are reassembled according to procedures
5.2 Reassembled units are subjected to final testing and cleaning in
conformity with manufacturers specifications
5.3 Service completion procedures and documentations are
complied with based on manual.
5.4 Waste materials are disposed of in accordance with
environmental requirements.
RANGE OF VARIABLES
VARIABLE
1. Industrial
electronics
products and
systems
RANGE
Industrial electronics products and systems include -1.1 Industrial Electronic Components
1.2 Industrial Electronic Product*
1.2.1 Control boards and modules
1.2.2 Motor controllers and drives
1.2.3 Man-machine interface
1.2.4 Sensors and input devices
1.2.5 Actuators and output devices
1.2.6 Opto-electronics equipment and devices
1.2.7 Data communication systems
1.2.8 Microcontroller-based equipment
* NOTE: Only the electronics portion of the products and/or systems
is covered in this unit of competency.
2. Service manuals
3. Service Information
4. Tools, Materials
and Test
Instruments
5. Personal protective
equipment
VARIABLE
6. Pre-testing
procedures
7. Troubleshooting
techniques
8. Responsible
persons
RANGE
6.1
6.2
9. OHS requirements
in accordance with
legislation &
regulations
10. Environmental
Requirements
EVIDENCE GUIDE
1
Critical aspects of
competency
Required knowledge
and attitude
Required skills
Method of
assessment
Resource
implications
Context of
assessment
3.1
CURRICULUM DESIGN
NC Level: NC II
Course Description:
This course is designed to develop & enhance the knowledge, skills, & attitudes of
an Electronic Products Technician, in accordance with industry standards. It covers the
basic and common competencies in addition to the core competencies such as
assembling electronic products, fabricating PCB modules and installing and servicing
consumer and industrial electronic products and systems.
BASIC COMPETENCIES
40 hrs
Unit of
Competency
1. Participate in
workplace
communication
2. Work in a team
environment
3. Practice career
professionalism
4. Practice
occupational
health & safety
Learning Outcome
1.1 Obtain and convey
workplace information.
1.2 Complete relevant work
related documents.
1.3 Participate in workplace
meeting and discussion.
2.1 Describe and identify team
role and responsibility in a
team.
2.2 Describe work as a team
member.
3.1 Integrate personal objectives
with organizational goals.
3.2 Set and meet work priorities.
3.3 Maintain professional growth
and development.
4.1 Identify hazards and risks.
4.2 Evaluate hazard and risks
4.3 Control hazards and risks
4.4 Maintain occupational health
and safety awareness
Methodology
Group
discussion
Interaction
Discussion
Interaction
Assessment
Approach
Demonstration
Observation
Interviews/
questioning
Demonstration
Observation
Interviews/
questioning
Interaction
Demonstration
Observation
Interviews/
questioning
Discussion
Observation
Interview
Discussion
Plant tour
Symposium
COMMON COMPETENCIES
80 hrs
Unit of
Competency
1. Apply Quality
Standards
Learning Outcomes
Methodology
Assessment
Approach
Demonstration
& questioning
Observation &
questioning
Third party
report
2. Perform
Computer
Operation
Modular
Film showing
Computerbased training
(e-learning)
Project
method
On the job
training
Demonstration
& questioning
Observation &
questioning
Third party
report
Assessment of
output product
Portfolio
Computerbased
assessment
3.
Use Hand
Tools
Lecture /
Demonstration
Distance
learning
Film Showing
Written/Oral
examination
Practical
demonstration
Observation
and
questioning
4.
Perform
Mensuration
and
Calculation
Self- paced/
modular
Demonstration
Small group
discussion
Distance
learning
Written/Oral
examination
Practical
demonstration
5.
Prepare and
Interpret
Technical
Drawings
Lecture/
demonstration
Dualized
training
Distance
learning
Field trip
Symposium
Film showing
Simulation
On-the-job
training
Written /oral
examinations
Direct
observation
Project
method
interview
Unit of
Competency
6. Terminate
and Connect
Electrical
wiring and
Electronic
Circuits
7. Test electronic
components
Learning Outcomes
Methodology
Film Viewing
Individualized
Learning
Direct Student
Laboratory
Experience
On-the-Job
Training
Project
Method
Film Viewing
Individualized
Learning
Direct Student
Laboratory
Experience
On-the-Job
Training
Project
Method
Assessment
Approach
Demonstration
and
Questioning
Assessment of
Output
Product
Demonstration
and
Questioning
Assessment of
Output
Product
CORE COMPETENCIES
140 hrs
Unit of
Competency
1. Assemble
Electronic
Products
Learning Outcomes
1.1 Prepare to assemble
electronics products
1.2 Prepare/ Make PCB
modules
1.3 Mount and solder electronic
components
1.4 Assemble electronic
products
1.5 Test and inspect assembled
electronic products
2. Service
consumer
electronic
products and
systems
2.2
2.3
2.4
2.5
3. Service
industrial
electronic
modules,
products and
systems
3.1
3.2
3.3
3.4
3.5
Methodology
Assessment
Approach
Written exam
Practical exam
Observation in
workplace
Demonstration
Portfolio
Lecture/ Discussion
Demonstration
Viewing multimedia
Hands on practice
Project making/
laboratory
exercises
Dual training
Supervisedindustry training
eLearning/ Blended
learning program
Lecture/Discussion
Demonstration
Viewing multimedia
Hands on practice
Simulation
Dual training
Supervisedindustry training
eLearning/ Blended
learning program
Written exam
Practical exam
Observation in
workplace
Demonstration
Portfolio
Written exam
Practical exam
Observation in
workplace
Demonstration
Portfolio
Lecture
Discussion
Demonstration
Viewing multimedia
Hands on practice
Simulation
Dual training
Supervisedindustry training
eLearning/ Blended
learning program
3.2
TRAINING DELIVERY
The delivery of training should adhere to the design of the curriculum.
Delivery should be guided by the 10 basic principles of the competency-based
TVET.
The training is based on curriculum developed from the competency
standards;
Learning is modular in its structure;
Training delivery is individualized and self-paced;
Training is based on work that must be performed;
Training materials are directly related to the competency standards and
the curriculum modules;
Assessment is based in the collection of evidence of the performance of
work to the industry required standard;
Training is based both on and off-the-job components;
Allows for recognition of prior learning (RPL) or current competencies;
Training allows for multiple entry and exit; and
Approved training programs are nationally accredited.
The competency-based TVET system recognizes various types of delivery
modes, both on and off-the-job as long as the learning is driven by the competency
standards specified by the industry. The following training modalities may be
adopted when designing training programs:
3.3
3.4
EQUIPMENT
Description
Pliers assorted, Long
nose, Side cutter
Screw driver
assorted, Phillips,
slotted
Qty.
1
unit
1 set
Desoldering tools
1 set
1 set
1 set
1 pc
1 set
1 pc
1 pc
1 pc
Wrenches assorted
Allen wrench/key
Utility knife/stripper
Test jigs
Wire stripper
Digital micrometer
Anti-static strap
1 unit
1 unit
1 unit
1 unit
1 unit
1 unit
1 set
1 set
1 set
Description
Multimeter
(analog/digital)
ESD free work bench
with mirror Back-toback/one-sided
High grade magnifying
glass with lamp
Variable transformer
Oscilloscope, digital
Signal generator
Function generator
Electronically-controlled
MATERIAL
Qty.
1
spool
50 ml
500
ml
1 pc.
1 bottle
5ml
1 bottle
5 units
5m
10m
1 pc
Anti-static brush
1 unit
1pc
1 set
Anti-static mat
Bread boards
10m
10m
Recommended equipment: 10m
10m
1 unit Table top reflow oven 10m
Lead-free soldering
1 unit
1 set
system
50 pcs
50 pcs
soldering station
10m
Description
Soldering wire
SMD soldering paste
SMD soldering flux
Cleaning brush
Thinner/alcohol
Thermal paste
Ferric chloride
Pale or water bucket
Stranded/solid/ hook-up wires
1 lot
Description
Audio-video product/appliance and component parts
Radio receivers
Audio recorders
Videoke systems
Electronic musical instruments/keyboards
DVD/VCD player
Professional audio/Public-address (PA) systems
Television (Home/Portable)
Home theater system
PC monitors
Note: The training provider registering the full qualification shall provide access to at least
one (1) unit each of the above appliances/equipment for training purposes [i.e.
demonstration, assembly, disassembly, trouble simulation].
1 lot
Note:
Note: The training provider registering the full qualification shall provide access to at least
one (1) unit each of the above appliances/equipment for training purposes [i.e.
demonstration, assembly, disassembly, trouble simulation].
As an alternative to the above arrangement where the training provider provides access to
equipment (in-center or through partner-facility) the provider shall make available the following
trainers/simulators within its premises -
1 lot
1 lot
1 lot
1 lot
Description
Industrial-electronics components
Industrial-electronic product/device and component parts
Control boards and modules
Motor controllers and drives
Man-machine interface
Sensors and input devices
Actuators and output devices
Opto-electronics equipment and devices
Data communication systems
Microcontroller-based equipment
Note: The training provider may choose a specific industrial-electronics product/system with
component/spare parts or a trainer/simulator for a specific industrial-electronics product/system
(e.g., electronic motor controls system or an electronic surveillance system)
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------TRAINING REGULATIONS ELECTRONIC PRODUCTS ASSEMBLY AND SERVICING NC II
Page 61
3.5
TRAINING FACILITIES
Recommended space requirements for the various teaching/learning areas are as
follows:
TEACHING/LEARNING/
FACILITIES AREAS
SIZE IN
METERS
Lecture Area*
Workshop Area**
(2trainees per Workstations)
1.5m x 2m
Learning Resource Area
Tool Room/Storage Area
Wash ,Toilet & Locker Room
QTY
TOTAL AREA IN
SQ. METERS
5x5
5x5/
9x5
1
5 workstations /
10 workstations
25
25 /
45
4x5
4x4
2x3
1
1
2
20
16
12
Sub- Total
98 /
118
Facilities / Equipment /
Circulation***
Total Area
5 workstations /
10 workstations
30 /
36
128 /
154
3.6
TRAINERS QUALIFICATIONS
Electronic Products Assembly and Servicing NC II
Trainers Qualification TQ I
* Optional:
3.7
INSTITUTIONAL ASSESSMENT
Institutional assessment is undertaken by trainees to determine their
achievement of units of competency. A certificate of achievement is issued for
each unit of competency.
As a matter of policy, graduates of programs registered with TESDA under
these training regulations are required to undergo mandatory national competency
assessment upon completion of the program.
4.2
4.4
Upon accumulation and submission of all COCs acquired for the relevant units
of competency comprising a qualification, an individual shall be issued the
corresponding National Certificate.
4.5
Assessment shall focus on the core units of competency. The basic and
common units shall be integrated or assessed concurrently with the core units.
4.6
4.7
ANNEX A
COMPETENCY MAP ELECTRONIC PRODUCTS ASSEMBLY AND SERVICING NC II
BASIC COMPETENCIES
Receive & Respond
to Workplace
Communication
Demonstrate work
values
Practice basic
housekeeping
procedures
Participate in
Workplace
Communication
Work in a Team
Environment
Practice career
professionalism
Practice
occupational health
& safety procedures
Lead Workplace
Communication
Use mathematical
concepts and
techniques
Use relevant
technologies
Utilize Specialist
Communication Skills
Promote
environmental
protection
Prepare and
Interpret Technical
Drawing
Apply Quality
Standards
Perform Computer
Operations
Configure
Instrumentation and
Control Devices
Loop-Check
Instrumentation and
Control Loops
Install Mechatronic
Devices
Solve Problems
Related to Work
Activities
Apply Problem
Solving Techniques
in the Workplace
COMMON COMPETENCIES
Use Hand Tools
Perform
Mensuration and
Calculation
Terminate &
Connect Electrical
Wiring & Electronic
Circuits
Test Electronic
Components
CORE COMPETENCIES
Install
Instrumentation and
Control Devices
Start-up
Instrumentation and
Control Systems
Calibrate
Instrumentation and
Control Devices
Diagnose and
Troubleshoot
Instrumentation and
Control Systems
Commission
Mechatronic
Systems
Assemble and
Disassemble
Consumer Electronic
Products
Diagnose and
Troubleshoot
Mechatronic
Systems
Maintain and Repair
Electronically
Controlled Domestic
Appliances
Assemble
Electronic Products
Service Consumer
Electronic Products
and Systems
Service Industrial
Electronic Products
and Systems
Train service
technician
Manage Servicing
Systems for
Consumer Electronic
Products & Systems
Train service
technician
supervisors
Commission
Consumer Electronic
Products and
Systems
Develop Servicing
Systems for
Consumer Electronic
Products
DEFINITION OF TERMS
GENERAL
1) ALS (Alternative Learning System) - It is a free education program implemented
by the Department of Education (DepEd) under the Bureau of Alternative Learning
System which benefits those who cannot afford formal schooling and follows
whatever is their available schedule.
2) Certification - is the process of verifying and validating the competencies of a
person through assessment
3) Certificate of Competency (COC) is a certification issued to individuals who
pass the assessment for a single unit or cluster of units of competency
4) Common Competencies - are the skills and knowledge needed by all people
working in a particular industry
5) Competency - is the possession and application of knowledge, skills and
attitudes to perform work activities to the standard expected in the workplace
6) Competency Assessment - is the process of collecting evidence and making
judgments on whether competency has been achieved
7) Competency Standard (CS) - is the industry-determined specification of
competencies required for effective work performance
8) Context of Assessment - refers to the place where assessment is to be conducted
or carried out
9) Core Competencies - are the specific skills and knowledge needed in a particular
area of work - industry sector/occupation/job role
10) Critical aspects of competency - refers to the evidence that is essential for
successful performance of the unit of competency
11) Elective Competencies - are the additional skills and knowledge required by the
individual or enterprise for work
12) Elements - are the building blocks of a unit of competency. They describe in
outcome terms the functions that a person performs in the workplace.
13) Evidence Guide - is a component of the unit of competency that defines or
identifies the evidences required to determine the competence of the individual. It
provides information on critical aspects of competency, underpinning knowledge,
underpinning skills, resource implications, assessment method and context of
assessment
14) Level - refers to the category of skills and knowledge required to do a job
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------TRAINING REGULATIONS ELECTRONIC PRODUCTS ASSEMBLY AND SERVICING NC II
Page 65
15) Method of Assessment - refers to the ways of collecting evidence and when,
evidence should be collected
16) National Certificate (NC) is a certification issued to individuals who achieve all
the required units of competency for a national qualification defined under the
Training Regulations. NCs are aligned to specific levels within the PTQF
17) Performance Criteria - are evaluative statements that specify what is to be
assessed and the required level of performance
18) Qualification - is a cluster of units of competencies that meets job roles and is
significant in the workplace. It is also a certification awarded to a person on
successful completion of a course in recognition of having demonstrated
competencies in an industry sector
19) Range of Variables - describes the circumstances or context in which the work is
to be performed
20) Recognition of Prior Learning (RPL) is the acknowledgement of an individuals
skills, knowledge and attitudes gained from life and work experiences outside
registered training programs
21) Resource Implications - refers to the resources needed for the successful
performance of the work activity described in the unit of competency. It includes
work environment and conditions, materials, tools and equipment
22) Basic Competencies - are the skills and knowledge that everyone needs for work
23) Training Regulations (TR) refers to the document promulgated and issued by
TESDA consisting of competency standards, national qualifications and training
guidelines for specific sectors/occupations.
The TR serves as basis for
establishment of qualification and certification under the PTQF. It also serves as
guide for development of competency-based curricula and instructional materials
including registration of TVET programs offered by TVET providers
24) Underpinning Knowledge - refers to the competency that involves in applying
knowledge to perform work activities. It includes specific knowledge that is
essential to the performance of the competency
25) Underpinning Skills - refers to the list of the skills needed to achieve the
elements and performance criteria in the unit of competency. It includes generic
and industry specific skills
26) Unit of Competency is a component of the competency standards stating a
specific key function or role in a particular job or occupation; it is the smallest
component of achievement that can be assessed and certified under the PTQF
SECTOR SPECIFIC
1. Equipment - A component part of an installation used for a particular purpose.
Equipment includes, but is not limited to, that contained in the following divisions. It
will necessarily include new and emerging technologies:
Audio/visual equipment including televisions, radios, monitors, cameras,
closed circuit television, mono and stereo sound systems, gaming
machines, electronic display panels, cassette recorders, video cassette
recorders, CDROM players, tape recorders, sound and video duplication
equipment, digital versatile discs, digital audio tapes, professional and
domestic speaker systems, mixer desks.
Appliances including portable electric tools, motor driven pumps, vacuum
cleaners, food preparation equipment, hair dryers, refrigerators, washing
machines, dish washers, paper shredders, water coolers, clothes dryers,
pest exterminators, electric motor driven industrial tools and equipment,
sanitary disposal units, radial and tangential fans and blowers.
2. Appliances - A fixed (for support only), hand-held (held in hand during normal
use), portable (moved whilst in operation or easily moved from one place to another
while connected to the supply) or stationary (can be moved, but not easily)
consuming device, other than a lamp.
3. Competent person - A person who has the relevant competencies described in
this competency
4. Component - That portion of a unit of equipment, which has been designed as a
discrete unit and that can be identified as such.
5. Consumer electronics - (abbreviated CE) are electronic equipment intended for
everyday use, most often in entertainment, communications and office productivity.
Consumer products include the broadcast receiver, personal computers, telephones,
MP3 players, audio equipment, televisions, calculators, GPS automotive electronics,
digital cameras and players and recorders using video media such as DVDs, VCRs
or camcorders including large and small household appliances.
6. Electronic components - are generally intended to be connected together, usually
by being soldered to a printed circuit board (PCB), to create an electronic circuit
with a particular function (for example an amplifier, radio receiver, or oscillator).
Components may be packaged singly, or in more complex groups as integrated
circuits. Some common electronic components are capacitors, inductors, resistors,
diodes, transistors, etc. Components are often categorized as active (e.g.
transistors and thyristors) or passive (e.g. resistors and capacitors).
ACKNOWLEDGEMENTS
The Technical Education and Skills Development Authority (TESDA) wishes to
extend gratitude and appreciation to the many representatives of business, industry,
academe and government agencies and labor groups who donated their time and
expertise to the development and validation of these Training Regulations.
- CSD-QSO-TESDA
- CSD-QSO-TESDA
- CSD-QSO-TESDA
- CSD-QSO-TESDA
- CTAD-QSO-TESDA