TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

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.

COMPETENCY BASED TVET FRAMEWORK

Qualifications
Units of Competency

Philippine TVET Qualification Framework

Competency Standards Development

Competency Based Curriculum Development Learning Materials/ Courseware Development

I n d u s t r y
T V E T I n s t i t u t i o n

Modules of Training

Competency Based

Training

Training Delivery

D e l i v e r y

Assessment
Certification and Equivalency

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

Competency-based Curriculum
Course Title Module Description

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: Modules of Instruction/Training

Course Design

MODULE STRUCTURE
Unit of Competency Module

Unit of Competency

2 Module 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.

START

E
Secure Approved Competency Standard

D
Analyze the Unit of Competency Determine the Module Title and Description

Are Descriptions of Learning Outcomes Complete?

YES

NO

Is the Analysis of all Units of Competency comprehensive?

NO

C List Learning Outcomes of a particular Module Define Nominal Hours per Module
Specify Assessment Criteria Describe Conditions List the content YES YES

Is there a change in Competency Standard?

NO

END Specify Assessment Method

DEVELOPING A COMPETENCY BASED CURRICULUM

STAGE
MODULE TITLE Identify module title

MODULE INFORMATION
MODULE TITLE
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

Analyze the unit of competency Develop module title using the structure
Unit of competency module

Unit of competency

Element Element Element Element Element Element

module module module

Set of modules

action verb with appropriate.

ing is

UNIT OF COMPETENCY :
ELEMENT

PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES

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 : 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

Perform Computer Operation

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

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.

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

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 an action verb
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

MODULE INFORMATION

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

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 LO 1. Identify hazards and risks LO 2. Evaluate hazards and risks

Estimated number of hour

2 4

LO 3. Control hazards and risks

LO 4. Maintain occupational health and safety awareness

6
6

Total

18

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.

STAGE
LEVEL OF CERTIFICATION
Identify certification level based on the prescribed level in the PTQF

MODULE INFORMATION
LEVEL OF CERTIFICATION
See certification levels on competency standards. e.g. NC I, NC II, NC III and NC IV.

PRE-REQUISITE
Identify the pre-requisite of a particular module (if necessary)

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
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.

MODULE INFORMATION
ASSESSMENT CRITERIA
Assessment criteria are used to guide the judgement of whether or not a learner has achieved a 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 must be observable and measurable within the level of performance

ASSESSMENT CRITERIA :

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. List the specific knowledge essential to the performance of work activities Evidence of knowledge of legislation, regulation and codes of practices

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.

Contextual learning of Generic skills (communication, mathematics, sciences) and industry specific skills

CONTENTS :
Hazards and risks identification control

Organizational safety and health protocol

Threshold Limit Value (TLV) Occupational Health and Safety Indicators

STAGE
CONDITION
Refer to the competency standard of the particular occupational title under the heading tools, equipment and materials.

MODULE INFORMATION
CONDITION
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 Recommend any useful learning resources, after checking that these are current, relevant and available.

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.

CONDITIONS
The students/trainees must be provided with the following: Personal protective equipment Learning guides CDs, 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: Observation Computer or paper based Oral/interview 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. Briefly describe the title of the module Brief description of the module its scope and delimitation 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

MODULE TITLE:
MODULE DESCRIPTOR: LEVEL: NOMINAL DURATION: LEARNING OUTCOMES :

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 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 candidates competency Assessment methods include observation, simulation, questioning, presentation, written assessment, etc.

ASSESSMENT METHOD

Module of Instruction
AUTOMOTIVE REPAIR CHARGING AND STARTING SYSTEM REPAIRING CHARGING SYSTEM This module covers testing/identifying faults and servicing charging system components. NOMINAL DURATION 40 Hours CERTIFICATE LEVEL NC II PREREQUISITE SUMMARY OF LEARNING Upon completion of this module, the trainee/student must be OUTCOMES able to: 1 Test charging system components and identify faults 2 Disassemble alternator 3 Repair/replace and assemble alternator component/parts SECTOR UNIT OF COMPETENCY MODULE TITLE MODULE DESCRIPTION

LO 1 TEST CHARGING SYSTEM COMPONENT AND IDENTIFY FAULTS ASSESSMENT CRITERIA 1 Charging system component parts identify 2 Faults identified and preferred repair action determined 3 Test carried out according to industry standard procedure. CONTENT 1 Procedure in disconnecting different wire terminal 2 Safety measures is observed 3 Test carried out 4 Identify faults and parts 5 Repair parts CONDITIONS Students/trainees must be provided with the following: 1 Engine 2. Ignition switch 3. Alternator 4. Basic automotive hand tools 5. Voltage regulator 6. Multi-tester 7. Ammeter 8. Service manual 9. Fuse box 10. Battery METHODOLOGIES 1 Demonstration 2 Self-pace 3 Group discussion ASSESSMENT METHOD 1 Interview 2 Written 3 Practical 4 Direct Observation

LO 2 TEST CHARGING SYSTEM COMPONENT AND IDENTIFY FAULTS ASSESSMENT CRITERIA 1. Alternator parts and function identified and explain 2. Alternator disassembled according to service manual 3. Alternator parts tested and defective parts determined. CONTENT 1. 2. 3. 4. 5. Procedure in disassemble of alternator Safety measured observe. Identified parts and function. Disassembled alternator Determine parts

CONDITIONS Students/trainees must be provided with the following: 1. Multi-meter 2. Tape 3. Pliers 4. Gloves 5. Screw driver 6. Socket wrench 7. Test lamp 8. Box & Open end wrench 9. Crimer METHODOLOGIES 1. 2. 3. 4. ASSESSMENT METHOD 1. 2. 3. 4. Demonstration Self-pace Discussion Distance learning Interview Written Practical Direct Observation

LO 3 TEST CHARGING SYSTEM COMPONENT AND IDENTIFY FAULTS ASSESSMENT 1. Defective parts required/replaced per service manual CRITERIA 2. Alternator assembled in conformity w/ manufacturer specification. 3. Alternator bench tested for functionality per service manual CONTENT 1. Procedure in repair/replace and assemble of alternator 2. Safety measures are observed. 3. Replace parts 4. Assemble alternator 5. Test alternator CONDITIONS Students/trainees must be provided with the following: 1. Multi-tester 2. Pliers 3. Screw driver 4. Box & open end wrench 5. Tape 6. Hand gloves 1.Traditional/lecture type METHODOLOGIES 2. Dual training 3. Self-pace 4. Community based 5. Distance gloves ASSESSMENT 1. Interview METHOD 2. Written 3. Practical 4. Direct Observation

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. Approximate length of course in hours or years Refer to competency standard List down the unit of competency from CS

Course Duration : Qualification Level:

Unit of Competency :
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. 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.

Course Outcomes:

Entry Requirements: Course Structure

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

Competency Analysis

Unit of competency
Competency 1 Competency 2

Number of module
1 1

Total
1 1

Competency 3
Assessment Method
Course Delivery

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.

Resources

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.

Qualification of Instructors

COURSE DESIGN
COURSE TITLE
NOMINAL DURATION COURSE DESCRIPTION

: AUTOMOTIVE SERVICING NC II
: 360 Hours :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 BASIC A.Communication 1. Receive and respond to workplace communication Receiving and responding to workplace communication
1.

Module Title

Module Contents

No. of Hrs. 8

1.1.1 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 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 Work with others

Module Title

Module Contents 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

No. of Hrs. 8

COMMON 1.Perform mensuration and calculation 2. Move and position vehicle

1.1 Performing mensuration and calculation

1.1.1 1.1.2 1.1.3

Mensuration techniques. electing measuring instruments. Maintaining measuring instruments.

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.

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. Techniques in selecting lubricant Proper use of coolant Techniques in applying lubricant and coolants Safety in applying coolant and lubricant. Identifying hazards in the workplace Techniques/procedure in eliminating hazards in the workplace Procedure in maintaining safety equipment and devices.

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 5.1.1 5.1.2 5.1.3

5. Perform safety practices

5.1 Performing safety practices

Units of Competency CORE

1.Test,

Module Title

Module Contents

No.of Hrs.

service and replace battery

1.1 Testing and servicing automotive battery

1.1.1 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

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 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.

40

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

80

Units of Competency Module Title 3. Install, Test and Repair wiring/lighting system 3.1 Installing automotive lighting system 3.2 Testing , Repairing electrical system 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-assemblies/Cylinder head and evaluate components 6. Assemble/ engine cylinder head, check tolerances and carry out relevant testing procedures 5.1 Dismantling/evaluating engine sub-assembly/cylinder head 5.1.1 5.1.2 5.1.3 5.1.4 6.1 Assembling engine cylinder head, checking 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 Module Contents Wiring/electrical diagrams Procedures in preparing wiring harness. Procedure in installing wiring/ Lighting system Procedure in testing electrical system Repair procedure on electrical system Types of wiper motor Wiring system of wiper and washer system. Procedure in repairing wiper and washer system. Procedure in dismantling engine sub- assemblies/Cylinder head Possible engine parts defects Engine parts repair procedures Use of service manuals 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. Procedure in checking brake fluids and lines Correct level of brake fluids Parts to be checked /inspected in servicing clutch and brake

No. of Hrs. 40

16

56

48

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

16

COMPETENCY ANALYSIS This table present the number of modules developed in a particular unit of competency Units of Competency BASIC 1. Receive and Respond to workplace 2. Work with Others COMMON 1. Perform mensuration and calculation 2. Move and position vehicles communication 1.1 2.1 1.1 2.1 1 1 1 1 2 Number of Modules Total

3. Apply appropriate sealants/ adhesive

4. Use and apply lubricants/coolants 5. Perform safety practices CORE 1. Test , service and Replace battery 2. Service ignition system 3. Install, Test and Repair wiring/ lighting system 4. Repair wiper and washer system 5. Disassemble engine sub-assemblies/Cylinder Head and evaluate Components 6. Assemble Engine cylinder Head , check tolerances and carry out relevant testing 7. Perform under chassis preventive maintenance 8. Perform shop maintenance

3.1
4.1 5.1 1.1 2.1 3.1 4.1 5.1 6.1 7.1 8.1 3.2

1
1 1 1 1 2 1 1 1 1 1 9 16 5

TOTAL

ASSESSMENT METHOD: 1. 2. 3. 4. Written examination Demonstration of practical skills Direct observation Interview

COURSE DELIVERY: 1. 2. 3. 4. 5. 6. Modular Demonstration Lecture Discussion Dual training Distance learning

RESOURCES: 1. Equipment 2. Vehicle Engine Hydraulic jack/lift Growler tester Ignition timing light Tachometer

3.

Testing instruments Multi-meter Test lamp Battery tester Hydrometer Cell test Dial gauge Bore gauge Micrometer caliper

Tools /accessories/supplies Set of box wrench Set of socket wrench Set Pliers Set of screw driver Wire strippers Set of mechanic hammer Apron/ goggles/ Gloves Engine oils Grease Sealant /adhesive Hydraulic oils/gear oil Wheel wedges Torque wrench Feeler gauge Automatic transmission fluid 4. Training materials Reference books Manuals Catalogs Brochures Modules/LEs CDs/Video tapes

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