CBC-TM 2 Develop Training Curriculum

COMPETENCY-BASED
CURRICULUM
Sector :
TECHNICAL VOCATIONAL EDUCATION AND TRAINING
Course :
DEVELOP TRAINING CURRICULUM LEADING TO:
TRAINER METHODOLOGY II DESIGNER/DEVELOPER
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

East Service Road, South Superhighway, Taguig City, Metro Manila
TABLE OF CONTENTS
A...COURSE DESIGN................................................................................................1-5
B. MODULES OF INSTRUCTION...........................................................................6-73
 Basic Competencies..............................................................................................6
o Leading workplace communication..........................................................7-10

o Applying math and science principles in technical training
conducting competency assessment.....................................................11-15
o Applying environmental principles and advocating conservation
16-21
o Utilizing IT applications in technical training..........................................22-28
o Leading small teams..............................................................................29-31
o Applying work ethics, values and quality principles...............................32-34
o Working effectively in vocational education and training.......................35-40
o Fostering and promoting an inclusive learning culture..........................41-46
o Ensuring a healthy and safe learning environment................................47-53
o Maintaining and enhancing professional practice..................................54-58
o Developing and promoting appreciation for costs and benefits of
technical training....................................................................................59-62
o Developing and promoting understanding of global labor
markets...................................................................................................63-66
 Core Competency................................................................................................67
o Developing training curriculum...............................................................68-73

COURSE DESIGN
COURSE TITLE : DEVELOP TRAINING CURRIULUM LEADING TO:

TRAINER QUALIFICATION II DESIGNER/DEVELOPER
NOMINAL DURATION : 168 hours
COURSE DESCRIPTION :
This course is designed to enhance the knowledge, skills, positive attitude and work
values in accordance with the prevailing standards in the Technical-Vocational Education
and Training (TVET) sector. This encompasses competencies required of a level II
Technical-Vocational Trainer to develop training curriculum.
ENTRY REQUIREMENTS :
Candidate/trainee must reach/poses any of the following qualification:
 BS Graduate or equivalent
 National Certificate (NC) holder (for technical trainers)
Develop Training Curriculum Leading to Trainer Methodology NC II -1-

COURSE STRUCTURE:
BASIC COMPETENCIES
(128 hours)
UNIT OF NOMINAL
MODULE TITLE LEARNING OUTCOMES
COMPETENCY DURATION
1. Lead 1.1 Leading 1.1.1 Communicate 8 hours
workplace workplace information about
communication communication workplace process
1.1.2 Lead workplace
discussions
1.1.3 Identify and
communicate issues
arising in the workplace
2. Apply math and 2.1 Applying math 2.1.1 Identify math and 8 hours
science and science science manifestations
principles in principles in in the course content
technical technical training and the workplace
training 2.1.2 Relate math and
science concepts to
common and workplace
situations
2.1.3 Assess trainees
internalization of math
and science concepts
2.1.4 Introduce further
enhancements
3. Apply 3.1 Applying 3.1.1 Follow environmental 8 hours
environment environment workplace practices
principles and principles and 3.1.2 Contribute to improve
advocate advocate environmental work
conservation conservation practices
3.1.3 Recognize and report
potential environmental
threats
4. Utilize IT 4.1 Utilize IT 2.1.1 Set-up work 8 hours
applications in applications in environment
technical technical training 2.1.2 Utilize word processing
training application
2.1.3 Utilize presenter
application
2.1.4 Utilize spreadsheet
application
2.1.5 Utilize internet and www
to communicate and
collect information
5. Lead small 5.1 Leading small 5.1.1 Provide team leadership 8 hours
teams teams 5.1.2 Supervised team
performance

UNIT OF NOMINAL
COMPETENCY DURATION
6. Apply work 6.1 Applying work 6.1.1 Observe workplace 8 hours
ethics, values ethics, values policies and guidelines
and quality and quality 6.1.2 Observe proper conduct
principles principles in dealing with learners
and parents
7. Work 7.1 Working 7.1.1 Work within the 16 hours
effectively in effectively in vocational education
vocational vocational and training policy
education and education and framework
training training 7.1.2 Work within the training
organization’s quality
framework
7.1.3 Manage work and work
relationships
7.1.4 Perform a client –
focused approach to
work
8. Foster and 8.1 Fostering and 8.1.1 Practice inclusivity 16 hours
promote an promoting an 8.1.2 Promote and respond to
inclusive inclusive diversity
learning culture learning culture 8.1.3 Develop and implement
work strategies to
support inclusivity
8.1.4 Promote a culture of
learning
8.1.5 Monitor and improve
work practices
9. Ensure a 9.1 Ensuring a 9.1.1 Identify occupation 16 hours
healthy and healthy and safe health and safety (OHS)
safe learning learning responsibilities
environment environment 9.1.2 Identify hazards in the
learning environment
9.1.3 Assess risks in the
9.1.4 Develop and implement
actions to ensure the
health and safety and
welfare of learners
and/or candidates
9.1.5 Provide appropriate
occupational health and
safety (OHS)
requirements to learners
and/or candidates
9.1.6 Monitor occupational
health and safety (OHS)
arrangements in the

UNIT OF NOMINAL
COMPETENCY DURATION
10. Maintain and 10.1 Maintaining 10.1.1 Model high standards of 8 hours
enhance and enhancing performance
professional professional 10.1.2 Determine personal
practice practice development needs
10.1.3 Participate in
professional
development activities
10.1.4 Reflect on and evaluate
professional practice
11. Develop and 11.1 Developing and 11.1.1 Study and evaluate 16 hours
promote promote training cost
appreciation for appreciation for components and
cost and cost and benefits
benefits of benefits of 11.1.2 Monitor conduct and
technical technical results of training
training training 11.1.3 Promote awareness of
cost and benefits of
training
12. Develop and 12.1 Developing and 12.1.1 Identify current and 8 hours
promote promoting future trends/concerns
understanding understanding 12.1.2 Assess new
of global labor of global labor developments
markets markets 12.1.3 Utilize labor market
information to best effect
CORE COMPETENCY
(40 hours)
UNIT OF NOMINAL
COMPETENCY DURATION
1. Develop 1.1 Developing 1.1.1 Establish training needs 40 hours
training training requirements
curriculum curriculum 1.1.2 Develop competency-
based curriculum
1.1.3 Finalize training
curriculum

RESOURCES:
Equipment Materials
 Computer and peripherals  Paper and pencil

 LCD projector  Audio video materials
 Electronic/Multimedia equipment  Hand outs
 Workplace or simulated  Reference books
environment
 Manuals
 Training regulation/competency
standards
 Different types of forms
COURSE DELIVERY:
 Face-to-face instruction (individual or group)

 Self-pace learning
 Distance learning
 Work-based learning
 School based training
 Blended delivery methods
ASSESSMENT METHODS:
 Written test
 Interview (oral/questionnaire)
 Demonstration/ observation
 Portfolio
TRAINER’S QUALIFICATIONS:
 Must be a holder of Trainer Qualification Level III or higher/equivalent qualification or

training/experience*
 With at least five (5) years experience as trainer/teacher
 With good moral character
 Must be computer literate
 Must be physically and mentally fit
 Must be a holder of professional teacher license issued by PRC or equivalent

MODULES OF INSTRUCTION
BASIC COMPETENCIES
UNIT OF COMPETENCY : LEAD WORKPLACE COMMUNICATION
MODULE TITLE : LEADING WORKPLACE COMMUNICATION
MODULE DESCRIPTOR : The module covers the knowledge, skills and attitude
required to lead in the dissemination and discussion of ideas,
information and issues in the workplace.
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/student must be able to:
LO1. Communicate information about workplace processes
LO2. Lead workplace discussions
LO3. Identify and communicate issues arising in the workplace

LO1. COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSES
ASSESSMENT CRITERIA:
1. Appropriate communication method is selected

2. Multiple operations involving several topics areas are communicated accordingly
3. Questions are used to gain extra information
4. Correct sources of information are identified
5. Information is selected and organized correctly
6. Verbal and written reporting is undertaken when required
7. Communication skills are maintained in all situations
CONTENTS:
 Methods of communication
 Organization requirements for written and electronic communication methods
 Effective verbal and no-verbal communication methods
 Communication protocol
 Communication strategies
CONDITIONS: Students/trainees must be provided with the following:
 Handouts or reference materials/books on the above stated contents

 PC/printer or laptop/printer with internet access
 Bond paper
 Ball pens/pencils and other office supplies and materials
 Communication resources
 Workplace or simulated environment
METHODOLOGIES:
 Lecture/discussion
 Demonstration/application
 Oral presentation
ASSESSMENT METHODS:
 Oral questioning
 Written examination
 Demonstration

LO2. LEAD WORKPLACE DISCUSSIONS
1. Response to workplace issues are sought

2. Response to workplace issues are provided immediately
3. Constructive contributions are made to workplace discussions on such issues as
production, quality and safety
4. Goals/objectives and action plan undertaken in the workplace are communicated
CONTENTS:
 Workplace communication protocol

 Communication ethics
 Communication dissemination process

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO3. IDENTIFY AND COMMUNICATE ISSUES ARISING IN THE WORKPLACE
1. Issues and problems are identified as they arise

2. Information regarding problems and issues are organized coherently to ensure
clear and effective communication
3. Dialogue is initiated with appropriate personnel
4. Communication problems and issues are raised as they arise
CONTENTS:
 Workplace problems and issues

 Problem/issues and resolution

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration
Develop Training Curriculum Leading to Trainer Methodology NC II - 10 -

UNIT OF COMPETENCY : APPLY MATH AND SCIENCE PRINCIPLES IN TECHNICAL
TRAINING
MODULE TITLE : APPLYING MATH AND SCIENCE PRINCIPLES IN

TECHNICAL TRAINING CONDUCTING COMPETENCY
ASSESSMENT
MODULE DESCRIPTOR : This module covers the outcomes required to integrate math
and science concepts in the content and delivery of technical
training programs and to motivate trainees in learning and
applying such concepts in the workplace.
SUMMARY OF LEARNING OUTCOMES :
Upon completion of this module the trainee/student must be able to:
LO1. Identify math and science manifestations in the course content and the workplace
LO2. Relate math and science concepts to common and workplace situations
LO3. Assess trainees’ internalization of math and science concepts
LO4. Introduce further enhancements

LO1. IDENTIFY MATH AND SCIENCE MANIFESTATIONS IN THE COURSE CONTENT
AND THE WORKPLACE
1. Course content and learning outcomes are reviewed and studied for math and
science content
2. Situations in the workplace and in everyday life are related to the course or
program are identified for inclusion or mention in the training
3. Training aids, lesson plans or session notes are prepared, adopted or customized
incorporating or highlighting applications of math and science principles
CONTENTS:
 Course content of Math and science as applied to technical training

- Basic Arithmetic/four fundamentals operations
- Elementary Algebra
- Basic Science
 Review of learning outcomes for math and science
 Training Methodology for science and math as applied to technical training
 Different training aids, audio visuals and learning materials in teaching and
adopting math and science in the area of technical training
 Different mathematical and science models/representations
- Quantitative models
- Basic laws, principles
- Graphs and diagrams
CONDITIONS: The student/trainee must be provided with the following:
 Different math and science teaching/learning models

 Different learning materials and training aids
 Contextual and experiential learning methods and activities
 Math and science laboratory paraphernalia
METHODOLOGIES:
 Lecture
 Video presentation
 Group discussion
ASSESSMENT METHODS:
 Oral Interview
 Demonstration
 Case problems

LO2. RELATE MATH AND SCIENCE CONCEPTS TO COMMON AND WORKPLACE
SITUATIONS
1. Practical applications of math and science related to the desired learning

outcomes are incorporated, explained and stressed during the training
2. Trainees are aided and encouraged to identify and apply math and science
concepts in their work and everyday life
3. Class examples/cases, exercises, and assignments are given for trainees to
explore and reflect on the applications/manifestations of math and science along
the course content
CONTENTS:
 Practical Applications of Math and science related to technical training

 Different training aids in encouraging trainees in the study of math and science in
technical training
 Different Mathematical and science examples as applied to technical training
 Different situations/cases of math and science common to workplace
 Different exercises as well as assignment that reflects math and science along
the course content
 Math and science training aids

 Models and representations
 Different Contextual and experiential learning methods
METHODOLOGIES:
 Lecture
ASSESSMENT METHODS:
 Written test
 Oral Interview and questioning
 Demonstration

LO3. ASSESS TRAINEES INTERNALIZATION OF MATH AND SCIENCE CONCEPTS
1. Trainees’ retention of basic math and science concepts are reviewed to identify
areas needing further intervention
2. Trainees’ appreciation of math and science principles along the trade area or
subject matter is determined using applicable assessment methodology
3. Simple mathematical and scientific models/representations are discussed to aid
in the understanding and application of principles and theories using language,
style and format that are readily understood
4. Poorly-understood areas of math and science relevant to the course are given
extra attention and explained in user-friendly terms in accordance with trainees’
interests and learning styles
CONTENTS:
 Different concepts of math and science as applied in technical training

 Different math and science principles along the technical trade areas
 Different math and science teaching/learning models
 Study of Different math and science learning styles
 Different assessment methodology as applied in math and science
 Different assessment tools/packages
 Math and science training aids

 Different Contextual learning styles methods
 Self assessment
METHODOLOGIES:
 Lecture
ASSESSMENT METHODS:
 Written test
 Oral Interview
 Direct observation
 Demonstration

LO4. INTRODUCE FURTHER ENHANCEMENTS
1. Personal knowledge, experiences and observations of self and others in the area
of math and science applications are cited and incorporated in the lessons and
lecture-discussions
2. Results of application of math and science concepts are evaluated and
documented for replication and enhancement
3. Logical, systematic and scientific thinking and methods are introduced and
developed for trainees to assimilate and apply in their own work and study
4. Contextual and experiential learning methods are utilized to aid in appreciation of
math and science concepts
CONTENTS:
 Personal point of view, knowledge and experiences in the area of math and
science and its application
 Evaluation and documentation of math and science applications
 Introduction to Logical, systematic and scientific method of thinking
 Application of logical, systematic and scientific thinking to own work
 Introduction to Contextual and experiential learning method
 Access to Math and science training lab or workshop

 Different Contextual and experiential learning methods
METHODOLOGIES:
 Lecture
ASSESSMENT METHODS:
 Written test
 Interview
 Demonstration

UNIT OF COMPETENCY : APPLY ENVIRONMENTAL PRINCIPLES AND ADVOCATE
CONSERVATION
MODULE TITLE : APPLYING ENVIRONMENTAL PRINCIPLES AND

ADVOCATING CONSERVATION
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes
required to apply/adopt environmental principles and
advocate conservation in diverse technical-vocational
training environments, including observing and contributing
to positive environment work practices. This covers the
following: environmental work practices, contributing to
improvements of environmental practices, and reporting
potential environmental threats.
SUMMARY OF LEARNING OUTCOMES :
LO1. Follow environmental workplace practices
LO2. Contribute to improve environmental work practices
LO3. Recognize and report potential environmental threats

LO1. FOLLOW ENVIRONMENTAL WORKPLACE PRACTICES
1. Workplace practices and work instructions relating to potential environmental

impacts are recognized and followed, and clarification is sought where necessary.
2. Relevant legislation, codes and national standards that impact on workplace
environmental practices are recognized and followed.
3. Changes to work practices and procedures are responded to positively and
promptly in accordance with organizational requirements.
4. Individual roles/responsibilities are determined and performed based on the
program/activities identified
CONTENTS:
 Workplace practices
 Work Instructions
 Relevant Legislation on workplace environmental practices
 Codes and National Standards on workplace environmental practices
 Waste minimization and segregation
 Environmental monitoring
 Signs and labels
 Hazards and incident data recording and documentation
 Environmental legislation, codes and national standards
- Philippine Clean Air Act of 1999
- Philippine Clean Water Act of 2004
- Ecological Solid Waste Management
- Montreal Protocol
- Kyoto Protocol
- Environmental Awareness and Education Act of 2008
- Philippine Climate Change Act of 2009
 Changes in work practices in accordance with organizational requirements
 Individual role and responsibilities performed based on program and identified
activities
 Workplace instructions and practices

 Philippine Legislation codes and national standards guidebook
 Emergency procedures/guidebook
 Signs and label guides/Chemical labels
 First aid kit
 OSHC Guidelines

METHODOLOGIES:
 Lecture
 Role play
ASSESSMENT METHODS:
 Oral Interview
 Demonstration

LO2. CONTRIBUTE TO IMPROVE ENVIRONMENTAL WORK PRACTICES
1. Suggestions are made to designated personnel for improvements to workplace

practices where possible.
2. Information is gathered and improvements are suggested to support the
development of improved workplace approaches to environmental practices.
3. Environmental issues and their relationship to workplace practices are discussed
in the workplace with colleagues and designated personnel.
4. Contributions to the review of environmental practices and policies are made
within limits of responsibility
CONTENTS:
 Different suggestions made for designated personnel for improvement of

workplace practices
- Minimize environmental hazards and risk
- Reduce waste disposal
- Conserve water
- Reduce air and water pollution
- Make more efficient use of resources and improve environmental
performance
- Reduce soil disturbance
- Improve habitat resources
 Different information gathered for the improvement of workplace approaches to
environmental practices
- Preventing and minimizing production of pollution eg.. discharge to air, land
and water hazardous waste
- Reducing “burning off”
- Composting
- Recycling materials
- Conservation practices
- Improve workplace maintenance practice
 Different environmental issues
 Environmental practices and policies
 Environmental practices and policies and guidelines

 Records and data of environmental issues
 Charts containing different information gathered to support workplace
approaches to environmental practices
 OSHC Guidelines

METHODOLOGIES:
 Lecture
 Role play
ASSESSMENT METHODS:
 Written test
 Oral Interview and questioning
 Demonstration

LO3. RECOGNIZE AND REPORT POTENTIAL ENVIRONMENTAL THREATS
1. Signs or symptoms of the potential environmental threat are recognized.

2. Information about or observations of a potential environmental threat are reported
to supervisors and/or appropriate authorities.
3. Location and extent of the potential environmental threat is accurately recorded.
4. Reports on the potential environmental threat are completed according to
organizational guidelines.
CONTENTS:
 Signs and symptoms of potential environmental threat

- Observation of the presence of weeds
- Pest animals and chemicals
- Damage cause to plants, animal or the environment
- Changes in plant, trees and animal health
- Erosion of soil
- Soils in water suspension
- Presence of salt
 Reports of environmental threats
 Environmental Records of location and extent of potential environmental threats
- Environmental data
- Maintenance and inspection reports
- Incident and accident reports
- Complaints from the public
 Creation of organizational guidelines for the potential environmental threats
 Identification of different Potential environmental threats and hazards
 Workplace assessment/location
 Case studies/scenarios relating to environmental protection
 Geodetic mapping for potential environmental threats
 OSHC Guidelines
METHODOLOGIES:
 Lecture
ASSESSMENT METHODS:
 Written test
 Oral Interview
 Demonstration

UNIT OF COMPETENCY : UTILIZE IT APPLICATIONS IN TECHNICAL TRAINING
MODULE TITLE : UTILIZING IT APPLICATIONS IN TECHNICAL TRAINING
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitude
required in using computer software/applications in training.
Specifically it covers setting-up of work environment,
utilization of word processing, spreadsheet, presentation
applications and utilization of internet and world wide web to
communicate and collect information.
LO1. Set-up work environment
LO2. Utilize word processing application
LO3. Utilize presenter application
LO4. Utilize spread sheet application
LO5. Utilize internet and www to communicate and collect information

LO1. SET-UP WORK ENVIRONMENT
1. Work folder is configured in accordance with enterprise IT utilization guidelines.

2. Desktop and shortcuts settings are configured in-line with personal preference.
3. Connectivity to printer are checked and tested in accordance with equipment user
guide.
CONTENTS:
 Putting Computer Parts together

 Creating Folder and Directories
- Folder Creation
- Folder Copy and Transfer
- Sharing Folder
 Connecting printer to PC
 Equipment User Guide
 Desktop Settings and Shortcuts
- Background and Screen saver settings
- Screen resolution setting
- Short Cut and Link settings
 Personal Computer
 Printer
 Installer/software
 Bond Paper
 USB Drive
 CD/DVD
METHODOLOGIES:
 Lecture
ASSESSMENT METHODS:
 Oral Interview
 Demonstration
 Case problems

LO2. UTILIZE WORD PROCESSING APPLICATION
1. Document layout and formatting are applied in line with document formatting
requirements.
2. Application features are utilized to enhance productivity in line with application
guide/ help instructions
3. Printing of documents is performed in line with enterprise IT utilization guidelines
CONTENTS:
 Working with word processing program

- Window features
- Menus and commands
- Graphics and Icons
- Paragraphs
- Short cuts commands
 Document lay-out and formatting
- Page settings
- Font Settings
- Formatting styles
- Table utilization
 Different application features
- Printing Footer and header setting
- Mail merge
- Review and editing tools
- Reference features
 Form creation features Procedures and options
 Personal Computer
 Printer
 Word processing Software (Installed)
 A4 size Bond Paper
 Printer Ink
METHODOLOGIES:
 Lecture
 Hands on
 Discussion
ASSESSMENT METHODS:
 Written test
 Demonstration

LO3. UTILIZE PRESENTER APPLICATION
1. Presentation layout, formatting and theme utilization are applied in line with target
audience requirements
2. Animation and slide transitions are applied to enhance viewing and interactivity
experience in-line with best practices in utilizing presentation package.
3. Printing of presentation materials are performed in line with user requirements
and enterprise IT utilization guidelines
4. Packaging and exporting of presentation is performed in line with application help
instructions/wizard.
5. Presentation of information is performed in line with best practices in utilizing
presentation package.
CONTENTS:
 Presentation Software (Power point) Features

- Screen features
- Icons and Menus
- Commands and task
- Page settings
- Font Settings
- Formatting styles
- Table utilization
 Best Practices in utilizing presentation Packages
 Animation and Effects
 Packaging and exporting presentation
 Savings and Printing Options
 Personal computer
 Printer
 Word processing software (installed)
 A4 size bond paper
 Printer ink
METHODOLOGIES:
 Lecture
ASSESSMENT METHODS:
 Written test
 Oral Interview
 Discussion
LO4. UTILIZE SPREAD SHEET APPLICATION
1. Workbook and worksheet settings and formatting are applied in line with printing
requirements.
2. Formula and conditional formatting are utilized to enhance productivity in line with
the application help instructions.
3. Charts are utilized to enhance data presentation in line with the application help
instructions.
4. Printing of worksheet is performed in line with document layout requirements and
enterprise IT utilization guidelines.
CONTENTS:
 Worksheet and workbook (Spreadsheet) Features and settings

- Screen features
- Icons and Menus
- Commands and task
- Page set up
- Header set up
- Worksheet organization
- Page settings
- Font Settings
- Frames and border
- Cell Formatting
 Basic and Conditional Formulas
- Summation
- Division
- Multiplication
- Average
- Rounding Off
- If
 Charts utilization and presentation
 Printing Options
 Saving Files and documents
 Packaging and exporting presentation
 Printer
 Spreadsheet software (installed)
 Printer ink

METHODOLOGIES:
 Lecture
ASSESSMENT METHODS:
 Written test
 Oral Interview
 Discussion
 Demonstration

LO5. UTILIZE INTERNET AND WWW TO COMMUNICATE AND COLLECT
INFORMATION
1. Chat and email facility is utilized to exchange information and resources in line
with chat help instructions.
2. Browser is configured to enhance productivity in line with the application help
instruction
3. World wide web is utilized to research and acquire resources in line with
enterprise IT utilization guidelines.
CONTENTS:
 Theory on the Internet and the World wide web

- Internet Service Provider
- Search Engine
- Search Bar
 Internet terminology
 Internet explorer and Browser
- Cookie settings
- Plug-in setup
- Accessibility adjustments
 Local Area Network
 Network Printer
 Working with electronic mail (e-mail) and chat facilities
 Search using the internet
 Printer
 Internet connection
 Printer ink
 Router/hub/switcher
METHODOLOGIES:
 Lecture
 Demonstration
ASSESSMENT METHODS:
 Written test
 Oral Interview
 Discussion

UNIT OF COMPETENCY : LEAD SMALL TEAMS
MODULE TITLE : LEADING SMALL TEAMS
required to lead small teams including setting and
maintaining team and individual performance standards in
education and training environment.
LO1. Provide team leadership
LO2. Supervised team performance

LO1. PROVIDE TEAM LEADERSHIP
1. Work requirements are identified and presented to team members

2. Reasons for instructions and requirements are communicated to team members
3. Team members’ queries and concerns are recognized, discussed and dealt with
4. Duties, and responsibilities are allocated having regard to the skills, knowledge
and aptitude required to properly undertake the assigned task and according to
company policy
5. Duties are allocated having regard to individual preference, domestic and
personal considerations, whenever possible
6. Performance expectations are established based on client needs and according
to assignment requirements
7. Performance expectations are based on individual team members duties and
area of responsibility
8. Performance expectations are discussed and disseminated to individual team
members
CONTENTS:
 Work requirements
 Company policies and procedures
 Team members concerns and issues
 Duties and responsibilities of team members
 Relevant legal requirements
 How performance expectations are set
 Client expectations
 Team member’s duties and responsibilities

 Bond paper
 Organizational policy
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO2. SUPERVISED TEAM PERFORMANCE
1. Monitoring of performance takes place against defined performance criteria

and/or assignment instructions and corrective action taken if required
2. Team members are provided with feedback, positive support and advice on
strategies to overcome any deficiencies
3. Performance issues which cannot be rectified or addressed within the team are
referred to appropriate personnel according to employer policy
4. Team members are kept informed of any changes in the priority allocated to
assignments or tasks which might impact on client/customer needs and
satisfaction
5. Team operations are monitored to ensure that employer/client needs and
requirements are met
6. Follow-up communication is provided on all issues affecting the team
7. All relevant documentation is completed in accordance with company procedures
CONTENTS:
 Relevant legal requirements

 Feedbacks
 Methods of Monitoring Performance
 Client expectations
 Team member’s duties and responsibilities

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

UNIT OF COMPETENCY : APPLY WORK ETHICS, VALUES AND QUALITY
PRINCIPLES
MODULE TITLE : APPLYING WORK ETHICS, VALUES AND QUALITY

PRINCIPLES
required to apply and maintain ethical standards and quality
principle within education and training environment.
LO1. Observe workplace policies and guidelines
LO2. Observe proper conduct in dealing with learners and parents

LO1. OBSERVE WORKPLACE POLICIES AND GUIDELINES
1. Attendance and punctuality are observed in line with enterprise policies and
guidelines.
2. Work functions are performed in line with work position/delegation and according
to enterprise goals and objectives.
3. Communication, request, complaints are channeled through authority in line with
enterprise policies and procedures.
4. Academic freedom is exercised in line with enterprise goals and objectives
5. Best practices in teaching are demonstrated at all times.
6. Personal and professional upgrading is exercised in line with personal goals and
enterprise guidelines and policies.
7. Confidentiality of records and other documents are maintained in line with
enterprise policies and guidelines.
8. Professional courtesy is exercised at all times
CONTENTS:
 Enterprise policies and guidelines
 Teaching best practices
 Code of ethics and right conduct
 Academic freedom
 Work ethics
- Self -worth
- Confidentiality
- Personal commitment
 Personnel management
 Filipino customs and traits

 Bond paper
 Organizational policy and guidelines
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO2. OBSERVE PROPER CONDUCT IN DEALING WITH LEARNERS AND PARENTS
1. Promotion of learners is performed based on non-prejudice decision and actual

accomplishments and performance of learners.
2. Learners were given equal opportunities to learn and utilize school facilities in line
with the enterprise objective and goals.
3. Parent consultations are performed in line with enterprise policies and guidelines.
CONTENTS:
 Impartiality towards learning

 Teaching best practices
 Code of ethics and right conduct
 Academic freedom

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

UNIT OF COMPETENCY : WORK EFFECTIVELY IN VOCATIONAL
EDUCATION AND TRAINING
MODULE TITLE : WORKING EFFECTIVELY IN VOCATIONAL

EDUCATION AND TRAINING
required to work effectively in the policy and operating
environment of the vocational education and training sector
LO1. Work within the vocational education and training policy framework
LO2. Work within the training organization’s quality framework
LO3. Manage work and work relationships
LO4. Perform a client-focused approach to work

LO1. WORK WITHIN THE VOCATIONAL EDUCATION AND TRAINING POLICY
FRAMEWORK
1. Relevant national vocational education and training policies and frameworks are
accessed, analyzed, applied and guided in accordance with work practices and
responsibilities.
2. Key vocational education and training organizations and stakeholders are
identified, accessed and informed in accordance with updated work practices.
3. Legislation and guidelines are accessed, used, complied and ensured in
accordance work practices and policy requirements.
4. Sources of information and advice on vocational education and training policy
and operating context are accessed on a regular basis and changes are noted as
appropriate.
5. Opportunities are taken up to contribute to vocational education and training in
accordance with organizational policy developments.
6. Vocational education and training terminology is used to communicate effectively
in accordance with sector.
CONTENTS:
 Training Regulations, including the purpose and structure of:
- units of competency
- Assessment Guidelines
- qualifications
- Employability Skills
- support materials
 Philippine TVET Trainers Qualification Framework (PTTQF)
 Education and training stakeholders
 Legislations guidelines:
- guidelines on program/project funding
- User Choice
- apprenticeships/traineeships
- implementation of Training Packages
- registration
- course accreditation
- access and equity
- anti-discrimination including equal opportunity, racial vilification and disability
discrimination
- industrial relations
- code of practice
- occupational health and safety (OHS)
 sources of information on vocational education and training,
 opportunities:
- attendance at workshops and consultations
- individual or organizational written submissions and feedback to relevant
vocational education and training organizations and stakeholders
- participation in forums, networks, conferences
- participation in training organization meetings
- participation in validation meetings
- research/consultancy
- contribution to online consultations

 Bond paper
 Legislation, codes, frameworks, guidelines, on vocational education and training
handbook or manuals
 Organizational manuals, documents, publications
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO2. WORK WITHIN THE TRAINING ORGANIZATION’S QUALITY FRAMEWORK
1. Relevant organizational documentation is accessed, used, supported and
ensured in accordance work roles and responsibilities.
2. Work is conducted in accordance with the training organization’s quality
assurance strategies, processes, policies and procedures.
3. Ethical and legal responsibilities are adhered to in accordance with work
practices.
4. Work is undertaken in accordance with the prevailing industrial and employee
relations systems and practices.
5. Feedback and advice on work quality is actively sought from colleagues and
clients in accordance with the prevailing industrial and employee relations
systems and practices.
CONTENTS:
 Relevant organizational documentation:
- strategic plans
- business plans
- policies and procedures
- position descriptions
- responsibility statements
 Quality arraignment for clients
 Internal quality policies and procedures
 Learning and professional staff development
 Training organization staff development
 Participation network
 Individual learning initiatives
 Effective communication strategies

 Bond paper
 Organizational data systems
 Publications, newsletters of relevant authorities
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO3. MANAGE WORK AND WORK RELATIONSHIPS
1. Work is planned, prioritized and organized to achieve agreed and expected

outcomes.
2. Workloads are assessed and guidance/support is sought from relevant personnel
where work issues arise and in accordance with existing organizational policies
and guidelines.
3. Relevant technological skills are used to enhance work outcomes and in
accordance with prevailing industrial systems and practices.
4. Work is undertaken in a collaborative manner with colleagues through sharing of
information and ideas and working together on work outcomes in accordance
with the prevailing industrial and employee relations systems and practices.
5. Feedback on managing work and professional relationships is obtained from
clients and colleagues and is evaluated and acted upon.
CONTENTS:
 Planning and prioritizing of works

 Organizational guidelines on work loads
 Relevant technological skills
 Employees relationship
 Managing work and professional relationship

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO4. PERFORM A CLIENT-FOCUSED APPROACH TO WORK
1. Clients and their needs and expectations form the basis for developing effective
work practices and outcomes in accordance with operational limits.
2. Effective communication strategies are developed, utilized, established and
maintained in accordance with client relationships.
3. Processes for evaluating and improving client satisfaction are developed and built
in accordance with work practices
CONTENTS:
 The diversity of clients, client needs, client expectations for vocational education
and training services
 Relevant legal and policy requirements, codes of practice, national standards and
 Effective communication strategies
 Client satisfaction evaluation process

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

UNIT OF COMPETENCY : FOSTER AND PROMOTE AN INCLUSIVE LEARNING
CULTURE
MODULE TITLE : FOSTERING AND PROMOTING AN INCLUSIVE

LEARNING CULTURE
required to foster and promote an environment which
supports inclusive work practices and learning culture.
LO1. Practice inclusivity
LO2. Promote and respond to diversity
LO3. Develop and implement work strategies to support inclusivity
LO4. Promote a culture of learning
LO5. Monitor and improve work practices

LO1. PRACTICE INCLUSIVITY
1. Individual differences and clients with particular needs are acknowledged,

respected and valued in accordance with existing work practices and learning
culture.
2. Personal perceptions and attitudes about difference are examined and revised to
improve communication and professionalism in accordance with existing work
practices and learning culture.
3. Principles underpinning inclusivity are integrated into all work practices.
4. The training organization’s access and equity policy is used in accordance to
work practices.
CONTENTS:
 Individual differences
 Clients with particular needs
 The principles underpinning inclusivity and how to integrate them into work
practices
 Ethical and inclusive behaviors expected of professional relationships with clients
and colleagues
 Sources of information to support inclusive practices
 Availability and types of supports for clients with specific needs
 Relevant policies, legal requirements, codes of practice on:
 Disability, discrimination, inclusiveness, human rights, equal opportunity, racial
discrimination
 Duty of care responsibilities
 Access and equity policies
 Individuals' rights and confidentiality are respected at all times.

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO2. PROMOTE AND RESPOND TO DIVERSITY
1. The ground rules for participation and behavior with colleagues and clients are
established in accordance with a cooperative and agreed process/es.
2. Individuals are encouraged to express themselves and to contribute to the work
and learning environment in accordance with a cooperative and agreed
process/es
3. Individuals are provided with opportunities to indicate specific needs to support
their participation in learning and work in accordance with a cooperative and
agreed process/es.
4. Relevant research, guidelines and resources are accessed to support inclusivity
in accordance with existing guidelines and procedures.
5. Verbal and body language is sensitive to different cultures and backgrounds and
differences in physical and intellectual abilities and as appropriate.
CONTENTS:
 OHS relating to the work role/work context, and OHS considerations when
fostering and promoting an inclusive learning culture including:
 internal policies and procedures to meet OHS requirements
 hazards commonly found in the work environment
 Rules for participation and behavior with colleague and clients
 Culture sensitivity

 Bond paper
 Risk control action plan
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO3. DEVELOP AND IMPLEMENT WORK STRATEGIES TO SUPPORT INCLUSIVITY
1. Documented resources to support and guide inclusive practices are identified and
used to inform work strategies in accordance with existing guidelines and
procedures.
2. Support persons are identified and included in the work and learning process
where appropriate and agreed to.
3. Relevant professional support services are identified and accessed, as required.
4. Any physical environment support needs are acknowledge and incorporated into
work practices, where practicable and approved by appropriate personnel.
5. OHS issues associated with inclusivity are identified and addressed in
accordance with existing guidelines and procedures.
6. Inclusiveness is modeled in accordance with work performance.
CONTENTS:
 Support persons
 Physical environment support needs
 organizational work systems, practices
 professional supports
 type of documented resources

 Bond paper
 Workplace or simulated area
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO4. PROMOTE A CULTURE OF LEARNING
1. Support and advice is provided to colleagues and clients to encourage new and
ongoing participation in accordance with learning opportunities.
2. The benefits of learning are explored with colleagues and clients in accordance
with a culture of learning.
3. Learning and competency achievement is recognized and rewarded in
accordance with the work and/or learning environment.
4. Opportunities to develop own and others generic skills are identified in
accordance with the work and/or learning environment.
5. Multiple pathways to achieve own and others future learning goals are discussed
in accordance with the work and/or learning environment.
CONTENTS:
 Opportunities for self development

 Exploring the benefits of learning
 Supporting and advising colleague and clients
 Pathways for self development and future learning
 Culture of learning

 Bond paper
 OHS documentations
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO5. MONITOR AND IMPROVE WORK PRACTICES
1. Effective work practices to enhance inclusivity and a learning culture are

identified in accordance with the work and/or learning environment.
2. Conscious actions are taken to modify and improve in accordance with work
practices.
3. Strategies and policies to support inclusivity are regularly reviewed in accordance
with continuous improvement of work processes.
4. Proposed changes to relevant strategies and policies are documented and
reported in accordance with organizational structure.
CONTENTS:
 Effective work practices

 How to improve work practices
 Strategies and policies to support inclusivity
 Documenting changes to strategies and policies

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

UNIT OF COMPETENCY : ENSURE A HEALTHY AND SAFE LEARNING
ENVIRONMENT
MODULE TITLE : ENSURING A HEALTHY AND SAFE LEARNING

ENVIRONMENT
required to ensure the health, safety and welfare of learners
and candidates.
LO1. Identify Occupational Health and Safety (OHS) responsibilities
LO2. Identify hazards in the learning environment
LO3. Assess risks in the learning environment
LO4. Develop and implement actions to ensure the health safety and welfare of learners
and/or candidates
LO5. Provide appropriate Occupational Health and Safety (OHS) requirements to learners
and/or candidates
LO6. Monitor Occupational Health and Safety (OHS) arrangements in the learning
environment

LO1. IDENTIFY OCCUPATIONAL HEALTH AND SAFETY (OHS) RESPONSIBILITIES
1. The purpose and approaches of OHS in the learning environment are defined in
accordance with OHS standards
2. Documentation outlining the OHS legal responsibilities of the various parties in
the learning environment is accessed, read and interpreted in accordance with
OHS standards
3. Organizational OHS documentation is identified and accessed in accordance with
standard operating procedures
CONTENTS:
 Relevant policies, legal requirements, codes of practice and national

 Legislative requirements for information and consultation relevant to safety
 Legislative requirements for record keeping related to OHS
 Legislative requirements for safe workplaces
 OHS roles and responsibilities of employers, the training/ trainers/facilitators,
learners and/or candidates, managers and supervisors
 Duty of care obligations for training and/or trainers/facilitators
 Basics of a systematic approach to OHS
 Sources of information on OHS requirements relevant to the specific industry
where learning will take place
 Organizational OHS documentation including policies, procedures and risk
control strategies

 Bond paper
 OHS regulatory manuals and documents
 Industry code of practices manuals
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO2. IDENTIFY HAZARDS IN THE LEARNING ENVIRONMENT
1. Sources of information are researched and accessed to identify hazards common

within the industry in which the learning will take place.
2. Learning environment is inspected prior to use in consultation with various parties
in order to identify hazards
3. Any specific OHS needs of learners and/or candidates are in accordance with
OHS standards.
4. Any potential hazards created by learners and/or candidates with specific needs
are identified in accordance with OHS standards.
5. Personal limitations and responsibilities in identifying hazards are recognized and
specialist advisers are consulted in accordance with OHS standards.
CONTENTS:
 Hazards and risks in the specific industry where learning will take place
 Common risk control strategies applicable to the industry where learning and/or
will take place
 Hierarchy of control as it applies to risks encountered in the learning environment
 Knowledge of the learning environment sufficient to be able to identify hazards
and conduct simple risk assessment

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO3. ASSESS RISKS IN THE LEARNING ENVIRONMENT
1. Likelihood of injury as a result of exposure to identified hazard/s is assessed in

accordance with OHS standards.
2. Severity of any potential injury, illness or negative/adverse outcome arising from
the identified hazard is assessed for risk in accordance with OHS standards.
3. Hazards are prioritized for action in consultation with various parties in
accordance with OHS standards.
4. Personal limitations in assessing risks are recognized and specialist advisers are
consulted in accordance with OHS standards
CONTENTS:
 Types of potential risk and hazards

 Methods of assessing risk and hazards
 Hazards and risks in the specific industry where learning will take place
 Common risk control strategies applicable to the industry where learning and/or
will take place
 Individual/personal role in assessing risk in learning environment
 Risk and hazards hierarchal order
 Potential injury, ailment and severity as a results of identified risk/hazards

 Bond paper
 Workplace ore simulated area
 Potentials risks and hazards
 Risk/hazard assessment standards
 Risk/hazard assessment procedures manual
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO4. DEVELOP AND IMPLEMENT ACTIONS TO ENSURE THE HEALTH SAFETY AND
WELFARE OF LEARNERS AND/OR CANDIDATES
1. Risk controls are developed based on the hierarchy of control in accordance with
OHS standards.
2. Risk control action plan is identified and accessed or formulated in consultation
with various parties.
3. Actions within the control and responsibility of the trainer/facilitator are
implemented in accordance with OHS standards.
4. Outstanding risk control actions are referred to the various parties for
implementation.
5. Supervisory arrangements appropriate to learner’s and/or candidate’s levels of
knowledge/skill/ experience are monitored to ensure their health and safety.
CONTENTS:
 Risk control and hierarchy

 Procedures in formulating risk action plan
 Risk control responsibilities of trainer/facilitators
 Standards for determining risk control best practices
 Monitoring learners/candidates knowledge and skills level or experiences

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO5. PROVIDE APPROPRIATE OCCUPATIONAL HEALTH AND SAFETY (OHS)
REQUIREMENTS TO LEARNERS AND/OR CANDIDATES
1. Learners and/or candidates are provided with appropriate information related to

OHS.
2. Learners and/or candidates are assessed for knowledge of OHS requirements.
3. Learners and/or candidates are supplied with personal protective equipment in
accordance with OHS standards
CONTENTS:
 Purpose of OHS
 OHS approaches
 OHS requirements
 Type of PPE and applications
CONDITIONS:
Students/trainees must be provided with the following:

 Bond paper
 OHS manuals
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO6. MONITOR OCCUPATIONAL HEALTH AND SAFETY (OHS) ARRANGEMENTS IN
THE LEARNING ENVIRONMENT
1. Achievement against the risk control action plan is monitored and any issues
addressed as appropriate.
2. The effectiveness and reliability of existing risk controls are confirmed with
relevant parties.
3. Effective hazard and incident reporting and investigation processes are confirmed
on a continuing basis.
CONTENTS:
 Hazards and accident reporting procedures

 Organizational OHS documentations
 Risk control monitoring
CONDITIONS:
Students/trainees must be provided with the following:

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

UNIT OF COMPETENCY : MAINTAIN AND ENHANCE PROFESSIONAL PRACTICE
MODULE TITLE : MAINTAINING AND ENHANCING PROFESSIONAL

PRACTICE
required to manage the personal professional performance
and to take responsibility for own professional development
in relation to the provision of training and services.
LO1. Model high standards of performance
LO2. Determine personal development needs
LO3. Participate in professional development activities
LO4. Reflect on and evaluate professional practice

LO1. MODEL HIGH STANDARDS OF PERFORMANCE
1. Personal performance is consistent with the organization’s goals and objectives.

2. Appropriate professional techniques and strategies are patterned in accordance
with existing organizational policies and guidelines.
3. Personal work goals and plans reflect individual responsibilities and
accountabilities in accordance with organizational/legal requirements.
4. Ethical and inclusive practices are applied in professional practice and in
accordance with existing organizational policies and guidelines.
CONTENTS:
 Organizational goals/objectives
 Organizational processes, procedures and opportunities relating to professional
development
 A range of continuous improvement techniques and processes and their
application
 Ethical and inclusive practices
 Standards/principles, ethnical/inclusive principles and practices

 Bond paper
 Organizational goals, policies, and guidelines handbooks/manuals
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO2. DETERMINE PERSONAL DEVELOPMENT NEEDS
1. Personal knowledge and skills are assessed against units of competency and
other relevant benchmarks in accordance with the development needs and
priorities.
2. Changes in vocational education, training policy and operating environments are
identified in accordance with the impact on professional practice and personal
development needs.
3. Feedback from colleagues and clients is identified and used in accordance with
personal learning needs/areas of professional development.
4. Future career options are identified as appropriate.
5. Personal learning needs are documented and updated in accordance with
existing policies and procedures.
6. Personal development needs are discussed with relevant personnel for inclusion
in accordance with the professional development plan.
CONTENTS:
 Social and education trends and changes impacting on the vocational education
and training environment, for example:
- policy changes
- technological changes
- cultural changes
- economical changes
 Future career options
 Personal development needs

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO3. PARTICIPATE IN PROFESSIONAL DEVELOPMENT ACTIVITIES
1. Development opportunities suitable to personal learning style/s are selected and

used in accordance with continuous support of learning and maintenance of
current professional practice/s.
2. Professional networks are participated in accordance with continuous support of
learning and maintenance of current professional practice/s.
3. Own performance and professional competency is continuously improved
through engagement in accordance with professional development activities.
4. Technology is used to maintain regular communication in accordance with
relevant networks, organizations and individuals
CONTENTS:
 Development opportunities
 networks relevant to professional practice
 types and availability of training development activities and opportunities
 networking technology

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO4. REFLECT ON AND EVALUATE PROFESSIONAL PRACTICE
1. Developments and trends impacting on professional practice are researched and

integrated in accordance with work performance.
2. Feedback from colleagues/clients is used to identify and introduce improvements in
accordance work performance.
3. Innovative and responsive approaches for improving professional practice are
identified and used in accordance with continuous support to improve techniques
and processes.
4. Records, reports and recommendations for improvement are managed in
accordance with the organization’s systems and processes.
CONTENTS:
 Relevant policies, legislation, codes of practice and national standards for

example:
- Training Packages, competency standards, other relevant benchmarks
- licensing requirements
- industry/workplace requirements
- duty of care under common law
 Recording information and confidentiality requirements
 Anti-discrimination including equal opportunity, racial vilification and disability
discrimination
 Workplace relations
 Industrial awards/enterprise agreements

 Bond paper
 Relevant policies, legislations, code of practice
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

UNIT OF COMPETENCY : DEVELOP AND PROMOTE APPRECIATION FOR COSTS
AND BENEFITS OF TECHNICAL TRAINING
MODULE TITLE : DEVELOPING AND PROMOTING APPRECIATION FOR

COSTS AND BENEFITS OF TECHNICAL TRAINING
required in estimating and evaluating costs and benefits of
training, determining its cost-effectiveness and returns, and
identifying, recommending and advocating cost-efficient
training practices
LO1. Study and evaluate training cost components and benefits
LO2. Monitor conduct and results of training
LO3. Promote awareness of costs and benefits of training

LO1. STUDY AND EVALUATE TRAINING COST COMPONENTS AND BENEFITS
1. Features and benefits of training programs are identified and analyzed based on
financial and customer requirements
2. Cost components are analyzed to determine those which deliver the desired
training features and benefits
3. Wastages or excesses are determined for possible reduction or elimination
4. Variances in training performance and results are studied to determine good and
bad practices
5. Planned performance is compared with actual performance to identify future
enhancements in conduct of training
6. Cost reduction and control measures that do not impact greatly on training results
are recommended
7. Usage of training resources is analyzed for optimization or reduction
CONTENTS:
 Basic arithmetic – four fundamental operations

 Basic cost accounting and bookkeeping
 Basic training methodology including training costs and benefits
 Training system evaluation concepts
 Positive work traits and values (attention to detail, persistence, cost-
consciousness, safety- and time-consciousness, quality-consciousness)

 Bond paper
 Training program/curriculum offering
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO2. MONITOR CONDUCT AND RESULTS OF TRAINING
1. Simple formative and summative evaluations of training are done to evaluate

achievement of learning outcomes
2. Quality training programs are monitored and noted/documented for best practices
and results replication
3. Benefits and returns on training investments are studied using relevant data
4. Cost-effective training programs are identified and recommended for
documentation, replication and further enhancement.
CONTENTS:
 Training evaluations methods

 Best practices in TVET training
 Relevant training data
 Methods of collecting data on training investment
 Documentation of cost- effective training programs

 Bond paper
 Sample training programs
 Data on training investment
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO3. PROMOTE AWARENESS OF COSTS AND BENEFITS OF TRAINING
1. Benefits of training as investment rather than cost center are explained and
stressed to trainees, fellow trainers and administrators where applicable
2. Economy in use of training supplies and materials and care in use of training
equipment and facilities are stressed continually
3. Model/best practices in optimum and judicious use of training resources are
documented, practiced and demonstrated
CONTENTS:
 Benefits and returns on training investment

 Economy on the use of training resources
 Documentations of best practices in using training resources

 Bond paper
 Relevant information benefits and returns of training investment
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

UNIT OF COMPETENCY : DEVELOP AND PROMOTE UNDERSTANDING OF
GLOBAL LABOR MARKETS
MODULE TITLE : DEVELOPING AND PROMOTING UNDERSTANDING OF

GLOBAL LABOR MARKETS
required to describes the outcomes required in
understanding, analyzing and disseminating information on
global labor-market trends and concerns as they affect the
TVET, labor and employer sectors.
LO1. Identify current and future trends/concerns
LO2. Assess new developments
LO3. Utilize labor market information to best effect

LO1. IDENTIFY CURRENT AND FUTURE TRENDS/CONCERNS
1. Relevant and reliable sources of labor-market information (LMI) are identified and
accessed based on needs
2. Global and local relevance of labor-market (LM) trends are studied and analyzed
for their implications in the labor and training market
3. Relevant events, including positions and interests of trainees, clients and training
providers are studied and considered in the design and delivery of training
CONTENTS:
 Accessing Labor market information

 Labor-market paradigm
 Supply side – TVET providers and schools, communities
 Demand side – employers (government and private sector)
 Labor requirements variations and seasonality in the LM
 TVET sector knowledge – work regime, systems, technologies and unique
aspects relevant to sector or geographic area
 Profile of TVET sector stakeholders, opinion leaders and major players
 Legislations and regulations that impact on the TVET sector
 Events and trends that have shaped the global labor market over time

 Bond paper
 Labor market information resources
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO2. ASSESS NEW DEVELOPMENTS
1. Emerging issues of potential significance to the local and global labor markets
are identified and studied
2. Research findings are assessed for significance to the technical and vocational
education and training (TVET) sector
3. Opportunities and risks of new developments are identified and assessed
4. Views of trainees, training providers and other stakeholders are identified and
assessed for their potential benefit or impact
5. Where necessary responses and strategies for LM threats and opportunities are
developed in consultation with other TVET partners
6. New and emerging concepts, technologies, products and processes are noted
and evaluated based on their implications for the TVET and labor market
CONTENTS:
 Labor market information assessment process

 TVET sector knowledge – work regime, systems, technologies and unique
aspects relevant to sector or geographic area
 Profile of TVET sector stakeholders, opinion leaders and major players
 Legislations and regulations that impact on the TVET sector
 Trends in customer expectations and buying patterns
 Positive work values (proactiveness, practicality, results and service orientation,
quality-consciousness)

 Bond paper
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

LO3. UTILIZE LABOR MARKET INFORMATION TO BEST EFFECT
1. Awareness of LM situation and related concerns are promoted through talks,

lectures and other training opportunities
2. Relevant information on LM and new technologies are incorporated in the
curriculum and during the training
3. Mention/Presentations of LMI and trends are made during meetings, fora and
training situations using language and delivery styles adapted to the audience
4. Where necessary, responses and strategies to global labor-market developments
are developed and recommended using analytical tools and current LMI
CONTENTS:
 Trends in customer expectations and buying patterns
 Positive work values (proactiveness, practicality, results and service orientation,
quality-consciousness)

 Bond paper
 Access to LM information
METHODOLOGIES:
ASSESSMENT METHODS:
 Demonstration

MODULES OF INSTRUCTION
CORE COMPETENCIES
UNIT OF COMPETENCY : DEVELOP TRAINING CURRICULUM
MODULE TITLE : DEVELOPING TRAINING CURRICULUM
MODULE DESCRIPTOR : This module covers the knowledge, skills, and attitude
required of a learner to develop, modify/customize training
curriculum of a particular and or diverse field of
specialization. This covers competencies on identifying
stakeholders/ learners, establishing training requirements,
and hands-on experience in the development and finalization
of training curriculum.
Upon completion of this module the students/ trainees will be able to:
LO1. Establish training need requirements
LO2. Develop competency–based curriculum
LO3. Finalize training curriculum

LO1. ESTABLISH TRAINING NEED REQUIREMENTS
1. Stakeholders are identified and consulted to establish training aims and

requirements
2. Training requirements are identified using appropriate methods.
3. Training Regulations or other relevant specifications on which to base the
learning program are identified, accessed and confirmed
4. Potential employment markets and career opportunities for training participants
are recorded and documented
5. Potential learners are identified
6. Profiles of learners are developed prior to entry to the course
7. Language and literacy requirements of the learner are determined according to
profiles
CONTENTS:
 Stakeholders
 Training goals
 Training requirements
 Potential learners
 Creating learner profiles
 Learning styles
 Learning principles
 Adult learning theory
 Levels of language literacy
 Potential employment markets and career opportunities
 Training regulations and other specifications
 Training Delivery modes and methodologies
 Relevant policies, legal requirement, codes of practice and national standards
CONDITIONS:
The students/ trainees must be provided with the following:
 Training resources
- References (books)
- Audio/video materials
- Modules
- Target stakeholders
- Training regulations/ competency standards
- Policies, regulations, code of practice manuals
 Training facilities /area

o Computer and peripherals
o LCD projector
METHODOLOGIES:
 Simulation
 Lecture
 Self –pace instruction
ASSESSMENT METHODS:
 Written test
 Demonstration /questioning
 Portfolio

LO2. DEVELOP COMPETENCY–BASED CURRICULUM
ASSESSMENT CRTERIA:
1. Competency standards/other relevant specifications are analyzed and interpreted
to determine specific learning objectives/outcomes/goals
2. Competencies to be acquired by the leaner are clearly specified
3. Modules of instructions are developed/modified according to needs and
procedures.
4. Learning outcomes and assessment criteria are established according to
procedures
5. Resources required to support the training curriculum are identified.
6. Training curriculum is designed based on the requirements of the competency
standards
7. Course entry and exit points are linked to occupational and educational
opportunities
8. Prerequisites for the course and for specific units/modules within the course are
identified and documented
9. The delivery strategies and assessment methods are determined
10. Trainers qualification to implement the course is specified
CONTENTS:
 Training regulations/ competency standards and relevant specification

 CBC development procedures
 Training delivery modes of CBT
 Training delivery methods of CBT
 Adult learning theory
 relevant policies, legal requirements, codes of practice and national standards
 assessment strategies
CONDITIONS:
The students/trainees must be provided with the following:
- Procedures manual
- Training regulations/ competency standards and relevant specifications

- Computer and peripherals
- LCD projector

METHODOLOGIES:
 Simulation
 Lecture
 Self-learning instructions
ASSESSMENT METHODS:
 Written test
 Demonstration/questioning
 Portfolio

LO3. FINALIZE TRAINING CURRICULUM
ASSESSMENT CRTERIA:
1. Training curriculum is validated with other persons

2. Suggestions/recommendations are incorporated in the curriculum according to
validation result
3. Finalized curriculum document is submitted to appropriate personnel
CONTENTS:
 Curriculum development cycle

 Validation process
 Documentation policies
 Personnel may involve in validation
CONDITIONS:
The students/trainees must be provided with the following:
- Modules/Manuals
- Tools
- Materials /consumables
- Feedback mechanism/instruments

- Computer and peripherals
- LCD projector
 Other personnel
METHODOLOGIES:
 Lecture/Group discussion
 Simulation
 Self-learning instruction
ASSESSMENT METHODS:
 Written test
 Demonstration /questioning
 Portfolio

CBC-TM 2 Develop Training Curriculum

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COMPETENCY-BASED

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

o Leading workplace communication..........................................................7-10

o Developing training curriculum...............................................................68-73

COURSE TITLE : DEVELOP TRAINING CURRIULUM LEADING TO:

NOMINAL DURATION : 168 hours

Candidate/trainee must reach/poses any of the following qualification:

Develop Training Curriculum Leading to Trainer Methodology NC II -1-

Develop Training Curriculum Leading to Trainer Methodology NC II -2-

Develop Training Curriculum Leading to Trainer Methodology NC II -3-

Develop Training Curriculum Leading to Trainer Methodology NC II -4-

 Computer and peripherals  Paper and pencil

 Face-to-face instruction (individual or group)

 Must be a holder of Trainer Qualification Level III or higher/equivalent qualification or

Develop Training Curriculum Leading to Trainer Methodology NC II -5-

MODULE TITLE : LEADING WORKPLACE COMMUNICATION

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/student must be able to:

LO1. Communicate information about workplace processes

LO2. Lead workplace discussions

LO3. Identify and communicate issues arising in the workplace

Develop Training Curriculum Leading to Trainer Methodology NC II -7-

1. Appropriate communication method is selected

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

Develop Training Curriculum Leading to Trainer Methodology NC II -8-

1. Response to workplace issues are sought

 Workplace communication protocol

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

Develop Training Curriculum Leading to Trainer Methodology NC II -9-

1. Issues and problems are identified as they arise

 Workplace problems and issues

CONDITIONS: Students/trainees must be provided with the following:

 Handouts or reference materials/books on the above stated contents

Develop Training Curriculum Leading to Trainer Methodology NC II - 10 -

MODULE TITLE : APPLYING MATH AND SCIENCE PRINCIPLES IN

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES :

Upon completion of this module the trainee/student must be able to:

LO3. Assess trainees’ internalization of math and science concepts

LO4. Introduce further enhancements

Develop Training Curriculum Leading to Trainer Methodology NC II - 11 -

 Course content of Math and science as applied to technical training

CONDITIONS: The student/trainee must be provided with the following:

 Different math and science teaching/learning models

Develop Training Curriculum Leading to Trainer Methodology NC II - 12 -

1. Practical applications of math and science related to the desired learning

 Practical Applications of Math and science related to technical training

CONDITIONS: The student/trainee must be provided with the following:

 Math and science training aids

Develop Training Curriculum Leading to Trainer Methodology NC II - 13 -

 Different concepts of math and science as applied in technical training

CONDITIONS: The student/trainee must be provided with the following:

 Math and science training aids

Develop Training Curriculum Leading to Trainer Methodology NC II - 14 -

CONDITIONS: The student/trainee must be provided with the following:

 Access to Math and science training lab or workshop