COMPETENCY-BASED CURRICULUM DEVELOPMENT - Method & Teaching

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COMPETENCY-BASED CURRICULUM (CBC)

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.

First stage of developing educational document which is closely linked to competency standards.

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

Philippine TVET Qualification FrameworkCompetency Standards

Development

Competency Based Curriculum Development

Learning Materials/Courseware Development

Training Delivery

Assessment

Certification andEquivalency

Industry

TVET Institution

Delivery

Qualifications

Units of Competency

Modules ofTraining

Competency Based Training

Relationship between the components of Competency Standard and Competency -based curriculum

Competency Standard Competency-based Curriculum

Assessment Method

Course Title Unit of Competency

Elements

Content

Module Title

Level of Certification

Assessment Criteria

Summary of Learning OutcomesPerformance Criteria

Range of Variables

Evidence Guide

Module Description

Condition

Unit Descriptor


DEVELOPMENT OF COMPETENCY BASED CURRICULUM

COMPETENCY STANDARD

Units of Competency

Element 1 Element 2 Element 3

COMPETENCY BASED CURRICULUM

COURSE DESIGN

Modules of Training 1 2 3

ANALYSIS AND TRANSLATION

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


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.

MODULE STRUCTURE

Unit of Competency Module

Unit of Competency ModuleModuleSet of Modules

1 23


Secure ApprovedCompetency Standard

Analyze the Unitof Competency

Determine the Module Title and Description

List Learning Outcomes of a particular Module

Specify AssessmentCriteria

Specify AssessmentMethod

START

Describe Conditions List the content

Are Descriptionsof Learning Outcomes

Complete?

Is the Analysis of allUnits of Competency

comprehensive?

Is there a changein Competency

Standard?

END

AE

D

C

B

C

E

D

YES

NONO

YES

NO

YES

B

Define NominalHours per Module

Identify module title Analyze the unit of competency Develop module title using the

structure

The name chosen for a module will have some influence on how the module is perceived in the training sector. It should convey a clear message of what the module entails, names providing a better indication of what the module is about would be more useful. An action verb with “ing” is appropriate.

MODULE TITLE

STAGE MODULE INFORMATION

Unit of competency

Unit of competency

module

modulemodule

module

Set of modules

MODULE TITLE

DEVELOPING A COMPETENCY BASED CURRICULUM

Element

ElementElementElementElementElement


UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES

ELEMENT1. Identify hazards and risks

2. Evaluate hazards and risks

3. Control hazards and risk

4. Maintain OHS awareness

Practicing occupational health and safety procedures

MODULE TITLE :


UNIT OF COMPETENCY : Perform Computer Operation

ELEMENT1. Plan and prepare for task to be

undertaken2. Input data into computer3. Access information using computer4. Produce/output data using

computer system5. Maintain computer equipment and

systems

MODULE TITLE :

Maintaining computer equipment and system

MODULE TITLE :Managing computer data


Develop a brief description of the module its scope, coverage and delimitation

MODULE DESCRIPTOR MODULE DESCRIPTOR

A module is a learning segment with a specified educational or training purpose.

The statement briefly describes the overall intentions of the module with emphasis on learning outcome. Each module is linked to units of competency in the standards.You need to look at those units and make sure you have a clear picture of what the learner should be able to do after completing the module


Clarify the intent of the module and outline what is to be done in the workplace


MODULE DESCRIPTOR

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



SUMMARY OFLEARNING OUTCOME

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 workplaceReview and revise when necessary

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.

To write the learning outcomes, carefully examine the unit(s) of competency to ensure that the learners needs/requirements are addressed.

an action verb an object for the activity involved

Each learning outcome is described separately, beginning with a verb. Learning outcomes need to have


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

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 unitReview 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 Estimated number of hour

LO 1. Identify hazards and risks 2LO 2. Evaluate hazards and risks 4LO 3. Control hazards and risks 6LO 4. Maintain occupational health and safety awareness 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.



LEVEL OF CERTIFICATION

Identify certification level based on the prescribed level in the PTQF

See certification levels on competency standards. e.g. NC I, NC II, NC III and NC IV.

LEVEL OF CERTIFICATION

PRE-REQUISITE

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

Pre-requisites are those modules or competencies which learners must have successfully completed or achieved before commencing on the next module.

PRE-REQUISITE


STAGE MODULE INFORMATIONASSESSMENT 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.Review and revise when necessary

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:Make sure you do not end up with a list or content statements.


LO 1. IDENTIFY HAZARDS AND RISKS

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.

Assessment criteria must be observable and measurable within the level of performance


STAGE MODULE INFORMATIONCONTENTS

Specific knowledge, skills and attitudes that are to be addressed in the learning outcomes.

Evidence of knowledge of legislation, regulation and codes of practices

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

List the specific knowledge essential to the performance of work activities

This section identifies the broad areas of content, underpinning knowledge or contextual learning likely to help achieve the learning outcomes.

CONTENTS

Only content which directly relates to the learning outcomes should be added.

However, you can not assume that knowledge or topics identified in this section will form part of the assessment processes of the module unless they are included in the learning outcome assessment criteria.


CONTENTS :

Hazards and risks identification control

Organizational safety and health protocol

Threshold Limit Value (TLV)

Occupational Health and Safety Indicators


CONDITION CONDITION

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

Provide details about resources for the delivery of the module. List the facilities, equipment, tools, supplies and materials essential to the delivery of the module

Specify the conditions under which the learning and assessment will take place. These can include a list of tools and equipment, access to learning resources and equipment manual and the type of facility.

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


CONDITIONSThe students/trainees must be provided with the following:

• Personal protective equipment

• Learning guides

• CD’s, VHS tapes

• Hand-outs

• Organizational safety and health protocol

• OHS Indicators

• Threshold Limit Value

• Hazards/risks identification and control


METHODOLOGY

Specify the method of the delivery system to be use.

• Self pace/Modular

• Group Discussion

• Video Viewing

• Tutorial

Different approaches, methods and techniques that a learning process will be delivered

METHODOLOGY


METHODOLOGY :

Group discussionGroup discussion

Film viewingFilm viewing

Case studyCase study

Self-paced learningSelf-paced learning

Lecture/discussionLecture/discussion

DemonstrationDemonstration



ASSESSMENT METHOD ASSESSMENT METHOD

Specify the method of assessing the learning outcome. Identify whether the assessment will be:

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. Observation

Specify where the assessment will take place

Computer or paper based

Oral/interview

Practical demonstration

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/TRAININGMODULES OF INSTRUCTION/TRAINING

UNIT TITLE: A unit of competency which when applied in a work situation can logically stand alone. It indicates a title and express in outcome terms.

MODULE TITLE: •Briefly describe the title of the module

LEVEL: Level of Qualification based on PTQF (NC 1, NC 2, NC 3, NC 4)

NOMINALDURATION: Estimated /suggested number of hours per module

LEARNINGOUTCOMES:

•Specify what the Learner will be able to do or achieve

•Brief description of the module its scope and delimitation

MODULE DESCRIPTOR:


ASSESSMENTCRITERIA:

•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

•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

CONDITIONS:

•Specify the method of assessing the learning outcome

•The methods used to gather evidence of sufficient quantity and quality on which to make sound judgement about a candidate’s competency

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

ASSESSMENTMETHOD

List down the specific underpinning knowledge, skills, attitudes & safety that are to be addressed within this learning outcome.

CONTENT


METHODOLOGY Different approaches, methods and techniques that a learning process will be delivered


Module of Instruction

SECTOR AUTOMOTIVE UNIT OF COMPETENCY REPAIR CHARGING AND STARTING SYSTEM

MODULE TITLE REPAIRING CHARGING SYSTEM MODULE DESCRIPTION This module covers testing/identifying faults and servicing

charging system components. NOMINAL DURATION 40 Hours CERTIFICATE LEVEL NC II

PREREQUISITE SUMMARY OF LEARNING

OUTCOMES Upon completion of this module, the trainee/student must be able to: 1 Test charging system components and identify faults 2 Disassemble alternator 3 Repair/replace and assemble alternator component/parts


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. Procedure in disassemble of alternator 2. Safety measured observe. 3. Identified parts and function. 4. Disassembled alternator 5. 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. Demonstration 2. Self-pace 3. Discussion 4. Distance learning

ASSESSMENT METHOD

1. Interview 2. Written 3. Practical 4. Direct Observation

LO 3 TEST CHARGING SYSTEM COMPONENT AND IDENTIFY FAULTS ASSESSMENT CRITERIA

1. Defective parts required/replaced per service manual 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

METHODOLOGIES

1.Traditional/lecture type 2. Dual training 3. Self-pace 4. Community based 5. Distance gloves

ASSESSMENT METHOD

1. Interview 2. Written 3. Practical 4. Direct Observation


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.

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

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.

List down the unit of competency from CS

COURSE DESIGN

Course Title:

Course Duration :

Qualification Level:

Unit of Competency :

Course Description:

Course Outcomes:

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.

Describe the assessment approach and how it relate to outcomes and how will the performance of the learners be judged.

Identify any delivery modes essential to the course. Identify support mechanisms and links with industry for effectiveness of course delivery.

List the required facilities, tools, equipment and materials for course delivery.

Identify minimum essential qualification, experience and competencies of instructors and assessors Special qualification of instructors, if there is, should be specified.

Entry Requirements:

Course Structure

Competency Analysis

AssessmentMethod

Course Delivery

Resources

Qualification of Instructors

This table reflects the number of modules develop in a particular unit of competency

Unit of competency Number of module

Total

Competency 1 1 1Competency 2 1 1Competency 3 2 2

COURSE DESIGN

COURSE TITLE : AUTOMOTIVE SERVICING NC II

NOMINAL DURATION : 360 Hours

COURSE DESCRIPTION :This course is designed to enhance the knowledge, desirable attitudes and skills of automotive service technician in accordance with industry standards. It covers specialized competencies such as; test and service automotive batteries, service ignition system ,install and repair wiring/lighting system, repair wiper and washers, dismantle and assemble engine –sub assemblies, maintain under chassis components and perform shop maintenance. It also includes competencies in workplace communication, team work, safety, use of hand tools, and house keeping.

COURSE OUTCOMES:Upon completion of the course, the trainees/students must be able to:

•Perform diesel engine tune up.•Perform gas engine tune up•Service automotive battery•Test and repair wiring/lighting system.•Service ignition system•Perform under chassis preventive maintenance.•Service charging system•Service starting system•Service engine mechanical system

ENTRY REQUIREMENTS:Candidate /trainee must posses the following qualifications; must be

• Able to communicate both oral and written • 18 years old and above• Good moral character


COURSE STRUCTURE

Units of CompetencyModule Title Module Contents

No. of Hrs.

BASICA.Communication

8

1. Receive and respond to workplace communication

1. Receiving and responding to workplace communication

1.1.1 1.1.21.1.31.1.41.1.51.1.61.1.71.1.81.1.9

Parts of speechParts of sentence Kinds of sentencesOrganizational policies and guidelines.Practices in handling communicationReceiving and clarifying communication, messages and information's.Recording message and information.Communication process.

B. TEAM WORK 8

2. Work with others 2. working with others 2.1.12.1.22.1.32.1.42.1.52.1.62.1.72.1.8

2.1.9

Job description and employment management.Organizational policy.Team structureSupervision and accountability requirements.Code of conductAssisting a colleague.Open communication channel.Acknowledging satisfactory /unsatisfactory performance.Formal/informal performance appraisal.


No. of Hrs.

Work with others 2.1.102.1.112.1.12

2.1.132.1.142.1.15

Obtaining feedback from superiors & colleagues.Personal reflective behavior strategies.Routine organizational method for monitoring service delivery.Ethical standardsUndertaking extra task if necessaryLegal organizational policy/guidelines

8

COMMON 1.Perform mensuration and calculation

1.1 Performing mensuration and

calculation

1.1.11.1.21.1.3

Mensuration techniques.electing measuring instruments.Maintaining measuring instruments.

4

2. Move and position vehicle

2.1 Moving and positioning vehicle

2.1.12.1.2

Techniques in positioning vehicle in the workshop.Safety in positioning vehicle in the workshop.

2

3. Apply appropriate sealant and adhesive

3.1 Applying appropriate sealant and adhesive

3.1.13.1.23.1.3

Techniques in identifying sealants and adhesive.Selecting sealant and adhesive suited for the job.Techniques in applying sealants and adhesive.

2

4. Use and apply lubricant / coolant

4.1 Selecting and applying lubricant /coolant

4.1.14.1.24.1.34.1.4

Techniques in selecting lubricantProper use of coolantTechniques in applying lubricant and coolantsSafety in applying coolant and lubricant.

2

5. Perform safety practices

5.1 Performing safety practices

5.1.15.1.2

5.1.3

Identifying hazards in the workplaceTechniques/procedure in eliminating hazards in the workplaceProcedure in maintaining safety equipment and devices.

6

Units of Competency Module Title Module Contents

No.of Hrs.

CORE

1.Test, service and replace battery

1.1 Testing and servicing automotive battery

1.1.11.1.21.1.31.1.41.1.51.1.61.1.7

1.1.81.1.91.1.101.1.111.1.121.1.131.1.141.1.151.1.16

Components of batteryTypes of batteryClassification of batteryCharging and discharging processProcedure in testing automotive battery.Methods of battery testing.Tools and instrument used in automotive batteryProcedure removing and servicing batteriesSafety precaution in handling batteriesServicing procedure on batteriesCharging batteriesRepair/clean/replace connectorsProcedure in charging batteryTopping/filling electrolyte /distilled water.Procedure in jump starting.Materials in jump starting vehicle

40

2.Service ignition system

2.1 Servicing ignition system

2.1.12.1.22.1.32.1.42.1.52.1.6

2.1.72.1.8

Procedure in checking ignition systemProcedure on spark testSafety precautionsProcedure in checking ballast resistorProcedure in adjusting contact point clearanceProcedure in performing ignition wiring installationIgnition wiring diagramProcedures in setting the ignition timing.

80


No. of

Hrs.3. Install, Test and Repair wiring/lighting system

3.1 Installing automotive lighting system3.2 Testing , Repairing electrical system

3.1.13.1.2

3.1.3

3.2.13.2.2

Wiring/electrical diagramsProcedures in preparing wiring harness.Procedure in installing wiring/ Lighting systemProcedure in testing electrical systemRepair procedure on electrical system

40

4. Repair wiper and washer system

4.1 Repairing wiper and washer system

4.1.14.1.2

4.1.3

Types of wiper motorWiring system of wiper and washer system.Procedure in repairing wiper and washer system.

16

5. Disassemble Engine sub-assemblies/Cylinder head and evaluate components

5.1 Dismantling/evaluating engine sub-assembly/cylinder head

5.1.1

5.1.25.1.35.1.4

Procedure in dismantling engine sub- assemblies/Cylinder headPossible engine parts defectsEngine parts repair proceduresUse of service manuals

56

6. Assemble/ engine cylinder head, check tolerances and carry out relevant testing procedures

6.1 Assembling engine cylinder head, checking tolerances and carry out relevant testing procedures

6.1.16.1.26.1.36.1.46.1.56.1.6

6.1.76.1.8

Engine specificationsMeasuring engine partsEngine parts wear limitsUse of repair manualsProcedures in fitting of partsProcedures in assembling engine cylinder headTest procedures for all engine partsUse service manuals.

48

7. Perform under chassis preventive maintenance

7.1 Performing under chassis preventive maintenance

7.1.1

7.1.27.1.3

Procedure in checking brake fluids and linesCorrect level of brake fluidsParts to be checked /inspected in servicing clutch and brake

16

COMPETENCY ANALYSIS This table present the number of modules developed in a particular unit of competency

Units of Competency Number of Modules TotalBASIC

1 1. Receive and Respond to workplace communication 1.1

2. Work with Others 2.1 1 2COMMON1. Perform mensuration and calculation 1.1 1

2. Move and position vehicles 2.1 13. Apply appropriate sealants/ adhesive 3.1 14. Use and apply lubricants/coolants 4.1 1

5. Perform safety practices 5.1 1 5CORE1. Test , service and Replace battery 1.1 1

2. Service ignition system 2.1 1 3. Install, Test and Repair wiring/ lighting system 3.1 3.2 2 4. Repair wiper and washer system 4.1 1 5. Disassemble engine sub-assemblies/Cylinder Head and evaluate Components 5.1 1 6. Assemble Engine cylinder Head , check tolerances and carry out relevant testing 6.1 1

7. Perform under chassis preventive maintenance 7.1 1 8. Perform shop maintenance 8.1 1 9

TOTAL 16

ASSESSMENT METHOD:

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

COURSE DELIVERY:

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

RESOURCES:

1. Equipment

Vehicle Engine Hydraulic jack/lift Growler tester Ignition timing light Tachometer

2. 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

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

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


Recruiting & HR

COMPETENCY-BASED CURRICULUM DEVELOPMENT - Method & Teaching