DEVELOPING A COMPETENCY BASED CURRICULUM

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COMPETENCY-BASED CURRICULUM DEVELOPMENT
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY
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COMPETENCY-BASED CURRICULUM (CBC)

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

• A Competency-Based Curriculum is a framework
  or guide for the
• subsequent detailed development of
  competencies, associated methodologies,
• training and assessment resources.

• The CBC specifies the outcomes which are
  consistent with the requirements of the
• workplace as agreed through the industry
  and community consultations.

• When competency standards do not exist,
  curriculum developers need to
• clearly define the learning outcomes to
  be attained. The standard of performance
• required must be appropriate to industry
  and occupational needs.

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COMPETENCY BASED TVET FRAMEWORK
Philippine TVET Qualification Framework
Qualifications
Indus t ry
Competency Standards Development
Units of Competency
Competency Based Curriculum Development
T V E T I n s t i t u t i o n
Modules of Training
De l i ve r y
Learning Materials/ Courseware Development
Training Delivery
Competency Based Training
Assessment
Certification and Equivalency
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Competency-based Curriculum
Competency Standard
Course Title
Module Description
Assessment Method
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DEVELOPMENT OF COMPETENCY BASED CURRICULUM
COMPETENCY STANDARD
Units of Competency
ANALYSIS AND TRANSLATION
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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

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MODULE STRUCTURE
Unit of Competency
Module

Module
Unit of Competency
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Module
2
Set of Modules
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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.
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START
A
E
B
Secure Approved Competency Standard
Are Descriptions of Learning Outcomes Complete?
D
YES
Analyze the Unit of Competency
Is the Analysis of all Units of
Competency comprehensive?
NO
Determine the Module Title and Description
C
NO
C
List Learning Outcomes of a particular Module
D
YES
Is there a change in Competency Standard?
YES
Define Nominal Hours per Module
E
NO
END
Specify Assessment Criteria
Specify Assessment Method
Describe Conditions
List the content
B
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DEVELOPING A COMPETENCY BASED CURRICULUM
STAGE
MODULE INFORMATION
MODULE TITLE
MODULE TITLE

• 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
Unit of competency
Unit of competency
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MODULE TITLE
Practicing occupational health and safety
procedures
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MODULE TITLE
Managing computer data
MODULE TITLE
Maintaining computer equipment and system
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MODULE INFORMATION
STAGE
MODULE DESCRIPTOR
MODULE DESCRIPTOR
A module is a learning segment with a specified
educational or training purpose.
Develop a brief description of the module its
scope, coverage and delimitation
The statement briefly describes the overall
intentions of the module with emphasis on
learning outcome.
Clarify the intent of the module and outline what
is to be done in the workplace
Each module is linked to units of competency in
the standards.You need to look at those units and
make sure you have a clear picture of what the
learner should be able to do after completing the
module
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MODULE DESCRIPTOR
This module covers the knowledge, skills
and attitudes required to comply with regulatory
and organizational requirements for occupational
health and safety.
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MODULE INFORMATION
STAGE
LEARNING OUTCOME
SUMMARY OF LEARNING OUTCOME
To write the learning outcomes, carefully examine
the unit(s) of competency to ensure that the
learners needs/requirements are addressed.
Formulate/Prepare list of all the learning
outcomes under each unit (summary of learning
outcomes)
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.
Learning outcome must describe a discrete element
the learner should learn, acquire and be able to
do/apply in the workplace
Each learning outcome is described separately,
beginning with a verb. Learning outcomes need to
have
Review and revise when necessary

• an action verb

• an object for the activity involved
  

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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
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STAGE
MODULE INFORMATION
NOMINAL DURATION
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
Allocate estimated no. of hours (duration) to
accomplish each of the learning outcomes under a
particular unit.
Add all the learning outcomes duration and place
sub total under a particular unit
Review and revise the duration when necessary
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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.
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MODULE INFORMATION
STAGE
LEVEL OF CERTIFICATION
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.
PRE-REQUISITE
PRE-REQUISITE
Pre-requisites are those modules or competencies
which learners must have successfully completed
or achieved before commencing on the next module.
Identify the pre-requisite of a particular module
(if necessary)
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MODULE INFORMATION
STAGE
ASSESSMENT CRITERIA
ASSESSMENT CRITERIA
Assessment criteria are used to guide the
judgement of whether or not a learner has
achieved a learning outcome.
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.
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.
Review and revise when necessary
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LO 1. IDENTIFY HAZARDS AND RISKS
Assessment criteria must be observable and
measurable within the level of performance
ASSESSMENT CRITERIA

• Workplace hazards and risks are identified and
  clearly explained.
• Hazards/Risks and its corresponding indicators
  are identified
• in line with workplace procedures.
• Contingency measures are recognized and
  established
• in accordance with organizational
  procedures.

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STAGE
MODULE INFORMATION
CONTENTS
CONTENTS
Specific knowledge, skills and attitudes that are
to be addressed in the learning outcomes.
This section identifies the broad areas of
content, underpinning knowledge or contextual
learning likely to help achieve the learning
outcomes.

• List the specific knowledge essential to the
  performance of work activities

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.

• Evidence of knowledge of
• legislation, regulation and
• codes of practices

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

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CONTENTS

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

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STAGE
MODULE INFORMATION
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.
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CONDITIONS
The students/trainees must be provided with the
following

• Personal protective equipment
• Learning guides
• CDs, VHS tapes
• Hand-outs
• Organizational safety and health protocol
• OHS Indicators
• Threshold Limit Value
• Hazards/risks identification and control

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

• Specify the method of the delivery system to be
  use.
• Self pace/Modular
• Group Discussion
• Video Viewing
• Tutorial

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METHODOLOGY
Group discussion Film viewing Case
study Self-paced learning Lecture/discussion De
monstration
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STAGE
MODULE INFORMATION
ASSESSMENT METHOD
ASSESSMENT METHOD
Having identified the evidences needed to assess
the learning outcomes you now need to look at
assessment methods to support the collection of
the evidences.
Specify the method of assessing the learning
outcome. Identify whether the assessment will be

• Observation

• Computer or paper based

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.

• Oral/interview

• Practical demonstration

Specify where the assessment will take place
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MODULES OF INSTRUCTION/TRAINING
A unit of competency which when applied in a work
situation can logically stand alone. It
indicates a title and express in outcome terms.
UNIT TITLE

• Briefly describe the title of the module

MODULE TITLE
MODULE DESCRIPTOR

• Brief description of the module its scope and
  delimitation

LEVEL
Level of Qualification based on PTQF (NC
1, NC 2, NC 3, NC 4)
NOMINAL DURATION
Estimated /suggested number of hours per module
LEARNING OUTCOMES

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

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MODULES OF INSTRUCTION/TRAINING

• 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

ASSESSMENT CRITERIA

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

• Specify the method of assessing the learning
  outcome
• The methods used to gather evidence of sufficient
  quantity and quality on which to make sound
  judgement about a candidates competency
• Assessment methods include observation,
  simulation, questioning, presentation, written
  assessment, etc.

ASSESSMENT METHOD
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COURSE DESIGN
The course title can be the name arising out of
the competency analysis. It should convey a
clear message of what it is all about.
Course Title
Course Duration
Approximate length of course in hours or years
Qualification Level
Refer to competency standard
Unit of Competency
List down the unit of competency from CS
Course Description
The course description will include the relevance
of the proposed course to industry, enterprise or
community needs and competencies that the student
may have after completion.
Course Outcomes
State the expected outcomes of the course based
from the modules of instruction developed.
Include in the list of outcomes the general
workplace and key competencies required for the
possible jobs the students may have after
training.
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Specify essential entry requirements. Any
particular qualification such as age or size
should be specified.
Entry Requirements
Course Structure
Provide the sequencing of modules/subjects.
Provide a nominal time for each module/subject.
Competency Analysis
This table reflects the number of modules
develop in a particular unit of competency
Assessment Method
Describe the assessment approach and how it
relate to outcomes and how will the performance
of the learners be judged.
Course Delivery
Identify any delivery modes essential to the
course. Identify support mechanisms and links
with industry for effectiveness of course
delivery.
Resources
List the required facilities, tools, equipment
and materials for course delivery.
Identify minimum essential qualification,
experience and competencies of instructors and
assessors Special qualification of instructors,
if there is, should be specified.
Qualification of Instructors
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• 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
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  chassis components and perform shop maintenance.
  It also includes competencies in workplace
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  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

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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