CBC TM

TESDA-OP CO-01-F11
(Rev.No.00-03/08/17)
COMPETENCY-BASED CURRICULUM
A. Course Design
Course Title: TRAINERS METHODOLOGY LEVEL I: TRAINER/ASSESSOR
Nominal Duration: 264 Hours
Qualification Level: Level I
Course Description: This course is designed to enhance the knowledge,

skills, positive attitude and work values of the learner
in accordance with the prevailing standards in the
Technical -Vocational Education and Training (TVET)
sector. This encompasses competencies required of a
Technical-Vocational Trainer to perform the tasks in the
areas of instructional delivery / facilitation, competency
assessment, and maintenance of training resources /
facilities.
Trainee Entry Requirements:
Candidate/trainee must reach/poses any of the following

qualification:
 Graduate of courses relevant to Technical -Vocational Education

and Training
 Ability to communicate
 Physically fit and mentally healthy
 Can perform basic mathematical computation and mensuration.
COURSE STRUCTURE:
BASIC COMPETENCIES
(128 hours)
UNIT OF NOMINAL
MODULE TITLE LEARNING OUTCOMES
COMPETENCY DURATION
1. Lead 1.1 Leading 1.1.1 Communicate information 8 hours

workplace workplace about workplace process
communication communication 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 science 8 hours
science and science manifestations in the course
principles in principles in content and the workplace
technical technical 2.1.2 Relate math and science
training training 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 practices
conservation conservation 3.1.3 Recognize and report
potential environmental
threats
4. Utilize IT 4.1 Utilize IT 4.1.1 Set-up work environment 8 hours
applications in applications in 4.1.2 Utilize word processing
technical technical application
training training 4.1.3 Utilize presenter application
4.1.4 Utilize spreadsheet application
4.1.5 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
6. Apply work 6.1 Applying work 6.1.1 Observe workplace policies 8 hours
ethics, values ethics, values and guidelines
and quality and quality 6.1.2 Observe proper conduct in
principles principles dealing with learners and
parents
7. Work 7.1 Working 7.1.1 Work within the vocational 16 hours
effectively in effectively in education and training policy
vocational vocational framework
UNIT OF NOMINAL
COMPETENCY DURATION
education and education and 7.1.2 Work within the training

training 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 health 16 hours
healthy and healthy and and safety (OHS)
safe learning safe learning responsibilities
environment environment 9.1.2 Identify hazards in the
learning environment
9.1.3 Assess risks in the learning
environment
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 learning
environment
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 training 16 hours
promote promote cost components and
appreciation for appreciation for benefits
cost and cost and 11.1.2 Monitor conduct and results
benefits of benefits of of training
technical technical 11.1.3 Promote awareness of cost
training training and benefits of training
UNIT OF NOMINAL
COMPETENCY DURATION
12. Develop and 12.1 Developing and 12.1.1 Identify current and future 8 hours
promote promoting trends/concerns
understanding understanding 12.1.2 Assess new developments
of global labor of global labor 12.1.3 Utilize labor market
markets markets information to best effect
CORE COMPETENCIES
(136 hours)
UNIT OF NOMINAL
COMPETENCY DURATION
1. Plan training 1.1 Planning 1.1.1 Identify learner’s training 40 hours

session training session requirements
1.1.2 Prepare session plan
1.1.3 Prepare instructional
materials
1.1.4 Prepare assessment
instruments (Institutional)
1.1.5 Organize learning and
teaching resources
2. Facilitate 2.1 Facilitating 2.1.1 Prepare training 32 hours
learning learning facilities /resources
session session
2.1.2 Conduct pre-assessment
2.1.3 Facilitate training session
2.1.4 Conduct competency
assessment
2.1.5 Review delivery of training
session
3. Utilize 3.1 Utilizing 3.1.1 Present a lesson through 16 hours
electronic electronic direct video footage/capture
media in media in 3.1.2 Present lesson via film
viewing method
facilitating facilitating
3.1.3 Utilize computer and
training training multimedia technology to
present a lesson
4. Supervise 4.1 Supervising 4.1.1 Establish training 16 hours
work-based work-based requirement for trainees
learning learning 4.1.2 Monitor work-based
training
4.1.3 Review and evaluate
work-based training
effectiveness
5. Conduct 5.1 Conducting 5.1.1 Organize assessment 16 hours
competency competency activities
assessment assessment 5.1.2 Prepare the candidate
5.1.3 Gather evidence
5.1.4 Make the assessment
decision
5.1.5 Record assessment results
5.1.6 Provide feedback to
candidates
6. Maintain 6.1 Maintaining 6.1.1 Plan and schedule 16 hours
training training maintenance activities
facilities facilities 6.1.2 Implement housekeeping
activities
6.1.3 Maintain training equipment
UNIT OF NOMINAL
COMPETENCY DURATION
and tools
6.1.4 Document maintenance
inspection
RESOURCES:
Tools Equipment Materials

 Hand tools (for the  Computer and peripherals  Paper and pencil
target trade areas)  LCD projector  Audio video materials
 Electronic /Multimedia  Hand outs
equipment  Reference books
 Training facilities /equipment  Manuals
(Depending on trade area)  Different types of forms
 Materials and consumables
 Workplace or simulated for maintenance activities
environment
COURSE DELIVERY:
 Face-to-face instruction (individual or group)

 Distance learning /computer-based
 Industry Immersion
 Simulation
 Work-based learning
 Blended delivery methods
ASSESSMENT METHODS:
 Written test
 Interview (oral/questionnaire)
 Demonstration/ observation
 Portfolio (credentials
TRAINER’S QUALIFICATIONS:
 Must be a TQ II certificate holder

 Good moral character
 Must be a holder of professional license issued by PRC or equivalent
 Must be computer literate
 Must be physically and mentally fit
 Must have 1 year industry experience and/or teaching experience
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.
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

Details of Learning Outcomes:
LO1. COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSES
Assessment Contents Conditions Methodologies Assessment

Criteria Methods
 Methods of  Handouts or  Oral

1. Appropriate  Lecture/
communication reference questioning
communication
 Organization materials/bo discussion  Written
method is  Demonstration
requirements for oks on the examination
selected
written and above /application  Demonstrati
2. Multiple electronic stated  Oral on
operations communication content presentation
involving several methods  PC/printer
topics areas are  Effective verbal or
communicated and no-verbal laptop/printe
accordingly communication r with
3. Questions are methods internet
used to gain  Communication access
extra protocol  Bond paper
information  Communication  Ball
4. Correct sources strategies pens/pencil
of information s and other
are identified office
supplies
5. Information is
and
selected and
materials
organized
 Communica
correctly
tion
6. Verbal and resources
written reporting  Workplace
is undertaken or simulated
when required environment
7. Communication
skills are
maintained in all
situations
LO2. LEAD WORKPLACE DISCUSSIONS

Criteria Methods
1. Response to  Workplace  Handouts or  Oral

workplace issues communication reference  Lecture/ questioning
are sought protocol materials/bo discussion  Written
 Communication oks on the  Demonstration examination
2. Response to
workplace issues
ethics above /application  Demonstrati
 Communication stated  Oral on
are provided
dissemination content presentation
immediately
process  PC/printer
3. Constructive or
contributions are laptop/printe
made to r with
workplace internet
discussions on access
such issues as  Bond paper
production,  Ball
quality and safety pens/pencil
4. Goals/objectives s and other
and action plan office
undertaken in the supplies
workplace are and
communicated materials
 Communica
tion
resources
 Workplace
or simulated
environment
LO3. IDENTIFY AND COMMUNICATE ISSUES ARISING IN THE WORKPLACE

Criteria Methods
1. Issues and  Workplace  Handouts or  Oral

problems are problems and reference  Lecture/ questioning
identified as issues materials/bo discussion  Written
they arise  Problem/issues oks on the  Demonstration examination
2. Information
and resolution above /application  Demonstrati
stated  Oral on
regarding
content presentation
problems and
 PC/printer
issues are
or
organized
laptop/printe
coherently to
r with
ensure clear
internet
and effective
access
communication
 Bond paper
3. Dialogue is  Ball
initiated with pens/pencil
appropriate s and other
personnel office
4. Communication supplies
problems and and
issues are materials
raised as they  Workplace
arise or simulated
environment
UNIT OF COMPETENCY : APPLY MATH AND SCIENCE PRINCIPLES IN TECHNICAL
TRAINING
MODULE TITLE : APPLYING MATH AND SCIENCE PRINCIPLES IN

TECHNICAL TRAINING
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

Criteria Methods
1. Course content  Course content of  Different math  Lecture  Written

and learning Math and science as and science  Video examination
outcomes are applied to technical teaching/learni presentation  Oral
reviewed and training ng models  Group Interview
studied for math - Basic Arithmetic/four  Different discussion  Demonstrati
and science fundamentals learning on
content operations materials and  Case
2. Situations in the - Elementary Algebra training aids problems
workplace and in - Basic Science  Contextual and
everyday life are  Review of learning experiential
related to the outcomes for math learning
course or and science methods and
program are  Training activities
identified for Methodology for  Math and
inclusion or science and math as science
mention in the applied to technical laboratory
training training paraphernalia
3. Training aids,  Different training
lesson plans or aids, audio visuals
session notes and learning
are prepared, materials in teaching
adopted or and adopting math
customized and science in the
incorporating or area of technical
highlighting training
applications of  Different
math and mathematical and
science science
principles models/representati
ons
- Quantitative models
- Basic laws,
principles
- Graphs and
diagrams
LO2. RELATE MATH AND SCIENCE CONCEPTS TO COMMON AND WORKPLACE
SITUATIONS

Criteria Methods
 Written test
1. Practical  Practical  Math and  Lecture  Oral
applications of Applications of Math science  Video Interview
math and and science related training aids presentatio and
science related to technical training  Models and n questioning
to the desired  Different training representatio  Group  Demonstrati
learning aids in encouraging ns discussion on
outcomes are trainees in the study  Different
incorporated, of math and science Contextual
explained and in technical training and
stressed during  Different experiential
the training Mathematical and learning
2. Trainees are science examples as methods
aided and applied to technical
encouraged to training
identify and apply  Different
math and situations/cases of
science concepts math and science
in their work and common to
everyday life workplace
3. Class  Different exercises
examples/cases, as well as
exercises, and assignment that
assignments are reflects math and
given for trainees science along the
to explore and course content
reflect on the
applications/mani
festations of
math and
science along the
course content
LO3. ASSESS TRAINEES INTERNALIZATION OF MATH AND SCIENCE CONCEPTS
Assessment Criteria Contents Conditions Methodologies Assessment

Methods
 Different  Math and  Written test

1. Trainees’ retention of concepts of science  Lecture  Oral
basic math and math and training aids  Video Interview
science concepts are science as  Models and presentation  Direct
reviewed to identify applied in representati  Group observation
areas needing further technical ons discussion  Demonstrat
intervention training  Different ion
2. Trainees’  Different Contextual
appreciation of math math and learning
and science science styles
principles along the principles methods
trade area or subject along the  Self
matter is determined technical assessment
using applicable trade areas
assessment  Different
methodology math and
3. Simple mathematical science
and scientific teaching/lear
models/representatio ning models
ns are discussed to  Study of
aid in the Different
understanding and math and
application of science
principles and learning
theories using styles
language, style and  Different
format that are assessment
readily understood methodology
4. Poorly-understood as applied in
areas of math and math and
science relevant to science
the course are given
 Different
extra attention and
assessment
explained in user-
tools/packag
friendly terms in
es
accordance with
trainees’ interests
and learning styles
LO4. INTRODUCE FURTHER ENHANCEMENTS

Methods
 Personal point of  Written test

1. Personal knowledge, view, knowledge  Access to  Lecture  Oral
experiences and and experiences math and  Video Interview
observations of self in the area of science presentation  Direct
and others in the math and training  Group observation
area of math and science and its lab or discussion  Demonstrati
science applications application workshop on
are cited and  Evaluation and  Models
incorporated in the documentation of and
lessons and lecture- math and representa
discussions science tions
2. Results of application applications  Different
of math and science  Introduction to contextual
concepts are Logical, and
evaluated and systematic and experienti
documented for scientific method al learning
replication and of thinking methods
enhancement  Application of
3. Logical, systematic logical,
and scientific thinking systematic and
and methods are scientific thinking
introduced and to own work
developed for  Introduction to
trainees to assimilate Contextual and
and apply in their experiential
own work and study learning method
4. Contextual and
experiential learning
methods are utilized
to aid in appreciation
of math and science
concepts
UNIT OF COMPETENCY : APPLY ENVIRONMENTAL PRINCIPLES AND ADVOCATE
CONSERVATION
MODULE TITLE : APPLYING ENVIRONMENTAL PRINCIPLES AND ADVOCATE

CONSERVATION
MODULE DESCRIPTOR : This unit 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.
LO1. Follow environmental workplace practices
LO2. Contribute to improve environmental work practices
LO3. Recognize and report potential environmental threats

LO1. FOLLOW ENVIRONMENTAL WORKPLACE PRACTICES

Criteria Methods
 Written
1. Workplace  Workplace practices  Workplace  Lecture examination
practices and  Work Instructions instructions  Role Play  Oral
work  Relevant Legislation on and  Video Interview
instructions workplace practices presentatio  Demonstrati
relating to environmental practices  Philippine n on
potential  Codes and National legislation  Group
environmental Standards on workplace codes and discussion
impacts are environmental practices national
recognized  Waste minimization and standards
and followed, segregation guidebook
and  Environmental  Emergency
clarification is monitoring procedures/
sought where  Signs and labels guidebook
necessary.  Hazards and incident  Signs and
2. Relevant data recording and label
legislation, documentation guides/che
codes and  Environmental mical labels
national legislation, codes and  First aid kit
standards that national standards  OSHC
impact on - Philippine Clean Air Act guidelines
workplace of 1999
environmental - Philippine Clean Water
practices are Act of 2004
recognized - Ecological Solid Waste
and followed. Management
3. .Changes to - Montreal Protocol
work practices - Kyoto Protocol
and - Environmental
procedures Awareness and
are responded Education Act of 2008
to positively - Philippine Climate
and promptly Change Act of 2009
in accordance
 Changes in work
with
practices in accordance
organizational
with organizational
requirements.
requirements
4. Individual
 Individual role and
roles/responsi
responsibilities
bilities are
performed based on
determined
program and identified
and performed
activities
based on the
program/
activities
identified
LO2. CONTRIBUTE TO IMPROVE ENVIRONMENTAL WORK PRACTICES

Criteria Methods
 Different suggestions  Written test

1. Suggestions are made for designated  Environme  Lecture  Oral
made to personnel for ntal  Video Interview
designated improvement of practices presentatio and
personnel for workplace practices and n questioning
improvements - Minimize environmental policies  Role play  Demonstrati
to workplace hazards and risk and  Group on
practices where - Reduce waste disposal guidelines discussion
possible. - Conserve water  Records
2. Information is - Reduce air and water and data
gathered and pollution of
improvements - Make more efficient use environme
are suggested of resources and ntal issues
to support the improve environmental  Charts
development of performance containing
improved - Reduce soil disturbance different
workplace - Improve habitat informatio
approaches to resources n gathered
environmental  Different information to support
practices. gathered for the workplace
3. Environmental improvement of approache
issues and their workplace approaches s to
relationship to to environmental environme
workplace practices ntal
practices are - Preventing and practices
discussed in the minimizing production  OSHC
workplace with of pollution e.g., guidelines
colleagues and discharge to air, land
designated and water hazardous
personnel. waste
4. Contributions to - Reducing “burning off”
the review of - Composting
environmental - Recycling materials
practices and - Conservation practices
policies are - Improve workplace
made within maintenance practice
limits of  Different environmental
responsibility issues
 Environmental practices
and policies
LO3. RECOGNIZE AND REPORT POTENTIAL ENVIRONMENTAL THREATS

Criteria Methods
 Written test
1. Signs or  Signs and symptoms  Workplace  Lecture  Oral
symptoms of of potential assessment/  Video Interview
the potential environmental threat location presentation  Direct
environmental - Observation of the  Case  Group observation
threat are presence of weeds studies/scen discussion  Demonstration
recognized. - Pest animals and arios relating
2. Information chemicals to
about or - Damage cause to environment
observations plants, animal or the al protection
of a potential environment  Geodetic
environmental - Changes in plant, mapping for
threat are trees and animal potential
reported to health environment
supervisors - Erosion of soil al threats
and/or - Soils in water  OSHC
appropriate suspension guidelines
authorities. - Presence of salt
3. Location and  Reports of
extent of the environmental
potential threats
environmental  Environmental
threat is records of location
accurately and extent of
recorded. potential
4. Reports on the environmental
potential threats
environmental - Environmental data
threat are - Maintenance and
completed inspection reports
according to - Incident and accident
organizational reports
guidelines. - Complaints from the
public
 Creation of
organizational
guidelines for the
potential
environmental
threats
 Identification of
different Potential
environmental
threats and hazards
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 spreadsheet application
LO5. Utilize internet and www to communicate and collect information

LO1. SET-UP WORK ENVIRONMENT

Criteria Methods
1. Work folder is  Putting Computer Parts  Personal  Lecture

configured in together computer  Video  Written
accordance  Creating Folder and  Printer presentation examination
with enterprise Directories  Installer/soft  Group  Oral
IT utilization - Folder Creation ware discussion Interview
guidelines. - Folder Copy and  Bond paper  Demonstrat
2. Desktop and Transfer  USB drive ion
shortcuts - Sharing Folder  CD/DVD  Case
settings are  Connecting printer to problems
configured in- PC
line with  Equipment User Guide
personal  Desktop Settings and
preference. Shortcuts
3. Connectivity to - Background and
printer are Screen saver settings
checked and - Screen resolution
tested in setting
accordance - Short Cut and Link
with equipment settings
user guide.
LO2. UTILIZE WORD PROCESSING APPLICATION

Criteria Methods
1. Document  Working with word

layout and processing program  Personal  Lecture  Written test
formatting are - Window features computer  Hands on  Demonstrat
applied in line - Menus and commands  Printer  Discussion ion
with document - Graphics and Icons  Word
formatting - Paragraphs processing
requirements. - Short cuts commands software
2. Application  Document lay-out and (installed)
features are formatting  A4 size
utilized to - Page settings bond paper
enhance - Font Settings  Printer Ink
productivity in - Formatting styles
line with - Table utilization
application  Different application
guide/ help features
instructions - Printing Footer and
3. Printing of header setting
documents is - Mail merge
performed in - Review and editing
line with tools
enterprise IT - Reference features
utilization  Form creation features
guidelines Procedures and
options
LO3. UTILIZE PRESENTER APPLICATION

Criteria Methods
1. Presentation  Presentation Software  Personal  Lecture  Written test

layout, (Power point) Features computer  Video  Oral
formatting and - Screen features  Printer presentatio Interview
theme - Icons and Menus  Word n  Discussion
utilization are - Commands and task processing  Group  Direct
applied in line  Document lay-out and software discussion observation
with target formatting (installed)
audience - Page settings  A4 size
requirements - Font Settings bond paper
2. Animation and - Formatting styles  Printer ink
slide transitions - Table utilization
are applied to  Best Practices in
enhance utilizing presentation
viewing and Packages
interactivity  Animation and Effects
experience in-  Packaging and
line with best exporting presentation
practices in
 Savings and Printing
utilizing
Options
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/wiz
ard.
5. Presentation of
information is
performed in
line with best
practices in
utilizing
presentation
package.
LO4. UTILIZE SPREADSHEET APPLICATION

Criteria Methods
 Worksheet and
1. Workbook and workbook  Personal  Lecture
worksheet (Spreadsheet) computer  Video  Written test
settings and Features and settings  Printer presentatio  Oral
formatting are - Screen features  Spreadshee n Interview
applied in line - Icons and Menus t software  Group  Discussion
with printing - Commands and task (installed) discussion  Direct
requirements. - Page set up  A4 size  observation
2. Formula and - Header set up bond paper  Demonstrat
conditional - Worksheet  Printer ink ion
formatting are organization
utilized to  Document lay-out and
enhance formatting
productivity in - Page settings
line with the - Font Settings
application help - Frames and border
instructions. - Cell Formatting
3. Charts are  Basic and Conditional
utilized to Formulas
enhance data - Summation
presentation in - Division
line with the - Multiplication
application help - Average
instructions. - Rounding Off
4. Printing of - If
worksheet is  Charts utilization and
performed in presentation
line with  Printing options
document
 Saving files and
layout
documents
requirements
 Packaging and
and enterprise
exporting presentation
IT utilization
guidelines.
LO5. UTILIZE INTERNET AND WWW TO COMMUNICATE AND COLLECT INFORMATION

Criteria Methods
1. Chat and email  Theory on the Internet

facility is and the World wide  Personal  Lecture  Written test
utilized to web computer  Video  Oral
exchange - Internet Service  Printer presentatio Interview
information and Provider  Internet n  Discussion
resources in - Search Engine connection  Demonstra  Direct
line with chat - Search Bar  A4 size tion observation
help  Internet terminology bond paper
instructions.  Internet explorer and  Printer ink
2. Browser is Browser  Router/hub/
configured to - Cookie settings switcher
enhance - Plug-in setup
productivity in - Accessibility
line with the adjustments
application help  Local Area Network
instruction  Network Printer
3. World wide web  Working with electronic
is utilized to mail (e-mail) and chat
research and facilities
acquire  Search using the
resources in internet
line with
enterprise IT
utilization
guidelines.
UNIT OF COMPETENCY : LEAD SMALL TEAMS
MODULE TITLE : LEADING SMALL TEAMS
MODULE DESCRIPTOR : The module covers the knowledge, skills and attitude 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

Methods
1. Work requirements are

identified and presented  Work  Handouts  Lecture/dis
to team members requirements or cussion  Oral
2. Reasons for instructions  Company reference  Demonstra questioning
and requirements are policies and materials/ tion/applica  Written
communicated to team procedures books on tion examinatio
members  Team members the above  Oral n
3. Team members’ concerns and stated presentatio  Demonstrat
queries and concerns issues contents n ion
are recognized,  Duties and  PC/printer
discussed and dealt responsibilities or
with of team laptop/prin
4. Duties, and members ter with
responsibilities are  Relevant legal internet
allocated having regard requirements access
to the skills, knowledge  How  Bond
and aptitude required to performance paper
properly undertake the expectations are  Ball
assigned task and set pens/penci
according to company  Client ls and
policy expectations other
5. Duties are allocated office
 Team member’s
having regard to supplies
duties and
individual preference, and
responsibilities
domestic and personal materials
considerations,  Organizati
whenever possible onal policy
6. Performance  Workplace
expectations are or
established based on simulated
client needs and environme
according to nt
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
LO2. SUPERVISED TEAM PERFORMANCE

Methods
1. Monitoring of performance  Relevant legal

 Handouts or  Lecture/
takes place against requirements reference discussion  Oral
defined performance  Feedbacks materials/boo  Demonstration questioning
criteria and/or assignment  Methods of ks on the /application  Written
instructions and corrective Monitoring above stated  Oral examination
action taken if required Performance contents presentation  Demonstration
 PC/printer or
2. Team members are  Client laptop/printer
provided with feedback, expectations with internet
positive support and  Team access
advice on strategies to member’s  Bond paper
overcome any deficiencies  Ball
duties and
3. Performance issues which pens/pencils
responsibilities and other
cannot be rectified or office
addressed within the team supplies and
are referred to appropriate materials
personnel according to  Organization
employer policy al policy
4. Team members are kept  Workplace or
simulated
informed of any changes environment
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
UNIT OF COMPETENCY : APPLY WORK ETHICS, VALUES AND QUALITY
PRINCIPLES
MODULE TITLE : APPLYING WORK ETHICS, VALUES AND QUALITY

PRINCIPLES
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

Methods
1. Attendance and
punctuality are  Enterprise  Lecture/  Oral
 Handouts or discussion questioning
observed in line with policies and  Demonstration/  Written
enterprise policies and guidelines reference application examination
guidelines.  Teaching best materials/books  Oral  Demonstratio
2. Work functions are practices on the above presentation n
performed in line with  Code of stated contents
work position/delegation ethics and  PC/printer or
and according to right conduct laptop/printer
enterprise goals and  Academic with internet
objectives. freedom access
3. Communication,  Work ethics  Bond paper
request, complaints are o Self -worth  Ball
channeled through o Confidentiality pens/pencils
authority in line with o Personal and other office
enterprise policies and commitment supplies and
procedures.  Personnel materials
4. Academic freedom is management  Organizational
exercised in line with  Filipino policy and
enterprise goals and customs and guidelines
objectives traits  Workplace or
5. Best practices in simulated
teaching are environment
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
LO2. OBSERVE PROPER CONDUCT IN DEALING WITH LEARNERS AND PARENTS

Criteria Methods
1. Promotion of
 Handouts or  Lecture/discus  Oral
learners is  Impartiality towards reference sion questioning
performed based learning materials/books on  Demonstration  Written
on non-prejudice  Teaching best the above stated / examination
decision and practices contents application  Demonstration
actual  Code of ethics and  PC/printer or  Oral
accomplishments laptop/printer with presentation
right conduct internet access
and performance  Academic freedom  Bond paper
of learners.  Ball pens/pencils
2. Learners were and other office
given equal supplies and
opportunities to materials
 Organizational
learn and utilize
policy
school facilities in  Workplace or
line with the simulated
enterprise environment
objective and
goals.
3. Parent
consultations are
performed in line
with enterprise
policies and
guidelines.
UNIT OF COMPETENCY : WORK EFFECTIVELY IN VOCATIONAL EDUCATION AND
TRAINING
MODULE TITLE : WORKING EFFECTIVELY IN VOCATIONAL EDUCATION AND

TRAINING
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

Criteria Methods
 Oral
1. Relevant national  Training Regulations, questioning
vocational education including the purpose and  Handouts or  Lecture/  Written
structure of: discussion examination
and training policies reference
and frameworks are o units of competency materials/boo  Demonstr  Demonstrati
o Assessment Guidelines on
accessed, analyzed, ks on the ation/appl
o qualifications
applied and guided in above stated ication
o Employability Skills
accordance with work o support materials contents  Oral
practices and  Philippine TVET Trainers  PC/printer or presentati
responsibilities. Qualification Framework laptop/printer on
2. Key vocational (PTTQF) with internet
education and training  Education and training access
organizations and stakeholders  Bond paper
stakeholders are  Legislations guidelines:  Ball
identified, accessed o guidelines on
pens/pencils
and informed in program/project funding
o User Choice
and other
accordance with office
o apprenticeships/traineeship
updated work s supplies and
practices. o implementation of Training materials
3. Legislation and Packages  Legislation,
guidelines are o registration codes,
accessed, used, o course accreditation frameworks,
complied and ensured o access and equity guidelines ,
in accordance work o anti-discrimination including on vocational
practices and policy equal opportunity, racial
education
requirements. vilification and disability
discrimination and training
4. Sources of information handbook or
o industrial relations
and advice on o code of practice manuals
vocational education o occupational health and  organizationa
and training policy and safety (OHS) l manuals,
operating context are  Sources of information on documents,
accessed on a regular vocational education and publications
basis and changes are training opportunities:
noted as appropriate. o attendance at workshops
5. Opportunities are taken and consultations
up to contribute to o individual or organizational
vocational education written submissions and
feedback to relevant
and training in
vocational education and
accordance with training organizations and
organizational policy stakeholders
developments. o participation in forums,
6. Vocational education networks, conferences
and training o participation in training
terminology is used to organization meetings
communicate o participation in validation
effectively in meetings
accordance with sector. o research/consultancy
o contribution to online
consultations
LO2. WORK WITHIN THE TRAINING ORGANIZATION’S QUALITY FRAMEWORK

Criteria Methods
 Oral
questioning
1. Relevant  Relevant  Handouts or  Lecture/  Written
organizational organizational reference discussion examinati
documentation is documentation: materials/bo  Demonstratio on
accessed, used, o strategic plans oks on the n/application  Demonstr
supported and o business plans above stated  Oral ation
ensured in o policies and contents presentation
accordance work procedures  PC/printer or
roles and o position laptop/printer
responsibilities. descriptions with internet
2. Work is conducted in o responsibility access
accordance with the statements  Bond paper
training  quality  Ball
organization’s quality arraignment for pens/pencils
assurance strategies, clients and other
processes, policies  internal quality office
and procedures. policies and supplies and
3. Ethical and legal procedures materials
responsibilities are  learning and  organization
adhered to in professional al manuals,
accordance with work staff documents,
practices. development publications
4. Work is undertaken in  training  organization
accordance with the organization al data
prevailing industrial staff systems
and employee development  publications,
relations systems and  participation newsletters
practices. network of relevant
5. Feedback and advice  individual authorities
on work quality is learning
actively sought from initiatives
colleagues and
 effective
clients in accordance
communication
with the prevailing
strategies
industrial and
employee relations
systems and
practices.
LO3. MANAGE WORK AND WORK RELATIONSHIPS
Methodologies Assessment
Assessment Criteria Contents Conditions Methods
1. Work is planned,  Planning and  Handouts or  Lecture/  Oral
discussion questioning
prioritized and organized prioritizing of reference  Demonstratio  Written
to achieve agreed and works materials/bo n/application examination
expected outcomes.  Organizationa oks on the  Oral  Demonstrati
2. Workloads are assessed l guidelines above stated presentation on
and guidance/support is on work loads contents
sought from relevant  Relevant  PC/printer or
personnel where work technological laptop/printer
issues arise and in skills with internet
accordance with existing  Employees access
organizational policies and relationship  Bond paper
guidelines.  Managing  Ball
3. Relevant technological work and pens/pencils
skills are used to enhance professional and other
work outcomes and in relationship office
accordance with prevailing supplies and
industrial systems and materials
practices.  organization
4. Work is undertaken in a al manuals,
collaborative manner with documents,
colleagues through publications
sharing of information and  organization
ideas and working al data
together on work systems
outcomes in accordance  publications,
with the prevailing newsletters
industrial and employee of relevant
relations systems and authorities
practices.
5. Feedback on managing
work and professional
relationships is obtained
from clients and
colleagues and is
evaluated and acted upon.
LO4. PERFORM A CLIENT-FOCUSED APPROACH TO WORK

Criteria Methods
1. Clients and their  Oral

needs and  the diversity of  Handouts or  Lecture/discus questioning
expectations clients, client reference sion  Written
form the basis for needs, client materials/bo  Demonstration examination
developing expectations for oks on the /application  Demonstration
effective work vocational above  Oral
practices and education and stated presentation
outcomes in training services contents
accordance with  relevant legal  PC/printer
operational limits. and policy or
2. Effective requirements, laptop/printe
communication codes of r with
strategies are practice, national internet
developed, standards and access
utilized,  effective  Bond paper
established and communication  Ball
maintained in strategies pens/pencil
accordance with  client satisfaction s and other
client evaluation office
relationships. process supplies
3. Processes for and
evaluating and materials
improving client  Organizatio
satisfaction are nal
developed and manuals,
built in documents,
accordance with publications
work practices  Organizatio
nal data
systems
 Publications
,
newsletters
of relevant
authorities
UNIT OF COMPETENCY : FOSTER AND PROMOTE AN INCLUSIVE LEARNING

CULTURE
MODULE TITLE : FOSTERING AND PROMOTING AN INCLUSIVE LEARNING

CULTURE
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

Criteria Methods
 Oral
1. Individual  Individual differences  Handout  Lecture/ questioning
differences and  Clients with particular s or discussion  Written
clients with needs referenc  Demonstration/ examination
particular needs  The principles e application  Demonstration
are acknowledged, underpinning inclusivity material  Oral
respected and and how to integrate s/books presentation
valued in them into work on the
accordance with practices above
existing work  Ethical and inclusive stated
practices and behaviors expected of contents
learning culture. professional  PC/print
2. Personal relationships with er or
perceptions and clients and colleagues laptop/pr
attitudes about  Sources of information inter with
difference are to support inclusive internet
examined and practices access
revised to improve  Availability and types of  Bond
communication supports for clients with paper
and specific needs  Ball
professionalism in  Relevant policies, legal pens/pe
accordance with requirements, codes of ncils and
existing work practice on: other
practices and office
 Disability,
learning culture. supplies
discrimination,
3. Principles and
inclusiveness, human
underpinning material
rights, equal
inclusivity are s
opportunity, racial
integrated into all
discrimination
work practices.
 Duty of care
4. The training
responsibilities
organization’s
access and equity  Access and equity
policy is used in policies
accordance to  Individuals' rights and
work practices. confidentiality are
respected at all times.
LO2. PROMOTE AND RESPOND TO DIVERSITY

Methods
1. The ground rules for  OHS relating  Handouts or  Lecture/  Oral
participation and behavior to the work reference discussion questioni
with colleagues and role/work materials/book  Demonstratio ng
n/
clients are established in context, and s on the above application  Written
accordance with a OHS stated  Oral examinati
cooperative and agreed considerations contents presentati on
process/es. when fostering  PC/printer or on  Demonstr
2. Individuals are and promoting laptop/printer ation
encouraged to express an inclusive with internet
themselves and to learning access
contribute to the work and culture  Bond paper
learning environment in including:  Ball
accordance with a  internal pens/pencils
cooperative and agreed policies and and other
process/es procedures to office supplies
3. Individuals are provided meet OHS and materials
with opportunities to requirements  Risk control
indicate specific needs to  hazards action plan
support their participation commonly
in learning and work in found in the
accordance with a work
cooperative and agreed environment
process/es.  Rules for
4. Relevant research, participation
guidelines and resources and behavior
are accessed to support with colleague
inclusivity in accordance and clients
with existing guidelines  Culture
and procedures. sensitivity
5. Verbal and body
language is sensitive to
different cultures and
backgrounds and
differences in physical
and intellectual abilities
and as appropriate.
LO3. DEVELOP AND IMPLEMENT WORK STRATEGIES TO SUPPORT INCLUSIVITY

Criteria Methods
1. Documented  Oral
resources to  Handouts or  Lecture/discussi questioning
support and guide  Support persons reference on  Written
inclusive practices  Physical materials/boo  Demonstration/ examination
are identified and environment ks on the application  Demonstration
used to inform support needs above stated  Oral
work strategies in  Organizational contents presentation
accordance with work systems,  PC/printer or
existing guidelines practices laptop/printer
and procedures.  Professional with internet
2. Support persons supports access
are identified and  Type of  Bond paper
included in the documented  Ball
work and learning resources pens/pencils
process where and other
appropriate and office
agreed to. supplies and
3. Relevant materials
professional  Workplace
support services or simulated
are identified and area
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.
LO4. PROMOTE A CULTURE OF LEARNING
Assessment Criteria Contents Conditions Methodologie Assessment

s Methods
1. Support and advice is  Handouts or  Oral
provided to colleagues  Opportunities reference  Lecture/ questioning
and clients to for self materials/bo discussion  Written
encourage new and development oks on the  Demonstrati examination
ongoing participation in  Exploring the above stated on/applicati  Demonstrati
accordance with benefits of contents on on
learning opportunities. learning  PC/printer or  Oral
2. The benefits of learning  Supporting laptop/printer presentation
are explored with and advising with internet
colleagues and clients colleague and access
in accordance with a clients  Bond paper
culture of learning.  Pathways for  Ball
3. Learning and self pens/pencils
competency development and other
achievement is and future office
recognized and learning supplies and
rewarded in accordance  Culture of materials
with the work and/or learning  Risk control
learning environment. action plan
4. Opportunities to  OHS
develop own and others documentati
generic skills are ons
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.
LO5. MONITOR AND IMPROVE WORK PRACTICES

Criteria Methods
 Oral
1. Effective work  Effective work  Handouts or  Lecture/discus questioning
practices to practices reference sion  Written
enhance  How to improve materials/bo  Demonstration examination
inclusivity and a work practices oks on the /application  Demonstratio
learning culture  Strategies and above  Oral n
are identified in policies to stated presentation
accordance support contents
with the work inclusivity  PC/printer
and/or learning  Documenting or
environment. changes to laptop/printe
2. Conscious strategies and r with
actions are policies internet
taken to modify access
and improve in  Bond paper
accordance  Ball
with work pens/pencil
practices. s and other
3. Strategies and office
policies to supplies
support and
inclusivity are materials
regularly  Risk control
reviewed in action plan
accordance  OHS
with continuous documentati
improvement of ons
work
processes.
4. Proposed
changes to
relevant
strategies and
policies are
documented
and reported in
accordance
with
organizational
structure.
UNIT OF COMPETENCY : ENSURE A HEALTHY AND SAFE LEARNING ENVIRONMENT
MODULE TITLE : ENSURING A HEALTHY AND SAFE LEARNING

ENVIRONMENT
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
Criteria Methods
1. The purpose and  relevant policies, legal  Handouts or  Lecture/  Oral questioning
approaches of requirements, codes of reference discussion  Written
OHS in the practice and national materials/books  Demonstration examination
learning  legislative requirements on the above /application  Demonstration
environment are for information and stated contents  Oral
defined in consultation relevant to  PC/printer or presentation
accordance with safety laptop/printer
OHS standards  legislative requirements with internet
2. Documentation for record keeping access
outlining the OHS related to OHS  Bond paper
legal  legislative requirements  Ball pens/pencils
responsibilities of for safe workplaces and other office
the various parties  OHS roles and supplies and
in the learning responsibilities of materials
environment is employers, the training/  OHS regulatory
accessed, read trainers/facilitators, manuals and
and interpreted in learners and/or documents
accordance with candidates, managers  Industry code of
OHS standards and supervisors practices
3. Organizational  duty of care obligations manuals
OHS for training and/or
documentation is trainers/facilitators
identified and  basics of a systematic
accessed in approach to OHS
accordance with
 sources of information
standard operating
on OHS requirements
procedures
relevant to the specific
industry where learning
will take place
 organizational OHS
documentation
including policies,
procedures and risk
control strategies
LO2. IDENTIFY HAZARDS IN THE LEARNING ENVIRONMENT
Criteria Methods
1. Sources of information  Oral

are researched and  Hazards and  Lecture/ questioning
accessed to identify risks in the discussion  Written
hazards common specific  Handouts or  Demonstration/ examination
within the industry in industry where reference application  Demonstrati
which the learning will learning will materials/books  Oral on
take place. take place on the above presentation
2. Learning environment  common risk stated contents
is inspected prior to control  PC/printer or
use in consultation strategies laptop/printer
with various parties in applicable to with internet
order to identify the industry access
hazards where learning  Bond paper
3. Any specific OHS and/or will take  Ball pens/pencils
needs of learners place and other office
and/or candidates are  hierarchy of supplies and
in accordance with control as it materials
OHS standards. applies to risks  Workplace or
4. Any potential hazards encountered in simulated
created by learners the learning environment
and/or candidates with environment
specific needs are  knowledge of
identified in the learning
accordance with OHS environment
standards. sufficient to be
5. Personal limitations able to identify
and responsibilities in hazards and
identifying hazards are conduct simple
recognized and risk
specialist advisers are assessment
consulted in
accordance with OHS
standards.
LO3. ASSESS RISKS IN THE LEARNING ENVIRONMENT

Criteria Methods
1. Likelihood of  Oral
injury as a result  the diversity of  Handouts or  Lecture/discuss questioning
of exposure to clients, client reference ion  Written
identified hazard/s needs, client materials/bo  Demonstration/ examination
is assessed in expectations for oks on the application  Demonstration
accordance with vocational above stated  Oral
OHS standards. education and contents presentation
2. Severity of any training services  PC/printer or
potential injury,  relevant legal and laptop/printer
illness or policy with internet
negative/adverse requirements, access
outcome arising codes of practice,  Bond paper
from the identified national standards  Ball
hazard is and pens/pencils
assessed for risk  effective and other
in accordance communication office
with OHS strategies supplies and
standards.  client satisfaction materials
3. Hazards are evaluation  Organization
prioritized for process al manuals,
action in documents,
consultation with publications
various parties in  Organization
accordance with al data
OHS standards. systems
4. Personal  Publications,
limitations in newsletters
assessing risks of relevant
are recognized authorities
and specialist
advisers are
consulted in
accordance with
OHS standards
LO4. DEVELOP AND IMPLEMENT ACTIONS TO ENSURE THE HEALTH
SAFETY AND WELFARE OF LEARNERS AND/OR CANDIDATES

Criteria Methods
 Risk control and  Oral

1. Risk controls are hierarchy  Handouts or  Lecture/discus questioning
developed based  Risk control reference sion  Written
on the hierarchy action plan materials/  Demonstration examination
of control in  Procedures in books on /application  Demonstration
accordance with formulating risk the above  Oral
OHS standards. action plan stated presentation
2. Risk control  Risk control contents
action plan is responsibilities of  PC/printer
identified and trainer/facilitators or laptop/
accessed or  Standards for printer with
formulated in determining risk internet
consultation with control best access
various parties. practices  Bond paper
3. Actions within the
 Monitoring  Ball
control and pens/pencil
learners/candidat
responsibility of s and other
es knowledge
the office
and skills level or
trainer/facilitator supplies
experiences
are implemented and
in accordance materials
with OHS  Workplace
standards. or simulated
4. Outstanding risk environment
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.
LO5. PROVIDE APPROPRIATE OCCUPATIONAL HEALTH AND SAFETY (OHS)
REQUIREMENTS TO LEARNERS AND/OR CANDIDATES

Criteria Methods
1. Learners and/or  Purpose of OHS Students/  Oral

candidates are  OHS approaches trainees  Lecture/ questioning
provided with  OHS must be discussion  Written
appropriate requirements provided  Demonstration examination
information  Type of PPE and with the /application  Demonstration
related to OHS. applications following:  Oral
2. Learners and/or presentation
candidates are
assessed for  Handouts or
knowledge of reference
OHS materials/
requirements. books on
3. Learners and/or the above
candidates are stated
supplied with contents
personal  PC/printer
protective or laptop/
equipment in printer with
accordance with internet
OHS standards access
 Bond paper
 Ball pens/
pencils and
other office
supplies
and
materials
 OHS
manuals
LO6. MONITOR OCCUPATIONAL HEALTH AND SAFETY (OHS) ARRANGEMENTS IN
THE LEARNING ENVIRONMENT

Criteria Methods
1. Achievement Students/  Oral

against the risk  Hazards and trainees  Lecture/ questioning
control action accident must be discussion  Written
plan is reporting provided  Demonstration examination
monitored and procedures with the /application  Demonstration
any issues  Organizational following:  Oral
addressed as OHS presentation
appropriate. documentations  Handouts
2. The  Risk control or
effectiveness monitoring reference
and reliability of materials/
existing risk books on
controls are the above
confirmed with stated
relevant parties. contents
3. Effective hazard  PC/printer
and incident or
reporting and laptop/print
investigation er with
processes are internet
confirmed on a access
continuing  Bond paper
basis.  Ball
pens/pencil
s and other
office
supplies
and
materials
 Risk
control
action plan
 OHS
documenta
tions
UNIT OF COMPETENCY : MAINTAIN AND ENHANCE PROFESSIONAL PRACTICE
MODULE TITLE : MAINTAINING AND ENHANCING PROFESSIONAL

PRACTICE
to manage the personal professional performance and to take
responsibility for own professional development in relation to the
provision of training and services.
QUALIFICATION LEVEL :
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

Criteria Methods
1. Personal Students/  Oral

performance is  organizational trainees  Lecture/ questioning
consistent with goals/objectives must be discussion  Written
the  organizational provided  Demonstration examination
organization’s processes, with the /application  Demonstration
goals and procedures and following:  Oral
objectives. opportunities presentation
2. Appropriate relating to
professional professional  Handouts
techniques and development or
strategies are  a range of reference
patterned in continuous materials/b
accordance with improvement ooks on the
existing techniques and above
organizational processes and stated
policies and their application contents
guidelines.  ethical and  PC/printer
3. Personal work inclusive or
goals and plans practices laptop/print
reflect individual  standards/princi er with
responsibilities ples, internet
and ethnical/inclusiv access
accountabilities e principles and  Bond paper
in accordance practices  Ball
with pens/pencil
organizational/le s and other
gal office
requirements. supplies
4. Ethical and and
inclusive materials
practices are  Organizatio
applied in nal goals,
professional policies,
practice and in and
accordance with guidelines
existing handbooks/
organizational manuals
policies and 
guidelines.
LO2. DETERMINE PERSONAL DEVELOPMENT NEEDS

Methods
1. Personal knowledge and  Social and Students/  Oral

skills are assessed education trainees  Lecture/ questioning
against units of trends and must be discussion  Written
competency and other changes provided  Demonstration/
examination
application
relevant benchmarks in impacting with the  Demonstration
accordance with the following:  Oral
on the
presentation
development needs and vocational
priorities. education
2. Changes in vocational and training  Handouts
education, training policy environment or
and operating , for reference
environments are example: materials/
identified in accordance o policy books on
with the impact on changes the above
professional practice and o technologic stated
personal development al changes contents
needs. o cultural  PC/printer
3. Feedback from changes or
colleagues and clients is o economical laptop/prin
identified and used in changes ter with
accordance with  Future internet
personal learning career access
needs/areas of options  Bond
professional  Personal paper
development. developmen  Ball
4. Future career options t needs pens/penc
are identified as ils and
appropriate. other
5. Personal learning needs office
are documented and supplies
updated in accordance and
with existing policies and materials
procedures.
6. Personal development
needs are discussed
with relevant personnel
for inclusion in
accordance with the
professional
development plan.
LO3. PARTICIPATE IN PROFESSIONAL DEVELOPMENT ACTIVITIES

Methods
1. Development  Development Students/  Oral

opportunities suitable to opportunities trainees  Lecture/ questioning
personal learning style/s  Networks must be discussion  Written
are selected and used relevant to provided  Demonstration/
examination
professiona application
in accordance with with the  Demonstration
continuous support of l practice following:  Oral
learning and  Types and presentation
maintenance of current availability
professional practice/s. of training  Handouts
2. Professional networks developme or
are participated in nt activities reference
accordance with and materials/
continuous support of opportuniti books on
learning and es the above
maintenance of current  Networking stated
professional practice/s. technology contents
3. Own performance and  PC/printer
professional or
competency is laptop/prin
continuously improved ter with
through engagement in internet
accordance with access
professional  Bond
development activities. paper
4. Technology is used to  Ball
maintain regular pens/penc
communication in ils and
accordance with other
relevant networks, office
organizations and supplies
individuals and
materials
LO4. REFLECT ON AND EVALUATE PROFESSIONAL PRACTICE

Methods
 Relevant
1. Developments and trends policies, Students/
impacting on professional legislation, trainees  Lecture/  Oral
practice are researched codes of must be discussion questioning
and integrated in practice and provided  Demonstration/  Written
accordance with work national with the application
examination
following:  Oral
presentation  Demonstration
performance. standards for
2. Feedback from example:  Handouts
colleagues/clients is used o Training or
to identify and introduce Packages, reference
improvements in competency materials/
accordance work standards, books on
performance. other the above
3. Innovative and relevant stated
responsive approaches benchmarks contents
for improving professional o licensing  PC/printer
practice are identified and requirements or
used in accordance with o industry/work laptop/print
continuous support to place er with
improve techniques and requirements internet
processes. o duty of care access
4. Records, reports and under  Bond paper
recommendations for common law  Ball
improvement are  Recording pens/pencil
managed in accordance information s and other
with the organization’s and office
systems and processes. confidentiality supplies
requirements and
 Anti- materials
discriminatio  Relevant
n including policies,
equal legislations
opportunity, , code of
racial practice
vilification
and disability
discrimination
 Workplace
relations
 Industrial
awards/enter
prise
agreements
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
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

Methods
Students/
1. Features and benefits of  Basic trainees  Lecture/  Oral
training programs are arithmetic – must be discussion questioning
identified and analyzed four provided  Demonstration/  Written
based on financial and fundamental with the application
examination
customer requirements operations following:  Oral
2. Cost components are  Basic cost presentation  Demonstration
analyzed to determine accounting
those which deliver the and  Handouts
desired training features bookkeeping or
and benefits  Basic reference
3. Wastages or excesses training materials/
are determined for methodology books on
possible reduction or including the above
elimination training stated
4. Variances in training costs and contents
performance and results benefits  PC/printer
are studied to determine  Training or
good and bad practices system laptop/prin
5. Planned performance is evaluation ter with
compared with actual concepts internet
performance to identify  Positive access
future enhancements in work traits  Bond
conduct of training and values paper
6. Cost reduction and (attention to  Ball
control measures that do detail, pens/penc
not impact greatly on persistence, ils and
training results are cost- other
recommended consciousn office
7. Usage of training ess, safety- supplies
resources is analyzed for and time- and
optimization or reduction consciousn materials
ess, quality-  Training
consciousn program/c
ess) urriculum
offering
LO2. MONITOR CONDUCT AND RESULTS OF TRAINING

Methods
Students
1. Simple formative and  Training /trainees  Lecture/  Oral
summative evaluations evaluations must be discussion questioning
of training are done to methods provided  Demonstration/  Written
evaluate achievement  Best with the application
examination
of learning outcomes  Oral
practices in following
2. Quality training TVET :
programs are monitored training
and noted/documented  Relevant
for best practices and training  Handouts
results replication data or
3. Benefits and returns on  Methods of reference
training investments are collecting materials/
studied using relevant data on books on
data training the above
4. Cost-effective training investment stated
programs are identified  Documenta contents
and recommended for tion of cost-  PC/printe
documentation, effective r or
replication and further training laptop/pri
enhancement. programs nter with
internet
access
 Bond
paper
 Ball
pens/pen
cils and
other
office
supplies
and
materials
 Sample
training
programs
 Data on
training
investme
nt
LO3. PROMOTE AWARENESS OF COSTS AND BENEFITS OF TRAINING

Criteria Methods
1. Benefits of training  Benefits and Students/

as investment returns on trainees must  Lecture/  Oral
rather than cost training be provided discussion questioning
center are investment with the  Demonstration/  Written
application
explained and  Relevant following: examination
 Oral
stressed to training data
trainees, fellow  Economy on the
trainers and use of training  Handouts or
administrators resources reference
where applicable  Documentations materials/book
2. Economy in use of of best practices s on the above
training supplies in using training stated
and materials and resources contents
care in use of  PC/printer or
training equipment laptop/printer
and facilities are with internet
stressed access
continually  Bond paper
3. Model/best  Ball
practices in pens/pencils
optimum and and other
judicious use of office supplies
training resources and materials
are documented,  Relevant
practiced and information
demonstrated benefits and
returns of
training
investment
 Relevant
training data
 Workplace or
simulated
environment
UNIT OF COMPETENCY : DEVELOP AND PROMOTE UNDERSTANDING OF
GLOBAL LABOR MARKETS
MODULE TITLE : DEVELOPING AND PROMOTING UNDERSTANDING OF

GLOBAL LABOR MARKETS
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

Criteria Methods
1. Relevant and  Accessing Labor Students/  Oral

reliable sources of market trainees  Lecture/ questioning
labor-market information must be discussion  Written
information (LMI) are  Labor-market provided  Demonstration/ examination
application
identified and paradigm with the  Demonstration
 Oral
accessed based on  Supply side – following:
presentation
needs TVET providers
2. Global and local and schools,
relevance of labor- communities  Handouts
market (LM) trends  Demand side – or
are studied and employers reference
analyzed for their (government and materials/
implications in the private sector) books on
labor and training  Labor the above
market requirements stated
3. Relevant events, variations and contents
including positions seasonality in the  PC/printer
and interests of LM or
trainees, clients and  TVET sector laptop/print
training providers knowledge – work er with
are studied and regime, systems, internet
considered in the technologies and access
design and delivery unique aspects  Bond paper
of training relevant to sector  Ball
or geographic pens/pencil
area s and other
 Profile of TVET office
sector supplies
stakeholders, and
opinion leaders materials
and major players  Labor
 Legislations and market
regulations that information
impact on the resources
TVET sector
 Events and trends
that have shaped
the global labor
market over time
LO2. ASSESS NEW DEVELOPMENTS

Criteria Methods
Students/
trainees  Oral
1. Emerging issues of  Labor market must be  Lecture/ questioning
potential significance information provided discussion  Written
to the local and assessment with the  Demonstration examination
global labor markets process following: /
 Demonstration
application
are identified and  TVET sector  Oral
studied knowledge – work  Handouts or presentation
2. Research findings regime, systems, reference
are assessed for technologies and materials/bo
significance to the unique aspects oks on the
technical and relevant to sector above
vocational education or geographic stated
and training (TVET) area contents
sector  Profile of TVET  PC/printer
3. Opportunities and sector or
risks of new laptop/printe
stakeholders,
developments are r with
opinion leaders internet
identified and and major players access
assessed  Legislations and  Bond paper
4. Views of trainees, regulations that  Ball
training providers impact on the pens/pencils
and other TVET sector and other
stakeholders are  Events and trends office
identified and that have shaped supplies and
assessed for their the global labor materials
potential benefit or market over time  Labor
impact market
 Trends in information
5. Where necessary customer
responses and resources
expectations and
strategies for LM buying patterns
threats and  Positive work
opportunities are values
developed in (proactiveness,
consultation with practicality,
other TVET partners results and
6. New and emerging service
concepts, orientation,
technologies, quality-
products and consciousness)
processes are noted
and evaluated based
on their implications
for the TVET and
labor market
LO3. UTILIZE LABOR MARKET INFORMATION TO BEST EFFECT

Criteria Methods
Students/tra  Oral
1. Awareness of LM  Events and inees must  Lecture/ questioning
situation and related trends that be provided discussion  Written
concerns are have shaped with the  Demonstration examination
promoted through the global labor following: /
 Demonstration
application
talks, lectures and market over  Oral
other training time presentation
 Handouts or
opportunities  Trends in
reference
2. Relevant information customer
materials/bo
on LM and new expectations
oks on the
technologies are and buying above
incorporated in the patterns stated
curriculum and  Positive work contents
during the training values
 PC/printer
3. Mention/Presentatio (proactiveness,
or
ns of LMI and practicality,
laptop/printe
trends are made results and
r with
during meetings, service
internet
fora and training orientation,
access
situations using quality-
 Bond paper
language and consciousness)
delivery styles  Ball
adapted to the pens/pencil
audience s and other
4. Where necessary, office
responses and supplies
strategies to global and
labor-market materials
developments are  Access to
developed and LM
recommended using information
analytical tools and  Workplace
current LMI or simulated
environment
MODULES OF INSTRUCTION
CORE COMPETENCIES
UNIT OF COMPETENCY : PLAN TRAINING SESSION
MODULE TITLE : PLANNING TRAINING SESSION
MODULE DESCRIPTOR : This unit covers the knowledge, skills and attitude in
planning a training session. It includes identifying learner’s
requirements, preparing session plan, preparing basic
instructional materials and organizing learning and
teaching resources.
Upon completion of the module the trainees/students should be able to:
LO1. Identify learner’s training requirements
LO2. Prepare session plan
LO3. Prepare instructional materials
LO4. Prepare assessment instruments (Institutional)
LO5. Organize learning and teaching resources

LO1. IDENTIFY LEARNER’S TRAINING REQUIREMENTS

Criteria Methods
1. Curriculum  Context of  Competenc  Lecture  Written

documents is competency y standard  Video  Interview/
reviewed and standard and the and presentation questioning
analyzed for competency competency  Group
training based curriculum based discussion
purposes  Pre-training curriculum
2. Current evaluation  Occupation
competencies  Different types of al health
of target group target groups and safety
are determined  Trainees guidelines
3. Competencies characteristics  Personal
required to be  Comparative computer
attained are study of current  Training kit
compared with competencies of
current trainees with the
competencies existing
of target group Competency
4. Results of Standards
comparison is  Training
used to resources
determine  Appropriate
training training validation
requirements group and training
5. Training linkages
requirements
are validated
with appropriate
people.
LO2. PREPARE SESSION PLAN

Criteria Methods
1. Instructional  Standard  Competency  Lecture  Written/oral

blueprint is Procedures on standard  Computer examination
developed how to adapt  Competenc aided  Interview
2. Training the relevance of y based instruction
delivery modes the competency curriculum  Discussions
are identified standards to the  Supplies
appropriate for session plan and
the training content materials/tra
3. Training  Developing ining Kit
methods that Learner  Personal
pertains to the Engagement computer
required Plan (LEP)  LEP
competencies  Developing template
are addressed Instructional
4. Sequence of Blueprint (IB)
training  Preparation of
activities are Session Plan
determined  Different types
based on of training
competencies delivery modes
standards and
5. Resources to methodology
support training  Assessment
are identified methodology
6. Session plan is  Training
finalized resources
according to
 Skills in
required format
operating
personal
computer.
LO3. PREPARE INSTRUCTIONAL MATERIALS

Criteria Methods
 Sample  Lecture  Written/oral

1. Instructional  Understanding information  Video examination
materials are on the sheet/job presentation  Interview
prepared and development sheet/opera  Computer  Demonstration
focused on a key competency tion sheet. based
concept or idea based learning  Learning learning
related to work materials. guide. (e-learning)
activity.  Types of  Non-print
2. Text and instructional and print-
illustrations are materials based
made clear and  Development of materials.
legible information  Personal
appropriate for sheet, jobs computer
the training sheet and and Multi-
requirements of operation sheet media
the trainees  Learning Guides
3. Languages, style
and format of the
materials are
appropriate for
the trainees
characteristics
and needs
LO4. PREPARE ASSESSMENT INSTRUMENTS (INSTITUTIONAL)

Criteria Methods
 Lecture
 Video
1. Relevant modules of  Evidence  Information presentation  Written/oral
instruction are guide sheet/job  Writeshop examination
identified, read and  Ways of sheet/opera  Interview
interpreted to identify gathering tion sheet
required evidence evidence  Learning
2. Evidence  Evidence guide.
requirements are gathering  Evidence
determined which will process, plan/guide
show full coverage of methods  Personal
the training module to and tools computer
be assessed and  Skills in  Supplies
consistent to the gathering and
performance of the evidence materials for
training activities  Application institutional
3. Suitable assessment of various assessment
methods are assessment
identified which are method
appropriate with the  Understandi
learning outcome of ng
the module of competency
instruction. assessment
4. Assessment instrument
instrument are developmen
prepared in t
accordance with the
content and learning
outcome specified
under the
assessment criteria
of the module of
instruction.
5. Assessment
instruments are
checked for validity,
fairness, safety and
cost effectiveness.
LO5. ORGANIZE LEARNING AND TEACHING RESOURCES

Criteria Methods
1. Resources  Training  Classifications  Lecture  Written/oral

required for resources /types of  Hands-on examination
training are planning and training  Video  Interview
checked for organizational resources presentation
availability skills.  Inventory/
2. Appropriate  Characteristic of list of
training training locations available
locations/venue and or venue training
are identified  Training resources
and arranged supplies and  Different
according to materials training
training needs management resources
3. Training skills forms and
resources  5S for training documents
requirements locations and
are teaching/learnin
documented g resources
and access is  Inventory of
arranged in training
accordance resources
with
organization
procedures and
appropriate
staff.
UNIT OF COMPETENCY : FACILITATE LEARNING SESSION
MODULE TITLE : FACILITATING LEARNING SESSION
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitude
required of a learner in order to deliver Competency-
Based Training learning session to individual or group of
learners. It covers the following: prepare training facilities,
conduct pre-assessment, facilitate training session,
conduct competency assessment (formative), and review
and adjust delivery of training session as required.
Upon completion of this module the students/ trainees will be able to:
LO1. Prepare training facilities/resources

LO2. Conduct pre-assessment
LO3. Facilitate learning session
LO4. Conduct competency assessment
LO5. Review delivery of training session
LO1. PREPARE TRAINING FACILITIES/RESOURCES

Criteria Methods
1. Appropriate  Principle of CBT The students/  Group  Written test

training  Characteristics trainees discussion  Demonstration/
facilities/resourc of CBT must be  Simulation questioning
es are prepared  Delivery plans provided  Lecture
based on the  Types of with the  Self–pace
session Learning instruction
requirement. following:
sessions/
2. Learning methodologies
stations are  Different setup
prepared & set- of learning  Training
up according to stations resources
learning appropriate for o Reference
activities. different s (books)
3. Tools and activities o Audio/vide
equipment are  Training facilities o materials
prepared and and resources o Modules/M
set-up  Gathering and anuals
according to consolidating o Tools
learning materials/resour o Materials
activities ces needed for /consumab
the session. les
 Procedures in
preparing and
lay outing  Training
appropriate tools facilities/ar
and equipment ea
necessary for o Work
the session stations
o Equipment
/machines
o Furniture/fi
xtures
LO2. CONDUCT PRE-ASSESSMENT

Criteria Methods
1. Pre-assessment  RPL theories  Pre-  Group  Written test

instruments are and principles assessment discussion  Demonstration
prepared in  Learning theories instruments  Simulation /questioning
accordance with  Learning styles  Learners  Lecture
the number of  Principle of adult profile  Self-learning
learners. learning  Pencils/ball instructions
2. Contents and  Methods of pen
procedures of conducting pre-  Reference
pre-training assessment books
assessment are  Types of pre-  Pre-
explained assessment assessment
according to instruments guidelines
guidelines.  Learners profile  Learners/
3. Evidence is
 Procedures in students
gathered using
conducting pre-
the assessment
assessment
tools specified in
 Pre-assessment
the evidence
results
plan.
validations
4. Evidences are
evaluated and  Pre-assessment
feedback is documentations
discussed based
on the results of
the pre-training
assessment.
5. Current
competencies
and prior learning
are determined
and credited.
6. Characteristics
and profile of
learners are
established.
LO3. FACILITATE LEARNING SESSION

Criteria Methods
The
students/trai
 Principle of CBT nees must  Lecture/group  Written test
1. CBT delivery  Principle of adult discussion  Demonstration
be provided
system is learning  Simulation /questioning
with the
explained to the  Utilizing session  Self-learning
learners plan following: instruction
2. Appropriate  Training
training methods methodologies  Training
are used based /delivery resources
on the level and techniques for o References
characteristics of face-to-face (books)
the learners. delivery o Audio/video
3. Learning session materials
 Types of learners
is conducted o Modules/Ma
/behavior
according to nuals
/learning style
session plan o Tools
 Learners
4. Learners are o Materials
monitoring
assisted to /consumabl
mechanism
achieve session es
 Feed backing o Student
outcomes. and feedback
5. Enough progress
mechanism monitoring
opportunities to
 Procedures in instruments
participate in the
facilitating o Feedback
session are
training session mechanism/
provided for the
(CBT) instruments
learner
 Record-  Training
6. Works and
management facilities
learning activities
systems and /area
are monitored
reporting o Work
based on training
requirements stations
plan.
7. Feedbacks are  Recognition and o Equipment/
provided to resolution of machines
improve learner’s inappropriate o Furniture/fix
competence. behavior tures
8. Learners records  Students/le
are maintained arners
and stored
according to
institutional
policy
LO4. CONDUCT COMPETENCY ASSESSMENT

Criteria Methods
1. Competency  Principle of The students/  Lecture/group  Written test

assessment competency – trainees discussion  Demonstration
procedures is based training must be  Simulation
explained to the and assessment provided  Self-learning
learners o reporting of instruction
according to with the
competency-
guidelines based following:
2. Competency assessment
assessment o competency
tools, materials standards as the
 Training
and equipment basis of
resources
are provided to qualifications
o Competenc
the learners. o the principles of
y
3. Evidences are competency-
Assessment
gathered and based
tools
documented assessment
o Tools
using relevant  Competency
o Materials
assessment tools Assessment
/consumabl
4. Appropriate guidelines
es
feedback  Procedures in
mechanism is  Training
conducting
used to inform facilities
competency
learner of his/her /area
assessment
o Work
progress  Developing stations
5. Assessment competency
results are o Equipment/
assessment tools machines
documented and  Types of learners
records are and o Furniture/fix
/candidates tures
kept in  Assessment
according to  Students/ca
results ndidates
guidelines documentations
and record
keeping
 Feed backing
and feedback
mechanism
LO5. REVIEW DELIVERY OF TRAINING SESSION

Criteria Methods
 Methods of The students/  Group  Written test

1. Appropriate Training session trainees discussion  Demonstration
training session review and must be  Simulation
evaluation evaluation provided  Lecture
instruments are techniques
with the  Self-learning
used.  Data collection instruction
2. Interpretations methods following:
are made on the  Feed backing
results of training and feedback
session mechanism  Training
evaluation.  Procedures in resources
3. Adjustments on conducting o Competency
training session training Assessment
are made based evaluation tools
on the results of  Evaluation and o Tools
evaluation. revision o Materials
techniques /consumabl
 Adjusting training es
sessions delivery  Training
facilities
/area
o Work
stations
o Equipment/
machines
o Furniture/fix
tures
 Students/
learners
UNIT OF COMPETENCY : UTILIZE ELECTRONIC MEDIA IN FACILITATING
TRAINING
MODULE TITLE : UTILIZING ELECTRONIC MEDIA IN FACILITATING

TRAINING
MODULE DESCRIPTION : This module covers the knowledge, skills and attitude
required in an advance training environment using
electronic media as a means in facilitating training,
including operation and maintenance of the equipment.
PRE-REQUISITES : Before going through this module learners should already

be able to operate computers.
LO1. Present a lesson through direct video footage/capture
LO2. Present lesson via film viewing method
LO3. Utilize computer and multimedia technology to present a lesson

LO1. PRESENT LESSONS THROUGH DIRECT VIDEO FOOTAGE/CAPTURE

Criteria Methods
 Focused group
1. Equipments are  Safety handling  Electronic discussion  Demonstration
inspected for of electronic media  Guided  Oral
safe working equipment equipment learning and questioning
condition and  Basic o Video exploration  Written
normal operation maintenance of camera and  Peer teaching examination
in-line with electronic recording  Role playing
manufacturer’s equipment media (i.e.,
user guide.  Procedure in tape, disc)
2. Set-up of interconnecting o Video
equipment is video camera, monitor/LC
performed in P/A system and D projector
accordance with video o P/A
connection monitor/LCD Systems
guide, safety projector (including
practices and  Procedure audio
presentation operating video mixers/
requirements. camera audio
3. Equipment is  Tips and tricks in amplifies/
operated based video shooting microphone
on presentation  Procedure in s/ speaker
requirements and operating P/A system)
operation system  Equipment
manual.  Pros and cons of guide and
4. Presentation of presenting a user
lesson is lesson via direct manuals
executed through video  Interconnect
direct video footage/capture ion guide
footage/capture
 Techniques in  Connection
and in-line with cables
demonstrating a
session plan.  Lighting
performance in
5. Equipment is equipment
front of a
stored in
camera.
accordance with
standard
operating
procedure
LO2. PRESENT LESSON VIA FILM VIEWING METHOD

Criteria Methods
1. Equipments are  Procedure in Trainees  Focused  Demonstration

inspected for safe interconnecting must be group  Oral
working condition player(VHS/VC provided with discussion questioning
and normal D/DVD), P/A the following:  Guided  Written
operation in-line system and learning and examination
with Video exploration
manufacturer’s Monitor/LCD  Peer
user guide. Projector  Electronic teaching
2. Set-up of  Procedure in media  Role playing
equipment is operating equipment
performed in player(VHS/VC o Player
accordance with D/DVD) (VHS/VCD/D
connection guide,  Pros and cons VD)
safety practices of presenting o Video
and presentation lesson via film monitor/LCD
requirements. viewing method projector
3. Equipment is  Techniques in o P/A systems
operated based on effective (including
presentation utilization of film audio mixers/
requirements and viewing method audio
operation manual. in teaching. amplifies/
4. Learners are microphones/
oriented prior to speaker
film viewing in-line system)
with the expected  Equipment
outcome of the guide and
lesson. user manuals
5. Strategies to  Interconnection
ensure that the guide
learner will learn  Connection
important cables
information from
the movie are
implemented in-
line with session
plan.
6. Equipment is
stored in
accordance with
standard operating
procedure.
LO3. UTILIZE COMPUTER AND MULTIMEDIA TECHNOLOGY TO PRESENT
A LESSON

Criteria Methods
1. Equipments are Trainees must  Focused group  Demonstration

inspected for safe  Procedure in be provided discussion  Oral
working condition interconnecting with the
 Guided Questioning
and normal player(VHS/VCD/ following:
operation in-line DVD), P/A system
learning and  Written
with manufacturer’s and video exploration examination
user guide. monitor/LCD  Electronic  Computer
2. Set-up of projector media aided
equipment is  Basic equipment instruction
performed in maintenance of o Personal  Peer teaching
accordance with personal computer  Role playing
connection guide, computer with internet
safety practices and  Psychological connection
presentation perception in o LCD
requirements. learning projector
3. Equipment is  Techniques in o P/A Systems
operated based on effective (including
presentation presentation audio mixers/
requirements and using digital audio
operation manual. slides amplifies/
4. Teacher-centered  Techniques in microphones/
presentation of a effective speaker
lesson is executed utilization of system)
using a computer computer aided  Equipment
and in-line with learning guide and
session plan. resources user manuals
5. Learner-centered  Techniques in  Interconnecti
presentation of a utilizing world on guide
lesson is executed wide web in  Connection
using a computer teaching cables
and in-line with
session plan.
6. Strategies to
ensure that the
learner will learn
important
information from the
movie are
implemented in-line
with session plan.
7. Equipment is stored
in accordance with
standard operating
procedure.
UNIT OF COMPETENCY : SUPERVISE WORK-BASED LEARNING
MODULE TITLE : SUPERVISING WORK-BASED LEARNING
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes
required in order to supervise work-based learning
process. This approach ensures learning through work
activities, strategies and to support workplace learning and
work-based monitoring.
Upon completion of the module the participants/trainees should be able to:
LO1. Establish training requirements for trainees
LO2. Monitor work-based training
LO3. Review and evaluate work-based training effectiveness

LO1. ESTABLISH TRAINING REQUIREMENTS FOR TRAINEES

Criteria Methods
1. Relevant policies and  Policies and The  Hands-on  Interview

guidelines are guidelines of participants/  Discussions  Demonstration
accessed and work-based  Practical with oral
trainees must performance
interpreted to guide learning questioning
be provided with
the development of  Organizational  Written test
work-based the following:
change
arrangements;  Laws on gender
2. Goals for learning of advocacy and
trainees are identified development  Policies and
and discussed with  Goals and guidelines in
relevant personnel; objectives of work-based
3. Training plan is work-based learning
prepared in learning  Training plans
accordance with  Processes  Work-based
agreed outcomes; involved in supplies and
4. Training schedule is work-based materials
developed , learning
discussed and  Work-based
 Training plan, tools and
agreed with relevant training
personnel; equipment
schedules and  First aid kits
5. Orientation and outcomes
Support Mechanism  PPEs
 Staff and
are identified and relevant
arranged according personnel in
to the needs of the work-based
trainees; learning
6. Availability of
 Support
materials is
Mechanism
confirmed with
 Budgetary
relevant personnel
requirements ,
within the budget
supplies and
requirement;
materials
7. The objectives for
undertaking work-
based training and
the processes
involved are
explained to the
trainees.
LO2. MONITOR WORK-BASED TRAINING

Criteria Methods
1. Visits to work-  Details for The  Case study  Demonstration

based training structured work- participants/  Discussion with oral
venue are based learning trainees  Group questioning
conducted in  Competencies must be activities  Written test
accordance with covered in the
trainers provided
work-based
qualification learning with the
requirements and  OHS guidelines following:
to ensure that in the workplace
training environment  Company/w
arrangement are  Monitoring orkplace
met; techniques and policies and
2. Trainees strategies procedures
progress is  Logistics and  OHS
monitored and documentations guidelines
recorded against and PPE’s
 Feedback
training plan and mechanism  Demonstrati
contingencies on and
 Progress chart
are address; observation
3. Work s forms
performance are  Progress
observed and reports
alternative  Feedbacks
approaches are  Completion
suggested; report of
4. OHS supervised
requirements are work-based
monitored to learning
ensure health,
safety and
welfare of
trainees;
5. Feedback is
provided to
trainees
concerning their
work-based
learning
performance.
LO3. REVIEW AND EVALUATE WORK-BASED LEARNING EFFECTIVENESS

Criteria Methods
1. Work  Review and The  Open forum  Interview

performance and evaluation of the participants/tra  Discussion  Oral
learning policies and inees must be  Action questioning
achievement are guidelines of provided with planning  Written test
analyzed in work-based
the following:  Case studies
accordance with learning
work-based  Review of work-
learning based learning
requirements; achievements  Work-based
2. Trainees are  Review and learning
encouraged to evaluation of policies and
provide feedback goals and guidelines
on their learning objectives of  Post
experience for work-based evaluation
documentation learning form of
purposes  Review and work-based
3. The evaluation of learning
effectiveness of training plans,  Evaluation
work-based contracts and instruments
learning is support
evaluated  Feedback
mechanism and
against the  Feedbacks and
objectives; suggestion
training forms
4. Improvements impressions of
and changes to trainees
work based  Program
learning are evaluation and
recommended recommendation
based on review s
process.  Terminal reports
UNIT OF COMPETENCY : CONDUCT COMPETENCY ASSESSMENT
MODULE TITLE : CONDUCTING COMPETENCY ASSESSMENT
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes in
conducting assessment. It details the requirements for
organizing assessment activities, preparing the candidate,
gathering and evaluating evidence, recording assessment
outcomes and providing feedback.
SUMMARY OF LEARNING OUTCOMES :
LO1. Organize assessment activities
LO2. Prepare the candidate
LO3. Gather evidence
LO4. Make the assessment decision
LO5. Record assessment results
LO6. Provide feedback to candidates

LO1. ORGANIZE ASSESSMENT ACTIVITIES

Criteria Methods
 Lecture
 Workplace  PTQCS  Video  Written
problems and policies and presentati examination
1. Assessment issues guidelines in on  Oral Interview
activities in the Problem/issues and the conduct  Group  Demonstration
workplace, training resolution of discussion
center or  Factors to be assessment
assessment center considered in  Assessment
are identified and organizing orientation
organized in assessment guide
accordance with the activity  Assessment
relevant Evidence  Purpose of documents,
Guide assessment, evidence
2. Resources required orientation, plan/guides
for assessment, as documentation  Assessment
specified in the and appointment Instruments
Evidence Guide and  Proponent of the  Assessors
the assessment assessment guides
tools, are obtained, activity  List of
checked and  Assessors accredited
arranged within a responsibility and assessment
safe and accessible assessor’s guide centers and
assessment
 Assessment assessor
environment.
center’s
3. Cost of assessment
responsibility
and assessment
 Assessment
process are checked
resources, tools
to ensure
and assessment
compliance with
packages/instrum
organizational policy
ents
and procedures.
4. Appropriate  Relevant
personnel are workplace,
informed of the community and
assessment activity school training
in line with center and
organizational policy equipment
 Standard
Operating
Procedures from
community/enterp
rise/industry
LO2. PREPARE THE CANDIDATE

Methods
 Occupational
Health and  Assessment  Lecture  Written
1. The context and Safety forms and  Video test
purpose of Regulations application presentat  Oral
assessment are  Context of forms ion Interview
explained to Assessment  Evidence  Group and
candidates in line with  Competency gathering discussion questioning
the requirements of standards tools  Demonstra
the relevant and  Copy of tion
Assessment Assessment candidate’s
Guidelines. Guidelines guide, self-
2. The needs of the  Evidence assessment
candidates are Guide guide
determined to  Assessment  Copy of
establish any documents Assessment
allowable adjustments and forms tools/packag
in the assessment
 Attendance es
procedures.  Tools,
Sheet
3. Information is
 Self equipment,
conveyed using verbal supplies and
Assessment
and non-verbal materials for
guide
language which
promotes a supportive  Assessment the conduct
and of
assessment assessment
environment. Assessor’s
4. Legal and ethical guide
responsibilities
associated with the
assessment are
explained to the
candidates in line with
the relevant
Assessment
Guidelines.
5. The competency
standards to be
assessed and the
evidence to be
collected are clearly
explained to the
candidate as
contained in the
assessment
guidelines.
LO3. GATHER EVIDENCE

Criteria Methods
 Different forms of  Copy of  Lecture  Written test

1. Evidence is evidence evidence  Video  Oral Interview
gathered using  Ways of gathering presentation  Direct
assessment Gathering tools  Group observation
methods Evidence  Supplies discussion  Demonstration
specified in the  Rules of and material
relevant evidence and  Workplace
Evidence guide dimensions of tools and
2. Evidence is competency equipment
gathered and  Evidence  Pencil,
documented in gathering ballpen,
accordance with process, bond paper
the assessment methods and  Rating
procedures tools sheet
specified in the  Skills in
relevant gathering
Assessment evidence
Guidelines.
 Application of
3. Reasonable
various
adjustments are
assessment
incorporated in
method
the evidence
 Assessment
gathering
packages/tools
procedures,
and Assessment
where
Guidelines
appropriate in
line with the  Assessment
procedures Rating Sheets
detailed in the
Assessment
Guidelines.
4. Evidence is
gathered and
documented
using the
relevant
assessment tools
LO4. MAKE THE ASSESSMENT DECISION

Criteria Methods
The student/
 Rules of trainee must  Written test
Evidence be  Lecture  Interview
1. The evidence is  Dimensions of provided  Video  Direct
evaluated in competency with the presentation observation
terms of the and following:  Group  Demonstration
rules of Assessment discussion
evidence Guidelines  Copy of
2. The evidence is  Evaluation of evidence
evaluated Evidence gathering
according to the  Rating Sheets tools
dimensions of  Skills in making  Rating
competency assessment sheet
3. The decision  Supplies
assessment and
decision is material
made based on  Pencil,
evaluation of ballpen,
the evidence bond
and the paper
requirement of
relevant unit(s)
of competency.
LO5. RECORD ASSESSMENT RESULTS

Criteria Methods
The
student/train  Lecture  Written test
1. Assessment  Record keeping ee must be  Video  Interview
results are guidelines and provided presentation  Direct
recorded procedure with the  Group observation
accurately in  Forms designed following: discussion  Demonstration
accordance with for assessment
approved record result  Copy of
keeping  Skills in assessment
guidelines of the recording tools/rating
organization assessment sheet
2. Records of the results  Competenc
assessment  Checklist of y
procedure, competency assessment
evidence  Competency result
collected and assessment summary
confidentiality of result summary (CARS)
assessment (CARS)  Supplies
outcomes in  Registry of and material
maintained workers  Pencil,
according to the assessed ballpen,
approved policy (RWAC) bond paper
guidelines of the
organization
3. Issuing of
certificates is
organized in line
with approved
policy guidelines
of the
organization
LO6. PROVIDE FEEDBACK TO CANDIDATES

Criteria Methods
The
student/train  Lecture  Written test
1. Clear and ee must be  Video  Interview
constructive  Constructive provided presentation  Direct
feedback on the Feedback on with the  Group observation
assessment assessment following: discussion  Demonstration
decision is given proceedings
to the candidate  Skills in giving  Copy of
in line with the feedbacks assessment
relevant  Dos and Don’ts tools
Assessment in feedbacking  Copy rating
Guidelines.  Skills sheet
2. Ways of Assessment  Competency
overcoming any Guidelines assessment
gaps in  Assessment result
competency are evaluation summary
explored with the (CARS)
candidate.  Supplies
3. The candidate is and material
advised of  Pencil,
available ballpen,
reassessment in bond paper
line with
organizational
policy and
procedures
4. Any assessment
decision disputed
by the candidate
is recorded and
reported
promptly to
appropriate
personnel in line
with
organizational
policy and
procedures.
UNIT OF COMPETENCY : MAINTAIN TRAINING FACILITIES
MODULE TITLE : MAINTAINING TRAINING FACILITIES
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitude
required of a learner to perform task and activities to
keep the training environment in a functional and safe
condition.
Upon completion of this module the students/ trainees will be able to:
LO1. Plan and schedule maintenance activities
LO2. Implement housekeeping activities
LO3. Maintain training equipment and tools
LO4. Document maintenance inspection

LO1. PLAN MAINTENANCE ACTIVITIES

Methods
 Training The students/  Group  Written test

1. Training facilities and facilities trainees discussion  Demonstration
equipment are identified ,equipment , must be  Simulation /questioning
2. Requisition for materials and provided  Lecture
instructional equipment, tools available
with the  Self–pace
tools, supplies and  Requisition instruction
materials are prepared procedures and following:
according to established practices
 Training
procedures.  Communication
3. Training equipment, resources
protocol
o References
tools, materials/supply  Organizational
inventory is prepared (books)
policies and
4. Equipment, tools, o Audio/vide
procedures
supplies and materials o materials
 Inventory o Modules/m
option are thoroughly procedures and
researched and anuals
practices o Tools
ergonomic requirements  Equipment
are considered. o Materials/c
,materials/suppl onsumable
5. Equipment, tools, ies options
supplies and materials s
search  Training
are identified and  Ergonomics
justified. facilities
requirements of /area
6. Equipment and systems tools and
impact on learners are o Work
equipment stations
accurately documented
 Reasons for o Equipment/
according to procedures
equipment, machines
7. Maintenance activities
tools and o Furniture/fi
are established
materials xtures
according to policies
justification
8. Maintenance activities,
 Maintenance
resources are identified
activities and
and schedule is
options
prepared according to
job requirements.  Maintenance
9. Technical support planning and
services are identified scheduling
as necessary
LO2. IMPLEMENT HOUSEKEEPING ACTIVITIES

Criteria Methods
The students/
trainees
1. Regular  Work area must be  Group  Written test
inspections are inspection discussion  Demonstration/
provided
carried out in the procedures and  Simulation questioning
with the
work area practices  Lecture
according to  Facilities following:  Self-learning
workplace maintenance instructions
procedures and procedures and
standards. practices
 Training
2. Facilities are  Waste and
maintained in resources
dangerous
accordance with o References
materials
Occupational (books)
disposal
Health and o Audio/video
procedures and
Safety. materials
practices
o Modules/ma
3. Disposal of  Implementing
waste and nuals
procedures of
dangerous o Tools
5’S and similar
chemicals are o Materials/co
systems
checked in nsumables
 OHS and other
accordance with  Training
regulations on
Occupational facilities/are
waste
Health and a
management
Safety o Work
 Instructional stations
regulations and materials/equipm
organizational o Equipment/
ent safe keeping machines
policies and  Environmental
other regulations o Furniture/fix
protection tures
4. Instructional requirements
materials and o Instructional
 RA 9003-Solid equipment
/equipment are
waste
secured in safe
management
places in
accordance with
procedures.
LO3. MAINTAIN TRAINING EQUIPMENT AND TOOLS

Criteria Methods
The
students/tr
1. Regular  Materials and ainees  Lecture/grou  Written test
maintenance tools uses and p discussion  Demonstratio
must be
activities and routine specifications  Simulation n/questioning
 Types/classificati provided
servicing/repair are  Self-learning
performed according on and proper with the instruction
to scheduled plan. dosage of following:
2. Maintenance chemicals
procedures are  Maintenance
followed in costing
accordance with the  Manufacturers  Training
manufacturers specification resources
manual and o Reference
 Communication
organization s (books)
protocol
policies. o Audio/vide
 Out sourcing
3. Respond to failed or o
maintenance
unsafe equipment in materials
works
accordance with o Modules/
 Types of manuals
organizational maintenance
policies & o Tools
 maintenance o Materials
procedures.
procedures and /consuma
4. Equipment and tools
methodologies bles
are secured
 work schedules  Training
according to safety
standards  procedures for facilities/ar
5. Complex faults or the recording, ea
repair requirements reporting and o Work
outside area of maintenance of stations
responsibility or workplace o Equipment
competence are records and /machines
reported for information o Spare
specialist assistance parts/com
in accordance with ponents
organizational
procedures.
6. Maintenance
activities are
documented and
reported according
to procedures
LO4. DOCUMENT MAINTENANCE INSPECTION

Criteria Methods
The students/
trainees must
be provided  Lecture/group  Written test
1. Regular  Inspection discussion  Demonstration
with the
inspections are procedures and  Simulation
following:
carried out in the practices  Self-learning
work area  Organizational instruction
according to  Training
policies
resources
workplace  Work
procedures and o References
accomplishment
standards (books)
documentations
2. Maintenance and o Audio/video
and reporting
materials
repair activities  Documents and o Modules/ma
are documented record keeping
and reported nuals
according to o Tools
organizational o Materials/co
policies nsumables
3. Documents are  Training
kept according to facilities
procedure /area
o Work
stations
o Equipment/
machines
o Furniture/
fixtures

CBC TM

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CBC TM

Uploaded by

Copyright:

Available Formats

TESDA-OP CO-01-F11

Course Title: TRAINERS METHODOLOGY LEVEL I: TRAINER/ASSESSOR

Nominal Duration: 264 Hours

Qualification Level: Level I

Course Description: This course is designed to enhance the knowledge,

Trainee Entry Requirements:

Candidate/trainee must reach/poses any of the following

 Graduate of courses relevant to Technical -Vocational Education

1. Lead 1.1 Leading 1.1.1 Communicate information 8 hours

education and education and 7.1.2 Work within the training

1. Plan training 1.1 Planning 1.1.1 Identify learner’s training 40 hours

Tools Equipment Materials

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

 Must be a TQ II certificate holder

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

LO1. COMMUNICATE INFORMATION ABOUT WORKPLACE PROCESSES

Assessment Contents Conditions Methodologies Assessment

 Methods of  Handouts or  Oral

Assessment Contents Conditions Methodologies Assessment

1. Response to  Workplace  Handouts or  Oral

Assessment Contents Conditions Methodologies Assessment

1. Issues and  Workplace  Handouts or  Oral

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

Assessment Contents Conditions Methodologies Assessment

1. Course content  Course content of  Different math  Lecture  Written

Assessment Contents Conditions Methodologies Assessment

Assessment Criteria Contents Conditions Methodologies Assessment

 Different  Math and  Written test

Assessment Criteria Contents Conditions Methodologies Assessment

 Personal point of  Written test

MODULE TITLE : APPLYING ENVIRONMENTAL PRINCIPLES AND ADVOCATE

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES:

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

LO1. Follow environmental workplace practices

LO2. Contribute to improve environmental work practices

LO3. Recognize and report potential environmental threats

Assessment Contents Conditions Methodologies Assessment

Assessment Contents Conditions Methodologies Assessment

 Different suggestions  Written test

Assessment Contents Conditions Methodologies Assessment

MODULE TITLE : UTILIZING IT APPLICATIONS IN TECHNICAL TRAINING

NOMINAL DURATION : 8 hours

SUMMARY OF LEARNING OUTCOMES:

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

LO1. Set-up work environment

LO2. Utilize word processing application

LO3. Utilize presenter application

LO4. Utilize spreadsheet application

LO5. Utilize internet and www to communicate and collect information

Assessment Contents Conditions Methodologies Assessment

1. Work folder is  Putting Computer Parts  Personal  Lecture