Lesson 1: Competency-Based

Curriculum Development Cycle and

Stakeholders
Objectives
At the end of this session, you will be able to:

 Identify the different stages of curriculum development

 Explain the different stages of curriculum development cycle
 Identify stakeholders in the development of the training curriculum
 Explain the competency-based TVET framework

Lesson 1: Competency-Based
Curriculum Development Cycle and
Stakeholders
Introduction
A competency-based curriculum is the set of specifications for a course or subject (module) which
describes all the training experiences a trainee or learner undergoes. It generally includes learning
outcomes, contents, conditions, methodologies and assessment methods. It specifies
outcomes which are consistent with the requirements of the workplace as agreed through industry
or community consultation.

Curriculum development is a process of translating the Competency Standards into specific training
plans and actions towards the attainment of competencies of the qualification while ensuring the
alignment of learning outcomes to industry practices and standards.

This lesson will discuss the curriculum development cycle, the roles of the curriculum development
stakeholders and competency-based TVET framework

The Curriculum Development Cycle

The curriculum development cycle has three stages, namely; curriculum design, curriculum
implementation and the curriculum validation stage.
Curriculum Design involves the identification of the learning process and events intended to
achieve the competencies. Learning objectives, contents, strategies and methods, modes of
training, methods of assessment and training resources are carefully planned during the process.

Curriculum Implementation is “putting into action” the various components stipulated in the
competency-based curriculum (CBC). Competency-based training is planned and facilitated by
certified trainers based on the CBC.

Curriculum validation involves evaluation of the curriculum using the following: content validation
by a panel of experts, analysis of the results of learning through pre-test/post-test analysis and
program evaluation, analysis using the Content-Input-Process-Product (CIPP) Method of research.

Through these processes, the impact of the curriculum may also be tested.

Based on the results of the curriculum validation, feedbacks are collected, conclusions are drawn,
and recommendations for its revisions are suggested.

These data are inputs to the next cycle of the curriculum review/revision, implementation and
validation.

Competency-Based TVET Framework

Competency-based TVET Framework is a scheme introduced by TESDA to help training providers
design a curriculum which is based from industry requirement.

This framework describes the relationship of TVET training providers with the industry. The industry
defines the competencies and sets the minimum standards of each qualification level of every
worker for it. These standards are descriptions of the actual work and performance of every worker
in a particular qualification.

The TVET training providers should design competency –based curriculum for registration with
TESDA.

The components of this competency-based curriculum consist of set of modules of instructions

compiled together to form a course design. The competency-based curriculum developed will then
be the basis in developing the session plan and its corresponding learning materials

Competency-Based TVET Framework

The diagram shows that the competency standards are composed of different units of competency.
Each unit of competency is composed of elements which describe the work done in a particular unit.
The developer of the curriculum analyzes these units and translates them into modules of instruction.
These modules of instruction describe the training to be done to learn the skills of a particular unit of
competency. The modules of instruction are summarized in a course design.

Lesson 2: The TESDA Training

Regulations
Objectives
At the end of this session, you will be able to:

 Identify and explain the components of the Training Regulations (TR);

 Describe a competency standard; and
 Identify stakeholders in the development of the training curriculum
 Enumerate and explain the contents of the different parts of the competency standard.
 Introduction
The Training Regulations (TR) is a document that describes the training standards and
assessment arrangements based on the competency standards of a qualification. The TRs serve as
basis for registration and delivery of TVET programs, competency assessment and certification and
development of curricula for the specific qualification.

The Components of the Training Regulations

Components of the Training Regulations

 Section 1 Definition of Qualification

 Section 2 Competency Standards
 Section 3 Training Standards
 Section 4 National Assessment and Certification Arrangements

The Components of the Training Regulations

 Section 1 Definition of Qualification

 Identifies the package or group of competencies that describe a particular function or job
role existing in an industry.
 Consists of units of competency or work activities required to undertake a particular job role.
 These units of competency are categorized into basic, common, core and elective.

Section 2 Competency Standard

Refers to industry-determined specifications of competencies required for effective work
performance. It is:

 Composed of individual competency units.

 Focused on workplace activity rather than training or personal attributes.
 Defined as the ability to apply skills in new situations and changing work organizations.

Section 3 Training Standard

Contains specifications to be considered in designing and implementing a training program

 Curriculum design
 Training delivery
 Trainee entry requirements
 Tools and equipment
 Training facilities
 Trainer’s qualifications
 Institutional assessment

Section 4 National Assessment and Certification Arrangements

This section provides information on the:

 Benchmark for awarding a National Certificate (NC) or Certificate of Competency (COC).

 Process of acquiring the qualification.
 Qualification of a candidate who will apply for assessment.

The Competency Standard

The format of the Competency Standard

The competency standard (CS) is a document that defines the competencies required for
effective performance in the workplace in specific industries. It is a written specification of the
knowledge, skills, and attitudes required for the performance of a job or occupation and the
corresponding standard performance required for these in the workplace.

Competency Standards provide:

 The basis of TVET certification

 The benchmarks for assessment
 The basis for the development of curriculum and training programs
 Equivalency between TVET and higher education sectors

Parts the Competency Standard

Parts the Competency Standard

Parts the Competency Standard