THREE YEAR

COLLEGE OF BUSINESS
ADMINISTRATION
DEVELOPMENT PLAN

2017-2019
 CBA Three Year Development Plan

Introduction
This Three Year Development Plan conveys the directions of the College of
Business Administration. CBA must continuously broaden its perspective, hone its
capabilities and maximize the use of its resources to fully serve its clientele. This
development plan emphasizes the need of different concerns and areas that the
department must be given importance.
Furthermore, this Development Plan will translate its mandates into a university
philosophy, vision, mission, goals and objectives. It shall also determine the programs
and projects that will be the focus of college for the next three years. As such, this
Development Plan must ensure achieving the college goals and objectives.

I. College Philosophy, Core Values

a. Vision
“Produce a socially-developed individual in the field of business administration
with confidence in the job, integrity among clients, and competence in the output
towards a managerial position.”
b. Mission
“An organized division working together for the institution, giving value to our
learning and committed in all members of the department.”
c. Philosophy
Be Sincere. Be Active. Be Honest.
d. Core Values
Underpinning all its aspirations and plans, the college shall be guided by
the following principles and values:

a. Standard. It is the basic yet the most important core value of the college.
Standard is an authoritative principle or rule of the college that usually implies
a model or pattern for guidance. Determining the pros and cons, advantages

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 and disadvantages of the standard policies and procedures being imposed
will result to the continuous implementation of appropriate practices in terms
of teaching quality, monitoring and controlling, counseling of students due to
attitude concerns and misbehaviors, and on the responses of the students
towards various instructor’s teaching approaches.
b. Consistency. The college is maintaining the highest standards of academic
and service excellence in the performance of its primary functions: instruction,
research, and entrepreneurship.
c. Independency. It is an affirmation of the college that all students must be
independent concerning on human aspects. All CBA students must possess
the highest standards of ethical behavior with genuine understanding of
personhood guided by the Almighty God, and standard rules of society as an
individual and as a member of the community.
d. Professionalism. It is a manifestation of strong achievement orientation of
the college exhibited by determination and commitment to the institution and
community it serves through quality intellectual discourse and education.

II. Teaching Quality

2.1 Teaching Quality
2.1.1 Goals
The college aims to:
1. Produce graduates who are morally upright, responsible, motivated,
pro-active and expert in their field of work, operations, financial and
marketing management.
2. Maintain a committed, responsive and dynamic manpower to
effectively perform balanced curricular and development programs.
3. Provide teaching strategies that will enhance the personal and
interpersonal skill, communication skill, leadership skill and the
competency of the students at large.

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2.1.2 Objectives
1. Review current curricular programs making them relevant to the
current needs of the community;
2. Implement new programs to suit the needs of the clients;
3. Strengthen academic programs through external assessment;
4. Upgrade resource learning center for greater access to global
information and linkages;
5. Make the college as well-recognized in the region;
6. Provide and implement training programs for the enhancement of
faculty;
7. Rehabilitate and repair existing equipment and other facilities;
8. Produce instructional materials for all courses;
9. Review existing policies to suit the present needs; and
10. Establish linkages among line agencies and other government and
non-government entities.

2.1.3 Strategies
1. Review, revise, streamline and evaluate existing curricular programs.
2. Develop and implement new curricular programs.
3. Expand graduate education programs;
4. Accreditation of academic programs;
5. Upgrade quality of instruction;
6. Achieve status as delivering institution of CHED;
7. Create favorable support facilities and varied learning opportunities to
enhance holistic development of the students;
8. Harness faculty and student’s capacity, creativity and innovativeness;
9. Formulate and implement faculty and staff development plan;
10. Publish academic journals for faculty and students;
11. Acquire furniture/fixtures and equipments;
12. Establish linkage with local, national and international organization.

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2.1.4 Targets
Over the period of 2017 -2019, the college shall:
1. Review, streamline and evaluate three (3) existing curricular programs,
revise if necessary;
2. Develop and implement two new curricular programs: BSBA major in
Human Resource Development Management and BS Real Estate
Management;
3. Acquisition of permits to be the Training and Assessment Center from
Technical Education Skills Development Authority (TESDA) for
accreditation to operate the two NCIII programs: Bookkeeping and
Events Management Services under the college.
4. Upgrade quality of instruction:
3.1 purchase additional reference books, educational and business
magazine and journals
3.2 maximize the use of ICT as a teaching and learning tool;
5. Create favorable support facilities and varied learning opportunities to
enhance total development of the students;
6. Harness the faculty and student’s capacity, creativity and
innovativeness;
7. Formulate and implement development plan for faculty;
7.1 appraise faculty performance through PMS
7.2 implement career development program for faculty
7.3 attendance to trainings and conferences

Prepared and Submitted by:

ELISA L. RICAFRANCA, MBA

Dean, College of Business Administration

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 BSBA MAJOR IN HUMAN RESOURCE DEVELOPMENT MANAGEMENT (HRDM)

Overview
Bachelor of Science in Business Administration Major in Human Resource
Development Management (HRDM) aims to prepare the graduates for a career in the
specialized field of Human Resource Management which are essentially found in the
manufacturing and marketing areas and related services, established in industries such
as pharmaceutical, semi-conductor, food and beverage, banking industries and other
types of organizations.
In general, the normal evolution of the Human Resource (HR) profession can be
found in the various stages of development of an enterprise. As it grows, HR gets
involved in the administrative processes to ensure consistency in the handling and
management of people. Moreover, HR assists line managers towards the right
acquisition and development of skills and competencies of employees. Given this
rationale, the employees are in a better position to become competitive and responsive
to global changes (CHED CMO No. 39, 2006).
The objectives of the program are:
1. Complete understanding of the concepts, principles, theories, and
philosophies in Human Resource;
2. Assist students seek employment and facilitate the integration process in
the corporate environment so they can be immediately productive once
employed; and
3. Assist the students in to appreciate the HR role in the organization and how
they can make meaningful contributions as a strategic partner in building
the organization to become globally competitive.
Managing internal and external environmental factors allows employees to make
the greatest possible contribution to company productivity and competitiveness.
Creating a positive environment for human resources involves:
 Linking HRM practices to the company’s business objectives – that is,
strategic human management;
 Ensuring that HRM practices comply with the national law;

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  Designing work that motivates and satisfies the employee as well as
maximizes customer service, quality and productivity;
 Identifying human resource requirement such as planning, recruiting
employees, and selecting employees; and
 Training employee to have the skills needed to perform their jobs.
Human Resources play a critical role in determining companies’ success in
meeting different challenges wherein practices have not seen traditionally as providing
economic value to the company because it is usually associated with equipment,
technology, and facilities. HRM practices were shown to be valuable. Compensation,
staffing, training and development, performance management, and other HRM practices
are investments that directly affect employees’ motivation and ability to provide quality
services.

Employment Opportunity
Employability is a multifaceted notion and the subject of debate in terms of what
it is, how it is measured, how it is developed, and who is responsible for it. Employability
defines as an individual’s long-term capacity to build a career and to prosper in a labor
market. It involves “determining, attaining, and maintaining the skills needed to work,
marketing oneself in order to obtain work, and working competently in order to retain
work” (Stokes, 2013 in Romaniuk & Snart). While the notion of employability is not a
novel idea, the focus and weight placed on it is changing. Emphasis is now being
placed on how prepared the individuals for changes that are taking place in the
economy and the world of work such as increased globalization and technological
changes, decreased economic expansion and job creation, and increased job insecurity
and job displacement all at the same time.
In yesterday’s workforce employability meant the extent to which a job seeker
held the skills necessary to be trainable by an organization after being hired. Today
employability suggests that individuals must demonstrate their initiative and adaptability
not only to attain employment but also to retain and to be promoted to their job as well.
In other words, employees must be self-directed life-long learners to remain
employable.

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Career Enhancement
Expectations concerning responsibility for employability are changing as well. In
the past, employability was tied to an employer-reliant ideology. Employees received
long-term job security in exchange for loyalty and dedication and the employer was
responsible for providing training to enhance the skill level of employees. Today’s
workplaces reflect a more self-reliant ideology. Employees are increasingly expected to
be more responsible for the entire career management process including conducting job
searches and strategically planning for advancement opportunities throughout the
duration of the individual’s career. The following are the specific possible professions,
careers and occupation:
 Human Resource Associate – Human Resource Manager
 Administrative Assistant – Administrative Manager
 Recruitment Assistant – Recruitment Manager
 Compensation and Benefits Asst. – Compensation and Benefits Manager
 Training Assistant – Training Manager
 Liaison Officer – Legal Officer
 Management Trainee in Human Resource
 Executive Assistant – Executive Officer
 Office assistant – Office Manager
 Entrepreneur – Business Tycoon
Based on the gathered data from January to April 2014, there are 4,686 locally
registered businesses and operating in the City of Lipa (Business Permits and Licensing
Office). Taking into account this number of registered businesses, the chances on job
opportunity for our graduates under this course to be employed are positively high.

Curriculum Description
The curriculum for BSBA covers a balance treatment of functional areas in
human resource management, marketing, finance, operations and economics. It
broadens the knowledge and skills in both local and international business environment.

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 Curriculum Outline
Units
General Education Courses (GE) 51
Basic Business Core 21
Business Education Core 21
Professional Courses 24
Electives 15
Practicum/Work Integrated Learning 6
PE/NSTP 14
Total 138

 General Education Courses

General education and legislated courses shall follow existing
requirements. The CHED Memorandum No. 04 series 1997 (GEC-B; 51 units) is
the recommended track for the BSBA program.

 Basic Business core

These courses consist of the four functional areas of business. A student
of business and management has to have basic knowledge on these four
functional areas. In addition to these Business Communication and Computer II
should form part of the Basic Business Core.

Course Units
Management
Principles of Management 3
Human Behavior in Organization (HBO) 3
Marketing
Principles of Marketing 3
Accounting
Accounting 1 3
Business Communication 3
Finance
Basic Finance 3
Computer II 3
TOTAL 21

 Business Education core

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 These courses consist of advanced knowledge in functional areas and
applications in business.
Course Units
Basic Microeconomics (Eco) 3
Accounting II 3
Business Law I (Obligation and Contract with Real
3
Property Law)
Taxation (Business and Real Estate Taxation) 3
Total Quality Management 3
Human Resource Management 3
Social Responsibility and Good Governance 3
TOTAL 21

 Professional Courses
The following are the professional courses of the BSBA curriculum. These
courses lay the fundamental concepts that every business administration student
has to know in the field of business.

Professional Courses – 24 Units

Course Units
Administrative and Office Management 3
Labor Law and Legislation 3
Recruitment and Selection 3
Training and Development 3
Compensation Administration 3
Labor Relations and Negotiations 3
Strategic Human Resource Management 3
Organizational Development 3

Suggested Electives – 15 Units

Course Units
Marketing Management 3
Special Topics in Human Resource Management 3
Management 3
Production/Operations Management 3
Managerial Accounting 3
Entrepreneurial Management 3
Logistics Management 3
Environmental Management 3
Feasibility Study 3

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 Global/International Trade 3
Project Management 3

Practicum /Work Integrated Learning 6

BACHELOR OF SCIENCE IN REAL ESTATE MANAGEMENT

Overview
This program aims to prepare the graduates for a career in a field of Real Estate
Management in various corporation s and institutions whether in the practice of
salesmanship, brokerage and consultancy including the local government practice of
assessor and appraisers. This program prepares the students to be pro-active and
responsive to the total environment by providing technical, interpersonal and conceptual
skills in the areas of real estate management. Theories were blended with practicum
activities to give the students a broad and enriched base to a career in real estate
practices (CHED CMO No. 28, 2011).
The objectives of the program are:
1. Provide complete understanding of the concepts , principles, theories, and
philosophies of business, management, finance, economics, operations and
marketing as applied to real estate service practice;

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 2. Assist the students to seek employment and facilitate the integration process in
the real estate corporate environment and local government so they can be
immediately productive in the workplace;
3. Help the students to employment and entry job levels as entrepreneurs,
marketing executives or positions of responsibility as real estate brokers,
appraisers and consultant;
4. Prepare the students to formulate real estate project feasibility studies and other
related works to build a portfolio attesting to their competence and ability to
pursue appropriate careers in the real estate management practice; and
5. Prepare civil servant to discharge their function, duties and responsibilities as
government appraisers and assessors of public domain for taxation and other
public service purposes.

Career Opportunities
Real estate agents can work in a number of places after passing the Real Estate
License Exam. In some cases real estate training can provide good background for jobs
that may not require a real estate license.

 Independent Brokerages and National Franchises

The vast majority of real estate agents are employed as salespersons
working for independent brokers. An independent broker may have more than
one office and be affiliated with a multiple listing system, which enables brokers
to share information about properties that are for sale. Many independent brokers
have chosen to affiliate themselves with national franchises.
These arrangements vary from a fair amount of control and
standardization from the franchise’s headquarters to an extremely independent
operation in which the local broker pays a fee paid to maintain an affiliation with
the national franchise. The benefits of franchise affiliations often are related to

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 the nationwide exposure they provide through major advertising. Franchises
frequently provide access to the training programs they require their salespeople
to complete. Of course, someone definitely needs a real estate license to work at
a brokerage.

 Corporations (In and Out of the Real Estate World)

The sole purpose of some companies is to buy properties and then lease
them out. These are real estate investment companies working for themselves.
They may build on and then hold their properties or buy properties with existing
structures. These companies may need people to locate properties to invest in,
or they may need property managers.
As long as someone is working for the company and managing properties
it owns, employee may not legally need a license to do the work; however, you
need to find out whether any of your state’s regulations require a license under
those circumstances. On the other hand, if the company provides real estate
property management services to other people or companies, a license is more
likely to be required.
In addition, large corporations, particularly those with significant space or
location needs, sometimes hire in-house real estate people. These jobs can
involve leasing office or retail space for the company or buying land to locate
company facilities. Depending on the company, employee may find themselves
leasing office space for a new company operation, buying a piece of property to
locate a new gas station or fast-food restaurant, or negotiating with someone for
an oil/gas lease. Although real estate training is good background for these jobs,
a real estate license more than likely is unnecessary from a legal perspective, but
may be desired as a job qualification.

 Business with Builders

When a broker is working with a builder, his job may range from finding
land for the builder to build on to selling the houses or other buildings the builder
may construct. You most likely need a license when working for one or more

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 builders for a fee as an independent contractor. On the other hand, when
working with a builder an employee may find himself working as an on-site
salesperson. Employee may be spending plenty of time at the building site,
showing people new homes or working with them as they select a design and
special features or options for the new home the builder will build for them.

 Government Employees
Local, county, and the federal government often hire people to perform
real estate services. Typically, large governments employ people to maintain
records, sell surplus property, buy property for various purposes, and obtain
easements. As a government employee you are most likely exempt from needing
a real estate license.
People directly employed by one owner to handle their real estate
transactions are generally exempt from license requirements, just as you would
be if you sold your own house. In this case the employer is the government. In
some states there is a specific exemption in the license law for government,
employees doing real estate work as part of their job.

 Real Estate Appraisers

Appraising is a field that’s related to but distinct from a career in real
estate brokerage. Although the knowledge you gain in coursework and
experience as a broker or salesperson is useful in appraising, a separate license
and education are required to become an appraiser. An appraiser’s job is to
estimate the value of a piece of real estate in a variety of circumstances.
The vast majority of appraisals are done for mortgage-loan purposes.
Lenders hire appraisers to estimate the values of properties as a basis for the
loans that the lenders extend to buyers.

 Curriculum
The curriculum for BS REM covers the foundations for real estate
management, incorporates business management competencies, and focuses

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on the three major fields of real estate practice – namely: brokerage, assessment
and consultancy. It prepares the student to actively pursue a professional career
in the real estate service practice.

 Curriculum Outline
Units
General Education Courses (GE) 51
Basic Business Core 21
Management Education Core 18
Professional Courses 39
Electives 15
Practicum/Work Integrated Learning 6
PE/NSTP 14
Total 164

 General Education Courses

Course Units
Humanities 21
Communication Skills, Part I 3
Communication Skills, Part II 3
Sining ng Pakikipagtalastasan 3
Pagbasa/Pagsulat sa Iba’t-ibang Disiplina 3
Philippine Literature 3
Introduction to Philosophy with Logic 3
Art, Man and Society 3
Math/Science Cluster 15
College Algebra 3
Statistics 3
Physical Science 3
Environment and Green Building Technology 3
Fundamentals of Computer Software & Apps 3
Social Science Cluster 12
Phil. History with Politics and Governance 3
Intro to Eco. with Land Reform and Taxation 3
Society and Culture with Family Planning 3
General Psychology 3
Mandated Course 3
Life and Works of Rizal 3

 Business Core Courses

These courses consist of the functional areas of business.

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 Course Units
Management
Principles of Management 3
Human Behavior in Organization (HBO) 3
Marketing
Principles of Marketing 3
Accounting
Accounting 1 3
Business Communication 3
Finance
Basic Finance 3
Computer II 3
TOTAL 21

 Management Education Core

These courses consist of advanced knowledge in functional
areas and applications in business management.
Course Units
Economics (Micro and Macro Economics) 3
Accounting II 3
Business Law I (Obligation and Contract with Real
3
Property Law)
Taxation (Business and Real Estate Taxation) 3
Human Resource Management 3
Corporate Social Responsibility and Good
3
Governance
TOTAL 18

 Professional Courses
The following are the professional courses of the BS REM
curriculum. These courses lay the fundamental concepts that every
real estate management administration student has to know in the
field of brokerage, consultancy, appraisal and assessment.

Professional Courses – 39 units

Course Units
PS 1 – Fundamentals of Real Estate Management 3
PS 2 –Real Estate Marketing and Brokerage 3
PS 3 – Legal Aspects of Real Estate 3
PS 4 – Real Estate Consulting 3
PS 5 – Real Estate Planning and Development 3

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 PS 6 – Real Estate Appraisal and Property Mgmt. 3
PS 7 – Real Estate Consulting & Investment Analysis 3
PS 8 – Principles of Ecology 3
PS 9 – Appraisal and Assessment in the Gov’t Sector 3
PS 10 – Property Management System 3
PS 11 – Real Estate Finance 3
PS 12 – Ethical Standards for Real Estate Practice 3
PS 13 – Real Estate Economics 3
TOTAL 39

Suggested Electives – 15 Units

Course Units
Human and Physical Geography 3
Real Estate Brokerage 3
Housing and Subdivision Management 3
Consulting for Specific Engagements 3
Condominium Concept and Other Specialized Dev’t 3
Internet Technology in Real Estate 3

Practicum/Work Integrated Learning – 6 Units

Course Units
Practicum/Work Integrated Learning 6

The additional courses, BS REM and BSBA major in HRDM curriculum

might change at anytime due to the enhancement and/ or release of the K-12
academic program mandated by the Department of Education. General
education courses will be taken in the junior and senior high school, respectively.

TESDA Accredited Training and Assessment Center

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 EVENTS MANAGEMENT SERVICES NC III

Overview
The Events Management Services NC III Qualification consists of competencies
that a person must achieve to coordinate events, functions and/or conferences which
may be held in conference centers, hotels, motels, restaurants, clubs, resorts and luxury
liners. It includes competencies on event planning such as planning and developing an
event proposal, concept, and program, selecting a venue and site, and updating event
industry knowledge, as well as competencies on on-site event management such as
providing onsite management services, managing contractors and updating knowledge
on protocol.
The Units of Competency comprising this Qualification include the following:
Code No. Basic Competencies
500311109 Lead workplace communication
500311110 Lead small teams
500311111 Develop and practice negotiation skills
500311112 Solve problems related to work activities
500311113 Use mathematical concepts and techniques
500311114 Use relevant technologies

Code No. Common Competencies

TRS311206 Roster staff
TRS311207 Control and order stock
TRS311208 Train small groups
TRS311209 Establish and conduct business relationships

Code No. Core Competencies

 Event Planning Services
TRS342315 Plan and develop event proposal or bid
TRS342316 Develop an event concept
TRS342317 Develop event program
TRS342318 Select event venue and site
TRS342319 Develop and update event industry knowledge

 On-Site Event Management Services

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 TRS342320 Provide on-site event management services
TRS342321 Manage contractors for indoor events
TRS342322 Develop and update knowledge on protocol

Training Standards
These guidelines are set to provide the Technical and Vocational Education and
Training (TVET) providers with information and other important requirements to
consider when designing training programs for Events Management Services NC III.
The guidelines include information on curriculum design, training delivery, trainee
entry requirements, tools and equipment, training facilities, and trainer’s qualification
among others.

Nominal Training Duration: Basic Competencies 20 hours

Common Competencies 24 hours
Core Competencies 64 hours
TOTAL 108 hours

Course Description
This course is designed to enhance the knowledge, skills, behavior and
motivations in accordance with industry standards. It covers the basic, common and
core competencies required for the NCIII level in coordinating events. The
competencies for event planning include planning and developing an event proposal,
bid, concept, and program, selecting event venue and site, and developing and
updating event industry knowledge. The competencies for onsite management include
providing onsite management services, managing contractors for indoor events, and
developing and updating knowledge on protocol. It also includes competencies on
leading workplace communication and small teams, controlling and ordering stock, and
establishing business relationships.

Curriculum Design

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 BASIC Competencies
Unit of Assessment
Learning Outcomes Methodology Approach
Competency

1.1 Communicate information about  Group discussion  Observation

workplace processes.  Role Play  Interviews
1. Lead workplace
1.2 Lead workplace discussions.  Brainstorming
communication
1.3 Identify and communicate
issues arising in the workplace
2. Lead small teams 2.1 Provide team leadership.  Lecture  Demonstration
2.2 Assign responsibilities among  Demonstration  Case studies
members.  Self-paced
2.3 Set performance expectation for (modular)
team members.
2.4 Supervise team performance
3. Develop and 3.1 Identify relevant information in  Direct  Written test
practice planning negotiations observation  Practical/
negotiation skills 3.2 Participate in negotiations  Simulation/role performance
3.3 Document areas for agreement playing test
 Case studies
4. Solve workplace 4.1 Explain the analytical  Direct  Written test
problems related techniques. observation  Practical/
to work activities 4.2 Identify the problem.  Simulation/role performance
4.3 Determine the possible cause/s playing test
of the problem.  Case studies
5. Use mathematical 5.1 Identify mathematical tools and  Direct  Written test
concepts and techniques to solve problem observation  Practical/
techniques 5.2 Apply mathematical  Simulation/role performance
procedures/solution playing test
5.3 Analyze results  Case studies
6. Use relevant 6.1 Study/select appropriate  Direct  Written test
technologies technology observation  Practical/
6.2 Apply relevant technology  Simulation/role performance
6.3 Maintain/enhance relevant playing test
technology  Case studies

COMMON Competencies
Unit of Assessment
Learning Outcomes Methodology
Competency Approach

1. Roster staff 1.1 Develop and implement staff  Discussion  Observation

rosters  Case study  Interview
1.2 Maintain staff records  Written test
2. Control and order 2.1 Maintain stock levels and  Discussion  Written test
stock records  Lecture  Review of
2.2 Process stock orders  Simulation documents
2.3 Manage stock losses
2.4 Follow-up orders
2.5 Organize and administer stocks
3. Train small 3.1 Prepare for training  Lecture/  Written Test
groups 3.2 Deliver training  Discussion  Oral
3.3 Provide opportunities for  Demonstration Questioning
practices  Hands-on  Review of

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 Unit of Assessment
Learning Outcomes Methodology
Competency Approach

3.4 Review training  Video Viewing documents

 Direct
observation
4. Establish and 4.1 Establish and conduct business  Lecture/  Written Test
conduct business relationships  Discussion  Oral
relationships 4.2 Conduct negotiation  Demonstration Questioning
4.3 Make formal business  Hands-on  Review of
agreements  Video Viewing documents
4.4 Foster and maintain business  Direct
relationships observation
 Case studies

CORE Competencies
Event Planning Services
Unit of Assessment
Learning Outcomes Methodology
Competency Approach

1. Plan and develop 1.1 Interpret event brief  Lecture  Oral or

event proposal or 1.2 Develop proposal and bid  Discussion  written test
bid details  Demonstration  Direct
1.3 Develop bid materials  Practical observation
1.4 Submit or present the bid or Exercises  Evaluation of
proposal on time work done by
learner
2. Develop an event 2.1 Identify overall event objectives  Lecture  Oral or written
concept and scope  Discussion test
2.2 Establish event concept theme  Demonstration  Direct
and format  Practical observation
Exercises  Practical test
 Evaluation of
work done by
learner
3. Develop event 3.1 Identify conference objectives  Lecture  Oral or written
program 3.2 Design event program  Discussion test
3.3 Finalize program details  Demonstration  Direct
 Practical observation
Exercises  Practical test
 Evaluation of
work done by
learner
4. Select event 4.1 Analyze venue or site  Lecture  Oral or written
venue and site requirements  Discussion test
4.2 Source event venues or sites  Demonstration  Direct
4.3 Confirm venue or site  Practical observation
arrangements Exercises  Practical test
 Evaluation of
work done by
learner

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 Unit of Assessment
Learning Outcomes Methodology
Competency Approach

5. Develop and 5.1 Source and apply information  Lecture  Oral or written
update event on the structure and operation  Discussion test
industry of the event industry  Demonstration  Direct
knowledge 5.2 Source and apply information  Practical observation
on ethical and legal issues for Exercises  Practical test
the event industry  Evaluation of
5.3 Source and apply information work done by
on event industry technology learner
5.4 Update event industry
knowledge

On-Site Event Management Services

Unit of Assessment
Learning Outcomes Methodology
Competency Approach

1. Provide on-site 1.1 Prepare for on-site  Lecture  Oral or written

event management  Discussion test
management 1.2 Oversee meeting/event set up  Demonstration  Direct
services 1.3 Monitor meeting/event  Practical observation
operation Exercises  Practical test
1.4 Oversee meeting/event  Evaluation of
breakdown work done by
learner
2. Manage 2.1 Identify event operational  Lecture  Oral or written
contractors for requirements  Discussion test
indoor events 2.2 Source contractors  Demonstration  Direct
2.3 Monitor contractors  Practical observation
Exercises  Practical test
 Evaluation of
work done by
learner
3. Develop and 3.1 Seek information on appropriate  Lecture  Oral or written
update protocol  Discussion test
knowledge on 3.2 Integrate appropriate protocol  Demonstration  Direct
protocol procedures into work activities  Practical observation
3.3 Update knowledge on protocol Exercises  Practical test
 Evaluation of
work done by
learner

Training Delivery

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 The delivery of training should follow the design of the curriculum. Delivery
should be guided by the 10 basic principles of competency-based TVET.
 The training is based on curriculum developed from the competency
standards;
 Learning is modular in its structure;
 Training delivery is individualized and self-paced;
 Training is based on work that must be performed;
 Training materials are directly related to the competency standards and
the curriculum modules;
 Assessment is based on the collection of evidence of the performance of
work to the industry required standard;
 Training is based both on and off-the-job components;
 Allows for recognition of prior learning (RPL) or current competencies;
 Training allows for multiple entry and exit; and
 Approved training programs are Nationally Accredited

The competency-based TVET system recognizes various types of delivery

modes, both on and off-the-job as long as the learning is driven by the competency
standards specified by the industry. The following training modalities may be adopted
when designing training programs:
 The dualized mode of training delivery is preferred and recommended,
thus, programs would contain both in-school and in-industry training or
fieldwork components. Details can be referred to the Dual Training System
(DTS) Implementing Rules and Regulations
 Modular/self-paced learning is a competency-based training modality
where the trainee is allowed to progress at his own pace. The trainer only
facilitates the training delivery
 Peer teaching/mentoring is a training modality wherein fast learners are
given the opportunity to assist the slow learners

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  Supervised industry training or on-the-job training is a training approach
designed to enhance the knowledge and skills of the trainee through
actual experience in the workplace to acquire specific competencies
prescribed in the training regulations.
 Distance learning is a formal education process in which majority of the
instruction occurs when the students and instructor are not in the same
place. Distance learning may employ correspondence study, audio, video
or computer technologies.

Trainee Entry Requirements

Trainees or students who wish to enter this training should possess the following
requirements:
 can communicate in basic English in both oral and written form
 physically and mentally fit
 with good moral character
 can perform basic mathematical computation
This list does not include specific institutional requirements such as educational
attainment, appropriate work experience, and others that may be required of the
trainees by the school or training center delivering the TVET program.

Trainers Qualification
The trainer must:
 have completed a Trainer’s Training Methodology Course (TM III) or its
equivalent
 be physically and mentally fit
 have at least 3-5 years job/industry experience
 be a holder of Events Management Services NC Level III Certificate or
equivalent qualification
 Must be of good moral character
 With pleasing personality

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  Must have attended relevant training and seminars
BOOKKEEPING NC III

Overview
The Bookkeeping NC III Qualification consists of competencies that a person must
achieve to enable him/her to journalize transactions, post transactions, prepare trial
balance, prepare financial reports and review internal control system.

The Units of Competency comprising this Qualification include the following:

CODE NO. BASIC COMPETENCIES
Units of Competency
500311109 Lead workplace communication
500311110 Lead small team
500311111 Develop and practice negotiation skills
500311112 Solve problems related to work activities
500311113 Use mathematical concepts and techniques
500311114 Use relevant technologies

CODE NO. COMMON COMPETENCIES

Units of Competency
HCS315202 Apply quality standards
HCS311201 Perform computer operations
HCS913201 Maintain an effective relationship with clients and customers
HCS913202 Manage own performance

CODE NO. CORE COMPETENCIES

Units of Competency
HCS412301 Journalize transactions
HCS412302 Post transactions
HCS412303 Prepare trial balance
HCS412304 Prepare financial reports
HCS412305 Review internal control system

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Training Standards
This set of standards provides Technical and Vocational Education and Training
(TVET) providers with information and other important requirements to consider when
designing training programs for Bookkeeping NC III.
This includes information on curriculum design, training delivery, trainee entry
requirements, tools and equipment, training facilities, and trainers qualification.

Nominal Training Duration: Basic Competencies 20 hours

Common Competencies 24 hours
Core Competencies 248 hours
TOTAL 292 hours

Course Description
This course is designed to enhance the knowledge, skills and attitude of
Bookkeepers in accordance with industry standards. It covers the basic, common and
core competencies on journalizing transactions, posting transactions, preparing trial
balance, preparing financial reports and reviewing internal control system.

To obtain this, all units prescribed for this qualification must be achieved.

Curriculum Design
BASIC Competencies
Suggested Nominal Training Duration: 20 hours
Unit of Assessment
Learning Outcomes Methodology
Competency Approach

1. Lead workplace 1.1 Communicate information  Group discussion  Observation

communication about workplace processes.  Role Play  Interviews
1.2 Lead workplace discussions.  Brainstorming
1.3 Identify and communicate
issues arising in the workplace
2. Lead small 2.1 Provide team leadership.  Lecture  Demonstration
teams 2.2 Assign responsibilities among  Demonstration  Case studies
members  Self-paced
2.3 Set performance expectation (modular)
for team members
2.4 Supervise team performance

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 Unit of Assessment
Learning Outcomes Methodology
Competency Approach

3. Develop and 3.1 Identify relevant information in  Direct observation  Written test
practice planning negotiations  Simulation/ role  Practical/
negotiation skills 3.2 Participate in negotiations playing performance
3.3 Document areas for  Case studies test
agreement
4. Solve 4.1 Explain the analytical  Direct observation  Written test
workplace techniques  Simulation/role  Practical/
problem related 4.2 Identify the problem. playing performance
to work 4.3 Determine the possible  Case studies test
activities cause/s of the problem.
5. Use 5.1 Explain the analytical  Direct observation  Written test
mathematical techniques  Simulation/ role  Practical/
concepts and 5.2 Identify mathematical tools and playing performance
techniques techniques to solve problem  Case studies test
5.3 Apply mathematical
procedures/ solution
5.4 Analyze results
6. Use relevant 6.1 Identify appropriate technology  Direct observation  Written test
technologies 6.2 Apply relevant technology  Simulation/ role  Practical/
6.3 Maintain/ enhance relevant playing performance
technology  Case studies test

COMMON Competencies

Suggested Nominal Training Duration: 24 hours

Unit of Assessment
Learning Outcomes Methodology
Competency Approach

1. Maintain an 1.1 Maintain a professional image  Group Discussion  Demonstration

effective 1.2 Meet client/customer  Power Point  Observation
relationship with requirements Presentation  Interviews/
clients/customers 1.3 Build credibility with Questioning
customers/clients
2. Manage own 2.1 Identify tasks accurately  Group Discussion  Demonstration
performance 2.2 Allocate priority to each task  Power Point  Observation
2.3 Allocate time lines to each task Presentation  Interviews/
2.4 Meet and comply deadlines Questioning
2.5 Know and comply with work
schedules
2.6 Develop work plans
2.7 Monitor personal performance
2.8 Get advice and guidance from
management
2.9 Apply guidance from
management
2.10 Clarify standard of work
3. Apply quality 3.1 Assess clients needs  Group Discussion  Demonstration
standards 3.2 Assess own work  Interaction  Observation
3.3 Engage in quality improvement  Interviews/
Questioning

2017-2019 CBA Development Plan Page | 27

 Unit of Assessment
Learning Outcomes Methodology
Competency Approach

4. Perform 4.1 Identify and explain the  Lecture  Interviews/

computer functions, general features and  Group Questioning
operations capabilities of both hardware Discussion  Demonstration
and software  Tutorial or self-  Observation
4.2 Prepare and use appropriate pace
hardware and software
according to task requirement
4.3 Use appropriate devices and
procedures to transfer files/data
4.4 Produce accurate and complete
data according to the
requirements

CORE Competencies

Suggested Nominal Training Duration: 248 hours

Unit of Assessment
Learning Outcomes Methodology
Competency Approach

1. Journalize I.1 Prepare chart of accounts  Lecture/  Written

transactions I.2 Analyze documents Demonstration Examination
I.3 Prepare journal entry  OJT  Demonstratio
n
 Observation
2. Post transactions 2.1 Prepare ledger  Lecture/  Written
2.2 Transfer journal entries Demonstration Examination
2.3 Summarize ledger  OJT  Demonstration
 Observation
3. Prepare trial 3.1 List account titles  Lecture/  Written
balance 3.2 Transfer balances from the Demonstration Examination
ledger  OJT  Demonstration
3.3 Summarize trial balance  Observation
4. Prepare financial 4.1 Prepare financial statements  Lecture/  Written
reports 4.2 Analyze financial statements Demonstration Examination
 OJT  Demonstration
 Observation
5. Review internal 5.1 Check policy compliance  Lecture/  Written
control system 5.2 Prepare policy compliance Demonstration Examination
report  OJT  Demonstration
 Observation

Training Delivery
The delivery of training should follow the design of the curriculum. Delivery
should be guided by the 10 basic principles of competency-based TVET.

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  The training is based on curriculum developed from the competency
standards;
 Learning is modular in its structure;
 Training delivery is individualized and self-paced;
 Training is based on work that must be performed;
 Training materials are directly related to the competency standards and
the curriculum modules;
 Assessment is based on the collection of evidence of the performance of
work to the industry required standard;
 Training is based both on and off-the-job components;
 Allows for recognition of prior learning (RPL) or current competencies;
 Training allows for multiple entry and exit; and
 Approved training programs are Nationally Accredited

The competency-based TVET system recognizes various types of delivery

modes, both on and off-the-job as long as the learning is driven by the competency
standards specified by the industry. The following training modalities may be adopted
when designing training programs:
 The dualized mode of training delivery is preferred and recommended,
thus, programs would contain both in-school and in-industry training or
fieldwork components. Details can be referred to the Dual Training System
(DTS) Implementing Rules and Regulations
 Modular/self-paced learning is a competency-based training modality
where the trainee is allowed to progress at his own pace. The trainer only
facilitates the training delivery
 Peer teaching/mentoring is a training modality wherein fast learners are
given the opportunity to assist the slow learners
 Supervised industry training or on-the-job training is a training approach
designed to enhance the knowledge and skills of the trainee through

2017-2019 CBA Development Plan Page | 29

 actual experience in the workplace to acquire specific competencies
prescribed in the training regulations.
 Distance learning is a formal education process in which majority of the
instruction occurs when the students and instructor are not in the same
place. Distance learning may employ correspondence study, audio, video
or computer technologies.
 Project-based instruction is an authentic instructional model strategy in
which students plan, implement and evaluate projects that have real world
applications.

Trainee Entry Requirements

Trainees or students wishing to gain entry into these qualifications should
possess the following requirements:
 Must be able to communicate effectively both orally and in written form;
 Must be physically, emotionally, psychologically and mentally fit;
 Must be able to perform basic mathematical computations.

Trainers Qualification
The trainer must:
 be a holder of Bookkeeping NC III or a Certified Public Accountant
 a graduate of B.S. Accounting or its equivalent
 have completed Training Methodology III or its equivalent
 be able to communicate effectively both orally and in written form
 have at least three (3) years experience in the industry as a bookkeeper
possesses good moral character.

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