LESSON 1: Introduction to Competency-Based

Curriculum Development

Site: TESDA Online Program Printed by: Ruby Exconde

Course: Developing Training Curriculum Date: Sunday, 17 May 2020, 2:29 PM
LESSON 1: Introduction to Competency-Based Curriculum
Book:
Development
 Table of contents
Introduction

TOPIC 1: Competency-Based TVET Framework

TOPIC 2: Stakeholders in the Development of Training Curriculum

TOPIC 3: Identifying Training Aims

TOPIC 4: The Curriculum Development Cycle

 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.
 TOPIC 1: 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.
 TOPIC 2: Stakeholders in the Development of Training Curriculum

Curriculum development plays a vital role in the implementation of training program. Every aspect of curriculum development
must be considered and designed well to serve its purpose. On this lesson you will be introduced to the different stakeholders of
technical vocational education and training.

There are numerous stakeholders of Technical Education and Skills Development Authority (TESDA). Stakeholders are those
individuals, groups or organizations who influence TVET positively and negatively. TESDA depends on these stakeholders to
perform professionally and successfully. The stakeholders also depend on TESDA. The management of stakeholders is one of
the important activities in the curriculum development for the TVET sector. TESDA should identify stakeholders and group them
according to their interest, choice and extent of stake. Some stakeholder may be significant in the competency standard
development, some may be during the curriculum development, some may be during the implementation phase and some may
be during the development of assessment packages.

Industry experts – These are people from industry who can share their expertise for a certain qualification. Their lifelong
experience can be of great help in identifying the task and competencies that is covered in a certain qualification which can be
converted into training curriculum. These industry experts can be from; supervisors, workers, industry association
representatives.

Curriculum developers- They work closely with trainers and industry experts to design and roll out a curriculum that provides
learners with a high quality education. Additionally, curriculum developers are responsible for updating training documents on
a consistent basis and working closely with industry experts to evaluate and revise training tools as appropriate.

Trainers or teachers- they provide inputs as to what and how their learners will learn in a training institution.
 TOPIC 3: Identifying Training Aims
One of the early activities in the curriculum development is the identification of the training aims. The stakeholders should
identify the best statement of the training aims. Training aims are overall statements of what you expect the training program
will achieve. For example:

“The aim of this training program is to train trainers to plan, deliver, monitor and evaluate competency-based training.”

Training aims, objectives and learning outcomes provide a clear indication of the goals and purpose of the training. Trainers use
them to focus the training and to assess performance and success of participants. Participants can use them to evaluate the
training from their own perspective.

Writing aims is fairly straightforward. Keep your language clear and try not to have too many little aims.
 TOPIC 4: The Curriculum Development Cycle

The curriculum development cycle has three stages, namely; curriculum design, curriculum implementation and the curriculum
validation stage.

1. 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.
2. 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.
3. Curriculum validation involves evaluation of the curriculum using the following: content validation by a panel of experts,
analysis of the results of learning through pretest/post test analysis and program evaluation, analysis using the Content-
Input-Process-Product (CIPP) Method of research.

Through these stages, the impact of the curriculum may also be tested. Based on the results of the curriculum validation,
feedback is 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.