Manual CBC Devt ABDDT

This Manual was developed by the Curriculum and
Training Aids Development Division (CTADD) of the National

Institute for TESD (NITESD) under the leadership of
Executive Director David B. Bungallon.
The developers were able to produce this Manual

through the unceasing guidance from the Deputy Director
General for Policies and Planning, DDG Rosanna A.
Urdaneta, and through the unwavering support of TESDA's
Director General, Sec. Isidro S. Lapeña, PhD, CSEE.
Copyright © 2021 by Technical Education and Skills Development Authority, Taguig City, Philippines,
1630. All rights reserved. Printed in the Philippines. This publication is protected by copyright and
permission should be obtained from the author prior to any prohibited reproduction, storage in a retrieval
system or transmission in any form or by any means, electronic, mechanical, photocopying, recording
or likewise. For information regarding permission(s) write to the author at nitesd.ctad@tesda.gov.ph.
Preparing individuals for the world of work and the
challenges associated with it, is a major objective of
technical vocational education and training (TVET).
Thus, as the government agency mandated to manage
the TVET sector, TESDA has to guarantee as well the
availability of qualified and competent skilled workers
to meet industry demands.
To ensure that tech-voc trainees receive the skills and

knowledge needed by industry and employers, competency-based curricula (CBC)
that strictly follow TESDA’s Training Regulations are required for the implementation
of training programs.
This Manual in the Development of Competency-based Curriculum for Area-

based, Demand-Driven TVET has been prepared for tech-voc training implementers
in the field, who are expected to provide sound guidance in the development of TVET
programs focused on producing correctly skilled workers in a specific area or locality.
I would like to thank and congratulate the National Institute for Skills
Development (NITESD) for completing this manual, despite the hurdles brought about
by the COVID-19 pandemic. May this publication motivate all of us to work towards
providing quality, area-based and demand-driven TVET to our kababayans.
SEC. ISIDRO S LAPEÑA, PhD, CSEE

TESDA Director General
FROM THE DEPUTY DIRECTOR GENERAL FOR POLICIES AND PLANNING
TVET trends around the globe are rapidly changing. Various strategies and new
paradigms arise. To maintain TESDA’s relevance as the authority in TVET it needs to
be flexible and agile, and at the same time continuously strengthen its quality
assurance mechanism for quality and relevant program delivery.
The development of Manual in the Development of Competency-based Curriculum for

Area-based, Demand-Driven TVET is aimed to document the process and to serve as
a guide to our trainers and learning facilitators in the delivery of quality TVET
programs. It highlights instructions on how to integrate STEM knowledge and skills
allowing TVET learners' competencies to be more resilient and sustainable during this
time of digitalization and automation.
However, this manual is only as good as how our trainers and learning facilitators
apply and use it in their training delivery. Thus, I encourage everyone, especially our
trainers and learning facilitators to popularize and use this document.
ROSANNA A. URDANETA, CESO II

Deputy Director General for Policies and Planning
FROM THE EXECUTIVE DIRECTOR OF NITESD
The National Institute for Technical Education and Skills Development

(NITESD) has been mandated to lead the development of education technologies for
technical vocational education and training (TVET) delivery. Its concentration includes
curriculum and learning materials development, the research and development of
learning delivery models, innovation technologies, greening systems, as well as the
development of teaching and non-teaching personnel.
Highlighting on the function of the Institute on curriculum development led by

the Curriculum and Training Aids Development Division (CTADD), the division has
formulated specific processes on development of Competency-based Curriculum,
Competency-based Learning Materials, and PQF Level 5 (Diploma) Programs to aid
in evaluation, registration and recognition of TVET programs in the field. To ensure
synchronized implementation, it has brought pride to the Institute in the development
of manuals that would serve as guides to our field implementers.
It is an honor and privilege to have witnessed the realization of this Manual for the
Development of Competency-based Curriculum for Area-based, Demand-Driven
TVET. I congratulate the CTADD for keeping to the Institute’s commitment of ensuring
quality TVET for all.
DAVID B. BUNGALLON
Executive Director, NITESD
The Curriculum and Training Aids Division (CTADD) under the National Institute of
Technical Education and Skills Development (NITESD) acknowledges all the technical
experts who contributed in the creation of the Manual for the Development of
Competency-Based Curriculum for Area-Based Demand Driven TVET.
Special acknowledgement is given to the International Labour Organization (ILO) for

their continuous support and guidance to TESDA in all its endeavors.
This Manual was developed out of actual experiences of the curriculum development
team of CTADD, engaging different trainers, subject matter experts, curriculum
experts and facilitators from the different TVET institutions all over the regions in the
Philippines. The Manual aims to provide a ready reference for the ABDD TVET
implementers in the field, especially that there are new qualifications and emerging
skills that are becoming the focus of skills development in a locality.
The active participation of industry experts during the CBC development has made the
process of curriculum development more valid and reliable especially in the
identification of topics and learning activities in the Contextual Learning Matrix (CLM).
The CLM is a vital tool in analyzing the different STEM knowledge and STEM skills
that need to be unwrapped from the competency standards and translated in every
learning outcome of the CBC. The detail contents of the CBC, which emanated from
the careful analysis using the CLM, resulted to substantive learning contents and
activities that are engaging and experiential to our TVET learners.
Foreword .......................................................................................................................
Message from the Deputy Director General for Policies and Planning ................
Message from Executive Director NITESD ...............................................................
Acknowledgement .......................................................................................................
A. Introduction ........................................................................................................ 1-3
1. Background ........................................................................................................ 4-5
2. Definition of Terms ............................................................................................ 6-9
3. Purpose, Scope, and Responsibilities .......................................................... 10-11
4. Competency-Based Curriculum Development Process
Flowchart .......................................................................................................... 12
5. Strategies and Process Cycle Time - CBC Development ................................. 13
6.Competency Based Curriculum Development Flow Description ................... 14-22
7. Competency-Based Curriculum Development Framework .......................... 23-24
8. The Components of Training Regulation ...................................................... 25-35
9.The Components of Competency-Based Curriculum .................................... 36-45
10.The Components of Contextual Learning Matrix ......................................... 46-61
11. Development of Contextual Learning Matrix (CLM) ................................... 62-69
12. Development of Modules of Instruction ...................................................... 70-88
13. Finalization of Module of Instruction ........................................................... 89-91
14.Development of Course Design ................................................................... 92-98
15.Evaluation and Validation of CBC .............................................................. 99-107
16. Work Instructions on Area-Based Skills Mapping ................................... 108-110
B. Annexes ..................................................................................................... 111-135
Annex A - Competency Based Curriculum Format (CBC) ........................... 111-119
Annex B - CBC Validation Questionnaire Format ........................................ 120-129
Annex C - Contextual Learning Matrix (CLM) format .......................................... 130
Annex D - Sample Letter, Conforme Letter, and Memorandum .................. 131-135
C. Disclaimer ........................................................................................................... 136
D. References ........................................................................................................ 137
E. Editorial Team ................................................................................................... 138
This Manual on Development of Competency-Based Curriculum for Area-based
Demand Driven Approach is prepared by the Curriculum and Training Aids
Development Division (CTADD) of the National Institute for Technical Education and
Skills Development (NITESD) to provide complete guidance in the development of a
Competency-Based Curriculum (CBC) for area-based demand driven TVET
programs.
The CBC is among the vital documents to support the Competency-Based Training
(CBT) approach and focuses on the knowledge, skills and attitude that a learner can
demonstrate – in a practical way – for a given qualification. This CBT approach is
being promoted by TESDA to address the gap between training and employment.
It is crucially important that the competencies resulting from area-based demand

driven TVET training programs are signaled by the industry, acknowledged and
matched with the specific responsibilities through skills development, and an adequate
strategy to undertake school to work transition.
This Manual on Development of Competency-Based Curriculum for Area-based

Demand Driven Approach sets out the specifications for the development of CBC. It
includes the following components and corresponding description:
COMPONENT DESCRIPTION
Definition of Terms The terms and terminologies that will be encountered in the
Procedures Manual are listed here. These terminologies are
source from Memorandum No. 027-2021 (2021 TVET
Glossary of Terms)
Purpose, Scope, and This section presents the purpose and scope of the
Responsibilities procedure’s manual. The responsibilities state the
designation and duties of the person involve in the
development of CBC.
Competency-Based Shows the process flow of developing a CBC with the
Curriculum Development Training Regulations (TR) or Competency Standards (CS)
Process Flowchart as among the bases.
1
Strategies and Process States the proposed timeframe allocated per activity in a
Cycle Time - CBC CBC development process.
Development
Competency Based Generally, states the summary of the steps/procedures
Curriculum Development using TR and CS as initial reference document/s in the
Flow Description development of a CBC
Competency-Based Shows the concepts and structure of translating CS into a
Curriculum Development CBC
Framework
The Components of Defines the Components and structure of a TR
Training Regulation
The Components of Defines the Components and structure of Competency-
Competency-Based Based Curriculum (CBC)
Curriculum
The Components of Defines the Components and structure of Contextual

Contextual Learning Learning Matrix (CLM)
Matrix
Development of Explains the procedure in developing the Contextual
Contextual Learning Learning Matrix (CLM)
Matrix
Development of Modules Explains the procedure in developing Modules of Instruction
of Instruction
Finalization of Module of Explains the procedure in finalizing Modules of Instruction

Instruction
Development of Course Explains the procedure in developing Course Design

Design
Evaluation and Validation Explains the procedure in evaluating and validating Course
of Course design and Design and Modules of Instruction
Modules of Instruction
Annexes Shows the forms and instrument use in the development of

a CBC
2
The Manual on Development Competency-Based Curriculum for Area-based
Demand Driven Approach when utilize by specific locality, province or region would
result to a CBC that contains the minimum requirements of a TVET curriculum. It is
highly recommended that careful analysis of the Learning Outcomes (LO) per
identified Module using the Contextual Learning Matrix (CLM) to thoroughly dissect
each LO so that the important STEM knowledge and STEM skills are lifted up and the
necessary topics and appropriate learning activities are clearly identified. This activity
would be appropriately exercised with the persistent collaboration among industry
experts, trainers and curriculum developers so that substantial contents would be
integrated in the CBC format.
Because of the process, there would be two major documents comprising the CBC
namely the Course Design and the Module of instruction.
With the rise of dynamic and emerging technologies brought by area-

based/demand-driven TVET requirements in the regional and provincial levels, the
Users of this Manual on Development Competency-Based Curriculum for Area-based
Demand Driven Approach may constantly review and update this document
depending on the needs to ensure the delivery of quality TVET programs.
We, in CTADD/NITESD would welcome such improvement!
3
1. BACKGROUND
Preparing an individual to the world of work and the challenges associated with
it has always been the major goal of the Technical Vocational Education and Training
(UNESCO-UNEVOC International Centre). TVET should be responsive enough to
provide the needed human capital for economic development of one nation.
In Philippine setting, the Technical Education and Skills Development Authority

(TESDA) as the authority in TVET, has always started in designing TVET programs
with the question “What jobs are needed, what jobs lack qualified workers for the
present and future”. The demand for a competent and globally competitive middle-
level workforce has been increasing both in domestic and international labor markets.
TESDA, as the government agency, mainly responsible for managing technical-
vocational education and training (TVET) sector, has to guarantee the availability of
qualified and competent skilled workers to meet this demand and to contribute to the
development of the country's economy. The competency-based curriculum
development process that TESDA is implementing at present has always been
demand-driven. The activity always starts with the identification of skills requirements
of the industry and translating it into a nationally agreed Competency Standards.
Competency Standards and Training Regulations
TESDA develops the competency standards (CS) for middle-level skilled

workers. These are in the form of units of competency containing descriptors for
acceptable work performance. These are packaged into qualifications corresponding
to critical jobs and occupations in the priority industry sectors. The qualifications
correspond to a specific level in the Philippine TVET Qualifications Framework
(PTQF). The competency standards, together with the training standards and
assessment arrangements, comprise the national training regulations (TR)
promulgated by the TESDA Board. The TRs serve as the basis for registration and
delivery of TVET programs, competency assessment and certification and
development of curricula for the specific qualification.
4
Competency-Based Curriculum
A Competency-Based Curriculum (CBC) is a framework or guide for the

subsequent detailed development of competencies, associated methodologies,
training and assessment resources. It specifies the outcomes, which are consistent
with the requirements of the workplace as agreed through the industry or community
consultations. A CBC can be developed immediately when competency standards
exist. When competency standards do not exist, curriculum developers need to define
well the learning outcomes to be attained. The standard of performance required must
be appropriate to industry and occupational needs through the industry/enterprise or
specified client group consultations. CBC is one of the basic requirements in the
program registration of training providers.
Area-based and demand-driven TVET

Area-based and demand-driven TVET highly regards the critical needs in the
industries and employers to produce rightfully developed skilled workers in specific
areas of the locality. This is in consonance with the NTESDP 2018-2022, which
highlights that the delivery of TVET programs must be in accordance with the identified
skills priorities and skills needs on emerging technologies in the specific communities.
The major TESDA processes of the area-based and demand-driven TVET lead to the
development and delivery of TVET programs to respond to the identified priority and
emerging skills at the national and local levels, to wit:
1. Skills Mapping;
2. CS and CBC Development;
3. Capability Build up Program for Trainers; and
4. Program Registration.
Because of its stake in the CBC development, the Curriculum and Training Aids
Development Division (CTADD) under the National Institute for Technical Education
and Skills Development (NITESD), is responsible for the development of curriculum
exemplars. It contains all essential information vital in the development of
Competency-Based Curriculum (CBC), which is a primary requirement in the
implementation of training programs. The CBC is designed for a tech-voc training
program and is directly related to developing tech-voc graduates to perform
competently in the workplace. The use of this manual can help to assist our tech-voc
providers in the development of emerging demand-driven technologies in their areas.
5
2. DEFINITION OF TERMS
Area-based Skills Map - compilation of the skills requirements culled from different
references and mapping of the availability of TVET programs vis-a-vis the
industry requirements in the areas which also includes emerging skills and soft
skills requirements. (TC #001 s. 2021) This serves as an input to the National
Skills Map.
Assessment Criteria – the standards used to guide learning and to assess learner
achievement and/or to evaluate and certify competence. (SAQA 2013, South
Africa).
Assessment Method – a technique used in gathering different types of evidence
to evaluate a candidate for a particular qualification.
Competency-Based Curriculum (CBC) - refers to the specifications for a program
or module, which describe all the learning experiences a 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 defined in the TRs or based on industry or
community consultations and/or supported by a demand or employability study
for NTR. (TESDA Circular No. 7 s. 2016)
Competency Standard (CS) - a specification of performance determined by the
organization which sets out the skills, knowledge and attitudes required to
operate effectively in employment. Competency standards are made up of units
of competency, which are themselves made up of elements of competency,
together with performance criteria, a range of variables, and an evidence guide.
(TESDA Circular No. 119, s. 2019) (TESDA-OP-AS-0)
Conditions – specify the conditions under which the learning and assessment will
take place. This can include a list of tools and equipment, access to learning
resources and equipment manuals, and type of facility. This should specify the
scope or range of the equipment and facilities to be assessed.
Contents – specific knowledge, skills and attitude that are to be addressed within
this learning outcome.
Content Expert - The Regional Lead Trainers (RLT) who undergone assessment
on the specific CS or Qualification and have current industry experience (on the
6
competency to be translated into a curriculum) and has training methodology
on how a competency is to be learned by an individual would play a very vital
role in crafting the curriculum. The trainer, as the main actor in the CBC
development shall prepare, plan, implement, and evaluate the developed CBC
together with the curriculum development team.
Contextual Learning Matrix (CLM) - Contextual Learning Matrix is a document
containing detailed information pertaining to a particular trade which can be
used for training purposes. It analyzes curriculum concepts of technology,
science, math, communication, environmental issues, and STEM with
integration of 21st Century Skills (CLM Manual).
Course Title –refers to the name of the program to be offered. It is usually derived
from the qualification title of the training regulations or it takes the qualification
title of the training regulations if the program is designed to cover the entire
qualification. (TESDA Procedures Manual on Program Registration).
Curriculum- systematic group of courses or sequences of subjects required for a)
a graduation or certification in a major field of study; b) or a general overall plan
of the content or specific materials of instruction that the school should offer the
student by way of qualifying him for graduation or certification of entrance into
a professional or vocational field; or c) a body of prescribed educational
experience under school supervision, designed to provide an individual with the
best possible training and experience to fit him for a trade or profession.
(Manual of Policies and Guidelines on the Establishment and Operation of
Public and Private TVET Institutions, First Ed., 2001)
Curriculum Development Team – a group of people organized to develop CBC
involve representatives from industry, curriculum developers and teachers or
trainers experienced in the field/industry sector.
Curriculum Exemplar - a model or sample of competency-based curriculum.
Emerging Technologies- abilities for which demand is increasing in existing or
new occupations. (2020 TVET Glossary of Terms). These skills/qualifications
are not included in the area-based and national skills map as it emerge or pop
up as necessary.
Industry Expert/Practitioner - a practitioner is an expert who uses that knowledge
as part of a profession. A person actively engaged in an art, discipline, or any
profession.
7
Learning Outcomes - are clear statements of what a learner can be expected to
know, understand and/or do as a result of a learning experience. (IRR of RA
No. 10968).
Methodologies - Instructional strategies utilized to facilitate the transfer of
knowledge to the learners, allowing them to perform the given tasks or work
activities according to defined standards.
Module Descriptor – Briefly describes the overall intentions of the modules, its
scope and delimitation.
Module Title – briefly describes the title of the module. Each course will have a
number of modules.
Nominal Duration – refers to the estimated learning hours, which indicate the time
for an average person to achieve the learning outcomes of the units of
competency, inclusive of classroom contact time,
laboratory/fieldwork/practicum and other methods of study/assignments as
defined in the Training Regulations (TR). (TESDA Circular No. 60 s. 2018).
Process Expert/Facilitator/Curriculum Experts - are people who know the series
of steps, procedures or actions that produce a change or development of CBC
in a particular field.
Sector - refers to a particularly large section of the economy categorized based on
the specific functions in the production phase and by kind of work which can be
classified as product, service or ownership e.g., Industry/agriculture service
sector. (TESDA Circular No. 070 s. 2019).
Supervised Industry Learning (SIL) - refers to an approach in learning designed
to complement the training gained in the institution with the intention of
enhancing the knowledge and skills of a learner through the actual application
of critical competencies in the workplace as identified in the Training
Regulations. It is commonly used as synonymous for On-The-Job Training
(OJT) and Supervised Industry Training (SIT), henceforth, for TVET, the term
OJT and SIT will be replaced with SIL to focus on the Learner’s enhancement
of critical competency in a workplace setting. (TESDA Circular No. 089 s. 2019).
Training Regulation (TR) -this refers to the package of qualifications, competency
standards, training standards, assessment and certification arrangements in a
specific sector promulgated by the TESDA Board for nationwide application.
8
They serve as the basis for the development of the curricula, registration and
delivery of training programs. (TESDA Circular No. 054 s. 2019).
Unit of Competency - a component of the competency standard stating a specific
key function or role in a particular job or occupation serving as a basis for
training an individual to gain specific knowledge, skills and attitude needed to
satisfy the special demands or requirements of a particular situation. (Training
Regulations Framework).
Unit Title - a unit of competency which when applied in a work situation can logically
stand alone. It indicates a title and is expressed in outcome terms.
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3. PURPOSE, SCOPE, AND RESPONSIBILITIES
3.1 Purpose
The procedure aims to standardize the process and assist the curriculum
developers, trainers, and industry experts (in all sectors) engaged in technical
and vocational education and training (TVET) sector to develop competency-
based curricula for program registration and implementation based on the
following contexts:
• Training Regulations and Competency Standards developed by Qualifications
Standards Office (QSO)
• Conversion of content-based curriculum;
• Policy and Guidelines; and
• Emerging Technologies; and
• Area-based demand driven approach
3.2 Scope
This procedure covers and outlines the steps in the process of aligning the
promulgated Training Regulation or Competency Standards into Competency
Based Curriculum (CBC). Provided also are the stages of the development
process, responsibilities of the involved actors and content evaluation. The
procedures manual must be followed by the curriculum development teams
within training providers or enterprises.
3.3 Responsibilities
• Team Leader / Implementation of the procedure
The Vocational Instruction Supervisor (VIS) or equivalent shall be the leader of
a TTI / TVI curriculum development team who is responsible for the
implementation of the procedure. TESDA regional and provincial offices will
assist TVET providers and enterprises in the development of CBC registration.
The CBC development involves people that are knowledgeable in curriculum
design as well as technical expertise. NITESD CTADD is responsible for the
capability building on curriculum and training materials development of the
regional and provincial focal. Curriculum development should be innate to every
Trainer, as this is one of their functions under TM Level II.
10
• Content Expert / Trainers
The Regional Lead Trainers (RLT) who undergone assessment on the specific
CS or Qualification and have current industry experience (on the competency
to be translated into a curriculum) and has training methodology on how a
competency is to be learned by an individual would play a very vital role in
crafting the curriculum. The trainer, as the main actor in the CBC development
shall prepare, plan, implement, and evaluate the developed CBC together with
the curriculum development team.
• Industry Experts
Practitioners or experts from the industry play an important role, especially
when the competency to be translated into a curriculum is new or considered
as an emerging technology and would require current information on how these
competencies are being practiced in the workplace. They can share their
expertise in the development of a curriculum for certain qualifications. Their
lifelong experience can be of great help in identifying the tasks and
competencies that are covered in a certain qualification which can be converted
into a training curriculum. These industry experts can be from supervisors,
workers, and industry association representatives.
• Curriculum experts
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. Perform tasks in documenting and
packaging the developed CBC
11
4. COMPETENCY-BASED CURRICULUM DEVELOPMENT
FLOWCHART
Development of CBC Process Flowchart
In developing a competency-
Secure Copy Secure NTR
based curriculum, it is imperative of Copy of & No
Promulgated Circulated CS
that the skills set to be covered TR CS
by a TVET program be
established first. In the current
Review Unit of Formulate Secure CS
practice, the required skill sets competency and Learning (Development
structure the modules Outcomes of TR/CS)
can be seen in the Section II of a
Promulgated Training
Regulations or TESDA published Develop Contextual
Learning Matrix
competency standards. (CLM)
However, nationally agreed
competency standards might not
be applicable to area-based and Prepare Modules of
demand-driven TVET programs Instructions
(Analyze learning outcomes
because of the diversified and and content using
Contextual Learning Matrix)
unique skills requirements of a
particular workplace. As such, in
the absence of training Prepare
Course Design
regulations and/or competency it
is recommended that the
(Industry Consultation)
required skills set be identified
Conduct Table Review /
first by consulting prospective Validate CBC
end-users of TVET graduates

and experts in competency Finalize CBC
standard development.
12
5. STRATEGIES AND PROCESS CYCLE TIME CBC
DEVELOPMENT
Peer Review (Consultation with Curriculum/CS Developers and Industry Total

Finalization
Trainers) Consultation PCT
Prepare
Modules of
Review Unit
Secure CS Formulate Instructions Conduct of
of Develop Package
(Development Learning (Analyze Prepare Table
competency Contextual Revise Transmit/
of TR/CS) Outcomes learning Course Review /
and Learning CBC Database
outcomes Design Validate
structure Matrix CBC
and CBC
the modules
contents
using CLM)
1)
Development
of CBC with 12
1 day 3 days 3 days 1 day 2 days 1 day 1 day
available TR days
2)
*Development
of CBC with 2 days 14
1day 3 days 3 days 1 day 2 days 1 day 1 day
available CS days
13
FLOW DESCRIPTION
6.1 Using Promulgated Training Regulation (TR)
Procedure Input Action Taken Responsibilities
1. Secure Copy of Copy of Download Promulgated ● Content Expert

Promulgated Training TR from the TESDA / Trainer
TR Regulation website ● Curriculum
expert
(https://www.tesda.gov.ph/Do
wnload/Training_Regulations)
2. Review Unit of • Promulgated The curriculum ● Content Expert

competency TR development team will: / Trainer
and structure ● Identify unit of ● Industry
the modules Other related competency of TR Experts
documents ● Identify elements of TR ● Curriculum
such as old ● Determine the scope experts
curriculum if
of each unit of
there’s any
competency
● Determine Initial
structure of units
● Define the module
structure
● Analyze Unit of
Competency based on
TR
3. Develop Development of The curriculum ● Content Expert

Contextual CLM development team will: / Trainer
Learning • Promulgated • Analyze Learning ● Curriculum
Matrix TR Outcomes experts
(CLM) • STEM • Assessment Criteria
knowledge, • Learning Concepts
and STEM • Science
Skills • Technology /
(Thinking Engineering
Skills) • Math
• Communication
Other related • Environmental Issues
documents and other concerns
such as old
• STEM Skills (Thinking
curriculum if
Skills)
there’s any
• Learning Activities
• Estimated No. of hours
14
4. Prepare • Promulgated The curriculum ● Content Expert

Modules of TR development team will: / Trainer
Instructions • Contextual • Formulate module title ○ Math
(Analyze learning Learning and module descriptor ○ Science
outcome and
contents using Matrix (CLM) • Determine prerequisite ○ Comm.
Contextual Learning of the module ● Curriculum
Matrix)
• Formulate Nominal experts
duration in hours
• Formulate Summary of
Learning Outcomes
• Identify Assessment
Criteria
• Analysis each Learning
Outcome
Formulate:
1. Assessment Criteria
2. Contents
3. Condition
4. Methodologies
5. Assessment methods
(Incorporating the
pertinent details from the
CLM and concepts
/tenets/ principles
required by law)
5. Prepare Course • Promulgated The curriculum ● Content Expert

Design TR development team will / Trainer
• Contextual determine the following: ● Curriculum
Learning • Identify Course title experts
Matrix (CLM) • Identify Nominal
• Module of Duration of the course
Instructions • Identify SIL
• Identify Trainee entry
requirements
• Complete the course
Structure
1. Unit of competency
2. Module
3. Learning Outcomes
4. Nominal Duration
(per unit)
• Identify Resources (list
of tools, materials and
equipment)
15
Methods
• Identify Course
Delivery
• Identify Trainer’s
Requirements
6. Conduct of • Developed The curriculum ● Content Expert

Table Review / CBC development team will: / Trainer
Validate CBC • CLM • Conduct Table Review ● Industry
• Validation • Validate the CBC using Experts
Questionnaire validation form ● Curriculum
(To be filled-up • Review and revise experts
of industry when necessary
experts)
7. Finalize CBC • Developed The curriculum ● Content Expert

CBC development team will: / Trainer
• CLM • Revise when necessary ● Curriculum
• Validation • Package the CBC experts
Questionnaire • Transmittal of the
• Memorandum package
of the • Repository
package
6.2. Using Circulated Competency Standards (CS)
1. Secure Copy Copy of Download Circulated CS ● Content Expert

of Circulated Competency from the Intranet or / Trainer
CS Standard TESDA website ● Curriculum
(https://www.tesda.gov.ph/Do
expert
wnload/Competency_Standard
s)
2. Formulate • Deployed The curriculum ● Content Expert

Learning Copy of CS development team will: / Trainer
Outcomes Other related 1. Analyze Unit of ● Industry
documents Competency based on Experts
such as old Competency Standards ● Curriculum
curriculum if 2. Formulate Learning experts
there’s any Outcome
16
3. Review Unit of • Deployed The curriculum ● Content Expert

competency Copy of CS development team will: / Trainer
and structure Other related ● Identify unit of ● Industry
the modules documents competency of CS Experts
such as old ● Identify elements of CS ● Curriculum
curriculum if ● Determine the scope experts
there’s any of each unit of
competency
structure of units
structure
● Analyze Unit of
Competency based on
CS

Learning • Deployed • Analyze Learning ● Curriculum
Matrix Copy of CS Outcomes experts
(CLM) • STEM • Assessment Criteria
knowledge, • Learning Concepts
and STEM • Science
Skills • Technology /
(Thinking Engineering
Skills) • Math
• Communication
Other related • Environmental Issues
documents and other concerns
such as old • STEM Skills (Thinking
curriculum if Skills)
there’s any
5. Prepare • Deployed The curriculum ● Content Expert

Modules of Copy of CS development team will: / Trainer
Instructions • Contextual • Formulate module title ○ Math
(Analyze learning Learning and module descriptor ○ Science
outcome and
contents using Matrix (CLM) • Determine prerequisite ○ Comm.
Contextual of the module ● Curriculum
Learning Matrix)
duration in hours
Learning Outcomes
Criteria
17

Outcome
Formulate:
2. Contents
3. Condition
4. Methodologies
5. Assessment methods
(Incorporating the
CLM and concepts
/tenets/ principles
required by law)
6. Prepare • Deployed The curriculum ● Content Expert

Course Copy of CS development team will / Trainer
Design • Contextual determine the ff: ● Curriculum
requirements
Structure
2. Module
4. Nominal Duration
(per unit)
equipment)
Methods
• Identify Course
Delivery
Requirements

experts
18
(To be fill-up of • Review and revise

industry experts) when necessary

of the package • Repository
6.3. Competency Based Curriculum Development Flow Description

With No TR and CS
1. Secure Copy Copy of Submit approved CS with ● Content Expert

of approved approved CS the RTESDC/PTESDC / Trainer
CS resolution and Memo ● Curriculum
request for technical expert
assistance
(Work instruction p. 108)
3. Formulate • Copy of CS The curriculum ● Content Expert

Learning Other related development team will: / Trainer
Outcomes documents 1. Analyze Unit of ● Industry
such as old Competency based on Experts
curriculum if Competency Standards ● Curriculum
there’s any 2. Formulate Learning experts
Outcome
4. Review Unit of • Copy of CS The curriculum ● Content Expert

competency Other related development team will: / Trainer
and structure documents ● Identify unit of ● Industry
the modules such as old competency of CS Experts
curriculum if ● Identify elements of CS ● Curriculum
there’s any experts
19
● Determine the scope

of each unit of
competency
structure of units
structure
● Analyze Unit of
Competency based on
CS

Learning • Copy of CS • Analyze Learning ● Curriculum
Matrix • STEM Outcomes experts
(CLM) knowledge, • Assessment Criteria
and STEM • Learning Concepts
Skills • Science
(Thinking • Technology /
Skills) Engineering
• Math
Other related • Communication
documents • Environmental Issues
such as old and other concerns
curriculum if • STEM Skills (Thinking
there’s any Skills)
6. Prepare • Copy of CS The curriculum ● Content Expert

Modules of • Contextual development team will: / Trainer
Instructions Learning • Formulate module title ○ Math
(Analyze learning Matrix (CLM) and module descriptor ○ Science
outcome and
contents using • Determine prerequisite ○ Comm.
Contextual of the module ● Curriculum
Learning Matrix)
duration in hours
Learning Outcomes
Criteria
Outcome
Formulate:
2. Contents
20
3. Condition
4. Methodologies
5. Assessment
methods
(Incorporating the
CLM and concepts
/tenets/ principles
required by law)
7. Prepare • Copy of The curriculum ● Content Expert

Course TR/CS development team will / Trainer
Design • Contextual determine the ff: ● Curriculum
requirements
Structure
2. Module
4. Nominal Duration
(per unit)
equipment)
Methods
• Identify Course
Delivery
Requirements

(To be fill-up of • Review and revise experts
industry experts) when necessary
21

of the package • Repository
22
FRAMEWORK
The Training Regulation or Competency Standard is translated into a

Curriculum through application of deep analysis of each of the TR/CS components for
clearer understanding of particular competence to be established.
A competency-based curriculum sets out the 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.
The Module Structure of a training for one unit of competency can be composed
of one module of instruction (one unit, one module of instruction) or more than one
module of instruction (one unit, several modules of instruction). The illustration below
shows the possible module structures.
23
Linking Competency-Based Curriculum with Competency Standard
Analysis starts from the Title of the Unit of Competency, its descriptor on what,
when and where the competency is being performed; its elements and corresponding
Performance Criteria, which basically provide the standard of performance in terms of
process, time and safety among others. The range of variables usually tells the
different context of application of the competency as highlighted in the performance
criteria. The evidence guide portion will provide information on the critical aspect of
competency. The method of assessment as well as the resources needed when
conducting the assessment.
Translating skills requirement into competency-based curriculum
Identifying the training skills requirements, one must consider defining the target
population for training, listing the competencies to be performed by the target
population for a certain qualification, listing the skills and knowledge needed to do the
competencies, and selecting the skills and knowledge to be taught that makes up the
training objective. Identifying the training requirements can be difficult to build a big
picture of the job. The “elicitation” step is where the training requirements are first
gathered from the experts. Many techniques are available for gathering training
requirements. Each has value in certain circumstances, and in many cases, there is a
need to use different methods or combinations of methods to gain a complete picture
from a diverse set of experts and stakeholders.
24
THE COMPONENTS OF
TRAINING REGULATIONS
25
8. THE COMPONENTS OF TRAINING REGULATIONS
The Training Regulations (TR) serve as basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs; and
3. Development of curriculum and assessment instruments.
Each TR has four sections:

A. Section 1
Definition of
Qualification
➢ It describes the Web
Development NC III
qualifications and
defines the basic,
common, and core
competencies that
comprise the
qualification.
➢ It shows Unit Code

and the title of the
competencies.
➢ Below describes the

Job title of the
qualification.
-CS DevelopmentGuidever2(Qualification Standards Office)
26
B. Section 2
Competency
Standards
➢ These fields
explicitly state the
required
knowledge and
skills for competent
performance of a
unit of competency
in an informed and
effective manner.
➢ the Competency
Standards which
describes the
occupational
function of a
person employed
in the industry of
Web Development
NC III
The Unit Title

describes the work
activity covered by
the unit. It is
UNIT TITLE: PERFORM COMPUTER
expressed in outcome
terms. OPERATIONS
The Unit Code is

assigned to the unit UNIT CODE: ELC311203
upon promulgation.
This is used to identify
the sector, the
category of unit and
the unit number.
27
The Unit Descriptor
UNIT DESCRIPTOR: This unit covers the knowledge,
expands the title by
skills, (and) attitudes and values
describing the scope and
needed to perform computer
intent of the unit. It clarifies
the required knowledge operations which include
skills and, attitude to inputting, accessing, producing
demonstrate a competent and transferring data using the
performance. appropriate hardware and
software.
The Element describes a

major skills required to
ELEMENT PERFORMANCE CRITERIA
carry out the work activity.
Italicized terms are elaborated in the
Performing the elements
Range of Variables
will result to product,
1. Plan and 1.1. Requirements of task are
service or decision.
prepare for determined according to job
Elements are considered
building blocks of a unit of task to be specifications
competency it covers the undertaken 1.2. Appropriate hardware and
dimensions of competency software are selected
such as: according to task assigned
and required outcome
Performance Criteria can
1.3. Task is planned to ensure
be considered as
specification of each OH&S guidelines and
element. A set of criterion procedures are followed
is written to help in 1.4. Client -specific guidelines
observing and assessing and procedures are
the skills while the element followed.
is being performed. Each 1.5. Required data security
criterion describes what guidelines are applied in
performance is needed accordance with existing
and how well should it be procedures.
done. The criterion can be
used to determine if all the
dimensions of competency
have been achieved in
performing the elements.
28
RANGE OF VARIABLES
In some Units of
Competency, key VARIABLE RANGE
words and phrases
within performance
2. Software Software includes the following but not
criteria are written in
limited to:
bold and italicized
2.1. Word processing packages
print. Those words or
phrases are further 2.2. Data base packages
elaborated in the range 2.3. Internet
of variables. 2.4. Spreadsheets
3. OH & S 3.1. OHS guidelines
guidelines 3.2. Enterprise procedures
4. Storage Storage media include the following but not
media limited to:
The Range of
4.1. CDs/DVDs
Variables defines the
scope in which the unit 4.2. zip disks
of competency applies 4.3. hard disk drives, local and remote
and the range of 4.4. USB drives
situations which can be 4.5. Cloud-based
the focus of 5. Ergonomic 5.1 Types of equipment used
assessment. It also guidelines 5.2 Appropriate furniture
allows insertion of 5.3 Seating posture
specific knowledge and 5.4 Lifting posture
enterprise requirements
5.5 Visual display unit screen brightness
when the standards
6. Desktop Icons include the following but not limited to:
have been
implemented.
icons 6.1 directories/folders
6.2 files
6.3 network devices
6.4 recycle bin
7. 7.1 Creating more space in the hard disk
Maintenance 7.2 Reviewing programs
7.3 Deleting unwanted files
7.4 Backing up files
7.5 Checking hard drive for errors
7.6 Using up to date anti-virus programs
7.7 Cleaning dust from internal and external
surfaces
29
EVIDENCE GUIDE
The purpose of the Evidence
Guide is to guide the 1. Critical Assessment requires evidence
assessor in collecting the aspect of that the candidate:
required evidence of competency 1.1 Selected and used hardware
competency. It is divided into components correctly and
several parts: according to the task
Critical Aspect of requirement.
Competency. 1.2 Identified and explain the
It is a series of activities functions of both hardware
that is critical in and software used, their
demonstrating a
general features and
competent performance
and successful
capabilities
accomplishment of work. 1.3. Produced accurate and
complete data in
The Method of accordance with the
Assessment describes requirements
the ways in which the 1.4. Used appropriate devices
evidence of competent
and procedures to transfer
performance can be
collected. This information files/data accurately
is provided in order to 1.5. Maintained computer
ensure that all aspects of system
the unit can be covered
by the assessment and/or 2. Method of 2.1. The assessor may select
establish consistency in
performance.
Assessment two of the following assessment
methods to objectively assess
The Resource the candidate:
Implication identifies the 2.1.1. Observation
needed resources for 2.1.2. Questioning
successful performance of 2.1.3. Practical demonstration
the work activity
described in the unit of
competency such as work 3. Resource 3.1. Computer hardware with
environment condition, implication peripherals
tools, equipment and 3.2. Appropriate software
materials.
4. Context of Assessment may be conducted
The Context of
Assessment describes
Assessment in the workplace or in a
the possible venue where simulated work environment
the collection of evidence
may be conducted. Some
example of these places
are simulated work
environment or actual
workplace
30
C. Section 3
Training
Standards
(Previously called
Training
Arrangements)
➢ Contain the
information and
requirements which
serve as bases for
training providers in
designing and
delivering
competency-based
curriculum for the
qualification.
Course Title- define

the tile of the
qualification
Nominal training
Duration- The total
approximate length
of course in hours
Course
Description-
Explains the
coverage and
importance of the
course to a specific
sector
The revisions to
Section 3 entail
identifying the
Learning
Activities leading
to achievement of
the identified
Learning Outcome.
31
Learning
Activities- The
revisions to Section 3
entail identifying the
Learning Activities
leading to
achievement of the
identified Learning -CS DevelopmentGuide-ver2(Qualification Standards Office)
Outcome.
The Methodology,
assessment
methods, and
nominal duration per
“Learning Outcome”
are identified in the
Section 3 of TR
which serves as the
basic requirements
developing of CBC
and CLM.
Training Delivery-
describes the training
modality modes of
the course.
Institution-Based
Enterprise-based
Community-base
32
Trainee Entry
Requirements- This
specifically define the
expected trainees
entry requirements
List of Tools,
Equipment and
Materials - This can
include a list of tools
and equipment,
access to learning
resources and
equipment, manuals,
and types of facility.
33
Training Facilities
include minimum
requirements of size
in meters, quantity
and total area in
square meters for
training facilities.
Trainers
Qualification
includes minimum
essential qualification
, experience and
competencies of the
trailer for Web
Development NC III
34
D. Section 4
Assessment and
Certification
Arrangements
➢ describe the policies
governing
assessment and
certification
procedures for the
qualification.
-CS DevelopmentGuide-ver2(Qualification Standards Office)
35
THE COMPONENTS OF
COMPETENCY-
BASED CURRICULUM
36
9. THE COMPONENTS OF COMPETENCY-
BASED CURRICULUM
A. Module of Instruction
Module of Instruction
describes the training to
be done to learn a
particular unit of
competency. Then it will
be compiled to form one
course design
summarizing all the
contents of every module.
Perform Computer
Operations is one unit of
the Common
competencies of Web
Development NC III
which usually derive from
the Training Regulation
UNIT OF COMPETENCY: PERFORM
or Competency Standard
COMPUTER
Section 2.
OPERATIONS
The Module Title is MODULE TITLE: PERFORMING

usually derived from the COMPUTER
unit title or sometimes OPERATIONS
from the element if the
unit of competency is too
big for a single module.
37
Module Descriptor is MODULE DESCRIPTOR: This module covers the
a brief statement knowledge, skills, (and)
describing the contents attitudes and values
of the modules, its needed to perform
scope and delimitation. computer operations which
It can be derives from include inputting,
the unit descriptor of accessing, producing and
TR/CS or sometimes transferring data using the
from the summary of
appropriate hardware and
learning outcome.
software.
The Nominal Duration NOMINAL DURATION: 20 Hours

is the suggested
number of hours you
will need to judge the
amount of learning or
training that the student
will require to achieve
the module / learning
outcome.
The Summary of SUMMARY OF LEARNING OUTCOMES:

Learning Outcomes Upon completion of this module, the trained student
usually derived from
must be able to:
the elements of the
TR/CS that can be LO1. Plan and prepare for task to be undertaken
readily converted into
LO2. Input data into computer
learning outcome. It is
written in action LO3. Access information using computer
statement begin with a LO4. Produce/output data using computer system
verb followed by the
object of the action. LO5. Maintain computer equipment and systems
It can be revise
accordingly by using
Bloom’s Taxonomy of
Verbs and make sure
that the learning
outcome has the
same objective in the
TR/CS.
38
Assessment Criteria LO1. PLAN AND PREPARE FOR TASK TO BE
must specify the UNDERTAKEN
performance outcomes
(knowledge, skills,
and attitudes) the ASSESSMENT CRITERIA:
learners will be able to
demonstrate at the 1. Requirements of task are determined according to
conclusion of the job specifications.
learning outcome.
2. Appropriate hardware and software are selected
It usually derive from according to task assigned and required outcome.
the column of
“Performance Criteria” 3. Task is planned to ensure OH&S guidelines and
of the TR/CS which procedures are followed.
translated into
4. Client -specific guidelines and procedures are
assessment criteria of
followed.
CBC.
5. Required data security guidelines are applied in
Contents can be accordance with existing procedures.
derived from the
evidence Guide and
range of variables. The
derived content should
be in accordance with CONTENTS:
the assessment
criteria. This means • Main types of computers and basic features of
that the required different operating systems
knowledge, skills and
• Main parts of a computer
attitude stated in the
assessment criteria • Information on hardware and software
must also be reflected
• Data security guidelines
in the content
otherwise the content
does not satisfy the
training requirement
needed for a particular
learning outcome. The
range of Variables and
evidence guide of TR
may help to support the
contents.
• The details cited in

the CLM and
concepts/tenets/
principles required by
law must also be
incorporated.
39
CONDITIONS:
Conditions can
sometimes be derived Students/ trainees must be provided with the
from range of variables following.
and resource
implications under the • Computer hardware with peripheral devices
evidence guide of the
• Appropriate software
TR/CS. It lists down the
context of learning or
materials to be
provided to the
learners.
The Methodologies
METHODOLOGIES
identify and list down
instructional strategies • Self–paced
utilized to facilitate
transfer of knowledge • Demonstration
to the learners and to • Discussion
be able to perform the
given task or work • Blended-learning (Online Platform)
activities according to
define standards.
Assessment Method ASSESSMENT METHODS:

can be derived from
the method of • Observation
assessment in the
evidence guide of the • Questioning
competency standard.
Sometimes institutional • Practical demonstration
method of assessment
is aligned with training
methodology used. It
identifies strategies to
be employed to gather
evidence to evaluate a
candidate if they meet
the job standards.
Note:
• The details cited in the
CLM and concepts/
tenets / principles
required by law must
also be incorporated.
40
B. Course Design
The Course Design is

a summary of all the
identified components
of the module of
instruction.
COURSE DESIGN
The Course Title refers
to the name of the COURSE TITLE: WEB DEVELOPMENT NC III
program to be offered.
It is also derived from
the qualification title of
the TR/CS or it takes
the qualification title of
the TR if the program is
designed to cover the
entire qualification.
(TESDA Procedures
Manual on Program
Registration)
The Nominal Duration NOMINAL DURATION: 1,164 Hours

in the course design is
the total length of
nominal duration of
modules of instruction.
It also derives from the
Section 3 of the TR/CS.
It is subject for changes
due to the additional
concepts/ tenets /
principles required by
law and validation of
the CBC.
41
Course Description COURSE DESCRIPTION:
Explains a brief This course is designed to develop & enhance
summary of the
the knowledge, skills, and attitudes of a Web
coverage and
importance of the developer in accordance with web development
course to a specific industry standards. It covers the basic and
sector. It includes the common competencies in addition to the core
relevance of the competencies such as to develop responsive
proposed course to web design, utilize software methodologies,
industry, enterprise or
create interactive websites and develop website
community needs and
possible job titles that backend.
the student may have
The nominal duration of 1,188 hours covers the
after completion. You
may include the total required units at Web Development NC III. TVET
length in hours of the providers can however, offer a longer, ladderized
course. It is usually course covering the NC III basic, common and
derived from the core units.
To obtain this, all units prescribed for this
qualification must be achieved.
TRAINEE ENTRY REQUIREMENTS:

The Trainee’s Entry
Requirements The trainees who wish to enter the course should
specifically identify the
possess the following requirements:
list that the student
must possess or have • Must have completed at least 10 yrs. basic
in entering a TVET education or an alternative learning systems
program.
(ALS) certificate of completion with grade 10
It is usually derived
equivalent holder;
from the Section 3 of
the TR/CS and subject • Must get 20 points out of 30 items mathematics
to change depending (10 items algebra, 10 items trigonometry, 10
on requirements of the items geometry) test and 20 points out of 30
school that will deliver items abstract reasoning test given by the
the TVET program. institution;
• Able to communicate both orally and in writings;
• Must know how to operate a computer and how
to navigate the internet.
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.
42
The Course Structure
presents the Basic,
Common, and Core
competencies in tabular
form. It identifies the
Unit of Competency in
the first column, Module
Title in the second
column, Learning
Outcomes in the third
column, and the
estimated nominal
duration per Unit of
Competency in the last
column. It usually
derives in the Section 3
of the TR/CS.
43
The Methodologies METHODOLOGIES:
are Instructional
strategies utilized to
• Lecture/ discussion
facilitate the transfer of • Practical exercises
knowledge to the
learners allowing them • Simulation
to perform the given • Demonstration
tasks or work activities
according to defined
standards. It is usually
derived from the
The Assessment ASSESSMENT METHODS:

Methods are
• Observation
techniques that will be
used in gathering • Practical demonstration
different types of
• Oral questioning
evidence to evaluate a
candidate for a • Portfolio
particular qualification.
It is usually derived
from the Section 3 of
the TR/CS.
The Course Delivery is COURSE DELIVERY:

a list of modes that are
essential to the course. • School–based training;
It identifies mechanism • Dual Training system;
and individual linkages
with industry to promote • Industry-based training;
the effectiveness of • Self-paced instruction
course delivery. The list
also includes blended
learning modes if
necessary. (TESDA
Circular No. 062-2020)
• The details cited in the

CLM and concepts/
tenets / principles
required by law must
also be incorporated.
44
The Resources
presented in tabular
form summarizing the
needed resources RESOURCES:
(tools, equipment and
materials/supplies) for
course delivery. It
usually derives from the
The Qualification of
Instructors / Trainers QUALIFICATION OF INSTRUCTORS/TRAINERS:
identifies the details of
• Must be a holder of National TVET Trainer
trainer’s standards
based on the Certificate (NTTC) level I in Web Development
competency standard. NC III; and
It identifies the • Must have at least three (3) years as full-stack*
minimum essential web developer industry experience within the
qualification experience last 5 years.
and competencies of • Full-stack web developer – somebody who is
instructors. Special knowledgeable on both front-end and back-end
qualification of web development
instructors, if there are
(it) must be specified. It
derived also in Section
3 of TR/CS.
45
THE COMPONENTS OF
CONTEXUAL LEARNING
MATRIX
46
10. THE COMPONENTS OF CONTEXUAL
LEARNING MATRIX
New CLM with integration of STEM knowledge and thinking skills example:
QUALIFICATION TITLE: Web Development NC III
UNIT OF COMPETENCY: Perform Computer Operations
MODULE TITLE: Performing Computer Operations
Prepared
by: Juan Dela Cruz
LEARNING CONCEPTS STEM KNOWLEDGE
(Disciplinal) Estimated
Learning Assessment Environmental STEM Thinking Learning
Technology number
Outcomes Criteria Issues and Skills activities
Science / Math Communication of hours
other (Transdisciplinary)
Engineering
concerns
LO1. * Reading and Computational * Plan and 30 mins
Plan and Requirements comprehension Skills prepare
prepare for of task are skills required to (Data collection and computer
task to be determined interpret work management operation
undertaken according to instruction basic strategies) activity
job user manuals. * Determine
specifications *Interpreting task
user requirements
manuals and based on
security required
guidelines output
Appropriate *Main types Digital Literacy * Determine 1 hour
hardware and of computers (selecting suitable appropriate
software are *basic digital technology hardware and
selected features of tools, systems and software
according to different Software) *
task assigned operating Identify/Select
and required systems types of
outcome. *Main parts computers
of a and basic
computer features of
* Information different
on operating
hardware systems
and
software
Task is Enterprise Application 30 mins
planned to policy and of OH&S in
ensure OH&S guidelines on the workshop
guidelines OH&S area
and
procedures
are followed.
Client - *Communication * Interpret 1 hour
specific skills to identify and follow
guidelines lines of client-specific
and communication, guidelines &
procedures request advice, procedures
are followed. follow
instructions and
receive
feedback
Required Data Digital Literacy *Plan task as 1 hour
data security security (Data and privacy per data
guidelines are guidelines policies) security
applied in guidelines
accordance
with existing
procedures.
47
As you see from the example, part of the Learning Concepts of the CLM has already
mapped out the STEM Knowledge (Science, Math, Technology/engineering,
communication, and Environmental Issues and other concerns). Particularly this are
the contents embedded in one of the learning outcomes of the module.

Prepared
by:
(Disciplinal) STEM Thinking Estimated
Learning Assessment Environmental Learning
Technology Skills number
Outcomes Criteria Issues and activities
Science / Math Communication (Transdisciplinary) of hours
other
Engineering
concerns
STEM KNOWLEDGE
Descriptor - Disciplinal knowledge means subject-specific understanding of concepts,
theories, principles, laws, and contexts of Science, Technology,
Engineering, and Mathematics. Transdisciplinary knowledge refers to the
integrative understanding of the useful and most relevant content and
techniques from the STEM disciplines to be able to solve work-related
and other real- world problems.
THINKING SKILLS
Descriptor- involve skills for sense-making to be able to solve problems, understand
connections, make informed decisions, or innovate for the improvement
of personal, community, workplace, and regional/national contexts.
The integration of STEM in TVET can still be maximized and optimized by venturing
beyond the STEM knowledge. Because STEM is beyond knowledge if it applies more
integration of application. For example, the trainee may forget a certain term or
concepts in STEM but if they have STEM thinking skills this can make a lot of
difference and take them far beyond knowledge. Thinking skills is transferrable, it can
cut across sectors. For example, if the trainee will change jobs, if they have those
thinking skills coming from the map and which are developed from STEM they can be
flexible in terms of skills and knowledge in the workplace
-STEM in TVET Curriculum Guide
48
Thinking skills include:
• Creative/Inventive Thinking
Combine or connect ideas and information in unique and novel ways to
generate new ideas, applications, products, processes, or services
Knowledge • Design thinking process
• Tools or strategies for collecting information
• Analytical techniques
• Ideation techniques
• Brainstorming techniques
• Invention algorithms
• Lateral thinking techniques
• Decision-making techniques
• Inquiry or experimentation techniques
• Prototyping techniques
• Impact measurement techniques
• Pitching/communicating design concepts or solutions
• Application of design thinking in programs and organizations
Skills • Apply design thinking process in generating new ideas,
applications, or solutions based on an identified need
• Collect information using a variety of tools and strategies to
understand the problem context, thoughts, actions, and
attitudes of people for whom the solution is intended
• Analyze root-cause of identified problem/s
• Employ ideation techniques to identify potential solutions
• Share inputs during brainstorming sessions to contribute to
the generation of ideas
• Apply invention algorithms to generate new and innovative
design concepts Utilize lateral thinking techniques to explore
multiple and alternative ideas
• Employ decision-making techniques to select most viable
solution
• Conduct an inquiry or experiment to test ideas
• Execute design concepts through prototypes
• Identify metrics to determine baseline and measure
outcomes of design ideas and solutions
• Pitch or communicate design ideas and solutions
• Apply design thinking in generating innovations for the
organization and its programs
49
• Critical Thinking
Apply logic and reasoning to make sense of data or information by posing
questions, putting forward arguments, exploring counterexamples, searching
evidence, identifying relationships, recognizing patterns and trends, evaluating
pros and cons, and synthesizing information
Knowledge • Information gathering techniques
• Information processing techniques
• Information verification
• Analytical techniques
• Pattern recognition techniques
• Logical thinking techniques
• Sensemaking techniques
• Synthesis and insight generation
• Constructing arguments and questions
• Reasoning using evidence
• Making inferences, claims, assumptions
• Skepticism
• Evaluation techniques
• Gather information from credible sources
Skills • Pose questions
• Assess validity and reliability of information
• Detect patterns based on information or data
• Determine relationships or interactions among components
within a context
• Evaluate underlying factors which may be political,
economic, social, technological, legal, environmental, and
cultural
• Sequence ideas or processes into a logical flow
• Break down components of a structure
• Cite counterexamples
• Provide an outline of a process or procedure
• Identify properties, characteristics, and functions
• Propose a framework or system of understanding based on
a synthesis of information
• Advance an argument based on facts
• State an inference, claim, or assumption supported by
reliable information
• Detect gaps in knowledge and limitations in information
• Articulate insights gained from observation and data
• Identify implications or consequences of a course of action
• Establish a conclusion
50
• Systems Thinking
Understand the bigger context of a system, its emergent properties, and
behavior over time by knowing the connections, interrelationships, and
dynamics of its constituent parts
Knowledge • Identification of systems and system archetypes
• Components of a system
• Fundamental concepts of systems thinking
• Approaches for developing shared vision
• Creative mental models
• Lateral thinking strategies
• Big picture thinking approaches
• Strategic thinking techniques
• Techniques for pattern recognition
• Visualization techniques
• Use of models, representations, and simulations
• Scenario planning techniques and tools
Skills • Carry out problem identification techniques to establish
issues in the workplace
• Pose questions to clarify issues and seek solutions
• Diagnose root cause of a problem
• Determine underlying causes of an issue or conflict
• Identify constraints and risks related to potential solutions
• Analyze political, economic, social, technological, legal,
environmental, and cultural factors influencing a problem
• Try out diverse approaches, processes, strategies, and
tools to solve problems
• Conduct experiments or investigations to test potential
solutions
• Manage risks in testing potential solutions
• Document experimentation process for future reference
and replicability
• Recommend most suitable solution based on evidence
from experiments
• Evaluate the effectiveness of the problem-solving process
• Assess the impact of a solution using various techniques
• Create decision evaluation and prioritization framework
• Detect opportunities for growth and expansion
51
• Transdisciplinary Thinking
Put together relevant concepts and processes from multiple disciplines to
generate solutions and new applications
Knowledge • Disciplinal and transdisciplinal knowledge
• Information gathering techniques and tools
• Verbal and non-verbal communication techniques,
channels, and tools
• Collaborative approaches, processes, strategies, and
platforms
• Knowledge sharing methods and tools
• Divergent and convergent techniques of knowledge co-
creation
• Pattern recognition techniques
• Decision-making processes
• Perspective-taking techniques
• Context-framing strategies
• Problem-solving approaches, strategies, and tools
• Knowledge of political, economic, social, technological,
legal, environmental, and cultural factors
• Self-knowledge (strengths and weaknesses)
• Dimensions of diversity
• Workplace and social etiquettes
• Cultural sensitivity
• Conflict resolution strategies
• Synthesis and insight generation
• Strategies for group regulation and reflection
Skills • Gather information from multiple sources and diverse

perspectives
• Communicate ideas and perspectives with clarity using
various means
• Collaborate with people from diverse backgrounds
• Share information to collaborators using appropriate
channels and tools
• Generate ideas using divergent and convergent
techniques
• Co-create knowledge products or new applications
drawing from concepts and processes of multiple
disciplines
• Detect patterns based on information or data
• Determine relationships or interactions among
components within a context
52
• Analyze political, economic, social, technological, legal,
environmental, and cultural factors influencing a problem
• Try out diverse approaches, processes, strategies, and
tools to solve problems
• Create decision evaluation and prioritization framework
• Use strategies and tools to describe context foregrounding
a problem
• Assess own strengths and weaknesses
• Be sensitive to cultural and social differences
• Observe workplace and social etiquettes
• Decision-making
Make a logical choice of action by looking at evidence, exploring alternatives,
considering likely impact, evaluating options and providing justifications
Knowledge • Decision making criteria and strategies

• Decision making pitfalls and errors
• Ethical guidelines, standards and procedures
• Protocols, regulatory frameworks, and policies
• Decision making styles
• Decision making tools
• Decision evaluation and prioritization frameworks
• Stakeholder analysis techniques
• Risk analysis techniques
• Impact measurement techniques
• Group decision making methods
Skills • Define criteria that will be used in making decisions
• Gather relevant information to support decision-making
• Evaluate contexts to identify crucial decision-making
points
• Follow decision-making process based on agreed upon
policies, standards, and guidelines
• Subscribe to protocols, ethical guidelines, and regulatory
frameworks
• Apply decision-making strategies
• Use tools to aid decision-making
• Facilitate decision-making processes within teams
• Analyze risks associated with proposed solutions
• Assess feasibility of solutions to provide
recommendations
• Review outcomes and impact of solutions
• Iterate successful or effective solutions
53
• Computational Thinking
Develop or apply computational models, tools and techniques to interpret and
understand data, solve problems, and guide decision- making
Knowledge • Data collection and management strategies
• Techniques for breaking down data, processes, and
problems into smaller, manageable parts
• Approaches for extracting relevant information
• Understanding automated systems
• Data representation techniques and tools
• Algorithm design
• Data analysis methods
• Modeling and simulation practices
• Troubleshooting and debugging strategies
Skills • Collect and manage data/data sets
• Break down data, processes, and problems into smaller,
manageable parts (decomposition)
• Identify and extract relevant information to define main
idea(s) (abstraction)
• Identify automated systems
• Depict and organize data in appropriate graphs, charts,
words, or images (data representation/visualization)
• Create a series of ordered instructions for doing a task or
for solving similar problems (algorithm design)
• Observe patterns, trends, and regularities in data (pattern
recognition)
• Provide insights from data analysis to inform decision-
making (data analysis)
• Simultaneously process smaller tasks from a larger task
to more efficiently reach a goal (parallelization)
• Create models and simulations to represent processes
(modelling and simulation)
• Develop codes and modular computational solutions
• Determine effectiveness of a solution, generalize, and
apply to a new problem (evaluation)
• Apply troubleshooting and debugging strategies
54
• Ethical Thinking
Use value system as guide for making choices that adhere to acceptable
standards and protocols
Knowledge • Applicable laws and requirements with regulatory
authority dealing with data protection, security and
Intellectual Property Rights (IPR)
• Sources of open standards e.g. ISO, RFC
• Risk identification and mitigation
• Ethical implications of technology e.g. hijacking code,
software licensing
• Code of business conduct and non-compliance
consequences
• Moral and ethical considerations concerned with the
growing dependence on technology
• Techniques, prevention, and repercussions of social
engineering attacks
Skills • Follow pertinent laws, regulations, and territorial
restrictions to protect intellectual property and
information privacy
• Comply with requirements set by open standards to
ensure interoperability of products and services
• Track identified risks and apply risk mitigation strategies
• Plan security measures to address ethical dilemmas and
policy issues
• Act ethically and responsibly in a digital or physical
community and recognize inappropriate conduct
• Use technology to facilitate good actions that will improve
overall well- being
• Conduct security awareness training to prevent social
engineering attacks
55
The CLM is one of the
requirements under
Section 3-Training
Arrangement wherein
all TVET providers
shall develop a
Contextual Learning
Matrix (CLM) to
accompany their
curricula.
The Qualification Title QUALIFICATION TITLE: Web Development NC III

is name of the program
to be offered. It is
usually derived from the
qualification title of
the training regulations.
The Unit of UNIT OF COMPETENCY: Perform Computer

Competency stating a Operations
specific key function or
role in a particular job
or occupation serving
as a basis for training
an individual to gain
specific knowledge,
skills and attitude
needed to satisfy the
special demands or
requirements of a
particular situation.
(Training Regulations
Framework)
The Module Title may MODULE TITLE: Performing Computer

be derived from the unit
Operations
of competency or
created by the CLM
development
committee.
56
Name of person who PREPARED BY: Juan Dela Cruz
developed the CLM
This contains the

Learning Outcomes Learning Outcomes
to be gained from this
LO1. Plan and prepare for task to be undertaken
module. It is usually
derived or extracted LO2. Input data into computer
form the Elements of
the TR/CR of the Unit LO3. Access information using computer
of Competency. LO4. Produce/ output data using computer
system
The Assessment Learning Outcomes Assessment Criteria

Criteria specify the
performance outcome LO1. Plan and Requirements of task
the learner is expected prepare for task to be are determined
to demonstrate at the undertaken according to job
conclusion of the specifications
learning outcome. It Appropriate hardware
derived from and software are
performance criteria of selected according to
the TR/CS. task assigned and
required outcome.
Task is planned to
ensure OH&S
guidelines and
procedures are
followed.
Client -specific
guidelines and
procedures are
followed.
Required data security
guidelines are applied
in accordance with
existing
procedures.
57
Learning Concepts or STEM LEARNING CONCEPTS STEM KNOWLEDGE
KNOWLEDGE consist of
Science, Technology/ (Disciplinal)
engineering, Math,
environmental issue and other Environmental
Technology /
concerns. The following are the Engineering
Math
Communication
Issues and
Science other
description: concerns
* Reading and
Science – concepts or contents comprehension
in the learning outcome that are skills required to
interpret work
related in the subject matter of instruction basic
science. Body of related user manuals.
knowledge such as; (laws, facts, *Interpreting user
principles, theories, researches) manuals and
security
guidelines
Technology – refer to ideas, *Main types of
concepts, theories and principles computers
relevant to the application of *basic features
skills, processes, procedures, of different
operating
techniques, & safety practices, systems
essential for manipulation of *Main parts of a
tools, materials, and machines / computer
equipment of a particular trade. * Information on
hardware and
Math – information which involve software
computations, measurements,
estimations, selection and Enterprise
applications of mathematical policy and
process, and collecting, guidelines on
OH&S
displaying, or interpreting data, *Communication
which supports the attainment skills to identify
of accuracy and quality of lines of
performance or product. communication,
request advice,
Communication -information follow
instructions and
which help the learners achieve receive feedback
proficiency in using the specific Data security
language including written, guidelines
verbal, and non-verbal
expression, to convey
message/s intended to support
the accomplishment of learning
experiences.
Environmental Concerns and
Other Concerns refers to
theoretical facts, issues,
researches, laws,
activities/practices involve in a
particular technology area that
may have caused a direct or
indirect impact to the
environment.
58
STEM Thinking Skills-
involve skills for sense-
STEM Thinking Estimated
making to be able to
Skills Learning Activities no. of
solve problems, hours
(Transdisciplinary)
understand connections,
Computational Skills * Plan and prepare computer 30 mins
make informed (Data collection and operation activity
decisions, or innovate management strategies) * Determine task requirements
based on required
for the improvement of output
personal, community, Digital Literacy * Determine appropriate hardware 1 hour
workplace, and (selecting suitable digital and software
technology tools, systems and * Identify/Select types of computers
regional/national Software) and basic
contexts. features of different operating
systems
30 mins
. * Interpret and follow client-specific 1 hour
guidelines &
Learning Activity – are procedures
Digital Literacy *Plan task as per data security 1 hour
statements of planned (Data and privacy policies) guidelines
learning experiences of
a particular learning
outcome including; the
resources, methods,
and the environment
designed to show the
connection of STEM
Knowledge and Stem
Skill and its application
in real world situations.
Estimated Number of
Hours – estimated
/suggested number of
hours per Learning
activity
59
The STEM thinking Skills
National development agenda across the world have consistently pushed for
the delivery of STEM skills for the economy. It is considered a critical impetus for
innovation to ensure competitiveness and growth of a nation. With rapid
advancements in technology, changing dynamics of industries, and more recently, a
serious threat of health outbreaks, it is imperative that human capital development for
STEM must include technical vocational education and training (TVET) and other
forms of continuing adult education. STEM education develops skills that are difficult
to automate and are intuitively oriented toward innovation. Traditionally, innovations
and discoveries are associated with STEM professionals with university degrees
because they have always been at the forefront. However, innovation hubs and
research facilities cannot operate without the capable hands of STEM technologists,
technicians, and tradespeople. They are the hidden force that drives a STEM-based
economy. It is but natural for them to troubleshoot and hence, engage in problem
solving that may be more technical in nature and may require tools in the process.
They also understand how a malfunction in one unit can affect the entire system and
therefore, disrupt the whole production line. These scenarios illustrate problem
solving, critical thinking, and systems thinking, which are all STEM skills. Therefore,
STEM skills are already in TVET competencies, however they are not articulated and
explicitly related to its importance in the workplace. Moreover, without being clear on
what the STEM skills are in TVET, it is more likely that effective pedagogies are not
being utilized in training delivery. Thus, it is important to understand STEM skills in
TVET that must be prioritized in relation to the future of work as well as identify
effective pedagogies given the emerging trends in vocational education and training.
(STEM in TVET: Learning Design Framework)
STEM in TVETPH 4.0 Strategies

In 2019, the Philippine Technical Education and Skills Development Authority
(TESDA) launched its Fourth Industrial Revolution Framework that outlines its TVET
strategies for meeting the demands of IR 4.0 that will make the Philippines IR4.0-
ready. The goal of the framework is to produce IR4.0-ready learners who are equipped
with essential, STEM-related, and socio-emotional skills such as: complex problem-
60
solving, critical thinking, creativity, people management, coordinating with other,
emotional intelligence, judgment and decision-making, service orientation,
negotiation, and cognitive flexibility.
The initial step that has been taken by TESDA in STEMifying TVET is to
develop a Contextual Learning Matrix (CLM). The purpose of the CLM is to connect to
basic, common, and core units of competency in the areas of mathematics, science,
and language to relevant contexts as well as emerging fields of green technology,
STEM knowledge and skill particularly thinking skills, and inclusive training delivery.
(STEM in TVET: Learning Design Framework)
61
DEVELOPMENT OF
CONTEXTUAL
LEARNING MATRIX
(CLM)
62
11. DEVELOPMENT OF CONTEXTUAL
LEARNING MATRIX (CLM)
The purpose of using the Contextual Learning Matrix (CLM) in analyzing a
Learning Outcome (LO) is to ensure that each LO is deeply studied and the necessary
topics and learnings to be gained are clearly identified. A well-crafted CLM would result
to a very substantive topics and learning activities which takes into consideration the
STEM Knowledge and STEM Skills that would provide learners different and
interesting perspectives of learning a specific LO.
Inputs in Developing the CLM

• Training Regulation
• Competency Standard
• Existing Competency-Based Curriculum (CBC)
Steps in developing the CLM
Step 1: Secure a copy of an existing Training Regulations or Competency Standards

(example: Web Development NC III) that matches the qualification you intend to
develop. Acquire a copy or design of the CLM form.
Example 1:
QUALIFICATION TITLE:
UNIT OF COMPETENCY:
MODULE TITLE:
Prepared
by:
Science / Math Communication (Transdisciplinary of hours
other
Engineering
concerns
Step 2: Fill-up the form starting from Qualification Title (Web Development NC III), unit title
of competency and its corresponding Module Title. The module title can be derived
from the unit of competency.
Example 2 :
63
QUALIFICATION TITLE: WEB DEVELOPMENT NC III
UNIT OF COMPETENCY: PERFORM COMPUTER OPERATIONS
MODULE TITLE: PERFORMING COMPUTER OPERATIONS
Prepared Juan Dela Cruz

by: Trainer Web Development NC III
other
Engineering
concerns
Step 3: After filling up the data the next fourth row which is “Prepared by:” list the
name of the people or experts that contribute to the contents of the CLM.
Example 3:
Juan Dela Cruz

Prepared by: Trainer in Web Development NC III
Step 4: Convert the Elements of “Perform Computer Operations” into learning

outcome/s from Section 2 (Competency Standard) of the TR/CS and input into the
CLM form column1 Learning Outcomes.
Example 4:
64

Learning Assessment LEARNING CONCEPTS STEM KNOWLEDGE
Outcomes Criteria
Environmental Learning
Issues and activities
other
Engineering
concerns
Plan and
prepare for
task to be
undertaken
The highlighted data of the learning outcome column is the data that converted from
pages 62-64.
Step 5: From the image of Example 4, convert the corresponding Performance

Criteria of “Perform Computer Operations” from Section 2 (Competency Standard) of
the TR/CS into assessment criteria.
Example 5:


STEM
(Disciplinal) Thinking Estimated
Science / Math Communication (Transdis of hours
other ciplinary )
Engineering
concerns
Plan and
prepare for Requirements
task to be of task are
undertaken determined
according to
job
specifications
Appropriate
hardware and
software are
selected
according to
task assigned
and required
outcome
65
Task is
planned to
ensure OH&S
guidelines
and
procedures
are followed.
Client -
specific
guidelines
and
procedures
are followed.
Required
data security
guidelines are
applied in
accordance
with existing
procedures.
The highlighted data of the assessment criteria column are the data that converted
from the performance criteria of unit “Perform Computer Operations” in Section 2 of
TR/CS.
Step 6: See Example 4, the section 2 of TR/CS has required knowledge and skills
column. From this data, you can identify the appropriate concepts of Science,
technology/engineering, math, environmental issues, and STEM Skills particularly the
STEM thinking Skills. You may also find the related concepts from the CBC Contents
if there is an existing curriculum.
Example 6:
UNIT OF COMPETENCY: : Perform Computer Operations

Learning Assessment Learning
Technology Environmental Skills number of
Outcomes Criteria activities
Science / Math Communication Issues and (Transdisciplinary hours
Engineering other concerns
LO1. * Reading and Computational

Plan and Requirements comprehension Skills
prepare for of task are skills required to (Data collection
task to be determined interpret work and management
undertaken according to instruction basic strategies)
job user manuals.
specifications *Interpreting
user
manuals and
security
guidelines
66
Appropriate *Main types Digital Literacy
hardware and of computers (selecting suitable
software are *basic digital technology
selected features of tools, systems
according to different and Software)
task assigned operating
and required systems
outcome. *Main parts
of a
computer
* Information
on
hardware
and
software
Task is Enterprise policy
planned to and guidelines on
ensure OH&S OH&S
guidelines
and
procedures
are followed.
Client - *Communication
specific skills to identify
guidelines lines of
and communication,
procedures request advice,
are followed. follow
instructions and
receive
feedback
Required Data Digital Literacy
data security security (Data and privacy
guidelines are guidelines policies)
applied in
accordance
with existing
procedures.
All contents in the learning concepts (STEM Knowledge) are taken from the
Required Knowledge and Required Skills in Section 2 of the TR/CS (see example
4). One of the assessment criteria “Task is planned to ensure OH&S guidelines
and procedures are followed” do not have any related contents identified in the
required knowledge and required skills in section 2 of the TR/CS therefore, the
content expert will analyze and identify concept related to this criterion. The
learning concept “Enterprise policy and guidelines on OH&S” is identified by the
content expert that is added to the learning concepts under environmental issues
and other concerns. In the Science row observe that there are no identified
concepts. It is ok to leave it blank because there are some instances that the
required knowledge and required skill are not applicable to science or other
concepts. Just take note of the important content that need to be fill out is the
assessment criteria.
Step 7: From the image of Example 7, the section 3 “training standards” of TR/CS the
learning activities are already identified. From this data you will identify the appropriate
learning activities to be fill out in each row of the learning outcome of the CLM. ·
Contents must be deeply analyzed to come up with substantive learning contents.
67
Example 7:
Step 8: The last column of the CLM is the estimated number of hours. The reference
of CLM contents is from the training regulation wherein there are already identified
nominal duration. The curriculum team will now deeply analyze the estimated number
of hours per learning outcome. On the other hand, the Competency Standard (CS) do
not have number of hours stated. Therefore, this application is helpful in identifying the
estimated time of each learning outcome. Then the total estimated time per learning
outcome will result into nominal duration of the qualification.


other
Engineering
concerns
LO1. * Reading and Computational * Plan and 30 mins
Plan and Requirements comprehension Skills prepare
prepare for of task are skills required to (Data collection computer
task to be determined interpret work and management operation
undertaken according to instruction basic strategies) activity
job user manuals. * Determine
specifications *Interpreting task
user requirements
manuals and based on
security required
guidelines output
Appropriate *Main types Digital Literacy * Determine 1 hour
hardware and of computers (selecting suitable appropriate
software are *basic digital technology hardware and
selected features of tools, systems and software
according to different Software) *
task assigned operating Identify/Select
and required systems types of
outcome. *Main parts computers
of a and basic
computer features of
* Information different
on operating
hardware systems
and
software
68
Task is Enterprise policy Application of 30 mins
planned to and guidelines OH&S in the
ensure on OH&S workshop area
OH&S
guidelines
and
procedures
are
followed.
Client - *Communication * Interpret and 1 hour
specific skills to identify follow client-
guidelines lines of specific
and communication, guidelines &
procedures request advice, procedures
are follow
followed. instructions and
receive
feedback
Required Data Digital Literacy *Plan task as 1 hour
data security (Data and per data
security guidelines privacy security
guidelines policies) guidelines
are applied
in
accordance
with
existing
procedures.
The contents in the learning activities column are taken in section 3 of the TR/CS.
However, the row of assessment criteria “Task is planned to ensure OH&S
guidelines and procedures are followed” has no learning activities identified in
Section 3 of the TR/CS, therefore the content experts will analyze and identify learning
activities in that particular criterion.
The CLM table shown above is a complete data of module Performing Computer
Operations Learning outcome 1. In order to develop a whole set of CLM for the
qualification of Web Development NC III follow the steps 1 to 8.
69
DEVELOPMENT OF
MODULES OF INSTRUCTION
70
12. DEVELOPMENT OF MODULES OF
INSTRUCTION
A module of Instruction is a self-contained material that includes one or more

units of competency with learning outcomes, appropriate learning materials and
methods, and associated criterion reference measures with valid institutional
assessment and method (TESDA, 2020). This document translates the competency
standards into instructional design in the form of modules.
One module to cover one

Unit of Competency Module unit of competency
________________
Unit of Competency 1 Multiple modules to

2 covers one unit if
Module competency
________________
One module to cover

Clustered Units of Module multiple units of
Competency competency / cluster of
Competencies (COCs)
________________
Figure1: Ways of packaging a Module of Instruction
In designing the CBC scope of module of instructions, it is important to observe the

pedagogical approach to make learning more focused and the assessment of learning
outcomes more precise and accurate. See examples in the next page:
71
Determining the number of modules in a specific competency will depend entirely on
the style of the developer in presenting training activities, either as a sole module or
breaking the learning activities.
Example 1 Example 2
Unit of Competency Unit of Competency

“Perform Computer “Perform Computer
Operations” Operations”
Analysis Analysis
Module of Module of Module of

Module of Instruction Instruction Instruction
Instruction “Using “Using Word “Using Word
“Performing Computer in Processing Processing
Computer
MS Windows Application” Application”
Operations”
GUI”
Figure 2: Example of Module of Instruction Analysis
Example 1, is an illustration of one module covering one unit of competency. This

packaging is used if the scope of the unit is manageable in terms of teaching/learning,
assessment, and the scope of learning. The scope of learning activities does not
require complex computer operations.
Example 2, on the other hand, is an illustration of multiple modules covering one unit
of competency. This packaging is used to develop a more focused skill in computer
operations. The assessment can now measure a more specific skill under the
computer operations.
In some cases, the unit of competency is fragmentized or too small that the learning
activities and assessment become unrealistic and impractical. As such, these units of
72
competency are covered in a single module. Similar treatment is done with cluster
units of Competency, provided that the learning activities it will still be manageable in
terms of teaching, learning and assessment.
The Unit of Competency and Module Title
Assigning module title is a little simpler than determining the number of modules per
unit of competency. It should have some influences on how the module is perceived
in the training sector. It should convey a clear message on what the module entails,
name providing a better indication of what the module is all about would be more
useful. The title gives idea on the skill to be developed in the module. As such, the
following should be observed:
• The statement of the title should be clear and concise, indicating the
skills to be developed.
• Since the title describe the skills to be developed, it should start with
action word/ gerund (verb that ends in -ing) to indicate that it is a
topic/title.
• It should be aligned or directly related to the unit of competency,
whenever applicable.
Example:
Unit of Competency: Perform Computer Operations
Possible title if one module will be covering Possible title if multiple modules will be
one unit of competency covering one unit of competency:
Performing Computer Operations • Using Computer in MS Windows

Graphical User Interface (GUI)
Environment
• Utilizing Word Processing
Application
• Utilizing Internet and Web-based
apps
As you can see, the module title is usually derived from the unit title or sometimes from
the element if the unit of competency is excessively large for a single module (Please
refer to page 62 of TM Level II CBLM). The module title describes the process,
procedures, or activity/ies resulting to a product or service leading to the achievements
of competency/ies specifies in the standard.
73
The Learning Outcomes and Assessment Criteria
Learning outcome is the intended result of learning. It is similar to a general objective
of a session plan. Each learning outcome can be gained from one training session
(lesson). You must write them in terms of what the learners will learn, acquire and
apply, keeping the statement clear and concise. Each learning outcome is described
separately, beginning with a verb. Learning outcomes need to have:
• a verb;
• a subject; and
• an object for the activity involved.
Example:
(refer to the Competency Standard of the unit, Web Development NC II)

Module Title: Performing Computer Operations
• Plan and prepare for task to be undertaken
Verb Subject Activity involved
Other examples of learning outcomes:

• Input data into computer
• Access information using computer
• Produce/output data using computer system
Writing a learning outcome

To write Learning Outcomes, answer the question, "What will learners are expected
to know and be able to do upon completing this module?" The following factors must
remember in describing a learning outcome.
• Each learning outcome consists of one verb, one subject and one object.
• Write in terms of what a learner will be able to do after completing the module,
and not what a learner undertaking the module will learn.
• Make sure that the statement says what the learners will be able to do, not what
they will know, or appreciate, or be aware of.
74
• Keep the statement clear and concise; do not use unnecessary words.
• Write learning outcomes that are directly relevant to the purpose of the module,
and are an essential building block in achieving it.
Indicators of a good Learning Outcome statement

1. It should be based on competency standard.
2. It is stated such that the learning will cover the three learning domains
(Knowledge, Skills and Attitudes).
3. Its statement is demonstrable and measurable.
4. It gives the reader a clear idea about the performance that needs to be done.
5. Appropriate verb is selected to describe the performances.
Analyze learning outcome using Contextual Learning Matrix (CLM)

The purpose of the CLM is to connect the basic, common, and core units of
competency in the areas of mathematics, science, and language to relevant contexts
as well as emerging fields of green technology, STEM knowledge and skills,
particularly thinking skills, and inclusive training delivery. New CLM with integration of
STEM in TVET can produce employability, proactive citizenship, and human
flourishing (STEM in TVET: Learning Design Framework). In identifying the STEM
skills of the identified unit of competency it can easily formulate and analyze learning
outcomes and contents using the CLM with integration of STEM Skills and knowledge.
See the Development of Contextual Learning Matrix CLM (p. 64-72).
A well-developed CLM which contains all the concepts required by the elements of the
unit of competency is an ideal reference in developing the competency-based
curriculum (CBC) which is used by training institutions for program registration. CLM
is also useful when formulating the institutional assessment (IA) and guides the
curriculum writer in developing the competency-based learning materials.
IA
EVALUATION (CLM)
TR /CS CLM CBC
CBLM
-CLM Development Guide Rev. 2.0
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Specifying Assessment Criteria
Assessment Criteria are the key indicators of how well the learners have
achieved a learning outcome. They are the performance standards against which
achievement of the learning outcomes is judged. To help you determine whether the
statement of learning outcome covers the three learning domains, assessment criteria
need to be formulated.
Assessment criteria may Assessment criteria should
• Directly related to a learning outcome • Be measurable
• Specify required underpinning • Relevant to the learning outcome
knowledge • Be clearly stated so that they are
• Related to process in some aspects of easily understood
the activity • Be essential factors used to judge
• Related to product in some aspects of whether or not a learner has
the result of the activity achieved a learning outcome.
Assessment criteria are used to guide the judgment of whether or not a learner has
achieved a learning outcome. It also defines the scope of a learning outcome. It is
stated in a passive voice. It must identify the object of performance, and the level of
performance. The object of performance describes what needs to be done and the
level of performance describes how it should be done or how well should it be done.
Example:
Competency Standard Competency Based Curriculum
Unit of Competency: Perform Computer Module Title: Performing Computer
Operations
Operations
LO1. Plan and prepare for task to be
Element: Plan and prepare for task to be
undertaken
undertaken
Performance Criterion: Assessment Criterion:

1.1. Requirements of task are determined 1. Requirements of task are determined
according to job specifications according to job specifications.
1.2. Appropriate hardware and software are
2. Appropriate hardware and software are
selected according to task assigned and
required outcome selected according to task assigned and
required outcome
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Assessment Criterion:
1. Requirements of task are determined according to job specifications.
Object of Performance Level of Standard
As you can see, the formulated assessment criterion is derived from the performance
criterion of the CS. “Requirements of task are determined according to job
specifications”.
Example of deriving multiple Assessment Criteria from one Performance

Criterion:
1. Appropriate software is selected according to task assigned and required outcome

2. Appropriate hardware is selected according to compatibility of the software
Observe also the assessment criteria, “Unit’s conformity with Appropriate software is
selected according to task assigned and required outcome”. These criteria were
derived from the performance criterion, “Appropriate hardware and software are
selected according to task assigned and required outcome”. If you notice, the criterion
was split into two. This is because the developer believes that; checking for software
requirements and hardware are two performances which need to be demonstrated
separately. This only implies that in formulating assessment criteria, a developer can
always add, remove or modify a performance criterion in order to assess better the
performance stated in the elements.
In formulating assessment criteria, it is important to consider the critical aspects of
competencies, underpinning knowledge and skills related to the element. (Developing
Training Curriculum CBLM)
The indicators of a good statement of assessment criteria are the following:
1. It should be based on competency standards
2. The performance that needs to be done is clear and specific
3. Its statement is demonstrable and measurable
4. The statement is composed of performance that needs to be done and the level
of performance.
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5. It is stated in a passive voice of the sentence
Checking Learning Outcomes and Assessment Criteria
Assessment criteria should provide a satisfactory link between the learning outcome
and evidence of achievement of the learning outcome. To do this, assessment criteria
must be:
• Specific, so that both trainees and learners know exactly what is intended and
there is no ambiguity.
• Measurable, so that both trainees and learners can assess to what extent the
learners have achieved what they should be able to do.
• Achievable, because if the assessment criteria cannot be achieved by the
learners with some efforts, the learners will not be motivated to learn.
• Relevant, because satisfying the assessment criteria must make some
difference to the learner's ability to achieve the lesson outcome.
• Time-bounded, so that both the trainees and learners will know how learners
are progressing towards the outcome, as learning proceeds.
Learning Outcomes and Assessment Criteria must be written in ways that can be
assessed. SMART learning outcomes and assessment criteria tell learners what they
should be able to do, not what the trainer intends to achieve during the lesson. To
achieve SMART learning outcomes and assessment criteria, use 'action words' that
describe what the learner must be able to do, not 'abstract words' that are less specific
and may be misinterpreted.
Bloom’s Taxonomy table 1 shows list of action verbs that are grouped by their
definitions. This can guide developers in selecting the correct action verbs to use in
the formulation of learning outcomes and assessment criteria.
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Table 1: BLOOMS TAXONOMY: REVISED Bloom’s Taxonomy Action Verbs
I. II. II. V. V. VI.

Definitions
Remembering Understanding Applying Analyzing Evaluating Creating
Bloom’s Exhibit Demonstrate Solve Examine and Present and Compile
Definition memory of understanding problems to break defend information
previously of facts and new information into opinions by together in
learned ideas by situations by parts by making a different
material by organizing, applying identifying judgments way by
recalling facts, comparing, acquired motives or about combining
terms, basic translating, knowledge, causes. Make information, elements in
concepts, and interpreting, facts, inferences and validity of a new
answers. giving techniques find evidence ideas, or pattern or
descriptions, and rules in to support quality of proposing
and stating a different generalizations work based alternative
main ideas way . on a set of solutions.
criteria
Verbs • Choose • Classify • Apply • Analyze • Agree • Adapt
• Define • Compare • Build • Assume • Appraise • Build
• Find • Contrast • Choose • Categorize • Assess • Change
• How • Demonstrate • Construct • Classify • Award • Choose
• Label • Explain • Develop • Compare • Choose • Combine
• List • Extend • Experiment • Conclusion • Compare • Compile
• Match • Illustrate with • Contrast • Conclude • Compose
• Name • Infer • Identify • Discover • Criteria • Construct
• Omit • Interpret • Interview • Dissect • Criticize • Create
• Recall • Outline • Make use • Distinguish • Decide • Delete
• Relate • Relate of • Divide • Deduct • Design
• Select • Rephrase • Model • Examine • Defend • Develop
• Show • Show • Organize • Function • Determine • Discuss
• Spell • Summarize • Plan • Inference • Disprove • Elaborate
• Tell • Translate • Select • Inspect • Estimate • Estimate
• What • Solve • List • Evaluate • Formulate
• When • Utilize • Motive • Explain • Happen
• Where • Relationships • Importance • Imagine
• Which • Simplify • Influence • Improve
• Who • Survey • Interpret • Invent
• Why • Take part in • Judge • Make up
• Test for • Justify • Maximize
• Theme • Mark • Minimize
• Measure • Modify
• Opinion • Original
• Perceive • Originate
• Prioritize • Plan
• Prove • Predict
• Rate • Propose
• • Solution
Recommend • Solve
• Rule on • Suppose
• Select • Test
• Support • Theory
• Value
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The Content
The content is a part of module of instruction that presents what the trainees
needs to learn (knowledge, skills and attitude) to attain the unit of competency. This
content can only be identified thru in-depth analysis of the competency standard.
Looking back at the illustration showing the relationship of the competency
standard with the module of instruction, you will notice that there are three sources
wherein you can identify the content, namely; the range of variables and evidence
guide from the competency standard, and from the assessment criteria of the modules
of instruction.
Let us now explore how you will get the content from those sources.
Range of variables
We all know that the italicized terms listed in the performance criteria of the
competency standard are elaborated in the range of variables. Those italicized words
can serve as source of content.
Example:
(Refer to the Competency Standard of the unit, Web Development NC II)
Qualification: Web Development NC III
Element: Plan and prepare for task to be undertaken
Performance Criteria: 1.2 Appropriate hardware and software are selected according to task assigned
and required outcome
Range of Variables:
VARIABLE RANGE
1. Hardware and 1.1. Personal computers
peripheral 1.2. Networked systems
devices 1.3. Communication equipment
1.4. Printers
1.5. Scanners
1.6. Keyboard
1.7. Mouse
2. Software Software includes the following but not limited to:
2.2. Data base packages
2.3. Internet
2.4. Spreadsheets
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VARIABLE RANGE
4. Storage media Storage media include the following but not limited to:
4.1. CDs/DVDs
4.2. zip disks
4.3. hard disk drives, local and remote
4.4. USB drives
4.5. Cloud-based
5. Ergonomic 5.1 Types of equipment used
guidelines 5.2 Appropriate furniture
5.3 Seating posture
5.4 Lifting posture
6. Desktop icons Icons include the following but not limited to:
6.1 directories/folders
6.2 files
6.3 network devices
6.4 recycle bin
7. Maintenance 7.1 Creating more space in the hard disk
7.2 Reviewing programs
7.7 Cleaning dust from internal and external surfaces
In this Example you can already identify one of the contents is Hardware and Software.
Without this content you will not know what is to be monitored, as specified in the
performance criteria. By this analyzation the developer can now think of contents that
will lead on the learning outcomes.
The details cited in the developed CLM and concepts/tenets/principles
required by law must also be incorporated. Below are the list that can be embed in the
Curriculum.
List of Contents
GAD
● Observing Gender Sensitivity in the Workplace
• Gender Mainstreaming
• Women Empowerment
• Young Feminism
• Gender and the Climate Crisis
• HIV/AIDS
• The Magna Carta of Women (Republic Act No. 9710) defines Gender and
Development Program (GAD)
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Drug Abuse Prevention
● Concepts and Approaches on Drug Abuse Prevention Education
● The Comprehensive Dangerous Drugs Act of 2002
Green TVET
● Greening the curriculum
● Waste Management
● Efficient energy utilization
Values
● Makatao
● Maka-Diyos
● Makabansa
● Morals and ethics
● Emotional Intelligence (EQ)
Mental Health
● Mental Health Awareness
● Positive Mental Health Amidst COVID19
● Develop competencies for the Mental Health Workforce
● Support Peer Workers in Mental Health
Financial Literacy and Entrepreneurship

● Financial Literacy (Saving, Budgeting, Borrowing, Investing and Fraud and
Scam)
● Entrepreneurship (Ideation, Lean Canvas and Elevator Pitch)
Palliative Care (in health courses)
● Definition and Principles of Palliative Care

● Identification and Control of Symptoms
● End-of-life Care
● Ethical and legal issues
● Psychosocial and spiritual issues
● Self-awareness and self-care in caring for terminally-ill patients
Others
• Newly enacted Law or Regulations relevant to the Qualification.
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Evidence Guide
The purpose of evidence guide is to guide the assessment of the unit of
competency in the workplace and/or training program. This evidence guide has six
parts, namely; critical aspect of the competency, underpinning knowledge,
underpinning skills, methods of assessment, resource implications, and context for
assessment. You can get the content for your module of instruction from the
underpinning knowledge and attitudes for the required knowledge and attitudes of the
unit of competency, and underpinning skills for the required skills of the unit of
competency.
Example:
Module title: Performing Computer Operations
Learning Outcome 1: Plan and Prepare for task to be undertaken
Assessment Criteria:
2. Appropriate hardware and software are selected according to task assigned and
required outcome.
This assessment criterion is all about the hardware and software to be used in the
specific job requirement. So, if you want your trainees to learn identify appropriate
hardware and software on thing that you have to give to this is information about it.
The following can be included in the content:
Expected output of Contents
CONTENTS:
• Main types of computers and basic features of different operating systems
• Information on hardware and software
After identifying the content, you have to consider the following:

1. Arrange the content in sequence
2. Should be in line with intellectual capacities of targeted trainees.
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3. indicative of approach from known to unknown, depict possibility of deeper
understanding of the content, be limited but highly inclusive
Identifying Methodologies
Training methodologies are methods and techniques to deliver learning
contents/activities.
Example: Lecture, demonstration, self-paced, group discussion

Training methodology can be identified based on the identified contents per
learning outcomes. The training methodology must not only be appropriate to cover
topics and content adequately, but also depict a process of discovery leading to
trainees’ ability to practice the skills and deeper understanding of content. Methods
are chosen in relation to objectives and content of training and must be indicative of
variety, mixing audio and visuals, as much as possible.
Training delivery methods consist of the techniques and materials used by
trainers to structure or design learning experiences. Different training delivery methods
may be better or worse for achieving various learning objectives. During the design
phase, the different training delivery methods are examined to determine their
appropriateness for the learning objectives. Once appropriate methods are identified,
they are applied to the training plan in the development phase.
Learners have different learning preferences and style on how they will receive
learning. Following are methods that a trainer may use.
Training Methods:
- Lecture - Modular self-paced
- Role Playing - Debate
- Group Discussion - Demonstration
- Forum - SLE
- Buzz Group - Practice
- Brainstorming - Public Speaking
In response to the challenges posed by the fourth industrial revolution (4IR),
and now with COVID-19 pandemic, the agency developed the Flexible Learning
Delivery (FLD) for implementation in the new normal through TESDA Circular No. 62,
s.2020. The FLD is composed of online, blended, distance, face-to-face (F2F), and
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the combination of distance and F2F learning modalities, designed to provide a
conducive environment that is responsive to the shifting needs, requirements, and
conditions of TVET. This circular is requirements particularly the Competency Based
Curriculum that reflects Online Learning as the modality in delivering the TVET
program.
Flexible Learning Delivery Arrangements (TESDA Circular No. 62, s.2020)
• Face-to-face learning
• Online Learning
• Blended Learning
• Distance Learning
Example:
METHODOLOGIES
• Self–paced
• Demonstration
• Discussion
• Blended-learning (Online Platform)
Conditions
The condition statement outlines the situations and contexts under which
learners will learn and be assessed. It gives an indication of the scope of the learning
outcome and what needs to be covered and assessed.
Conditions may cover such situations as facilities, equipment, range of

technology, particular types of locations, learning materials that may or may not be
used, access to reference material, various contexts and situations. Condition
statements provide flexibility to cope with local situations. They can either expand or
limit the intention of a learning outcome.
Use the 'Range of Variables' statements in the competency standards as a guide

when identifying a suitable range of facilities and equipment.
• List any essential facilities, equipment, tools, reference material that learners
will use during learning and/or assessment.
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• Outline the situations and contexts within which the learners should achieve the
learning outcome. These should include the types of workplaces, range of
equipment to be used, use of technology, etc.
Example:
(refer to the Competency Standard of the unit, Web Development NC II)
Qualification: Web Development NC III
Element: Plan and prepare for task to be undertaken
Performance Criteria:
1.2 Appropriate hardware and software are selected according to task assigned and required
outcome
Range of Variables:
VARIABLE RANGE
1. Hardware and 1.1. Personal computers
peripheral 1.2. Networked systems
devices 1.3. Communication equipment
1.4. Printers
1.5. Scanners
1.6. Keyboard
1.7. Mouse
2. Software Software includes the following but not limited to:
2.2. Data base packages
2.3. Internet
2.4. Spreadsheets
4. Storage media Storage media include the following but not limited to:
4.1. CDs/DVDs
4.2. zip disks
4.3. hard disk drives, local and remote
4.4. USB drives
4.5. Cloud-based
5. Ergonomic 5.1 Types of equipment used
guidelines 5.2 Appropriate furniture
5.3 Seating posture
5.4 Lifting posture
6. Desktop icons Icons include the following but not limited to:
6.1 directories/folders
6.2 files
6.3 network devices
6.4 recycle bin
7. Maintenance 7.1 Creating more space in the hard disk
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7.2 Reviewing programs
7.7 Cleaning dust from internal and external surfaces
Example expected output

CONDITIONS:
Students/ trainees must be provided with the
following.
• Computer hardware with peripheral devices
From this sample you will see that the tools and equipment that the learner should be
provided from the range of variables are analyzed and, in some point, summarize
some items such are USB, CD, and etc. into computer peripheral devices. The tools
and materials should be provided in order for the learner to perform the above-
mentioned learning outcome.
Assessment Methods
Assessment is often confused with evaluation, which is the assessment of the
merit or worth of something. In general, assessment is concerned with the learning
of the individual, while evaluation focuses on such things as educational programs or
courses. In competency-based training programs, judgments about a learner's
performance are made against specified assessment criteria. They are criterion
referenced rather than norm referenced.
There is a range of assessment methods that can be used to assess learner’s
achievement. These assessment methods can be grouped into different types which
vary in their objectivity; that is, the degree of judgement required by the person
carrying out the assessment.
Written Objective Tests - Select Answer Type

• True / False Statements
• Multiple Choice
• Matching Type
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Written Objective Tests - Supply Answer Type
• Calculations
• Completion
• Short Answer
Practical Test
• Simulated
• Structured Practical Exercises
• Fault Finding Exercises
On Job Assessment Method

• Direct Observation
Essays
• Restricted response essays
• Extended response essays
Verbal Assessment Method
• Oral presentations
• Seminars
• Oral and Aural test
• Interviews
Example:
Assessment Methods:
• Observation
• Questioning
• Practical demonstration
As you can analyze the learning outcome, the assessment method is the judgement
tools to identify if the learner meets the outcome needed to perform in that unit. For
example, the module title performing computer operations assessment method above
shows that practical or hands-on assessment tool is need to judge the performance of
the learner as well are while performing it. As the trainer you will observe the learner
while questioning them to measure their knowledge in the particular learning outcome.
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FINALIZATION OF
MODULE OF INSTRUCTION
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13. FINALIZATION OF MODULE OF
INSTRUCTION
After learning all the steps in analyzing each component of module of instruction, the
next step is to create all the units of competencies the complete set of modules of
instruction. Then it will be compiled to form one course design summarizing all the
contents of every module.
Example:
MODULE DESCRIPTOR: This module covers the knowledge, skills, (and) attitudes
and values needed to perform computer operations which include inputting,
accessing, producing and transferring data using the appropriate hardware and
software.
NOMINAL DURATION: 20 hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trained student must be able to:
LO1. Plan and prepare for task to be undertaken
LO2. Input data into computer
LO3. Access information using computer
LO4. Produce/output data using computer system
LO5. Maintain computer equipment and systems
The above sample are gathered from the identified contents that explained in the
development of modules of instruction.
The module descriptor can be derived from the unit descriptor of the TR/CS or
sometimes from the summary of learning outcomes if the relationship of the module
and standard is not one is to one.
The nominal duration per “Learning Outcome” are identified in the Section 3 of TR.
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Page 2 of Modules of Instruction
LO1. PLAN AND PREPARE FOR TASK TO BE UNDERTAKEN

ASSESSMENT CRITERIA:
2. Appropriate hardware and software are selected according to task assigned
and required outcome.
3. Task is planned to ensure OH&S guidelines and procedures are followed.
4. Client -specific guidelines and procedures are followed.
5. Required data security guidelines are applied in accordance with existing
procedures.
CONTENTS:
• Main types of computers and basic features of different operating systems

• Information on hardware and software
CONDITIONS:
Students/ trainees must be provided with the following.
• Computer hardware with peripheral devices

METHODOLOGIES:
• Self-paced
• Demonstration
• Discussion
• Blended-learning (Online Platform)
ASSESSMENT METHODS:
• Observation
• Questioning
The CLM can be used as reference in enhancing the contents and
methodologies of the module of instruction. After completing the set of modules of
instruction in basic, common and core competencies for Web Development NC III. It
is time to compile all modules of instruction and create the course design course
design summarizing all the contents of every module.
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DEVELOPMENT OF
COURSE DESIGN
92
14. DEVELOPMENT OF COURSE DESIGN
Configuring the module structure is one of the requirements in developing of course
design. The course design is a summary of all the identified components of the module
of instruction. Going back to the components of the Course design below shows the
sample of Course design of Web Development NC III. All components of the course
design derived from the Section 3 or Competency Standards.
Example:
COURSE DESIGN
COURSE TITLE: WEB DEVELOPMENT NC III
NOMINAL DURATION: 1,188 Hours
COURSE DESCRIPTION:
This course is designed to develop & enhance the knowledge, skills, and attitudes
of a Web developer in accordance with web development industry standards. It covers
the basic and common competencies in addition to the core competencies such as to
develop responsive web design, utilize software methodologies, create interactive
websites and develop website backend.
The nominal duration of 1,188 hours covers the required units at Web
Development NC III. TVET providers can however, offer a longer, ladderized course
covering the NC III basic, common and core units. To obtain this, all units prescribed for
this qualification must be achieved.
TRAINEE ENTRY REQUIREMENTS:

The trainees who wish to enter the course should possess the following requirements:
• Must have completed at least 10 yrs. basic education or an alternative learning
systems (ALS) certificate of completion with grade 10 equivalent holder;
• Must get 20 points out of 30 items mathematics (10 items algebra, 10 items
• trigonometry, 10 items geometry) test and 20 points out of 30 items abstract
reasoning test given by the institution;
• Able to communicate both oral and written;
• Must know how to operate a computer and how to navigate the internet.
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.
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COURSE STRUCTURE:
BASIC COMPETENCIES
(68 hours)
Units of Nominal
Module Title Learning Outcomes
Competency Duration
1. Lead workplace 1.1 Leading 1.1.1 Communicate information about 6 hours
communication workplace workplace processes.
communication 1.1.2 Lead workplace discussions
1.1.3 Identify and communicate issues
arising in the workplace
2. Lead small team 2.1 Leading small 2.1.1 Provide team leadership 8 hours
team 2.1.2 Assign responsibilities
2.1.3 Set performance
expectation for team members
2.1.4 Supervise team performance
3. Develop and 3.1 Developing and 3.1.1 Plan negotiations 8 hours
practice practicing 3.1.2 Participate in negotiations
negotiation skills negotiation skills
4. Solve workplace 4.1 Identifying/ 4.1.1 Explain the analytical techniques 8 hours
problem related determining 4.1.2 Identify the problem
to work activity fundamental 4.1.3 Determine correct/ preventive
cause of action
problem 4.1.4 Provide recommendation to
manager
5. Use 5.1 Using 5.1.1 Identify mathematical tools and 8 hours
mathematical mathematical techniques to solve problems
concept and concept and 5.1.2 Apply mathematical
techniques techniques procedure/ solution
5.1.3 Analyze results
6. Use relevant 6.1 Using relevant 6.1.1 Identify appropriate technology 8 hours
technologies technologies 6.1.2 Apply relevant technology
6.1.3 Maintain/enhance relevant
technology
7. Apply critical 7.1 Applying critical 7.1.1 Identify the problem 8 hours
thinking and thinking and 7.1.2 Determine fundamental causes
problem- problem-solving of the problem
solving techniques in the 7.1.3 Determine corrective action
techniques in workplace 7.1.4 Provide recommendation/s to
the workplace manager
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8. Use information 9.1 Using 8.1.1 Use technical information 8 hours
creatively and information systems and information
critically creatively and technology
critically 8.1.2 Apply information technology (IT)
8.1.3 Edit, format and check
information
9. Work in a diverse 9.1 Working in a9.1.1 Develop an individual’s cultural 6 hours
environment diverse awareness and sensitivity
environment 9.1.2 Work effectively that
acknowledges and values
cultural diversity
9.1.3 Identify common issues in a
multicultural and diverse
environment
Note: Basic competencies may be embedded in the core competencies.
COMMON COMPETENCIES
(28 hours)
Units of Nominal
Competency Duration
1. Apply quality 1.1 Applying quality 1.1.1. Assess quality of received 8 hours
standards standards materials
1.1.2. Assess own work Engage
1.1.3. in quality improvement
2. Perform 2.1 Performing 2.1.1. Plan and prepare for task to 20 hours
computer computer be undertaken
operations operations 2.1.2. Input data into computer
2.1.3. Access information using
computer
2.1.4. Produce/output data using
computer system Maintain
2.1.5. computer equipment and
systems
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CORE COMPETENCIES
(1,092 hours)
Units of Nominal
Competency Duration
1. Utilize software 1.1. Utilizing software 1.1.1. Identify project 56 hours
methodology methodology requirements and software
technology
1.1.2. Apply software
methodologies
1.1.3. Utilize code versioning
tools
1.1.4. Conduct testing
2. Develop 2.1. Developing 2.1.1. Perform research and 324 hours
responsive web responsive web analysis
design design 2.1.2. Identify and prepare design
requirements
2.1.3. Design and develop user-
friendly responsive web
interface
2.1.4. Develop HTML/CSS
website
2.1.5. Use/deploy website content
management system
(CMS)
2.1.6. Perform search engine
optimization (SEO)
3. Create interactive 3.1. Creating 3.1.1. Inspect and analyze 314 hours
websites interactive HTML/CSS files
websites 3.1.2. Gather and review
specification and
requirements Apply
3.1.3. JavaScript to
HTML/CSS
3.1.4. Configure JavaScript
efficiency
4. Develop website 4.1. Developing 4.1.1. Develop a project plan 398 hours
backend systems backend systems 4.1.2. Configure a web or cloud
server
4.1.3. Design databases
4.1.4. Develop server-side scripts
4.1.5. Develop web application using
MVC frameworks
METHODOLOGIES:
• Lecture/ discussion
• Practical exercises
• Simulation
• Demonstration
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ASSESSMENT METHODS:
• Observation
• Oral questioning
• Portfolio
COURSE DELIVERY:
• School–based training;
• Dual Training system;
• Industry-based training;
• Self-paced instruction
RESOURCES:
TOOLS EQUIPMENT MATERIALS

• Any photo editing or graphic • Desktop computer •• Whiteboard eraser
software that is commonly used (graphics/ photo editing Bond paper, 80 GSM,
in the industry either free, open software dependent • A4
source or licensed, e.g. specifications) with • Post-it pads, 3” x 3” 1
- Adobe Photoshop mouse and keyboard Terabyte external hard
- GIMP • Ergonomic computer disc drive
- CorelDraw/Paint tables and chairs White
- Adobe Illustrator • board (4’ x 8’ standard)
Any CMS program that is Projector or at least
commonly used in the industry • 40inch LCD monitor
• either free, open source or Headset or Speaker Wired
licensed, e.g. • switch (minimum of 24
- WordPress • ports)
- Joomla
- Drupal
- SharePoint
Any OS that is commonly used
in the industry either open
• source or licensed, e.g.
- Windows
- Mac
- Linux
Have all the following browsers:
- Google Chrome
• - Microsoft Explorer/Edge
- Mozilla Firefox
- Safari
- Opera
Any FTP program that is
commonly used in the industry
either free, open
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source or licensed, e.g.
- FileZilla
- WSFTP
- Cyberduck
- WinSCP
- CuteFTP
Any SSH program that is
commonly used in the industry
either free, open source or
licensed, e.g.
- PuTTy
- Bitvise
Stable internet connection with at
least 2Mbps
QUALIFICATION OF TRAINERS:
• Must be a holder of National TVET Trainer Certificate (NTTC) level I in Web
Development NC III; and
• Must have at least three (3) years as full-stack* web developer industry
experience within the last 5 years.
* Full-stack web developer – somebody who is knowledgeable on both front-
end and back-end web development
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EVALUATION AND
VALIDATION OF CBC
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15. EVALUATION AND VALIDATION OF CBC
Curriculum development as we all know is a continuous process; it does not end

in its development stage to say that it is an effective one. There should be a
continuous process to meet its purpose-that is from development, to
implementation and evaluation and improvement. Evaluating the curriculum is the
process to check that it matches the requirements of the standards. Below shown
is the form of curriculum evaluation checklist used in the UTPRAS registration
process. Using the evaluation checklist enables one to easily assess the developed
curriculum by comparing each component or portion/statement with the descriptor
under the Evidence Column if it complies with the specific remark/evidence.
National Institute for Technical Education and Skills Development (NITESD)

Curriculum and Training Aids Development Division (CTADD)
Curriculum Evaluation Checklist

(To be accomplished by RO/PO Staff)
Name of Applying Institution:
Address:
Title of Program to be registered:
Nominal Duration (in hours)
1) Please tick (/) YES if the curriculum complies with the statement and tick (/) NO if it does not comply;
Please refer to the Remarks /Evidence Column to verify further your evaluation on the specific
component of the curriculum.
Remarks/Evidence
No. Course Design YES NO With TR

No TR
With CBC No CBC
Exemplar Exemplar
• Must follow • Refer to • May refer to the Competency standard or unit of

course title Section 3.1: competency developed by the proponent;
1. Course Title specified in Training • Must describe the competency or qualification to be
the CBC Standards learned and stated in outcome term with an action
exemplar of the TR word or verb in present participle form.
with same
title
• NC level of the proposed • NC level of the proposed curriculum must conform to
curriculum must conform to the descriptor in the PQF.
2. NC Level the TR of the qualification with • Verb and the learning activity of a Competency must
the same title conform to the descriptors in the PQF
(See attached matrix of descriptors from QSO)
100
NOMINAL DURATION
• Must NOT be • Refer to • Total nominal duration include Basic,
less than the Section 3.1 - Common and Core.
Nominal Training • Nominal duration in the curriculum is
duration Standards of the estimated time of an average
3. Total nominal duration specified in the the TR of the trainee to perform the competency.
CBC as a Qualification • Refer to the CBLM on Develop
minimum with the same Training Curriculum on setting
requirement title. nominal duration.
• Must NOT be • Refer to • Nominal duration is the estimated
less than the Section 3.1 – time of an average trainee to perform
nominal Nominal the competency.
duration for Duration of • Refer to respective nominal duration
Basic Basic, for Basic Competencies in the TR with
competencies Common and the same NC Level
specified in the Core • The Basic competencies may be
CBC exemplar competencies delivered online (synchronous) and
as minimum under Training offline (Asynchronous).
requirement Standards of • Part or all of the Basic Competencies
Nominal duration for Basic
4. the TR of the may also be embedded in the Core
competencies same competencies through asynchronous,
Qualification online learning or face-to-face. In this
case, the original nominal duration of
the whole Basic competencies may
be shortened since some or all of it
are incorporated in the Core
competencies; (Please refer to
TESDA Circular No. 062, s.2020:
Guidelines in Implementing Flexible
TVET)
• Must NOT be • Nominal duration is the estimated
less than the time of an average trainee to perform
nominal the competency.
duration for • Refer to nominal duration for
Common Common Competencies in the TR
competencies with the same NC Level and Sector
specified in the • The Common competencies may be
CBC exemplar delivered online (synchronous) and
as minimum offline (Asynchronous).
requirement • Part or all of the Common
Nominal duration for Common Competencies may also be
5.
competencies embedded in the Core competencies
through asynchronous, online learning
or face-to-face. In this case, the
original nominal duration of the whole
Common competencies may be
shortened since some of it or all f
them are incorporated in the Core
competencies; (Please refer to
Guidelines in Implementing Flexible
TVET)
• Must NOT be • Nominal duration is the estimated
less than the time of an average trainee to perform
nominal the competency based on the
duration for objectives, contents of the course and
Core methodology used;
competencies • Nominal duration must also consider
specified in the the complexity of the competency;
CBC exemplar • The Core competencies may be
Nominal duration for Core as minimum delivered online (synchronous) and
6. requirement
competencies offline (Asynchronous), and face to
face.
• Contents for Basic and Common
Competencies should be checked if
the Course Design specifies that the
Basic and Common are embedded in
the Core(Please refer to TESDA
Circular No. 062, s.2020: Guidelines
in Implementing Flexible TVET)
101
COURSE DESCRIPTION
• Must conform • Refer to Section • Contains the purpose of the
to the course 3.1 –Course training program, scope, coverage,
Course description of the description Description competency/ies to be covered or
7. module, includes the scope, specified in under Training learned based on the CS
coverage and delimitation. the CBC Standards of the developed by the proponent.
exemplar. TR of the same
Qualification. • May follow Course Description
Specifies the unit/s of • Refer to • Refer to Section format used in a CBC exemplar.
8. Section 1 - 1- Definition of the
competency/ies to be learned.
Definition of the Qualification in the • Must be compared with the
Qualification in TR of the same descriptors in the PQF.
the TR of the qualification
same • Must also specify the type of
qualification flexible delivery used as well as
the required facilities to deliver the
Conforms to the corresponding
flexible learning such as Learning
definition of the Qualification Management System, google drive
9.
found in Section 1 of the or other facility that would be
respective TR. appropriate for asynchronous and
online learning. (Please refer to
Guidelines in Implementing
Flexible TVET)
TRAINEE’S ENTRY REQUIREMENTS

• Refer to Section • To do this, course content,
3.3-Trainee’s competencies and scope of the
• Refer to
Entry course needed to be analyzed
Section 3.3-
Requirements in further
Trainee’s Entry
the TR of the
Requirements
same • It must indicate the type of
10. Trainee’s Entry Requirements in the TR of the
qualification as participant to be trained in terms
same
the minimum of their characteristics,
qualification or
requirements educational background; or pre-
corresponding
required certification of skills or
CBC Exemplar
qualifications;
There are additional entry

• The hiring industry or relevant industry sector may include additional entry
11. requirements for the programs
requirements, among others.
aside those specified in the TR.
• Entry requirements that patently discriminate trainees/enrollees in terms of
The reason for additional entry region, age, belief, race and similar characteristics/affiliations shall be avoided.
12.
requirement is specified. (Source: Section 1 Article14 of the 1987 Constitution -accessible education for
all)
COURSE STRUCTURE
There is a separate course • Refer to • Contents must be deeply analyzed to come up with
13. structure for Basic corresponding substantive learning contents.
Course
Competencies. Structure for • May follow a table format with corresponding column for
There is a separate course Basic, Module Title, Learning Outcomes and Nominal Duration
14. structure for Common Common and and Assessment Criteria as written in a CBC Exemplar
Core in the format.
Competencies. CBC
• Should include the type of flexible methodology to be
There is a separate course used if online learning, asynchronous learning or
blended to ensure that all Learning Outcome are
15. structure for Core considered addressed. (Please refer to TESDA Circular
Competencies. No. 062, s.2020: Guidelines in Implementing Flexible
TVET).
102
Remarks/Evidence

No TR
With CBC No CBC
Exemplar Exemplar
Unit Codes of Basic Competencies • Refer to Section 1 –List of Basic
16. Competencies with code in the TR of
are specified the same NC Level.
Unit Codes of Common • Refer to Section 1 –List of • Refer to Section 1 –List of Common
17. Competencies with code in the TR of Competencies with code in the TR in
Competencies are specified the same qualification the same Sector.
Unit Codes of Core Competencies • May refer to the Materials on How to
18. Code the Units of Competencies
are specified developed by QSO.
Core competencies follow the
19. prescribed clustering for program • Refer to TESDA Circular Nos. 11, and 22 s. 2012
registration.
• The Basic Competencies are aligned
• Must follow • Compare with with the Competency Standards
contents specified Section 2 -CS of integrated with 21st Century Skills.
in the CBC the TR with same Refer to TESDA Circular No. 097-
exemplar. qualification but 2019.
must include the
following as • For Qualification in NC Levels I to IV,
minimum compare contents of Basic
requirements: Competencies in Section 2 -CS of the
TR with same NC Level; Must include
o GAD the following:
o Greening o GAD
20. Contents of Basic competencies Technology o Greening Technology
o Drug Abuse o Drug Abuse Prevention
Prevention o Values
o Values o Mental Health
o Mental Health o Financial Literacy and
o Financial Literacy Entrepreneurship
and o Palliative Care (in health courses)
Entrepreneurship
o Palliative Care (in • The Basic Competencies for the
health courses) Qualification in the Diploma Level
may be based on the CS of Basic
Competencies Integrated with 21st
Century Skills
• Refer to • Compare with • For Qualification in NC Levels I to IV,
corresponding contents of compare contents of Common
TR/CBC with Common Competencies in Section 2 -CS of the
same competencies in TR with same Sector & NC Level.
Contents of Common
21. qualification title Section 2-CS of
competencies any TR in the • There is no Common Competencies
same Sector for PQF Level 5 (Diploma) Program
since these programs are considered
NTR
• Compare with • Compare with • For NCs I-IV, compare with contents
contents of contents of Core of Core competencies developed by
Core competencies in the proponent.
competencies in Section 2-CS of
Section 2-CS of the same TR • The Core Competencies for the
the same TR title Diploma Level must be based on the
title identified Course and corresponding
22. Contents of Core competencies
Course Outcomes per Performance
Indicator (PI) of the Program Learning
Outcome (Please see TESDA Circular
08, s. 2019: Implementing Guidelines
on the Deployment of Procedures
Manual in the Evaluation of PQF
Level 5 (Diploma) Programs
103
• Must follow • Refer to Section • May refer to the Competency
module title 3.1: Training standard or unit of competency
specified in the Standards of developed by the proponent;
CBC exemplar. the TR with
same title • Must describe the competency or
qualification to be learned and stated
in outcome term with an action word
or verb in present participle form
• The statement of the title should be

23. Module Title clear and concise, indicating the skills
to be developed.
• It starts with an action word/ gerund

(verb that ends in -ing) to indicate that
it is a topic/title.
• Aligned or directly related to the unit

of competency, whenever applicable.
• Must follow • Refer to the elements specified in every unit of competency

Learning developed by the proponent and translated into learning
Outcomes activity. Learning outcomes need to have:
specified in the
CBC exemplar o a verb;
o a subject; and
o an object for the activity involved.
• Specifies what the learners will learn, acquire and apply

24. Learning Outcomes particularly the knowledge, skills and attitudes aspect of the
specific competency element or Learning Outcome.
• Specifies STEM Knowledge and Skills. / Competencies
• Must attain standard of performance and appropriate to

industry and occupational needs through the
industry/enterprise or specified client group consultations
104
Remarks/Evidence

With CBC No CBC No TR
Exemplar Exemplar
INSTITUTIONAL ASSESSMENT METHODS.
• Must follow • Is a series of progress and summative test done by trainer
assessment during the training program;
methods • May refer to the Method of Assessment in the Evidence
specified in the Guide portion of the specific unit of competency in the TR
CBC exemplar of the same title or unit of competency developed by the
25. Assessment methods proponent;
• Must describe how the performance of competency shall
be best measured using the following methods such as
written exam, demonstration, interview or portfolio among
others.
• This is an institutional assessment in a form of written test, demonstration, interview

or portfolio among others. This is not a national competency assessment. Reason
26. Additional assessment method for additional assessment method must be specified. The purpose of assessment
is to confirm that an individual can perform to the standards expected at the
workplace as expressed in relevant competency standards.
COURSE DELIVERY
• Must follow • Analyze the contents and identify appropriate approach
Course Delivery and training delivery. Course delivery methods may
specified in the include but not limited to the following:
CBC exemplar
as minimum o Lecture/discussion
requirements o Demonstration
o Group discussion
27. Course Delivery o Experiment/simulation
o Dual training
o OJT/SIT
o E-Leaning/Cyber Learning
o Distance learning
Please refer to TESDA Circular No. 062, s.2020: Guidelines

in Implementing Flexible TVET)
• Must include Flexible Learning in TVET or may refer to
TESDA-Circular-No.-062-2020 with the following delivery
arrangements:
• Must follow • Face-to-face learning
Course • Online Learning
Delivery • Blended Learning
28. Additional course delivery method specified in the o Online
CBC exemplar - Synchronous using conferencing apps
as minimum - Asynchronous through LMS/CMS
requirements o Offline
- Face to face demonstration
• Distance Learning
o Modular self-paced
RESOURCES
• Must follow as • Resources” is one of the components of a Course Design,
29. List of tools minimum specifying the condition under which the learning and
requirements assessment will take place; It includes tools equipment
specified under
30. List of equipment Section 3.4- List
and supplies and materials, access to learning resources
of Tools, and equipment, manuals and facilities needed
Equipment and • May refer to Program Registration Requirements no.2-b),
Materials in the c), d) & e) submitted documents.
TR of the same • Must include requirement for Flexible Learning in TVET or
31. List of supplies and materials qualification title may refer to TESDA-Circular-No.-062-2020 with the
following delivery arrangements
105
Remarks/Evidence

No TR
With CBC No CBC
Exemplar Exemplar
TRAINER’S QUALIFICATION
• Must follow • Must follow • Appropriate National TVET Trainer
those specified those specified Certificate. Refer to TESDA Circular
in the TR under in the TR Nos. 13 and 13-A series of 2011.
National Certificate and other Sec. under Sec.
32.
requirements 3.6:Trainer’s 3.6:Trainer’s • Qualified Trainer/s with
Qualification Qualification competencies in facilitating the
flexible learning mode/s. May refer
to TESDA-Circular-No.-062-2020 .
• Diploma or Training Certificate
33. Educational requirements relevant to the course to be handled
• Years of industry experience must
be specified by the relevant industry
34. Industry experience sector through submitted
Employment Certificate signed by
the company supervisor or manager
• For Government position or
appropriate professional license
35. Civil Service Eligibility issued by the Philippine Regulatory
Commission
106
Curriculum Validation
Curriculum validation is the process through which independent experts in

relevant disciplines validate (i.e. the checking of the curriculum content for correctness
or for compliance). It ensures that those involved in this exercise were not involved in
the curriculum development or review exercise. The nature of a curriculum validation
often depends on the policy makers and other stakeholders (administrators,
teachers/trainers, students/trainees, industry experts, parents and communities) – to
inform future action. A newly developed curriculum should be pilot tested in order to
be validated. See Annex B page 122 for CBC Validation Questionnaire Format for
reference.
Purpose of Competency-Based Curriculum Validation

The competency-based curriculum is designed for tech-voc training programs.
It is directly related to developing tech-voc graduates to perform competently in the
workplace. The competency-based curriculum validation is done with the aim of
improving the effectiveness and efficiency of training programs. The validation is
based on qualitative and quantitative aspects of training of trainees after the try-out. If
the gathered data resulted/measured before and after the development of CBC, that
there is a learning and change in attitude that takes place to the trainees after the try-
out, then it can be inferred that there is impact on the developed competency-based
curriculum.
Conduct Validation
The CBC validation team conducts the validation as per predefined plan.
Generally, it begins by examining the CBC documents. It gathers information from
trainers, curriculum experts, and industry representative. The team reviews relevant
data (CLM and developed CBC). It conducts focused group discussion to draw
conclusions on significant and key issues. The validation team adopts unbiased
approach. They draw conclusion on the basis of data, facts, and reliable information
and not on the basis of significant few persons. They collect adequate evidences and
information from fairly good size of the sample to draw conclusions and make
recommendations. The validation use questionnaire in the conduct of the validation
see annex B.
-Training Methodology Level II Developing Training Curriculum
107
16. WORK INSTRUCTIONS ON AREA-BASED
SKILLS MAPPING
Co-facilitate the Conduct CBC Development
A. Conduct preparatory activities
1. Submit approved CS with the RTESDC/PTESDC resolution to NITESD

CTADD and Memo request for the co-development of a particular
Competency Based Curriculum (CBC)
2. Prepare admin documents

2.1 Terms of Reference (TOR)
2.2 Invitation and Appointment (Organization/Technical Experts)
2.3 Experts Data Sheet
2.4 Presentation Materials
2.5 Attendance Sheet
3. Organize the curriculum development team composed of the following:

3.1. Provincial Office
3.2 Team Leader (VIS)
3.3 Industry / Process experts
3.4 Curriculum experts (trainers)
3.5 Content experts (trainers)
4. Set up the meetings through available virtual platforms and prepare the
requisites such as attendance sheets, working folders, emails, group chat and
others that use digital platforms. Once face to face meetings are possible,
requisites and expenses such as venue, food, honoraria, equipment, supplies
and materials and travel tickets must also be considered.
Curriculum Development Proper - Curriculum Development Team
5. Analyze the validated Competency Standards document and translate into

Competency-Based Curriculum (CBC).
5.1 Analyze the Units of Competency and structure the modules. The
Curriculum development team with Content/Trainer and Industry
Experts will:
5.1.1 Analyze the unit of competency of CS
5.1.2 Analyze the elements of CS
108
5.1.3 Determine the scope of each unit of competency based on Unit
Descriptor
5.1.4 Determine the Initial structure of the Course Design with the
following components:
5.1.4.1 Course Title;

5.1.4.2 Nominal Duration;
5.1.4.3 Course Description;
5.1.4.4 Trainee Entry Requirements;
5.1.4.5 Course Structure;
5.1.4.6 Assessment Methods;
5.1.4.7 Course Delivery
5.1.4.8 Resources (recommended tools, materials and
equipment);
5.1.4.9 Training Facilities; and
5.1.4.10 Qualification of Instructors/Trainers.
5.1.5 Formulate the Course Structure by translating the Units of

Competency into modules (Basic, Common and Core)
5.1.6 Formulate the Learning Outcomes using the Elements and
Performance Criteria of the CS
5.1.7 Provide the Nominal duration for each Learning Outcome/Module
5.2 Develop Contextual Learning Matrix (CLM). The Curriculum development team
with Content Experts will:
5.2.1 Analyze Learning Outcome (LO), Assessment Criteria, and Learning

Concepts
5.2.2 Analyze/determine, the Technology, Science, Math, Communication,
Environmental issues, and other concepts
5.2.3 Identify Learning Activities (LA) applicable to the identified Learning
Concepts and indicate the estimated learning duration per LA.
5.3 Develop Modules of Instructions. The Curriculum development team with

Content Expert will:
5.3.1 Create a module summary page with the following components based
on the results of item 6.1.5, 6.1.6 and 6.1.7.
5.3.1.1 Unit of Competency;

5.3.1.2 Module Title;
5.3.1.3 Module Description;
5.3.1.4 Nominal Duration (in hours);
5.3.1.5 Prerequisite (if needed for the module); and
5.3.1.6 Summary of Learning Outcomes.
109
5.3.2 Create a page containing the Details of Learning Outcomes with the
following components:
5.3.2.1 Learning Outcome title;
5.3.2.2 Assessment Criteria;
5.3.2.3 Contents;
5.3.2.4 Conditions;
5.3.2.5 Methodologies; and
5.3.2.6 Assessment Methods.
5.3.3 Prepare the Assessment Criteria for the Learning Outcome.
5.3.4 Include the learning concepts identified in item 6.2.2 using the
developed Contextual Learning Matrix (CLM) to the Contents in item
6.3.2.3.
5.3.5 Identify the tools, materials and equipment required for the Learning
Outcome and list them under the Conditions in item 6.3.2.4.
5.3.6 Identify the appropriate learning Methodologies in item 6.3.2.5 and
Assessment Methods in item 6.3.2.6 for the Learning Outcome.
5.3.7 Review the completed modules to ensure all necessary components
are included.
5.4 Develop Course Design. The Curriculum development team with Content
Expert will determine the following:
5.4.1 Determine the Course title (adopt the title from the CS)
5.4.2 Indicate the Nominal Duration (estimated total number of hours to
complete the course) plus number of hours for Supervised Industry
Learning (if necessary). This may be adopted from Training
Standard/Arrangement Section of the CS
5.4.3 Prepare the Course Description stating the purpose, the modules
included, and the expectation of the learner (may include the delivery
mode), Indicate the requirements for Supervised Industry Learning (if
required indicate the course)
5.4.4 Identify the Trainee entry requirements
5.4.5 Identify the Assessment Methods required for the course
5.4.6 Identify the Course Delivery methods required for the course
5.4.7 List the recommended Resources required for the course
5.4.8 Determine the required Training Facilities for the course
5.4.9 Identify the Qualifications of Instructors/Trainers who will deliver the
course
6. Conduct of Table Review / Validate CBC
6.1 Invite Content/Trainer, Industry, and Curriculum Expert for the focused group
discussions (FGD) to draw conclusions on significant and key issues.
6.1.1 Conduct Table Review
6.1.2 Examine the CBC documents
6.1.3 Validate the CBC using validation form
6.1.4 Review and revise CBC when necessary
110
Annex A - Competency Based Curriculum Format (CBC)
COMPETENCY-BASED
CURRICULUM
IMAGE RELATED TO THE TRAINING PROGRAM
SECTOR
Competency Standards:
TECHNICAL EDUCATION AND SKILLS

DEVELOPMENT AUTHORITY
East Service Road, South Luzon Expressway, Taguig City, Metro
Manila
111
<SECTOR>
<TITLE OF TRAINING PROGRAM/COURSE>
Page No.
A.COURSE DESIGN …………………….......................................
B. MODULES OF INSTRUCTION ……………………..................
MODULES (Basic Competencies)

•
MODULES (Common Competencies)

•
MODULES (Core Competencies)

•
112
COURSE DESIGN
<TITLE OF TRAINING PROGRAM / COURSE>
113
COMPETENCY-BASED CURRICULUM
COURSE TITLE :
NOMINAL DURATION :
COURSE DESCRIPTION :
TRAINEE ENTRY REQUIREMENTS
Trainees or students who wish to enter this program must possess the following
requirements:
COURSE STRUCTURE
Basic Competencies - hours
Unit of Competency Module Title Learning Outcome Duration
Common Competencies - hours
Core Competencies - hours
114
LIST OF TOOLS, MATERIALS AND EQUIPMENT

QTY Description QTY Description QTY Description
TRAINING FACILITIES
Based on a class intake of 25 learners/trainees.
Space Size in Area in Sq.
Total Area in Sq. Meters
Requirement Meters Meters
Total Workshop Area:
ASSESSMENT METHODS:
COURSE DELIVERY (METHODOLOGY):
TRAINER QUALIFICATIONS:
Trainers who will deliver the training on <title of training program/course> should
be/have the following:
115
MODULES OF INSTRUCTION
<TITLE OF TRAINING PROGRAM / COURSE>
116
UNIT OF COMPETENCY:
MODULE TITLE:
MODULE DESCRIPTOR:
NOMINAL DURATION:
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/ trainees must be able to:
LO1.
LO2.
LO3.
117
LO1. Learning outcome title
ASSESSMENT CRITERIA
1.
2.
3.
CONTENTS:
•
•
•
CONDITION:
•
•
•
METHODOLOGIES:
•
•
•
ASSESSMENT METHODS:
•
•
•
118
ACKNOWLEDGMENT
The Technical Education and Skills Development Authority acknowledges the

endeavor and contribution of the different stakeholders in the development of this
Competency-based Curriculum.
INDUSTRY EXPERT
Mr. Julius Juan

E & G Construction
President
TRAINERS
Ms. Juana Ranty

Trainer, SMAW NC I
ABCD Technical School
TESDA - NITESD TECHNICAL FACILITATORS
Ms. May M. Francisco

TESD Specialist II
Curriculum and Training Aids Development Division
119
Annex B – CBC Validation Questionnaire Format
QUESTIONNAIRE
VALIDATION OF
COMPETENCY –BASED CURRICULUM (CBC) FOR:
The Curriculum and Training Aids Development Division (CTADD) under the National Institute
for Technical Education and Skills Development(NITESD) one of the executive offices of the
Technical Education and Skills Development Authority (TESDA) is undertaking this process to
ensure that the Competency-Based Curriculum (CBC) meet the requirements specified in the
Training Regulations/Competency Standards for various trades/ occupations of different
industry sectors. With your knowledge and experience on this trade, you have been selected as
one of the respondents in this validation. Your comments and recommendations shall be
considered in the finalization of this material.
Thank you.
NAME:
Last First M.I
COMPANY:
ADDRESS:
POSITION: LENGTH OF EXPERIENCE

IN THE TRADE:
EDUCATIONAL ATTAINMENT:
SIGNATURE: DATE:
NOTE:
Study the content of the Competency-Based Curriculum (CBC) you are about to evaluate. Each
CBC has two main components; namely
Component 1 Course Design

Component 2 Module of Instructions
Component 3 Attached Documents of CBC
Component 4 Overall impression/comments on CBC
Should you have comments on any of the entries on components in the CBC, please
indicate them on the spaces provided in this instrument.
Please use additional sheets when necessary.
[Note: As an alternative of accomplishing this validation questionnaire, the expert may choose to make
marginal notes or comments on the CBC itself, or formally state his/her comments on the CBC during
the deliberations. These should be noted in the minutes of the validation workshop/meetings]
START HERE
COMPONENT 1- COURSE DESIGN
120
1. Is the Course Title /Description sufficient to describe the Qualification intended
to be achieved by the learners?
YES NO
If the answer is NO, please indicate your suggestions
2. Are all the units of competencies listed in the TR/ CS have corresponding
modules?
YES NO
If the answer is NO, please indicate the competency/ies that should be

included.
Please identify the module/s that should be added/ deleted or amended/

revised.
3. Are the modules arranged in logical sequence for an effective training delivery
of the course?
YES NO
If the answer is NO, please indicate the correct order of the modules.
4. Is the Course Title relavant to the job title used in the company/industry related
to this 121ualification?
YES NO
If the answer is NO, please specify.
121
5. Is the Training Duration of the Course sufficient to achieved all the identified
competencies of this qualification?
YES NO
6. Is the Training Duration for Supervised Industry Learning (SIL) of the Course
sufficient to cover the critical competencies of this qualification?
YES NO
7. Is the Trainee Entry Requirements of the Course appropriate without conflict to

existing rules/regulations?
YES NO
8. Are the resources (e.g. tools, equipment, materials) sufficient for the effective
implementation of the Course?
YES NO
9. Is the identified training modality appropriate for the course?

YES NO
122
10. Is the Trainer’s Qualifications sufficient for an effective implementation of the

course?
YES NO
Component 2 Module of Instruction
1. Are the Module Title/s stated in an action statements related to the unit of
Competency/ies specified in the TR/CS?
YES NO
If the answer is NO, please state your suggestions/observations
2. Does the Module description clearly define the knowledge and skills
requirements and the coverage of the module?
YES NO
If the answer is NO, please state your comments/suggestions:
123
3. Is the Module Title structured to correspond to a single unit of competency?
YES NO
If the answer is NO,YES

please state your suggestions/observations:
4. Are the Modules containing Learning Outcomes (LO) ranging from 2-6?
YES NO

5. Are the titles of the Learning Outcomes (LOs) written in an action statement?
(begins with verb followed by the object of the action)
YES NO

6. Do the Learning Outcomes cover the cognitive, psychomotor and affective

domains that are observable and measurable performance, resulting to
part/whole product, or services which are relevant to the workplace?
YES NO

124
7. Are the Assessment Criteria on each Learning Outcome sufficient to ensure
that the learners achieved the required knowledge, skills and attitude?
YES NO
If the answer is NO, please state your suggestions/observations:
YES
8. Are the Knowledge components (contents) sufficient to address the

Assessment Criteria of each Learning Outcome?
YES NO
YES
9. Do the Knowledge components (contents) contain sufficient information to

perform the activities competently?
YES NO
YES
10. Do the Knowledge components (contents) contain information related to

energy/materials/environmental conservation?
YES NO
YES
125
11. Are Do the Knowledge components (contents) include concepts/ideas related
to science/numeracy/relevant technology and engineering process?
YES NO
YES
12. Do the Knowledge components (contents) cover topics that attribute to and in
observance of relevant laws/regulations, orders and related issuances?
YES NO
YES
13. Do the Contents completely address the required knowledge of the unit of
competency?
YES NO
YES
14. Are the resources (condition) consistent/sufficient to support the activities in

each Learning Outcome?
YES NO
YES
15. Do the Teaching strategies (methodologies) provide opportunities for active

participation of learners in the learning process?
YES NO
YES
126
16. Do the Teaching strategies (methodologies/pedagogy) provide opportunities
for learners to develop STEM skills; (critical thinking/problem solving/
innovation/ collaboration/system thinking/computational thinking/decision
making/ethical thinking), applicable to the learning process?
YES NO
YES
17. Are the Teaching strategies (methodologies) appropriate to the learning

activities/process?
YES NO
YES
18. Are the Teaching strategies (methodologies) sufficient to support mastery of

three domains (knowledge, skills and attitude)?
YES NO
YES
19. Are the Assessment strategies (assessment methods) appropriate for the
activities?
YES NO
YES
127
20. Are the Assessment strategies (assessment methods) consistent to the
principles of collecting evidence?
YES NO
YES
Component 3- Attached Documents on the Competency-Based Curriculum
1. Is the Contextual Learning Matrix (CLM) available for the course?

YES NO
YES
2. Is the Contextual Learning Matrix (CLM) complete for all modules of core
competencies of the course?
YES NO
YES
3. Is the Curriculum Plan pertaining to STEM approach available for the course?
YES NO
YES
128
4. Is the Curriculum Plan address all module of core competencies of the
course?
YES NO

Component 4- Overall impression/comment on the Competency-Based

Curriculum
After having gone over the draft Competency-Based Curriculum of this course
carefully, what is your overall rating as to its acceptability and validity based on
the scale below: Please check one number only.
(5 – Acceptable 0 – Unacceptable)
5 4 3 2 1 0
OVERALL comments on the Competency-Based Curriculum:
129
Annex C – Contextual Learning Matrix (CLM) format
QUALIFICATION TITLE:
UNIT OF COMPETENCY:
MODULE TITLE:
Prepared
by:
(Disciplinal) Estimated
Learning Assessment Environmental STEM Thinking Learning
Technology number
Outcomes Criteria Issues and Skills activities
Science / Math Communication of hours
other (Transdisciplinary
Engineering
concerns
130
Annex D – Sample Letter, Conforme Letter, and Memorandum
Sample Letter of Invitation
October 15, 2020
MS. NIDA SANGCAON

SLT Coordinator
National Commission for Culture and the Arts (NCCA)
School of Living Traditions
633 General Luna Street
Intramuros, Manila
Dear Ms. Sangcaon:
Greetings from the Technical Education and Skills Development Authority (TESDA)!
Recently, there were Competency Standards (CS) deployed to the field as priority and
emerging technologies and would necessitate translation into training programs to
address the skills demand of these sectors. A very important step to undertake is the
development of competency-based curriculum (CBC) in order to promote the program
offering of these various technologies.
The National Institute for Technical Education and Skills Development (NITESD),
through the Curriculum and Training Aids Development Division (CTADD), shall hold
a series of online and offline activities comprising the Development of CBC
Exemplars based on the Competency Standards of Emerging Technologies. This
shall be participated in by industry experts and practitioners whose inputs are
contributory in determining the specifications of the training programs that would
satisfy the workforce needs of the industry. Likewise, trainers from the TESDA
Technology Institutions shall also take part in the activity since the CBC encapsulates
all the learning experiences a learner undergoes.
We have learned of your selfless involvement and invaluable contribution in the
development of competency standards (CS) on Beadworks Accessories Making
Level II. In this regard, may we invite you as our resource person to the
aforementioned activity which will be held starting the 1st week of November 2020.
The activity shall proceed using online and offline technologies such as emails,
messenger apps (FB and Viber), cloud computing, document processing and web
conferencing (e.g. Zoom, Google Meet, Teams). The necessary document, together
with the draft CBC in Beadworks Accessories Making Level II, shall be provided
upon your confirmation.
We have designated Ms. Agnes P. Panem, Chief TESD Specialist, CTADD (with
tel.nos. 09177283670 or email add: appanem@tesda.gov.ph), to coordinate with you
on the details of this request.
We are fervently hoping for your positive consideration on the matter.
Very truly yours,
SEC. ISIDRO S. LAPEÑA PhD., CSEE

Director General
131
Sample Conforme Letter
October 15, 2020
MS. NIDA SANGCAON

SLT Coordinator
National Commission for Culture and the Arts (NCCA)
School of Living Traditions
633 General Luna Street
Intramuros, Manila
Dear Ms. Sangcaon:
This letter officially appoints you as resource person for the Development of CBC Exemplars
based on the Competency Standards of Emerging Technologies through online and
offline activities scheduled in November to December 2020.
If you find this appointment acceptable, please affix your signature in the “conforme” box
below.
Very truly yours,
SEC. ISIDRO S. LAPEÑA, PhD, CSEE

Director General
Conforme:
132
Sample Memorandum
MEMORANDUM
NITESD No. _______ S. of 2020
FOR: The Executive Director

National Institute for Technical Education and Skills Development
FROM: The Chief

Curriculum and Training Aids Development Division-National Institute
for Technical Education and Skills Development
DATE: July 5, 2021
SUBJECT: Request for List of TTI trainers for the Development of

Competency-Based Curriculum (CBC)
NITESD-CTADD shall be conducting the Capability Building Program for

Area Based Demand Driven TVET on July 12-16, 2021. The primary objective of the
program is for curriculum officers and trainers from all operating units to have a
common understanding of all the steps involved in developing CBCs, with or without
competency standards and units of competency. Apart from curriculum staff and
trainers, industry experts, who took part in the CS development, are also welcome to
join the workshop to act as output reviewers and validators.
The activity shall run through online modalities, to wit:
1. Conference/Meeting/Webinar - Google Meet

2. Document Processing - Google Docs
3. Cloud/Data Storage - Google Drive and Google Sites
4. Swift Communication / Messaging - Facebook Messenger and Viber
5. Email exchange - Gmail
The following competency standards will be used to develop CBCs in the

workshop:
1. Community Program Development Services Level IV

2. Mango Processing Level II
3. Market Operation and Development Level IV
4. Water Well Drilling Level II
5. Beadworks Accessories Making Level II
133
In this connection, we would like to request your good office to provide us with
a list of TTI trainers who are experts in and handle training programs which are similar
to the aforementioned competency standards.
We would appreciate receiving a response from your good office not later than
September 18, 2020. Kindly accomplish the attached nomination form and send it to
NITESD-CTADD through email address, nitesd.ctad@tesda.gov.ph. We have
designated Ms. Honeylet T. Espino, TESD Specialist I, to coordinate with you on this
concern. She may be reached through telephone numbers 02 8888 5651.
For your consideration, please.
DAVID B. BUNGALLON
Encl: 1. Nomination Form

2. TESDA Circular 63. 2019 - Beadwork Accessories Making Level II
3. TESDA Board Resolution 2015-15 s. 2015 "Prioritization of Seventy-Four (74)
Skills/Qualifications for Training Regulations Development in the Sectors of
Automotive, Metals & Engineering, Chemicals/ Plastics/ Petrochemicals, Furniture,
Agri-Based and Food Processing, Electronics and Semiconductor, Tourism, Real
Estate, IT-BPM, Publishing and Printing, Transportation and Logistics, Creatives/
Traditional Arts
4. TESDA Circular 13 s. 2020 - Water Well Drilling Level II
5. TESDA CY 2018 Planning Guidelines under B.1.3 "Adapt and adopt" policy
6. TESDA Circular 15 s. 2020 - Community Development Level IV
7. TESDA Order 324 s. 2020 - Creation of TWG for the Institutionalization of CTECs
Infrastructure
8. TESDA Circular 26 s. 2020 - Market Operation and Development Level IV
9. TESDA Circular 95 s. 2019 - Mango Processing Level II
Cf: The ODDG Policies and Planning

The ODDG TESD Operations
134
Technical Education and Skills Development Authority
NATIONAL INSTITUTE FOR TECHNICAL EDUCATION
AND SKILLS DEVELOPMENT
Curriculum and Training Aids Development Division
DEVELOPMENT OF COMPETENCY-BASED CURRICULUM
TESDA RO ____
Name of Sex Contact No.

No. Designation Institution Address
Participant (M/F) Email Address
1.
2.
3.
4.
_____________________________________________________
(Signature of Printed Name of Regional Director)
Date: ___________________________________________
Reminder: Please send this nomination form not later than September 18, 2020 to
nitesd.ctad@tesda.gov.ph
135
This Manual in Competency-Based Curriculum development for Area-based demand
driven approach are solely intended for use in the implementation of TESDA Circular
No. 042-2021. These Manual may still contain some flaws. The contents may not be
perfect as improvements are on-going. As you use these materials, we welcome your
comments and recommendation to further improve them towards achieving quality
TVET programs. If you have concerns and suggestions, you may contact CTADD
through this landline (+63)2 8888-5651 and email nitesd.ctad@tesda.gov.ph.
136
Training Methodology Level II Developing Training Curriculum
Developing Competency Based Curriculum (CBC) Document No: QAS-0260STD-02
2020 TVET Glossary of Terms - Memorandum No. 027-2021
Contextual Learning Matrix (CLM) Development Guide
Validation Questionnaire for CBC
REVISED Bloom’s Taxonomy Action Verbs
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and
assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
STEM in TVET Curriculum Guide
TESDA Circular No. 062-2020 (flexible)
Training Regulation Web Development NC III
Draft CBC of Web Development NC III
CSDevelopmentGuide-ver2(Qualification Standards Office)
137
Contents:
AGNES P. PANEM
Chief TESD Specialist | CTADD
HEIDI I. FORTE
Supervising TESD Specialist | CTADD
STEPHEN I. CEZAR
Supervising TESD Specialist | TRDD
ROSENDO R. RAFAEL
Senior Specialist | CTADD
ABEL B. ELPEDES
MARIA CARMINA S. DE GUZMAN
ARMINA FLORA T. VILLANUEVA
TESD Specialist II | CTADD
MAY M. FRANCISCO
MARK ANTHONY A. BULAON
HONEYLET T. ESPINO
TESD Specialist I | CTADD
RYACHELLE GAIL DC. BAGTAS
TESD Specialist I | CTADD
Cover Page:
RAMON BONG BAUTISTA
Multimedia Graphic Artist | Public Information and Assistance Division
138
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This Manual was developed by the Curriculum and

Training Aids Development Division (CTADD) of the National

The developers were able to produce this Manual

To ensure that tech-voc trainees receive the skills and

This Manual in the Development of Competency-based Curriculum for Area-

SEC. ISIDRO S LAPEÑA, PhD, CSEE

The development of Manual in the Development of Competency-based Curriculum for

ROSANNA A. URDANETA, CESO II

The National Institute for Technical Education and Skills Development

Highlighting on the function of the Institute on curriculum development led by

Special acknowledgement is given to the International Labour Organization (ILO) for

It is crucially important that the competencies resulting from area-based demand

This Manual on Development of Competency-Based Curriculum for Area-based

The Components of Defines the Components and structure of Contextual

Finalization of Module of Explains the procedure in finalizing Modules of Instruction

Development of Course Explains the procedure in developing Course Design

Annexes Shows the forms and instrument use in the development of

With the rise of dynamic and emerging technologies brought by area-

We, in CTADD/NITESD would welcome such improvement!

In Philippine setting, the Technical Education and Skills Development Authority

Competency Standards and Training Regulations

TESDA develops the competency standards (CS) for middle-level skilled

A Competency-Based Curriculum (CBC) is a framework or guide for the

Area-based and demand-driven TVET

Development of CBC Process Flowchart

end-users of TVET graduates

Peer Review (Consultation with Curriculum/CS Developers and Industry Total

6.1 Using Promulgated Training Regulation (TR)

Procedure Input Action Taken Responsibilities

1. Secure Copy of Copy of Download Promulgated ● Content Expert

2. Review Unit of • Promulgated The curriculum ● Content Expert

3. Develop Development of The curriculum ● Content Expert

4. Prepare • Promulgated The curriculum ● Content Expert

5. Prepare Course • Promulgated The curriculum ● Content Expert

6. Conduct of • Developed The curriculum ● Content Expert

7. Finalize CBC • Developed The curriculum ● Content Expert

6.2. Using Circulated Competency Standards (CS)

Procedure Input Action Taken Responsibilities

1. Secure Copy Copy of Download Circulated CS ● Content Expert

2. Formulate • Deployed The curriculum ● Content Expert

3. Review Unit of • Deployed The curriculum ● Content Expert

4. Develop Development of The curriculum ● Content Expert

5. Prepare • Deployed The curriculum ● Content Expert

• Analysis each Learning

6. Prepare • Deployed The curriculum ● Content Expert

7. Conduct of • Developed The curriculum ● Content Expert

(To be fill-up of • Review and revise

8. Finalize CBC • Developed The curriculum ● Content Expert

6.3. Competency Based Curriculum Development Flow Description

Procedure Input Action Taken Responsibilities

1. Secure Copy Copy of Submit approved CS with ● Content Expert

3. Formulate • Copy of CS The curriculum ● Content Expert

4. Review Unit of • Copy of CS The curriculum ● Content Expert

● Determine the scope

5. Develop Development of The curriculum ● Content Expert

6. Prepare • Copy of CS The curriculum ● Content Expert

7. Prepare • Copy of The curriculum ● Content Expert

8. Conduct of • Developed The curriculum ● Content Expert

9. Finalize CBC • Developed The curriculum ● Content Expert

The Training Regulation or Competency Standard is translated into a

A competency-based curriculum sets out the specifications for a course or

Translating skills requirement into competency-based curriculum

Each TR has four sections: