Trainers Methodology Level 1

Portfolio

AQUACULTURE NC II

JEMIMAH D. GUMALAL
Trainer
 TABLE OF CONTENTS

Plan Training Session - 1

o Gathering Instrument for Trainee’s Characteristics
o Trainee’s Training Needs
 Self-Assessment Checklist
 Proof of Current Competencies
 Summary of Current Competencies versus Required
Competencies
 Training Needs
o Session Plan
o Competency Based Learning Material
o Competency Assessment Tools

Facilitate Learning Session - 70

o Training Session Evaluation Form
o Training Activity Matrix
o Progress Chart
o Achievement Chart

Maintain Training Facilities - 78

o Workshop layout
o Operational Procedure
o Maintenance Checklist and Schedule
o Workshop Waste Segregation
o Breakdown/Repair Report
o Sample Purchase Request
o Inventory of training tools, materials and equipment

Supervise Work-Based Learning - 94

o Trainees Training Needs
o Training Plan
o Trainees Record Book
o Trainee’s Progress Sheet
o Training Program Evaluation

Portfolio Certificates - 123

 PLAN
TRAINING
SESSION
Data Gathering Instrument for Trainee’s Characteristics
Please answer the following instrument according to the
characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
Characteristics of learners

Language, Average grade in: Average grade in:

literacy and English Math
numeracy (LL&N)
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
75 to 79 e. 75 to 79

Cultural and Ethnicity/culture:

language a. Zamboangueño
background
b. Ilonggo
c. Subanen
d. Kalibugan
e. Muslim
f. Bisaya
g. Others( please specify)_____________

Education & Highest Educational Attainment:

general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate

Sex a. Male
b. Female

Date Developed: Document No.:

August, 2018
Aquaculture Date Received:
NC II
Developed by: Page 4 of 133
Jemimah D. Gumalal, Trainer
 Characteristics of learners
Age Your age: _____
Physical ability 1. Disabilities(if any)_____________________
2. Existing Health Conditions (Existing illness
if any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________

Previous a.
experience with b.
the topic c.
d.
Number of years as a competency trainee
______

Previous learning List down trainings related to Aquaculture NC

experience II
___________________________
___________________________
___________________________
National Certificates acquired and NC level
Training Level
completed ___________________________
___________________________

Special courses Other courses related to Aquaculture NC II

a.
b.
c. Others(please specify)
_________________________

Learning styles a. Visual - The visual learner takes mental

pictures of information given, so in order
for this kind of learner to retain
information, oral or written, presentations
of new information must contain diagrams
and drawings, preferably in color. The
visual learner can't concentrate with a lot
of activity around him and will focus better
and learn faster in a quiet study
Date Developed: Document No.:
August, 2018
Aquaculture Date Received:
NC II
Developed by: Page 5 of 133
Jemimah D. Gumalal, Trainer
 Characteristics of learners

environment.
b. Kinesthetic - described as the students in
the classroom, who have problems sitting
still and who often bounce their legs while
tapping their fingers on the desks. They are
often referred to as hyperactive students
with concentration issues.
c. Auditory- a learner who has the ability to
remember speeches and lectures in detail
but has a hard time with written text.
Having to read long texts is pointless and
will not be retained by the auditory learner
unless it is read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities
where they can watch, listen and then
review what has happened.
f. Theorist - Learns most when ideas are
linked to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to their
situation.
Other needs a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________

Date Developed: Document No.:

August, 2018
Aquaculture Date Received:
NC II
Developed by: Page 6 of 133
Jemimah D. Gumalal, Trainer
FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary
data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
BASIC COMPETENCIES
CAN I…? YE NO
S
1. PARTICIPATE IN WORKPLACE COMMUNICATION
1.1 Obtain and convey workplace information 

1.2 Participate in workplace meetings and discussions 

1.3 Complete relevant work related documents 

2. WORK IN TEAM ENVIRONMENT

2.1 Describe team role and scope 

2.2 Identify own role and responsibility within team 

2.3 Work as a team member 

3. PRACTICE CAREER PROFESSIONALISM

3.1 Integrate personal objectives with organizational goals 

3.2 Set and meet work priorities 

3.3 Maintain professional growth and development 

4. PRACTICE OCCUPATIONAL HEALTH AND SAFETY

PROCEDURES
4.1 Identify hazards and risks 

4.2 Evaluate hazards and risks 

4.3 Control hazards and risks 

4.4 Maintain OHS awareness 

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 7 of 133
Jemimah D. Gumalal, Trainer
BASIC COMPETENCIES
CAN I…? YE NO
S

COMMON COMPETENCIES
CAN I…? YE NO
S
1. APPLY SAFETY MEASURES IN FARM OPERATIONS
1.1 Determine areas of concern for safety measures 

1.2 Apply appropriate safety measures 

1.3 Safekeep/dispose tools, materials and outfit 

2. USE FARM TOOLS AND EQUIPMENT

2.1 Select and use farm tools 

2.2 Select and operate farm equipment 

2.3 Perform preventive maintenance 

3. PERFORM ESTIMATION AND BASIC CALCULATION

3.1 Perform estimation 

3.2 Perform basic workplace calculation 

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 8 of 133
Jemimah D. Gumalal, Trainer
BASIC COMPETENCIES
CAN I…? YE NO
S

CORE COMPETENCIES
CAN I…? YE NO
S
1. CONDUCT PRE-OPERATIONAL AQUACULTURE ACTIVITIES
1.1 Prepare tools and simple equipment 

1.2 Change water of aquaculture facility 

1.3 Monitor and collect mortalities 

1.4 Prepare aquaculture facilities 

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 9 of 133
Jemimah D. Gumalal, Trainer
BASIC COMPETENCIES
CAN I…? YE NO
S
1.5 Secure facilities 

2. PREPARE AND MAINTAIN AQUACULTURE FACILITIES

2.1 Evaluate site 

2.2 Draw the lay-out plan 

2.3 Mobile resources and carry-out installation of facilities 

3. OPERATE FISH NURSERY

3.1 Prepare nursery ponds 

3.2 Stock fish in nursery pond 

3.3 Perform feeding operations 

3.4 Monitor good water quality 

3.5 Perform common disease monitoring and implement 

treatment.
3.6 Harvest and post harvest handling 

4. PERFORM FISH OR SHRIMP GROW-OUT OPERATIONS

4.1 Prepare grow-out facilities 

4.2 Stocking of fingerlings 

4.3 Stock sampling 

4.4 Perform feeding operations 

4.5 Maintain good water quality 

4.6 Perform common disease diagnosis and treatment 

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 10 of 133
Jemimah D. Gumalal, Trainer
BASIC COMPETENCIES
CAN I…? YE NO
S
4.7 Harvest stocks and Post harvest handling 

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 11 of 133
Jemimah D. Gumalal, Trainer
Evidences/Proof of Current Competencies

Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation

Current competencies Proof/Evidence Means of validating

2. PREPARE AND MAINTAIN AQUACULTURE FACILITIES
2.1 Evaluate site Demonstration Direct Observation
2.2 Draw lay-out plan Demonstration Direct Observation
2.3 Mobile resources and Demonstration Direct Observation
carry- out installation of
facilities
3. OPERATE FISH NURSERY
3.1 Prepare nursery ponds Demonstration Direct Observation

3.2 Stock fish in nursery pond Demonstration Direct Observation

3.3 Perform feeding operation Demonstration Direct Observation

3.4 Monitor good water Demonstration Direct Observation

quality
3.5 Perform common disease Demonstration Direct Observation
monitoring and
implement
treatments
3.6 Harvest and Post harvest Demonstration Direct Observation
handling
4. PERFORM FISH OR SHRIMP GROW-OUT OPERATIONS
4.1 Prepare grow-out facilities Demonstration Direct Observation

4.2 Stocking of fingerlings Demonstration Direct Observation

4.3 Stock sampling Demonstration Direct Observation
4.4 Perform feeding Demonstration Direct Observation
operations
4.5 Maintain good water Demonstration Direct Observation
quality
4.6 Perform common disease Demonstration Direct Observation
diagnosis and treatment
4.7 Harvest stocks and post Demonstration Direct Observation
harvest handling

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 12 of 133
Jemimah D. Gumalal, Trainer
Form 1.3 Summary of Current Competencies Versus Required
Competencies

Required Units of Current Training

Competency/Learning Competencies Gaps/Requirements
Outcomes based on CBC
1. CONDUCT PRE-OPERATIONAL AQUACULTURE ACTIVITIES
1.1 Prepare tools and 1.1 Prepare tools and
simple equipment simple
equipment
1.2 Change water of 1.2 Change water of
aquaculture facility aquaculture
facility
1.3 Monitor and collect 1.3 Monitor and
mortalities collect
mortalities
1.4 Prepare aquaculture 1.4 Prepare
facilities aquaculture
facilities
1.5 Secure facilities 1.5 Secure facilities

2. PREPARE AND MAINTAIN AQUACULTURE FACILITIES

2.1 Evaluate site 2.1 Evaluate site
2.2 Draw lay-out plan 2.2 Draw lay-out
plan
2.3 Mobile resources and 2.3 Mobile
carry- out installation resources
of facilities and carry- out
installation
of facilities
3. OPERATE FISH NURSERY

3.1 Prepare nursery ponds 3.1 Prepare nursery

ponds
3.2 Stock fish in nursery 3.2 Stock fish in
pond nursery pond
3.3 Perform feeding 3.3 Perform feeding
operation operation

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 13 of 133
Jemimah D. Gumalal, Trainer
3.4 Monitor good water 3.4 Monitor good
quality water quality

3.5 Perform common 3.5 Perform common

disease monitoring disease
and monitoring and
implement treatments implement
treatments
3.6 Harvest and Post 3.6 Harvest and Post
harvest handling harvest handling
4. PERFORM FISH OR SHRIMP GROW-OUT OPERATIONS

4.1 Prepare grow-out 4.1 Prepare grow-out

facilities facilities
4.2 Stocking of fingerlings 4.2 Stocking of
fingerlings
4.3 Stock sampling 4.3 Stock sampling

4.4 Perform feeding 4.4 Perform feeding

operations operations
4.5 Maintain good water 4.5 Maintain good
quality water quality
4.6 Perform common 4.6 Perform common
disease diagnosis and disease diagnosis
treatment and treatment
4.7 Harvest stocks and 4.7 Harvest stocks and
post harvest handling post harvest
handling

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 14 of 133
Jemimah D. Gumalal, Trainer
 Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.

Form No. 1.4: Training Needs

Training Needs Module Title/Module of
Instruction
(Learning Outcomes)
Prepare grow-out
facilities
Stocking of fingerlings
Stock sampling

Perform feeding operations PERFORM FISH OR SHRIMP

GROW-OUT OPERATIONS

Maintain good water quality

Perform common disease diagnosis

and treatment
Harvest stocks and post harvest
handling

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 15 of 133
Jemimah D. Gumalal, Trainer
 Session Plan

Sector : AGRI-FISHERY
Qualification Title : AQUACULTURE NC II
Unit of Competency : PERFORM FISH OR SHRIMP GROW-OUT OPERATIONS
Module Title : PERFORMING FISH OR SHRIMP GROW-OUT OPERATIONS
Learning Objective:

Learning Outcomes:
LO1. Prepare grow-out facilities
LO2. Stocking of fingerlings
LO3. Stock sampling
LO4. Perform feeding operations
LO5. Maintain good water quality
LO6. Perform common disease diagnosis and treatment
LO7. Harvest stocks and post-harvest handling

A. Introduction
This unit covers the knowledge and skills required to assist in aquaculture operations including the preparation of
tools and simple equipment and performance of simple routine operations.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 16 of 133
Jemimah D. Gumalal, Trainer
B. Learning Activities
LO 6: Perform Common Disease Diagnosis and Treatment
Learning
Methods Presentation Practice Feedback Resources Time
Content

Development of Individual Read Information Answer Self- Compare with CBLM 30 min.
fish disease learning Sheet 4.6-1 Check 4.6-1 Answer Key (Information
4.6-1 Sheet)
Types of fish
diseases and
its physical
appearances Individual Read Information Answer Self- Compare with CBLM 30 min.
and behavioral learning Sheet 4.6-2 Check 4.6-2 Answer Key (Information
patterns of 4.6-2 Sheet)
infected fish
Common Individual Read Information Answer Self- Compare with CBLM
diseases of fish learning Sheet 4.6-3 Check 4.6-3 Answer Key (Information 30 min.
and shellfish 4.6-3 Sheet)

Disease Individual Read Information Answer Self- Compare with CBLM 30 min.
diagnosis of learning Sheet 4.6-4 Check 4.6-4 Answer Key (Information i
fish 4.6-4 Sheet) n
.
Prevention and Individual Read Information Answer Self- Compare with CBLM 30 min.
Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 17 of 133
Jemimah D. Gumalal, Trainer
 control against learning Sheet 4.6-5 Check 4.6-5 Answer Key (Information
the occurrences 4.6-5 Sheet)
of viral,
bacterial,
fungal and
parasitic
diseases

C. Assessment Plan
 Written Examination: The trainee will be given self-checks in the learning contents of this LO.
 Performance Test: The trainee will perform an actual demonstration on
D. Teacher’s Self-Reflection of the Session
To achieve the development of the trainee’s competence of the whole qualification, the session will be strictly
carried out according to the plan with the full support and supervision of the trainer. Accomplishments done by the
trainees will be recognized through giving of rewards and certifications and will be recorded and shown on achievement
and progress charts to help the trainee monitor his/her performance and development.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 18 of 133
Jemimah D. Gumalal, Trainer
PARTS OF A COMPETENCY-BASED LEARNING MATERIAL

References/Further Reading

Performance Criteria Checklist

Operation/Task/Job Sheet

Self Check Answer Key

Self Check

Information Sheet

Learning Experiences

Learning Outcome Summary

Module
Module Content
Content

Module
List of Competencies
Content

Module Content

Module Content

Front Page
In our efforts to standardize CBLM, the
above parts are recommended for use
in Competency Based Training (CBT) in
Technical Education and Skills
Development Authority (TESDA)
Technology Institutions. The next
sections will show you the components
and features of each part.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 19 of 133
Jemimah D. Gumalal, Trainer
 AQUACULTURE NC II
COMPETENCY-BASED LEARNING MATERIALS

List of Competencies

No. Unit of Competency Module Title Code

Conduct Pre-operational Conducting Pre-operational AGR641301

1.
Aquaculture Activities Aquaculture Activities

Prepare and Maintain Preparing and Maintaining AGR641302

2.
Aquaculture Facilities Aquaculture Facilities

Operating Fish Nursery AGR641303

3. Operate Fish Nursery

Performing Fish or Shrimp

Perform Fish or Shrimp AGR641304
4. Grow-out Operations
Grow-out Operations

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 20 of 133
Jemimah D. Gumalal, Trainer
 MODULE CONTENT

UNIT OF COMPETENCY: PERFORM FISH OR SHRIMP GROW-OUT

OPERATIONS
UNIT MODULE : Performing Fish or Grow-out Operations
MODULE DESCRIPTOR : This unit covers the knowledge and skills
required to perform fish or crustacean grow-out
operations like the preparation of grow-out
facilities, stocking, undertake grow-out farming
protocols and harvesting.
NOMINAL DURATION : 1,276 hrs

LEARNING OUTCOMES:
At the end of this module the students/trainees must be able to:
1. Prepare grow-out facilities
2. Stocking of fingerlings
3. Stock sampling
4. Perform feeding operations
5. Maintain good water quality
6. Perform common disease diagnosis and treatment
7. Harvest stocks and post harvest handling

ASSESSMENT CRITERIA:
1. Disease is observed and monitored through physical appearance and
behavioral patterns.
2. Infected fish is sampled and diagnosed.
3. Treatment is identified and implemented.
4. Prevention/safeguard against occurrences of viral, bacterial, fungal and
parasitic diseases.

LEARNING OUTCOME NO. 6

CONTENTS:
 Development of fish disease
 Types of fish diseases and its physical appearance and
behavioral patterns of infected fish
 Common infectious diseases of fish and shellfish
 Disease diagnosis of fish
 Prevention and control against the occurrences of viral,
bacterial, fungal and parasitic diseases
Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 21 of 133
Jemimah D. Gumalal, Trainer
CONDITIONS:
The students/trainees must be provided with the following:
 Training Resources
- CBLM
- Audio/Visual materials
- Tools/materials for the diagnosis, prevention,
treatment of fish diseases

 Training Facilities/Area
- Work stations
- Equipments/machines
- Furniture/Fixtures as storage for tools and
equipment

METHODOLOGIES:
 Demonstrations
 Dual Training
 Individual Learning


ASSESSMENT METHODS:
 Oral/written interviews
 Direct observation
 Practical demonstration

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 22 of 133
Jemimah D. Gumalal, Trainer
 Learning Experiences
Learning Outcome 6
Perform Common Disease Diagnosis and Treatment
Learning Activities Special Instructions
 Read Information Sheet 4.6-1 on
Development of Fish Disease
 Answer self-check 4.6-1
 Compare answers with Answer Key
4.6-1
In this learning outcome you need
 Read Information Sheet 4.6-2 on
to read information sheets and
Types of fish diseases and its
answer the self- checks. Compare
physical appearance and behavioral
to the answers key thereafter. If
patterns of infected fish
results are given unremarkable,
 Answer self-check 4.6-2
reading again the information
 Compare answers with Answer Key sheets are recommended.
4.6-2
 Read Information Sheet 4.6-3 on
Common infectious diseases of fish When you are ready present your
and shellfish work for final evaluation and
 Answer self-check 4.6-3 recording.
 Compare answers with Answer Key
4.6-3
 Perform Job Sheet in Determining
pathogen in healthy, moribund and
dead fish 4.6-3
 Evaluate performance using
performance evaluation 4.6-3
 Read Information Sheet 4.6-4 on
Disease diagnosis of fish
 Answer self-check 4.6-4
 Compare answers with Answer Key
4.6-4
 Read Information Sheet 4.6-5 on
Prevention and control against the
occurrences of viral, bacterial, fungal
and parasitic disease After doing all activities of this LO,
 Answer self-check 4.6-5 you are ready to proceed to the
 Compare answers with Answer Key next LO about Harvest stocks and
4.6-5 post harvest handling.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 23 of 133
Jemimah D. Gumalal, Trainer
 Information Sheet 4.6-1

Development of Fish Disease

Learning Objectives:
After reading this information sheet, you should be able to define what
a disease is, know the factors in the development of disease and determine
the causing-disease agents.

Introduction

Today, aquaculture aims high and stable fish yields. This objective is
for the needs of the growing population. However, problems, such as disease
outbreak, in fishery industry jeopardize aquaculture and threaten yields.

In aquaculture, there are three production systems namely –

extensive, semi-intensive or intensive production system. Semi- intensive or
intensive culture systems are very critical because of its high stocking
density of fish. This may lead to an outbreak of disease resulting to heavy
mortalities, poor quality of produced fish, retarded growth and adverse
effects on fecundity.

Disease is defined as any abnormality in structure or function

displayed by living organisms through a specific or non- specific sign
(symptom). Infectious organisms, wrong management practices and
environmental problems can cause disease in farmed aquatic animals.
Diseases of fish may be microbial in origin, parasitic, caused by
nutritional imbalances and toxic elements.

The following are the several factors involved in the development of

disease in particular aquaculture system: the farmed fish (host), the
disease-causing agent (pathogens) and the surroundings (environment).
Disease rarely results from simple contact between the fish and a potential
pathogen. Environmental problems often contribute to the outbreak of
disease.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 24 of 133
Jemimah D. Gumalal, Trainer
 Hosts – It can be either resistant or susceptible to a given disease.
Resistance or susceptibility of the host depends on age or size of the
organism, species, defense mechanisms and health of fish.

Pathogens – Pathogens can be classified into physical, chemical and

biological agents.

 Physical agents (Examples: extreme temperature changes and

radiation, such as ultraviolet rays from the sun)

 Chemical agents (Examples: environmental contaminants,

toxins, nutritional imbalances and drug and chemical overdose)

 Biological agents (Examples: viruses, bacteria, fungi and

parasites)

Biological agents may initiate disease. They are the primary focus of
attention. They are often called infectious disease agents. They can be
present in the water or in sediment as part of the normal flora. Their
presence and number are largely influenced by environmental factors like
temperature, dissolved gases, pH and availability of food. The two major
characteristics of an infectious agent are capability for direct transmission
and ability to multiply in the host tissue. The mode of their transmission
is either vertical or horizontal.

 Vertical transmission – Infectious agents transfer from parent to

offspring. The female or male broodstock may be carriers of diseases
and transfer them to their offspring through the egg or sperm.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 25 of 133
Jemimah D. Gumalal, Trainer
  Horizontal transmission – Infectious agents come in contact with the
hosts through the water, the feeds or through carrier animals that are
in the environment.

Environment – Tanks, ponds, cages, pens and other holding systems

and water are the environment of cultured fish. Stability of the environment
will determine the health of the fish. Fluctuations in temperature, pH,
salinity or dissolved oxygen beyond the optimum range for the host may lead
to stress and disease.

Human factor is considered as an important element in farming

aquatic animals. Adequate knowledge and understanding of species are very
important aspects that fish farmers should possess to assure the success of
an aquaculture operation.

Disease rarely results from simple contact between the fish and a
potential pathogen. Environmental problems, such as poor water quality, or
other stressors often contribute to the outbreak of disease.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 26 of 133
Jemimah D. Gumalal, Trainer
 Self Check 4.6-1

Direction: Encircle the letter of the correct answer.

1. Which of the following culture system that condition of cultured fish

species is critical?
a. semi- intensive system

b. intensive system

c. all of the above

2. Infectious agents transfer from parent to offspring, what do you call

this mode of transmission?
a. horizontal transmission

b. vertical transmission

c. none of the above

3. What are the several factors involved in the development of disease in

particular aquaculture system?
a. host, pathogen, environment

b. host, disease, environment

c. human, disease, pathogen

4. What is disease?
a. any abnormality in structure or function displayed by living
organisms through a specific or non- specific sign (symptom

b. any abnormality in structure or function displayed by living

organisms through a specific sign (symptom).

c. none of the above

5. What is the other term for infectious disease agents?

a. biological agents

b. physical agents

c. chemical agents

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 27 of 133
Jemimah D. Gumalal, Trainer
 Answer Key to Self – Check LO4.6-1

1. c

2. b

3. a

4. a

5. a

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 28 of 133
Jemimah D. Gumalal, Trainer
 Information Sheet 4.6-2

Types of Fish Diseases and Its Physical Appearances and

Behavioral Patterns

Learning Objectives:
After reading this information sheet, you should be able to determine
what type of fish diseases, its disease - causing agents and some physical
appearances and behavioral patterns of infected fish.

Types of Fish Diseases and Its Physical Appearances and Behavioral

Patterns of Infected Fish

There are two broad categories of disease that affect fish: infectious
disease and non- infectious disease. Infectious diseases are caused by
pathogenic organisms present in the environment or carried by other fish.
They are contagious diseases, and some type of treatment may be necessary
to control the disease outbreak. In contrast, non- infectious diseases are
caused by environmental problems, nutritional deficiencies, or genetic
anomalies; they are not contagious and usually cannot be cured by
medications.

Infectious Diseases. Infectious diseases are broadly categorized as

parasitic, bacterial, viral or fungal diseases.

 Parasitic diseases of fish are most frequently caused by small

microscopic organisms called protozoa which live in the aquatic
environment. There are variety of protozoan which infest the gills and
skin of fish causing irritation, weight loss and eventually death.

 Bacterial diseases are often internal infections. Typically, fish infected

with a bacterial disease will have hemorrhagic spots or ulceration
along the body wall and around the eyes and mouth. They may also
have an enlarged, fluid-filled abdomen, and protruding eyes. Bacterial
diseases can also be external, resulting in erosion of skin and
ulceration. Columnaris is an example of an external bacterial infection
which may be caused by rough handling.

 Viral diseases are impossible to distinguish from bacterial diseases

without special laboratory tests. They are difficult to diagnose and

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 there are no specific medications available to cure viral infections of
fish.

 Fungal diseases are the fourth type of infectious disease. Fungal

spores are common in the aquatic environment, but do not usually
cause disease in healthy fish. When fish are infected with an external
parasite, bacterial infection or injured by handling, the fungi can
colonize damaged tissue on the exterior of the fish. These areas
appear to have a cottony growth or may appear as brown matted areas
when the fish are removed from the water. Since fungi are usually a
secondary problem, it is important to diagnose the original problem
and correct it as well.

Non- infectious Diseases. It can be broadly categorized as environmental,

nutritional or genetic.

 Environmental diseases are the most important in commercial

aquaculture. Environmental diseases include low dissolved oxygen, high
ammonia, high nitrite or natural or man-made toxins in the aquatic
environment.

 Nutritional disease can be very difficult to diagnose. A classic example of

a nutritional disease of catfish is “broken back disease” caused by
vitamin C deficiency. The lack of dietary vitamin C contributes to
improper bone development, resulting in deformation of the spinal
column. Another important nutritional disease of catfish is “no blood
disease” which may be related to a folic acid deficiency. Affected fish
become anemic and may die.

 Genetic abnormalities include conformational oddities such as lack of a

tail or presence of an extra tail. Most of these are of minimal
significance; however, it is important to bring in unrelated fish for use
as broodstock every few years to minimize inbreeding.

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 Self- Check 4.6-2

Fill in the Blanks. Read and analyze the statement carefully, write your
answer on the blanks.

1. _______________ can be broadly categorized as environmental, nutritional

or genetic.

2. ______________ is most frequently caused by small microscopic organisms

called protozoa which live in the aquatic environment.

3. A nutritional disease of catfish is “broken back disease” caused by

__________________.

4. _______________ are common in the aquatic environment, but do not

usually cause disease in healthy fish.

5. ______________ are broadly categorized as parasitic, bacterial, viral or

fungal diseases.

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 Answer Key to Self – Check 4.6-2

1. non- infectious diseases

2. parasitic disease

3. vitamin C deficiency

4. fungal spores

5. infectious diseases

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 Information Sheet 4.6-3

Common Infectious Diseases of Fish and Shellfish

Learning Objective:

After reading this information sheet, you will learn some common fish
and shellfish diseases and its disease-causing agents.

Infectious Diseases

Infectious diseases are mainly caused by viruses, bacteria, fungi, or

unicellular algae (“ichthyomicrobial diseases”); e.g. bacterial enteritis,
bacterial gill rot, and bacterial erythema. Infectious diseases account for 60
per cent of the production lost as result of disease. For this reason, the
study of infectious disease is of primary significance to the development of
aquaculture.

Characteristics

Infectious diseases can be divided into acute, subacute, and chronic

forms based on the clinical picture. For example, if enteritis of grass carp or
black carp occurs in an acute form, it develops rapidly and soon results in a
high rate of mortality; it can also quickly disappear. Chronic enteritis,
however, kills only a few fish per day but lasts a long time.

Bacterial pathogens of infectious diseases are not strictly parasitic

micro-organisms. If the conditions for parasitism are unsuitable,
saprophytic relationship will develop. Bacterial pathogens have a high
adaptability to environmental changes. For example, the enteritis pathogen
of grass carp and black carp will be ineffective if the water temperature is
below 20°C; however, a water temperature between 20 and 25°C will
enhance its virulence. The main epidemic season runs from late spring to
early summer. Zoospores of Saprolegnia become attached to the fish skin
and, if the host has been previously injured, the zoospores will grow and
multiply, and the fish will become infected.

Most pathogens of infectious diseases show a preference for certain

species and certain organs (organotropism). For example, bacteria of
enteritis only affect grass carp and black carp. Likewise, branchiomyces
parasitize only the gills.

There are three stages in the course of an infectious diseases: a latent

period, a symptomatic period, and an attacking period. There are two types
of infection: pure (one causative agent) and mixed (two or more pathogens
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on a single fish). Examples of a mixed infection are grass carp suffering from
both saprolegniasis and gill rot and a black carp with enteritis and red skin
disease.

Fish Diseases

Hemorrhagic speticemia

Pathogen — Reovirus is spherical or hexagonal in shape, with an average

diameter of 69 mm. The electron-dense area in the middle of the particle has
an average diameter of 32 mm. This “nucleus” is surrounded by a
membrane that is about 20 mm wide. Another variety of the virus shows an
even electron distribution throughout and has no “nuclear membrane”. This
particle has an average diameter of 52 mm and is found in the inclusion
bodies of the nucleus or cytoplasm. The viral particles always appear in
sanguifying (blood-making) tissues of the kidney and are not found in red
cells or granular white cells. The virus is sensitive to ether, acid, and alkali,
and insensitive to drugs of the tetracycline family.

Fig. 4.6-3.1. Grass carp with hemorrhagic septicemia symptoms. This

disease can be easily diagnosed observing the muscle congestion (1) and the
congested operculum, fin base, intestine and air bladder etc. (2).

Symptoms and pathological changes — The main symptom of this

disease is congestion. The fish usually becomes dark and slightly red. If you
observe diseased juvenile fingerlings against the light, hypodermic
hyperemia can be seen. Some fish show congestion around the mouth, lower
jaw, skull or orbit, and exophthalmos (abnormal protrusion of the eyeball).
Congestion of the operculum and fin base are visible after peeling away the
skin of the diseased fish. The musculature of the fish shows punctiform or
lump congestion. In serious cases, the entire musculature becomes bright
red with “white gill” (i.e., bright red patch congestion appears on the
operculum); some diseased fish show no gill discoloration. As for the
internal organs, intestinal congestion is common. All or part of the intestine
becomes red owing to congestion. The mesentery and its peripheral fat often
show punctiform congestion. In a few cases, the liver, spleen, and kidney are

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pale or locally congested. The walls of air bladder and gall bladder are often
bloodshot.

The disease can be classified into three types based on symptoms and
pathological changes. Each type is distinct; however, they occur together in
the fish and are difficult to separate.

Red-muscle type: The skin shows little or no hemorrhagic symptoms, but

the muscles are heavily congested. Usually all muscles are red and gill
lamellae are white because of loss of blood. This type of hemorrhagic
septicemia is common among grass carp fingerlings at 7–10 cm in body
length.

Red-fin, red-operculum type: Congestion on the operculum, the base of the

fins, the skull, orbit, and mouth cavity are obvious. There is some
congestion beneath the scales and, possibly, some spotted congestion in the
muscles. This type is common among grass carp fingerlings over 13 cm in
body length.

Enteritis types: Instead of the skin and muscles, the intestine is seriously
congested. All or part of the intestine is bright red. Occasionally, there is
punctiform congestion in the mesentery, fat, and wall of the air bladder.
This type is ubiquitous among grass carp fingerlings.

Epidemic situation — Hemorrhagic septicemia is one of the most common

and harmful viral diseases encountered during the fingerling-nurturing
period. The epidemic season is long (June-September), incidence is high,
and mass mortality of grass carp fingerlings is common. Grass carp and
black carp are both susceptible to this disease, with the former as the main
victim. The disease is widespread in China and reaches its peak incidence in
August when the water temperature is above 27°C. It gradually diminishes
after mid-September when the water temperature drops below 25°C.

Erythroderma

Pathogen—Pseudomonas fluorescens is a short, rodlike bacteria with round

ends. It measures 0.7–0.75 × 0.4–0.45 μm and exists either singly or in
pairs. It is motile with a single polar flagellum, has no gemma, and is gram
negative. Agar colonies of P. fluorescens are circular in shape, semiopaque,
and greyish white. The colonies produce a yellowish green pigment after a
24-h incubation.

Symptoms and pathological changes — Symptoms include inflammation,

bleeding from the skin, and a loss of scales, particularly on the sides of the
abdomen. Blood shot on the fin base, necrosis of the terminal of fins, and
red blotches around the upper and lower jaws are also symptomatic of

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erythroderma. Occasionally, congestion and inflammation along the
intestines also occurs (Fig. 6.5).

Epidemic situation — Erythroderma is a common disease of grass carp and

black carp and is widespread on all farming sites. Mechanical lesions
obtained during stocking or netting allow the bacteria to invade the fish.
Frostbite also facilitates infection. In addition, wounds may result from fish
rubbing against solid objects in the water. Because of these factors,
erythroderma is a year-round disease.

Fig. 4.6-3.2. Black carp infected with erythroderma.

Enteritis

Pathogen — Although still under debate, some people believe the pathogen
to be Aeromonas punctata f. intestinalis, which is a short rod-shaped
bacteria with two round ends. It measures 0.4–0.5 × 1–1.3 μm and exists
mostly in pairs. It has a single polar flagellum, no gemma, and is gram
negative. Agar colonies of this pathogen are round and a semiopaque,
brownish pigment is produced around the colony after 1 or 2 days of
incubation. The bacterium is pathogenic under certain conditions.
Pathogenicity increases at a suitable water temperature (around 25°C) as
water quality deteriorates, as air pressure decreases, and when fish are
overfed.

Symptoms and pathological changes — The diseased fish has an

expanded abdomen with red blotches; the fins are congested and decayed,
the anus is red and swollen, and, when slight pressure is applied to the
abdomen, a yellow mucus is released from the anus. Ascites can be seen if
the abdomen is dissected. The intestinal walls show hyperaemia and
inflammation. Cells of mucous membrane ulcerate and drop off, becoming
bloody mucus and blocking the intestine. The diseased fish shows a loss of
appetite, swims slowly and alone, and soon dies.

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 Fig. 4.6-3.3. Grass carp infected with enteritis.

Epidemic situation — Enteritis is common among grass carp and black

carp, with a few cases in bighead and common carp. Underyearlings of grass
carp and yearlings of grass carp and black carp are more likely to contract
the disease and show a high mortality, commonly ranging from 50 to 90 per
cent. Therefore, enteritis is one of the most harmful diseases to cultivated
fish in China. The disease is commonly found everywhere in farming sites,
but the season of prevalence and degree of incidence differ slightly with
respect to climate and rearing management. Generally, there are two
distinct epidemic seasons: May to June for 1–2 year old grass carp and
black carp, and August to September for underyearlings of grass carp. The
disease is often complicated with bacterial gill rot.

Bacterial gill rot

Pathogen — Myxococcus piscicolus is a slender, soft, and easy to coil

bacterium. Its length varies greatly (2–37 μm, it is gram-negative, and a
colony on peptone agar diffused to pseudomycorrhiza is about 3 mm in
diameter. Growth stops after 5 days of culture.

Fig. 4.6-3.4. Grass carp infected with gill rot disease shows the dark
discoloration at the gill filaments.

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Symptoms and pathological changes - Diseased fish are black in
appearance, especially the head. The gill filaments, which are often covered
with mud and mucus, are putrid and pale. In a serious case, hyperemia and
inflammation are found on the inside and outside of the opercula. The
epidermis of the opercula often rots away leaving a transparent area.
Histological studies of bacterial gill rot in grass carp found that it can be
divided into chronic and acute types. The chronic disease lasts longer, with
prevalent cellular hyperplasia. The acute disease is short with inflammatory
dropsy or cell necrosis as the main symptoms (Fig. 6.7).

Epidemic situation — Bacterial gill rot affects grass carp, black carp,
bighead, common carp and other fishes; grass carp is the main victim. It is
one of the most serious diseases of grass carp, occurring year-round on all
fish farms. It seldom appears when the water temperature is below 15°C and
begins to occur when the water temperature is above 20°C. Its optimum
temperature range is 28–35°C. Therefore, it is more prevalent in the spring,
summer, and autumn than in the winter. The disease is often accompanied
by enteritis.

Vertical scale disease

Pathogen — Pseudomonas punctata seems to be responsible for vertical

scale disease; however, Japanese data indicate that the pathogen
is Aeromonas sp.

Symptoms and pathological changes — The skin of the diseased fish

appears rather rough, and some scales (especially on the posterior part of
the body) are stretched out, resembling pinecones. Thus, this disease is also
called the “pinecone disease.” The scale capsule contains a semiopaque or
sanguineous liquid that makes the scale vertical. If slight pressure is applied
to the scale, the liquid will exude from the scale base and the scales will
immediately drop off. Other symptoms include congestion on the fin bases,
mild bleeding and inflammation on the skin, reddish ulceration on the
desquamated area, exophthalmos (protruding eyeballs), and abdominal
distension. As the disease develops, fish swim slowly, show dyspnea, and
the abdomen turns upward. The fish will die 2 or 3 days later.

Fig. 4.6-3.5. Common carp infected with vertical scale disease.

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Epidemic situation — This disease mainly infects common carp, crucian
carp, grass carp, silver carp, and, occasionally, goldfish (Cyprinus auratus).
It usually occurs in northeastern, central, and eastern China. The disease is
prevalent during spawning and overwintering of common carp. Normally,
the disease first appears between late April and early July. The average
mortality of parent fish as a result of vertical scale disease is 45 per cent.
The maximum recorded mortality was 85 per cent and the mortality of
yearling common carp may be over 50 per cent. The outbreak of the disease
is related to injured skin, contaminated pond water, and poor disease
resistance.

Saprolegniasis

Pathogen — The pathogen is a mould belonging to

family Saprolegniaceae class Phycomycetes. The most common pathogenic
genera are Saprolegnia and Achlya. The mould is a coenocytic mycelium
without a cell wall. One end of the mould, resembling a root, attaches to the
wounded part of the fish. Many branches (mycelia) then penetrate the skin
and muscle and extract nutrients from the host. The external portion of the
mould is flocculent and consists of hyphae (Fig. 6.9). These hyphae may be
up to 3 cm long. On a dead fish, the mould can spread and cover the entire
body in 12–24 hours.

Fig. 4.6-3.6. Bighead infected with saprolegniasis.

Symptoms and pathological changes — There are no abnormal signs in

the initial stages of infection. When the disease becomes visible, the mould
has already penetrated the skin. The mycelia penetrate deep into the
muscles, permeating tissue cells and branching heavily. Hyphae develop
into a grey, flocculent mass (Fig. 6.9). The mould secretes a substance that
decomposes tissues and because of the irritation, the fish secretes a great
deal of mucus. The diseased fish behaves abnormally, fidgeting and rubbing
against solid materials. As the mould continues to grow, morbid muscle rots
and the fish lose its appetite, moves slowly, and eventually dies.

Epidemic situation — This disease is common in all farming areas year-

round. It can affect any developmental stage of all the cultured species. The
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mould invades wounds inflicted during netting, transporting, and stocking.
Saprolegniasis is particularly prevalent in overwintering ponds with a high
stocking density.

Shellfish Diseases

White Spot Syndrome Virus (WSSV) Disease

Causative agent: Baculovirus (100-140 x 270-420 nm)

Species affected: All stages of shrimps like Penaeus monodon, P. chinensis,

P. indicus, P. penicillatus, P. japonicus, Metapenaeus ensis, P. aztecus, P.
duorarum, P. merguiensis, P. semisulcatus, P. stylirostris, P. vannamei, P.
curvirostris, P. setiferus, and also other crustaceans such as Scylla serrata,
Charybdis feriatus, Helice tridens, Calappa lophos, Portunus pelagicus, P.
sanguinolentus, Acetes sp., Palaemon sp., Exopalaemon orientalis, Panulirus
sp. Macrobrachium rosenbergii, Procambarus clarkii, Orconectes
punctimanus, Artemia

Gross signs: Typical signs of disease is the presence of distinct white

cuticular spots (Fig. 2-6) (0.5-3 mm in diameter) most apparent at the
exoskeleton and epidermis of diseased shrimp about 2 days after onset. The
white spots start at the carapace and 5th and 6th abdominal segments that
later affect the entire body shell. The moribund shrimp display red
discoloration and have loose cuticle. Affected shrimps manifest surface
swimming and gathering at pond dikes with broken antennae.

Effects on host: This disease has been reported with the following names:
White spot baculovirus (WSBV), White spot virus (WSV), Systemic
ectodermal and mesodermal baculo-like virus (SEMBV), Chinese baculovirus
(CBV), Hypodermal and hematopoietic necrosis baculo-like virus (HHNBV),
Rod-shaped virus of Penaeus japonicus (RV-PJ), Penaeid acute viremia
(PAV), Penaeid rod-shaped Dovavirus (PRDV). Reduction in food
consumption and empty gut develops followed by a rapid onset of the
disease and high mortalities of up to 100% in 3 to 10 days. This disease
affects a wide host range of crustaceans and targets various tissues
(pleopods, gills, hemolymph, stomach, abdominal muscle, gonads, midgut,
heart, periopods, lymphoid organ, integument, nervous tissue and the
hepatopancreas) resulting in massive systemic pathology. Shrimps, 4-15 g,
are particularly susceptible but the disease may occur from mysis to
broodstock. Pre-moulting shrimps are usually affected. Penaeus indicus
suffers earlier and greater losses compared to P. monodon. Crabs, krill and
other shrimps are viral reservoirs. Pandemic epizootics have occurred in
extensive, semi-intensive and intensive culture systems regardless of water
quality and salinities.

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Fig. 4.6-3.7. Penaeus monodon affected with the white spot syndrome virus
(WSSV).

Yellow Head Virus (YHV) Disease

Causative agent: Rhabdovirus (40-50 x 150-170 nm)

Species affected: Subadults and broodstock of P. monodon, P. aztecus, P.

duorarum, P. merguiensis, P. setiferus, Palaemon styliferus, Acetes spp.

Fig. 4.6-3.8. Penaeus monodon affected with the yellowHead virus (YHV)
disease.

Gross signs: Infected shrimps show light yellowish, swollen cephalothorax.

The gills appear whitish, yellowish or brown.

Effect on host: Before the appearance of clinical signs of disease, the

shrimps develop an abnormally high feed intake and rapid growth.
Thereafter, there is marked reduction in food consumption prior to cessation
of feeding and the onset of rapidly accelerating mortality. Moribund shrimps
swim slowly near the surface at the edge of the pond. Acute epizooties occur
in juvenile to sub-adult shrimps about 20 days post stocking especially
during the 50-70 days grow-out culture period. The occurrence of this
disease may be associated with unstable phytoplankton bloom, bad pond
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bottom, high stocking density or exposure to pesticides. Systemic infection
is associated with virus assembled in the cytoplasm of ectodermal and
mesodermal cells (gills, lymphoid organ, hemocytes and connective tissues).
Massive necrosis is attributed to cytoplasmic replication of the virus. The
virus can cause a total crop loss within 3 to 5 days of onset of clinical signs
with incubation period of 7-10 days. The virus in water remain infective up
to 72 h. Shrimp reservoirs include Palaemon styliferus. About 4%
broodstock are infected. In the Philippines, a recent sampling of 250
shrimps reported positive for YHV in 16% of specimens.

Monodon Baculovirus (MBV) Disease

Causative agent: P. monodon-type baculovirus (75 x 300 nm)

Species affected: The giant tiger prawn Penaeus monodon, and other
penaeid shrimps like P. merguiensis, P. vannamei, P. esculentus, P.
semisulcatus, P. penicillatus, P. plebejus, P. kerathurus.

Gross signs: Affected shrimps exhibit pale-bluish-gray to dark blue-black

coloration, sluggish and inactive swimming movements, loss of appetite and
retarded growth. An increased growth of benthic diatoms and filamentous
bacteria may cause fouling on the exoskeleton/gills. Infected pond-reared
shrimps at 45 days of culture (DOC) stocked at 4 to 100 per m2 manifested
slow growth rates and pale yellow to reddish brown hepatopancreas.

Effect on host: This is among the first viral infections diagnosed in mysis,
postlarvae, juveniles and adults of the giant tiger prawn, Penaeus monodon.
The virus causes destruction of the hepatopancreas and lining of the
digestive tract. Spherical, eosinophilic occlusion bodies fill up enlarged
nuclei of hepatopancreatic cells and are discharged into the lumen after
cells have been destroyed. This may be followed by necrosis with secondary
bacterial infection. PL-3 is the earliest stage found infected with MBV.
However, experimental waterborne inoculation of MBV to mysis-2 (M-2),
postlarvae-3 (PL-3), PL-6, PL-9 and PL-11 resulted in MBV infections within
12 days post-inoculation. The incidence rate of MBV was reported at 20-
100%. Cumulative mortality of 70% was observed among P. monodon
juveniles cultured in raceways and tanks. It is associated with a high
incidence of bacterial infections expressed as localized “shell disease.” In
addition, significant mortalities can occur during stress and crowding.

INVASIVE DISEASES

Invasive diseases are caused by animal parasites such as

trichodinasis, ichthyphthiriasis, lernaesis, argulusis, etc. Fish carrying
parasites or the carcasses of diseased fish are a primary source of invasive
diseases. Contaminated feeds, gears, pond water, silt, etc., are secondary
sources. For example, mature oocytes of Eimeria or mature myxosporidia

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may enter the water with the fish and precipitate to the bottom of the pond.
The pond silt is contaminated as a secondary source of invasive disease.

Like infectious diseases, invasive diseases often appear in different seasons.

This is because the pathogens and the fish are influenced by external
factors (location, climate, physico-chemical properties of the water, farming
skills, etc.) and internal factors (growth and physiological status). Invasive
pathogens may also be species specific or organotropic.

Cryptobiosis branchialis

Pathogen — Cryptobia branchialis is a flattened creature with a wide

anterior end and a narrow posterior end (like a willow leaf). The body length
measures 5–12 μm. There are two flagella, both originating at the anterior
end. One stretches forward and is called the anterior flagellum. The other
forms an undulating membrane along the surface of the body and stretches
posteriorly; it is called the posterior flagellum. In the middle of the body
there is a round nucleus; in front of this nucleus there is an ovoid
kinetonucleus (Fig. 6.10). Around the nucleus there are chromatin granules.
The endosoma is in the centre of the nucleus. The posterior flagellum of the
live parasite penetrates into the epidermal tissue of the gill of a fish (Fig.
6.10). When leaving the host, the anterior flagellum and undulating
membrane move the body forward.

Symptoms and pathological changes — The parasite generally fixes itself

to the gill of the host destroying the epithelia on the gill lamella and
producing thrombi (blood clots) in the blood vessels of the gill lamella. This
inflammation of the branchial organs retards normal blood circulation.
Meanwhile, the mucus secreted in response to the irritation will cover the
intact part of gill; thus, respiration is impeded. If the disease is allowed to
continue, the fish will experience dyspnea and eventually die of suffocation.

Fig. 4.6-3.9. Cryptobia branchialis: (A) attached to the gill of a fish; (B) basic
morphology.

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1.anterior flagellum 2. Blephroplast 3. Kinetonucleus 4. Nucleus 5. undulating
membrane 6. food granule 7. posterior flagellum

Epidemic situation — Cryptobia branchialis is not host-specific. It can

invade any freshwater fish (especially pond fish), cause disease, and result
in mass mortality. Grass carp summer fingerlings are especially susceptible.
The disease has been reported from fish farms throughout China. The
epidemic season runs from May to October, with a peak from July to
September often in the acute form.

Myxosporidiasis

Pathogen — The many parasitic species of the order Myxosporidia, class

Sporozoa, have the ability to parasitize any organ or tissue of all varities of
fish. Over 100 species that are parasitic to freshwater fish have been found
in China. Some species can become epidemic. A spore of Myxosporidia
consists of two identical chitinous shells surrounding plasmodium (Fig.
6.11). The line where the two shells join is called the sutural line. There is a
ridge along the sutural line called the sutural ridge. The side with the
sutural ridge is called the sutural side or lateral side. The side without the
sutural ridge is called the shell side or front side. The plasmodium consists
of a polar capsule(s) and the sporolasm. The number of polar capsules
varies with species but is usually, from one to four. Each polar capsule
contains a spiral polar filament. The number of nuclei inside the sporoplasm
varies depending on the developmental stage of the spore. Some species
contain an iodinephilous vacuole that can be stained brown with Lugol's
solution.

Fig. 4.6-3.10. Principal structures of a spore of Myxosporidia. (a) shell view;

(b) sutural view; (c) top view.

1. sporoshell 2. polar vacuole 3.polar filament 4. embrvonic nucleus 5.

iodiophilous vacuole 6. sutural line 7. polar vocuole pore

Myxosporidia parasitize the host generally in the form of a cytocyst.

The most dangerous Myxosporidia that parasitize fish skin are seen in Fig
Fig. 4.6-3.11. Myxosporidia that commonly parasitize fish gills are seen in
Fig. 4.6-3.12. Myxosporidia that commonly attack the intestines are seen in
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Fig. 4.6-3.13. Myxobolus lieni (Fig. 4.6-3.14) parasitizes the central nervous
system and sensory organs of silver carp and bighead, causing whirling
disease.

Fig. 4.6-3.11. Myxosporidia commonly found on the skin of cultivated fish.

1–2. Myxobolus 6–7. Myxobolus

abitus ellipsoides
3. Thelohanellus 8–9. Myxobolus
rohitae cyprinicola
4–5. Myxobolus 10–11. Hennerguy
koi a sinensis

Fig. 4.6-3.12. Myxosporidia commonly found on the gills of cultivated fish.

1–3. Sphaerospora amurensis

4–5. Myxosoma varius
6–7. Myxobolus musculi
8–9. Myxobolus dipar

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Fig. 4.6-3.13. Myxosporidia easily found in the intestines of cultured fish.

F. M. symetricus,
A. Myxosoma sinensis
sutural view
B. M. sinensis sutural G. Myxobolus lomi,
view side view
C. Myxosoma lieni, side H. M. lomi, sutural
view view
I. Myxobolus artus,
D. M. lieni, sutural view
side view
E. Myxobolus J-K. M. artus, sutural
symetricus, side view views

Fig. 4.6-3.14. Myxobolus lieni parasitising the brain of silver carp.

A-D. Shell E. Sutural

views of the view of the
spore spore

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Ichthyophythiriasis

Pathogen — The pathogen, Ichthyophthirius multifilis, varies considerably

with developmental stage (Fig. 6.16).

Symptoms and pathological changes — The skin, fin rays and operculum
become covered with many white protuberant pustules; for this reason,
ichthyophythiriasis is also called “white dot disease.” These white dots are a
proliferation of epidermal cells with mucus secreted because of the irritation
caused by the drilling of parasites on the epidermis. In a serious case, the
skin is covered with a white membrane. The diseased fish swims and
responds to stimulus slowly, spending much of its time near the surface. It
also continually rubs itself against other objects or jumps out of the water.
The damage caused by the parasites and secondary bacterial infection
results in epidermal inflammation, local necrosis and desquamation, and
the rotting and splitting of fin-rays. Parasites on the branchial tissues
destroy the gill lamella and stimulate the secretion of mucus. The branchial
epithelia around the parasites proliferate. Infection also results in the
congestion of gill veins or histological anemia of the gills. The parasite may
invade the cornea and cause inflammation and blindness.
Ichthyophythiriasis results in mass mortality because of dyspnea and a loss
of appetite (starvation).

Fig. 4.6-3.15. Ichthyophirius multifiliis

A,D, mature stage

1. Cytostome

2. Macronucleus

3. ciliary yarn

4. contractile vacuole

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 5. food particle

C,B, Larval stage

Epidemic situation — This disease occurs throughout China, and is one of

the major protozoan diseases. Freshwater fishes of all developmental stages
are vulnerable to infection with fingerlings as the main victim. Ornamental
fish in aquaria or petty cement tanks may also become infected. The
optimum water temperature for the proliferation of the parasite is 15–25°C.
Therefore, early winter and late spring are its prevalent seasons. Fish in
high-density, overwintering ponds are more susceptible to the disease.

Trichodinasis and trichodinelliasis

Pathogen - Many species of the genera Trichodina and Trichodinelia are

responsible for these — diseases. Viewed laterally, the parasite resembles a
hat; in aboral view, the parasite resembles a round plate. The convex part of
the parasite is called the adoral end. Opposite of the adoral end is the aboral
end. At the aboral end there is a counterclockwise adoral groove stretching
to the cytostome (Fig. 6.17). On each side of the adoral groove there is a line
of cilia, forming an oral zone that extends to the vestibule. The cytostome is
linked with the cytopharynx and, near the cytopharynx, there is a
contractile vacuole. The shape of macronucleus varies with species
(horseshoe shaped, sausage shaped, etc.). The micronucleus is rod shaped
or sphere shaped and generally closes to the outer margin of the macro-
nucleus end. At the aboral end there is a posterior girdle of cilia. There are
two rows of rather short cilia: upper marginal and lower marginal cilia.
Some species have a thin, transparent membrane called the border
membrane, behind the lower marginal cilia (Fig. 6.17). The aboral end is
concave and its most conspicuous structure are a circular denticulating ring
and a chitinuous striated ring. The denticulating ring is formed by many
denticles joined together. The number and shape of the denticules and the
number of radiant rays on each denticle differ with species. The parasite
attaches itself to the skin or gill of the host with its adhesive disc.
Sometimes the parasite contracts its border membrane, moves its posterior
girdle of cilia, and slides over the skin and gill. When swimming freely, the
parasite spins like a wheel with its aboral end forward. Reproduction
involves a sexual longitudinal division and sexual conjugation. The optimum
temperature for the reproduction of Trichodina is 20–28°C.

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Fig. 4.6-3.16. Structure of Trichodina showing lateral view (A), partial cross
section (B) and two segments of the dentivulating ring (C).

1. adoral groove and oral cilia zone

2. cytostome
3. cytopharynx
4. macronucleus
5. micronucleus
6. contractile vacuole
7. denticulating ring
8. striate
9. posterior girdle of cilia
10. upper marginal cilia
11. lower marginal cilia
12. marginal membrane

Symptoms and pathological changes - Trichodina can infect fish at any

developmental stage, but the main victims are juvenile fish, especially those
under 5 cm in body length. Generally, the parasites do not infect adult
fish. Trichodina mainly invades the skin of juvenile fish, feeding on the
tissue, and destroying the skin. Trichodinelia mainly parasitizes the gills,
concentrating on the branchial periphery or between the gill filaments. With
a serious infection, the gill tissue rots and the cartilage becomes exposed. As
a result, respiration is seriously impaired and the fish dies.

Epidemic situation - Trichodinasis is a dangerous disease during the fry

and fingerling stages. It is prevalent throughout China and especially on
farms along the Yangtze River valley and the West River valley. Every year
from May to August, when fry are nurtured to summer fingerlings, there is a
serious outbreak of trichodinasis and a high mortality of fry and fingerlings.
The disease is more likely to occur in small, shallow ponds with poor water
quality and high fish density and trichodinelliasis under conditions of
continuous rain.

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Dactylogyrosis

Pathogen — Many species of the genus Dactylogyrus are responsible for

this disease. The following four pathogenic species parasitize cultured fish in
China.

 Dactylogyrus lamellatus parasitizes the gills, skin, and fins of grass

carp. It is flat, 0.192–0.529 mm long, and 0.072–0.136 mm wide, (Fig.
6.18).
 Dactylogyrus aristichthys parasitizes the gills of bighead.
 Dactylogyrus hypopthalmichthys parasitizes the gill filaments of silver
carp.
 Dactylogyrus vastator parasitizes the gill filaments of common carp,
crucian carp, and pet fish.

Fig. 4.6-3.17. The ventral view of a Dactylogyrus lamellatus Achmerov.

Symptoms and pathological changes — An infestation of one of the above

species of Dactylogyrus causes the fish to secrete more mucus; in addition,
gills become pale, the operculum opens, dyspnea occurs, and there is
evident dropsy of the gills (more distinct in bighead). The infected fish swims
slowly and is anemic. The number of monocytes and coenocytic leukocytes
increases.

Epidemic situation — Dactylogyrosis is a common disease, prevalent in

late spring and early summer. The optimum temperature for the parasite is

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20–25°C. The disease is mainly found on silver carp, bighead, and grass
carp.

Sinergasilusis

Pathogen — Females of some species of the genus Sinergasilus parasitize

fish gills. The following three species of Sinergasilus parasitize cultivated
fish.

 Sinergasilus polycolpus (Fig. 6.19) parasitizes the interior side of the

gill filament tips of silver carp and bighead and the gill rakers of silver
carp.
 Sinergasilus undulatus parasitizes the interior side of gill filament tips
of common carp and crucian carp.
 Sinergasilus major (Fig. 6.19) parasitizes the interior side of the gill
filament tips of grass carp, black carp, catfish, trout, and freshwater
salmon.

The body of the adult female is slim and cylindrical, with three distinct
sections: head, thorax, and abdomen.

The head is triangle shaped and has five pairs of appendages. The second
pair of antenna has developed into a hook capable of attaching to gill
filament tissues. The width of the first four thoracic segments equals their
length. The fourth segment may be somewhat wider than it is long. The fifth
thoracic segment is comparatively small. The sixth segment is a narrow
genital segment on which a pair of ovisacs can be seen hanging down during
the breeding season. There are five pairs of biramous swimmerets on the
thorax. The abdomen has three segments, with short pseudosegments
between the first and second and between the second and third segments.
There is a pair of caudal furca at the tail end. The male is many times
smaller than the female and has a pair of maxillipeds on its head to embrace
the female during mating.

Fig. 4.6-3.18. Female Sinergasilus major (A) and Sinergasilus polycolpus (B).

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Symptoms and pathological changes - Sinergasilus major is more harmful
than S. polycolpus and S. undulatus. It usually invades grass carp that are
over 2 years old and occasionally parasitizes gill filaments of large
underyearling grass carp. The female parasite clutches the gill with its
second antennae, wounding the gill tissue and causing local inflammation of
the gill filaments and curving and deformation of the gill filament tips (Fig.
6.20). As S. major feeds, it secretes an enzyme that dissolves the tissues of
the host, breaking down the branchial epidermis, damaging nearby
capillaries, and causing anemia in some parts of the gills. The diseased fish
displays an uneasy behaviour, often jumping out of the water.

Fig. 4.6-3.19. Gill of a 2-year-old grass carp infected with Singergasilus

major.

Epidemic situation - This disease is widespread throughout China. The

reproductive period lasts from April to November along the Yangtze River
valley. The epidemic season is from May to September. Sinergasilus
major mainly attacks grass carp over 2 years of age; S. polycolpusis usually
found on silver carp and bighead over 2 years of age. A serious infection can
be lethal.

Lernaesis (anchor worm)

Pathogen — some species of the genus Lernaea are pathogenic to Chinese

carp. The following three species are the most prevalent.

 Lernaea polymorpha parasitizes silver carp, bighead, and wuchang

fish.
 Lernaea cyprinacea parasitizes common carp, crucian carp, silver
carp, and bighead.
 Lernaea ctenopharyngodontis parasitizes grass carp.

The female parasite is needle shaped. The body is 6–12.4 mm long and
consists of a head, thorax, and abdomen. There is no distinctive
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demarcation between the three sections. On the head, there is a pair of
dorsal horns and a pair of abdominal horns. They function as anchors,
enabling the parasite to fix itself to the host's musculature; this parasite is
also known as the “anchor worm”. The shape of the cephalic horns differs
from species to species; the thoracic region is long and cylindrical. The
anterior portion is narrow, becoming broader toward the posterior end.
There is a pair of genital pores at the end of the abdomen. In the
reproductive season, a pair of long (2–3 mm) ovisacs can be seen hanging
down from the genital pores. The thoracic region of the female parasite has
five pairs of swimming legs (Fig. 6.21). After feeding, the thorax expands and
extends. This causes the five pairs of swimmerets to degenerate and split
apart. The male is small and only occasionally parasitic.

1. Ventral horn
2. Head lobe
3. Dorsal horn
4. First swimming leg
5. Second swimming leg
6. Third swimming leg
7. Fourth swimming leg
8. Fifth swimming leg
9. The front part of
genital segment is
protuberant.
10. Ovulation pore
11. Caudal furca
12. Egg sac

Fig. 4.6-3.20. Structure of a female Lernaea.

After parasitizing a fish, the female develops into three phases: “baby
parasite”, “mature parasite”, and “old parasite”. The baby parasite resembles
a fine white hair and has no ovisacs. The mature parasite is transparent,
making its intestines visible, and there is a pair of green ovisacs near the
genital pore. When touched, the parasite becomes erect. The old parasite is
rather turbid and soft and carries many protozoans (e.g. Epistylis). Such
parasites quickly die and fall off the fish.

Symptoms and pathological changes — Initially, the diseased fish

behaves uneasily, has a poor appetite, is thin, and moves slowly. The areas
that Lernaea has penetrated are inflammed and swollen, and tissues are
necrotic. The wounds are often invaded by Saprolegnia. On a juvenile fish,

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four or five Lernaea 6–9 cm long can be lethal. On a young fish, just one or
two parasites can retard growth or cause deformation.

Epidemic situation — Lernaeasis is widespread in Guangdong, Guangsi,

and Fujian provinces. In these areas, incidence is high and intensity is
great. The season of prevalence is long. The epidemic season along the
Yangtze River valley lasts from April to October (when the water temperature
is 15–33°C) and coincides with Lernaeas, reproductive season.

Other Diseases And Fish Enemies

Inappropriate water temperature and water quality, mechanical

lesions, insufficient feeding, and foreign chemical substances may all cause
diseases, which may be fatal. These diseases include gas bubble disease,
horse-running disease, and deformity (Fig. 4.6-3.21).

In the fry-nurturing stage, diseases caused by lower plants are

common: e.g., silkweed and filamentous green algae (Fig. 4.6-3.22). Diseases
caused by animals are also frequently observed: e.g., water centipede and
fish killer (Kirkaldyia deyrollei) (Fig. 4.6-3.23). Frogs are also serious
predators of fry and fingerlings.

Fig. 4.6-3.21. Grass carp fingerling suffering from deformity.

1. Lateral view;
2. Ventral view;
3. Dorsal view;

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Fig. 4.6-3.22. Filamentous green algae which are often dangerous to larvae
and young fish.

1. Spyrogyra sp;
2. Zygnema sp;
3-4. Mougeotia sp;
5. Hydrodictyon recticulatum,

a fry is shown to be trapped in this dangerous, web-like filamentous alga.

Fig. 4.6-3.23 Harmful aquatic insects.

1. Lacotrephes japonesis
2. Ranatra uniedor
3. Fish killer (Kirkaldyia deyrolloi)
4. Dragon fly larva (Zygoptera)
5. Dragon fly larva (Anisoptera)
6. Water centipede (Cybister
chinenses Shar)

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 Self - Check 4.6-3

Direction: Enumerate the following questions:

1. Name at least five (5) infectious diseases of fish and its disease-causing
agent.

2. List down at least two (2) infectious diseases of shellfish.

3. What are examples of invasive diseases? Give at least five (5).

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 Answer Key to Self – Check LO4.6-3

1. Name at least five (5) infectious diseases of fish and its disease-causing
agent.

o Hemorrhagic speticemia — Reovirus

o Erythroderma—Pseudomonas fluorescens
o Enteritis - Aeromonas punctata f. intestinalis
o Bacterial gill rot — Myxococcus piscicolus
o Vertical scale disease — Pseudomonas punctata

2. List down at least two (2) infectious diseases of shellfish.

o Yellow Head Virus (YHV) Disease – Rhabdovirus

o White spot syndrome virus (WSSV) - Baculovirus

3. What are examples of invasive diseases? Give at least three (3).

o Cryptobiosis branchialis — Cryptobia branchialis

o Myxosporidiasis - Myxosporidia, class Sporozoa
o Ichthyophythiriasis — The pathogen, Ichthyophthirius multifilis

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 Information Sheet 4.6-4

Disease Diagnosis of Fish

Learning Objective:
After reading this information sheet, you will be able to know some
common methods in diagnosing fish with a disease.

Diagnosis
Disease diagnosis is the first step toward effective treatment, and care
must be taken in making a diagnosis. The fish must be alive or recently
dead and the body must be kept damp. Try to keep the dissected organs as
complete as possible. Keep the autopsy instruments clean to avoid inter-
contamination of pathogens among organs. Use distilled water for
microscopic observation of the skin and use 0.85 per cent normal saline for
microscopic observation of the internal organs. Preserve the samples for
further identification if there is any doubt about the pathogens or the
clinical signs. If complications are discovered during the diagnosis, diagnose
the primary and secondary disease and implement the appropriate
treatments separately or simultaneously.

The following lists of on-site and laboratory procedures to investigate

disease outbreaks are recommended by Anderson and Barney (1991):

On-site investigation:

• Examine fresh materials from healthy, moribund, and dead fish;

• Collect fish tissue samples;

• Measure environmental conditions (temperature, oxygen, etc);

• Investigate physical factors and rearing conditions; and

• Gather information on time-course of mortalities.

• Deliver suitable samples with accompanying information to the diagnostic

laboratory as soon as possible.

Laboratory procedures:

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 • Presumptive identification of pathogens (viral, bacterial, fungal, parasitic,
etc.);

• Positive identification and confirmation;

• Test for drug sensitivity and effectiveness; and

• Evaluation of recommendations and reports of additional analysis

(histopathology, toxicology, etc.).

The following are the common methods of diagnosis which include

surveying the pond and examining the fish with the naked eye and
microscopically:

Survey the diseased pond — Determine if the water source is seriously

polluted. If it is, find the source of the pollution. Observe the behaviour of
the diseased fish and take an inventory of the rearing status (pond clearing,
stocking density, feeding, preventive methods, and mortality, etc.).

Naked-eye observation

Body — Put the diseased fish on an enamel ware plate and examine the
head, eyes, gill cover, scales, and fins for visible pathogens such as
nematodes, Argulus, Glochidium, and Saprolegnia. It is also possible to see
the pathogens of bacterial erythrodermatitis, albinoderm, stigmatosis, and
furunculosis with the naked eye.

Gills — Inspect the gills, with an emphasis on the gill filaments. Observe the
colour of the gill lamella, the quantity of mucus, and the congestion and
putridity of filament tips after an opercular incision is performed.

Internal organs — Mainly check the intestines. Begin to observe abdominal

hydrops and visible parasites, (e.g., Ichthyoxenus, Nematodes, cysts
of Myxosporidia, Ligulos, then observe other internal organs. Extract the
internal organs with a knife and scissors and separate the liver, gall bladder,
air bladder, etc. Finally, open the intestine to search for any signs of
pathological change.

Microscopic examination

Normally, only the skin, gills, intestines, eyes, and brain need be observed
microscopically.

Skin — Scrape a little tissue and mucus from the skin, put them on a slide
with a drop of distilled water, and observe the combination under a
microscope after pressing with a coverslip. One should always start with the
low power objectives. Samples from at least three different points on the

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skin should be inspected. Common parasites on the skin are Trichodina,
Ichthyophthirius, Chilodonella, Costia, Glochidium, and Myxosporidia.

Gill — Place some gill filaments and mucus onto a slide. The following
parasites may be identified through microscopic observation: Dactylogyrus,
Gyrodactylus, Cryptobia, and Myxosporidia.

Intestines — Transfer a little mucus from the anterior intestinal wall to the
slide. Nematodes, Eimeria, and Myxosporidia may be seen.

Eyes — Press the entire ocular bulb or crystaline body on the slide. Cysts
of Diplostomulums are an indicator of diplostumulumsis.

Brain — Open the central cavity of a fish with whirling disease. White cysts
of myxosporidia in the lymphatic fluid beside the brain should be observed.
Remove the cysts and place them on a slide; after crushing with a coverslip,
the spores can be seen.

Correct diagnosis is essential in selecting the best management

approach to correct the problem and the best possible treatment for the
disease. It will be useful as a reference for installing future disease-
preventive aquaculture procedures and practices. Because diagnostics
require suitable laboratory facilities and trained personnel, final diagnosis of
fish disease should be performed in accredited Fish Health Laboratories.

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 Self- Check 4.6-4

Direction: Read the following questions carefully and answer it correctly.

1. What are the steps on the on-site investigation in investigating disease

outbreaks?

2. What is diagnosis?

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 Answer Key to Self – Check LO4.6-4

1. What are the steps on the on-site investigation in investigating disease

outbreaks?

• Examine fresh materials from healthy, moribund, and dead fish;

• Collect fish tissue samples;

• Measure environmental conditions (temperature, oxygen, etc

• Investigate physical factors and rearing conditions; and

• Gather information on time-course of mortalities.

• Deliver suitable samples with accompanying information to the diagnostic

laboratory as soon as possible.

2. What is diagnosis?

Disease diagnosis is the first step toward effective treatment, and care
must be taken in making a diagnosis.

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 JOB SHEET LO4.6-5
Title : Determining pathogen in healthy, moribund and
dead fish

Performance Objective: Given a healthy, moribund and dead fish, you

should be able to determine the pathogen
present in the fish body/tissue/skin.

Supplies/Materials : electron microscope, cover slide, glass slide,

enamel plate ware, forceps, distilled water, tissue
paper, fish, knife/blades, scissors

Equipment : electron microscope

Steps/Procedure :
1. Put the fish on an enamel ware plate and examine the head,
eyes, gill cover, scales, and fins for visible pathogens.
2. Inspect the gills, with an emphasis on the gill filaments.
Observe the color of the gill lamella, the quantity of mucus, and
the congestion and putridity of filament tips after an opercular
incision is performed.
3. Mainly check the intestines. Begin to observe abdominal
hydrops and visible parasites.
4. Extract internal organs with a knife and scissors and separate
the liver, gall bladder, air bladder, etc. Open the intestine to
search for any signs of pathological change.
5. Scrape a little tissue and mucus from the skin, put them on a
slide with a drop of distilled water, and observe the combination
under a microscope after pressing with a cover slip.
6. Place some gill filaments and mucus onto a slide. Then observe.
7. Transfer a little mucus from the anterior intestinal wall to the
slide.
8. Press the entire ocular bulb or crystalline body on the slide.

Safety Reminders: Be careful in using sharp edge objects such

as scissors, blades or knife.

Assessment Method:

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Actual Performance

Performance Criteria Checklist

JOB SHEET LO4.6-5

Determining Pathogen in Healthy, Moribund and Dead Fish

Trainee’s Name: ___________________________ Date: _________________

CRITERIA YES NO
Did you….

1. perform the procedure properly?

2. observe presence of pathogen in the fish

samples?

3. recognize the pathogens present in the

fish?

4. use the tools the tools and equipment

properly before and after performing the
activity?

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 Information Sheet 4.6-5

Prevention and Control Against the Occurrences of Viral,

Bacterial, Fungal and Parasitic Diseases

Learning Objective:
After reading this information sheet, you will learn how to prevent
and control the occurrence of viral, bacterial, fungal and parasitic diseases.

Prevention

The concept that “prevention is better than treatment” is

fundamental to the maintenance of a healthy stock of fish. Because fish are
schooling animals, they are hard to observe individually, making the
diagnosis and treatment of disease difficult. In addition, some fish diseases
are still essentially incurable, e.g., diplostomulumsis. Therefore, preventive
measures are essential to the control of disease.

This deals with the general principles involved in the physical,

environmental and chemical aspects of disease prevention and control that
are applicable in the hatchery and the grow-out stages of shrimps and
fishes.

Physical Methods

Physical methods of disease prevention and control are based on the

physiological tolerance of disease agents to adverse conditions such as
increased or low temperature, absence of moisture, presence of deleterious
irradiation; and the removal of pathogen sources or presence of physical
barriers to prevent contact between the disease agent and the host.

Potential pathogens can be removed by ultraviolet radiation and

through the process of microfiltration. Chemical pollutants can be
eliminated by carbon filtration, biofiltration and water dilution. Exposure of
tank or pond to heated water and sun-drying can also eliminate some
microbial flora. Infected fish must be removed quickly and destroyed.

Such health classification scheme has been proposed by Ghittino

and de Kinkelin (1975):

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• Fish free of specific pathogenic organisms (SPF) – refer to fish free of all
species-specific pathogens. The water supply must be completely sterile and
exchanges of fish are possible only between SPF classified establishments.

• Fish free of coded pathogenic organisms (CPF) – include fish free of all
diseases appearing in a list drawn up by an international agreement. For
Southeast Asian countries, such a list has yet to be drafted. Water supply
would have to be pretreated. CPF classified farms can receive SPF or CPF
fish but cannot dispatch fish to SPF farms.

• Fish free of specified diseases (SDF) – relate to fish reared in water

supplies in which pathogens could exist, multiply or be disseminated by
wild fish. Disease could occur but readily controlled by therapy. Certification
for freedom from certain diseases can be issued but guarantees only for the
diseases listed in the document. Such a farm can receive fish from SPF or
SDF farms as well as enterprises of similar sanitary level.

• Uncontrolled fish consist of fish not checked for the presence of disease or
pathogens. Fish exchange is possible only with farms of similar category but
can receive fish from the three foregoing ones.

This sanitary classification of fish farms can be used as basis for

issuance of permits for fish import, export, exchange or restocking.

The International Council for the Exploration of the Seas (ICES) have
recommended policy measures dealing with the introduction of aquatic
species and guidelines for implementation, including methods to minimize
the possibility of disease transfers. Such recommendation is the Revised
Code of Practice to Reduce the Risks of Adverse Effects Arising from the
Introduction and Transfers of Marine Species (Sinderman and Lightner,
1988). The ICES Code of Practice is as follows:
• A recommended procedure for all species prior to reaching a decision
regarding new introductions;

• Recommended action if the decision is taken to proceed with the

introduction;

• A suggestion that regulatory agencies use the strongest possible measures

to prevent unauthorized introductions;

• A recommended procedure for introduced or transferred species which are

part of current commercial practice; and

• A note recognizing that countries will have different attitudes toward the
selection of the place of inspection and control of the consignment.

Environmental Methods
Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 66 of 133
Jemimah D. Gumalal, Trainer
 Monitoring of the environment is extremely important for success in
fish culture. The primary objective of the environmental method is to protect
the host by intercepting the pathogen or cutting its pathway to the host.

Proper Hatchery/Pond Design

Trained personnel and well-designed hatcheries or ponds are

important requirements in ensuring that fish health management practices
can be incorporated in the routine operations of an aquaculture system. The
hatchery or farm should have access to a good water supply free from any
type of pollution. Pond development, wherever possible, should be adjacent
to mangrove areas for protection from erosion, and to provide natural filter
for farm effluent. Provision of independent water supply and drainage canals
to each individual part of an aquaculture grow-out facility will ensure that
water emerging from one pond compartment does not enter the other
compartments. Fishponds should be kept free of wild fish and other
potential carriers of infectious agents such as invertebrates, pests and
predators. The farm/ hatchery should be accessible by road to avoid
excessively long transport time of the larvae or fish.

Good Water Quality

Good water quality is crucial in the hatchery or pond; it can spell the
difference between success and failure of the aquaculture enterprise. The
lower the water quality, the fewer fish/shrimp it will support; the higher the
water quality, the higher the production potential will be. Aside from being
pathogen-free, the water must meet the specific quality requirements of the
cultured species. Monitor regularly the rearing water quality parameters
such as salinity, pH, dissolved oxygen, ammonia and temperature.
Ultraviolet radiation and filtration systems eliminate potential pathogens.
Sand filters or filter bags will remove most of the debris.

Filter water with fine net, cloth or cartridge filter before stocking in
tanks. Clean filters regularly. Aerate and change rearing water regularly.
Siphon off bottom sediments regularly to remove feces, organic debris and
unused feed. Provide paddle wheels as aeration in ponds and a large settling
reservoir to reduce the organic and particulate load before it is directed into
ponds.

Sanitary Practices

Cleanliness improves the general standard of health. It also prevents

or retards the development of disease agents. Drain and dry the tank and
pond bottom in between culture periods and backwash or clean filters
regularly. Day-to-day hygiene measures should include siphoning out of
organic material that accumulate in tank bottom, immediate removal of any
Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 67 of 133
Jemimah D. Gumalal, Trainer
dead fish, and careful control of aquatic vegetation in ponds. Provide
properly labeled gear like scoop nets, buckets and pails for exclusive use in
individual facilities. Use PVC or non-toxic plastic pipes, pails and other
equipment parts. Workers should disinfect their hands with soap and water
before preparing and administering feed, and before performing other jobs.

Stress Avoidance

Stress plays a major role in the susceptibility of fish to disease. Most

diseases are stress-related. Poor water quality, inadequate food,
overstocking, handling, grading, and transfer and transport of animals are
stress inducing factors. Regular monitoring of the health status of the stock
can detect early signs or onset of diseases before they become
uncontrollable.

Quarantine Procedures/ Legislation

Quarantine measures are very important for the prevention of the

international spread of diseases of aquatic organisms. Legislations to impose
quarantine procedures on fish imported and exported requiring health
certification of incoming fish into countries will minimize worldwide spread
of fish pathogens. Sanitary classification of farms can be instituted such
that exchanges of fish occur only among farms of similar fish health status.

Quarantine should be practiced to minimize risk of disease among

local species. Fish imported from abroad, or fish moved from one place to
another within a country, should be placed in quarantine on arrival and
should remain there until all danger has passed. The quarantine period
should exceed the length of the longest latent period of the pathogens. Fish
markets can become centers for the dispersal of pathogens. To avoid this
danger, fish should be disinfected upon arrival at the market. The
quarantine period for incoming stock must be observed for at least 2-3
weeks. Legislation of quarantine requirements should be imposed on all
imported and exported fish to minimize the spread of disease, both within a
country and outside. Quarantine ponds must be safely isolated and must be
located downstream from all other ponds on the farms to minimize the
danger of pathogen penetration.

Termination Procedures

Termination procedures may also be used to control fish diseases. These

include destruction of infected individuals, by burning, cooking or burying
in limed pits. Disposal of infected individuals should be to areas that will not
affect the culture system. Avoid contact between diseased and normal
individuals. Disinfect the water supply system that may have carried the
pathogen by draining and drying the affected tanks and ponds. Disinfect
paraphernalia used on infected individuals.
Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 68 of 133
Jemimah D. Gumalal, Trainer
 Chemical Methods

Prophylactic Methods

Prophylactic treatment methods are protective or defensive measures

designed to prevent a disease from occurring. They are used to combat
external parasites and stress-mediated bacterial diseases.

Disinfecting culture facilities

Tanks – Rearing tanks should be disinfected in between rearing periods.

Drain and scrub tank bottom and sidewalls using powdered detergent and
plastic brush to remove debris. Rinse thoroughly to remove soap suds and
loosened contaminants. Disinfect with 200-ppm chlorine for 1 h or with
100-ppm chlorine for several hours. Scrub tank bottom and sidewalls again.
Rinse several times with clean freshwater and dry under the sun.

Earthen ponds – Drain the pond and then dry. Apply lime (0.5-1 ton/ha
CaCO3 or agricultural lime) and 20-ppm tea seed cake, or any of 600-ppm
Roccal (benzalkonium chloride), Hyamine 1622 and Hyamine 3500
(quaternary compounds).

Disinfecting rearing water

Chlorination method — Chlorine is the cheapest disinfectant. One of the best

and commonly used is calcium hypochlorite (powder form) or ordinary
household bleach (Purex, Chlorox). Filter the water first. Chlorine loses its
strength when exposed to air. It is reduced by organic matter (mud, slime,
plant matter) and must be covered. Use 5 to 20-ppm chlorine for 12-24 h,
then neutralize with sodium thiosulfate until residual chlorine becomes
zero. Chlorinated, neutralized water must be used within 6 h as bacterial
load increases after 12 h.

Ozonation method – Ozone (O3-triatomic oxygen) is a more powerful

oxidizing agent than hypochlorite. It can de-activate or destroy viruses and
bacteria that might be transmitted through the water supply system. At 90-
mg/L concentration and exposure for 20 min, ozone can control bacterial
and viral fish pathogens in water supplies, although this level may not
eliminate 100% of pathogens. Like chlorine, ozone is toxic to aquatic
organisms. Oxygen (O2) is a breakdown product of ozone, and oxidizing
action may result in oxygen supersaturation or gas-bubble disease. The
concentration of 0.005-ppm O3 is the upper limit for continuous exposure.
Ozonated water must be re-aerated before it is used.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 69 of 133
Jemimah D. Gumalal, Trainer
Disinfecting materials

Materials like pails, brushes, scoop nets, secchi disk, glasswares,

hose, etc. may be disinfected in between use in different culture facilities.
Dip the materials in 400-ppm chlorine solution for a few seconds, and rinse
thoroughly with clean water.

Disinfect footwear by placing 200-ppm chlorine or 3% Lysol solution

in disinfecting rugs/trays at the entrance of aquaculture facility (Fig. 8-6).
Wash rugs and change disinfectant regularly.

Disinfecting feeds

Artemia cysts – Cysts may be decapsulated in chlorine solution. Use 30

ppm chlorine or 10 ppm formalin, 1 h before hatching.

Disinfecting the hosts (especially Penaeus monodon)

Spawners – Disinfect with 5 ppm Treflan for 1 h or 50-100 ppm formalin

for 30- 60 min. Rinse spawners thoroughly in clean water.

Eggs – Disinfect with 20 ppm detergent for 2-4 h. Disinfection should be

done at least 6 h before hatching. Rinse thoroughly and completely change
water in hatching tank.

Larvae – Disinfect with 0.1 ppm Treflan (trifluralin) once every other day.

Chemotherapy

Chemotherapy involves the use of drugs or chemicals for treating

infectious diseases. It is considered as the method of “last resort” in any
disease control program.

Factors to consider before using chemicals:

• Tolerance of the host to the chemical – Tolerance of fish varies with age,
size, species, and health condition. Younger or smaller fish are more
sensitive than bigger or older ones. Some species are better able to tolerate
chemicals than others are. Fish weakened by disease become less tolerant to
stress and environmental fluctuations.

• Efficiency of the chemical – The choice of what chemical to use is based on

differential toxicity, that is, the chemical must be lethal to the target
Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 70 of 133
Jemimah D. Gumalal, Trainer
microorganism but harmless to the host. It is essential to know the
properties of the chemical such as the active ingredient, solubility and
application method. The chemical must not harm the environment.
• Restrictions on the use of chemicals to treat food fish – Use only chemicals
that break down rapidly and are eliminated quickly from all fish tissues to
avoid tissue residue problems. The chemical must not form toxic or
carcinogenic products during cooking of the contaminated flesh.

• Consequences of drug resistance – The indiscriminate use of antibiotics

may lead to the development of drug-resistant strains. • Economics –
Chemicals are expensive, and one should know the value of the stock and
the cost of treatment to determine the benefits that may be derived from
their use.

The methods of chemical treatment are as follows:

F. External methods – These are used to control ectoparasites and

other microorganisms outside the fish. They are employed to reduce or
eliminate potential pathogens from tanks, ponds, and from other
materials. The external method may either be topical or by immersion.

Topical

This is the direct and simplest method for treating wounds, skin
ulcers and other localized infection. Immobilize the fish before taking it out
of the water for treatment. Apply the drug directly on the infected area. The
method is labor-intensive and should be used only for high-value fish.

Immersion

Dip. Place the fish in a scoop net and immerse in a high concentration of
chemical solution for a specified time, usually from a few seconds to a few
minutes. Rinse the fish immediately in clean water after treatment and
return the fish to the clean/disinfected holding facility.

Short bath. Add the chemical solution to the holding facility where the fish
are to be treated, allowing the fish to remain in the chemical and water
mixture for a designated time, usually a few hours or less. After treatment,
remove treated water immediately and replace with clean water. Flush. Add
a highly concentrated chemical solution at the water inlet and allow this to
pass through the water flow system and out of the effluent pipe.

Long bath. Treat the fish for a longer time, usually 12 h or more, in a
chemical solution of low concentration.

Flow-through. Add the chemical at a constant rate through a metering device

to give a consistent low concentration for the desired treatment time. The
Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 71 of 133
Jemimah D. Gumalal, Trainer
treated water moves through and out of the holding facility, and is replaced
by new clean water.
F. Systemic treatment – This is employed for treatment of systemic
infections. Chemicals are added into the feed. The advantages of this
method are that fewer chemicals are needed, environmental pollution
is lessened and labor input is low. The disadvantages are the non-
feeding of sick fish and that, since some drugs are not stable in moist
diets, this would require introduction of more palatable components.

F. Parenteral treatment – This is the direct and most effective route of

drug administration. Advantages are that accurate dosage can be
administered and pollution of the environment is avoided. The
disadvantages are that it is labor intensive, it contributes to handling
stress and it is good only for big and valuable stocks.

Intramuscular. Insert the needle posterior to the dorsal fin above the midline
of the body. Absorption is slow (not very effective) or, sometimes, does not
take place at all.

Intraperitoneal. This is the most common method of injection. Insert the

needle into the visceral cavity or belly of the fish. The drug must be highly
absorbable and should be able to pass through either the intestinal wall or
some other membrane to be absorbed into the fish system.

Intravenous. Insert needle by direct cardiac puncture, or through the caudal

artery. This results in rapid dispersal and is the most effective route for
administering antibiotics. The only drawback is that this can be used only
on large fish.

Disease prevention is a primary and cost-effective method in fish

health management. It is more effective and economical than attempting to
stop a disease that has already set in. The recommendations given above
will greatly reduce the possibility of disease outbreaks.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 72 of 133
Jemimah D. Gumalal, Trainer
 Self- Check 4.6-5

Direction: Match the Column A with Column B. Write the letter of your
choice on the space provided. Please use capital letter only.

A B

______1. It involves the use of drugs A. Chemotherapy

or chemicals for treating
infectious diseases.

______2. Chemicals are added into the feed. B. Systemic treatment

______3. This is the direct and simplest C. Topical

method for treating wounds, skin ulcers
and other localized infection.

______4. These are used to control D. Immersion

ectoparasites and other
microorganisms outside the fish.

______5. They are used to combat E. External methods

external parasites and stress-mediated
bacterial diseases.

F. Prophylactic methods

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 73 of 133
Jemimah D. Gumalal, Trainer
 Answer Key to Self – Check LO4.6-5

A 1.

B 2.

C 3.

F 4.

E 5.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 74 of 133
Jemimah D. Gumalal, Trainer
 Evidence Plan

Competency Aquaculture NC II
Standard:
Unit of Perform Fish or Shrimp Grow- out Operations
competency:

Ways in which evidence will be collected:

Demonstration &
Observation &
Questioning

Questioning

Portfolio

Written
The evidence must show that the trainee…

defined what disease is and disease-causing /

agents

determined what are the type of diseases and

some physical appearances and behavioral /
patterns of infected fish

identified common diseases of fish and shellfish /

performed diagnosis on healthy, moribund and / /

dead fish *
Distinguished preventive and control measure of /
fish diseases*

NOTE: *Critical aspects of competency

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 75 of 133
Jemimah D. Gumalal, Trainer
DEMONSTRATION
Candidate Name:
Assessor Name:
Project-Based Assessment:
Qualification: Aquaculture NC II
Date of assessment:
Time of assessment:
Instructions for Demonstration: Fish Diagnosis

1. Put the fish on an enamel ware plate and examine the head,
eyes, gill cover, scales, and fins for visible pathogens.
2. Inspect the gills, with an emphasis on the gill filaments. Observe
the color of the gill lamella, the quantity of mucus, and the
congestion and putridity of filament tips after an opercular
incision is performed.
3. Mainly check the intestines. Begin to observe abdominal hydrops
and visible parasites.
4. Extract internal organs with a knife and scissors and separate
the liver, gall bladder, air bladder, etc. Open the intestine to
search for any signs of pathological change.
5. Scrape a little tissue and mucus from the skin, put them on a
slide with a drop of distilled water, and observe the combination
under a microscope after pressing with a cover slip.
6. Place some gill filaments and mucus onto a slide. Then observe.
7. Transfer a little mucus from the anterior intestinal wall to the
slide.
8. Press the entire ocular bulb or crystalline body on the slide.

Materials and equipment: electron microscope, knife/forceps/scissors, enamel

ware

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 76 of 133
Jemimah D. Gumalal, Trainer
OBSERVATION
During the demonstration of skills, did the
Yes No N/A
candidate:

Put the fish on an enamel ware plate and

examine the head, eyes, gill cover, scales,   
and fins for visible pathogens.

Inspect the gills, with an emphasis on the gill

filaments. Observe the color of the gill
lamella, the quantity of mucus, and the   
congestion and putridity of filament tips after
an opercular incision is performed.

Mainly check the intestines. Begin to observe

  
abdominal hydrops and visible parasites.

Extract internal organs with a knife and

scissors and separate the liver, gall bladder,
  
air bladder, etc. Open the intestine to search
for any signs of pathological change.

Scrape a little tissue and mucus from the

skin, put them on a slide with a drop of
distilled water, and observe the combination   
under a microscope after pressing with a
cover slip.

Place some gill filaments and mucus onto a

  
slide. Then observe.

Transfer a little mucus from the anterior

  
intestinal wall to the slide.

Press the entire ocular bulb or crystalline

body on the slide.

The candidate’s demonstration was:

Satisfactory  Not Satisfactory 

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 77 of 133
Jemimah D. Gumalal, Trainer
QUESTIONS/INTERVIEW

Satisfactory
Questions to probe the candidate’s underpinning knowledge response

1. What is a disease?  
2. What are the involved in the development of disease in
particular aquaculture system?  
3. What are the common physical appearances and
behavioural patterns of an infected fish?  

4. How to diagnose a healthy, moribund and dead fish?  

5. How do you prevent the entry of pathogens to the culture  
system?
6. What are the methods/measures in prevention and  
control of diseases?

The candidate’s underpinning knowledge  Satisfactory  Not

was: Satisfactory

Feedback to candidate

Candidate
Date:
signature:
Assessor
Date:
signature:

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 78 of 133
Jemimah D. Gumalal, Trainer
PORTFOLIO RECORD SHEET

Candidate name:
Assessor name:
Competency
Standards:
Unit of Competency:
Item number

Type of evidence
[insert information in the column]
The evidence shows that I ……

I declare that all evidence presented is my own work and accurately

represents my abilities.
Candidate Date:
signature:

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 79 of 133
Jemimah D. Gumalal, Trainer
PORTFOLIO EVALUATION FORM
Candidate Name:
Assessor Name:
Competency Aquaculture NC II
Standards:
Unit of Competency: Perform Fish or Shrimp Grow-out Operations
The evidence provided by the candidate is:
 valid  authentic  sufficient  current
The contents of the portfolio provided satisfactory evidence Item
that the candidate [tick the box]: no[s]
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Specific Instruction to Candidate

Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 80 of 133
Jemimah D. Gumalal, Trainer
Qualification: AQUACULTURE NC II

Competency: Perform Fish or Shrimp Grow- out Operations

Project Title: Performing Fish or Shrimp Grow- out Operations

1. Assessor/Trainer will provide you the necessary tools, equipment,

supplies and materials.
You will be given 5 minutes to familiarize yourself with the given
resources.
2. Observe the ___________ Gap and other standards and procedures if
applicable
3. Using the given materials, tools and equipment, you are required to
perform the following tasks:
a. Demonstrate how to receive and process reservation
b. Perform how to operate computerized reservation system
c. Provide accommodation reception services
d. Conduct night audit
e. Present and provide club reception services
f. Perform concierge and bell services
g. Provide cashiering services
4. At the end of the assessment, your trainer/assessor shall give you
feedback on the result of the assessment. The feedback shall indicate
whether you are:

 COMPETENT
 NOT YET COMPETENT (Needs more training, please
review the module in this competency)

TABLE OF SPECIFICATION
Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 81 of 133
Jemimah D. Gumalal, Trainer
 Test Item Distribution Number
Objectives/Content % of
of Total
Area/Topics test
Knowledge Comprehension Application Items

Development of fish 5 5 10
disease

Types of fish diseases

and its physical
appearances and 5 5 10
behavioral patterns
of infected fish

Common diseases of
5 5 10
fish and shellfish

Disease diagnosis of 5 5 10
fish
Prevention and
control against the
occurrences of viral,
5 5 10
bacterial, fungal and
parasitic diseases

TOTAL

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 82 of 133
Jemimah D. Gumalal, Trainer
Qualification:
Competency:

Written Test
Questions:

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 83 of 133
Jemimah D. Gumalal, Trainer
FACILITATE
TRAINING
SESSION

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 84 of 133
Jemimah D. Gumalal, Trainer
 TRAINING SESSION EVALUATION FORM

TRAINERS/INSTRUCTORS 1 2 3 4 5
Name of Trainer: _____________________
1. Orients trainees about CBT, the use of CBLM and the /
evaluation system
2. Discusses clearly the unit of competencies and /
outcomes to be attained at the start of every module
3. Exhibits mastery of the subject/course he/she is /
teaching
4. Motivates and elicits active participation from the /
students or trainees
5. Keeps records of each student/trainees /
6. Instill value of safety and orderliness in the classrooms /
and workshops
7. Instills the value of teamwork and positive work values /
8. Instills good grooming and hygiene /
9. Instills value of time /
10. Quality of voice while teaching /
11. Clarity of language/dialect used in teaching /
12. Provides extra attention to trainees and students with /
specific learning needs
13. Attends classes regularly and promptly /
14. Shows energy and enthusiasm while teaching /
15. Maximizes use of training supplies and materials /
16. Dresses appropriately /
17. Shows empathy /
18. Demonstrates self-control /

RATING SCALES:
5 – Outstanding
4 – Very Good/Very Satisfactory
3 – Good/Adequate
2 – Fair/Satisfactory
1 – Poor/Unsatisfactory

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 85 of 133
Jemimah D. Gumalal, Trainer
PREPARATION 1 2 3 4 5
1. Workshop layout conforms with the components of a /
CBT workshop
2. Number of CBLM is sufficient /
3. Objectives of every training session is well explained /
4. Expected activities/outputs are clarified /
DESIGN AND DELIVERY 1 2 3 4 5
1. Course contents are sufficient to attain objectives /
2. CBLM are logically organized and presented /
3. Information Sheet are comprehensive in providing /
the required knowledge
4. Examples, illustrations and demonstrations help you /
learn
5. Practice exercises like Task/Job Sheets are sufficient /
to learn required skills
6. Valuable knowledge are learned through the /
contents of the course
7. Training Methodologies are effective /
8. Assessment Methods and evaluation system are /
suitable for the trainees and the competency
9. Recording of achievements and competencies /
acquired is prompt and comprehensive

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 86 of 133
Jemimah D. Gumalal, Trainer
 DIPOLOG SCHOOL OF FISHERIES

AQUACULTURE NC II

Training Activity Matrix

Facilities, Tools and Date &

Training Activity Trainee Venue Remarks
Equipment Time

Bagon, Elren B.  Scoop nets Practical

Barte, Michelle Anne E.  Buckets work area:
Cuaco, Jay Ann D.  Glass wares
 Pumps
Garcia, Kurina A.
Conduct  Weighing scale
Guibingcan, Renlan M.  Thermometers  Fishpond
Pre-operational
Aquaculture Gumatao, Marvin F.  Ponds  Tanks
Activities Manta, Daniela R.  Tanks  Fish cage
 Net cages frames  Fish pen
Namindang, Jerajane G.
 Brush/cleaning
Omilid, Melena G. materials

Sinarillos, Ralf Rolan M.

Bagon, Elren B.  Water and soil samples Practical
Barte, Michelle Anne E. and analysis kit work area:
Cuaco, Jay Ann D.  Copies of codes and
regulation
Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 87 of 133
Jemimah D. Gumalal, Trainer
 Prepare and Garcia, Kurina A.  Transit/ GPS
Maintain Guibingcan, Renlan M.  Current meter  Fishpond
Aquaculture  Plankton net
Gumatao, Marvin F.  Tanks
Facilities  Water depth gauge  Fish cage
Manta, Daniela R.  Pencil/pen/marker  Fish pen
Namindang, Jerajane G.  Tracing paper
calculator
Omilid, Melena G.  ruler
Sinarillos, Ralf Rolan M.
Bagon, Elren B.  Lime Practical
Barte, Michelle Anne E.  Fertilizers work area:
Cuaco, Jay Ann D.  Predator’s control
 Aerator/agitator
Garcia, Kurina A.
 Water analysis kit
Guibingcan, Renlan M.  Fry/live specimen  Fishpond
Gumatao, Marvin F.  Plastic bags  Tanks
Manta, Daniela R.  Filled oxygen tanks  Fish cage
Operate Fish  Transport vehicle  Fish pen
Namindang, Jerajane G.
Nursery  Stock assessment
Omilid, Melena G. software
 List of feed supplier
Sinarillos, Ralf Rolan M.  Proximate analysis
apparatus/equipment(s)
 Program of work
 Samples of diseased
fish
 Manual of fish
Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 88 of 133
Jemimah D. Gumalal, Trainer
 disease/classification of
diseases
 Weighing scale
 Suspension nets
 Hauling containers
 Styrofoam
 Motorized boat
 Calculator
 Plastic basin
Bagon, Elren B.  Lime Practical
Barte, Michelle Anne E.  Fertilizers work area:
Cuaco, Jay Ann D.  Nails
 Screen net
Garcia, Kurina A.
 Water depth gauge
Guibingcan, Renlan M.  Shovel  Fishpond
Perform Fish or
Gumatao, Marvin F.  Disinfectants  Tanks
Shrimp Grow- out  Ruler  Fish cage
Operations Manta, Daniela R.
 Calculator  Fish pen
Namindang, Jerajane G.
 Feed sampler
Omilid, Melena G.  aerators
 different types of feed
Sinarillos, Ralf Rolan M.  digging blade
 suspension nets
 cast nets
 plastic basin
 plastic bags/sacks
 Styrofoam

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 89 of 133
Jemimah D. Gumalal, Trainer
  Vehicle
 Weighing scale
 Pencil
 Marker
 Bamboo poles
Program

Prepared by:

JEMIMAH D. GUMALAL
Trainer

PROGRESS CHART

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 90 of 133
Jemimah D. Gumalal, Trainer
ACHIEVEMENT CHART

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 91 of 133
Jemimah D. Gumalal, Trainer
 Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 92 of 133
Jemimah D. Gumalal, Trainer
 MAINTAIN
TRAINING
FACILITIES

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 93 of 133
Jemimah D. Gumalal, Trainer
 (Support Service Quality
Area) Distance Control
Contextual
Computer
Learning Learning
Laboratory
Area Area

Institutional
ENTRANCE Assessment Training Supply
Area Area

AQUACULTURE NC II
WORKSHOP LAYOUT
Trainer’s
Learning Resource Area Resource
Center

(Practical (Practical (Practical (Practical

Work Area) Work Area) Work Area) Work Area)

WORK WORK WORK WORK EXIT

STATION 4 STATION 3 STATION 2 STATION 1
FISHPOND FISH PEN FISH CAGE FISH TANK
 OPERATIONAL PROCEDURE

Equipment Type COUPLED WATER PUMP

Equipment Code
Location PRACTICAL WORK AREA
Operation Procedure:

1. Install accessories like water pipes to the outside direction of the

pond to be drained.
2. Check tank for fuel.
3. Turn on fuel cock.
4. Turn on the shut off lever to accelerate when starting to the right
direction.
5. Start the engine by rotating the flywheel in the right direction.
6. Pull the choke of the engine while starting to rotate the flywheel
and release when it begins to start.
7. Turn off the engine by pulling the shut off lever to the left,
8. After using, wash the water pump with fresh water.
9. Coat the engine body with oil to prevent from rusting.
10. Returned the coupled water pump in the storage.

HOUSEKEEPING SCHEDULE

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 95 of 133
Jemimah D. Gumalal, Trainer
 AQUACULTURE
Qualification Station/Bldg. Bldg.
NC II
Practical Work
Area/Section
Area
In-Charge
Schedule for the Month ______
Daily Ever Wee Ever Mont Remark
Responsibl y kly y hly
ACTIVITIES s
e Person othe 15th
r Day
Day
1. Clean windows, Student/
walls and floor trainee

2. Arrange table Student/

and chairs trainee

3. Arrange CBLM,
modules and
other
instructional Student/
materials trainee
according
competency
4. Proper disposal Student/
of waste trainee

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 96 of 133
Jemimah D. Gumalal, Trainer
________________ WORKSHOP HOUSEKEEPING SCHEDULE
DAILY TASK YES NO

WEEKLY TASK YES NO

MONTHLY TASK YES NO

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 97 of 133
Jemimah D. Gumalal, Trainer
 EQUIPMENT MAINTENANCE SCHEDULE
EQUIPMENT TYPE Standby Power Generator
EQUIPMENT CODE 9 hp Single phase 220 v. Coupled Water Pump
LOCATION
Schedule for the Month ___________
ACTIVITIES MAN- Daily Every Weekly Ever Monthl Remarks
POWER Other y y
Day 15th
Day

Clean engine Trainer/

and water Trainee
pump
Check gear Trainer/
oil Trainee
Check Trainer/
engine oil Trainee
Change gear Trainer/
oil Trainee
Change Trainer/
engine oil Trainee
Check pump Trainer/
belt Trainee
Check turn Trainer/
off fuel cock Trainee
Clean and
check water Trainer/
pump Trainee
propeller

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 98 of 133
Jemimah D. Gumalal, Trainer
 WORKSHOP INSPECTION CHECKLIST

Qualification AQUACULTURE NC II
In-
Area/
Practical Work Area/Storage Charg
Section
e

YES NO INSPECTION ITEMS

1. Check the coupled water pump if returned to the
storage after using?
2. Check engine fuel gauge for fuel tank content before
using?
3. Check pump belt of worn out or loosen before and after
using?
4. Check water pump propeller if properly in place?
5. Check bolts and knots if properly in place?
6. Check fuel cock if it is turned off after using?
7. Gear and engine oil have been checked as scheduled?
8. Gear and engine oil have been changed as schedule?
9. Is the

Remarks:

Inspected Date:
by:

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 99 of 133
Jemimah D. Gumalal, Trainer
 EQUIPMENT MAINTENANCE INSPECTION CHECKLIST

Equipment Type :
Property Code/Number :
Location :
YES NO INSPECTION ITEMS

Remarks:

Inspected Date:
by:

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 100 of 133
Jemimah D. Gumalal, Trainer
 WASTE SEGREGATION LIST
Section/Area Practical Work Area
GENERATED / ACCUMULATED WASTE SEGREGATED METHOD
WASTE

Recycle Compost Dispose

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 101 of 133
Jemimah D. Gumalal, Trainer
 BREAKDOWN / REPAIR REPORT
Property ID Number
Property Name
Location
Findings Recommendation

Inspected by:
Date:

Subsequent Action Taken Recommendation

Technician:
Date:

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 102 of 133
Jemimah D. Gumalal, Trainer
 Appendix 60

PURCHASE REQUEST

Entity Name: Fund Cluster :

Office/Section: PR No.: __________ Date :

Responsibility Center Code: _____________
Stock/
Propert Unit Item Description Qty Unit Cost Total Cost
y No.

TOTAL

Purpose:

Requested by : Approved by :

Signature : Signature :
Printed Name : Printed Name :
Designation : Designation :

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 103 of 133
Jemimah D. Gumalal, Trainer
 Inventory of Training Tools, Equipment and Supplies

TOOLS EQUIPMENT MATERIALS

QTY ITEM QTY ITEM QTY ITEM

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 104 of 133
Jemimah D. Gumalal, Trainer
 SUPERVISE
WORK-BASED
LEARNING

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 105 of 133
Jemimah D. Gumalal, Trainer
 SELF-ASSESSMENT CHECK for Supervise Work Based Learning
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary
data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
CORE COMPETENCIES
CAN I…? YE NO
S
1.

2.

3.

4.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 106 of 133
Jemimah D. Gumalal, Trainer
CORE COMPETENCIES
CAN I…? YE NO
S
5.

6.

7.

Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed of
the CBC or TR of the program qualification he is teaching.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 107 of 133
Jemimah D. Gumalal, Trainer
Evidences/Proof of Current Competencies
Form 1.2: Evidence of Current Competencies acquired related to
Job/Occupation

Current competencies Proof/Evidence Means of validating

3.1
3.2

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 108 of 133
Jemimah D. Gumalal, Trainer
6.1

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 109 of 133
Jemimah D. Gumalal, Trainer
Form 1.3 Summary of Current Competencies Versus Required
Competencies
Required Units of Current Training
Competency/Learning Competencies Gaps/Requirement
Outcomes based on CBC s
1.

2.

3.

4.

5.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 110 of 133
Jemimah D. Gumalal, Trainer
6.

7.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 111 of 133
Jemimah D. Gumalal, Trainer
 Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 1.4: Training Needs
Training Needs Module Title/Module of
Instruction
(Learning Outcomes)

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 112 of 133
Jemimah D. Gumalal, Trainer
 Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 113 of 133
Jemimah D. Gumalal, Trainer
 TRAINING PLAN

Qualification: ___________________________________
Trainees’ Facilities/
Assessm Date
Training Mode of Tools and
Training Activity/Task Staff Venue ent and
Requirem Training Equipmen
Method Time
ents t



 

Prepared by: Noted: Conformed:

_______________________ ___________________________ _____________________________

Trainer Vocational School Administrator III Manager, Ariana Hotel-Dipolog

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 115 of 133
Jemimah D. Gumalal, Trainer
 Republic of the Philippines Instructions:
Technical Education and Skills Development Authority
Region IX, Zamboanga Peninsula This Trainees’ Record Book (TRB) is intended to serve as
DIPOLOG SCHOOL OF FISHERIES
record of all accomplishment/task/activities while undergoing
Olingan, Dipolog City
Tel. No. 212-5237 Fax No. (065) 212-7248 / dsf_zn9@yahoo.com.ph training in the industry. It will eventually become evidence that can
APACC Accredited: Certificate No. APACC /1738 be submitted for portfolio assessment and for whatever purpose it
will serve you. It is therefore important that all its contents are
viably entered by both the trainees and instructor.

The Trainees’ Record Book contains all the required

TRAINEE’S RECORD BOOK competencies in your chosen qualification. All you have to do is to
fill in the column “Task Required” and “Date Accomplished” with
all the activities in accordance with the training program and to be
taken up in the school and with the guidance of the instructor. The
instructor will likewise indicate his/her remarks on the
“Instructors Remarks” column regarding the outcome of the task
I.D. accomplished by the trainees. Be sure that the trainee will
personally accomplish the task and confirmed by the instructor.

It is of great importance that the content should be written

Trainee’s No. _____________ legibly on ink. Avoid any corrections or erasures and maintain the
cleanliness of this record.

This will be collected by your trainer and submit the same

NAME : to the Vocational Instruction Supervisor (VIS) and shall form part
of the permanent trainee’s document on file.
QUALIFICATION :
THANK YOU.
TRAINING DURATION :
TRAINER :
Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 116 of 133
Jemimah D. Gumalal, Trainer
Unit of Competency: ________________________ Date Instru
Learning Acco ctors
Task/Activity Required
Learnin Date Instru Outcome mplis Rema
g Task/Activity Accom ctors hed rks
Outcom Required plishe Rema 
e d rks


_______________________ __________________________ _______________________ __________________________

Trainee’s Signature Trainer’s Signature Trainee’s Signature Trainer’s Signature

Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 117 of 133
Jemimah D. Gumalal, Trainer
 Instru Date Instruc
Date
Learning Task/Activity ctors Learning Accom tors
Accompl Task/Activity Required
Outcome Required Remar Outcome plishe Remar
ished
ks d ks


_______________________ __________________________ _______________________ __________________________

Trainee’s Signature Trainer’s Signature Trainee’s Signature Trainer’s Signature

Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 118 of 133
Jemimah D. Gumalal, Trainer
 TRAINEE’S PROGRESS SHEET

Name: _________________ Trainer : ___________

Qualification: __________________________________ Nominal Duration: _________

Units of Training Date Date Trainee’s Supervisor’s

Training Activity
Competency Duration Started Finished Rating Initial Initial

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 119 of 133
Jemimah D. Gumalal, Trainer
Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a
numerical rating or simply indicating competent or not yet competent. For purposes of analysis, you may require industry
supervisors to give a numerical rating for the performance of your trainees. Please take note however that in TESDA, we do
not use numerical ratings.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 120 of 133
Jemimah D. Gumalal, Trainer
 TRAINING EVALUATION SHEET

Dear Trainee/s,

The following questionnaire is designed to evaluate the

effectiveness of the Supervised Industry Training (SIT) or On the Job
Training (OJT) you had with the Industry Partner of Dipolog School of
Fisheries. Please check (/) the appropriate box corresponding to your rating
for each question asked. The result of this evaluation shall serve as a basis
for improving the design and management of the SIT in Dipolog School of
Fisheries to maximize the benefits of the said Program. Thank you for your
cooperation.

Legend: 5 – Outstanding
4 – Very Good / Very Satisfactory
3 – Good / Adequate
2 – Fair / Satisfactory
1 – Poor / Unsatisfactory
NA – Not Applicable

Item QUESTION Ratings

No.

INSTITUTIONAL EVALUATION 1 2 3 4 5 NA

1. Has _______ conducted an orientation

about the SIT/OJT program, the
requirements and the preparations
needed and its expectations?

2. Has _______ provided the necessary

assistance such as referrals or
recommendation in finding the company
for your OJT?

3. Has ________ showed coordination with

the Industry partner in the design and
supervision of your SIT/OJT?

4. Has you in-school training adequate to

undertake Industry Partner assignment
and challenges?

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 121 of 133
Jemimah D. Gumalal, Trainer
5. Has __________ monitored your progress
in the Industry?

6. Has the supervision been effective in

achieving your OJT objectives and
providing feedbacks when necessary?

7. Did ___________ conduct assessment of

your SIT/OJT program upon completion?

8. Were you provided with the results of the

Industry and Dipolog School of Fisheries’
assessment of your OJT?

Comments/Suggestions:

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 122 of 133
Jemimah D. Gumalal, Trainer
Item QUESTION Ratings
No.

INDUSTRY PARTNER 1 2 3 4 5 NA

1. Was the industry partner appropriate for

your type of training required and/or
desired?

2. Has the industry partner designed the

training to meet your objectives and
expectations?

3. Has the industry partner showed

coordination with (your institution) in the
design and supervision of the SIT/OJT?

4. Has the industry partner facilitated the

training, including the provision of the
necessary resources such as facilities
and equipment needed to achieve your
OJT objectives?

5. Has the Industry Partner and its staff

welcomed you and treated you with
respect and understanding?

6. Has the Industry Partner assigned a

supervisor to oversee your work or
training?

7. Was the supervisor effective in

supervising your through regular
meetings, consultations and advise?

8. Has the training provided you with the

necessary technical and administrative
exposure of real world problems and
practices?

9. Has the training program allowed you to

develop self-confidence, self-motivation

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 123 of 133
Jemimah D. Gumalal, Trainer
 and positive attitude towards work?

10 Has the experience improved your

. personal skills and human relations?

11 Are you satisfied with your training in

. the Industry?

Comments/Suggestions:

Signature : _________________________

Printed Name :

Qualification :

Host Industry Partner :

Manager :
Period of Training :

Instructor :

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 124 of 133
Jemimah D. Gumalal, Trainer
 This post-training evaluation instrument is intended to measure how
satisfactorily your trainer prepared and facilitated your training. Please give
your honest rating by checking on the corresponding cell of your response.
Your answers will be treated with utmost confidentiality.

Poor/ Fair/ Good/ Very Outsta

Unsati Satisfa Adequ Good/ nding
sfactor ctory ate Very
PREPARATION y Satisfa
ctory
2 3 4 5
1
1. Workshop layout
conforms with the
components of a CBT
workshop
2. Number of CBLM is
sufficient
3. Objectives of every
training session is well
explained
4. Expected
activities/outputs are
clarified
Poor/ Fair/ Good/ Very Outsta
Unsati Satisfa Adequ Good/ nding
sfactor ctory ate Very
DESIGN AND DELIVERY y Satisfa
ctory
2 3 4 5
1
1. Course contents are
sufficient to attain
objectives
2. CBLM are logically
organized and
presented
3. Information Sheet are
comprehensive in
providing the required
knowledge
4. Examples, illustrations
and demonstrations
help you learn
5. Practice exercises like

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 125 of 133
Jemimah D. Gumalal, Trainer
 Task/Job Sheets are
sufficient to learn
required skills
6. Valuable knowledge
are learned through the
contents of the course
7. Training Methodologies
are effective
8. Assessment Methods
and evaluation system
are suitable for the
trainees and the
competency
9. Recording of
achievements and
competencies acquired
is prompt and
comprehensive
10. Feedback about the
performance of learners
are given immediately
Poor/ Fair/ Good/ Very Outsta
Unsati Satisfa Adequ Good/ nding
sfactor ctory ate Very
TRAINING y Satisfa
FACILITIES/RESOURCES ctory
2 3 4 5
1
1. Training Resources are
adequate
2. Training Venue is
conducive and
appropriate
3. Equipment, Supplies,
and Materials are
Sufficient
4. Equipment, Supplies
and Materials are
suitable and
appropriate
5. Promptness in
providing Supplies and
Materials
Poor/ Fair/ Good/ Very Outsta
Unsati Satisfa Adequ Good/ nding
sfactor ctory ate Very
Date Developed: Document No.:
July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 126 of 133
Jemimah D. Gumalal, Trainer
 SUPPORT STAFF y Satisfa
ctory
2 3 4 5
1
1. Support Staff are
accommodating

Comments/Suggestions

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________.

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 127 of 133
Jemimah D. Gumalal, Trainer
 Interpretation and Analysis of Program Evaluation

RATER A

Poor/ Fair/ Good/ Very Outsta

Unsati Satisfa Adequ Good/ nding
sfactor ctory ate Very
PREPARATION y Satisfa
ctory
2 3
4 5
1
1. Workshop layout
conforms with the
components of a CBT
workshop
2. Number of CBLM is
sufficient
3. Objectives of every
training session is well
explained
4. Expected
activities/outputs are
clarified

RATER B

Poor/ Fair/ Good/ Very Outsta

Unsati Satisfa Adequ Good/ nding
sfactor ctory ate Very
PREPARATION y Satisfa
ctory
1 2 3
4 5
1. Workshop layout
conforms with the
components of a CBT
workshop

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 128 of 133
Jemimah D. Gumalal, Trainer
 2. Number of CBLM is
sufficient
3. Objectives of every
training session is well
explained
4. Expected
activities/outputs are
clarified

RATER C

Poor/ Fair/ Good/ Very Outsta

Unsati Satisfa Adequa Good/ n-ding
s- c-tory te Very
PREPARATION factory Satisfa
c-tory
2
4 5
1 3
1. Workshop layout
conforms with the
components of a CBT
workshop
2. Number of CBLM is
sufficient
3. Objectives of every
training session is well
explained
4. Expected
activities/outputs are
clarified

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 129 of 133
Jemimah D. Gumalal, Trainer
Average Ratings

PREPARATION Average
1. Workshop layout conforms with the
components of a CBT workshop
2. Number of CBLM is sufficient
3. Objectives of every training session is well
explained
4. Expected activities/outputs are clarified

Range:
0.00 - 1.49 = Poor/Unsatisfactory

1.50 - 2.49 = Fair/ Adequate

2.50 - 3.49 = Good/Satisfactory

3.50 - 4.49 = Very Good/Very Satisfactory

4.50 - 5.0 = Outstanding

General Interpretation:

1. Workshop layout conforms with the components of a CBT

workshop –

2. Number of CBLM is sufficient –

3. Objectives of every training session is well explained –

4. Expected activities/outputs are clarified –

Recommendation:
- Training Provider must maintain the services that fully satisfy the
needs of the trainees

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 130 of 133
Jemimah D. Gumalal, Trainer
Solution:

Average = (Rater A + Rater B + Rater C)/3

No Rater A Rater B Rater C Average
1 4 4 4 4
2 4 4 4 4
3 4 4 4 4
4 4 4 4 4

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 131 of 133
Jemimah D. Gumalal, Trainer
Portfolio
(Certificates)

Date Developed: Document No.:

July, 2018
Aquaculture
Date Received:
NC II
Developed by: Page 132 of 133
Jemimah D. Gumalal, Trainer