COMPETENCY
BASED CURRICULUM
Technical Educational and Skills Development
Authority
TRICIA ANN A. SODSOD
MELODY POLON
PRE-TEST
1. The process and methodology of creating
quality learning environments and
experiences for students.
OU R E E I G
2. An alternative instructional design that uses
developed instructional materials which are
based on the needs of the students.
M UL OF N S RU TI N
3. A curriculum that emphasizes what learners are
expected to do rather than mainly focusing on
what they are expected to know. In principle, such
a curriculum is learner-centred and adaptive to the
changing needs of students, teachers, and society.
C M E E C Y
A E D
URR CU UM
COMPETENCY-BASED CURRICULUM (CBC)
The CBC is a plan for structured series of learning
experiences toward achieving of competencies
identified by the industry; it details training
methodologies, resources,
facilities, infrastructure and other materials required
both for training and assessment
strategies. It is a specification of the course a trainee
will undertake to attain workplace competencies. It is
developed based on the Training Regulations.
RELATIONSHIP BETWEEN
TRAINING REGULATIONS AND THE
COMPETENCY- BASED CURRICULUM
Training Regulations (TR) – a TESDA-promulgated
document that serves as basis for which the competency-
based curriculum and instructional materials and
competency assessment tools are developed. This
document represents a specific qualification.
An approach to vocational education and training in which
skills, knowledge and attitudes are specified in order to
define, steer and help to achieve competence standards,
mostly within a kind of national qualifications framework.
COMPONENTS OF CBC
Course Design Module of Instruction
Course Title Nominal Unit Title
Duration Module Title
Qualification Level Module Descriptor
Course Description Nominal Duration
Entry Requirements Summary of Learning
Course Structure Outcomes
Resources Assessment Assessment Criteria
Method Course of Delivers Contents
Trainer’s Qualification Condition
Assessment Method
Course Design
-is an overall description of the course. It includes,
among others,
information on the:
• Qualification covered by the course;
• Course outcomes;
• Units of competency and the corresponding module
titles;
• Students entry requirements;
• Resources;
• Training delivery and assessment strategies; and
• Trainer’s qualifications.
COURSE DESIGN FORMAT
1. Course Title/ Qualification Level – a name rising out
of the qualification and NC level in the PTTQF.
Example: Computer Hardware Servicing NC II
2. Nominal Duration – the approximate length of time
the course will be finished.
Example: 329 hours
3. Course Description – statement on the coverage of the
course, its relevance in the industry sector, and the possible
occupations the trainee will have after
completion.
Example: This course is designed to develop knowledge,
skills, and attitudes of a Computer Technician in
accordance with industry standards. It covers basic and
common competencies such as installing, maintaining,
configuring, and diagnosing computer systems and
networks.
4. Entry Requirements – qualifications of a trainee who
intend to enter the course. These are stated as
competencies. Any physical traits must also be stated.
Example: Student/trainee must possess the following
qualifications:
Able to communicate both oral and written
Physically and mentally fit.
With good moral character.
Can perform basic mathematical and
logical computations.
Analytical and logical thinking.
5. Course Structure – tabulated presentation of units of
competency covered by the course and the corresponding
module title- its learning outcomes and
nominal duration.
EXAMPLE:
6. Assessment Methods – A listing of all the methods of
gathering evidences used in the course to measure the
attainment of the learning outcomes.
Example:
Observation/questioning, demonstration/questioning,
written examination
7. Course Delivery – the training modes used to
implement the course.
Example:
dual training, apprenticeship, distance education
MODULE OF INSTRUCTION
1. Unit Title – a unit of competency which when applied a work
situation can logically stand alone. It express in outcome terms.
Example: Install Computer Systems and Networks
2. Module Title – the name given to curricular unit, it should be
associated with the unit of competency.
Example: Installing Computer Systems and Networks
3. Module Descriptor – brief description of the intention of the
module, its scope and delimitation.
Example: this module covers the outcomes required in installing,
assembling and testing computers and common peripherals.
4. Nominal Duration- estimated/suggested number of
training hours per module (time to achieve the module).
Example: 60 hours
5. Learning Outcome – it is a statement that specifies
what learner will be able to do as result of the learning
process; it should be written in an action statement, begins
with action verb plus the object of the action.
Example: LO1. Plan and prepare installation LO2.
Install equipment/device system
Example:
Installation planned and prepared to ensure that safety
measures, policies and procedures followed, and that
work is appropriately sequenced in accordance with the
industry standards
Technical personnel consulted to ensure that the work
coordinated effectively with others involved on the
worksite
Computer systems and network devices obtained in
accordance with the established procedures and to
comply with requirements
7. Content – list of specific knowledge, skills, attitudes and
safety that are necessary in order to achieve the specific
learning outcomes.
Example:
• Safety procedures
• Basic terms, concepts, functions and characteristics of PC
Hardware components
• Structure of operating systems
• Familiarization with the various computer systems’
Components and peripherals
• system configuration/ settings of computer systems and
Devices
8. Conditions – specifies the context of the training, this
include list of tools and equipment, access to learning
resources and equipment manuals, and types of facility.
Example: The students/trainees must be provided with the
following:
Personal Protective equipment ( ex. protective
eyewear, anti static wrist wrap)
Electronic laboratory hand tools (assorted pliers,
assorted screw drivers, soldering iron & desoldering
tool)
9. Methodologies – one or combinations of different learning
approaches, methods and techniques to deliver learning
activity/ies which are consistent
with CBT principles.
Example: Lecture-demonstration, self-paced, group discussion
10. Assessment Method – the methods used to gather evidences
of sufficient quantity on which to make sound judgment about
trainee’s competency; assessment methods include observation,
demonstration/simulation,
questioning and written test
.
Example: Demonstration with questioning, written examination
SELF CHECK 1.1-4
1. The specifications of a qualification – the methodologies,
resources, facilities, infrastructure and other materials
required both for training and assessment strategies is the
A. Competency Standards B. Qualification Title
C. Training Regulations D. Competency Based
Curriculum
2. This is a statement of one or combinations of different
learning approaches, methods and techniques to deliver
learning activity/ies for the qualification which are consistent
with CBT principles.
A. Conditions B. contents
C. methodologies D. learning outcomes
3. The statement on the coverage of the course, its relevance in
the industry sector, and the possible occupations the trainee will
have after completion is written in the
A. Assessment criteria
B. Course content
C. Course descriptor
D. Course title
4. This part of the CBC specifies the performance outcome the
learner will be expected to demonstrate at the conclusion of the
learning outcome.
A. Assessment criteria
B. Course content
C. Learning outcome
D. Performance criteria
5. What part of the CBC specifies the context of the training,
this include list of tools and equipment, access to learning
resources and equipment manuals,
and types of facility?
A. content
B. outline
C. condition
D. descriptor
6. It is a statement that specifies what learner will be able to
do as result of the learning process. It is written in
A. Assessment criteria
B. Learning outcome
C. Module content
D. Module descriptor
KEY TO CORRECTION
PRE-TEST
1. C O U R S E D E S I G N
2. MO D U L E O F I N S T R U C T I O N
3. C O M P E T E N C Y
B A S E D
C U R R I C U L U M
KEY TO CORRECTION
SELF CHECK
1. D
2. C
3. C
4. A
5. C
6. B
