Embedded Files
Learning Objectives
Learning Objectives
After reading this INFORMATION SHEET, YOU MUST able to:
After reading this INFORMATION SHEET, YOU MUST able to:
1. explain the relationship of the Training Regulations and the Competency-Based Curriculum;
1. explain the relationship of the Training Regulations and the Competency-Based Curriculum;
2. identify and discuss the parts of the CBC.
2. identify and discuss the parts of the CBC.
Competency-Based Curriculum (CBC)
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 isdeveloped based on the Training Regulations.
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 isdeveloped based on the Training Regulations.
Course Design – is an overall description of the course. It includes, among others, information on the:
Course Design – is an overall description of the course. It includes, among others, information on the:
• Qualification covered by the course;
• Qualification covered by the course;
• Course outcomes;
• Course outcomes;
• Units of competency and the corresponding module titles;
• Units of competency and the corresponding module titles;
• Students entry requirements;
• Students entry requirements;
• Resources;
• Resources;
• Training delivery and assessment strategies; and
• Training delivery and assessment strategies; and
• Trainer’s qualifications.
• Trainer’s qualifications.
Course Design Format
Course Design Format
1. Course Title/ Qualification Level – a name rising out of the qualification and NC level in the PTTQF.
1. Course Title/ Qualification Level – a name rising out of the qualification and NC level in the PTTQF.
Example: Computer Hardware Servicing NC II
Example: Computer Hardware Servicing NC II
2. Nominal Duration – the approximate length of time the course will be finished.
2. Nominal Duration – the approximate length of time the course will be finished.
Example: 329 hours
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.
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.
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.
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:
Example: Student/trainee must possess the following qualifications:
• Able to communicate both oral and written
• Able to communicate both oral and written
• Physically and mentally fit.
• Physically and mentally fit.
• With good moral character.
• With good moral character.
• Can perform basic mathematical and logical computations.
• Can perform basic mathematical and logical computations.
• Analytical and logical thinking.
• 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.
5. Course Structure – tabulated presentation of units of competency covered by the course and the corresponding module title- its learning outcomes and nominal duration.
6. Assessment Methods – A listing of all the methods of gathering evidences used in the course to measure the attainment of the learning outcomes.
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
Example: Observation/questioning, demonstration/questioning, written examination
7. Course Delivery – the training modes used to implement the course
7. Course Delivery – the training modes used to implement the course
Example: dual training, apprenticeship, distance education
Example: dual training, apprenticeship, distance education
Module of Instruction
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.
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
Example: Install Computer Systems and Networks
2. Module Title – the name given to curricular unit, it should be associated with the unit of competency.
2. Module Title – the name given to curricular unit, it should be associated with the unit of competency.
Example: Installing Computer Systems and Networks
Example: Installing Computer Systems and Networks
3. Module Descriptor – brief description of the intention of the module, its scope and delimitation.
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.
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).
4. Nominal Duration- estimated/suggested number of training hours per module (time to achieve the module).
Example: 60 hours
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.
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: LO1. Plan and prepare installation LO2. Install equipment/device system
6. Assessment Criteria – list of criteria by which the achievement of the learning outcome will be judged based on evidence; specify the performance outcome the learner will be expected to demonstrate at the conclusion of the learning outcome.
6. Assessment Criteria – list of criteria by which the achievement of the learning outcome will be judged based on evidence; specify the performance outcome the learner will be expected to demonstrate at the conclusion of the learning outcome.
Example:
Example:
1. 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
1. 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
2. Technical personnel consulted to ensure that the work coordinated effectively with others involved on the worksite
2. Technical personnel consulted to ensure that the work coordinated effectively with others involved on the worksite
3. Computer systems and network devices obtained in accordance with the established procedures and to comply with requirements
3. 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.
7. Content – list of specific knowledge, skills, attitudes and safety that are necessary in order to achieve the specific learning outcomes.
Example:
Example:
• Safety procedures
• Safety procedures
• Basic terms, concepts, functions and characteristics of PC Hardware components
• Basic terms, concepts, functions and characteristics of PC Hardware components
• Structure of operating systems
• Structure of operating systems
• Familiarization with the various computer systems’ Components and peripherals
• Familiarization with the various computer systems’ Components and peripherals
• system configuration/ settings of computer systems and Devices
• 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.
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:
Example: The students/trainees must be provided with the following:
Personal Protective equipment ( ex. protective eyewear, anti static wrist wrap)
Personal Protective equipment ( ex. protective eyewear, anti static wrist wrap)
Electronic laboratory hand tools (assorted pliers, assorted screw drivers, soldering iron & desoldering tool)
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.
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
Example: Lecture-demonstration, self-paced, group discussion
10. Assessment Method – the methods used to gather evidences of sufficient quantity on which to make sound judgement about trainee’s competency; assessment methods include observation, demonstration/simulation, questioning and written test.
10. Assessment Method – the methods used to gather evidences of sufficient quantity on which to make sound judgement about trainee’s competency; assessment methods include observation, demonstration/simulation, questioning and written test.
Example: Demonstration with questioning, written examination
Example: Demonstration with questioning, written examination
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