TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

COMPETENCY-BASED CURRICULUM (CBC)

First stage of developing educational document which is closely linked

to competency standards.

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

subsequent detailed development of competencies, associated methodologies,
training and assessment resources.

The CBC specifies the outcomes which are consistent with the requirements of the

workplace as agreed through the industry and community consultations.

When competency standards do not exist, curriculum developers need to

clearly define the learning outcomes to be attained. The standard of performance
required must be appropriate to industry and occupational needs.

COMPETENCY BASED TVET FRAMEWORK

Qualifications

Philippine TVET
Qualification Framework

Units of
Competency

Competency Standards
Development

Modules of
Training

Competency Based
Curriculum Development
Learning Materials/
Courseware Development

Competency Based

Training

Training Delivery
Assessment
Certification and
Equivalency

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Relationship between the components of Competency

Standard and Competency -based curriculum
Competency Standard
Unit of Competency

Competency-based Curriculum
Course Title
Module Description

Unit Descriptor
Elements

Performance Criteria

Level of
Certification
Module Title
Summary of Learning Outcomes
Assessment Criteria

Range of Variables
Content
Evidence Guide

Condition
Assessment Method

DEVELOPMENT OF COMPETENCY
BASED CURRICULUM
COMPETENCY STANDARD
Units of Competency

Element 1

Element 2

Element 3

ANALYSIS AND TRANSLATION

COMPETENCY BASED
CURRICULUM

3
2
Modules of Training 1

COURSE DESIGN

The process of developing competency-based curriculum takes into

account the :
1) Specifications of the competency standards and,
2) Background and requirements of the learners or trainees..
The process of development will involve representatives from industry,
curriculum developers and teachers or trainers experienced in the subject
matter/industry sector.
A different group of developers may come up with a different CBC
structure. What is essential is that the outcomes of the training and
assessment of the total course are constant with the industry
standards.
The components of a Competency- Based Curriculum are:
Modules of Instruction/Training
Course Design

MODULE STRUCTURE
Unit of Competency

Unit of Competency

Module

2 Module
Module
3 Set of Modules

It should not be assumed that one unit of competency will lead to one
module of training. In some cases it may be appropriate to develop
modules of training, which are applicable to several units of competency,
e.g. A module concerning occupational health and safety. Such modules
may relate to underpinning knowledge and skills relevant to one or more
units.

START

Secure Approved
Competency Standard
Analyze the Unit
of Competency

Are Descriptions
of Learning Outcomes
Complete?

NO

Determine the Module

Title and Description

C
List Learning Outcomes
of a particular Module
Define Nominal
Hours per Module

YES

Is the Analysis of all

Units of Competency
comprehensive?

YES
YES

Is there a change
in Competency
Standard?

NO

Specify Assessment
Criteria
Describe Conditions

NO

END

List the content

Specify Assessment
Method

DEVELOPING A COMPETENCY BASED CURRICULUM

STAGE

MODULE INFORMATION

MODULE TITLE

MODULE TITLE

Identify module title

Analyze the unit of competency

Develop module title using the
structure

Unit of competency

Unit of competency

Element
Element
Element
Element
Element
Element

module

module
module
module
Set of modules

The name chosen for a

module will have some
influence on how the
module is perceived in the
training sector. It should
convey a clear message of
what the module entails,
names providing a better
indication of what the
module is about would be
more useful. An action verb
with

ing is appropriate.

UNIT OF COMPETENCY :

PRACTICE OCCUPATIONAL HEALTH AND

SAFETY PROCEDURES

ELEMENT
1. Identify hazards and risks
2. Evaluate hazards and risks
3. Control hazards and risk
4. Maintain OHS awareness

MODULE TITLE :
Practicing occupational health and safety procedures

UNIT OF COMPETENCY :

Perform Computer Operation

ELEMENT
1. Plan and prepare for task to be
undertaken
2. Input data into computer
3. Access information using computer
4. Produce/output data using
computer system
5. Maintain computer equipment and
systems

MODULE TITLE :
Managing computer data

MODULE TITLE :
Maintaining computer equipment and system

STAGE
MODULE DESCRIPTOR
Develop a brief description
of the module its scope,
coverage and delimitation
Clarify the intent of the
module and outline what is to
be done in the workplace

MODULE INFORMATION
MODULE DESCRIPTOR
A module is a learning segment
with a specified educational or
training purpose.
The statement briefly
describes the overall
intentions of the module
with emphasis on learning
outcome.
Each module is linked to
units of competency in
the standards.You need
to look at those units and
make sure you have a
clear picture of what the
learner should be able to
do after completing the
module

MODULE DESCRIPTOR

This module covers the knowledge, skills

and attitudes required to comply with
regulatory and organizational requirements for
occupational health and safety.

STAGE
SUMMARY OF
LEARNING OUTCOME
Formulate/Prepare list of
all the learning outcomes
under each unit
(summary of learning
outcomes)
Learning outcome must
describe a discrete
element the learner
should learn, acquire and
be able to do/apply in the
workplace
Review and revise when
necessary

MODULE INFORMATION
LEARNING OUTCOME
To write the learning outcomes,
carefully examine the unit(s) of
competency to ensure that the
learners needs/requirements are
addressed.
Learning outcomes are the
intended results of learning. You
must write them in terms of what
the learners will learn, acquire
and apply, keeping the statement
clear and concise.
Each learning outcome is
described separately, beginning
with a verb. Learning outcomes
need
to have
an action
verb
an object for the activity involved

SUMMARY OF LEARNING OUTCOMES :

Upon completion of this module, the
trainee/student must be able to:
LO 1. Identify hazards and risks
LO 2. Evaluate hazards and risks
LO 3. Control hazards and risks
LO 4. Maintain occupational health and safety awareness

STAGE

NOMINAL DURATION
Allocate estimated no. of
hours (duration) to
accomplish each of the
learning outcomes under a
particular unit.
Add all the learning
outcomes duration and place
sub total under a particular
unit
Review and revise the
duration when necessary

MODULE INFORMATION

NOMINAL DURATION
In determining the average
suggested number of hours,
you will need to judge the
amount of learning or training
the student will require to
achieve the module outcomes

Estimated
number of hour

LEARNING OUTCOMES
LO 1. Identify hazards and risks

LO 2. Evaluate hazards and risks

LO 3. Control hazards and risks

LO 4. Maintain occupational health and safety awareness

Total

In order to come up with estimated

number of hours in a particular
module, determine how much time
a learner needs to acquire a higher
level of mastery in every learning
outcome.

18

STAGE
LEVEL OF CERTIFICATION
Identify certification level
based on the prescribed
level in the PTQF

PRE-REQUISITE
Identify the pre-requisite of
a particular module (if
necessary)

MODULE INFORMATION
LEVEL OF CERTIFICATION
See certification levels on
competency standards.
e.g. NC I, NC II, NC III and
NC IV.

PRE-REQUISITE
Pre-requisites are those
modules or
competencies which
learners must have
successfully completed
or achieved before
commencing on the
next module.

STAGE
ASSESSMENT CRITERIA

MODULE INFORMATION
ASSESSMENT CRITERIA

List all the assessment

criteria under each learning
outcome

Assessment criteria are used to

guide the judgement of whether or
not a learner has achieved a
learning outcome.

Assessment criteria must

specify the performance
outcomes (knowledge, skills
and attitudes) the learner will
be able to demonstrate at the
conclusion of the learning
outcome.

For each learning outcome, list

the criteria you would use to
judge whether the learner has
achieved the learning outcome.

Review and revise when

necessary

NOTE:
Make sure you do not end up
with a list or content
statements.

LO 1. IDENTIFY HAZARDS AND RISKS

ASSESSMENT CRITERIA :

Assessment criteria must be

observable and measurable
within the level of performance

1. Workplace hazards and risks are identified and clearly explained.

2. Hazards/Risks and its corresponding indicators are identified
in line with workplace procedures.
3. Contingency measures are recognized and established
in accordance with organizational procedures.

STAGE
CONTENTS
Specific knowledge, skills and
attitudes that are to be addressed in
the learning outcomes.
List the specific knowledge
essential to the performance of
work activities
Evidence of knowledge of
legislation, regulation and
codes of practices
Contextual learning of Generic
skills (communication,
mathematics, sciences) and
industry specific skills

MODULE INFORMATION
CONTENTS
This section identifies the broad areas
of content, underpinning knowledge
or contextual learning likely to help
achieve the learning outcomes.
Only content which directly relates to
the learning outcomes should be
added.
However, you can not assume that
knowledge or topics identified in this
section will form part of the
assessment processes of the module
unless they are included in the
learning outcome assessment criteria.

CONTENTS :
Hazards and risks identification control
Organizational safety and health protocol
Threshold Limit Value (TLV)
Occupational Health and Safety Indicators

STAGE
CONDITION

MODULE INFORMATION
CONDITION

Refer to the competency standard of

the particular occupational title
under the heading tools, equipment
and materials.

Provide details about resources for

the delivery of the module. List the
facilities, equipment, tools, supplies
and materials essential to the delivery
of the module

Specify the conditions under which

the learning and assessment will take
place. These can include a list of
tools and equipment, access to
learning resources and equipment
manual and the type of facility.

Recommend any useful learning

resources, after checking that these
are current, relevant and available.

CONDITIONS
The students/trainees must be provided with the following:
Personal protective equipment
Learning guides
CDs, VHS tapes
Hand-outs
Organizational safety and health protocol
OHS Indicators
Threshold Limit Value
Hazards/risks identification and control

STAGE
METHODOLOGY
Specify the method of the delivery
system to be use.
Self pace/Modular
Group Discussion
Video Viewing
Tutorial

MODULE INFORMATION
METHODOLOGY
Different approaches, methods and
techniques that a learning process
will be delivered

METHODOLOGY :
Group discussion
Film viewing
Case study
Self-paced learning
Lecture/discussion
Demonstration

STAGE
ASSESSMENT METHOD
Specify the method of assessing
the learning outcome. Identify
whether the assessment will be:
Observation
Computer or paper based
Oral/interview
Practical demonstration
Specify where the assessment will
take place

MODULE INFORMATION
ASSESSMENT METHOD
Having identified the evidences
needed to assess the learning
outcomes you now need to look at
assessment methods to support the
collection of the evidences.
Where possible, you are encouraged
to use holistic approach. A holistic
approach to competency assessment
is one in which competence is seen as
the ability to draw in and integrate a
variety of knowledge, skills and
attitudes.

MODULES OF INSTRUCTION/TRAINING

UNIT TITLE:

A unit of competency which when applied in a work

situation can logically stand alone. It indicates a title and
express in outcome terms.

MODULE TITLE:

Briefly describe the title of the module

MODULE
DESCRIPTOR:
LEVEL:
NOMINAL
DURATION:
LEARNING
OUTCOMES
:

Brief description of the module its scope and

delimitation
Level of Qualification based on PTQF
(NC 1, NC 2, NC 3, NC 4)
Estimated /suggested number of hours per module
Specify what the Learner will be able to do or achieve

MODULES OF INSTRUCTION/TRAINING

ASSESSMENT
CRITERIA:

Listings of criteria by which the achievement of the learning

outcomes will be judged
Specify the performance outcomes the learner will be expected
to demonstrate at the conclusion of the learning outcome
These will assess the necessary knowledge, skills, and attitudes,
reflecting the performance criteria as outlined in the relevant
industry or competency standards

CONDITIONS:

Outlines the situations and contexts under which learners will be

assessed
Specify the conditions under which the learning and assessment
will take place
These can include a list of tools and equipment, access to
learning resources and equipment manuals, and types of facility

MODULES OF INSTRUCTION/TRAINING
CONTENT

List down the specific underpinning knowledge, skills,

attitudes & safety that are to be addressed within this
learning outcome.

METHODOLOGY

Different approaches, methods and techniques

that a learning process will be delivered

ASSESSMENT
METHOD

Specify the method of assessing the learning outcome

The methods used to gather evidence of sufficient
quantity and quality on which to make sound
judgement about a candidates competency
Assessment methods include observation, simulation,
questioning, presentation, written assessment, etc.

COURSE DESIGN
Course Title:

The course title can be the name arising out of the competency analysis.
It should convey a clear message of what it is all about.

Course Duration :

Approximate length of course in hours or years

Qualification Level:

Refer to competency standard

Unit of Competency :

List down the unit of competency from CS

Course Description:

The course description will include the relevance of the proposed course
to industry, enterprise or community needs and competencies that the
student may have after completion.

Course Outcomes:

State the expected outcomes of the course based from the modules of
instruction developed. Include in the list of outcomes the general workplace
and key competencies required for the possible jobs the students may have
after training.

Entry Requirements:
Course Structure
Competency Analysis

Assessment
Method
Course Delivery

Resources

Qualification of Instructors

Specify essential entry requirements. Any particular qualification

such as age or size should be specified.
Provide the sequencing of modules/subjects. Provide a nominal
time for each module/subject.
This table reflects the number of modules develop in a particular unit of competency

Unit of competency

Number of
module

Total

Competency 1

Competency 2

Competency 3

Describe the assessment approach and how it relate to outcomes

and how will the performance of the learners be judged.
Identify any delivery modes essential to the course. Identify
support mechanisms and links with industry for effectiveness of
course delivery.
List the required facilities, tools, equipment and materials for
course delivery.
Identify minimum essential qualification, experience and
competencies of instructors and assessors Special qualification of
instructors, if there is, should be specified.

COURSE DESIGN
COURSE TITLE

: AUTOMOTIVE SERVICING NC II

NOMINAL DURATION

: 360 Hours

COURSE DESCRIPTION

:This course is designed to enhance the knowledge, desirable attitudes and skills of automotive
service technician in accordance with industry standards. It covers specialized competencies such
as; test and service automotive batteries, service ignition system ,install and repair wiring/lighting
system, repair wiper and washers, dismantle and assemble engine sub assemblies, maintain under
chassis components and perform shop maintenance. It also includes competencies in workplace
communication, team work, safety, use of hand tools, and house keeping.

COURSE OUTCOMES:
Upon completion of the course, the trainees/students must be able to:

Perform diesel engine tune up.

Perform gas engine tune up
Service automotive battery
Test and repair wiring/lighting system.
Service ignition system
Perform under chassis preventive maintenance.
Service charging system
Service starting system
Service engine mechanical system
ENTRY REQUIREMENTS:
Candidate /trainee must posses the following qualifications; must be
Able to communicate both oral and written
18 years old and above
Good moral character

COURSE STRUCTURE
Units of Competency

Module Title

Module Contents

BASIC
A.Communication
1. Receive and
respond to workplace
communication

8
Receiving and
responding to
workplace
communication
1.

1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
1.1.8
1.1.9

Parts of speech
Parts of sentence
Kinds of sentences
Organizational policies and guidelines.
Practices in handling communication
Receiving and clarifying communication,
messages and information's.
Recording message and information.
Communication process.

B. TEAM WORK
2. Work with others

No. of
Hrs.

8
2. working with others

2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.1.7
2.1.8
2.1.9

Job description and employment

management.
Organizational policy.
Team structure
Supervision and accountability requirements.
Code of conduct
Assisting a colleague.
Open communication channel.
Acknowledging satisfactory /unsatisfactory
performance.
Formal/informal performance appraisal.

Units of Competency

Module Title

Work with others

COMMON
1.Perform
mensuration and
calculation
2. Move and position
vehicle

Module Contents

No. of
Hrs.

2.1.10 Obtaining feedback from superiors & colleagues.

2.1.11 Personal reflective behavior strategies.
2.1.12 Routine organizational method for monitoring
service delivery.
2.1.13 Ethical standards
2.1.14 Undertaking extra task if necessary
2.1.15 Legal organizational policy/guidelines

1.1 Performing
mensuration and
calculation

1.1.1
1.1.2
1.1.3

Mensuration techniques.
electing measuring instruments.
Maintaining measuring instruments.

2.1 Moving and

positioning vehicle

2.1.1
2.1.2

Techniques in positioning vehicle in the workshop.

Safety in positioning vehicle in the workshop.

3. Apply appropriate
sealant and adhesive

3.1 Applying appropriate

sealant and adhesive

3.1.1
3.1.2
3.1.3

Techniques in identifying sealants

and adhesive.
Selecting sealant and adhesive suited for the job.
Techniques in applying sealants and adhesive.

4. Use and apply

lubricant / coolant

4.1 Selecting and applying

lubricant /coolant

4.1.1
4.1.2
4.1.3
4.1.4

Techniques in selecting lubricant

Proper use of coolant
Techniques in applying lubricant and coolants
Safety in applying coolant and lubricant.

5. Perform safety
practices

5.1 Performing safety

practices

5.1.1
5.1.2

Identifying hazards in the workplace

Techniques/procedure in eliminating hazards in the
workplace
Procedure in maintaining safety equipment and
devices.

5.1.3

Units of
Competency

Module Title

Module Contents

No.of
Hrs.

CORE
1.Test,

service and
replace battery

1.1 Testing and servicing

automotive battery

1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
1.1.8
1.1.9
1.1.10
1.1.11
1.1.12
1.1.13
1.1.14
1.1.15
1.1.16

2.Service ignition
system

2.1 Servicing ignition

system

2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.1.7
2.1.8

Components of battery
Types of battery
Classification of battery
Charging and discharging process
Procedure in testing automotive battery.
Methods of battery testing.
Tools and instrument used in automotive
battery
Procedure removing and servicing batteries
Safety precaution in handling batteries
Servicing procedure on batteries
Charging batteries
Repair/clean/replace connectors
Procedure in charging battery
Topping/filling electrolyte /distilled water.
Procedure in jump starting.
Materials in jump starting vehicle

40

Procedure in checking ignition system

Procedure on spark test
Safety precautions
Procedure in checking ballast resistor
Procedure in adjusting contact point clearance
Procedure in performing ignition wiring
installation
Ignition wiring diagram
Procedures in setting the ignition timing.

80

Units of Competency
Module Title
3. Install, Test and Repair
wiring/lighting system

3.1 Installing automotive lighting

system
3.2 Testing , Repairing electrical
system

Module Contents
3.1.1
3.1.2
3.1.3
3.2.1
3.2.2

4. Repair wiper and

washer system

4.1 Repairing wiper and washer

system

4.1.1
4.1.2
4.1.3

5. Disassemble Engine
sub-assemblies/Cylinder
head and evaluate
components

5.1 Dismantling/evaluating engine

sub-assembly/cylinder head

6. Assemble/ engine
cylinder
head, check tolerances

6.1 Assembling engine cylinder

head, checking tolerances and
carry out relevant testing
procedures

5.1.1
5.1.2
5.1.3
5.1.4

and carry out relevant

testing procedures

6.1.1
6.1.2
6.1.3
6.1.4
6.1.5
6.1.6
6.1.7
6.1.8

7. Perform under chassis

preventive maintenance

7.1 Performing under chassis

preventive maintenance

7.1.1
7.1.2
7.1.3

No.
of
Hrs.

Wiring/electrical diagrams
Procedures in preparing wiring
harness.
Procedure in installing wiring/
Lighting system
Procedure in testing electrical system
Repair procedure on electrical system

40

Types of wiper motor

Wiring system of wiper and washer
system.
Procedure in repairing wiper and
washer system.

16

Procedure in dismantling engine

sub- assemblies/Cylinder head
Possible engine parts defects
Engine parts repair procedures
Use of service manuals

56

Engine specifications
Measuring engine parts
Engine parts wear limits
Use of repair manuals
Procedures in fitting of parts
Procedures in assembling engine
cylinder head
Test procedures for all engine parts
Use service manuals.

48

Procedure in checking brake fluids

and lines
Correct level of brake fluids
Parts to be checked /inspected in
servicing clutch and brake

16

COMPETENCY ANALYSIS
This table present the number of modules developed in a particular unit of competency
Units of Competency

Number of Modules

Total

BASIC
1. Receive and Respond to workplace

communication

1.1

2. Work with Others

2.1

COMMON
1. Perform mensuration and calculation

1.1

2. Move and position vehicles

2.1

3. Apply appropriate sealants/ adhesive

3.1

4. Use and apply lubricants/coolants

4.1

5. Perform safety practices

5.1

CORE
1. Test , service and Replace battery

1.1

2. Service ignition system

2.1

3. Install, Test and Repair wiring/ lighting system

3.1

4. Repair wiper and washer system

4.1

5. Disassemble engine sub-assemblies/Cylinder Head and evaluate Components

5.1

6. Assemble Engine cylinder Head , check tolerances and carry out relevant testing 6.1

7. Perform under chassis preventive maintenance

7.1

8. Perform shop maintenance

8.1

TOTAL

3.2

9
16

TRAINERS QUALIFICATION (TQ II)

Must be a holder of Automotive Servicing NC II

Must have undergone training on Training Methodology II (TM II)
Must be computer literate
Must be physically and mentally fit
* Must have at least 2 years job/industry experience
Must be a civil service eligible or appropriate professional license
issued by the Professional Regulatory Commission ( for government position)
* Optional ; Only when required by hiring institution