CBC MANUAL FINAL

This Manual was developed by the Curriculum and
Training Aids Development Division (CTADD) of the National
Institute for TESD (NITESD) under the leadership of
Executive Director David B. Bungallon.

The developers were able to produce this Manual
through the unceasing guidance from the Deputy Director
General for Policies and Planning, DDG Rosanna A.
Urdaneta, and through the unwavering support of TESDA's
Director General, Sec. Isidro S. Lapeña, PhD, CSEE.

Copyright © 2021 by Technical Education and Skills Development Authority, Taguig City, Philippines,
1630. All rights reserved. Printed in the Philippines. This publication is protected by copyright and
permission should be obtained from the author prior to any prohibited reproduction, storage in a retrieval
system or transmission in any form or by any means, electronic, mechanical, photocopying, recording
or likewise. For information regarding permission(s) write to the author at [email protected].

Preparing individuals for the world of work and the
challenges associated with it, is a major objective of
technical vocational education and training (TVET).
Thus, as the government agency mandated to manage
the TVET sector, TESDA has to guarantee as well the
availability of qualified and competent skilled workers
to meet industry demands.

To ensure that tech-voc trainees receive the skills and
knowledge needed by industry and employers, competency-based curricula (CBC)
that strictly follow TESDA’s Training Regulations are required for the implementation
of training programs.

This Manual in the Development of Competency-based Curriculum for Area-
based, Demand-Driven TVET has been prepared for tech-voc training implementers
in the field, who are expected to provide sound guidance in the development of TVET
programs focused on producing correctly skilled workers in a specific area or locality.

I would like to thank and congratulate the National Institute for Skills
Development (NITESD) for completing this manual, despite the hurdles brought about
by the COVID-19 pandemic. May this publication motivate all of us to work towards
providing quality, area-based and demand-driven TVET to our kababayans.

SEC. ISIDRO S LAPEÑA, PhD, CSEE
TESDA Director General

FROM THE DEPUTY DIRECTOR GENERAL FOR POLICIES AND PLANNING

TVET trends around the globe are rapidly changing. Various strategies and new
paradigms arise. To maintain TESDA’s relevance as the authority in TVET it needs to
be flexible and agile, and at the same time continuously strengthen its quality
assurance mechanism for quality and relevant program delivery.
The development of Manual in the Development of Competency-based Curriculum for
Area-based, Demand-Driven TVET is aimed to document the process and to serve as
a guide to our trainers and learning facilitators in the delivery of quality TVET
programs. It highlights instructions on how to integrate STEM knowledge and skills
allowing TVET learners' competencies to be more resilient and sustainable during this
time of digitalization and automation.
However, this manual is only as good as how our trainers and learning facilitators
apply and use it in their training delivery. Thus, I encourage everyone, especially our
trainers and learning facilitators to popularize and use this document.

ROSANNA A. URDANETA, CESO II
Deputy Director General for Policies and Planning

FROM THE EXECUTIVE DIRECTOR OF NITESD

The National Institute for Technical Education and Skills Development
(NITESD) has been mandated to lead the development of education technologies for
technical vocational education and training (TVET) delivery. Its concentration includes
curriculum and learning materials development, the research and development of
learning delivery models, innovation technologies, greening systems, as well as the
development of teaching and non-teaching personnel.

Highlighting on the function of the Institute on curriculum development led by
the Curriculum and Training Aids Development Division (CTADD), the division has
formulated specific processes on development of Competency-based Curriculum,
Competency-based Learning Materials, and PQF Level 5 (Diploma) Programs to aid
in evaluation, registration and recognition of TVET programs in the field. To ensure
synchronized implementation, it has brought pride to the Institute in the development
of manuals that would serve as guides to our field implementers.
It is an honor and privilege to have witnessed the realization of this Manual for the
Development of Competency-based Curriculum for Area-based, Demand-Driven
TVET. I congratulate the CTADD for keeping to the Institute’s commitment of ensuring
quality TVET for all.

DAVID B. BUNGALLON
Executive Director, NITESD

The Curriculum and Training Aids Division (CTADD) under the National Institute of
Technical Education and Skills Development (NITESD) acknowledges all the technical
experts who contributed in the development of the Manual in the Development of
Competency-Based Curriculum for Area-Based Demand Driven TVET.

This Manual was developed out of actual experiences of the curriculum development
team of CTADD, engaging different trainers, subject matter experts, curriculum
experts and facilitators from the different TVET institutions all over the regions in the
Philippines. The Manual aims to provide a ready reference for the ABDD TVET
implementers in the field, especially that there are new qualifications and emerging
skills that are becoming the focus of skills development in a locality.

The active participation of industry experts during the CBC development has made the
process of curriculum development more valid and reliable especially in the
identification of topics and learning activities in the Contextual Learning Matrix (CLM).
The CLM is a vital tool in analyzing the different STEM knowledge and STEM skills
that need to be unwrapped from the competency standards and translated in every
learning outcome of the CBC. The detail contents of the CBC, which emanated from
the careful analysis using the CLM, resulted to substantive learning contents and
activities that are engaging and experiential to our TVET learners.

Foreword .......................................................................................................................
Message from the Deputy Director General for Policies and Planning ................
Message from Executive Director NITESD ...............................................................
Acknowledgement .......................................................................................................
A. Introduction ........................................................................................................1-3

1. Background ........................................................................................................4-5
2. Definition of Terms ............................................................................................6-9
3. Purpose, Scope, and Responsibilities ..........................................................10-11
4. Competency-Based Curriculum Development Process

Flowchart .......................................................................................................... 12
5. Strategies and Process Cycle Time - CBC Development ................................. 13
6.Competency Based Curriculum Development Flow Description ...................14-22
7. Competency-Based Curriculum Development Framework ..........................23-24
8. The Components of Training Regulation ......................................................25-35
9.The Components of Competency-Based Curriculum ....................................36-45
10.The Components of Contextual Learning Matrix .........................................46-61
11. Development of Contextual Learning Matrix (CLM) ...................................62-69
12. Development of Modules of Instruction ......................................................70-88
13. Finalization of Module of Instruction ...........................................................89-91
14.Development of Course Design ...................................................................92-98
15.Evaluation and Validation of CBC ..............................................................99-107
16. Work Instructions on Area-Based Skills Mapping ...................................108-110
B. Annexes .....................................................................................................111-135
Annex A - Competency Based Curriculum Format (CBC) ...........................111-119
Annex B - CBC Validation Questionnaire Format ........................................120-129
Annex C - Contextual Learning Matrix (CLM) format .......................................... 130
Annex D - Sample Letter, Conforme Letter, and Memorandum ..................131-135
C. Disclaimer........................................................................................................... 136
D. References ........................................................................................................ 137
E. Editorial Team ................................................................................................... 138



This Manual on Development of Competency-Based Curriculum for Area-based
Demand Driven Approach is prepared by the Curriculum and Training Aids
Development Division (CTADD) of the National Institute for Technical Education and
Skills Development (NITESD) to provide complete guidance in the development of a
Competency-Based Curriculum (CBC) for area-based demand driven TVET
programs.

The CBC is among the vital documents to support the Competency-Based Training
(CBT) approach and focuses on the knowledge, skills and attitude that a learner can
demonstrate – in a practical way – for a given qualification. This CBT approach is
being promoted by TESDA to address the gap between training and employment.

It is crucially important that the competencies resulting from area-based demand
driven TVET training programs are signaled by the industry, acknowledged and
matched with the specific responsibilities through skills development, and an adequate
strategy to undertake school to work transition.

This Manual on Development of Competency-Based Curriculum for Area-based
Demand Driven Approach sets out the specifications for the development of CBC. It
includes the following components and corresponding description:

COMPONENT DESCRIPTION
Definition of Terms The terms and terminologies that will be encountered in the
Procedures Manual are listed here. These terminologies are
Purpose, Scope, and source from Memorandum No. 027-2021 (2021 TVET
Responsibilities Glossary of Terms)
This section presents the purpose and scope of the
Competency-Based procedure’s manual. The responsibilities state the
Curriculum Development designation and duties of the person involve in the
Process Flowchart development of CBC.
Shows the process flow of developing a CBC with the
Training Regulations (TR) or Competency Standards (CS)
as among the bases.

1

Strategies and Process States the proposed timeframe allocated per activity in a
Cycle Time - CBC CBC development process.
Development
Competency Based Generally, states the summary of the steps/procedures
Curriculum Development using TR and CS as initial reference document/s in the
Flow Description development of a CBC
Competency-Based Shows the concepts and structure of translating CS into a
Curriculum Development CBC
Framework
The Components of Defines the Components and structure of a TR
Training Regulation
The Components of Defines the Components and structure of Competency-
Competency-Based Based Curriculum (CBC)
Curriculum

The Components of Defines the Components and structure of Contextual
Contextual Learning Learning Matrix (CLM)
Matrix
Development of Explains the procedure in developing the Contextual
Contextual Learning Learning Matrix (CLM)
Matrix
Development of Modules Explains the procedure in developing Modules of Instruction
of Instruction

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

Development of Course Explains the procedure in developing Course Design
Design

Evaluation and Validation Explains the procedure in evaluating and validating Course
of Course design and Design and Modules of Instruction
Modules of Instruction

Annexes Shows the forms and instrument use in the development of
a CBC

2

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

Because of the process, there would be two major documents comprising the CBC
namely the Course Design and the Module of instruction.

With the rise of dynamic and emerging technologies brought by area-
based/demand-driven TVET requirements in the regional and provincial levels, the
Users of this Manual on Development Competency-Based Curriculum for Area-based
Demand Driven Approach may constantly review and update this document
depending on the needs to ensure the delivery of quality TVET programs.

We, in CTADD/NITESD would welcome such improvement!

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1. BACKGROUND

Preparing an individual to the world of work and the challenges associated with
it has always been the major goal of the Technical Vocational Education and Training
(UNESCO-UNEVOC International Centre). TVET should be responsive enough to
provide the needed human capital for economic development of one nation.

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

Competency Standards and Training Regulations

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

4

Competency-Based Curriculum

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

Area-based and demand-driven TVET
Area-based and demand-driven TVET highly regards the critical needs in the

industries and employers to produce rightfully developed skilled workers in specific
areas of the locality. This is in consonance with the NTESDP 2018-2022, which
highlights that the delivery of TVET programs must be in accordance with the identified
skills priorities and skills needs on emerging technologies in the specific communities.
The major TESDA processes of the area-based and demand-driven TVET lead to the
development and delivery of TVET programs to respond to the identified priority and
emerging skills at the national and local levels, to wit:

1. Skills Mapping;
2. CS and CBC Development;
3. Capability Build up Program for Trainers; and
4. Program Registration.

Because of its stake in the CBC development, the Curriculum and Training Aids
Development Division (CTADD) under the National Institute for Technical Education
and Skills Development (NITESD), is responsible for the development of curriculum
exemplars. It contains all essential information vital in the development of
Competency-Based Curriculum (CBC), which is a primary requirement in the
implementation of training programs. The CBC is designed for a tech-voc training
program and is directly related to developing tech-voc graduates to perform
competently in the workplace. The use of this manual can help to assist our tech-voc
providers in the development of emerging demand-driven technologies in their areas.

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2. DEFINITION OF TERMS

Area-based Skills Map - compilation of the skills requirements culled from different
references and mapping of the availability of TVET programs vis-a-vis the
industry requirements in the areas which also includes emerging skills and soft
skills requirements. (TC #001 s. 2021) This serves as an input to the National
Skills Map.

Assessment Criteria – the standards used to guide learning and to assess learner
achievement and/or to evaluate and certify competence. (SAQA 2013, South
Africa).

Assessment Method – a technique used in gathering different types of evidence
to evaluate a candidate for a particular qualification.

Competency-Based Curriculum (CBC) - refers to the specifications for a program
or module, which describe all the learning experiences a learner undergoes. It
generally includes learning outcomes, contents, conditions, methodologies,
and assessment methods. It specifies outcomes, which are consistent with the
requirements of the workplace as defined in the TRs or based on industry or
community consultations and/or supported by a demand or employability study
for NTR. (TESDA Circular No. 7 s. 2016)

Competency Standard (CS) - a specification of performance determined by the
organization which sets out the skills, knowledge and attitudes required to
operate effectively in employment. Competency standards are made up of units
of competency, which are themselves made up of elements of competency,
together with performance criteria, a range of variables, and an evidence guide.
(TESDA Circular No. 119, s. 2019) (TESDA-OP-AS-0)

Conditions – specify the conditions under which the learning and assessment will
take place. This can include a list of tools and equipment, access to learning
resources and equipment manuals, and type of facility. This should specify the
scope or range of the equipment and facilities to be assessed.

Contents – specific knowledge, skills and attitude that are to be addressed within
this learning outcome.

Content Expert - The Regional Lead Trainers (RLT) who undergone assessment
on the specific CS or Qualification and have current industry experience (on the

6

competency to be translated into a curriculum) and has training methodology
on how a competency is to be learned by an individual would play a very vital
role in crafting the curriculum. The trainer, as the main actor in the CBC
development shall prepare, plan, implement, and evaluate the developed CBC
together with the curriculum development team.
Contextual Learning Matrix (CLM) - Contextual Learning Matrix is a document
containing detailed information pertaining to a particular trade which can be
used for training purposes. It analyzes curriculum concepts of technology,
science, math, communication, environmental issues, and STEM with
integration of 21st Century Skills (CLM Manual).
Course Title –refers to the name of the program to be offered. It is usually derived
from the qualification title of the training regulations or it takes the qualification
title of the training regulations if the program is designed to cover the entire
qualification. (TESDA Procedures Manual on Program Registration).
Curriculum- systematic group of courses or sequences of subjects required for a)
a graduation or certification in a major field of study; b) or a general overall plan
of the content or specific materials of instruction that the school should offer the
student by way of qualifying him for graduation or certification of entrance into
a professional or vocational field; or c) a body of prescribed educational
experience under school supervision, designed to provide an individual with the
best possible training and experience to fit him for a trade or profession.
(Manual of Policies and Guidelines on the Establishment and Operation of
Public and Private TVET Institutions, First Ed., 2001)
Curriculum Development Team – a group of people organized to develop CBC
involve representatives from industry, curriculum developers and teachers or
trainers experienced in the field/industry sector.
Curriculum Exemplar - a model or sample of competency-based curriculum.
Emerging Technologies- abilities for which demand is increasing in existing or
new occupations. (2020 TVET Glossary of Terms). These skills/qualifications
are not included in the area-based and national skills map as it emerge or pop
up as necessary.
Industry Expert/Practitioner - a practitioner is an expert who uses that knowledge
as part of a profession. A person actively engaged in an art, discipline, or any
profession.

7

Learning Outcomes - are clear statements of what a learner can be expected to
know, understand and/or do as a result of a learning experience. (IRR of RA
No. 10968).

Methodologies - Instructional strategies utilized to facilitate the transfer of
knowledge to the learners, allowing them to perform the given tasks or work
activities according to defined standards.

Module Descriptor – Briefly describes the overall intentions of the modules, its
scope and delimitation.

Module Title – briefly describes the title of the module. Each course will have a
number of modules.

Nominal Duration – refers to the estimated learning hours, which indicate the time
for an average person to achieve the learning outcomes of the units of
competency, inclusive of classroom contact time,
laboratory/fieldwork/practicum and other methods of study/assignments as
defined in the Training Regulations (TR). (TESDA Circular No. 60 s. 2018).

Process Expert/Facilitator/Curriculum Experts - are people who know the series
of steps, procedures or actions that produce a change or development of CBC
in a particular field.

Sector - refers to a particularly large section of the economy categorized based on
the specific functions in the production phase and by kind of work which can be
classified as product, service or ownership e.g., Industry/agriculture service
sector. (TESDA Circular No. 070 s. 2019).

Supervised Industry Learning (SIL) - refers to an approach in learning designed
to complement the training gained in the institution with the intention of
enhancing the knowledge and skills of a learner through the actual application
of critical competencies in the workplace as identified in the Training
Regulations. It is commonly used as synonymous for On-The-Job Training
(OJT) and Supervised Industry Training (SIT), henceforth, for TVET, the term
OJT and SIT will be replaced with SIL to focus on the Learner’s enhancement
of critical competency in a workplace setting. (TESDA Circular No. 089 s. 2019).

Training Regulation (TR) -this refers to the package of qualifications, competency
standards, training standards, assessment and certification arrangements in a
specific sector promulgated by the TESDA Board for nationwide application.

8

They serve as the basis for the development of the curricula, registration and
delivery of training programs. (TESDA Circular No. 054 s. 2019).
Unit of Competency - a component of the competency standard stating a specific
key function or role in a particular job or occupation serving as a basis for
training an individual to gain specific knowledge, skills and attitude needed to
satisfy the special demands or requirements of a particular situation. (Training
Regulations Framework).
Unit Title - a unit of competency which when applied in a work situation can logically
stand alone. It indicates a title and is expressed in outcome terms.

9

3. PURPOSE, SCOPE, AND RESPONSIBILITIES

3.1 Purpose

The procedure aims to standardize the process and assist the curriculum
developers, trainers, and industry experts (in all sectors) engaged in technical
and vocational education and training (TVET) sector to develop competency-
based curricula for program registration and implementation based on the
following contexts:
• Training Regulations and Competency Standards developed by Qualifications

Standards Office (QSO)
• Conversion of content-based curriculum;
• Policy and Guidelines; and
• Emerging Technologies; and
• Area-based demand driven approach

3.2 Scope

This procedure covers and outlines the steps in the process of aligning the
promulgated Training Regulation or Competency Standards into Competency
Based Curriculum (CBC). Provided also are the stages of the development
process, responsibilities of the involved actors and content evaluation. The
procedures manual must be followed by the curriculum development teams
within training providers or enterprises.

3.3 Responsibilities

• Team Leader / Implementation of the procedure
The Vocational Instruction Supervisor (VIS) or equivalent shall be the leader of
a TTI / TVI curriculum development team who is responsible for the
implementation of the procedure. TESDA regional and provincial offices will
assist TVET providers and enterprises in the development of CBC registration.
The CBC development involves people that are knowledgeable in curriculum
design as well as technical expertise. NITESD CTADD is responsible for the
capability building on curriculum and training materials development of the
regional and provincial focal. Curriculum development should be innate to every
Trainer, as this is one of their functions under TM Level II.

10

• Content Expert / Trainers
The Regional Lead Trainers (RLT) who undergone assessment on the specific
CS or Qualification and have current industry experience (on the competency
to be translated into a curriculum) and has training methodology on how a
competency is to be learned by an individual would play a very vital role in
crafting the curriculum. The trainer, as the main actor in the CBC development
shall prepare, plan, implement, and evaluate the developed CBC together with
the curriculum development team.

• Industry Experts
Practitioners or experts from the industry play an important role, especially
when the competency to be translated into a curriculum is new or considered
as an emerging technology and would require current information on how these
competencies are being practiced in the workplace. They can share their
expertise in the development of a curriculum for certain qualifications. Their
lifelong experience can be of great help in identifying the tasks and
competencies that are covered in a certain qualification which can be converted
into a training curriculum. These industry experts can be from supervisors,
workers, and industry association representatives.

• Curriculum experts
They work closely with trainers and industry experts to design and roll out a
curriculum that provides learners with a high-quality education. Additionally,
curriculum developers are responsible for updating training documents on a
consistent basis and working closely with industry experts to evaluate and
revise training tools as appropriate. Perform tasks in documenting and
packaging the developed CBC

11

4. COMPETENCY-BASED CURRICULUM DEVELOPMENT
FLOWCHART

Development of CBC Process Flowchart

In developing a competency-

based curriculum, it is imperative Secure Copy Secure NTR
of Copy of & No
that the skills set to be covered Circulated CS
Promulgated
TR CS

by a TVET program be

established first. In the current Secure CS
(Development
practice, the required skill sets Review Unit of Formulate
competency and Learning of TR/CS)
can be seen in the Section II of a structure the modules Outcomes

Promulgated Training

Regulations or TESDA published Develop Contextual
Learning Matrix
competency standards. (CLM)

However, nationally agreed

competency standards might not

be applicable to area-based and Prepare Modules of
Instructions
demand-driven TVET programs
(Analyze learning outcomes
because of the diversified and and content using

unique skills requirements of a Contextual Learning Matrix)

particular workplace. As such, in Prepare
Course Design
the absence of training
(Industry Consultation)
regulations and/or competency it Conduct Table Review /

is recommended that the Validate CBC

required skills set be identified Finalize CBC

first by consulting prospective

end-users of TVET graduates

and experts in competency

standard development.

12

5. STRATEGIES AND PROCESS CYCLE TIME CBC
DEVELOPMENT

Peer Review (Consultation with Curriculum/CS Developers and Industry Finalization Total
PCT
Trainers) Consultation
12
Secure CS Formulate Review Unit Develop Prepare Prepare Conduct of Revise Package days
(Development Learning of Contextual Modules of Course Table CBC Transmit/
Learning Instructions Design Database
of TR/CS) Outcomes competency (Analyze Review /
and Matrix Validate CBC
learning
structure outcomes CBC

the modules and
contents
using CLM)

1) 1 day 3 days 3 days 1 day 2 days 1 day 1 day
Development
of CBC with
available TR

2) 2 days 1day 3 days 3 days 1 day 2 days 1 day 1 day 14
*Development days
of CBC with
available CS

13

6. COMPETENCY-BASED CURRICULUM DEVELOPMENT
FLOW DESCRIPTION

6.1 Using Promulgated Training Regulation (TR)

Procedure Input Action Taken Responsibilities

1. Secure Copy of Copy of Download Promulgated ● Content Expert
Promulgated Training TR from the TESDA
TR Regulation website / Trainer
● Curriculum
(https://www.tesda.gov.ph/Do
wnload/Training_Regulations) expert

2. Review Unit of • Promulgated The curriculum ● Content Expert
competency TR
and structure development team will: / Trainer
the modules Other related ● Identify unit of ● Industry
documents
3. Develop such as old competency of TR Experts
Contextual curriculum if ● Identify elements of TR ● Curriculum
Learning there’s any ● Determine the scope
Matrix experts
(CLM) of each unit of

competency
● Determine Initial

structure of units
● Define the module

structure
● Analyze Unit of

Competency based on

TR

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

14

Procedure Input Action Taken Responsibilities

4. Prepare • Promulgated The curriculum ● Content Expert
TR development team will:
Modules of • Formulate module title / Trainer
• Contextual ○ Math
Instructions Learning and module descriptor ○ Science
Matrix (CLM) • Determine prerequisite ○ Comm.
(Analyze learning ● Curriculum
outcome and of the module
contents using • Formulate Nominal experts
Contextual Learning
Matrix) duration in hours
• Formulate Summary of

Learning Outcomes
• Identify Assessment

Criteria
• Analysis each Learning

Outcome
Formulate:
1. Assessment Criteria
2. Contents
3. Condition
4. Methodologies
5. Assessment methods
(Incorporating the
pertinent details from the
CLM and concepts
/tenets/ principles
required by law)

5. Prepare Course • Promulgated The curriculum ● Content Expert
Design TR development team will
• Contextual determine the following: / Trainer
Learning • Identify Course title ● Curriculum
Matrix (CLM) • Identify Nominal
• Module of experts
Instructions Duration of the course
• Identify SIL
• Identify Trainee entry

requirements
• Complete the course

Structure
1. Unit of competency
2. Module
3. Learning Outcomes
4. Nominal Duration

(per unit)
• Identify Resources (list

of tools, materials and
equipment)

15

Procedure Input Action Taken Responsibilities

• Identify Assessment
Methods

• Identify Course
Delivery

• Identify Trainer’s
Requirements

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

• Developed The curriculum ● Content Expert
CBC development team will:
• Revise when necessary / Trainer
• CLM • Package the CBC ● Curriculum
• Validation • Transmittal of the
experts
Questionnaire package
• Memorandum • Repository

of the
package

6.2. Using Circulated Competency Standards (CS)

Procedure Input Action Taken Responsibilities

1. Secure Copy Copy of Download Circulated CS ● Content Expert
of Circulated Competency from the Intranet or
CS Standard TESDA website / Trainer
● Curriculum
(https://www.tesda.gov.ph/Do
wnload/Competency_Standard expert
s)

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

16

Procedure Input Action Taken Responsibilities

3. Review Unit of • Deployed The curriculum ● Content Expert
competency Copy of CS
and structure development team will: / Trainer
the modules Other related ● Identify unit of ● Industry
documents
such as old competency of CS Experts
curriculum if ● Identify elements of CS ● Curriculum
there’s any ● Determine the scope
experts
of each unit of

competency
● Determine Initial

structure of units
● Define the module

structure
● Analyze Unit of

Competency based on

CS

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

5. Prepare • Deployed The curriculum ● Content Expert

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

• Formulate Nominal

duration in hours

• Formulate Summary of

Learning Outcomes

• Identify Assessment

Criteria

17

Procedure Input Action Taken Responsibilities

• Analysis each Learning
Outcome
Formulate:

1. Assessment Criteria
2. Contents
3. Condition
4. Methodologies
5. Assessment methods
(Incorporating the
pertinent details from the
CLM and concepts
/tenets/ principles
required by law)

6. Prepare • Deployed The curriculum ● Content Expert
Course
Design Copy of CS development team will / Trainer
• Contextual determine the ff: ● Curriculum
7. Conduct of
Table Review / Learning • Identify Course title experts
Validate CBC
Matrix (CLM) • Identify Nominal

• Module of Duration of the course

Instructions • Identify SIL

• Identify Trainee entry

requirements

• Complete the course

Structure

1. Unit of competency

2. Module

3. Learning Outcomes

4. Nominal Duration

(per unit)

• Identify Resources (list

of tools, materials and

equipment)

• Identify Assessment

Methods

• Identify Course

Delivery
• Identify Trainer’s

Requirements

• Developed The curriculum ● Content Expert
CBC development team will:
• Conduct Table Review / Trainer
• CLM • Validate the CBC using ● Industry
• Validation
validation form Experts
Questionnaire ● Curriculum

experts

18

Procedure Input Action Taken Responsibilities

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

8. Finalize CBC • Developed The curriculum ● Content Expert
CBC development team will:
• Revise when necessary / Trainer
• CLM • Package the CBC ● Curriculum
• Validation • Transmittal of the
experts
Questionnaire package
• Memorandum • Repository

of the package

6.3. Competency Based Curriculum Development Flow Description
With No TR and CS

Procedure Input Action Taken Responsibilities

1. Secure Copy Copy of Submit approved CS with ● Content Expert
of approved approved CS the RTESDC/PTESDC
CS resolution and Memo / Trainer
request for technical ● Curriculum
assistance
(Work instruction p. 108) expert

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

4. Review Unit of • Copy of CS The curriculum ● Content Expert
competency
and structure Other related development team will: / Trainer
the modules documents ● Identify unit of ● Industry

such as old competency of CS Experts
● Identify elements of CS ● Curriculum
curriculum if
there’s any experts

19

Procedure Input Action Taken Responsibilities

● Determine the scope
of each unit of
competency

● Determine Initial
structure of units

● Define the module
structure

● Analyze Unit of
Competency based on
CS

5. Develop Development of The curriculum ● Content Expert
Contextual CLM development team will:
Learning • Copy of CS • Analyze Learning / Trainer
Matrix • STEM ● Curriculum
(CLM) Outcomes
knowledge, • Assessment Criteria experts
6. Prepare and STEM • Learning Concepts
Modules of Skills • Science
Instructions (Thinking • Technology /
Skills)
(Analyze learning Engineering
outcome and Other related • Math
contents using documents • Communication
Contextual such as old • Environmental Issues
Learning Matrix) curriculum if
there’s any and other concerns
• STEM Skills (Thinking

Skills)
• Learning Activities
• Estimated No. of hours

• Copy of CS The curriculum ● Content Expert

• Contextual development team will: / Trainer
○ Math
Learning • Formulate module title ○ Science
○ Comm.
Matrix (CLM) and module descriptor ● Curriculum

• Determine prerequisite

of the module

• Formulate Nominal experts

duration in hours

• Formulate Summary of

Learning Outcomes

• Identify Assessment

Criteria

• Analysis each Learning

Outcome

Formulate:

1. Assessment Criteria

2. Contents

20

Procedure Input Action Taken Responsibilities

3. Condition
4. Methodologies
5. Assessment

methods
(Incorporating the
pertinent details from the
CLM and concepts
/tenets/ principles
required by law)

7. Prepare • Copy of The curriculum ● Content Expert
Course
Design TR/CS development team will / Trainer
• Contextual determine the ff: ● Curriculum
8. Conduct of
Table Review / Learning • Identify Course title experts
Validate CBC
Matrix (CLM) • Identify Nominal

• Module of Duration of the course

Instructions • Identify SIL

• Identify Trainee entry

requirements

• Complete the course

Structure

1. Unit of competency

2. Module

3. Learning Outcomes

4. Nominal Duration

(per unit)

• Identify Resources (list

of tools, materials and

equipment)

• Identify Assessment

Methods

• Identify Course

Delivery
• Identify Trainer’s

Requirements

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

21

Procedure Input Action Taken Responsibilities
9. Finalize CBC
• Developed The curriculum ● Content Expert
CBC development team will:
• Revise when necessary / Trainer
• CLM • Package the CBC ● Curriculum
• Validation • Transmittal of the
experts
Questionnaire package
• Memorandum • Repository

of the package

22

7. COMPETENCY-BASED CURRICULUM DEVELOPMENT
FRAMEWORK

The Training Regulation or Competency Standard is translated into a
Curriculum through application of deep analysis of each of the TR/CS components for
clearer understanding of particular competence to be established.

A competency-based curriculum sets out the specifications for a course or
subject (module) which describes all the training experiences a trainee or learner
undergoes, it generally includes learning outcomes, contents, conditions,
methodologies and assessment methods.

The Module Structure of a training for one unit of competency can be composed
of one module of instruction (one unit, one module of instruction) or more than one
module of instruction (one unit, several modules of instruction). The illustration below
shows the possible module structures.

23

Linking Competency-Based Curriculum with Competency Standard

Analysis starts from the Title of the Unit of Competency, its descriptor on what,
when and where the competency is being performed; its elements and corresponding
Performance Criteria, which basically provide the standard of performance in terms of
process, time and safety among others. The range of variables usually tells the
different context of application of the competency as highlighted in the performance
criteria. The evidence guide portion will provide information on the critical aspect of
competency. The method of assessment as well as the resources needed when
conducting the assessment.
Translating skills requirement into competency-based curriculum
Identifying the training skills requirements, one must consider defining the target
population for training, listing the competencies to be performed by the target
population for a certain qualification, listing the skills and knowledge needed to do the
competencies, and selecting the skills and knowledge to be taught that makes up the
training objective. Identifying the training requirements can be difficult to build a big
picture of the job. The “elicitation” step is where the training requirements are first
gathered from the experts. Many techniques are available for gathering training
requirements. Each has value in certain circumstances, and in many cases, there is a
need to use different methods or combinations of methods to gain a complete picture
from a diverse set of experts and stakeholders.

24

THE COMPONENTS OF
TRAINING REGULATIONS

25

8. THE COMPONENTS OF TRAINING REGULATIONS

The Training Regulations (TR) serve as basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs; and
3. Development of curriculum and assessment instruments.

Each TR has four sections:
A. Section 1

Definition of
Qualification
➢ It describes the Web
Development NC III
qualifications and
defines the basic,
common, and core
competencies that
comprise the
qualification.

➢ It shows Unit Code
and the title of the
competencies.

➢ Below describes the
Job title of the
qualification.

-CS DevelopmentGuidever2(Qualification Standards Office)

26

B. Section 2

Competency
Standards

➢ These fields
explicitly state the
required
knowledge and
skills for competent
performance of a
unit of competency
in an informed and
effective manner.

➢ the Competency
Standards which
describes the
occupational
function of a
person employed
in the industry of
Web Development
NC III

The Unit Title UNIT TITLE: PERFORM COMPUTER
describes the work UNIT CODE: OPERATIONS
activity covered by
the unit. It is ELC311203
expressed in outcome
terms.

The Unit Code is
assigned to the unit
upon promulgation.
This is used to identify
the sector, the
category of unit and
the unit number.

27

The Unit Descriptor UNIT DESCRIPTOR: This unit covers the knowledge,
expands the title by skills, (and) attitudes and values
describing the scope and needed to perform computer
intent of the unit. It clarifies operations which include
the required knowledge inputting, accessing, producing
skills and, attitude to and transferring data using the
demonstrate a competent appropriate hardware and
performance. software.

The Element describes a ELEMENT PERFORMANCE CRITERIA
major skills required to
carry out the work activity. 1. Plan and Italicized terms are elaborated in the
Performing the elements prepare for Range of Variables
will result to product, task to be
service or decision. undertaken 1.1. Requirements of task are
Elements are considered determined according to job
building blocks of a unit of specifications
competency it covers the
dimensions of competency 1.2. Appropriate hardware and
such as: software are selected
according to task assigned
Performance Criteria can and required outcome
be considered as
specification of each 1.3. Task is planned to ensure
element. A set of criterion OH&S guidelines and
is written to help in procedures are followed
observing and assessing
the skills while the element 1.4. Client -specific guidelines
is being performed. Each and procedures are
criterion describes what followed.
performance is needed
and how well should it be 1.5. Required data security
done. The criterion can be guidelines are applied in
used to determine if all the accordance with existing
dimensions of competency procedures.
have been achieved in
performing the elements.

28

In some Units of RANGE OF VARIABLES
Competency, key
words and phrases VARIABLE RANGE
within performance
criteria are written in 2. Software Software includes the following but not
bold and italicized limited to:
print. Those words or 3. OH & S 2.1. Word processing packages
phrases are further guidelines 2.2. Data base packages
elaborated in the range 2.3. Internet
of variables. 4. Storage 2.4. Spreadsheets
media 3.1. OHS guidelines
The Range of 3.2. Enterprise procedures
Variables defines the 5. Ergonomic Storage media include the following but not
scope in which the unit guidelines limited to:
of competency applies 4.1. CDs/DVDs
and the range of 6. Desktop 4.2. zip disks
situations which can be icons 4.3. hard disk drives, local and remote
the focus of 4.4. USB drives
assessment. It also 7. 4.5. Cloud-based
allows insertion of Maintenance 5.1 Types of equipment used
specific knowledge and 5.2 Appropriate furniture
enterprise requirements 5.3 Seating posture
when the standards 5.4 Lifting posture
have been 5.5 Visual display unit screen brightness
implemented. Icons include the following but not limited to:
6.1 directories/folders
6.2 files
6.3 network devices
6.4 recycle bin
7.1 Creating more space in the hard disk
7.2 Reviewing programs
7.3 Deleting unwanted files
7.4 Backing up files
7.5 Checking hard drive for errors
7.6 Using up to date anti-virus programs
7.7 Cleaning dust from internal and external
surfaces

29

EVIDENCE GUIDE

The purpose of the Evidence 1. Critical Assessment requires evidence
Guide is to guide the aspect of that the candidate:
assessor in collecting the competency 1.1 Selected and used hardware
required evidence of
competency. It is divided into components correctly and
several parts: according to the task
requirement.
Critical Aspect of 1.2 Identified and explain the
Competency. functions of both hardware
It is a series of activities and software used, their
that is critical in general features and
demonstrating a capabilities
competent performance 1.3. Produced accurate and
and successful complete data in
accomplishment of work. accordance with the
requirements
The Method of 1.4. Used appropriate devices
Assessment describes and procedures to transfer
the ways in which the files/data accurately
evidence of competent 1.5. Maintained computer
performance can be system
collected. This information
is provided in order to 2. Method of 2.1. The assessor may select
ensure that all aspects of Assessment two of the following assessment
the unit can be covered methods to objectively assess
by the assessment and/or the candidate:
establish consistency in 2.1.1. Observation
performance. 2.1.2. Questioning
2.1.3. Practical demonstration
The Resource
Implication identifies the 3. Resource 3.1. Computer hardware with
needed resources for implication peripherals
successful performance of
the work activity 3.2. Appropriate software
described in the unit of
competency such as work 4. Context of Assessment may be conducted
environment condition, Assessment in the workplace or in a
tools, equipment and simulated work environment
materials.

The Context of
Assessment describes
the possible venue where
the collection of evidence
may be conducted. Some
example of these places
are simulated work
environment or actual
workplace

30

C. Section 3

Training
Standards

(Previously called
Training

Arrangements)

➢ Contain the
information and
requirements which
serve as bases for
training providers in
designing and
delivering
competency-based
curriculum for the
qualification.

Course Title- define
the tile of the
qualification

Nominal training
Duration- The total
approximate length
of course in hours

Course
Description-
Explains the
coverage and
importance of the
course to a specific
sector

The revisions to
Section 3 entail
identifying the
Learning
Activities leading
to achievement of
the identified
Learning Outcome.

31

Learning -CS DevelopmentGuide-ver2(Qualification Standards Office)
Activities- The
revisions to Section 3
entail identifying the
Learning Activities
leading to
achievement of the
identified Learning
Outcome.

The Methodology,
assessment
methods, and
nominal duration per
“Learning Outcome”
are identified in the
Section 3 of TR
which serves as the
basic requirements
developing of CBC
and CLM.

Training Delivery-
describes the training
modality modes of
the course.

Institution-Based
Enterprise-based
Community-base

32

Trainee Entry
Requirements- This
specifically define the
expected trainees
entry requirements

List of Tools,
Equipment and
Materials - This can
include a list of tools
and equipment,
access to learning
resources and
equipment, manuals,
and types of facility.

33

Training Facilities
include minimum
requirements of size
in meters, quantity
and total area in
square meters for
training facilities.

Trainers
Qualification
includes minimum
essential qualification
, experience and
competencies of the
trailer for Web
Development NC III

34

D. Section 4

Assessment and
Certification
Arrangements

➢ describe the policies
governing
assessment and
certification
procedures for the
qualification.

-CS DevelopmentGuide-ver2(Qualification Standards Office)

35

THE COMPONENTS OF
COMPETENCY-

BASED CURRICULUM

36

9. THE COMPONENTS OF COMPETENCY-
BASED CURRICULUM

A. Module of Instruction

Module of Instruction
describes the training to
be done to learn a
particular unit of
competency. Then it will
be compiled to form one
course design
summarizing all the
contents of every module.

Perform Computer UNIT OF COMPETENCY: PERFORM
Operations is one unit of COMPUTER
the Common OPERATIONS
competencies of Web
Development NC III
which usually derive from
the Training Regulation
or Competency Standard
Section 2.

The Module Title is MODULE TITLE: PERFORMING
usually derived from the COMPUTER
unit title or sometimes OPERATIONS
from the element if the
unit of competency is too
big for a single module.

37

Module Descriptor is MODULE DESCRIPTOR: This module covers the
a brief statement
describing the contents knowledge, skills, (and)
of the modules, its
scope and delimitation. attitudes and values
It can be derives from
the unit descriptor of needed to perform
TR/CS or sometimes
from the summary of computer operations which
learning outcome.
include inputting,

accessing, producing and

transferring data using the

appropriate hardware and

software.

The Nominal Duration NOMINAL DURATION: 20 Hours
is the suggested
number of hours you SUMMARY OF LEARNING OUTCOMES:
will need to judge the Upon completion of this module, the trained student
amount of learning or must be able to:
training that the student
will require to achieve LO1. Plan and prepare for task to be undertaken
the module / learning LO2. Input data into computer
outcome. LO3. Access information using computer
LO4. Produce/output data using computer system
The Summary of LO5. Maintain computer equipment and systems
Learning Outcomes
usually derived from
the elements of the
TR/CS that can be
readily converted into
learning outcome. It is
written in action
statement begin with a
verb followed by the
object of the action.

It can be revise
accordingly by using
Bloom’s Taxonomy of
Verbs and make sure
that the learning
outcome has the
same objective in the
TR/CS.

38

Assessment Criteria LO1. PLAN AND PREPARE FOR TASK TO BE
must specify the UNDERTAKEN
performance outcomes
(knowledge, skills, ASSESSMENT CRITERIA:
and attitudes) the 1. Requirements of task are determined according to
learners will be able to
demonstrate at the job specifications.
conclusion of the 2. Appropriate hardware and software are selected
learning outcome.
according to task assigned and required outcome.
It usually derive from 3. Task is planned to ensure OH&S guidelines and
the column of
“Performance Criteria” procedures are followed.
of the TR/CS which 4. Client -specific guidelines and procedures are
translated into
assessment criteria of followed.
CBC. 5. Required data security guidelines are applied in

Contents can be accordance with existing procedures.
derived from the
evidence Guide and CONTENTS:
range of variables. The • Main types of computers and basic features of
derived content should
be in accordance with different operating systems
the assessment • Main parts of a computer
criteria. This means • Information on hardware and software
that the required • Data security guidelines
knowledge, skills and
attitude stated in the 39
assessment criteria
must also be reflected
in the content
otherwise the content
does not satisfy the
training requirement
needed for a particular
learning outcome. The
range of Variables and
evidence guide of TR
may help to support the
contents.

• The details cited in
the CLM and
concepts/tenets/
principles required by
law must also be
incorporated.

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

Assessment Method
can be derived from
the method of
assessment in the
evidence guide of the
competency standard.
Sometimes institutional
method of assessment
is aligned with training
methodology used. It
identifies strategies to
be employed to gather
evidence to evaluate a
candidate if they meet
the job standards.

Note:
• The details cited in the

CLM and concepts/
tenets / principles
required by law must
also be incorporated.

40

B. Course Design

The Course Design is
a summary of all the
identified components
of the module of
instruction.

The Course Title refers COURSE DESIGN
to the name of the COURSE TITLE: WEB DEVELOPMENT NC III
program to be offered.
It is also derived from
the qualification title of
the TR/CS or it takes
the qualification title of
the TR if the program is
designed to cover the
entire qualification.
(TESDA Procedures
Manual on Program
Registration)

The Nominal Duration NOMINAL DURATION: 1,164 Hours
in the course design is
the total length of
nominal duration of
modules of instruction.
It also derives from the
Section 3 of the TR/CS.
It is subject for changes
due to the additional
concepts/ tenets /
principles required by
law and validation of
the CBC.

41

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

The Trainee’s Entry TRAINEE ENTRY REQUIREMENTS:
Requirements
specifically identify the The trainees who wish to enter the course should
list that the student possess the following requirements:
must possess or have
in entering a TVET • Must have completed at least 10 yrs. basic
program. education or an alternative learning systems
It is usually derived (ALS) certificate of completion with grade 10
from the Section 3 of equivalent holder;
the TR/CS and subject
to change depending • Must get 20 points out of 30 items mathematics
on requirements of the (10 items algebra, 10 items trigonometry, 10
school that will deliver items geometry) test and 20 points out of 30
the TVET program. items abstract reasoning test given by the
institution;

• Able to communicate both orally and in writings;
• Must know how to operate a computer and how

to navigate the internet.

This list does not include specific institutional
requirements such as educational attainment,
appropriate work experience, and others that may be
required of the trainees by the school or training
center delivering the TVET program.

42