CBC MANUAL FINAL

14. DEVELOPMENT OF COURSE DESIGN

Configuring the module structure is one of the requirements in developing of course
design. The course design is a summary of all the identified components of the module
of instruction. Going back to the components of the Course design below shows the
sample of Course design of Web Development NC III. All components of the course
design derived from the Section 3 or Competency Standards.
Example:

COURSE DESIGN
COURSE TITLE: WEB DEVELOPMENT NC III
NOMINAL DURATION: 1,188 Hours
COURSE DESCRIPTION:

This course is designed to develop & enhance the knowledge, skills, and attitudes
of a Web developer in accordance with web development industry standards. It covers
the basic and common competencies in addition to the core competencies such as to
develop responsive web design, utilize software methodologies, create interactive
websites and develop website backend.

The nominal duration of 1,188 hours covers the required units at Web
Development NC III. TVET providers can however, offer a longer, ladderized course
covering the NC III basic, common and core units. To obtain this, all units prescribed for
this qualification must be achieved.

TRAINEE ENTRY REQUIREMENTS:
The trainees who wish to enter the course should possess the following requirements:

• Must have completed at least 10 yrs. basic education or an alternative learning
systems (ALS) certificate of completion with grade 10 equivalent holder;

• Must get 20 points out of 30 items mathematics (10 items algebra, 10 items
• trigonometry, 10 items geometry) test and 20 points out of 30 items abstract

reasoning test given by the institution;
• Able to communicate both oral and written;
• 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.

93

94

95

METHODOLOGIES:
• Lecture/ discussion
• Practical exercises
• Simulation
• Demonstration

96

ASSESSMENT METHODS:
• Observation
• Practical demonstration
• Oral questioning
• Portfolio
COURSE DELIVERY:
• School–based training;
• Dual Training system;
• Industry-based training;
• Self-paced instruction

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QUALIFICATION OF TRAINERS:
• Must be a holder of National TVET Trainer Certificate (NTTC) level I in Web
Development NC III; and
• Must have at least three (3) years as full-stack* web developer industry
experience within the last 5 years.
* Full-stack web developer – somebody who is knowledgeable on both front-
end and back-end web development

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EVALUATION AND
VALIDATION OF CBC

99

15. EVALUATION AND VALIDATION OF CBC

Curriculum development as we all know is a continuous process; it does not end
in its development stage to say that it is an effective one. There should be a
continuous process to meet its purpose-that is from development, to
implementation and evaluation and improvement. Evaluating the curriculum is the
process to check that it matches the requirements of the standards. Below shown
is the form of curriculum evaluation checklist used in the UTPRAS registration
process. Using the evaluation checklist enables one to easily assess the developed
curriculum by comparing each component or portion/statement with the descriptor
under the Evidence Column if it complies with the specific remark/evidence.

National Institute for Technical Education and Skills Development (NITESD)
Curriculum and Training Aids Development Division (CTADD)

Curriculum Evaluation Checklist

(To be accomplished by RO/PO Staff)

Name of Applying Institution:

Address:
Title of Program to be registered:
Nominal Duration (in hours)

1) Please tick (/) YES if the curriculum complies with the statement and tick (/) NO if it does not comply;
Please refer to the Remarks /Evidence Column to verify further your evaluation on the specific
component of the curriculum.

Remarks/Evidence

No. Course Design YES NO With TR

With CBC No CBC No TR
Exemplar Exemplar

• Must follow • Refer to • May refer to the Competency standard or unit of
course title Section 3.1: competency developed by the proponent;

1. Course Title specified in Training • Must describe the competency or qualification to be
2. NC Level learned and stated in outcome term with an action
the CBC Standards word or verb in present participle form.

exemplar of the TR • NC level of the proposed curriculum must conform to
with same the descriptor in the PQF.

title • Verb and the learning activity of a Competency must
conform to the descriptors in the PQF
• NC level of the proposed
curriculum must conform to (See attached matrix of descriptors from QSO)

the TR of the qualification with

the same title

100

NOMINAL DURATION • Must NOT be • Refer to • Total nominal duration include Basic,
3. Total nominal duration less than the Section 3.1 - Common and Core.
Nominal Training
Nominal duration for Basic duration Standards of • Nominal duration in the curriculum is
competencies specified in the the TR of the the estimated time of an average
CBC as a Qualification trainee to perform the competency.
minimum with the same
requirement title. • Refer to the CBLM on Develop
Training Curriculum on setting
• Must NOT be • Refer to nominal duration.
less than the Section 3.1 –
nominal Nominal • Nominal duration is the estimated
duration for Duration of time of an average trainee to perform
Basic Basic, the competency.
competencies Common and
specified in the Core • Refer to respective nominal duration
CBC exemplar competencies for Basic Competencies in the TR with
as minimum under Training the same NC Level
requirement Standards of
the TR of the • The Basic competencies may be
4. same delivered online (synchronous) and
Qualification offline (Asynchronous).

• Must NOT be • Part or all of the Basic Competencies
less than the may also be embedded in the Core
nominal competencies through asynchronous,
duration for online learning or face-to-face. In this
Common case, the original nominal duration of
competencies the whole Basic competencies may
specified in the be shortened since some or all of it
CBC exemplar are incorporated in the Core
as minimum competencies; (Please refer to
requirement TESDA Circular No. 062, s.2020:
Guidelines in Implementing Flexible
5. Nominal duration for Common TVET)
competencies
• Nominal duration is the estimated
6. Nominal duration for Core • Must NOT be time of an average trainee to perform
competencies less than the the competency.
nominal
duration for • Refer to nominal duration for
Core Common Competencies in the TR
competencies with the same NC Level and Sector

specified in the • The Common competencies may be
CBC exemplar delivered online (synchronous) and
as minimum offline (Asynchronous).
requirement
• Part or all of the Common
Competencies may also be
embedded in the Core competencies
through asynchronous, online learning
or face-to-face. In this case, the
original nominal duration of the whole
Common competencies may be
shortened since some of it or all f
them are incorporated in the Core
competencies; (Please refer to
TESDA Circular No. 062, s.2020:
Guidelines in Implementing Flexible
TVET)

• Nominal duration is the estimated
time of an average trainee to perform
the competency based on the
objectives, contents of the course and
methodology used;

• Nominal duration must also consider
the complexity of the competency;

• The Core competencies may be
delivered online (synchronous) and
offline (Asynchronous), and face to
face.

• Contents for Basic and Common
Competencies should be checked if
the Course Design specifies that the
Basic and Common are embedded in
the Core(Please refer to TESDA
Circular No. 062, s.2020: Guidelines
in Implementing Flexible TVET)

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COURSE DESCRIPTION

Course description of the • Must conform • Refer to Section • Contains the purpose of the
7. module, includes the scope, to the course 3.1 –Course training program, scope, coverage,
description Description competency/ies to be covered or
coverage and delimitation. specified in under Training learned based on the CS
the CBC Standards of the developed by the proponent.
8. Specifies the unit/s of exemplar. TR of the same
competency/ies to be learned. Qualification. • May follow Course Description
• Refer to format used in a CBC exemplar.
Section 1 - • Refer to Section
Definition of the 1- Definition of the • Must be compared with the
Qualification in Qualification in the descriptors in the PQF.
the TR of the TR of the same
same qualification • Must also specify the type of
qualification flexible delivery used as well as
the required facilities to deliver the
Conforms to the corresponding flexible learning such as Learning
Management System, google drive
9. definition of the Qualification or other facility that would be
found in Section 1 of the appropriate for asynchronous and
online learning. (Please refer to
respective TR. TESDA Circular No. 062, s.2020:
Guidelines in Implementing
Flexible TVET)

TRAINEE’S ENTRY REQUIREMENTS

10. Trainee’s Entry Requirements • Refer to • Refer to Section • To do this, course content,
Section 3.3- 3.3-Trainee’s competencies and scope of the
Trainee’s Entry Entry course needed to be analyzed
Requirements Requirements in further
in the TR of the the TR of the
same same • It must indicate the type of
qualification or qualification as participant to be trained in terms
corresponding the minimum of their characteristics,
CBC Exemplar requirements educational background; or pre-
required certification of skills or
qualifications;

There are additional entry • The hiring industry or relevant industry sector may include additional entry
11. requirements for the programs requirements, among others.

aside those specified in the TR. • Entry requirements that patently discriminate trainees/enrollees in terms of
region, age, belief, race and similar characteristics/affiliations shall be avoided.
12. The reason for additional entry (Source: Section 1 Article14 of the 1987 Constitution -accessible education for
requirement is specified. all)

COURSE STRUCTURE • Refer to • Contents must be deeply analyzed to come up with
corresponding substantive learning contents.
There is a separate course Course
13. structure for Basic Structure for • May follow a table format with corresponding column for
Basic, Module Title, Learning Outcomes and Nominal Duration
Competencies. Common and and Assessment Criteria as written in a CBC Exemplar
Core in the format.
There is a separate course
14. structure for Common CBC • Should include the type of flexible methodology to be
used if online learning, asynchronous learning or
Competencies. blended to ensure that all Learning Outcome are
considered addressed. (Please refer to TESDA Circular
There is a separate course No. 062, s.2020: Guidelines in Implementing Flexible
15. structure for Core TVET).

Competencies.

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Remarks/Evidence

No. Course Design YES NO With TR

With CBC No CBC No TR
Exemplar Exemplar
• Refer to Section 1 –List of Basic
16. Unit Codes of Basic Competencies Competencies with code in the TR of
are specified the same NC Level.

Unit Codes of Common • Refer to Section 1 –List of • Refer to Section 1 –List of Common
17. Competencies are specified Competencies with code in the TR of Competencies with code in the TR in
the same qualification the same Sector.

Unit Codes of Core Competencies • May refer to the Materials on How to
18. are specified Code the Units of Competencies
developed by QSO.
Core competencies follow the
19. prescribed clustering for program • Refer to TESDA Circular Nos. 11, and 22 s. 2012

registration.

• Must follow • Compare with • The Basic Competencies are aligned
contents specified Section 2 -CS of with the Competency Standards
integrated with 21st Century Skills.
in the CBC the TR with same Refer to TESDA Circular No. 097-
2019.
exemplar. qualification but
must include the • For Qualification in NC Levels I to IV,
compare contents of Basic
following as Competencies in Section 2 -CS of the
TR with same NC Level; Must include
minimum the following:

requirements: o GAD
o Greening Technology
20. Contents of Basic competencies o GAD o Drug Abuse Prevention
o Greening o Values
o Mental Health
Technology o Financial Literacy and

o Drug Abuse Entrepreneurship

Prevention o Palliative Care (in health courses)

o Values • The Basic Competencies for the
o Mental Health Qualification in the Diploma Level
o Financial Literacy may be based on the CS of Basic
Competencies Integrated with 21st
and Century Skills
Entrepreneurship
• For Qualification in NC Levels I to IV,
o Palliative Care (in compare contents of Common
Competencies in Section 2 -CS of the
health courses) TR with same Sector & NC Level.

21. Contents of Common • Refer to • Compare with • There is no Common Competencies
competencies corresponding contents of for PQF Level 5 (Diploma) Program
TR/CBC with Common since these programs are considered
same competencies in NTR
qualification title Section 2-CS of
any TR in the • For NCs I-IV, compare with contents
same Sector of Core competencies developed by
the proponent.
• Compare with • Compare with
contents of contents of Core • The Core Competencies for the
Core competencies in Diploma Level must be based on the
competencies in Section 2-CS of identified Course and corresponding
Section 2-CS of the same TR Course Outcomes per Performance
the same TR title Indicator (PI) of the Program Learning
title Outcome (Please see TESDA Circular
22. Contents of Core competencies 08, s. 2019: Implementing Guidelines
on the Deployment of Procedures
Manual in the Evaluation of PQF
Level 5 (Diploma) Programs

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• Must follow • Refer to Section • May refer to the Competency
module title 3.1: Training standard or unit of competency
specified in the developed by the proponent;
CBC exemplar. Standards of
the TR with • Must describe the competency or
• Must follow same title qualification to be learned and stated
Learning in outcome term with an action word
Outcomes or verb in present participle form
specified in the
23. Module Title CBC exemplar • The statement of the title should be
24. Learning Outcomes clear and concise, indicating the skills
to be developed.

• It starts with an action word/ gerund
(verb that ends in -ing) to indicate that
it is a topic/title.

• Aligned or directly related to the unit
of competency, whenever applicable.

• Refer to the elements specified in every unit of competency
developed by the proponent and translated into learning
activity. Learning outcomes need to have:

o a verb;
o a subject; and
o an object for the activity involved.

• Specifies what the learners will learn, acquire and apply
particularly the knowledge, skills and attitudes aspect of the
specific competency element or Learning Outcome.

• Specifies STEM Knowledge and Skills. / Competencies

• Must attain standard of performance and appropriate to
industry and occupational needs through the
industry/enterprise or specified client group consultations

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Remarks/Evidence

No. Course Design YES NO With TR
INSTITUTIONAL ASSESSMENT METHODS.
With CBC No CBC No TR
25. Assessment methods Exemplar Exemplar

26. Additional assessment method • Must follow • Is a series of progress and summative test done by trainer
COURSE DELIVERY assessment during the training program;
methods
27. Course Delivery specified in the • May refer to the Method of Assessment in the Evidence
CBC exemplar Guide portion of the specific unit of competency in the TR
28. Additional course delivery method of the same title or unit of competency developed by the
proponent;
RESOURCES
29. List of tools • Must describe how the performance of competency shall
30. List of equipment be best measured using the following methods such as
31. List of supplies and materials written exam, demonstration, interview or portfolio among
others.

• This is an institutional assessment in a form of written test, demonstration, interview

or portfolio among others. This is not a national competency assessment. Reason
for additional assessment method must be specified. The purpose of assessment
is to confirm that an individual can perform to the standards expected at the
workplace as expressed in relevant competency standards.

• Must follow • Analyze the contents and identify appropriate approach
Course Delivery
and training delivery. Course delivery methods may
specified in the
CBC exemplar include but not limited to the following:
as minimum
o Lecture/discussion

requirements o Demonstration

o Group discussion

o Experiment/simulation

o Dual training

o OJT/SIT

o E-Leaning/Cyber Learning

o Distance learning

• Must follow Please refer to TESDA Circular No. 062, s.2020: Guidelines
in Implementing Flexible TVET)
Course
Delivery • Must include Flexible Learning in TVET or may refer to
specified in the
CBC exemplar TESDA-Circular-No.-062-2020 with the following delivery
as minimum arrangements:
requirements
• Face-to-face learning
• Online Learning
• Blended Learning

o Online
- Synchronous using conferencing apps
- Asynchronous through LMS/CMS
o Offline
- Face to face demonstration
• Distance Learning
o Modular self-paced

• Must follow as • Resources” is one of the components of a Course Design,
minimum specifying the condition under which the learning and
requirements assessment will take place; It includes tools equipment
specified under and supplies and materials, access to learning resources
Section 3.4- List and equipment, manuals and facilities needed
of Tools,
• May refer to Program Registration Requirements no.2-b),
Equipment and c), d) & e) submitted documents.
Materials in the
TR of the same • Must include requirement for Flexible Learning in TVET or
qualification title may refer to TESDA-Circular-No.-062-2020 with the
following delivery arrangements

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Remarks/Evidence

No. Course Design YES NO With TR

With CBC No CBC No TR
Exemplar Exemplar

TRAINER’S QUALIFICATION

32. National Certificate and other • Must follow • Must follow • Appropriate National TVET Trainer
requirements those specified those specified Certificate. Refer to TESDA Circular
in the TR under in the TR Nos. 13 and 13-A series of 2011.
Sec. under Sec.
3.6:Trainer’s 3.6:Trainer’s • Qualified Trainer/s with
Qualification Qualification competencies in facilitating the
flexible learning mode/s. May refer
33. Educational requirements to TESDA-Circular-No.-062-2020 .
34. Industry experience
35. Civil Service Eligibility • Diploma or Training Certificate
relevant to the course to be handled

• Years of industry experience must
be specified by the relevant industry
sector through submitted
Employment Certificate signed by
the company supervisor or manager

• For Government position or
appropriate professional license
issued by the Philippine Regulatory
Commission

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Curriculum Validation

Curriculum validation is the process through which independent experts in
relevant disciplines validate (i.e. the checking of the curriculum content for correctness
or for compliance). It ensures that those involved in this exercise were not involved in
the curriculum development or review exercise. The nature of a curriculum validation
often depends on the policy makers and other stakeholders (administrators,
teachers/trainers, students/trainees, industry experts, parents and communities) – to
inform future action. A newly developed curriculum should be pilot tested in order to
be validated. See Annex B page 122 for CBC Validation Questionnaire Format for
reference.

Purpose of Competency-Based Curriculum Validation

The competency-based curriculum is designed for tech-voc training programs.
It is directly related to developing tech-voc graduates to perform competently in the
workplace. The competency-based curriculum validation is done with the aim of
improving the effectiveness and efficiency of training programs. The validation is
based on qualitative and quantitative aspects of training of trainees after the try-out. If
the gathered data resulted/measured before and after the development of CBC, that
there is a learning and change in attitude that takes place to the trainees after the try-
out, then it can be inferred that there is impact on the developed competency-based
curriculum.

Conduct Validation

The CBC validation team conducts the validation as per predefined plan.
Generally, it begins by examining the CBC documents. It gathers information from
trainers, curriculum experts, and industry representative. The team reviews relevant
data (CLM and developed CBC). It conducts focused group discussion to draw
conclusions on significant and key issues. The validation team adopts unbiased
approach. They draw conclusion on the basis of data, facts, and reliable information
and not on the basis of significant few persons. They collect adequate evidences and
information from fairly good size of the sample to draw conclusions and make
recommendations. The validation use questionnaire in the conduct of the validation
see annex B.

-Training Methodology Level II Developing Training Curriculum

107

16. WORK INSTRUCTIONS ON AREA-BASED
SKILLS MAPPING

Co-facilitate the Conduct CBC Development

A. Conduct preparatory activities

1. Submit approved CS with the RTESDC/PTESDC resolution to NITESD
CTADD and Memo request for the co-development of a particular
Competency Based Curriculum (CBC)

2. Prepare admin documents
2.1 Terms of Reference (TOR)
2.2 Invitation and Appointment (Organization/Technical Experts)
2.3 Experts Data Sheet
2.4 Presentation Materials
2.5 Attendance Sheet

3. Organize the curriculum development team composed of the following:
3.1. Provincial Office
3.2 Team Leader (VIS)
3.3 Industry / Process experts
3.4 Curriculum experts (trainers)
3.5 Content experts (trainers)

4. Set up the meetings through available virtual platforms and prepare the
requisites such as attendance sheets, working folders, emails, group chat and
others that use digital platforms. Once face to face meetings are possible,
requisites and expenses such as venue, food, honoraria, equipment, supplies
and materials and travel tickets must also be considered.

Curriculum Development Proper - Curriculum Development Team

5. Analyze the validated Competency Standards document and translate into
Competency-Based Curriculum (CBC).

5.1 Analyze the Units of Competency and structure the modules. The

Curriculum development team with Content/Trainer and Industry

Experts will:

5.1.1 Analyze the unit of competency of CS

5.1.2 Analyze the elements of CS

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5.1.3 Determine the scope of each unit of competency based on Unit
Descriptor

5.1.4 Determine the Initial structure of the Course Design with the
following components:

5.1.4.1 Course Title;
5.1.4.2 Nominal Duration;
5.1.4.3 Course Description;
5.1.4.4 Trainee Entry Requirements;
5.1.4.5 Course Structure;
5.1.4.6 Assessment Methods;
5.1.4.7 Course Delivery
5.1.4.8 Resources (recommended tools, materials and

equipment);
5.1.4.9 Training Facilities; and
5.1.4.10 Qualification of Instructors/Trainers.

5.1.5 Formulate the Course Structure by translating the Units of
Competency into modules (Basic, Common and Core)

5.1.6 Formulate the Learning Outcomes using the Elements and
Performance Criteria of the CS

5.1.7 Provide the Nominal duration for each Learning Outcome/Module

5.2 Develop Contextual Learning Matrix (CLM). The Curriculum development team
with Content Experts will:

5.2.1 Analyze Learning Outcome (LO), Assessment Criteria, and Learning
Concepts

5.2.2 Analyze/determine, the Technology, Science, Math, Communication,
Environmental issues, and other concepts

5.2.3 Identify Learning Activities (LA) applicable to the identified Learning
Concepts and indicate the estimated learning duration per LA.

5.3 Develop Modules of Instructions. The Curriculum development team with
Content Expert will:

5.3.1 Create a module summary page with the following components based
on the results of item 6.1.5, 6.1.6 and 6.1.7.

5.3.1.1 Unit of Competency;
5.3.1.2 Module Title;
5.3.1.3 Module Description;
5.3.1.4 Nominal Duration (in hours);
5.3.1.5 Prerequisite (if needed for the module); and
5.3.1.6 Summary of Learning Outcomes.

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5.3.2 Create a page containing the Details of Learning Outcomes with the
following components:

5.3.2.1 Learning Outcome title;
5.3.2.2 Assessment Criteria;
5.3.2.3 Contents;
5.3.2.4 Conditions;
5.3.2.5 Methodologies; and
5.3.2.6 Assessment Methods.
5.3.3 Prepare the Assessment Criteria for the Learning Outcome.
5.3.4 Include the learning concepts identified in item 6.2.2 using the

developed Contextual Learning Matrix (CLM) to the Contents in item
6.3.2.3.
5.3.5 Identify the tools, materials and equipment required for the Learning
Outcome and list them under the Conditions in item 6.3.2.4.
5.3.6 Identify the appropriate learning Methodologies in item 6.3.2.5 and
Assessment Methods in item 6.3.2.6 for the Learning Outcome.
5.3.7 Review the completed modules to ensure all necessary components
are included.
5.4 Develop Course Design. The Curriculum development team with Content
Expert will determine the following:
5.4.1 Determine the Course title (adopt the title from the CS)
5.4.2 Indicate the Nominal Duration (estimated total number of hours to
complete the course) plus number of hours for Supervised Industry
Learning (if necessary). This may be adopted from Training
Standard/Arrangement Section of the CS
5.4.3 Prepare the Course Description stating the purpose, the modules
included, and the expectation of the learner (may include the delivery
mode), Indicate the requirements for Supervised Industry Learning (if
required indicate the course)
5.4.4 Identify the Trainee entry requirements
5.4.5 Identify the Assessment Methods required for the course
5.4.6 Identify the Course Delivery methods required for the course
5.4.7 List the recommended Resources required for the course
5.4.8 Determine the required Training Facilities for the course
5.4.9 Identify the Qualifications of Instructors/Trainers who will deliver the
course
6. Conduct of Table Review / Validate CBC

6.1 Invite Content/Trainer, Industry, and Curriculum Expert for the focused group
discussions (FGD) to draw conclusions on significant and key issues.
6.1.1 Conduct Table Review
6.1.2 Examine the CBC documents
6.1.3 Validate the CBC using validation form
6.1.4 Review and revise CBC when necessary

110

Annex A - Competency Based Curriculum Format (CBC)

COMPETENCY-BASED
CURRICULUM

IMAGE RELATED TO THE TRAINING PROGRAM

SECTOR

Competency Standards:

TECHNICAL EDUCATION AND SKILLS

DEVELOPMENT AUTHORITY

East Service Road, South Luzon Expressway, Taguig City, Metro
Manila

111

<SECTOR> Page No.
<TITLE OF TRAINING PROGRAM/COURSE>
A.COURSE DESIGN …………………….......................................
B. MODULES OF INSTRUCTION ……………………..................

MODULES (Basic Competencies)

•

•

•

•

MODULES (Common Competencies)

•

•

•

•

MODULES (Core Competencies)

•

•

•

112

COURSE DESIGN

<TITLE OF TRAINING PROGRAM / COURSE>

113

COMPETENCY-BASED CURRICULUM
COURSE TITLE :
NOMINAL DURATION :
COURSE DESCRIPTION :
TRAINEE ENTRY REQUIREMENTS
Trainees or students who wish to enter this program must possess the following
requirements:
COURSE STRUCTURE

Basic Competencies - hours
Unit of Competency Module Title Learning Outcome Duration

Common Competencies - hours
Unit of Competency Module Title Learning Outcome Duration

Core Competencies - hours
Unit of Competency Module Title Learning Outcome Duration

114

LIST OF TOOLS, MATERIALS AND EQUIPMENT

TOOLS EQUIPMENT MATERIALS
QTY Description QTY Description QTY Description

TRAINING FACILITIES

Based on a class intake of 25 learners/trainees.

Space Size in Area in Sq. Total Area in Sq. Meters

Requirement Meters Meters

Total Workshop Area:

ASSESSMENT METHODS:

COURSE DELIVERY (METHODOLOGY):

TRAINER QUALIFICATIONS:
Trainers who will deliver the training on <title of training program/course> should
be/have the following:

115

MODULES OF INSTRUCTION

<TITLE OF TRAINING PROGRAM / COURSE>

116

UNIT OF COMPETENCY:
MODULE TITLE:
MODULE DESCRIPTOR:
NOMINAL DURATION:
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/ trainees must be able to:
LO1.
LO2.
LO3.

117

LO1. Learning outcome title
ASSESSMENT CRITERIA

1.
2.
3.
CONTENTS:
•
•
•
CONDITION:
•
•
•
METHODOLOGIES:
•
•
•
ASSESSMENT METHODS:
•
•
•

118

ACKNOWLEDGMENT

The Technical Education and Skills Development Authority acknowledges the
endeavor and contribution of the different stakeholders in the development of this
Competency-based Curriculum.

INDUSTRY EXPERT
Mr. Julius Juan

E & G Construction
President

TRAINERS
Ms. Juana Ranty
Trainer, SMAW NC I
ABCD Technical School

TESDA - NITESD TECHNICAL FACILITATORS

Ms. May M. Francisco
TESD Specialist II

Curriculum and Training Aids Development Division

119

Annex B – CBC Validation Questionnaire Format

QUESTIONNAIRE
VALIDATION OF

COMPETENCY –BASED CURRICULUM (CBC) FOR:

The Curriculum and Training Aids Development Division (CTADD) under the National Institute
for Technical Education and Skills Development(NITESD) one of the executive offices of the
Technical Education and Skills Development Authority (TESDA) is undertaking this process to
ensure that the Competency-Based Curriculum (CBC) meet the requirements specified in the
Training Regulations/Competency Standards for various trades/ occupations of different
industry sectors. With your knowledge and experience on this trade, you have been selected as
one of the respondents in this validation. Your comments and recommendations shall be
considered in the finalization of this material.

Thank you.

NAME: Last First M.I
COMPANY:
LENGTH OF EXPERIENCE
ADDRESS: IN THE TRADE:

POSITION: DATE:

EDUCATIONAL ATTAINMENT:

SIGNATURE:

NOTE:

Study the content of the Competency-Based Curriculum (CBC) you are about to evaluate. Each
CBC has two main components; namely

Component 1 Course Design
Component 2 Module of Instructions
Component 3 Attached Documents of CBC
Component 4 Overall impression/comments on CBC

Should you have comments on any of the entries on components in the CBC, please
indicate them on the spaces provided in this instrument.
Please use additional sheets when necessary.

[Note: As an alternative of accomplishing this validation questionnaire, the expert may choose to make
marginal notes or comments on the CBC itself, or formally state his/her comments on the CBC during
the deliberations. These should be noted in the minutes of the validation workshop/meetings]

START HERE

COMPONENT 1- COURSE DESIGN

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1. Is the Course Title /Description sufficient to describe the Qualification intended
to be achieved by the learners?

YES NO

If the answer is NO, please indicate your suggestions

2. Are all the units of competencies listed in the TR/ CS have corresponding
modules?

YES NO

If the answer is NO, please indicate the competency/ies that should be
included.

Please identify the module/s that should be added/ deleted or amended/
revised.

3. Are the modules arranged in logical sequence for an effective training delivery
of the course?

YES NO

If the answer is NO, please indicate the correct order of the modules.

4. Is the Course Title relavant to the job title used in the company/industry related
to this 121ualification?

YES NO

If the answer is NO, please specify.

121

5. Is the Training Duration of the Course sufficient to achieved all the identified
competencies of this qualification?

YES NO

If the answer is NO, please specify.

6. Is the Training Duration for Supervised Industry Learning (SIL) of the Course
sufficient to cover the critical competencies of this qualification?

YES NO

If the answer is NO, please specify.

7. Is the Trainee Entry Requirements of the Course appropriate without conflict to
existing rules/regulations?

YES NO

If the answer is NO, please specify.

8. Are the resources (e.g. tools, equipment, materials) sufficient for the effective
implementation of the Course?

YES NO

If the answer is NO, please specify.

9. Is the identified training modality appropriate for the course?

YES NO

122

If the answer is NO, please specify.

10. Is the Trainer’s Qualifications sufficient for an effective implementation of the
course?

YES NO

If the answer is NO, please specify.

Component 2 Module of Instruction

1. Are the Module Title/s stated in an action statements related to the unit of
Competency/ies specified in the TR/CS?

YES NO

If the answer is NO, please state your suggestions/observations

2. Does the Module description clearly define the knowledge and skills
requirements and the coverage of the module?

YES NO

If the answer is NO, please state your comments/suggestions:

123

3. Is the Module Title structured to correspond to a single unit of competency?

YES NO

If the answer is NOY, pEleaSse state your suggestions/observations:

4. Are the Modules containing Learning Outcomes (LO) ranging from 2-6?

YES NO

If the answer is NOY, pEleaSse state your suggestions/observations:

5. Are the titles of the Learning Outcomes (LOs) written in an action statement?
(begins with verb followed by the object of the action)

YES NO

If the answer is NOY, pEleaSse state your suggestions/observations:

6. Do the Learning Outcomes cover the cognitive, psychomotor and affective
domains that are observable and measurable performance, resulting to
part/whole product, or services which are relevant to the workplace?

YES NO

If the answer is NOY, pEleaSse state your suggestions/observations:

124

7. Are the Assessment Criteria on each Learning Outcome sufficient to ensure
that the learners achieved the required knowledge, skills and attitude?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

8. Are the Knowledge components (contents) sufficient to address the
Assessment Criteria of each Learning Outcome?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

9. Do the Knowledge components (contents) contain sufficient information to
perform the activities competently?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

10. Do the Knowledge components (contents) contain information related to
energy/materials/environmental conservation?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

125

11. Are Do the Knowledge components (contents) include concepts/ideas related
to science/numeracy/relevant technology and engineering process?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

12. Do the Knowledge components (contents) cover topics that attribute to and in
observance of relevant laws/regulations, orders and related issuances?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

13. Do the Contents completely address the required knowledge of the unit of
competency?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

14. Are the resources (condition) consistent/sufficient to support the activities in
each Learning Outcome?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

15. Do the Teaching strategies (methodologies) provide opportunities for active
participation of learners in the learning process?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

126

16. Do the Teaching strategies (methodologies/pedagogy) provide opportunities
for learners to develop STEM skills; (critical thinking/problem solving/
innovation/ collaboration/system thinking/computational thinking/decision
making/ethical thinking), applicable to the learning process?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

17. Are the Teaching strategies (methodologies) appropriate to the learning
activities/process?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

18. Are the Teaching strategies (methodologies) sufficient to support mastery of
three domains (knowledge, skills and attitude)?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

19. Are the Assessment strategies (assessment methods) appropriate for the
activities?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

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20. Are the Assessment strategies (assessment methods) consistent to the
principles of collecting evidence?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

Component 3- Attached Documents on the Competency-Based Curriculum

1. Is the Contextual Learning Matrix (CLM) available for the course?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

2. Is the Contextual Learning Matrix (CLM) complete for all modules of core
competencies of the course?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

3. Is the Curriculum Plan pertaining to STEM approach available for the course?

YES NO

If the answer is NO, please state your suggestions/observations:

YES

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4. Is the Curriculum Plan address all module of core competencies of the
course?

YES NO

If the answer is NOY, pEleaSse state your suggestions/observations:

Component 4- Overall impression/comment on the Competency-Based
Curriculum

After having gone over the draft Competency-Based Curriculum of this course
carefully, what is your overall rating as to its acceptability and validity based on
the scale below: Please check one number only.

(5 – Acceptable 0 – Unacceptable)

5 4 321 0

OVERALL comments on the Competency-Based Curriculum:

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Annex C – Contextual Learning Matrix (CLM) format

QUALIFICATION TITLE:
UNIT OF COMPETENCY:
MODULE TITLE:

Prepared LEARNING CONCEPTS STEM KNOWLEDGE
by:
(Disciplinal) Estimated
Learning number
Outcomes Assessment Science Technology Math Communication Environmental STEM Thinking Learning of hours
Criteria / Issues and Skills activities
other
Engineering concerns (Transdisciplinary

130

Annex D – Sample Letter, Conforme Letter, and Memorandum

Sample Letter of Invitation

October 15, 2020

MS. NIDA SANGCAON
SLT Coordinator
National Commission for Culture and the Arts (NCCA)
School of Living Traditions
633 General Luna Street
Intramuros, Manila

Dear Ms. Sangcaon:

Greetings from the Technical Education and Skills Development Authority (TESDA)!

Recently, there were Competency Standards (CS) deployed to the field as priority and
emerging technologies and would necessitate translation into training programs to
address the skills demand of these sectors. A very important step to undertake is the
development of competency-based curriculum (CBC) in order to promote the program
offering of these various technologies.

The National Institute for Technical Education and Skills Development (NITESD),
through the Curriculum and Training Aids Development Division (CTADD), shall hold
a series of online and offline activities comprising the Development of CBC
Exemplars based on the Competency Standards of Emerging Technologies. This
shall be participated in by industry experts and practitioners whose inputs are
contributory in determining the specifications of the training programs that would
satisfy the workforce needs of the industry. Likewise, trainers from the TESDA
Technology Institutions shall also take part in the activity since the CBC encapsulates
all the learning experiences a learner undergoes.

We have learned of your selfless involvement and invaluable contribution in the
development of competency standards (CS) on Beadworks Accessories Making
Level II. In this regard, may we invite you as our resource person to the
aforementioned activity which will be held starting the 1st week of November 2020.

The activity shall proceed using online and offline technologies such as emails,
messenger apps (FB and Viber), cloud computing, document processing and web
conferencing (e.g. Zoom, Google Meet, Teams). The necessary document, together
with the draft CBC in Beadworks Accessories Making Level II, shall be provided
upon your confirmation.

We have designated Ms. Agnes P. Panem, Chief TESD Specialist, CTADD (with
tel.nos. 09177283670 or email add: [email protected]), to coordinate with you
on the details of this request.

We are fervently hoping for your positive consideration on the matter.

Very truly yours,

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

131

Sample Conforme Letter

October 15, 2020
MS. NIDA SANGCAON
SLT Coordinator
National Commission for Culture and the Arts (NCCA)
School of Living Traditions
633 General Luna Street
Intramuros, Manila
Dear Ms. Sangcaon:
This letter officially appoints you as resource person for the Development of CBC Exemplars
based on the Competency Standards of Emerging Technologies through online and
offline activities scheduled in November to December 2020.
If you find this appointment acceptable, please affix your signature in the “conforme” box
below.
Very truly yours,

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

Conforme:

132

Sample Memorandum

MEMORANDUM

NITESD No. _______ S. of 2020

FOR: The Executive Director
National Institute for Technical Education and Skills Development

FROM: The Chief
Curriculum and Training Aids Development Division-National Institute
for Technical Education and Skills Development

DATE: July 5, 2021

SUBJECT: Request for List of TTI trainers for the Development of
Competency-Based Curriculum (CBC)

NITESD-CTADD shall be conducting the Capability Building Program for
Area Based Demand Driven TVET on July 12-16, 2021. The primary objective of the
program is for curriculum officers and trainers from all operating units to have a
common understanding of all the steps involved in developing CBCs, with or without
competency standards and units of competency. Apart from curriculum staff and
trainers, industry experts, who took part in the CS development, are also welcome to
join the workshop to act as output reviewers and validators.

The activity shall run through online modalities, to wit:

1. Conference/Meeting/Webinar - Google Meet
2. Document Processing - Google Docs
3. Cloud/Data Storage - Google Drive and Google Sites
4. Swift Communication / Messaging - Facebook Messenger and Viber
5. Email exchange - Gmail

The following competency standards will be used to develop CBCs in the
workshop:

1. Community Program Development Services Level IV
2. Mango Processing Level II
3. Market Operation and Development Level IV
4. Water Well Drilling Level II
5. Beadworks Accessories Making Level II

133

In this connection, we would like to request your good office to provide us with
a list of TTI trainers who are experts in and handle training programs which are similar
to the aforementioned competency standards.

We would appreciate receiving a response from your good office not later than
September 18, 2020. Kindly accomplish the attached nomination form and send it to
NITESD-CTADD through email address, [email protected]. We have
designated Ms. Honeylet T. Espino, TESD Specialist I, to coordinate with you on this
concern. She may be reached through telephone numbers 02 8888 5651.

For your consideration, please.

DAVID B. BUNGALLON

Encl: 1. Nomination Form
2. TESDA Circular 63. 2019 - Beadwork Accessories Making Level II
3. TESDA Board Resolution 2015-15 s. 2015 "Prioritization of Seventy-Four (74)
Skills/Qualifications for Training Regulations Development in the Sectors of
Automotive, Metals & Engineering, Chemicals/ Plastics/ Petrochemicals, Furniture,
Agri-Based and Food Processing, Electronics and Semiconductor, Tourism, Real
Estate, IT-BPM, Publishing and Printing, Transportation and Logistics, Creatives/
Traditional Arts
4. TESDA Circular 13 s. 2020 - Water Well Drilling Level II
5. TESDA CY 2018 Planning Guidelines under B.1.3 "Adapt and adopt" policy
6. TESDA Circular 15 s. 2020 - Community Development Level IV
7. TESDA Order 324 s. 2020 - Creation of TWG for the Institutionalization of CTECs
Infrastructure
8. TESDA Circular 26 s. 2020 - Market Operation and Development Level IV
9. TESDA Circular 95 s. 2019 - Mango Processing Level II

Cf: The ODDG Policies and Planning
The ODDG TESD Operations

134

Technical Education and Skills Development Authority

NATIONAL INSTITUTE FOR TECHNICAL EDUCATION
AND SKILLS DEVELOPMENT

Curriculum and Training Aids Development Division

DEVELOPMENT OF COMPETENCY-BASED CURRICULUM
TESDA RO ____

No. Name of Sex Designation Institution Address Contact No.
Participant (M/F) Email Address

1.

2.

3.

4.

_____________________________________________________
(Signature of Printed Name of Regional Director)

Date: ___________________________________________
Reminder: Please send this nomination form not later than September 18, 2020 to
[email protected]

135

This Manual in Competency-Based Curriculum development for Area-based demand
driven approach are solely intended for use in the implementation of TESDA Circular
No. 042-2021. These Manual may still contain some flaws. The contents may not be
perfect as improvements are on-going. As you use these materials, we welcome your
comments and recommendation to further improve them towards achieving quality
TVET programs. If you have concerns and suggestions, you may contact CTADD
through this landline (+63)2 8888-5651 and email [email protected].

136

Training Methodology Level II Developing Training Curriculum
Developing Competency Based Curriculum (CBC) Document No: QAS-0260STD-02
2020 TVET Glossary of Terms - Memorandum No. 027-2021
Contextual Learning Matrix (CLM) Development Guide
Validation Questionnaire for CBC
REVISED Bloom’s Taxonomy Action Verbs
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and
assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
STEM in TVET Curriculum Guide
TESDA Circular No. 062-2020 (flexible)
Training Regulation Web Development NC III
Draft CBC of Web Development NC III
CSDevelopmentGuide-ver2(Qualification Standards Office)

137

Contents:

AGNES P. PANEM
Chief TESD Specialist | CTADD
HEIDI I. FORTE
Supervising TESD Specialist | CTADD
STEPHEN I. CEZAR
Supervising TESD Specialist | TRDD
ROSENDO R. RAFAEL
Senior Specialist | CTADD
ABEL B. ELPEDES
Senior Specialist | CTADD
MARIA CARMINA S. DE GUZMAN
Senior Specialist | CTADD
ARMINA FLORA T. VILLANUEVA
TESD Specialist II | CTADD
MAY M. FRANCISCO
TESD Specialist II | CTADD
MARK ANTHONY A. BULAON
TESD Specialist II | CTADD
HONEYLET T. ESPINO
TESD Specialist I | CTADD
RYACHELLE GAIL DC. BAGTAS
TESD Specialist I | CTADD

Cover Page:

RAMON BONG BAUTISTA
Multimedia Graphic Artist | Public Information and Assistance Division

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