COMPETENCY-BASED CURRICULUM DEVELOPMENT - Method & Teaching

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COMPETENCY-BASED CURRICULUM (CBC)
 A Competency-Based Curriculum is a framework or guide for the
subsequent detailed development of competencies, associated methodologies,
training and assessment resources.
 The CBC specifies the outcomes which are consistent with the requirements of the
workplace as agreed through the industry and community consultations.
 First stage of developing educational document which is closely linked
to competency standards.
 When competency standards do not exist, curriculum developers need to
clearly define the learning outcomes to be attained. The standard of performance
required must be appropriate to industry and occupational needs.

COMPETENCY BASED TVET FRAMEWORK
Philippine TVET
Qualification Framework
Competency Standards
Development
Competency Based
Curriculum Development
Learning Materials/
Courseware Development
Training Delivery
Assessment
Certification and
Equivalency
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Qualifications
Units of
Competency
Modules of
Training
Competency Based
Training

Relationship between the components of Competency
Standard and Competency -based curriculum
Competency Standard
Competency-based Curriculum
Assessment Method
Course Title
Unit of Competency
Elements
Content
Module Title
Level of
Certification
Assessment Criteria
Summary of Learning OutcomesPerformance Criteria
Range of Variables
Evidence Guide
Module Description
Condition
Unit Descriptor

DEVELOPMENT OF COMPETENCY
BASED CURRICULUM
COMPETENCY STANDARD
Units of Competency
Element 1 Element 2 Element 3
COMPETENCY BASED
CURRICULUM
COURSE DESIGN
Modules of Training 1
2 3
ANALYSIS AND TRANSLATION

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

It should not be assumed that one unit of competency will lead to one
module of training. In some cases it may be appropriate to develop
modules of training, which are applicable to several units of competency,
e.g. A module concerning occupational health and safety. Such modules
may relate to underpinning knowledge and skills relevant to one or more
units.
MODULE STRUCTURE
Unit of Competency Module
Unit of Competency Module
Module
Set of Modules
1
2
3

Secure Approved
Competency Standard
Analyze the Unit
of Competency
Determine the Module
Title and Description
List Learning Outcomes
of a particular Module
Specify Assessment
Criteria
Specify Assessment
Method
START
Describe Conditions List the content
Are Descriptions
of Learning Outcomes
Complete?
Is the Analysis of all
Units of Competency
comprehensive?
Is there a change
in Competency
Standard?
END
A
E
D
C
B
C
E
D
YES
NO
NO
YES
NO
YES
B
Define Nominal
Hours per Module

Identify module title
 Analyze the unit of competency
 Develop module title using the
structure
The name chosen for a
module will have some
influence on how the module
is perceived in the training
sector. It should convey a
clear message of what the
module entails, names
providing a better indication
of what the module is about
would be more useful. An
action verb with “ing” is
appropriate.
MODULE TITLE
STAGE MODULE INFORMATION
Unit of competency
Unit of competency
module
module
module
module
Set of modules
MODULE TITLE
DEVELOPING A COMPETENCY BASED CURRICULUM
Element
Element
Element
Element
Element
Element

UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND
SAFETY PROCEDURES
ELEMENT
1. Identify hazards and risks
2. Evaluate hazards and risks
3. Control hazards and risk
4. Maintain OHS awareness
Practicing occupational health and safety procedures
MODULE TITLE :

UNIT OF COMPETENCY : Perform Computer Operation
ELEMENT
1. Plan and prepare for task to be
undertaken
2. Input data into computer
3. Access information using computer
4. Produce/output data using
computer system
5. Maintain computer equipment and
systems
MODULE TITLE :
Maintaining computer equipment and system
MODULE TITLE :
Managing computer data

Develop a brief description
of the module its scope,
coverage and delimitation
MODULE DESCRIPTOR MODULE DESCRIPTOR
A module is a learning segment
with a specified educational or
training purpose.
The statement briefly
describes the overall
intentions of the module with
emphasis on learning
outcome.
Each module is linked to
units of competency in the
standards.You need to look
at those units and make
sure you have a clear
picture of what the learner
should be able to do after
completing the module
Clarify the intent of the
module and outline what is to
be done in the workplace

MODULE DESCRIPTOR
This module covers the knowledge, skills
and attitudes required to comply with
regulatory and organizational requirements for
occupational health and safety.

SUMMARY OF
LEARNING OUTCOME
LEARNING OUTCOME
Formulate/Prepare list of all
the learning outcomes
under each unit (summary
of learning outcomes)
Learning outcome must
describe a discrete element
the learner should learn,
acquire and be able to
do/apply in the workplace
Review and revise when
necessary
Learning outcomes are the intended
results of learning. You must write
them in terms of what the learners
will learn, acquire and apply, keeping
the statement clear and concise.
To write the learning outcomes,
carefully examine the unit(s) of
competency to ensure that the
learners needs/requirements are
addressed.
 an action verb
 an object for the activity involved
Each learning outcome is described
separately, beginning with a verb.
Learning outcomes need to have

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

NOMINAL DURATION
Allocate estimated no. of hours
(duration) to accomplish each
of the learning outcomes under
a particular unit.
Add all the learning outcomes’
duration and place sub total
under a particular unit
Review and revise the
duration when necessary
NOMINAL DURATION
In determining the average
suggested number of hours, you
will need to judge the amount of
learning or training the student
will require to achieve the
module outcomes

LEARNING OUTCOMES Estimated
number of hour
LO 1. Identify hazards and risks 2
LO 2. Evaluate hazards and risks 4
LO 3. Control hazards and risks 6
LO 4. Maintain occupational health and safety awareness 6
Total 18
In order to come up with estimated
number of hours in a particular
module, determine how much time
a learner needs to acquire a higher
level of mastery in every learning
outcome.

LEVEL OF CERTIFICATION
Identify certification level
based on the prescribed
level in the PTQF
See certification levels on
competency standards. e.g.
NC I, NC II, NC III and NC
IV.
LEVEL OF CERTIFICATION
PRE-REQUISITE
Identify the pre-requisite of a
particular module (if
necessary)
Pre-requisites are those
modules or competencies
which learners must have
successfully completed or
achieved before
commencing on the next
module.
PRE-REQUISITE

ASSESSMENT CRITERIA
List all the assessment criteria
under each learning outcome
Assessment criteria must
specify the performance
outcomes (knowledge, skills and
attitudes) the learner will be
able to demonstrate at the
conclusion of the learning
outcome.
Review and revise when
necessary
ASSESSMENT CRITERIA
Assessment criteria are used to guide
the judgement of whether or not a
learner has achieved a learning
outcome.
For each learning outcome, list the
criteria you would use to judge
whether the learner has achieved
the learning outcome.
NOTE:
Make sure you do not end up
with a list or content
statements.

LO 1. IDENTIFY HAZARDS AND RISKS
ASSESSMENT CRITERIA :
1. Workplace hazards and risks are identified and clearly explained.
2. Hazards/Risks and its corresponding indicators are identified
in line with workplace procedures.
3. Contingency measures are recognized and established
in accordance with organizational procedures.
Assessment criteria must be
observable and measurable
within the level of performance

CONTENTS
Specific knowledge, skills and
attitudes that are to be addressed in
the learning outcomes.
Evidence of knowledge of
legislation, regulation and
codes of practices
Contextual learning of Generic
skills (communication,
mathematics, sciences) and
industry specific skills
List the specific knowledge
essential to the performance of
work activities
This section identifies the broad areas
of content, underpinning knowledge
or contextual learning likely to help
achieve the learning outcomes.
CONTENTS
Only content which directly relates to
the learning outcomes should be
added.
However, you can not assume that
knowledge or topics identified in this
section will form part of the
assessment processes of the module
unless they are included in the
learning outcome assessment criteria.

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

CONDITION CONDITION
Refer to the competency standard of
the particular occupational title
under the heading tools, equipment
and materials.
Provide details about resources for
the delivery of the module. List the
facilities, equipment, tools, supplies
and materials essential to the delivery
of the module
Specify the conditions under which
the learning and assessment will take
place. These can include a list of
tools and equipment, access to
learning resources and equipment
manual and the type of facility.
Recommend any useful learning
resources, after checking that these
are current, relevant and available.

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

METHODOLOGY
Specify the method of the delivery
system to be use.
• Self pace/Modular
• Group Discussion
• Video Viewing
• Tutorial
Different approaches, methods and
techniques that a learning process
will be delivered
METHODOLOGY

METHODOLOGY :
Group discussionGroup discussion
Film viewingFilm viewing
Case studyCase study
Self-paced learningSelf-paced learning
Lecture/discussionLecture/discussion
DemonstrationDemonstration

ASSESSMENT METHOD ASSESSMENT METHOD
Specify the method of assessing
the learning outcome. Identify
whether the assessment will be:
Having identified the evidences
needed to assess the learning
outcomes you now need to look at
assessment methods to support the
collection of the evidences.
 Observation
Specify where the assessment will
take place
 Computer or paper based
 Oral/interview
 Practical demonstration
Where possible, you are encouraged
to use holistic approach. A holistic
approach to competency assessment
is one in which competence is seen as
the ability to draw in and integrate a
variety of knowledge, skills and
attitudes.

MODULES OF INSTRUCTION/TRAININGMODULES OF INSTRUCTION/TRAINING
UNIT TITLE: A unit of competency which when applied in a work
situation can logically stand alone. It indicates a title and
express in outcome terms.
MODULE TITLE: •Briefly describe the title of the module
LEVEL: Level of Qualification based on PTQF
(NC 1, NC 2, NC 3, NC 4)
NOMINAL
DURATION: Estimated /suggested number of hours per module
LEARNING
OUTCOMES
:
•Specify what the Learner will be able to do or achieve
•Brief description of the module its scope and
delimitation
MODULE
DESCRIPTOR:

ASSESSMENT
CRITERIA:
•Listings of criteria by which the achievement of the learning
outcomes will be judged
•Specify the performance outcomes the learner will be expected
to demonstrate at the conclusion of the learning outcome
•These will assess the necessary knowledge, skills, and attitudes,
reflecting the performance criteria as outlined in the relevant
industry or competency standards
•Outlines the situations and contexts under which learners will be
assessed
•Specify the conditions under which the learning and assessment
will take place
•These can include a list of tools and equipment, access to
learning resources and equipment manuals, and types of facility
CONDITIONS:

•Specify the method of assessing the learning outcome
•The methods used to gather evidence of sufficient
quantity and quality on which to make sound
judgement about a candidate’s competency
•Assessment methods include observation, simulation,
questioning, presentation, written assessment, etc.
ASSESSMENT
METHOD
List down the specific underpinning knowledge, skills,
attitudes & safety that are to be addressed within this
learning outcome.
CONTENT
METHODOLOGY Different approaches, methods and techniques
that a learning process will be delivered

Module of Instruction
SECTOR AUTOMOTIVE
UNIT OF COMPETENCY REPAIR CHARGING AND STARTING SYSTEM
MODULE TITLE REPAIRING CHARGING SYSTEM
MODULE DESCRIPTION This module covers testing/identifying faults and servicing
charging system components.
NOMINAL DURATION 40 Hours
CERTIFICATE LEVEL NC II
PREREQUISITE
SUMMARY OF LEARNING
OUTCOMES
Upon completion of this module, the trainee/student must be
able to:
1 Test charging system components and identify faults
2 Disassemble alternator
3 Repair/replace and assemble alternator component/parts

LO 1 TEST CHARGING SYSTEM COMPONENT AND IDENTIFY FAULTS
ASSESSMENT CRITERIA 1 Charging system component parts identify
2 Faults identified and preferred repair action determined
3 Test carried out according to industry standard procedure.
CONTENT 1 Procedure in disconnecting different wire terminal
2 Safety measures is observed
3 Test carried out
4 Identify faults and parts
5 Repair parts
CONDITIONS Students/trainees must be provided with the following:
1 Engine
2. Ignition switch
3. Alternator
4. Basic automotive hand tools
5. Voltage regulator
6. Multi-tester
7. Ammeter
8. Service manual
9. Fuse box
10.Battery
METHODOLOGIES 1 Demonstration
2 Self-pace
3 Group discussion
ASSESSMENT METHOD 1 Interview
2 Written
3 Practical
4 Direct Observation

ASSESSMENT CRITERIA 1. Alternator parts and function identified and explain
2. Alternator disassembled according to service manual
3. Alternator parts tested and defective parts determined.
CONTENT 1. Procedure in disassemble of alternator
2. Safety measured observe.
3. Identified parts and function.
4. Disassembled alternator
5. Determine parts
1. Multi-meter
2. Tape
3. Pliers
4. Gloves
5. Screw driver
6. Socket wrench
7. Test lamp
8. Box & Open end wrench
9. Crimer
METHODOLOGIES 1. Demonstration
2. Self-pace
3. Discussion
4. Distance learning
ASSESSMENT METHOD 1. Interview
2. Written
3. Practical
4. Direct Observation

ASSESSMENT
CRITERIA
1. Defective parts required/replaced per service manual
2. Alternator assembled in conformity w/ manufacturer
specification.
3. Alternator bench tested for functionality per service manual
CONTENT 1. Procedure in repair/replace and assemble of alternator
2. Safety measures are observed.
3. Replace parts
4. Assemble alternator
5. Test alternator
1. Multi-tester
2. Pliers
3. Screw driver
4. Box & open end wrench
5. Tape
6. Hand gloves
METHODOLOGIES
1.Traditional/lecture type
2. Dual training
3. Self-pace
4. Community based
5. Distance gloves
ASSESSMENT
METHOD
1. Interview
2. Written
3. Practical
4. Direct Observation

State the expected outcomes of the course based from the modules of
instruction developed. Include in the list of outcomes the general workplace
and key competencies required for the possible jobs the students may have
after training.
The course title can be the name arising out of the competency analysis.
It should convey a clear message of what it is all about.
Approximate length of course in hours or years
Refer to competency standard
The course description will include the relevance of the proposed course
to industry, enterprise or community needs and competencies that the
student may have after completion.
List down the unit of competency from CS
COURSE DESIGN
Course Title:
Course Duration :
Qualification Level:
Unit of Competency :
Course Description:
Course Outcomes:

Specify essential entry requirements. Any particular qualification
such as age or size should be specified.
Provide the sequencing of modules/subjects. Provide a nominal
time for each module/subject.
Describe the assessment approach and how it relate to outcomes
and how will the performance of the learners be judged.
Identify any delivery modes essential to the course. Identify
support mechanisms and links with industry for effectiveness of
course delivery.
List the required facilities, tools, equipment and materials for
course delivery.
Identify minimum essential qualification, experience and
competencies of instructors and assessors Special qualification of
instructors, if there is, should be specified.
Entry Requirements:
Course Structure
Competency Analysis
Assessment
Method
Course Delivery
Resources
Qualification of Instructors
This table reflects the number of modules develop in a particular unit of competency
Unit of competency Number of
module
Total
Competency 1 1 1
Competency 2 1 1
Competency 3 2 2

COURSE DESIGN
COURSE TITLE : AUTOMOTIVE SERVICING NC II
NOMINAL DURATION : 360 Hours
COURSE DESCRIPTION :This course is designed to enhance the knowledge, desirable attitudes and skills of automotive
service technician in accordance with industry standards. It covers specialized competencies such
as; test and service automotive batteries, service ignition system ,install and repair wiring/lighting
system, repair wiper and washers, dismantle and assemble engine –sub assemblies, maintain under
chassis components and perform shop maintenance. It also includes competencies in workplace
communication, team work, safety, use of hand tools, and house keeping.
COURSE OUTCOMES:
Upon completion of the course, the trainees/students must be able to:
•Perform diesel engine tune up.
•Perform gas engine tune up
•Service automotive battery
•Test and repair wiring/lighting system.
•Service ignition system
•Perform under chassis preventive maintenance.
•Service charging system
•Service starting system
•Service engine mechanical system
ENTRY REQUIREMENTS:
Candidate /trainee must posses the following qualifications; must be
• Able to communicate both oral and written
• 18 years old and above
• Good moral character

COURSE STRUCTURE
Units of Competency
Module Title Module Contents
No. of
Hrs.
BASIC
A.Communication
8
1. Receive and
respond to workplace
communication
1. Receiving and
responding to
workplace
communication
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
1.1.8
1.1.9
Parts of speech
Parts of sentence
Kinds of sentences
Organizational policies and guidelines.
Practices in handling communication
Receiving and clarifying communication,
messages and information's.
Recording message and information.
Communication process.
B. TEAM WORK 8
2. Work with others 2. working with others 2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.1.7
2.1.8
2.1.9
Job description and employment
management.
Organizational policy.
Team structure
Supervision and accountability requirements.
Code of conduct
Assisting a colleague.
Open communication channel.
Acknowledging satisfactory /unsatisfactory
performance.
Formal/informal performance appraisal.

Units of Competency
No. of
Hrs.
Work with others 2.1.10
2.1.11
2.1.12
2.1.13
2.1.14
2.1.15
Obtaining feedback from superiors & colleagues.
Personal reflective behavior strategies.
Routine organizational method for monitoring
service delivery.
Ethical standards
Undertaking extra task if necessary
Legal organizational policy/guidelines
8
COMMON
1.Perform
mensuration and
calculation
1.1 Performing
mensuration and
calculation
1.1.1
1.1.2
1.1.3
Mensuration techniques.
electing measuring instruments.
Maintaining measuring instruments.
4
2. Move and position
vehicle
2.1 Moving and
positioning vehicle
2.1.1
2.1.2
Techniques in positioning vehicle in the workshop.
Safety in positioning vehicle in the workshop.
2
3. Apply appropriate
sealant and adhesive
3.1 Applying appropriate
sealant and adhesive
3.1.1
3.1.2
3.1.3
Techniques in identifying sealants
and adhesive.
Selecting sealant and adhesive suited for the job.
Techniques in applying sealants and adhesive.
2
4. Use and apply
lubricant / coolant
4.1 Selecting and applying
lubricant /coolant
4.1.1
4.1.2
4.1.3
4.1.4
Techniques in selecting lubricant
Proper use of coolant
Techniques in applying lubricant and coolants
Safety in applying coolant and lubricant.
2
5. Perform safety
practices
5.1 Performing safety
practices
5.1.1
5.1.2
5.1.3
Identifying hazards in the workplace
Techniques/procedure in eliminating hazards in the
workplace
Procedure in maintaining safety equipment and
devices.
6

Units of
Competency Module Title Module Contents
No.of
Hrs.
CORE
1.Test, service and
replace battery
1.1 Testing and servicing
automotive battery
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
1.1.8
1.1.9
1.1.10
1.1.11
1.1.12
1.1.13
1.1.14
1.1.15
1.1.16
Components of battery
Types of battery
Classification of battery
Charging and discharging process
Procedure in testing automotive battery.
Methods of battery testing.
Tools and instrument used in automotive
battery
Procedure removing and servicing batteries
Safety precaution in handling batteries
Servicing procedure on batteries
Charging batteries
Repair/clean/replace connectors
Procedure in charging battery
Topping/filling electrolyte /distilled water.
Procedure in jump starting.
Materials in jump starting vehicle
40
2.Service ignition
system
2.1 Servicing ignition
system
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.1.7
2.1.8
Procedure in checking ignition system
Procedure on spark test
Safety precautions
Procedure in checking ballast resistor
Procedure in adjusting contact point clearance
Procedure in performing ignition wiring
installation
Ignition wiring diagram
Procedures in setting the ignition timing.
80

Units of Competency
No.
of
Hrs.
3. Install, Test and Repair
wiring/lighting system
3.1 Installing automotive lighting
system
3.2 Testing , Repairing electrical
system
3.1.1
3.1.2
3.1.3
3.2.1
3.2.2
Wiring/electrical diagrams
Procedures in preparing wiring
harness.
Procedure in installing wiring/
Lighting system
Procedure in testing electrical system
Repair procedure on electrical system
40
4. Repair wiper and
washer system
4.1 Repairing wiper and washer
system
4.1.1
4.1.2
4.1.3
Types of wiper motor
Wiring system of wiper and washer
system.
Procedure in repairing wiper and
washer system.
16
5. Disassemble Engine
sub-assemblies/Cylinder
head and evaluate
components
5.1 Dismantling/evaluating engine
sub-assembly/cylinder head
5.1.1
5.1.2
5.1.3
5.1.4
Procedure in dismantling engine
sub- assemblies/Cylinder head
Possible engine parts defects
Engine parts repair procedures
Use of service manuals
56
6. Assemble/ engine
cylinder
head, check tolerances
and carry out relevant
testing procedures
6.1 Assembling engine cylinder
head, checking tolerances and
carry out relevant testing
procedures
6.1.1
6.1.2
6.1.3
6.1.4
6.1.5
6.1.6
6.1.7
6.1.8
Engine specifications
Measuring engine parts
Engine parts wear limits
Use of repair manuals
Procedures in fitting of parts
Procedures in assembling engine
cylinder head
Test procedures for all engine parts
Use service manuals.
48
7. Perform under chassis
preventive maintenance
7.1 Performing under chassis
preventive maintenance
7.1.1
7.1.2
7.1.3
Procedure in checking brake fluids
and lines
Correct level of brake fluids
Parts to be checked /inspected in
servicing clutch and brake
16

COMPETENCY ANALYSIS
This table present the number of modules developed in a particular unit of competency
Units of Competency Number of Modules Total
BASIC
1
1. Receive and Respond to workplace communication 1.1
2. Work with Others 2.1 1 2
COMMON
1. Perform mensuration and calculation 1.1 1
2. Move and position vehicles 2.1 1
3. Apply appropriate sealants/ adhesive 3.1 1
4. Use and apply lubricants/coolants 4.1 1
5. Perform safety practices 5.1 1 5
CORE
1. Test , service and Replace battery 1.1 1

2. Service ignition system 2.1 1
3. Install, Test and Repair wiring/ lighting system 3.1 3.2 2
4. Repair wiper and washer system 4.1 1
5. Disassemble engine sub-assemblies/Cylinder Head and evaluate Components 5.1 1
6. Assemble Engine cylinder Head , check tolerances and carry out relevant
testing 6.1 1

7. Perform under chassis preventive maintenance 7.1 1
8. Perform shop maintenance 8.1 1 9
TOTAL 16

ASSESSMENT METHOD:
1. Written examination
2. Demonstration of practical skills
3. Direct observation
4. Interview
COURSE DELIVERY:
1. Modular
2. Demonstration
3. Lecture
4. Discussion
5. Dual training
6. Distance learning
RESOURCES:
1. Equipment
• Vehicle
• Engine
• Hydraulic jack/lift
• Growler tester
• Ignition timing light
• Tachometer
2. Tools /accessories/supplies
• Set of box wrench
• Set of socket wrench
• Set Pliers
• Set of screw driver
• Wire strippers
• Set of mechanic hammer
• Apron/ goggles/ Gloves
• Engine oils
• Grease
• Sealant /adhesive
• Hydraulic oils/gear oil
• Wheel wedges
• Torque wrench
• Feeler gauge
• Automatic transmission
fluid
3. Testing instruments
• Multi-meter
• Test lamp
• Battery tester
• Hydrometer
• Cell test
• Dial gauge
• Bore gauge
• Micrometer caliper
4. Training materials
• Reference books
• Manuals
• Catalogs
• Brochures
• Modules/LEs
• CDs/Video tapes

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

COMPETENCY-BASED CURRICULUM DEVELOPMENT - Method & Teaching

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COMPETENCY-BASED CURRICULUM DEVELOPMENT - Method & Teaching