TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
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COMPETENCY-BASED CURRICULUM DEVELOPMENT. TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY. COMPETENCY-BASED CURRICULUM (CBC). First stage of developing educational document which is closely linked to competency standards.
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

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Slide 1

COMPETENCY-BASED

CURRICULUM DEVELOPMENT

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

Slide 2

COMPETENCY-BASED CURRICULUM (CBC)

  • First stage of developing educational document which is closely linked

    to competency standards.

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

    subsequent detailed development of competencies, associated methodologies,

    training and assessment resources.

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

    workplace as agreed through the industry and community consultations.

  • When competency standards do not exist, curriculum developers need to

    clearly define the learning outcomes to be attained. The standard of performance

    required must be appropriate to industry and occupational needs.

Slide 3

COMPETENCY BASED TVET FRAMEWORK

Qualifications

Philippine TVET

Qualification Framework

Indus

t

ry

Competency Standards

Development

Units of

Competency

Competency Based

Curriculum Development

T

V

E

T

I

n

s

t

i

t

u

t

i

o

n

Modules of

Training

De

l

i

ve

r

y

Learning Materials/

Courseware Development

Training Delivery

Competency Based

Training

Assessment

Certificationand

Equivalency

Slide 4

Relationship between the components of Competency

Standard and Competency -based curriculum

Unit of Competency

Unit Descriptor

Level of Certification

Elements

Module Title

Performance Criteria

Summary of Learning Outcomes

Range of Variables

Assessment Criteria

Evidence Guide

Content

Condition

Competency-based Curriculum

Competency Standard

Course Title

Module Description

Assessment Method

Slide 5

Element 1

Element 2

Element 3

COMPETENCY BASED

CURRICULUM

Modules of Training

COURSE DESIGN

DEVELOPMENT OF COMPETENCY

BASED CURRICULUM

COMPETENCY STANDARD

Units of Competency

ANALYSIS AND TRANSLATION

3

2

1

Slide 6

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

Slide 7

MODULE STRUCTURE

Unit of Competency

Module

Module

Unit of Competency

1

Module

2

SetofModules

3

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.

Slide 8

START

A

E

B

Secure Approved

Competency Standard

Are Descriptions

of Learning Outcomes

Complete?

D

YES

Analyze the Unit

of Competency

Is the Analysis of all

Units of Competency

comprehensive?

NO

Determine the Module

Title and Description

C

NO

C

List Learning Outcomes

of a particular Module

YES

D

YES

Is there a change

in Competency

Standard?

Define Nominal

Hours per Module

E

NO

END

Specify Assessment

Criteria

Describe Conditions

List the content

Specify Assessment

Method

B

Slide 9

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

module

Element

module

Element

Element

Element

Set of modules

Element

Element

DEVELOPING A COMPETENCY BASED CURRICULUM

STAGE

MODULE INFORMATION

MODULE TITLE

MODULE TITLE

module

Unit of competency

Unit of competency

Slide 10

MODULE TITLE :

Practicing occupational health and safety procedures

Slide 11

MODULE TITLE :

Managing computer data

MODULE TITLE :

Maintaining computer equipment and system

Slide 12

MODULE INFORMATION

STAGE

MODULE DESCRIPTOR

MODULE DESCRIPTOR

A module is a learning segment with a specified educational or training purpose.

Develop a brief description of the module its scope, coverage and delimitation

The statement briefly describes the overall intentions of the module with emphasis on learning outcome.

Clarify the intent of the module and outline what is to be done in the workplace

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

Slide 13

MODULE DESCRIPTOR

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

Slide 14

MODULE INFORMATION

STAGE

LEARNING OUTCOME

SUMMARY OF

LEARNING OUTCOME

To write the learning outcomes, carefully examine the unit(s) of competency to ensure that the learners needs/requirements are addressed.

Formulate/Prepare list of all the learning outcomes under each unit (summary of learning outcomes)

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.

Learning outcome must describe a discrete element the learner should learn, acquire and be able to do/apply in the workplace

Each learning outcome is described separately, beginning with a verb. Learning outcomes need to have

Review and revise when necessary

  • an action verb

  • an object for the activity involved

Slide 15

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

Slide 16

STAGE

MODULE INFORMATION

NOMINAL DURATION

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

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

Slide 17

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.

Slide 18

MODULE INFORMATION

STAGE

LEVEL OF CERTIFICATION

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.

PRE-REQUISITE

PRE-REQUISITE

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

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

Slide 19

MODULE INFORMATION

STAGE

ASSESSMENT CRITERIA

ASSESSMENT CRITERIA

Assessment criteria are used to guide the judgement of whether or not a learner has achieved a learning outcome.

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.

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.

Review and revise when necessary

Slide 20

LO 1. IDENTIFY HAZARDS AND RISKS

Assessmentcriteria must be

observable and measurable

within the level of performance

ASSESSMENT CRITERIA :

  • Workplace hazards and risks are identified and clearly explained.

  • Hazards/Risks and its corresponding indicators are identified

  • in line with workplace procedures.

  • Contingency measures are recognized and established

  • in accordance with organizational procedures.

Slide 21

STAGE

MODULE INFORMATION

CONTENTS

CONTENTS

Specific knowledge, skills and attitudes that are to be addressed in the learning outcomes.

This section identifies the broad areas of content, underpinning knowledge or contextual learning likely to help achieve the learning outcomes.

  • List the specific knowledge essential to the performance of work activities

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.

  • Evidence of knowledge of

    legislation, regulation and

    codes of practices

  • Contextual learning of Generic skills (communication, mathematics, sciences) and industry specific skills

Slide 22

CONTENTS :

  • Hazards and risks identification control

  • Organizational safety and health protocol

  • Threshold Limit Value (TLV)

  • Occupational Health and Safety Indicators

Slide 23

STAGE

MODULE INFORMATION

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.

Slide 24

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

Slide 25

STAGE

MODULE INFORMATION

METHODOLOGY

METHODOLOGY

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

  • Specify the method of the delivery system to be use.

  • Self pace/Modular

  • Group Discussion

  • Video Viewing

  • Tutorial

Slide 26

METHODOLOGY :

Group discussion

Film viewing

Case study

Self-paced learning

Lecture/discussion

Demonstration

Slide 27

STAGE

MODULE INFORMATION

ASSESSMENT METHOD

ASSESSMENT METHOD

Having identified the evidences needed to assess the learning outcomes you now need to look at assessment methods to support the collection of the evidences.

Specify the method of assessing the learning outcome. Identify whether the assessment will be:

  • Observation

  • Computer or paper based

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.

  • Oral/interview

  • Practical demonstration

Specify where the assessment will take place

Slide 28

MODULES OF INSTRUCTION/TRAINING

A unit of competency which when applied in a work

situation can logically stand alone. It indicates a title and

express in outcome terms.

UNIT TITLE:

  • Briefly describe the title of the module

MODULE TITLE:

MODULE

DESCRIPTOR:

  • Brief description of the module its scope and delimitation

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:

  • Specifywhat the Learner will be able to do or achieve

Slide 29

MODULES OF INSTRUCTION/TRAINING

  • 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

ASSESSMENT

CRITERIA:

CONDITIONS:

  • Outlines the situations and contexts under whichlearners 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

Slide 30

MODULES OF INSTRUCTION/TRAINING

List down the specific underpinning knowledge, skills, attitudes & safety that are to be addressed within this learning outcome.

CONTENT

Different approaches, methods and techniques

that a learning process will be delivered

METHODOLOGY

  • 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

Slide 35

COURSE DESIGN

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

Course Title:

Course Duration :

Approximate length of course in hours or years

Qualification Level:

Refer to competency standard

Unit of Competency :

List down the unit of competency from CS

Course Description:

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

Course Outcomes:

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

Slide 36

Specify essential entry requirements. Any particular qualification such as age or size should be specified.

Entry Requirements:

Course Structure

Provide the sequencing of modules/subjects. Provide a nominal time for each module/subject.

Competency Analysis

This table reflects the number of modules develop in a particular unit of competency

Assessment

Method

Describe the assessment approach and how it relate to outcomes and how will the performance of the learners be judged.

Course Delivery

Identify any delivery modes essential to the course. Identify support mechanisms and links with industry for effectiveness of course delivery.

Resources

List the required facilities, tools, equipment and materials for course delivery.

Qualification of Instructors

Identify minimum essential qualification, experience and competencies of instructors and assessors Special qualification of instructors, if there is, should be specified.

Slide 37

  • 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

Slide 44

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


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