CBC-TM I Trainers Methodology Level 1

COMPETENCY-BASED CURRICULUM
Sector : Qualification :
TRAINERS METHODOLOGY LEVEL I: TRAINER/ASSESSOR

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
East Service Road, South Superhighway, Taguig City, Metro Manila
TABLE OF CONTENTS
A...COURSE DES !"................................................................................................#$% &. MODU'ES O( "STRUCT O" &asic Co)petencies..............................................................................................* 'eading wor+place co))unication..........................................................,$#Applying )ath and science principles in technical training....................##$#% Applying environ)ental principles and advocate conservation.............#*$.# Utili/ing applications in technical training................................................$.0 'eading s)all tea)s...............................................................................1$2# Applying wor+ ethics, values and 3uality principles...............................2.$24 5or+ing e66ectively in vocational education and training.......................2%$4(ostering and pro)oting an inclusive learning culture..........................4#$4* Ensuring a healthy and sa6e learning environ)ent...............................4,$%2 Maintaining and enhancing pro6essional practice..................................%4$%0 Developing and pro)oting appreciation 6or costs and 7ene6its o6 technical training........................................................................%1$*. o Developing and pro)oting understanding o6 glo7al la7or )ar+ets ......*2$** o o o o o o o o o o o Core Co)petencies.............................................................................................*, o o o o o o 8lanning training session.......................................................................*0$,2 (acilitating learning session...................................................................,4$,1 Utili/ing electronic )edia in 6acilitating training.....................................0-$02 Supervising wor+$7ased learning...........................................................04$0, Conducting co)petency assess)ent....................................................00$14 Maintaining training 6acilities..................................................................1%$11
COURSE DESIGN
COURSE T T'E "OM "A' DURAT O" 9 9 TRAINERS METHODOLOGY LEVEL I: TRAINER/ASSESSOR .64 hours
COURSE DESCR 8T O" 9 This course is designed to enhance the +nowledge, s+ills, positive attitude and wor+ values o6 the learner in accordance with the prevailing standards in the Technical $:ocational Education and Training ;T:ET< sector. This enco)passes co)petencies re3uired o6 a Technical$:ocational Trainer to per6or) the tas+s in the areas o6 instructional delivery = 6acilitation, co)petency assess)ent, and )aintenance o6 training resources = 6acilities. E"TR> RE?U REME"TS 9 Candidate=trainee )ust reach=poses any o6 the 6ollowing 3uali6ication9 !raduate o6 courses relevant to Technical $:ocational Education and Training A7ility to co))unicate 8hysically 6it and )entally healthy Can per6or) 7asic )athe)atical co)putation and )ensuration.
Trainers Methodology 'evel 9 Trainer=Assessor
$#$
COURSE STRUCTURE:
BASIC COMPETENCIES
;#.0 hours< U" T O( COM8ETE"C> #. 'ead wor+place co))unication MODU'E T T'E #.# 'eading wor+place co))unication 'EAR" "! OUTCOMES #.#.# Co))unicate in6or)ation a7out wor+place process #.#.. 'ead wor+place discussions #.#.2 denti6y and co))unicate issues arising in the wor+place ..#.# denti6y )ath and science )ani6estations in the course content and the wor+place ..#.. Relate )ath and science concepts to co))on and wor+place situations ..#.2 Assess trainees internali/ation o6 )ath and science concepts ..#.4 ntroduce 6urther enhance)ents 2.#.# (ollow environ)ental wor+place practices 2.#.. Contri7ute to i)prove environ)ental wor+ practices 2.#.2 Recogni/e and report potential environ)ental threats 4.#.# Set$up wor+ environ)ent 4.#.. Utili/e word processing application 4.#.2 Utili/e presenter application 4.#.4 Utili/e spreadsheet application 4.#.% Utili/e internet and www to co))unicate and collect in6or)ation %.#.# 8rovide tea) leadership %.#.. Supervised tea) per6or)ance *.#.# O7serve wor+place policies and guidelines *.#.. O7serve proper conduct in dealing with learners and parents ,.#.# 5or+ within the vocational education and training policy 6ra)ewor+ ,.#.. 5or+ within the training organi/ation@s 3uality 6ra)ewor+ ,.#.2 Manage wor+ and wor+ "OM "A' DURAT O" 0 hours
.. Apply )ath and ..# Applying )ath science and science principles in principles in technical technical training training
0 hours
2. Apply environ)ent principles and advocate conservation 4. Utili/e T applications in technical training
2.# Applying environ)ent principles and advocate conservation 4.# Utili/e T applications in technical training
0 hours
0 hours
%. 'ead s)all tea)s *. Apply wor+ ethics, values and 3uality principles ,. 5or+ e66ectively in vocational education and training
%.# 'eading s)all tea)s *.# Applying wor+ ethics, values and 3uality principles ,.# 5or+ing e66ectively in vocational education and training
0 hours 0 hours
#* hours
$.$
U" T O( COM8ETE"C>
MODU'E T T'E
'EAR" "! OUTCOMES
"OM "A' DURAT O"
relationships ,.#.4 8er6or) a client$6ocused approach to wor+ 0. (oster and 0.# (ostering and 0.#.# 8ractice inclusivity pro)ote an pro)oting an 0.#.. 8ro)ote and respond to inclusive inclusive diversity learning culture learning culture 0.#.2 Develop and i)ple)ent wor+ strategies to support inclusivity 0.#.4 8ro)ote a culture o6 learning 0.#.% Monitor and i)prove wor+ practices 1. Ensure a 1.# Ensuring a 1.#.# denti6y occupation health healthy and healthy and and sa6ety ;OAS< sa6e learning sa6e learning responsi7ilities environ)ent environ)ent 1.#.. denti6y ha/ards in the learning environ)ent 1.#.2 Assess ris+s in the learning environ)ent 1.#.4 Develop and i)ple)ent actions to ensure the health and sa6ety and wel6are o6 learners and=or candidates 1.#.% 8rovide appropriate occupational health and sa6ety ;OAS< re3uire)ents to learners and=or candidates 1.#.* Monitor occupational health and sa6ety ;OAS< arrange)ents in the learning environ)ent #-. Maintain and #-.# Maintaining #-.#.# Model high standards o6 enhance and enhancing per6or)ance pro6essional pro6essional #-.#.. Deter)ine personal practice practice develop)ent needs #-.#.2 8articipate in pro6essional develop)ent activities #-.#.4 Re6lect on and evaluate pro6essional practice ##. Develop and ##.# Developing and ##.#.# Study and evaluate training pro)ote pro)ote cost co)ponents and appreciation 6or appreciation 6or 7ene6its cost and cost and ##.#.. Monitor conduct and results 7ene6its o6 7ene6its o6 o6 training technical technical ##.#.2 8ro)ote awareness o6 cost training training and 7ene6its o6 training #.. Develop and #..# Developing and #..#.# denti6y current and 6uture pro)ote pro)oting trends=concerns understanding understanding #..#.. Assess new develop)ents o6 glo7al la7or o6 glo7al la7or #..#.2 Utili/e la7or )ar+et )ar+ets )ar+ets in6or)ation to 7est e66ect
#* hours
#* hours
0 hours
#* hours
0 hours
$2$
CORE COMPETENCIES
;#2* hours< U" T O( COM8ETE"C> #. 8lan training session MODU'E T T'E 'EAR" "! OUTCOMES "OM "A' DURAT O" 4- hours
.. (acilitate learning session
2. Utili/e electronic )edia in 6acilitating training 4. Supervise wor+$7ased learning %. Conduct co)petency assess)ent
*. Maintain training 6acilities
#.# 8lanning #.#.# denti6y learner@s training training session re3uire)ents #.#.. 8repare session plan #.#.2 8repare instructional )aterials #.#.4 8repare assess)ent instru)ents ; nstitutional< #.#.% Organi/e learning and teaching resources ..# (acilitating ..#.# 8repare training learning 6acilities =resources session ..#.. Conduct pre$assess)ent ..#.2 (acilitate training session ..#.4 Conduct co)petency assess)ent ..#.% Review delivery o6 training session 2.# Utili/ing 2.#.# 8resent a lesson through electronic direct video 6ootage=capture )edia in 2.#.. 8resent lesson via 6il) 6acilitating viewing )ethod training 2.#.2 Utili/e co)puter and )ulti)edia technology to present a lesson 4.# Supervising 4.#.# Esta7lish training wor+$7ased re3uire)ent 6or trainees learning 4.#.. Monitor wor+$7ased training 4.#.2 Review and evaluate wor+$ 7ased training e66ectiveness %.# Conducting %.#.# Organi/e assess)ent co)petency activities assess)ent %.#.. 8repare the candidate %.#.2 !ather evidence %.#.4 Ma+e the assess)ent decision %.#.% Record assess)ent results %.#.* 8rovide 6eed7ac+ to candidates *.# Maintaining *.#.# 8lan and schedule training )aintenance activities 6acilities *.#.. )ple)ent house+eeping activities *.#.2 Maintain training e3uip)ent and tools *.#.4 Docu)ent )aintenance inspection
2. hours
#* hours
#* hours
#* hours
#* hours
$4$
RESOURCES: Tools Aand tools ;6or the target trade areas< E3uip)ent Co)puter and peripherals 'CD proBector Electronic =Multi)edia e3uip)ent Training 6acilities =e3uip)ent ;Depending on trade area< 5or+place or si)ulated environ)ent Materials 8aper and pencil Audio video )aterials Aand outs Re6erence 7oo+s Manuals Di66erent types o6 6or)s Materials and consu)a7les 6or )aintenance activities
COURSE DE' :ER>9 (ace$to$6ace instruction ;individual or group< Distance learning =co)puter$7ased ndustry ))ersion Si)ulation 5or+$7ased learning &lended delivery )ethods
ASSESSME"T METAODS9 5ritten test nterview ;oral=3uestionnaire< De)onstration= o7servation 8ort6olio ;credentials
TRA "ER@S ?UA' ( CAT O"S9 Must 7e a T? certi6icate holder !ood )oral character Must 7e a holder o6 pro6essional license issued 7y 8RC or e3uivalent Must 7e co)puter literate Must 7e physically and )entally 6it Must have # year industry eCperience and=or teaching eCperience
$%$
MODULES OF INSTRUCTION BASIC COMPETENCIES
U" T O( COM8ETE"C> 9 MODU'E T T'E 9
LEAD WOR PLACE COMMUNICATION LEADING WOR PLACE COMMUNICATION The )odule covers the +nowledge, s+ills and attitude re3uired to lead in the disse)ination and discussion o6 ideas, in6or)ation and issues in the wor+place. 0 hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule, the trainee=student )ust 7e a7le to9 'O#. Co))unicate in6or)ation a7out wor+place processes 'O.. 'ead wor+place discussions 'O2. denti6y and co))unicate issues arising in the wor+place
Trainer ?uali6ication 9 Trainer=Assessor
$,$
LO!" COMMUNICATE INFORMATION ABOUT WOR PLACE PROCESSES ASSESSME"T CR TER A9 #. .. 2. 4. %. *. ,. Appropriate co))unication )ethod is selected Multiple operations involving several topics areas are co))unicated accordingly ?uestions are used to gain eCtra in6or)ation Correct sources o6 in6or)ation are identi6ied n6or)ation is selected and organi/ed correctly :er7al and written reporting is underta+en when re3uired Co))unication s+ills are )aintained in all situations
CO"TE"TS9 Methods o6 co))unication Organi/ation re3uire)ents 6or written and electronic co))unication )ethods E66ective ver7al and no$ver7al co))unication )ethods Co))unication protocol Co))unication strategies
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials Co))unication resources 5or+place or si)ulated environ)ent
METAODO'O! ES9 'ecture=discussion De)onstration=application Oral presentation
ASSESSME"T METAODS9 Oral 3uestioning 5ritten eCa)ination De)onstration
$0$
LO#" LEAD WOR PLACE DISCUSSIONS ASSESSME"T CR TER A9 #. Response to wor+place issues are sought .. Response to wor+place issues are provided i))ediately 2. Constructive contri7utions are )ade to wor+place discussions on such issues as production, 3uality and sa6ety 4. !oals=o7Bectives and action plan underta+en in the wor+place are co))unicated CO"TE"TS9 5or+place co))unication protocol Co))unication ethics Co))unication disse)ination process
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials 5or+place or si)ulated environ)ent
$1$
LO$" IDENTIFY AND COMMUNICATE ISSUES ARISING IN THE WOR PLACE ASSESSME"T CR TER A9 #. ssues and pro7le)s are identi6ied as they arise .. n6or)ation regarding pro7le)s and issues are organi/ed coherently to ensure clear and e66ective co))unication 2. Dialogue is initiated with appropriate personnel 4. Co))unication pro7le)s and issues are raised as they arise CO"TE"TS9 5or+place pro7le)s and issues 8ro7le)=issues and resolution
$ #- $
APPLY MATH AND SCIENCE PRINCIPLES IN TECHNICAL TRAINING APPLYING MATH AND SCIENCE PRINCIPLES IN TECHNICAL TRAINING This )odule covers the outco)es re3uired to integrate )ath and science concepts in the content and delivery o6 technical training progra)s and to )otivate trainees in learning and applying such concepts in the wor+place. 0 hours 9
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES
Upon co)pletion o6 this )odule the trainee=student )ust 7e a7le to9 'O#. denti6y )ath and science )ani6estations in the course content and the wor+place
'O.. Relate )ath and science concepts to co))on and wor+place situations 'O2. Assess trainees@ internali/ation o6 )ath and science concepts 'O4. ntroduce 6urther enhance)ents
$ ## $
LO!" IDENTIFY MATH AND SCIENCE MANIFESTATIONS IN THE COURSE CONTENT AND THE WOR PLACE ASSESSME"T CR TER A 9
#. Course content and learning outco)es are reviewed and studied 6or )ath and science content .. Situations in the wor+place and in everyday li6e are related to the course or progra) are identi6ied 6or inclusion or )ention in the training 2. Training aids, lesson plans or session notes are prepared, adopted or custo)i/ed incorporating or highlighting applications o6 )ath and science principles CO"TE"TS9 Course content o6 Math and science as applied to technical training - &asic Arith)etic=6our 6unda)entals operations - Ele)entary Alge7ra - &asic Science Review o6 learning outco)es 6or )ath and science Training Methodology 6or science and )ath as applied to technical training Di66erent training aids, audio visuals and learning )aterials in teaching and adopting )ath and science in the area o6 technical training Di66erent )athe)atical and science )odels=representations - ?uantitative )odels - &asic laws, principles - !raphs and diagra)s
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Di66erent )ath and science teaching=learning )odels Di66erent learning )aterials and training aids ConteCtual and eCperiential learning )ethods and activities Math and science la7oratory paraphernalia
METAODO'O! ES9 'ecture :ideo presentation !roup discussion
ASSESSME"T METAODS9 5ritten eCa)ination Oral nterview De)onstration Case pro7le)s
$ #. $
LO#" RELATE MATH AND SCIENCE CONCEPTS TO COMMON AND WOR PLACE SITUATIONS ASSESSME"T CR TER A 9
#. 8ractical applications o6 )ath and science related to the desired learning outco)es are incorporated, eCplained and stressed during the training .. Trainees are aided and encouraged to identi6y and apply )ath and science concepts in their wor+ and everyday li6e 2. Class eCa)ples=cases, eCercises, and assign)ents are given 6or trainees to eCplore and re6lect on the applications=)ani6estations o6 )ath and science along the course content CO"TE"TS 9
8ractical Applications o6 Math and science related to technical training Di66erent training aids in encouraging trainees in the study o6 )ath and science in technical training Di66erent Mathe)atical and science eCa)ples as applied to technical training Di66erent situations=cases o6 )ath and science co))on to wor+place Di66erent eCercises as well as assign)ent that re6lects )ath and science along the course content
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Math and science training aids Models and representations Di66erent ConteCtual and eCperiential learning )ethods
ASSESSME"T METAODS9 5ritten test Oral nterview and 3uestioning De)onstration
$ #2 $
LO$" ASSESS TRAINEES INTERNALI%ATION OF MATH AND SCIENCE CONCEPTS ASSESSME"T CR TER A9 #. Trainees@ retention o6 7asic )ath and science concepts are reviewed to identi6y areas needing 6urther intervention .. Trainees@ appreciation o6 )ath and science principles along the trade area or su7Bect )atter is deter)ined using applica7le assess)ent )ethodology 2. Si)ple )athe)atical and scienti6ic )odels=representations are discussed to aid in the understanding and application o6 principles and theories using language, style and 6or)at that are readily understood 4. 8oorly$understood areas o6 )ath and science relevant to the course are given eCtra attention and eCplained in user$6riendly ter)s in accordance with trainees@ interests and learning styles CO"TE"TS9 Di66erent concepts o6 )ath and science as applied in technical training Di66erent )ath and science principles along the technical trade areas Di66erent )ath and science teaching=learning )odels Study o6 Di66erent )ath and science learning styles Di66erent assess)ent )ethodology as applied in )ath and science Di66erent assess)ent tools=pac+ages
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Math and science training aids Models and representations Di66erent ConteCtual learning styles )ethods Sel6 assess)ent
ASSESSME"T METAODS9 5ritten test Oral nterview Direct o7servation De)onstration
$ #4 $
LO4" INTRODUCE FURTHER ENHANCEMENTS ASSESSME"T CR TER A9 #. 8ersonal +nowledge, eCperiences and o7servations o6 sel6 and others in the area o6 )ath and science applications are cited and incorporated in the lessons and lecture$ discussions .. Results o6 application o6 )ath and science concepts are evaluated and docu)ented 6or replication and enhance)ent 2. 'ogical, syste)atic and scienti6ic thin+ing and )ethods are introduced and developed 6or trainees to assi)ilate and apply in their own wor+ and study 4. ConteCtual and eCperiential learning )ethods are utili/ed to aid in appreciation o6 )ath and science concepts CO"TE"TS9 8ersonal point o6 view, +nowledge and eCperiences in the area o6 )ath and science and its application Evaluation and docu)entation o6 )ath and science applications ntroduction to 'ogical, syste)atic and scienti6ic )ethod o6 thin+ing Application o6 logical, syste)atic and scienti6ic thin+ing to own wor+ ntroduction to ConteCtual and eCperiential learning )ethod
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Access to )ath and science training la7 or wor+shop Models and representations Di66erent conteCtual and eCperiential learning )ethods
METAODO'O! ES 'ecture :ideo presentation !roup discussion
ASSESSME"T METAODS9 5ritten test nterview Direct o7servation De)onstration
$ #% $
APPLY ENVIRONMENTAL PRINCIPLES AND ADVOCATE CONSERVATION APPLYING ENVIRONMENTAL PRINCIPLES AND ADVOCATE CONSERVATION This unit covers the +nowledge, s+ills and attitudes re3uired to apply=adopt environ)ental principles and advocate conservation in diverse technical$vocational training environ)ents, including o7serving and contri7uting to positive environ)ent wor+ practices. This covers the 6ollowing9 environ)ental wor+ practices, contri7uting to i)prove)ents o6 environ)ental practices, and reporting potential environ)ental threats. 0 hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule the trainee=student )ust 7e a7le to9 'O#. (ollow environ)ental wor+place practices 'O.. Contri7ute to i)prove environ)ental wor+ practices 'O2. Recogni/e and report potential environ)ental threats
$ #* $
LO!" FOLLOW ENVIRONMENTAL WOR PLACE PRACTICES ASSESSME"T CR TER A9 #. 5or+place practices and wor+ instructions relating to potential environ)ental i)pacts are recogni/ed and 6ollowed, and clari6ication is sought where necessary. .. Relevant legislation, codes and national standards that i)pact on wor+place environ)ental practices are recogni/ed and 6ollowed. 2. .Changes to wor+ practices and procedures are responded to positively and pro)ptly in accordance with organi/ational re3uire)ents. 4. ndividual roles=responsi7ilities are deter)ined and per6or)ed 7ased on the progra)= activities identi6ied CO"TE"TS9 5or+place practices 5or+ nstructions Relevant 'egislation on wor+place environ)ental practices Codes and "ational Standards on wor+place environ)ental practices 5aste )ini)i/ation and segregation Environ)ental )onitoring Signs and la7els Aa/ards and incident data recording and docu)entation Environ)ental legislation, codes and national standards - 8hilippine Clean Air Act o6 #111 - 8hilippine Clean 5ater Act o6 .--4 - Ecological Solid 5aste Manage)ent - Montreal 8rotocol - Dyoto 8rotocol - Environ)ental Awareness and Education Act o6 .--0 - 8hilippine Cli)ate Change Act o6 .--1 Changes in wor+ practices in accordance with organi/ational re3uire)ents ndividual role and responsi7ilities per6or)ed 7ased on progra) and identi6ied activities
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 5or+place instructions and practices 8hilippine legislation codes and national standards guide7oo+ E)ergency procedures=guide7oo+ Signs and la7el guides=che)ical la7els (irst aid +it OSAC guidelines
$ #, $
METAODO'O! ES9 'ecture Role play :ideo presentation !roup discussion
ASSESSME"T METAODS9 5ritten eCa)ination Oral nterview De)onstration
$ #0 $
LO#" CONTRIBUTE TO IMPROVE ENVIRONMENTAL WOR ASSESSME"T CR TER A9
PRACTICES
#. Suggestions are )ade to designated personnel 6or i)prove)ents to wor+place practices where possi7le. .. n6or)ation is gathered and i)prove)ents are suggested to support the develop)ent o6 i)proved wor+place approaches to environ)ental practices. 2. Environ)ental issues and their relationship to wor+place practices are discussed in the wor+place with colleagues and designated personnel. 4. Contri7utions to the review o6 environ)ental practices and policies are )ade within li)its o6 responsi7ility CO"TE"TS9 Di66erent suggestions )ade 6or designated personnel 6or i)prove)ent o6 wor+place practices - Mini)i/e environ)ental ha/ards and ris+ - Reduce waste disposal - Conserve water - Reduce air and water pollution - Ma+e )ore e66icient use o6 resources and i)prove environ)ental per6or)ance - Reduce soil distur7ance - )prove ha7itat resources Di66erent in6or)ation gathered 6or the i)prove)ent o6 wor+place approaches to environ)ental practices - 8reventing and )ini)i/ing production o6 pollution e.g., discharge to air, land and water ha/ardous waste - Reducing E7urning o66F - Co)posting - Recycling )aterials - Conservation practices - )prove wor+place )aintenance practice Di66erent environ)ental issues Environ)ental practices and policies
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Environ)ental practices and policies and guidelines Records and data o6 environ)ental issues Charts containing di66erent in6or)ation gathered to support wor+place approaches to environ)ental practices OSAC guidelines
$ #1 $
METAODO'O! ES9 'ecture :ideo presentation Role play !roup discussion
$ .- $
LO$" RECOGNI%E AND REPORT POTENTIAL ENVIRONMENTAL THREATS ASSESSME"T CR TER A9 #. Signs or sy)pto)s o6 the potential environ)ental threat are recogni/ed. .. n6or)ation a7out or o7servations o6 a potential environ)ental threat are reported to supervisors and=or appropriate authorities. 2. 'ocation and eCtent o6 the potential environ)ental threat is accurately recorded. 4. Reports on the potential environ)ental threat are co)pleted according to organi/ational guidelines. CO"TE"TS9 Signs and sy)pto)s o6 potential environ)ental threat - O7servation o6 the presence o6 weeds - 8est ani)als and che)icals - Da)age cause to plants, ani)al or the environ)ent - Changes in plant, trees and ani)al health - Erosion o6 soil - Soils in water suspension - 8resence o6 salt Reports o6 environ)ental threats Environ)ental records o6 location and eCtent o6 potential environ)ental threats - Environ)ental data - Maintenance and inspection reports - ncident and accident reports - Co)plaints 6ro) the pu7lic Creation o6 organi/ational guidelines 6or the potential environ)ental threats denti6ication o6 di66erent 8otential environ)ental threats and ha/ards
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 5or+place assess)ent=location Case studies=scenarios relating to environ)ental protection !eodetic )apping 6or potential environ)ental threats OSAC guidelines

$ .# $
UTILI%E IT APPLICATIONS IN TECHNICAL TRAINING UTILI%ING IT APPLICATIONS IN TECHNICAL TRAINING This )odule covers the +nowledge, s+ills and attitude re3uired in using co)puter so6tware=applications in training. Speci6ically it covers setting$up o6 wor+ environ)ent, utili/ation o6 word processing, spreadsheet, presentation applications and utili/ation o6 internet and world wide we7 to co))unicate and collect in6or)ation. 0 hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule the trainee=student )ust 7e a7le to9 'O#. Set$up wor+ environ)ent 'O.. Utili/e word processing application 'O2. Utili/e presenter application 'O4. Utili/e spreadsheet application 'O%. Utili/e internet and www to co))unicate and collect in6or)ation
$ .. $
LO!" SET&UP WOR
ENVIRONMENT
ASSESSME"T CR TER A9 #. 5or+ 6older is con6igured in accordance with enterprise T utili/ation guidelines. .. Des+top and shortcuts settings are con6igured in$line with personal pre6erence. 2. Connectivity to printer are chec+ed and tested in accordance with e3uip)ent user guide. CO"TE"TS9 8utting Co)puter 8arts together Creating (older and Directories - (older Creation - (older Copy and Trans6er - Sharing (older Connecting printer to 8C E3uip)ent User !uide Des+top Settings and Shortcuts - &ac+ground and Screen saver settings - Screen resolution setting - Short Cut and 'in+ settings
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 8ersonal co)puter 8rinter nstaller=so6tware &ond paper US& drive CD=D:D
ASSESSME"T METAODS9 5ritten eCa)ination Oral nterview De)onstration Case pro7le)s
$ .2 $
LO#" UTILI%E WORD PROCESSING APPLICATION ASSESSME"T CR TER A9 #. Docu)ent layout and 6or)atting are applied in line with docu)ent 6or)atting re3uire)ents. .. Application 6eatures are utili/ed to enhance productivity in line with application guide= help instructions 2. 8rinting o6 docu)ents is per6or)ed in line with enterprise T utili/ation guidelines CO"TE"TS9 5or+ing with word processing progra) - 5indow 6eatures - Menus and co))ands - !raphics and cons - 8aragraphs - Short cuts co))ands Docu)ent lay$out and 6or)atting - 8age settings - (ont Settings - (or)atting styles - Ta7le utili/ation Di66erent application 6eatures - 8rinting (ooter and header setting - Mail )erge - Review and editing tools - Re6erence 6eatures (or) creation 6eatures 8rocedures and options
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 8ersonal co)puter 8rinter 5ord processing so6tware ;installed< A4 si/e 7ond paper 8rinter n+
METAODO'O! ES9 'ecture Aands on Discussion
ASSESSME"T METAODS9 5ritten test De)onstration
$ .4 $
LO$" UTILI%E PRESENTER APPLICATION ASSESSME"T CR TER A9 #. 8resentation layout, 6or)atting and the)e utili/ation are applied in line with target audience re3uire)ents .. Ani)ation and slide transitions are applied to enhance viewing and interactivity eCperience in$line with 7est practices in utili/ing presentation pac+age. 2. 8rinting o6 presentation )aterials are per6or)ed in line with user re3uire)ents and enterprise T utili/ation guidelines 4. 8ac+aging and eCporting o6 presentation is per6or)ed in line with application help instructions=wi/ard. %. 8resentation o6 in6or)ation is per6or)ed in line with 7est practices in utili/ing presentation pac+age. CO"TE"TS9 8resentation So6tware ;8ower point< (eatures - Screen 6eatures - cons and Menus - Co))ands and tas+ Docu)ent lay$out and 6or)atting - 8age settings - (ont Settings - (or)atting styles - Ta7le utili/ation &est 8ractices in utili/ing presentation 8ac+ages Ani)ation and E66ects 8ac+aging and eCporting presentation Savings and 8rinting Options
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 8ersonal co)puter 8rinter 5ord processing so6tware ;installed< A4 si/e 7ond paper 8rinter in+
ASSESSME"T METAODS9 5ritten test Oral nterview Discussion

$ .% $
Direct o7servation
LO4" UTILI%E SPREADSHEET APPLICATION ASSESSME"T CR TER A9 #. 5or+7oo+ and wor+sheet settings and 6or)atting are applied in line with printing re3uire)ents. .. (or)ula and conditional 6or)atting are utili/ed to enhance productivity in line with the application help instructions. 2. Charts are utili/ed to enhance data presentation in line with the application help instructions. 4. 8rinting o6 wor+sheet is per6or)ed in line with docu)ent layout re3uire)ents and enterprise T utili/ation guidelines. CO"TE"TS9 5or+sheet and wor+7oo+ ;Spreadsheet< (eatures and settings - Screen 6eatures - cons and Menus - Co))ands and tas+ - 8age set up - Aeader set up - 5or+sheet organi/ation Docu)ent lay$out and 6or)atting - 8age settings - (ont Settings - (ra)es and 7order - Cell (or)atting &asic and Conditional (or)ulas - Su))ation - Division - Multiplication - Average - Rounding O66 - 6 Charts utili/ation and presentation 8rinting options Saving 6iles and docu)ents 8ac+aging and eCporting presentation
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 8ersonal co)puter 8rinter Spreadsheet so6tware ;installed< A4 si/e 7ond paper 8rinter in+
$ .* $
ASSESSME"T METAODS9 5ritten test Oral nterview Discussion Direct o7servation De)onstration
$ ., $
LO'" UTILI%E INTERNET AND WWW TO COMMUNICATE AND COLLECT INFORMATION ASSESSME"T CR TER A9 #. Chat and e)ail 6acility is utili/ed to eCchange in6or)ation and resources in line with chat help instructions. .. &rowser is con6igured to enhance productivity in line with the application help instruction 2. 5orld wide we7 is utili/ed to research and ac3uire resources in line with enterprise T utili/ation guidelines. CO"TE"TS9 Theory on the nternet and the 5orld wide we7 - nternet Service 8rovider - Search Engine - Search &ar nternet ter)inology nternet eCplorer and &rowser - Coo+ie settings - 8lug$in setup - Accessi7ility adBust)ents 'ocal Area "etwor+ "etwor+ 8rinter 5or+ing with electronic )ail ;e$)ail< and chat 6acilities Search using the internet
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 8ersonal co)puter 8rinter nternet connection A4 si/e 7ond paper 8rinter in+ Router=hu7=switcher
METAODO'O! ES9 'ecture :ideo presentation De)onstration
ASSESSME"T METAODS9 5ritten test Oral nterview Discussion Direct o7servation
$ .0 $
LEAD SMALL TEAMS LEADING SMALL TEAMS The )odule covers the +nowledge, s+ills and attitude re3uired to lead s)all tea)s including setting and )aintaining tea) and individual per6or)ance standards in education and training environ)ent. 9 0 hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule, the trainee=student )ust 7e a7le to9 'O#. 'O.. 8rovide tea) leadership Supervised tea) per6or)ance
$ .1 $
LO!"
PROVIDE TEAM LEADERSHIP
ASSESSME"T CR TER A9 #. .. 2. 4. %. *. ,. 0. 5or+ re3uire)ents are identi6ied and presented to tea) )e)7ers Reasons 6or instructions and re3uire)ents are co))unicated to tea) )e)7ers Tea) )e)7ers@ 3ueries and concerns are recogni/ed, discussed and dealt with Duties, and responsi7ilities are allocated having regard to the s+ills, +nowledge and aptitude re3uired to properly underta+e the assigned tas+ and according to co)pany policy Duties are allocated having regard to individual pre6erence, do)estic and personal considerations, whenever possi7le 8er6or)ance eCpectations are esta7lished 7ased on client needs and according to assign)ent re3uire)ents 8er6or)ance eCpectations are 7ased on individual tea) )e)7ers duties and area o6 responsi7ility 8er6or)ance eCpectations are discussed and disse)inated to individual tea) )e)7ers
CO"TE"TS9 5or+ re3uire)ents Co)pany policies and procedures Tea) )e)7ers concerns and issues Duties and responsi7ilities o6 tea) )e)7ers Relevant legal re3uire)ents Aow per6or)ance eCpectations are set Client eCpectations Tea) )e)7er@s duties and responsi7ilities
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials Organi/ational policy 5or+place or si)ulated environ)ent

$ 2- $
LO#" SUPERVISED TEAM PERFORMANCE ASSESSME"T CR TER A9 #. Monitoring o6 per6or)ance ta+es place against de6ined per6or)ance criteria and=or assign)ent instructions and corrective action ta+en i6 re3uired .. Tea) )e)7ers are provided with 6eed7ac+, positive support and advice on strategies to overco)e any de6iciencies 2. 8er6or)ance issues which cannot 7e recti6ied or addressed within the tea) are re6erred to appropriate personnel according to e)ployer policy 4. Tea) )e)7ers are +ept in6or)ed o6 any changes in the priority allocated to assign)ents or tas+s which )ight i)pact on client=custo)er needs and satis6action %. Tea) operations are )onitored to ensure that e)ployer=client needs and re3uire)ents are )et *. (ollow$up co))unication is provided on all issues a66ecting the tea) ,. All relevant docu)entation is co)pleted in accordance with co)pany procedures CO"TE"TS9 Relevant legal re3uire)ents (eed7ac+s Methods o6 Monitoring 8er6or)ance Client eCpectations Tea) )e)7er@s duties and responsi7ilities
$ 2# $
APPLY WOR
ETHICS( VALUES AND )UALITY PRINCIPLES ETHICS( VALUES AND )UALITY
APPLYING WOR PRINCIPLES
MODU'E DESCR 8TOR 9
The )odule covers the +nowledge, s+ills and attitude re3uired to apply and )aintain ethical standards and 3uality principle within education and training environ)ent. 9 0 hours
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule, the trainee=student )ust 7e a7le to9 'O#. 'O.. O7serve wor+place policies and guidelines O7serve proper conduct in dealing with learners and parents
$ 2. $
LO!" OBSERVE WOR PLACE POLICIES AND GUIDELINES ASSESSME"T CR TER A9 #. Attendance and punctuality are o7served in line with enterprise policies and guidelines. .. 5or+ 6unctions are per6or)ed in line with wor+ position=delegation and according to enterprise goals and o7Bectives. 2. Co))unication, re3uest, co)plaints are channeled through authority in line with enterprise policies and procedures. 4. Acade)ic 6reedo) is eCercised in line with enterprise goals and o7Bectives %. &est practices in teaching are de)onstrated at all ti)es. *. 8ersonal and pro6essional upgrading is eCercised in line with personal goals and enterprise guidelines and policies. ,. Con6identiality o6 records and other docu)ents are )aintained in line with enterprise policies and guidelines. 0. 8ro6essional courtesy is eCercised at all ti)es CO"TE"TS9 Enterprise policies and guidelines Teaching 7est practices Code o6 ethics and right conduct Acade)ic 6reedo) 5or+ ethics o Sel6 $worth o Con6identiality o 8ersonal co))it)ent 8ersonnel )anage)ent (ilipino custo)s and traits
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials Organi/ational policy and guidelines 5or+place or si)ulated environ)ent

$ 22 $
LO#"
OBSERVE PROPER CONDUCT IN DEALING WITH LEARNERS AND PARENTS
ASSESSME"T CR TER A9 #. 8ro)otion o6 learners is per6or)ed 7ased on non$preBudice decision and actual acco)plish)ents and per6or)ance o6 learners. .. 'earners were given e3ual opportunities to learn and utili/e school 6acilities in line with the enterprise o7Bective and goals. 2. 8arent consultations are per6or)ed in line with enterprise policies and guidelines. CO"TE"TS9 )partiality towards learning Teaching 7est practices Code o6 ethics and right conduct Acade)ic 6reedo)
$ 24 $
WOR EFFECTIVELY IN VOCATIONAL EDUCATION AND TRAINING WOR ING EFFECTIVELY IN VOCATIONAL EDUCATION AND TRAINING The )odule covers the +nowledge, s+ills and attitude re3uired to wor+ e66ectively in the policy and operating environ)ent o6 the vocational education and training sector #* hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule, the trainee=student )ust 7e a7le to9 'O#. 5or+ within the vocational education and training policy 6ra)ewor+ 'O.. 5or+ within the training organi/ation@s 3uality 6ra)ewor+ 'O2. Manage wor+ and wor+ relationships 'O4. 8er6or) a client$6ocused approach to wor+
$ 2% $
LO!" WOR WITHIN THE VOCATIONAL EDUCATION AND TRAINING POLICY FRAMEWOR ASSESSME"T CR TER A9 #. Relevant national vocational education and training policies and 6ra)ewor+s are accessed, analy/ed, applied and guided in accordance with wor+ practices and responsi7ilities. .. Dey vocational education and training organi/ations and sta+eholders are identi6ied, accessed and in6or)ed in accordance with updated wor+ practices. 2. 'egislation and guidelines are accessed, used, co)plied and ensured in accordance wor+ practices and policy re3uire)ents. 4. Sources o6 in6or)ation and advice on vocational education and training policy and operating conteCt are accessed on a regular 7asis and changes are noted as appropriate. %. Opportunities are ta+en up to contri7ute to vocational education and training in accordance with organi/ational policy develop)ents. *. :ocational education and training ter)inology is used to co))unicate e66ectively in accordance with sector. CO"TE"TS9 Training Regulations, including the purpose and structure o69 o units o6 co)petency o Assess)ent !uidelines o 3uali6ications o E)ploya7ility S+ills o support )aterials 8hilippine T:ET Trainers ?uali6ication (ra)ewor+ ;8TT?(< Education and training sta+eholders 'egislations guidelines9 o guidelines on progra)=proBect 6unding o User Choice o apprenticeships=traineeships o i)ple)entation o6 Training 8ac+ages o registration o course accreditation o access and e3uity o anti$discri)ination including e3ual opportunity, racial vili6ication and disa7ility discri)ination o industrial relations o code o6 practice o occupational health and sa6ety ;OAS< Sources o6 in6or)ation on vocational education and training opportunities9 o attendance at wor+shops and consultations o individual or organi/ational written su7)issions and 6eed7ac+ to relevant vocational education and training organi/ations and sta+eholders o participation in 6oru)s, networ+s, con6erences o participation in training organi/ation )eetings o participation in validation )eetings o research=consultancy
$ 2* $
o contri7ution to online consultations CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials 'egislation, codes, 6ra)ewor+s, guidelines , on vocational education and training hand7oo+ or )anuals organi/ational )anuals, docu)ents, pu7lications
$ 2, $
LO#"
WOR
WITHIN THE TRAINING ORGANI%ATION*S )UALITY FRAMEWOR
ASSESSME"T CR TER A9 #. Relevant organi/ational docu)entation is accessed, used, supported and ensured in accordance wor+ roles and responsi7ilities. .. 5or+ is conducted in accordance with the training organi/ation@s 3uality assurance strategies, processes, policies and procedures. 2. Ethical and legal responsi7ilities are adhered to in accordance with wor+ practices. 4. 5or+ is underta+en in accordance with the prevailing industrial and e)ployee relations syste)s and practices. %. (eed7ac+ and advice on wor+ 3uality is actively sought 6ro) colleagues and clients in accordance with the prevailing industrial and e)ployee relations syste)s and practices. CO"TE"TS9 Relevant organi/ational docu)entation9 o strategic plans o 7usiness plans o policies and procedures o position descriptions o responsi7ility state)ents 3uality arraign)ent 6or clients internal 3uality policies and procedures learning and pro6essional sta66 develop)ent training organi/ation sta66 develop)ent participation networ+ individual learning initiatives e66ective co))unication strategies
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials organi/ational )anuals, docu)ents, pu7lications organi/ational data syste)s pu7lications, newsletters o6 relevant authorities
ASSESSME"T METAODS9
$ 20 $
Oral 3uestioning 5ritten eCa)ination De)onstration
$ 21 $
LO$" MANAGE WOR
AND WOR
RELATIONSHIPS
ASSESSME"T CR TER A9 #. 5or+ is planned, prioriti/ed and organi/ed to achieve agreed and eCpected outco)es. .. 5or+loads are assessed and guidance=support is sought 6ro) relevant personnel where wor+ issues arise and in accordance with eCisting organi/ational policies and guidelines. 2. Relevant technological s+ills are used to enhance wor+ outco)es and in accordance with prevailing industrial syste)s and practices. 4. 5or+ is underta+en in a colla7orative )anner with colleagues through sharing o6 in6or)ation and ideas and wor+ing together on wor+ outco)es in accordance with the prevailing industrial and e)ployee relations syste)s and practices. %. (eed7ac+ on )anaging wor+ and pro6essional relationships is o7tained 6ro) clients and colleagues and is evaluated and acted upon. CO"TE"TS9 8lanning and prioriti/ing o6 wor+s Organi/ational guidelines on wor+ loads Relevant technological s+ills E)ployees relationship Managing wor+ and pro6essional relationship
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials organi/ational )anuals, docu)ents, pu7lications organi/ational data syste)s pu7lications, newsletters o6 relevant authorities
$ 4- $
LO4" PERFORM A CLIENT&FOCUSED APPROACH TO WOR ASSESSME"T CR TER A9 #. Clients and their needs and eCpectations 6or) the 7asis 6or developing e66ective wor+ practices and outco)es in accordance with operational li)its. .. E66ective co))unication strategies are developed, utili/ed, esta7lished and )aintained in accordance with client relationships. 2. 8rocesses 6or evaluating and i)proving client satis6action are developed and 7uilt in accordance with wor+ practices CO"TE"TS9 the diversity o6 clients, client needs, client eCpectations 6or vocational education and training services relevant legal and policy re3uire)ents, codes o6 practice, national standards and e66ective co))unication strategies client satis6action evaluation process
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials Organi/ational )anuals, docu)ents, pu7lications Organi/ational data syste)s 8u7lications, newsletters o6 relevant authorities
$ 4# $
U" T O( COM8ETE"C> 9 FOSTER AND PROMOTE AN INCLUSIVE LEARNING CULTURE MODU'E T T'E 9 FOSTERING AND PROMOTING AN INCLUSIVE LEARNING CULTURE The )odule covers the +nowledge, s+ills and attitude re3uired to 6oster and pro)ote an environ)ent which supports inclusive wor+ practices and learning culture. #* hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule, the trainee=student )ust 7e a7le to9 'O#. 8ractice inclusivity 'O.. 8ro)ote and respond to diversity 'O2. Develop and i)ple)ent wor+ strategies to support inclusivity 'O4. 8ro)ote a culture o6 learning 'O%. Monitor and i)prove wor+ practices
$ 4. $
LO!" PRACTICE INCLUSIVITY ASSESSME"T CR TER A9 #. ndividual di66erences and clients with particular needs are ac+nowledged, respected and valued in accordance with eCisting wor+ practices and learning culture. .. 8ersonal perceptions and attitudes a7out di66erence are eCa)ined and revised to i)prove co))unication and pro6essionalis) in accordance with eCisting wor+ practices and learning culture. 2. 8rinciples underpinning inclusivity are integrated into all wor+ practices. 4. The training organi/ation@s access and e3uity policy is used in accordance to wor+ practices. CO"TE"TS9 ndividual di66erences Clients with particular needs The principles underpinning inclusivity and how to integrate the) into wor+ practices Ethical and inclusive 7ehaviors eCpected o6 pro6essional relationships with clients and colleagues Sources o6 in6or)ation to support inclusive practices Availa7ility and types o6 supports 6or clients with speci6ic needs Relevant policies, legal re3uire)ents, codes o6 practice on9 Disa7ility, discri)ination, inclusiveness, hu)an rights, e3ual opportunity, racial discri)ination Duty o6 care responsi7ilities Access and e3uity policies ndividualsG rights and con6identiality are respected at all ti)es.
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials
$ 42 $
LO#" PROMOTE AND RESPOND TO DIVERSITY ASSESSME"T CR TER A9 #. The ground rules 6or participation and 7ehavior with colleagues and clients are esta7lished in accordance with a cooperative and agreed process=es. .. ndividuals are encouraged to eCpress the)selves and to contri7ute to the wor+ and learning environ)ent in accordance with a cooperative and agreed process=es 2. ndividuals are provided with opportunities to indicate speci6ic needs to support their participation in learning and wor+ in accordance with a cooperative and agreed process=es. 4. Relevant research, guidelines and resources are accessed to support inclusivity in accordance with eCisting guidelines and procedures. %. :er7al and 7ody language is sensitive to di66erent cultures and 7ac+grounds and di66erences in physical and intellectual a7ilities and as appropriate. CO"TE"TS9 OAS relating to the wor+ role=wor+ conteCt, and OAS considerations when 6ostering and pro)oting an inclusive learning culture including9 internal policies and procedures to )eet OAS re3uire)ents ha/ards co))only 6ound in the wor+ environ)ent Rules 6or participation and 7ehavior with colleague and clients Culture sensitivity
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials Ris+ control action plan
$ 44 $
LO$" DEVELOP AND IMPLEMENT WOR ASSESSME"T CR TER A9
STRATEGIES TO SUPPORT INCLUSIVITY
#. Docu)ented resources to support and guide inclusive practices are identi6ied and used to in6or) wor+ strategies in accordance with eCisting guidelines and procedures. .. Support persons are identi6ied and included in the wor+ and learning process where appropriate and agreed to. 2. Relevant pro6essional support services are identi6ied and accessed, as re3uired. 4. Any physical environ)ent support needs are ac+nowledge and incorporated into wor+ practices, where practica7le and approved 7y appropriate personnel. %. OAS issues associated with inclusivity are identi6ied and addressed in accordance with eCisting guidelines and procedures. *. nclusiveness is )odeled in accordance with wor+ per6or)ance. CO"TE"TS9 Support persons 8hysical environ)ent support needs Organi/ational wor+ syste)s, practices 8ro6essional supports Type o6 docu)ented resources
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials 5or+place or si)ulated area
$ 4% $
LO4" PROMOTE A CULTURE OF LEARNING ASSESSME"T CR TER A9 #. Support and advice is provided to colleagues and clients to encourage new and ongoing participation in accordance with learning opportunities. .. The 7ene6its o6 learning are eCplored with colleagues and clients in accordance with a culture o6 learning. 2. 'earning and co)petency achieve)ent is recogni/ed and rewarded in accordance with the wor+ and=or learning environ)ent. 4. Opportunities to develop own and others generic s+ills are identi6ied in accordance with the wor+ and=or learning environ)ent. %. Multiple pathways to achieve own and others 6uture learning goals are discussed in accordance with the wor+ and=or learning environ)ent. CO"TE"TS9 Opportunities 6or sel6 develop)ent ECploring the 7ene6its o6 learning Supporting and advising colleague and clients 8athways 6or sel6 develop)ent and 6uture learning Culture o6 learning
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials Ris+ control action plan OAS docu)entations
$ 4* $
LO'" MONITOR AND IMPROVE WOR ASSESSME"T CR TER A9
PRACTICES
#. E66ective wor+ practices to enhance inclusivity and a learning culture are identi6ied in accordance with the wor+ and=or learning environ)ent. .. Conscious actions are ta+en to )odi6y and i)prove in accordance with wor+ practices. 2. Strategies and policies to support inclusivity are regularly reviewed in accordance with continuous i)prove)ent o6 wor+ processes. 4. 8roposed changes to relevant strategies and policies are docu)ented and reported in accordance with organi/ational structure. CO"TE"TS9 E66ective wor+ practices Aow to i)prove wor+ practices Strategies and policies to support inclusivity Docu)enting changes to strategies and policies
$ 4, $
ENSURE A HEALTHY AND SAFE LEARNING ENVIRONMENT ENSURING A HEALTHY AND SAFE LEARNING ENVIRONMENT The )odule covers the +nowledge, s+ills and attitude re3uired to ensure the health, sa6ety and wel6are o6 learners and candidates. #* hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule, the trainee=student )ust 7e a7le to9 'O#. 'O.. denti6y Occupational Aealth and Sa6ety ;OAS< responsi7ilities denti6y ha/ards in the learning environ)ent
'O2. Assess ris+s in the learning environ)ent 'O4. Develop and i)ple)ent actions to ensure the health sa6ety and wel6are o6 learners and=or candidates 'O%. 8rovide appropriate Occupational Aealth and Sa6ety ;OAS< re3uire)ents to learners and=or candidates 'O*. Monitor Occupational Aealth and Sa6ety ;OAS< arrange)ents in the learning environ)ent
$ 40 $
LO!" IDENTIFY OCCUPATIONAL HEALTH AND SAFETY +OHS, RESPONSIBILITIES ASSESSME"T CR TER A9 #. The purpose and approaches o6 OAS in the learning environ)ent are de6ined in accordance with OAS standards .. Docu)entation outlining the OAS legal responsi7ilities o6 the various parties in the learning environ)ent is accessed, read and interpreted in accordance with OAS standards 2. Organi/ational OAS docu)entation is identi6ied and accessed in accordance with standard operating procedures CO"TE"TS9 relevant policies, legal re3uire)ents, codes o6 practice and national legislative re3uire)ents 6or in6or)ation and consultation relevant to sa6ety legislative re3uire)ents 6or record +eeping related to OAS legislative re3uire)ents 6or sa6e wor+places OAS roles and responsi7ilities o6 e)ployers, the training= trainers=6acilitators, learners and=or candidates, )anagers and supervisors duty o6 care o7ligations 6or training and=or trainers=6acilitators 7asics o6 a syste)atic approach to OAS sources o6 in6or)ation on OAS re3uire)ents relevant to the speci6ic industry where learning will ta+e place organi/ational OAS docu)entation including policies, procedures and ris+ control strategies
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials OAS regulatory )anuals and docu)ents ndustry code o6 practices )anuals
$ 41 $
LO#" IDENTIFY HA%ARDS IN THE LEARNING ENVIRONMENT ASSESSME"T CR TER A9 #. Sources o6 in6or)ation are researched and accessed to identi6y ha/ards co))on within the industry in which the learning will ta+e place. .. 'earning environ)ent is inspected prior to use in consultation with various parties in order to identi6y ha/ards 2. Any speci6ic OAS needs o6 learners and=or candidates are in accordance with OAS standards. 4. Any potential ha/ards created 7y learners and=or candidates with speci6ic needs are identi6ied in accordance with OAS standards. %. 8ersonal li)itations and responsi7ilities in identi6ying ha/ards are recogni/ed and specialist advisers are consulted in accordance with OAS standards. CO"TE"TS9 ha/ards and ris+s in the speci6ic industry where learning will ta+e place co))on ris+ control strategies applica7le to the industry where learning and=or will ta+e place hierarchy o6 control as it applies to ris+s encountered in the learning environ)ent +nowledge o6 the learning environ)ent su66icient to 7e a7le to identi6y ha/ards and conduct si)ple ris+ assess)ent
$ %- $
LO$" ASSESS RIS S IN THE LEARNING ENVIRONMENT ASSESSME"T CR TER A9 #. 'i+elihood o6 inBury as a result o6 eCposure to identi6ied ha/ard=s is assessed in accordance with OAS standards. .. Severity o6 any potential inBury, illness or negative=adverse outco)e arising 6ro) the identi6ied ha/ard is assessed 6or ris+ in accordance with OAS standards. 2. Aa/ards are prioriti/ed 6or action in consultation with various parties in accordance with OAS standards. 4. 8ersonal li)itations in assessing ris+s are recogni/ed and specialist advisers are consulted in accordance with OAS standards CO"TE"TS9 Types o6 potential ris+ and ha/ards Methods o6 assessing ris+ and ha/ards ha/ards and ris+s in the speci6ic industry where learning will ta+e place co))on ris+ control strategies applica7le to the industry where learning and=or will ta+e place individual=personal role in assessing ris+ in learning environ)ent ris+ and ha/ards hierarchal order potential inBury, ail)ent and severity as a results o6 identi6ied ris+=ha/ards
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials 5or+place ore si)ulated area 8otentials ris+s and ha/ards Ris+=ha/ard assess)ent standards Ris+ =ha/ard assess)ent procedures )anual
$ %# $
LO4" DEVELOP AND IMPLEMENT ACTIONS TO ENSURE THE HEALTH SAFETY AND WELFARE OF LEARNERS AND/OR CANDIDATES ASSESSME"T CR TER A9 #. Ris+ controls are developed 7ased on the hierarchy o6 control in accordance with OAS standards. .. Ris+ control action plan is identi6ied and accessed or 6or)ulated in consultation with various parties. 2. Actions within the control and responsi7ility o6 the trainer=6acilitator are i)ple)ented in accordance with OAS standards. 4. Outstanding ris+ control actions are re6erred to the various parties 6or i)ple)entation. %. Supervisory arrange)ents appropriate to learner@s and=or candidate@s levels o6 +nowledge=s+ill= eCperience are )onitored to ensure their health and sa6ety. CO"TE"TS9 Ris+ control and hierarchy Ris+ control action plan 8rocedures in 6or)ulating ris+ action plan Ris+ control responsi7ilities o6 trainer=6acilitators Standards 6or deter)ining ris+ control 7est practices Monitoring learners=candidates +nowledge and s+ills level or eCperiences
$ %. $
LO'" PROVIDE APPROPRIATE OCCUPATIONAL HEALTH AND SAFETY +OHS, RE)UIREMENTS TO LEARNERS AND/OR CANDIDATES ASSESSME"T CR TER A9 #. 'earners and=or candidates are provided with appropriate in6or)ation related to OAS. .. 'earners and=or candidates are assessed 6or +nowledge o6 OAS re3uire)ents. 2. 'earners and=or candidates are supplied with personal protective e3uip)ent in accordance with OAS standards CO"TE"TS9 8urpose o6 OAS OAS approaches OAS re3uire)ents Type o6 88E and applications
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials OAS )anuals
$ %2 $
LO6" MONITOR OCCUPATIONAL HEALTH AND SAFETY +OHS, ARRANGEMENTS IN THE LEARNING ENVIRONMENT ASSESSME"T CR TER A9 #. Achieve)ent against the ris+ control action plan is )onitored and any issues addressed as appropriate. .. The e66ectiveness and relia7ility o6 eCisting ris+ controls are con6ir)ed with relevant parties. 2. E66ective ha/ard and incident reporting and investigation processes are con6ir)ed on a continuing 7asis. CO"TE"TS9 Aa/ards and accident reporting procedures Organi/ational OAS docu)entations Ris+ control )onitoring
$ %4 $
U" T O( COM8ETE"C> MODU'E T T'E MODU'E DESCR 8TOR
9 9 9
MAINTAIN AND ENHANCE PROFESSIONAL PRACTICE MAINTAINING AND ENHANCING PROFESSIONAL PRACTICE The )odule covers the +nowledge, s+ills and attitude re3uired to )anage the personal pro6essional per6or)ance and to ta+e responsi7ility 6or own pro6essional develop)ent in relation to the provision o6 training and services. 0 hours 9
"OM "A' DURAT O" ?UA' ( CAT O" 'E:E'
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule, the trainee=student )ust 7e a7le to9 'O#. Model high standards o6 per6or)ance 'O.. Deter)ine personal develop)ent needs 'O2. 8articipate in pro6essional develop)ent activities 'O4. Re6lect on and evaluate pro6essional practice
$ %% $
LO!" MODEL HIGH STANDARDS OF PERFORMANCE ASSESSME"T CR TER A9 #. 8ersonal per6or)ance is consistent with the organi/ation@s goals and o7Bectives. .. Appropriate pro6essional techni3ues and strategies are patterned in accordance with eCisting organi/ational policies and guidelines. 2. 8ersonal wor+ goals and plans re6lect individual responsi7ilities and accounta7ilities in accordance with organi/ational=legal re3uire)ents. 4. Ethical and inclusive practices are applied in pro6essional practice and in accordance with eCisting organi/ational policies and guidelines. CO"TE"TS9 organi/ational goals=o7Bectives organi/ational processes, procedures and opportunities relating to pro6essional develop)ent a range o6 continuous i)prove)ent techni3ues and processes and their application ethical and inclusive practices standards=principles, ethnical=inclusive principles and practices
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials Organi/ational goals, policies, and guidelines hand7oo+s=)anuals
$ %* $
LO#" DETERMINE PERSONAL DEVELOPMENT NEEDS ASSESSME"T CR TER A9 #. 8ersonal +nowledge and s+ills are assessed against units o6 co)petency and other relevant 7ench)ar+s in accordance with the develop)ent needs and priorities. .. Changes in vocational education, training policy and operating environ)ents are identi6ied in accordance with the i)pact on pro6essional practice and personal develop)ent needs. 2. (eed7ac+ 6ro) colleagues and clients is identi6ied and used in accordance with personal learning needs=areas o6 pro6essional develop)ent. 4. (uture career options are identi6ied as appropriate. %. 8ersonal learning needs are docu)ented and updated in accordance with eCisting policies and procedures. *. 8ersonal develop)ent needs are discussed with relevant personnel 6or inclusion in accordance with the pro6essional develop)ent plan. CO"TE"TS9 Social and education trends and changes i)pacting on the vocational education and training environ)ent, 6or eCa)ple9 o policy changes o technological changes o cultural changes o econo)ical changes (uture career options 8ersonal develop)ent needs
$ %, $
LO$" PARTICIPATE IN PROFESSIONAL DEVELOPMENT ACTIVITIES ASSESSME"T CR TER A9 #. Develop)ent opportunities suita7le to personal learning style=s are selected and used in accordance with continuous support o6 learning and )aintenance o6 current pro6essional practice=s. .. 8ro6essional networ+s are participated in accordance with continuous support o6 learning and )aintenance o6 current pro6essional practice=s. 2. Own per6or)ance and pro6essional co)petency is continuously i)proved through engage)ent in accordance with pro6essional develop)ent activities. 4. Technology is used to )aintain regular co))unication in accordance with relevant networ+s, organi/ations and individuals CO"TE"TS9 Develop)ent opportunities "etwor+s relevant to pro6essional practice Types and availa7ility o6 training develop)ent activities and opportunities "etwor+ing technology
$ %0 $
LO4" REFLECT ON AND EVALUATE PROFESSIONAL PRACTICE ASSESSME"T CR TER A9 #. Develop)ents and trends i)pacting on pro6essional practice are researched and integrated in accordance with wor+ per6or)ance. .. (eed7ac+ 6ro) colleagues=clients is used to identi6y and introduce i)prove)ents in accordance wor+ per6or)ance. 2. nnovative and responsive approaches 6or i)proving pro6essional practice are identi6ied and used in accordance with continuous support to i)prove techni3ues and processes. 4. Records, reports and reco))endations 6or i)prove)ent are )anaged in accordance with the organi/ation@s syste)s and processes. CO"TE"TS9 Relevant policies, legislation, codes o6 practice and national standards 6or eCa)ple9 o Training 8ac+ages, co)petency standards, other relevant 7ench)ar+s o licensing re3uire)ents o industry=wor+place re3uire)ents o duty o6 care under co))on law Recording in6or)ation and con6identiality re3uire)ents Anti$discri)ination including e3ual opportunity, racial vili6ication and disa7ility discri)ination 5or+place relations ndustrial awards=enterprise agree)ents
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials Relevant policies, legislations , code o6 practice
METAODO'O! ES9 'ecture=discussion De)onstration=application Oral presentation ASSESSME"T METAODS9 Oral 3uestioning 5ritten eCa)ination De)onstration
$ %1 $
DEVELOP AND PROMOTE APPRECIATION FOR COSTS AND BENEFITS OF TECHNICAL TRAINING DEVELOPING AND PROMOTING APPRECIATION FOR COSTS AND BENEFITS OF TECHNICAL TRAINING The )odule covers the +nowledge, s+ills and attitude re3uired in esti)ating and evaluating costs and 7ene6its o6 training, deter)ining its cost$e66ectiveness and returns, and identi6ying, reco))ending and advocating cost$e66icient training practices #* hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule, the trainee=student )ust 7e a7le to9 'O#. Study and evaluate training cost co)ponents and 7ene6its 'O.. Monitor conduct and results o6 training 'O2. 8ro)ote awareness o6 costs and 7ene6its o6 training
$ *- $
LO!" STUDY AND EVALUATE TRAINING COST COMPONENTS AND BENEFITS ASSESSME"T CR TER A9 #. (eatures and 7ene6its o6 training progra)s are identi6ied and analy/ed 7ased on 6inancial and custo)er re3uire)ents .. Cost co)ponents are analy/ed to deter)ine those which deliver the desired training 6eatures and 7ene6its 2. 5astages or eCcesses are deter)ined 6or possi7le reduction or eli)ination 4. :ariances in training per6or)ance and results are studied to deter)ine good and 7ad practices %. 8lanned per6or)ance is co)pared with actual per6or)ance to identi6y 6uture enhance)ents in conduct o6 training *. Cost reduction and control )easures that do not i)pact greatly on training results are reco))ended ,. Usage o6 training resources is analy/ed 6or opti)i/ation or reduction CO"TE"TS9 &asic arith)etic H 6our 6unda)ental operations &asic cost accounting and 7oo++eeping &asic training )ethodology including training costs and 7ene6its Training syste) evaluation concepts 8ositive wor+ traits and values ;attention to detail, persistence, cost$consciousness, sa6ety$ and ti)e$consciousness, 3uality$consciousness<
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials Training progra)=curriculu) o66ering
$ *# $
LO#" MONITOR CONDUCT AND RESULTS OF TRAINING ASSESSME"T CR TER A9 #. Si)ple 6or)ative and su))ative evaluations o6 training are done to evaluate achieve)ent o6 learning outco)es .. ?uality training progra)s are )onitored and noted=docu)ented 6or 7est practices and results replication 2. &ene6its and returns on training invest)ents are studied using relevant data 4. Cost$e66ective training progra)s are identi6ied and reco))ended 6or docu)entation, replication and 6urther enhance)ent. CO"TE"TS9 Training evaluations )ethods &est practices in T:ET training Relevant training data Methods o6 collecting data on training invest)ent Docu)entation o6 cost$ e66ective training progra)s
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials Sa)ple training progra)s Data on training invest)ent
$ *. $
LO$" PROMOTE AWARENESS OF COSTS AND BENEFITS OF TRAINING ASSESSME"T CR TER A9 #. &ene6its o6 training as invest)ent rather than cost center are eCplained and stressed to trainees, 6ellow trainers and ad)inistrators where applica7le .. Econo)y in use o6 training supplies and )aterials and care in use o6 training e3uip)ent and 6acilities are stressed continually 2. Model=7est practices in opti)u) and Budicious use o6 training resources are docu)ented, practiced and de)onstrated CO"TE"TS9 &ene6its and returns on training invest)ent Relevant training data Econo)y on the use o6 training resources Docu)entations o6 7est practices in using training resources
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials Relevant in6or)ation 7ene6its and returns o6 training invest)ent Relevant training data 5or+place or si)ulated environ)ent
$ *2 $
DEVELOP AND PROMOTE UNDERSTANDING OF GLOBAL LABOR MAR ETS DEVELOPING AND PROMOTING UNDERSTANDING OF GLOBAL LABOR MAR ETS The )odule covers the +nowledge, s+ills and attitude re3uired to descri7es the outco)es re3uired in understanding, analy/ing and disse)inating in6or)ation on glo7al la7or$)ar+et trends and concerns as they a66ect the T:ET, la7or and e)ployer sectors. 0 hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule, the trainee=student )ust 7e a7le to9 'O#. denti6y current and 6uture trends=concerns
'O.. Assess new develop)ents 'O2. Utili/e la7or )ar+et in6or)ation to 7est e66ect
$ *4 $
LO!" IDENTIFY CURRENT AND FUTURE TRENDS/CONCERNS ASSESSME"T CR TER A9 #. Relevant and relia7le sources o6 la7or$)ar+et in6or)ation ;'M < are identi6ied and accessed 7ased on needs .. !lo7al and local relevance o6 la7or$)ar+et ;'M< trends are studied and analy/ed 6or their i)plications in the la7or and training )ar+et 2. Relevant events, including positions and interests o6 trainees, clients and training providers are studied and considered in the design and delivery o6 training CO"TE"TS9 Accessing 'a7or )ar+et in6or)ation 'a7or$)ar+et paradig) Supply side H T:ET providers and schools, co))unities De)and side H e)ployers ;govern)ent and private sector< 'a7or re3uire)ents variations and seasonality in the 'M T:ET sector +nowledge H wor+ regi)e, syste)s, technologies and uni3ue aspects relevant to sector or geographic area 8ro6ile o6 T:ET sector sta+eholders, opinion leaders and )aBor players 'egislations and regulations that i)pact on the T:ET sector Events and trends that have shaped the glo7al la7or )ar+et over ti)e
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials 'a7or )ar+et in6or)ation resources
$ *% $
LO#" ASSESS NEW DEVELOPMENTS ASSESSME"T CR TER A9 #. E)erging issues o6 potential signi6icance to the local and glo7al la7or )ar+ets are identi6ied and studied .. Research 6indings are assessed 6or signi6icance to the technical and vocational education and training ;T:ET< sector 2. Opportunities and ris+s o6 new develop)ents are identi6ied and assessed 4. :iews o6 trainees, training providers and other sta+eholders are identi6ied and assessed 6or their potential 7ene6it or i)pact %. 5here necessary responses and strategies 6or 'M threats and opportunities are developed in consultation with other T:ET partners *. "ew and e)erging concepts, technologies, products and processes are noted and evaluated 7ased on their i)plications 6or the T:ET and la7or )ar+et CO"TE"TS9 'a7or )ar+et in6or)ation assess)ent process T:ET sector +nowledge H wor+ regi)e, syste)s, technologies and uni3ue aspects relevant to sector or geographic area 8ro6ile o6 T:ET sector sta+eholders, opinion leaders and )aBor players 'egislations and regulations that i)pact on the T:ET sector Events and trends that have shaped the glo7al la7or )ar+et over ti)e Trends in custo)er eCpectations and 7uying patterns 8ositive wor+ values ;proactiveness, practicality, results and service orientation, 3uality$consciousness<
$ ** $
LO$" UTILI%E LABOR MAR ET INFORMATION TO BEST EFFECT ASSESSME"T CR TER A9 #. Awareness o6 'M situation and related concerns are pro)oted through tal+s, lectures and other training opportunities .. Relevant in6or)ation on 'M and new technologies are incorporated in the curriculu) and during the training 2. Mention=8resentations o6 'M and trends are )ade during )eetings, 6ora and training situations using language and delivery styles adapted to the audience 4. 5here necessary, responses and strategies to glo7al la7or$)ar+et develop)ents are developed and reco))ended using analytical tools and current 'M CO"TE"TS9 Events and trends that have shaped the glo7al la7or )ar+et over ti)e Trends in custo)er eCpectations and 7uying patterns 8ositive wor+ values ;proactiveness, practicality, results and service orientation, 3uality$consciousness<
CO"D T O"S9 Students=trainees )ust 7e provided with the 6ollowing9 Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents 8C=printer or laptop=printer with internet access &ond paper &all pens=pencils and other o66ice supplies and )aterials Access to 'M in6or)ation 5or+place or si)ulated environ)ent
$ *, $
MODULES OF INSTRUCTION CORE COMPETENCIES
PLAN TRAINING SESSION PLANNING TRAINING SESSION This unit covers the +nowledge, s+ills and attitude in planning a training session. t includes identi6ying learner@s re3uire)ents, preparing session plan, preparing 7asic instructional )aterials and organi/ing learning and teaching resources. 4- hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 the )odule the trainees=students should 7e a7le to9 'O#. denti6y learner@s training re3uire)ents
'O.. 8repare session plan 'O2. 8repare instructional )aterials 'O4. 8repare assess)ent instru)ents ; nstitutional< 'O%. Organi/e learning and teaching resources
$ *1 $
LO!" IDENTIFY LEARNER*S TRAINING RE)UIREMENTS ASSESSME"T CR TER A9 #. Curriculu) docu)ents is reviewed and analy/ed 6or training purposes .. Current co)petencies o6 target group are deter)ined 2. Co)petencies re3uired to 7e attained are co)pared with current co)petencies o6 target group 4. Results o6 co)parison is used to deter)ine training re3uire)ents %. Training re3uire)ents are validated with appropriate people. CO"TE"TS9 ConteCt o6 co)petency standard and the co)petency 7ased curriculu) 8re$training evaluation Di66erent types o6 target groups Trainees characteristics Co)parative study o6 current co)petencies o6 trainees with the eCisting Co)petency Standards Training resources Appropriate training validation group and training lin+ages The student=trainee )ust 7e provided with the 6ollowing9
CO"D T O"9
Co)petency standard and co)petency 7ased curriculu) Occupational health and sa6ety guidelines 8ersonal co)puter Training +it
ASSESSME"T METAODS9 5ritten nterview=3uestioning
$ ,- $
LO#" PREPARE SESSION PLAN ASSESSME"T CR TER A9 #. .. 2. 4. %. *. nstructional 7lueprint is developed Training delivery )odes are identi6ied appropriate 6or the training Training )ethods that pertains to the re3uired co)petencies are addressed Se3uence o6 training activities are deter)ined 7ased on co)petencies standards Resources to support training are identi6ied Session plan is 6inali/ed according to re3uired 6or)at
CO"TE"TS9 Standard 8rocedures on how to adapt the relevance o6 the co)petency standards to the session plan content Developing 'earner Engage)ent 8lan ;'E8< Developing nstructional &lueprint ; &< 8reparation o6 Session 8lan Di66erent types o6 training delivery )odes and )ethodology Assess)ent )ethodology Training resources S+ills in operating personal co)puter.
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Co)petency standard Co)petency 7ased curriculu) Supplies and )aterials=training Dit 8ersonal co)puter 'E8 te)plate
METAODO'O! ES9 'ecture Co)puter aided instruction Discussions
ASSESSME"T METAODS9 5ritten=oral eCa)ination nterview
$ ,# $
LO$" PREPARE INSTRUCTIONAL MATERIALS ASSESSME"T CR TER A9 #. nstructional )aterials are prepared and 6ocused on a +ey concept or idea related to wor+ activity. .. TeCt and illustrations are )ade clear and legi7le appropriate 6or the training re3uire)ents o6 the trainees 2. 'anguages, style and 6or)at o6 the )aterials are appropriate 6or the trainees characteristics and needs CO"TE"TS9 Understanding on the develop)ent co)petency 7ased learning )aterials. Types o6 instructional )aterials Develop)ent o6 in6or)ation sheet, Bo7s sheet and operation sheet 'earning !uides
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Sa)ple in6or)ation sheet=Bo7 sheet=operation sheet. 'earning guide. "on$print and print$7ased )aterials. 8ersonal co)puter and Multi$)edia
METAODO'O! ES9 'ecture :ideo presentation Co)puter 7ased learning ;e$learning<
ASSESSME"T METAODS9 5ritten=oral eCa)ination nterview De)onstration
$ ,. $
LO4" PREPARE ASSESSMENT INSTRUMENTS +INSTITUTIONAL, ASSESSME"T CR TER A9 #. Relevant )odules o6 instruction are identi6ied, read and interpreted to identi6y re3uired evidence .. Evidence re3uire)ents are deter)ined which will show 6ull coverage o6 the training )odule to 7e assessed and consistent to the per6or)ance o6 the training activities 2. Suita7le assess)ent )ethods are identi6ied which are appropriate with the learning outco)e o6 the )odule o6 instruction. 4. Assess)ent instru)ent are prepared in accordance with the content and learning outco)e speci6ied under the assess)ent criteria o6 the )odule o6 instruction. %. Assess)ent instru)ents are chec+ed 6or validity, 6airness, sa6ety and cost e66ectiveness. CO"TE"TS9 Evidence guide 5ays o6 gathering evidence Evidence gathering process, )ethods and tools S+ills in gathering evidence Application o6 various assess)ent )ethod Understanding co)petency assess)ent instru)ent develop)ent
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 n6or)ation sheet=Bo7 sheet=operation sheet 'earning guide. Evidence plan=guide 8ersonal co)puter Supplies and )aterials 6or institutional assess)ent
METAODO'O! ES9 'ecture :ideo presentation 5riteshop
$ ,2 $
LO'" ORGANI%E LEARNING AND TEACHING RESOURCES ASSESSME"T CR TER A9 #. Resources re3uired 6or training are chec+ed 6or availa7ility .. Appropriate training locations=venue are identi6ied and arranged according to training needs 2. Training resources re3uire)ents are docu)ented and access is arranged in accordance with organi/ation procedures and appropriate sta66. CO"TE"TS9 Training resources planning and organi/ational s+ills. Characteristic o6 training locations and or venue Training supplies and )aterials )anage)ent s+ills %S 6or training locations and teaching=learning resources nventory o6 training resources
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Classi6ications=types o6 training resources nventory=list o6 availa7le training resources Di66erent training resources 6or)s and docu)ents
METAODO'O! ES9 'ecture Aands$on :ideo presentation
$ ,4 $
FACILITATE LEARNING SESSION FACILITATING LEARNING SESSION This )odule covers the +nowledge, s+ills and attitude re3uired o6 a learner in order to deliver Co)petency$&ased Training learning session to individual or group o6 learners. t covers the 6ollowing9 prepare training 6acilities, conduct pre$assess)ent, 6acilitate training session, conduct co)petency assess)ent ;6or)ative<, and review and adBust delivery o6 training session as re3uired. 2. hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule the students= trainees will 7e a7le to9 'O#. 8repare training 6acilities=resources 'O.. Conduct pre$assess)ent 'O2. (acilitate learning session 'O4. Conduct co)petency assess)ent 'O%. Review delivery o6 training session
$ ,% $
LO!" PREPARE TRAINING FACILITIES/RESOURCES ASSESSME"T CR TER A9 #. Appropriate training 6acilities=resources are prepared 7ased on the session re3uire)ent. .. 'earning stations are prepared I set$up according to learning activities. 2. Tools and e3uip)ent are prepared and set$up according to learning activities CO"TE"TS9 8rinciple o6 C&T Characteristics o6 C&T Delivery plans Types o6 'earning sessions= )ethodologies Di66erent set$ up o6 learning stations appropriate 6or di66erent activities Training 6acilities and resources !athering and consolidating )aterials=resources needed 6or the session. 8rocedures in preparing and lay outing appropriate tools and e3uip)ent necessary 6or the session
CO"D T O"S9 The students= trainees )ust 7e provided with the 6ollowing9 Training resources o Re6erences ;7oo+s< o Audio=video )aterials o Modules=Manuals o Tools o Materials =consu)a7les Training 6acilities=area o 5or+ stations o E3uip)ent=)achines o (urniture=6iCtures
METAODO'O! ES9 !roup discussion Si)ulation 'ecture Sel6Hpace instruction
ASSESSME"T METAODS9 5ritten test De)onstration=3uestioning
$ ,* $
LO#" CONDUCT PRE&ASSESSMENT ASSESSME"T CRTER A9 #. 8re$assess)ent instru)ents are prepared in accordance with the nu)7er o6 learners. .. Contents and procedures o6 pre$training assess)ent are eCplained according to guidelines. 2. Evidence is gathered using the assess)ent tools speci6ied in the evidence plan. 4. Evidences are evaluated and 6eed7ac+ is discussed 7ased on the results o6 the pre$ training assess)ent. %. Current co)petencies and prior learning are deter)ined and credited. *. Characteristics and pro6ile o6 learners are esta7lished. CO"TE"TS9 R8' theories and principles 'earning theories 'earning styles 8rinciple o6 adult learning Methods o6 conducting pre$assess)ent Types o6 pre$assess)ent instru)ents 'earners pro6ile 8rocedures in conducting pre$assess)ent 8re$assess)ent results validations 8re$assess)ent docu)entations
CO"D T O"S9 The students=trainees )ust 7e provided with the 6ollowing9 8re$assess)ent instru)ents 'earners pro6ile 8encils=7all pen Re6erence 7oo+s 8re$assess)ent guidelines 'earners=students
METAODO'O! ES9 !roup discussion Si)ulation 'ecture Sel6$learning instructions
ASSESSME"T METAODS9 5ritten test De)onstration =3uestioning
$ ,, $
LO$" FACILITATE LEARNING SESSION ASSESSME"T CRTER A9 #. C&T delivery syste) is eCplained to the learners .. Appropriate training )ethods are used 7ased on the level and characteristics o6 the learners. 2. 'earning session is conducted according to session plan 4. 'earners are assisted to achieve session outco)es. %. Enough opportunities to participate in the session are provided 6or the learner *. 5or+s and learning activities are )onitored 7ased on training plan. ,. (eed7ac+s are provided to i)prove learner@s co)petence. 0. 'earners records are )aintained and stored according to institutional policy CO"TE"TS9 8rinciple o6 C&T 8rinciple o6 adult learning Utili/ing session plan Training )ethodologies =delivery techni3ues 6or 6ace$to$6ace delivery Types o6 learners =7ehavior =learning style 'earners )onitoring )echanis) (eed 7ac+ing and 6eed7ac+ )echanis) 8rocedures in 6acilitating training session ;C&T< Record$ )anage)ent syste)s and reporting re3uire)ents Recognition and resolution o6 inappropriate 7ehavior
CO"D T O"S9 The students=trainees )ust 7e provided with the 6ollowing9 Training resources o Re6erences ;7oo+s< o Audio=video )aterials o Modules=Manuals o Tools o Materials =consu)a7les o Student progress )onitoring instru)ents o (eed7ac+ )echanis)=instru)ents Training 6acilities =area o 5or+ stations o E3uip)ent=)achines o (urniture=6iCtures Students=learners METAODO'O! ES9 'ecture=group discussion Si)ulation Sel6$learning instruction
ASSESSME"T METAODS9
Trainer ?uali6ication 9 Trainer=Assessor $ ,0 $
5ritten test De)onstration =3uestioning
$ ,1 $
LO4" CONDUCT COMPETENCY ASSESSMENT ASSESSME"T CRTER A9 #. Co)petency assess)ent procedures is eCplained to the learners according to guidelines .. Co)petency assess)ent tools, )aterials and e3uip)ent are provided to the learners. 2. Evidences are gathered and docu)ented using relevant assess)ent tools 4. Appropriate 6eed7ac+ )echanis) is used to in6or) learner o6 his=her progress %. Assess)ent results are docu)ented and records are and +ept in according to guidelines CO"TE"TS9 8rinciple o6 co)petency H7ased training and assess)ent o reporting o6 co)petency$7ased assess)ent o co)petency standards as the 7asis o6 3uali6ications o the principles o6 co)petency$7ased assess)ent Co)petency Assess)ent guidelines 8rocedures in conducting co)petency assess)ent Developing co)petency assess)ent tools Types o6 learners =candidates Assess)ent results docu)entations and record +eeping (eed 7ac+ing and 6eed7ac+ )echanis) CO"D T O"S9 The students=trainees )ust 7e provided with the 6ollowing9 Training resources o Co)petency Assess)ent tools o Tools o Materials =consu)a7les Training 6acilities =area o 5or+ stations o E3uip)ent=)achines o (urniture=6iCtures Students=candidates
METAODO'O! ES9 'ecture=group discussion Si)ulation Sel6$learning instruction
$ 0- $
LO'" REVIEW DELIVERY OF TRAINING SESSION ASSESSME"T CRTER A9 #. Appropriate training session evaluation instru)ents are used. .. nterpretations are )ade on the results o6 training session evaluation. 2. AdBust)ents on training session are )ade 7ased on the results o6 evaluation. CO"TE"TS9 Methods o6 Training session review and evaluation techni3ues Data collection )ethods (eed 7ac+ing and 6eed7ac+ )echanis) 8rocedures in conducting training evaluation Evaluation and revision techni3ues AdBusting training sessions delivery
CO"D T O"S9 The students=trainees )ust 7e provided with the 6ollowing9 Training resources o Co)petency Assess)ent tools o Tools o Materials =consu)a7les Training 6acilities =area o 5or+ stations o E3uip)ent=)achines o (urniture=6iCtures Students= learners
METAODO'O! ES9 !roup discussion Si)ulation 'ecture Sel6$learning instruction
$ 0# $
U" T O( COM8ETE"C> 9 UTILI%E ELECTRONIC MEDIA IN FACILITATING TRAINING MODU'E T T'E 9 UTILI%ING ELECTRONIC MEDIA IN FACILITATING TRAINING This )odule covers the +nowledge, s+ills and attitude re3uired in an advance training environ)ent using electronic )edia as a )eans in 6acilitating training, including operation and )aintenance o6 the e3uip)ent. #* hours &e6ore going through this )odule learners should already 7e a7le to operate co)puters.
MODU'E DESCR 8T O" 9
"OM "A' DURAT O" 8RE$RE?U S TES
9 9
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule, the trainee=student )ust 7e a7le to9 'O#. 8resent a lesson through direct video 6ootage=capture 'O.. 8resent lesson via 6il) viewing )ethod 'O2. Utili/e co)puter and )ulti)edia technology to present a lesson
$ 0. $
LO!" PRESENT LESSONS THROUGH DIRECT VIDEO FOOTAGE/CAPTURE ASSESSME"T CR TER A9 #. E3uip)ents are inspected 6or sa6e wor+ing condition and nor)al operation in$line with )anu6acturer@s user guide. .. Set$up o6 e3uip)ent is per6or)ed in accordance with connection guide, sa6ety practices and presentation re3uire)ents. 2. E3uip)ent is operated 7ased on presentation re3uire)ents and operation )anual. 4. 8resentation o6 lesson is eCecuted through direct video 6ootage=capture and in$line with session plan. %. E3uip)ent is stored in accordance with standard operating procedure CO"TE"TS9 Sa6ety handling o6 electronic e3uip)ent &asic )aintenance o6 electronic e3uip)ent 8rocedure in interconnecting video ca)era, 8=A syste) and video )onitor='CD proBector 8rocedure operating video ca)era Tips and tric+s in video shooting 8rocedure in operating 8=A syste) 8ros and cons o6 presenting a lesson via direct video 6ootage=capture Techni3ues in de)onstrating a per6or)ance in 6ront o6 a ca)era. Trainees )ust 7e provided with the 6ollowing9
CO"D T O"S9
Electronic )edia e3uip)ent o :ideo ca)era and recording )edia ;i.e., tape, disc< o :ideo )onitor='CD proBector o 8=A Syste)s ;including audio )iCers= audio a)pli6ies= )icrophones= spea+er syste)< E3uip)ent guide and user )anuals nterconnection guide Connection ca7les 'ighting e3uip)ent
METAODO'O! ES9 (ocused group discussion !uided learning and eCploration 8eer teaching Role playing
ASSESSME"T METAODS9 De)onstration Oral 3uestioning 5ritten eCa)ination

$ 02 $
LO#" PRESENT LESSON VIA FILM VIEWING METHOD ASSESSME"T CR TER A9 #. E3uip)ents are inspected 6or sa6e wor+ing condition and nor)al operation in$line with )anu6acturer@s user guide. .. Set$up o6 e3uip)ent is per6or)ed in accordance with connection guide, sa6ety practices and presentation re3uire)ents. 2. E3uip)ent is operated 7ased on presentation re3uire)ents and operation )anual. 4. 'earners are oriented prior to 6il) viewing in$line with the eCpected outco)e o6 the lesson. %. Strategies to ensure that the learner will learn i)portant in6or)ation 6ro) the )ovie are i)ple)ented in$line with session plan. *. E3uip)ent is stored in accordance with standard operating procedure. CO"TE"TS9 8rocedure in interconnecting player;:AS=:CD=D:D<, 8=A syste) and :ideo Monitor='CD 8roBector 8rocedure in operating player;:AS=:CD=D:D< 8ros and cons o6 presenting lesson via 6il) viewing )ethod Techni3ues in e66ective utili/ation o6 6il) viewing )ethod in teaching.
CO"D T O"S9 Trainees )ust 7e provided with the 6ollowing9 Electronic )edia e3uip)ent o 8layer ;:AS=:CD=D:D< o :ideo )onitor='CD proBector o 8=A syste)s ;including audio )iCers= audio a)pli6ies= )icrophones= spea+er syste)< E3uip)ent guide and user )anuals nterconnection guide Connection ca7les
METAODO'O! ES9 (ocused group discussion !uided learning and eCploration 8eer teaching Role playing
ASSESSME"T METAODS9 De)onstration Oral 3uestioning 5ritten eCa)ination
$ 04 $
LO$" UTILI%E COMPUTER AND MULTIMEDIA TECHNOLOGY TO PRESENT A LESSON ASSESSME"T CR TER A9 #. E3uip)ents are inspected 6or sa6e wor+ing condition and nor)al operation in$line with )anu6acturer@s user guide. .. Set$up o6 e3uip)ent is per6or)ed in accordance with connection guide, sa6ety practices and presentation re3uire)ents. 2. E3uip)ent is operated 7ased on presentation re3uire)ents and operation )anual. 4. Teacher$centered presentation o6 a lesson is eCecuted using a co)puter and in$line with session plan. %. 'earner$centered presentation o6 a lesson is eCecuted using a co)puter and in$line with session plan. *. Strategies to ensure that the learner will learn i)portant in6or)ation 6ro) the )ovie are i)ple)ented in$line with session plan. ,. E3uip)ent is stored in accordance with standard operating procedure. CO"TE"TS9 8rocedure in interconnecting player;:AS=:CD=D:D<, 8=A syste) and video )onitor='CD proBector &asic )aintenance o6 personal co)puter 8sychological perception in learning Techni3ues in e66ective presentation using digital slides Techni3ues in e66ective utili/ation o6 co)puter aided learning resources Techni3ues in utili/ing world wide we7 in teaching
CO"D T O"S9 Trainees )ust 7e provided with the 6ollowing9 Electronic )edia e3uip)ent o 8ersonal co)puter with internet connection o 'CD proBector o 8=A Syste)s ;including audio )iCers= audio a)pli6ies= )icrophones= spea+er syste)< E3uip)ent guide and user )anuals nterconnection guide Connection ca7les
METAODO'O! ES9 (ocused group discussion !uided learning and eCploration Co)puter aided instruction 8eer teaching Role playing
ASSESSME"T METAODS9 De)onstration Oral ?uestioning 5ritten eCa)ination

$ 0% $
$ 0* $
SUPERVISE WOR &BASED LEARNING SUPERVISING WOR &BASED LEARNING This )odule covers the +nowledge, s+ills and attitudes re3uired in order to supervise wor+$7ased learning process. This approach ensures learning through wor+ activities, strategies and to support wor+place learning and wor+$7ased )onitoring. #* hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 the )odule the participants=trainees should 7e a7le to9 'O#. Esta7lish training re3uire)ents 6or trainees 'O.. Monitor wor+$7ased training 'O2. Review and evaluate wor+$7ased training e66ectiveness
$ 0, $
LO!" ESTABLISH TRAINING RE)UIREMENTS FOR TRAINEES ASSESSME"T CR TER A9 #. Relevant policies and guidelines are accessed and interpreted to guide the develop)ent o6 wor+$7ased arrange)entsJ .. !oals 6or learning o6 trainees are identi6ied and discussed with relevant personnelJ 2. Training plan is prepared in accordance with agreed outco)esJ 4. Training schedule is developed , discussed and agreed with relevant personnelJ %. Orientation and Support Mechanis) are identi6ied and arranged according to the needs o6 the traineesJ *. Availa7ility o6 )aterials is con6ir)ed with relevant personnel within the 7udget re3uire)entJ ,. The o7Bectives 6or underta+ing wor+$7ased training and the processes involved are eCplained to the trainees. CO"TE"TS9 8olicies and guidelines o6 wor+$7ased learning Organi/ational change 'aws on gender advocacy and develop)ent !oals and o7Bectives o6 wor+$7ased learning 8rocesses involved in wor+$7ased learning Training plan, training schedules and outco)es Sta66 and relevant personnel in wor+$7ased learning Support Mechanis) &udgetary re3uire)ents , supplies and )aterials
CO"D T O"S9 The participants=trainees )ust 7e provided with the 6ollowing9 8olicies and guidelines in wor+$7ased learning Training plans 5or+$7ased supplies and )aterials 5or+$7ased tools and e3uip)ent (irst aid +its 88Es
METAODO'O! ES9 Aands$on Discussions 8ractical per6or)ance
ASSESSME"T METAODS9 nterview De)onstration with oral 3uestioning 5ritten test

$ 00 $
LO#" MONITOR WOR &BASED TRAINING ASSESSME"T CR TER A9 #. :isits to wor+$7ased training venue are conducted in accordance with trainers 3uali6ication re3uire)ents and to ensure that training arrange)ent are )etJ .. Trainees progress is )onitored and recorded against training plan and contingencies are addressJ 2. 5or+ per6or)ance are o7served and alternative approaches are suggestedJ 4. OAS re3uire)ents are )onitored to ensure health, sa6ety and wel6are o6 traineesJ %. (eed7ac+ is provided to trainees concerning their wor+$7ased learning per6or)ance. CO"TE"TS9 Details 6or structured wor+$7ased learning Co)petencies covered in the wor+$7ased learning OAS guidelines in the wor+place environ)ent Monitoring techni3ues and strategies 'ogistics and docu)entations (eed7ac+ )echanis) 8rogress chart
CO"D T O"S9 The participants=trainees )ust 7e provided with the 6ollowing9 Co)pany=wor+place policies and procedures OAS guidelines and 88E@s De)onstration and o7servations 6or)s 8rogress reports (eed7ac+s Co)pletion report o6 supervised wor+$7ased learning
METAODO'O! ES9 Case study Discussion !roup activities
ASSESSME"T METAODS9 De)onstration with oral 3uestioning 5ritten test
$ 01 $
LO$" REVIEW AND EVALUATE WOR &BASED LEARNING EFFECTIVENESS ASSESSME"T CR TER A9 #. 5or+ per6or)ance and learning achieve)ent are analy/ed in accordance with wor+$ 7ased learning re3uire)entsJ .. Trainees are encouraged to provide 6eed7ac+ on their learning eCperience 6or docu)entation purposes 2. The e66ectiveness o6 wor+$7ased learning is evaluated against the o7BectivesJ 4. )prove)ents and changes to wor+ 7ased learning are reco))ended 7ased on review process. CO"TE"TS9 Review and evaluation o6 the policies and guidelines o6 wor+$7ased learning Review o6 wor+$7ased learning achieve)ents Review and evaluation o6 goals and o7Bectives o6 wor+$7ased learning Review and evaluation o6 training plans, contracts and support )echanis) (eed7ac+s and training i)pressions o6 trainees 8rogra) evaluation and reco))endations Ter)inal reports
CO"D T O"S9 The participants=trainees )ust 7e provided with the 6ollowing9 5or+$7ased learning policies and guidelines 8ost evaluation 6or) o6 wor+$7ased learning Evaluation instru)ents (eed7ac+ and suggestion 6or)s
METAODO'O! ES9 Open 6oru) Discussion Action planning Case studies
ASSESSME"T METAODS9 nterview Oral 3uestioning 5ritten test
$ 1- $
CONDUCT COMPETENCY ASSESSMENT CONDUCTING COMPETENCY ASSESSMENT This )odule covers the +nowledge, s+ills and attitudes in conducting assess)ent. t details the re3uire)ents 6or organi/ing assess)ent activities, preparing the candidate, gathering and evaluating evidence, recording assess)ent outco)es and providing 6eed7ac+. #* hours 9
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES
Upon co)pletion o6 this )odule the trainee=student )ust 7e a7le to9 'O#. Organi/e assess)ent activities 'O.. 8repare the candidate 'O2. !ather evidence 'O4. Ma+e the assess)ent decision 'O%. Record assess)ent results 'O*. 8rovide 6eed7ac+ to candidates
$ 1# $
LO!" ORGANI%E ASSESSMENT ACTIVITIES ASSESSME"T CR TER A 9
#. Assess)ent activities in the wor+place, training center or assess)ent center are identi6ied and organi/ed in accordance with the relevant Evidence !uide .. Resources re3uired 6or assess)ent, as speci6ied in the Evidence !uide and the assess)ent tools, are o7tained, chec+ed and arranged within a sa6e and accessi7le assess)ent environ)ent. 2. Cost o6 assess)ent and assess)ent process are chec+ed to ensure co)pliance with organi/ational policy and procedures. 4. Appropriate personnel are in6or)ed o6 the assess)ent activity in line with organi/ational policy CO"TE"TS 9
(actors to 7e considered in organi/ing assess)ent activity 8urpose o6 assess)ent, orientation, docu)entation and appoint)ent 8roponent o6 the assess)ent activity Assessors responsi7ility and assessor@s guide Assess)ent center@s responsi7ility Assess)ent resources, tools and assess)ent pac+ages=instru)ents Relevant wor+place, co))unity and school training center and e3uip)ent Standard Operating 8rocedures 6ro) co))unity=enterprise=industry
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 8T?CS policies and guidelines in the conduct o6 assess)ent Assess)ent orientation guide Assess)ent docu)ents, evidence plan=guides Assess)ent nstru)ents Assessors guides 'ist o6 accredited assess)ent centers and assessor
ASSESSME"T METAODS9 5ritten eCa)ination Oral nterview De)onstration
$ 1. $
LO#" PREPARE THE CANDIDATE ASSESSME"T CR TER A9 #. The conteCt and purpose o6 assess)ent are eCplained to candidates in line with the re3uire)ents o6 the relevant Assess)ent !uidelines. .. The needs o6 the candidates are deter)ined to esta7lish any allowa7le adBust)ents in the assess)ent procedures. 2. n6or)ation is conveyed using ver7al and non$ver7al language which pro)otes a supportive assess)ent environ)ent. 4. 'egal and ethical responsi7ilities associated with the assess)ent are eCplained to the candidates in line with the relevant Assess)ent !uidelines. %. The co)petency standards to 7e assessed and the evidence to 7e collected are clearly eCplained to the candidate as contained in the assess)ent guidelines. CO"TE"TS9 Occupational Aealth and Sa6ety Regulations ConteCt o6 Assess)ent Co)petency standards and Assess)ent !uidelines Evidence !uide Assess)ent docu)ents and 6or)s Attendance Sheet Sel6 Assess)ent guide Assess)ent and Assessor@s guide
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Assess)ent 6or)s and application 6or)s Evidence gathering tools Copy o6 candidate@s guide, sel6$assess)ent guide Copy o6 Assess)ent tools=pac+ages Tools, e3uip)ent, supplies and )aterials 6or the conduct o6 assess)ent
$ 12 $
LO$" GATHER EVIDENCE ASSESSME"T CR TER A9 #. Evidence is gathered using assessment methods speci6ied in the relevant Evidence guide .. Evidence is gathered and docu)ented in accordance with the assess)ent procedures speci6ied in the relevant Assess)ent !uidelines. 2. Reasona7le adBust)ents are incorporated in the evidence gathering procedures, where appropriate in line with the procedures detailed in the Assess)ent !uidelines. 4. Evidence is gathered and docu)ented using the relevant assess)ent tools CO"TE"TS9 Di66erent 6or)s o6 evidence 5ays o6 !athering Evidence Rules o6 evidence and di)ensions o6 co)petency Evidence gathering process, )ethods and tools S+ills in gathering evidence Application o6 various assess)ent )ethod Assess)ent pac+ages=tools and Assess)ent !uidelines Assess)ent Rating Sheets
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Copy o6 evidence gathering tools Supplies and )aterial 5or+place tools and e3uip)ent 8encil, 7allpen, 7ond paper Rating sheet
$ 14 $
LO4" MA E THE ASSESSMENT DECISION ASSESSME"T CR TER A9 #. The evidence is evaluated in ter)s o6 the rules o6 evidence .. The evidence is evaluated according to the di)ensions o6 co)petency 2. The assess)ent decision is )ade 7ased on evaluation o6 the evidence and the re3uire)ent o6 relevant unit;s< o6 co)petency. CO"TE"TS9 Rules o6 Evidence Di)ensions o6 co)petency and Assess)ent !uidelines Evaluation o6 Evidence Rating Sheets S+ills in )a+ing assess)ent decision
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Copy o6 evidence gathering tools Rating sheet Supplies and )aterial 8encil, 7allpen, 7ond paper
$ 1% $
LO'" RECORD ASSESSMENT RESULTS ASSESSME"T CR TER A9 #. Assess)ent results are recorded accurately in accordance with approved record +eeping guidelines o6 the organi/ation .. Records o6 the assess)ent procedure, evidence collected and con6identiality o6 assess)ent outco)es in )aintained according to the approved policy guidelines o6 the organi/ation 2. ssuing o6 certi6icates is organi/ed in line with approved policy guidelines o6 the organi/ation CO"TE"TS9 Record +eeping guidelines and procedure (or)s designed 6or assess)ent result S+ills in recording assess)ent results Chec+list o6 co)petency Co)petency assess)ent result su))ary ;CARS< Registry o6 wor+ers assessed ;R5AC<
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Copy o6 assess)ent tools=rating sheet Co)petency assess)ent result su))ary ;CARS< Supplies and )aterial 8encil, 7allpen, 7ond paper
$ 1* $
LO6" PROVIDE FEEDBAC ASSESSME"T CR TER A
TO CANDIDATES 9
#. Clear and constructive 6eed7ac+ on the assess)ent decision is given to the candidate in line with the relevant Assess)ent !uidelines. .. 5ays o6 overco)ing any gaps in co)petency are eCplored with the candidate. 2. The candidate is advised o6 availa7le reassess)ent in line with organi/ational policy and procedures 4. Any assess)ent decision disputed 7y the candidate is recorded and reported pro)ptly to appropriate personnel in line with organi/ational policy and procedures. CO"TE"TS9 Constructive (eed7ac+ on assess)ent proceedings S+ills in giving 6eed7ac+s Dos and Don@ts in 6eed7ac+ing S+ills Assess)ent !uidelines Assess)ent evaluation
CO"D T O"S9 The student=trainee )ust 7e provided with the 6ollowing9 Copy o6 assess)ent tools Copy rating sheet Co)petency assess)ent result su))ary ;CARS< Supplies and )aterial 8encil, 7allpen, 7ond paper
$ 1, $
MAINTAIN TRAINING FACILITIES MAINTAINING TRAINING FACILITIES This )odule covers the +nowledge, s+ills and attitude re3uired o6 a learner to per6or) tas+ and activities to +eep the training environ)ent in a 6unctional and sa6e condition. #* hours
MODU'E DESCR 8TOR 9
"OM "A' DURAT O"
SUMMAR> O( 'EAR" "! OUTCOMES9 Upon co)pletion o6 this )odule the students= trainees will 7e a7le to9 'O#. 8lan and schedule )aintenance activities 'O.. )ple)ent house+eeping activities
'O2. Maintain training e3uip)ent and tools 'O4. Docu)ent )aintenance inspection
$ 10 $
LO!"
PLAN MAINTENANCE ACTIVITIES
ASSESSME"T CR TER A9 #. Training 6acilities and e3uip)ent are identi6ied .. Re3uisition 6or instructional e3uip)ent, tools, supplies and )aterials are prepared according to esta7lished procedures. 2. Training e3uip)ent, tools, )aterials=supply inventory is prepared 4. E3uip)ent, tools, supplies and )aterials option are thoroughly researched and ergono)ic re3uire)ents are considered. %. E3uip)ent, tools, supplies and )aterials are identi6ied and Busti6ied. *. E3uip)ent and syste)s i)pact on learners are accurately docu)ented according to procedures ,. Maintenance activities are esta7lished according to policies 0. Maintenance activities, resources are identi6ied and schedule is prepared according to Bo7 re3uire)ents. 1. Technical support services are identi6ied as necessary CO"TE"TS9 Training 6acilities ,e3uip)ent , )aterials and tools availa7le Re3uisition procedures and practices Co))unication protocol Organi/ational policies and procedures nventory procedures and practices E3uip)ent ,)aterials=supplies options search Ergono)ics re3uire)ents o6 tools and e3uip)ent Reasons 6or e3uip)ent, tools and )aterials Busti6ication Maintenance activities and options Maintenance planning and scheduling CO"D T O"S9 The students= trainees )ust 7e provided with the 6ollowing9 Training resources o Re6erences ;7oo+s< o Audio=video )aterials o Modules=)anuals o Tools o Materials=consu)a7les Training 6acilities =area o 5or+ stations o E3uip)ent=)achines o (urniture=6iCtures METAODO'O! ES9 !roup discussion Si)ulation 'ecture Sel6Hpace instruction ASSESSME"T METAODS9 5ritten test De)onstration =3uestioning
Trainer ?uali6ication 9 Trainer=Assessor $ 11 $
LO#" IMPLEMENT HOUSE EEPING ACTIVITIES ASSESSME"T CRTER A9 #. Regular inspections are carried out in the wor+ area according to wor+place procedures and standards. .. (acilities are )aintained in accordance with Occupational Aealth and Sa6ety. 2. Disposal o6 waste and dangerous che)icals are chec+ed in accordance with Occupational Aealth and Sa6ety regulations and organi/ational policies and other regulations 4. nstructional )aterials and =e3uip)ent are secured in sa6e places in accordance with procedures. CO"TE"TS9 5or+ area inspection procedures and practices (acilities )aintenance procedures and practices 5aste and dangerous )aterials disposal procedures and practices )ple)enting procedures o6 %@S and si)ilar syste)s OAS and other regulations on waste )anage)ent nstructional )aterials=e3uip)ent sa6e +eeping Environ)ental protection re3uire)ents RA 1--2$Solid waste )anage)ent
CO"D T O"S9 The students=trainees )ust 7e provided with the 6ollowing9 Training resources o Re6erences ;7oo+s< o Audio=video )aterials o Modules=)anuals o Tools o Materials=consu)a7les Training 6acilities=area o 5or+ stations o E3uip)ent=)achines o (urniture=6iCtures o nstructional e3uip)ent
METAODO'O! ES9 !roup discussion Si)ulation 'ecture Sel6$learning instructions
ASSESSME"T METAODS9 5ritten test De)onstration=3uestioning
$ #-- $
LO$" MAINTAIN TRAINING E)UIPMENT AND TOOLS ASSESSME"T CRTER A9 #. Regular )aintenance activities and routine servicing=repair are per6or)ed according to scheduled plan. .. Maintenance procedures are 6ollowed in accordance with the )anu6acturers )anual and organi/ation policies. 2. Respond to 6ailed or unsa6e e3uip)ent in accordance with organi/ational policies I procedures. 4. E3uip)ent and tools are secured according to sa6ety standards %. Co)pleC 6aults or repair re3uire)ents outside area o6 responsi7ility or co)petence are reported 6or specialist assistance in accordance with organi/ational procedures. *. Maintenance activities are docu)ented and reported according to procedures CO"TE"TS9 Materials and tools uses and speci6ications Types=classi6ication and proper dosage o6 che)icals Maintenance costing Manu6acturers speci6ication Co))unication protocol Out sourcing )aintenance wor+s Types o6 )aintenance )aintenance procedures and )ethodologies wor+ schedules procedures 6or the recording, reporting and )aintenance o6 wor+place records and in6or)ation
CO"D T O"S9 The students=trainees )ust 7e provided with the 6ollowing9 Training resources o Re6erences ;7oo+s< o Audio=video )aterials o Modules=)anuals o Tools o Materials =consu)a7les Training 6acilities=area o 5or+ stations o E3uip)ent=)achines o Spare parts=co)ponents
ASSESSME"T METAODS9 5ritten test

$ #-# $
De)onstration=3uestioning
$ #-. $
LO4" DOCUMENT MAINTENANCE INSPECTION ASSESSME"T CRTER A9 #. Regular inspections are carried out in the wor+ area according to wor+place procedures and standards .. Maintenance and repair activities are docu)ented and reported according to organi/ational policies 2. Docu)ents are +ept according to procedure CO"TE"TS9 nspection procedures and practices Organi/ational policies 5or+ acco)plish)ent docu)entations and reporting Docu)ents and record +eeping
CO"D T O"S9 The students=trainees )ust 7e provided with the 6ollowing9 Training resources o Re6erences ;7oo+s< o Audio=video )aterials o Modules=)anuals o Tools o Materials=consu)a7les Training 6acilities =area o 5or+ stations o E3uip)ent=)achines o (urniture=6iCtures
$ #-2 $

CBC-TM I Trainers Methodology Level 1

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CBC-TM I Trainers Methodology Level 1

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COMPETENCY-BASED CURRICULUM

TRAINERS METHODOLOGY LEVEL I: TRAINER/ASSESSOR

Trainers Methodology 'evel 9 Trainer=Assessor

Trainers Methodology 'evel 9 Trainer=Assessor

'EAR" "! OUTCOMES

"OM "A' DURAT O"

.. (acilitate learning session

*. Maintain training 6acilities

Trainers Methodology 'evel 9 Trainer=Assessor

Trainers Methodology 'evel 9 Trainer=Assessor

MODULES OF INSTRUCTION BASIC COMPETENCIES

U" T O( COM8ETE"C> 9 MODU'E T T'E 9

MODU'E DESCR 8TOR 9

"OM "A' DURAT O"

Trainer ?uali6ication 9 Trainer=Assessor

METAODO'O! ES9 'ecture=discussion De)onstration=application Oral presentation

ASSESSME"T METAODS9 Oral 3uestioning 5ritten eCa)ination De)onstration

Trainer ?uali6ication 9 Trainer=Assessor

METAODO'O! ES9 'ecture=discussion De)onstration=application Oral presentation

ASSESSME"T METAODS9 Oral 3uestioning 5ritten eCa)ination De)onstration

Trainer ?uali6ication 9 Trainer=Assessor

METAODO'O! ES9 'ecture=discussion De)onstration=application Oral presentation

ASSESSME"T METAODS9 Oral 3uestioning 5ritten eCa)ination De)onstration

Trainer ?uali6ication 9 Trainer=Assessor

U" T O( COM8ETE"C> 9 MODU'E T T'E 9

MODU'E DESCR 8TOR 9

"OM "A' DURAT O"

SUMMAR> O( 'EAR" "! OUTCOMES

Trainer ?uali6ication 9 Trainer=Assessor

METAODO'O! ES9 'ecture :ideo presentation !roup discussion

ASSESSME"T METAODS9 5ritten eCa)ination Oral nterview De)onstration Case pro7le)s

Trainer ?uali6ication 9 Trainer=Assessor

METAODO'O! ES9 'ecture :ideo presentation !roup discussion

ASSESSME"T METAODS9 5ritten test Oral nterview and 3uestioning De)onstration

Trainer ?uali6ication 9 Trainer=Assessor

METAODO'O! ES9 'ecture :ideo presentation !roup discussion

ASSESSME"T METAODS9 5ritten test Oral nterview Direct o7servation De)onstration

Trainer ?uali6ication 9 Trainer=Assessor

METAODO'O! ES 'ecture :ideo presentation !roup discussion

ASSESSME"T METAODS9 5ritten test nterview Direct o7servation De)onstration

Trainer ?uali6ication 9 Trainer=Assessor

U" T O( COM8ETE"C> 9 MODU'E T T'E 9

MODU'E DESCR 8TOR 9

"OM "A' DURAT O"

Trainer ?uali6ication 9 Trainer=Assessor

Trainer ?uali6ication 9 Trainer=Assessor

METAODO'O! ES9 'ecture Role play :ideo presentation !roup discussion

ASSESSME"T METAODS9 5ritten eCa)ination Oral nterview De)onstration

Trainer ?uali6ication 9 Trainer=Assessor

LO#" CONTRIBUTE TO IMPROVE ENVIRONMENTAL WOR ASSESSME"T CR TER A9

Trainer ?uali6ication 9 Trainer=Assessor

METAODO'O! ES9 'ecture :ideo presentation Role play !roup discussion

ASSESSME"T METAODS9 5ritten test Oral nterview and 3uestioning De)onstration

Trainer ?uali6ication 9 Trainer=Assessor

METAODO'O! ES9 'ecture :ideo presentation !roup discussion

ASSESSME"T METAODS9 5ritten test Oral nterview Direct o7servation De)onstration

Trainer ?uali6ication 9 Trainer=Assessor

U" T O( COM8ETE"C> 9 MODU'E T T'E 9

MODU'E DESCR 8TOR 9

"OM "A' DURAT O"

Trainer ?uali6ication 9 Trainer=Assessor

LO!" SET&UP WOR

METAODO'O! ES9 'ecture :ideo presentation !roup discussion

ASSESSME"T METAODS9 5ritten eCa)ination Oral nterview De)onstration Case pro7le)s