MFI FOUNDATION, INC.

TECHNOLOGY PROGRAM MANAGEMENT DEPARTMENT

ELECTRICAL TECHNOLOGY:
COURSE TITLE:

PROCESS AUTOMATION AND

CONTROL SYSTEMS
(ICT 311A)
INSTRUCTOR: MAURO ROGEL B. BARROGA

RM MFI 27

ACTIVITY #1
FILL-UP/UPDATE ITP STUDENT
PROFILE (10 MINS.)

ACTIVITY #2
FILL-UP TRAINING
EXPECTATION SHEET(15 MINS.)
ACTIVITY #3
DISCUSSION ON STUDENTS
EXPECTATIONS (25 MINS.)

ABOUT THE INSTRUCTOR:

MAURO ROGEL B. BARROGA
GRADUATE OF MFI INSTRU. TECH
OJT @ SHELL BATANGAS AND I&CS PAMPANGA
BOILER OPERATOR IN MECHANIC IN BCPI, CAVITE
INSTRUMENTATION TECHNICIAN IN SAUDI ARABIA
SALES AND SERVICE ENGINEER FOR ANRITSU
PHILS., TRAINED IN JAPAN
PRODUCTION SUPERVISOR IN DUNLOP PHILS.
EDUCATION ASSOCIATE IN MFI FOR 8 YEARS

ABOUT THE INSTRUCTOR:

MAURO ROGEL B. BARROGA
PURSUED HIGHER EDUCATION BS INDL TECH
PRC REGISTERED MASTER ELEC. / MEMBER OF IIEE
PICS CERTIFIED INSTRU. ENGR. AND TECHNICIAN
TESDA CERTIFIED I&C SERVICING NC II & III AND
MECHA SERVICING NC II
CHEM. TANKER ON-BOARD EXPOSURE IN
SHANGHAI CHINA MARCH 2010
ATTENDED TRAINING IN SINGAPORE MAY JUN
2010
CURRENTLY PURSUING MAIT IN RTU.

ACTIVITY 4
We are going to watch a video clip twice.
Take note of the important data you got
from the clip.
After watching the clip, you will be grouped
in 6 teams. Select a name of your group,
one Group Moderator/Secretary.
For 10 minutes, write you group name,
group members, share and write all data
that you can remember from the clip on the
whiteboard.
Wait for the instructor to discuss your work.

ACTIVITY 4:

AUTHENTIC CONTEXT: 2011 JOB HIRING

EMPLOYER: International Paper, Mansfield USA
POSITION: ELECTRICAL & INSTRUMENTATION TECHNICIAN
Job Description:

Seeking candidates with an Technical degree or two years

of experience working in the operation, maintenance, and
repair of industrial instrumentation and electrical equipment.
Experience in performing work related to the installation,
maintenance, repair, inspection, and testing of a variety of
control systems and electrical equipment (e.g. AC, DC and
synchronous motor control, Distributed Control Systems,
control valves, and process measurement
instrumentation) is preferred.
Must have some knowledge of principles underlying the
construction and use of control instrumentation, construction
and use of low voltage and medium voltage AC motor starters,
and the construction and use of Programmable Logic
Controllers, Analog and digital system fault diagnostic
techniques and procedures, Electro-pneumatic and
hydraulics control systems.

COURSE DESCRIPTION
This course deals with the study of Industrial
Automation as defined by the core competencies
under Tesda Training Regulation on I&C
(Instrumentation and Control) Servicing and
Mechatronics Servicing NC II, which leads the
trainees towards the qualification as Electrical and
Instrumentation Technicians.
Lecture, discussion, demonstration and practical
laboratory exercises are the training methodologies
that will be used. Written and Practical Examinations
are the methods of assessment to be used to
validate the competencies acquired by the trainees.

COURSE OBJECTIVES:
Upon completion of this course, the trainees
will be able to:
Install, calibrate and configure

Instrumentation and Control devices in

Process Automation Control Systems.
Install and configure Mechatronics devices in

Machine Automation Control Systems.

COURSE DURATION & VENUE:

This course is scheduled, every Wednesdays
and Thursdays, 10 hours per week for 18 weeks
for a total of 180 hours. The venue is room 325
MFI building.

COURSE CREDIT:
8

units

TOPIC SCHEDULE
Week

TOPIC

Week

TOPIC

Orientation to Course
Principles of Process
Automation and Control
Systems

10

Install I&C Devices: P&ID

Calibrate I&C Devices

11

Cylinders, Directional Valves, and

Non-return Valves

Configure I&C Devices:

Primary Elements: Pressure

12

Pneumatic Indl Control Circuits

Laboratory Exercises

Primary Elements: Level

Primary Elements: Temperature

5
6

Minor A Exams
Primary Elements: Flow
Intermediate Elements:
Controllers
Final Elements: Control Valves

13
14

Compress Air Production,

Preparation and Distribution

Principles of Electro-pneumatics
Electro-pneumatics Indl Control
Circuits

Minor A Exams
Laboratory Exercises

15

Principles of Hydraulic Industrial

Control Systems
Hydraulic Industrial Control Circuits

Demo of Laboratory Exercises

Perform Laboratory Exercises

16

Fundamentals of DCS and

SCADA/HMI

Perform Laboratory Exercises

17

Practice Exercises

Midterm Exams
(WRITTEN AND PRACTICAL)

18

Midterm Exams
(WRITTEN AND PRACTICAL)

COURSE REQUIREMENTS
(ADHERANCE TO MFI ACADEMIC POLICY & STUDENT CODE OF DISCIPLINE)
RM MFI 15 STUDENT HANDBOOK

CLASS STANDING:

STUDENT PROFILE (NO 1X1 ID PICTURE IN STUDENT PROFILE NO

CLEARANCE.)

MT&FT - CAREER PROFESSIONALISM

(E.g. ATTENDANCE, PUNCTUALITY IN SUBMISSIONS, & ATTITUDE)

MT&FT NOTEBOOK (see page 3)

MT - GROUP FACILITATED LESSONS/ORAL REPORT (see page 4)

QUIZESS:

MT EVERY MEETING (ANY VIOLATION AGAINST 5S WILL HAVE

CORRESPONDING DEDUCTIONS ON QUIZESS AND EXAMS FOR THE
CLASS.)

MT&FT - PRACTICE EXERCISE

EXAMS/ASSESSMENTS:
mA & mB - Written (CHEATING will be dealt with accdg. to policy.)
MT&FT - Written
MT&FT - Practical

GRADING SYSTEM

NOTE:
A grade of 73.0% up to 74.5% is required to take and pass VALIDATION
exam (written or practical) only after submitting a Request for Validation
Exam Letter.
A grade of 72.9% and below is considered as FAILED and is NOT entitled
for any VALIDATION exam.

GRADING SYSTEM
Grade Point
Equivalent
1.00
1.25
1.50
1.75
2.00
2.25
2.50
2.75
3.00
4.00
5.00

Percent
Ranges
99% - 100%
96% - 98%
93% - 95%
90% - 92%
87% - 89%
84% - 86%
81% - 83%
78% - 80%
75% - 77%
73% - 75%
Below 73%
D
Com

Remarks
Excellent
Very Good
Very Good
Good
Good
Good
Satisfactory
Satisfactory
Pass
Incomplete
Failure
Dropped
Completed

LIST OF REFERENCES
TITLE

1. Process Control
Instrumentation
Technology
2. Instrumentation 4th
Edition
3. Process Control
4. Fundamentals of
Instrumentation

AUTHOR /
PUBLISHER

Curtis D. Johnson
Franklyn W. Kirk

George Platt
NJATC

NOTEBOOK SPECIFICATIONS
Dimensions: 216 x 280 mm, 50
pages (it must covered with
color VIOLET .)
Format:(see prescribed format)
Title Page

Content

NOTEBOOK SPECIFICATIONS

Title
(1ST Page):

NOTEBOOK SPECIFICATIONS
Content:
The text & figures must be oriented
vertically or portrait.
The given handouts should be
pasted/attached neatly and
completely.
Copy notes from discussion and write

them in the notebook presentably.

Compliment w/ research related to
course topics (include reference).

REQUIREMENTS:
5S:
SEIRI (SORT)
SEITON (STRAIGHTEN / SET-IN-ORDER)

SEISO (SWEEP/SHINE)
SEIKETSU (STANDARDIZE)
SHITSUKE (SUSTAIN)

SEITON (SET-IN-ORDER):

SEISO (SHINE):

VIOLATIONS TO 5S:
Any Violation committed against 5S
practice particularly in SEITON (Set in
order) & SEISO (Sweep) will have a
corresponding demerit/s or points
deducted from the quiz and then exams
of everybody in the section.
1st Violation: - 0.5 pt. for each instance
2nd Violation: -1.0 pt. for each instance
3rd Violation: -2.0 pt. for each instance
4th Violation: -3.0 pt. for each instance

SAMPLE VIOLATIONS TO 5S:

SWEEP

SET IN ORDER

FAMILIARIZATION TO
TESDA TERMINOLOGIES

PHIL. EDUC. SYSTEM

T ECHNICAL
E DUCATION AND
S KILLS
D EVELOPMENT
A UTHORITY

TESDA
The Technical Education and Skills
Development Authority (TESDA) was
established through the enactment of Republic
Act No. 7796 otherwise known as the
"Technical Education and Skills Development
Act of 1994", which was signed into law by
President Fidel V. Ramos on August 25, 1994.
This Act aims to encourage the full
participation of and mobilize the industry,
labor, local government units and technicalvocational institutions in the skills development
of the country's human resources.

T ECHNICAL
VOCATIONAL
E DUCATION AND
T RAINING

TVET
Technical and Vocational Education and
Training (TVET) is concerned with the
acquisition of knowledge and skills for the
world of work.
The UNESCO-UNEVOC International Centre for
Technical and Vocational Education and
Training based in Bonn Germany assists
UNESCO's 193 member states strengthen and
upgrade their TVET systems.

P HILIPPINE
T VET
Q UALIFICATION
F RAMEWORK

P
T
Q
F

National Certificate
is a certification issued to individuals
who achieve all the required units of
competency for a national qualification
defined under the Training Regulations.
NCs are aligned to specific levels within
the PTQF.

Level
refers to the category of skills and
knowledge required to do a job.
32

PTQF
NC I:
NC II:
NC III:

NC IV:

Performs routine and predictable

tasks involving little or no latitude for
judgement.
Performs prescribed range of
functions involving known routine and
procedures.
Performs a wide range of skilled
operations at a high level of
competence involving known routine
and procedures.
Performs a wide range of application
in a variety of context and non
routine.

TRAINING REGULATIONS:

TRAINING REGULATION
prescribed minimum training program
standards;
developed by experts and practitioners from
public/private sector (Experts Panel);
promulgated by the TESDA Board after
national validation;
prescribed occupational skills standards;
included duties and tasks attached to a job
title and expressed as competencies; and
served as basis for designing job-oriented
curricula with specific competency
objectives.

PARTS OF TRAINING REGULATION:

Section 1:
Section 2:
Section 3:
Section 4:

36

Qualification
Competency Standard
Training Standards
Assessment & Certification

SECTION 1:
QUALIFICATION
This section defines the objectives

of the training regulation,

Identifies all the unit of
competency defined in
competency standard, and
Identify the title of person who
possessed the following
competencies.
37

SECTION 1:
QUALIFICATION

is a cluster of units of competencies

that meets job roles, and are
significant in the workplace. It is also
a certification awarded to a person on
successful completion of a course in
recognition of having demonstrated
competencies in an industry sector.
38

SECTION 2:
COMPETENCY STANDARD

is the industry-determined
specification of competencies
required for effective work
performance.

39

SECTION 2:
COMPETENCY

is the possession and

application of knowledge, skills
and attitudes to perform work
activities to the standard
expected in the workplace.

40

TYPES OF COMPETENCIES

BASIC competencies are the

skills and knowledge that
everyone needs for work.
COMMON competencies are the
skills and knowledge needed by all
people working in a particular
industry
41

TYPES OF COMPETENCIES

CORE are the specific skills and

knowledge needed in a particular
area of work - industry sector
/occupation/job role.
ELECTIVE are the additional skills
and knowledge required by the
individual or enterprise for work.
42

SECTION 2:
PARTS OF UNIT OF COMPETENCY:
1. UNIT TITLE
2. UNIT DESCRIPTOR
3. ELEMENT
4. PERFORMANCE CRITERIA
5. RANGE OF VARIABLES
6. EVIDENCE GUIDE
43

UNIT OF COMPETENCY

Is a component of the competency

standards stating a specific key
function or role in a particular job
or occupation; it is the smallest
component of achievement that
can be assessed and certified
under the PTQF.
44

UNIT OF DESCRIPTOR

Outlines what is done in the

workplace; expands on information
in the title; clarifies scope and
intent of the unit; it helps to
differentiate between units with
similar titles.
45

ELEMENTS
are the building blocks of a unit of
competency. They describe in outcome
terms the functions that a person
perform in the workplace.

PERFORMANCE CRITERIA
are evaluative statements that specify
what is to be assessed and the required
level of performance.
46

RANGE OF VARIABLES
Describes the circumstances in
which the work is to be performed.
RANGE

VARIABLE
1. OH & S policies
and procedures
2. Instrumentation
and Control
Standards

47

OH & S guidelines
2. Philippine environmental standards
Includes but not limited to:
1. ISA (Instrumentation, Systems and
Automation) Society (formerly Instrument
Society of America)
2. ANSI (American National Standards
Institute)
3. ASME (American Society of Mechanical
Engineers)
4. NEC (National Electrical Code)
5. IEC (International Electro-technical
Commission)
1.

EVIDENCE GUIDE
is a component of the unit of
competency that defines or identifies
the evidences required to determine the
competence of the individual. It
provides information on critical aspects

of competency, underpinning
knowledge, underpinning skills,
resource implications, assessment
method and context of assessment.
48

Critical Aspect of Competency

refers to the evidence that is

essential for successful
performance of the unit of
competency.

49

Underpinning Knowledge
refers to the competency that
involves in applying knowledge
to perform work activities. It
includes specific knowledge
that is essential to the
performance of the
competency.
50

Underpinning Skill
refers to the list of the skills
needed to achieve the elements
and performance criteria in the
unit of competency. It includes
generic and industry specific
skills.
51

Resource Implication
refers to the resources needed
for the successful performance
of the work activity described in
the unit of competency. It
includes work environment and
conditions, materials, tools and
equipment.
52

Context of Assessment
refers to the place where
assessment is to be conducted
or carried out.

Method of Assessment
refers to the ways of collecting
evidence and when, evidence
should be collected.
53

SECTION 3:
TRAINING STANDARDS
This section defines the curriculum

54

design,
defines the training delivery ,
defines the training entry requirement,
identifies the list of tools, equipment and
materials,
defines the trainers qualification,
defines the prescribed specification of
the training facility,
describes the institutional assessment.

SECTION 4:
NATIONAL ASSESSMENT AND
CERTIFICATION ARRANGEMENTS
This section defines the national

qualification for assessment in the

job title according to the training
regulation,
Defines the means to successfully
pass the national assessment.
55

ELECTRONICS SECTOR
CORE COMPETENCIES MAP:
Install
Instrumentation and
Control Devices

Calibrate
Instrumentation and
Control Devices

Configure
Instrumentation and
Control Devices

Loop Check
Instrumentation and
Control Devices

Maintain and Repair

Instrumentation &
Control Devices

Start-up
Instrumentation and
Control Systems

Diagnose and
Troubleshoot
Instrumentation and
Control Systems

Install Mechatronic
Devices

Configure and Test

Mechatronic
Devices

Develop
Mechatronic Control
Circuits and
Software
Application
Programs

Maintain and Repair

Mechatronic
Systems

Commission
Mechatronic
Systems

Diagnose and
Troubleshoot
Mechatronic
Systems

Service and Repair

Audio Systems and
Products

Service and Repair

Video Systems and
Products

Service and Repair

Business Machines

Assemble and
Disassemble
Consumer
Electronic Products

Maintain and Repair

Electronically
Controlled Domestic
Appliances

Maintain and Repair

Audio-Video
Products and
Systems

Maintain and Repair

Cellular Phones

Train service
technician

Manage Servicing
Systems for
Consumer
Electronics
Products and
Systems

Train service
technician
supervisors

Commission
Consumer
Electronic Products
and Systems

Develop Servicing
Systems for
Consumer
Electronic Products

EIM NC 2 COMPETENCIES MAP:

BASIC COMPETENCIES
Receive and
Respond to
Workplace
Communicati
on

Work with
Others

Practice
Participate
Practice
Demonstrat
basic
in
Work in a
career
e work
housekeepi Workplace
Team
professionali
values
ng
Communica Environment
sm
procedures
tion

Develop
Guide
Practice
and
Effective
Lead
occupational
Lead Small
Practice
Solutions to
Workplace
health and
Working
Negotiating Problems
Communica
safety
Teams
Skills With
Arising
tion
procedures
Team
from Work
Members
Activities
Lead in
Apply
Plan and
Utilizing
Assist in
Problem
Collect,
Organize
Specialized Developing
Solving
analyze and
Work for
Communicati Team and Techniques
organize
Several
on Skills
Individuals
in the
information
Working
Workplace
Teams

Check and
Use Relevant
Develop the
Technologies
Use of
Applicable to
Mathematica
Assigned
l Concepts &
Work
Techniques

Promote
Environment
al Protection

EIM NC 2 COMPETENCIES MAP:

COMMON COMPETENCIES
Supervise
Ensure
Interpret and
Supervise
Supervise
Preparation Compliance with
Follow
Mensuration Proper Use
Construction
Standards
Technical
and Related
and
Materials,
Procedures,
Drawings and Computation Maintenance
Plans
s
Tools &
Specifications
of Tools and
Equipment
Equipment for and Manuals of
Instructions
Assigned
Tasks

EIM NC 2 COMPETENCIES MAP:

CORE COMPETENCIES
Prepare electrical
materials and
tools

Prepare electric
and hydraulic
tools

Perform roughingin and wiring

activities for bus
and under-floor
ducts

Perform
roughing-in
activities for
basic
electrical layout
Perform
roughing-in
activities for
communication

and
distribution
systems
Perform
installation of
wiring devices
for floor and
ground fault
current
interrupting
outlets

Supervise/Monitor
Perform
installation &
commissioning
maintenance on
of electrical
electrical systems, equipment/syst
auxiliary including
em
control, lighting,
power and
protection
equipment

Perform
Perform
Perform
Perform
Perform
installation of
installation
installation of
installation of
commissioning
wiring devices
of electrical
basic electrical
basic auxiliary
on low voltage
for power, lights
wiring
protection
outlets and
electrical
& auxiliary
systems
lighting fixtures
systems
outlets
Install wiring
Install
Install
Install
Commission
devices for
electrical
electrical
communication,
installed
floor and
protection
lighting
signaling devices
electrical
ground fault
system for
on auxiliary
and remote
systems
current
lightning and
outlets
control systems
interrupting
grounding
and lighting
on auxiliary
outlets
fixtures
equipment
Perform
Perform
Perform
Assemble and
Perform
installation of
installation of
installation of
install electrical
maintenance
standard
electrical
data
lighting and
and
electrical
lighting
measurement
motor control
troubleshooting
protection
systems,
and control
systems
works
system for
auxiliary
system on
lightning and
outlets and
electrical and
grounding
lighting fixtures
auxiliary
equipment
Perform
programming
and installation
of basic PLC
systems

PRINCIPLES OF
COMPETENCY - BASED

ASSESSMENT

WHAT IS COMPETENCY

ASSESSMENT?
THE PROCESS OF COLLECTING
EVIDENCE & MAKING JUDGEMENT
ON WHETHER COMPETENCY HAS
BEEN ACHIEVED.

61

WHAT ARE THE 3 CHARACTERISTICS

OF COMPETENCY ASSESSMENT?
competency-based assessment is criterion based -

a person is assessed not in competition with

others but against standard criteria or
benchmarks;
competency-based assessment is evidence based
- decisions about whether a person is competent
are based on the evidence they provide to the
assessor; and
competency-based assessment is participatory the person being assessed is involved in the
process of assessment and has the scope to
negotiate with the assessor the form that
assessment activities take.
62

PURPOSE OF COMPETENCY
ASSESSMENT
EDUCATION & TRAINING NEEDS
EMPLOYEE CLASSIFICATION
QUALIFICATION
ASSURANCE OF PROGRESS
RECOGNITION OF PRIOR

LEARNING
RECRUITMENT
63

Assessment and Certification

TESDA pursues the assessment and certification of
the competencies of the middle-level skilled
workers through Philippine TVET Qualification and
Certification System (PTQCS).
The Philippine TVET Qualification and
Certification System (PTQCS) is a quality-assured
structure used for giving recognition to the
attainment of competencies (knowledge, skills,
attitudes and values) along the middle-level
skilled occupations. It is the process of
determining the qualification level of a person
and giving recognition to the attainment of
competencies in that particular level.
64

Assessment and Certification

The assessment process seeks to
determine whether the graduate or worker
can perform to the standards expected in
the workplace based on the defined
competency standards.
Certification is provided to those who
meets the competency standards. This
ensures the productivity, quality and
global competitiveness of the middle-level
workers.
65

Assessment and Certification

TESDA has a Registry of Certified Workers
which provides information on the pool of
certified workers for certain occupations
nationwide.
TESDA also has accredited assessment
centers as well as the competency
assessors who conduct competency
assessment process for persons applying
for certification.
66

TYPES OF ASSESSMENT
INSTITUTIONAL

undertaken by trainees to determine their

achievement of units of competency. A
certificate of achievement is issued for each
unit of competency.
NATIONAL

undertaken by candidates to determine their

possession and application of the required
(core) competencies under a Training
Regulation. A national certificate according
to level is awarded to successful candidate. 67

RESULTS OF ASSESSMENT
COMPETENT

successfully proved the possession

and application of the minimum
required competency.
NOT YET COMPETENT

needs to retake assessment after a

designated time.
68

EXAMPLE OF C.O.C.

69

EXAMPLE OF N.C.

70

EXAMPLE OF N.C.

71

EXAMPLE OF N.C.

72

EXAMPLE OF N.C.

73

WHAT IS AN EVIDENCE IN
COMPETENCY ASSESSMENT?
It is data, gathered and matched
against a unit of competency, to
provide proof of competency
attainment.

74

TYPES OF EVIDENCE
Direct
demonstration/
observation
Indirect
demonstration

Products

Workplace
documents

Performance of a task, or range of

tasks, either in the workplace or in
a simulated work environment,
witnessed directly by an assessor
Use of photographs, videos, etc.
showing performance of a task
when the assessor cannot be
present
Models, items, objects that have
been made, fixed or repaired by
the candidate
Rosters, budgets, reports,
standard operating procedures
etc. developed by the candidate
75

TYPES OF EVIDENCE
Questions written and oral

Asking the candidate about real

or hypothetical situations to
check understanding, task
management and contingency
management skills. May be short
answer, discussion, multiple
choice, etc.

Assignments

Projects, reports, essays, etc.

relevant to the requirements of
the unit of competency

Third party
reports

Documented and verified reports

from supervisor, colleague,
subject expert, trainer or others
76

TYPES OF EVIDENCE
Self-assessment

A candidates personal statement

on their performance (not
generally sufficient in isolation)

Simulation

Simulated activity to
accommodate difficult to
demonstrate criteria e.g.
emergencies, contingencies,
difficult behaviour etc.

Portfolios

Collections of evidence compiled

by the candidate
77

Prescribed types of evidences

used in TESDA competency
assessment :
DIRECT
Demonstration
Observation
Questioning (Written & Oral)
INDIRECT
Portfolio (Resume, Sample project)

Third Party Testimonials

78

RULES OF EVIDENCE
Competency Assessment
Evidences are acceptable if:
VALID
CURRENT
SUFFICIENT
AUTHENTIC
CONSISTENT
RECENT

79

VALID
means that the evidence relates
to the unit competency,
addresses essential skills and
knowledge, dimensions of
competency and employability
skills.
Are the evidences prescribed by
the latest training regulation?
80

ELECTRONICS SECTOR
TRAINING REGULATIONS:

CURRENT
Does the evidence reflect the

candidates current knowledge

and/or skills in the relevant
aspect of work?

82

SUFFICIENT
Does the evidence cover all

the elements?

83

AUTHENTIC
Is the evidence presented

the candidates own work

(training certifices and
sample project)?

84

CONSISTENT
Does the evidence show that the

candidate consistently meets

the standards under work place
conditions?

85

RECENT
What is the age of evidence?

86

REASONABLE ADJUSTMENT
'Reasonable adjustment,
sometimes called reasonable
accommodation or allowable
adjustment is designed to ensure
that all people are treated equally
in the assessment process.

87

REASONABLE ADJUSTMENT

Assessor may allow special considerations to

assessee, equity groups, but these must not

compromise the integrity of the competency
standards.
Equity groups may include, but are not limited
to:
Students with English as a second language
Students with literacy or numeracy difficulties
Indigenous students (cultural & religious)
Students in remote locations
Women in non-traditional industries
Students with sensory impairment
Students with physical or intellectual disabilities

88

REASONABLE ADJUSTMENT
Reasonable adjustment may mean:
Making learning materials and
methods accessible.
Adapting the physical environment
and equipment.
Making adjustments to the
procedures for conducting
assessment.
Making adjustments to the evidence
gathering techniques.
89

Frequently Asked Questions:

Who may apply for assessment?

Students, workers or any individuals
who wants to determine his/her
qualification level.

90

Frequently Asked Questions:

Where can one apply for assessment?
An individual may apply for assessment in
any of the following:
a. Private TESDA-accredited assessment
centers. The list of accredited assessment
centers is uploaded in the TESDA website:
www.tesda.gov.ph
b. TESDA Regional and Provincial Offices
c. TESDA TVET Institutions-Assessment
Centers
91

Frequently Asked Questions:

What are the requirements for assessment?
a. Duly-accomplished Application Form
b. Three (3) Passport size picture with name
written at the back of each picture
c. Duly-Accomplished Self Assessment
Guide

92

Frequently Asked Questions:

Who shall conduct the assessment?
Assessment shall be conducted by TESDA
Accredited Competency Assessors
How much is the assessment fee?
The assessment fee is based on the list of
fees promulgated by the TESDA Board and
endorsed by the National Economic
Development Authority.
93

Frequently Asked Questions:

Can the private TESDA-accredited assessment
centers collect assessment fees?
Yes, the private TESDA-accredited
assessment centers may collect assessment
fee based on the TESDA Board promulgated
assessment fee.

94

Frequently Asked Questions:

What is mandatory assessment?
Mandatory assessment is given to graduating
students of (With Training Regulation) WTRregistered programs. Assessment may be
conducted in the facilities of the private TVIs
designated as assessment venues. However,
assessment must be facilitated by the TESDA
Regional/Provincial Office immediately after
training.
95

Frequently Asked Questions:

What is the validity of the NC or COC?
The NC or COC is valid for five (5) years.
Where do the applicant apply for renewal
and/or replacement of NC or COC?
An individual may apply for renewal and/or
replacement of NC or COC in the TESDA
District or Provincial Office where the original
NC or COC was issued.
96

Frequently Asked Questions:

How can one verify the validity of the NC or
COC?
TESDA maintains the Online Registry of
Certified Workers containing vital information
on the pool of certified workers nationwide.
Access can be made by name, certificate
number or by qualification. The registry is
easily accessible thru the TESDA website:
http://www.tesda.gov.ph
97

MFI FOUNDATION, INC.

TECHNOLOGY PROGRAM MANAGEMENT DEPARTMENT

WEEK #1
TOPIC TITLE:

INTRO TO COURSE
END OF PRESENTATION
INSTRUCTOR: MAURO ROGEL B. BARROGA

RM MFI 27