LESSON 1: Introduction to Competency-Based Curriculum Development

Next: TOPIC 1: Competency-Based TVET Framework ►

Introduction

A competency-based curriculum is the set of specifications for a course or subject (module) which
describes all the training experiences a trainee or learner undergoes. It generally includes learning
outcomes, contents, conditions, methodologies and assessment methods. It specifies outcomes which
are consistent with the requirements of the workplace as agreed through industry or community
consultation.

Curriculum development is a process of translating the Competency Standards into specific training
plans and actions towards the attainment of competencies of the qualification while ensuring the
alignment of learning outcomes to industry practices and standards.

This lesson will discuss the curriculum development cycle, the roles of the curriculum development
stakeholders and competency-based TVET framework.

LESSON 1: Introduction to Competency-Based Curriculum Development

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Next: TOPIC 2: Stakeholders in the Development of Training Curriculum ►

TOPIC 1: Competency-Based TVET Framework

Competency-based TVET Framework is a scheme introduced by TESDA to help training providers design
a curriculum which is based from industry requirement.
This framework describes the relationship of TVET training providers with the industry. The industry
defines the competencies and sets the minimum standards of each qualification level of every worker
for it. These standards are descriptions of the actual work and performance of every worker in a
particular qualification.

The TVET training providers should design competency –based curriculum for registration with TESDA.

The components of this competency-based curriculum consist of set of modules of instructions compiled
together to form a course design. The competency-based curriculum developed will then be the basis in
developing the session plan and its corresponding learning materials.

LESSON 1: Introduction to Competency-Based Curriculum Development

◄ Previous: TOPIC 1: Competency-Based TVET Framework

Next: TOPIC 3: Identifying Training Aims ►

TOPIC 2: Stakeholders in the Development of Training Curriculum

Curriculum development plays a vital role in the implementation of training program. Every aspect of
curriculum development must be considered and designed well to serve its purpose. On this lesson you
will be introduced to the different stakeholders of technical vocational education and training.

There are numerous stakeholders of Technical Education and Skills Development Authority (TESDA).
Stakeholders are those individuals, groups or organizations who influence TVET positively and
negatively. TESDA depends on these stakeholders to perform professionally and successfully. The
stakeholders also depend on TESDA. The management of stakeholders is one of the important activities
in the curriculum development for the TVET sector. TESDA should identify stakeholders and group them
according to their interest, choice and extent of stake. Some stakeholder may be significant in the
competency standard development, some may be during the curriculum development, some may be
during the implementation phase and some may be during the development of assessment packages.

Industry experts – These are people from industry who can share their expertise for a certain
qualification. Their lifelong experience can be of great help in identifying the task and competencies that
is covered in a certain qualification which can be converted into training curriculum. These industry
experts can be from; supervisors, workers, industry association representatives.

Curriculum developers- They work closely with trainers and industry experts to design and roll out a
curriculum that provides learners with a high quality education. Additionally, curriculum developers are
responsible for updating training documents on a consistent basis and working closely with industry
experts to evaluate and revise training tools as appropriate.

Trainers or teachers- they provide inputs as to what and how their learners will learn in a training
institution.

LESSON 1: Introduction to Competency-Based Curriculum Development

◄ Previous: TOPIC 2: Stakeholders in the Development of Training Curriculum

Next: TOPIC 4: The Curriculum Development Cycle ►

TOPIC 3: Identifying Training Aims

One of the early activities in the curriculum development is the identification of the training aims. The
stakeholders should identify the best statement of the training aims. Training aims are overall
statements of what you expect the training program will achieve. For example:

“The aim of this training program is to train trainers to plan, deliver, monitor and evaluate competency-
based training.”

Training aims, objectives and learning outcomes provide a clear indication of the goals and purpose of
the training. Trainers use them to focus the training and to assess performance and success of
participants. Participants can use them to evaluate the training from their own perspective.

Writing aims is fairly straightforward. Keep your language clear and try not to have too many little aims.

LESSON 1: Introduction to Competency-Based Curriculum Development

◄ Previous: TOPIC 3: Identifying Training Aims

Exit book ▲

TOPIC 4: The Curriculum Development Cycle

The curriculum development cycle has three stages, namely; curriculum design, curriculum
implementation and the curriculum validation stage.

Curriculum Design involves the identification of the learning process and events intended to achieve the
competencies. Learning objectives, contents, strategies and methods, modes of training, methods of
assessment and training resources are carefully planned during the process.
Curriculum Implementation is “putting into action” the various components stipulated in the
competency-based curriculum (CBC). Competency-based training is planned and facilitated by certified
trainers based on the CBC.

Curriculum validation involves evaluation of the curriculum using the following: content validation by a
panel of experts, analysis of the results of learning through pretest/post test analysis and program
evaluation, analysis using the Content-Input-Process-Product (CIPP) Method of research.

Through these stages, the impact of the curriculum may also be tested. Based on the results of the
curriculum validation, feedback is collected, conclusions are drawn, and recommendations for its
revisions are suggested.

These data are inputs to the next cycle of the curriculum review/revision, implementation and
validation.

LESSON 2: Determining Training Requirements

Next: TOPIC 1: Bases in Determining Training Requirements ►

Introduction

After identifying the training aim, you should identify now the training requirements, which can then be
identified now through the use of the relevant Training Regulations. In situations that there is no
available Training Regulations the listed methods below can be used in identifying the training
requirements.

To identify the training requirements one must consider defining the target population for training,
listing the competencies to be performed by the target population for a certain qualification, listing the
skills and knowledge needed to do the competencies, and selecting the skills and knowledge to be
taught that makes up the training objectives.

LESSON 2: Determining Training Requirements

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Next: TOPIC 2: Components of Training Requirement ►

TOPIC 1: Bases in Determining Training Requirements

Before the curriculum stakeholders can identify the training requirements, they should have identified,
access and confirm the relevant documents that will be the bases in the development of training
requirements. These are the Training Regulations, Training Needs Analysis Report, and skills
requirements of emerging industry.

Training Regulation
The Training Regulation can be used in developing the training requirements for a training program. The
needed information for the training requirements can be easily captured from the different parts of
Training Regulation thru its analysis.

Training Needed Analysis Report

Another basis in developing the training requirements is the training needs analysis report. A training
needs analysis report has comprehensive information for a job description, educational level and
experience, responsibilities, ability gaps-self assessment, preferred areas of training and preferred
training duration.

The reasons for doing training needs assessment is:

To determine whether any training is needed

To determine the areas in which training is needed

To determine the gap to be bridged

To determine desired training outcomes

To provide a basis of monitoring and evaluation

Skills Requirements for emerging industries

Emerging industries usually starts with individuals that usually include the originators of the idea and a
few highly qualified or experienced specialists such as mechanical engineers, physicists, chemists and
highly experienced trade persons. The company often buys in the specialized qualifications, expertise
and experience rather than engage in training.

Emerging industries have diverse and important training needs. While much of the higher level training
and qualifications required is generally provided by higher education, vocational education and training
also has a role to play in developing further knowledge and skills once experienced and qualified
personnel are hired. The skills requirements that will form part in training new employees, this will be of
great help in improving their knowledge and skills.

LESSON 2: Determining Training Requirements

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Next: TOPIC 3: Methods for Determining Training Requirements ►

TOPIC 2: Components of Training Requirement

Using the above mentioned methods of gathering training requirements, the stakeholders will work
together in identifying the listed items below to identify the training requirements.

Training Program Title - The training program title is the actual title of a training program designed for
training on specific skills or qualification.
Training Objectives - Training objectives are more specific statements of what the trainees will learn or
achieve after the training program, for example:

“The main objective of this training program is to conduct training on how to raise large and small
ruminants, swine and poultry”

Training Participants - The description of the potential participants who can attend the training program.

Training Type - Specify the type of training program to be conducted. It can be a skills upgrading
program, a full qualification training or a community based training.

Training Content - List down the relevant learning content covered in the training program.

Training Approach - Specify the training approach and methodology to be employed during the training
program.

Training Facilities - List down the training facilities to be used for the training program for example audio
visual room and workshop.

Training Resources - List down training resources such as: trainer/facilitators, learning material/modules,
equipment, tools, supplies and materials.

Training Schedule - Specify the proposed training duration of the training program.

Potential employment market - Potential employment market is one the motivating factors that a
learner/trainee usually considers when enrolling in any training program. This specifies the actual list of
jobs that a learner/trainee can have after finishing the training.

LESSON 2: Determining Training Requirements

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Next: TOPIC 4: Determining Training Requirements Using the Training Regulations ►

TOPIC 3: Methods for Determining Training Requirements

Identifying the training requirements can be difficult to build a big picture of the job. The “elicitation”
step is where the training requirements are first gathered from the experts. Many techniques are
available for gathering training requirements. Each has value in certain circumstances, and in many
cases, you need multiple methods to gain a complete picture from a diverse set of experts and
stakeholders. Here’s a look at some of the approaches you can take.

One-on-one interviews

The most common technique for gathering requirements is to sit down with the experts and ask them
the task performed for a specific job. The discussion should be planned out ahead of time based on the
type of requirements you’re looking for. There are many good ways to plan the interview, but generally
you want to ask open-ended questions to get the interviewee to start talking and then ask probing
questions to uncover the training requirements.
Group interviews

Group interviews are similar to the one-on-one interview, except that more than one person is being
interviewed — usually two to four. These interviews work well when everyone is at the same level or
has the same job or qualification. Group interviews require more preparation and more formality to get
the information you want from all the participants. You can uncover a richer set of training requirements
in a shorter period of time if you can keep the group focused.

Facilitated sessions

In a facilitated session, you bring a larger group (five or more) together for a common purpose. In this
case, you are trying to gather a set of common training requirements from the group in a faster manner
than if you were to interview each of them separately.

Observing workers around

This technique is especially helpful when gathering information on current work processes. You may
find, for instance, that some people have their work routine down to such a habit that they have a hard
time explaining what they do or why. You may need to watch them perform their job before you can
understand the entire picture. In some cases, you might also want to participate in the actual work
process to get a hands-on feel for how the works are being done.

Brainstorming

On some cases, the training requirements are not “uncovered” as much as they are “discovered.” In
other words, the requirements are brand new and needs to be created as a set of ideas that people can
agree to. In this type of situation, simple brainstorming may be the starting point. The facilitator get into
a room and start creatively brainstorming what the training requirements might look like. After all the
ideas are generated, the facilitator processes their ideas. The resulting consensus is used for identifying
the training requirements.

Questionnaires

Questionnaires are much more informal, and they are useful tools to gather training requirements from
stakeholders in remote locations. Questionnaires can also be used when you have to gather input from
numerous respondents.

LESSON 2: Determining Training Requirements

◄ Previous: TOPIC 3: Methods for Determining Training Requirements

Next: Preparing the Training Requirements Based on the Training Regulations ►

TOPIC 4: Determining Training Requirements Using the Training Regulations

Using the Training Regulation of a qualification, you can analyze the competency standard to identify the
different information to come up with the training requirements of a qualification. In order for you to
use the training regulation in determining the training requirements, you must first be familiar with its
parts.
Parts of a Training Regulation

Section 1: Definition of Qualification

Identifies the package or group of competencies that describe a particular function or job role existing in
an industry.

Consists of units of competency or work activities required to undertake a particular job role.

These units of competency are categorized into basic, common, core and elective.

Section 2: Competency Standard

Refers to industry-determined specifications of competencies required for effective work performance.

It is:

Composed of individual competency units.

Focused on workplace activity rather than training or personal attributes.

Defined as the ability to apply skills in new situations and changing work organizations.

Section 3: Training Standard

Contains specifications to be considered in designing and implementing a training program

Curriculum design

Training delivery

Trainee entry requirements

Tools and equipment

Training facilities

Trainer’s qualifications

Institutional assessment

Section 4: National Assessment and Certification Arrangements

This section provides information on the:

Benchmark for awarding a National Certificate (NC) or Certificate of Competency (COC).

Process of acquiring the qualification.

Qualification of a candidate who will apply for assessment.