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CHARACTERISTICS OF THE QUALITY ASSURED TECHNICAL EDUCATION AND SKILLS DEVELOPMENT SYSTEM A National Technical Education and Skills Development Plan is anchored on national priorities spelled out in the Philippine Development Plan and in the Investment Priorities Plan, current labor market information and customer needs. The system is driven by competency standards and training regulations derived from industry requirements and specifications and guided by TVET priorities identified by the TESDA Board. The system is accessible to a broad range of customers including the unemployed, the underemployed, displaced workers, new entrants to the labor force, technical vocational institutions and enterprise-based training providers. Employment and productivity enhancement are the ultimate metrics of the technical vocational education and training system to effectively bring about the effective matching of labor supply and demand. TESDA builds up the TVET sector capability and capacity through financial resource management, human resource development, physical resource management, information management, marketing and advocacy, administrative management, customer feedback, management of external relations and environmental concerns. The entire system is operationalized within a quality management system to ensure continual improvement.

The Philippine TVET Qualification Framework (PTQF)

WHAT IS THE PTQF? The Philippine TVET Qualification Framework (PTQF) is a quality-assured structure used as platform for giving recognition to the attainment of knowledge, skills, attitudes and values along the middle-level skilled occupations This is a nationally promulgated framework (BR# 2003-05) of competency classification and recognition for middle level skilled workers. This serves to rationalize all TVET or middle- level skills into a single, nationally recognized qualification.

Philippine TVET Qualification Framework

Philippine TVET Qualification and Certification System

Philippine TVET Qualification Framework (PTQF)


Level NC I Process A worker at this level performs routine and predictable tasks involving little or no latitude for judgments. Responsibility Adhere to appropriate standards or specifications are usually involved. Application Assignments are usually made by a supervisor or a worker at a higher level who gives simple instructions and makes clarifications or suggestions when necessary.


A worker at this level performs a prescribed range of functions involving known routines and procedures, where clearly identified choices and limited complexity applies

Work involves some accountability for the quality of outputs.

Application at this level may involve individual responsibility or autonomy, or working with others as part of a team or group.


A worker at this level performs a wide range of skilled operations at a high level of competence involving known routines and procedures. The work context involves some complexity in the extent and choice of options available.

Work involves understanding the work process, contributing to problem solving, and making decisions to determine the process, equipment and materials to be used.

Applications at this level may involve individual responsibility or autonomy, and/or may involve some responsibility for others. Participation in teams including team or group coordination may be involved.


A worker at this level performs a wide range of application in a variety of contexts most of which are complex and nonroutine.

Work involves some leadership and guidance when organizing activities of self and others as well as contributing to technical solutions of a nonroutine or contingency nature. Work at this level also requires evaluation and analysis of current practices and the development of new criteria and procedure.

Applications involve responsibility for the organization and performance or others.


Qualification Levels I to IV, from Trainer I to Mentor/Master Trainer. The qualification level is a combination of competencies in Technology and Methodology / Professional streams. The technology levels follow the PTQF, a system of assessment and certification for workers. A trainer should have National Certificate higher than the qualification level of the trade he/she is teaching. A TVET trainer should be certified in at least NC II. Only Mentors/Master Trainers are allowed to handle Training of Trainers.

TVET Trainers Qualification Requirements




Highest Level NC IV Minimum NC III Minimum NC II Minimum



What is a Training Regulation (TR)?

It serves as a basis for the: 1. Competency assessment and certification 2. Registration and delivery of training programs; and 3. Development of curriculum and assessment instruments

Each TR has four sections:

Section 1 Definition of Qualification refers to the group of competencies that describes the different functions of the qualification. Competency Standards gives the specifications of competencies required for effective work performance. Training Standards contain information and requirements in designing training programs for the Qualification. It includes curriculum design, training delivery, trainee entry requirements, tools and requirements. Tools and equipment, training facilities and trainers qualifications. National Assessment and Certification Arrangements describe the policies governing assessment and certification procedures.

Section 2

Section 3

Section 4

Competency Standards These are Industry determined specification of competencies required for effective performance of certain job roles in industry. Its Components are: Unit of Competency, Unit Descriptor, Elements, Performance Criteria, Range of Variables, and Evidence Guide

What is the format of Competency Standards? Unit Title Unit Descriptor Elements Performance Criteria Range of Variables Evidence Guide Course Title (The title of a general area of competency) Assists in clarifying the unit title and notes any relationship with other industry units) (Building blocks of the unit) (Specify the required level of performance) (Range of context and conditions to which the performance criteria apply) (Assists in the interpretation and assessment of a unit)

(reflects the industry (occupation) title this course has been designed to meet) NC Level (based on the PTQF) Nominal Training Duration (approximate length of course in hours) Course Description (includes the relevance of the proposed course to industry enterprise, or community needs and possible job titles the student may have after completion). Training Delivery (refers to the various delivery modes of competency based TVET) Trainee Entry Requirement (specifies essential entry requirements.) List of Tools, Equipment and Materials (lists the required tools, equipment and materials for course delivery) Training Facilities (lists the required facilities for course delivery) Trainer Qualification (identifies minimum essential qualification, experience and competencies of instructions. Special qualifications of instructors, if there is, should be specified) Institutional Assessment (taken by the learner who enrolled in a learning program to determine the achievement of competencies. It is administered by the trainer/assessor at the end of each learning module.


The CBC has two major components: Curriculum Design Modules of Instruction

Module of Instruction Format

Relationship between the components of Competency Standard and Competency -based curriculum (CBC)

COMPETENCY STANDARD FOR TRAINERS UNIT OF COMPETENCY PLAN TRAINING SESSION ELEMENTS Identify learners training requirements Prepare session plans Prepare basic instructional materials Organize learning and teaching resources Prepare training facilities/resources Conduct Pre-assessment Facilitate training session Conduct Institutional assessment Review delivery of training session Prepare the trainee/candidate Gather evidence Make assessment decision Record assessment results Provide feedback to candidates




Implement Housekeeping activities Maintain training equipment and tools Establish evidence requirements Establish suitable evidence gathering method Prepare evidence gathering tools Plan evidence gathering opportunities Evaluate assessment performance Participate in group review of assessment arrangements



INTRODUCTORY CONCEPTS Competency Based Training System

What is Competency? Types of Competencies Dimensions of Competency

A Competency Based Training System

is driven by industry-defined Competency Standards and is devoted to the development in the trainees the competencies defined by industry.

Difference Between Traditional and Competency Based Training System

TEN BASIC PRINCIPLES OF COMPETENCY BASED TVET SYSTEM The training is based on curriculum developed from the competency standards. Learning is modular in its structure. Training delivery is individualized and self-paced.

Training is based on work that must be performed. Training materials are directly related to the competency standards and the curriculum modules. Assessment is based on work that must be performed. Training is based on both on and off-the-job components. Allows for recognition of prior learning (RPL) or current competencies. Training allows for multiple entry and exit; and Approved training programs are nationally accredited.


LO 1: PREPARING TRAINING FACILITIES/RESOURCES 9 CBTVET Components Practical Work Area Learning Resource Center Training Resource Center Support Area Contextual Learning Area Assessment Area Quality Control Area Distance Learning Area Computer Laboratory Area

PRACTICAL WORK AREA This is the heart of the training delivery where the learners are expected to acquire the skills/knowledge and competencies prescribed by the standard. Only the critical equipment are found in this area. LEARNING RESOURCE CENTER This area provides the learner with the knowledge requirements in the various modules responding to the competencies, it has an array of multimedia materials that enables project planning. It has a computer-aided facility linked to the Training Resource Center.

TRAINING RESOURCE CENTER This is the area where courseware and cut-always are produced. The center houses the Learning Materials, Competency Standards, Curriculum Exemplars and Training Aids. SUPPORT AREA This component provides value-adding competencies in the Distinctive Area of Competence (DAC). CONTEXTUAL LEARNING AREA This facility ensures that the underpinning knowledge, i.e. science, math and communication principles as applied to the technology, are provided to the learner. It is accessible not only to the DAC learner but to everyone in the Centex. ASSESSMENT AREA This area provides mechanism in assessing the completion of competencies and Recognition of Prior Learning (RPL).It houses and manages individual records in of those trainees assessed. QUALITY CONTROL AREA This area ensures that the various inputs in the delivery of training are well maintained and in good order. Various tests are conducted here including in-process Quality Control. It manages quality and facilities implementation of the developed QA System towards Quality Accreditation. DISTANCE LEARNING AREA This area, situated away from the center, answers the issue of learning accessibility and flexibility. It enables the acquisition of competency regardless of time and space thru multimedia delivery. It heavily relies on the institutional assessment and Learning Resource Area (LRA). COMPUTER LABORATORY AREA This component provides opportunity in the acquisition of appropriate IT competencies as prescribed in the CS and the CBC. The computer units are ideally in a LAN environment hooked to an instruments access. Link to checklist of 9 components

What is a Qualification?
Qualification is a package of Units of Competencies equivalent to job roles in Industry.

Thus, a Qualification = a number of Core Units of Competencies in an Industry Sector + Tool Competencies + Elective Units of Competencies

What is a Competency?
Competency is the specification of skills, knowledge, attitudes and values and their application to the standard of performance required in the workplace.

Types of Competencies
1. Basic Competencies Learning competencies like Communicating with Others, Solving Problems, Working with Others in Teams, etc 2. Common Competencies Competencies found in other sectors like Use of Computers, Supervisory Competencies 3. Core Competencies Those that are specific to the trade like welding for welders, machining for machinists, etc.

Dimensions of a Competency
Task Skills ability to perform the tasks to the standards of industry Task Management Skills ability to project the logical sequence of the series of tasks in a competency Contingency Management Skills ability to still complete tasks even when something goes wrong on the job Job/Role Environment Skills ability to follow other job requirements like safety practices, working with others, etc.

WORKSHOP (Development of Module of Instruction (MI) The TM/AM FRAMEWORK