QUALIFICATION:

TRAINERS METHODOLOGY LEVEL 1

LIST OF COMPETENCIES

NO.

UNIT OF COMPETENCY

MODULE TITLE

Plan Training Session

Planning Training Session

Facilitate Learning Session

Facilitating Learning Session

Supervise Work-Based
Learning

Supervising Work-Based Learning

Conduct Competency
Assessment

Conducting Competency Assessment

Maintain Training Facilities

Maintaining Training Facilities

Utilize Electronic Media in

Facilitating Training

Utilizing Electronic Media in Facilitating

Training

Overview of the TOPIC

PHILIPPINE TVET TRAINERS QUALIFICATION

FRAMEWORK
The Philippine TVET Trainers Qualification Framework (PTTQF)
rationalizes all TVET into a single nationally recognized qualification.
It defines the different occupational qualification levels to be awarded, and
describes the scope and composition of these qualifications and the degree
of responsibility a qualified person can assume in the workplace.
It describes the four qualifications levels . . .

PTTQF Level

Responsibility Level

IV

Management

III

Technical

II
I

Production

PTTQ
F
Level

Descriptor
Ability to apply basic general knowledge and basic
skills
Competence to work on a defined range of activities
under routine and predictable conditions
Ability to carry out simple tasks
Work under direct supervision
Operational environment context is characterized by
a low value of complexity, interconnection,
transparency
dynamics
as and
well practical
as high degree
to applyand
basic
cognitive
skills
Ability
of stability. to work in a range of varied activities in
Competence
a clearly defined range of context
Ability to use relevant information and solve routine
problems using simple rules and tools
Work under supervision but with some autonomy
General environment situation is characterized by an
average value of interconnection and by a low value
of dynamics

NTQF
Level

Descriptor
Ability to apply a range of cognitive and practical skills
Competence to work in a range of roles in a variety of
context
Ability to solve problems by selecting and applying
basic methods, materials and information
Assume responsibility for completion of work tasks and
some leadership in solution of specific problems
General environment situation is characterized by high
value of interconnection, in-transparency and dynamics
Ability to apply expertise in a range of cognitive and
practical skills
Competence to work on a broad range of varied
activities and in a wider variety of context most of
which are complex and non-routine
Ability to generate solutions to a specific problems in a
field of work
Supervise the routine work of others and some
responsibility for evaluation and improvement of work
activities

COMPETENCY STANDARDS (CS)

Defines the competency that a person must
possess to be able to perform and be productive in
the world of work;
It is composed of units of competency that define a
particular scope of work resulting in a product,
service or decision;
It is developed by industry experts or practitioners
who are in the industry for so many years;
When the CS is developed they are also matched
with the PTTQF. This is to determine the level of
qualification as defined in the framework.

KEY FEATURES OF CS
define the competencies required for effective
performance in the workplace
describe the work that is performed and
expressed as outcomes
focus on workplace activity rather than training or
personal attributes
emphasis is on outcomes and on the application of
skills and knowledge, not just specification
concerned with what the person are able to do and
also with the ability to do this in a range of
contexts
written in language that is understandable to
employees, employers, supervisors, workers,
competence assessors, learners and trainers
capture the ability to apply skills in new situations
and changing work organization
expressed as Unit of Competency

ASSESSMENT AND CERTIFICATION

Assessment and certification system is the means of
determining if the person possessed the required
competencies stated in the training regulations. It
does not discriminate whether one acquires these
competencies inside or outside the TVET system.
Training
Training
Regulations
Regulations

Units
Unitsof
of
Competency
Competency

Assessment

Earned

Qualification

Producing Industry Manpower

Requirements
Oal
Standard
Training
Regulations

Development
of TR

Assessment &
Certification

Curriculum and
Learning Modules

Development of
Curriculum

Conduct of
Training

Recognition of
TVET Program

ASSESSMENT AND CERTIFICATION PROCESS

TR

AT

Developm
ent of TR

Development
of Assessment
Tools

Conduct of
Assessment

Orientation of AC
Manager and
Staf

Accreditation of
Assessors and
Assessment
Centers

Training of
Assessors

UNDERSTANDING THE UNIT OF COMPETENCY

COMPETENCY is the possession and application of
skills, knowledge and attitude to perform work
activities to the standard expected in the workplace.
People are considered to be
competent when they are able to
apply their skills, knowledge and
attitudes to successfully complete
work activities in a range of
situations and environments, in
accordance with the standard
performance expected in the
workplace

DIMENSIONS OF COMPETENCY

Task Management
Skills

Task Skills

COMPETENCY

Contingency
Management Skills

Job/Role Environment
Skills

DIMENSIONS OF COMPETENCY
Task Skills. The requirement to perform tasks:
having the skills, knowledge and attitude to do
the job and understanding why the job should be
done in a certain way, e.g. Installing wiring
devices.
Task
Management Skills. The requirement to
manage a number of different tasks at the same
time, e.g. Plan and prepare for operations.
Contingency Management Skills. The
requirement to respond to irregularities and
breakdowns in routine works, e.g. Modifications
are determined and incorporated.
Job/Role Environment Skills. The requirement to
deal with the responsibilities and expectations of
work environment including skills in working with
others, e.g. cooperating and communicating well
with co-workers and supervisors.

UNIT OF COMPETENCY

Describes a specific work activity, the

conditions under which it is conducted and the
evidence that maybe gathered in order to
determine whether the activity is being
performed in a competent manner.

Describes work outcomes.

Accountant:
Officer:
Maintain Financial Records
Plan
Process payroll
Process
Perform Cost Accounting
Report

Marketing
Prepare Sales
Execute Sales
Prepare Sales

PARTS OF COMPETENCY STANDARD

M
o
d
e
l
F
o
r
m
a
t

UNIT TITLE

UNIT DESCRIPTOR

ELEMENTS

PERFORMANCE CRITERIA

RANGE OF VARIABLES

EVIDENCE GUIDE

Unit Title

the title of the unit of competency

refers to the title of the general area of
competency which is expressed in
outcome terms

covers requirements to review

Unit
Descriptor assessment procedures in a specific
context
assists in clarifying the unit title and
notes any relationship with other
basic building blocks of the unit
Elements
industry units
describe the key purpose of the unit
describe actions or outcomes which are
demonstrable and assessable

 evaluative statements which specify

Performance
what is to be assessed
Criteria
specifies the required level of
performance
specifies the activities, knowledge,
skills and understanding which
provide evidence of competent
performance
task performed as per prescribed
e.g. Itinerary
is prepared in accordance to
procedure
business requirements and transactions

 defines the boundaries of the

standards
supplies and materials
tools and equipment
quality assurance requirements
occupational health and safety
personal protective equipment
Unit title: Maintain Financial
Records
Performance Criteria
Elements
Range of
Variables

1. Maintain daily
financial records
Variable

Range of Variables
Journals

Credit and debit transactions are

accurately and promptly entered
into journals in accordance with
organizational requirements
Discrepancies or errors are

Sales and sales return

Cash receipts
Purchases and purchase returns
Cash payments

Evidence
Guide

relates directly to:

elements
performance criteria
range of variables
guides the Assessor in the collection
of evidence

Parts of
the
Evidence
Guide

1.
2.
3.
4.
5.

Critical aspects of competency

Underpinning knowledge
Underpinning skills
Resource implications
Method and context of assessment

PARTS OF EVIDENCE GUIDE

1. Critical Aspects of Competency. Tells the
assessor what evidence is essential for successful
performance.
It identifies the essential:

Knowledge evidence (things that must be known)

Product evidence (completes work piece/service
to specification)
Process evidence ( complies with industry
practices and procedures)

2. Underpinning knowledge and

specific knowledge that is essential to the
attitude
performance of the Competency
evidence of knowledge of legislation,
regulations and Codes of Practice
knowledge beyond the immediate scope of
the unit

3. Underpinning skills
skills needed to achieve the elements and
performance criteria set in each unit of
competency
4. Resource implication
This section identifies the resources needed
for the successful performance of the work
activity described in the unit of competency.
5. Method of assessment
Includes the consideration in determining
methods of assessment to cover all aspects
of the units of competency and establish
consistency in performance.
6. Context of assessment
Possible place of assessment and
arrangement.