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TRAINING REGULATIONS

TRAINER QUALIFICATION Level II


(Training Designer/Developer)
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
East Service Road, Sout Su!er i" #a$, Ta"ui" Cit$, Metro Ma%i&a

TABLE OF CONTENTS

TRAINERS QUALIFICATION (TQ) II Page No. SECTION 1 SECTION 2 TRAINER QUALIFICATION II COMPETENCY STANDARDS SECTION ' Basi Co!"e#e$ ies Co(e Co!"e#e$ ies 2%&' &)%*+ 1

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SECTION )

NATIONAL ASSESSMENT AND CERTIFICATION ARRAN,EMENTS

COMPETENCY MAP DEFINITION OF TERMS AC9NO:LED,EMENTS

TRAININ, RE,ULATIONS FOR TRAINER QUALIFICATION Le0e. II SECTION 1 TRAINER QUALIFICATION (TQ) II The TRAINER QUALIFICATION LE;EL II consists of competencies a TVET trainer or technical trainer performing functions as training designer/developer must achieve. A TVET trainer is a person who enables a learner or a group of learners to develop competencies to performing a particular trade or technical work. The Units of Competency comprising this ualification include the following! Co6e No. "##$%%%#& "##($(%#% "##($(%#( "##($(%#$ "##$%%%%# "##($(%#+ "##($(%#" "##($(%#. "##($(%#0 "##($(%#1 "##($(%#& "##($(%%# Co6e No. TVT($($#0 TVT($($#1 TVT($($#& TVT($($%# TVT($($%% TVT($($%( Co6e No. TVT($($%$ BASIC COMPETENCIES 'ead workplace Communication Apply math and science principles in technical training Apply environmental principles and advocate conservation Utili)e *T applications in technical training 'ead small teams Apply work ethics, values and uality principles -ork effectively in vocational education and training /oster and promote a learning culture Ensure healthy and safe learning environment 2aintain and enhance professional practice 3evelop and promote appreciation for costs and benefits of technical training 3evelop and promote understanding of global labor markets CORE COMPETENCIES Conduct training needs analysis 3evelop training curriculum 3evelop learning materials 3evelop competency assessment tools 3esign and develop maintenance system 3evelop learning materials for E4'earning ELECTI;E COMPETENCY /acilitate development of competency standards

A person who has achieved this 5ualification is competent to be! Curriculum designer *nstructional designer Training designer/developer

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

SECTION 2 COMPETENCY STANDARDS This section gives the details of the contents of the core units of competency re uired in T6A*7E6 5UA'*/*CAT*87 :T5; **

BASIC COMPETENCIES
UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR < < < LEAD :OR9PLACE COMMUNICATION &//'111/+ This unit covers the knowledge, skills and attitudes re uired to lead in the dissemination and discussion of ideas, information and issues in the workplace.

Conte<t of this unit!

This unit is adopted from the basic competencies for 7ational Certificate 'evel ***. *n the conte<t of the Trainer 5ualification :T5;, the term =workplace in this unit would be understood to mean training/learning environment.

ELEMENT %. Communicate information about workplace processes

PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

%.% %.( %.$ %.+ %." %.. %.0

Appropriate communication method is selected 2ultiple operations involving several topics areas are communicated accordingly 5uestions are used to gain e<tra information Correct sources of information are identified *nformation is selected and organi)ed correctly Verbal and written reporting is undertaken when re uired Communication skills are maintained in all situations 6esponse to workplace issues are sought 6esponse to workplace issues are provided immediately Constructive contributions are made to workplace discussions on such issues as production, uality and safety >oals/ob?ectives and action plan undertaken in the workplace are communicated *ssues and problems are identified as they arise *nformation regarding problems and issues are organi)ed coherently to ensure clear and effective communication 3ialogue is initiated with appropriate personnel Communication problems and issues are raised as they arise

(. 'ead workplace discussions

(.% (.( (.$ (.+

$. *dentify and communicate issues arising in the workplace

$.% $.( $.$ $.+

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

RAN,E OF ;ARIABLES ;ARIABLE %. 2ethods of communication %.% %.( %.$ %.+ %." %.. %.0 %.1 RAN,E 7on4verbal gestures Verbal /ace to face Two4way radio @peaking to groups Using telephone -ritten *nternet

E;IDENCE ,UIDE %. Critical aspects of Competency Assessment re uires evidence that the candidate! %.% 3ealt with a range of communication/information at one time %.( 2ade constructive contributions in workplace issues %.$ @ought workplace issues effectively %.+ 6esponded to workplace issues promptly %." 9resented information clearly and effectively written form %.. Used appropriate sources of information %.0 Asked appropriate uestions %.1 9rovided accurate information (.% (.( $. Underpinning @kills $.% $.( $.$ $.+ 8rgani)ation re uirements for written electronic communication methods Effective verbal communication methods and

(. Underpinning knowledge

8rgani)e information Understand and convey intended meaning 9articipate in variety of workplace discussions Comply with organi)ation re uirements for the use of written and electronic communication methods

+. 6esource *mplications

The following resources 2U@T be provided! +.% Variety of *nformation +.( Communication tools +.$ @imulated workplace Competency may be assessed through! ".% 3irect 8bservation ".( *nterview Competency may be assessed in the workplace or in simulated workplace environment

". 2ethod of Assessment

.. Conte<t for Assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < <

APPLY MAT= AND SCIENCE PRINCIPLES IN TEC=NICAL TRAININ, &//2'21/1 This unit covers the outcomes re uired to integrate math and science concepts in the content and delivery of technical training programs and to motivate trainees in learning and applying such concepts in the workplace.

ELEMENT

PERFORMANCE CRITERIA Italicized terms are elaborated in the 6ange of Variables

%. *dentify math and science manifestations in the course content and the workplace

(. 6elate math and science concepts to common and workplace situations

$. Assess traineesA internali)ation of math and science concepts

+. *ntroduce further enhancements

%.% Course content and learning outcomes are reviewed and studied for math and science content %.( @ituations in the workplace and in everyday life are related to the course or program are identified for inclusion or mention in the training %.$ Training aids, lesson plans or session notes are prepared, adopted or customi)ed incorporating or highlighting applications of math and science principles (.% 9ractical applications of math and science related to the desired learning outcomes are incorporated, e<plained and stressed during the training (.( Trainees are aided and encouraged to identify and apply math and science concepts in their work and everyday life (.$ Class e<amples/cases, e<ercises, and assignments are given for trainees to e<plore and reflect on the applications/manifestations of math and science along the course content $.% TraineesA retention of basic math and science concepts are reviewed to identify area needing further intervention $.( TraineesA appreciation of math and science principles along the trade area or sub?ect matter is determined using applicable assessment methodology $.$ @imple mathematical and scientific models/representations are discussed to aid in the understanding and application of principles and theories using language, style and format that are readily understood. $.+ 9oorly4understood areas of math and science relevant to the course are given e<tra attention and e<plained in user4 friendly terms in accordance with traineesA interests and learning styles +.% 9ersonal knowledge, e<periences and observations of self and others in the area of math and science applications are cited and incorporated in the lessons and lecture4 discussions +.( 6esults of application of math and science concepts are evaluated and documented for replication and enhancement +.$ 'ogical, systematic and scientific thinking and methods are introduced and developed for trainees to assimilate and apply in their own work and study +.+ Contextual and experiential learning methods are utili)ed to aid in appreciation of math and science concepts

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

RAN,E OF ;ARIABLES ;ARIABLE %. Training aids RAN,E 2ay include B %.% Curriculum/modules %.( 'earning materials/activities %.(.% @elf4paced materials %.(.( Cob sheets %.(.$ 6elated theory %.$ Audio4visual aids %.$.% Charts %.$.( >raphs %.$.( 3iagrams %.+ *nteractive video %." Computer4based training materials 2ay include B (.% 9ro?ects (.( Case problems (.$ -ritten tests (.+ 8ral uestioning (." *nterviews

(. Assessment methodology

$. 2odels/representations 2ay include B $.% @imple uantitative models $.%.% mathematical formulas using elementary algebra $.%.( constants and variables $.%.$ functions and relations $.( Dasic laws and principles $.(.% 8hmAs law $.(.( 7ewtonAs laws of motion $.(.$ DoyleAs law $.$ >raphs and diagrams $.$.% Charts and flowcharts $.$.( Characteristic curves $.$.$ 6efrigeration cycle $.$.+ @chematic/block diagrams $.$." /ree4body diagrams

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

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;ARIABLE +. 'earning styles

RAN,E 2ay include B +.% Eolb4model styles +.%.% Converger +.%.( 3iverger +.%.$ Assimilator +.%.+ Accommodator +.( Foney42umford model styles +.(.% Activist +.(.( 6eflector +.(.$ Theorist +.(.+ 9ragmatist +.$ /leming4model styles +.$.% Visual learners +.$.( Auditory learners +.$.$ 6eading/writing4preference learners +.$.+ Einesthetic/tactile learners 2ay include B ".% Case studies and problems ".( 9ro?ect4based instruction ".$ /ield trips ".+ Company visits "." *nterviews ".. *nstitutional attachments/immersion ".0 Community service

". Conte<tual and e<periential learning methods

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

E;IDENCE ,UIDE %. Critical aspects of Competency Assessment re uires evidence that the candidate! %.% 3emonstrated understanding of basic math and science concepts relevant to the competency or ualification %.( 3emonstrated ability to apply math and science principles to the competency or tasks being performed %.$ 3emonstrated ability to integrate and conte<tuali)e math and science concepts in the design and delivery of technical training (.% (.( (.$ Dasic arithmetic B the four fundamental operations Elementary algebra Dasic science (.$.% >eneral science (.$.( 7atural sciences (.$.$ 9hysical and biological sciences (.$.+ @ocial sciences Dasic training methodology 9ositive work values :patience, perseverance, empathy, professionalism, concern for safety and uality; Communication skills Training development and management skills 8bserving safety and health re uirements in the classroom, laboratory and workshop *nstructional skills

(. Underpinning knowledge and attitudes

(.+ (."

$. Underpinning skills

$.% $.( $.$ $.+

+. 6esource implications

The following resources 2U@T be provided B +.% Access to math and science lab or similar workshop +.( Access to real or simulated work area +.$ Case problems in math and science applications Competency may be assessed through B ".% 8bservation or demonstration with oral uestioning ".( -ritten e<am ".$ Case problems ".+ *nterview "." 9ortfolio ".. Third4party report Competency may be assessed on the ?ob or in a simulated work environment

". 2ethods of assessment

.. Conte<t of assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< APPLY EN;IRONMENTAL PRINCIPLES AND AD;OCATE CONSER;ATION < < &//2'21/2 This unit covers the knowledge, skills and attitudes re uired to apply/adopt environmental principles and advocate conservation in diverse technical4vocational training environments, including observing and contributing to positive environment work practices. This covers the following! environmental work practices, contributing to improvements of environmental practices, and reporting potential environmental threats. PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

ELEMENT %. /ollow environmental workplace practices

%.%

%.( %.$ %.+

Workplace practices and work instructions relating to potential environmental impacts are recogni)ed and followed, and clarification is sought where necessary. 6elevant legislation, codes and national standards that impact on workplace environmental practices are recogni)ed and followed. Changes to work practices and procedures are responded to positively and promptly in accordance with organi)ational re uirements. *ndividual roles/responsibilities are determined and performed based on the program/ activities identified

(. Contribute to improve environmental work practices

(.% Suggestions are made to designated personnel for improvements to workplace practices where possible. (.( *nformation is gathered and improvements are suggested to support the development of improved workplace approaches to environmental practices. (.$ Environmental issues and their relationship to workplace practices are discussed in the workplace with colleagues and designated personnel. (.+ Contributions to the review of environmental practices and policies are made within limits of responsibility. $.% Signs or symptoms of the potential environmental threat are recogni)ed. $.( *nformation about or observations of a potential environmental threat are reported to supervisors and/or appropriate authorities. $.$ 'ocation and e<tent of the potential environmental threat is accurately recorded. $.+ 6eports on the potential environmental threat are completed according to organi)ational guidelines.

$. 6ecogni)e and report potential environmental threats

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

RAN,E OF ;ARIABLES ;ARIABLE %. -orkplace practices and work instructions RAN,E 2ay include but are not limited to procedures or work instructions for! %.%Environmental l ha)ard identification and risk analysis %.(Avoiding or minimi)ing environmental risks, %.$*mproving environmental performance, %.+-aste minimi)ation and segregation, %."Environmental monitoring, %..@igns and labels :e.g., chemical labels;, %.0Emergency procedures, %.1Fa)ard and incident recording and reporting procedures %.&Environmental data recording and reporting procedures where applicable. %.%# Verbal instructions from persons with responsibility related to environmental work practices. 2ay include! (.% 9hilippine Clean4Air Act of %&&& :6A 10+&; (.( 9hilippine Clean4-ater Act of (##+ :6A &(0"; (.$ Ecological @olid -aste 2anagement Act of (### :6A &##$; (.+ 2ontreal 9rotocol (." Eyoto 9rotocol (.. Environmental Awareness and Education Act of (##1 :6A &"%(; (.0 9hilippine Climate4Change Act of (##& :6A &0(&; (.1 Codes of 9ractice relating to environment4critical ?obs 2ay include but are not limited to the ideas to! $.% 2inimi)e ha)ards and risks, $.( 6educe and dispose of waste, $.$ Efficient use energy $.+ Conserve water $." 6educe air and noise pollution $.. 2ake more efficient use of resources and improve environmental performance, $.0 6educe soil disturbance and improve habitat resources. 2ay include but are not limited to! +.% Administrators/ 2anagers, +.( @upervisors +.$ 9eople who are responsible for work area or who may be assigned to act as a mentor/trainer to a person 2ay include but are not limited to! ".% 9reventing and minimi)ing the production of pollution :e.g., discharges to air, land and water, ha)ardous waste, ".( 6educing Gburning offG, ".$ Composting , ".+ 6ecycling materials, "." Conservation practices;, and ".. *mproving workplace maintenance practices :e.g., using a broom instead of a hose, using environment4friendly cleaning agents

(. 'egislation, codes and national standards

$. @uggestions

+. 3esignated personnel

". -orkplace approaches to environmental practices.

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

&

;ARIABLE .. Environmental issues

RAN,E 2ay include! ..% @ustainability, ..( 6eduction and disposal of waste, ..$ -ater uality, ..+ Energy efficiency, .." Diodiversity and habitat protection, ... Conservation of natural resources, ..0 Air uality, ..1 'and contamination, ..& 7oise , ..%# @oil and salinity management ..%% /ire management. 2ay include! 0.% -aste minimi)ation and management, 0.( @ustainability , 0.$ 'ocal , regional, state and national strategies on weed and pest management, 0.+ 9rotection of land and habitat and conservation of resources, 0." Energy use, 0.. >reenhouse gas emissions, 0.0 Use of chemicals and plant and e uipment. 2ay include but are not limited to! 1.% 8bservation of the presence of weeds, 1.( 9est animals or chemicalsH 1.$ 3amage caused to plants, animals or the environment, 1.+ Changes in plant :e.g., dieback of trees; and animal health, 1." Erosion of soils, 1.. @oils in water suspension, 1.0 9resence of salt. 2ay include but are not limited to! &.% This includes spills , leaks, pollution ,planned and unplanned emissions, soil compaction, disturbance and erosion, &.( Accidents and disposal of waste, and damage or disruption to ecosystems resulting from work practices. &.$ Also includes plants, animals or diseases that are classified as an environmental threat or problem in an area, &.+ Unauthori)ed changes in land use &." /ire risks and threats, and inappropriate human interaction on the environment. &.. This may include damage to habitat resources, disruption of animal behavior and territorial use, illegal vegetation clearance, seed collection, firewood gathering, nest disturbance and egg collecting.

0. Environmental practices and policies

1. @igns or symptoms

&. 9otential environmental threat or ha)ards

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

%#

E;IDENCE ,UIDE %. Critical aspects of Competency Assessment re uires evidence that the candidate! %.% 3emonstrated knowledge of workplace practices and work instructions. %.( 3escribed relevant legislations, codes and national standard environmental practices according to the different environmental issues/concerns. %.$ /ollowed environmental workplace practices %.+ Contributed to improve environmental work practices %." 6ecogni)ed and reported on a potential environmental threat %.. 2aintained environmental records (.% 6elevant legislation from all levels of government on environmental issues (.( 6elevant environmental policies and workplace/industry practices and procedures (.$ >ood practice approaches relevant to work area particularly in regard to minimi)ing environment ha)ards and risks, and improving environmental performance (.+ Environmental issues, especially in regard to water catchments, air, noise, ecosystems, habitat, efficient use of resources, sustainability and waste minimi)ation (." 9otential environmental threats and problems relevant to a given region and occupation (.. >eneral work place practices and their potential impact on the environment. $.% $.( $.$ $.+ 9erforming research and analysis 6eading / interpreting data and information 9roblem solving Communicate with supervisors and workplace colleagues $." 6ecogni)e basic environmental ha)ards and threats $.. follow workplace directions and instructions $.0 Eeep simple records. The following resources MUST be provided! +.% -orkplace/Assessment location +.( 'egislation, policies, procedures, protocols and local ordinances relating to environmental protection +.$ Case studies/scenarios relating to environmental protection Competency may be assessed through! ".% -ritten/ 8ral E<amination ".( *nterview/Third 9arty 6eports ".$ 9ortfolio :citations/awards from >8s and 7>8s, certificate of training B local and abroad; ".+ @imulations Competency may be assessed in actual workplace or at the designated TE@3A center.

(. Underpinning Enowledge

$. Underpinning @kills

+. 6esource *mplications

". 2ethods of Assessment

.. Conte<t for Assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

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UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < <

UTILI>E IT APPLICATIONS IN TEC=NICAL TRAININ, &//2'21/' This unit covers the knowledge, skills and attitude re uired to utili)e *T applications in training. @pecifically it covers setting4up of work environment, utili)ation of word processing, spreadsheet, presentation applications and utili)ation of internet and www to communicate and collect information.
PERFORMANCE CRITERIA Italicized terms are elaborated in the 6ange of Variables

ELEMENT

%. @et4up work environment

(.

$.

+.

".

Work older is con igured in accordance with enterprise *T utili)ation guidelines. %.( !esktop and shortcuts settings are con igured in4line with personal preference. %.$ Connectivity to printer are checked and tested in accordance with e uipment user guide. Utili)e word processing (.% !ocument layout and ormatting are applied in application line with document formatting re uirements. (.( "pplication eatures are utili)ed to enhance productivity in line with application guide/ help instructions (.$ 9rinting of documents is performed in line with enterprise *T utili)ation guidelines. Utili)e presenter $.% 9resentation layout, formatting and theme application utili)ation are applied in line with target audience re uirements $.( Animation and slide transitions are applied to enhance viewing and interactivity e<perience in4 line with #est practices in utilizing presentation package. $.$ $rinting o presentation materials are performed in line with user re uirements and enterprise *T utili)ation guidelines $.+ 9ackaging and e<porting of presentation is performed in line with application help instructions/wi)ard. $." 9resentation of information is performed in line with best practices in utili)ing presentation package. Utili)e spread sheet +.% Work#ook and worksheet settings and application formatting are applied in line with printing re uirements. +.( %ormula and conditional formatting are utili)ed to enhance productivity in line with the application help instructions. +.$ Charts are utili)ed to enhance data presentation in line with the application help instructions. +.+ 9rinting of worksheet is performed in line with document layout re uirements and enterprise *T utili)ation guidelines. Utili)e internet and www ".% Chat and email facility is utili)ed to e<change to communicate and information and resources in line with chat help collect information instructions. ".( &rowser is con igured to enhance productivity in line with the application help instruction www is utili)ed to research and ac uire resources in line with enterprise *T utili)ation guidelines.

%.%

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

%(

RAN,E OF ;ARIABLES ;ARIABLE %. -ork folder configuration (. 3esktop and shortcuts settings are configured $. 3ocument layout and formatting RAN,E 2ay include but not limited to! %.% /older creation %.( /older copy and transfer %.$ /older sharing 2ay include but not limited to! (.% 3esktop background and screen saver settings (.( @creen resolution settings (.$ @hortcut and link creation 2ay include! $.% 9age settings $.( /ont @ettings $.$ /ormatting styles $.+ Table utili)ation 2ay include, but not limited to! +.% /ooter and header setting +.( 2ail merge +.$ 6eview and editing tools +.+ 6eference features +." /orm creation features 2ay include but not limited to! ".% 7umber of te<t lines, font si)e and fore and back colors. ".( 8ptimal utili)ation of animation and transition effects to enhance learning e<perience not to distract audience. ".$ Awareness in unconscious actions during presentation 2ay include but not limited to! ..% @lide ..( 7otes 2ay include but not limited to! 0.% 9age setup 0.( Feader setup 0.$ -orksheet organi)ation 2ay include but not limited to! 1.% @ummation 1.( 3ivision 1.$ 2ultiplication 1.+ 3ivision 1." Average 1.. 6ounding off 1.0 *f 1.1 Concatenate 2ay include but not limited to! &.% Cookie settings &.( 9lug4in setup &.$ Accessibility ad?ustments

+. Application features

". Dest practices in utili)ing presentation package

.. 9rinting of presentation materials 0. -orkbook and worksheet settings 1. /ormula

&. Drowser configuration

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

%$

E;IDENCE ,UIDE %. Critical aspects of competency Assessment re uires evidence that the candidate! %.% @et4up work environment %.( Utili)ed word processing application %.$ Utili)ed presenter application %.+ Utili)ed spreadsheet application %." Utili)ed internet and www to communicate and collect information (.% (.( (.$ (.+ (." (.. (.0 $.% $.( $.$ *.T. 9rinciples :i.e. internet technology, www; Dest practices in using presenter application Dasic mathematical operation 'ogic reasoning 9roductivity application features /ile management Academic documents :i.e. record sheet, accomplishment charts, session plan Encoding and computing skills 9resentation skills 'ogic reasoning skills

( Underpinning Enowledge

$. Underpinning @kills

+. 6esource *mplications

The following resources 2U@T be provided! +.% Computer with network and internet access +.( 9rinter and printing consumables +.$ @pecification of sample document, worksheet, presentation materials Competency may be assessed through! ".% 3emonstration / 8bservation and with oral uestioning ".( 9ortfolio Assessment should be conducted in the workplace/ simulated area / TE@3A Assessment Center

". 2ethods of Assessment

.. Conte<t for Assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

%+

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< LEAD SMALL TEAMS < &//'1111/ < This unit covers the knowledge, skills and attitudes to lead small teams including setting and maintaining team and individual performance standards.
This unit is adopted from the basic competencies for National Certificate Level III. In the context of the Trainer Qualification (TQ), the small teams here would refer to roups of trainees, audience or participants in a trainin situation, or a roup of fellow trainers.

ELEMENT

PERFORMANCE CRITERIA Italicized terms are elaborated in the 6ange of Variables

%. 9rovide team leadership

%.% %.( %.$

(. Assign responsibilities

(.%

(.( $ @et performance e<pectations for team members $.% $.( $.$ + @upervised team performance +.% +.( +.$

+.+

+." +.. +.0

Work re'uirements are identified and presented to team members 6easons for instructions and re uirements are communicated to team members Team mem#ers( 'ueries and concerns are recogni)ed, discussed and dealt with 3uties, and responsibilities are allocated having regard to the skills, knowledge and aptitude re uired to properly undertake the assigned task and according to company policy 3uties are allocated having regard to individual preference, domestic and personal considerations, whenever possible 9erformance e<pectations are established based on client needs and according to assignment re uirements 9erformance e<pectations are based on individual team members duties and area of responsibility 9erformance e<pectations are discussed and disseminated to individual team members )onitoring o per ormance takes place against defined performance criteria and/or assignment instructions and corrective action taken if re uired Team members are provided with eed#ack5 positive support and advice on strategies to overcome any deficiencies $er ormance issues which cannot be rectified or addressed within the team are referenced to appropriate personnel according to employer policy Team members are kept informed of any changes in the priority allocated to assignments or tasks which might impact on client/customer needs and satisfaction Team operations are monitored to ensure that employer/client needs and re uirements are met /ollow4up communication is provided on all issues affecting the team All relevant documentation is completed in accordance with company procedures

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

%"

RAN,E OF ;ARIABLES ;ARIABLE %. -ork re uirements RAN,E %.% Client 9rofile %.( Assignment instructions (.% 6oster (.( @hift details $.% /ormal process $.( *nformal process +.% +.( ".% ".( ".$ ".+ "." ".. /ormal process *nformal process -ork output -ork uality Team participation Compliance with workplace protocols @afety Customer service

(. Team memberAs concerns $. 2onitor performance

+. /eedback

". 9erformance issues

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

%.

E;IDENCE ,UIDE %. Critical aspects of Competency Assessment re uires evidence that the candidate! %.% 2aintained or improved individuals and/or team performance given a variety of possible scenario %.( Assessed and monitored team and individual performance against set criteria %.$ 6epresented concerns of a team and individual to ne<t level of management or appropriate specialist and to negotiate on their behalf %.+ Allocated duties and responsibilities, having regard to individualAs knowledge, skills and aptitude and the needs of the tasks to be performed %." @et and communicated performance e<pectations for a range of tasks and duties within the team and provided feedback to team members (.% (.( (.$ (.+ (." (.. $.% $.( $.$ $.+ Company policies and procedures 6elevant legal re uirements Fow performance e<pectations are set 2ethods of 2onitoring 9erformance Client e<pectations Team memberAs duties and responsibilities Communication skills re uired for leading teams *nformal performance counseling skills Team building skills 7egotiating skills

(. Underpinning Enowledge

$. Underpinning @kills

+. 6esource *mplications

The following resources 2U@T be provided! +.% Access to relevant workplace or appropriately simulated environment where assessment can take place +.( 2aterials relevant to the proposed activity or task Competency may be assessed through! ".% 3irect observations of work activities of the individual member in relation to the work activities of the group ".( 8bservation of simulation and/or role play involving the participation of individual member to the attainment of organi)ational goal ".$ Case studies and scenarios as a basis for discussion of issues and strategies in teamwork Competency may be assessed in the actual workplace or in a simulated work environment

". 2ethod of Assessment

.. Conte<t for assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

%0

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < <

APPLY :OR9 ET=ICS5 ;ALUES AND QUALITY PRINCIPLES &//2'21/) This unit covers the outcomes re uired in demonstrating and living out desirable work ethics, values and principles in the workplace and training environment.

ELEMENT %. 8bserve workplace policies and guidelines

PERFORMANCE CRITERIA Italicized terms are elaborated in the 6ange of Variables %.% Attendance and punctuality are observed in line with enterprise policies and guidelines. %.( Work unctions are performed in line with work position/delegation and according to enterprise goals and ob?ectives. %.$ Communication, re uest, and complaints are channelled through authority in line with enterprise policies and procedures. %.+ "cademic reedom is e<ercised in line with enterprise goals and ob?ectives %." 5uality work instructions are delivered in accordance with work deadlines and training calendars. (.% (.( (.$ (.+ (." &est practices in teaching are demonstrated at all times. 9ersonal and professional upgrading is e<ercised in line with personal goals and enterprise guidelines and policies. Confidentiality of records and other documents are maintained in line with enterprise policies and guidelines. 9rofessional courtesy is e<ercised at all times 9rofessional role and image as technical trainer are maintained in the classroom/training environment and related situations. 9romotion of learners is performed based on $o$% "(e?-6i e 6e isio$ and actual accomplishments and performance of learners. 'earners were given e ual opportunities to learn and utili)e school facilities in line with the enterprise ob?ective and goals. 9arent consultations are performed in line with enterprise policies and guidelines

(. Value self4worth and profession

$. 8bserve proper $.% conduct in dealing with learners and parents $.( $.$

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

%1

RAN,E OF ;ARIABLES ;ARIABLE %. -ork functions RAN,E 2ay include but not limited to! %.% Teaching %.( >uiding %.$ 2anaging events and school activities 2ay include but not limited to! (.% @election of teaching methods (.( *mplementation of remedial classes (.$ Changing methods of collecting evidence of learning 2ay include! $.% Teaching with teaching aids $.( Employing learner4centered activities 2ay include, but not limited to! +.% 3ecision made from favour +.( 3ecision came from political reason

(. Academic freedom

$. Dest practices in teaching +. 7on4pre?udice decision

E;IDENCE ,UIDE %. Critical aspects of competency Assessment re uires evidence that the candidate! %.% 8bserved workplace policies and guidelines %.( Valued self4worth and profession %.$ 8bserved proper conduct in dealing with learners and parents. (.% (.( (.$ $.% $.( Code of ethics and right conduct 9ersonnel management /ilipino customs and traits *nterpersonal skills Communication skills

(. Underpinning Enowledge $. Underpinning @kills +. 6esource *mplications

The following resources 2U@T be provided! +.% Case study Competency may be assessed through! ".% -ritten test/ *nterview ".( 9ortfolio Assessment should be conducted in the workplace /simulated area / TE@3A Assessment Center

". 2ethods of Assessment .. Conte<t for Assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

%&

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < <

:OR9 EFFECTI;ELY IN ;OCATIONAL EDUCATION AND TRAININ, &//2'21/& This unit covers the knowledge, skills and attitude re uired to work effectively in the policy and operating environment of the vocational education and training sector.

ELEMENT %. -ork within the vocational education and training policy framework

PERFORMANCE CRITERIA Italicized terms are elaborated in the 6ange of Variables %.% 6elevant national vocational education and training policies and rameworks are accessed, analy)ed, applied and guided in accordance with work practices and responsibilities. Eey vocational education and training organizations and stakeholders are identified, accessed and informed in accordance with updated work practices. *egislation and guidelines are accessed, used, complied and ensured in accordance work practices and policy re uirements. Sources o in ormation and advice on vocational education and training policy and operating conte<t are accessed on a regular basis and changes are noted as appropriate +pportunities are taken up to contribute to vocational education and training in accordance with organi)ational policy developments. ,ocational education and training terminology is used to communicate effectively in accordance with sector. -elevant organizational documentation is accessed, used, supported and ensured in accordance work roles and responsibilities. -ork is conducted in accordance with the training organization(s 'uality assurance strategies, processes, policies and procedures. Ethical and legal responsi#ilities are adhered to in accordance with work practices. -ork is undertaken in accordance with the prevailing industrial and employee relations systems and practices. /eedback and advice on work uality is actively sought from colleagues and clients in accordance with the prevailing industrial and employee relations systems and practices.

%.(

%.$ %.+

%." %..

(. -ork within the training (.% organi)ationAs uality framework (.( (.$ (.+ (."

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

(#

ELEMENT $. 2anage work and work relationships

PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

$.% $.(

$.$ $.+

$."

-ork is planned, prioriti)ed and organi)ed to achieve agreed and e<pected outcomes. -orkloads are assessed and guidance/support is sought from relevant personnel where work issues arise and in accordance with e<isting organi)ational policies and guidelines. -elevant technological skills are used to enhance work outcomes and in accordance with prevailing industrial systems and practices. -ork is undertaken in a collaborative manner with colleagues through sharing of information and ideas and working together on work outcomes in accordance with the prevailing industrial and employee relations systems and practices. /eedback on managing work and professional relationships is obtained from clients a$6 o..eag-es and is evaluated and acted upon. Clients and their needs and expectations form the basis for developing effective work practices and outcomes in accordance with operational limits. E ective communication strategies are developed, utili)ed, established and maintained in accordance with client relationships. 9rocesses for evaluating and improving client satisfaction are developed and built in accordance with work practices.

+. 3emonstrate a client4 focused approach to work

+.% +.( +.$

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

(%

RAN,E OF ;ARIABLES ;ARIABLE RAN,E

%. 7ational vocational 2ay include education and training %.% 9hilippine TVET Trainers 5ualification /ramework policies and frameworks :9TT5/; %.( Training 9ackages %.$ User Choice %.+ Traineeship and apprenticeship arrangements (. Vocational education and training organi)ations and stakeholders 2ay include! (.% 3epartment of 'abor and Employment :38'E; (.( Technical Education and @kills 3evelopment Authority :TE@3A; (.$ *ndustry @kills Councils :*@Cs; (.+ training organi)ations 2ay include! $.% >uidelines on program/pro?ect funding $.( User Choice $.$ Apprenticeships/traineeships $.+ *mplementation of Training 9ackages $." 6egistration $.. Course accreditation $.0 Access and e uity $.1 Anti4discrimination including e ual opportunity, racial vilification and disability discrimination $.& *ndustrial relations $.%# Code of practice $.%% 8ccupational health and safety :8F@; 2ay include! +.% -eb4based information from vocational education and training organi)ations and stakeholders such as the 7ational Training *nformation @ervice :7T*@; +.( 9rinted policies, newsletters, bulletins, publications of vocational education and training organi)ations and stakeholders +.$ 9roducts including revised Training 9ackages, support materials and professional development materials implementation guidelines +.+ 6esearch ?ournals +." Conference papers

$. 'egislation and guidelines

+. @ources of information and advice

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

((

;ARIABLE ". 8pportunities

RAN,E 2ay include! ".% Attendance at workshops and consultations conducted by relevant vocational education and training organi)ations and stakeholders ".( *ndividual or organi)ational written submissions and feedback to relevant vocational education and training organi)ations and stakeholders ".$ 9articipation in forums, networks, conferences ".+ 9articipation in training organi)ation meetings "." 9articipation in validation meetings ".. 6esearch/consultancy ".0 Contribution to online consultations 2ay include but not limited to! ..% Acronyms ..( 'anguage of the profession ..$ 'anguage styles commonly used in vocational education and training environments 2ay include! 0.% @trategic plans 0.( Dusiness plans 0.$ 9olicies and procedures 0.+ 9osition descriptions 0." 6esponsibility statements 2ay relate to! 1.% 5uality arrangements for clients covering! 1.%.% enrolment and induction/orientation 1.%.( complaints, grievances and appeals 1.%.$ assessment, including skills recognition, pre4 assessment and appeals 1.%.+ identification of training support re uirements, for e<ample, language, literacy and/or numeracy needs 1.%." fees 1.%.. privacy 1.%.0 access and e uity 1.%.1 welfare and guidance 1.%.& issuance of ualifications 1.%.%# mutual recognition of ualifications, @tatements of Attainment, credit and articulation arrangements 1.( *nternal uality policies and procedures covering! 1.(.% risk management 1.(.( continuous improvement 1.(.$ 8F@ 1.(.+ e ual employment opportunity :EE8; 1.(." discrimination and workplace harassment

.. Vocational education and training terminology

0. 6elevant organi)ational documentation

1. Training organi)ationAs uality assurance strategies, processes, policies and procedures

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

($

;ARIABLE 1.(.. 1.(.0 1.(.1 1.(.&

RAN,E staff disciplinary procedures financial management records management management processes for learning resources and learning materials 1.(.%# recruitment and induction of personnel 1.(.%% staff ualifications learning and professional/staff development opportunities training organi)ation staff development programs participation in networks individual learning initiatives membership of professional associations/networks relevant university courses

1.$ 1.+ 1." 1.. 1.0 1.1 &. Ethical and legal responsibilities

2ay include! &.% compliance with relevant legislation including! &.%.% 8F@ legislation &.%.( EE8 legislation &.%.$ anti4discrimination legislation &.%.+ legislation relating to overseas learners &.( compliance with industrial awards, enterprise agreements and employment contracts &.$ meeting environmental standards &.+ duty of care &." recogni)ing and being sensitive to individual differences and diversity &.. provision of accurate information, advice and services &.0 providing support to learners appropriate to their needs &.1 maintaining client privacy and confidentiality &.& code of practice 2ay include! %#.% time pressures %#.( work overload %#.$ competing demands %#.+ une<pected contingencies %#." technology problems %#.. relations with other personnel %#.0 client issues/relations 2ay include checking that the idea! %%.% using computer word processing software to produce documents, reports and learning materials %%.( using computer presentation applications %%.$ using computer data processing software to produce statistical information

%#. -ork issues

%%. 6elevant technological skills

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

(+

;ARIABLE

RAN,E %%.+ using computers/communication systems to support online learning %%." conducting web searches %%.. participating in *nternet/video conferencing %%.0 using chat rooms %%.1 managing email %%.& operating computer pro?ection e uipment %%.%# operating overhead pro?ectors %%.%% operating other business e uipment, e.g. fa< machines, photocopiers and telephone systems

%(. Clients and colleagues

2ay include! %(.% individual learners, apprentices and trainees, employees %(.( enterprises/industry %(.$ other parts of the training organi)ation %(.+ government departments/agencies, or other organi)ations 2ay include! %$.% a focus on individual learner ob?ectives such as! %$.%.% new skills %$.%.( specific competencies %$.%.$ target ualifications %$.%.+ new career %$.%." career advancement %$.%.. improved language %$.%.0 literacy and numeracy skills %$.( preference for particular learning styles %$.$ individuali)ed learning support systems %$.+ individuali)ed organi)ational training %$." client centered approaches %$.. information and advice on courses, learning programs and ualifications 2ay include! %+.% level of responsibility, autonomy, classification level %+.( staffing resource limitations %+.$ physical environment limitations %+.+ cost %+." time %+.. scheduling difficulties %+.0 8F@ 2ay include! %".% establishing clarity of purpose %".( ongoing liaison %".$ effective reporting arrangements %".+ continuous feedback mechanisms

%$. Clients and their needs and e<pectations

%+. 8perational limits

%". Effective communication strategies

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

("

E;IDENCE ,UIDE %. Critical aspects of Competency Assessment re uires evidence that the candidate ! %.% -orked within the vocational education and training policy framework %.( -orked within the training organi)ationAs uality framework %.$ 2anaged work and work relationships %.+ 3emonstrated a client4focused approach to work (.% Training 9ackages, including the purpose and structure of! (.%.% units of competency (.%.( Assessment >uidelines (.%.$ ualifications (.%.+ Employability @kills (.%." support materials 9hilippine TVET Trainers 5ualification /ramework :9TT5/; sources of information on vocational education and training, for e<ample! (.$.% 7T*@ web site for accessing details on units, courses/ ualifications, training organi)ations, and Training 9ackages and support materials sources of information on legal and organi)ational re uirements, for e<ample! (.+.% organi)ational manuals, documents, publications (.+.( organi)ational data systems (.+.$ publications, newsletters of relevant authorities competency4based training and assessment, for e<ample! (.".% competency standards define performance outcomes, applied knowledge and skills needed for work (.".( competency standards form the basis for teaching and learning and training delivery in recogni)ed TVET (.".$ learning is outcomes focused not inputs driven (.".+ competency standards establish re uirements for assessment (."." assessment is criterion referenced/not norm referenced (.".. assessment is reported as competent/not yet competent (.".0 competency standards are industry defined (.".1 competency standards have a national focus

(. Underpinning knowledge and attitude

(.( (.$

(.+

(."

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

(.

(..

the training organi)ationAs systems, policies and procedures (.0 relevant vocational education and training terminology appropriate to the work role (.1 the diversity of clients, client needs, client e<pectations for vocational education and training services (.& relevant legal and policy re uirements, codes of practice, national standards and legislations, for e<ample! (.&.% specific industry/workplace legal/compliance and licensing re uirements (.&.( duty of care under common law (.&.$ anti4discrimination including e ual opportunity, racial vilification and disability discrimination (.&.+ workplace relations, industrial awards and enterprise agreements (.&." privacy/security of information (.&.. copyright/plagiarism (.%# relevant 8F@ knowledge relating to the work role/work conte<t, and 8F@ considerations when working in vocational education and training, including! (.%#.% internal policies and procedures to meet 8F@ re uirements (.%#.( ha)ards commonly found in the work environment (.%#.$ sources of 8F@ information and e<pertise $. Underpinning skills $.% literacy skills to! $.%.% read and understand vocational education and training policy and other documents, vocational education and training terminology and language styles $.%.( interpret legal re uirements of vocational education and training policies, procedures and guidelines $.%.$ write documents for a range of vocational education and training audiences and purposes $.( language skills to! $.(.% communicate with personnel across all levels of the organi)ation and with clients $.(.( understand and use vocabulary and terminology specific to the vocational education and training environment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

(0

$.$

$.+

$." $..

$.(.$ listen and summari)e key points, make evaluative ?udgments and articulate verbally or in writing to a client or colleague $.(.+ facilitate discussions to encourage problem solving, sharing of strategies, and e<ploring different solutions to problems $.(." work effectively as a team member recogni)ing and being sensitive to individual difference and diversity, for e<ample! $.$.% being sensitive to and valuing culture $.$.( acting without bias/discrimination $.$.$ responding to individuals with particular needs $.$.+ recogni)ing the importance of religion planning skills to! $.+.% identify and access relevant sources of national vocational education and training policies, frameworks, legislation and guidelines $.+.( participate in opportunities to contribute to vocational education and training organi)ational policy developments $.+.$ manage work and work relationships research skills to access information technology skills to! $...% use computer hardware and relevant software $...( use office/business e uipment

+. 6esource implications

The following resources MUST be provided! +.% access to business, organi)ational, legislative and vocational education and training documentation +.( access to clients +.$ access to colleagues +.+ access to a TVET operating environment Competency must be assessed through ! ".% 3emonstration with uestioning ".( *nterview ".$ -ritten Test ".+ Third 9arty 6eport ..% Competency may be assessed in workplace or in a simulated workplace setting ..( Assessment shall be observed while task are being undertaken whether individually or as a team under limited supervision

". 2ethod of assessment

.. Conte<t for assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

(1

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < <

FOSTER AND PROMOTE AN INCLUSI;E LEARNIN, CULTURE &//2'21/3 This unit covers the knowledge, skills and attitude re uired foster and promote an environment which supports inclusive work practices and learning culture PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

ELEMENT %. 9ractice inclusivity

%.%. Individual di erences and clients with particular needs are acknowledged, respected and valued in accordance with e<isting work practices and learning culture. %.(. 9ersonal perceptions and attitudes about difference are e<amined and revised to improve communication and professionalism in accordance with e<isting work practices and learning culture. %.$. $rinciples underpinning inclusivity are integrated into all work practices. %.+. The training organi)ationAs access and e uity policy is used in accordance to work practices. %.". *ndividualsG rights and confidentiality are respected at all times. (.% The ground rules for participation and behavior with colleagues and clients are established in accordance with a cooperative and agreed process/es. *ndividuals are encouraged to e<press themselves and to contribute to the work and learning environment in accordance with a cooperative and agreed process/es. *ndividuals are provided with opportunities to indicate speci ic needs to support their participation in learning and work in accordance with a cooperative and agreed process/es. 6elevant research, guidelines and resources are accessed to support inclusivity in accordance with e<isting guidelines and procedures. ,er#al and #ody language is sensitive to different cultures and backgrounds and differences in physical and intellectual abilities and as appropriate.

(. 9romote and respond to diversity

(.(

(.$

(.+

(."

$. 3evelop and implement work strategies to support inclusivity

$.% !ocumented resources to support and guide inclusive practices are identified and used to inform work strategies in accordance with e<isting guidelines and procedures. $.( Support persons are identified and included in the

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

(&

ELEMENT

PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

$.$ $.+

$."

$..

work and learning process where appropriate and agreed to. 6elevant professional support services are identified and accessed, as appropriate. Any physical environment support needs are acknowledge and incorporated into work practices, where practicable and approved by appropriate personnel. +/S issues associated with inclusivity are identified and addressed in accordance with e<isting guidelines and procedures. *nclusiveness is modeled in accordance with work performance.

+. 9romote a culture of learning

+.% @upport and advice is provided to colleagues and clients to encourage new and ongoing participation in accordance with learning opportunities. +.( The benefits of learning are e<plored with colleagues and clients in accordance with a culture of learning. +.$ 'earning and competency achievement is recogni)ed and rewarded in accordance with the work and/or learning environment. +.+ 8pportunities to develop own and others generic skills are identified in accordance with the work and/or learning environment. +." 2ultiple pathways to achieve own and others future learning goals are discussed in accordance with the work and/or learning environment. ".% Effective work practices to enhance inclusivity and a learning culture are identified in accordance with the work and/or ".( Conscious actions are taken to modify and improve in accordance with work practices learning environment. ".$ @trategies and policies to support inclusivity are regularly reviewed in accordance with continuous improvement of work processes. ".+ 9roposed changes to relevant strategies and policies are documented and reported in accordance with organi)ational structure.

". 2onitor and improve work practices

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

$#

RAN,E OF ;ARIABLES ;ARIABLE %. *ndividual differences RAN,E 2ay include! %.% learning difficulties %.( literacy and numeracy needs %.$ language other than English :'8TE; %.+ cultural background, images and perceptions %." socio4economic background %.. age, gender, se<uality %.0 religious practices %.1 intellectual impairment or disability %.& medical conditions such as arthritis, epilepsy, diabetes and asthma %.%# physical impairment or disability involving hearing vision, voice or mobility %.%% psychological or psychiatric impairment 2ay include! (.% women where under4represented (.( rural and remote learners (.$ people with disabilities, either permanent o temporary (.+ people from non4English speaking backgrounds (." youth at risk 2ay include! $.% supporting e ual opportunity for participation $.( fostering and advocating independence $.$ ensuring cooperative approaches to learning $.+ using client4centered approaches to learning $." supporting, encouraging and valuing individual contributions $.. motivating learners $.0 creating opportunities for participation and success $.1 making reasonable ad?ustments to procedures, activities and assessment for e uity $.& acknowledging current strengths and skills as a basis for further learning 2ay include! +.% guidelines of behavior and acceptance +.( common understandings between learners about group interaction, respect and acceptance +.$ e<pectations of working relationships +.+ safety of learners and others +." comfort of learners and others +.. agreed conse uences for breaching ground rules 2ay include! ".% physical environment ad?ustments ".( ad?ustments to learning and assessment activities ".$ 8F@ issues to be addressed ".+ language re uirements "." literacy and numeracy issues ".. more time/additional support to learners ".0 need for a broad general education

(. Clients with particular needs

$. 9rinciples

+. >round rules

". @pecific needs

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

$%

;ARIABLE .. Verbal and body language

RAN,E 2ay refer to! ..% language that recogni)es and values individual differences ..( language that supports inclusivity ..$ language that is non4discriminatory ..+ language that does not devalue, denote or derogate .." language that does not suggest fear, mistrust or lack of understanding ... language that does not label or suggest assumptions about capabilities 2ay include! 0.% ?ournals 0.( information technology resources such as the web, hardware and software 0.$ te<ts and references 2ay include! 1.% family members 1.( government officers in specialist support services 1.$ case workers and personal careers 1.+ advocates for a person or group 1." peer support 1.. interpreters 1.0 community representatives 1.1 note takers 1.& library personnel 1.%# technical support 1.%% human resources personnel 1.%( administrative personnel 1.%$ career counselors 1.%+ student services officers 1.%" e uity liaison officers 2ay include! &.% modifications to layout of premises &.( e uipment modifications &.$ use of adaptive technologies &.+ changes to work schedules &." modifications to ?ob design 2ay include! %#.% issues relating to the learner %#.( issues relating to the 8F@ impact on others 2ay include! %%.% Employability @kills including! %%.%.% communication %%.%.( teamwork %%.%.$ problem solving %%.%.+ initiative and enterprise %%.%." planning and organi)ing %%.%.. self4management %%.%.0 learning %%.%.1 technology %%.( innovation %%.$ language, literacy, numeracy and communication skills

0. 3ocumented resources

1. @upport persons

&. 9hysical environment support needs

%#. 8F@ issues may include %%. >eneric skills

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

$(

E;IDENCE ,UIDE %. Critical aspects of Competency Assessment re uires evidence that the candidate ! %.% 9racticed inclusivity %.( 9romoted and respond to diversity %.$ 3eveloped and implement work strategies to support inclusivity %.+ 9romoted a culture of learning %." 2onitored and improve work practices (.% the principles underpinning inclusivity and how to integrate them into work practices (.( the diversity of clients, client needs, client backgrounds and differing e<pectations for vocational education and training services (.$ ethical and inclusive behaviors e<pected of professional relationships with clients and colleagues (.+ sources of information to support inclusive practices (." availability and types of supports for clients with specific needs (.. relevant policies, legal re uirements, codes of practice on! (...% disability, discrimination, inclusiveness, human rights, e ual opportunity, racial discrimination (...( duty of care responsibilities (...$ access and e uity policies (.0 organi)ational work systems, practices (.1 8F@ relating to the work role/work conte<t, and 8F@ considerations when fostering and promoting an inclusive learning culture including! (.1.% internal policies and procedures to meet 8F@ re uirements (.1.( ha)ards commonly found in the work environment (.& duty of care of the training and trainer for the learner and others who may be affected by actions of others within or attending the training $.% language and communication skills that! $.%.% reflect inclusive language $.%.( address cross cultural communication, indirect communication, participation of others :family/ community/elders;, appropriate time and communication protocols $.%.$ involve consultation and liaison with clients, other colleagues, counselors, e<perts and specialists on learning concerns/issues $.%.+ reflect good practice in active listening,
T6A*7E6 5UA'*/*CAT*87 'evel ** 9romulgated 7ovember (#%# $$

(. Underpinning knowledge and attitude

$. Underpinning skills

appropriate eye contact, friendly tone, appropriate volume, clarity of diction and plain English $.%." encourage e<pression by all individuals $.%.. involve a variety of mediums $.( recogni)ing and being sensitive to individual difference and diversity, for e<ample! $.(.% being sensitive to and valuing culture $.(.( acting without bias/discrimination $.(.$ responding to individuals with particular needs $.(.+ recogni)ing the importance of religion $.$ research skills to identify and increase knowledge of individual differences and how these impact on individuals $.+ problem solving skills to! $.+.% identify specific needs $.+.( respond appropriately to cultural diversity +. 6esource *mplication The following resources 2U@T be provided! +.% access to relevant policies, legislation, guidelines and resources to support inclusivity +.( access to clients/colleagues +.$ access to workplace environment Competency must be assessed through ! ".% 3emonstration with uestioning ".( *nterview ".$ -ritten Test ".+ Third 9arty 6eport ..% ..( Competency may be assessed in workplace or in a simulated workplace setting Assessment shall be observed while task are being undertaken whether individually or in4group

". 2ethod of assessment

.. Conte<t for assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

$+

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < <

ENSURE A =EALT=Y AND SAFE LEARNIN, EN;IRONMENT &//2'21/7 This unit covers the knowledge, skills and attitude re uired to ensure the health, safety and welfare of learners and candidates. PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

ELEMENT %. *dentify 8ccupational Fealth and @afety :8F@; responsibilities %.%

%.(

%.$

The purpose and approaches o +/S in the learning environment are defined in accordance with 8F@ standards. 3ocumentation outlining the +/S legal responsi#ilities of the various parties in the learning environment is accessed, read and interpreted in accordance with 8F@ standards +rganizational +/S documentation is identified and accessed in accordance with standard operating procedures. @ources of information are researched and accessed to identify ha)ards common within the industry in which the learning will take place. 'earning environment is inspected prior to use in consultation with various parties in order to identify ha)ards. Any specific 8F@ needs of learners and/or candidates are in accordance with 8F@ standards. Any potential ha)ards created by learners and/or candidates with specific needs are identified in accordance with 8F@ standards. 9ersonal limitations and responsibilities in identifying ha)ards are recogni)ed and specialist advisers are consulted in accordance with 8F@ standards. 'ikelihood of in?ury as a result of e<posure to identified ha)ard/s is assessed in accordance with 8F@ standards. @everity of any potential in?ury, illness or negative/adverse outcome arising from the identified ha)ard is assessed for risk in accordance with 8F@ standards. Fa)ards are prioriti)ed for action in consultation with various parties in accordance with 8F@ standards. 9ersonal limitations in assessing risks are recogni)ed and specialist advisers are consulted in accordance with 8F@ standards. 6isk controls are developed based on the
9romulgated 7ovember (#%# $"

(. *dentify ha)ards in the learning environment

(.%

(.(

(.$ (.+

(."

$. Assess risks in the learning environment

$.%

$.(

$.$

$.+

+. 3evelop and implement

+.%

T6A*7E6 5UA'*/*CAT*87 'evel **

ELEMENT actions to ensure the health safety and welfare of learners and/or candidates

PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

+.( +.$

+.+ +."

hierarchy o control in accordance with 8F@ standards. 6isk control action plan is identified and accessed or formulated in consultation with various parties Actions within the control and responsibility of the trainer/facilitator are implemented in accordance with 8F@ standards. 8utstanding risk control actions are referred to the various parties for implementation. Supervisory arrangements appropriate to learners and/or candidates levels of knowledge/skill/ e<perience are monitored to ensure their health and safety. 'earners and/or candidates are provided with appropriate in ormation related to 8F@ 'earners and/or candidates are assessed for knowledge of 8F@ re uirements. 'earners and/or candidates are supplied with personal protective e uipment in accordance with 8F@ standards. Achievement against the risk control action plan is monitored and any issues addressed as appropriate The effectiveness and reliability of e<isting risk controls are confirmed with relevant parties. Effective ha)ard and incident reporting and investigation processes are confirmed on a continuing basis.

". 9rovide appropriate 8ccupational Fealth and @afety :8F@; re uirements to learners and/or candidates .. 2onitor 8ccupational Fealth and @afety :8F@; arrangements in the learning environment

".% ".( ".$

..%

..( ..$

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

$.

RAN,E OF ;ARIABLES ;ARIABLE %. Approaches of 8F@ RAN,E 2ay include! %.% the establishment and maintenance of a healthy and safe learning environment through! %.%.% a consultative approach %.%.( a systems approach (.( shared responsibilities for 8F@ (.$ trainer/facilitator familiari)ation with 8F@ re uirements of the specific learning environment 2ay include! (.% re uirements under legislation relating to 8F@ and common law duty of care (.( legislative re uirements for consultation (.$ re uirements under ha)ard4specific and other 8F@ regulations (.+ legislative re uirements for reporting and record keeping related to 8F@ 2ay include! $.% managers/supervisors $.( designated person for 8F@ $.$ employee 8F@ representatives $.+ other people with prior 8F@ knowledge, for e<ample! $.+.% trainers/facilitators and assessors $.+.( program coordinators $." training and/or assessment organi)ation The training organi)ation and/or workplace in which the training services take place, and may include! +.% policies and procedures +.( incident reports +.$ emergency procedures +.+ induction information +." risk assessment +.. safety reports 2ay include! ".% 8F@ regulatory authorities ".( industry bodies ".$ sub?ect and technical specialists including 8F@ professionals ".+ ha)ard and in?ury reports from similar learning environments

(. 8F@ legal responsibilities

$. Various parties

+. 8rgani)ational 8F@ documentation

". @ources of information

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

$0

;ARIABLE .. Fierarchy of control

RAN,E The preferred priority for risk control, emphasi)ing ha)ard elimination and, where this is not possible, risk minimi)ation by such means as! ..% substitution with a lesser ha)ard ..( isolation of the ha)ard from people at risk ..$ engineering controls ..+ administrative means :eg, safe work practices, procedures and training; .." use of personal protective e uipment 2ay include! 0.% 'evel of knowledge 0.( 'evel of e<perience 0.$ rights, responsibilities and obligations of the various parties 0.+ the code of conduct in the learning environment 0." types of potential ha)ardous events/emergencies and re uired responses 0.. ha)ards and their control in the learning environment, including the use and maintenance of personal protective e uipment 2ay include! 1.% safe access and egress 1.( work procedures 1.$ first aid provisions 1.+ arrangements in the learning environment for the management of 8F@, including! 1.+.% reporting procedures for ha)ards, incidents, in?uries and faulty e uipment 1.+.( processes to use when in?ury does occur 1.+.$ policies and procedures, including staff handbooks

0. @upervisory arrangements

1. Appropriate information

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

$1

E;IDENCE ,UIDE %. Critical aspects of Competency Assessment re uires evidence that the candidate ! %.% *dentified 8F@ responsibilities %.( *dentified ha)ards in the learning environment %.$ Assessed risks in the learning environment %.+ 3eveloped and implement actions to ensure the health safety and welfare of learners and/or candidates %." 9rovided appropriate 8F@ re uirements to learners and/or candidates %.. 2onitored 8F@ arrangements in the learning environment (.% relevant policies, legal re uirements, codes of practice and national, for e<ample! (.%.% legislative re uirements for information and consultation relevant to safety (.%.( legislative re uirements for record keeping related to 8F@ (.%.$ legislative re uirements for safe workplaces (.( 8F@ roles and responsibilities of employers, the training/ trainers/facilitators, learners and/or candidates, managers and supervisors (.$ duty of care obligations for training and/or trainers/facilitators (.+ ha)ards and risks in the specific industry where learning will take place (." common risk control strategies applicable to the industry where learning and/or will take place (.. basics of a systematic approach to 8F@ (.0 sources of information on 8F@ re uirements relevant to the specific industry where learning will take place (.1 organi)ational 8F@ documentation including policies, procedures and risk control strategies (.& hierarchy of control as it applies to risks encountered in the learning environment (.%# knowledge of the learning environment sufficient to be able to identify ha)ards and conduct simple risk assessment $.% literacy skills to! $.%.% access a range of sources of 8F@ information $.%.( read and understand 8F@ documentation $.%.$ interpret 8F@ legal re uirements $.%.+ write ha)ard and incident reports $.%." contribute to the development of a risk control action plan :if re uired;

(. Underpinning knowledge and attitude

$. Underpinning skills

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

$&

$.(

$.$

$.+ $." +. 6esource *mplication

language skills to! $.(.% communicate and consult with a range of people from different levels and backgrounds $.(.( listen and summari)e key points, make evaluative ?udgments and articulate verbally technology skills to! $.$.% use computer hardware and relevant software $.$.( use office/business e uipment research skills to access relevant 8F@ information negotiation skills

The following resources 2U@T be provided! +.% access to resources and e uipment to establish and maintain the safety, health and welfare of the learner and/or candidate +.( access to legislative and training organi)ation documentation on 8F@ Competency must be assessed through ! ".% 3emonstration with uestioning ".( Case @tudy/@ituation ".$ *nterview ".+ 9ortfolio Assessment ..% ..( Competency may be assessed in workplace or in a simulated workplace setting Assessment shall be observed while task are being undertaken whether individually or in4group

". 2ethod of assessment

.. Conte<t for assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

+#

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < <

MAINTAIN AND EN=ANCE PROFESSIONAL PRACTICE &//2'21/* This unit covers the knowledge, skills and attitude re uired for individuals to manage their personal professional performance and to take responsibility for their professional development in relation to the provision of training and services.

ELEMENT %. 2odel high standards of performance %.% %.(

PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

%.$

%.+

9ersonal performance is consistent with the organization(s goals and o#0ectives. Appropriate pro essional techni'ues and strategies are modeled in accordance with e<isting organi)ational policies and guidelines. 9ersonal work goals and plans reflect individual responsibilities and accountabilities in accordance with organizational/legal re'uirements. Ethical and inclusive practices are applied in professional practice and in accordance with e<isting organi)ational policies and guidelines. 9ersonal knowledge and skills are assessed against units of competency and other relevant benchmarks in accordance with the development needs and priorities. Changes in vocational education, training policy and operating environments are identified in accordance with the impact on professional practice and personal development needs. %eed#ack from colleagues and clients is identified and used in accordance with personal learning needs/areas of professional development. /uture career options are identified as appropriate. 9ersonal learning needs are documented and updated in accordance with e<isting policies and procedures. 9ersonal development needs are discussed with relevant personnel for inclusion in accordance with the pro essional development plan.

(. 3etermine personal development needs

(.%

(.(

(.$

(.+ (."

(..

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

+%

ELEMENT $. 9articipate in professional development activities $.%

PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

$.(

$.$

$.+

!evelopment opportunities suitable to personal learning style/s are selected and used in accordance with continuous support of learning and maintenance of current pro essional practice/s. $ro essional networks are participated in accordance with continuous support of learning and maintenance of current professional practice/s. 8wn performance and professional competency is continuously improved through engagement in accordance with professional development activities. Technology is used to maintain regular communication in accordance with relevant networks, organi)ations and individuals. !evelopments and trends impacting on professional practice are researched and integrated in accordance with work performance. /eedback from colleagues/clients is used to identify and introduce improvements in accordance work performance. *nnovative and responsive approaches for improving professional practice are identified and used in accordance with continuous support to improve techni'ues and processes. 6ecords, reports and recommendations for improvement are managed in accordance with the organi)ationAs systems and processes.

+. 6eflect on and evaluate professional practice

+.%

+.(

+.$

+.+

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

+(

RAN,E OF ;ARIABLES ;ARIABLE %. 8rgani)ationAs goals and ob?ectives RAN,E 2ay include! %.% business plan %.( strategic plan %.$ operational plan/s %.+ organi)ationAs code of conduct %." fle<ibility and client responsiveness %.. client satisfaction %.0 financial performance %.1 people management %.& marketing and client service %.%# uality and uality assurance 2ay include! (.% techni ues for initiating action and directing decision making (.( strategies for presenting a confident and assured manner in challenging situations (.$ maintaining ethical practice in the face of opposition (.+ modeling behavioral and personal presentation standards (." motivation strategies (.. time management (.0 strategies for acknowledging and respecting the attitudes and beliefs of others (.1 techni ues for promoting active participation 2ay include! $.% customer complaints, grievances and appeals $.( risk identification and management, including 8F@ $.$ uality and continuous improvement processes and standards, including validation systems $.+ financial management, including refund policies and systems to protect fees paid in advance :if appropriate; $." recognition of ualifications issued by other training organi)ations $.. access and e uity $.0 client selection, enrolment and induction/orientation $.1 staff recruitment, induction and ongoing development and monitoring $.& availability of policies and procedures to all personnel and learners/clients $.%# collaborative/partnership arrangements $.%% confidentiality and privacy re uirements $.%( ethical standards $.%$ defined resource parameters

(. 9rofessional techni ues and strategies

$. 8rgani)ational/legal re uirements

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

+$

;ARIABLE

RAN,E $.%+ administrative and records management system, for e<ample! $.%+.% reporting/recording re uirements and arrangements $.%+.( maintenance, retention, archiving, retrieval, storage and security of information $.%+.$ document version control

+. Ethical and inclusive practices

2ay include! +.% demonstrating probity in all areas of responsibility +.( modeling organi)ational/professional codes of conduct +.$ reinforcing ethical conduct in interactions with and between other people +.+ showing respect for individual diversity, culture and religion +." recogni)ing and utili)ing difference to develop both the individual and the organi)ation +.. demonstrating sensitivity to the circumstances and background of others +.0 fostering a culture of inclusiveness +.1 new/revised policy directions in vocational education and training 2ay include! ".% formal/informal performance appraisals ".( obtaining comments from supervisors and colleagues ".$ obtaining comments from clients ".+ personal reflective behavior strategies "." routine organi)ational methods for monitoring service delivery 2ay include! ..% the organi)ationAs professional development plan for each individual staff member, outlining! ..( work and personal career ob?ectives ..$ identified areas re uiring development ..+ learning opportunities/activities .." relevant work activities/pro?ects ... links to organi)ational training needs profile

". /eedback

.. 9rofessional development plan

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

++

;ARIABLE 0. 3evelopment opportunities

RAN,E 2ay include! 0.% undertaking further higher education 0.( undertaking professional development in specific areas of practice 0.$ internal training/development programs 0.+ relevant conferences, seminars and workshops 0." reading relevant ?ournals and literature 0.. networking with internal/e<ternal colleagues 0.0 coaching and/or mentoring 2ay include! 1.% vocational competency and/or technical e<pertise in sub?ect matter 1.( professional practice as a trainer/facilitator, 2ay include! &.% informal networks with! &.%.% other trainers/facilitators &.%.( people working in industry/vocational area &.%.$ contacts in vocational education and training &.( formal networks such as! &.(.% local/ trainer networks &.(.( interest and support groups &.(.$ regional, specialist and peak associations &.(.+ professional/occupation associations &.(." communities of practice 2ay include! %#.% computer4based communication, e.g. email, *nternet, E<tranet and *ntranet %#.( facsimile machines %#.$ telephone %#.+ video conferencing 2ay include! %%.% new/revised Training 9ackages in vocational area of e<pertise %%.( legislative/regulatory changes in vocational area of competency %%.$ new developments/directions/trends in vocational education and training %%.+ policy changes in vocational education and training 2ay include! %(.% limited and systemic evaluation %(.( records review and maintenance %(.$ self4assessment %(.+ strategic business/operational planning %(." ongoing education and training %(.. team meetings and networking

1. Current professional practice/s &. 9rofessional networks

%#. Technology

%%. 3evelopments and trends

%(. Continuous support to improve techni ues and processes

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

+"

E;IDENCE ,UIDE %. Critical aspects of Competency Assessment re uires evidence that the candidate ! %.% 2odeled high standards of performance %.( 3etermined personal development needs %.$ 9articipated in professional development activities %.+ 6eflected on and evaluate professional practice (.% (.( (.$ (.+ organi)ational goals/ob?ectives organi)ational processes, procedures and opportunities relating to professional development a range of continuous improvement techni ues and processes and their application social and education trends and changes impacting on the vocational education and training environment, for e<ample! (.+.% policy changes (.+.( technological changes (.+.$ cultural changes (.+.+ economical changes networks relevant to professional practice standards/principles, ethnical/inclusive principles and practices types and availability of training development activities and opportunities relevant policies, legislation, codes of practice and national standards for e<ample! (.1.% Training 9ackages, competency standards, other relevant benchmarks (.1.( licensing re uirements (.1.$ industry/workplace re uirements (.1.+ duty of care under common law (.1." recording information and confidentiality re uirements (.1.. anti4discrimination including e ual opportunity, racial vilification and disability discrimination (.1.0 workplace relations (.1.1 industrial awards/enterprise agreements (.1.& 7ational 6eporting @ystem relevant 8F@ knowledge relating to the work role/work conte<t, and 8F@ when managing own professional practice and performance

(. Underpinning knowledge and attitude

(." (.. (.0 (.1

(.&

$. Underpinning skills

$.%

reflection skills to! $.%.% systematically evaluate personal work practices to improve performance or understanding $.%.( reduce or prevent stress $.( leadership skills to present a professional image

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

+.

$.$

$.+

$."

$.. $.0 $.1

$.&

self4evaluation skills to! $.$.% identify gaps in skills or knowledge $.$.( obtain competencies to meet current and future organi)ational ob?ectives research skills to! $.+.% keep up with trends in vocational education and training to obtain current information $.+.( identify relevant industry affiliations $.+.$ keep up with trends/changes/developments in the vocational area of competency communication skills to! $.".% obtain feedback from colleagues and clients $.".( participate in professional networks $.".$ consult with colleagues and clients interpersonal skills to! $...% participate in industry events and activities $...( build professional relationships networking skills to build an industry network literacy skills to! $.1.% document personal learning needs $.1.( read and interpret vocational education and training information such as legal/ organi)ational policy documents $.1.$ complete and maintain records related to professional development time management skills to! $.&.% organi)e professional development activities $.&.( analy)e and identify career options $.&.$ create a balance between work, study, personal and recreation activities

+. 6esource *mplication

The following resources 2U@T be provided! +.% relevant organi)ational/legal documentation +.( access to relevant benchmarks +.$ access to networks, technology, communication Competency must be assessed through ! ".% 3emonstration with uestioning ".( *nterview ".$ -ritten Test ".+ Third 9arty 6eport ..% Competency may be assessed in workplace or in a simulated workplace setting ..( Assessment shall be observed while task are being undertaken whether individually or in4group

". 2ethod of assessment

.. Conte<t for assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

+0

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < <

DE;ELOP AND PROMOTE APPRECIATION FOR COSTS AND BENEFITS OF TEC=NICAL TRAININ, &//2'21/+ This unit covers the outcomes re uired in estimating and evaluating costs and benefits of training, determining its cost4effectiveness and returns, and identifying, recommending and advocating cost4 efficient training practices PERFORMANCE CRITERIA
Italicized #e(!s are elaborated in the 6ange of Variables

ELEMENT %. @tudy training cost components

%.% %.( %.$

(. Evaluate training costs and benefits

(.% (.( (.$ (.+

$. 2onitor conduct and results of training

$.% $.( $.$ $.+

+. 9romote awareness of costs and benefits of training

+.% +.( +.$

/eatures and benefits of training programs are identified and analy)ed based on financial and customer re uirements Cost components are analy)ed to determine those which deliver the desired training features and benefits -astages or e<cesses are determined for possible reduction or elimination Variances in training performance and results are studied to determine good and bad practices 9lanned performance is compared with actual performance to identify future enhancements in conduct of training Cost reduction and control measures that do not impact greatly on training results are recommended Usage of training resources is analy)ed for optimi)ation or reduction @imple formative and summative evaluations of training are done to evaluate achievement of learning outcomes 5uality training programs are monitored and noted/documented for best practices and results replication &ene its and returns on training investments are studied using relevant data Cost4effective training programs are identified and recommended for documentation, replication and further enhancement. Denefits of training as investment rather than cost center are e<plained and stressed to trainees, fellow trainers and administrators where applicable Economy in use of training supplies and materials and care in use of training e uipment and facilities are stressed continually 2odel/best practices in optimum and ?udicious use of training resources are documented, practiced and demonstrated

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

+1

RAN,E OF ;ARIABLES ;ARIABLE RAN,E

%. Denefits and returns on 2ay include! training investment %.% 'ong4term impact such as 44 %.%.% *ncreased profitability of firm %.%.( *ndustrial peace %.( *mmediate results such as 44 %.(.% 9ositive customer feedback %.(.( 'ess product recalls/re?ects %.(.$ Consistent/increasing school enrolment %.(.+ Figher absorption rate of graduates %.(." 'ower drop4out rates %.(.. 'ower worker attrition rate (. 6elevant training data 2ay include! (.% 3ata from graduate tracer studies (.( Enrolment data (.$ Trainee drop4out (.+ Trainee learning evaluation (." Employment/absorption rate (.. 6eaction4level evaluation (.0 Trainee skills certification rate (.1 9er4capita training costs (.& @kill utili)ation rate

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

+&

E;IDENCE ,UIDE %. Critical aspects of competency Assessment re uires evidence that the candidate B %.% 3emonstrated ability to identify, estimate and evaluate training cost components %.( 3emonstrated ability to assess training programs according to their cost4effectiveness and return on investment %.$ 3emonstrated ability to e<plain training costs and benefits and advocate cost4effective training (.% (.( (.$ (.+ (." Dasic arithmetic B four fundamental operations Dasic cost accounting and bookkeeping Dasic training methodology including training costs and benefits Training system evaluation concepts 9ositive work traits and values :attention to detail, persistence, cost4consciousness, safety4 and time4 consciousness, uality4consciousness; Communication skills Computer literacy Computational and accounting skills 8bserving safety and health precautions *nstructional and facilitation skills

(. Underpinning knowledge and attitude

$. Underpinning skills

$.% $.( $.$ $.+ $."

+. 6esource implications

The following resources 2U@T be provided! +.% Access to training and enrolment data, e. g., collection, e<penses, trainee performance data +.( Access to an ongoing training program +.$ Case problems in cost4effective training Competency may be assessed through! ".% Case problems ".( -ritten e<am ".$ *nterview ".+ @ubmission and presentation of written report or case study "." 9ortfolio ".. Third4party report Competency may be assessed on the ?ob or in a simulated work environment

". 2ethods of assessment

. Conte<t of assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

"#

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < <

DE;ELOP AND PROMOTE UNDERSTANDIN, OF ,LOBAL LABOR MAR9ETS &//2'211/ This unit describes the outcomes re uired in understanding, analy)ing and disseminating information on global labor4market trends and concerns as they affect the TVET, labor and employer sectors.
PERFORMANCE CRITERIA Italicized terms are elaborated in the 6ange of Variables

ELEMENT

%. *dentify current and future trends/concerns

%.% 6elevant and reliable sources o la#or1market in ormation :'2*; are identified and accessed based on needs %.( >lobal and local relevance of labor4market :'2; trends are studied and analy)ed for their implications in the labor and training market %.$ 6elevant events, including positions and interests of trainees, clients and training providers are studied and considered in the design and delivery of training (.% Emerging issues of potential significance to the local and global labor markets are identified and studied (.( 6esearch findings are assessed for significance to the technical and vocational education and training :TVET; sector (.$ 8pportunities and risks of new developments are identified and assessed (.+ Views of trainees, training providers and other stakeholders are identified and assessed for their potential benefit or impact (." -here necessary responses and strategies for '2 threats and opportunities are developed in consultation with other TVET partners (.. 7ew and emerging concepts, technologies, products and processes are noted and evaluated based on their implications for the TVET and labor market $.% $.( $.$ Awareness of '2 situation and related concerns are promoted through talks, lectures and other training opportunities 6elevant information on '2 and new technologies are incorporated in the curriculum and during the training 2ention/9resentations of '2* and trends are made during meetings, fora and training situations using language and delivery styles adapted to the audience -here necessary, responses and strategies to global labor4market developments are developed and recommended using analytical tools and current '2*

(. Assess new developments

$. Utili)e labor market information to best effect

$.+

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

"%

RAN,E OF ;ARIABLES

;ARIABLE %. '2* sources

RAN,E 2ay include 44 %.% 9rofessional literature and ?ournals %.( *ndustry associations %.$ 6esource persons %.+ *nternet sites, e. g., Cobs3D %." *ndustry/trade meetings/conferences %.. Trade fairs %.0 7etwork of contacts or key informants %.1 @tatistical reports %.& >overnment agencies, e. g., 7@CD/7@8, 38'E :D'E, 98EA, D'E@; 2ay include 44 (.% 6etraining (.( @earch for new markets and partners (.$ @kills updating/upgrading (.+ 6efresher courses (." Updating of competency standards (.. Competency assessment and certification (.0 Adoption of new training methods and technologies (.1 6edesign of training programs/courses 2ay include B $.% @-8T analysis $.( /orce4field analysis $.$ 9roblem/8b?ectives tree $.+ /ishbone/cause4and4effect diagram

(. 6esponses and strategies

$. Analytical tools

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

"(

E;IDENCE ,UIDE %. Critical aspects of competency Assessment re uires evidence that the candidate B %.% 3emonstrated ability to understand and analy)e global labor markets %.( 3emonstrated ability to identify and take advantage of opportunities in the global '2 %.$ 3emonstrated ability to respond to potential threats to TVET arising from '2 trends %.+ 3emonstrated ability to adapt technical training to global '2 trends (.% 'abor4market paradigm (.%.% @upply side B TVET providers and schools communities (.%.( 3emand side B employers :government and private sector; (.%.$ 'abor re uirements variations and seasonality in the '2 TVET sector knowledge B work regime, systems, technologies and uni ue aspects relevant to sector or geographic area 9rofile of TVET sector stakeholders, opinion leaders and ma?or players 'egislations and regulations that impact on the TVET sector Events and trends that have shaped the global labor market over time Trends in customer e<pectations and buying patterns 9ositive work values :proactiveness, practicality, results and service orientation, uality4 consciousness; 6esearching '2* Analy)ing the relevance, accuracy and shortcomings of information 3iscerning trends, issues ands implications Assessing threats and opportunities Communication and presentation skills

(. Underpinning knowledge and attitudes

(.( (.$ (.+ (." (.. (.0

$. Underpinning skills

$.% $.( $.$ $.+ $."

+. 6esource implications

The following resources 2U@T be provided B +.% TVET situationers and/or '2* research reports +.( Case problems Competency may be assessed through B ".% *nterview and oral uestioning based on case problems ".( 3emonstration with oral uestioning of an oral presentation made by the candidate ".$ Third4party report ".+ 9ortfolio :includes reports, recommendations, research and information relating to the global '2 written by candidate; Assessment must be conducted in the workplace or a simulated work environment

". 2ethod of assessment

.. Conte<t of assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

"$

CORE COMPETENCIES
U7*T 8/ C829ETE7CI ! U7*T C83E ! U7*T 3E@C6*9T86 ! CONDUCT TRAININ, NEEDS ANALYSIS T;T2'2'/7 This unit covers the knowledge, skills and attitude re uired to undertake a training needs analysis to identify the training needs of individuals or organi)ation. PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

ELEMENT

%. 3evelop instruments for T7A %.% %.( %.$ %.+

%." (. Administer T7A instrument (.% (.(

3iscussions are held with clients to identify ob?ectives, e<pectations and other re uirements *ssues to be addressed are identified and analy)ed to determine impact on client o#0ectives and re uirements T7A respondents/target group is established based on the ob?ectives and re uirements Appropriate method or collecting in ormation and data on current, emerging and future training needs is selected and research plan is developed and finali)ed with concerned person/s T7A instruments are formulated following the prescribed format 8rientations regarding the study is conducted and T7A instruments are disseminated to identified respondents /illed up T7A instruments are gathered in accordance with procedures appropriate to the method selected *nformation is analy)ed using reliable and valid data analysis methods to determine skills gaps that can be addressed through training or other intervention Conclusions on training needs are prepared and supported by evidence and consistent with research ob?ectives Clients are provided with options for meeting identified training needs 6eport is prepared and clients are provided with advice and recommendations on training needs

$. Analy)e T7A results

$.%

$.( $.$ $.+

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

"+

RAN,E OF ;ARIABLES ;ARIABLE %. Clients %.% %.( %.$ %.+ %." %.. (. 8b?ectives (.% RAN,E Client include but not limited to! *nternal or e<ternal client Enterprise *ndustry sector 9rofessional association Community organi)ation >overnment organi)ation 8b?ectives include but not limited to! /ocus on individual trainee ob?ectives, such as new skills, specific competencies, target ualifications, career advancement /ocus on productivity improvement /ocus on administrative and records management system /ocus on satisfying legislative or government regulatory re uirements *nvolve specific learning support systems 6eflect individuali)ed organi)ational training and skill re uirements De affected by national policy and funding parameters @urveys, interviews, discussions, focus groups Critical incident techni ue 8bservation of personnel at work Accessing relevant legislation, policies and practices Analy)ing industry/enterprise skills audit reports Analy)ing human resource management records/performance management records 6eviewing industry publications or reports Concept mapping Cob and task analysis Analy)ing assessment or training records Cob descriptions analysis Analy)ing organi)ational policy 3rive :motivation; pattern identity analysis

(.( (.$ (.+ (." (.. (.0 $. 2ethods for collecting information $.% $.( $.$ $.+ $." $.. $.0 $.1 $.& $.%# $.%% $.%( $.%$

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

""

;ARIABLE +. Concerned person/s +.% +.( +.$ +.+ +." +.. +.0 +.1 ".% ".( ".$ ".+ "." ".. ..%

RAN,E Clients Employees >overnment agencies 2anagers/supervisors Training and assessment coordinators *ndustry group/association Employer/employee representatives E<ternal consultants 5ualitative/ uantitative analysis /eedback on results 6eview of previous research 9eers review 3ata sampling @tatistical analysis

". 3ata analysis methods

.. 8ptions

0. Advice and recommendations

3eveloping in4house capacity to meet identified needs ..( *dentifying training and/or assessment organi)ations ..$ *dentifying specific units of competency, ualifications/courses ..+ Consultancy services .." Timelines ... Urgency 0.% @hort4 and/or long4term recommendations 0.( @pecified outcomes and strategies 0.$ 6esource re uirements 0.+ 9rovision of training and/or assessment services 0." 3esign and review of training programs 0.. Conte<tuali)ation of competency standards to meet client goals 0.0 Administrative and management systems 0.1 9erformance management systems 0.& Training and professional development principles 0.%# 6eporting and accountability re uirements and processes

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

".

E;IDENCE ,UIDE %. Critical aspects of competency Assessment re uires evidence that the candidate! %.% *dentified ob?ectives, e<pectations and other re uirements for conducting the study %.( *dentified appropriate study method and developed instruments for T7A %.$ >athered data and analy)ed information using valid analysis method %.+ 9repared report with recommendations (.% (.( Competency standards and training packages/courses available *ndustry and enterprise knowledge (.(.% relevant assessment and training strategies (.(.( clients organi)ationAs culture and e<pectations (.(.$ underpinning knowledge and skills to be re uired in the industry (.(.+ changes likely to impact on the industry/sector and training implications of the changes 6ange of evaluation and research methodologies :literature research, ?ob/ task analysis, interview techni ues, etc; 9rinciples of intellectual property (.+.% ways to give credit when using otherAs ideas or work (.+.( training and development strategies 3ata retrieval and interpretation system :training needs analysis, functional analysis; 9olicy, legislations, codes of practice and competency standards @tatistical analysis

(.

Underpinning knowledge

(.$

(.+

(." (.. (.0

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

"0

$.

Underpinning skills

$.% $.( $.$ $.+ $." $.. $.0 $.1 $.& $.%#

6esearch skills 'iteracy skills *ntegrative skills 8bservation skills Communication skills *nterpersonal skills 7umerical skills 7egotiation and facilitation skills 9roblem4solving skills Applying approaches to analy)e issues/ concerns $.%% Using audio/video e uipment and computer The following resources 2U@T be provided! +.% facilities and e uipment relevant to the activity +.( resources and materials relevant to the activity +.$ time to accomplish the activity Competency may be assessed through! ".% interview ".( written e<am ".$ third party report ".+ portfolio "." work sample Competency may be assessed individually in the actual workplace or through accredited institution

+.

6esource implications

".

2ethod of assessment

..

Conte<t for assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

"1

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < !

DE;ELOP TRAININ, CURRICULUM T;T2'2'/* This unit covers the knowledge, skills and attitude re uired to develop, modify/customi)e training curriculum. *t includes establishing training re uirements, identifying the learner, developing, modifying, customi)ing and finali)ing training curriculum. PERFORMANCE CRITERIA

ELEMENT
%. Establish training need re uirements

(. *dentify the learner profile $. 3evelop course design

+. 3evelop training curriculum modules

". /inali)e training curriculum

Italicized terms are elaborated in the 6ange of Variables %.% Stakeholders are identified and consulted to establish training aims and re uirements %.( Training re'uirements are identified using appropriate methods and sources. %.$ Training 6egulations or other relevant specifications on which to base the learning program are identified, accessed and confirmed %.+ 9otential employment markets and career opportunities for training participants are recorded and documented (.% $otential learners are identified (.( 9rofiles of learners on entry to the course are developed (.$ 'anguage and literacy re uirements of the learner are determined according to profiles $.% Competency standard is analy)ed $.( 2nits o competency and modules are clearly identified $.$ The relationship between units of competence/modules and outcomes is documented $.+ Course entry and e<it points are linked to occupational and educational opportunities $." 9rere uisites for the course and for specific units/modules within the course are identified and documented $.. The delivery strategies and assessment methods are determined $.0 Trainers ualification to implement the course is specified +.% Competency standards/other relevant specifications are analy)ed and interpreted to determine specific learning ob?ectives/outcomes/goals +.( Competencies to be ac uired by the leaner are clearly specified +.$ 2odules of instructions are developed/ modified according to needs and procedures. +.+ 'earning outcomes and assessment criteria are established according to procedures +." -esources re uired to support the training curriculum are identified. +.. Training curriculum is designed based on the re uirements of the competency standards ".% Training curriculum is validated with other persons ".( /inali)ed curriculum document is submitted to appropriate personnel

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

"&

RAN,E OF ;ARIABLES ;ARIABLE %. @takeholders RAN,E *ncludes but not limited to! %.% professional associations %.( employer associations 1.3 potential learners 1.4 trainers/teachers %." regulatory authorities 1.6 partner organi)ations %.0 enterprise:s;/organi)ation:s; %.1 industry training advisory bodies 1.9 industry sector %.%# government bodies %.%% community sector. *ncludes but not limited to! (.% developing vocational competency/vocational skills (.( developing generic skills (.$ developing general education (.+ achieving organi)ational change (." supporting organi)ational skill development (.. for professional development purposes (.0 developing teams (.1 meeting new legislation, licensing or registration re uirements (.& meeting regulatory and occupational health and safety :8F@; re uirements (.%# meeting funding body re uirements *ncludes but not limited to! $.% traineesA entry re uirements $.%.% pre re uisite competencies $.%.( access to the workplace $.( individual learning styles $.$ training methodology $.+ training materials and supplies $.+.% training references :books, manuals, multimedia training aids, etc.; $." training facility, tools, and e uipment $.. trainersA ualifications $.0 Assessment methods *ncludes but not limited to! +.% e<isting industry/enterprise employees +.( school leavers/8@I +.$ new entrants to the workforce +.+ apprentices/trainees +." individuals learning new skills/knowledge +.. individuals seeking to upgrade skills/knowledge +.0 individuals changing careers +.1 unemployed +.& learners who have a disability +.%# individuals/groups meeting licensing or other regulatory re uirements

( Training aims

$ Training re uirements

+ 9otential learners

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

.#

;ARIABLE " Units of competency

RAN,E *ncludes but not limited to! ".% Dasic competency ".( Common competency ".$ Core competency ".+ Elective competency *ncludes but not limited to! ..% the focus of delivery ! ..%.% groups of varying si)es ..%.( groups from single conte<t/from multiple conte<ts ..%.$ groups of similar educational/competency levels/groups with divergent educational/competency backgrounds ..%.+ on individuals ..( the conte<t of delivery! ..(.% in the workplace 4 work in situation ..(.( in a simulated work environments ..(.$ in the training room/classroom ..(.+ in specialist environments 4 e.g. laboratory/ computer room ..(." in a community setting ..$ the mode of delivery! ..$.% face4to4face ..$.( technology4based electronic/computer4based/ online/audiovisual ..$.$ e<periential ..$.+ distance resource4based ..$." blended ..+ delivery methods! ..+.% lock step/learner4paced/mi<ed ..+.( interactive/participative/collaborative ..+.$ learner4centered ..+.+ demonstration instruction ..+." presentations ..+.. guided facilitation ..+.0 guided activities/applications/e<periences ..+.1 tutoring ..+.& pro?ect4based ..+.%# individual facilitation techni ues 4 coaching/ mentoring ..+.%% blended delivery methods *ncludes but not limited to! 0.% direct observation of real work/real time activities or 0.( work activities in a simulated work environment 0.$ structured activities :e.g. simulation e<ercises, pro?ects, demonstration, activity sheets; 0.+ uestioning :e.g. computer, oral, written uestions; 0." portfolios :collections of evidence compiled by the candidate 0.. third party feedback

. 3elivery strategies

0 Assessment methods

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

.%

;ARIABLE 1 6esources

RAN,E *ncludes but not limited to! 1.% Training regulation/competency standards 1.( Cob specifications 1.$ 3CAU2 sheet 1.+ training e uipment tools and supplies 1." instructional materials *ncludes but not limited to! &.% Colleagues &.( trainers/facilitators &.$ industry contacts &.+ vendors &." F6 personnel &.. marketing personnel &.0 end users &.1 sub?ect or technical specialists, including 8F@ &.& language, literacy and numeracy specialists *ncludes but not limited to! %#.% program manager %#.( head of department %#.$ senior teacher %#.+ apprenticeship/traineeship supervisor %#." training coordinator/manager %#.. F6 manager

& 8ther persons

%# Appropriate personnel

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

.(

E;IDENCE ,UIDE %. Critical aspects of competency Assessment re uires evidence that the candidate! %.% *dentified training regulations appropriate for the course to be developed %.( 3eveloped learners profiles and identified potential learners %.$ 3eveloped course design %.+ Analy)ed and interpreted competency standards and developed curriculum modules/ learning outcomes %." Validated training curriculum with other persons %.. /inali)ed training curriculum and submitted to appropriate personnel (.% Enowledge of Training regulations (.%.% Competency standards (.%.( Training standards (.( Enowledge of learning principles! (.(.% training needs to be learner4centered (.(.( adults have a need to be self4directing and decide for themselves what they want to learn (.(.$ adults have a range of life e<perience, so connecting learning to e<perience is meaningful (.(.+ adults have a need to know why they are learning something (.$ Enowledge of adult learning theory! (.$.% behavioral learning theory (.$.( cognitive learning theory (.$.$ information processing theory (.$.+ andragogy (.+ 'earners profile, learner target group characteristics (." 'earning styles that best suit the learner profile/target group! (.".% theorist (.".( pragmatist (.".$ activist (.".+ reflector (."." kinaesthetic (.".. auditory (.".0 visual (.. Enowledge of competency Bbased curriculum development procedures (.0 3esign options for training program design/structure (.1 Types of different relevant learning resources, learning materials and pre4developed learning activities (.& Fow to develop and document new learning activities and related learning materials (.%# 3ifferent delivery modes and delivery methods for ! (.%% 3ifferent assessment methods (.%( 6elevant policies, legal re uirements, codes of practice and national standards (.%$ 6elevant 8F@ and other ?ob roles (.%+ Evaluation and feedback methods

(. Underpinning Enowledge

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

.$

$. Underpinning @kills

$.% Communication skills $.%.% negotiation skills $.%.( ability to elicit information $.%.$ uestioning skills $.%.+ listening skills $.%." collaboration skill $.( Analysis skills $.(.% interpret information about learnersG needs from enrolment forms and other documentation $.(.( interpret re uirements of competency standards and workplaces, including language, literacy and numeracy $.(.$ develop the learning program content $.$ 8rgani)ational skills $.+ Time management skills $." 3esigning training program structure $.. 6eviewing training program $.0 9reparation of 6eports The following resources 2U@T be provided +.% Access to stakeholders +.( Access to research and training environment +.$ Access to training regulations/competency standards and other relevant specifications +.+ Access to appropriate tools and e uipment and materials and other resources Competency may be assessed through! ".% 3emonstration / 8bservation and with oral uestioning ".( 9ortfolio Assessment should be conducted in the workplace / simulated area / TE@3A Assessment Center

+. 6esource *mplications

". 2ethods of Assessment

.. Conte<t for Assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

.+

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < !

DE;ELOP LEARNIN, MATERIALS T;T2'2'/+ This unit covers the knowledge, skills and attitude re uired to develop training materials including print, mock4up/simulator and models. This include research and interpret the learning material re uirements, design the learning material and plan the content, develop the learning material content, review learning material prior to implementation, evaluate the design and development process of instructional materials. PERFORMANCE CRITERIA
Italicized items are elaborated in the 6ange of Variables

ELEMENT %. Analy)e the learning materials re uirements

%.% The #rie , ocus and type o learning materials is clarified with the client %.( The likely target audience/s, their learning needs and the learning environment for the resource are researched %.$ Characteristics o the learners/end users of the learning resource are identified %.+ Existing in ormation which may be relevant is gathered, collated and analy)ed %." Ethical and legal considerations are identified and acted upon %.. A development work plan is written and documented %.0 Droad time frames, possible costs and logistics of the learning materials are considered (.% A range of design options is generated using a variety of principles and techni ues (.( 3esign concepts are established, taking into consideration process, material, uantity, cost and outcome re uirement (.$ Time is taken to reflect on the designs, identifying the implications of each (.+ The diversity of learners/end users and their learning styles are researched and embedded into the design specifications (." An outline or prototype for the learning resource is developed and confirmed with the client (.. -elevant personnel are identified to support the development phase, if needed

(. 3esign the learning materials

$. 3evelop the content of $.% Content and content specification is developed in the learning materials accordance with the agreed design $.( The learning materials content is broken into manageable chunks/segments of learning and se uenced according to learning principles and techni ues $.$ E<isting learning materials are accessed and
T6A*7E6 5UA'*/*CAT*87 'evel ** 9romulgated 7ovember (#%# ."

ELEMENT

PERFORMANCE CRITERIA
Italicized items are elaborated in the 6ange of Variables

modified /customi)ed to suit the learning purposes and audience $.+ 7ew, relevant and engaging learning activities and related learning materials are developed and documented, based on application of learning principles $." Te<t is clear, concise, grammatically correct and appropriate for the intended audience/s $.. The resource is formatted using an appropriate style guide $.0 Visuals are relevant, instructive and appropriate for the intended audience/s $.1 )echanisms for reviewing work in progress are established $.& 2odifications are made to the design and/or content, to address changes in pro?ect parameters $.%# 9rototype systems and components are developed in accordance with the agreed design $.%% 2ock4up /simulatorAs plan and specification is developed and confirmed with the client $.%( 6elevant personnel are identified to support the development phase, if needed $.%$ 2anual for prototype, model/simulator is developed +. 6eview/test learning materials +.% Content of the developed materials is checked against content specifications +.( Te<t, format and visual design are checked for clarity and focus +.$ 6elevant personnel are identified and support is sought for the review and validation +.+ An e<ternal review is conducted using appropriate methods, and eed#ack is incorporated +." /inal draft is reviewed against the brief and other relevant criteria prior to delivery to the client ".% The design and development process is reviewed against appropriate evaluation criteria ".( Time is taken to reflect and identify areas for improvement ".$ *dentified improvements are documented for future pro?ects

". Evaluate the design and development process

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

..

RAN,E OF ;ARIABLES ;ARIABLE %. Drief, focus and type of learning materials RAN,E *ncludes but not limited to! %.% Client proposal %.( *dentified gap in training %.$ A tender %.+ An organi)ational needs *ncludes but not limited to! (.% -ho the learning material is for (.( -hat the learning materials is designed to do (.$ Fow the learning materials will be used (.+ -here the learning materials will be used (." 9ossible mediums to be used (.. 3isinfecting tools and e uipment 2ay include! $.% *nterview $.( /ocus groups $.$ *nformal discussion $.+ 'iterature reviews $." *nternet research $.. Evaluation of e<isting products $.0 5uestionnaires $.1 -orkshops *ncludes but not limited to! +.% 'evel of prior e<perience/ knowledge of content area +.( @kill/competency profile +.$ 6ange and response to previous learning e<periences +.+ 'evel of education +." @ocio4economic background, age, gender +.. Current work +.0 -ork culture +.1 Cultural and ethnic background +.& 3isability or learning support needs +.%# 9repared learning style +.%% 2otivation for learning 2ay include! ".% *ndustry/users needs ".( *ndustry best practice and culture ".$ E<isting learning materials ".+ 6elevant training regulation/competency standards "." 6elevant courses, curriculum, modules ".. -orkplace procedures, documentation, and re uirements ".0 *ndustry coverage ".1 6oles and responsibilities of groups and individuals ".& *nformation from industry e<perts and advisers

(. 'ikely target audience/s and learning environment

$. 6esearch

+. Characteristics of the learners/end users

". E<isting information

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

.0

;ARIABLE .. Ethical and legal considerations

RAN,E 2ay include! ..% Contract preparation ..( 2eeting contact re uirements ..$ *ntellectual property ..+ 6egulatory re uirements including occupational health and safety :8F@; .." 8rgani)ational re uirements ... E uity issues and needs ..0 9otential legal conse uences of false, misleading or incorrect information 2ay include! 0.% Timelines and milestones to be achieved 0.( @cheduled meetings and focus group 0.$ Consultative process 0.+ Fandover re uirements 0." E uipment, learning resources, and learning materials needed 0.. *ndustry information/practices 0.0 Dudget 0.1 *dentification of risk/risk management strategies 0.& 8rgani)ation/industrial policies 0.%# Access to e<perts/advisers 1.% use and e<tent of practical activity4based content and passive content :reading, interpreting and absorbing information 1.( use and e<tent of te<t4based information and graphical information 1.$ level of depth of te<t4based information and sophistication of language 1.+ options for presenting te<t4based information e.g. straight te<t, uestion and answer, case studies 1." Visual design 1.. @e uencing material 1.0 @ources for further information/further reading 1.1 @tyle guides 1.& Visual look 2ay include! &.% Theoretical &.( 9ragmatic &.$ Active &.+ 6eflective &." Einaesthetic &.. Auditory &.0 visual 2ay include! %#.% /ramework %#.( /ormat specifications %#.$ 2ock4up %#.+ 2odel/simulator

0. 3evelopment work plan

1. 3esign options

&. 'earning style

%#. 8utline or prototype

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

.1

;ARIABLE %%. 6elevant personnel %%.% %%.( %%.$ %%.+ %%." %%..

RAN,E @ub?ect matter/technical e<perts *ndustry e<perts Colleagues 'earners or users *ndustry stakeholders @pecialist consultants, e.g. language, literacy and numeracy specialists 2ay include ! %(.% 9rint 'earning package %(.%.% learner/user guides %(.%.( trainer/facilitator guides %(.%.$ training guides %(.%.+ e<ample training programs %(.%." specific case studies %(.%.. professional development materials %(.%.0 assessment materials %(.( 8ther published, commercially available support materials for Training 9ackages/courses %(.$ organi)ational learning resources %(.+ references and te<ts %(." manuals %(.. record/log books 2ay include! %$.% Verbal or written communication with relevant personnel %$.( Verbal or written communication with content e<perts %$.$ 9ro?ect updates %$.+ *nternal/e<ternal reviews of drafts 2ay include! %+.% evaluation by e<perts %+.( pilot %+.$ focus groups %+.+ 5uestionnaires %+." Checklists %+.. -orkshops %+.0 telephone interview 2ay include! %".% meeting the brief %".( satisfaction of the client %".$ timeliness %".+ cost %"." design issues/modifications re uired %".. blockages and responses %".0 team effectiveness/cohesion %".1 level of e<pertise re uired/available

%(. 'earning materials

%$. 2echanism

%+. 2ethods, and feedback

%". Evaluation criteria

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

.&

E;IDENCE ,UIDE %. Critical aspects of competency Assessment re uires evidence that the candidate! %.% Analy)ed leaning materials re uirements %.( 3esigned and planned learning materials contents %.$ 3eveloped learning materials contents and prototype %.+ 6eviewed and finali)ed learning materials %." Evaluated design and development process (.% @ound knowledge of the vocational education and training system! (.%.% relevant terminology (.%.( training and assessment processes (.%.$ Training regulation and competency standards (.%.+ 9hilippine TVET 5ualification /ramework : 9T5/; re uirements (.( *nstructional design ! (.(.% planning, analysis, development, synthesis, evaluation (.(.( presenting material in a logical order and se uence (.(.$ opportunities for collaborative learning between learners (.(.+ navigation tools (.(." presenting material in order of increasing difficulty (.(.. opportunities for review of material and repetition (.(.0 the need for learner activity and interactivity (.(.1 inclusion of a variety of approaches and techni ues for presenting information and activities and for encouraging participation by learning (.(.& structure of the information (.(.%# ensure learning is embedded in a realistic and relevant conte<t (.(.%% techni ues to engage the learner in learning (.$ Visual design principles/techni ues! (.$.% format (.$.( composition (.$.$ balance (.$.+ typography (.$." images/graphics charts/diagrams (.+ 6esearch and evaluation techni ues! (.+.% interviews (.+.( focus groups (.+.$ workshops (.+.+ uestionnaires (.+." literature reviews (.+.. web research (.+.0 pilot processes

Underpinning Enowledge

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

0#

(." >eneral knowledge of the main branches of learning theory! (.".% behavioural learning theory (.".( information processing theory (.".$ cognitive learning theory (.".+ andragogy (."." vocational education and training pedagogy (.. 'earning principles! (...% adults are autonomous and self4directed (...( adults have life e<perience to draw on (...$ adults are goal4oriented (...+ adults need relevance (..." adults are practical (.... adults need to be shown respect (.0 Cultural awareness (.1 A range of learning approaches and styles of learning resources (.& 3ifferent learning styles,! (.&.% activist (.&.( reflector (.&.$ theorist (.&.+ pragmatist (.&." kinaesthetic (.&.. auditory (.&.0 visual (.%# 6elevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for e<ample! (.%#.% Copyright and privacy laws relating to electronic technology (.%#.( security of information (.%#.$ plagiarism (.%#.+ competency standards (.%#." licensing (.%#.. industry/workplace re uirements (.%#.0 duty of care under common law (.%#.1 anti4discrimination including e ual opportunity, racial vilification and disability discrimination (.%#.& workplace relations (.%#.%# industrial awards/enterprise agreements (.%% 6elevant 8F@ knowledge relating to the work role, and 8F@ procedures which need to be included in the content of the learning resource (.%( 8F@ obligations of the training and/or assessment organi)ation, the trainer/facilitator and learner

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

0%

$. Underpinning @kills

$.% 6eview and analysis skills to! $.%.% identify areas for improvement $.%.( recogni)e personal limitations $.( Communication and interpersonal skills to! $.(.% collaborate with a range of people $.(.( seek feedback from others $.(.$ be open to feedback and suggestions $.(.+ maintain a network $.(." listen $.(.. negotiate $.$ Computer/technical skills, for e<ample! $.$.% using a range of software programs $.$.( using a range of office e uipment $.+ 'iteracy/writing skills, including! $.+.% writing from the learnerGs perspective $.+.( writing for different audiences $.+.$ using plain English and correct grammar $.+.+ pitching writing to the appropriate level $.+." using an appropriate style $.+.. having an eye for detail $." Time management skills, including keeping to appropriate timelines $.. Analytical skills to! $...% identify critical learning points $...( structure and weight the contents appropriately $...$ determine appropriateness of feedback $.0 Ability to develop a range of learning activities $.1 6esearch skills to! $.1.% find content and relevant information $.1.( interview relevant people $.1.$ solve problems $.1.+ ask uestions The following resources MUST be provided! +.%Access to learning environment +.(Access to appropriate tools and e uipment and materials +.$6esearch for content of learning materials +.+Access to e<perts for review and consultation Competency may be assessed through! ".%3emonstration / 8bservation and with oral uestioning ".(9ortfolio Assessment should be conducted in the workplace/ simulated area / TE@3A Assessment Center

+. 6esource *mplications

". 2ethods of Assessment .. Conte<t for Assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

0(

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < <

DE;ELOP COMPETENCY ASSESSMENT TOOLS T;T2'2'1/ This unit covers the knowledge, skills and attitudes in developing assessment tools. *t details the re uirements for determining evidence re uirements, selecting appropriate assessment methods, preparing assessment tools, and validating assessment tools in accordance with the relevant Assessment >uidelines. PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

ELEMENT %. Establish evidence re uirements

%.% Competency standards are identified which describe the work activities to be assessed. %.( 6elevant unit:s; of competency are read and interpreted to identify the re uired evidence. %.$ Evidence re uirements are identified which show full coverage and consistent performance of the relevant work activities. (.% @uitable assessment methods are identified that are consistent with the evidence re uirements and the advice provided in the Evidence >uide and relevant Assessment >uidelines. (.( Assessment methods are selected which are appropriate for the competency being assessed, and in line with the purpose and assessment context. $.% Assessment tools are prepared in accordance with the advice provided in the relevant Assessment >uidelines. $.( Clear and concise written instructions and materials are prepared for the assessor and the candidate which accurately describe the assessment activity. $.$ Assessment tools are checked for validity, fairness, safety and cost effectiveness. +.% 3raft assessment tools are checked against evaluation criteria and amended, when necessary +.( Assessment tools are pilot tested with a small sample of assessors and industry practitioners. +.$ *nformation gathered through the validation are analy)ed to establish any changes that maybe re uired. +.+ Assessment tools are finali)ed incorporating suggested changes as appropriate.

(. Establish suitable assessment methods

$. 9repare assessment tools

+. Validate assessment tools

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

0$

RAN,E OF ;ARIABLES ;ARIABLE %. 6e uired evidence RAN,E *ncludes but not limited to! %.% 3irect evidence %.%.% Actual demonstration %.%.( Actual product %.( *ndirect evidence %.(.% Video presentation %.(.( 9hotographs *ncludes but not limited to! (.% -ritten Test (.( *nterview (.$ 9ortfolio (.+ 8bservation/3emonstration Assessment is carried out in order to! $.% Certify that an individual has achieved competency $.( 6ecruit and select trainees for a ?ob $.$ 2onitor individual performance at work $.+ 3etermine training needs $." Conduct skills audit $.. 6ecogni)e prior learning $.0 Classify a person against industry or enterprise standards $.1 9rovide feedback on progress during training 2ay include! +.% effectiveness and relevance to the competency standards +.( whether the assessment tool meets the principles of assessment +.$ whether the assessment tool meets the rules of evidence +.+ whether the assessment tool is appropriate to selected assessment methods +." whether the assessment tool is appropriate to the target group/assessment conte<t +.. whether the assessment tool provides guidance on reasonable ad?ustments +.0 whether the assessment tool enables the candidate to demonstrate current competency +.1 level of engagement and direct participation of candidates +.& appropriateness of language and literacy used for intended audience

(. Assessment 2ethods

$. 9urpose and Conte<t of assessment

+. Evaluation criteria

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

0+

E;IDENCE ,UIDE %. Critical aspects of competency Assessment re uires evidence that the candidate! %.% *dentified re uired evidence. %.( *dentified assessment methods. %.$ 3eveloped assessment tools. %.+ Updated evidence re uirements, assessment method and tools. %." 9romulgated and deployed assessment tools according to approved guidelines.
2.1

(. Underpinning Enowledge

(.( (.$ (.+ (." (.. (.0 (.1

(.& $. Underpinning @kills $.% $.( $.$ $.+

how to interpret competency standards, including components of competency and dimensions of competency Enowledge on the types of evidence and rules of evidence. Enowledge on the competency to be assessed. Enowledge on the range of assessment purposes and conte<ts and the implications of these for the person being assessed. Enowledge of different types of assessment methods, their suitability for gathering various types of evidence. 9rinciple of reasonable ad?ustment Enowledge on the different types of assessment tools Enowledge on any legal or ethical responsibilities associated with the assessment system and assessment procedures such as licensing re uirements, e ual employment opportunity, disability discrimination and occupational health and safety. Enowledge of validation process. Communication skills Technical writing Ability to design assessment tools/method Ability to conduct validation

+. 6esource *mplications ". 2ethods of Assessment

The following resources 2U@T be provided! +.% Access to assessment tools to be customi)ed to suit needs of a particular audience or conte<t. Competency may be assessed through! ".% 9ractical e<ercise involving design of assessment tools. ".( *nterview ..% ..( 8n4the4Cob @imulated workplace

.. Conte<t of Assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

0"

UNIT OF COMPETENCY !

DESI,N AND DE;ELOP MAINTENANCE SYSTEMS T;T2'2'11 This unit covers the skills and attitudes re uired to design and develop maintenance system applicable to diverse training facilities. it include verifying maintenance re uirements, researching and planning for facility and e uipment maintenance, establishing of maintenance systems, developing maintenance procedure, researches and plan facility and e uipment maintenance, and establish systems for audit and review of the systems and e uipment. PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

UNIT CODE UNIT DESCRIPTOR

! !

ELEMENT %. Verify maintenance re uirements

%.% Applicable +ccupational /ealth and Sa ety 3+/S4, legislative and organizational re'uirements relevant to organi)ing maintenance programs are identified and complied with %.( %acility and E'uipment specifications, service re uirements and workplace procedures are checked for recommended maintenance intervals and processes %.$ @pecial re uirements for maintenance are separated from routine /day4to4 day maintenance schedules %.+ Comparisons with previous maintenance, intended e uipment use, training re uirements and standard operating procedures are made %." An outline plan for maintenance and a related work schedule are specified and developed %.. Communication with others is established and maintained in accordance with 8F@ re uirements (.% -ork re uirements are identified and clarified /confirmed with appropriate parties or by site inspection (.( -elevant codes and standards, are identified and monitored throughout the work procedure (.$ -esources and service providers *dentified, obtained and inspected in compliance with work plan and ?ob specifications (.+ 6elevant plans, drawings and te<t are selected and interpreted in accordance with the work plan

(. 6esearch and plan for facility and e uipment maintenance

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

0.

ELEMENT

PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

(." 9lan maintenance in detail including se uencing, prioriti)ing and considerations made where appropriate for the maintenance of safety, security and capacity in accordance with system/site/organi)ation re uirements and reference information (.. 6esolve coordination re uirements, including re uests for isolations where appropriate, with others involved, affected or re uired by the work (.0 9otential ha)ards are identified and prevention and/or control measures are selected (.1 E uipment and facility maintenance history, condition monitoring information, recent modifications and e<isting status are addressed in defining work scope (.& Costing of work is prepared and impact on budget assessed. $. Establish maintenance systems $.% Compliance documentation relevant to facilities and e uipment maintenance management systems are accessed, interpreted $.( 2aintenance strategy for facility and e uipment are developed according to organi)ation re uirements $.$ Establish systems to ensure that the condition and performance of e uipment and facilities are regularly reported and discussed within the organi)ation $.+ Areas /items prone to defects, demonstrating frailty, or scheduled for regular maintenance, are identified ,and information used to develop a long4term maintenance plan $." *ndividuals in the organi)ation responsible for performing regular or scheduled maintenance duties is informed of the details of the plan $.. !ata to be included in the reports on repair work are identified $.0 @chedules and staff rosters are checked to verify time when the maintenance process may be scheduled including optimum training for shut4 down $.1 3etailed work plans are developed to accord with training schedules, availability of e<pertise and scheduling of resource availability

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

00

ELEMENT +. Complete maintenance procedures

PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

+.% 2aintenance work schedule is completed following the work plan +.( @ystems and procedures are established, to satisfy identified maintenance re uirements +.$ Appropriate readings, measurements and recordings are made and compared to e uipment, product and other relevant specifications +.+ Areas re uiring further testing are identified and complied with and appropriate procedures for testing recommended to appropriate personnel +." Ad?ustments to the work schedule and plan are made based on e<perience and documentation completed +.. 2aintenance records and reports are completed and forwarded to appropriate personnel ".% 9rocedures to evaluate and confirm system/e uipment are established in compliance with organi)ational re uirements ".( procedures to confirm the currency of and compliance with facility and e uipment maintenance and safety standards are established ".$ @ystem of recording and reporting facility and e uipment information is established ".+ 9rocedures is established incorporating feedback of the review system "." Establish procedures for response to instances of non4compliance or other discrepancies/deficiencies revealed by a review

". Establish procedures for review of maintenance systems

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

01

RAN,E OF ;ARIABLES ;ARIABLE %. 8ccupational Fealth and @afety :8F@; RAN,E *ncludes but not limited to! %.% the use of personal protective e uipment and clothing %.( safety e uipment %.$ first aid e uipment %.+ fire fighting e uipment %." ha)ard and risk control %.. elimination of ha)ardous materials and substances %.0 manual handling including shifting, lifting and carrying *ncludes but not limited to! (.% 8F@ (.( the environment (.$ relevant industry codes of practice (.+ outsourcing agreement $.% organi)ational policies $.( role and responsibilities $.$ uality assurance $.+ recording and reporting $." e uipment use and storage $.. recycling and re4use guidelines $.0 ethical standards $.1 access and e uity $.& waste disposal guidelines *ncludes but not limited to! +.% Electrical system +.( Ventilation system +.$ -ater system +.+ -orkshops +." /i<tures +.. *nfrastructure +.0 'aboratory +.1 -orkstations *ncludes but not limited to! ".% large items of e uipment ".( small items of e uipment ".$ simple e uipment ".+ comple< e uipment "." e uipment with significant health and safety implications

(. 'egislative

$. organi)ational re uirements

+. /acilities

". E uipment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

0&

;ARIABLE .. 2aintenance

RAN,E *ncludes but not limited to! ..% ma?or cleaning procedures of work areas ..( facility inspection and repairs ..(.% lighting ..(.( ventilation ..(.$ plumbing ..$ repair of e uipment and tools *ncludes but not limited to! 0.% @e uence, use of consumables and labor re uirements 0.( Dudgetary re uirements 0.$ 8utsourcing scheme 2ay include! 1.% work schedules for personnel, 1.( scheduling of processing work 1.(.% days 1.(.( times 1.(.$ fre uency 1.$ scheduling of e uipment and facility down time &.% verbal and written &.( constructive feedback, &.$ active listening, uestioning to clarify and confirm understanding, &.+ reporting *ncludes but not limited to! %#.% 8ccupational Fealth and @afety :8FJ@; standards %#.( codes of practice %#.$ fire codes %#.+ electrical codes %#." manufacturersG specifications %#.. environmental re uirements %#.0 institutional procedures *ncludes but not limited to! %%.% all service providers %%.( staffing %%.$ materials %%.+ e uipment %%." tools %%.. finances

0. 9lan

1. @chedule

&. Communication

%#. 6elevant codes and standards

%%. 6esources

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

1#

;ARIABLE %(. @ervice providers

RAN,E *ncludes but not limited to! %(.% internal staff %(.( e<ternal specialists %(.$ maintenance contractors %(.+ consultant firms *ncludes but not limited to! %$.% ?ob cards %$.( check sheets %$.$ safety rule procedures %$.+ drawings %$." 5uality Assurance documentation %$.. maintenance procedures and outage reports *ncludes but not limited to! %+.% a plan allocating of personnel %+.( reporting and recording %+.$ routine and non4routine maintenance of the components of a facility, including %+.$.% electrical %+.$.( ventilation %+.$.$ plumbing %+.$.+ e uipment %+.$." fi<tures and fittings %+.$.. grounds *ncludes but not limited to! %".% date %".( time %".$ nature of faults/repair %".+ repairs carried out *ncludes but not limited to! %..% e uipment type, and si)e, %..( inspection, uality outcomes, %..$ ha)ards, incidents or malfunctions %..+ manual reporting %.." computer4based system or another appropriate organi)ational communication system

%$. 3ocumentation

%+. @ystems

%". 3ata

%.. 6eports

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

1%

E;IDENCE ,UIDE %. Critical aspects of competency Assessment re uires evidence that the candidate! %.% Verified maintenance re uirements with appropriate personnel of the organi)ation %.( 6esearched and planned maintenance activities for facilities and e uipment %.$ *nterpreted documentation relevant to facilities and e uipment maintenance management %.+ Established maintenance systems according to organi)ation needs %." Established maintenance procedures including recoding and reporting %.. Established procedures for review of maintenance system (.% applicable legislative, regulatory or certification re uirements and codes of practice relevant to (.( organi)ing enterprise maintenance programs (.$ organi)ational and site standards, re uirements, policies and procedures for organi)ing maintenance programs (.+ principles of cultural diversity and access and e uity (." environmental protection re uirements (.. established communication channels and protocols (.0 problem identification and resolution (.1 types of tools and e uipment and procedures for their safe use, operation and maintenance (.& material, consumable and labor costs (.%# maintenance procedures and methodologies (.%% enterprise work schedules (.%( procedures for the recording, reporting and maintenance of workplace records and information (.%$ appropriate mathematical procedures for estimation and measurement $.% comply with legislation, regulations, standards, codes of practice and established safe practices and procedures for organi)ing enterprise maintenance programs $.( use and maintain relevant tools, machinery and e uipment $.$ identify problems and e uipment faults and demonstrate appropriate response procedures $.+ use appropriate communication and interpersonal techni ues with colleagues and others

(. Underpinning Enowledge

$. Underpinning @kills

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

1(

$." accurately record and maintain information relating to organi)ing enterprise maintenance programs $.. efficiently and safely organi)e enterprise maintenance programs $.0 use and maintain relevant tools, machinery and e uipment $.1 identify problems and e uipment faults and demonstrate appropriate response procedures +. 6esource *mplications The following resources 2U@T be provided! +.% Access to learning environment +.( Access to appropriate tools and e uipment and materials +.$ Access to research and other resources Competency may be assessed through! ".% 3emonstration / 8bservation and with oral uestioning ".( 9ortfolio Assessment should be conducted in the workplace / simulated area / TE@3A Assessment Center

". 2ethods of Assessment

.. Conte<t for Assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

1$

UNIT OF COMPETENCY UNIT CODE UNIT DESCRIPTOR

< < <

DE;ELOP LEARNIN, MATERIALS FOR E%LEARNIN, T;T2'2'12 This unit covers the knowledge, skills and attitude re uired to develop E4learning resources to support e4 based learning mode. @pecifically it covers planning, development and testing of digitally formatted learning materials. PERFORMANCE CRITERIA
Italicized terms are elaborated in the 6ange of Variables

ELEMENT %. 9lan for the development of digitally formatted learning resources

%.% *earning resources speci ications are established in line with target user re uirements and intended delivery mode %.( Instructional design are prepared in accordance with the content and established specifications %.$ Work plan are prepared in line with the e<pected output and target deadline. %.+ 2ock4up are prepared in line with instructional design (.% )edia elements are prepared in line with instructional design and learning resource specifications. (.( Authoring of learning resources is performed in line with the intended delivery mode and established learning resource l specification. (.$ Technical and/or content issues that may result to deviations of actual resources from instructional design are discussed with concerned personnel in line with establishment policy. (.+ Utili)ation guide are developed in line with learning resources features and design. $.% Test criteria and instruments are developed in line with learning material specification. $.( Test sites and reviewers are identified in line with established target users $.$ Testing of learning resources are undertaken in line with work plan $.+ /eedback and suggestions are addressed in line with approved work plan and development cycle.

(. 3evelop digitally formatted resources

$. Test digitally formatted learning resources

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

1+

RAN,E OF ;ARIABLES ;ARIABLE %. 'earning resources specification RAN,E 2ay include but not limited to! %.% 5uality of media elements %.( /ile si)e %.$ 9ackaging re uirements 2ay include but not limited to! (.% 8nline learning (.( 8ffline :C34based; learning 2ay include! $.% @toryboard $.( @cript 2ay include, but not limited to! +.% @chedule of deliverable +.( @chedule of activities 2ay include but not limited to! ".% Te<t ".( 9icture and illustration ".$ 2ovie ".+ Animation

(. 3elivery mode

$. *nstructional design

+. -ork plan

". 2edia elements

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

1"

E;IDENCE ,UIDE %. Critical aspects of competency Assessment re uires evidence that the candidate! %.% 9lanned for the development of electronic learning resources %.( 3eveloped digital format learning resources %.$ Conducted testing of digital format learning resources (.% *.T. 9rinciples :i.e. internet technology, www; (.( 9rinciples of learning using internet technology (.$ 9ro?ect management (.+ *nstructional designing for e'earning (." 'earners behaviour and characteristics in e4 learning environment (.. 9rinciples of research $.% $.( $.$ $.+ $." $.. $.0 *nstructional designing 9hoto editing *llustrating digital image and ob?ects Video editing Audio editing Authoring /acilitation skills

(. Underpinning Enowledge

$. Underpinning @kills

+. 6esource *mplications

". 2ethods of Assessment .. Conte<t for Assessment

The following resources 2U@T be provided! +.% Computer for multimedia editing +.( *nternet access +.$ e4'earning Tools :i.e. photo editing software, video editing software; +.+ Access to e<perts for review and consultation Competency may be assessed through! ".% 3emonstration / 8bservation and with oral uestioning ".( 9ortfolio Assessment should be conducted in the workplace /simulated area / TE@3A Assessment Center

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

1.

ELECTI;E COMPETENCY
UNIT TITLE UNIT CODE UNIT DESCRIPTOR ! ! ! FACILITATE DE;ELOPMENT OF COMPETENCY STANDARDS T;T2'2'1' This unit covers the outcomes re uired to facilitate the development of competency standards for particular work functions, work processes, work roles and work4related vocational outcomes. PERFORMANCE CRITERIA
Italicized #old terms are elaborated in the 6ange of Variables

ELEMENT %. 9repare workshop materials and venue

%.% ,enue, food, supplies and materials are coordinated in accordance with standard office procedures. %.( !ocuments/-ecords are prepared in accordance with standard format. %.$ /andouts and presentation materials are prepared based on need/backgrounds of e<pert4panel members. %.+ E<pert panel is identified and organi)ed following esta#lished procedures. (. 3raft (.% E<perts are oriented on the process and methods of competency developing competency standards based on established standards procedures. (.( -here applicable, functional analysis is performed in accordance with accepted procedures. (.$ *n case of lack of or unavailability of e<perts, review of literature and adaptation of e<isting/comparable competency standards are carried out in consultation with industry partners. (.+ The identified unit/s of competency is/are developed in accordance with competency standards re uirements and process. (." Competency standards are drafted in accordance with e<pert/working committee recommendations. (.. 3raft competency standards are packaged/ presented in accordance with approved format. $. /inali)e competency $.% 6espondents in the validation are identified/ targeted to standards ensure participation of broad range of stakeholders. $.( 3raft competency standards are validated with a representative group of industry e<perts/stakeholders. $.$ Validation results are documented and analy)ed using criteria and a ?udgment is made to modify, amend or maintain draft. $.+ Validated competency standards are checked to ensure the revised/finali)ed standards meets relevant re'uirements. $." Competency standards are finali)ed in accordance with validation recommendations.

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

10

RAN,E OF ;ARIABLES ;ARIABLE %. Venue, supplies and materials RAN,E 2ay include but not be limited to! %.% /unction room %.%.% @ound system %.%.( 9ro?ector %.%.$ Computers/ 'aptop %.%.+ Tables and chairs %.( @upplies and materials %.(.% Dond paper %.(.( 9en/pencil %.(.$ Doard marker %.(.+ -hite board %.(." Drown envelope (. 3ocuments/records (.% Attendance sheet (.( E<pertsA nomination form (.$ Appointment of e<perts 2ay include but not be limited to! $.% 9aper4based handouts $.( @lide presentations $.$ @ample unit/s of competency +.% 6e uest nominations from industry associations/partners e<pert4panel members +.( 7ominees fill out nomination forms +.$ Convene e<pert panel into series of writeshop4meetings to draft the competency standards +.+ Validate and finali)e the competency standards with e<pert panel ".% ".( ".$ ".+ "." 6elevance of the feedback Appropriateness of the feedback -hether feedback adds value or meaning -hether feedback adds new content -hether feedback adds to uality of draft

$. Fandouts

+. Established procedures for e<pert panels

". Criteria

.. 6e uirements

2ay include! ..% >uidelines of relevant body ..( *ndustry needs ..$ Client re uirements

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

11

E;IDENCE ,UIDE %. Critical aspects of competency Assessment re uires evidence that the candidate 44 %.% 9repared workshop materials and venue %.( /acilitated competency standards writeshop and validation %.$ /inali)ed competency standards (.% >uidelines for developing competency standards (.( The technical and vocational education and training :TVET; environment (.$ 9olicies, legislation, codes of practice and national standards relevant to TVET %.% 9resentation skills $.( Communication skills $.$ /acilitation skills $.+ Analysis skills $." Thinking skills The following resources 2U@T be provided! +.% Access to panel of e<perts +.( Venue +.$ @upplies and materials +.+ Fandouts Competency may be assessed through! ".% *nterview ".( 3emonstration with oral uestioning ".$ -ritten e<am/case problems Assessment should be conducted in the workplace / simulated area / TE@3A Assessment Center

(. Underpinning knowledge and attitude

$. Underpinning @kills

+. 6esource *mplications

". 2ethods of Assessment

.. Conte<t of Assessment

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

1&

SECTION ' TRAININ, STANDARDS These guidelines are set to provide the Technical and Vocational Education and Training :TVET; providers with information and other important re uirements to consider when designing training programs for T6A*7E6@A 5UA'*/*CAT*87 :T5; 'evel **.

'.1 CURRICULUM DESI,N

Co-(ses o$ T(ai$i$g Desig$ a$6 De0e.o"!e$# B Trainers 5ualification :T5; 'evel **

3escription! This course is designed to enhance the knowledge, skills, positive attitude and work values in accordance with the prevailing standards in the Technical 4Vocational Education and Training :TVET; sector. This encompasses competencies re uired of a 'evel ** Technical BVocational Trainer to develop training program designs, curricula, learning materials for both traditional and E4learning programs, assessment tools, maintenance systems, and to analy)e training needs of particular clients or institutions.

To obtain this, all units of competency prescribed for this ualification must be achieved. The elective unit B /acilitate development of competency standards may or may not be bundled in the full course.

TVET providers offering the T5 'evel ** may choose to offer modular courses for each of the core competencies.

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

&#

CORE COMPETENCIES

Co-(se Ti#.e< CONDUCTIN, TRAININ, NEEDS ANALYSIS S-gges#e6 No!i$a. D-(a#io$< )/ =o-(s U$i# o4 Lea($i$g O-# o!es Me#@o6o.og1 Co!"e#e$ 1 %. Conduct training %.% 3evelop instruments 'ecture/ needs analysis for T7A discussion %.( Administer T7A @elf4paced instrument instructions %.$ Analy)e T7A results 9ractical e<ercises

Assess!e$# A""(oa @ -ritten oral uestioning -ritten test Third party report 9ortfolio -ork sample

Co-(se Ti#.e< DE;ELOPIN, TRAININ, CURRICULUM S-gges#e6 No!i$a. D-(a#io$< )/ =o-(s (. 3evelop training (.% Establish training >roup curriculum need re uirements discussion (.( 3evelop @imulation competencyBbased 'ecture curriculum @elf Bpace (.$ /inali)e training instruction curriculum Dlended delivery methods

-ritten test 3emonstration / uestioning 9ortfolio

Co-(se Ti#.e< DE;ELOPIN, LEARNIN, MATERIALS S-gges#e6 No!i$a. D-(a#io$< 12/ =o-(s $. 3evelop $.% Analy)e the learning 'ecture/ 8ral learning materials discussion uestioning materials re uirements 3emonstratio -ritten $.( 3esign the learning n/application e<amination materials 8ral 3emonstration $.$ 3evelop the content of presentation :9ro?ects) the learning materials $.+ 6eview and validate the learning materials $." Evaluate the design and development process Co-(se Ti#.e< DE;ELOPIN, COMPETENCY ASSESSMENT TOOLS S-gges#e6 No!i$a. D-(a#io$< )/ =o-(s +. 3evelop +.% Establish Evidence 'ecture/ 'ecture/ competency 6e uirements discussion discussion assessment +.( Establish suitable @elf4paced @elf4paced tools Assessment 2ethods instructions instructions +.$ 9repare Assessment 9ractical 9ractical Tools e<ercises e<ercises +.+ Validate Assessment Tools

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

&%

Co-(se Ti#.e< DE;ELOPIN, LEARNIN, MATERIALS FOR E%LEARNIN, S-gges#e6 No!i$a. D-(a#io$< 12/ =o-(s ". 3evelop ".% 9lan for the >roup 3emonstration learning development of discussion 8ral materials for E4 digitally formatted @imulation 5uestioning learning learning resources 'ecture -ritten ".( 3evelop digitally e<amination @elf Bpace formatted resources Evaluation of instruction ".$ Test digitally formatted work sample learning resources

Co-(se Ti#.e< DESI,N AND DE;ELOP MAINTENANCE SYSTEM S-gges#e6 No!i$a. D-(a#io$< )/ =o-(s .. 3esign and ..% Verify maintenance /ocused -ritten test develop re uirements group 3emonstration maintenance ..( 6esearch and plan discussion / uestioning system for facility and Drain 9ortfolio e uipment storming maintenance 9eer ..$ Establish teaching maintenance 6ole playing systems ..+ Complete maintenance procedures .." Establish procedures for review of maintenance systems

ELECTI;E COMPETENCY

No#e < T@is -$i# o4 o!"e#e$ 1 A@i @ #@e #(ai$i$g "(o0i6e( a1 o( !a1 $o# o44e(. S-gges#e6 No!i$a. D-(a#io$< )/ =o-(s U$i# o4 Lea($i$g O-# o!es Co!"e#e$ 1 %. /acilitate %.%. 9repare workshop development of materials and venue competency %.(. /acilitate standards: competency standards development %.$. /inali)e competency standards
T6A*7E6 5UA'*/*CAT*87 'evel **

Me#@o6o.og1 'ecture/ discussion @elf4paced instructions 9ractical e<ercises

Assess!e$# A""(oa @ *nterview 8ral uestioning 3emonstration

9romulgated 7ovember (#%#

&(

BASIC COMPETENCIES

S-gges#e6 No!i$a. D-(a#io$< 12* =o-(s U$i# o4 Co!"e#e$ 1 %. 'ead workplace Communication Lea($i$g O-# o!es %.% Communicate information about workplace processes %.( 'ead workplace discussions %.$ *dentify and communicate issues arising in the workplace (.% *dentify math and science manifestations in the course content and the workplace (.( 6elate math and science concepts to common and workplace situations (.$ Assess traineesA internali)ation of math and science concepts (.+ *ntroduce further enhancements $.% /ollow environmental workplace practices $.( Contribute to improve environmental work practices $.$ 6ecogni)e and report potential environmental threats +.% @et4up work environment +.( Utili)e word processing application +.$ Utili)e presenter application +.+ Utili)e spread sheet application +." Utili)e internet and www to communicate and collect Me#@o6o.og1 >roup discussion 6ole4playing Drainstorming Assess!e$# A""(oa @ 8bservation *nterview

(. Apply math and science principles in technical training

'ecture4 discussion 9ro?ects/case studies

3emonstration with oral uestioning Case problems

$. Apply environmental principles and advocate conservation

'ecture4 discussion /ield visits

3irect observation *nterview

+. Utili)e *T applications in technical training

'ecture4 discussion 9ractical lab 3emonstration

3emonstration/ direct observation with oral uestioning 9ortfolio evaluation

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

&$

U$i# o4 Co!"e#e$ 1 ". 'ead small teams

Lea($i$g O-# o!es information ".% 9rovide team leadership ".( @upervised team performance ..% 8bserve workplace policies and guidelines ..( 8bserve proper conduct in dealing with learners and parents

Me#@o6o.og1

Assess!e$# A""(oa @ 3emonstration Case studies

'ecture 3emonstration @elf4paced :modular; 'ecture4 discussion 6ole4playing/ simulation Case studies

.. Apply work ethics, values and uality principles

3emonstration 3emonstration with oral uestioning *nterview -ritten test Third4party report 3emonstration with oral uestioning *nterview -ritten test Third4party report

0. -ork effectively in vocational education and training

0.% -ork within the vocational education and training policy framework 0.( -ork within the training organi)ationAs uality framework 0.$ 2anage work and work relationships 0.+ 9erform a client B focused approach to work 1.% 9ractice inclusivity 1.( 9romote and respond to diversity 1.$ 3evelop and implement work strategies to support inclusivity 1.+ 9romote a culture of learning 1." 2onitor and improve work practices

'ecture4 discussion Case studies

1. /oster and promote an inclusive learning culture

'ecture4 discussion 6ole4playing/ simulation /ield visits

3emonstration with oral uestioning *nterview -ritten test Third4party report

&. Ensure healthy and safe learning environment

&.% *dentify 8ccupational 'ecture4 Fealth and @afety discussion :8F@; /ield visits responsibilities Case studies &.( *dentify ha)ards in the learning environment &.$ Assess risks in the

3emonstration with oral uestioning Case problems *nterview

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

&+

U$i# o4 Co!"e#e$ 1

Lea($i$g O-# o!es learning environment &.+ 3evelop and implement actions to ensure the health safety and welfare of learners and/or candidates &." 9rovide appropriate 8ccupational Fealth and @afety :8F@; re uirements to learners and/or candidates &.. 2onitor 8ccupational Fealth and @afety :8F@; arrangements in the learning environment

Me#@o6o.og1

Assess!e$# A""(oa @

%#. 2aintain and enhance profess4ional practice

%#.% 2odel high standards of performance %#.( 3etermine personal development needs %#.$ 9articipate in professional development activities %#.+ 6eflect on and evaluate professional practice

'ecture4 discussion 6ole4playing Case studies 6eporting/ presentation

3emonstration with oral uestioning *nterview -ritten test -ritten report

%%. 3evelop and promote appreciation for costs and benefits of technical training

%%.% @tudy and evaluate 'ecture4 training cost discussion components and Case studies benefits %%.( 2onitor conduct and results of training %%.$ 9romote awareness of costs and benefits of training %(.% *dentify current and future trends/concerns %(.( Assess new developments %(.$ Utili)e labor market information to best effect 'ecture4 discussion Case studies

Case problems -ritten e<am *nterview -ritten report

%(. 3evelop and promote understanding of global labor markets.

Case problems -ritten e<am *nterview 8ral presentation

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

&"

'.2

TRAINEE ENTRY REQUIREMENTS Candidate/trainee must reach/possess any of the following ualification!

D@ >raduate or e uivalent Certified at the same or higher 7C 'evel in the ualification that will be handled :for technical trainers;

'.'

LIST OF TOOLS5 EQUIPMENT AND MATERIALS TRAINER QUALIFICATION Le0e. II 6ecommended list of tools and materials per trainee for T5 **

TOOLS QTY DESCRIPTION QTY

EQUIPMENT DESCRIPTION Computer and peripherals 'C3 pro?ector Electronic /2ultimedia e uipment Training facilities /e uipment :3epending on trade area; -orkplace or simulated environment QTY

MATERIALS DESCRIPTION 9aper and pencil Audio video materials Fand outs

6eference books

2anuals

3ifferent types of forms 2aterials and consumables for maintenance


T6A*7E6 5UA'*/*CAT*87 'evel ** 9romulgated 7ovember (#%# &.

TOOLS QTY DESCRIPTION QTY

EQUIPMENT DESCRIPTION QTY

MATERIALS DESCRIPTION activities

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

&0

'.) TRAININ, FACILITIES TRAINER QUALIFICATION B Le0e. II The competency4based training environment for the training of trainers must include component areas for the following 4 practical work area, learning resource center, training resource and production area, assessment area, uality control and support area. At the minimum, there should be provisions for a lecture and workshop area, learning resource area, multimedia/computer/audio4visual laboratory and workshop/production area. '.& TRAINERS QUALIFICATIONS B Co-(se o$ T(ai$i$g Desig$ a$6 De0e.o"!e$#
K

2ust be a holder of Trainer 5ualification 'evel *** or higher/e uivalent ualification or training/e<perienceK -ith at least five :"; years e<perience as trainer/teacher -ith good moral character 2ust be computer literate 2ust be physically and mentally fit 2ust be a holder of professional teacher license issued by 96C or e uivalentKK 2ust have % year industry e<perienceKKK
e uivalent ualification or training/e<perience will be accepted only during the transition period toward the Trainer 5ualifications 'evels *** and *V when there are few or no holders yet of T5 *** and T5 *VH this period will be further defined by TE@3A

KK this applies only to schools prescribing this re uirement KKKoptionalH only when re uired by the hiring institution

'.3 INSTITUTIONAL ASSESSMENT *nstitutional Assessment is to be undertaken by trainees to determine the achievement of units of competency. A certificate of achievement is issued for each unit of competency.

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

&1

SECTION ) NATIONAL ASSESSMENT AND CERTIFICATION ARRAN,EMENTS +.% To attain the 7ational 5ualification of T5 **, the candidate must demonstrate competence in all the units of competency listed in @ection %. @uccessful candidates shall be awarded a 7ational T5 Certificate signed by the TE@3A 3irector >eneral.

+.(

The 5ualification may be ac uired through accumulation of T5 Certificates of Competency :C8C; in the following units of competency B

+.(.% Conduct training4needs analysis +.(.( 3evelop training curriculum +.(.$ 3evelop learning materials +.(.+ 3evelop E4learning materials +.(." 3evelop assessment tools +.(.. 3esign and develop maintenance system for training facilities +.(.0 Facilitate development of competency standards Elective nit

+.$

Upon accumulation and submission of the above si< :.; T54C8Cs ac uired, an individual shall be issued the 7ational T5 ** Certificate.

+.+

Assessment shall focus on the core units of competency. The basic competencies shall be integrated or assessed concurrently with the core units.

+."

The candidate applying for assessment and certification under T5 ** must be

+.".% D@ graduate or e uivalent +.".( Folder of T5 * ualification +.".$ Certified of 7ational Certificate level that will be handled/facilitated

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

&&

Co!"e#e$ 1 Ma" T(ai$e( Q-a.i4i a#io$

C86E C829ETE7C*E@

E'ECT*VE C829ETE7C*E@

T6A*7E6 5UA'*/*CAT*87 'evel **


Apply math and science principles in technical training Utili)e *T applications in technical training 'ead small teams Apply environmental principles and advocate conservation Apply work ethics, values and uality principles /oster and promote a learning culture Ensure healthy and safe learning environment 2aintain and enhance professional practice 3evelop and promote appreciation for cost4benefits of technical training 3evelop and promote global understanding of labor markets @upervise -ork 4 based learning Conduct competency assessment 2aintain training facilities Utili)e electronic media in facilitating training /acilitate development of competency standards Conduct training needs analysis 3evelop training curriculum 3evelop learning materials 3evelop learning materials for E 4 learning 3esign and develop maintenance system

DA@*C C82ETE7C*E@

'ead workplace Communication

-ork effectively in vocational education and training

9lan training sessions

9romulgated 7ovember (#%#

3evelop competency assessment tools

/acilitate development of competency standards

Lege$6 T(ai$e( Q-a.i4i a#io$ II

%##

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

%#%

DEFINITION OF TERMS

%; Trainer B a person who enables a learner or group of learners to develop or ac uire competencies toward performing a particular trade or technical work (; 5ualification B a cluster of units of competency that meets ?ob roles and is significant in the workplace. *t is also a certification awarded to a person on successful completion of a course and/or in recognition of having demonstrated competencies relevant to an industry $; Curriculum B refers to the specifications for a course or sub?ect :module; which describe the relevant learning e<periences a trainee or student undergoes, generally including ob?ectives, content, intended learning outcomes, training methodology, recommended assessment tasks, etc. 4) Competency standard a description of competency formed by the knowledge, abilities, skills, comprehension and attitudes re uired for acceptable performance of a productive function and established as a reference or re uirement for a ualification. Competency standards are made up of units of competency, which are themselves made up of elements of competency, together with performance criteria, a range of variables, and an evidence guide "; Unit of competency B a component of a competency standard. A unit of competency is a statement of a key function or role in a particular ?ob or occupation .; *nstructional design B this covers the planning, delivery and assessment of instructionH the instructional design process includes analy)ing a training or performance problem, defining the intended outcomes, determining how to present the content to learners to achieve those outcomes, developing the training course according to the designs, implementing the course, and evaluating its effectiveness. Trainers use instructional design to prepare all types of instructionLcourses presented in the classroom, through workbooks, and online.

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

%#(

AC9NO:LED,MENTS

The Technical Education and @kills 3evelopment Authority :TE@3A; wishes to e<tend thanks and appreciation to the representatives of business, industry, academe and government agencies who donated their time and e<pertise to the development and validation of these Training 6egulations. T=E TEC=NICAL :OR9IN, ,ROUP

Consultant

2r. /E'*9E T. T866E@ >okongwei Drothers /oundation 'earning and 3evelopment Center

2r. A6TFU6 'U*@ 9. /'86E7T*7, /92 9eople 2anagement Association of the 9hilippines :92A9; 9hilippine @ociety for Training and 3evelopment :9@T3;

2s. 2A6C86*E >. 2E73E7*''A E<ecutive 3irector TEV@A9F*'

2r. /6E3E'*T8 7. @UA6EM Associate 3irector, Academic @ervices 22'3C /oundation, *nc.

2r. 6838'/8 C. 2E7>U*TA Training 3irector/F63 2anager 3. 2. Consun?i, *nc.

2r. V'A3*2*6 F. @A7T8@ 2/* /oundation, *nc.

2s. 2*'A>68@ 8. FE67A73EM 9hilippine @ociety for Training and 3evelopment


9romulgated 7ovember (#%# %#$

T6A*7E6 5UA'*/*CAT*87 'evel **

Me!Ce(s o4 #@e TESDA Boa(6

T@e TESDA Boa(6 S#a$6a(6s%Se##i$g a$6 S1s#e!s De0e.o"!e$# Co!!i##ee

T@e Ma$age!e$# a$6 S#a44 o4 #@e TESDA Se (e#a(ia# 5ualifications and @tandards 8ffice :5@8; Competency Assessment and Certification 8ffice :CAC8;

T6A*7E6 5UA'*/*CAT*87 'evel **

9romulgated 7ovember (#%#

%#+

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