CBC-TM I Trinadfers Methodology Level 1

COMPETENCY-BASED
CURRICULUM
Sector :

Qualification :
TRAINERS METHODOLOGY LEVEL I:
TRAINER/ASSESSOR
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
East Service Road, South Superhighway, Taguig City, Metro Manila
TABLE OF CONTENTS
A...COURSE DES!"................................................................................................#$%
&. MODU'ES O( "STRUCTO"
&asic Co)petencies..............................................................................................*
o 'eading wor+place co))unication..........................................................,$#-
o Applying )ath and science principles in technical training....................##$#%
o Applying environ)ental principles and advocate conservation.............#*$.#
o Utili/ing applications in technical training................................................$.0
o 'eading s)all tea)s...............................................................................1$2#
o Applying wor+ ethics, values and 3uality principles...............................2.$24
o 5or+ing e66ectively in vocational education and training.......................2%$4-
o (ostering and pro)oting an inclusive learning culture..........................4#$4*
o Ensuring a healthy and sa6e learning environ)ent...............................4,$%2
o Maintaining and enhancing pro6essional practice..................................%4$%0
o Developing and pro)oting appreciation 6or costs and 7ene6its o6
technical training........................................................................%1$*.
o Developing and pro)oting understanding o6 glo7al la7or )ar+ets ......*2$**
Core Co)petencies.............................................................................................*,
o 8lanning training session.......................................................................*0$,2
o (acilitating learning session...................................................................,4$,1
o Utili/ing electronic )edia in 6acilitating training.....................................0-$02
o Supervising wor+$7ased learning...........................................................04$0,
o Conducting co)petency assess)ent....................................................00$14
o Maintaining training 6acilities..................................................................1%$11
COURS E DE S I GN
COURSE TT'E 9 TRAINERS METHODOLOGY LEVEL I: TRAINER/ASSESSOR
"OM"A' DURATO" 9 .64 hours
COURSE DESCR8TO" 9
This course is designed to enhance the +nowledge, s+ills, positive attitude and wor+ values
o6 the learner in accordance with the prevailing standards in the Technical $:ocational
Education and Training ;T:ET< sector. This enco)passes co)petencies re3uired o6 a
Technical$:ocational Trainer to per6or) the tas+s in the areas o6 instructional delivery =
6acilitation, co)petency assess)ent, and )aintenance o6 training resources = 6acilities.
E"TR> RE?UREME"TS 9
Candidate=trainee )ust reach=poses any o6 the 6ollowing 3uali6ication9
!raduate o6 courses relevant to Technical $:ocational Education and Training
A7ility to co))unicate
8hysically 6it and )entally healthy
Can per6or) 7asic )athe)atical co)putation and )ensuration.
Trainers Methodology 'evel 9 Trainer=Assessor $ # $
COURSE STRUCTURE:
BASIC COMPETENCIES
;#.0 hours<
U"T O(
COM8ETE"C>
MODU'E TT'E 'EAR""! OUTCOMES
"OM"A'
DURATO"
#. 'ead
wor+place
co))unication
#.# 'eading
wor+place
co))unication
#.#.# Co))unicate in6or)ation
a7out wor+place process
#.#.. 'ead wor+place discussions
#.#.2 denti6y and co))unicate
issues arising in the
wor+place
0 hours
.. Apply )ath and
science
principles in
technical
training
..#Applying )ath
and science
principles in
technical
training
..#.# denti6y )ath and science
)ani6estations in the course
content and the wor+place
..#.. Relate )ath and science
concepts to co))on and
wor+place situations
..#.2 Assess trainees
internali/ation o6 )ath and
science concepts
..#.4 ntroduce 6urther
enhance)ents
0 hours
2. Apply
environ)ent
principles and
advocate
conservation
2.#Applying
environ)ent
principles and
advocate
conservation
2.#.# (ollow environ)ental
wor+place practices
2.#.. Contri7ute to i)prove
environ)ental wor+ practices
2.#.2 Recogni/e and report
potential environ)ental
threats
0 hours
4. Utili/e T
applications in
technical
training
4.#Utili/e T
applications in
technical
training
4.#.# Set$up wor+ environ)ent
4.#.. Utili/e word processing
application
4.#.2 Utili/e presenter application
4.#.4 Utili/e spreadsheet application
4.#.% Utili/e internet and www to
co))unicate and collect
in6or)ation
0 hours
%. 'ead s)all
tea)s
%.# 'eading s)all
tea)s
%.#.# 8rovide tea) leadership
%.#.. Supervised tea)
per6or)ance
0 hours
*. Apply wor+
ethics, values
and 3uality
principles
*.#Applying wor+
ethics, values
and 3uality
principles
*.#.# O7serve wor+place policies
and guidelines
*.#.. O7serve proper conduct in
dealing with learners and
parents
0 hours
,. 5or+
e66ectively in
vocational
education and
training
,.#5or+ing
e66ectively in
vocational
education and
training
,.#.# 5or+ within the vocational
education and training policy
6ra)ewor+
,.#.. 5or+ within the training
organi/ation@s 3uality
6ra)ewor+
,.#.2 Manage wor+ and wor+
#* hours
Trainers Methodology 'evel 9 Trainer=Assessor $ . $
U"T O(
COM8ETE"C>
"OM"A'
DURATO"
relationships
,.#.4 8er6or) a client$6ocused
approach to wor+
0. (oster and
pro)ote an
inclusive
learning culture
0.#(ostering and
pro)oting an
inclusive
learning culture
0.#.# 8ractice inclusivity
0.#.. 8ro)ote and respond to
diversity
0.#.2 Develop and i)ple)ent wor+
strategies to support
inclusivity
0.#.4 8ro)ote a culture o6 learning
0.#.% Monitor and i)prove wor+
practices
#* hours
1. Ensure a
healthy and
sa6e learning
environ)ent
1.#Ensuring a
healthy and
sa6e learning
environ)ent
1.#.# denti6y occupation health
and sa6ety ;OAS<
responsi7ilities
1.#.. denti6y ha/ards in the
learning environ)ent
1.#.2 Assess ris+s in the learning
environ)ent
1.#.4 Develop and i)ple)ent
actions to ensure the health
and sa6ety and wel6are o6
learners and=or candidates
1.#.% 8rovide appropriate
occupational health and
sa6ety ;OAS< re3uire)ents to
learners and=or candidates
1.#.* Monitor occupational health
and sa6ety ;OAS<
arrange)ents in the learning
environ)ent
#* hours
#-. Maintain and
enhance
pro6essional
practice
#-.# Maintaining
and enhancing
pro6essional
practice
#-.#.# Model high standards o6
per6or)ance
#-.#.. Deter)ine personal
develop)ent needs
#-.#.2 8articipate in pro6essional
develop)ent activities
#-.#.4 Re6lect on and evaluate
pro6essional practice
0 hours
##. Develop and
pro)ote
appreciation 6or
cost and
7ene6its o6
technical
training
##.# Developing and
pro)ote
appreciation 6or
cost and
7ene6its o6
technical
training
##.#.# Study and evaluate training
cost co)ponents and
7ene6its
##.#.. Monitor conduct and results
o6 training
##.#.2 8ro)ote awareness o6 cost
and 7ene6its o6 training
#* hours
#.. Develop and
pro)ote
understanding
o6 glo7al la7or
)ar+ets
#..# Developing and
pro)oting
understanding
o6 glo7al la7or
)ar+ets
#..#.# denti6y current and 6uture
trends=concerns
#..#.. Assess new develop)ents
#..#.2 Utili/e la7or )ar+et
in6or)ation to 7est e66ect
0 hours
Trainers Methodology 'evel 9 Trainer=Assessor $ 2 $
CORE COMPETENCIES
;#2* hours<
U"T O(
COM8ETE"C>
"OM"A'
DURATO"
#. 8lan training
session
#.# 8lanning
training session
#.#.# denti6y learner@s training
re3uire)ents
#.#.. 8repare session plan
#.#.2 8repare instructional
)aterials
#.#.4 8repare assess)ent
instru)ents ;nstitutional<
#.#.% Organi/e learning and
teaching resources
4- hours
.. (acilitate
learning
session
..# (acilitating
learning
session
..#.# 8repare training
6acilities =resources
..#.. Conduct pre$assess)ent
..#.2 (acilitate training session
..#.4 Conduct co)petency
assess)ent
..#.% Review delivery o6 training
session
2. hours
2. Utili/e
electronic
)edia in
6acilitating
training
2.# Utili/ing
electronic
)edia in
6acilitating
training
2.#.# 8resent a lesson through
direct video 6ootage=capture
2.#.. 8resent lesson via 6il)
viewing )ethod
2.#.2 Utili/e co)puter and
)ulti)edia technology to
present a lesson
#* hours
4. Supervise
wor+$7ased
learning
4.# Supervising
wor+$7ased
learning
4.#.# Esta7lish training
re3uire)ent 6or trainees
4.#.. Monitor wor+$7ased training
4.#.2 Review and evaluate wor+$
7ased training e66ectiveness
#* hours
%. Conduct
co)petency
assess)ent
%.# Conducting
co)petency
assess)ent
%.#.# Organi/e assess)ent
activities
%.#.. 8repare the candidate
%.#.2 !ather evidence
%.#.4 Ma+e the assess)ent
decision
%.#.% Record assess)ent results
%.#.* 8rovide 6eed7ac+ to
candidates
#* hours
*. Maintain
training
6acilities
*.# Maintaining
training
6acilities
*.#.# 8lan and schedule
)aintenance activities
*.#.. )ple)ent house+eeping
activities
*.#.2 Maintain training e3uip)ent
and tools
*.#.4 Docu)ent )aintenance
inspection
#* hours
Trainers Methodology 'evel 9 Trainer=Assessor $ 4 $
RESOURCES:
Tools E3uip)ent Materials
Aand tools ;6or the
target trade areas<
Co)puter and peripherals
'CD proBector
Electronic =Multi)edia
e3uip)ent
Training 6acilities =e3uip)ent
;Depending on trade area<
5or+place or si)ulated
environ)ent
8aper and pencil
Audio video )aterials
Aand outs
Re6erence 7oo+s
Manuals
Di66erent types o6 6or)s
Materials and consu)a7les
6or )aintenance activities
COURSE DE':ER>9
(ace$to$6ace instruction ;individual or group<
Distance learning =co)puter$7ased
ndustry ))ersion
Si)ulation
5or+$7ased learning
&lended delivery )ethods
ASSESSME"T METAODS9
5ritten test
nterview ;oral=3uestionnaire<
De)onstration= o7servation
8ort6olio ;credentials
TRA"ER@S ?UA'(CATO"S9
Must 7e a T? certi6icate holder
!ood )oral character
Must 7e a holder o6 pro6essional license issued 7y 8RC or e3uivalent
Must 7e co)puter literate
Must 7e physically and )entally 6it
Must have # year industry eCperience and=or teaching eCperience

Trainers Methodology 'evel 9 Trainer=Assessor $ % $
MODULES OF INSTRUCTION
BASIC COMPETENCIES
U"T O( COM8ETE"C> 9 LEAD WORPLACE COMMUNICATION
MODU'E TT'E 9 LEADING WORPLACE COMMUNICATION
MODU'E DESCR8TOR 9 The )odule covers the +nowledge, s+ills and attitude re3uired to
lead in the disse)ination and discussion o6 ideas, in6or)ation
and issues in the wor+place.
"OM"A' DURATO" 9 0 hours
SUMMAR> O( 'EAR""! OUTCOMES9
Upon co)pletion o6 this )odule, the trainee=student )ust 7e a7le to9
'O#. Co))unicate in6or)ation a7out wor+place processes
'O.. 'ead wor+place discussions
'O2. denti6y and co))unicate issues arising in the wor+place
Trainer ?uali6ication 9 Trainer=Assessor $ , $
LO!" COMMUNICATE INFORMATION ABOUT WORPLACE PROCESSES
ASSESSME"T CRTERA9
#. Appropriate co))unication )ethod is selected
.. Multiple operations involving several topics areas are co))unicated accordingly
2. ?uestions are used to gain eCtra in6or)ation
4. Correct sources o6 in6or)ation are identi6ied
%. n6or)ation is selected and organi/ed correctly
*. :er7al and written reporting is underta+en when re3uired
,. Co))unication s+ills are )aintained in all situations
CO"TE"TS9
Methods o6 co))unication
Organi/ation re3uire)ents 6or written and electronic co))unication )ethods
E66ective ver7al and no$ver7al co))unication )ethods
Co))unication protocol
Co))unication strategies
CO"DTO"S9 Students=trainees )ust 7e provided with the 6ollowing9
Aandouts or re6erence )aterials=7oo+s on the a7ove stated contents
8C=printer or laptop=printer with internet access
&ond paper
&all pens=pencils and other o66ice supplies and )aterials
Co))unication resources
5or+place or si)ulated environ)ent
METAODO'O!ES9
'ecture=discussion
De)onstration=application
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ 0 $
LO#" LEAD WORPLACE DISCUSSIONS
ASSESSME"T CRTERA9
#. Response to wor+place issues are sought
.. Response to wor+place issues are provided i))ediately
2. Constructive contri7utions are )ade to wor+place discussions on such issues as
production, 3uality and sa6ety
4. !oals=o7Bectives and action plan underta+en in the wor+place are co))unicated
CO"TE"TS9
5or+place co))unication protocol
Co))unication ethics
Co))unication disse)ination process
&ond paper
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
LO$" IDENTIFY AND COMMUNICATE ISSUES ARISING IN THE WORPLACE
ASSESSME"T CRTERA9
#. ssues and pro7le)s are identi6ied as they arise
.. n6or)ation regarding pro7le)s and issues are organi/ed coherently to ensure clear
and e66ective co))unication
2. Dialogue is initiated with appropriate personnel
4. Co))unication pro7le)s and issues are raised as they arise
CO"TE"TS9
5or+place pro7le)s and issues
8ro7le)=issues and resolution
&ond paper
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ #- $
U"T O( COM8ETE"C> 9 APPLY MATH AND SCIENCE PRINCIPLES IN TECHNICAL
TRAINING
MODU'E TT'E 9 APPLYING MATH AND SCIENCE PRINCIPLES IN
TECHNICAL TRAINING
MODU'E DESCR8TOR 9 This )odule covers the outco)es re3uired to integrate )ath and
science concepts in the content and delivery o6 technical training
progra)s and to )otivate trainees in learning and applying such
concepts in the wor+place.
SUMMAR> O( 'EAR""! OUTCOMES 9
Upon co)pletion o6 this )odule the trainee=student )ust 7e a7le to9
'O#. denti6y )ath and science )ani6estations in the course content and the wor+place
'O.. Relate )ath and science concepts to co))on and wor+place situations
'O2. Assess trainees@ internali/ation o6 )ath and science concepts
'O4. ntroduce 6urther enhance)ents
Trainer ?uali6ication 9 Trainer=Assessor $ ## $
LO!" IDENTIFY MATH AND SCIENCE MANIFESTATIONS IN THE COURSE
CONTENT AND THE WORPLACE
ASSESSME"T CRTERA 9
#. Course content and learning outco)es are reviewed and studied 6or )ath and
science content
.. Situations in the wor+place and in everyday li6e are related to the course or progra)
are identi6ied 6or inclusion or )ention in the training
2. Training aids, lesson plans or session notes are prepared, adopted or custo)i/ed
incorporating or highlighting applications o6 )ath and science principles
CO"TE"TS9
Course content o6 Math and science as applied to technical training
- &asic Arith)etic=6our 6unda)entals operations
- Ele)entary Alge7ra
- &asic Science
Review o6 learning outco)es 6or )ath and science
Training Methodology 6or science and )ath as applied to technical training
Di66erent training aids, audio visuals and learning )aterials in teaching and adopting
)ath and science in the area o6 technical training
Di66erent )athe)atical and science )odels=representations
- ?uantitative )odels
- &asic laws, principles
- !raphs and diagra)s
CO"DTO"S9 The student=trainee )ust 7e provided with the 6ollowing9
Di66erent )ath and science teaching=learning )odels
Di66erent learning )aterials and training aids
ConteCtual and eCperiential learning )ethods and activities
Math and science la7oratory paraphernalia
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten eCa)ination
Oral nterview
De)onstration
Case pro7le)s
Trainer ?uali6ication 9 Trainer=Assessor $ #. $
LO#" RELATE MATH AND SCIENCE CONCEPTS TO COMMON AND WORPLACE
SITUATIONS
ASSESSME"T CRTERA 9
#. 8ractical applications o6 )ath and science related to the desired learning outco)es
are incorporated, eCplained and stressed during the training
.. Trainees are aided and encouraged to identi6y and apply )ath and science concepts
in their wor+ and everyday li6e
2. Class eCa)ples=cases, eCercises, and assign)ents are given 6or trainees to eCplore
and re6lect on the applications=)ani6estations o6 )ath and science along the course
content
CO"TE"TS 9
8ractical Applications o6 Math and science related to technical training
Di66erent training aids in encouraging trainees in the study o6 )ath and science in
technical training
Di66erent Mathe)atical and science eCa)ples as applied to technical training
Di66erent situations=cases o6 )ath and science co))on to wor+place
Di66erent eCercises as well as assign)ent that re6lects )ath and science along the
course content
Math and science training aids
Models and representations
Di66erent ConteCtual and eCperiential learning )ethods
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten test
Oral nterview and 3uestioning
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ #2 $
LO$" ASSESS TRAINEES INTERNALI%ATION OF MATH AND SCIENCE CONCEPTS
ASSESSME"T CRTERA9
#. Trainees@ retention o6 7asic )ath and science concepts are reviewed to identi6y areas
needing 6urther intervention
.. Trainees@ appreciation o6 )ath and science principles along the trade area or su7Bect
)atter is deter)ined using applica7le assess)ent )ethodology
2. Si)ple )athe)atical and scienti6ic )odels=representations are discussed to aid in
the understanding and application o6 principles and theories using language, style
and 6or)at that are readily understood
4. 8oorly$understood areas o6 )ath and science relevant to the course are given eCtra
attention and eCplained in user$6riendly ter)s in accordance with trainees@ interests
and learning styles
CO"TE"TS9
Di66erent concepts o6 )ath and science as applied in technical training
Di66erent )ath and science principles along the technical trade areas
Di66erent )ath and science teaching=learning )odels
Study o6 Di66erent )ath and science learning styles
Di66erent assess)ent )ethodology as applied in )ath and science
Di66erent assess)ent tools=pac+ages
Math and science training aids
Di66erent ConteCtual learning styles )ethods
Sel6 assess)ent
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten test
Oral nterview
Direct o7servation
De)onstration
LO4" INTRODUCE FURTHER ENHANCEMENTS
ASSESSME"T CRTERA9
#. 8ersonal +nowledge, eCperiences and o7servations o6 sel6 and others in the area o6
)ath and science applications are cited and incorporated in the lessons and lecture$
discussions
.. Results o6 application o6 )ath and science concepts are evaluated and docu)ented
6or replication and enhance)ent
2. 'ogical, syste)atic and scienti6ic thin+ing and )ethods are introduced and developed
6or trainees to assi)ilate and apply in their own wor+ and study
4. ConteCtual and eCperiential learning )ethods are utili/ed to aid in appreciation o6
)ath and science concepts
CO"TE"TS9
8ersonal point o6 view, +nowledge and eCperiences in the area o6 )ath and science
and its application
Evaluation and docu)entation o6 )ath and science applications
ntroduction to 'ogical, syste)atic and scienti6ic )ethod o6 thin+ing
Application o6 logical, syste)atic and scienti6ic thin+ing to own wor+
ntroduction to ConteCtual and eCperiential learning )ethod
Access to )ath and science training la7 or wor+shop
Di66erent conteCtual and eCperiential learning )ethods
METAODO'O!ES
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten test
nterview
Direct o7servation
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ #% $
U"T O( COM8ETE"C> 9 APPLY ENVIRONMENTAL PRINCIPLES AND ADVOCATE
CONSERVATION
MODU'E TT'E 9 APPLYING ENVIRONMENTAL PRINCIPLES AND ADVOCATE
CONSERVATION
MODU'E DESCR8TOR 9 This unit covers the +nowledge, s+ills and attitudes re3uired to
apply=adopt environ)ental principles and advocate conservation
in diverse technical$vocational training environ)ents, including
o7serving and contri7uting to positive environ)ent wor+
practices. This covers the 6ollowing9 environ)ental wor+
practices, contri7uting to i)prove)ents o6 environ)ental
practices, and reporting potential environ)ental threats.
'O#. (ollow environ)ental wor+place practices
'O.. Contri7ute to i)prove environ)ental wor+ practices
'O2. Recogni/e and report potential environ)ental threats
Trainer ?uali6ication 9 Trainer=Assessor $ #* $
LO!" FOLLOW ENVIRONMENTAL WORPLACE PRACTICES
ASSESSME"T CRTERA9
#. 5or+place practices and wor+ instructions relating to potential environ)ental i)pacts
are recogni/ed and 6ollowed, and clari6ication is sought where necessary.
.. Relevant legislation, codes and national standards that i)pact on wor+place
environ)ental practices are recogni/ed and 6ollowed.
2. .Changes to wor+ practices and procedures are responded to positively and pro)ptly
in accordance with organi/ational re3uire)ents.
4. ndividual roles=responsi7ilities are deter)ined and per6or)ed 7ased on the progra)=
activities identi6ied
CO"TE"TS9
5or+place practices
5or+ nstructions
Relevant 'egislation on wor+place environ)ental practices
Codes and "ational Standards on wor+place environ)ental practices
5aste )ini)i/ation and segregation
Environ)ental )onitoring
Signs and la7els
Aa/ards and incident data recording and docu)entation
Environ)ental legislation, codes and national standards
- 8hilippine Clean Air Act o6 #111
- 8hilippine Clean 5ater Act o6 .--4
- Ecological Solid 5aste Manage)ent
- Montreal 8rotocol
- Dyoto 8rotocol
- Environ)ental Awareness and Education Act o6 .--0
- 8hilippine Cli)ate Change Act o6 .--1
Changes in wor+ practices in accordance with organi/ational re3uire)ents
ndividual role and responsi7ilities per6or)ed 7ased on progra) and identi6ied
activities
5or+place instructions and practices
8hilippine legislation codes and national standards guide7oo+
E)ergency procedures=guide7oo+
Signs and la7el guides=che)ical la7els
(irst aid +it
OSAC guidelines
Trainer ?uali6ication 9 Trainer=Assessor $ #, $
METAODO'O!ES9
'ecture
Role play
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten eCa)ination
Oral nterview
De)onstration
LO#" CONTRIBUTE TO IMPROVE ENVIRONMENTAL WOR PRACTICES
ASSESSME"T CRTERA9
#. Suggestions are )ade to designated personnel 6or i)prove)ents to wor+place
practices where possi7le.
.. n6or)ation is gathered and i)prove)ents are suggested to support the develop)ent
o6 i)proved wor+place approaches to environ)ental practices.
2. Environ)ental issues and their relationship to wor+place practices are discussed in
the wor+place with colleagues and designated personnel.
4. Contri7utions to the review o6 environ)ental practices and policies are )ade within
li)its o6 responsi7ility
CO"TE"TS9
Di66erent suggestions )ade 6or designated personnel 6or i)prove)ent o6 wor+place
practices
- Mini)i/e environ)ental ha/ards and ris+
- Reduce waste disposal
- Conserve water
- Reduce air and water pollution
- Ma+e )ore e66icient use o6 resources and i)prove environ)ental per6or)ance
- Reduce soil distur7ance
- )prove ha7itat resources
Di66erent in6or)ation gathered 6or the i)prove)ent o6 wor+place approaches to
environ)ental practices
- 8reventing and )ini)i/ing production o6 pollution e.g., discharge to air, land and
water ha/ardous waste
- Reducing E7urning o66F
- Co)posting
- Recycling )aterials
- Conservation practices
- )prove wor+place )aintenance practice
Di66erent environ)ental issues
Environ)ental practices and policies
Environ)ental practices and policies and guidelines
Records and data o6 environ)ental issues
Charts containing di66erent in6or)ation gathered to support wor+place approaches to
environ)ental practices
OSAC guidelines
METAODO'O!ES9
'ecture
:ideo presentation
Role play
!roup discussion
ASSESSME"T METAODS9
5ritten test
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ .- $
LO$" RECOGNI%E AND REPORT POTENTIAL ENVIRONMENTAL THREATS
ASSESSME"T CRTERA9
#. Signs or sy)pto)s o6 the potential environ)ental threat are recogni/ed.
.. n6or)ation a7out or o7servations o6 a potential environ)ental threat are reported to
supervisors and=or appropriate authorities.
2. 'ocation and eCtent o6 the potential environ)ental threat is accurately recorded.
4. Reports on the potential environ)ental threat are co)pleted according to
organi/ational guidelines.
CO"TE"TS9
Signs and sy)pto)s o6 potential environ)ental threat
- O7servation o6 the presence o6 weeds
- 8est ani)als and che)icals
- Da)age cause to plants, ani)al or the environ)ent
- Changes in plant, trees and ani)al health
- Erosion o6 soil
- Soils in water suspension
- 8resence o6 salt
Reports o6 environ)ental threats
Environ)ental records o6 location and eCtent o6 potential environ)ental threats
- Environ)ental data
- Maintenance and inspection reports
- ncident and accident reports
- Co)plaints 6ro) the pu7lic
Creation o6 organi/ational guidelines 6or the potential environ)ental threats
denti6ication o6 di66erent 8otential environ)ental threats and ha/ards
5or+place assess)ent=location
Case studies=scenarios relating to environ)ental protection
!eodetic )apping 6or potential environ)ental threats
OSAC guidelines
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten test
Oral nterview
Direct o7servation
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ .# $
U"T O( COM8ETE"C> 9 UTILI%E IT APPLICATIONS IN TECHNICAL TRAINING
MODU'E TT'E 9 UTILI%ING IT APPLICATIONS IN TECHNICAL TRAINING
MODU'E DESCR8TOR 9 This )odule covers the +nowledge, s+ills and attitude re3uired in
using co)puter so6tware=applications in training. Speci6ically it
covers setting$up o6 wor+ environ)ent, utili/ation o6 word
processing, spreadsheet, presentation applications and
utili/ation o6 internet and world wide we7 to co))unicate and
collect in6or)ation.
'O#. Set$up wor+ environ)ent
'O.. Utili/e word processing application
'O2. Utili/e presenter application
'O4. Utili/e spreadsheet application
'O%. Utili/e internet and www to co))unicate and collect in6or)ation
Trainer ?uali6ication 9 Trainer=Assessor $ .. $
LO!" SET&UP WOR ENVIRONMENT
ASSESSME"T CRTERA9
#. 5or+ 6older is con6igured in accordance with enterprise T utili/ation guidelines.
.. Des+top and shortcuts settings are con6igured in$line with personal pre6erence.
2. Connectivity to printer are chec+ed and tested in accordance with e3uip)ent user
guide.
CO"TE"TS9
8utting Co)puter 8arts together
Creating (older and Directories
- (older Creation
- (older Copy and Trans6er
- Sharing (older
Connecting printer to 8C
E3uip)ent User !uide
Des+top Settings and Shortcuts
- &ac+ground and Screen saver settings
- Screen resolution setting
- Short Cut and 'in+ settings
8ersonal co)puter
8rinter
nstaller=so6tware
&ond paper
US& drive
CD=D:D
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten eCa)ination
Oral nterview
De)onstration
Case pro7le)s
Trainer ?uali6ication 9 Trainer=Assessor $ .2 $
LO#" UTILI%E WORD PROCESSING APPLICATION
ASSESSME"T CRTERA9
#. Docu)ent layout and 6or)atting are applied in line with docu)ent 6or)atting
re3uire)ents.
.. Application 6eatures are utili/ed to enhance productivity in line with application guide=
help instructions
2. 8rinting o6 docu)ents is per6or)ed in line with enterprise T utili/ation guidelines
CO"TE"TS9
5or+ing with word processing progra)
- 5indow 6eatures
- Menus and co))ands
- !raphics and cons
- 8aragraphs
- Short cuts co))ands
Docu)ent lay$out and 6or)atting
- 8age settings
- (ont Settings
- (or)atting styles
- Ta7le utili/ation
Di66erent application 6eatures
- 8rinting (ooter and header setting
- Mail )erge
- Review and editing tools
- Re6erence 6eatures
(or) creation 6eatures 8rocedures and options
8ersonal co)puter
8rinter
5ord processing so6tware ;installed<
A4 si/e 7ond paper
8rinter n+
METAODO'O!ES9
'ecture
Aands on
Discussion
ASSESSME"T METAODS9
5ritten test
De)onstration
LO$" UTILI%E PRESENTER APPLICATION
ASSESSME"T CRTERA9
#. 8resentation layout, 6or)atting and the)e utili/ation are applied in line with target
audience re3uire)ents
.. Ani)ation and slide transitions are applied to enhance viewing and interactivity
eCperience in$line with 7est practices in utili/ing presentation pac+age.
2. 8rinting o6 presentation )aterials are per6or)ed in line with user re3uire)ents and
enterprise T utili/ation guidelines
4. 8ac+aging and eCporting o6 presentation is per6or)ed in line with application help
instructions=wi/ard.
%. 8resentation o6 in6or)ation is per6or)ed in line with 7est practices in utili/ing
presentation pac+age.
CO"TE"TS9
8resentation So6tware ;8ower point< (eatures
- Screen 6eatures
- cons and Menus
- Co))ands and tas+
- 8age settings
- (ont Settings
- (or)atting styles
- Ta7le utili/ation
&est 8ractices in utili/ing presentation 8ac+ages
Ani)ation and E66ects
8ac+aging and eCporting presentation
Savings and 8rinting Options
8ersonal co)puter
8rinter
5ord processing so6tware ;installed<
A4 si/e 7ond paper
8rinter in+
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten test
Oral nterview
Discussion
Trainer ?uali6ication 9 Trainer=Assessor $ .% $
Direct o7servation
LO4" UTILI%E SPREADSHEET APPLICATION
ASSESSME"T CRTERA9
#. 5or+7oo+ and wor+sheet settings and 6or)atting are applied in line with printing
re3uire)ents.
.. (or)ula and conditional 6or)atting are utili/ed to enhance productivity in line with the
application help instructions.
2. Charts are utili/ed to enhance data presentation in line with the application help
instructions.
4. 8rinting o6 wor+sheet is per6or)ed in line with docu)ent layout re3uire)ents and
enterprise T utili/ation guidelines.
CO"TE"TS9
5or+sheet and wor+7oo+ ;Spreadsheet< (eatures and settings
- Screen 6eatures
- cons and Menus
- Co))ands and tas+
- 8age set up
- Aeader set up
- 5or+sheet organi/ation
- 8age settings
- (ont Settings
- (ra)es and 7order
- Cell (or)atting
&asic and Conditional (or)ulas
- Su))ation
- Division
- Multiplication
- Average
- Rounding O66
- 6
Charts utili/ation and presentation
8rinting options
Saving 6iles and docu)ents
8ac+aging and eCporting presentation
8ersonal co)puter
8rinter
Spreadsheet so6tware ;installed<
A4 si/e 7ond paper
8rinter in+
Trainer ?uali6ication 9 Trainer=Assessor $ .* $
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten test
Oral nterview
Discussion
Direct o7servation
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ ., $
LO'" UTILI%E INTERNET AND WWW TO COMMUNICATE AND COLLECT INFORMATION
ASSESSME"T CRTERA9
#. Chat and e)ail 6acility is utili/ed to eCchange in6or)ation and resources in line with
chat help instructions.
.. &rowser is con6igured to enhance productivity in line with the application help
instruction
2. 5orld wide we7 is utili/ed to research and ac3uire resources in line with enterprise T
utili/ation guidelines.
CO"TE"TS9
Theory on the nternet and the 5orld wide we7
- nternet Service 8rovider
- Search Engine
- Search &ar
nternet ter)inology
nternet eCplorer and &rowser
- Coo+ie settings
- 8lug$in setup
- Accessi7ility adBust)ents
'ocal Area "etwor+
"etwor+ 8rinter
5or+ing with electronic )ail ;e$)ail< and chat 6acilities
Search using the internet
8ersonal co)puter
8rinter
nternet connection
A4 si/e 7ond paper
8rinter in+
Router=hu7=switcher
METAODO'O!ES9
'ecture
:ideo presentation
De)onstration
ASSESSME"T METAODS9
5ritten test
Oral nterview
Discussion
Direct o7servation
U"T O( COM8ETE"C> 9 LEAD SMALL TEAMS
MODU'E TT'E 9 LEADING SMALL TEAMS
MODU'E DESCR8TOR 9 The )odule covers the +nowledge, s+ills and attitude re3uired
to lead s)all tea)s including setting and )aintaining tea) and
individual per6or)ance standards in education and training
environ)ent.
'O#. 8rovide tea) leadership
'O.. Supervised tea) per6or)ance
LO!" PROVIDE TEAM LEADERSHIP
ASSESSME"T CRTERA9
#. 5or+ re3uire)ents are identi6ied and presented to tea) )e)7ers
.. Reasons 6or instructions and re3uire)ents are co))unicated to tea) )e)7ers
2. Tea) )e)7ers@ 3ueries and concerns are recogni/ed, discussed and dealt with
4. Duties, and responsi7ilities are allocated having regard to the s+ills, +nowledge and
aptitude re3uired to properly underta+e the assigned tas+ and according to co)pany
policy
%. Duties are allocated having regard to individual pre6erence, do)estic and personal
considerations, whenever possi7le
*. 8er6or)ance eCpectations are esta7lished 7ased on client needs and according to
assign)ent re3uire)ents
,. 8er6or)ance eCpectations are 7ased on individual tea) )e)7ers duties and area o6
responsi7ility
0. 8er6or)ance eCpectations are discussed and disse)inated to individual tea)
)e)7ers
CO"TE"TS9
5or+ re3uire)ents
Co)pany policies and procedures
Tea) )e)7ers concerns and issues
Duties and responsi7ilities o6 tea) )e)7ers
Relevant legal re3uire)ents
Aow per6or)ance eCpectations are set
Client eCpectations
Tea) )e)7er@s duties and responsi7ilities
&ond paper
Organi/ational policy
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ 2- $
LO#" SUPERVISED TEAM PERFORMANCE
ASSESSME"T CRTERA9
#. Monitoring o6 per6or)ance ta+es place against de6ined per6or)ance criteria and=or
assign)ent instructions and corrective action ta+en i6 re3uired
.. Tea) )e)7ers are provided with 6eed7ac+, positive support and advice on
strategies to overco)e any de6iciencies
2. 8er6or)ance issues which cannot 7e recti6ied or addressed within the tea) are
re6erred to appropriate personnel according to e)ployer policy
4. Tea) )e)7ers are +ept in6or)ed o6 any changes in the priority allocated to
assign)ents or tas+s which )ight i)pact on client=custo)er needs and satis6action
%. Tea) operations are )onitored to ensure that e)ployer=client needs and
re3uire)ents are )et
*. (ollow$up co))unication is provided on all issues a66ecting the tea)
,. All relevant docu)entation is co)pleted in accordance with co)pany procedures
CO"TE"TS9
Relevant legal re3uire)ents
(eed7ac+s
Methods o6 Monitoring 8er6or)ance
Client eCpectations
Tea) )e)7er@s duties and responsi7ilities
&ond paper
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ 2# $
U"T O( COM8ETE"C> 9 APPLY WOR ETHICS( VALUES AND )UALITY PRINCIPLES
MODU'E TT'E 9 APPLYING WOR ETHICS( VALUES AND )UALITY
PRINCIPLES
to apply and )aintain ethical standards and 3uality principle
within education and training environ)ent.
'O#. O7serve wor+place policies and guidelines
'O.. O7serve proper conduct in dealing with learners and parents

Trainer ?uali6ication 9 Trainer=Assessor $ 2. $
LO!" OBSERVE WORPLACE POLICIES AND GUIDELINES
ASSESSME"T CRTERA9
#. Attendance and punctuality are o7served in line with enterprise policies and
guidelines.
.. 5or+ 6unctions are per6or)ed in line with wor+ position=delegation and according to
enterprise goals and o7Bectives.
2. Co))unication, re3uest, co)plaints are channeled through authority in line with
enterprise policies and procedures.
4. Acade)ic 6reedo) is eCercised in line with enterprise goals and o7Bectives
%. &est practices in teaching are de)onstrated at all ti)es.
*. 8ersonal and pro6essional upgrading is eCercised in line with personal goals and
enterprise guidelines and policies.
,. Con6identiality o6 records and other docu)ents are )aintained in line with enterprise
policies and guidelines.
0. 8ro6essional courtesy is eCercised at all ti)es
CO"TE"TS9
Enterprise policies and guidelines
Teaching 7est practices
Code o6 ethics and right conduct
Acade)ic 6reedo)
5or+ ethics
o Sel6 $worth
o Con6identiality
o 8ersonal co))it)ent
8ersonnel )anage)ent
(ilipino custo)s and traits
&ond paper
Organi/ational policy and guidelines
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
LO#" OBSERVE PROPER CONDUCT IN DEALING WITH LEARNERS AND PARENTS
ASSESSME"T CRTERA9
#. 8ro)otion o6 learners is per6or)ed 7ased on non$preBudice decision and actual
acco)plish)ents and per6or)ance o6 learners.
.. 'earners were given e3ual opportunities to learn and utili/e school 6acilities in line
with the enterprise o7Bective and goals.
2. 8arent consultations are per6or)ed in line with enterprise policies and guidelines.
CO"TE"TS9
)partiality towards learning
Teaching 7est practices
Code o6 ethics and right conduct
Acade)ic 6reedo)
&ond paper
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
U"T O( COM8ETE"C> 9 WOR EFFECTIVELY IN VOCATIONAL EDUCATION AND
TRAINING
MODU'E TT'E 9 WORING EFFECTIVELY IN VOCATIONAL EDUCATION AND
TRAINING

to wor+ e66ectively in the policy and operating environ)ent o6 the
vocational education and training sector
"OM"A' DURATO" 9 #* hours
'O#. 5or+ within the vocational education and training policy 6ra)ewor+
'O.. 5or+ within the training organi/ation@s 3uality 6ra)ewor+
'O2. Manage wor+ and wor+ relationships
'O4. 8er6or) a client$6ocused approach to wor+
Trainer ?uali6ication 9 Trainer=Assessor $ 2% $
LO!" WOR WITHIN THE VOCATIONAL EDUCATION AND TRAINING POLICY
FRAMEWOR
ASSESSME"T CRTERA9
#. Relevant national vocational education and training policies and 6ra)ewor+s are
accessed, analy/ed, applied and guided in accordance with wor+ practices and
responsi7ilities.
.. Dey vocational education and training organi/ations and sta+eholders are identi6ied,
accessed and in6or)ed in accordance with updated wor+ practices.
2. 'egislation and guidelines are accessed, used, co)plied and ensured in accordance
wor+ practices and policy re3uire)ents.
4. Sources o6 in6or)ation and advice on vocational education and training policy and
operating conteCt are accessed on a regular 7asis and changes are noted as
appropriate.
%. Opportunities are ta+en up to contri7ute to vocational education and training in
accordance with organi/ational policy develop)ents.
*. :ocational education and training ter)inology is used to co))unicate e66ectively in
accordance with sector.
CO"TE"TS9
Training Regulations, including the purpose and structure o69
o units o6 co)petency
o Assess)ent !uidelines
o 3uali6ications
o E)ploya7ility S+ills
o support )aterials
8hilippine T:ET Trainers ?uali6ication (ra)ewor+ ;8TT?(<
Education and training sta+eholders
'egislations guidelines9
o guidelines on progra)=proBect 6unding
o User Choice
o apprenticeships=traineeships
o i)ple)entation o6 Training 8ac+ages
o registration
o course accreditation
o access and e3uity
o anti$discri)ination including e3ual opportunity, racial vili6ication and disa7ility
discri)ination
o industrial relations
o code o6 practice
o occupational health and sa6ety ;OAS<
Sources o6 in6or)ation on vocational education and training opportunities9
o attendance at wor+shops and consultations
o individual or organi/ational written su7)issions and 6eed7ac+ to relevant
vocational education and training organi/ations and sta+eholders
o participation in 6oru)s, networ+s, con6erences
o participation in training organi/ation )eetings
o participation in validation )eetings
o research=consultancy
Trainer ?uali6ication 9 Trainer=Assessor $ 2* $
o contri7ution to online consultations
&ond paper
'egislation, codes, 6ra)ewor+s, guidelines , on vocational education and training
hand7oo+ or )anuals
organi/ational )anuals, docu)ents, pu7lications
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ 2, $
LO#" WOR WITHIN THE TRAINING ORGANI%ATION*S )UALITY FRAMEWOR
ASSESSME"T CRTERA9
#. Relevant organi/ational docu)entation is accessed, used, supported and ensured in
accordance wor+ roles and responsi7ilities.
.. 5or+ is conducted in accordance with the training organi/ation@s 3uality assurance
strategies, processes, policies and procedures.
2. Ethical and legal responsi7ilities are adhered to in accordance with wor+ practices.
4. 5or+ is underta+en in accordance with the prevailing industrial and e)ployee
relations syste)s and practices.
%. (eed7ac+ and advice on wor+ 3uality is actively sought 6ro) colleagues and clients in
accordance with the prevailing industrial and e)ployee relations syste)s and
practices.
CO"TE"TS9
Relevant organi/ational docu)entation9
o strategic plans
o 7usiness plans
o policies and procedures
o position descriptions
o responsi7ility state)ents
3uality arraign)ent 6or clients
internal 3uality policies and procedures
learning and pro6essional sta66 develop)ent
training organi/ation sta66 develop)ent
participation networ+
individual learning initiatives
e66ective co))unication strategies
&ond paper
organi/ational data syste)s
pu7lications, newsletters o6 relevant authorities
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
LO$" MANAGE WOR AND WOR RELATIONSHIPS
ASSESSME"T CRTERA9
#. 5or+ is planned, prioriti/ed and organi/ed to achieve agreed and eCpected
outco)es.
.. 5or+loads are assessed and guidance=support is sought 6ro) relevant personnel
where wor+ issues arise and in accordance with eCisting organi/ational policies and
guidelines.
2. Relevant technological s+ills are used to enhance wor+ outco)es and in accordance
with prevailing industrial syste)s and practices.
4. 5or+ is underta+en in a colla7orative )anner with colleagues through sharing o6
in6or)ation and ideas and wor+ing together on wor+ outco)es in accordance with the
prevailing industrial and e)ployee relations syste)s and practices.
%. (eed7ac+ on )anaging wor+ and pro6essional relationships is o7tained 6ro) clients
and colleagues and is evaluated and acted upon.
CO"TE"TS9
8lanning and prioriti/ing o6 wor+s
Organi/ational guidelines on wor+ loads
Relevant technological s+ills
E)ployees relationship
Managing wor+ and pro6essional relationship
&ond paper
organi/ational data syste)s
pu7lications, newsletters o6 relevant authorities
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
LO4" PERFORM A CLIENT&FOCUSED APPROACH TO WOR
ASSESSME"T CRTERA9
#. Clients and their needs and eCpectations 6or) the 7asis 6or developing e66ective wor+
practices and outco)es in accordance with operational li)its.
.. E66ective co))unication strategies are developed, utili/ed, esta7lished and
)aintained in accordance with client relationships.
2. 8rocesses 6or evaluating and i)proving client satis6action are developed and 7uilt in
accordance with wor+ practices
CO"TE"TS9
the diversity o6 clients, client needs, client eCpectations 6or vocational education and
training services
relevant legal and policy re3uire)ents, codes o6 practice, national standards and
e66ective co))unication strategies
client satis6action evaluation process
&ond paper
Organi/ational )anuals, docu)ents, pu7lications
Organi/ational data syste)s
8u7lications, newsletters o6 relevant authorities
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
U"T O( COM8ETE"C> 9 FOSTER AND PROMOTE
AN INCLUSIVE LEARNING CULTURE
MODU'E TT'E 9 FOSTERING AND PROMOTING AN INCLUSIVE LEARNING
CULTURE
to 6oster and pro)ote an environ)ent which supports inclusive
wor+ practices and learning culture.
'O#. 8ractice inclusivity
'O.. 8ro)ote and respond to diversity
'O2. Develop and i)ple)ent wor+ strategies to support inclusivity
'O4. 8ro)ote a culture o6 learning
'O%. Monitor and i)prove wor+ practices
LO!" PRACTICE INCLUSIVITY
ASSESSME"T CRTERA9
#. ndividual di66erences and clients with particular needs are ac+nowledged, respected
and valued in accordance with eCisting wor+ practices and learning culture.
.. 8ersonal perceptions and attitudes a7out di66erence are eCa)ined and revised to
i)prove co))unication and pro6essionalis) in accordance with eCisting wor+
practices and learning culture.
2. 8rinciples underpinning inclusivity are integrated into all wor+ practices.
4. The training organi/ation@s access and e3uity policy is used in accordance to wor+
practices.
CO"TE"TS9
ndividual di66erences
Clients with particular needs
The principles underpinning inclusivity and how to integrate the) into wor+ practices
Ethical and inclusive 7ehaviors eCpected o6 pro6essional relationships with clients and
colleagues
Sources o6 in6or)ation to support inclusive practices
Availa7ility and types o6 supports 6or clients with speci6ic needs
Relevant policies, legal re3uire)ents, codes o6 practice on9
Disa7ility, discri)ination, inclusiveness, hu)an rights, e3ual opportunity, racial
discri)ination
Duty o6 care responsi7ilities
Access and e3uity policies
ndividualsG rights and con6identiality are respected at all ti)es.
&ond paper
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
LO#" PROMOTE AND RESPOND TO DIVERSITY
ASSESSME"T CRTERA9
#. The ground rules 6or participation and 7ehavior with colleagues and clients are
esta7lished in accordance with a cooperative and agreed process=es.
.. ndividuals are encouraged to eCpress the)selves and to contri7ute to the wor+ and
learning environ)ent in accordance with a cooperative and agreed process=es
2. ndividuals are provided with opportunities to indicate speci6ic needs to support their
participation in learning and wor+ in accordance with a cooperative and agreed
process=es.
4. Relevant research, guidelines and resources are accessed to support inclusivity in
accordance with eCisting guidelines and procedures.
%. :er7al and 7ody language is sensitive to di66erent cultures and 7ac+grounds and
di66erences in physical and intellectual a7ilities and as appropriate.
CO"TE"TS9
OAS relating to the wor+ role=wor+ conteCt, and OAS considerations when
6ostering and pro)oting an inclusive learning culture including9
internal policies and procedures to )eet OAS re3uire)ents
ha/ards co))only 6ound in the wor+ environ)ent
Rules 6or participation and 7ehavior with colleague and clients
Culture sensitivity
&ond paper
Ris+ control action plan
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
LO$" DEVELOP AND IMPLEMENT WOR STRATEGIES TO SUPPORT INCLUSIVITY
ASSESSME"T CRTERA9
#. Docu)ented resources to support and guide inclusive practices are identi6ied and
used to in6or) wor+ strategies in accordance with eCisting guidelines and procedures.
.. Support persons are identi6ied and included in the wor+ and learning process where
appropriate and agreed to.
2. Relevant pro6essional support services are identi6ied and accessed, as re3uired.
4. Any physical environ)ent support needs are ac+nowledge and incorporated into
wor+ practices, where practica7le and approved 7y appropriate personnel.
%. OAS issues associated with inclusivity are identi6ied and addressed in accordance
with eCisting guidelines and procedures.
*. nclusiveness is )odeled in accordance with wor+ per6or)ance.
CO"TE"TS9
Support persons
8hysical environ)ent support needs
Organi/ational wor+ syste)s, practices
8ro6essional supports
Type o6 docu)ented resources
&ond paper
5or+place or si)ulated area
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
LO4" PROMOTE A CULTURE OF LEARNING
ASSESSME"T CRTERA9
#. Support and advice is provided to colleagues and clients to encourage new and
ongoing participation in accordance with learning opportunities.
.. The 7ene6its o6 learning are eCplored with colleagues and clients in accordance with a
culture o6 learning.
2. 'earning and co)petency achieve)ent is recogni/ed and rewarded in accordance
with the wor+ and=or learning environ)ent.
4. Opportunities to develop own and others generic s+ills are identi6ied in accordance
with the wor+ and=or learning environ)ent.
%. Multiple pathways to achieve own and others 6uture learning goals are discussed in
accordance with the wor+ and=or learning environ)ent.
CO"TE"TS9
Opportunities 6or sel6 develop)ent
ECploring the 7ene6its o6 learning
Supporting and advising colleague and clients
8athways 6or sel6 develop)ent and 6uture learning
Culture o6 learning
&ond paper
OAS docu)entations
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
LO'" MONITOR AND IMPROVE WOR PRACTICES
ASSESSME"T CRTERA9
#. E66ective wor+ practices to enhance inclusivity and a learning culture are identi6ied in
accordance with the wor+ and=or learning environ)ent.
.. Conscious actions are ta+en to )odi6y and i)prove in accordance with wor+
practices.
2. Strategies and policies to support inclusivity are regularly reviewed in accordance
with continuous i)prove)ent o6 wor+ processes.
4. 8roposed changes to relevant strategies and policies are docu)ented and reported
in accordance with organi/ational structure.
CO"TE"TS9
E66ective wor+ practices
Aow to i)prove wor+ practices
Strategies and policies to support inclusivity
Docu)enting changes to strategies and policies
&ond paper
OAS docu)entations
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
U"T O( COM8ETE"C> 9 ENSURE A HEALTHY AND SAFE LEARNING ENVIRONMENT
MODU'E TT'E 9 ENSURING A HEALTHY AND SAFE LEARNING
ENVIRONMENT
to ensure the health, sa6ety and wel6are o6 learners and
candidates.
'O#. denti6y Occupational Aealth and Sa6ety ;OAS< responsi7ilities
'O.. denti6y ha/ards in the learning environ)ent
'O2. Assess ris+s in the learning environ)ent
'O4. Develop and i)ple)ent actions to ensure the health sa6ety and wel6are o6 learners
and=or candidates
'O%. 8rovide appropriate Occupational Aealth and Sa6ety ;OAS< re3uire)ents to learners
and=or candidates
'O*. Monitor Occupational Aealth and Sa6ety ;OAS< arrange)ents in the learning
environ)ent
LO!" IDENTIFY OCCUPATIONAL HEALTH AND SAFETY +OHS, RESPONSIBILITIES

ASSESSME"T CRTERA9
#. The purpose and approaches o6 OAS in the learning environ)ent are de6ined in
accordance with OAS standards
.. Docu)entation outlining the OAS legal responsi7ilities o6 the various parties in the
learning environ)ent is accessed, read and interpreted in accordance with OAS
standards
2. Organi/ational OAS docu)entation is identi6ied and accessed in accordance with
standard operating procedures

CO"TE"TS9
relevant policies, legal re3uire)ents, codes o6 practice and national
legislative re3uire)ents 6or in6or)ation and consultation relevant to sa6ety
legislative re3uire)ents 6or record +eeping related to OAS
legislative re3uire)ents 6or sa6e wor+places
OAS roles and responsi7ilities o6 e)ployers, the training= trainers=6acilitators, learners
and=or candidates, )anagers and supervisors
duty o6 care o7ligations 6or training and=or trainers=6acilitators
7asics o6 a syste)atic approach to OAS
sources o6 in6or)ation on OAS re3uire)ents relevant to the speci6ic industry where
learning will ta+e place
organi/ational OAS docu)entation including policies, procedures and ris+ control
strategies
&ond paper
OAS regulatory )anuals and docu)ents
ndustry code o6 practices )anuals
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
LO#" IDENTIFY HA%ARDS IN THE LEARNING ENVIRONMENT

ASSESSME"T CRTERA9
#. Sources o6 in6or)ation are researched and accessed to identi6y ha/ards co))on
within the industry in which the learning will ta+e place.
.. 'earning environ)ent is inspected prior to use in consultation with various parties in
order to identi6y ha/ards
2. Any speci6ic OAS needs o6 learners and=or candidates are in accordance with OAS
standards.
4. Any potential ha/ards created 7y learners and=or candidates with speci6ic needs are
identi6ied in accordance with OAS standards.
%. 8ersonal li)itations and responsi7ilities in identi6ying ha/ards are recogni/ed and
specialist advisers are consulted in accordance with OAS standards.

CO"TE"TS9
ha/ards and ris+s in the speci6ic industry where learning will ta+e place
co))on ris+ control strategies applica7le to the industry where learning and=or will
ta+e place
hierarchy o6 control as it applies to ris+s encountered in the learning environ)ent
+nowledge o6 the learning environ)ent su66icient to 7e a7le to identi6y ha/ards and
conduct si)ple ris+ assess)ent
&ond paper
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ %- $
LO$" ASSESS RISS IN THE LEARNING ENVIRONMENT

ASSESSME"T CRTERA9
#. 'i+elihood o6 inBury as a result o6 eCposure to identi6ied ha/ard=s is assessed in
accordance with OAS standards.
.. Severity o6 any potential inBury, illness or negative=adverse outco)e arising 6ro) the
identi6ied ha/ard is assessed 6or ris+ in accordance with OAS standards.
2. Aa/ards are prioriti/ed 6or action in consultation with various parties in accordance
with OAS standards.
4. 8ersonal li)itations in assessing ris+s are recogni/ed and specialist advisers are
consulted in accordance with OAS standards
CO"TE"TS9
Types o6 potential ris+ and ha/ards
Methods o6 assessing ris+ and ha/ards
ha/ards and ris+s in the speci6ic industry where learning will ta+e place
co))on ris+ control strategies applica7le to the industry where learning and=or will
ta+e place
individual=personal role in assessing ris+ in learning environ)ent
ris+ and ha/ards hierarchal order
potential inBury, ail)ent and severity as a results o6 identi6ied ris+=ha/ards
&ond paper
5or+place ore si)ulated area
8otentials ris+s and ha/ards
Ris+=ha/ard assess)ent standards
Ris+ =ha/ard assess)ent procedures )anual
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ %# $
LO4" DEVELOP AND IMPLEMENT ACTIONS TO ENSURE THE HEALTH
SAFETY AND WELFARE OF LEARNERS AND/OR CANDIDATES

ASSESSME"T CRTERA9
#. Ris+ controls are developed 7ased on the hierarchy o6 control in accordance with
OAS standards.
.. Ris+ control action plan is identi6ied and accessed or 6or)ulated in consultation with
various parties.
2. Actions within the control and responsi7ility o6 the trainer=6acilitator are i)ple)ented
in accordance with OAS standards.
4. Outstanding ris+ control actions are re6erred to the various parties 6or
i)ple)entation.
%. Supervisory arrange)ents appropriate to learner@s and=or candidate@s levels o6
+nowledge=s+ill= eCperience are )onitored to ensure their health and sa6ety.
CO"TE"TS9
Ris+ control and hierarchy
8rocedures in 6or)ulating ris+ action plan
Ris+ control responsi7ilities o6 trainer=6acilitators
Standards 6or deter)ining ris+ control 7est practices
Monitoring learners=candidates +nowledge and s+ills level or eCperiences
&ond paper
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ %. $
LO'" PROVIDE APPROPRIATE OCCUPATIONAL HEALTH AND SAFETY +OHS,
RE)UIREMENTS TO LEARNERS AND/OR CANDIDATES
ASSESSME"T CRTERA9
#. 'earners and=or candidates are provided with appropriate in6or)ation related to OAS.
.. 'earners and=or candidates are assessed 6or +nowledge o6 OAS re3uire)ents.
2. 'earners and=or candidates are supplied with personal protective e3uip)ent in
accordance with OAS standards
CO"TE"TS9
8urpose o6 OAS
OAS approaches
OAS re3uire)ents
Type o6 88E and applications
CO"DTO"S9
Students=trainees )ust 7e provided with the 6ollowing9
&ond paper
OAS )anuals
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ %2 $
LO6" MONITOR OCCUPATIONAL HEALTH AND SAFETY +OHS, ARRANGEMENTS IN
THE LEARNING ENVIRONMENT
ASSESSME"T CRTERA9
#. Achieve)ent against the ris+ control action plan is )onitored and any issues
addressed as appropriate.
.. The e66ectiveness and relia7ility o6 eCisting ris+ controls are con6ir)ed with relevant
parties.
2. E66ective ha/ard and incident reporting and investigation processes are con6ir)ed on
a continuing 7asis.

CO"TE"TS9
Aa/ards and accident reporting procedures
Organi/ational OAS docu)entations
Ris+ control )onitoring
&ond paper
OAS docu)entations
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
U"T O( COM8ETE"C> 9 MAINTAIN AND ENHANCE PROFESSIONAL PRACTICE
MODU'E TT'E 9 MAINTAINING AND ENHANCING PROFESSIONAL
PRACTICE
to )anage the personal pro6essional per6or)ance and to ta+e
responsi7ility 6or own pro6essional develop)ent in relation to the
provision o6 training and services.
?UA'(CATO" 'E:E' 9
'O#. Model high standards o6 per6or)ance
'O.. Deter)ine personal develop)ent needs
'O2. 8articipate in pro6essional develop)ent activities
'O4. Re6lect on and evaluate pro6essional practice
Trainer ?uali6ication 9 Trainer=Assessor $ %% $
LO!" MODEL HIGH STANDARDS OF PERFORMANCE
ASSESSME"T CRTERA9
#. 8ersonal per6or)ance is consistent with the organi/ation@s goals and o7Bectives.
.. Appropriate pro6essional techni3ues and strategies are patterned in accordance
with eCisting organi/ational policies and guidelines.
2. 8ersonal wor+ goals and plans re6lect individual responsi7ilities and accounta7ilities
in accordance with organi/ational=legal re3uire)ents.
4. Ethical and inclusive practices are applied in pro6essional practice and in accordance
with eCisting organi/ational policies and guidelines.
CO"TE"TS9
organi/ational goals=o7Bectives
organi/ational processes, procedures and opportunities relating to pro6essional
develop)ent
a range o6 continuous i)prove)ent techni3ues and processes and their application
ethical and inclusive practices
standards=principles, ethnical=inclusive principles and practices
&ond paper
Organi/ational goals, policies, and guidelines hand7oo+s=)anuals
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ %* $
LO#" DETERMINE PERSONAL DEVELOPMENT NEEDS
ASSESSME"T CRTERA9
#. 8ersonal +nowledge and s+ills are assessed against units o6 co)petency and other
relevant 7ench)ar+s in accordance with the develop)ent needs and priorities.
.. Changes in vocational education, training policy and operating environ)ents are
identi6ied in accordance with the i)pact on pro6essional practice and personal
develop)ent needs.
2. (eed7ac+ 6ro) colleagues and clients is identi6ied and used in accordance with
personal learning needs=areas o6 pro6essional develop)ent.
4. (uture career options are identi6ied as appropriate.
%. 8ersonal learning needs are docu)ented and updated in accordance with eCisting
policies and procedures.
*. 8ersonal develop)ent needs are discussed with relevant personnel 6or inclusion in
accordance with the pro6essional develop)ent plan.
CO"TE"TS9
Social and education trends and changes i)pacting on the vocational education and
training environ)ent, 6or eCa)ple9
o policy changes
o technological changes
o cultural changes
o econo)ical changes
(uture career options
8ersonal develop)ent needs
&ond paper
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ %, $
LO$" PARTICIPATE IN PROFESSIONAL DEVELOPMENT ACTIVITIES
ASSESSME"T CRTERA9
#. Develop)ent opportunities suita7le to personal learning style=s are selected and
used in accordance with continuous support o6 learning and )aintenance o6 current
pro6essional practice=s.
.. 8ro6essional networ+s are participated in accordance with continuous support o6
learning and )aintenance o6 current pro6essional practice=s.
2. Own per6or)ance and pro6essional co)petency is continuously i)proved through
engage)ent in accordance with pro6essional develop)ent activities.
4. Technology is used to )aintain regular co))unication in accordance with relevant
networ+s, organi/ations and individuals
CO"TE"TS9
Develop)ent opportunities
"etwor+s relevant to pro6essional practice
Types and availa7ility o6 training develop)ent activities and opportunities
"etwor+ing technology
&ond paper
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
LO4" REFLECT ON AND EVALUATE PROFESSIONAL PRACTICE
ASSESSME"T CRTERA9
#. Develop)ents and trends i)pacting on pro6essional practice are researched and
integrated in accordance with wor+ per6or)ance.
.. (eed7ac+ 6ro) colleagues=clients is used to identi6y and introduce i)prove)ents in
accordance wor+ per6or)ance.
2. nnovative and responsive approaches 6or i)proving pro6essional practice are identi6ied
and used in accordance with continuous support to i)prove techni3ues and processes.
4. Records, reports and reco))endations 6or i)prove)ent are )anaged in accordance
with the organi/ation@s syste)s and processes.
CO"TE"TS9
Relevant policies, legislation, codes o6 practice and national standards 6or eCa)ple9
o Training 8ac+ages, co)petency standards, other relevant 7ench)ar+s
o licensing re3uire)ents
o industry=wor+place re3uire)ents
o duty o6 care under co))on law
Recording in6or)ation and con6identiality re3uire)ents
Anti$discri)ination including e3ual opportunity, racial vili6ication and disa7ility
discri)ination
5or+place relations
ndustrial awards=enterprise agree)ents
&ond paper
Relevant policies, legislations , code o6 practice
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration

U"T O( COM8ETE"C> 9 DEVELOP AND PROMOTE APPRECIATION FOR COSTS
AND BENEFITS OF TECHNICAL TRAINING
MODU'E TT'E 9 DEVELOPING AND PROMOTING APPRECIATION FOR
COSTS AND BENEFITS OF TECHNICAL TRAINING

in esti)ating and evaluating costs and 7ene6its o6 training,
deter)ining its cost$e66ectiveness and returns, and identi6ying,
reco))ending and advocating cost$e66icient training practices
'O#. Study and evaluate training cost co)ponents and 7ene6its
'O.. Monitor conduct and results o6 training
'O2. 8ro)ote awareness o6 costs and 7ene6its o6 training
Trainer ?uali6ication 9 Trainer=Assessor $ *- $
LO!" STUDY AND EVALUATE TRAINING COST COMPONENTS AND BENEFITS
ASSESSME"T CRTERA9
#. (eatures and 7ene6its o6 training progra)s are identi6ied and analy/ed 7ased on
6inancial and custo)er re3uire)ents
.. Cost co)ponents are analy/ed to deter)ine those which deliver the desired training
6eatures and 7ene6its
2. 5astages or eCcesses are deter)ined 6or possi7le reduction or eli)ination
4. :ariances in training per6or)ance and results are studied to deter)ine good and 7ad
practices
%. 8lanned per6or)ance is co)pared with actual per6or)ance to identi6y 6uture
enhance)ents in conduct o6 training
*. Cost reduction and control )easures that do not i)pact greatly on training results are
reco))ended
,. Usage o6 training resources is analy/ed 6or opti)i/ation or reduction
CO"TE"TS9
&asic arith)etic H 6our 6unda)ental operations
&asic cost accounting and 7oo++eeping
&asic training )ethodology including training costs and 7ene6its
Training syste) evaluation concepts
8ositive wor+ traits and values ;attention to detail, persistence, cost$consciousness,
sa6ety$ and ti)e$consciousness, 3uality$consciousness<
&ond paper
Training progra)=curriculu) o66ering
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ *# $
LO#" MONITOR CONDUCT AND RESULTS OF TRAINING
ASSESSME"T CRTERA9
#. Si)ple 6or)ative and su))ative evaluations o6 training are done to evaluate
achieve)ent o6 learning outco)es
.. ?uality training progra)s are )onitored and noted=docu)ented 6or 7est practices
and results replication
2. &ene6its and returns on training invest)ents are studied using relevant data
4. Cost$e66ective training progra)s are identi6ied and reco))ended 6or docu)entation,
replication and 6urther enhance)ent.
CO"TE"TS9
Training evaluations )ethods
&est practices in T:ET training
Relevant training data
Methods o6 collecting data on training invest)ent
Docu)entation o6 cost$ e66ective training progra)s
&ond paper
Sa)ple training progra)s
Data on training invest)ent
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ *. $
LO$" PROMOTE AWARENESS OF COSTS AND BENEFITS OF TRAINING
ASSESSME"T CRTERA9
#. &ene6its o6 training as invest)ent rather than cost center are eCplained and stressed
to trainees, 6ellow trainers and ad)inistrators where applica7le
.. Econo)y in use o6 training supplies and )aterials and care in use o6 training
e3uip)ent and 6acilities are stressed continually
2. Model=7est practices in opti)u) and Budicious use o6 training resources are
docu)ented, practiced and de)onstrated
CO"TE"TS9
&ene6its and returns on training invest)ent
Econo)y on the use o6 training resources
Docu)entations o6 7est practices in using training resources
&ond paper
Relevant in6or)ation 7ene6its and returns o6 training invest)ent
METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ *2 $
U"T O( COM8ETE"C> 9 DEVELOP AND PROMOTE UNDERSTANDING OF GLOBAL
LABOR MARETS
MODU'E TT'E 9 DEVELOPING AND PROMOTING UNDERSTANDING OF
GLOBAL LABOR MARETS
to descri7es the outco)es re3uired in understanding, analy/ing
and disse)inating in6or)ation on glo7al la7or$)ar+et trends and
concerns as they a66ect the T:ET, la7or and e)ployer sectors.
'O#. denti6y current and 6uture trends=concerns
'O.. Assess new develop)ents
'O2. Utili/e la7or )ar+et in6or)ation to 7est e66ect
LO!" IDENTIFY CURRENT AND FUTURE TRENDS/CONCERNS
ASSESSME"T CRTERA9
#. Relevant and relia7le sources o6 la7or$)ar+et in6or)ation ;'M< are identi6ied and
accessed 7ased on needs
.. !lo7al and local relevance o6 la7or$)ar+et ;'M< trends are studied and analy/ed 6or
their i)plications in the la7or and training )ar+et
2. Relevant events, including positions and interests o6 trainees, clients and training
providers are studied and considered in the design and delivery o6 training
CO"TE"TS9
Accessing 'a7or )ar+et in6or)ation
'a7or$)ar+et paradig)
Supply side H T:ET providers and schools, co))unities
De)and side H e)ployers ;govern)ent and private sector<
'a7or re3uire)ents variations and seasonality in the 'M
T:ET sector +nowledge H wor+ regi)e, syste)s, technologies and uni3ue aspects
relevant to sector or geographic area
8ro6ile o6 T:ET sector sta+eholders, opinion leaders and )aBor players
'egislations and regulations that i)pact on the T:ET sector
Events and trends that have shaped the glo7al la7or )ar+et over ti)e
&ond paper
'a7or )ar+et in6or)ation resources

METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ *% $
LO#" ASSESS NEW DEVELOPMENTS
ASSESSME"T CRTERA9
#. E)erging issues o6 potential signi6icance to the local and glo7al la7or )ar+ets are
identi6ied and studied
.. Research 6indings are assessed 6or signi6icance to the technical and vocational
education and training ;T:ET< sector
2. Opportunities and ris+s o6 new develop)ents are identi6ied and assessed
4. :iews o6 trainees, training providers and other sta+eholders are identi6ied and
assessed 6or their potential 7ene6it or i)pact
%. 5here necessary responses and strategies 6or 'M threats and opportunities are
developed in consultation with other T:ET partners
*. "ew and e)erging concepts, technologies, products and processes are noted and
evaluated 7ased on their i)plications 6or the T:ET and la7or )ar+et
CO"TE"TS9
'a7or )ar+et in6or)ation assess)ent process
T:ET sector +nowledge H wor+ regi)e, syste)s, technologies and uni3ue aspects
relevant to sector or geographic area
8ro6ile o6 T:ET sector sta+eholders, opinion leaders and )aBor players
'egislations and regulations that i)pact on the T:ET sector
Trends in custo)er eCpectations and 7uying patterns
8ositive wor+ values ;proactiveness, practicality, results and service orientation,
3uality$consciousness<
&ond paper

METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ ** $
LO$" UTILI%E LABOR MARET INFORMATION TO BEST EFFECT
ASSESSME"T CRTERA9
#. Awareness o6 'M situation and related concerns are pro)oted through tal+s, lectures
and other training opportunities
.. Relevant in6or)ation on 'M and new technologies are incorporated in the curriculu)
and during the training
2. Mention=8resentations o6 'M and trends are )ade during )eetings, 6ora and
training situations using language and delivery styles adapted to the audience
4. 5here necessary, responses and strategies to glo7al la7or$)ar+et develop)ents are
developed and reco))ended using analytical tools and current 'M
CO"TE"TS9
Trends in custo)er eCpectations and 7uying patterns
8ositive wor+ values ;proactiveness, practicality, results and service orientation,
3uality$consciousness<
&ond paper
Access to 'M in6or)ation

METAODO'O!ES9
'ecture=discussion
Oral presentation
ASSESSME"T METAODS9
Oral 3uestioning
5ritten eCa)ination
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ *, $
MODULES OF INSTRUCTION
CORE COMPETENCIES
U"T O( COM8ETE"C> 9 PLAN TRAINING SESSION
MODU'E TT'E 9 PLANNING TRAINING SESSION
MODU'E DESCR8TOR 9 This unit covers the +nowledge, s+ills and attitude in planning a
training session. t includes identi6ying learner@s re3uire)ents,
preparing session plan, preparing 7asic instructional )aterials
and organi/ing learning and teaching resources.
"OM"A' DURATO" 9 4- hours
Upon co)pletion o6 the )odule the trainees=students should 7e a7le to9
'O#. denti6y learner@s training re3uire)ents
'O.. 8repare session plan
'O2. 8repare instructional )aterials
'O4. 8repare assess)ent instru)ents ;nstitutional<
'O%. Organi/e learning and teaching resources
LO!" IDENTIFY LEARNER*S TRAINING RE)UIREMENTS
ASSESSME"T CRTERA9
#. Curriculu) docu)ents is reviewed and analy/ed 6or training purposes
.. Current co)petencies o6 target group are deter)ined
2. Co)petencies re3uired to 7e attained are co)pared with current co)petencies o6
target group
4. Results o6 co)parison is used to deter)ine training re3uire)ents
%. Training re3uire)ents are validated with appropriate people.
CO"TE"TS9
ConteCt o6 co)petency standard and the co)petency 7ased curriculu)
8re$training evaluation
Di66erent types o6 target groups
Trainees characteristics
Co)parative study o6 current co)petencies o6 trainees with the eCisting Co)petency
Standards
Training resources
Appropriate training validation group and training lin+ages
CO"DTO"9 The student=trainee )ust 7e provided with the 6ollowing9
Co)petency standard and co)petency 7ased curriculu)
Occupational health and sa6ety guidelines
8ersonal co)puter
Training +it
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten
nterview=3uestioning
Trainer ?uali6ication 9 Trainer=Assessor $ ,- $
LO#" PREPARE SESSION PLAN
ASSESSME"T CRTERA9
#. nstructional 7lueprint is developed
.. Training delivery )odes are identi6ied appropriate 6or the training
2. Training )ethods that pertains to the re3uired co)petencies are addressed
4. Se3uence o6 training activities are deter)ined 7ased on co)petencies standards
%. Resources to support training are identi6ied
*. Session plan is 6inali/ed according to re3uired 6or)at
CO"TE"TS9

Standard 8rocedures on how to adapt the relevance o6 the co)petency standards to
the session plan content
Developing 'earner Engage)ent 8lan ;'E8<
Developing nstructional &lueprint ;&<
8reparation o6 Session 8lan
Di66erent types o6 training delivery )odes and )ethodology
Assess)ent )ethodology
Training resources
S+ills in operating personal co)puter.
Co)petency standard
Co)petency 7ased curriculu)
Supplies and )aterials=training Dit
8ersonal co)puter
'E8 te)plate
METAODO'O!ES9
'ecture
Co)puter aided instruction
Discussions
ASSESSME"T METAODS9
5ritten=oral eCa)ination
nterview
Trainer ?uali6ication 9 Trainer=Assessor $ ,# $
LO$" PREPARE INSTRUCTIONAL MATERIALS
ASSESSME"T CRTERA9
#. nstructional )aterials are prepared and 6ocused on a +ey concept or idea related to
wor+ activity.
.. TeCt and illustrations are )ade clear and legi7le appropriate 6or the training
re3uire)ents o6 the trainees
2. 'anguages, style and 6or)at o6 the )aterials are appropriate 6or the trainees
characteristics and needs
CO"TE"TS9

Understanding on the develop)ent co)petency 7ased learning )aterials.
Types o6 instructional )aterials
Develop)ent o6 in6or)ation sheet, Bo7s sheet and operation sheet
'earning !uides
Sa)ple in6or)ation sheet=Bo7 sheet=operation sheet.
'earning guide.
"on$print and print$7ased )aterials.
8ersonal co)puter and Multi$)edia
METAODO'O!ES9
'ecture
:ideo presentation
Co)puter 7ased learning ;e$learning<
ASSESSME"T METAODS9
nterview
De)onstration
Trainer ?uali6ication 9 Trainer=Assessor $ ,. $
LO4" PREPARE ASSESSMENT INSTRUMENTS +INSTITUTIONAL,
ASSESSME"T CRTERA9
#. Relevant )odules o6 instruction are identi6ied, read and interpreted to identi6y
re3uired evidence
.. Evidence re3uire)ents are deter)ined which will show 6ull coverage o6 the training
)odule to 7e assessed and consistent to the per6or)ance o6 the training activities
2. Suita7le assess)ent )ethods are identi6ied which are appropriate with the learning
outco)e o6 the )odule o6 instruction.
4. Assess)ent instru)ent are prepared in accordance with the content and learning
outco)e speci6ied under the assess)ent criteria o6 the )odule o6 instruction.
%. Assess)ent instru)ents are chec+ed 6or validity, 6airness, sa6ety and cost
e66ectiveness.
CO"TE"TS9

Evidence guide
5ays o6 gathering evidence
Evidence gathering process, )ethods and tools
S+ills in gathering evidence
Application o6 various assess)ent )ethod
Understanding co)petency assess)ent instru)ent develop)ent
n6or)ation sheet=Bo7 sheet=operation sheet
'earning guide.
Evidence plan=guide
8ersonal co)puter
Supplies and )aterials 6or institutional assess)ent
METAODO'O!ES9
'ecture
:ideo presentation
5riteshop
ASSESSME"T METAODS9
nterview
Trainer ?uali6ication 9 Trainer=Assessor $ ,2 $
LO'" ORGANI%E LEARNING AND TEACHING RESOURCES
ASSESSME"T CRTERA9
#. Resources re3uired 6or training are chec+ed 6or availa7ility
.. Appropriate training locations=venue are identi6ied and arranged according to training
needs
2. Training resources re3uire)ents are docu)ented and access is arranged in
accordance with organi/ation procedures and appropriate sta66.
CO"TE"TS9

Training resources planning and organi/ational s+ills.
Characteristic o6 training locations and or venue
Training supplies and )aterials )anage)ent s+ills
%S 6or training locations and teaching=learning resources
nventory o6 training resources
Classi6ications=types o6 training resources
nventory=list o6 availa7le training resources
Di66erent training resources 6or)s and docu)ents
METAODO'O!ES9
'ecture
Aands$on
:ideo presentation
ASSESSME"T METAODS9
nterview
U"T O( COM8ETE"C> 9 FACILITATE LEARNING SESSION
MODU'E TT'E 9 FACILITATING LEARNING SESSION
MODU'E DESCR8TOR 9 This )odule covers the +nowledge, s+ills and attitude re3uired o6
a learner in order to deliver Co)petency$&ased Training learning
session to individual or group o6 learners. t covers the 6ollowing9
prepare training 6acilities, conduct pre$assess)ent, 6acilitate
training session, conduct co)petency assess)ent ;6or)ative<,
and review and adBust delivery o6 training session as re3uired.
"OM"A' DURATO" 9 2. hours
Upon co)pletion o6 this )odule the students= trainees will 7e a7le to9
'O#. 8repare training 6acilities=resources
'O.. Conduct pre$assess)ent
'O2. (acilitate learning session
'O4. Conduct co)petency assess)ent
'O%. Review delivery o6 training session
Trainer ?uali6ication 9 Trainer=Assessor $ ,% $
LO!" PREPARE TRAINING FACILITIES/RESOURCES
ASSESSME"T CRTERA9
#. Appropriate training 6acilities=resources are prepared 7ased on the session
re3uire)ent.
.. 'earning stations are prepared I set$up according to learning activities.
2. Tools and e3uip)ent are prepared and set$up according to learning activities
CO"TE"TS9
8rinciple o6 C&T
Characteristics o6 C&T
Delivery plans
Types o6 'earning sessions= )ethodologies
Di66erent set$ up o6 learning stations appropriate 6or di66erent activities
Training 6acilities and resources
!athering and consolidating )aterials=resources needed 6or the session.
8rocedures in preparing and lay outing appropriate tools and e3uip)ent necessary
6or the session
CO"DTO"S9
The students= trainees )ust 7e provided with the 6ollowing9
Training resources
o Re6erences ;7oo+s<
o Audio=video )aterials
o Modules=Manuals
o Tools
o Materials =consu)a7les
Training 6acilities=area
o 5or+ stations
o E3uip)ent=)achines
o (urniture=6iCtures
METAODO'O!ES9
!roup discussion
Si)ulation
'ecture
Sel6Hpace instruction
ASSESSME"T METAODS9
5ritten test
De)onstration=3uestioning
Trainer ?uali6ication 9 Trainer=Assessor $ ,* $
LO#" CONDUCT PRE&ASSESSMENT
ASSESSME"T CRTERA9
#. 8re$assess)ent instru)ents are prepared in accordance with the nu)7er o6 learners.
.. Contents and procedures o6 pre$training assess)ent are eCplained according to
guidelines.
2. Evidence is gathered using the assess)ent tools speci6ied in the evidence plan.
4. Evidences are evaluated and 6eed7ac+ is discussed 7ased on the results o6 the pre$
training assess)ent.
%. Current co)petencies and prior learning are deter)ined and credited.
*. Characteristics and pro6ile o6 learners are esta7lished.
CO"TE"TS9
R8' theories and principles
'earning theories
'earning styles
8rinciple o6 adult learning
Methods o6 conducting pre$assess)ent
Types o6 pre$assess)ent instru)ents
'earners pro6ile
8rocedures in conducting pre$assess)ent
8re$assess)ent results validations
8re$assess)ent docu)entations
CO"DTO"S9 The students=trainees )ust 7e provided with the 6ollowing9
8re$assess)ent instru)ents
'earners pro6ile
8encils=7all pen
Re6erence 7oo+s
8re$assess)ent guidelines
'earners=students
METAODO'O!ES9
!roup discussion
Si)ulation
'ecture
Sel6$learning instructions
ASSESSME"T METAODS9
5ritten test
De)onstration =3uestioning
Trainer ?uali6ication 9 Trainer=Assessor $ ,, $
LO$" FACILITATE LEARNING SESSION
ASSESSME"T CRTERA9
#. C&T delivery syste) is eCplained to the learners
.. Appropriate training )ethods are used 7ased on the level and characteristics o6 the
learners.
2. 'earning session is conducted according to session plan
4. 'earners are assisted to achieve session outco)es.
%. Enough opportunities to participate in the session are provided 6or the learner
*. 5or+s and learning activities are )onitored 7ased on training plan.
,. (eed7ac+s are provided to i)prove learner@s co)petence.
0. 'earners records are )aintained and stored according to institutional policy
CO"TE"TS9
8rinciple o6 C&T
8rinciple o6 adult learning
Utili/ing session plan
Training )ethodologies =delivery techni3ues 6or 6ace$to$6ace delivery
Types o6 learners =7ehavior =learning style
'earners )onitoring )echanis)
(eed 7ac+ing and 6eed7ac+ )echanis)
8rocedures in 6acilitating training session ;C&T<
Record$ )anage)ent syste)s and reporting re3uire)ents
Recognition and resolution o6 inappropriate 7ehavior
Training resources
o Modules=Manuals
o Tools
o Student progress )onitoring instru)ents
o (eed7ac+ )echanis)=instru)ents
Training 6acilities =area
o 5or+ stations
Students=learners
METAODO'O!ES9
'ecture=group discussion
Si)ulation
Sel6$learning instruction
ASSESSME"T METAODS9
5ritten test
LO4" CONDUCT COMPETENCY ASSESSMENT
ASSESSME"T CRTERA9
#. Co)petency assess)ent procedures is eCplained to the learners according to
guidelines
.. Co)petency assess)ent tools, )aterials and e3uip)ent are provided to the
learners.
2. Evidences are gathered and docu)ented using relevant assess)ent tools
4. Appropriate 6eed7ac+ )echanis) is used to in6or) learner o6 his=her progress
%. Assess)ent results are docu)ented and records are and +ept in according to
guidelines
CO"TE"TS9
8rinciple o6 co)petency H7ased training and assess)ent
o reporting o6 co)petency$7ased assess)ent
o co)petency standards as the 7asis o6 3uali6ications
o the principles o6 co)petency$7ased assess)ent
Co)petency Assess)ent guidelines
8rocedures in conducting co)petency assess)ent
Developing co)petency assess)ent tools
Types o6 learners =candidates
Assess)ent results docu)entations and record +eeping
CO"DTO"S9
The students=trainees )ust 7e provided with the 6ollowing9
Training resources
o Co)petency Assess)ent tools
o Tools
o 5or+ stations
Students=candidates
METAODO'O!ES9
Si)ulation
ASSESSME"T METAODS9
5ritten test
De)onstration
LO'" REVIEW DELIVERY OF TRAINING SESSION
ASSESSME"T CRTERA9
#. Appropriate training session evaluation instru)ents are used.
.. nterpretations are )ade on the results o6 training session evaluation.
2. AdBust)ents on training session are )ade 7ased on the results o6 evaluation.
CO"TE"TS9
Methods o6 Training session review and evaluation techni3ues
Data collection )ethods
8rocedures in conducting training evaluation
Evaluation and revision techni3ues
AdBusting training sessions delivery
CO"DTO"S9
The students=trainees )ust 7e provided with the 6ollowing9
Training resources
o Co)petency Assess)ent tools
o Tools
o 5or+ stations
Students= learners
METAODO'O!ES9
!roup discussion
Si)ulation
'ecture
ASSESSME"T METAODS9
5ritten test
De)onstration

U"T O( COM8ETE"C> 9 UTILI%E ELECTRONIC
MEDIA IN FACILITATING TRAINING
MODU'E TT'E 9 UTILI%ING ELECTRONIC MEDIA IN FACILITATING TRAINING
MODU'E DESCR8TO" 9 This )odule covers the +nowledge, s+ills and attitude re3uired in
an advance training environ)ent using electronic )edia as a
)eans in 6acilitating training, including operation and
)aintenance o6 the e3uip)ent.
8RE$RE?USTES 9 &e6ore going through this )odule learners should already 7e
a7le to operate co)puters.
'O#. 8resent a lesson through direct video 6ootage=capture
'O.. 8resent lesson via 6il) viewing )ethod
'O2. Utili/e co)puter and )ulti)edia technology to present a lesson
LO!" PRESENT LESSONS THROUGH DIRECT VIDEO FOOTAGE/CAPTURE
ASSESSME"T CRTERA9
#. E3uip)ents are inspected 6or sa6e wor+ing condition and nor)al operation in$line
with )anu6acturer@s user guide.
.. Set$up o6 e3uip)ent is per6or)ed in accordance with connection guide, sa6ety
practices and presentation re3uire)ents.
2. E3uip)ent is operated 7ased on presentation re3uire)ents and operation )anual.
4. 8resentation o6 lesson is eCecuted through direct video 6ootage=capture and in$line
with session plan.
%. E3uip)ent is stored in accordance with standard operating procedure
CO"TE"TS9
Sa6ety handling o6 electronic e3uip)ent
&asic )aintenance o6 electronic e3uip)ent
8rocedure in interconnecting video ca)era, 8=A syste) and video )onitor='CD
proBector
8rocedure operating video ca)era
Tips and tric+s in video shooting
8rocedure in operating 8=A syste)
8ros and cons o6 presenting a lesson via direct video 6ootage=capture
Techni3ues in de)onstrating a per6or)ance in 6ront o6 a ca)era.
CO"DTO"S9 Trainees )ust 7e provided with the 6ollowing9
Electronic )edia e3uip)ent
o :ideo ca)era and recording )edia ;i.e., tape, disc<
o :ideo )onitor='CD proBector
o 8=A Syste)s ;including audio )iCers= audio a)pli6ies= )icrophones= spea+er
syste)<
E3uip)ent guide and user )anuals
nterconnection guide
Connection ca7les
'ighting e3uip)ent
METAODO'O!ES9
(ocused group discussion
!uided learning and eCploration
8eer teaching
Role playing
ASSESSME"T METAODS9
De)onstration
Oral 3uestioning
5ritten eCa)ination
LO#" PRESENT LESSON VIA FILM VIEWING METHOD
ASSESSME"T CRTERA9
4. 'earners are oriented prior to 6il) viewing in$line with the eCpected outco)e o6 the
lesson.
%. Strategies to ensure that the learner will learn i)portant in6or)ation 6ro) the )ovie
are i)ple)ented in$line with session plan.
*. E3uip)ent is stored in accordance with standard operating procedure.
CO"TE"TS9
8rocedure in interconnecting player;:AS=:CD=D:D<, 8=A syste) and :ideo
Monitor='CD 8roBector
8rocedure in operating player;:AS=:CD=D:D<
8ros and cons o6 presenting lesson via 6il) viewing )ethod
Techni3ues in e66ective utili/ation o6 6il) viewing )ethod in teaching.
CO"DTO"S9
Trainees )ust 7e provided with the 6ollowing9
o 8layer ;:AS=:CD=D:D<
o :ideo )onitor='CD proBector
o 8=A syste)s ;including audio )iCers= audio a)pli6ies= )icrophones= spea+er
syste)<
Connection ca7les
METAODO'O!ES9
8eer teaching
Role playing
ASSESSME"T METAODS9
De)onstration
Oral 3uestioning
5ritten eCa)ination
LO$" UTILI%E COMPUTER AND MULTIMEDIA TECHNOLOGY TO PRESENT A LESSON
ASSESSME"T CRTERA9
4. Teacher$centered presentation o6 a lesson is eCecuted using a co)puter and in$line
with session plan.
%. 'earner$centered presentation o6 a lesson is eCecuted using a co)puter and in$line
with session plan.
*. Strategies to ensure that the learner will learn i)portant in6or)ation 6ro) the )ovie
are i)ple)ented in$line with session plan.
,. E3uip)ent is stored in accordance with standard operating procedure.
CO"TE"TS9
8rocedure in interconnecting player;:AS=:CD=D:D<, 8=A syste) and video
)onitor='CD proBector
&asic )aintenance o6 personal co)puter
8sychological perception in learning
Techni3ues in e66ective presentation using digital slides
Techni3ues in e66ective utili/ation o6 co)puter aided learning resources
Techni3ues in utili/ing world wide we7 in teaching
CO"DTO"S9 Trainees )ust 7e provided with the 6ollowing9
o 8ersonal co)puter with internet connection
o 'CD proBector
o 8=A Syste)s ;including audio )iCers= audio a)pli6ies= )icrophones= spea+er
syste)<
Connection ca7les
METAODO'O!ES9
Co)puter aided instruction
8eer teaching
Role playing
ASSESSME"T METAODS9
De)onstration
Oral ?uestioning
5ritten eCa)ination
U"T O( COM8ETE"C> 9 SUPERVISE WOR&BASED LEARNING
MODU'E TT'E 9 SUPERVISING WOR&BASED LEARNING
MODU'E DESCR8TOR 9 This )odule covers the +nowledge, s+ills and attitudes re3uired
in order to supervise wor+$7ased learning process. This
approach ensures learning through wor+ activities, strategies and
to support wor+place learning and wor+$7ased )onitoring.
Upon co)pletion o6 the )odule the participants=trainees should 7e a7le to9
'O#. Esta7lish training re3uire)ents 6or trainees
'O.. Monitor wor+$7ased training
'O2. Review and evaluate wor+$7ased training e66ectiveness
LO!" ESTABLISH TRAINING RE)UIREMENTS FOR TRAINEES
ASSESSME"T CRTERA9
#. Relevant policies and guidelines are accessed and interpreted to guide the
develop)ent o6 wor+$7ased arrange)entsJ
.. !oals 6or learning o6 trainees are identi6ied and discussed with relevant personnelJ
2. Training plan is prepared in accordance with agreed outco)esJ
4. Training schedule is developed , discussed and agreed with relevant personnelJ
%. Orientation and Support Mechanis) are identi6ied and arranged according to the
needs o6 the traineesJ
*. Availa7ility o6 )aterials is con6ir)ed with relevant personnel within the 7udget
re3uire)entJ
,. The o7Bectives 6or underta+ing wor+$7ased training and the processes involved are
eCplained to the trainees.
CO"TE"TS9
8olicies and guidelines o6 wor+$7ased learning
Organi/ational change
'aws on gender advocacy and develop)ent
!oals and o7Bectives o6 wor+$7ased learning
8rocesses involved in wor+$7ased learning
Training plan, training schedules and outco)es
Sta66 and relevant personnel in wor+$7ased learning
Support Mechanis)
&udgetary re3uire)ents , supplies and )aterials
CO"DTO"S9
The participants=trainees )ust 7e provided with the 6ollowing9
8olicies and guidelines in wor+$7ased learning
Training plans
5or+$7ased supplies and )aterials
5or+$7ased tools and e3uip)ent
(irst aid +its
88Es
METAODO'O!ES9
Aands$on
Discussions
8ractical per6or)ance
ASSESSME"T METAODS9
nterview
De)onstration with oral 3uestioning
5ritten test
LO#" MONITOR WOR&BASED TRAINING
ASSESSME"T CRTERA9
#. :isits to wor+$7ased training venue are conducted in accordance with trainers
3uali6ication re3uire)ents and to ensure that training arrange)ent are )etJ
.. Trainees progress is )onitored and recorded against training plan and contingencies
are addressJ
2. 5or+ per6or)ance are o7served and alternative approaches are suggestedJ
4. OAS re3uire)ents are )onitored to ensure health, sa6ety and wel6are o6 traineesJ
%. (eed7ac+ is provided to trainees concerning their wor+$7ased learning per6or)ance.
CO"TE"TS9
Details 6or structured wor+$7ased learning
Co)petencies covered in the wor+$7ased learning
OAS guidelines in the wor+place environ)ent
Monitoring techni3ues and strategies
'ogistics and docu)entations
(eed7ac+ )echanis)
8rogress chart
CO"DTO"S9
Co)pany=wor+place policies and procedures
OAS guidelines and 88E@s
De)onstration and o7servations 6or)s
8rogress reports
(eed7ac+s
Co)pletion report o6 supervised wor+$7ased learning
METAODO'O!ES9
Case study
Discussion
!roup activities
ASSESSME"T METAODS9
De)onstration with oral 3uestioning
5ritten test
LO$" REVIEW AND EVALUATE WOR&BASED LEARNING EFFECTIVENESS
ASSESSME"T CRTERA9
#. 5or+ per6or)ance and learning achieve)ent are analy/ed in accordance with wor+$
7ased learning re3uire)entsJ
.. Trainees are encouraged to provide 6eed7ac+ on their learning eCperience 6or
docu)entation purposes
2. The e66ectiveness o6 wor+$7ased learning is evaluated against the o7BectivesJ
4. )prove)ents and changes to wor+ 7ased learning are reco))ended 7ased on
review process.
CO"TE"TS9
Review and evaluation o6 the policies and guidelines o6 wor+$7ased learning
Review o6 wor+$7ased learning achieve)ents
Review and evaluation o6 goals and o7Bectives o6 wor+$7ased learning
Review and evaluation o6 training plans, contracts and support )echanis)
(eed7ac+s and training i)pressions o6 trainees
8rogra) evaluation and reco))endations
Ter)inal reports
CO"DTO"S9
5or+$7ased learning policies and guidelines
8ost evaluation 6or) o6 wor+$7ased learning
Evaluation instru)ents
(eed7ac+ and suggestion 6or)s
METAODO'O!ES9
Open 6oru)
Discussion
Action planning
Case studies
ASSESSME"T METAODS9
nterview
Oral 3uestioning
5ritten test
U"T O( COM8ETE"C> 9 CONDUCT COMPETENCY ASSESSMENT
MODU'E TT'E 9 CONDUCTING COMPETENCY ASSESSMENT
MODU'E DESCR8TOR 9 This )odule covers the +nowledge, s+ills and attitudes in
conducting assess)ent. t details the re3uire)ents 6or organi/ing
assess)ent activities, preparing the candidate, gathering and
evaluating evidence, recording assess)ent outco)es and
providing 6eed7ac+.
SUMMAR> O( 'EAR""! OUTCOMES 9
'O#. Organi/e assess)ent activities
'O.. 8repare the candidate
'O2. !ather evidence
'O4. Ma+e the assess)ent decision
'O%. Record assess)ent results
'O*. 8rovide 6eed7ac+ to candidates
LO!" ORGANI%E ASSESSMENT ACTIVITIES
ASSESSME"T CRTERA 9
#. Assess)ent activities in the wor+place, training center or assess)ent center are
identi6ied and organi/ed in accordance with the relevant Evidence !uide
.. Resources re3uired 6or assess)ent, as speci6ied in the Evidence !uide and the
assess)ent tools, are o7tained, chec+ed and arranged within a sa6e and accessi7le
assess)ent environ)ent.
2. Cost o6 assess)ent and assess)ent process are chec+ed to ensure co)pliance with
organi/ational policy and procedures.
4. Appropriate personnel are in6or)ed o6 the assess)ent activity in line with
organi/ational policy
CO"TE"TS 9
(actors to 7e considered in organi/ing assess)ent activity
8urpose o6 assess)ent, orientation, docu)entation and appoint)ent
8roponent o6 the assess)ent activity
Assessors responsi7ility and assessor@s guide
Assess)ent center@s responsi7ility
Assess)ent resources, tools and assess)ent pac+ages=instru)ents
Relevant wor+place, co))unity and school training center and e3uip)ent
Standard Operating 8rocedures 6ro) co))unity=enterprise=industry
8T?CS policies and guidelines in the conduct o6 assess)ent
Assess)ent orientation guide
Assess)ent docu)ents, evidence plan=guides
Assess)ent nstru)ents
Assessors guides
'ist o6 accredited assess)ent centers and assessor
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten eCa)ination
Oral nterview
De)onstration
LO#" PREPARE THE CANDIDATE
ASSESSME"T CRTERA9
#. The conteCt and purpose o6 assess)ent are eCplained to candidates in line with the
re3uire)ents o6 the relevant Assess)ent !uidelines.
.. The needs o6 the candidates are deter)ined to esta7lish any allowa7le adBust)ents
in the assess)ent procedures.
2. n6or)ation is conveyed using ver7al and non$ver7al language which pro)otes a
supportive assess)ent environ)ent.
4. 'egal and ethical responsi7ilities associated with the assess)ent are eCplained to the
candidates in line with the relevant Assess)ent !uidelines.
%. The co)petency standards to 7e assessed and the evidence to 7e collected are
clearly eCplained to the candidate as contained in the assess)ent guidelines.
CO"TE"TS9
Occupational Aealth and Sa6ety Regulations
ConteCt o6 Assess)ent
Co)petency standards and Assess)ent !uidelines
Evidence !uide
Assess)ent docu)ents and 6or)s
Attendance Sheet
Sel6 Assess)ent guide
Assess)ent and Assessor@s guide
Assess)ent 6or)s and application 6or)s
Evidence gathering tools
Copy o6 candidate@s guide, sel6$assess)ent guide
Copy o6 Assess)ent tools=pac+ages
Tools, e3uip)ent, supplies and )aterials 6or the conduct o6 assess)ent
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten test
De)onstration
LO$" GATHER EVIDENCE
ASSESSME"T CRTERA9
#. Evidence is gathered using assessment methods speci6ied in the relevant Evidence
guide
.. Evidence is gathered and docu)ented in accordance with the assess)ent
procedures speci6ied in the relevant Assess)ent !uidelines.
2. Reasona7le adBust)ents are incorporated in the evidence gathering procedures,
where appropriate in line with the procedures detailed in the Assess)ent !uidelines.
4. Evidence is gathered and docu)ented using the relevant assess)ent tools
CO"TE"TS9
Di66erent 6or)s o6 evidence
5ays o6 !athering Evidence
Rules o6 evidence and di)ensions o6 co)petency
Evidence gathering process, )ethods and tools
S+ills in gathering evidence
Application o6 various assess)ent )ethod
Assess)ent pac+ages=tools and Assess)ent !uidelines
Assess)ent Rating Sheets
Copy o6 evidence gathering tools
Supplies and )aterial
5or+place tools and e3uip)ent
8encil, 7allpen, 7ond paper
Rating sheet
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten test
Oral nterview
Direct o7servation
De)onstration
LO4" MAE THE ASSESSMENT DECISION
ASSESSME"T CRTERA9
#. The evidence is evaluated in ter)s o6 the rules o6 evidence
.. The evidence is evaluated according to the di)ensions o6 co)petency
2. The assess)ent decision is )ade 7ased on evaluation o6 the evidence and the
re3uire)ent o6 relevant unit;s< o6 co)petency.
CO"TE"TS9
Rules o6 Evidence
Di)ensions o6 co)petency and Assess)ent !uidelines
Evaluation o6 Evidence
Rating Sheets
S+ills in )a+ing assess)ent decision
Copy o6 evidence gathering tools
Rating sheet
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten test
nterview
Direct o7servation
De)onstration
LO'" RECORD ASSESSMENT RESULTS
ASSESSME"T CRTERA9
#. Assess)ent results are recorded accurately in accordance with approved record
+eeping guidelines o6 the organi/ation
.. Records o6 the assess)ent procedure, evidence collected and con6identiality o6
assess)ent outco)es in )aintained according to the approved policy guidelines o6
the organi/ation
2. ssuing o6 certi6icates is organi/ed in line with approved policy guidelines o6 the
organi/ation
CO"TE"TS9
Record +eeping guidelines and procedure
(or)s designed 6or assess)ent result
S+ills in recording assess)ent results
Chec+list o6 co)petency
Co)petency assess)ent result su))ary ;CARS<
Registry o6 wor+ers assessed ;R5AC<
Copy o6 assess)ent tools=rating sheet
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten test
nterview
Direct o7servation
De)onstration
LO6" PROVIDE FEEDBAC TO CANDIDATES
ASSESSME"T CRTERA 9
#. Clear and constructive 6eed7ac+ on the assess)ent decision is given to the
candidate in line with the relevant Assess)ent !uidelines.
.. 5ays o6 overco)ing any gaps in co)petency are eCplored with the candidate.
2. The candidate is advised o6 availa7le reassess)ent in line with organi/ational policy
and procedures
4. Any assess)ent decision disputed 7y the candidate is recorded and reported
pro)ptly to appropriate personnel in line with organi/ational policy and procedures.
CO"TE"TS9
Constructive (eed7ac+ on assess)ent proceedings
S+ills in giving 6eed7ac+s
Dos and Don@ts in 6eed7ac+ing
S+ills Assess)ent !uidelines
Assess)ent evaluation
Copy o6 assess)ent tools
Copy rating sheet
METAODO'O!ES9
'ecture
:ideo presentation
!roup discussion
ASSESSME"T METAODS9
5ritten test
nterview
Direct o7servation
De)onstration
U"T O( COM8ETE"C> 9 MAINTAIN TRAINING FACILITIES
MODU'E TT'E 9 MAINTAINING TRAINING FACILITIES
MODU'E DESCR8TOR 9 This )odule covers the +nowledge, s+ills and attitude re3uired o6
a learner to per6or) tas+ and activities to +eep the training
environ)ent in a 6unctional and sa6e condition.
Upon co)pletion o6 this )odule the students= trainees will 7e a7le to9
'O#. 8lan and schedule )aintenance activities
'O.. )ple)ent house+eeping activities
'O2. Maintain training e3uip)ent and tools
'O4. Docu)ent )aintenance inspection
LO!" PLAN MAINTENANCE ACTIVITIES
ASSESSME"T CRTERA9
#. Training 6acilities and e3uip)ent are identi6ied
.. Re3uisition 6or instructional e3uip)ent, tools, supplies and )aterials are prepared
according to esta7lished procedures.
2. Training e3uip)ent, tools, )aterials=supply inventory is prepared
4. E3uip)ent, tools, supplies and )aterials option are thoroughly researched and
ergono)ic re3uire)ents are considered.
%. E3uip)ent, tools, supplies and )aterials are identi6ied and Busti6ied.
*. E3uip)ent and syste)s i)pact on learners are accurately docu)ented according to
procedures
,. Maintenance activities are esta7lished according to policies
0. Maintenance activities, resources are identi6ied and schedule is prepared according
to Bo7 re3uire)ents.
1. Technical support services are identi6ied as necessary
CO"TE"TS9
Training 6acilities ,e3uip)ent , )aterials and tools availa7le
Re3uisition procedures and practices
Organi/ational policies and procedures
nventory procedures and practices
E3uip)ent ,)aterials=supplies options search
Ergono)ics re3uire)ents o6 tools and e3uip)ent
Reasons 6or e3uip)ent, tools and )aterials Busti6ication
Maintenance activities and options
Maintenance planning and scheduling
CO"DTO"S9 The students= trainees )ust 7e provided with the 6ollowing9
Training resources
o Modules=)anuals
o Tools
o Materials=consu)a7les
o 5or+ stations
METAODO'O!ES9
!roup discussion
Si)ulation
'ecture
Sel6Hpace instruction
ASSESSME"T METAODS9
5ritten test
LO#" IMPLEMENT HOUSEEEPING ACTIVITIES
ASSESSME"T CRTERA9
#. Regular inspections are carried out in the wor+ area according to wor+place
procedures and standards.
.. (acilities are )aintained in accordance with Occupational Aealth and Sa6ety.
2. Disposal o6 waste and dangerous che)icals are chec+ed in accordance with
Occupational Aealth and Sa6ety regulations and organi/ational policies and other
regulations
4. nstructional )aterials and =e3uip)ent are secured in sa6e places in accordance with
procedures.
CO"TE"TS9
5or+ area inspection procedures and practices
(acilities )aintenance procedures and practices
5aste and dangerous )aterials disposal procedures and practices
)ple)enting procedures o6 %@S and si)ilar syste)s
OAS and other regulations on waste )anage)ent
nstructional )aterials=e3uip)ent sa6e +eeping
Environ)ental protection re3uire)ents
RA 1--2$Solid waste )anage)ent
Training resources
o Modules=)anuals
o Tools
o 5or+ stations
o nstructional e3uip)ent
METAODO'O!ES9
!roup discussion
Si)ulation
'ecture
Sel6$learning instructions
ASSESSME"T METAODS9
5ritten test
Trainer ?uali6ication 9 Trainer=Assessor $ #-- $
LO$" MAINTAIN TRAINING E)UIPMENT AND TOOLS
ASSESSME"T CRTERA9
#. Regular )aintenance activities and routine servicing=repair are per6or)ed according
to scheduled plan.
.. Maintenance procedures are 6ollowed in accordance with the )anu6acturers )anual
and organi/ation policies.
2. Respond to 6ailed or unsa6e e3uip)ent in accordance with organi/ational policies I
procedures.
4. E3uip)ent and tools are secured according to sa6ety standards
%. Co)pleC 6aults or repair re3uire)ents outside area o6 responsi7ility or co)petence
are reported 6or specialist assistance in accordance with organi/ational procedures.
*. Maintenance activities are docu)ented and reported according to procedures
CO"TE"TS9
Materials and tools uses and speci6ications
Types=classi6ication and proper dosage o6 che)icals
Maintenance costing
Manu6acturers speci6ication
Out sourcing )aintenance wor+s
Types o6 )aintenance
)aintenance procedures and )ethodologies
wor+ schedules
procedures 6or the recording, reporting and )aintenance o6 wor+place records and
in6or)ation
Training resources
o Modules=)anuals
o Tools
o 5or+ stations
o Spare parts=co)ponents
METAODO'O!ES9
Si)ulation
ASSESSME"T METAODS9
5ritten test
Trainer ?uali6ication 9 Trainer=Assessor $ #-# $
Trainer ?uali6ication 9 Trainer=Assessor $ #-. $
LO4" DOCUMENT MAINTENANCE INSPECTION
ASSESSME"T CRTERA9
#. Regular inspections are carried out in the wor+ area according to wor+place
procedures and standards
.. Maintenance and repair activities are docu)ented and reported according to
organi/ational policies
2. Docu)ents are +ept according to procedure
CO"TE"TS9
nspection procedures and practices
Organi/ational policies
5or+ acco)plish)ent docu)entations and reporting
Docu)ents and record +eeping
Training resources
o Modules=)anuals
o Tools
o 5or+ stations
METAODO'O!ES9
Si)ulation
ASSESSME"T METAODS9
5ritten test
De)onstration

Trainer ?uali6ication 9 Trainer=Assessor $ #-2 $

CBC-TM I Trinadfers Methodology Level 1

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