Information Sheets 1.

3:
Competency Standards

Learning Objectives:
1. Define competency standard
2. Identify the parts of the competency standard
3. dentify the elements and performance criteria of your competency

The competency standards is the main basis of Competency-Based Training. All learning
materials shall be based on the assessment criteria of each competency.

Competency Standard
Competency Standard (CS) is the written specification of the knowledge, skills and attitudes and
value required for the performance of job, occupation or trade and the corresponding
standards of performance required for these in the workplace

Unit of Competency
Together all the parts of the unit of competency:
• Describe a work activity
• Guide the trainer in determining whether the learner is competent Each part of the unit of
competency was with the purpose of achieving these two aims

Parts of Competency Standards

1. Unit Title
• Defines the area of competency
• Written in outputs terms-obtain
• Comprise a manageable component of work
2. Unit Descriptor
• Outlines what is done in the workplace
• Expands on information in the title
• Clarifies scope and intent of the unit
• Helps to differentiate competencies with similar titles
3. Elements and Performance Criteria
• Elements describe in output terms the functions that a person who works in a particular area
of works is able to do. Performance criteria are evaluative statements that specify what is to be
assessed and the required level of performance.
4. Elements
• Building blocks of a unit of competency,
• Describe in outcome terms the functions that a person who works in a particular area of work
is able to perform
• Describes actions or outcomes that are demonstrable and assessable and which the candidate
must attain.
5. Performance criteria
• Specifies what is assessed and the required level of performance.
• Precise standards of the competency
• Covers all components dimensions of competency
•Focus on evidence to prove competency evaluative statements
6. Range of Variable
• Describe the curriculum or context in which the work is to be performed.
• Defines the boundaries within the unit of competency applies
• Range of situations that should be the focus of assessment
• Relates to the unit of competency as a whole
• Allows for insertion of specific knowledge and enterprise requirements
7. Evidence Plan
• The purpose of the evidence guide is to guide the assessor in the collection of evidence,
• It must be related directly to: the elements and performance criteria and range of variables
8. Critical Aspect of Competency
• Tells the assessor what evidence is essential for successful performance.
• It identifies the essential:
- Productive evidence- completes workplace/service to specification.
- Knowledge evidence- things that must be known
-Process Evidence
9. Underpinning Knowledge
• Knowledge or concepts involved in performing skills of the competency.
• It includes: Specific knowledge that is essential to the performance of the competency and
evidence of knowledge of legislation, regulations and codes of practice.
10.Underpinning Skills
• Skills needed to achieve the elements and performance criteria in the unit of competency.
• It includes both: generic skills (communication) and industry specific skills (hand tools)

Information Sheet 1.4:

Competency-Based Curriculum

Learning Objectives:
1. Explain the relationship of the Training Regulations and the Competency-Based
Curriculum
2. Identify and discuss the parts of the CBC

The Competency-Based Curriculum (CBC) is a guide in developing learning activities.

Understanding the CBC will you establish trainee’s training needs and plan for Competency-
Based Training

Competency-Based Curriculum (CBC)

This CBC is a plan for structured of learning experiences towards achieving of competencies
identified by the industry: it deals training methodologies resources, facilities, infrastructures
and other materials required both for training and assessment strategies. It is a specification of
the course a trainee will undertake to attain workplace competencies. It is developed based on
the Training Regulations.

Components of CBC: Course Design Format

1. Course Title/Qualification Level- a name rising out of the qualification and NC level in the
PTTQF.
Example: Electrical Installation and Maintenance NC II
2. Nominal Duration - the approximate length time the course will be finished.
Example: 329 hours
3.Course Description- statement on the coverage of the course, its relevance in the industry
sector, and the possible occupations the trainee will have after completion.
Example: This course is designed to develop knowledge, skills, and attitudes of a Computer
Technician in accordance with industry standards. It covers basic and common competencies
such as installing, maintaining. configuring, and diagnosing computer systems and networks.
4.Entry Requirements - qualifications of a trainee who intended to enter the course. These are
stated as competencies. Any physical traits must also be stated.
Example: Student Trainee must possess the following qualifications:
• Able to communicate both oral and written
• Physically and Mentally fit
• With good moral character
• Can perform basic mathematical and logical computations
• Analytical and logical thinking.
5.Course Structure- tabulated presentation of units of competency covered by the course and
the corresponding module title-its learning outcomes and nominal duration.
Example:

Unit of competency Module Title Learning Outcomes Nominal Duration

1. Install 1.1 Install computer 1.1.1 Plan and 60 hours
 computer system and network prepare for
system and installation
network 1.1.2 Install
equipment/ devices
system
1.1.3 Conduct test

6. Assessment Methods - A listing of all the methods of gathering evidences used in the course
to measure the attainment of the learning outcomes.
Example: Observation/questioning, demonstration/questioning, written examination.
7. Course Delivery - the training modes used to implement course.
Example: dual training, apprenticeship, distance education

Components of CBC: Module of Instructions

1. Unit Title- a unit of competency which when applied a work situation can logically stand
alone. It express in outcome terms.
Example: Install Computer Systems and Networks
2. Module Title- the name given to curricular unit, it should be associated with the unit of
competency.
Example: Installing Computer Systems Networks
3. Module Descriptor - brief description of the intention of the module, is scope and
delimitation.
Example: This module covers the outcomes required in installing. Assembling and testing
computers and common peripherals.
4. Nominal Duration - estimated suggested number of training hours per module (time to
achieve the module)
Example: 60 hours
5. Learning Outcome - it is a statement that specifies what learner will be able to do as a
result of the learning process, it should be written in an action statement, begins with
action verb plus the object of the action.
Example: LO1. Plan and Prepare installation. LO2. Install equipment/ device system.
6. Assessment Criteria- List of criteria by which the achievement of the learning outcome
will be judged based on evidence, specify the performance outcome the learner will be
expected to demonstrate at the conclusion of the learning outcome.
Example:
A. Installation planned and prepares to ensure that safety measures, policies and
procedures followed, and that work is appropriately sequenced in accordance with the
industry standards.
B. Technical personnel consulted to ensure that the work coordinated effectively with
other involved on the worksite.
C. Computer systems and network devices obtained in accordance with the established
procedures and to comply with requirements
7. Content - list of specified knowledge, skills, attitudes and safety that are necessary in
order to achieve the specific learning outcomes.
Example:
• Safety procedures
• Basic terms, concepts, functions and characteristics of PC hardware Components
• Structure of operating systems
• Familiarization with the various computer system’s components and peripherals
•System configuration settings of computer systems and devices
8. Conditions- specifies the context of the training, this include list of tools and equipment,
access to learning resources and equipment manuals, and types of facility.
Example: the students trainees must be provided with the following:
• Personal Protective equipment (ex. Protective eyewear, antistatic wrist wrap)
• Electronic laboratory hand tools (assorted pliers, assorted screw drivers, soldering iron and
disordering tool)
9. Methodology - one or combinations of different learning approaches. Methods and
techniques to deliver learning activity which are consisted with CBT principles.
Example: Lecture-demonstration, self-paced, group discussion
10. Assessment Method- the methods used to gather evidences of sufficient quantity on
which to make judgement about trainee’s competency, assessment methods include
observation, demonstration/simulation, questioning and written test,
Example: Demonstration with questioning, written examination