COMPONENTS OF

THE TRAINING
REGULATIONS
 TRAINING REGULATION
refers to the package of qualifications, competency
standards, training standards, assessment and
certification arrangements in a specific sector
promulgated by TESDA Board for nationwide
application. They serve as the basis for the development
of the curricula, registration and delivery of training
programs. (TESDA Circular No. 054 s. 2019

Memorandum No. 762-2021_TVET GLOSSARY

 SECTION 1: QUALIFICATION TITLE

SECTION 2: COMPETENCY
STANDARDS
COMPONENTS
OF SECTION 3: TRAINING STANDARD
TRAINING (TRAINING
REGULATION ARRANGEMENTS)

SECTION 4: ASSESSMENT AND

CERTIFICATION
ARRANGEMENTS
 SECTION 1
(Qualification Title)

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 ◦ It describes the qualifications and defines
the basic, common, and core competencies
that comprise the qualification.

◦ It shows Unit Code and the title of the

competencies.

Describes the Job title of the

qualification
.

SECTION 1 QUALIFICATION TITLE

 SECTION 2
(Competency Standard)

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 These fields explicitly state the
required knowledge and skills for competent
performance of a unit of competency
in an informed and effective manner.

Describes the occupational

function of a person employed in the industry of a
particular qualification

SECTION 2 COMPETENCY STANDARD

 The Unit Title describes the work
activity covered by the unit. It is expressed in
outcome terms.

The Unit Code is assigned to the unit

upon promulgation. This is used to identify
the sector, the category of unit and the unit
number.

SECTION 2 COMPETENCY STANDARD

Unit Title
● Defines the area of competency
● Written in output terms - ‘obtain,
prepare and supply materials for
production’ [verb]
● A well framed unit will comprise a
manageable component of work
 The Unit Descriptor expands the title by
describing the scope and intent of the unit. It
clarifies the required knowledge skills and,
attitude to demonstrate a competent
performance.

This unit covers the knowledge, skills, (and)

attitudes and values needed to perform computer
operations which include
inputting, accessing, producing and transferring
data using the appropriate hardware and
software.

SECTION 2 COMPETENCY STANDARD

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.
 The Element describes a major skills required to
carry out the work activity. Performing the
elements will result to product, service or
decision. Elements are considered building
blocks of a unit of competency it covers the
dimensions of competency.

SECTION 2 COMPETENCY STANDARD

 Performance Criteria

can be considered as specification of each

element. A set of criterion is written to help in
observing and assessing the skills while the
element is being performed. Each criterion
describes what performance is needed and how
well should it be done. The criterion can be used
to determine if all the dimensions of competency
have been achieved in performing the elements.

SECTION 2 COMPETENCY STANDARD

 Performance Criteria

In some Units of Competency, key Words and

phrases within performance criteria are written in
bold and italicized Print. Those words or
phrases are further elaborated in the range of
variable.

SECTION 2 COMPETENCY STANDARD

Performance Criteria

● Specifies what is assessed and the required

level of performance
● Precise as possible so that standards are
assessable
● Covers all components of competency
● Focus on evidence to prove competency
● Evaluative statements
 The Range of Variables defines the scope in
which the unit of competency applies and the
range of Situations which can be the focus of
assessment. It also allows insertion of specific
knowledge and enterprise requirements when
the standards have been implemented.

SECTION 2 COMPETENCY STANDARD

Range of Variables

● Describes the circumstances or context

in which the work is to be performed.
● Define the boundaries within which
the unit of competency applies
● Range of situations that should be the
focus of assessment
● Relates to the unit of competency as a
whole
 The purpose of the Evidence Guide is to guide
the assessor in collecting the required evidence
of competency. It is divided into several parts:

SECTION 2 COMPETENCY STANDARD

Parts of the Evidence Guide

● There are six sections:

● Critical aspects of competency
● Required knowledge
● Required skills
● Resource implications
● Methods of assessment
● Context of assessment
 Critical Aspect of Competency

It is a series of activities that is critical in

demonstrating a competent performance and
successful accomplishment of work.

SECTION 2 COMPETENCY STANDARD

Critical Aspects of
Competency
● process evidence
● Tells the assessor what
● complies with industry
evidence is essential for practices and procedures
successful performance. ● complies with OH&S
● It identifies the essential: practices
● product evidence ● sets up tools and
● completes work piece / equipment
service to specification ● handles tools, materials
and equipment
● knowledge evidence
● identifies and solves
● things that must be known
faults and problems
● communicates with
others to ensure safe
and effective operations
Required Knowledge

● Competency involves applying knowledge to

perform work activities.
● Required knowledge includes:
● specific knowledge that is essential to the
performance of the competency
● evidence of knowledge of legislation, regulations and
Codes of Practice
Required Skills

● This provides the assessor with a list of

the skills needed to achieve the
elements and performance criteria in
the unit of competency.
● Required skills include both:
● generic skills - communication
● industry specific skills - use of relevant
hand tools
 The Method of Assessment describes the ways
in which the evidence of competent performance
can be collected. This information is provided in
order to ensure that all aspects of the unit can be
covered by the assessment and/or establish
consistency in performance.

SECTION 2 COMPETENCY STANDARD

 The Resource Implication identifies the needed
resources for successful performance of the work
activity described in the unit of competency such
as work environment condition, tools, equipment
and materials.

SECTION 2 COMPETENCY STANDARD

 The Context of Assessment describes the
possible venue where the collection of evidence
may be conducted. Some example of these
places are simulated work environment or actual
workplace

SECTION 2 COMPETENCY STANDARD

 SECTION 3
(Training Standard
previously called
Training Arrangements)

32
 Contain the information and requirements which
serve as bases for training providers in
designing and delivering competency-based
curriculum for the qualification.

SECTION 3 TRAINING STANDARD

SECTION 3 TRAINING STANDARD
 Nominal training Duration - The total
approximate length of course in hours

SECTION 3 TRAINING STANDARD

 Course Title - define the tile of the qualification

SECTION 3 TRAINING STANDARD

 Course Description - Explains the coverage and
importance of the course to a specific sector

SECTION 3 TRAINING STANDARD

 The revisions to Section 3 entail identifying the
Learning Activities leading to achievement of
the identified Learning Outcome.

SECTION 3 TRAINING STANDARD

 Learning Activities – The revisions to Section
3 entail identifying the Learning Activities
leading to achievement of the identified
Learning Outcome.

SECTION 3 TRAINING STANDARD

 The Methodology, assessment methods, and
nominal duration per “Learning Outcome” are
identified in the Section 3 of TR which serves as
the basic requirements developing of CBC and
CLM.

SECTION 3 TRAINING STANDARD

 Training Delivery - describes the training
modality modes of the course.

Institution – Based
Enterprise - based
Community - based

SECTION 3 TRAINING STANDARD

 Trainee Entry Requirements - This
specifically define the expected trainees entry
requirements

SECTION 3 TRAINING STANDARD

 List of Tools, Equipment and Materials
- This can include a list of tools and equipment,
access to learning resources and equipment,
manuals, and types of facility.

SECTION 3 TRAINING STANDARD

 Training Facilities include minimum
requirements of size in meters, quantity and
total area in square meters for training facilities

SECTION 3 TRAINING STANDARD

 Trainers Qualification includes minimum
essential qualification, experience and
competencies of the trainer

SECTION 3 TRAINING STANDARD

 SECTION 4
(Assessment and
Certification
Arrangements)

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 Describe the policies governing assessment
and certification procedures for the qualification.

ASSESSMENT AND CERTIFICATION

SECTION 4 ARRANGEMENT
 BIG CONCEPT
Bring the attention of your audience over a key
concept using icons or illustrations

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THANK YOU
AND
GOOD DAY

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