TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

Definition of Competency-based Curriculum

 Department of Education of the Philippines. Competency based

curriculum is expecting your learner's learning mastery skills based on the
set competencies (that are developmentally appropriate ) per level.

 Competency-based curriculum can be interpreted as a curriculum concept

that emphasizes the development of the ability to do(competence) tasks
with certain performance standards, so that the results can be felt by
students in the form of mastery of a particular set of competencies.

 CBC is directed to develop knowledge, understanding, abilities, values,

attitudes, and interests of students in order to be able to do something in
the form of skill, accuracy, and success with full responsibility.
COMPETENCY-BASED CURRICULUM (CBC)

 First stage of developing educational document which is closely linked

to competency standards.

 A Competency-Based Curriculum is a framework or guide for the

subsequent detailed development of competencies, associated methodologies,
training and assessment resources.

 The CBC specifies the outcomes which are consistent with the requirements of the
workplace as agreed through the industry and community consultations.

 When competency standards do not exist, curriculum developers need to

clearly define the learning outcomes to be attained. The standard of performance
required must be appropriate to industry and occupational needs.
 COMPETENCY BASED TVET FRAMEWORK

Philippine TVET I
Qualifications n
Qualification Framework d
u

Units of Competency Standards s

t
Competency Development r
y

Competency Based T
Modules of V
Training
Curriculum Development E
D T
I
e n
Learning Materials/ l s
t
Courseware Development i i
v t
u
Competency Based Training Delivery e t
Training r i
o
y n
Assessment

Certification and
Equivalency
 Relationship between the components of Competency
Standard and Competency -based curriculum
Competency-based Curriculum
Competency Standard

Course Title
Unit of Competency
Module Description
Unit Descriptor
Level of
Certification
Elements
Module Title

Performance Criteria Summary of Learning Outcomes

Assessment Criteria
Range of Variables
Content

Evidence Guide Condition

Assessment Method
 DEVELOPMENT OF COMPETENCY
BASED CURRICULUM

COMPETENCY STANDARD

Units of Competency

Element 1 Element 2 Element 3

ANALYSIS AND TRANSLATION

COMPETENCY BASED
CURRICULUM

Modules of Training 1 23

COURSE DESIGN
The process of developing competency-based curriculum takes into
account the :

1) Specifications of the competency standards and,

2) Background and requirements of the learners or trainees..

The process of development will involve representatives from industry,

curriculum developers and teachers or trainers experienced in the subject
matter/industry sector.

A different group of developers may come up with a different CBC

structure. What is essential is that the outcomes of the training and
assessment of the total course are constant with the industry
standards.

The components of a Competency- Based Curriculum are:

 Modules of Instruction/Training

 Course Design
 MODULE STRUCTURE

Unit of Competency Module

Unit of Competency 1 2 Module

Module
3 Set of Modules

It should not be assumed that one unit of competency will lead to one
module of training. In some cases it may be appropriate to develop
modules of training, which are applicable to several units of competency,
e.g. A module concerning occupational health and safety. Such modules
may relate to underpinning knowledge and skills relevant to one or more
units.
A START

Secure Approved
Competency Standard

Analyze the Unit

of Competency

Determine the Module

Title and Description

List Learning Outcomes

of a particular Module

Define Nominal
Hours per Module

Specify Assessment
Criteria

Specify Assessment
Describe Conditions List the content
Method
 DEVELOPING A COMPETENCY BASED CURRICULUM

STAGE MODULE INFORMATION

MODULE TITLE MODULE TITLE

Identify module title The name chosen for a module will
 Analyze the unit of competency have some influence on how the
module is perceived in the training
 Develop module title using the structure sector. It should convey a clear
message of what the module entails,
names providing a better indication
of what the module is about would
Unit of competency module be more useful. An action verb with
“ing” is appropriate.
Unit of competency
module
Element module
Element module
Element
Element
Set of modules
Element
Element
 UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND
SAFETY PROCEDURES

ELEMENT
1. Identify hazards and risks

2. Evaluate hazards and risks

3. Control hazards and risk

4. Maintain OHS awareness

MODULE TITLE :
Practicing occupational health and safety procedures
 UNIT OF COMPETENCY : Perform Computer Operation

ELEMENT
1. Plan and prepare for task to be
undertaken
2. Input data into computer
3. Access information using computer
4. Produce/output data using
computer system
5. Maintain computer equipment and
systems
MODULE TITLE :
Managing computer data

MODULE TITLE :
Maintaining computer equipment and system
 STAGE MODULE INFORMATION

MODULE DESCRIPTOR MODULE DESCRIPTOR

A module is a learning segment

Develop a brief description with a specified educational or
of the module its scope, training purpose.
coverage and delimitation
The statement briefly describes the
overall intentions of the module
Clarify the intent of the with emphasis on learning
module and outline what is to outcome.
be done in the workplace
Each module is linked to units of
competency in the standards.You
need to look at those units and
make sure you have a clear picture
of what the learner should be able
to do after completing the module
 MODULE DESCRIPTOR

This module covers the knowledge, skills

and attitudes required to comply with
regulatory and organizational requirements for
occupational health and safety.
 STAGE MODULE INFORMATION

SUMMARY OF LEARNING OUTCOME

LEARNING OUTCOME
To write the learning outcomes, carefully
Formulate/Prepare list of all the examine the unit(s) of competency to ensure
learning outcomes under each unit that the learners needs/requirements are
(summary of learning outcomes) addressed.

Learning outcomes are the intended results of

learning. You must write them in terms of
Learning outcome must describe a what the learners will learn, acquire and
discrete element the learner should apply, keeping the statement clear and
learn, acquire and be able to concise.
do/apply in the workplace
Each learning outcome is described
separately, beginning with a verb. Learning
Review and revise when necessary
outcomes need to have
 an action verb
 an object for the activity involved
 SUMMARY OF LEARNING OUTCOMES :

Upon completion of this module, the

trainee/student must be able to:

LO 1. Identify hazards and risks

LO 2. Evaluate hazards and risks

LO 3. Control hazards and risks

LO 4. Maintain occupational health and safety awareness

 STAGE MODULE INFORMATION

NOMINAL DURATION NOMINAL DURATION

Allocate estimated no. of hours In determining the average suggested

(duration) to accomplish each of the number of hours, you will need to judge
learning outcomes under a particular the amount of learning or training the
unit. student will require to achieve the
module outcomes
Add all the learning outcomes’ duration
and place sub total under a particular
unit

Review and revise the

duration when necessary
 LEARNING OUTCOMES Estimated
number of hour
LO 1. Identify hazards and risks 2
LO 2. Evaluate hazards and risks 4
LO 3. Control hazards and risks 6
LO 4. Maintain occupational health and safety awareness 6

Total 18

In order to come up with estimated

number of hours in a particular
module, determine how much time
a learner needs to acquire a higher
level of mastery in every learning
outcome.
 STAGE MODULE INFORMATION

LEVEL OF CERTIFICATION LEVEL OF CERTIFICATION

Identify certification level based on See certification levels on

the prescribed level in the PTQF competency standards. e.g. NC I,
NC II, NC III and NC IV.

PRE-REQUISITE PRE-REQUISITE

Identify the pre-requisite of a Pre-requisites are those modules

particular module (if necessary) or competencies which learners
must have successfully
completed or achieved before
commencing on the next
module.
 STAGE MODULE INFORMATION
ASSESSMENT CRITERIA ASSESSMENT CRITERIA

List all the assessment criteria under Assessment criteria are used to guide the
each learning outcome judgement of whether or not a learner has
achieved a learning outcome.

Assessment criteria must specify the For each learning outcome, list the criteria
performance outcomes (knowledge, you would use to judge whether the learner
skills and attitudes) the learner will be has achieved the learning outcome.
able to demonstrate at the conclusion of
the learning outcome.

NOTE:

Review and revise when necessary Make sure you do not end up with a list
or content statements.
LO 1. IDENTIFY HAZARDS AND RISKS
Assessment criteria must be
observable and measurable
ASSESSMENT CRITERIA : within the level of performance

1. Workplace hazards and risks are identified and clearly explained.

2. Hazards/Risks and its corresponding indicators are identified

in line with workplace procedures.

3. Contingency measures are recognized and established

in accordance with organizational procedures.
 STAGE MODULE INFORMATION
CONTENTS CONTENTS
Specific knowledge, skills and This section identifies the broad areas
attitudes that are to be addressed in of content, underpinning knowledge
the learning outcomes. or contextual learning likely to help
 Listthe specific knowledge achieve the learning outcomes.
essential to the performance of
work activities Only content which directly relates to
the learning outcomes should be
added.
Evidence of knowledge of
legislation, regulation and
However, you can not assume that
codes of practices
knowledge or topics identified in this
section will form part of the
 Contextual learning of Generic assessment processes of the module
skills (communication, unless they are included in the
mathematics, sciences) and learning outcome assessment criteria.
industry specific skills
CONTENTS
:
 Hazards and risks identification control

 Organizational safety and health protocol

 Threshold Limit Value (TLV)

 Occupational Health and Safety Indicators

 STAGE MODULE INFORMATION

CONDITION CONDITION
Refer to the competency standard of Provide details about resources for
the particular occupational title the delivery of the module. List the
under the heading tools, equipment facilities, equipment, tools, supplies
and materials. and materials essential to the delivery
of the module

Specify the conditions under which Recommend any useful learning

the learning and assessment will take resources, after checking that these
place. These can include a list of are current, relevant and available.
tools and equipment, access to
learning resources and equipment
manual and the type of facility.
CONDITIONS
The students/trainees must be provided with the following:

• Personal protective equipment

• Learning guides

• CD’s, VHS tapes

• Hand-outs

• Organizational safety and health protocol

• OHS Indicators

• Threshold Limit Value

• Hazards/risks identification and control

 STAGE MODULE INFORMATION
METHODOLOGY METHODOLOGY

Specify the method of the delivery Different approaches, methods and

system to be use. techniques that a learning process
will be delivered
• Self pace/Modular

• Group Discussion

• Video Viewing

• Tutorial
METHODOLOGY :

Group discussion

Film viewing

Case study

Self-paced learning

Lecture/discussion

Demonstration
 STAGE MODULE INFORMATION
ASSESSMENT METHOD ASSESSMENT METHOD

Specify the method of assessing Having identified the evidences

the learning outcome. Identify needed to assess the learning
whether the assessment will be: outcomes you now need to look at
assessment methods to support the
 Observation
collection of the evidences.
 Computer or paper based
Where possible, you are encouraged
 Oral/interview to use holistic approach. A holistic
approach to competency assessment
 Practical demonstration is one in which competence is seen as
the ability to draw in and integrate a
Specify where the assessment will
variety of knowledge, skills and
take place
attitudes.
 MODULES OF INSTRUCTION/TRAINING

UNIT TITLE: A unit of competency which when applied in a work

situation can logically stand alone. It indicates a title and
express in outcome terms.

MODULE TITLE: •Briefly describe the title of the module

MODULE
•Brief description of the module its scope and delimitation
DESCRIPTOR:

LEVEL: Level of Qualification based on PTQF

(NC 1, NC 2, NC 3, NC 4)
NOMINAL
DURATION: Estimated /suggested number of hours per module

LEARNING •Specify what the Learner will be able to do or achieve

OUTCOMES
:
 MODULES OF INSTRUCTION/TRAINING

•Listings
of criteria by which the achievement of the learning
ASSESSMENT
outcomes will be judged
CRITERIA:
•Specify
the performance outcomes the learner will be expected
to demonstrate at the conclusion of the learning outcome

•These will assess the necessary knowledge, skills, and attitudes,

reflecting the performance criteria as outlined in the relevant
industry or competency standards

CONDITIONS: •Outlines the situations and contexts under which learners will be
assessed

•Specify the conditions under which the learning and assessment

will take place

•These can include a list of tools and equipment, access to

learning resources and equipment manuals, and types of facility
 MODULES OF INSTRUCTION/TRAINING

CONTENT List down the specific underpinning knowledge, skills,

attitudes & safety that are to be addressed within this
learning outcome.

METHODOLOGY Different approaches, methods and techniques

that a learning process will be delivered

ASSESSMENT •Specify the method of assessing the learning outcome

METHOD
•Themethods used to gather evidence of sufficient
quantity and quality on which to make sound
judgement about a candidate’s competency

•Assessment methods include observation, simulation,

questioning, presentation, written assessment, etc.
Mo d ule o f Instruc tio n

SECTOR AUTOMOTIVE
UNIT OF COMPETENCY REPAIR CHARGING AND STARTING SYSTEM
MODULE TITLE REPAIRING CHARGING SYSTEM
MODULE DESCRIPTION This module covers testing/identifying faults and servicing
charging system components.
NOMINAL DURATION 40 Hours
CERTIFICATE LEVEL NC II
PREREQUISITE
SUMMARY OF LEARNING Upon completion of this module, the trainee/student must be
OUTCOMES able to:

1 Test charging system components and identify faults

2 Disassemble alternator
3 Repair/replace and assemble alternator component/parts
LO 1 TEST CHARGING SYSTEM COMPONENT AND IDENTIFY FAULTS
ASSESSMENT CRITERIA 1 Charging system component parts identify
2 Faults identified and preferred repair action determined
3 Test carried out according to industry standard procedure.
CONTENT 1 Procedure in disconnecting different wire terminal
2 Safety measures is observed
3 Test carried out
4 Identify faults and parts
5 Repair parts
CONDITIONS Students/trainees must be provided with the following:
1 Engine
2. Ignition switch
3. Alternator
4. Basic automotive hand tools
5. Voltage regulator
6. Multi-tester
7. Ammeter
8. Service manual
9. Fuse box
10. Battery
METHODOLOGIES 1 Demonstration
2 Self-pace
3 Group discussion
ASSESSMENT METHOD 1 Interview
2 Written
3 Practical
4 Direct Observation
LO 2 TEST CHARGING SYSTEM COMPONENT AND IDENTIFY FAULTS

ASSESSMENT CRITERIA 1. Alternator parts and function identified and explain

2. Alternator disassembled according to service manual
3. Alternator parts tested and defective parts determined.

CONTENT 1. Procedure in disassemble of alternator

2. Safety measured observe.
3. Identified parts and function.
4. Disassembled alternator
5. Determine parts

CONDITIONS Students/trainees must be provided with the following:

1. Multi-meter
2. Tape
3. Pliers
4. Gloves
5. Screw driver
6. Socket wrench
7. Test lamp
8. Box & Open end wrench
9. Crimer

METHODOLOGIES 1. Demonstration
2. Self-pace
3. Discussion
4. Distance learning

ASSESSMENT METHOD 1. Interview

2. Written
3. Practical
4. Direct Observation
LO 3 TEST CHARGING SYSTEM COMPONENT AND IDENTIFY FAULTS
ASSESSMENT 1. Defective parts required/replaced per service manual
CRITERIA 2. Alternator assembled in conformity w/ manufacturer
specification.
3. Alternator bench tested for functionality per service manual
CONTENT 1. Procedure in repair/replace and assemble of alternator
2. Safety measures are observed.
3. Replace parts
4. Assemble alternator
5. Test alternator
CONDITIONS Students/trainees must be provided with the following:
1. Multi-tester
2. Pliers
3. Screw driver
4. Box & open end wrench
5. Tape
6. Hand gloves
1.Traditional/lecture type
METHODOLOGIES 2. Dual training
3. Self-pace
4. Community based
5. Distance gloves
ASSESSMENT 1. Interview
METHOD 2. Written
3. Practical
4. Direct Observation
 COURSE DESIGN

Course Title: The course title can be the name arising out of the competency analysis.
It should convey a clear message of what it is all about.

Course Duration : Approximate length of course in hours or years

Qualification Level: Refer to competency standard

Unit of Competency : List down the unit of competency from CS

Course Description: The course description will include the relevance of the proposed course
to industry, enterprise or community needs and competencies that the
student may have after completion.

Course Outcomes: State the expected outcomes of the course based from the modules of
instruction developed. Include in the list of outcomes the general workplace
and key competencies required for the possible jobs the students may
have after training.
 Specify essential entry requirements. Any particular qualification
Entry Requirements:
such as age or size should be specified.

Course Structure Provide the sequencing of modules/subjects. Provide a nominal

time for each module/subject.

Competency Analysis This table reflects the number of modules develop in a particular unit of competency
Unit of competency Number of Total
module
Competency 1 1 1
Competency 2 1 1
Competency 3 2 2
Assessment Describe the assessment approach and how it relate to outcomes
Method and how will the performance of the learners be judged.
Course Delivery
Identify any delivery modes essential to the course. Identify
support mechanisms and links with industry for effectiveness of
course delivery.

Resources List the required facilities, tools, equipment and materials for
course delivery.

Qualification of Instructors Identify minimum essential qualification, experience and

competencies of instructors and assessors Special qualification of
instructors, if there is, should be specified.
 COURSE DESIGN

COURSE TITLE : AUTOMOTIVE SERVICING NC II

NOMINAL DURATION : 360 Hours

COURSE DESCRIPTION :This course is designed to enhance the knowledge, desirable attitudes and skills of automotive
service technician in accordance with industry standards. It covers specialized competencies such
as; test and service automotive batteries, service ignition system ,install and repair wiring/lighting
system, repair wiper and washers, dismantle and assemble engine –sub assemblies, maintain under
chassis components and perform shop maintenance. It also includes competencies in workplace
communication, team work, safety, use of hand tools, and house keeping.

COURSE OUTCOMES:
Upon completion of the course, the trainees/students must be able to:

•Perform diesel engine tune up.

•Perform gas engine tune up
•Service automotive battery
•Test and repair wiring/lighting system.
•Service ignition system
•Perform under chassis preventive maintenance.
•Service charging system
•Service starting system
•Service engine mechanical system

ENTRY REQUIREMENTS:
Candidate /trainee must posses the following qualifications; must be

• Able to communicate both oral and written

• 18 years old and above
• Good moral character
COURSE STRUCTURE
Units of Competency No. of
Module Title Module Contents Hrs.

BASIC 8
A.Communication

1. Receive and 1.Receiving and 1.1.1 Parts of speech

respond to workplace responding to 1.1.2 Parts of sentence
communication workplace 1.1.3 Kinds of sentences
communication 1.1.4 Organizational policies and guidelines.
1.1.5 Practices in handling communication
1.1.6 Receiving and clarifying communication,
1.1.7 messages and information's.
1.1.8 Recording message and information.
1.1.9 Communication process.

B. TEAM WORK 8

2. Work with others 2. working with others 2.1.1 Job description and employment
2.1.2 management.
2.1.3 Organizational policy.
2.1.4 Team structure
2.1.5 Supervision and accountability requirements.
2.1.6 Code of conduct
2.1.7 Assisting a colleague.
2.1.8 Open communication channel.
Acknowledging satisfactory /unsatisfactory
2.1.9 performance.
Formal/informal performance appraisal.
Units of Competency No. of
Module Title Module Contents Hrs.
Work with others 2.1.10 Obtaining feedback from superiors & colleagues. 8
2.1.11 Personal reflective behavior strategies.
2.1.12 Routine organizational method for monitoring
service delivery.
2.1.13 Ethical standards
2.1.14 Undertaking extra task if necessary
2.1.15 Legal organizational policy/guidelines

COMMON 1.1 Performing 1.1.1 Mensuration techniques. 4

1.Perform mensuration and 1.1.2 electing measuring instruments.
mensuration and calculation 1.1.3 Maintaining measuring instruments.
calculation

2. Move and position 2.1 Moving and 2.1.1 Techniques in positioning vehicle in the workshop. 2
vehicle positioning vehicle 2.1.2 Safety in positioning vehicle in the workshop.

3. Apply appropriate 3.1 Applying appropriate 3.1.1 Techniques in identifying sealants 2

sealant and adhesive sealant and adhesive 3.1.2 and adhesive.
3.1.3 Selecting sealant and adhesive suited for the job.
Techniques in applying sealants and adhesive.

4. Use and apply 4.1 Selecting and applying 4.1.1 Techniques in selecting lubricant 2
lubricant / coolant lubricant /coolant 4.1.2 Proper use of coolant
4.1.3 Techniques in applying lubricant and coolants
4.1.4 Safety in applying coolant and lubricant.

5. Perform safety 5.1 Performing safety 5.1.1 Identifying hazards in the workplace 6
practices practices 5.1.2 Techniques/procedure in eliminating hazards in the
workplace
5.1.3 Procedure in maintaining safety equipment and
devices.
Units of No.of
Competency Module Title Module Contents Hrs.

CORE
1.Test,service and 1.1 Testing and servicing 1.1.1 Components of battery 40
replace battery automotive battery 1.1.2 Types of battery
1.1.3 Classification of battery
1.1.4 Charging and discharging process
1.1.5 Procedure in testing automotive battery.
1.1.6 Methods of battery testing.
1.1.7 Tools and instrument used in automotive
battery
1.1.8 Procedure removing and servicing batteries
1.1.9 Safety precaution in handling batteries
1.1.10 Servicing procedure on batteries
1.1.11 Charging batteries
1.1.12 Repair/clean/replace connectors
1.1.13 Procedure in charging battery
1.1.14 Topping/filling electrolyte /distilled water.
1.1.15 Procedure in jump starting.
1.1.16 Materials in jump starting vehicle

2.Service ignition 2.1 Servicing ignition 2.1.1 Procedure in checking ignition system 80
system system 2.1.2 Procedure on spark test
2.1.3 Safety precautions
2.1.4 Procedure in checking ballast resistor
2.1.5 Procedure in adjusting contact point clearance
2.1.6 Procedure in performing ignition wiring
installation
2.1.7 Ignition wiring diagram
2.1.8 Procedures in setting the ignition timing.
 Units of Competency No.
Module Title Module Contents of
Hrs.
3. Install, Test and Repair 3.1 Installing automotive lighting 3.1.1 Wiring/electrical diagrams 40
wiring/lighting system system 3.1.2 Procedures in preparing wiring
3.2 Testing , Repairing electrical harness.
system 3.1.3 Procedure in installing wiring/
Lighting system
3.2.1 Procedure in testing electrical system
3.2.2 Repair procedure on electrical system

4. Repair wiper and 4.1 Repairing wiper and washer 4.1.1 Types of wiper motor 16
washer system system 4.1.2 Wiring system of wiper and washer
system.
4.1.3 Procedure in repairing wiper and
washer system.
5. Disassemble Engine 5.1 Dismantling/evaluating engine 5.1.1 Procedure in dismantling engine 56
sub-assemblies/Cylinder sub-assembly/cylinder head sub- assemblies/Cylinder head
head and evaluate 5.1.2 Possible engine parts defects
components 5.1.3 Engine parts repair procedures
5.1.4 Use of service manuals
6. Assemble/ engine 6.1 Assembling engine cylinder 6.1.1 Engine specifications 48
cylinder head, checking tolerances and 6.1.2 Measuring engine parts
head, check tolerances carry out relevant testing 6.1.3 Engine parts wear limits
procedures 6.1.4 Use of repair manuals
and carry out relevant 6.1.5 Procedures in fitting of parts
testing procedures 6.1.6 Procedures in assembling engine
cylinder head
6.1.7 Test procedures for all engine parts
6.1.8 Use service manuals.
7. Perform under chassis 7.1 Performing under chassis 7.1.1 Procedure in checking brake fluids 16
preventive maintenance preventive maintenance and lines
7.1.2 Correct level of brake fluids
7.1.3 Parts to be checked /inspected in
servicing clutch and brake
COMPETENCY ANALYSIS
This table present the number of modules developed in a particular unit of competency
Units of Competency Number of Modules Total
BASIC
1. Receive and Respond to workplace communication 1.1 1
2. Work with Others 2.1 1 2
COMMON
1. Perform mensuration and calculation 1.1 1
2. Move and position vehicles 2.1 1
3. Apply appropriate sealants/ adhesive 3.1 1
4. Use and apply lubricants/coolants 4.1 1
5. Perform safety practices 5.1 1 5
CORE
1. Test , service and Replace battery 1.1 1
2. Service ignition system 2.1 1
3. Install, Test and Repair wiring/ lighting system 3.1 3.2 2
4. Repair wiper and washer system 4.1 1
5. Disassemble engine sub-assemblies/Cylinder Head and evaluate Components 5.1 1
6. Assemble Engine cylinder Head , check tolerances and carry out relevant
testing 6.1 1
7. Perform under chassis preventive maintenance 7.1 1
8. Perform shop maintenance 8.1 1 9

TOTAL
16
ASSESSMENT METHOD:

1. Written examination
2. Demonstration of practical skills
3. Direct observation
4. Interview

COURSE DELIVERY:

1. Modular
2. Demonstration
3. Lecture
4. Discussion
5. Dual training
6. Distance learning

RESOURCES:
1. Equipment 3. Testing instruments
 Multi-meter
 Vehicle  Test lamp
 Engine  Battery tester
 Hydraulic jack/lift  Hydrometer
 Growler tester  Cell test
 Ignition timing light  Dial gauge
 Tachometer  Bore gauge
 Micrometer caliper
2. Tools /accessories/supplies

 Set of box wrench 4. Training materials

 Set of socket wrench  Reference books
 Set Pliers  Manuals
 Set of screw driver  Catalogs
 Wire strippers  Brochures
 Set of mechanic hammer  Modules/LEs
 Apron/ goggles/ Gloves  CDs/Video tapes
 Engine oils
 Grease
 Sealant /adhesive
 Hydraulic oils/gear oil
 Wheel wedges
 Torque wrench
 Feeler gauge
 Automatic transmission
fluid
 TRAINERS’ QUALIFICATION (TQ II)

• Must be a holder of Automotive Servicing NC II

• Must have undergone training on Training Methodology II (TM II)

• Must be computer literate

• Must be physically and mentally fit

• * Must have at least 2 years job/industry experience

• Must be a civil service eligible or appropriate professional license

issued by the Professional Regulatory Commission ( for government position)

* Optional ; Only when required by hiring institution