Competency-

Based
Curriculum: A
Guide to
The Competency-Based Curriculum (CBC) is a comprehensive
framework for structuring learning experiences that align with industry

Training
standards. It provides a roadmap for developing training activities,
identifying trainee needs, and planning for Competency-Based Training.
This information sheet will delve into the key components of the CBC
and their significance in achieving successful training outcomes.

by John Rey Tresbe

INFORMATION SHEET 1.1-4
Competency – Based Curriculum

Learning Objectives
After reading this INFORMATION SHEET, YOU MUST able to:
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 help you establish trainee’s training needs
and plan for Competency-Based Training.
In this lesson, each part of the CBC will be discussed.
Relationship to Training
Regulations
The CBC is directly linked to Training Regulations, which define the industry-
specific standards and requirements for a particular qualification. The CBC
serves as a practical implementation of these regulations, outlining the
specific learning activities, resources, and assessment strategies needed to
achieve the competencies outlined in the regulations.

Training Regulations
Define industry standards and requirements for a specific qualification.

Competency-Based Curriculum
Provides a practical implementation of training regulations, outlining
learning activities, resources, and assessment strategies.
Competency-Based Curriculum (CBC)
The CBC is a plan for structured series of learning experiences toward achieving of competencies identified by the
industry; it details training methodologies, resources, facilities, infrastructure 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 the CBC
The CBC is structured into several key components, each contributing to the overall effectiveness of the training program. These components
work together to ensure that trainees acquire the necessary knowledge, skills, and attitudes to perform effectively in their chosen field.

Is an overall description of the course. It includes, among others, informatio

1 Course Design on the:
Provides an overview of the course, including its objectives, • Qualification covered by the course;
units of competency, resources, and assessment strategies. • Course outcomes;
• Units of competency and the corresponding module titles;
• Students entry requirements;
• Resources;
• Training delivery and assessment strategies; and
• Trainer’s qualifications.
Components of the CBC
The CBC is structured into several key components, each contributing to the overall effectiveness of the training program. These components
work together to ensure that trainees acquire the necessary knowledge, skills, and attitudes to perform effectively in their chosen field.

Course Design Format

Provides an overview of the course, including its objectives,
units of competency, resources, and assessment strategies.
Components of the CBC
The CBC is structured into several key components, each contributing to the overall effectiveness of the training program. These components
work together to ensure that trainees acquire the necessary knowledge, skills, and attitudes to perform effectively in their chosen field.

Course Design Format

Course Design Format

1. Course Title/ Qualification Level – a name rising out of the qualification and NC level in the PTTQF.
Example: Computer Hardware Servicing NC II

2.Nominal Duration – the approximate length of 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.
Components of the CBC
The CBC is structured into several key components, each contributing to the overall effectiveness of the training program. These components
work together to ensure that trainees acquire the necessary knowledge, skills, and attitudes to perform effectively in their chosen field.

Course Design Format

4.Entry Requirements – qualifications of a trainee who intend 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.
Components of the CBC
The CBC is structured into several key components, each contributing to the overall effectiveness of the training program. These components
work together to ensure that trainees acquire the necessary knowledge, skills, and attitudes to perform effectively in their chosen field.

Course Design Format

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:
Components of the CBC
The CBC is structured into several key components, each contributing to the overall effectiveness of the training program. These components
work together to ensure that trainees acquire the necessary knowledge, skills, and attitudes to perform effectively in their chosen field.

Course Design Format

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
Components of the CBC
The CBC is structured into several key components, each contributing to the overall effectiveness of the training program. These components
work together to ensure that trainees acquire the necessary knowledge, skills, and attitudes to perform effectively in their chosen field.

Course Design Format

7.Course Delivery – the training modes used to implement the course

Example: dual training, apprenticeship, distance education
Course Delivery: Tailoring Training
Approaches
The CBC recognizes that different training approaches may be more effective for different learners and learning
contexts. It provides flexibility in choosing the most appropriate training mode to meet the specific needs of the
trainees and the industry.

Dual Training Apprenticeship Distance Education

Combines on-the-job training with Involves a structured program of Offers flexible learning
classroom instruction, providing a on-the-job training and opportunities through online
balanced learning experience. mentorship, allowing trainees to platforms, allowing trainees to
gain practical experience under learn at their own pace and
the guidance of experienced location.
professionals.
Course Design: A Comprehensive Ove
The Course Design serves as the blueprint for the entire training program. It provides a comprehensive
overview of the course, outlining its key elements and ensuring a cohesive and effective learning experience
for trainees.

Qualification Covered Course Outcomes Units of Competency

Specifies the specific Defines the expected learning Lists the individual units of
qualification that the course is outcomes for the trainees upon competency that make up the
designed to achieve. completion of the course. qualification, along with their
corresponding module titles.
Course Design: Essential Elements
The Course Design includes several essential elements that contribute to the overall success of the training
program. These elements ensure that the course is well-structured, relevant, and meets the needs of both
trainees and industry.

Entry Requirements Resources Training Delivery

and Assessment
Specifies the qualifications and Lists the necessary resources for
Strategies
prerequisites that trainees must the course, including learning Outlines the methods used to
meet to be eligible for the materials, equipment, and deliver the training and assess
course. facilities. trainee competency.
Module of Instruction: Detailed Breakdown
The Module of Instruction provides a detailed breakdown of each unit of competency, outlining the specific learning activities, content, and assessment methods required to achieve the
desired competency level.

Unit Title 1
Identifies the specific unit of competency that the module addresses.

2 Module Title
Provides a descriptive name for the module, reflecting the unit of competency.

Module Descriptor 3
Offers a brief description of the module's scope and objectives.

4 Nominal Duration
Specifies the estimated training time required to complete the module.

Learning Outcomes 5
Defines the specific skills and knowledge that trainees will be able to demonstrate
upon completion of the module.
6 Assessment Criteria
Outlines the criteria used to assess trainee competency against the learning outcomes.

Content 7
Lists the specific knowledge, skills, and attitudes that are necessary to achieve the
learning outcomes.
8 Conditions
Specifies the context of the training, including the necessary tools, equipment, and
facilities.
Module of Instruction: Detailed Breakdown

Module of Instruction
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 and Networks
3. Module Descriptor – brief description of the intention of the
module, its 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 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:
1. Installation planned and prepared to ensure that safety
measures, policies and procedures followed, and that work is
appropriately sequenced in accordance with the industry standards
2. Technical personnel consulted to ensure that the work
coordinated effectively with others involved on the worksite
3. Computer systems and network devices obtained in accordance
with the established procedures and to comply with requirements
7. Content – list of specific 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 systems’
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, anti
static wrist wrap)

• Electronic laboratory hand tools (assorted pliers, assorted screw

drivers, soldering iron & desoldering tool)
•
9. Methodologies – one or combinations of different learning
approaches, methods and techniques to deliver learning activity/ies
which are consistent 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 sound judgement
about trainee’s competency; assessment methods include
observation, demonstration/simulation, questioning and written
test.
Example: Demonstration with questioning, written examination
Assessment Methods:
Evaluating Competency
Assessment methods are crucial for evaluating trainee competency and ensuring that they meet the
required standards. The CBC outlines a variety of assessment methods that can be used to gather
evidence of trainee performance and make informed judgments about their competency level.

1 Observation
Involves observing trainees as they perform tasks and assessing their skills and knowledge.

2 Demonstration
Requires trainees to demonstrate their skills and knowledge through practical tasks or simulations.

3 Questioning
Involves asking trainees questions to assess their understanding of concepts and procedures.

4 Written Tests
Provides a written assessment of trainee knowledge and understanding.
Self-Check: Assessing Your Understanding
To ensure that you have a solid understanding of the CBC, take a moment to review the self-check questions provided. These questions will test your comprehension of
the key concepts and components discussed in this information sheet.
A. Competency Standards
1. The specifications of a qualification – the methodologies, resources, facilities, B. Qualification Title
infrastructure and other materials required both for training and assessment C. Training Regulations
strategies is the D. Competency Based Curriculum

2. This is a statement of one or combinations of different learning approaches, A. conditions

methods and techniques to deliver learning activity/ies for the qualification B. contents
which are consistent with CBT principles. C. methodologies
D. learning outcomes
Self-Check: Assessing Your Understanding
To ensure that you have a solid understanding of the CBC, take a moment to review the self-check questions provided. These questions will test your comprehension of
the key concepts and components discussed in this information sheet.

3. The statement on the coverage of the course, its relevance in the industry A. conditions
sector, and the possible occupations the trainee will have after completion is B. contents
written in the C. methodologies
D. learning outcomes

4. This part of the CBC specifies the performance outcome the learner will be A. Assessment criteria
expected to demonstrate at the conclusion of the learning outcome. B. Course content
C. Learning outcome
D. Performance criteria
Self-Check: Assessing Your Understanding
To ensure that you have a solid understanding of the CBC, take a moment to review the self-check questions provided. These questions will test your comprehension of
the key concepts and components discussed in this information sheet.

5. What part of the CBC specifies the context of the training, this include list of A. content
tools and equipment, access to learning resources and equipment manuals, and B. outline
types of facility? C. condition
D. descriptor

6. It is a statement that specifies what learner will be able to do as result of the A. Assessment criteria
learning process. B. Learning outcome
C. Module content
D. Module descriptor