TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
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COMPETENCY-BASED CURRICULUM (CBC)
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.
First stage of developing educational document which is closely linked to competency standards.
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.
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COMPETENCY BASED TVET FRAMEWORK
Philippine TVET Qualification FrameworkCompetency Standards
Development
Competency Based Curriculum Development
Learning Materials/Courseware Development
Training Delivery
Assessment
Certification andEquivalency
Industry
TVET Institution
Delivery
Qualifications
Units of Competency
Modules ofTraining
Competency Based Training
Relationship between the components of Competency Standard and Competency -based curriculum
Competency Standard Competency-based Curriculum
Assessment Method
Course Title Unit of Competency
Elements
Content
Module Title
Level of Certification
Assessment Criteria
Summary of Learning OutcomesPerformance Criteria
Range of Variables
Evidence Guide
Module Description
Condition
Unit Descriptor
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DEVELOPMENT OF COMPETENCY BASED CURRICULUM
COMPETENCY STANDARD
Units of Competency
Element 1 Element 2 Element 3
COMPETENCY BASED CURRICULUM
COURSE DESIGN
Modules of Training 1 2 3
ANALYSIS AND TRANSLATION
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
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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.
MODULE STRUCTURE
Unit of Competency Module
Unit of Competency ModuleModuleSet of Modules
1 23
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Secure ApprovedCompetency Standard
Analyze the Unitof Competency
Determine the Module Title and Description
List Learning Outcomes of a particular Module
Specify AssessmentCriteria
Specify AssessmentMethod
START
Describe Conditions List the content
Are Descriptionsof Learning Outcomes
Complete?
Is the Analysis of allUnits of Competency
comprehensive?
Is there a changein Competency
Standard?
END
AE
D
C
B
C
E
D
YES
NONO
YES
NO
YES
B
Define NominalHours per Module
Identify module title Analyze the unit of competency Develop module title using the
structure
The name chosen for a module will have some influence on how the module is perceived in the training sector. It should convey a clear message of what the module entails, names providing a better indication of what the module is about would be more useful. An action verb with “ing” is appropriate.
MODULE TITLE
STAGE MODULE INFORMATION
Unit of competency
Unit of competency
module
modulemodule
module
Set of modules
MODULE TITLE
DEVELOPING A COMPETENCY BASED CURRICULUM
Element
ElementElementElementElementElement
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UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
ELEMENT1. Identify hazards and risks
2. Evaluate hazards and risks
3. Control hazards and risk
4. Maintain OHS awareness
Practicing occupational health and safety procedures
MODULE TITLE :
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UNIT OF COMPETENCY : Perform Computer Operation
ELEMENT1. Plan and prepare for task to be
undertaken2. Input data into computer3. Access information using computer4. Produce/output data using
computer system5. Maintain computer equipment and
systems
MODULE TITLE :
Maintaining computer equipment and system
MODULE TITLE :Managing computer data
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Develop a brief description of the module its scope, coverage and delimitation
MODULE DESCRIPTOR MODULE DESCRIPTOR
A module is a learning segment with a specified educational or training purpose.
The statement briefly describes the overall intentions of the module with emphasis on learning outcome. 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
STAGE MODULE INFORMATION
Clarify the intent of the module and outline what is to be done in the workplace
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MODULE DESCRIPTOR
This module covers the knowledge, skills and attitudes required to comply with regulatory and organizational requirements for occupational health and safety.
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STAGE MODULE INFORMATION
SUMMARY OFLEARNING OUTCOME
LEARNING OUTCOME
Formulate/Prepare list of all the learning outcomes under each unit (summary of learning outcomes)Learning outcome must describe a discrete element the learner should learn, acquire and be able to do/apply in the workplaceReview and revise when necessary
Learning outcomes are the intended results of learning. You must write them in terms of what the learners will learn, acquire and apply, keeping the statement clear and concise.
To write the learning outcomes, carefully examine the unit(s) of competency to ensure that the learners needs/requirements are addressed.
an action verb an object for the activity involved
Each learning outcome is described separately, beginning with a verb. Learning outcomes need to have
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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
NOMINAL DURATION
Allocate estimated no. of hours (duration) to accomplish each of the learning outcomes under a particular unit.Add all the learning outcomes’ duration and place sub total under a particular unitReview and revise the duration when necessary
NOMINAL DURATION
In determining the average suggested number of hours, you will need to judge the amount of learning or training the student will require to achieve the module outcomes
STAGE MODULE INFORMATION
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LEARNING OUTCOMES Estimated number of hour
LO 1. Identify hazards and risks 2LO 2. Evaluate hazards and risks 4LO 3. Control hazards and risks 6LO 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.
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STAGE MODULE INFORMATION
LEVEL OF CERTIFICATION
Identify certification level based on the prescribed level in the PTQF
See certification levels on competency standards. e.g. NC I, NC II, NC III and NC IV.
LEVEL OF CERTIFICATION
PRE-REQUISITE
Identify the pre-requisite of a particular module (if necessary)
Pre-requisites are those modules or competencies which learners must have successfully completed or achieved before commencing on the next module.
PRE-REQUISITE
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STAGE MODULE INFORMATIONASSESSMENT CRITERIA
List all the assessment criteria under each learning outcome
Assessment criteria must specify the performance outcomes (knowledge, skills and attitudes) the learner will be able to demonstrate at the conclusion of the learning outcome.Review and revise when necessary
ASSESSMENT CRITERIA
Assessment criteria are used to guide the judgement of whether or not a learner has achieved a learning outcome.For each learning outcome, list the criteria you would use to judge whether the learner has achieved the learning outcome.
NOTE:Make sure you do not end up with a list or content statements.
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LO 1. IDENTIFY HAZARDS AND RISKS
ASSESSMENT CRITERIA :
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.
Assessment criteria must be observable and measurable within the level of performance
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STAGE MODULE INFORMATIONCONTENTS
Specific knowledge, skills and attitudes that are to be addressed in the learning outcomes.
Evidence of knowledge of legislation, regulation and codes of practices
Contextual learning of Generic skills (communication, mathematics, sciences) and industry specific skills
List the specific knowledge essential to the performance of work activities
This section identifies the broad areas of content, underpinning knowledge or contextual learning likely to help achieve the learning outcomes.
CONTENTS
Only content which directly relates to the learning outcomes should be added.
However, you can not assume that knowledge or topics identified in this section will form part of the assessment processes of the module unless they are included in the learning outcome assessment criteria.
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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 the particular occupational title under the heading tools, equipment and materials.
Provide details about resources for the delivery of the module. List the facilities, equipment, tools, supplies and materials essential to the delivery of the module
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 manual and the type of facility.
Recommend any useful learning resources, after checking that these are current, relevant and available.
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CONDITIONSThe 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
Specify the method of the delivery system to be use.
• Self pace/Modular
• Group Discussion
• Video Viewing
• Tutorial
Different approaches, methods and techniques that a learning process will be delivered
METHODOLOGY
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METHODOLOGY :
Group discussionGroup discussion
Film viewingFilm viewing
Case studyCase study
Self-paced learningSelf-paced learning
Lecture/discussionLecture/discussion
DemonstrationDemonstration
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STAGE MODULE INFORMATION
ASSESSMENT METHOD ASSESSMENT METHOD
Specify the method of assessing the learning outcome. Identify whether the assessment will be:
Having identified the evidences needed to assess the learning outcomes you now need to look at assessment methods to support the collection of the evidences. Observation
Specify where the assessment will take place
Computer or paper based
Oral/interview
Practical demonstration
Where possible, you are encouraged to use holistic approach. A holistic approach to competency assessment is one in which competence is seen as the ability to draw in and integrate a variety of knowledge, skills and attitudes.
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MODULES OF INSTRUCTION/TRAININGMODULES 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
LEVEL: Level of Qualification based on PTQF (NC 1, NC 2, NC 3, NC 4)
NOMINALDURATION: Estimated /suggested number of hours per module
LEARNINGOUTCOMES:
•Specify what the Learner will be able to do or achieve
•Brief description of the module its scope and delimitation
MODULE DESCRIPTOR:
MODULES OF INSTRUCTION/TRAININGMODULES OF INSTRUCTION/TRAINING
ASSESSMENTCRITERIA:
•Listings of criteria by which the achievement of the learning outcomes will be judged
•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
•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
CONDITIONS:
•Specify the method of assessing the learning outcome
•The methods 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.
ASSESSMENTMETHOD
List down the specific underpinning knowledge, skills, attitudes & safety that are to be addressed within this learning outcome.
CONTENT
MODULES OF INSTRUCTION/TRAININGMODULES OF INSTRUCTION/TRAINING
METHODOLOGY Different approaches, methods and techniques that a learning process will be delivered
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Module of Instruction
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
OUTCOMES Upon completion of this module, the trainee/student must be able to: 1 Test charging system components and identify faults 2 Disassemble alternator 3 Repair/replace and assemble alternator component/parts
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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 CRITERIA
1. Defective parts required/replaced per service manual 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
METHODOLOGIES
1.Traditional/lecture type 2. Dual training 3. Self-pace 4. Community based 5. Distance gloves
ASSESSMENT METHOD
1. Interview 2. Written 3. Practical 4. Direct Observation
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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.
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.
Approximate length of course in hours or years
Refer to competency standard
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.
List down the unit of competency from CS
COURSE DESIGN
Course Title:
Course Duration :
Qualification Level:
Unit of Competency :
Course Description:
Course Outcomes:
Specify essential entry requirements. Any particular qualification such as age or size should be specified.
Provide the sequencing of modules/subjects. Provide a nominal time for each module/subject.
Describe the assessment approach and how it relate to outcomes and how will the performance of the learners be judged.
Identify any delivery modes essential to the course. Identify support mechanisms and links with industry for effectiveness of course delivery.
List the required facilities, tools, equipment and materials for course delivery.
Identify minimum essential qualification, experience and competencies of instructors and assessors Special qualification of instructors, if there is, should be specified.
Entry Requirements:
Course Structure
Competency Analysis
AssessmentMethod
Course Delivery
Resources
Qualification of Instructors
This table reflects the number of modules develop in a particular unit of competency
Unit of competency Number of module
Total
Competency 1 1 1Competency 2 1 1Competency 3 2 2
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
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COURSE STRUCTURE
Units of CompetencyModule Title Module Contents
No. of Hrs.
BASICA.Communication
8
1. Receive and respond to workplace communication
1. Receiving and responding to workplace communication
1.1.1 1.1.21.1.31.1.41.1.51.1.61.1.71.1.81.1.9
Parts of speechParts of sentence Kinds of sentencesOrganizational policies and guidelines.Practices in handling communicationReceiving and clarifying communication, messages and information's.Recording message and information.Communication process.
B. TEAM WORK 8
2. Work with others 2. working with others 2.1.12.1.22.1.32.1.42.1.52.1.62.1.72.1.8
2.1.9
Job description and employment management.Organizational policy.Team structureSupervision and accountability requirements.Code of conductAssisting a colleague.Open communication channel.Acknowledging satisfactory /unsatisfactory performance.Formal/informal performance appraisal.
Units of CompetencyModule Title Module Contents
No. of Hrs.
Work with others 2.1.102.1.112.1.12
2.1.132.1.142.1.15
Obtaining feedback from superiors & colleagues.Personal reflective behavior strategies.Routine organizational method for monitoring service delivery.Ethical standardsUndertaking extra task if necessaryLegal organizational policy/guidelines
8
COMMON 1.Perform mensuration and calculation
1.1 Performing mensuration and
calculation
1.1.11.1.21.1.3
Mensuration techniques.electing measuring instruments.Maintaining measuring instruments.
4
2. Move and position vehicle
2.1 Moving and positioning vehicle
2.1.12.1.2
Techniques in positioning vehicle in the workshop.Safety in positioning vehicle in the workshop.
2
3. Apply appropriate sealant and adhesive
3.1 Applying appropriate sealant and adhesive
3.1.13.1.23.1.3
Techniques in identifying sealants and adhesive.Selecting sealant and adhesive suited for the job.Techniques in applying sealants and adhesive.
2
4. Use and apply lubricant / coolant
4.1 Selecting and applying lubricant /coolant
4.1.14.1.24.1.34.1.4
Techniques in selecting lubricantProper use of coolantTechniques in applying lubricant and coolantsSafety in applying coolant and lubricant.
2
5. Perform safety practices
5.1 Performing safety practices
5.1.15.1.2
5.1.3
Identifying hazards in the workplaceTechniques/procedure in eliminating hazards in the workplaceProcedure in maintaining safety equipment and devices.
6
Units of Competency Module Title Module Contents
No.of Hrs.
CORE
1.Test, service and replace battery
1.1 Testing and servicing automotive battery
1.1.11.1.21.1.31.1.41.1.51.1.61.1.7
1.1.81.1.91.1.101.1.111.1.121.1.131.1.141.1.151.1.16
Components of batteryTypes of batteryClassification of batteryCharging and discharging processProcedure in testing automotive battery.Methods of battery testing.Tools and instrument used in automotive batteryProcedure removing and servicing batteriesSafety precaution in handling batteriesServicing procedure on batteriesCharging batteriesRepair/clean/replace connectorsProcedure in charging batteryTopping/filling electrolyte /distilled water.Procedure in jump starting.Materials in jump starting vehicle
40
2.Service ignition system
2.1 Servicing ignition system
2.1.12.1.22.1.32.1.42.1.52.1.6
2.1.72.1.8
Procedure in checking ignition systemProcedure on spark testSafety precautionsProcedure in checking ballast resistorProcedure in adjusting contact point clearanceProcedure in performing ignition wiring installationIgnition wiring diagramProcedures in setting the ignition timing.
80
Units of CompetencyModule Title Module Contents
No. of
Hrs.3. Install, Test and Repair wiring/lighting system
3.1 Installing automotive lighting system3.2 Testing , Repairing electrical system
3.1.13.1.2
3.1.3
3.2.13.2.2
Wiring/electrical diagramsProcedures in preparing wiring harness.Procedure in installing wiring/ Lighting systemProcedure in testing electrical systemRepair procedure on electrical system
40
4. Repair wiper and washer system
4.1 Repairing wiper and washer system
4.1.14.1.2
4.1.3
Types of wiper motorWiring system of wiper and washer system.Procedure in repairing wiper and washer system.
16
5. Disassemble Engine sub-assemblies/Cylinder head and evaluate components
5.1 Dismantling/evaluating engine sub-assembly/cylinder head
5.1.1
5.1.25.1.35.1.4
Procedure in dismantling engine sub- assemblies/Cylinder headPossible engine parts defectsEngine parts repair proceduresUse of service manuals
56
6. Assemble/ engine cylinder head, check tolerances and carry out relevant testing procedures
6.1 Assembling engine cylinder head, checking tolerances and carry out relevant testing procedures
6.1.16.1.26.1.36.1.46.1.56.1.6
6.1.76.1.8
Engine specificationsMeasuring engine partsEngine parts wear limitsUse of repair manualsProcedures in fitting of partsProcedures in assembling engine cylinder headTest procedures for all engine partsUse service manuals.
48
7. Perform under chassis preventive maintenance
7.1 Performing under chassis preventive maintenance
7.1.1
7.1.27.1.3
Procedure in checking brake fluids and linesCorrect level of brake fluidsParts to be checked /inspected in servicing clutch and brake
16
COMPETENCY ANALYSIS This table present the number of modules developed in a particular unit of competency
Units of Competency Number of Modules TotalBASIC
1 1. Receive and Respond to workplace communication 1.1
2. Work with Others 2.1 1 2COMMON1. Perform mensuration and calculation 1.1 1
2. Move and position vehicles 2.1 13. Apply appropriate sealants/ adhesive 3.1 14. Use and apply lubricants/coolants 4.1 1
5. Perform safety practices 5.1 1 5CORE1. 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
Vehicle Engine Hydraulic jack/lift Growler tester Ignition timing light Tachometer
2. Tools /accessories/supplies
Set of box wrench Set of socket wrench Set Pliers Set of screw driver Wire strippers Set of mechanic hammer Apron/ goggles/ Gloves Engine oils Grease Sealant /adhesive Hydraulic oils/gear oil Wheel wedges Torque wrench Feeler gauge Automatic transmission
fluid
3. Testing instruments Multi-meter Test lamp Battery tester Hydrometer Cell test Dial gauge Bore gauge Micrometer caliper
4. Training materials Reference books Manuals Catalogs Brochures Modules/LEs CDs/Video tapes
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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
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