TECHNICAL EDUCATION AND SKILLS

DEVELOPMENT AUTHORITY
COMPETENCY BASED TVET FRAMEWORK
I
Philippine TVET n
Qualifications d
Qualification Framework u
Competency Standards and s
Units of
Training Regulations Development t
Competency r T
Competency Based y V
Modules of
Curriculum Development E
Training D T
Learning Materials/ e
I
Courseware Development l n
i s
Competency Based Training Delivery v t
Training e i
t
Assessment r u
y t
i
Certification and o
Equivalency n
WHAT IS A TRAINING REGULATION (TR)?

The Training Regulations (TR) refers to the package of

competency standards, national qualifications, training
standards documents, assessment and certification
arrangements promulgated by TESDA for nationwide
application.

The TR serves as a basis for the:

1) registration and delivery of training programs;

2) development of curriculum and assessment
instruments; and
3) establishment of certification arrangements
What is a Qualification?

Formal certification, issued by a relevant

approved body, in recognition that a
person has achieved learning outcomes
or competencies relevant to identified
individual, professional, industry or
community needs.
 SECTION 1:
PHILIPPINE TVET QUALIFICATIONS

Definition of the Qualification -

PHILIPPINE TVET QUALIFICATIONS refers to

the package or group of competencies that
describe a particular function or job role existing
in an industry sector. It consists of units of
competency to cover the work activities required
to undertake a particular job role. These units of
competency are categorized into the following:
1.1.1. Basic Competencies – These are the competencies
required for all qualification levels in all industry
sectors. They are the units of competency that every
worker must possess. Initially there will be only a
small number of tool competencies, covering only the
more tangible/observable work activities common to
all workers.

1.1.2. Common Competencies – These refer to the units

of competency required of workers in a particular
sector. These are sector - specific but not as
specialized or highly technical in nature as the core
competencies (for example, skills and knowledge
required by all workers in the HVAC/R sector).
1.1.3. Core Competencies – These are specialized units of
competency required of workers that are unique in a
particular area of work. They are sector-specific and
may pertain to a stream of technology or specialty job
within a particular industry/sector.

1.1.4. Elective Competencies – These are additional units

of competency that are useful but not absolutely
necessary for enhancing the mobility/employability of
a person. These competencies are considered
important in the performance of the job and may be
drawn from among the units of competency in the TRs
promulgated for other sectors.
Qualification Title: HOUSEKEEPING NC II
CODE NO. BASIC COMPETENCIES
500311105 Participate in workplace communication
500311106 Work in team environment
500311107 Practice career professionalism
500311108 Practice occupational health and safety procedures

TRS311201 Develop and update industry knowledge

TRS311202 Observe workplace hygiene procedures
TRS311203 Perform computer operations
TRS311204 Perform workplace and safety practices
TRS311205 Provide effective customer service

TRS5123111 Provide housekeeping services to guests

TRS5123112 Clean and prepare rooms for incoming guests
TRS5123113 Provide valet/butler service
TRS5123114 Laundry linen and guest clothes
TRS5123115 Clean public areas, facilities & equipment
TRS5123122 Deal with/handle intoxicated guests
 Section 2
COMPETENCY STANDARDS

2.1. DEFINITION

Competency Standards are industry-determined

specification of competencies required for effective work
performance. They are expressed as outcomes and they
focus on workplace activity rather than training or personal
attributes and captures the ability to apply skills in new
situations and changing work organizations
 Competency Format

Unit Title

Unit Descriptor

Elements Performance Criteria

Range of Variables

Evidence Guide
2
2.1 COMPONENTS OF COMPETENCY STANDARDS

2.1.1. Unit of Competency – covers the knowledge, skills and attitude required to
perform the specific key function or role in a particular job or occupation..

2.1.2. Unit Descriptor – outlines what is done in the workplace and clarifies the scope
and intent of the unit of competency.

2.1.3. Elements – are the building blocks of a unit of competency. They describe
actions or outcomes that are demonstrable and assessable.

2.1.4. Performance Criteria – are evaluative statements that specify what are to be
assessed and the required level of performance.

2.1.5. Range of Variables – describes the circumstances or context in which the work
activities are to be performed

2.1.6. Evidence Guide – is a component of the unit of competency that defines or

identifies the evidences required to determine the competencies of the
individual. It provides information on critical aspects of competency,
underpinning knowledge and attitudes, underpinning skills, resource
implications, assessment methods and context of assessment.
 Key Features of Competency
Standards
 Are expressed as outcomes.
 Focus on workplace activity rather than
training or personal attributes.
 Written in language that is understandable to
employees, employers, supervisors and trainers
 Capture the ability to apply skills in new
situations and changing work organization.
What is competency?

Competency is the possession and

application of knowledge, skills and
attitudes to perform work activities to the
standard expected in the workplace.
Key features of competency
 being able to do the job
 knowing how and why things are done
 knowing what to do if things go wrong
 having the right approach to do a job
properly and safely.
Aim of Unit of Competency
Together all the parts of the unit of competency:
 describe a work activity
 guide the assessor in determining whether the
learner / candidate is competent.
Each part of the unit of competency must be
written with the purpose of achieving these
two aims.
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
 Appropriate balance between units that are
too broad or narrow
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 between titles with similar
titles.
 Elements and Performance
Criteria

 Elements describe in output terms the

functions that a person who works in a
particular area of work is able to do.

 Performance criteria are evaluative

statements that specify what is to be assessed
and the required level of performance.
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 [start with a verb]
 Describes actions or outcomes that are
demonstrable and assessable and which the
candidate must attain.
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
Range of Variables

Describes the circumstances or

context in which the work is to be
performed.
 Range of Variables
 Define the boundaries  Allows for insertion of
within which the unit of specific knowledge and
competency applies enterprise requirements
 Range of situations that  Adjust Range of
should be the focus of Variables to update
assessment standards
 Relates to the unit of  Avoid standard /
competency as a whole repetitive phrases
 Evidence Guide
 The Evidence Guide is mandatory
 The purpose of the Evidence Guide is to guide
the assessor in the collection of evidence.
 Evidence Guides must relate directly to:
 the Elements and Performance Criteria

 Range of Variables
Parts of the Evidence Guide
 There is a set format
 There are six sections:
 Critical aspects of competency

 Required (Underpinning) knowledge

 Required (Underpinning) skills

 Resource implications

 Method of assessment

 Context of assessment
 Evidence Guide Tips
 Visualise the work  Prepare a unique
activity Evidence Guide for
 Focus on the assessor’s each unit of
needs: competency
 what evidence must
 Avoid a ‘cut and
be gathered? paste’ approach
 how will the evidence

be collected?  Use simple, concise

and clear language
 what resources are

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

performance of the competency

 evidence of knowledge of legislation, regulations

and Codes of Practice

 knowledge beyond the immediate scope of the unit
Required (Underpinning) Skills
 This provides the assessor with a list of the skills
needed to achieve the elements and
performance criteria in the unit of
competency.
 Underpinning skills include both:
 generic skills - communication
 industry specific skills - use of relevant hand tools
Resource Implications
 This section identifies the resources needed for the
successful performance of the work activity described in
the unit of competency.

 This would usually include:

 Work environment and conditions

 Tools

 Equipment

 Materials
Method of Assessment
 This component provides advice on:
 when evidence should be collected

 the ways of collecting evidence

 whether evidence should be collected over a

period of time.
 This information is provided in order to:
 cover all aspects of the unit

 determine whether it is necessary to collect

evidence in a particular way and over time
 establish consistency in performance.
Sample Advice on Method of
Assessment
The following assessment methods are suggested:
 observation of the candidate performing a range of

basic tests
 oral or written questioning to check underpinning

knowledge of test procedures

 feedback from peers and supervisors

 examples of records and workplace documentation

completed by the candidate analysis of results

achieved by the candidate over time
Context of Assessment

In most cases, assessment may be conducted at

work or in a simulated workplace environment.
 Context of Assessment
 There may be instances where it is impractical to
carry out the assessment in the workplace.
 Developers should provide guidance on appropriate
simulation techniques.
 The achievement of valid assessment in a simulated
environment may require additional factors to be
included in the assessment process.
 Section 3
TRAINING STANDARDS
This section provides technical and vocational education and training
(TVET) providers with information and other important requirements to
consider when designing training programs for certain Qualifications.

This includes information on the following items:

3.1 CURRICULUM DESIGN

3.2 TRAINING DELIVERY
3.3 TRAINEE ENTRY REQUIREMENTS
3.4 TOOLS AND EQUIPMENT
3.5 TRAINING FACILITIES
3.6 TRAINERS’ QUALIFICATION
3.7 INSTITUTIONAL ASSESSMENT
 Section 4
ASSESSMENT AND CERTIFICATION
ARRANGEMENT

This section describes the arrangement on how an individual

gets a national certificate or a certificate of competency.

A National Certificate is issued when a candidate has

demonstrated competence in all the units of competency
that comprise a qualification.

A Certificate of Competency is issued to individuals who have

satisfactorily demonstrated competence on a particular unit.