Training Regulations
Manex T. Sabidong
Technical Education and Skills Development
Authority Act of 1994 (RA 7796)
Section 22, “Establishment and Administration of the National
Trade Skills Standards” of the RA 7796 known as the TESDA
Act mandates TESDA to establish national occupational skill
standards. The Authority shall develop and implement a
certification and accreditation program in which private
industry group and trade association are accredited to
conduct approved trade tests, and the local government units
to promote such trade testing activities in their respective
areas in accordance with the guidelines to be set by the
Authority
Training Regulations
is the document that serves as a basis in the
formulation of competency assessment and the
development of curriculum and instructional
materials for competency-based technical
education and skills development (TESD).
The Training Regulations serve as basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs; and
3. Development of curriculum and assessment instruments.
WHAT TO TEACH
Definition of
COMPETENCY Qualification
STANDARD Group of Competencies
Elements
TRANSLATE Performance Criteria
WHAT
needs into Range of Variables
are their
our language Evidence Guide
needs?
WHO are the
customers?
HOW TO TEST HOW TO TEACH
ASSESSMENT & TRAINING
CERTIFICATION STANDARD
Assessment Tools Program Registration
Accredited Assessors Certified Trainers
Accredited Assessment Centers Curriculum Design
Certified Workers Entry Requirements
List of Tools &
Equipment
Facilities
Sections of the Training Regulations
Section 1: Definition of the Qualification – refers to the group
of competencies that describes the different functions of the
qualification.
This section enumerates the Basic Competencies, Common
Competencies and Core Competencies of the qualification
It also enumerates the job titles of workers who qualified for
this qualification.
Sections of the Training Regulations
Section 2: Competency Standards – gives the specifications of
competencies required for effective work performance.
The Competency Standard is
the main basis of Competency-
Based Training. All learning
materials shall be based on the
assessment criteria of
each competency.
Sections of the Training Regulations
Section 3: Training Standards – contains information and
requirements in designing training program for certain
Qualification. It includes:
1. Curriculum design
2. Training delivery
3. Trainee entry requirements
4. Tools equipment and materials
5. Training facilities
6. Trainer’s qualification
7. Institutional assessment.
Sections of the Training Regulations
Section 4: National Assessment and Certification Arrangement
– describes the policies governing assessment and
certification procedure.
Competency Standard (CS)
is the written specification of the knowledge, skills
and attitudes and values required for the
performance of a job, occupation or trade and the
corresponding standard of performance required for
these in the workplace.
Unit of Competency
Is the specification of knowledge and skill, and the
application of that knowledge and skill, to the standard of
performance expected in the workplace. A unit of
competency is the smallest unit that can be assessed and
recognized.
Parts of Competency Standard
▪ Unit Title
▪ Unit Descriptor
▪ Elements
▪ Performance Criteria
▪ Range of Variables
▪ Evidence Guide
Unit Title
▪ Defines the area of competency
▪ Written in output terms - ‘obtain, prepare and supply
materials for production’ [verb]
▪ Comprise a manageable component of work
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
Elements
Elements describe in output terms the functions that a
person who works in a particular area of work is able to do.
▪ 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
Performance criteria are evaluative statements that specify
what is to be assessed and the required level of
performance.
▪ Specifies what is assessed and the required level of
performance.
▪ Precise standards of the competency
▪ Covers all components/ dimensions of competency
▪ Focus on evidence to prove competency evaluative
statements
Range of Variable
▪ Describes the curriculum or context in which the work is to
be performed.
▪ Defines 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
▪ Allows for insertion of specific knowledge and enterprise
requirements
Evidence Guide
▪ The purpose of the evidence guide is to guide the assessor
in the collection of evidence
▪ It must be related directly to: the elements and
performance criteria and range of variables.
Critical Aspect of Competency
▪ Tells the assessor what evidence is essential for successful
performance.
▪ It identifies the essential:
Productive evidence – completes workplace/service to
specification
Knowledge evidence – things that must be known
Process evidence
Complies with industry practice and procedures
Complies with OH&S practice
Underpinning Knowledge
▪ knowledge or concepts involved in performing skills of the
competency.
▪ It includes: Specific knowledge that is essential to the
performance of the competency and evidence of knowledge
of legislation, regulations and Codes of Practice
Underpinning Skills
▪ skills needed to achieve the elements and performance
criteria in the unit of competency.
▪ • It includes both: generic skills (communication) and
industry specific skills (hand tools)
Method of Assessment
▪ A listing of all the methods of gathering evidences used in
the course to measure the attainment of the performance
criteria.
Resource Implications and Context of Assesment
▪ It specifies the setting of the assessment which includes
tools and equipment, access to the resources and
equipment manuals and types of facility
Reference
Competency Based Learning Materials
Planning Training Sessions, Developed by: Redilyn Agub, March 2012,
National TVET Trainers Academy
Training Regulations
Computer Systems Servicing NC II, Developed by: TESDA, Amended-
December 2013