Training Regulations and
Competency Standard
Learning Outcomes:
After reading this lesson, you must have:
1. defined a Training Regulations;
2. described the significance of the TR to Competency Based
Training;
3. enumerated the parts of a Training Regulations.
4. defined competency standard;
5. identified the parts of the Competency Standard;
6. identified the elements and performance criteria of your
competency.
Training Regulations
• The Training Regulation (TR) 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 consist of two components: the
occupational skills standard and the training
standards.
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.
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.
The Training Regulations serve as basis
for the:
Every qualification has its own TR. You
can download the TR of your qualification
from the TESDA website
(www.tesda.gov.ph).
Sections of the TR
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.
Section 2:
Competency Standards – gives the specifications of competencies
required for effective work performance. This section will be further
discussed in thesucceeding information sheets.
Sections of the TR
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. Tool’s equipment and materials;
5. Training facilities;
6. Trainer’s qualification and
7. Institutional assessment.
Section 4:
National Assessment and Certification Arrangement – describes the policies
governing assessment and certification procedure.
Competency
Standard
Competency Standard
• The Competency Standard is the main basis of
Competency-Based Training. All learning
materials shall be based on the assessment
criteria of each competency.
Competency Standard
• 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
Together all the parts of the unit of competency:
Describe a work activity
Guide the trainer in determining whether the
learner is competent.
Each part of the unit of competency was written
with the purpose of achieving these two aims.
Unit of Competency
1.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
2. 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
3.Elements and Performance
Criteria
Elements describe in output terms the
functions that a person who works in a
particular area of work can do. Performance
criteria are evaluative statements that
specify what is to be assessed and the
required level of performance.
4. 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.
5. Performance Criteria
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
6. 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
7.Evidence Plan
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.
8.Critical Aspect of Competency
Tells the assess or 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 Examples:
Sets up tools and equipment
Handle tools, materials and equipment
Identifies and solves faults and problems
Communicate with others to ensure safe and effective operations
9.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
10.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)
