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TR and CS

The document discusses training regulations and competency standards. It defines a training regulation as the document that serves as the basis for competency assessment, curriculum development, and training program delivery and registration. It also describes the significance, parts, and role of training regulations. Competency standards are then defined as the written specifications of the knowledge, skills, attitudes, and values required for effective job performance. The key parts of a competency standard like elements, performance criteria, range of variables, and underpinning knowledge and skills are also outlined.

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BENEDICT JAMES ARADA
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© © All Rights Reserved
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508 views

TR and CS

The document discusses training regulations and competency standards. It defines a training regulation as the document that serves as the basis for competency assessment, curriculum development, and training program delivery and registration. It also describes the significance, parts, and role of training regulations. Competency standards are then defined as the written specifications of the knowledge, skills, attitudes, and values required for effective job performance. The key parts of a competency standard like elements, performance criteria, range of variables, and underpinning knowledge and skills are also outlined.

Uploaded by

BENEDICT JAMES ARADA
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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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)

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