Module 1 Lesson 1 Introduction To Competency-Based Curriculum

Lesson 1: Introduction to Curriculum-Based Competency Development
Lesson 1 Intended Learning Outcomes

At the end of the lesson, the students will be able to:
1. Identify what is Competency-Based Curriculum;
2. Enumerate the stakeholders in the development of
training in the curriculum;
3. Appreciate the importance of Curriculum in the
industry.
Introduction
A competency-based curriculum is the set of specifications for a course or subject

(module) which describes all the training experiences a trainee or learner undergoes. It
generally includes learning outcomes, contents, conditions, methodologies and assessment
methods. It specifies outcomes which are consistent with the requirements of the workplace as
agreed through industry or community consultation.
This lesson will discuss the curriculum development cycle, the roles of the curriculum
development stakeholders and competency-based TVET framework.
Activity: Picture Analysis
Critically think your ideal school. Show your output on the box below.
What do you think?
1. What will be your mission, vision and goals?

________________________________________________________________________
________________________________________________________________________
______________________________________________________
2. What are your plans on how the school become globally competitive?
________________________________________________________________________
________________________________________________________________________
______________________________________________________
Let’s dig deeper!
Curriculum development is a process of translating the Competency Standards into

specific training plans and actions towards the attainment of competencies of the qualification
while ensuring the alignment of learning outcomes to industry practices and standards.
COMPETENTECY- BASED TVET

FRAMEWORK
Competency-based TVET Framework is a scheme introduced by TESDA to help

training providers design a curriculum which is based from industry requirement.
This framework describes the relationship of TVET training providers with the industry.
The industry defines the competencies and sets the minimum standards of each qualification
level of every worker for it. These standards are descriptions of the actual work and performance
of every worker in a particular qualification. The TVET training providers should design
competency –based curriculum for registration with TESDA.
The components of this competency-based curriculum consist of set of modules of
instructions compiled together to form a course design. The competency-based curriculum
developed will then be the basis in developing the session plan and its corresponding learning
materials.
STAKEHOLDERS IN THE DEVELOPMENT OF TRAINING CURRICULUM
Curriculum development plays a vital role in the implementation of training program.

Every aspect of curriculum development must be considered and designed well to serve its
purpose. On this lesson you will be introduced to the different stakeholders of technical
vocational education and training.
There are numerous stakeholders of Technical Education and Skills Development

Authority (TESDA). Stakeholders are those individuals, groups or organizations who influence
TVET positively and negatively. TESDA depends on these stakeholders to perform
professionally and successfully. The stakeholders also depend on TESDA. The management of
stakeholders is one of the important activities in the curriculum development for the TVET
sector. TESDA should identify stakeholders and group them according to their interest, choice
and extent of stake. Some stakeholder may be significant in the competency standard
development, some may be during the curriculum development, some may be during the
implementation phase and some may be during the development of assessment packages.
 Industry experts – These are people from industry who can share their expertise for a
certain qualification. Their lifelong experience can be of great help in identifying the task
and competencies that is covered in a certain qualification which can be converted into
training curriculum. These industry experts can be from; supervisors, workers, industry
association representatives.
 Curriculum developers- They work closely with trainers and industry experts to design
and roll out a curriculum that provides learners with a high quality education.
Additionally, curriculum developers are responsible for updating training documents on a
consistent basis and working closely with industry experts to evaluate and revise training
tools as appropriate.
 Trainers or teachers- they provide inputs as to what and how their learners will learn in
a training institution.
IDENTIFYING TRAINING AIMS
One of the early activities in the curriculum development is the identification of the
training aims. The stakeholders should identify the best statement of the training aims. Training
aims are overall statements of what you expect the training program will achieve.
For example:
“The aim of this training program is to train trainers to plan, deliver, monitor and
evaluate competency-based training.”
Training aims, objectives and learning outcomes provide a clear indication of the goals
and purpose of the training. Trainers use them to focus the training and to assess performance
and success of participants. Participants can use them to evaluate the training from their own
perspective. Writing aims is fairly straightforward. Keep your language clear and try not to have
too many little aims.
THE CURRICULUM CYCLE
The curriculum development

cycle has three stages, namely; curriculum design, curriculum implementation and the
curriculum validation stage.
1. Curriculum Design involves the identification of the learning process and events
intended to achieve the competencies. Learning objectives, contents, strategies and
methods, modes of training, methods of assessment and training resources are carefully
planned during the process.
2. Curriculum Implementation is “putting into action” the various components stipulated
in the competency-based curriculum (CBC). Competency-based training is planned and
facilitated by certified trainers based on the CBC.
3. Curriculum validation involves evaluation of the curriculum using the following:
content validation by a panel of experts, analysis of the results of learning
through pretest/post test analysis and program evaluation, analysis using the Content-
Input-Process-Product (CIPP) Method of research.
Through these stages, the impact of the curriculum may also be tested. Based on the results
of the curriculum validation, feedback is collected, conclusions are drawn, and recommendations
for its revisions are suggested. These data are inputs to the next cycle of the curriculum
review/revision, implementation and validation.
Application:
TASK 1
Interview two (2) STVET Teachers in any institution. Use the following as your guide.
(Write summary of responses after each question).
Name of Teacher:
Age:
Name of school:
Questions:
1. What kind of curriculum being used in their school?
__________________________________________________________________
__________________________________________________________________
________________________________________________
2. What are the strengths and weaknesses of their curriculum?
__________________________________________________________________
__________________________________________________________________
________________________________________________
3. Do they have the opportunity to provide ongoing feedback regarding their school
district’s curriculum? In what way?
__________________________________________________________________
__________________________________________________________________
________________________________________________
Note: Provide pictures for evidences
Closure
Congratulations for having completed this lesson. See you in your next journey to
becoming an educator.

Module 1 Lesson 1 Introduction To Competency-Based Curriculum

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Module 1 Lesson 1 Introduction To Competency-Based Curriculum

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Lesson 1: Introduction to Curriculum-Based Competency Development

Lesson 1 Intended Learning Outcomes

A competency-based curriculum is the set of specifications for a course or subject

Activity: Picture Analysis

1. What will be your mission, vision and goals?

Let’s dig deeper!

Curriculum development is a process of translating the Competency Standards into

COMPETENTECY- BASED TVET

Competency-based TVET Framework is a scheme introduced by TESDA to help

STAKEHOLDERS IN THE DEVELOPMENT OF TRAINING CURRICULUM

Curriculum development plays a vital role in the implementation of training program.

There are numerous stakeholders of Technical Education and Skills Development

IDENTIFYING TRAINING AIMS

THE CURRICULUM CYCLE

The curriculum development

Note: Provide pictures for evidences

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