Alternative Education National Skills Standards And Certification Program By Tesda Philippines

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Alternative Education National Skills Standards And Certification Program By Tesda Philippines

  1. 1. NATIONAL SKILLS STANDARDS AND CERTIFICATION SYSTEM
  2. 2. Presented by: Rachelle A. Fegarido IV-6 BEEd
  3. 3. PRE-TEST
  4. 4. <ul><ul><li>1. Which of the following offices develop and establish a national system of skills standardization, testing and certification in the country ? a. Civic Service Commission b. Skills Certification and Equivalency Program c. Skills Standards and Certification Office d. Philippine TVET Qualification and Certification System </li></ul></ul>
  5. 5. 2 . What agency handles the National Skills Standards and Certification Program ? a. Commission on Higher Education b. Department of Education c. Department of Labor and Employment d. Technical Education and Skills Development Authority
  6. 6. 3. Which tells the purpose of assessment in Skills certification ? a. To accelerate the client from one standard to the next higher standard b. To determine if the client has knowledge and ability to perform the task based on the standards c. To qualify the client to join the Skills Standards and Certification Office d. None of the above
  7. 7. 4 . What can you infer if a person has a certification issued by Skills Standards and Certification office of TESDA ? a. That person/worker has completed a Bachelor’s degree. b. That person/worker is qualified to work in any kind of job/occupation. c. That person/worker is assure to perform a specific task/work of job d. None of the above
  8. 8. 5. Which of the following instrument is employed to measure the person’s knowledge and skills based on the occupational skills standard ? a. Board Examination b. Career Readiness Test c. Competency Assessment d. Intelligence Test
  9. 9. 1.C Key to correction
  10. 10. 2. D Key to correction
  11. 11. 3. B Key to correction
  12. 12. 4. C Key to correction
  13. 13. 5. C Key to correction
  14. 14. Lesson 1 The Nature of National Skills Standards and Certification of TESDA
  15. 15. Introduction
  16. 16. Life is getting difficult as each day goes by, so as Higher Education becomes affordable only to those few who still have money to avail degree courses or even Technical and Vocational Education. Thus, many high school graduates today work after finishing Secondary Education without necessary competencies in the field of works they get into. This scenario result to incompetent workers where demands of Industry sectors aren’t meet that marks threat of crises in Philippine Industry and Economy. Despite these realities that surround the Philippine Education System, here is government agency called Technical Education and Skills Development Authority, which provides a certain program called National Skills Standards and Certification to answer this. Assessment and certification is continuously done in pursuit of professionalizing skilled workers through the supervision of system of standards. This lesson will discuss and further elaborate the nature of National Skills Standards and Certification proposed by TESDA.
  17. 17. OBJECTIVES STRATEGIES/METHODOLOGIES 1. Identify the authority in charged of implementing the program. The Students will do the Activity no. 5. Here, they will list the functions of authority in charged of implementing the National Skills Standards and Certification. 2. Describe the Purpose of Philippine TVET and Qualification Framework. The Students will do the Activity no.3 Here, they describe the basic features of PTQF. 3. Enumerate the National Training Regulation of the program. The Students will do the Activity no.3.Here, they fill the organizational chart with its correct contents by reading each descriptor given. 4. Identify the clients of this program. The Students will do the Activity no. 1 Here, they will answer questions, and write their answer in a crossword puzzle. 5. Cite the benefits of this program. The Students will do the Activity no. 2. Here, they will list the benefits of the program in the category of consumer, workers and government and employers.
  18. 18. Inputs:
  19. 19. <ul><li>TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY (TESDA) </li></ul><ul><li>TECHNICAL OCCUPATION QUALIFICATION AND CERTIFICATION SYSTEM (TOQCS) </li></ul><ul><li>3 . NATIONAL OCCUPATIONAL SKILLS STANDARDS </li></ul>AUTHORITY RESPONSIBLE
  20. 20. PHILIPPINE TVET QUALIFICATIONS FRAMEWORK (PTQF)
  21. 21. <ul><li>is a quality-assured national system for giving recognition to the attainment of knowledge, skills, attitudes and values along the middle level skilled occupations. Serve as comprehensive nationally consistent yet flexible framework for all qualifications in post-secondary tech-voc education and training. </li></ul>
  22. 22. BASIC FEATURES Recognition of prior learning- whether acquired in a learning institution or in enterprise-based work experiences Modular structure- the qualification at each level consists of a set of competencies required for obtaining a qualification to jobs industry. The system allows individuals to start and stop from learning depending on individual’s circumstances and allow them to complete the qualification without being constrained by the pre-set time framework. Competency-based learning- learning that are based on industry defined competency standards. Accumulation of certificate of competencies towards an occupational license/ National certificate Self-pacing – attainment of certificate or license is not time-bound. The system gives emphasis on the skills and knowledge required to gain qualification rather than the type of length of the training programs.
  23. 23. WHO ARE THE CLIENTS? <ul><li>Upon the enunciated policy in RA 7796, the program aims the development of Filipino middle-level skilled workers. </li></ul><ul><li>Middle-level skilled workers refer to those: </li></ul><ul><li>who have acquired practical skills and knowledge through formal or non-formal education; and education and training with a corresponding degree or diploma; or </li></ul><ul><li>Skilled workers who have become highly competent in their trade or craft as attested by industry. </li></ul>
  24. 24. <ul><li>Graduates of technical-vocational schools </li></ul><ul><li>Participants of TESDA training programs </li></ul><ul><li>Ordinary Skilled laborers </li></ul><ul><li>Job seekers </li></ul><ul><li>Small shop workers </li></ul>Who is middle-level manpower?
  25. 25. HOW DOES THE PROGRAM WORK? TESDA Board promulgated the National Training Regulations (TR). These are comprised of the following:
  26. 26. The competency standards <ul><li>Are in the forms of units of competencies* containing descriptions of acceptable </li></ul><ul><li>work performance </li></ul><ul><li>Provide bases for all qualifications and certification activities. </li></ul><ul><li>Follows the Regional Model For Competency standards (RMCS) formulated by the International Labour Organization (ILO) </li></ul><ul><li>*are small units of course or work within a specific level of qualification </li></ul>
  27. 27. Qualifications <ul><ul><li>Are requirements (competencies) which are based on the competency standards. </li></ul></ul><ul><ul><li>Are correspondents to critical jobs and occupations in the priority Industry sectors. </li></ul></ul>
  28. 28. Assessment arrangements <ul><li>The process that determines whether the graduate or worker applying to the program perform base on the competency standards expected in the workplace. </li></ul>
  29. 29. Training <ul><li>Is the direct training provision that are done in TESDA’s infrastructure in place </li></ul>
  30. 30. WHAT DO THEY GET?
  31. 31. Certification- a national written testimonial provided to those who meets the competency standards. This ensures the productivity, quality and global competitiveness of the middle-level skilled workers.
  32. 32. <ul><li>Two ways of achieving the </li></ul><ul><li>certificate: </li></ul><ul><li>Institution-based learning </li></ul><ul><li>Work-based learning </li></ul>
  33. 33. WHO AND WHAT BENEFITS FROM THIS PROGRAM?
  34. 34. It is implemented with the main development objective of improving the quality of life of Filipino workers by way of recognizing their level of competence and enhancing their employability of productivity within their area of expertise .
  35. 35. BENEFACTOR BENEFITS 1. Consumer <ul><li>Better services </li></ul><ul><li>Better products </li></ul>2. Middle-level workers <ul><li>Recognition of skills </li></ul><ul><li>Sense of pride in self and works </li></ul>3. Government and Employers <ul><li>Bases of Hiring and Promotion </li></ul><ul><li>Bases of salary scale determination </li></ul><ul><li>Bases of incentives and other benefits </li></ul>
  36. 36. ACTIVITY 1 CROSSWORD ACTIVITY 1 CROSSWORD
  37. 37. What to do? <ul><li>Answer the following questions. Write your answer on the box that corresponds to the question number. </li></ul>
  38. 38. 6 4 1 5 4 3 2 5 1 3 2 4 1
  39. 39. Key to correction Competency Standards
  40. 40. Key to correction Training
  41. 41. Key to correction Qualifications
  42. 42. Key to correction TESDA
  43. 43. Key to correction Small shop workers
  44. 44. Key to correction Job Seekers
  45. 45. Key to correction Assessment
  46. 46. Key to correction Certificate
  47. 47. Key to correction PTQF
  48. 48. Key to correction Modularized
  49. 49. Key to correction TOQCS
  50. 50. <ul><li>DOWN: </li></ul><ul><li>These are in the form of units of competencies and the corresponding descriptions of acceptable work performance. </li></ul><ul><li>A series of drill so to practice and enhance skills in each competencies of participant in this program. </li></ul><ul><li>Requirements which are based on the need of priority industry sectors and competency standards. </li></ul><ul><li>An implementing body enunciated by the RA 7794 that performs function towards the implantation of National Skills Standards and Certification System. </li></ul><ul><li>A middle-level skilled worker who is client of the program. </li></ul><ul><li>Another middle-level skilled worker who is client of the program. </li></ul>SEE NEXT PAGE …
  51. 51. <ul><li>CROSS: </li></ul><ul><li>A process that determines whether the client performs based on the competency standards that are expected in the workplace. </li></ul><ul><li>Is given to a candidate who successfully undertakes assessment and is proven to meet the competency standards expected on their qualification. </li></ul><ul><li>Framework which provides qualification in post-secondary and technical-vocational education and training, characterized by its national comprehensiveness, consistency and flexibility. </li></ul><ul><li>The instructional method of TESDA’s program which allows learner to start and stop from learning. </li></ul><ul><li>This office pursues assessment and certification of middle-level skilled workers’ competencies base on the qualification. </li></ul>
  52. 52. Lesson 2 ASSESSMENT ARRANGEMENTS
  53. 53. Introduction
  54. 54. Assessment is a vital part of any educational programs. It measures how much the students learn; diagnoses the weak part of the lesson where learning is not effective or well-defined; and provides information on which lesson needs remediation. In TESDA’s program, assessment is being employed also. In this lesson, you will find out the purpose of assessment, process in implementing, and methods of assessing the candidates.
  55. 55. OBJECTIVES STRATEGIES/METHODOLOGIES <ul><li>Give the operational definitions of assessment. </li></ul>The students will do the activity1, 2, and 3. Here they will be engaged to identication item test, modified true or false, and make a chain activities. 2.Describe the assessment process. The students will do the activity1, 2, and 3. Here they will be engaged to identication test, modified true or false, and make a chain activities. 3.Enumerate the evidence-gathering methods The students will do the activity1, 2, and 3. Here they will be engaged to identication test, modified true or false, and make a chain activities.
  56. 56. <ul><li>ASSESSMENT </li></ul><ul><li>Functional definition: </li></ul><ul><ul><li>Is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. </li></ul></ul><ul><li>Operational definitions: </li></ul><ul><ul><li>Is the process of determining the graduate or worker’s competency. It means to certify whether they can manifest performance according to the expected skills, knowledge and work values in the workplace, otherwise known as, defined competency standards. </li></ul></ul><ul><li>Refers to identifying the qualification level of candidates. </li></ul><ul><li>The process takes place by gathering or accumulating evidences and information that proves possession of competencies. </li></ul>
  57. 57. <ul><li>Is an instrument that contains written and practical tests. It measures the person’s knowledge and skills. It corresponds on Occupational standards </li></ul>Competency Assessment
  58. 58. <ul><li>ASSESEMENT POINTERS: </li></ul><ul><li>Institution-based learning and work-based learning are assessing in different evaluation system, but both are required to take competency assessment. </li></ul><ul><li>The assessment has two parts- knowledge and skills </li></ul><ul><li>Knowledge assessment is taken first. </li></ul><ul><li>The examine can take skills assessment without prior consideration if he/she pass/fail knowledge assessment </li></ul><ul><li>In case the examinee fails in knowledge assessment he/she can take the actual exam but will be required to take it after one month. </li></ul><ul><li>A person can directly apply for assessment of competency/competencies; or </li></ul><ul><li>After completion of program/s of training he/she belongs to. </li></ul><ul><li>The competency assessment is conducted in accredited assessment and conducted by competency assessors. </li></ul>
  59. 59. WHAT ARE TO BE ASSESSED?
  60. 60. Task skills Requires performance of the task (s) to the required standard as described in the unit of competency and expected in the workplace. candidates can do the individual actions as well as the whole task; Task Management Skills captures the skills used as people plan and integrate a number of potentially different tasks to achieve a complete work outcome. Candidates should work efficiently to meet deadlines, handle a sequence of interrelated tasks and progress smoothly between tasks ;
  61. 61. Contingency Management Tasks The requirement to respond to irregularities and breakdowns in routines. Candidates should deal with contingencies like: breakdowns, irregularities , imperfections, and the unknown; Job/Role Environment Skills The requirements to deal with the responsibilities and expectations of the work environment. The capacity to work with others and adapt to different situations is central to successful performance.
  62. 62. HOW IS QUALITY ASSURED IN ASSESSMENT?
  63. 63. <ul><li>Following measures are </li></ul><ul><li>observed: </li></ul><ul><li>Competency standards set by </li></ul><ul><li>industry; </li></ul><ul><li>Quality of assessors in terms of </li></ul><ul><li>assessment and technical skills; </li></ul><ul><li>Industry assessment guidelines; </li></ul><ul><li>National assessment tools; </li></ul><ul><li>Assessment moderation. </li></ul>
  64. 64. WHAT ARE THE GENERAL REQUIREMENTS?
  65. 65. <ul><li>Authenticated Birth Certificate (2 xerox copies) </li></ul><ul><li>1 pc. 1x1 photo (colored) </li></ul><ul><li>Employment Certification / Training Certificate - related to occupational area applied </li></ul><ul><li>2 copies CAC Application Form (NMIS Form 001) -c/o TESDA District/Provincial Office </li></ul><ul><li>CAC Testing Fee - may vary according to occupational area applied (c/o TESDA District/Provincial Office </li></ul><ul><li>Admission Slip - required upon taking the assessment </li></ul>
  66. 66. WHAT ARE THE GENERAL PROCEDURES IN APPLYING?
  67. 67. <ul><li>Visit/inquire assessment schedule and requirements at our TESDA District/Provincial Office. </li></ul><ul><li>File CAC application form and submit requirements. </li></ul><ul><li>Note schedule of exam/assessment. </li></ul><ul><li>Make sure you have the admission slip before you take the assessment </li></ul>
  68. 68. WHAT ARE THE EVIDENCE GATHERING METHODS?
  69. 69. <ul><li>Observation-to keep in view the candidate performing the competencies </li></ul><ul><li>Interview- means of oral or written questioning to check knowledge and understanding . </li></ul><ul><li>Third-party Report- to acquire feedback and background information from peers and supervisor the examine get into, relevant to the qualification applied to. </li></ul><ul><li>Portfolio- are compilations of work samples and outputs the examinee created or produces and completed </li></ul>
  70. 70. <ul><li>Written Test- also refer to competency assessment </li></ul><ul><li>Training Records- record of appearances, work performances, attitudes of candidate as she/he is on the job training or in actual work. </li></ul><ul><li>Specific Projects- developed/managed projects accomplished by the candidate. </li></ul><ul><li>Demonstration- Manifestation of skils by actual performance. </li></ul>
  71. 71. ACTIVITY 2 FILL IN THE BLANKS
  72. 72. What to do? Answer the following item with an appropriate answer. Write your answer on the space provided. Choose your answer from the box below.
  73. 73. <ul><li>Contingency Management Skills </li></ul><ul><li>Portfolio </li></ul><ul><li>Can’t take the Exam </li></ul><ul><li>Interview </li></ul><ul><li>Assessment </li></ul><ul><li>Training certificate </li></ul><ul><li>Recognition of level of competence </li></ul><ul><li>Third-party report </li></ul><ul><li>Task Management Skills </li></ul><ul><li>Employment Certification </li></ul>
  74. 74. ______________ 1. It uses evidence-gathering methods to certify whether a candidate for certification can manifest performance according to competency standards. ______________ 2 . An assessor acquires feedback of performance attitude of an examiner from his/her peer and supervisors. The assessor uses evidence-gathering method of __________.
  75. 75. _________________ 3 . The examinee is assess by requiring him/her to compile pictures, documents, outputs, reflections, video and etc. that show his manifestation of certain competency. This is an example of ____________. ____________ 4 . An evidence-gathering method where there is face-to-face interaction between the examinee and assessor.
  76. 76. ____________ 5 . This competency is described as the ability to meet the deadlines, handle a sequence of interrelated task and progress smoothly between tasks. ____________ 6 . The competency is indicated by the ability to respond on irregularities and breakdowns in routines.
  77. 77. ____________ 7 . A graduate of Tec-voc schools and TESDA training programs could present this a s a requirement. ____________ 8 . An ordinary skilled laborer could present this as an alternative to certificate/diploma.
  78. 78. ____________ 9 . This is the possible thing to happen if the admission slip is not available upon taking the test. ____________ 10 . The reason why assessment procedure of TESDA improves the quality of Filipino’s life.
  79. 79. Key to correction Assessment
  80. 80. Key to correction Third-party Report
  81. 81. Key to correction Portfolio
  82. 82. Key to correction Interview
  83. 83. Key to correction Task Management Skills
  84. 84. Key to correction Contingency Management Skills
  85. 85. Key to correction Training Certificate
  86. 86. Key to correction Employment Certification
  87. 87. Key to correction Can’t take the Exam
  88. 88. Key to correction Recognition of level of competence
  89. 89. Lesson 3 ISSUANCE OF CERTIFICATES
  90. 90. Introduction
  91. 91. In formal Education, upon completing the educational plan in all levels of curriculum a successful student who accomplished it receive a diploma as to testify and prove that he/she complied with the requirements. It is also a way to recognize the attainment of education of the student. In this lesson, you will find out what does a client of this TESDA’s program will receive after successfully passing the competency assessment and complying with the requirements.
  92. 92. OBJECTIVES STRATEGIES/METHODOLOGIES 1.Define a certificate. Do the Activity 1. Here, the students will define the certificate base on their own understanding. 2. Discuss the guidelines in certification. Do the Activity 2.Here, the students will provide the antecedent or the result of situation given related to the certification. 3. Enumerate the kinds of certificate issued in this program. Do the Activity 3.Here, the students will answer the question given and hunt the location of the answer in the table. 4. Classify the four certificates level of National Certificates. Do the Activity 4. Here, the students will describe the four levels of National Certificates.
  93. 93. Certificates
  94. 94. DESCRIPTIONS: <ul><li>is a written testimonial that recognizes the attainment of a competencies in the Qualification level, and is being issue to a every successful examinee of competency assessment. </li></ul><ul><li>Indicated there is the trade and the level of the skill possessed. Then it has a signed by the TESDA Director General and a countersigned by the Executive Director General of SSCO of TESDA. </li></ul><ul><li>It has a validity period of three years </li></ul><ul><li>Issuance of certificate shall be held if the test requirements of successful candidate is not complete or not in order. </li></ul>
  95. 95. Types of Certificates
  96. 96. <ul><ul><li>Is issue to a candidate who completed </li></ul></ul><ul><li>cluster of related units of competency. </li></ul><ul><ul><li>Certify possession of required skill and knowledge by the candidate in a particular competency. </li></ul></ul><ul><ul><li>Can be accumulated several COC to complete all the competencies required to gain a National Certificates in a qualification. </li></ul></ul>Certificate of Competency
  97. 97. <ul><li>is issue to a candidate who are assessed as competent and meet the competency standards in all units of competency within a Qualification </li></ul>National Certificates
  98. 98. Four National Certificate levels
  99. 99. <ul><ul><li>A worker at this level performs routine and predictable tasks involving little latitude for judgment; </li></ul></ul><ul><ul><ul><li>Adherence to appropriate standards or specifications are usually involved; </li></ul></ul></ul><ul><ul><ul><li>Assignments are usually made by supervisors or a worker at a higher level who gives simple instructions and make clarifications or suggestions when necessary. </li></ul></ul></ul>National Certificate Level 1
  100. 100. <ul><ul><li>A worker at this level performs a prescribed range of functions involving known routines and procedures where clearly identified choices and limited complexities apply; </li></ul></ul><ul><ul><li>Work involves some accountability for the quality of outputs; </li></ul></ul><ul><ul><li>Applications at this level may involve individual responsibility or autonomy, or working with others as part of a team or group. </li></ul></ul>National Certificate Level II
  101. 101. <ul><li>: </li></ul><ul><ul><li>A worker at this level performs a wide range of skilled operations at a high level competence involving known routines and procedures. The work context involves some complexity in the extent and choice of options available; </li></ul></ul><ul><ul><li>Work involves understanding the work process, contributing to problem solving, and making decisions to determine the processes, equipment and materials to be used; </li></ul></ul><ul><ul><li>Applications at this level may involve individual responsibility or autonomy and/or may involve some responsibility for others. Participation in teams including team group coordination may be involved. </li></ul></ul>National Certificate Level III
  102. 102. <ul><ul><li>A worker at this level performs a wide range of applications in a variety of contexts most of which are complex and non-routine; </li></ul></ul><ul><ul><li>Work involves some leadership and guidance when organizing activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Work at this level also requires evaluation and analysis of current practices and the development of new criteria and procedures; </li></ul></ul><ul><ul><li>Applications involve responsibility for the organization and performance of others. </li></ul></ul>National Certificate Level IV
  103. 103. ACTIVITY 3 ANTECEDENT & RESULT
  104. 104. What to do? There are column A and column B. in Column A written are antecedents, and in column B written are the results of the antecedent in column A. if the antecedent in column A is missing fill it with the right antecedent base on the result in Column B. vice versa, if the result in Column B is missing fill it with the right result base on the antecedent in column A.
  105. 105. COLUMN A COLUMN B 1.Test requirements of successful candidate are incomplete 2. Completion of test requirements should be prioritized.
  106. 106. 3. An authenticated National Certificate shall be issued to a candidate. 4. A candidate for Certification has demonstrated competence in all units of competency within a Qualification.
  107. 107. 5. Certificate of Competency is issued to a candidate for certification. 6. Modular structure of system in accumulating Certificates.
  108. 108. 7. Workers can perform routine and predictable tasks. 8. Workers are accountable of quality outputs.
  109. 109. 9. Workers get a National Certificate Level 3. 10. Workers get a National Certificate level 4.
  110. 110. Key to correction The issuance of Certificates shall be hold
  111. 111. Key to correction Test requirements of successful candidate are incomplete
  112. 112. A candidate for certification pass the Assessment process Key to correction
  113. 113. A candidate receives a National Certificate Key to correction
  114. 114. A candidate is certify as to possess required skill and knowledge in a particular competency Key to correction
  115. 115. Key to correction A client can stop and start from studying depending on his availability
  116. 116. A candidate for certification Receive a National Certificate level 1 Key to correction
  117. 117. A candidate for certification Receive a National Certificate level 2 Key to correction
  118. 118. <ul><ul><li>A candidate can performs a wide range of skilled operations at a high level competence involving known routines and procedures. </li></ul></ul><ul><ul><li>A candidate work involves understanding the work process, contributing to problem solving, and making decisions </li></ul></ul><ul><ul><li>A candidate Applications at this level may involve individual responsibility or autonomy </li></ul></ul>Key to correction
  119. 119. Key to correction <ul><ul><li>A candidate performs a wide range of applications in a variety of contexts most of which are complex and non-routine; </li></ul></ul><ul><ul><li>A candidate Work involves some leadership and guidance when organizing activities of self and others </li></ul></ul><ul><ul><li>A candidate Work at this level also requires evaluation and analysis of current practices and the development of new criteria and procedures; </li></ul></ul><ul><ul><li>A candidate Applications involve responsibility for the organization and performance of others. </li></ul></ul>
  120. 120. CONGRATULATIONS! YOU'RE FINISH
  121. 121. THE END...

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