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1. COMPETENCY-BASED
TRAINING

2. Training of TVET Courses utilizes the Competency Based Training app
roach, wherein the units of progression is mastery of the specific knowle
dge and skill, and is learner-centered.

3. Competency Based Training (CBT) is a training delivery approach that f
ocuses on the competency development of the trainee as a result of the tr
ining.
Competency Based Training emphasizes on what the learner can actu
ally do; focuses on outcomes rather than the learning process within sp
ecified time; is concerned with the attainment and application of kn
owledge, skills and attitude to a specific level of competency.

4. CBT

5. The training is based on curriculum
developed from the competency
standards.
Learning is based on the
curriculum modules

6. Learning is competency based or
modular in structure.

7. Training delivery is individualized
and self-paced.
Learning is done by the
learner at their own
pace

8. Training is based on work that must be pe
rformed.
Learning is based on the
actual industry practice

9. Training materials are directly related to t
he competency standards and the curricul
um.
Training materials are
self-paced and
experiential

10. Assessment of learners is based in the col
lection of evidence of the perform
ance of work to the industry sta
ndards.
TRADITIONAL
Students are judged
against each other
(norm referenced
Assessment)
CBT
Each student is assessed
against the required
standard

11. Training is based both on and off the job
components.
Better learning with
industry and school
partnership

12. The system allows Recognition of Prior
Learning (RPL).
Workers and Students can
have prior skills
recognized

13. The system allows for learner to enter and exit
programs at different times and levels and to re
ceive an award for competencies attained at any
point.
There is flexibility for
entry and exit from
programs

14. Approved training programs are nati
onally accredited.
Learners and providers of
training are recognized in
a national system

15. Role of the CBT Trainer
Serves as a team member to determine what is to be learned
Stimulates trainees’ motivation
Manages learning: a consultation rather than a provider of infor
mation; a facilitator of the learning
Diagnose and solves learning problems
Evaluates trainee achievement
Assist learners to obtain individualized rewards
Assist each trainee in designing a personalized plan of study
Installs confidence in the learner by providing experiences where learners may su
cceed
Serves as a model for desirable work habits, attitudes and tasks performance in the oc
cupational field
Spends more time interacting with trainees on a 1:1 or small group basis
Helps those trainees who really need help
Accepts responsibility along with the trainee for the tasks learned or not learned

16. Role of the CBT Trainee
Trainees may select what they want to learn and when they want to lear
n it, within reason.
Trainees learn at their own rate within program guidelines. They may s
peed up, slow down, stop or even repeat a task.
Trainees may request to receive credit for what they already know.
This is done either through pre-testing or through a review of a task list c
ompleted at another training site.
Trainees may choose how they want to learn-individually, on a one-to-one basis, in smal
l group, in large groups or with audio-visuals.
Trainees are responsible for what they learn and when they learn it.
Trainees decide when they are ready to perform each task or demonstrate mastery
of learning to a job-like level of proficiency before receiving credit for the task.
Trainees help develop personalized prescription for learning worked out cooper
atively and based upon what the trainees already knows, his preference for learning, lea
rning style and other needs.

17. Role of the CBT Trainee (cont.)
Trainees compete against present job standards and not against oth
er trainees and are graded on achievement of the standards or criteria
of each task.
Trainees know “up front”, before instruction begins what they are exp
ected to know and do to complete the program.
Trainees evaluate their own progress to see how well they are doing.
Trainees move freely in the workshop, laboratory and or training center.
Trainees know they will be rated mainly on performance, while paper and pencil tests will
be used mainly to check their knowledge of the task.
Trainees learn according to their interest, needs and abilities – not according to teacher
timelines and expediency.

18. COMPETENCY STANDARDS
COMPUTER
SYSTEMS
SERVICING NC II

19. Course Title: COMPUTER SYSTEMS SERVICING NC Level: NC II
Training Hours: 40 Hours (Basic)
80 Hours (Common)
160 Hours (CORE)
------------------------
280 Hours – TOTAL
Course Description:
This course is designed to develop & enhance the knowledge, skills, & attitudes of a
Computer Systems Service Technician, in accordance with industry standards. It covers the basic
and common competencies in addition to the core competencies such as to install and
configure computers systems, set-up computer networks and servers and to maintain and
repair computer systems and networks.
CURRICULUM DESIGN

20. Basic Competencies (40 hours)
Unit of Competency Learning Outcomes Methodology
Assessment
Approach
1. Participate in workplace
communication
1. Obtain and convey workplace
information.
2. Complete relevant work related
documents.
3. Participate in workplace meeting and
discussion.
Group Discussion
Interaction
Demonstration
Observation
Interviews/
Questioning
2. Work in a team
environment
1. Describe and identify team role and
responsibility in a team.
2. Describe work as a team member.
Discussion
Interaction
Demonstration
Observation
Interviews/
Questioning
3. Practice career
professionalism
1. Integrate personal objectives with
organizational goals.
2. Set and meet work priorities.
3. Maintain professional growth and
development.
Discussion
Interaction
Demonstration
Observation
Interviews/
Questioning
4. Practice occupational
health & safety
1. Identify hazards and risks.
2. Evaluate hazard and risks
3. Control hazards and risks
4. Maintain occupational health and
safety awareness
Discussion
Plant tour
Symposium
Observation
Interview

21. Unit of Competency Learning Outcomes Methodology Assessment
Approach
1. Apply Quality
Standards
1. Assess quality of received materials
2. Assess own work
3. Engage in quality improvement
Field Trip
Symposium
Problem Solving
Simulation
Individualize
Learning
On-the-Job
Training
Demonstration &
Questioning
Observation &
Questioning
Third Party Report
2. Perform Computer
Operation
1. Plan and prepare for task to be taken
undertaken
2. Input data into computer
3. Access information using computer
4. Produce output/ data using computer
system
5. Use basic functions of a www-browser
to locate information
6. Maintain computer equipment and
systems
Modular
Film Showing
Computer Based
Training
(e-learning)
Project Method
On-the-Job
Training
Demonstration &
Questioning
Observation &
Questioning
Third Party Report
Assessment of
Output Product
Portfolio
Computer Based
Assessment
3. Perform Mensuration
and Calculation
1. Select measuring instruments
2. Carry out measurement and calculation
3. Maintain measuring instruments
Self- Paced/
Modular
Demonstration
Small Group
Discussion
Distance Learning
Written/ Oral
Examination
Practical
Demonstration
Common Competencies (80 hours)

22. Common Competencies (80 hours)
Unit of Competency Learning Outcomes Methodology Assessment
Approach
4. Prepare and Interpret
Technical Drawings
1. Identify different kinds of technical
drawings
2. Interpret technical drawing
3. Prepare/make changes on electrical/
electronic schematic and drawings
4. Store technical drawings and
equipment/ instruments
Lecture/
Demonstration
Dualized Training
Distance Learning
Written / Oral
Examinations
Direct Observation
Project Method
Interview
5. Use Hand Tools 1. Plan and prepare for task to be
undertaken
2. Prepare hand tools
3. Use appropriate hand tools and
equipment
4. Maintain hand tools
Lecture /
Demonstration
Distance Learning
Film Showing
Written/ Oral
Examination
Practical
Demonstration
Observation &
Questioning
6. Terminate and
Connect Electrical
Wiring and Electronic
Circuit
1. Plan and prepare for termination/
connection of electrical wiring/
electronic circuits
2. Terminate/connect electrical wiring/
electronic circuits
3. Test termination/ connection of
electrical wiring /electronics circuits
Film Viewing
Individualized
Learning
Direct Student
Laboratory
Experience
On-the-Job
Training
Project Method
Demonstration and
Questioning
Assessment of
Output Product

23. Common Competencies (80 hours)
Unit of Competency Learning Outcomes Methodology Assessment
Approach
7. Test Electronic
Components
1. Determine criteria for testing electronics
components
2. Plan an approach for component
testing
3. Test components
4. Evaluate the testing process
Film Viewing
Individualized
Learning
Direct Student
Laboratory
Experience
On-the-Job
Training
Project Method
Demonstration and
Questioning
Assessment of
Output Product

24. Core Competencies (160 hours)
Unit of Competency Learning Outcomes Methodology
Assessment
Approach
1. Install and Configure
Computer Systems
1. Assemble computer hardware
2. Install operating system and drivers for
peripherals/ devices.
3. Install the computer application
software
4. Conduct testing and documentation
Lecture
Discussion
Demonstration
Viewing
Multimedia
Written Examination
Practical Examination
2. Set-up Computer
Networks
1. Install network cables
2. Set network configuration
3. Set router/Wi-Fi/ wireless access point/
repeater configuration
4. Inspect and test the configured
computer networks
Lecture
Discussion
Demonstration
Viewing
Multimedia
Written Examination
Practical Examination
3. Set-up Computer
Servers
1. Set-up user access
2. Configure network services
3. Perform testing, documentation and
pre-deployment practices
Lecture
Discussion
Demonstration
Viewing
Multimedia
Written Examination
Practical Examination
4. Maintain and Repair
Computer Systems and
Networks
1. Plan and prepare for maintenance and
repair
2. Maintain computer systems and
networks
3. Diagnose faults of computer systems
4. Rectify/correct defects in computer
systems
5. Inspect and test the computer systems
and networks
Lecture
Discussion
Demonstration
Viewing
Multimedia
Written Examination
Practical Examination

25. TRAINING DELIVERY
The competency-based TVET systems recognizes various types of delivery modes, both
on and off-the-job as long as the learning is driven by the competency standards specified by
the industry. The following training modalities may be adopted when designing training
programs:
 The dualized mode of training delivery is preferred and recommended. Thus programs
would contain both in-school and in-industry training or fieldwork components. Details can
be referred to the Dual Training System (DTS) Implementing Rules and Regulations.
 Modular/self-paced learning is a competency-based training modality wherein the trainee is
allowed to progress at his own pace. The trainer facilitates the training delivery.
 Peer teaching/mentoring is a training modality wherein fast learners are given the
opportunity to assist the slow learners.
 Supervised industry training or on-the-job training is an approach in training designed to
enhance the knowledge and skills of the trainee through actual experience in the workplace
to acquire a specific competencies prescribed in the training regulations.
 Distance learning is a formal education process in which majority of the instruction occurs
when the students and instructors are not in the same place. Distance learning may employ
correspondence study, or audio, video or computer technologies.

26. INSTITUTIONAL ASSESSMENT
Institutional assessment is undertaken by trainees to determine their achievement of
units of competency. A certificate of achievement is issued for each unit of competency.
As a matter of policy, graduates of programs registered with TESDA under these
training regulations are required to undergo mandatory national competency assessment
upon completion of the program.

27. A person who has achieved this Qualification is competent to be:
 Computer Assembler
 Computer Service Technician
 Network Technician
 Computer Maintenance Technician