The document is a record book for an automotive trainee named _________ from the Shashemene TVET College in Oromia Regional State, Ethiopia. It outlines the competencies, instructions, schedules and assessments for the automotive engine and electrical/electronic servicing training program. The trainee will be trained in skills like removing and replacing electrical units, servicing batteries, soldering circuits, and performing vehicle servicing over a period of training from ______ to ______. Their performance will be evaluated based on competency in practical skills and knowledge tests.
Eric Magadia is undergoing training under Benjamin R. Co Jr. to obtain an EIM NCII qualification. The progress sheet details the four units of competency Eric has completed, including the training duration, dates started and finished, grades received, and signatures from Eric and Benjamin. In total, Eric completed 190 hours of training across four units with an average numerical grade of 87.75%.
This document provides information about competency-based training (CBT) including:
1. An introduction to CBT and its key principles such as focusing on measurable outcomes and competencies.
2. The roles of the CBT trainer including facilitating learning, diagnosing problems, and interacting closely with trainees.
3. The roles of CBT trainees such as taking responsibility for their own learning and being assessed based on job performance standards.
4. An overview of the Computer Systems Servicing NC II qualification including installing, configuring, and maintaining computer systems and networks.
TESDA TM1 Portfolio Computer Systems Servicing NC IIIan Mars Acut
Rosita Navarro
a
c
a. Cebuano
Characteristics of learners
Educational
background
Highest educational
attainment:
a. College graduate
b. College level
c. High school
graduate
d. High school level
e. Elementary
graduate
f. Elementary level
g. No formal
education
c. High school graduate
Work experience
Years of work
experience:
a. 5 years and above
b. 3-4 years
c. 1-2 years
d. Less than 1 year
e. No work experience
c. 1-2 years
Characteristics of learners
Learning style
Preferred learning
style:
The document outlines the process flow for competency-based training (CBT). It involves trainees entering a program, selecting a competency, and receiving instructions. Trainees then review learning materials, observe demonstrations, and practice skills. Trainees and trainers both rate performance, and trainees continue practicing until competencies are achieved. Once all competencies are satisfactorily completed, trainees can undergo a national assessment and exit the program.
The document provides information about the TESDA-Bulusan National Vocational Technical School (BNVTS) in Sorsogon, Philippines. It was founded in 1995 and is run by the Technical Education and Skills Development Authority (TESDA). The school aims to provide quality technical-vocational education and training. The document outlines the school's vision, mission, values, quality policy, organizational structure, roles of trainers and trainees, rules and regulations, and components of competency-based learning such as competencies, learning materials, and assessment.
The document is a transcript of an assessor conducting a Bread and Pastry Production NC II assessment for candidates. The assessor welcomes the candidates and overseer, checks attendance, and explains that the assessment will consist of demonstrating four baking tasks. The assessor outlines the assessment process, which involves demonstration, oral questioning, and feedback. For candidates found competent, the assessor congratulates them and explains next steps. For those found not yet competent, the assessor provides feedback and recommends practicing before reassessment.
The document outlines the Trainers Methodology Level 1 qualification for TVET trainers and assessors. It describes the basic and core competencies required, including competencies in communication, applying math/science principles, environmental advocacy, IT use, team leadership, work ethics, and ensuring health and safety. Core competencies involve planning training sessions, facilitating learning, supervising work-based learning, conducting assessments, and maintaining training facilities. Successful completion leads to jobs as a TVET trainer, training facilitator, or competency assessor. Learning outcomes are provided for each competency unit.
The document outlines a competency-based learning module for maintaining and repairing electronically-controlled domestic appliances, focusing on power supply and other electronics circuits. It details the learning outcomes, assessment criteria, methodologies, and learning activities for understanding circuit components and functions, diagnosing faults, and testing repairs. The goal is to train participants to properly prepare tools, equipment, and their workplace, and safely maintain and repair power supply and other electronics circuits.
Eric Magadia is undergoing training under Benjamin R. Co Jr. to obtain an EIM NCII qualification. The progress sheet details the four units of competency Eric has completed, including the training duration, dates started and finished, grades received, and signatures from Eric and Benjamin. In total, Eric completed 190 hours of training across four units with an average numerical grade of 87.75%.
This document provides information about competency-based training (CBT) including:
1. An introduction to CBT and its key principles such as focusing on measurable outcomes and competencies.
2. The roles of the CBT trainer including facilitating learning, diagnosing problems, and interacting closely with trainees.
3. The roles of CBT trainees such as taking responsibility for their own learning and being assessed based on job performance standards.
4. An overview of the Computer Systems Servicing NC II qualification including installing, configuring, and maintaining computer systems and networks.
TESDA TM1 Portfolio Computer Systems Servicing NC IIIan Mars Acut
Rosita Navarro
a
c
a. Cebuano
Characteristics of learners
Educational
background
Highest educational
attainment:
a. College graduate
b. College level
c. High school
graduate
d. High school level
e. Elementary
graduate
f. Elementary level
g. No formal
education
c. High school graduate
Work experience
Years of work
experience:
a. 5 years and above
b. 3-4 years
c. 1-2 years
d. Less than 1 year
e. No work experience
c. 1-2 years
Characteristics of learners
Learning style
Preferred learning
style:
The document outlines the process flow for competency-based training (CBT). It involves trainees entering a program, selecting a competency, and receiving instructions. Trainees then review learning materials, observe demonstrations, and practice skills. Trainees and trainers both rate performance, and trainees continue practicing until competencies are achieved. Once all competencies are satisfactorily completed, trainees can undergo a national assessment and exit the program.
The document provides information about the TESDA-Bulusan National Vocational Technical School (BNVTS) in Sorsogon, Philippines. It was founded in 1995 and is run by the Technical Education and Skills Development Authority (TESDA). The school aims to provide quality technical-vocational education and training. The document outlines the school's vision, mission, values, quality policy, organizational structure, roles of trainers and trainees, rules and regulations, and components of competency-based learning such as competencies, learning materials, and assessment.
The document is a transcript of an assessor conducting a Bread and Pastry Production NC II assessment for candidates. The assessor welcomes the candidates and overseer, checks attendance, and explains that the assessment will consist of demonstrating four baking tasks. The assessor outlines the assessment process, which involves demonstration, oral questioning, and feedback. For candidates found competent, the assessor congratulates them and explains next steps. For those found not yet competent, the assessor provides feedback and recommends practicing before reassessment.
The document outlines the Trainers Methodology Level 1 qualification for TVET trainers and assessors. It describes the basic and core competencies required, including competencies in communication, applying math/science principles, environmental advocacy, IT use, team leadership, work ethics, and ensuring health and safety. Core competencies involve planning training sessions, facilitating learning, supervising work-based learning, conducting assessments, and maintaining training facilities. Successful completion leads to jobs as a TVET trainer, training facilitator, or competency assessor. Learning outcomes are provided for each competency unit.
The document outlines a competency-based learning module for maintaining and repairing electronically-controlled domestic appliances, focusing on power supply and other electronics circuits. It details the learning outcomes, assessment criteria, methodologies, and learning activities for understanding circuit components and functions, diagnosing faults, and testing repairs. The goal is to train participants to properly prepare tools, equipment, and their workplace, and safely maintain and repair power supply and other electronics circuits.
This document outlines the principles and approach of competency-based training (CBT) delivery for the Bread and Pastry Production NCII qualification. It discusses that CBT focuses on developing learner competencies based on curriculum and standards. Key principles include individualized, self-paced learning; assessment based on work performance; and recognition of prior learning. A comparison of CBT and traditional education models is also provided.
The document discusses competency-based training (CBT), which is a training approach where trainees learn skills at their own pace by demonstrating mastery of specific competencies. It identifies 10 principles of CBT, including that training is based on competency standards and assessment is based on evidence of work performance. The roles of CBT trainers include managing learning activities while trainees take responsibility for their own learning. Competencies are divided into basic, common and core competencies. Learning materials and facilities to support CBT are also outlined, along with methods for competency assessment.
This document provides a module plan for teaching the competency of installing and configuring computer systems. It outlines 5 learning outcomes including assembling computer hardware, preparing installers, installing operating systems and device drivers, installing application software, and conducting testing and documentation. For each outcome, it describes the learning activities, assessment plans, and the teacher's self-reflection. It also includes an introduction to the module, the learning outcomes, sample session plans, and module content details.
This document contains competency-based learning materials for training facilitators on facilitating learning sessions. It discusses preparing training facilities and resources, including setting up learning stations. It also addresses conducting pre-assessments of trainees to determine their existing knowledge and skills. The document provides information sheets, self-checks, and task sheets to help trainers learn and practice the skills required to facilitate competency-based training sessions.
This document outlines an automotive servicing curriculum for grades 7-9 in the Philippines. It covers topics such as basic concepts, career opportunities, safety practices, tools and equipment, measurements and calculations, manuals and specifications. The grade 7-8 portion is exploratory, covering common competencies. Grade 9 focuses on specialization, including servicing batteries and ignition systems. The curriculum aims to teach skills needed for an automotive servicing certificate. It includes learning objectives, content standards and performance standards for each topic.
The document is a rating sheet for assessing a candidate's skills in computer systems servicing. It contains checklists to evaluate if a candidate can correctly assemble computer hardware, install operating systems and drivers, install application software, and conduct testing and documentation. It also includes questions to assess the candidate's underlying knowledge related to computer installation, configuration, and troubleshooting.
This document outlines the curriculum for the Home Economics - Hairdressing track for Grade 11 students in the Philippines. It covers three main topics: hair care and scalp treatment, hair perming, and haircutting. For each topic, it lists the learning competencies and outcomes, which teach students the concepts, skills, and procedures for providing hair services in these areas, with an emphasis on safety, sanitation, and developing job skills for a career in hairdressing.
This document provides competency-based learning materials for a training program on consumer electronics servicing. It contains six modules that outline the training process: (1) planning training sessions, (2) facilitating learning sessions, (3) supervising work-based training, (4) conducting competency assessments, (5) maintaining training facilities, and (6) utilizing electronic media in training. Various forms, checklists, and tools are included to gather trainee data, identify skills gaps, plan sessions, evaluate performance, and assess competency. The goal is to equip trainees with the skills to assemble, maintain, repair, and service consumer electronic products and systems.
The document provides an overview of the Grade 7/8 exploratory course on Information and Communications Technology - Computer Hardware Servicing. The course covers seven key lessons: 1) Personal Entrepreneurial Competencies, 2) Environment and Market concepts, 3) Use of Hand Tools and Equipment, 4) Maintaining tools and equipment, 5) Performing measurements and calculations, 6) Preparing and interpreting technical drawings, and 7) Practicing occupational health and safety procedures. For each lesson, the document outlines the relevant content standards, performance standards, learning competencies, and codes. The overall aim is for students to gain foundational knowledge and skills related to a future career in computer hardware servicing.
The document provides guidance on organizing competency assessments. It discusses factors to consider such as resources, costs, personnel and facilities. The roles and responsibilities of assessors, assessment centers and candidates are outlined. Assessment packages, instruments and resources are also described. The document aims to help ensure assessments are properly planned and organized according to relevant policies and guidelines.
The document outlines 10 principles of competency-based training (CBT):
1. Training is based on competency standards and a competency-based curriculum.
2. Learning is competency-based and modular in structure with units of competency in modules.
3. Training delivery is individualized and self-paced allowing learners to progress at their own pace.
The document provides an orientation for a training program in Bread and Pastry Production. It introduces the trainer, Roel C. Penaflorida, and lists their qualifications. It then defines what bread and pastry production is and explains that those with this qualification can work as bakers. It outlines the basic, common and core competencies trainees will learn. Finally, it discusses what competency-based training (CBT) is, the principles of CBT, and the roles of the CBT trainer and trainee. It also mentions competency-based learning materials (CBLM) and concludes with a message of thanks.
This document provides information on planning and conducting a training session on setting up computer networks. It includes:
1. An introduction to the unit of competency and module on setting up computer networks.
2. A session plan with learning objectives, outcomes, activities and assessment plan for the module. Learning activities include reading information sheets, self-checks, simulations, group discussions and demonstrations.
3. Module content which describes the unit of competency, module title, descriptor, duration, learning outcomes and assessment criteria for setting up computer networks.
The document outlines evidence plans for assessing competency in installing and configuring computer systems, setting up computer networks, setting up computer servers, and maintaining and repairing computer systems and networks. The plans describe ways evidence will be collected through observation, demonstration, and third party reports. They also list the key tasks trainees must demonstrate for each unit of competency, including planning work, installing and configuring hardware and software, setting up networks and servers, testing systems, and responding to issues. Critical aspects of competency are marked with asterisks.
The document provides training regulations for the Beauty Care NC II Qualification in the Philippines. It consists of competencies required to perform various beauty care services. The qualification includes basic, common, and core competencies. It describes the competency standards, training standards, assessment and certification arrangements. The training standards section provides details on the curriculum, training delivery, entry requirements, facilities, trainers, and assessment. The document establishes a national standard for beauty care training and certification.
2 basic competencies 1 participate in workplace communicationMarilou Jamero
This document provides guidance on participating in workplace communication. It discusses obtaining and conveying information through appropriate questioning, active listening, and speaking. It also addresses participating effectively in meetings by expressing opinions, listening to others, and following protocols. Finally, it covers completing relevant documents like forms accurately and identifying errors. The overall message is on the importance of clear communication using proper channels and protocols in the workplace.
This learning outcome covers determining learner's training requirements. Trainees' current competencies are assessed and compared to the competencies outlined in curriculum documents and standards to identify any gaps. A data gathering tool is also developed to collect information on trainees' characteristics to help plan training. Determining requirements includes validating needs with relevant stakeholders and documenting the results.
The document provides a detailed lesson plan on proper tool use for computer hardware servicing. It includes 7 objectives, 4 procedures, and assessment activities. The key points covered are:
1. Identifying appropriate tools for equalizing electrical charge, tightening screws, and tightening hex bolts.
2. Explaining proper use of antistatic wrist straps, antistatic mats, screwdrivers, and hex drivers.
3. Detailing cleaning procedures for computer cases, screens, components, keyboards, and mice using compressed air and cleaning solutions.
The document describes a competency-based training program. It outlines that learning is based on competency standards and modular in structure. Training delivery is individualized and self-paced based on work standards. Assessment involves collecting work evidence, and the program allows for recognition of prior experience and multiple entry/exit points. Approved programs are nationally accredited.
The document outlines a 5-step training package for autonomous maintenance that includes educating operators on machine functions, having operators do initial cleaning and inspections to establish standards, eliminating contamination and inaccessible areas, developing provisional standards, finalizing the standards after management approval, and training operators on the new standards. The goal is to equip operators to identify and address issues themselves through proactive maintenance rather than reactive repairs in order to improve equipment reliability.
TLE CES NC II Y2 - Module 5 - Applying Quality Standards.docGirlyPedregosa1
The PDCA (Plan-Do-Check-Act) cycle is a continuous quality improvement model used to carry out change. It involves planning a change, implementing it on a small scale, checking the results, and acting on what is learned by either adopting or abandoning the change. The goal is continuous improvement through continual cycles of change. The PDCA cycle allows testing changes in a structured way and building knowledge through each repetition of the cycle. It is designed to be used dynamically, with learning from one cycle informing the next.
This document outlines the principles and approach of competency-based training (CBT) delivery for the Bread and Pastry Production NCII qualification. It discusses that CBT focuses on developing learner competencies based on curriculum and standards. Key principles include individualized, self-paced learning; assessment based on work performance; and recognition of prior learning. A comparison of CBT and traditional education models is also provided.
The document discusses competency-based training (CBT), which is a training approach where trainees learn skills at their own pace by demonstrating mastery of specific competencies. It identifies 10 principles of CBT, including that training is based on competency standards and assessment is based on evidence of work performance. The roles of CBT trainers include managing learning activities while trainees take responsibility for their own learning. Competencies are divided into basic, common and core competencies. Learning materials and facilities to support CBT are also outlined, along with methods for competency assessment.
This document provides a module plan for teaching the competency of installing and configuring computer systems. It outlines 5 learning outcomes including assembling computer hardware, preparing installers, installing operating systems and device drivers, installing application software, and conducting testing and documentation. For each outcome, it describes the learning activities, assessment plans, and the teacher's self-reflection. It also includes an introduction to the module, the learning outcomes, sample session plans, and module content details.
This document contains competency-based learning materials for training facilitators on facilitating learning sessions. It discusses preparing training facilities and resources, including setting up learning stations. It also addresses conducting pre-assessments of trainees to determine their existing knowledge and skills. The document provides information sheets, self-checks, and task sheets to help trainers learn and practice the skills required to facilitate competency-based training sessions.
This document outlines an automotive servicing curriculum for grades 7-9 in the Philippines. It covers topics such as basic concepts, career opportunities, safety practices, tools and equipment, measurements and calculations, manuals and specifications. The grade 7-8 portion is exploratory, covering common competencies. Grade 9 focuses on specialization, including servicing batteries and ignition systems. The curriculum aims to teach skills needed for an automotive servicing certificate. It includes learning objectives, content standards and performance standards for each topic.
The document is a rating sheet for assessing a candidate's skills in computer systems servicing. It contains checklists to evaluate if a candidate can correctly assemble computer hardware, install operating systems and drivers, install application software, and conduct testing and documentation. It also includes questions to assess the candidate's underlying knowledge related to computer installation, configuration, and troubleshooting.
This document outlines the curriculum for the Home Economics - Hairdressing track for Grade 11 students in the Philippines. It covers three main topics: hair care and scalp treatment, hair perming, and haircutting. For each topic, it lists the learning competencies and outcomes, which teach students the concepts, skills, and procedures for providing hair services in these areas, with an emphasis on safety, sanitation, and developing job skills for a career in hairdressing.
This document provides competency-based learning materials for a training program on consumer electronics servicing. It contains six modules that outline the training process: (1) planning training sessions, (2) facilitating learning sessions, (3) supervising work-based training, (4) conducting competency assessments, (5) maintaining training facilities, and (6) utilizing electronic media in training. Various forms, checklists, and tools are included to gather trainee data, identify skills gaps, plan sessions, evaluate performance, and assess competency. The goal is to equip trainees with the skills to assemble, maintain, repair, and service consumer electronic products and systems.
The document provides an overview of the Grade 7/8 exploratory course on Information and Communications Technology - Computer Hardware Servicing. The course covers seven key lessons: 1) Personal Entrepreneurial Competencies, 2) Environment and Market concepts, 3) Use of Hand Tools and Equipment, 4) Maintaining tools and equipment, 5) Performing measurements and calculations, 6) Preparing and interpreting technical drawings, and 7) Practicing occupational health and safety procedures. For each lesson, the document outlines the relevant content standards, performance standards, learning competencies, and codes. The overall aim is for students to gain foundational knowledge and skills related to a future career in computer hardware servicing.
The document provides guidance on organizing competency assessments. It discusses factors to consider such as resources, costs, personnel and facilities. The roles and responsibilities of assessors, assessment centers and candidates are outlined. Assessment packages, instruments and resources are also described. The document aims to help ensure assessments are properly planned and organized according to relevant policies and guidelines.
The document outlines 10 principles of competency-based training (CBT):
1. Training is based on competency standards and a competency-based curriculum.
2. Learning is competency-based and modular in structure with units of competency in modules.
3. Training delivery is individualized and self-paced allowing learners to progress at their own pace.
The document provides an orientation for a training program in Bread and Pastry Production. It introduces the trainer, Roel C. Penaflorida, and lists their qualifications. It then defines what bread and pastry production is and explains that those with this qualification can work as bakers. It outlines the basic, common and core competencies trainees will learn. Finally, it discusses what competency-based training (CBT) is, the principles of CBT, and the roles of the CBT trainer and trainee. It also mentions competency-based learning materials (CBLM) and concludes with a message of thanks.
This document provides information on planning and conducting a training session on setting up computer networks. It includes:
1. An introduction to the unit of competency and module on setting up computer networks.
2. A session plan with learning objectives, outcomes, activities and assessment plan for the module. Learning activities include reading information sheets, self-checks, simulations, group discussions and demonstrations.
3. Module content which describes the unit of competency, module title, descriptor, duration, learning outcomes and assessment criteria for setting up computer networks.
The document outlines evidence plans for assessing competency in installing and configuring computer systems, setting up computer networks, setting up computer servers, and maintaining and repairing computer systems and networks. The plans describe ways evidence will be collected through observation, demonstration, and third party reports. They also list the key tasks trainees must demonstrate for each unit of competency, including planning work, installing and configuring hardware and software, setting up networks and servers, testing systems, and responding to issues. Critical aspects of competency are marked with asterisks.
The document provides training regulations for the Beauty Care NC II Qualification in the Philippines. It consists of competencies required to perform various beauty care services. The qualification includes basic, common, and core competencies. It describes the competency standards, training standards, assessment and certification arrangements. The training standards section provides details on the curriculum, training delivery, entry requirements, facilities, trainers, and assessment. The document establishes a national standard for beauty care training and certification.
2 basic competencies 1 participate in workplace communicationMarilou Jamero
This document provides guidance on participating in workplace communication. It discusses obtaining and conveying information through appropriate questioning, active listening, and speaking. It also addresses participating effectively in meetings by expressing opinions, listening to others, and following protocols. Finally, it covers completing relevant documents like forms accurately and identifying errors. The overall message is on the importance of clear communication using proper channels and protocols in the workplace.
This learning outcome covers determining learner's training requirements. Trainees' current competencies are assessed and compared to the competencies outlined in curriculum documents and standards to identify any gaps. A data gathering tool is also developed to collect information on trainees' characteristics to help plan training. Determining requirements includes validating needs with relevant stakeholders and documenting the results.
The document provides a detailed lesson plan on proper tool use for computer hardware servicing. It includes 7 objectives, 4 procedures, and assessment activities. The key points covered are:
1. Identifying appropriate tools for equalizing electrical charge, tightening screws, and tightening hex bolts.
2. Explaining proper use of antistatic wrist straps, antistatic mats, screwdrivers, and hex drivers.
3. Detailing cleaning procedures for computer cases, screens, components, keyboards, and mice using compressed air and cleaning solutions.
The document describes a competency-based training program. It outlines that learning is based on competency standards and modular in structure. Training delivery is individualized and self-paced based on work standards. Assessment involves collecting work evidence, and the program allows for recognition of prior experience and multiple entry/exit points. Approved programs are nationally accredited.
The document outlines a 5-step training package for autonomous maintenance that includes educating operators on machine functions, having operators do initial cleaning and inspections to establish standards, eliminating contamination and inaccessible areas, developing provisional standards, finalizing the standards after management approval, and training operators on the new standards. The goal is to equip operators to identify and address issues themselves through proactive maintenance rather than reactive repairs in order to improve equipment reliability.
TLE CES NC II Y2 - Module 5 - Applying Quality Standards.docGirlyPedregosa1
The PDCA (Plan-Do-Check-Act) cycle is a continuous quality improvement model used to carry out change. It involves planning a change, implementing it on a small scale, checking the results, and acting on what is learned by either adopting or abandoning the change. The goal is continuous improvement through continual cycles of change. The PDCA cycle allows testing changes in a structured way and building knowledge through each repetition of the cycle. It is designed to be used dynamically, with learning from one cycle informing the next.
Competency based learning material assembling and disassemblingBless Tajale
This document provides guidance on assembling and disassembling consumer electronics products and systems. It outlines the learning outcomes and assessment criteria for the qualification, including enumerating and applying occupational health and safety policies and procedures. The document also provides an information sheet on OHS policies and safety procedures that covers hazards, risk assessment, safety regulations, training, and testing procedures.
The document provides competency-based learning materials for overhauling brake systems, which is one module in the unit of competency for servicing brake systems for an automotive servicing qualification. It outlines 3 learning outcomes for pulling out and disassembling hydraulic brake components, checking, assembling, and mounting components, and using appropriate tools. The module provides information sheets, job sheets, and self-checks to guide students in developing the skills to overhaul brake systems according to proper procedures, safety practices, and assessment criteria.
Ethiopia TVET at a glance, March 2016latest.pptBakalcha Bari
This document provides an overview of outcome-based TVET development in Ethiopia. It outlines Ethiopia's TVET strategy, which aims to create a coherent outcome-based TVET system integrating formal, non-formal, and informal training. The strategy focuses on principles like lifelong learning and stakeholder participation. It describes key issues in implementing the strategy like developing occupational standards, building institutional capacity, and strengthening industry-TVET linkage. It also provides data on TVET achievements and international cooperation modalities to support the development of a skilled workforce and competitive industries in Ethiopia.
Elena Lurye passed the ITIL Intermediate Examination in Service Operation with an overall score of 85%. The exam consisted of 5 topics with a maximum total score of 34 points. Elena scored 40 points, earning passing scores on all topics except for one where she scored 60% of the possible marks. The result statement verifies that Elena passed the exam and met the requirements for the ITIL Qualification in Service Operation.
The document outlines Texas Tech University's College of Education's 3-phase instruction and evaluation reform process aimed at developing students' mastery of a trademark outcome to set graduates apart from others in their fields, with Phase 1 focusing on knowledge acquisition, Phase 2 on applying skills, and Phase 3 on real-world practical application and evaluation of skills. Students will be evaluated through apply and evaluate course assignments and end of phase assessments using rubrics to ensure progress towards mastering their program's trademark outcome.
The document discusses training evaluation and effectiveness from an ISO-9000 perspective. It outlines Kirkpatrick's four-level model of training evaluation, including reaction, learning, behavior, and results. However, the model has limitations as levels three and four are rarely completed due to difficulties in measurement. The document also discusses defining training needs, designing training, providing training, and evaluating training outcomes as key steps in an effective training process.
The document provides details about the implementation of an assessment item for an undergraduate power plant engineering course. It includes:
1) An evaluation scheme that divides the total marks between mid-semester exam, end-semester exam, and continuous internal assessment.
2) A grading rubric that evaluates students' assignments, projects, attendance, tests, and exams.
3) A course plan that maps the content, learning outcomes, and evaluation for each topic over the semester.
4) Feedback collected from students and changes the instructor plans to make for future iterations of the course.
5) A revised assessment table mapping the course objectives, outcomes, and their assessment according to an outcome-based education
This document provides an exploratory module on automotive servicing for grades 7 and 8. It covers five lessons: (1) use of hand tools, (2) mensuration and calculations, (3) interpretation of plans and drawings, (4) shop maintenance, and (5) occupational health and safety procedures. Each lesson defines terms, outlines learning outcomes and performance standards, and provides materials, activities, and assessments to help students learn key competencies for automotive servicing. The module aims to introduce students to the field of automotive servicing and prepare them for the Automotive Servicing National Certificate Level I.
Grade 7/8 IA - Automotive Servicing Learning ModuleRonilo Yap
This document provides an exploratory module on automotive servicing for grades 7 and 8. It covers 5 lessons: (1) use of hand tools, (2) mensuration and calculations, (3) interpretation of plans and drawings, (4) shop maintenance, and (5) occupational health and safety procedures. Each lesson is directed at achieving specific learning outcomes and performance standards related to that topic. The module is meant to introduce students to the field of automotive servicing and prepares them for the National Certificate Level I in automotive servicing.
Here are some key points to remember when preparing and using hand tools:
1. Check tools for proper operation and safety. Inspect tools for defects like cracks, chips,
bends or loose parts that can cause injury. Make sure cutting edges are sharp.
2. Identify unsafe or faulty tools. Tools that are worn out, damaged or have loose parts are
unsafe to use and need to be repaired or replaced. Mark them clearly.
3. Mark tools for repair according to standard procedures. Use tags, labels or markings to
identify tools that need repair. Note down the repairs needed.
4. Select the right tool for the job. Using the wrong tool can damage the workpiece or
cause
Kto12automotivelearningmodule 130822012254-phpapp02John Paul Intano
Here are some key points to remember when preparing and using hand tools:
1. Check tools for proper operation and safety. Inspect tools for defects like cracks, chips,
bends or loose parts that can cause injury. Make sure cutting edges are sharp.
2. Identify unsafe or faulty tools. Tools that are worn, damaged or have loose parts are not
safe to use and must be marked for repair.
3. Mark tools for repair according to standard procedures. Use tags or labels to clearly mark
tools needing repair. Note the repairs needed.
4. Select the right tool for the job. Using the incorrect tool can damage the workpiece or
cause injury. Know the functions of different tools
[Note: To download the complete presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
Autonomous Maintenance (Jishu Hozen) is one of the most important building blocks in any Total Productive Maintenance (TPM) program. Autonomous Maintenance refers to TPM activities that involve operators in maintaining their own equipment, independent of the maintenance department.
One of the basic principles of TPM is that operators are the first line of defense against unplanned equipment downtime. Operators and others in daily contact with equipment can use their knowledge and familiarity with operating conditions to predict and prevent breakdowns and other equipment-related losses. They do this through regular cleaning and inspection of equipment, and through team-based autonomous. maintenance activities that tackle equipment-related problems.
Activities in an Autonomous Maintenance program include: daily inspections, lubrication, parts replacement, simple repairs, abnormality detection and precision checks.
The goals of the Autonomous Maintenance program are to prevent equipment deterioration, restore equipment to its ideal state, and establish basic conditions needed to keep equipment well maintained.
Developed by our JIPM-certified TPM instructor, this Autonomous Maintenance (Jishu Hozen) PPT presentation is packed with diagrams, examples and practical tips and can be used to train shopfloor staff participating in autonomous maintenance activities.
LEARNING OBJECTIVES
1. Understand the key concepts of TPM and AM activities
2. Learn how to implement the AM activities, step by step
3. Learn how to use activity boards, meetings and one-point lessons to promote TPM goals
4. Learn how to measure and audit AM activities and performance
5. Familiarize with the JIPM TPM excellence criteria for AM
6. Understand the critical success factors in sustaining AM activities on the shopfloor
The document outlines the training regulations for Automotive Electrical Assembly NC III in the Philippines. It includes 4 sections that define the qualification, competency standards, training standards, and national assessment and certification arrangements. The competency standards section lists the basic, common, and core competencies required for the role. The training standards section specifies requirements for curriculum design, delivery, entry requirements, facilities, trainers, and assessment.
1. The document describes a methodology used to analyze the attainment of course outcomes for an undergraduate engineering course.
2. An articulation matrix was created listing the hours and assessment scheme for each course outcome. Students' marks from tests, assignments, and exams were used to calculate the attainment score for each course outcome.
3. The average normalized attainment scores were calculated for each course outcome. Most outcomes were found to be "good" except for one which was "satisfactory", indicating an area for improvement.
Some notes - My company is LSS warehouse logistic company.docxwhitneyleman54422
Some notes :
- My company is LSS warehouse logistic company.
company website :
http://www.lss.com.sa
- That what I have for this report , you can add more projects if you have more ideas.
- About Measurement, you can assume numbers from the internet.
- You can take ideas from the old reports that I uploaded to you
http://www.lss.com.sa
project 1 :
Subject : delay inputing out the the material if their is a quality failure.
problem : After a quality inspection failure , the company sending email to the client waiting to
get replay to take the responsibility to the handle shipment.
solution : All employs /Material Handel should be trained / given proper training to handle any
quality failure or taking the responsibility to react in such situation. Later will inform to the client
regarding the quality failure.
This problem I want to love it by DMAIC
• Define the problem :
• Measurement :
• Analyzing :
you can check ISE 323 Project in analyzing part.
• Improve :
is the solution of the problem.
• Control :
Shipment
arrival time
Quality
inspection
time
Quality
inspection
statues
inform to
client
Putout time
9:30 AM 9:35 AM FAIL 9:45 AM 4:00 PM
10:30 AM 10:35 AM PASS NA 10:55 AM
etc.. for 10
Project 2
Packaging design
problem :
the company using a machine that takes a long time for packing also it can be damaged also it
can be fall during transport by forklift.
they use this machine :
http://www.rocketindustrial.com/stretch/wrappers/manual/fox-manual-stretch-wrapper.html
here we have to design for two things :
1- Packaging machine
they use this machine :
http://www.rocketindustrial.com/stretch/wrappers/manual/fox-manual-stretch-wrapper.html
designing should be similar way that we have in the old reports.
2-forklift design
they use this forklift which is old one (can not go backward ,limit load, and more disadvantages
that you related to our problem ( pack can be fall during transport )).
http://www.yale.com/north-america/en-us/our-
products/3-wheel-electric-trucks/erp030-040vt/
http://www.rocketindustrial.com/stretch/wrappers/manual/fox-manual-stretch-wrapper.html
http://www.rocketindustrial.com/stretch/wrappers/manual/fox-manual-stretch-wrapper.html
http://www.yale.com/north-america/en-us/our-products/3-wheel-electric-trucks/erp030-040vt/
Project 3
problem is when you have a longer FiFo lane but not enough space on the shop floor. In
this case, you may break the FiFo lane into different parallel segments.
LSS is using Drive in racking system
Their are systems that is better than Drive in racking system:
Shuttle system
Selective racking system
this project can be solved by facility planning.
NUR 564 – Final Exam
The purpose of the Essay Exam is to find out how well you can approach the given question(s) and write an essay. Listed below, along with some instructions are a few ideas and hints which will assist you execute your finest on the essay.
1. Read the questions vigilantly a.
A Workbook for students in PLC courses Level 5 in Ireland, bassed on FETAC's 5N1356 Minor Award Descriptor, covers all Learning Objectives required by FETAC. A sugested marking scheme makes it very easy to mark, can be submitted as "Collection of Work" for 60% of Marks in this Minor Award.
www.classroomguidance.com to order.
Fully supported by a slideshow presentation of over 200 slides that bring the learner through the curriculum.
This document provides information about Oracle's certification program for Application Developers using Oracle Developer Release 2. It outlines the benefits of Oracle certification for both technical professionals and employers. It describes the three paths to become an Oracle Certified Application Developer for Release 2 - the core path, mixed release path, and upgrade path from Release 1. It provides details on preparing for the certification exams through Oracle University training courses, self-study, and practice exams. It also explains the process for registering for exams with Prometric and receiving exam results.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
TRAINEE'S RECORD BOOK.docx
1. SHASHEMENE TVET COLLEGE
2006 E.C
Oromia Regional State
Technical & Vocational Education
Training Commission
SHASHEMENE TVET COLLEGE
TRAINEE’S RECORD BOOK
AUTOMOTIVE ENGINE SERVICING
NAME OF TRAINEE: ____________________________
SECTOR: AUTOMOTIVE TECHNOLOGY
SECTION E GROUP________
YEAR 2006
NAME OF TRAINER: BIRUK ENDALE
Take one step at a time and don’t settle for less; just
continue to climb – if you stumble don’t stop ; don’t
lose sight of your goal – press on to the top; for only
on the top you can see the whole view
2. Recommendation
_______For endorsement for training certificate Tri_____
_______for completing of ______ competency Tri______
Performance rating
Knowledge
Satisfactory Tri _______
Needs improvement Tri _______
Not Satisfactory Tri _______
Practical
Competent Tri_______
Needs improvement Tri_______
Not competent Tri_______
Feed back
__________________ _________
Trainee Name Date
_______________ _______
Trainer Name Date
Instructions
Morning session is from 8:00 AM to 12:20
AM
Lunch break is from 12:20 AM to 2:00 PM
Afternoon session is from 2:00 PM to 4:00
PM
All trainees are expected to complete 27
units of competences and Requirements.
Trainees shall let the Trainer’s sign in the
TRB for every session, No signature of the
Trainer shall mean the Trainee’s is absent or
did not attend the scheduled session.
The trainees should be able to perform each
activities accordingly
Maintain the cleanliness of the WORK SHOP
at all time.
3. Program Title: AUTOMOTIVE ENGINE AND
ELECTRICAL/ELECTRONIC SERVICING
Training venue WORKSHOP and ROOM
Date of training started ____________________
Date of training Ended _____________________
List of competences
R.N Traits RANK Remark
Low Average High
1 Punctuality
2 Resource fullness
3 Wearing Uniform
regularly
4 Sense of urgent
5 Handling
equipment and
tools
6 Maintenance of
machine
7 Honesty
8 Creativity
9 Respecting
colleagues
regulation
10 Communication
with colleagues
and trainer
LEVEL I institutional
Assessment results Trainer’s
signature
Competency Satisfactory Not
satisfacto
ry
Competency 1
Remove and Replace Electrical/
Electronic Units / Assemblies
LO1:Prepare for work
LO2:Remove electrical
/electronic units/ assemblies
LO3:Replace electrical /
electronic units/ assemblies
LO4: Clean up work area and
maintain equipment
Competency 2
Service and Maintain / Replace
Batteries
LO1: Prepare to inspect battery
LO2: Conduct battery test
LO3: Service batteries
LO4: Remove and replace
battery
4. Knowledge Test
T.No
1st
Try
Score
____%
Remark T.No
2nd
Try
Score
_____%
Remark
T1 T1
T2 T2
T3 T3
T4 T4
T5 T5
T6 T6
T7 T7
T8 T8
79 79
710 710
T11 T11
T12 T12
T13 T13
T14 T14
T15 T15
T16 T16
T17 T17
T18 T18
T19 T19
T20 T20
T21 T21
T22 T22
T23 T23
T24 T24
T25 T25
T26 T26
T27 T27
LEVEL I institutional
Assessment results Trainer’s
signature
Competency Satisfactory Not
satisfacto
ry
LO5:Prepare vehicle/
equipment for delivery to
customer and/or storage
Competency 3
Carry Out Repairs of Single
Electrical Circuits
LO1:Prepare for work
LO2:Test circuits/ components
and identify faults
LO3: Complete repairs to circuit
wiring
LO4:Clean up work area and
maintain equipment
Competency 4
Install, Test & Repair Low
Voltage Wiring / Lighting
Systems
LO1: Prepare for work
LO2: Install wiring/lighting
electrical systems
LO3: Repair electrical systems
LO4: Test electrical systems
LO5: Clean up work area and
maintain equipment
Competency 5
Carry Out Soldering of
Electrical Wiring / Circuits
5. Co-operative training
NO Name of
Organization
Date Feedback
from the
organization
From To
LEVEL I institutional
Assessment results Trainer’s
signature
Competency Satisfactory Not
satisfacto
ry
LO2:Prepare components/
wiring/circuits, tools and
equipment for soldering
LO3: Carry out soldering of
components/ wiring/ circuits
LO4: Clean up work area and
maintain equipment
Competency 6
Perform On-Vehicle Minor /
Basic Servicing
LO1: Prepare for work
LO2: Check automotive battery
LO3: Check ignition system
LO4: Check wiring system/
installation
LO5: Check brake system
LO6: Check oil and water
LO7: Observed OHS
Competency 7
Use Basic Measuring Devices,
Tools and Equipment
6. LEVEL I institutional
Assessment results Trainer’s
signature
Competency Satisfactory Not
satisfactory
Competency 8
Read and Interpret Specifications
and Manuals
LO1: Identify and access
manuals and specifications
LO2: Interpret and apply
information/ specifications in
manual
LO3: Store manuals
Competency 9
Apply Lubricants and Coolants
LO1: Prepare work station
LO2: Use lubricants and coolants
LO3: Perform housekeeping
Competency 10
Remove and Tag Engine System
Components
LO1: Prepare work station
LO2: Remove engine system
LO3: Tag engine system
components
Competency 11
Apply Quality Standards
LO1: Assess own work
LO2: Assess quality of received
articles
NOVEMBER
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
7. LEVEL I institutional
Assessment results Trainer’s
signature
Competency Satisfactory Not
satisfact
ory
LO3: Record information
LO4: Study causes of quality
deviations
LO5:Complete documentation
Competency 12
Work with Others
LO1: Develop effective
workplace relationship
LO2: Contribute to work group
activities
Competency 13
Receive and Respond to
Workplace Communication
LO1: Follow routine spoken
messages
LO2: Perform workplace duties
following written notices
Competency 14
Demonstrate Work Values
LO1: Define the purpose of
work
LO2: Apply work
values/ethics
LO3: Deal with ethical problems
LO4:.Maintain integrity of conduct
in the workplace
Competency 15
Develop Understanding of
Entrepreneurship
DECEMBER
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
8. LEVEL I institutional
Assessment results Trainer’s
signature
Competency Satisfactory Not
satisfact
ory
LO1: Describe and explain the
principles, concept and scope of
entrepreneurship
LO2: Discuss how to become
entrepreneur
LO3: Discuss how to organize an
enterprise
LO4: Discuss how to operate an
enterprise
LO5: Develop one’s own
business plan
Competency 16
Apply 5S Procedures
LO1: Develop understanding of
quality system
LO2: Sort needed items from
unneeded
LO3: Set workplace in order
LO4: Shine work area
LO5: Standardize activities
LO6: Sustain 5S system
FEBRUARY
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
9. LEVEL II institutional
Assessment results Trainer’s
signature
Competency Satisfactory Not
satisfact
ory
Competency 1
Overhaul Engine and Its
Associated Components
LO1: Prepare for work
LO2: Remove engine assembly
LO3: Repair on bench
LO4: Complete work
Competency 2
Service Gasoline Fuel System
LO1: Prepare for work
LO2: Service fuel system and
components
LO3: Prepare fuel system for
normal operation
Competency 3
Service Diesel Fuel Injection
System
LO1: Prepare for work
LO2: Service fuel system and
components
LO3: Prepare engine for normal
operation
JANUARY
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
10.
11. MAY
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
LEVEL II institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfacto
ry
Competency 8
Repair Starting Systems
LO1:Prepare for work
LO2: Test systems/
components and identify faults
LO3: Repair starting systems
and/or associated components
LO4: Clean up work area and
maintain equipment
Competency 9
Repair Ignition Systems
LO1:Prepare for work
LO2: Test ignition systems/
components and identify faults
LO3: Repair ignition systems /
components
12. LEVEL II institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfacto
ry
LO2:Check/test wiring harness
/ loom and decide preferred
repair action
LO3: Remove, replace and
label wiring harness/loom
LO4:Repair wiring
harness/loom
LO5: Test installed wiring
harness/ looms and
components for functionality
LO6: Clean up work area and
maintain equipment
Competency 4
Service Electronic Fuel Injection
System and Its Components
(Diesel)
LO1: Prepare for work
LO2: Test systems/
components and identify faults
LO3: Repair
electrical/electronic systems
LO4: Clean up work area and
maintain equipment
Competency 5
Service Electronic Fuel Injection
System and Its Components
(Gasoline)
LO1: Prepare for work
LO2: Test systems/ components
and identify faults
MARCH
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
13. LEVEL II institutional Assessment
results Trainer’s
signature
Competency5 Satisfactory Not
satisfacto
ry
LO4:Implement establishment
plan
LO5:Review implementation
process
JULY
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
14. JUNE
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
LEVEL II institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfacto
ry
LO4:Clean up work area and
maintain equipment
Competency 10
Participate In Workplace
Communication
LO1:Obtain and convey
workplace information
LO2:Participate in workplace
meetings and discussions
LO3:Complete relevant work
related documents
Competency 11
Work In Team Environment
LO1:Describe team role and
scope
LO2:Identify own role and
responsibility within team
LO3:Work as a team member
Competency 12
Develop Business Practice
LO1:Identify business opportunity
LO2:Identify personal business
skills
LO3: Plan for establishment of
business operation
15. LEVEL II institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfacto
ry
LO3:Repair charging systems
and/or associated components
LO4: Clean up work area and
maintain equipment
Competency 6
Overhaul Charging System
Alternators
LO1: Prepare for work
LO2: Dismantle alternator and
clean individual components/
parts
LO3: Inspect and test alternator
components/ parts
LO4:Overhaul and reassemble
alternator and components/
parts
LO5: Clean up work area and
maintain equipment
Competency 7
Overhaul Starting Motors
LO1: Prepare for work
LO2: Dismantle starting motors
and clean individual
components/ parts
APRIL
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
16. SHASHEMENE TVET COLLEGE
2004 E.C
Oromia Regional State
Technical & Vocational Education
Training Commission
SHASHEMENE TVET COLLEGE
TRAINEE’S RECORD BOOK
AUTOMOTIVE ENGINE AND
ELECTRICAL/ELECTRONIC SERVICING
LEVEL II
NAME OF TRAINEE _____________________
SECTOR AUTOMOTIVE
SECTION______ GROUP _______
YEAR 2004
NAME OF TRAINER DESTA TESHITA
Instructions
Take one step at a time and don’t settle for less; just
continue to climb – if you stumble don’t stop ; don’t
lose sight of your goal – press on to the top; for only
on the top you can see the whole view
17. Morning session is from 8:00 AM to 12:20
AM
Lunch break is from 12:20 AM to 2:00 PM
Afternoon session is from 2:00 PM to 4:00
PM
All trainees are expected to complete 27
units of competences and Requirements.
Trainees shall let the Trainer’s sign in the
TRB for every session, No signature of the
Trainer shall mean the Trainee’s is absent or
did not attend the scheduled session.
The trainees should be able to perform each
activities accordingly
Maintain the cleanliness of the WORK SHOP
at all time.
Recommendation
_______For endorsement for training certificate Tri_____
_______for completing of ______ competency Tri______
Performance rating
Knowledge
Satisfactory Tri _______
Needs improvement Tri _______
Not Satisfactory Tri _______
Practical
Competent Tri_______
Needs improvement Tri_______
Not competent Tri_______
Feed back
__________________ _________
Trainee Name Date
_______________ _______
Trainer Name Date
18. Program Title: AUTOMOTIVE ENGINE AND
ELECTRICAL/ELECTRONIC SERVICING
Training venue WORKSHOP and ROOM
Date of training started ____________________
Date of training Ended _____________________
List of competences
R.N Traits RANK Remark
Low Average High
1 Punctuality
2 Resource fullness
3 Wearing Uniform
regularly
4 Sense of urgent
5 Handling
equipment and
tools
6 Maintenance of
machine
7 Honesty
8 Creativity
9 Respecting
colleagues
regulation
10 Communication
with colleagues
and trainer
LEVEL I institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfactory
Competency 1
Remove and Replace
Electrical/ Electronic
Units / Assemblies
LO1:Prepare for work
LO2:Remove electrical
/electronic units/
assemblies
LO3:Replace electrical /
electronic units/
assemblies
LO4: Clean up work area
and maintain equipment
Competency 2
Service and Maintain /
Replace Batteries
LO1: Prepare to inspect
battery
LO2: Conduct battery test
LO3: Service batteries
LO4: Remove and
replace battery
19. LEVEL I institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfactory
LO5:Prepare vehicle/
equipment for delivery
to customer and/or
storage
Competency 3
Carry Out Repairs of
Single Electrical Circuits
LO1:Prepare for work
LO2:Test circuits/
components and identify
faults
LO3: Complete repairs
to circuit wiring
LO4:Clean up work
area and maintain
equipment
Competency 4
Install, Test & Repair
Low Voltage Wiring /
Lighting Systems
LO1: Prepare for work
LO2: Install
wiring/lighting electrical
systems
LO3: Repair electrical
systems
LO4: Test electrical
systems
LO5: Clean up work area
and maintain equipment
Competency 5
Carry Out Soldering of
Electrical Wiring /
Circuits
Knowledge Test
T.No
1st
Try
Score
____%
Remark T.No
2nd
Try
Score
_____%
Remark
T1 T1
T2 T2
T3 T3
T4 T4
T5 T5
T6 T6
T7 T7
T8 T8
79 79
710 710
T11 T11
T12 T12
T13 T13
T14 T14
T15 T15
T16 T16
T17 T17
T18 T18
T19 T19
T20 T20
T21 T21
T22 T22
T23 T23
T24 T24
T25 T25
T26 T26
T27 T27
20. LEVEL I institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfactory
LO1:Prepare for work
LO2:Prepare
components/
wiring/circuits, tools and
equipment for soldering
LO3: Carry out soldering
of components/ wiring/
circuits
LO4: Clean up work area
and maintain equipment
Competency 6
Perform On-Vehicle
Minor / Basic Servicing
LO1: Prepare for work
LO2: Check automotive
battery
LO3: Check ignition
system
LO4: Check wiring
system/ installation
LO5: Check brake
system
LO6: Check oil and water
LO7: Observed OHS
Competency 7
Use Basic Measuring
Devices, Tools and
Equipment
LO1: Prepare work
station
LO2: Carry-out
measurements
LO3: Use tools and
equipment
LO4: Maintain tools and
equipment
Co-operative training
NO Name of
Organization
Date Feedback from
the organization
From To
21. LEVEL I institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfactory
Competency 8
Read and Interpret
Specifications and
Manuals
LO1: Identify and access
manuals and
specifications
LO2: Interpret and apply
information/
specifications in manual
LO3: Store manuals
Competency 9
Apply Lubricants and
Coolants
LO1:Prepare work station
LO2: Use lubricants and
coolants
LO3: Perform
housekeeping
Competency 10
Remove and Tag Engine
System Components
LO1: Prepare work station
LO2: Remove engine
system
LO3: Tag engine system
components
Competency 11
Apply Quality Standards
LO1: Assess own work
LO2: Assess quality of
received articles
NOVEMBER
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
22. LEVEL I institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfactory
LO3: Record information
LO4: Study causes of
quality deviations
LO5:Completedocumenta
tion
Competency 12
Work with Others
LO1: Develop effective
workplace relationship
LO2: Contribute to work
group activities
Competency 13
Receive and Respond to
Workplace
Communication
LO1: Follow routine
spoken messages
LO2: Perform workplace
duties following written
notices
Competency 14
Demonstrate Work
Values
LO1: Define the
purpose of work
LO2: Apply work
values/ethics
LO3: Deal with ethical
problems
LO4:.Maintain integrity of
conduct in the workplace
Competency 15
Develop Understanding
of Entrepreneurship
DECEMBER
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
23. LEVEL I institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfactor
y
LO1: Describe and explain
the principles, concept
and scope of
entrepreneurship
LO2: Discuss how to
become entrepreneur
LO3: Discuss how to
organize an enterprise
LO4: Discuss how to
operate an enterprise
LO5: Develop one’s own
business plan
JANUARY
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
24. LEVEL II institutional
Assessment results Trainer’s
signature
Competency Satisfactory Not
satisfact
ory
Competency 1
Install, Test and Repair
Electrical Security Alarm
LO1: Prepare for work
LO2: Install electrical
security system
components
LO3: Repair electrical
security systems/
components
LO4: Test electrical security
systems/components
LO5: Clean up work area
and maintain equipment
Competency 2
Install Ancillary Electrical
Components
LO1: Prepare for work
LO2: Install ancillary
electrical components
LO3: Test installed
components for functionality
LO4: Clean up work area
and maintain equipment
Competency 3
Check and Repair Wiring
Harness/Looms
LO1: Prepare for work
FEBRUARY
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
25. LEVEL II institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfacto
ry
LO2:Check/test wiring
harness / loom and decide
preferred repair action
LO3: Remove, replace and
label wiring harness/loom
LO4:Repair wiring
harness/loom
LO5: Test installed wiring
harness/ looms and
components for functionality
LO6: Clean up work area
and maintain equipment
Competency 4
Repair Electrical /
Electronic Systems
LO1: Prepare for work
LO2: Test systems/
components and identify
faults
LO3: Repair
electrical/electronic systems
LO4: Clean up work area
and maintain equipment
Competency 5
Repair Charging Systems
LO1: Prepare for work
LO2: Test systems/
components and identify
faults
MARCH
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
26. LEVEL II institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfactory
LO3:Repair charging
systems and/or associated
components
LO4: Clean up work area
and maintain equipment
Competency 6
Overhaul Charging
System
Alternators
LO1: Prepare for work
LO2: Dismantle alternator
and clean individual
components/ parts
LO3: Inspect and test
alternator components/ parts
LO4:Overhaul and
reassemble alternator and
components/ parts
LO5: Clean up work area
and maintain equipment
Competency 7
Overhaul Starting Motors
LO1: Prepare for work
LO2: Dismantle starting
motors and clean individual
components/ parts
APRIL
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
27. LEVEL II institutional Assessment
results Trainer’s
signature
Competency Satisfactory Not
satisfacto
ry
LO3: Inspect and test
starting motor components/
parts
LO4: Overhaul and
reassemble starting motors
and fit replacement
components / parts
LO5: Clean up work area
and maintain equipment
Competency 8
Repair Starting Systems
LO1:Prepare for work
LO2: Test systems/
components and identify
faults
LO3: Repair starting
systems and/or associated
components
LO4: Clean up work area
and maintain equipment
Competency 9
Repair Ignition Systems
LO1:Prepare for work
LO2: Test ignition systems/
components and identify
faults
LO3: Repair ignition
systems / components
MAY
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
28. JUNE
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
LEVEL II institutional
Assessment results Trainer’s
signature
Competency Satisfactory Not
satisfact
ory
LO4:Clean up work area and
maintain equipment
Competency 10
Participate In Workplace
Communication
LO1:Obtain and convey
workplace information
LO2:Participate in workplace
meetings and discussions
LO3:Complete relevant work
related documents
Competency 11
Work In Team Environment
LO1:Describe team role and
scope
LO2:Identify own role and
responsibility within team
LO3:Work as a team member
Competency 12
Develop Business Practice
LO1:Identify business opportunity
LO2:Identify personal business
skills
LO3: Plan for establishment of
business operation
29. LEVEL II institutional
Assessment results Trainer’s
signature
Competency Satisfactory Not
satisfact
ory
LO4:Implement establishment
plan
LO5:Review implementation
process
JULY
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
JULY
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
30. AUGUST
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
SEPTEMBER
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
OCTOBER
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm
NOVEMBER
Date
Trainee’s sign Trainer’s sign
Comment
am pm am pm