This topic is will help you to regarding competency base curriculum and will give you an idea to what will do with the competency base curriculum and will give you also tips to make the competency base curriculum to help a lot with the teachers, trainers, and trainee as an educator, will help you also when you were plan to take the assessment and will give you also an idea with your review that will make you easy to understand what will you to do.

2. COMPUTER SYSTEMS
SERVICING NC II
TRAINER:
Resty A. Bondoc

3. International Electronics and Technical Institute (IETI),
Inc. was established in July 1974 in Taft Ave, Pasay City.
IETI Pasay offered one and two- year courses in
Electronics. In 1975, IETI opened schools in Cubao and
Makati. IETI Makati is still located at Guadalupe
Commercial Complex (GCC) and initially offered courses
in Electronics, Electricity, Radio Communications,
Refrigeration, Automotive, Typing and Stenography. IETI
Cubao, was located at EDSA corner New York St. offered
courses in Electronics specializing in Radio and
Television. In 1981, IETI Schools offered the course two-
year (2-yr) Electronic Computer Technician (ECT) course
earning the distinction of being the first private school in
the Philippines to offer such a program. In 1984, IETI
Caloocan was opened in Caloocan City, near the Bonifacio
Monument and offered courses in Electronics and Radio
Communications (ERC). A new two-year (2 yr) course was
introduced also in 1984 in all IETI Schools, the Industrial
Electronics Technician (IET).

4. The program offerings at IETI Binan are the same
as its sister schools. The courses are uniquely
designed to embrace a wider scope of skills and
competence and assure graduates of
accommodation by the industry on multiple job
positions. Graduates also have the opportunity of
establishing their own business ventures because
they are likewise trained for entrepreneurial
management.

5. QUALIFICATION:
COMPUTER SYSTEMS
SERVICING NC II
Basic Competencies:
• Participate in workplace
communication
• Work in a team
environment
• Practice career
professionalism
• Practice occupational
health and safety
Common Competencies:
• Apply quality standards
• Perform computer
operation
• Perform mensuration and
calculation
• Prepare and interpret
technical drawing
• Use hand tools
• Terminate and connect
electrical wiring and
electronic circuits
• Test electronic
components
Core Competencies:
• Install and configure
computer systems
• Set-up computer networks
• Set-up computer servers
• Maintain and repair
computer systems and
networks

6. TRAINING DELIVERY:
Competency Based Training
- Is an approach that focuses on the
competency development of the learner as a
result of the training.

7. WHY THE COMPETENCY-BASED APPROACH?
Education and training must keep pace with technology
and customer requirements
7

8. 10 Principles of Competency-Based Training
1)The training is based on curriculum
developed from the competency standards.
2)Learning is competency based or modular in
structure.
3)Training delivery is individualized and self-
paced.
4)Training is based on work that must be
performed.
5)Training materials are directly related to
the competency standards and the
curriculum.

9. 6)Assessment of learners is based in the collection
of evidences of work performance based on
industry or organizational required standards.
7)Training is based on and off the job
components.
8)The system allows Recognition of Prior Learning
(RPL).
9)The system allows for learner to enter and
exit programs at different times and levels and
to receive an award for competencies attained at
any point.
10)Approved training programs are nationally
accredited.

10. The Difference...
TRADITIONAL COMPETENCY BASED TRAINING
Many students are working on the same tasks at the
same time
On a typical day, trainees may be working on
several different materials, resources and spaces
The entire class usually takes written tests as group An individual trainee or small group takes self-
checks when ready, requiring a separate, quiet,
secure area.
Theory is usually covered in a classroom with the
total group
Theory is usually integrated directly into the
individualized learning materials for learning tasks,
requiring individual study pace.
The instructor has to prepare the teaching aids,
consumable supplies, learning materials and other
resources for a single lesson on a given day
The trainer must make available to trainees the
learning resources needed to receive instruction in
and to practice several tasks on any given day.

11. TRADITIONAL COMPETENCY BASED TRAINING
The instructor is the primary user of instructional
media (eg.projector)
Individual trainees set up and use instructional
media (e.g. Computer) requiring booths or tables,
and storage areas for hardware and software
Most students take performance tests in pairs or
small groups at approximately the same time
Each individual trainee can take each performance
test when he or she is ready
When testing of a topic or unit is complete, the
group usually moves on to the next topic
A trainee can work on a task as necessary to reach
competence. He may need the resources for more
than or less than the number of time others may
require
The instructor provides extra assignments or
responsibilities for students who complete the unit
before the rest of the group
Trainees start working on a new competency as soon
as they have successfully achieved the preceding
one.
The Difference...

12. As your trainer, I am your….
• Facilitator
• Mentor
• Managers of learning
• Counselor
• Evaluator
• Learner's Assistant
• Module Planner
• Role-Model
• Actor

13. Role of trainees
• may select what they
want to learn and when
they want to learn it
• learn at their own rate
within program
guidelines
• may request to receive
credit for what they
already know
• may choose how they
want to learn
• are responsible for what
they learn and when
they learn it

14. Competency-Based Learning
Material (CBLM) Package
- is simply a well-designed and carefully developed
learning materials that give trainees detailed
instructions to guide them through the learning
process.
 Media that contain information related to work
requirement;
 Learning that is guided toward achieving the
competency required in a workplace;
 Tools that facilitate individual learning process;
 Instruments that measure the competency required
in the workplace.

15. Different Forms of Learning
Materials
 Learning guides,
 Assessment materials,
 Workbook with activities,
tasks and content
 Background reading
materials or documents
 Hand outs and other
audio visual materials
 Industry competency
standards
 Organizational policies,
procedures or legislations

16. Competency-Based
Learning Materials
• Information Sheet
• Self-Check
• Answer key
• Operation Sheet
• Job Sheet
• Task Sheet
• Performance Criteria Checklist

18. Competency Based-Training Delivery
Trainee enters
program
•Orientation
•Role of trainer/trainee
•Identify training needs
•Organize learning
activities
Traineeselects
Competencyand
receiveinstruction
•Administer learning
agreement
•Introduce CBLM materials
•Use of Achievement /
Progress Report
Trainer
Observes
performance
Trainee
Attempts
task
Trainee
ratesown
performance
Trainer
rates
performance
Satisfactorily
Performed
Competency
Institutional
Assessment
Undergo
National Assessment YES
YES
NO
Exit
Program
NO
Read/Review
learning
package
Viewmulti-media
materials
Use manuals
Observe
demonstration
Practiceskillsin
workshop
Receiveassistance
and feedback
C.B.L.M # I

19. Workstation Includes:
• Computer Laboratory
• Institutional Assessment
Area
• Practical Work Area
• Trainer's Resource Area
• Quality Control Area
• Learning Resource Area
• Contextual Learning Area
• Distance Learning Area
• Support Service Area

20. CBT Workshop layout
Distance learning
center
Contextualize
Learning area
Fire
Extinguisher
Tools and equipment
Service support
Area
Quality control
Area
Trainer’s
Resource area
Comport
room
Waste disposal
exit
exit
Assessment area
Practical work area
Fire
Extinguisher
Learner’s
Resource center

21. DAY 2
 Training DAY

23. Learning outcomes:
2.1 Install network cables
2.2 Set network configuration
2.3 Set router/Wi-Fi/wireless
access point/repeater
configuration
2.4 Inspect and test the
configured computer networks

24. Learning outcome No. 2:
Set-Up Computer Network
Learning content:
1. Network
2. Network materials
3. Tools, equipment and testing devices
4. Personal protective equipment and OHS policies
and procedures
5. Cable splicing
6. Network cables
7. Installation work
8. 5’s principle
9. 3R’s waste management program

25. Lecture Discussion
1. Network
2. Network materials
3. Tools, equipment and testing devices
4. Personal protective equipment and OHS policies
and procedures
5. Cable splicing
6. Network cables
7. Installation work
8. 5’s principle
9. 3R’s waste management program

26. PROVIDE VIDEO PRESENTATION

27. Demonstration
Network Cable
Performance objective
1. Given the materials and equipment needed, produce understand to
allow spliced wires to carry the current.
2. To provide an internet connection, connect devices to a local
networks.
Supplies and Materials: RJ45, UTP cable, LAN tester
Equipment: Crimping tools, wire cutter/scissors
Steps/Procedures:
1. Prepare the materials needed
UTP cable
RJ45
Crimping tools
Wire cutter/scissors
Step 2:
Measure the length you need.

28. Step 3: Strip the outer of the UTP cable using wire stripper or
crimping tools. After that, you can pull off the jacket to expose the
smaller wires inside.
Step 4: Untwist and separate all the wires. Untwist all four pairs so
that you have eight separate wires. It’s also a good idea to flatten out
the wires the best you can. Since they’ll still be a bit wavy after
untwisting them.
Step 5: Put the wires in the correct order and prepare them for
crimping. Once you have the wires in order, join them closer together
and then begin to work the wires back and forth to stiffen them. Keep a
tight grip on the wires during this process. Next grab your scissors and
cut off the excess wiring so that only about half-inch remains between
the ends where the other jacket begins. The goal is to have the wires
short enough so that you can squeeze the outer jacket into the
connector, crimping the connector over the jacket to make a secure
connection (more on that later)

29.  Step 6: Slide the connector on and crimp it. Grab your Ethernet
plug connector and with the clip part facing away from you and the
green wires facing the floor (or the ceiling, depending on orientation),
slide the wires inside, making sure that each wire goes into its own
slot. Next grab your crimping tool and slide the connector in the
crimping slot as far as it will go. Once the connector is all the way in,
squeeze down on the tool to crimp the connector. Squeeze down
relatively hard, but not with all your strength. Again, you’ll get a
better feel for this the more you practice.
 Once that’s done, remove the cable from the tool and inspect the
entire connection to make sure it’s all good.

30. DAY 3
 Institutional Assessment