Competency-Based Curriculum (CBC)

The CBC is a plan for structured series of learning experiences toward

achieving of competencies identified by the industry; it details training
methodologies, resources, facilities, infrastructure and other materials
required both for training and assessment strategies. It is a specification of
the course a trainee will undertake to attain workplace competencies. It is
developed based on the Training Regulations.

Course Design – is an overall description of the course. It includes, among

others, information on the:
1. Qualification covered by the course;
2. Course outcomes;
3. Units of competency and the corresponding module titles;
4. Students entry requirements;
5. Resources;
6. Training delivery and assessment strategies; and
7. Trainer’s qualifications.

Course Design Format

1. Course Title/ Qualification Level – a name rising out of the
qualification and NC level in the PTTQF.
Example: Computer Hardware Servicing NC II
1. Nominal Duration – the approximate length of time the course will
be finished.
Example: 329 hours
1. Course Description – statement on the coverage of the course, its
relevance in the industry sector, and the possible occupations the
trainee will have after completion.
Example: This course is designed to develop knowledge,
skills, and attitudes of a Computer Technician in accordance with
industry standards. It covers basic and common competencies
such as installing, maintaining, configuring, and diagnosing
computer systems and networks.
1. Entry Requirements – qualifications of a trainee who intend to enter
the course. These are stated as competencies. Any physical traits
must also be stated.
 Example: Student/trainee must possess the following
qualifications:
 Able to communicate both oral and written

 Physically and mentally fit.

 With good moral character.

 Can perform basic mathematical and logical
computations.

 Analytical and logical thinking.

1. Course Structure – tabulated presentation of units of competency

covered by the course and the corresponding module title- its learning
outcomes and nominal duration.
Example:

Units of Module Nominal

Competency Title Learning Outcomes Duration

1.Install 1.1Installing 1.1.1 Plan and prepare for 60 hours

computer computer installation
systems and systems and
1.1.2 Install equipment/device
networks networks
system
1.1.3 Conduct test

2.Diagnose and 2.1 2.1.1 Plan and prepare for 100

troubleshoot Diagnosing diagnosis of faults of computer hours
computer and trouble systems
systems shooting
2.1.2 Diagnose faults of
computer
systems computer systems
2.1.3 Repair defects in computer
systems and networks
2.1.4 Test systems and networks

1. Assessment Methods – A listing of all the methods of gathering

evidences used in the course to measure the attainment of the
learning outcomes.
Example: Observation/questioning,
demonstration/questioning, written examination
1. Course Delivery – the training modes used to implement the course
Example: dual training, apprenticeship, distance education

Module of Instruction
 1. Unit Title – a unit of competency which when applied a work
situation can logically stand alone. It express in outcome terms.
Example: Install Computer Systems and Networks
1. Module Title – the name given to curricular unit, it should be
associated with the unit of competency.
Example: Installing Computer Systems and Networks
1. Module Descriptor – brief description of the intention of the module,
its scope and delimitation.
Example: this module covers the outcomes required in installing,
assembling and testing computers and common peripherals.
1. Nominal Duration- estimated/suggested number of training hours
per module (time to achieve the module).
Example: 60 hours
1. Learning Outcome – it is a statement that specifies what learner will
be able to do as result of the learning process; it should be written in
an action statement, begins with action verb plus the object of the
action.
Example: LO1. Plan and prepare installation
LO2. Install equipment/device system
Assessment Criteria – list of criteria by which the achievement of the learning
outcome will be judged based on evidence; specify the performance outcome the
learner will be expected to demonstrate at the conclusion of the learning outcome

1. Content – list of specific knowledge, skills, attitudes and safety that

are necessary in order to achieve the specific learning outcomes.
Example:
1. Safety procedures
2. Basic terms, concepts, functions and characteristics of PC
Hardware components
1. Structure of operating systems
2. Familiarization with the various computer systems’
Components and peripherals
1. system configuration/ settings of computer systems
and Devices

3. Conditions – specifies the context of the training, this include list of

tools and equipment, access to learning resources and equipment
manuals, and types of facility.
1. Methodologies – one or combinations of different learning
approaches, methods and techniques to deliver learning activity/ies
which are consistent with CBT principles.
Example: Lecture-demonstration, self-paced, group discussion
1. Assessment Method – the methods used to gather evidences of sufficient
quantity on which to make sound judgement about trainee’s
competency; assessment methods include observation,
demonstration/simulation, questioning and written test.
Example: Demonstration with questioning, written examination