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COMPETENCY-BASED CURRICULUM (CBC)
A Competency-Based Curriculum is a framework or guide for thesubsequent detailed development of competencies, associated methodologies,
training and assessment resources.
The CBC specifies the outcomes which are consistent with the requirements of theworkplace as agreed through the industry and community consultations.
First stage of developing educational document which is closely linkedto competency standards.
When competency standards do not exist, curriculum developers need toclearly define the learning outcomes to be attained. The standard of performancerequired must be appropriate to industry and occupational needs.
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COMPETENCY BASED TVET FRAMEWORK
Philippine TVETQualification FrameworkCompetency Standards
Development
Competency BasedCurriculum Development
Learning Materials/
Courseware DevelopmentTraining Delivery
Assessment
CertificationandEquivalency
I
n
d
u
s
t
r
yT
VETInstit
ution
Deli
ver
y
Qualifications
Units ofCompetency
Modules ofTraining
Competency BasedTraining
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Relationship between the components of CompetencyStandard and Competency -based curriculum
Competency StandardCompetency-based Curriculum
Assessment Method
Course TitleUnit of Competency
Elements
Content
Module Title
Level of Certification
Assessment Criteria
Summary of Learning OutcomesPerformance Criteria
Range of Variables
Evidence Guide
Module Description
Condition
Unit Descriptor
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DEVELOPMENT OF COMPETENCYBASED CURRICULUM
COMPETENCY STANDARD
Units of Competency
Element 1 Element 2 Element 3
COMPETENCY BASEDCURRICULUM
COURSE DESIGN
Modules of Training 12 3
ANALYSIS AND TRANSLATION
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The process of developing competency-based curriculum takes intoaccount the :
1) Specifications of the competency standards and,2) Background and requirements of the learners or trainees..
The process of development will involve representatives from industry,
curriculum developers and teachers or trainers experienced in the subject
matter/industry sector.
A different group of developers may come up with a different CBC
structure. What is essential is that the outcomes of the training and
assessment of the total course are constant with the industry
standards.
The components of a Competency- Based Curriculum are:
Modules of Instruction/Training
Course Design
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It should not be assumed that one unit of competency will lead to one
module of training. In some cases it may be appropriate to developmodules of training, which are applicable to several units of competency,e.g. A module concerning occupational health and safety. Such modulesmay relate to underpinning knowledge and skills relevant to one or moreunits.
MODULE STRUCTURE
Unit of Competency Module
Unit of Competency Module
ModuleSetofModules
12
3
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Secure ApprovedCompetency Standard
Analyze the Unitof Competency
Determine the ModuleTitle and Description
List Learning Outcomesof a particular Module
Specify AssessmentCriteria
Specify AssessmentMethod
START
Describe Conditions List the content
Are Descriptionsof Learning Outcomes
Complete?
Is the Analysis of allUnits of Competency
comprehensive?
Is there a changein Competency
Standard?
END
A
E
D
C
B
C
E
D
YES
NONO
YES
NO
YES
B
Define NominalHours per Module
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MODULE TITLE
STAGE MODULE INFORMATION
Unit of competency
Unit of competency
module
module
module
module
Set of modules
MODULE TITLE
DEVELOPING A COMPETENCY BASED CURRICULUM
Element
Element
Element
Element
Element
Element
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UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH ANDSAFETY PROCEDURES
ELEMENT
1. Identify hazards and risks
2. Evaluate hazards and risks
3. Control hazards and risk
4. Maintain OHS awareness
Practicing occupational health and safety procedures
MODULE TITLE :
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UNIT OF COMPETENCY : Perform Computer Operation
ELEMENT
1. Plan and prepare for task to beundertaken
2. Input data into computer
3. Access information using computer
4. Produce/output data usingcomputer system
5. Maintain computer equipment andsystems
MODULE TITLE :
Maintaining computer equipment and system
MODULE TITLE :
Managing computer data
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Develop a brief descriptionof the module its scope,coverage and delimitation
MODULE DESCRIPTOR MODULE DESCRIPTOR
A module is a learning segmentwith a specified educational ortraining purpose.
STAGE MODULE INFORMATION
Clarify the intent of themodule and outline what is tobe done in the workplace
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MODULE DESCRIPTOR
This module covers the knowledge, skillsand attitudes required to comply withregulatory and organizational requirements foroccupational health and safety.
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STAGE MODULE INFORMATION
SUMMARY OFLEARNING OUTCOME
LEARNING OUTCOME
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SUMMARY OF LEARNING OUTCOMES :
Upon completion of this module, thetrainee/student must be able to:
LO 1. Identify hazards and risks
LO 2. Evaluate hazards and risks
LO 3. Control hazards and risks
LO 4. Maintain occupational health and safety awareness
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NOMINAL DURATION NOMINAL DURATION
STAGE MODULE INFORMATION
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LEARNING OUTCOMES Estimated
number of hourLO 1. Identify hazards and risks 2
LO 2. Evaluate hazards and risks 4
LO 3. Control hazards and risks 6
LO 4. Maintain occupational health and safety awareness 6
Total 18
In order to come up with estimatednumber of hours in a particular
module, determine how much timea learner needs to acquire a higherlevel of mastery in every learningoutcome.
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STAGE MODULE INFORMATION
LEVEL OF CERTIFICATION
LEVEL OF CERTIFICATION
PRE-REQUISITE
PRE-REQUISITE
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STAGE MODULE INFORMATION
ASSESSMENT CRITERIA ASSESSMENT CRITERIA
.
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LO 1. IDENTIFY HAZARDS AND RISKS
ASSESSMENT CRITERIA :
1. Workplace hazards and risks are identified and clearly explained.
2. Hazards/Risks and its corresponding indicators are identifiedin line with workplace procedures.
3. Contingency measures are recognized and establishedin accordance with organizational procedures.
Assessmentcriteria must beobservable and measurablewithin the level of performance
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STAGE MODULE INFORMATION
CONTENTS
Specific knowledge, skills andattitudes that are to be addressed inthe learning outcomes.
Evidence of knowledge oflegislation, regulation andcodes of practices
Contextual learning of Genericskills (communication,mathematics, sciences) andindustry specific skills
List the specific knowledge
essential to the performance ofwork activities
This section identifies the broad areasof content, underpinning knowledgeor contextual learning likely to helpachieve the learning outcomes.
CONTENTS
Only content which directly relates tothe learning outcomes should beadded.
However, you can not assume that
knowledge or topics identified in thissection will form part of theassessment processes of the moduleunless they are included in thelearning outcome assessment criteria.
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CONTENTS :
Hazards and risks identification control
Organizational safety and health protocol
Threshold Limit Value (TLV)
Occupational Health and Safety Indicators
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STAGE MODULE INFORMATION
CONDITION CONDITION
Refer to the competency standard ofthe particular occupational titleunder the heading tools, equipmentand materials.
Provide details about resources forthe delivery of the module. List thefacilities, equipment, tools, suppliesand materials essential to the delivery
of the module
Specify the conditions under whichthe learning and assessment will takeplace. These can include a list oftools and equipment, access to
learning resources and equipmentmanual and the type of facility.
Recommend any useful learningresources, after checking that theseare current, relevant and available.
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CONDITIONS
The students/trainees must be provided with the following:
Personal protective equipment
Learning guides
CD s, VHS tapes
Hand-outs
Organizational safety and health protocol
OHS Indicators
Threshold Limit Value
Hazards/risks identification and control
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STAGE MODULE INFORMATION
METHODOLOGY
Specify the method of the deliverysystem to be use.
Self pace/Modular
Group Discussion
Video Viewing
Tutorial
Different approaches, methods andtechniques that a learning processwill be delivered
METHODOLOGY
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METHODOLOGY :
Group discussion
Film viewing
Case study
Self-paced learning
Lecture/discussion
Demonstration
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STAGE MODULE INFORMATION
ASSESSMENT METHOD ASSESSMENT METHOD
Specify the method of assessingthe learning outcome. Identifywhether the assessment will be:
Having identified the evidencesneeded to assess the learningoutcomes you now need to look atassessment methods to support thecollection of the evidences. Observation
Specify where the assessment willtake place
Computer or paper based
Oral/interview
Practical demonstration
Where possible, you are encouragedto use holistic approach. A holisticapproach to competency assessmentis one in which competence is seen as
the ability to draw in and integrate avariety of knowledge, skills andattitudes.
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MODULES OF INSTRUCTION/TRAINING
UNIT TITLE: A unit of competency which when applied in a worksituation can logically stand alone. It indicates a title andexpress in outcome terms.
MODULE TITLE:
Briefly describe the title of the module
LEVEL: Level of Qualification based on PTQF
(NC 1, NC 2, NC 3, NC 4)NOMINAL
DURATION: Estimated /suggested number of hours per module
LEARNINGOUTCOMES
:
Specifywhat the Learner will be able to do or achieve
Brief description of the module its scope and delimitationMODULEDESCRIPTOR:
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MODULES OF INSTRUCTION/TRAINING
ASSESSMENTCRITERIA:
Listings of criteria by which the achievement of the learningoutcomes will be judged
Specify the performance outcomes the learner will be expectedto demonstrate at the conclusion of the learning outcome
These will assess the necessary knowledge, skills, and attitudes,reflecting the performance criteria as outlined in the relevantindustry or competency standards
Outlines the situations and contexts under whichlearners will be
assessed
Specify the conditions under which the learning and assessmentwill take place
These can include a list of tools and equipment, access to
learning resources and equipment manuals, and types of facility
CONDITIONS:
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Specify the method of assessing the learning outcome
The methods used to gather evidence of sufficient
quantity and quality on which to make soundjudgement about a candidate s competency
Assessment methods include observation, simulation,questioning, presentation, written assessment, etc.
ASSESSMENTMETHOD
List down the specific underpinning knowledge, skills,attitudes & safety that are to be addressed within thislearning outcome.
CONTENT
MODULES OF INSTRUCTION/TRAINING
METHODOLOGY Different approaches, methods and techniquesthat a learning process will be delivered
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Module of Instruction
SECTOR AUTOMOTIVEUNIT OF COMPETENCY REPAIR CHARGING AND STARTING SYSTEM
MODULE TITLE REPAIRING CHARGING SYSTEMMODULE DESCRIPTION This module covers testing/identifying faults and servicing
charging system components.NOMINAL DURATION 40 Hours
CERTIFICATE LEVEL NC II
PREREQUISITESUMMARY OF LEARNING
OUTCOMES
Upon completion of this module, the trainee/student must beable to:
1 Test charging system components and identify faults2 Disassemble alternator3 Repair/replace and assemble alternator component/parts
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LO 1 TEST CHARGING SYSTEM COMPONENT AND IDENTIFY FAULTS
ASSESSMENT CRITERIA 1 Charging system component parts identify2 Faults identified and preferred repair action determined3 Test carried out according to industry standard procedure.
CONTENT 1 Procedure in disconnecting different wire terminal2 Safety measures is observed3 Test carried out4 Identify faults and parts5 Repair parts
CONDITIONS Students/trainees must be provided with the following:1 Engine
2. Ignition switch3. Alternator4. Basic automotive hand tools5. Voltage regulator6. Multi-tester7. Ammeter8. Service manual9. Fuse box10. Battery
METHODOLOGIES 1 Demonstration2 Self-pace3 Group discussion
ASSESSMENT METHOD 1 Interview2 Written3 Practical4 Direct Observation
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LO 2 TEST CHARGING SYSTEM COMPONENT AND IDENTIFY FAULTS
ASSESSMENT CRITERIA 1. Alternator parts and function identified and explain2. Alternator disassembled according to service manual3. Alternator parts tested and defective parts determined.
CONTENT 1. Procedure in disassemble of alternator2. Safety measured observe.3. Identified parts and function.4. Disassembled alternator5. Determine parts
CONDITIONS Students/trainees must be provided with the following:1. Multi-meter2. Tape3. Pliers4. Gloves5. Screw driver6. Socket wrench7. Test lamp8. Box & Open end wrench9. Crimer
METHODOLOGIES 1. Demonstration2. Self-pace3. Discussion4. Distance learning
ASSESSMENT METHOD 1. Interview2. Written3. Practical4. Direct Observation
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LO 3 TEST CHARGING SYSTEM COMPONENT AND IDENTIFY FAULTS
ASSESSMENT
CRITERIA
1. Defective parts required/replaced per service manual2. Alternator assembled in conformity w/ manufacturer
specification.3. Alternator bench tested for functionality per service manual
CONTENT 1. Procedure in repair/replace and assemble of alternator2. Safety measures are observed.3. Replace parts4. Assemble alternator5. Test alternator
CONDITIONS Students/trainees must be provided with the following:1. Multi-tester
2. Pliers3. Screw driver4. Box & open end wrench5. Tape6. Hand gloves
METHODOLOGIES
1.Traditional/lecture type2. Dual training
3. Self-pace4. Community based5. Distance gloves
ASSESSMENT
METHOD
1. Interview2. Written3. Practical4. Direct Observation
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State the expected outcomes of the course based from the modules of
instruction developed. Include in the list of outcomes the general workplace
and key competencies required for the possible jobs the students may have
after training.
The course title can be the name arising out of the competency analysis.It should convey a clear message of what it is all about.
Approximate length of course in hours or years
Refer to competency standard
The course description will include the relevance of the proposed course
to industry, enterprise or community needs and competencies that the
student may have after completion.
List down the unit of competency from CS
COURSE DESIGN
Course Title:
Course Duration :
Qualification Level:
Unit of Competency :
Course Description:
Course Outcomes:
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Specify essential entry requirements. Any particular qualification
such as age or size should be specified.
Provide the sequencing of modules/subjects. Provide a nominal
time for each module/subject.
Describe the assessment approach and how it relate to outcomes
and how will the performance of the learners be judged.
Identify any delivery modes essential to the course. Identify
support mechanisms and links with industry for effectiveness of
course delivery.
List the required facilities, tools, equipment and materials for
course delivery.
Identify minimum essential qualification, experience and
competencies of instructors and assessors Special qualification of
instructors, if there is, should be specified.
Entry Requirements:
Course Structure
Competency Analysis
AssessmentMethod
Course Delivery
Resources
Qualification of Instructors
This table reflects the number of modules develop in a particular unit of competency
Unit of competency Number ofmodule
Total
Competency 1 1 1
Competency 2 1 1
Competency 3 2 2
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COURSE DESIGN
COURSE TITLE : AUTOMOTIVE SERVICING NC II
NOMINAL DURATION : 360 Hours
COURSE DESCRIPTION :This course is designed to enhance the knowledge, desirable attitudes and skills of automotiveservice technician in accordance with industry standards. It covers specialized competencies such
as; test and service automotive batteries, service ignition system ,install and repair wiring/lighting
system, repair wiper and washers, dismantle and assemble engine sub assemblies, maintain under
chassis components and perform shop maintenance. It also includes competencies in workplace
communication, team work, safety, use of hand tools, and house keeping.
COURSE OUTCOMES:
Upon completion of the course, the trainees/students must be able to:
Perform diesel engine tune up.
Perform gas engine tune up
Service automotive battery
Test and repair wiring/lighting system.
Service ignition system
Perform under chassis preventive maintenance.
Service charging system
Service starting system
Service engine mechanical system
ENTRY REQUIREMENTS:
Candidate /trainee must posses the following qualifications; must be
Able to communicate both oral and written
18 years old and above
Good moral character
COURSE STRUCTURE
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COURSE STRUCTUREUnits of Competency
Module Title Module ContentsNo. ofHrs.
BASIC
A.Communication8
1. Receive andrespond to workplacecommunication
1. Receiving andresponding toworkplacecommunication
1.1.11.1.21.1.31.1.41.1.51.1.61.1.71.1.81.1.9
Parts of speechParts of sentenceKinds of sentencesOrganizational policies and guidelines.Practices in handling communicationReceiving and clarifying communication,messages and information's.Recording message and information.Communication process.
B. TEAM WORK 8
2. Work with others 2. working with others 2.1.12.1.22.1.32.1.42.1.5
2.1.62.1.72.1.8
2.1.9
Job description and employmentmanagement.Organizational policy.Team structureSupervision and accountability requirements.
Code of conductAssisting a colleague.Open communication channel.Acknowledging satisfactory /unsatisfactoryperformance.Formal/informal performance appraisal.
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Units of CompetencyModule Title Module Contents
No. ofHrs.
Work with others 2.1.102.1.112.1.12
2.1.13
2.1.142.1.15
Obtaining feedback from superiors & colleagues.Personal reflective behavior strategies.Routine organizational method for monitoringservice delivery.Ethical standards
Undertaking extra task if necessaryLegal organizational policy/guidelines
8
COMMON
1.Performmensuration andcalculation
1.1 Performingmensuration andcalculation
1.1.11.1.21.1.3
Mensuration techniques.electing measuring instruments.Maintaining measuring instruments.
4
2. Move and position
vehicle
2.1 Moving and
positioning vehicle
2.1.1
2.1.2
Techniques in positioning vehicle in the workshop.
Safety in positioning vehicle in the workshop.
2
3. Apply appropriatesealant and adhesive
3.1 Applying appropriatesealant and adhesive
3.1.13.1.23.1.3
Techniques in identifying sealantsand adhesive.Selecting sealant and adhesive suited for the job.Techniques in applying sealants and adhesive.
2
4. Use and applylubricant / coolant
4.1 Selecting and applyinglubricant /coolant
4.1.14.1.24.1.34.1.4
Techniques in selecting lubricantProper use of coolantTechniques in applying lubricant and coolantsSafety in applying coolant and lubricant.
2
5. Perform safetypractices
5.1 Performing safetypractices
5.1.15.1.2
5.1.3
Identifying hazards in the workplaceTechniques/procedure in eliminating hazards in theworkplaceProcedure in maintaining safety equipment anddevices.
6
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Units ofCompetency Module Title Module Contents
No.ofHrs.
CORE
1.Test, service andreplace battery
1.1 Testing and servicingautomotive battery
1.1.11.1.21.1.31.1.41.1.51.1.61.1.7
1.1.8
1.1.91.1.101.1.111.1.121.1.131.1.141.1.151.1.16
Components of batteryTypes of batteryClassification of batteryCharging and discharging processProcedure in testing automotive battery.Methods of battery testing.Tools and instrument used in automotivebatteryProcedure removing and servicing batteries
Safety precaution in handling batteriesServicing procedure on batteriesCharging batteriesRepair/clean/replace connectorsProcedure in charging batteryTopping/filling electrolyte /distilled water.Procedure in jump starting.Materials in jump starting vehicle
40
2.Service ignitionsystem
2.1 Servicing ignitionsystem
2.1.12.1.22.1.32.1.42.1.52.1.6
2.1.72.1.8
Procedure in checking ignition systemProcedure on spark testSafety precautionsProcedure in checking ballast resistorProcedure in adjusting contact point clearanceProcedure in performing ignition wiringinstallationIgnition wiring diagramProcedures in setting the ignition timing.
80
Units of Competency No.
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Units of Competency
Module Title Module ContentsNo.of
Hrs.
3. Install, Test and Repairwiring/lighting system
3.1 Installing automotive lightingsystem3.2 Testing , Repairing electricalsystem
3.1.13.1.2
3.1.3
3.2.13.2.2
Wiring/electrical diagramsProcedures in preparing wiringharness.Procedure in installing wiring/Lighting systemProcedure in testing electrical systemRepair procedure on electrical system
40
4. Repair wiper andwasher system
4.1 Repairing wiper and washersystem
4.1.14.1.2
4.1.3
Types of wiper motorWiring system of wiper and washersystem.Procedure in repairing wiper andwasher system.
16
5. Disassemble Enginesub-assemblies/Cylinderhead and evaluatecomponents
5.1 Dismantling/evaluating enginesub-assembly/cylinder head
5.1.1
5.1.25.1.35.1.4
Procedure in dismantling enginesub- assemblies/Cylinder headPossible engine parts defectsEngine parts repair proceduresUse of service manuals
56
6. Assemble/ enginecylinder
head, check tolerancesand carry out relevant
testing procedures
6.1 Assembling engine cylinderhead, checking tolerances andcarry out relevant testingprocedures
6.1.16.1.26.1.36.1.4
6.1.56.1.6
6.1.76.1.8
Engine specificationsMeasuring engine partsEngine parts wear limitsUse of repair manuals
Procedures in fitting of partsProcedures in assembling enginecylinder headTest procedures for all engine partsUse service manuals.
48
7. Perform under chassispreventive maintenance
7.1 Performing under chassispreventive maintenance
7.1.1
7.1.27.1.3
Procedure in checking brake fluidsand linesCorrect level of brake fluidsParts to be checked /inspected inservicing clutch and brake
16
COMPETENCY ANALYSIS
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COMPETENCY ANALYSISThis table present the number of modules developed in a particular unit of competency
Units of Competency Number of Modules Total
BASIC
11. Receive and Respond to workplace communication
1.1
2. Work with Others 2.1 1 2
COMMON1. Perform mensuration and calculation 1.1 1
2. Move and position vehicles 2.1 1
3. Apply appropriate sealants/ adhesive 3.1 1
4. Use and apply lubricants/coolants 4.1 15. Perform safety practices 5.1 1 5
CORE1. Test , service and Replace battery 1.1 1
2. Service ignition system 2.1 1
3. Install, Test and Repair wiring/ lighting system 3.1 3.2 2
4. Repair wiper and washer system 4.1 1
5. Disassemble engine sub-assemblies/Cylinder Head and evaluate Components 5.1 1
6. Assemble Engine cylinder Head , check tolerances and carry out relevant
testing 6.1 1
7. Perform under chassis preventive maintenance 7.1 1
8. Perform shop maintenance 8.1 1 9
TOTAL 16
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ASSESSMENT METHOD:
1. Written examination2. Demonstration of practical skills3. Direct observation4. Interview
COURSE DELIVERY:
1. Modular2. Demonstration3. Lecture4. Discussion5. Dual training6. Distance learning
RESOURCES:1. Equipment
Vehicle
Engine
Hydraulic jack/lift Growler tester
Ignition timing light
Tachometer
2. Tools /accessories/supplies
Set of box wrench
Set of socket wrench
Set Pliers
Set of screw driver
Wire strippers
Set of mechanic hammer Apron/ goggles/ Gloves
Engine oils
Grease
Sealant /adhesive
Hydraulic oils/gear oil
Wheel wedges
Torque wrench
Feeler gauge
Automatic transmissionfluid
3. Testing instruments
Multi-meter
Test lamp
Battery tester
Hydrometer Cell test
Dial gauge
Bore gauge
Micrometer caliper
4. Training materials
Reference books
Manuals
Catalogs
Brochures
Modules/LEs CDs/Video tapes
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TRAINERS QUALIFICATION (TQ II)
Must be a holder of Automotive Servicing NC II
Must have undergone training on Training Methodology II (TM II)
Must be computer literate
Must be physically and mentally fit
* Must have at least 2 years job/industry experience
Must be a civil service eligible or appropriate professional license
issued by the Professional Regulatory Commission ( for government position)
* Optional ; Only when required by hiring institution
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