CBC Presentation (2)

7/31/2019 CBC Presentation (2)

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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.


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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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



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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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LEVEL OF CERTIFICATION

LEVEL OF CERTIFICATION

PRE-REQUISITE

PRE-REQUISITE


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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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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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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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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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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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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


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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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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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

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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.

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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

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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.

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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

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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.

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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

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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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