Professional Documents
Culture Documents
REGULATIONS
ICT SECTOR
Page No.
■ DESCRIPTION OF PROGRAMMING
SECTION 1
(ORACLE DATABASE) NC III
QUALIFICATION 1-2
Basic Competencies 3 – 21
Common Competencies 22 - 28
Core Competencies 29 - 41
47
3.7 Institutional Assessment
COMPETENCY MAP 49
DEFINITION OF TERMS 50 – 55
ACKNOWLEDGEMENT 56
TRAINING REGULATIONS FOR
PROGRAMMING (ORACLE DATABASE) NC III
At the end of the course, participants should be equipped with sufficient knowledge to
take and pass the internationally acknowledged Oracle PL/SQL Certified Associate and
Certified Professional Exam.
This Qualification is packaged from the competency map of the Information and
Communication Technology Industry (Service sector) as shown in Annex A.
1
TR – Programming (Oracle Database) NC III Promulgated – December 2013
The units of competency comprising this qualification include the following:
A person who has achieved this Qualification can be employed in any or more of
the following:
Application Developers
Forms Developer
Functional Implementer
PL/SQL Developer
Portal Developer
Reports Developer
Technical Consultant
SECTION 2 COMPETENCY STANDARDS
This section gives the details of the contents of the basic, common and core units
of competency required in Programming (Oracle Database) NC III.
BASIC COMPETENCIES
UNIT OF COMPETENCY: LEAD WORKPLACE
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required to lead in the dissemination and discussion of
ideas, information and issues in the workplace.
PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables
1. Communicate 1.1. Appropriate communication method is selected
information about 1.2. Multiple operations involving several topics areas
workplace are communicated accordingly
processes
1.3. Questions are used to gain extra information
1.4. Correct sources of information are identified
1.5. Information is selected and organized correctly
1.6. Verbal and written reporting is undertaken
when required
1.7. Communication skills are maintained in all situations
2. Lead workplace 2.1. Response to workplace issues are sought
discussions 2.2. Response to workplace issues are provided
immediately
2.3. Constructive contributions are made to
workplace discussions on such issues as
production, quality and safety
2.4. Goals/objectives and action plan undertaken in the
workplace are communicated
3. Identify and 3.1. Issues and problems are identified as they arise
communicate 3.2. Information regarding problems and issues are
issues arising in the organized coherently to ensure clear and
workplace effective communication
3.3. Dialogue is initiated with appropriate personnel
3.4. Communication problems and issues are raised as
they arise
RANGE OF VARIABLES
VARIABLE RANGE
1. Methods of 1.1. Non-verbal gestures
communication
1.2. Verbal
1.3. Face to face
1.4. Two-way radio
1.5. Speaking to groups
1.6. Using telephone
1.7. Written
1.8. Internet
EVIDENCE GUIDE
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes to lead
small teams including setting and maintaining team and
individual performance standards.
PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables
1. Provide team 1.1. Work requirements are identified and presented to
leadership team members
1.2. Reasons for instructions and requirements are
communicated to team members
1.3. Team members’ queries and concerns are
recognized, discussed and dealt with
2. Assign 2.1. Duties, and responsibilities are allocated having regard
responsibilities to the skills, knowledge and aptitude required to
properly undertake the assigned task and according to
company policy
2.2. Duties are allocated having regard to individual
preference, domestic and personal considerations,
whenever possible
3. Set performance 3.1. Performance expectations are established based on
expectations for client needs and according to assignment requirements
team members 3.2. Performance expectations are based on individual
team members duties and area of responsibility
3.3. Performance expectations are discussed and
disseminated to individual team members
4. Supervise team 4.1. Monitoring of performance takes place against
performance defined performance criteria and/or assignment
instructions and corrective action taken if required
4.2. Team members are provided with feedback, positive
support and advice on strategies to overcome any
deficiencies
4.3. Performance issues which cannot be rectified or
addressed within the team are referenced to
appropriate personnel according to employer policy
4.4. Team members are kept informed of any changes in
the priority allocated to assignments or tasks which
might impact on client/customer needs and satisfaction
4.5. Team operations are monitored to ensure that
employer/client needs and requirements are
met
4.6. Follow-up communication is provided on all issues
affecting the team
4.7. All relevant documentation is completed in
accordance with company procedures
RANGE OF VARIABLES
VARIABLE RANGE
UNIT DESCRIPTOR : This unit covers the skills, knowledge and attitudes
required to collect information in order to negotiate to a
desired outcome and participate in the negotiation.
PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables
1. Plan negotiations 1.1 Information on preparing for negotiation is
identified and included in the plan
1.2 Information on creating nonverbal environments
for positive negotiating is identified and included in
the plan
1.3 Information on active listening is identified and
included in the plan
1.4 Information on different questioning techniques is
identified and included in the plan
1.5 Information is checked to ensure it is correct and up-
to- date
VARIABLE RANGE
1. Preparing for 1.1 Background information on other parties to the
negotiation negotiation
1.2 Good understanding of topic to be negotiated
1.3 Clear understanding of desired outcome/s
1.4 Personal attributes
1.4.1 self-awareness
1.4.2 self esteem
1.4.3 objectivity
1.4.4 empathy
1.4.5 respect for others
1.5 Interpersonal skills
1.5.1 listening/reflecting
1.5.2 nonverbal communication
1.5.3 assertiveness
1.5.4 behavior labeling
1.5.5 testing understanding
1.5.6 seeking information
1.5.7 self-disclosing
1.6 Analytic skills
1.6.1 observing differences between
content and process
1.6.2 identifying bargaining information
1.6.3 applying strategies to manage process
1.6.4 applying steps in negotiating process
1.6.5 strategies to manage conflict
1.6.6 steps in negotiating process
1.6.7 options within organization
and externally for resolving
conflict
2. Non-verbal 2.1 Friendly reception
environments 2.2 Warm and welcoming room
2.3 Refreshments offered
2.4 Lead in conversation before negotiation begins
3. Active listening 3.1 Attentive
3.2 Don’t interrupt
3.3 Good posture
3.4 Maintain eye contact
3.5 Reflective listening
4. Questioning 4.1 Direct
techniques 4.2 Indirect
4.3 Open-ended
EVIDENCE GUIDE
PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables
1. Identify the problem 1.1. Variances are identified from normal operating
parameters; and product quality
1.2. Extent, cause and nature are of the problem
are defined through observation,
investigation and analytical techniques
1.3. Problems are clearly stated and specified
2. Determine 2.1. Possible causes are identified based on
fundamental causes experience and the use of problem
of the problem solving tools / analytical techniques.
2.2. Possible cause statements are developed
based on findings
2.3. Fundamental causes are identified per results
of investigation conducted
3. Determine corrective 3.1. All possible options are considered for
action resolution of the problem
3.2. Strengths and weaknesses of possible options
are considered
3.3. Corrective actions are determined to resolve
the problem and possible future causes
3.4. Action plans are developed identifying
measurable objectives, resource needs and
timelines in accordance with safety and
operating procedures
4. Provide 4.1. Report on recommendations are prepared
recommendation/s to 4.2. Recommendations are presented to
manager appropriate personnel.
4.3. Recommendations are followed-up, if required
RANGE OF VARIABLES
VARIABLE RANGE
UNIT DESCRIPTOR : This unit covers the knowledge, skills and attitudes
required in the application of mathematical concepts
and techniques.
PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables
1. Identify mathematical 1.1 Problem areas are identified based on given
tools and techniques to condition
solve problem 1.2 Mathematical techniques are selected based
on the given problem
VARIABLE RANGE
1. Mathematical May include but are not limited to:
techniques 1.1 Four fundamental operations
1.2 Measurements
1.3 Use/Conversion of units of measurements
1.4 Use of standard formulas
UNIT DESCRIPTOR : This unit of competency covers the knowledge, skills, and
attitude required in selecting, sourcing and applying
appropriate and affordable technologies in the workplace.
PERFORMANCE CRITERIA
ELEMENT Italicized terms are elaborated in the Range of Variables
VARIABLE RANGE
1. Technology May include but are not limited to:
1.1 Office technology
1.2 Industrial technology
1.3 System technology
1.4 Information technology
1.5 Training technology
UNIT DESCRIPTOR : This unit covers the knowledge, skills, attitudes and values
needed to apply quality standards in the workplace. The unit
also includes the application of relevant safety procedures
and regulations, organization procedures and customer
requirements.
VARIABLE RANGE
1 Materials 1.1 Materials may include but not limited to:
1.1.1. Manuals
1.1.2. Job orders
1.1.3. Instructional videos
2 Faults 2.1 Faults may include but not limited to:
2.1.1. Materials not to specification
2.1.2. Materials contain incorrect/outdated
information
2.1.3. Hardware defects
2.1.4. Materials that do not conform with any
regulatory agencies
3 Documentation 3.1 Organization work procedures
3.2 Manufacturer’s instruction manual
3.3 Customer requirements
3.4 Forms
4 Errors 4.1 Errors may be related but not limited to the following:
4.1.1. Deviation from the requirements of the Client
4.1.2. Deviation from the requirement of the
organization
5 Quality standards 5.1 Quality standards may be related but not limited to
the following:
5.1.1. Materials
5.1.2. Hardware
5.1.3. Final product
5.1.4. Production processes
5.1.5. Customer service
6 Customer 6.1 Co-worker
6.2 Supplier/Vendor
6.3 Client
6.4 Organization receiving the product or service
EVIDENCE GUIDE
UNIT DESCRIPTOR : This unit covers the knowledge, skills, attitudes and values
needed to perform computer operations which include
inputting, accessing, producing and transferring data using
the appropriate hardware and software.
VARIABLE RANGE
1 Hardware and 1.1 Personal computers
peripheral devices 1.2 Networked systems
1.3 Communication equipment
1.4 Printers
1.5 Scanners
1.6 Keyboard
1.7 Mouse
1.8 Voice/Data logger
2 Software Software includes the following but not limited to:
2.1 Word processing packages
2.2 Database packages
2.3 Internet
2.4 Spreadsheets
2.5 Client Specific Software
3 OH & S guidelines 3.1 OHS guidelines
3.2 Enterprise procedures
4 Storage media Storage media include the following but not limited to:
4.1 Diskettes
4.2 CDs
4.3 Zip disks
4.4 hard disk drives, local and remote
4.5 Optical drives
5 Ergonomic guidelines 5.1 Types of equipment used
5.2 Appropriate furniture
5.3 Seating posture
5.4 Lifting posture
5.5 Visual display unit screen brightness
6 Desktop icons 6.1 Icons include the following but not limited to:
6.2 Directories/folders
6.3 Files
6.4 Network devices
6.5 Recycle bin
6.6 Program icons
7 Maintenance 7.1 Creating and managing more space in the hard disk
and other peripherals
7.2 Reviewing programs
7.3 Deleting unwanted files
7.4 Backing up files
7.5 Checking hard drive for errors
7.6 Using up to date anti-virus programs
7.7 Cleaning dust from internal and external surfaces
EVIDENCE GUIDE
VARIABLE RANGE
1. Data restriction and • Write queries with a WHERE clause to limit the
Sorting output retrieved
• Use the comparison operators and logical operators
• Identify the rules of precedence for comparison
and logical operators
• Usage of character string literals in the WHERE clause
• Write queries with an ORDER BY clause
• Sort output in descending and ascending order
2. Conversion Functions • Describe implicit and explicit data type conversion
and Conditional • Describe TO_CHAR, TO_NUMBER, and TO_DATE
Expressions conversion functions
• Nesting multiple functions
• Apply the NVL, NULLIF, and COALESCE functions
to data
• Use conditional IF THEN ELSE logic
3. DDL Statements to • Categorize Database Objects
Create and Manage • Create Tables using the CREATE TABLE Statement
Tables • Identify the data types
• Describe Constraints
• Create a table using a subquery
• How to alter a table?
• Drop a table
4. Schema Objects • Add, Modify, and Drop a Column
• Add, Drop, and Defer a Constraint
• Enable and Disable a Constraint
• Create and Remove Indexes
• Create a Function-Based Index
• Perform Flashback Operations
• Create an External Table by Using ORACLE_LOADER
and by Using ORACLE_DATAPUMP
• Query External Tables
UNIT DESCRIPTION : This unit introduces the student to PL/SQL language and
explains the benefits of this programming language. The
student will learn to develop stored procedures, functions,
packages and other basic functions.
VARIABLE RANGE
1. PL/SQL language is • Overview of PL/SQL
introduced • Identify the benefits of PL/SQL Subprograms
• Overview of the types of PL/SQL blocks
• Create a Simple Anonymous Block
• How to generate output from a PL/SQL Block
1. Critical Aspect of 1.1 Created and debug stored procedures and functions
Competency 1.2 Used conditional compilation to customize the functionality
in a PL/SQL application without removing any source code
1.3 Designed PL/SQL packages to group related constructs
1.4 Created overloaded package subprograms for more
flexibility
1.5 Designed PL/SQL anonymous blocks that
execute efficiently
2. Underpinning 2.1 Conditionally control code flow (loops, control structures).
Knowledge 2.2 Use PL/SQL packages to group and contain
related constructs.
2.3 Generate triggers to solve business challenges.
2.4 Create anonymous PL/SQL blocks, as well as
stored procedures and functions.
2.5 Use some of the Oracle supplied PL/SQL packages
to generate screen output and file output.
2.7 Create anonymous PL/SQL blocks, functions and
procedures.
3. Underpinning Skills 3.1 Basic computer operation skills
3.2 Logic analysis
3.3 Communication skills
3.4 Code writing and debugging skills
4. Method of The assessor will assess candidate with-
Assessment
4.1 Portfolio
• Result of Oracle Vendor Examinations
• Sample codes
4.2 Interview
5. Resource 5.1 Computer hardware with peripherals
Implication 5.2 Appropriate software
5.3 Access to internet
5.4 Conducive testing environment
6. Context of Assessment may take place in an accredited Oracle testing
Assessment center
UNIT OF COMPETENCY: DESIGN AND TUNE PL/SQL LANGUAGE
UNIT CODE : ICT313364
UNIT DESCRIPTOR : This unit covers the advanced features of PL/SQL to design
and tune PL/SQL. It also covers how to manage PL/SQL to
interface with the database and other applications in the
most efficient manner
VARIABLE RANGE
1. Collections are used • Overview of collections
• Use Associative arrays
• Use Nested tables
• Use VARRAYs
• Compare nested tables and VARRAYs
• Write PL/SQL programs that use collections
Use Collections effectively
4.1 Portfolio
• Result of Oracle Vendor Examinations
• Sample codes
4.2 Interview
5.Resource Implication Computer hardware with
peripherals
• Appropriate software
• Appropriate software
• Access to internet
• Conducive testing environment
6.Context of Assessment may take place in an accredited Oracle testing
Assessment center
SECTION 3 TRAINING STANDARDS
These guidelines are set to provide the Technical and Vocational Education and
Training (TVET) providers with information and other important requirements to consider
when designing training programs for Programming (Oracle Database) NC III.
Course Description:
This course is designed to develop & enhance the knowledge, skills, & attitudes of a
programmer in accordance with industry standards. It covers the basic, common & core
competencies on programming language, specifically Oracle Database. The nominal
duration of 240 hours covers the required units at Programming (Oracle Database) NC
III. TVET providers can however, offer a longer, ladderized course covering the basic,
common and core plus specialized competency unit/s.
BASIC COMPETENCIES
64 hrs
Unit of Assessment
Learning Outcomes Methodology
Competency Approach
1. Lead workplace 1.1 Communicate Group discussion Observation
communication information about Role Play Interviews
workplace processes. Brainstorming
1.2 Lead workplace
discussions.
1.3 Identify and
communicate issues
arising in the
workplace
2. Lead small 2.1 Provide team Lecture Demonstration
teams leadership. Demonstration Case studies
2.2 Assign responsibilities Self-paced
among members. (modular)
2.3 Set performance
expectation for team
members.
2.4 Supervise team
performance
3. Develop and 3.1 Identify relevant Direct Written test
practice information in observation Practical/
negotiation planning negotiations Simulation/role performance
skills 3.2 Participate in playing test
negotiations Case studies
3.3 Document areas for
agreement
4. Solve 4.1 Explain the Direct observation Written test
workplace analytical Simulation/role Practical/
problem related techniques. playing performance
to work 4.2 Identify the problem. Case studies test
activities 4.3 Determine the
possible cause/s of the
problem.
5. Use 5.1 Identify mathematical Direct observation Written test
mathematical tools and techniques Simulation/role Practical/
concepts and to solve problem playing performance
techniques 5.2 Apply mathematical Case studies test
procedures/solution
5.3 Analyze results
6. Use relevant 6.1 Identify appropriate Direct observation Written test
technologies technology Simulation/role Practical/
6.2 Apply relevant playing performance
technology Case studies test
6.3 Maintain/enhance
relevant technology
COMMON COMPETENCIES
16 hrs.
Unit of Learning Outcomes Methodology Assessment
Competency Approach
1. Apply 1.1 Asses quality of received Field trip Demonstration &
Quality materials Symposium questioning
Standards 1.2 Assess own work Film showing Observation &
1.3 Engage in quality Simulation questioning
improvement
On the job Third party
training report
2. Operate a 2.1 Plan and prepare for task Modular Demonstration &
Personal to be undertaken Film showing questioning
Computer 2.2 Input data into computer Observation &
Computer based
2.3 Access information using questioning
computer training (e-
Third party report
2.4 Produce output/data using learning)
Assessment of
computer system Project method
output product
2.5 Use basic functions of a On the job Portfolio
web browser to locate training Computer- based
information assessment
2.6 Maintain computer
equipment and systems
CORE COMPETENCIES
160 hrs.
Assessment
Unit of Competency Learning Outcome Methodology
Approach
1. Perform relational 1.1 Retrieve Data Using the Lecture/ Practical exam
database SQL SELECT Discussion Interviews/
management in Statement Hands on questioning
Oracle database 1.2 Use Single-Row Exercises
technology Functions to Customize Demonstration
Output
1.3 Display Data From
Multiple Tables Using
Joins
1.4 Manipulate Data
1.5 Control User Access
1.6 Manipulate Large Data
Sets
1.7 Manage Data in
Different Time Zones
1.8 Retrieve Data Using
Sub-queries
2. Use and apply 2.1 Declare PL/SQL Lecture/ Practical exam
PL/SQL Identifiers Discussion Interviews/
Programming 2.2 Apply Interaction with Hands on questioning
Language the Oracle Server Exercises
2.3 Apply Exception Demonstration
Handling
2.4 Store Procedures
3. Design and tune 3.1 Design PL/SQL Code Lecture/ Practical exam
PL/SQL Language 3.2 Use advanced Discussion Interviews/
interface methods Hands on questioning
3.3 Apply performance Exercises
and tuning to PL/SQL Demonstration
code
3.4 Implement virtual private
database with fine-
gained access control
3.1. TRAINING DELIVERY
The delivery of training should adhere to the design of the curriculum. Delivery
should be guided by the 10 basic principles of the competency-based TVET.
The training is based on curriculum developed from the competency
standards;
Learning is modular in its structure;
Training delivery is individualized and self-paced;
Training is based on work that must be performed;
Training materials are directly related to the competency standards and the
curriculum modules;
Assessment is based in the collection of evidence of the performance of
work to the industry required standard;
Training is based both on and off-the-job components;
Allows for recognition of prior learning (RPL) or current competencies;
Training allows for multiple entry and exit; and
Approved training programs are nationally accredited.
Recommended list of tools, equipment and materials for the conduct of training in
Programming (Oracle Database) NC III
TOOLS EQUIPMENT MATERIALS
Qty Description Qty Description Qty Description
Network Computer with Learning materials/
Computer peripherals guide
Software e.g. Server Practice materials
- IDE
Printer Hand-outs
- Libraries
White board Reference books
Internet access LCD Projector and screen
Application servers
Ergonomic computer
e.g. - database
tables and chairs
- web
The quantity of tools and equipment to be used for the conduct of training for this
qualification shall depend on the number of students, size of the class, and/or modality of
training. The most important consideration is to make sure that tools and equipment are
adequately provided to all trainees when needed. The actual list of tools, equipment,
machines, supplies and other materials to be used shall be identified and detailed in the
Competency Based Curriculum (CBC) to be submitted by the TVET provider when
registering a course or training program with TESDA.
In cases where there are specialized tools, equipment and facilities that are
not generally considered standard requirements or not absolute requisites for training,
the industry working group or TESDA may provide guidelines or specific advice on such
matters.
3.4. TRAINING FACILITIES
Total 128
Facilities / Equipment / 38
Circulation**
Note: The training center must be accredited by Oracle Philippines and must be a
member of the Workforce Development Program.
4.3 Assessment shall focus on the core units of competency. The basic and
common units shall be integrated or assessed concurrently with the core
units.
4.4 The following are qualified to apply for assessment and certification:
4.5 The guidelines on assessment and certification are discussed in detail in the
“Procedures Manual on Assessment and Certification” and “Guidelines on
the Implementation of the Philippine TVET Qualification and Certification
System (PTQCS)”.
COMPETENCY MAP – INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) SECTOR
BASIC COMPETENCIES
Practice occupational
Receive and Respond to Participate in Workplace Work in a Team Practice Career
Work with Others Demonstrate Work Values Health and Safety
workplace communication Communication Environment Professionalism
Procedures
Practice Housekeeping Lead Workplace Develop and Practice Solve Problems Related Use Mathematical Concepts Use Relevant
Lead Small Team
Procedures (5S) Communication Negotiation Skills to Work Activities and Techniques Technologies
Utilize Specialized Develop Team and Apply Problem Solving Collect, Analyze and Promote Environmental
Plan and Organize Work
Communication skills Individual Techniques in the Workplace Organize Information Protection
COMMON COMPETENCIES
Perform Computer
Operation Apply Quality Standards
Create vector graphics using a Create raster graphics using a Develop designs for electronic Develop designs for product Design booth &
Develop design studies Develop designs for print media
graphics application graphics application media packaging product/window display
Plan development of application Develop Windows forms Develop service oriented Develop applications using
Design program logic Apply .Net programming skills Develop web application
features application applications COBOL or similar language
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TR – Programming (Oracle Database) NC III Promulgated – December 2013
DEFINITION OF TERMS
GENERAL
12) Evidence Guide - is a component of the unit of competency that defines or identifies
the evidences required to determine the competence of the individual. It provides
information on critical aspects of competency, underpinning knowledge, underpinning
skills, resource implications, assessment method and context of assessment
13) Level - refers to the category of skills and knowledge required to do a job
14) Method of Assessment - refers to the ways of collecting evidence and when
evidence should be collected
15) National Certificate (NC) – is a certification issued to individuals who achieve all
the required units of competency for a national qualification defined under the
Training Regulations. NCs are aligned to specific levels within the PTQF
16) Performance Criteria - are evaluative statements that specify what is to be assessed
and the required level of performance
17) Qualification - is a cluster of units of competencies that meets job roles and is significant
in the workplace. It is also a certification awarded to a person on successful completion
of a course in recognition of having demonstrated competencies in an industry sector
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TR - Programming (Oracle Database) NC III Promulgated December 2013
18) Range of Variables - describes the circumstances or context in which the work is to be
performed
19) Recognition of Prior Learning (RPL) – is the acknowledgement of an individual’s skills,
knowledge and attitudes gained from life and work experiences outside registered
training programs
20) Resource Implications - refers to the resources needed for the successful performance
of the work activity described in the unit of competency. It includes work environment
and conditions, materials, tools and equipment
21) Basic Competencies - are the skills and knowledge that everyone needs for work
22) Training Regulations (TR) – refers to the document promulgated and issued by TESDA
consisting of competency standards, national qualifications and training guidelines for
specific sectors/occupations. The TR serves as basis for establishment of qualification
and certification under the PTQF. It also serves as guide for development of
competency-based curricula and instructional materials including registration of TVET
programs offered by TVET providers
23) Underpinning Knowledge - refers to the competency that involves in applying
knowledge to perform work activities. It includes specific knowledge that is essential to
the performance of the competency
24) Underpinning Skills - refers to the list of the skills needed to achieve the elements and
performance criteria in the unit of competency. It includes generic and industry specific
skills
25) Unit of Competency – is a component of the competency standards stating a specific
key function or role in a particular job or occupation; it is the smallest component of
achievement that can be assessed and certified under the PTQF
SECTOR SPECIFIC