TESDA-OP-CO-01-F03 Driving Course Design

TESDA-OP-CO-01-F03
(Rev.No.00-03/08/17)
LETTER OF APPLICATION/INTENT
ROLANDO V. BADE
PROVINCIAL DIRECTOR
TESDA-LEYTE 8
Leyte Provincial Office
Trece Martires, Port Area
Tacloban City, Leyte 6500
Dear Sir/Madam:
We would like to express our intention to apply for program registration for the following
qualification(s):
Qualification Training Duration

(No. of Hours)
1. Driving NC II 194 Hours
Enclosed are the required documents.
We hope for your immediate action on this application.
Very truly yours,
Joseph S. Rinos
School President
Attachments: (As indicated in the Program Registration Checklist)

1. Corporate Administrative Documents
2. Curricular Requirements
3. Faculty and Personnel
4. Program Guidelines
5. Support Services
TESDA-OP-CO-01-F11
(Rev. No.: 00-03/08/17)
Course Design
Course Title : DRIVING NC II

Nominal Duration : 137 Hours
Qualification : NC II
Course Description :
This course is designed to equip the individual the desirable attitudes and skills of the Land
Transport Light Vehicle Driver in accordance with the Industry standards, including the
Regulatory requirement issued by appropriate regulatory bodies, government and/or private. It
covers the following Four Competencies; Carry-Out Vehicle Maintenance and Servicing, Drive
Light Vehicle, Obey and Observe Traffic Rules and Regulation and Implement and Coordinate
Accident/Emergency Procedures. It is also design to equip the individual the basic, common
knowledge, skills and attitudes of the Land Transport Light Vehicle Driver in accordance with
Industry Standards.
Entry Requirements:
 At least 15 years of age

 At least Junior High School (Grade 9 to 10) level or graduate
 Physically Fit and mentally healthy as Certified by the Public Health Office
 With good moral character
 Can communicate English, Both Oral and Written
 With Basic knowledge in Internet access and navigation
Course Structure:
Basic Competencies
(37 Hours)
Basic Competencies
Nominal
Unit of Competency Module Title Learning Outcome Duration
1. Participate in a 1.1. Participating in 1.1.1. Obtain and convey
Workplace workplace workplace information 6 hours
Communication communication 1.1.2. Perform Duties
Following Workplace
Instruction
1.1.3. Complete relevant work-
related documents
2. Work in a team 2.1. Working in a team 2.1.1. Describe team role and
environment environment scope. 3 hours
2.1.3. Identify one’s role and
responsibility within a
team
2.1.4. Work as a team member
3. Solve/Address 3.1. Solving/Addressing 3.1.1. Identify routine problems
workplace problems workplace problems 3.1.2. Look for solutions to 3 hours
routine problems
3.1.3. Recommend solutions to
problems
4. Develop career and life 4.1. Developing career and 4.1.1. Manage one’s emotion
decision life decision 4.1.2. Develop reflective 3 hours
practice
4.1.3. Boost self-confidence and
develop self-regulation
5. Contribute to workplace 5.1.Contributing to 5.1.1. Identify opportunities to
innovation workplace innovation do things better 3 hours
5.1.2. Discuss and develop
ideas with others
5.1.3. Integrate ideas for change
in the workplace
6 .Present relevant 6.1. Presenting relevant 6.1.1. Gather data/ information
information information 6.1.2. Assess gathered data/ 8 hours
information
6.1.3 Record and present
information
7. Practice Occupational 7.1 Practice Occupational 7.1.1. Identify OSH compliance
Safety and Health Safety and Health requirements
Policies And Procedures Policies And 7.1.2. Prepare OSH 4 hours
Procedures requirements for
compliance
7.1.3. Perform tasks in
accordance with relevant
OSH policies and
procedures
8. Exercise efficient and 8.1 Exercising efficient and 8.1.1. Identify the efficiency
effective sustainable effective sustainable and effectiveness of 3 hours
practices in the practice in the resource utilization
workplace workplace 8.1.2. Determine causes of
inefficiency and/or
ineffectiveness of
resource utilization
8.1.3. Convey inefficient and
ineffective
environmental practices
9. Practice entrepreneurial 9.1 Practicing 9.1.1. Apply entrepreneurial
skills in the workplace entrepreneurial skills in workplace best practices 4 hours
the workplace 9.1.2. Communicate
entrepreneurial
workplace best practices
9.1.3. Implement cost effective
operations
Course Delivery:
 Blended Learning
- It requires the physical presence of both teacher and student, with some element of
student control over time, place, path or pace.
- While student still attend “brick-and-mortar” schools with teacher present, face-to-
face classroom practices are combined with computer-mediated activities.
 Face to Face Learning
- Is an instructional method where the course content and learning materials are
taught in person to a group of students?
- This allows for a live interaction between learner and an instructor.
Trainers Qualification
 Must be a holder of a Land Transport Light Vehicle NC II

 Must be a holder of National Trainer Qualification
 Must be a computer literate
 Must be able to communicate English both oral and written
 Must be physically and mentally fit
 Must be a minimum of 1 year Industry experience in Driving Light Vehicle
 Must possess and current and valid Driving License issued by the Land Transportation
Office (LTO)
Resources:
TOOLS EQUIPMENT MATERIALS
 Mop  Light vehicle  Soap
 Basket  Jeepney (multi-cab)  Shampoo
 Pail  Vacuum pump  Glove
 Polisher  Steam Cleaner  Apron
 Broom  Air Compressor  Engine oil
 Hose  Gear oil
 Cross wrench  Air freshener
 Mechanical pliers  Polish
 Long nose pliers  Distilled water
 Tire gauge  Fan belt
 Googles  Wheel cap
 Plastic boots  Fuse
 Combination wrench  Electrical tape
 Socket wrench  Brake fluid
 Creeper  A/C belt
 Screw driver (flat and  P/S belt
Philipps)
 Early warning device  Coolant
 Jack  Additives
 Spare tires  Relay
 Flash lights  Fender cover
 Emergency lighting  Seat cover
devices/trouble lights
 Dunce pin  Floor mat
 Spark plug wrench  Steering wheel cover
 Oil filter wrench  ATF power steering fluid
 Jack stand  Assorted bulbs
 Wheel choke
Module of Instructions
Basic Competencies : Communication
Unit of Competency : PARTICIPATE IN A WORKPLACE COMMUNICATION
Module Title : PARTICIPATING IN A WORKPLACE

COMMUNICATION
Module Descriptor : This module covers the knowledge, skills and

attitude required to obtain, interpret and convey
Information in response to workplace requirements.
Suggested Duration : 6 Hours
Qualification Level : NC II
Summary of Learning Outcome:
LO1. Obtain and convey workplace information.

LO2. Perform Duties Following Workplace Instructions
LO3. Complete relevant work-related documents.
Details of Learning Outcomes:
LO1. OBTAIN AND CONVEY WORKPLACE INFORMATION
Assessment Contents Conditions Methodologies Assessment

Criteria Method
• Specific relevant • Parts of speech • Writing materials • Group discussion • Written Test
information is • Sentence • References/books • Interaction • Practical
accessed from Construction • Manuals • Reportorial • Performance
appropriate source • Effective Test
Communication • Interview
• Effective questioning • Parts of speech • Writing materials • Group discussion • Written Test
active listening and • Sentence • References/books • Interaction • Practical
speaking skills are Construction • Manual • Reportorial • Performance
used to gather and • Effective Test
convey information Communication • Interview
• Appropriate medium is • Parts of Speech Writing materials  Group discussion • Written Test
used to transfer • Sentence References/books  Interaction • Practical
information and ideas. Construction Manual  Reportorial • Performance
• Effective Test
• Appropriate non-verbal • Parts of Speech • Writing materials • Group discussion • Written Test
communication is • Sentence • References/books • Interaction • Practical
used. Construction • Manual • Reportorial • Performance
• Effective Test
• Defined workplace • Parts of Speech • Writing materials • Group discussion • Written Test
procedures for the • Sentence • References/books • Interaction • Practical
location and storage of Construction • Manual • Reportorial • Performance
information are used. • Effective Test
• Personal interaction is • Parts of Speech • Writing materials • Group discussion • Written Test
carried out clearly and • Sentence • References/books • Interaction • Practical
precisely Construction • Manual • Reportorial • Performance
• Effective Test
LO2. PERFORM DUTIES FOLLOWING WORKPLACE INSTRUCTIONS

Criteria Method
Specific relevant • Parts of speech • Writing materials • Group discussion • Written Test
information is accessed • Sentence • References/books • Interaction • Practical
from appropriate source Construction • Manuals • Reportorial • Performance Test
• Effective • Interview
Communication
Effective questioning • Parts of speech • Writing materials • Group discussion • Written Test
active listening and • Sentence • References/books • Interaction • Practical
speaking skills are used Construction • Manuals • Reportorial • Performance Test
to gather and convey • Effective • Interview
information Communication
Appropriate medium is • Parts of speech • Writing materials • Group discussion • Written Test
used to transfer • Sentence • References/books • Interaction • Practical
information and ideas Construction • Manuals • Reportorial • Performance Test
Communication
Appropriate non-verbal • Parts of speech • Writing materials • Group discussion • Written Test
communication is used. • Sentence • References/books • Interaction • Practical
Construction • Manuals • Reportorial • Performance Test
Communication
Defined workplace • Parts of speech • Writing materials • Group discussion • Written Test
procedures for the • Sentence • References/books • Interaction • Practical
location and storage of Construction • Manuals • Reportorial • Performance Test
information are used. • Effective • Interview
Communication
• Personal interaction is • Parts of speech • Writing materials • Group discussion • Written Test
carried out clearly and • Sentence • References/books • Interaction • Practical
precisely Construction • Manuals • Reportorial • Performance Test
Communication
LO3. COMPLETE RELEVANT WORK-RLEATED DOCUMENTS
Criteria Method
Ranges of forms  Basic Mathematics  Writing paper  Group discussion  Written Test
relating to condition of  Technical writing  Pencils/ball pen  Lecture  Practical
employment are  Types of Forms  References/books  Interaction  Performance Test
completed accurately  Manuals  interview
and legibly
Workplace data is  Basic Mathematics  Writing paper  Group discussion  Written Test
recorded on standard  Technical writing  Pencils/ball pen  Lecture  Practical
workplace form and  Types of Forms  References/book  Interaction  Performance Test
documents.  Manuals  interview
Basic mathematical  Basic Mathematics  Writing paper  Group discussion  Written Test
process is used for  Technical writing  Pencils/ball pen  Lecture  Practical
routine calculations  Types of Forms  References/book  Interaction  Performance Test
 Manuals  interview
Error recording  Basic Mathematics  Writing paper  Group discussion  Written Test
information on forms,  Technical writing  Pencils/ball pen  Lecture  Practical
documents are  Types of Forms  References/book  Interaction  Performance Test
identified and rectified  Manuals  interview
Reporting requirements  Basic Mathematics  Writing paper  Group discussion  Written Test
to superior are  Technical writing  Pencils/ball pen  Lecture  Practical
completed according  Types of Forms  References/book  Interaction  Performance Test
to enterprise  Manuals  interview
guidelines
Basic Competency : TEAM WORK
Unit of Competency : WORK IN A TEAM ENVIRONMENT
Module Title : WORKING IN A TEAM ENVIRONMENT

Module Descriptor : This module covers the knowledge, skills, and
attitudes required to relate in a work based
environment.
Suggested Duration : 3 hours
PREREQUISITE :
Summary of Learning Outcomes:
Upon completion of this module, the students/ trainees will be able to:
LO1. Describe and identify team role and scope

LO2. Identify own role and responsibility within team.
LO3. Work as Team Member.
LO1. DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBIITY IN A TEAM
Assessment Contents Conditions Methodologies Assessment Method

Criteria
Role and objective  Team role  Standard operating  Group discussion/  Written test
of the Team is  Relationship and procedure (SOP) of interaction  Observation
identified responsibilities workplace  Case studies  Simulation
 Role and  Job procedures  Simulation  Role playing
responsibilities  Client/supplier
with team instructions
environment.  Quality standards
 Relationship within  Organizational or
a team. external personnel
Team parameters,  Team role  Standard operating  Group discussion/  Written test
relationship and  Relationship and procedure (SOP) of interaction  Observation
responsibilities are responsibilities workplace  Case studies  Simulation
identified  Role and  Job procedures  Simulation  Role playing
responsibilities  Client/supplier
Individual role and  Team role  Standard operating  Group discussion/  Written test
responsibilities  Relationship and procedure (SOP) of interaction  Observation
within team responsibilities workplace  Case studies  Simulation
environment are  Role and  Job procedures  Simulation  Role playing
identified responsibilities  Client/supplier
Roles and  Team role  Standard operating  Group discussion/  Written test
responsibilities  Relationship and procedure (SOP) of interaction  Observation
within team responsibilities workplace  Case studies  Simulation
members are  Role and  Job procedures  Simulation  Role playing
identified and responsibilities  Client/supplier
recognized with team instructions
Reporting  Team role  Standard operating  Group discussion/  Written test

relationships  Relationship and procedure (SOP) of interaction  Observation
within team and responsibilities workplace  Case studies  Simulation
external to team  Role and  Job procedures  Simulation  Role playing
are identified responsibilities  Client/supplier
LO2. IDENTIFY ONE’S ROLE AND RESPONSIBILITY WITHIN TEAM

Criteria Method
 Individual roles and  Role play: Standard operating  Group discussion Role Play
responsibilities o individual role and procedure (SOP) of  Case studies  Written Test
within the team responsibility workplace  Simulation
environment are  Role Play Job procedures
identified o Understanding Client/supplier
Individual instructions
differences Quality standards
 Discussion on Organizational or
gender sensitivity external personnel
Individual roles and  Role play: Standard operating  Group discussion Role Play
responsibilities within o individual role and procedure (SOP) of  Case studies  Written Test
the team environment responsibility workplace  Simulation
are identified  Role Play Job procedures
o Understanding Client/supplier
Individual instructions
differences
 Discussion on Quality standards
gender sensitivity Organizational or
external personnel
Team parameters,  Role play: Standard operating  Group discussion Role Play
reporting o individual role and procedure (SOP) of  Case studies  Written Test
relationships and responsibility workplace  Simulation
responsibilities are  Role Play Job procedures
identified based on o Understanding Client/supplier
team discussions and Individual instructions
appropriate external differences Quality standards
sources  Discussion on Organizational or
gender sensitivity external personnel
LO3. WORK AS TEAM MEMBER

Criteria Method
Effective and  Communication  SOP of workplace  Group discussion Observation of work
appropriate form of process  Job procedure  Case studies activities
communication and  Team  Organization or  Simulation Observation through
interaction are structure/team roles external personnel simulation or role-
undertaken  Group planning and play
decision-making Case studies and
scenarios
Appropriate  Communication  SOP of workplace  Group discussion Observation of work
contributions to process  Job procedure  Case studies activities
complement team  Team Organization or Simulation Observation through
activities and structure/team roles external personnel simulation or role-
objectives were made Group planning and play
decision-making Case studies and
scenarios
Reporting using  Communication  SOP of workplace  Group discussion Observation of work
standard operating process  Job procedure  Case studies activities
procedures followed  Team Organization or Simulation Observation through
structure/team roles external personnel simulation or role-
Group planning and play
decision-making  Case studies and
scenarios
Development of  Communication  SOP of workplace  Group discussion Observation of work
teamwork plans based process  Job procedure  Case studies activities
on role team were  Team Organization or Simulation Observation through
contributed structure/team roles external personnel simulation or role-
Group planning and play
decision-making  Case studies and
scenarios
Unit of Competency : SOLVE/ADDRESS WORKPLACE PROBLEMS
Module Title : SOLVING/ADDRESSING WORKPLACE PROBLEMS

attitude required to solve/address workplace problems .
Suggested Duration : 3 Hours
LO1. Identify routine problems

LO2. Look a solution to routine problems
LO3. Recommend solution to problems
LO1. IDENTIFY ROUTINE PROBLEMS

Criteria Method
Routine problems or  Evaluation reports  Workplace/ Assessment Self-study  Oral Questioning
procedural areas are  Diagnostic tools location Online video conferencing  Written Exam
identified  Manuals  Power point materials Film viewing  Performance test
 Software Instructional materials
Problem to be  Evaluation reports  Workplace/ Assessment Self-study  Oral Questioning
investigated are  Diagnostic tools location Online video conferencing  Written Exam
defined and  Manuals  Power point materials Film viewing  Performance test
determined  Software Instructional materials
Current condition of  Evaluation reports  Workplace/ Assessment Self-study  Oral Questioning
the problem are  Diagnostic tools location Online video conferencing  Written Exam
identified and  Manuals  Power point materials Film viewing  Performance test
documented  Software Instructional materials
LO2. LOOK A SOLUTIONS TO ROUTINE PROBLEMS
Assessment Criteria Contents Conditions Methodologies Assessment

Method
Potential solution to  Determined the root  Workplace/ Assessment  Case formulation  Oral
problems are identified cause of a routine location  Life narrative Questioning
problem  Power point materials inquiry  Written Exam
 Identified solution to  Standardize test  Performance
procedural problems  Simulation test
 Produced documentation
that recommend solution
to problems
 Referred unresolved
problems to support
persons
Recommend solution to  Determined the root  Workplace/ Assessment  Case formulation  Oral
problem cause of a routine location  Life narrative Questioning
problem  Power point materials inquiry  Written Exam
to problems
problems to support
persons
Current condition of the  Determined the root  Workplace/ Assessment  Case formulation  Oral
problem are identified cause of a routine location  Life narrative Questioning
and documented problem  Power point materials inquiry  Written Exam
to problems
problems to support
persons
LO3. RECOMMEND SOLUTION TO PROBLEMS

Criteria Method
Implementation of solution  Determined the root  Workplace/  Case formulation  Oral
are planned cause of a routine Assessment  Life narrative Questioning
problem location inquiry  Written Exam
 Identified solution to  Powerpoint  Standardize test  Performance
procedural problems materials  Simulation test
 Produced
documentation that
recommend solution
to problems
problems to support
persons
Evaluation of implemented  Determined the root  Workplace/  Case formulation  Oral
solution are planned cause of a routine Assessment  Life narrative Questioning
problem location inquiry  Written Exam
 Identified solution to  Powerpoint  Standardize test  Performance
 Produced
documentation that
recommend solution
to problems
problems to support
persons
Recommended solution are  Determined the root  Workplace/  Case formulation  Oral
documented and submit to cause of a routine Assessment  Life narrative Questioning
appropriate person for problem location inquiry  Written Exam
confirmation  Identified solution to  Powerpoint  Standardize test  Performance
 Produced
documentation that
recommend solution
to problems
problems to support
persons
Unit of Competency : DEVELOP CAREER LIFE DECISION
Module Title : DEVELOPING CAREER LIFE DECISION

attitudes in managing one’s emotions, developing
reflective practice and boosting self-confidence
and developing self-regulation.
LO1. Manage one’s emotion

LO2. Develop reflective practice
LO3. Boost self-confidence and develop self-regulation
LO1. MANAGE ONE’S EMOTION

Criteria Method
Self-management  Self management  Workplace/  Case formulation  Oral Questioning
strategies are strategies that assist in Assessment  Life narrative  Written Exam
identified regulating behaviour location inquiry  Performance test
and achieving personal  Power point  Standardize test
and learning goals materials  Simulation
(e.g. Nine self-
management strategies
according to Robert
Kelley)
 Enablers and barriers
in achieving personal
and career goals
 Techniques in
handling negative
emotions and
unpleasant situation in
the workplace such as
frustration, anger,
worry, anxiety, etc.
Skills to work  Self management  Workplace/  Case formulation  Oral Questioning
independently and to strategies that assist in Assessment  Life narrative  Written Exam
show initiative, to be regulating behaviour location inquiry  Performance test
conscientious, and and achieving  Power point  Standardize test
persevering in the personal and learning materials  Simulation
face of setbacks and goals (e.g. Nine self-
frustrations are management
developed strategies according to
Robert Kelley)
and career goals
 Techniques in
handling negative
emotions and
frustration, anger,
Techniques for  Self management  Workplace/  Case formulation  Oral Questioning

effectively handling strategies that assist in Assessment  Life narrative  Written Exam
negative emotions and regulating behaviour location inquiry  Performance test
unpleasant situation in and achieving  Power point  Standardize test
the workplace are personal and learning materials  Simulation
examined goals (e.g. Nine self-
management
strategies according to
Robert Kelley)
and career goals
 Techniques in
handling negative
emotions and
frustration, anger,
LO2. DEVELOP REFLECTIVE PRACTICES

Criteria Method
Personal strengths and  Basic SWOT analysis  Workplace/  Case formulation  Oral Questioning
achievements, based  Strategies to improve Assessment  Life narrative  Written Exam
on self-assessment one’s attitude in the location inquiry  Performance test
strategies and teacher workplace  Power point  Standardize test  Third party
feedback are  Gibbs’ Reflective materials  Simulation report
contemplated Cycle/Model
(Description, Feelings,
Evaluation, Analysis,
Conclusion, and
Action plan
Progress when seeking  Basic SWOT analysis  Workplace/  Case formulation  Oral Questioning
and responding to  Strategies to improve Assessment  Life narrative  Written Exam
feedback from one’s attitude in the location inquiry  Performance test
teachers to assist them workplace  Power point  Standardize test  Third party
in consolidating  Gibbs’ Reflective materials  Simulation report
strengths, addressing Cycle/Model
weaknesses and (Description, Feelings,
fulfilling their Evaluation, Analysis,
potential are Conclusion, and
monitored Action plan
Outcomes of personal  Basic SWOT analysis  Workplace/  Case formulation  Oral Questioning
and academic  Strategies to improve Assessment  Life narrative  Written Exam
challenges by one’s attitude in the location inquiry  Performance test
reflecting on previous workplace  Power point  Standardize test  Third party
problem solving and  Gibbs’ Reflective materials  Simulation report
decision making Cycle/Model
strategies and (Description, Feelings,
feedback from peers Evaluation, Analysis,
and teachers are Conclusion, and
predicted Action plan
LO3. BOOST SELF-CONFIDENCE AND DEVELOP SELF-REGULATION

Criteria Method
Efforts for continuous  Four components of  Workplace/  Case formulation  Oral Questioning
self-improvement are self-regulation based Assessment  Life narrative  Written Exam
demonstrated on Self-Regulation location inquiry  Performance test
Theory (SRT)  Power point  Standardize test  Third party
 Personality materials  Simulation report
development concepts
 Self-help concepts (e.
g., 7 Habits by Stephen
Covey, transactional
analysis, psycho-
spiritual concepts)
Counter-productive  Four components of  Workplace/  Case formulation  Oral Questioning
tendencies at work are self-regulation based Assessment  Life narrative  Written Exam
eliminated on Self-Regulation location inquiry  Performance test
analysis, psycho-
spiritual concepts)
Positive outlook in life  Four components of  Workplace/  Case formulation  Oral Questioning
are maintained self-regulation based Assessment  Life narrative  Written Exam
on Self-Regulation location inquiry  Performance test
analysis, psycho-
spiritual concepts)
Unit of Competency : CONTRIBUTE TO A WORKPLACE INNOVATION
Module Title : CONTRIBUTING TO A WORKPLACE INNOVATION

attitudes requires to contribute to a workplace
innovation.
LO1. Identify opportunities to do things better

LO2. Discuss and develop ideas with others
LO3. Integrate ideas for change in the workplace
LO1. IDENTIFY OPPORTUNITIES TO DO THINGS BETTER

Criteria Method
Opportunities for  Roles of  Workplace/  Case formulation  Oral Questioning
improvement are individuals in Assessment location  Life narrative inquiry  Written Exam
identified suggesting and  Pens, papers, writing  Standardize test  Performance test
proactively in own making implements  Simulation  Third party report
area of work. improvements.  Cartolina
 Positive impacts
and challenges in
innovation.
 Types of changes
and responsibility.
 Seven habits of
highly effective
people.)
Information are  Roles of  Workplace/  Case formulation  Oral Questioning
gathered and individuals in Assessment location  Life narrative inquiry  Written Exam
reviewed which suggesting and  Pens, papers, writing  Standardize test  Performance test
may be relevant to making implements  Simulation  Third party report
ideas and which improvements.  Cartolina
might assist in  Positive impacts
gaining support for and challenges in
idea. innovation.
and responsibility.
 Seven habits of
highly effective
people.)
LO2. DISCUSS AND DEVELOP IDEAS WITH OTHERS

Criteria Method
People who could  Roles of  Workplace/  Case formulation  Oral Questioning
provide input to individuals in Assessment location  Life narrative inquiry  Written Exam
ideas for suggesting and  Pens, papers, writing  Standardize test  Performance test
improvements are making implements  Simulation  Third party report
identified. improvements.  Cartolina
and challenges in
innovation.
and responsibility.
 Seven habits of
highly effective
people.
Ways of  Roles of  Workplace/  Case formulation  Oral Questioning
approaching people individuals in Assessment location  Life narrative inquiry  Written Exam
to begin sharing suggesting and  Pens, papers, writing  Standardize test  Performance test
ideas are selected. making implements  Simulation  Third party report
improvements.  Cartolina
and challenges in
innovation.
and responsibility.
 Seven habits of
highly effective
people.
Meeting is set with  Roles of  Workplace/  Case formulation  Oral Questioning
relevant people individuals in Assessment location  Life narrative inquiry  Written Exam
suggesting and  Pens, papers, writing  Standardize test  Performance test
making implements  Simulation  Third party report
and challenges in
innovation.
and responsibility.
 Seven habits of
highly effective
people.
Ideas for follow up  Roles of  Workplace/  Case formulation  Oral Questioning
are review and individuals in Assessment location  Life narrative inquiry  Written Exam
selected based on suggesting and  Pens, papers, writing  Standardize test  Performance test
feedback making implements  Simulation  Third party report
and challenges in
innovation.
and responsibility.
 Seven habits of
highly effective
people.
Critical inquiry  Roles of  Workplace/  Case formulation  Oral Questioning
method is used to individuals in Assessment location  Life narrative inquiry  Written Exam
discuss and develop suggesting and  Pens, papers, writing  Standardize test  Performance test
ideas with others making implements  Simulation  Third party report
and challenges in
innovation.
and responsibility.
 Seven habits of
highly effective
people.
LO3. INTEGRATE IDEAS FOR CHANGE IN THE WORKPLACE

Criteria Method
Critical inquiry  Roles of individuals  Workplace/  Case formulation  Oral Questioning
method is used to in suggesting and Assessment location  Life narrative  Written Exam
integrate different making  Pens, papers, writing inquiry  Performance test
ideas for change of improvements. implements  Standardize test  Third party report
key people  Positive impacts and  Simulation
challenges in
innovation.
 Types of changes and
responsibility.
 Seven habits of
highly effective
people.
 Basic research skills.
Summarizing,  Roles of individuals  Workplace/  Case formulation  Oral Questioning
analyzing and in suggesting and Assessment location  Life narrative  Written Exam
generalizing skills making  Pens, papers, writing inquiry  Performance test
are used to extract improvements. implements  Standardize test  Third party report
salient points in the  Positive impacts and  Simulation
pool of ideas. challenges in
innovation.
responsibility.
 Seven habits of
highly effective
people.
Reporting skills are  Roles of individuals  Workplace/  Case formulation  Oral Questioning
likewise used to in suggesting and Assessment location  Life narrative  Written Exam
communicate results making  Pens, papers, writing inquiry  Performance test
improvements. implements  Standardize test  Third party report
 Positive impacts and  Simulation
challenges in
innovation.
responsibility.
 Seven habits of
highly effective
people.
Current Issues and  Roles of individuals  Workplace/  Case formulation  Oral Questioning
concerns on the in suggesting and Assessment location  Life narrative  Written Exam
systems, processes making  Pens, papers, writing inquiry  Performance test
and procedures, as improvements. implements  Standardize test  Third party report
well as the need for  Positive impacts and  Simulation
simple innovative challenges in
practices are innovation.
identified.  Types of changes and
responsibility.
 Seven habits of
highly effective
people.
Unit of Competency : PRESENT RELEVANT INFORMATION
Module Title : PRESENTING RELEVANT INFORMATION

Attitudes to present data/information appropriately

LO1. Gather Data/Information
LO2. Assess gathered data/information
LO1. GATHER DATA/INFORMATION

Criteria Method
Evidence, facts and  Organisational  Workplace/  Case formulation  Oral Questioning
information are protocols Assessment  Life narrative  Written Exam
collected  Confidentiality location inquiry  Performance test
 Accuracy  Pens, papers,  Standardize test  Third party report
 Business writing  Simulation
mathematics and implements
statistics
 Data analysis
techniques/
procedures
 Reporting
requirements to a
range of audiences
 Legislation, policy
and procedures
relating to the
conduct of
evaluations
 Organisational
values, ethics and
codes of conduct
Evaluation, terms of  Organisational  Workplace/  Case formulation  Oral Questioning
reference and protocols Assessment  Life narrative  Written Exam
conditions are  Confidentiality location inquiry  Performance test
reviewed to determine  Accuracy  Pens, papers,  Standardize test  Third party report
whether  Business writing  Simulation
data/information falls mathematics and implements
within project scope statistics
 Data analysis
techniques/
procedures
 Reporting
requirements to a
range of audiences
and procedures
relating to the
conduct of
evaluations
 Organisational
values, ethics and
codes of conduct
LO2. ASSESS GATHERED DATA/INFORMATION

Criteria Method
Validity of data/  Business  Determine data /  Case formulation  Written Exam
information is mathematics and information  Life narrative  Oral Questioning
assessed statistics  Studied and inquiry  Portfolio
 Data analysis applied gathered  Standardize test
techniques/ data/ information  Simulation
procedures  Recorded and
 Reporting studied data/
requirements to a information
range of audiences
and procedures
Analysis techniques  Business  Determine  Case formulation  Written Exam
are applied to assess mathematics and data /  Life narrative  Oral Questioning
data/ information. statistics information inquiry  Portfolio
 Data analysis  Studied and  Standardize test
techniques/ applied gathered  Simulation
procedures data/
 Reporting information
requirements to a  Recorded and
range of audiences studied data/
 Legislation, policy information
and procedures
Trends and anomalies  Business  Determine data /  Case formulation  Written Exam
are identified mathematics and information  Life narrative  Oral Questioning
statistics  Studied and inquiry  Portfolio
range of audiences
and procedures
Data analysis  Business  Determine data /  Case formulation  Written Exam
mathematics and information  Life narrative  Oral Questioning
statistics  Studied and inquiry  Portfolio
range of audiences
and procedures
Unit of Competency : PRACTICE OCCUPATIONAL HEALTH AND SAFETY

PROCEDURES
Module Title : PRACTICING OCCUPATIONAL HEALTH AND

SAFETY
PROCEDURES
Module Descriptor : This module covers the knowledge, skills and attitudes required
to comply with the regulatory and organizational requirements
for occupational health and safety such as identifying, evaluating
and maintaining occupational health and safety (OHS)
awareness.
LO1. Identify hazards and risks

LO2. Evaluate hazards and risks
LO3. Control hazards and risks
LO4. Maintain occupational health and safety awareness
LO1. IDENTIFY HAZARDS AND RISKS

Criteria Method
Workplace hazards  Hazards and risks  Workplace  Interactive-lecture Situation analysis
and risks are identification and  Personal protective  Simulation Interview
identified and clearly control equipment (PPE)  Symposium Practical
explained  Organizational  Learning guides  Group dynamics examination
safety and health  Hand-outs Written exam
protocol o Organizational
 Threshold limit safety and
value (TLV) health protocol
 OHS indicator o OHS indicators
o Threshold limit
values
o Hazards/risk
identification
and control
 CD’s, VHS tapes,
transparencies
Hazards/risks and its  Hazards and risks  Workplace  Interactive-lecture Situation analysis
corresponding identification and  Personal protective  Simulation Interview
indicators are control equipment (PPE)  Symposium Practical
identified in with the  Organizational  Learning guides  Group dynamics examination
company procedures safety and health  Hand-outs Written exam
protocol o Organizational
OHS indicator o OHS indicators
o Threshold limit
values
o Hazards/risk
identification
and control
CD’s, VHS tapes,
transparencies
Contingency measures  Hazards and risks  Workplace  Interactive-lecture Situation analysis
are recognized and identification and  Personal protective  Simulation Interview
established in control equipment (PPE)  Symposium Practical
accordance with  Organizational  Learning guides  Group dynamics examination
organizational safety and health  Hand-outs Written exam
procedures protocol o Organizational
OHS indicator o OHS indicators
o Threshold limit
values
o Hazards/risk
identification
and control
CD’s, VHS tapes,
transparencies
LO2. EVALUATE HAZARDS AND RISKS

Criteria Method
Terms of maximum  TLV table  Hand-outs  Interactive-lecture Interview
tolerable limits are  Philippines OHS o Philippine  Situation analysis Written exam
identified based on standards OHS  Simulation Simulation
the threshold limit  Effect of hazards standards  Symposium
values (TLV) in the workplace o Effect of  Group dynamics
 Ergonomics hazards in the Film viewing
 EGG Regulations workplace
o Ergonomics
o EGG
regulation
 TLV Table
 CD’s, VHS tapes
Effects of hazards are  TLV table  Hand-outs  Interactive-lecture Interview

determined  Philippines OHS o Philippine  Situation analysis Written exam
standards OHS  Simulation Simulation
 Effect of hazards standards  Symposium
in the workplace o Effect of  Group dynamics
 Ergonomics hazards in the Film viewing
EGG Regulations workplace
o Ergonomics
o EGG
regulation
 TLV Table
OHS issues and  TLV table  Hand-outs  Interactive-lecture Interview

concerns are  Philippines OHS o Philippine  Situation analysis Written exam
identified in standards OHS  Simulation  Simulation
accordance with  Effect of hazards standards  Symposium
workplace in the workplace o Effect of  Group dynamics
requirements and  Ergonomics hazards in the  Film viewing
relevant workplace EGG Regulations workplace
OHS legislation o Ergonomics
o EGG
regulation
 TLV Table
LO3. CONTROL HAZARDS AND RISKS

Criteria Method
OHS procedures for  Safety regulation Handouts on  Interactive lecture  Written
controlling hazards  Clean air act Safety Regulations  Symposium examination
and risk are strictly  Electrical and fire Clean air act  Film viewing  Interview
followed safety code Electrical and fire safety  Group dynamics  Case/ situation
 Waste management code  Self-paced analysis
 Disaster  Waste management instruction  Simulation
preparedness and  Disaster preparedness
management and management
 Contingency  Contingency measures
measures and and procedures
procedures  OHS personal records
 PPE
transparencies
Procedures in dealing  Safety regulation  Handouts on  Interactive lecture  Written
with workplace  Clean air act  Safety Regulations  Symposium examination
accidents, fire and  Electrical and fire  Clean air act  Film viewing  Interview
emergencies are safety code  Electrical and fire safety  Group dynamics  Case/ situation
followed in  Waste management code  Self-paced analysis
accordance with the  Disaster  Waste management instruction  Simulation
organization’s OHS preparedness and  Disaster preparedness
policies management and management
Contingency  Contingency measures
 PPE
CD’s, VHS tapes,
transparencies
Personal protective  Safety regulation  Handouts on  Interactive lecture  Written
equipment (PPE) is  Clean air act  Safety Regulations  Symposium examination
correctly used in  Electrical and fire  Clean air act  Film viewing  Interview
accordance with safety code  Electrical and fire safety  Group dynamics  Case/situation
organization’s OHS  Waste management code  Self-paced analysis
procedures and  Disaster  Waste management instruction  Simulation
practices preparedness and  Disaster preparedness
management and management
Contingency  Contingency measures
 PPE
transparencies
Procedures in  Safety regulation  Handouts on  Interactive lecture  Written
providing appropriate  Clean air act  Safety Regulations  Symposium examination
assistance in the  Electrical and fire  Clean air act  Film viewing  Interview
event of workplace safety code  Electrical and fire safety  Group dynamics  Case/ situation
emergencies are  Waste management code  Self-paced analysis
identified in line with  Disaster  Waste management instruction  Simulation
the established preparedness and  Disaster preparedness
organizational management and management
protocol Contingency  Contingency measures
 PPE
transparencies
LO4. MAINTAIN OCCUPATIONAL HEALTH AND SAFETY AWARENESS

Criteria Method
Procedures in  Operational health  PPE  Interactive lecture  Demonstration
emergency related and safety  OHS personal  Symposium  Interview
drill are strictly procedure, records  Film viewing  Written
followed in line with practices and  CD’s, VHS tapes,  Group dynamics examination
the established regulations transparencies  Self-paced  Portfolio
organization  Emergency-  Health record instruction assessment
guidelines and related drills and
procedures. training
OHS personal records  Operational health  PPE  Interactive lecture  Demonstration
are filled up in and safety  OHS personal  Symposium  Interview
accordance with procedure, records  Film viewing  Written
workplace practices and  CD’s, VHS tapes,  Group dynamics examination
requirements. regulations transparencies Self-paced instruction  Portfolio
Emergency-related Health record assessment
drills and training
PPE are maintained in  Operational health  PPE  Interactive lecture  Demonstration
line with organization and safety  OHS personal  Symposium  Interview
guidelines and procedure, records  Film viewing  Written
procedures. practices and  CD’s, VHS tapes,  Group dynamics examination
regulations transparencies  Self-paced  Portfolio
Emergency-related  Health record instruction assessment
drills and training
Unit of Competency : EXERCISE EFFICIENT AND EFFECTIVE

SUSTAINABLE
PRACTICE IN THE WORKPLACE
Module Title : EXERCISING EFFICIENT AND EFFECTIVE

SUSTAINABLE
PRACTICE IN THE WORKPLACE

Attitudes requires to exercise efficient and effective
sustainable practice in the workplace.
LO1. Identify the efficiency and effectiveness of resource utilization

LO2. Determine causes of inefficiency and/or ineffectiveness of
LO3. Convey inefficient and ineffective environmental practices
LO1. IDENTIFY THE EFFICIENCY AND EFFECTIVENESS OF RESOURCE

UTILIZATION

Criteria Method
Required resource  Importance of  Measured required  Workplace  Written Exam
utilization in the Environmental resource utilization  Tools  Oral Questioning
workplace is Literacy in the workplace  Simulation  Demonstration
measured using  Environmental using appropriate  Observation
appropriate Work Procedures techniques
techniques  Waste  Recorded data in
Minimization accordance with
 Efficient Energy workplace protocol
Consumptions  Identified causes
of inefficiency
and/or
ineffectiveness
through deductive
reasoning
 Validate the
identified causes of
inefficiency and/or
ineffectiveness thru
established
environmental
procedures
 Report efficiency
and effectives of
to appropriate
personnel
 Clarify feedback on
information/
concerns raised
with appropriate
personnel
Data are recorded in  Importance of  Measured required  Workplace  Written Exam
accordance with Environmental resource utilization  Tools  Oral Questioning
workplace protocol Literacy in the workplace  Simulation  Demonstration
 Environmental using appropriate  Observation
Work Procedures techniques
 Waste  Recorded data in
Minimization accordance with
 Efficient Energy workplace protocol
Consumptions  Identified causes
of inefficiency
and/or
ineffectiveness
through deductive
reasoning
 Validate the
inefficiency and/or
established
environmental
procedures
and effectives of
to appropriate
personnel
information/
concerns raised
with appropriate
personnel
Recorded data are  Importance of  Measured required  Workplace  Written Exam

compared to Environmental resource utilization  Tools  Oral Questioning
determine the Literacy in the workplace  Simulation  Demonstration
efficiency and  Environmental using appropriate  Observation
effectiveness of Work Procedures techniques
resource utilization  Waste  Recorded data in
according to Minimization accordance with
established  Efficient Energy workplace protocol
environmental work Consumptions  Identified causes
procedures of inefficiency
and/or
ineffectiveness
through deductive
reasoning
 Validate the
inefficiency and/or
established
environmental
procedures
and effectives of
to appropriate
personnel
information/
concerns raised
with appropriate
personnel
LO2. DETERMINE CAUSES OF INEFFICIENCY AND/OR INEFFECTIVENESS OF
RESOURCE UTILIZATION

Criteria Method
Potential causes of  Measured required Workplace Self-study Written Exam
inefficiency and/or resource utilization Tools Video conferencing Oral Questioning
ineffectiveness are in the workplace Simulation Film viewing Demonstration
listed using appropriate Observation Simulation
techniques  PPE
 Recorded data in
accordance with
workplace protocol
 Identified causes of
inefficiency and/or
ineffectiveness
through deductive
reasoning
 Validate the
inefficiency and/or
established
environmental
procedures
and effectives of
to appropriate
personnel
information/concern
s raised with
appropriate
personnel
Causes of  Measured required Workplace Self-study Written Exam
identified through using appropriate Observation Simulation
deductive techniques  PPE
reasoning  Recorded data in
accordance with
workplace protocol
inefficiency and/or
ineffectiveness
through deductive
reasoning
 Validate the
inefficiency and/or
established
environmental
procedures
and effectives of
to appropriate
personnel
information/concern
s raised with
appropriate
personnel
Identified causes of  Measured required Workplace Self-study Written Exam
validated thru using appropriate Observation Simulation
established techniques  PPE
environmental  Recorded data in
procedures accordance with
workplace protocol
inefficiency and/or
ineffectiveness
through deductive
reasoning
 Validate the
inefficiency and/or
established
environmental
procedures
and effectives of
to appropriate
personnel
information/concern
s raised with
appropriate
personnel
Unit of Competency : PRACTICE ENTREPRENEURIAL SKILLS IN
A WORKPLACE
Module Title : PRACTICING ENTREPRENEURIAL SKILLS IN

A WORKPLACE
Module Descriptor : This unit covers the outcomes required to

apply entrepreneurial workplace best
practices and implement cost-effective
operations.
PREREQUISITE :
Summary of Learning Outcomes:

Upon completion of this module, the students/ trainees will be able to:
LO1. Apply entrepreneurial workplace best practices.

LO2. Communicate entrepreneurial workplace best practices..
LO3. Implement cost effective operations.

Criteria Methods
 Good practices  Case studies on  Workplace best  Case Study  Case Study
relating to Best practices, policies  Lecture/  Written Test
workplace entrepreneurial and criteria Discussion  Interview
operations are practices  Resource utilization
observed and  Discussion on  Ways in fostering
selected Quality entrepreneurial
following procedures and attitudes:
workplace practices - Patience
policy.  Case studies on - Honesty
Cost - Quality
consciousness in consciousness
resource - Safety
utilization consciousness
- Resourcefulness
 Quality  Case studies on  Workplace best  Case Study  Case Study
procedures and Best practices, policies  Lecture/  Written Test
practices are entrepreneurial and criteria Discussion  Interview
complied with practices  Resource utilization
according to  Discussion on  Ways in fostering
workplace Quality entrepreneurial
requirement procedures and attitudes:
practices - Patience
 Case studies on - Honesty
Cost - Quality
resource - Safety
- Resourcefulness
 Cost-conscious  Case studies on  Workplace best  Case Study  Case Study

habits in Best practices, policies  Lecture/  Written Test
resource entrepreneurial and criteria Discussion  Interview
utilization are practices  Resource utilization
applied based  Discussion on  Ways in fostering
on industry Quality entrepreneurial
standards procedures and attitudes:
practices - Patience
 Case studies on - Honesty
Cost - Quality
resource - Safety
- Resourcefulness
LO1. APPLY ENTREPRENEURIAL WORKPLACE BEST PRACTICES

Criteria Methods
 Observed good  Discussion on  Workplace best  Lecture  Written Test
practices communicating practices, policies  Demonstrat  Observation
relating to entrepreneurial and criteria ion
workplace workplace best  Resource utilization  Practical
operations are practices  Ways in fostering exercises
communicated entrepreneurial  Role Play
to appropriate attitudes:
person. - Patience
- Honesty
- Quality
consciousness
- Safety
consciousness
- Resourcefulness
 Observed  Discussion on  Workplace best  Lecture  Written Test

quality communicating practices, policies  Demonstrat  Observation
procedures and entrepreneurial and criteria ion
practices are workplace best  Resource utilization  Practical
communicated practices  Ways in fostering exercises
to appropriate entrepreneurial  Role Play
person attitudes:
- Patience
- Honesty
- Quality
consciousness
- Safety
consciousness
- Resourcefulness
 Cost-conscious  Discussion on  Workplace best  Lecture  Written Test
habits in communicating practices, policies  Demonstrat  Observation
resource entrepreneurial and criteria ion
utilization are workplace best  Resource utilization  Practical
communicated practices  Ways in fostering exercises
based on entrepreneurial  Role Play
industry attitudes:
standards - Patience
- Honesty
- Quality
consciousness
- Safety
consciousness
- Resourcefulness
LO2. COMMUNICATE ENTREPRENEURIAL WORKPLACE BEST PRACTICES
 Constructive  Case studies on  Optimization of  Case study  Case study

contributions to Preservation, workplace resources  Lecture/  Written Test
office operations are optimization and  5S procedures and Discussion  Interview
made according to judicious use of concepts
enterprise workplace  Criteria for cost
requirements. resources effectiveness
 Workplace
productivity
 Impact of
entrepreneurial
mindset to workplace
productivity
 Ways in fostering
entrepreneurial
attitudes:
o Quality
consciousness
o Safety
consciousness
 Ability to work  Case studies on  Optimization of  Case study  Case study
within one’s allotted Preservation, workplace resources  Lecture/  Written Test
time and finances is optimization and  5S procedures and Discussion  Interview
sustained. judicious use of concepts
workplace  Criteria for cost
resources effectiveness
 Workplace
productivity
 Impact of
entrepreneurial
productivity
entrepreneurial
attitudes:
o Quality
consciousness
o Safety
consciousness
LO3. IMPLEMENT COST EFFECTIVE OPERATIONS

Criteria Methods
 Preservation  Case studies on  Optimization of  Case study  Case study
and Preservation, workplace resources  Lecture/  Written Test
optimization of optimization and  5S procedures and Discussion  Interview
workplace judicious use of concepts
resources is workplace  Criteria for cost
implemented in resources effectiveness
accordance  Workplace
with enterprise productivity
policy  Impact of
entrepreneurial
mindset to
workplace
productivity
entrepreneurial
attitudes:
o Quality
consciousness
o Safety
consciousness
 Judicious use of  Case studies on  Optimization of  Case study  Case study
workplace Preservation, workplace resources  Lecture/  Written Test
tools, optimization and  5S procedures and Discussion  Interview
equipment and judicious use of concepts
materials are workplace  Criteria for cost
observed resources effectiveness
according to  Workplace
manual and productivity
work  Impact of
requirements entrepreneurial
productivity
entrepreneurial
attitudes:
o Quality
consciousness
o Safety
consciousness
Common Competencies
(20 Hours)
Common Competencies
1. Apply appropriate 1.1. Applying appropriate 1.1.1. Identify appropriate
sealant/adhesive sealant/adhesive sealant/adhesive
1.1.2. Prepare surface for
4 hours
sealant/adhesive
1.1.3. Apply sealant/adhesive
evenly
1.1.4. Store/dispose of
sealant/adhesive
2. Move and position 2.1. Moving and position 2.1.1. Prepare vehicles for driving
vehicle vehicle 2.1.2. Move and position vehicle 4 hours
2.1.3. Check the vehicle
3. Perform mensuration 3.1. Performing 3.1.1. Select measuring
and calculation mensuration and instruments
calculation 3.1.2. Carry-out measurement and
4 hours
calculation
3.1.3. Maintain measuring
instruments
4. Read, interpret, and 4.1. Reading, interpreting 4.1.1. Identify and access
apply specifications and apply manual/specification
and manuals specifications and 4.1.2. Interpret manuals
2 hours
manuals 4.1.3. Apply information in
manual
2.1.4. Store manuals
5. Use and apply 5.1. Using and applying 5.1.1. Identify types of
lubricants/coolant lubricants/ coolant lubricants/coolant
5.1.2. Use and apply
2 hours
lubricants/coolant
5.1.3. Perform housekeeping
activities
6.Perform shop 6.1. Performing shop 6.1.1. Inspect/clean tools and
maintenance maintenance work area
6.1.2. Store/arrange tools and
4 hours
shop equipment
6.1.3. Dispose wastes/used
lubricants
6.1.4. Report damaged
tools/equipment
Unit of Competency : APPLY APPROPRIATE SEALANT/ADHESIVE
Module Title : APPLYING APPROPRIATE SEALANT/ADHESIVE
Module Descriptor : This module covers the selection and application of

sealant/adhesives particularly to identify appropriate sealant and
adhesives, prepare surface for sealant and adhesive, apply
sealant/adhesives evenly, and store unused/dispose used
sealant/adhesive properly.

Upon completion of this module, the trainee/student must be able to:
LO1. Identify appropriate sealant/adhesive

LO2. Prepare surface for sealant/adhesive application
LO3. Apply sealant/adhesive evenly
LO4. Store unused and dispose used sealant/adhesive.
LO1. IDENTIFY APPROPRIATE SEALANT.ADHESIVE

Criteria Method
Appropriate sealant  Use sealant and  Equipment/  Lecture  Written/oral
and adhesive are adhesive tools/instruments  demonstration examinations
identified  Types and o vehicle  Dualized training  Direct
classification of o Putty knife  Distance learning observation
sealant and o Gloves  Project method
adhesives o Apron  Interview
o Mask
o Scraper
 Supplies/
materials
o Gasket
o Ribbon sealer
o Different types of
sealant/ adhesives
 Instructional
materials
o Reference book
o Learning materials
o Modules
Sealant/ adhesive  Use sealant and  Equipment/  Lecture  Written/oral
selected in line adhesive tools/instruments  demonstration examinations
with job  Types and o vehicle  Dualized training  Direct
requirements and classification of o Putty knife  Distance learning observation
manufacturer’s sealant and o Gloves  Project method
specification adhesives o Apron  Interview
o Mask
o Scraper
 Supplies/
materials
o Gasket
o Ribbon sealer
sealant/ adhesives
 Instructional
materials
o Reference book
o Modules
Sealant/adhesive  Use sealant and  Equipment/  Lecture  Written/oral
checking is adhesive tools/instruments  demonstration examinations
performed to  Types and o vehicle  Dualized training  Direct
ensure that product classification of o Putty knife  Distance learning observation
is fit for use sealant and o Gloves  Project method
o Mask
o Scraper
 Supplies/
materials
o Gasket
o Ribbon sealer
sealant/ adhesives
 Instructional
materials
o Reference book
o Modules
Work safety  Use sealant and  Equipment/  Lecture  Written/oral
procedure are adhesive tools/instruments  demonstration examinations
applied  Types and o vehicle  Dualized training  Direct
classification of o Putty knife  Distance learning observation
o Mask
o Scraper
 Supplies/
materials
o Gasket
o Ribbon sealer
sealant/ adhesives
 Instructional
materials
o Reference book
o Modules
LO2. PREPARE SURFACE FOR SEALANT/ADHESIVE APPLICATION

Criteria Method
 Types of sealant and  Types of surface  Equipment/tools  Lecture  Written/oral
adhesives are material and /instruments  demonstration examinations
identified according appropriate sealant/ o vehicle  Dualized training  Direct
to surface. adhesive to be used. o Putty knife  Distance learning observation
 Techniques and o Gloves  Project method
procedures in o Apron  Interview
preparing surfaces o Mask
for sealant/ o Scraper
adhesive o Sander
 Supplies/
materials
o Paper
o Pencil
o Solvent
o Sand paper
 Instructional
materials
o Reference book
o Learning
materials
o Modules
Surface materials are  Types of surface  Equipment/tools  Lecture  Written/oral
identified as per material and /instruments  demonstration examinations
construction appropriate sealant/ o vehicle  Dualized training  Direct
adhesive to be used. o Putty knife  Distance learning observation
adhesive o Sander
 Supplies/
materials
o Paper
o Pencil
o Solvent
o Sand paper
 Instructional
materials
o Reference book
o Learning
materials
o Modules
Surface is cleaned and  Types of surface  Equipment/tools  Lecture  Written/oral
free of moisture, dust material and /instruments  demonstration examinations
and other foreign appropriate sealant/ o vehicle  Dualized training  Direct
matters to ensure adhesive to be used. o Putty knife  Distance learning observation
maximum adhesion or  Techniques and o Gloves  Project method
seal. procedures in o Apron  Interview
adhesive o Sander
 Supplies/
materials
o Paper
o Pencil
o Solvent
o Sand paper
 Instructional
materials
o Reference book
o Learning
materials
o Modules
Safety is observed  Types of surface  Equipment/tools  Lecture  Written/oral
while performing job. material and /instruments  demonstration examinations
appropriate sealant/ o vehicle  Dualized training  Direct
adhesive to be used. o Putty knife  Distance learning observation
adhesive o Sander
 Supplies/
materials
o Paper
o Pencil
o Solvent
o Sand paper
 Instructional
materials
o Reference book
o Learning
materials
o Modules
LO3. APPLY SEALANT/ADHESIVE EVENLY

Criteria Method
 Sealant/adhesive is • Use of sealant and  Equipment/tools/  Lecture  Written/oral
applied evenly on adhesive instruments  demonstration examinations
the surface in line • Types and o vehicle  Dualized training  Direct
with manufacturer’s classification of o Putty knife  Distance learning observation
specification sealant and o Gloves  Project method
• Tools and materials o Mask
to be used in o Scraper
applying sealant/
o Sander
adhesive
• Techniques in  Supplies/
applying sealant/ materials
adhesive o Paper
• Safety o Pencil
requirements in o Solvent
applying sealant/ o Sand paper
adhesive  Instructional
materials
o Reference book
o Learning
materials
o Modules
Excess • Use of sealant and  Equipment/tools/  Lecture  Written/oral
sealant/adhesive is adhesive instruments  demonstration examinations
removed by sanding • Types and o vehicle  Dualized training  Direct
or by scrapping classification of o Putty knife  Distance learning observation
applying sealant/
o Sander
adhesive
adhesive o Paper
• Safety o Pencil
materials
o Reference book
o Learning
materials
o Modules
 Tools and equipment • Use of sealant and  Equipment/tools/  Lecture  Written/oral
used to apply adhesive instruments  demonstration examinations
sealant/adhesive are • Types and o vehicle  Dualized training  Direct
appropriate to job classification of o Putty knife  Distance learning observation
requirements sealant and o Gloves  Project method
applying sealant/
o Sander
adhesive
adhesive o Paper
• Safety o Pencil
materials
o Reference book
o Learning
materials
o Modules
 Safety are observed Use of sealant and  Equipment/tools/  Lecture Written/oral
and PPE are worn in adhesive instruments  demonstration examinations
accordance with • Types and o vehicle  Dualized training Direct observation
industry SOP classification of o Putty knife  Distance learning Project method
sealant and o Gloves Interview
adhesives o Apron
applying sealant/
o Sander
adhesive
• Techniques in  Supplies/materials
applying sealant/ o Paper
adhesive o Pencil
• Safety o Solvent
requirements in o Sand paper
applying sealant/  Instructional
adhesive materials
o Reference book
o Learning
materials
o Modules
 Hazards associated • Use of sealant and  Equipment/tools/  Lecture  Written/oral
with the use of adhesive instruments  demonstration examinations
sealant and • Types and o vehicle  Dualized training  Direct
adhesives are classification of o Putty knife  Distance learning observation
identified. sealant and o Gloves  Project method
applying sealant/
o Sander
adhesive
adhesive o Paper
• Safety o Pencil
materials
o Reference book
o Learning
materials
o Modules
LO4. STORE UNUSED AND DISPOSE USED SEALANT/ADHESIVE

Criteria Method
 Sealant/ adhesive are Sealant/  Equipment/tools/  Lecture  Written/oral
stored as per adhesive storing instruments  demonstration examinations
prescribed procedures. o vehicle  Dualized training  Direct
procedure Waste disposal o Putty knife  Distance learning observation
standard o Gloves  Project method
procedures o Apron  Interview
Hazards associated o Mask
with improper o Scraper
waste disposal o Sander
 Supplies/
materials
o Paper
o Pencil
o Solvent
o Sand paper
 Instructional
materials
o Reference book
o Learning
materials
o Modules
 Wastes are disposed Sealant/  Equipment/tools/  Lecture  Written/oral
as per workshop adhesive storing instruments  demonstration examinations
SOP. procedures. o vehicle  Dualized training  Direct
Waste disposal o Putty knife  Distance learning observation
adhesive  Supplies/
materials
o Paper
o Pencil
o Solvent
o Sand paper
 Instructional
materials
o Reference book
o Learning
materials
o Modules
 Safe handling of Sealant/  Equipment/tools/  Lecture  Written/oral
sealant/ adhesive is adhesive storing instruments  demonstration examinations
observed. procedures. o vehicle  Dualized training  Direct
Waste disposal o Putty knife  Distance learning observation
adhesive  Supplies/
materials
o Paper
o Pencil
o Solvent
o Sand paper
 Instructional
materials
o Reference book
o Learning
materials
o Modules
Unit of Competency : PERFORM MENSURATION AND CALCULATION
Module Title : PERFORMING MENSURATION AND CALCULATION
Module Descriptor :
This module covers the knowledge, skills and
Attitudes and values needed identify, care, handle
and use measuring instruments.

LO1. Select measuring instruments

LO2. Carry out measurement and calculation
LO3. Maintain measuring instruments
LO1. SELEECT MEASURING INSTRUMENTS

Criteria Method
 Object component  Visualizing  Classroom for  Actual  Actual
measured is objects and shapes discussion demonstration demonstration
identified and specifically  Workplace  Classroom  Direct
interpreted geometric shapes. Location discussions observation
according to  Interpreting  Problems to solve  Written test
appropriate Formulas for  Measuring  Oral questioning
geometric shape volume, areas, and instruments
perimeters of  Instructional
plane and materials relevant
geometric figures. to the propose
 Measuring activity
Instruments/Meas
uring Tools
 Proper handling of
measuring
instruments
 Measuring tools are  Visualizing  Classroom for  Actual  Actual
selected, identified objects and shapes discussion demonstration demonstration
per object specifically  Workplace  Classroom  Direct
measured geometric shapes. Location discussions observation
according to job  Interpreting  Problems to solve  Written test
requirements Formulas for  Measuring  Oral questioning
volume, areas, and instruments
Instruments/Meas
uring Tools
measuring
instruments
 Correct  Visualizing  Classroom for  Actual  Actual
specifications are objects and shapes discussion demonstration demonstration
obtained from specifically  Workplace  Classroom  Direct
relevant sources geometric shapes. Location discussions observation
 Interpreting  Problems to solve  Written test
Formulas for  Measuring  Oral questioning
Instruments/Meas
uring Tools
measuring
instruments
 Measuring  Visualizing  Classroom for  Actual  Actual
instruments are objects and shapes discussion demonstration demonstration
selected according specifically  Workplace  Classroom  Direct
to job requirements geometric shapes. Location discussions observation
 Interpreting  Problems to solve  Written test
Instruments/Meas
uring Tools
measuring
instruments
 Alternative  Visualizing  Classroom for  Actual  Actual
measuring tools are objects and shapes discussion demonstration demonstration
used without specifically  Workplace  Classroom  Direct
sacrificing cost and geometric shapes. Location discussions observation
quality of work  Interpreting  Problems to solve  Written test
Instruments/Meas
uring Tools
measuring
instruments
Measurements are Visualizing objects  Classroom for  Actual  Actual
obtained according and shapes discussion demonstration demonstration
to job specification specifically  Workplace Location  Classroom  Direct
geometric shapes.  Problems to solve discussions observation
Interpreting  Measuring  Written test
Formulas for instruments  Oral questioning
volume, areas, and  Instructional
perimeters of plane materials relevant to
and geometric the propose activity
figures.
Measuring
Instruments/Measuri
ng Tools
Proper handling of
measuring
instruments
LO2. CARRY OUT MEASUREMENT AND CALCULATION

Criteria Method
Accurate  Trade  Classroom for  Lecture -  Oral questioning
measurements are Mathematics/ discussion Demonstration  Direct
obtained from or Mensuration  Workplace  Self-paced observation
according to job - Four fundamental Location Instruction  Written test
requirements operation  Problems to solve  Group Discussion
- Kinds of  Measuring
measurement instruments
- Dimensions  Instructional
- Ratio and materials relevant
Proportion to the propose
- Trigonometric activity
Functions
- Algebraic
Equations
- Fractions,
Percentage and
Decimals
Conversion
Alternative  Trade  Classroom for  Lecture -  Oral questioning
measuring tools are Mathematics/ discussion Demonstration  Direct
used without Mensuration  Workplace  Self-paced observation
sacrificing cost and - Four Location Instruction  Written test
quality work fundamental  Problems to solve  Group Discussion
operation  Measuring
- Kinds of instruments
measurement  Instructional
- Dimensions materials relevant
to the propose
- Ratio and activity
Proportion
- Trigonometric
Functions
- Algebraic
Equations
- Fractions,
Percentage and
Decimals
Conversion
Calculation needed to  Trade  Classroom for  Lecture -  Oral questioning
complete work tasks Mathematics/ discussion Demonstration  Direct
are performed using Mensuration  Workplace  Self-paced observation
the four- - Four fundamental Location Instruction  Written test
fundamental operation  Problems to solve  Group Discussion
operation - Kinds of  Measuring
(addition, measurement instruments
subtraction, - Dimensions  Instructional
multiplication and materials relevant
division) including
- Ratio and
but not limited to activity
trigonometric - Trigonometric
Functions
functions and
algebraic - Algebraic
computations. Equations
- Fractions,
Percentage and
Decimals
Conversion
Calculation involving  Trade  Classroom for  Lecture -  Oral questioning

functions, Mathematics/ discussion Demonstration  Direct
percentages and Mensuration  Workplace  Self-paced observation
mixed numbers are - Four fundamental Location Instruction  Written test
used to complete operation  Problems to solve  Group Discussion
workplace tasks - Kinds of  Measuring
Functions
- Algebraic
Equations
- Fractions,
Percentage and
Decimals
Conversion
Numerical  Trade  Classroom for  Lecture -  Oral questioning
computation is self- Mathematics/ discussion Demonstration  Direct
checked and Mensuration  Workplace  Self-paced observation
corrected for - Four fundamental Location Instruction  Written test
accuracy operation  Problems to solve  Group Discussion
- Kinds of  Measuring
Functions
- Algebraic
Equations
- Fractions,
Percentage and
Decimals
Conversion
Systems of  Trade  Classroom for  Lecture -  Oral questioning
measurements is Mathematics/ discussion Demonstration  Direct
identified and Mensuration  Workplace  Self-paced observation
converted according - Four fundamental Location Instruction  Written test
to job requirements operation  Problems to solve  Group Discussion
/ISO.8. Work-pieces - Kinds of  Measuring
are measured measurement instruments
according to job - Dimensions  Instructional
requirements materials relevant
- Ratio and
Functions
- Algebraic
Equations
- Fractions,
Percentage and
Decimals
Conversion
LO3. MAINTAIN MEASURING INSTRUMENTS

Criteria Method
 Measuring  Handling and  PPE  Interactive lecture  Demonstration
instrument must caring measuring  OHS personal  Symposium  Interview
kept free from instruments records  Film viewing  Written
corrosion  Calibrating  CD’s, VHS tapes,  Group dynamics examination
instruments transparencies  Self-paced  Portfolio
 Safe handling  Learning modules instruction assessment
procedures in using  Engine parts
measuring
instruments
 Storing measuring
instruments
instruments not caring measuring  OHS personal  Symposium  Interview
dropped to avoid instruments records  Film viewing  Written
damages  Calibrating  CD’s, VHS tapes,  Group dynamics examination
measuring
instruments
instruments
instruments caring measuring  OHS personal  Symposium  Interview
cleaned before instruments records  Film viewing  Written
and after using  Calibrating  CD’s, VHS tapes,  Group dynamics examination
measuring
instruments
instruments
Unit of Competency : READ, INTERPRET AND APPLY SPECIFICATION AND

MANUALS
Module Title : READING, INTERPRETING AND APPLYING

SPECIFICATION AND MANUALS
Module Descriptor : This module covers the knowledge, skills and attitudes required
to comply with identifying, and applying service specification
manuals, maintenance procedure manuals, and periodic
maintenance manuals.

LO1. Identify and access manuals/specification

LO2. Interpret manuals
LO3. Apply information in manual
LO4. Store manuals
Details of learning Outcome:
LO1. IDENTIFY AND ACCESS MANUALS/SPECIFICATION

Criteria Method
Appropriate manuals  Types of manuals  Equipment  Self-paced  Interview
are identified and  Identification of o Audio-visual instruction  Written test/
accessed as per job symbols used in the equipment  Film viewing examination
requirements manuals Supplies and  Group discussion  Group discussion
 Identification of materials
o Manufacturer’s
unit of specification manual
measurements o Repair manual
 Unit of conversion o Maintenance
procedure manual
o Periodic
maintenance manual
Version and date of  Types of manuals  Equipment  Self-paced  Interview
manuals are checked  Identification of o Audio-visual instruction  Written test/
to ensure that correct symbols used in the equipment  Film viewing examination
specification and manuals Supplies and  Group discussion  Group discussion
procedures are  Identification of materials
identified unit of o Manufacturer’s
measurements specification manual
o Repair manual
 Unit of conversion
o Maintenance
procedure manual
o Periodic
maintenance manual
LO2. INTERPRET MANUALS

Criteria Method
 Relevant sections,  Manual reading  Equipment  Self-paced  Interview
chapter of and plan o Audio-visual instruction  Written test/
specification/man specifications equipment  Film viewing examination
uals are located in  Reading and  Supplies and  Group discussion  Observation with
relation; to the comprehension of materials questioning
work to be interpreting o Manufacturer’s
conducted manuals specification
 Written manual
communication o Repair manual
skills o Maintenance
 Signs and symbols procedure manual
 Electrical o Periodic
 Mechanical maintenance
manual
 Information and  Equipment  Self-paced  Interview

procedure in the o Audio-visual instruction  Written test/
manual are equipment  Film viewing examination
interpreted in  Supplies and Group discussion  Observation with
accordance with materials questioning
industry practices o Manufacturer’s
specification
manual
o Repair manual
o Maintenance
procedure manual
o Periodic
maintenance
manual
LO3. APPLY INFORMATION IN MANUAL

Criteria Method
Manuals is  Reading and  •Supplies and  Self-paced  Interview
interpreted comprehension materials instruction  Written test/
according to job skills required to  Manufacturer’s  Film viewing examination
requirements identify and specification manual  Group discussion  Observation with
interpret manuals  Repair manual questioning
and specification  Maintenance
 Accessing manual
information and data Periodic manual
 Work schedule
 Steps of work
Work steps are  Reading and  Supplies and  Self-paced  Interview

correctly identified comprehension materials instruction  Written test/
in accordance with skills required to  Manufacturer’s  Film viewing examination
manufacturer’s identify and specification manual Group discussion  Observation with
specifications interpret manuals  Repair manual questioning
information and data Periodic manual
 Work schedule
Steps of work
Manual data are  Reading and  Supplies and  Self-paced  Interview

applied according to comprehension materials instruction  Written test/
the given task skills required to  Manufacturer’s  Film viewing examination
identify and specification manual  Group discussion  Observation with
interpret manuals  Repair manual questioning
information and data  Periodic manual
 Work schedule
Steps of work
All correct  Reading and  Supplies and  Self-paced  Interview

sequencing and comprehension materials instruction  Written test/
adjustments are skills required to  Manufacturer’s  Film viewing examination
interpreted in identify and specification manual  Group discussion  Observation with
accordance with interpret manuals  Repair manual questioning
information and specification  Maintenance
information and data  Periodic manual
 Work schedule
 Steps of work
LO4. STORE MANUALS

Criteria Method
 Manuals on  5S procedure  Supplies and  Self-paced  Interview
specification are  Proper storage of materials instruction  Written
stored manual  Manufacturer’s  Film viewing test/examination
appropriately to specification  Group discussion  Observation with
ensure prevention manual questioning
of damage, ready  Repair manual
access and updating  Maintenance
of information procedure manual
when required in  Periodic
accordance with maintenance manual
company’s
requirements
Unit of Competency : MOVE AND POSITION VEHICLE

Module Title : MOVING AND POSITION VEHICLE
Module Descriptor : This module covers the knowledge, skills and attitude
required needed to move and position vehicle in a
workshop

LO1. Prepare vehicles for driving

LO2. Move and position vehicle
LO3. Check the vehicle
LO1. PREPARE VEHICLES FOR DRIVING

Criteria Method
Correct check-up  Safety in driving  Equipment/tools/  Lecture • Written and/or oral
procedures of  Engine system check- instrument  Demonstration examination
engine system is up procedure o Good running  Dualized training • Direct observation
performed  Tire inflation pressure condition vehicle  Distance learning • Project-based
specification o Car lift/bay  Film viewing • Interview
 Belt tension checking o Belt tension gauge
procedures  Supplies/materials
 Driver’s Code and o Paper
conduct o Pencil
o Brake fluid/engine
oil/coolant
 Instructional
materials
o Reference books
o Learning guides
o Modules
o CDs, VHS tapes,
transparencies
Tire inflation  Safety in driving  Equipment/tools/  Lecture • Written and/or oral
pressures checked  Engine system check- instrument  Demonstration examination
according to up procedure o Good running  Dualized training • Direct observation
manufacturer’s  Tire inflation pressure condition vehicle  Distance learning • Project-based
specification specification o Car lift/bay  Film viewing Interview
conduct o Pencil
oil/coolant
 Instructional
materials
o Reference books
o Learning guides
o Modules
o CDs, VHS tapes,
transparencies
Braking system and  Safety in driving  Equipment/tools/  Lecture • Written and/or oral
fluid level properly  Engine system check- instrument  Demonstration examination
checked up procedure o Good running  Dualized training • Direct observation
 Tire inflation pressure condition vehicle  Distance learning • Project-based
specification o Car lift/bay  Film viewing Interview
conduct o Pencil
oil/coolant
 Instructional
materials
o Reference books
o Learning guides
o Modules
o CDs, VHS tapes,
transparencies
Engine belt tension  Safety in driving  Equipment/tools/  Lecture • Written and/or oral
and other necessary  Engine system check- instrument  Demonstration examination
units are checked in up procedure o Good running  Dualized training • Direct observation
accordance with  Tire inflation pressure condition vehicle  Distance learning • Project-based
manual specification o Car lift/bay  Film viewing Interview
 Belt tension checking o Belt tension gauge 
conduct o Pencil
oil/coolant
 Instructional
materials
o Reference books
o Learning guides
o Modules
o CDs, VHS tapes,
transparencies
Lighting systems are  Safety in driving  Equipment/tools/  Lecture • Written and/or oral
checked according  Engine system check- instrument  Demonstration examination
to established up procedure o Good running  Dualized training • Direct observation
procedures  Tire inflation pressure condition vehicle  Distance learning • Project-based
specification o Car lift/bay  Film viewing Interview
conduct o Pencil
oil/coolant
 Instructional
materials
o Reference books
o Learning guides
o Modules
o CDs, VHS tapes,
transparencies
LO2. MOVE AND POSITION VEHICLES

Criteria Method
Vehicle to be moved  Starting an engine  Equipment, tools,  Lecture  Written exam
or repositioned is  Shifting gear instrument  Demonstration  Oral
or selected as per  Steering vehicle o Function, good,  Dualized training  Direct observation
job requirements  Brake application running condition  Distance learning  Project based
 Driving skills light vehicle  Interview
o Car lift, bay
o Belt tension
gauge
 Supplies and
materials
o Paper
o Pencil
 Instructional
materials
o Reference books
o Learning guides
o Modules
o CD’s, VHS tapes,
transparencies
Vehicle is driven  Starting an engine  Equipment, tools,  Lecture  Written exam
safely to a  Shifting gear instrument  Demonstration  Oral
designated location  Steering vehicle o Function, good,  Dualized training  Direct observation
according to job  Brake application running condition  Distance learning  Project based
specification  Driving skills light vehicle  Interview
o Car lift, bay
o Belt tension
gauge
 Supplies and
materials
o Paper
o Pencil
 Instructional
materials
o Reference books
o Learning guides
o Modules
transparencies
Vehicle is parked  Starting an engine  Equipment, tools,  Lecture  Written exam
properly following  Shifting gear instrument  Demonstration  Oral
safety procedures  Steering vehicle o Function, good,  Dualized training  Direct observation
and techniques  Brake application running condition  Distance learning  Project based
 Driving skills light vehicle  Interview
o Car lift, bay
o Belt tension
gauge
 Supplies and
materials
o Paper
o Pencil
 Instructional
materials
o Reference books
o Learning guides
o Modules
transparencies
LO3. CHECK THE VEHICLE

Criteria Method
Vehicle position  Oil level  Equipment/tools/  Lecture and or • Written and/or oral
checked as per  Brake fluid level instrument demonstration examination
requirement  Battery electrolytes  Functional, good  Dualized training • Direct Observation
 Tire pressure running condition  Distance learning • Project-based
 Clutch fluid light vehicle  Film viewing • Interview
 Position of driving  Car lift/ bay 
gear  Supplies/ materials
 Lighting and  Paper
warning devices  Pencil
 Instructional
materials
 Reference books
 Learning guides
 Modules
transparencies
Check-up  Oil level  Equipment/tools/  Lecture and or • Written and/or oral

procedures  Brake fluid level instrument demonstration examination
performed upon  Battery electrolytes  Functional, good  Dualized training • Direct Observation
parking  Tire pressure running condition  Distance learning • Project-based
 Position of driving  Car lift/ bay
 Instructional
materials
 Reference books
 Learning guides
 Modules
transparencies
Vehicle checked for  Oil level  Equipment/tools/  Lecture and or • Written and/or oral
external damage  Brake fluid level instrument demonstration examination
 Battery electrolytes  Functional, good  Dualized training • Direct Observation
 Tire pressure running condition  Distance learning • Project-based
 Position of driving  Car lift/ bay
 Instructional
materials
 Reference books
 Learning guides
 Modules
transparencies
Unit of Competency : USE AND APPLY LUBRICANT/COOLANT
Module Title : USING AND APPLYING LUBRICANT/COOLANT
Module Descriptor : This module covers the selection and application of different
lubricants, coolant, and its uses and application procedures.

LO1. Identify types of lubricants/coolant

LO2. Use and apply lubricants/coolant
LO3. Perform housekeeping activities

LO1. IDENTIFY TYPES OF LUBRICANTS/COOLANT

Criteria Method
 Correct  Lubrication  Supplies/ materials  Lecture  Written/oral
information on schedules - Engine oil  demonstration examinations
lubrication  Uses of coolants  Dualized training  Direct observation
- Gear oil
schedule is  Properties of  Distance learning  Project method
accessed and lubricant and
- Coolant/water  Interview
interpreted from coolant  Instructional
appropriate  Types of lubricant materials
manufacturers and application - Reference books
specifications  Hazards associated - Periodic
manuals with lubricants maintenance
- Lubricating
schedule
- Learning guides
- Modules
- CDs, VHS, tapes,
transparencies
 Type and quantity  Lubrication  Supplies/ materials  Lecture  Written/oral
of schedules - Engine oil  demonstration examinations
lubricants/coolant  Uses of coolants - Gear oil  Dualized training  Direct observation
is identified as per  Properties of  Distance learning  Project method
job requirements lubricant and
- Coolant/water  Interview
coolant  Instructional
 Types of lubricant materials
and application - Reference books
 Hazards associated - Periodic
with lubricants maintenance
- Lubricating
schedule
- Learning guides
- Modules
- CDs, VHS, tapes,
transparencies
LO2. USE AND APPLY LUBRICANTS/COOLANT

Criteria Method
 Correct procedure  Lubrication  Equipment/tools/  Lecture  Written/oral
for change of schedules instruments  demonstration examinations
lubricant is  Uses of coolants o vehicle  Dualized training  Direct observation
identified  Properties of o engine  Distance learning  Project method
following lubricant and o sets of wrenches  Interview
manufacturer’s coolant o oiler
specification or  Types of lubricant o Gloves
manual and application o Apron
 Hazards o Safety shoes
associated with o Goggles
lubricants o Grease gun
 Supplies/materials
o Engine oil
o Grease
o Gear oil
o Power steering
fluid
o Radiator coolant
 Instructional
materials
o Reference book
o Periodic
maintenance
manuals
o Service manuals
o Learning guides
- Modules
 Correct tools and  Lubrication  Equipment/tools/  Lecture  Written/oral
equipment are schedules instruments  demonstration examinations
selected and used  Uses of coolants o vehicle  Dualized training  Direct observation
in line with job  Properties of o engine  Distance learning  Project method
requirements lubricant and o sets of wrenches  Interview
coolant o oiler
 Types of lubricant o Gloves
and application o Apron
o Engine oil
o Grease
o Gear oil
o Power steering
fluid
o Radiator coolant
 Instructional
materials
o Reference book
o Periodic
maintenance
manuals
o Service manuals
o Learning guides
- Modules
 Existing  Lubrication  Equipment/tools/  Lecture  Written/oral
lubricants is schedules instruments  demonstration examinations
removed and  Uses of coolants o vehicle  Dualized training  Direct observation
replaced with  Properties of o engine  Distance learning  Project method
specified types lubricant and o sets of wrenches  Interview
and quantity of coolant o oiler
new materials in  Types of lubricant o Gloves
line with and application o Apron
manufacturer’s  Hazards o Safety shoes
specification associated with o Goggles
o Engine oil
o Grease
o Gear oil
o Power steering
fluid
o Radiator coolant
 Instructional
materials
o Reference book
o Periodic
maintenance
manuals
o Service manuals
o Learning guides
- Modules
 Safe procedure  Lubrication  Equipment/tools/  Lecture  Written/oral
and use of PPE is schedules instruments  demonstration examinations
observed when  Uses of coolants o vehicle  Dualized training  Direct observation
removing or  Properties of o engine  Distance learning  Project method
replacing lubricant and o sets of wrenches  Interview
lubricant coolant o oiler
o Engine oil
o Grease
o Gear oil
o Power steering
fluid
o Radiator coolant
 Instructional
materials
o Reference book
o Periodic
maintenance
manuals
o Service manuals
o Learning guides
- Modules
 Used lubricants  Lubrication  Equipment/tools/  Lecture  Written/oral
are disposed in schedules instruments  demonstration examinations
accordance with  Uses of coolants o vehicle  Dualized training  Direct observation
environmental  Properties of o engine  Distance learning  Project method
guidelines lubricant and o sets of wrenches  Interview
coolant o oiler
o Engine oil
o Grease
o Gear oil
o Power steering
fluid
o Radiator coolant
 Instructional
materials
o Reference book
o Periodic
maintenance
manuals
o Service manuals
o Learning guides
- Modules
 Work is checked  Lubrication  Equipment/tools/  Lecture  Written/oral
in line with schedules instruments  demonstration examinations
company SOP  Uses of coolants o vehicle  Dualized training  Direct observation
 Properties of o engine  Distance learning  Project method
lubricant and o sets of wrenches  Interview
coolant o oiler
o Engine oil
o Grease
o Gear oil
o Power steering
fluid
o Radiator coolant
 Instructional
materials
o Reference book
o Periodic
maintenance
manuals
o Service manuals
o Learning guides
- Modules
Unit of Competency : PERFORM SHOP MAINTENANCE
Module Title : PERFORMING SHOP MAINTENANCE
Module Descriptor : This module covers inspecting, cleaning, arranging and storing
tools and shop equipment, including disposal of waste and used
lubricant and reporting of damaged tools and equipment in the
shop.

LO1. Inspect/clean tools and shop equipment

LO2. Store/arrange tools and shop equipment
LO3. Dispose waste/used lubricants
LO4. Report damaged tools/equipment
LO1. INSPECT/CLEAN TOOLS AND SHOP EQUIPMENT

Criteria Method
 Tools and shop  Workshop policies  Open  Lecture  Direct observation
equipment  Types and usage workshop/garage  Demonstration  Practical
inspected and of cleaning  Well ventilated  Interview
cleaned, free from chemicals enclosed work and  Written Exam
dust, grease and  Safe handling of office area
other substances equipment and  Wash area and mess
tools hall
 Service  Cleaning chemicals
procedures  Inventory of
 Equipment equipment and tools
maintenance  Rugs
standards  Container for used
oils
 Vehicle
 Oiler
 Cleaning solvent  Workshop policies  Open  Lecture  Direct observation
used as per  Types and usage workshop/garage  Demonstration  Practical
workshop cleaning of cleaning  Well ventilated  Interview
requirements is chemicals enclosed work and  Written Exam
observed  Safe handling of office area
equipment and  Wash area and mess
tools hall
oils
 Vehicle
 Oiler
 Work area is  Workshop policies  Open  Lecture  Direct observation
checked and  Types and usage workshop/garage  Demonstration  Practical
cleaned of cleaning  Well ventilated  Interview
chemicals enclosed work and  Written Exam
 Safe handling of office area
tools hall
oils
 Vehicle
 Oiler
 Wet surface or spot  Workshop policies  Open  Lecture  Direct observation
in the work area is  Types and usage workshop/garage  Demonstration  Practical
kept dry of cleaning  Well ventilated  Interview
chemicals enclosed work and  Written Exam
 Safe handling of office area
tools hall
oils
 Vehicle
 Oiler
LO2. STORE/ARRANGE TOOLS AND SHOP EQUIPMENT

Criteria Method
 Tools and  Storage and of  Tool cabinet  Interactive lecture  Practical
equipment are hazardous/flamma  Appropriate tools and  Dual training  Direct observation
arranged and stored ble tools/materials equipment  Self-paced  Interview
in their respective  Personal safety  Tool room instruction  Written
shelves/location procedures  Fire extinguishers  Simulation examination
 Relevant technical  Tool kit
information  Log/record book
 Labelling  Labeling materials
procedures
 Principles of total
quality
management
(TQM) and 5S
 Corresponding  Storage and of  Tool cabinet  Interactive lecture  Practical
labels are posted hazardous/flamma  Appropriate tools and  Dual training  Direct observation
and visible ble tools/materials equipment  Self-paced  Interview
 Personal safety  Tool room instruction  Written
procedures  Fire extinguishers  Simulation examination
procedures
quality
management
(TQM) and 5S
 Tools are secured  Storage and of  Tool cabinet  Interactive lecture  Practical
and logged in the hazardous/flamma  Appropriate tools and  Dual training  Direct observation
record book ble tools/materials equipment  Self-paced  Interview
 Personal safety  Tool room instruction  Written
procedures  Fire extinguishers  Simulation examination
procedures
quality
management
(TQM) and 5S
LO3. DISPOSE WASTE/USED LUBRICANTS

Criteria Method
 Waste and used  Effects of  Waste disposal  Interactive lecture  Direct observation
lubricants are automotive waste  Oiler  Dual Training  Written Exam
disposed in to men and  Handouts for waste  Self-paced  Interview
accordance with environment management and instruction
the standard  Waste disposal  Simulation
operational management and  Cleaning chemical for  Demonstration
procedures and disposal grease and lubricants
environmental  Cleaning  Containers for waste
regulations chemicals for and used lubricants
grease and
lubricants
 Labelling
procedures and
technique
 Containers for  Effects of  Waste disposal  Interactive lecture  Direct observation
waste and used automotive waste  Oiler  Dual Training  Written Exam
lubricants are to men and  Handouts for waste  Self-paced  Interview
properly labelled environment management and instruction
 Waste disposal  Simulation
management and  Cleaning chemical for  Demonstration
disposal grease and lubricants
 Cleaning  Containers for waste
chemicals for and used lubricants
grease and
lubricants
 Labelling
procedures and
technique
 Personal safety in  Effects of  Waste disposal  Interactive lecture  Direct observation
disposing waste automotive waste  Oiler  Dual Training  Written Exam
and used lubricants to men and  Handouts for waste  Self-paced  Interview
is evident environment management and instruction
 Waste disposal  Simulation
management and  Cleaning chemical for  Demonstration
disposal grease and lubricants
 Cleaning  Containers for waste
chemicals for and used lubricants
grease and
lubricants
 Labelling
procedures and
technique
LO4. REPORT DAMAGED TOOLS/EQUIPMENT

Criteria Method
 Complete inventory of  Conducting  Records and  Interactive lecture  Interview
tools and equipment inventory and inventory of tools and  Dual Training  Written exam
is maintained preparing tools equipment  Self-paced  Demonstration
 Maintenance  Record books instruction  Direct
and safe  Checklist  Simulation observation
handling of  Waste disposal
tools and reports
equipment  Racks for tools
 Maintenance
and updating of
records and
reports
 Damaged  Conducting  Records and  Interactive lecture  Interview
tools/equipment are inventory and inventory of tools and  Dual Training  Written exam
identified with repair preparing tools equipment  Self-paced  Demonstration
recommendation  Maintenance  Record books instruction  Direct
and safe  Checklist  Simulation observation
tools and reports
 Maintenance
and updating of
records and
reports
 Reports prepared on  Conducting  Records and  Interactive lecture  Interview
damaged inventory and inventory of tools and  Dual Training  Written exam
tools/equipment have preparing tools equipment  Self-paced  Demonstration
no error/  Maintenance  Record books instruction  Direct
discrepancy and safe  Checklist  Simulation observation
tools and reports
 Maintenance
and updating of
records and
reports
Unit of Competency : CARRY OUT MINOR VEHICLE MAINTENANCE
AND SERVICING
Module Title : CARRY OUT MINOR VEHICLE MAINTENANCE

AND SERVICING
Module Descriptor : This module deals with the skills and knowledge and attitudes
required to carry out basic servicing and maintenance of a light
vehicle such as cleaning the vehicle. It also includes the action to
implement the vehicle manufacturer’s specifications for routine
checks and maintenance and that the vehicle is operational to the
requirements of both the workplace and the relevant road and
traffic authority.

LO1. Clean vehicle unit

LO2. Maintain and Service the vehicle system

LO1. CLEAN VEHICLE UNIT

Criteria Method
 Vehicle is cleaned  Parts and function  Light Vehicle Unit  Self-paced learning  Demonstration
as per prescribed of light vehicle
procedures using  Cleaning materials  air compressor  Discussion  Observation
appropriate  Relevant OHS and
cleaning supplies, proper disposal of  vacuum pump  Demonstration  Written test
tools, equipment wastes
and according to  Care and use of
occupational cleaning tools and  steam cleaner  Individual practice
health and safety equipment
(OHS)  polisher
 hose
 Cleaning materials:
Soap, Car shampoo,
Clean water,
Absorbent cloth, Pail
 Learning Module
 Wastes are  Parts and function  Light Vehicle Unit  Self-paced learning  Demonstration
disposed of as per of light vehicle
relevant  Cleaning materials  air compressor  Discussion  Observation
ordinance, rules or  Relevant OHS and
law proper disposal of  vacuum pump  Demonstration  Written test
wastes
 Care and use of
cleaning tools and  steam cleaner  Individual practice
equipment
 polisher
 hose
Soap, Car shampoo,
Clean water,
 Learning Module
 Minor routine  Parts and function  Light Vehicle Unit  Self-paced learning  Demonstration
checks are of light vehicle
undertaken based  Cleaning materials  air compressor  Discussion  Observation
on manufacturer’s  Relevant OHS and
manual proper disposal of  vacuum pump  Demonstration  Written test
wastes
 Care and use of
equipment
 polisher
 hose
Soap, Car shampoo,
Clean water,
 Learning Module
 Minor routine  Parts and function  Light Vehicle Unit  Self-paced learning  Demonstration
repair and of light vehicle
servicing are  Cleaning materials  air compressor  Discussion  Observation
undertaken in  Relevant OHS and
accordance with proper disposal of  vacuum pump  Demonstration  Written test
manufacturer’s wastes
manual  Care and use of
equipment
 polisher
 hose
Soap, Car shampoo,
Clean water,
 Learning Module
 Brakes are  Parts and function  Light Vehicle Unit  Self-paced learning  Demonstration
inspected and of light vehicle
appropriate action  Cleaning materials  air compressor  Discussion  Observation
is undertaken in  Relevant OHS and
accordance with proper disposal of  vacuum pump  Demonstration  Written test
manufacturer’s wastes
specification  Care and use of
equipment
 polisher
 hose
Soap, Car shampoo,
Clean water,
 Learning Module
 Complex repair  Parts and function  Light Vehicle Unit  Self-paced learning  Demonstration
and service of light vehicle
requirements are  Cleaning materials  air compressor  Discussion  Observation
identified and  Relevant OHS and
referred following proper disposal of  vacuum pump  Demonstration  Written test
workplace wastes
procedures  Care and use of
 steam cleaner  Individual practice
cleaning tools and  polisher
equipment
 hose
Soap, Car shampoo,
Clean water,
 Learning Module
 Records of routine  Parts and function  Light Vehicle Unit  Self-paced learning  Demonstration
servicing, of light vehicle
maintenance and  Cleaning materials  air compressor  Discussion  Observation
repairs are kept  Relevant OHS and
and updated in proper disposal of  vacuum pump  Demonstration  Written test
accordance with wastes
workplace  Care and use of
procedures cleaning tools and  steam cleaner  Individual practice
equipment
 polisher
 hose
Soap, Car shampoo,
Clean water,
 Learning Module
LO2. MAINTAIN AND SERVICE THE VEHICLE SYSTEM

Criteria Method
 Minor routine  Cleaning  Light Vehicle Unit  Self-paced  Demonstration
checks are supplies learning
undertaken based  Cleaning tools  air compressor  Observation
on and equipment’s  Discussion
manufacturer’s  Routine check  vacuum pump  Written test
manual  Minor routine  Demonstration
repairs
 Minor routine  steam cleaner
servicing  Individual
 polisher practice
 Occupational
Health and
Safety  hose
Soap, Car shampoo,
Clean water,
Absorbent cloth,
Pail
 Learning Module
 Minor routine  Cleaning  Light Vehicle Unit  Self-paced  Demonstration

repair and supplies learning
servicing are  Cleaning tools  air compressor  Observation
undertaken in and equipment’s  Discussion
accordance with  Routine check  vacuum pump  Written test
occupational  Minor routine  Demonstration
health and safety repairs
procedures and  Minor routine  steam cleaner
manufacturer’s servicing  Individual
manual  polisher practice
 Occupational
Health and
Safety  hose
Soap, Car shampoo,
Clean water,
Absorbent cloth,
Pail
 Learning Module
 Brakes inspected  Cleaning  Light Vehicle Unit  Self-paced  Demonstration

and appropriate supplies learning
action  Cleaning tools  air compressor  Observation
undertaken in and equipment’s  Discussion
accordance with  Routine check  vacuum pump  Written test
manufacturer’s  Minor routine  Demonstration
specification repairs
 Minor routine  steam cleaner
 Occupational
Health and
Safety  hose
Soap, Car shampoo,
Clean water,
Absorbent cloth,
Pail
 Learning Module
 Complex repair  Cleaning  Light Vehicle Unit  Self-paced  Demonstration

and service supplies learning
requirements are  Cleaning tools  air compressor  Observation
identified and and equipment’s  Discussion
referred  Routine check  vacuum pump  Written test
following  Minor routine  Demonstration
workplace repairs
procedure  Minor routine  steam cleaner
 Occupational
Health and
Safety

 hose
Soap, Car shampoo,
Clean water,
Absorbent cloth,
Pail
 Learning Module
 Records of  Cleaning  Light Vehicle Unit  Self-paced  Demonstration

routine servicing, supplies learning
maintenance and  Cleaning tools  air compressor  Observation
repairs are kept and equipment’s  Discussion
and updated in  Routine check  vacuum pump  Written test
accordance with  Minor routine  Demonstration
workplace repairs
procedure  Minor routine  steam cleaner
 Occupational
Health and
Safety  hose
Soap, Car shampoo,
Clean water,
Absorbent cloth,
Pail
 Learning Module
Core Competencies
(80 Hours)
Core Competencies
1. Carry out minor vehicle 1.1. Carrying out minor vehicle 1.1.1. Clean vehicle unit
maintenance and servicing maintenance and servicing 1.1.2. Maintain and 20 hours
service vehicle
2. Drive Light vehicle 2.1. Driving light vehicle 2.1.1. Perform light
vehicle pre-starting
and warm up 20 hours
2.1.2. Drive light vehicle
2.1.3. Monitor and
maintain vehicle
performance
3. Obey and observe traffic 3.1. Obeying and observing 3.1.1. Observe traffic
rules and regulation traffic rules and regulation signs and road
markers 20 hours
3.1.2. Obey traffic rules
and regulations
3.1.3. Practice courtesy
3.1.4. Respect traffic
enforcers and other
traffic management
unit
4. Implement and coordinate 4.1. Implementing and 4.1.1 Respond to
accident emergency coordinating accident emergencies 20 hours
procedures emergency procedures 4.1.2 Arrange follow-up
support and
assistance
Unit of Competency : DRIVE LIGHT VEHICLE
Module Title : DRIVING LIGHT VEHICLE
required to drive a light vehicle safely including handling of
passengers, systematic and efficient control of all vehicle functions,
monitoring of traffic and road conditions, management of vehicle
condition, and performance and effective management of hazardous
situations.

LO1. Perform light vehicle pre-starting and warm up

LO2. Drive light vehicle
LO3. Monitor and maintain vehicle performance
LO1. PERFORM LIGHT VEHICLE PRE-STARTING AND WARM UP

Criteria Method
 Vehicle inspection  Pre-starting warm  Light Vehicle Unit  Self-paced learning  Demonstration
is performed as up procedures
per  Inspection of  air compressor  Discussion  Observation
manufacturer’s vehicle safety
specifications devices and tools
 vacuum pump  Demonstration  Written test
 LTO/LTFRB
safety
requirements  steam cleaner  Individual practice
 Traffic authorities
and violation  polisher
 Motoring tips
 hose
Soap, Car shampoo,
Clean water,
 Learning Module
 Safety  Pre-starting warm  Light Vehicle Unit  Self-paced learning  Demonstration

harness/devices up procedures
and tools are  Inspection of  air compressor  Discussion  Observation
checked according vehicle safety
to devices and tools
 LTO/LTFRB
safety
requirements  steam cleaner  Individual practice
and violation  polisher
 Motoring tips
 hose
Soap, Car shampoo,
Clean water,
 Learning Module
 LTO/LTFRB  Pre-starting warm  Light Vehicle Unit  Self-paced learning  Demonstration

requirements up procedures
 Inspection of  air compressor  Discussion  Observation
vehicle safety
devices and tools
 LTO/LTFRB
safety
requirements
 Traffic authorities  steam cleaner  Individual practice
and violation
 polisher
 hose
Soap, Car shampoo,
Clean water,
 Learning Module
 Warm up of light  Pre-starting warm

vehicle is up procedures
performed as per  Inspection of
manufacturer's vehicle safety
manual devices and tools
 LTO/LTFRB
safety
requirements
and violation
LO2. DRIVE LIGHT VEHICLE

Criteria Method
 Perform driving in  Traffic authorities  Vehicles Inspection  Demonstration  Demonstration
accordance with and violations
traffic rules and  Motoring tips  Traffic Rules and  Discussion  Observation
regulations.  Driving hazards Regulation
 Right parking  Dual Training  Written test
vehicles  Safety harness
devices and tools  Distance Learning
 Driving hazards  Computer based

learning
 Occupational Health
and Safety
 Vehicle Records
 Identify driving  Traffic authorities  Vehicles Inspection  Demonstration  Demonstration

hazards through and violations
defensive driving  Motoring tips  Traffic Rules and  Discussion  Observation
 Driving hazards Regulation

learning
and Safety
 Vehicle Records
 Control driving  Traffic authorities  Vehicles Inspection  Demonstration  Demonstration

hazards through and violations
defensive driving  Motoring tips  Traffic Rules and  Discussion  Observation
 Right parking
vehicles
 Safety harness  Dual Training  Written test
devices and tools
 Distance Learning
 Driving hazards
 Computer based
 Occupational Health learning
and Safety
 Vehicle Record
 Acquire clearance  Traffic authorities  Vehicles Inspection  Demonstration  Demonstration

permit as per and violations
LTO/LTFRB  Motoring tips  Traffic Rules and  Discussion  Observation
regulation  Driving hazards Regulation

learning
and Safety
 Vehicle Records
 Park light vehicle  Traffic authorities  Vehicles Inspection  Demonstration  Demonstration

in accordance with and violations
traffic regulations  Motoring tips  Traffic Rules and  Discussion  Observation

learning
and Safety
 Vehicle Records
 Switch off engine  Traffic authorities  Vehicles Inspection  Demonstration  Demonstration

of light vehicle in and violations
accordance with  Motoring tips  Traffic Rules and  Discussion  Observation
manufacturer’s  Driving hazards Regulation
specification  Right parking  Dual Training  Written test

learning
and Safety
 Vehicle Records
LO3. MONITOR AND MAINTAIN VEHICLE PERFORMANCE

Criteria Method
 Perform routine  Minor routine  Vehicles Inspection  Self-paced learning  Demonstration
vehicle repair and
maintenance servicing  Traffic Rules and  Discussion  Observation
- Blown bulbs in Regulation
vehicle lights
- Broken fan belt  Demonstration  Written test
- Blown fuse  Safety harness
- Broken side
mirrors devices and tools  Individual practice
- Tires
- Worn-out wheel
 Driving hazards
caps
- Spark plug and
cables  Occupational Health
- Wiper blades and Safety
 Diagnosis of
vehicle  Vehicle Records
malfunction
 Maintenance and
updating of
vehicle records
 Identify vehicle  Minor routine  Vehicles Inspection  Self-paced learning  Demonstration
malfunction by repair and
appropriate person servicing  Traffic Rules and  Discussion  Observation
in accordance with - Blown bulbs in Regulation
the manufacturer’s vehicle lights
instruction
- Broken side devices and tools  Individual practice
mirrors
- Tires  Driving hazards
- Worn-out wheel
caps
- Spark plug and  Occupational Health
cables and Safety
- Wiper blades
 Diagnosis of  Vehicle Records
vehicle
malfunction
 Maintenance and
updating of
vehicle records
 Repair vehicle  Minor routine  Vehicles Inspection  Self-paced learning  Demonstration
malfunction by repair and
appropriate person servicing  Traffic Rules and  Discussion  Observation
in accordance with - Blown bulbs in Regulation
the manufacturer’s vehicle lights
instruction
mirrors
- Worn-out wheel
caps
cables and Safety
- Wiper blades
vehicle
malfunction
 Maintenance and
updating of
vehicle records
 Maintain vehicle  Minor routine  Vehicles Inspection  Self-paced learning  Demonstration
records in repair and
accordance servicing  Traffic Rules and  Discussion  Observation
workplace - Blown bulbs in Regulation
procedures vehicle lights
- Broken fan belt
 Safety harness
- Blown fuse devices and tools  Demonstration  Written test
- Broken side
mirrors
 Driving hazards  Individual practice
- Tires
- Worn-out wheel
caps  Occupational Health
- Spark plug and and Safety
cables
- Wiper blades
 Vehicle Records
 Diagnosis of
vehicle
malfunction
 Maintenance and
updating of
vehicle records
 Update vehicle  Minor routine  Vehicles Inspection  Self-paced learning  Demonstration
records in repair and
accordance with servicing  Traffic Rules and  Discussion  Observation
workplace - Blown bulbs in Regulation
procedure vehicle lights
mirrors
- Worn-out wheel
caps
cables and Safety
- Wiper blades
vehicle
malfunction
 Maintenance and
updating of
vehicle records
Unit of Competency : OBEY AND OBSERVE TRAFFIC RULES AND

REGULATION
Module Title : OBEYING AND OBSERVE TRAFFIC RULES AND

REGULATION
required in obeying and observing traffic rules and regulations while
driving light vehicle.


LO1. Observe traffic signs and road markers
LO2. Obey traffic rules and regulation
LO3. Practice road courtesy
LO4. Respect traffic enforcers and other traffic management unit
Details of Learning Outcome:
LO1. OBSERVE TRAFFIC SIGNS AND ROAD MARKERS

Criteria Method
 Identify traffic  Traffic lights  Traffic signs and road  Role play  Demonstration
sign and road  Road signs and markers
markers in markers  Simulation  Observation
accordance with - Warning signs  Traffic rules and
concerned traffic - Regulatory regulation  Discussion  Written test
authorities signs
- Mandatory  License and  Demonstration
signs registration
- Informative
signs
 Driver’s attire/outfit
 Traffic rules and
regulation
 Driving permit
and other
relevant
documents
 Driving
outfit/attire
 Follow/obey  Traffic lights  Traffic signs and road  Role play  Demonstration
traffic rules and  Road signs and markers
regulation markers  Simulation  Observation
accordance with - Warning signs  Traffic rules and
concerned traffic - Regulatory regulation  Discussion  Written test
authorities signs
- Mandatory  License and  Demonstration
signs registration
- Informative
signs
 Traffic rules and
regulation
 Driving permit
and other
relevant
documents
 Driving
outfit/attire
 Maintain license  Traffic lights  Traffic signs and road  Role play  Demonstration
and registration as  Road signs and markers
prescribe by laws markers  Simulation  Observation
- Warning signs  Traffic rules and
- Regulatory signs regulation  Discussion  Written test
- Mandatory signs
- Informative signs  License and  Demonstration
 Traffic rules and registration
regulation
 Driving permit  Driver’s attire/outfit
and other
relevant
documents
 Driving
outfit/attire
 Wear driver  Traffic lights  Traffic signs and road  Role play  Demonstration
outfit/attire as  Road signs and markers
prescribe by law markers  Simulation  Observation
- Warning signs  Traffic rules and
- Regulatory signs regulation  Discussion  Written test
- Mandatory signs
- Informative signs  License and  Demonstration
 Traffic rules and registration
regulation
 Driving permit  Driver’s attire/outfit
and other
relevant
documents
 Driving
outfit/attire
LO2. OBEY TRAFFIC RULES AND REGULATION

Criteria Method
 Identify traffic  Traffic rules and  Traffic signs and road  Role play  Demonstration
rules and regulation markers
regulation in  Driving permit  Simulation  Observation
accordance with and other relevant  Traffic rules and
concerned traffic document regulation  Discussion  Written test
authorities
 License and  Demonstration
registration
 Follow/obey  Traffic rules and  Traffic signs and road  Role play  Demonstration
traffic rules and regulation markers
regulation in  Driving permit  Simulation  Observation
accordance with and other relevant  Traffic rules and
concerned traffic document regulation  Discussion  Written test
authorities
registration
 Maintain license  Traffic rules and  Traffic signs and road  Role play  Demonstration
and registration as regulation markers
prescribed by law  Driving permit  Simulation  Observation
and other relevant  Traffic rules and
document regulation  Discussion  Written test
registration
 Wear driver  Traffic rules and  Traffic signs and road  Role play  Demonstration
outfit/attire as regulation markers
prescribed by law  Driving permit  Simulation  Observation
and other relevant  Traffic rules and
document regulation  Discussion  Written test

registration
LO3. PRACTICE ROAD COURTESY

Criteria Method
 Demonstrate  Traffic rules and  Traffic signs and road  Role play  Demonstration
positive work regulation markers
values as per code  Road signs and  Simulation  Observation
of ethics of drivers markers  Traffic rules and
 Driving permit regulation  Discussion  Written test
and other relevant
document  License and  Demonstration
registration
 Responded and  Traffic rules and  Traffic signs and road  Role play  Demonstration
handle with regulation markers
respect based on  Road signs and  Simulation  Observation
driver's code of markers  Traffic rules and
ethics  Driving permit regulation  Discussion  Written test
and other relevant
registration
 Reminders are  Traffic rules and  Traffic signs and road  Role play  Demonstration
conveyed to regulation markers
passengers  Road signs and  Simulation  Observation
politely. marker  Traffic rules and
and other relevant
registration
LO4. RESPECT TRAFFIC ENFORCERS AND OTHER TRAFFIC MANAGEMENT UNIT

Criteria Method
 Comply with  Traffic rules and  Traffic signs and road  Role play  Demonstration
traffic authority regulation markers
instruction as  Road signs and  Simulation  Observation
prescribe by law markers  Traffic rules and
and other relevant
registration
 Accept traffic  Traffic rules and  Traffic signs and road  Role play  Demonstration
violation regulation markers  Simulation  Observation
tickets/receipts  Road signs and
issued by traffic markers  Traffic rules and  Discussion  Written test
enforcer and take  Driving permit regulation
appropriate action and other relevant
 Demonstration
document  License and
registration
Unit of Competency : IMPLEMENT AND COORDINATE ACCIDENT

EMERGENCY PROCEDURES
Module Title : IMPLEMENTING AND COORDINATING ACCIDENT

required in obeying and observing traffic rules and regulations while
driving light vehicle.
LO1. Respond to emergencies

LO2. Arrange follow-up support and assistance
Details of Learning Outcome:
LO1. RESPOND TO EMERGENCIES

Criteria Method
 Identify  Kinds of  Responded to  Role play  Demonstration
emergency and emergency emergency situation
potential  Hazards and  Simulation  Observation
emergency reminders in the  Arranged and Follow
situations based event of up assistance  Discussion  Written test
on emergency emergency
procedures  Preparation of  Kinds of emergency  Demonstration
incident report and
other
documentation to  Reporting
authority and
medical personnel  First aid
 Handling and use
of the extinguisher  Transporting of injure
 Handling vehicle people
emergencies and
crime prevention
tips
 Assess emergency  Kinds of  Responded to  Role play  Demonstration
situations based emergency emergency situation
on emergency  Hazards and  Simulation  Observation
procedures reminders in the  Arranged and Follow
event of up assistance  Discussion  Written test
emergency
 Preparation of  Kinds of emergency
incident report and  Demonstration
other
authority and
Handling vehicle people
emergencies and
crime prevention
tips
 Prioritize actions  Kinds of  Responded to  Role play  Demonstration
based on the emergency emergency situation
criticality of the  Hazards and  Simulation  Observation
event of up assistance  Discussion  Written test
emergency
other
authority and
emergencies and
crime prevention
tips
 Provide action  Kinds of  Responded to  Role play  Demonstration
based on the emergency emergency situation
emergency  Hazards and  Simulation  Observation
situation reminders in the  Arranged and Follow
event of
emergency up assistance  Discussion  Written test
 Preparation of
incident report and  Kinds of emergency  Demonstration
other
documentation to
 Reporting
authority and
medical personnel
 Handling and use  First aid
of the extinguisher
 Handling vehicle  Transporting of injure
emergencies and people
crime prevention
tips
 Prepare incident  Kinds of  Responded to  Role play  Demonstration
reports in emergency emergency situation
accordance with  Hazards and  Simulation  Observation
regulatory and reminders in the  Arranged and Follow
workplace event of up assistance  Discussion  Written test
procedures emergency
other
authority and
emergencies and
crime prevention
tips
 Fulfil  Kinds of  Responded to  Role play  Demonstration
responsibilities in emergency emergency situation
accordance with  Hazards and  Simulation  Observation
procedures and/ or event of up assistance  Discussion  Written test
regulatory emergency
requirements.  Preparation of  Kinds of emergency  Demonstration
incident report and
other
authority and
emergencies and
crime prevention
tips
LO2. ARRANGE FOLLOW-UP SUPPORT AND ASSISTANCE
Criteria Method
 Arrange medical  First aid practices  Responded to  Role play  Demonstration
assistance and  Kinds of car emergency situation
support in injuries  Simulation  Observation
accordance with  Proper ways on  Arranged and Follow
workplace transporting up assistance  Discussion  Written test
procedures injured person
 Hospital  Kinds of emergency
procedures in  Demonstration
emergency
situations  Reporting
 First aid
 Transporting of injure
people
 Apply first aid in  First aid practices  Responded to  Role play  Demonstration
accordance with  Kinds of car emergency situation
medical injuries  Simulation  Observation
procedure  Proper ways on  Arranged and Follow
transporting up assistance  Discussion  Written test
injured person
Hospital  Kinds of emergency
emergency
 First aid
people
 Identify  First aid practices  Responded to  Role play  Demonstration

passenger needs  Kinds of car emergency situation
based on injuries  Simulation  Observation
emergency  Proper ways on  Arranged and Follow
situations transporting up assistance  Discussion  Written test
injured person
 Hospital  Kinds of emergency
emergency
 First aid
people
TRAINING PLAN
DRIVING NC II
COURSE DRIVING NC II (Light Vehicles)

UNIT OF COMPETENCY CARRY OUT MINOR VEHICLE
MAINTENANCE AND
SERVICING
MODULE TITLE CARRYING OUT MINOR VEHICLE MAINTENANCE
AND SERVICING
Modality : check with modality will be applied , Multi-modal is allowed.
 Full Online  Blended  Distance Learning  Face to Face
Learning Outcomes Contents Learning Resources
Learning Outcome 1  Parts and function of light WATCH YOUTUBE
vehicle VIDEOS
 Clean vehicle Unit  Cleaning materials Search ‘How to clean vehicle
unit https://www.youtube.c
 Relevant OHS and proper om/watch? v=_EXaBtCfEcU
disposal of wastes or https://www.youtube.c
 Care and use of cleaning om/watch?
tools and equipment v=VzyQb8nk3yY
Learning Outcome 2  Parts of vehicle WATCH YOUTUBE
and its functions VIDEOS, search ‘How to
 Maintain and Service  Basic principles of operation maintain and services of the
Vehicles System of vehicle system such as vehicle sytem..
electrical system, fuel system, https://www.youtube.c
cooling system, steering om/watch? v=Y3jcQCdeJAs
system, exhaust system, tires or https://www.youtube.c
and brakes. om/watch?
v=rdaXQMmSYlI&featur
 Routine service and e=emb_logo
maintenance of light or https://www.youtube.c
vehicle om/watch?
 Minor routine repair v=BjX79GsALd8
and servicing
 Diagnosis of vehicle faults
and irregularities and major
repair and service
requirements.
 Housekeeping
 Writing and documenting
service and maintenance
reports Care and use of
tools for routine
maintenance and servicing
UNIT OF COMPETENCY DRIVE LIGHT VEHICLES
MODULE TITLE DRIVING LIGHT VEHICLES
Modality: check with modality will be applied , Multi-modal is allowed.
Learning Outcome 1  Pre-Starting warm up WATCH YOUTUBE
procedures VIDEOS
 Perform Light Vehicle Search ‘How to Perform light
 Inspection of Vehicle Safety
vehicle pre starting and warm
Pre-Starting and devices and tools
Warm-up up
 LTO/LTFRB Safety https://www.youtube.com/wat ch?
Requirements v=zmIWsN5YpCw
or
https://www.youtube.com/wat
ch?v=eKidBf6i7sE
or
ch?v=MEaYKmxk_yc
or
ch?v=KmJrTcXyOhQ
or
ch?v=nG_my38xFoY
Learning Outcome 2  Traffic rules and regulations WATCH YOUTUBE
 Use of steering wheel, clutch, gas VIDEOS
 Drive Light Vehicle and brake pedal. Search ‘How to Drive light
 Use of handbrake, front and rear mirror vehicle Automatic and
manual
 Motoring Tips
 Driving hazards
 Right parking and shutting down light ch?v=SwDXvE9kum0
vehicle or
ch?v=dOSzCHmP1xM
or
ch?v=2rc_i7cWdUs
or
ch?
v=UkFCyzZUUIg or
https://www.youtube.com/wat ch?
v=5FaGfj9iYxE
or https://www.youtube.com/wat
ch?v=1s-CO7DSfK0
What are the different types

of right parking and shutting
down light vehicle?
ch?v=Mpo6fcaWfC4
ch?v=MYBkS8PBgjQ
ch?v=fSW00Albuic
ch?v=2G6YE_Y0OPQ
Textbook: CBLM
Learning Outcome 3  Minor vehicle maintenance WATCH YOUTUBE
 Diagnosis of vehicle malfunctions VIDEOS
 Maintain and Monitor  Maintenance and updating of vehicle Search ‘How to monitor and
Vehicle Performance record maintain and services of the
vehicle system.
ch?v=up4nxQvzM-w
ch?v=Nd0Y1Iyb92M
ch?v=s7hBt4HK-R4
ch?v=BWtYSFfUaC8
ch?v=BWtYSFfUaC8
Textbook: CBLM
UNIT OF COMPETENCY OBEY AND OBSERVE TRAFFIC RULES AND
REGULATIONS
MODULE TITLE OBEYING AND OBSERVING TRAFFICE RULES AND
REGULATIONS
Learning Outcome 1  Traffic lights WATCH YOUTUBE
VIDEOS
 Road signs and Markers Search ‘How to Observe
 Observe Traffic signs a. Warning Signs traffic signs and road
and Road Markers markers
b. Regulatory Signs
c. Mandatory Signs
v=_zAu2sxDfrk
d. Informative Signs
ch?v=k8m0P4ceTFA
ch?v=WTwl1-OxsDY
Textbook: CBLM
Learning Outcome 2 • Traffic rules and regulation WATCH YOUTUBE
• Driving permit and other relevant VIDEOS
• Obey Traffic Rules documents Search ‘How to Obey traffic
and Regulations • Driving outfit/attire rules and regulations
v=6Uv76CKiucg
ch?v=6Uv76CKiucg
ch?v=h-hu-Jry0nc
Textbook: CBLM
Learning Outcome 3  Managing Conflict WATCH YOUTUBE
• Interpersonal Skill Driver’s code of VIDEOS
 Practice Road ethics Search ‘How to Practice road
Courtesy courtesy
v=SwDXvE9kum0
Textbook: CBLM
Learning Outcome 4  Roles of Traffic Enforcers WATCH YOUTUBE
 Traffic violations and penalties VIDEOS
 Respect traffic enforcers Search ‘what are roles of
and other traffic traffic enforcers?
management unit https://www.youtube.com/wat
ch?v=hRTNk0jipF0
or
ch?v=jvwKN8qx8QI
What are does traffic
violations and penalties?
ch?v=MnYUUTse9pU
Textbook: CBLM
UNIT OF COMPETENCY IMPLEMENT AND COORDINATE ACCIDENT –EMERGENCY
PROCEDURES
MODULE TITLE IMPLEMENT ING AND COORDINATING ACCIDENT –


Learning Outcome 1  Kinds of emergency situations WATCHYOUTUBE
VIDEOS
 Procedures in the event of emergency Search ‘How to Respond
 Respond to  Problems arising during emergency to emergencies?
Emergencies situations https://www.youtube.com/wat ch?
v=B7kf790_4L8
 Preparation of incident report and
OR
other documentation to authority and
medical personnel
v=JOuY7SwXfJU
 Drivers’ responsibilities in OR
emergency situations https://www.youtube.com/watch?
 Handling and use of fire v=v54YxHTa7Ys
extinguishers
 Handling crime situations Textbook: CBLM
Learning Outcome 2  First Aid practices WATCH YOUTUBE
 Kinds of body harm and how to deal VIDEOS
• Arrange follow-up with them Search ‘How to Arrange
support and assistance follow-up support and
 Appraisal of passenger needs in
emergency situations assistance
 Handling injured person https://www.youtube.com/
watch?v=ozzZVQQTvo4
 Transporting injured person or
 Hospital procedures in emergency https://www.youtube.com/wat
situations ch?v=ErxKDbH-iiI
• Workplace procedures in emergency or
situations https://www.youtube.com/wat
ch?v=NxO5LvgqZe0
Textbook: CBLM
SUPERVISED INDUSTRY LEARNING
BASIC COMPETENCIES
Qualification Title DRIVING ( LIGHT NC NC II Sector Land Transportation TOTAL TRAINING HOURS 37 HOURS
VEHICLE) LEVEL
Name of TVI BRIGHT SPARK INTERNATIONAL TRAINING NAME OF OVERLAND Address JOGABAN, CARIGARA
AND ASSESSMENT CENTER INCORPORATED ENTERPRISE TRADING
Unit of Competency Learning Outcome Learning Activities Methodology Assessment Approach Nominal
Duration
• Participate in Obtain and Convey Workplace • Describe Organizational  Group discussion  Oral evaluation
Workplace Communication policies • Lecture  Written examination 2 Hours
Communication  Read:  Demonstration
- Effective communication
- Written communication
- Communication procedures
and systems
 Identify:
- Different modes of
communication
- Medium of communication
- Flow of communication
- Available technology relevant
to the enterprise and the
individual’s work
responsibilities
•Prepare different Types of
question
•Gather different sources of
information
•Apply storage system in
establishing workplace
information
•Demonstrate Telephone
courtesy
Perform duties following • Read:  Group discussion • Oral evaluation
workplace instructions - Written notices and  Lecture • Written examination 2 Hours
instructions  Demonstration • Observation
- Workplace interactions and
procedures
• Read instructions on work
related forms/documents
• Perform workplace duties
scenario following workplace
instructions
Complete Relevant Work • Describe Communication  Group discussion • Oral evaluation
Related Documents procedures and systems • Lecture • Written examination 2 Hours
• Read:  Demonstration
- Meeting protocols
- Nature of workplace
meetings Workplace
interactions o Barriers of
communication
• Read instructions on work
related forms/documents
• Practice:
- Estimate, calculate and
record routine workplace
measures o Basic
mathematical processes of
addition, subtraction,
division and multiplication
 Demonstrate office activities
in: o workplace meetings and
discussions scenario
 Perform workplace duties
scenario following simple
written notices
 Follow simple spoken
language
 Identify the different Non-
verbal communication
 Demonstrate ability to relate
to people of social range in the
workplace
 Gather and provide
information in response to
workplace requirements
 Complete work related
documents
• Work in a Team Describe Team Role and Scope • Discussion on Team Roles and •Lecture/ Discussion  Role Play
Environment Scope •Group Work  Case Study 1 Hour
• Participate in Discussion •Individual Work  Written Test
- Definition of Team •Role Play
- Difference between team
and group
- Objectives and goals of team
- Locate needed information
from the different sources of
information
- systems
Identify One’s Role and • Role play : •Lecture/ Discussion  Role Play
Responsibility within Team - individual role and •Group Work  Written Test 1 Hour
responsibility •Role Play
 Role Play
- Understanding Individual
differences
 Discussion on gender
sensitivity
Work as Team Member • Participate in group planning •Lecture/ Discussion  Role Play
activities •Group Work  Written Test 1 Hour
• Role play : Communication •Role Play
protocols
• Participate in the discussion of
standard work procedures and
practice
• Solve/Address Routine Identify Routine Problems • Review of the current industry • Group discussion • Case Formulation
Problems hardware and software • Lecture • Life Narrative Inquiry 1 Hour
products and service • Demonstration (Interview)
• Identify correctly the industry • Role playing • Standardized test
maintenance, service and
helpdesk practices, processes
and procedures
• Make use of the industry
standard diagnostic tools
• Share best practices in
determining basic
malfunctions and resolutions
to general problems in the
workplace
• Analyze routine/procedural
problems
Look for Solution to Routine • Review of the current industry
Problems 1 Hour
hardware and software
products and services
• Identify correctly the industry
maintenance, service and
helpdesk practices, processes
and procedures
• Make use of the industry
standard diagnostic tools
• Share best practices in
determining basic
malfunctions and resolutions
to general problems in the
workplace
• Formulate possible solutions
to problems and document
procedures for reporting
Recommend Solution to • Discuss standard operating • Group discussion • Case Formulation
Problems procedures and documentation • Lecture • Life Narrative Inquiry (Interview) 1 Hour
processes • Demonstration • Standardized test
• Role playing
• Develop Career and Manage One’s Emotion • Demonstrate self-management  Discussion Demonstration or simulation with
Life Decisions strategies that assist in  Interactive Lecture oral questioning 1 Hour
regulating behaviour and  Brainstorming Case problems involving
achieving personal and  Demonstration workplace diversity issues
learning goals  Role-playing
• Explain enablers and barriers
in achieving personal and
career goals
• Identify techniques in
handling negative emotions
and unpleasant situation in the
workplace such as frustration,
anger, worry, anxiety, etc.
• Manage properly one’s
emotions and recognize
situations that cannot be
changed and accept them and
remain professional
• Recall instances that
demonstrate selfdiscipline,
working independently and
showing initiative to achieve
personal and career goals
• Share experiences that show
confidence, and resilience in
the face of setbacks and
frustrations and other negative
emotions and unpleasant
situations in the workplace
Develop Reflective Practice • Enumerate strategies to  Small Group Discussion • Demonstration or simulation 1 Hour
improve one’s attitude in the  Interactive Lecture with oral questioning
workplace  Brainstorming • Case problems involving
• Explain Gibbs’ Reflective  Demonstration workplace diversity issues
Cycle/Model (Description, • 5 Role-playing
Feelings, Evaluation, Analysis,
Conclusion, and Action plan)
• Use basic SWOT analysis as
self-assessment strategy
• Develop reflective practice
through realization of
limitations, likes/ dislikes;
through showing of self-
confidence
• Demonstrate self-acceptance
and being able to accept
challenges
Boost Self-Confidence and  Describe the components of • Small Group Discussion • Demonstration or simulation with
Develop Self-Regulation selfregulation based on Self- • Interactive Lecture oral questioning 1 Hour
Regulation Theory (SRT) • Brainstorming • Case problems involving
 Explain personality • Demonstration workplace diversity issues
development concepts • Role-playing
 Cite self-help concepts (e. g.,
7 Habits by Stephen Covey,
transactional analysis, psycho-
spiritual concepts)
 Perform effective
communication skills –
reading, writing, conversing
skills
 Show affective skills –
flexibility, adaptability, etc.
 Determine strengths and
weaknesses
• Contribute Workplace Identity Opportunities to do  Identify different roles of • Interactive Lecture • Psychological and behavioural
Innovation Things Better individuals in contributing to • Appreciative Inquiry Interviews 1 Hour
doing things better in the • Demonstration • Performance Evaluation
workplace • Group work • Life Narrative Inquiry
 Appreciate positive impacts • Review of portfolios of evidence
and challenges in innovation and third-party workplace reports
of onthe-job performance.
 Show mastery of the different
• Standardized assessment of
types of changes and levels of
character strengths and virtues
participation in the workplace
applied
 Discuss 7 habits of highly
effective people
Discuss and Develop Ideas with  Identify different roles of • Interactive Lecture • Psychological and behavioural
Others individuals in contributing to • Appreciative Inquiry Interviews 1 Hour
applied
effective people
 Communicate ideas through
small group discussions and
meetings
Integrate Ideas for change in the  Identify different roles of • Interactive Lecture • Psychological and behavioural
Workplace individuals in contributing to • Appreciative Inquiry Interviews 1 Hour
applied
effective people
 Communicate ideas through
small group discussions and
meetings
 Demonstrate basic skills in
data analysis
• Present Relevant Gather Data/Information  Lecture and discussion on: • Group discussion • Oral evaluation
Information - Organisational protocols • Lecture  Written Test 3 Hours
- Confidentiality and • Demonstration  Observation
accuracy • Role Play
 Presentation
- Business mathematics and
statistics
- Legislation, policy and
procedures relating to the
conduct of evaluations
 Reviewing data/ information
Assess Gathered  Lecture and discussion on:  Group discussion • Oral evaluation
Data/Information -Data analysis techniques/  Lecture  Written Test 3 Hours
procedures  Demonstration  Observation
- Organisational values, ethics  Role Play  Presentation
and codes of conduct  Practical exercises
- Trends and anomalies
 Computing business
mathematics and statistics
 Application of data analysis
techniques
Record and Present Information  Lecture and discussion on:  Group discussion • Oral evaluation
-Reporting requirements to a  Lecture • Written Test 2 Hours
range of audiences  Demonstration • Observation
-Recommendations for  Role Play • Presentation
possible improvements  Practical exercises
 Analysis and comparison of
interim and final reports’
outcomes
 Reporting of data findings
• Practice Occupational Identify OSH Compliance  Discussion regarding: • Lecture • Written Exam
Safety and Health Requirements - Hierarchy of Controls • Group Discussion • Demonstration 1 Hour
Policies and - Hazard Prevention and • Observation
Procedures Controls • Interviews / Questioning
- Work Standards and
Procedures
- Personal Protective
Equipment
Prepare OSH for Compliance  Identification of required • Lecture • Written Exam
Requirements safety materials, tools and • Group Discussion • Demonstration 1 Hour
equipment • Observation
 Handling of safety control • Interviews / Questioning
resources
Perform Task in Accordance  Discussion of General OSH • Lecture • Written Exam
with Relevant OSH Policies and Standards and Principles • Group Discussion • Demonstration 2 Hours
Procedures  Performing industry related • Observation
work activities in accordance Interviews / Questioning
with OSH Standards
• Exercise Efficient and Identify the Efficiency and  Discussion on the process how  Lecture • Written Exam
Effective Sustainable Effectiveness of Resources Environmental Policies  Group Discussion • Demonstration 1 Hour
Practices in the Utilization coherence is achieved  Simulation • Observation
Workplace  Discussion on Necessary  Demonstration • Interviews / Questioning
Skills in response to changing
environmental policies needs
- Waste Skills - Energy Skills
- Water Skills - Building
Skills
- Transport Skills
- Material Skills
Determine Causes of Inefficiency  Discussion of Environmental  Lecture • Written Exam
and/or Ineffectiveness of Protection and Resource  Group Discussion • Demonstration 1 Hour
Resource Utilization Efficiency Targets  Simulation • Observation
 Analysis on the Relevant  Demonstration • Interviews / Questioning
Work Procedure
Convey Inefficient and  Identification of (re)training  Lecture • Written Exam
Ineffective Environmental needs and usage of  Group Discussion • Demonstration 1 Hour
Practices environment friendly methods  Simulation • Observation
and technologies  Demonstration • Interviews / Questioning
 Identification of environmental
corrective actions
 Practicing Environment
Awareness
• Practice Apply entrepreneurial  Case studies on Best Case Study Case Study
Entrepreneurial Skill workplace best practices entrepreneurial practices Lecture/ Discussion Written Test 1 Hours
Skills in the  Discussion on Quality  Interview
Workplace procedures and practices
 Case studies on Cost
consciousness in resource
utilization
Communicate entrepreneurial  Discussion on communicating Case Study • Written Test
workplace best practices entrepreneurial workplace best Lecture/ Discussion • Interview 1 Hour
practices
Implement costeffective  Case studies on Preservation, Case Study Case Study
operations optimization and judicious use Lecture/ Discussion Written Test 2 Hour
of workplace resources  Interview

COMMON COMPETENCIES
VEHICLE) LEVEL
Name of TVI BRIGHT SPARK INTERNATIONAL TRAINING NAME OF OVERLAND TRADING Address JOGABAN, CARIGARA
AND ASSESSMENT CENTER INCORPORATED ENTERPRISE
Duration
Apply Appropriate Identify appropriate •Identify appropriate sealant and  Lecture  Written Examination
Sealant/Adhesive sealant/adhesive adhesives.  Demonstration • Oral Questioning
•Select sealant/adhesive in line • Dual Training • Direct Observation
with job requirements and • Self-Paced (Modular) • Project Method
manufacturers specification. 1 Hour
• Distance Learning • Interview
•Perform sealant/adhesive
checking to ensure the product
is fit for use.
•Apply work safety procedures.
Prepare surface for • Identify the types of sealant  Lecture  Written Examination
sealant/adhesive application and adhesives according to  Demonstration • Oral Questioning
surface. • Dual Training • Direct Observation 1 Hour
• Identify surface materials as • Self-Paced (Modular) • Project Method
per construction. • Distance Learning • Interview
• Clean surface and free of
moisture, dust and other
foreign matters to ensure
maximum adhesion or seal.
• Observe safety while
performing job.
Apply sealant/adhesive evenly • Apply sealant/adhesive evenly  Lecture  Written Examination
on the surface in line with  Demonstration • Oral Questioning 1 Hour
manufacturer’s specification. • Dual Training • Direct Observation
• Removed excess • Self-Paced (Modular) • Project Method
sealant/adhesive by sanding or • Distance Learning • Interview
by scrapping.
• Apply sealant/adhesive using
tools and equipment
appropriate to job
requirements.
• Observe safety and wear PPE
in accordance with industry
SOP.
• Identify hazards associated
with the use of sealant and
adhesives.
Store unused and dispose • Store sealant/adhesive as  Lecture  Written Examination 1 Hour
Sealant Adhesive • per prescribed procedure.  Demonstration • Oral Questioning
• Dispose waste as per • Dual Training • Direct Observation
workshop SOP. • Self-Paced (Modular) • Project Method
• Observe safe handling of • Distance Learning • Interview
sealant/adhesive.
• Move and Position Prepare the Vehicles for Driving • Perform correct check-up  Lecture  Written Examination
Vehicles procedures of engine system.  Demonstration • Oral Questioning 2 Hour
• Check tire inflation pressures • Dual Training • Direct Observation
according to manufacturer’s • Self-Paced (Modular) • Project Method
specification. • Distance Learning • Interview
• Check braking system and
fluid level.
• Check engine belt tension and
other necessary units in
accordance with manual.
• Check lighting system
according to established
procedures.
Move and Position Vehicles • Identify or select vehicle to be •Lecture/ Discussion  Role Play
move or reposition as per job •Group Work  Written Test 1 Hour
requirements. •Role Play
• Drive vehicle safely to the
designated location according
to job specification.
• Park vehicle properly
following safety procedures
and techniques
Check the Vehicles • Check vehicle position as per •Lecture/ Discussion  Role Play
requirement. •Group Work  Written Test 1 Hour
• Perform check up procedures •Role Play
upon parking.
• Check vehicle for external
damage
• Perform Mensuration Select Measuring Instruments • Identify object or component • Lecture/ Demonstration • Written test
and Calculation to be measured. • Dual training • Oral questioning 1 Hour
• Obtain correct specifications • Self paced (modular) • Direct observation
from relevant source. • Distance Learning • Project method
• Select appropriate measuring • Interview
instrument as per job
requirement.
Carry out Measurement and • Select measuring tools in line • Lecture/ Demonstration • Written test
Calculation with job requirements. • Dual training • Oral questioning 2 hours
• Obtain accurate • Self paced (modular) • Direct observation
measurements. • Distance Learning • Project method
• Perform calculations needed • Interview
to complete work/task using
fundamental operation of
mathematics.
• Check correct and accurate
numerical computation.
Formulate possible solutions
to problems and document
procedures for reporting
Maintain Measuring Instrument • Clean measuring instruments • Lecture/ Demonstration • Written test
before and after using. • Dual training • Oral questioning 1 Hour
• Keep measuring instruments in • Self paced (modular) • Direct observation
safe dry place. • Distance Learning • Project method
• Observe proper techniques in • Interview
using precise instrument in
accordance with the
manufacturer’s standards.
• Observe proper handling of
measuring instruments in
accordance with industry
standards.
• Read and Interpret, Identify and Access Manual • Identify and access appropriate • Lecture/ Demonstration • Written test
Apply Specification Specifications manuals as per job • Dual training • Oral questioning 0.5 Hour
and Manuals requirement. • Self paced (modular) • Direct observation
• Check version and date of • Distance Learning • Project method
manual to ensure correct • Interview
specification and identify
procedures.
Interpret Manuals • Locate relevant sections, • Lecture/ Demonstration • Written test
chapters of manuals/ • Dual training • Oral questioning 0.5 Hour
specifications in relations to • Self paced (modular) • Direct observation
the work to be conducted. • Distance Learning • Project method
• Interpret information and • Interview
procedure in the manual in
accordance to industry
practices
Apply Information Accessed in  Interpret data and specification • Lecture/ Demonstration • Written test
the Manual according to job requirement. • Dual training • Oral questioning 0.5 Hour
 Identify work steps correctly • Self paced (modular) • Direct observation
in accordance with • Distance Learning • Project method
manufacturer’s specification. • Interview
 Apply manual data according
to the given task.
 Interpret all correct sequence
and adjustment in accordance
with information contained on
the manual or specification.
Store Manuals  Store manuals appropriately to • Lecture/ Demonstration • Written test

ensure prevention of damage. • Dual training • Oral questioning 0.5 Hour
 Store manuals properly for • Self paced (modular) • Direct observation
easy access and ready for • Distance Learning • Project method
updating of information • Interview
required in the given task
• Use and Apply Identify Types of Coolant  Access and interpret correct • Lecture/ Demonstration • Written test
Lubricant/Coolant information on lubrication • Dual training • Oral questioning 0.5 Hour
schedule from appropriate • Self paced (modular) • Direct observation
manufacturer’s specifications • Distance Learning • Project method
manual. • Interview
 Identify type and quantity of
lubricants/coolant as per job
requirements
Use and Apply  Identify correct procedure for • Lecture/ Demonstration • Written test
Lubricant/Coolant change of lubricant following • Dual training • Oral questioning 1 Hour
manufacturer’s specification or • Self paced (modular) • Direct observation
manual. • Distance Learning • Project method
 Select and use correct tools • Interview
and equipment in line with job
requirements.
 Remove and replaced existing
lubricants with specified types
and quantity of new materials
in line with manufacturer’s
specification.
 Observe safe procedure and
use of PPE when removing or
replacing lubricant.
 Dispose used lubricants in
accordance with
environmental guidelines.
 Check work in line with
company SOP.
Perform Housekeeping Activities  Store tools, equipment and • Lecture/ Demonstration • Written test
materials properly as per • Dual training • Oral questioning 0.5 Hour
company SOP. • Self paced (modular) • Direct observation
 Free workplace from waste • Distance Learning • Project method
materials. • Interview
• Perform Shop Inspect and Clean Tools,  Inspect and clean tools, • Lecture/ Demonstration • Written test
Maintenance Equipment and Work Area equipment and the work area, • Dual training • Oral questioning 1 Hour
free from dust, grease and • Self paced (modular) • Direct observation
other substances. • Distance Learning • Project method
 Observe cleaning solvent used • Interview
as per workshop cleaning
requirements.
 Check and clean work area.
 Keep dry wet surface or spot
in the work area.
Store/Arrange Tools and Shop  Arrange and store tools and • Lecture/ Demonstration • Written test
Equipment equipment in their respective • Dual training • Oral questioning 1 Hour
shelves/location. • Self paced (modular) • Direct observation
 Post visible corresponding • Distance Learning • Project method
labels. • Interview
 Secure and log tools in the
record book
Dispose Waste and Used  Dispose waste and used • Lecture/ Demonstration • Written test
Lubricants lubricants in accordance with • Dual training • Oral questioning 1 Hour
the standard operational • Self paced (modular) • Direct observation
procedures and environmental • Distance Learning • Project method
regulations. • Interview
 Label containers for waste and
used lubricants properly.
 Observe personal safety in
disposing waste and used
lubricants.
Report Damage Tools and  Maintain complete inventory • Lecture/ Demonstration • Written test
Equipment of tools and equipment. • Dual training • Oral questioning 1 Hour
 Identify damaged • Self paced (modular) • Direct observation
tools/equipment with repair • Distance Learning • Project method
recommendation. • Interview
 Prepare reports on damaged
tools/equipment

CORE COMPETENCIES
VEHICLE) LEVEL
Name of TVI BRIGHT SPARK INTERNATIONAL TRAINING NAME OF OVERLAND TRADING Address JOGABAN, CARIGARA
AND ASSESSMENT CENTER INCORPORATED ENTERPRISE
Duration
• Drive Light Perform Light Vehicle Pre • Inspect vehicle safety devices •Demonstration • Interview
Vehicle Starting and Warm Up and tools as per manufacturer's •Discussion • Direct observation 10 Hours
specification in accordance •Dual Training • Demonstration of practical skills
with LTO/LTFRB •Distance Learning
requirements. •Computer based learning
• Perform pre-starting warm-up
in accordance with
manufacturer's manual.
Drive Light  Perform driving in accordance •Demonstration • Interview
with traffic rules and •Discussion • Direct observation 10 Hours
regulations. •Dual Training • Demonstration of practical skills
 Identify driving hazard •Distance Learning
through defensive driving. •Computer based learning
 Control driving hazard through
defensive driving.
 Transport passenger and loads
as per LTO/LTFRB regulation.
 Acquire clearance permit as
per LTO/LTFRB regulation.
 Park light vehicle in
accordance with traffic
regulations.
 Switch off engine of light
vehicle in accordance with
manufacturer's specification
Monitor and Maintain Vehicle  Perform routine vehicle •Demonstration • Interview
Performance maintenance. •Discussion • Direct observation 10 Hours
 Identify vehicle malfunctions •Dual Training • Demonstration of practical skills
by appropriate person in •Distance Learning
accordance with the •Computer based learning
manufacturer’s instruction.
 Repair vehicle malfunctions
by appropriate person in
accordance with the
manufacturer’s instruction.
 Maintain vehicle records in
accordance with workplace
procedure.
 Update vehicle records in
accordance with workplace
procedure.
 Observe Traffic Observe Traffic Signs and • Identify traffic signs and road • Role play  Interview
Rules and Markers markers in accordance with • Simulation  Direct observation 10 Hours
concerned traffic authorities. • Discussion  Written Exam
Regulation • Demonstration
• Follow traffic signs and road
markers in accordance with
concerned traffic authorities
Practice Road Courtesy • Demonstrate positive work • Role play  Interview
values as per code of ethics of • Simulation  Direct observation 10 Hours
drivers. • Discussion  Written Exam
• Respond to complaints with • Demonstration
respect to driver’s code of
ethics.
• Handle complaints based on
driver’s code of ethics.
• Convey reminders to
passengers politely
Respect Traffic Enforcers and • Comply with traffic authority • Role play  Interview
Other Traffic Management Unit instructions as prescribed by • Simulation  Direct observation 10 Hours
law. • Discussion  Written Exam
• Accept traffic violation • Demonstration
tickets/receipts issued by
traffic enforcers and take
appropriate action.
 Implement and Respond to Emergency • Identify emergency and • Role play  Interview
Coordinate potential emergency situations • Simulation  Direct observation 10 Hours
based on emergency • Discussion  Written Exam
Accident- • Demonstration
procedure.
Emergency • Assess emergency and
Procedures potential emergency situations
based on emergency
procedure.
• Prioritize actions based on the
criticality of the emergency.
• Provide actions based on the
emergency situation.
• Prepare incident reports in
accordance with regulatory
and workplace procedures.
• Fulfil responsibilities in
accordance with emergency
procedures and/or regulatory
requirements.
Arrange Follow-Up Support • Arrange medical assistance • Role play  Interview 10 hours
and Assistance and support in accordance with • Simulation  Direct observation
workplace procedures. • Discussion  Written Exam
• Apply first aid in accordance • Demonstration
with medical procedure.
• Identify passenger needs based
on emergency situations.
• Provide passenger needs based
on emergency situations
Prepared by: Industry Partner

Annafel R.Ranin Name/Signature
School President Designation
Date : ______________ Date:______________
Industry Coordinator:__________________________________
Date:___________________________
Training Facilities
Driving NC II
The Driving operation workshop must be of concrete structure. Based on class size of 25
students/trainee the space requirements for Teaching/Learning circulation area are as follows:
Space Requirements Size in Meters Area in Square Qty Total Area in

Meter Square Meter
Building (Permanent) 20.00 x 30.00 600 sq. meter 1 600 sq. meter
Student/Trainee Working Space
Lecture Room 9.00 x 6.00 54 sq. meter 1 54 sq. meter
Learning Resources Area/ 6.00 x 4.00 24 sq. meter 1 24 sq. meter
Facilities Equipment
Circulation
Driving Lane
TESDA-OP-CO -01-F13
(Rev.No.00-03/08/17)
LIST OF EQUIPMENT
(As listed in the respective TR)
Program: DRIVING NC II
Name of TVI/Company: JSR TECHNICAL VOCATIONAL SCHOOL INCORPORATED
Name of Specification Quantity Quantity Difference Inspector’s

Equipment Required on Site Remarks
(1) (2) (3) (4) (5) (6)
Multicab Pick-up Multicab 1 unit 1 unit

Double cab Toyota Wigo 1 unit 1 unit
Vacuum Wet and Dry 1 unit 1 unit
Cleaner Vacuum Cleaner
Steam Cleaner Steam Cleaning 1 unit 1 unit
Machine
Compressor Air-compressor 1 unit 1 unit
Note: Columns 1-4 to be filled out by Institution/Company; Columns 5-6 to be filled out by PO/Expert
Continue in additional sheet
Submitted by: Attested by:
EDISON L. BAYO JOSEPH S. RINOS
Representative President
Date: Date:
Inspected by:
Expert
PO UTPRAS Focal Person Date:
Date:
TESDA-OP-CO-01-F14
(Rev.No.00-03/08/17)
LIST OF TOOLS
Name of Specification Quantity Quantity Difference Inspector’s Remarks

Tools Required on Site (6)
(1) (2) (3) (4) (5)
Mop Super 8 Tornado 4 pcs. 4 pcs.
mop
Basket Orocan 4 pcs. 4 pcs.
Pail Makita 4 pcs. 4 pcs.
Polisher Standard 4 pcs. 4 pcs.
Broom Standard 4 pcs. 4 pcs.
Hose Standard 4 pcs. 4 pcs.
Cross Standard 4 pcs. 4 pcs.
wrench
Mechanical Standard 4 pcs. 4 pcs.
Pliers
Long nose Standard 4 pcs. 4 pcs.
pliers
Gloves Standard 25 pairs 25 pairs
Apron Standard 25 pairs 25 pairs
Goggles Standard 25 pairs 25 pairs
Plastic boots Standard 25 pairs 25 pairs
Combination Standard 4 pcs. 4 pcs.
wrench
Screw driver Hydraulic floor 4 pcs. 4 pcs.
(flat & jack
Phillips)
Early Yokohama 4 pcs. 4 pcs.
Warning
Device
Jack Standard 4 pcs. 4 pcs.
Spare tire Standard 4 pcs. 4 pcs.
Flashlight Standard 4 pcs. 4 pcs.
Emergency Standard 4 pcs 4 pcs.
lighting
device/
trouble light
Dunce Pin Standard 4 pcs. 4 pcs.
Tire Gauge Dial type 4 pcs. 4 pcs.
Creeper Plastic 4 pcs 4 pcs.
EDSION L. BAYO JOSEPH S. RINOS

Date: Date:
Inspected by:
PO UTPRAS Focal Person Expert
Date: Date:
TESDA-OP-CO-01-F15
(Rev.No.00-03/08/17)
LIST OF CONSUMABLES/MATERIALS
Name of TVI/Company JSR TECHNICAL VOCATIONAL SCHOOL INCORPORATED
List of Specification Quantity Quantity Difference Inspectors

Consumables/ Required on Site (5) Remarks
Materials (2) (3) (4) (6)
(1)
Soap Detergent bar 5 boxes 5 boxes
Shampoo Nitrolet car 5ltrs. 5 ltrs.
shampoo
Gear Oil National 10 ltrs. 10trs.
Air Freshener Glade 20pcs. 20 pcs.
Polish Best Guard 10 pcs. 10 pcs.
Distilled water Prestone 10 ltrs. 10 ltrs.
Fan belt Motoyoshi 4 pcs. 4 pcs.
Wheel cap Standard 8pcs. 8 pcs.
Fuse Bosch 10 pcs. 10 pcs.
Electrical tape Armak 4rolls 4 rolls
Brake fluid Prestone 2 ltrs. 2 ltrs.
A/C belt Bando 4 pcs. 4 pcs.
A/C belt Bando 4 pcs. 4 pcs.
Coolant Prestone 10 ltrs. 10 ltrs.
Additives Prestone 10 ltrs. 10 ltrs.
Relay Bosch 4 pcs. 4 pcs.
Fender cover Standard 4 pcs. 4 pcs.

Date: Date:
Inspected by:

Date: Date:
TESDA-OP-CO -01-F16
(Rev.No.00-03/08/17)
LIST OF INSTRUCTIONAL MATERIALS/LIBRARY HOLDINGS

Name of TVI: JSR TECHNICAL VOCATIONAL SCHOOL INCORPORATED
Title Classification* Date of No. of Copies Inspector’s

Publication (where applicable) Remarks
CBLM in Learning Aug-2019 1
Driving modules
TR in Driving Learning Dec-2004 1
modules
LTO Driver’s Manuals 2nd Edition, 1
Manual Vol. 1 2021
Handling PowerPoint/ USB 8/10/2021 1
Emergencies
and Breakdowns
Defensive PowerPoint/ USB 8/10/2021 1
Driving and MV
Maintenance
Note*Classify whether journal, book, magazine, electronic materials available on electronic media or in the
internet, etc.
Columns 1-4 to be filled out by Institution/Company; Column 5to be filled out by PO/Expert

Date: Date:
Inspected by:

Date: Date:
TESDA-OP-CO-01-F17
(Rev.No.00-03/08/17)
LIST OF PHYSICAL FACILITIES

Facility Description Quantity Inspector’s Remarks

Building (Permanent) 20.00 x 30.00 600.00
Student/Trainee working
space
Lecture Room 9.00 x 6.00 54.00
Learning Resource Center 6.00 x 4.00 24.00
Facilities/Equipment/
Circulation Area
Driving Lane
Note: Columns 1-3 to be filled out by Institution/Company; Column 4 to be filled out by PO/Expert

Date: Date:
Inspected by:

Date: Date:
TESDA-OP-CO-01-F18
(Rev.No.00-03/08/17)
LIST OF OFF-CAMPUS PHYSICAL FACILITIES

Name of TVI/Company JSR TECHNICAL VOCATIONAL SCHOOL INCORPORATED
Facility Description Quantity Inspector’s Remarks

N/A N/A
Note: Columns 1-4 to be filled out by Institution/Company

Date: Date:
Inspected by:
Date: Date:
SHOP LAYOUTS
TESDA-OP-CO-01-F19
(Rev.No.00-03/08/17)
LIST OF OFFICIALS
Name of Institution: BRIGHT SPARK INTERNATIONAL TRAINING AND ASSESSMENT CENTER, INCORPORATED
Contact Details
Name Position (Address) Contact No. Email Address Nature of Educational
Appointment Attainment
Permanent College Graduate

Note: Columns 1-5 to be filled out by Institution
Representative
Date: President
Date:
Inspected by:

Date: Date:
TESDA-OP-CO-01-F20
(Rev.No.00-03/08/17)
LIST OF TRAINERS
Name of Institution/Company:
Name Position Nature of Educational No. of No. of Years of Trainer’s
Appointment Attainment Years of Industry Experience Qualification
Teaching Relevant to the NTTC* Validity
Experience Qualification
(with Certificate of
Number
Employment), if
applicable
Note: For NTR Title of Trainers Training or other licenses/certificates

Columns 1-8 to be filled out by Institution/Company
Representative
Date: President
Date:
Inspected by:
PO UTPRAS Focal Person

Date: Expert
Date:
TESDA-OP-CO-01-F21
(Rev.No.00-03/08/17)
LIST OF NON-TEACHING STAFF

Name of Institution:
Experience
Nature of Educational
Name Position Related to
Appointment Attainment
Position
PERMANENT 1 year
PERMANENT 1 year
Note: Columns 1-5 to be filled out by Institution

Representative
Date: President
Date:
Inspected by:

Date: Date:
INSTITUTIONAL ASSESSMENT TOOL
Institutional assessment is undertaken by trainees to determine their achievement of

Units of Competency. A certificate of achievement is issued for each unit of competency
Sector : Land Transportation

Competency Standard : Driving
Unit of Competency : Obey Traffic Signs and Road Markers
Module Title : Obeying Traffic Signs and Road Markers
Oral Interview
Demonstration
Written Test
Interview
Note:
The evidence must show that the Candidates/Trainee …
1. Identified and followed traffic signs and road markers in

accordance with concerned traffic authorities
2. Identified and followed traffic rules and regulations in
accordance with concerned traffic authorities
3. Maintained License and registrations as prescribed by law
4. Driver outfit/attire is worn as prescribed by law

5. Positive work values are demonstrated as per code of ethics of
drivers
6. Complaints are responded and handled with respect based on

driver's code of ethics
7. Reminders are conveyed to passengers politely
8. Complied Traffic authority instructions as prescribed by law

9. Traffic violation tickets/receipts issued by Traffic enforcers are
accepted and appropriate action is taken
10. Practiced courtesy and good communication
Competency Assessment Operation and Reporting
 Provide Applicant information and process application for Assessment

 Evaluate the documentary requirement of Applicant
o Application Form (Properly filled-up and attached prescribe ID
pictures)
o Self-Assessment Guide
o Employment Certificate of Employment
o Photocopy of Birth Certificate/Marriage Certificate
o Employment Certificate to Workers
 Applicant pays to the Cashier the TESDA Approved Assessment Fee
 Processing Officer issues the Admission Slip to the Applicant
 Register Schedule Applicant T2MIS
 Submit to TESDA Provincial Office the request for Assessment Schedule
 Conduct Competency Assessment
 Update result of each Candidate who got Competent, Not Yet Competent
and absent through T2MIS
 Cashier pays the honorarium of the Assessor
 Submits Assessment packages
 The inclusion of documents to be submitted to Provincial Office
o Attendance Sheets
o Competency Assessment Result Summary (CARS)
o Application Form
o NSO/PSA Birth/Marriage Certificates
o Self-Assessment Guide (SAG)
o Rating Sheet
o Performance Evaluation Instrument
o Report on Assessment Procedures.
Submitted by:
Administrator
Program Guidelines
1. Program fees, with breakdown of tuition and other fees and schedule of fee payment
(duly signed by the school head indicating the affectivity of school year).
2. Documented grading system, details of which are provided to students/trainees at the
start of their program.
3. Entry requirements for the program comply with the relevant training regulations if
applicable.
4. Rules on attendance
Payment of the Training Fee
 The enrolee shall pay the corresponding training fee per qualification.
QUALIFICATION DAY CLASS NIGHT CLASS

SATURDAYS &
SUNDAYS
1. Driving
NC II 3,700.00 4,700.00
 Breakdown of Fees
Training Fee is inclusive of the following:
 Registration Fee (amount differs per qualification)
 Honorarium of Trainer (for night classes only) - 1,000.00
 Competency Assessment Fee - 1,415.00
 Insurance - 25.00
 Medical/Dental Medicines - 75.00
 Miscellaneous - 260.00
 Breakdown:
 Identification Card - 60.00
 Trainer’s Organization - 100.00
 Center’s Publication - 100.00
_______
Total - 260.00
Noted by:
President
Training Fee Policy and Guidelines
 MODE OF PAYMENT OF THE TRAINING FEE
1. Payment of the training fee shall be made in full upon enrollment; or

2. In three (3) payments; fifty percent (50%) of the training fee shall be paid upon
enrollment, the remaining fifty percent (50%) shall be paid in two (2) terms –
25% shall be paid once the trainee has finished the training in Basic
Competencies and the remaining twenty five percent (25%) for full payment shall
be paid before the trainee takes the Core Competencies.
3. Trainees should keep the Official Receipts (OR) issued. In case of loss, the
trainee/ client may get a certification for his/her payment made with fee of Fifty
Pesos (Php 50.00) Only.
 REFUND OF TRAINING FEE
NO REFUND of the Training Fee is allowed. However, payment is valid within one (1)
year from date of issuance of the Official Receipt if the trainee was not able to attend the
training beyond five (5) days, consecutive or not within a period of two (2) weeks.
 OTHER FEES
1. Transcript of Records - 100.00

2. Training Certificate/Certifications/
Re-Issuance of Official Receipt - 50.00
3. Re-Issuance of Training Certificate/TOR - 100.00
GRADING SYSTEM
CRITERIA PERCENTAGE
Theory
 Self-Check 10%
 Assignment 5%
 Attendence 5%
Total Percentage: 20%
Practical
 Hands-On 20%
 Housekeeping 5%
 Safety 5%
Final Assessment
 Written 15%
 Demonstration 35%
Note: To be accomplished in 2 copies (1 for instructor, 1 for the registrar)
RATING SCALE:
Excellent 1.0-1.1 98%-100%
Supervisor 1.2-1.5 93%-97%
Very Good 1.6-2.0 87%-92%
Good 2.1-2.5 81%-86%
Fair 2.6-3.0 75%-80%
Failure 5.0 (74% and below)
PRESIDENT
PRE-TRAINING
A. Entry Requirements
National Certificate Levels I, II, III, and IV Training Programs

Minimal Duration: as specified in the Competency Standard/Curriculum
For New Applicants:

ENTRY REQUIREMENTS DOCUMENTARY REQUIREMENTS
1. Age: at least 16 years old for all Live Birth/Birth Certificate (photocopy)
qualifications
2. Education: Photocopy of Diploma (for graduates) or
- Can read, write, speak in both Report Card/TOR (for undergraduates)
English and Filipino and can Photocopy of NCAE Result
compute basic mathematics
- At least High School graduate
3. Must take the Aptitude Test and Aptitude Test and Interview Result
pay the examination fee of Fifty Official Receipt
Pesos (Php 50.00) and must be
interviewed
4. Must be mentally and physically Medical Certificate issued by a
fit Public/Private Health Doctor
5. Must be of Good Moral Character Police Clearance/ NBI Clearance
(photocopy)
6. Must have the complete Checklist of complete documents
documentary requirements
7. Must be able to pay the Training Official Receipt
Fee as prescribed by Training
Center
8. For Dorm Occupants, must pay Official Receipt
the dormitory fee as prescribed
9. Must submit the following ID 4 pcs. Passport size latest ID picture,
pictures colored w/ white background
3 pcs. 1x1 latest ID picture, colored w/
white background
Note: digital copy not accepted
APTITUDE TEST
 Schedule for the Aptitude Test:
9:00 am-10:30 am
1:30 pm-3:00 pm
Note: 10:30 am-12:00nn and 3:00pm-5:00 pm (checking of the Aptitude Test)
 The applicant shall report to the test venue fifteen (15) minutes before the
examination time. He shall bring pencil, bullpens, and the Official Receipt of
the Examination Fee.
 Before the examination starts , the examiner shall orient the examinees on the
following:
 Duration of the examination (1.5 hours only)

 Rules in taking the exam
 Examinees are not allowed to talk with one another while the
examination is going on
 Examinees found cheating will have their test papers and
answer sheets confiscated and their results will be declared null
and void. Consequently, their names will be blacklisted from
taking the same examination.
 Release of the test results

 Names of applicants who qualified for interview shall be posted on the
bulletin board two (2) days after the exam.
INTERVIEW
 An interview shall be conducted by the respective trainers to those applicants

who qualified.
 After the interview, the trainer shall approve the Registration Form ready for
enrolment.
 The applicant shall comply the documentary requirements.
FOR JSR TECHNICAL VOCATIONAL SCHOOL GRADUATE
GRADUATES WHO WISH TO ENROLL ANOTHER QUALIFICATION/ OLD

TRAINEES/ RETURNEE:
 Trainees who graduated in one (1) qualification and would like to enrol in
another qualification will not anymore submit the following entry
requirements provided these requirements are still valid:
 Police Clearance or NBI Clearance

 Medical Certificate, but
 Shall still comply the other requirements;
 Grades in the Basic Competencies training for NC II levels only are
credited for any qualification of the same NC level; and
 Shall go directly to attend the Common and Core Competencies training
with the endorsement from the Non-Technical Trainer.
TRAINING PROPER
A. Attendance to TIP
 All trainees must attend the Training Induction Program (TIP) as scheduled,
before attending the Basic Competencies training.
B. Basic Competencies Training

All trainees must undergo the basic competencies training. Workers with valid employment
certification may undergo modularized CBT delivery system.
 The list of trainees who finished the Basic Competencies Training shall be
given to the respective Technical Trainers by the Non-Technical Trainer.
C. Number of Trainee per Training Program (Day and Night Schedule)
 A maximum of thirty (30) trainees is allowed.
D. Attendance/ Absences/ Tardiness
1. Full Time Trainees
Trainees attending the day class schedule shall report to class at 8:00 am-12:00 nn and
1:00 pm-5:00 pm daily, Monday-Friday, while night class trainees shall report to
class at 5:30 pm-8:30 pm, Monday-Friday, Saturdays and or Holidays at training
center’s official time;
2. A fifteen-minute break is given in the morning and in the afternoon. A trainee must
not exceed the time allotted so as not to interrupt training;
3. A trainee is considered late if he/she arrives within fifteen (15) minutes of the official
time in the training center. Three (3) instances of tardiness are equivalent to one (1)
absence;
4. A trainee is marked absent if he/she reports beyond fifteen (15) minutes of the official
time of training or just reports half-day in the afternoon;
5. A trainee will only be considered excused from the training for the following reasons:
(a) sickness; (b) attend wake or burial of family members within third degree of
consanguinity; (c) attend to emergency needs of close family members. If sick or to
attend the wake or burial or emergency needs of close family members, an excuse
letter signed by the parent/ guardian must be given to trainee adviser;
6. Cutting classes is strictly prohibited;

7. Thirty (30) minutes before the start and end of training, trainees shall have
housekeeping/ 5S in their respective workshops;
8. Trainees who acquired three times late and absences are subject to Trainers and
Guidance Counsellors’ intervention.
9. A trainee with more than five (5) days absences and/or five (5) times tardy/late
(consecutive or not) without informing the trainer and the office shall be dropped
from the training.
E. Training Delivery System: Competency-Based Training
The 10 Basic Principles of Competency-Based TVET
1. The training is based on curriculum developed from the competency standards;

2. Learning is modular in its structure;
3. Training is individual and self-paced;
4. Training is based on work that must be performed;
5. Training materials are directly related to the competency standards and curriculum
modules;
6. Assessment is based in the collection of evidence of the performance of work to the
industry required standard;
7. Training is based both on and off the job components;
8. Allows for recognition of prior learning (RPL) or current competencies;
9. Training allows for multiple entry and exit; and
10. Approved training programs are nationally accredited.
F. Rules of Conduct
1. Report to class at 8:00am- 12:00nn and 1:00pm-5:00pm (8 hours) for day class;
5:30pm-8:30pm for night class from Monday-Friday, Saturdays, Sundays and or
Holidays;
2. Must attend the flag raising ceremony/convocation conducted every Monday at
8:00am;
3. Must attend the morning drill and exercise every Tuesday-Friday, at exactly 8:00am
4. Must wear the prescribed uniform (day, night and weekend classes);
5. Must wear ID card upon entering the SCHOOL compound and inside premises at all
times;
6. Subject to body search upon entering and leaving the center;
7. Not to carry firearms and other deadly weapon inside the premises;
8. Use garbage/ trashcans/containers for waste disposal;
9. Not to smoke in the lecture rooms, workshops, covered court; not only in designated
smoking areas;
10. Not to bring in drink liquor and report to class if under the influence of liquor and/or
drugs;
11. Be confined to the area where being trained;
12. Not to write an walls, tables and chairs;
13. Speak to fellow trainees and to any person in an audible voice and polite manner;
14. Not to spit anywhere in the workshop;
15. Urinate only in comfort rooms;
16. Not to wear short pants and slippers in the workshop;
17. Not to operate machines/facilities unless expressly authorized by the trainer;
18. Obey the assignments given by the trainers related to the training;
19. Be held accountable for the damages of machine/equipment/facilities/amenities and
losses of tools;
20. Not to gamble in whatever form at the center;
21. Have a proper haircut and not to wear earrings in the center (for male trainees only);
22. Not to sleep in the workshops, Computer Laboratory, Learning Resource Center,
Assessment Center and covered court during training hours; and
23. Respect all visitors/ employees especially ladies/girls coming to the center. Whistling
and howling at them is strictly prohibited.
Violation of any of these Rules and Laws will be a CAUSE FOR EXPULSION of the
trainee from the Training Center.
PROCESS OF ESTABLISHING CASE:
1. Everyone is entitled to have due process in hearing and deciding on their violation.
2. The Guidance Counsellors establishes the cases or compliant through a dialogue with the
violator.
3. The Guidance Counsellor recommends to the Center Manager sanctions after ascertaining
the facts of the case.
4. Offenses for immediate termination will be given a notice after the case has been
established.
5. All documents resulting from this process must be filed by the Guidance Counsellor.
TRAINEES MISBEHAVIOR
1. Offense for Immediate Termination

a. Possession and/or use of prohibited drugs.
b. Stealing properties of others.
c. Possession of firearms and other deadly weapon.
d. Committing five days of unexcused absences in a given NC level.
2. Grave Misconduct for Ultimatum
a. Bringing and drinking liquor and alcoholic beverages inside JSR TECHNICAL
VOCATIONAL SCHOOL INCORPORATED, premises.
b. Entering the training complex under the influence of liquor.
c. Gambling any form.
d. Physical assaults.
e. Possession, view and use of pornographic materials.
f. Willful destructions of the facilities in the training center.

3. Grave Misconduct with Termination on Third Offense
a. Smoking outside the designated smoking areas.
b. Acts of violence causing commotion and noise.
c. Use of rude words, verbal assaults, sexist jokes and the likes.
d. Falsification, forgery, alteration, or misuse of any documents.
e. Cheating in any form.
 Have an authorized items or texts at his or her desk during written assessment.
 Make use of unauthorized items or texts during assessment.
 Dishonestly helps another person during assessment.
 Acts dishonestly in any way, whether, during or after the examination, so as to
obtain an unfair advantage in the assessment.
4. Minor Violations
a. Neglectful use resulting to damage or use of training facilities, tools, and
equipment.
b. Vandalism including writing on the facilities of the training center such as walls,
tables, chairs, shelves, cabinets, and etc.
5. Sanction for Violation of Rules by Trainees
1. For Grave Misconduct violations, a trainee is allowed three (3) accumulated
offense.
a. First Offense
a.1. Written warning will be given to the trainee
a.2. Parents will be notified about the offense committed
b. Second Offense
b.1. An ultimatum will be issued.
b.2. Parents will be notified.
c. Third Offense
c.1. Expulsion from the training.
2. Minor violations of the rules and regulations are light infractions that warrant the
following sanctions:
a. First Offense
a.1. A fellow trainee or a trainer can report to the Guidance Counsellor a violation
by trainee.
a.2. The Guidance Counsellor will have a dialogue with the offender.
b. Second Offense
b.1. A fellow trainee or a trainer will report to the Guidance Counsellor for
dialogue with the offender.
b.2. The Guidance Counsellor will impose a penalty to trainee/s according to
degree of violation committed.
c. Third Offense
c.1. Written warning will be issued by the Guidance Counsellor.
G. WEEKEND AND NIGHT CLASSES
1. Skills training program may be conducted on day, night and weekend schedules.
2. No skills training program shall be allowed unless an order is approved by the Training
Center Administrator.
3. Training fee for skills training programs conducted for weekends and at night shall
follow the prescribed rates in the latest approved order.
4. Trainers (Regular Employees who are trainers and on-call trainers) conducting
night/weekend class training shall be entitled to an honorarium of One Thousand Pesos
(Php1,000.00) per trainee. However, the total honorarium of each trainer in a year should
not exceed twenty-five percent (25%) of his annual income.
POST TRAINING
1. Mandatory Attendance to JIP
 All trainees must attend the Job Induction Program (JIP) as scheduled before
taking the Competency Assessment and undergoing the On-the Job Training
(OJT) in all qualifications enrolled.
 Certificate of Attendance of the JIP shall be given to the attendees as one of the
requirements in getting the Certificate of Training.
2. Mandatory Competency Assessment
The Candidate
a. All trainees shall take the Competency Assessment (CA) to be considered a graduate
as per Circular Order.
b. Before the scheduled CA, the examinee/candidate shall submit the following:
1. One pc Accomplished Applicant’s Information Sheet
2. One pc long brown envelope
3. Three pcs; latest passport size picture colored with white background in corporate
attire or with collar
Note: Digital copy not accepted
4. One pc Photocopy of any of the following:
 Live Birth
 Baptismal Certificate
 Marriage Certificate
 PRC ID
 Voter’s ID
 School or Company ID
5. Official receipt of payment of Training Fee/Assessment Fee (Php575.00)
c. Competency Assessment Fee will only be valid within one (1) year from date of
payment based on the Official Receipt.
d. Refund of the Competency Assessment Fee
No refund of the Competency Assessment Fee, but his/her payment will still be
valid within one (1) year from date of issue on the Official Receipt and non-
transferrable.
Walk-in Examinees- (shall follow Competency Assessment and Certification
Procedure)
3. Mandatory On-the-Job Training (OJT)

 All trainees in all qualifications must undergo OJT for a period of at least
160 hours.
 All trainees must apply for OJT within one week after taking the
Competency Assessment; failure to apply, a trainee is considered dropped
and his Training Certificate/National Certificate/Transcript of Records and
other trainee’s documents will not be issued to him.
4. Trainee’s Clearance
 All trainees shall secure the Trainee’s Clearance after their OJT. OJT
documents should be submitted first before securing the Trainee’s
Clearance. Trainee’s Clearance is a proof that they are clear from all the
money and property accountabilities from the training center.
 Trainee’s Clearance is a requirement when requesting for Certificate of
Training, Transcript of Records, National Certificate (NC) and other
trainee’s documents.
5. Certificate of Training/Certificate of Competencies/Transcript of Records
a. Certificate of Training with list of Competencies (basic, common and core) shall be
issued to the graduates regardless of the number of competencies completed upon
his/her request with a fee of fifty pesos (Php50.00) only.
b. Transcript of Records shall be issued to the graduates upon his request with a fee of
One Hundred Pesos (Php100.00) only.
OTHERS
A. 5S will be implemented in the whole training duration. Every last Wednesday afternoon of
the month is the General Clean-up day of JSR TECHNICAL VOCATIONAL
SCHOOL INCORPORATED
B. Facilities for personal necessities shall be cleaned by the trainees with the supervision of
the trainers as scheduled.
C. Trainees with conduct unbecoming, delinquent payments and the like will not be accepted
to enroll again in another qualification without the settlement of their cases.
SCHOOL HEALTH SERVICES
The JSR TECHNICAL VOCATIONAL SCHOOL INCORPORATED, nurse has

a crucial role in the seamless provision of comprehensive health services to children and
youth. Increasing numbers of students enter schools with chronic health conditions that
require management during the school day.
This policy statement describes for Health Practitioners and the role of the school
nurse in serving as a team member in providing preventive services, early identification
of problems, interventions, and referrals to foster health and educational success.
To optimally care for learners and trainee, preparation, ongoing education, and
appropriate staffing levels of school nurses are important factors for success.
SCHOOL NURSE ACTIVITIES

The range of school health services varies by school.
The following health services are the minimum that should be offered, in accordance to
the manual School Health Policy and Practices
 Assessment of health complaints, medication administration, and care for students

with special health care needs;
 A system for managing emergencies and urgent situations;
 Mandated health screening programs, verification of immunizations, and
infectious disease reporting; and
 Identification and management of students' chronic health care needs that affect
educational achievement.
Care Coordination
Care coordination in schools involves school nurses organizing the care of

students by sharing information and maintaining communication among those
concerned with the needs and care of students with chronic health conditions (e.g.,
asthma, diabetes, epilepsy). Those involved in this integrated health care may be: 1
 Families.
 Health care providers.
 Teachers.
 Out-of-school time staff.
 Other school staff (e.g., administration).
Care coordination can provide students with chronic health conditions with the
following benefits:
 Improve medical management.

 Provide more detailed follow-up.
 Reveal the need for additional resources (e.g., eligibility and enrollment
assistance for health insurance).
Some students may have an Individualized Education Plan (IEP), or an
Individualized Health Plan (IHP) that helps them to learn in an environment that
can support their needs. Typically, the school nurse plays an important role in
establishing these plans.
JOB LINKAGING PROGRAM
We assist our graduates in finding employment both locally and abroad. We have
affiliated several institutions locally particularly in providing a Free refresher practical
course that will eventually help our graduates to find an employer both local and abroad.
Moreover, the institution will be the one to assist in the processing of the
necessary documents needed to acquire Institutional Assessment and National
Certificates on the Qualification that they enrolled.
Furthermore, this institution also provides free assistance to its graduates in the
processing of working with their application.
Through its Job Linkaging Program graduates are introduced to some various
Land Transportation Industry, Construction Industry, Logistics and Delivery Institutions
both overseas and here in the localities for job opportunities.
TRAINEE
HEALTH PROTOCOL
COVID-19 ALERT LEVELS-1
The Inter-Agency Task Force (IATF) on Sunday, February 27, 2022, approved the amendments
to the Guidelines on the Nationwide Implementation of Alert Level System for COVID-19
Response.
Below are some of the protocols to be observed under Alert Level 1.
1. Well-fitted face masks shall be worn properly at all times, whether outdoors or in
indoor private or public establishments, including in public transportation by land,
air or sea, except when eating and drinking, participating in team and individual
sports in venues where ventilation standards can be maintained, and practicing
outdoor sports/exercise activities where physical distance can be maintained.
2. All private offices and workplaces, including public and private construction sites,
may operate at full 100% capacity, consistent with national issuances on
vaccination requirements for on-site work. However, they may continue to
provide flexible and alternative work arrangements as deemed appropriate based
on function or individual risk.
Agencies and instrumentalities of the government shall likewise adhere to 100% on-site
workforce. Off-site work shall be under such work arrangements subject to relevant rules and
regulations issued by the Civil Service Commission and the Office of the President.
GUIDELINES ON THE NATIONWIDE IMPLEMENTATION OF ALERT LEVELS

SYSTEM FOR COVID-19 RESPONSE As of November 11, 2021
WHEREAS, the Coronavirus Disease 2019 (COVID-19), since having been declared
as a Public Health Emergency of International Concern (PHEIC), has irreversibly affected
millions of lives and families worldwide. Its unprecedented speed of transmission and
infectivity has placed a huge burden on essential areas of governance, most importantly in
vulnerable sectors such as the economy, education, and healthcare;
WHEREAS, Section 2 of Executive Order No. (E.O.) 112, (s. 2020) provides that
provincial governors shall be authorized to impose, lift or extend the Enhanced Community
Quarantine (ECQ) in component cities and municipalities upon the concurrence of the
relevant regional counterpart body of the Inter-Agency Task Force for the Management of
Emerging Infectious Diseases (IATF); and, that the mayors of cities and municipalities are
likewise authorized to impose, lift or extend ECQ in barangays, upon the concurrence of the
relevant regional counterpart body of the IATF; provided, that this is without prejudice to the
authority of the IATF to directly impose, lift or extend ECQ in these areas should
circumstances call for it;
WHEREAS, the IATF issued the Omnibus Guidelines on the Implementation of

Community Quarantine in the Philippines (IATF Omnibus Guidelines), as amended, to
harmonize and codify existing guidelines of the IATF and member-agencies pertaining to
community quarantine, which shall be applied to all regions, provinces, cities, municipalities,
and barangays placed under community quarantine;
WHEREAS, Guidelines for the Pilot Implementation of Alert Levels System in the
National Capital Region was adopted by the IATF and was published on 13 September 2021.
WHEREAS, the pilot area for implementation of the Alert Levels System was
expanded to include other provinces, highly urbanized cities, and independent component
cities pursuant to IATF Resolution No. 144-D (s.2021) issued on 18 October 2021.
WHEREAS, Executive Order No. 151 (s.2021) issued on 11 November 2021,

approved the nationwide rollout of the Alert Level System and adopted these Guidelines as
the guidelines to be implemented and enforced in all areas under the Alert Level System.
NOW, THEREFORE, BE IT RESOLVED, as it hereby RESOLVED, that in

consideration of the premises set forth herein, the IATF issues these Guidelines to enjoin and
proactively advocate the principles of 3C’s (Closed, Crowded, and Close Contact) strategy
against COVID-19 to curb the further spread of infection:
For purposes of these Guidelines, the following shall be defined as follows:
With Amendments as of November 11, 2021. 1

1. COVID-19 Alert Levels System - refers to the new Community Quarantine
Classifications for dealing with COVID-19 covering entire cities, municipalities
and/or regions; aimed to manage and minimize the risk of the disease through
System Indicators, Triggers and Thresholds determined by the IATF to specify the
public health and social measures to be taken in relation to the COVID-19 response,
as may be updated based on new scientific knowledge, information about the
effectiveness of control measures in the country and overseas, and its application.
a. Alert Level 1 - refers to areas wherein case transmission is low and

decreasing, total bed utilization rate, and intensive care unit utilization rate
is low.
b. Alert Level 2 - refers to areas wherein case transmission is low and

decreasing, healthcare utilization is low, or case counts are low but
increasing, or case counts are low and decreasing but total bed utilization
rate and intensive care unit utilization rate is increasing.
c. Alert Level 3 - refers to areas wherein case counts are high and/or
increasing, with total bed utilization rate and intensive care unit utilization
rate at increasing utilization.
d. Alert Level 4 - refers to areas wherein case counts are high and/or
increasing, with total bed utilization rate and intensive care unit utilization
rate at high utilization.
e. Alert Level 5 - refers to areas wherein case counts are alarming, with total
bed utilization rate and intensive care unit utilization rate at critical
utilization.
2. Granular Lockdown - refers to a micro-level quarantine for areas identified as

"critical zones" by the local government unit (LGU) which may be declared
regardless of Alert Level.
3. Minimum public health standards (MPHS) - refers to the national, local, and
sector-specific guidelines on mitigation measures for its COVID-19 response across
all settings by implementing non-pharmaceutical interventions (NPIs), consistent
with the Department of Health (DOH) Administrative Order No. 2021-0043 or the
Omnibus Guidelines on the Minimum Public Health Standards for the Safe
Reopening of Institutions. This term shall also encompass specific NPIs of
community mitigation strategies or public health measures that do not involve
vaccines, medications, or other pharmaceutical interventions, that individuals and
communities can carry out in order to reduce transmission rates, contact rates, and
the duration of infectiousness of individuals in the population.

PART I.
ALERT LEVEL SYSTEM FOR COVID-19 RESPONSE
SECTION [1] GENERAL GUIDELINES
1. The DOH shall identify the Alert Level of the pilot areas. These areas shall follow
the protocols consistent with the declared Alert Level. For the duration of the pilot
implementation, classification of the pilot areas shall be done weekly, unless
otherwise specified.
2. LGUs in pilot areas shall submit on a daily basis to their respective Regional Inter-
Agency Task Force (RIATF) such data as determined by National Government
Agencies based on the template provided for by the IATF Sub-Technical Working
Group on Data Analytics.
3. MPHS shall be implemented at all times consistent with the DOH Administrative
Order No. 2021-0043 or the Omnibus Guidelines on the Minimum Public Health
Standards for the Safe Reopening of Institutions.
4. The benefits for hazard pay and special risk allowances for all personnel in health
facilities shall be applicable under the Alert Level System for the duration of the
state of Public Health Emergency due to COVID-19.
5. Except those located in areas covered by granular lockdowns, all other

establishments, or activities not prohibited under each Alert Level may be allowed
to operate on-site provided they implement the minimum public health standards.
However, they are encouraged to operate with a minimal on-site capacity, while
applying work-from-home and other flexible work arrangements. For this purpose,
the movement of workers of said establishments residing in areas not covered by
granular lockdowns shall remain unrestricted.
Only hotels or accommodation establishments with valid DOT Accreditation shall

be allowed to accommodate guests and clients subject to guidelines issued by the
Department of Tourism and the IATF.
6. In all areas not under Alert Level 5, establishments permitted to operate under each
Alert Level may be allowed additional venue/seating capacity on top of the
existing allowable venue/seating capacities, as follows:
a. An additional twenty percent (20%) if the area where such establishments

are located has a vaccination coverage above seventy percent (70%) for
both Priority Group A2 (senior citizens) and Priority Group A3 (adults with
comorbidities), as determined by the Vaccine Cluster of the National Task
Force Against COVID-19; and
b. An additional ten percent (10%) if said establishments have been awarded
Safety Seal Certificates under the Safety Seal Certification Program.
SECTION [2] GUIDELINES FOR AREAS UNDER ALERT LEVEL 5. Areas placed
under Alert Level 5 shall observe the guidelines applicable to Enhanced Community
Quarantine (ECQ) as provided for under the IATF Omnibus Guidelines on the
Implementation of Community Quarantine in the Philippines, as amended. The benefits
applicable to ECQ shall be applicable in Alert Level 5.
SECTION [3] GUIDELINES FOR AREAS UNDER ALERT LEVEL 4. The following
protocols shall be observed in areas placed under Alert Level 4, except for portions thereof
under granular lockdown:
1. Intrazonal and interzonal travel shall be allowed subject to the reasonable

regulations of the LGU of destination, except for those (i) below eighteen (18)
years of age, and (ii) belonging to the vulnerable population, namely, those who
are over sixty-five (65) years of age, those with immunodeficiencies,
comorbidities, or other health risks, and pregnant women, provided that:
a. Those below eighteen (18) years of age, and those belonging to the
vulnerable population, shall be allowed access to obtain essential goods
and services, or for work in permitted industries and offices in accordance
with existing labor laws, rules, and regulations.
b. Fully vaccinated individuals belonging to the vulnerable population and

those below eighteen (18) years of age shall be allowed to participate in the
following activities:
i. Specialized markets of the Department of Tourism such as Point-to-

Point Travel subject to the reasonable regulations of the LGU of
destination, and Staycations; and
ii. Individual outdoor exercises even beyond the general area of their
respective residences. Provided that, the minimum public health
standards and precautions such as the wearing of face masks and
the maintenance of social distancing protocols are observed.
2. Fully vaccinated individuals, including those belonging to the vulnerable

population, may participate in the permitted activities under this Section.

3. The following establishments and/or activities characterized as high-risk for
transmission shall not be allowed to operate, or be undertaken in areas
classified under Alert Level 4:
a. Face to face or in-person classes for basic education, except those

approved by the IATF and/or the Office of the President;
b. Face-to-face or in-person classes for higher education or for technical,
vocational education and training, except those approved by the IATF
and/or the Office of the President;
c. All contact sports, whether indoor or outdoor;
d. Cinemas and movie houses;
e. Funfairs/peryas and kid amusement industries such as playgrounds,
playroom, and kiddie rides;
f. Venues with live voice or wind-instrument performers and audiences
such as in karaoke bars, bars, clubs, concert halls, and theaters;
g. Casinos, horse racing, cockfighting and operation of cockpits, lottery and
betting shops, and other gaming establishments except as may be
authorized by the IATF or the Office of the President; and
h. Gatherings in residences with individuals not belonging to the same
household.
4. The following establishments, or activities, shall be allowed to operate, or be

undertaken at a maximum of 10% indoor venue capacity for fully vaccinated
individuals only and 30% outdoor venue capacity provided that they have
been issued a Safety Seal Certification. Provided further, that all
workers/employees of these establishments are fully vaccinated against COVID-19
and minimum public health standards shall be strictly maintained. Provided further
still, that there is no objection from the LGU where these activities may take place:
a. Venues for meetings, incentives, conferences, and exhibitions (MICE);

b. Permitted venues for social events such as parties, wedding receptions,
engagement parties, wedding anniversaries, debut and birthday parties,
family reunions, and bridal or baby showers;
c. Visitor or tourist attractions such as libraries, archives, museums,
galleries, exhibits, parks, plazas, public gardens, scenic viewpoints or
overlooks, and the like;
d. Amusement parks and theme parks; and
e. Recreational venues such as internet cafes, billiard halls, amusement
arcades, bowling alleys, skating rinks, archery halls, swimming pools,
and similar venues.

individuals only and 30% outdoor venue capacity. Provided, that all

and minimum public health standards shall be strictly maintained. Provided
further, that there is no objection from the LGU where these activities may take
place:
a. In-person religious gatherings. Provided that gatherings shall be limited to

the conduct of religious worship and/or service, and processions and other
similar mobile religious gatherings shall not be allowed. Provided further,
that pastors, priests, rabbis, imams, or other religious ministers and the
assistants of these religious congregations have been fully vaccinated;
b. Licensure or entrance/qualifying examinations administered by their
respective government agency, and specialty examinations authorized by
the IATF subject to the health and safety guidelines as approved by the
IATF;
c. Dine-in services in food preparation establishments such as kiosks,
commissaries, restaurants, and eateries, subject to DTI sector-specific
protocols;
d. Personal care establishments such as barbershops, hair spas, hair salons,
and nail spas, and those offering aesthetic/cosmetic services or procedures,
make-up services, salons, spas, reflexology, and other similar procedures
including home service options, subject to the sector-specific protocols of
the DTI;
e. Fitness studios, gyms, and venues for non-contact exercise and sports,
subject to DTI sector-specific protocols. Provided that patrons/clients and
workers/employees wear face masks at all times and that no group
activities are conducted; and,
f. Film, music, and television production, subject to the joint guidelines as
may be issued by the DTI, Department of Labor and Employment (DOLE),
and the DOH.
6. Gatherings for necrological services, wakes, inurnment, funerals for those who
died of causes other than COVID-19, and for the cremains of the COVID-19
deceased, shall be allowed, provided that the same shall be limited to immediate
family members, upon satisfactory proof of their relationship with the deceased
and with full compliance with the prescribed minimum public health standards.
7. Agencies and instrumentalities of the government shall remain to be fully

operational and shall adhere to at least 20% on-site capacity while applying work-
from-home and other flexible work arrangements.

1. Intrazonal and interzonal movement shall be allowed. However, reasonable
restrictions may be imposed by the LGUs, which should not be stricter as those
prescribed under higher alert levels and subject to the oversight, monitoring, and
evaluation of their respective RIATF. Provided, that those below eighteen (18)
years of age, and those belonging to the vulnerable population, shall be allowed
access to obtain essential goods and services, or for work in permitted industries
and offices in accordance with existing labor laws, rules, and regulations.
Individual outdoor exercises shall also be allowed for all ages regardless of
comorbidities or vaccination status.
2. The following establishments and/or activities characterized as high-risk for

transmission shall not be allowed to operate, or be undertaken in areas
classified under Alert Level 3:
a. Face to face or in-person classes for basic education, except those

previously approved by the IATF and/or the Office of the President;
b. Contact sports, except those conducted under a bubble-type setup as
provided for under relevant guidelines adopted by the IATF, Games and
Amusement Board, and Philippine Sports Commission, and approved by
the LGU where such games shall be held;
c. Funfairs/peryas and kid amusement industries such as playgrounds,
d. Venues with live voice or wind-instrument performers and audiences such
as in karaoke bars, clubs, concert halls, and theaters;
e. Casinos, horse racing, cockfighting and operation of cockpits, lottery and
betting shops, and other gaming establishments except as may be
authorized by the IATF or the Office of the President; and
f. Gatherings in residences with individuals not belonging to the same
household.
3. The following establishments, or activities, shall be allowed to operate or be

individuals only and 50% outdoor venue capacity. Provided, that all
and MPHS shall be strictly maintained. Provided further, that there is no objection
from the LGU where these activities may take place.

c. Visitor or tourist attractions such as libraries, archives, museums, galleries,
exhibits, parks, plazas, public gardens, scenic viewpoints or overlooks, and
the like;

d. Amusement parks or theme parks;
arcades, bowling alleys, skating rinks, archery halls, swimming pools, and
similar venues;
f. Cinemas and movie houses;
g. Limited face-to-face or in-person classes for higher education and for
technical-vocational education and training;
h. In-person religious gatherings; gatherings for necrological services, wakes,
inurnment, and funerals for those who died of causes other than COVID-19
and for the cremains of the COVID-19 deceased;
i. Licensure or entrance/qualifying examinations administered by their
IATF;
j. Dine-in services in food preparation establishments such as kiosks,
protocols;
k. Personal care establishments such as barbershops, hair spas, hair salons,
the DTI;
l. Fitness studios, gyms, and venues for non-contact exercise and sports,
subject to DTI sector-specific protocols. Provided that patrons/clients and
workers/employees wear face masks at all times and that no group
activities are conducted; and
m. Film, music, and television production, subject to the joint guidelines as
may be issued by the DTI, DOLE, and the DOH.

1. Intrazonal and interzonal movement shall be allowed. However, reasonable

restrictions may be imposed by the LGUs, which should not be stricter as those
prescribed under higher alert levels and subject to the oversight, monitoring, and
evaluation of their respective RIATF.
2. Casinos, horse racing, cockfighting and operation of cockpits, lottery and betting
shops, and other gaming establishments shall not be allowed to operate, or be

undertaken in areas classified under Alert Level 2 except as may be authorized by
the IATF or the Office of the President.

individuals and those below 18 years of age, even if unvaccinated, and 70%
outdoor venue capacity. Provided, that all workers/employees of these
establishments are fully vaccinated against COVID-19 and MPHS shall be strictly
maintained. Provided further, that there is no objection from the LGU where these
activities may take place.

c. Visitor or tourist attractions such as libraries, archives, museums, galleries,
exhibits, parks, plazas, public gardens, scenic viewpoints or overlooks, and
the like;
d. Amusement parks or theme parks;
arcades, bowling alleys, skating rinks, archery halls, swimming pools, and
similar venues;
f. Cinemas and movie houses;
g. Limited face-to-face or in-person classes for basic education subject to
prior approval of the Office of the President;
h. Limited face-to-face or in-person classes for higher education and for
technical-vocational education and training;
i. In-person religious gatherings; gatherings for necrological services, wakes,
inurnment, and funerals for those who died of causes other than COVID-19
and for the cremains of the COVID-19 deceased;
j. Licensure or entrance/qualifying examinations administered by their
IATF;
k. Dine-in services of food preparation establishments such as kiosks,
protocols;
l. Personal care establishments such as barbershops, hair spas, hair salons,
the DTI;

m. Fitness studios, gyms, and venues for individual non-contact exercise and
sports; Provided that patrons/clients and workers/employees wear face
masks at all times and subject to DTI sector-specific protocols.
n. Film, music, and television production subject to the joint guidelines as
may be issued by the DTI, DOLE, and the DOH;
o. Contact sports approved by the LGU where such games shall be held;
p. Funfairs/peryas or kid amusement industries such as playgrounds,
q. Venues with live voice or wind-instrument performers and audiences such
as in karaoke bars, clubs, concert halls, and theaters; and
r. Gatherings in residences with individuals not belonging to the same
household.

1. Intrazonal and interzonal movement shall be allowed without regard to age and
comorbidities.
2. All establishments, persons, or activities, are allowed to operate, work, or be

undertaken at full on-site or venue/seating capacity provided it is consistent with
minimum public health standards; provided further, that face to face classes for
basic education shall be subject to prior approval of the Office of the President.

PART II
GUIDELINES ON THE IMPLEMENTATION OF GRANULAR LOCKDOWNS
Section [1] AUTHORITY TO DECLARE. The authority to impose granular lockdown shall
be given to the city and municipal mayors with respect to their component barangays subject
to the concurrence of the Regional Inter-Agency Task Force (RIATF), and individual houses
where one household member has been confirmed, residential buildings, streets, blocks,
puroks, subdivisions, and/or villages within their jurisdiction.
SECTION [2] PARAMETERS FOR DECLARATION AND IMPLEMENTATION. The

epidemiological parameters in the declaration of a granular lockdown, including specific
interventions and activities to be conducted in such areas, shall comply with the National Task
Force COVID-19 Memorandum Circular No. 2 dated 15 June 2020 or the Operational
Guidelines on the Application of the Zoning Containment Strategy in the Localization of the
National Action Plan Against COVID-19 Response.
SECTION [3] DURATION. Granular lockdowns shall be for a period of not less than
fourteen (14) days.
SECTION [4] EFFECTIVITY.
1. Declaration of granular lockdowns by local chief executives shall be provisionally

effective immediately and shall include due notice to the RIATF. The RIATF
shall immediately act on the said declaration.
2. The IATF retains its mandate to impose and/or lift lockdowns on highly urbanized
cities and independent component cities in accordance with Executive Order No.
112 (s.2020).
SECTION [5] SECURITY. The Philippine National Police (PNP) shall ensure peace and
order at all times. They shall make sure that security protocols are maintained in lockdown
areas.
SECTION [6] MOVEMENT. The list of Authorized Persons Outside Residences under the
IATF Omnibus Guidelines on the Implementation of Community Quarantine in the
Philippines, as amended, shall not apply in areas under granular lockdowns. Only health care
workers (HCWs) and non-health personnel working in hospitals, laboratories, dialysis
facilities, and community healthcare workers if their institutions are unable to provide
accommodation for their personnel, and uniformed personnel tasked to enforce the granular
lockdown, shall be allowed to move within, into, and out of the area under granular lockdown.
The following shall be allowed to enter and/or exit granular lockdown areas for specific
purposes:

1. Overseas Filipino Workers bound for international travel, and those returning to
their respective residences after having completed facility-based quarantine upon
arrival;
2. Individuals whose home or residence are located within an area under granular
lockdown may enter the said area for the sole purpose of returning to their
respective homes or residences but must thereafter remain therein for the duration
of the granular lockdown;
3. Individuals under exceptional circumstances such as, but not limited to, those
seeking urgent medical attention as validated by the municipal/city health officer;
and
4. Food and essential items provided that they can only be picked up and/or
unloaded at border collection points designated by the LGU.
SECTION [7] ASSISTANCE TO AFFECTED INDIVIDUALS. Households within areas

under granular lockdown shall be provided assistance by their respective LGUs and the
Department of Social Welfare and Development (DSWD), in accordance with their relevant
guidelines.
SECTION [8] REPORTING.
1. LGUs shall report details of their granular lockdowns to the Department of the
Interior and Local Government following a prescribed format which shall
thereafter be submitted to their respective NTF Regional Task Force.
2. RTFs shall monitor all areas under granular lockdowns in the region, and shall
provide monitoring reports to the National Task Force Against COVID-19.
SECTION [9] INCORPORATION. Succeeding issuances of the Department of the Interior

and Local Government relative to the imposition of granular lockdowns, if any, shall form an
integral part of these Guidelines.
RESOLVED FURTHER, that the provisions of the Omnibus Guidelines on the

Implementation of Community Quarantine in the Philippines, as amended, insofar as they are
not inconsistent with these Guidelines shall be applied suppletorily. In case of doubt, these
Guidelines shall prevail.
Note: Last signed Guidelines for Pilot Implementation of Alert Levels System in the
National Capital Region published on 13 September 2021. Amendatory IATF Resolution/s
were published individually.
Prepared for general reference purposes by the IATF Secretariat

TESDA-OP-CO-01-F03 Driving Course Design

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TESDA-OP-CO-01-F03

Qualification Training Duration

1. Driving NC II 194 Hours

Enclosed are the required documents.

We hope for your immediate action on this application.

Very truly yours,

Attachments: (As indicated in the Program Registration Checklist)

Course Title : DRIVING NC II

 At least 15 years of age

 Face to Face Learning

 Must be a holder of a Land Transport Light Vehicle NC II

Basic Competencies : Communication

Unit of Competency : PARTICIPATE IN A WORKPLACE COMMUNICATION

Module Title : PARTICIPATING IN A WORKPLACE

Module Descriptor : This module covers the knowledge, skills and

Suggested Duration : 6 Hours

Summary of Learning Outcome:

LO1. Obtain and convey workplace information.

LO1. OBTAIN AND CONVEY WORKPLACE INFORMATION

Assessment Contents Conditions Methodologies Assessment

Assessment Contents Conditions Methodologies Assessment

Basic Competency : TEAM WORK

Unit of Competency : WORK IN A TEAM ENVIRONMENT

Module Title : WORKING IN A TEAM ENVIRONMENT

Suggested Duration : 3 hours

Summary of Learning Outcomes:

LO1. Describe and identify team role and scope

Details of Learning Outcomes:

LO1. DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBIITY IN A TEAM

Assessment Contents Conditions Methodologies Assessment Method

Reporting  Team role  Standard operating  Group discussion/  Written test

Assessment Contents Conditions Methodologies Assessment

LO3. WORK AS TEAM MEMBER

Assessment Contents Conditions Methodologies Assessment

Module Title : SOLVING/ADDRESSING WORKPLACE PROBLEMS

Module Descriptor : This module covers the knowledge, skills and

Suggested Duration : 3 Hours

Summary of Learning Outcome:

LO1. Identify routine problems

LO1. IDENTIFY ROUTINE PROBLEMS

Assessment Contents Conditions Methodologies Assessment

Assessment Criteria Contents Conditions Methodologies Assessment

Assessment Contents Conditions Methodologies Assessment

Unit of Competency : DEVELOP CAREER LIFE DECISION

Module Title : DEVELOPING CAREER LIFE DECISION

Suggested Duration : 3 hours

Summary of Learning Outcome:

LO1. Manage one’s emotion

Details of Learning Outcomes:

LO1. MANAGE ONE’S EMOTION

Assessment Contents Conditions Methodologies Assessment

Techniques for  Self management  Workplace/  Case formulation  Oral Questioning

Assessment Contents Conditions Methodologies Assessment

LO3. BOOST SELF-CONFIDENCE AND DEVELOP SELF-REGULATION

Assessment Contents Conditions Methodologies Assessment

Module Title : CONTRIBUTING TO A WORKPLACE INNOVATION

Module Descriptor : This module covers the knowledge, skills and

Suggested Duration : 4 hours

Summary of Learning Outcome:

LO1. Identify opportunities to do things better

LO1. IDENTIFY OPPORTUNITIES TO DO THINGS BETTER

Assessment Contents Conditions Methodologies Assessment

Assessment Contents Conditions Methodologies Assessment