CBC NEW of EIM NC2

What is Competency-Based Curriculum (CBC)
 A competency-based curriculum is a framework or guide for the subsequent de-

tailed development of competencies, associated methodologies, training and as-
sessment resources.
 The CBC specific the outcomes which are consistent with the requirements of
the workplace as agreed through the industry or community consultations.
 CBC can be developed immediately when competency standards exist.
 When competency standards do not exist, curriculum developers need to clearly

define the learning outcomes to be attained. The standard of performance re-
quired must be appropriate to industry and occupational needs through the in-
dustry/ enterprises or specified client group consolations.
These materials are available in both printed and electronic copies.
For more information please contact:
Technical Education and Skills Development Authority (TESDA)
Telephone Nos.: 893-8281, 817-4076 to 82 loc. 611 to 631, 631 and 635 or
visit our website: www.tesda.gov.ph or the TESDA Regional Office nearest you.
COMPETENCY-BASED CURRICULUM
Sector:
ELECTRICAL & ELECTRONICS SECTOR
Qualification:
ELECTRICAL INSTALLATION AND

MAINTENANCE NC II
TECHNICAL EDUCATION AND SKILLS
DEVELOPMENT AUTHORITY
SURIGAO EDUCATION CENTER
TESDA-OP CO-01-F11
(Rev.No.00-03/08/17)
COMPETENCY-BASED CURRICULUM
A. Course Design
Course Title : ELECTRICAL INSTALLATION

AND MAINTENANCE
Nominal Duration : 215 Hours
Qualification Level : NC II
Course Description : This course is designed to enhance the knowl-
edge, skills, positive attitude and work values in accordance with international
standards. It covers the competencies required on stake-out building lines, fabri-
cate formworks, install framing works, install architectural ceiling/wall sheats/
panels and floor finishes and fabricate/install door/window jambs and panels in
operating.
Trainee Entry : Trainees or students wishing to gain entry into

this course should possess the following requirements:
Requirements
 Can communicate both oral and written

 Physically and mentally fit
 Can perform basic mathematical computation
 Must undergo TESDA Online Program (TOP) on practicing COVID Measures
in the Workplace
Course Structure
Basic Competencies
No. of Hours: ( 37 hrs. )
Unit of Competency Module Title Learning Outcomes Nominal
Duration
1. Participate in Participating in 1.1 Obtain and Convey workplace 2 hours
workplace commu- workplace commu- information
nication nication 1.2 Perform duties following work- 2 hours
place instructions
1.3 Complete relevant work re- 2 hours
lated documents
2. Work in a team en- Working in a team 2.1 Describe team role and scope 1 hour
vironment environment 2.2 Identify one’s role and respon- 1 hour
sibility within team
2.3 Work as a team member 1 hour
3. Solve/address rou- Solving / address 1. Identify routine problems 1 hour
tine problems routine problems 2. Look for solutions to routine 1 hour
problems
3. Recommend solutions to
problems 1 hour
4. Develop Career Developing Career 4.1 Manage one’s emotion 1 hour
and Life Decisions and Life Decisions 4.2 Develop reflective practice 1 hour
safety 4.3 Boost self-confidence and de- 1 hour
velop self-regulation
5. Contribute to work- Contributing to 5.1 Identify opportunities to do 1 hour
place innovation workplace innova- things better
tion 5.2 Discuss and develop ideas 1 hour
with others
5.3 Integrate ideas for change in 1 hour
the workplace
6. Present relevant in- Presenting relevant 6.1 Gather data/ information 2 hours
formation information 6.2 Assess gathered data/ infor- 3 hours
mation
6.3 Record and present informa- 3 hours
tion
7. Practice Occupa- Practicing Occupa- 1.1 Identify OSH compliance re- 1 hour
tional Safety And tional Safety And quirements
Health Policies Health Policies And 1.2 Prepare OSH requirements 1 hour
And Procedures Procedures for compliance
1.3 Perform tasks in accordance 2 hours
with relevant OSH policies
and procedures
8. Exercise Efficient Exercising Efficient 8.1 Identify the efficiency and ef- 1 hour
and Effective Sus- and Effective Sus- fectiveness of resource utiliza-
tainable Practices tainable Practices tion
in the Workplace in the Workplace 8.2 Determine causes of ineffi- 1 hour
ciency of resource utilization
8.3 Convey inefficient and ineffec- 1 hour
tive environmental practices
9. Practice Entrepre- Practicing Entrepre- 9.1 Apply entrepreneurial work- 1 hour
neurial Skills in the neurial Skills in the place best practices
Workplace Workplace 9.2 Communicate entrepreneurial 1 hour
workplace best practices
9.3 Implement cost effective oper- 2 hours
ations
COMMON COMPETENCIES
No. of Hours: (24 hours)
Nominal
Unit of Competency Module Title Learning Outcomes
Duration
1. Use hand tools 1.1 Using hand 1.1.1 Plan and prepare for 5 hours.
tools tasks to be under-
taken.
1.1.2 Prepare hand tools.
1.1.3 Use appropriate hand

tools and test equipment.
1.1.4 Maintain hand tools.
2. Perform mensu- 2.1 Performing 2.1.1 Select measuring in- 4 hours.

ration and calcu- mensuration struments.
lation and calcula-
tions 2.1.2 Carry out measure-
ments and calculation.
2.1.3 Maintain measuring in-

struments.
3. Prepare and in- 3.1 Prepare 3.1.1 Identify different kinds 5 hours.
terpret technical and inter- of technical drawings.
drawing pret techni-
cal drawing 3.1.2 Interpret technical
drawing.
3.1.3 Prepare/ make

changes to electrical/
electronic schematics
and drawings.
3.1.4 Store technical draw-
ings and equipment/ instru-
ments.
4. Apply quality 4.1 Applying 4.1.1 Assess quality of re- 5 hours.
standards quality ceived materials or
standards. components.
4.1.2 Assess own work.
4.1.3 Engage in quality im-

provement.
5. Terminate and 5.1 Terminat- 5.1.1 Plan and prepare for 5 hours.
connect electrical ing and termination/ connec-
wiring and elec- connect tion of electrical wiring/
tronics circuits. electrical electronics circuits.
wiring and
electronics 5.1.2 Terminate/ connect
circuits. electrical wiring/ elec-
tronic circuits.
5.1.3 Test termination/ con-

nections of electrical
wiring/ electronics cir-
cuits
CORE COMPETENCIES
No. of Hours :(154 hours)
Nominal
Unit of Competency Module Title Learning Outcomes
Duration
1. Perform rough- 1.1 Performing 1.1.1 Install electrical 70 hours.
ing-in activities, roughing-in ac- metallic/ non- metallic
wiring and cabling tivities, wiring (PVC conduit).
works for single- and cabling
phase distribution, works for sin- 1.1.2 Install wire ways and
power, lighting and gle-phase dis- cable tray.
auxiliary systems tribution,
power, lighting 1.1.3 Install auxiliary ter-
and auxiliary minal cabinet and
systems distribution panel.
1.1.4 Prepare for cable
pulling and installa-
tion.
1.1.5 Perform wiring and
cabling lay-out.
1.1.6 Notify completion of
work.
2. Install electrical 2.1 Installing elec- 2.1.1 Plan and prepare 44 hours.
protective devices trical protective de- work.
for distribution, vices for distribu-
power, lighting, aux- tion, power, light- 2.1.2 Install electrical pro-
iliary, lightning pro- ing, auxiliary, light- tective devices.
tection and ground- ning protection and
ing systems. grounding sys- 2.1.3 Install lighting fixture
tems. and auxiliary outlet.

work.
3. Install wiring de- 3.1 Installing wiring 3.1.1 Select wiring de- 40 hours.
vices of floor and devices of floor vices.
wall mounted out- and wall mounted
lets, Lighting fixture/ outlets, Lighting fix- 3.1.2 Install wiring devices.
switches and auxil- ture/ switches and
iary outlets auxiliary outlets 3.1.3 Install lighting fixture/
switches.

work.
Elective Competencies (if any)
No. of Hours: (_____)
Unit of Competency Module Title Learning Nominal Duration
Outcomes
N/A
Assessment Methods: Can be done through the following methods considering the
flexible online mode:
 Written examination
 Demonstration of practical skills
 Direct observation
 Interview and oral questioning
Course Delivery: The delivery of training should adhere to the design of the curricu-
lum. Delivery should be guided by the 10 basic principles of competency-based
TVET.
 The training is based on curriculum developed from the competency stan-
dards;
 Learning is modular in its structure;
 Training delivery is individualized and self-paced;
 Training is based on work that must be performed;
 Training materials are directly related to the competency standards and the
curriculum modules;
 Assessment is based in the collection of evidence of the performance of work
to the industry required standard;
 Training is based both on and off-the-job components;
 Allows for recognition of prior learning (RPL) or current compete=ncies;
 Training allows for multiple entry and exit; and
 Approved training program are Nationally Accredited
The competency-based TVET system recognizes various types of delivery

modes, both on-and off-the-job as long as learning is guided by the compe-
tency standards specified by the industry. The following training modalities
and its variations/components may be adopted singly or in combination with
other modalities when designing and delivering training programs.
 The dualized mode of training delivery is performed and recommended. Thus

programs would contain both in school and in-industry training or fieldwork
components. Details can be referred to the Dual Training System (DTS) Im-
plementing Rules and Regulations.
 Modular/ self-paced learning is a competency-based training modality wherein
the trainee is allowed to progress at his own pace. The trainer just facilitates
the training delivery.
 Peer teaching/ mentoring is a training modality wherein fast learners are given
the opportunity to assist the slow learners.
 Supervised industry training or on-the-job training is an approach in training
designed to enhance the knowledge and skills of the trainee through actual
experience in the workplace to acquire specific competencies prescribed in
the training regulations.
 Distance learning is a formal education process in which majority of the in-
struction occurs when the students and instructor are not in the same place.
Distance learning may employ correspondence study, audio, video or com-
puter technologies.
It also sole or combination of both Blended Online Learning and Distance.
Resources:
(List of recommended tools, equipment and materials for the training of

(25) Trainees for (ELECTRIACL INSTALLATION AND MAINTENACE NC II).
Tools Equipment Materials
 Electrician holster  Wiring booth  Boxes and fittings
 Linesman pliers  Pipe vise  Junction box
 Long nose pliers  Electric drill  Utility box
 Diagonal cutting pliers  Fiber glass ladders  Pull box
 Pipe wrench  PPE  Conduits
 Pipe cutter  Annunciator  PVC adapters
 Pipe reamer  Intercom system  EMT adapters
 Pipe bender  Safety goggles  Lock nut and bushing
 Gimlet  Rubber gloves  C-clamp
 Hacksaw  Safety shoes  Electrical conductors
 Claw hammer  Solid wire 2.0 mm
 Ballpeen hammer  Solid wire 3.5 mm
 Bar level  Solid wire 2.6 mm
 Plumb bob  Annunciator wire
 Try square  Intercom cables
 Steel rule  Electrical metallic tubing
 Set of screw drivers  Rigid steel conduit
 Fish tape reel  Intermediate metal conduit
 Measuring tools  PVC pipe
 Insulation resistance  PVC molding
tester  Wood molding
 Multi-tester  Metal molding
 Frequency meter  Fastening devices
 Voltmeter  Mica tube
 Ohmmeter  Circuit breakers and fuses
 Kilowatt-hour meter  Bells
 American wire gauge  Chimes
 Buzzers
Facilities : Based on a class intake of 25 students/trainees
ELECTRICAL INSTALLATION AND MAINTENANCE NC II
Qualification of Instructors/Trainers :
Must be a holder of ELECTRICAL INSTALLATION AND MAINTENANCE NC II
 Must have undergone training on Training Methodology II (TM II)
 Must be physically and mentally fit
 Must have at least 2 years job/ industry experience
 Must be a civil service eligible (for government position or appropriate profes-
sional license issued by the Professional Regulatory Commission)
 Optional only when required by the hiring institution
 Have undergo training on Facilitating e-learning Session, Develop Training Cur-
riculum, Develop Learning Materials and Develop Learning Materials for
eLearning
MODULES OF INSTRUCTION
BASIC COMPETENCIES

MAINTENANCE NC II
B. Modules of Instruction
BASIC COMPETENCIES:
Unit of Competency:
1. Participate in workplace communication
2. Work in a team environment
3. Solve/address general workplace problems
4. Develop career and life decisions
5. Contribute to workplace innovation
6. Present relevant information
7. Practice occupational safety and health policies and procedures
8. Exercise efficient and effective sustainable practices in the workplace
9. Practice entrepreneurial skills in the workplace
Modules Title: PARTICIPATING IN WORKPLACE COMMUNICATION
Module Descriptor:
This unit covers the knowledge, skills and attitudes required to gather,
interpret and convey information in response to workplace requirements.
Nominal Duration : 6 hrs.
Summary of Learning Outcomes:

Upon completion of this module the trainee / students must be able to:
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
Assessment Criteria Contents Conditions Methodologies
Methods
 Specific and relevant in-  Parts of • Writing ma-  Group  Oral In-
formation is accessed speech terials (pen & Discus- terview
from appropriate  Sentence paper) sion  Written
sources construction • References  Role Play test
 Effective questioning, ac-  Effective (books)  Demon-  Demon-
tive listening and speak- communica- • Manuals stration stration
ing skills are used to tion
gather and convey infor-
mation
 Appropriate medium is
used to transfer informa-
tion and ideas
 Appropriate non- verbal
communication is used
 Appropriate lines of com-
munication with supervi-
sors and colleagues are
identified and followed
 Defined workplace proce-
dures for the location and
storage of information
are used
 Personal interaction is
carried out clearly and
concisely
LO2. PERFORM DUTIES FOLLOWING WORKPLACE INSTRUCTIONS
Assessment
Methods
 Written notices and instruc-  Sentence  Paper  Interac-  Observa-
tions are read and inter- construc-  Pencil / tion tion
preted in accordance with tion ball pen  Demon-  Oral In-
organizational guidelines  Technical  Reference stration terview
 Routine written instruction writing books  Written
are followed based on es-  Recording  Manuals test
tablished procedures information
 Feedback is given to work-
place supervisor based in-
structions/ information re-
ceived
 Workplace interactions are
conducted in a courteous
manner
 Where necessary, clarifica-
tions about routine work-
place procedures and mat-
ters concerning conditions
of employment are sought
and asked from appropriate
sources
 Meetings outcomes are in-
terpreted and implemented
LO3. COMPLETE RELEVANT WORK RELATED DOCUMENTS
Assessment
Methods
 Range of forms relating to  Basic  Paper  Role Play • Observa-
conditions of employment mathemat-  Pencil /  Demon- tion
are completed accurately ics ball pen stration • Oral Inter-
and legibly  Technical  Refer- view
 Workplace data is recorded writing ence  Written
on standard workplace  Types of books test
forms and documents forms  Manuals
 Basic mathematical pro-
cesses are used for routine
calculations
 Errors in recording informa-
tion on forms / documents
are identified and properly
acted upon
 Reporting requirements to
supervisor are completed
according to organizational
guidelines
BASIC COMPETENCIES:
Unit of Competency:
Modules Title: WORKING IN A TEAM ENVIRONMENT
Module Descriptor:
This unit covers the skills, knowledge and attitudes to identify one’s
roles and responsibilities as a member of a team.

LO1. Describe team role and scope

LO2. Identify one’s role and responsibility within team
LO3. Work as a team member

LO1. DESCRIBE TEAM ROLE AND SCOPE
Assessment
Methods
 The role and objective of 
Team role  Standard op-  Lecture/  Role Play
the team is identified 
Relation- erating proce- Discus-  Case
from available sources ship and dure (SOP) of sion Study
of information responsi- workplace  Group  Written
 Team parameters, re- bilities  Job proce- Work Test
 Role and
porting relationships and dures  Individual
responsibilities are iden-
responsi-  Clint/ supplier Work
tified from team discus- bilities instructions  Role Play
sions and appropriate with team  Quality stan-
external sources environ- dards
ment  Organiza-
 Relation- tional or ex-
ship within ternal person-
a team nel
LO2. IDENTIFY ONE’S ROLE AND RESPONSIBILITY WITHIN TEAM
Assessment
Methods
 Individual roles and re-  Team  Role play :  Role Play  Role Play
sponsibilities within the roles and - individual  Lecture/  Written
team environment are objectives role and re- Discus- Test
identified  Team sponsibility sion
 Roles and objectives of structure  Role Play
the team is identified and pa- - Understand-
from available sources rameters ing Individual
of information  Team de- differences
 Team parameters, re- velopment  Discussion
porting relationships and  Sources on gender
responsibilities are iden- of infor- sensitivity
tified based on team dis- mation
cussions and appropri-
ate external sources
LO3. WORK AS A TEAM MEMBER
Assessment
Methods
 Effective and appropriate  Communi-  SOP of  Group  Role Play
forms of communications cation workplace work  Written
are used and interactions process  Job proce-  Role Play Test
undertaken with team  Team dures  Lecture/
members based on com- structure/  Organiza- Discus-
pany practices. team roles tion or ex- sion
 Effective and appropriate  Group ternal per-
contributions made to com- planning sonnel
plement team activities and and deci-
objectives, based on work- sion mak-
place context ing
 Protocols in reporting are
observed based on stan-
dard company practices.
 Contribute to the develop-
ment of team work plans
based on an understanding
of team’s role and objec-
tives
BASIC COMPETENCIES:
Unit of Competency:
Modules Title: SOLVING/ADDRESS GENERAL WORKPLACE PROBLEMS
Module Descriptor:
This unit covers the knowledge, skills and attitudes required to apply
problem-solving techniques to determine the origin of problems and plan for
their resolution. It also includes addressing procedural problems through doc-
umentation, and referral.

LO1. Identify routine problems

LO2. Look for solutions to routine problems
LO3. Recommend solutions to problems
LO1. IDENTIFY ROUTINE PROBLEMS

Assessment Assessment
Contents Conditions Methodologies Methods
Criteria
 Routine prob-  Identifying current in-  Current in-  Group  Case
lems or proce- dustry hardware and dustry hard- discus- Formu-
dural problem software products ware and sion lation
areas are iden- and services software  Lecture  Life Nar-
tified  Identifying current in- products and  Demon- rative In-
 Problems to be dustry maintenance, services stration quiry (In-
investigated are services and  Industry  Role terview)
defined and de- helpdesk practices, maintenance, playing  Stan-
termined processes and pro- service and dardized
 Current condi- cedures. helpdesk test
tions of the  Identifying current in- practices,
problem are dustry standard diag- processes
identified and nostic tools and proce-
documented  Describing common dures
malfunctions and  Industry stan-
resolutions. dard diagnos-
 Determining the root tic tools
cause of a routine  Malfunctions
malfunction and resolu-
tions
LO2. LOOK FOR SOLUTIONS TO ROUTINE PROBLEMS
Criteria
 Potential so- 
Identifying current  Current industry  Group  Case
lutions to industry hardware hardware and discus- Formu-
problem are and software prod- software products sion lation
identified ucts and services and services  Lecture  Life Nar-
 Recommen-  Identifying current  Industry service  Demon- rative In-
dations industry mainte- and helpdesk stration quiry (In-
about possi- nance, services practices, pro-  Role terview)
ble solutions and helpdesk prac- cesses and pro- playing  Stan-
are devel- tices, processes cedures dardized
oped, docu- and procedures.  Operating sys- test
mented,  Identifying current tems
ranked and industry standard  Industry standard
presented to diagnostic tools diagnostic tools
appropriate  Describing common  Malfunctions and
person for malfunctions and resolutions.
decision resolutions.  Root cause anal-
 Determining the ysis
root cause of a rou-
tine malfunction
LO3. RECOMMEND SOLUTIONS TO PROBLEMS
Assessment
Methods
 Implementation of  Producing doc-  Standard pro-  Group  Case
solutions are planned umentation that cedures discus- Formu-
 Evaluation of imple- recommends  Documenta- sion lation
mented solutions are solutions to tion produce  Lecture  Life Nar-
planned problems  Demon- rative In-
 Recommended solu-  Following es- stration quiry (In-
tions are docu- tablished pro-  Role terview)
mented and submit cedures playing  Stan-
to appropriate person dardized
for confirmation test
BASIC COMPETENCIES:
Unit of Competency:
Modules Title: DEVELOPING CAREER AND LIFE DECISIONS
Module Descriptor:
This unit covers the knowledge, skills, and attitudes in managing one’s
emotions, developing reflective practice, and boosting self-confidence and de-
veloping self-regulation.

LO1. Manage one’s emotion

LO2. Develop reflective practice
LO3. Boost self-confidence and develop self-regulation

LO1. MANAGE ONE’S EMOTION
Assessment Crite- Assessment
ria
 Self-manage-  Managing prop-  Self-manage-  Discus-  Demon-
ment strategies erly one’s emo- ment strategies sion stration
are identified tions and recog- that assist in  Interac- or simu-
 Skills to work in- nizing situations regulating be- tive Lec- lation
dependently and that cannot be havior and ture with oral
to show initiative, changed and ac- achieving per-  Brain- ques-
to be conscien- cept them and sonal and learn- storming tioning
tious, and perse- remain profes- ing goals (e.g.  Demon-  Case
vering in the face sional Nine self-man- stration prob-
of setbacks and  Developing self- agement strate-  Role- lems in-
frustrations are discipline, work- gies according playing volving
developed ing indepen- to Robert Kel- work-
 Techniques for dently and show- ley) place di-
effectively han- ing initiative to  Enablers and versity
dling negative achieve personal barriers in issues
emotions and un- and career goals achieving per-
pleasant situation  Showing confi- sonal and ca-
in the workplace dence, and re- reer goals
are silience in the  Techniques in
face of setbacks handling nega-
and frustrations tive emotions
and other nega- and unpleasant
tive emotions situation in the
and unpleasant workplace such
situations in the as frustration,
workplace anger, worry,
anxiety, etc.
LO2. DEVELOP REFLECTIVE PRACTICE
Assessment
Methods
 Personal strengths  Using the ba-  Basic SWOT  Small  Demon-
and achievements, sic SWOT analysis Group stration
based on self-assess- analysis as  Strategies to Discus- or simu-
ment strategies and self-assess- improve one’s sion lation
teacher feedback are ment strategy attitude in the  Interac- with oral
contemplated  Developing workplace tive Lec- ques-
 Progress when seek- reflective  Gibbs’ Reflec- ture tioning
ing and responding to practice tive Cycle/  Brain-  Case
feedback from teach- through real- Model (De- storming prob-
ers to assist them in ization of limi- scription, Feel-  Demon- lems in-
consolidating tations, likes/ ings, Evalua- stration volving
strengths, addressing dislikes; tion, Analysis,  5 Role- work-
weaknesses and ful- through Conclusion, playing place di-
filling their potential showing of and Action versity
are monitored self-confi- plan) issues
 Outcomes of personal dence
and academic chal-  Demonstrat-
lenges by reflecting ing self-ac-
on previous problem ceptance and
solving and decision being able to
making strategies and accept chal-
feedback from peers lenges
and teachers are pre-
dicted
LO3. BOOST SELF-CONFIDENCE AND DEVELOP SELF-REGULATION
Assessment
Methods
 Efforts for continuous  Performing  Four compo-  Small  Demon-
self-improvement are effective nents of self- Group stration
demonstrated communica- regulation Discus- or simu-
 Counter-productive tion skills – based on Self- sion lation
tendencies at work reading, writ- Regulation  Interac- with oral
are eliminated ing, convers- Theory (SRT) tive Lec- ques-
 Positive outlook in life ing skills  Personality ture tioning
are maintained.  Showing af- development  Brain-  Case
fective skills – concepts storming prob-
flexibility,  Self-help con-  Demon- lems in-
adaptability, cepts (e. g., 7 stration volving
etc. Habits by  Role- work-
 Self-assess- Stephen playing place di-
ment for de- Covey, trans- versity
termining actional analy- issues
one’s sis, psycho-
strengths and spiritual con-
weaknesses cepts)
BASIC COMPETENCIES:
Unit of Competency:
Modules Title: CONTRIBUTING TO WORKPLACE INNOVATION
Module Descriptor:
This unit covers the knowledge, skills and attitudes required to make a
pro-active and positive contribution to 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
Contents Conditions Methodologies
Criteria Methods
 Opportuni-  Roles of in-  Identifying op-  Interactive  Psychological
ties for im- dividuals in portunities to Lecture and behavioral
provement suggesting improve and to  Apprecia- Interviews
are identified and making do things bet- tive In-  Performance
proactively in improve- ter. Involve- quiry Evaluation
own area of ments. ment.  Demon-  Life Narrative In-
work.  Positive im-  Identifying the stration quiry
 Information pacts and positive im-  Group  Review of portfo-
are gathered challenges pacts and the work lios of evidence
and re- in innova- challenges of and third-party
viewed tion. change and in- workplace re-
which may  Types of novation. ports of on-the-
be relevant changes  Identifying ex- job performance.
to ideas and and respon- amples of the  Standardized as-
which might sibility. types of sessment of
assist in  Seven changes that character
gaining sup- habits of are within and strengths and
port for idea. highly effec- outside own virtues applied
tive people. scope of re-
sponsibility
LO2. DISCUSS AND DEVELOP IDEAS WITH OTHERS
Assessment Assessment Meth-

Contents Conditions Methodologies ods
Criteria
 People who  Roles of in-  Identifying  Interac-  Psychological and
could provide dividuals in opportunities tive Lec- behavioral Inter-
input to ideas suggesting to improve ture views
for improve- and making and to do  Apprecia-  Performance Eval-
ments are improve- things better. tive In- uation
identified. ments. Involvement. quiry  Life Narrative In-
 Ways of ap-  Positive im-  Identifying the  Demon- quiry
proaching pacts and positive im- stration  Review of portfo-
people to be- challenges pacts and the  Group lios of evidence
gin sharing in innova- challenges of work and third-party
ideas are se- tion. change and workplace reports
lected.  Types of innovation. of on-the-job per-
 Meeting is set changes  Providing ex- formance.
with relevant and respon- amples of the  Standardized as-
people. sibility. types of sessment of char-
 Ideas for fol-  Seven changes that acter strengths
low up are re- habits of are within and and virtues ap-
view and se- highly effec- outside own plied
lected based tive people. scope of re-
on feedback. sponsibility
 Critical inquiry  Communicat-
method is ing ideas for
used to dis- change
cuss and de- through small
velop ideas group discus-
with others. sions and
meetings.
LO3. INTEGRATE IDEAS FOR CHANGE IN THE WORKPLACE
Assessment Crite- Assessment

ria
 Critical inquiry  Roles of in-  Identifying oppor-  Interac-  Psychologi-
method is used dividuals in tunities to im- tive Lec- cal and be-
to integrate dif- suggesting prove and to do ture havioral In-
ferent ideas for and mak- things better. In-  Apprecia- terviews
change of key ing im- volvement. tive In-  Performance
people. prove-  Identifying the quiry Evaluation
 Summarizing, ments. positive impacts  Demon-  Life Narra-
analyzing and  Positive and the chal- stration tive Inquiry
generalizing impacts lenges of change  Group  Review of
skills are used to and chal- and innovation. work portfolios of
extract salient lenges in  Providing exam- evidence
points in the pool innovation. ples of the types and third-
of ideas.  Types of of changes that party work-
 Reporting skills changes are within and place re-
are likewise used and re- outside own ports of on-
to communicate sponsibil- scope of respon- the-job per-
results. ity. sibility. formance.
 Current Issues  Seven  Communicating  Standard-
and concerns on habits of ideas for change ized assess-
the systems, pro- highly ef- through small ment of
cesses and pro- fective group discus- character
cedures, as well people. sions and meet- strengths
as the need for  Basic re- ings. and virtues
simple innovative search  Demonstrating applied
practices are skills. skills in analysis
identified. and interpreta-
tion of data.
BASIC COMPETENCIES:
Unit of Competency:
Modules Title: PRESENTING RELEVANT INFORMATION
Module Descriptor:
This unit of covers the knowledge, skills and attitudes required to
present data/information appropriately.

LO1. Gather data/ information

LO2. Assess gathered data/ information
LO3. Record and present information

LO1. GATHER DATA/ INFORMATION
Criteria
 Evidence,  Describing organiza-  Organizational  Group  Oral
facts and in- tional protocols relat- protocols discus- evalua-
formation are ing to client liaison  Confidentiality sion tion
collected  Protecting confiden-  Accuracy  Lecture  Written
 Evaluation, tiality  Business math-  Demon- Test
terms of ref-  Describing accuracy ematics and stration  Obser-
erence and  Computing business statistics  Role Play vation
conditions mathematics and sta-  Data analysis  Presen-
are reviewed tistics techniques/pro- tation
to determine  Describing data anal- cedures
whether ysis techniques/ pro-  Reporting re-
data/informa- cedures quirements to a
tion falls  Reporting require- range of audi-
within project ments to a range of ences
scope audiences  Legislation,
 Stating legislation, policy and pro-
policy and procedures cedures relat-
relating to the conduct ing to the con-
of evaluations duct of evalua-
 Stating organizational tions
values, ethics and  Organizational
codes of conduct values, ethics
and codes of
conduct
LO2. ASSESS GATHERED DATA/ INFORMATION
Assessment
Methods
 Validity of data/ infor-  Business  Computing  Group dis-  Oral
mation is assessed mathematics business cussion evalua-
 Analysis techniques and statistics mathematics  Lecture tion
are applied to assess  Data analysis and statistics  Demon-  Written
data/ information. techniques/  Describing stration Test
 Trends and anom- procedures data analysis  Role Play  Obser-
alies are identified  Reporting re- techniques/  Practical vation
 Data analysis tech- quirements to procedures exercises  Presen-
niques and proce- a range of au-  Reporting re- tation
dures are docu- diences quirements to
mented  Legislation, a range of au-
 Recommendations policy and diences
are made on areas of procedures  Stating legisla-
possible improve- relating to the tion, policy
ment. conduct of and proce-
evaluations dures relating
 Organiza- to the conduct
tional values, of evaluations
ethics and  Stating organi-
codes of con- zational val-
duct ues, ethics
and codes of
conduct
LO3. RECORD AND PRESENT INFORMATION
Assessment
Methods
 Studied data/informa-  Describing  Data analysis  Group dis-  Oral
tion are recorded. data analysis techniques/ cussion evalua-
 Recommendations techniques/ procedures  Lecture tion
are analyzed for ac- procedures  Reporting re-  Demon-  Written
tion to ensure they  Reporting requirements to stration Test
are compatible with quirements to a range of au-  Role Play  Obser-
the project’s scope a range of audiences  Practical vation
and terms of refer- diences  Legislation, exercises  Presen-
ence.  Stating legis- policy and pro- tation
 Interim and final relation, policy cedures relat-
ports are analyzed and proce- ing to the con-
and outcomes are dures relating duct of evalua-
compared to the cri- to the con- tions
teria established at duct of evalu-  Organizational
the outset. ations values, ethics
 Findings are pre-  Stating orga- and codes of
sented to stakehold- nizational val- conduct
ers. ues, ethics
and codes of
conduct prac-
tices
BASIC COMPETENCIES:
Unit of Competency:
Modules Title: PRACTICING OCCUPATIONAL SAFETY AND HEALTH

POLICIES AND PROCEDURES
Module Descriptor:
This unit covers the knowledge, skills and attitudes required to identify
OSH compliance requirements, prepare OSH requirements for compliance,
perform tasks in accordance with relevant OSH policies and procedures

LO1. Identify OSH compliance requirements

LO2. Prepare OSH requirements for compliance
LO3. Perform tasks in accordance with relevant OSH policies and procedures

LO1. IDENTIFY OSH COMPLIANCE REQUIREMENTS
Assessment
Methods
 Relevant OSH re-  Commu-  OSH preventive and  Lecture  Written
quirements, regula- nication control requirements  Group Exam
tions, policies and skills  Hierarchy of Controls Discus-  Demon-
procedures are iden-  Interper-  Hazard Prevention sion stration
tified in accordance sonal and Control  Obser-
with workplace poli- skills  General OSH princi- vation
cies and procedures  Critical ples  Inter-
 OSH activity non- thinking  Work standards and views /
conformities are skills procedures Ques-
conveyed to appro-  Obser-  Safe handling proce- tioning
priate personnel vation dures of tools, equip-
 OSH preventive and skills ment and materials
control requirements  Standard emergency
are identified in ac- plan and procedures
cordance with OSH in the workplace
work policies and
procedures
LO2. PREPARE OSH REQUIREMENTS FOR COMPLIANCE
Assessment
Methods
 OSH work activity  Resources  Communication  Lecture  Written
material, tools and necessary to skills  Group Exam
equipment require- execute hier-  Estimation Discus-  Demon-
ments are identified archy of con- skills sion stration
in accordance with trols  Interpersonal  Obser-
workplace policies  General OSH skills vation
and procedures principles  Critical thinking  Inter-
 Required OSH mate-  Work stan- skills views /
rials, tools and equip- dards and  Observation  Ques-
ment are acquired in procedures skills tioning
accordance with  Safe handling  Material, tool
workplace policies procedures of and equipment
and procedures tools, equip- identification
 Required OSH mate- ment and ma- skills
rials, tools and equip- terials
ment are arranged/  Different OSH
placed in accordance control mea-
with OSH work stan- sures
dards
LO3. PERFORM TASKS IN ACCORDANCE WITH RELEVANT OSH POLICIES

AND PROCEDURES
Assessment
Methods
 Relevant OSH work  OSH work  Communica-  Lecture  Written
procedures are iden- standards tion skills  Group Exam
tified in accordance  Industry re-  Interpersonal Discus-  Demon-
with workplace poli- lated work ac- skills sion stration
cies and procedures tivities  Trou-  Observa-
 Work Activities are  General OSH bleshooting tion
executed in accor- principles skills  Inter-
dance with OSH  OSH Viola-  Critical think- views /
work standards tions ing skills  Question-
 Non-compliance  Non-compli-  Observation ing
work activities are re- ance work ac- skills
ported to appropriate tivities
personnel
BASIC COMPETENCIES:
Unit of Competency:
Modules Title: EXERCISING EFFICIENT AND EFFECTIVE SUSTAINABLE

PRACTICES IN THE WORKPLACE
Module Descriptor:
This unit covers knowledge, skills and attitude to identify the efficiency
and effectiveness of resource utilization, determine causes of inefficiency
and/or ineffectiveness of resource utilization and Convey inefficient and inef-
fective environmental practices

LO1. Identify the efficiency and effectiveness of resource utilization

LO2. Determine causes of inefficiency and/or ineffectiveness of resource utilization
LO3. Convey inefficient and ineffective environmental practices

LO1. IDENTIFY THE EFFICIENCY AND EFFECTIVENESS OF RESOURCE
UTILIZATION
Assessment
Methods
 Required resource uti-  Importance  Recording  Lecture  Written
lization in the workplace of Environ- Skills  Group Exam
is measured using ap- mental Liter-  Writing Discus-  Demon-
propriate techniques acy Skills sion stration
 Data are recorded in ac-  Environ-  Innovation  Simula-  Observa-
cordance with workplace mental Skills tion tion
protocol Work Proce-  Demon-  Inter-
 Recorded data are com- dures stration views /
pared to determine the  Waste Mini-  Question-
efficiency and effective- mization ing
ness of resource utiliza-  Efficient En-
tion according to estab- ergy Con-
lished environmental sumptions
work procedures
LO2. DETERMINE CAUSES OF INEFFICIENCY AND/OR INEFFECTIVENESS OF

RESOURCE UTILIZATION
Assessment
Methods
 Potential causes of inef-  Causes of  Deductive  Lecture  Written
ficiency and/or ineffec- environ- Reasoning  Group Exam
tiveness are listed mental in- Skills Discus-  Demon-
 Causes of inefficiency efficien-  Critical think- sion stration
and/or ineffectiveness cies and ing  Demon-  Observa-
are identified through ineffec-  Problem stration tion
deductive reasoning tiveness Solving  Inter-
 Identified causes of inef-  Observation views /
ficiency and/or ineffec- Skills  Question-
tiveness are validated ing
thru established environ-
mental procedures
LO3. CONVEY INEFFICIENT AND INEFFECTIVE ENVIRONMENTAL

PRACTICES
Assessment
Methods
 Efficiency and effective-  Appropri-  Written and  Lecture  Written
ness of resource utiliza- ate Per- Oral Commu-  Group Exam
tion are reported to ap- sonnel to nication Skills Discus-  Demon-
propriate personnel address  Critical think- sion stration
 Concerns related re- the envi- ing  Role Play  Observa-
source utilization are dis- ronmental  Problem  Demon- tion
cussed with appropriate hazards Solving stration  Inter-
personnel  Environ-  Observation views /
 Feedback on informa- mental Skills  Question-
tion/ concerns raised are corrective  Practice Envi- ing
clarified with appropriate actions ronmental
Awareness
BASIC COMPETENCIES:
Unit of Competency:
Modules Title: PRACTICING ENTREPRENEURIAL SKILLS IN THE

WORKPLACE
Module Descriptor:
This unit covers the outcomes required to apply entrepreneurial work-
place best practices and implement cost-effective operations

LO1. Apply entrepreneurial workplace best practices

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

LO1. APPLY ENTREPRENEURIAL WORKPLACE BEST PRACTICES
Assessment
Methods
 Good practices relat-  Workplace best  Commu-  Case  Case
ing to workplace op- practices, policies nication Study Study
erations are observed and criteria skills  Lecture/  Written
and selected follow-  Resource utiliza-  Comply- Discus- Test
ing workplace policy. tion ing with sion  Interview
 Quality procedures  Ways in fostering quality
and practices are entrepreneurial at- proce-
complied with accord- titudes: dures
ing to workplace re- - Patience
quirements. - Honesty
 Cost-conscious - Quality-conscious-
habits in resource uti- ness
lization are applied - Safety-conscious-
based on industry ness
standards. - Resourcefulness
LO2. COMMUNICATE ENTREPRENEURIAL WORKPLACE BEST PRACTICES
Assessment
Methods
 Observed good  Workplace  Communica-  Lecture/  Written
practices relating to best practices, tion skills Discus- Test
workplace opera- policies and  Complying sion  Interview
tions are communi- criteria with quality
cated to appropriate  Resource uti- procedures
person. lization  Following
 Observed quality  Ways in fos- workplace
procedures and tering entre- communica-
practices are com- preneurial atti- tion protocol
municated to appro- tudes:
priate person - Patience
 Cost-conscious - Honesty
habits in resource - Quality-con-
utilization are com- sciousness
municated based on - Safety-con-
industry standards. sciousness
- Resourceful-
ness
LO3. IMPLEMENT COST-EFFECTIVE OPERATIONS
Assessment
Methods
 Preservation and  Optimization of  Implementing  Case  Case
optimization of workplace re- preservation Study Study
workplace resources and optimiz-  Lecture/  Written
sources is imple-  5S procedures ing workplace Discus- Test
mented in accor- and concepts resources sion  Interview
dance with enter-  Criteria for cost-  Observing ju-
prise policy effectiveness dicious use of
 Judicious use of  Workplace pro- workplace
workplace tools, ductivity tools, equip-
equipment and  Impact of entre- ment and ma-
materials are ob- preneurial mind- terials
served according set to workplace  Making con-
to manual and productivity structive con-
work requirements.  Ways in foster- tributions to
 Constructive con- ing entrepre- office opera-
tributions to office neurial atti- tions
operations are tudes:  Sustaining
made according to - Quality-con- ability to work
enterprise require- sciousness within allotted
ments. - Safety-conscious- time and fi-
 Ability to work ness nances
within one’s allot-
ted time and fi-
nances is sus-
tained.
COMMON COMPETENCIES

MAINTENANCE NC II
COMMON COMPETENCIES:
Unit of Competency:
1. USE HAND TOOLS

2. PERFORM MENSURATIONS AND CALCULATIONS
3. PREPARE AND INTERPRET TECHNICAL DRAWING
4. APPLY QUALITY STANDARDS
5. TERMINATE AND CONNECT ELECTRICAL WIRING AND ELECTRONIC
CIRCUITS
Modules Title:
1. USING HAND TOOLS

2. PERFORMING MENSURATIONS AND CALCULATIONS
CIRCUITS
Module Descriptor:
This unit covers the knowledge, skills and attitudes on the safe use, handling
and maintenance tools based on the required performance standards
Nominal Duration: 5 hours
Upon completion of this module the trainee/ student must be able to:
LO1. Plan and prepare for tasks to be undertaken

LO2. Prepare hand tools
LO3. Use appropriate hand tools and test equipment
LO4. Maintain hand tools
LO1. PLAN AND PREPARE FOR TASKS TO BE UNDERTAKEN
Criteria Methods
1. Tasks to be un-  Types and  Workplace loca-  Lecture -  Oral
dertaken are uses of con- tion Demonstra- question-
properly identi- struction ma-  Materials rele- tion ing
fied terials and vant to the unit  Self-paced  Direct ob-
2. Appropriate tools of competency Instruction servation
hand tools are  Description  Materials and  Group Dis-  Written
identified and of materials tools cussion test
selected accord-
ing to the task and tools  Masonry  Power Point
requirements.  Listing of ma-  Materials and Presenta-
terials as per tools different tion
company brand names,
standards. size, capacity
and kind of ap-
plication.
 Handouts/In-
structional Mate-
rials
LO2. PREPARE HAND TOOLS
Criteria Methods
1. Appropriate hand tools  Different  Sample of  Lecture -  Oral
are checked for proper forms company stan- Demonstra- question-
operation and safety o Job or- dard in tools tion ing
2. Unsafe or faulty tools der slip and materials  Self-paced  Direct ob-
are identified and o Tools requisition. Instruction servation
marked for repair ac- and ma-  Job order form  Group Dis-  Written
cording to standard terials  Requisition slip cussion test
requisi-  Borrowers slip
tion slip  Handouts/In-
o Bor- structional Ma-
rower’s terials
Slip
 Requisi-
tion pro-
cedures
LO3. APPROPRIATE HAND TOOLS AND TEST EQUIPMENT
Assessment
Methods
1. Tools are used ac-  Proce-  Sample of  Lecture -  Oral
cording to tasks un- dures in re- company stan- Demonstra- question-
dertaken ceiving dard in tools tion ing
2. All safety proce- tools and and materials  Self-paced  Direct ob-
dures in using tools materials in receiving Instruction servation
are observed at all  Proper in- materials.  Group Dis-  Written
times and appropri- spection of  Inspection cussion test
ate personal protec- tools and Checklist
tive equipment materials  Materials Han-
(PPE) are used received. dling Safety
3. Malfunctions, un-  Proper Devices
planned or unusual handling of  Inventory
events are reported tools and Form Hand-
to the supervisor materials. outs/Instruc-
tional Materi-
als
Unit of Competency:
1. USE HAND TOOLS

CIRCUITS
Modules Title:
1. USING HAND TOOLS

CIRCUITS
Module Descriptor:
This unit covers the knowledge, skills and attitudes and values needed iden-
tify, care, handle and use measuring instruments
LO 1. Select measuring instruments.

LO 2. Carry out measurements and calculation.
LO 3. Maintain measuring instruments.
LO1. SELECT MEASURING INSTRUMENTS
Criteria Methods
1. Object or component to - Types of  Class-  Classroom  Practical
be measured is identi- manuals room for discus- exam
fied used in con- discussion sions/ lec-  Oral
2. Correct specifications struction  Manuals/ ture exam
are obtained from rele- sector cata-  Self-paced  Written
vant source  Different logues rel- test/
3. Measuring tools are se- types of ative to question-
lected in line with job re- symbols construc- ing
quirements  Accessing tion sector
information  Instruc-
and data tional ma-
terials
LO2. CARRY OUT MEASUREMENTS AND CALCULATION
Criteria Methods
1. Appropriate measuring  Manual/  Classroom  Demonstra-  Practical
instrument is selected specifica- for discus- tion exam
to achieve required tion applica- sion  Classroom  Oral
outcome tion  Manuals discussions exam
2. Accurate measure-  Workplace  Self-paced  Written
ments are obtained for location test/
job  Measuring question-
3. Calculation needed to instru- ing
complete work tasks ments
are performed using  Engineers
the four basic process transit
of addition (+), multipli-  Tape mea-
cation(x), and division sure
(/)  Feeler
4. Calculation involving gauge
fractions, percentages  Instruc-
and mixed numbers tional ma-
are used to complete terials
workplace tasks
5. Numerical computation
is self-checked and
corrected for accuracy
6. Instruments are read to
the limit of accuracy of
the tool
LO3. MAINTAIN MEASURING INSTRUMENTS
Criteria Methods
1. Measuring instruments  Manual  Classroom  Demonstra-  Practical
are not dropped to avoid Handling for discus- tion exam
damage sion  Classroom  Oral
2. Measuring instruments  Manuals discussions exam
are cleaned before and af-  Store  Self-paced  Written
ter using rooms/ li- test/
3. Proper storage of instru- brary question-
ments undertaken accord-  Instruc- ing
ing to manufacturer’s tional ma-
specifications and stan- terials
dard operation procedures
Unit of Competency:
1. USE HAND TOOLS

CIRCUITS
Modules Title:
1. USING HAND TOOLS

3. PREPARING AND INTERPRET TECHNICAL DRAWING
4. APPLYING QUALITY STANDARDS
5. TERMINATING AND CONNECT ELECTRICAL WIRING AND
ELECTRONIC CIRCUITS
Module Descriptor:
This unit covers the knowledge, skills and attitudes and values needed
to prepare/ interpret diagram, engineering abbreviation and drawings, symbols,
dimension
LO 1. Identify different kinds of technical drawings

LO 2. Interpret technical drawing
LO 3. Prepare/ make changes to electrical/ electronic schematics and drawings
LO 4. Store technical drawings and equipment/ instruments
LO1. IDENTIFY DIFFERENT KINDS OF TECHNICAL DRAWINGS
Criteria Methods
1. Correct techni-  Drawing sym-  Classroom for  Demonstra-  Practical
cal drawing is bols and discussion tion exam
selected accord- signs  Workplace Lo-  Classroom  Direct ob-
ing to job re-  Trade mathe- cation discussion servation
quirements matics  Measuring in-  Self-paced  Written
2. Technical draw- struments test/
ing are segre-  Blueprints of question-
gated in accor- plan ing
dance with the  Electrical
types and kinds  Mechanical
of drawings
 Instructional
.
materials
LO2. INTERPRET TECHNICAL DRAWINGS
Criteria Methods
1. Components, as-  Basic tech- - Classroom for  Demonstra-  Practical
semblies or ob- nical draw- discussion tion exam
jects are recog- ing - Workplace Loca-  Classroom  Direct ob-
nized as required  Technical tion discussion servation
2. Dimensions of plans and - Measuring in-  Self-paced  Written
the key features schematic struments test/
of the objects de- diagram - Blueprints of question-
picted in the  Symbols plan ing
drawing are cor- and abbre- - Electrical
rectly identified viations - Mechanical
3. Symbols used in - Instructional ma-
the drawing are terials
identified and in-
terpreted cor-
rectly
4. Drawing is
checked and vali-
dated against job
requirements or
equipment in ac-
cordance with
standard operat-
ing procedures
Unit of Competency:
1. USE HAND TOOLS

CIRCUITS
Modules Title:
1. USING HAND TOOLS

ELECTRONIC CIRCUITS
Module Descriptor:
This unit covers the knowledge, skills and attitudes and values needed to ap-
ply quality standards in the workplace. The unit also includes the application of
relevant safety procedures and regulations, organization procedures and cus-
tomer requirements
LO 1. Assess quality of received materials or components

LO 2. Assess own work
LO 3. Engage in quality improvement
LO1. ASSESS QUALITY OR RECEIVED MATERIALS OR COMPONENTS

Criteria
1. Work instructions are ob-  Visualiz-  Class-  Actual  Actual
tained and work is car- ing ob- room for demonstra- demon-
ried out in accordance jects and discussion tion stration
with standard operating shapes  Workplace  Classroom  Direct ob-
procedures specially location discussions servation
2. Received materials or geometric  Problems  Written
component parts are shapes to solve test/ques-
checked against work-  Interpret-  Measuring tioning
place standards and ing formu- instru-
specifications las for vol- ments.
3. Faulty materials or com- ume, ar-  Instruc-
ponents related to work eas, and tional ma-
are identified and iso- perimeters terials rel-
lated of plane evant to
4. Faults and any identified and geo- the pro-
causes are recorded metric fig- pose ac-
and/ or reported to the ures tivity
supervisor concerned in  Measuring
accordance with work- instru-
place procedures ments/
5. Faulty materials or com- measuring
ponents are replaced in tools
accordance with work-  Proper
place procedures handling
of mea-
suring in-
struments
LO2. ASSESS OWN WORK
Assessment
Methods
1. Documentation  Trade math-  Classroom  Lecture  Oral
relative to quality ematics/ for discussion demonstra- question-
within the com- mensuration  Workplace lo- tion ing
pany is identified  Four funda- cation  Self-paced  Direct ob-
and used mental oper-  Problems to instruction servation
2. Completed work ation solve  Group dis-  Written
is checked  Kinds of  Measuring in- cussion test.
against workplace measure- struments.
standards rele- ments  Instructional
vant to the task  Dimensions materials rel-
undertaken  Ratio and evant to the
3. Faulty pieces are proportion propose ac-
identified and iso-  Trigonomet- tivity
lated ric functions
4. Information on the
 Algebraic
quality and other equations
indicators of pro-  Fractions,
duction perfor- percentage
mance is and deci-
recorded in accor- mals
dance with work-  Conversion.
place procedures
5. In case of devia-
tions form speci-
fied quality stan-
dards, causes are
documented and
reported in accor-
dance with the
workplace stan-
dards operating
procedures
Unit of Competency:
1. USE HAND TOOLS

5. TERMINATE AND CONNECT ELECTRICAL WIRING AND
ELECTRONIC CIRCUITS
Modules Title:
1. USING HAND TOOLS

ELECTRONIC CIRCUITS
Module Descriptor:
This unit covers the knowledge, skills and attitudes and values needed to ter-
minate and connect electrical wiring and electronic circuits
LO 1. Plan and prepare for termination/ connection of electrical wiring/ electronics

circuits
LO 2. Terminate/ connect electrical wirings/ electronic circuits
LO 3. Test termination/ connections of electrical wiring/ electronics circuits
LO1. PLAN AND PREPARE FOR TERMINATION/ CONNECTION OF

ELECTRICAL WIRING/ ELECTRONICS CIRCUITS
Criteria
1. Materials are  Types of  Classroom for dis-  Lecture  Oral
checked accord- tools cussion demonstra- question-
ing to specifica- and  Workplace Location tion ing
tions and tasks equip-  Tools and equip-  Self-paced  Direct ob-
2. Appropriate tools ment’s ment related to ma- instruction servation
and equipment  Classifi- sonry  Group dis-  Written
are selected ac- cation of  Measuring Instru- cussion test
cording to tasks func- ments
requirements tional  Instructional materi-
3. Task is planned and non- als
to ensure OH & func-  Handouts
S guidelines and tional  Power point pre-
procedures are tools sentations
followed  Uses of
4. Electrical wiring/ personal
electronic circuits protec-
are correctly pre- tive
pared for con- equip-
necting/ termina- ment
tion in accor- (PPE)
dance with in-
structions and
work site proce-
dures
LO2. TERMINATE/ CONNECT ELECTRICAL WIRING/ ELECTRONIC CIRCUITS

Assessment
Methods
1. Safety procedures  Types uses  Classroom  Lecture  question-
in using tools are of lubricants for discussion demonstra- ing
observed at all  Types and  Workplace tion  Direct ob-
times and appro- uses of Location  Self-paced servation
priate personal cleaning ma-  Maintenance instruction  Written
protective equip- terials/ sol- procedure  Group dis- test
ment are used vent manual cussion
2. Work is under-  OSHC work-  Maintenance 
taken safety in ac- place regula- procedure
cordance with the tions manual
workplace and  Types and  Periodic
standard proce- uses of mea- maintenance
dures suring instru- manual
3. Appropriate range ments and - Maintenance
of methods in ter- equipment schedule
mination/ connec-  Preventive forms
tion are used ac- maintenance - Handouts/ in-
cording to specifi- techniques structional
cations, manufac- and proce- materials
turers require- dures - Maintenance
ments and safety materials,
4. Correct sequence tools and
of operation is fol- equipment
lowed relevant to
5. Accessories used the proposed
are adjusted, if activity/ task
necessary  Lubricants
6. Confirmed termi-
 Cleaning ma-
nation/ connection
terials
is undertaken suc-
 Rust remover
cessfully in accor-
dance with job  Rugs
specification  Spare parts
 PPE
- Goggles
- Gloves
- Safety shoes
- Apron/ cover-
alls
 Manufactur-
ers specifica-
tion manual
 Repair man-
ual
LO3. TEST TERMINATION/ CONNECTIONS OF ELECTRICAL WIRING/
ELECTRONIC CIRCUITS
Criteria
 Inven-  Classroom for dis-  Demonstra-  Practical
1. Testing of all com- tory of cussion tion exam
pleted termination/ tools  Handouts/ instruc-  Classroom  Direct ob-
connections of elec- and tional materials discussions servation
tric wiring/ electronic equip-  Workplace Loca-  Written
circuits is conducted ment tion/ tool room test/
for compliance with  Tool and  Rack question-
specifications and equip-  Tool box ing
regulations using ap- ment  Forms
propriate procedures handling  Requisition form
and equipment  Tool  Inventory form
2. Wiring and circuits safe-
are checked using  Inspection form
keeping/
specified testing storage
procedures
3. Unplanned events
or conditions are re-
sponded to in accor-
dance with estab-
lished procedures
CORE COMPETENCIES

MAINTENANCE NC II
CORE COMPETENCIES:
Unit of Competency:
1. PERFORM ROUGHING IN ACTIVITIES, WIRING AND CABLING

WORKS FOR SINGLE-PHASE DISTRIBUTION, POWER, LIGHTING
AND AUXILIARY SYSTEMS
2. INSTALL ELECTRICAL PROTECTIVE DEVICES FOR DISTRIBUTION,
POWER, LIGHTING, AUXILIARY, LIGHTING PROTECTION AND
GROUNDING SYSTEMS
3. INSTALL WIRING DEVICES OF FLOOR AND WALL MOUNTED
OUTLETS. LIGHTING FIXTURE/ SWITCHES AND AUXILIARY OUTLETS
Modules Title:
1. PERFORMING ROUGHING IN ACTIVITIES, WIRING AND CABLING

2. INSTALLING ELECTRICAL PROTECTIVE DEVICES FOR
DISTRIBUTION, POWER, LIGHTING, AUXILIARY, LIGHTING
PROTECTION AND GROUNDING SYSTEMS
3. INSTALLING WIRING DEVICES OF FLOOR AND WALL MOUNTED
Module Descriptor:
This module covers the knowledge, skills and proper attitudes in preparing
and selecting electrical hand tools and materials. It also deal with the mainte-
nance and storage of materials and hand tools
LO 1. Install electrical metallic /non-metallic (PVC conduit)

LO2. Install wire ways and cable tray
LO 3. Install auxiliary terminal cabinet and distribution panel
LO 4. Prepare for cable pulling and installation
LO 5. Perform wiring and cabling lay out
LO 6. Notify completion of work
LO1. INSTALL ELECTRICAL METALLIC/ NON-METALLIC (PVC CONDUIT)
Assessment
Methods
1. Correct drawings  Different kinds of Tools  Demonstra-  Demon-
are interpret electrical power  Learning materi- tion method stration
based on job re- and hydraulic als  Discussion  Direct
quirements tools - Tool manual  Modular observa-
2. Correct quantities  Operating princi- - Learning ele- (self- tion and
conduits, fittings ples, parts and ments paced) ques-
and accessories functions of elec- - Books tioning
are determined as trical power and  Tools
per job require- hydraulic tools - Electrical power
ments  Selecting and and hydraulic
3. Tools and equip- using different tools
ment are selected types of electri- - PPE
as per job require- cal power and
ments hydraulic tools
4. Conduit is assem-  Safe handling of
bled ensuring that electrical power
fittings are fully in- and hydraulic
serted and tight- tools
ened as per job
requirements
5. Conduit is bent
with bends not ex-
ceeding 90⁰ as
per job require-
ments
6. Conduit couplings
and elbows are in-
stalled as per job
requirements
7. Conduit is
threaded in line
with job require-
ment
8. Safety procedures
are followed in
line with standard
operating proce-
dures (SOPs)
LO2. INSTALL WIRE WAYS AND CABLE TRAY
Criteria Methods
1. Correct drawings  Maintaining and  Tools  Demonstra-  Demon-
are interpreted to storing electrical - Electrical power tion method stration
determine job re-  Direct
quirements power and hy- and hydraulic  Discussion observa-
2. Correct quantities draulic tools tools  Modular tion and
of materials are  Materials (self- ques-
selected as per - Lubricating ma- paced) tioning
job requirements terials
3. Tools and equip-  Learning materi-
ment are selected als
as per job require- - Tools manuals
ments and catalogs
4. Wire ways and - Learning ele-
cable trays are in- ments
stalled as per job - Books
requirements - Checklist
5. Safety procedures
are followed in
line with SOPs
CORE COMPETENCIES:
Unit of Competency:

GROUNDING SYSTEMS
Modules Title:

2. INSTALLING ELECTRICAL PROTECTIVE DEVICES FOR
DISTRIBUTION, POWER, LIGHTING, AUXILIARY, LIGHTING
PROTECTION AND GROUNDING SYSTEMS
Module Descriptor:
This module covers the knowledge, skills and attitude on planning and prepar-
ing work, installing electrical protective devices, lighting fixture and auxiliary outlet
and notifying completion of work for distribution, power, lighting, auxiliary, light-
ning protection and grounding systems
LO 1. Plan and prepare work

LO 2. Install electrical protective devices
LO 3. Install lighting fixture and auxiliary outlet
LO1. PLAN AND PREPARE WORK
Criteria Methods
1. Instructions for  PEC provisions  Tools and equip-  Demonstra-  Demon-
the preparation of on electrical ment tion method stration
the work activity metallic conduits - Lineman’s pliers  Discussion  Direct
are communi-  Bending electri- - Long nose pliers  Practical observa-
cated and con- cal metallic con- - Diagonal cutting exercises tion and
firmed to ensure duit pliers  Laboratory ques-
clear understand-  Procedures in in- - Set of screw exercises tioning
ing stalling electrical driver
2. Tools, equipment metallic conduit - Claw hammer
and PPE needed  Safety proce- - Hacksaw
to install electrical dures in in- - Measuring tools
wiring are identi- stalling electrical - Pipe vise
fied, checked to metallic conduit - Pipe cutter
ensure they work - Reamer
correctly as in- - Simulated work-
tended and are place/ wiring
safe to use in ac- - Ladder
cordance with es-  Materials
tablished proce- - Electrical metal-
dures lic conduits
3. Materials needed - Lock nuts, bush-
for work are ob- ing, adapters
tained in accor- - Fastening de-
dance with estab- vices
lished procedures - Conduit supports
 Learning ele-
ments
- Learning ele-
ments
- Manuals
- Books and
- Philippine electri-
cal code/ na-
tional electrical
code, latest edi-
tion
LO2. INSTALL ELECTRICAL PROTECTIVE DEVICES
Criteria Methods
1. Safety procedures  PEC/NEC  Tools and equipment  Demonstra-  Demon-
are followed in provisions - Lineman’s pliers tion method stration
line with job re- on wire - Long nose pliers  Discussion  Direct ob-
quirements ways and - Diagonal cutting pliers  Practical servation
2. Correct proce- cable - Set of screw driver exercises and
dures for installa- trays - Claw hammer  Laboratory question-
tion of electrical  Proce- - Hacksaw exercises ing
protective devices dures in - Measuring tools
are performed in installing - Pipe vise
line with job re- wire ways - Pipe cutter
quirements and and cable - Reamer
PEC trays - Simulated workplace/
3. Schedule of work  Safety wiring
is followed to en- proce- - Ladder
sure work is com- dures in  Materials
pleted in an installing - Electrical metallic con-
agreed time, to a wire ways duits
quality standard and cable - Lock nuts, bushing,
and with a mini- trays adapters
mum waste - Fastening devices
4. Further instruc- - Conduit supports
tions are sought  Learning elements
from a supervisor - Learning elements
if unplanned - Manuals
events or condi- - Books and
tions occur  Philippine electrical
5. On-going checks code/ national electrical
of quality of work code, latest edition
are done in accor-
dance with in-
structions and re-
quirements
LO3. INSTALL LIGHTING FIXTURE AND AUXILIARY OUTLET
Criteria Methods
1. Safety procedures are  PEC/NEC  Tools and equip-  Demonstra-  Demon-
followed provisions ment tion method stration
2. Correct procedures for on wire - Lineman’s pliers  Discussion  Direct ob-
installation of lighting ways and - Long nose pliers  Practical servation
fixture and auxiliaries cable trays - Diagonal cutting exercises and
are performed in line  Proce- pliers  Laboratory question-
with job requirements dures in in- - Set of screw exercises ing
3. Schedule of work is fol- stalling driver
lowed to ensure work is wire ways - Claw hammer
completed in an agreed and cable - Hacksaw
time, to a quality stan- trays - Measuring tools
dard and with a mini-  Safety pro- - Pipe vise
mum waste cedures in - Pipe cutter
4. Further instructions are installing - Reamer
sought from a supervi- wire ways - Simulated work-
sor if unplanned events and cable place/ wiring
or conditions occur trays - Ladder
5. On-going checks of   Materials
quality of work are un- - Electrical metal-
dertaken in accordance lic conduits
with instructions and re- - Lock nuts, bush-
quirements ing, adapters
- Fastening de-
vices
- Conduit supports
 Learning ele-
ments
- Learning ele-
ments
- Manuals
- Books and
 Philippine electri-
cal code/ na-
tional electrical
code, latest edi-
tion
LO4. NOTIFY COMPLETION OF WORK
Criteria Methods
1. Final checks are  PEC provisions  Tools and equip-  Demonstra-  Demon-
made to ensure the on electrical ment tion method stration
work conforms with metallic conduits - Lineman’s pliers  Discussion  Direct
instructions and re-  Bending electri- - Long nose pliers  Practical observa-
quirements cal metallic con- - Diagonal cutting exercises tion and
2. Supervisor is noti- duit pliers  Laboratory ques-
fied upon completion  Procedures in in- - Set of screw exercises tioning
of work stalling electrical driver
3. Tools, equipment metallic conduit - Claw hammer
and any surplus re-  Safety proce- - Hacksaw
sources and materi- dures in in- - Measuring tools
als are, where appro- stalling electrical - Pipe vise
priate, cleaned, metallic conduit - Pipe cutter
checked and returned - Reamer
to storage in accor- - Simulated work-
dance with estab- place/ wiring
lished procedures - Ladder
4. Tools, equipment  Materials
and any surplus re- - Electrical metal-
sources and materi- lic conduits
als are, where appro- - Lock nuts, bush-
priate, cleaned, ing, adapters
checked and returned - Fastening de-
to storage in accor- vices
dance with estab- - Conduit supports
lished procedures  Learning ele-
ments
- Learning ele-
ments
- Manuals
- Books and
- Philippine electri-
cal code/ na-
tional electrical
code, latest edi-
tion
CORE COMPETENCIES:
Unit of Competency:

GROUNDING SYSTEMS
OUTLETS. LIGHTING FIXTURE/ SWITCHES AND AUXILIARY
OUTLETS
Modules Title:

WORKS FOR SINGLE-PHASE DISTRIBUTION, POWER, LIGHTING AND
AUXILIARY SYSTEMS
2. INSTALLING ELECTRICAL PROTECTIVE DEVICES FOR DISTRIBUTION,
GROUNDING SYSTEMS
Module Descriptor:
This module covers the knowledge, skills and attitude on selecting and in-
stalling wiring devices, installing lighting fixtures/ switches and notifying comple-
tion of work of floor and wall mounted outlets and auxiliary outlets
LO 1. Select wiring devices

LO 2. Install wiring devices
LO 3. Install lighting fixture/ switches
LO1. SELECT WIRING DEVICES
Assessment
Methods
1. Wiring devices are in-  Selecting  Supplies and  Demonstra-  Demon-
spected for damage ac- wiring de- materials tion stration
cording manufacturers vices - Wiring devices  Discussion  Direct
specification  GFCI pro-  Learning mate-  Practical observa-
2. Wiring devices are se- tected out- rials exercises tion and
lected according to the lets - Learning ele-  Laboratory ques-
job requirements ments exercises tioning
- Drawing plan  Audio/ vis-
- Books, manu- ual film
als, and cata- showing
logs
- Philippine elec-
trical code
LO2. INSTALL WIRING DEVICES
Assessment
Methods
1. Wiring devices are in-  Wiring de-  Equipment  Demonstra-  Demon-
stalled according to the lat- vices - Simulated work tion stration
est edition of Philippine  PEC provi- place or actual  Discussion  Direct
electrical code and national sions on work place  Practical observa-
electrical code wiring de- - Ladder exercises tion and
2. Wiring devices are in- vices  Tools  Laboratory ques-
stalled according to the job  Proce- - Linesman’s pli- exercises tioning
requirements dures in in- ers  Audio/ vis-
3. Tools/ equipment and stalling - Long nose plies ual film
materials needed for the in- wiring de- - Diagonal cutting showing
stallation are prepared in vices pliers
line with job requirements  Safety pro- - Bar level
4. Safety procedures in in- cedures in - Screw drivers
stalling wiring devices are wiring de- - Set of screw
strictly observed according vices drivers
OHS guidelines and proce-  GFCI pro- - Chisel
dures tected out-  Supplies & ma-
lets terials
- Wiring devices
 Learning mate-
rials
- Learning ele-
ments
- Drawing plan
- Books, manu-
als, and cata-
logs
- Philippine elec-
trical code

CBC NEW of EIM NC2

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What is Competency-Based Curriculum (CBC)

 A competency-based curriculum is a framework or guide for the subsequent de-

 CBC can be developed immediately when competency standards exist.

 When competency standards do not exist, curriculum developers need to clearly

These materials are available in both printed and electronic copies.

For more information please contact:

Technical Education and Skills Development Authority (TESDA)

ELECTRICAL & ELECTRONICS SECTOR

ELECTRICAL INSTALLATION AND

Course Title : ELECTRICAL INSTALLATION

Trainee Entry : Trainees or students wishing to gain entry into

 Can communicate both oral and written

1.1.2 Prepare hand tools.

1.1.3 Use appropriate hand

1.1.4 Maintain hand tools.

2. Perform mensu- 2.1 Performing 2.1.1 Select measuring in- 4 hours.

2.1.3 Maintain measuring in-

3.1.3 Prepare/ make

4.1.2 Assess own work.

4.1.3 Engage in quality im-

5.1.3 Test termination/ con-

2.1.4 Notify completion of

3.1.4 Notify completion of

The competency-based TVET system recognizes various types of delivery

 The dualized mode of training delivery is performed and recommended. Thus

It also sole or combination of both Blended Online Learning and Distance.

(List of recommended tools, equipment and materials for the training of

Facilities : Based on a class intake of 25 students/trainees

ELECTRICAL INSTALLATION AND MAINTENANCE NC II

ELECTRICAL INSTALLATION AND

Modules Title: PARTICIPATING IN WORKPLACE COMMUNICATION

Nominal Duration : 6 hrs.

Summary of Learning Outcomes:

LO1. Obtain and convey workplace information

Details of Learning Outcomes:

LO2. PERFORM DUTIES FOLLOWING WORKPLACE INSTRUCTIONS

LO3. COMPLETE RELEVANT WORK RELATED DOCUMENTS

Modules Title: WORKING IN A TEAM ENVIRONMENT

Nominal Duration : 3 hrs.

Summary of Learning Outcomes:

LO1. Describe team role and scope

Details of Learning Outcomes:

LO3. WORK AS A TEAM MEMBER

Modules Title: SOLVING/ADDRESS GENERAL WORKPLACE PROBLEMS

Nominal Duration : 3 hrs.

Summary of Learning Outcomes:

LO1. Identify routine problems

Details of Learning Outcomes:

LO1. IDENTIFY ROUTINE PROBLEMS

LO2. LOOK FOR SOLUTIONS TO ROUTINE PROBLEMS

Modules Title: DEVELOPING CAREER AND LIFE DECISIONS

Nominal Duration : 3 hrs.

Summary of Learning Outcomes:

LO1. Manage one’s emotion

Details of Learning Outcomes:

LO2. DEVELOP REFLECTIVE PRACTICE

LO3. BOOST SELF-CONFIDENCE AND DEVELOP SELF-REGULATION

Modules Title: CONTRIBUTING TO WORKPLACE INNOVATION

Nominal Duration : 3 hrs.

Summary of Learning Outcomes:

LO1. Identify opportunities to do things better

Details of Learning Outcomes:

LO2. DISCUSS AND DEVELOP IDEAS WITH OTHERS