What are the Training Regulations

WHAT IS TRAINING REGULATION?

The Training Regulations (TR) refers to the package of

competency standards, national qualifications, training
standards documents, assessment and certification
arrangements promulgated by TESDA for nationwide
application.

The TR serves as a basis for the:

1) registration and delivery of training programs;
2) development of curriculum and assessment
instruments; and
3) establishment of certification arrangements
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Components of a Training Regulations

 Qualifications
 Competency Standards
 Training Standards
 Assessment Arrangements
Philippine TVET Qualifications

- the packaging or
grouping of competencies
that describe a particular
function or job role
existing in an industry
sector.
There are four
qualification levels which
are termed as National
Certificate (NC).
Competency Standards

- nationally agreed
specification of skills,
knowledge and
attitudes required in
the performance of a
particular job.
Training Standards
- specifications to be
considered in developing
and implementing a
training program.

curriculum design,
Training delivery,
Trainee entry
requirements,
Tools and
equipment,
Training facilities,
Trainer’s
qualifications
UNIT TITLE

UNIT DESCRIPTOR

ELEMENTS PERFORMANCE CRITERIA

RANGE OF VARIABLES

EVIDENCE GUIDE
1. Critical aspects of Competency
2. Underpinning Knowledge
3. Underpinning Skills
4. Resource Implications
5. Method of Assessment
6. Context of Assessment
Parts of a Unit of Competency

Unit Title

Unit Descriptor

Elements Performance Criteria

Range of Variables

Evidence Guide
 Unit Title

• the title of the competency unit

•refers to the title of the general

area of competency which is
expressed in outcome terms
Unit Descriptor

•covers requirements to review

assessment procedures in a
specific context
•assists in clarifying the unit title
and notes any relationship
with other industry units
 Elements

•basic building blocks of the unit

•describe the key purpose of the unit

•describe actions or outcomes
which are demonstrable
and assessable
Performance Criteria
•evaluative statements which specify what is to be
assessed
•specifies the required level of performance
•specifies the activities, skills, knowledge and
understanding which provide evidence of competent
performance
•task performed as per prescribed procedure

e.g. Objects are packed in accordance with specified

guidelines and procedures
 Range of Variables

•defines the boundaries of the standards

supplies and materials
tools and equipment
quality assurance requirements
occupational health and safety
personal protective equipment
 Evidence Guide

Mandatory
part of a  must relate
unit directly to:
- Elements
- Performance
Criteria and  must guide
- Range of the assessor in
Variables the collection of
evidence
 Parts of Evidence Guide
1. Critical Aspects of Competency
•Tells the assessor what evidence is
essential for successful performance
•It identifies the
essential:
Product evidence
completes work piece/service to specification
Knowledge evidence

things that must be known
Process evidence

complies with industry practices and procedures

complies with OH & S practices

sets up tools and equipment

handles tools, materials and equipment

identifies and solves faults and problems

communicates with others to ensure safe and
effective operations
 Parts of Evidence Guide

2. Underpinning
knowledge and attitude

• Competency involves •Underpinning knowledge

applying knowledge to includes:
specific knowledge that is
perform work activities. essential to the performance of
the competency
evidence of knowledge of
legislation, regulations and
Codes of Practice
knowledge beyond the
immediate scope of the unit
 Parts of Evidence Guide
3. Underpinning skills


This provides the assessor necessary skills



needed to achieve the elements and

performance criteria set in each unit of
competency.

Include both:

generic skills - communication

industry specific skills - use of
relevant hand tools

Example:
Unit Title: Manage, operate and monitor a turbine

Specific skills needed to achieve the Performance Criteria


preparation of turbine plant for operation

use of relevant hand and power tools
application of data analysis


organization of operational resources


 Parts of Evidence Guide
4.. Resource Implications
• This section identifies the resources needed for the
successful performance of the work activity described
in the unit of competency
•This would usually include:
• work environment and conditions
• tools
• equipment
• supplies and materials
needed for the successful performance of the
Unit of Competency

e.g., Unit: Encapsulate and remove asbestos

Resource Implications:
• decontamination chamber
• demolition tools and equipment
• personal protective clothing
METHOD OF ASSESSMENT

 REAL WORK/REAL TIME

OBSERVATION OR THIRD PARTY
 STRUCTURED ACTIVITIES

DEMONSTRATION
 QUESTIONING

Written/Interview
PORTFOLIO

Projects
Journal/Diary Logbook
Testimony’s Awards
 K

EVIDENCE GUIDE

1. Critical aspects of Competency

2. Underpinning Knowledge
3. Underpinning Skills
4. Resource Implications
5. Method of Assessment Competency may be assessed through :
5.1 Demonstration with Questioning
5.2 Portfolio
5.3 Third Party Report

6. Context of Assessment

BOJIE SM. HIZON SDCO-TESDA

Parts of Evidence
Guide
• includes the
consideration in
determining
5. Method of methods of
Assessment assessment to
cover all aspects
of the units of
competency and
establish
consistency in
performance

• possible
place of 6. Context
assessment of
Assessment