PROCESS AUTOMATION AND

CONTROL SYSTEMS

RM MFI 27

MFI FOUNDATION, INC.TECHNOLOGY PROGRAM MANAGEMENT DEPARTMENT

ELECTRICAL TECHNOLOGY:

COURSE TITLE:

INSTRUCTOR: MAURO ROGEL B. BARROGA

(ICT 311A)

ACTIVITY #1

FILL-UP/UPDATE ITP STUDENT PROFILE (10 MINS.)

ACTIVITY #2

FILL-UP TRAINING EXPECTATION SHEET(15 MINS.)

ACTIVITY #3

DISCUSSION ON STUDENTS EXPECTATIONS (25 MINS.)

ABOUT THE INSTRUCTOR:

MAURO ROGEL B. BARROGA

GRADUATE OF MFI INSTRU. TECHOJT @ SHELL BATANGAS AND I&CS PAMPANGA

BOILER OPERATOR IN MECHANIC IN BCPI, CAVITE

INSTRUMENTATION TECHNICIAN IN SAUDI ARABIA

SALES AND SERVICE ENGINEER FOR ANRITSU PHILS., TRAINED IN JAPAN

PRODUCTION SUPERVISOR IN DUNLOP PHILS.

EDUCATION ASSOCIATE IN MFI FOR 8 YEARS

ABOUT THE INSTRUCTOR:

MAURO ROGEL B. BARROGA

PURSUED HIGHER EDUCATION BS INDL TECH PRC REGISTERED MASTER ELEC. / MEMBER OF IIEE

PICS CERTIFIED INSTRU. ENGR. AND TECHNICIAN

TESDA CERTIFIED I&C SERVICING NC II & III AND MECHA SERVICING NC II

CHEM. TANKER ON-BOARD EXPOSURE IN SHANGHAI CHINA MARCH 2010

ATTENDED TRAINING IN SINGAPORE MAY JUN 2010

CURRENTLY PURSUING MAIT IN RTU.

ACTIVITY 4 We are going to watch a video clip twice. Take note of the important data you got

from the clip.

After watching the clip, you will be grouped in 6 teams. Select a name of your group,

one Group Moderator/Secretary.

For 10 minutes, write you group name, group members, share and write all data

that you can remember from the clip on the

whiteboard.

Wait for the instructor to discuss your work.

ACTIVITY 4:

AUTHENTIC CONTEXT: 2011 JOB HIRING

POSITION: ELECTRICAL & INSTRUMENTATION TECHNICIAN

Job Description: Seeking candidates with an Technical degree or two years

of experience working in the operation, maintenance, and repair of industrial instrumentation and electrical equipment.

Experience in performing work related to the installation, maintenance, repair, inspection, and testing of a variety of control systems and electrical equipment (e.g. AC, DC and synchronous motor control, Distributed Control Systems, control valves, and process measurement instrumentation) is preferred.

Must have some knowledge of principles underlying the construction and use of control instrumentation, construction and use of low voltage and medium voltage AC motor starters, and the construction and use of Programmable Logic Controllers, Analog and digital system fault diagnostic techniques and procedures, Electro-pneumatic and hydraulics control systems.

EMPLOYER: International Paper, Mansfield USA

COURSE DESCRIPTIONThis course deals with the study of Industrial

Automation as defined by the core competencies

under Tesda Training Regulation on I&C

(Instrumentation and Control) Servicing and

Mechatronics Servicing NC II, which leads the

trainees towards the qualification as Electrical and

Instrumentation Technicians.

Lecture, discussion, demonstration and practical

laboratory exercises are the training methodologies

that will be used. Written and Practical Examinations

are the methods of assessment to be used to

validate the competencies acquired by the trainees.

COURSE OBJECTIVES:Upon completion of this course, the trainees

will be able to:

Install, calibrate and configure

Instrumentation and Control devices in

Process Automation Control Systems.

Install and configure Mechatronics devices in

Machine Automation Control Systems.

COURSE DURATION & VENUE:

This course is scheduled, every Wednesdays and Thursdays, 10 hours per week for 18 weeks

for a total of 180 hours. The venue is room 325

MFI building.

COURSE CREDIT:

8 units

TOPIC SCHEDULEWeek TOPIC Week TOPIC

1

Orientation to Course

Principles of Process

Automation and Control

Systems

10 Compress Air Production,

Preparation and Distribution

2Install I&C Devices: P&ID

Calibrate I&C Devices11

Cylinders, Directional Valves, and

Non-return Valves

3Configure I&C Devices:

Primary Elements: Pressure12

Pneumatic Indl Control Circuits

Laboratory Exercises

4Primary Elements: Level

Primary Elements: Temperature13

Principles of Electro-pneumatics

Electro-pneumatics Indl Control

Circuits

5Minor A Exams

Primary Elements: Flow14

Minor A Exams

Laboratory Exercises

6

Intermediate Elements:

Controllers

Final Elements: Control Valves

15Principles of Hydraulic Industrial

Control Systems

Hydraulic Industrial Control Circuits

7Demo of Laboratory Exercises

Perform Laboratory Exercises16

Fundamentals of DCS and

SCADA/HMI

8 Perform Laboratory Exercises 17 Practice Exercises

9Midterm Exams

(WRITTEN AND PRACTICAL)18

Midterm Exams(WRITTEN AND PRACTICAL)

COURSE REQUIREMENTS(ADHERANCE TO MFI ACADEMIC POLICY & STUDENT CODE OF DISCIPLINE)

RM MFI 15 STUDENT HANDBOOK

CLASS STANDING: STUDENT PROFILE (NO 1X1 ID PICTURE IN STUDENT PROFILE NO CLEARANCE.)MT&FT - CAREER PROFESSIONALISM (E.g. ATTENDANCE, PUNCTUALITY IN SUBMISSIONS, & ATTITUDE)MT&FT NOTEBOOK (see page 3)MT - GROUP FACILITATED LESSONS/ORAL REPORT (see page 4)

QUIZESS: MT EVERY MEETING (ANY VIOLATION AGAINST 5S WILL HAVE CORRESPONDING DEDUCTIONS ON QUIZESS AND EXAMS FOR THE CLASS.) MT&FT - PRACTICE EXERCISE

EXAMS/ASSESSMENTS:mA & mB - Written (CHEATING will be dealt with accdg. to policy.) MT&FT - WrittenMT&FT - Practical

GRADING SYSTEM

NOTE: A grade of 73.0% up to 74.5% is required to take and pass VALIDATION

exam (written or practical) only after submitting a Request for Validation

Exam Letter. A grade of 72.9% and below is considered as FAILED and is NOT entitled

for any VALIDATION exam.

GRADING SYSTEMGrade Point

Equivalent

Percent

RangesRemarks

1.00 99% - 100% Excellent

1.25 96% - 98% Very Good

1.50 93% - 95% Very Good

1.75 90% - 92% Good

2.00 87% - 89% Good

2.25 84% - 86% Good

2.50 81% - 83% Satisfactory

2.75 78% - 80% Satisfactory

3.00 75% - 77% Pass

4.00 73% - 75% Incomplete

5.00 Below 73% Failure

D Dropped

Com Completed

LIST OF REFERENCESTITLE AUTHOR /

PUBLISHER

1. Process Control

Instrumentation

Technology

Curtis D. Johnson

2. Instrumentation 4th

EditionFranklyn W. Kirk

3. Process Control George Platt

4. Fundamentals of

InstrumentationNJATC

NOTEBOOK SPECIFICATIONS

Dimensions: 216 x 280 mm, 50

pages (it must covered with

color VIOLET .)

Format:(see prescribed format)

Title Page

Content

NOTEBOOK SPECIFICATIONSTitle

(1ST Page):

NOTEBOOK SPECIFICATIONS

Content:

The text & figures must be oriented

vertically or portrait.

The given handouts should be

pasted/attached neatly and

completely.

Copy notes from discussion and write

them in the notebook presentably.

Compliment w/ research related to

course topics (include reference).

REQUIREMENTS:

5S:

SEIRI (SORT)

SEITON (STRAIGHTEN / SET-IN-ORDER)

SEISO (SWEEP/SHINE)

SEIKETSU (STANDARDIZE)

SHITSUKE (SUSTAIN)

SEITON (SET-IN-ORDER):

SEISO (SHINE):

VIOLATIONS TO 5S:

Any Violation committed against 5S

practice particularly in SEITON (Set in order) & SEISO (Sweep) will have a corresponding demerit/s or points

deducted from the quiz and then exams

of everybody in the section.

1st Violation: - 0.5 pt. for each instance

2nd Violation: -1.0 pt. for each instance

3rd Violation: -2.0 pt. for each instance

4th Violation: -3.0 pt. for each instance

SAMPLE VIOLATIONS TO 5S:

SET IN ORDER SWEEP

FAMILIARIZATION TO

TESDA TERMINOLOGIES

PHIL. EDUC. SYSTEM

T ECHNICAL

E DUCATION AND

S KILLS

D EVELOPMENT

A UTHORITY

TESDA

The Technical Education and Skills

Development Authority (TESDA) was

established through the enactment of Republic

Act No. 7796 otherwise known as the

"Technical Education and Skills Development

Act of 1994", which was signed into law by

President Fidel V. Ramos on August 25, 1994.

This Act aims to encourage the full

participation of and mobilize the industry,

labor, local government units and technical-

vocational institutions in the skills development

of the country's human resources.

T ECHNICAL

VOCATIONAL

E DUCATION AND

T RAINING

TVET

Technical and Vocational Education and

Training (TVET) is concerned with the

acquisition of knowledge and skills for the

world of work.

The UNESCO-UNEVOC International Centre for

Technical and Vocational Education and

Training based in Bonn Germany assists

UNESCO's 193 member states strengthen and

upgrade their TVET systems.

P HILIPPINE

T VET

Q UALIFICATION

F RAMEWORK

PT

Q

F

32

National Certificateis a certification issued to individuals

who achieve all the required units of

competency for a national qualification

defined under the Training Regulations.

NCs are aligned to specific levels within

the PTQF.

Level

refers to the category of skills and

knowledge required to do a job.

PTQFNC I: Performs routine and predictable

tasks involving little or no latitude for

judgement.

NC II: Performs prescribed range of functions involving known routine and

procedures.

NC III: Performs a wide range of skilled operations at a high level of

competence involving known routine

and procedures.

NC IV: Performs a wide range of application in a variety of context and non

routine.

TRAINING REGULATIONS:

TRAINING REGULATION

prescribed minimum training program standards;

developed by experts and practitioners from public/private sector (Experts Panel);

promulgated by the TESDA Board after national validation;

prescribed occupational skills standards; included duties and tasks attached to a job

title and expressed as competencies; and

served as basis for designing job-oriented curricula with specific competency

objectives.

36

Section 1: Qualification

Section 2: Competency Standard

Section 3: Training Standards

Section 4: Assessment & Certification

PARTS OF TRAINING REGULATION:

37

This section defines the objectives

of the training regulation,

Identifies all the unit of

competency defined in

competency standard, and

Identify the title of person who

possessed the following

competencies.

SECTION 1: QUALIFICATION

38

is a cluster of units of competencies

that meets job roles, and are

significant in the workplace. It is also

a certification awarded to a person on

successful completion of a course in

recognition of having demonstrated

competencies in an industry sector.

SECTION 1: QUALIFICATION

39

SECTION 2: COMPETENCY STANDARD

is the industry-determined

specification of competencies

required for effective work

performance.

40

SECTION 2: COMPETENCY

is the possession and

application of knowledge, skills

and attitudes to perform work

activities to the standard

expected in the workplace.

41

TYPES OF COMPETENCIES

BASIC competencies are the skills and knowledge that

everyone needs for work.

COMMON competencies are the skills and knowledge needed by all

people working in a particular

industry

42

TYPES OF COMPETENCIES

CORE are the specific skills and knowledge needed in a particular

area of work - industry sector

/occupation/job role.

ELECTIVE are the additional skills and knowledge required by the

individual or enterprise for work.

43

PARTS OF UNIT OF COMPETENCY:

1. UNIT TITLE

2. UNIT DESCRIPTOR

3. ELEMENT

4. PERFORMANCE CRITERIA

5. RANGE OF VARIABLES

6. EVIDENCE GUIDE

SECTION 2:

44

UNIT OF COMPETENCY

Is a component of the competency

standards stating a specific key

function or role in a particular job

or occupation; it is the smallest

component of achievement that

can be assessed and certified

under the PTQF.

45

UNIT OF DESCRIPTOR

Outlines what is done in the

workplace; expands on information

in the title; clarifies scope and

intent of the unit; it helps to

differentiate between units with

similar titles.

46

ELEMENTS

are the building blocks of a unit of

competency. They describe in outcome

terms the functions that a person

perform in the workplace.

PERFORMANCE CRITERIA

are evaluative statements that specify

what is to be assessed and the required

level of performance.

47

RANGE OF VARIABLES

Describes the circumstances in

which the work is to be performed.VARIABLE RANGE

1. OH & S policies

and procedures

1. OH & S guidelines

2. Philippine environmental standards

2. Instrumentation

and Control

Standards

Includes but not limited to:

1. ISA (Instrumentation, Systems and

Automation) Society (formerly Instrument

Society of America)

2. ANSI (American National Standards

Institute)

3. ASME (American Society of Mechanical

Engineers)

4. NEC (National Electrical Code)

5. IEC (International Electro-technical

Commission)

48

EVIDENCE GUIDE

is a component of the unit of

competency that defines or identifies

the evidences required to determine the

competence of the individual. It

provides information on critical aspects of competency, underpinning knowledge, underpinning skills, resource implications, assessment method and context of assessment.

49

Critical Aspect of Competency

refers to the evidence that is

essential for successful

performance of the unit of

competency.

50

Underpinning Knowledge

refers to the competency that

involves in applying knowledge

to perform work activities. It

includes specific knowledge

that is essential to the

performance of the

competency.

51

Underpinning Skill

refers to the list of the skills

needed to achieve the elements

and performance criteria in the

unit of competency. It includes

generic and industry specific

skills.

52

Resource Implication

refers to the resources needed

for the successful performance

of the work activity described in

the unit of competency. It

includes work environment and

conditions, materials, tools and

equipment.

53

Context of Assessment

refers to the place where

assessment is to be conducted

or carried out.

Method of Assessment

refers to the ways of collecting

evidence and when, evidence

should be collected.

54

This section defines the curriculum

design,

defines the training delivery ,

defines the training entry requirement,

identifies the list of tools, equipment and

materials,

defines the trainers qualification,

defines the prescribed specification of

the training facility,

describes the institutional assessment.

SECTION 3: TRAINING STANDARDS

55

This section defines the national

qualification for assessment in the

job title according to the training

regulation,

Defines the means to successfully

pass the national assessment.

SECTION 4: NATIONAL ASSESSMENT AND

CERTIFICATION ARRANGEMENTS

ELECTRONICS SECTOR

CORE COMPETENCIES MAP:

Install

Instrumentation and

Control Devices

Calibrate

Instrumentation and

Control Devices

Configure

Instrumentation and

Control Devices

Loop Check

Instrumentation and

Control Devices

Maintain and Repair

Instrumentation &

Control Devices

Start-up

Instrumentation and

Control Systems

Diagnose and

Troubleshoot

Instrumentation and

Control Systems

Install Mechatronic

Devices

Configure and Test

Mechatronic

Devices

Develop

Mechatronic Control

Circuits and

Software

Application

Programs

Maintain and Repair

Mechatronic

Systems

Commission

Mechatronic

Systems

Diagnose and

Troubleshoot

Mechatronic

Systems

Service and Repair

Audio Systems and

Products

Service and Repair

Video Systems and

Products

Service and Repair

Business Machines

Assemble and

Disassemble

Consumer

Electronic Products

Maintain and Repair

Electronically

Controlled Domestic

Appliances

Maintain and Repair

Audio-Video

Products and

Systems

Maintain and Repair

Cellular Phones

Commission

Consumer

Electronic Products

and Systems

Develop Servicing

Systems for

Consumer

Electronic Products

Train service

technician

Manage Servicing

Systems for

Consumer

Electronics

Products and

Systems

Train service

technician

supervisors

EIM NC 2 COMPETENCIES MAP:

BASIC COMPETENCIES

Receive and

Respond to

Workplace

Communicati

on

Work with

Others

Demonstrat

e work

values

Practice

basic

housekeepi

ng

procedures

Participate

in

Workplace

Communica

tion

Work in a

Team

Environment

Practice

career

professionali

sm

Practice

occupational

health and

safety

procedures

Lead

Workplace

Communica

tion

Lead Small

Working

Teams

Develop

and

Practice

Negotiating

Skills With

Team

Members

Guide

Effective

Solutions to

Problems

Arising

from Work

Activities

Check and

Develop the

Use of

Mathematica

l Concepts &

Techniques

Use Relevant

Technologies

Applicable to

Assigned

Work

Lead in

Utilizing

Specialized

Communicati

on Skills

Assist in

Developing

Team and

Individuals

Apply

Problem

Solving

Techniques

in the

Workplace

Collect,

analyze and

organize

information

Plan and

Organize

Work for

Several

Working

Teams

Promote

Environment

al Protection

EIM NC 2 COMPETENCIES MAP:

COMMON COMPETENCIES

Supervise

Preparation

Construction

Materials,

Tools &

Equipment for

Assigned

Tasks

Ensure

Compliance with

Standards

Procedures,

Specifications

and Manuals of

Instructions

Interpret and

Follow

Technical

Drawings and

Plans

Supervise

Mensuration

and Related

Computation

s

Supervise

Proper Use

and

Maintenance

of Tools and

Equipment

EIM NC 2 COMPETENCIES MAP:CORE COMPETENCIES

Prepare electrical

materials and

tools

Perform

roughing-in

activities for

basic

electrical lay-

out

Perform

installation of

wiring devices

for power, lights

& auxiliary

outlets

Perform

installation

of electrical

wiring

Perform

installation of

basic electrical

protection

systems

Perform

installation of

basic auxiliary

outlets and

lighting fixtures

Perform

commissioning

on low voltage

electrical

systems

Prepare electric

and hydraulic

tools

Perform

roughing-in

activities for

communication

and

distribution

systems

Install wiring

devices for

floor and

ground fault

current

interrupting

outlets

Install

electrical

protection

system for

lightning and

grounding

Install

electrical

lighting

on auxiliary

outlets

and lighting

fixtures

Install

communication,

signaling devices

and remote

control systems

on auxiliary

equipment

Commission

installed

electrical

systems

Perform roughing-

in and wiring

activities for bus

and under-floor

ducts

Perform

installation of

wiring devices

for floor and

ground fault

current

interrupting

outlets

Perform

installation of

standard

electrical

protection

system for

lightning and

grounding

Perform

installation of

electrical

lighting

systems,

auxiliary

outlets and

lighting fixtures

Perform

installation of

data

measurement

and control

system on

electrical and

auxiliary

equipment

Assemble and

install electrical

lighting and

motor control

systems

Perform

maintenance

and

troubleshooting

works

Supervise/Monitor

installation &

maintenance on

electrical systems,

auxiliary including

control, lighting,

power and

protection

equipment

Perform

commissioning

of electrical

equipment/syst

em

Perform

programming

and installation

of basic PLC

systems

PRINCIPLES OF COMPETENCY - BASED

ASSESSMENT

61

WHAT IS COMPETENCY

ASSESSMENT?

THE PROCESS OF COLLECTING

EVIDENCE & MAKING JUDGEMENT

ON WHETHER COMPETENCY HAS

BEEN ACHIEVED.

62

WHAT ARE THE 3 CHARACTERISTICS

OF COMPETENCY ASSESSMENT? competency-based assessment is criterion based -

a person is assessed not in competition with

others but against standard criteria or

benchmarks;

competency-based assessment is evidence based

- decisions about whether a person is competent

are based on the evidence they provide to the

assessor; and

competency-based assessment is participatory -

the person being assessed is involved in the

process of assessment and has the scope to

negotiate with the assessor the form that

assessment activities take.

63

PURPOSE OF COMPETENCY

ASSESSMENT

EDUCATION & TRAINING NEEDS

EMPLOYEE CLASSIFICATION

QUALIFICATION

ASSURANCE OF PROGRESS

RECOGNITION OF PRIOR

LEARNING

RECRUITMENT

64

Assessment and Certification

TESDA pursues the assessment and certification of the competencies of the middle-level skilled

workers through Philippine TVET Qualification and

Certification System (PTQCS).

The Philippine TVET Qualification and Certification System (PTQCS) is a quality-assured

structure used for giving recognition to the

attainment of competencies (knowledge, skills,

attitudes and values) along the middle-level

skilled occupations. It is the process of

determining the qualification level of a person

and giving recognition to the attainment of

competencies in that particular level.

65

Assessment and Certification

The assessment process seeks to determine whether the graduate or worker

can perform to the standards expected in

the workplace based on the defined

competency standards.

Certification is provided to those who meets the competency standards. This

ensures the productivity, quality and

global competitiveness of the middle-level

workers.

66

Assessment and Certification

TESDA has a Registry of Certified Workers which provides information on the pool of

certified workers for certain occupations

nationwide.

TESDA also has accredited assessment centers as well as the competency

assessors who conduct competency

assessment process for persons applying

for certification.

67

TYPES OF ASSESSMENT INSTITUTIONAL

undertaken by trainees to determine their

achievement of units of competency. A

certificate of achievement is issued for each

unit of competency.

NATIONAL

undertaken by candidates to determine their

possession and application of the required

(core) competencies under a Training

Regulation. A national certificate according

to level is awarded to successful candidate.

68

RESULTS OF ASSESSMENT

COMPETENT

successfully proved the possession

and application of the minimum

required competency.

NOT YET COMPETENT

needs to retake assessment after a

designated time.

69

EXAMPLE OF C.O.C.

70

EXAMPLE OF N.C.

71

EXAMPLE OF N.C.

72

EXAMPLE OF N.C.

73

EXAMPLE OF N.C.

74

WHAT IS AN EVIDENCE IN

COMPETENCY ASSESSMENT?

It is data, gathered and matched

against a unit of competency, to

provide proof of competency

attainment.

75

TYPES OF EVIDENCE

Direct

demonstration/

observation

Performance of a task, or range of

tasks, either in the workplace or in

a simulated work environment,

witnessed directly by an assessor

Indirect

demonstration

Use of photographs, videos, etc.

showing performance of a task

when the assessor cannot be

present

Products Models, items, objects that have

been made, fixed or repaired by

the candidate

Workplace

documents

Rosters, budgets, reports,

standard operating procedures

etc. developed by the candidate

76

TYPES OF EVIDENCEQuestions -

written and oral

Asking the candidate about real

or hypothetical situations to

check understanding, task

management and contingency

management skills. May be short

answer, discussion, multiple

choice, etc.

Assignments Projects, reports, essays, etc.

relevant to the requirements of

the unit of competency

Third party

reports

Documented and verified reports

from supervisor, colleague,

subject expert, trainer or others

77

TYPES OF EVIDENCE

Self-assessment A candidates personal statement on their performance (not

generally sufficient in isolation)

Simulation Simulated activity to

accommodate difficult to

demonstrate criteria e.g.

emergencies, contingencies,

difficult behaviour etc.

Portfolios Collections of evidence compiled

by the candidate

78

Prescribed types of evidences

used in TESDA competency

assessment :

DIRECT

Demonstration

Observation

Questioning (Written & Oral)

INDIRECT

Portfolio (Resume, Sample project)

Third Party Testimonials

79

RULES OF EVIDENCE

Competency Assessment

Evidences are acceptable if:

VALID

CURRENT

SUFFICIENT

AUTHENTIC

CONSISTENT

RECENT

80

VALID

means that the evidence relates

to the unit competency,

addresses essential skills and

knowledge, dimensions of

competency and employability

skills.

Are the evidences prescribed by

the latest training regulation?

ELECTRONICS SECTOR

TRAINING REGULATIONS:

82

CURRENT

Does the evidence reflect the

candidates current knowledge and/or skills in the relevant

aspect of work?

83

SUFFICIENT

Does the evidence cover all

the elements?

84

AUTHENTIC

Is the evidence presented

the candidates own work (training certifices and

sample project)?

85

CONSISTENT

Does the evidence show that the

candidate consistently meets

the standards under work place

conditions?

86

RECENT

What is the age of evidence?

87

REASONABLE ADJUSTMENT

'Reasonable adjustment,

sometimes called reasonable

accommodation or allowable

adjustment is designed to ensure

that all people are treated equally

in the assessment process.

88

REASONABLE ADJUSTMENT Assessor may allow special considerations to

assessee, equity groups, but these must not

compromise the integrity of the competency

standards.

Equity groups may include, but are not limited

to:

Students with English as a second language

Students with literacy or numeracy difficulties

Indigenous students (cultural & religious)

Students in remote locations

Women in non-traditional industries

Students with sensory impairment

Students with physical or intellectual disabilities

89

REASONABLE ADJUSTMENTReasonable adjustment may mean:

Making learning materials and

methods accessible.

Adapting the physical environment

and equipment.

Making adjustments to the

procedures for conducting

assessment.

Making adjustments to the evidence

gathering techniques.

90

Frequently Asked Questions:

Who may apply for assessment?

Students, workers or any individuals

who wants to determine his/her

qualification level.

91

Frequently Asked Questions:

Where can one apply for assessment?

An individual may apply for assessment in

any of the following:

a. Private TESDA-accredited assessment

centers. The list of accredited assessment

centers is uploaded in the TESDA website:

www.tesda.gov.ph

b. TESDA Regional and Provincial Offices

c. TESDA TVET Institutions-Assessment

Centers

92

Frequently Asked Questions:

What are the requirements for assessment?

a. Duly-accomplished Application Form

b. Three (3) Passport size picture with name

written at the back of each picture

c. Duly-Accomplished Self Assessment

Guide

93

Frequently Asked Questions:

Who shall conduct the assessment?

Assessment shall be conducted by TESDA

Accredited Competency Assessors

How much is the assessment fee?

The assessment fee is based on the list of

fees promulgated by the TESDA Board and

endorsed by the National Economic

Development Authority.

94

Frequently Asked Questions:

Can the private TESDA-accredited assessment

centers collect assessment fees?

Yes, the private TESDA-accredited

assessment centers may collect assessment

fee based on the TESDA Board promulgated

assessment fee.

95

Frequently Asked Questions:

What is mandatory assessment?

Mandatory assessment is given to graduating

students of (With Training Regulation) WTR-

registered programs. Assessment may be

conducted in the facilities of the private TVIs

designated as assessment venues. However,

assessment must be facilitated by the TESDA

Regional/Provincial Office immediately after

training.

96

Frequently Asked Questions:

What is the validity of the NC or COC?

The NC or COC is valid for five (5) years.

Where do the applicant apply for renewal

and/or replacement of NC or COC?

An individual may apply for renewal and/or

replacement of NC or COC in the TESDA

District or Provincial Office where the original

NC or COC was issued.

97

Frequently Asked Questions:

How can one verify the validity of the NC or

COC?

TESDA maintains the Online Registry of

Certified Workers containing vital information

on the pool of certified workers nationwide.

Access can be made by name, certificate

number or by qualification. The registry is

easily accessible thru the TESDA website:

http://www.tesda.gov.ph

INTRO TO COURSE

END OF PRESENTATION

RM MFI 27

MFI FOUNDATION, INC.TECHNOLOGY PROGRAM MANAGEMENT DEPARTMENT

TOPIC TITLE:

INSTRUCTOR: MAURO ROGEL B. BARROGA

WEEK #1