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Handbookon the development of

DUALIZED CORE

CURRICULUM

andTRAINING PLAN

Philippine - German Technical CooperationEXPANSION OF DUAL EDUCATION AND TRAINING PROJECT

4th Floor, TESDA Central Office, East Service Road, Taguig, Metro Manila, Philippines� +63.2.8938297 / +63.2.8405035 � 63.2.8179095 � [email protected]

Technical Education and SkillsDevelopment Authority (TESDA)

Deutsche Gesellschaft fürTechnische Zusammenarbeit

(GTZ) GmbH

Developed by TESDA NITVET - CTAD

in Partnership withthe TESDA - Office of Apprenticeship and

the TESDA-GTZ Project

TABLE OF CONTENTS

Foreword 03

Part A: Dualized Core Curriculum and Training Plan: 04

Understanding the Terms

Part B: Guidelines for 11

Developing a Dualized Core Curriculum

Part C: Guidelines for 16

Developing a Dualized Training Plan

Part D: Recommendation for Curriculum Evaluation 23

Annexes 24

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FOREWORD

The Handbook on the Development of Dualized Core Curriculum andTraining Plan is the product of developmental efforts undertaken by the TechnicalEducation and Skills Development Authority (TESDA) to further encourage thewider implementation of dual training system (DTS) and dualized training (DT)programs in the Philippines. Essentially, the Handbook is a compilation ofinformation materials and worksheets developed for and used in a series of regionalworkshops on the theme: 'Pilot implementation of a Dualized Curriculum', whichwas jointly conducted by the National Institute of Technical Vocational Educationand Training (NITVET), the office of Apprenticeship (OA), the TESDA-GTZ Project,and the Center for International Migration (CIM) Consultant detailed at NITVET.

The Handbook is produced, on the main, to pave the way for the replicationof the experiences and learning gained at the regional workshops cited above inthe rest of the TESDA regions and in the entire technical-vocational educationand training (TVET) sector. Current and prospective implementers of DTS and DTprograms throughout the country, including school administrators, schoolinstructors, industrial coordinators, and industrial trainers, among others, areexpected to benefit from the use of this Handbook particularly in the importantarea of curriculum and training plan development for DTS and DT programs withinthe context of current TESDA reform initiatives.

Presented in the Handbook are the simple and easy-to-follow procedures fordeveloping dualized core curricula and training plans based on TESDA-approvedTraining Regulations for specific occupations. To illustrate these procedures, aprototype dualized core curriculum and a prototype training plan for PlantMaintenance Mechanic have been provided as models. With these proceduresand model as guides, and complemented by the relevant Training Regulations,Handbook users will be assisted every step of the way in developing their neededdualized core curricula and training plans for various tech-voc courses.

With this Handbook on hand, it is our hope that the widening utilization ofDTS and DT programs in schools/training centers and private companies throughoutthe country will be facilitated. For, indeed, a dualized core curriculum, with itsaccompanying training plan, offers a vital document in negotiating for prospectivepartnerships in dual training.

The Handbook has been completed through the collaborative efforts of anumber of organizations, offices and individuals. In particular, the following deservespecial mention - Mr. Antonio C. Solanoy, TESDA, NITVET-CTAD; Prof. RudolfTippelt, University of Munich; Mr. Jürgen Schwarz, TESDA, NITVET-CTAD, CIMConsultant and, Mr. Lorenzo F. Templonuevo, TESDA-GTZ Project. To each of themgoes our deep appreciation and thanks.

Lucita S. LazoDirector General, TESDA

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PART A

DUALIZED CORE CURRICULUM AND TRAINING PLAN:UNDERSTANDING THE TERMS

This introductory section provides the Handbook user with a quick yetcomprehensive explanatory notes on the usage and meanings of the two (2) keyterms - dualized core curriculum (DCC) and dualized training plan (DTP). Thisis seen necessary if only to ensure that the terms, as well as their specific use inthis Handbook, are rightfully understood by the Handbook users, especially thosewho will eventually use these terms in the field. The section opens with a basicmodel (Figure 1) that identifies the different foundational concepts, which providethe contextual basis in the evolution of the two terms under consideration.Background discussions on each of these foundational concepts - Competency-Based Education (CBE), Competency-Based Technical Education and SkillsDevelopment (CBTESD), Training Regulations (TR), and Dual Training System(DTS) - take the most part of the section. The provision of basic working definitionsof the two (2) key terms ends this part of the Handbook.

The Dualized CC/TP Conceptual Pyramid indicates that CBE, regarded asone of the most significant and innovative educational and training approachesever to be developed within the last fifty years and is now embedded in TESDA'splatform to strengthen the TVET sector, provides the fundamental base for thedevelopment of dualized CCs and TPs, it being the education/training approachnow endorsed by TESDA. Conceptualizing CBE in the context of TESDA, in turn,yields the concept CBTESD, which then gives impetus to the need for developinga TR. A TR provides curricular benchmarks for a particular technology-basedcourse developed and offered in the country. DTS (or its dualized variant), for itspart, is one of the seven (7) technical education and skills development reformstrategies and is TESDA's preferred modality of instructional delivery for TVET.

It is this endorsement of the offering of DTS and dualized training (DT)programs that necessitates the development and use of dualized CCs and TPs.

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INPUTS ON THE CONCEPTS

• Competency-Based Education (CBE) is fast gaining popularity asa highly-effective approach to improving and/or delivering instructionworldwide. A vocational education movement, which began in the USAand Canada, CBE's primordial concern may be casually expressed asfollows:

"What is most important is not where you studied, orhow long you studied, or even how you learned.What matters most is - Did you really learn?"

The ultimate test of whether one really has learned is his/herdemonstration of the skills that were supposed to have been learned.An initial proof of this, in the case of a technical-vocational coursestudent/graduate, is the passing of a competency assessment (or morepopularly referred to in the past as trade test administered and certifiedby a competent body, e.g. TESDA, which is both recognized by theemployers and the training providers. CBE's instructional methodologiestend to be modularized, more flexible and learner-centered.

As an alternative to the conventional approach to instruction, CBEcapitalizes on the facilitation of effective and efficient learning, whichis relevant to the real world of work, by employing the learningprinciples of motivation, individualization, reinforcement of learning,self-pacing, recognition of different learning styles, provision of frequentfeedback, opportunities for practice, and active participation. Its basicphilosophy is:

"Almost all learners can learn equally if they receivethe kind of instruction they need."

Central to the understanding of CBE is the knowledge of whatcompetencies are. Competencies are a description of the essentialskills, knowledge and attitudes required for effective performance in awork situation. Essentially, they detail the outcomes of work and arecommonly stated in terms of duties and tasks of specific occupations.

To make CBE work, the approach uses a very systematic procedure indeveloping, implementing and delivering training. The approach canbe said to have four (4) essential features as follows:

1. Learning outcomes (or competencies), which are published,are specified in measurable terms;

2. These outcomes are determined before the learning processbegins through the analysis of the occupation or theoccupational area;

3. The mastery of these outcomes is the criterion of success ofthe learning process and a learner has to perform up to apredefined standard; and

4. Admission to the assessment procedure is independent ofthe time spent in the learning process or the mode oflearning. CBE recognizes prior learning. As such, it opensthe assessment procedure even to people who have nottaken part in any formal education but feel that they areable to demonstrate the required competencies.

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• Competency-Based Technical Education and Skills Development

(CBTESD) is the term used to describe TESDA's way of adapting theCBE and the Modules of Employable Skills (MES), the latter being avocational approach popularized by the International Labor Organization(ILO). As a resultant adaptation, CBTESD becomes most responsive tothe needs of TESDA's clientele in the aspect of internationalcompetitiveness, private sector requirements, government reforms,education and training reforms, technology advances, qualitymanagement, and multi-skilling demands. Operationally, the Authorityis able to respond to its customers' needs by setting up a well definedTESDA Occupational Qualification and Certification System (TOQCS),which will serve as benchmarks for technical and vocational educationand skills training; curriculum development; training materialsdevelopment; accreditation; industry training recognition; registrationand monitoring of training providers; assessment of learning; andcertification of company.

CBTESD, as an instructional program, derives its content from verifiedand validated tasks (or competencies) and bases assessment on studentperformance. Learning materials used in these programs identify, verify,and publish, before the actual start of training, the tasks the studentwould learn and perform during the training and eventually at work.The criteria with which the student will be evaluated, and the conditionsunder which the evaluation will occur are also made known to traineesahead of training time. Instruction emphasizes the ability to do aswell as knowing the how and why. Student performance and knowledgeare evaluated individually against stated criteria, rather than againstgroup norms.

There are 12 factors that differentiate a traditional technical andvocational program with a CBTESD program. The differences areenumerated in Table 1.

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In summary, the five (5) essential elements and seven (7) desirablecharacteristics of CBTESD are given below:

Essential Elements

1. Competencies to be achieved are carefully identified, verified,and made public in advance;

2. Criteria to be used in assessing achievement and the conditionsunder which achievement will be-assessed are explicitlystated and made public in advance;

3. The instructional program provides for the individualdevelopment and evaluation of each of the competenciesspecified;

4. Assessment of competencies takes the learner's knowledgeand attitudes into account but requires actual performanceof the competency as the primary source of evidence; and

5. Students/Trainees progress through the instructional programat their own rate by demonstrating the attainment ofspecified competencies.

Desirable Characteristics

1. Instruction is individualized to the maximum extent possible,rather than group based;

2. Learning experiences are guided by frequent feedback;

3. Emphasis is on helping the learner achieve program exitrequirements;

4. Instruction is individually paced rather than time-based;

5. Instruction is, to a considerable extent, field-centered - basedon realistic work problem and situations;

6. Instruction is often modularized and uses materials with bothrequired and optional learning activities to help achieveflexibility and provide for different learning styles; and

7. The program as a whole is carefully planned and systematic.

TESDA's CBTESD training programs are developed using a series of four (4)interconnected processes, namely,

occupational analysis (the process by which the duties and tasksof an occupation or job are identified and verified through a DACUMprocess),

task analysis (the process by which the standards are beingidentified, verified and validated by the Experts),

instructional analysis (the process by which curriculum outlineand training pathway is being designed based on the standards derivedfrom the task analysis), and

instructional design and development (the process of developingthe instructional outline and instructional materials or modules to bedeveloped).

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The first two (2) are necessary for the development of what is called aTraining Regulation. On the basis of the Training Regulation developed, the last two(2) processes are undertaken to design and develop a technical and vocationaltraining program, particularly the dualized core curriculum and training plan of aDTS/DT program.

• Training Regulation (TR) - a TESDA Board-approved document

prescribing the minimum standards for training to bring about experts-identified competencies in a particular occupation. These competencieshave been identified by qualified representatives of the TESDA TechnicalAdvisory Panel (TAP) and the Technical Experts Panel (TEP). Thedocument consists of two (2) parts -

occupational skills standard (defines the minimum required stockof knowledge and skills an individual is supposed to possess to qualifyas an operator, a craftsman, or a technician, who are granted equivalentnational skills certificate under a particular occupational title), and

training standard (defines the minimum training programrequirement in terms of the occupation-holder's duties and tasks, entryrequirements of trainees, trainers' qualifications, equipment and toolsneeded, and shop layout, among others).

A TR is developed primarily out of a job analysis initiative. Job analysis maybe done using a number of methods and techniques including job observation,interview and use of questionnaire. In the Philippines, however, the DACUM(Developing A Curriculum) is the more popular job, analysis methodology usedfor identifying duties and tasks of occupations.

The tasks identified in job analysis are, in fact, the competencies that areexpected of an employee to do in a particular occupation at the workplace. In aCBE/CBTESD training program, therefore, the focus is the development of thesecompetencies among the student-trainees who will be making use of them(competencies) later in their employment life. This makes CBE/CBTESD, with itsattendant TRs, an outcome-oriented system (Figure 4). The range of competenciesaddressed in a CBE/CBTESD training program usually include: (1) Performance of

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individual tasks (technical competency); (2) Management a number of differenttasks within the job (managerial competency); (3) Responsiveness to irregularitiesand breakdowns in routine (problem solving competency); and (4) Dealing with theresponsibilities and expectations of the work environment, including working withothers and teamwork (personal and social competencies).

Figure 2 shows how TESDA collaborates with companies in the development ofa Job Competency Profile of a certain occupation.

Figure 3 shows how each task in the Job Competency Profile is analyzed toproduce a Task Profile.

• Dual Training System (DTS) - The DTS is a special type of delivery

system in TVET that combines two places of learning - the school/training center and the production plant of an agricultural, industrial orbusiness establishment. The DTS Act of 1994 (RA 7686) was signedinto law on February 25, 1994 to encourage schools and establishmentsto utilize the DTS in TVET by providing incentives and clear guidelineson its implementation.

The DTS implementation entails the close coordination between theschool and the establishment. They prepare a training plan, identifytraining stations, establish a joint training agreement, and assign anindustrial coordinator.

Conceptually, DTS involves two (2) venues of learning: the school andthe factory or workplace. It exposes trainee to the actual work situationand forms him/her on the proper values/attitudes required by thecompany. It also assures that returns of investments on the trainingprogram and the trainee is faster than any skills/technical trainingprogram or training arrangements available in the market.

Following the concept of CBE/CBTESD, the DTS is also an outcome-oriented system. Its aim is to come up with quality-trained individualswho are equipped with the competencies required at the workplacefor a particular occupation. For this to be assured, DTS and/or dualized

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training programs' curricula and training plans need to be developedusing the relevant TRs developed and approved by TESDA for theoccupations concerned. This ultimately gives birth to the terms dualizedCore Curriculum (DCC) and dualized Training Plan (DTP) to simplymean a core curriculum and a training plan developed for any dualtraining program (DTS and DT*, alike).

• Dualized Core Curriculum (DCC) - DCC is a core curriculum intended

to be used for a DTS or a dualized training program. The word 'core' inthe term means 'skeletal', which suggests that the curriculum documentis meant to be viewed and used as a basic or minimum framework fortraining (and education), which can be further enriched and expandedcollaboratively by the school and a company partner to make it moreresponsive to the latter's actual workplace requirements.

• Dualized Training Plan (DTP) - DTP is a training plan collaboratively

designed by a school and a company partner for purposes of offering aDTS and/or a dualized training program.

* DT, referring to TVET courses which have improved and/or strengthened one ormore of its specific elements to grow in conformance with the provisions of the DTSLaw.

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PART B

GUIDELINES FOR DEVELOPING ADUALIZED CORE CURRICULUM

INTRODUCTION

Before tackling the specific task of developing a dualized core curriculum, itmight be helpful to put the task in the context of a broader process of developinga dualized competency-based curriculum. This is particularly necessary in thelight of the implementation of a reform in technical-vocational education andtraining called the Unified TVET Programs Registration and Accreditation System(UTPRAS). UTPRAS requires that the curricula of training programs to be registeredare competency-based. This being the case, it becomes critically important thatthe curricula of training programs that will adopt the dual training approach becompetency-based already in order to facilitate their registration under UTPRAS.

DEVELOPMENT OF DUALIZED COMPETENCY-BASED CURRICULUM

Figure 5 summarizes the entire process of developing a dualized competency-based curriculum.

The process begins with an environmental scanning exercise that aims toascertain the relevance of the occupation/s that the course to be dualized willaddress. This exercise is two-fold. Firstly, the occupational demand, which can bedone through an industry survey, and secondly, the occupational supply, whichcan be accomplished through a training provider survey. When the industry demandfor the occupation/s is far greater than what the existing training providers cansupply, then this offers a good situation for the school/training center concernedto offer the envisioned training program.

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Once the situation that warrants the offering of the envisioned training programis ascertained, then the job competencies of the occupation/s concerned shouldbe determined. This is to be undertaken using any of the more popular and efficientjob analysis approaches, one of which is the Developing A Curriculum (DACUM)workshop. Conducted under the expert facilitation of a trained DACUM Facilitator,this workshop is able to identify the competencies of the occupa-tion/s concerned in terms of duties and tasks by outputting a Competency ProfileChart or a DACUM Research Chart. It should be pointed out here that the jobanalysis effort may be done away with in cases of occupations where TESDA hasexisting Training Regulations already. This is simply because the TrainingRegulations already contain the competencies (duties and tasks), which actuallybecomes the building blocks of the dualized/DTS competency-based curriculum.

After determining the duties and tasks (competencies) of the occupation/sconcerned, task analysis is to be undertaken. This process is concerned with theelaboration of each task into steps and the identification of knowledge, skills andattitudes that are essential in the successful performance of the competenciesrequired by the occupation. Again, with the availability of the relevant TESDATrainng Regulations (TR) task analysis, just like job analysis, becomes unnecesarysince the outputs of task analysis are already contained in the TR. Once theseknowledge, skills and attitudes are listed, the designing of the dualized curriculumstructure is given way next. In the context of the formal TVET sub-sector, thenecessary subject titles are identified that serve as fundamental inputs into thepreparation of the curriculum structure. Meanwhile, in the Non-Formal TVET/OAsub-sector, the modular units of competencies are determined for use in thestructuring of the curriculum framework. This stage should likewise concern itselfwith the determination of targeted competency/qualification levels e.g. NC I(National Certificate), NC II (National Certificate 2), NC III (National Certificate3), and NL (National Licence).

The process of allocating time and training venues for each of the competenciesconcerned becomes the next responsibility of the curriculum developer.

Figure 6 conveys in graphical terms three (3) important concepts as follow:

1. In allocating time and assigning venue for each competency,it is worth remembering that knowledge and attitude and

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the basic skills are to be offered in the school/training center.In turn, the attitude and advanced skills and partly ofknowledge are to be emphasized in the enterprise wherethe proficiencies are expected to be deepened.

2. In the modularized instruction under the competency-basedtechnical education and skills development, a competency(see Figure 7) will correspond to a module.

3. Each module will be elaborated with a number of learningelements that individually will correspond to a task underthe duty being addressed by the module concerned.

THE DUALIZED CORE CURRICULUM

The dualized Core Curriculum (DCC) provides the following information aboutthe course -

• Training Content Coverage

• Duration Allotment (in Hours and in Days)

• Knowledge Requirements (listed as TOPICS in Part 1 of DCC)

• Skills Requirements (listed as DUTIES in Part 2 of DCC)

- in addition to such background information as: sector, occupation field,manpower level, course title, national certificate classification, and duration (forthe course in total and for course's Parts 1 and 2).

PROCEDURE FOR DEVELOPING A DCC

There are basically three (3) steps in developing a DCC. These are:

1. State knowledge and skills requirements in terms of TOPICS and DUTIES,respectively;

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2. Allot duration in terms of hours and days per TOPIC and DUTY; and

3. Assign the length of time to be spent in the school/training center (inboth the classroom and the workshop) and in the company.

The following section explains in some detail each of these steps.

Step 1: State Knowledge and Skills Requirements

The TESDA-approved Training Regulation (TR) for the occupationconcerned becomes the most valuable resource in the execution of thisinitial step. This is because the TR already provides an Index of KnowledgeRequirements as well as an Index of Skills Requirements of a particularoccupation. This being the case, all that has to be done is to list themajor headings of the knowledge requirements provided for in the TR asTOPICS and the major headings of the skills requirements provided forin the TR as DUTIES. For a greater appreciation of the implementationof this step, please refer to Worksheet 2 : Developing a Core Curriculumfor Knowledge Requirements (pages 1 & 2) and Worksheet 3: Developinga Core Curriculum for Skills Requirements (pages 1 & 2).

Step 2: Allot Duration Per Topic and Duty

The time allotted to the topics and the duties stated in Step 1 aredetermined on the basis of the following considerations:

• The importance (as indicated by frequency of encounter) ofthe topic/duty within the work process. Major topics/dutiesrequire longer time and more intensive training;

• The degree of difficulty (simplicity or complexity) of the topic/duty. The more complex and difficult a topic/duty is, thelonger time and more intensive training it requires (even ifthe topic/duty is a subsidiary element only of the occupation);and

• The content of previous training phases already undergone bythe trainees. New topic or duty, which has not been coveredin previous training phases, requires longer time and moreintensive training.

Step 3: Assign Time Duration for In-School and in-Company Training

The DCC format presents the following:

• Training program's topics (for Part of DCC that reflects theknowledge requirements);

• Duties (for Part 2 of DCC that reflects the skills requirements);

• Duration of each topic or duty; and

• Training venue (school /training center classroom, school/trainingcenter workshop, or company).

NOTE:

Appropriate Worksheets (Nos. 1, 2 and 3) have been designed and providedfor in this publication fo assist the DCC-developer fo go through this procedurestep-by-step. Please see the Handbook's Worksheets section beginning onpage 64

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To determine the appropriate training venue for each topic or duty, thesesimple guidelines may be considered for use. Topics (knowledge requirements) arelargely imparted to the students at the school/training center. Duties (skillsrequirements), in turn, are normally imparted in both the school/training centerworkshop (for basic skills training) and in company (for advanced skills).

OTHER CONSIDERATIONS

In the assignment of learning venues for topics and duties, there are two (2)ways to choose from. The first is the block system (or block-release scheme, asreferred to by some literature) where the basic topics and skills are imparted fulltime in the school/training center's classroom and workshop during the initial blockof the course. The remaining and more advanced block is spent for the most part inthe company. The second option is the rotation system (or day- release scheme)where definite number of days in a week are assigned for in- school/training centertraining and in-company training. For example, five (5) days may be assigned forin-company training and one day may be for in-school training.

The topics and duties of a DCC are chronologically presented in accordancewith levels of difficulty (from easy to difficult), complexity (from simple to complex)and specificity (from basic to specific) with the qualification and certificationlevel (e.g. Level 1, Level 2, Level 3, etc.) that they correspond to thus ensuringthat the acquisition of skills follows a systematically arranged structure.

APPLICATION

As already mentioned earlier, Worksheets 1, 2, and 3 will prove very usefulfor the step-by-step development of a DCC by the Handbook user. The durationof a dualized training program to be developed may run anywhere from six (6)months to three (3) years. The DCC that will be evolved using the identifiedWorksheets will include the knowledge and skills requirements of the dualizedtraining program.

To offer the Handbook user a way of checking his/her work in progress, thefollowing samples relative to PLANT MAINTENANCE MECHANIC are given atannexes.

Sample 1: Time Model for a One-Year Program

Sample 2: Prototype DCC for PLANT MAINTENANCE MECHANIC(First Level)

Part 1 - Knowledge Requirements

Sample 3: Prototype DCC for PLANT MAINTENANCE MECHANIC(First level)

Part 2 - Skills Requirements

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PART C

GUIDELINES FOR DEVELOPING ADUALIZED TRAINING PLAN

This section provides direction on the step-by-step procedure in developinga dualized training plan (DTP) and provides discussion on the various considerationsto be made in undertaking the process. The section starts off with a descriptionof an open curriculum, the DTP being a document that is meant to offer a trainingscheme that follows the features of an open curriculum, then progresses on tooffer useful inputs as regards the different considerations that have to be addressedin the development of a DTP.

FEATURES OF AN OPEN CURRICULUM

An open curriculum is distinguished by the following characteristics:

• Allows the selection and assignment by the curriculum developers of specific

topics and projects for both the school/training center-based and company-based training;

• Learning environments or settings are adaptable to the conditions and

presuppositions of training providers e.g. small-sized enterprises; and

• Teachers and Trainers may interpret learning objectives to suit the trainees'

motivational state.

PROCEDURE IN DEVELOPING A DUALIZED TRAINING PLAN (DTP)

There are five (5) steps in developing a DTP. These are:

1. Elaborate the topics into suitable contents and the duties into attendanttasks;

2. Allocate appropriate duration of training time for each content and task;

3. Assign each content and task to appropriate training venue (school/trainingcenter classroom, workshop or company);

4. Formulate and arrange 'Training Plan objectives;

5. Recommend, for each content and task suitable training method,techniques, aids, materials, learning settings, etc. and indicate them asdidactical remarks

The following section explains in some detail each of these steps as well asthe various considerations that should be taken up in each step:

Step 1: Elaborate the topics into suitable contents and the duties intoattendant tasks

The TESDA-approved Training Regulation (TR) for the occupationconcerned is again a very valuable information resource for doing thisstep. This is because the TR already provides lists of Knowledge

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Requirements as well as lists of Skills Requirements of a particularoccupation as part of its Occupational Skills Standards portion. Thisbeing the case, all that has to be done is to copy the entries or theknowledge requirements provided for in the TR as CONTENTS and theentries of the skills requirements provided for in the TR as TASKS. Ifnecessary, additional contents and tasks may be added since the TRrepresents only the minimum standards, to which companies mayhave additional demands in terms of knowledge and skills requirements.For a greater appreciation of the implementation of this step, pleaserefer to Form 4 : Dualized Training Plan Skills Requirements (3 pages)and sample 4 : Dualized Training Plan for Plant Maintenance Mechanicfor Knowledge Requirements (14 pages).

If there is no available TR yet to serve as basis for the development ofDTS/DT program, TESDA Order 154 should be used to identify thecourse's knowledge and skills requirements. Alternatively, the DACUMapproach can be used to analyze the skills requirements and to updatethe Occupational Skills Standards of TESDA Order 154.

The tasks should not only be listed in the Training Plan but should besequenced in a logical and systematic way - from easy to difficult,from simple to complex, and from general to specific.

The listed tasks should always be based on the results of job analysis.The needed tasks for a successful worker are the focus of training andlearning processes.

Step 2: Allocate appropriate duration of training time for each contentand task

This step is concerned with the allocation of appropriate training hoursper content and task in the school/training center classroom andworkshop or company. The following guide questions should beanswered to determine the needed amount of time to be devoted foreach content and task -

• How difficult is the content/task?

• How important is the content/task; and

• How complex is the content/task.

Obviously, the more difficult, important and complex the content/taskis, the longer the time that it requires. It should be noted here, however,that the number of hours allotted particularly for each of the task isonly suggestive at this stage. The final number of hours to be assignedfor each task should be discussed and agreed upon with therepresentatives of cooperating companies.

After reviewing and refining part 2 of the Training Plan on the SkillsRequirements, the Training Plan should be checked to see whetherthe total number of hours is within the general framework of the timefixed in the dualized core curriculum.

Step 3: Assign each content and task to appropriate training venue(school/training center classroom, workshop or company);

In most instances, the Knowledge Requirements should be presentedas part 1 of the Training Plan. This is because managers of cooperatingcompanies, during the negotiation stage, will be interested to knowwhat knowledge and skills are already possessed by the trainees when

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they are admitted for in-plant training. This being the case, it becomesrecommendable for most of the knowledge requirements to be offeredduring the in-school/training center phase of the course. Such knowledgeinputs, particularly those that are trade-related should, nevertheless,be backed up by hands-on basic training at the school/training center'sworkshop. All these considerations should make the task of determiningsuitable time, content and task allocations for the various training venues(school/training center classroom and workshop or company) a lot easier.

Step 4: Formulate and arrange DTP Objectives

In performing this step, it is advisable to consider the followingrecommendations:

• The objectives should be formulated in such a way as to

indicate the minimum level of performance standardsexpected and set for all student-trainees. In other words,objectives should be written according to workplacecompetencies (see Input Box C. 1);

• DTP objectives should be able to inform, in advance, the

trainers, teachers and student-trainees about the course'straining units as well as the previously-set performancestandards;

• While training objectives should be stated in specific terms,

it should nonetheless take away from trainers and teachersthe flexibility to interpret and situate these objectives tospecific learning settings prevailing in different schools/training centers and companies;

• Objectives may be classified on the basis of the degree of

their abstraction (Input Box C.2). For DTPs, the objectivesshould not be formulated in a very general way neithershould they be stated in a very detailed way. The best wayis to adopt the so-called 'rough' objectives since these

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objectives define, in clear terms, the knowledge and skillsthat the course intends to achieve;

• It is recommended that special attention be given to the issue

of horizontal and vertical coordination of training objectives(Input Box C.3). Vertical coordination is the process ofsequencing teaching and training units from easy to difficult,and from general to specific. Horizontal coordination, onthe other hand, is the process of coordinating teachingand training units between learning venues (school/trainingcenter and company). Adequate coordination of theoreticaltopics and content being taught at the school/training centerand the practical skills and tasks being undertaken at thecompany is essential in dualized training plans.

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• As an example, a dualized training program for a machine fitter

must provide the trainee with sufficient grounding inmathematics, physics and technical drawing at the schoolto adequately prepare him to use a milling machine in makinga gear wheel.

• As a rule, training objectives should be preceded by the phrase,

"The trainee should be able ..." then followed by ‘to’ plus anaction verb. For guidance, Input Box C.4 provides thetaxonomy of verbs that can be used for writing objectives.These verbs have been classified according to the level ofthe learning targeted from low to high. The same input boxshows vague words or non-behavioral verbs, which shouldbe avoided in writing training objectives.

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• The complexity of the training objectives becomes the basis

for organizing them in the training plan. The complexity aspectprovides a basis for classifying objectives (Input Box C.4)according to hierarchical levels or taxonomies. The morecomplex objectives (application, synthesis, evaluation) aresuppose to build upon those of the simpler levels (knowledge,understanding).

• The aspect of complexity (taxonomies) is also useful for devising

and formulating examination requirements.

• The objectives should be stated in a specific way. It should

read: 'The trainee is able' - and followed by ‘to’ plus a verb(according to taxonomies, see Input Box C.5).

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PART D

RECOMMENDATIONS FORCURRICULUM EVALUATION

The dualized training plans must be tested (on a regional basis) and revisedwhen necessary. Those involved in Curriculum Evaluation must have a properadministrative mandate in order to ensure that evaluation results are recognizednationwide by all concerned parties.

The curriculum experts and decision makers must have adequate educationaland technical expertise. Formative evaluation an DTS training plans should include:

• Questions to industry/company representatives. These questionsrefer to job demands, the cost of implementing dual trainingin the company, and adaptability of the curriculum in theworkplace.

• Questions to teachers and instructors. These questions refer toconcerns such as clear testimonies, difficulties encountered,retraining needs of teachers and instructors, additional didacticremarks, training hours and venues, as well as realistic learnerabilities.

• Questions to students / learners. These questions refer to the

degree of difficulty in implementing the new training plan,learning media and time schedule.

• Questions to curriculum experts. These questions should refer

to verification of detailed levels of abstraction of objectives,vertical and horizontal coordination of learning process,harmony with other curricula, open features of dualized trainingplans, as well as competencies and generic skills.

If knowledge and skills requirements must be updated, the 'anticipatory' curriculumdevelopment and evaluation is recommended. Case studies of key jobs in trendsetting firms (e.g. those involved in new technology, innovative and workorganizations) provide information on future requirements on certain occupations,information on current and future knowledge and skill requirements lead to ananticipatory curriculum and future-oriented training plans. These plans identify andsupport the competencies and qualifications of future employees (See Input BoxD.1).

Evaluation is done with the aim of ensuring that the trainees are adequatelyqualified and motivated for current and future activities in their respectiveoccupations.

23

Abbreviations List

CBT - Competency-Based Training

DACUM - Developing a Curriculum

DTS - Dual Training System

GTZ - Deutsche Gesellschaft für TechnischeZusammenarbeit (GTZ) GmbH

NITVET - National Institute of TechnicalVocational Education and Training

OA - Office of Apprenticeship

OSS - Occupational Skills Standards

TAP - Technical Advisory Panel

TEP - Technical Experts Panel

TESDA - Technical Education and SkillsDevelopment Authority

TR - Training Regulations

H - Hour

C - Classroom

SS - School Shop

IN - Industry

NC - National Certificate

24

Annexes

Annex A

Sample Dualized Core Curriculum

• Prototype Dualized Core Curriculum Part I

• Prototype Dualized Core Curriculum Part II

Sample Dualized Training Plan for Plant Maintenance Mechanic

• Prototype Dualized Training Plan Part I

• Prototype Dualized Training Plan Part II

Annex B

Training Regulations for Plant Maintenance Mechanic

• Occupational Skills Standards

• DACUM Research Chart

• Task Analysis Charts

Annex C

Worksheets

• Standard Time Model for a One-Year Program

• Worksheet 1

• Worksheet 2

• Worksheet 3

• DCC Form 1

• DCC Form 2

• DTP Form 1

• DTP Form 2

25

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Annex APrototype Core Curriculum for

Plant Maintenance Mechanic (First Level)Part 1: Knowledge Requirements

PROTOTYPE CORE CURRICULUM

Sector : Metal and Engineering Occupations

Occupational Field : Plant Maintenance Mechanic

Level : First Level

Subject :

National Certificate : National Certificate II

Duration : 1 Year (Part 1 and 2)

Duration Part 1 : 1 Semester = 18 weeks = 92 days(1 day In-School/Center = 6h,

1 day In-Firm = 8h)

COURSE CONTENT

Part 1. Based on Knowledge Requirements of the Training Regulationfor Plant Maintenance Mechanic

26

Annex APrototype Core Curriculum for

Plant Maintenance Mechanic (First Level)Part 2: Skills Requirements




Level : First Level

Subject :



Duration Part 2 : 1 Semester + Semestral Break = 28 weeks= 168 days (1 day In-School/Center = 8h,1 day In-Firm = 8h)

COURSE CONTENT

Part 2. Based on Skills Requirements of the Training Regulation forPlant Maintenance Mechanic

According to DACUM Research Chart

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27

Annex APrototype Dualized Training Plan for

Plant Maintenance Mechanic (First Level)Part 1: Knowledge Requirements

PROTOTYPE DUALIZED TRAINING PLAN

Drafted by Workgroup :



Level : Class B

Subject :



Duration Part 1 : 1 Semester = 18 weeks = 92 days(1 day In-School/Center = 6h,

1 day In-Firm = 8h)

COURSE CONTENT

Part 1. Based on Knowledge Requirements of Plant MaintenanceMechanic

Training Plan for Schools / Centers and for Industry Immersion

According to DACUM Research Chart

(next pages please)

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35

Annex APrototype Dualized Training Plan for

Plant Maintenance Mechanic (First Level)Part 2: Skills Requirements


Drafted by Workgroup :



Level : Class B

Subject :



Duration Part 2 : 1 Semester + Semestral Break = 28 weeks= 168 days (1 day In-School/Center = 8h,1 day In-Firm = 8h)

COURSE CONTENT

Part 2. Based on Skills Requirements of Plant Maintenance Mechanic

Training Plan for Schools / Centers and for Industry

(next pages please)

36

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39

Annex BTraining Regulations for Plant

Maintenance MechanicOccupational Skills Standards

PLANT MAINTENANCE MECHANIC

OCCUPATIONAL SKILLS

STANDARDS

(Part of the Training Regulation)

• Introduction

• General Principles

• Job Description

• Index of Knowledge Requirements

• Index of Skills Requirements

• DACUM Research Chart for Plant Maintenance

Mechanics

40

INTRODUCTION

This Occupational Skills Standard defines the MINIMUM required stock ofknowledge and skills a tradesman is supposed to possess to qualify as a PLANTMAINTENANCE MECHANIC. A tradesman is granted a certificate of proficiency(national skills certificate) under this occupational title once he passes theCompetency Assessment.

This Occupational Skills Standard is herein formulated and developed forany, and/or all of the following purposes:

1. To upgrade the level of skill of workers in the METALS andENGINEERING INDUSTRY, with the end in view of comingup with quality products/service, optimal use of equipment/tools/materials and increased productivity.

2. To provide employers with a structural basis in the preparationof job specification necessary for salary and /or wageadministration.

3. To enhance the development of human resources through aprecise assessment of skilled manpower in the Metals andEngineering Industry at large.

4. To serve as a basis in the establishment of Testing andCertification System, which machinery can be used forsetting up of a classified pool of Plant MaintenanceMechanics ready to service both domestic and overseasrequirements.

5. To facilitate the setting up of machinery for determination ofappropriate and adequate remuneration and theimplementation of "equal work, equal pay".

6. Finally, to enhance the government's desire to professionalizethe skilled worker for which role the Technical Educationand Skills Development Authority was established.

GENERAL PRINCIPLES

1. Classification

1.1 This Trade Skills Standard classifies PLANT MAINTENANCEMECHANIC into two (2) classes: Class B and Class A (the higher).

1.2 Candidates who wish to be certified for their competency as PLANTMAINTENANCE MECHANIC will be required to show by writtenexamination and by practical demonstration that they are in possessionof the knowledge and skills required by the standard.

1.3 Candidates who passed the trade test will be issued a certificatebearing their names and photograph and shall be listed in the NationalRegistry of Certified Skilled Workers in the Philippines.

2. Entry Requirements

2.1 Candidates for certification as PLANT MAINTENANCE MECHANICclass B must:

2.1.1 Have had one year work experience as Plant MaintenanceMechanic; or

41

2.1.2 Have completed a short intensive training in Plant MaintenanceMechanic conducted by Technical Education and SkillsDevelopment Authority (TESDA), or any certified industrial/training institution; or equivalent course requiring a minimumof 720 hours of practical training recognized by TESDA followedby one (1) year working experience as a Plant MaintenanceMechanic, or

2.1.3 Have completed a primary apprenticeship training approvedby the Department of Labor and Employment, or a appropriatetraining which equates to a short intensive course as PlantMaintenance Mechanic.

2.1.4 Candidate for certification for Plant Maintenance Mechanic ClassA must:

2.1.5 Have had one year relevant working experience as PlantMaintenance Mechanic Class B or,

2.1.6 Have completed an intensive advanced training course in PlantMaintenance Mechanic conducted by TESDA or any certifiedindustrial/training institution, or

2.1.7 Have at least four (4) years working experience as PlantMaintenance Mechanic.

3. Definition of Terms

For the purpose of this standard, the word

3.1 Class refers to the category according to the level of difficulty andcomplexity of skills and knowledge required of the job.

4. Delimitation of this Standard

In the context of this prepared standard, Plant Maintenance Mechanic's bodyof knowledge and skills covers only machine maintenance and does NOTinclude:

4.1 machine tool rebuilding

4.2 production tooling

JOB DESCRIPTION

PLANT MAINTENANCE MECHANIC

A Plant Maintenance Mechanic performs preventive and correctivemaintenance, repairs and maintains fluid systems, install and removes machinery,and fabricates and fits machinery parts.

CLASSIFICATION

In this Occupational Skills Standard, Plant Maintenance Mechanics areclassified according to level of difficulty and complexity of skills and knowledgerequired of the job and consideration on safety.

A PLANT MAINTENANCE MECHANIC CLASS B is equivalent to a skilled workerwho has the ability to do a practical job or work at high level of efficiency andmanipulative skills.

A PLANT MAINTENANCE MECHANIC CLASS A is equivalent to a highly - skilledworker who has the ability to perform a wide range of tasks at high levelcompetence.

42

PLANT MAINTENANCE MECHANIC CLASS B

A Plant Maintenance Mechanic Class B performs preventive maintenance, repairsand maintains fluid system, and fabricates and fits parts into assembly.

In particular, under limited supervision of a Class A mechanic, he:

1. Lubricate and adjusts machines, belts and drives, chain andsprockets drives, gobs, couplings and seals and participatesin training and orients trainees and performs housekeeping;

2. Replaces gaskets and seals, hydraulic lines and fittings andsteel piping system and installs plastic tubes to machines;

3. Performs cutting with hacksaw, cutting with cold chisel, fillingand marking of workpieces;

4. Drills, counterbores, countersinks and spot - faces holes andperforms threading using taps and dies;

5. Welds, hardens and tempers metals and operates lathe toturn and face workpieces;

6. Bolts, pins and dowels parts and fits wheels, keys and bearingsand bends pipes.

PLANT MAINTENANCE MECHANIC CLASS A

A Plant maintenance Mechanic Class A performs preventive maintenance,repairs and maintains fluid systems, installs and removes machineries, andfabricates and fits parts into assembly.

In addition to performing work of the Plant maintenance Mechanic Class B,he:

1. Maintains linkages and mechanism, bearing, gear drives,centrifugal and pneumatic clutch and gear box drives;

2. Diagnose machine breakdown and remove and installs plainbearing bushes and sleeves and roller bearings;

3. Removes and installs belts, chain drives, flexible couplingsand universal joints;

4. Maintains hydraulic strainers/filters, cylinders, motors orpumps, and repairs/replaces;

5. Repairs/replaces internal parts of vane-and piston -typehydraulic pump or motor;

6. Repairs/replaces hydraulic gaskets and seals, flexible hoses.Lines, fittings and valves;

7. Install and maintains air-compressor and water pump;

8. Transport, moves, installs, positions and aligns machineries;

9. Reams holes and laps flat surfaces and aligns machineries;

10. Cuts, shapes, welds and solders metal using gas cuttingequipment; and

11. Aligns parts, scrapes workpieces, fits flanges andbalances static rotating parts.

43

INDEX OF KNOWLEDGE REQUIREMENTS

1.1 SAFETY PRECAUTIONS

1.2 BLUEPRINT READING AND DRAWING

1.3 SHOP MATHEMATICS

1.4 MEASUREMENT AND INSPECTION

1.5 MATERIALS AND HEAT TREATMENT

1.6 TOOL ROOM MACHINING

1.7 HAND AND POWER- OPERATED TOOLS

1.8 HYDRAULICS AND PNEUMATICS

1.9 MECHANISM AND MACHINE ELEMENTS

1.10 MACHINE REPAIR/OVERHAUL

1.11 PREVENTIVE AND CORRECTIVE MAINTENANCE

1.12 MACHINE RECONDITIONING

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44


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4.3.1 noitacilppadnasnoitcnufcirtemonogirtelpmiS X

5.3.1 meroehtnaerogahtyP X

6.3.1dnapugnittes,gnirusaem,tuoyalnimelborppohskroW

gninihcamX

4.1 NOITCEPSNIDNASTNEMERUSAEM

1.4.1

trahcwolfeht;dradnatscirtemlanoitanretni;htgnelfodradnatSgnirusaempohskrowyramirpmrofnoitalerretnigniwohs

net"eht,pohskrowehtniytilibatslanoisnemid;tnemurtsni.slootgnirusaemfonoitarbilac"elurtnecrep

X

2.4.1,slootgnirusaemeht,eguagecnereferehT:gnirusaeMfoslooT

srotarapmocdnaX

5.1 TNEMTAERTTAEH&SLAIRETAM

1.5.1 stnenopmoClooT

1.1.5.1,gniraesdnagnittucrofstnenopmoclootfoseitreporplacisyhP:slootgniknisseid,slootnoisurtxe,lootgnisserptoh,gniward

syollagnitlemwoL- X

edarghgih,noritsaC- X

leetsnobraC- X

leetsdeyolladnaleetslooT- X

enahteruylop,rebbuR- X

sedibraC- X

setisopmoC- X

2.5.1 snoitarepotnemtaerttaeH

1.2.5.1 :nidewolloferudecorpehT

gnizilaennA- X

gnizilamroN- X

gninedraH- X

gnirepmeT- X

gninedrahemalF- X

2.2.5.1 lortnocdnatnempiuqetnemtaerttaeH X

3.2.5.1 strapdetaerttaehfonoitcepsnI

noitcetedkcarC- X

tsetegapraW- X

tsetssendraH- X

45


6.1 GNINIHCAMMOORLOOT

1.6.1:snoitaraperPslairetaM

,waskcahrewop:slairetamfonoitaraperprofdesuenihcamgnittucsag,srettucevisarba,wasdnab

X X

2.6.1 :tuoyaLdnagnikraM

1.2.6.1 seniltuodnaselohfonoitacolfodohtemlaunamehT X

2.2.6.1 srerobsgijfoesuehT X

3.6.1:gninruT

dnasloot,secivedgnidlohkrow,dedeenslootenihcamehTdesutnemhctta

1.3.6.1 noituacerpytefaS X

2.3.6.1 slootdnaslairetamtnereffidrofetardeefdnadeepseldnipS X

4.6.1:gnilliM

tnemhcattadnasloot,secivedgnidlohkrow,desulootenihcaMdesu


2.4.6.1 slootdnaslairetamtnereffidrofetardeefdnadeepseldnipS X

3.4.6.1 secivedgnidlohkroW X

4.4.6.1 snoitacifitardnastluafgnilliM X

5.4.6.1 snoitatupmocgnilliM X

6.4.6.1 smelborpgnillimdecnavdA X

5.6.1 :gnidnirG


2.5.6.1 leehwgnidnirgfonoitceleS X

3.5.6.1 snoitacificepsleehwgnidnirg X

4.5.6.1 leehwgnidnirgfognitnuom&gnicnalaB X

5.5.6.1 leehwgnidnirgagnisserD X

6.5.6.1 etardeefdna,deepskrow,deepskeehW X

7.5.6.1 secivedgnidlohkroW X

8.5.6.1 gnivlovnisnoitarepognidnirG

gnidnirgecafruS- X

repatdnalacirdnilyC- X

gnidnirglanretnI- X

gnidnirgmrofraeniL- X

6.6.1 sepahsralugerrifosecafrusgninihcaM X

46


7.6.1 :rofsecivedgnidlohkrow,sloot,ytefassnoitarepokrowhcneB

gniliF- X

gniparcS- X

gnirobretnuoc/gnillirD- X

gnimaeR- X

gnippaT- X

gnihsiloP- X

7.1 SLOOTDETAREPOREWOPDNADNAH

1.7.1,srellup,sreilp,selif,sehcnerw(sllabdnahfosesudnasepyT

)sremmahdnaswaskcah,srehcnup,srevirdwercsX

2.7.1,srehsilop,srednas,srednirg(slootrewopfosesudnasepyT

)srellupciluardyhdnasllirdcirtceleX

8.1 SCITAMUENPDNASCILUARDYH

1.8.1K citamuenpdnaciluardyhnidesuslobmysehtfoegdelwon

margaidX

2.8.1 noitacilppadnasevlavlortnocfosepyT X

3.8.1 selpicnirpdiulfcisaB X

4.8.1 sgnipipcitamuenpdnaciluardyH X

5.8.1 sreniartsdnasretliffosesU X

6.8.1 sesudnaspmupfosepyT X

7.8.1 metsysciluardyhniesudiuqiL X

8.8.1 gnitsetcitatsordyH X

9.1 STNEMELEENIHCAMDNAMSINAHCEM

1.9.1 strapenihcamnommocfonoitacifitnedI X

2.9.1 sesuriehtdnagniraebfosdniK X

3.9.1 sgniraebfonoitacirbuldnagninaelc,egarotS X

4.9.1 steksagdnagnikcap,slaesfosdniktnereffidfonoitacifitnedI X

5.9.1 sgniraebdnasgnilpuoc,stlebfognillatsninierudecorP X

6.9.1 sraegfognimit/ecnaraelC X

7.9.1 srehtodnastrapenihcamfonoitaleR X

8.9.1 sesuriehtdnasmaC X

01.1 LUAHREVODNARIAPERENIHCAM

1.01.1 stnemeleenihcamfonoitcnuF x

2.01.1 strapenihcamfonoitcnuF X

47


3.01.1 fognilbmessadnagniltnamsidniserudecorpdnaspetS

strapdradnats- X

enihcamfostnenopmoc/straprojam- X

4.01.1 stluafenihcamnommoC X

5.01.1 gnilbmessa/gniltnamsidrofserutxif/slootlaicepS X

6.01.1 secnarelotdnastiF X

7.01.1 gnidlewsagdnacracirtcelE X

11.1 ECNANETNIAMEVITCERROCDNAEVITNEVERP

1.11.1,ehtal,gnillird,repahsekilsenihcamrofserudecorpgnitacirbuL

enihcamgnidnirgdnagnirob,gnillimX

2.11.1 slootenihcam/tnempiuqepohsfosliofognignahcrofycneuqerF X

3.11.1 noitacirbulgniriuqerstrapenihcamfonoitacifitnedI X

4.11.1 riaperrojamrofenihcamtuognikcehcfoegdelwonK X

21.1 GNINOITIDNOCERENIHCAM

1.21.1 dradnatslootenihcamfoegdelwonK X

2.21.1 ygolortemenihcaM X

3.21.1 tnempiuqegnitropsnartfoegdelwonK X

4.21.1 noitarepogninoitidnocerfoecneuqeS X

5.21.1 strappu-gnittesniserudecorpdnaspetS X

6.21.1 stniapdnaevitneverptsurfosesudnaepyT X

48

INDEX OF SKILLS REQUIREMENTS

2.1 PERFORMING PREVENTIVE MAINTENANCE

2.2 PERFORMING CORRECTIVE MAINTENANCE

2.3 REPAIRING AND MAINTAINING FLUID SYSTEM

2.4 INSTALLING AND MOVING MACHINERY

2.5 FABRICATING SIMPLE PARTS

2.6 FITTING PARTS INTO ASSEMBLY

edoC stnemeriuqeRsllikS BssalC AssalC

1.2 ECNANETNIAMEVITNEVERPGNIMROFREP

1.1.2 noitcepsniMPgnimrofreP X

2.1.2 senihcamgnitacirbuL X

3.1.2 sevirdtleb-VdnastlebgniniatniaM X

4.1.2 sevirdtekcorpsdnaniahcgniniatniaM X

5.1.2 msinahcemdnasegaknilgniniatniamdnagnitcepsnI X

6.1.2 sgniraebgniniatniaM X

7.1.2 sevirdraeggniniatniaM X

8.1.2 snoitarepoeerfrofsbiggnitsujdA X

9.1.2 sgnilpuocgniniatniaM X

01.1.2 hctulclagufirtnecgniniatniam/gnitcepsnI X

11.1.2 hctulccitamuenpgniniatniam/gnitcepsnI X

21.1.2 sevirdxobraeggniniatniam/gnitcepsnI X

31.1.2 secaflaesgnitacirbuL X

41.1.2 margorpgniniartytefasnignitapicitraP X

51.1.2 ecnanetniamdnaytefasnosrotarepo/seeniartTJOgnitneirO X

61.1.2 gnipeekesuohgnimrofreP X

2.2 ECNANETNIAMEVITCERROCGNIMROFREP

1.2.2 nwodkaerbenihcamgnisongaiD X

2.2.2 )seveelsdnasehsub(gniraebnialpgnillatsnidnagnivomeR X

3.2.2 stfahsnogniraebnialpgnillatsnidnagnivomeR X

4.2.2 sgniraebrellorgnillatsnidnagnivomeR X

5.2.2 sserpagnisutfahsgninethgiartS X

6.2.2 tfahsagnicalpeR X

7.2.2 ylbmessatleb-VgnillatsnidnagnivomeR X

8.2.2 renetsaflacinahcemhtiwstniojtlebgnitcurtsnoC X

49


9.2.2 evisehdahtiwstniojtlebgnitcurtsnoC X

01.2.2 sevirdniahcgnillatsnidnagnivomeR X

11.2.2 gnilpuocelbixelfgningiladnagnillatsnI X

21.2.2 stniojlasrevinugnicalpeR X

31.2.2 evirdraegdesolcgningiladnagnillatsnI X

41.2.2 laespilgnillatsnidnagnivomeR X

51.2.2 slaeslacinahcemgnillatsnidnagnivomeR X

61.2.2 bojehtrofslairetamgniredrO X

71.2.2 drocerecnanetniamenihcamgnitadpU X

3.2 METSYSDIULFGNINIATNIAMDNAGNIRIAPER

1.3.2 metsysciluardyhagnitcepsnI X

2.3.2 retlif/reniartsciluardyhnaelcdnagnicalpeR X

3.3.2 metsysciluardyhgnillifeR X

4.3.2 rednilycciluardyhgnitcepsnI X

5.3.2 pmuprorotomciluardyhgnicalpeR X

6.3.2 )epytenav(pmupciluardyhfostraplanretnignicalpeR X

7.3.2 )epytnotsip(pmupciluardyhfostraplanretnignicalpeR X

8.3.2 )epytenav(rotomciluardyhfostraplanretnignicalpeRX

9.3.2 slaesdnateksagciluardyhgnicalpeR X

01.3.2 )erusserphgih(esohelbixelfgniriapeR X

11.3.2 senilciluardyhecalper/gniriapeR X

21.3.2 gnittif/senilytluaf/degamadgnicalpeR X

31.3.2 metsysciluardyhanisevlavgnicalpeR X

41.3.2,gnicuder,feiler(evlavfeilerlortnocerusserpgnitcepsnI

)gnicneuqes

51.3.2 evlavlanoitceridgnitcepsnI X

61.3.2 metsysgnipipleetsaecalperdnagnillatsnI X

71.3.2 rosserpmocriagnillatsnI X

81.3.2 rosserpmocriagnitacirbuL X

91.3.2 rosserpmocrianiatniam/gnitcepsnI X

02.3.2 ebutcitsalpgnillatsnI X

12.3.2 pmupretawgniniatniam/gnitcepsnI X

4.2 YRENIHCAMGNIVOMDNAGNILLATSNI

50


1.4.2 noitallatsnienihcamrofaeragniraperP X

2.4.2 skcolbdnasrab,skcajgnisuyrenihcamgnisiaR X

3.4.2 tfilkrofgnisuyrenihcamgnitropsnarT X

4.4.2 kcolbniahcroenarcdaehrevognisuyrenihcamgnitropsnarT X

5.4.2 rellorgnisutnempiuqe/enihcamgnivoM X

6.4.2 seillodrosdikshtiwtnempiuqe/enihcamgnivoM X

7.4.2 noitadnuofnoyrenihcamerucesdnagninoitisoP X

8.4.2 noitadnuofnoyrenihcamgnileveL X

9.4.2 )dohtemrotacidniesrever(tfahsgningilA X

01.4.2 tsettnemngilagnimrofreP X

11.4.2 ecruosciluardyhroriaotenihcamgnitcennoC X

21.4.2 gnippihsrognivomroftnempiuqegnicarbdnagnikcolB X

31.4.2egralarevodaolehtetubirtsidottnempiuqefoeceipagnibbirC

aeraX

5.2 STRAPELPMIStGNITACIRBAF

1.5.2 waskcahhtiwkcotslatemgnittuC X

2.5.2 lesihchtiwkcotslatemgnittuC X

3.5.2 eceipkrowgniliF X

4.5.2 eceipkrowgnikraM X

5.5.2 slootelbatrophtiwselohgnillirD X

6.5.2 sserpllirdhtiwezisotselohgnillirD X

7.5.2 htpedotselohgnirobretnuoC X

8.5.2 selohgniknisretnuoC X

9.5.2 elohgnicaf-topS X

01.5.2 remaerdnahhtiwselohgnimaeR X

11.5.2 remaerenihcamgnisuelohgnimaeR X

21.5.2 spatdnahhtiwdaerhtgnittuC X

31.5.2 seidhtiwdaerhtgnittuC X

41.5.2 .cteswercsdaerhtdegamadgnivomeRX

51.5.2 secafrustalfgnippaL X

61.5.2 selohgnippaL X

71.5.2 rotalugersaggnillatsnI X

81.5.2 tnempiuqesaghtiwlatemgnittucemalF X

51


91.5.2 rednirgdnahhtiwgnirrub-eD X

02.5.2 taehgnisuslatem)mrof(gnipahS X

12.5.2 slatemsuorrefgnidlewsaG X

22.5.2 latemgniredlosdaeL X

32.5.2 eceipkrowgnidnirgdnah-ffO X

42.5.2 rettuccsidhtiwslairetamffognittuC X

52.5.2 latemsuorrefgnidlew-crA X

62.5.2 slatemgnilaennA X

72.5.2 slatemgninedraH X

82.5.2 slatemgnirepmeT X

92.5.2 eceipkrowgninruT X

03.5.2 eceipkrowgnicaF X

13.5.2 rednirgecafrusnosecafrustalfgnidnirG X

23.5.2 erauqseceipkrowgnilliM X

6.2 YLBMESSAOTNISTRAPGNITTIF

1.6.2 ylbmessaotnistrapgnittiF X

2.6.2 strapgnitloB X

3.6.2 strapgnilewoD X

4.6.2 tfahsaotstrapgninniP X

5.6.2 gniggepybstrapgnitacoL X

6.6.2 leehwtcartxe/gnittiF X

7.6.2 syekderepatdnalellarapgnittiF X

8.6.2 gniraebtcartxe/gnittiF X

9.6.2 strapgningilA X

01.6.2 ecafrustalfllamsagniparcS X

11.6.2 ecafrus)dnuor(gniraebgniparcsdnaH X

21.6.2 strapgnitatorcitatsgnicnalaB X

31.6.2 sepipgnidneB X

41.6.2 egnalfepipgnittiF X

52


Maintenance MechanicDACUM Research Chart

53

roftrahChcraeseR

MUCAD

CINAHCEMECNANETNIAM

TNALP

________________________________________

sksaT

________________________________________

seit

uD

AmrofreP

evitneverP

ecnanetniaM

MP

mrofr

eP

noit

cepsni

etacir

buL

seni

hca

m

-V

tleb

niat

nia

M

evir

dtl

eb

niahc

niat

nia

M

tekcor

ps

dna

sevir

d

,tcepsnI

egaknil

niat

nia

m

msi

nahce

mdna

niat

nia

M

sgnir

aeb

raeg

niat

nia

M

sevir

d

rof

big

tsuj

dA

snoit

arepo

eerf

1-A

A2-

AB

3-A

B4-

AB

5-A

A6-

AA

7-A

A.8-

AB

niat

nia

M

sgnil

puoc

/tcepsnI

niat

nia

m

hct

ulclagufirt

nec

/tcepsnI

niat

nia

m

hct

ulc

cita

muenp

/tcepsnI

raeg

niat

nia

m

evir

dxob

laes

etacir

buL

secaf

niet

api

citraP

gni

niart

ytef

as

mar

gor

p

TJO

tneir

O

/seeni

art

norot

arepo

dna

ytef

as

ecnanet

nia

m

mrofr

eP

gni

peekesuoh

9-A

B01-

AA

11-

AA

21-

AA

31-

AB

B.41-

AB

51-

AB

61-

AB

BmrofreP

evitcerroC

ecnanetniaM

esongai

D

eni

hca

m

nwodkaer

b

dna

evo

meR

nial

pll

atsni

sehsub(

gnir

aeb

)seveel

sdna

B

dna

evo

meR

nial

pll

atsni

no

gnir

aeb

stfahs

dna

evo

meR

rell

orll

atsni

gnir

aeb

B

anet

hgi

artS

agni

su

tfahs

sser

p

tfahs

aecal

peR

dna

evo

meR

tleb-

Vall

atsni

ylb

messa

tleb

tcurt

snoC

htiw

stni

oj

laci

nahce

m

srenet

saf

1-B

A2-

BA

3-B

A4-

BA

5-B

A6-

BA

7-B

A8-

BA

tleb

tcurt

snoC

htiw

stni

oj

sevi

sehda

dna

evo

meR

niahcll

atsni

evir

d

ngil

adnall

atsnI

elbi

xelf

sgnil

puoc

ecal

peR

tni

ojlasr

evi

nu

ngil

adnall

atsnI

evir

draeg

desol

c

dna

evo

meR

laes

pilecal

per

dna

evo

meR

llat

sni

slaeslaci

nahce

m

slair

eta

mredr

O

eht

rof

dedeen

boj

9-B

A01-

BA

11-

BA

21-

BA

31-

BA

41-

BA

51-

BA

61-

BA

eni

hca

met

adp

U

ecnanet

nia

m

drocer

71-

BA

54

rof

trahChcraeseR

MUCAD

CINAHCEMECNANETNIAM

TNALP

________________________________________

sksaT

________________________________________

seit

uD

CdnariapeR

diulf

niat

nia

m

met

sys

atcepsnI

met

sys

ciluar

dyh B

dna

ecal

peR

ciluar

dyh

nael

c

retlif/r

eni

arts

ciluar

dyhllif

eR

met

sys

ciluar

dyh

tcepsnI

rednyl

yc

ecal

peR

rot

om

ciluar

dyh

pmupro

lanr

etni

ecal

peR

ciluar

dyhfo

strap

enav(

pmup

)epyt

lanr

etni

ecal

peR

ciluar

dyhfo

strap

not

sip(

pmup

)epyt

lanr

etni

ecal

peR

ciluar

dyhfo

strap

enav(

rot

om

)epyt

1-C

A2-

CA

3-C

A4-

CA

5-C

A6-

CA

7-C

A8-

CA

ecal

peR

teksag

ciluar

dyh

slaes

dna

elbi

xelf

riapeR

hgi

h(esoh

)er

usser

p

ecal

per/ri

apeR

senil

ciluar

dyh

decal

peR

ytluaf/

dega

mad

sgnittif/

senil

nisevl

av

ecal

peR

ciluar

dyh

a

met

sys

erusser

ptcepsnI

evl

avlort

noc

,gni

cuder

,feil

er(

)gni

cneuqes

tcepsnI

evl

avlanoit

ceri

d

dnall

atsnI

leet

sa

ecal

per

met

sys

gni

pip

A.9-

CB

A.01-

CA

A.11-

CB

A.21-

CB

A.31-

CA

41-

CA

51-

CA

61-

CB

riall

atsnI

rosser

pmoc

ria

etacir

buL

rosser

pmoc

/tcepsnI

ria

niat

nia

m

rosser

pmoc

citsal

pll

atsnI

eni

hca

mot

ebut

dna

elb

messasi

D

ael

bmessa

gnit

alucri

cret

aw

pmup

71-

CA

81-

CA

91-

CA

02-

CB

12-

CA

Ddnallat

snI

evo

meR

yrenihcaM

rof

aer

aer

aper

P

eni

hca

m

noit

allat

sni

yreni

hca

mesi

aR

srab,skcaj

gni

su

skcol

bdna

tropsnar

T

gni

su

yreni

hca

m

tfilkr

of

tropsnar

T

gni

su

yreni

hca

m

enar

cdaehr

evo

kcol

bni

ahcro

/eni

hca

mevo

M

gni

su

tne

mpi

uqe

rell

or

/eni

hca

mevo

M

htiw

tne

mpi

uqe

seill

odro

sdi

ks

dna

noiti

soP

eruces

no

yreni

hca

m

noit

adnuof

yreni

hca

mleveL

noit

adnuof

no

1-D

A2-

DA

3-D

A4-

DA

5-D

A6-

DA

7-D

8-D

A

tfahs

ngil

A

esr

ever(

rot

aci

dni

)doht

em

mrofr

eP

tset

tne

mngil

a

eni

hca

mtcennoC

rori

aot

ecr

uos

ciluar

dyh

ecar

bdna

kcol

B

rof

tne

mpi

uqe

ro

gni

vo

m

gni

ppi

hs

fo

ecei

pa

birC

ottne

mpi

uqe

eht

etubirt

sid

arevo

daol

aer

aregr

al

9-D

A01-

DA

11-

DA

21-

DA

31-

DA

55

rof

trahChcraeseR

MUCAD

CINAHCEMECNANETNIAM

TNALP

________________________________________

sksaT

________________________________________

seit

uD

Eet

acirbaF

strapelp

mis

kcot

slat

em

tu

C

dnah

htiw

waskcah

kcot

slat

em

tu

C

lesi

hc

htiw

ecei

pkr

ow

eliF

ecei

pkr

ow

kra

Mhti

wsel

ohllir

D

sloot

elbatr

op

otsel

ohllir

D

llird

htiw

ezi

s

sser

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56


Maintenance MechanicTask Analysis Sheets

57

cinahceMecnanetniaMtnalP:eltiTnoitapuccO

___.oNteehSsisylanAksaT

A.oNytuD ECNANETNIAMEVITNEVERPMROFREP

3.oNksaT evirdtleb-VniatniaM/tcepsnI

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dnaylhtoomsrewopdetarreviledtsumevirdehT.evirdtleb-Vaniatniam.deepsdetarta

SPETSECNAMROFREP

AIRETIRC

DETALER,EGDELWONKDNAEDUTITTA

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,TNEMPIUQE,SLOOTSLAIRETAMDNA

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retemomrehT)tiehnerhaF(

retemohcaT

58




4.oNksaT sevirdtekcorpsdnaniahcniatniaM/tcepsnI

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s'rerutcafunamnihtiwetarepotsumstekcorpsdnasniahC.evirdtekcorps.snoitacificeps

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AIRETIRC


YTEFAS


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59




8.oNksaT syawedilsfosbigtsujdA

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60




9.oNksaT sgnilpuocevirdniatniam/tcepsnI

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.esiondnanoitarbiv

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evitneverptimbuSecnanetniam

otmrofnoitcepsnIrosivrepuS

tnempiuqEnidroceRdroceRecnanetniaM

ecnanetniameht.enodnoitca

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dnanoitarbivtuohtiwesion

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niamehtnialpxEehtnisnoitaredisnoc

evirdfonoitallatsni.sgnilpuoc

fodohtemehtebircseDevirdgnillatsni

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sesuac,sgnilpuocfognidnopserrocdna

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gnilpuoC

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rotacidnilaiD

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evitneverPecnanetniammrofnoitcepsnI

61




31.oNksaT secaflaesetacirbuL

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SPETSECNAMROFREP

AIRETIRC


YTEFAS


msinahcemffonruT.rewop

s'rerutcafunamtlusnoC.launam

.tnacirbultceleS

.sgnittifffoepiW

ffoepiW.etacirbuL.tnacirbulssecxe

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srerutcafunam.snoitacificeps

foegdelwonKsliognitacirbul

tnereffidfoegdelwonKslaes

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41.oNksaT margorpgniniartytefasnietapicitraP

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ehtnisecitcarpdnasnoituacerpytefasehtgniwollofynapmocehtni.tnalp

SPETSECNAMROFREP

AIRETIRC


YTEFAS


rednilycylefaseldnaHmorfgnivomnisknat.rehtonaotecalpeno

.ylefassdaoltfiL

gnisuseriftuotuPerifetairporppa.srehsiugnitxe

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.elbaeciton

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neddihehtnialpxE.stnediccafostsoc

efasehtebircseDslairetamfognildnah

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.tuo

tikdiatsriF

rehsiugnitxeeriF

tnempiuqegnithgiferiF

sretsopytefaS

62




51.oNksaT secitcarpecnanetniamdnaytefasnoseeniarTTJOtneirO

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dnaslootlairetamyrassecenehtneviG:SEVITCEJBOECNAMROFREPytefasnodetneiroebtsum)s(eeniart/)s(tnedutsTJOeht,tnempiuqe

/)s(tnedutsTJOehtnoitelpmocnopU.secitcarpecnanetniamdnas'ynapmocnihtiwserudecorpgnitarepoenihcammrofrepnac)s(eeniart

.sdradnatsytefas

SPETSECNAMROFREP

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YTEFAS


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ytefass'noitazinagrOseicilophtlaehdna

eeyolpmeweNseliflennosrep


63




61.oNksaT gnipeekesuohmrofreP

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dnatnempiuqe,slootyrassecenehtneviG:SEVITCEJBOECNAMROFREPmrofrepotelbaebtsum)s(eeniart/)s(tnedutseht,aerakrowcificeps

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AIRETIRC


YTEFAS


ecnanetniamtcepsnIytilibisnopserfoaera

.aeragnisolcnenaelC

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snaptsuD

snachsarT

64

Annex CWorksheets

Standard Time Model for a 1-YearProgram

Standard Time Model for a One-Year Program(First Level)

Recommended for Dual Training System and Dualized Programs

)skeew81(retsemeSts1:1traP

otgniniarTretneC/loohcS-nIemitlluFskeew61stnemeriuqeRegdelwonKehtrevoc

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.tnemngissaynapmoc

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65

Dualization of Curriculum: Creating a time frame

Name of participant: ___________________________________

Institution: ___________________________________

Region: ___________________________________

Occupational title (of existing curriculum or Training Regulation):

_______________________________________________________

Creating a time frame. 60 - 70% of the total duration of the programmust be imparted by the training company while 30 - 40% should beimparted by the school/training center.

Please decide/answer the following questions and justify your decision:

What level(s)/(class(es) your draft Dualized Core Curriculum shallcover?

Does the existing Training Regulation/Curriculum contain time allotmentfor Knowledge or Skills Requirements?

How long (Semesters, weeks, days) shall be the total duration of theprogram? Shall Saturday be included?

For the pilot implementation it is recommended that the first part ofthe program shall be organized as full time in-school/center, to impartthe Knowledge Requirements. It is also recommended that part 1 shouldinclude an Industry Immersion as a suggested scheme where traineesjoin in selected firms for familiarization and job induction of possiblecompany assignment. How long shall be the full time in-school/centerpart & how long shall be the integrated Industry Immersion (weeks)?

How shall be the time divided between Knowledge Requirements andIndustry Immersion (Part 1 of Dualized Core Curriculum) and SkillsRequirements (Part 2 Dualized Core Curriculum) ? Please indicate thetotal time for Knowledge Requirements and Skills Requirements (onlyin weeks):

Annex CWorksheets

Worksheet 1 - by Mr. Jürgen SchwarzCIM Consultant to TESDA NITVET-CTAD

66

Knowledge Requirements and Industry Immersion (Part 1):

Skills Requirements (Part 2):

Please create a time model:

Knowledge Requirements & Industry Immersion (Part 1)=___ weeks =___ days

Knowledge Requirements will not only be imparted in Classroom butalso in School-Shop. How will be the time divided (days) betweenClassroom and School-Shop for Part 1 ? (This should be only a firstassessment, which can be changed in the future development)

.oN scipoTegdelwonK sllikS


egdelwonKdnastnemeriuqeRnoisremmIyrtsudnI

dezilauDehtfo1traP()mulucirruCeroC

yrammuS

Skills Requirements (Part 2)

Skills Requirements will not only be imparted in the Industry but alsoin School/Training Center. What will be your time model for this partof the Dual Training Program? How many days per week in School/Training Center? Any other model?

According to your decision about the model, please write down:

Skills Requirements (Part 2) Total time =___ weeks = _ _ _days

Time to be spent in Industry=___ days

Time to be spent in School/Training Center=___ days

The time portion for imparting the Skills Requirements in School/Training Center has to be divided between Classroom and School-Shop. (This should be only a first assessment, which can be changedin the future development)

Time portion for Skills Requirements to be imparted in Classroom=___ days

Time portion for Skills Requirements to be imparted in School-Shop=___ days

67



stnemeriuqeRsllikSdezilauDehtfo2traP(

)mulucirruCeroC

yrammuS

Please list the whole time frame of your Dual Training Program.

Check in the total summary whether your time portions for In-School/Training Center and In-Industry are within the demanded 30 - 40 %or 60 - 70 %



yrammuS

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noisremmIyrtsudsnIdezilauDehtfo1traP(

)mulucirruCeroC

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)mulucirruCeroC

latoT%___= %___=

%___=

68

Annex CWorksheets


Dualized Core Curriculum for Knowledge Requirements andIndustry Immersion.

Fixing the time portions for classroom, school-shop and industry(Industry Immersion)


Institution: ___________________________________

Region: ___________________________________


_______________________________________________________

Please list all topics of the Knowledge Requirements of the existingcurriculum or Training Regulation you are going to dualize.

Please allocate the time portions for the particular topics of KnowledgeRequirements. Do this according to their importance.

Please decide how much of the time portion for every particular topicshould be imparted in classroom and how much should be imparted inschool-shop.

Please check with your time frame. Since the time frame was only afirst assessment, you can change the time alloted to classroom andschool-shop.

Core Curriculum for Knowledge Requirements and Industry Immersion(Part 1 of the Dualized Core Curriculum):

.oNscipoTegdelwonK()stnemeriuqeR

egdelwonK sllikS


XXXXXXX

XXXXXXX

XXXXXXX

XXXXXXX

XXXXXXX

XXXXXXX

XXXXXXX

XXXXXXX

XXXXXXX

XXXXXXX

noisremmIyrtsudnI

latoT

69

Annex CWorksheets


Dualized Core Curriculum for Skills Requirements

Fixing the time portions for classroom, school-shop and industry


Institution: ___________________________________

Region: ___________________________________


_______________________________________________________

Please list all topics of the Skills Requirements (=Duties of the DACUMResearch Chart) of the existing curriculum or Training Regulation youare going to dualize.

Please calculate the time portions for the particular topics of SkillsRequirements (Duties). This should be guided by the followingconsideration: How difficult is the task? How important is the task?How complex is the task?

Please decide how much of the time for every particular Duty will beused in the classroom, school-shop and in the industry.

Please check with your time frame. Since the time frame was only afirst assessment, you can change the time for the classroom, school-shop and industry imparted skills.

Core Curriculum for Skills Requirements (Part 2 of the Dualized CoreCurriculum):

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Please list the total summary (Part 1 and 2) for your Dual TrainingProgram.

Please check (again) in the total summary whether your time portionsfor In-School/Training Center and In-Industry are within the demanded30 - 40 % or 60 - 70 %



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Sector : ______________________________

Occupational Field : ______________________________

Level : ______________________________

Subject : ______________________________

National Certificate : ______________________________

Duration : ______________________________

Duration Part 1 : ______________________________

COURSE CONTENT

Part 1. Based on Knowledge Requirements of ________________ (Occupation)

Annex CWorksheets

Dualized Core Curriculum (DCC) Form 1Knowledge Rqmts. & Industry Immersion

72


Sector : ______________________________


Level : ______________________________

Subject : ______________________________


Duration : ______________________________

Duration Part 1 : ______________________________

COURSE CONTENT

Part 1. Based on Skills Requirements of ________________ (Occupation)

Annex CWorksheets

Dualized Core Curriculum (DCC) Form 2Skills Requirements

73

Annex CWorksheets

Dualized Training Plan (DTP) Form 1Knowledge Requirements


Drafted by Workgroup : ______________________________

Sector : ______________________________


Level : ______________________________

Subject : ______________________________


Duration : ______________________________

Duration Part 1 : ______________________________

COURSE CONTENT

Part 1. Based on Knowledge Requirements of ________________(Occupation)

(next pages please)

74

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Annex CWorksheets

Dualized Training Plan (DTP) Form 2Skills Requirements


Drafted by Workgroup : ______________________________

Sector : ______________________________


Level : ______________________________

Subject : ______________________________


Duration : ______________________________

Duration Part 1 : ______________________________

COURSE CONTENT

Part 1. Based on Skills Requirements of ________________ (Occupation)

(next pages please)

77

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