Competency-Based Curriculum A. Course Design Agroentrepreneurship NC Ii

TESDA-OP CO-01-F11

(Rev.No.00-03/08/17)

COMPETENCY-BASED CURRICULUM

A. Course Design
Course Title: AGROENTREPRENEURSHIP NC II

Nominal Duration: 239 hours
Qualification Level: National Certificate II
Course Description: This course is designed to enhance the knowledge,
desirable attitudes and skills of marketing and production
coordinator. It includes competencies in assessing market
opportunities, establishing farm production plan, handling
finances and marketing produce.
Trainee Entry
Requirements: Trainees or students who wish to enter this program must
possess the following requirements:
 Able to read and write;

 Able to communicate, both orally and in writing;
 Basic mathematical skills; and
 Digital and ICT literacy skills
Course Structure
Basic Competencies
No. of Hours: 37 hours
Unit of Learning Nominal

Module Title
Competency Outcomes Duration
1. Participate in 1.1 Participating in 1.1.1.Obtain and
workplace workplace convey
communication communication workplace
information.
1.1.2.Complete
relevant work
6 hours
related
documents.
1.1.3.Participate in
workplace
meeting and
discussion.
2. Work in a team 2.1 Working in a 2.1.1.Describe and
environment team identify team
environment. role and
responsibility in
3 hours
a team.
2.1.2.Describe work
as a team
member.
3. Practice career 3.1 Practicing 1.1.1.Integrate 3 hours
professionalism career personal
professionalism objectives with
organizational
goals
1.1.2.Set and meet
work priorities
1.1.3.Maintain
professional
3 hours
growth and
development
4. Practice 4.1. 4. Practicing 4.1.1.Identify hazard
occupational occupational and risks
health and health and safety 4.1.2.Evaluate hazard
safety and risks
4.1.3.Control hazards
and risks 3 hours
4.1.4.Maintain
occupational
health and
safety
awareness
5. Contribute to 5.1. 5. Contributing to 5.1.1.Identify
workplace workplace opportunities to
innovation innovation do things better.
5.1.2.Discuss and
develop ideas 3 hours
with others
5.1.3.Integrate ideas
for change in
the workplace
6. Present 6.1. Presenting 6.1.1.Gather data/
relevant relevant information
information information 6.1.2.Assess
gathered data/
6 hours
information
6.1.3.Record and
present
information
7. Practice 7.1. Practicing 7.1.1.Identify OSH
occupational occupational compliance
safety and safety and health requirements
health policies policies and 7.1.2.Prepare OSH
and procedures requirements for
procedures compliance 4 hours
7.1.3.Perform tasks in
accordance with
relevant OSH
policies and
procedures
8. Exercise 8.1. Exercise efficient 8.1.1.Identify the 3 hours
efficient and and effective efficiency and
effective sustainable effectiveness of
sustainable practices in the resource
practices in the workplace utilization
workplace 8.1.2.Determine
causes of
inefficiency
and/or
ineffectiveness
of resource
utilization
8.1.3.Convey
inefficient and
ineffective
environmental
practices
9. Practice 9.1. Practicing 9.1.1.Apply
entrepreneurial entrepreneurial entrepreneurial
skills in the skills in the workplace best
workplace workplace practices
9.1.2.Communicate
entrepreneurial 3 hours
workplace best
practices
9.1.3.Implement
costeffective
operations
Common Competencies
Unit of Nominal
Module Title Learning Outcomes
Competency Duration
1. Apply safety 1.1. Applying safety 1.1.1. Determine areas
measures in measures in of concern for
farm farm operations safety measures
operations 1.1.2. Apply appropriate
24 hours
safety measures
1.1.3. Safekeep/dispose
of tools, materials
and outfit
2. Perform 2.1. Performing 2.1.1.Perform
estimation and estimation and estimation
basic basic calculation Interpret manuals
16 hours
calculation 2.1.2.Perform basic
workplace
calculation
3. Provide quality 3.1. Providing quality 3.1.1.Update
customer customer service knowledge of
service products and
services
3.1.2.Assess needs of
17 hours
new and existing
clients
3.1.3.Assess needs of
new and existing
clients
4. Comply with 4.1. Complying with 4.1.1.Assess quality of 18 hours
quality and quality and received
ethical ethical standards materials
standards 4.1.2.Assess own
work/output
4.1.3.Submit oneself to
third party
assessment
4.1.4.Engage in quality
improvement
Core Competencies
Unit of Module Title Learning Outcomes Nominal

Competency Duration
1. Assess market 1.1. Assessing 1.1.1.Conduct market
opportunities market visits
opportunities 1.1.2.Determine value 40 hours
adding activities
1.1.3.Prepare market
plan
2. Establish farm 2.1. Establishing farm 2.1.1. Review farm
production plan production plan production plan.
2.1.2. Prepare farm 32 hours
production plan
2.1.3. Improve farm
production plan
3. Handle 3.1. Handling 3.1.1. Prepare budget
finances finances plan
3.1.2. Apply budget 24 hours
plan
3.1.3. Invest farm
income
4. Market 4.1. Marketing 4.1.1.Monitor
Produce Produce prevailing price
of produce 48 hours
4.1.2.Apply marketing
strategies
4.1.3.Sell produce
Assessment Methods:
 Written Examination
 Demonstration / Direct Observation
 Interview / Oral questioning
Course Delivery:
1. The delivery of training shall adhere to the design of the curriculum. Delivery
shall be guided by the principles of competency-based TVET.
a. Course design is based on competency standards set by the industry or

recognized industry sector; (Learning system is driven by competencies written
to industry standards)
b. Training delivery is learner-centered and should accommodate individualized and
self-paced learning strategies;
c. Training can be done on an actual workplace setting, simulation of a workplace
and/or through adoption of modern technology.
d. Assessment is based in the collection of evidence of the performance of work to
the industry required standards;
e. Assessment of competency takes the trainee’s knowledge and attitude into
account but requires evidence of actual performance of the competency as the
primary source of evidence.
f. Training program allows for recognition of prior learning (RPL) or current
competencies;
g. Training completion is based on satisfactory performance of all specified
competencies.
2. The competency-based TVET system recognizes various types of delivery

modes, both on-and off-the-job as long as the learning is driven by the
competency standards specified by the industry. The following training modalities
and their variations/components may be adopted singly or in combination with
other modalities when designing and delivering training programs:
2.1. School/Institution- Based:
 Dual Training System (DTS) / Dualized Training Program (DTP) which
contain both in-school and in-industry training or fieldwork components.
 Supervised Industry Training (SIT) or on-the-job training (OJT) is an
approach in training designed to enhance the knowledge and skills of the
trainee through actual experience in the workplace to acquire specific
competencies as prescribed in the training regulations. It is imperative that
the deployment of trainees in the workplace is adhered to training
programs agreed by the institution and enterprise and status and progress
of trainees are closely monitored by the training institutions to prevent
opportunity for work exploitation.
 Project-based instruction is an authentic instructional model or strategy in
which students plan, implement and evaluate projects that have real world
applications. TR-Agroentrepreneurship NC II Promulgated February 3,
2017 84
2.2. Enterprise-Based: Enterprise-based training may also be taken to mean a
school or training center with one or more partner enterprise or an
enterprise or group of enterprises setting up a common training facility or
partnering with a school or training center.
 Enterprise-based Training - where training is implemented within the
organization/institution in accordance with the requirements of the specific
organization/institution.
 Community-Based –refers to a short program conducted or coordinated by
NGOs, LGUs, training centers and other TVET providers which are
intended to address the specific needs of a community. Such programs
are usually conducted in informal settings such as barangay hall,
basketball courts and other available venues in a community. Peer
teaching/mentoring is a training modality wherein fast learners are given
the opportunity to assist the slow learners.
LIST OF TOOLS, EQUIPMENT AND MATERIALS
AGROENTREPRENEURSHIP NC II
Recommended list of tools, equipment and materials for the training of 25 trainees for
Agroentrepreneurship NC II
RESOURCES:
A. FULL QUALIFICATION
QTY TOOLS QTY EQUIPMENT QTY MATERIALS

ASSESS MARKET OPPORTUNITIES
1 pair Scissor 1 set Portable speaker 10pcs Marking pen
with microphone (permanent)
1 pc Stapler 1 unit camera phone 10pcs Marking pen
(white board)/
chalk
1 Marking pen (white 1 unit White / Black 25 pcs Ballpen
board)/ chalk Board
25 pcs Pencil
5 Calculators 25 pcs Notebook
5 pcs Masking tape (1
inch)
1 roll Flipchart
100 Manila paper
pcs
25 pcs Cartolina
1 pc Record book
2 Bond paper
reams
1 box 1 box
5 pcs Reference
materials
(manual, guide
book)
5 Crayons (8
boxes pcs/box)
ESTABLISH FARM PRODUCTION PLAN
1 pair Scissor 10 pcs Marking pen
(permanent)
1 pc Stapler 10pcs Marking pen
(white board)/
chalk
1 Puncher 25 pcs Ballpen
5 Calculators 1 set Portable speaker 25 pcs Notebook
and microphone
1 unit camera phone 5 pcs Masking tape (1
inch)
1 unit White / Black 1 roll Flipchart
Board
100 Manila paper
pcs
25 pcs Cartolina
1 pc Record book
2 Bond paper
reams
1 box Staple wire
5 pcs Reference
materials (man
5 Crayons (8
boxes pcs/box)
HANDLE FINANCES
1 pair Scissor 1 set Portable speaker 10 pcs Marking pen
and microphone (permanent)
(white board)/
chalk
1 Puncher 1 unit White / Black 25 pcs Ballpen
Board
inch)
1 roll Flipchart
100 Manila paper
pcs
25 pcs Cartolina
1 pc Record book
2 Bond paper
reams
1 box Staple wire
5 pcs Reference
materials (man
5 Crayons (8
boxes pcs/box)
MARKET PRODUCE
1 pair Scissor 1 set Portable speaker 10 pcs Marking pen

and microphone (permanent)
(white board)/
chalk
1 Puncher 1 unit White / Black 25 pcs Ballpen
Board
inch)
1 roll Flipchart
100 Manila paper
pcs
25 pcs Cartolina
1 pc Record book
2 Bond paper
reams
1 box Staple wire
5 pcs Reference
materials (man
5 Crayons (8
boxes pcs/box)
TRAINING FACILITIES
AGROENTREPRENEURSHIP NC II
Based on a class size of 25 students/trainees
GRAND TOTAL
SPACE AREA IN SQ. AREA IN AREA IN SQ.
SIZE IN METERS
REQUIREMENT METERS SQ. METERS
METERS
A. Building
125.00
(permanent)
 Student/Trainee 2.00 x 1.00 per

2.00 per student 50.00
Lecture Area student/ trainee
 Learning 3.00 x 5.00 15.00

15.00
Resource Center
 Activity Room
including facilities: 30.00
- wash room 2x1
– store room 4x4 2.00
- rest room (male, 3x4 16.00
female & PWD) 12.00
B. Demo Area*
500.00
TOTAL: 625.00
Note: * Access to and use of equipment/facilities can be provided through cooperative arrangements of
MOA with other partner enterprises/organizations/institutions.
TRAINER’S QUALIFICATIONS
Trainers who will deliver the training on AGROENTREPRENEURSHIP NC II should

have the following:
 Must be a holder of NTTC I (NC + TM1) in Agroentrepreneurship NC II and

 Must have at least 2 years job/industry experience for the last five (5) years
 Attended a training on elearning facilitation and elearning materials
Development
 Digital and ICT literacy skills
*Note: Consider iWER guidelines (apprenticeship) in

converting training/seminar to industry experiences
B. Modules of Instruction
BASIC COMPETENCIES
Unit of Competency : PARTICIPATE IN WORKPLACE COMMUNICATION

Modules Title : Participating in Workplace Communication
Module Descriptor : This unit covers the knowledge, skills and attitudes required
to gather, interpret and convey information in response to
workplace requirements.
Nominal Duration : 6 hours
Summary of Learning Outcomes:

LO1. Obtain and convey workplace information
LO2. Participate in workplace meetings and discussions
LO3. Complete relevant work related documents
Details of Learning Outcomes:
LO1 . Obtain and convey workplace information
Assessment Assessment
Contents Conditions Methodologies
Criteria Methods
1. Specific and  Effective The following  Written test
 Group dis-
relevant verbal and resources  Practical
cussion/in-
information is non-verbal should be performanc
teraction
acessed from communicati provided: e test
appropriate on  Fax machine  Assignment  Interview
sources.  Different  Telephone method
2. Effective modes of  Writing  Competenc
questioning , communicati materials y-based
active listening on  Internet learning
and speaking  Medium of materials
skills are used communicati  method
to gather and on in the Online
convey workplace activities
information.  Organization (e.g. use of
3. Appropriate al/ workplace LMS and
medium is used policies emails)
to transfer  Communicati
information and on
ideas. procedures
4. Appropriate and systems
non- verbal  Lines of
communication communicati
is used. on
5. Appropriate
 Technology
lines of
relevant to
communication
the
with supervisors
enterprise
and colleagues
and the
are identified
individual's
and followed.
work
6. Define
responsibilitie
workplace
s
procedures for
 Effective
the location and
questioning
storage of
techniques
information are
(clarifying
used.
and probing)
7. Personal
 Workplace
interaction is
carried out
etiquette
clearly and
concisely.
LO2 . Participate in workplace meetings and discussions
Criteria Methods
1. Written notices
and instructions
are read and  Effective
interpreted in verbal and
accordance with non-verbal
organizational communicati
guidelines on
2. Routine written  Different
instruction is modes of
followed based communicati
on established on
procedures  Medium of
3. Feedback is communicati
given to on in the
workplace workplace
 Group
supervisor-  Organization
discussion/Int
based al/ workplace
eraction
instructions/ policies The following
resources  Assignment
information  Communicati
should be method
received on  Written test
provided:  Competency-
4. Workplace procedures  Practical
 Fax machine based
interactions are and systems performance
 Telephone learning
conducted in a  Lines of test
materials
courteous communicati  Writing  Interview
method
manner on materials
5. Where  Online
 Technology  Internet
necessary, activities (e.g.
relevant to
clarifications use of LMS
the
about routine and emails)
enterprise
workplace and the
procedures and individual's
matters work
concerning responsibilitie
conditions of s
employment are  Effective
sought and questioning
asked from techniques
appropriate (clarifying
sources and probing)
6. Meetings  Workplace
outcomes are etiquette
interpreted and
implemented
LO3 . Complete relevant work related documents

Criteria Methods
1. Range of forms  Effective
relating to verbal and
conditions of non-verbal
employment are communicati
completed on
accurately and  Different
legibly. modes of
2. Workplace data communicati
is recorded on on
standard  Medium of
workplace communicati
forms and on in the
documents workplace
3. Basic  Group
 Organization
mathematical discussion/Int
al/ workplace
processes are eraction
policies The following
used for routine resources  Assignment
 Communicati
calculations should be method
on  Written test
4. Errors in provided:  Competency-
procedures  Practical!
recording  Fax machine based
and systems performance
information on  Telephone learning
 Lines of test
forms/ materials
communicati  Writing  Interview
documents are method
on materials
identified and  Online
 Technology  Internet
properly acted activities (e.g.
relevant to
upon. use of LMS
the
5. Reporting and emails)
enterprise
requirements to
and the
supervisor are
individual's
completed
work
according to
responsibilitie
organizational
s
guidelines
 Effective
questioning
techniques
(clarifying
and probing)
 Workplace
etiquette
Unit of Competency : WORK IN TEAM ENVIRONMENT

Modules Title : Working in Team Environment
Module Descriptor : This unit covers the skills, knowledge and attitudes to
identify role and responsibility as a member of a team.

LO1. Describe team role and scope
LO2. Identify own role and responsibility within team
LO3. Work as a team member
LO1 . Describe team role and scope
Assessment Contents Conditions Methodologies Assessment

Criteria Methods
1. Role and objec-
tive of the team is
identified.
The following
2. Team parame- resources
ters, relationships should be
and responsibili- provided:
ties are identified.  Access to
3. Individual role relevant  Group
and responsibili- workplace or discussion/int
ties within team  Group appropriatel eraction
environment are structure ysimulated  Written test
 Case studies
 Group environment  Observation
identified.  Simulation
development where  Simulation
4. Roles and re- assessment  Online
 Sources of  Role playing
sponsibilities of can take activities (e.g.
information
other team mem- place use of LMS
bers are identified  Materials and emails)
and relevant to
recognized. the
proposed
5. Reporting rela- activity or
tionships within tasks
team and external
to team are identi-
fied.
LO2 . Identify own role and responsibility within team

Criteria Methods
1. Individual role The following
and resources
responsibilities should be
within the team provided:
environment are  Access to
identified.  Team roles relevant  Observatio
 Group
2. Roles and and workplace or n of work
discussion/int
responsibility of objectives appropriatel activities
eraction
other team  Team ysimulated  Observatio
 Case studies
members are structure and environment n through
identified and  Simulation
parameters where simulation
recognized. assessment  Online or role
 Team
3. Reporting can take activities (e.g.
development  play Case
relationships place use of LMS
 Sources of studies and
within team and  Materials and emails)
information scenarios
external to team relevant to
are identified the
proposed
activity or
tasks
LO3 . Work as a team member

Criteria Methods
1. Effective and
appropriate
forms of
communication
used and
interactions
undertaken with
team members
who contribute
to known team
activities and
objectives The following
2. Effective and resources
appropriate  Communicati should be
contributions on Process provided:
made to  Workplace  Access to
complement communicati relevant
 Observatio
team activities on protocol workplace  Group
n of work
and objectives,  Team or discussion/int
activities
based on planning and appropriatel eraction
 Observatio
individual skills decision y simulated  Case studies
making n through
and environmen  Simulation
simulation
competencies  Team t where  Online or role
and workplace thinking assessmen activities (e.g.
context t can take  play Case
 Team roles use of LMS
3. Observed place studies and
 Process of and emails)
protocols in scenarios.
team  Materials
reporting using development relevant to
standard  Workplace the
operating context proposed
procedures activity or
4. Contribute to tasks
the
development of
team work
plans based on
an
understanding
of team’s role
and objectives
and individual
competencies
of the members.
Unit of Competency : PRACTICE CAREER PROFESSIONALISM

Modules Title : Practicing career professionalism
Module Descriptor : This unit covers the knowledge, skills and attitudes in
promoting career growth and advancement.
Nominal Duration : 3 Hours

LO1. Integrate personal objectives with organization al goals
LO2. Set and meet work priorities
LO3. Maintain professiona l growth and development
LO1. Integrate personal objectives with organizational goals
Criteria Methods
 Work values
1. Personal and ethics (e.g.,
growth and work Code of Con-
plans are pursued duct; Code of
towards improving Ethics; Rights,
the qualifications Roles and Re-
set for the profes- sponsibilities of The following
sion Farmers) resources  Portfolio
should be Assessment
2. Intra- and inter-  Organizational
provided:  Group  Interview
personal relation- policies discussion  Simulation/
ships are main-  Workplace
 Organizational  Lecture Role-plays
tained in the or assess-
operations, pro-  Demonstratio  Observation
course of manag- ment loca-
cedures and n  Third Party
ing oneself based tion
standards  Role playing Reports
on performance
 Case stud-  Exams and
evaluation  Organizational
ies/scenar- Tests
3. Commitment to mission/vision
ios
the organization statements
and its goal is  Ways of inte-
demonstrated in grating personal
the performance of objectives with
duties organizational
goals
LO2. Set and meet work priorities
Criteria Methods
1.Competing de-  The following  Group  Portfolio
mands are priori- Organizational resources discussion Assessment
tized to achieve policies should be  Lecture  Interview
personal, team  procedures provided:  Demonstratio  Simulation/
and organizational and standards n Role-plays
 Workplace  Role playing  Observation
goals and objec-  Organization or assess-  Third Party
tives. and ment loca- Reports
2.Resources are departmental tion  Exams and
utilized efficiently goals and Tests
Case
and effectively to priorities studies/scena
manage work pri-  Managing rios
orities and com- priorities and
mitments
commitments 
3.Practices along Economic use
economic use and and
maintenance of maintenance of
equipment and fa- equipment and
cilities are followed facilities
as per established
 Ways and
means of
practicing
economic use
procedures and
maintenance of
equipment and
facilities
LO3. Maintain professional growth and development
Criteria Methods
1. Trainings and
career
opportunities are
 Ways of
identified and
identifying
availed of based The following
trainings and  Portfolio
on job resources
career Assessment
requirements should be
opportunities
2. Recognitions provided:  Group  Interview
 Techniques of discussion
are  Simulation/
seeking and  Workplace
sought/received  Lecture Role-plays
receiving or assess-
and  Demonstratio  Observation
recognitions ment loca-
demonstrated as n  Third Party
proof of career  Procedures of tion  Role playing Reports
advancement obtaining
licenses and/or Case  Exams and
3. Licenses and/or studies/scena Tests
certifications certifications
relevant to the rios
relevant to job and
career are job
obtained and
renewed
Unit of Competency : PRACTICE OCCUPATIONAL HEALTH AND SAFETY

PROCEDURES
Modules Title : Practicing occupational health and safety procedures
Module Descriptor : This unit covers the outcomes required to comply with
regulatory and organizational requirements for occupational
health and safety.

LO1. Identity OSH compliance requirements
LO2. Prepare OSH requirements for compliance
LO3. Perform tasks in accordance with relevant OSH policies and procedures
LO1. Identity OSH compliance requirements.
Criteria Methods
 OSH The following  Group  Observation
1. Relevant OSH
preventive resources discussion/i  Demonstrati
requirements, reg-
and control should be nteraction on with oral
requirements
 Hierarchy of
Controls
ulations, policies  Hazard
and procedures Prevention
are identified in and Control
accordance with
 General OSH provided:
workplace policies  Film
principles  Workplace
and procedures viewing
 Work or
2. OSH activity standards  Group
assessmen
non-conformities and t location dynamics
questioning
are conveyed to procedures  Self-pace
 OSH  Third party
appropriate per-  Safe  Online
personal report
sonnel handling activities
records
3. OSH preventive procedures  PPE (e.g. use of
and control re- of tools, LMS and
 Health
quirements are equipment emails)
records
identified in accor- and materials
dance with OSH  Standard
work policies and emergency
procedures plan and
procedures in
the
workplace
Criteria Methods
1. OSH work
activity material,
tools and  Resources
equipment necessary to
requirements are execute
identified in hierarchy of The following
accordance with controls resources  Group
workplace policies should be discussion/i
 General OSH
and procedures provided: nteraction
principles
 Work  Workplace  Film  Observation
2. Required OSH
standards or viewing  Demonstrati
materials, tools assessmen
and  Group on with oral
and equipment are
procedures t location dynamics questioning
acquired in
 Safe  OSH  Self-pace  Third party
accordance with
handling personal  Online report
workplace policies
procedures records activities (e.g.
and procedures
of tools,  PPE use of LMS
3. Required OSH equipment  Health and emails)
materials, tools and materials records
and equipment are  Different
arranged/ placed OSH control
in accordance with measure
OSH work
standards
LO3. Perform Tasks In Accordance With Relevant Osh Policies

Criteria Methods
1. Relevant
OSH work
procedures are
identified in
accordance with The following
 OSH work
workplace resources  Group
standards
policies and should be discussion/i
 Industry provided:
procedures nteraction
related work
 Workplace  Film  Observation
activities
2. Work or viewing  Demonstrati
 General OSH assessmen
Activities are  Group on with oral
principles t location
executed in dynamics questioning
 OSH
accordance with  OSH  Self-pace Third party
OSH work Violations personal  Online report
standards  Non- records activities (e.g.
compliance  PPE use of LMS
3. Non- work
 Health and emails)
compliance activities
records
work activities
are reported to
appropriate
personnel.
Unit of Competency : CONTRIBUTE TO WORKPLACE INNOVATION

Modules Title : Contributing to Workplace Innovation
Module Descriptor : This unit covers the knowledge, skills and attitudes required
to make a pro-active and positive contribution to workplace
innovation.

LO1. Identify opportunities to do things better.
LO2. Discuss and develop ideas with others.
LO3. Integrate ideas for change in the workplace.
LO1. Identify opportunities to do things better.
Criteria Methods
1. Opportunitie  Roles of The students /  Group  Situation
s for individuals in trainees must discussion/I analysis
improvemen suggesting and be provided nteraction  Interview
t are making with the  Simulation  Practical
identified improvements. following  Symposium examinatio
proactively  Positive materials and  Group n
in own area impacts and references: dynamics  Written
of work. challenges in  Pens,  Online examination
2. Information innovation. papers and activities
are gathered  Types of writing (e.g. use of
and changes and implements LMS and
reviewed responsibility.  White emails)
which may  Seven habits of board
be relevant highly effective  Manila
to ideas and people. paperspeop
which might
assist in
le.
gaining
support for
idea.
LO2. Discuss and develop ideas with others.
Criteria Methods
1. People who
could provide
input to ideas
for
improvements  Roles of The students /
are identified. trainees must
individuals in
2. Ways of suggesting and be provided  Group
approaching with the discussion/Int  Situation
making
people to begin improvements. following eraction analysis
sharing ideas materials and
 Positive  Simulation  Interview
are selected. references:
impacts and  Symposium  Practical
3. Meeting is set
challenges in  Pens,  Group examinatio
with relevant
innovation. papers and dynamics n
people.
 Types of writing  Online  Written
4. Ideas for follow
changes and implements activities (e.g. examinatio
up are review
responsibility.  White use of LMS n
and selected
 Seven habits of board and emails)
based on
feedback. highly effective  Manila
5. Critical inquiry people. papers
method is used
to discuss and
develop ideas
with others.
LO3. Integrate ideas for change in the workplace.
Criteria Methods
1. Critical inquiry  Roles of The students /  Group  Situation
method is used individuals in trainees must discussion/Int analysis
to integrate suggesting and be provided eraction  Interview
different ideas making with the  Simulation  Practical
for change of improvements. following  Symposium examinatio
key people.  Positive materials and  Group n
2. Summarizing, impacts and references: dynamics  Written
analyzing and challenges in  Pens,  Online examination
generalizing innovation. papers and activities (e.g.
skills are used  Types of writing use of LMS
to extract changes and implements and emails)
salient points in responsibility.  White
the pool of  Seven habits of board
ideas. highly effective  Manila
3. Reporting skills people. papers
are likewise  Basic research
used to skills.
communicate
results.
4. Current Issues
and concerns
on the
systems,
processes and
procedures, as
well as the
need for simple
innovative
practices are
identified.
Unit of Competency : PRESENT RELEVANT INFORMATION

Modules Title : Presenting Relevant Information
Module Descriptor : This unit of covers the knowledge, skills and attitudes
required to present data/information appropriately.

LO1. Gather data/ information.
LO2. Assess gathered data/ information.
LO3. Record and present information.
LO1. Gather data/ information.
Criteria Methods
 Organisational
protocols
 Confidentiality
1. Evidence,  Accuracy
facts and  Business The students /
information mathematics trainees must
are collected and Statistics be provided  Group
2. Evaluation,  Data analysis with the discussion/Int
terms of techniques/proc following eraction  Situation
reference edures materials and  Simulation analysis
and  Reporting references:  Symposium  Interview
conditions requirements to  Pens,  Practical
 Group
are a range of papers and examinatio
dynamics
reviewed to audiences writing n
Online
determine  Legislation, implements  Written
whether activities (e.g.
policy and  White examination
data/informa use of LMS
procedures board
tion falls relating to the and emails)
within
Manila
conduct of
project papers
evaluations
scope  Organisational
values, ethics
and codes of
conduct
LO2. Assess gathered data/ information.

Criteria Methods
1. Validity of data/  Business
information is mathematics
assessed and statistics
The students /
2. Analysis  Data analysis trainees must
techniques are techniques/  Group
be provided
applied to procedures with the discussion/Int
assess data/  Reporting  Situation
following eraction
information. requirements to materials and analysis
 Simulation
3. Trends and a range of references:  Interview
 Symposium
anomalies are audiences  Practical
 Pens,  Group
Identifie  Legislation, examinatio
papers and dynamics
4. Data analysis policy and n
writing  Online
techniques and procedures Written
implements activities (e.g.
procedures are relating to the examination
 White use of LMS
documented conduct of board and emails)
5. Recommendati evaluations
on s are made  Manila
 Organisational
on areas of papers
values, ethics
possible and codes of
improvement. conduct
LO3. Record and present information.
Criteria Methods
1. Studied data/in-
formation are
recorded
 Data analysis
2.Recommenda- techniques/ The students /
tions are analysed procedures trainees must
for action to en-  Reporting be provided  Group
sure they are com- requirements to with the discussion/Int
patible with the  Situation
a range of following eraction
project’s scope analysis
audiences materials and  Simulation
and terms of refer-  Legislation, references:  Interview
 Symposium
ence  Pens,  Practical
policy and  Group
papers and examinatio
3. Interim and final procedures dynamics
writing n
reports are ana- relating to the  Online
implements  Written
lysed and out- conduct of activities (e.g.
 White examination
comes are com- evaluations use of LMS
pared to the crite-  Organisational board and emails)
ria established at values, ethics  Manila
the outset and codes of papers
conduct
4. Findings are
presented to
stakeholders
Unit of Competency : PRACTICE OCCUPATIONAL SAFETY AND HEALTH

POLICIES AND PROCEDURES
Modules Title : Practicing Occupational Safety And Health Policies And
Procedures
Module Descriptor : This module covers the knowledge, skills and attitudes
required to identify OSH compliance requirements, prepare
OSH requirements for compliance, perform tasks in
accordance with relevant OSH policies and procedures

LO1. Identify OSH compliance requirements
LO1. Identify OSH compliance requirements
Criteria Methods
 OSH preventive
1.Relevant OSH and control
requirements, reg- requirements
ulations, policies  Hierarchy of
and procedures Controls
are identified in  Hazard The students/  Group
accordance with
Prevention and trainees must discussion/int
workplace policies
Control be provided
and procedures eraction
 General OSH with the  Observation
 Film viewing
2.OSH activity principles following:  Demonstrati
 Group
nonconformities  Work standards on with oral
dynamics
are conveyed to and procedures Facilities, questioning
appropriate per- materials  Self-pace
 Safe handling  Third party
sonnel tools and  Online
procedures of report
equipment activities (e.g.
3.OSH preventive tools,
necessary for use of LMS
and control re- equipment and
the activity and emails)
quirements are materials
identified in accor-  Standard
dance with OSH emergency
work policies and plan and
procedures procedures in
the workplace
Criteria Methods
 Resources The students/  Group  Observation
1.OSH work activ-
necessary to trainees must discussion/int  Demonstrati
ity material, tools
execute be provided eraction on with oral
and equipment re-
hierarchy of with the  Film viewing questioning
quirements are
controls following:  Group Third party
identified in accor-
dance with work-  General OSH dynamics report
place policies and principles  Facilities,  Self-pace
procedures  Work standards materials  Online
and procedures tools and activities (e.g.
2.Required OSH  Safe handling equipment use of LMS
materials, tools procedures of necessary and emails)
and equipment are
acquired in accor-
dance with work-
place policies and tools,
procedures equipment and
3.Required OSH materials for the
materials, tools  Different OSH activity
and equipment are control
arranged/ placed measures
in accordance with
OSH work stan-
dards
Criteria Methods
1. Relevant OSH
work
procedures are
identified in The students/
accordance  OSH work trainees must  Group
with workplace be provided discussion/int
standards
policies and with the eraction
 Industry related  Observation
procedures following:  Film viewing
work activities  Demonstrati
2. Work Activities  Group
 General OSH on with oral
are executed in  Facilities, dynamics
principles questioning
accordance materials  Self-pace
with OSH work  OSH Violations  Third party
tools and  Online
standards  Non- equipment report
activities (e.g.
3. Non- compliance necessary use of LMS
compliance work activities for the and emails)
work activities activity
are reported to
appropriate
personnel
Unit of Competency : EXERCISE EFFICIENT AND EFFECTIVE SUSTAINABLE

PRACTICES IN THE WORKPLACE
Modules Title : Exercising Efficient and Effective Sustainable Practices In
The Workplace
Module Descriptor : This unit covers knowledge, skills and attitude to identify the
efficiency and effectiveness of resource utilization,
determine causes of inefficiency and/or ineffectiveness of
resource utilization and Convey inefficient and ineffective
environmental practices

LO1. Identify the efficiency and effectiveness of resource utilization
LO2. Determine causes of inefficiency and/or ineffectiveness of resource utilization
LO3. Convey inefficient and ineffective environmental practices
LO1. Identify the efficiency and effectiveness of resource utilization
Criteria Methods
1.Required re-
source utilization
in the workplace is
measured using The students/
appropriate tech- trainees must
niques be provided  Group
 Importance of
with the discussion/int
2.Data are Environmental
following: eraction
recorded in accor- Literacy  Demonstrati
 Film viewing
dance with work-  Environmental on
Workplace  Group
place protocol Work  Oral
Tools, dynamics
Procedures questioning
3.Recorded data materials and  Self-pace
 Waste  Written
are compared to equipment Online
Minimization examination
determine the effi- relevant to activities (e.g.
ciency and effec-  Efficient Energy the tasks use of LMS
tiveness of re-  Consumptions PPE Manuals and emails)
source utilization and
according to es- references
tablished environ-
mental work pro-
cedures
LO2. Determine causes of inefficiency and/or ineffectiveness of resource utilization
Criteria Methods
1.Potential causes
of inefficiency The students/
and/or ineffective- trainees must
ness are listed be provided
 Group
with the fol-
2.Causes of ineffi- discussion/int
lowing:
ciency and/or inef- eraction
 Demonstrati
fectiveness are  Causes of  Film viewing
 Workplace  Group on
identified through environmental
 Tools,mat  Oral
deductive reason- inefficiencies dynamics
erials and  Self-pace questioning
ing and
equipment  Online Written
ineffectiveness
3.Identified causes examination
relevant to activities (e.g.
of inefficiency
the tasks use of LMS
and/or ineffective-
 PPE and emails)
ness are validated
thru established  Manuals
environmental pro- and
cedures references
LO3. Convey inefficient and ineffective environmental practices

Criteria Methods
1.Efficiency and
effectiveness of The students/
resource utilization trainees must
are reported to ap- be provided  Group
propriate person- with the fol- discussion/int
 Appropriate
nel lowing: eraction
Pesonnel to
 Demonstrati
2.Concerns re- address the  Film viewing
 Workplace on
lated resource uti- environmental  Group
 Tools,mat  Oral
lization are dis- hazards dynamics
erials and questioning
cussed with appro-  Environmental  Self-pace
equipment  Written
priate personnel corrective  Online
relevant to examination
3.Feedback on in- actions the tasks activities (e.g.
formation/ con-  PPE use of LMS
cerns raised are and emails)
 Manuals
clarified with ap- and
propriate person- references
nel
Unit of Competency : PRACTICE ENTREPRENEURIAL SKILLS IN THE

WORKPLACE
Modules Title : Practicing Entrepreneurial Skills in The Workplace

Module Descriptor : This module covers the outcomes required to apply
entrepreneurial workplace best practices and implement
cost-effective operations.

LO1. Apply entrepreneurial workplace best practices
LO2. Communicate entrepreneurial workplace best practices
LO3. Implement cost-effective operations
LO1 Apply entrepreneurial workplace best practices
Criteria Methods
Workplace best The students/  Group  Interview
1. Good practices
practices, trainees must discussion/int  Third-party
relating to work-
policies and be provided eraction report
place operations
criteria Resource with the  Film viewing
are observed and
utilization Ways following:  Group
selected following
in fostering dynamics
workplace policy
entrepreneurial  Simulated  Self-pace
2. Quality proce- attitudes:  or actual Online
dures and prac- Patience workplace activities (e.g.
tices are complied  Honesty  Tools, use of LMS
with according to  Quality materials and emails)
workplace require- consciousness and
ments  Safety- supplies
needed to
demonstra
te the
required
tasks
3. Cost-conscious  Reference
habits in resource consciousness s and
utilization are ap-   Resource- manuals o
plied based on in- fulness  Enterprise
dustry standards procedure
s manuals
o
 Company
quality
policy
LO2. Communicate entrepreneurial workplace best practices
Criteria Methods
The students/
trainees must
be provided
with the fol-
lowing:
1. Observed good
practices relating Workplace best  Simulated
to workplace oper- practices, or actual
workplace  Group
ations are commu- policies and
criteria Resource discussion/i
nicated to appro-  Tools, ma- nteraction
priate person utilization Ways terials and
in fostering  Film
2. Observed qual- entrepreneurial supplies viewing
ity procedures and attitudes:  needed to  Group  Interview
practices are com- Patience demon- dynamics  Third-party
municated to ap- strate the  Self-pace report
 Honesty required
propriate person  Online
 Quality tasks
3. Cost-conscious consciousness activities
habits in resource  Safety-  Refer- (e.g. use of
utilization are com- consciousness ences and LMS and
municated based manuals emails)
 Resourcefulnes
on industry stan- s  Enterprise
dards proce-
dures
manuals
 Company
quality
policy
LO3. Implement cost-effective operations

Criteria Methods
The students/
trainees must
1. Preservation
and optimization of be provided
workplace re- with the fol-
sources is imple- lowing:
mented in accor-
dance with enter-  Simulated
prise policy or actual  Group
2. Judicious use of workplace discussion/i
workplace tools,  Optimization nteraction
 Tools, ma-
equipment and of workplace  Film
terials and
materials are ob- resources viewing
supplies
served according  5S  Group  Interview
needed to
to manual and procedures dynamics  Third-party
demon-
work requirements and concepts  Self-pace report
strate the
3. Constructive  Criteria for required  Online
contributions to of- cost- tasks activities
fice operations are effectiveness (e.g. use of
 Refer- LMS and
made according to
enterprise require- ences and emails)
manuals
ments.
4. Ability to work  Enterprise
within one’s allot- proce-
ted time and fi- dures
nances is sus- manuals
tained Company
quality policy
Modules of Instruction
COMMON COMPETENCIES
UNIT OF COMPETENCY : APPLY SAFETY MEASURES IN FARM

OPERATIONS
MODULE TITLE : APPLYING SAFETY MEASURES IN FARM
OPERATIONS
MODULE DESCRIPTOR :
This module covers the knowledge, skills and attitudes
required to perform safety measures effectively and
efficiently. It includes identifying areas, tools, materials, time
and place in performing safety measures.
NOMINAL DURATION : 24 hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the trainee/student must be able to:
LO1. Determine areas of concern for safety measures

LO2. Apply appropriate safety measures
LO3. Safekeep/ dispose tools, materials and outfit
LO1. Determine areas of concern for safety measures
Criteria Methods
 Different
work tasks in
farm opera-
tions
1. Work tasks are  Place and

identified in line time for im-
with farm plementation
operations of safety
measures The following
2. Place for safety  Group
resources
measures are  Different haz- discussion/int
should be
determined in ards in the  Demonstrati
provided: eraction
line with farm workplace on
 Farm  Film viewing
operations  Written
 Types of location  Group
3. Time for safety examination
tools, materi-  Tools, dynamics
measures are  Oral
als and out- equipment  Self-pace
determined in questioning
line with farm fits and outfits  Online
 Third party
appropriate activities (e.g.
operations  Preparation report
4. Appropriate in applying use of LMS
of tools, ma- safety and emails)
tools, materials terials and
and outfits are measures
outfits
prepared in line
with job  Safety mea-
requirements sures in a
workplace
during farm
operations
(e.g. first aid
procedures)
LO2. Apply appropriate safety measures
Criteria Methods
 Uses and
functions of
tools
 Outfits and
proper wearing
1. Tools and  Expiration/shelf
materials are life of materials
used according  Proper disposal
to specifications of expired
and procedures materials
2. Outfits are worn  Environmental
according to rules and
The following
farm regulations
resources  Group
requirements  Disaster Risk
should be discussion/int
3. Effectivity/shelf and Reduction
provided: eraction
life/expiration of Management
 Farm  Film viewing  Demonstrat
materials are  Emergency
location  Group ion
strictly observed procedures
 Tools, dynamics  Written
4. Emergency  Hazards
equipment  Self-pace Assessmen
procedures are identification
known and and outfits  Online t
and reporting
followed to  Climate
ensure a safe in applying use of LMS
Change safety
work and emails)
 Adaptation measures
requirement and
5. Hazards in the Mitigation
workplace are  Communicati
identified and on skills
reported in line  Occupational
with farm Safety and
guidelines Health
Standards
 Farm
requirements
and
guidelines
LO3. Safekeep/ dispose tools, materials and outfit
Criteria Methods
 Procedures of The following  Group  Demonstrat
1. Used tools and
cleaning used resources discussion/int ion
outfit are cleaned
tools and outfits should be eraction  Written
after use and
 Label and provided:  Film viewing Assessmen
stored in desig-
nated areas storage unused  Farm  Group t
materials location dynamics  Third Party
2. Unused materi-  Disposal of Tools,  Self-pace Report
als are properly la- wastes equipment  Online
beled and stored materials and outfits activities (e.g.
according to man-  Manufacturers’ appropriate in use of LMS
ufacturer’s recommendatio applying and emails)
recommendation n on keeping safety
and farm require-  materials measures
ments Environmental
rules and
3. Waste materials
are disposed ac-
cording to manu-
facturers, govern- regulations
ment and
farm requirements
Unit of Competency : PERFORM ESTIMATION AND BASIC CALCULATION

Modules Title : PERFORMING ESTIMATION AND BASIC CALCULATION
required to perform basic workplace calculations

LO1. Perform estimation
LO2. Perform basic workplace calculation
LO1. Perform estimation
Criteria Methods
1. Job The students /
requirements trainees must
are identified be provided
from written or with the
oral  Job following:
communications requirements/la  Tools,
2. Quantities of bor needs materials
materials and  Calculation of and
 Demonstratio
resources quantities of supplies
n
required to materials and needed to
 Group
complete a resources demonstrat
discussion/int
work task are required e the  Demonstrati
eraction
estimated  Calculation of required on
tasks  Film viewing
3. The time time for job  Written
 References  Group
needed to completion Examination
and dynamics
complete a  Preparation of  Oral
work activity is manuals  Self-pace
estimate report questioning
estimated  CBLM  Online
 Basic
4. Accurate mathematical  Calculator activities (e.g.
estimate for use of LMS
operations  Computer
work completion and emails)
 Percentage and with
are made ratios document
5. Estimate of ma- Unit processor,
terials and re- Conversion application
sources are re- software,
ported to appropri- printer and
ate person internet
connection
LO2. Perform basic workplace calculation
Criteria Methods
The students /
trainees must
be provided
1. System and
with the
units of measure-
following:
ment to be fol-
lowed are ascer-  Tools,
tained materials
and
2. Calculation  Demonstratio
 Four basic supplies
needed to com- n
mathematical needed to
plete work tasks  Group
operation demonstrat
are performed us- discussion/int
 System and e the  Demonstrati
ing the four basic eraction
units of required on
mathematical op- tasks  Film viewing
measurement  Written
eration  References  Group
 Fraction, Examination
and dynamics
3. Calculate whole percentage and  Oral
manuals  Self-pace
fraction, percent- ratio Material questioning
takeoff  CBLM  Online
age and mixed
 Materials  Calculator activities (e.g.
when are used to
use of LMS
complete the in- costing  Computer
and emails)
structions with
document
4. Number com-
processor,
puted is checked
application
following work re-
software,
quirements
printer and
internet
connection
Unit of Competency : : PROVIDE QUALITY CUSTOMER SERVICE

Modules Title : Providing quality customer service
Module Descriptor : : This module covers the knowledge, skill and attitudes
required to provide effective and efficient services to the
clients of the microfinance industry.

LO1. Update knowledge of products and services
LO2. Assess needs of new and existing clients
LO3. Conduct client satisfaction survey
LO1. Update knowledge of products and services

Criteria Methods
1. Products and/or Introduction to  Demonstratio  Demonstrati
The following
services to be Microfinance n on
resources
marketed are  Group  Written
Organization MUST be
identified, discussion/int Examination
profile provided:
familiarized with eraction Oral
and fully MFIs products  Meeting  Film viewing questioning
understood and services venue/s  Group
(financial and dynamics
2. Information on  Equipment
non-financial):
Loans
Savings
Insurance
and
Trainings furnishings
Marketing appropriate
Assistance to a
programs is microfinance
MFIs programs set-up
accessed
Organization
3. Knowledge on procedures and  Complete
products, services processes in information  Self-pace
and programs are providing quality on products,  Online
updated customer service services and activities (e.g.
programs use of LMS
4. Additional Work values and
information on ethics:  Products, and emails)
products, services services and
Quality
and programs are programs
consciousness
prepared brochures
Proactive
Patience  Organization
’s standard
Information on forms for
products, clients
services and
programs
LO2. Assess needs of new and existing clients
Criteria Methods
1. Active listening  Methods of The following  Demonstratio  Demonstrati
is used to gather assessing resources n on
information from needs of new MUST be  Group  Written
clients and existing provided: discussion/int Examination
client’s and use eraction Oral
2. Orientation on of instruments:  Meeting  Film viewing questioning
products/services,  Interviewing venue/s  Group
program and poli-  Observation dynamics
cies are conducted  Focus Group  Equipment
and  Self-pace
3. Identified re- Discussion furnishings  Online
lated or applicable  Needs Survey
needs of clients
 Procedures in to a use of LMS
based on the prod-
conducting microfinance and emails)
ucts/services and
product and set-up
program being of-
service
fered  Complete
orientation of
4. Provided clients clients information
with courteous and  Procedures in on products,
professional treat- assessing services and
ment throughout needs of new programs
the interaction us- and existing  Products,
ing interactive client’s services and
communication  Procedure in programs
5. Inquiries, con- innovating brochures
cerns and com- products and
services Organization’
 Guidelines on
recording and
reporting
ments are re-
clients’ needs
sponded to
Work values
promptly and ac-
and ethics:
curately in accor-
 Quality s standard
dance with organi-
zation’s policies consciousness forms for
 Proactive clients
6. Recorded all the  Clients focus
gathered informa-  Patience
tion given by the  Vigilance
clients  Sincerity
 Integrity
 Commitment
LO3. Conduct client satisfaction survey assessment
Criteria Methods
Client satisfac-
tion survey
methodologies:
Interviewing Ob-
servation Focus
Group Discus- The following
sion Structured resources
Field Survey MUST be
provided:
Survey Proces
(online or face to  Meeting
1. Client satisfac- face): Purpose of venue/s
tion survey is ad- survey Designing
 Equipment
ministered survey instru-
and  Group
ments Designing
2. Survey results furnishings discussion/int
interview and
are collated and appropriate eraction
FGD guides Ad-
analyzed to a
ministering sur-  Film viewing
microfinance  Written
3. Positive and vey instruments  Group
set-up Examinatio
negative results Interviewing tar- dynamics
 Oral
are defined get respondents  Complete  Self-pace
questioning
Conducting FGD information  Online
4. Negative feed- Data processing, on products, activities (e.g.
backs are well ad- analysis and pre- services and use of LMS
dressed immedi- sentation Rec- programs and emails)
ately through ap- ommendations
propriate commu-  Products,
nication strategies How feedback services and
from survey re- programs
sults are address brochures
Work values and
ethics: Quality Organization’
consciousness s standard
Proactive Pa- forms for
tience Sincerity clients
Integrity Commit-
ment Courteous
Report genera-
tion
Unit of Competency : COMPLY WITH QUALITY AND ETHICAL STANDARDS

Modules Title : Complying With Quality And Ethical Standards
needed to apply quality and ethical standards in the
workplace. The unit also includes the application of relevant
safety procedures and regulations, organization procedures,
client and industry requirements.

LO1. Assess quality of received materials
LO2. Assess own work/output
LO3. Submit oneself to third party assessment
LO4. Engage in quality improvement
LO4. Engage in quality improvement
Criteria Methods
 Standard The following  Group  Oral
1. Work instruction
operating resources discussion/int questioning
is obtained and
procedures MUST be eraction  Written
carried out in ac-
on receiving provided:  Film viewing examinatio
cordance with
standard operating materials  Product  Group n (e.g.
procedures  Material manuals and dynamics report
descriptions brochures  Self-pace generation,
2. Received mate- and  Marketing  Online database)
rials are checked specifications and activities (e.g.
against workplace  Proper promotional use of LMS
standards and handling of materials and emails)
specifications received  Orientation
3. Defective mate- materials and
rials are identified,  Procedures presentation
reported and iso- on assessing materials
lated quality of  Office
received standard
4. Defective mate- materials forms and
rials are repaired/ documentati
replaced in accor-  Material on
dance with work-
defects and  Operational
place procedures their causes handbook/m
5. Defects and any  Dealing with anuals
identified causes defective  Work plans
are recorded materials and
and/or reported to  Reporting schedules
the concerned per- defective  Hardware
sonnel in accor- received  Software
dance with work- materials
place procedures  Total Quality
Management
/Improvemen
t
 Quality
Assurance
and Control
Work values
 and ethics:
 Quality
consciousnes
s
 Honesty
 Integrity
 Concern for
details
LO2. Assess own work/output
Criteria Methods
 Organization’ The following  Group  Demonstrat
 Documentation
s vision, resources discussion/int ion
relative to
mission, MUST be eraction  Interview
quality within
goals and provided:  Film viewing  Written
the company is
objectives  Product  Group examinatio
 identified and  Organization manuals and dynamics n (e.g.
used standards on brochures  Self-pace report
quality of  Marketing  Online generation,
 Completed
work/output and activities (e.g. computer
work is
 Rights, roles promotional use of LMS costs,
checked
and materials and emails) database)
against work-
responsibilitie  Orientation
place stan-
dards s of farmers and
 Assessment presentation
 Defects are methods on materials
identified and quality of  Office
corrected in work/output standard
accordance Procedures forms and
with the com- on documentati
pany quality  assessing on
 standards quality of  Operational
work/output handbook/m
 Procedures anuals
on  Work plans
identification and
of work schedules
defects/devia  Hardware
tions  Software
 Common
work/output
defects/devia
tions from
standards
 Ways of
rectifying
work/output
defects/devia
tions
 Total Quality
Management
/Improvemen
t
 Quality
assurance
and control
Work values
and ethics:
 Honesty
 Integrity
 Patience
 Honesty
 Commitment
LO3. Submit Oneself To Third Party Assessment
Criteria Methods
Organization’s
vision, mission,
goals and objec-
tives
Performance
evaluation sys-
1. Information on tem and proce-
the quality and dure The following
other indicators of Performance key resources
performance are result areas and MUST be
indicators provided:
recorded in accor-
 Product
dance with work- Procedures on manuals and
place procedures third party as- brochures
2. In cases of devi- sessment of per-  Marketing
ations from spe- formance and
cific quality stan-  Group
Documentation promotional  Oral
dards, causes are discussion/int
of work defects/ materials questioning
eraction
documented and deviations  Orientation  Written
 Film viewing
reported in accor- and examinatio
Rectification of presentation  Group
dance with the n (e.g.
work/output de- materials dynamics
workplace’s report
fects/deviations  Self-pace
 Office generation,
standards operat- and their causes  Online
standard computer
ing procedures Total Quality forms and activities (e.g. costs,
Management/Im- documentati use of LMS database)
3. In cases of ob-
provement on and emails)
jections/ disagree-
ments, reasons  Operational
Measures to im-
are expressed thru handbook/m
prove work per-
anuals
written documen- formance Work
 Work plans
tation values and and
4. Settlements are ethics: schedules
sought in accor- Humility  Hardware
dance with com-  Software
pany policies Fairness
Integrity
Patience
Honesty
Quality con-
sciousness
LO4. Engage In Quality Improvement

Criteria Methods
Total Quality
Management/Im-
provement
Methods of qual-
1. Process im- ity improvement
provement proce- Methods of
dures are partici-
pated in relative to monitoring cus-
tomer satisfac-
workplace assign- tion Procedures
ment in The following
2. Work is carried improving quality resources
out in accordance of customer ser- MUST be
with process im- vice: provided:
provement  Product
Assessment of manuals and
procedures clients’ needs brochures
3. Services are de- Monitoring qual-  Marketing
livered in accor- ity of service and
dance with ethical  Group
promotional  Oral
standards Identification of discussion/int
materials questioning
needed improve- eraction
4. Quality service  Orientation  Written
ment of quality  Film viewing
is monitored to en- and examinatio
Reporting of find- presentation  Group
sure client satis- n (e.g.
ings and recom- materials dynamics
faction report
mendations  Office  Self-pace
generation,
5. Client’s needs standard  Online computer
are assessed Intervention to activities (e.g.
improve quality forms and costs,
through conduct of documentati use of LMS database)
researches, focus service to clients and emails)
on
group Professional and  Operational
discussions, and ethical standards handbook/m
satisfaction sur- in delivering ser- anuals
veys/interviews vices to clients  Work plans
Work and
6. Trainings, orien- values and schedules
tations, and expo- ethics:  Hardware
sures are ren- Quality con-
dered to ensure  Software
sciousness
their Integrity
understanding/ fa- Commitment
miliarization on Patience
products, services Honesty
and programs Conduct of train-
ings, orientations
and exposures
on products, ser-
vices and
programs
Modules of Instruction
CORE COMPETENCIES
Unit of Competency : ASSESS MARKET OPPORTUNITIES

Modules Title : Assessing Market Opportunities
Module Descriptor : The module deals with the knowledge, skills and attitudes
required of farmer owner/agro entrepreneurs to conduct
market visits, determine value adding activities and Prepare
market plan

LO1. Conduct market visits
LO2. Determine value adding activities
LO3. Prepare market plans
LO1. Conduct market visits
Criteria Methods
1. Marketing, The following  Demonstrati  Demonstrati
1. Buyers are
market chain, resources on on
identified in the lo-
and Market should be  Group  Oral
cal market follow-
Mapping provided: discussion/i questioning
ing industry prac-
2. Kinds of  Simulated nteraction  Written
tice
buyers workplace  Film examination
2. Buyers are in- 3. Procedures in  Calculator viewing
terviewed accord- conducting  Phone  Job
ing to industry informal Camera Shadowing
practice interview  Portable  Group
3. Buyers are se- 4. Basis for Speaker dynamics
lected based on choosing with  Self-pace/
result of the inter- buyers microphone individual
view  Scissor study /Self-
 Pens Reliant
(permanent Learning
& white  Online
board)/Chal activities
k (e.g. use of
 Pencils LMS and
 Ballpens emails
 Flip charts Video
 Manila Conferencin
paper g)
 Cartolina
 Bond paper
 Stapler
 Staple wire
 Puncher
 Masking
tape
 Notebook
 Record
book
 White/Black
board
 Crayons
 Reference
Materials
LO2. Determining Value Adding Activities
Criteria Methods
 Simulated
workplace
 Calculator
 Phone
1. Flow of produce Camera
from farm to the  Portable
selected buyer is Speaker
determined based with  Demonstrati
microphone on
on the established  Group
industry practices.  Scissor
 Pens discussion/i
2. Value adding (permanent nteraction
activities are 1. Supply and & white  Film
identified based on demand board)/Chal viewing
requirements of 2. Product flow k  Job  Demonstrati
selected and value  Pencils Shadowing on
addition  Ballpens  Group
buyer  Oral
3. Value adding  Flip charts dynamics
requirements questionin
activities  Self-pace/
 Manila  Written
3. Comparative 4. Marketing individual
paper examination
prices and costs of arrangements study /Self-
 Cartolina  Observation
value adding 5. Computation Reliant
activities are of sales, cost  Bond paper
Learning
computed and profit  Stapler
Online
 Staple wire
based on industry activities (e.g.
 Puncher use of LMS
practice  Masking and emails
4. Value adding tape Video
activities are  Notebook Conferencing)
selected based on  Record
buyers’ book
requirement  White/Black
board
 Crayons
 Reference
Materials
LO3. Prepare Market Plans
Criteria Methods
1. Marketing ob- 1. Marketing  Simulated  Demonstrati  Demonstrati
jective is prepared objective and workplace on on
according to the its procedures  Calculator  Group  Oral
result of market re- 2. Steps in  Phone discussion/i questionin
search product delivery Camera nteraction  Written
3. Computation  Portable  Film examination
2. Steps in the de- Speaker viewing  Observation
livery of the prod- and estimation
with  Job
of sales, cost
microphone
 Scissor
 Pens
(permanent
& white
uct to selected board)/Chal
buyers are estab- k Shadowing
lished based on  Pencils  Group
objective set  Ballpens dynamics
3. Targeted sales,  Flip charts  Self-pace/
and profit individual
costs and market-  Manila
ing profit is esti-
4. Procedure in study /Self-
paper
mated based on compiling Reliant
 Cartolina
objective set details of Learning
 Bond paper
marketing plan  Stapler  Online
4. Contingency 5. Contingency  Staple wire
activities
plan is formulated (e.g. use of
plan  Puncher
based on market LMS and
risks 6. Market Risks  Masking emails
tape Video
5. Details of mar-
keting plan is com-  Notebook Conferencin
piled according to  Record g)
industry procedure book
 White/Black
board
 Crayons
 Reference
Materials
Unit of Competency : ESTABLISH FARM PRODUCTION PLAN

Modules Title : Establishing Farm Production Plan
Module Descriptor : This unit deals with the knowledge, skills and attitudes
required to review, prepare and improve farm production
plan. It also includes competencies in monitoring activities,
record keeping and information gathering.

LO1. Review farm production plan
LO2. Prepare farm production plan
LO3. Improve farm production plan
LO1. Review farm production plan
Criteria Methods
1. Basic The following  Demonstrati  Oral
1. Farm production
self/farm resources on questionin
performance are
assessment should be  Group  Written
monitored accord-
guide provided: discussion/i examination
ing to industry
2. Information  Simulated nteraction
standard. workplace  Film
and feedback,
2. Information and and its  Calculator viewing
feedback are gath- importance  Phone  Job
ered following in- Camera Shadowing
3. Types of  Portable
dustry practices.  Group
records Speaker dynamics
3. Record keeping 4. Importance with  Self-pace/
microphone
is practiced follow-
ing workplace pro-  Scissor
cedures.  Pens
of record (permanent
4. Farm records keeping & white
are used accord- 5. Use of board)/Chalk
ing to industry pro- records  Pencils
cedures. 6.  Ballpens
5. Improvements Diversification  Flip charts individual
are selected of farm  Manila study /Self-
based on the re- products paper Reliant
sult of the review. Learning
7. Types of  Cartolina
 Online
diversification  Bond paper
activities (e.g.
8. Farm  Stapler
use of LMS
Production Plan  Staple wire
and emails
9.  Puncher Video
Improvements  Masking Conferencing)
on production, tape
post production  Notebook
and other  Record book
related farm  White/Black
activities board
 Crayons
 Reference
Materials
LO2. Prepare Farm Production Plan
Criteria Methods
1. Farm The following  Demonstrati  Oral
1. Farm production
production resources on questionin
requirements are
requirements should be  Group  Written
identified based on
and its provided: discussion/i examination
market demand.
components  Simulated nteraction  Demonstratio
2. Farm Produc- workplace  Film n
tion activities and 2. Farm
 Calculator viewing
cost are deter- production
 Phone  Job
mined based on activities and
Camera Shadowing
accepted farming cost  Portable  Group
practices. 3. Alternative Speaker dynamics
3. Volume of har- farm products with  Self-pace/
vest is computed 4. Target microphone individual
according to actual volume for  Scissor study /Self-
production capac- succeeding  Pens Reliant
ity. cropping (permanent Learning
4. Alternative farm
season & white  Online
5. Identify board)/Chalk activities
products are se-
different  Pencils (e.g. use of
lected based on
market demand. production risk  Ballpens LMS and
6. Production  Flip charts emails
5. Contingency  Manila Video
module concept
plan is formulated paper Conferencin
based on farm 7. Production
 Cartolina g)
production risks. risks
 Bond paper
 Stapler
 Staple wire
 Puncher
 Masking
6. Suppliers and
tape
providers are se- 8. Contingency
 Notebook
lected based on plan
preference/criteria.  Record book
 White/Black
board
 Crayons
 Reference
Materials
LO3. Improve Farm Production Plan
Criteria Methods
The following
resources
should be
provided:
 Simulated
workplace
 Calculator
 Phone
Camera  Demonstrati
1. Farm production  Portable on
activities and cost- 1. Adjustment on Speaker  Group
ing are adjusted farm production with discussion/i
based on the re- costs and activi- microphone nteraction
sult of review. ties  Scissor  Film
2. Selected im- 2. Application of  Pens viewing
provements are selected im- (permanent  Job
applied based on provements & white Shadowing  Oral
the result of re- board)/Chalk  Group questionin
3. Adjustment on dynamics
view.  Pencils  Written
projected volume  Self-pace/
3. Projected vol-  Ballpens examination
target
 Flip charts individual
ume target is ad-
4. Application of  Manila study /Self-
justed based on
corrective mea- paper Reliant
the result of re-
sures  Cartolina Learning
view.
 Bond paper Online
5. Good farm
4. Corrective mea- activities (e.g.
practices  Stapler
sures are applied use of LMS
 Staple wire
based on the re- 6. Farm Products and emails
sult of review.  Puncher Video
 Masking Conferencing)
tape
 Notebook
 Record book
 White/Black
board
 Crayons
 Reference
Materials
Unit of Competency : HANDLE FINANCES
Modules Title : Handle Finances
Module Descriptor : The unit deals with the knowledge, skills and attitudes
required for the individual farmer to prepare budget plan,
apply budget plan and invest farm income.

LO1. Prepare budget plan
LO2. Apply budget plan
LO3. Invest farm income
LO1. Prepare budget plan
Criteria Methods
The following
1. Farm Cost are
resources
computed based
should be
on farm activities
provided:
2. Financial  Simulated
Service Providers workplace
are identified  Calculator
based on  Phone
requirement Camera  Demonstrati
3. Sources of  Portable on
Financial Services Speaker  Group
are selected with discussion/i
based on 1. Computation microphone nteraction
requirement on farm cost  Scissor  Film
 Demonstrat
 Pens viewing
4. Details of 2. Financial ion
(permanent  Job
budget plan are service providers
& white Shadowing  Observatio
compiled 3. Sources of  Group n with Oral
board)/Chalk
financial services  Pencils dynamics questioning
4. Compilation of  Ballpens  Self-pace/  Written
details of budget  Flip charts individual assessmen
plan  Manila study /Self- t (prepare
paper Reliant budget
5. Simple Learning
analysis  Cartolina plan)
 Bond paper  Online
 Stapler activities (e.g.
use of LMS
 Staple wire
and emails
 Puncher
Video
 Masking Conferencing)
tape
 Notebook
 Record book
 White/Black
board
 Crayons
 Reference
Materials
LO2. Apply Budget Plan
Criteria Methods
The following
resources
should be
provided:
 Simulated
workplace
 Calculator
1. Membership  Phone
Camera  Demonstrati
requirements in an
 Portable on
organization is
complied based on Speaker  Group
with discussion/i
standard 1. Compilation of microphone nteraction
procedures membership  Scissor  Film
requirements in  Pens viewing  Demonstrat
2. Loan application
an organization (permanent  Job ion
documents and
requirements are 2. Loan & white Shadowing  Oral
submitted based application board)/Chalk  Group questioning
on documents and  Pencils dynamics /
requirements  Ballpens  Self-pace/ Observatio
industry n
 Flip charts individual
procedures 3. Availment of  Written
 Manila study /Self-
finances assessmen
3. Financing is paper Reliant
availed based on 4. Settling  Cartolina Learning t
farm plan financial  Bond paper Online
schedule obligations activities (e.g.
 Stapler
use of LMS
4. Financial  Staple wire
and emails
obligations are  Puncher Video
settled based on  Masking Conferencing)
budget allocation tape
 Notebook
 Record book
 White/Black
board
 Crayons
 Reference
Materials
LO3. Invest Farm Income
Criteria Methods
1. Savings The following  Demonstrati  Demonstrat
1. Saving is prac-
2. Assets resources on ion
ticed following
3. Farm should be  Group  Oral
budget plan
expansion and provided: discussion/i questioning
2. Assets are ac-  Simulated nteraction Written
diversification
quired workplace  Film assessmen
4. Utilization of
3. Farm expansion  Calculator viewing t
Resources
and diversification  Phone  Group
is funded following Camera dynamics
budget plan  Portable  Self-pace
Speaker  Online
with activities
microphone (e.g. use of
 Scissor
 Pens
(permanent
& white
board)/Chalk
 Pencils
 Ballpens
 Flip charts
 Manila
paper
 Cartolina
 Bond paper LMS and
 Stapler emails)
 Staple wire
 Puncher
 Masking
tape
 Notebook
 Record book
 White/Black
board
 Crayons
 Reference
Materials
Unit of Competency : MARKET PRODUCE

Modules Title : Marketing Produce
Module Descriptor : The module deals with the knowledge, skills and attitudes
required of farm owner/agroentrepreneur to monitor
prevailing price of produce, apply marketing strategies and
trade produce.

LO1. Monitor prevailing price of produce
LO2. Apply marketing strategies
LO3. Sell produce
LO1. Monitor prevailing price of produce
Criteria Methods
The following  Demonstratio  Demonstrat
1. Major buyers 1. Major buyers
resources n ion
and trading and trading
should be  Group  Observatio
centers of the centers of the
provided: discussion/int n with oral
produce is produce
determined  Simulated eraction questioning
2. Gathering and workplace  Film viewing  Written
according to recording of  Calculator  Job assessmen
industry practice price information  Phone Shadowing t
2. Information on 3. Supply and Camera  Group
price is gathered demand in  Portable dynamics
following industry relation to price Speaker  Self-pace/
with
standard
microphone
procedure
 Scissor
3. Price  Pens
information is (permanent
recorded following & white
industry standard board)/Chalk
procedure  Pencils individual
 Ballpens study /Self-
movements
 Flip charts Reliant
4. Sources of  Manila Learning
price information paper  Online
5. Methods to  Cartolina activities (e.g.
monitor prices  Bond paper use of LMS
 Stapler and emails
6. Procedures in  Staple wire Video
recording price Conferencing)
 Puncher
information  Benchmarking
 Masking
tape /Farm Visit
 Notebook
 Record book
 White/Black
board
 Crayons
 Reference
Materials
LO2. Apply Marketing Strategies
Criteria Methods
The following  Demonstratio  Demonstrat
1. Collected 1. Collected
resources n ion
information is used information and
should be  Group  Observatio
in strategizing to its types
provided: discussion/int n with oral
optimize sales and
2. Advantages  Simulated eraction questioning
profit according to
and benefits in workplace  Film viewing  Written
standard
group marketing  Calculator  Job assessmen
marketing
procedure "3. Types of  Phone Shadowing t
collaboration Camera  Group
2. Value adding  Portable dynamics
through coops,
activities are Speaker
associations,  Self-pace/
applied to increase with individual
sales and profit informal clusters" microphone study /Self-
based on market "4. Services of  Scissor Reliant
plan Business  Pens Learning
3. Services of development (permanent  Online
Business service (BDS) & white activities (e.g.
development board)/Chalk use of LMS
providers"
service (BDS)  Pencils and emails
providers are 5. Consolidation  Ballpens Video
identified based on of produce and  Flip charts Conferencing)
industry practices group marketing  Manila Benchmarking
4. Consolidation of paper /Farm Visit
produce and group  Cartolina
marketing is done  Bond paper
following industry  Stapler
practices.  Staple wire
 Puncher
 Masking
tape
 Notebook
 Record book
 White/Black
board
 Crayons
 Reference
Materials
LO3. Sell Produce
Criteria Methods
1. Negotiation with The following
buyers and resources
business should be
development provided:
service providers  Simulated
are performed workplace
according to  Calculator
industry practice  Phone  Demonstratio
Camera n
2. Sales terms and
 Portable  Group
conditions are
Speaker discussion/int
established and
with eraction
agreed following
microphone  Film viewing
1. Market
marketing  Scissor
negotiation  Job
practices  Pens Shadowing
2. Sales terms (permanent  Demonstrat
3. Produce for  Group
and conditions & white
selling is prepared dynamics ion
according to 3. Produce for board)/Chalk  Observatio
 Self-pace/
market selling  Pencils individual n with oral
requirements  Ballpens study /Self- questioning
4. Marketing  Flip charts
4. Produce are operation Reliant  Written
 Manila Learning assessment
delivered to
5. Details of paper  Online
buyers based on
marketing  Cartolina activities (e.g.
agreement
transaction  Bond paper use of LMS
5. Marketing  Stapler and emails
operation is  Staple wire Video
assessed based  Puncher Conferencing)
on marketing  Masking Benchmarking
practices tape /Farm Visit
6. Details of  Notebook
marketing  Record book
transaction are  White/Black
recorded and kept board
as reference  Crayons
following industry  Reference
practice Materials

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TESDA-OP CO-01-F11

Course Title: AGROENTREPRENEURSHIP NC II

 Able to read and write;

Unit of Learning Nominal

Unit of Module Title Learning Outcomes Nominal

a. Course design is based on competency standards set by the industry or

2. The competency-based TVET system recognizes various types of delivery

QTY TOOLS QTY EQUIPMENT QTY MATERIALS

1 pair Scissor 1 set Portable speaker 10 pcs Marking pen

Based on a class size of 25 students/trainees

 Student/Trainee 2.00 x 1.00 per

 Learning 3.00 x 5.00 15.00

Trainers who will deliver the training on AGROENTREPRENEURSHIP NC II should

 Must be a holder of NTTC I (NC + TM1) in Agroentrepreneurship NC II and

*Note: Consider iWER guidelines (apprenticeship) in

Unit of Competency : PARTICIPATE IN WORKPLACE COMMUNICATION

Summary of Learning Outcomes:

Details of Learning Outcomes:

LO1 . Obtain and convey workplace information

LO2 . Participate in workplace meetings and discussions

LO3 . Complete relevant work related documents

Unit of Competency : WORK IN TEAM ENVIRONMENT

Summary of Learning Outcomes:

Details of Learning Outcomes:

LO1 . Describe team role and scope

Assessment Contents Conditions Methodologies Assessment

LO2 . Identify own role and responsibility within team

Assessment Contents Conditions Methodologies Assessment

Assessment Contents Conditions Methodologies Assessment

Unit of Competency : PRACTICE CAREER PROFESSIONALISM

Nominal Duration : 3 Hours

Summary of Learning Outcomes:

Details of Learning Outcomes:

LO1. Integrate personal objectives with organizational goals

LO2. Set and meet work priorities

LO3. Maintain professional growth and development

Unit of Competency : PRACTICE OCCUPATIONAL HEALTH AND SAFETY

Nominal Duration : 4 hours

Summary of Learning Outcomes:

Details of Learning Outcomes:

LO1. Identity OSH compliance requirements.

LO2. Prepare OSH requirements for compliance

LO3. Perform Tasks In Accordance With Relevant Osh Policies

Assessment Contents Conditions Methodologies Assessment

Unit of Competency : CONTRIBUTE TO WORKPLACE INNOVATION

Nominal Duration : 3 hours

Summary of Learning Outcomes:

Details of Learning Outcomes:

LO1. Identify opportunities to do things better.

LO2. Discuss and develop ideas with others.

LO3. Integrate ideas for change in the workplace.

Unit of Competency : PRESENT RELEVANT INFORMATION

Nominal Duration : 4 hours

Summary of Learning Outcomes:

Details of Learning Outcomes:

LO1. Gather data/ information.

LO2. Assess gathered data/ information.

LO3. Record and present information.

Unit of Competency : PRACTICE OCCUPATIONAL SAFETY AND HEALTH