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MICROFINANCE CAPACITY BUILDING PROJECT

CAPACITY BUILDING WORKING GROUP

Report on the Competency – based Curriculum

Development Course using TESDA Format

01 - 05 September 2008 SEAMEO - Innotech, Quezon City

*This Workshop Report is considered as an international public good. Any part of it may be quoted or

reproduced provided the source is acknowledged and for non-profit educational purposes only.

CBC Development Course - TESDA

HSF – BSAF/PinoyME Microfinance Capacity Building Project 1

Competency-Based Curriculum Development Course (For Loan Officer)

Introduction Another key activity of the HSF-BSAF-PinoyME Microfinance Capacity Building Project, the “Competency-Based Curriculum (CBC) Development Course, was held on September 01-05, 2008 at SEAMEO INNOTECH, Diliman, Quezon City through the facilitation of Mr. Antonio D. Alegria, Executive Director of the Dual Training System Networking Foundation, Inc. (DTSNETFI). Essential in the Course were the Competency Standards (CS) developed in the course/workshop conducted on July 21-25, 2008, since the CBC would be based mostly on the contents of the CS. The guide for the development of a course design to effectively implement the competency-based training of TESDA was utilized throughout the entire course particularly during the workshops. The end product of this exercise is essential in the registration of the programs/course under the Unified TVET Program Registration and Accreditation System (UTPRAS) of TESDA as well as to ensure that quality technical vocational education and training for the microfinance sector is pursued. Participants Representatives from the project partners who participated in the 5-day Course are shown in Table 1 below:

Table 1

Project Partner Participant Designation

1. Greg Macapagal Branch Head Alalay sa Kaunlaran Inc. (ASKI)

2. Ma. Veronia Navales Branch Head

Kabalikat para sa Maunlad na Buhay Inc. (KMBI)

3. Mary Grace Campaner HR Unit Head – Employee Development

4. Flordeliza Ruallo Capability Building Staff

5. Florenda Cachola CBDS Manager

Uplift Philippines

6. Helen Reyes Admin Director

Center for Community Transformation (CCT)

7. Eduardo Gomez Training Coordinator

8. Maria Regina Pacifico Senior Area Monitor - HRD ASA Philippines Inc.

9. Argie Caguil Branch Manager

10. Ramesis Lorino Assistant Dean Bicol University

11. Viola Amano Coordinator for Instruction

12. Emma Ocampo Program Head Araullo University

13. Rosario Dela Cruz Program Head

College of the Immaculate Conception (CIC)

14. Reynante Rivera Department Chairperson

Course Description

The Course is intended to train members of the academe and MFI representatives in developing a market-driven curriculum responsive to the needs of microfinance industry for productive and competitive workforce. Competency-Based Curriculum specifies the knowledge, skills and attitudes needed to qualify students/trainees to industry performance standards. The curriculum covers the basic, common, and core competencies identified in the competency standards developed through series of consultation and workshops with microfinance experts and adheres to the curriculum development process of TESDA.



Course Objectives In general, the Course aims to impart knowledge and skills in developing Competency-Based Curriculum (CBC) based on the Competency Standards (CS). Specifically, it aimed that the participants would be able to:

1. Identify the relationship between the components of CS and CBC;

2. Describe the procedure in the development of CBC based on CS;

3. Write CBC Course Outlines and Modules of instruction/training; and

4. Gain a learned appreciation of the merits of TESDA curriculum development process as a strategy in evolving a market-driven and industry-generated training curriculum.

Major Topics

To achieve the above-mentioned objectives, the following topics were presented:

• Overview of Philippine TVET Qualifications Framework (PTQF)

• Relationship between the Components of CS and CBC

• Procedure in Developing CBC using CS

• Components of CBC

• CBC Design Templates

• CBC Exemplars Methodology The course was conducted using a combination of various training methodologies including lecture, open forum, small-group exercises/write shop, panel discussion, coaching and critiquing & feedback giving. Program Activities

Time Frame Topics/Activities

Day 1 (September 01, 2008)

08:00-08:30 am Registration Preliminaries

08:30-10:00 am Theme Paper 1: Competency-Based Curriculum (CBC) Development • Overview of the Microfinance Capacity Building Project activities • Introduction to Philippine TVET Qualifications Framework (PTQF) • Definition of Terms • CBC Development Flowchart

10:00-10:15 am COFFEE BREAK

10:15-12:00 nn Theme Paper 1: (cont’d) • CBC Development Procedure • CBC Components • CBC Design Templates

12:00-01:00 pm LUNCH BREAK




01:00-03:00 pm Workshop 1: Development of Course Design for the Basic, Common and Core Units of Competency for the Microfinance Loan Officer’s Course • Determining Course Title • Determining Nominal Duration • Determining Qualification Level • Developing Course Description • Identifying Course Outcomes

03:00-03:15 pm COFFEE BREAK

03:15-05:00 pm • Specifying Student Trainee’s Entry Requirements

• Developing Course Structure - Determining Module Title/s for each Unit of Competency (for Basic, Common & Core)


08:00-08:30 am Registration 1st Day Impression

08:30-10:00 am Workshop 1: (cont’d) • Developing Course Structure

- Identifying Module Content/s for each Module Title - Allocating Nominal Hours for each Module Title


10:15-12:00 nn • Developing Competency Analysis Chart • Identifying Assessment Methods


01:00-03:00 pm • Identifying Instructional Methodologies • Identifying Resources • Specifying Qualification of Instructors/Trainers


03:15-05:00 pm Plenary 1: (cont’d) Presentation & Critiquing of Workshop 1 Output: Course Design for Microfinance Loan Officer’s Course


08:00-08:30 am Registration 2nd Day Impression

08:30-10:00 am Theme Paper 1: (cont’d) • Formulating Instructional Objectives & Taxonomic Levels of Learning Domains Workshop 2: Development of Modules of Instruction/Training for the Basic, Common and Core Units of Competency for the Microfinance Loan Officer’s Course • Identifying Learning Outcomes


10:15-12:00 nn • Specifying Assessment Criteria

• Identifying conditions

• Identifying Related Knowledge, Skills and Attitude

• Specifying Assessment Method





01:00-03:00 pm Workshop 2: (cont’d) Development of Modules of Instruction/Training for Basic, Common and Core Units of Competency


03:15-05:00 pm Plenary 2: Presentation & Critiquing of Workshop 2 Outputs: Modules of Instruction/Training for the Basic, Common and Core Units of Competency


08:00-08:30 am Registration 3rd Day Impression

08:30-10:00 am Workshop 2: (cont’d) Development of Modules of Instruction/Training for the Basic, Common and Core Units of Competency for the Microfinance Loan Officer’s Course Identifying Learning Outcomes


10:15-12:00 nn • Specifying Assessment Criteria

• Identifying conditions

• Identifying Related Knowledge, Skills and Attitude

• Specifying Assessment Method


01:00-03:00 pm Plenary 2: (cont’d) Presentation & Critiquing of Workshop 2 Outputs:

• Module of Instruction/Training for the Basic, Common, and Core Units of Competency


03:15-05:00 pm Plenary 2: (cont’d) Presentation & Critiquing of Workshop 2 Outputs:



08:00-08:30 am Registration 4th Day Impression

08:30-10:00 am Plenary 2: (cont’d) Presentation & Critiquing of Workshop 2 Outputs:



10:15-12:00 nn Plenary 2: (cont’d) Presentation & Critiquing of Workshop 2 Outputs:



01:00-03:00 pm Plenary 2: Presentation & Critiquing of Workshop-2 Outputs:

• Modules of Instruction/Training for the Basic, Common, and Core Units of Competency





03:15-05:00 pm Plenary 2: (cont’d) Presentation & Critiquing of Workshop 2 Outputs: Modules of Instruction/Training for the Basic, Common, and Core Units of Competency Summation Closing Activities

Course Proceedings The course was started with an opening prayer led by a representative from the Center for Community Transformation and followed by an opening and welcoming remarks by Ms. Lani Concepcion of the PinoyME Foundation, Inc. Before going to the course proper, a presentation was made by Mr. Antonio D. Alegria showing the curriculum development process designed for the Microfinance Capacity Building Projects that he presented during the Conference on Microfinance held in the Asian Development Bank on July 25, 2008. This was followed by a discussion on the Philippine TVET Qualification Framework and Matrix of Qualification that described the differences among various categories of workers corresponding to the level of qualification. The qualification framework was linked to training program/course that addresses the competency requirements for each level of qualification. Mr. Alegria conducted this presentation for the new participants to be “on track”. Starting on, Mr. Alegria had a detailed lecture on competency-based curriculum (CBC) development process following the TESDA approach. He defined CBC as a “specification for a course which is based on the knowledge, skills and affective work competencies identified from and closely linked to the competency standards.” Furthermore, he stressed that a CBC should be developed based on an industry endorsed or promulgated competency standards (CS). To prove this point, he showed a flow diagram linking the CS to CBC. He explained that the units of competencies comprising the CS are analyzed, in the preparation of CBC, to come up with the course outline and modules of training/instruction. To explain further, he presented another diagram showing the relationship between the components of CS and CBC. Selected participants were also asked to read through the handouts and define some of the terms relating to CBC. Thoughts from some participants were raised early on. One question regarding CBC was its implementation approach. Mr. Alegria explained that the competency-based training scheme is modular in structure and self-paced/individualized in delivery. This was in contrast with the conventional “enrollment and graduation” approach of most educational/training institutions. He also mentioned that this has also been the drawback of TESDA on fully implementing the competency-based training approach. Continuing on, Mr. Alegria explained the procedure in developing CBC based on the CS. He explained how contents/parts of the CBC could be derived from the components of the CS. Following this, he differentiated the two components of CBC (Course Outline and Module of Instruction/Training) by its contents. He then outlined the contents/parts of the Course Outline (i.e. Course Title, Nominal Duration of the Course, Qualification Level, Units of Competency, Course Description, Course Outcomes, Trainee’s Entry Requirements, Course Structure, Competency Analysis, Assessment Method, Course Delivery, Resources and Qualification of Instructors/Trainers). Mr. Alegria also showed the participants the draft Competency Standards (CS) for the job of Loan Officer, which was the output of the previous courses/workshops, and the basis for this CBC Development Course. After his presentation, the participants were grouped into three for their first workshop. They were tasked to develop the course outline for the basic competencies, common competencies, core competencies identified in the CS for Loan Officer. The groupings and group assignments are shown in Table 2 and Table 3, respectively:



Table 2. Groupings

Name Organization Designation

Group 1

Eduardo Gomez CCT Training Coordinator

Flordeliza Ruallo Uplift Philippines CBS Staff

Reynante Rivera CIC Department Chairperson

Group 2

Emma Ocampo Araullo University Program Head

Viola Amano Bicol University Coordinator for Instruction

Florenda Cacho Uplift Philippines CBDS Manager

Veronica Navales ASKI Branch Head

Group 3

Greg Macapagal ASKI Branch Head

Regina Pacifico ASA SAM-HRD

Ramesis Lorino Bicol University Assistant Dean

Group 4

Rosario Dela Cruz Araullo University Program Head

Argie Caguil ASA Branch Manager

Mary Grace Campaner KMBI HR Unit Head

Table 3. Group Assignments

Group 1

Basic Competencies 1. Plan and organize work 2. Participate in workplace communication 3. Work in a team environment 4. Apply problem solving technique in the workplace 5. Enhance personal and professional growth

Group 2

Common Competencies 1. Observe occupational health and safety practices 2. Provide quality customer service 3. Comply with quality and ethical standards 4. Perform computer operations

Core Competencies – Loan Officer

1. Collect payments

Group 3

Core Competencies- Loan Officer 2. Conduct weekly meetings 3. Process clients’ loan 4. Perform bookkeeping 5. Select potential area

Group 4

Core Competencies – Loan Officer 6. Promote products and services 7. Form group of clients



Starting the second day of the Course, participants convened their group and continued with the previous day’s task. The first group was tasked to develop the course outline for the five (5) basic competencies, second group tackled the four (4) common competencies, and third group handled the seven (7) core competencies. The presentation and critiquing of group work outputs were conducted in the afternoon. Mr. Alegria went on each group for coaching and initial critiquing. Workshops outputs of the first two days were completed by groups 1 and 2 (please see Appendix A and B). After the morning snacks, another workshop was started. This time, groups were tasked to develop the modules of instruction/training for the basic, common and core competencies identified on the CS for Loan Officer. The participants devoted the third day on developing the modules of instruction/training. Again Mr. Alegria, the main course facilitator, joined the groups for coaching and initial critiquing. He first assisted the group in refining the competency standards and course structure before reviewing and refining the modules of instruction/training. Before the closing of day 3, another group was created to handle modules of instruction/training for the core units of competencies originally assigned to Group 3. Due to the complexity of the core competencies, Group 3 was unloaded with two units of competency. The units of competency entitled “Promote products and services” and “Form group of clients” were reassigned to Group 4. Having recognized the numerous tasks that had to be completed, participants agreed to do individual works and later on consolidated their work outputs. In the morning of the fourth day, Mr. Alegria presented and discussed the module on Instructional Objectives highlighting the guidelines in formulating quality instructional objectives. He described the various taxonomic levels for the cognitive, psychomotor and affective domains of learning. The groups then continued to work on the modules of instruction/training identified in the course outlines for the basic, common and core competencies. Mr. Alegria coached each group in reviewing and refining their outputs. The refinement of the competency standards and course structure preceded the review and refinement of the modules of instruction/training. The last day was spent in reviewing and refining of the remaining modules of instruction/training for the basic, common and core competencies. Seventeen (17) modules of instruction/training for the five (5) basic competencies, sixteen (16) out of the seventeen (17) modules of instruction/training for the four (4) common competencies, and sixty two (62) modules of instruction/training for the seven (7) core competencies were critiqued and revised through the facilitation of Mr. Alegria (see Appendices A to C). Group 2 was not able to write the module of instruction/training for the module entitled “Maintain computer equipment and system.” Towards the end, participants expressed their appreciation on the advantages of competency-based education and training and the use of the competency-based curriculum to ensure the acquisition of the competencies required by industry and employment of graduates. They also thanked the facilitator for sharing his knowledge in this field. In return, the facilitator also thanked everyone for their cooperation and their contributions to make the outputs more comprehensive. Wrapping up a prolific Course, Ms. Lani Concepcion of PinoyME gave the closing remarks and distributed the certificates to the participants as proof of completing the training course/workshop. She was assisted by Mr. Antonio D. Alegria of the DTSNETFI. Photos were also taken for documentation purposes.



COURSE OUTLINE

for Basic Competencies

Course Title : MICROFINANCE LOAN OFFICER’S COURSE

Nominal Duration of the Course : 201 HOURS

Qualification Level : NC II

Unit of Competency:

Plan and organize work Participate in workplace communication Work in a team environment Apply problem solving technique in the workplace Enhance personal and professional growth

Course Description: This course is designed to provide basic knowledge, skills, and desirable attitudes to become a Microfinance Loan Officer who plays an important role in the operation of a Microfinance Institution. It covers planning and organizing, communication, team building, and problem-solving, personal and professional development in line with microfinance industry standards.

Course Outcomes: Upon completion of this course, students/trainees will be able to:

Plan and organize work; Participate in workplace communication; Work in a team environment; Apply problem solving technique in the workplace; and Enhance personal and professional growth.

Entry Requirements:

At least 16 yrs. old High school graduate With good moral character Physically and mentally fit



COURSE OUTLINE for Common Competencies


Nominal Duration of the Course : 136 HOURS


Unit of Competency:

1. Observe occupational health and safety practices 2. Provide quality customer service 3. Comply with quality and ethical standards 4. Perform computer operations

Course Description: This course is designed to provide basic knowledge, skills, and desirable attitudes required of a Microfinance Loan Officer who plays an important role in the operation of a Microfinance Institution. It covers occupational health and safety, quality customer service, quality and ethical standards and computer operations in compliance with the standards of the microfinance industry. Graduates of this course are qualified to work as frontline staff in a microfinance institution.


1. Practice occupational health and safety procedures; 2. Provide quality service to clients; 3. Comply with quality and ethical standards; and 4. Perform basic computer applications.

Entry Requirements:

1. At least 16 years old 2. High school graduate 3. With good moral character 4. Physically and mentally fit



COURSE OUTLINE for Core Competencies – Loan Officer


Nominal Duration of the Course : 166 HOURS and 30 MINUTES


Unit of Competency:

1. Collect payments 2. Conduct weekly meetings 3. Process clients’ loan 4. Perform bookkeeping 5. Select potential area 6. Promote products and services 7. Form group of clients

Course Description: This course is designed to provide basic knowledge, skills, and desirable attitudes required of a Microfinance Loan Officer who plays an important role in the operation of a Microfinance Institution. It covers topics such as potential areas selection, products and services promotion, clients’ group organizing, conducting meetings, client’s loan processing, collection of payments, and basic bookkeeping in compliance with microfinance industry standards. It also includes acquisition of basic and common competencies identified in the competencies standards. Graduates of this course are qualified to work as frontline staff that implements programs and services of Microfinance Institutions.


1. Select potential areas; 2. Promote products and services; 3. Form clients into group; 4. Conduct meetings with clients; 5. Process clients’ loan; 6. Collect payments; and 7. Perform basic bookkeeping.

Entry Requirements:

1. At least 16 years old 2. High school graduate 3. With good moral character 4. Physically and mentally fit

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