CBC Agroentrepreneurship NCII

COMPETENCY-BASED CURRICULUM
AGROENTREPRENEURSHIP NC II
COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

COURSE DESIGN
COURSE TITLE : AGROENTREPRENEURSHIP

NOMINAL DURATION : 239 hours + SIL HOURS
QUALIFICATION LEVEL : NC II
COURSE DESCRIPTION:
The AGROENTREPRENEURSHIP NC II course consists of competencies that a person must achieve to assess market
opportunities, establish farm production plan, handle finances, and market produce.
A person who has achieved these competencies is competent to be:

 Marketing Coordinator
 Production Coordinator
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
Unit of Competency Module Title Learning Outcome Duration
Basic Competencies - 37 hours
Participate in workplace Participating in workplace Obtain and convey workplace information 6 hours
communication communication
Perform duties following workplace instructions
Complete relevant work related documents
Work in team Working in team Describe team role and scope 3 hours
environment environment Identify one’s role and responsibility within a team
Work as a team member

Solve/address general Solving/addressing Identify routine problems 3 hours
workplace problems general workplace
Look for solutions to routine problems
problems
Recommend solutions to problems
Develop career and life Developing career and life Manage one’s emotion 3 hours
decisions decisions Develop reflective practice
Boost self- confidence and develop self-regulation
Contribute to workplace Contributing to workplace Identify opportunities to do things better. 3 hours
innovation innovation
Discuss and develop ideas with others
Integrate ideas for change in the workplace
Present relevant Presenting relevant Gather data/ information 8 hours
information information Assess gathered data/ information
Record and present information

Practice occupational Practice occupational Identify OSH compliance requirements 4 hours
safety and health safety and health policies Prepare OSH requirements for compliance
policies and procedures and procedures
Perform tasks in accordance with relevant OSH
policies and procedures
Exercise efficient and Exercising efficient and Identify the efficiency and effectiveness of resource 3 hours
effective sustainable effective sustainable utilization
practices in the practices in the workplace Determine causes of inefficiency and/or
workplace ineffectiveness of resource utilization
Convey inefficient and ineffective environmental
practices
Practice entrepreneurial Practicing entrepreneurial Apply entrepreneurial workplace best practices 4 hours
skills in the workplace skills in the workplace
Communicate entrepreneurial workplace best
practices
Implement cost-effective operation
Common Competencies - 75 hours
Apply Safety Applying Safety Determine areas of concern for safety measures 24 hours
Measures in Farm Measures in Farm Apply appropriate safety measures
Operations Operations
Safe keep/ dispose tools, materials and outfit
Perform Performing Perform estimation 16 hours
Estimation and Estimation and Basic Perform basic workplace calculation
Basic Calculation Calculation
Provide Quality Providing Quality Update knowledge of products and services 17 hours
Customer Service Customer Service
Assess needs of new and existing clients
Conduct client satisfaction survey

Comply with Complying with Assess quality of received materials 18 hours

Quality and Quality and Ethical Assess own work/output
Ethical Standards Standards Submit oneself to third party assessment
Engage in quality improvement
Core Competencies - 144 hours

Assess Market Assessing Market Conduct market visits 40 hours
Opportunities Opportunities
Determine value adding activities
Prepare market plan
Establish Farm Establishing Farm Review farm production plan 32 hours
Production Plan Production Plan
Prepare farm production plan
Improve farm production plan
Handle Finances Handling Finances Prepare budget plan 24 hours
Apply budget plan
Invest farm income
Market Produce Marketing Produce Monitor prevailing price of produce 48 hours
Apply marketing strategies

Sell produce
LIST OF TOOLS, MATERIALS AND EQUIPMENT
TOOLS EQUIPMENT MATERIALS
QTY. QTY QTY.
ASSESS MARKET OPPORTUNITIES

1 pair Scissor 1 set Portable speaker with 10pcs Marking pen (permanent)
microphone
1 pc Stapler 1 unit camera phone 10pcs Marking pen (white board)/ chalk

1 Puncher 1 unit White / Black Board 25 pcs Ballpen
5 units Computer with printer, 25 pcs Pencil

document processor and
internet connection
5 Calculators 25 pcs Notebook
5 pcs Masking tape (1 inch)
1 roll Flipchart
100 pcs Manila paper
25 pcs Cartolina
1 pc Record book
2 reams Bond paper
1 box Staple wire
5 pcs Reference materials (manual,

guide book)
5 boxes Crayons (8 pcs/box)
ESTABLISH FARM PRODUCTION PLAN
1 pair Scissor 5 units Computer with printer, document processor 10 pcs Marking pen (permanent)
and
internet connection
1 pc Stapler 1 set Portable speaker and microphone 10pcs Marking pen (white board)/
chalk
1 Puncher 1 unit camera phone 25 pcs Ballpen
1 unit White / Black Board 25 pcs Pencil
5 Calculators 25 pcs Notebook

1 roll Flipchart
25 pcs Cartolina
1 pc Record book
2 reams Bond paper
1 box Staple wire

guide book)
HANDLE FINANCES
1 pair Scissor 1 set Portable speaker and microphone 10pcs Marking pen (permanent)
1 pc Stapler 1 unit camera phone 10pcs Marking pen (white board)/

chalk
1 Puncher 1 unit White / Black Board 25 pcs Ballpen
5 Calculators 5 units Computer with printer, document processor 25 pcs Pencil
and internet connection
25 pcs Notebook
1 roll Flipchart
25 pcs Cartolina
1 pc Record book

2 reams Bond paper
1 box Staple wire

guide book)
MARKET PRODUCE
1 pair Scissor 1 set Portable speaker and microphone 10pcs Marking pen (permanent)
1 pc Stapler 1 unit Camera phone 10pcs Marking pen (white board)/

chalk
1 Puncher 1 unit White/ Black Board 25 pcs Ballpen
5 Calculators 5 units Computer with printer, document processor 25 pcs Pencil

and internet connection
25 pcs Notebook
1 roll Flipchart
25 pcs Cartolina
1 pc Record book
2 reams Bond paper
1 box Staple wire

guide book)

TRAINING FACILITIES
Based on a class size of 25 students/trainees
SPACE REQUIREMENT SIZE IN AREA IN SQ. TOTAL GRAND TOTAL AREA IN SQ.
METERS METERS AREA IN SQ. METERS
METERS
A. Building (permanent) 125.00
Student/Trainee Lecture Area 2.00 x 1.00 per 2.00 per student 50.00
student/trainee
Learning Resource Center 3.00 x 5.00 15.00 15.00

Activity Room 30.00
including facilities:
- wash room 2.00
- store room - rest room (male, 2x1 16.00
female & PWD) 4x4 12.00
3x4
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.
ASSESSMENT METHODS
1. Written Examination
2. Demonstration
3. Interview / Oral questioning
4. Observation
COURSE DELIVERY (METHODOLOGY)
1. Institution-Based Learning
2. Enterprise-Based Training
3. Flexible Learning
4. Face-to-Face Learning Approach
5. Supervised Industry Learning

TRAINER QUALIFICATIONS FOR PROCESSED FOOD AND BEVERAGES SECTOR
Trainers who will deliver the training on

AGROENTREPRENEURSHIP NC II should be/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

BASIC COMPETENCIES

MODULES OF INSTRUCTION
BASIC COMPETENCIES
BASIC COMPETENCY : PARTICIPATE IN WORKPLACE COMMUNICATION
MODULE TITLE : PARTICIPATING IN WORKPLACE COMMUNICATION

MODULE DESCRIPTOR :
This module covers the knowledge, skills and attitudes required to gather, interpret and
convey information in response to workplace requirements.
NOMINAL DURATION : 4 hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/ trainees must be able to:
LO1. Obtain and convey workplace information

LO2. Complete relevant work related documents.
LO3. Participate in workplace meeting and discussion.

Details of Learning Outcomes:
LO1. OBTAIN AND CONVEY WORKPLACE INFORMATION
Assessment Criteria Contents Conditions Methodologies Assessment method

Specific relevant information is - Effective verbal and The students/  Group  Written test
accessed from appropriate non-verbal trainees must be discussion/interact  Practical
sources. communication provided with the ion performance test
following:  Assignment  interview
Effective questioning and - Different modes of  Writing method
active listening and speaking communication materials (pen  CBLM Online
are used to gather and convey & paper) activities (e.g. use
information. - Medium of  Reference of LMS and
communication in (books) emails)
Appropriate medium is used to the workplace manuals
transfer information and ideas.
- Organizational/
Appropriate non-verbal workplace policies
communication is used.
- Communication
Appropriate lines of procedures and
communication with superiors systems
and colleagues are identified
and followed. - Lines of
communication
Defined work procedures for
the location and storage of - Technology
information are used. relevant to the
enterprise and the
Personnel interaction is carried individual's work
out clearly and concisely. responsibilities
- Effective
questioning
techniques
(clarifying and
probing) Workplace
etiquette
LO2. PERFORM DUTIES FOLLOWING WORKPLACE INSTRUCTIONS

Written notices and - effective verbal and The students/  Group  Written test
instructions are read and non-verbal trainees must be discussion/interact  Practical
interpreted in accordance with communication provided with the ion performance test
organizational guidelines following:  Assignment  interview
- different modes of  Writing method
Routine written instruction is communication materials (pen  CBLM Online
followed based on established & paper) activities (e.g. use
- medium of  Reference of LMS and
procedures
communication in the (books) emails)
workplace
Feedback is given to manuals
workplace supervisor-based - organizational/
instructions/ information workplace policies
received
- communication
Workplace interactions are procedures and
conducted in a courteous systems
manner
- lines of
communication
Where necessary, clarifications
about routine workplace - technology relevant
procedures and matters to enterprise and the
concerning conditions of individual’s work
employment are sought and responsibilities
asked from appropriate
sources - effective questioning
techniques (clarifying
and probing)
Meetings outcomes are
interpreted and implemented. - workplace etiquette
LO3. COMPLETE RELEVANT WORK-RELATED DOCUMENTS

Range of forms relating to - effective verbal and The students/  Group  Written test
conditions of employment are non-verbal trainees must be discussion/interact  Practical
completed accurately and communication provided with the ion performance test
legibly following:  Assignment  interview
- different modes of  Writing method
Workplace data is recorded on communication materials (pen  CBLM Online
standard workplace forms and & paper) activities (e.g. use
- medium of  Reference of LMS and
documents
communication in the (books) emails)
workplace
Errors in recording information manuals
on forms/ documents are - organizational/
identified and acted upon workplace policies

- communication
procedures and
Reporting requirements to systems
supervisor are completed
according to organizational - lines of
guideline communication
- technology relevant
to enterprise and the
individual’s work
responsibilities
- effective questioning
techniques (clarifying
and probing)
- workplace etiquette
BASIC COMPETENCIES
BASIC COMPETENCY : WORK IN A TEAM ENVIRONMENT
MODULE TITLE : WORKING IN A TEAM ENVIRONMENT

MODULE DESCRIPTOR :
This module covers the knowledge, skills, and attitudes to identify one’s roles and
responsibilities as a member of a team.
Upon completion of this module the students/ trainees must be able to:
LO1. Describe and identify team role and responsibility in a team.

LO2. Identify own role and responsibility within team
LO3. Work as a team member

LO1.DESCRIBE TEAM ROLE AND RESPONSIBILITY IN A TEAM

Role and objective of the team - group structure The students/  Group discussion/  Written test
is identified. trainees must be interaction  Observation
- group development provided with the  Case studies  Simulation
Team parameters, following:  Simulation  Role playing
relationships and - sources of  SOP of  Online activities
responsibilities are identified. information workplace (e.g. use of LMS
 Job procedures and emails)
Individual role and  Client/supplier
responsibilities within team instructions
environment are identified.  Quality
standards
Roles and responsibilities of  Organizational
other team members are or external
identified and recognized. personnel
Reporting relationships within

team and external to team are
identified
LO2. IDENTIFY OWN ROLE AND RESPONSIBILITY WITHIN TEAM

Individual roles and - team roles and The students/  Group discussion/  Observation of work
responsibilities within the team objectives trainees must be interaction activities
environment are identified provided with the  Case studies  Observation
- team structure and following:  Simulation through simulation
parameters  SOP of  Online activities or role play
Roles and objectives of the
team is identified from workplace (e.g. use of LMS  Case studies and
- team development  Job procedures scenarios
available sources of and emails)
information  Client/supplier
- sources of
instructions
information
 Quality
Team parameters, reporting standards
relationships and  Organizational
responsibilities are identified or external
based on team discussions personnel
and appropriate external
sources
LO3. WORK AS A TEAM MEMBER

Effective and appropriate - communication The students/  Group discussion/  Observation of work
forms of communications are process trainees must be interaction activities
used and interactions provided with the  Case studies  Observation
undertaken with team - workplace following:  Simulation through simulation
members based on company communication  SOP of  Online activities or role play
practices protocol workplace (e.g. use of LMS  Case studies and
 Job procedures and emails) scenarios
- team planning and
Effective and appropriate  Client/supplier
decision making
contributions made to instructions
complement team activities  Quality
- team thinking
and objectives, based on standards
workplace context - team roles  Organizational
or external
Protocols in reporting are - process of team personnel
observed based on standard development
company practices
- workplace context
Contribute to the development

of team work plans based on
an understanding of team’s
role and objectives
BASIC COMPETENCIES
BASIC COMPETENCY : SOLVE/ ADDRESS GENERAL WORKPLACE PROBLEMS
MODULE TITLE :
SOLVING/ ADDRESSING GENERAL WORKPLACE PROBLEMS
MODULE DESCRIPTOR :
This module covers the knowledge, skills and attitudes required to apply problem-solving
techniques to determine the origin of problems and plan for their resolution. It also
includes addressing procedural problems through documentation, and referral.
Upon completion of this module, the trainee/student must be able to:
LO1. Identify routine problems

LO2. Look for solutions to routine problems
LO3. Recommend solutions to routine problems

LO1. IDENTIFY ROUTINE PROBLEMS

Routine problems or - Current industry The students/  Group discussion/  Observation of work
procedural problem areas hardware and trainees must be interaction activities
are identified software products provided with the  Case studies  Observation
and services following:  Simulation through simulation
Problems to be investigated  Workplace  Online activities or role play
are defined and determined - Industry  Code of ethics (e.g. use of LMS  Case studies and
maintenance,  Organizational and emails) scenarios
service and goals
helpdesk practices,  Handouts and
Current conditions of the
processes and PD-Social
problem are identified and
procedures Aspects CD’s
documented
on Problem
- Industry standard solving
diagnostic tools
Malfunctions and
resolutions
LO2. LOOK FOR SOLUTIONS TO ROUTINE PROBLEMS

Potential solutions to problem - current industry The students/  Group discussion/  Role play
are identified hardware and software trainees must be interaction  Interview
products and services provided with the  Case studies  Written examination
following:  Simulation
Recommendations about - industry service and  Organizational  Online activities
possible solutions are helpdesk practices, KRA (e.g. use of LMS
developed, documented, processes and  Work values and emails)
ranked and presented to procedures and ethics
appropriate person for decision  Company
- operating systems
policies and
standards
- industry diagnostic
tools  Sample job
targets
- malfunctions and  Learning guides
resolutions
- root cause analysis
LO3. RECOMMEND SOLUTIONS TO PROBLEMS

Implementation of solutions - standard procedures The students/  Group discussion/  Demonstration
are planned trainees must be interaction  Interview
- documentation provided with the  Film viewing  Written examination
Evaluation of implemented procedures following:  Role play/  Portfolio
solutions are planned  Organizational Simulation assessment
KRA  Online activities
 Work values (e.g. use of LMS
Recommended solutions are and ethics and emails)
documented and submit to  Company
appropriate person for policies and
confirmation standards
 Sample job
targets
 Learning guides
 CD’s on
problem solving

BASIC COMPETENCIES
BASIC COMPETENCY : DEVELOP CAREER AND LIFE DECISIONS
MODULE TITLE : DEVELOPING CAREER AND LIFE DECISIONS

MODULE DESCRIPTOR :
This module covers the knowledge, skills and attitudes in managing one’s emotions,
developing reflective practice, and boosting self-confidence and developing self-regulation.
LO1. Manage own emotion

LO2. Develop reflective practice
LO3. Boost self-confidence and develop self-regulation

LO1. MANAGE OWN EMOTIONS

Self-management strategies - Self-management The students/  Group discussion/  Role play
are identified strategies that assist in trainees must be interaction  Interview
regulating behavior provided with the  Simulation  Written examination
Skills to work independently and achieving following:  Demonstration/
and to show initiative, to be personal and learning  Access to practical hands-on
conscientious, and persevering goals (e. g. Nine self- workplace and exercises
management resources  Online activities
in the face of setbacks and
strategies according to  Case studies
frustrations are developed (e.g. use of LMS
Robert Kelley)
and emails)
- enablers and barriers
Techniques for effectively in achieving personal
handling negative emotions and career goals
and unpleasant situation in the
workplace are examined - techniques in
handling negative
emotions and
unpleasant situation in
the workplace such as
frustration, anger,
worry, anxiety, etc.
LO2. DEVELOP REFLECTIVE PRACTICE

Personal strengths and - Basic SWOT The students/  Group discussion/  Role play
achievements, based on self- analysis trainees must be interaction  Interview
assessment strategies and - Strategies to provided with the  Simulation  Written examination
teacher feedback are improve one’s following:  Demonstration/
contemplated attitude in the  Access to practical hands-on
workplace workplace and exercises
- Gibbs’s Reflective resources  Online activities
Progress when seeking and
Cycle/ Model  Case studies
responding to feedback from (e.g. use of LMS
(description,
teachers to assist them in and emails)
feelings, evaluation,
consolidating strengths,
analysis,
addressing weaknesses and
conclusion, and
fulfilling their potential are action plan)
monitored - Online activities
(e.g. use of LMS
and emails)
Outcomes of personal and
academic challenges by
reflecting on previous problem
solving and decision-making
strategies and feedback from
peers and teachers are
predicted
LO3. BOOST SELF-CONFIDENCE AND DEVELOP SELF-REGULATION

Efforts for continuous self- - Four components of The students/  Group discussion/  Role play
improvement are demonstrated self-regulation trainees must be interaction  Interview
based on Self- provided with the  Simulation  Written examination
Counter-productive tendencies Regulation Theory following:  Demonstration/
at work are eliminated (SRT)  Access to practical hands-on
- Personality workplace and exercises
development resources  Online activities
concepts  Case studies
Positive outlook in life are (e.g. use of LMS
- Self-help concepts
maintained and emails)
(e.g. 7 Habits by
Stephen Covey,
transactional
analysis, psycho-
spiritual concepts)

BASIC COMPETENCIES
BASIC COMPETENCY : CONTRIBUTE TO WORKPLACE INNOVATION
MODULE TITLE : CONTRIBUTING TO WORKPLACE INNOVATION

MODULE DESCRIPTOR :
This module covers the knowledge, skills and attitudes required to make a pro-active and positive
contribution to workplace innovation.
LO1. Identity 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

Opportunities for - Roles of individuals The students/  Group discussion/  Situation analysis
improvement are identified in suggesting and trainees must be interaction  Interview
proactively in own area of making provided with the  Simulation  Practical
work improvements following:  symposium examinations
- Positive impacts  Pens, papers  group dynamics  Written examination
and challenges in and writing
Information are gathered and  Online activities
innovation implements
reviewed which may be (e.g. use of LMS
- Types of changes  White board
relevant to ideas and which and emails)
and responsibility
might assist in gaining support  Manila papers
- Seven habits of
for idea highly effective
people

LO2. DISCUSS AND DEVELOP IDEAS WITH OTHERS

People who could provide - Roles of individuals The students/  Group discussion/  Situation analysis
input to ideas for in suggesting and trainees must be interaction  Interview
improvements are identified making provided with the  Simulation  Practical
improvements following:  symposium examinations
Ways of approaching people to - Positive impacts  Pens, papers  group dynamics  Written examination
begin sharing ideas are and challenges in and writing  Online activities
selected innovation implements (e.g. use of LMS
- Types of changes  White board and emails)
and responsibility
Meeting is set with relevant  Manila papers
- Seven habits of
people highly effective
people
Ideas for follow up are review
and selected based on
feedback
Critical inquiry method is used

to discuss and develop ideas
with others

LO3.INTEGRATE IDEAS FOR CHANGE IN THE WORKPLACE

Critical inquiry method is used - Roles of individuals The students/  Group discussion/  Situation analysis
to integrate different ideas for in suggesting and trainees must be interaction  Interview
change of key people making provided with the  Simulation  Practical
improvements following:  symposium examinations
Summarizing, analyzing and - Positive impacts  Pens, papers  group dynamics  Written examination
generalizing skills are used to and challenges in and writing  Online activities
extract salient points in the innovation implements (e.g. use of LMS
- Types of changes  White board
pool of ideas and emails)
and responsibility
 Manila papers
- Seven habits of
Reporting skills are likewise highly effective
used to communicate results people
Current Issues and concerns

on the systems, processes and
procedures, as well as the
need for simple innovative
practices are identified

BASIC COMPETENCIES
BASIC COMPETENCY : PRESENT RELEVANT INFORMATION
MODULE TITLE : PRESENTING RELEVANT INFORMATION

MODULE DESCRIPTOR :
This module 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

Evidence, facts and - Organizational The students/  Group discussion/  Situation analysis
information are collected. protocols trainees must be interaction  Interview
- Confidentiality provided with the  Simulation  Practical
- Accuracy following:  symposium examinations
Evaluation, terms of reference - Business  Pens, papers  group dynamics  Written examination
and conditions are reviewed to mathematics and and writing  Online activities
determine whether statistics implements (e.g. use of LMS
data/information falls within - Data analysis  White board and emails)
project scope. techniques/procedu
 Manila papers
res
- Reporting
requirements to a
range of audiences
- Legislation, policy
and procedures
relating to the
conduct of
evaluations
- Organizational
values, ethics and
codes of conduct

LO2. ASSESS GATHERED DATA/ INFORMATION

Validity of data/ information is - Business The students/  Group discussion/  Situation analysis
assessed mathematics and trainees must be interaction  Interview
statistics provided with the  Simulation  Practical
Analysis techniques are - Data analysis following:  symposium examinations
applied to assess data/ techniques/procedu  Pens, papers  group dynamics  Written examination
information res and writing  Online activities
- Reporting implements (e.g. use of LMS
requirements to a  White board
Trends and anomalies are and emails)
range of audiences
identified  Manila papers
- Legislation, policy
and procedures
Data analysis techniques and relating to the
procedures are documented conduct of
evaluations
- Organizational
Recommendations are made values, ethics and
on areas of possible codes of conduct
improvement

LO3. RECORD AND PRESENT INFORMATION

Studied data/information are - Data analysis The students/  Group discussion/  Situation analysis
recorded techniques/procedu trainees must be interaction  Interview
res provided with the  Simulation  Practical
Recommendations are - Reporting following:  symposium examinations
analyzed for action to ensure requirements to a  Pens, papers  group dynamics  Written examination
they are compatible with the range of audiences and writing  Online activities
- Legislation, policy implements
project’s scope and terms of (e.g. use of LMS
and procedures  White board
reference and emails)
relating to the
 Manila papers
conduct of
Interim and final reports are evaluations
analyzed and outcomes are - Organizational
compared to the criteria values, ethics and
established at the outset codes of conduct
Findings are presented to

stakeholders

BASIC COMPETENCIES
BASIC COMPETENCY : PRACTICE OCCUPATIONAL SAFETY AND HEALTH POLICIES AND PROCEDURES
MODULE 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, and perform tasks in accordance
with relevant OSH policies and procedures.
LO1. Identity OSH compliance requirements

LO2. Prepare OSH requirements for compliance
LO3. Perform tasks in accordance with relevant OSH policies and procedures

LO1. IDENTIFY OSH COMPLIANCE REQUIREMENTS

Relevant OSH requirements, - OSH preventive The students/  Group discussion/  Observation
regulations, policies and and control trainees must be interaction  Demonstration with
procedures are identified in requirements provided with the  Film viewing oral questioning
accordance with workplace - Hierarchy of following:  group dynamics  Third party report
policies and procedures controls  Facilities,  self-pace
- Hazard prevention materials tools  Online activities
and control and equipment
OSH activity non-conformities (e.g. use of LMS
- General OSH necessary for
are conveyed to appropriate and emails)
principles the activity
personnel
- Work standards and
procedures
- Safe handling
OSH preventive and control procedures of tools,
requirements are identified in equipment and
accordance with OSH work materials
policies and procedures - Standard
emergency and
procedures in the
workplace

LO2. PREPARE OSH REQUIREMENTS FOR COMPLIANCE

OSH work activity material, - Resources The students/  Group discussion/  Observation
tools and equipment necessary to trainees must be interaction  Demonstration with
requirements are identified in execute hierarchy provided with the  Film viewing oral questioning
accordance with workplace of controls following:  group dynamics  Third party report
policies and procedures - General OSH  Facilities,  self-pace  simulation
principles materials tools  Online activities
- Work standards and and equipment
Required OSH materials, tools (e.g. use of LMS
procedures necessary for
and equipment are acquired in and emails)
- Safe handling the activity
accordance with workplace
procedures of tools,
policies and procedures
equipment and
materials
- Different OSH
Required OSH materials, tools control measures
and equipment are arranged/
placed in accordance with
OSH work standards
LO3.PERFORM TASKS IN ACCORDANCE WITH RELEVANT OSH POLICIES

Relevant OSH work - OSH standards The students/  Group discussion/  Observation
procedures are identified in - Industry related trainees must be interaction  Demonstration with
accordance with workplace work activities provided with the  Film viewing oral questioning
policies and procedures - General OSH following:  group dynamics  Third party report
principles  Facilities,  self-pace
Work Activities are executed in - OSH violations materials tools  Online activities
- Non-compliance and equipment
accordance with OSH work (e.g. use of LMS
work activities necessary for
standards and emails)
the activity
Non-compliance work activities

are reported to appropriate
personnel
BASIC COMPETENCIES
BASIC COMPETENCY : EXERCISE EFFICIENT AND EFFECTIVE SUSTAINABLE PRACTICES
IN THE WORKPLACE
MODULE TITLE :
EXERCISING EFFICIENT AND EFFECTIVE SUSTAINABLE PRACTICES IN THE
WORKPLACE
MODULE DESCRIPTOR :
This module covers the knowledge, skills and attitudes 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
Details of Learning Outcomes

LO1. IDENTIFY THE EFFICIENCY AND EFFECTIVENESS OF RESOURCE UTILIZATION

Required resource utilization in - Importance of The students/  Group discussion/  Demonstration
the workplace is measured environmental trainees must be interaction  Oral questioning
using appropriate techniques literacy provided with the  Film viewing  Written examination
- Environmental work following:  group dynamics
Data are recorded in procedures  Workplace  self-pace
accordance with workplace - Waste minimization  Tools, materials  Online activities
protocol - Efficient energy and equipment (e.g. use of LMS
consumptions relevant to the and emails)
tasks
Recorded data are compared  PPE
to determine the efficiency and  Manuals and
effectiveness of resource references
utilization according to
established environmental
work procedures
LO2. DETERMINE CAUSES OF INEFFICIENCY AND/OR INEFFECTIVENESS OF RESOURCE UTILIZATION

Potential causes of inefficiency - Causes of The students/  Group discussion/  Demonstration
and/or ineffectiveness are environmental in trainees must be interaction  Oral questioning
listed efficiencies and in provided with the  Film viewing  Written examination
effectiveness following:  group dynamics
Causes of inefficiency and/or  Workplace  self-pace
ineffectiveness are identified  Tools, materials  Online activities
through deductive reasoning and equipment (e.g. use of LMS
relevant to the and emails)
tasks
Identified causes of inefficiency  PPE
and/or ineffectiveness are  Manuals and
validated thru established references
environmental procedures
LO3.CONVEY INEFFICIENT AND INEFFECTIVE ENVIRONMENTAL PRACTICES

Efficiency and effectiveness of - Appropriate The students/  Group discussion/  Demonstration
resource utilization are personnel to trainees must be interaction  Oral questioning
reported to appropriate address the provided with the  Film viewing  Written examination
personnel environmental following:  group dynamics
hazards  Workplace  self-pace
Concerns related resource - Environmental  Tools, materials  Online activities
corrective actions and equipment
utilization are discussed with (e.g. use of LMS
appropriate personnel relevant to the and emails)
tasks
 PPE
Feedback on information/  Manuals and
concerns raised are clarified references
with appropriate personnel

BASIC COMPETENCIES
BASIC COMPETENCY : PRACTICE ENTREPRENEURIAL SKILLS IN THE WORKPLACE
MODULE 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
Good practices relating to - Workplace best The students/  Group discussion/  Interview
workplace operations are practices, policies trainees must be interaction  Third party report
observed and selected and criteria provided with the  Film viewing
following workplace policy - Resources following:  group dynamics
utilization  simulated or  self-pace
Quality procedures and - Ways in fostering actual  Online activities
practices are complied with entrepreneurial workplace (e.g. use of LMS
attitudes:  tools, materials
according to workplace and emails)
requirements  Patience and supplies
 Honesty needed to
 Quality- demonstrate
consciousness the required
Cost-conscious habits in
 Safety- tasks
resource utilization are applied
consciousness  references and
based on industry standards
 resourcefulness manuals
▪ enterprise
procedures
manuals
▪ company
quality policy
LO2.COMMUNICATE ENTREPRENEURIAL WORKPLACE BEST PRACTICES

Observed good practices - Workplace best The students/  Group discussion/  Interview
relating to workplace practices, policies trainees must be interaction  Third party report
operations are communicated and criteria provided with the  Film viewing
to appropriate person - Resources following:  group dynamics
utilization  simulated or  self-pace
Observed quality procedures - Ways in fostering actual  Online activities
and practices are entrepreneurial workplace (e.g. use of LMS
attitudes:  tools, materials
communicated to appropriate and emails)
person  Patience and supplies
 Honesty needed to
 Quality- demonstrate
consciousness the required
Cost-conscious habits in
 Safety- tasks
resource utilization are
consciousness  references and
communicated based on
 resourcefulness manuals
industry standards
▪ enterprise
procedures
manuals
▪ company
quality policy
LO3. IMPLEMENT COST-EFFECTIVE OPERATIONS

Preservation and optimization - Optimization of The students/  Group discussion/  Interview
of workplace resources is workplace trainees must be interaction  Third party report
implemented in accordance resources provided with the  Film viewing
with enterprise policy - 5S procedures and following:  group dynamics
concepts  simulated or  self-pace
Judicious use of workplace - Criteria for cost- actual  Online activities
effectiveness workplace
tools, equipment and materials (e.g. use of LMS
- Workplace  tools, materials
are observed according to and emails)
productivity and supplies
manual and work requirements
- Impact of needed to
entrepreneurial
Constructive contributions to demonstrate
mindset to
office operations are made the required
workplace
according to enterprise tasks
productivity
requirements. - Ways in fostering  references and
entrepreneurial manuals
attitudes: ▪ enterprise
Ability to work within one’s  Quality- procedures
allotted time and finances is consciousness manuals
▪ company
sustained  Safety-
consciousness quality policy

COMMON COMPETENCIES

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.
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

Work tasks are identified in - Different work tasks The students/  Group discussion/  Demonstration
line with farm operations in farm operations trainees must be interaction  Written examination
- Place and time for provided with the  Film viewing  Oral questioning
Place for safety measures implementation of following:  group dynamics  Third party report
are determined in line with safety measures ▪ PPE and  self-pace
farm operations - Different hazards in guide on how  Online activities
the workplace it is checked (e.g. use of LMS
Time for safety measures - Types of tools, and worn and emails)
materials and outfits ▪ CBLM
are determined in line with
- Preparation of tools, ▪ Tools,
farm operations materials and outfits materials and
- Safety measures in outfits in line
a workplace during with job
Appropriate tools, materials farm operations
and outfits are prepared in requirements
(e.g. first aid
line with job requirements ▪ First aid kit
procedures)

LO2.APPLY APPROPRIATE SAFETY MEASURES

Tools and materials are used - Uses and functions The students/  Group discussion/  Demonstration
according to specifications and of tools trainees must be interaction  Written examination
procedures - Outfits and proper provided with the  Film viewing
wearing following:  group dynamics
Outfits are worn according to - Expiration/ shelf life  simulated or  self-pace
farm requirements of materials actual  Online activities
- Proper disposal of workplace (e.g. use of LMS
Effectivity/shelf life/expiration of expired materials  tools, materials and emails)
materials are strictly observed - Environmental rules and supplies
and regulations needed to
Emergency procedures are - Disaster Risks and
demonstrate
known and followed to ensure a Reduction
the required
safe work requirement management
tasks
- Emergency
procedures  references and
- Hazards manuals
Hazards in the workplace are
identified and reported in line identification and  CBLM
with farm guidelines reporting  Samples of
- Climate change workplace
adaptation and safety and
mitigation requirements:
- Communication ▪ Health/
skills medical
- Occupational safety certificate
and health ▪ DOLE
standards farm requirements
requirements and ▪ BFAD
guidelines requirements

LO3. SAFEKEEP/ DISPOSE TOOLS, MATERIALS AND OUTFIT

Used tools and outfit are - Procedures of The students/  Group discussion/  Demonstration
cleaned after use and stored in cleaning used tools trainees must be interaction  Written assessment
designated areas and outfits provided with the  Film viewing  Third party report
- Label and storage following:  group dynamics
Unused materials are properly unused materials  simulated or  self-pace
labeled and stored according to - Disposal of wastes actual  Online activities
manufacturer’s materials workplace (e.g. use of LMS
recommendation and farm - Manufacture’s  tools, materials and emails)
requirements recommendation on and supplies
keeping materials needed to
- Environmental rules
demonstrate
Waste materials are disposed and regulations
the required
according to manufacturers, tasks
government and farm  CBLM
requirements  Cleaning tools
and agents

COMMON COMPETENCIES
COMMON COMPETENCY PERFORM ESTIMATION AND BASIC CALCULATION
:
MODULE TITLE : PERFORMING ESTIMATION AND BASIC CALCULATION
This module covers the knowledge, skills and attitudes required to perform basic workplace
MODULE DESCRIPTOR : calculations.
LO1. Perform estimation

LO2. Perform basic workplace calculation

LO1. PERFORM ESTIMATION

Job requirements are identified - Job requirements/ The students/  Demonstration  Demonstration
from written or oral labor needs trainees must be  Group discussion/  Written assessment
communications - Calculations of provided with the interaction  Oral questioning
quantities of following:  Film viewing
Quantities of materials and materials and  tools, materials  group dynamics
resources required to complete resources required and supplies
a work task are estimated  self-pace
- Calculation of time needed to  Online activities
for job completion demonstrate
The time needed to complete a - Preparation of (e.g. use of LMS
the required and emails)
work activity is estimated estimate report tasks
- Basic mathematics
 references and
Accurate estimate for work operations
manuals
completion are made - Percentage and
ratios  CBLM
- Unit of conversion  Calculator
Estimate of materials and  Computer with
resources are reported to document
appropriate person processor,
application
software,
printer and
internet
connection

LO2. PERFORM BASIC WORKPLACE COMPUTATION

System and units of - Four basic The students/  Group discussion/  Demonstration
measurement to be followed mathematical trainees must be interaction  Written assessment
are ascertained operation provided with the  Film viewing  Oral questioning
- System and units of following:  group dynamics
Calculation needed to complete measurements  tools, materials  self-pace
work tasks are performed using - Fraction, and supplies
the four basic mathematical  Online activities
percentage and needed to
operation (e.g. use of LMS
ratio demonstrate and emails)
- Material take off the required
Calculate whole fraction, - Materials costing
percentage and mixed when tasks
are used to complete the  references and
instructions manuals
 CBLM
 Calculator
Number computed is checked  Computer with
following work requirements document
processor,
application
software,
printer and
internet
connection

COMMON COMPETENCIES
COMMON : PROVIDE QUALITY CUSTOMER SERVICE
COMPETENCY
MODULE 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

Products and/or services to be - Introduction to The students/  demonstartion  Demonstration
marketed are identified, microfinance trainees must be  Group discussion/  Written assessment
familiarized with and fully - Organization profile provided with the interaction  Oral questioning
understood - MFIs products and following:  Film viewing
services(financial  tools, materials  group dynamics
Information on programs is and non-financial): and supplies
accessed  self-pace
 Loans needed to  Online activities
 Savings demonstrate
 Insurance (e.g. use of LMS
Knowledge on products, the required
services and programs are  Trainings and emails)
tasks
updated  Marketing
 references and
assistance
manuals
- MFIs programs
- Organization  pen, paper,
Additional information on
products, services and procedures and computer and
programs are prepared processes in communication
providing quality apps
customer service  sample
- Work values and brochures o
ethics: products,
 Quality services and
consciousness programs
 Proactive
 Patience
- Information on
products, services
and programs
LO2. ASSESS NEEDS OF NEW AND EXISTING CLIENTS

Active listening is used to - Methods of The students/  demonstration  Demonstration
gather information from clients assessing needs of trainees must be  Group discussion/  Written assessment
new and existing provided with the interaction  Oral questioning
Orientation on client’s and use of following:  Film viewing
products/services, program instruments:  tools, materials  group dynamics
and policies are conducted  Interviewing and supplies  self-pace
 Observation needed to  Online activities
 Focus group demonstrate
Identified related or applicable discussion (e.g. use of LMS
needs of clients based on the the required and emails)
 Needs survey tasks
products/services and program - Procedures in
being offered  references and
conducting product
manuals
and service
orientation of clients  audio/ video
Provided clients with courteous
- Procedures in recorder
and professional treatment
assessing needs of  instruments
throughout the interaction
new and existing used in
using interactive
clients assessing
communication
- Procedure in needs
innovating products
Inquiries, concerns and
and services
comments are responded to - Guidelines on
promptly and accurately in recording and
accordance with organization’s reporting client’s
policies needs
Recorded all the gathered - Work values and
information given by the clients ethics:
 Quality
consciousness
 Proactive
 Patience
 Vigilance
 Sincerity
 Integrity
 commitment
LO3. CONDUCT CLIENT SATISFACTION SURVEY

Client satisfaction survey is - Client satisfaction The students/  demonstration  Demonstration
administered survey trainees must be  Group discussion/  Written assessment
methodologies: provided with the interaction  Oral questioning
Survey results are collated and  Interviewing following:  Film viewing
analyzed  Observation  tools, materials  group dynamics
 Focus group and supplies  self-pace
discussion needed to
Positive and negative results  Online activities
 Structured field demonstrate
are defined survey (e.g. use of LMS
the required and emails)
- Survey process tasks
(online or face to
Negative feedbacks are well  references and
face):
addressed immediately manuals
 Purpose of
through appropriate survey  sample survey
communication strategies - Designing
instruments
survey  computer with
instruments document
- Designing processor,
interview and application
FGD guides software,
- Administering printer and
target internet
instruments connection

- Interviewing
target
respondents
- Conducting
FGD
- Data
processing,
analysis and
presentation
- recommendati
ons
 How feedback
from survey
results are
address
 Work values and
ethics:
- Quality
consciousnes
s
- Proactive
- Patience
sincerity
- Integrity
- Commitment
- courteous
 Report
generation

COMMON COMPETENCIES
COMMON COMPETENCY : COMPLY WITH QUALITY AND ETHICAL STANDARDS
MODULE TITLE :
COMPLYING WITH QUALITY AND ETHICAL STANDARDS
MODULE DESCRIPTOR :
This module covers the knowledge, skills and attitudes 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

LO1.ASSESS QUALITY OF RECEIVED MATERIALS

Work instruction is obtained - Standard operating The students/  Demonstration  Written assessment
and carried out in accordance procedures on trainees must be  Group (e.g. report
with standard operating receiving materials provided with the discussion/ generation,
procedures - Material descriptions following: interaction database)
and specifications  tools, materials  Film viewing  Oral questioning
Received materials are - Proper handling of and supplies  group dynamics
checked against workplace received materials
standards and specifications needed to  self-pace
- Procedures on demonstrate the
assessing quality of  Online activities
Defective materials are required tasks (e.g. use of LMS
received materials  references and
identified, reported and - Material defects and and emails)
isolated manuals (e.g.
their causes
sample SOP,
- Dealing with
Defective materials are enterprise
defective materials
repaired/replaced in requirements
- Reporting defective
accordance with workplace received materials and report
procedures - Total quality templates)
management/  computer with
improvement quality document
Defects and any identified assurance and processor,
causes are recorded and/or control work values application
reported to the concerned and ethics: software, printer
personnel in accordance with  Quality and internet
workplace procedures consciousness connection
 Honesty  sample
 Integrity defective
 Concern for materials
details
LO2. ASSESS OWN WORK/OUTPUT

Documentation relative to - Organization’s vision, The students/  Demonstration  Written assessment
qualitywithin the company mission, goals and trainees must be  Group (e.g. report
is identified and used objectives provided with the discussion/ generation,
- Organization following: interaction database)
Completed work is checked standards on quality  tools, materials  Film viewing  Demonstration
against workplace standards of work/output and supplies  group dynamics  Written examination
- Rights, roles and needed to  self-pace
responsibilities of demonstrate the
farmers  Online activities
Defects are identified and required tasks
- Assessment (e.g. use of LMS
corrected in accordance with  references and
the company quality standards methods on quality of and emails)
manuals (e.g.
work/output
sample SOP,
- Procedures on
enterprise
assessing quality of
requirements and
work/output
- Procedures on report templates)
identification of work  computer with
defects/deviations document
- Total quality processor,
management/ application
improvement quality software, printer
assurance and and internet
control work values connection
and ethics:  sample defective
 Quality materials
consciousness
 Honesty
 Integrity
 Concern for
details

LO3. SUBMIT ONESELF TO THIRD PARTY ASSESSMENT

Information on the quality - Organization’s vision, The students/  Demonstration  Written assessment
and other indicators of mission, goals and trainees must be  Group (e.g. report
performance are recorded objectives provided with the discussion/ generation,
in accordance with - Performance evaluation following: interaction database)
workplace procedures system and procedure  tools, materials  Film viewing  Demonstration
- Performance key result and supplies  group dynamics
areas and indicators needed to
In cases of deviations from  self-pace
- Procedures on third demonstrate the
specific quality standards,  Online activities
party assessment of required tasks
causes are documented (e.g. use of LMS
performance  references and
and reported in accordance and emails)
- Documentation of work
with the workplace’s manuals (e.g.
defects/deviations
standards operating sample SOP,
- Rectification of work/
procedures enterprise
output
requirements and
defects/deviations and
In cases of objections/ their causes report templates)
disagreements, reasons - Total quality  computer with
are expressed thru written management/ document
documentation improvement measures processor,
to improve work application
performance work software, printer
Settlements are sought in
values and ethics: and internet
accordance with company
 Humility connection
policies
 Fairness
 Integrity
 Patience
 Honesty
 Quality
consciousness

LO4.ENGAGE IN QUALITY IMPROVEMENT

Process improvement - Total quality The students/  Group  Written assessment
procedures are participated in management/improv trainees must be discussion/ (e.g. report
relative to workplace ement provided with the interaction generation,
assignment - Methods of quality following:  Film viewing database)
improvement  tools, materials  group dynamics  Oral questioning
Work is carried out in - Methods of and supplies  self-pace
accordance with process monitoring customer needed to  Online activities
service satisfaction demonstrate the
improvement procedures (e.g. use of LMS
- Conduct of trainings, required tasks and emails)
orientations and  references and
Services are delivered in exposures on
accordance with ethical manuals (e.g.
products, services
standards sample SOP,
and programs
enterprise
- Procedures in
requirements and
Quality service is monitored improving quality of
customer service: report templates)
to ensure client satisfaction
 Assessment of  computer with
clients’ needs document
Client’s needs are assessed processor,
 Monitoring quality
through conduct of application
of service
researches, focus group software, printer
 Identification of
discussions, and satisfaction and internet
needed
surveys/interviews improvement of connection
quality
 Reporting of
Trainings, orientations, and findings and
exposures are rendered to recommendations
ensure their understanding/  Intervention to
familiarization on products, improve quality
services and programs service to clients
- Professional and
ethical standards in
delivering services to
clients work values
and ethics:
 Quality
consciousness
 Honesty
 Integrity
 commitment
 patience

CORE COMPETENCIES

CORE COMPETENCIES
UNIT OF COMPETENCY : ASSESS MARKET OPPORTUNITIES
MODULE 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

Buyers are identified in the - Marketing and market The students/  Demonstration  Written assessment
local market following chain trainees must be  Group  Demonstration
industry practice - Marketing mix provided with the discussion/  Oral questioning
- Kinds of buyers following: interaction
Buyers are interviewed - Market mapping  Simulated or  Film viewing
according to industry - Procedures in actual workplace  Job shadowing
practice conducting informal  tools, materials  group dynamics
interview and needs and supplies
analysis  self-pace/
needed to individual study/
- Basis for choosing
Buyers are selected based demonstrate the self-reliant
buyers
on result of the interview required tasks learning
- Segmentation, targeting
 references and  Online activities
and positioning
Attitudes: manuals (e.g. use of LMS
 Resourcefulness  sample and emails and)
 Open-minded instruments for  video
 Enthusiastic interview and conferencing
patience survey

LO2.DETERMINING VALUE ADDING ACTIVITIES

Flow of produce from farm  Supply and demand The students/  Demonstration  Written assessment
to the selected buyer is - Product flow and value trainees must be  Group  Demonstration
determined based on the addition provided with the discussion/  Oral questioning
established industry - Marketing following: interaction  Observation
practices. arrangements  Simulated or  Film viewing
- Computation of sales, actual workplace  Job shadowing
Value adding activities are cost and profit relevant  tools, materials  group dynamics
identified based on to value adding and supplies  self-pace/
requirements of selected activities needed to individual study/
- Selection of values demonstrate the
buyer requirements self-reliant
adding activities required tasks
- Ideation, innovation and learning
Comparative prices and  references and  Online activities
creativity
costs of value adding manuals (e.g. use of LMS
Attitudes:
activities are computed  Business minded and emails and)
based on industry practice  Openness  video
 Practical conferencing
Value adding activities are  Decisive
selected based on buyers’  enthusiastic
requirement

LO3. PREPARE MARKET PLANS
Marketing objective is - Marketing objective The students/  Demonstration  Written assessment
prepared according to the - Steps in product trainees must be  Group (prepare market
result of market research delivery provided with the discussion/ plan)
- Computation and following: interaction  Demonstration
Steps in the delivery of the estimation of sales,  Simulated or  Film viewing  Oral questioning
product to selected buyers cost and profit actual workplace  Job shadowing  Observation
are established based on - Procedures in  tools, materials  group dynamics
compiling details of and and supplies
objective set  self-pace/
preparing a marketing needed to
plan individual study/
Targeted sales, costs and demonstrate the self-reliant
- Market risks
marketing profit is required tasks learning
- Contingency plan
estimated based on  references and  Online activities
- Marketing mix
objective set Attitudes: manuals (e.g. use of LMS
 Business minded  sample and emails and)
 Diligent for marketing plan  video
Contingency plan is
formulated based on detailed work  computer with conferencing
market risks  Realistic document
 Motivated processor,
 decisive application
software, printer
Details of marketing plan is
and internet
compiled according to
connection
industry procedure

CORE COMPETENCIES
UNIT OF COMPETENCY : ESTABLISH FARM PRODUCTION PLAN
MODULE 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

Farm production - Basis farms/site The students/  Demonstration  Written assessment
performance is monitored assessment guide trainees must be  Group  Demonstration
according to industry - Gather information and provided with the discussion/  Oral questioning
standard. feedback following: interaction
- Types and use of farm  Simulated or  Film viewing
Information and feedback records actual workplace  Job shadowing
are gathered following - Importance of record  tools, materials  group dynamics
keeping and supplies
industry practices.  self-pace/
- Diversification of farm needed to
products individual study/
Record keeping is demonstrate the self-reliant
- Monitor of farm
practiced following required tasks learning
production performance
workplace procedures.  references and  Online activities
Attitudes:
 Honesty manuals (e.g. use of LMS
acceptance  sample farm and emails and)
Farm records are used
 Humility records (e.g.  video
according to industry
 Open-minded production conferencing
procedures.
performance)  benchmarking/
and database farm visit
 computer with
Improvements are selected
document
based on the result of the
processor,
review.
application
software, printer
and internet
connection

LO2.PREPARE FARM PRODUCTION PLAN

Farm production - Components of farm The students/  Demonstration  Written assessment
requirements are identified production plan trainees must be  Group (prepare production
based on market demand. - Supply plan provided with the discussion/ plan)
- Selection of other following: interaction  Demonstration
Farm Production activities appropriate farm  Simulated or  Film viewing  Oral questioning
and cost are determined product actual workplace  Job shadowing
based on accepted farming - Identify different  tools, materials  group dynamics
production risk and supplies
practices.  self-pace/
- Production module needed to
concept individual study/
Volume of harvest is demonstrate the self-reliant
- Contingency plan for
computed according to required tasks learning
production risks
actual production capacity.  references and  Online activities
- Farm production
activities(e.g. land manuals (e.g. use of LMS
preparation, planting  sample and emails and)
Alternative farm products
harvesting) templates (e.g.  video
are selected based on
Attitudes: farm production conferencing
market demand.
 Resourcefulness plan, production  benchmarking/
 Creative performance) farm visit
Contingency plan is  computer with
 Proactive
formulated based on farm document
 Information
production risks. processor,
seeking
 Patience application
Suppliers and providers are  Observant software, printer
selected based on and internet
preference/criteria. connection

LO3. IMPROVE FARM PRODUCTION PLAN

Farm production activities - Interpretation and The students/  Demonstration  Written assessment
and costing are adjusted analysis of the results trainees must be  Group  Demonstration
based on the result of of review provided with the discussion/  Oral questioning
review. - Adjustment of farm following: interaction
production activities  Simulated or  Film viewing
Selected improvements are and costing actual workplace  Job shadowing
- Application of selected  tools, materials
applied based on the result  group dynamics
improvements and supplies
of review. - Adjustment of projected  self-pace/
needed to individual study/
volume target demonstrate the self-reliant
Projected volume target is - Application of corrective
required tasks learning
adjusted based on the measures in line with
result of review. improvement
Attitudes: manuals (e.g. use of LMS
 Proactive  computer with and emails and)
 Information document  video
Corrective measures are processor,
seeking conferencing
applied based on the result application
 Patience  benchmarking/
of review software, printer
 Observant farm visit
and internet
connection

CORE COMPETENCIES
CORE COMPETENCY : HANDLE FINANCES
MODULE TITLE : HANDLING 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

Farm Cost are computed - Budget plan The students/  Demonstration  Written assessment
based on farm activities - Computation of farm trainees must be  Group (prepare production
budget provided with the discussion/ plan)
Financial Service Providers - Different financial following: interaction  Demonstration
are identified based on services and providers  Simulated or  Film viewing  Observation with
requirement - Criteria in selecting actual workplace  Job shadowing oral questioning
financial services and  tools, materials  group dynamics
providers and supplies
Sources of Financial - Simple analysis  self-pace/
Services are selected needed to individual study/
- Compilation of details
based on requirement demonstrate the self-reliant
of budget plan
- Goals, income,
expenses and savings
Details of budget plan are - Statement of financial manuals (e.g. use of LMS
compiled operation covering  sample budget and emails and)
(sale cost and profit plan, financial  video
computation) services and conferencing
Attitudes: providers  benchmarking/
 Patient  computer with farm visit
 Hardworking document
 Detail oriented processor,
 Cost-efficient application
 resourceful software, printer
and internet
connection

LO2.APPLY BUDGET PLAN

Membership requirements - Membership The students/  Demonstration  Written assessment
in an organization is requirements in an trainees must be  Group  Demonstration
complied based on organization provided with the discussion/  Observation with
standard procedures - Loan process and following: interaction oral questioning
payment  Simulated or  Film viewing
Loan application - Financing terms and actual workplace  Job shadowing
conditions  tools, materials
documents and  group dynamics
- 5 C’s of Credit and supplies
requirements are submitted  self-pace/
- Payment of financial needed to
based on industry individual study/
obligation
procedures demonstrate the self-reliant
Attitudes:
 Hardworking
Financing is availed based  references and  Online activities
 Disciplined
on farm plan schedule  Diligent manuals (e.g. use of LMS
 Accuracy  sample loan and emails and)
 Diplomatic application  video
Financial obligations are  Appreciative documents and conferencing
settled based on budget  Business minded membership  benchmarking/
allocation  Detail oriented requirements, farm visit
financial services
and providers
 computer with
document
processor,
application
software, printer
and internet
connection

LO3. INVEST FARM INCOME

Saving is practiced - Computation of The students/  Demonstration  Written assessment
following budget plan dividend trainees must be  Group  Demonstration
- Investment options/ provided with the discussion/  Oral questioning
Assets are acquired products following: interaction
- Acquisition of assets.  Simulated or  Film viewing
Farm expansion and actual workplace  group dynamics
diversification  tools, materials
Farm expansion and  self-pace
Attitudes: and supplies
diversification is funded  Online activities
 Calculated risk needed to
following budget plan taker (e.g. use of LMS
demonstrate the and emails and)
 Disciplined
required tasks
 Cost-efficient
 references and
 Business minded
manuals
 sample reporting
forms

CORE COMPETENCIES
UNIT COMPETENCY : MARKET PRODUCE
MODULE TITLE : MARKETING PRODUCE

MODULE DESCRIPTOR :
The module deals with the knowledge, skills and attitudes required of farm owner/agro-
entrepreneur 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

Major buyers and trading - Types of buyers and The students/  Demonstration  Written assessment
centers of the produce is trading centers trainees must be  Group  Demonstration
determined according to - Criteria in determining provided with the discussion/  Observation with
industry practice major buyers following: interaction oral questioning
- Supply and demand in  Simulated or  Film viewing
Information on price is relation to price actual workplace  Job shadowing
gathered following industry movements  tools, materials  group dynamics
- Sources of price and supplies
standard procedure  self-pace/
information needed to
- Procedures in recording individual study/
demonstrate the self-reliant
price information
Price information is required tasks learning
- Methods in monitoring
recorded following industry  references and  Online activities
prices
standard procedure - Computation of price manuals (e.g. use of LMS
 computer with and emails and)
document  Benchmarking/
processor, farm visit
application
software, printer
and internet
connection

LO2. APPLY MARKETING STRATEGIES

Collected information is - Types of collected The students/  Demonstration  Written assessment
used in strategizing to information trainees must be  Group  Demonstration
optimize sales and profit - Market strategizing provided with the discussion/  Observation with
according to standard - Computation on actual following: interaction oral questioning
marketing procedure sales, cost and profit  Simulated or  Film viewing
- Value addition actual workplace  Job shadowing
- Kinds of business  tools, materials
Value adding activities are  group dynamics
providers and supplies
applied to increase sales  self-pace/
- Collective/ group needed to
and profit based on market individual study/
marketing
plan demonstrate the self-reliant
- Types of collaboration
(coops, associations
Services of Business  references and  Online activities
and clusters)
development service (BDS) Attitudes: manuals (e.g. use of LMS
providers are identified  Business minded  sample and emails and)
based on industry practices  Team work marketing  Benchmarking/
 Work oriented operations and farm visit
 Cooperative strategies
Consolidation of produce
and group marketing is  Committed  computer with
done following industry  Honest document
practices.  Open minded processor,
application
software, printer
and internet
connection

LO3. SELL PRODUCE
1. Negotiation with buyers - Market negotiation The students/  Demonstration  Written assessment
and business - Marketing trainees must be  Group  Demonstration
development service arrangements provided with the discussion/  Observation with
providers are performed - Preparation of produce following: interaction oral questioning
according to industry - Product delivery  Simulated or  Film viewing
practice process with quality actual workplace  Job shadowing
handling and  tools, materials  group dynamics
2. Sales terms and traceability and supplies  self-pace/
conditions are established - Record keeping of needed to individual study/
and agreed following details of marketing demonstrate the self-reliant
marketing practices transaction required tasks learning
- Financial analysis of  references and  Online activities
3. Produce for selling is performance manuals (e.g. use of LMS
prepared according to - E-marketing  sample and emails and)
market requirements Attitudes: marketing  Benchmarking/
 Business minded operations and farm visit
4. Produce are delivered to  Team work strategies
buyers based on  Work oriented  computer with
agreement  Disciplined document
 Honest processor,
5. Marketing operation is  Cooperative application
assessed based on  committed software, printer
marketing practices and internet
connection
6. Details of marketing
transaction are recorded
and kept as reference
following industry practice

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COMPETENCY-BASED CURRICULUM

COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

COURSE TITLE : AGROENTREPRENEURSHIP

A person who has achieved these competencies is competent to be:

TRAINEE ENTRY REQUIREMENTS

 Able to read and write;

COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

Unit of Competency Module Title Learning Outcome Duration

Basic Competencies - 37 hours

Work as a team member

COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

Conduct client satisfaction survey

COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

Engage in quality improvement

Core Competencies - 144 hours

Apply marketing strategies

QTY. QTY QTY.

ASSESS MARKET OPPORTUNITIES

COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

5 units Computer with printer, 25 pcs Pencil

5 pcs Masking tape (1 inch)

100 pcs Manila paper

2 reams Bond paper

1 box Staple wire

5 pcs Reference materials (manual,

ESTABLISH FARM PRODUCTION PLAN

5 Calculators 25 pcs Notebook

COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

100 pcs Manila paper

2 reams Bond paper

1 box Staple wire

5 pcs Reference materials (manual,

5 boxes Crayons (8 pcs/box)

1 pc Stapler 1 unit camera phone 10pcs Marking pen (white board)/

5 pcs Masking tape (1 inch)

100 pcs Manila paper

COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

1 box Staple wire

5 pcs Reference materials (manual,

1 pc Stapler 1 unit Camera phone 10pcs Marking pen (white board)/

5 Calculators 5 units Computer with printer, document processor 25 pcs Pencil

5 pcs Masking tape (1 inch)

100 pcs Manila paper

2 reams Bond paper

1 box Staple wire

5 pcs Reference materials (manual,

5 boxes Crayons (8 pcs/box)

COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

Learning Resource Center 3.00 x 5.00 15.00 15.00

COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

COURSE DELIVERY (METHODOLOGY)

COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

Trainers who will deliver the training on

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

*Note: Consider iWER guidelines (apprenticeship) in converting training/seminar to industry experiences

COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

COMPETENCY-BASED CURRICULUM | AGROENTREPRENEURSHIP NC II GESTAAC, INC. | 2022

BASIC COMPETENCY : PARTICIPATE IN WORKPLACE COMMUNICATION