ANNEX R – TRAINER’S METHODOLOGY GUIDE (TMG)

Agarwood Farming NC I – NC III

1. Purpose of the Trainer’s Methodology Guide

This Trainer’s Methodology Guide (TMG) provides standardized yet flexible guidance for trainers delivering the Agarwood Farming NC I, NC II, and NC III programs under TESDA. It ensures consistency in competency-based delivery while allowing adaptation for barangay, LGU, ATI, SUC, and farm-based learning environments.

The TMG supports:

  • Competency-Based Training (CBT)
  • Farmer-centered and experiential learning
  • Environmental, safety, and ethical compliance
  • Progressive skills laddering (NC I → NC III)

2. Core Training Principles

2.1 Competency-Based Training (CBT)

  • Focus on what the trainee can do, not just what they know
  • Training organized around units of competency
  • Assessment is evidence-based and performance-oriented

2.2 Farmer-Centered Learning

  • Build on farmers’ existing knowledge and practices
  • Encourage peer learning, group discussion, and field demonstration
  • Use local language where appropriate

2.3 Experiential and Field-Based Approach

  • Minimum 60–70% hands-on activities
  • Use actual agarwood farms, demo plots, or learning sites
  • Integrate observation, practice, reflection, and feedback

2.4 Sustainability and Ethics

  • Reinforce DENR regulations on NTFPs
  • Promote ethical inoculation, harvesting, and traceability
  • Emphasize long-term plantation health over short-term gain

3. Delivery Methodologies by NC Level

NC I – Foundation (Operator Level)

Primary Methods:

  • Short lectures with visuals
  • Demonstration–practice cycles
  • Guided field activities

Trainer Role: Instructor–demonstrator

Key Focus:

  • Nursery work, site preparation
  • Tree establishment and basic care
  • Safety and environmental awareness

NC II – Production (Skilled Worker Level)

Primary Methods:

  • Problem-based learning
  • Small group field tasks
  • Supervised practice and coaching

Trainer Role: Coach–facilitator

Key Focus:

  • Tree health monitoring
  • Resin induction basics
  • Farm records and productivity

NC III – Supervision (Lead Farmer / Technician Level)

Primary Methods:

  • Case studies
  • Simulation exercises
  • Team-based planning activities

Trainer Role: Mentor–assessor-in-training

Key Focus:

  • Plantation planning and supervision
  • Compliance, reporting, and decision-making
  • Mentoring NC I–II level workers

4. Standard Session Flow (All NC Levels)

  1. Opening / Motivation
    • Clarify session objectives
    • Relate lesson to real farm experience
  2. Input / Demonstration
    • Short explanation (15–20 minutes max)
    • Live or video demonstration
  3. Guided Practice
    • Trainees perform task with supervision
    • Immediate correction and coaching
  4. Independent Practice
    • Trainees complete task independently
  5. Reflection and Feedback
    • Group sharing of observations
    • Trainer reinforces correct practices
  6. Documentation
    • Update logbooks, checklists, or farm records

5. Assessment Methodology

5.1 Formative Assessment

  • Observation checklists
  • Question-and-answer during practice
  • Peer feedback

5.2 Summative Assessment

  • Demonstration with evidence
  • Oral questioning
  • Portfolio review (photos, logs, reports)

5.3 Evidence Requirements

  • Completed task outputs
  • Compliance with safety and quality standards
  • Proper documentation

6. Tools and Training Resources

  • Demo agarwood trees (different ages)
  • Basic farm tools and PPE
  • Visual aids (charts, photos, videos)
  • Logbooks and reporting templates
  • Sample DENR and farm compliance forms

7. Adaptation for Barangay / LGU Delivery

  • Shorter sessions (2–4 hours)
  • Weekend or after-farm-hour schedules
  • Use of local dialect
  • Community demo plots
  • Integration with LGU or ATI programs

8. Trainer Qualifications and Responsibilities

Trainer Qualifications

  • TESDA-accredited trainer
  • Demonstrated agarwood farming experience
  • Familiarity with DENR and DA regulations

Trainer Responsibilities

  • Ensure safety and environmental compliance
  • Maintain training records
  • Prepare trainees for assessment
  • Coordinate with LGU, ATI, and partner agencies

9. Quality Assurance and Continuous Improvement

  • Post-training evaluation
  • Trainer reflection reports
  • Feedback from trainees and assessors
  • Periodic curriculum updates based on field data

Note: This TMG may be enhanced with the optional Oud Academia Seal to emphasize cultural heritage, storytelling, and ethical stewardship, without affecting TESDA accreditation.

The Trainer’s Methodology