COMMISSION ON INFORMATION AND
COMMUNICATIONS TECHNOLOGY
N ATIONAL ICT C OMPETENCY S TANDARD (NICS)
A DVANCED
PREFACE
The National ICT Competency Standard (NICS) - Advanced handbook lists and defines the advanced set of knowledge and skills that all Filipino ICT practitioners (non-professional or professional) across various agencies, industries and sectors, can and should be able to demonstrate at an advanced level of proficiency. It is intended as a measure for the ICT literacy of high school students, civil servants, and the vast workforce that benefit from the development of information and communications technology in the Philippines.
The NICS - Advanced was based on a broad comparative research on current industry practices in other countries, and was developed in consultation with various government and private agencies, institutions, and stakeholders. It deliberately avoids reference to specific vendors, versions, or equipment, thus, making it adaptable to various platforms. Alternatively, it prescribes essential standards that comply with universal requirements of competency drawn from recognized international ICT competency development groups such as the NWCET, ISTE, IFIP, ICDL, MCREL, EDC, and others.
Effectively, the NICS - Advanced serves as a snapshot of existing industry standards and as a blueprint for ICT capability building for forward-looking agencies, institutions and organizations. Through the creative and productive use of the standards to their own operations, organizations can use it as a benchmark by which basic and advanced competencies of their ICT workforce can be assessed.
In its most basic form, NICS - Advanced serves as a tool for gauging ICT literacy levels using qualitative indicators of skills and knowledge in four key areas of competency, referred to as Skill Set Divisions, namely: Advanced Word Processing, Advanced Spreadsheet, Database, and Desktop Publishing.
The standards and indicators are presented using straightforward descriptions of the procedures and steps involved in each operation. They facilitate understanding and interpretation of the standards. The table of underpinning knowledge is an inventory of the advanced ICT concepts that comprise the core competencies in each Skill Set Division.
The NICS – Advanced is a milestone effort that ushers related initiatives to bridge the digital divide that can be the standardization and leveling of the expectations on ICT literacy across various industries, agencies and sectors.
INTRODUCTION
The National ICT Competency Standard (NICS) – Advanced defines the knowledge and skills an individual must possess at an advanced level of competency. It anticipates that the individual has already mastered the knowledge and skills outlined in the National ICT Competency Standard – Basic Level.
NICS – Advanced is a higher-level standard designed to build on the NICS – Basic. It is the logical progression for individuals who have achieved their core NICS – Basic competencies and who wish to further enhance their skills and knowledge and to demonstrate their competence in using a computer at a higher level.
NICS – Advanced covers the following areas:
• Advanced Word Processing
• Advanced Spreadsheet
• Database
• Desktop Publishing
CONTENTS
DEFINITION OF TERMS...1
UNDERSTANDING THE STRUCTURE...2
WORD PROCESSING ...3
SPREADSHEET ...7
DATABASE ...9
DESKTOP PUBLISHING...12
REFERENCES...15
DEFINITION OF TERMS
Information & Communications Technology (ICT)
Information and Communications Technology" (ICT) is defined as the totality of electronic means to collect, store, process and present information to end-users in support of their activities. It consists, among others, of computer systems, office systems and consumer electronics, as well as networked information infrastructure, the components of which include the telephone system, the Internet, fax machines and computers
ICT Literacy
More than being able to use the computer; having knowledge or competence in ICT; the degree to which individuals are familiar with computer operating systems and applications.
ICT Literate
Individuals who are able to demonstrate the right knowledge, skills and attitude in the use of ICT
Standard
Conventionally, a standard is defined as an accepted or approved example or technique against which other things are judged or measured, or which sets out a set of criteria that serves as a guideline for how something should be done;
accepted level and scope of attainment of proficiency; a reference point against which other things are judged or measured. In the handbook, the term is used to refer to concise statements that describe the key area of competency.
Competency
Knowledge, skill, ability, or characteristic associated with high performance on a job. Some definitions of competency include motives, beliefs, and values.
Competencies can also help distinguish high performance from average and low performance; a desirable quality or behavior; a performance indicator
UNDERSTANDING THE STRUCTURE
The NICS - Advanced is a wealth of information presented in a very compact form comprising the following elements:
Standard Title
The Standard Title is a concise statement that describes the key area of competency.
Standard Descriptor
The Standard Descriptor is a brief description of the skills set covered by the standard.
Statements
Statements describe in outcome terms the key areas of competence covered by the standard. Statements are focused on performance and are demonstrable.
Indicators
The Indicators identify the actions an individual would normally take to perform the area of competence detailed in the relevant statement.
They are specific evidence of the achievement of a defined skill or knowledge level or the competent completion of a task.
Underpinning Knowledge
Underpinning Knowledge identifies the essential areas of learning and understandings that underpin the area of competence described in the standard. It also indicates broad areas of learning and development that an individual might consider to strengthen this specific area of competence.
Sample Entry
Statements Standard
Standard Descriptor
Indicators
Underpinning Knowledge
SKILL SET DIVISION A WORD PROCESSING
Competency Descriptor:
This standard covers the advanced concepts of word processing. It presents the requirements to produce advanced word processing document outputs, illustrate sophisticated typographical, formatting, and layout options, and use macros to automate actions.
Standard 1: Apply advanced text editing options
Indicators:
• Apply strikethrough, superscript, and subscript, etc.
• Apply animated text options
• Use automatic text correction
• Use AutoText
• Use text wrapping
• Use text orientation
Standard 2: Apply advanced paragraph editing
Indicators:
• Apply widow and orphan controls to paragraphs
• Use text and paragraph styles
• Create user-defined text and paragraph styles
• Modify existing text and paragraph styles Standard 3: Apply document templates
Indicators:
• Modify existing options in a template
• Create a new template based on an existing template
Standard 4: Use collaborative editing
Indicators:
• Add, edit or remove comments
• Use highlighting options to track changes
• Accept or reject changes in a document Standard 5: Add columns to document
Indicators:
• Create multiple columns
• Modify column width and spacing
• Insert a column break
• Delete a column break
Standard 6: Create sections in a document
Indicators:
• Apply section breaks on the same page
• Apply section breaks for succeeding pages Standard 7: Use macros to automate tasks
Indicators:
• Record a simple macro
• Run a macro
• Assign a macro to a button in a toolbar
• Assign a shortcut key to a macro
Standard 8: Create letters using Mail Merge
Indicators:
• Create a mailing list or other data file
• Merge a mailing list with a letter document or a label document
• Print merged letters
• Print envelopes and labels
Standard 9: Print selected pages of a document
Indicators:
• Print odd pages only
• Print even pages only
• Print different sections of a document
Standard 10: Secure documents using passwords
Indicators:
• Add password protection to a document
• Remove password protection from a document
Standard 11: Customize the word processing application
Indicators:
• Specify user-defined settings for the applications
Underpinning Knowledge:
• Text Formatting Options
• AutoCorrect
• AutoText
• Paragraph Formatting Options
• Styles
• Templates
• Comments
• Document Tracking
• Columns
• Breaks
• Breaks
• Macros
• Mail Merge
• Printing Documents
• Security
• Saving Documents
• Application Settings
SKILL SET DIVISION B SPREADSHEET
Competency Descriptor:
This standard covers the advanced concepts of spreadsheet. It presents the requirements to produce advanced spreadsheet outputs, edit and enhance numeric, text, and graphical data, use functions, and available analysis tools, and run macros to automate actions.
Standard 1: Link data
Indicators:
• Link data within a worksheet
• Link data between worksheets
• Link data between workbooks
• Link data into a word processing document Standard 2: Use advanced functions
Indicators:
• Use date and time functions
• Use mathematical functions
• Use statistical functions
• Use text functions
• Use lookup and reference functions
• Use logical functions
Standard 3: Use data analysis tools
Indicators:
• Create a pivot table
• Create totals using the Subtotals feature
Standard 4: Use macros to automate tasks
Indicators:
• Record a simple macro
• Run a macro
• Assign a macro to a button in a toolbar
• Assign a shortcut key to a macro
Standard 5: Secure workbook using passwords
Indicators:
• Add password protection to a workbook
• Remove password protection from a workbook
Underpinning Knowledge:
• Copy and Paste
• Creating Formula
• Manipulating Worksheets
• Creating Formula
• Using Functions
• Functions
• Creating Formula
• Linking Worksheets
• Macros
• Security
• Saving Workbooks
SKILL SET DIVISION C DATABASE
Competency Descriptor:
This standard covers the requirements to understand the main concepts of databases and demonstrate the ability to use a database on a computer.
Standard 1: Discuss database concepts
Indicators:
• Define what a database is
• Discuss how a database is organized
• Explain the concepts of primary key, index, and relationship
Standard 2: Use a database application
Indicators:
• Open a database application
• Open an existing database
• Create a new database
• Save a database to a location
• Close a database
Standard 3: Manage tables
Indicators:
• Create and save a table
• Specify fields with their data types
• Add, delete, and edit records in a table
• Add a field to an existing table
• Add and modify data in a record
Standard 4: Define keys
Indicators:
• Define a primary key
• Index a field
Standard 5: Apply table layout design
Indicators:
• Change table format attributes
• Apply validation rules
• Change column width
Standard 6: Create table relationship
Indicators:
• Create one-to-one, one-to-many relationship between tables
• Delete relationships between tables
Standard 7: Manage forms
Indicators:
• Create and save a form
• Delete a form
• Use the form to enter, modify, and delete records
• Navigate through the records using the form
Standard 8: Retrieve information
Indicators:
• Use record search and filter commands
• Create and save a table query
• Create search and filter criteria to a query
• Run a query
• Delete a query
• Save and close a query
• Sort data in a table
Standard 9: Manage reports
Indicators:
• Create and save a report
• Format a report
• Apply data grouping
• Use mathematical functions to specific fields
Standard 10: Prepare outputs
Indicators:
• Preview a table, form, or report
• Change report orientation
• Print a report
• Print the result of a query
• Print all records of a table
Underpinning Knowledge:
SKILL SET DIVISION D DESKTOP PUBLISHING
Competency Descriptor:
This standard covers the requirements to
Standard 1: Explain the concepts of desktop publishing
Indicators:
• Define desktop publishing
• Differentiate desktop publishing from word processing
Standard 2: Create, edit, and save a publication
Indicators:
• Import text created by another word processing application
• Create text directly using the desktop publishing application
• Save a publication
Standard 3: Apply basic desktop publishing design principles
Indicators:
• Create headers/footers commonly used in newsletters, manuscripts, textbooks, reports, and other publications
• Specify page layout options
• Change the layout and/or appearance of text
• Enhance the overall appearance of a publication by using graphic elements
• Use text editing features such as spell heck and grammar check
• Change the size of a text block
• Differentiate methods of reproducing finished work for mass production
• Apply consistent styles to portions of a publication sing a style sheet
Standard 4: Desktop Publishing Layout Principles
Indicators:
• Use elements consistent with good design when developing masterpages, facing pages, templates and when using design elements
• Size design elements in relation to their relative importance and to each other
• Apply contrast in different degrees of lightness and darkness
• Achieve balance by equally distributing the weight of various elements on the page
• Use directional flow to draw the reader’s eyes through the text to particular words or images that the designer wishes to emphasize
Standard 5: Describe basic typography
Indicators:
• Select an appropriate typeface to portray a particular mood or feeling in their publication
• Distinguish one typeface from another
• Recognize and appropriately use the two main categories of proportional typefaces serif and sans serif
• Use the different type styles
• Use kerning, tracking, and leading
Standard 6: Import clipart that relates to the message of the publication
Indicators:
• Scan and manipulate an image using cropping, reversing, shading, mirroring, sizing and rotating
• Skew text blocks, draw and import graphics for special effects
• Select objects to be grouped together permanently
Standard 7: Follow guidelines in using color in publications
Indicators:
• Use color to add emphasis and style to the publication
• Use color to communicate, not decorate
• Understand color process theory
Standard 8: Create different business publications using publishing design and layout principles
Indicators:
• Create letterhead for a personal, business, school, or organization containing a logo
• Create a single sheet flyer
• Create a business card to include a logo
• Create a publication using tables
• Create a one-page, multi-column newsletter, including an original nameplate, folio style, headline, subheads, byline and a pull quote, etc.
• Create a multi-fold brochure using common folds such as letter fold, parallel fold, accordion fold,map fold, gatefold, right-angle fold, and single fold
Underpinning Knowledge:
• Desktop publishing concepts and methodologies
• Word processing operation
• Creating publications
• Headers and footers
• Page layout options
• Text Format Options
• Publication appearance and styles
• Basic design elements
• Contrast and balance
• Typeface
• Type styles
• Images
• Effects on graphics
• Grouping objects
• Digital and digitized images
• Inline graphics
• Basic color principle in a publication
• Mixing colors in a publication
• Different desktop publishing applications (letterheads, flyers, newsletters, etc.)
REFERENCES
Mid-continent Research for Education and Learning (McREL)
International Society for Technology in Education – National Educational Technology Standards (ISTE – NETS)
International Federation for Information Processing
International Computer Driving License. International Computer Driving License Syllabus Version 4.0. Dublin 4, Ireland: European Computer Driving License Foundation Ltd.
Education Development Center (2002). IT Career Cluster Initiative Foundation Knowledge and Skills. Ohio Department of Education
