Post on 15-Jul-2015
President’s SONA 2011
“… ngayon pa lang, nagtatagpo na ang kaisipan ng DOLE, CHED, TESDA at DepEd upang tugunan and isyu ng job mismatch. Susuriin ang mga curriculum para maituon sa mga industriyang naghahanap ng empleyado, at gagabayan ang mga estudyante sa pagpili ng mga kursong hitik sa bakanteng trabaho.”
What is a Qualification?
Package of competencies describing aparticular function or job role existing in aneconomic sector. It covers the work activitiesrequired to undertake a particular job role.
What is the Philippine Qualifications Framework (PQF)?
It is a national policy that describes the levels ofeducational qualifications and sets thestandards for qualification outcomes.
A quality assured national system for thedevelopment, recognition and award ofqualifications based on standards of knowledge,skills and values acquired in different ways andmethods by learners and workers of a certaincountry
It is competency-based.
It is labor market driven.
It is assessment based qualification recognition.
Benefits of the PQF:
I. FOR THE PERSON
Encourages lifelong learning allowing theperson to start at the level that suits him andthen build-up his qualifications as his needsand interests develop and change over time
Certificates and licenses recognized bygovernment
II. FOR THE EMPLOYERS
• Assures that standards and qualifications areconsistent to job requirements/demand
• Provides common understanding on standards,qualifications and levels
III. FOR THE E & T PROVIDERS
Ensures transparency in training provision,conformance to standards and preciseness ofaccountability for learning outcomes
Provides common understanding of policies andguidelines on credit transfers, articulation,portability, bridges pathways and RPL
IV. FOR THE AUTHORITIES
• Provides the standards, taxonomy andtypology of qualifications as bases for grantingapprovals to providers and stakeholders
• Harmonizes qualifications in E & T acrossPhilippines
Philippine Qualifications
Framework
Qualification Levels
Descriptors
Registers
Working Groups
Pathways & Equivalencies
Quality Assurance
Information & Guidelines
International Alignment
Industry needs
Need for global recognition of competencies
Current qualifications issues at all levels
Qualifications issues in recognition of prior
learning
Research and policy papers on NQF
NQFs of other countries
Consultation and AdvocacyWith Stakeholders
INPUTS OUTPUTS
Six (6) Years
Four (4) Years Junior HS +
Two (2) Years Senior HS +
TESD Specialization (NC I
and NC II) /Arts & Sports/
Academics
Technical
Education
and Skills
Development
Baccalaureate,
Post- Baccalaureate,
Post-Doctoral/
Specialization
One (1)
Year
INSTITUTIONALIZATION OF THE PHILIPPINE QUALIFICATIONS
FRAMEWORK
His Excellency Benigno S. Aquino III,
President of the Republic of the Philippines, signed
Executive Order No. 83 dated October 1, 2012entitled
THE PHL QUALIFICATIONS FRAMEWORK
LEVEL
GRADE 10
GRADE 12
TECHNICAL EDUCATION AND
SKILLS DEVELOPMENTHIGHER EDUCATION
DOCTORAL AND
POST DOCTORAL
BACCALAUREATE
BASICEDUCATION
L1
L2
L3
L4
L5
L6
L7
L8
NC I
NC II
NC IV
NC III
NC IV
DIPLOMA
BACCALAUREATE
POST BACCALAUREATE
The Philippine Qualifications Framework (PQF) is hereby established with the following objectives:
1. To adopt national standards and levels for outcomes ofeducation;
2. To support the development and maintenance ofpathways and equivalencies which provide access toqualifications and assist people to move easily andreadily between the different education and trainingsectors and between these sectors and the labor market;and
3. To align the PQF with international qualificationsframework to support the national and internationalmobility of workers through the increased recognition ofthe value and comparability of Philippine qualifications.
Section 1. Establishment of the Philippine Qualifications Framework
The PQF National Coordinating Committee is hereby created to be chaired by the Secretary of the Department of Education with the following as members:
– Technical Education and Skills Development Authority (TESDA)
– Commission of Higher Education (CHED)
– Department of Labor and Employment (DOLE) and
– Professional Regulation Commission (PRC)
Section 2. PQF National Coordinating Committee
• Industry Sector representatives shall be
consulted and tapped in the detailing and
application of the PQF to ensure alignment of
educational outcomes to job requirements.
Section 4. Participation of the Industry Sector
Section 5. Level Descriptors
• The PQF shall incorporate an 8 – levelQualifications Descriptors defined in terms ofthe following:
knowledge
skills and values
application and
degree of independence
• DepEd, TESDA and CHED shall make detailed
descriptors of each qualification level based on
learning standards in basic education, competency
standards or training regulations, and the policies and
standards of higher education academic programs.
They shall jointly implement national pilot programs
to determine its relevance and applicability in all
levels of education.
Section 6. Learning Standards
• The PRC and CHED shall review the framework and
contents of the licensure examinations of each of the
professions and align them with that of the PQF.
Section 7. Review of Licensure Examination
Section 8 – Technical Secretariat
To ensure efficient and effective implementation, DepEd, TESDA and CHED shall organize from their present staff complements a permanent Technical Secretariat.
Implementing Rules and Regulations
Broad statements towards the implementation of the provisions of the EO.
Signed by the Chairman and all the members on December 17, 2012.
Submitted to the Office of the President on December 21, 2012.
Published in the Philippine Star on December 28, 2012 and in the Official Gazette on January 7, 2013.
THE PHILIPPINE QUALIFICATIONS FRAMEWORK
LEVELKNOWLEDGE, SKILLS
AND VALUESAPPLICATION
DEGREE OF
INDEPENDENCE
Level 1
National
Certificate I
Knowledge and skills that are
manual or concrete or practical
and/or operational in focus.
Applied in activities that are set in a
limited range of highly familiar and
predictable contexts; involve
straightforward, routine issues
which are addressed by following
set rules, guidelines or procedures.
In conditions where there is
very close support, guidance or
supervision; minimum
judgment or discretion is
needed.
Level 2
National
Certificate II
Knowledge and skills that are
manual, practical and/or
operational in focus with a
variety of options.
Applied in activities that are set in a
range of familiar and predictable
contexts; involve routine issues
which are identified and addressed
by selecting from and following a
number of set rules, guidelines or
procedures.
In conditions where there is
substantial support, guidance
or supervision; limited
judgment or discretion is
needed.
Level 3
National
Certificate III
Knowledge and skills that are a
balance of theoretical and/or
technical and practical. Work
involves understanding the work
process, contributing to problem
solving, and making decisions to
determine the process,
equipment and materials to be
used.
Applied in activities that are set in
contexts with some unfamiliar or
unpredictable aspects; involve
routine and non-routine issues
which are identified and addressed
by interpreting and/or applying
established guidelines or
procedures with some variations.
Application at this level may
involve individual responsibility
or autonomy, and/or may
involve some responsibility for
others. Participation in teams
including team or group
coordination may be involved.
LEVELKNOWLEDGE, SKILLS AND
VALUESAPPLICATION
DEGREE OF
INDEPENDENCE
Level 4
National
Certificate IV
Knowledge and skills that are
mainly theoretical and/or abstract
with significant depth in one or
more areas; contributing to
technical solutions of a non-
routine or contingency nature;
evaluation and analysis of current
practices and the development of
new criteria and procedures.
Applied in activities that are
set in range of contexts,
most of which involve a
number of unfamiliar and/or
unpredictable aspects;
involve largely non-routine
issues which are addressed
using guidelines or
procedures which require
interpretation and/or
adaptation.
Work involves some leadership
and guidance when organizing
activities of self and others
Level 5
National
Diploma
Knowledge and skills that are
mainly theoretical and/or abstract
with significant depth in some
areas together with wide-ranging,
specialized technical, creative and
conceptual skills. Perform work
activities demonstrating breadth,
depth and complexity in the
planning and initiation of
alternative approaches to skills
and knowledge applications
across a broad range of technical
and/or management requirements,
evaluation and coordination.
Applied in activities that are
supervisory, complex and
non-routine which require
an extensive interpretation
and/or adaptation/
innovation.
In conditions where there is
broad guidance and direction,
where judgment is required in
planning and selecting
appropriate equipment, services
and techniques for self and
others. Undertake work
involving participation in the
development of strategic
initiatives, as well as personal
responsibility and autonomy in
performing complex technical
operations or organizing others.
LEVELKNOWLEDGE, SKILLS AND
VALUESAPPLICATION
DEGREE OF
INDEPENDENCE
Level 6
Baccalaureate
Degree
Graduates at this level will have a
broad and coherent knowledge
and skills in their field of study
for professional work and lifelong
learning
Application in professional work in
a broad range of discipline and/or
for further study
Independent and /or in teams of
related field
Level 7
Post-
Baccalaureate
Program
Graduates at this level will have
advanced knowledge and skills in
a specialized or multi-disciplinary
field of study for professional
practice, self-directed research
and/or lifelong learning
Applied in professional work that
requires leadership and
management in a specialized or
multi-disciplinary professional
work and/or research and/or for
further study
Independent and or in teams of
multidisciplinary
Level 8
Doctoral
Degree and
Post-Doctoral
Programs
Graduates at this level have
highly advanced systematic
knowledge and skills in highly
specialized and/or complex
multidisciplinary field of learning
for complex research and/or
professional practice or for the
advancement of learning
Applied in highly specialized or
complex multi-disciplinary field of
professional work that requires
innovation, and/or leadership and
management and/or research in a
specialized or multi-disciplinary
field
Independent and/or in teams of
multi-disciplinary and more
complex setting
PQF Technical Working GroupsTWG for Qualifications RegisterChair : TESDA
TWG for Pathways and EquivalenciesChair : CHED
TWG for Quality AssuranceChair : CHED
TWG for Information and GuidelinesChair : DepED
TWG for International AlignmentChair : PRC
TWG on Qualifications RegisterLead: TESDA
The Philippine Qualifications Register is the national database of
quality assured qualifications which contains information on the
qualifications and their corresponding competency standards, learning
outcomes and the authorized licensing and certification arrangements.
It will also include information on the quality assurance system and
procedures applied to the authorization of the qualifications and the agencies
mandated to issue the authorization.
The PHL Qualifications Register
Status Vis the Work Plan
Adopt a format or formats that can read into each other.Status: CHED, PRC, TESDA agreed on the format below during the May 10, 2013TWG Meeting
Phase 1. b – Characteristics and Format
QUALIFICATION TITLE
QUALIFICATION LEVEL
ISSUE CODING
DATE ISSUED
ISSUED BY
DESCRIPTOR
PHILIPPINE QUALIFICATIONS FRAMEWORKWorking Group On Qualifications Register
REPORT ON CURRENT QUALIFICATIONS ISSUED BY MANDATED GOVERNMENT AGENCIES(AS OF APRIL 1, 2013)This report is a simple table of the current qualifications issued by the Professional Regulations Commission, the Commission onHigher Education and the Technical Education and Skills Development Authority in accordance with their mandates. The details inthe table are given as they currently supplied by the agencies and does not yet reflect alignment in the Philippine QualificationsFramework.
TESDA Qualifications Register (source: TESDA QSO)
Qualification Title
Qualification Level
Qualification Coding
Date Issued
Issued By Descriptor
ANIMAL PRODUCTION NC II
II AGRANP204 01/23-24/05
TESDA The ANIMAL PRODUCTION NC II Qualification consists ofcompetencies that a person must achieve to raise poultry, raisesmall ruminants, raise swine and raise large ruminants.
AGRICULTURAL CROPS
PRODUCTION NC I
I AGRACP105 09/22-23/05
TESDA The AGRICULTURAL CROPS PRODUCTION NC I consists ofcompetencies that a person must achieve in the production ofcrops such as rice, vegetables, fruits and nuts as well as manyothers. Workers operating at this level and using thesecompetencies would be working without previous experiencein this industry sector. They would be undertaking a small rangeof skills and they would be under constant supervision orworking alongside a more competent worker with somesupervisory skills. They would be undertaking basic crophusbandry and work orientation skills.
AGRICULTURAL CROPS
PRODUCTION NC III
III AGRACP306 06/01-02/06
TESDA The AGRICULTURAL CROPS PRODUCTION NC III consists ofcompetencies that a person must achieve in managing smallfarm. Specifically it involves competencies in making decisionand carrying out competencies in relation to establishment,maintenance and harvesting of agronomic crops such as coarsegrains, grain legumes, coffee, coconuts, cotton, soya beans,peanuts and sugar cane. Workers at this level would beworking autonomously and likely to own a small enterprise orwork within a cooperative structure.
CHED Qualifications Register (source: email of Dir. Jean Tayag/CHED)
QUALIFICATION TITLE
QUALIFICATION LEVEL
ISSUE CODING
DATE ISSUED
ISSUED BY DESCRIPTOR
Bachelor of Science in Agriculture Program
620103 April 14, 2008
An agriculture graduate should be able to:
perform the task in the technical and scientific fields withconfidence and creativitydiagnose and analyze strengths and limitations, opportunities,threats in the practice of agriculture professionconceptualize and formulate systems-oriented strategic plansand programs for agricultural dev't.manage resources effectively and efficientlymonitor and evaluate plans and programs in agricultureadvocate agricultural laws, rules, regulations and related policiespractice and promote public safety in the use of agriculturaltechnologyimplement agricultural development compatible with resourceconservationdevelop communication skills and strategiesdevelop and cultivate collaborative and productive work attitudetowards the agriculture professionprovide leadership & vision in identifying, creating and pursuingopportunities in agricultural dev't.practice ethical interpersonal relations with employers,subordinates, peers, clients and the general public
TWG on International Alignment Functions
Lead: PRC
Functions:1. Conduct researches/ studies for comparability/
benchmarking of Philippine qualifications withother countries and regional/ internationalgroupings;
2. Coordinate with professional organizations in thepursuit of mutual recognition arrangements/agreements (MRAs on regulated professions [PRCas the lead agency] and MRA on Tourism [TESDAand DOT as the lead agencies])
TEMPLATE FOR DATA-GATHERING
• REGION : PROFESSION :
• COUNTRY : COUNTRY :LEARNER
TEACHER
MOBILITY
WORKER
PROFESSIONAL
MOBILITY
BASIC EDUCATION SEMI-SKILLED WORKER
TECHNICAL
VOCATIONAL
SKILLED WORKER
HIGHER EDUCATION PROFESSIONAL
SCIENTIST (SPECIALIZED/
FOCUSED)
GOAL
Promote and advocate PQF through an information, education, and communication
(IEC) campaign
Philippine Qualifications Framework
COMMUNICATIONS PLAN
Pathways and Equivalency Programs
Lead: CHED
1. State of Pathways and Equivalency Programs (validation and firming up of draft document)
1.1 Existing Programs
1.2 Gains/Accomplishments
1.3 Implementation Issues and Concerns
2. Direction Setting
3. WG 2013 Work Programming
COMPETENCY BASED TVET FRAMEWORK
Philippine Qualification Framework
Competency StandardsDevelopment
Competency Based Curriculum Development
Learning Materials/Courseware Development
Training Delivery
Assessment
Certification andEquivalency
I
n
d
u
s
t
r
y
TVET
Institution
Delivery
Qualifications
Units of Competency
Modules ofTraining
Competency Based
Training
It is important that the qualifications titles and definitions are clearly specified and are based on learning outcomes to be achieved
35
NECESSARY FEATURES TO SUPPORT COMPARABILITY AND BENCHMARKING
• SCOPE
• LEVELS
• DESCRIPTORS
• QUALIFICATION TITLES AND
DEFINITIONS
• CREDITS/ LEARNING VOLUME
• QUALITY ASSURANCE
• STAKEHOLDER NEEDS
AUSTRALIAN QF Level
Description Qualifications Time
Level 5
Graduates at this level have specialised knowledge and skills for skilled professional work.
•Diploma •1 to 2 years
Level 4
Graduates at this level have theoretical and practical knowledge and skills for specialised skilled work.
•Certificate IV •6 months to 2 years
Level 3
Graduates at this level have theoretical and practical knowledge and skills for work.
•Certificate III •1 to 2 years
Level 2Graduates at this level have knowledge and skills for work in a defined context.
•Certificate II •6 months to 1 year
Level 1
Graduates at this level have knowledge and skills for initial work and/or community engagement.
•Certificate I •6 months to 1 year
AUSTRALIAN QF Level
Description Qualifications Time
Level 10
Graduates at this level have systematic and critical understanding of a complex field of learning, and specialised research skills for the advancement of learning or professional practice.
•Doctoral degree •3 to 4 years
Level 9
Graduates at this level have specialised knowledge and skills for research or professional practice.
•Master's degree (extended)•Master's degree (coursework)•Master's degree (research)
•3 to 4 years•1 to 2 years•1 to 2 years
Level 8
Graduates at this level have advanced knowledge and skills for highly skilled professional work.
•Graduate diploma•Graduate certificate•Honours
•1 to 2 years•6 months to 1 year•1 year
Level 7
Graduates at this level have broad, coherent knowledge and an academic background for professional work.
•Bachelor degree •3 to 4 years
Level 6
Graduates at this level have a broad knowledge and advanced skills for skilled professional work.
•Associate degree•Advanced diploma
•2 years•1.5 to 2 years
NATIONAL QUALIFICATIONS FRAMEWORK OF THAILAND
LEVEL QUALIFICATIONS TITLES
9 Doctoral Degree
8 Higher Graduate Diploma
7 Master’s Degree
6 Graduate Diploma
5 Bachelor’s Degree
4 Diploma/ Associate Degree
3 Certificate III (vocational certificate –
skilled worker)
2 Certificate II (upper secondary and initial
vocational training - semi skilled worker)
1 Certificate I (middle secondary and initial
vocational training - worker with basic skills)
LEVEL DESCRIPTORS: DOMAINS 30
SAUDI ARABIA HONG KONG PHILIPPINES
KnowledgeKnowledge and
intellectual skills
Knowledge, Skills and Values
Cognitive skills Processes
Interpersonal skills and
responsibility
Application, autonomy
and accountability
Application, Degree of Independence
Communication, IT, and
numerical skills
Communications, IT
and Numeracy
Psychomotor skills
There should be accurate information on the volume of learning to be achieved in qualifications and in their component units/modules
37
CREDIT SYSTEM/ LEARNING VOLUME
Credit is commonly assigned to the learning outcomes
achievable in a specified number of hours of total learning
time;
•AUSTRALIA now indicates learning volume through
stating a nominal training duration
NEW ZEALAND
•1 Credit for 10 Hours ; 120 Credits per year
MALAYSIA
•1 Credit for 40 hours
EUROPEAN QUALIFICATIONS FRAMEWORK
•1 Credit for 25-30 hours
Next Steps
• Review and revision of the Policies, Standards
and Guidelines (PSGs) to transform the current
PSGs into an outcomes-based format;
• The Technical Panels/Technical Committees for
each discipline will prescribe the competencies
required for each program;
• Review and revision of the Training Regulations
(TRs) to realign with the new descriptors;
Next Steps
• Harmonization of the pertinent K to 12
curriculum with the new descriptors;
• DepEd, TESDA, CHED and PRC to agree on
the format;
• Continued consultations with the industries;
• Advocacy to be conducted at the regional levels