QUALITY ASSURANCE TERESITA R. MANZALA Chairperson, Professional Regulation Commission Chairperson,...

QUALITY ASSURANCE

TERESITA R. MANZALAChairperson, Professional Regulation Commission

Chairperson, Task Force for the AQRF

24th PACUCOA Annual General AssemblyDecember 6, 2013

Outline of Presentation

1. Regional Arrangements2. ASEAN 2015: the ASEAN Economic

Community and the ASEAN MRA’s3. The Philippine Qualifications

Framework4. The ASEAN Qualifications

Reference Framework5. Implications for Higher Education6. Way Forward

The ASEAN Economic Community 2015

Single Market and Production Base Free flow of professionals Free flow of skilled workers Free flow of goods Free flow of investment Free flow of capital

The ASEAN Mutual Recognition Arrangements

(MRA’s)

Recognition

EducationTraining

Experience

CertificatesLicenses

Mobility

Objectives of the ASEAN MRA

1. Facilitate mobility of professionals within ASEAN

2. Exchange information and enhance cooperation in respect of mutual recognition of medical practitioners

3. Promote adoption of best practices on standards and qualifications

4. Provide opportunities for capacity building and training of medical practitioners

Exchange of Information1. Basic qualifications and recognized

institutions2. Postgraduate qualifications and

recognized institutions3. Core competencies and scope of

practice

Recognition and Eligibility of Foreign

Professionals1. In possession of a qualification

recognized by PRA of country of origin and host country

2. In possession of a valid professional registration and license to practice issued by PRA of country of origin

3. Has been in active practice a for: Engineers/Architects: 7 years Medicine/Dentistry: 5 years Nursing: 3 years

4. In compliance with CPD requirements5. Has been certified as not having violated

any professional or ethical standards, local and international

6. Has declared that there is no investigation or legal proceeding pending against him/her in the country of origin or another country

7. In compliance with any other assessment or requirement as may be imposed by host country

I. PQF: Origin and Development

1998 Started with TVET Sector

2003Philippine TVET

Qualifications Framework (PTQF)

2004Presidential Executive

Order promoting expansion of QF

2011His Excellency Benigno S. Aquino III,

President of the Republic of the Philippines, signed the

Executive Order No. 83 dated October 1, 2012

INSTITUTIONALIZATION OF THE

PHILIPPINE QUALIFICATIONS

FRAMEWORK

Philippine Qualifications Framework

(PQF)

Qualification Levels

Descriptors

Working Groups

Qualifications Register

Pathways & Equivalencies

Quality Assurance

Information & Guidelines

International Alignment

Industry needs

Need for global recognition of competencies

Current qualifications

issues at all levelsQualifications

issues in recognition of prior learningResearch and

policy papers on NQF

NQFs of other countries

Consultation and Advocacy

With Stakeholders

INPUTS OUTPUTS

The Philippine Qualifications

Framework (PQF)

National Policy

Levels of education

al qualificati

ons

Standards for

qualification

outcomes

Competency-based Labor market-driven Assessment-based qualification recognition

The PQF Coverage

Basic Education

Technical and Vocational Education

Higher Education

The PQF Coverage

All institution

s and systems

Training Specialization

Skills and competenci

es

Work experience

Lifelong learning

Objectives

National standards and

levels for outcomes of

education, training

National regulatory and

quality assurance

mechanisms

Pathways and equivalencies for access to qualifications

Individual lifelong

learning goals for progress

through education and

training

Alignment with international qualifications frameworks

Governance of the PQF

National Coordinating

Committee (NCC)

Technical Secretariat

PQF Working Groups

DEPED TESDA CHED PRC DOLE

Governance of the PQF Chairman

Secretary, DEPED Members: Secretary, DOLE Director-General, TESDA Chairperson, CHED Chairperson, PRC

PQF Working Groups and Lead Agencies

Qualifications Register(TESDA)

Pathways and

Equivalencies

(CHED)

International Alignment

(PRC)

Information and

Guidelines(DEPED)

Quality Assurance

(CHED)

THE PHL QUALIFICATIONS FRAMEWORK

LEVEL

GRADE 10

GRADE 12

TECHNICAL EDUCATION AND

SKILLS DEVELOPMENT HIGHER EDUCATION

DOCTORAL AND POST DOCTORAL

BACCALAUREATE

BASIC EDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE

8-LEVEL QUALIFICATIONS DESCRIPTORS

Defined in terms of 3 domains

1. Knowledge, skills and values

2. Application

3. Degree of independence

LEVEL 6KNOWLEDGE,

SKILLS AND VALUESGraduates at this level will have a broad and coherent knowledge and skills in their field of study for professional work and lifelong learning

APPLICATION Application in professional work in a broad range of discipline and/or for further study

DEGREE OF INDEPENDENCE

Independent and /or in teams of related field

QUALIFICATION TYPE Baccalaureate Degree

LEVEL 7KNOWLEDGE,

SKILLS AND VALUESGraduates 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

APPLICATION 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

DEGREE OF INDEPENDENCE

Independent and or in teams of multidisciplinary

QUALIFICATION TYPE Post-Baccalaureate Program

LEVEL 8KNOWLEDGE,

SKILLS & VALUES

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

APPLICATION 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

DEGREE OF INDEPENDENC

E

Independent and/or in teams of multi-disciplinary and more complex setting

QUALIFICATION TYPE

Doctoral Degree and Post-Doctoral Programs

The PQF: components

1. Structure and system of progression2. Covers three sectors: Basic education TVET Higher education3. Eight levels of qualifications4. Three domains of learning 5. Descriptors of learning outcomes with

increasing complexity

PQF: components Qualifications Register Quality Assurance Pathways and Equivalencies International Alignment Credit Accumulation and Transfer Lifelong Learning Recognition of Prior Learning

II. Most important Features

1. Shift to outcomes-based education and use of learning outcomes

2. Government regulatory bodies confer recognition to education and training providers

3. Training and education providers are held accountable for the attainment of learning outcomes

4. Implementation of quality assurance mechanisms, pathways and equivalencies

II. Most important Features

5. Establishment of a Qualifications Register

6. Ensuring international alignment of qualifications

7. Encouraging lifelong learning8. Government regulatory bodies

confer recognition to certificates and licenses

9. Recognition of qualification is based on assessment of individual

ASEAN Qualifications Reference Framework

ASEAN Qualifications Reference Framework (AQRF)

I. BACKGROUND May 2010, Manila: 1st AANZFTA Joint

Committee Meeting considered the draft of the concept proposal for the ASEAN Qualifications Reference Framework

ASEAN-Australia-New Zealand FTA Economic Cooperation Work Program (ECWP)

GovernanceCreation of Task Force for the AQRFComposition Chair: PRC Chairperson Teresita

Manzala Vice-Chair: Megawati Santoso

(Indonesia) Members: Representatives from

ASEAN Member States (Ministry of Education, Ministry of Labour/Manpower Development, other relevant Ministries and Qualification Agencies)

For the PHILS: PRC, DTI, CHED, TESDA, DEPED AND DOLEChairmanship: 2012- 2014


DEVELOPMENT Phase 1: Policy concept paper Regional forum Workshops in ASEAN countries

Phase 2: Refinement of the model Further regional fora / meetings Finalize the framework


DEVELOPMENTPhase 3: March 2013 – December 2014Capacity building for NQF’s Thailand-New Zealand (pilot project)

Philippines-Australia (proposal)

3rd Meeting / Workshop of the TF-AQRF

November, 2013 Kuala Lumpur, Malaysia Update:

Finalization of the key features, structure and principles of the AQRF

Finalization of the AQRF

Structure and components: 1. Scope 2. Purpose 3. Principles 4. Quality Assurance 5. Learning outcomes 6. Level descriptors 7. Domains 8. Referencing 9. Governance


SCOPEThe AQRF, a common reference framework, will function as a translation device to enable comparisons of qualifications across participating ASEAN Countries.

AQRF addresses education and training sectors (Education and training incorporates informal, non formal and formal learning. Formal learning includes but is not limited to post compulsory schooling, adult and community education, TVET and higher education) and the wider objective of promoting lifelong learning.


PURPOSETo enable comparisons of qualifications across countries that will:

1. Support recognition of qualifications2. Encourage the development of qualifications

frameworks that can facilitate lifelong learning3. Encourage the development of national

approaches to validating learning gained outside formal education

4. Promote and encourage education and learner mobility

5. Promote worker mobility6. Lead to better understood qualifications systems

7. Promote higher quality qualifications systems


PRINCIPLES Based on agreed understandings

between member countries Voluntary in nature Neutral influence on NQF’s Provide support and enhance each

country’s NQF


PROCESSESUnderpinned by a set of agreed quality assurance principles and broad standards related to:

The functions of the registering and accrediting agencies

Education and training providers Systems for the assessment learning

and issuing of qualifications Regulation of the issuance of

certificates


STRUCTURE: Learning Outcomes

Based on descriptors of levels of complexity of learning outcomes

Facilitate comparisons and links


STRUCTURE: Levels Eight levels Based upon a hierarchy of complexity of

learning outcomes

It includes:Cognitive competence involving the use of theory and concepts, as well as informal tacit knowledge gained experientiallyFunctional competence (skills or know-how), those things that a person should be able to do when they work in a given areaPersonal competence involving knowing how to conduct oneself in a specific situation


STRUCTURE: domains

1. Knowledge and skills2. Application/responsibility


REFERENCING: CRITERIA

To establish the comparability of ASEAN country framework levels or qualifications types, countries will need to refer their qualification framework levels or qualification types to the AQRF.

However, countries could, if there is no national qualifications framework, align their benchmark level qualifications or qualifications types to the AQRF.

Proposal: 2018


REFERENCING: Procedure

To describe a common structure for linking NQFs to the AQRF.

To ensure that the linking process undertaken is robust and transparent way.

To provide a common reporting structure for the referencing reports.


REFERENCING: Panels It is proposed that the referencing include international experts.

could be external to the ASEAN member countries

should not be a representative of the referencing country or the observer’s country

COMPOSITION OF EACH COUNTRY’S REFERENCING PANEL :

at least one international representative plus an additional observer from one of the

other ASEAN countries.


REFERENCING:

ComparabilityBenchmarkingConcept of “best fit”

THE PHL QUALIFICATIONS FRAMEWORK

LEVEL

GRADE 10

GRADE 12

TECHNICAL EDUCATION AND

SKILLS DEVELOPMENT HIGHER EDUCATION

DOCTORAL AND POST DOCTORAL

BACCALAUREATE

BASIC EDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE

INDONESIA

S2

S1

S3

General High School

1

2

3

4

5

7

8

9

6

Professional

Spesialist

D I

D IV

D III

D II

Vocational Senior High School

Subspesialist

Elementary/Junior High School

FORMAL ACADEMIC EDU FORMAL VOCATIOAL/PROF EDU

ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF)

8

1

2

3

4

5

6

7

1

2

3

4

5

6

7

8

9

1

2

3

4

5

6

7

Qualifications(A)

Qualifications(B)

Country(A)

Country(B)

AQRF

8


GOVERNANCE:

Voluntary (will not be regulatory in nature) based on agreed understandings.

PROPOSAL - a board or managing committee be established by the ASEAN Secretariat

COMPOSITION - national representatives (from a NQF body or responsible body in each country) and an independent expert, and be responsible for the ongoing management of the AQRF.

What are the implications for Higher Education?

Philippine Qualifications Framework

PQF as TOOL for: Curriculum Planning Development of Qualifications Qualifications Register Quality Assurance Accreditation of Education Providers Certification of graduates International Alignment

1. Curriculum Planning Shift to outcomes-

based education and the use of learning outcomes

Higher Ed

CMO 46 OBE

TVET OBE

Basic Ed (K12) OBE

2. Development of Qualifications, with PQF Level, Learning

Descriptors

ASEAN MRA: exchange of information on

1. Basic Qualification and recognized

institutions 2. Postgraduate Qualifications and recognized institutions 3. Core competencies and scope of practice

3. Qualification Register Basic qualifications

Postgraduate qualifications

Example of Register Entry

Qualification TitleQualification LevelIssue Coding

NumberDate of IssueIssued byDescriptor

Credit UnitsEntry

Requirements

Qualification developer

Quality assurance body

Content

Bachelor of Science in Civil EngineeringPQF Level 600__________________________Mapua Institute of TechnologyThe program provides a solid and coherent

foundation of civil works, knowledge, professional skills, values, ethics and attitude that enable graduates to continue to learn and adapt to changes in practice of the profession

232Secondary Education Report CardCertificate of Good Moral CharacterMapua Institute of TechnologyCHED, PACUCOAGeneral Education subjects, Mathematics,

Surveying, Hydraulics, Structural Engineering, Construction

Example of Register entrySpecialist in General Surgery

NumberClassificationOrganisationQualification typeLevelCreditEntry

RequirementsOutcome

statement

Qualification developer

Quality assurance body

Content

00__________Medical SpecialtyPCS / PSGSPostdoctoral DegreePQF Level 8Number of hours or UnitsPassed the PRC Physician Licensure

ExaminationsA solid grounding in the diagnosis and

management of surgical disorders and conditions falling under the scope of GS

PSGS

Committee on Accreditation/Philippine Board of Surgery

Biomedical Sciences, General Surgery covering head and neck, thorax, abdomen, extremities; Specialty Surgery clinical rotations; Basic Anesthesia

PQF Qualification Register

PQF Level 8Doctoral

Postdoctoral

Academic QualificationPhD

Professional QualificationDiplomate / Fellow

4. Quality Assurance

QA Mechanism for HEI’s

CHED

Schools

Accrediting Bodies

Graduates Professionals

PRC

QA for HEI’s Regulatory Body: CHED External accrediting bodies:1. Philippine Accrediting Association

for Schools, Colleges and Universities

(PAASCU, 1957)2. Philippine Association of Colleges

and Universities-Commission on Accreditation

(PACUCOA, 1973)

QA for HEI’s Regulatory Body: CHED External accrediting bodies:3. Association of Christian Schools

and Colleges-Accrediting Agency (ACSC-AA, 1976)4. Accrediting Agency of Chartered

Colleges and Universities in the Philippines (AACCUP,1989)

QA for HEI’s “Migration and Education: Quality

Assurance and Mutual recognition of Qualifications- The Philippines (Paris: UNESCO, 2008)

Author: Ethel Agnes P. Valenzuela In 2008: only 221 of the 1,943 HEI’s

participated in obtaining external accreditation (11.3% only)

Due to its voluntary nature

Reflection on QA Canada, 2001 80% of doctors, 66% of engineers,

61% of nurses from the Philippines secured low-skilled employment

Similar trends seen in Australia Author: Lesleyanne Hawthorne,

“Migration and Education Quality Assurance and Mutual Recognition of Qualifications Country Report: Australia”, 2008

Philippine Study Journal of Philippine Higher Education

Quality Assurance (Vol. 1, No. 1, 2003) Author: Manuel T. Corpus Executive Director Accrediting Agency of Chartered Colleges

and Universities in the Philippines (AACCUP)

Small number of HEI’s obtained external accreditation

PRC Statistics 5-year overall passing percentage of

graduates in all licensure examinations:

39-40%

5. Certification of Graduates

Assessment of competencies of individual

Certification of competencies attained

Government recognition of certificates and licenses

6. International Alignment

Recognition of qualifications is based on international benchmarks and standards

Globalization of standards: Dublin Accord

Sydney Accord Washington Accord International Maritime

Organization (IMO)

Qualifications Landscape

Learning Outcomes (knowledge, skills, values, degree of independence)

Standards (occupational, institutional, professional standards, qualification criteria,

assessment criteria)

Qualifications (certificates, bachelor’s degree, craft diplomas, awards by professional bodies)

Sectoral Qualifications (Indian National Skills Qualifications Framework

National Qualifications Frameworks (Philippine Qualifications Framework)

Regional Qualifications Frameworks (EQF)

International Standard Classification of Education (ISCED)

Challenges

“Migration and Education: Quality Assurance and Mutual Recognition of Qualifications- The Philippines (Paris: UNESCO, 2008)

Author: Ethel Agnes P. Valenzuela In 2008: only 221 of the 1,943 HEI’s

participated in obtaining external accreditation (11.3% only)

Due to its voluntary nature

Challenges

PRC data: the overall passing percentage of graduates who took the licensure examinations from 2008-2012 is 38%

The development and implementation of the PQF, and its referencing to the AQRF in 2018

Challenges

The need for research capabilities in developing labour market information to guide the development of qualifications and core competencies

Unity towards a single direction in order to provide the optimum environment for our students, graduates, skilled workers and professionals to develop their potentials

Challenges Improvement of governance of higher educational

institutions through the PQF and AQRF and increased transparency and readability of PQF vis-à-vis higher education institutions in ASEAN

Policy dialogues on strategic issues on higher education particularly in: Educational capacity building of HEI’s vis-à-vis AMS HEIs Policy research and conduct study for harmonization of HE Harmonization of PQF Quality Assurance Framework with

ASEAN Quality Assurance Framework in Higher Education

Challenges Review existing credit transfer system especially AUN-

ACTS (ASEAN University Network – ASEAN Credit Transfer Systems) vis-à-vis PQF:1. PQF2. Common platform for credit systems with ASEAN during

pilot/pre-referencing with select undergraduate and post-graduate courses from HEI’s

3. Capacity building to improve capacity of participating HEI’s to existing credit system

4. Take into consideration cross-cutting issues like gender-balance, equal opportunities and the participation of disadvantaged groups e.g. students with special needs and economically disadvantaged students.

Way Forward / Next Steps With the ASEAN Integration in 2015,

there is a lot to be done in Higher Education

Way Forward / Next Steps Bringing together all stakeholders Government agencies Academe Accrediting bodies Industry/Business Professional organizations ProfessionalsIn enhancing our Education

Competitiveness

Thank you very much for your kind attention!

QUALITY ASSURANCE TERESITA R. MANZALA Chairperson, Professional Regulation Commission Chairperson,...

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