Thephilippinequalificationframework-150307052525-conversion-gate01.pdf

Philippine Qualifications Framework (PQF)

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 a particular function or job role existing in an economic sector. It covers the work activities required to undertake a particular job role.

What is the Philippine Qualifications Framework (PQF)? It is a national policy that describes the levels of educational qualifications and sets the standards for qualification outcomes. A quality assured national system for the development, recognition and award of qualifications based on standards of knowledge, skills and values acquired in different ways and methods by learners and workers of a certain country

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 the person to start at the level that suits him and then build-up his qualifications as his needs and interests develop and change over time

 Certificates and government

licenses

recognized

by

II. FOR THE EMPLOYERS

• Assures that standards and qualifications are consistent 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 of accountability for learning outcomes  Provides common understanding of policies and guidelines on credit transfers, articulation, portability, bridges pathways and RPL

IV. FOR THE AUTHORITIES • Provides the standards, taxonomy and typology of qualifications as bases for granting approvals to providers and stakeholders • Harmonizes qualifications in E & T across Philippines

INPUTS

OUTPUTS

Industry needs

Qualification Levels

Need for global recognition of competencies

Descriptors

Current qualifications issues at all levels Qualifications issues in recognition of prior learning

Registers

Philippine Qualifications Framework

Working Groups Pathways & Equivalencies Quality Assurance

Research and policy papers on NQF

Information & Guidelines

NQFs of other countries

International Alignment

Consultation and Advocacy With Stakeholders

Six (6) Years One (1) Year

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

His Excellency Benigno S. Aquino III, President of the Republic of the Philippines, signed Executive Order No. 83 dated October 1, 2012 entitled

INSTITUTIONALIZATION OF THE PHILIPPINE QUALIFICATIONS FRAMEWORK

THE PHL QUALIFICATIONS FRAMEWORK LEVEL

BASIC EDUCATION

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

HIGHER EDUCATION

L8

DOCTORAL AND POST DOCTORAL

L7

POST BACCALAUREATE

L6

BACCALAUREATE

L5

DIPLOMA

L4

NC IV IV NC

L3

NC III

L2

GRADE 12

NC II

L1

GRADE 10

NC I

Section 1. Establishment of the Philippine Qualifications Framework The Philippine Qualifications Framework (PQF) is hereby established with the following objectives:

1. To adopt national standards and levels for outcomes of education; 2. To support the development and maintenance of pathways and equivalencies which provide access to qualifications and assist people to move easily and readily between the different education and training sectors and between these sectors and the labor market; and 3. To align the PQF with international qualifications framework to support the national and international mobility of workers through the increased recognition of the value and comparability of Philippine qualifications.

Section 2. PQF National Coordinating Committee 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 4. Participation of the Industry Sector • 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 5. Level Descriptors • The PQF shall incorporate an 8 – level Qualifications Descriptors defined in terms of the following:    

knowledge skills and values application and degree of independence

Section 6. Learning Standards • 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 7. Review of Licensure Examination • 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 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 LEVEL

KNOWLEDGE, SKILLS AND VALUES

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.

APPLICATION

DEGREE OF INDEPENDENCE

LEVEL

KNOWLEDGE, SKILLS AND VALUES

APPLICATION

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 nonroutine 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.

LEVEL

KNOWLEDGE, SKILLS AND VALUES

APPLICATION

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 PostBaccalaureate 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 Groups TWG for Qualifications Register Chair : TESDA TWG for Pathways and Equivalencies Chair : CHED

TWG for Quality Assurance Chair : CHED TWG for Information and Guidelines Chair : DepED TWG for International Alignment Chair : PRC

TWG on Qualifications Register Lead: TESDA The PHL Qualifications Register

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.

Status Vis the Work Plan Phase 1. b – Characteristics and Format  Adopt a format or formats that can read into each other. Status: CHED, PRC, TESDA agreed on the format below during the May 10, 2013 TWG Meeting PHILIPPINE QUALIFICATIONS FRAMEWORK Working 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 on Higher Education and the Technical Education and Skills Development Authority in accordance with their mandates. The details in the table are given as they currently supplied by the agencies and does not yet reflect alignment in the Philippine Qualifications Framework.

QUALIFICATION QUALIFICATION TITLE LEVEL

ISSUE CODING

DATE ISSUED

ISSUED BY

DESCRIPTOR

TESDA Qualifications Register (source: TESDA QSO) Qualification Qualification Qualification Date Title Level Coding Issued

Issued By

Descriptor

ANIMAL PRODUCTION NC II

II

AGRANP204

01/2324/05

TESDA

The ANIMAL PRODUCTION NC II Qualification consists of competencies that a person must achieve to raise poultry, raise small ruminants, raise swine and raise large ruminants.

AGRICULTURAL CROPS PRODUCTION NC I

I

AGRACP105

09/2223/05

TESDA

The AGRICULTURAL CROPS PRODUCTION NC I consists of competencies that a person must achieve in the production of crops such as rice, vegetables, fruits and nuts as well as many others. Workers operating at this level and using these competencies would be working without previous experience in this industry sector. They would be undertaking a small range of skills and they would be under constant supervision or working alongside a more competent worker with some supervisory skills. They would be undertaking basic crop husbandry and work orientation skills.

AGRICULTURAL CROPS PRODUCTION NC III

III

AGRACP306

06/0102/06

TESDA

The AGRICULTURAL CROPS PRODUCTION NC III consists of competencies that a person must achieve in managing small farm. Specifically it involves competencies in making decision and carrying out competencies in relation to establishment, maintenance and harvesting of agronomic crops such as coarse grains, grain legumes, coffee, coconuts, cotton, soya beans, peanuts and sugar cane. Workers at this level would be working autonomously and likely to own a small enterprise or work within a cooperative structure.

CHED Qualifications Register (source: email of Dir. Jean Tayag/CHED) QUALIFICATION TITLE

Bachelor of Science in Agriculture Program

QUALIFICATION LEVEL

ISSUE CODING

620103

DATE ISSUED

April 14, 2008

ISSUED BY

DESCRIPTOR

An agriculture graduate should be able to: perform the task in the technical and scientific fields with confidence and creativity diagnose and analyze strengths and limitations, opportunities, threats in the practice of agriculture profession conceptualize and formulate systems-oriented strategic plans and programs for agricultural dev't. manage resources effectively and efficiently monitor and evaluate plans and programs in agriculture advocate agricultural laws, rules, regulations and related policies practice and promote public safety in the use of agricultural technology implement agricultural development compatible with resource conservation develop communication skills and strategies develop and cultivate collaborative and productive work attitude towards the agriculture profession provide leadership & vision in identifying, creating and pursuing opportunities 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 with other countries and regional/ international groupings; 2. Coordinate with professional organizations in the pursuit of mutual recognition arrangements/ agreements (MRAs on regulated professions [PRC as the lead agency] and MRA on Tourism [TESDA and DOT as the lead agencies])

TEMPLATE FOR DATA-GATHERING • REGION : • COUNTRY :

PROFESSION : COUNTRY : LEARNER

WORKER

TEACHER

PROFESSIONAL

MOBILITY

MOBILITY

BASIC EDUCATION

SEMI-SKILLED WORKER

TECHNICAL

SKILLED WORKER

VOCATIONAL

HIGHER EDUCATION

PROFESSIONAL

SCIENTIST (SPECIALIZED/ FOCUSED)

Philippine Qualifications Framework COMMUNICATIONS PLAN

GOAL Promote and advocate PQF through an information, education, and communication (IEC) campaign

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

41

The Benchmarking of National Qualifications Frameworks

9

QUALIFICATIONS FRAMEWORKS MAY EVOLVE FROM BEING VOCATIONAL ONLY TO INCLUDE ALL QUALIFICATIONS

COMPETENCY BASED TVET FRAMEWORK Qualifications Units of Competency Modules of Training

Philippine Qualification Framework

Competency Standards Development Competency Based Curriculum Development Learning Materials/ Courseware Development

Competency Based Training

Training Delivery Assessment Certification and Equivalency

I n d u s t r y

D e l i v e r y

T V E T I n s t i t u t i o n

35

It is important that the qualifications titles and definitions are clearly specified and are based on learning outcomes to be achieved

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 2

Graduates 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) Certificate II (upper secondary and initial vocational training - semi skilled worker)

2

1

Certificate I (middle secondary and initial vocational training - worker with basic skills)

30

LEVEL DESCRIPTORS: DOMAINS SAUDI ARABIA

HONG KONG

Knowledge

Knowledge and intellectual skills

Cognitive skills

Processes

Interpersonal skills and Application, autonomy responsibility and accountability Communication, IT, and Communications, IT numerical skills and Numeracy Psychomotor skills

PHILIPPINES

Knowledge, Skills and Values

Application, Degree of Independence

37

There should be accurate information on the volume of learning to be achieved in qualifications and in their component units/modules

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

ASEAN QUALIFICATIONS REFERENCING FRAMEWORK

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 curriculum with the new descriptors;

to

12

• DepEd, TESDA, CHED and PRC to agree on the format; • Continued consultations with the industries; • Advocacy to be conducted at the regional levels

Technical Education and Skills Development Authority www. tesda.gov.ph