Philippine Qualifications Framework (PQF) Presidents SONA 2011 - - PowerPoint PPT Presentation

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

• f

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

• f

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 licenses recognized by government

• 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

• n

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

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 Advocacy With 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, 2012

entitled

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

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 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 – level Qualifications Descriptors defined in terms of the 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

LEVEL KNOWLEDGE, SKILLS AND VALUES APPLICATION 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

• perational 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

• r 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

• r autonomy, and/or may

involve some responsibility for

• thers. Participation in teams

including team or group coordination may be involved.

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 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

• thers. Undertake work

involving participation in the development of strategic initiatives, as well as personal responsibility and autonomy in performing complex technical

• perations 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 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 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 Philippine Qualifications Register is the national database

• f

quality assured qualifications which contains information

• n

the qualifications and their corresponding competency standards, learning

• utcomes 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, 2013 TWG Meeting

Phase 1. b – Characteristics and Format

QUALIFICATION TITLE QUALIFICATION LEVEL ISSUE CODING DATE ISSUED ISSUED BY DESCRIPTOR

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.

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 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 09/22‐ 23/05 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

• thers. 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

• f 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 06/01‐ 02/06 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 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 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
• pportunities 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

• ther

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

: 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

The Benchmarking of National Qualifications Frameworks

41

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

9

COMPETENCY BASED TVET FRAMEWORK

Philippine Qualification Framework Competency Standards Development Competency Based Curriculum Development Learning Materials/ Courseware Development Training Delivery Assessment Certification and Equivalency

I n d u s t r y T V E T I n s t i t u t i

• n

D e l i v e r y Qualifications Units of Competency Modules of Training 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 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

• r 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 QUALI LIFIC FICATI TIONS ONS TITLES LES

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

Knowledge Knowledge 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

• n 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

ASEAN QUALIFICATIONS REFERENCING FRAMEWORK

Next Steps

• Review

and revision

• f

the Policies, Standards and Guidelines (PSGs) to transform the current PSGs into an

• utcomes-based format;
• The Technical Panels/Technical Committees

for each discipline will prescribe the competencies required for each program;

• Review

and revision

• f

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

Technical Education and Skills Development Authority

• www. tesda.gov.ph