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 n...
What is a Qualification?
Package of competencies describing a
particular function or job role existing in an
economic sect...
What is the Philippine Qualifications
Framework (PQF)?
It is a national policy that describes the levels of
educational qu...
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 ...
II. FOR THE EMPLOYERS
• Assures that standards and qualifications are
consistent to job requirements/demand
• Provides com...
III. FOR THE E & T PROVIDERS
 Ensures transparency in training provision,
conformance to standards and preciseness of
acc...
IV. FOR THE AUTHORITIES
• Provides the standards, taxonomy and
typology of qualifications as bases for granting
approvals ...
Philippine
Qualifications
Framework
Qualification Levels
Descriptors
Registers
Working Groups
Pathways & Equivalencies
Qua...
Six (6) Years
Four (4) Years Junior HS +
Two (2) Years Senior HS +
TESD Specialization (NC I
and NC II) /Arts & Sports/
Ac...
INSTITUTIONALIZATION OF THE
PHILIPPINE QUALIFICATIONS
FRAMEWORK
His Excellency Benigno S. Aquino III,
President of the Rep...
THE PHL QUALIFICATIONS FRAMEWORK
LEVEL
GRADE 10
GRADE 12
TECHNICAL
EDUCATION AND
SKILLS DEVELOPMENT
HIGHER EDUCATION
DOCTO...
The Philippine Qualifications Framework (PQF) is hereby
established with the following objectives:
1. To adopt national st...
The PQF National Coordinating Committee is hereby created
to be chaired by the Secretary of the Department of
Education wi...
• Industry Sector representatives shall be
consulted and tapped in the detailing and
application of the PQF to ensure alig...
Section 5. Level Descriptors
• The PQF shall incorporate an 8 – level
Qualifications Descriptors defined in terms of
the f...
• DepEd, TESDA and CHED shall make detailed
descriptors of each qualification level based on
learning standards in basic e...
• The PRC and CHED shall review the framework and
contents of the licensure examinations of each of the
professions and al...
Section 8 – Technical Secretariat
To ensure efficient and effective implementation,
DepEd, TESDA and CHED shall organize f...
Implementing Rules and Regulations
Broad statements towards the implementation of the
provisions of the EO.
Signed by the ...
THE PHILIPPINE QUALIFICATIONS FRAMEWORK
LEVEL
KNOWLEDGE, SKILLS
AND VALUES
APPLICATION
DEGREE OF
INDEPENDENCE
Level 1
Nati...
LEVEL
KNOWLEDGE, SKILLS AND
VALUES
APPLICATION
DEGREE OF
INDEPENDENCE
Level 4
National
CertificateIV
Knowledge and skills ...
LEVEL
KNOWLEDGE, SKILLS AND
VALUES
APPLICATION
DEGREE OF
INDEPENDENCE
Level 6
Baccalaureate
Degree
Graduates at this level...
PQF Technical Working Groups
TWG for Qualifications Register
Chair : TESDA
TWG for Pathways and Equivalencies
Chair : CHED...
TWG on Qualifications Register
Lead: TESDA
The Philippine Qualifications Register is the national database of
quality assu...
Status Vis the Work Plan
 Adopt a format or formats that can read into each other.
Status: CHED, PRC, TESDA agreed on the...
TESDA Qualifications Register (source: TESDA QSO)
Qualification
Title
Qualification
Level
Qualification
Coding
Date
Issued...
CHED Qualifications Register
(source: email of Dir. Jean Tayag/CHED)
QUALIFICATION
TITLE
QUALIFICATION
LEVEL
ISSUE
CODING
...
TWG on International Alignment Functions
Lead: PRC
Functions:
1. Conduct researches/ studies for comparability/
benchmarki...
TEMPLATE FOR DATA-GATHERING
• REGION : PROFESSION :
• COUNTRY: COUNTRY :
LEARNER
TEACHER
MOBILITY
WORKER
PROFESSIONAL
MOBI...
GOAL
Promote and advocate PQF through an
information, education, and communication
(IEC) campaign
Philippine Qualification...
Pathways and Equivalency Programs
Lead: CHED
1. State of Pathways and Equivalency Programs
(validation and firming up of d...
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
Curri...
It is important that the qualifications titles
and definitions are clearly specified and are
based on learning outcomes to...
NECESSARY FEATURES TO SUPPORT
COMPARABILITY AND BENCHMARKING
• SCOPE
• LEVELS
• DESCRIPTORS
• QUALIFICATION TITLES AND
DEF...
AUSTRALIAN QF
Level
Description Qualifications Time
Level 5
Graduates at this level have
specialised knowledge and
skills ...
AUSTRALIAN QF
Level
Description Qualifications Time
Level 10
Graduates at this level have
systematic and critical
understa...
NATIONAL QUALIFICATIONS FRAMEWORK OF THAILAND
LEVEL QUALIFICATIONS TITLES
9 Doctoral Degree
8 Higher Graduate Diploma
7 Ma...
LEVEL DESCRIPTORS: DOMAINS 30
SAUDI ARABIA HONG KONG PHILIPPINES
Knowledge
Knowledge and
intellectual skills
Knowledge, Sk...
There should be accurate information
on the volume of learning to be
achieved in qualifications and in their
component uni...
CREDIT SYSTEM/ LEARNING VOLUME
Credit is commonly assigned to the learning outcomes
achievable in a specified number of ho...
ASEAN QUALIFICATIONS REFERENCING FRAMEWORK
Next Steps
• Review and revision of the Policies,
Standards and Guidelines (PSGs) to
transform the current PSGs into an
ou...
Next Steps
• Harmonization of the pertinent K to 12
curriculum with the new descriptors;
• DepEd, TESDA, CHED and PRC to a...
Technical Education and Skills Development Authority
www. tesda.gov.ph
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TESDA - Philippine Qualifications Framework (PQF)

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The Philippine Qualifications Framework is a national policy that describes the levels of educational qualifications and sets the standards for qualification outcomes that is competency-based, labor market driven and assessment based qualification recognition.

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  • During the State of the Nation Address of the President in 2011, he directed DOLE, CHED, TESDA, and DepEd to work together to address the issue of job-skills mismatch. One of the responses to the Presidential directive is the development of the Philippine Qualifications Framework (PQF).
  • A qualification can be defined as:Package of or group of competencies that describes a particular function or job role existing in an industry sector. It consists of units of competency to cover the work activities required to undertake a particular job role. (PNQF 2004)
  • On the other hand, the Philippine Qualifications Framework (PQF) is characterized as follows: It is a national policy, 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.Labor market-driven.Assessment based qualification recognition.
  • The formulation of the Philippine Qualifications Framework will have attendant benefits to various sectors: the person, employers, education and training providers and Authorities. Specifically, expected benefits include the following: 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 timeCertificates and licenses recognized by government
  • II. For the EMPLOYERS Assures that standards and qualifications are consistent to job requirements/demandProvides 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 outcomesProvides 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 stakeholdersHarmonizes qualifications in E & T across Philippines
  • The development of the Philippine Qualifications Framework had to be done in consideration of a number of inputs in order to generate the desired outputs. It shall utilized extensive consultations and advocacy with stakeholders towards the successful implementation of the PQF in the country.
  • The Philippines has a unique trifocalized education system: basic education, technical-vocational education and higher education. Three key agencies are involved in the policy making, administration and management of formal education: The Department of Education (DepEd) for basic education; the Technical Education and Skills Development Authority (TESDA) for technical-vocational education and training and the Commission on Higher Education (CHED) for tertiary and higher education.  With the implementation of the K to 12 program, basic education is composed of six (6) grades in addition to the mandatory Kindergarten program in the elementary. The secondary level is composed of four (4) years Junior high school and two (2) years Senior high school. The third level is the tertiary education consisting of higher education and post secondary schooling. Higher Education is divided into baccalaureate, masters and doctorate levels in various programs or disciplines.  Though compartmentalization exists in the Philippine education system, quality is assured through a standards and accreditation system for basic and higher education institutions and through a unified registration and accreditation system for technical-vocational institutions.
  • The figure shows the 8-level Philippine Qualifications Framework. TVET consists of 5-levels covering NC I to NC V-Diploma. Under the TVET track of the K to 12 program, NC I and II qualifications are embedded in Grades 10 and 12, respectively. Higher education shall consist of three levels: baccalaureate, post-baccalaureate and doctoral and post doctoral degrees.
  • SUBTITLE/SECTION SLIDE: Use as first slide for each SUBTITLE/SECTION**Blue Color Specs (RGB): R:18, G:49, B:114**Background is fixed. DO NOT EDIT/REPLACEEditable areas: Title of presentation (Times New Roman 40), Subtitle/Section name (Arial 44/48 ALL CAPS, *size depends on length of name)
  • With the approval of the PQF by the SDC-Cabinet and the subsequent issuance of EO No. 83 s. 2012 “Institutionalization of the Philippine Qualifications Framework”, the following are the next steps to be taken for the successful implementation of the PQF: CHED needs to conduct review and revision of their Policies, Standards and Guidelines (PSGs) to transform the current PSGs into an outcomes-based format;CHED to convene the Technical Panels/ Technical Committees for each discipline that will prescribe the competencies required for each program;TESDA to pursue the review and revision of the Training Regulations (TRs) to realign with the new descriptors;
  • Through the K to 12 Steering Committee, harmonization of the pertinent K to 12 curriculum with the new descriptors must be done;DepEd, TESDA, CHED and PRC must meet to agree on the format;Continued consultations with the industries for the development of PQF models for specific sectors;PQF advocacy and public hearings needs to be conducted at the regional levels.
  • TESDA - Philippine Qualifications Framework (PQF)

    1. 1. Philippine Qualifications Framework (PQF)
    2. 2. 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.”
    3. 3. 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.
    4. 4. 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
    5. 5. It is competency-based. It is labor market driven. It is assessment based qualification recognition.
    6. 6. 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
    7. 7. II. FOR THE EMPLOYERS • Assures that standards and qualifications are consistent to job requirements/demand • Provides common understanding on standards, qualifications and levels
    8. 8. 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
    9. 9. 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
    10. 10. 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
    11. 11. 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
    12. 12. 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
    13. 13. 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
    14. 14. 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
    15. 15. 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
    16. 16. • 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
    17. 17. 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
    18. 18. • 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
    19. 19. • 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
    20. 20. 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.
    21. 21. 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.
    22. 22. 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 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.
    23. 23. LEVEL KNOWLEDGE, SKILLS AND VALUES APPLICATION DEGREE OF INDEPENDENCE Level 4 National CertificateIV Knowledge and skills that are mainly theoreticaland/or abstract with significant depth in one or more areas; contributing to technicalsolutions of a non- routine or contingencynature; evaluationand analysis of current practicesand the developmentof new criteria and procedures. Applied in activities that are set in range of contexts, most of which involve a number of unfamiliar and/or unpredictableaspects; involve largely non-routine issueswhich are addressed using guidelines or procedureswhich require interpretationand/or adaptation. Work involves some leadership and guidance when organizing activitiesof self and others Level 5 National Diploma Knowledge and skills that are mainly theoreticaland/or abstract with significant depth in some areastogether with wide-ranging, specializedtechnical, creative and conceptualskills. Perform work activitiesdemonstrating breadth, depth and complexity in the planning and initiation of alternativeapproachesto skills and knowledge applications acrossa broad range of technical and/or management requirements, evaluationand coordination. Applied in activities that are supervisory,complex and non-routine which require an extensiveinterpretation 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. Undertakework involving participation in the developmentof strategic initiatives,as well as personal responsibility and autonomy in performing complex technical operationsor organizing others.
    24. 24. 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
    25. 25. 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
    26. 26. TWG on Qualifications Register Lead: 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
    27. 27. 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.
    28. 28. 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 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 06/01- 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.
    29. 29. 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 opportunities in agricultural dev't. practice ethical interpersonal relations with employers, subordinates, peers, clients and the general public
    30. 30. 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])
    31. 31. 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)
    32. 32. GOAL Promote and advocate PQF through an information, education, and communication (IEC) campaign Philippine Qualifications Framework COMMUNICATIONS PLAN
    33. 33. 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
    34. 34. The Benchmarking of National Qualifications Frameworks 41
    35. 35. QUALIFICATIONS FRAMEWORKS MAY EVOLVE FROM BEING VOCATIONAL ONLY TO INCLUDE ALL QUALIFICATIONS 9
    36. 36. 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 o n D e l i v e r y Qualifications Units of Competency Modules of Training Competency Based Training
    37. 37. It is important that the qualifications titles and definitions are clearly specified and are based on learning outcomes to be achieved 35
    38. 38. NECESSARY FEATURES TO SUPPORT COMPARABILITY AND BENCHMARKING • SCOPE • LEVELS • DESCRIPTORS • QUALIFICATION TITLES AND DEFINITIONS • CREDITS/ LEARNING VOLUME • QUALITY ASSURANCE • STAKEHOLDER NEEDS
    39. 39. 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
    40. 40. 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
    41. 41. 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)
    42. 42. 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
    43. 43. There should be accurate information on the volume of learning to be achieved in qualifications and in their component units/modules 37
    44. 44. 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
    45. 45. ASEAN QUALIFICATIONS REFERENCING FRAMEWORK
    46. 46. 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;
    47. 47. 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
    48. 48. Technical Education and Skills Development Authority www. tesda.gov.ph

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