MAAP-INM International Cooperation
and Partnerships: Its Relevance on the
Recent Philippine MET Developments
Dr. Angelica ...
Abstract
international cooperation between Maritime Academy of Asia
and the Pacific (MAAP) and Incheon Maritime High Schoo...
Background/Rational
of INM Partnership
2006, Ms. Yunsok Song, former INM English Faculty and now
Supervisor of Incheon Dep...
November 25, 2007

1st MAAP MOA signing with INM Principal Nam
Background/Rational
of INM Partnership
MOA was signed with a written provision to wit “That this MOA
shall take effect aft...
2011 invited in Korea for cultural relations
and as speaker (Dr Baylon with INM principal Lee &
INM Vice Yun)
Aug 9-10, 2012
MOA Signing bet BHS (Principal Yun
and MAAP, BCS, BPSU & PAEPI
for Korean English Training Programme
Background/Rational
of INM Partnership
Sept 25, 2012 – Dr. Baylon had an opportunity to meet the
officials and faculty of ...
Background/Rationale
of INM Partnership
MAAP President was happy but provided some issues and
concerns that must be addres...
Background/Rational
of INM Partnership
INM curriculum as a maritime high school shall serve as
reference for the senior ma...
Background/Rational
of INM Partnership
January14, 2013, MAAP received the confirmation letter from
DepEd as regards MAAP t...
Jan 23-25,2013 at JBLMU
CHED Exec Director Atty Julito Vitriolo ,Phd with
updates on CHED roles on STCW implementation
Background/Rational
of INM Partnership
During the open forum, the attendees were informed that MAAP
fully supports the gov...
March 1,2013

MOA signing bet MAAP & INM with
CHED, DEPED and TESDA as witnesses
The Philippine National
Development Plan
MAAP-INM Project is in line with the Philippine National
Development Plan which s...
The Philippine National
Development Plan
Philippine government represented by CHED, DepEd and
TESDA supports MAAP-INM part...
The Philippine National
Development Plan
PHILIPPINE HIGHER
EDUCATION INSTITUTION
QUALITY
OF LIFE
Capacity
opportunity

ins...
K-to- 12 Program Implementation
With MAAP-INM partnerships, the two year
additional studies and Experience at INM Korea
wo...
K-to-12 Program Implementation
2 years of Senior High
School

Grade 12 (17 years old)
Grade 11 (16 years old)
Grade 10 (15...
K-to-12 Program Implementation
CHED’s Role:
CHED shall collaborate with DepEd in the programming of the
Grade 11 and 12 (S...
K-to- 12 Program Implementation
K-to-12 Program Implementation
“Reform Basic education to make it comparable at the
international arena. Along this line, ...
K-to-Program Implementation
Updates on K- to-12 Implementation:
The K to 12 has been formally
launched by President S. B.
...
K-to-12 Program Implementation
Continuing preparations for K- to-12 Implementation:

Trainings of trainers in all subject ...
K-to- 12 Program Implementation
Computing Grades for K- to-12 Implementation
[DepEd order No. 31, s. 2012]
student perform...
K-to-12 Program Implementation
Some identified transition issues on the 10-Year
Curriculum to K-12 Basic Education
With th...
K-to- 12 Program Implementation
MAAP Roles - Research & Extension Services
MAAP-INM partnership with INM as International ...
Outcomes-Based Learning (OBL)
Implementation
Outcomes Based education (OBE) - “comprehensive
approach to organizing & oper...
Philippine Qualification Framework
(PQF) Implementation
Qualification pertains to the package of competencies
describing a...
Philippine Qualification Framework
(PQF) Implementation
Philippine Qualification Framework
(PQF) Implementation
Philippine Qualification Framework
(PQF) Implementation
Benefits:
For the person: lifelong learning allowing the person to...
Philippine Qualification Framework
(PQF) Implementation
Level 1 National Certification I
KNOWLEDGE,
SKILLS & VALUES

APPLI...
Philippine Qualification Framework
(PQF) Implementation
Level 2 National Certification II
KNOWLEDGE,
SKILLS & VALUES

APPL...
Philippine Qualification Framework
(PQF) Implementation
Similar Maritime Subjects
Both MAAP BSMT and BSMarE programs requi...
Philippine Qualification Framework
(PQF) Implementation
Both MAAP BSMT and BSMarE programs require similar 56
units of sim...
Philippine Qualification Framework
(PQF) Implementation
Level 3 National Certification III
KNOWLEDGE,
SKILLS &
VALUES

APP...
Philippine Qualification Framework
(PQF) Implementation
Level 4 National Certification IV

KNOWLEDGE,
SKILLS & VALUES

APP...
Philippine Qualification Framework
(PQF) Implementation
Level 5 DIPLOMA
KNOWLEDGE, SKILLS &
VALUES
Knowledge and skills th...
Philippine Qualification Framework
(PQF) Implementation
Level 6 Baccalaureate Degree

KNOWLEDGE,
SKILLS & VALUES

APPLICAT...
Philippine Qualification Framework
(PQF) Implementation
Level 7 Post-Baccalaureate Degree

KNOWLEDGE,
SKILLS & VALUES

APP...
Philippine Qualification Framework
(PQF) Implementation
Level 7 Doctoral Degree & Post-Graduate Program

KNOWLEDGE,
SKILLS...
On the Way Forward for the
MAAP-INM Partnership
INM as an International Model school for this K-to-12 program is a timely
...
Special Acknowledgement
•

•
•

•

•

Mr. Kim Myeong Sik, INM Principal and Project Adviser
Mr. Shin, Meister Head Departm...
Sept 7-10, 2013 in Seoul &Incheon Korea
with 6 INM Filipino Students &
10 Korean BHS Students: updates
End of Presentation
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Global partnership for MET development ( MAAP R & D process on K to 12 for maritime curriculum development for SHS)

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2013 maap inm project met_relevance_ichre_baylon

  1. 1. MAAP-INM International Cooperation and Partnerships: Its Relevance on the Recent Philippine MET Developments Dr. Angelica M Baylon, MAAP DRES Director/ MAAP Project Officer and VAdm Eduardo Ma R Santos, AFP (Ret), MAAP President/Project Adviser Maritime Academy of Asia and the Pacific, Mariveles Bataan, Philippines
  2. 2. Abstract international cooperation between Maritime Academy of Asia and the Pacific (MAAP) and Incheon Maritime High School (INM) background, rationale & relevance of the MAAP-INM project latest MET Developments updates in the Philippines K to 12 Implementation Outcome Based Education Implementation Philippine Qualification Framework Implementation (specifically the awarding of certifications for NC1 (grade 11) and NCII (grade 12) qualifications. MAAP-INM MOA Signing at MAAP on March 1, 2013 INM serves as the International Model School for the Senior high School Program for the MAAP Filipino Scholars
  3. 3. Background/Rational of INM Partnership 2006, Ms. Yunsok Song, former INM English Faculty and now Supervisor of Incheon Department of Education, found about MAAP, the only one out of 5 Philippine maritime schools that responded to her communications for possible partnership. This was supported by MAAP President Vadm Eduardo Ma. R. Santos, AFP (Ret) thru Department of Research & Extension Services (DRES) Nov 2007, finalization of MOA between INM and MAAP prepared considering communications via emails. Nov 25 , 2007 - MAAP-INM MOA Signing at MAAP with VADM Santos and Principal Kil Chang Nam. This is for the top INM Korean students to study at MAAP
  4. 4. November 25, 2007 1st MAAP MOA signing with INM Principal Nam
  5. 5. Background/Rational of INM Partnership MOA was signed with a written provision to wit “That this MOA shall take effect after arrangement with the Korean Federation of Seafarers Union (FSU) has been done by INM Korea with FSU recommending to AMOSUP the acceptance of paying students from INM, which is subject to approval of MAAP Chairman /AMOSUP President”. February 2009, the renewal of the MOA was signed during the term of INM Principal Gag Bog Lee. The MOA was not successful because the two top INM Korean graduates sent for the collegiate studies at MAAP had decided to continue their studies in Korea.
  6. 6. 2011 invited in Korea for cultural relations and as speaker (Dr Baylon with INM principal Lee & INM Vice Yun)
  7. 7. Aug 9-10, 2012 MOA Signing bet BHS (Principal Yun and MAAP, BCS, BPSU & PAEPI for Korean English Training Programme
  8. 8. Background/Rational of INM Partnership Sept 25, 2012 – Dr. Baylon had an opportunity to meet the officials and faculty of INM. She and Ms. Yunsok Song had discussed about the interest of the INM Principal Mr. Kim Myeong Sik to sponsor Filipino and Myanmar Students for the 3-year high school studies in Korea. Instead of sending one Korean student at MAAP, Filipino students will be sent in INM Korea to mingle with their counterpart Korean students for international cooperation. proposal has been prepared for presentation to respective INM and MAAP boss. INM is willing to provide 3 year full sponsorship and if not possible, even for one year.
  9. 9. Background/Rationale of INM Partnership MAAP President was happy but provided some issues and concerns that must be addressed in coordination with other government agencies in the Philippines like CHED and DepEd. Hence, regular email coordination with INM (Ms. Song) and MAAP (Dr. Baylon) and all concerned agencies continued November 15, 2012 - initial visit of CHED and DepEd for guidance on implementing policies and guidelines DepEd Order No 36 S 2012 (Guidelines on the 2012 Implementation of the Senior High School (SHS) Modelling in Selected Technical and Vocational Education and General Secondary Schools under the K to 12) issued to all concerned agencies interested to volunteer for the SHS Modeling Program for the K-to-12. No volunteer on maritime
  10. 10. Background/Rational of INM Partnership INM curriculum as a maritime high school shall serve as reference for the senior maritime high school nationwide implementation in the Philippines for AY 2016-2017. December 21, 2012, MAAP submission of the 24-page proposed project entitled: “Volunteer International Model Senior High School (INM Korea) beyond the projected nationwide implementation of the SHS in 2016-2017” to DepEd, CHED, and TESDA copy furnished INM This proposal is a product of continuous and fast email communication with INM (Ms Song), DepEd, TESDA & CHED. January 3-4, 2013, meeting with INM (Ms. Song and INM Vice Principal Choi) at Clark Pampanga and in MAAP Bataan Philippines about the MAAP-INM project
  11. 11. Background/Rational of INM Partnership January14, 2013, MAAP received the confirmation letter from DepEd as regards MAAP to model the SHS Program in partnership with INM Korea as it responds to the needs of the community and demands of the global maritime industry After several communications, it was noted that the INM curriculum addresses the competencies required for the TECVOC career pathway (e.g. Deck and engine seafaring NC and marine electricity NC) January 23–25, 2013, the STCW International Conference hosted by JBLMU, in Iloilo City was timely, as the CHED Executive Director Atty. Vitriolo presented 3 national strategies by the government on maritime competencies - K-to-12 program , outcome –based program and PQF implementation
  12. 12. Jan 23-25,2013 at JBLMU CHED Exec Director Atty Julito Vitriolo ,Phd with updates on CHED roles on STCW implementation
  13. 13. Background/Rational of INM Partnership During the open forum, the attendees were informed that MAAP fully supports the government thrusts as MAAP embarks on the K-to-12 program implementation made possible thru the MAAPINM partnership. March 1, 2013, the historical event for the K-to-12 Flagship educational reform program in the country thru the Signing of MOA between MAAP & INM witnessed by CHED, DepEd and TESDA. June 25, 2013, 6 MAAP Filipino scholars were warmly welcomed by the INM in Korea. Indeed fortunate Filipinos are assured of quality MET and merged with co-scholars/students at INM Senior High School.
  14. 14. March 1,2013 MOA signing bet MAAP & INM with CHED, DEPED and TESDA as witnesses
  15. 15. The Philippine National Development Plan MAAP-INM Project is in line with the Philippine National Development Plan which states that “All Filipinos have access to education that is geared towards the realization of their potential: as individuals & as members of a family, community, society & the global village”. President Aquino’s Social Contract with the Filipino People says -“Make education the central strategy for investing in our people, reducing poverty and building national competitiveness”. MAAP-INM partnership upholds the Philippine Development Plan (PDP) 2011-2016 particularly education and training as key strategies for improving access to employment opportunities of Filipino workers to reduce poverty and build national competitiveness . •
  16. 16. The Philippine National Development Plan Philippine government represented by CHED, DepEd and TESDA supports MAAP-INM partnership as they witnessed the MOA signing between MAAP and INM. With MAAP partnership with INM, there is a possibility for an expanded and enhanced career chances and choices for Filipino in the full service of national and global development. Korea has certainly open global opportunities for Filipinos. In the future, Korea may opt to provide employment opportunities to Filipinos. INM Filipino scholars will not have second thoughts because they would surely develop loyalty and grateful hearts for the global educational experiences provided them by INM.
  17. 17. The Philippine National Development Plan PHILIPPINE HIGHER EDUCATION INSTITUTION QUALITY OF LIFE Capacity opportunity instruction research extension Contribution to poverty alleviation With MAAP-INM partnerships, INM would be able to contribute its share in the reformation of basic education in the Philippines at the global world There is a possibility of an eventual streamlining of maritime senior high school graduates to higher education system.
  18. 18. K-to- 12 Program Implementation With MAAP-INM partnerships, the two year additional studies and Experience at INM Korea would certainly enhance the basic education of 6 MAAP Filipino scholars. K to 12 Basic Education Program K-to-12 curriculum is integrative, inquiry-based, constructivist; decongested that allows for mastery; learner-centered for optimum development of every learner and responsive to local needs (including Mother Tongue as medium of instruction and as a subject area up to Grade 3) for meaningful learning.
  19. 19. K-to-12 Program Implementation 2 years of Senior High School Grade 12 (17 years old) Grade 11 (16 years old) Grade 10 (15 years old) 4 years of Junior High School Grade 9 (14 years old) Grade 8 (13 years old) Grade 7 (12 years old) New HS Year 6 New HS Year 5 New HS Year 4 New HS Year 3 New HS Year 2 New HS Year 1 Grade 6 (11 years old) Grade 5 (10 years old) 6 years of Elementary Grade 4 (9 years old) Grade 3 (8 years old) Grade 2 (7 years old) Grade 1 (6 years old) Kindergarten Kindergarten (5 years old) K to 12 Basic Education Program
  20. 20. K-to-12 Program Implementation CHED’s Role: CHED shall collaborate with DepEd in the programming of the Grade 11 and 12 (Senior High School) subject areas to conform with the spiral progression of competencies from pre-Sr. HS to Sr. HS and from post Sr. HS to higher education. CHED also intends to identify and define the current mix of General Education courses that are of remedial character of pre-college courses and channel this down to Grade 11 and 12. With this role by CHED, MAAP and INM may be able to provide inputs and recommendations on suggested subjects for senior high school that need not be taken in collegiate level.
  21. 21. K-to- 12 Program Implementation
  22. 22. K-to-12 Program Implementation “Reform Basic education to make it comparable at the international arena. Along this line, a dual track system and possibly the eventual streaming of high school graduates to the higher education system should be seriously implemented”. With MAAP-INM partnerships, INM would be able to contribute its share in the reformation of basic education in the Philippines at the global world (with Filipino scholars provided the opportunity to learn foreign language, cultural, maritime skills in global perspectives). eventual streamlining of maritime senior high school graduates to higher education system
  23. 23. K-to-Program Implementation Updates on K- to-12 Implementation: The K to 12 has been formally launched by President S. B. Aquino III on April 24, 2012 The K to 12 curriculums for Grade 1 and Grade 7 implemented in SY 2012-2013 and to progress annually at one grade level at a time First batch of K to 12 graduates will be from the Sr. HS students in SY 2017-2018
  24. 24. K-to-12 Program Implementation Continuing preparations for K- to-12 Implementation: Trainings of trainers in all subject areas to include the Mother Tongue Trained trainers cascade the training to the regions Preparation of learning resources in all subject areas for Grade1 & Grade7 for SY 2012-2013 and succeeding grade levels thereafter Progress monitoring of K to 12 implementation Continuing communication and advocacy for K to 12 Legislative support to K- to-12”.
  25. 25. K-to- 12 Program Implementation Computing Grades for K- to-12 Implementation [DepEd order No. 31, s. 2012] student performance will still be assessed at four levels: knowledge (15%), process or skills (25%), understanding (30%) and products/performances (30%) Grading system scale of letter grades - levels of proficiency: A is for Advanced (90% and above) P for Proficient (85-89%) AP for Approaching Proficiency (80-84%) D for Developing (75-79%) B for Beginning (74% and below)
  26. 26. K-to-12 Program Implementation Some identified transition issues on the 10-Year Curriculum to K-12 Basic Education With the additional 2 years of basic education, what happens to higher education institutions when there will be no college entrants in SY 2016-2017 and SY 2017- 2018?; with the 2 consecutive years when there will be no college graduates. How will the human resource gap be filled? And with some college courses to be channeled to Grades 11 & 12, will there be a corresponding reduction in the duration of college degree programs? MAAP offering full scholarship to qualified entrants, would not experience this problem of enrollees because MAAP may get top college level applicants (aged 17- 21) as long as they passed the MAAP rigid requirements & entrance examinations.
  27. 27. K-to- 12 Program Implementation MAAP Roles - Research & Extension Services MAAP-INM partnership with INM as International Model School for the Pilot testing Senior High School Program of six (6) MAAP Filipino scholars for the grades 11 and 12 (June 25, 2013 to May 2015). a number of local High Schools (Bataan Christian High School etc) are proposing for partnership with MAAP for the offering of Maritime Senior High School in their respective schools - adopting the INM curriculum high schools intending to offer maritime courses in partnership with MAAP are preparing for the national implementation of grades 11 and 12 (Senior High School) in the country AY2016-2017
  28. 28. Outcomes-Based Learning (OBL) Implementation Outcomes Based education (OBE) - “comprehensive approach to organizing & operating an education system that is focused in and defined by the successful demonstrations of learning sought from each student” (Spady, 1994) Outcomes are actions/performances that embody & reflect learner competence in using content, information, ideas and tools successfully. Implementation of OBE covers all levels of education with different objectives, from kindergarten to university education, from formal to continuing and community education Knowledge, skills and values of the MAAP-INM Scholars upon completion of grade 11 & 12 shall be assessed by both INM and MAAP
  29. 29. Philippine Qualification Framework (PQF) Implementation Qualification pertains to the package of competencies describing a particular function or job role existing in an economic sector PQF is a national policy which describes the levels of educational qualifications and sets the standards for qualification outcomes PQF is competency-based/outcomes-based; labor market driven and assessment-based qualification recognition PQF supports the development & maintenance of pathways and equivalencies which provide access to qualifications and assist people to move easily and readily between the different E & T sectors & between these sectors & the labor market & to align the PQF with international qualifications framework
  30. 30. Philippine Qualification Framework (PQF) Implementation
  31. 31. Philippine Qualification Framework (PQF) Implementation
  32. 32. Philippine Qualification Framework (PQF) Implementation Benefits: For the person: 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 with the certificates and licenses recognized by government For employers: standards and qualifications are consistent to job requirements/demand and provides common understanding on standards, qualifications & levels For MET providers: transparency in training provision, conformance to standards & preciseness of accountability for learning outcomes; common understanding of policies & guidelines For the authorities: standards, taxonomy and typology of qualifications as bases for granting approvals to providers and stakeholders and; harmonized qualifications in MET across Phil.
  33. 33. Philippine Qualification Framework (PQF) Implementation Level 1 National Certification I KNOWLEDGE, SKILLS & VALUES APPLICATION Applied in Activities that Knowledge are set in a limited range and skills that of highly familiar and are manual or predictable contexts; concrete or involve straightforward; practical and/or routine issues which are operational in addressed by following focus set rules, guidelines & procedures DEGREE OF INDEPENDENCE In conditions where there is very close support, supervision and guidance; minimum judgment or discretion is needed
  34. 34. Philippine Qualification Framework (PQF) Implementation Level 2 National Certification II KNOWLEDGE, SKILLS & VALUES APPLICATION Applied in activities that Knowledge are set in a range of and skills those familiar & predictable are manual, contexts; involve routine practical and/or issues which are identified operational in & addressed by selecting focus with a from and following a variety of number of set rules, options. guidelines or procedures. DEGREE OF INDEPENDENCE In conditions where there is substantial support, guidance or supervision; limited judgment or discretion is needed.
  35. 35. Philippine Qualification Framework (PQF) Implementation Similar Maritime Subjects Both MAAP BSMT and BSMarE programs require 15 units of similar maritime professional courses INM MAAP Maritime Law Maritime English Navigation Maritime Law (MarLaw) Maritime English Nav 1 & 2; Navigation Practice Nav 3 & 4 Seamanship Seamanship I (Seam1) General Engineering Electro 1 & 2 Marine Electricity & Electronics Engine Watchkeeping (Ewatch)
  36. 36. Philippine Qualification Framework (PQF) Implementation Both MAAP BSMT and BSMarE programs require similar 56 units of similar General Education Subjects which mostly have been taken already in the high school curriculum and /or at SHS Modelling School Program. 11 General Education subjects at INM for both Deck and Engine (Grade 11 and 12) include: English, Math, Science, Physics, Society, Ethics, Art, Music, Korean History, Korean Language and Japanese Language Both MAAP BSMT and BSMarE programs require similar 8 units non-academic courses (4 2-unit PE and 6 units NSTP (4 Naval Reserve Officers Training Course or NROTC subjects). MAAP-INM students armed with international basic general maritime education may continue with their maritime studies to enhance their maritime level and qualification type.
  37. 37. Philippine Qualification Framework (PQF) Implementation Level 3 National Certification III KNOWLEDGE, SKILLS & VALUES APPLICATION Applied in activities that are set in contexts with Knowledge some unfamiliar or and skills that unpredictable aspects; are a balance involve routine and nonof theoretical routine issues which are identified and addressed and/or technical and by interpreting and/or applying established practical guidelines or procedures with some variations DEGREE OF INDEPENDENCE 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.
  38. 38. Philippine Qualification Framework (PQF) Implementation Level 4 National Certification IV KNOWLEDGE, SKILLS & VALUES APPLICATION 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 & 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. DEGREE OF INDEPENDENCE Work involves some leadership and guidance when organizing activities of self & others
  39. 39. Philippine Qualification Framework (PQF) Implementation Level 5 DIPLOMA KNOWLEDGE, SKILLS & VALUES Knowledge and skills that is 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 planning and initiation of alternative approaches to skills and knowledge applications across a broad range of technical and/or management requirements, evaluation & coordination. APPLICATION Applied in activities that are supervisory, complex and non-routine which require an extensive interpretation and/or adaptation/ innovation. DEGREE OF INDEPENDENCE In conditions where there is broad guidance and direction, where judgment is required in planning and selecting appropriate equipment, services and techniques for self & 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
  40. 40. Philippine Qualification Framework (PQF) Implementation Level 6 Baccalaureate Degree KNOWLEDGE, SKILLS & VALUES APPLICATION Application in Graduates at this professional work in level will have a broad a broad range of and coherent discipline and/or knowledge and skills further study in their field of study for professional work and lifelong learning DEGREE OF INDEPENDENCE Independent and /or in teams of related field
  41. 41. Philippine Qualification Framework (PQF) Implementation Level 7 Post-Baccalaureate Degree KNOWLEDGE, SKILLS & VALUES APPLICATION Graduates at this level will have advanced knowledge and skills in a specialized or a multidisciplinary 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 multidisciplinary professional work and/or research and/or further study DEGREE OF INDEPENDENCE Independent and/or in teams of multidisciplinary expertise
  42. 42. Philippine Qualification Framework (PQF) Implementation Level 7 Doctoral Degree & Post-Graduate Program KNOWLEDGE, SKILLS & VALUES APPLICATION Graduates at this level have highly advanced systematic knowledge and skills in highly specialized and/or complex multi-disciplinary field of learning for complex research and/or professional practice and/or for advancement of learning Applied in highly specialized or a complex multidisciplinary field of professional work that requires innovation and/or leadership/ management and/or research in a multidisciplinary field DEGREE OF INDEPENDENCE Independent and/or Teams of multidisciplinary and more complex setting
  43. 43. On the Way Forward for the MAAP-INM Partnership INM as an International Model school for this K-to-12 program is a timely proposal for a SHS modeling program as part of the R & D being explored for maritime basic educational reforms in the Philippines. MAAP-INM partnership is significant as it involves not these institutions but also South Korea and Philippines MAAP and the Philippine government are truly grateful for this international cooperation. INM curriculum may be adopted by other maritime high schools who wish to partner with MAAP in offering maritime high school. MAAP and INM shall continuously assess the performance of the 6 MAAP Filipino scholars not only after their studies in INM but until the time that they have graduated and pursued their maritime profession to be maritime officials on board international vessels.
  44. 44. Special Acknowledgement • • • • • Mr. Kim Myeong Sik, INM Principal and Project Adviser Mr. Shin, Meister Head Department Ms. Jisun Kim, INM Project Coordinator Incheon National Maritime High School, Incheon, Korea Ms. Yunsok Song former INM English Teacher, Supervisor, Incheon Department of Education Atty Julito Vitriolo, PhD, CHED Executive Director Dr Virginia Akiate, CHED Regional Director Philippine Commission on Higher Education (CHED) Dr Milagros C. Valles, Director II Head Techvoc Unit and Chairman- Sub Technical Working Group on Senior High School Modeling Program Philippine Department of Education (DepEd) Ms. Grace Corazon Castillo, Provincial TESDA Director Technological Educational Skills Development Authority (TESDA)
  45. 45. Sept 7-10, 2013 in Seoul &Incheon Korea with 6 INM Filipino Students & 10 Korean BHS Students: updates
  46. 46. End of Presentation
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