IMELDA B. TAGANASExecutive DirectorQualifications and Standards Office, TESDA

November 29, 20l3

“LEADING THE ELECTRICAL PRACTIONERS TOWARDS GLOBAL

RECOGNITION”38th Annual National Convention and 3E XPO

Institute of Integrated Electrical Engineers of the Philippines, Inc. (IIEE)

K to12: The Benefits and Effects it will bring to the

Filipino Educational System

TOPICS

K to12: The Benefits and Effects it will bring to the Filipino Educational System

I. Philippines Qualifications Framework

Benefit to the stakeholders (Education and Training Institutions, Students, Employers (local and international)

II. TESDA’s Role in K to 12

Curriculum Development

K to 12 Curriculum in Technology Livelihood Education and Tech-Voc Track

Trainers (Teachers) Development

Assessment and Certification

III. Benchmarking to international standards towards Global Recognition (MRA QFs)

ASEAN Qualifications Reference Framework

Benchmarking of Qualifications/Competencies

Philippine Qualifications Framework (PQF)

What is PQF?

It is a national policy describing 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 and labor market driven.

It is assessment- based qualification recognition.

Objectives of the PQF

To establish national standards and levels for outcomes of education and

training, skills and competencies

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 E & T sectors and between

these sectors and the labour market

To align the PQF with international qualifications framework to support

the national and international mobility of workers thru increased

recognition of the value and comparability of Philippine qualifications

Benefits of the PQF

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

FOR THE EMPLOYERS

Assures that standards and qualifications are consistent to job

requirements/demand

Provides common understanding on standards, qualifications and levels

Benefits of the PQF

FOR THE EDUCATION & TRAINING 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

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

The Development of PQF

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

TESD HIGHER EDUCATION

POST BACCALAUREATE

DOCTORAL AND

POST DOCTORAL

BACCALAUREATE

NC I

G12

10

THE PHL QUALIFICATIONS FRAMEWORK

BASIC ED

L 8

L 7

L 6

L 5

L 4

L 3

L 2

L 1

DIPLOMA

NC III

NC II

NC IV

LEVEL 1KNOWLEDGE, SKILLS AND

VALUESKnowledge and skills that are manual

or concrete or practical and/or

operational in focus.

APPLICATION 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.

DEGREE OF INDEPENDENCE In conditions where there is very close

support, guidance or supervision;

minimum judgment or discretion is

needed.

QUALIFICATION TYPE NATIONAL CERTIFICATE I

10

LEVEL 2

KNOWLEDGE, SKILLS AND

VALUESKnowledge and skills that are manual,

practical and/or operational in focus

with a variety of options.

APPLICATION 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.

DEGREE OF INDEPENDENCE In conditions where there is

substantial support, guidance or

supervision; limited judgment or

discretion is needed.

QUALIFICATION TYPE NATIONAL CERTIFICATE II

11

LEVEL 3KNOWLEDGE, SKILLS

AND VALUES

Knowledge and skills are a balance of theoretical and

practical. Work involves understanding work

process, contributing to problem solving and making

decisions to determine process, equipment and

materials to be used.

APPLICATION 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 applying established

guidelines or procedures with some variations.

DEGREE OF

INDEPENDENCE

Application may involve individual responsibility or

autonomy, may involve some responsibility for others.

Participation in teams including team or group

coordination may be involved.

QUALIFICATION TYPE NATIONAL CERTIFICATE III

12

LEVEL 4

KNOWLEDGE, SKILLS

AND VALUES

Knowledge and skills 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.

APPLICATION 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 and others

QUALIFICATION TYPE NATIONAL CERTIFICATE IV

13

LEVEL 5

KNOWLEDGE, SKILLS

AND VALUES

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.

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 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

QUALIFICATION TYPE DIPLOMA

14

II. TESDA’s Role in K to 12

Curriculum DevelopmentK to 12 Curriculum in Technology Livelihood Education and Tech-Voc Track

Trainers (Teachers) Development

Assessment and Certification

• CORE (Communication, Languages, Literature, Math, Philosophy, Science, Social Sciences) + TRACKS (with immersion): Academic; Technical-Vocational-Livelihood; Sports and Arts

Grades 11-12 (SHS)

• Core Learning Areas plus elective TLE

Grades 9-10 (JHS Years 3-4)

• Core Learning Areas and exploratory TLE (1 per quarter)

Grades 7-8 (JHS Years 1-2)

• Core Learning Areas (Araling Panlipunan, English, Edukasyong Pantahanan at Pangkabuhayan / Technology & Livelihood Education, Edukasyon Sa Pagpapakatao, Filipino, Math, MAPEH [Music, Arts, PE, Health], Mother Tongue, Science); MTB-MLE from Grades 1-3

Grades 1-6

• Learning Domains

Kindergarten

K to 12 Curriculum Model

Senior High School: Grades 11 & 12

K to 12 graduates proceeding to higher education take 1 year revised

General Education Curriculum (GEC) followed by 2+ years of Major Courses

What 2016 and 2017 May Look Like

In 2016, potentially

1.08M public and 350k

private G11 enrolees

In 2017, potentially

2.03M public and 670k

private G11-12 enrolees

57%40%

3%

AcademicTVET

Entrepreneurship

Where SHS Students May Go*

*Based on Results of 2011 NCAE

Science/math/statistics/engineering/music

graduates & other degrees with shortages in

qualified LET applicants – must pass LET within

5yrs of hiring to become full-time teachers

Expanding the Teacher Pool

Graduates of tech-voc courses – TESDA

certification holder, must undergo INSET

Full-time HEI faculty members

Practitioners as part-time teachers

LEARNING AREA SUBJECTGRADE 11 GRADE 12

Total1st Sem 2nd Sem 1st Sem 2nd Sem

CO

RE

CU

RR

ICU

LUM

Language

Oral Communication / Reading & Writing 54 54 108

Talastasang Filipino sa LipunangPilipino / Pagbasa, Pagsulat, Pananaliksik sa Wika at KulturangFilipino

54 54 108

Literature

21st Century Phil. Lit. from the Regions 54 54

21st Century Literatures of the World 54 54

Communication Media & Information Literacy 54 54

Mathematics General Math / Statistics & Probability 54 54 108

Philosophy Intro to Philosophy of the Human Person 54 54

Natural Science

Life/Physical Sciences – Lecture 54 54 108

Life/Physical Sciences – Laboratory 54 54 108

Social Sciences Personal Development / Understanding Society & Culture 54 54 108

Proposed Senior High School Curriculum A for Tech-Voc-Livelihood and Sports & Arts Tracks**

** Approved by Br. Armin Luistro and Sub-TWG for SHS on 27 February 2013

(In Maximum Number of Hours)

Proposed Senior High School Curriculum A for Tech-Voc-Livelihood and Sports & Arts Tracks**(In Maximum Number of Hours)

LEARNING AREA SUBJECTGRADE 11 GRADE 12

Total

1st Sem 2nd Sem 1st Sem 2nd Sem

TR

AC

KS

Technical-Vocational-Livelihood

STRANDS 270 270 324 540 1404

Sports and Arts

Total Hours

(Core + Track)594 594 540 540 2268

** Approved by Br. Armin Luistro and Sub-TWG for SHS on 27 February 2013

HOME ECONOMICS (Tourism)

CURRICULUM CONTENT Grade 7 to 12

26

HOME ECONOMICS (Tourism)

CURRICULUM CONTENT Grade 7 to 12

27

Course

Title

Gr. 7/8 Gr. 9 Gr. 10 Gr. 11 Gr. 12

Cookery NC IICookery Basic

Compet

encies

Commo

n

Compet

encies

Cookery (COC on Prepare Cold

meals and Prepare

desserts)

Clean and

maintain kitchen

premises(8 hrs)

Prepare salads

and dressing(24

hrs)

Prepare

appetizers (24

hrs)

Prepare

sandwiches (24

hrs)

Prepare

desserts (24

hrs)

Package

prepared foods

(8 hrs)

Cookery (COC on Prepare Hot

meals)

Prepare stocks,

sauces and

soup (24 hrs)

Prepare

vegetable

dishes (24 hrs)

Prepare egg

dishes (24 hrs)

Prepare starch

products (24

hrs)

Prepare poultry

and game

dishes (24 hrs)

Prepare meat

dishes (24 hrs)

Prepare

seafood dishes

(24 hrs)

Bread and Pastry

Production (NC II) Prepare and

produce bakery

products (25hrs)

Prepare and

produce pastry

products (25 hrs)

Prepare and

present gateaux,

tortes and cakes

(25 hrs)

Prepare and

display petits

fours (20 hrs)

Prepare and

serve other types

of desserts (10

hrs)

Food and Beverage

Services (NC II)

Prepare the dining

room/restaurant

area for service

Welcome guests

and take food and

beverage orders

Provide food and

beverage services

to guests

Provide room

service

Receive and

handle guest

concerns

(316 hrs) (141 hrs) (436 hrs)

National Certification (NC II) of the field of

specialization he or she will be handling on the

grade 11 and 12 of the senior high school

2. Trainers Methodology Course (TM I)

3. Must be a holder of National TVET Trainers

Certificate (NTTC)

29

The ASEAN Qualifications Reference

Framework (AQRF)

PURPOSE

To enable comparisons of qualifications across countries that will:

a. Support recognition of qualifications

b. Facilitate lifelong learning

c. Promote and encourage credit transfer and learner mobility

d. Promote worker mobility

SCOPE

The AQRF, a common reference framework, will function

as a translation device to enable comparisons of

qualifications across participating ASEAN Countries.

AQRF will cover:

a. Senior schooling

b. Technical and Vocation Education and Training (TVET)

c. Higher Education

STRUCTURE – LEARNING OUTCOMES

The AQRF shall be based on descriptors of levels of complexity

of learning outcomes.

These descriptors will facilitate comparisons of and links

between qualifications and qualifications systems across the

member countries.

The Proposed AQRF Levels, Domains and Descriptors

ASEAN QUALIFICATIONS REFERENCE

FRAMEWORK (AQRF)

8

1

2

3

4

5

6

7

1

2

3

4

5

6

7

8

9

1

2

3

4

5

6

7

Qualifications

(A)

Qualifications

(B)

Country

(A)

Country

(B)

AQRF

8

ASEAN countries are moving towards a single commonmarket (AFTA, GATS)

There will be greater mobility of manpower across

ASEAN countries

However, ASEAN countries’ manpower are at

different level of skill and needs to be improved

Some of these manpower undergo training, some

learn the skill based on the on-the-job training and

others in unstructured learning process

Minimum standard of trade skills must be promoted

ACF Construction Standards Trade Skills

Training (ACSTST) Program: RATIONALE

Competency standards – refers to the list of skills/competenciesavailable to the individual for his education and training

Training standards – set to provide the instructors with the

information and other important requirements to consider when

designing training programs for a specific competency standard

Assessment/certification arrangements – created to verify and

validate the competencies of the trainees through a hands- on and

written assessment; demonstrating the competencies they have

learned in the Training Standards

ACF Construction Standards Trade Skills

Training (ACSTST) Program

Source: ACSTST Technical Working Group Study on Harmonization of Trades Skills SystemsFormworks and Steel Reinforcement, Oct 2011

Benchmarking: Systems Formworks

ACF CS PHL TRs

CORE COMPETENCIES CORE COMPETENCIES

Ability to coordinate and supervise the handling,

installation, disassembly, and storage of the

formwork and scaffolding systems

Assemble and dismantle scaffolds/ shoring and

braces

Install System Formworks

Strip System Formworks

Proper maintenance and inspection of the stability

of the formwork and scaffolding system and its

accessories, tools and equipmentInstall System Formworks

Conduct periodic inventory of the formwork and

scaffolding system and its accessories, tools and

equipmentStrip System Formworks

Ensure good practices and scaffolding systems of

the formworkAssemble and dismantle scaffolds/ shoring and

braces

Install System Formworks

Strip System Formworks

Leads the formwork and scaffolding team in good

housekeeping and proper observation of

contractual obligations of the formwork and

scaffolding systems

Assemble and dismantle scaffolds/ shoring and

braces

Install System Formworks

Strip System Formworks

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Optimism : bane or boon ?

Delay in the full implementation

Training providers- establishment of training infrastructure (qualified

Trainers, tools, equipment and facilities, curriculum)

Assessment and Certification infrastructure (assessors, assessment centers)

Tourism professionals move to the “better paying” countries

Nationwide recognition and acceptance of TESDA NCs and COCs by

employers/industries before they recognize other AMS qualifications

Industries do not require certifications for the initial 6 labor divisions

The worst scenarios are:

THANK YOU

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