THE PHL QUALIFICATIONS FRAMEWORK - · PDF fileTHE PHL QUALIFICATIONS FRAMEWORK L8 L7 L6 L5 L4 L3 L2 ... FIL 101 Komunikasyon sa Akademikong Filipino 54 3 ... Pagbasa at Pagsulat Tungo

THE PHL QUALIFICATIONS FRAMEWORK

L8

L7

L6

L5

L4

L3

L2

L1 NC I

NC II

NC III

NC IV

DIPLOMA

BACCALAURREATE

POST BACCALAURREATE

DOCTORAL AND POST DOCTORAL

BASIC ED TESD HIGHER EDUCATION

(Adopted by the TESDA Board on May 9, 2012)

• Package of or group of competencies (abilities and

skills) that describes a particular function or job role

existing in an economic sector.

• It consists of units of competencies to cover the

work activities required to undertake a particular

job role

What is the Qualifications

Framework

• A Qualifications Framework is part of

education and training for which learning

outcomes define education and experiences

possessed by an individual/person. It serves

as a credit transfer system developed for

qualifications in a country.

What is the Philippine

Qualifications Framework (PQF)?

*A national policy describing the levels of educationalqualifications and sets the standards for qualification outcomes.

*A quality assured national system for the development,recognition and award of qualifications based on standards ofknowledge, skills and values acquired in different ways andmethods by learners and workers of a certain country

TESD HIGHER EDUCATION

POST BACCALAUREATE

DOCTORAL AND

POST DOCTORAL

BACCALAUREATE

NC I

G12

10

THE PHL QUALIFICATIONS FRAMEWORK(Adopted by the TESDA Board on May 9, 2012)

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 5

Knowledge, Skills and Value

• 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

LEVEL 7

Knowledge, Skills and Value

• Graduates at this level will have advanced knowledge and skills in a specialized or a multi-disciplinary field of study for professional practice, self-directed research and/or lifelong learning

APPLICATION

Applied in professional

work that requires

leadership and management in a specialized or

multi-disciplinary professional work and/or

research and/or further study

DEGREE OF INDEPENDENCE

Independent and or in teams of

multidisciplinary

QUALIFICATIONTYPE

• Post-Baccalaureate Program

LEVEL 8

Knowledge, Skills and Value

• Graduates at this level have highly advanced systematic knowledge and skills in a highly specialized and/or complex multi-disciplinary field of learning for complex research and or professional practice and/or for the advancement of learning

APPLICATION

Applied in highly specialized or a 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

DEGREE OF INDEPENDENCE

Independent and/or in teams

of multi-disciplinary and more complex

setting

QUALIFICATIONTYPE

• Doctoral Degree and Post-Doctoral Programs

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 EMPLOYEES

• Assures that the standards

and qualifications are

consistent to job

requirements / demands

• Provides common

understanding on

standards, qualifications

and levels

FOR THE EDUCATION AND

TRAINING PROVIDERS

• Ensures transparency in the

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

recognition of prior learning

FOR THE AUTHORITIES

• Provides the standards,

taxonomy and typology of

qualifications as bases for

granting approvals to

providers and

stakeholders

• Harmonizes qualifications

in education and training

across the Country

FACTORS CONSIDERED IN

THE DEVELOPMENT OF PQF

• Industry Needs

• Need for Global Recognition of Competencies

• Current Qualifications issues at all levels

• Qualification issues in recognition of prior learning

• Research and policy papers NQF

• NQFs of other Countries

EXPECTED OUTPUTS TO

BE PRODUCED BY THE PQF

• Qualification levels

• Descriptors

• Registers

• Working groups

• Pathways and

Equivalences

• Quality Assurance

• Information and

Guidelines

• International Alignment

Basic Education Program

Basic Education Program

Basic Education Program

Offers tracks that lead to

specialization in

Academics, Tech-Voc,

and Sports & Arts

Academic Specialization

Technical-Vocational Specialization

Sports Arts Specialization

• Science, Math, English, Contemporary Issues and Specializations

Grades 11-12

(New HS Years 5-6)

• Core Learning Areas plus Elective TLE of the student’s choice

Grades 9-10

(JHS Years 3-4)

• Core Learning Areas and TLEGrades 7-8

(JHS Years 1-2)

• Core Learning Areas plus Mother Tongueuntil Grade 3; Science starting grade 3; EPPstarting grade 4

Grades 1-6

• Learning DomainsKindergarte

n

K to 12 Curriculum Model(Initial Model)

Basic Education Program

K to 12 graduates

proceeding to college

take 1 yr. revised General

Education Curriculum

(GEC) followed by 2+

yrs. of Major Courses

Business and Entrepreneurship

Technical-Vocational

Humanities and Social Studies

• CORE (Language, Literature, Philosophy, Science, Social Science) + CAREER PATHWAYS (with Immersion)

Grades 11-12

(SHS)

• Core Learning Areas plus Elective TLE

Grades 9-10

(JHS Years 3-4)

• Core Learning Areas and ExploratoryTLE (1 per Quarter)

Grades 7-8

(JHS Years 1-2)

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

Grades 1-6

• Learning DomainsKindergart

en

K to 12 Curriculum Model

Science, Technology, and Engineering

Sports

Final Model as of October 2012

Basic Education Program

Basic Education Program

We envision the DC-SLMES as

an audacious Christ-centered

education ministry committed to

empowering communities of

learners into inner - directed

Vincentian leaders and

advocates of persons who are

poor.

We commit ourselves to:

1. Courageously pursue value innovative educational programs and services rooted in Christ.

2. Interdependently accelerate leadership and professional development through continuing education and intensive Vincentian Formation.

3. Synergistically facilitate the integral development of the learners towards transformation through current researches, relevant curricular offerings and responsive community extension services.

4. Relentlessly generate a new breed of self –directed, global and environmentally caring Vincentian leaders.

5. Ardently support one another in sustaining the shared mission.

ADVOCACY FOR PERSONS WHO

ARE POOR

COMMITMENT TO VINCENTIAN

EXCELLENCE

COMPASSIONATE SERVICE

CO – RESPONSIBILITY

RESPECT FOR HUMAN DIGNITY

SIMPLICITY

SOCIAL COMMITMENT

SOLIDARITY

“ Creating Concordance in the Shared Mission”

V concordance

CONTEXT

Demographics

Needs/Profile of the LEARNERS

Industry & Customer Needs

National & Global Concerns

Geographic Location

Preparatory Steps Undertaken

1. Environmental Scanning

• Internal

• External

1. Career Inventory of Students currently enrolled vis-à-

vis student performance in light of the past / and

result of government examinations

2. Review of Faculty & Administrators’ Educational

Qualifications and Competencies

3. Exploration of Possible Tracks or Career Pathways /

Specialization vis-à-vis PQF (Philippine Qualifications

Framework)

5. Capability – Building Measures

5.1 Assessment of Program Standards with TESDA

Consultant, Industry Practitioners, Academe

5.2 Training / Retraining of Human Resource

5.3 Physical Facilities Inventory, Review &

Development

5.4 Identification, Selection and Implementation of

Bridge Programs

5.5 Budgetary Allocation / Logistical Support

6. For TESDA Courses:

BOT Amendments in place

Preparatory Steps Undertaken

SAMPLE MODEL: DC INSTITUTIONSGRADE II

CODE FIRST SEMESTER SUBJECTS HOURS UNITS

REL 101 Salvation History & Vincentian Heritage 1 (54) (3)

ENG 111 Communication Arts and Skills 1 54 3

FIL 101 Komunikasyon sa Akademikong Filipino 54 3

SCI 101 Electrodynamics & Thermodynamics 54 3

MAT 101 Pre-Calculus and Trigonometry 54 3

CWTS 11 Civic Welfare Training Service/NSTP 54 3

TOTAL = 270 (54) 18/3

CAREER PATHWAYS:

VOC-TECH / ENTREPRENEURSHIP / HEALTH CARE / CULTURE AND ARTS

GRADE II

CODE SECOND SEMESTER SUBJECTS HOURS UNITS

REL 102 Christology & Vincentian Heritage (54) (3)

ENG 121 Communication Arts and Skills 2 54 3

FIL 102Pagbasa at Pagsulat Tungo sa Pagsasalik Gamit

ang Teknolohiya 54 3

LIT 101 Philippine Literature 54 3

SCI 102 Genetics with Action Research 54 3

MAT 102 Business Mathematics 54 3

TOTAL = 270 (54) 18/3

CAREER PATHWAYS:

VOC-TECH / ENTREPRENEURSHIP / HEALTH CARE / CULTURE AND ARTS

SAMPLE MODEL: DC INSTITUTIONS

GRADE I2

CODE FIRST SEMESTER SUBJECTS HOURS UNITS

REL 103 Church Sacraments and Vincentian Heritage (54) (3)

ENG 201 English for Specific Purposes 54 3

LIT 102 Introduction to World Literature 54 3

SCI 102 Biotechnology and Bioethics with Research 54 3

MAT 20Calculus for Economics, Business and Life Science 54 3

CWTS 12 Civic Welfare Training Service/NSTP 54 3

TOTAL = 270 (54) 18/3

CAREER PATHWAYS:

VOC-TECH / ENTREPRENEURSHIP / HEALTH CARE / CULTURE AND ARTS

SAMPLE MODEL: DC INSTITUTIONS

GRADE I2

CODE SECOND SEMESTER SUBJECTS HOURS UNITS

REL 104

Christian Morality & Vincentian

Heritage (54) (3)

ENG 237 Business English and Correspondence 54 3

FIL 122

Masining na Pagpapahayag ng mga

Kamalayang Global 54 3

SSC 122

Philippine Contemporary and Global

Society 54 3

PHL 122 Ethics 54 3

TOTAL = 216(54) 18/3

CAREER PATHWAYS:

VOC-TECH / ENTREPRENEURSHIP /

HEALTH CARE / CULTURE AND

ARTS

SAMPLE MODEL: DC INSTITUTIONS

PROPOSED SENIOR HIGHSCHOOL CURRICULUM WITH CAREGIVING

(NC II)CAREER PATHWAY/BLENDED

TRACK

GRADE II

CODE FIRST SEMESTER SUBJECTS HOURS

REL 101

Salvation History & Vincentian Heritage 1:

Contemporary Issues (54)

ENG 111 Communication Arts and Skills 1 54

FIL 101 Komunikasyon sa Akademikong Filipino 54

SCI 101 Electrodynamics & Thermodynamics 54

MAT 101 Pre-Calculus and Trigonometry 54

TOTAL = 216 (54)

CAREER PATHWAY / BLENDED TRACK

Caregiving NC II

Caregiving Common Competencies:

• Infection Control

• Human Behavior 216

• Basic First Aid

• Human Growth & Development

TOTAL = 432hrs.

CODE SECOND SEMESTER SUBJECTS HOURS

REL 102

Christology & Vincentian Heritage:

Contemporary Issues (54)

ENG 121 Communication Arts and Skills 2 54

FIL 102 Pagbasa at Pagsulat Tungo sa Pagsasalik Gamit

ang Teknolohiya 54

LIT 101 Philippine Literature 54

SCI 102 Genetics with Action Research 54

MAT 102 Business Mathematics 54

TOTAL = 270(54)

CAREER PATHWAY / BLENDED TRACK

Caregiving NC IICaregiving Common Competencies:

• The Infants and Toddlers

• The Growing Children 216

• Special Needs of Special Children

• Discovering & Enhancing the Talents of

Children

TOTAL = 486hrs.(54hrs.)

GRADE I2

CODE FIRST SEMESTER SUBJECTS HOURS

REL 103 Church, Sacraments and Vincentian Heritage (54)

ENG 201 English for Specific Purpose 54

LIT 102 World Literature 54

SCI/PHILO 102Biotechnology and Bioethics with Research 54

MAT 20 Calculus for Economics, Business and Life Science 54

TOTAL = 216(54)

CAREER PATHWAY / BLENDED TRACK

Caregiving NC IICaregiving Common Competencies:

• Gerontology

• Special Needs of the Geriatrics 135

• Safe and Health Home Environment

• Transferring

• Assisting Elderly in Walking and Using Assistive 135

Walking Devices

TOTAL = 486hrs.(54hrs.)

CODE SECOND SEMESTER SUBJECTS HOURS

REL 104 Christian Morality & Vincentian Heritage 54

ENG 237 Business English and Correspondence 54

FIL 122 Masining na Pagpapahayag ng mga

Kamalayang Global 54

SSC 122

Philippine Contemporary and Global

Society 54

PHL 122 Ethics 54

TOTAL = 216(54)

CAREER PATHWAY/BLENDED TRACK

Caregiving NC II

Caregiving Common Competencies:

• A Haven's Place, Our Home

• Clothes, Lines and Fabrics 135

• Hot and Cold Meals

• Preparing and Making Beds

• Practice Career Professionalism 135

TOTAL = 486hrs.

Basic Education Program

TESD HIGHER EDUCATION

POST BACCALAUREATE

DOCTORAL AND

POST DOCTORAL

BACCALAUREATE

NC I

G12

10

THE PHL QUALIFICATIONS FRAMEWORK(Adopted by the TESDA Board on May 9, 2012)

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