Philippine Qualifications Framework (PQF)

President’s SONA 2011

“… ngayon pa lang, nagtatagpo na ang kaisipan ng DOLE, CHED, TESDA at DepEd upang tugunan and isyu ng job mismatch. Susuriin ang mga curriculum para maituon sa mga industriyang naghahanap ng empleyado, at gagabayan ang mga estudyante sa pagpili ng mga kursong hitik sa bakanteng trabaho.”

What is a Qualification?

Package of competencies describing aparticular function or job role existing in aneconomic sector. It covers the work activitiesrequired to undertake a particular job role.

What is the Philippine Qualifications Framework (PQF)?

It is a national policy that describes the levels ofeducational qualifications and sets thestandards for qualification outcomes.

A quality assured national system for thedevelopment, recognition and award ofqualifications based on standards of knowledge,skills and values acquired in different ways andmethods by learners and workers of a certaincountry

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 theperson to start at the level that suits him andthen build-up his qualifications as his needsand interests develop and change over time

Certificates and licenses recognized bygovernment

II. FOR THE EMPLOYERS

• Assures that standards and qualifications areconsistent to job requirements/demand

• Provides common understanding on standards,qualifications and levels

III. FOR THE E & T PROVIDERS

Ensures transparency in training provision,conformance to standards and preciseness ofaccountability for learning outcomes

Provides common understanding of policies andguidelines on credit transfers, articulation,portability, bridges pathways and RPL

IV. FOR THE AUTHORITIES

• Provides the standards, taxonomy andtypology of qualifications as bases for grantingapprovals to providers and stakeholders

• Harmonizes qualifications in E & T acrossPhilippines

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 AdvocacyWith Stakeholders

INPUTS OUTPUTS

Six (6) Years

Four (4) Years Junior HS +

Two (2) Years Senior HS +

TESD Specialization (NC I

and NC II) /Arts & Sports/

Academics

Technical

Education

and Skills

Development

Baccalaureate,

Post- Baccalaureate,

Post-Doctoral/

Specialization

One (1)

Year

INSTITUTIONALIZATION OF THE PHILIPPINE QUALIFICATIONS

FRAMEWORK

His Excellency Benigno S. Aquino III,

President of the Republic of the Philippines, signed

Executive Order No. 83 dated October 1, 2012entitled

THE PHL QUALIFICATIONS FRAMEWORK

LEVEL

GRADE 10

GRADE 12

TECHNICAL EDUCATION AND

SKILLS DEVELOPMENTHIGHER EDUCATION

DOCTORAL AND

POST DOCTORAL

BACCALAUREATE

BASICEDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE

The Philippine Qualifications Framework (PQF) is hereby established with the following objectives:

1. To adopt national standards and levels for outcomes ofeducation;

2. To support the development and maintenance ofpathways and equivalencies which provide access toqualifications and assist people to move easily andreadily between the different education and trainingsectors and between these sectors and the labor market;and

3. To align the PQF with international qualificationsframework to support the national and internationalmobility of workers through the increased recognition ofthe value and comparability of Philippine qualifications.

Section 1. Establishment of the Philippine Qualifications Framework

The PQF National Coordinating Committee is hereby created to be chaired by the Secretary of the Department of Education with the following as members:

– Technical Education and Skills Development Authority (TESDA)

– Commission of Higher Education (CHED)

– Department of Labor and Employment (DOLE) and

– Professional Regulation Commission (PRC)

Section 2. PQF National Coordinating Committee

• Industry Sector representatives shall be

consulted and tapped in the detailing and

application of the PQF to ensure alignment of

educational outcomes to job requirements.

Section 4. Participation of the Industry Sector

Section 5. Level Descriptors

• The PQF shall incorporate an 8 – levelQualifications Descriptors defined in terms ofthe following:

knowledge

skills and values

application and

degree of independence

• DepEd, TESDA and CHED shall make detailed

descriptors of each qualification level based on

learning standards in basic education, competency

standards or training regulations, and the policies and

standards of higher education academic programs.

They shall jointly implement national pilot programs

to determine its relevance and applicability in all

levels of education.

Section 6. Learning Standards

• The PRC and CHED shall review the framework and

contents of the licensure examinations of each of the

professions and align them with that of the PQF.

Section 7. Review of Licensure Examination

Section 8 – Technical Secretariat

To ensure efficient and effective implementation, DepEd, TESDA and CHED shall organize from their present staff complements a permanent Technical Secretariat.

Implementing Rules and Regulations

Broad statements towards the implementation of the provisions of the EO.

Signed by the Chairman and all the members on December 17, 2012.

Submitted to the Office of the President on December 21, 2012.

Published in the Philippine Star on December 28, 2012 and in the Official Gazette on January 7, 2013.

THE PHILIPPINE QUALIFICATIONS FRAMEWORK

LEVELKNOWLEDGE, SKILLS

AND VALUESAPPLICATION

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.

LEVELKNOWLEDGE, SKILLS AND

VALUESAPPLICATION

DEGREE OF

INDEPENDENCE

Level 4

National

Certificate IV

Knowledge and skills that are

mainly theoretical and/or abstract

with significant depth in one or

more areas; contributing to

technical solutions of a non-

routine or contingency nature;

evaluation and analysis of current

practices and the development of

new criteria and procedures.

Applied in activities that are

set in range of contexts,

most of which involve a

number of unfamiliar and/or

unpredictable aspects;

involve largely non-routine

issues which are addressed

using guidelines or

procedures which require

interpretation and/or

adaptation.

Work involves some leadership

and guidance when organizing

activities of self and others

Level 5

National

Diploma

Knowledge and skills that are

mainly theoretical and/or abstract

with significant depth in some

areas together with wide-ranging,

specialized technical, creative and

conceptual skills. Perform work

activities demonstrating breadth,

depth and complexity in the

planning and initiation of

alternative approaches to skills

and knowledge applications

across a broad range of technical

and/or management requirements,

evaluation and coordination.

Applied in activities that are

supervisory, complex and

non-routine which require

an extensive interpretation

and/or adaptation/

innovation.

In conditions where there is

broad guidance and direction,

where judgment is required in

planning and selecting

appropriate equipment, services

and techniques for self and

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.

LEVELKNOWLEDGE, SKILLS AND

VALUESAPPLICATION

DEGREE OF

INDEPENDENCE

Level 6

Baccalaureate

Degree

Graduates at this level will have a

broad and coherent knowledge

and skills in their field of study

for professional work and lifelong

learning

Application in professional work in

a broad range of discipline and/or

for further study

Independent and /or in teams of

related field

Level 7

Post-

Baccalaureate

Program

Graduates at this level will have

advanced knowledge and skills in

a specialized or multi-disciplinary

field of study for professional

practice, self-directed research

and/or lifelong learning

Applied in professional work that

requires leadership and

management in a specialized or

multi-disciplinary professional

work and/or research and/or for

further study

Independent and or in teams of

multidisciplinary

Level 8

Doctoral

Degree and

Post-Doctoral

Programs

Graduates at this level have

highly advanced systematic

knowledge and skills in highly

specialized and/or complex

multidisciplinary field of learning

for complex research and/or

professional practice or for the

advancement of learning

Applied in highly specialized or

complex multi-disciplinary field of

professional work that requires

innovation, and/or leadership and

management and/or research in a

specialized or multi-disciplinary

field

Independent and/or in teams of

multi-disciplinary and more

complex setting

PQF Technical Working GroupsTWG for Qualifications RegisterChair : TESDA

TWG for Pathways and EquivalenciesChair : CHED

TWG for Quality AssuranceChair : CHED

TWG for Information and GuidelinesChair : DepED

TWG for International AlignmentChair : PRC

TWG on Qualifications RegisterLead: 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

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, 2013TWG Meeting

Phase 1. b – Characteristics and Format

QUALIFICATION TITLE

QUALIFICATION LEVEL

ISSUE CODING

DATE ISSUED

ISSUED BY

DESCRIPTOR

PHILIPPINE QUALIFICATIONS FRAMEWORKWorking 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 onHigher Education and the Technical Education and Skills Development Authority in accordance with their mandates. The details inthe table are given as they currently supplied by the agencies and does not yet reflect alignment in the Philippine QualificationsFramework.

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 ofcompetencies that a person must achieve to raise poultry, raisesmall 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 ofcompetencies that a person must achieve in the production ofcrops such as rice, vegetables, fruits and nuts as well as manyothers. Workers operating at this level and using thesecompetencies would be working without previous experiencein this industry sector. They would be undertaking a small rangeof skills and they would be under constant supervision orworking alongside a more competent worker with somesupervisory skills. They would be undertaking basic crophusbandry and work orientation skills.

AGRICULTURAL CROPS

PRODUCTION NC III

III AGRACP306 06/01-02/06

TESDA The AGRICULTURAL CROPS PRODUCTION NC III consists ofcompetencies that a person must achieve in managing smallfarm. Specifically it involves competencies in making decisionand carrying out competencies in relation to establishment,maintenance and harvesting of agronomic crops such as coarsegrains, grain legumes, coffee, coconuts, cotton, soya beans,peanuts and sugar cane. Workers at this level would beworking autonomously and likely to own a small enterprise orwork within a cooperative structure.

CHED Qualifications Register (source: email of Dir. Jean Tayag/CHED)

QUALIFICATION TITLE

QUALIFICATION LEVEL

ISSUE CODING

DATE ISSUED

ISSUED BY DESCRIPTOR

Bachelor of Science in Agriculture Program

620103 April 14, 2008

An agriculture graduate should be able to:

perform the task in the technical and scientific fields withconfidence and creativitydiagnose and analyze strengths and limitations, opportunities,threats in the practice of agriculture professionconceptualize and formulate systems-oriented strategic plansand programs for agricultural dev't.manage resources effectively and efficientlymonitor and evaluate plans and programs in agricultureadvocate agricultural laws, rules, regulations and related policiespractice and promote public safety in the use of agriculturaltechnologyimplement agricultural development compatible with resourceconservationdevelop communication skills and strategiesdevelop and cultivate collaborative and productive work attitudetowards the agriculture professionprovide leadership & vision in identifying, creating and pursuingopportunities in agricultural dev't.practice ethical interpersonal relations with employers,subordinates, peers, clients and the general public

TWG on International Alignment Functions

Lead: PRC

Functions:1. Conduct researches/ studies for comparability/

benchmarking of Philippine qualifications withother countries and regional/ internationalgroupings;

2. Coordinate with professional organizations in thepursuit of mutual recognition arrangements/agreements (MRAs on regulated professions [PRCas the lead agency] and MRA on Tourism [TESDAand DOT as the lead agencies])

TEMPLATE FOR DATA-GATHERING

• REGION : PROFESSION :

• COUNTRY : COUNTRY :LEARNER

TEACHER

MOBILITY

WORKER

PROFESSIONAL

MOBILITY

BASIC EDUCATION SEMI-SKILLED WORKER

TECHNICAL

VOCATIONAL

SKILLED WORKER

HIGHER EDUCATION PROFESSIONAL

SCIENTIST (SPECIALIZED/

FOCUSED)

GOAL

Promote and advocate PQF through an information, education, and communication

(IEC) campaign

Philippine Qualifications Framework

COMMUNICATIONS PLAN

Pathways and Equivalency Programs

Lead: CHED

1. State of Pathways and Equivalency Programs (validation and firming up of draft document)

1.1 Existing Programs

1.2 Gains/Accomplishments

1.3 Implementation Issues and Concerns

2. Direction Setting

3. WG 2013 Work Programming

The Benchmarking of National Qualifications Frameworks

41

QUALIFICATIONS FRAMEWORKS MAY EVOLVEFROM BEING

VOCATIONAL ONLYTO INCLUDE

ALLQUALIFICATIONS

9

COMPETENCY BASED TVET FRAMEWORK

Philippine Qualification Framework

Competency StandardsDevelopment

Competency Based Curriculum Development

Learning Materials/Courseware Development

Training Delivery

Assessment

Certification andEquivalency

I

n

d

u

s

t

r

y

TVET

Institution

Delivery

Qualifications

Units of Competency

Modules ofTraining

Competency Based

Training

It is important that the qualifications titles and definitions are clearly specified and are based on learning outcomes to be achieved

35

NECESSARY FEATURES TO SUPPORT COMPARABILITY AND BENCHMARKING

• SCOPE

• LEVELS

• DESCRIPTORS

• QUALIFICATION TITLES AND

DEFINITIONS

• CREDITS/ LEARNING VOLUME

• QUALITY ASSURANCE

• STAKEHOLDER NEEDS

AUSTRALIAN QF Level

Description Qualifications Time

Level 5

Graduates at this level have specialised knowledge and skills for skilled professional work.

•Diploma •1 to 2 years

Level 4

Graduates at this level have theoretical and practical knowledge and skills for specialised skilled work.

•Certificate IV •6 months to 2 years

Level 3

Graduates at this level have theoretical and practical knowledge and skills for work.

•Certificate III •1 to 2 years

Level 2Graduates at this level have knowledge and skills for work in a defined context.

•Certificate II •6 months to 1 year

Level 1

Graduates at this level have knowledge and skills for initial work and/or community engagement.

•Certificate I •6 months to 1 year

AUSTRALIAN QF Level

Description Qualifications Time

Level 10

Graduates at this level have systematic and critical understanding of a complex field of learning, and specialised research skills for the advancement of learning 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

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)

LEVEL DESCRIPTORS: DOMAINS 30

SAUDI ARABIA HONG KONG PHILIPPINES

KnowledgeKnowledge and

intellectual skills

Knowledge, Skills and Values

Cognitive skills Processes

Interpersonal skills and

responsibility

Application, autonomy

and accountability

Application, Degree of Independence

Communication, IT, and

numerical skills

Communications, IT

and Numeracy

Psychomotor skills

There should be accurate information on the volume of learning to be achieved in qualifications and in their component units/modules

37

CREDIT SYSTEM/ LEARNING VOLUME

Credit is commonly assigned to the learning outcomes

achievable in a specified number of hours of total learning

time;

•AUSTRALIA now indicates learning volume through

stating a nominal training duration

NEW ZEALAND

•1 Credit for 10 Hours ; 120 Credits per year

MALAYSIA

•1 Credit for 40 hours

EUROPEAN QUALIFICATIONS FRAMEWORK

•1 Credit for 25-30 hours

ASEAN QUALIFICATIONS REFERENCING FRAMEWORK

Next Steps

• Review and revision 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;

Next Steps

• Harmonization of the pertinent K to 12

curriculum with the new descriptors;

• DepEd, TESDA, CHED and PRC to agree on

the format;

• Continued consultations with the industries;

• Advocacy to be conducted at the regional levels

Technical Education and Skills Development Authority

www. tesda.gov.ph