conversation on the implementation of the techvoc track...

Conversation on the

Implementation of the TECHVOC

Track in Kto12

Irene IsaacDirector General, TESDA

The Philippine Qualifications Framework

LEVEL

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

RECOGNITION OF PRIOR LEARNING

LIFELONG LEARNING

EQUIVALENCY

ASSESSMENT CERTIFICATION LICENSING



National policy, describes the levels of educationalqualifications and sets the standards for qualificationoutcomes.

A quality assured national system for the development,recognition and award of qualifications based onstandards of knowledge, skills and values acquired indifferent ways and methods by learners and workers of acertain country.

Competency-based, labor market driven and assessment based qualification recognition.

Need for global recognition of competencies

Philippine Qualifications

Framework

Qualification Levels

Descriptors

Registers

Working Groups

Pathways & Equivalencies

Quality Assurance

Information & Guidelines

International Alignment

Industry needs

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

LEVEL SENIOR HIGH SCHOOL

KNOWLEDGE, SKILLS AND

VALUES

• Possess foundational knowledge across a range of learning areas with core competencies in communication; scientific, critical and creative thinking; and the use of technologies.

• Possess functional knowledge across a range of learning areas and technical skills in chosen career tracks with advanced competencies in communication; scientific, critical and creative thinking; and the use of technologies.

• Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture, and the environment.

APPLICATION • Apply foundational knowledge, skills, and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.

• Apply functional knowledge, technical skills and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.

DEGREE OF INDEPENDENCE

• Apply skills in limited situations with close supervision

• Apply skills in varied situations with minimal supervision.

QUALIFICATION TYPE

SENIOR HIGH SCHOOL

LEVEL 1

KNOWLEDGE, SKILLS AND VALUES

Knowledge 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

LEVEL 2


Knowledge 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

LEVEL 3


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.

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/or applying established 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.

QUALIFICATION TYPE NATIONAL CERTIFICATE III

LEVEL 4


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.

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

LEVEL 5


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 6

KNOWLEDGE, SKILLS AND VALUES Demonstrated broad and coherent knowledge and skills

in their field of study for professional work and lifelong

learning

APPLICATIONApplication in professional/creative work or research in a

specialized field of discipline and/or further study

DEGREE OF INDEPENDENCE

Substantial degree of independence and or/in teams of

related fields with minimal supervision

QUALIFICATION TYPE Baccalaureate Degree

LEVEL 7

KNOWLEDGE, SKILLS AND VALUES Demonstrated advanced knowledge and skills in a

specialized or multi-disciplinary field of study for

professional practice, self-directed research and/or

lifelong learning

APPLICATIONApplied in professional/creative work or research that

requires self-direction and/or leadership in a specialized

or multi-disciplinary professional work/research

DEGREE OF INDEPENDENCEHigh substantial degree of independence that involves

exercise of leadership and initiative individual work or in

teams of multi-disciplinary field

QUALIFICATION TYPE Post-Baccalaureate Program

LEVEL 8


Demonstrated 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 the advancement of

learning.

APPLICATION

Applied for professional leadership for innovation,

research and/or development management in highly

specialized or multi-disciplinary field

DEGREE OF INDEPENDENCE Full independence in individual work and/or in teams of

multi-disciplinary and more complex setting that

demands leadership for research and creativity for

strategic value added. Significant level of expertise-

based autonomy and accountability

QUALIFICATION TYPE Doctoral Degree and Post-Doctoral Programs

A National Certificate is issued when a candidate has demonstrated competence in all units of competency that comprise a Qualification

A Certificate of Competency is issued to individuals who have satisfactorily demonstrated competence on a particular or cluster of units of competency

Competency-Based TVET

• Competencies based on standards for knowledge and skills requirements of a job as prescribed by industry experts

• Competency standards as basis for the training curriculum and the assessment of competencies for certification

• National Certificates issued to those who have demonstrated the competencies in an assessment

Competency Standards

- refers to industry-determined specifications of competencies required for effective work performance. It is:

• composed of individual competency unit

• focused on workplace activity rather than training or personal attributes

• defined as the ability to apply skills in new situations and changing work organizations.

Parts of a Unit of Competency

Unit of Competency

Unit Descriptor

Elements Performance Criteria

Range of Variables

Evidence Guide

- refers to the package of:

• competency standards;

• training standards; and

• assessment and certification arrangements

for a promulgated qualification.

All Training Regulations are published in the Official Gazette and in TESDA’s website: http://www.tesda.gov.ph

Training Regulations

Training Regulations/Competency Standards Development

• Developed in consultation with industry and promulgated by the TESDA Board

• Benchmarked against industry and international standards.

• Contain the national qualification, competency standards, training standards, and assessment and certification arrangements

• 248 TRs from 16 priority sectors as of 2015

WELDING NC II

TRAINING

REGULATIONS

METALS AND ENGINEERING SECTOR

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

East Service Road, South Superhighway, Taguig City, Metro Manila

WELDING NC II

TRAINING

REGULATIONS



TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

East Service Road, South Superhighway, Taguig City, Metro Manila

QUALITY ASSURED PHILIPPINE TECHNICAL EDUCATION SYSTEM

PlatinumAward

Development Plans/Government Policies and Priorities/Public Investment

StakeholdersConsultation

Development of

Competency Standards andProgram Standards

DevelopmentOf Assessment

Standards

Development of Assessment

Instrument

Recognition of Prior Learning/ Equivalency Scheme/Lifelong Learning

Dis

adva

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Gro

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Bas

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Gra

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Hig

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rop

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Wag

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Wo

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MANAGEMENT OF THE TECHNICAL EDUCATION SYSTEM

Development ofCurriculum Frameworkand Learning Package

Exemplars

Training

Delivery

Competency

Assessment

Award ofCertificate ofCompetency

Award ofNational

Certificate

Program

Registration underUTPRAS

ProgramAccreditation

within the

Philippine

TE Quality

Awards

I n c

e n

t i

v e

s

UTPRAS PTQCS

GoldAward

SilverAward

BronzeAward

Skills Recognition Arrangements

ASEAN Qualifications Reference Framework

ILO Mutual Recognition of Skills in the ASEAN

ASEAN Mutual Recognition Arrangements (MRA) for Tourism Professionals

ASEAN Skills Competition

APEC Integrated Reference Framework for Occupational Standards

Australia Initiated Projects for Occupational Standards Benchmarking

• Offering of technical-vocational courses in Senior High School to enable students toprepare for work, either as employees or entrepreneurs, without even entering college.

• Upon completion of tech-voc courses, Certificates of Competencies (COCs) or National Certificates (NCs) will be issued to the students after evaluation

Tech-Voc in K to 12

K-12 - TESDA Training Regulations-Based

Specializations (Total: 48)

Agri-Fishery Home Economics ICT Industrial Arts

1. Agri-crop Production NCII2. Horticulture NCII3. Landscape Installation and

Maintenance NCII4. Organic Agriculture NCII5. Pest Management NCII6. Rice Machinery Operation

NCII7. Animal Production NCII8. Artificial Insemination: Swine

NCII9. Artificial Insemination:

Ruminants NCII10. Food (Fish Processing)NCII11. Aquaculture NCII12. Fish Nursery Operation NCI13. Fish or Shrimp Grow Out

Operation 14. Fishport/Wharf Operation NCI

1. Hairdressing NCII

2. Tailoring NCII

3. Dressmaking NCII

4. Caregiving NCII

5. Food and Beverage Services

NCII

6. Bread and Pastry

Production NCII

7. Cookery NCII

8. Housekeeping NCII

9. Household Services NCII

10. Tour Guiding Services NCII

11. Travel Services NCII

12. Attractions and Theme

Parks NCII

13. Front Office Services NCII

14. Tourism Promiotion NCII

15. Handicraft (Exploratory)

16. Beauty Care (Nail Care)

Services NCII

17. Wellness Massage NCII

1. Medical Transcription NCII

2. Animation NCI3. Computer Hardware

Servicing NCII4. Technical Drafting

NCII5. Technical Drafting

NCII6. Contact Services NC

II

1. Automotive Servicing NCII

2. Refrigeration and Air-Conditioning NCII

3. Consumer Electronics Servicing NCII

4. Electrical Installation and Maintenance NCII

5. Shielded Metal-Arc Welding NCI

6. Shielded Metal-Arc Welding NCII

7. Carpentry NCII8. Plumbing NCI9. Plumbing NCII10. Masonry NCII11. Tile Setting NCII

• TESDA provided technical assistance in the

development, refinement, evaluation and

finalization of the curricula, teacher’s guides,

and learning guides for Grades 7-8 and for

Grades 9-12.

• The tech-voc curriculum in K-12 adopted the

competency standards based on the TESDA-

promulgated Training Regulations.

34

K-12 –TESDA Undertakings

K-12 –TESDA Undertaking

• DepEd coordinates with TESDA for the

training, assessment, and certification of

Technology and Livelihood Education

(TLE) teachers who will handle 23

exploratory tech-voc courses.

• TESDA will administer the assessment and

certification of those who will be trained

for TVET in SHS.

K-12 –TESDA Undertaking

TESDA will facilitate the skills training, assessment, and certification of HEI faculty who would want to teach certain qualifications under the tech-voc track in Senior High Schools.

TESDA shall facilitate partnership arrangements between basic education institutions and technical-vocational institutions in the implementation of the tech-voc track in Senior High School

36

K-12 –TESDA Undertakings

TESDA will develop a pool of additional assessors who could facilitate the assessment of K-12 students and graduates.

TESDA will strengthen the application of Recognition of Prior Learning (RPL) in the assessment process.

TESDAwill facilitate partnerships between private TVIs and and public/private SHS

conversation on the implementation of the techvoc track...

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