DEVELOPING HIGHER LEVEL QUALIFICATIONS FOR TECHNICAL VOCATIONAL EDUCATION

ROSANNA A. URDANETA, CESO IIIDeputy Director General

Policies and Planning

“Some say that lifelong learning is the ability to learn from womb to tomb.”

We in TESDA promote lifelong learning by developing the core values of our clients and providing public access to information which they can harness and

utilize according to their needs.

TVET Trainers’ Creed: … to take and learn even the most complex concept,

skill and attitude and make it easy for every learner to understand, accept and perform

Pic Source:

innovatelearningreview.org

Occupational Changes

• Manual Labor replaced by: ►►

+ highly-skilled labor

+ highly-specialized labor

+ IT Proficient workers

+ Robots, automated machines

4th Industrial RevolutionSignificant shifts on global economic growth and employment landscape

Government and Industry Should

PUSH & STRENGTHEN TVET

TVET as a source of skills, knowledge and technology

needed to drive productivity in the knowledge-based

and transition societies of the 21st Century

- “Unleashing the Potential of TVET,” UNESCO

Internet Of Things (IoT) where

hardware transfers data over a network without human-to-human or human-to-

computer interactions.Industry 4.0 - combination of major innovations in digital technology, biology, and hardware automations

“The ability of technology to bring so quickly the outside world into the classroom is one

of its greatest power if used wisely.”

“Technology is a life skill.”

“The Internet Of Things (IoT) will

shape EDUCATION … eventually.” (Internet Of School Things)

Dataconomy. Hannah Augur. December 2015

CyberPhysical

systems (CPS) make

own decisions

Devices, sensors, humans

communicate

via inet

CPS render technical

assistance to humans

CPS for new sources of

energy, new ecosystems

…Nano-

Technology

IoT

How Do We Take Advantage of the Opportunities and Address the Challenges

How to Ensure the Workforce has the Skills for the Jobs of Tomorrow

Raising the Bar of Phil. TVET through Devt of High Level Qualifications www.tesda.gov.ph TESDAOfficial

TWO-PRONGEDSTRATEGY FRAMEWORK

17-Point Reform and

Development Agenda

Describes the levelsof

educational qualifications

and sets the standards

for qualification outcomes

as per PQF-NCC Resolution No. 2014-03 adopted on December 11, 2014

The Philippines has committed to reference with the AQRF in 2018

• Joint Delivery Program• Improving Teacher

Education Programs• Training of Trainers

through Trainers Methodology

• Skills Upgrading Program for TVL Teachers

• Review and Validation of CGs for TVL Specialized Subjects

SHS TVL

Track

TESDA-CHED

TESDA

LevelTraining

Regulations

Enrolled

(Full

Qualification)

Graduates

(Full

Qualification)

Registered WTR

Programs

TVET Trainers

By Qualification Head Count

V 104

15,609

IV 14 4,702 4,598 433 135

III 69 66,707 59,225 1,466 4,166

II 156 738,610 675,592 11,250 28,293

I 23 81,133 72,684 997 161

Total 262 891,152 812,099 14,250 32,755

LevelTraining

RegulationsAssessed Certified

Assessment

Center

(Qualification)

Assessment

Center

(Institution

Physical Count)

Accredited Competency

Assessor

By

QualificationHead Count

V

IV 14 934 879 23

1,516

37

5,914

III 69 108,913 9,513 935 1,131

II 156 1,308,292 1,209,994 5,935 9,235

I 23 95,245 88,491 696 803

Total 262 1,513,384 1,308,877 7,589 11,206

NCs 3, 4 and Diploma LevelQualifications

(Programs)

Integration of 21st

Century Skills in the Curriculum

Developing Higher Qualifications

PQF LEVEL 5 DEFINED:

-- Knowledge, Skills and Values

• theoretical and/or abstract with significant depth in some

areas

• wide-ranging, specialized technical, creative and conceptual

skills

• Work activities demonstrate breadth, depth and complexity

in the planning and initiation

• Skills and knowledge applied across a broad range of

technical and/or management requirements, evaluation and coordination.

bolabsbolabs@gmail.combolabsbolabs@gmail.com ; edward dela rosa ; becca vergara

PQF LEVEL 5 DEFINED:

-- APPLICATION

Applied in activities that are supervisory, complex and non-

routine which require an extensive interpretation and/or

adaptation/ innovation.

bolabsbolabs@gmail.combolabsbolabs@gmail.com ; edward dela rosa ; becca vergara

DIPLOMA LEVEL DEFINED:

-- 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.

bolabsbolabs@gmail.combolabsbolabs@gmail.com ; edward dela rosa ; becca vergara

Program Learning Outcomes(Diploma level Training PROGRAM)

PHILIPPINE QUALIFICATIONS

FRAMEWORK

21S

TC

EN

TU

RY

SK

ILL

S

SY

DN

EY

AC

CO

RD

PRESIDENTIAL CALL(Nationalism and World Citizenship)

Apply knowledge of mathematics, science, technology fundamentals, and a technology specialization to

defined and applied technology procedures, processes, systems, or methodologies. In aid of systems design

addessing identified technology problems, conduct the following: identify problems, conduct researches, investigations and experiments, and come up with

conclusions and solutions.

Select and apply appropriate techniques, resources, and modern technology and IT tools, including, but not limited to, prediction and

modelling, to broadly-defined technology-related activities, with

an understanding of the limitations.

Communicate effectively on broadly-defined technology-related activities

with the technology-affiliated community and with the society at

large, by being able to comprehend and write effective reports and design

documentation, make effective presentations, and give and receive

clear instructions.

Demonstrate understanding of the societal, health, safety, legal, and

cultural issues and the consequent responsibilities relevant to technology

practice.

Understand the impact of technology solutions in a societal and

environmental context, and demonstrate knowledge of and need

for sustainable development.

Apply professional ethics and responsibilities and norms of technology practice.

Function effectively as an individual and as a member of diverse technical teams.

Demonstrate knowledge and understanding of technology management principles and apply these to one’s own work, as a member and leader in a team and to manage projects in multidisciplinary environments.

Recognize the need for, and have the ability to engage in

independent and lifelong learning in specialized technologies.

Lead and present ideas and practical suggestions to appropriate people on how improvements could be made.

Evaluate the application of Critical Thinking (Higher Order Thinking Skills)

and adjust Problem Solving Techniques.

Manage and evaluate workplace policies and procedures relevant to

the workplace.

Develop systems in managing and maintaining information.

Shape and sustain strategic thinking and attitudes towards the common good.

Establish, manage, and sustain Occupational Health and Safety (OHS) programs relevant to the workplace.

Develop high-performing entrepreneurs.

Demonstrate the sense of patriotism, both in the national and global milieu.

17 PROGRAM LEARNING OUTCOMES

MAPPING OF COURSE LEARNING OUTCOMES WITH PROGRAM LEARNING OUTCOMES

PLO

1

PLO

2

PLO

3

PLO

4

PLO

5

PLO

6

PLO

7

PLO

8

PLO

9

PLO

10

PLO

11

PLO

12

PLO

13

PLO

14

PLO

15

PLO

16

PLO

17

COURSE a 10 X X X X X X X X X XCOURSE b 13 X X X X X X X X X X X X XCOURSE c 11 X X X X X X X X X X XCOURSE d 13 X X X X X X X X X X X X XCOURSE e 10 X X X X X X X X X XCOURSE f 12 X X X X X X X X X X X XCOURSE g 10 X X X X X X X X X XCOURSE h 13 X X X X X X X X X X X X XCOURSE i 13 X X X X X X X X X X X X XCOURSE j 14 X X X X X X X X X X X X X XCOURSE k 9 X X X X X X X X XCOURSE l 9 X X X X X X X X X

137 8 8 8 9 8 8 8 8 8 7 8 8 6 8 8 10 9

17 PROGRAM LEARNING OUTCOMES

Quality- Assured TVET

Industry Consultation

• EAS TVET QAF

• APACC

• STAR rating

TVET PROVIDERSTESDA

• Standards Development

• UTPRAS

• Assessment and

Certification

ISO

PQA – Philippine Quality Award

Intensification of Trainer Development Program

Upgrade the institutional

competencies of TTIs and

TVIs

Enhance the

competencies of

administrators,

teaching and non –

teaching staff

Strengthening of

the National TVET

Trainers’ Academy

(NTTA)

To maintain quality of TVET providers

by ensuring the continuous supply of

competent administrators,

instruction supervisors and teaching

personnel within the TVET system

✔

A: DepEd, TESDA, and

CHED have to ensure that

course offerings in each sector

(basic, TVET, and higher

education) adhere to the level

descriptors of the PQF.

A: K-12 is yet to produce its

first set of graduates come April

2018. The DepEd is still to

evaluate the initial results by then.

Q: How schools

can align with the

PQF?

Q: How SHS can

improve the dealing of

TVL Track of SHS

curriculum?

Thank you!

ROSANNA A. URDANETA, CESO IIIDeputy Director General

Policies and Planning

DEVELOPING HIGHER LEVEL QUALIFICATIONS FOR TECHNICAL VOCATIONAL EDUCATION

ROSANNA A. URDANETA, CESO IIIDeputy Director General

Policies and Planning