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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