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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 a


particular function or job role existing in an
economic sector. It covers the work activities
required to undertake a particular job role.
What is the Philippine Qualifications
Framework (PQF)?
It is a national policy that describes the levels of
educational qualifications and sets the
standards for qualification outcomes.

A quality assured national system for the


development, recognition and award of
qualifications based on standards of knowledge,
skills and values acquired in different ways and
methods by learners and workers of a certain
country
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 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
II. FOR THE EMPLOYERS

• Assures that standards and qualifications are


consistent 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 of
accountability for learning outcomes

 Provides common understanding of policies and


guidelines on credit transfers, articulation,
portability, bridges pathways and RPL
IV. FOR THE AUTHORITIES

• Provides the standards, taxonomy and


typology of qualifications as bases for granting
approvals to providers and stakeholders

• Harmonizes qualifications in E & T across


Philippines
INPUTS OUTPUTS
Industry needs Qualification Levels

Need for global Descriptors


recognition of
competencies Registers
Current qualifications
issues at all levels
Philippine Working Groups

Qualifications issues in
Qualifications
Pathways & Equivalencies
recognition of prior
learning
Framework
Quality Assurance
Research and policy
papers on NQF Information & Guidelines

NQFs of other countries


International Alignment

Consultation and Advocacy


With Stakeholders
Technical Baccalaureate,
Education Post- Baccalaureate,
Four (4) Years Junior HS + and Skills Post-Doctoral/
Two (2) Years Senior HS + Development Specialization
Six (6) Years TESD Specialization (NC I
and NC II) /Arts & Sports/
One (1) Academics
Year
His Excellency Benigno S. Aquino III,
President of the Republic of the Philippines, signed
Executive Order No. 83 dated October 1, 2012
entitled

INSTITUTIONALIZATION OF THE
PHILIPPINE QUALIFICATIONS
FRAMEWORK
THE PHL QUALIFICATIONS FRAMEWORK
TECHNICAL
LEVEL BASIC EDUCATION AND HIGHER EDUCATION
EDUCATION SKILLS DEVELOPMENT

DOCTORAL AND
L8 POST DOCTORAL

L7 POST BACCALAUREATE

L6 BACCALAUREATE

L5 DIPLOMA

L4 NC IV
NC IV

L3 NC III

L2 GRADE 12 NC II

L1 GRADE 10 NC I
Section 1. Establishment of the Philippine
Qualifications Framework
The Philippine Qualifications Framework (PQF) is hereby
established with the following objectives:
1. To adopt national standards and levels for outcomes of
education;
2. To support the development and maintenance of
pathways and equivalencies which provide access to
qualifications and assist people to move easily and
readily between the different education and training
sectors and between these sectors and the labor market;
and
3. To align the PQF with international qualifications
framework to support the national and international
mobility of workers through the increased recognition of
the value and comparability of Philippine qualifications.
Section 2. PQF National Coordinating
Committee
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 4. Participation of the Industry
Sector

• 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 5. Level Descriptors

• The PQF shall incorporate an 8 – level


Qualifications Descriptors defined in terms of
the following:
 knowledge
 skills and values
 application and
 degree of independence
Section 6. Learning Standards

• 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 7. Review of Licensure
Examination
• 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 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

KNOWLEDGE, SKILLS DEGREE OF


LEVEL APPLICATION
AND VALUES INDEPENDENCE
Level 1 Knowledge and skills that are Applied in activities that are set in a In conditions where there is
National manual or concrete or practical limited range of highly familiar and very close support, guidance or
Certificate I and/or operational in focus. predictable contexts; involve supervision; minimum
straightforward, routine issues judgment or discretion is
which are addressed by following needed.
set rules, guidelines or procedures.
Level 2 Knowledge and skills that are Applied in activities that are set in a In conditions where there is
National manual, practical and/or range of familiar and predictable substantial support, guidance
Certificate II operational in focus with a contexts; involve routine issues or supervision; limited
variety of options. which are identified and addressed judgment or discretion is
by selecting from and following a needed.
number of set rules, guidelines or
procedures.
Level 3 Knowledge and skills that are a Applied in activities that are set in Application at this level may
National balance of theoretical and/or contexts with some unfamiliar or involve individual responsibility
Certificate III technical and practical. Work unpredictable aspects; involve or autonomy, and/or may
involves understanding the work routine and non-routine issues involve some responsibility for
process, contributing to problem which are identified and addressed others. Participation in teams
solving, and making decisions to by interpreting and/or applying including team or group
determine the process, established guidelines or coordination may be involved.
equipment and materials to be procedures with some variations.
used.
KNOWLEDGE, SKILLS AND DEGREE OF
LEVEL APPLICATION
VALUES INDEPENDENCE
Level 4 Knowledge and skills that are Applied in activities that are Work involves some leadership
National mainly theoretical and/or abstract set in range of contexts, and guidance when organizing
Certificate IV with significant depth in one or most of which involve a activities of self and others
more areas; contributing to number of unfamiliar and/or
technical solutions of a non- unpredictable aspects;
routine or contingency nature; involve largely non-routine
evaluation and analysis of current issues which are addressed
practices and the development of using guidelines or
new criteria and procedures. procedures which require
interpretation and/or
adaptation.
Level 5 Knowledge and skills that are Applied in activities that are In conditions where there is
National mainly theoretical and/or abstract supervisory, complex and broad guidance and direction,
Diploma with significant depth in some non-routine which require where judgment is required in
areas together with wide-ranging, an extensive interpretation planning and selecting
specialized technical, creative and and/or adaptation/ appropriate equipment, services
conceptual skills. Perform work innovation. and techniques for self and
activities demonstrating breadth, others. Undertake work
depth and complexity in the involving participation in the
planning and initiation of development of strategic
alternative approaches to skills initiatives, as well as personal
and knowledge applications responsibility and autonomy in
across a broad range of technical performing complex technical
and/or management requirements, operations or organizing others.
evaluation and coordination.
KNOWLEDGE, SKILLS AND DEGREE OF
LEVEL APPLICATION
VALUES INDEPENDENCE
Level 6 Graduates at this level will have a Application in professional work in Independent and /or in teams of
Baccalaureate broad and coherent knowledge a broad range of discipline and/or related field
Degree and skills in their field of study for further study
for professional work and lifelong
learning

Level 7 Graduates at this level will have Applied in professional work that Independent and or in teams of
Post- advanced knowledge and skills in requires leadership and multidisciplinary
Baccalaureate a specialized or multi-disciplinary management in a specialized or
field of study for professional multi-disciplinary professional
Program
practice, self-directed research work and/or research and/or for
and/or lifelong learning further study

Level 8 Graduates at this level have Applied in highly specialized or Independent and/or in teams of
Doctoral highly advanced systematic complex multi-disciplinary field of multi-disciplinary and more
Degree and knowledge and skills in highly professional work that requires complex setting
specialized and/or complex innovation, and/or leadership and
Post-Doctoral
multidisciplinary field of learning management and/or research in a
Programs for complex research and/or specialized or multi-disciplinary
professional practice or for the field
advancement of learning
PQF Technical Working Groups
TWG for Qualifications Register
Chair : TESDA

TWG for Pathways and Equivalencies


Chair : CHED

TWG for Quality Assurance


Chair : CHED

TWG for Information and Guidelines


Chair : DepED

TWG for International Alignment


Chair : PRC
TWG on Qualifications Register
Lead: TESDA
The PHL Qualifications Register

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.
Status Vis the Work Plan
Phase 1. b – Characteristics and Format
 Adopt a format or formats that can read into each other.
Status: CHED, PRC, TESDA agreed on the format below during the May 10, 2013
TWG Meeting
PHILIPPINE QUALIFICATIONS FRAMEWORK
Working 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 on
Higher Education and the Technical Education and Skills Development Authority in accordance with their mandates. The details in
the table are given as they currently supplied by the agencies and does not yet reflect alignment in the Philippine Qualifications
Framework.

QUALIFICATION QUALIFICATION ISSUE DATE ISSUED DESCRIPTOR


TITLE LEVEL CODING ISSUED BY
TESDA Qualifications Register (source: TESDA QSO)
Qualification Qualification Qualification Date Issued By Descriptor
Title Level Coding Issued
ANIMAL II AGRANP204 01/23- TESDA The ANIMAL PRODUCTION NC II Qualification consists of
PRODUCTION NC II 24/05 competencies that a person must achieve to raise poultry, raise
small ruminants, raise swine and raise large ruminants.
AGRICULTURAL I AGRACP105 09/22- TESDA The AGRICULTURAL CROPS PRODUCTION NC I consists of
CROPS 23/05 competencies that a person must achieve in the production of
PRODUCTION NC I crops such as rice, vegetables, fruits and nuts as well as many
others. Workers operating at this level and using these
competencies would be working without previous experience
in this industry sector. They would be undertaking a small range
of skills and they would be under constant supervision or
working alongside a more competent worker with some
supervisory skills. They would be undertaking basic crop
husbandry and work orientation skills.

AGRICULTURAL III AGRACP306 06/01- TESDA The AGRICULTURAL CROPS PRODUCTION NC III consists of
CROPS 02/06 competencies that a person must achieve in managing small
PRODUCTION NC farm. Specifically it involves competencies in making decision
III and carrying out competencies in relation to establishment,
maintenance and harvesting of agronomic crops such as coarse
grains, grain legumes, coffee, coconuts, cotton, soya beans,
peanuts and sugar cane. Workers at this level would be
working autonomously and likely to own a small enterprise or
work within a cooperative structure.
CHED Qualifications Register
(source: email of Dir. Jean Tayag/CHED)
QUALIFICATION QUALIFICATION ISSUE DATE
ISSUED BY DESCRIPTOR
TITLE LEVEL CODING ISSUED
Bachelor of 620103 April 14, An agriculture graduate should be able to:
Science in 2008
perform the task in the technical and scientific fields with
Agriculture
confidence and creativity
Program diagnose and analyze strengths and limitations, opportunities,
threats in the practice of agriculture profession
conceptualize and formulate systems-oriented strategic plans
and programs for agricultural dev't.
manage resources effectively and efficiently
monitor and evaluate plans and programs in agriculture
advocate agricultural laws, rules, regulations and related policies
practice and promote public safety in the use of agricultural
technology
implement agricultural development compatible with resource
conservation
develop communication skills and strategies
develop and cultivate collaborative and productive work attitude
towards the agriculture profession
provide leadership & vision in identifying, creating and pursuing
opportunities 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 with
other countries and regional/ international
groupings;

2. Coordinate with professional organizations in the


pursuit of mutual recognition arrangements/
agreements (MRAs on regulated professions [PRC
as the lead agency] and MRA on Tourism [TESDA
and DOT as the lead agencies])
TEMPLATE FOR DATA-GATHERING
• REGION : PROFESSION :
• COUNTRY : COUNTRY :
LEARNER WORKER

TEACHER PROFESSIONAL

MOBILITY MOBILITY

BASIC EDUCATION SEMI-SKILLED WORKER

TECHNICAL SKILLED WORKER

VOCATIONAL

HIGHER EDUCATION PROFESSIONAL

SCIENTIST (SPECIALIZED/
FOCUSED)
Philippine Qualifications Framework
COMMUNICATIONS PLAN

GOAL
Promote and advocate PQF through an
information, education, and communication
(IEC) campaign
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
41

The Benchmarking of National Qualifications


Frameworks
9

QUALIFICATIONS FRAMEWORKS MAY EVOLVE


FROM BEING
VOCATIONAL ONLY
TO INCLUDE
ALL
QUALIFICATIONS
COMPETENCY BASED TVET FRAMEWORK
Philippine Qualification
Qualifications Framework I
n T
Competency Standards d V
Units of Development u E
Competency s T
Competency Based t
Modules of Curriculum Development r I
Training y n
s
Learning Materials/ D t
Courseware Development e i
l t
Competency Based Training Delivery i u
Training v t
i
e
Assessment o
r n
y
Certification and
Equivalency
35

It is important that the qualifications titles


and definitions are clearly specified and are
based on learning outcomes to be achieved
NECESSARY FEATURES TO SUPPORT
COMPARABILITY AND BENCHMARKING

• SCOPE
• LEVELS
• DESCRIPTORS
• QUALIFICATION TITLES AND
DEFINITIONS
• CREDITS/ LEARNING VOLUME
• QUALITY ASSURANCE
• STAKEHOLDER NEEDS
AUSTRALIAN QF
Description Qualifications Time
Level
Graduates at this level have
specialised knowledge and
Level 5 •Diploma •1 to 2 years
skills for skilled professional
work.

Graduates at this level have


theoretical and practical
Level 4 •Certificate IV •6 months to 2 years
knowledge and skills for
specialised skilled work.

Graduates at this level have


theoretical and practical
Level 3 •Certificate III •1 to 2 years
knowledge and skills for
work.

Graduates at this level have


Level 2 knowledge and skills for work •Certificate II •6 months to 1 year
in a defined context.

Graduates at this level have


knowledge and skills for
Level 1 •Certificate I •6 months to 1 year
initial work and/or
community engagement.
AUSTRALIAN QF
Description Qualifications Time
Level
Graduates at this level have
systematic and critical
understanding of a complex
Level 10 field of learning, and •Doctoral degree •3 to 4 years
specialised research skills for
the advancement of learning
or professional practice.

Graduates at this level have •Master's degree (extended)


•3 to 4 years
specialised knowledge and •Master's degree
Level 9 •1 to 2 years
skills for research or (coursework)
•1 to 2 years
professional practice. •Master's degree (research)

Graduates at this level have


•Graduate diploma •1 to 2 years
advanced knowledge and
Level 8 •Graduate certificate •6 months to 1 year
skills for highly skilled
•Honours •1 year
professional work.

Graduates at this level have


broad, coherent knowledge
Level 7 •Bachelor degree •3 to 4 years
and an academic background
for professional work.

Graduates at this level have a


broad knowledge and •Associate degree •2 years
Level 6
advanced skills for skilled •Advanced diploma •1.5 to 2 years
professional work.
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)
30
LEVEL DESCRIPTORS: DOMAINS

SAUDI ARABIA HONG KONG PHILIPPINES

Knowledge and Knowledge, Skills and


Knowledge Values
intellectual skills

Cognitive skills Processes

Interpersonal skills and Application, autonomy Application, Degree of


Independence
responsibility and accountability

Communication, IT, and Communications, IT


numerical skills and Numeracy

Psychomotor skills
37

There should be accurate information


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