The Philippine Qualifications Framework is a national policy that describes the levels of educational qualifications and sets the standards for qualification outcomes that is competency-based, labor market driven and assessment based qualification recognition.
2. 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.”
3. 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.
4. 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
6. 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
7. II. FOR THE EMPLOYERS
• Assures that standards and qualifications are
consistent to job requirements/demand
• Provides common understanding on standards,
qualifications and levels
8. 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
9. 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
10. 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 Advocacy
With Stakeholders
INPUTS OUTPUTS
11. 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
12. 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, 2012
entitled
13. THE PHL QUALIFICATIONS FRAMEWORK
LEVEL
GRADE 10
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
14. 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 1. Establishment of the Philippine
Qualifications Framework
15. 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
16. • 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
17. 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
18. • 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
19. • 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
20. 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.
21. 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.
22. THE PHILIPPINE QUALIFICATIONS FRAMEWORK
LEVEL
KNOWLEDGE, SKILLS
AND VALUES
APPLICATION
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.
23. LEVEL
KNOWLEDGE, SKILLS AND
VALUES
APPLICATION
DEGREE OF
INDEPENDENCE
Level 4
National
CertificateIV
Knowledge and skills that are
mainly theoreticaland/or abstract
with significant depth in one or
more areas; contributing to
technicalsolutions of a non-
routine or contingencynature;
evaluationand analysis of current
practicesand the developmentof
new criteria and procedures.
Applied in activities that are
set in range of contexts,
most of which involve a
number of unfamiliar and/or
unpredictableaspects;
involve largely non-routine
issueswhich are addressed
using guidelines or
procedureswhich require
interpretationand/or
adaptation.
Work involves some leadership
and guidance when organizing
activitiesof self and others
Level 5
National
Diploma
Knowledge and skills that are
mainly theoreticaland/or abstract
with significant depth in some
areastogether with wide-ranging,
specializedtechnical, creative and
conceptualskills. Perform work
activitiesdemonstrating breadth,
depth and complexity in the
planning and initiation of
alternativeapproachesto skills
and knowledge applications
acrossa broad range of technical
and/or management requirements,
evaluationand coordination.
Applied in activities that are
supervisory,complex and
non-routine which require
an extensiveinterpretation
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. Undertakework
involving participation in the
developmentof strategic
initiatives,as well as personal
responsibility and autonomy in
performing complex technical
operationsor organizing others.
24. LEVEL
KNOWLEDGE, SKILLS AND
VALUES
APPLICATION
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
25. 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
26. TWG on Qualifications Register
Lead: 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
27. 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, 2013
TWG Meeting
Phase 1. b – Characteristics and Format
QUALIFICATION
TITLE
QUALIFICATION
LEVEL
ISSUE
CODING
DATE
ISSUED
ISSUED
BY
DESCRIPTOR
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.
28. 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 of
competencies that a person must achieve to raise poultry, raise
small 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 of
competencies that a person must achieve in the production of
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
CROPS
PRODUCTION NC
III
III AGRACP306 06/01-
02/06
TESDA The AGRICULTURAL CROPS PRODUCTION NC III consists of
competencies that a person must achieve in managing small
farm. Specifically it involves competencies in making decision
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.
29. 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 with
confidence and creativity
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
30. 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])
31. 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)
32. GOAL
Promote and advocate PQF through an
information, education, and communication
(IEC) campaign
Philippine Qualifications Framework
COMMUNICATIONS PLAN
33. 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
36. COMPETENCY BASED TVET FRAMEWORK
Philippine Qualification
Framework
Competency Standards
Development
Competency Based
Curriculum Development
Learning Materials/
Courseware Development
Training Delivery
Assessment
Certification and
Equivalency
I
n
d
u
s
t
r
y
T
V
E
T
I
n
s
t
i
t
u
t
i
o
n
D
e
l
i
v
e
r
y
Qualifications
Units of
Competency
Modules of
Training
Competency Based
Training
37. It is important that the qualifications titles
and definitions are clearly specified and are
based on learning outcomes to be achieved
35
38. NECESSARY FEATURES TO SUPPORT
COMPARABILITY AND BENCHMARKING
• SCOPE
• LEVELS
• DESCRIPTORS
• QUALIFICATION TITLES AND
DEFINITIONS
• CREDITS/ LEARNING VOLUME
• QUALITY ASSURANCE
• STAKEHOLDER NEEDS
39. 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 2
Graduates 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
40. 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
41. 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)
42. LEVEL DESCRIPTORS: DOMAINS 30
SAUDI ARABIA HONG KONG PHILIPPINES
Knowledge
Knowledge 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
43. There should be accurate information
on the volume of learning to be
achieved in qualifications and in their
component units/modules
37
44. 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
46. 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;
47. 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
During the State of the Nation Address of the President in 2011, he directed DOLE, CHED, TESDA, and DepEd to work together to address the issue of job-skills mismatch. One of the responses to the Presidential directive is the development of the Philippine Qualifications Framework (PQF).
A qualification can be defined as:Package of or group of competencies that describes a particular function or job role existing in an industry sector. It consists of units of competency to cover the work activities required to undertake a particular job role. (PNQF 2004)
On the other hand, the Philippine Qualifications Framework (PQF) is characterized as follows: It is a national policy, 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.Labor market-driven.Assessment based qualification recognition.
The formulation of the Philippine Qualifications Framework will have attendant benefits to various sectors: the person, employers, education and training providers and Authorities. Specifically, expected benefits include the following: 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 timeCertificates and licenses recognized by government
II. For the EMPLOYERS Assures that standards and qualifications are consistent to job requirements/demandProvides 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 outcomesProvides 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 stakeholdersHarmonizes qualifications in E & T across Philippines
The development of the Philippine Qualifications Framework had to be done in consideration of a number of inputs in order to generate the desired outputs. It shall utilized extensive consultations and advocacy with stakeholders towards the successful implementation of the PQF in the country.
The Philippines has a unique trifocalized education system: basic education, technical-vocational education and higher education. Three key agencies are involved in the policy making, administration and management of formal education: The Department of Education (DepEd) for basic education; the Technical Education and Skills Development Authority (TESDA) for technical-vocational education and training and the Commission on Higher Education (CHED) for tertiary and higher education. With the implementation of the K to 12 program, basic education is composed of six (6) grades in addition to the mandatory Kindergarten program in the elementary. The secondary level is composed of four (4) years Junior high school and two (2) years Senior high school. The third level is the tertiary education consisting of higher education and post secondary schooling. Higher Education is divided into baccalaureate, masters and doctorate levels in various programs or disciplines. Though compartmentalization exists in the Philippine education system, quality is assured through a standards and accreditation system for basic and higher education institutions and through a unified registration and accreditation system for technical-vocational institutions.
The figure shows the 8-level Philippine Qualifications Framework. TVET consists of 5-levels covering NC I to NC V-Diploma. Under the TVET track of the K to 12 program, NC I and II qualifications are embedded in Grades 10 and 12, respectively. Higher education shall consist of three levels: baccalaureate, post-baccalaureate and doctoral and post doctoral degrees.
SUBTITLE/SECTION SLIDE: Use as first slide for each SUBTITLE/SECTION**Blue Color Specs (RGB): R:18, G:49, B:114**Background is fixed. DO NOT EDIT/REPLACEEditable areas: Title of presentation (Times New Roman 40), Subtitle/Section name (Arial 44/48 ALL CAPS, *size depends on length of name)
With the approval of the PQF by the SDC-Cabinet and the subsequent issuance of EO No. 83 s. 2012 “Institutionalization of the Philippine Qualifications Framework”, the following are the next steps to be taken for the successful implementation of the PQF: CHED needs to conduct review and revision of their Policies, Standards and Guidelines (PSGs) to transform the current PSGs into an outcomes-based format;CHED to convene the Technical Panels/ Technical Committees for each discipline that will prescribe the competencies required for each program;TESDA to pursue the review and revision of the Training Regulations (TRs) to realign with the new descriptors;
Through the K to 12 Steering Committee, harmonization of the pertinent K to 12 curriculum with the new descriptors must be done;DepEd, TESDA, CHED and PRC must meet to agree on the format;Continued consultations with the industries for the development of PQF models for specific sectors;PQF advocacy and public hearings needs to be conducted at the regional levels.
