Catholic Educational Association of the Philippines (CEAP)
First Catholic Higher Education Institutions (CHEI) Conference
November 20, 2014
Updates on the Philippine
Qualifications Framework (PQF)
Jose Y. Cueto Jr., MD, FPCS, FPSGS, MHPEd
Professional Regulatory Board of Medicine
Overall Technical Coordinator for the PQF
Outline of Presentation
1. History of Qualifications Frameworks
2. Development of the PQF
3. Comparison with other countries
4. Components of the PQF
5. Challenges
6. Summary
Background
1. History of Qualifications Frameworks
Extent worldwide
Timing
between the late 1980s and the
mid-1990s
1st Generation
Countries
United Kingdom
Scotland
Australia
New Zealand
South Africa
Extent worldwide
Timing
between the late 1990s and the
early 2000’s
2nd Generation
Countries
Ireland
Malaysia
Maldives
Mauritius
Mexico
Namibia
Philippines
Singapore
Thailand
Trinidad and Tobago
Wales
Extent worldwide
Timing
mid 2000’s to the
present time
3rd Generation
Countries
Albania; Angola;
Barbados; Bosnia Herzegovina;
Botswana; Brazil;
Chile; China; Colombia;
Democratic Republic of Congo;
Jamaica;
Lesotho, Macedonia;
Malawi; Mozambique; Romania;
Serbia;
Slovenia; Uzbekistan;
Tanzania; Turkey; Uganda;
Zambia; Zimbabwe
Extent worldwide
142 countries
Qualifications Frameworks / Systems
Qualifications, Qualifications Levels and
Learning Outcomes
2. Development
of the
Philippine Qualifications Framework
PQF: Origin and Development
1998
Started with TVET Sector
2003
Philippine TVET Qualifications
Framework (PTQF)
2004
Presidential Executive Order
promoting expansion of QF
His Excellency Benigno S. Aquino III,
President of the Republic of the
Philippines, signed the
Executive Order No. 83 dated
October 1, 2012
INSTITUTIONALIZATION
OF THE
PHILIPPINE
QUALIFICATIONS
FRAMEWORK
FROM THE
PRESIDENT’S SONA 2011
INPUTS
OUTPUTS
Industry needs
Qualification Levels
Need for global
recognition of
competencies
Descriptors
Current qualifications
issues at all levels
Qualifications issues
in recognition of prior
learning
Working Groups
Philippine
Qualifications
Framework
(PQF)
Qualifications
Register
Pathways &
Equivalencies
Quality Assurance
Research and policy
papers on NQF
Information &
Guidelines
NQFs of other
countries
International
Alignment
Consultation and Advocacy
With Stakeholders
The Philippine Qualifications
Framework (PQF)
National
Policy
Competency-based
Levels of
educational
qualifications
Labor market-driven
Standards for
qualification
outcomes
Assessment-based
qualification recognition
The PQF Coverage
Basic Education
Technical and
Vocational Education
Higher Education
The PQF Coverage
All
institutions
and systems
Training
Specialization
Skills and
competencies
Work
experience
Lifelong
learning
Objectives
National standards
and levels for
outcomes of
education, training
National regulatory
and quality
assurance
mechanisms
Individual lifelong
learning goals for
progress through
education and
training
Pathways and
equivalencies for
access to
qualifications
Alignment with
international
qualifications
frameworks
Governance of the PQF
National Coordinating
Committee (NCC)
Technical Secretariat
PQF Working Groups
DEPED TESDA CHED PRC DOLE
PQF National Coordinating
Committee
Chairman: Secretary, DEPED
Members: Secretary, DOLE
Director-General,TESDA
Chairperson, CHED
Chairperson, PRC
PQF Working Groups and Lead Agencies
Qualifications
Register
(TESDA)
Quality
Assurance
Pathways and
Equivalencies
(CHED)
(CHED)
Information and
Guidelines
International
Alignment
(DEPED)
(PRC)
8-LEVEL QUALIFICATIONS
DESCRIPTORS
Defined in terms of 3 domains
1. Knowledge, skills and values
2. Application
3. Degree of independence
THE PHL QUALIFICATIONS FRAMEWORK
LEVEL
BASIC
EDUCATION
TECHNICAL
EDUCATION AND
SKILLS DEVELOPMENT
HIGHER EDUCATION
L8
DOCTORAL AND
POST DOCTORAL
L7
POST BACCALAUREATE
BACCALAUREATE
BACCALAUREATE
L6
L5
DIPLOMA
L4
NC IV
IV
NC
L3
NC III
L2
GRADE 12
NC II
L1
GRADE 10
NC I
LEVEL
6
KNOWLEDGE, SKILLS
AND VALUES
Demonstrated broad and coherent knowledge and
skills in their field of study for professional work and
lifelong learning
APPLICATION
Application in professional work in a broad range of
discipline and/or for further study
DEGREE OF
INDEPENDENCE
Substantial degree of independence and/or in teams
of related fields with minimal supervision
QUALIFICATION
Baccalaureate Degree
LEVEL
KNOWLEDGE, SKILLS
AND VALUES
7
Demonstrated advanced knowledge and skills in
specialized or multidisciplinary field of study for
professional practice, creative work, self-directed
research and/or lifelong learning
APPLICATION
Applied in professional work that requires
leadership and management in a specialized or
multidisciplinary professional work and/or research
and/or further study
DEGREE OF
INDEPENDENCE
High degree of independence that involves exercise
of leadership and initiative, individual work or in
teams of multidisciplinary field
QUALIFICATION
Post-baccalaureate Degree
LEVEL
8
KNOWLEDGE, SKILLS
AND VALUES
Demonstrated highly advanced systematic
knowledge and skills in highly specialized and/or
multidisciplinary field of learning for complex
research, creative work and/or professional practice
and leadership for the advancement of learning and
development of innovations
APPLICATION
DEGREE OF
INDEPENDENCE
Applied in highly specialized or complex
multidisciplinary field of professional work that
requires innovation, and/or leadership and
management and/or research in a specialized or
multidisciplinary field
Full independence in individual work and/or in teams
of multidisciplinary and more complex setting that
demands leadership for research and creativity for
value added. Significant level of expertise-based
autonomy and accountability.
3. Comparison with International
Qualifications Frameworks
BRUNEI
DARUSSALAM
Schools Sector
QF Levels
8
Technical and
Vocational
Education Sector
Higher Education Sector
Doctoral Degree
Master’s Degree
7
6
5
Advanced Diploma
Post Graduate Diploma
Post Graduate Certificate
Bachelor’s Degree
Foundation Degree
Advanced Diploma
• GCE “A” Level;
4
• IGCSE “A” Level
Diploma
• IB Diploma:
3
2
1
• STPU
• GCE “O” Level (grades A–C);
• IGCSE and GCSE “O” Level (grade
A* - C);
• SPU (grades A-C)
• GCE “O” Level
(grades DE);
• IGCSE (grade D-G) “O” Level;
• SPU (grades D)
• BTEC Edexcel Level 2 First
Certificate
BTEC Edexcel Level 1 Introductory
Certificate
Skills Certificate 3
(SC3)
Skills Certificate 2
(SC2)
Skills Certificate 1
(SC1)
Certificate & Diploma
Cambodia
CQF
LEVEL
8
7
6
5
4
3
2
1
TVET
Higher
Education
Doctoral Degree
Doctoral Degree
Master of Technology/Business
Master Degree
Bachelor of Technology / Engineering Bachelor Degree
/ Business
Higher Diploma
Technical & Vocational Certificate III
Technical & Vocational Certificate II
Technical & Vocational Certificate I
Vocational Certificate
Associate Degree
INDONESIA
FORMAL ACADEMIC EDU
FORMAL VOCATIOAL/PROF EDU
S3
Subspesialist
9
S2
Spesialist
8
Professional
7
S1
6
D IV
5
D III
4
D II
DI
General High
School
Vocational Senior
High School
Elementary/Junior High School
3
2
12
MALAYSIA
MYANMAR (Ministry of Labour Employment and Social
Security)
Qualification Certificate System
Qualification
Job level
Skill, Knowledge and Ability
Certificate 1
1. Semi-skill worker
Understands safety requirements
Has basic practical skills and operational knowledge in a defined
range of tasks
Can carry out routine tasks given clear direction
Can receive and pass on information
Can access and record information
Take limited responsibility
Certificate 2
2. Skilled worker
Has practical skills and operational knowledge in a range of
tasks
Can carry out skilled tasks
Take limited responsibility for output of self
Certificate 3
3. Advanced skilled
worker
Has some theoretical knowledge
Has a range of well developed skills
Can apply solutions to routine problems
Can interpret available information
Can take responsibility for output of others
Certificate 4
4. Supervisor
Has a broad knowledge base, and can apply some theoretical
concepts
Can identify and apply skills and knowledge
Can identify, analyze and evaluate information
Understands and can take responsibility for quality, safety and
environmental issues
30
Singapore ( Workforce Development Agency)
* WSQ (Workforce Skills Qualifications)
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)
Certificate II
(upper secondary and initial
vocational training - semi skilled worker)
2
1
Certificate I
(middle secondary and initial
vocational training - worker with basic skills)
Vietnam
LEVELS
REQUIREMENTS
CERTIFICATION
Level 1
Competent in performing simple
and repetitive tasks
Certificate 1
Level 2
Competent in performing simple
tasks, repetitive tasks and some
complicated tasks
Certificate 2
Level 3
Can work independently without
guidance
Certificate 3
Level 4
Competent in performing a broad
range of varied tasks, most of
which are complex
Certificate 4
Level 5
Competent in performing all
varied tasks, fluently and skillfully
Certificate 5
United Arab Emirates
PQF Components
1.
2.
3.
4.
5.
6.
7.
Quality Assurance
Pathways and Equivalencies
International Alignment
Qualifications Register
Lifelong Learning
Credit Transfer
Outcomes-based Education, Learning
Outcomes
1. Quality Assurance
HALLENGE
Challenge : A large number of HEIs with uneven
quality to monitor and quality assure
Distribution of Higher Education
Institutions (HEIs)
• Public = 219 (12%)
(excluding
satellite
• Private=442
=219
1,652
(88%)
• Public
(12%)
campuses)
• Private = 1,652 (88%)
Total = 1,871
•86% with >2000 students
•75%
with >1000
students
Distribution
of Students
Note:
Thailand
169 HEIs;
Malaysia 435;
Public
= 1.42M
(43%)
Private3130
= for
1.89M
Indonesia
238M(57%)
people
Public = 1.42M (43%)
Private = 1.89M (57%)
Total = 3.3M
Quality Assurance
Commission on Higher
Education (CHED)
Professional Regulation
Commission (PRC)
Permit to open/operate
Higher Education
Institutions
Graduates
Licensure exams
Registration
Licensing
Oathtaking
External Accrediting
Body
Professionals
Monitor conditions
Code of Ethics
CPE/CPD
Admin. Investigation
Quality Assurance
Needed to protect the interests of people who
gain qualifications
To build confidence in the qualifications among
its users, including employers
Quality Assurance
Developments: globalization / migration /
mobility of labor
Foreign employers may not know details
of individual qualifications
Important: they have confidence in the
qualifications systems of the workers’
countries
Quality Assurance
External Accreditation System
Only 11-15% of 2,000+ HEI’s have
attained external accreditation
(Quality of institutions)
PRC Licensure Examinations average
passing percentage: 38% (2008-2012)
(Quality of graduates)
Quality Assurance
Internal QA: Key Processes
Student Admissions
Faculty Development
Implementation of Curriculum
Assessment of Students
Promotion System
Awarding of Qualification
Quality Assurance
For Regulated Professions
Only institutions with a passing percentage
equal to or higher than the national
passing average can apply for
accreditation
QA of Student Assessment
Peer review of:
Test Blueprint
Examination items
Classification of questions
Standard setting: MPL
Item analysis results
Examination Committee/s
2. Pathways and Equivalencies
To enable qualifications and learning to
relate across areas and levels allowing
people to move from one program of
learning to another
Alternative Learning Systems
Expanded Tertiary Education Equivalency
and Accreditation Program
Ladderized Programs
Embedded TVET Qualifications
Maritime Education
Mechanical Engineering
Medical Technology
Midwifery Education
Nursing through Midwifery
Respiratory Therapy
Radiologic Technology
Linked with Credit Transfer
Transition and progression from one
course or program to another without
duplication of learning under the
mechanism of credit accumulation and
transfer
Philippine Credit Transfer System
3. International Alignment
Three Levels:
1. Education
2. Practice of the Profession
3. Qualifications Frameworks
International Alignment
MEDICINE
Country
Philippines
US
Thailand
Singapore
Malaysia
UK
No. of Years
BS + 5
BS + 5
K-12 + 6
K-12 + 5
K-12 + 5
K-12 + 5
Degree
Doctorate
Doctorate
Doctorate
Baccalaureate
Baccalaureate
Baccalaureate
Medical Education
British System
12 years Basic Ed
5 years MBBS
17 years
Bachelor’s Degree
PHL System
10 years Basic Ed
4 years Baccalaureate
5 years MD
19 years
Doctorate Degree
Comparability Study: Medicine
THAILAND
Pre-req: K12
Year 1: Premedical
(GE)
Years 2-3: Preclinical
Years 4-6: Clinical
Subjects
Assessment
3-step Licensure
Exams
PHILIPPINES
Pre-req: Bachelor’s
Degree
Years 1-3: Preclinical
Years 4-5: Clinical
Subjects
Assessment
Licensure exams:
written
Practice of the Profession
THAILAND
General Practice
Specialty Practice
Areas/Fields
Duration (years)
Certification
Core Competencies
Scope of Practice
PHILIPPINES
General Practice
Specialty Practice
Areas/ Fields
Duration (years)
Certification
Core Competencies
Scope of Practice
International Alignment
DENTISTRY
Country
Philippines
Malaysia
Singapore
Thailand
UK
US
No. of Years
6
Degree
Doctorate
5
Baccalaureate
4
6
5-6
BS + 4
Baccalaureate
Doctorate
Baccalaureate
Doctorate
International Alignment
OPTOMETRY
Country
Philippines
No. of Years
6
Degree
Doctorate
Thailand
4
Doctorate
Singapore
Malaysia
Indonesia
Japan/Korea
3
4
3
4
Baccalaureate
Baccalaureate
Diploma
Baccalaureate
Studies on International
Alignment
Courses / Professions with internationally
agreed upon frameworks and mechanisms
Maritime (International Maritime
Organization)
Engineering (Washington, Sydney, Dublin
accords)
Accounting
Nursing
(Source: CHED CMO 46, Section 3.2)
4. Qualifications Register
Example of Register Entry
Qualification Title
Bachelor of Science in Civil Engineering
Qualification Level
PQF Level 6
Issue Coding Number 00____________
Date of Issue
______________
Issued by
Mapua Institute of Technology
Descriptor
The program provides a solid and coherent
foundation of civil works, knowledge,
professional skills, values, ethics and attitude
that enable graduates to continue to learn and
adapt to changes in practice of the profession
Credit Units
232
Secondary Education Report Card
Entry Requirements
Certificate of Good Moral Character
Qualification
developer
Quality assurance
body
Content
Mapua Institute of Technology
CHED, PACUCOA
Generl Education subjects, Mathematics, Surveying,
Hydraulics, Structural Engineering, Construction
Example of Register Entry
Qualification Title
Qualification Level
Issue Coding Number
Date of Issue
Diplomate/Fellow in General Surgery
PQF Level 8
00____________
______________
Issued by
Descriptor
PSGS/PBS
The program provides a solid and coherent
foundation in the diagnosis and management of
general surgical conditions, and exposure to the
different surgical specialties.
(compute number of hours or credits)
Credit Units
Entry Requirements
Passed the Physician Licensure Examinations
Qualification developer
PSGS
Quality assurance body PBS, PCS
Content
Clinical rotations dealing with General Surgery,
head and neck, breast, abdomen, abdominal wall,
extremities, and Surgical Specialties.
Qualification Levels
PHILIPPINES
Filipino, BS Medical Technology
PQF Level 6
MALAYSIA
Bachelor’s Degree
MQF Level 6
Qualification Levels
INDONESIA
PHILIPPINES
Filipino, Doctor of Medicine
Specialist in Internal Medicine
Subspecialist in Cardiology
PQF Level 8
Subspecialist Qualification
IQF Level 9
Qualification Levels
PHILIPPINES
Specialist in Internal Medicine
Subspecialist in Cardiology
PQF Level 8
INDONESIA
Indonesian, Doctor of Medicine
Subspecialist Qualification
IQF Level 9
Qualifications Register
All Qualifications at different levels:
1. Basic Education
2. TVET
3. Higher Education
4. Professional Level
5. Lifelong Learning
CONTINUING PROFESSIONAL DEVELOPMENT
FORMAL
LEARNING
NON-FORMAL
LEARNING
INFORMAL
LEARNING
5. Lifelong Learning
CONTINUING PROFESSIONAL DEVELOPMENT
FORMAL
LEARNING
NON-FORMAL
LEARNING
46 PRC CPD COUNCILS
ACCREDITED CPD PROVIDERS
ACCREDITED PROGRAMS
INFORMAL
LEARNING
6. Credit Transfer
1. Number of hours = Number of credits
2. Different kinds of activities
3. Notional number of credits
7. Outcomes-based Education
Outcomes-based Education
LEVELS
PROGRAMS
Professional Level
Higher Education
TVET
Basic Education
CPD
PSGs and CMO
Training Regulations
K12 Program
Unifying Thread: Outcomes-based Education
Use of Learning Outcomes
FUTURE INITIATIVES
Regional Situation
ASEAN
INTEGRATION
2015
ASEAN MRA / MRS
National Qualifications Frameworks
(10 countries)
Device for Comparison
Referencing Process
ASEAN Qualifications Reference Framework
Country
(A)
AQRF
1
1
2
2
3
3
4
4
5
Qualifications
(A)
6
5
7
6
8
7
9
8
1. Implementation of
NQF
2. Documentation of
processes, QA
mechanisms
3. Referencing
process
(Proposed date:
2018)
4. Each country forms
referencing panel
5. Panel includes
international expert
and one observer
from another
ASEAN country
72
SUMMARY
THANK YOU
FOR YOUR
KIND ATTENTION!
Email: jcuetomd@gmail.com