Roadmap for an ASEAN Community (2009-2015)
One Vision,
One Identity
and
One Caring
and Sharing
Community
ASEAN Political-Security Community
 ASEAN Economic Community
 ASEAN Socio-Cultural Community
1. A Rules-Based Community of Shared Values
and Norms
2. A Cohesive, Peaceful and Resilient Region
with Shared Responsibility for
Comprehensive Security
3. Strengthening ASEAN Centrality in Regional
Cooperation and Community Building
1.
2.
3.
4.
Single Market and Production Base
Competitive Economic Region
Equitable Economic Development
Integration into the Global Economy
“… From relegating education to just one of
the many concerns to making education the
central strategy for investing in our people
and building national competitiveness…”
A commitment of
Philippine President Benigno S. Aquino III
No.
1
2
3
Age Range
Age 0 to 6
Age 6 to 12
Age 12 to 18
Cycle Description
Foundation Cycle
Elementary Education Cycle
Secondary Education Cycle
4
5
Age 18 to 24
Age 24 & above
Tertiary Education Cycle
Continuing Education Cycle
Grade 1
Grade 2
Grade 4
Grade 6
Graduate
100
85
76
66
Year 1
Year 4
Graduate
College
1st Year
College
Degree
Graduate
58
43
23
14
Typical Progression of a Sample Cohort of 100 Pupils
Republic Act No. 10533
or
The Enhanced Basic Education Act of
2013
was signed by Pres. Benigno S. Aquino III
last May 15, 2013.
K to 12 and Further Education
THE PHL QUALIFICATIONS FRAMEWORK
(Adopted by the TESDA Board on May 9, 2012)
BASIC EDUCATION
TESDA
HIGHER EDUCATION
L8
DOCTORAL AND
POST DOCTORAL
L7
POST BACCALAUREATE
L6
BACCALAUREATE
L5
DIPLOMA
L4
NC IV
L3
NC III
L2
L1
Grade 12
Grade 10
NC II
NC I
• 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 National
Qualifications Framework (PNQF)?
*A national policy describing 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
Knowledge, Skills
and Value
LEVEL
5
• Knowledge and skills that
are mainly theoretical
and/or abstract with
significant depth in some
areas together with wideranging, 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.
DEGREE OF
INDEPENDENCE
APPLICATION
Applied in
activities that
are supervisory,
complex and
non-routine
which require
an extensive
interpretation
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.
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
QUALIFICAT
ION TYPE
• DIPLOMA
LEVEL
7
Knowledge,
Skills and Value
APPLICATION
• Graduates at this
level will have
advanced
knowledge and
skills in a
specialized or a
multi-disciplinary
field of study for
professional
practice, selfdirected research
and/or lifelong
learning
Applied in
professional
work that
requires
leadership and
management in
a specialized or
multidisciplinary
professional
work and/or
research and/or
further study
QUALIFICATION
TYPE
DEGREE OF
INDEPENDENCE
Independent and
or in teams of
multidisciplinary
• PostBaccalaureate
Program
Knowledge,
Skills and Value
LEVEL
8
• Graduates at this
level have highly
advanced systematic
knowledge and skills
in a highly
specialized and/or
complex multidisciplinary field of
learning for complex
research and or
professional practice
and/or for the
advancement of
learning
QUALIFICATION
TYPE
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 multidisciplinary and
more complex
setting
• Doctoral
Degree and
PostDoctoral
Programs
• 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
• Assures that the
standards and
qualifications are
consistent to job
requirements / demands
• Provides common
understanding on
standards, qualifications
and levels
• 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
• 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
• 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
•
•
•
•
•
Qualification levels
Descriptors
Registers
Working groups
Pathways and
Equivalences
• Quality Assurance
• Information and
Guidelines
• International Alignment
The K to 12 Graduate
K to 12 Curriculum Model
(Initial Model)
Grades 1112
(New HS Years
5-6)
Grades 9-10
(JHS Years 3-4)
• Science, Math, English, Contemporary
Issues and Specializations
• Core Learning Areas plus Elective TLE
of the student’s choice
Academic
Specialization
Technical-Vocational
Specialization
Sports Arts
Specialization
Grades 7-8
• Core Learning Areas and TLE
(JHS Years 1-2)
Grades 1-6
Kindergarte
n
• Core Learning Areas plus Mother Tongue
until Grade 3; Science starting grade 3; EPP
starting grade 4
Offers tracks that lead to
specialization in
Academics, Tech-Voc,
and Sports & Arts
• Learning Domains
Basic Education Program
K to 12 Curriculum Model
Final Model as of October 2012
Grades 1112
(SHS)
Grades 9-10
(JHS Years 3-4)
Grades 7-8
(JHS Years 1-2)
• CORE (Language, Literature, Philosophy,
Science, Social Science) + CAREER
PATHWAYS (with Immersion)
Business and
Entrepreneurship
Technical-Vocational
• Core Learning Areas plus Elective
TLE
• Core Learning Areas and Exploratory
TLE (1 per Quarter)
Grades 1-6
•Core Learning Areas(Araling Panlipunan, English,
Edukasyong Pantahanan, at Pangkabuhayan /
Technology & Livelihood Education, Edukasyon Sa
Pagpapakatao, Filipino, Math, MAPEH[Music Arts and
PE], Mother Tongue, Science); MTB-MLE from Grades 13
Kindergart
en
• Learning Domains
Humanities and Social
Studies
Science, Technology,
and Engineering
Sports
K to 12 graduates
proceeding to college
take 1 yr. revised General
Education Curriculum
(GEC) followed by 2+
yrs. of Major Courses
Basic Education Program
Basic Education Program
Basic Education Program
CURRENT PREPARATIONS IN RESPONSE TO K-12
Possible funneling down to grades 11 and 12
More semesters devoted to subjects in the degree
of specialization in higher education
Decongestion of curricular imperatives for specific
higher education degree programs
Greater chances for accommodating benchmarked
materials from different countries to make
curriculum globally competitive
Close coordination for the smooth inclusion of
CHED and TESDA concerns in the curricula of
Grades 11 and 12.
ROAD MAP
Presentation of college Readiness Standards
Transition from Grades 12 to college
Revision of undergraduate degree programs
Revision of general education curriculum
Revision of teacher education curriculum
HEI’S RESPONSE
1. PREPARE YOUR FACULTY, STAFF AND STUDENTPOSITIVE MINDSET
2. REVIEW YOUR STRENGTHS AND WEAKNESSES AS AN
ACADEMIC INSTITUTION
3. ASSES YOUR CURRENT ACADEMIC STANDING AND
LICENSURE PERFORMANCE
4. REVIEW YOUR CURRICULUM-OUTDATED
COMPLIANT TO MINIMUM STANDARDS
5. BENCHMARKED AGAINST FOREIGN STANDARDS
6. CHECK YOUR FACILITIES AND EQUIPMENT FOR
SPECIFIC DEGREE PROGRAMS
7. FACULTY DEVELOPMENT: ANY CONCRETE
PLANS?
8. TAKE CONCRETE STEPS TO PREPARE YOUR
FACULTY FOR OUTCOMES-BASED EDUCATION
9. BE IN: ORIENTATION/UPDATE SEMINARS OF
DEPED, CHED AND TESDA
LIBRARY OPERATIONS GIVEN
Library services and management as a basic support to any
academic activity in the pursuit of knowledge and truth.
Knowledge explosion warrants a more comprehensive and
more encompassing repository of data and research in all
fields of discipline.
Provides data, history, etiology, and best practices needed by
decision makers
Promotes enrichment of issues and trends with the updates
of library materials.
Provides materials and scientific support in aid of policy
development
ELEMENTS OF QUALITY LIBRARY SERVICE
 SIZEABLE NUMBER OF LIBRARY HOLDINGS
 UPDATED UNION LIST, CATALOGS, AND LIBRARY
DOCUMENTATIONS
 INTERNET CONNECTIONS AND WIFI HOOK-UPS
 UP-TO DATE ASSISTANCE OF LIBRARIANS
 GOOD SELECTION OF REFEREED JOURNALS
 REPUTABLE GENERAL AND SUBJECT REFERENCE
IMPLICATIONS TO LIBRARIES AND
LIBRARIANS
Revisit old roles and reflect on new ones:
 As Library and Information Systems Manager
 As Instructional Technologist
 As Teacher
 As Consultant and Counselor
 As Community Developer
 As Literacy Advocate
ACTIVITIES
• Design and implement library programs and services
that adhere to the K-12 and that answer curricular
requirements/
• Engage in continuous and meaningful professional
development activities.
• Establish local, regional, national and global links and
networks
THE FUTURE SCENARIO





Niche development by disciplinal interest
Globally competitive library facilities and services
ASEAN presence and extensive networking
Massive off/on shore outsourcing
Effective library marketing
THE NEW GLOBAL LIBRARY AND INFORMATION
ENVIRONMENT
• Geometric increase in the quantity of information
• Greater access to a wider range of information sources
via the WWW
• Increase speed in acquiring and disseminating
information
• Constantly evolving Its (hardware and software)
• Need for continuous learning for library staff and users
• Need for bigger financial investments to avail of
electronic resources
THE INFORMATION WORLD IS UNDERGOING
TRANSITON
From a Library-centered to an information-centered
entity
From a paper-based environment to a predominantly
digital interface,i.e. using search engines, online
databases, data mining, etc.
From the Library as an institution to the Library as an
information provider with IT skilled specialists
functioning in an automated environment.
THE NEW LIBRARY VERSION: Just like Web 2.0, there is also
Library 2.0
1. Library 2.0 visualizes a “very different library service that
operates according to expectations of today’s library users. In
this vision, the library makes information available wherever
and whenever the uses requires it”.
2. Realizing this vision requires change across a wide range of
systems, processes and attitudes.
PRINCIPLES GOVERNING LIBRARY
The Library is everywhere
The Library has no barriers
The Library invites participation
The Library uses flexible, best-ofbreed systems.
MORE TRANSITIONS IN THE INFO WORLD
• From utilizing new technology to automate library
functions to utilizing IT for the enhancement of
information access.
• From Library networking to wider collaboration with
all types of institutions and information with all types
of institutions and information professionals, even
with politicians.
• From acquisition to access, i.e. instead of purchasing
information sources, licenses for remote access are
paid for.
• From lack of concern for intellectual property to
ethical and judicious use of copyrighted materials.
ROLE OF LIBRARIANS IN THE 21ST CENTURY

Information Broker for both print and electronic media
 Change agent, i.e. Technology application leader
 Facilitator
 Educator
 Innovator/Web Site/ Designer/Builder/Manager
 Database Manager
 Collaborator
 Policy maker
 Business Manager
 Image Maker
PUT YOUR LIBRARY OUT THERE 10 STEPS
1.
Communicate ….listen to your staff
2. Involve staff in planning
3. Tell stories…promote the library’s value
4. Be transparent…let users and staff know about new
plans/projects
5. Report and debrief
6. Do your research… you must be in the know
7. Manage projects well
8. Formally convene the emerging technology group
9. Training 2.0: let everyone play & experience
10. Celebrate successes
“It’s a great time to
be a Librarian”