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Initiatives in Harmonizing and Internationalizing TVET in the

Philippines

a) Overview:Description of national policies and aspiration in

regards to the provision of TVET programmes

in response to ASEAN Economic Community,

especially on the issues of harmonization

of TVET and students mobility.

• Executive Order No. 83 Series of 2012,

Institutionalization of the Philippine Qualifications

Framework (PQF) was signed by President Benigno S.

Aquino III on October 1, 2012.

• This EO provides for a national policy which describes

the levels of educational qualifications and sets the

standards for qualifications outcomes. It is 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

the country.

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• This is in response to the ASEAN Charter signed by the ten ASEAN leaders in Singaporeon 20 November 2007, where aspirations to become a single entity that is ASEANCommunity was reinforced.

• The ASEAN Charter aims to develop human resources through closer cooperation ineducation and life-long learning, and in science and technology, for the empowermentof the peoples of ASEAN and for the strengthening of the ASEAN Community and toenhance the well-being and livelihood of the peoples of ASEAN by providing them withequitable access to opportunities for human development, social welfare and justice.

• The ASEAN Qualifications Reference Framework (AQRF) is derived from the ASEANCharter.

• The purpose of the AQRF is to enable comparison of qualifications across memberstates that will

1. Support recognition of qualifications

2. Encourage the development of qualifications frameworks that can facilitatelifelong learning

3. Encourage the development of national approaches to validating learning gainedoutside formal education

4. Promote and encourage education and learner mobility

5. Promote worker mobility

6. Lead to better understood qualifications systems

7. Promote higher quality qualifications systems.

• The AQRF will support and enhance each country’s nationalqualifications framework or qualifications system while providinga mechanism to facilitate comparison, transparency and higherquality qualification systems. This is achieved through:

1. a process of peer learning across countries, for example indesign and operation of qualification systems

2. a better understanding of a country’s qualification system,for example by making it clearer to those in other countries

3. through applying quality processes used in other countries.

• The ASEAN Qualifications Reference Framework will link theASEAN NQFs or qualification systems and become a part of theASEAN’s mechanism for recognition of its qualifications againstother regional qualifications systems.

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AQRF LevelsKnowledge and Skills Application and Responsibility

Demonstration of knowledge and

skills that

The contexts in which knowledge and

skills are demonstrated:

Level 8 • is at the most advanced and specialized level and at the frontier of a field • involve independent and original thinking and research, resulting in the creation of new knowledge or practice

• are highly specialized and complex involving the development and testing of new theories and new solutions to resolve complex, abstract issues•require authoritative and expert judgment in management of research or an organization and significant responsibility for extending professional knowledge and practice and creation of new ideas and or processes.

Level 7 • is at the forefront of a field and show mastery of a body of knowledge• involve critical and independent thinking as the basis for research to extend or redefine knowledge or practice

• are complex and unpredictable and involve the development and testing of innovative solutions to resolve issues• require expert judgment and significant responsibility for professional knowledge, practice and management

AQRF LevelsKnowledge and Skills Application and Responsibility

Demonstration of knowledge and

skills that

The contexts in which knowledge and

skills are demonstrated:

Level 6 • is specialized technical and theoretical within a specific field• involve critical and analytical thinking

• are complex and changing• require initiative and adaptability as well as strategies to improve activities and to solve complex and abstract issues

Level 5 • is detailed technical and theoretical knowledge of a general field• involve analytical thinking

• are often subject to change• involve independent evaluation of activities to resolve complex and sometimes abstract issues

Level 4 • is technical and theoretical with general coverage of a field• involve adapting processes

• are generally predictable but subject to change• involve broad guidance requiring some self direction, and coordination to resolve unfamiliar issues

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AQRF LevelsKnowledge and Skills Application and Responsibility

Demonstration of knowledge and

skills that

The contexts in which knowledge and

skills are demonstrated:

Level 3 • includes general principles and some conceptual aspects• involve selecting and applying basic methods, tools, materials and information

• are stable with some aspects subject to change• involve general guidance and require judgment and planning to resolve some issues independently.

Level 2 • is general and factual• involve use of standard actions

• involve structured processes • involve supervision and some discretion for judgment on resolving familiar issues

Level 1 • is basic general• Involve simple, straightforward and routine actions

• Involve structured routine processes• Involve close levels of support and supervision

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PQF DescriptorsLevel 5

KNOWLEDGE, SKILLS AND VALUES

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

PQF DescriptorsLevel 4

KNOWLEDGE, SKILLS AND VALUES

Knowledge and skills are mainly theoretical and/or abstract with significant depth in one or more areas; contributing to technical solutions of a non-routine or contingency nature; evaluation and analysis of current practices and the development of new criteria and procedures.

APPLICATION

Applied in activities that are set in range of contexts, most of which involve a number of unfamiliar and/or unpredictable aspects; involve largely non-routine issues which are addressed using guidelines or procedures which require interpretation and/or adaptation.

DEGREE OF INDEPENDENCE Work involves some leadership and guidance when organizing activities of self and others

QUALIFICATION TYPE National Certificate IV

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PQF DescriptorsLevel 3

KNOWLEDGE, SKILLS AND VALUES

Knowledge and skills are a balance of theoretical and practical. Work involves understanding work process, contributing to problem solving and making decisions to determine process, equipment and materials to be used.

APPLICATION

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 applying established guidelines or procedures with some variations.

DEGREE OF INDEPENDENCE

Application may involve individual responsibility or autonomy, may involve some responsibility for others. Participation in teams including team or group coordination may be involved.

QUALIFICATION TYPE National Certificate III

PQF DescriptorsLevel 2

KNOWLEDGE, SKILLS AND VALUES

Knowledge and skills that are manual, practical and/or operational in focus with a variety of options.

APPLICATION

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.

DEGREE OF INDEPENDENCE In conditions where there is substantial support, guidance or supervision; limited judgment or discretion is needed.

QUALIFICATION TYPE National Certificate II

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PQF DescriptorsLevel 1

KNOWLEDGE, SKILLS AND VALUES

Knowledge and skills that are manual or concrete or practical and/or operational in focus.

APPLICATION

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.

DEGREE OF INDEPENDENCE In conditions where there is very close support, guidance or supervision; minimum judgment or discretion is needed.

QUALIFICATION TYPE National Certificate I

Conceptual Framework

ASEAN MRA PQF

Recognition of

Qualifications

Development of

Qualifications

Harmonization of

Qualifications

MOBILITY OF PROFESSIONALS

AQRF

MOBILITY OF PROFESSIONALS

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ASEAN QUALIFICATIONS REFERENCE

FRAMEWORK (AQRF)

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Qualifications

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Qualifications

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AQRF

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Asia Pacific Accreditation and Certification Commission (APACC) of TVET Institutions

Accredited institutions and stakeholders enjoy the following benefits:

• Greater workforce mobility and mutual recognition of qualifications in Asia and the Pacific region;

• Quality and employable workforce in member countries through APACC coordination among its network of institutions, agencies and other stakeholders;

• Employer confidence on the selection of employees coming from accredited institutions. Accreditation status is important to employers when evaluating credentials of job applicants and when deciding to provide support for current employees seeking further education;

• Part of a regional network of quality institutions that expand schooling and learning opportunities for students; and

• Transferability of credits earned by a student among educational institutions. Receiving institutions take note of whether or not the credits a student needs to transfer have been earned from an accredited institution.

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b) Status of TVET Programs: National TVET Strategies

• Approximately 4,600 TVET providers nationwide dominated

(90%) by the private sector.

• The national TVET strategies are articulated in the National

Technical Education and Skills Development Plan (NTESDP).

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b) Status of TVET Programs: Demand and Supply of

TVET Programs and Vocational Manpower

• The demand as far as the qualifications are concerned is

based on Labor Market Intelligence Reports,

Regional/Provincial Technical Education and Skills

Development Plan, and Labor and Employment Plan.

• From these reports, TESDA facilitates the development of

Competency Standards and Training Standards for priority

qualifications which form the bases of registering the

programs of TVET providers.

Project Jobs Fit: Department of Labor and Employment Key Employment Generators (2020

Vision) Identified Sectors1. Agribusiness2. Cyberservices3. Health and Wellness4. Hotel, Restaurant and Tourism5. Mining6. Construction7. Banking and Finance8. Manufacturing9. Ownership Dwellings and Real Estate10. Transport and Logistics11. Wholesale and Retail Trade12. Overseas Employment

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In-demand Programs (Top Ten programs given Registration by TESDA)

Training Regulations/Qualifications No. of Registered Program

No. Sector Qualification Title

1 ICT Computer Systems Servicing NC II 1,625

2 Tourism Food and Beverage Services NC II 1,325

3 Tourism Housekeeping NC II 1,206

4 ICT Programming NC IV 1,037

5 Tourism Bartending NC II 760

6 Tourism Commercial Cooking NC II 604

7 Electronics Electronics Product Assembly Servicing NC II

584

8 Health Health Care Services NC II 561

9 Metals and Engineering

Shielded Metal Arc Welding (SMAW) NC II 544

10 Health Caregiving NC II 532

Top Ten (10) Programs and Priority KEGs being addressed

Training Regulations/Qualifications No. of Registered Program

Identified Priority Sector in

KEGs (2020 Vision)

No. Sector Qualification Title

1ICT Computer Systems Servicing

NC II1,625 Cyberservices

2Tourism Food and Beverage Services NC

II1,325 Hotel,

Restaurant and Tourism

3Tourism Housekeeping NC II 1,206 Hotel,

Restaurant and Tourism

4 ICT Programming NC IV 1,037 Cyberservices

5Tourism Bartending NC II 760 Hotel,

Restaurant and Tourism

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Top Ten (10) Programs and Priority KEGs being addressed

Training Regulations/Qualifications No. of Registered Program

Identified PrioritySector in KEGs (2020 Vision)

No. Sector Qualification Title

6Tourism Commercial Cooking NC II 604 Hotel, Restaurant

and Tourism

7Electroni

csElectronics Product Assembly and Servicing NC II

584 Manufacturing

8Health Health Care Services NC II 561 Health and

Wellness

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Metals and

Engineering

Shielded Metal Arc Welding (SMAW) NC II

544 Construction and Overseas

Employment

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Health Caregiving NC II 532 Health and Wellness and

Overseas Employment

Enrolled – Graduates in TVET

Major Final Output:Support to TVET Provision

2011 2012 2013 2014

Number of enrolled in all delivery modes

1,572,131(100% accomplishment)

1,804,742(120% accomplishment)

1,943,589(108% accomplishment)

2,033,417(100% accomplishment)

Number of graduates in all delivery modes

1,332,751(99% accomplishment)

1,600,658(118% accomplishment)

1,765,757(110% accomplishment)

1,785,679(98% accomplishment)

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TVET Employment and Certification Rate

Year Employment Rate Certification Rate

2011 60.9 % 84.2 %

2012 62 % 85.7 %

2013 65.3 % 88.7 %

2014 In process 91.3 %

b) Status of TVET Programs: challenges faced in the

development and implementation of TVET programs

• K to 12 Senior High School Program (Full

implementation in SY 2016-2017)

• Review of qualifications (Training Regulations) every

three (3) years thereafter because of technological

innovations entailing additional investments in the

procurement of modern equipment by TVET providers.

• Quality assurance of community-based providers offered

by Local Government Units (LGUs) that fall short of a

certificate of competency for the full qualification

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c) Policy or Practices on Implementing Regional or

Multi-national Curriculum

• Registration of programs requires the TVET provider to submit a

Competency-based Curriculum

• TESDA has removed the competency-based curriculum (CBC)

exemplars in the Website (www.tesda.gov.ph) in order not to “box”

the TVET providers into adopting outright the CBC exemplars. The

curriculum design and development should bring out the creativity

and innovation of the institution in delivering innovative contents and

ways of achieving the learning outcomes.

c) Policy or Practices on Implementing Regional or

Multi-national Curriculum

• TESDA is open to curricular arrangements with multi-national

collaborations (internationalization) provided the basic requirements

are met in the competency standards as contained in the relevant

qualification (Training Regulations) which subsumes the registered

program. Otherwise, it could be registered as an “innovative”

curriculum if it could not be subsumed in any of the 246 Training

Regulations or Qualifications standards that the TESDA Board has

promulgated for nationwide adoption which is considered a No

Training Regulations (NTR) status in our quality-assurance process.

• There are a few TVET providers that have international curricular

arrangements with some Technical and Further Education (TAFE)

institutes in Australia.

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d) Bilateral and Multi-lateral Collaboration in TVET

Any of bilateral and multi-lateral collaborations in TVET, such

as mutual recognition (in what areas and what level), student

and staff exchange overseas, industrial attachment overseas,

etc.

Some ASEAN Mutual Recognition Arrangements initiatives to

improve worker mobility where the Philippines has participated

include:

• ASEAN Mutual Recognition Arrangement Engineering Services

• ASEAN MRA on Nursing Services

• ASEAN MRA on Medical Practitioners

• ASEAN MRA on Dental Practitioners

• ASEAN MRA Framework on Accountancy

• ASEAN MRA on Surveying Qualifications

• ASEAN MRA on Architectural Services

• ASEAN MRA on Tourism Professionals

The MRA in Tourism Professionals is one MRA where TESDA has been deeply involved as the Qualifications are focused on the TVET Sector

The ASEAN Common Competency Standards for Tourism Professionals (ACCSTP)

Common ASEAN Tourism Curriculum (CATC)

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Benefits of the MRA for Tourism Professionals

• For tourism professionals:

– Facilitate mobility of tourism professionals based on the tourism competency qualification/ certificate

– Enhance conformity of competency based training/education

– Recognize skills of tourism professionals

– Improve the quality of tourism human resources producing work/job-ready graduates

– Enhance the quality of tourism services.

Benefits of the MRA for Tourism Professionals

• For education and training providers, MRAs provide the following benefits:– A clear set of standards for development of training

programs

– A competency-based training and assessment system for preparing trainees for the tourism industry

– A range of job-based tourism qualifications based on common labor divisions

– An opportunity to become one of the preferred education and training providers for the range of ASEAN Common Competency Standards for Tourism Professionals (ACCSTP) qualifications.

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e) Student Attachment

Explanation of any initiatives in relation to student attachment

abroad either in school or private companies and future

directions in this regard

• Currently for the abovementioned programs, it is not allowed except

for the Japan International Training Cooperative Organization

(JITCO) which is covered by a bilateral arrangement between Japan

and the Philippines.

• Since TESDA has no effective control in the overseas deployment of

students/trainees, a national policy discussion and agreement are

still to be reached among the Department of Foreign Affairs,

Department of Labor and Employment, Philippine Overseas

Employment Administration, Commission on Higher Education and

TESDA that will assure/ensure the welfare and well being of TVET

trainees.

• In the case of student exchange and staff exchange overseas, there

will be a discussion of this issue in the Asia Pacific Accreditation

Certification Commission in-coming conference among accredited

institutions in the Colombo member states which will form the

Association of APACC Accreditees (AAA).

f) Expectations from the meeting in regards to

harmonization and internationalizing TVET.

• Agree on a common framework where harmonization and

internationalization of TVET will be realized.

• Come up with policy directions that will set the tone in

harmonizing and internationalizing TVET among the participating

member-countries.

• Pledge of commitment among the High Officials-participants

adopting the agreed common framework and policy directions for

harmonizing and internationalizing TVET in the participating

countries.

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Technical Education and Skills Development Authority

“the prime authority in TESD in the Philippines”

www.tesda.gov.ph