K to12: The Benefits and Effects it will bring to the
Filipino Educational System
“LEADING THE ELECTRICAL PRACTIONERS TOWARDS GLOBAL
RECOGNITION”
38th Annual National Convention and 3E XPO
Institute of Integrated Electrical Engineers of the Philippines, Inc. (IIEE)
IMELDA B. TAGANAS
Executive Director
Qualifications and Standards Office, TESDA
November 29, 20l3
TOPICS
K to12: The Benefits and Effects it will bring to the Filipino Educational System
I. Philippines Qualifications Framework

Benefit to the stakeholders (Education and Training Institutions, Students, Employers
(local and international)
II. TESDA’s Role in K to 12



Curriculum Development
 K to 12 Curriculum in Technology Livelihood Education and Tech-Voc Track
Trainers (Teachers) Development
Assessment and Certification
III. Benchmarking to international standards towards Global Recognition (MRA QFs)


ASEAN Qualifications Reference Framework
Benchmarking of Qualifications/Competencies
Philippine Qualifications Framework (PQF)
What is PQF?


It is 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

It is competency-based and labor market driven.

It is assessment- based qualification recognition.
Objectives of the PQF



To establish national standards and levels for outcomes of education and
training, skills and competencies
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 E & T sectors and between
these sectors and the labour market
To align the PQF with international qualifications framework to support
the national and international mobility of workers thru increased
recognition of the value and comparability of Philippine qualifications
Benefits of the PQF
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
FOR THE EMPLOYERS
Assures that standards and qualifications are consistent to job
requirements/demand


Provides common understanding on standards, qualifications and levels
Benefits of the PQF
FOR THE EDUCATION & TRAINING 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

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
The Development of PQF
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
Registers
Philippine
Qualifications
Framework
Working Groups
Pathways & Equivalencies
Quality Assurance
Research and policy
papers on NQF
Information & Guidelines
NQFs of other countries
International Alignment
Consultation and Advocacy
With Stakeholders
THE PHL QUALIFICATIONS FRAMEWORK
BASIC ED
TESD
HIGHER EDUCATION
L8
DOCTORAL AND
POST DOCTORAL
L7
POST BACCALAUREATE
L6
BACCALAUREATE
L5
DIPLOMA
L4
NC IV
L3
NC III
L2
G12
L1
10
NC II
NC I
LEVEL
KNOWLEDGE, SKILLS AND
VALUES
10
APPLICATION
1
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.
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
LEVEL
KNOWLEDGE, SKILLS AND
VALUES
11
APPLICATION
DEGREE OF INDEPENDENCE
QUALIFICATION TYPE
2
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.
NATIONAL CERTIFICATE II
LEVEL
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.
12
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
LEVEL
4
KNOWLEDGE, SKILLS Knowledge and skills are mainly theoretical and/or
AND VALUES
abstract with significant depth in one or more areas;
13
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
LEVEL
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.
14
APPLICATION
DEGREE OF
INDEPENDENCE
QUALIFICATION TYPE
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
DIPLOMA
II. TESDA’s Role in K to 12
Curriculum
Development
K to 12 Curriculum in Technology
Livelihood Education and Tech-Voc
Track
Trainers (Teachers) Development
Assessment and Certification
K to 12 Curriculum Model
Grades 11-12 (SHS)
• CORE (Communication, Languages, Literature, Math, Philosophy, Science, Social
Sciences) + TRACKS (with immersion): Academic; Technical-Vocational-Livelihood;
Sports and Arts
Grades 9-10 (JHS Years 3-4)
• Core Learning Areas plus elective TLE
Grades 7-8 (JHS Years 1-2)
• 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, PE, Health], Mother
Tongue, Science); MTB-MLE from Grades 1-3
Kindergarten
• Learning Domains
Senior High School: Grades 11 & 12
K to 12 graduates proceeding to higher education take 1 year revised
General Education Curriculum (GEC) followed by 2+ years of Major Courses
What 2016 and 2017 May Look Like
In 2016, potentially
1.08M public and 350k
private G11 enrolees
In 2017, potentially
2.03M public and 670k
private G11-12 enrolees
Where SHS Students May Go*
Entrepreneurship
3%
TVET
40%
Academic
57%
*Based on Results of 2011 NCAE
Expanding the Teacher Pool
Science/math/statistics/engineering/music
graduates & other degrees with shortages in
qualified LET applicants – must pass LET within
5yrs of hiring to become full-time teachers
Graduates of tech-voc courses – TESDA
certification holder, must undergo INSET
Full-time HEI faculty members
Practitioners as part-time teachers
Proposed Senior High School Curriculum A for Tech-Voc-Livelihood and Sports & Arts Tracks**
(In Maximum Number of Hours)
LEARNING AREA
GRADE 11
SUBJECT
1st
CORE CURRICULUM
Language
Literature
Communication
Mathematics
Philosophy
Sem
2nd
Sem
GRADE 12
1st
Sem
2nd
Total
Sem
Oral Communication / Reading &
Writing
54
54
108
Talastasang Filipino sa Lipunang
Pilipino / Pagbasa, Pagsulat,
Pananaliksik sa Wika at Kulturang
Filipino
54
54
108
21st Century Phil. Lit. from the
Regions
54
54
21st Century Literatures of the
World
54
54
Media & Information Literacy
54
54
General Math / Statistics &
Probability
54
54
Intro to Philosophy of the Human
Person
108
54
54
Life/Physical Sciences – Lecture
54
54
108
Life/Physical Sciences – Laboratory
54
54
108
Personal Development /
Understanding Society & Culture
54
54
108
Natural Science
Social Sciences
** Approved by Br. Armin Luistro and Sub-TWG for SHS on 27 February 2013
Proposed Senior High School Curriculum A for Tech-Voc-Livelihood and Sports & Arts Tracks**
(In Maximum Number of Hours)
LEARNING AREA
SUBJECT
GRADE 11
1st Sem
2nd Sem
GRADE 12
1st Sem
Total
2nd Sem
TRACKS
TechnicalVocationalLivelihood
STRANDS
270
270
324
540
1404
594
594
540
540
2268
Sports and Arts
Total Hours
(Core + Track)
** Approved by Br. Armin Luistro and Sub-TWG for SHS on 27 February 2013
HOME ECONOMICS (Tourism)
CURRICULUM CONTENT Grade 7 to 12
26
HOME ECONOMICS (Tourism)
CURRICULUM CONTENT Grade 7 to 12
Course
27 Title
Cookery NC II
Gr. 7/8
Gr. 9
Gr. 10
Cookery
Cookery
Cookery

(COC on Prepare Cold
(COC on Prepare Hot
meals and Prepare
desserts)

Clean and
maintain kitchen
premises(8 hrs)

Prepare salads
and dressing(24
hrs)

Prepare
appetizers (24
hrs)

Prepare
sandwiches (24
hrs)

Prepare
desserts
(24
hrs)

Package
prepared foods
(8 hrs)
meals)

Prepare stocks,
sauces and
soup (24 hrs)

Prepare
vegetable
dishes (24 hrs)

Prepare egg
dishes (24 hrs)

Prepare starch
products (24
hrs)

Prepare poultry
and game
dishes (24 hrs)

Prepare meat
dishes (24 hrs)

Prepare
seafood dishes
(24 hrs)

Basic
Compet
encies
Commo
n
Compet
encies
(316 hrs)
Gr. 11
Bread and Pastry
Production (NC II)





Prepare and
produce bakery
products (25hrs)
Prepare and
produce pastry
products (25 hrs)
Prepare and
present gateaux,
tortes and cakes
(25 hrs)
Prepare and
display petits
fours (20 hrs)
Prepare and
serve other types
of desserts (10
hrs)
(141 hrs)
Gr. 12
Food and Beverage
Services (NC II)





Prepare the dining
room/restaurant
area for service
Welcome guests
and take food and
beverage orders
Provide food and
beverage services
to guests
Provide room
service
Receive and
handle guest
concerns
(436 hrs)

National Certification (NC II) of the field of
specialization he or she will be handling on the
grade 11 and 12 of the senior high school
2. Trainers Methodology Course (TM I)
3. Must be a holder of National TVET Trainers
Certificate (NTTC)
29
The ASEAN Qualifications Reference
Framework (AQRF)
PURPOSE
To enable comparisons of qualifications across countries that will:
a.
b.
c.
d.
Support recognition of qualifications
Facilitate lifelong learning
Promote and encourage credit transfer and learner mobility
Promote worker mobility
SCOPE
The AQRF, a common reference framework, will function
as a translation device to enable comparisons of
qualifications across participating ASEAN Countries.
AQRF will cover:
a.
Senior schooling
b.
Technical and Vocation Education and Training (TVET)
c.
Higher Education
STRUCTURE – LEARNING OUTCOMES


The AQRF shall be based on descriptors of levels of complexity
of learning outcomes.
These descriptors will facilitate comparisons of and links
between qualifications and qualifications systems across the
member countries.
The Proposed AQRF Levels, Domains and Descriptors
ASEAN QUALIFICATIONS REFERENCE
FRAMEWORK (AQRF)
Country
(A)
AQRF
1
1
2
3
2
Qualifications
(A)
1
2
3
3
4
4
4
5
Country
(B)
5
6
5
7
6
8
7
7
8
8
9
6
Qualifications
(B)
ACF Construction Standards Trade Skills
Training (ACSTST) Program: RATIONALE
 ASEAN countries are moving towards a single common
market (AFTA, GATS)
 There will be greater mobility of manpower across
ASEAN countries
 However, ASEAN countries’ manpower are at
different level of skill and needs to be improved
 Some of these manpower undergo training, some
learn the skill based on the on-the-job training and
others in unstructured learning process
 Minimum standard of trade skills must be promoted
ACF Construction Standards Trade Skills
Training (ACSTST) Program
 Competency standards – refers to the list of skills/competencies
available to the individual for his education and training
 Training standards – set to provide the instructors with the
information and other important requirements to consider when
designing training programs for a specific competency standard
 Assessment/certification arrangements – created to verify and
validate the competencies of the trainees through a hands- on and
written assessment; demonstrating the competencies they have
learned in the Training Standards
Source: ACSTST Technical Working Group Study on Harmonization of Trades Skills Systems
Formworks and Steel Reinforcement, Oct 2011
Benchmarking: Systems Formworks
37
ACF CS
PHL TRs
CORE COMPETENCIES
CORE COMPETENCIES
Ability to coordinate and supervise the handling,
installation, disassembly, and storage of the
formwork and scaffolding systems
Assemble and dismantle scaffolds/ shoring and
braces
Install System Formworks
Strip System Formworks
Proper maintenance and inspection of the stability
of the formwork and scaffolding system and its
accessories, tools and equipment
Install System Formworks
Conduct periodic inventory of the formwork and
scaffolding system and its accessories, tools and
equipment
Strip System Formworks
Ensure good practices and scaffolding systems of
the formwork
Assemble and dismantle scaffolds/ shoring and
braces
Install System Formworks
Strip System Formworks
Leads the formwork and scaffolding team in good
housekeeping and proper observation of
contractual obligations of the formwork and
scaffolding systems
Assemble and dismantle scaffolds/ shoring and
braces
Install System Formworks
Strip System Formworks
Optimism : bane or boon ?
The worst scenarios are:
 Delay in the full implementation
 Training providers- establishment of training infrastructure (qualified
Trainers, tools, equipment and facilities, curriculum)
 Assessment and Certification infrastructure (assessors, assessment centers)
 Tourism professionals move to the “better paying” countries
 Nationwide recognition and acceptance of TESDA NCs and COCs by
employers/industries before they recognize other AMS qualifications
 Industries do not require certifications for the initial 6 labor divisions
THANK YOU
◦