1. 24th PACUCOA Annual General Assembly
December 6, 2013
QUALITY ASSURANCE
TERESITA R. MANZALA
Chairperson, Professional Regulation Commission
Chairperson, Task Force for the AQRF

2. Outline of Presentation
Regional Arrangements
ASEAN 2015: the ASEAN Economic Community and the ASEAN MRA’s
The Philippine Qualifications Framework
The ASEAN Qualifications Reference Framework
Implications for Higher Education
Way Forward

4. The ASEAN Economic Community 2015
Single Market and Production Base
Free flow of professionals
Free flow of skilled workers
Free flow of goods
Free flow of investment
Free flow of capital

5. The ASEAN Mutual Recognition Arrangements (MRA’s)
Education
Training
Mobility
Recognition
Experience
Certificates
Licenses

6. Objectives of the ASEAN MRA
1. Facilitate mobility of professionals within ASEAN
2. Exchange information and enhance cooperation in respect of mutual recognition of medical practitioners
3. Promote adoption of best practices on standards and qualifications
4. Provide opportunities for capacity building and training of medical practitioners

7. Exchange of Information
Basic qualifications and recognized institutions
Postgraduate qualifications and recognized institutions
Core competencies and scope of practice

8. Recognition and Eligibility of Foreign Professionals
1. In possession of a qualification recognized by PRA of country of origin and host country
2. In possession of a valid professional registration and license to practice issued by PRA of country of origin
3. Has been in active practice a for:
Engineers/Architects: 7 years
Medicine/Dentistry: 5 years
Nursing: 3 years

9. 4. In compliance with CPD requirements
5. Has been certified as not having violated any professional or ethical standards, local and international
6. Has declared that there is no investigation or legal proceeding pending against him/her in the country of origin or another country
7. In compliance with any other assessment or requirement as may be imposed by host country

10. I. PQF: Origin and Development
1998
Started with TVET Sector
2003
Philippine TVET Qualifications Framework (PTQF)
2004
Presidential Executive Order promoting expansion of QF

11. 2011 INSTITUTIONALIZATION OF THE PHILIPPINE QUALIFICATIONS FRAMEWORK
His Excellency Benigno S. Aquino III, President of the Republic of the Philippines, signed the Executive Order No. 83 dated October 1, 2012
2011
INSTITUTIONALIZATION
OF THE
PHILIPPINE QUALIFICATIONS
FRAMEWORK

12. OUTPUTS INPUTS Philippine Qualifications Framework (PQF)
Qualification Levels
Descriptors
Working Groups
Qualifications Register
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
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. 12

13. The Philippine Qualifications Framework (PQF)
National Policy
Levels of educational qualifications
Standards for qualification outcomes
Competency-based
Labor market-driven
Assessment-based qualification recognition

14. The PQF Coverage Basic Education Technical and Vocational Education
Higher Education

15. All institutions and systems
The PQF Coverage
All institutions and systems
Training
Specialization
Skills and competencies
Work experience
Lifelong learning

16. Objectives
National standards and levels for outcomes of education, training
National regulatory and quality assurance mechanisms
Pathways and equivalencies for access to qualifications
Individual lifelong learning goals for progress through education and training
Alignment with international qualifications frameworks

17. Governance of the PQF National Coordinating Committee (NCC)
Technical Secretariat
PQF Working Groups
DEPED TESDA CHED PRC DOLE

18. Governance of the PQF Chairman Secretary, DEPED Members:
Secretary, DOLE
Director-General, TESDA
Chairperson, CHED
Chairperson, PRC

19. PQF Working Groups and Lead Agencies
Qualifications Register
(TESDA)
Pathways and Equivalencies
(CHED)
International Alignment
(PRC)
Information and Guidelines
(DEPED)
Quality Assurance

20. THE PHL QUALIFICATIONS FRAMEWORK
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
LEVEL
BASIC
EDUCATION
HIGHER EDUCATION L1 L2 L3 L4 L5 L6 L7 L8
DOCTORAL AND
POST DOCTORAL
POST BACCALAUREATE
BACCALAUREATE
BACCALAUREATE
DIPLOMA
NC IV
NC IV
NC III
GRADE 12
NC II
GRADE 10
NC I 20

21. 8-LEVEL QUALIFICATIONS DESCRIPTORS
Defined in terms of 3 domains
1. Knowledge, skills and values
2. Application
3. Degree of independence

22. 6 LEVEL KNOWLEDGE, SKILLS AND VALUES
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
Application in professional work in a broad range of discipline and/or for further study
DEGREE OF INDEPENDENCE
Independent and /or in teams of related field
QUALIFICATION TYPE
Baccalaureate Degree 22

23. 7 LEVEL KNOWLEDGE, SKILLS AND VALUES
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
APPLICATION
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
DEGREE OF INDEPENDENCE
Independent and or in teams of multidisciplinary
QUALIFICATION TYPE
Post-Baccalaureate Program 23

24. 8 LEVEL KNOWLEDGE, SKILLS & VALUES APPLICATION DEGREE OF INDEPENDENCE
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
APPLICATION
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
DEGREE OF INDEPENDENCE
Independent and/or in teams of multi-disciplinary and more complex setting
QUALIFICATION TYPE
Doctoral Degree and Post-Doctoral Programs 24

25. The PQF: components 1. Structure and system of progression
2. Covers three sectors:
Basic education
TVET
Higher education
3. Eight levels of qualifications
4. Three domains of learning
5. Descriptors of learning outcomes with increasing complexity

26. PQF: components Qualifications Register Quality Assurance
Pathways and Equivalencies
International Alignment
Credit Accumulation and Transfer
Lifelong Learning
Recognition of Prior Learning

27. II. Most important Features
1. Shift to outcomes-based education and use of learning outcomes
2. Government regulatory bodies confer recognition to education and training providers
3. Training and education providers are held accountable for the attainment of learning outcomes
4. Implementation of quality assurance mechanisms, pathways and equivalencies

28. II. Most important Features
5. Establishment of a Qualifications Register
6. Ensuring international alignment of qualifications
7. Encouraging lifelong learning
8. Government regulatory bodies confer recognition to certificates and licenses
9. Recognition of qualification is based on assessment of individual

29. ASEAN Qualifications Reference Framework

30. ASEAN Qualifications Reference Framework (AQRF)
BACKGROUND
May 2010, Manila: 1st AANZFTA Joint Committee Meeting considered the draft of the concept proposal for the ASEAN Qualifications Reference Framework
ASEAN-Australia-New Zealand FTA Economic Cooperation Work Program (ECWP)
(Slide 33) The key features, structure and principles of the AQRF were finalized during the Meeting/Workshop of the AQRF Task Force in Kuala Lumpur held only this November 2013.
In May 2010, Manila: the 1st ASEAN Australia-New Zealand Free Trade Arrangement or AANZFTA  Joint Committee Meeting considered the draft of the concept proposal for the ASEAN Qualifications Reference Framework.

31. Governance Chair: PRC Chairperson Teresita Manzala
Creation of Task Force for the AQRF Composition
Chair: PRC Chairperson Teresita Manzala
Vice-Chair: Megawati Santoso (Indonesia)
Members: Representatives from ASEAN Member States (Ministry of Education, Ministry of Labour/Manpower Development, other relevant Ministries and Qualification Agencies)
For the PHILS: PRC, DTI, CHED, TESDA, DEPED AND DOLE
Chairmanship:
In 2012, I was unanimously selected to act as the Chairperson the ASEAN Task Force on the National Qualifications Framework for 2012 to 2014 with Indonesia as the Vice Chair and with representatives from the Member States (Ministry of Education, Ministry of Labour/Manpower Development, other relevant Ministries and Qualification Agencies)as members.

32. ASEAN Qualifications Reference Framework (AQRF)
DEVELOPMENT Phase 1: Policy concept paper Regional forum Workshops in ASEAN countries Phase 2: Refinement of the model Further regional fora / meetings Finalize the framework

33. ASEAN Qualifications Reference Framework (AQRF)
DEVELOPMENT Phase 3: March 2013 – December 2014 Capacity building for NQF’s Thailand-New Zealand (pilot project) Philippines-Australia (proposal)

34. 3rd Meeting / Workshop of the TF-AQRF
November, 2013
Kuala Lumpur, Malaysia
Update:
Finalization of the key features, structure and principles of the AQRF

35. Finalization of the AQRF
Structure and components:
1. Scope
2. Purpose
3. Principles
4. Quality Assurance
5. Learning outcomes
6. Level descriptors
7. Domains
8. Referencing
9. Governance

36. ASEAN Qualifications Reference Framework (AQRF)
SCOPE
The AQRF, a common reference framework, will function as a translation device to enable comparisons of qualifications across participating ASEAN Countries.
AQRF addresses education and training sectors (Education and training incorporates informal, non formal and formal learning. Formal learning includes but is not limited to post compulsory schooling, adult and community education, TVET and higher education) and the wider objective of promoting lifelong learning.
The AQRF is a common reference framework which functions as a translation device for the comparison of the qualifications across participating Member countries. It addresses education and training sectors (Education and training incorporates informal, non formal and formal learning. Formal learning includes but is not limited to post compulsory schooling, adult and community education, TVET and higher education) and the wider objective of promoting lifelong learning.

37. ASEAN Qualifications Reference Framework (AQRF)
PURPOSE
To enable comparisons of qualifications across countries that will:
Support recognition of qualifications
Encourage the development of qualifications frameworks that can facilitate lifelong learning
Encourage the development of national approaches to validating learning gained outside formal education
Promote and encourage education and learner mobility
Promote worker mobility
Lead to better understood qualifications systems
Promote higher quality qualifications systems
The AQRF enables comparisons of qualifications across countries that will:
Support recognition of qualifications
Encourage the development of qualifications frameworks that can facilitate lifelong learning
Encourage the development of national approaches to validating learning gained outside formal education
Promote and encourage education and learner mobility
Promote worker mobility
Lead to better understood qualifications systems
Promote higher quality qualifications systems

38. ASEAN Qualifications Reference Framework (AQRF)
PRINCIPLES
Based on agreed understandings between member countries
Voluntary in nature
Neutral influence on NQF’s
Provide support and enhance each country’s NQF

39. ASEAN Qualifications Reference Framework (AQRF)
PROCESSES
Underpinned by a set of agreed quality assurance principles and broad standards related to:
The functions of the registering and accrediting agencies
Education and training providers
Systems for the assessment learning and issuing of qualifications
Regulation of the issuance of certificates

40. ASEAN Qualifications Reference Framework (AQRF)
STRUCTURE: Learning Outcomes
Based on descriptors of levels of complexity of learning outcomes
Facilitate comparisons and links

41. ASEAN Qualifications Reference Framework (AQRF)
STRUCTURE: Levels
Eight levels
Based upon a hierarchy of complexity of learning outcomes
It includes:
Cognitive competence involving the use of theory and concepts, as well as informal tacit knowledge gained experientially
Functional competence (skills or know-how), those things that a person should be able to do when they work in a given area
Personal competence involving knowing how to conduct oneself in a specific situation

42. ASEAN Qualifications Reference Framework (AQRF)
STRUCTURE: domains
1. Knowledge and skills
2. Application/responsibility

43. ASEAN Qualifications Reference Framework (AQRF)
REFERENCING: CRITERIA
To establish the comparability of ASEAN country framework levels or qualifications types, countries will need to refer their qualification framework levels or qualification types to the AQRF.
However, countries could, if there is no national qualifications framework, align their benchmark level qualifications or qualifications types to the AQRF.
Proposal: 2018

44. ASEAN Qualifications Reference Framework (AQRF)
REFERENCING: Procedure
To describe a common structure for linking NQFs to the AQRF.
To ensure that the linking process undertaken is robust and transparent way.
To provide a common reporting structure for the referencing reports.

45. ASEAN Qualifications Reference Framework (AQRF)
REFERENCING: Panels
It is proposed that the referencing include international experts.
could be external to the ASEAN member countries
should not be a representative of the referencing country or the observer’s country
COMPOSITION OF EACH COUNTRY’S REFERENCING PANEL :
at least one international representative
plus an additional observer from one of the other ASEAN countries.

46. ASEAN Qualifications Reference Framework (AQRF)
REFERENCING:
Comparability
Benchmarking
Concept of “best fit”

47. THE PHL QUALIFICATIONS FRAMEWORK
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
LEVEL
BASIC
EDUCATION
HIGHER EDUCATION L1 L2 L3 L4 L5 L6 L7 L8
DOCTORAL AND
POST DOCTORAL
POST BACCALAUREATE
BACCALAUREATE
BACCALAUREATE
DIPLOMA
NC IV
NC IV
NC III
GRADE 12
NC II
GRADE 10
NC I 47 47

48. INDONESIA S3 Subspesialist 9 S2 Spesialist 8 7 Professional 6 S1 D IV
FORMAL ACADEMIC EDU
FORMAL VOCATIOAL/PROF EDU S3
Subspesialist 9 S2
Spesialist 8 7
Professional S1 6
D IV 5
D III
D II 4
D I 3
General High School
Vocational Senior High School 2
Elementary/Junior High School 1

49. REFERENCE FRAMEWORK (AQRF)
ASEAN QUALIFICATIONS
REFERENCE FRAMEWORK (AQRF) 8 1 2 3 4 5 6 7 9
Qualifications
(A)
(B)
Country
AQRF

50. ASEAN Qualifications Reference Framework (AQRF)
GOVERNANCE:
Voluntary (will not be regulatory in nature)
based on agreed understandings.
PROPOSAL - a board or managing committee be established by the ASEAN Secretariat
COMPOSITION - national representatives (from a NQF body or responsible body in each country) and an independent expert, and be responsible for the ongoing management of the AQRF.

51. What are the implications
for Higher Education?

52. Philippine Qualifications Framework
PQF as TOOL for:
Curriculum Planning
Development of Qualifications
Qualifications Register
Quality Assurance
Accreditation of Education Providers
Certification of graduates
International Alignment

53. 1. Curriculum Planning
Shift to outcomes-based education and the use of learning outcomes
Higher Ed
CMO 46
OBE
TVET
Basic Ed
(K12)

54. 2. Development of Qualifications, with PQF Level, Learning Descriptors
ASEAN MRA: exchange of information on
1. Basic Qualification and recognized
institutions
2. Postgraduate Qualifications and
recognized institutions
3. Core competencies and scope of
practice

55. 3. Qualification Register
Basic qualifications
Postgraduate qualifications

56. Example of Register Entry
Qualification Title
Qualification Level
Issue Coding Number
Date of Issue
Issued by
Descriptor
Credit Units
Entry Requirements
Qualification developer
Quality assurance body
Content
Bachelor of Science in Civil Engineering
PQF Level 6
00____________
______________
Mapua Institute of Technology
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
232
Secondary Education Report Card
Certificate of Good Moral Character
CHED, PACUCOA
General Education subjects, Mathematics, Surveying, Hydraulics, Structural Engineering, Construction 56

57. Example of Register entry Specialist in General Surgery
Number
Classification
Organisation
Qualification type
Level
Credit
Entry Requirements
Outcome statement
Qualification developer
Quality assurance body
Content
00__________
Medical Specialty
PCS / PSGS
Postdoctoral Degree
PQF Level 8
Number of hours or Units
Passed the PRC Physician Licensure Examinations
A solid grounding in the diagnosis and management of surgical disorders and conditions falling under the scope of GS
PSGS
Committee on Accreditation/Philippine Board of Surgery
Biomedical Sciences, General Surgery covering head and neck, thorax, abdomen, extremities; Specialty Surgery clinical rotations; Basic Anesthesia 57

58. PQF Qualification Register
PQF Level 8
Doctoral
Postdoctoral
Academic Qualification
PhD
Professional Qualification
Diplomate / Fellow

59. 4. Quality Assurance

60. QA Mechanism for HEI’s PRC CHED Professionals Schools Graduates
Accrediting
Bodies

61. QA for HEI’s Regulatory Body: CHED External accrediting bodies:
1. Philippine Accrediting Association for Schools, Colleges and Universities
(PAASCU, 1957)
2. Philippine Association of Colleges and Universities-Commission on Accreditation
(PACUCOA, 1973)

62. QA for HEI’s Regulatory Body: CHED External accrediting bodies:
3. Association of Christian Schools and Colleges-Accrediting Agency
(ACSC-AA, 1976)
4. Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP,1989)

63. QA for HEI’s
“Migration and Education: Quality Assurance and Mutual recognition of Qualifications- The Philippines (Paris: UNESCO, 2008)
Author: Ethel Agnes P. Valenzuela
In 2008: only 221 of the 1,943 HEI’s participated in obtaining external accreditation (11.3% only)
Due to its voluntary nature

64. Reflection on QA Canada, 2001
80% of doctors, 66% of engineers, 61% of nurses from the Philippines secured low-skilled employment
Similar trends seen in Australia
Author: Lesleyanne Hawthorne, “Migration and Education Quality Assurance and Mutual Recognition of Qualifications Country Report: Australia”, 2008

65. Philippine Study
Journal of Philippine Higher Education Quality Assurance (Vol. 1, No. 1, 2003)
Author: Manuel T. Corpus
Executive Director
Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP)
Small number of HEI’s obtained external accreditation

66. PRC Statistics
5-year overall passing percentage of graduates in all licensure examinations:
39-40%

67. 5. Certification of Graduates
Assessment of competencies of individual
Certification of competencies attained
Government recognition of certificates and licenses

68. 6. International Alignment
Recognition of qualifications is based on international benchmarks and standards
Globalization of standards:
Dublin Accord
Sydney Accord
Washington Accord
International Maritime Organization (IMO)

69. Qualifications Landscape
International Standard Classification of Education (ISCED)
Regional Qualifications Frameworks (EQF)
National Qualifications Frameworks (Philippine Qualifications Framework)
Sectoral Qualifications (Indian National Skills Qualifications Framework
Qualifications (certificates, bachelor’s degree, craft diplomas, awards by professional bodies)
Standards (occupational, institutional, professional standards, qualification criteria, assessment criteria)
Learning Outcomes (knowledge, skills, values, degree of independence)

70. Challenges
“Migration and Education: Quality Assurance and Mutual Recognition of Qualifications- The Philippines (Paris: UNESCO, 2008)
Author: Ethel Agnes P. Valenzuela
In 2008: only 221 of the 1,943 HEI’s participated in obtaining external accreditation (11.3% only)
Due to its voluntary nature

71. Challenges
PRC data: the overall passing percentage of graduates who took the licensure examinations from is 38%
The development and implementation of the PQF, and its referencing to the AQRF in 2018

72. Challenges
The need for research capabilities in developing labour market information to guide the development of qualifications and core competencies
Unity towards a single direction in order to provide the optimum environment for our students, graduates, skilled workers and professionals to develop their potentials

73. Challenges
Improvement of governance of higher educational institutions through the PQF and AQRF and increased transparency and readability of PQF vis-à-vis higher education institutions in ASEAN
Policy dialogues on strategic issues on higher education particularly in:
Educational capacity building of HEI’s vis-à-vis AMS HEIs
Policy research and conduct study for harmonization of HE
Harmonization of PQF Quality Assurance Framework with ASEAN Quality Assurance Framework in Higher Education

74. Challenges
Review existing credit transfer system especially AUN-ACTS (ASEAN University Network – ASEAN Credit Transfer Systems) vis-à-vis PQF:
PQF
Common platform for credit systems with ASEAN during pilot/pre-referencing with select undergraduate and post-graduate courses from HEI’s
Capacity building to improve capacity of participating HEI’s to existing credit system
Take into consideration cross-cutting issues like gender-balance, equal opportunities and the participation of disadvantaged groups e.g. students with special needs and economically disadvantaged students.

75. Way Forward / Next Steps
With the ASEAN Integration in 2015, there is a lot to be done in Higher Education

76. Way Forward / Next Steps
Bringing together all stakeholders
Government agencies
Academe
Accrediting bodies
Industry/Business
Professional organizations
Professionals
In enhancing our Education Competitiveness

77. Thank you very much
for your kind attention!