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Updates on the Philippine Qualifications Framework (PQF) Jose Y. Cueto Jr., MD, FPCS, FPSGS, MHPEd Professional Regulatory Board of Medicine Overall Technical.

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Presentation on theme: "Updates on the Philippine Qualifications Framework (PQF) Jose Y. Cueto Jr., MD, FPCS, FPSGS, MHPEd Professional Regulatory Board of Medicine Overall Technical."— Presentation transcript:

1 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 Catholic Educational Association of the Philippines (CEAP) First Catholic Higher Education Institutions (CHEI) Conference November 20, 2014

2 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

3 Background 1. History of Qualifications Frameworks 1. History of Qualifications Frameworks

4 Extent worldwide Timing Timing between the late 1980s and the mid-1990s Countries Countries 1 st Generation 1 st Generation United Kingdom ScotlandAustralia New Zealand South Africa

5 Extent worldwide Timing Timing between the late 1990s and the early 2000’s Countries Countries 2 nd Generation 2 nd GenerationIrelandMalaysiaMaldivesMauritiusMexicoNamibiaPhilippinesSingaporeThailand Trinidad and Tobago Wales

6 Extent worldwide Timing mid 2000’s to the present time Countries Countries 3 rd Generation 3 rd Generation 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

7 Extent worldwide 142 countries Qualifications Frameworks / Systems Qualifications, Qualifications Levels and Learning Outcomes

8 2. Development 2. Development of the of the Philippine Qualifications Framework Philippine Qualifications Framework

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

10 FROM THE PRESIDENT’S SONA 2011 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

11 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 INPUTSOUTPUTS

12 The Philippine Qualifications Framework (PQF) National Policy Levels of educational qualifications Standards for qualification outcomesCompetency-based Labor market-driven Assessment-based qualification recognition

13 The PQF Coverage Basic Education Technical and Vocational Education Higher Education

14 The PQF Coverage All institutions and systems TrainingSpecialization Skills and competencies Work experience Lifelong learning

15 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

16 Governance of the PQF National Coordinating Committee (NCC) Technical SecretariatPQF Working GroupsDEPED TESDA CHED PRC DOLE

17 PQF National Coordinating Committee Chairman: Secretary, DEPED Members: Secretary, DOLE Director-General,TESDA Director-General,TESDA Chairperson, CHED Chairperson, CHED Chairperson, PRC Chairperson, PRC

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

19 8-LEVEL QUALIFICATIONS DESCRIPTORS Defined in terms of 3 domains 1. Knowledge, skills and values 1. Knowledge, skills and values 2. Application 2. Application 3. Degree of independence 3. Degree of independence

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

21 LEVEL6 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 TYPE Baccalaureate Degree

22 LEVEL7 KNOWLEDGE, SKILLS AND VALUES 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 TYPE Post-baccalaureate Degree

23 LEVEL8 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 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 DEGREE OF INDEPENDENCE 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. QUALIFICATION TYPE Doctoral and Postdoctoral

24 3. Comparison with International 3. Comparison with International Qualifications Frameworks Qualifications Frameworks

25 BRUNEI DARUSSALAM QF Levels Schools Sector Technical and Vocational Education Sector Higher Education Sector 8 Doctoral Degree 7 Master’s Degree Post Graduate Diploma Post Graduate Certificate 6 Bachelor’s Degree 5 Advanced Diploma Foundation Degree Advanced Diploma 4 GCE “A” Level;GCE “A” Level; IGCSE “A” LevelIGCSE “A” Level IB Diploma:IB Diploma: STPUSTPUDiploma Certificate & Diploma 3 GCE “O” Level (grades A–C);GCE “O” Level (grades A–C); IGCSE and GCSE “O” Level (grade A* - C);IGCSE and GCSE “O” Level (grade A* - C); SPU (grades A-C)SPU (grades A-C) Skills Certificate 3 (SC3) 2 GCE “O” Level (grades D- E);GCE “O” Level (grades D- E); IGCSE (grade D-G) “O” Level;IGCSE (grade D-G) “O” Level; SPU (grades D)SPU (grades D) BTEC Edexcel Level 2 First CertificateBTEC Edexcel Level 2 First Certificate Skills Certificate 2 (SC2) 1 BTEC Edexcel Level 1 Introductory Certificate Skills Certificate 1 (SC1)

26 Cambodia CQF CQFLEVEL TVET TVET Higher Education 8 Doctoral Degree 7 Master of Technology/Business Master Degree 6 Bachelor of Technology / Engineering / Business Bachelor Degree 5 Higher Diploma Associate Degree 4 Technical & Vocational Certificate III 3 Technical & Vocational Certificate II 2 Technical & Vocational Certificate I 1 Vocational Certificate

27 INDONESIA S2S2 S1S1 S3S3 General High School Professional Spesialist D I D IV D III D II Vocational Senior High School Subspesialist Elementary/Junior High School FORMAL ACADEMIC EDUFORMAL VOCATIOAL/PROF EDU 2 22

28 MALAYSIA

29 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 30

31 Singapore ( Workforce Development Agency) * WSQ (Workforce Skills Qualifications)

32 NATIONAL QUALIFICATIONS FRAMEWORK OF THAILAND NATIONAL QUALIFICATIONS FRAMEWORK OF THAILANDLEVEL 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) 2 Certificate II (upper secondary and initial vocational training - semi skilled worker) 1 Certificate I (middle secondary and initial vocational training - worker with basic skills)

33 Vietnam LEVELS LEVELS REQUIREMENTS REQUIREMENTSCERTIFICATION Level 1 Level 1 Competent in performing simple and repetitive tasks Certificate 1 Level 2 Level 2 Competent in performing simple tasks, repetitive tasks and some complicated tasks Certificate 2 Level 3 Level 3 Can work independently without guidance Certificate 3 Level 4 Level 4 Competent in performing a broad range of varied tasks, most of which are complex Certificate 4 Level 5 Level 5 Competent in performing all varied tasks, fluently and skillfully Certificate 5

34 United Arab Emirates

35

36 PQF Components 1. Quality Assurance 2. Pathways and Equivalencies 3. International Alignment 4. Qualifications Register 5. Lifelong Learning 6. Credit Transfer 7. Outcomes-based Education, Learning Outcomes

37 1. Quality Assurance

38 Distribution of Higher Education Institutions (HEIs) Public = 219 (12%) (excluding 442 satellite campuses) Distribution of Students Public = 1.42M (43%) Private = 1,652 (88%) Private = 1.89M (57%) Public = 219 (12%) Private = 1,652 (88%) Total = 1,871 86% with >2000 students 75% with >1000 students Public = 1.42M (43%) Private = 1.89M (57%) Total = 3.3M HALLENGE Challenge : A large number of HEIs with uneven quality to monitor and quality assure Note: Thailand 169 HEIs; Malaysia 435; Indonesia 3130 for 238M people

39 Quality Assurance Permit to open/operate Permit to open/operate Licensure exams Monitor conditions Licensure exams Monitor conditions Registration Code of Ethics Registration Code of Ethics Licensing CPE/CPD Licensing CPE/CPD Oathtaking Admin. Investigation Oathtaking Admin. Investigation Commission on Higher Education (CHED) Professional Regulation Commission (PRC) Higher Education Institutions GraduatesProfessionals External Accrediting Body

40 Quality Assurance Needed to protect the interests of people who gain qualifications To build confidence in the qualifications among its users, including employers

41 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

42 Quality Assurance External Accreditation System Only 11-15% of 2,000+ HEI’s have attained external accreditation (Quality of institutions) (Quality of institutions) PRC Licensure Examinations average passing percentage: 38% ( ) (Quality of graduates) (Quality of graduates)

43 Quality Assurance Internal QA: Key Processes Student Admissions Student Admissions Faculty Development Faculty Development Implementation of Curriculum Implementation of Curriculum Assessment of Students Assessment of Students Promotion System Promotion System Awarding of Qualification Awarding of Qualification

44 Quality Assurance For Regulated Professions Only institutions with a passing percentage equal to or higher than the national passing average can apply for accreditation

45 QA of Student Assessment Peer review of: Test Blueprint Test Blueprint Examination items Examination items Classification of questions Classification of questions Standard setting: MPL Standard setting: MPL Item analysis results Item analysis results Examination Committee/s

46 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

47 Ladderized Programs Embedded TVET Qualifications Maritime Education Mechanical Engineering Medical Technology Midwifery Education Nursing through Midwifery Respiratory Therapy Radiologic Technology

48 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

49

50 3. International Alignment Three Levels: 1. Education 2. Practice of the Profession 3. Qualifications Frameworks

51 International Alignment MEDICINE MEDICINE Country Country No. of Years No. of Years Degree Degree Philippines BS + 5 BS + 5Doctorate US Doctorate Thailand K K Doctorate Singapore K K Baccalaureate Malaysia Baccalaureate UK Baccalaureate

52 Medical Education British System 12 years Basic Ed 12 years Basic Ed 5 years MBBS 5 years MBBS 17 years Bachelor’s Degree PHL System 10 years Basic Ed 10 years Basic Ed 4 years Baccalaureate 4 years Baccalaureate 5 years MD 5 years MD 19 years Doctorate Degree

53 Comparability Study: Medicine THAILAND Pre-req: K12 Year 1: Premedical (GE) Years 2-3: Preclinical Years 4-6: Clinical SubjectsAssessment 3-step Licensure Exams PHILIPPINES Pre-req: Bachelor’s Degree Years 1-3: Preclinical Years 4-5: Clinical SubjectsAssessment Licensure exams: written

54 Practice of the Profession THAILAND General Practice Specialty Practice Areas/Fields Areas/Fields Duration (years) Duration (years) Certification Certification Core Competencies Scope of Practice PHILIPPINES General Practice Specialty Practice Areas/ Fields Areas/ Fields Duration (years) Duration (years) Certification Certification Core Competencies Scope of Practice

55 International Alignment DENTISTRY DENTISTRY Country Country No. of Years No. of Years Degree Degree Philippines 6Doctorate Malaysia 5Baccalaureate Singapore 4Baccalaureate Thailand 6Doctorate UK Baccalaureate US BS + 4 BS + 4Doctorate

56 International Alignment OPTOMETRY OPTOMETRY Country Country No. of Years No. of Years Degree Degree Philippines 6Doctorate Thailand 4Doctorate Singapore 3Baccalaureate Malaysia 4Baccalaureate Indonesia 3Diploma Japan/Korea 4Baccalaureate

57 Studies on International Alignment Courses / Professions with internationally agreed upon frameworks and mechanisms Maritime (International Maritime Organization) Engineering (Washington, Sydney, Dublin accords) AccountingNursing (Source: CHED CMO 46, Section 3.2)

58 4. Qualifications Register

59 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 Bachelor of Science in Civil Engineering PQF Level 6 PQF Level 6 00____________ 00____________ ______________ ______________ Mapua Institute of Technology 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 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 Secondary Education Report Card Secondary Education Report Card Certificate of Good Moral Character Certificate of Good Moral Character Mapua Institute of Technology Mapua Institute of Technology CHED, PACUCOA CHED, PACUCOA Generl Education subjects, Mathematics, Surveying, Hydraulics, Structural Engineering, Construction

60 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 Diplomate/Fellow in General Surgery PQF Level 8 00__________________________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) (compute number of hours or credits) Passed the Physician Licensure Examinations Passed the Physician Licensure Examinations PSGS PSGS PBS, PCS PBS, PCS Clinical rotations dealing with General Surgery, head and neck, breast, abdomen, abdominal wall, extremities, and Surgical Specialties. Clinical rotations dealing with General Surgery, head and neck, breast, abdomen, abdominal wall, extremities, and Surgical Specialties.

61 MALAYSIA PHILIPPINES Qualification Levels Filipino, BS Medical Technology PQF Level 6 Bachelor’s Degree MQF Level 6

62 INDONESIA PHILIPPINES Qualification Levels Filipino, Doctor of Medicine Specialist in Internal Medicine Subspecialist in Cardiology PQF Level 8 Subspecialist Qualification IQF Level 9

63 INDONESIA PHILIPPINES Qualification Levels Specialist in Internal Medicine Subspecialist in Cardiology PQF Level 8 Subspecialist Qualification IQF Level 9 Indonesian, Doctor of Medicine

64 Qualifications Register All Qualifications at different levels: 1. Basic Education 2. TVET 3. Higher Education 4. Professional Level

65 5. Lifelong Learning FORMAL LEARNING NON-FORMAL LEARNING INFORMAL LEARNING CONTINUING PROFESSIONAL DEVELOPMENT

66 5. Lifelong Learning FORMAL LEARNING NON-FORMAL LEARNING INFORMAL LEARNING CONTINUING PROFESSIONAL DEVELOPMENT 46 PRC CPD COUNCILS ACCREDITED CPD PROVIDERS ACCREDITED PROGRAMS

67 6. Credit Transfer 1. Number of hours = Number of credits 2. Different kinds of activities 3. Notional number of credits

68 7. Outcomes-based Education

69 Outcomes-based Education LEVELS LEVELS PROGRAMS PROGRAMS Professional Level CPD CPD Higher Education PSGs and CMO PSGs and CMO TVET Training Regulations Training Regulations Basic Education K12 Program K12 Program Unifying Thread: Outcomes-based Education Use of Learning Outcomes

70 FUTURE INITIATIVES

71 Regional Situation National Qualifications Frameworks (10 countries) ASEAN Qualifications Reference Framework ASEAN MRA / MRS ASEAN INTEGRATION 2015 Device for Comparison Referencing Process

72 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 Country (A) Country (A) AQRF Qualifications (A) Qualifications (A)

73 SUMMARY SUMMARY

74 THANK YOU THANK YOU FOR YOUR FOR YOUR KIND ATTENTION! KIND ATTENTION!


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