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

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

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

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

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

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

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

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

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

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

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

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

The PQF Coverage Basic Education Technical and Vocational Education Higher Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

ASEAN Qualifications Reference Framework

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.

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: 2012- 2014 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.

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

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)

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

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

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.

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  

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

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

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

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

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

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

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.

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.

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

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

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

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

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.

What are the implications for Higher Education?

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

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

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

3. Qualification Register Basic qualifications Postgraduate qualifications

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

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

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

4. Quality Assurance

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

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)

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)

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

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

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

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

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

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)

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)

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

Challenges PRC data: the overall passing percentage of graduates who took the licensure examinations from 2008-2012 is 38% The development and implementation of the PQF, and its referencing to the AQRF in 2018

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

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

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.

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

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

Thank you very much for your kind attention!