1. Updates on the Philippine Qualifications Framework (PQF)
Catholic Educational Association of the Philippines (CEAP)
First Catholic Higher Education Institutions (CHEI) Conference
November 20, 2014
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

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

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

5. Extent worldwide Timing between the late 1990s and the early 2000’s
Countries
2nd Generation
Ireland
Malaysia
Maldives
Mauritius
Mexico
Namibia
Philippines
Singapore
Thailand
Trinidad and Tobago
Wales

6. mid 2000’s to the present time
Extent worldwide
Timing
mid 2000’s to the present time
Countries
3rd 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
of the
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
FROM THE PRESIDENT’S SONA 2011
INSTITUTIONALIZATION
OF THE
PHILIPPINE QUALIFICATIONS
FRAMEWORK 10

11. 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. 11

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

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

14. All institutions and systems
The PQF Coverage
All institutions and systems
Training
Specialization
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 Secretariat
PQF Working Groups
DEPED TESDA CHED PRC DOLE

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

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

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. 6 LEVEL KNOWLEDGE, SKILLS AND VALUES APPLICATION
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 21 21 21

22. 7 LEVEL KNOWLEDGE, SKILLS AND VALUES APPLICATION
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 22 22 22

23. 8 LEVEL KNOWLEDGE, SKILLS AND VALUES APPLICATION
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 23 23 23

24. 3. Comparison with International
Qualifications Frameworks

25. Technical and Vocational Education Sector Higher Education Sector
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 4
GCE “A” Level;
IGCSE “A” Level
IB Diploma:
STPU
Diploma
Certificate & Diploma 3
GCE “O” Level (grades A–C);
IGCSE and GCSE “O” Level (grade A* - C);
SPU (grades A-C)
Skills Certificate 3
(SC3) 2
GCE “O” Level (grades D- E);
IGCSE (grade D-G) “O” Level;
SPU (grades D)
BTEC Edexcel Level 2 First Certificate
Skills Certificate 2
(SC2) 1
BTEC Edexcel Level 1 Introductory Certificate
Skills Certificate 1
(SC1)

26. Cambodia CQF LEVEL TVET Higher Education 8 7 6 5 4 3 2 1
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 S3 Subspesialist 9 S2 Spesialist 8 7 Professional S1 6 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 2 2
Elementary/Junior High School 1 2

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. LAO PDR SKILLS DEVELOPMENT SYSTEM
Technical and
Vocational High
Diploma Level
1.2 years for continual course;
2-3 for regular program
SKILL LEVEL IV
(6 months)
Supervisor
Technical and
Vocational Diploma Level
1-2 Y for continual course;
2-3 Y for regular program
SKILL LEVEL III
(6 months)
Trade man
SKILL LEVEL II (6 months)
Skill Worker
TV- CERT. IV + 1 Y [co]
Vocational
Education
Certificate
9+3 (regular program)
TV- CERT. III + 1 Y [cont.]
TV- CERT. II + 6m [cont.]
SKILL LEVEL I (6 months) Semi Skill Worker
VT-CERTIFICATE I + 6m
SKILL DEVELOPMENT CONCEPT
OF MOLSW
TECHNICAL AND VOCATIONAL EDUCATION
AND TRAINING (TVET) 30
David Lyth 30 30

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

32. NATIONAL QUALIFICATIONS FRAMEWORK OF THAILAND
LEVEL
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 Level 1 Certificate 1 Level 2 Certificate 2 Level 3
LEVELS
REQUIREMENTS
CERTIFICATION
Level 1
Competent in performing simple and repetitive tasks
Certificate 1
Level 2
Competent in performing simple tasks, repetitive tasks and some complicated tasks
Certificate 2
Level 3
Can work independently without guidance
Certificate 3
Level 4
Competent in performing a broad range of varied tasks, most of which are complex
Certificate 4
Level 5
Competent in performing all varied tasks, fluently and skillfully
Certificate 5

34. United Arab Emirates

36. PQF Components Quality Assurance Pathways and Equivalencies
International Alignment
Qualifications Register
Lifelong Learning
Credit Transfer
Outcomes-based Education, Learning Outcomes

37. 1. Quality Assurance

38. HALLENGE
Challenge : A large number of HEIs with uneven quality to monitor and quality assure
Private = 1,652 (88%)
Private = M (57%)
Distribution of Higher Education Institutions (HEIs)
Public = 219 (12%)
(excluding 442 satellite campuses)
Distribution of Students
Public = M (43%)
Public = 219 (12%)
Private = 1,652 (88%)
Total = 1,871
86% with >2000 students
75% with >1000 students
Public = M (43%)
Private = M (57%)
Total = M
Note: Thailand 169 HEIs; Malaysia 435; Indonesia 3130 for 238M people
(Figures show SY 2012/13 data)
Public HEIs are composed of SUCs, LUCs and Other Gov’t Institutions
All provinces in the country have HEIs including at least one state college per province except Sarangani
Distribution of HEIs is uneven with heaviest concentration in NCR, IVA, III and Cebu
Enrollment in higher education translates to 24% of total college age population (16-21 years old); Gross Enrollment Ratio (GER) which is associated with middle income countries 38

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

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)
PRC Licensure Examinations average passing percentage: 38% ( )
(Quality of graduates)

43. Quality Assurance Internal QA: Key Processes Student Admissions
Faculty Development
Implementation of Curriculum
Assessment of Students
Promotion System
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
Examination items
Classification of questions
Standard setting: MPL
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

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

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

52. Medical Education British System 12 years Basic Ed 5 years MBBS
Bachelor’s Degree
PHL System
10 years Basic Ed
4 years Baccalaureate
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
Subjects
Assessment
3-step Licensure Exams
PHILIPPINES
Pre-req: Bachelor’s Degree
Years 1-3: Preclinical
Years 4-5: Clinical
Subjects
Assessment
Licensure exams: written

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

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

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

57. Studies on International Alignment
Courses / Professions with internationally agreed upon frameworks and mechanisms
Maritime (International Maritime Organization)
Engineering (Washington, Sydney, Dublin accords)
Accounting
Nursing
(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
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
Generl Education subjects, Mathematics, Surveying, Hydraulics, Structural Engineering, Construction 59 59 59

60. Example of Register Entry
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)
Passed the Physician Licensure Examinations
PSGS
PBS, PCS
Clinical rotations dealing with General Surgery, head and neck, breast, abdomen, abdominal wall, extremities, and Surgical Specialties.
Qualification Title
Qualification Level
Issue Coding Number
Date of Issue
Issued by
Descriptor
Credit Units
Entry Requirements
Qualification developer
Quality assurance body
Content 60 60

61. Qualification Levels MALAYSIA PHILIPPINES
This will facilitate faster and easier referencing of the National Qualifications Framework
Thailand, Myanmar, Brunei, Cambodia
Filipino, BS Medical Technology
Bachelor’s Degree
PQF Level 6
MQF Level 6

62. Qualification Levels INDONESIA PHILIPPINES
This will facilitate faster and easier referencing of the National Qualifications Framework
Thailand, Myanmar, Brunei, Cambodia
Filipino, Doctor of Medicine
Subspecialist Qualification
Specialist in Internal Medicine
IQF Level 9
Subspecialist in Cardiology
PQF Level 8

63. Qualification Levels INDONESIA PHILIPPINES
This will facilitate faster and easier referencing of the National Qualifications Framework
Thailand, Myanmar, Brunei, Cambodia
Specialist in Internal Medicine
Indonesian, Doctor of Medicine
Subspecialist Qualification
Subspecialist in Cardiology
IQF Level 9
PQF Level 8

64. Qualifications Register
All Qualifications at different levels:
Basic Education
TVET
Higher Education
Professional Level

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

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

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

68. 7. Outcomes-based Education

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

70. FUTURE INITIATIVES

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

72. REFERENCING PROCESS Implementation of NQF
Country
(A)
AQRF
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 8 1 2 3 4 5 6 7 9
Qualifications
(A) 72

73. SUMMARY

74. THANK YOU
FOR YOUR
KIND ATTENTION!