FRAMEWORK FOR ASEAN 2015 : A ROADMAP FOR SCHOOLS

Transcription

1 2014 NATIONAL CONFERENCE ON LEADERSHIP AND MANAGEMENT THEME: SCHOOL REFORM MODELS AND ROADMAPS FOR TRANSITION MANAGEMENT JUNE 5, 2014 * HASMIN HOSTEL, VALENCIA ST., STA. MESA FRAMEWORK FOR ASEAN 2015 : A ROADMAP FOR SCHOOLS ATTY. TERESITA R. MANZALA Chairperson, Professional Regulation Commission Chairperson, ASEAN Qualifications Reference Framework

2 Outline of Presentation 1. Emerging Regionalism 2. The ASEAN Economic Community and the four Pillars 3. The Philippine Qualifications Framework (PQF) 4. The ASEAN Qualifications Reference Framework (AQRF) 5. Challenges 6. Action Agenda for transition 2

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7 ASEAN Economic Community Blueprint 1. Recognition of qualification education, training, certification and experience of professionals 2. Cooperation on human resources development and capacity building in the area of services 3. Enhance cooperation among ASEAN University Network (AUN) members to increase mobility for both students and staff 4. Develop core competencies and qualifications job/ occupational and trainers skills required in priority services sectors 5. Strengthen research capabilities in promoting skills, job placements and developing labour market information networks 7

8 Conceptual Framework PQF DEVELOPMENT AQRF HARMONIZATION OF QUALIFICATIONS MOBILITY OF PROFESSIONALS, SKILLED WORKERS and LEARNERS 8

9 The Philippine Qualifications Framework (PQF) 9

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

11 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 11

12 INPUTS Industry needs Development of the PQF OUTPUTS Qualification Levels 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 Philippine Qualifications Framework (PQF) Consultation and Advocacy With Stakeholders Descriptors Working Groups Qualifications Register Pathways & Equivalencies Quality Assurance Information & Guidelines 12 International Alignment

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 13

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

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 15

16 Governance of the PQF Chairman Secretary, Department of Education Members: Secretary, Department of Labor and Employment Director-General, Technical Education and Skills Development Authority Chairperson, Commission on Higher Education Chairperson, Professional Regulation Commission 16

17 PQF Working Groups and Lead Agencies Qualifications Register (TESDA) Quality Assurance (CHED) Pathways and Equivalencies (CHED) Information and Guidelines (DEPED) International Alignment (PRC) 17

18 THE PHILIPPINE QUALIFICATIONS FRAMEWORK LEVEL BASIC EDUCATION TECHNICAL EDUCATION AND SKILLS DEVELOPMENT HIGHER EDUCATION L8 DOCTORAL AND POST DOCTORAL L7 POST BACCALAUREATE L6 BACCALAUREATE L5 DIPLOMA L4 NC IV IV L3 NC III L2 GRADE 12 NC II L1 GRADE 10 NC I 18

19 PQF Domains 1. Knowledge, skills and values 2. Application 3. Degree of Independence 19

20 LEVEL KNOWLEDGE, SKILLS AND VALUES APPLICATION DEGREE OF INDEPENDENCE 5 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. QUALIFICATION TYPE : Diploma 6 Demonstrated broad and coherent knowledge and skills in their field of study for professional work and lifelong learning QUALIFICATION TYPE : Baccalaureate Degree Applied in activities that are supervisory, complex and nonroutine which require an extensive interpretation and/or adaptation/ innovation. Application in professional work in a broad range of discipline and/or for further study 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 Substantial degree of independence and/or in teams of related fields with minimal supervision 20

21 LEVEL KNOWLEDGE, SKILLS AND VALUES APPLICATION DEGREE OF INDEPENDENCE 7 Demonstrated advanced knowledge and skills in a specialized or multidisciplinary field of study for professional practice, self-directed research and/or lifelong learning Applied in professional work that requires leadership and management in a specialized or multidisciplinary professional work and/or research and/or for further study QUALIFICATION TYPE : Post-Baccalaureate Program 8 Demonstrated highly advanced systematic knowledge and skills in highly specialized and/or complex multi-disciplinary field of learning for complex research and/or professional practice and/or for the advancement of learning 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 Highly substantial degree of independence that involves exercise of leadership and initiative individual work or in teams of multidisciplinary field Full independence in individual work and/or in teams of multi-disciplinary and more complex setting that demands leadership for research and creativity for strategic value added. Significant level of expertisebased autonomy and 21 accountability. QUALIFICATION TYPE : Doctoral Degree and Post-Doctoral Programs

22 Most important Features 1. Shift to outcomes-based education and use of learning outcomes 2. Form a basis for the mechanisms that are used to assure quality in qualifications 3. Training and education providers are held accountable for the attainment of learning outcomes 4. Implementation of quality assurance mechanisms, pathways and equivalencies 22

23 Most important Features 5. Establishment of a Qualifications Register 6. Ensured international alignment of qualifications 7. Incorporated lifelong learning 8. Government regulatory bodies confer recognition to certificates and licenses 9. Recognition of qualification is based on assessment of the individual 23

24 The ASEAN Qualifications Reference Framework (AQRF) 24

25 ASEAN Qualifications Reference Framework (AQRF) I. BACKGROUND Basis for an AQRF is derived from the ASEAN Charter signed by the 10 ASEAN Leaders in Singapore on 20 November 2007, where aspirations to become a single entity that is ASEAN Community was reinforced. ASEAN Charter aims: 1. to develop human resources through closer cooperation in education and life-long learning, and in science and technology, for the empowerment of the people of ASEAN and for strengthening of the ASEAN Community and 2. to enhance the well being and livelihood of the people of ASEAN by providing them with equitable access to opportunities for human development, social welfare and justice; 25

26 ASEAN Qualifications Reference Framework (AQRF) Regional Context ASEAN is a robust entity and has been active in building mutual economic and social cooperation between member countries. The ASEAN region is typical of other regions in the patterns of NQF development across countries. Some have established National Qualifications Frameworks (NQFs), while others have a well established sectoral framework, and others are yet to develop or implement qualifications frameworks. AQRF aims to accommodate different types of NQFs that are at different stages of development, ranging from those that are initial conceptual proposals to those that are fully developed, functioning NQFs. 26

27 CHRONOLOGICAL DEVELOPMENT OF THE AQRF Initial draft of the concept proposal for the AQRF was developed through the Project on Education and Training Governance: Capacity Building for NQFs which was part of the AANZFTA Economic Cooperation Work Programme Services Draft concept proposal was considered during the 1 st AANZFTA Joint Committee Meeting in May 2010 in Manila and approved intersessionally in July 2010 Draft Concept proposal of the AQRF was provided to ASEAN countries prior the AANZFTA Qualifications Reference Framework in April 2011: - feasibility of a regional common reference framework was discussed in a broad sense - draft concept proposal was enhanced and refined 27

28 CHRONOLOGICAL DEVELOPMENT OF THE AQRF October 2012 : 1 st Task Force on AQRF workshop and meeting - discussed design options within the scope of the concept paper for the AQRF and make it possible to agree to a final design by member countries ; refinements on AQRF were undertaken after workshop and meeting March 2013 : 2 nd Task Force on AQRF workshop and meeting - discussed the model AQRF and requested further refinements prior to in country consultations 28

29 CHRONOLOGICAL DEVELOPMENT OF THE AQRF November 2013 : 3 rd Task Force on AQRF workshop and meeting - a draft version of the AQRF was provided for discussion for member countries at another workshop in preparation of a final design March 2014 : 4 th Task Force on AQRF workshop and meeting - TF-AQRF finalized the text for AQRF - Endorsement of the AQRF for the implementation of the AQRF and to start the referencing 29

30 TIMELINES : ENDORSEMENT OF AQRF 25 TH ASEAN SUMMIT NOVEMBER TH AEC COUNCIL AUGUST TH AEM AUGUST 2014 SEOM 3/45 - JULY 2014 Senior Economic Official Meetings (SEOM 2/45) APRIL 2014; to coordinate with the Leaders of the ASEAN Senior Economic Officials Meeting, ASEAN Senior Labour Officials Meeting, and ASEAN Senior Officials Meeting on Education to determine the appropriate Minister to endorse the AQRF before the next SEOM 6 th AANZFTA CTS meeting - May > Welcomed the AQRF text; -> Requested extension of support to continue the work of AQRF on the QA and identification of governance arrangements (e.g. ASEAN Qualifications Board); to re-submit the revised indicative Work Plan upto 2015 for consideration Senior Economic Official Meetings (1/45) JANUARY 2014 AQRF : one of the deliverables for 2015 AEC 4 TH TASK FORCE ON AQRF MEETING MARCH 2014 TF on AQRF finalized the text of AQRF

31 GOVERNANCE Composition of Task Force on ASEAN Qualifications Reference Framework 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), Australia and New Zealand (non-voting members) For the Philippines: PRC, DOLE, TESDA, DTI, DEPED, and CHED Chairmanship:

32 TASK FORCE ON AQRF 32

33 TERMS OF REFERENCE FOR THE TASK FORCE ON ASEAN QUALIFICATIONS REFERENCE FRAMEWORK Mandate: to design an ASEAN Qualifications Reference Framework (AQRF) as a common reference framework for the region Functions: 1. Promote and facilitate peer dialogue, sharing of knowledge and information, collective learning and support aimed towards developing mutual trust in NQFs and qualification systems between and among ASEAN Member States; 2. Consult with relevant public-private to arrive at a consistent and national position in the development of the draft AQRF. 3. Regularly update the TF-AQRF, including through inter-sessional discussions, on the outcomes of such consultations including comments and feedback on issues. 4. The Chair shall report the outputs and progress of the TF-AQRF s work to the AANZFTA Committee on Trade in Services, SOM-ED and SLOM for information, input and coordination. 33

34 Finalization of the AQRF Structure : - Scope - Purpose - Principles - Quality Assurance Components of the Framework - Learning outcomes - Level descriptors - Credit or amount of learning - linking national qualifications frameworks Referencing - Referencing procedure - Referencing criteria 34

35 ASEAN Qualifications Reference Framework (AQRF) SCOPE The ASEAN Qualifications Reference Framework, a common reference framework, functions as a device to enable comparisons of qualifications across ASEAN Member States. The AQRF addresses education and training sectors (incorporates informal, non formal and formal learning) and the wider objective of promoting lifelong learning. 35

36 ASEAN Qualifications Reference Framework (AQRF) PURPOSE To enable comparisons of qualifications across countries that will: 1. Support recognition of qualifications 2. Encourage the development of qualifications frameworks that can facilitate lifelong learning 3. Encourage the development of national approaches to validating learning gained outside formal education 4. Promote and encourage education and learner mobility 5. Promote worker mobility 6. Lead to better understood qualifications systems 7. Promote higher quality qualifications systems - will support and enhance each country s NQFs or Qualifications System while providing a mechanism to facilitate comparison, transparency and higher quality qualification systems 36

37 ASEAN Qualifications Reference Framework (AQRF) PRINCIPLES Based on agreed understandings between member states and invites voluntary engagement from countries Aims to be a neutral influence on NQFs of ASEAN Member States Makes NQF explicit according to the AQRF and does not require changes to NQF Respects specific structure and process which are responsive to national priorities Process for endorsing the AQRF shall be by mutual agreement by the Member States Countries will be able to determine when they will undertake the processes of referencing their NQFs and quality assurance systems against the AQRF. 37

38 ASEAN Qualifications Reference Framework (AQRF) QUALITY ASSURANCE (QA) A component of quality management and focused on providing confidence that quality requirements will be fulfilled Requires countries to refer to one or more established QA frameworks as the basis for the agreed QA principles and broad standards Used as a benchmark for evaluating the QA systems for the relevant education and training sectors Promote QA of education and training across the region Underpinned by a set of agreed QA principles and broad standards related to: 1. The functions of the registering and accrediting agencies 2. Systems for the assessment of learning and the issuing of qualifications 3. Regulation of the issuance of certificates 38

39 ASEAN Qualifications Reference Framework (AQRF) LEARNING OUTCOMES Emphasize the results of learning rather than focusing on inputs such as length of study and support the transfer of qualifications, including credit transfer and recognition of non-formal and informal learning To facilitate the linking of NQFs levels against the levels in the AQRF, NQFs or Qualification Systems should have qualifications demonstrably based on learning outcomes A hierarchy of levels of complexity of learning which use learning outcomes as the metric for the hierarchy 39

40 ASEAN Qualifications Reference Framework (AQRF) LEVEL DESCRIPTORS Aim to provide a reference point for the levels in NQFs and Qualification Systems To facilitate the referencing process the AQRF is based on broad level of descriptors Has 8 levels of complexity of learning outcomes expressed as descriptors 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 Ethical competence involving the possession of certain personal and professional values 40

41 ASEAN Qualifications Reference Framework (AQRF) Level Descriptors include two domains 1. Knowledge and skills 2. Application/responsibility 41

42 LEVEL 1 Knowledge and skills is basic, general knowledge involve simple, straightforward and routine actions Application and Responsibility involve structured routine processes involve close levels of support and supervision LEVEL 2 is general and factual involve use of standard processes involve structured processes involve supervision and some discretion for judgement on resolving familiar issues LEVEL 3 includes general principles and some conceptual aspects involve selecting and applying basic methods, tools, materials and information are stable with some aspects subject to change involve general guidance and require judgement and 42 planning to resolve some issues independently.

43 LEVEL 4 LEVEL 5 Knowledge and skills is technical and theoretical with general coverage of a field involve adapting processes is detailed technical and theoretical knowledge of a general field involve analytical thinking Application and Responsibility are generally predictable but subject to change involve broad guidance requiring some self direction, and coordination to resolve unfamiliar issues are often subject to change involve independent evaluation of activities to resolve complex and sometimes abstract issues LEVEL 6 is specialized technical and theoretical within a specific field involve critical and analytical thinking are complex and changing require initiative and adaptability as well as strategies to improve activities and to solve complex and abstract issues 43

44 LEVEL 7 LEVEL 8 Knowledge and skills is at the forefront of a field and show mastery of a body of knowledge involve critical and independent thinking as the basis for research to extend or redefine knowledge or practice is at the most advanced and specialised level and at the frontier of a field involve independent and original thinking and research, resulting in the creation of new knowledge or practice Application and Responsibility are complex and unpredictable and involve the development and testing of innovative solutions to resolve issues require expert judgement and significant responsibility for professional knowledge, practice and management are highly specialised and complex involving the development and testing of new theories and new solutions to resolve complex, abstract issues require authoritative and expert judgement in management of research or an organization and significant responsibility for extending professional 44 knowledge and practice and creation of new ideas and or processes.

45 ASEAN Qualifications Reference Framework (AQRF) Credit or amount of learning: no specification for credit or amount of learning defined in the AQRF. However, such measure could facilitate comparisons across member states that is complementary with the goals of regional qualifications frameworks. Countries could develop a credit or amount of learning measures within their own NQF and utilize this measure for recognition process 45

46 ASEAN Qualifications Reference Framework (AQRF) REFERENCING PROCESS: For those countries with a NQF, identify in a broad sense the best fit of levels of the national frameworks to that of the ASEAN Qualifications Reference Framework For those countries without a NQF, identify for national qualification types or for key qualifications, the best fit to the level of the ASEAN Qualifications Reference Framework Include confirmation that the accrediting and registering agencies meet agreed quality principles and broad standards. The referencing process includes a single report that is approved by major stakeholders. 46

47 ASEAN Qualifications Reference Framework (AQRF) Concept of Best Fit (Principle of benchmarking or comparability) - Finding harmony between two sets of data (in matching NQF and AQRF level descriptors) - It means that a qualification is not required to comply with all the descriptions of one level, but that it is positioned where the qualification best fits; -It requires a common judgement from a range of stakeholders so that there can be confidence in the outcome of the approximation; 47

48 ASEAN Qualifications Reference Framework (AQRF) REFERENCING PROCESS : requires that each country sets up a REFERENCING PANEL of key stakeholders. Panel : 1. at least 1 international representative/expert 2. observer from one of the other ASEAN Member States International expert: Qualifications Could be external to the ASEAN member States or internal to the ASEAN member States And should not be a representative of the referencing country or the observer s country 48

49 ASEAN Qualifications Reference Framework (AQRF) REFERENCING PROCEDURE : Aims to: 1. Describe a common structure for linking NQFS to the AQRF 2. Ensure that the linking process undertaken is robust and transparent 3. Provide a common reporting structure for the referencing report - Using referencing criteria : to optimize consistency and to make the process of referencing transparent as agreed upon by the ASEAN Member States (critically important for the integrity of the AQRF) 49

50 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 GCE A Level; IGCSE A Level IB Diploma: STPU GCE O Level (grades A C); IGCSE and GCSE O Level (grade A* - C); SPU (grades A-C) GCE O Level (grades D-E); IGCSE (grade D-G) O Level; SPU (grades D) BTEC Edexcel Level 2 First Certificate 1 BTEC Edexcel Level 1 Introductory Certificate Diploma Skills Certificate 3 (SC3) Skills Certificate 2 (SC2) Skills Certificate 1 (SC1) Certificate & Diploma 50

51 CAMBODIA 51

52 INDONESIA FORMAL ACADEMIC EDU S3 S2 FORMAL VOCATIOAL/PROF EDU Subspesialist Spesialist Professional S1 D IV D III D II General High School Vocational Senior High School Elementary/Junior High School D I

53 MALAYSIA 53

54 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 54

55 55

56 THE PHILIPPINE QUALIFICATIONS FRAMEWORK LEVEL BASIC EDUCATION TECHNICAL EDUCATION AND SKILLS DEVELOPMENT HIGHER EDUCATION L8 DOCTORAL AND POST DOCTORAL L7 POST BACCALAUREATE L6 BACCALAUREATE L5 DIPLOMA L4 NC IV L3 NC III L2 GRADE 12 NC II L1 GRADE 10 NC I 56

57 Singapore ( Workforce Development Agency) 57 * WSQ (Workforce Skills Qualifications)

58 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) 58

59 VIET NAM (MoLISA) LEVELS REQUIREMENTS CERTIFICATION LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 Competent in performing simple and repetitive tasks; CERTIFICATE 1 Competent in performing simple tasks, repetitive tasks and some complicated tasks; CERTIFICATE 2 Can work independently without guidance; CERTIFICATE 3 Competent in performing a broad range of varied tasks, most of which are complex; CERTIFICATE 4 Competent in performing all varied tasks of an occupation fluently and skillfully; CERTIFICATE 5 59

60 ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF) Country (A) 1 AQRF 1 Country (B) Qualifications (A) Qualifications (B)

61 The 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) 61

62 ASEAN QUALIFICATIONS REFERENCE FRAMEWORK AQRF is helpful in understanding the qualifications systems in other Member States and portraying an accurate picture of the qualifications systems in their own country AQRF seeks consistently high quality and up-to-date descriptions of Member States qualifications systems and quality assurance arrangements It provides an assurance for employers in other countries that nationally recognized qualifications from the home country are high quality and assurance for companies that wish to invest in the home country that the nationally recognized qualifications of the workforce indicate appropriate standards of skills and knowledge. 62

63 ASEAN QUALIFICATIONS REFERENCE FRAMEWORK Focus of AQRF is developing a zone of trust in terms of qualifications between the ASEAN Member States Zone of trust : arrangement between individuals, enterprises and other organizations concerning the delivery, recognition and evaluation of learning outcomes (knowledge, skills and competencies); offers practical help with recruitment into jobs, about further learning and decision about the value or recognition of qualification and certification. Factors influencing Zones of Trust: - Transparency - QA processes - Stakeholder engagement - Comparability processes - Research and review - Stakeholders involved in management - External (international) acceptability 63

64 Component of the PQF and AQRF An essential element of the PQF and the AQRF is Quality Assurance 1. Quality Assurance for schools (CHED) The government regulatory body must make sure that education providers comply with requirements. 2. Quality Assurance for graduates (Schools) Education providers must make sure that only graduates who can meet requirements/standards are conferred the qualification (degree) 64

65 Component of the PQF and AQRF Three important measures of quality assurance are: 1. Validation of qualifications and/or standards 2. Accreditation and audit of education and training institutions 3. Quality assurance of assessment leading to the award of Qualifications 65

66 Quality Assurance Commission on Higher Education (CHED) Professional Regulation Commission (PRC) Permit to open/operate Higher Education Institutions Graduates Professionals External Accrediting Body Licensure exams Registration Licensing Oathtaking Monitor conditions Code of Ethics CPE/CPD Admin. Investigation 66

67 Preparation for ASEAN Integration 1. Improve competitiveness of Filipinos 2. Explore complementary or cooperative ventures between foreign and local professionals, workers 67

68 Challenges 1. Quality of Higher Education Institutions Large number: 2,300 HEI s Externally accredited: 15-35% 15% % Monitoring, evaluation Affected: confidence and trust in the degrees being granted 68

69 Challenges QUALITY OF HIGHER EDUCATION INSTITUTIONS IMPACT ON THE PERFORMANCE OF THE SCHOOLS MEASURED IN THE PASSING RATES IN THE LICENSURE EXAMINATION PRC S Overall passing percentage in all licensure examinations = 38% 69

70 Challenges With many schools not being able to obtain external accreditation, the only option: Strengthen INTERNAL Quality Assurance Governance; Culture Admissions policy Faculty recruitment and development Guidance and supervision Evaluation and promotion system 70

71 Challenges 2. Quality of Curriculum and Implementation Faculty Resources Number of students; teachers student ratio Evaluation system Promotion system 3. Quality of Graduates Competencies attained Knowledge, skills, values Degree of responsibility, independence 71

72 Challenges 4. Effective Faculty Development Programs Needs-based; personal and professional advancement Performance-based Evaluation and feedback Career pathway Outcomes-based education/assessment Learning outcomes New, mid-level, senior faculty 72

73 Challenges: Regional Developments 5. International Alignment Curricula and courses Clinical rotations Evaluation system Number of years Degree conferred Policy Implications on Education International Alignment Benchmarks and Standards Globalization of standards: Washington Accord (Engineering) International Maritime Organization (IMO) Maritime 73

74 Challenges 6. Credit and Transfer Number of credits Notional number of credits System 7. Qualifications Register Development of qualifications Entry into Register 74

75 Example of Register Entry Qualification Title Qualification Level 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 Mapua Institute of Technology CHED, PACUCOA General Education subjects, Mathematics, Surveying, Hydraulics, Structural Engineering, Construction 75

76 Challenges 8. Lifelong Learning Throughout life, from cradle to the grave Everywhere, from inside to outside of the classrooms Practically all activities, with learning value Lifelong Learning: Formal Non-formal Informal 76

77 Lifelong Learning Learning to: ensure that people s knowledge and skills match the changing demands of jobs and occupations, workplace organization and working methods 77

78 Challenges 9. Pathways and Equivalencies Ladderized Programs CHED: ETEEAP (Expanded Tertiary Education and Equivalency Program) 78

79 Action Agenda (what should be done) Reduction in the number of schools, phasing out the poorly performing Declaring a moratorium on the opening of new schools If ever new schools are allowed to open, they should be set up in regions without schools (ex. college of medicine / nursing) Close monitoring and evaluation of schools 79

80 Action Agenda (what should be done) Shift to Outcomes-based education and use of learning outcomes Career advocacy programs to direct students to TVET courses and the appropriate higher education courses which are not yet oversubscribed Capacity building for faculty, to arm them with the necessary skills/competencies to handle different kinds of teaching-learning activities 80

81 Thank you very much for your kind attention! For comments, please it to or 81