DEVELOPING HIGHER LEVEL QUALIFICATIONS FOR TECHNICAL VOCATIONAL EDUCATION ROSANNA A. URDANETA, CESO III Deputy Director General Policies and Planning
Some say that lifelong learning is the ability to learn from womb to tomb.
We in TESDA promote lifelong learning by developing the core values of our clients and providing public access to information which they can harness and utilize according to their needs.
TVET Trainers Creed: to take and learn even the most complex concept, skill and attitude and make it easy for every learner to understand, accept and perform
Government and Industry Should PUSH & STRENGTHEN TVET Occupational Changes Manual Labor replaced by: + highly-skilled labor TVET as a source of skills, knowledge and technology needed to drive productivity in the knowledge-based and transition societies of the 21 st Century - Unleashing the Potential of TVET, UNESCO + highly-specialized labor + IT Proficient workers + Robots, automated machines 4 th Industrial Revolution Significant shifts on global economic growth and employment landscape Pic Source: innovatelearningreview.org
Industry 4.0 - combination of major innovations in digital technology, biology, and hardware automations CyberPhysical systems (CPS) make own decisions CPS for new sources of energy, new ecosystems Devices, sensors, humans communicate via inet Nano- Technology CPS render technical assistance to humans IoT Internet Of Things (IoT) where hardware transfers data over a network without human-to-human or human-tocomputer interactions. The ability of technology to bring so quickly the outside world into the classroom is one of its greatest power if used wisely. Technology is a life skill. The Internet Of Things (IoT) will shape EDUCATION eventually. (Internet Of School Things) Dataconomy. Hannah Augur. December 2015
How Do We Take Advantage of the Opportunities and Address the Challenges How to Ensure the Workforce has the Skills for the Jobs of Tomorrow
TWO-PRONGED STRATEGY FRAMEWORK 17-Point Reform and Development Agenda Raising the Bar of Phil. TVET through Devt of High Level Qualifications www.tesda.gov.ph TESDAOfficial
Describes the levelsof educational qualifications and sets the standards for qualification outcomes The Philippines has committed to reference with the AQRF in 2018 as per PQF-NCC Resolution No. 2014-03 adopted on December 11, 2014
TESDA SHS TVL Track TESDA-CHED Joint Delivery Program Improving Teacher Education Programs Training of Trainers through Trainers Methodology Skills Upgrading Program for TVL Teachers Review and Validation of CGs for TVL Specialized Subjects
Level Training Regulations Enrolled (Full Qualification) Graduates (Full Qualification) Registered WTR Programs By Qualification TVET Trainers Head Count V 104 IV 14 4,702 4,598 433 135 III 69 66,707 59,225 1,466 4,166 II 156 738,610 675,592 11,250 28,293 15,609 I 23 81,133 72,684 997 161 Total 262 891,152 812,099 14,250 32,755
Level Training Regulations Assessed Certified Assessment Center (Qualification) Assessment Center (Institution Physical Count) Accredited Competency Assessor By Qualification Head Count V IV 14 934 879 23 37 III 69 108,913 9,513 935 1,131 II 156 1,308,292 1,209,994 5,935 1,516 9,235 5,914 I 23 95,245 88,491 696 803 Total 262 1,513,384 1,308,877 7,589 11,206
Developing Higher Qualifications NCs 3, 4 and Diploma Level Qualifications (Programs) Integration of 21 st Century Skills in the Curriculum
PQF LEVEL 5 DEFINED: -- Knowledge, Skills and Values theoretical and/or abstract with significant depth in some areas wide-ranging, specialized technical, creative and conceptual skills Work activities demonstrate breadth, depth and complexity in the planning and initiation Skills and knowledge applied across a broad range of technical and/or management requirements, evaluation and coordination. bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara
PQF LEVEL 5 DEFINED: -- APPLICATION Applied in activities that are supervisory, complex and nonroutine which require an extensive interpretation and/or adaptation/ innovation. bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara
DIPLOMA LEVEL DEFINED: -- DEGREE OF INDEPENDENCE 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. bolabsbolabs@gmail.com ; edward dela rosa ; becca vergara
21 ST CENTURY SKILLS SYDNEY ACCORD Program Learning Outcomes (Diploma level Training PROGRAM) PHILIPPINE QUALIFICATIONS FRAMEWORK PRESIDENTIAL CALL (Nationalism and World Citizenship)
17 PROGRAM LEARNING OUTCOMES Apply knowledge of mathematics, science, technology fundamentals, and a technology specialization to defined and applied technology procedures, processes, systems, or methodologies. In aid of systems design addessing identified technology problems, conduct the following: identify problems, conduct researches, investigations and experiments, and come up with conclusions and solutions. Apply professional ethics and responsibilities and norms of technology practice. Function effectively as an individual and as a member of diverse technical teams. Demonstrate knowledge and understanding of technology management principles and apply these to one s own work, as a member and leader in a team and to manage projects in multidisciplinary environments. Develop systems in managing and maintaining information. Shape and sustain strategic thinking and attitudes towards the common good. Establish, manage, and sustain Occupational Health and Safety (OHS) programs relevant to the workplace. Select and apply appropriate techniques, resources, and modern technology and IT tools, including, but not limited to, prediction and modelling, to broadly-defined technology-related activities, with an understanding of the limitations. Understand the impact of technology solutions in a societal and environmental context, and demonstrate knowledge of and need for sustainable development. Recognize the need for, and have the ability to engage in independent and lifelong learning in specialized technologies. Manage and evaluate workplace policies and procedures relevant to the workplace. Develop high-performing entrepreneurs. Communicate effectively on broadlydefined technology-related activities with the technology-affiliated community and with the society at large, by being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. Demonstrate understanding of the societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant to technology practice. Lead and present ideas and practical suggestions to appropriate people on how improvements could be made. Evaluate the application of Critical Thinking (Higher Order Thinking Skills) and adjust Problem Solving Techniques. Demonstrate the sense of patriotism, both in the national and global milieu.
MAPPING OF COURSE LEARNING OUTCOMES WITH PROGRAM LEARNING OUTCOMES 17 PROGRAM LEARNING OUTCOMES PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 COURSE a 10 X X X X X X X X X X COURSE b 13 X X X X X X X X X X X X X COURSE c 11 X X X X X X X X X X X COURSE d 13 X X X X X X X X X X X X X COURSE e 10 X X X X X X X X X X COURSE f 12 X X X X X X X X X X X X COURSE g 10 X X X X X X X X X X COURSE h 13 X X X X X X X X X X X X X COURSE i 13 X X X X X X X X X X X X X COURSE j 14 X X X X X X X X X X X X X X COURSE k 9 X X X X X X X X X COURSE l 9 X X X X X X X X X 137 8 8 8 9 8 8 8 8 8 7 8 8 6 8 8 10 9 PLO8 PLO9 PLO10 PLO11 PLO12 PLO13 PLO14 PLO15 PLO16 PLO17
Quality- Assured TVET ISO TESDA Standards Development UTPRAS Assessment and Certification TVET PROVIDERS EAS TVET QAF APACC STAR rating PQA Philippine Quality Award Industry Consultation
Intensification of Trainer Development Program To maintain quality of TVET providers by ensuring the continuous supply of competent administrators, instruction supervisors and teaching personnel within the TVET system Upgrade the institutional competencies of TTIs and TVIs Enhance the competencies of administrators, teaching and non teaching staff Strengthening of the National TVET Trainers Academy (NTTA)
A: DepEd, TESDA, and CHED have to ensure that course offerings in each sector (basic, TVET, and higher education) adhere to the level descriptors of the PQF. Q: How schools can align with the PQF? Q: How SHS can improve the dealing of TVL Track of SHS curriculum? A: K-12 is yet to produce its first set of graduates come April 2018. The DepEd is still to evaluate the initial results by then.
Thank you! ROSANNA A. URDANETA, CESO III Deputy Director General Policies and Planning
DEVELOPING HIGHER LEVEL QUALIFICATIONS FOR TECHNICAL VOCATIONAL EDUCATION ROSANNA A. URDANETA, CESO III Deputy Director General Policies and Planning