pqf and aqrf special man com_feb17

The K to 12 CurriculumPhilippine Qualifications Framework (PQF)

and the ASEAN Qualifications Reference Framework (AQRF)As of 02/17/14. Special ManCom Meeting on

SHS Preparation. For DEPED USE ONLY.

Curriculum Outcomes

PQF

DEPARTMENT OF EDUCATION

KeyStage

Outcomes

G3 G6 G10 G12

Content and PerformanceSTANDARDS

LEARNING COMPETENCIES

LEARNING RESOURCESTeacher’s Guides and Learner’s Materials

Learning Areas / Grade LevelOutcomes / Standards

As of 02/17/14. Special ManCom Meeting on SHS Preparation. For DEPED USE ONLY.

SKILLSInformation, Media, and Technology Skills

Learning and Innovation SkillsCommunication SkillsLife and Career Skills

LEARNING AREASLanguage

Technology and Livelihood Education (TLE)Mathematics and Science

Arts and Humanities

Materials, Facilities, and

EquipmentICT Assessment

School Leadership

and Management

Schools Divisions Technical

Assistance

Community-Industry

Relevance and

Partnerships

Teachers

The K to 12 Philippine Basic Education Curriculum Framework


Monitoring and Evaluation System

Curriculum Support System

Being and Becoming a Whole Person

Holistically Developed Filipino with 21st Century Skills


Qualifications

Package of competencies describing a particular function or job role existing in an economic sector that covers the work activities required to undertake a particular job role

Qualifications (IRR of EO 83. s. 2012)

DEPARTMENT OF EDUCATIONAs of 02/17/14. Special ManCom Meeting on



It is a national policy that describes the levels of educational qualifications and sets the corresponding standards for

qualification outcome.

Its objective is to align with international qualifications framework to support the national and international mobility of

workers through increased recognition of the value and comparability of Philippine

qualifications.

Quality assured national system for the development, recognition and award of

qualifications based on standards acquired in different ways and methods by learners

& workers

It is a competency-based; labor market driven, and assessment-based

qualifications recognition.

PQFThis is a common reference framework that will function as a device to enable comparisons of qualifications across ASEAN countries. It will:

5. Lead to a better understood qualifications system

6. Promote higher quality qualifications system

1. Support recognition of qualifications2. Encourage the development of

qualifications frameworks that can facilitate lifelong learning

3. Encourage the development of approaches to validating learning gained outside formal education

4. Promote education and learner mobility

AQRF


Origin and Development


It started with the TVET sector in 2004-2005.

Creation of Working Groups

•Qualifications Register •Pathways and Equivalencies•Information and Guidelines • International Alignment

EO No. 83, Oct.1, 2012

National Coordinating Committee (NCC) Sec 2. of EO 83 s. 2012

PQF AQRFASEAN Framework Agreement on Services

(1995)

• MRAs -engineering (2005), nursing (2006)• MRAs – architecture, surveying, medical and

dental practitioners, accountancy (2007 and 2009)

Initial draft of concept proposal developed through Australian New Zealand Free Trade Agreement

Economic Cooperation Work Programme (AANZFTA ECWP), May 2010, Manila

Economic Cooperation Plan in 2007

ASEAN Charter signed by the ten ASEAN leaders in Singapore on 20 November 2007, to become a single entity : ASEAN Community was reinforced; develop

human resources for the empowerment of the peoples of ASEAN for the strengthening of the ASEAN Community

AANZFTA Qualifications Framework Forum 2011


Scope


Covers all qualifications from lower secondary education, vocational education and

higher education

Promotes lifelong learning

Recognizes prior learning, formal, home-based or work experience-

based experience

PQF AQRF

Covers all qualifications from upper secondary education, vocational education ad higher education ASEAN member countries

Accommodates lifelong learning as well as learner mobility

Is used to link learning paths of each level of education & referencing in all sections of education


Persons Employers Education & Training Authorities

1. Encourages lifelong learning

2. Provides access to certification and licenses recognized by the government

Assures that standards and qualifications are consistent with job requirements/ demands

1. Ensures transparency in training provision that conforms with standards & preciseness of accountability for learning outcomes

2. Provides common understanding of policies & guidelines in credit transfer articulation, portability, bridges pathways & recognition of prior learning

1. Provides the standards taxonomy and typology of qualifications as basis for granting approval to providers and stakeholders

2. Harmonizes qualifications in education and training across the country

Benefits

DEPARTMENT OF EDUCATION As of 02/17/14. Special ManCom Meeting on SHS Preparation. For DEPED USE ONLY.

Levels and Domains


Includes 8 levels of complexity of learning outcomes based on 3 domains:

1.Knowledge and Skills - kind of knowledge involved

2.Application- context in which the knowledge and skills are applied

3.Responsibility and accountability- level of independence

PQF AQRF

Includes 8 levels of complexity of learning outcomes based on 2 domains:

1.Knowledge and skills

2.Application and responsibility – contexts in which knowledge and skills are demonstrated


Philippine Qualifications

Framework(PQF)

Qualification Levels

Descriptors

Registers

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

Advocacy, Consultation With Stakeholders

INPUTSINPUTS OUTPUTSOUTPUTS



Philippine Qualifications Framework


BACCALAUREATE



PQF Articulation for Grades 10 & 12PQF DEPED

Level Knowledge, Skills and Values

I(G10)

K & S that are manual or concrete or practical and/or operational in focus.

• Possess foundational knowledge across a range of learning areas with core competencies in communication; scientific, critical and creative thinking; and the use of technologies.

• Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture, and the environment.

II(G12)

Knowledge and skills that are manual or concrete or practical and/or operational in focus with a variety of options

• Possess functional knowledge across a range of learning areas and technical skills in chosen career tracks with advanced competencies in communication; scientific, critical and creative thinking; and the use of technologies.

• Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture, and the environment.



PQF Articulation for Grades 10 & 12PQF DEPED

Level Application

I(G10)

Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by following set rules, guidelines or procedures.

Apply foundational knowledge, skills, and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.

II(G12)

Applied in activities that are set in a limited range of familiar and predictable contexts; involve routine issues which are identified & addressed by selecting from & following a number of set rules, guidelines or procedures.

Apply functional knowledge, technical skills and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.



PQF Articulation for Grades 10 & 12

Domain Level 8

Knowledge, Skills, Values (KSV)

Have highly advanced systematic k and skills in very specified or complex multi disciplinary field of learning for multifaceted research or professional practice or for the advancement of learning

Application (A)Apply in highly specialized or complex multidisciplinary field of professional work, research and or further study that requires management expertise, innovation and leadership

Degree of Independence (DI)

Independent and /or in teams of multidisciplinary ad complex setting with significant level of expertise –based autonomy and accountability



AQRFLevel Knowledge and Skills Application and responsibility

Demonstration of knowledge and skills that:

The context in which knowledge and skills are demonstrated:

Level 8

1. Is at the most advanced and specialized level and at the frontier of a field

2. Involve independent and original thinking and research, resulting in the creation of new knowledge or practice

1. Are highly specialized and complex involving the development & testing of new theories & new solutions to resolve complex & abstract issues

2. Require authoritative and expert judgment with a sustained commitment to management of research and significant responsibility for extending professional knowledge & practice & creation of new ideas & processes

Level 21. Is general and factual2. Use of standard actions

1. Involve structured processes2. Involve supervision and some discretion

for judgment on resolving familiar issues

Level 1

1. Is basic and general2. Involve simple and

straightforward and routine actions

1. Involve structured routine processes2. Involve close levels of support and

supervision

Source: Draft 7 AQRF Nov 2013, used during the consultation with stakeholders in the Philippines last February 7, 2014



Referencing using the AQRF

1. Process that results in the establishment of a relationship between the National Qualifications Framework (NQF) and that of common reference framework

2. Include international experts and each country’s referencing panel at least one internal representative (external to ASEAN and internal to ASEAN but not a representative of the referencing country or the observed country)


1. Efficient and effective utilization of Curriculum Guide, Teacher Guides, Learner’s Materials and Learning Resources Management and Development System

2. Outcome Focus: Alignment of Everyday Teaching-Learning to the K-12 Learning Outcomes, DepEd Vision and Mission and PQF

3. Skill and Will Development


Learning and Development


SKILLSInformation, Media, and Technology Skills

Learning and Innovation SkillsCommunication SkillsLife and Career Skills

LEARNING AREASLanguage

Technology and Livelihood Education (TLE)Mathematics and Science

Arts and Humanities

Materials, Facilities, and

EquipmentICT Assessment

School Leadership

and Management

Schools Divisions Technical

Assistance

Community-Industry

Relevance and

Partnerships

Teachers



Monitoring and Evaluation System

Curriculum Support System

Being and Becoming a Whole Person

Holistically Developed Filipino with 21st Century Skills


Enhanced Basic Education Curriculum Standards & Principles

(Sec 8.3, RA 105 33)Standards and Principles Pedagogy

1. Learner-centered, inclusive & developmentally appropriate

2. Relevant, responsive and research-based

3. Culture-sensitive

4. Contextualized and global

5. Use pedagogical approachesconstructivist, inquiry-based, reflective, collaborative and integrative

6. Adhere to the principles & framework of MTB-MLE

7. Use the spiral progression approach to ensure mastery of knowledge & skills in each level

8. Be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their educational and social contexts.



Sample Curriculum Guide


CONTENTCONTENT

STANDARDPERFORMANCE STANDARD

LEARNING COMPETENCIES

CODE

OC11.1Nature and Elements of Communication1.Definition2.The Process of Communication3.Communication Models4.Five Elements of Communication

o Verbal and Non-Verbal Communication

5.Effective Communication Skills6.Intercultural Communication 6 hours (1 week, 2 days)

The learner... understands the nature and elements of oral communication in context.

The learner… designs and performs effective controlled and uncontrolled oral communication activities based on context.

The learner… 1.Defines communication.

EN11/12OC-Ia-1

2. Explains the nature and process of communication.

EN11/12OC-Ia-2

3. Differentiates the various models of communication.

EN11/12OC-Ia-3

4. Distinguishes the unique feature(s) of one communication process from the other.

EN11/12OC-Ia-4

5. Explains why there is a breakdown of communication.

EN11/12OC-Ia-5

6. Uses various strategies in order to avoid communication breakdown.

EN11/12OC-Ia-6

Grade: 11/12 Semester: 1st SemesterCore Subject Title: Oral Communication in Context No. of Hours/ Semester: 80 hours/ semester Pre-requisite (if needed):Core Subject Description: The development of listening and speaking skills and strategies for effective communication in various situations.


Post Grade 12-University Admission Exam, COC-TESDA

End of Stage 4 Assessment: National Basic Education Competency Assessment(NBECA) Senior High School Diploma SY 2017-2018

End of Stage 3 Assessment: National Achievement Test(NAT) Junior High School Certificate SY 2015-2016

National Career Assessment Examination (NCAE)

End of Stage 2 Assessment: National Achievement Test; Elementary School Certificate(will commence on SY 2017-2018)

End of Stage 1 Assessment:(1)Early Grade Reading Assessment(EGRA)in Filipino and English and Early Grade Math Assessment(EGMA) (2) National Achievement Test (will commence on SY 2014-2015)

Early Grade Reading Assessment(EGRA) in the Mother Tongue

Placement/Diagnostic Test Assessment

Philippine Educational Placement Test(PEPT)/Philippine Validating Test(PVT)

Grade 12

Grade 10

Grade 8

Grade 6

Grade 3

Grade1

Kindergarten

Formal Delivery System

Senior Level

Junior Level

Elementary Level

Alternative Delivery

System (ALS)

School Readiness Yearend Assessment(SReYA) in Mother Tongue

Proposed Assessment Framework for K to 12

National Level

Proposed DEPARTMENT OF EDUCATION


Thematic Area Key Results AreasPerformance Indicators

ACCESS

1. Number of learners ages 5-11 years old enrolled in kindergarten and elementary education Number of learners ages 12-15 years old enrolled in secondary education

2. Number of learners above 15 years old served through Alternative Learning System (ALS) Program

3. % of learners completed the school year

1. Net Enrolment Rate2. Cohort Survival Rate3. Completion Rate

QUALITY

1. % of learners who meet the mastery level in the NAT1. Elementary2. Secondary

2. % of ALS completers who passed the A&E test

1. NAT MPS2. A&E Passers

GOVERNANCE

1. Deployment efficiency on:1. Classrooms2. Teachers

2. School Sites and Titling

3. SBM Level of Practice

1. Interquartile Ratioa. Classroomsb. Teachers

2. % of school sites with clean land title

3. % of schools who achieved level 3

Education System Monitoring (NEDA Result Matrix)



Curriculum Exits



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pqf and aqrf special man com_feb17

Education

special mancom meeting

shs preparation

deped use

comparisons of qualifications

award of qualifications

increased recognition

common reference framework

national policy