Philippine Qualifications Framework (PQF)

2. President’s SONA 2011 “… ngayon pa lang, nagtatagpo na ang kaisipan ng DOLE, CHED, TESDA at
DepEd upang tugunan and isyu ng job mismatch. Susuriin ang mga curriculum para maituon sa mga
industriyang naghahanap ng empleyado, at gagabayan ang mga estudyante sa pagpili ng mga kursong
hitik sa bakanteng trabaho.”

3. What is a Qualification? Package of competencies describing a particular function or job role existing
in an economic sector. It covers the work activities required to undertake a particular job role.

4. What is the Philippine Qualifications Framework (PQF)? It is a national policy that describes the levels
of educational qualifications and sets the standards for qualification outcomes. A quality assured
national system for the development, recognition and award of qualifications based on standards of
knowledge, skills and values acquired in different ways and methods by learners and workers of a
certain country

5. It is competency-based. It is labor market driven. It is assessment based qualification recognition.

6. Benefits of the PQF: I. FOR THE PERSON Encourages lifelong learning allowing the person to start at
the level that suits him and then build-up his qualifications as his needs and interests develop and
change over time Certificates and licenses recognized by government

7. II. FOR THE EMPLOYERS • Assures that standards and qualifications are consistent to job
requirements/demand • Provides common understanding on standards, qualifications and levels

8. III. FOR THE E & T PROVIDERS Ensures transparency in training provision, conformance to standards
and preciseness of accountability for learning outcomes Provides common understanding of policies
and guidelines on credit transfers, articulation, portability, bridges pathways and RPL

9. IV. FOR THE AUTHORITIES • Provides the standards, taxonomy and typology of qualifications as bases
for granting approvals to providers and stakeholders • Harmonizes qualifications in E & T across
Philippines

10. Philippine Qualifications Framework Qualification Levels Descriptors Registers Working Groups
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

11. Six (6) Years Four (4) Years Junior HS + Two (2) Years Senior HS + TESD Specialization (NC I and NC II)
/Arts & Sports/ Academics Technical Education and Skills Development Baccalaureate, Post-
Baccalaureate, Post-Doctoral/ Specialization One (1) Year
12. INSTITUTIONALIZATION OF THE PHILIPPINE QUALIFICATIONS FRAMEWORK His Excellency Benigno S.
Aquino III, President of the Republic of the Philippines, signed Executive Order No. 83 dated October 1,
2012 entitled

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

14. The Philippine Qualifications Framework (PQF) is hereby established with the following objectives: 1.
To adopt national standards and levels for outcomes of education; 2. To support the development and
maintenance of pathways and equivalencies which provide access to qualifications and assist people to
move easily and readily between the different education and training sectors and between these sectors
and the labor market; and 3. To align the PQF with international qualifications framework to support the
national and international mobility of workers through the increased recognition of the value and
comparability of Philippine qualifications. Section 1. Establishment of the Philippine Qualifications
Framework

15. The PQF National Coordinating Committee is hereby created to be chaired by the Secretary of the
Department of Education with the following as members: – Technical Education and Skills Development
Authority (TESDA) – Commission of Higher Education (CHED) – Department of Labor and Employment
(DOLE) and – Professional Regulation Commission (PRC) Section 2. PQF National Coordinating
Committee

16. • Industry Sector representatives shall be consulted and tapped in the detailing and application of
the PQF to ensure alignment of educational outcomes to job requirements. Section 4. Participation of
the Industry Sector

17. Section 5. Level Descriptors • The PQF shall incorporate an 8 – level Qualifications Descriptors
defined in terms of the following: knowledge skills and values application and degree of
independence

18. • DepEd, TESDA and CHED shall make detailed descriptors of each qualification level based on
learning standards in basic education, competency standards or training regulations, and the policies
and standards of higher education academic programs. They shall jointly implement national pilot
programs to determine its relevance and applicability in all levels of education. Section 6. Learning
Standards

19. • The PRC and CHED shall review the framework and contents of the licensure examinations of each
of the professions and align them with that of the PQF. Section 7. Review of Licensure Examination

20. Section 8 – Technical Secretariat To ensure efficient and effective implementation, DepEd, TESDA
and CHED shall organize from their present staff complements a permanent Technical Secretariat.
21. Implementing Rules and Regulations Broad statements towards the implementation of the
provisions of the EO. Signed by the Chairman and all the members on December 17, 2012. Submitted to
the Office of the President on December 21, 2012. Published in the Philippine Star on December 28,
2012 and in the Official Gazette on January 7, 2013.

22. THE PHILIPPINE QUALIFICATIONS FRAMEWORK LEVEL KNOWLEDGE, SKILLS AND VALUES
APPLICATION DEGREE OF INDEPENDENCE Level 1 National Certificate I Knowledge and skills that are
manual or concrete or practical and/or operational in focus. 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. In conditions where there is very close
support, guidance or supervision; minimum judgment or discretion is needed. Level 2 National
Certificate II Knowledge and skills that are manual, practical and/or operational in focus with a variety of
options. Applied in activities that are set in a range of familiar and predictable contexts; involve routine
issues which are identified and addressed by selecting from and following a number of set rules,
guidelines or procedures. In conditions where there is substantial support, guidance or supervision;
limited judgment or discretion is needed. Level 3 National Certificate III Knowledge and skills that are a
balance of theoretical and/or technical and practical. Work involves understanding the work process,
contributing to problem solving, and making decisions to determine the process, equipment and
materials to be used. Applied in activities that are set in contexts with some unfamiliar or unpredictable
aspects; involve routine and non-routine issues which are identified and addressed by interpreting
and/or applying established guidelines or procedures with some variations. Application at this level may
involve individual responsibility or autonomy, and/or may involve some responsibility for others.
Participation in teams including team or group coordination may be involved.

23. LEVEL KNOWLEDGE, SKILLS AND VALUES APPLICATION DEGREE OF INDEPENDENCE Level 4 National
CertificateIV Knowledge and skills that are mainly theoreticaland/or abstract with significant depth in
one or more areas; contributing to technicalsolutions of a non- routine or contingencynature;
evaluationand analysis of current practicesand the developmentof new criteria and procedures. Applied
in activities that are set in range of contexts, most of which involve a number of unfamiliar and/or
unpredictableaspects; involve largely non-routine issueswhich are addressed using guidelines or
procedureswhich require interpretationand/or adaptation. Work involves some leadership and guidance
when organizing activitiesof self and others Level 5 National Diploma Knowledge and skills that are
mainly theoreticaland/or abstract with significant depth in some areastogether with wide-ranging,
specializedtechnical, creative and conceptualskills. Perform work activitiesdemonstrating breadth, depth
and complexity in the planning and initiation of alternativeapproachesto skills and knowledge
applications acrossa broad range of technical and/or management requirements, evaluationand
coordination. Applied in activities that are supervisory,complex and non-routine which require an
extensiveinterpretation and/or adaptation/ innovation. 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. Undertakework involving participation in the developmentof strategic
initiatives,as well as personal responsibility and autonomy in performing complex technical operationsor
organizing others.
24. LEVEL KNOWLEDGE, SKILLS AND VALUES APPLICATION DEGREE OF INDEPENDENCE Level 6
Baccalaureate Degree 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 in professional work in a broad
range of discipline and/or for further study Independent and /or in teams of related field Level 7 Post-
Baccalaureate Program 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 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 Independent and or in teams of
multidisciplinary Level 8 Doctoral Degree and Post-Doctoral Programs 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 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
Independent and/or in teams of multi-disciplinary and more complex setting

25. PQF Technical Working Groups TWG for Qualifications Register Chair : TESDA TWG for Pathways and
Equivalencies Chair : CHED TWG for Quality Assurance Chair : CHED TWG for Information and Guidelines
Chair : DepED TWG for International Alignment Chair : PRC

26. TWG on Qualifications Register Lead: TESDA The Philippine Qualifications Register is the national
database of quality assured qualifications which contains information on the qualifications and their
corresponding competency standards, learning outcomes and the authorized licensing and certification
arrangements. It will also include information on the quality assurance system and procedures applied
to the authorization of the qualifications and the agencies mandated to issue the authorization. The PHL
Qualifications Register

27. Status Vis the Work Plan Adopt a format or formats that can read into each other. Status: CHED,
PRC, TESDA agreed on the format below during the May 10, 2013 TWG Meeting Phase 1. b –
Characteristics and Format QUALIFICATION TITLE QUALIFICATION LEVEL ISSUE CODING DATE ISSUED
ISSUED BY DESCRIPTOR PHILIPPINE QUALIFICATIONS FRAMEWORK Working Group On Qualifications
Register REPORT ON CURRENT QUALIFICATIONS ISSUED BY MANDATED GOVERNMENT AGENCIES (AS OF
APRIL 1, 2013) This report is a simple table of the current qualifications issued by the Professional
Regulations Commission, the Commission on Higher Education and the Technical Education and Skills
Development Authority in accordance with their mandates. The details in the table are given as they
currently supplied by the agencies and does not yet reflect alignment in the Philippine Qualifications
Framework.

28. TESDA Qualifications Register (source: TESDA QSO) Qualification Title Qualification Level
Qualification Coding Date Issued Issued By Descriptor ANIMAL PRODUCTION NC II II AGRANP204 01/23-
24/05 TESDA The ANIMAL PRODUCTION NC II Qualification consists of competencies that a person must
achieve to raise poultry, raise small ruminants, raise swine and raise large ruminants. AGRICULTURAL
CROPS PRODUCTION NC I I AGRACP105 09/22- 23/05 TESDA The AGRICULTURAL CROPS PRODUCTION
NC I consists of competencies that a person must achieve in the production of crops such as rice,
vegetables, fruits and nuts as well as many others. Workers operating at this level and using these
competencies would be working without previous experience in this industry sector. They would be
undertaking a small range of skills and they would be under constant supervision or working alongside a
more competent worker with some supervisory skills. They would be undertaking basic crop husbandry
and work orientation skills. AGRICULTURAL CROPS PRODUCTION NC III III AGRACP306 06/01- 02/06
TESDA The AGRICULTURAL CROPS PRODUCTION NC III consists of competencies that a person must
achieve in managing small farm. Specifically it involves competencies in making decision and carrying
out competencies in relation to establishment, maintenance and harvesting of agronomic crops such as
coarse grains, grain legumes, coffee, coconuts, cotton, soya beans, peanuts and sugar cane. Workers at
this level would be working autonomously and likely to own a small enterprise or work within a
cooperative structure.

29. CHED Qualifications Register (source: email of Dir. Jean Tayag/CHED) QUALIFICATION TITLE
QUALIFICATION LEVEL ISSUE CODING DATE ISSUED ISSUED BY DESCRIPTOR Bachelor of Science in
Agriculture Program 620103 April 14, 2008 An agriculture graduate should be able to: perform the task
in the technical and scientific fields with confidence and creativity diagnose and analyze strengths and
limitations, opportunities, threats in the practice of agriculture profession conceptualize and formulate
systems-oriented strategic plans and programs for agricultural dev't. manage resources effectively and
efficiently monitor and evaluate plans and programs in agriculture advocate agricultural laws, rules,
regulations and related policies practice and promote public safety in the use of agricultural technology
implement agricultural development compatible with resource conservation develop communication
skills and strategies develop and cultivate collaborative and productive work attitude towards the
agriculture profession provide leadership & vision in identifying, creating and pursuing opportunities in
agricultural dev't. practice ethical interpersonal relations with employers, subordinates, peers, clients
and the general public

30. TWG on International Alignment Functions Lead: PRC Functions: 1. Conduct researches/ studies for
comparability/ benchmarking of Philippine qualifications with other countries and regional/
international groupings; 2. Coordinate with professional organizations in the pursuit of mutual
recognition arrangements/ agreements (MRAs on regulated professions [PRC as the lead agency] and
MRA on Tourism [TESDA and DOT as the lead agencies])

31. TEMPLATE FOR DATA-GATHERING • REGION : PROFESSION : • COUNTRY: COUNTRY : LEARNER

TEACHER MOBILITY WORKER PROFESSIONAL MOBILITY BASIC EDUCATION SEMI-SKILLED WORKER
TECHNICAL VOCATIONAL SKILLED WORKER HIGHER EDUCATION PROFESSIONAL SCIENTIST
(SPECIALIZED/ FOCUSED)

32. GOAL Promote and advocate PQF through an information, education, and communication (IEC)
campaign Philippine Qualifications Framework COMMUNICATIONS PLAN

33. Pathways and Equivalency Programs Lead: CHED 1. State of Pathways and Equivalency Programs
(validation and firming up of draft document) 1.1 Existing Programs 1.2 Gains/Accomplishments 1.3
Implementation Issues and Concerns 2. Direction Setting 3. WG 2013 Work Programming
34. The Benchmarking of National Qualifications Frameworks 41

35. QUALIFICATIONS FRAMEWORKS MAY EVOLVE FROM BEING VOCATIONAL ONLY TO INCLUDE ALL
QUALIFICATIONS 9

36. COMPETENCY BASED TVET FRAMEWORK Philippine Qualification Framework Competency Standards
Development Competency Based Curriculum Development Learning Materials/ Courseware
Development Training Delivery Assessment Certification and Equivalency I n d u s t r y T V E T I n s t i t u t
i o n D e l i v e r y Qualifications Units of Competency Modules of Training Competency Based Training

37. It is important that the qualifications titles and definitions are clearly specified and are based on
learning outcomes to be achieved 35

38. NECESSARY FEATURES TO SUPPORT COMPARABILITY AND BENCHMARKING • SCOPE • LEVELS •

DESCRIPTORS • QUALIFICATION TITLES AND DEFINITIONS • CREDITS/ LEARNING VOLUME • QUALITY
ASSURANCE • STAKEHOLDER NEEDS

39. AUSTRALIAN QF Level Description Qualifications Time Level 5 Graduates at this level have specialised
knowledge and skills for skilled professional work. •Diploma •1 to 2 years Level 4 Graduates at this level
have theoretical and practical knowledge and skills for specialised skilled work. •Certificate IV •6 months
to 2 years Level 3 Graduates at this level have theoretical and practical knowledge and skills for work.
•Certificate III •1 to 2 years Level 2 Graduates at this level have knowledge and skills for work in a
defined context. •Certificate II •6 months to 1 year Level 1 Graduates at this level have knowledge and
skills for initial work and/or community engagement. •Certificate I •6 months to 1 year

40. AUSTRALIAN QF Level Description Qualifications Time Level 10 Graduates at this level have
systematic and critical understanding of a complex field of learning, and specialised research skills for
the advancement of learning or professional practice. •Doctoral degree •3 to 4 years Level 9 Graduates
at this level have specialised knowledge and skills for research or professional practice. •Master's
degree (extended) •Master's degree (coursework) •Master's degree (research) •3 to 4 years •1 to 2
years •1 to 2 years Level 8 Graduates at this level have advanced knowledge and skills for highly skilled
professional work. •Graduate diploma •Graduate certificate •Honours •1 to 2 years •6 months to 1 year
•1 year Level 7 Graduates at this level have broad, coherent knowledge and an academic background for
professional work. •Bachelor degree •3 to 4 years Level 6 Graduates at this level have a broad
knowledge and advanced skills for skilled professional work. •Associate degree •Advanced diploma •2
years •1.5 to 2 years

41. 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)
42. LEVEL DESCRIPTORS: DOMAINS 30 SAUDI ARABIA HONG KONG PHILIPPINES Knowledge Knowledge
and intellectual skills Knowledge, Skills and Values Cognitive skills Processes Interpersonal skills and
responsibility Application, autonomy and accountability Application, Degree of Independence
Communication, IT, and numerical skills Communications, IT and Numeracy Psychomotor skills

43. There should be accurate information on the volume of learning to be achieved in qualifications and
in their component units/modules 37

44. CREDIT SYSTEM/ LEARNING VOLUME Credit is commonly assigned to the learning outcomes
achievable in a specified number of hours of total learning time; •AUSTRALIA now indicates learning
volume through stating a nominal training duration NEW ZEALAND •1 Credit for 10 Hours ; 120 Credits
per year MALAYSIA •1 Credit for 40 hours EUROPEAN QUALIFICATIONS FRAMEWORK •1 Credit for 25-30
hours

45. ASEAN QUALIFICATIONS REFERENCING FRAMEWORK

46. Next Steps • Review and revision of the Policies, Standards and Guidelines (PSGs) to transform the
current PSGs into an outcomes-based format; • The Technical Panels/Technical Committees for each
discipline will prescribe the competencies required for each program; • Review and revision of the
Training Regulations (TRs) to realign with the new descriptors;

47. Next Steps • Harmonization of the pertinent K to 12 curriculum with the new descriptors; • DepEd,
TESDA, CHED and PRC to agree on the format; • Continued consultations with the industries; • Advocacy
to be conducted at the regional levels

48. Technical Education and Skills Development Authority www. tesda.gov.ph