Philippine Qualifications

Framework (PQF)
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.”
 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.
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
It is competency-based.
It is labor market driven.
It is assessment based qualification
recognition.
 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
II. FOR THE EMPLOYERS

• Assures that standards and qualifications are

consistent to job requirements/demand

• Provides common understanding on standards,

qualifications and levels
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
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
 INPUTS OUTPUTS
Industry needs Qualification Levels

Need for global Descriptors

recognition of
competencies Registers
Current qualifications
issues at all levels
Philippine Working Groups

Qualifications issues in
Qualifications
Pathways & Equivalencies
recognition of prior
learning
Framework
Quality Assurance
Research and policy
papers on NQF Information & Guidelines

NQFs of other countries

International Alignment

Consultation and Advocacy

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

INSTITUTIONALIZATION OF THE
PHILIPPINE QUALIFICATIONS
FRAMEWORK
 THE PHL QUALIFICATIONS FRAMEWORK
TECHNICAL
LEVEL BASIC EDUCATION AND HIGHER EDUCATION
EDUCATION SKILLS DEVELOPMENT

DOCTORAL AND
L8 POST DOCTORAL

L7 POST BACCALAUREATE

L6 BACCALAUREATE

L5 DIPLOMA

L4 NC IV
NC IV

L3 NC III

L2 GRADE 12 NC II

L1 GRADE 10 NC I
 Section 1. Establishment of the Philippine
Qualifications Framework
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 2. PQF National Coordinating
Committee
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 4. Participation of the Industry
Sector

• 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 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
 Section 6. Learning Standards

• 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 7. Review of Licensure
Examination
• 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 8 – Technical Secretariat

To ensure efficient and effective implementation,

DepEd, TESDA and CHED shall organize from their
present staff complements a permanent Technical
Secretariat.
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.
 THE PHILIPPINE QUALIFICATIONS FRAMEWORK
KNOWLEDGE, SKILLS
LEVEL
AND VALUES
Level 1 Knowledge and skills that are
National manual or concrete or practical
Certificate I and/or operational in focus.
Level 2 Knowledge and skills that are
National manual, practical and/or
Certificate II operational in focus with a
variety of options.
Level 3 Knowledge and skills that are a
National balance of theoretical and/or
Certificate III 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.
APPLICATION
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.
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.
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.
DEGREE OF
INDEPENDENCE
In conditions where there is
very close support, guidance or
supervision; minimum
judgment or discretion is
needed.
In conditions where there is
substantial support, guidance
or supervision; limited
judgment or discretion is
needed.
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.
 KNOWLEDGE, SKILLS AND
LEVEL
VALUES
Level 4 Knowledge and skills that are
National mainly theoretical and/or abstract
Certificate IV with significant depth in one or
more areas; contributing to
technical solutions of a non-
routine or contingency nature;
evaluation and analysis of current
practices and the development of
new criteria and procedures.
Level 5 Knowledge and skills that are
National mainly theoretical and/or abstract
Diploma 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.
APPLICATION
Applied in activities that are
set in range of contexts,
most of which involve a
number of unfamiliar and/or
unpredictable aspects;
involve largely non-routine
issues which are addressed
using guidelines or
procedures which require
interpretation and/or
adaptation.
Applied in activities that are
supervisory, complex and
non-routine which require
an extensive interpretation
and/or adaptation/
innovation.
DEGREE OF
INDEPENDENCE
Work involves some leadership
and guidance when organizing
activities of self and others
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.
 KNOWLEDGE, SKILLS AND
LEVEL
VALUES
Level 6 Graduates at this level will have a
Baccalaureate broad and coherent knowledge
Degree and skills in their field of study
for professional work and lifelong
learning
Level 7 Graduates at this level will have
Post- advanced knowledge and skills in
Baccalaureate a specialized or multi-disciplinary
field of study for professional
Program
practice, self-directed research
and/or lifelong learning
Level 8 Graduates at this level have
Doctoral highly advanced systematic
Degree and knowledge and skills in highly
specialized and/or complex
Post-Doctoral
multidisciplinary field of learning
Programs for complex research and/or
professional practice or for the
advancement of learning
DEGREE OF
APPLICATION
INDEPENDENCE
Application in professional work in Independent and /or in teams of
a broad range of discipline and/or related field
for further study
Applied in professional work that Independent and or in teams of
requires leadership and multidisciplinary
management in a specialized or
multi-disciplinary professional
work and/or research and/or for
further study
Applied in highly specialized or Independent and/or in teams of
complex multi-disciplinary field of multi-disciplinary and more
professional work that requires complex setting
innovation, and/or leadership and
management and/or research in a
specialized or multi-disciplinary
field
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
TWG on Qualifications Register
Lead: TESDA
The PHL Qualifications Register

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.
Status Vis the Work Plan
Phase 1. b – Characteristics and Format
 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
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.

QUALIFICATION QUALIFICATION ISSUE DATE ISSUED DESCRIPTOR

TITLE LEVEL CODING ISSUED BY
 TESDA Qualifications Register (source: TESDA QSO)
Qualification Qualification Qualification Date Issued By Descriptor
Title Level Coding Issued
ANIMAL II AGRANP204 01/23- TESDA The ANIMAL PRODUCTION NC II Qualification consists of
PRODUCTION NC II 24/05 competencies that a person must achieve to raise poultry, raise
small ruminants, raise swine and raise large ruminants.
AGRICULTURAL I AGRACP105 09/22- TESDA The AGRICULTURAL CROPS PRODUCTION NC I consists of
CROPS 23/05 competencies that a person must achieve in the production of
PRODUCTION NC I 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 III AGRACP306 06/01- TESDA The AGRICULTURAL CROPS PRODUCTION NC III consists of
CROPS 02/06 competencies that a person must achieve in managing small
PRODUCTION NC farm. Specifically it involves competencies in making decision
III 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.
 CHED Qualifications Register
(source: email of Dir. Jean Tayag/CHED)
QUALIFICATION QUALIFICATION ISSUE DATE
ISSUED BY DESCRIPTOR
TITLE LEVEL CODING ISSUED
Bachelor of 620103 April 14, An agriculture graduate should be able to:
Science in 2008
perform the task in the technical and scientific fields with
Agriculture
confidence and creativity
Program 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
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])
 TEMPLATE FOR DATA-GATHERING
• REGION : PROFESSION :
• COUNTRY : COUNTRY :
LEARNER WORKER

TEACHER PROFESSIONAL

MOBILITY MOBILITY

BASIC EDUCATION SEMI-SKILLED WORKER

TECHNICAL SKILLED WORKER

VOCATIONAL

HIGHER EDUCATION PROFESSIONAL

SCIENTIST (SPECIALIZED/
FOCUSED)
Philippine Qualifications Framework
COMMUNICATIONS PLAN

GOAL
Promote and advocate PQF through an
information, education, and communication
(IEC) campaign
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
 41

The Benchmarking of National Qualifications

Frameworks
 9

QUALIFICATIONS FRAMEWORKS MAY EVOLVE

FROM BEING
VOCATIONAL ONLY
TO INCLUDE
ALL
QUALIFICATIONS
COMPETENCY BASED TVET FRAMEWORK
Philippine Qualification
Qualifications Framework I
n T
Competency Standards d V
Units of Development u E
Competency s T
Competency Based t
Modules of Curriculum Development r I
Training y n
s
Learning Materials/ D t
Courseware Development e i
l t
Competency Based Training Delivery i u
Training v t
i
e
Assessment o
r n
y
Certification and
Equivalency
 35

It is important that the qualifications titles

and definitions are clearly specified and are
based on learning outcomes to be achieved
NECESSARY FEATURES TO SUPPORT
COMPARABILITY AND BENCHMARKING

• SCOPE
• LEVELS
• DESCRIPTORS
• QUALIFICATION TITLES AND
DEFINITIONS
• CREDITS/ LEARNING VOLUME
• QUALITY ASSURANCE
• STAKEHOLDER NEEDS
AUSTRALIAN QF
Description Qualifications Time
Level
Graduates at this level have
specialised knowledge and
Level 5 •Diploma •1 to 2 years
skills for skilled professional
work.

Graduates at this level have

theoretical and practical
Level 4 •Certificate IV •6 months to 2 years
knowledge and skills for
specialised skilled work.

Graduates at this level have

theoretical and practical
Level 3 •Certificate III •1 to 2 years
knowledge and skills for
work.

Graduates at this level have

Level 2 knowledge and skills for work •Certificate II •6 months to 1 year
in a defined context.

Graduates at this level have

knowledge and skills for
Level 1 •Certificate I •6 months to 1 year
initial work and/or
community engagement.
AUSTRALIAN QF
Description Qualifications Time
Level
Graduates at this level have
systematic and critical
understanding of a complex
Level 10 field of learning, and •Doctoral degree •3 to 4 years
specialised research skills for
the advancement of learning
or professional practice.

Graduates at this level have •Master's degree (extended)

•3 to 4 years
specialised knowledge and •Master's degree
Level 9 •1 to 2 years
skills for research or (coursework)
•1 to 2 years
professional practice. •Master's degree (research)

Graduates at this level have

•Graduate diploma •1 to 2 years
advanced knowledge and
Level 8 •Graduate certificate •6 months to 1 year
skills for highly skilled
•Honours •1 year
professional work.

Graduates at this level have

broad, coherent knowledge
Level 7 •Bachelor degree •3 to 4 years
and an academic background
for professional work.

Graduates at this level have a

broad knowledge and •Associate degree •2 years
Level 6
advanced skills for skilled •Advanced diploma •1.5 to 2 years
professional work.
 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)
 30
LEVEL DESCRIPTORS: DOMAINS

SAUDI ARABIA HONG KONG PHILIPPINES

Knowledge and Knowledge, Skills and

Knowledge Values
intellectual skills

Cognitive skills Processes

Interpersonal skills and Application, autonomy Application, Degree of

Independence
responsibility and accountability

Communication, IT, and Communications, IT

numerical skills and Numeracy

Psychomotor skills
 37

There should be accurate information

on the volume of learning to be
achieved in qualifications and in their
component units/modules
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
ASEAN QUALIFICATIONS REFERENCING FRAMEWORK
 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;
 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
Technical Education and Skills Development Authority
www. tesda.gov.ph