QUALIFICATIONS FRAMEWORKS FOR GLOBAL COMPETITIVENESS: THE PQF S POTENTIAL CONTRIBUTION

Transcription

1 QUALIFICATIONS FRAMEWORKS FOR GLOBAL COMPETITIVENESS: THE PQF S POTENTIAL CONTRIBUTION Maria Cynthia Rose Banzon Bautista University of the Philippines 27 November 2017

2 GLOBAL COMPETITIVENESS, NATIONAL QUALIFICATIONS FRAMEWORKS AND EDUCATION: THE CONTEXT REITERATED From Development to Globalization: The Discursive Shift to Global Competitiveness Global competitiveness is a function of policies, institutions and factors that facilitate/limit the sustainable levels of medium term economic development; The future growth of an economy hinges on technological (social) innovations and competent job creators and workforce within national boundaries and outside it; The future quality of life of a nation s citizens with repercussion for the national economy- -requires the narrowing of wide income disparities and competent citizens capable of collaboration in the search for solutions to national and local problems; In a globalized world (despite the backlash of nationalism), a globally competent and collaborative workforce is needed to address global social, economic and political challenges EDUCATION IS KEY TO GLOBAL COMPETITIVENESS!

3 GLOBAL COMPETITIVENESS, NATIONAL QUALIFICATIONS FRAMEWORKS AND EDUCATION: THE CONTEXT REITERATED Regional Economies: The Discourse of National Qualifications Frameworks and Regional Qualifications Frameworks Globalization, the breakdown of borders and emergence of regional economies; The urgent need for comparability within a region Emergence of National Qualifications Frameworks (NQFs) within a lifelong learning framework Recognition of informal and nonformal education through pathways and equivalencies Referencing of NQFs to other NQFs and Regional Referencing QFs HARMONIZATION OF NATIONAL EDUCATION SYSTEMS WITH A QUALITY ASSURED NQF AND REFERENING TO OTHER NQFS AND REGIONAL REFERENCING FRAMEWORKS ARE KEY TO GLOBAL COMPETITIVENESS!

4 ASEAN and its 3 Pillars ASEAN POLITICAL- SEURITY COMMUNITY Ensure that countries in the region live in peace with one another and with the world in a just, democratic and harmonious environment ASEAN SOCIO- CULTURAL COMMUNITY Promote a community of caring societies and foster regional identity ASEAN ECONOMIC COMMUNITY Create ASEAN as a single market and production base with free flow of goods, services, investment, capital, and greater mobility of professionals, talents and skilled labour

5 THE OBJECTIVE OF THE AEC [LANCETA, 2016] To create ASEAN as a single market and production base with free flow of goods, services, investment, capital, and greater mobility of professionals, talents and skilled labour Institutional connectivity physical connectivity people connectivity

6 Development & Harmonisation of Higher Education & TVET in support of ASEAN EconomiC COMMUNITY (AEC) [Lanceta, 2016] ASEAN Qualifications Reference Framework & referencing training certification mutual recognition arrangements (credits and qualifications) student & staff mobility quality assurance + standards EDUCATI ON ECONOM improved IC quality & image of HE and TVET, employment + greater mobility of professionals, talents and skilled labour LABOUR + adequate/appropriate technology + intelligent work processes + support for + sustainable development MSMEs

7 ASEAN FRAMEWORKS TO ENHANCE REGIONAL AND NATIONAL COMPETITIVENESS [MOHD, 2015] ASEAN Qualifications Reference Framework Australia- New Zealand- ASEAN FTA (AANZFTA) ECWP AANZFTA Consultants and Task force (2015 AQRF endasean Economic Blue Print mobility of services andfree movement of skilled workerscha-am Hua Declaration Roadmap orsed by the Economic, Labor a and, Education Ministers Mutual Recognition Agreement for professional services An ASIAN Bologna Process ASEAN Quality Assurance Framework (AQAF) ASEAN Quality (Education) Assurance Network (AQAN,2008) Mobility of worker, students and services SEAMEO RIHED Meeting - The Roadmap to Harmonisation of Higher Education Area ASEAN Quality Assurance Framework (AQAF, 2014) ASEAN competency-based occupational standards Skills Recognition System e.g. Tourism Skills Standards Mobility (Economic /Trade)

8 WHAT IS THE PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF)? A national instrument for the development and classification of qualifications according to a set of criteria or standards for levels of learning achieved or qualification outcomes within the Philippine Education System. Qualifications are all formal awards which signify that the bearer has some knowledge or competencies, or that they have successfully completed some learning program. In NQFs, qualification are eventually translated into statements of learning outcomes and associated requirements for awards.

9 WHAT IS THE PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF)? A hierarchy of levels of complexity of learning with level descriptors that include cognitive and functional competence; 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

10 Use of Learning Outcomes as Metric Basic Education the National Competency-Based Teacher Standards for basic education (ongoing revision/refinement) TVET the industry-based competency standards for various occupations and promulgated by TESDA as Training Regulations in priority industry sectors; and Higher Education CHED Memorandum Order No. 46, Series of 2012 (Policy Standard to Enhance Quality Assurance (QA) advocates learning outcomes based education Ongoing review of Bachelor degrees and identification of programs to be unpacking, proper levelling and ladderization if appropriate to reflect the desired progression in levels of learning complexity.

11 OBJECTIVES OF PQF To establish national standards and levels for outcomes of education and training, skills and competencies. 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 labour market. To align the PQF with international qualifications framework to support the national and international mobility of workers thru increased recognition of the value and comparability of Philippine qualifications.

12 EVOLUTION OF THE PQF 1998 TESDA implementation reforms leading to a quality assured competency-based TVET system; 2004 Establishment of the Philippine TVET Qualifications Framework (PTQF) with four levels of qualifications: National Certificates I to IV based on units of competency developed with industry stakeholders PTQF expansion through Executive Order No , institutionalizing the interface between TVET and higher education (HE) through a unified National Qualifications Framework with equivalency pathways and access ramps for a Ladderized System Institutionalization the Philippine Qualifications Framework through the creation of a high-level PQF-National Coordinating Council (NCC) Embedment of PQF and the PQF-NCC in Sec. 4 of R.A or the Ladderized Education Act of 2014 [the NCC is chaired by the Secretary of the Department of Education with TESDA as Secretariat.. ONGOING legislation work on the PQF

13 Adopted as per PQF-NCC Resolution No , 7 th PQF-NCC Meeting, Dec. 11, 2014 THE PHIL QUALIFICATIONS FRAMEWORK LEVEL BASIC EDUCATION TECHNICAL EDUCATION AND SKILLS DEVELOPMENT HIGHER EDUCATION L8 L7 L6 DOCTORAL AND POST DOCTORAL POST BACCALAUREATE BACCALAUREATE L5 L4 L3 L2 L1 DIPLOMA NC IV NC IV NC III NC II NC I GRADE 12

14 UNOFFICIAL DRAFT PICTURE OF PROGRESSION IN THE HIGHER EDUCATION PHL QUALIFICATIONS FRAMEWORK L8 DOCTORAL AND POST DOCTORAL November 14, 2017 L7 L6 L5 L4 L3 L2 L1 TECHNICAL EDUCATION AND SKILLS DEVELOPMENT DIPLOMA NC IVNC IV NC III NC II NC I POST BACCALAUREATE BACCALAUREATE BACCALAUREATE GRADE 12 GRADE 11 GRADE 10

15 THE AUSTRALIAN QUALIFICATIONS FRAMEWORK 15

16 Existing Pathways and Equivalencies Access Ramps WORKPLACE T E C H V O C NC I-IV Portfolio Assessm ent, RPL CHED Equivalency Certification UMAP, AUN, AIMS (Limited to participating institutions) Formal, Informal and Non-Formal: ETEEAP (Portfolio Assessment, Recognition of Prior Learning (RPL) and Competency Standards Assessment) H I G H E R E D U C Career Shift and Progressi on Transfer Scheme Credit Accumul ation and Transfer System P O S T D E G R E E S BASIC EDUCATION (PEPT, A&E) as of September 2016

17 COMMONALITY AND VARIATIONS IN NQF DOMAINS: SOME SAMPLES :PHILIPPINES Knowledge, Skills and Values Application Degree of Independence MALAYSIA Knowledge of subject area Practical skills Social skills and responsibilities Values, attitudes and professionalism Communication, leadership and teamwork skills Problem solving and scientific skills Managerial and entrepreneurial skills Information management skills

18 NQF LEVELS: ENGINEERING OCCUPATIONAL GROUPS Three engineering occupational groups within the wider engineering profession: professional engineers, engineering technologists, and engineering technicians. Before specifying or employing engineering expertise, it is important to gauge the level of engineering expertise needed. For complex engineering problems use a professional engineer (Level 6). For broadly-defined engineering problems use an engineering technologist (Level 5) For well-defined engineering problems use an engineering technician. (Level 4?)

19 Distinguishing complex, broadly-defined and well-defined engineering problems from one another Range of problem-solving Range of conflicting requirements Depth of analysis required Depth of knowledge required Familiarity of issues Extent of applicable codes Extent of stakeholder involvement & level of conflicting requirements Consequences Interdependence Range of engineering activities: Range of resources Level of interaction Innovation Consequences to society and the environment Familiarity

20 Use of knowledge profile to distinguish Washington Accord, Sydney Accord and Dublin Accord academic programs from one another Use of graduate attributes to distinguish Washington Accord, Sydney Accord and Dublin Accord academic programs from one another: Engineering Knowledge Problem analysis Design/development of solutions Investigation Modern tool usage The engineer & society Environment and society Ethics Individual & team work Communication Project management & finance Lifelong learning Source: International Engineering Alliance (IEA) website

21 Benefits of the PQF 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 For the Employers Assures that standards and qualifications are consistent with job requirements/demand Provides common understanding of standards, qualifications and levels 21

22 Benefits of the PQF For the Education & Training Providers Ensures transparency in training provision, conformance to standards and accountability for learning outcomes Catalyzes Quality Assurance refomrs Provides common understanding of policies and guidelines on credit transfers, articulation, portability, bridges pathways and RPL For the Authorities (Government) Provides the standards, taxonomy and typology of qualifications as bases for granting approvals to providers and stakeholders Harmonizes qualifications iacross the Philippines 22

23 Benefits of the PQF For the Filipino public Change in the mindset that undermines technical education and privileges formal education only End of education inflation 23

24 STATUS OF PQF VS ASEAN NQFS [SOURCE: BATEMAN AND COLES. EU SHARE REPORT, 2016] 1. No intent 2. Desired but no progress made 3. Background planning underway 4. Initial development and design completed 5. Some structures and processes agreed and documented 6. Some structures and processes established and operational 7. Structures and processes established for 5 years 8. Review of structures and processes proposed or underway. Source: Bateman, Keating, Burke, Coles & Vickers (Vol IV, 2012) based on a scale developed by James Keevy, Borhene Chakroun & Arjen Deij (2010).

25 THE NQF PROMISE Bridge Lifelong Learning Enhance the Nexus of Education/Training and the Economy

26 PQF PROMISE Catalyze the leveraging of human resources for local/national development and global competitiveness

27 TIMELINES 2018 Referencing with the ASEAN Qualifications Framework 2018 Referencing of Level 6 of the Philippine Higher Education component of the PQF with the equivalent level in the New Zealand Qualifications Framework

28 ASEAN QUALIFICATIONS REFERENCE FRAMEWORK : WHAT IT IS A common reference framework or a translation device that Enables comparison of qualifications across AMS; Addresses education and training sectors that incorporates informal, non-formal and formal learning and promotes lifelong learning; Provides a common spine of levels to which all NQFs relate Broadens the understanding of the national qualifications systems of ASEAN Member States for people from other ASEAN countries and from outside the ASEAN region. Country A AQRF Country B

29 THANK YOU