ALIGNING CREATIVE APPROACHES TOWARDS RE- ENGINEERING OUR TOURISM EDUCATION AND TRAINING PROGRAM

Transcription

1 ALIGNING CREATIVE APPROACHES TOWARDS RE- ENGINEERING OUR TOURISM EDUCATION AND TRAINING PROGRAM IMELDA B. TAGANAS OIC-Executive Director, Qualifications and Standards Office,TESDA

2 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.

3 What is the Philippine Qualifications Framework (PQF)? It is a national policy, 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

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

5 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.

6 Objectives of the 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 E & T sectors and between these sectors and the labour market

7 Objectives of the PQF 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

8 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

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

10 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

11 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

12 The PQF: INPUTS Industry needs OUTPUTS Qualification Levels 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 Philippine Qualification s Framework Consultation and Advocacy With Stakeholders Descriptors Registers Working Groups Pathways & Equivalencies Quality Assurance Information & Guidelines International Alignment

13 ALTERNATIVE LEARNING SYSTEM MACHINE SHOP ELECTRONICS ELECTRICAL FOOD PROCESSING FASHION DESIGN AGRI-FISHERY LIFELONG LEARNING RECOGNITION OF PRIOR LEARNING EQUIVALENCY ASSESSMENT AND CERTIFICATION THE PHL QUALIFICATIONS FRAMEWORK WAGE EMPLOYMENT/ENTREPRENEURSHIP/SELF- EMPLOYMENT L 8 L 7 L 6 L 5 L 4 L 3 L 2 L K Basic Ed P A T H W A Y S KNOWLEDGE- BASED PERSON GEC TESD NC V NC IV NC III NC II NC I APTITUDE & INTEREST ASSESSMENT LEARNING DOMAINS ENGLISH SCIENCE MATHEMATICS GENERIC SKILLS Work & Values Cluster Interpersonal Cluster Cognitive Cluster Adaptability Cluster HE POST BACCALAUREATE PROGRAMS NC III - V SPECIALIZATION CORE COMPETENCIES MENSURATION and CALCULATION POST DOCTORAL DEGREE TECHNICAL DRAFTING COMMON COMPETENCIES USE OF HANDTOOLS BACCALAUREATE PROGRAMS OCCUPATIONAL TOOLS/EQUIP HEALTH & SAFETY MAINTENACE TECHNOPRENEURSHIP & GREEN SKILLS FOR GREEN JOBS KNOWLEDGE-BASED COMPETENCIES FOUNDATIONAL SKILLS HIGHER ORDER THINKING (HOT) SKILLS Critical Thinking Creative Thinking Innovation Problem Solving LIFE SKILLS ARTS / CRAFTS

14 THE PHL QUALIFICATIONS FRAMEWORK (Approved by the NEDA SDC-Cabinet on May 18, 2012) BASIC ED TESD HIGHER EDUCATION L 8 L 7 L 6 DOCTORAL AND POST DOCTORAL POST BACCALAUREATE BACCALAUREATE L 5 L 4 DIPLOMA NC IV L 3 L 2 L 1 G12 10 NC III NC II NC I

15 LEVEL 1 KNOWLEDGE, SKILLS AND VALUES APPLICATION 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. DEGREE OF INDEPENDENCE In conditions where there is very close support, guidance or supervision; minimum judgment or discretion is needed. QUALIFICATION TYPE NATIONAL CERTIFICATE I

16 LEVEL 2 KNOWLEDGE, SKILLS AND VALUES APPLICATION 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. DEGREE OF INDEPENDENCE In conditions where there is substantial support, guidance or supervision; limited judgment or discretion is needed. QUALIFICATION TYPE NATIONAL CERTIFICATE II

17 LEVEL 3 KNOWLEDGE, SKILLS AND VALUES APPLICATION 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. DEGREE OF INDEPENDENCE QUALIFICATION TYPE 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. NATIONAL CERTIFICATE III

18 LEVEL 4 KNOWLEDGE, SKILLS AND VALUES APPLICATION DEGREE OF INDEPENDENCE Knowledge and skills that are mainly theoretical and/or abstract 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. 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. Work involves some leadership and guidance when organizing activities of self and others QUALIFICATION TYPE NATIONAL CERTIFICATE IV

19 LEVEL 5 KNOWLEDGE, SKILLS AND VALUES APPLICATION DEGREE OF INDEPENDENCE QUALIFICATION Knowledge and skills that are mainly theoretical and/or abstract 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. Applied in activities that are supervisory, complex and non-routine which require an extensive interpretation 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. 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 DIPLOMA

20 LEVEL 6 KNOWLEDGE, SKILLS AND VALUES APPLICATION DEGREE OF INDEPENDENCE QUALIFICATION TYPE Graduates at this level have broad and coherent knowledge and skills in their field of study for professional work and lifelong learning Application in professional work or research in a specialized field of discipline and/or for further study Independent and /or in teams of related field with minimal supervision Baccalaureate Degree

21 LEVEL 7 KNOWLEDGE, SKILLS AND VALUES APPLICATION DEGREE OF INDEPENDENCE QUALIFICATION TYPE Graduates at this level have advanced knowledge and skills in specialized or multidisciplinary field of study for professional practice or self-directed research Applied in professional work that requires leadership and management in a specialized or multidisciplinary professional work, research and/or for further study Independent and or in teams of multidisciplinary field with very minimal supervision Post-Baccalaureate Program

22 LEVEL 8 KNOWLEDGE, SKILLS & VALUES APPLICATION DEGREE OF INDEPENDENC E QUALIFICATIO N TYPE Graduates at this level have highly advanced systematic knowledge and skills in very specialized or complex multidisciplinary field of learning for multifaceted research or professional practice or for the advancement of learning Applied in highly specialized or complex multidisciplinary field of professional work, research and/or further study that require management expertise, innovation and leadership Independent and/or in teams of multidisciplinary and complex setting Doctoral Degree and Post-Doctoral Programs

23 PQF GOAL: Every educated/trained Filipino: the best for fellow Filipinos; the choice of the rest of the world.

24 Conceptual Framework of Teaching the TLE

25 P4A Model for TLE Job Sheet or Operation Sheet Assignment Sheet Information Sheet Self-Check

26 From Supply to Demand Driven TVET system Supply-Driven Teacher focus Group dynamics Set curriculum Sets periods of work Final exams All assessment off-the-job Industry (institution determined) qualifications Performance relative to others Emphasis on time and process Assessment norm reference and standardized Emphasis on how to learn Single path to qualifications Workplace focus Individual needs Demand-Driven Customized learning Flexible delivery Assessment on-going Assessment on and off the job Specific industry qualification Own performance Outcomes oriented Assessment criterion (competency) referenced and customized Emphasis on what you can do in the workplace Several paths to qualifications

27 Demand Driven System Industry Demands a Competent workforce Providers adjust programs to meet demand of Industry standards Competent Industry recognized entrants ready for the world of work

28 Industry-driven approaches Provide right indication on manpower demand of the industry

29 Industry-driven approaches Recommend industry priority occupations for skills development

30 Industry-driven approaches Advocate skills training and certification of their workers

31 Industry-driven approaches Set competency standard requirements of the industry

32 Demand-Driven TVET Systems The Curriculum is determined and delivered by staff working in partnership with industry Demand-driven TVET requires a confident and mature governance system, education and tourism sector Assumes that personnel on both sides are willing to work together and it demands a shift in thinking Requires the establishment of industry standards at the national level

33 WHAT IS COMPETENCY-BASED TVET? A competency-based TVET is learning methodology in TVET provision which involve the following 10 basic principles: The training is based on curriculum developed from the competency standars; Learning is modular in its structure; Training delivery is individualized and self-paced;

34 10 basic principles of Competencybased TVET continuation. Training is based on work that must be performed; Training materials are directly related to the competency standards and the curriculum modules; Assessment is based in the collection of evidence of the performance of work to the industry required standard;

35 10 basic principles of Competencybased TVET continuation. Training is based both on and offthe-job components; Allows for recognition of prior learning (RPL) or current competencies; Training allows for multiple entry and exit; and Approved training programs are Nationally Accredited

36 Benefits of CBT system for graduates Training related to workplace practices Training requirements expressed as outcomes Nationally recognized qualifications Creation of career paths Workplace-based assessment Increased employability Greater confidence in what people can do in the workplace

37 Benefits of new TVET system for employers Basis for common and clear understanding of outcomes through certification Improved recruitment effectiveness Workplace-based assessment

38 Competencies LIST OF 46 ASEAN TOOLBOXES Nominal Hours Common Core 1 Work effectively with customers and colleagues 30 2 Work in a socially diverse environment 25 3 Implement occupational health and safety procedures 35 4 Comply with workplace hygiene procedures 20 5 Perform clerical procedures 15 6 Access and retrieve computer-based data 25 7 Converse in English at a basic operational level Communicate on the telephone 10 9 Maintain hospitality industry knowledge Develop and update tourism industry knowledge Promote products and services to customers Manage and resolve conflict situations Perform basic First Aid procedures Perform child protection duties relevant to the tourism industry Develop protective environments for children in tourism destinations 25

39 Housekeeping 16 Provide housekeeping services to guests Clean public areas, facilities and equipment Clean and prepare rooms for in-coming guests Maintain and operate an industrial laundry Launder linen and guests clothes Provide valet services to guests Clean and maintain industrial work area and equipment 40 English Language 23 Respond effectively to instructions given in English Start conversations and develop good relations with guests Communicate effectively in English on a telephone Read general information texts or media Write a short message in English 60 Human Resource Development 28 Plan, conduct and evaluate a staff performance assessment Coach others in job skills Prepare and deliver training sessions 40 Security Services 31 Manage intoxicated persons Provide a lost and found facility Plan and conduct an evacuation of premises Establish and maintain a safe and secure workplace 60

40 Customer Service, Sales and Marketing 35 Develop and update local knowledge Prepare and deliver a presentation Establish and maintain a business relationship 60 General Administration 38 Use common business tools and technology Plan, manage and conduct meetings Receive and store stock 15 Financial Administration 41 Process a financial sale transaction Prepare and monitor budgets 35 Resource Management 43 Monitor workplace operations Manage quality customer/guest service Recruit and select staff Provide professional support to business colleagues 60

41 LEVEL NC II NC III NC IV BASIC COMPETENCIES Participate in workplace communication (7) Work in team environment (1) Practice occupational health and safety procedures (3) Practice career professionalism (9) Lead workplace communication (39) Lead small teams Develop and practice negotiation skills Use relevant technologies (38) Use mathematical concepts and techniques (41) Solve problems related to work activities (42) Utilize specialized communication skills (1) Develop teams and individuals (29) Promote environmental protection (15) Collect, analyze and organize information Plan and organize work Apply problem solving techniques in the workplace (12) COMMON COMPETENCIES Develop and update industry knowledge (10, 35) Observe workplace hygiene procedures (4) Provide effective customer service (11) Perform workplace and safety practices (13) Perform computer operations (6) Roster staff (45) Control and order stock (40) Establish and conduct business relationships (37) Train small groups (30, 46) Conduct assessment (28) Manage workplace diversity (2) Manage quality customer service (44) Manage finances within a budget (42) CORE COMPETENCIES Provide Housekeeping Services to Guest (16) Prepare Rooms for Guest (18) Laundry Linen and Guest Clothes (20) Provide Valet Service (21) Clean Premises (17) Plan and schedule routine maintenance, repairs and modifications Escort, carry and store valuable items Observe and monitor people (43) Contribute to the implementation Manage physical assets Manage stock purchases and inventory Provide a lost and found facility (32) Provide for the safety of VIPs (34)

42 TRAINER MANUAL Competency Assessment PowerPoint Presentation Training Equipment Instructions for Trainers for Using PowerPoint TRAINEE MANUAL Unit Descriptor Assessment Matrix Glossary Elements Presentation of Written Work Recommended Reading Trainee Evaluation Sheet ASSESSOR MANUAL Competency Standard Oral Questions Written Questions Answer to Questions Observation Checklist Third-Party Statement Competency Recording Sheet

43 SESSION PLAN Module Title Learning Outcomes Learning Activities 1. Learning Content 2. Methods 3. Presentation 4. Practice 5. Feedback 6. Resources 7. Time LEARNING MATERIALS How to Use the CBLM Introductory Page 1. Module Title 2. Introduction 3. Performance Objectives 4. Learning Outcomes 5. Assessment Criteria 6. Assessment Methods Learning Experiences/Activities Instruction Sheets Information/Operation Sheet 1. Self-Check 2. Answer Key ASSESSMENT PACKAGE Self-Assessment Guide Assessor s Guide Rating Sheet Specific Instructions for the Candidate Competency Assessment Results Summary

44 UPDATES ON TRAINING REGULATIONS Promulgated Training Regulations Status 1. Bartending NCII Reviewed and promulgated 2. Food and Beverage Services NCII Reviewed but not yet promulgated 3. Food and Beverage Services NCIII Reviewed but not yet promulgated 4. Food and Beverage Services NCIV For review in Housekeeping NCII For review Oct-Dec Housekeeping NCIII For review in Housekeeping NCIV For review in 2013

45 UPDATES ON TRAINING REGULATIONS Promulgated Training Regulations Status 8. Tour Guiding Services NCII For review Oct-Dec Travel Services NCII For review Oct-Dec Front Office Services NCII For review Oct-Dec Cookery NCII Reviewed and Promulgated 12. Commercial Cooking NCIII For review in Commercial Cooking NCIV For review in Bread and Pastry Production NCII For review in Events Management Services NCIII For review in Attraction& Theme Parks Operation NCII For review in Tourism Promotion Services NCII For review in 2013

46 Training Regulations Competency-Based Curriculum Exemplar Registry of Certified Workers TESDA initially offers tourism related online courses, namely: Room Attendant Servicing, a core competency of the Food and Beverage Servicing NCII; Guestroom Attendant Servicing NC II, a core competency of the Housekeeping NC II

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