ALIGNING CREATIVE APPROACHES TOWARDS RE- ENGINEERING … · 2017. 7. 15. · MENSURATION and...
Transcript of ALIGNING CREATIVE APPROACHES TOWARDS RE- ENGINEERING … · 2017. 7. 15. · MENSURATION and...
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ALIGNING CREATIVE APPROACHES TOWARDS RE-ENGINEERING OUR TOURISM EDUCATION AND TRAINING PROGRAM
IMELDA B. TAGANAS
OIC-Executive Director, Qualifications and Standards Office,TESDA
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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 a Qualification?
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It is a national policy, describes thelevels of educational qualifications andsets the standards for qualificationoutcomes.
A quality assured national system for thedevelopment, recognition and award ofqualifications based on standards ofknowledge, skills and values acquired indifferent ways and methods by learnersand workers of a certain country
What is the Philippine Qualifications Framework (PQF)?
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It is competency-based.
It is labor market driven.
It is assessment based qualification recognition.
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“… 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.”
President’s SONA 2011
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To establish national standards andlevels for outcomes of education andtraining, skills and competencies
To support the development andmaintenance of pathways andequivalencies which provide access toqualifications and assist people tomove easily and readily between thedifferent E & T sectors and betweenthese sectors and the labour market
Objectives of the PQF:
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Objectives of the PQF
To align the PQF with internationalqualifications framework to supportthe national and internationalmobility of workers thru increasedrecognition of the value andcomparability of Philippinequalifications
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I. FOR THE PERSON
Encourages lifelong learning allowing theperson to start at the level that suits himand then build-up his qualifications as hisneeds and interests develop and changeover time
Certificates and licenses recognized bygovernment
Benefits of the PQF:
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II. FOR THE EMPLOYERS
Assures that standards and qualifications are consistent to job requirements/demand
Provides common understanding on standards, qualifications and levels
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III. FOR THE E & T PROVIDERS
Ensures transparency in training provision,conformance to standards and precisenessof accountability for learning outcomes
Provides common understanding of policiesand guidelines on credit transfers,articulation, portability, bridges pathwaysand RPL
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IV. FOR THE AUTHORITIES
Provides the standards, taxonomy andtypology of qualifications as bases forgranting approvals to providers andstakeholders
Harmonizes qualifications in E & Tacross Philippines
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The PQF:
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 AdvocacyWith Stakeholders
INPUTS OUTPUTS
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LEARNING DOMAINS
GEC
NC I
NC II1211
109
8
6
1K
234
5
7
MACH
INE
SH
OP
ELEC
TRO
NIC
S
ELECTRIC
AL
FO
OD
PRO
CESSIN
G
FASH
ION
DESIG
N
AG
RI-
FIS
HERY
THE PHL QUALIFICATIONS FRAMEWORK
TESD
ALTER
NA
TIV
E
LEA
RN
IN
G S
YS
TEM
Basic Ed HE
REC
OG
NITIO
N O
F P
RIO
R L
EA
RN
IN
G
LIFE SKILLS
GENERIC SKILLS
• Work & Values Cluster• Interpersonal Cluster• Cognitive Cluster• Adaptability Cluster
TECHNOPRENEURSHIP & GREEN SKILLS FOR GREEN JOBS
COMMON COMPETENCIES
KNOWLEDGE-BASED COMPETENCIES
SPECIALIZATION CORE COMPETENCIES
LIFELO
NG
LEA
RN
IN
G
EQ
UIV
ALEN
CY
POST BACCALAUREATE PROGRAMS
HIGHER ORDER THINKING (HOT) SKILLS
• Critical Thinking• Creative Thinking• Innovation• Problem Solving
FOUNDATIONAL SKILLS
• ENGLISH• SCIENCE• MATHEMATICS
AS
SES
SM
EN
T A
ND
C
ER
TIFIC
ATIO
N
NC III - V
L 1
L 2
L 3
L 4
L 5
L 6
L 7
L 8
KNOWLEDGE-
BASED PERSON
P A T H W A Y S
APTITUDE & INTEREST ASSESSMENT
NC III
NC IV
NC V
POST DOCTORAL DEGREE
BACCALAUREATE PROGRAMS
WAGE EMPLOYMENT/ENTREPRENEURSHIP/SELF-EMPLOYMENT
TOOLS/EQUIPMAINTENACE
OCCUPATIONALHEALTH &
SAFETY
USE OFHANDTOOLS
TECHNICALDRAFTING
MENSURATION and
CALCULATION
ARTS /CRAFTS
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TESD HIGHER EDUCATION
POST BACCALAUREATE
DOCTORAL AND
POST DOCTORAL
BACCALAUREATE
NC I
G12
10
THE PHL QUALIFICATIONS FRAMEWORK
BASIC ED
L 8
L 7
L 6
L 5
L 4
L 3
L 2
L 1
DIPLOMA
NC III
NC II
NC IV
(Approved by the NEDA SDC-Cabinet on May 18, 2012)
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LEVEL 1
KNOWLEDGE, SKILLS AND
VALUES
Knowledge and skills that are manual or concrete or
practical and/or operational in focus.
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.
DEGREE OF INDEPENDENCE
In conditions where there is very close support,
guidance or supervision; minimum judgment or
discretion is needed.
QUALIFICATIONTYPE
NATIONAL CERTIFICATE I
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LEVEL 2
KNOWLEDGE, SKILLS AND
VALUES
Knowledge and skills that are manual, practical
and/or operational in focus with a variety of options.
APPLICATION 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.
QUALIFICATIONTYPE
NATIONAL CERTIFICATE II
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LEVEL 3
KNOWLEDGE, SKILLS AND
VALUES
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.
APPLICATIONApplied 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
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.
QUALIFICATIONTYPE
NATIONAL CERTIFICATE III
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LEVEL 4
KNOWLEDGE, SKILLS AND
VALUES
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.
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.
DEGREE OF INDEPENDENCE
Work involves some leadership and guidance when
organizing activities of self and others
QUALIFICATIONTYPE
NATIONAL CERTIFICATE IV
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LEVEL 5KNOWLEDGE, SKILLS AND
VALUES
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.
APPLICATION Applied in activities that are supervisory, complex and non-routine which require an extensive interpretation and/or adaptation/ innovation.
DEGREE OF INDEPENDENCE
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
QUALIFICATIONTYPE
DIPLOMA
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LEVEL 6KNOWLEDGE, SKILLS AND
VALUES
Graduates at this level have broad and coherent knowledge and skills in their field of study for professional work and lifelong learning
APPLICATION Application in professional work or research in a specialized field ofdiscipline and/or for further study
DEGREE OF INDEPENDENCE
Independent and /or in teams of related field with minimal supervision
QUALIFICATIONTYPE
Baccalaureate Degree
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LEVEL 7KNOWLEDGE, SKILLS AND
VALUES
Graduates at this level have advanced knowledge and skills in specialized or multidisciplinary field of study for professional practice or self-directed research
APPLICATION Applied in professional work that requires leadership and management in a specialized or multidisciplinary professional work, research and/or for further study
DEGREE OF INDEPENDENCE
Independent and or in teams of multidisciplinary field with very minimal supervision
QUALIFICATIONTYPE
Post-Baccalaureate Program
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LEVEL 8KNOWLEDGE,
SKILLS & VALUES
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
APPLICATION Applied in highly specialized or complex multidisciplinary field of professional work, research and/or further study that require management expertise, innovation and leadership
DEGREE OF INDEPENDENC
E
Independent and/or in teams of multi-disciplinary and complex setting
QUALIFICATION TYPE
Doctoral Degree and Post-Doctoral
Programs
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PQF GOAL:
“Every educated/trained Filipino: the best for fellow Filipinos; the choice of the rest of the world.”
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Conceptual Framework of Teaching the TLE
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P4A Model for TLE
Information Sheet
Self-Check
Assignment Sheet
Job Sheetor
Operation Sheet
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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
Demand-Driven
Workplace focus
Individual needs
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
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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
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Industry-driven
approaches
Provide right indication on
manpower demand of the
industry
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Industry-driven
approaches
Recommend industry
priority occupations for
skills development
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Industry-driven
approaches
Advocate skills training
and certification of their
workers
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Industry-driven
approaches
Set competency standard
requirements of the
industry
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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
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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;
WHAT IS COMPETENCY-BASED
TVET?
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10 basic principles of Competency-based 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;
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10 basic principles of Competency-based TVET continuation…….
•Training is based both on and off-the-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
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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
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Benefits of new TVET system for employers
Basis for common and clear understanding of outcomes through certification
Improved recruitment effectiveness
Workplace-based assessment
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Competencies 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 120
8 Communicate on the telephone 10
9 Maintain hospitality industry knowledge 20
10 Develop and update tourism industry knowledge 30
11 Promote products and services to customers 25
12 Manage and resolve conflict situations 25
13 Perform basic First Aid procedures 25
14 Perform child protection duties relevant to the tourism industry 15
15 Develop protective environments for children in tourism destinations 25
LIST OF 46 ASEAN TOOLBOXES
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Housekeeping
16 Provide housekeeping services to guests 15
17 Clean public areas, facilities and equipment 60
18 Clean and prepare rooms for in-coming guests 30
19 Maintain and operate an industrial laundry 60
20 Launder linen and guests’ clothes 25
21 Provide valet services to guests 45
22 Clean and maintain industrial work area and equipment 40
English Language
23 Respond effectively to instructions given in English 60
24 Start conversations and develop good relations with guests 60
25 Communicate effectively in English on a telephone 60
26 Read general information texts or media 60
27 Write a short message in English 60
Human Resource Development
28 Plan, conduct and evaluate a staff performance assessment 60
29 Coach others in job skills 25
30 Prepare and deliver training sessions 40
Security Services
31 Manage intoxicated persons 10
32 Provide a lost and found facility 15
33 Plan and conduct an evacuation of premises 20
34 Establish and maintain a safe and secure workplace 60
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Customer Service, Sales and Marketing
35 Develop and update local knowledge 30
36 Prepare and deliver a presentation 35
37 Establish and maintain a business relationship 60
General Administration
38 Use common business tools and technology 25
39 Plan, manage and conduct meetings 30
40 Receive and store stock 15
Financial Administration
41 Process a financial sale transaction 30
42 Prepare and monitor budgets 35
Resource Management
43 Monitor workplace operations 25
44 Manage quality customer/guest service 35
45 Recruit and select staff 45
46 Provide professional support to business colleagues 60
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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
of emergency procedures (33)
• Manage physical assets
• Manage stock purchases
and inventory
• Provide a lost and found
facility (32)
• Provide for the safety of VIPs
(34)
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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
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SESSION PLAN
• Module Title
• Learning Outcomes
• Learning Activities1. Learning Content
2. Methods
3. Presentation
4. Practice
5. Feedback
6. Resources
7. Time
LEARNING MATERIALS
•How to Use the CBLM
•Introductory Page1. Module Title
2. Introduction
3. Performance Objectives
4. Learning Outcomes
5. Assessment Criteria
6. Assessment Methods
•Learning Experiences/Activities
•Instruction SheetsInformation/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
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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 2013
5. Housekeeping NCII For review Oct-Dec 2012
6. Housekeeping NCIII For review in 2013
7. Housekeeping NCIV For review in 2013
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UPDATES ON TRAINING REGULATIONS
Promulgated Training Regulations Status
8. Tour Guiding Services NCII For review Oct-Dec 2012
9. Travel Services NCII For review Oct-Dec 2012
10.Front Office Services NCII For review Oct-Dec 2012
11. Cookery NCII Reviewed and Promulgated
12. Commercial Cooking NCIII For review in 2013
13. Commercial Cooking NCIV For review in 2013
14. Bread and Pastry Production NCII For review in 2013
15. Events Management Services NCIII For review in 2013
16. Attraction& Theme Parks Operation NCII For review in 2013
17. Tourism Promotion Services NCII For review in 2013
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www.tesda.gov.ph
Training Regulations
Competency-Based Curriculum Exemplar
Registry of Certified Workers
TESDA initially offers tourism related onlinecourses, 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