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Transcript of QUALITY ASSURANCE TERESITA R. MANZALA Chairperson, Professional Regulation Commission Chairperson,...
QUALITY ASSURANCE
TERESITA R. MANZALAChairperson, Professional Regulation Commission
Chairperson, Task Force for the AQRF
24th PACUCOA Annual General AssemblyDecember 6, 2013
Outline of Presentation
1. Regional Arrangements2. ASEAN 2015: the ASEAN Economic
Community and the ASEAN MRA’s3. The Philippine Qualifications
Framework4. The ASEAN Qualifications
Reference Framework5. Implications for Higher Education6. Way Forward
The ASEAN Economic Community 2015
Single Market and Production Base Free flow of professionals Free flow of skilled workers Free flow of goods Free flow of investment Free flow of capital
The ASEAN Mutual Recognition Arrangements
(MRA’s)
Recognition
EducationTraining
Experience
CertificatesLicenses
Mobility
Objectives of the ASEAN MRA
1. Facilitate mobility of professionals within ASEAN
2. Exchange information and enhance cooperation in respect of mutual recognition of medical practitioners
3. Promote adoption of best practices on standards and qualifications
4. Provide opportunities for capacity building and training of medical practitioners
Exchange of Information1. Basic qualifications and recognized
institutions2. Postgraduate qualifications and
recognized institutions3. Core competencies and scope of
practice
Recognition and Eligibility of Foreign
Professionals1. In possession of a qualification
recognized by PRA of country of origin and host country
2. In possession of a valid professional registration and license to practice issued by PRA of country of origin
3. Has been in active practice a for: Engineers/Architects: 7 years Medicine/Dentistry: 5 years Nursing: 3 years
4. In compliance with CPD requirements5. Has been certified as not having violated
any professional or ethical standards, local and international
6. Has declared that there is no investigation or legal proceeding pending against him/her in the country of origin or another country
7. In compliance with any other assessment or requirement as may be imposed by host country
I. PQF: Origin and Development
1998 Started with TVET Sector
2003Philippine TVET
Qualifications Framework (PTQF)
2004Presidential Executive
Order promoting expansion of QF
2011His Excellency Benigno S. Aquino III,
President of the Republic of the Philippines, signed the
Executive Order No. 83 dated October 1, 2012
INSTITUTIONALIZATION OF THE
PHILIPPINE QUALIFICATIONS
FRAMEWORK
Philippine Qualifications Framework
(PQF)
Qualification Levels
Descriptors
Working Groups
Qualifications Register
Pathways & Equivalencies
Quality Assurance
Information & Guidelines
International Alignment
Industry needs
Need for global recognition of competencies
Current qualifications
issues at all levelsQualifications
issues in recognition of prior learningResearch and
policy papers on NQF
NQFs of other countries
Consultation and Advocacy
With Stakeholders
INPUTS OUTPUTS
The Philippine Qualifications
Framework (PQF)
National Policy
Levels of education
al qualificati
ons
Standards for
qualification
outcomes
Competency-based Labor market-driven Assessment-based qualification recognition
The PQF Coverage
Basic Education
Technical and Vocational Education
Higher Education
The PQF Coverage
All institution
s and systems
Training Specialization
Skills and competenci
es
Work experience
Lifelong learning
Objectives
National standards and
levels for outcomes of
education, training
National regulatory and
quality assurance
mechanisms
Pathways and equivalencies for access to qualifications
Individual lifelong
learning goals for progress
through education and
training
Alignment with international qualifications frameworks
Governance of the PQF
National Coordinating
Committee (NCC)
Technical Secretariat
PQF Working Groups
DEPED TESDA CHED PRC DOLE
Governance of the PQF Chairman
Secretary, DEPED Members: Secretary, DOLE Director-General, TESDA Chairperson, CHED Chairperson, PRC
PQF Working Groups and Lead Agencies
Qualifications Register(TESDA)
Pathways and
Equivalencies
(CHED)
International Alignment
(PRC)
Information and
Guidelines(DEPED)
Quality Assurance
(CHED)
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
8-LEVEL QUALIFICATIONS DESCRIPTORS
Defined in terms of 3 domains
1. Knowledge, skills and values
2. Application
3. Degree of independence
LEVEL 6KNOWLEDGE,
SKILLS AND VALUESGraduates at this level will have a broad and coherent knowledge and skills in their field of study for professional work and lifelong learning
APPLICATION Application in professional work in a broad range of discipline and/or for further study
DEGREE OF INDEPENDENCE
Independent and /or in teams of related field
QUALIFICATION TYPE Baccalaureate Degree
LEVEL 7KNOWLEDGE,
SKILLS AND VALUESGraduates 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
APPLICATION 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
DEGREE OF INDEPENDENCE
Independent and or in teams of multidisciplinary
QUALIFICATION TYPE Post-Baccalaureate Program
LEVEL 8KNOWLEDGE,
SKILLS & VALUES
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
APPLICATION 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
DEGREE OF INDEPENDENC
E
Independent and/or in teams of multi-disciplinary and more complex setting
QUALIFICATION TYPE
Doctoral Degree and Post-Doctoral Programs
The PQF: components
1. Structure and system of progression2. Covers three sectors: Basic education TVET Higher education3. Eight levels of qualifications4. Three domains of learning 5. Descriptors of learning outcomes with
increasing complexity
PQF: components Qualifications Register Quality Assurance Pathways and Equivalencies International Alignment Credit Accumulation and Transfer Lifelong Learning Recognition of Prior Learning
II. Most important Features
1. Shift to outcomes-based education and use of learning outcomes
2. Government regulatory bodies confer recognition to education and training providers
3. Training and education providers are held accountable for the attainment of learning outcomes
4. Implementation of quality assurance mechanisms, pathways and equivalencies
II. Most important Features
5. Establishment of a Qualifications Register
6. Ensuring international alignment of qualifications
7. Encouraging lifelong learning8. Government regulatory bodies
confer recognition to certificates and licenses
9. Recognition of qualification is based on assessment of individual
ASEAN Qualifications Reference Framework
ASEAN Qualifications Reference Framework (AQRF)
I. BACKGROUND May 2010, Manila: 1st AANZFTA Joint
Committee Meeting considered the draft of the concept proposal for the ASEAN Qualifications Reference Framework
ASEAN-Australia-New Zealand FTA Economic Cooperation Work Program (ECWP)
GovernanceCreation of Task Force for the AQRFComposition Chair: PRC Chairperson Teresita
Manzala Vice-Chair: Megawati Santoso
(Indonesia) Members: Representatives from
ASEAN Member States (Ministry of Education, Ministry of Labour/Manpower Development, other relevant Ministries and Qualification Agencies)
For the PHILS: PRC, DTI, CHED, TESDA, DEPED AND DOLEChairmanship: 2012- 2014
ASEAN Qualifications Reference Framework (AQRF)
DEVELOPMENT Phase 1: Policy concept paper Regional forum Workshops in ASEAN countries
Phase 2: Refinement of the model Further regional fora / meetings Finalize the framework
ASEAN Qualifications Reference Framework (AQRF)
DEVELOPMENTPhase 3: March 2013 – December 2014Capacity building for NQF’s Thailand-New Zealand (pilot project)
Philippines-Australia (proposal)
3rd Meeting / Workshop of the TF-AQRF
November, 2013 Kuala Lumpur, Malaysia Update:
Finalization of the key features, structure and principles of the AQRF
Finalization of the AQRF
Structure and components: 1. Scope 2. Purpose 3. Principles 4. Quality Assurance 5. Learning outcomes 6. Level descriptors 7. Domains 8. Referencing 9. Governance
ASEAN Qualifications Reference Framework (AQRF)
SCOPEThe AQRF, a common reference framework, will function as a translation device to enable comparisons of qualifications across participating ASEAN Countries.
AQRF addresses education and training sectors (Education and training incorporates informal, non formal and formal learning. Formal learning includes but is not limited to post compulsory schooling, adult and community education, TVET and higher education) and the wider objective of promoting lifelong learning.
ASEAN Qualifications Reference Framework (AQRF)
PURPOSETo enable comparisons of qualifications across countries that will:
1. Support recognition of qualifications2. Encourage the development of qualifications
frameworks that can facilitate lifelong learning3. Encourage the development of national
approaches to validating learning gained outside formal education
4. Promote and encourage education and learner mobility
5. Promote worker mobility6. Lead to better understood qualifications systems
7. Promote higher quality qualifications systems
ASEAN Qualifications Reference Framework (AQRF)
PRINCIPLES Based on agreed understandings
between member countries Voluntary in nature Neutral influence on NQF’s Provide support and enhance each
country’s NQF
ASEAN Qualifications Reference Framework (AQRF)
PROCESSESUnderpinned by a set of agreed quality assurance principles and broad standards related to:
The functions of the registering and accrediting agencies
Education and training providers Systems for the assessment learning
and issuing of qualifications Regulation of the issuance of
certificates
ASEAN Qualifications Reference Framework (AQRF)
STRUCTURE: Learning Outcomes
Based on descriptors of levels of complexity of learning outcomes
Facilitate comparisons and links
ASEAN Qualifications Reference Framework (AQRF)
STRUCTURE: Levels Eight levels Based upon a hierarchy of complexity of
learning outcomes
It includes:Cognitive competence involving the use of theory and concepts, as well as informal tacit knowledge gained experientiallyFunctional competence (skills or know-how), those things that a person should be able to do when they work in a given areaPersonal competence involving knowing how to conduct oneself in a specific situation
ASEAN Qualifications Reference Framework (AQRF)
STRUCTURE: domains
1. Knowledge and skills2. Application/responsibility
ASEAN Qualifications Reference Framework (AQRF)
REFERENCING: CRITERIA
To establish the comparability of ASEAN country framework levels or qualifications types, countries will need to refer their qualification framework levels or qualification types to the AQRF.
However, countries could, if there is no national qualifications framework, align their benchmark level qualifications or qualifications types to the AQRF.
Proposal: 2018
ASEAN Qualifications Reference Framework (AQRF)
REFERENCING: Procedure
To describe a common structure for linking NQFs to the AQRF.
To ensure that the linking process undertaken is robust and transparent way.
To provide a common reporting structure for the referencing reports.
ASEAN Qualifications Reference Framework (AQRF)
REFERENCING: Panels It is proposed that the referencing include international experts.
could be external to the ASEAN member countries
should not be a representative of the referencing country or the observer’s country
COMPOSITION OF EACH COUNTRY’S REFERENCING PANEL :
at least one international representative plus an additional observer from one of the
other ASEAN countries.
ASEAN Qualifications Reference Framework (AQRF)
REFERENCING:
ComparabilityBenchmarkingConcept of “best fit”
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
INDONESIA
S2
S1
S3
General High School
1
2
3
4
5
7
8
9
6
Professional
Spesialist
D I
D IV
D III
D II
Vocational Senior High School
Subspesialist
Elementary/Junior High School
FORMAL ACADEMIC EDU FORMAL VOCATIOAL/PROF EDU
ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF)
8
1
2
3
4
5
6
7
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
Qualifications(A)
Qualifications(B)
Country(A)
Country(B)
AQRF
8
ASEAN Qualifications Reference Framework (AQRF)
GOVERNANCE:
Voluntary (will not be regulatory in nature) based on agreed understandings.
PROPOSAL - a board or managing committee be established by the ASEAN Secretariat
COMPOSITION - national representatives (from a NQF body or responsible body in each country) and an independent expert, and be responsible for the ongoing management of the AQRF.
What are the implications for Higher Education?
Philippine Qualifications Framework
PQF as TOOL for: Curriculum Planning Development of Qualifications Qualifications Register Quality Assurance Accreditation of Education Providers Certification of graduates International Alignment
1. Curriculum Planning Shift to outcomes-
based education and the use of learning outcomes
Higher Ed
CMO 46 OBE
TVET OBE
Basic Ed (K12) OBE
2. Development of Qualifications, with PQF Level, Learning
Descriptors
ASEAN MRA: exchange of information on
1. Basic Qualification and recognized
institutions 2. Postgraduate Qualifications and recognized institutions 3. Core competencies and scope of practice
3. Qualification Register Basic qualifications
Postgraduate qualifications
Example of Register Entry
Qualification TitleQualification LevelIssue Coding
NumberDate of IssueIssued byDescriptor
Credit UnitsEntry
Requirements
Qualification developer
Quality assurance body
Content
Bachelor of Science in Civil EngineeringPQF Level 600__________________________Mapua Institute of TechnologyThe program provides a solid and coherent
foundation of civil works, knowledge, professional skills, values, ethics and attitude that enable graduates to continue to learn and adapt to changes in practice of the profession
232Secondary Education Report CardCertificate of Good Moral CharacterMapua Institute of TechnologyCHED, PACUCOAGeneral Education subjects, Mathematics,
Surveying, Hydraulics, Structural Engineering, Construction
Example of Register entrySpecialist in General Surgery
NumberClassificationOrganisationQualification typeLevelCreditEntry
RequirementsOutcome
statement
Qualification developer
Quality assurance body
Content
00__________Medical SpecialtyPCS / PSGSPostdoctoral DegreePQF Level 8Number of hours or UnitsPassed the PRC Physician Licensure
ExaminationsA solid grounding in the diagnosis and
management of surgical disorders and conditions falling under the scope of GS
PSGS
Committee on Accreditation/Philippine Board of Surgery
Biomedical Sciences, General Surgery covering head and neck, thorax, abdomen, extremities; Specialty Surgery clinical rotations; Basic Anesthesia
PQF Qualification Register
PQF Level 8Doctoral
Postdoctoral
Academic QualificationPhD
Professional QualificationDiplomate / Fellow
4. Quality Assurance
QA Mechanism for HEI’s
CHED
Schools
Accrediting Bodies
Graduates Professionals
PRC
QA for HEI’s Regulatory Body: CHED External accrediting bodies:1. Philippine Accrediting Association
for Schools, Colleges and Universities
(PAASCU, 1957)2. Philippine Association of Colleges
and Universities-Commission on Accreditation
(PACUCOA, 1973)
QA for HEI’s Regulatory Body: CHED External accrediting bodies:3. Association of Christian Schools
and Colleges-Accrediting Agency (ACSC-AA, 1976)4. Accrediting Agency of Chartered
Colleges and Universities in the Philippines (AACCUP,1989)
QA for HEI’s “Migration and Education: Quality
Assurance and Mutual recognition of Qualifications- The Philippines (Paris: UNESCO, 2008)
Author: Ethel Agnes P. Valenzuela In 2008: only 221 of the 1,943 HEI’s
participated in obtaining external accreditation (11.3% only)
Due to its voluntary nature
Reflection on QA Canada, 2001 80% of doctors, 66% of engineers,
61% of nurses from the Philippines secured low-skilled employment
Similar trends seen in Australia Author: Lesleyanne Hawthorne,
“Migration and Education Quality Assurance and Mutual Recognition of Qualifications Country Report: Australia”, 2008
Philippine Study Journal of Philippine Higher Education
Quality Assurance (Vol. 1, No. 1, 2003) Author: Manuel T. Corpus Executive Director Accrediting Agency of Chartered Colleges
and Universities in the Philippines (AACCUP)
Small number of HEI’s obtained external accreditation
PRC Statistics 5-year overall passing percentage of
graduates in all licensure examinations:
39-40%
5. Certification of Graduates
Assessment of competencies of individual
Certification of competencies attained
Government recognition of certificates and licenses
6. International Alignment
Recognition of qualifications is based on international benchmarks and standards
Globalization of standards: Dublin Accord
Sydney Accord Washington Accord International Maritime
Organization (IMO)
Qualifications Landscape
Learning Outcomes (knowledge, skills, values, degree of independence)
Standards (occupational, institutional, professional standards, qualification criteria,
assessment criteria)
Qualifications (certificates, bachelor’s degree, craft diplomas, awards by professional bodies)
Sectoral Qualifications (Indian National Skills Qualifications Framework
National Qualifications Frameworks (Philippine Qualifications Framework)
Regional Qualifications Frameworks (EQF)
International Standard Classification of Education (ISCED)
Challenges
“Migration and Education: Quality Assurance and Mutual Recognition of Qualifications- The Philippines (Paris: UNESCO, 2008)
Author: Ethel Agnes P. Valenzuela In 2008: only 221 of the 1,943 HEI’s
participated in obtaining external accreditation (11.3% only)
Due to its voluntary nature
Challenges
PRC data: the overall passing percentage of graduates who took the licensure examinations from 2008-2012 is 38%
The development and implementation of the PQF, and its referencing to the AQRF in 2018
Challenges
The need for research capabilities in developing labour market information to guide the development of qualifications and core competencies
Unity towards a single direction in order to provide the optimum environment for our students, graduates, skilled workers and professionals to develop their potentials
Challenges Improvement of governance of higher educational
institutions through the PQF and AQRF and increased transparency and readability of PQF vis-à-vis higher education institutions in ASEAN
Policy dialogues on strategic issues on higher education particularly in: Educational capacity building of HEI’s vis-à-vis AMS HEIs Policy research and conduct study for harmonization of HE Harmonization of PQF Quality Assurance Framework with
ASEAN Quality Assurance Framework in Higher Education
Challenges Review existing credit transfer system especially AUN-
ACTS (ASEAN University Network – ASEAN Credit Transfer Systems) vis-à-vis PQF:1. PQF2. Common platform for credit systems with ASEAN during
pilot/pre-referencing with select undergraduate and post-graduate courses from HEI’s
3. Capacity building to improve capacity of participating HEI’s to existing credit system
4. Take into consideration cross-cutting issues like gender-balance, equal opportunities and the participation of disadvantaged groups e.g. students with special needs and economically disadvantaged students.
Way Forward / Next Steps With the ASEAN Integration in 2015,
there is a lot to be done in Higher Education
Way Forward / Next Steps Bringing together all stakeholders Government agencies Academe Accrediting bodies Industry/Business Professional organizations ProfessionalsIn enhancing our Education
Competitiveness
Thank you very much for your kind attention!