Responding to Challenges

of ASEAN 2015:
Are We Ready?

Marco Antonio C. Sto Tomas
Member, Professional Regulatory BOARD OF NURSING
BON Lead, National Nursing Career Progression Program (NNCPP)
Association of Deans of Philippine Colleges of Nursing (ADPCN, Inc.)
2014 Summer Conference, Baguio City
Theme: Redesigning Philippine Nursing Education: ADPCN’s Perspective
Political and
Security
Community
(ASPC)
Economic
Community
(AEC)
Socio-
Cultural
Community
(ASCC)
Source: http://www.sophanseng.info/wp-content/uploads/2011/11/asean_map1.gif;
http://www.rihes.cmu.ac.th/rihes2010/image/asean_community2015/asean.jpg
Single market and production base shall
comprise five core elements: (i) free flow of
goods; (ii) free flow of services; (iii) free flow
of investment; (iv) freer flow of capital; and (v)
free flow of skilled labor. Box 1 shows the
commitments and targets for free flow of
services and free flow of skilled labor.
SINGLE MARKET AND
PRODUCTION BASE
Source:
http://farm8.staticflickr.com/7272/7601994244_5d9ab99785_b.jp
g
Free
flow
of
goods
Free flow of
professional
services
Free
flow
of
invest
ment
Free
flow of
capital
Free
flow of
skilled
labor
ASEAN ECONOMIC COMMUNITY
2015
PROFESSIONAL SERVICES DATE OF SIGNING
1. ENGINEERING Dec. 2005
2. NURSING Dec. 2006
3. SURVEYING Nov. 2007
4. ARCHITECTURE Nov. 2007
5. DENTISTRY Aug. 2008
6. ACCOUNTANCY Feb. 2009
7. MEDICINE Feb. 2009
Article VII: Recognition
a Member may recognize the
education or experience
obtained, requirements met, or
licenses or certifications granted
in a particular country. Such
recognition, which may be
achieved through harmonization
or otherwise, may be based
upon an agreement or
arrangement with the country
concerned
or may be accorded
autonomously.

Article V : Recognition
ASEAN Member States
may recognize the
education or experience
obtained, requirements
met, or licenses or
certifications granted in
another ASEAN Member
State, for the purpose of
licensing or certification
of service suppliers.

FOCUS 1:
Elimination of
discriminatory practices
FOCUS 2:
Institutionalization of
deregulatory policies

FOCUS 3:
The provision of Mutual
Recognition Measures
(MRAs)



FOCUS 4: The harmonization
and standardization of
QUALIFICATIONS for
examination and licensure as
well as regulatory requirements
pursuant to International
Agreements


…. that we are moving towards
the liberalization of the
practice of NURSING (and so
with other professions incl.
Medicine, Dentistry, Accountancy,
Engineering, Architecture,
Surveying)
So from earlier discussions we
are brought to realize the
IMPACT OF ASEAN 2015 to
nursing as a sector …
Establish national standards and level for
OUTCOMES of education, training,
specialization, skills and competencies
Provide national regulatory and QUALITY
ASSURANCE arrangements for education
and training
Support the development and
maintenance of PATHWAYS AND
EQUIVALENCES which provide access to
qualifications
Support individual LIFELONG LEARNING
goals by providing the basis for individuals
to progress through education and training
Align the PQF with international
qualifications framework to support the
national and international mobility of
learners and workers through increased
RECOGNITION of the value and
comparability of Philippine
QUALIFICATIONS
1
• CHED
• PRC-CPD
• BON NNCPP
2
• CHED
• PRC-CPD
3
• CHED
• PRC CPD
• BON PRACTICE
STANDARDS
4
• CHED
• PRC CPD
• BON NNCPP
5
• PRC
• CHED

1. Philippine Professions Competitiveness
Roadmap (Nursing Competitiveness RM)
2. Philippine Qualifications Framework (PQF)
3. ASEAN Qualifications Referencing
Framework (AQRF)
4. Outcome Based Education (OBE)
Establish national
standards and level
for OUTCOMES of
education, training,
specialization, skills
and competencies
1
• CHED
• PRC-CPD
• BON NNCPP
His 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 levels
Qualifications issues
in recognition of
prior learning
Research and policy
papers on NQF
NQFs of other
countries
Consultation and Advocacy
With Stakeholders
INPUTS
OUTPUTS
National
Policy
Levels of
educational
qualifications
Standards for
qualification
outcomes
Competency-based Labor market-driven Assessment-based
qualification recognition
Basic Education
Technical and Vocational
Education
Higher Education
1. Structure and system of progression
2. Covers three sectors:
Basic education
TVET
Higher education
3. Eight levels of qualifications
4. Three domains of learning
5. Descriptors of learning outcomes with increasing
complexity




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

All institutions
and systems
Training Specialization
Skills and
competencies
Work
experience
Lifelong
learning
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
International Standard Classification of Education (ISCED)
Regional Qualifications Frameworks (RQF)
National Qualifications Frameworks
(Philippine Qualifications Framework)
Sectoral Qualifications
(Indian National Skills Qualifications Framework)
Qualifications (certificates, bachelor’s degree, craft
diplomas, awards by professional bodies)
Standards (occupational, institutional, professional
standards, qualification criteria, assessment criteria)
Learning Outcomes (knowledge, skills, values, degree of
independence)
Chairman
Secretary, DEPED

Members:
Secretary, DOLE
Director-General, TESDA
Chairperson, CHED
Chairperson, PRC

Qualifications
Register
(TESDA)
Pathways and
Equivalencies
(CHED)
International
Alignment
(PRC)
Information and
Guidelines
(DEPED)
Quality
Assurance
(CHED)
Provide national
regulatory and QUALITY
ASSURANCE arrangements
for education and training
2
• CHED
• PRC-CPD
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

LEVEL
6
KNOWLEDGE, SKILLS
AND VALUES
Graduates 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
7
KNOWLEDGE, SKILLS
AND VALUES
Graduates 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
8
KNOWLEDGE,
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
INDEPENDENCE
Independent and/or in teams of multi-disciplinary
and more complex setting
QUALIFICATION
TYPE
Doctoral Degree and Post-Doctoral Programs

1. Continuously improve the
quality of registered
professionals through
updates on the latest
scientific/technological/
ethical and other applicable
trends in the local and global
practice of professions;
2. Provide support to Lifelong
Learning in the enhancement
of competencies of Filipino
professionals towards delivery
of quality and ethical services
locally and globally;

3. Deliver quality
Continuing
Professional Development
(CPD) activities aligned
with the PHILIPPINE
QUALIFICATIONS
FRAMEWORK for national
relevance and global
comparability and
competitiveness.

•BS Degree Program
•Post Baccalaureate Program
•Doctoral / Post Doctoral Program
FORMAL
•In-Service Programs
•Professional Updates/CPEs
•Specialty Training Courses
•Advance Practice Training Courses
NON-
FORMAL

•Professional Practice Experience
•Life Long Learning
INFORMAL
A
S
S
E
S
S
M
E
N
T
NATIONAL
NURSING
CAREER
COMPETENCY
LEVELS
PQF DESCRIPTORS
ASEAN
QUALIFICATIONS
REFERENCING
FRAMEWORK
(AQRF)

KNOWLEDGE AND
SKILLS

APPLICATION
(STANDARD OF WORK)
DEGREE OF
INDEPENDENCE
(AUTONOMY IN
PRACTICE)
QUALIFICATION TYPE
(COPING WITH COMPLEXITY
and
PERCEPTION OF CONTEXT)

BEGINNING
NURSE
Applies broad KS,A and Vs
in Professional Practice.
Requires further
enhancement.
Applies Core Competency
Standards and completes
work to an acceptable
degree.
Achieves individual
functioning through
professional judgement BUT
still requires supervision for
over-all tasks.
• BS NURSING GRADUATE;
• May have minimal conception
of dealing with complexities
and may only achieve partial
resolution;
• Sees action in isolation.

6 A

ADVANCED
BEGINNER
Works with background
knowledge of the area of
practice.
Tasks are likely completed
within acceptable
standards.
Able to perform tasks using
own judgement and requires
very minimum supervision.
• BS NURSING GRADUATE;
• Appreciates complex
situations but may only
achieve partial resolution;
• Sees action as series of steps.

6 B


COMPETENT

Possess advanced K and S
for Professional Highly
Skilled Practice. Requires
further upgrading.
Product of job performed
fit for purpose although
may lack refinement at
times.
Able to perform tasks using
own judgement , NO
supervision required and
practices leadership and
management skills.

• Post Baccalaureate Program;
• Copes with complex situations
through deliberate analysis
and planning ;
• Sees action in terms of longer
term goals.


7 A

PROFICIENT
Depth in the
understanding of the
discipline/profession and
the area of practice
Fully acceptable standards
achieved routinely.
Able to take FULL
responsibility of own work,
and others as well, where
applicable;
• Doctoral Program;
• Deals with complex situation
holistically. Decision-making
more confident;
• Sees overall picture and how
actions fit within it.


7 B



EXPERT
Possess systematic and
critical understanding of
complex conditions. With
specialized research skills
and self directed
advancement of learning
Excellence achieved with
relative ease.
Able to take responsibility
for higher standards and
draws own interpretation of
phenomenon.
• Post Doctoral Program;
• Holistic grasp of complex
situations; Moves between
intuitive and analytical
approaches with ease;
• Sees overall picture and
alternative approaches; Has
vision of what may be
possible.



8
NATIONAL
NURSING
CAREER
COMPETENCY
LEVELS
ALIGNED TO
THE PQF
PQF DESCRIPTORS

KNOWLEDGE AND
SKILLS

APPLICATION (STANDARD OF
WORK)
DEGREE OF
INDEPENDENCE
(AUTONOMY IN PRACTICE)
QUALIFICATION
TYPE

6
Has general background
knowledge of the area of
practice, performs with
moderate skills, engages in
health-related research with a
group and life-long learning.
Applies Core Competency
Standards. Tasks are completed
within set standards in
professional field of practice,
creative work, research with a
group, and lifelong learning.
Able to perform tasks using
own judgement and requires
minimal supervision.
BACCALAUREATE
DEGREE



7
Has advanced knowledge and
skills in a specialized or multi-
disciplinary field of study for
professional practice, creative
work, self-directed research
and/or lifelong learning
Applies core competency
standards in a specialized or
multi-disciplinary field of study
for professional practice, creative
work, self-directed research
and/or lifelong learning.
Independent . This involves
exercise of leadership and
initiative in individual work
and/or in a team of
multidisciplinary fields.
POST
BACCALAUREATE
PROGRAM




8
Has highly advanced,
systematic knowledge, and
skills in specialized or complex
multi-disciplinary fields of
learning for complex research
, creative work for
professional work and/or
professional practice and
leadership for the
advancement of learning.
Applies core competency
standards in highly specialized or
complex multi-disciplinary field
of professional practice that
requires creativity , in leadership
and management, in self-
directed research in a specialized
or multi-disciplinary field.
Highly independent . This
involves a significant level of
expertise-based autonomy
and accountability in the
exercise of leadership that
demands creativity in a
highly specialized or more
complex multidisciplinary
field.
DOCTORAL/
POST DOCTORAL
PROGRAM

Knowledge and skills

Application and Responsibility

LEVEL 6
 is technical and theoretical
within a specific field
 involve critical and
analytical thinking
 are complex and changing

 require initiative and adaptability as well as
strategies to improve activities and to solve
complex and abstract issues




LEVEL
7
 is at the forefront of a field
and show mastery of a
body of knowledge
 involve critical and
independent thinking as the
basis for research to extend
or redefine knowledge or
practice
 are complex and unpredictable and involve
the development and testing of innovative
solutions to resolve issues
 require expert judgement and significant
responsibility for professional knowledge,
practice and management




LEVEL
8
 is at the most advanced
and specialised level
and at the frontier of a
field
 involve independent
and original thinking and
research, resulting in the
creation of new
knowledge or practice
 are highly specialised and complex
involving the development and testing
of new theories and new solutions to
resolve complex, abstract issues
 require authoritative and expert
judgement with a sustained commitment to
management of research and significant
responsibility for extending professional
knowledge and practice and creation of new
ideas and or processes.
 high levels of management and leadership

WORK TO BE DONE
IS TO IMPLEMENT
THE RECONFIGURED/ALIGNED
NATIONAL NURSING
CAREER PROGRESSION
PROGRAM (NNCPP)

BOARD OF
NURSING
NNCPC
National Nursing
Career Progression Council
(BoN Resolution No. 22, S. 2009 -
REVISED)
1. Policy-Development Initiatives -
recommendatory to the BoN
2. Oversight
FUNCTIONS
1. Recognize – Organized Nursing Group
2. Accredit – Specialty Programs
3. Credential - Nurse Practitioners
TASKS
1. Set Standards
2. Establish
Mechanisms
3. Develop Criteria
SPECIALTY/ADVANCE PRACTICE
Certification Boards (SAPCB)
1. Leadership/Governance 2. General Practice/Clinical 3. Education
Appeals Panel
3. Recognizes Specialty
Nursing Organizations
(Accdg to set Standards)
Nominations Committee
creates the
R
E
C
O
G
N
I
Z
E
S

SEEKS
NOMINEES
FOR MEMBERSHIP
TO THE SPECIALTY/ADVANCE
PRACTICE CERTIFICATION
BOARDS (SAPCB)

ACCEPTS NOMINEES FOR THE
SPECIALTY CERTIFICATION
BOARDS (SCB)
COMMUNITY
HEALTH NURSING
SPECIALTY
MOTHER AND
CHILD NURSING
SPECIALTY
ADULT HEALTH
NURSING SPECIALTY
MENTAL HEALTH
AND PSYCHIATRIC
NURSING SPECIALTY
creates the
IMPLEMENTING MECHANISMS FOR THE NATIONAL NURSING CAREER PROGRESSION PROGRAM
NNCPP.2014 REVISED (In accord with R.A. No. 9173)
Basic
Nursing
Education
Post
Baccalaureate
Programs
Others:
Specialty &
Advanced
Nursing
Education
NURSING
EDUCATION
NURSING
SERVICE
NURSING
ENTERPRISE
DEVELOPMENT
W
i
t
h

R
e
c
o
g
n
i
z
e
d

S
U
B
-
S
P
E
C
I
A
L
T
I
E
S

NURSING CAREER PROGRESSION
PATHWAYS
PROGRESSION LEVELS
General Nursing Practice Track 6 7 8
Clinical Nursing Track 6
Training
and Dev’t.
7 8
Nursing Education Track 6
Training
and Dev’t.

7 8
Leadership & Governance Track 6
Training
and Dev’t.
7 8
Regulatory
Board
of Nursing
National Nursing
Career Progression
Council (NNCPC)
Sub-Council for
Leadership and
Governance in
Nursing


Certification Board for Leadership
and Governance in Nursing for:
1. Nursing Admin in Private Hospitals
2. Nursing Admin in Government
Hospital and Public Health
Facilities
3. Nursing Admin in Nursing
Educational Settings
4. Nursing Admin in Military and
Para-Military Settings
5. Nursing Admin in other Practice
Settings


Sub-Council for
Nursing Practice in
the Academe

Certification Board for Nursing
Education
1. Faculty-Members
2. Deans
Sub-Council on
Clinical Nursing
Specialty and
Advance Practice
Nursing
Specialty Boards on Various BON
Recognized Clinical Specialties
1. Community Health Nursing
2. Mother and Child Nursing
3. Adult Health Nursing
4. Mental Health and Psychiatric
Nursing
Sub-Council for the
General Nursing
Practice
Certification Board for:
* Level 6 -8

R.A. No. 9173
BON Resolution No.
22, Series 2009 (to be
amended to
incorporate and align
Executive Order No.
83, S. 2012 (PQF)
BON NNCP COUNCIL Secretariat
1. Executive Director
2. Secretary for NCP Levels (Generalists)
3. Secretary for NCP on Leadership and
Governance
4. Secretary for NCP on Nursing Education
5. Secretary for Clinical Specialty and
Advance Nursing Practitioners
NNCPP PROCESSING CENTERS
 BON Recognized Specialty Nursing
Organizations
 BON NNCP Council Designated
Processing Centers
(All Processing Centers shall have respective
MOCs for operational controls and
supervision)
40
1. Alignment and strengthening
of CPD provider activities
considering developments in
PQF, AQRF, MRAS, lifelong
learning, self-directed
learning, evaluation of CPD
programs offered: CAPACITY
BUILDING for providers.
2. Alignment of CPD course
programs with
outcomes per profession with
emphasis on
appropriate evaluation.


3. Monitoring of CPD programs
and providers: selection,
creation and training
of monitoring teams
4. Increase in staff for the CPD
Councils
5. Development of database
system, uploading of
accredited CPD providers
and accredited courses in
the PRC website:
www.prc.gov.ph
Support the
development and
maintenance of
PATHWAYS AND
EQUIVALENCES which
provide access to
qualifications
Support individual
LIFELONG LEARNING
goals by providing the
basis for individuals to
progress through
education and training
3
•CHED
•PRC CPD
•BON
PRACTICE
STANDARDS
4
• CHED
• PRC CPD
• BON
NNCPP
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

Recognition
Education
Training
Experience
Certificates
Licenses
Mobility
1. Facilitate mobility of practitioners within ASEAN
2. Exchange information and enhance cooperation
in respect to mutual recognition of practitioners
3. Promote adoption of best practices on standards
and qualifications
4. Provide opportunities for capacity building and
training of practitioners



Recognition of Development of Harmonization of
Qualifications Qualifications Qualifications


MOBILITY OF PROFESSIONALS

COMPETITIVENESS OF FILIPINO PROFESSIONALS
ASEAN MRA
PQF AQRF
TO FACILITATE THE MOBILITY OF LEARNERS
(STUDENTS AND/OR PROFESSIONALS)
applied to Higher Education


Status: Students
Industry Workers/Professionals
Level 6 – Generalist (BS Graduates)
Level 7 – Post Bacc. Graduates
Level 8 – Specialist
Certificate of Good Standing
Local Learners
and Professionals
Foreign country
(Institutions:
hospitals, companies)
Local PRA Host PRA
HOW IS IT
WITH OUR
OTHER ASEAN
NEIGHBORS?
 To date there is NO
COMMONLY
(common/comparable)
recognized/accepted credit
and grading system among
the educational institutions
in ASEAN member states;
 The development of the
AQRF will facilitate student
mobility as well;
 10 member states are now
collaboratively working on
the their NQFs and the AQRF
 In both the Vietnam and
Bangkok Conference,
relationship between QA and
student mobility was
discussed;
 10 member states of ASEAN
and joined in by 3 more
countries now meets on
regular basis to exchange
views on how QA can
enhance/facilitate student
mobility.
CHED JOINT PATHWAYS, EQUIVALENCIES,
AND CREDIT TRANSFER WORKING GROUP
(with DepEd, TESDA, DOLE, PRC)
Republic of the Philippines
Commission on Higher Education
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
5. Establishment of a
Qualifications Register
6. Ensuring international
alignment of
qualifications
7. Encouraging lifelong
learning
8. Government regulatory
bodies confer
recognition to
certificates and
licenses
9. Recognition of
qualification is based
on assessment of
individual


SEAMLESS
CREDIT
TRANSFER
SYSTEM

1 - RELATED
COMPETENCIES
EARNED FROM
GRADES 10-12
2 - RELATED
COMPETENCIES
EARNED FROM
TESDA COURSES
3 - RELATED
COMPETENCIES
EARNED FROM
HIGHER
EDUCATION
COURSES
4 - RELATED
COMPETENCIES
EARNED FROM
POST BACC.
COURSES
5 - RELATED
COMPETENCIES
EARNED FROM
DOCTORAL/POS
T DOCTORAL
COURSES
6 - RELATED
COMPETENCIES
EARNED FROM
NON-FORMAL
/CPD COURSES
7 - RELATED
COMPETENCIES
EARNED FROM
INFORMAL/
EXPERIENCE-
BASED
LEARNING
8 - RELATED
INTER-INTRA
DISCIPLINARY
COMPETENCIES
CREDIT TRANSFER
FRAMEWORK
Cred-Trans is the mechanism of
providing RECOGNITION to actual
competencies earned and learning
outcomes demonstrated via
formal, non-formal, or informal
modes. This include those
acquired specifically referred to as:
 Recognition of Prior Learning
(RPL); and
 KSAV acquired through Life
Long Learning (LLL)

Cred-Trans applies across levels of
our tri-focalized education
following the Philippine
Qualifications Framework (PQF) as
the overarching national policy
which mandates institutionalization
of national schemes and systems of
providing credit transfer to both
Philippine and foreign-based
learners.
FOCUS 1:
Elimination of
discriminatory practices
FOCUS 2:
Institutionalization of
deregulatory policies

FOCUS 3:
The provision of Mutual
Recognition Measures
(MRAs)



FOCUS 4: The harmonization
and standardization of
QUALIFICATIONS for
examination and licensure as
well as regulatory requirements
pursuant to International
Agreements


We are moving towards the liberalization of
the practice of PROFESSIONS (Nursing,
Medicine, Dentistry, Accountancy, Engineering,
Architecture, Surveying among the first ones then
the rest to follow).
If this were so THEN WE SHOULD AGGRESIVELY
MOVE TO PLACING SYSTEMS THAT WOULD MAKE
EDUCATION AND TRAINING SEAMLESS in
ACQUISITION (pathways & equivalencies) and
RECOGNITION (cred-trans)
FOCUS 1:
Elimination of discriminatory
practices
FOCUS 2:
Institutionalization of
deregulatory policies
FOCUS 3:
The provision of Mutual
Recognition Measures (MRAs)
FOCUS 4:
The harmonization and
standardization of
QUALIFICATIONS for examination
and licensure as well as regulatory
requirements pursuant to
International Agreements





FOCUS 1
• Over and above the institutional QA
Mechanisms, how MUST individual QA Measures
be set up closely replicating existing protocols
and give a “national perspective” to the system?
How do we connect the system to FOCUS 4?
FOCUS 2
• What Policies and Standards MUST be instituted
in order to cascade the facilitation of “recognition
measures” particularly Cred-Trans Mechanisms at
the level of Higher Education Institutions (HEI’s)?
What institutional QA measures must be put in
place to respond to the demands of regional and
global quality standards?
FOCUS 3
• What mechanisms should be instituted for
provision of “active review”: of current MRA’s to
make such international instruments current and
relevant?
FOCUS 4
• Examinations and licensing policies and
mechanisms are actual QA measures, how do we
institute further QA measures e.g. ACTIVE
ASSESSMENT mechanisms for each of the
accepted Qualification Levels?
FOCUS 1
• Over and above the institutional QA
Mechanisms, how MUST individual QA
Measures be set up closely replicating
existing protocols and give a “national
perspective” to the system? How do we
connect the system to FOCUS 4?
FOCUS 2
• What Policies and Standards MUST be instituted in
order to cascade the facilitation of “recognition
measures” particularly Cred-Trans Mechanisms at
the level of Higher Education Institutions (HEI’s)?
What institutional QA measures must be put in place
to respond to the demands of regional and global
quality standards?
FOCUS 3
•What mechanisms should be instituted for
provision of “active review”: of current MRA’s
to make such international instruments
current and relevant?
FOCUS 4
• Examinations and licensing policies and
mechanisms are actual QA measures, how do we
institute further QA measures e.g. ACTIVE
ASSESSMENT mechanisms for each of the accepted
Qualification Levels?
•JOINT- CHED-PRC GUIDELINES ON
THE IMPLEMENTATION OF A
NATIONAL COMPETENCY
ASSESSMENT, CREDIT TRANSFER
AND CERTIFICATION PROGRAM FOR
LEVELS 6, 7 AND 8
Elimination of
discriminatory
practices
• REVIEW CMOs ON ETEEAP & LEP:
1. RECAST AND ALIGN WITH PQF
AND REVISE AS NECESSARY;
2. EXPAND TO COVER LEVELS 6,7,
AND 8 OF THE PQF-ARQF;
3. REVIEW LEP MECHANISMS OF
CREDTRANS AND ADOPT AS DEEMED
FIT AND NECESSARY
Institutionalization
of deregulatory
policies
• PROPOSE TO THE PQF-NCC TO
INSTITUTE MECHANISMS FOR
ACTIVE REVIEW OF ALL MRAs IN
FULL FORCE WITH DEPED,
TESDA, AND CHED SEATED AS
REPRESENTATIVES
The provision of
Mutual Recognition
Measures (MRAs)
• SEE THAT ALL LICENSURE
EXAMINATIONS ARE ALIGNED TO
MEASURING DESCRIPTOR LEVEL
6 SO THAT LEVELS 7 AND 8 CAN
BE ADDRESSED BY FOCUS 1
The harmonization and
standardization of
QUALIFICATIONS for
examination and licensure
as well as regulatory
requirements pursuant to
International Agreements
Align the PQF with
international
qualifications
framework to
support the national
and international
mobility of learners
and workers through
increased
RECOGNITION of the
value and
comparability of
Philippine
QUALIFICATIONS
5
• PRC
• CHED
 A component of quality management and is
focused on providing confidence that quality
requirements will be fulfilled.
 Refers to planned and systematic process that
provide confidence in the design, delivery and
award of qualifications within an education and
training system.
 Ensures stakeholders interests and investments in
any accredited program are protected


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)


Knowledge and skills

Application and Responsibility


LEVEL 1

 is basic, general knowledge
 involve simple,
straightforward and routine
actions

 involve structured routine
processes
 involve close levels of support
and supervision


LEVEL 2

 is general and factual
 involve use of standard
processes

 involve structured processes
 involve supervision and some
discretion for judgement on
resolving familiar issues


LEVEL 3

 includes general principles
and some conceptual
aspects
 involve selecting and
applying basic methods,
tools, materials and
information

 are stable with some aspects
subject to change
 involve general guidance
and require judgement and
planning to resolve some
issues independently.

Knowledge and skills

Application and Responsibility


LEVEL 4

 is technical and theoretical
with general coverage of a
field
 involve adapting processes

 are generally predictable but
subject to change
 involve broad guidance
requiring some self direction,
and coordination to resolve
unfamiliar issues


LEVEL 5

 is specialised technical and
theoretical knowledge of a
general field
 involve analytical thinking

 are often subject to change
 involve independent
evaluation of activities to
resolve complex and
sometimes abstract issues


LEVEL 6

 is technical and theoretical
within a specific field
 involve critical and analytical
thinking

 are complex and changing
 require initiative and
adaptability as well as
strategies to improve
activities and to solve
complex and abstract issues


Knowledge and skills

Application and Responsibility


LEVEL
7
 is at the forefront of a
field and show mastery
of a body of knowledge
 involve critical and
independent thinking as
the basis for research to
extend or redefine
knowledge or practice
 are complex and unpredictable and
involve the development and testing of
innovative solutions to resolve issues
 require expert judgement and
significant responsibility for professional
knowledge, practice and management


LEVEL
8
 is at the most advanced
and specialised level
and at the frontier of a
field
 involve independent
and original thinking and
research, resulting in the
creation of new
knowledge or practice
 are highly specialised and complex
involving the development and testing
of new theories and new solutions to
resolve complex, abstract
issues
 require authoritative and expert
judgement with a sustained
commitment to management of
research and significant responsibility
for extending professional knowledge
and practice and creation of new ideas
and or processes.
 high levels of management and
leadership
REFERENCING:
 is a process that results in the establishment of a
relationship between the national qualifications
framework and that of a regional qualifications
framework.
 Proposal: 2018 - target date for completion of
referencing
 The implementation of the ASEAN Qualifications
Reference Framework requires all member countries
to implement a common process, a referencing
process.






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


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
 Qualifications Register
 Quality Assurance
 Pathways and Equivalencies
 International Alignment
 Credit Accumulation and Transfer
 Lifelong Learning
 Recognition of Prior Learning



Qualification Title
Qualification Level
Issue Coding Number
Date of Issue
Issued by
Descriptor


Credit Units
Entry Requirements


Qualification developer
Quality assurance body
Content
Bachelor of Science in Civil Engineering
PQF Level 6
00____________
______________
Mapua Institute of Technology
The 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
232
Secondary Education Report Card
Certificate of Good Moral Character
Mapua Institute of Technology
CHED, PACUCOA
General Education subjects, Mathematics, Surveying, Hydraulics,
Structural Engineering, Construction
A Nursing Competitiveness Road Map
is one that will take the nursing
industry sector from wherever it
stands now, on the competitiveness
grid, to a position from which it can
attract more, and higher value-added
international business (as a
professional services sector) .

This Road Map is not the same as the
Road Map template required under
the ASEAN MRA; but it can certainly be
seen as a mechanism which can help
bring about the MRA requirements.
• Market Conditions and Trends
• Salary / Fee expectations
• Language skills and personal attributes
Exchange of Information
• Core Competency Standards
• Standards of Practice in Various Settings and Specialties
Facilitation of Mobility of Healthcare Professionals
• Standards of Practice in Various Settings and Specialties
• Quality Assurance
Capacity-building and Training
• Standards of Practice in Various Settings and Specialties
• Salary / Fee expectations
Financing Mechanisms and Best Practices
• Standards of Practice in Various Settings and Specialties
Malpractice Insurance
 Economists predicts that there‘ll be opening up of large
markets for our goods, skilled labor and professionals.

 We now are given the chance to scale up our human
capital and raise if not make globally comparable the
competencies of our professionals. Recognition of the
qualifications of our learners, skilled workers and
professionals now rests heavily upon the various
professional sectors.

 Adoption of best practices as a result of exchange of
information on educational systems, licensure, registration
and licensing policies and procedures. All we need to do is
also adopt a more open mind and put aside the “isolative
mode of management and administration.”


For schools: raising of standards

For quality assurance: implementation
of a system where the poorly performing
schools will also benefit from

For academic programs: alignment with
international standards

Formal Non-Conventional Credit Transfer Schemes
Basic: Kindergarten
Elementary
Alternative Learning
System (ALS)
Philippine Educational Placement
Test (PEPT)
Accreditation and Equivalency
TechVoc
Ladderized Programs
Ladderized Programs Assessment of Skills Proficiency
• Certification System (NCI-IV)
• Portfolio Assessment
• Recognition of Prior Learning
(RPL)
Higher
Education/Tertiary
Ladderized Programs
ETEEAP
Ladderized Programs
(Embedment)
Portfolio Assessment
• RPL
• Competency Standards
Assessment
• UCTS-UMAP Credit Transfer
System for UMAP members only
• AUN Credit T4ransfer system
• AIMS
• PCTS (for development)
Formal Non-
Conventional
Credit Transfer
Schemes
Mobility in Intra
and Inter
Professional Levels

Ex. Nursing to
Medicine
Intra: Career Progression
Program

Inter: Credit Assessment
and Accreditation for
Career Shifts
COURSEs OF ACTIONS TARGET DATES
1. Adoption of an OBE framework for the 3
level so education with a continuum of
outcomes/competencies for all delivery
modalities that are benchmarked with
ASEAN international standards.
END OF JUNE 2014

2. Alignment by the 3 agencies of their
programs (formal, non-formal, informal)
with the OBE framework for submission to
PQF-NCC and for implementation by
educational institutions.
END OF DECEMBER 2014
3. Institutionalization of assessment
mechanisms for all delivery systems
(formal, non-formal, informal)
4. Development of a seamless credit transfer
scheme based on the continuum of
competencies of the 3 levels of education.
END OF 2015
For regulatory bodies:
improvement in the regulatory
framework in order to protect
the interest of the public,
primarily students and parents
PRC data: the overall passing percentage
of graduates who took the licensure
examinations from 2008-2012 is 38%
Schools: to have more equipped MIS
with tracking system of their graduates
› For the developments in the
implementation of the PQF, and its
referencing to the AQRF by 2018
 The need for developing research capabilities
in monitoring and accessing labour market
information to serve as guide in further
developing and making attuned our
qualifications and core competencies

 Unite towards a single direction in order to
provide the optimum environment for our
students, graduates, and professional nurses
and assist in further develop their potentials
 Improve the governance of nursing higher educational
institutions through the PQF and AQRF and increase
understanding, transparency and “readability” of PQF vis-à-
vis higher education institutions in ASEAN

 Be involved or at least be aware of the continuing policy
dialogues on strategic issues on higher education
particularly in:
› Educational capacity building of HEI’s
› Policy research and conduct study for harmonization of
HE
› Harmonization of PQF Quality Assurance Framework
with ASEAN Quality Assurance Framework in Higher
Education

 Review existing credit transfer system especially AUN-
ACTS (ASEAN University Network – ASEAN Credit
Transfer Systems) vis-à-vis:
1. PQF
2. 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 capability 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.


THANK YOU