REFERENCE DOCUMENT FOR THE ROUND TABLE DISCUSSIONS
This paper presents a summary of the major recommendations of the regional/zonal pre-forum conferences by thematic area. The matrix includes comments and updates from TESDA which will serve as necessary reference in the discussions of the Round Table for each thematic area leading to the final 8th National TVET Forum Resolution reflecting the recommendations of the Forum to be submitted to TESDA for appropriate consideration and action.
On the PHILIPPINE NATIONAL QUALIFICATIONS FRAMEWORK
Chair: Ms. Marge Mendenilla Rapporteur: Mr. Orly de Villa
REGIONS / REGIONAL/ZONAL RECOMMENDATIONS / TESDA COMMENTS / POSSIBLE RTD ACTION/RTD recommendation/consensus3, 4-A, 7, 9, 10, 12, CARAGA, NCR / · The Presidential Task Force for Education should continue its deliberations leading to the eventual adoption of a National Qualifications Framework to achieve harmony between and among basic education, technical vocational education and training and higher education. / · As a member of the Presidential Task Force for Education, TESDA continue its advocacy on the adoption of a National Qualifications Framework which was adopted in principle by the National Coordinating Council for Education in 2006. Executive Order No. 358 “To Institutionalize a Ladderized Interface Between Technical-Vocational Education and Training (TVET) and Higher Education (HE)” Section 1 mandates TESDA and CHED, in consultation with the concerned sectors and stakeholders, to develop and implement a unified national qualifications framework that establishes equivalency pathways and access ramps for a ladderized system allowing for easier transition and progression between tech-voc and degree programs. / · Discuss possibility of endorsing the adoption of the National Qualifications Framework, citing reasons and benefits to the technical vocational education sector in particular, and to the entire education system, in general.
Resolve to adopt an NQF that will integrate/harmonize basic, TVET and higher education and fully define such framework
NCR,6, 11, 4-A / · TESDA should design and operationalize Diploma and Advanced Diploma programs that involve TVET qualifications and general education courses, consistent with the National Qualifications Framework; / · Since Diploma and Advanced Diploma qualifications are part of the National Qualifications Framework adopted by the NCCE in 2006, TESDA may consider the development of such programs, possibly utilizing the standards for General Education promulgated by the Commission on Higher Education (CHED) under CMO No. 59 Series 1996, Alternatively, higher level certificate programs (NC V and NC VI) may also be developed. / · Indicate your preference on the development of higher level qualifications in technical vocational education and the suggested nomenclature and structure of the programs
· Adopt the additional level of Diploma in coordination with the TVIs and industry
· Resolved to adopt a polytechnic system in delivering TVET (first two years of tertiary education)
6,7 / · TESDA and CHED should draw up credit transfer and equivalency mechanisms for TVET students and trainers to effectively operationalize a seamless and borderless Philippine education system; / · Credit transfer and equivalency mechanisms are integral to the National Qualifications Framework which, when officially adopted, will bring about a borderless and seamless education system in the Philippines. Section 2 of EO No. 358 states that the framework shall include as far as practicable but not limited to, the following unified qualification and articulation mechanisms: National System of Credit Transfer, Post-TVET Bridging Programs, System of Enhanced Equivalency, Adoption of Ladderized Curricula/Programs, Modularized Program Approach, Competency-Based Programs, Network of Dual-Sector Colleges or universities, accreditation Recognition of Prior Learning. / · Discuss and suggest a process of equivalency and credit transfer mechanism that should be adopted by CHED and TESDA (carried)
3, NCR, 6, 9, 10, CARAGA / · CHED and TESDA should define and design the Bridging Program and provide a model curriculum with general education components to enable TVET graduates to proceed to degree programs; / · Also in the context of the National Qualifications Framework, a Bridging Program may be designed by CHED in partnership with TESDA so that TVET graduates who earn a national certificate (NC) can smoothly proceed to a degree program if they so desire. / · Recommend a possible structure of a Bridging Program that will allow graduates of TVET qualification courses to proceed to a degree program (carried)
5 / · TESDA should allow TVET institutions to use their own program titles for marketing purposes at the same time indicating the official title of the qualification under the chosen program title; / · TESDA maintains the policy that TVET programs should use the official nomenclature approved and promulgated by the TESDA Board in the Training Regulations. / · Provide justification for the recommendation to use different titles for the same programs (which may just confuse parents and students). (carried)
7 / · TESDA should develop and promulgate Training Regulations for specialized skills in critical industries including business process outsourcing, aviation, computer networking and UNIX programming, among others, utilizing international benchmarks; / · Work is currently being pursued by TESDA towards the development of Training Regulations in these qualifications. / · Specify and list down additional qualifications that should be developed.
Promulgate TR for higher-level qualifications in critical industries and benchmark with international standards
· TESDA should re-activate PC Operations as a valid job qualification subject to the issuance of Certificate of Competency; / · PC Operations NC II - BR 2005-19 promulgated on 11/10/05 but delisted on 05-21-08 / · (Provide justification for the proposal to re-activate PC Operations as a valid job qualification)
Appeal to TESDA to restore PC Operations as a full qualification
6 / · The Department of Education should adopt the Training Regulations for Level 1 National Certificates promulgated by TESDA as the basis for secondary vocational education curriculum; / · The Department of Education has adopted the NC Level 1 standards for its secondary vocational education curriculum. / · Propose procedures to ensure that NC Level 1 standards are complied with by vocational secondary schools
Strongly support the adoption of the appropriate qualification level for the secondary vocational education curriculum
On the NATIONAL TVET TRAINERS/ASSESSORS QUALIFICATION
REGIONS / REGIONAL/ZONAL RECOMMENDATIONS / TESDA COMMENTS / POSSIBLE RTD ACTION4-A,4-B, 7, 8, 9, 12, ARMM / · TESDA should immediately identify priority qualifications where trainers must achieve Trianers’/Assessors’ Qualification and to bear the cost of trainers’ training using the funds under the Training for Work Scholarship Program (TWSP), especially for trainers who have not earned a National Certificate (NC); / · The NTTAQP utilizes scholarship vouchers (5000 from the TWSP) on a reimbursement basis. For 2008, NTTAQP has P30M budget through the PGMA-TWSP to implement a mix and match subsidy scheme for TVIs and Public & Private TVET schools. / · Identify suggested sectors where trainers training should be given priority in 2009
1, 4-A, 4-B, 6, 7 / · TESDA should allow trainers without National Certificates to continue teaching provided that they have at least one year of industry experience, that at least 75% of their graduates pass the assessment and that they earn their qualifications within a period of six (6) months; / · All trainers of TVET programs covered by training regulations are required to have a TQ/AQ certification.
· The TVET trainers/assessors qualification framework has been officially promulgated by the TESDA Board.
· The officially promulgated standards serve as the bases for the issuance of trainers’ certificates and assessors’ certificate. / · If this course of action is considered under the conditions enumerated, suggest possible sanctions for trainers who fail to secure a TQ/AQ within the 6 months period.
1, 2, NCR,
4-A, 5 , 6, CAR / · TESDA should conduct annual upgrading programs for trainers during summer breaks, including trainers industry immersion and distance learning programs, utilizing the staff /faculty development fund or its scholarship funds; / · All TESDA regional offices are authorized to conduct trainers/assessors training programs.
· TESDA Circular No. 25 s. 2006 calls for compliance of all trainers to at least TQ1 of the PTTQF.
· Only 5,800 TVET trainers, representing 23% of the estimated 21,870 public and private trainers who were teaching and conducting assessment in TVET, throughout the country, had been certified. / · Specify recommendations for trainers industry immersion and distance learning
3 / · TESDA should utilize portfolio assessment and institute equivalency procedures to qualify trainers to earn trainers/assessors qualification, especially graduate degree holders; / · TESDA Circular No. 24 s. 2006 issued the Implementing Guidelines of NTTAQP. All trainers of TVET programs covered by training regulations are required to have a TQ/AQ certification.
· All TQ/AQ training programs shall be conducted by TESDA certified trainers/assessors. / · Specify recommendations on equivalency procedures to qualify trainers for accreditation
· TESDA should develop and promulgate assessment tools for higher level trainers qualification to qualify Filipino trainers for international standards; / · Assessment tools for higher levels of the Trainers’ Qualification Framework will be developed and assessors will correspondingly be accredited. / · (Adopt recommendation in the final resolution.)
· We endorse the establishment of a national association of accredited TVET trainers and to network with Technical Vocational Institutions; / · TESDA Circular No. 24 s. 2006 pushed the establishment of regional trainers/assessors backbone to ensure that the training, assessment and certification of TVET trainers and assessors are fully implemented.
· Mapping of TVET Capacity is one of the programs implemented by TESDA. / · Specify recommendations on the process of establishing a national association of trainers.
On COMPETENCY ASSESSMENT AND CERTIFICATION
REGIONS / REGIONAL/ZONAL RECOMMENDATIONS / TESDA COMMENTS / POSSIBLE RTD ACTION8, NCR ,11, 10, 4-A, 6, 7 / · TESDA should review the current levels of assessment fees with the view of increasing such fees and instituting a 60%-40% sharing between the assessment centers and the assessors; / · TESDA Circular No. 36, series of 2008 provides that effective 13 October 2008, the decreased assessment fees as stated in TESDA BR No. 2007-15 and 2007-18 shall be applicable nationwide. / · Specify suggested level of assessment fees per qualification.
8, CAR, ARMM, 9, 4-A, 4-B, CARAGA, 11, 10, 7, 5, 12, 1 / · TESDA should determine reasonable assessment fees by considering detailed costs of supplies and materials as well as administrative expenses, including fees for the use of the facilities of assessment venues; / · TESDA Circular No. 03, series of 2008 and TESDA Circular No. 18, series of 2008 provides for the cost of supplies and materials and assessors’ honoraria. / · Specify suggested level of assessment fees per qualification.
6, NCR, 10, 4-A, 7, CAR, 3, 11, 10, 12, CARAGA / · TESDA should adopt uniform assessment fees for eFAST and regular assessment for the same qualifications, expand the coverage of eFAST to private assessment centers, set higher levels of honorarium for assessors and require TESDA institutions to undertake all assessment activities until such uniform assessment fees are instituted; / · TESDA Circular No. 16, series of 2007, Section 06 – “Financial Management of Assessment Funds”, Item No. 6.1. states that under the Free Assessment Service of TESDA (FAST), the regional offices shall be reimbursed with the cost of assessment at P500.00 per candidate assessed.
· TESDA Circular No. 03, series of 2008 and TESDA Circular No. 18, series of 2008 states that for the TTI-TESDA Assessment Centers may designate private TVIs with WTR-registered programs as Assessment Venues for the mandatory assessment of their graduating students. The TVI-Assessment Venues shall be reimbursed with the cost of supplies and materials. The cost of supplies and materials varies for different Qualifications. / · Specify suggested uniform assessment fees for eFAST and regular assessment
4-A, 11, 9, NCR, 10 / · TESDA should allow trainers to assess their own trainees, provided that such trainers provided that this is undertaken in the presence of a TESDA representative and possibly an industry representative observing the whole process, while allowing accredited assessment centers which have gone through rigid accreditation process to conduct assessment without the presence of a TESDA representative; / · TESDA Circular No. 23, series of 2008 – Guidelines on Assessment and Certification under PTQCs
· Section 06, Item No. 6.5.3. Teachers/instructors/trainers are not allowed to assess their own trainees for purposes of National Certification
· Section 09, Item No. 9.7. Competency assessment shall be conducted in the presence of a TESDA representatives at all times. / · Expound on specific reasons for the recommendation
5, 12, 2, 10, 12 / · TESDA and the Industry sector should put value on the National Certificate by considering the possibility of mandatorily requiring the certificate for purposes of hiring and wage setting; / · Such a move may require legislation or a determined action by industry itself; this may be undertaken in pilot sectors of industry / · Suggest possible industry sectors where national certificates may be required for hiring and wage setting purposes on a pilot basis
8, 7, 10 ,2 / · TESDA should coordinate closely with the Department of Trade and Industry in the enforcement of certification requirements for specific qualifications and with Local Government Units in requiring establishments applying for business permits to employ certified workers; / · The Department of Trade and Industry (DTI) requires service and repair shops (particularly for refrigeration/ air-conditioning and automotive) to employ Service Technicians with TESDA National Certificate/Certificate of Competency / · Suggest specific procedures to ensure that certification requirements may be mandatorily enforced
9 / · TESDA should lead in drawing up and implementing a Code of Conduct for Assessors and assessment candidates and strictly implement sanctions and penalties for erring assessors; / · TESDA Circular No. 23, series of 2008 – Guidelines on Assessment and Certification under PTQCS
· Section 13 – Sanctions and Penalties states that the accreditation of competency assessors and assessment centers shall be revoked for any of the reasons:
§ Failure to sustain compliance with accreditation requirements;
§ Violation of any defined procedure in the conduct of assessment
§ Falsification of requisite documents and/or false statements in connection with the application for accreditation;