Susuriin ang mga curriculum para maituon sa mga industriyang naghahanap ng
empleyado, at gagabayan ang mga estudyante sa pagpili ng mga kursong hitik ...
ALIGNING CREATIVE APPROACHES TOWARDS REENGINEERING OUR TOURISM EDUCATION AND TRAINING PROGRAM IMELDA B. TAGANAS OIC-Executive Director, Qualifications and Standards Office,TESDA
What is a Qualification?
Package of competencies describing a particular function or job role existing in an economic sector. It covers the work activities required to undertake a particular job role.
What is the Philippine Qualifications Framework (PQF)?
It is a national policy, describes the levels of educational qualifications and sets the standards for qualification outcomes. A quality assured national system for the development, recognition and award of qualifications based on standards of knowledge, skills and values acquired in different ways and methods by learners and workers of a certain country
It is competency-based. It is labor market driven. It is assessment based qualification recognition.
President’s SONA 2011
“… ngayon pa lang, nagtatagpo na ang kaisipan ng DOLE, CHED, TESDA at DepEd upang tugunan and isyu ng job mismatch. Susuriin ang mga curriculum para maituon sa mga industriyang naghahanap ng empleyado, at gagabayan ang mga estudyante sa pagpili ng mga kursong hitik sa bakanteng trabaho.”
Objectives of the PQF:
To establish national standards and levels for outcomes of education and training, skills and competencies To support the development and maintenance of pathways and equivalencies which provide access to qualifications and assist people to move easily and readily between the different E & T sectors and between these sectors and the labour market
Objectives of the PQF
To align the PQF with international qualifications framework to support the national and international mobility of workers thru increased recognition of the value and comparability of Philippine qualifications
Benefits of the PQF: I.
FOR THE PERSON Encourages lifelong learning allowing the person to start at the level that suits him and then build-up his qualifications as his needs and interests develop and change over time Certificates and government
licenses
recognized
by
II. FOR THE EMPLOYERS
Assures that standards and qualifications are consistent to job requirements/demand Provides common understanding on standards, qualifications and levels
III. FOR THE E & T PROVIDERS
Ensures transparency in training provision, conformance to standards and preciseness of accountability for learning outcomes Provides common understanding of policies and guidelines on credit transfers, articulation, portability, bridges pathways and RPL
IV. FOR THE AUTHORITIES
Provides the standards, taxonomy and typology of qualifications as bases for granting approvals to providers and stakeholders Harmonizes qualifications in E & T across Philippines
The PQF: INPUTS
OUTPUTS
Industry needs
Qualification Levels
Need for global recognition of competencies
Descriptors
Current qualifications issues at all levels Qualifications issues in recognition of prior learning
Registers
Philippine Qualification s Framework
Working Groups
Pathways & Equivalencies Quality Assurance
Research and policy papers on NQF
Information & Guidelines
NQFs of other countries
International Alignment
Consultation and Advocacy With Stakeholders
THE PHL QUALIFICATIONS FRAMEWORK WAGE EMPLOYMENT/ENTREPRENEURSHIP/SELFEMPLOYMENT
Basic Ed
NC III SPECIALIZATION CORE COMPETENCIES AGRI-FISHERY
12 NC II 11 10 NC I 9 8 7 APTITUDE & INTEREST ASSESSMENT 6 5 4 GEC 3 2 1 K LEARNING DOMAINS
COMMON COMPETENCIES MENSURATION and CALCULATION
TECHNICAL USE OF DRAFTING HANDTOOLS
OCCUPATIONAL TOOLS/EQUIP HEALTH & MAINTENACE SAFETY
ARTS / CRAFTS
TECHNOPRENEURSHIP & GREEN SKILLS FOR GREEN JOBS
KNOWLEDGE-BASED COMPETENCIES HIGHER ORDER THINKING FOUNDATIONAL (HOT) SKILLS SKILLS • ENGLISH • SCIENCE • MATHEMATICS GENERIC SKILLS • • • •
Work & Values Cluster Interpersonal Cluster Cognitive Cluster Adaptability Cluster
• • • •
Critical Thinking Creative Thinking Innovation Problem Solving
LIFE SKILLS
ASSESSMENT AND CERTIFICATION
NC III - V
NC IV
FASHION DESIGN
KNOWLEDGEBASED PERSON
NC V
FOOD PROCESSING
PATHWAYS
BACCALAUREATE PROGRAMS
LIFELONG LEARNING RECOGNITION OF PRIOR LEARNING EQUIVALENCY
ALTERNATIVE LEARNING SYSTEM
L1
POST BACCALAUREATE PROGRAMS
ELECTRICAL
L2
POST DOCTORAL DEGREE
ELECTRONICS
8 7 6 5 4 3
HE
MACHINE SHOP
L L L L L L
TESD
THE PHL QUALIFICATIONS FRAMEWORK (Approved by the NEDA SDC-Cabinet on May 18, 2012)
BASIC ED
TESD
HIGHER EDUCATION
L8
DOCTORAL AND POST DOCTORAL
L7
POST BACCALAUREATE
L6
BACCALAUREATE
L5
DIPLOMA
L4
NC IV
L3
NC III
L2
G12
L1
10
NC II NC I
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.
QUALIFICATION TYPE
NATIONAL CERTIFICATE I
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.
QUALIFICATION TYPE
NATIONAL CERTIFICATE II
LEVEL
3
KNOWLEDGE, SKILLS AND VALUES
Knowledge and skills that are a balance of theoretical and/or technical and practical.
APPLICATION
Applied in activities that are set in contexts with some unfamiliar or unpredictable aspects; involve routine and non-routine issues which are identified and addressed by interpreting and/or applying established guidelines or procedures with some variations.
DEGREE OF INDEPENDENCE
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.
QUALIFICATION TYPE
NATIONAL CERTIFICATE III
Work involves understanding the work process, contributing to problem solving, and making decisions to determine the process, equipment and materials to be used.
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
QUALIFICATION TYPE
NATIONAL CERTIFICATE IV
5
LEVEL KNOWLEDGE, 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
QUALIFICATION
DIPLOMA
LEVEL
6
KNOWLEDGE, 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 of discipline and/or for further study
DEGREE OF INDEPENDENCE QUALIFICATION TYPE
Independent and /or in teams of related field with minimal supervision Baccalaureate Degree
LEVEL KNOWLEDGE, SKILLS AND VALUES
APPLICATION
DEGREE OF INDEPENDENCE QUALIFICATION TYPE
7 Graduates at this level have advanced knowledge and skills in specialized or multidisciplinary field of study for professional practice or self-directed research Applied in professional work that requires leadership and management in a specialized or multidisciplinary professional work, research and/or for further study Independent and or in teams of multidisciplinary field with very minimal supervision Post-Baccalaureate Program
LEVEL
8
KNOWLEDGE, Graduates at this level have highly advanced systematic knowledge and skills SKILLS & in very specialized or complex VALUES 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
Independent and/or in teams of multiDEGREE OF INDEPENDENC disciplinary and complex setting E QUALIFICATIO Doctoral Degree and Post-Doctoral N TYPE Programs
PQF GOAL: “Every educated/trained Filipino: the best for fellow Filipinos; the choice of the rest of the world.”
Conceptual Framework of Teaching the TLE
P4A Model for TLE
Job Sheet or Operation Sheet
Information Sheet
Assignment Sheet
Self-Check
From Supply to Demand Driven TVET system Supply-Driven Teacher focus
Workplace focus
Group dynamics
Individual needs
Set curriculum
Customized learning
Sets periods of work
Flexible delivery
Final exams
Assessment on-going
All assessment off-the-job
Assessment on and off the job
“Industry” (institution determined) qualifications
Specific industry qualification
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
Own performance
Outcomes oriented Assessment criterion (competency) referenced and customized Emphasis on what you can do in the workplace Several paths to qualifications
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
Industry-driven approaches
Provide right indication on manpower demand of the industry
Industry-driven approaches
Recommend industry priority occupations for skills development
Industry-driven approaches
Advocate skills training and certification of their workers
Industry-driven approaches
Set competency standard requirements of the industry
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
WHAT IS COMPETENCY-BASED TVET? A competency-based TVET is learning methodology in TVET provision which involve the following 10 basic principles: • The
training is based on curriculum developed from the competency standars; • Learning is modular in its structure; • Training delivery is individualized and self-paced;
10 basic principles of Competencybased TVET continuation……. • Training
is based on work that must be performed; • Training materials are directly related to the competency standards and the curriculum modules; • Assessment is based in the collection of evidence of the performance of work to the industry required standard;
10 basic principles of Competencybased TVET continuation……. • Training
is based both on and offthe-job components; • Allows for recognition of prior learning (RPL) or current competencies; • Training allows for multiple entry and exit; and • Approved training programs are Nationally Accredited
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
Benefits of new TVET system for employers
Basis for common and clear understanding of outcomes through certification
Improved recruitment effectiveness
Workplace-based assessment
LIST OF 46 ASEAN TOOLBOXES 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
Housekeeping 16 Provide housekeeping services to guests 17 Clean public areas, facilities and equipment 18 Clean and prepare rooms for in-coming guests 19 Maintain and operate an industrial laundry 20 Launder linen and guests’ clothes 21 Provide valet services to guests 22 Clean and maintain industrial work area and equipment English Language 23 Respond effectively to instructions given in English 24 Start conversations and develop good relations with guests 25 Communicate effectively in English on a telephone 26 Read general information texts or media 27 Write a short message in English Human Resource Development 28 Plan, conduct and evaluate a staff performance assessment 29 Coach others in job skills 30 Prepare and deliver training sessions Security Services 31 Manage intoxicated persons 32 Provide a lost and found facility 33 Plan and conduct an evacuation of premises 34 Establish and maintain a safe and secure workplace
15 60 30 60 25 45 40 60 60 60 60 60 60 25 40
10 15 20 60
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
LEVEL
NC II
NC III
NC IV
BASIC COMPETENCIES
• Participate in workplace communication (7) • Work in team environment (1) • Practice occupational health and safety procedures (3) • Practice career professionalism (9)
• Lead workplace communication (39) • Lead small teams • Develop and practice negotiation skills • Use relevant technologies (38) • Use mathematical concepts and techniques (41) • Solve problems related to work activities (42)
• Utilize specialized communication skills (1) • Develop teams and individuals (29) • Promote environmental protection (15) • Collect, analyze and organize information • Plan and organize work • Apply problem solving techniques in the workplace (12)
COMMON COMPETENCIES
• Develop and update industry knowledge (10, 35) • Observe workplace hygiene procedures (4) • Provide effective customer service (11) • Perform workplace and safety practices (13) • Perform computer operations (6)
• Roster staff (45) • Control and order stock (40) • Establish and conduct business relationships (37) • Train small groups (30, 46)
• Conduct assessment (28) • Manage workplace diversity (2) • Manage quality customer service (44) • Manage finances within a budget (42)
CORE COMPETENCIES
• Provide Housekeeping Services to Guest (16) • Prepare Rooms for Guest (18) • Laundry Linen and Guest Clothes (20) • Provide Valet Service (21) • Clean Premises (17)
• Plan and schedule routine maintenance, repairs and modifications • Escort, carry and store valuable items • Observe and monitor people (43) • Contribute to the implementation
• Manage physical assets • Manage stock purchases and inventory • Provide a lost and found facility (32) • Provide for the safety of VIPs (34)
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
SESSION PLAN • Module Title • Learning Outcomes • Learning Activities 1. 2. 3. 4. 5. 6. 7.
Learning Content Methods Presentation Practice Feedback Resources Time
LEARNING MATERIALS •How to Use the CBLM •Introductory Page 1. Module Title 2. Introduction 3. Performance Objectives 4. Learning Outcomes 5. Assessment Criteria 6. Assessment Methods
•Learning Experiences/Activities
•Instruction Sheets Information/Operation Sheet 1. Self-Check 2. Answer Key
ASSESSMENT PACKAGE •Self-Assessment Guide •Assessor’s Guide •Rating Sheet •Specific Instructions for the Candidate •Competency Assessment Results Summary
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
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
www.tesda.gov.ph
Training Regulations Competency-Based Curriculum Exemplar Registry of Certified Workers TESDA initially offers tourism related online courses, namely:
Room Attendant Servicing, a core competency of the Food and Beverage Servicing NCII; Guestroom Attendant Servicing NC II, a core competency of the Housekeeping NC II
