Day 2 - DC Transition Model for Health and Allied Science

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Day 2 - DC Transition Model for Health and Allied Science

THE PHL QUALIFICATIONS FRAMEWORK

L8

L7

L6

L5

L4

L3

L2

(Adopted by the TESDA Board on May 9, 2012)

BASIC ED TESD HIGHER EDUCATION

DIPLOMA

NC IV

NC III

NC II

L1 NC I

DOCTORAL AND POST

DOCTORAL

POST BACCALAURREATE

BACCALAURREATE


• Package of or group of competencies (abilities and

skills) that describes a particular function or job role

existing in an economic sector.

• It consists of units of competencies to cover the

work activities required to undertake a particular

job role


What is the Qualifications

Framework

• A Qualifications Framework is part of

education and training for which learning

outcomes define education and experiences

possessed by an individual/person. It serves

as a credit transfer system developed for

qualifications in a country.


What is the Philippine

Qualifications Framework (PQF)?

*A national policy describing 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


L 8

L 7

L 6

L 5

L 4

L 3

L 2

L 1

THE PHL QUALIFICATIONS FRAMEWORK

(Adopted by the TESDA Board on May 9, 2012)

G12

10

BASIC ED

TESD HIGHER EDUCATION

DIPLOMA

NC IV

NC III

NC II

NC I

DOCTORAL AND

POST DOCTORAL

POST BACCALAUREATE

BACCALAUREATE


LEVEL

5

Knowledge, Skills

and Value

• Knowledge and skills that

are mainly theoretical

and/or abstract with

significant depth in some

areas together with wideranging,

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

QUALIFICAT

ION TYPE

• DIPLOMA


LEVEL

7

Knowledge,

Skills and Value

• Graduates at this

level will have

advanced

knowledge and

skills in a

specialized or a

multi-disciplinary

field of study for

professional

practice, selfdirected

research

and/or lifelong

learning

APPLICATION

Applied in

professional

work that

requires

leadership and

management in

a specialized or

multidisciplinary

professional

work and/or

research and/or

further study

DEGREE OF

INDEPENDENCE

Independent and

or in teams of

multidisciplinary

QUALIFICATION

TYPE

• Post-

Baccalaureate

Program


LEVEL

8

Knowledge,

Skills and Value

• Graduates at this

level have highly

advanced systematic

knowledge and skills

in a highly

specialized and/or

complex multidisciplinary

field of

learning for complex

research and or

professional practice

and/or for the

advancement of

learning

APPLICATION

Applied in highly

specialized or a 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 multidisciplinary

and

more complex

setting

QUALIFICATION

TYPE

• Doctoral

Degree and

Post-

Doctoral

Programs


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 licenses recognized

by government


FOR THE EMPLOYEES

• Assures that the standards

and qualifications are

consistent to job

requirements / demands

• Provides common

understanding on

standards, qualifications

and levels


FOR THE EDUCATION AND

TRAINING PROVIDERS

• Ensures transparency in the

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

recognition of prior learning


FOR THE AUTHORITIES

• Provides the standards,

taxonomy and typology of

qualifications as bases for

granting approvals to

providers and

stakeholders

• Harmonizes qualifications

in education and training

across the Country


FACTORS CONSIDERED IN

THE DEVELOPMENT OF PQF

• Industry Needs

• Need for Global Recognition of

Competencies

• Current Qualifications issues at all levels

• Qualification issues in recognition of prior

learning

• Research and policy papers NQF

• NQFs of other Countries


EXPECTED OUTPUTS TO

BE PRODUCED BY THE PQF

• Qualification levels

• Descriptors

• Registers

• Working groups

• Pathways and

Equivalences

• Quality Assurance

• Information and

Guidelines

• International Alignment


Basic Education Program


Basic Education Program


Grades 11-

12

(New HS Years

5-6)

Grades 9-10

(JHS Years 3-4)

Grades 7-8

(JHS Years 1-2)

Grades 1-6

Kindergarte

n

K to 12 Curriculum Model

(Initial Model)

Science, Math, English, Contemporary

Issues and Specializations

• Core Learning Areas plus Elective TLE

of the student’s choice

• Core Learning Areas and TLE

• Core Learning Areas plus Mother Tongue

until Grade 3; Science starting grade 3; EPP

starting grade 4

• Learning Domains

Academic

Specialization

Technical-Vocational

Specialization

Sports Arts

Specialization

Offers tracks that lead to

specialization in

Academics, Tech-Voc,

and Sports & Arts

Basic Education Program


Grades 11-

12

(SHS)

Grades 9-10

(JHS Years 3-4)

Grades 7-8

(JHS Years 1-2)

Grades 1-6

Kindergart

en

K to 12 Curriculum Model

• CORE (Language, Literature, Philosophy,

Science, Social Science) + CAREER

PATHWAYS (with Immersion)

• Core Learning Areas plus Elective

TLE

• Core Learning Areas and Exploratory

TLE (1 per Quarter)

•Core Learning Areas(Araling Panlipunan, English,

Edukasyong Pantahanan, at Pangkabuhayan /

Technology & Livelihood Education, Edukasyon Sa

Pagpapakatao, Filipino, Math, MAPEH[Music Arts and

PE], Mother Tongue, Science); MTB-MLE from Grades 1-

3

• Learning Domains

Final Model as of October 2012

Business and

Entrepreneurship

Technical-Vocational

Humanities and Social

Studies

Science, Technology,

and Engineering

Sports

K to 12 graduates

proceeding to college

take 1 yr. revised General

Education Curriculum

(GEC) followed by 2+

yrs. of Major Courses

Basic Education Program


Basic Education Program


Basic Education Program


We envision the DC-SLMES as

an audacious Christ-centered

education ministry committed to

empowering communities of

learners into inner - directed

Vincentian leaders and

advocates of persons who are

poor.


We commit ourselves to:

1. Courageously pursue value innovative

educational programs and services rooted in

Christ.

2. Interdependently accelerate leadership and

professional development through continuing

education and intensive Vincentian Formation.

3. Synergistically facilitate the integral

development of the learners towards

transformation through current researches,

relevant curricular offerings and responsive

community extension services.

4. Relentlessly generate a new breed of self –

directed, global and environmentally caring

Vincentian leaders.

5. Ardently support one another in sustaining

the shared mission.


ADVOCACY FOR PERSONS WHO

ARE POOR

COMMITMENT TO VINCENTIAN

EXCELLENCE

COMPASSIONATE SERVICE

CO – RESPONSIBILITY

RESPECT FOR HUMAN DIGNITY

SIMPLICITY

SOCIAL COMMITMENT

SOLIDARITY


“ Creating Concordance in the

Shared Mission”

V concordance


Demographics

CONTEXT

Needs/Profile of the LEARNERS

Industry & Customer Needs

National & Global Concerns

Geographic Location


Preparatory Steps Undertaken

1. Environmental Scanning

• Internal

• External

1. Career Inventory of Students currently enrolled vis-àvis

student performance in light of the past / and

result of government examinations

2. Review of Faculty & Administrators’ Educational

Qualifications and Competencies

3. Exploration of Possible Tracks or Career Pathways /

Specialization vis-à-vis PQF (Philippine Qualifications

Framework)


Preparatory Steps Undertaken

5. Capability – Building Measures

5.1 Assessment of Program Standards with TESDA

Consultant, Industry Practitioners, Academe

5.2 Training / Retraining of Human Resource

5.3 Physical Facilities Inventory, Review &

Development

5.4 Identification, Selection and Implementation of

Bridge Programs

5.5 Budgetary Allocation / Logistical Support

6. For TESDA Courses:

BOT Amendments in place


SAMPLE MODEL: DC INSTITUTIONS

GRADE II

CODE FIRST SEMESTER SUBJECTS HOURS UNITS

REL 101 Salvation History & Vincentian Heritage 1 (54) (3)

ENG 111 Communication Arts and Skills 1 54 3

FIL 101 Komunikasyon sa Akademikong Filipino 54 3

SCI 101 Electrodynamics & Thermodynamics 54 3

MAT 101 Pre-Calculus and Trigonometry 54 3

CWTS 11 Civic Welfare Training Service/NSTP 54 3

CAREER PATHWAYS:

VOC-TECH / ENTREPRENEURSHIP / HEALTH

CARE / CULTURE AND ARTS

TOTAL = 270 (54) 18/3


SAMPLE MODEL: DC INSTITUTIONS

GRADE II

CODE SECOND SEMESTER SUBJECTS HOURS UNITS

REL 102 Christology & Vincentian Heritage (54) (3)

ENG 121 Communication Arts and Skills 2

Pagbasa at Pagsulat Tungo sa Pagsasalik Gamit

54 3

FIL 102 ang Teknolohiya 54 3

LIT 101 Philippine Literature 54 3

SCI 102 Genetics with Action Research 54 3

MAT 102 Business Mathematics 54 3

CAREER PATHWAYS:

VOC-TECH / ENTREPRENEURSHIP / HEALTH

CARE / CULTURE AND ARTS

TOTAL = 270 (54) 18/3


SAMPLE MODEL: DC INSTITUTIONS

GRADE I2

CODE FIRST SEMESTER SUBJECTS HOURS UNITS

REL 103 Church Sacraments and Vincentian Heritage (54) (3)

ENG 201 English for Specific Purposes 54 3

LIT 102 Introduction to World Literature 54 3

SCI 102 Biotechnology and Bioethics with Research

Calculus for Economics, Business and

54 3

MAT 20 Life Science 54 3

CWTS 12 Civic Welfare Training Service/NSTP 54 3

CAREER PATHWAYS:

VOC-TECH / ENTREPRENEURSHIP / HEALTH

CARE / CULTURE AND ARTS

TOTAL = 270 (54) 18/3


SAMPLE MODEL: DC INSTITUTIONS

GRADE I2

CODE SECOND SEMESTER SUBJECTS HOURS UNITS

REL 104

Christian Morality & Vincentian

Heritage (54) (3)

ENG 237 Business English and Correspondence

Masining na Pagpapahayag ng mga

54 3

FIL 122 Kamalayang Global

Philippine Contemporary and Global

54 3

SSC 122 Society 54 3

PHL 122 Ethics 54 3

CAREER PATHWAYS:

VOC-TECH / ENTREPRENEURSHIP /

HEALTH CARE / CULTURE AND

ARTS

TOTAL = 216(54) 18/3


PROPOSED SENIOR HIGHSCHOOL

CURRICULUM WITH CAREGIVING

(NC II)

CAREER PATHWAY/BLENDED

TRACK


GRADE II

CODE FIRST SEMESTER SUBJECTS HOURS

REL 101

Salvation History & Vincentian Heritage 1:

Contemporary Issues (54)

ENG 111 Communication Arts and Skills 1 54

FIL 101 Komunikasyon sa Akademikong Filipino 54

SCI 101 Electrodynamics & Thermodynamics 54

MAT 101 Pre-Calculus and Trigonometry 54

CAREER PATHWAY / BLENDED TRACK

Caregiving NC II

Caregiving Common Competencies:

• Infection Control

TOTAL = 216 (54)

• Human Behavior 216

• Basic First Aid

• Human Growth & Development


CODE SECOND SEMESTER SUBJECTS HOURS

REL 102

Christology & Vincentian Heritage:

Contemporary Issues (54)

ENG 121 Communication Arts and Skills 2 54

FIL 102 Pagbasa at Pagsulat Tungo sa Pagsasalik Gamit

ang Teknolohiya 54

LIT 101 Philippine Literature 54

SCI 102 Genetics with Action Research 54

MAT 102 Business Mathematics 54

TOTAL = 270(54)

CAREER PATHWAY / BLENDED TRACK

Caregiving NC II

Caregiving Common Competencies:

• The Infants and Toddlers

• The Growing Children 216

• Special Needs of Special Children

• Discovering & Enhancing the Talents of

Children


GRADE I2

CODE FIRST SEMESTER SUBJECTS HOURS

REL 103 Church, Sacraments and Vincentian Heritage (54)

ENG 201 English for Specific Purpose 54

LIT 102 World Literature 54

SCI/PHILO 102Biotechnology and Bioethics with Research 54

MAT 20 Calculus for Economics, Business and Life Science 54

TOTAL = 216(54)

CAREER PATHWAY / BLENDED TRACK

Caregiving NC II

Caregiving Common Competencies:

• Gerontology

• Special Needs of the Geriatrics 135

• Safe and Health Home Environment

• Transferring

• Assisting Elderly in Walking and Using Assistive 135

Walking Devices

TOTAL = 486hrs.(54hrs.)


CODE SECOND SEMESTER SUBJECTS HOURS

REL 104 Christian Morality & Vincentian Heritage 54

ENG 237 Business English and Correspondence 54

FIL 122 Masining na Pagpapahayag ng mga

Kamalayang Global 54

SSC 122

Philippine Contemporary and Global

Society 54

PHL 122 Ethics 54

CAREER PATHWAY/BLENDED TRACK

Caregiving NC II

Caregiving Common Competencies:

• A Haven's Place, Our Home

TOTAL = 216(54)

• Clothes, Lines and Fabrics 135

• Hot and Cold Meals

• Preparing and Making Beds

• Practice Career Professionalism 135

TOTAL = 486hrs.


L 8

L 7

L 6

L 5

L 4

L 3

L 2

L 1

THE PHL QUALIFICATIONS FRAMEWORK

(Adopted by the TESDA Board on May 9, 2012)

G12

10

BASIC ED

TESD HIGHER EDUCATION

DIPLOMA

NC IV

NC III

NC II

NC I

DOCTORAL AND

POST DOCTORAL

POST BACCALAUREATE

BACCALAUREATE

Basic Education Program

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