Chairperson, Professional Regulation Commission Theme: Educational Leadership for Global Competitiveness and Sustainability Responding to the Challenges of ASEAN 2015 December 2, 2013 Understanding the Qualifications Frameworks for ASEAN 2015: Opportunities and Challenges Teresita R. Manzala Chairperson, Professional Regulation Commission Chairperson, ASEAN Qualifications Reference Framework

Outline of Presentation I. Regionalism II. Qualifications Landscape III. The ASEAN Economic Community 2015 IV. The ASEAN Mutual Recognition Arrangements (MRA) V. The Philippine Qualifications Framework VI. The ASEAN Qualifications Reference Framework VII. The Opportunities VIII. The Challenges IX. Way Forward

The Qualifications Landscape International Standard Classification of Education (ISCED) Regional Qualifications Frameworks (EQF) 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)

ASEAN ECONOMIC COMMUNITY Single Market and Production Base Competitive Economic Region EquitableEconomic Development Integration into the Global Economy 1. Free Flow of Goods 2. Free Flow of Services 3. Free Flow of Investment 4. Free Flow of Capital 5. Free Flow of Skilled Labor 6. Priority Integration Sectors 7. Food, Agriculture and Forestry 1. Competition Policy 2. Consumer Protection 3. Intellectual Property Rights 4. Infrastructure Development 5. Taxation 6. E-Commerce 1. SME Development 2. Initiative for ASEAN Integration 1. Coherent approach towards external economic relations 2. Enhanced participation in global supply networks

2015 ASEAN ECONOMIC COMMUNITY 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 ASEAN ECONOMIC COMMUNITY 2015 Free flow of professional services Free flow of goods   Overview on ASEAN. Established in 1967, the Association of Southeast Asian Nations (ASEAN) is composed of 10 member states: Brunei Darussalam, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam. It formally came to being in 2007, with the adoption of the ASEAN Charter at the 13th ASEAN Summit held in Singapore. Prior to that, in 2003, members agreed to pursue deeper and broader cooperation through community building with the adoption of the Declaration of ASEAN Concord, also known as Bali Concord II, at the 9th ASEAN Summit in Bali, Indonesia. The concord envisions the establishment of an ASEAN Community by 2020 with three pillars: ASEAN Economic Community, ASEAN Socio-Cultural Community and ASEAN Political-Security Community. Meeting in Cebu in 2007, the members decided to accelerate community building by moving inception from 2020 to 2015. To fast track the integration, members adopted blueprints containing action areas and goals—the ASEAN Economic Community (AEC) Blueprint in 2007, and the ASEAN Political-Security Community Blueprint and the ASEAN Socio-Cultural Community Blueprint in 2009. These blueprints were consolidated into the Roadmap for ASEAN Community, 2009-2015. ASEAN economic community building. The ASEAN Charter explicitly includes economic community building as one of the purposes of the organization: To create a single market and production base which is stable, prosperous, highly competitive and economically integrated with effective facilitation for trade and investment in which there is free flow of goods, services and investment; facilitated movement of business persons, professionals, talents and labor; and freer flow of capital. The AEC Blueprint embodies the collective commitments, including targets and timelines, of the ASEAN members for deeper and broader economic integration, with the following attributes: a) a single market and production base, b) a highly competitive economic region, c) a region of equitable economic development, and d) a region fully integrated into the global economy. The AEC Blueprint specifically provides that the “ASEAN 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. National implementation of the AEC Blueprint is monitored and evaluated through an indicator system denoted as “Scorecard.” Free flow of capital Free flow of investment Free flow of skilled labor Source: http://farm8.staticflickr.com/7272/7601994244_5d9ab99785_b.jpg 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

General Agreement on Trade in Services (GATS) 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.

ASEAN FRAMEWORK AGREEMENT ON SERVICES (AFAS) 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

The ASEAN Mutual Recognition Arrangements (MRA’s) Education Training Mobility Recognition Experience Certificates Licenses

The ASEAN MRAs PROFESSIONAL SERVICES DATE OF SIGNING 1. ENGINEERING Dec. 2005 2. NURSING Dec. 2006 3. SURVEYING Nov. 2007 4. ARCHITECTURE 5. DENTISTRY Aug. 2008 6. ACCOUNTANCY Feb. 2009 7. MEDICINE

Objectives of the MRA for Practitioners 1. Facilitate mobility of practitioners within ASEAN 2. Exchange information and enhance cooperation in respect of 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 and Eligibility of Foreign Practitioners 1. In possession of a qualification recognized by PRA of country of origin and host country 2. In possession of a valid professional registration and current practising certificate to practice issued by PRA of country of origin 3. Has been in active practice in country of origin Engineering/Architecture: 7 years Medicine/Dentistry: 5 years Nursing: 3 years

Recognition and Eligibility of Foreign Practitioners 4. In compliance with CPD requirements 5. 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

The Philippine Qualifications Framework (PQF)

I. PQF: Origin and Development 1998 Started with TVET Sector 2003 Philippine TVET Qualifications Framework (PTQF) 2004 Presidential Executive Order promoting expansion of QF

2011 INSTITUTIONALIZATION OF THE PHILIPPINE QUALIFICATIONS FRAMEWORK His Excellency Benigno S. Aquino III, President of the Republic of the Philippines, signed the Executive Order No. 83 dated October 1, 2012 2011 INSTITUTIONALIZATION OF THE PHILIPPINE QUALIFICATIONS FRAMEWORK

OUTPUTS INPUTS 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 The development of the Philippine Qualifications Framework had to be done in consideration of a number of inputs in order to generate the desired outputs.   It shall utilized extensive consultations and advocacy with stakeholders towards the successful implementation of the PQF in the country. 17

The Philippine Qualifications Framework (PQF) National Policy Levels of educational qualifications Standards for qualification outcomes Competency-based Labor market-driven Assessment-based qualification recognition

The PQF Coverage Basic Education Technical and Vocational Education Higher Education

All institutions and systems The PQF Coverage All institutions and systems Training Specialization Skills and competencies 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 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

THE PHL QUALIFICATIONS FRAMEWORK TECHNICAL EDUCATION AND SKILLS DEVELOPMENT LEVEL BASIC EDUCATION HIGHER EDUCATION L1 L2 L3 L4 L5 L6 L7 L8 DOCTORAL AND POST DOCTORAL POST BACCALAUREATE BACCALAUREATE BACCALAUREATE DIPLOMA NC IV NC IV NC III GRADE 12 NC II GRADE 10 NC I 24

6 LEVEL 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 Slide 27)  The baccalaureate level is on L6. 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 in professional work in a broad range of discipline and/or for further study.   25 25

7 LEVEL 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 (Slide 28)  Post Baccalaureate on L7.  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. 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.

8 LEVEL KNOWLEDGE, SKILLS & VALUES APPLICATION DEGREE OF INDEPENDENCE 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 27

The PQF: components 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

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

Example of Register Entry 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 CHED, PACUCOA General Education subjects, Mathematics, Surveying, Hydraulics, Structural Engineering, Construction (Slide 23)     This example of Register Entry shows: •         Qualification Title •         Qualification Level •         Issue Coding •         Date of Issue •         The Organization or school issuing the qualification •         Descriptor •         Number of units •         Entry Requirements •         The Developer of the qualification (which may be the school) •         Quality assurance body (example:  PACUCOA) •         And the content of the Qualification   30 30

Quality Assurance 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 (Slide 24) These mechanisms for providing recognition of qualifications support the new paradigm of Quality Assurance. Quality assurance provides confidence that quality requirements will be fulfilled. It refers to a planned and systematic process that provides confidence in the design, delivery and award of qualifications within an education and training system. It also ensures the protection of the stakeholders’ interests and investments in any accredited program.

Principle of Lifelong Learning (LLL) All learning activity undertaken throughout life, which results in improving knowledge, knowhow, skills, competencies and/or qualifications for personal, social and/or professional reasons. LLL encompasses all learning occurring between cradle and grave, from early childhood to training of people beyond their retirement. (Slide 25)  As envisioned in the AEC, Quality assurance supports LIFELONG LEARNING, which is defined as all learning activity undertaken throughout life, which results in improving knowledge, knowhow, skills, competencies and/or qualifications. As implied in its definition, lifelong learning is not limited by age but is pursued at any stage of life, even beyond the period of retirement.

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 learning 8. Government regulatory bodies confer recognition to certificates and licenses 9. Recognition of qualification is based on assessment of individual

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

The ASEAN Qualifications Reference Framework (AQRF)

ASEAN Qualifications Reference Framework (AQRF) 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) (Slide 33) The key features, structure and principles of the AQRF were finalized during the Meeting/Workshop of the AQRF Task Force in Kuala Lumpur held only this November 2013.   In May 2010, Manila: the 1st ASEAN Australia-New Zealand Free Trade Arrangement or AANZFTA  Joint Committee Meeting considered the draft of the concept proposal for the ASEAN Qualifications Reference Framework.

DEVELOPMENT Phase 1: Development of National Qualifications Frameworks (NQFs) or National Qualifications Systems (NQS) Phase 2: Development of ASEAN Qualifications Reference Framework (AQRF) - based on the policy concept paper - conducted Regional Forum - conducted National consultation workshops Phase 3: Capacity Building vis-à-vis AQRF - co-terminus with Phase II - Chair of the TF-AQRF – Steering Committee - Pilot Project : Thailand – New Zealand - Proposal : Philippines – Australia

Composition of Task Force on ASEAN Qualifications Reference Framework GOVERNANCE Composition of Task Force on ASEAN Qualifications Reference Framework 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 Philippines: PRC, DOLE, TESDA, DTI, DEPED, and CHED Chairmanship: 2012 - 2014

TERMS OF REFERENCE FOR THE TASK FORCE ON ASEAN QUALIFICATIONS REFERENCE FRAMEWORK Mandate: to design an ASEAN Qualifications Reference Framework (AQRF) as a common reference framework for the region Functions: Promote and facilitate peer dialogue, sharing of knowledge and information, collective learning and support aimed towards developing mutual trust in NQFs and qualification systems between and among ASEAN Member States; Consult with relevant public-private to arrive at a consistent and national position in the development of the draft AQRF. Regularly update the TF-AQRF, including through inter-sessional discussions, on the outcomes of such consultations including comments and feedback on issues. The Chair shall report the outputs and progress of the TF-AQRF’s work to the AANZFTA Committee on Trade in Services, SOM-ED and SLOM for information, input and coordination.

3rd Meeting / Workshop of the TF-AQRF November, 2013 Kuala Lumpur, Malaysia Updates: Finalization of the key features, structure and principles of the AQRF Document for endorsement by ASEAN Member States

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) SCOPE The ASEAN Qualifications Reference Framework, a common reference framework, will function as a device to enable comparisons of qualifications across ASEAN countries. The AQRF addresses education and training sectors (incorporates informal, non formal and formal learning) and the wider objective of promoting lifelong learning.

ASEAN Qualifications Reference Framework (AQRF) PURPOSE To enable comparisons of qualifications across countries that will: Support recognition of qualifications Encourage the development of qualifications frameworks that can facilitate lifelong learning Encourage the development of national approaches to validating learning gained outside formal education Promote and encourage education and learner mobility Promote worker mobility Lead to better understood qualifications systems Promote higher quality qualifications systems The AQRF enables comparisons of qualifications across countries that will: Support recognition of qualifications Encourage the development of qualifications frameworks that can facilitate lifelong learning Encourage the development of national approaches to validating learning gained outside formal education Promote and encourage education and learner mobility Promote worker mobility Lead to better understood qualifications systems 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) PROCESSES Underpinned 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 experientially Functional competence (skills or know-how), those things that a person should be able to do when they work in a given area Personal competence involving knowing how to conduct oneself in a specific situation

ASEAN Qualifications Reference Framework (AQRF) STRUCTURE: domains 1. Knowledge and skills 2. Application/responsibility

Application and Responsibility 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.

Application and Responsibility 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

Application and Responsibility 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 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

ASEAN Qualifications Reference Framework (AQRF) 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.

ASEAN Qualifications Reference Framework (AQRF) REFERENCING PROCESS: For those countries with a NQF, identify in a broad sense the best fit of levels of the national frameworks to that of the ASEAN Qualifications Reference Framework For those countries without a NQF, identify for national qualification types or for key qualifications, the best fit to the level of the ASEAN Qualifications Reference Framework Include confirmation that the accrediting and registering agencies meet agreed quality principles and broad standards.

ASEAN Qualifications Reference Framework (AQRF) REFERENCING PROCEDURE Describe a common structure for linking NQFs to the AQRF The consistency of this process as it is carried out in different countries is critically important for the integrity of the AQRF Ensure that the linking process undertaken is robust and transparent way critically important for the way people in other countries to understand and trust the outcomes of the referencing process Referencing criteria should cover areas that are important for consistency and trust Provide a common reporting structure for the referencing reports

ASEAN Qualifications Reference Framework (AQRF) REFERENCING PANELS : The referencing process requires that each country sets up a referencing panel of key stakeholders. Composition of each Country’s Referencing Panel : at least one international representative plus an additional observer from one of the other ASEAN countries. 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

THE PHL QUALIFICATIONS FRAMEWORK TECHNICAL EDUCATION AND SKILLS DEVELOPMENT LEVEL BASIC EDUCATION HIGHER EDUCATION L1 L2 L3 L4 L5 L6 L7 L8 DOCTORAL AND POST DOCTORAL POST BACCALAUREATE BACCALAUREATE BACCALAUREATE DIPLOMA NC IV NC IV NC III GRADE 12 NC II GRADE 10 NC I 57 57

INDONESIA S3 Subspesialist 9 S2 Spesialist 8 7 Professional 6 S1 D IV FORMAL ACADEMIC EDU FORMAL VOCATIOAL/PROF EDU S3 Subspesialist 9 S2 Spesialist 8 7 Professional S1 6 D IV 5 D III D II 4 D I 3 General High School Vocational Senior High School 2 Elementary/Junior High School 1

REFERENCE FRAMEWORK (AQRF) ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF) 8 1 2 3 4 5 6 7 9 Qualifications (A) (B) Country AQRF

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.

TASK FORCE ON AQRF WORK PLAN Workshop 4: QA processes Case study: referencing Pre-referencing activity Meeting 4: Finalization of draft AQRF Expected output: Complete final draft of AQRF for endorsement Meeting 5: Governance, regulatory arrangements and sustainability of the AQRF Meeting 6, 7, 8: ASEAN Member States were requested to meet and decide on what activities to suggest

UPDATES ASEAN Qualifications Reference Framework - one of the deliverables for 2015 ASEAN Economic Community for discussion in the Senior Economic Official Meetings (SEOM 1/45) in January 2014

Conceptual Framework Recognition of Development of Harmonization of Qualifications Qualifications Qualifications MOBILITY OF PROFESSIONALS COMPETITIVENESS OF FILIPINO PROFESSIONALS ASEAN MRA PQF AQRF

Regional and National Developments ASEAN Integration 2015 ASEAN MRA’s ASEAN Qualifications Reference Framework Philippine Qualifications Framework

Opportunities

ASEAN MOBILITY SITUATION: OPPORTUNITIES 626.5 million people, 2015 598.5 million people, 2010 Pool of movers. The ASEAN is a vast region with a total land area of 4.436 million square kilometers and total population of 598.5 million in 2010. Based on estimates, ASEAN population will remain robust in the coming years, expanding to 626.5 million in 2015, 43% of which will consist of working-age persons at 25 to 54. (ASEAN Secretariat, 2011). Despite of the global economy slowdown, ASEAN economies will continue to expand—by an annual average 10% in 2012-16. (Grant Thornton International Business, 2012)   By 2015, Philippines will be the largest ASEAN member in terms of population, after Indonesia. Its projected population at 101 million in 2015 will account for 16% of the ASEAN total (Table 1). ASEAN labor force is at 221.5 million in 1995, which is projected to expand to 346.6 million in 2020. The Philippines contributed nearly 10% of the ASEAN labor force in 2008. This share will increase to 14% in 2020 (Table 2). Opportunities for movers. Services sector has become an income and employment generator for ASEAN member states, accounting for 40% to 60% of their Gross Domestic Product (GDP) (ASEAN Economic Community Handbook for Business 2012) and 36.5% of employment. (ASEAN Statistical Yearbook 2010). See Table 3. Services sector has increasingly become an employment generator in ASEAN. Employment growth in ASEAN is driven by services, contributing 3.16 million in 2006-2007. While the region remains agricultural, with the share of agriculture to total employment at 44.5% in 2007, it is also largely driven by the services sector, accounting for a share of 36.5%. It is estimated also that by 2015, the services sector in ASEAN will be the largest sector in terms of employment, contributing a share of 41% up from 36.5 % in 2007 (Table 3). 40-60% of GDP of members from services 10% annual growth, 2012-2016 66 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

Opportunities Opening up of large market for our goods, skilled labor and professionals Recognition of the qualifications of our learners, skilled workers and professionals Adoption of best practices as a result of exchange of information on educational systems, licensure, registration and licensing policies and procedures

Opportunities For schools: elevation 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

Opportunities For regulatory bodies: improvement in the regulatory framework in order to protect the interest of the public, primarily students and parents

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: PQF Common platform for credit systems with ASEAN during pilot/pre-referencing with select undergraduate and post- graduate courses from HEI’s Capacity building to improve capacity of participating HEI’s to existing credit system 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 FAPE as an organization Continue making a great difference through the following initiatives: 1. Assistance to private educational institutions 2. Faculty welfare and retirement 3. Educational testing 4. Accreditation 5. Research and publications 6. Maintenance of networks and links

Congratulations to FAPE for organizing this Philippine Education Conference 2013

FOR YOUR KIND ATTENTION! THANK YOU VERY MUCH FOR YOUR KIND ATTENTION!