Framework for ASEAN 2015: A Roadmap for Schools

Framework for ASEAN 2015: A Roadmap for Schools
John Addy S. Garcia, PhD De La Salle University

ASEAN ECONOMIC COMMUNITY 2015
10 countries, single regional economic market by 2015 One Community Working together rather than competing with each other Strong emerging market of 600M people Regional Cooperation Free flow of goods, services, investment capital and skilled labor Professional mobility Free Trade ASEAN ECONOMIC COMMUNITY 2015 In the earlier sessions, you have learned about the ASEAN Economic Community in Let me just recap some of its key features: 1) establishing ONE community of ten different countries; 2) strengthening regional cooperation among South East Asian countries to create a strong emerging market of 600M people; 3) facilitate FREE trade – that is, create mechanisms and procedures for free flow of goods, services, investment, capital, and skilled labor (including professional mobility)

ASEAN 2015 Benefits (Runckel, 2012)
ASEAN ECOMIC COMMUNITY 2015 Brunei Cambodia Indonesia Laos Malaysia Myanmar Philippines Singapore Thailand Vietnam BENEFITS regional cooperation improve efficiency more attractive than individual countries emerging market focusing on SMEs tourism opportunity internationalization of health care Benefits (copied from Runckel, 2012) It will open more regional cooperation and will improve the scale efficiencies, dynamism and competitiveness of Asean members. AEC will enable easier movement of goods, services, investment, capital and people. All Asean countries are more important to foreign investors if they are considered as one node in a larger regional market of nearly 600 million people - a single market as an emerging market, ASEAN 2015 is more attractive than US and Europe SMEs accounted for 96% of enterprises and between 50-85% of domestic employment across Asean. Integrating these SMEs and supporting them in the inital period is very important but will be a challenge throughout ASEAN but particularly in the lesser developed ASEAN countries Asians travels more in the region and there are more travelers from other countries that have begun to reach out to Asia as new visitors. Internationalization of health care under the AEC. Health care is one of the sectors to be internationalized. This is definitely a big challenge as it is more complicated than just the popularity of Singapore and Thailand's "medical tourism" that patients travel from one country to another seeking better care at lower cost. The legal and licensing frameworks are still needed to be worked out. However, it offers potentials for the free-flow of health services, etc. in the region.

Competitiveness Assessment and Roadmap Action Agenda
National Consultation Workshop on a Competitive Philippines in ASEAN 2015 (DOST/NCRP) POLICY FRAMEWORK FOR PHILIPPINE COMPETITIVENESS Professional Competitiveness (PRC) Roadmap Action Agenda

ASEAN 2015 and Philippine Schools
Opportunities for growth Challenges of competitiveness How will ASEAN 2015 impact Philippine School? How relevant is ASEAN 2015 for the education sector? ASEAN 2015 can and will shape the direction for Philippine education, as it opens new opportunities for growth and as local educational institutions grapples with concomitant challenges inherent in integration of economies. Philippine educational institutions will have to maximize opportunities and manage/overcome the challenges. ASEAN 2015 opens a number of opportunities for growth in terms of expanding institutional linkages, creating new students market, exploring new career placements for your graduates, and even securing funding through partnerships. On the other hand, ASEAN 2015, also entails facing numerous challenges. Particularly, educational institutions will face challenges related to program regulation (i.e., curriculum development, program outcome evaluation, program and institutional accreditation), harmonization of educational policies and practices across the region, and evaluation recognition of the qualifications of graduates. The most fundamental question for HEI professional will be: How will our institutions and graduate remain competitive by 2015 and beyond? What directions will you take? What is your roadmap to ASEAN 2015 and beyond?

Roadmap to 2015 Inter-country agreements
Philippine policy initiatives and reforms Education Sector action Roadmap to 2015 Competitiveness of Filipino Professionals (PRC initiative) The road to ASEAN 2015 requires different actions across levels. On the ASEAN level, agreements are negotiated, which in turn, requires specific reforms from each member country (e.g., K-12). Crafted policies will then guide target sectors on what actions to take, particularly in terms of how to comply with set standards, and in the long term how to contribute to nation building. But in reality, moving from policies to action is a complicated and lengthy process that is best pursued through dynamic cooperation among policy-makers, regulators, and the target sector. Sound policies are “purified” through a diligent process of consultation, negotiation, and harmonization. In my presentation today, I would like to highlight how educational institutions can prepare for the impact of ASEAN 2015 by taking action related and parallel to the competitiveness assessment of Filipino Professionals. As the government, through the Professional Regulation Commission, initiates an assessment of the global competitiveness of Filipino professional, educational institutions can also explore the possibility of assessing the competitiveness of their graduates both in relation to the local and global markets. Competitiveness of graduates of Philippine Educational Institutions

Keypoints (condensed from Drake-Brockman, 2012)
Global Competitiveness of the Philippines Philippine Professionals and Global Market ASEAN Economic Community 2015 Assessing Competitiveness Assessing Competitiveness among Filipino Professionals Competitiveness Issues Facing Selected Professions: Engineering, Accountancy, Nursing Competitiveness Roadmap

Professional Competitiveness
Government Private Sector Professionals Academe

Global Competitiveness of the Philippines
Key Directions (Drake-Brockman, 2012) Implications/Action Promote export of services Comply with bilateral, regional, and international commitments to facilitate inflow of foreign services and services providers (inbound/outbound) Priority Mutual Recognition Arrangements (MRAs) - ASEAN Awareness of key priorities of the profession and the government Strengthen linkages with government regulatory bodies and professional organizations

Philippine Professionals and Global Market
Key Directions (Drake-Brockman, 2012) Implications/Action PRC highlights the need for more data-driven and evidence-based assessment of the global competitiveness of Filipino professionals Curricular reform responsive to global competitiveness assessment

ASEAN Economic Community 2015
Key Directions (Drake-Brockman, 2012) Implications/Action 10-country integrated economy by 2015 Trade (customs modernization standard and conformity and services liberalization), investments, agriculture, consumer protection, and ratification of transportation agreements. Looking at ASEAN as a market (e.g., international student enrollment, employment opportunities for graduates)

ASEAN Economic Community 2015
ASEAN FTA Implications ASEAN+6 ASEAN-China ASEAN-Japan ASEAN-Korea ASEAN-Australia and New Zealand ASEAN-India Looking beyond OECD, Middle East, and US Aligning with ASEAN+6 standards and market demands Establishing linkages with ASEAN+6 Education and Industry Partners

Assessing Competitiveness of the Services Sector
Key Points (Drake-Brockman, 2012) Services play a vital role in national growth, development, and job creation Accounts for 50% of economic activity, and employment Growth in services sector is positively correlated with developing countries’ transition to middle income status

Assessing Competitiveness Among Filipino Professionals
Key Directions (Drake-Brockman, 2012) Implications/Action To know where the strengths and weaknesses of the professions Where and how international business opportunities might be maximized How defensive their international posture needs to be and why Parallel assessment of quality of graduates vis-a- vis (local, national, regional, international) competitors

Assessing Competitiveness Among Filipino Professionals
Key directions (Drake-Brockman, 2012) Implications To know What needs to be done to get the Philippine domestic house in order fast (including the tertiary education system) Implement CHED, PRC guidelines Conduct competitiveness assessment of graduates (tracer studies, exit interviews, industry FGDs)

Factors affecting Services competitiveness (Drake-Brockman, 2012)
Endowments, human capital (talent, education, skills, ideas, culture of customer focus) Investment in intangible assets Enabling digital infrastructure Quality of institutions Efficiency of domestic regulation Connectedness with the International Market Services business stakeholder consultation Policy focus

Factors affecting Services competitiveness
Key Points (Drake-Brockman, 2012) Implications/action Services are more skills- intensive than other sector Creating environment for nurturing talent, skills and ideas are critical in attracting international work Relies heavily on innovation Developing global mindset among graduates Curricular programs responsive to both local and international demands Focusing on developing core competencies (talents, skills, ideas) Emphasizing innovation

Factors affecting Services competitiveness (Drake-Brockman, 2012)
Local Competitiveness International Competiveness Whether supply of skills is sufficient, relative to demand Getting the balance between ensuring high professional standards and meeting market demand Whether new professional skill set is becoming necessary Whether local professionals can attract foreign clients and what level of value-add services Whether Philippine professional offer professional value for money, and in what categories of practice

Competitiveness in simple terms (Drake-Brockman, 2012)
Professional Competitiveness as a function of Numbers Quality Quality assurance Practice Continuing education

Competitiveness Assessment Criteria (Drake-Brockman, 2012)
Market conditions and trends Skill shortages can suggest graduates are in-demand, hence competitive Core competency standards Technical standards above or at par with regional best practice Quality assurance Strong international confidence in domestic regulatory systems Salary/fee expectations Prices not higher than regional average Language skills and personal attributes International clients are attracted by communication skills, flexibility, adaptability, and initiative

PRC Professional Services Competitiveness Assessment (Drake-Brockman, 2012)
Engineering (Civil, Geodetic, Mechanical, Electrical, Chemical, & Electronic) Architecture Accountancy Medicine Dentistry Nursing

Competitiveness Assessment: Engineering

Competitiveness Issues: Engineering
Competency At par or higher than most ASEAN economies Top markets: Singapore, Malaysia, Brunei Less informed about: Indonesia and Thailand Significantly under informed: Cambodia, Laos, Myanmar, Vietnam CPE not mandatory Quality Assurance Not yet outcomes-based education compliant Not yet a signatory to the Washington Accord No Philippine engineers listed among the ASEAN Registered Engineers Competency At par or higher than most ASEAN economies Top markets: Singapore, Malaysia, Brunei Less informed about: Indonesia and Thailand Significantly under informed: Cambodia, Laos, Myanmar, Vietnam CPE not mandatory Quality Assurance Not yet outcomes-based education compliant Not yet a signatory to the Washington Accord No Philippine engineers listed among the ASEAN Registered Engineers

Personal Attributes Competitive in English- speaking markets Has reputation for being highly flexible, fast learners, multi-taskers, able to fit-in in any team (including supervisory levels) Can rise to meet work- place challenges International Value for Money Salary and fee-level expectations at the low end of the ASEAN-6 market Competitive edge in high value ASEAN market (Singapore and Malaysia) Personal Attributes Competitive in English-speaking markets Has reputation for being highly flexible, fast learners, multi-taskers, able to fit-in in any team (including supervisory levels) Can rise to meet work-place challenges International Value for Money Salary and fee-level expectations at the low end of the ASEAN-6 market Competitive edge in high value ASEAN market (Singapore and Malaysia)

Domestic and International Skills Shortages Local skills shortage, in both rural and urban areas Engineering faculty skills shortage Varying degree of awareness of competitiveness among professionals Engineering competitiveness suffers due to absence of: Well-equipped university laboratories Strong R&D environment and of any articulated policy on innovation Limitations on foreign equity Domestic and International Skills Shortages Local skills shortage, in both rural and urban areas due to high demand and short supply There is engineering faculty skills shortage due to competitive rates offered by industry (locally and internationally) Engineers in industry were more aware of trends in competitiveness than their government and academe counterparts Engineering competitiveness suffers due to absence of: Well-equipped university laboratories Strong R&D environment and of any articulated policy on innovation Limitations on foreign equity negatively impacts the availability of foreign funding for technical equipment

Competitiveness Assessment: Accountancy

Competitiveness Issues: Accountancy
Competency High competency standards Adopts international standards High marketable profession; popular college course Not threatened by foreign professionals Entry into international job markets PRB upgrading standards of accountancy teachers External accreditation of accountancy schools Competency High and consistent with or higher than other ASEAN countries Pioneered in adopting IFAC standards High marketable profession; popular college course Philippine accountants are not threatened by presence of foreign accountants in EPZA Philippine accountants manage to achieve entry in US, Bermuda, Bahamas, Cayman Islands despite the difficulty in obtaining visas PRB upgrading standards of accountancy teachers External accreditation of accountancy schools

Quality Assurance not yet compliant IFAC obligations initiatives to develop and improve local quality assurance systems in the profession Adoption of international standards and code of ethics Personal attributes Familiarity with US, British, and Japanese system Regional hub for talent development Lack of skills to market the profession internationally Quality Assurance PHL not yet compliant with its member obligations under IFAC Efforts are taken to develop and improve local quality assurance systems in the profession Adoption of international standards and code of ethics Personal attributes Familiarity with US, British, and Japanese system Regional hub for talent development Lack of skills to market the profession internationally

Skills shortages Skills shortages in the provinces Underemployment High staff turnover affected by accreditation, workload, and seasonal availability of temporary staff Employment in BPO sector, but at lower levels Emerging employment in Knowledge-Process Outsourcing (KPO) Value for Money Salary and fee level expectation are competitive across ASEAN Skills shortages Skills shortages in the provinces Supply is plentiful, a number of professionals are underemployed High staff turnover affected by professional accreditation processes, lumpiness of annual tax audit activities, and availability of temporary staff during buy audit period Employment in BPO sector, but at lower levels Emerging employment in Knowledge-Process Outsourcing (KPO) Value for Money Salary and fee level expectation are competitive across ASEAN

Competitiveness Assessment: Nursing

Competitiveness Issues: Nursing
Skills shortages High local unemployment and underemployment Overseas employment due to Migration and not Trade Limited preferred destinations Limited overseas employment due to depressed global economic climate Large ageing population in OECD countries provides high medium term work opportunities Lack of local funding to hire more nurses in hospitals Lack of nursing teachers Inclusion of employment for nurses in trade agreements with ASEAN, Japan and Australia Skills shortages High rate of local unemployment and underemployment Overseas employment due to Migration and not Trade Preferred destinations US, Canada, UK, Middle East Limited overseas employment due to depressed global economic climate Large ageing population in OECD countries provides high medium term work opportunities Lack of local funding to hire more nurses in hospitals Lack of nursing teachers Inclusion of employment for nurses in trade agreements with ASEAN, Japan and Australia

Value for Money Reluctant to go to lower wage destinations or alternative markets Few work at an entrepreneurial level Personal attributes Uninterested in management positions in offshore markets Monetary consideration had negative impact on the perception of the profession Value for Money Reluctant to go to lower wage destinations or alternative markets Few work at an entrepreneurial level in independent and community practice Personal attributes Uninterested in progressing to management positions in offshore markets Monetary consideration had negative impact on the nurturing and caring attributes of the profession

Competency and Quality Assurance Updated curriculum Credentialing programme for career pathways Amendment of law Nursing board actively monitored quality of nursing education, closed 80+ substandard schools Competency and Quality Assurance Curriculum is updated and regularly reviewed Nurse-credentialing programme to facilitate career pathways Moves to amend the Law, particularly provisions related to discipline repeat attempts to pass the licensure exams Nursing board actively monitored quality of nursing education, closed 80+ substandard schools

Competitiveness Roadmap (Garelli, 2011)
an attempt to describe and assess the main issues that will affect the world competitiveness landscape over a specific time period subjective assessment which aims to bring some coherence to the multitude of issues that are said to be having an impact – sooner or later – on the competitiveness landscape

Competitiveness Roadmaps
Current State Action Agenda Competitiveness Goals PRC mandated all regulatory boards to prepare and disseminate competitiveness roadmaps for all regulated professions

Competitiveness Roadmaps for Schools
Current State Action Agenda Competitiveness Goals Is it important and practical for HEIs to conduct and disseminate competitiveness roadmaps, similar to what PRC requires from regulated professions?

Competitiveness Assessment and Roadmap Action Agenda
National Consultation Workshop on a Competitive Philippines in ASEAN 2015 (DOST/NCRP) POLICY FRAMEWORK FOR PHILIPPINE COMPETITIVENESS Professional Competitiveness (PRC, APO, CHED, HEIs) Roadmap Action Agenda

Roadmap action agenda (Drake-Brockman, 2012)
Action Agenda for the Profession Education and Skills Issue Action Agenda to prepare Professionals R&D Innovation, Knowledge-Infrastructure Policy and Regulatory Focus Promoting and Facilitating PHL capability globally and regionally The roadmap action agenda for the regulated profession covers five areas: Education and skills issues R&D innovation, knowledge infrastructure Policy and regulatory focus Promoting and facilitating the capability of the Philippines (including its professionals) globally and regionally Investment climate and trade issues In the first 4 areas, educational institutions can directly participate in shaping the direction, by actively advocating for the target changes (the last action agenda area requires more direct intervention from the government). Educational institutions can choose to take a more direct action by directly advocating for specific profession, or choose a more indirect action by addressing the challenges of preparing our nation’s future globally competitive professionals. In the succeeding slides, the important questions related to each areas, including possible implications to educational institutions, will be presented. Investment Climate & Trade Issues

Education and Skills Issues
Roadmap Action Agenda Education and Skills Issues How to boost the availability and expertise of the professional practitioners to ensure they are positioned to take advantage of regional and global business opportunities? How can QA frameworks be established? Which workforce issues should be addressed? (Drake-Brockman, 2012)

R&D Innovation Knowledge- Infrastructure
Roadmap Action Agenda R&D Innovation Knowledge- Infrastructure What could be done to boost the ability of PHL professional services sector to increasingly improve productivity through innovation? How could a higher level of collaboration be encouraged between the private sector, academia, and government agencies? (Drake-Brockman, 2012)

Policy & Regulatory Focus
Roadmap Action Agenda Policy & Regulatory Focus Is a higher level of support needed from the policy or other regulatory institutions to help improve the profession’s access to global or regional opportunities? (Drake-Brockman, 2012)

Promoting & Facilitating PHL capability globally & regionally
Roadmap Action Agenda What might be done to improve the profession’s “branding” either domestically or internationally? Promoting & Facilitating PHL capability globally & regionally (Drake-Brockman, 2012)

Investment Climate Issues & Trade Issues
Road Map Action Agenda Funding and investment Implementation of ASEAN MRAs Investment Climate Issues & Trade Issues (Drake-Brockman, 2012)

Professional Competitiveness
Government Private Sector Professionals Academe

Discussion Points To what extent will the University initiate, participate, or contribute to the challenge of preparing globally competitive graduates/professionals? What action agenda can be taken in relation to: Assessment of competitiveness of graduates Professional education Advocacy for quality assurance Promotion of innovation Addessing the challenges of global competitiveness?

Qualifications Framework Quality Assurance Professional Mobility
ASEAN 2015 Qualifications Framework Quality Assurance Professional Mobility Economic, Political, Cultural Integration Philippine Education Sector Institutional Readiness Strategic Positioning Harnessing Resources

ASEAN & Philippine Qualifications Framework
Excerpts from the Presentation of PRC Chair Teresita Manzala during the PACUCOA General Assembly in December 2013

(Manzala, 2013)

The ASEAN Economic Community 2015
Single Market and Production Base Free flow of professionals Free flow of skilled workers Free flow of goods Free flow of investment Free flow of capital (Manzala, 2013)

The ASEAN Mutual Recognition Arrangements (MRA’s)
Education Training Mobility Recognition Experience Objective of ASEAN MRAs (Mutual Recognition Agreement) 1. Facilitate mobility of professionals within ASEAN 2. Exchange information and enhance cooperation in respect of mutual recognition of professionals (Priority: engineers, architect, medical doctors, dentists, nurses) 3. Promote adoption of best practices on standards and qualifications 4. Provide opportunities for capacity building and training of professionals It also entails exchange of information, particularly related to: Basic qualifications and recognized institutions Postgraduate qualifications and recognized institutions Core competencies and scope of practice Certificates Licenses (Manzala, 2013)

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. How and when did the work on the PQF started: In 1998, the TVET sector started the discussion In 2003, the Philippine TVET Qualifications Framework was formulated In 2004, a Presidential Executive Order promoted the expansion of the qualifications framework In 2012, the Executive Order No 38, also note as the Institutionalization of the Philippine Qualifications Framework, was signed by the Philippine President. The Order directed pertinent government agencies to work together to define qualifications, align and harmonize the curriculum in Philippine schools to address labor issues of unemployment, job mismatch, and global competitiveness (Manzala, 2013) 51

The Philippine Qualifications Framework (PQF)
National Policy Levels of educational qualifications Standards for qualification outcomes Competency-based Labor market-driven Assessment-based qualification recognition (Manzala, 2013)

The PQF Coverage (Manzala, 2013) Basic Education
Technical and Vocational Education Higher Education (Manzala, 2013)

All institutions and systems
The PQF Coverage All institutions and systems Training Specialization Skills and competencies Work experience Lifelong learning (Manzala, 2013)

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 (Manzala, 2013)

Governance of the PQF (Manzala, 2013)
National Coordinating Committee (NCC) Technical Secretariat PQF Working Groups DEPED TESDA CHED PRC DOLE (Manzala, 2013)

Governance of the PQF Chairman Secretary, DEPED Members:
Secretary, DOLE Director-General, TESDA Chairperson, CHED Chairperson, PRC (Manzala, 2013)

PQF Working Groups and Lead Agencies
Qualifications Register (TESDA) Pathways and Equivalencies (CHED) International Alignment (PRC) Information and Guidelines (DEPED) Quality Assurance (Manzala, 2013)

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 (Manzala, 2013) 59

8-LEVEL QUALIFICATIONS DESCRIPTORS
Defined in terms of 3 domains 1. Knowledge, skills and values 2. Application 3. Degree of independence (Manzala, 2013)

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 (Manzala, 2013) 61

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 (Manzala, 2013) 62

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 (Manzala, 2013) 63

The PQF: components 2. Covers three sectors: Basic education TVET
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 (Manzala, 2013)

PQF: components Qualifications Register Quality Assurance
Pathways and Equivalencies International Alignment Credit Accumulation and Transfer Lifelong Learning Recognition of Prior Learning (Manzala, 2013)

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 (Manzala, 2013)

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 (Manzala, 2013)

ASEAN Qualifications Reference Framework
The AQRF is a common reference framework which functions as a translation device for the comparison of the qualifications across participating Member countries. It addresses education and training sectors (Education and training incorporates informal, non formal and formal learning. Formal learning includes but is not limited to post compulsory schooling, adult and community education, TVET and higher education) and the wider objective of promoting lifelong learning. (Manzala, 2013)

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 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 (Manzala, 2013)

ASEAN Qualifications Reference Framework (AQRF)
8 levels 8 highest level Descriptors expressed as learning outcomes Type Cognitive competence Functional competence Personal competence Domains Knowledge & skills Application/responsibility STRUCTURE: Learning Outcomes Based on descriptors of levels of complexity of learning outcomes Facilitate comparisons and links 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 STRUCTURE: domains 1. Knowledge and skills 2. Application/responsibility

ASEAN Qualifications Reference Framework (AQRF)
ASEAN QRF PQF & AMS QF REFERENCING: CRITERIA To establish the comparability of ASEAN country framework levels or qualifications types, countries will need to refer their qualification framework levels or qualification types to the AQRF. However, countries could, if there is no national qualifications framework, align their benchmark level qualifications or qualifications types to the AQRF. Proposal: 2018 REFERENCING: Procedure To describe a common structure for linking NQFs to the AQRF. To ensure that the linking process undertaken is robust and transparent way. To provide a common reporting structure for the referencing reports.

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 (Manzala, 2013) 72 72

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 (Manzala, 2013)

REFERENCE FRAMEWORK (AQRF)
ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF) 8 1 2 3 4 5 6 7 9 Qualifications (A) (B) Country AQRF (Manzala, 2013)

What are the implications for Higher Education?
(Manzala, 2013)

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 (Manzala, 2013)

1. Curriculum Planning Shift to outcomes-based education and the use of learning outcomes Higher Ed CMO 46 OBE TVET Basic Ed (K12) (Manzala, 2013)

2. Development of Qualifications, with PQF Level, Learning Descriptors
ASEAN MRA: exchange of information on 1. Basic Qualification and recognized institutions 2. Postgraduate Qualifications and recognized institutions 3. Core competencies and scope of practice (Manzala, 2013)

3. Qualification Register
Basic qualifications Postgraduate qualifications (Manzala, 2013)

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 (Manzala, 2013) 80

Example of Register entry Specialist in General Surgery
Number Classification Organisation Qualification type Level Credit Entry Requirements Outcome statement Qualification developer Quality assurance body Content 00__________ Medical Specialty PCS / PSGS Postdoctoral Degree PQF Level 8 Number of hours or Units Passed the PRC Physician Licensure Examinations A solid grounding in the diagnosis and management of surgical disorders and conditions falling under the scope of GS PSGS Committee on Accreditation/Philippine Board of Surgery Biomedical Sciences, General Surgery covering head and neck, thorax, abdomen, extremities; Specialty Surgery clinical rotations; Basic Anesthesia (Manzala, 2013) 81

PQF Qualification Register
PQF Level 8 Doctoral Postdoctoral Academic Qualification PhD Professional Qualification Diplomate / Fellow (Manzala, 2013)

4. Quality Assurance: QA Mechanism for HEI’s
CHED PRC Professionals Schools Graduates Accrediting Bodies (Manzala, 2013)

QA for HEI’s Regulatory Body: CHED External accrediting bodies:
1. Philippine Accrediting Association for Schools, Colleges and Universities (PAASCU, 1957) 2. Philippine Association of Colleges and Universities- Commission on Accreditation (PACUCOA, 1973) (Manzala, 2013)

QA for HEI’s Regulatory Body: CHED External accrediting bodies:
3. Association of Christian Schools and Colleges-Accrediting Agency (ACSC-AA, 1976) 4. Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP,1989) (Manzala, 2013)

QA for HEI’s “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 (Manzala, 2013)

Small number of HEI’s obtained external accreditation
Philippine Study Journal of Philippine Higher Education Quality Assurance (Vol. 1, No. 1, 2003) Author: Manuel T. Corpus Executive Director Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP) Small number of HEI’s obtained external accreditation (Manzala, 2013)

5. Certification of Graduates
Assessment of competencies of individual Certification of competencies attained Government recognition of certificates and licenses (Manzala, 2013)

6. International Alignment
Recognition of qualifications is based on international benchmarks and standards Globalization of standards: Dublin Accord Sydney Accord Washington Accord International Maritime Organization (IMO) (Manzala, 2013)

Challenges PRC data: the overall passing percentage of graduates who took the licensure examinations from is 38% The development and implementation of the PQF, and its referencing to the AQRF in 2018 (Manzala, 2013)

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 (Manzala, 2013)

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 ASEAN Member States (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 (Manzala, 2013)

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 postgraduate 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. (Manzala, 2013)

Reflecting on the Implications of ASEAN 2015 to PH Educational Institutions
Way Forward

Institutional Readiness
Reflection Questions Priority Action Areas To what extent are the member institutions ready to become competitive when the ASEAN Market opens in 2015? How ready and open are the institutions for international student enrollment and faculty employment? Academic program quality Mechanisms, policies and procedures Credit system Academic calendar Student/Faculty exchanges Resources and facilities

Networks and Linkages Reflection Questions Priority Action Areas What existing networks and linkages can be tapped to ensure competitiveness after ASEAN 2015? To what extent is the organization in touch with its ASEAN counterparts? To what extent are the profession familiar with the ASEAN market? Benchmarking programs and policies locally and regionally Understanding the ASEAN Market Exploring networks beyond AUN

Focusing on core strengths
Reflection Questions Priority Action Areas What are the core strengths (advantage) of the member institutions vis-à-vis regional counterparts? What can the member institutions offer to the ASEAN Market? Program “excellence” audit Establishing and strengthening QA systems to meet local and regional/international standards Market positioning/ branding

Understanding ASEAN 2015 Regional competitiveness HEIs contribution in preparing globally competitive professionals Action Agenda for ASEAN Road Map for Schools Understanding qualifications frameworks 3-Point Way Forward Institutional Readiness Networks and Linkages Focusing on Strengths

“With the ASEAN Integration in 2015, there is a lot to be done in Higher Education…”
“There is a need to bring together all stakeholders : government agencies, academe, accrediting bodies, industry/business,, professional organizations, professionals in enhancing our Education Competitiveness” Atty. Teresita Manzala PRC Chair Chair, AQRF Task Force Committee

References Department of Science and Technology, Republic of the Philippines. (2011). Consultation/Workshop on a competitive Philippines in ASEAN Drake-Brockman, J. (2012). Rapid Assessment Report on the Competitiveness of Regulated Professions Covered by the ASEAN MRAs. Professional Regulation Commission: Manila, Philippines Garelli, S. (2011). The competitiveness roadmap: (The IMD World Competitiveness Yearbook 2011). Retrieved from _A4.pdf Manzala, T. (2013). Quality assurance. Kenote address presented during the 24th PACUCOA General Assembly. Runckel, C.W. (2012). Asia opportunities: ASEAN Economic Community Retrieved from asia.com/asia/asean_economic_community.html

Salamat! Terima Kasih! cảm ơn bạn ขอขอบคุณ សូមអរគុណអ្នក ຂໍຂອບໃຈທ່ານ Thank you!

Framework for ASEAN 2015: A Roadmap for Schools

Similar presentations

Presentation on theme: "Framework for ASEAN 2015: A Roadmap for Schools"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Framework for ASEAN 2015: A Roadmap for Schools

Similar presentations

Presentation on theme: "Framework for ASEAN 2015: A Roadmap for Schools"— Presentation transcript:

Similar presentations

About project

Feedback