2. One Vision, One Identity and One Caring and Sharing Community Roadmap for an ASEAN Community (2009-2015)

3.  ASEAN Political-Security Community  ASEAN Economic Community  ASEAN Socio-Cultural Community

4. 1.A Rules-Based Community of Shared Values and Norms 2.A Cohesive, Peaceful and Resilient Region with Shared Responsibility for Comprehensive Security 3. Strengthening ASEAN Centrality in Regional Cooperation and Community Building

5. 1. Single Market and Production Base 2. Competitive Economic Region 3. Equitable Economic Development 4. Integration into the Global Economy

6. “… From relegating education to just one of the many concerns to making education the central strategy for investing in our people and building national competitiveness…” A commitment of Philippine President Benigno S. Aquino III

7. No.Age RangeCycle Description 1Age 0 to 6Foundation Cycle 2Age 6 to 12Elementary Education Cycle 3Age 12 to 18Secondary Education Cycle 4Age 18 to 24Tertiary Education Cycle 5Age 24 & aboveContinuing Education Cycle

8. Grade 1 Grade 2 Grade 4 Grade 6 Graduate Year 1 Year 4 Graduate College 1 st Year College Degree Graduate 10085766658432314 Typical Progression of a Sample Cohort of 100 Pupils

11. Republic Act No. 10533 or The Enhanced Basic Education Act of 2013 was signed by Pres. Benigno S. Aquino III last May 15, 2013.

13. K to 12 and Further Education TESDA HIGHER EDUCATION HIGHER EDUCATION POST BACCALAUREATE DOCTORAL AND POST DOCTORAL BACCALAUREATE Grade 12 Grade 10 Grade 12 Grade 10 NC I THE PHL QUALIFICATIONS FRAMEWORK (Adopted by the TESDA Board on May 9, 2012) BASIC EDUCATION DIPLOMA NC III NC II NC IV

14. Package of or group of competencies (abilities and skills) that describes a particular function or job role existing in an economic sector. 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 It consists of units of competencies to cover the work activities required to undertake a particular job role

15. 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. 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.

16. What is the Philippine National Qualifications Framework (PNQF)? *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

21. LEVEL 5 Knowledge, Skills and Value 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 QUALIFICAT ION TYPE DIPLOMA

23. 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, 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 further study DEGREE OF INDEPENDENCE Independent and or in teams of multidisciplinary QUALIFICATION TYPE Post- Baccalaureate Program

24. LEVEL 8 Knowledge, Skills and Value Graduates at this level have highly advanced systematic knowledge and skills in a highly specialized and/or complex multi- disciplinary 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 multi- disciplinary and more complex setting QUALIFICATION TYPE Doctoral Degree and Post- Doctoral Programs

26. 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 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 Certificates and licenses recognized by government

27. Assures that the standards and qualifications are consistent to job requirements / demands Assures that the standards and qualifications are consistent to job requirements / demands Provides common understanding on standards, qualifications and levels Provides common understanding on standards, qualifications and levels

28. Ensures transparency in the training provision, conformance to standards and preciseness of accountability for learning outcomes 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 Provides common understanding of policies and guidelines on credit transfers, articulation, portability, bridges pathways and recognition of prior learning

29. Provides the standards, taxonomy and typology of qualifications as bases for granting approvals to providers and stakeholders 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 Harmonizes qualifications in education and training across the Country

30. Industry Industry Needs Need Need for Global Recognition of Competencies Current Current Qualifications issues at all levels Qualification Qualification issues in recognition of prior learning Research Research and policy papers NQF NQFs NQFs of other Countries

31. Qualification Qualification levels Descriptors Descriptors Registers Registers Working Working groups Pathways Pathways and Equivalences Quality Quality Assurance Information Information and Guidelines International International Alignment

33. The K to 12 Graduate

34. Basic Education Program Offers tracks that lead to specialization in Academics, Tech-Voc, and Sports & Arts Academic Specialization Academic Specialization Technical-Vocational Specialization Technical-Vocational Specialization Sports Arts Specialization Science, Math, English, Contemporary Issues and Specializations Grades 11- 12 (New HS Years 5-6) Core Learning Areas plus Elective TLE of the student’s choice Grades 9-10 (JHS Years 3-4) Core Learning Areas and TLE Grades 7-8 (JHS Years 1-2) Core Learning Areas plus Mother Tongue until Grade 3; Science starting grade 3; EPP starting grade 4 Grades 1-6 Learning Domains Kindergarte n K to 12 Curriculum Model (Initial Model)

35. Basic Education Program K to 12 graduates proceeding to college take 1 yr. revised General Education Curriculum (GEC) followed by 2+ yrs. of Major Courses Business and Entrepreneurship Business and Entrepreneurship Technical-Vocational Humanities and Social Studies CORE (Language, Literature, Philosophy, Science, Social Science) + CAREER PATHWAYS (with Immersion) Grades 11- 12 (SHS) Core Learning Areas plus Elective TLE Grades 9-10 (JHS Years 3-4) Core Learning Areas and Exploratory TLE (1 per Quarter) Grades 7-8 (JHS Years 1-2) 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 Grades 1-6 Learning Domains Kindergart en K to 12 Curriculum Model Science, Technology, and Engineering Sports Final Model as of October 2012

36. Basic Education Program

43.  CURRENT PREPARATIONS IN RESPONSE TO K-12 Possible funneling down to grades 11 and 12 More semesters devoted to subjects in the degree of specialization in higher education Decongestion of curricular imperatives for specific higher education degree programs Greater chances for accommodating benchmarked materials from different countries to make curriculum globally competitive Close coordination for the smooth inclusion of CHED and TESDA concerns in the curricula of Grades 11 and 12.

44. ROAD MAP Presentation of college Readiness Standards Transition from Grades 12 to college Revision of undergraduate degree programs Revision of general education curriculum Revision of teacher education curriculum

45. HEI’S RESPONSE 1. PREPARE YOUR FACULTY, STAFF AND STUDENT- POSITIVE MINDSET 2. REVIEW YOUR STRENGTHS AND WEAKNESSES AS AN ACADEMIC INSTITUTION 3. ASSES YOUR CURRENT ACADEMIC STANDING AND LICENSURE PERFORMANCE 4. REVIEW YOUR CURRICULUM-OUTDATED COMPLIANT TO MINIMUM STANDARDS 5. BENCHMARKED AGAINST FOREIGN STANDARDS

46. 6. CHECK YOUR FACILITIES AND EQUIPMENT FOR SPECIFIC DEGREE PROGRAMS 7. FACULTY DEVELOPMENT: ANY CONCRETE PLANS? 8. TAKE CONCRETE STEPS TO PREPARE YOUR FACULTY FOR OUTCOMES-BASED EDUCATION 9. BE IN: ORIENTATION/UPDATE SEMINARS OF DEPED, CHED AND TESDA

47. LIBRARY OPERATIONS GIVEN  Library services and management as a basic support to any academic activity in the pursuit of knowledge and truth.  Knowledge explosion warrants a more comprehensive and more encompassing repository of data and research in all fields of discipline.  Provides data, history, etiology, and best practices needed by decision makers  Promotes enrichment of issues and trends with the updates of library materials.  Provides materials and scientific support in aid of policy development

48. ELEMENTS OF QUALITY LIBRARY SERVICE  SIZEABLE NUMBER OF LIBRARY HOLDINGS  UPDATED UNION LIST, CATALOGS, AND LIBRARY DOCUMENTATIONS  INTERNET CONNECTIONS AND WIFI HOOK-UPS  UP-TO DATE ASSISTANCE OF LIBRARIANS  GOOD SELECTION OF REFEREED JOURNALS  REPUTABLE GENERAL AND SUBJECT REFERENCE

49. IMPLICATIONS TO LIBRARIES AND LIBRARIANS Revisit old roles and reflect on new ones: As Library and Information Systems Manager As Instructional Technologist As Teacher As Consultant and Counselor As Community Developer As Literacy Advocate

50. ACTIVITIES Design and implement library programs and services that adhere to the K-12 and that answer curricular requirements/ Engage in continuous and meaningful professional development activities. Establish local, regional, national and global links and networks THE FUTURE SCENARIO  Niche development by disciplinal interest  Globally competitive library facilities and services  ASEAN presence and extensive networking  Massive off/on shore outsourcing  Effective library marketing

51. THE NEW GLOBAL LIBRARY AND INFORMATION ENVIRONMENT Geometric increase in the quantity of information Greater access to a wider range of information sources via the WWW Increase speed in acquiring and disseminating information Constantly evolving Its (hardware and software) Need for continuous learning for library staff and users Need for bigger financial investments to avail of electronic resources

52. THE INFORMATION WORLD IS UNDERGOING TRANSITON  From a Library-centered to an information-centered entity  From a paper-based environment to a predominantly digital interface,i.e. using search engines, online databases, data mining, etc.  From the Library as an institution to the Library as an information provider with IT skilled specialists functioning in an automated environment.

53. THE NEW LIBRARY VERSION: Just like Web 2.0, there is also Library 2.0 1.Library 2.0 visualizes a “very different library service that operates according to expectations of today’s library users. In this vision, the library makes information available wherever and whenever the uses requires it”. 2.Realizing this vision requires change across a wide range of systems, processes and attitudes.

54. PRINCIPLES GOVERNING LIBRARY The Library is everywhere The Library has no barriers The Library invites participation The Library uses flexible, best-of- breed systems.

55. MORE TRANSITIONS IN THE INFO WORLD From utilizing new technology to automate library functions to utilizing IT for the enhancement of information access. From Library networking to wider collaboration with all types of institutions and information with all types of institutions and information professionals, even with politicians. From acquisition to access, i.e. instead of purchasing information sources, licenses for remote access are paid for. From lack of concern for intellectual property to ethical and judicious use of copyrighted materials.

56. ROLE OF LIBRARIANS IN THE 21 ST CENTURY  Information Broker for both print and electronic media  Change agent, i.e. Technology application leader  Facilitator  Educator  Innovator/Web Site/ Designer/Builder/Manager  Database Manager  Collaborator  Policy maker  Business Manager  Image Maker

57. PUT YOUR LIBRARY OUT THERE 10 STEPS 1. Communicate ….listen to your staff 2. Involve staff in planning 3. Tell stories…promote the library’s value 4. Be transparent…let users and staff know about new plans/projects 5. Report and debrief 6. Do your research… you must be in the know 7. Manage projects well 8. Formally convene the emerging technology group 9. Training 2.0: let everyone play & experience 10. Celebrate successes

58. “It’s a great time to be a Librarian”