ASEAN Qualification Reference Framework PDF

GROUP 7 OUTLINE C. Qualification Frameworks ASEAN QUALIFICATION REFERENCES FRAMEWORK The ASEAN Qualifications Reference Framework (AQRF) is a common standard that allows for the comparison of educational qualifications across the ten ASEAN Member States. It aims to facilitate the recogniti...

GROUP 7 OUTLINE C. Qualification Frameworks ASEAN QUALIFICATION REFERENCES FRAMEWORK The ASEAN Qualifications Reference Framework (AQRF) is a common standard that allows for the comparison of educational qualifications across the ten ASEAN Member States. It aims to facilitate the recognition of qualifications, promote lifelong learning, validate non-formal and informal education, support student and worker mobility, and improve the overall quality of education and training systems within the region. By aligning their national qualifications frameworks to the AQRF, ASEAN countries can enhance the comparability and international recognition of their qualifications, ultimately benefiting both individuals and economies. What is ASEAN stands for? Association of Southeast Asian Nations Economic Political Security Cooperation ASEAN COUNTRIES Brunei Cambodia Indonesia Laos Malaysia Myanmar Philippines Singapore Thailand  Vietnam What is Asean Qualifications References Framework? It is a common references framework that enables comparisons of education qualification across participating ASEAN Member States (AMS). What are the objectives of AQRF (asean qualifications references framework) Recognition Qualifications - means acknowledging and accepting educational qualifications from different ASEAN countries. This allows for easier movement of skilled workers and students across the region. By setting a common standard, the AQRF ensures that qualifications from one country are understood and valued in another. This simplifies the process of job applications, academic transfers, and professional certifications, fostering greater regional integration and cooperation. National Approaches - The AQRF encourages each ASEAN country to develop its own methods for recognizing learning that happens outside of formal education, like skills gained from work experience or hobbies. This helps ensure that people who learn in different ways can still get their knowledge and skills validated and recognized. Education and Learner Mobility - The AQRF aims to promote education and learner mobility by making it easier for students and learners to move between ASEAN countries. By creating a common standard for qualifications, the AQRF helps ensure that qualifications earned in one country are recognized and valued in others. This makes it easier for students to transfer credits, study abroad, and pursue further education or employment opportunities in different ASEAN countries. It also encourages lifelong learning by facilitating the recognition of qualifications gained through non-formal and informal education, such as work experience or online courses. Improve Understanding - This means making it easier to understand the different education and training qualifications in each country. By having a common framework, it becomes simpler to compare qualifications from one country to another, which helps in areas like recognizing foreign qualifications, facilitating student and worker mobility, and promoting cooperation in education and training. Support Worker - By setting a common standard for qualifications, it ensures that a worker's skills and experience are recognized across the region, regardless of where they were originally trained. This helps to fill labor shortages and promote economic growth within the ASEAN community. Promote Higher Quality - By setting a common standard, it encourages countries to raise their educational standards, ensuring that qualifications are more rigorous and internationally recognized. This benefits both individuals and economies by providing a skilled workforce and promoting economic growth. Who developed the AQRF? ASEAN Qualifications References Framework was developed by the Southeast Asian Ministers of Education Organization (SEAMEO), In collaboration with the ASEAN Member countries. The framework was design to promote transparency, comparability and recognition of qualifications across the region, supporting mobility and enhancing the quality of education and training in ASEAN countries. When and Who endorsed the AQRF? AQRF was endorsed in 2015 during the ASEAN EDUCATION MINISTERS meeting in Vientiane, Laos. The AQRF was developed as part of ASEAN’s efforts to enhance regional cooperation in education and training, facilitate mobility and improve the recognition of qualifications across the ASEAN member states. Referencing to AQRF Eight level AQRF and NQF or qualifications system of participating AMS Improve the understanding of qualifications. Works as information tool to facilitate. Decision making process of the competent authorities. Support and Enhance AMS (asean member states), NQF (national qualification framework), NQS (national quality standards). Facilitate Comparison Transparency Higher Quality Qualification System Set of agreed quality assurance principles Describes their education and training quality assurance system. ASEAN QUALIFICATION REFERENCES FRAMEWORK - Initiative in line with the Asean Charter’s Objectives. Develop human resources through closer cooperation in education and life long learning to empower the peoples of ASEAN and to strengthen the ASEAN community. PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF) -PQF is a reference system of national standards of what qualifications one has earned by education and training in the Philippines. - A person is deemed qualified if he or she achieved the specific learning outcome necessary for academic, work, and community Objectives of the Philippine Qualifications Framework (PQF) (a) To adopt national standards and levels of learning outcomes of education. (b) To support the development and maintenance of pathways and equivalencies that enable access to qualifications and to assist individuals to move easily and readily between the different education and training sectors and between these sectors and the labor market. (c) To align domestic qualification standards with the international qualifications framework thereby enhancing recognition of the value and comparability of Philippine qualifications and supporting the mobility of Filipino students and workers. - The Philippine Qualifications Framework It is a collaborative program by the Department of Education (DepEd), Technical Education and Skills Development Authority (TESDA), Commission on Higher Education (CHED) , Professional Regulation Commission (PRC) and Department of Labor and Employment (DOLE) -Philippine Qualifications Framework (PQF) was established through an Executive Order No. 83 in 2012 and it was passed into a law through the Republic Act No. 10968 entitled “An Act Institutionalizing the Philippine Qualifications Framework (PQF). Philippines Qualification Framework (PQF) The competencies are clustered into three (3) domains: - Knowledge, Skills, and Values - Application -Degree of Independence in Responsibility National Competency-Based Teacher Standards (NCBTS) What does NCBTS stand for? The National Competency-Based Teacher Standards (NCBTS) is an integrated theoretical framework that defines the different dimensions of effective teaching. Where effective teaching means being able to help all types of students learn the different learning goals in the curriculum. The NCBTS is a set of competencies (behaviors, attitudes, and skills) that each teacher must possess to function effectively and satisfactorily. These are standards of good teaching in the Philippines that consist of 7 domains, 21 strands and 80 performance indicators. How Does the NCBTS Define Good Teaching? Domains: a distinctive sphere of the teaching learning process, and also a well-defined arena for demonstrating positive teacher practices. Strands: specific dimensions of positive teacher practices under the broad conceptual domain. Performance Indicators: are concrete, observable, and measurable teacher behaviors, actions, habits, actions, routines, and practices known to create, facilitate, and support enhanced student learning. Why is NCBTS Important? - Provides a single framework that define effective teaching in all aspects of a teacher’s professional life & in all phases of teacher development - Minimize confusion about what effective teaching is - Provides a better guide for all teacher development and programs and project from the school-level up to the national level. THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHER In August 2017, The Department of Education Secretary Leonor Magtolis Briones signed into Policy Department Order No. 42, s.2017, stipulating The National Adoption and Implementation of the Philippine Professional Standards for Teacher. THE PPST AMIS TO: a. set out clear expectations of teachers along well-defined career stages of professional development from beginning to distinguished practice; b. engage teachers to actively embrace a continuing effort in attaining proficiency; and c. apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development. THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHER is a public statement of what teachers need to know, value, and be able to do in their practice it has four career stages beginning, proficient, highly proficient, and distinguished. It is built on the National Competency-Based Standards. TEACHER QUALITY IN THE PHILIPPINES The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards describe the expectations of teachers’ increasing levels of knowledge, practice and professional engagement. Development and Characteristic Why was the PPST developed? The Philippine Professional Standards for Teachers (PPST) was developed to improve the quality of teaching in the Philippines. It replaced the National Competency- Based Teacher Standards (NCBTS) to keep up with changes like the K to 12 Reform, ASEAN Integration, and the demands of 21st-century learners. These changes highlighted the need to rethink and enhance teaching standards. Why do we need the PPST? The PPST sets a clear framework to ensure teacher quality and professional development. It helps: 1.Support teacher education programs: Help design and improve programs that train teachers. 2.Set certification and registration rules: Decide the requirements to become a licensed teacher. 3.Improve professional development: Make sure teachers have access to quality training and learning opportunities. 4.Acknowledge great teaching: Recognize and reward outstanding teachers. 5.Set leadership standards: Define what makes a good leader in education. 6.Create fair evaluations and growth plans: Develop clear ways to assess teachers and help them advance in their careers. 7.Keep records of teacher progress: Track teachers' achievements and development over time. Domains of the PPST Teachers are expected to: 1.Know What to Teach and How to Teach It Effectively -Teachers must master their subject and use methods that help students learn. 2.Create a Learning-Focused Environment -Set up a classroom where students feel motivated and ready to learn. 3.Adapt to Diverse Learners -Recognize that every student is unique and adjust teaching methods to meet their needs. 4.Plan and Design Effective Lessons -Prepare lessons that are clear, engaging, and suitable for the students’ abilities. 5.Use Assessment Tools -Evaluate students’ progress using different tools and use the results to improve teaching. 6.Build Community Connections and Maintain Ethics -Work with parents, the community, and colleagues while upholding professional behavior. 7.Reflect and Take Responsibility for Growth -Continuously evaluate their own teaching and seek ways to improve professionally. Career stages Teacher professional development happens in a continuum from beginning to exemplary practice. Anchored on the principle of lifelong learning, the set of professional standards for teachers recognizes the significance of a standards framework that articulates developmental progression as teachers develop, refine their practice and respond to the complexities of educational reforms. Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They have a strong understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching and learning process. They provide focused teaching programs that meet curriculum and assessment requirements. They display skills in planning, implementing, and managing learning programs. They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching practice. They manifest an in-dept hand sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience. career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices. They exhibit exceptional capacity to improve their own teaching practice and that of others. They are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships. They create lifelong impact in the lives of colleagues, students and others. They consistently seek professional advancement and relevance in pursuit of teaching quality and excellence. THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO MORE SPECIFIC DIMENSIONS OF TEACHER PRACTICES Domain 1, Content Knowledge and Pedagogy Domain 2, Learning Environment Domain 3, Diversity of Learners Domain 4, Curriculum and Planning Domain 5, Assessment and Reporting Domain 6, Community Linkages and Professional Engagement Domain 7, Personal Growth and Professional Development DOMAIN 1, CONTENT KNOWLEDGE AND PEDAGOGY, IS COMPOSED OF SEVEN STRANDS: Content knowledge and its application within and across curriculum areas Research-based knowledge and principles of teaching and learning Positive use of ICT Strategies for promoting literacy and numeracy Strategies for developing critical and creative thinking, as well as other higher- order thinking skills Mother Tongue Filining and English in teaching and learning DOMAIN 2, LEARNING ENVIRONMENT, CONSISTS OF SIX STRANDS: Learner safety and security Fair learning environment Management of classroom structure and activities Support for learner participation Promotion of purposive earning Management of learner behavior DOMAIN 3, DIVERSITY OF LEARNERS, CONSISTS OF FIVE STRANDS: Learners' gender, needs, strengths, interests and experiences Learners' linguistic, cultural, socio-economic and religious backgrounds Learners with disabilities, giftedness and talents Learners in difficult circumstances Learners from indigenous groups DOMAIN 4, CURRICULUM AND PLANNING, INCLUDES FIVE STRANDS: Planning and management of teaching and learning process Learning outcomes aligned with learning competencies Relevance and responsiveness of learning programs Professional collaboration to enrich teaching practice DOMAIN 5, ASSESSMENT AND REPORTING, IS COMPOSED OF FIVE STRANDS: Design, selection, organization and utilization of assessment strategies Monitoring and evaluation of learner progress and achievement Feedback to improve learning Communication of learner needs, progress and achievement to key stakeholders Use of assessment data to enhance teaching and learning DOMAIN 6, COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT, CONSISTS OF FOUR STRANDS: Establishment of learning environments that are responsive to community contexts Engagement of parents and the wider school community in the educative process Professional ethics DOMAIN 7, PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT, CONTAINS FIVE STRANDS: Philosophy of teaching Dignity of teaching as a profession Professional links with colleagues Professional reflection and learning to improve practice Professional development goals Indicator Indicator - Concrete, observable and measurable teacher behaviors/practices covered in every strand in the set of professional standards for teacher GROUP 7 MEMBERS NISPEROS, HONEY JIREH URIARTE, MEGAN LAWAS, HANIE JEAN CALASANG, MIKEE OLINAN, JHOVIA SARCO, ROMAR LEE VIRTUDAZO, APRIL GRACE