Philippine Qualifications Framework (PQF) PDF

# FIRC Shaping Teachers Transforming Lives ## METHODS & STRATEGIES & FIELD STUDY ### DAY 1 ## Philippine Qualifications Framework (PQF) As part of the ASEAN convergence and in the light of globalization of each country in the ASEAN, the Philippines adopts national standards and levels for outcomes i...

# FIRC Shaping Teachers Transforming Lives ## METHODS & STRATEGIES & FIELD STUDY ### DAY 1 ## Philippine Qualifications Framework (PQF) As part of the ASEAN convergence and in the light of globalization of each country in the ASEAN, the Philippines adopts national standards and levels for outcomes in education. This is called the Philippine Qualifications Framework (PQF) which is provided by law (RA 10968, s. 2018). ### What is the purpose of PQF? - This is a legal document that adopts national standards and levels for outcomes of education in the country. - Assists individuals to move easily between different education and training sectors and the labor market. - Aligns the international qualifications for full recognition of the value of Philippine qualifications - Used as basis for accrediting certificates and licenses recognized by the government. ## The PHL Qualifications Framework | LEVEL | BASIC EDUCATION | TECHNICAL EDUCATION AND SKILLS DEVELOPMENT | NIGHER EDUCATION | |:---|:---|:---|:---| | L7 | | | POST DOCTORAL | | L6 | | | DOCTORAL | | L5 | | | POST BACCALAUREATE | | L4 | | DIPLOMA | BACCALAUREATE | | L3 | | NC IV | | | L2 | | NC III | | | L1 | | NC II | | | | GRADE 12 | NC I | | Based on the level of education as PQF Level 6, the PQF describes the career path for baccalaureate degree programs, including teacher education degrees. All graduates from the baccalaureate degrees are expected to exhibit outcomes as described in Table 1. ## Philippine Qualifications Framework (PQF) 6 Levels of Outcomes and Descriptors | PQF 6 LEVEL OF OUTCOMES | PQF 6 DESCRIPTOR OF OUTCOMES | |:---|:---| | Knowledge, Skills, and Values (KSVS) | Graduates possess a broad level of coherent knowledge and skills in their field of study for professional work (teaching) and lifelong learning. | | Application (of Knowledge, Skills and Values) | Application of professional work (teaching) in a broad range of discipline and/or further study | | Degree of Independence | Independent (as a teacher) and/or in terms of related field | Being responsible for the pre-service development of teachers, teacher education institutions have a responsibility of graduating students with PQF 6 qualifications and to master the PPST ## Falculan Twins' Review Center ## FTRC Shaping Teachers Transforming Lives Beginning Teacher Standards: The mastery of the beginning teacher competencies is an expectation of the teaching industry in basic education ## National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) (Department Order 42, s. 2017) The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework of teacher quality, the National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. However, the K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines. The reform process warrants an equivalent supportive focus on teacher quality - high quality teachers who are properly equipped and prepared to assume the roles and functions of a K to 12 teachers; hence the creation of Philippine Professional Standards for Teachers (PPST). - NCBTS (National Competency-Based Teacher Standards): NCBSSH (National Competency-Based Standards for School Heads) - PPST (Philippine Professional Standards for Teachers) : PPSSH (Philippine Professional Standards for School Heads) ## 7 Domains of PPST 1. Domain 1- Content, Knowledge and Pedagogy - children' andragogy-adult 2. Domain 2- Learning Environment 3. Domain 3- Diversity of Learners 4. Domain 4, Curriculum and Planning 5. Domain 5 -Assessment and Reporting 6. Domain 6- Community Linkages and Professional Engagement 7. Domain 7-Personal Growth and Professional Development The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teaching (7-6-5-5-5-4-5) ### Domain 1, Content Knowledge and Pedagogy, is composed of seven strands: 1. Content knowledge and its application within and across curriculum areas 2. Research-based knowledge and principles of teaching and learning 3. Positive use of ICT 4. Strategies for promoting literacy and numeracy 5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills 6. Mother Tongue, Filipino and English in teaching and learning 7. Classroom communication strategies ### Domain 2, Learning Environment, consists of six strands: 1. Learner safety and security 2. Fair learning environment 3. Management of classroom structure and activities 4. Support for learner participation 5. Promotion of purposive learning 6. Management of learner behavior ### 3 components of a face-to-face learning environment - **Physical Environment** - is the space inside the room, arrangement, visual display, light and ventilation. - **Psychological Environment** - sets of rules and procedures, expectations, and classroom atmosphere based on trust, cooperation, and empathy. - **Social Environment** - opportunities for positive interaction, friendship, camaraderie, cooperation and consideration of individual needs and differences. ### Domain 3, Diversity of Learners, consists of five strands: 1. Learners' gender, needs, strengths, interests and experiences 2. Learners' linguistic, cultural, socio-economic and religious backgrounds 3. Learners with disabilities, giftedness and talents 4. Learners in difficult circumstances 5. Learners from indigenous groups ### Domain 4, Curriculum and Planning, includes five strands: 1. Planning and management of teaching and learning process 2. Learning outcomes aligned with learning competencies 3. Relevance and responsiveness of learning programs 4. Professional collaboration to enrich teaching practice 5. Teaching and learning resources including ICT ### Domain 5, Assessment and Reporting, is composed of five strands: 1. Design, selection, organization and utilization of assessment strategies 2. Monitoring and evaluation of learner progress and achievement 3. Professional ethics 4. Communication of learner needs, progress and achievement to key stakeholders 5. Use of assessment data to enhance teaching and learning practices and programs ### Domain 6, Community Linkages and Professional Engagement, consists of four strands: 1. Establishment of learning environments that are responsive to community contexts 2. Engagement of parents and the wider school community in the educative process 3. School policies and procedures 4. Communication of learner needs, progress and achievement to key stakeholders 5. Use of assessment data to enhance teaching and learning practices and programs ### Domain 7, Personal Growth and Professional Development, contains five strands: 1. Philosophy of teaching 2. Dignity of teaching as a profession 3. Professional links with colleagues 4. Professional reflection and learning to improve practice 5. Professional development goals ### Four Career Stages of a Teacher - Beginning, Proficient, Highly Proficient, Distinguished The descriptors represent a continuum of development within the profession by providing a basis for attracting, preparing, developing and supporting teachers. ### Career Stage 1 or Beginning Teachers (Entry Level, LET & ROA) - 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. - They possess the requisite knowledge, skills and values that support the teaching and learning process. - They manage learning programs and have strategies that promote learning based on the learning needs of their students. - They seek advice from experienced colleagues to consolidate their teaching practice. ### Career Stage 2 or Proficient Teachers (3-5 years in service) - 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. - They are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers. ### Career Stage 3 or Highly Proficient Teachers (Master Teachers - experience of colleagues) - consistently display a high level of performance in their teaching practice. - They manifest an in-depth and 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. - Teachers work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice. - They continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students ### Career Stage 4 or Distinguished Teachers (School Principals, Global SPS) - embody the highest standard for teaching grounded in global best practices. - exhibit exceptional capacity to improve their own teaching practice and that of others. - recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships. - create lifelong impact in the lives of colleagues, students and others. - consistently seek professional advancement and relevance in pursuit of teaching quality and excellence. - exhibit commitment to inspire the education community and stakeholders for the improvement of education provision in the Philippines. ### The Choice of Career Paths