Philippine Qualifications Framework (PQF) PDF

UNIVERSITY OF SOUTHEASTERN PHILIPPINES TAGUM-MABINI CAMPUS COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY Bachelor Of Technical-Vocational Teacher Education Major in Agricultural Crop Production WEEK 1 4-1 5 TEACHER QUALITY AND COMPETENCY FRAMEWORK AND...

UNIVERSITY OF SOUTHEASTERN PHILIPPINES TAGUM-MABINI CAMPUS COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY Bachelor Of Technical-Vocational Teacher Education Major in Agricultural Crop Production WEEK 1 4-1 5 TEACHER QUALITY AND COMPETENCY FRAMEWORK AND STANDARDS PHILIPPINE QUALIFICATION FRAMEWORK & PHILIPPINE PROFESSIONALS STANDARDS FOR TEACHERS  Philippine Qualifications Framework (PQF) The Philippine Qualifications Framework (PQF) is a national policy that describes the levels of educational qualifications and sets the standards for qualification outcomes.  What is the PQF? The Philippine Qualifications Framework (PQF), established by R.A. No. 10968 in 2018, standardizes education and qualifications in the Philippines, ensuring national and international recognition. It sets a national standard for educational outcomes across all levels and fields of study, based on knowledge, skills, and values acquired through various learning methods. 1 Competency-Based It focuses on the skills and knowledge required for a specific job. 2 Labor Market Driven It aligns with the needs of the Philippine workforce. 3 Assessment-Based It recognizes qualifications based on demonstrated skills and knowledge. Objectives of the PQF The PQF aims to establish national standards and levels for outcomes of education and training. 1 Alignment Aligns the PQF with international qualifications frameworks to support the national and international mobility of workers. 2 Pathways Supports the development and maintenance of pathways and equivalencies which provide access to qualifications. 3 Recognition Increases recognition of the value and comparability of Philippine qualifications.  Benefits of the PQF The PQF provides numerous benefits for individuals, employers, education and training providers, and authorities. For the Person For the Employers Encourages lifelong learning to allow Assures that standards and individuals to start at the level that suits qualifications are consistent to job them and then build-up their requirements/demand. qualifications as their needs and interests develop and change over Provides common understanding on time. standards, qualifications, and levels. Provides access to certificates and licenses recognized by government.  For E&T Providers For the Authorities Ensures transparency in training Provides the standards, taxonomy, provision, conformance to and typology of qualifications as standards, and preciseness of bases for granting approvals to accountability for learning providers and stakeholders. outcomes. Provides common understanding Harmonizes qualifications in E&T of policies and guidelines on credit across the Philippines. transfers, articulation, portability, bridges pathways, and RPL. What is a Qualification? The formal certification that a person has successfully achieved specific learning outcomes relevant to the identified academic, industry or community requirements. A Qualification confers official recognition of value in the labor market and in further education and training.  PQF Quick Facts It is a reference-system of national standards of qualifications earned by WHAT individuals educated and trained in the Philippines. It is governed by the PQF National Coordinating Council (PQF NCC) composed of WHO the Department of Education (DepEd), Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA), Professional Regulations Commission (PRC) and Department of Labor and Employment (DOLE). It is for employers, workers, teachers and learners, parents and governments who FOR wish to understand Philippine qualifications and compare them with others. Its objective is to establish national standards and levels of qualifications to assist WHY and support academic and worker mobility and to address jobskills mismatch. It outlines what an individual has learned and can do based on qualification type, HOW levels and degrees of competency.  PHILIPPINE PROFESSIONAL STANDARD FOR TEACHERS (PPST) Philippine Professional Standard for Teachers (PPST) Based on the Teacher Education and Development Map in 2006, Philippine Teacher Education is defined as a lifelong journey from entry to basic education in the DepEd to entry to Teacher Education Institutions of the CHED to licensing as professional teachers of the PRC to employment to DepEd with attestation of the Civil Service or private basic education. Philippine Professional Standard for Teachers (PPST) In both public or private education, a newly recruited teacher undergoes a Teacher Induction Program TIP) led by the Teacher Education Council (TEC) and the private institutions are assisted by the Private Education Assistance Council (PEAC) While in service the professional teacher continues professional development through trainings by the duly authorized service providers of the PRC or shall continue professional development through advancement in education (Masters' or Doctorate) or other activities on their own. Philippine Professional Standard for Teachers (PPST) The continuing professional development continues until the person retires from employment or continues to practice the profession in another capacity. In the middle of this professional lifelong cycle, are the professional teacher standards, known before as National Competency Based Teacher Standards (NCBTS, 2006) and now known the Philippines Professional Standards for Teachers (PPST, 2017, DepEd Order 42, s. 2017). Both are frameworks for teacher quality. Philippine Professional Standard for Teachers (PPST) The PPST, 2017 define teacher quality in a broader perspective attuned to the current demands and changes in the educational local and global landscape to include the reforms of K to 12, the Outcomes-Based Education of Higher Education, the ASEAN integration, the UNESCO's SDGs 2030 and the Ambisyon Natin 2040. Philippine Professional Standard for Teachers (PPST) 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 Beginning Teacher Standards as well as the Program Outcomes of the CHED's PSG for teacher education (CMO 74-82, s. 2017). The mastery of the beginning teacher competencies is an expectation of the teaching industry in basic education. Let us focus on the PPST, 2017 particularly on the Beginning Teacher's Competencies for Career Stage Level 1. Career Stage 1: Beginning Teachers Newly qualified to teach as professional teachers are the beginning teachers. They have acquired an appropriate degree in education or allied fields and have passed the licensure examination for professional teachers. They are assumed to have competencies in terms of content, knowledge and pedagogy, as well as the 21" century skills and values to support teaching and learning. They can manage learning and have strategies that enable learners to enhance learning through their guidance.  DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 1.1 Content Knowledge and its Application within and across 1.1.1 Demonstrate content knowledge and its application curriculum areas. within/and or across curriculum teaching areas. 1.2 Research-based knowledge and principles of teaching 1.2.1 Demonstrate an understanding of research- based and learning knowledge and principles of teaching and learning. 1.3 Positive Use of ICT 1.3.1 Show skills in the positive use of ICT to facilitate the teaching and learning process 1.4 Strategies for promoting literacy and numeracy. 1.4.1 Demonstrate knowledge of teaching strategies that promote literacy and numeracy skills.  DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 1.5 Strategies of developing critical and creative thinking, as 1.5.1. Apply teaching strategies that develop critical and well as other higher- order thinking skills. creative thinking/ and or other higher order thinking skills 1.6 Mother tongue, Filipino and English in teaching and 1.6.1 Use of mother tongue, Filipino and English to facilitate learning teaching and Learning 1.7 Classroom communication strategies 1.7.1 Demonstrate an understanding of the range of verbal and non-verbal classroom communication strategies that support learner understanding, participation, engagement and achievement. DOMAIN 2: LEARNING ENVIRONMENT STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 2.1 Learner safety and security 2.1.1 Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments. 2.2 Fair learning environment. 2.2.1 Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning. 2.3 Management of classroom structure and activities. 2.3.1 Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within the available physical learning environments. DOMAIN 2: LEARNING ENVIRONMENT STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 2.4 Support for learner participation. 2.4.1 Demonstrate understanding of supportive learning environments that nurture and inspire learner participation. 2.5 Promotion of purposive learning. 2.5.1 Demonstrate knowledge of learning environments that motivates learners to work productivity by assuming responsibility for their own learning. 2.6 Management of learner behavior 2.6.1 Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior.  DOMAIN 3: DIVERSITY OF LEARNERS STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 3.1 Learner's gender, needs, strengths, interests and 3.1.1 Demonstrate knowledge and understanding of experiences. differentiated teaching to suit the learner's gender, needs, strengths, interests and experiences.. 3.2 Learner's linguistics, cultural, socio- economic and 3.2.1 Implement teaching strategies that are re- sponsive to religious backgrounds. the learner's linguistic, cultural, socio-economic and religious backgrounds. 3.3 Learners with disabilities, giftedness and talents. 3.3.1 Use strategies responsive to learners with disabilities, giftedness and talents. DOMAIN 3: DIVERSITY OF LEARNERS STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 3.4 Learners in difficult circumstances.. 3.4.1. Demonstrate understanding of the special educational needs of learners in difficult circumstances, including geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters, child abuse and child labor practices. 3.5 Learners from indigenous groups. 3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups DOMAIN 4: CURRICULUM AND PLANNING STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 4.1 Planning and management of teaching and learning 4.1.1 Prepare developmentally sequenced teaching and process. learning process to meet curriculum requirements. 4.2 Learning outcomes aligned with learning competencies.. 4.2.1 Identify learning outcomes that are aligned with learning competencies. 4.3 Relevance and responsiveness of learning progress. 4.3.1 Demonstrate knowledge in the implementation of relevant and responsive learning programs DOMAIN 4: CURRICULUM AND PLANNING STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 4.4 Professional collaboration to enrich teaching practice 4.4.1 Seek advice concerning strategies that can enrich teaching. 4.5 Teaching and learning resources including ICT. 4.4.2 Show skills in the selection, development and use of variety of teaching and learning outcomes, including ICT to address learning goals. DOMAIN 5: ASSESSMENT AND REPORTING STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 5.1. Design, selection, organization and utilization of 5.1.1 Demonstrate knowledge of the design, selection, assessment strategies. organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements 5.2 Monitoring and evaluation of learner progress and 5.2.1 Demonstrate knowledge of monitoring and evaluation achievement of learner progress and achievement using learner attainment data. 5.3 Feedback to improve learning. 5.3.1 Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner performance. DOMAIN 5: ASSESSMENT AND REPORTING STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 5.4 Communication of learner needs, progress and 5.4.1 Demonstrate familiarity with a range of strategies for achievement to key stakeholders communicating learner needs, progress and achievement. 5.5 Use of assessment data to enhance teaching and learning 5.5.1 Demonstrates an understanding of the role of practices and programs. assessment data as feedback in teaching and learning practices and programs. DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 6.1 Establishment of learning environments that are 6.1.1 Demonstrate an understanding of knowledge of responsive to community contexts learning environments that are responsive to community contexts. 6.2 Engagement of parents and the wider school community 6.2.1 Seek advice concerning strategies that build in the educative process relationships with parents/guardians and the wider community 6.3 Professional ethics 6.3.1 Demonstrate awareness of existing laws and regulations that apply to the teaching profession, and become familiar with responsibilities specified in the Code of Ethics for Professional Teachers. 6.4 School policies and procedures 6.4.1 Demonstrate knowledge and understanding of school DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 7.1 Philosophy of teaching. 7.1.1 Articulate a personal philosophy of teaching that is learner-centered 7.2 Dignity of teaching as a profession 7.2.1 Demonstrate behaviors that uphold the dignity of teaching profession by exhibiting qualities such as caring attitude, respect and integrity 7.3 Professional links with colleagues. 7.3.1 Seek opportunities to establish professional links with colleagues.  DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT STANDARDS COMPETENCY INDICATORS FOR BEGINNING TEACHERS 7.4 Professional reflection and learning to improve practice 7.4.1 Demonstrate an understanding of how professional reflection and learning can be used to improve practice. 7.5 Professional development goals 7.5.1 Demonstrate motivation to realize professional development goals based on the Philippine Professional Standards for Teachers. THANK YOU! REFERENCES: Argie. (2015, March 7). The philippine qualification framework [Slide show]. SlideShare. https://www.slideshare.net/slideshow/the-philippine-qualification- framework/45548014#6 Philippine Qualifications Framework. (n.d.). https://pqf.gov.ph/ PHILIPPINE QUALIFICATIONS FRAMEWORK. (n.d.). PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF). https://asemlllhub.org/wp-content/uploads/attachments/ched2.pdf