PHILIPPINE TVET QUALIFICATION

FRAMEWORK

TESDA
Session 1
5/20/2019
SSCO 1
 Global Trends Affecting TESD

Massive change in work content of most occupations;

Diminution of work and employment opportunities in the
industrial sector;
Workers become unqualified to work in jobs created in the high
technology and service industries;
Exodus of skilled people to countries
where they are able to earn
higher wages;
Obsolete knowledge, skills and
work attitudes have led to
growing unemployment;

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THE REFORMS IN PHILIPPINE TVET
IS IN RESPONSE TO
Globalization and the need for increased
productivity and efficiency
Increased demand for multiskilled
employees
Increased demand for flexibility to move
between jobs, industries and locations
New information and communication
technologies
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 WHAT IS THE PTQF ?

 The Philippine TVET Qualification Framework

(PTQF) is a quality-assured structure used as
platform for giving recognition to the
attainment of knowledge, skills, attitudes and
values along the middle-level skilled
occupations

 This is a nationally promulgated framework

(BR# 2003-05) of competency classification and
recognition for middle level skilled workers.

 This serves to rationalize all TVET or middle-

level skills into a single, nationally recognized
qualification.
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Philippine TVET Qualification Framework

Competency Standards

National Qualification

Program Design

Program Registration

Program Implementation

National Assessment

Certification
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 MODES OF
ACQUISITION C
PROGRAM
O P REGISTRATION
COMMUNITY M
BASED P
INSTITUTION E T RECOGNIZED
QUALIFICATION
BASED LEARNING T
ENTERPRISE E CERTIFICATION
BASED TRAINING N Q LEVEL
C
CENTER BASED I
TRAINING TVET QUALITY
LIFE AND WORK
E
S
F AWARDS
EXPERIENCES
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 FEATURE OF THE PTQF

 This framework is underpinned by a quality

assurance system of Competency

Standardization, Assessment and Certification

and TVET Program Registration and

Accreditation.

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Philippine TVET Qualification and
Certification System

Approved Competency Standards and

Qualification Package

Development of Competency Assessment

Guide/Tools

Accreditation of Assessors and Assessment Centers

Conduct of Competency Assessment

Issuance of National Certificates

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Philippine TVET Qualification
Framework (PTQF)

The PTQF is meant to serve

as a comprehensive, nationally
consistent yet flexible framework for
all qualifications in post-secondary
tech/voc education and training

Its paradigm… the accumulation of

units of competency
towards a nationally recognized
qualification with a corresponding
national certificate and level.

Unit/s of Training COC

Competency
Work Experience COC
COC NC
COC
Life experience
Assessment

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WHAT IS COMPETENCY ?

Competency is the possession and

application of knowledge, skills and
attitudes to perform work activities to
the standard expected in the
workplace.

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 COMPETENCY STRUCTURE

NC I NC II NC III NC IV Management
Competence
Technical
Competence

ATTI TU D E S

NC levels are indicators of the relative complexity and depth of competency and learning.
NC levels descriptors lay down the expectation of progressive development in terms of
work-role oriented performance outcomes. They provide guidance as to broad
employment expectation at the respective level of competency.
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The PTQF defines four (4) levels of
competencies (NCI-IV)

Philippine Quality TVET Framework

Level Description
A worker at this level perform routine and predictable tasks involving little latitude for
NC I judgment.
Adherence to appropriate standards or specifications are usually involved.
Assignments are usually made by supervisors or a worker at a higher level who gives simple
instructions and make clarifications or suggestions when necessary.

A worker at this level performs a prescribed range of functions involving known routines and
procedures where clearly identified choices and limited complexities apply.
NC II Work involves some accountability for the quality of outputs.
Applications at this level may involve individual responsibility or autonomy, or working with
others as part of a team or group.

A worker at this level performs a wide range of skilled operations at a high level competence
involving known routines and procedures. The work context involves some complexity in the
extent and choice of options available.
NC III Work involves understanding the work process, contributing to problem solving, and making
decisions to determine the processes, equipment and materials to be used.
Applications at this level may involve individual responsibility or autonomy and/or may involve
some responsibility for others. Participation in teams including team group coordination may
be involved.

A worker at this level performs a wide range of applications in a variety of contexts most of
which are complex and non-routine.
NC IV Work involves some leadership and guidance when organizing activities of self and others as
well as contributing to technical solutions of a non-routine or contingency nature. Work at this
level also requires evaluation and analysis of current practices and the development of new
criteria and procedures.
Applications involve responsibility for the organization and performance of others.

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 NATIONAL CERTIFICATE LEVEL I

A worker at this level performs routine

and predictable tasks involving little
latitude for judgment.

Adherence to appropriate standards or

specifications are usually involved.

Assignments are usually made by

supervisors or a worker at a higher level
who gives simple instructions and make
clarifications or suggestions when
necessary.
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 NATIONAL CERTIFICATE LEVEL II

A worker at this level performs a prescribed

range of functions involving known routines
and procedures where clearly identified
choices and limited complexities apply.

Work involves some accountability for the

quality of outputs.

Applications at this level may involve

individual responsibility or autonomy, or
working with others as part of a team/group.
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 NATIONAL CERTIFICATE LEVEL III
 A worker at this level performs a wide range of skilled
operations at a high level competence involving
known routines and procedures. The work context
involves some complexity in the extent and choice of
options available.

 Work involves understanding the work process,

contributing to problem solving, and making decisions
to determine the processes, equipment and materials
to be used.

 Applications at this level may involve individual

responsibility or autonomy and/or may involve some
responsibility for others. Participation in teams
including team group coordination may be involved.
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 NATIONAL CERTIFICATE LEVEL IV
 A worker at this level performs a wide range of
applications in a variety of contexts most of which
are complex and non-routine.

 Work involves some leadership and guidance when

organizing activities of self and others as well as
contributing to technical solutions of a non-routine
or contingency nature.

 Work at this level also requires evaluation and

analysis of current practices and the development
of new criteria and procedures.

 Applications involve responsibility for the

organization and performance of others.
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WHAT IS A QUALIFICATION?

Defined as the package of units of

competencies relevant to the
requirements of a job
It is also the recognition of achievement
of a group of units of competency.
The qualification levels are determined
by its alignment to the PTQF.

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 WHAT ARE THE COMPONENTS
OF A QUALIFICATION?

The building blocks of a qualification are

the units of competency in an industry
Qualifications comprise:
Tool units of competency
Common units of competency
Core units of competency
Elective units of competency

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WHAT ARE
WHATTOOL
ARE UNITS OF COMPETENCY?
TOOL UNITS OF
COMPETENCY?

 Skills and knowledge that everyone needs

for work
 Four key areas of competency
 Communication
 Teamwork
 Problem solving
 Planning

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 WHAT ARE COMMON UNITS OF
COMPETENCY?
Skills and knowledge needed by all people
working in a particular industry
EXAMPLES OF COMMON UNITS OF
COMPETENCY
Perform work safely
Contribute to quality system
Use hand tools
Interpret drawings
Perform industry calculations
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 WHAT ARE CORE UNITS OF
COMPETENCY?
 The core units of competency are units that are
specific to a stream of a given sector.

 Examples of core units

those required for Vehicle Servicing
those t required for Motor Body Repair
those required for Engine Reconditioning

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HOW IS A QUALIFICATION BUILT?

CORE UNITS ELECTIVE

Vehicle UNITS
servicing

TOOL COMMON CORE UNITS

UNITS UNITS Motor body
repair

CORE UNITS
Engine
reconditioning
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 THE UNITS OF COMPETENCIES ARE
ALIGNED TO THE PTQF LEVELS

CORE UNITS ELECTIVE

NC - IV
Vehicle UNITS
servicing

TOOL
UNITS
COMMON
UNITS CORE UNITS
Motor body
NC - III
repair

CORE UNITS
Engine
reconditioning
NC - II

Considering the
NC - I
BREADTH & DEPTH OF SKILLS & KNOWLEDGE
LEVEL OF AUTONOMY & RESPONSIBILITIES IN
WORK
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INDUSTRY SPECIALIST ADVICE TESDA ON
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 PATHWAYS to QUALIFICATION :

Candidates From
Local/Internal Sector

Recognition of Current Competency

Customized assessment
& training plan according
Training to candidates needs &
Assessment
& industry specific
Only Assessment requirements

QUALIFICATION
Awarding of Certificates
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 PATHWAYS to QUALIFICATION :

Possible Training Pathways In Accordance

With Achieved RCC Outcomes

Horizontal Transfer
Vertical Transfer
(Bridges)
(Ladders)
Different field of
Same field of training
Diagonal transfer Training
at different
(Crossroads) at the same
Qualification Level
Different field of Qualification Level
Training
at a different
Same Qualification
at different level Qualification level
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 PATHWAYS to QUALIFICATION :

Possible Training Pathways In Accordance

With Achieved RCC Outcomes

Horizontal Transfer
Vertical Transfer
(Bridges)
(Ladders)
Different field of
Same field of training
Diagonal transfer Training
at different
(Crossroads) at the same
Qualification Level
Different field of Qualification Level
Training
at a different
Same Qualification
at different level Qualification level
5/20/2019
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 Thank You for your
Attention!!!!

TESDA
5/20/2019
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