DIPLOMA-FINAL

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 1

This Manual was developed by the Curriculum and Training Aids Development
Division (CTADD) of the National Institute for TESD (NITESD) under the leader-

ship of Executive Director David B. Bungallon.

The developers were able to produce this Manual through the unceasing guid-
ance from the Deputy Director General for Policies and Planning, DDG Rosanna
A. Urdaneta, and through the unwavering support of TESDA's Director General,

Sec. Isidro S. Lapeña, PhD, CSEE

Copyright © 2021 by Technical Education and Skills Development Authority, Taguig City, Philippines, 1630. All
rights reserved. Printed in the Philippines. This publication is protected by copyright and permission should be
obtained from the author prior to any prohibited reproduction, storage in a retrieval system or transmission in
any form or by any means, electronic, mechanical, photocopying, recording or likewise. For information regard-
ing permission(s) write to the author at [email protected].

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 2

This revised Manual for the Evaluation of PQF Level 5
(Diploma) Programs addresses the changes brought
about by the current trends in the technical
vocational education and training sector, as well as
incorporates the recent pertinent issuances of this
Authority.

As the first version, this manual contains easy-to-
follow procedures and, with learnings gained since
the pilot implementation of Diploma Programs, it
should offer a more comprehensive guide for the enhancement of existing programs and
for the subsequent award of certificates of recognition of new programs.

In addition, the developer of this manual, the National Institute for Technical Education
and Skills Development (NITESD), through its Curriculum and Training Aids Development
Division (CTADD), shall utilize this publication as one of the tools and references in the
annual conduct of their Capacity Building Programs for Regional Diploma Technical
Working Group (RDTWG) members.

With the release of this document, it is my sincerest desire that the number of
recognized Diploma Programs be increased, and further enable the country to produce
more world-class technicians and technologists.

SEC. ISIDRO S. LAPEÑA, PhD, CSEE
TESDA Director General

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as May 2022 3

Living in the new normal has prompted us to be more flexible
in doing things at TESDA. As we all know that TVET trends
around the globe are rapidly changing, and we need to prepare
our workers in new and emerging technologies brought about
by Industry 4.0, as well as counter the effects of the pandemic
in our workplaces.

The publication of Manual on Evaluation of PQF Level 5
(Diploma) Program intends to support the development and
evaluation process of higher-level TVET qualifications that
would address recognition of these emerging technologies.
The Manual is a ready reference with systematic procedures
that are designed for TVET program curriculum developers as
well as evaluators to ensure that appropriate courses and learning contents are clearly mapped-
out and aligned to the important program learning objectives under the PQF Level 5 Diploma
programs.

We are pleased to share this material with all of our TVET stakeholders and are hopeful that
higher-level TVET program curricula here in the country would be at par with other Diploma
programs in the global TVET world.

ROSANNA A. URDANETA, CESO II
Deputy Director General for Policies and Planning

Manual for the Evaluation of PQF Level 5 (Diploma) Programs 4

MESSAGE

FROM THE EXECUTIVE DIRECTOR OF NITESD

The National Institute for Technical Education and
Skills Development (NITESD) has been mandated
to lead the development of education technologies
for technical vocational education and training
(TVET) delivery. Its concentration includes curric-
ulum and learning materials development, the re-
search and development of learning delivery mod-
els, innovation technologies, greening systems, as
well as the development of teaching and non-
teaching personnel.

Highlighting on the function of the Institute on cur-
riculum development led by the Curriculum and
Training Aids Development Division (CTADD), the
division has formulated specific processes on de-
velopment of Competency-based Curriculum,
Competency-based Learning Materials, and PQF Level 5 (Diploma) Programs to aid in eval-
uation, registration and recognition of TVET programs in the field. To ensure synchronized
implementation, it has brought pride to the Institute in the development of manuals that
would serve as guides to our field implementers.

It is an honor and privilege to have witnessed the realization of this Manual for the Evalua-
tion of PQF Level 5 (Diploma) Programs. I congratulate the CTADD for keeping to the Insti-
tute’s commitment of ensuring quality TVET for all.

DAVID B. BUNGALLON

Executive Director, NITESD

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 5

DISCLAIMER

This Manual for the Evaluation of PQF Level 5 (Diploma) Programs is solely
intended for use in the conduct of the Capacity—Building on the Evaluation
of PQF Level 5 (Diploma) Program for TESDA Regional Diploma Technical
Working Group (RDTWG) and for TESDA Training Institutions (TTIs) and pri-
vate technical—vocational institutions (TVIs) with UTPRAS recognized pro-
grams or intending to offer PQF Level 5 (Diploma) Programs.

The Manual may still contain some flaws. The contents and instructions may
not be perfect as improvements are ongoing. As you use this material, we
welcome your comments and recommendation to further improve it towards
achieving a quality manual that is in itself compliant to the set performance
criteria in evaluating Diploma Programs.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 6

ACKNOWLEDGEMENT

The Technical Education and Skills Development Authority (TESDA) through
its National Institute for Technical Education and Skills Development, wishes
to extend its gratitude and appreciation to the following who dedicated
their time and expertise which led to the development of this Manual:

THE CONSULTANTS

DR. DINA OCAMPO CRISTOBAL

University of the Philippines – Diliman

DR. MARILYN U. BALAGTAS

Philippine Normal University - Manila

MR. AARON JED Y. TUMBALI

Philippine Normal University – South Luzon

MR. ELMER K. TALAVERA, CESO III

Retired Director IV, TESDA

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 7

THE DEVELOPERS

CONTENT DEVELOPMENT
MS. AGNES P. PANEM

Chief TESD Specialist, NITESD—CTADD

MS. REDILYN C. AGUB

Chief TESD Specialist, NITESD—eTESDA

MS. HEIDI I. FORTE

Supervising TESD Specialist, NITESD—CTADD

MR. ROSENDO R. RAFAEL

Senior TESD Specialist, NITESD—CTADD

MR. ABEL B. ELPEDES

Senior TESD Specialist, NITESD—CTADD

MS. MARIA CARMINA S. DE GUZMAN

Senior TESD Specialist, NITESD—CTADD

MS. MAY M. FRANCISCO

TESD Specialist II, NITESD—CTADD

COVER DESIGN
MR. RAMON BONG V. BAUTISTA

Multimedia Graphic Artist, PIAD

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 8

TABLE OF CONTENTS

Messages ——————————————————— 3

Disclaimer ——————————————————— 6

Acknowledgement ——————————————————— 7

Table of Contents ——————————————————— 9

List of Tables ——————————————————— 10

List of Annex Tables ——————————————————— 11

List of Figures ——————————————————— 11

Manual for the Evaluation of PQF Level 5 (Diploma) Programs

I. Introduction ——————————————————— 13

II. Purpose and Objectives ——————————————————— 15

III. Definition of Terms ——————————————————— 16

IV. Procedures in Evaluating the PQF Level 5 (Diploma) Programs

A. Perspective 1 ——————————————————— 21
B. Perspective 2 ——————————————————— 26
C. Perspective 3 ——————————————————— 31
D. Perspective 4 ——————————————————— 42

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 9

LIST OF TABLES

Table 1 Checklist of PQF Level 5 (Diploma) Program Documents 20
24
Table 2 Compliance Checklist for the Program Framework
25
Table 3 Summary of Items Marked as “not compliant” for Perspective 1
and the Recommended Strategies of Aligning to PQF Level 5 26
(Diploma) Program
30
Table 4 Compliance Checklist for Perspective 2
32
Table 5 Summary of Items Marked as “not compliant” for Perspective 1 32
and the Recommended Strategies of Aligning to PQF Level 5 35
(Diploma) Program 37
38
Table 6 Compliance to the Pre-conditions for Development of Diploma 38
Programs 39
39
Table 7 Summary of Item Marked “not compliant” to the preconditions 39
41
Table 8 List of Course Outcomes for Revision 42

Table 9 Program Curriculum Map

Table 10 Summary of Results: Percentage PIs satisfied

Table 11 Overall Summary of Results: Percentage of PLOs satisfied

Table 12 Percentage of Satisfaction of PIs that Introduce PLO
Table 13 Percentage of Satisfaction of PIs that Enhance PLO
Table 14 Percentage of Satisfaction of PIs that Demonstrate PLO
Table 15 Strategies for Aligning the Diploma Program through the PIs
Table 16 Comparison of Diploma Program Units and the destination HE

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 10

LIST OF ANNEX TABLES

Table A1 Qualifications with Training Regulations 47
Table A2 General Education and other non—technical courses 47
Table A3 Professional Courses 48
Table A4 Technical Courses 48
Table A5 Elective Courses 48
Table A6 Course Specifications 49
Table A7 Program Curriculum Map 49
Table A8 Program Schedule 54

LIST OF FIGURES

Figure 1 Flowchart on the Evaluation of Diploma Programs 19
Figure 2
Figure 3 Sample Program Framework showing the TRs included in the 21
Figure 4 program 22

Procedures in Analyzing the Diploma Programs Against the PQF
Level 5 (Diploma) Program Framework

Evaluation Mechanism 31

Figure 5 Procedures in Evaluating the Satisfaction of PLOs and PIs 33
through the COs

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 11

MANUAL FOR THE EVALUATION OF
PQF LEVEL 5 (DIPLOMA)
PROGRAMS

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 12

I. INTRODUCTION

The Manual for the Evaluation of PQF Level 5 (Diploma) Programs was a by-
product of the pilot implementation of the said programs. TESDA Circular No.
38, series of 2017: Implementing Guidelines for the Program Under PQF Level
5 (Diploma) Pilot is the reference guidelines use in coming up with the step-by
-step process of evaluating Diploma programs. The provisions in TESDA Circular
No. 38 are considered as important criteria in evaluating a Diploma Program
and these are comprehensively discussed in Perspectives 1, 2 and 4 of the
Manual, while Perspective 3 evaluates the alignment of a PQF Level 5
(Diploma) Program by analyzing the attainment/ satisfaction of the 17 PLOs
and their corresponding PIs through the course outcomes of courses offered in
the program. The Manual on Evaluation of PQF Level 5 (Diploma) Programs,
which was issued through TESDA Circular No. 089, series of 2019, has been uti-
lized by the different TESDA regional Offices as their reference manual in
evaluating and recognizing Diploma program offerings in their locality.

In the third year of the pilot implementation of Diploma programs, TESDA Cir-
cular 119 s. 2020: Omnibus Guidelines on Packaging Rules of PQF Level 5
(Diploma) Programs for the TVET Sector, was issued and superseded TESDA Cir-
cular 38 s. 2017. The Omnibus Guidelines contain new provisions on how a Di-
ploma program would be packaged and would comply for recognition.

These new provisions indicated in the Omnibus Guidelines affect minor chang-
es in some portions of the original Manual on Evaluating Diploma Programs and
calls for a revised edition, thus this updated edition of the Manual on Evaluat-
ing PQF Level 5 (Diploma) Program.

With marginal updates, this manual still contains easy to follow procedures for
the evaluation and alignment of diploma programs to PQF Level 5. It contains
tables that serve as guides in checking the compliance of the programs to the
PQF Level 5 Program Framework and the Implementing Guidelines for the Di-
ploma program. Templates are also prepared to help organize and consolidate
the results. The analysis tools included in this manual would also serve as a
guide in recommending the strategies in filling the gaps for aligning the diplo-
ma program to PQF Level 5 Program Framework, resulting in enhanced quality

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 13

of implementation.

The evaluation process measures the alignment of the program to PQF Level 5
based on the satisfaction of Performance Indicator (PI) through the course
outcomes after which it can be checked to its alignment to the respective
Program Learning Outcome (PLO). Compliance to the Program Framework;
Compliance to the preconditions for development of Diploma Programs such
as Industry Consultation among others; Compliance to the requirements of
TESDA Circular #119 s. 2020, and its implication to the articulation and credit
transfer.

In the evaluation process, gaps, and corresponding strategies for aligning the
programs will, likewise, be identified and recommended. Information derived
from this evaluation process will guide developers and implementers in en-
hancing their Diploma Programs; and the Regional Diploma Technical Working
Group (RDTWG) in their decision to issue Diploma Programs certificate of
recognition.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 14

II. PURPOSE AND OBJECTIVES

This PQF Level 5 (Diploma) Program Manual was developed to guide developers
and Regional Diploma Technical Working Group (RDTWG) members to evaluate
PQF Level 5 (Diploma) Program documents for purposes of enhancement and
recognition. Particularly to:

a. Establish standard evaluation procedures essential for ensuring align-
ment of Diploma Programs to PQF Level 5 descriptors and framework;

b. Provide mechanisms in identifying gaps in the diploma program docu-
ments and recommending strategies in filling or bridging the gaps; and

c. Guide the RDTWG in preparing evaluation results and recommendations
for the approval or disapproval of applications for recognition of PQF
Level 5 (Diploma) Programs.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 15

III. DEFINITION OF TERMS

• Breadth and Depth - the volume of learning is a dimension of the complexity of a Quali-
fication. It is used with the level criteria and Qualification type descriptor to determine
the depth and breadth of the learning outcomes of a Qualification. The volume of learn-
ing identifies the notional duration of all activities required for the achievement of the
learning outcomes specified for a particular Qualification type (Source: AQF Framework,
second edition 2013).

• Course Outcomes - are statements of what a learner is expected to know, understand,
and be able to do at the end of a period of learning. (TESDA Circular No38, s.2017, AQRF
Concept Note No, 2, Learning Outcomes and Qualification Frameworks)

• Course Specifications — pertains to the details on how the qualification will be learned,
either as full qualification or integrated in other courses. (TESDA Circular No.86, Series
of 2019)

• Credit -refers to the value given to a particular course or subject, based on competen-
cies, and learning outcomes (RA 10647, LEP Law)

• Credit Transfer - refers to a credit conversion established to promote student mobility
by ensuring that units earned from different modalities are credited by the institutions
(RA 10647, LEP Law). It is a mechanism for determining the equivalencies between two
existing qualifications and agreement on the amount of credit that may be awarded from
this matching of equivalencies (PHL AQRF Referencing Report, May 2019)

• Graduate Attributes - form a set of individually assessable outcomes that are the com-
ponents indicative of the graduate's potential to acquire competence to practice at the
appropriate level. Graduate attributes are defined for educational qualifications in the
engineer, engineering technologist and engineering technician tracks. (International En-
gineering Alliance, 2013)

• Learning Outcomes - are clear statements of what a learner can be expected to know,
understand and/or do as a result of a learning experience. (IRR of RA No. 10968)

• Performance Indicators (PIs) — are set of quantifiable measurements that will achieve a
certain Program Learning Outcome (PLO). Specifically, corresponds with the 17 PLOs
which has its own function, whether to Introduce, Enhance or Demonstrate the PLO.
(TESDA Circular No. 086, s.2019)

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 16

• Program Learning Outcomes (PLOs) — refers to the competencies that the learner
should be able to articulate and demonstrate after the completion of a training program.
In this guideline, these are related to knowledge, skills and attitudes aligned with PQF
Level 5 descriptors, 21st Century Skills, and the graduate attributes of an Engineering'
Technologist based on the Sydney Accord. (TESDA Circular No. 38, Series of 2017)

• Philippine Qualification Register (PhQuaR) - is the national database of quality assured
qualifications authorized under the Philippine Qualifications Framework (PQF). It pro-
vides information to employers, education and training providers and students. (AQRF
Referencing Report of the Philippines, May 2019)

• Qualifications - refers to a 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. (RA No. 10647, IRR of the Ladderized Education
Act of 2014)

• Volume of Learning - is a dimension of the complexity of a Qualification. It is used with
the level criteria and Qualification type descriptor to determine the depth and breadth
of the learning outcomes of a Qualification. The volume of learning identifies the notion-
al duration of all activities required for the achievement of the learning outcomes speci-
fied for a particular Qualification type (AQF Framework, Second Edition 2013).

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 17

IV. PROCEDURES IN EVALUATING
THE PQF LEVEL 5 (DIPLOMA)
PROGRAMS

The evaluation process shall be carried out through assessing the alignment of
to PQF Level 5 based on four (4) perspectives:

 PQF Level 5 (Diploma) Program Framework;
 Requirements per Implementing Guidelines on PQF Level 5 (Diploma)

Programs;
 Satisfaction of PIs and alignment to PLOs through the Course Outcomes;

and
 Implications to Articulation and Credit Transfer.

The flowchart on the next page describes the whole process of evaluation.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 18

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 19

The Evaluation Process

The evaluation process checks the alignment of the program to PQF Level 5 (Diploma)
Programs through the documents submitted for registration. Prior evaluation proper,
check for completeness of documents to make sure all needed information is at hand.

Check for Completeness of Documents

Using Table 1 (Checklist of Documents), check whether the required documents and its
needed sections are present. If present, put a check in the provided column.

Some program documents may have different formats and terminologies used. The evalu-
ator should refer to Annex A of this Manual when conducting document completeness
check to be able to discern equivalent sections in the submitted documents.

Table 1. Checklist of PQF Level 5 (Diploma) Program Documents Check (✓) if submit-
ted
Name of Document
Use to evaluate Per-
Program Title spective
Brief Description of the Program Provider
Program Description 1234
Description of the Development Process
Job Titles ✓✓
Program Learning Outcomes
Program Duration ✓
Program Framework
Curriculum Outline ✓
Course Specifications
Program Curriculum Map ✓
Program Schedule
General Summary of Credits ✓
Institutional Assessment Tools
Credit Arrangements ✓✓
Engineering-related Programs: Alignment to the 12 Graduate Attributes of the Syd-
ney Accord ✓
Memorandum of Agreement
✓✓
With Enterprises - SIL, Use of Facilities
With HEI - Program, Credit Arrangements, Faculty ✓✓✓
Supervised Industry Learning Training Plan (TESDA Circular 89 s. 2019 - IV. Defini-
tion of Terms) ✓✓✓
Proof of Industry Consultation
Minutes of the Meeting, Resolutions/Agreements, Endorsement from the Industry ✓✓✓
for Programs below 3 years in duration
Policies, Standards and Guidelines for the destination HE Program ✓✓ ✓
Training Regulations
Regional School Advisory Council (Members, Minutes of the Meeting, Resolutions) ✓✓ ✓
Program Registration Requirements (TESDA-OP-CO-01-F04)
✓

✓

✓

✓✓✓

✓

✓✓✓

✓✓✓✓
✓✓✓✓

✓
✓

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 20

PERSPECTIVE 1

PQF Level 5 Program Framework

The Program Framework is a representation of the components of the PQF Level 5
(Diploma) Program.

For purposes of multi-skilling, PQF Level 5 (Diploma) Programs should be built upon sev-
eral qualifications preferably up to the highest-level of available TRs, backed-up by learning
outcomes from courses/subjects that should build-up to satisfy/attain the 17 Program Learn-
ing Outcomes (PLOs).

The PQF Level 5 (Diploma) Programs are anchored on 17 Program Learning Outcomes
(PLOs) that are adherent to the PQF LEVEL 5 descriptors, complemented with the identified
21st Century Skills, and aligned to the graduate attributes of Technologist based on the Sydney
Accord, while at the same time conscious of the presidential call for nationalism and world
citizenship.

Figure 2 presents an illustration of the program framework. The diagram is composed
of blue blocks representing the TR-based qualifications related to the discipline/sector and
the yellow-colored learning outcomes representing learning outcomes for technologists of the
discipline/sector aligned with a specific destination Higher Education (HE) program based on
the Policies, Standards and Guidelines (PSG) of the Commission on Higher Education (CHED).

In this program framework, there are 12 Qualifications in different levels included. The
blue blocks represent the said qualifications, while the yellow learning outcomes are courses
from the BS Hospitality Management, its destination program.

Food and Beverage Services (FBS) has existing TRs for NC levels II, III, and IV, FBS NC IV
being the highest level of existing TR, while there is no existing NC level I TR for FBS. Same is
true with Housekeeping and Cookery/Commercial Cooking. Front Office Services, Bartending,
and Bread and Pastry Production have only NC II level TRs.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 21

Procedures in Analyzing the Diploma Programs Against the PQF
Level 5 (Diploma) Program Framework

Step 1: Prepare program documents

Program documents needed for the evaluation of the program framework will include: Pro-
gram Description, Course Specifications, Program Schedule, Curriculum Map, CHED PSG of
the destination Higher Education (HE) Program.

Step 2: Identify the sector and all TRs included in the Diploma Program

List down all qualifications with TRs included in the whole Diploma Program. Identify the sec-
tor to which majority of these TRs belong.

Step 3: Identify the destination PQF Level 6 destination Program

From the Program Description, look for the destination HE Program and secure / download its
corresponding PSG from the CHED website. You will need this document throughout the eval-
uation process. If none is submitted nor identified in the Program Description, you may need
to ask the provider to submit to you this information.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 22

Step 4: Illustrate the Program Framework based on the sample Program
Framework

From the list of the TRs include, draw a Program Framework similar to Figure 2 (Sample Pro-

gram Framework Showing the TRs included in the Program). To represent TRs included in the

program, fill the cells with blue color; for NC levels without TR, leave the cell without fill

colors; and for NC levels with TR but not included in the program, represent it with red-

bordered boxes. No existing TR for EIM NC 3 and 4 with existing
Plumbing NC 1 TR but not included in the
Existing TR for Masonry
NC 2 an NC 3 included Program

in this program

Step 5: Compare the Levels of existing TRs with those included in the
Diploma Program

In this step, you are to evaluate whether the program includes TRs up to the highest level
available in our inventory of promulgated TRs. If not, this is a gap and should be recommend-
ed for inclusion.

Step 6: Check Compliance to Framework Requirements

Using Table 2, check for compliance to the requirements for PQF Level 5 (Diploma) Program
Framework. If your answer to the question is Yes, put a check on compliant, if No, put an X,
if not applicable, put a check on both Compliant and Not applicable columns.

Step 7: Recommend strategies for aligning the program to Program
Framework

For each question answered with a No, write a recommendation to improve the program and
ensure its alignment to the PQF Level 5 (Diploma) Program Framework (please refer to Table
3).

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 23

Table 2. Compliance Checklist for the Program Framework

Compliance
check

Question to be asked Source of Evidence Compli- Not
ant Appli-
(✓ if cable

compli-
ant x if

not
compli-

ant)

Depth and Breadth Curriculum Outline
Does the program contain appropriate TR-based Course Specification
qualifications up to the highest level as re- Program Schedule
quired by the whole Diploma program Program Curriculum Map
List down the TRs included
Sector1: Curriculum Outline
NC I Course Specification
NC II Program Schedule
NC III Program Curriculum Map
NC IV Course Specification
Sector2: Program Schedule
NC I Program Curriculum Map
NC II Curriculum Outline
NC III Course Specification
NC IV Program Schedule
Sector3: Program Curriculum Map
NC I PSG
NC II Program Curriculum Map
NC III Program Learning Outcomes
NC IV
Sector4:
NC I
NC II
NC III
NC IV
Sector 5:
NC I
NC II
NC III
NC IV
Number of TRs
How many TRs are included in the program?

Does the program include qualifications up to
the highest qualification level?

Does the program include qualifications from at
least 3 subsectors in different levels?

Does the program include courses based on a
specific PSG/program identified to be its desti-
nation HE Program?

Adoption of the 17 PLOs
Does the program adopt the 17 PLOs?

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 24

Table 3. Summary of Items Marked as “not compliant” and the Recommended
Strategies of Aligning to PQF Level 5 (Diploma) Program Framework

Elements Items Marked as “not compli- Recommendation
ant”

Depth and Breadth
Adoption of the 17 PLOs

Sample Filled-up Table

Table 3. Summary of Items Marked as “not compliant” and the Recommended
Strategies of Aligning to PQF Level 5 (Diploma) Program Framework

Elements Items Marked as “not compli- Recommendation
ant”

Depth and Breadth Does it include qualifications up It would help if EIM NC III and
Adoption of the 17 PLOs to the highest qualification lev- IV will be included in the pro-
el? gram

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 25

PERSPECTIVE 2

Principles in Packaging PQF Level 5 (Diploma) Programs

Check the Compliance of the Program to the following items by putting a check (✓) on the
“Compliant” column if the answer to the question is YES and X if NO. If the item is not appli-
cable, put a check (✓) on the “not applicable” column. For items with multiple questions,
all questions should be answered “YES” for the item to be “compliant”. If one of the ques-
tions is answered “NO”, it is considered not compliant.

Table 4. Compliance Checklist for Perspective 2

Compliance check
(✓)

PQF Level 5 (Diploma) Programs De- Questions to be Source Documents Compli-
velopment Requirements asked ant
(✓ if Not Ap-
plicable
compli-
ant x if

not
compli-

ant)

Guidelines for the Development of PQF Level 5 (Diploma) Curriculum

1. A Diploma Curricular Program en- Does the curriculum • Course Specifica-
sures the integration of the three documents state cog- tion
domains of learning such as cogni- nitive, affective, and
tive, affective, and psychomotor. psychomotor course • Course Description
outcomes? • Course Outcomes
• Teaching and
2. UNESCO's Pillar of Learning on Does it include cours-
Learning to Learn — from general es that intend to de- Learning Strate-
to specific — is the principle gov- velop technologists gies
erning the development of the Di- and executives with
ploma Curriculum, which intends multi-level of multi- • Course specifica-
to develop technologists and exec- skills. tions
utives with multi-level of multi-
skills. • Program Sched-
ules

3. The cognitive and affective domains Are the TVET qualifi- • Course Specifica-
focus on the theoretical founda- cations that focus on tions
tions and values in the application psychomotor domain
of the psychomotor domains that based on the TR? • Program Schedule
are anchored on the industry com- • TR
petency standards defined in the Are the courses com- • PSG
Training Regulations. pliant with both PSG
and/or TR as applica- • Course Specifica-
4. The courses are aligned with the ble? tions
Policies Standards and Guidelines Do the documents
(PSG) of the Higher Education on show alignment with • Curriculum Out-
the specific sector to ensure the PSG? line
the credit transfer system. Are credit units allo-
cated per course com- • Program Schedule
5. The description of the courses iden- parable to that of the
tified specifies the scope of what destination course? • Course Specifica-
the learner will be learning in rela- Do the course specifi- tions
tion to the technology cations detail the
(psychomotor) contents found in scope of what the • TR
the competency standards. learner will learn
based on competency
standards?

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 26

Table 4. Compliance Checklist for Perspective 2 (cont’d.)

Compliance check
(✓)

PQF Level 5 (Diploma) Programs De- Questions to be Source Documents Compli-
velopment Requirements asked ant
(✓ if Not Ap-
plicable
compli-
ant x if

not
compli-

ant)

Guidelines for the Development of PQF Level 5 (Diploma) Curriculum

Are the teaching • Course specifica-
strategies for TR re- tions
6. Teaching and learning strategies lated courses compe-
and assessment criteria are aligned tency-based? Is • Program Schedule
with both the program and course demonstration or • Program Descrip-
learning outcomes to ensure con- hands-on performance
structive alignment. included in its strate- tion
gies? • TR
7. The course outcomes are state-
ments of what a learner is expected to Are the assessment •Course Specifica-
know, understand, and be able to do methods competency- tions
at the end of a period of learning. It based?
shifts the focus from inputs (what has •Teaching and
to be taught, what has to be learned, Does it include Learning Strategies
and what has to be done) to outcomes demonstration, obser-
(what has been learned and what has vation, portfolio or •Assessment Strate-
been made or carried out). The learn- project-based assess- gies
ing outcomes-based programs will ment?
make it possible for learners to carry •Institutional Assess-
forward the learnings achieved from Are knowledge-based ment Tools
another program (through credit) and contents integrated
allow non-formal and informal learn- and assessed accord- •Course Specifica-
ings to be carried into formal Qualifi- ingly through the tions
cations (Source: AQRF Concept Note listed teaching and
No, 2, Learning Outcomes and Qualifi- learning strategies •Teaching and
cation Frameworks). and assessment strat- Learning Strategies
egies?
•Assessment Strate-
Are all outcome-based gies
course outcomes (CO)
attainable whether •Institutional Assess-
through formal or in- ment Tools
formal education?
•Course Specifica-
Can all COs be per- tions
formed by the individ-
ual and the perfor- •Teaching and
mance of which can Learning Strategies
be evaluated as a ba-
sis for assessment and •Assessment Strate-
certification? gies

•Institutional Assess-
ment Tools

•Course Specifica-
tions

•Teaching and
Learning Strategies

•Assessment Strate-
gies

•Institutional Assess-
ment Tools

8.The laboratory portion of the mod- Do technology con- •Course specifica-
ules with the technology contents tents result in the tions
utilizes the competency standards attainment of Nation-
in the Training Regulations as ref- al Certificates of •Program Schedule
erence to ensure that the learner Promulgated TRs? •Curriculum Outline
acquires the National Certificate
on specific qualification.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 27

Table 4. Compliance Checklist for Perspective 2 (cont’d.)

Compliance check
(✓)

PQF Level 5 (Diploma) Programs De- Questions to be Source Documents Compli-
velopment Requirements asked ant
(✓ if Not Ap-
plicable
compli-
ant x if

not
compli-

ant)

Guidelines for the Development of PQF Level 5 (Diploma) Curriculum

9. The programs include TR/ qualifi- How many qualifica- • Course specifica-
cations up to the highest level tions per semester tions
within a sector and/or related to a can be attained by
discipline. The TRs provide details learners? • Program Schedule
of the units of competency that In total, how many • Curriculum Out-
must be achieved to award each qualifications can be
Qualification/National Certificate/ attained by the learn- line
Cluster of Competencies er throughout the du-
ration of the program?
Is the highest level of
the qualification at-
tainable through the
courses offered?

10. In order to ensure that the learn- Is there an indication • Course specifica-
ers have developed the necessary that competency as- tions
competencies (knowledge, skills sessments will be con-
and attitude) needed by the indus- ducted every after • Program Schedule
try, competency assessments are module?
conducted every after the module • Course Specifica-
that has technology components. If competencies of a tions
TR cannot possibly fit
11. The programs are delivered by in one course, are the • Program Schedule
block to ensure that the learner other courses where • Curriculum Map
who wishes to exit after the mod- the remaining compe-
ule or semester possess the compe- tencies are included • Course specifica-
tencies he/she can use in the offered within the tions
workplace; and will not make the semester or within
learner a drop-out since he/she the school year? • Program Schedule
already possesses credits. Are the details of • Curriculum Outline
OJT/SIL included in • MOA with Enter-
12. The semestral on-the-job train- the Program Docu-
ings/ supervised industry learning (SIL) ment prise
are mainly focused on the application • Training Plan
of the competencies in the workplace Is the OJT/SIL in the
while the terminal (last semester/ last semester manage-
summer) on-the-job training is mana- rial in nature?
gerial since the diploma programs in-
tend to develop technologists or man- Are the OJT during
agers. the first 2 years the
application of the
competencies at-
tained during the
year?

13. On-the-Job Trainings are governed Are OJTs directly re- • Course Specifica-
by Learning Outcomes, which are lated to PLOs per Cur- tions
specified in the Program Curricu- riculum Map?
lum Map. • Program Schedule
• Program Curricu-
14. Consortium of the institutions and Is a MOA on the im-
enterprises which is governed by a plementation of the lum Map
Memorandum of Agreement or Con- courses such as com-
tract, is allowed for the purpose of plementation on • MOA/ MOU/ Con-
complementation e.g. if there is teachers/ trainers in tract
no Master’s degree among the fac- cases the require-
ulty to deliver the General Educa- ments of courses/ revised as of May 2022
tion and Theoretical Courses qualifications cannot
be delivered by the
provider presented?

Manual for the Evaluation of PQF Level 5 (Diploma) Programs 28

Table 4. Compliance Checklist for Perspective 2 (cont’d.)

Compliance check
(✓)

PQF Level 5 (Diploma) Programs De- Questions to be Source Documents Compli-
velopment Requirements asked ant
(✓ if Not Ap-
plicable
compli-
ant x if

not
compli-

ant)

Guidelines for the Development of PQF Level 5 (Diploma) Curriculum

15. Supplementary reading materials Is there an indication • Course Specifica-
are provided the learners to devel- that supplementary tions
op the value for reading, thus val- reading materials will
ue for learning, to strengthen the be provided for learn-
mechanism of lifelong learning. er use during the pro-
gram?

16. The institutional assessment tools, Are there any institu-
both formative and summative, are tional assessment
prepared by the institutions to tools, summative or • Institutional As-
monitor the progress of the learn- formative, submitted sessment Tools
ers and ensure that the same pos- for:
sess the necessary knowledge, a. Qualifications? • TR
skills, and attitudes/values.
b. Other courses?

17. The Diploma Programs are devel- Does the Diploma pro- • Program Curricu-
oped for the purpose of ensuring gram provide for op- lum Map
that the learners possess the em- portunities to attain
ployability skills, which comprise employability skills • Course Specifica-
the four (4) characteristics such and National Certifi- tions
as: cates essential in
1) entry to work; landing on jobs? • Program Schedule

2) flexibility at work; Does it provide for • Program Curricu-
the attainment of lum Map
multiple job compe-
tencies • Course Specifica-
(qualifications) that tions
ensures work flexibil-
ity? • Program Schedule

3) opportunity for permanency; Does the program pro- • Program Curricu-
and vide for multi-skilling, lum Map
higher level qualifica-
4) ascent in the hierarchy of the tions, managerial, • Course Specifica-
industry. entrepreneurial and tions
research skills?
• Program Schedule

18. The Diploma Programs are de- Does the Diploma • Course Specifica-
signed to develop worker - leaders course provide for tions
and not merely worker — follow- activities that pro-
ers. mote leadership skills • Program Curricu-
(leading a team) and lum Map
higher order thinking
skills (plan, imple-
ment monitor and
evaluate programs/
activities)?

19. The Diploma programs are integra- Are TR-based qualifi- • Course Specifica-
tion of Technical Education and cations integrated tions
Skills Development and are de- into the Diploma pro-
signed to facilitate credit transfer gram? • Program Sched-
from TVET to Higher Education Are the TVET qualifi- ule
through the alignment of Program cations aligned with
and Course Outcomes of both lev- the PSG courses for
els of education. purposes of credit
transfer?

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 29

Table 4. Compliance Checklist for Perspective 2 (cont’d.)

Compliance check
(✓)

PQF Level 5 (Diploma) Programs De- Questions to be Source Documents Compli-
velopment Requirements asked ant
(✓ if Not Ap-
plicable
compli-
ant x if

not
compli-

ant)

Guidelines for the Development of PQF Level 5 (Diploma) Curriculum

20. Packaged in such a way that it will Is the diploma pro- • Course Specifica-
take only an addition of one (1) gram duration equiva- tions
year to finish a related four-year lent to 3 years?
degree course or two (2) years for • Program Schedule
a related five-year degree course • Curriculum Outline
in the same institution • TR
• PSG
• Proof of Industry

Consultation
 Minutes of the
Meeting
 Endorsement
for programs
below 3 years
in duration

21. The Regional School Advisory Is the diploma pro- • Proof of Industry
Council for Diploma Programs, gram developed in Consultation
composed of the owner of the consultation with the
school, partner companies and la- Regional Advisory • List of RSAC Mem-
bor/worker representatives, over- Council for Diploma bers
see the development and imple- Programs?
mentation of the diploma programs • Minutes of the
(TESDA Circular 119 s. 2020 - VII. Meeting
Rules and Requirements in Packag-
ing PQF Level V (5) Diploma Pro- • Resolutions
grams).
Does the diploma pro- • Program Curricu-
22. The engineering-related Diploma gram align with the lum Map
Programs are developed to align graduate attributes
with the 12 graduate attributes of under the Sydney Ac- • PTC-CASEE check-
an Engineering Technologists based cord and meet the list of require-
on the Sydney Accord and meet the requirements of PTC- ments / accredita-
accreditation criteria of the Philip- CASEE? tion criteria
pine Technological Council Certifi- (TESDA Circular
cation and Accreditation System 150 s. 2020 - Self-
for Engineering Education (PTC- Study Report
CASEE) Guidelines)

Write all items that are not compliant, then recommend strategies for their alignment.

Table 5. Summary of Items Marked as not “compliant” for Perspective 2 and the Strate-
gies in Complying with the Requirements

Items Marked Strategies for Complying with the Requirements
as not Compliant of the Program

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 30

PERSPECTIVE 3

Evaluation of the Satisfaction of the PLOs and PIs through the Course
Outcomes (COs)

Figure 4 Evaluation Mechanism

This Mechanism evaluates the alignment of a PQF Level 5 (Diploma) Programs by analyzing
the attainment/satisfaction of the 17 PLOs and their corresponding PIs through the COs of
courses offered in the program.

The 17 PLOs were granularized into Performance Indicators (PIs) to make the PLO more de-
fined, observable, measurable, and sufficient. Four (4) to six (6) PIs comprise each PLO
which results to a total of 82 PIs.

Each PI has corresponding function for the attainment of the PLO. A PI Introduces (I) the
PLO if it is input-focused or covers knowledge-based contents that are contributory to the
attainment of the PLO. A PI Enhances (E) the attainment of the PLO if it is meant to apply
knowledge contents in the study/practice of the technologies within the discipline (ex.
Chemistry concepts are used to explain how metals are weld together using SMAW) and; a PI
Demonstrates (D) the PLO if it involves performance of skills in the technology of the identi-
fied discipline. Each PLO has at least one PI that functions to introduce, enhance and
demonstrate the PLO.

The Evaluation Mechanism is guided by the following Principles:
• The Diploma (PQF Level 5) adopts all the 17 PLOs and their Performance Indicators
(PIs).
• Course outcomes of a PQF Level 5 (Diploma) Programs are learner-centered and
SMART statements.
• Each of the 17 PLOs are Introduced, Enhanced and Demonstrated through the courses
(subjects) offered.
• All PIs of each PLO are correspondingly satisfied/ attained by course outcomes.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 31

Procedures in Evaluating the Satisfaction of PLOs and PIs through the
COs

Table 6. Compliance to the Pre-conditions for Development of Diploma Programs

Compliance check

Preconditions Questions to be asked Source Documents Com- Not Appli-
for Develop- pliant cable
Does a MOA/MOU exist be- • MOA/MOU (✓ if
ment tween the TVI provider and • Credit Arrange- compli-
1.Partnership HEI/s partner/s on the devel- ant x if
opment, implementation and ment not com-
Agreement articulation / credit transfer pliant)
between and/ of Diploma Program leading
or among TVIs to PQF Level 6?
and HEIs to If the provider is a dual sector
come up with HEI, does it offer the PQF
diploma pro- Level 6 Program to which the
gram leading Diploma Program leads to?
to a PQF Level
6 program

2. The Program Is the industry consulted on: • Proof of Industry
on PQF Level Availability of Jobs requiring Consultation
5 is a product the competencies of the Di-  Minutes of
of Industry ploma Program graduates? the Meeting
Consultation Contents/ competencies to be  Resolutions/
included in the program? Agreements
3. The destina-
tion Higher Are the courses offered in the • Filled-up Valida-
Education program based on the list tion Survey In-
Program for specified in an existing CHED struments
the PQF Level approved/accredited program
5 Program has or PSG? • Course Descrip-
reference to tion
an existing
CHED ap- • Course Specifica-
proved/ ac- tion
credited pro-
gram or PSG • Program Sched-
ule*

• Curriculum Out-
line*

• PSG*

Write all items that are not compliant, then recommend strategies for their alignment.

Table 7. Summary of Items marked not compliant to the preconditions

Item marked not compliant Recommendations

Example: Minutes of the meeting with industry, Filled-up
The Program on PQF Level 5 is a product of validation survey forms or program/curriculum
Industry Consultation. documents with comments of the industry

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 32

This procedure uses the Program Curriculum Map as the source document. Please check that
the following elements are present in the Program Curriculum Map before proceeding with
the evaluation:

1. In the top row, all 17 PLOs are listed
2. Below each PLO, all PIs are listed and immediately below it, the function of each PI

should be specified.
The top rows should look like this from PLO1 through PLO 17:

This will serve as your guide throughout the evaluation process.
3. Additionally, all courses should be written in column 1.
4. In column 2, course outcomes of each course should be written. There should be on-

ly one CO per row.
5. Ideally, PIs should have been mapped by the developers with COs that are meant to

attain them as a part of the Program Document prior its Program Recognition. If not,
please let the provider map the PIs with the COs first. A procedure on how to map

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 33

Step 1: Examine the COs

Examine whether each CO is stated learner-centered and Specific, Measurable, Attainable,
Realistic and Time bound (SMART). Mark the COs that do not comply with the conditions
mentioned by coloring/highlighting the fonts red.

Guidelines in Writing Learner-Centered and SMART PQF Level 5 COs

1. Use a single, clear action verb for each course outcome. (refer to revised Bloom’s
Taxonomy)
Ex. Identify and describe current domestic and international business trends
should be re-stated as:
Describe current domestic and international business trends.

2. Course outcomes levels should be predominantly within Applying, Analyzing, Evaluating
and Creating for a PQF Level 5 Program. However, course outcomes that are meant to
introduce the course or the PLO may be on the Remembering and Understanding level.

3. Do not use vague terms such as ‘know about, be familiar with, understand, be aware
of’.

4. Write in short sentences to maintain clarity. A course outcome is much clearer as short
sentences rather than one, long, complex sentence.

5. Course outcomes should relate to program outcomes.
6. Focus the course outcomes on student performance not teacher performance.
7. Limit the course outcomes to 3-7 statements for each course.
8. Focus on overarching knowledge and/or skills rather than small or trivial details.
9. Focus on knowledge and skills that are central to the course.

10. Focus on the outcomes that results from the course rather than describing activities
or lessons that are in the course.

11. Consider the assessment of the outcome when writing it. Very broad outcomes can be
difficult to assess effectively as it is not clear what is being assessed. Very narrow out-
comes can leave you with very little flexibility in the assessment.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 34

Example:
Understand the application of chemistry in relation to the generation of energy.
Improved Version:

Identify the functions of chemistry in the generation of energy. (Remembering)
Explain the application of chemistry in relation to the generation of energy.
(Understanding)
Apply chemistry in the generation of energy. (Application)

Checklist for Evaluating PQF Level 5 Course Outcome

Evaluate each CO by asking the following questions. If any of the questions is not complied
with, the CO needs revision.

Guideline/Parameter/Criteria Yes No
1. Did course outcome focus on student performance?
2.Did each course outcome contain a single, clear action verb?
3. Were vague terms such as ‘know about, be familiar with, understand, be aware of’
used?
4.Were course outcomes levels predominantly within Applying, Analyzing, Evaluating and
Creating for a PQF Level 5 Program or Were course outcomes meant to introduce the
course or the PLO on the Remembering and Understanding level?
5.Were sentences short?
6.Did course outcomes relate to program outcomes?
7.Was there focus on knowledge and skills that are central to the course?
8.Was there focus on overarching knowledge and/or skills?
9.Was there focus on the outcomes that result from the course rather than describing ac-
tivities or lessons that are in the course?
10.Was assessment taken into consideration in the course outcome?
11.Are course outcomes measurable? Are course outcomes limited to 3-7 statements for

each course?

Step 2: List all COs which are not SMART and learner-centered

Using table 5, list down all COs that are marked as “NOT learner-centered and SMART” PQF
Level 5 COs

Table 8. List of Course Outcomes for Revision

Course Title Course Outcome Recommended Strategies for
revision
Identify and describe the tools needed in re-
pairing a CPU Restate – use a single verb
Understand the importance of using yeast in Restate – not measurable
baking

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 35

The following are some of the strategies in revising COs:
1. For COs with 2 verbs, choose the verbs to which the CO should focus on. Sometimes
one verb is already covered by the other verb. Recommend to adopt one of the
verbs. Choose the verb that is more encompassing.
Example:
Identify and describe the tools needed in repairing a CPU
Recommend to restate as:
Describe all tools needed in repairing a CPU
Take note that there are verbs that really come together such as compare and
contrast, these are exceptions to the rule.

2. COs using verbs such as understand, know, to be aware of may be deleted or revised
by changing the verbs.
Example:
Understand the importance of using yeast in baking

Recommend to delete if already covered by other COs or restate as:
Explain the role of yeast in baking

3. If COs are meant for the teacher’s performance, recommend to create COs that are
performable by learners
Example: Inculcate the value of team work in the workplace

4. If COs are not directly related to the course recommend to delete the CO.
5. If the CO is too broad to be assessed, recommend it to be restated in a more specific

way.
6. If the CO is too narrow, recommend to delete it. It may be subsumed in the other

COs.
7. If the COs are predominantly remembering or understanding, the courses do not com-

ply to PQF Level 5 descriptors. Recommend to add COs that are to level of Applying,
Analyzing, Evaluating and Creating level of the Revised Bloom’s Taxonomy.

Step 3: Analyze the mapping of PIs revised as of May 2022 36
with COs

For each PI, check that all COs
tagged are:

1. contributory to the satisfac-
tion of the PI; and

2. properly tagged as I, E or D
based on its relevance to the
PLO and guided by the Re-
vised Blooms Taxonomy.

Note: The initially identified function (I, E or D) of
the Course Outcome must be unvarying all through-
out the mapping process.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs

Step 4: Delete tags which does not satisfy the criteria

Delete all tags that did not satisfy the above criteria.

Step 5: Count the number of tags per PI

Do the following:
1. For each PI, count the number of COs that are tagged as I, E and D.

Using “Countif” excel formula or any spreadsheet formula, count the number of “Is, Es
and D” in each PI column.

Syntax : =COUNTIF(range of cells,"I") for Is
=COUNTIF(range of cells,"E") for Es
=COUNTIF(range of cells,"D") for Ds

After this step your Program Curriculum Map should look like this from PLO1 to PLO17:

Table 9. Program Curriculum Map

2. Identify the PIs that are correspondingly satisfied.

All PIs have corresponding functions (I, E or D). PI1 of PLO1, for example has an “I” func-
tion and PI8 under PLO 2 has an “E” function. For the PI to be satisfied, there should be
at least 1 CO tagged as “I” to satisfy it. If in the column for PI1, the count of “Is” tagged
with COs is not zero (0), then it is “correspondingly satisfied” regardless of how many
“Es” or “Ds” tagged with the PI.

This step should have an answer for each of these items:
Total no. of PIs tagged as “Is” satisfied = ___
Total no. of PIs tagged as “Es” satisfied = ___
Total no. of PIs tagged as “Ds” satisfied = ___
Total number of PIs satisfied = _____

3. Count the number of PLOs satisfied. A PLO is satisfied if all PIs within a PLO are corre-
spondingly satisfied by the COs. If at least 1 of the PIs is not correspondingly satisfied,
the PLO is considered “not satisfied”. This is a gap.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 37

4. Compute the percentage of alignment. The percentage of alignment of a Diploma pro-
gram is computed in two ways:

a. Divide the number of PIs satisfied by 82. The quotient multiplied by 100 will be
the percentage of attainment of PIs and the whole program.
Ex.: 75 number of PIs satisfied = 0.9146 x 100 = 91.46%
82 Total number of PIs
91.46% is the percentage of alignment based on attained/ satisfied PIs

b. Divide the number of PLOs satisfied by 17. The quotient multiplied by 100 will be
the percentage of attainment of PLOs and of the whole program.
Ex.: 15 number of PLOs satisfied = 0.8823 x 100 = 88.23%
17 total number of PLOs
88.23 % is the percentage of alignment based on number of satisfied PLOs

To automate the computations process, an excel file with formula is developed.

Step 6: Summarize the results

Fill-in these tables for the results.

Table 10. Summary of Results: Percentage of PIs Satisfied

Function of PI No. of PIs No. of PIs NOT Total Percentage
Satisfied Satisfied of satisfied

PIs

PIs that Introduce PLOs

PIs that Enhance PLOs

PIs that Demonstrate PLOs

Total

Percentage

Table 11. Overall Summary of Results: Percentage of PLOs satisfied

No. PLOs satis- No. of PLOs NOT Total Percentage of
fied satisfied satisfied PLOs

PLOs that are correspond- Percentage of
ingly Introduced, Enhanced satisfied PIs
and Demonstrated through
94.74%
the COs 78.26%
75.00%
Sample Filled-up Table 88.49%

Table 10. Summary of Results: Percentage PIs Satisfied

No. of PIs No. of PIs NOT Total
Satisfied Satisfied
19
No. of PIs that Introduce PLOs 18 1 23
40
No. of PIs that Enhance PLOs 18 5 82
100%
No. of PIs that Demonstrate PLOs 30 10

Total 66 16
Percentage 88.49% 19.51%

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 38

Table 11. Overall Summary of Results: Percentage of PLOs satisfied

PLOs that are correspondingly No. PLOs No. of PLOs NOT Total Percentage
Introduced, Enhanced and satisfied satisfied 17 of satisfied
11
Demonstrated through the COs 6 PLOs
35.29%

Step 7: Compute the % of Satisfaction of PIs (I,E,D) per PLO

For each of the PLO, count the number of satisfied PIs per group (I,E,D).

Example 1: For PI 1, there is only 1 “I”. If this is satisfied by at least 1 CO, then it is satisfied.
Divide the number of PIs satisfied (in this case 1) by 1 (No. of PI that introduce PLO 1) x 100.

% of satisfaction of PLO1 for PIs that Introduce = 1/ 1 x 100 = 100%

Example 2: For PLO 3 in the Table Percentage of Satisfaction of PIs that Enhance PLO, there
are 2 PIs that Enhances the PLO. Let us say that only 1 of the is satisfied. Computation then
will be:

% of satisfaction of PLO3 for PIs that Enhance = 1/ 2 x 100 = 50%

Complete these tables based on the curriculum map and graph the result.

Table 12. Percentage of Satisfaction of PIs that Introduce PLO

PLO No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Standard 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1
(constant)

Satisfied

% of satis- 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
fied PIs

Standard %
of satisfac-

tion

Table 13. Percentage of Satisfaction of PIs that Enhance PLO

PLO No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Standard 1122111121112122 1
(constant)
Satisfied 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
% of satis-
fied PIs
Standard %
of satisfac-

tion

Table 14. Percentage of Satisfaction of PIs that Demonstrate PLO

PLO No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Standard 3211332222332323 3
(constant)
100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
Satisfied
% of satis-

fied PIs
Standard %
of satisfac-

tion

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 39

Sample Filled-up Tables and Graph

Table 12. Percentage of Satisfaction of PIs that Introduce PLO

PLO No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Standard 12211111111111111
(constant) 12211111111111110

Satisfied 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 0

% of satisfied
PIs

Standard % of 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
satisfaction

Table 13. Percentage of Satisfaction of PIs that Enhance PLO

PLO No. 12 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Standard 11 2 21111211121221
(constant) 11 1 11111110111221

Satisfied 100 100 50 50 100 100 100 100 50 100 0 100 50 100 100 100 100

% of satisfied
PIs

Standard % of 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
satisfaction

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 40

Table 14. Percentage of Satisfaction of PIs that Demonstrate PLO

PLO No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Standard 3211332222332323 3
(constant) 3211322122310201 3
Satisfied
% of satis- 100 100 100 100 100 67 100 50 100 100 100 33 0 67 0 33 100
fied PIs
Standard % 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
of satisfac-

tion

Step 8: List the PLOs and PIs that are not satisfied and recommend how these
may be satisfied

Use the following table.

Table 15. Strategies for Aligning the Diploma Program through the PIs

PIs not satisfied Strategies for Alignment Target date
PLO

#

Recommended Strategies are the following:
1. Revise the COs that are “not learner-centered and SMART PQF Level 5”;
2. Add COs to courses. Contents or learning activities in the Course Specifications should be

reviewed to look for COs that may satisfy the PIs. In case, there are contents, learning ac-
tivities and required performance from the learners that satisfy the said PIs, write addi-
tional COs.

Note: Be mindful of the number of hours for all COs to be attained. Too many COs may
be taxing for the teacher/ trainer and the learner to attain the COs within a specified
number of hours.
3. If doing the above recommendation is not enough, there might be a need to add a course
so that all PIs are satisfied.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 41

PERSPECTIVE 4

Implications to Articulation and Credit Transfer Agreements

1. Articulation

Critical to credit transfer, in the absence of a joint circular of CHED and TESDA, and
pending the joint circular on the implementation of Philippine Credit Transfer System
(PCTS), agreements on development and articulation or credit transfer should be forged
between the TVI diploma provider and a Higher Education Institution within the area of
operation.

Is there a MOA/MOU or Consortium on the development and implementation of the Diplo-
ma Program?

2. Match the course outcomes of the Diploma Program and the course outcomes of courses
in the PSG for the destination PQF Level 6 program.

Based on the Program Schedule, how many percent of the PSG units is covered by the Di-
ploma Program? Does the Diploma Program cover at least 70% of the units required of the
destination HE Program?

Table 16. Comparison of Diploma Program Units and the destination
HE Program

Units Earned

Course Title Diploma Destination Difference
PQF Level 6

Program

Total

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 42

SUMMARY OF FINDINGS

Consolidate all findings from the four perspectives.
Perspective 1:
Perspective 2:
Perspective 3:
Perspective 4:

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 43

ANNEXES

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 44

ANNEX A

The Program Documents shall consist of:
A. The Program Title

The Program Title should be representative of the sector, the destination course and
the level in the PQF.
Ex: Diploma in Hotel and Restaurant Technology

or Diploma in Electronics Technology
B. Brief Description of the Program Provider

A brief introduction of the provider, its vision, mission and goals and its course offer-
ings should be included in this section. Information about partners, both industry and
Higher Education Institution should be briefly described.
Example:

_________________ is the Corporate Social Responsibility wing of the __________. The compa-
ny was incorporated in 2008, after being spinned off as a department of the National College of
Science & Technology which started in 1995. Through its Learn, Earn and Achieve Program stu-
dents coming from economically-challenged families are given access to quality and relevant in-
dustry-based training through its Study-Now-Pay-Later Zero-Cash-Out Scheme. This CSR program
equips students with the right skills and knowledge that will suit the growing demands of the man-
ufacturing industry. Using the Dual Training System platform, the students are exposed in an ex-
periential learning environment where academic qualification and the industry certification are
gained. From an initial enrollment of 10 trainees, to-date, more than 30,000 students have bene-
fitted from this CSR program with 23 industries and 43 LGU partnership established and continu-
ously growing.

The institute is a dual sector provider offering BS Industrial Engineering, destination course of
the Proposed Diploma in Manufacturing Engineering Technology. With its partnership with Artesyn
Embedded Technologies (Electronics Sector) and Telford Svc. Phils. Inc. (Semiconductor) through
their Quality Assurance this course was developed and validated.

C. Program Description
This section describes the competencies the learners are expected to learn and to be
able to perform. The focus of the program, major skills and tasks to be performed by
its graduates.
The general and specific objectives of the program should be clearly stated.

Example:

The Operations Management program prepares the students for the acquisition of competencies
and skills needed as managers in manufacturing and service-oriented businesses. It focuses on
managing the processes to produce and distribute products and services.
Major overall activities often include product creation, development, production and distribu-
tion. Operations Management covers all operations within the organization and related activities
including managing purchases, inventory control, quality control, storage, logistics and evalua-
tion. A great deal of focus is on efficiency and effectiveness of processes. Operations manage-
ment often includes substantial measurement and analysis of internal processes. Ultimately, the
nature of how operations management is carried out in an organization depends very much on
the nature of products or services in the organization.
The objectives of the program are:

1. Equip the students with concepts, principles and the theories of Operations Management.
2. Prepare the students in organizing and managing activities in manufacturing and service-

related businesses.
3. Develop the learner competencies and skills as entrepreneurs and managers.
4. Prepare the students to pursue a teaching career or graduate studies in business.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 45

D. Job Titles
This section should enumerate the possible job title of graduates of the Diploma Pro-
gram. It should include job titles from all qualifications included and arranged from
highest level to the entry level job titles.

E. Program Learning Outcomes
This section should state all 17 PLOs and their PIs adopted by the program. These
PLOs are expected to be satisfied through the courses covered by the program. Addi-
tional PLOs may be included in case institutional outcomes are meant to be satisfied.

F. Program Duration
This is the statement of duration of the program including the On-the-job training
duration.
Example:

This program is a 3-year program in 6 semesters and 3 summer terms. On-the-Job Training pro-
grams are conducted during summer terms. The OJT on the last summer term will seek to hone
managerial skills of learners.

G. Program Framework
This is the diagram of included TRs/Qualifications and Higher Education courses or
subjects. It should show the related qualifications up to the highest qualification lev-
el per subsector which are included in the program. See sample below:

The blue cells represent the TRs included in the Diploma Program while the yellow
background represent the HE courses.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 46

H. Curriculum Outline
The Curriculum Outline should show a summary of courses classified as follows:

1. Qualifications with Training Regulations

As required in the Guidelines, the PQF Level 5 (Diploma) Programs shall include TR/
qualifications up to the highest available level within a sector and/or related to a dis-
cipline. Specify whether each course will be offered in the program as an independent
course or integrated in another course by checking the corresponding column. A
course is said to be offered independently if it is taught as per TR requirement. If the
units of competency are embedded and integrated into a PSG required courses, it is
said to be a resultant qualification, or a qualification integrated in a course.

To fill-up the table, write all TR-based qualification in column 1, then in column 2, put
a check mark if it is offered as an independent course study. If not, in column 3 write
the course title of the course where the units of competency are integrated.

Table A1. Qualifications with Training Regulations

No. Qualification Title Offered as an in- Course Title where the Credit
dependent course Qualification is Inte- Units
grated 3

1 SMAW NC II N Welding technology

2 SMAW NC III Y - 3

3 Electronics Technology 3
EPAS NC II Programmable Logic 3
Circuit
4
5

6

7

8

9

10

11

12

2. General Education and other non-technical courses
General Education courses per CHED CMO 20 s. 2013. For the purpose of the diploma
program, GE courses per CMO shall be minimum requirements. Course outcomes may
be enhanced by revising its course outcomes to focus on the course of study.

Table A2. General Education and other non-technical courses*

No. Course Title Credit Units

Purposive Communication

* include courses that attains Institutional Outcomes here

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 47

3. Professional Courses

Professional courses, that are included in the Diploma program, as referenced to the
PSG of the destination course, shall all be enumerated in this section. If such are not
required, or no professional course is included, this list may be excluded.

Table A3. Professional Courses (if any) Credit Units
No. Course Title

4. Technical Courses Credit Units

Table A4. Technical Courses
No. Course Title

5. Elective Courses Credit Units

Table A5. Elective Courses (if any)
No. Course Title

6. Mandatory Courses
Mandatory courses may include NSTP and other courses required through Laws.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 48

I. Course Specifications
This section gives details on all courses offered or included in the program. This will in-
clude a detail on how the TRs and non-TR courses will be taught, whether they are taught
as a full qualification or integrated in other courses. The course specification is also used
as a reference for evaluating a course when a learner transfers to another institution and
requested for evaluation of credited course by the receiving institution.

The following tables may be use as templates for this section:

Table A6. Course Specifications

Course Course De- Course Teaching & Assessment Credit Qualifications
Title scription Outcomes Learning Strate- Strategies Units with TR

gies

Course Title – the title of the course based on the PSG and/or the Qualification as agreed upon by partner
TVIs and HEIs. Please list down all courses of the whole program. Please include On-the-Job Training in
this Matrix.

Course Description – describes the objectives and coverage of the course
Course Outcomes – are learner-centered and SMART course outcomes which are expected to be performed by

the learner within the course
Teaching and Learning Strategies – this describes the methods and strategies that will be used to attain the

course outcomes. Learner activities, as well as, assignments and projects, individual or group should be
clearly stated in this section.
Assessment Strategies – These are statement of the methods of assessments to be used to evaluate the at-
tainment of the course outcomes (i.e. project-based, portfolio, simulation, demonstration, etc.
Credits – the number of units to be credited
Qualifications with TR – qualifications that may be attained by the learner after finishing the course or a
number of courses within the semester. The learners are expected to be assessed and certified at the
end of the semester on these WTR qualifications.

J. Program Curriculum Map
The Program Curriculum Map will match each PI with the course outcomes will be contribu-
tory to the attainment/satisfaction of the PI. A PQF Level 5 (Diploma) program is compliant
if all PIs and PLOs are correspondingly satisfied through the course outcomes.

Evaluation of the Alignment of the Program to PQF Level 5
A Diploma Program is aligned to PQF Level 5 if the following Principles are true:

• Course outcomes of a PQF Level 5 (Diploma) Programs are learner-centered and SMART
statements.

• The Diploma (PQF Level 5) adopts all the 17 PLOs and their Performance Indicators (PIs).
• Each of the 17 PLOs are Introduced, Enhanced and Demonstrated through the courses

(subjects) offered.
• All PIs of each PLO are correspondingly satisfied/ attained by course outcomes.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 49

Program Curriculum Map

Manual for the Evaluation of PQF Level 5 (Diploma) Programs revised as of May 2022 50