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

Republic of the Philippines
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

ISO 9001: 2015 Certified

Manual for the
Evaluation of

13Q

Level 5

DIPLOMA

Programs

Prepared by:
Curriculum and Training Aids Development Division
National Institute for Technical Education and Skills Development
July , 2019, TESDA, Taguig City, Philippines

List of Tables

Table 1. Checklist of PQF Level 5 (Diploma) Program Required Documents 5

Table 2. Compliance Checklist for PQF Level 5 Program Framework 7

Table 3. Summary of Items Marked as "not compliant" for Perspective 1 and the

Recommended Strategies for Aligning to PQF Level 5

(Diploma) Program 8

Table 4. Compliance Checklist for Perspective 2 9

Table 5. Summary of Items Marked as "not compliant" for Perspective 2 and the

Strategies in Complying with the Requirements 13

Table 6. Compliance to the Pre-conditions for Development of 15
Diploma Programs

Table 7. Summary of Items marked not compliant to the preconditions 15

Table 8. List of Course Outcomes for Revision 19

Table 9. Curriculum Map 20

Table 10. Summary of Results: Percentage of Pls Satisfied 21

Table 11. Overall Summary of Results: Percentage of PLOs satisfied 21

Table 12. Percentage of Satisfaction of Pls that Introduce PLO 22

Table 13. Percentage of Satisfaction of Pls that Enhance PLO 23

Table 14. Percentage of Satisfaction of Pis that Demonstrate PLO 23

Table 15. Strategies for Aligning the Diploma Program through the PIs 25

Table 16. Comparison of Diploma Program Units and the destination

HE Program 26

List of Annex Tab!es 39
39
Table Al. Qualifications with Training Regulations 40
Table A2. General Education and other non-technical courses* 40
Table A3. Professional Courses 40
Table A4. Technical Courses 41
Table A5. Elective Courses 42
Table A6. Course Specifications 49
Table A7. Program Curriculum Map
Table A8. Program Schedule

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List of Figures

Figure 1. Flowchart on the Evaluation of Diploma Programs 4

Figure 2. Sample Program Framework for Diploma in Hotel and Restaurant Technology leading to BS

Hotel Management (BS HM) 6

Figure 3. Sample Program Framework Showing the TRs included in the Program 7

Figure 4. Evaluation Mechanism 17

Figure 5. Sample Representation of the Diploma Program 38

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

I. Background

TESDA Circular No. 38, s. 2017 Implementing Guidelines for the Program under
PQF Level 5 (Diploma) Pilot steered the development of Diploma programs. To
date, there are about 335 PQF Level 5 programs recognized by TESDA and are
offered by both public and private program providers. In the TESDA Circular, the
Regional Diploma Technical Working Group (RDTWG) are tasked to evaluate PQF
Level 5 (Diploma) Programs for recognition.

Aside from the two workshops conducted in 2018, a manual detailing the
procedures of evaluation may be required to guide the RDTWG and diploma focal
persons, hence this Procedures Manual in the Evaluation of PQF Level 5 (Diploma)
Programs.

This manual 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 Diploma program. Templates are also
prepared to help organize and consolidate the results. The analysis tools included
in this manual would also serve as guide in recommending the strategies in filling
the gaps for the purpose of aligning the diploma program to PQF Level 5 Program
Framework, resulting to enhanced quality of implementation.

The evaluation process measures the alignment of the program to PQF Level 5
based on the satisfaction of PLOs and Pls through the course outcomes;
compliance to the Program Framework; compliance to the preconditions for
development of Diploma Programs; compliance to the requirements of TESDA
Circular #38 s. 2019 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 enhancing their
Diploma Programs; and the Regional Diploma Technical Working Group (RDTWG)
in their decision to approve or disapprove Diploma Programs submitted for
recognition.

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II. Purposes and Objectives of this Manual

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

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

b. Provide mechanisms in identifying gaps in the diploma program documents
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.

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Ill. Procedures in Evaluating the PQF Level 5 (Diploma) Program

The evaluation process shall be analyzing the curriculum's alignment to PQF Level 5
based on four (4) perspectives:

1 PQF Level 5 (Diploma) Program Framework;
2. Requirements per Implementing Guidelines for PQF Level 5(Diploma)

Programs;
3. Satisfaction of PLOs and PIs through the Course Outcomes; and
4. Implications to Articulation and Credit Transfer.

The flowchart below describes the whole process of evaluation.

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Flowchart on the Evaluation

Check the Evaluate Documents Check com
completeness of • against Diploma Program requirements of
documents using
Framework using Table 2 38 s. 2019
Table 1

Complete? Yes • ProgramTitle
• Brief Descrip
• Program Title • Program Des
• Curriculum Outline • lob Titles
• Course Specification • Program Lea
• Program Curriculum Map • Program Dur
• Program Schedule • Program Fram
• PSG for the destination HE • Curriculum O
• Course Speci
Program • Program Curr
• Program Sch

Ask provider to Yes
complete
documents

Prepare Summary of Items Prepare Sum
Marked as "not compliant" Marked as
for Perspe
and the Recommended
Strategies of Aligning to PQF Strategies
with the R
Level 5 (Diploma) Program
Framework (T
(Table 3)

Certificate of No
Recognition
Yes
Compliant?

Figure I. Flowchart on the Evaluation of Diploma Programs

n of PQF Level 5 (Diploma) Programs 4

mpliance to the Evaluate the Satisfaction of Evaluate the Diploma Program
f TESDA Circular # PLOs and Pls through the based on its Implication to
9 using Table 4 COs using Table 9
Articulation and Credit Transfer
using Table 16

e • Curriculum Outline • Program Schedule
ption of the Program Provider • Course Specification • General Summary of Credits
scription • Program Curriculum Map
• Memorandum of Agreement Memorandum of Agreement
arning Outcomes • Proof of Industry • Proof of Industry Consultation
ration • PSG for the destination HE
mework Consultation
Outline • PSG for the destination HE Program
ification
riculum Map Program Yes
hedule

Yes Yes

mmary of Items No Prepare
not "compliant" Recommendations for
ective 2 and the Prepare the Summary Pis Articulation and Credit
s in Complying and PLOs not Satisfied and
Requirements the Strategies in AAlliigning Transfer
Table 5) the Course Outcomes with

the Pis and the PLOs.
(Table 10-15)

Consolidate all results
and recommendations

5

The Evaluation Process
The evaluation process checks the alignment of the program to PQF Level 5 through
the documents submitted for registration. Prior evaluation proper, check for
completeness of documents to make sure all needed information are at hand.

Check for Completeness of Program 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,
otherwise, put an X.
Some program documents may have different formats and terminologies used. The
evaluator for completeness of documents should refer to Annex A of this manual when
doing completeness check to be able to discern equivalent sections in the submitted
documents.

Table 1. Checklist of PQF Level 5 (Diploma) Program Required Documents

Check (v) Use to evaluate

No. Name of Document if Perspective

submitted 1 i 2 1 3 I 4

1 Program Title vv

2 Brief Description of the Program Provider v

3 Program Description v
4 Job Titles .7

5 Program Learning Outcomes V

6 Program Duration v

7 Program Framework V
8 Curriculum Outline
9 Course Specification vv
vvi

10 Program Curriculum Map vvv

11 Program Schedule v v

12 General Summary of Credits vv v

13 Institutional Assessment Tools v

14 Memorandum of Agreement v vv

15 Proof of Industry Consultation v .7 .7

16 Policies, Standards and Guidelines for the v v vv
destination HE Program

17 Program Registration Requirements (TESDA-SOP- v
TSDO-01-F01)

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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
several 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
Learning 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).

RANGES; BREADTH

5 Learning outcomes' Learning outcomes * Learning outcome; * Learnir g

outcomes *lea -nine outo)mes *

4 ig outcomes °Learning Dui
ng ; *Learning outc,mes *Learni es °Learning

3 outcomes *tea 'fling outcam Learning

ng • *Learning outcomes *Learni

2 * I itc-rni es
es ou~

Learning outcome; 'Learning outc3rnes *Learning outcomes 'Learning
1 outcomes *Lea -ning outcomes *

FBS House- Front Bar Cookery/C Bread &
keeping Office Tending onunefrial Pastry
Cooking

Figure 2. Sample Program Framework for Diploma in Hotel and Restaurant Technology leading to BS Hotel Management (BS HM)

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 BS Hotel Management, its destination program.

Food and Beverage Services has existing TRs for NC levels II, Ill 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, Bar Tending and Bread and Pastry Production have only NC Level II TRs.

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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: Program 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 main sector to which majority of these TRs belong.

Step 3. Identify the destination Higher Education (PQF Level 6) 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 evaluation process. If none is submitted
nor identified in the Program Description, you may need to ask the provider to
submit to you this information,

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

From the list of the TRs included, draw a Program Framework similar to Figure
3 (Sample Program 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.

Existing TRs for Masonry NC II No existing TR for ElM NC III and IV with existing TR
an NC III included in this Plumbing NC I, hence, but not included in the Program
program
the yellow block

RANGES; BREADTH

utreeeerMere.s

omes *Learning outcomes Learning outcomes ^ tear,

comes ccomes - 'Learnt g u come

comes

ad-comes

outcornes *Learning o

comes

utc

utc

Learning outcome; *Learning outcomes

g outcomes *1 earning out :omes *Learning outcomes *Learning outcomes 41

-••• —

Illlasonty I Plumbing NM Formworks RSA Cnipeniry 4

Diabftnicat

Figure 3. Sample Program Framework Showing the TRs included in the Program

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

In this step, you are to check whether the program include TRs up to the
highest level available in TESDA's inventory of promulgated TRs. If not, this
is a gap; inclusion of which should be recommended.

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 column, if No, put an X, if not applicable, put a check
on Not applicable columns and the compliant column.

Table 2. Compliance Checklist for PQF Level 5 Program Framework

Compliance

Question to be asked Source of Evidence check

1. Depth and Breadth Compliant Not
List down the TRs included. (‘/) if YES
(x) if NO)

Sector

Subsector 1: • Course specification
1.NC I • Program Schedule
2. NC II • Curriculum Map
3. NC III • Summary of Credits
4. NC IV
Subsector 2:
1. NC I
2. NC II
3. NC III
4. NC IV
Subsector 3:
1. NC I
2. NC II
3. NC III
4. NC IV
Subsector 4:
1.NC I
2. NC II
3. NC III
4. NC IV

Subsector 5:
1.NC I
2. NC II
3. NC III
4. NC IV

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Table 2. Compliance Checklist for PQF Level 5 Program Framework

Compliance

Question to be asked Source of Evidence check

Compliant Not
Applicable
(.() if YES
(x) if NO)

TRs from other Sectors
1.
2.

Number of TRs . Course specification
How many TRs included in the program? • Course Schedule
Does the program comply with the 12 TR- • Curriculum Map
requirement for the whole program?

Qualification Levels
Does the program include qualifications up to
the highest qualification level of available
TRs?

Does the program include qualifications from • Course specification
at least 3 subsectors in different levels? • Course Schedule
• Curriculum Map
Does the program include courses based on • Course specification
a specific PSG/program identified to be its • Course Schedule
destination HE Program? • Curriculum Map
• PSG

2. Adoption of the 17 PLOs • Program Learning
Does the program adopt the 17 PLOs? Outcomes

Is each of the PLOs adopted? • Curriculum Map

PLO 1. Apply knowledge of mathematics, science, technology
fundamentals, and a technology specialization to
defined and applied technology procedures,
processes, systems, or methodologies. In aid of
systems design addressing identified technology
problems, conduct the following: identify problems,
conduct researches, investigations and experiments,
and come up with conclusions and solutions;

PLO 2. Select and apply appropriate techniques, resources,
and modern technology and IT tools, including, but
not limited to, prediction and modelling, to broadly-
defined technology-related activities, with an
understanding of the limitations;

PLO 3. Communicate effectively on broadly-defined
technology-related activities with the technology
affiliated community and with the society at iarge, by
being able to comprehend and write effective reports
and design documentation, make effective
presentations, and give and receive clear
instructions;

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Table 2. Compliance Checklist for PQF Level 5 Program Framework

Question to be asked Source of Evidence Compliance
check
PLO 4. Demonstrate understanding of the societal, health, • Program Learning
safety, legal, and cultural issues and the consequent Outcomes Compliant Not
responsibilities relevant to technology practice; V) if YES Applicable
Curriculum Map (x) if NO)
PLO 5. Understand the impact of technology solutions in a
societal and environmental context, and demonstrate • Program Learning
knowledge of and need for sustainable development; Outcomes

PLO 6. Apply professional ethics and responsibilities and • Curriculum Map
norms of technology practice;

PLO 7. Function effectively as an individual and as a member
of diverse technical teams

PLO 8. Demonstrate knowledge and understanding of
technology principles and apply these to one's own
work, as a member and leader in a team and to
manage projects in multidisciplinary environments

PLO 9. Recognize the need for, and have the ability to
engage in independent and lifelong learning in
specialized technologies

PLO 10. Lead and present ideas and practical suggestions to
appi opriate people on how improvements could be
made

PLO 11. Evaluate the application of Critical Thinking (Higher
Order Thinking Skills) and adjust Problem Solving
Techniques

PLO 12. Manage and evaluate workplace policies and
procedures relevant to the workplace

PLO 13. Develop systems in managing and maintaining
information

PLO 14. Shape and sustain strategic thinking and attitudes
towards the common good

PLO 15. Establish, manage, and sustain OHS programs
relevant to the workplace

PLO 16. Develop high-performing entrepreneurs

PLO 17. Demonstrate the sense of patriotism both in the
national and global milieu

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

For each question/item marked as x, write a recommendation to comply with
the item and ensure its alignment to the PQF Level 5 (Diploma) Program
Framework.

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

Elements Items Marked as "not Recommendation
compliant"

Depth and
Breadth

Adoption of the 17
PLOs

Sample Filled-up Table

Table 3. Summary of Items Marked as "not compliant" to PQF Level 5 (Diploma)
Program per Perspective 2 and the Recommended Strategies of Aligning

Elements Items Marked as "not Recommendation
compliant"

Depth and Does it include It would help if EIM NC III and IV
Breadth qualifications up to the will be included in the program
highest qualification level
of available TRs?

Adoption of the 17
PLOs

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Perspective 2. TESDA Circular # 38 s. 2017

Check the Compliance of the Program to the following items by putting a check (v) on
the "Compliant" column if your answer to the question is YES and X if your answer is
NO. If the item is not applicable, 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 questions is answered "NO", it is considered not compliant.

Table 4. Compliance Checklist for Perspective 2

Diploma Level Programs Development Compliance check
Requirements
Questions to be asked Source Documents Compliant
(Section of TESDA
Circular # 38 s. 2017) (1) if YES Not Applicable

(X) if NO

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

1. A Diploma Curricular Program Does the curriculum • Course
documents state Specification's
ensures the integration of the three cognitive, affective and
psychomotor course •course description,
domains of learning such as outcomes?
*course outcomes and
cognitive, affective and
• Teaching and
psychomotor.
Learning Strategies

and Methodologies

2. UNESCO's Pillar of Learning on Does it include courses
Learning to Learn — from general
to specific — is the principle that which intends to
governing the development of the
Diploma Curriculum, which intends develop technologists
to develop technologists and
executives with multi-level of and executives with Course specifications
multi-skills.
multi-level of multi- Program Schedules

skills.

3. The cognitive and affective domains Are the TVET Course Specifications
focus on the theoretical foundations qualifications that focus Program Schedule
and values in the application of the on psychomotor domain
psychomotor domains that are based on the TR?
anchored on the industry
competency standards defined in Are the courses
the Training Regulations. compliant with both
PSG and/or TR as
applicable?

4. The courses are aligned with the Do the documents show Course Specifications
Policies Standards and Guidelines alignment with the
(PSG) of the Higher Education on PSG?
the specific program/discipline to
ensure transfer of credits through Are credit units
articulation. allocated per course
comparable to that of
the destination course?

5. The description of the courses Do the course Course Specifications
identified specifies the scope of specifications detail the
what the learner will be learning in scope of what the
relation to the technology learner will learn based
(psychomotor) contents found in on competency
the competency standards. standards?

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Table 4. Compliance Checklist for Perspective 2

Diploma Level Programs Development Compliance check
Requirements
Questions to be asked Source Documents Compliant
(Section of TESDA V) if YES
Circular # 38 s. 2017) (x) if NO Not Applicable

6. Teaching and learning strategies Are the teaching Course specifications
and assessment criteria are aligned strategies for TR related Program Schedule
with both the program and course courses competency- Program Description
learning outcomes to ensure based? Is Course specifications
constructive alignment. demonstration or
hands-on performance Program Schedule
included in its
strategies?

7. The course outcomes are Are the assessment Course Specifications
statements of what a learner is methods competency- Assessment Tools
expected to know, understand, and based?
be able to do at the end of a period Does it include Course specifications
of learning. It shifts the focus from demonstration, Program Schedule
inputs (what has to be taught, what observation, portfolio or
has to be learned, and what has to project-based Course specifications
be done) to outcomes (what has assessment? Program Schedule
been learned and what has been
made or carried out). The learning Are knowledge-based
outcomes-based programs will contents integrated and
make it possible for learners to assessed accordingly
carry forward the !earnings through the listed
achieved from another program teaching and learning
(through credit) and allow non- strategies and
formal and informal !earnings to be assessment methods?
carried into formal Qualifications
(Source: AQRF Concept Note No, Are ail outcomes-based
2, Learning Outcomes and COs attainable whether
Qualification Frameworks). through formal or
informal education?
8. The laboratory portion of the Are all COs can be
modules with the technology performed by the
contents utilizes the competency individual and the
standards in the Training performance of which
Regulations as reference to ensure can be a evaluated as a
that the learner acquires the basis for assessment
National Certificate on specific and certification?
qualification. Do technology contents
result to the attainment
9. The semestral course arrangements of National Certificates
of the programs ensure that the of Promulgated TRs?
learner earns at least three (3)
National Certificates in three (3) How many
different qualifications at different qualifications per
levels up to (preferentially the semester can be
highest attained by learners?

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Table 4. Compliance Checklist for Perspective 2

Diploma Level Programs Development Compliance check
Requirements
Questions to be asked Source Documents Compliant
(Section of TESDA
Circular # 38 s. 2017) (v) if YES Not Applicable

(x) if NO

possible level) in order to develop l In total, how many

flexible graduates. qualifications can be

attained by the learner

throughout the duration

of the program?

Is the highest level of
the qualification
attainable through the
courses offered?

10. In order to ensure that the learners Is there an indication
that competency
have developed the necessary assessments will be
conducted every after
competencies (knowledge, skills module?

and attitude) needed by the If competencies of a TR Course specifications
cannot possibly fit in Program Schedule
industry, competency assessments one course, are the
other courses where the Course Specifications
are conducted every after the remaining Program Schedule
competencies are Curriculum Map
module that has technology included offered within
the semester or within Course Specifications
components. the school year? Program Schedule
Are details of OJT
11. The programs are delivered by included in the Program Course Specifications
Document Program Schedule
block to ensure that the learner who Is the OJT in the last
semester managerial in MOA/MOU
wishes to exit after the module or nature?
Are the OJT during the Course Specifications
semester possess the first 2 years application
of the competencies
competencies he/she can use in attained during the
year?
the workplace; and will not make Are OJTs directly
related to PLOs per
the learner a drop-out since he/she Curriculum Map?

already possesses credits. Is a MOA on the
implementation of the
12. The semestral on-the-job trainings courses such as
are mainly focused on the complementation on
application of the competencies in teachers/trainers in
the workplace while the terminal cases the requirements
on-the-job training is managerial of courses/qualifications
since the diploma program intends cannot be delivered by
to develop technologists and the provider presented?
executives.
Is there an indication
13. On-the-Job Trainings are that supplementary
governed by Learning Outcomes, reading materials will be
which are specified in the provided for learner use
Curriculum Map. during the program?

14. Consortium of the institutions,
which is governed by a
Memorandum of Agreement or
Contract, is allowed for the purpose
of complementation, e.g.
technology and faculty on courses
with technology, where an
institution doesn't have an NC
holder to deliver the laboratory
component of the course.

15. Supplementary reading materials
are provided the learners to
develop the value for reading, thus
value for learning, to strengthen the
mechanism of lifelong learning.

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Table 4. Compliance Checklist for Perspective 2

Diploma Level Programs Development Compliance check
Requirements
Questions to be asked Source Documents Compliant
(Section . of TESDA V) if YES
Circular # 38 s. 2017) Institutional (x) if NO Not Applicable
Assessment Tools
16. Institutional assessment tools, Are there any
both formative and summative, are institutional assessment
prepared by the institutions during tools, summative or
the pilot stage of the program formative, submitted for:
implementation in order to monitor
the progress of the learners and a. Qualifications?
ensure that the same possesses b. Other courses?
the necessary knowledge and
attitudes/values.

17. The Diploma Programs are Does the Diploma Curriculum Map
developed for the purpose of program provide for Course Specifications
ensuring that the learners possess opportunities to attain Program Schedules
the employability skills, which employability skills and
comprise the four (4) National Certificates
characteristics such as: essential in landing on
jobs?
1) entry to work,

2) flexibility at work, Does it provide for the Curriculum Map
attainment multiple job Course Specifications
competencies Program Schedules
(qualifications) that
ensures work flexibility?

3) opportunity for permanency and Does the program Curriculum Map
provide for multi-skilling, Course Specifications
4) ascent in the hierarchy of the higher level Program Schedules
industry. qualifications,
managerial, Course Specifications
18. The Diploma Programs are entrepreneurial and Curriculum Map
designed to develop worker - research skills?
leaders and not merely worker — Does the Diploma Course Specifications
followers. course provide for ProgramSchedule
activities that promote
19. The Diploma programs are leadership skills Program Schedule
integration of Technical Education (leading a team) and
and Skills Development and are higher order thinking
designed to facilitate credit transfer skills (plan, implement
from TVET to Higher Education monitor and evaluate
through alignment of Program and programs/activities)?
Course Outcomes of both levels of Are TR-based
education. qualifications integrated
into the Diploma
program?

Are the NET

wqu.itahlitfhiceatPioSnGs aligned
courses

for purposes of credit

transfer?

20. Packaged in such a way that it will Is the diploma program
take only an addition of one (1) year duration equal to 3
to finish a related four-year degree years?
course or two (2) years for a related
five-year degree course in the
same institution

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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 Strategies in
Complying with the Requirements

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

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Perspective 3. Evaluation of the Satisfaction of the PLOs and PIs through
the Course Outcomes COs

Evaluate Map each PIs Analyze List down the
whether course with COs that results PIs that are
outcomes are satisfy them based on not tagged
and tag them
learner- correspondingly the and the
centered and Evaluation Strategies to
as I, E or D Principles
SMART meet the
requirements

Criteria of a good Curriculum List of PIs, PLOs Summary of
course outcome Mapping and Evaluation
Matrix Gaps and
Principles Strategies

instruments

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 defined, observable, measurable, and sufficient. Four (4) to 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
welded together using SMAW) and; a PI Demonstrates (D) the PLO if it involves
performance of skills in the technology of the identified 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:

t 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.

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

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

Preconditions for Compliance check
Development
Questions to be asked Source
Documents
Compliant
V if Not Applicable

compliant x if
not compliant)

1. Partnership Agreement between Does a MOA/MOU exist MOA/MOU
and/or among TVIs and HEls to between the TVI
come up with diploma program provider and HEI/s
partner/s on the
leading to a PQF Level 6 program development,
implementation and
articulation/ credit
transfer of Diploma
Program leading to
PQF Level 6?

If the provider is a dual
sector HEI, does it offer
the PQF Level 6
Program to which the
Diploma Program leads
to?

Is the industry
consulted on:

1.Availability of Jobs Minutes of the
Meeting with Industry
requiring the Partners or

competencies of the Filled-up Validation
Survey Instruments
2. The Program on PQF Level 5 is a Diploma Program

product of industry Consultation. 'raduates?

2. Contents/

competencies to be

included in the

program?

3. The destination Higher Education Are courses offered in Course Description
Program for the PQF Level 5 the program based on Course Specifications
Program has reference to an the list specified in an
existing CHED existing CHED
approved/accredited program or approved/accredited
PSG program or PSG?

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

Item marked not compliant Recommendations

Example:

The Program on PQF Level 5 is a product of Industry Minutes of the meeting with industry, Filled-up

Consultation. validation survey forms or program/curriculum

documents with comments of the industry

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

1. In the top row, all 17 PLOs are listed
2. Below each PLO, all Pls 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:

Program Learning Outcomes PLO*, PLO 3 PLO4

Pt Nairn lacfq [2 si till is

1.1-rictwori of I EI
Peift_,:itizerviAt Ind: .aluI

COURSE Course Outcomes

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 only one CO per row.
5. Ideally, Pls 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 PIs with COs is provided in Annex A.

Step 1. Examine whether each CO is stated learner-centered and Specific,
Measurable, Attainable, Realistic and Time bound (SMART). Mark the COs
that are not learner-centered and SMART COs by coloring the fonts red

The Guide in Writing Learner-Centered and SMART PQF Level 5 COs is provided
below as your bases for this step.

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Guidelines for 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

Revised Bloom's Taxonomy

• The student can put elements together to form a functional whole, create a

C reating new product or point of view : assemble, generate, construct, design, develop,

formulate, rearrange, rewrite, organize, devise.

Evaluating • The student can make judgments and justify decisions: appraise, argue,
defend, judge, select, support, evaluate, debate, measure, select, test,
verify

Analyzing • The student can distinguish between parts, how they relate to
each other, and to the overall structure and purpose: compare,
contract, criticize, differentiate, discriminate, question,
classify, distinguish, experiment

Applying • The student can use information in a new way:
demonstrate, dramatize, interpret, solve, use,
illustrate, convert, discover, discuss, prepare

Understanding • The Student can construct meaning from oral,
Remembenin written and graphic messages: interpret,
exemplify, classify, summarize, infer, compare,
explain, paraphrase, discuss

• The student can recognize and recall
relevant knowledge from long-term
memory: define, duplicate, list,
memorize, repeat, reproduce

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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
outcomes can leave you with very little flexibility in the assessment.

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
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 activities 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?

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Step 2. 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 Restate — use a single verb
repairing a CPU
Understand the importance of using yeast Restate — not measurable
in baking

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
the other verb is already covered by the other verb. Recommend to adopt one of the
verbs. Choose the verb that is more encompassing if you need to include the other
verb.
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 comply
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.

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Step 3. Analyze the Mapping of Pls with COs.

For each PI, check that all COs tagged are:

1. contributory to the satisfaction of the P1; and
2. properly tagged as I, E or D based on its relevance to the PLO and guided by

the Revised Blooms Taxonomy.

Use the following group of verbs from the Revised Blooms Taxonomy as a guide:

Levels Action Verbs

arrange, define, find, identify, label, Introduce
Remembering list, match, name, memorize, recall, Enhance
Demonstrate
recite, repeat, state, tell, write

classify, covert, conclude,
demonstrate, describe, discuss,
Understanding explain, identify, illustrate, locate,
paraphrase, predict, recognize,
report, select, summarize, translate

Applying apply, choose, demonstrate,
dramatize, employ, Illustrate,
interpret, modify, operate, produce,
select, schedule, sketch, show,
solve, use

Analyzing analyze, appraise, categorize,
classify, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question, outline, research,
separate, subdivide, test,

Evaluating appraise, argue, assess, choose,
conclude, defend, estimate,
evaluate, judge, select, support,
value

Creating assemble, construct, create, design,
develop, devise, formulate,
generate, integrate, invent

Step 4: Delete all tags that did not satisfy the above criteria.
Step 5. Count the number of tags (I, E, or D) per Pl.
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

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After this step your Curriculum Map should look like this from PLO1 to PLO17:
Table 9. Curriculum Map

PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7

1 2 3 4116 7 8 1319.2.1.12EM15 16 17 180 20 21 13 23 24 25 261328 29 30 311113

IDDDE I IDED, EEC E DE DEDD 1 DEDD DEC

Number of Is 26 28 20 4 34 6 11 4 1 5 21 8 5 10 6 12 3 8 4 14 15 6 20 6 3622 21 18 22 38 37 17 2

Number of Es 9 28 4 2 8 12 3 3 1 7 21 8 6 1 6 9 9 9 0 9 9 17 1 3 12 1 1 1 4 8 8 2 C

Number of Ds 49 32 3 10 13 7 6 3 5 6 11 0 12 3 16 2 1 3 7 13 5 2 3 1 8 4 1 4 0 18 8 16 1

*Please see full view of the curriculum map on page 43.

2. Identify the PIs that are correspondingly satisfied.
All PIs have corresponding functions (I, E or D). P11 of PLO1, for example has an "I"
function 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 P11, 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 Pl.

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 Pls 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

correspondingly 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.

4. Compute the percentage of alignment. The percentage of alignment of a Diploma
program is computed in two ways.

a. Divide the number of Pls satisfied by 82. The quotient multiplied by 100 will be
the percentage of attainment of Pls 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 Pls

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

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satisfied PLOs

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

Step 4. Summarize the results

Fill-in this table for the results.

Table 10. Summary of Results: Percentage of Pls Satisfied

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

Pls that Introduce PLOs

Pls that Enhance PLOs

Pls that Demonstrate PLOs

Total

Percentage

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

No. PLOs No. of PLOs NOT Total Percentage of
satisfied satisfied satisfied PLOs

PLOs that are

correspondingly Introduced,

Enhanced and

Demonstrated through the

COs

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Sample Filled-up Table

Table_10. Summary of Results: Percentage Pls Satisfied Percentage or

No. of Pls No. of PIs NOT Total satisfied PIs

Satisfied Satisfied 19 94.74%
23
No. of Pls that Introduce PLOs 18 1 40 78.26%
82
No. of PIs that Enhance PLOs 18 5 100% 75.00%
88.49%
No. of Pls that Demonstrate PLOs 30 10

Total 66 16

Percentage 88.49% 19.51%

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

No. PLOs No. of PLOs NOT Total Percentage of
satisfied satisfied satisfied PLOs

PLOs that are 6 11 17 35.29%
correspondingly
Introduced, Enhanced and
Demonstrated through the

COs

Step 5. Compute the Percentage of Satisfaction of Pls the Introduce, Enhance and

Demonstrate the PLOs.

For each of the PLO, count the number of satisfied Pis per group (I,E,D).
Example 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 Pls satisfied (in this case 1) by 1 (No. of PI
that introduce PLO 1) x 100.

Example 1: % of satisfaction of PLO1 for Pls that Introduce = 1/ 1 x 100 = 100%

Example 2: For PLO 3 in the Table Percentage of Satisfaction of Pls that Enhance
PLO, there are 2 Pls 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 table 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 11111111111111
(constant)

Satisfied

% of satisfied 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
Pis

Standard % of
satisfaction

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Table 13. Percentage of Satisfaction of Pls that Enhance PLO

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

Standard 112 2 11112 1112 12 2 1
(constant)

Satisfied

% of satisfied 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
Pis

Standard % of
satisfaction

Table 14. Percentage of Satisfaction of Pls that Demonstrate PLO

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

Standard 3 2 113 3 2 2 2 2 3 3 2 3 2 3 3
(constant)

Satisfied

% of satisfied 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
Pis

Standard % of
satisfaction

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 1 2 2 11111111111111
(constant)

Satisfied 12 2 11111111111110

(Yo of satisfied 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 0

Pis

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

PERCENTAGE COMPLIANCE TO INTRODUCTION
PERFORMANCE INDICATORS

a STANDARD INTRODUCE u ACTUAL INTRODUCE

PLO 1

PLO 17 PLO 2

PLO 16 PLO 3

PLO 15 PLO 4

PLO 14 PLO 5

PLO 13 PLO 6
PLO 7
PLO 12 LO
PLO 11 09
PLO

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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 112 2 11112 111 2 1 2 2 1
(constant)

Satisfied 11111111110 1112 2 1

% of satisfied 100 100 50 50 100 100 100 100 50 100 0 100 50 100 100 100 100
Pis 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100

Standard % of
satisfaction

PERCENTAGE COMPLIANCE TO ENHANCE
PERFORMANCER INDICATORS

sSTANDARD ENHANCE s ACTUAL ENHANCE

PLO 1

PLO 17 PLO 2

PLO 16 PLO 3

PLO 15 PLO 4

PLO 14 PLO 5

PLO 13 PLO 6

PLO 12 PLO 7
PLO 11 LO 8
PLO 1 09

Table 14. Percentage of Satisfaction of Pls that Demonstrate PLO

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

Standard 3 2 113 3 2 2 2 2 3 3 2 3 2 3 3
(constant)

Satisfied 3 2 113 2 2 12 2 3 10 2 0 13

% of satisfied 100 100 100 100 100 67 100 50 100 100 100 33 0 67 0 33 100
Pis

PERCENTAGE COMPLIANCE TO DEMONSTRATE
PERFORMANCE INDICATORS

s STANDARD DEMONSTRATE s ACTUAL DEMONSTRATE

PLO 1

PLO 17 PLO 2
PLO 16 PLO 3

PLO 15 PLO 4

PLO 14 PLO 5

PLO 13 PLO 6

PLO 12 PLO 7
PLO 1 10 8
PLO 09

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Step 6. List down the PLOs and their corresponding Pls that are not satisfied and
recommend strategies to satisfy them.

Use the following table.

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

Pls 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 activities and required performance from the learners that
satisfy the said Pis, write additional 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 Pls are satisfied.

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Perspective 4. Implications to Articulation and Credit Transfer Agreements

1. Articulation

Critical to credit transfer, in the presence of a joint circular of CHED and TESDA,
pending the joint circular on the implementation of 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 MOAIMOU or Consortium on the development and implementation
of the Diploma 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 Diploma 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 PQF Difference
Level 6 Program

Total

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

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NNE /ES

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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
offerings 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

company 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 students coming from economically-challenged families are given access

to quality and relevant industry-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 manufacturing industry. Using the Dual Training

System platform, the students are exposed in an experiential 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 benefitted from this CSR program

with 23 industries and 43 LGU partnership established and continuously 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.

L

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.

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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 distribution. Operations Management covers all operations within the
organization and related activities including managing purchases, inventory control,
quality control, storage, logistics and evaluation. A great deal of focus is on
efficiency and effectiveness of processes. Operations management 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.
Develop the learner competencies and skills as entrepreneurs and managers.
4. Prepare the students to pursue a teaching career or graduate studies in business.

D. Job Titles

This section should enumerate the possible job title of graduates of the Diploma
Program. 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 82 Pls as prescribed in the
packaging rule. These PLOs are expected to be satisfied through the courses
covered by the program. Additional 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 programs are conducted during
summer terms. The OJT on the last summer term will seek to
hone managerial skills of learners.

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G. Program Framework

This is the diagram of included TRs/Qualifications and courses aligned with the
17 PLOs and Pls. It should show the related qualifications up to the highest
qualification level per subsector which are included in the program. See sample
below:

RANGES; BREADTH

5 Learning outcome; "Leaminc outcomes Learning
outcomes - Learning outcomes *learning outcomes

a comes "Learningoutcome

4 es 1'Learning outcomes ``Le

come.. earning uutl

3 es 'Learning outcomes *Le

2 Jar on.

as ~nr rnts ma!
Learning outcomes *Learning outcomes "Learning

outco nes *Learni ig outcomes; *Learning out:omes

FBS House Bar Bread R. Consgiertial
keeping tending Pastry Coolung

Figure 5. Sample Representation of the Diploma Program

The blue cells represent the TRs included in the Diploma Program while the
yellow background represent other courses aligned with the PLOs.

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, there should be at least 12 WTR qualifications
which are expected to be attained within the diploma course. 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.

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Table Al. Qualifications with Training Regulations

No. Qualification Title Offered as an Course Title Credit
independent where the Units
course (Y/N)
Qualification is 3
Integrated 3
3
1 SMAW NC II N Welding
Technology

2 SMAW NC II Y-

EPAS NC II - Electronics

Technology

3 - Programmable

Logic 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

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.

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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.

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I. Course Specifications

This section give details on all courses offered or included in the program. This
will include a detail on how the TRs will be taught, whether t4Ohey are taught
as a full qualification or integrated in other courses.

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

Table A6. Course Specifications

Course Course Course Teaching & Learning Assessment Credit Qualifications
Units with TR
Title Description Outcomes Strategies Strategies

Course Title — the title of the course based on the PSG and/or the Qualification as
agreed upon by partner TVIs and HEls. 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 attainment 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.

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J. Program Curriculum Map
The Program Curriculum Map will match each P1 with the course outcomes that will
be contributory to the attainment/satisfaction of the Pl. A PQF Level 5 (Diploma)
program is compliant if all PIs and PLOs are correspondingly satisfied through the
course outcomes.

Alignment of Diploma Program to PQF Level 5
A. Principles

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
(Specific, Measurable, Attainable, Realistic and Time-bound) SMART statements.

V- The Diploma (PQF Level 5) adopts all the 17 PLOs and the 82 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.

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Program

Program Learning Outcomes P101 PLO3 PLO4 PLO5 PLO8 PLO7

PI Number 1 2 3 006 7 into 11 12E137.5 16E111E120 21E123 24 25 26028 29 303171133

Function of E 1E
Performance Indicator

COURSE Course Outcomes

39
m Curriculum Map

PLO8 PLO9 PL010 PL011 PL012 PL013 PL014 P1015 PL016 PL017

4 35 361338 la 40 41 42 45 46 47 48 44 €2 64 65 66 69 70 72 73 74 77,78 St 81 82

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Matching of COs with PIs

Please follow this step-by-step procedure:

1 In Excel Create this Table.
2. Analyze whether each CO is Specific, Measurable, Attainable, Realistic (SMART)

and learner-centered, Revise if needed.
3. Tag each CO according to its function.

Note: Analyze the function of each course outcome (CO) based on the course
details/specification.

3.1 If the CO is meant to satisfy knowledge or concept, tag it as "I" for
Introduce and write this tag in the "Function of CO" column beside the
CO.

3.2 If the CO is meant to apply knowledge contents to a technology or skill
towards the attainment of the PLO, tag it as "E" for Enhance, and write
this tag in the "Function of CO" column beside the CO.

3.3 If the CO is meant for the performance of the PLO, tag it as "D" for
demonstrate and write this tag in the "Function of CO" column beside the
CO.

3.4 Do this for all COs.

PLOs PL01. Apply knowledge of mathematics, PL02. (State the PLO3. (State
science, engineering fundamentals and PLO as in PLOT) the PLO)
PIS an engineering specialization to define
Function and applied technology (engineering) iii 1I I
of the PI procedures, processes, systems or
Function methodologies in aid of system design These are the functions ,--,
of the CO addressing identified technology
problems: conduct the following: Identify of the Pis to the
1 problems. conduct research,
investigations and experiment, come up attainment of the PLO
I with conc unions and solutions
Note: Based on
the revised 1-1 1-2 1-3 1-4 ,....1..:1—.
Bloom's
Taxonomy tag ._.—
each CO with I, E
or D. I EEDD

Course PLOs to be Course When thing Tags are consistent
Title Attained Outcomes COs with Pis, the within the ROW
(COs) tag (I, E or D)
Intensive 1, 11, 16 should be I II
Mathematics (sample only) Develop procedure in solving consistent within
Note: Write only the algebraic equations a row. I
number of PLOs that Use trigonometric functions Example: If the
can be attained and laws in measurement of CO is tagged as
through the specific angles 1", all matches
course. should be tagged
This column will Apply volume formulas in as "I" within the
serve as a guide solving different solids row
when matching the
COs with the Pis

Tags are consi tent

with the tag in the
riiiiumn "Function o'

the CO"

I

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4. Starting from the first CO, match all COs with the Pis they satisfy. Each
match should be marked based on the tag of the CO in the column "function
of the CO".

Note: The CO tag must be used consistently throughout all the matches in the CO row.

Analysis of the Matching of COs with the Pls and PLOs

5. Under each PI per PLO count the number of Is, Es and Ds per Pl.
For Pls that function to introduce, there should be at least 1 CO tagged as "I"
that satisfies the PI; there should be at least 1 CO tagged as "E" that satisfies
the Pls whose function is to enhance the PLO; and there should be at least 1
CO tagged "D" that satisfies the PI whose function is to demonstrate.
Refer to Sample Table below:

(lo of Is 13-1 PI.013 13.4 14.1 PL014 14.4
,lo of Es
'lo of Ds 12 13.2 13.3 15 16 14.2 14.3 19
I D I E
Explain the basic priciples of internal combustion engine 13 14 10 15 17 1$ 17
0 EE 19 15 ED 23
Including parts, functions, location and troubleshooting 9 23 36 8 19 34
0 13 22
E D 32 46 E
Identify different types and uses of small engines
0 E E 0
Agricultural Engines and Perform motorcycle-small (air-cooled & water-cooled]
0 E
Transportft hecry and Practice) engine sevicing, electrical serocing, chassis servicing, and
D0
- (A tE 1) c .erhaul motorcycle-'small engine servicing

Solve problems and troubleshooting relating to agricultural

farm engines (air-cooled & water-cooled) and

transportations, electrical system and chassis
Classify crops according to agronomic and horticultural

classification, importance, and climatic requirements

Explain the basic physiological processes in crop production:

socio-economic, cultural, and political issues in crop

production in relation to agricultural sustainabinty and

principles and practices of crop production and

Agricultural Production management
Tex heolony - (ABE 2)
Peform basic pre': entree maintenance in agricultural crop
harvesting
Perform pre and post harvesting operations techniques and

procedures to the different agricultural crops including the
operation of the agricultural machine and equiments

The above Sample Table is thus analyzed as: 1 PI (13-2) is Not satisfied (NS)
because the number of Es for PI 13-2 (which functions as "E") is equal to zero.

6. Mark all Pls that are not correspondingly satisfied through the COs.

PL013 PL014

13-1 13-2 13.3 13-4 135 14-1 14-2 14-3 14.4 14-5

Pis C a CeDE 13,r) I I EDD
D 1 3 10
No. of la 8 19 17 1 1

No. Es 0 3 -:„... 13 22 23 0 0

No. Ds 9 .If 23 36 32 46 34 9 5

S NS S SSSSS

Course Title PLOs to be COs Function

attained of COs

S — Satisfied NS — Not Satisfied

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7. List down all PIs that are not correspondingly satisfied through the COs in Table
below. These are the gaps.

Table A7. Summary of Results: Percentage of PIs Satisfied

Total No. of Pls No. of Pis Percentage
Satisfied NOT of satisfied

Satisfied Pis

No. of Pls that Introduce PLOs 19

No. of Pis that Enhance PLOs z23 These numbers

No. of Pls that Demonstrate are fixed counts
PLOs
Total 40 ofFrs with r-E

Percentage of Alignment and D functions

82

100%

8. Count the number of PLOs attained.
A specific PLO is attained through the COs if all its Pls are satisfied (as in the
case of PLO14 in our Sample Table). If at least 1 of the Pls is not satisfied, the
PLO is considered not satisfied (as in the case of PL013 in the Sample Table).

9. Compute the percentage of alignment. The percentage of alignment of a
Diploma course is computed in two ways.

a. Divide by 82 the number of Pls satisfied. The quotient multiplied by 100 will be
the percentage of attainment of Pls and the whole program.

Ex. 75 number of Pls satisfied = 0.9146 x 100 = 91.46%
82 total number of Pls

b. Divide by 17 the number of PLOs attained. The quotient multiplied by 100 will be
the percentage of alignment of the whole program.

Ex. 15 number of PLOs attained = 0.8823 x 100 = 88.23%
17 total number of PLOs

Table A8. Overall Summary of Results: Percentage of PLOs satisfied

No. PLOs No. of PLOs NOT Total Percentage of attained PLOs
satisfied satisfied 17

C. Addressing the Gaps

Write down all PIs that are not satisfied. Use the table below. These are the gaps.

Table 11. Strategies for Aligning the Diploma Program through the Pls

PLO # Pls not attained Function Strategies for Alignment

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Strategies for satisfying Pls Diploma Programs
1. For each unattained PI, redo the process to identify course outcomes that will satisfy it.
2. Per PI that were not satisfied, proceed to Table A.6 Course Specification, and look at the
course descriptions that contain objectives and coverage of the course/s that will
potentially satisfy the Pl. Review the corresponding COs for possible revision or addition.
Repeat the process for the second course, then all the PIs.
3. If items 1 and 2 are not possible, courses should be added to satisfy the Pls.

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