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

44

K. Program Schedule

Region:
Province:
Name of Training Institution:
PQF Level 5 Program Title:
COPR No:
Destination HE Program:
Partner HEI/s:

YEAR ONE SEMESTER 1

COURSES Qualifications Number of Schedule Date of Date of Hours per No. of Hours Credits
included in Training Hours day Lecture Laboratory Earned
the Program Start Finish
(NTH)

TOTAL

YEAR ONE SEMESTER 2

COURSES Qualifications Number of Schedule Date of Date of Hours per No. of Hours Credits
Included in Training Hours day Lecture Laboratory Earned
the Program Start Finish
(NTH)

TOTAL

YEAR ONE SUMMER

COURSES Qualifications Number of Schedule Date of Date of Hours per No. of Hours Credits
OJT Included in Training Hours day Earned
the Program Start Finish
(NTH)

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Region:
Province:
Name of Training Institution:
PQF Level 5 Program Title:
COPR No:
Destination HE Program:
Partner HEI/s:

YEAR TWO SEMESTER 1

COURSES Qualifications Number of Schedule Date of Date of Hours per No. of Hours Credits
Included in Training Hours day Lecture Laboratory Earned
the Program Start Finish
(NTH)

TOTAL

YEAR TWO SEMESTER 2

COURSES Qualifications Number of Schedule Date of Date of Hours per No. of Hours Credits
Included in Training Hours day Lecture Laboratory Earned
the Program Start Finish
(NTH)

TOTAL

YEAR TWO SUMMER

COURSES Qualifications Number of Schedule Date of Date of Hours per No. of Hours Credits
OJT Included in Training Hours day Earned
the Program Start Finish
(NTH)

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Region:
Province:
Name of Training Institution:
PQF Level 5 Program Title:
COPR No:
Destination HE Program:
Partner HEI/s:

YEAR THREE SEMESTER 1

COURSES Qualifications Number of Schedule Date of Date of Hours per No. of Hours Credits
Included in Training Hours day Lecture Laboratory Earned
the Program Start Finish
(NTH)

TOTAL

YEAR THREE SEMESTER 2

COURSES Qualifications Number of Schedule Date of Date of Hours per No. of Hours Credits
Included in Training Hours day Lecture Laboratory Earned
the Program Start Finish
(NTH)

TOTAL

YEAR THREE SUMMER

COURSES Qualifications Number of Schedule Date of Date of Hours per No. of Hours Credits
OJT Included in Training Hours day Earned
the Program Start Finish
(NTH)

Please observe the following conventions:

1. The maximum number of contact hours per semester if 720 hours
2. The maximum number of contact hours per summer term is 240 hours
3. Each of the TR-based qualifications should be explicitly indicated, whether they are

offered as independent course or integrated into the courses.

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Annex B. Other Attachments
MOA/MOU

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48
Annex C

Program Learning Outcomes and Their Performance Indicators

Listed below are the 17 PLOs with their corresponding Pls, each of which has its own
function whether to Introduce (I), Enhance (E) or Demonstrate(D) the PLO. A PLO
have at least one (1) of each PI that functions to Introduce, Enhance or Demonstrate.

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 (PQFL5
Descriptors and Sydney Accord);

Performance Indicators Function
I
1-1. Recognize knowledge, skills and values in mathematics, science E
and technology relevant to performing in the field of specialization. D
D
1-2. Articulate alternative solutions in performing in the field of
specialization. D

1-3. Implement appropriate procedures, processes, systems and
methodologies used in the field of specialization.

1-4. Design research-based solutions to complex and non-routine
technology-related problems in the field of specialization.

1-5. Supervise the conduct researches/ studies in the field of
specialization in aid of innovative systems designs and solutions to
complex technology problems.

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 (PQFL5 Descriptors and Sydney Accord);

Performance Indicators Function
2-1. Recognize expert knowledge on the range of techniques, I

resources and tools to be used for modelling technology related E
activities. D
2-2. Identify the best suitable techniques for technology related D
processes.
2-3. Discuss thoroughly the limitations of specific techniques,
resources and tools in the context of specific technology activities
2-4. Utilize information and communications technologies to predict
process flows and potential risks to the application of particular
techniques.
2-5. Apply the selected techniques using the most suitable tools and
resources independently or in collaboration with a team.

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PLO 3. Communicate effectively on broadly defined technology-related activities
with the technology affiliated community and with the society at large, by
being able to comprehend and write effective reports and design
documentation, make effective presentations, and give and receive clear
instructions (PQFL5 Descriptors and Sydney Accord);

Performance Indicators Function

3-1. Show competence in oral and written communication skills in the E
language/s of business and technology. E
D
3-2. Identify the relevant publics/stakeholders/communities of the
specific area of work/specialization.

3-3. Participate meaningfully in events and activities with the relevant
publics/stakeholders/communities of the area of specialization.

3-4. Communicate technology related concerns through written reports
or oral presentations made especially for diverse
publics/stakeholders/communities.

3-5. Analyze documents and presentations prepared/presented by
others critically.

PLO 4. Demonstrate understanding of the societal, health, safety, legal, and
cultural issues and the consequent responsibilities relevant to technology
practice (PQFL5 Descriptors and Sydney Accord);

Performance Indicators Function
4-1. Recognize knowledge and understanding of the societal, health,
E
safety, legal and cultural issues related to the field of specialization. E
4-2. 4-2. Articulate the consequent social, cultural, legal, and health and D

safety responsibilities on the use of technology relevant to the field
of specialization.
4-3. Orient others on theories and methods to address societal, health,
safety, legal and cultural issues relevant to the field of
specialization.
4-4. Demonstrate responsible behavior required in technology practice.

PLO 5. Understand the impact of technology solutions in a societal and
environmental context, and demonstrate knowledge of and need for
sustainable development (PQFL5 Descriptors and Sydney Accord);

Performance Indicators Function
5-1. Recognize positive and negative impacts of technology-related I
E
solutions on societ and the environment. D
5-2. Recognize sustainable development in the context of science,
D
mathematics and technolo• .
5-3. Demonstrate positive social and ethical behavior when dealing with D

technolo• -based •roblems relevant to the field of specialization.
5-4. Implement appropriate procedures, processes, systems and

methodologies with high regard to the need for sustainability
relevant to the field of s • ecialization.
5-5. Evaluate the social and environmental impacts of technology
solutions relevant to the field of s•ecialization.

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PLO 6. Apply professional ethics and responsibilities and norms of technology
practice (PQFL5 Descriptors and Sydney Accord);

Performance Indicators Function
6-1. Recognize knowledge of professional ethics, responsibilities and
E
norms of technology practice. D
6-2. Engage with the stakeholders and the community to articulate the D
D
benefits, problems /concerns as a result of technology processes,
procedures and practices.

6-3. Protect / preserve the secrecy and integrity of technology
processes, procedures and practices.

6-4. Apply ethical solutions to problems/concern relevant to technology
processes, procedures and practices.

6-5. Perform complex operations in the field of technology observing
standard practices and responsibility to quality.

PLO 7. Function effectively as an individual and as a member of diverse technical
teams (Sydney Accord and 21st Century Skills);

Performance Indicators Function
7-1. Explain the importance of being a trustworthy individual and good I

team player. E
7-2. Perform effectively as a member of various technical teams
D
adhering to roles and responsibilities that contribute to building D
effective teams.
7-3. Perform complex technical operations observing personal
responsibility and autonomy.
7-4. Lead technical teams in achieving goals while recognizing
individual ability, responsibility and teamwork.

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 (Sydney Accord and
21St Century Skills);

Performance Indicators Function
8-1. Recognize knowledge of technology principles applied in the field of I
E
specialization D
8-1. Employ proactive approaches in leading, managing and evaluating D

projects in multidisciplinary environments.
8-2. Design practical action plans and strategies to achieve work vision

and goals
8-3. Apply technology principles in executing one's work individually or

within a team

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PLO 9. Recognize the need for, and have the ability to engage in independent and
lifelong learning in specialized technologies (Sydney Accord and 21st

Century Skills);

Performance Indicators Function
9-1. Recognize knowledge of independent and lifelong learning in I
E
specialized technologies. E
9-2. Update oneself on local, national and global trends, issues and D
ID
technologies.
9-3. Upgrade skills to cope with the changing needs in the field of

specialization;
9-4. Integrate modern technologies applicable to current work systems

and processes;
9-5. Create opportunities for learning and skills upgrading among team

members.

PLO 10. Lead and present ideas and practical suggestions to appropriate people
on how improvements could be made (Sydney Accord and 21st Century

Skills);

Performance Indicators Function
I
10-1. Recognize knowledge, understanding, skills and values in leading E
teams in the organization on the positive use of technology in the D
field of specialization D

10-2. Provide guidance, directions, and inspiration to colleagues in the
workplace to improve technology-related products and services
delivered in the field of specialization

10-3. Manage the implementation of needed improvements and
innovations in the technology —related products and services
delivered by different members of the team.

10-4. Show authority, credibility, and responsibility in providing solutions
and services to broad-range of technology-related problems faced
by members of the team in the field of specialization.

PLO 11. Evaluate the application of Critical Thinking (Higher Order Thinking
Skills) and adjust Problem Solving Techniques (Sydney Accord and 21st
Century Skills);

Performance Indicators Function
I
11-1. Recognize knowledge and understanding of critical thinking skills E
and problem-solving techniques applied in the field of D
specialization.
D
11-2. Recommend necessary adjustments to techniques used to solve
complex technology-related problems. D

11-3. Solve complex and non-routine technology-related problems
encountered in workplace using appropriate techniques and
resources.

11-4. Apply critical thinking, problem solving and other high order
thinking skills in making technology-related decisions in
problematic situations in the workplace.

11-5. Evaluate the soundness and appropriateness of conventional and
alternative solutions provided to complex technology-related
problems provided by the team.

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PLO 12. Manage and evaluate workplace policies and procedures relevant to the
workplace (Sydney Accord and 21st Century Skills);

Performance Indicators Function
12-1. Identify workplace policies and procedures observed and enforced
E
in the organization. D
12-2. Enable staff and employees to conveniently and easily access D
D
workplace policies and procedures.
12-3. Create a system for evaluating workplace policies and procedures

taking into consideration industry standards and other relevant
laws.
12-4. Use evaluation system created to appraise the appropriateness
and relevance of policies and procedures in the workplace.
12-5. Implement appropriate and fair policies and procedures in the
workplace.

PLO 13. Develop systems in managing and maintaining information (Sydney
Accord and 21" Century Skills);

13-1. Performance Indicators Function
Recognize knowledge of Information Management Systems
13-2. (IMS) and their relevance to the field of specialization. E
Identify needs and issues in the Information Management E
13-1. Systems in the workplace. D
13-2. Ensure data security and the integrity of the IMS. D
Research on available, relevant, up-to-date, cost-efficient and
13-3. effective tools for developing IMS for the field of specialization.
Develop IMS to address the needs and issues identified in the
workplace.

PLO 14. Shape and sustain strategic thinking and attitudes towards the common
good (Sydney Accord and 21st Century Skills);

14-1. Performance Indicators Function
Recognize knowledge, skills and values on the development of I
14-2. strategic thinking and positive attitude towards the common E
14-3. good of the organization in particular and of society in general. D
Identify indicators of strategic thinking and positive attitudes for D
14-4. the common good. D
14-5. Develop strategic thinking and positive attitudes towards the
common good of the members of the organization, the country
and the global society.
Implement programs in the workplace that sustain strategic
thinking and positive attitudes towards the common good.
Evaluate the effectiveness of the programs that sustain strategic
thinking and positive attitudes towards the common good.

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PLO 15. Establish, manage, and sustain OHS programs relevant to the workplace
(Sydney Accord and 21st Century Skills);

15-1. Performance Indicators Function
Recognize knowledge of occupational Health and safety I
15-2. standard, policies, programs and procedure. E
15-1. Identify workplace hazards and risks. E
Review the effectiveness and suitability of OHS programs in the
15-2. workplace D
Design OHS programs relevant to the workplace consistent with D
15-3. industry standards.
Manage OHS program implementation in the workplace.

PLO 16. Develop high-performing entrepreneurs (Sydney Accord and 21st
Century Skills);

16-1. Performance Indicators Function
16-1. Recognize knowledge of personal entrepreneurial I
16-2. competencies.
16-3. Provide technology-based solutions to micro entrepreneurs in E
aid of productivity enhancement. E
16-4. Document real-life cases of microenterprises assisted. D
16-5. Conduct research on the current occupational map and
successful entrepreneurs in the field of specialization. D
Facilitate learning sessions to selected groups on basic financial
literacy and entrepreneurship in the field of discipline. D
Analyze long-term trends to identify the need to change current
industry policy and procedures.

PLO 17. Demonstrate the sense of patriotism both in the national and global
milieu (Nationalism & Global Citizenship).

17-1. Performance Indicators Function
17-2. Keep abreast on current socio-cultural and political events in the I
17-3. Philippines, Asian region and the world. E
17-4. Show appreciation for significant science and technology events D
and personalities in our national history. D
17-5. Design products and services that reflect patriotism and global
citizenship. D
Participate in socio-community development programs/
initiatives such as in environmental protection and preservation,
disaster preparedness, and bloodletting.
Participate in NSTP and/or equivalent programs.

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1

Sample Analysis:

Analysis of the Proposed Diploma in Construction Supervision
(DConS)

I. Background:

AiTECH, as described in their curriculum document, is a higher educational institution (HEI) in
the Philippines aspiring to be a leading professional institution, a new typology based on CHED
Memorandum Order 46 Series 2012, that will offer courses and programs of study, instruction and
training in the field of construction management and engineering with emphasis, among others, on
academic approach that combines work in the classroom with practical experience. It is an LGU
run and a dual sector institution which is flexible in its course offerings.

AiTECH, realizing the importance of a National Certificate for employability of graduates, asked
the assistance of TESDA through CTADD in developing this Proposed Diploma Program. Two
sessions were conducted, the second of which included TESDA personnel from the TESDA Rizal
Provincial Office. The efforts of the AiTech Team and the TESDA Rizal PO's are commendable for
coming up with this Proposed Diploma Program.

II. Objectives:

This document aims to evaluate the Proposed Diploma in Construction Supervision
(DConS),for purposes of giving informed recommendations particularly to:

1. Analyze the proposed Diploma in Construction Supervision based on four perspectives:

a. PQF Level 5 Program Framework;
b. Implementing Guidelines on PQF Level 5 (Diploma) Programs;
c. Evaluation of Satisfaction of PLOs and Pls through the Course Outcomes; and
d. implications on Articulation and Credit Transfer.

2. Give recommendations for the improvement of the Diploma Program.

2

Ill. Analysis/Findings

Check for Completeness of Documents

Upon examination of the documents submitted by AiTECH for analysis, the table below reflects its
completeness.

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

Check ( ) Use to evaluate
Perspective
Name of Document Section if
submitted 1 2 34
vv
1. Program Document The Program Title v
Brief Description of the Program Y v

Provider y v
Program Description v
Job Titles v V
Program Learning Outcomes Y
Program Duration v

v

Program Framework x v
Curriculum Outline Y
Course Specification vvv
Program Curriculum Map v
Program Schedule Y YvV
General Summary of Credits
v vVv

v VV .(

vv v

Institutional v

2. Competency x

Assessment Tools

3. Memorandum of n/a V VV
Agreement V VV
Provider is
dual sector

4. Proof of Industry X
Consultation

Policies, Standards n/a

5. and Guidelines for Provider V V VV
the destination HE dual sector

Program

The table shows that the program framework was not illustrated. The evaluators have to illustrate
the program framework for the analysis to proceed. Although the provider communicated that the
institution has several industry partners to include DMCI, no proof of industry consultation was
submitted.

The title of the program is "THREE (3) — YEAR PROGRAM LEADING TO THE DIPLOMA IN
CONSTRUCTION SUPERVISION (DConS)". This reflects the duration which is 3 years and the
title and the sector which is construction. It would help, however, if the title will be restated as
"DIPLOMA IN CONSTRUCTION SUPERVISION (DConS) leading to BS in Construction
Engineering". This will clearly indicate that Construction Engineering is the destination PQF Level 6
course.

3

Perspective 1. PQF Level 5 Program Framework

The PQF Level 5 (Diploma) Program as earlier conceived by the Technical Working Group (TWG)

has a salient feature illustrated by the Figure below:
• RANGES; BREADTH5 Learning outcomes *Learning outcome!. * Learning outcomes *
EVELSDEP Learning outcomes * Learning outcomes
4 Learning outcomes *Learning utcomes
g outcomes * Learning outcomes

3 'Co ng outcomes
ot err es *teaming outcomes *

ou Ian AeLs utt
2 L cot

1 g o ear nes 'Learning ,3ut

Cl too ng outcomes

SMAW GMAW FCAW GTAW SAW

For purposes of multi-skilling, PQF Level 5 (Diploma) programs should be built upon several
qualifications preferably up to the highest-level available TR, backed-up by learning outcomes from
courses/subjects that will build-up to comply with PQF Level 5 descriptors, the Sydney Accord, the
21st Century Skills, and the Presidential Call for Nationalism.

The PQF Level 5 (Diploma) programs are described by 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.

An illustration of the Proposed Diploma's Framework based on submitted documents is
shown below.

RANGES; BREADTH

* learning ouu onies *learning outcomes * * Learning outcomes * Learning

EVELS; DE '.i' o towel LearnInaiiLreorn s incomes
ornes
4

L•iarni arising o *c. mos *

3 g outcomes *Learning < u ratting outcome! *Learning

comes *

2 go

Learning outcomes *Learning outcomes

1 g (outcomes *Learning outcomes *Learning outcomes *Learning outcomes *Learning

Masonry Plumbing Technical tlM Formworks RSH Cal-penny efitti
Drafting Installation

4

Red boxes are existing qualifications that need to be included in the program to complete
the 12 NCs and to comply with the requirement that qualifications should be up to the
highest qualification level.

Table 2. Compliance Checklist for the Program Framework

Compliance check

Question to be asked Source of Evidence Compliant
( if compliant x
Not Applicable
if not compliant)

1. Depth and Breadth • Course specification x
• Course Schedule
Does the program comply with the • Curriculum Map x
12 TR-requirement for the whole • Course specification V
program? • Course Schedule
• Curriculum Map N( .4
Does the program include • Course specification
qualifications up to the highest • Course Schedule V
qualification level? • Curriculum Map 1
• Course specification
Does the program include • Course Schedule
qualifications from at least 3 • Curriculum Map
subsectors in different levels? • PSG

Does the program include courses • Program Document
based on a specific PSG/program • Curriculum Map
identified to be its destination HE
Program?

2. Adoption of the 17 PLOs

Does the program adopt the 17
PLOs?

In the curriculum documents submitted by AiTech, the qualification with TRs included in the
Proposed Diploma program are enumerated. There were 9 WTR plus Building Information
Modelling (BIM) which they labelled as NTR.

Analysis showed that the proposed program is compliant with breadth as it included
qualifications from different subsectors of construction such as Masonry, Carpentry, Electrical
Installation and Maintenance (EIM), plumbing, Technical Drafting, RSB and Formworks
installation. In terms of depth, the highest qualification level of the TRs was level 3. While it is
understood that the available TRs' level for the other qualifications are II and III, it would help if
EIM NCIII and NC IV were included. Also, to fully comply with the requirement of at least 12 TRs
and Masonry NC I could be added.

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 Breadth Does the program comply Masonry NC I, EIM NC III and IV
with the 12 TR-requirement which are directly related to
for the whole program? construction would complete this
requirement

5

Perspective 2. Analysis of the Proposed Diploma in Construction Supervision
(DConS) against the requirements per TESDA Circular # 38 s. 2017

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
Circular # 38 s. 2017) Not Applicable
compliant x if
not compliant)

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

1. A Diploma Curricular Program Does the curriculum Course
ensures the integration of the document state Specification's
three domains of learning such as cognitive, affective and course description,
cognitive, affective and psychomotor course course outcomes
psychomotor. outcomes? and
Teaching and
2. UNESCO's Pillar of Learning on Does it include courses Learning Strategies
Learning to Learn — from general and Methodologies
to specific — is the principle Are the TVET
governing the development of the qualifications that focus Course specifications
Diploma Curriculum, which on psychomotor domain Program Schedules
intends to develop technologists based on the TR?
and executives with multi-level of Are the courses Course Specifications
multi-skills. compliant with both Program Schedule
PSG and/or TR as
3. The cognitive and affective applicable?
domains focus on the theoretical
foundations and values in the
application of the psychomotor
domains that are anchored on the
industry competency standards
defined in the Training
Regulations.

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 Course specifications
relation to the technology learner will learn based Program Schedule
(psychomotor) contents found in on competency Program Description
the competency standards. standards? Course specifications

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

6

Table 4. Compliance Checklist for Perspective 2

Diploma Level Programs Development Compliance check
Requirements
Questions to be asked Source Documents Compliant Not Applicable
(Section of TESDA
Circular # 38 s. 2017) Are the assessment Course Specifications (( 'f
methods competency- Assessment Tools
7. The course outcomes are based? compliant x if
statements of what a learner is Does it include Course specifications not compliant)
expected to know, understand, demonstration, Program Schedule
and be able to do at the end of a observation, portfolio or V
period of learning. It shifts the project-based Course specifications
focus from inputs (what has to be assessment? Program Schedule V
taught, what has to be learned, V
and what has to be done) to Are knowledge-based Course specifications V
outcomes (what has been learned contents integrated and Program Schedule V
and what has been made or assessed accordingly V
carried out). The learning through the listed Course specifications V
outcomes-based programs will teaching and learning Program Schedule X
make it possible for learners to strategies and
carry forward the learning assessment methods?
achieved from another program
(through credit) and allow non- Are all outcomes-based
formal and informal learning to be COs attainable whether
carried into formal Qualifications through formal or
(Source: AQRF Concept Note No, informal education?
2, Learning Outcomes and Are all COs can be
Qualification Frameworks). performed by the
individual and the
8. The laboratory portion of the performance of which
modules with the technology can be a evaluated as a
contents utilizes the competency basis for assessment
standards in the Training and certification?
Regulations as reference to Do technology contents
ensure that the learner acquires result to the attainment
the National Certificate on specific of National Certificates
qualification. of Promulgated TRs?

9. The semestral course How many
arrangements of the programs qualifications per
ensure that the learner earns at semester can be
least three (3) National attained by learners?
Certificates in three (3) different
qualifications at different levels up In total, how many
to (preferentially the highest qualifications can be
possible level) in order to develop attained by the learner
flexible graduates. throughout the duration
of the program? Is the
12 required complied
with?

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

10. In order to ensure that the Is there an indication V
learners have developed the that competency
necessary competencies assessments will be Course specifications
(knowledge, skills and attitude) conducted every after Program Schedule
needed by the industry, module?

7

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) (iif Not Applicable

competency assessments are compliant x if
conducted every after the module not compliant)
that has technology components.

11.The programs are delivered by If competencies of a TR Course Specifications V V
block to ensure that the learner cannot possibly fit in Program Schedule
who wishes to exit after the one course, are the Curriculum Map ./
module or semester possess the other courses where the V
competencies he/she can use in remaining Course Specifications V
the workplace; and will not make competencies are Program Schedule X
the learner a drop-out since included offered within V
he/she already possesses credits. the semester or within Course Specifications
the school year? Program Schedule X
12.The semestral on-the-job Are details of OJT X
trainings are mainly focused on included in the Program MOA/MOU
the application of the Document
competencies in the workplace Is the OJT in the last Course Specifications
while the terminal on-the-job semester managerial in
training is managerial since the nature? Institutional
diploma program intends to Are the OJT during the Assessment Tools
develop technologists and first 2 years application
executives. of the competencies
attained during the
13.On-the-Job Trainings are year?
governed by Learning Outcomes, Are OJTs directly
which are specified in the related to PLOs per
Curriculum Map. Curriculum Map?

14.Consortium of the institutions, Is a MOA on the
which is governed by a implementation of the
Memorandum of Agreement or courses such as
Contract, is allowed for the complementation on
purpose of complementation, e.g. teachers/trainers in
technology and faculty on courses cases the requirements
with technology, where an of courses/qualifications
institution doesn't have an NC cannot be delivered by
holder to deliver the laboratory the provider presented?
component of the course.
Is there an indication
15. Supplementary reading materials that supplementary
are provided the learners to reading materials will be
develop the value for reading, thus provided for learner use
value for learning, to strengthen during the program?
the mechanism of lifelong
learning. Are there any
institutional assessment
16.Institutional assessment tools, tools, summative or
both formative and summative, formative, submitted for:
are prepared by the institutions
during the pilot stage of the a. Qualifications?
program implementation in order b. Other courses?
to monitor the progress of the
learners and ensure that the
same possesses the necessary
knowledge and attitudes/values.

8

Table 4. Compliance Checklist for Perspective 2

Diploma Level Programs Development Compliance check
Requirements
Questions to be asked Source Documents Compliant Not Applicable
(Section of TESDA
Circular # 38 s. 2017) Does the Diploma Curriculum Map (Iif
program provide for Course Specifications compliant x if
17. The Diploma Programs are opportunities to attain Program Schedules not compliant)
developed for the purpose of employability skills and
ensuring that the learners National Certificates Curriculum Map V
possess the employability skills, essential in landing on Course Specifications
which comprise the four (4) jobs? Program Schedules
characteristics such as: x
Does it provide for the Curriculum Map
1)entry to work, attainment multiple job Course Specifications .4
competencies Program Schedules Ni" v"
2) flexibility at work, (qualifications) that
ensures work flexibility? Course Specifications
3) opportunity for permanency Curriculum Map
and Does the program
provide for multi-skilling, Course Specifications
4) ascent in the hierarchy of the higher level Program Schedule
industry. qualifications,
managerial, Program Schedule
18. The Diploma Programs are entrepreneurial and
designed to develop worker - research skills?
leaders and not merely worker — Does the Diploma
followers. course provide for
activities that promote
19. The Diploma programs are leadership skills
integration of Technical Education (leading a team) and
and Skills Development and are higher order thinking
designed to facilitate credit skills (plan, implement
transfer from TVET to Higher monitor and evaluate
Education through alignment of programs/activities)?
Program and Course Outcomes Are TR-based
of both levels of education. qualifications integrated
into the Diploma
20. Packaged in such a way that it program?
will take only an addition of one
(1) year to finish a related four- Are the TVET
year degree course or two (2) qualifications aligned
years for a related five-year with the PSG courses
degree course in the same for purposes of credit
institution transfer?

Is the diploma program
duration equal to 3
years?

9

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

The semestral course arrangements
of the programs ensure that the
learner earns at least three (3)
National Certificates in three (3)
different qualifications at different
levels up to (preferentially the highest
possible level) in order to develop
flexible graduates.

Is the highest level of the qualification Include EIM NC III and IV
attainable through the courses
offered?

On-the-Job Trainings are governed by
Learning Outcomes, which are
specified in the Curriculum Map.

Are OJTs directly related to PLOs per There were no details or specifications about the OJT. It would help if details
Curriculum Map? about the coverage and the focus PLOs of the OJT per year would be
included in the Course Specifications (syllabus) — the first OJT to be
Supplementary reading materials are centered on the skills while the last should be on the managerial skills.
provided the learners to develop the Supplementary reading materials that are needed and to be provided to the
value for reading, thus value for trainees should be specified in the documents.
!earning, to strengthen the
mechanism of lifelong learning. Since institutional assessment is required for all courses for this program,
Institutional assessment tools, both institutional assessment tools should also be submitted.
formative and summative, are
prepared by the institutions during the Improvement on statements of learning activities to reflect group and inter-
pilot stage of the program group activities and collaboration to practice leadership not only in the
implementation in order to monitor the courses within the semesters but more importantly in the detail description
progress of the learners and ensure of activities in the summer on-the-job trainings.
that the same possesses the
necessary knowledge and
attitudes/values.

The Diploma Programs are designed
to develop worker - leaders and not
merely worker — followers.

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

10

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

Preconditions for Compliance check
Development
Questions to be asked Source Compliant
Documents (I if
articulation/ credit
transfer of Diploma compliant x if Not Applicable
Program leading to not compliant)
PQF Level 6?

2. The Program on PQF Level 5 is a If the provider is a dual Minutes of the V
sector HEI, does it offer Meeting with X
product of Industry Consultation. the PQF Level 6 Industry Partners or
Program to which the Filled-up Validation ,/
3. The destination Higher Education Diploma Program leads Survey Instruments
Program for the PQF Level 5 to?
Program has reference to an Course Description
existing CHED Is the industry Course
approved/accredited program or consulted on:
PSG 1.Availability of Jobs Specifications

requiring the
competencies of the
Diploma Program
graduates?

2.Contents/
competencies to be
included in the
program?

Are courses offered in
the program based on
the list specified in an
existing CHED
approved/accredited
program or PSG?

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

Item marked not compliant Recommendations

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

Consultation. survey forms or program/curriculum documents with

comments of the industry

Table 8. List of Course Outcomes for Revision

Course Title Course Outcome Recommended Strategies
for revision

Table 9. Curriculum Map (please see attached)

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

No. PLOs No. of PLOs NOT Total Percentage of
satisfied PLOs
satisfied satisfied 17
35.29%
PLOs that are correspondingly

Introduced, Enhanced and 6 11

Demonstrated through the COs

11

Table 12. Percentage of Satisfaction of Pls that Introduce PLO

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

Standard 2 2 11111111111111
(constant)

Satisfied 12 2 11111111111110

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

Standard % of
satisfaction

PERCENTAGE COMPLIANCE TO INTRODUCTION
PERFORMANCE INDICATORS

sSTANDARD INTRODUCE a ACTUAL INTRODUCE

PLO 1

PLO 17 PLO 2

PLO 16 PLO 3

PLO 15 PLO 4

PLO 14 PLO S

PLO 13 PLO 6
PLO 7
PLO 12 LO
PLO 1 09
PLO 1

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 1111 2 1112 12 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 1 L0 8
PLO 1 09

12

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 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 a 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 LO
PLO 09

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

Pls not satisfied Strategies for Alignment Target date

PLO #

4 Orient others on theories and methods Add course outcome

to address societal, health, safety,

legal and cultural issues relevant to the

field of specialization.

6 Perform complex operations in the field Add an activity then revise some COs.

of technology observing standard In this case, include the TR based COs

practices and responsibility to quality. in the Curriculum Map.

8 Design practical action plans and Add a CO or an activity within a CO to

strategies to achieve work vision and satisfy the Pl.

goals .

9 Upgrade skills to cope with the Revise or add COs

changing needs in the field of

specialization

11 Recommend necessary adjustments to This PI may be an offshoot of a

techniques used to solve complex research result. Add a CO to

technology-related problems. demonstrate/satisfy this Pl.

12 Create a system for evaluating Revise or enhance COs specially the

workplace policies and procedures TR-based COs

taking into consideration industry

standards and other relevant laws.

12 Use evaluation system created to Revise or enhance COs specially the

appraise the appropriateness and TR-based COs

relevance of policies and procedures in

the workplace

13 Identify needs and issues in the Revise COs to cover or satisfy this PI

Information Management Systems in

the workplace.

13

13 Research on available, relevant, up-to-

date, cost-efficient and effective tools

for developing IMS for the field of Revise or add a CO
specialization.

13 Develop IMS to address the needs

and issues identified in the workplace

14 Implement programs in the workplace

that sustain strategic thinking and Revise a CO on OHS to cover this PI

positive attitudes towards the common

good.

15 Design OHS programs relevant to the Add a CO to satisfy these Pls. These

workplace consistent with industry indicators are not normally in the NC II,

standards. NC III nor the NC IV.

15 Manage OHS program implementation

in the workplace

16 Facilitate learning sessions to selected Add a CO to satisfy this if not already

groups on basic financial literacy and included in the entrepreneurship

entrepreneurship in the field of module.

discipline

16 Document real-life cases of Add an activity or a CO in

microenterprises assisted. entrepreneurial activities including those

related to OJT.

17 Keep abreast on current socio-cultural This may be included in NSTP. COs of

and political events in the Philippines, NSTP may need to be specified to have

Asian region and the world. this covered.

14

Perspective 4. Implications to Articulation and Credit Transfer

AiTECH is a dual sector institution, that is, it offers PQF Level 6 (a Higher Education program) and
will be offering PQF Level 5 Program (to be registered under TESDA). This situation will ensure
articulation of units from the Diploma in Construction Supervision to BS Construction Engineering
in the same institution.

Below is the comparison of units per semester between this program and its destination
PQF Level 6 program.
The summary reveals that 85.31% of the units in BS Construction Engineering will be
finished within the course Diploma in Construction Supervision which makes it possible for
graduates to finish BS Construction Engineering within 1 year.

15

Summary of Findings

PERSPECTIVE FINDINGS

PQF Level 5 Program Framework The proposed PQF Level 5 (Diploma) Program, Diploma
based on TWG concept as a result in Construction Supervision complies with the
of the National Workshop for Framework, with both HEI courses and TR-based
Diploma Programs held in Davao on qualifications.
April 2017;
Consideration of the requirements of Fifteen (15) of the 22 preconditions of the TESDA
TESDA Circular TESDA Circular #
38 s. 2017; Circular requirements were fully complied with by the

Proposed PQF Level 5 (Diploma) Program in

Construction Supervision. These are:
1. The development and design of the PQF Level 5

(Diploma) Pilot Programs is subject to the following
preconditions: a) Partnership Agreement between
and/or among TVIs and HEIs to come up with
diploma program leading to a PQF Level 6 program;
b. The Program on PQF Level 5 is a product of
Industry Consultation; and c. The TVI and HEI shall
agree on the implementation/ adoption of the
designed program and its articulation into the PQF
Level 6 or Higher Education destination of its
graduates.
2. The 17 Program Learning Outcomes (PLOs), which
are based on the PQF Level 5 descriptors, Sydney
Accord and the 21st Century Skills serve as the
anchor of the Diploma Programs.
3. A Diploma Curricular Program ensures the
integration of the three domains of learning such as
cognitive, affective and psychomotor.
4. UNESCO's Pillar of Learning on Learning to Learn —
from general to specific — is the principle governing
the development of the Diploma Curriculum, which
intends to develop technologists and executives with
multi-level of multi-skills.
5. The cognitive and affective domains focus on the
theoretical foundations and values in the application
of the psychomotor domains that are anchored on
the industry competency standards defined in the
Training Regulations.
6. The courses are aligned with the Policies Standards
and Guidelines (PSG) of the Higher Education on the
specific program/discipline to ensure transfer of
credits through articulation.
7. The description of the courses identified specifies the
scope of what the learner will be learning in relation
to the technology (psychomotor) contents found in
the competency standards.
8. Teaching and learning strategies and assessment
criteria are aligned with both the program and course
learning outcomes to ensure constructive alignment.
9. The 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. It shifts the

16

PERSPECTIVE FINDINGS

focus from inputs (what has to be taught, what has to
be learned, and what has to be done) to outcomes
(what has been learned and what has been made or
carried out). The learning outcomes-based programs
will make it possible for learners to carry forward the
learnings achieved from another program (through
credit) and allow non-formal and informal learnings to
be carried into formal Qualifications (Source: AQRF
Concept Note No, 2, Learning Outcomes and
Qualification Frameworks).
10.In order to ensure that the learners have developed
the necessary competencies (knowledge, skills and
attitude) needed by the industry, competency
assessments are conducted every after the module
that has technology components.
11.The programs are delivered by block to ensure that
the learner who wishes to exit after the module or
semester possesses the competencies he/she can
use in the workplace; and will not make the learner a
drop-out since he/she already possesses credits.
12.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.
13.The Diploma Programs are developed for the
purpose of ensuring that the learners possess the
employability skills, which comprise the four (4)
characteristics such as 1) entry to work, 2) flexibility
at work, 3) opportunity for permanency and 4) ascent
in the hierarchy of the industry.
14.The Diploma programs are integration of Technical
Education and Skills Development and are designed
to facilitate credit transfer from TVET to Higher
Education through alignment of Program and Course
Outcomes of both levels of education.
Packaged in such a way that it will take only an addition
of one (1) year to finish a related four-year degree course
or two (2) years for a related five-year degree course.

Evaluation Mechanism Developed in Only 1 out of 5 preconditions is complied with while 1 is
collaboration with UP/PNU; and partially satisfied which is the precondition that
"Packaged in such a way that it will take only an addition
of one (1) year to finish a related four-year degree course
or two (2) years for a related five-year degree course in
the same institution".

Since, AiTech also offers the BS program destination for
this Diploma Program, a partner HEI is not required and
is therefore not applicable. AiTech is yet to submit the
evidence for industry consultation and this program is yet
for recognition.
Only 1 Evaluation Mechanism Principle was satisfied

b the Proposed Diploma pro• ram bein• anal zed,

PERSPECTIVE 17

FINDINGS

the principle that "The Diploma (PQF Level 5) adopts
ALL of the 17 PLOs and their corresponding Performance
Indicators (Pis) each of which either introduce, Enhance
or Demonstrate the PLO." The other 3 principles were
partially complied with. However, very minimal revisions
may be done to comply with these principles. It is noted
that 80.49% or 66 of the 82 Pis had been fully satisfied. It
will only take to satisfy the remaining 16 PIs in order for
all the 17 PLOs to be fully satisfied.

Implications based on Philippine AiTech is a dual sector institution, that is it offers PQF
Credit Transfer System Level 6 (a Higher Education program) and with this
program it will be offering PQF Level 5 (to be registered
under TESDA. This situation will ensure articulation of
credit units from the Diploma course to BS Construction
Engineering.