TESDA, Presentation during the Second Tourism Human Resources Congress “Building Tourism Human Capital for Global Competitiveness” - 2 October 2012

1. ALIGNING CREATIVE
APPROACHES TOWARDS RE-
ENGINEERING OUR TOURISM
EDUCATION AND TRAINING
PROGRAM
IMELDA B. TAGANAS
OIC-Executive Director, Qualifications and
Standards Office,TESDA

2. What is a Qualification?
 Package of competencies
describing a particular function or
job role existing in an economic
sector. It covers the work activities
required to undertake a particular
job role.

3. What is the Philippine Qualifications
Framework (PQF)?
 It is a national policy, describes the
levels of educational qualifications and
sets the standards for qualification
outcomes.
 A quality assured national system for the
development, recognition and award of
qualifications based on standards of
knowledge, skills and values acquired in
different ways and methods by learners
and workers of a certain country

4.  It is competency-based.
 It is labor market driven.
 It is assessment based qualification
recognition.

5. President’s SONA 2011
 “… ngayon pa lang, nagtatagpo na ang
kaisipan ng DOLE, CHED, TESDA at
DepEd upang tugunan and isyu ng job
mismatch. Susuriin ang mga curriculum
para maituon sa mga industriyang
naghahanap ng empleyado, at
gagabayan ang mga estudyante sa
pagpili ng mga kursong hitik sa
bakanteng trabaho.”

6. Objectives of the PQF:
 To establish national standards and
levels for outcomes of education and
training, skills and competencies
 To support the development and
maintenance of pathways and
equivalencies which provide access to
qualifications and assist people to
move easily and readily between the
different E & T sectors and between
these sectors and the labour market

7. Objectives of the PQF
 To align the PQF with international
qualifications framework to support
the national and international
mobility of workers thru increased
recognition of the value and
comparability of Philippine
qualifications

8. Benefits of the PQF:
I. FOR THE PERSON
 Encourages lifelong learning allowing the
person to start at the level that suits him
and then build-up his qualifications as his
needs and interests develop and change
over time
 Certificates and licenses recognized by
government

9. II. FOR THE EMPLOYERS
 Assures that standards and qualifications
are consistent to job
requirements/demand
 Provides common understanding on
standards, qualifications and levels

10. III. FOR THE E & T PROVIDERS
 Ensures transparency in training provision,
conformance to standards and preciseness
of accountability for learning outcomes
 Provides common understanding of policies
and guidelines on credit transfers,
articulation, portability, bridges pathways
and RPL

11. IV. FOR THE AUTHORITIES
 Provides the standards, taxonomy and
typology of qualifications as bases for
granting approvals to providers and
stakeholders
 Harmonizes qualifications in E & T
across Philippines

12. The PQF:
INPUTS OUTPUTS
Industry needs Qualification Levels
Need for global Descriptors
recognition of
competencies Registers
Current qualifications
issues at all levels Philippine Working Groups
Qualification Pathways &
Qualifications issues
in recognition of s Framework Equivalencies
prior learning
Quality Assurance
Research and policy
papers on NQF Information &
Guidelines
NQFs of other
countries International
Alignment
Consultation and Advocacy
With Stakeholders

13. THE PHL QUALIFICATIONS FRAMEWORK
WAGE EMPLOYMENT/ENTREPRENEURSHIP/SELF-
EMPLOYMENT
Basic Ed TESD HE
L 8 POST DOCTORAL DEGREE
POST BACCALAUREATE
L 7 PROGRAMS
L 6 BACCALAUREATE
PROGRAMS
L 5 P A T H W A Y
NC V
L 4 S NC IV NC III - V
KNOWLEDGE-
L 3 BASED PERSON NC III
SPECIALIZATION CORE COMPETENCIES
12
L 2 NC II
11
10
L 1 NC I
9
COMMON COMPETENCIES
8 MENSURATION
and TECHNICAL USE OF
DRAFTING HANDTOOLS
OCCUPATIONAL
HEALTH & TOOLS/EQUIP
MAINTENACE
ARTS /
CALCULATION CRAFTS
7 APTITUDE & INTEREST
SAFETY
TECHNOPRENEURSHIP & GREEN SKILLS FOR GREEN JOBS
6 ASSESSMENT KNOWLEDGE-BASED COMPETENCIES
FOUNDATIONAL HIGHER ORDER THINKING
5 SKILLS (HOT) SKILLS
• Critical Thinking
4 • ENGLISH
• SCIENCE
•
•
Creative Thinking
Innovation
3 GEC • MATHEMATICS • Problem Solving
GENERIC SKILLS
2 • Work & Values Cluster
1 • Interpersonal Cluster LIFE SKILLS
• Cognitive Cluster
K LEARNING DOMAINS • Adaptability Cluster

14. THE PHL QUALIFICATIONS FRAMEWORK
(Approved by the NEDA SDC-Cabinet on May 18, 2012)
BASIC ED TESD HIGHER EDUCATION
L8 DOCTORAL AND
POST DOCTORAL
L7
POST BACCALAUREATE
L6
BACCALAUREATE
L5
DIPLOMA
L4
NC IV
L3
NC III
NC III
L2 G12
NC II
L1
10 NC I

15. LEVEL 1
Knowledge and skills that are manual or concrete or
KNOWLEDGE, practical and/or operational in focus.
SKILLS AND
VALUES
Applied in activities that are set in a limited range of
APPLICATION highly familiar and predictable contexts; involve
straightforward, routine issues which are addressed
by following set rules, guidelines or procedures.
In conditions where there is very close support,
DEGREE OF guidance or supervision; minimum judgment or
INDEPENDENCE discretion is needed.
QUALIFICATION NATIONAL CERTIFICATE I
TYPE

16. LEVEL 2
Knowledge and skills that are manual, practical
KNOWLEDGE, and/or operational in focus with a variety of options.
SKILLS AND
VALUES
Applied in activities that are set in a range of
APPLICATION familiar and predictable contexts; involve routine
issues which are identified and addressed by
selecting from and following a number of set rules,
guidelines or procedures.
In conditions where there is substantial support,
DEGREE OF guidance or supervision; limited judgment or
INDEPENDENCE discretion is needed.
QUALIFICATION NATIONAL CERTIFICATE II
TYPE

17. LEVEL 3
Knowledge and skills that are a balance of theoretical
KNOWLEDGE, and/or technical and practical.
SKILLS AND Work involves understanding the work process,
VALUES contributing to problem solving, and making decisions to
determine the process, equipment and materials to be
used.
Applied in activities that are set in contexts with some
APPLICATION unfamiliar or unpredictable aspects; involve routine and
non-routine issues which are identified and addressed by
interpreting and/or applying established guidelines or
procedures with some variations.
Application at this level may involve individual
DEGREE OF responsibility or autonomy, and/or may involve some
INDEPENDENCE responsibility for others. Participation in teams including
team or group coordination may be involved.
QUALIFICATION NATIONAL CERTIFICATE III
TYPE

18. LEVEL 4
Knowledge and skills that are mainly theoretical and/or
KNOWLEDGE, abstract with significant depth in one or more areas;
SKILLS AND contributing to technical solutions of a non-routine or
contingency nature; evaluation and analysis of current
VALUES practices and the development of new criteria and
procedures.
Applied in activities that are set in range of contexts, most
APPLICATION of which involve a number of unfamiliar and/or
unpredictable aspects; involve largely non-routine issues
which are addressed using guidelines or procedures
which require interpretation and/or adaptation.
Work involves some leadership and guidance when
DEGREE OF organizing activities of self and others
INDEPENDENCE
QUALIFICATION NATIONAL CERTIFICATE IV
TYPE

19. LEVEL 5
Knowledge and skills that are mainly theoretical and/or
KNOWLEDGE, abstract with significant depth in some areas together
SKILLS AND with wide-ranging, specialized technical, creative and
conceptual skills.
VALUES Perform work activities demonstrating breadth, depth
and complexity in the planning and initiation of
alternative approaches to skills and knowledge
applications across a broad range of technical and/or
management requirements, evaluation and
coordination.
Applied in activities that are supervisory, complex and
APPLICATION non-routine which require an extensive interpretation
and/or adaptation/ innovation.
DEGREE OF In conditions where there is broad guidance and
direction, where judgment is required in planning and
INDEPENDENCE selecting appropriate equipment, services and
techniques for self and others.
Undertake work involving participation in the
development of strategic initiatives, as well as personal
responsibility and autonomy in performing complex
technical operations or organizing others
QUALIFICATION DIPLOMA

20. LEVEL 6
KNOWLEDGE, Graduates at this level have broad
SKILLS AND and coherent knowledge and skills
VALUES in their field of study for professional
work and lifelong learning
APPLICATION Application in professional work or
research in a specialized field of
discipline and/or for further study
DEGREE OF Independent and /or in teams of
INDEPENDENCE related field with minimal
supervision
QUALIFICATION
Baccalaureate Degree
TYPE

21. LEVEL 7
KNOWLEDGE, Graduates at this level have
SKILLS AND advanced knowledge and skills in
VALUES specialized or multidisciplinary field
of study for professional practice or
self-directed research
APPLICATION Applied in professional work that
requires leadership and
management in a specialized or
multidisciplinary professional work,
research and/or for further study
DEGREE OF Independent and or in teams of
INDEPENDENCE multidisciplinary field with very
minimal supervision
QUALIFICATION
Post-Baccalaureate Program
TYPE

22. LEVEL 8
KNOWLEDGE, Graduates at this level have highly
SKILLS & advanced systematic knowledge and skills
VALUES in very specialized or complex
multidisciplinary field of learning for
multifaceted research or professional
practice or for the advancement of learning
APPLICATION Applied in highly specialized or complex
multidisciplinary field of professional work,
research and/or further study that require
management expertise, innovation and
leadership
DEGREE OF Independent and/or in teams of multi-
INDEPENDENC disciplinary and complex setting
E
QUALIFICATIO Doctoral Degree and Post-Doctoral
N TYPE Programs

23. PQF GOAL:
“Every educated/trained Filipino:
the best for fellow Filipinos; the
choice of the rest of the world.”

24. Conceptual Framework of Teaching the TLE

25. P4A Model for TLE
Job Sheet Assignment
or Sheet
Operation
Sheet
Self-Check
Information
Sheet

26. From Supply to Demand
Driven TVET system
Supply-Driven Demand-Driven
Teacher focus Workplace focus
Group dynamics Individual needs
Set curriculum Customized learning
Sets periods of work Flexible delivery
Final exams Assessment on-going
All assessment off-the-job Assessment on and off the job
“Industry” (institution Specific industry qualification
determined) qualifications
Own performance
Performance relative to
others Outcomes oriented
Emphasis on time and Assessment criterion
process (competency) referenced and
customized
Assessment norm reference
and standardized Emphasis on what you can do in
the workplace
Emphasis on how to learn
Several paths to qualifications
Single path to qualifications

27. Demand Driven System
Industry Demands a Providers adjust Competent Industry recognized
Competent workforce programs to meet demand entrants ready for the
of Industry standards world of work

28. Industry-driven
approaches
Provide right indication on
manpower demand of the
industry

29. Industry-driven
approaches
Recommend industry
priority occupations for
skills development

30. Industry-driven
approaches
Advocate skills training
and certification of their
workers

31. Industry-driven
approaches
Set competency standard
requirements of the
industry

32. Demand-Driven TVET Systems
 The Curriculum is determined and delivered
by staff working in partnership with
industry
 Demand-driven TVET requires a confident
and mature governance system, education
and tourism sector
 Assumes that personnel on both sides are
willing to work together and it demands a
shift in thinking
 Requires the establishment of industry
standards at the national level

33. WHAT IS COMPETENCY-BASED
TVET?
A competency-based TVET is
learning methodology in TVET
provision which involve the
following 10 basic principles:
• The training is based on curriculum
developed from the competency
standars;
• Learning is modular in its structure;
• Training delivery is individualized and
self-paced;

34. 10 basic principles of Competency-
based TVET continuation…….
• Training is based on work that must
be performed;
• Training materials are directly
related to the competency standards
and the curriculum modules;
• Assessment is based in the
collection of evidence of the
performance of work to the industry
required standard;

35. 10 basic principles of Competency-
based TVET continuation…….
• Training is based both on and off-
the-job components;
• Allows for recognition of prior
learning (RPL) or current
competencies;
• Training allows for multiple entry and
exit; and
• Approved training programs are
Nationally Accredited

36. Benefits of CBT system for
graduates
• Training related to workplace practices
• Training requirements expressed as
outcomes
• Nationally recognized qualifications
• Creation of career paths
• Workplace-based assessment
• Increased employability
• Greater confidence in what people can
do in the workplace

37. Benefits of new TVET system for
employers
• Basis for common and clear
understanding of outcomes through
certification
• Improved recruitment effectiveness
• Workplace-based assessment

38. LIST OF 46 ASEAN TOOLBOXES
Nominal
Competencies
Hours
Common Core
1 Work effectively with customers and colleagues 30
2 Work in a socially diverse environment 25
3 Implement occupational health and safety procedures 35
4 Comply with workplace hygiene procedures 20
5 Perform clerical procedures 15
6 Access and retrieve computer-based data 25
7 Converse in English at a basic operational level 120
8 Communicate on the telephone 10
9 Maintain hospitality industry knowledge 20
10 Develop and update tourism industry knowledge 30
11 Promote products and services to customers 25
12 Manage and resolve conflict situations 25
13 Perform basic First Aid procedures 25
14 Perform child protection duties relevant to the tourism industry 15
15 Develop protective environments for children in tourism destinations 25

39. Housekeeping
16 Provide housekeeping services to guests 15
17 Clean public areas, facilities and equipment 60
18 Clean and prepare rooms for in-coming guests 30
19 Maintain and operate an industrial laundry 60
20 Launder linen and guests’ clothes 25
21 Provide valet services to guests 45
22 Clean and maintain industrial work area and equipment 40
English Language
23 Respond effectively to instructions given in English 60
24 Start conversations and develop good relations with guests 60
25 Communicate effectively in English on a telephone 60
26 Read general information texts or media 60
27 Write a short message in English 60
Human Resource Development
28 Plan, conduct and evaluate a staff performance assessment 60
29 Coach others in job skills 25
30 Prepare and deliver training sessions 40
Security Services
31 Manage intoxicated persons 10
32 Provide a lost and found facility 15
33 Plan and conduct an evacuation of premises 20
34 Establish and maintain a safe and secure workplace 60

40. Customer Service, Sales and Marketing
35 Develop and update local knowledge 30
36 Prepare and deliver a presentation 35
37 Establish and maintain a business relationship 60
General Administration
38 Use common business tools and technology 25
39 Plan, manage and conduct meetings 30
40 Receive and store stock 15
Financial Administration
41 Process a financial sale transaction 30
42 Prepare and monitor budgets 35
Resource Management
43 Monitor workplace operations 25
44 Manage quality customer/guest service 35
45 Recruit and select staff 45
46 Provide professional support to business colleagues 60

41. LEVEL NC II NC III NC IV
BASIC • Participate in workplace • Lead workplace communication • Utilize specialized
COMPETENCIES communication (7) (39) communication skills (1)
• Work in team environment (1) • Lead small teams • Develop teams and
• Practice occupational health and • Develop and practice negotiation individuals (29)
safety procedures (3) skills • Promote environmental
• Practice career professionalism • Use relevant technologies (38) protection (15)
(9) • Use mathematical concepts and • Collect, analyze and
techniques (41) organize information
• Solve problems related to work • Plan and organize work
activities (42) • Apply problem solving
techniques in the workplace
(12)
COMMON • Develop and update industry • Roster staff (45) • Conduct assessment (28)
COMPETENCIES knowledge (10, 35) • Control and order stock (40) • Manage workplace diversity
• Observe workplace hygiene • Establish and conduct business (2)
procedures (4) relationships (37) • Manage quality customer
• Provide effective customer • Train small groups (30, 46) service (44)
service (11) • Manage finances within a
• Perform workplace and safety budget (42)
practices (13)
• Perform computer operations (6)
CORE • Provide Housekeeping Services • Plan and schedule routine • Manage physical assets
COMPETENCIES to Guest (16) maintenance, repairs and • Manage stock purchases
• Prepare Rooms for Guest (18) modifications and inventory
• Laundry Linen and Guest Clothes • Escort, carry and store valuable • Provide a lost and found
(20) items facility (32)
• Provide Valet Service (21) • Observe and monitor people • Provide for the safety of VIPs
• Clean Premises (17) (43) (34)
• Contribute to the implementation
of emergency procedures (33)

42. TRAINER MANUAL TRAINEE MANUAL ASSESSOR MANUAL
• Competency •Unit Descriptor •Competency Standard
Assessment •Assessment Matrix •Oral Questions
• PowerPoint •Glossary •Written Questions
Presentation •Elements •Answer to Questions
• Training Equipment •Presentation of Written •Observation Checklist
•Instructions for Trainers Work •Third-Party Statement
for Using PowerPoint •Recommended Reading •Competency Recording
•Trainee Evaluation Sheet Sheet

43. SESSION PLAN LEARNING MATERIALS ASSESSMENT
•Module Title •How to Use the CBLM PACKAGE
•Learning Outcomes •Introductory Page •Self-Assessment
•Learning Activities 1.Module Title
Guide
1.Learning Content 2.Introduction
2.Methods 3.Performance Objectives •Assessor’s Guide
3.Presentation 4.Learning Outcomes •Rating Sheet
5.Assessment Criteria
4.Practice •Specific Instructions
5.Feedback 6.Assessment Methods
6.Resources •Learning Experiences/Activities for the Candidate
7.Time •Instruction Sheets •Competency
Information/Operation Sheet Assessment Results
1. Self-Check Summary
2. Answer Key

44. UPDATES ON TRAINING REGULATIONS
Promulgated Training Regulations Status
1. Bartending NCII Reviewed and promulgated
2. Food and Beverage Services NCII Reviewed but not yet
promulgated
3. Food and Beverage Services NCIII Reviewed but not yet
promulgated
4. Food and Beverage Services NCIV For review in 2013
5. Housekeeping NCII For review Oct-Dec 2012
6. Housekeeping NCIII For review in 2013
7. Housekeeping NCIV For review in 2013

45. UPDATES ON TRAINING REGULATIONS
Promulgated Training Regulations Status
8. Tour Guiding Services NCII For review Oct-Dec 2012
9. Travel Services NCII For review Oct-Dec 2012
10.Front Office Services NCII For review Oct-Dec 2012
11. Cookery NCII Reviewed and Promulgated
12. Commercial Cooking NCIII For review in 2013
13. Commercial Cooking NCIV For review in 2013
14. Bread and Pastry Production NCII For review in 2013
15. Events Management Services NCIII For review in 2013
16. Attraction& Theme Parks Operation NCII For review in 2013
17. Tourism Promotion Services NCII For review in 2013

46. www.tesda.gov.ph
 Training Regulations
 Competency-Based Curriculum Exemplar
 Registry of Certified Workers
 TESDA initially offers tourism related online
courses, namely:
 Room Attendant Servicing, a core competency of the
Food and Beverage Servicing NCII;
 Guestroom Attendant Servicing NC II, a core
competency of the Housekeeping NC II