Pqf and aqrf special man com_feb17

The K to 12 Curriculum
Philippine Qualifications Framework (PQF)
and the ASEAN Qualifications Reference
Framework (AQRF)As of 02/17/14. Special ManCom Meeting on
SHS Preparation. For DEPED USE ONLY.

Curriculum Outcomes
PQF
DEPARTMENT OF EDUCATION
Key
Stage
Outcomes
G3 G6 G10 G12
Content and Performance
STANDARDS
LEARNING
COMPETENCIES
LEARNING RESOURCES
Teacher’s Guides and Learner’s Materials
Learning Areas / Grade LevelOutcomes / Standards
As of 02/17/14. Special ManCom Meeting on

SKILLS
Information, Media, and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
LEARNING AREAS
Language
Technology and Livelihood Education (TLE)
Mathematics and Science
Arts and Humanities
Materials,
Facilities, and
Equipment
ICT Assessment
School
Leadership
and
Management
Schools
Divisions
Technical
Assistance
Community-
Industry
Relevance
and
Partnerships
Teachers
The K to 12 Philippine Basic Education
Curriculum Framework
Monitoring and Evaluation System
Curriculum Support System
Being and Becoming a Whole Person
Holistically Developed Filipino with 21st
Century Skills

Qualifications
Package of competencies describing a
particular function or job role existing in
an economic sector that covers the work
activities required to undertake a
particular job role
Qualifications
(IRR of EO 83. s. 2012)

It is a national policy that describes the
levels of educational qualifications and
sets the corresponding standards for
qualification outcome.
Its objective is to align with international
qualifications framework to support the
national and international mobility of
workers through increased recognition of
the value and comparability of Philippine
qualifications.
Quality assured national system for the
development, recognition and award of
qualifications based on standards acquired
in different ways and methods by learners
& workers
It is a competency-based; labor market
driven, and assessment-based
qualifications recognition.
PQF
This is a common reference framework
that will function as a device to enable
comparisons of qualifications across
ASEAN countries. It will:
5. Lead to a better understood
qualifications system
6. Promote higher quality qualifications
system
1. Support recognition of qualifications
2. Encourage the development of
qualifications frameworks that can
facilitate lifelong learning
3. Encourage the development of
approaches to validating learning
gained outside formal education
4. Promote education and learner mobility
AQRF

Origin and Development
It started with the TVET sector
in 2004-2005.
Creation of Working Groups
•Qualifications Register
•Pathways and Equivalencies
•Information and Guidelines
• International Alignment
EO No. 83, Oct.1, 2012
National Coordinating Committee
(NCC) Sec 2. of EO 83 s. 2012
PQF AQRF
ASEAN Framework Agreement on Services
(1995)
• MRAs -engineering (2005), nursing (2006)
• MRAs – architecture, surveying, medical and
dental practitioners, accountancy (2007 and
2009)
Initial draft of concept proposal developed through
Australian New Zealand Free Trade Agreement
Economic Cooperation Work Programme (AANZFTA
ECWP), May 2010, Manila
Economic Cooperation Plan in 2007
ASEAN Charter signed by the ten ASEAN leaders in
Singapore on 20 November 2007, to become a single
entity : ASEAN Community was reinforced; develop
human resources for the empowerment of the peoples of
ASEAN for the strengthening of the ASEAN Community
AANZFTA Qualifications Framework Forum 2011

Scope
Covers all qualifications from
lower secondary education,
vocational education and
higher education
Promotes lifelong learning
Recognizes prior learning, formal,
home-based or work experience-
based experience
PQF AQRF
Covers all qualifications from upper
secondary education, vocational
education ad higher education
ASEAN member countries
Accommodates lifelong learning as
well as learner mobility
Is used to link learning paths of
each level of education & referencing
in all sections of education

Persons Employers Education & Training Authorities
1. Encourages
lifelong
learning
2. Provides
access to
certification
and licenses
recognized
by the
government
Assures that
standards and
qualifications are
consistent with
job
requirements/
demands
1. Ensures transparency
in training provision
that conforms with
standards &
preciseness of
accountability for
learning outcomes
2. Provides common
understanding of
policies & guidelines in
credit transfer
articulation, portability,
bridges pathways &
recognition of prior
learning
1. Provides the
standards
taxonomy and
typology of
qualifications as
basis for
granting
approval to
providers and
stakeholders
2. Harmonizes
qualifications in
education and
training across
the country
Benefits
DEPARTMENT OF EDUCATION As of 02/17/14. Special ManCom Meeting on

Levels and Domains
Includes 8 levels of complexity of
learning outcomes based on 3 domains:
1.Knowledge and Skills - kind of
knowledge involved
2.Application- context in which the
knowledge and skills are applied
3.Responsibility and accountability- level
of independence
PQF AQRF
Includes 8 levels of complexity of
learning outcomes based on 2
domains:
1.Knowledge and skills
2.Application and responsibility –
contexts in which knowledge and
skills are demonstrated

Philippine
Qualifications
Framework
(PQF)
Qualification Levels
Descriptors
Registers
Pathways & Equivalencies
Quality Assurance
Information & Guidelines
International Alignment
Industry needs
Need for global recognition
of competencies
Current qualifications issues
at all levels
Qualifications issues in
recognition of prior
learning
Research and policy papers
on NQF
NQFs of other countries
Advocacy, Consultation
With Stakeholders
INPUTSINPUTS OUTPUTSOUTPUTS

Philippine Qualifications Framework
BACCALAUREATE

PQF Articulation for Grades 10 & 12
PQF DEPED
Level Knowledge, Skills and Values
I
(G10)
K & S that are manual or
concrete or practical
and/or operational in
focus.
• Possess foundational knowledge across a range of
learning areas with core competencies in
communication; scientific, critical and creative
thinking; and the use of technologies.
• Have an understanding of right and wrong; one’s
history and cultural heritage; and deep respect for
self, others and their culture, and the
environment.
II
(G12)
Knowledge and skills
that are manual or
concrete or practical
and/or operational in
focus with a variety of
options
• Possess functional knowledge across a range of
learning areas and technical skills in chosen
career tracks with advanced competencies in
communication; scientific, critical and creative
thinking; and the use of technologies.
• Have an understanding of right and wrong; one’s
history and cultural heritage; and deep respect for
self, others and their culture, and the
environment.

PQF DEPED
Level Application
I
(G10)
Applied in activities that are set in a
limited range of highly familiar and
predictable contexts; involve
straightforward, routine issues
which are addressed by following set
rules, guidelines or procedures.
Apply foundational knowledge, skills,
and values in academic and real-life
situations through sound reasoning,
informed decision-making, and the
judicious use of resources.
II
(G12)
Applied in activities that are set in a
limited range of familiar and
predictable contexts; involve routine
issues which are identified &
addressed by selecting from &
following a number of set rules,
guidelines or procedures.
Apply functional knowledge, technical
skills and values in academic and real-
life situations through sound reasoning,
informed decision-making, and the
judicious use of resources.

Domain Level 8
Knowledge, Skills,
Values (KSV)
Have highly advanced systematic k and skills in very specified
or complex multi disciplinary field of learning for multifaceted
research or professional practice or for the advancement of
learning
Application (A)
Apply in highly specialized or complex multidisciplinary field of
professional work, research and or further study that requires
management expertise, innovation and leadership
Degree of
Independence (DI)
Independent and /or in teams of multidisciplinary ad complex
setting with significant level of expertise –based autonomy and
accountability

AQRF
Level Knowledge and Skills Application and responsibility
Demonstration of knowledge and
skills that:
The context in which knowledge and skills
are demonstrated:
Level 8
1. Is at the most advanced and
specialized level and at the
frontier of a field
2. Involve independent and original
thinking and research, resulting
in the creation of new knowledge
or practice
1. Are highly specialized and complex
involving the development & testing of
new theories & new solutions to resolve
complex & abstract issues
2. Require authoritative and expert
judgment with a sustained commitment
to management of research and
significant responsibility for extending
professional knowledge & practice &
creation of new ideas & processes
Level 2
1. Is general and factual
2. Use of standard actions
1. Involve structured processes
2. Involve supervision and some discretion
for judgment on resolving familiar issues
Level 1
1. Is basic and general
2. Involve simple and
straightforward and routine
actions
1. Involve structured routine processes
2. Involve close levels of support and
supervision
Source: Draft 7 AQRF Nov 2013, used during the consultation
with stakeholders in the Philippines last February 7, 2014

Referencing using the AQRF
1. Process that results in the establishment of a
relationship between the National Qualifications
Framework (NQF) and that of common reference
framework
2. Include international experts and each country’s
referencing panel at least one internal
representative (external to ASEAN and internal to
ASEAN but not a representative of the
referencing country or the observed country)

1. Efficient and effective utilization of Curriculum
Guide, Teacher Guides, Learner’s Materials and
Learning Resources Management and
Development System
2. Outcome Focus: Alignment of Everyday
Teaching-Learning to the K-12 Learning
Outcomes, DepEd Vision and Mission and PQF
3. Skill and Will Development
Learning and Development

The K to 12 Philippine Basic Education Curriculum Framework

Enhanced Basic Education Curriculum Standards &
Principles
(Sec 8.3, RA 105 33)Standards and Principles Pedagogy
1. Learner-centered, inclusive & developmentally
appropriate
2. Relevant, responsive and research-based
3. Culture-sensitive
4. Contextualized and global
5. Use pedagogical approaches
constructivist, inquiry-
based, reflective,
collaborative and integrative
6. Adhere to the principles & framework of MTB-
MLE
7. Use the spiral progression approach to ensure
mastery of knowledge & skills in each level
8. Be flexible enough to enable and allow schools to
localize, indigenize and enhance the same based
on their educational and social contexts.

Sample Curriculum Guide
CONTENT
CONTENT
STANDARD
PERFORMANC
E STANDARD
LEARNING
COMPETENCIES
CODE

OC11.1
Nature and Elements of
Communication
1.Definition
2.The Process of
Communication
3.Communication Models
4.Five Elements of
Communication
o Verbal and Non-
Verbal
Communication
5.Effective Communication
Skills
6.Intercultural Communication

6 hours (1 week, 2 days)
The learner...

understands the
nature and
elements of oral
communication
in context.
The learner…

designs and
performs effective
controlled and
uncontrolled oral
communication
activities based
on context.

The learner…

1.Defines communication.
EN11/12OC-Ia-1
2. Explains the nature and
process of
communication.
EN11/12OC-Ia-2
3. Differentiates the various
models of communication.
EN11/12OC-Ia-3
4. Distinguishes the unique
feature(s) of one
communication process
from the other.
EN11/12OC-Ia-4
5. Explains why there is a
breakdown of
communication.
EN11/12OC-Ia-5
6. Uses various strategies in
order to avoid
communication
breakdown.
EN11/12OC-Ia-6
Grade: 11/12 Semester: 1st
Semester
Core Subject Title: Oral Communication in Context No. of Hours/ Semester: 80 hours/ semester
Pre-requisite (if needed):
Core Subject Description: The development of listening and speaking skills and strategies for effective communication in various situations.

Post Grade 12-University Admission Exam, COC-TESDA
End of Stage 4 Assessment: National Basic Education Competency
Assessment(NBECA) Senior High School Diploma SY 2017-2018
End of Stage 3 Assessment: National Achievement Test(NAT) Junior High
School Certificate SY 2015-2016
National Career Assessment Examination
(NCAE)
End of Stage 2 Assessment: National Achievement Test; Elementary
School Certificate(will commence on SY 2017-2018)
End of Stage 1 Assessment:
(1)Early Grade Reading Assessment(EGRA)in Filipino and English and Early Grade
Math Assessment(EGMA) (2) National Achievement Test
(will commence on SY 2014-2015)
Early Grade Reading Assessment(EGRA) in the Mother Tongue
Placement/Diagnostic Test Assessment
Philippine Educational Placement Test(PEPT)/Philippine Validating
Test(PVT)
Grade 12
Grade 10
Grade 8
Grade 6
Grade 3
Grade1
Kindergarten
Formal Delivery
System
Senior Level
Junior Level
Elementary
Level
Alternative
Delivery
System (ALS)
School Readiness Yearend Assessment(SReYA) in Mother Tongue
Proposed
Assessment
Framework
for K to 12
National
Level

Thematic Area Key Results Areas
Performance
Indicators
ACCESS
1. Number of learners ages 5-11 years old enrolled
in kindergarten and elementary education
Number of learners ages 12-15 years old enrolled
in secondary education
2. Number of learners above 15 years old served
through Alternative Learning System (ALS)
Program
3. % of learners completed the school year
1. Net Enrolment Rate
2. Cohort Survival Rate
3. Completion Rate
QUALITY
1. % of learners who meet the mastery level in the
NAT
1. Elementary
2. Secondary
2. % of ALS completers who passed the A&E test
1. NAT MPS
2. A&E Passers
GOVERNANCE
1. Deployment efficiency on:
1. Classrooms
2. Teachers
2. School Sites and Titling
3. SBM Level of Practice
1. Interquartile Ratio
a. Classrooms
b. Teachers
2. % of school sites
with clean land title
3. % of schools who
achieved level 3
Education System Monitoring (NEDA Result Matrix)

Curriculum Exits

bit.ly/kto12curriculum
kto12@deped.gov.ph

Pqf and aqrf special man com_feb17

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