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ALIGNING CREATIVE APPROACHES TOWARDS RE-ENGINEERING OUR TOURISM EDUCATION AND TRAINING PROGRAM

IMELDA B. TAGANAS

OIC-Executive Director, Qualifications and Standards Office,TESDA

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.

What is a Qualification?

It is a national policy, describes thelevels of educational qualifications andsets the standards for qualificationoutcomes.

A quality assured national system for thedevelopment, recognition and award ofqualifications based on standards ofknowledge, skills and values acquired indifferent ways and methods by learnersand workers of a certain country

What is the Philippine Qualifications Framework (PQF)?

It is competency-based.

It is labor market driven.

It is assessment based qualification recognition.

“… 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.”

President’s SONA 2011

To establish national standards andlevels for outcomes of education andtraining, skills and competencies

To support the development andmaintenance of pathways andequivalencies which provide access toqualifications and assist people tomove easily and readily between thedifferent E & T sectors and betweenthese sectors and the labour market

Objectives of the PQF:

Objectives of the PQF

To align the PQF with internationalqualifications framework to supportthe national and internationalmobility of workers thru increasedrecognition of the value andcomparability of Philippinequalifications

I. FOR THE PERSON

Encourages lifelong learning allowing theperson to start at the level that suits himand then build-up his qualifications as hisneeds and interests develop and changeover time

Certificates and licenses recognized bygovernment

Benefits of the PQF:

II. FOR THE EMPLOYERS

Assures that standards and qualifications are consistent to job requirements/demand

Provides common understanding on standards, qualifications and levels

III. FOR THE E & T PROVIDERS

Ensures transparency in training provision,conformance to standards and precisenessof accountability for learning outcomes

Provides common understanding of policiesand guidelines on credit transfers,articulation, portability, bridges pathwaysand RPL

IV. FOR THE AUTHORITIES

Provides the standards, taxonomy andtypology of qualifications as bases forgranting approvals to providers andstakeholders

Harmonizes qualifications in E & Tacross Philippines

The PQF:

Philippine Qualifications Framework

Qualification Levels

Descriptors

Registers

Working Groups

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

Consultation and AdvocacyWith Stakeholders

INPUTS OUTPUTS

LEARNING DOMAINS

GEC

NC I

NC II1211

109

8

6

1K

234

5

7

MACH

INE

SH

OP

ELEC

TRO

NIC

S

ELECTRIC

AL

FO

OD

PRO

CESSIN

G

FASH

ION

DESIG

N

AG

RI-

FIS

HERY

THE PHL QUALIFICATIONS FRAMEWORK

TESD

ALTER

NA

TIV

E

LEA

RN

IN

G S

YS

TEM

Basic Ed HE

REC

OG

NITIO

N O

F P

RIO

R L

EA

RN

IN

G

LIFE SKILLS

GENERIC SKILLS

• Work & Values Cluster• Interpersonal Cluster• Cognitive Cluster• Adaptability Cluster

TECHNOPRENEURSHIP & GREEN SKILLS FOR GREEN JOBS

COMMON COMPETENCIES

KNOWLEDGE-BASED COMPETENCIES

SPECIALIZATION CORE COMPETENCIES

LIFELO

NG

LEA

RN

IN

G

EQ

UIV

ALEN

CY

POST BACCALAUREATE PROGRAMS

HIGHER ORDER THINKING (HOT) SKILLS

• Critical Thinking• Creative Thinking• Innovation• Problem Solving

FOUNDATIONAL SKILLS

• ENGLISH• SCIENCE• MATHEMATICS

AS

SES

SM

EN

T A

ND

C

ER

TIFIC

ATIO

N

NC III - V

L 1

L 2

L 3

L 4

L 5

L 6

L 7

L 8

KNOWLEDGE-

BASED PERSON

P A T H W A Y S

APTITUDE & INTEREST ASSESSMENT

NC III

NC IV

NC V

POST DOCTORAL DEGREE

BACCALAUREATE PROGRAMS

WAGE EMPLOYMENT/ENTREPRENEURSHIP/SELF-EMPLOYMENT

TOOLS/EQUIPMAINTENACE

OCCUPATIONALHEALTH &

SAFETY

USE OFHANDTOOLS

TECHNICALDRAFTING

MENSURATION and

CALCULATION

ARTS /CRAFTS

TESD HIGHER EDUCATION

POST BACCALAUREATE

DOCTORAL AND

POST DOCTORAL

BACCALAUREATE

NC I

G12

10

THE PHL QUALIFICATIONS FRAMEWORK

BASIC ED

L 8

L 7

L 6

L 5

L 4

L 3

L 2

L 1

DIPLOMA

NC III

NC II

NC IV

(Approved by the NEDA SDC-Cabinet on May 18, 2012)

LEVEL 1

KNOWLEDGE, SKILLS AND

VALUES

Knowledge and skills that are manual or concrete or

practical and/or operational in focus.

APPLICATION 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.

DEGREE OF INDEPENDENCE

In conditions where there is very close support,

guidance or supervision; minimum judgment or

discretion is needed.

QUALIFICATIONTYPE

NATIONAL CERTIFICATE I

LEVEL 2


VALUES

Knowledge and skills that are manual, practical

and/or operational in focus with a variety of options.

APPLICATION Applied in activities that are set in a range of

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,

guidance or supervision; limited judgment or

discretion is needed.

QUALIFICATIONTYPE

NATIONAL CERTIFICATE II

LEVEL 3


VALUES

Knowledge and skills that are a balance of theoretical

and/or technical and practical.

Work involves understanding the work process,

contributing to problem solving, and making decisions to

determine the process, equipment and materials to be

used.

APPLICATIONApplied in activities that are set in contexts with some

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

responsibility or autonomy, and/or may involve some

responsibility for others. Participation in teams including

team or group coordination may be involved.

QUALIFICATIONTYPE

NATIONAL CERTIFICATE III

LEVEL 4


VALUES

Knowledge and skills that are mainly theoretical and/or

abstract with significant depth in one or more areas;

contributing to technical solutions of a non-routine or

contingency nature; evaluation and analysis of current

practices and the development of new criteria and

procedures.

APPLICATION Applied in activities that are set in range of contexts, most

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

organizing activities of self and others

QUALIFICATIONTYPE

NATIONAL CERTIFICATE IV

LEVEL 5KNOWLEDGE, SKILLS AND

VALUES

Knowledge and skills that are mainly theoretical and/or abstract with significant depth in some areas together with wide-ranging, specialized technical, creative and conceptual skills.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.

APPLICATION Applied in activities that are supervisory, complex and non-routine which require an extensive interpretation and/or adaptation/ innovation.


In conditions where there is broad guidance and direction, where judgment is required in planning and 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

QUALIFICATIONTYPE

DIPLOMA


VALUES

Graduates at this level have broad and coherent knowledge and skills in their field of study for professional work and lifelong learning

APPLICATION Application in professional work or research in a specialized field ofdiscipline and/or for further study


Independent and /or in teams of related field with minimal supervision

QUALIFICATIONTYPE

Baccalaureate Degree


VALUES

Graduates at this level have advanced knowledge and skills in 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


Independent and or in teams of multidisciplinary field with very minimal supervision

QUALIFICATIONTYPE

Post-Baccalaureate Program

LEVEL 8KNOWLEDGE,

SKILLS & VALUES

Graduates at this level have highly advanced systematic knowledge and skills 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 INDEPENDENC

E

Independent and/or in teams of multi-disciplinary and complex setting

QUALIFICATION TYPE

Doctoral Degree and Post-Doctoral

Programs

PQF GOAL:

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

Conceptual Framework of Teaching the TLE

P4A Model for TLE

Information Sheet

Self-Check

Assignment Sheet

Job Sheetor

Operation Sheet

From Supply to Demand Driven TVET system

Supply-Driven

Teacher focus

Group dynamics

Set curriculum

Sets periods of work

Final exams

All assessment off-the-job

“Industry” (institution

determined) qualifications

Performance relative to

others

Emphasis on time and

process

Assessment norm reference

and standardized

Emphasis on how to learn

Single path to qualifications

Demand-Driven

Workplace focus

Individual needs

Customized learning

Flexible delivery

Assessment on-going

Assessment on and off the job

Specific industry qualification

Own performance

Outcomes oriented

Assessment criterion

(competency) referenced and

customized

Emphasis on what you can do in

the workplace

Several paths to qualifications

Demand Driven System

Industry Demands a

Competent workforce

Providers adjust

programs to meet demand

of Industry standards

Competent Industry recognized

entrants ready for the

world of work

Industry-driven

approaches

Provide right indication on

manpower demand of the

industry

Industry-driven

approaches

Recommend industry

priority occupations for

skills development

Industry-driven

approaches

Advocate skills training

and certification of their

workers

Industry-driven

approaches

Set competency standard

requirements of the

industry

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

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;

WHAT IS COMPETENCY-BASED

TVET?

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;

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

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

Benefits of new TVET system for employers

Basis for common and clear understanding of outcomes through certification

Improved recruitment effectiveness

Workplace-based assessment

Competencies Nominal

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

LIST OF 46 ASEAN TOOLBOXES

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

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

LEVEL NC II NC III NC IV

BASIC

COMPETENCIES

• Participate in workplace

communication (7)

• Work in team environment (1)

• Practice occupational health and

safety procedures (3)

• Practice career professionalism

(9)

• Lead workplace communication

(39)

• Lead small teams

• Develop and practice negotiation

skills

• Use relevant technologies (38)

• Use mathematical concepts and

techniques (41)

• Solve problems related to work

activities (42)

• Utilize specialized

communication skills (1)

• Develop teams and

individuals (29)

• Promote environmental

protection (15)

• Collect, analyze and

organize information

• Plan and organize work

• Apply problem solving

techniques in the workplace

(12)

COMMON

COMPETENCIES

• Develop and update industry

knowledge (10, 35)

• Observe workplace hygiene

procedures (4)

• Provide effective customer

service (11)

• Perform workplace and safety

practices (13)

• Perform computer operations (6)

• Roster staff (45)

• Control and order stock (40)

• Establish and conduct business

relationships (37)

• Train small groups (30, 46)

• Conduct assessment (28)

• Manage workplace diversity

(2)

• Manage quality customer

service (44)

• Manage finances within a

budget (42)

CORE

COMPETENCIES

• Provide Housekeeping Services

to Guest (16)

• Prepare Rooms for Guest (18)

• Laundry Linen and Guest Clothes

(20)

• Provide Valet Service (21)

• Clean Premises (17)

• Plan and schedule routine

maintenance, repairs and

modifications

• Escort, carry and store valuable

items

• Observe and monitor people

(43)

• Contribute to the implementation

of emergency procedures (33)

• Manage physical assets

• Manage stock purchases

and inventory

• Provide a lost and found

facility (32)

• Provide for the safety of VIPs

(34)

TRAINER MANUAL

• Competency

Assessment

• PowerPoint

Presentation

• Training Equipment

• Instructions for

Trainers for Using

PowerPoint

TRAINEE MANUAL

•Unit Descriptor

•Assessment Matrix

•Glossary

•Elements

•Presentation of Written

Work

•Recommended Reading

•Trainee Evaluation Sheet

ASSESSOR MANUAL

• Competency Standard

• Oral Questions

• Written Questions

• Answer to Questions

• Observation Checklist

• Third-Party Statement

• Competency Recording

Sheet

SESSION PLAN

• Module Title

• Learning Outcomes

• Learning Activities1. Learning Content

2. Methods

3. Presentation

4. Practice

5. Feedback

6. Resources

7. Time

LEARNING MATERIALS

•How to Use the CBLM

•Introductory Page1. Module Title

2. Introduction

3. Performance Objectives

4. Learning Outcomes

5. Assessment Criteria

6. Assessment Methods

•Learning Experiences/Activities

•Instruction SheetsInformation/Operation Sheet

1. Self-Check

2. Answer Key

ASSESSMENT

PACKAGE

•Self-Assessment

Guide

•Assessor’s Guide

•Rating Sheet

•Specific Instructions

for the Candidate

•Competency

Assessment Results

Summary

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

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

www.tesda.gov.ph

Training Regulations

Competency-Based Curriculum Exemplar

Registry of Certified Workers

TESDA initially offers tourism related onlinecourses, 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

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