TESDA CIRCULAR

SUBJECT: Implementing Guidelines on the

Deployment of Procedures Manual Page No. 1 of 4 pages
in the Evaluation of PQF Level Number bg
series of 2019
5(Diploma) Programs
Date Issued:
Effectivity: Supersedes:
August 13, 2019 Immediately

In the interest of the service the following Guidelines in the deployment of the
Procedures Manual in the Evaluation of PQF Level 5(Diploma) Programs are
hereby issued:

I. BACKGROUND/LEGAL BASIS

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

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

This Manual contains easy to follow procedures for the evaluation and
alignment of diploma programs to PQF Level 5. It contains tables that serve as
guides in checking the compliance of a Diploma program to PQF Level 5
Program Framework Description and the Implementing Guidelines for the
Program Under PQF Level 5 (Diploma) Pilot.

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

The evaluation process measures the following: 1) alignment of the program to

PQF Level 5 based on the satisfaction of Program Learning Outcomes (PLOs)
and Performance Indicators (Pis) through the course outcomes; 2) compliance
to the PQF Level 5 Program Framework; 3) compliance to the pre-conditions
for development of Diploma Programs; 4) compliance to the requirements of
TESDA Circular #38 s. 2019 and its implication to the articulation and credit
transfer.

In the evaluation process, gaps and corresponding strategies for aligning the
Diploma programs are likewise identified and recommended. Information
derived from this evaluation process will guide developers and implementers in
 TESDA CIRCULAR
SUBJECT: Implementing Guidelines on the
Deployment of Procedures Manual Page No. 2 of 4 pages
in the Evaluation of PQF Level Number fsc , series of 2019
5(Diploma) Pro • rams
Date Issued:
Effectivity: Supersedes:
August 13, 2019 Immediately

enhancing their Diploma Programs; and the Regional Diploma Technical

Working Group (RDTWG) in its decision to approve or disapprove Diploma
Programs submitted for recognition.

II. OBJECTIVES

This Guidelines aim to provide developers and Regional Diploma Technical

Working Group (RDTWG) members acceptable means of evaluating PQF
Level 5 (Diploma) Program documents for purposes of enhancement and
recognition as specified in the Procedures Manual for Evaluation of PQF Level
5 (Diploma) Programs.

Specifically,

1. To establish standard evaluation procedures essential for ensuring

alignment of Diploma Programs to PQF Level 5 descriptors and
framework;

2. To provide mechanisms in identifying gaps in the diploma program

documents and recommending strategies in filling or bridging the gaps;
and

3. To guide the RDTWG in preparing evaluation results and

recommendations for the approval or disapproval of applications for
recognition of PQF Level 5 (Diploma) Programs.

III. COVERAGE:

This Guidelines shall cover all public and private institutions intending to
offer Diploma Programs as well as those with recognized Diploma programs
offering, to comply with the requirements stipulated in the Procedures
Manual in the Evaluation of PQF Level 5(Diploma) Programs.

IV. IMPLEMENTATION MECHANICS:

A. Program Arrangements
a. Responsibilities of Regional Office (RO)

a.1 Assign focal persons who will be members of RDTWG;

a.2 Disseminate the Manual to all Provincial Offices; and

 TESDA CIRCULAR
SUBJECT: Implementing Guidelines on the
Deployment of Procedures Manual Page No. 3 of 4 pages
in the Evaluation of PQF Level Number Dg6 series of 2019
5(Diploma) Programs
Date Issued:
Effectivity: Supersedes:
August 13, 2019 Immediately

a.3 Lead in the conduct of re-echo programs utilizing the trained

Regional Diploma TVVG members trained by NITESD as per
TESDA Order No. 487, s. 2019: re: Participants in the Workshop
on Evaluation of Pilot Diploma (PQF Level 5) Program; August
5-8, 2019; TWC, Taguig City.

b. Responsibilities of RDTWG

b.1 Check the completeness of the disseminated Manual;

b.2 Facilitate the conduct of re-echo programs to the rest of the

members of RDTWG; and

b.3 Provide quarterly report to NITESD on the accuracy and

usefulness of the Procedures Manual.

c. Responsibilities of TTIs/TVIs/HEI that offer Diploma Program

c.1 Utilize the Manual as guide in developing/enhancing Diploma

Programs, adhering to the 4 Perspectives of
Evaluating Diploma Programs;

c.2 Prepare the Diploma program required documents stipulated in

the Manual; and

c.3 Submit Diploma Program and documents to PO as required in

the Procedures Manual.

d. Responsibilities of CTADD

d.1 Monitor the evaluation of the diploma programs conducted by

the RDTWGs;

d.2 Consolidate quarterly reports on the recognized Diploma

programs submitted by the ROs;

d.3 Check the completeness of the documents for diploma programs

submitted by ROs;

d.4 Check the submitted diploma programs evaluation; and

d.5 Inform the ROs on the status of submitted diploma programs

evaluation as counter-checked by CTADD with corresponding
recommendations.
 TESDA CIRCULAR
SUBJECT: Implementing Guidelines on the
Deployment of Procedures Manual Page No. 4 of 4 pages
in the Evaluation of PQF Level Number osg6 , series of 2019
5(Diploma) Programs
Date issued:
Effectivity: Supersedes:
August 13, 2019 Immediately

V. MONITORING AND FEEDBACK SYSTEM:

1. The Regional, Provincial and District Offices (ROPODO) shall

closely monitor the utilization of the Procedures Manual on
Evaluation of Diploma Program particularly its implication to the
Process Cycle Time (PCT);

The ROPO shall lead in the maintenance of database of Diploma

Programs recognized within the region/province; and

3. The LMID shall come up with an MIS database monitoring of the

Diploma Program recognized in all regions.

VI. EFFECTIVITY:

This Circular shall take effect as indicated. Wide dissemination of this

Circular by all concerned is hereby enjoined.

Sec. ISIDi
S. LAPENA, PhD., CSEE
Director General
14/1
 Republic of the Philippines
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
ISO 9001: 2015 Certified

Manual for the

Evaluation of

13Q
Level 5
DIPLOMA
Programs

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

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

Table 2. Compliance Checklist for PQF Level 5 Program Framework 7
Table 3. Summary of Items Marked as "not compliant" for Perspective 1 and the
Recommended Strategies for Aligning to PQF Level 5
(Diploma) Program 8
Table 4. Compliance Checklist for Perspective 2 9
Table 5. Summary of Items Marked as "not compliant" for Perspective 2 and the
Strategies in Complying with the Requirements 13
Table 6. Compliance to the Pre-conditions for Development of
Diploma Programs 15
Table 7. Summary of Items marked not compliant to the preconditions 15
Table 8. List of Course Outcomes for Revision 19
Table 9. Curriculum Map 20
Table 10. Summary of Results: Percentage of Pls Satisfied 21
Table 11. Overall Summary of Results: Percentage of PLOs satisfied 21
Table 12. Percentage of Satisfaction of Pls that Introduce PLO 22
Table 13. Percentage of Satisfaction of Pls that Enhance PLO 23
Table 14. Percentage of Satisfaction of Pis that Demonstrate PLO 23
Table 15. Strategies for Aligning the Diploma Program through the PIs 25
Table 16. Comparison of Diploma Program Units and the destination

HE Program 26
 List of Annex Tab!es

Table Al. Qualifications with Training Regulations 39

Table A2. General Education and other non-technical courses* 39

Table A3. Professional Courses 40

Table A4. Technical Courses 40

Table A5. Elective Courses 40

Table A6. Course Specifications 41

Table A7. Program Curriculum Map 42

Table A8. Program Schedule 49

Manual for the Development of PQF Level V (Diploma Programs) redilyncagub CTADD-NITESD
 List of Figures

Figure 1. Flowchart on the Evaluation of Diploma Programs 4

Figure 2. Sample Program Framework for Diploma in Hotel and Restaurant Technology leading to BS
Hotel Management (BS HM) 6
Figure 3. Sample Program Framework Showing the TRs included in the Program 7
Figure 4. Evaluation Mechanism 17
Figure 5. Sample Representation of the Diploma Program 38
 1

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

I. Background

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

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

This manual contains easy to follow procedures for the evaluation and alignment of
diploma programs to PQF Level 5. it contains tables that serve as guides in
checking the compliance of the programs to the PQF Level 5 Program Framework
and the Implementing Guidelines for the Diploma program. Templates are also
prepared to help organize and consolidate the results. The analysis tools included
in this manual would also serve as guide in recommending the strategies in filling
the gaps for the purpose of aligning the diploma program to PQF Level 5 Program
Framework, resulting to enhanced quality of implementation.

The evaluation process measures the alignment of the program to PQF Level 5
based on the satisfaction of PLOs and Pls through the course outcomes;
compliance to the Program Framework; compliance to the preconditions for
development of Diploma Programs; compliance to the requirements of TESDA
Circular #38 s. 2019 and its implication to the articulation and credit transfer.

in the evaluation process, gaps and corresponding strategies for aligning the
programs will, likewise, be identified and recommended. Information derived from
this evaluation process will guide developers and implementers in enhancing their
Diploma Programs; and the Regional Diploma Technical Working Group (RDTWG)
in their decision to approve or disapprove Diploma Programs submitted for
recognition.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs redilyncogub CTADD-NITESD
 2

II. Purposes and Objectives of this Manual

This PQF Level 5 (Diploma) Program Manual is designed to guide developers

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

a. Establish standard evaluation procedures essential for ensuring alignment

of Diploma Programs to PQF Level 5 descriptors and framework;
b. Provide mechanisms in identifying gaps in the diploma program documents
and recommending strategies in filling or bridging the gaps; and
c. Guide the RDTWG in preparing evaluation results and recommendations for
the approval or disapproval of applications for recognition of PQF Level 5
(Diploma) Programs.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs redilyncagub CTADD-NITESD
 3

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

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

1 PQF Level 5 (Diploma) Program Framework;

2. Requirements per Implementing Guidelines for PQF Level 5(Diploma)
Programs;
3. Satisfaction of PLOs and PIs through the Course Outcomes; and
4. Implications to Articulation and Credit Transfer.

The flowchart below describes the whole process of evaluation.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs redilyncagub CTADD-NITESD
 Flowchart on the Evaluation of PQF Level 5 (Diploma) Programs 4

Check the
completeness of
Evaluate Documents Check compliance to the Evaluate the Diploma Program
documents using Evaluate the Satisfaction of
• against Diploma Program requirements of TESDA Circular # based on its Implication to
Table 1 PLOs and Pls through the
Framework using Table 2 38 s. 2019 using Table 4 Articulation and Credit Transfer
COs using Table 9
using Table 16

Yes
• Program
Title • Curriculum Outline
• Program Title • Program Schedule
Complete? • Brief Description of the Program Provider • Course Specification
• Curriculum Outline • Program Description • General Summary of Credits
• Program Curriculum Map
• Course Specification • lob Titles Memorandum of Agreement
• Memorandum of Agreement
• Program Curriculum Map • Program Learning Outcomes • Proof of Industry Consultation
• Proof of Industry
• Program Schedule • Program Duration • PSG for the destination HE
Consultation
• PSG for the destination HE • Program Framework Program
• Curriculum Outline • PSG for the destination HE
Program
• Course Specification Program
• Program Curriculum Map
• Program Schedule

Ask provider to
complete Yes Yes Yes
Yes
documents

No

Prepare Summary of Items

Prepare Summary of Items Prepare the Summary Pis Prepare
Marked as "not compliant"
Marked as not "compliant" and PLOs not Satisfied and Recommendations for
and the Recommended Aligning
for Perspective 2 and the the Strategies in Ali Articulation and Credit
Strategies of Aligning to PQF
Strategies in Complying the Course Outcomes with Transfer
Level 5 (Diploma) Program the Pis and the PLOs.
with the Requirements
Framework
(Table 5) (Table 10-15)
(Table 3)

No

Yes
Consolidate all results
Certificate of
Compliant?
Recognition and recommendations

Figure I. Flowchart on the Evaluation of Diploma Programs

 5

The Evaluation Process

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

Check for Completeness of Program Documents

Using Table 1 (Checklist of Documents), check whether the required documents and
its needed sections are present. If present, put a check in the provided column,
otherwise, put an X.

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

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

Check (v) Use to evaluate
No. Name of Document if Perspective
submitted 1 i 2 1 3 I 4
1 Program Title v v
2 Brief Description of the Program Provider v
3 Program Description v
4 Job Titles .7
5 Program Learning Outcomes V
6 Program Duration v
7 Program Framework V
8 Curriculum Outline ✓ v v
9 Course Specification v v i
10 Program Curriculum Map v v v
11 Program Schedule ✓ v v
12 General Summary of Credits v v v
13 Institutional Assessment Tools v
14 Memorandum of Agreement v v v
15 Proof of Industry Consultation v .7 .7
Policies, Standards and Guidelines for the v v v v
16
destination HE Program
Program Registration Requirements (TESDA-SOP- v
17
TSDO-01-F01)

Manual for the Evaluation of PQF Level 5 (Diploma) Programs redilyncagub CTADD-N1TESD
 6

Perspective 1. PQF Level 5 Program Framework

The Program Framework is a representation of the components of the PQF Level 5

(Diploma) Program.

For purposes of multi-skilling, PQF Level 5 (Diploma) programs should be built upon
several qualifications preferably up to the highest-level of available TRs, backed-up by
learning outcomes from courses/subjects that should build-up to satisfy/attain the 17 Program
Learning Outcomes (PLOs).

The PQF Level 5 (Diploma) programs are anchored on 17 Program Learning Outcomes
(PLOs) that are adherent to the PQF Level 5 descriptors, complemented with the identified
21st Century Skills, and aligned to the graduate attributes of Technologist based on the
Sydney Accord, while at the same time conscious of the presidential call for nationalism and
world citizenship.

Figure 2 presents an illustration of the program framework. The diagram is composed of

blue blocks representing the TR-based qualifications related to the discipline/sector and the
yellow-colored learning outcomes representing learning outcomes for technologists of the
discipline/sector aligned with a specific destination Higher Education (HE) program based on
the Policies, Standards and Guidelines (PSG) of the Commission on Higher Education
(CHED).

RANGES; BREADTH

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

outcomes *lea -nine outo)mes *
4 ig outcomes °Learning Dui
ng ; *Learning outc,mes *Learni es °Learning
outcomes *tea 'fling outcam
3 ng • *Learning outcomes *Learni Learning
*I itc-rni es
2 es ou~
Learning outcome; 'Learning outc3rnes *Learning outcomes 'Learning
1 outcomes *Lea -ning outcomes *
Cookery/C
House- Front Bar Bread &
FBS onunefrial
keeping Office Tending Pastry
Cooking

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

In this program framework, there are 12 Qualifications in different levels included. The
blue blocks represent the said qualifications, while the yellow learning outcomes are
courses from BS Hotel Management, its destination program.

Food and Beverage Services has existing TRs for NC levels II, Ill and IV, FBS NC IV
being the highest level of existing TR, while there is no existing NC Level I TR for FBS.
Same is true with Housekeeping and Cookery/Commercial Cooking. Front Office
Services, Bar Tending and Bread and Pastry Production have only NC Level II TRs.

Manual for the Evaluation of PQF Level 5 (Diploma) Programs redilyncagub CTADD-NITESD
 7

Procedures in Analyzing the Diploma Programs Against the PQF Level 5

(Diploma) Program Framework

Step 1. Prepare Program Documents

Program documents needed for the evaluation of the program framework will
include: Program Description, Course Specifications, Program Schedule,
Curriculum Map, CHED PSG of the destination Higher Education (HE)
Program.
Step 2. Identify the sector and all TRs included in the Diploma Program
List down all qualifications with TRs included in the whole Diploma Program.
Identify the main sector to which majority of these TRs belong.
Step 3. Identify the destination Higher Education (PQF Level 6) Program

From the Program Description, look for the destination HE Program and
secure /download its corresponding PSG from the CHED website. You will
need this document throughout the evaluation process. If none is submitted
nor identified in the Program Description, you may need to ask the provider to
submit to you this information,

Step 4. Illustrate the Program Framework based on the sample Program Framework
From the list of the TRs included, draw a Program Framework similar to Figure
3 (Sample Program Framework Showing the TRs included in the Program). To
represent TRs included in the program, fill the cells with blue color; for NC
Levels without TR, leave the cell without fill colors; and for NC levels with TR
but not included in the program, represent it with red bordered boxes.

Existing TRs for Masonry NC II No existing TR for

an NC III included in this Plumbing NC I, hence, ElM NC III and IV with existing TR
program the yellow block but not included in the Program

RANGES; BREADTH
utreeeerMere.s
omes *Learning outcomes Learning outcomes ^ tear,
comes ccomes - 'Learnt g u come
comes
ad-comes
outcornes *Learning o
comes
utc
utc
Learning outcome; *Learning outcomes
g outcomes *1 earning out :omes *Learning outcomes *Learning outcomes 41
-••• —
Formworks Cnipeniry 4
Illlasonty I Plumbing NM RSA
Diabftnicat

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

redilyncagub CTADD-NITESD
 8

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

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

Step 6. Check Compliance to Framework Requirements

Using Table 2, check for compliance to the requirements for PQF Level 5
(Diploma) Program Framework. If your answer to the question is Yes, put a
check (✓) on compliant column, if No, put an X, if not applicable, put a check
on Not applicable columns and the compliant column.

Table 2. Compliance Checklist for PQF Level 5 Program Framework

Compliance
check
Question to be asked Source of Evidence Compliant
Not
(‘/) if YES
(x) if NO)
1. Depth and Breadth
List down the TRs included.

Sector

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

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

redilyncagub CTADD-NITESD
 9

Table 2. Compliance Checklist for PQF Level 5 Program Framework

Compliance
check
Question to be asked Source of Evidence Compliant Not
(.() if YES Applicable
(x) if NO)

TRs from other Sectors

1.
2.

Number of TRs
How many TRs included in the program?
Does the program comply with the 12 TR-
requirement for the whole program?
Qualification Levels
. Course specification
Does the program include qualifications up to
• Course Schedule
the highest qualification level of available
TRs? • Curriculum Map

Does the program include qualifications from • Course specification

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

2. Adoption of the 17 PLOs

Does the program adopt the 17 PLOs? • Program Learning
Outcomes
• Curriculum Map
Is each of the PLOs adopted?

PLO 1. Apply knowledge of mathematics, science, technology

fundamentals, and a technology specialization to
defined and applied technology procedures,
processes, systems, or methodologies. In aid of
systems design addressing identified technology
problems, conduct the following: identify problems,
conduct researches, investigations and experiments,
and come up with conclusions and solutions;
PLO 2. Select and apply appropriate techniques, resources,
and modern technology and IT tools, including, but
not limited to, prediction and modelling, to broadly-
defined technology-related activities, with an
understanding of the limitations;
PLO 3. Communicate effectively on broadly-defined
technology-related activities with the technology
affiliated community and with the society at iarge, by
being able to comprehend and write effective reports
and design documentation, make effective
presentations, and give and receive clear
instructions;

redllyncogub CTADD-NITESD
 10

Table 2. Compliance Checklist for PQF Level 5 Program Framework

Compliance
check
Question to be asked Source of Evidence Compliant
Not
V) if YES Applicable
(x) if NO)
PLO 4. Demonstrate understanding of the societal, health,
safety, legal, and cultural issues and the consequent
responsibilities relevant to 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;
PLO 6. Apply professional ethics and responsibilities and
norms of technology practice; • Program Learning
PLO 7. Function effectively as an individual and as a member Outcomes
of diverse technical teams Curriculum Map
PLO 8. Demonstrate knowledge and understanding of
technology principles and apply these to one's own
work, as a member and leader in a team and to
manage projects in multidisciplinary environments
PLO 9. Recognize the need for, and have the ability to
engage in independent and lifelong learning in
specialized technologies
PLO 10. Lead and present ideas and practical suggestions to
appi opriate people on how improvements could be
made
PLO 11. Evaluate the application of Critical Thinking (Higher
Order Thinking Skills) and adjust Problem Solving
Techniques
PLO 12. Manage and evaluate workplace policies and
procedures relevant to the workplace
PLO 13. Develop systems in managing and maintaining
information
PLO 14. Shape and sustain strategic thinking and attitudes
towards the common good
PLO 15. Establish, manage, and sustain OHS programs
• Program Learning
relevant to the workplace
Outcomes
PLO 16. Develop high-performing entrepreneurs
• Curriculum Map
PLO 17. Demonstrate the sense of patriotism both in the
national and global milieu

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

For each question/item marked as x, write a recommendation to comply with

the item and ensure its alignment to the PQF Level 5 (Diploma) Program
Framework.

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 11

Table 3. Summary of Items Marked as "not compliant" and the Recommended

Strategies for Aligning to PQF Level 5 (Diploma) Program Framework

Items Marked as "not

Elements Recommendation
compliant"

Depth and
Breadth

Adoption of the 17
PLOs

Sample Filled-up Table

Table 3. Summary of Items Marked as "not compliant" to PQF Level 5 (Diploma)

Program per Perspective 2 and the Recommended Strategies of Aligning

Items Marked as "not

Elements Recommendation
compliant"

Does it include It would help if EIM NC III and IV

Depth and qualifications up to the will be included in the program
Breadth highest qualification level
of available TRs?

Adoption of the 17
PLOs

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 12

Perspective 2. TESDA Circular # 38 s. 2017

Check the Compliance of the Program to the following items by putting a check (v) on
the "Compliant" column if your answer to the question is YES and X if your answer is
NO. If the item is not applicable, put a check (/) on the "not applicable" column. For
items with multiple questions, all questions should be answered "YES" for the item to
be "compliant". If one of the questions is answered "NO", it is considered not compliant.

Table 4. Compliance Checklist for Perspective 2

Diploma Level Programs Development Compliance check

Requirements
Questions to be asked Source Documents
(Section of TESDA Compliant
Circular # 38 s. 2017) (1) if YES Not Applicable
(X) if NO

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

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

Do the documents show

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

5. The description of the courses Do the course

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
(psychomotor) contents found in on competency
the competency standards. standards?

Manual for the Evaluation of PQF Level 5 (Diploma) Programs rechlyncaoub CTADD-NITESD
 13

Table 4. Compliance Checklist for Perspective 2

Diploma Level Programs Development Compliance check

Requirements
Questions to be asked Source Documents
(Section of TESDA Compliant
V) if YES Not Applicable
Circular # 38 s. 2017)
(x) if NO
6. Teaching and learning strategies Are the teaching
and assessment criteria are aligned strategies for TR related
with both the program and course courses competency-
learning outcomes to ensure based? Is Course specifications
constructive alignment. demonstration or Program Schedule
hands-on performance Program Description
included in its Course specifications
strategies? Program Schedule

7. The course outcomes are Are the assessment

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

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Table 4. Compliance Checklist for Perspective 2

Diploma Level Programs Development Compliance check

Requirements
Questions to be asked Source Documents
(Section of TESDA Compliant
Circular # 38 s. 2017) (v) if YES Not Applicable
(x) if NO
possible level) in order to develop l In total, how many
flexible graduates. qualifications can be
attained by the learner
throughout the duration
of the program?

Is the highest level of

the qualification
attainable through the
courses offered?

10. In order to ensure that the learners Is there an indication

have developed the necessary that competency
competencies (knowledge, skills assessments will be
and attitude) needed by the conducted every after Course specifications
industry, competency assessments module? Program Schedule
are conducted every after the
module that has technology
components.
11. The programs are delivered by If competencies of a TR
block to ensure that the learner who cannot possibly fit in
wishes to exit after the module or one course, are the
semester possess the other courses where the Course Specifications
competencies he/she can use in remaining Program Schedule
the workplace; and will not make competencies are Curriculum Map
the learner a drop-out since he/she included offered within
already possesses credits. the semester or within
the school year?
12. The semestral on-the-job trainings Are details of OJT
are mainly focused on the included in the Program
application of the competencies in Document
the workplace while the terminal Is the OJT in the last
on-the-job training is managerial semester managerial in
Course Specifications
since the diploma program intends nature?
Program Schedule
to develop technologists and Are the OJT during the
executives. first 2 years application
of the competencies
attained during the
year?
13. On-the-Job Trainings are Are OJTs directly
governed by Learning Outcomes, related to PLOs per Course Specifications
which are specified in the Curriculum Map? Program Schedule
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 purpose complementation on
of complementation, e.g. teachers/trainers in
technology and faculty on courses cases the requirements
MOA/MOU
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.
15. Supplementary reading materials Is there an indication
are provided the learners to that supplementary
develop the value for reading, thus reading materials will be Course Specifications
value for learning, to strengthen the provided for learner use
mechanism of lifelong learning. during the program?

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Table 4. Compliance Checklist for Perspective 2

Diploma Level Programs Development Compliance check

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

17. The Diploma Programs are Does the Diploma

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

Does it provide for the

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

Does the program

3) opportunity for permanency and provide for multi-skilling, Curriculum Map
higher level Course Specifications
4) ascent in the hierarchy of the qualifications, Program Schedules
industry. managerial,
entrepreneurial and
research skills?
Does the Diploma
course provide for
activities that promote
18. The Diploma Programs are
leadership skills
designed to develop worker - Course Specifications
(leading a team) and
leaders and not merely worker — Curriculum Map
higher order thinking
followers.
skills (plan, implement
monitor and evaluate
programs/activities)?
Are TR-based
19. The Diploma programs are qualifications integrated
integration of Technical Education into the Diploma
and Skills Development and are program?
designed to facilitate credit transfer Course Specifications
Are the NET
from TVET to Higher Education ProgramSchedule
qualifications aligned
through alignment of Program and .
with the PSG courses
Course Outcomes of both levels of
for purposes of credit
education.
transfer?
20. Packaged in such a way that it will Is the diploma program
take only an addition of one (1) year duration equal to 3
to finish a related four-year degree years?
Program Schedule
course or two (2) years for a related
five-year degree course in the
same institution

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Write all items that are not compliant, then recommend strategies for their alignment.

Table 5. Summary of Items Marked as not "compliant" for Perspective 2 and the Strategies in
Complying with the Requirements

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

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Perspective 3. Evaluation of the Satisfaction of the PLOs and PIs through

the Course Outcomes COs

List down the

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

Curriculum List of PIs, PLOs Summary of

Criteria of a good
Mapping and Evaluation Gaps and
course outcome
Matrix Principles Strategies

instruments
Figure 4. Evaluation Mechanism

This Mechanism evaluates the alignment of a PQF Level 5 (Diploma) Programs

by analyzing the attainment/satisfaction of the 17 PLOs and their corresponding Pis
through the COs of courses offered in the program.

The 17 PLOs were granularized into Performance Indicators (PIs) to make the
PLO more defined, observable, measurable, and sufficient. Four (4) to 6 PIs comprise
each PLO which results to a total of 82 PIs.
Each PI has corresponding function for the attainment of the PLO. A PI
Introduces (I) the PLO if it is input-focused or covers knowledge-based contents that
are contributory to the attainment of the PLO. A PI Enhances (E) the attainment of the
PLO if it is meant to apply knowledge contents in the study/practice of the technologies
within the discipline (ex. Chemistry concepts are used to explain how metals are
welded together using SMAW) and; a PI Demonstrates (D) the PLO if it involves
performance of skills in the technology of the identified discipline. Each PLO has at
least one PI that functions to introduce, enhance and demonstrate the PLO.
The Evaluation Mechanism is guided by the following Principles:

t The Diploma (PQF Level 5) adopts all the 17 PLOs and their Performance
Indicators (PIs).
Course outcomes of a PQF Level 5 (Diploma) Programs are learner-centered
and SMART statements.
Each of the 17 PLOs are Introduced, Enhanced and Demonstrated through
the courses (subjects) offered.
All PIs of each PLO are correspondingly satisfied/ attained by course
outcomes.

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

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

Compliance check
Preconditions for
Questions to be asked Source
Development Documents Compliant
V if
Not Applicable
compliant x if
not compliant)
Does a MOA/MOU exist
between the TVI
provider and HEI/s
partner/s on the
development,
implementation and
articulation/ credit
1. Partnership Agreement between transfer of Diploma
and/or among TVIs and HEls to Program leading to
come up with diploma program PQF Level 6? MOA/MOU
leading to a PQF Level 6 program
If the provider is a dual
sector HEI, does it offer
the PQF Level 6
Program to which the
Diploma Program leads
to?

Is the industry
consulted on:

1.Availability of Jobs Minutes of the

requiring the Meeting with Industry
competencies of the Partners or
2. The Program on PQF Level 5 is a Diploma Program
product of industry Consultation. 'raduates? Filled-up Validation
2. Contents/ Survey Instruments
competencies to be
included in the
program?

3. The destination Higher Education Are courses offered in

Program for the PQF Level 5 the program based on
Program has reference to an the list specified in an Course Description
existing CHED existing CHED Course Specifications
approved/accredited program or approved/accredited
PSG program or PSG?

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

Item marked not compliant Recommendations
Example:

The Program on PQF Level 5 is a product of Industry Minutes of the meeting with industry, Filled-up
Consultation. validation survey forms or program/curriculum
documents with comments of the industry

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

1. In the top row, all 17 PLOs are listed

2. Below each PLO, all Pls are listed and immediately below it, the function of
each PI should be specified.
The top rows should look like this from PLO1 through PLO 17:

Program Learning Outcomes PLO*, PLO 3 PLO4

Pt Nairn lacfq [2 si till is
1.1-rictwori of
Peift_,:itizerviAt Ind: .aluI
I EI
COURSE Course Outcomes

This will serve as your guide throughout the evaluation process.

3. Additionally, all courses should be written in column 1.

4. In column 2, course outcomes of each course should be written. There should
be only one CO per row.
5. Ideally, Pls should have been mapped by the developers with COs that are
meant to attain them as a part of the Program Document prior its Program
Recognition. If not, please let the provider map the PIs with the COs first. A
procedure on how to map PIs with COs is provided in Annex A.

Step 1. Examine whether each CO is stated learner-centered and Specific,

Measurable, Attainable, Realistic and Time bound (SMART). Mark the COs
that are not learner-centered and SMART COs by coloring the fonts red

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

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Guidelines for in Writing Learner-Centered and SMART PQF Level 5 COs

1. Use a single, clear action verb for each course outcome. (refer to revised Bloom's
Taxonomy)
Ex. Identify and describe current domestic and international business trends should
be re-stated as:
Describe current domestic and international business trends

Revised Bloom's Taxonomy

• The student can put elements together to form a functional whole, create a
C reating new product or point of view : assemble, generate, construct, design, develop,
formulate, rearrange, rewrite, organize, devise.

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

• The student can distinguish between parts, how they relate to

each other, and to the overall structure and purpose: compare,
Analyzing contract, criticize, differentiate, discriminate, question,
classify, distinguish, experiment

• The student can use information in a new way:

Applying demonstrate, dramatize, interpret, solve, use,
illustrate, convert, discover, discuss, prepare

• The Student can construct meaning from oral,

written and graphic messages: interpret,
Understanding exemplify, classify, summarize, infer, compare,
explain, paraphrase, discuss

• The student can recognize and recall

relevant knowledge from long-term
Remembenin memory: define, duplicate, list,
memorize, repeat, reproduce

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2. Course outcomes levels should be predominantly within Applying, Analyzing,

Evaluating and Creating for a PQF Level 5 Program. However, course outcomes that
are meant to introduce the course or the PLO may be on the Remembering and
Understanding level.
3. Do not use vague terms such as 'know about, be familiar with, understand, be aware
of.
4. Write in short sentences to maintain clarity. A course outcome is much clearer as short
sentences rather than one, long, complex sentence.
5. Course outcomes should relate to program outcomes.
6. Focus the course outcomes on student performance not teacher performance.
7. Limit the course outcomes to 3-7 statements for each course.
8. Focus on overarching knowledge and/or skills rather than small or trivial details.
9. Focus on knowledge and skills that are central to the course.
10. Focus on the outcomes that results from the course rather than describing activities or
lessons that are in the course.
11. Consider the assessment of the outcome when writing it. Very broad outcomes can be
difficult to assess effectively as it is not clear what is being assessed. Very narrow
outcomes can leave you with very little flexibility in the assessment.

Example:

Understand the application of chemistry in relation to the generation of energy.

Improved Version:

• Identify the functions of chemistry in the generation of energy. (Remembering)

• Explain the application of chemistry in relation to the generation of energy. (Understanding)

• Apply chemistry in the generation of energy. (Application)

Checklist for Evaluating PQF Level 5 Course Outcome

Evaluate each CO by asking the following questions. If any of the questions is not complied with, the CO
needs revision.

Guideline/Parameter/Criteria
1. Did course outcome focus on student performance?
2.Did each course outcome contain a single, clear action verb?
3. Were vague terms such as 'know about, be familiar with, understand, be aware of' used?
4.Were course outcomes levels predominantly within Applying, Analyzing, Evaluating and Creating for a
PQF Level 5 Program or Were course outcomes meant to introduce the course or the PLO on the
Remembering and Understanding level?
5.Were sentences short?
6.Did course outcomes relate to program outcomes?
7.Was there focus on knowledge and skills that are central to the course?
8.Was there focus on overarching knowledge and/or skills?
9.Was there focus on the outcomes that result from the course rather than describing activities or lessons
that are in the course?
10.Was assessment taken into consideration in the course outcome?
11.Are course outcomes measurable?
Are course outcomes limited to 3-7 statements for each course?

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Step 2. Using table 5, list down all COs that are marked as "NOT learner-centered
and SMART" PQF Level 5 COs

Table 8. List of Course Outcomes for Revision

Recommended Strategies
Course Title Course Outcome
for revision
Identify and describe the tools needed in Restate — use a single verb
repairing a CPU
Understand the importance of using yeast Restate — not measurable
in baking

The following are some of the strategies in revising COs.

1. For COs with 2 verbs, choose the verbs to which the CO should focus on. Sometimes
the other verb is already covered by the other verb. Recommend to adopt one of the
verbs. Choose the verb that is more encompassing if you need to include the other
verb.
Example: Identify and describe the tools needed in repairing a CPU
Recommend to restate as:
Describe all tools needed in repairing a CPU
Take note that there are verbs that really come together such as compare and contrast, these are
exceptions to the rule

2. COs using verbs such as understand, know, to be aware of may be deleted or

revised by changing the verbs.
Example: Understand the importance of using yeast in baking
recommend to delete if already covered by other COs or restate

as: Explain the role of yeast in baking

3. If COs are meant for the teacher's performance, recommend to create COs that are
performable by learners

Example: Inculcate the value of team work in the workplace

4. IF COs are not directly related to the course recommend to delete the CO.

5. If the CO is too broad to be assessed, recommend it to be restated in a more specific

way.

6. If the CO is too narrow, recommend to delete it. It may be subsumed in the other COs.

7. If the COs are predominantly remembering or understanding, the courses do not comply
to PQF Level 5 descriptors. Recommend to add COs that are to level of Applying, Analyzing,
Evaluating and Creating level of the Revised Bloom's Taxonomy.

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Step 3. Analyze the Mapping of Pls with COs.

For each PI, check that all COs tagged are:

1. contributory to the satisfaction of the P1; and

2. properly tagged as I, E or D based on its relevance to the PLO and guided by
the Revised Blooms Taxonomy.

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

Levels Action Verbs

arrange, define, find, identify, label,

Remembering list, match, name, memorize, recall,
recite, repeat, state, tell, write

classify, covert, conclude, Introduce

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

apply, choose, demonstrate,

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

analyze, appraise, categorize,

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

appraise, argue, assess, choose,

conclude, defend, estimate,
Evaluating
evaluate, judge, select, support,
value
Demonstrate
assemble, construct, create, design,
Creating develop, devise, formulate,
generate, integrate, invent

Step 4: Delete all tags that did not satisfy the above criteria.

Step 5. Count the number of tags (I, E, or D) per Pl.

Do the following:

1. For each PI, count the number of COs that are tagged as I, E and D.

Using "Countif' excel formula or any spreadsheet formula, count the number of "Is,
Es and D" in each PI column.

Syntax : =COUNTIF(range of cells,"I") for Is

=COUNTIF(range of cells,"E") for Es

=COUNTIF(range of cells,"D") for Ds

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

Table 9. Curriculum Map

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

319.2.1
1 2 3 411 6 7 8 1 .12EM15 16 17 180 20 21 13 23 24 25 261328 29 30 311113
IDDDE I IDED, EEC E D E DEDD 1 DEDD DEC
Number of Is 26 28 20 4 34 6 11 4 1 5 21 8 5 10 6 12 3 8 4 14 15 6 20 6 3622 21 18 22 38 37 17 2
Number of Es 9 28 4 2 8 12 3 3 1 7 21 8 6 1 6 9 9 9 0 9 9 17 1 3 12 1 1 1 4 8 8 2 C
Number of Ds 49 32 3 10 13 7 6 3 5 6 11 0 12 3 16 2 1 3 7 13 5 2 3 1 8 4 1 4 0 18 8 16 1

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

2. Identify the PIs that are correspondingly satisfied.

All PIs have corresponding functions (I, E or D). P11 of PLO1, for example has an "I"
function and PI8 under PLO 2 has an "E" function. For the PI to be satisfied, there
should be at least 1 CO tagged as "I" to satisfy it. If in the column for P11, the count of
"Is" tagged with COs is not zero (0), then it is "correspondingly satisfied" regardless
of how many "Es" or "Ds" tagged with the Pl.

This step should have an answer for each of these items:

Total no. of PIs tagged as "Is" satisfied =

Total no. of PIs tagged as "Es" satisfied =

Total no. of Pls tagged as "Ds" satisfied =

Total number of PIs satisfied =

3. Count the number of PLOs satisfied. A PLO is satisfied if all PIs within a PLO are
correspondingly satisfied by the COs. If at least 1 of the PIs is not correspondingly
satisfied, the PLO is considered "not satisfied". This is a gap.

4. Compute the percentage of alignment. The percentage of alignment of a Diploma

program is computed in two ways.

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

Ex. 75 number of PIs satisfied = 0.9146 x 100 = 91.46%

82 Total number of PIs

91.46% is the percentage of alignment based on attained/ satisfied Pls

b. Divide the number of PLOs satisfied by 17. The quotient multiplied by 100
will be the percentage of attainment of PLOs and of the whole program.

Ex. 15 number of PLOs satisfied = 0.8823 x 100 = 88.23%

17 total number of PLOs
88.23 % is the percentage of alignment based on number of

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satisfied PLOs

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

Step 4. Summarize the results

Fill-in this table for the results.

Table 10. Summary of Results: Percentage of Pls Satisfied

No. of Pls No. of Pls NOT Percentage of
Function of PI Total
Satisfied Satisfied satisfied Pls
Pls that Introduce PLOs
Pls that Enhance PLOs
Pls that Demonstrate PLOs
Total
Percentage

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

No. PLOs No. of PLOs NOT Percentage of
Total
satisfied satisfied satisfied PLOs
PLOs that are
correspondingly Introduced,
Enhanced and
Demonstrated through the
COs

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Sample Filled-up Table

Table_10. Summary of Results: Percentage Pls Satisfied

No. of Pls No. of PIs NOT
Total
Percentage or
Satisfied Satisfied satisfied PIs
No. of Pls that Introduce PLOs 18 1 19 94.74%
No. of PIs that Enhance PLOs 18 5 23 78.26%
No. of Pls that Demonstrate PLOs 30 10 40 75.00%
Total 66 16 82 88.49%
Percentage 88.49% 19.51% 100%

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

No. PLOs No. of PLOs NOT Percentage of
Total
satisfied satisfied satisfied PLOs
PLOs that are
correspondingly
Introduced, Enhanced and 6 11 17 35.29%
Demonstrated through the
COs
Step 5. Compute the Percentage of Satisfaction of Pls the Introduce, Enhance and
Demonstrate the PLOs.
For each of the PLO, count the number of satisfied Pis per group (I,E,D).
Example for PI 1, there is only 1 "I". If this is satisfied by at least 1 CO, then it
is satisfied. Divide the number of Pls satisfied (in this case 1) by 1 (No. of PI
that introduce PLO 1) x 100.
Example 1: % of satisfaction of PLO1 for Pls that Introduce = 1/ 1 x 100 = 100%

Example 2: For PLO 3 in the Table Percentage of Satisfaction of Pls that Enhance
PLO, there are 2 Pls that Enhances the PLO. Let us say that only 1 of the is satisfied.
Computation then will be:

% of satisfaction of PLO3 for PIs that Enhance = 1/ 2 x 100 = 50%

Complete these table based on the curriculum map and graph the result

Table 12. Percentage of Satisfaction of PIs that Introduce PLO

PLO No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Standard
1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1
(constant)
Satisfied
% of satisfied
Pis
Standard % of 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
satisfaction

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Table 13. Percentage of Satisfaction of Pls that Enhance PLO

PLO No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Standard
1 1 2 2 1 1 1 1 2 1 1 1 2 1 2 2 1
(constant)
Satisfied
% of satisfied
Pis
Standard % of 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
satisfaction

Table 14. Percentage of Satisfaction of Pls that Demonstrate PLO

PLO No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 17
Standard
3 2 1 1 3 3 2 2 2 2 3 3 2 3 2 3 3
(constant)
Satisfied
% of satisfied
Pis
Standard % of 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
satisfaction

Sample Filled-up tables and graph

Table 12. Percentage of Satisfaction of Pis that Introduce PLO

PLO No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Standard
1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1
(constant)
Satisfied 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 0

(Yo of satisfied 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 0
Pis
Standard % of 100 100 100 100 100 100
100 100 100 100 100 100 100 100 100 100 100
satisfaction

PERCENTAGE COMPLIANCE TO INTRODUCTION

PERFORMANCE INDICATORS
a STANDARD INTRODUCE u ACTUAL INTRODUCE

PLO 1
PLO 17 PLO 2
PLO 16 PLO 3

PLO 15 PLO 4

PLO 14 PLO 5

PLO 13 PLO 6

PLO 12 PLO 7
PLO 11 LO
PLO 09

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Table 13. Percentage of Satisfaction of Pis that Enhance PLO

PLO No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Standard
1 1 2 2 1 1 1 1 2 1 1 1 2 1 2 2 1
(constant)
Satisfied 1 1 1 1 1 1 1 1 1 1 0 1 1 1 2 2 1
% of satisfied
100 100 50 50 100 100 100 100 50 100 0 100 50 100 100 100 100
Pis
Standard % of
100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
satisfaction

PERCENTAGE COMPLIANCE TO ENHANCE

PERFORMANCER INDICATORS
■STANDARD ENHANCE ■ ACTUAL ENHANCE

PLO 1
PLO 17 PLO 2
PLO 16 PLO 3

PLO 15 PLO 4

PLO 14 PLO 5

PLO 13 PLO 6

PLO 12 PLO 7
PLO 11 LO 8
PLO 1 09

Table 14. Percentage of Satisfaction of Pls that Demonstrate PLO

PLO No. 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Standard
3 2 1 1 3 3 2 2 2 2 3 3 2 3 2 3 3
(constant)
Satisfied 3 2 1 1 3 2 2 1 2 2 3 1 0 2 0 1 3

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

PERCENTAGE COMPLIANCE TO DEMONSTRATE

PERFORMANCE INDICATORS
■ STANDARD DEMONSTRATE ■ ACTUAL DEMONSTRATE
PLO 1
PLO 17 PLO 2
PLO 16 PLO 3

PLO 15 PLO 4

PLO 14 PLO 5

PLO 13 PLO 6

PLO 12 PLO 7
PLO 1 10 8
PLO 09

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

Use the following table.

Table 15. Strategies for Aligning the Diploma Program through the Pls
Pls not satisfied Strategies for Alignment Target date
PLO #

Recommended Strategies are the following:

1. Revise the COs that are "not learner-centered and SMART PQF Level 5";
2. Add COs to courses. Contents or learning activities in the Course Specifications
should be reviewed to look for COs that may satisfy the Pis. In case, there are
contents, learning activities and required performance from the learners that
satisfy the said Pis, write additional COs.

Note: Be mindful of the number of hours for all COs to be attained. Too many
COs may be taxing for the teacher/ trainer and the learner to attain the COs
within a specified number of hours.

3. If doing the above recommendation is not enough, there might be a need to

add a course so that all Pls are satisfied.

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Perspective 4. Implications to Articulation and Credit Transfer Agreements

1. Articulation

Critical to credit transfer, in the presence of a joint circular of CHED and TESDA,
pending the joint circular on the implementation of PCTS, agreements on
development and articulation or credit transfer should be forged between the
TVI diploma provider and a Higher Education Institution within the area of
operation.
Is there a MOAIMOU or Consortium on the development and implementation
of the Diploma Program?

2. Match the course outcomes of the Diploma Program and the course outcomes
of courses in the PSG for the destination PQF Level 6 program.
Based on the Program Schedule, how many percent of the PSG units is
covered by the Diploma Program? Does the Diploma Program cover at least
70% of the units required of the destination HE Program?

Table 16. Comparison of Diploma Program Units and the destination HE

Program
Units Earned
Course Title Destination PQF Difference
Diploma
Level 6 Program

Total

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Summary of Findings

Consolidate all findings from the four perspectives.

Perspective 1:
Perspective 2:
Perspective 3:

Perspective 4:

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NNE /ES

Manual for the Evaluation of PQF Level 5 (Diploma) Programs redilyncagub CTADD-N1TESD
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Annex A
The Program Documents shall consist of: -
A. The Program Title
The Program Title should be representative of the sector, the destination course
and the level in the PQF.

Ex: Diploma in Hotel and Restaurant Technology

or Diploma in Electronics Technology

B. Brief Description of the Program Provider

A brief introduction of the provider, its vision, mission and goals and its course
offerings should be included in this section. Information about partners, both
industry and Higher Education Institution should be briefly described.

Example:

is the Corporate Social Responsibility wing of the . The

company was incorporated in 2008, after being spinned off as a department of the National
College of Science & Technology which started in 1995. Through its Learn, Earn and
Achieve Program students coming from economically-challenged families are given access
to quality and relevant industry-based training through its Study-Now-Pay-Later Zero-Cash-
Out Scheme. This CSR program equips students with the right skills and knowledge that
will suit the growing demands of the manufacturing industry. Using the Dual Training
System platform, the students are exposed in an experiential learning environment where
academic qualification and the industry certification are gained. From an initial enrollment
of 10 trainees, to-date, more than 30,000 students have benefitted from this CSR program
with 23 industries and 43 LGU partnership established and continuously growing.

The institute is a dual sector provider offering BS Industrial Engineering, destination

course of the Proposed Diploma in Manufacturing Engineering Technology. With its
partnership with Artesyn Embedded Technologies (Electronics Sector) and Telford Svc.
Phils. Inc. (Semiconductor) through their Quality Assurance this course was developed and
validated.
L

C. Program Description

This section describes the competencies the learners are expected to learn and
to be able to perform. The focus of the program, major skills and tasks to be
performed by its graduates.

The general and specific objectives of the program should be clearly stated.

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Example:
The Operations Management program prepares the students for the acquisition of
competencies and skills needed as managers in manufacturing and service-oriented
businesses. It focuses on managing the processes to produce and distribute
products and services.

Major overall activities often include product creation, development, production

and distribution. Operations Management covers all operations within the
organization and related activities including managing purchases, inventory control,
quality control, storage, logistics and evaluation. A great deal of focus is on
efficiency and effectiveness of processes. Operations management often includes
substantial measurement and analysis of internal processes. Ultimately, the nature
of how operations management is carried out in an organization depends very much
on the nature of products or services in the organization.

The objectives of the program are:

1.Equip the students with concepts, principles and the theories of Operations
Management.
2. Prepare the students in organizing and managing activities in manufacturing and
service-related businesses.
Develop the learner competencies and skills as entrepreneurs and managers.
4. Prepare the students to pursue a teaching career or graduate studies in business.

D. Job Titles

This section should enumerate the possible job title of graduates of the Diploma
Program. It should include job titles from all qualifications included and
arranged from highest level to the entry level job titles.

E. Program Learning Outcomes

This section should state all 17 PLOs and their 82 Pls as prescribed in the
packaging rule. These PLOs are expected to be satisfied through the courses
covered by the program. Additional PLOs may be included in case institutional
outcomes are meant to be satisfied.

F. Program Duration
This is the statement of duration of the program including the On-the-job
training duration.

Example: This program is a 3-year program in 6 semesters and 3 summer

terms. On-the-Job Training programs are conducted during
summer terms. The OJT on the last summer term will seek to
hone managerial skills of learners.

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G. Program Framework

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

RANGES; BREADTH
Learning outcome; "Leaminc outcomes Learning
5 outcomes - Learning outcomes *learning outcomes
a comes "Learningoutcome
4 es 1'Learning outcomes ``Le
come.. earning uutl
3 es 'Learning outcomes *Le

2 Jar on.
as ~nr rnts ma!
Learning outcomes *Learning outcomes "Learning
outco nes *Learni ig outcomes; *Learning out:omes
House Bar Bread R. Consgiertial
FBS keeping tending Pastry Coolung

Figure 5. Sample Representation of the Diploma Program

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

H. Curriculum Outline
The Curriculum Outline should show a summary of courses classified as
follows:
1. Qualifications with Training Regulations
As required in the Guidelines, there should be at least 12 WTR qualifications
which are expected to be attained within the diploma course. Specify
whether each course will be offered in the program as an independent
course or integrated in another course by checking the corresponding
column. A course is said to be offered independently if it is taught as per
TR requirement. If the units of competency are embedded and integrated
into a PSG required courses, it is said to be a resultant qualification, or a
qualification integrated in a course.

To fill-up the table, write all TR-based qualification in column 1, then in

column 2, put a check mark if it is offered as an independent course study.
If not, in column 3 write the course title of the course where the units of
competency are integrated.

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Table Al. Qualifications with Training Regulations

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

4
5
6
7
8
9
10
11
12

2. General Education and other non-technical courses

General Education courses per CHED CMO 20 s. 2013. For the purpose of
the diploma program, GE courses per CMO shall be minimum requirements.
Course outcomes may be enhanced by revising its course outcomes to
focus on the course of study.
Table A2. General Education and other non-technical courses*
No. Course Title Credit Units
Purposive Communication

* include courses that attains Institutional Outcomes here

3. Professional Courses

Professional courses, that are included in the Diploma program, as

referenced to the PSG of the destination course, shall all be enumerated in
this section. If such are not required, or no professional course is included,
this list may be excluded.

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Table A3. Professional Courses (if any)

No. Course Title Credit Units

4. Technical Courses
Table A4. Technical Courses
No. Course Title Credit Units

5. Elective Courses
Table A5. Elective Courses (if any)
No. Course Title Credit Units

6. Mandatory Courses

Mandatory courses may include NSTP and other courses required through
Laws.

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I. Course Specifications

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

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

Table A6. Course Specifications

Course Course Course Teaching & Learning Assessment Credit Qualifications

Title Description Outcomes Strategies Strategies Units with TR

Course Title — the title of the course based on the PSG and/or the Qualification as
agreed upon by partner TVIs and HEls. Please list down all
courses of the whole program. Please include On-the-Job
Training in this Matrix.
Course Description — describes the objectives and coverage of the course
Course Outcomes — are learner-centered and SMART course outcomes which are
expected to be performed by the learner within the course
Teaching and Learning Strategies — this describes the methods and strategies that
will be used to attain the course outcomes. Learner activities,
as well as, assignments and projects, individual or group
should be clearly stated in this section.
Assessment Strategies — These are statement of the methods of assessments to be
used to evaluate the attainment of the course outcomes (i.e.
project-based, portfolio, simulation, demonstration, etc.
Credits — the number of units to be credited
Qualifications with TR — qualifications that may be attained by the learner after
finishing the course or a number of courses within the
semester. The learners are expected to be assessed and
certified at the end of the semester on these WTR
qualifications.

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J. Program Curriculum Map

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

Alignment of Diploma Program to PQF Level 5

A. Principles

A Diploma Program is aligned to PQF Level 5 if the following Principles are true:

Course outcomes of a PQF Level 5 (Diploma) Programs are learner-centered and

(Specific, Measurable, Attainable, Realistic and Time-bound) SMART statements.
V- The Diploma (PQF Level 5) adopts all the 17 PLOs and the 82 Performance
Indicators (Pis).
Each of the 17 PLOs are Introduced, Enhanced and Demonstrated through the
courses (subjects) offered.
All Pis of each PLO are correspondingly satisfied/ attained by course outcomes.

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Program Curriculum Map

Program Learning Outcomes P101 PLO3 PLO4 PLO5 PLO8 PLO7 PLO8 PLO9 PL010 PL011 PL012 PL013 PL014 P1015 PL016 PL017
PI Number 1 23 006 7 into 11 12E137.5 16E111E120 21E123 24 25 26028 29 303171133 4 35 3613 38 la 40 41 42 45 46 47 48 44 €2 64 65 66 69 70 72 73 74 77,78 St 81 82
Function of
E 1 E
Performance Indicator
COURSE Course Outcomes

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Matching of COs with PIs

Please follow this step-by-step procedure:
1 In Excel Create this Table.
2. Analyze whether each CO is Specific, Measurable, Attainable, Realistic (SMART)
and learner-centered, Revise if needed.
3. Tag each CO according to its function.
Note: Analyze the function of each course outcome (CO) based on the course
details/specification.
3.1 If the CO is meant to satisfy knowledge or concept, tag it as "I" for
Introduce and write this tag in the "Function of CO" column beside the
CO.
3.2 If the CO is meant to apply knowledge contents to a technology or skill
towards the attainment of the PLO, tag it as "E" for Enhance, and write
this tag in the "Function of CO" column beside the CO.
3.3 If the CO is meant for the performance of the PLO, tag it as "D" for
demonstrate and write this tag in the "Function of CO" column beside the
CO.
3.4 Do this for all COs.

PL01. Apply knowledge of mathematics, PL02. (State the PLO3. (State

PLOs science, engineering fundamentals and PLO as in PLOT) the PLO)
an engineering specialization to define
and applied technology (engineering)
procedures, processes, systems or
methodologies in aid of system design
addressing identified technology
problems: conduct the following: Identify
problems. conduct research,
investigations and experiment, come up
with conc unions and solutions
i i i 1 I I
PIS 1-1 1-2 1-3 1-4
._.—
,....1..:1—. These are the functions ,--,
Function of the Pis to the
I E E D D attainment of the PLO
of the PI
Course PLOs to be Course Function
Title Attained Outcomes of the CO Tags are consistent
(COs) within the ROW

1, 11, 16 Develop procedure in solving

1 I I I
(sample only) algebraic equations
Note: Write only the Use trigonometric functions I
and laws in measurement of
number of PLOs that angles Note: Based on
can be attained the revised
through the specific Bloom's I
course. Taxonomy tag
This column will each CO with I, E
serve as a guide or D.
when matching the Apply volume formulas in
Intensive COs with the Pis solving different solids
When thing
Mathematics Tags are consi tent
COs with Pis, the
with the tag in the
tag (I, E or D)
riiiiumn "Function o'
should be
the CO"
consistent within
a row.
Example: If the
CO is tagged as
1", all matches
should be tagged
as "I" within the
row I

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

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

Analysis of the Matching of COs with the Pls and PLOs

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

PI.013 PL014
13-1 13.2 13.3 13.4 14.1 14.2 14.3 14.4
12 13 14 15 16 17 1$ 19
I E E D I E D E
(lo of Is 10 15 8 19 17
,lo of Es 0 0 19 15 13 22 23
'lo of Ds 9 23 36 32 46 34
Explain the basic priciples of internal combustion engine
I ncluding parts, functions, location and troubleshooting

Identify different types and uses of small engines E E E

Agricultural Engines and Perform motorcycle-small (air-cooled & water-cooled]
Transportft hec ry and Practice) engine sevicing, electrical serocing, chassis servicing, and 0
- (A tE 1) c .erhaul motorcycle-'small engine servicing

Solve problems and troubleshooting relating to agricultural

farm engines (air-cooled & water-cooled) and 0 D D 0 0
transportations, electrical system and chassis
Classify crops according to agronomic and horticultural
classification, importance, and climatic requirements
Explain the basic physiological processes in crop production:
socio-economic, cultural, and political issues in crop
production in relation to agricultural sustainabinty and E E
principles and practices of crop production and
management
Agricultural Production Peform basic pre': entree maintenance in agricultural crop
Tex heolony - (ABE 2) harvesting
Perform pre and post harvesting operations techniques and
procedures to the different agricultural crops including the
operation of the agricultural machine and equiments

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

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

PL013 PL014
13-1 13-2 13.3 13-4 135 14-1 14-2 14-3 14.4 14-5

Pis C a CeDE 13,r) I I E D D

No. of la D 31 10 8 19 17 1 1
No. Es 0 3 -:„... 13 22 23 0 0
No. Ds 9 . If 23 36 32 46 34 9 5
S NS S S S S S S
Course Title PLOs to be COs Function
attained of COs

S — Satisfied NS — Not Satisfied

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

Table A7. Summary of Results: Percentage of PIs Satisfied

No. of Pis Percentage

No. of Pls
Total NOT of satisfied
Satisfied
Satisfied Pis
No. of Pls that Introduce PLOs 19
No. of Pis that Enhance PLOs 23 z These numbers
No. of Pls that Demonstrate are fixed counts

PLOs 40 ofFrs with r-E

and D functions
Total 82
Percentage of Alignment 100%

8. Count the number of PLOs attained.

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

9. Compute the percentage of alignment. The percentage of alignment of a

Diploma course is computed in two ways.

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

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

82 total number of Pls

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

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

17 total number of PLOs

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

No. PLOs No. of PLOs NOT

Total Percentage of attained PLOs
satisfied satisfied
17

C. Addressing the Gaps

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

Table 11. Strategies for Aligning the Diploma Program through the Pls
PLO # Pls not attained Function Strategies for Alignment

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Strategies for satisfying Pls Diploma Programs

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

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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

Qualifications Number of No. of Hours

Date of Date of Hours per Credits
COURSES included in Training Hours Schedule
Start Finish day Lecture Laboratory Earned
the Program (NTH)

TOTAL
YEAR ONE SEMESTER 2
Qualifications Number of No. of Hours
Date of Date of Hours per Credits
COURSES Included in Training Hours Schedule
Start Finish day Lecture Laboratory Earned
the Program (NTH)

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

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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

Qualifications Number of No. of Hours

Date of Date of Hours per Credits
COURSES Included in Training Hours Schedule
Start Finish day Lecture Laboratory Earned
the Program (NTH)

TOTAL
YEAR TWO SEMESTER 2

Qualifications Number of No. of Hours

Date of Date of Hours per Credits
COURSES Included in Training Hours Schedule
Start Finish day Lecture Laboratory Earned
the Program (NTH)

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

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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

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

TOTAL
YEAR THREE SEMESTER 2
Qualifications Number of No. of Hours
Date of Date of Hours per Credits
COURSES Included in Training Hours Schedule
Start Finish day Lecture Laboratory Earned
the Program (NTH)

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

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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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
1-1. Recognize knowledge, skills and values in mathematics, science
I
and technology relevant to performing in the field of specialization.
1-2. Articulate alternative solutions in performing in the field of
E
specialization.
1-3. Implement appropriate procedures, processes, systems and
D
methodologies used in the field of specialization.
1-4. Design research-based solutions to complex and non-routine
D
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 D
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,
resources and tools to be used for modelling technology related I
activities.
2-2. Identify the best suitable techniques for technology related
processes.
2-3. Discuss thoroughly the limitations of specific techniques,
E
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 D
techniques.
2-5. Apply the selected techniques using the most suitable tools and
D
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
language/s of business and technology.
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
E
publics/stakeholders/communities of the area of specialization.
3-4. Communicate technology related concerns through written reports
or oral presentations made especially for diverse E
publics/stakeholders/communities.
3-5. Analyze documents and presentations prepared/presented by
D
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,
safety, legal and cultural issues related to the field of specialization.
4-2. 4-2. Articulate the consequent social, cultural, legal, and health and
safety responsibilities on the use of technology relevant to the field E
of specialization.
4-3. Orient others on theories and methods to address societal, health,
safety, legal and cultural issues relevant to the field of E
specialization.
4-4. Demonstrate responsible behavior required in technology practice. D

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
solutions on societ and the environment.
5-2. Recognize sustainable development in the context of science,
E
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 D
relevant to the field of s • ecialization.
5-5. Evaluate the social and environmental impacts of technology
D
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
norms of technology practice.
6-2. Engage with the stakeholders and the community to articulate the
benefits, problems /concerns as a result of technology processes, E
procedures and practices.
6-3. Protect / preserve the secrecy and integrity of technology
D
processes, procedures and practices.
6-4. Apply ethical solutions to problems/concern relevant to technology
D
processes, procedures and practices.
6-5. Perform complex operations in the field of technology observing
D
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.
7-2. Perform effectively as a member of various technical teams
adhering to roles and responsibilities that contribute to building E
effective teams.
7-3. Perform complex technical operations observing personal
D
responsibility and autonomy.
7-4. Lead technical teams in achieving goals while recognizing
D
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
specialization
8-1. Employ proactive approaches in leading, managing and evaluating
E
projects in multidisciplinary environments.
8-2. Design practical action plans and strategies to achieve work vision
D
and goals
8-3. Apply technology principles in executing one's work individually or
D
within a team

redilyncogub C7ADD-NITESD
 51

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
specialized technologies.
9-2. Update oneself on local, national and global trends, issues and
E
technologies.
9-3. Upgrade skills to cope with the changing needs in the field of
E
specialization;
9-4. Integrate modern technologies applicable to current work systems
D
and processes;
9-5. Create opportunities for learning and skills upgrading among team
ID
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
10-1. Recognize knowledge, understanding, skills and values in leading
teams in the organization on the positive use of technology in the I
field of specialization
10-2. Provide guidance, directions, and inspiration to colleagues in the
workplace to improve technology-related products and services E
delivered in the field of specialization
10-3. Manage the implementation of needed improvements and
innovations in the technology —related products and services D
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 D
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
11-1. Recognize knowledge and understanding of critical thinking skills
and problem-solving techniques applied in the field of I
specialization.
11-2. Recommend necessary adjustments to techniques used to solve
E
complex technology-related problems.
11-3. Solve complex and non-routine technology-related problems
encountered in workplace using appropriate techniques and D
resources.
11-4. Apply critical thinking, problem solving and other high order
thinking skills in making technology-related decisions in D
problematic situations in the workplace.
11-5. Evaluate the soundness and appropriateness of conventional and
alternative solutions provided to complex technology-related D
problems provided by the team.

redilyncagub CTADD-NITESD
 52

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
in the organization.
12-2. Enable staff and employees to conveniently and easily access
E
workplace policies and procedures.
12-3. Create a system for evaluating workplace policies and procedures
taking into consideration industry standards and other relevant D
laws.
12-4. Use evaluation system created to appraise the appropriateness
D
and relevance of policies and procedures in the workplace.
12-5. Implement appropriate and fair policies and procedures in the
D
workplace.

PLO 13. Develop systems in managing and maintaining information (Sydney

Accord and 21" Century Skills);
Performance Indicators Function
13-1. Recognize knowledge of Information Management Systems
(IMS) and their relevance to the field of specialization.
13-2. Identify needs and issues in the Information Management
E
Systems in the workplace.
13-1. Ensure data security and the integrity of the IMS. E
13-2. Research on available, relevant, up-to-date, cost-efficient and
D
effective tools for developing IMS for the field of specialization.
13-3. Develop IMS to address the needs and issues identified in the
D
workplace.

PLO 14. Shape and sustain strategic thinking and attitudes towards the common
good (Sydney Accord and 21st Century Skills);
Performance Indicators Function
14-1. Recognize knowledge, skills and values on the development of
strategic thinking and positive attitude towards the common I
good of the organization in particular and of society in general.
14-2. Identify indicators of strategic thinking and positive attitudes for
E
the common good.
14-3. Develop strategic thinking and positive attitudes towards the
common good of the members of the organization, the country D
and the global society.
14-4. Implement programs in the workplace that sustain strategic
D
thinking and positive attitudes towards the common good.
14-5. Evaluate the effectiveness of the programs that sustain strategic
D
thinking and positive attitudes towards the common good.

redilyncogub CTADD-NITESD
 53

PLO 15. Establish, manage, and sustain OHS programs relevant to the workplace
(Sydney Accord and 21st Century Skills);
Performance Indicators Function
15-1. Recognize knowledge of occupational Health and safety
I
standard, policies, programs and procedure.
15-2. Identify workplace hazards and risks. E
15-1. Review the effectiveness and suitability of OHS programs in the
E
workplace
15-2. Design OHS programs relevant to the workplace consistent with
D
industry standards.
15-3. Manage OHS program implementation in the workplace. D

PLO 16. Develop high-performing entrepreneurs (Sydney Accord and 21st

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

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

Performance Indicators Function

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

redilyncagub CTADD-NITESD
 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
Name of Document Section if Perspective
submitted 1 2 3 4
1. Program Document The Program Title v v v
Brief Description of the Program Y
v
Provider
Program Description y v
Job Titles v V
Program Learning Outcomes v v
Program Duration Y v
Program Framework x v
Curriculum Outline Y v v v
Course Specification v Y v V
Program Curriculum Map Y v V v
Program Schedule v V V .(
General Summary of Credits v v v v
Institutional
2. Competency x v
Assessment Tools
Memorandum of n/a
3. Provider is V V V
Agreement dual sector
Proof of Industry V V V
4. X
Consultation
Policies, Standards n/a
and Guidelines for
5. Provider V V V V
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; BREADTH
Learning outcomes *Learning outcome!. * Learning outcomes *
Learning outcomes * Learning outcomes
EVELSDEP

Learning outcomes *Learning

4
g outcomes * Learning outcomes utcomes
'Co ng outcomes
3 es *teaming outcomes *
ot err
ou Ian AL
es utt
2 L cot
go ear nes 'Learning ,3ut
1 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 '

o towel LearnInaLreorn
ii s incomes
i
'.

4 ornes
L•iarni arising o *c. mos *
3 g outcomes *Learning < u ratting outcome! *Learning
comes *
go
2
Learning outcomes *Learning outcomes
1 g (outcomes *Learning outcomes *Learning outcomes *Learning outcomes *Learning

Technical Formworks
Masonry Plumbing tlM 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
Does the program comply with the • Course specification
12 TR-requirement for the whole • Course Schedule x
program? • Curriculum Map
Does the program include • Course specification
qualifications up to the highest • Course Schedule x
qualification level? • Curriculum Map
Does the program include • Course specification
qualifications from at least 3 • Course Schedule V
subsectors in different levels? • Curriculum Map
Does the program include courses • Course specification
based on a specific PSG/program • Course Schedule N( .4
identified to be its destination HE • Curriculum Map
Program? • PSG
2. Adoption of the 17 PLOs
Does the program adopt the 17 • Program Document V
PLOs? • Curriculum Map 1

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

Items Marked as "not

Elements Recommendation
compliant"

Does the program comply Masonry NC I, EIM NC III and IV

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

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

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

Do the documents show

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

5. The description of the courses Do the course

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

Table 4. Compliance Checklist for Perspective 2

Diploma Level Programs Development Compliance check

Requirements Compliant
Questions to be asked Source Documents
(Section of TESDA (( 'f Not Applicable
Circular # 38 s. 2017) compliant x if
not compliant)
7. The course outcomes are Are the assessment
statements of what a learner is methods competency-
expected to know, understand, based?
and be able to do at the end of a Does it include
period of learning. It shifts the demonstration, V
focus from inputs (what has to be observation, portfolio or
taught, what has to be learned, project-based
and what has to be done) to assessment?
outcomes (what has been learned
and what has been made or Are knowledge-based
carried out). The learning contents integrated and
outcomes-based programs will assessed accordingly
make it possible for learners to through the listed
V
carry forward the learning teaching and learning Course Specifications
achieved from another program strategies and Assessment Tools
(through credit) and allow non- assessment methods?
formal and informal learning to be
carried into formal Qualifications Are all outcomes-based
(Source: AQRF Concept Note No, COs attainable whether
V
2, Learning Outcomes and through formal or
Qualification Frameworks). informal education?
Are all COs can be
performed by the
individual and the
performance of which V
can be a evaluated as a
basis for assessment
and certification?
8. The laboratory portion of the Do technology contents
modules with the technology result to the attainment
contents utilizes the competency of National Certificates
standards in the Training of Promulgated TRs? Course specifications
V
Regulations as reference to Program Schedule
ensure that the learner acquires
the National Certificate on specific
qualification.
How many
qualifications per
Course specifications
semester can be V
Program Schedule
attained by learners?
9. The semestral course
In total, how many
arrangements of the programs
qualifications can be
ensure that the learner earns at
attained by the learner
least three (3) National
throughout the duration Course specifications V
Certificates in three (3) different
of the program? Is the Program Schedule
qualifications at different levels up
12 required complied
to (preferentially the highest
with?
possible level) in order to develop
flexible graduates.
Is the highest level of
the qualification
Course specifications
attainable through the X
Program Schedule
courses offered?

10. In order to ensure that the Is there an indication V

learners have developed the that competency
Course specifications
necessary competencies assessments will be
Program Schedule
(knowledge, skills and attitude) conducted every after
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 (iif Not Applicable
Circular # 38 s. 2017) compliant x if
not compliant)
competency assessments are
conducted every after the module
that has technology components.

If competencies of a TR V
11. The programs are delivered by
cannot possibly fit in
block to ensure that the learner
one course, are the
who wishes to exit after the
other courses where the Course Specifications
module or semester possess the
remaining Program Schedule
competencies he/she can use in
competencies are Curriculum Map
the workplace; and will not make
included offered within
the learner a drop-out since
the semester or within
he/she already possesses credits.
the school year?
Are details of OJT ./
12. The semestral on-the-job included in the Program
trainings are mainly focused on Document
the application of the Is the OJT in the last V
competencies in the workplace semester managerial in
Course Specifications
while the terminal on-the-job nature?
Program Schedule
training is managerial since the Are the OJT during the V
diploma program intends to first 2 years application
develop technologists and of the competencies
executives. attained during the
year?
13. On-the-Job Trainings are Are OJTs directly X
governed by Learning Outcomes, related to PLOs per Course Specifications
which are specified in the Curriculum Map? Program Schedule
Curriculum Map.
14. Consortium of the institutions, Is a MOA on the V V
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 MOA/MOU
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.
15. Supplementary reading materials Is there an indication X
are provided the learners to that supplementary
develop the value for reading, thus reading materials will be
Course Specifications
value for learning, to strengthen provided for learner use
the mechanism of lifelong during the program?
learning.
Are there any X
16. Institutional assessment tools, institutional assessment
both formative and summative, tools, summative or
are prepared by the institutions formative, submitted for:
during the pilot stage of the Institutional
program implementation in order Assessment Tools
a. Qualifications?
to monitor the progress of the b. Other courses?
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
(Section of TESDA (Iif Not Applicable
Circular # 38 s. 2017) compliant x if
not compliant)
17. The Diploma Programs are Does the Diploma V
developed for the purpose of program provide for
ensuring that the learners opportunities to attain Curriculum Map
possess the employability skills, employability skills and Course Specifications
which comprise the four (4) National Certificates Program Schedules
characteristics such as: essential in landing on
jobs?
1) entry to work,
Does it provide for the
Curriculum Map
attainment multiple job
Course Specifications
2) flexibility at work, competencies
Program Schedules
(qualifications) that
ensures work flexibility?
Does the program ✓
3) opportunity for permanency provide for multi-skilling, Curriculum Map
and higher level Course Specifications
qualifications, Program Schedules
4) ascent in the hierarchy of the managerial,
industry. entrepreneurial and
research skills?
Does the Diploma x
course provide for
activities that promote
18. The Diploma Programs are
leadership skills
designed to develop worker - Course Specifications
(leading a team) and
leaders and not merely worker — Curriculum Map
higher order thinking
followers.
skills (plan, implement
monitor and evaluate
programs/activities)?
Are TR-based .4
19. The Diploma programs are qualifications integrated
integration of Technical Education into the Diploma
and Skills Development and are program?
designed to facilitate credit Course Specifications
Are the TVET Ni" v"
transfer from TVET to Higher Program Schedule
qualifications aligned
Education through alignment of
with the PSG courses
Program and Course Outcomes
for purposes of credit
of both levels of education.
transfer?
20. Packaged in such a way that it Is the diploma program ✓
will take only an addition of one duration equal to 3
(1) year to finish a related four- years?
year degree course or two (2) Program Schedule
years for a related five-year
degree course in the same
institution
 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.

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

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

Compliance check
Preconditions for
Questions to be asked Source
Development Compliant
Documents V if
Not Applicable
compliant x if
not compliant)
Does a MOA/MOU exist ./
1. Partnership Agreement between between the TVI
and/or among TVIs and HEls to provider and HEI/s
come up with diploma program partner/s on the MOA/MOU
leading to a PQF Level 6 program development,
implementation and
 10

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

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

If the provider is a dual V

sector HEI, does it offer
the PQF Level 6
Program to which the
Diploma Program leads
to?
Is the industry X
consulted on:
1.Availability of Jobs Minutes of the
requiring the Meeting with
competencies of the Industry Partners or
2. The Program on PQF Level 5 is a Diploma Program
product of Industry Consultation. graduates? Filled-up Validation
2.Contents/ Survey Instruments
competencies to be
included in the
program?
3. The destination Higher Education Are courses offered in ,/
Program for the PQF Level 5 the program based on
the list specified in an Course Description
Program has reference to an Course
existing CHED existing CHED
approved/accredited Specifications
approved/accredited program or
PSG 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

Recommended Strategies
Course Title Course Outcome
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 Percentage of
Total
satisfied satisfied satisfied PLOs
PLOs that are correspondingly
Introduced, Enhanced and 6 11 17 35.29%
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 1 1 1 1 1 1 1 1 1 1 1 1 1 1
(constant)
Satisfied 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 0
% of satisfied
100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 0
Pis
Standard % of
100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
satisfaction

PERCENTAGE COMPLIANCE TO INTRODUCTION

PERFORMANCE INDICATORS
■STANDARD 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 12 PLO 7
PLO 1 LO
PLO 1 09

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
1 1 2 2 1 1 1 1 2 1 1 1 2 1 2 2 1
(constant)
Satisfied 1 1 1 1 1 1 1 1 1 1 0 1 1 1 2 2 1
% of satisfied
100 100 50 50 100 100 100 100 50 100 0 100 50 100 100 100 100
Pis
Standard % of
100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100
satisfaction

PERCENTAGE COMPLIANCE TO ENHANCE

PERFORMANCER INDICATORS
■STANDARD ENHANCE ■ 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 1 1 3 3 2 2 2 2 3 3 2 3 2 3 3
(constant)
Satisfied 3 2 1 1 3 2 2 1 2 2 3 1 0 2 0 1 3
% 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
■ 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 # Circular requirements were fully complied with by the
38 s. 2017; 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,
 17

PERSPECTIVE 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.