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The Philippine TVET Trainers -Assessors Qualification Framework

INTRODUCTION Rationale 1. Technical Education and Skills De elopment Authorit!"s #TESDA"s$ mandate is to mana%e and super ise technical education and skills de elopment in the Philippines. As part of this mandate& TESDA uses competenc! assessment and certification as 'oth the means and the end of competenc! and skills de elopment. (. TESDA"s ision is 'ein% the leadin% partner in the de elopment of the Filipino workforce with world-class competence and positi e work alues. ). *n the performance of its mandate and the pursuit of its ision& TESDA super ises more than +&,-- Technical Vocational *nstitutions consistin% of +&1+. pri ate TVET *nstitutions& )/, Pu'lic Schools and Trainin% 0enters& .(( enterprises pro idin% learnership and apprenticeship pro%rams and 1(/ TESDA Technolo%! *nstitutions. +. The Technical Vocational *nstitutions emplo! more than ()&--- Technical Vocational Education and Trainin% #TVET$ Trainers co erin% (1, 1ualifications. ,. 2i en the enormous num'er of Technical Trainin% *nstitutions& TVET Trainers and the di ersit! of their co era%e& TESDA endea ored to ensure consistent deli er! of 1ualit! trainin% ser ices across the countr! throu%h the implementation of the 3ational TVET Trainers-Assessors Qualification Pro%ram #3TTAQP$ in (--/. This Pro%ram aims to 1ualif! and certif! the current pool of technical trainers-assessors to ensure their competence in trade 1ualifications& and trainin% and assessment methodolo%ies. Objectives: 4 er-all 4'5ecti es6 To ensure consistent deli er! of 1ualit! technical- ocational education and trainin% ser ices throu%h the trainin%& assessment& 1ualification and creation of a pool of technical trainers-assessors competent in trade 1ualifications and trainin% and assessment methodolo%ies. 4'5ecti es for TESDA6 1. Specif! the competency standards of TVET Trainers %i en different roles and 1ualification le els. (. Esta'lish a structure that will ensure the s!stematic and purposi e development of TVET Trainers. ). Certify the competence of TVET Trainers at different roles and le els of technical trainin%. PTTQ0S . . . 1

4'5ecti es for TVET Trainers6 1. Enumerate the competenc! re1uirements at different 1ualification le els of TVET Trainers. (. 8e moti ated to pursue continuous self-de elopment in competencies related to the competenc! re1uirements at arious 1ualification le els of the technicalocational education and trainin%. ). Demonstrate and 'e certified on the re1uired competencies of a %i en 1ualification le el prior to performin% role specific to that le el. TVET Trainer A TVET Trainer is a professional who ena'les a learner or a %roup of learners to de elop competencies to performin% a particular trade or technical work. Towards this end& a TVET Trainer ma! assume arious roles such as trainin% facilitator& competenc! assessor& trainin% desi%ner and de eloper and trainin% super isor. Coverage: 1. Tar%ets all TVET Trainers of 9ith Trainin% :e%ulation #9T:$ re%istered pro%rams such as those in the pri ate TVET *nstitutions& Pu'lic Schools and Trainin% 0enters& enterprises pro idin% learnership and apprenticeship pro%rams and TESDA Technolo%! *nstitutions (. *ncludes definition of 1ualification& competenc! standards& curriculum& trainin% standards& and assessment and certification procedures ). 0ompetenc! standards 'ased on the functions of trainin% deli er!& competenc! assessment& trainin% desi%n;de elopment and trainin% super ision. UIDIN !RINCI!"E#:

1. <earnin% is defined as a chan%e in the indi idual that is not attri'uta'le to 'iolo%ical chan%es. Such chan%e is manifest in terms of 'eha iors that is o'ser a'le and measura'le. <earnin% outcomes are therefore measura'le and can 'e assessed a%ainst esta'lished standards. The a'ilit! to achie e consistent learnin% outcomes is indicati e of trainin% effecti eness. (. For learnin% to 'e effecti e in the workplace& there must 'e an ali%nment of the or%ani=ation"s 'usiness;institutional needs& performance needs& capa'ilit! needs and en ironmental needs #8lanchard& :o'inson and :o'inson$. This implies that addressin% the capa'ilit! needs throu%h workplace learnin% must 'e anchored on the performance that will ena'le achie ement of the or%ani=ation"s o er-all needs and o'5ecti es. <ikewise& learnin% inter entions must 'e 'ased on en ironmental infrastructures and support s!stems to ena'le application of learnin% in the workplace. ). There are se eral concepts and principles that ena'le effecti e learnin% such as the adult learnin% principle #>nowles$& constructi ism& information theor!& multiple intelli%ences& whole 'rain approach& etc. Facilitators of adult learners must 'e wellersed in the appropriate learnin% concepts& principles and theories to 'e a'le to PTTQ0S . . . (

appl! the appropriate methodolo%ies that will 'e effecti e in arious learnin% situations and learner profile and to ensure consistent deli er! of learnin% outcomes that ena'le performance impro ements. +. The trainin% c!cle consists of6 trainin% needs anal!sis? trainin% desi%n and de elopment? trainin% deli er! #trainin% administration and facilitation$? and& trainin% e aluation. All these trainin% functions& includin% the mana%ement of these functions& contri'ute to trainin% effecti eness. Trainers need to perform arious roles and 'e competent in the function of such roles. ,. There are three domains of learnin% outcomes6 co%niti e& affecti e and ps!chomotor skills #8loom$. To 'e effecti e& the learnin% inter entions must consider these three domains as the %oals of the trainin% process and as the 'asis for assessin% learnin% outcomes. /. There is a =one of pro@imal de elopment which implies that learnin% occurs 5ust a'o e the learner"s current competenc! #V!%otsk!$. Scaffoldin%& or step-'!-step approach& facilitates learnin% and de elopment. >nowled%e& skills and prior e@perience pro ide the foundation for the scaffoldin%. The =one of pro@imal de elopment also implies that the learner must work with a more capa'le person or the Amore knowled%ea'le otherB to learn effecti el!. C. To facilitate the ac1uisition of competencies effecti el!& trainers must 'e a specialist in the area of competenc! 'ein% facilitated. Dowe er& as the trainer assumes 'roader responsi'ilities& particularl! throu%h the e@ercise of mana%ement responsi'ilities& there is a need for said trainer to 'e a specialist and a %eneralist at the same time. .. <earnin% is not alwa!s facilitated '! an indi idual. Team teachin% ena'les holistic de elopment throu%h the pooled e@pertise of two or more facilitators. Team teachin% likewise ena'les trainer de elopment as the 5unior trainers learn from the more senior trainers. E. <earnin% is a lifelon% process that is ac1uired throu%h formal and non-formal education as well as from personal e@periences and e@posure. Formal education has its e1ui alence in terms of 'oth non-formal education and personal e@periences& which can 'e measured and alidated in terms of ac1uired competencies. 1-. The deli er! of trainin% should adhere to the desi%n of the curriculum. Deli er! shall 'e %uided '! the 1- 'asic principles of competenc!-'ased TVET6 a. The trainin% shall 'e 'ased on curriculum de eloped from the competenc! standards? '. <earnin% is modular in its structure? c. Trainin% deli er! is learner-centered and should accommodate indi iduali=ed and self-paced learnin% strate%ies? d. Trainin% is 'ased on work that must 'e performed? e. Trainin% materials are directl! related to the competenc! standards and the curriculum modules? PTTQ0S . . . )

f.

Assessment is 'ased on the collection of e idence of the performance of the work to the industr! standard?

%. Trainin% is 'ased 'oth on and off-the-5o' components? h. Trainin% pro%ram allows for reco%nition of prior learnin% #:P<$ or current competencies? i. 5. Trainin% allows for multiple entr! and e@it? and& Trainin% pro%rams are nationall! accredited.

$U%"I&IC%TION &R%'E(OR): eneral *idelines

1. The Framework shall consist of four #+$ le els correspondin% to the different roles assumed '! trainers. These are6 Trainer Qualification <e el * for Trainer;Assessors? Trainer Qualification <e el ** for Trainin% Desi%ners;De elopers? Trainer Qualification <e el *** for Trainin% Super isors and Fentors? and& Trainin% <e el *V for Faster Trainer. (. Those 'ein% certified in <e els * and ** must 'e specialists in the areas of competencies the! will facilitate while those 'ein% certified in <e els *** and *V must 'e 'oth specialists and %eneralists. ). The trainer curriculum specified in this pro%ram is an ena'ler and is intended to facilitate trainer de elopment throu%h the arious 1ualification le els. Takin% the arious courses under the curriculum is not a strict re1uirement as the trainer ma! ac1uire the re1uired competencies throu%h other means. +. 9hile there is an implied pro%ression in the 1ualification le els& an! trainer who feels competent and 1ualified for a particular le el ma!& without necessaril! 'ein% certified in the pre ious le els& appl! for assessment and certification for that le el& pro ided that the le el"s entr! re1uirements for certification has 'een satisfied. ,. The educational re1uirement as entr! re1uirement for certification ma! 'e wai ed throu%h demonstration of the followin% e1ui alent competencies6 a. 8achelor"s De%ree i. 4ral and written En%lish communication ii. Quantitati e and Qualitati e Anal!sis iii. Ver'al :easonin% '. Fasteral De%ree i. <eadership ii. :esearch Pro5ect

PTTQ0S . . . +

$*alification "evels: $*alification "evels Trainer $*alification I: Trainer+%ssess or 0onducts technical trainin% and competenc! assessments Trainer $*alification II: Training Designer+ Developer Desi%ns and de elops curriculum& courses and instructional materials 8S 2raduate or E1ui alent 0ertified in the 30 <e el that will 'e handled 9ith portfolio of rele ant actual work outputs Trainer $*alification III: Training 'entor Super ises& de elops and mentors technical trainers Trainer $*alification IV: 'aster Trainer E@tends the 'od! of knowled%e in the field of technical ocational education and trainin%. FS 2raduate or E1ui alent 0ertified hi%hest a aila'le 30 <e el in the Trainin% :e%ulation 9ith portfolio of rele ant actual work outputs

Definition

Entr! :e1uirements

8S 2raduate or E1ui alent 0ertified in 30 <e el that will 'e handled

8S 2raduate or E1ui alent 0ertified in the hi%hest a aila'le 30 <e el in the Trainin% :e%ulation 9ith portfolio of rele ant actual work outputs

8asic 0ompetenc! :e1uirements

$*alification "evels

0ore 0ompetenc! :e1uirements

1. 0ommunication (. Appl! math and science principles in technical trainin% ). Appl! en ironmental principles and ad ocate conser ation +. Gtili=e *T Applications in technical trainin% ,. 9ork in teams /. Appl! work ethics& alues and 1ualit! principles C. 9ork effecti el! in ocational education and trainin% .. Foster and promote a learnin% culture E. Ensure a health! and safe learnin% en ironment 1-. Faintain and enhance professional practice 11. Appreciate cost-'enefits of technical trainin% 1(. Gnderstand and anal!=e %lo'al la'or markets Trainer Trainer Trainer Trainer $*alification I: $*alification II: $*alification III: $*alification IV: Trainer+%ssess Training Training 'entor 'aster Trainer or Designer+ Developer 1. 1. 1. 1. Plan Trainin% Facilitate Facilitate *nstitutionali=e Sessions De elopment de elopment TVET (. of and re iew of s!stems and Facilitate competenc! trainin% processes learnin% standards policies and institutions;en Sessions (. procedures terprises PTTQ0S . . . ,

). Super ise 9ork8ased <earnin% +. 0onduct 0ompetenc! Assessment ,. Faintain Trainin% Facilities /. Gtili=e electronic media in facilitatin% trainin%

0onduct Trainin% 3eeds Anal!sis ). De elop trainin% curriculum +. De elop learnin% materials ,. De elop assessment tools /. Desi%n and De elop maintenance s!stem of trainin% facilities C. De elop <earnin% Faterials for e-learnin%

(. De elop and e@ecute trainin% plans ). Prepare and mana%e trainin% 'ud%ets +. 3urture and capacitate trainers; assessors ,. E aluate trainers;asses sors performance /. <ead and 0oordinate trainin%; assessment e aluation C. Facilitate assessment moderation .. <ead and coordinate trainin%;asses sment Trainer $*alification III: Training 'entor 0ourse on Super ision and De elopment of Trainers

(. 0onduct research on TVET ). Promote& ad ocate and stren%then industr! and TVET linka%es +. Pro ide professional de elopment to TVET e@perts

$*alification "evels

Trainer $*alification I: Trainer+%ssess or 0ourse on Trainin% Fethodolo%ies and Assessment

Trainer"s 0urriculum

Trainer $*alification II: Training Designer+ Developer 0ourse on Trainin% Desi%n and De elopment

Trainer $*alification IV: 'aster Trainer 0ontinuin% Professional Education

PTTQ0S . . . /