Charmaine IV C.

Tiosayco
1. Explain the component of the Philippine Qualification Framework.

Philippine Qualification Framework (PQF) is a competency-based quality assured national system for the
development, recognition and award of qualifications based on standards of knowledge, skills and values acquired
in different ways and methods by learners and workers in the country.
PQF covers Basic Education, Technical and
Vocational Education, and Higher Education.
Therefore, it covers all institutions and systems,
training, specialization, skills and competencies, work
experiences and lifelong learning.
There are 8-level Qualifications descriptors
that are defined in terms of 3 domains:
i.
Knowledge, Skills, and Values
ii.
Application
iii.
Degree of Independence
Level/
Knowledge, Skills and Value
Application
Qualification
Type
Knowledge and skills that is
Applied in activities that are set in
1
manual or concrete or practical
a limited range of highly familiar
National
and/or operational in focus.
and predictable contexts; involve
Certificate I
straightforward, routine issues
which are addressed by following
set rules, guidelines or procedures.
Knowledge and skills that is
Applied in activities that are set in
2
manual, practical and/or
a range of familiar and predictable
National
operational in focus with a
contexts; involve routine issues
Certificate II
variety of options.
which are identified and addressed
by selecting from and following a
number of set rules, guidelines or
procedures.
Knowledge and skills are a
Applied in activities that are set in
3
balance of theoretical and
contexts with some unfamiliar or
National
practical. Work involves
unpredictable aspects; involve
Certificate III
understanding work process,
routine and non-routine issues
contributing to problem solving which are identified and addressed
and making decisions to
by interpreting and applying
determine process, equipment
established guidelines or
and materials to be used.
procedures with some variations.
Knowledge and skills are mainly Applied in activities that are set in
4
theoretical and/or abstract with
range of contexts, most of which
National
significant depth in one or more
involve a number of unfamiliar
Certificate IV
areas; contributing to technical
and/or unpredictable aspects;
solutions of a non-routine or
involve largely non-routine issues
contingency nature; evaluation
which are addressed using
and analysis of current practices
guidelines or procedures which
and the development of new
require interpretation and/or
criteria and procedures.
adaptation.
Knowledge and skills that is
Applied in activities that are
5
mainly theoretical and/or abstract
supervisory, complex and nonDiploma
with significant depth in some
routine which require an extensive
areas together with wideinterpretation and/or adaptation/

Degree of Independence

In conditions where there is

very close support, guidance
or supervision; minimum
judgment or discretion is
needed.
In conditions where there is
substantial support, guidance
or supervision; limited
judgment or discretion is
needed.

Application may involve

individual responsibility or
autonomy, may involve some
responsibility for others.
Participation in teams
including team or group
coordination may be
involved.
Work involves some
leadership and guidance
when organizing activities of
self and others

In conditions where there is

broad guidance and
direction, where judgment is
required in planning and

6
Baccalaureate
Degree

7
PostBaccalaureate
Program

8
Doctoral Degree
and Post-Doctoral
Programs

ranging, specialized technical,

creative and conceptual skills.
Perform work activities
demonstrating breadth, depth and
complexity in the planning and
initiation of alternative
approaches to skills and
knowledge applications across a
broad range of technical and/or
management requirements,
evaluation and coordination
Graduates at this level have
broad and coherent knowledge
and skills in their field of study
for professional work and
lifelong learning
Graduates at this level have
advanced knowledge and skills
in specialized or
multidisciplinary field of study
for professional practice or selfdirected research
Graduates at this level have
highly advanced systematic
knowledge and skills in very
specialized or complex
multidisciplinary field of
learning for multifaceted
research or professional practice
or for the advancement of
learning

innovation.

Application in professional work

or research in a specialized field
of discipline and/or for further
study
Applied in professional work that
requires leadership and
management in a specialized or
multidisciplinary professional
work, research and/or for further
study
Applied in highly specialized or
complex multidisciplinary field of
professional work, research and/or
further study that require
management expertise, innovation
and leadership

selecting appropriate
equipment, services and
techniques for self and
others. Undertake work
involving participation in the
development of strategic
initiatives, as well as
personal responsibility and
autonomy in performing
complex technical operations
or organizing others
Independent and /or in teams
of related field with minimal
supervision

Independent and or in teams

of multidisciplinary field
with very minimal
supervision

Independent and/or in teams

of multi-disciplinary and
complex setting

2. Explain the component of the NCBTS. Identify the indicators for each component.

The National Competency-Based Teacher Standards (NCBTS) is said to be the heart of the Teacher
Education and Development Map. In which, it defines how a teacher could effectively help all kinds of students in
learning the different goals in a curriculum.
NCBTS is composed of seven (7) domains;
Domain 1: Social Regard for Learning
This domain focuses on the fact/idea that the teachers serve as powerful and positive role models for the
students. That through the actions, statements and social interactions of the teacher to the students may help
the students/learners to appreciate and model the value of learning.
Performance Indicators:
i.
Implements school policies and procedures
ii.
Demonstrate punctuality
iii.
Maintains appropriate appearance
iv.
Is careful about the effect of ones behaviour on students
v.
Shows respect for the other persons and their ideas.
Domain2: The Learning Environment
This domain focuses on the importance of providing for a social, psychological and physical environment for
all kinds of students.

Therefore, this domain creates an environment that promotes fairness:

Performance Indicators:
i.
Maintains a learning environment of courtesy and respect for different learners (eg ability,
culture, race, and gender)
ii.
Provides gender-fair opportunities for learning
iii.
Recognized that every learner has strengths
Moreover, this domain makes the physical environment safe and conducive to learning:
Performance Indicators:
i.
Maintains a safe, clean and orderly classroom free from distractions
ii.
Arranges challenging activities given the physical environment
Furthermore, this domain communicates higher learning expectations to each learner:
Performance Indicators:
i.
Uses individual and co-operative learning activities to improve capacities of learners for
higher learning
ii.
Encourages learners to ask questions
iii.
Provides learners with a variety of learning experiences
iv.
Provides varied enrichment activities to nurture the desire for further learning
v.
Communicates and maintains high standards of learning performance
Lastly, this domain establishes and maintains consistent standards of learners behaviour:
Performance Indicators:
i.
Handles behaviour problems quickly and with due respect to childrens rights
ii.
Gives timely feedback to reinforce appropriate to learners behaviour
iii.
Guides individual learners requiring development of appropriate social and learning behaviour
iv.
Communicates and enforces school policies and procedures for appropriate learner behaviour
v.
Encourages free expression of ideas from students
vi.
Creates stress-free environment
vii.
Takes measures to minimize anxiety and fear of the teacher and/or subject
Domain 3: The Diversity of Learners
This domain gives emphasis that the teacher could facilitate the learning process of diverse learners. Through
recognizing and respecting individual differences first. And then the teacher can use the knowledge about
diversity in making different learning activities that help in attaining desired learning goals.
Hence, this domain is familiar with learners background knowledge and experiences:
Performance Indicators:
i.
Obtains information on the learning style , multiple intelligences and needs of learners
ii.
Designs or selects learning experiences suited to different kinds of learners
iii.
Establishes goals that define appropriate expectations for all learners
iv.
Places lessons appropriate to needs and/or difficulties of learners
v.
Initiates other learning approaches for learners whose needs have not been met by usual
approaches
Also, this domain demonstrates concern for holistic development of learners:
Performance Indicators:
i.
Recognizes multi-cultural background of learners when providing learning opportunities
ii.
Adopts strategies to address needs of differently-abled students
iii.
Makes appropriate adjustments for learners of different socio-economic backgrounds
Domain 4: Curriculum
This domain refers to all elements (teachers knowledge of subject matter, the learning process, teachinglearning approaches/activities, instructional materials and learning resources) of teaching-learning process

that helps the students to understand the goals/objectives and attain high standards of learning defined in the
curriculum.
Thus, the teacher demonstrates mastery of the subjects:
3
Performance Indicators:
i.
Delivers accurate and updated content knowledge using appropriate methodologies, approaches and
strategies
ii.
Integrates language, literacy and quantitative skill development and values in the subject area
iii.
Explains learning goals, instructional procedures and content clearly and accurately to students
iv.
Links the current content with past and future lessons
v.
Aligns with lesson objectives the teaching methods, learning activities, and instructional materials or
resource appropriate to learners
vi.
Creates situations that encourage learners to use high order thinking skills
vii.
Engages and sustains learners interest in the subject making content meaningful and relevant to them
viii.
Integrates relevant scholarly works and ideas to enrich the lesson as needed
ix.
Integrates content of subject area with other disciplines
Also, the teacher communicates clear learning goals for the lessons that are appropriate for learners:
Performance Indicators:
i.
Sets appropriate learning goals
ii.
Understands the learning goals
Moreover, the teacher makes good use of allotted instructional time:
Performance Indicators:
i.
Establishes routines and procedures to maximize instructional time
ii.
Plans lessons to fit within available instructional time
Furthermore, the teacher selects teaching methods, learning activities and the instructional materials or
resources appropriate to the learners and aligned to objectives of the lesson:
Performance Indicators:
i.
Translates learning competencies to instructional objectives
ii.
Selects, prepares, and utilizes technology and other instructional materials appropriate to the
learners and the learning objectives
iii.
Provides activities and uses materials which fit the learners learning styles, goals and culture
iv.
Uses a variety of teaching approaches and techniques appropriate to the subject matter and
the learners
v.
Utilizes information derived from assessment to improve teaching and learning
vi.
Provides activities and uses materials which involve student in meaningful learning
Likewise, the teacher recognizes general learning processes as well as unique processes of individual
learners:
Performance Indicators:
i.
Design and utilizes teaching methods that take into account the learning processes
Also, the teacher promotes purposive study:
Performance Indicators:
i.
Cultivates good study habits through appropriate activities and projects
Lastly, the teacher demonstrates skills in the use of Information and Communication Technology in
teaching and learning:
4

Performance Indicators:
i.
Utilizes Information and Communication Technology to enhance teaching and learning

Domain 5: Planning, Assessing and Reporting

This domain refers to the alignment of instructional assessment and planning activities.
Therefore, the teacher communicates promptly and clearly to learners, parents and superiors
about the progress of learners:
Performance Indicators:
i.
Show proofs of instructional planning
ii.
Implements instructional plan
iii.
Demonstrates ability to cope with varied teaching milieu
Additionally, the teacher develops and uses a variety of appropriate assessment strategies to monitor and
evaluate learning:
Performance Indicators:
i.
Prepares formative and summative test in line with the curriculum
ii.
Employs non-traditional assessment techniques (portfolio, journals, rubrics, etc.)
iii.
Interprets and uses assessment results to improve teaching and learning
iv.
Identifies teaching learning difficulties and possible causes and takes appropriate action to
address them
v.
Uses tools for assessing authentic learning
Lastly, the teacher monitors regularly and provides feedback on learners understanding of content:
Performance Indicators:
i.
Provides timely and accurate feedback to learners to encourage them to reflect on and
monitor their own learning growth
ii.
Keeps accurate records of grades/performance levels of learners
iii.
Conducts regular meetings with learners and parents to report learners progress
iv.
Involves parents to participate in school activities that promote learning
Domain 6: Community Linkages
This domain focuses on the ideal that whatever the students have learned in the classroom are linked
to the experiences and aspirations they have in their homes and communities. Thus, teacher focuses
on strengthening the links between the school and community.
Hence, the teacher establishes learning an environment that responds to the aspirations of the
community:
Performance Indicators:
i.
Involves community in sharing accountability for learners achievement
ii.
Uses community resources to support learning
iii.
Uses community as a laboratory for learning
iv.
Participates in community activities that promote learning
v.
Uses community networks to publicize school events and achievements
vi.
Encourages students to apply classroom learning to the community
Domain 7: Personal Growth and Professional Development
This domain focuses on upholding the teaching profession to a high regard. And knowing the things
that could help you (as a teacher) to continue to grow and improve.
Hence, this domain takes pride in the nobility of teaching as a profession:

Performance Indicators:
i.
Maintains stature and behavior that upholds the dignity of teaching
ii.
Allocates time for personal and professional development through participation in educational seminars
and workshops, reading educational materials regularly and engaging in educational research
iii.
Manifests personal qualities like enthusiasm, flexibility, and a caring attitude
iv.
Articulates and demonstrates ones personal philosophy of teaching
5

Moreover, this domain builds professional links with colleagues to enrich teaching practice:
Performance Indicators:
i.
Keeps abreast with recent developments in education
ii.
Links with other institutions, organizations for sharing best practices
Lastly, this domain reflects on the extent of the attainment of professional development goals:
Performance Indicators:
i.
Reflects on the quality of his/her own teaching
ii.
Improves teaching performance based on feedback from students, peers and superiors and
cooperating teachers.
iii.
Accepts personal accountability to learners achievement and performance
iv.
Uses self-evaluation to recognize and enhance ones strengths and correct ones weaknesses
3. Trace the history and reforms in curriculum in the Philippines.

ELEMENTARY/PRIMARY EDUCATION
1983-2001
RA 10157 Kindergarten Education Act
New Elementary School Curriculum (NESC)
General Education Curriculum
Kindergarten
as a mandatory for entrance of Grade 1
2012
Mastery of learning (emphasis)

1946-1956

Basic Education Curriculum (BEC)--- 2002

Revised Elementary Education Curriculum

K to 12 Curriculum
1957-1982
2002-2011
2012-present
Revised
Basic Education Curriculum
(RBEC)--- 2003

SECONDARY EDUCATION
Basic Education Curriculum (BEC)--- 2002
1973-1988
2002-2011
Revised Secondary Education Program
General Education Curriculum
Secondary Education Curriculum (SEC)
1946-1956
Electives offered
--- 2010

2-2 Plan

New Secondary Education Curriculum (NSEC)

K to 12 Curriculum
2012-present

1957-1972
College Prep Curriculum1989-2001
Vocational Curriculum

Junior High 4 years

Senior High 2 years

4. Choose and Asian Country. Describe their basic education curriculum. Compare it with the
Philippine K to 12.

Singapores national curriculum aims to nurture each child to his full potential (to discover his
hidden/unknown talents and to cultivate a love for life-long learning for the students.) Students go through a
broad range of experiences to develop the skills and values that they will need for life.
The journey of Singapores Education and the Philippines K to 12 Curriculum is shown below:
PRE-SCHOOL (3 YEARS)
ages: 4-6 years old
PRIMARY (6 YEARS)
ages: 7-12 years old
SECONDARY (4-5 YEARS)
ages: 13-16 years old
POST-SECONDARY (1-3 YEARS)
ages: 17-19 years old
UNIVERSITY (3-4 YEARS)
ages: 20-23 years old

PRE-SCHOOL (1 YEAR)
age: 5 years old
PRIMARY (6 YEARS)
ages: 6-11 years old
SECONDARY (6 YEARS)
ages: 12-18 years old
TERTIARY (4-6 YEARS)
ages: 18 years old-onwards
SINGAPORE vs. PHILIPPINES: EDUCATIONAL SYSTEM
Singapore requires 3 years of Pre-school while Philippines require a year.
Both countries almost have the same number of years from Primary to Tertiary. Probably they have different labels
or names for it, but still aiming for the same thing.
What makes Singapore the one of the best?
I have watched a short video about Singapores Education. And here are several things I have learned from that
video:
(1) Main thing they are looking for an educator is the passion; passion for teaching the students. And that is one thing
we, Filipino teachers, should watch out for. The passion for teaching within us should never die and must be above
anything else.
(2) An educator in Singapore said that there are reforms and curriculum but the most important about it carrying out
and following what is required from that curriculum/reform. Maybe thats something the Philippines should consider.
Yes I believe that K to 12 has a lot of potential but the crucial part is the proper implementation.
(3) The focus of the teachers in Singapore is collaboration, trust and deep commitment. They give importance to
these because of the help it could do for the betterment of the students learning journey.
(4) Lastly, they are big on technology and hands-on experience. They know that students these days are glued to their
phones or laptops, so they are using to their advantage.
Therefore, just like Singapore, Philippines could be one of the best. With a proper knowledge, skills and the right
heart in delivering services could make K to 12 successful.
7