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ASEAN Integration from the
Perspective of the Professional
Regulation Commission
HON. MELINDA LOPEZ-GARCIA Professional Regulation Commission
Member, Task Force on Philippine Qualifications Framework
PH Delegate – ASIA-EUROPE Dialogue on Balanced Mobility
ASEAN Japan Comprehensive Economic Partnership FTA
-UNESCO/ European Commission Global Conversations on World Referencing
-World Health Professional Regulations Conference
BICOL UNIVERSITY
4TH International Academic Colloquium
“Multisectoral Convergence in response to the Academic
Challenges of ASEAN 2015”
Outline of Presentation
Focus on the Competitiveness of Professionals
I.The ASEAN MRA
II.The Philippine Qualifications Framework
III.The ASEAN Qualifications Reference
Framework
The Philippine International Commitments 1.1 Multilateral WTO-GATS IMO-STCW
1.2 Plurilateral ASEAN-Australia- New Zealand (FTA) ASEAN QRF APEC
1.3 Regional ASEAN-CCS and MRA ASEAN Plus EU ASEAN-Korea FTA ASEAN-China FTA ASEAN-India FTA ASEAN-Japan FTA
1.4 Bilateral Philippine-European Union Cooperative Partnership Agreement Philippine–Japan Economic Partnership Agreement Philippine-Transpacific Partnership
SINGLE MARKET AND
PRODUCTION BASE
Source:
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Free
flow of
goods
Free flow
of
investme
nt
Free
flow of
capital
Free flow
of skilled
labor
Conceptual Framework
RECOGNITION DEVELOPMENT HARMONIZATION
OF QUALIFICATIONS
MOBILITY OF PROFESSIONALS
(ASEAN ECONOMIC COMMUNITY 2015)
MRA PQF AQRF
Mode 1: Cross Border Supply
Malaysia
Singapore
CT Scan Plates Biopsy Slides
Mode 2: Consumption Abroad
Philippines
Patient referred to
another country
T 32 Dental Centre
Bumrungrad
Hospital
Dental Center
Thailand
Natural
person
Self-employed goes to
Member A
MEMBER A MEMBER B
Natural
person
Consumer
A
Consum
er A
Commercial Presence
Juridical
person
Service
supply
Service
Supply
Mode 3: Commercial Presence
Mode 4: Movement of Natural Persons
Philippines
Dental Clinic and
Dental Laboratory
Cambodia
AFAS Article V: Recognition
• ASEAN Member States may recognize the
education or experience obtained,
requirements met, or licenses or
certifications granted in another ASEAN
Member State, for the purpose of licensing
or certification of service suppliers
The ASEAN
Mutual Recognition Arrangements
PROFESSIONAL SERVICES DATE OF SIGNING
1. ENGINEERING Dec. 2005
2. NURSING Dec. 2006
3. SURVEYING Nov. 2007
4. ARCHITECTURE Nov. 2007
5. DENTISTRY Aug. 2008
6. MEDICINE Feb. 2009
7. ACCOUNTANCY Feb. 2009
Objectives of the MRA 1. Facilitate mobility of practitioners within ASEAN
2. Exchange information and enhance cooperation in respect of mutual recognition of practitioners 3. Promote adoption of best practices on standards and qualifications 4. Provide opportunities for capacity building and training of practitioners
Recognition and Eligibility of
Foreign Practitioners 1. In possession of a qualification recognized by PRA of country of
origin and host country
2. In possession of a valid professional registration and current
practicing certificate to practice issued by PRA of country of origin
3. Has been in active practice in country of origin
Engineering/Architecture: 7 years
Medicine/Dentistry: 5 years
Nursing: 3 years
4. In compliance with CPD requirements
5. Has been certified as not having violated any professional or
ethical standards, local and international
6. Has declared that there is no investigation or legal proceeding
pending against him/her in the country of origin or another country
7. In compliance with any other assessment or requirement as may
be imposed by host country
MRA on Engineering –The ASEAN Chartered Professional Engineers Coordinating
Committee (ACPECC) had its first meeting in May 2008.
–The Professional Regulation Commission has conducted
consultative meetings in major cities of the country to
disseminate information on the ASEAN MRA’s.
–The ASEAN Chartered Professional Engineer Register
(ACPER) has already been established.
–To date there are 734 registered in the ASEAN Chartered
Professional Engineer Register (ACPER)
• Indonesia-140 Malaysia-194 Singapore-215
• Vietnam-113 Myanmar-30 Philippines-12
• Myanmar-60
STATUS OF IMPLEMENTATION OF THE ASEAN MRA’S
MRA on Architecture
•The ASEAN Architect Council (AAC) had its
first meeting in June 2009.
•The AAC’s Secretariat and Chairmanship is
on 2-year rotational basis. The current
Secretariat and Chair is the Philippines.
•To date, there are 170 ASEAN Architects
Indonesia -51 Malaysia – 31
Singapore -45 Thailand – 3
Philippines -40
STATUS OF IMPLEMENTATION OF THE ASEAN MRA’S
MRA Framework on Accountancy
• Undergone legal scrubbing with DFA and
DOJ on June 30, 2014
• Has undergone extensive discussion by the
Experts group coming from the 10 ASEAN
countries
• MRA has provisions to safeguard the
interest of the local practice
STATUS OF IMPLEMENTATION OF THE ASEAN MRA’S
Framework MRA of Surveying Qualifications • No Member State has reported utilisation of the MRA
framework to embark on any bilateral/sub-regional
arrangements.
• A meeting of the regulatory authorities for the MRA
resumed in May 2011.
• The ten (10) AMS are now clustered into 3 groups to
identify common areas among them for possible
bilateral MRA negotiations.
STATUS OF IMPLEMENTATION OF THE ASEAN MRA’S
• Mechanisms are being explored to facilitate easier
temporary licensing/registration for ASEAN health
professionals and easier enrollment of ASEAN
graduates for licensing examinations in other AMS.
• Further improvement to the website (ASEAN Healthcare
Services
• (http://www.asean.org/healthcareservices) is being
explored
MRA on Nursing • The ASEAN Joint Coordinating Committee on Nursing
(AJCCN) had its first meeting in June 2007
• Compilation and exchange of information on the licensing
and registration of healthcare practitioners in each AMS is
ongoing.
• Implementation roadmaps and country implementation
plans for all AMS have been submitted
STATUS OF IMPLEMENTATION OF THE ASEAN MRA’S
STATUS OF IMPLEMENTATION OF THE ASEAN MRA’S
MRA on Medical Practitioners
• The ASEAN Joint Coordinating Committee on
Medical Practitioners (AJCCM) had its first meeting
in June 2009
• Compilation and exchange of information on the
licensing and registration of healthcare practitioners
in each AMS is ongoing.
• Implementation roadmaps and country
implementation plans for all AMS have been
submitted
• Discussion on ultimate form of mobility, probably
based on temporary registration or licensing.
• It was agreed that internal consultations will be
conducted.
STATUS OF IMPLEMENTATION OF THE ASEAN MRA’S
MRA on Dental Practitioners
• The ASEAN Joint Coordinating Committee on Dental
Practitioners (AJCCD) had its first meeting in June 2009
• Compilation and exchange of information on the licensing
and registration of healthcare practitioners in each AMS is
ongoing.
• Implementation roadmaps and country implementation
plans for all AMS have been submitted
–Future plans of the AJCCD. To identify:
• Possible areas to develop guidelines/minimum requirements;
• Countries’ processes or methods for ranking / assessment /
accreditation of dental schools to be included in the matrix with
the period of time, criteria/standards, panel of assessors;
• Training opportunities available for all Dental Practitioners;
• Specialties training programmes, internship etc, open to
Dental practitioners in other AMS
The Philippine Qualifications
Framework (PQF)
Presented by:
HON. MELINDA LOPEZ-GARCIA
FROM THE
PRESIDENT’S SONA 2011
His Excellency Benigno S. Aquino III,
President of the Republic of the
Philippines, signed the
Executive Order No. 83 dated
October 1, 2012
INSTITUTIONALIZATION
OF THE
PHILIPPINE
QUALIFICATIONS
FRAMEWORK
What is the Philippine Qualifications
Framework (PQF)?
- It is a national policy, describes the levels of educational qualifications and sets the standards for qualification outcomes.
- A 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.
National
Policy
Levels of
educational
qualifications
Standards for
qualification
outcomes
Competency-based Labor market-driven Assessment-based
qualification
recognition
The Qualifications Landscape International Standard Classification of Education
(ISCED)
Regional Qualifications Frameworks (EQF)
National Qualifications Frameworks (Philippine
Qualifications Framework)
Sectoral Qualifications (Indian National Skills
Qualifications Framework)
Qualifications (certificates, bachelor’s degree, craft
diplomas, awards by professional bodies)
Standards (occupational, institutional, professional
standards, qualification criteria, assessment criteria)
Learning Outcomes (knowledge, skills, values, degree of
independence)
The PQF Coverage
All institutions
and systems Training Specialization
Skills and
competencies
Work
experience
Lifelong
learning
Objectives
National standards
and levels for
outcomes of
education,
training, skills and
competencies
National
regulatory and
quality
assurance
mechanisms
Pathways and
equivalencies
for access to
qualifications
Individual lifelong
learning goals for
progress through
education and
training
Alignment with
international
qualifications
frameworks
Principle of Lifelong Learning
(LLL)
All learning activity undertaken throughout life,
which results in improving knowledge, knowhow,
skills, competencies and/or qualifications for
personal, social and/or professional reasons.
LLL encompasses all learning occurring between
cradle and grave, from early childhood to training
of people beyond their retirement.
FORMAL NON FORMAL INFORMAL
THE PHILIPPINE QUALIFICATIONS
FRAMEWORK LEVEL
GRADE 10
GRADE 12
TECHNICAL
EDUCATION AND
SKILLS
DEVELOPMENT
HIGHER EDUCATION
DOCTORAL AND
POST DOCTORAL
BACCALAUREATE
BASIC
EDUCATION
L1
L2
L3
L4
L5
L6
L7
L8
NC I
NC II
NC IV
NC III
NC IV
DIPLOMA
BACCALAUREATE
POST BACCALAUREATE
8-LEVEL QUALIFICATIONS
DESCRIPTORS
Defined in terms of 3 DOMAINS
1. knowledge, skills and values (The kind of knowledge,
skills and values involved)
2. application (The context in which the knowledge and
skills are applied)
3. degree of independence (Refers to responsibility and
accountability)
LEVEL 1
KNOWLEDGE, SKILLS AND
VALUES
Knowledge and skills that are manual or concrete or practical
and/or operational in focus.
APPLICATION Applied in activities that are set in a limited range of highly
familiar and predictable contexts; involve straightforward, routine
issues which are addressed by following set rules, guidelines or
procedures.
DEGREE OF INDEPENDENCE In conditions where there is very close support, guidance or
supervision; minimum judgment or discretion is needed.
QUALIFICATION TYPE NATIONAL CERTIFICATE I
Level 1 - Dental Laboratory Technology Services
NC I LEVEL 2
KNOWLEDGE, SKILLS AND
VALUES
Knowledge and skills that are manual, practical and/or
operational in focus with a variety of options.
APPLICATION Applied in activities that are set in a range of familiar and
predictable contexts; involve routine issues which are identified
and addressed by selecting from and following a number of set
rules, guidelines or procedures.
DEGREE OF INDEPENDENCE In conditions where there is substantial support, guidance or
supervision; limited judgment or discretion is needed.
QUALIFICATION TYPE NATIONAL CERTIFICATE II
Level 2 - Dental Laboratory Technology Services (Fixed
Dentures/ Restorations) (Removable Dentures/ Appliances)
NC II
LEVEL 5
KNOWLEDGE, SKILLS
AND VALUES
Knowledge and skills that are mainly theoretical and/or abstract with
significant depth in some areas together with wide-ranging, specialized
technical, creative and conceptual skills.
Perform work activities demonstrating breadth, depth and complexity in the
planning and initiation of alternative approaches to skills and knowledge
applications across a broad range of technical and/or management
requirements, evaluation and coordination.
APPLICATION Applied in activities that are supervisory, complex and non-routine which
require an extensive interpretation and/or adaptation/ innovation.
DEGREE OF
INDEPENDENCE
In conditions where there is broad guidance and direction, where judgment
is required in planning and selecting appropriate equipment, services and
techniques for self and others.
Undertake work involving participation in the development of strategic
initiatives, as well as personal responsibility and autonomy in performing
complex technical operations or organizing others
QUALIFICATION TYPE DIPLOMA
Level 5 - Diploma
LEVEL
6
KNOWLEDGE, SKILLS
AND VALUES
Graduates at this level can demonstrate broad and coherent
knowledge and skills in their respective fields of study for
professional/creative work , innovations, and lifelong learning
APPLICATION Application in professional/creative work research and innovation in a
specialized field of discipline and/or further study
DEGREE OF
INDEPENDENCE
Some (Substantial) degree of independence and/or in teams of related
fields with minimal supervision
QUALIFICATION TYPE Baccalaureate Degree
Level 6 - Doctor of Dental Medicine
LEVEL 7
KNOWLEDGE, SKILLS
AND VALUES
Graduates at this level can demonstrate advanced knowledge and
skills in a specialized or a multi-disciplinary field of study for
professional practice, creative work, self-directed research and/or
lifelong learning
APPLICATION Applied in professional/ creative work research or innovation that
requires self-direction and/or leadership in a specialized or multi-
disciplinary professional work/research
DEGREE OF
INDEPENDENCE
Substantial (High) degree of independence that involves exercise
of leadership and initiative in individual work or in teams of
multidisciplinary field
QUALIFICATION TYPE Post-Baccalaureate Program
Level 7 -Master of Science in Dentistry / Fellow of a PRC
Accredited Dental Specialty Society
LEVEL 8
KNOWLEDGE, SKILLS
AND VALUES
Graduates at this level demonstrate highly advanced systematic
knowledge and skills in a highly specialized and/or complex multi-
disciplinary field of learning for complex research, creative work
and or professional practice and leadership for the advancement
of learning and development of innovations
APPLICATION Applied for professional leadership for innovation, research
and/or development management in highly specialized or multi-
disciplinary field
DEGREE OF
INDEPENDENCE
High degree of (Full) independence and/or in teams of multi-
disciplinary and more complex setting that demands leadership
for creativity and strategic value added. Significant level of
expertise-based autonomy and accountability
QUALIFICATION Doctoral Degree and Post-Doctoral Programs
Level 8 - Ph.D. in Dentistry or related Doctoral Degrees in Dentistry /
Diplomate of a
PRC Accredited Dental Specialty Society
The Philippine Education System
K
Elementary
Secondary
Tertiary
Six (6) Years
Four (4) Years Junior HS
+
Two (2) Years Senior HS
+ TESD Specialization
(NC I
and NC II) + Arts &
Sports
Technical
Education
and Skills
Development
Baccalaureate,
Post-
Baccalaureate,
Post-Doctoral/
Specialization
One (1)
Year
Governance of the PQF
National
Coordinating
Committee (NCC)
Technical Secretariat
PQF Working Groups
DEPED TESDA CHED PRC DOLE
PQF Working Groups and Lead Agencies
Qualifications
Register
(TESDA)
Pathways and
Equivalencies
(CHED)
International
Alignment
(PRC)
Information
and
Guidelines
(DEPED)
Quality
Assurance
(CHED)
Next Steps for PRC
Review the framework and content
of the licensure examinations of
each of the professions
Quality Assurance
Aligns with the 3 domains
of PQF
Based on International
Standards/Best Practices
Outcomes-Based
With transparent
system/process
Responsive to the
needs of the industry
here and abroad
Review the guidelines in the
accreditation, monitoring, evaluation
system and implementation of CPE
Providers and Programs
ASEAN Qualifications Reference
Framework (AQRF)
ASEAN Qualifications Reference
Framework (AQRF) BACKGROUND
May 2010, Manila: 1st AANZFTA Joint Committee Meeting
considered the draft of the concept proposal for the ASEAN
Qualifications Reference Framework
ASEAN-Australia-New Zealand FTA Economic Cooperation
Work Program (ECWP)
GOVERNANCE
Creation of Task Force for the AQRF
Chair: PRC Chairperson Teresita R. Manzala
ASEAN Qualifications Reference
Framework (AQRF SCOPE
A common reference framework
Function: as a device to enable comparisons of qualifications
across ASEAN countries.
The AQRF addresses education and training sectors
(incorporates informal, non formal and formal learning) and the
wider objective of promoting lifelong learning.
ASEAN Qualifications Reference
Framework (AQRF) PURPOSE
To enable comparisons of qualifications across countries that will:
1.Support recognition of qualifications
2.Encourage the development of qualifications frameworks that can
facilitate lifelong learning
3.Encourage the development of national approaches to validating
learning gained outside formal education
4.Promote and encourage education and learner mobility
5.Promote worker mobility
6.Lead to better understood qualifications systems
7.Promote higher quality qualifications systems
LEVEL AQRF 6
KNOWLEDGE AND SKILLS is at the forefront of a field and show mastery of
a body of knowledge
involve critical and analytical thinking
APPLICATION AND RESPONSIBILITY are complex and changing
require initiative and adaptability as well as
strategies to improve activities and to solve
complex and abstract issues
LEVEL PQF 6
KNOWLEDGE , SKILLS AND VALUES Graduates of this level will have a broad and
coherent knowledge and skills in their field of
study for professional work and lifelong learning
APPLICATION Application in professional work in a broad
range of discipline and/ or for further study
DEGREE OF INDEPENDENCE Independent and/ or in teams of related field
QUALIFICATION TYPE Baccalaureate Degree
MALAYSIA
SINGAPORE
INDONESIA
PHILIPPINES LAOS
VIETNAM
National Qualifications Framework
of the ASEAN Member States
8
1
2
3
4
5
6
7
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
Qualifications
(A)
Qualifications
(B)
Country
(A) Country
(B) AQRF
8
ASEAN QUALIFICATIONS REFERENCE FRAMEWORK
(AQRF)
Findings
•Graduates have requisite Knowledge, Skills,
Competencies
•Concerns:
1. takes long time to adapt
2. difficult to apply theoretical knowledge
3. scarce skills areas (ICT)
4. insufficient career information
5. cannot prepare CV and not ready for job
interview
Graduates
• Educational attainment
• Academic excellence
• Motivation
• Degree of Independence
• Track record of graduates
Employer Expectations
• Communication
• Interpersonal relations
• Teamwork
• Problem-solving & analytical skills
• “Soft” skills
• Computer literacy
• Management skills (especially financial &
project management)
• Administrative & organizational skills
21st Century Skills: Higher Order
• Problem-solving
• Critical thinking • Effective communication
• Collaboration • Self-management
• Learning to learn • Persistence
• Motivation
• Creativity, Innovation, Ethics
Common Soft Skills
• Strong work ethic
• Positive attitude
• Good communication skills
• Time management abilities
• Problem-solving skills
• Acting as a team player
• Self-confidence
• Ability to accept and learn from criticism
• Flexibility/adaptability
• Working well under pressure
Outcomes Based Curriculum and Accreditation
Practice Based Training
Inter-professional Health Education
Community Oriented
Electronic Learning
Innovative Dental Technology
Management of Research Findings
English as the Medium of Instruction
RECOMMENDED STRATEGIES/
ACTIONS FOR BALANCED MOBILITY
POLICIES
- Come up with an integrated immigration
policy that will ease the mobility of its
constituents.
- Formulate policies that will contribute to
peace and security
PROGRAMS:
- Engage in combined research projects
which can develop good exchange or
solutions to the region/ country’s
problems.
- Develop programs for credit transfer policy.
- Establish major funding scheme for
research – joint research projects
- Enhance students knowledge of the
ASEAN, European and other Communities
- Increase and strengthen international
school twinnings
- Promote exchange programmes
- Strengthen strategies for recruitment of
foreign students and faculty of instruction
INSTITUTIONAL LEVEL:
- Take good care of foreign students for they
will serve as the best ambassadors of the
host country.
- Invite politicians as equal partners in the
academe.
- Improve image as an attractive visiting
profession scheme in order to be
competitive.
- Ensure competitive honorarium for foreign
faculty members.
- A strong alumni network is needed
- Minimize own faculties in teaching and hire
more visiting professors.
- Motivate foreign students to come and visit
- Formulate different policy in short and long
term students
- Develop stronger University - Industry
partnership to ensure students to be more
entrepreneurial.
ORGANIZATIONAL LEVEL:
- Strong political support and commitment to
funding are extremely important in the
implementation.
- Awareness of the ERASMUS MUNDUS
Programme
- Prepare for the ASEAN Erasmus Mundus
- Participate and support international
organizations
PERSONAL LEVEL (ADMINISTRATOR,
FACULTY OF INSTRUCTION, STUDENTS)
- Organize groups of volunteer students
who will assist foreign students
- Visits to other regional HEI’s for
benchmarking
- Increase personal development and
intercultural experience
- Develop soft skills
Beyond understanding...
A CALL TO ACTION
To implement the needed interventions to improve the QUALITY of EDUCATION and QUALITY of GRADUATES.
Thank you
