91 st Foundation Anniversary and 56 th Nurses Week PHILIPPINE NURSES ASSOCIATION Aziza Paradise Hotel, Puerto Princesa, Palawan October 22, 2013

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1 91 st Foundation Anniversary and 56 th Nurses Week PHILIPPINE NURSES ASSOCIATION Aziza Paradise Hotel, Puerto Princesa, Palawan October 22, 2013 Windows of Opportunities for Global Nursing Practice TERESITA R. MANZALA Chairperson, Professional Regulation Commission Chairperson, Task Force ASEAN Qualifications Reference Framework

2 Outline of Presentation A. Framework of Agreement on Nursing practice I. The ASEAN MRA II. The Philippine Qualifications Framework III. The ASEAN Qualifications Reference Framework III. Implications on Education IV. Critical Issues B. Opportunities for Nurses in Global Workplace

3 Conceptual Framework ASEAN MRA PQF AQRF Recognition of Development of Harmonization of Qualifications Qualifications Qualifications MOBILITY OF PROFESSIONALS COMPETITIVENESS OF FILIPINO PROFESSIONALS

4 The ASEAN MRA s PROFESSIONAL SERVICES DATE OF SIGNING 1. ENGINEERING Dec NURSING Dec SURVEYING Nov ARCHITECTURE Nov DENTISTRY Aug MEDICINE Aug ACCOUNTANCY Feb. 2009

5 The ASEAN MRA: OBJECTIVES 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

6 ASEAN MRA Article III. Recognition and Eligibility of Foreign Professional 3.1 Recognition of a Foreign Professional (Nursing) In possession of a professional qualification Valid professional registration and current practising certificate/license Has been in active practice for 3 years

7 Article III. Recognition and Eligibility of Foreign Professional 3.1 Recognition of a Foreign Professional In compliance with CPD at satisfactory level Certified by PRA of not having violated any professional or ethical standards Has declared that there is no pending investigation or legal proceeding

8 Article III. Recognition and Eligibility of Foreign Professional 3.2 Eligibility of a Foreign Professional A foreign professional who satisfies the above conditions shall be recognized as qualified to practice in the Host Country

9 ASEAN ECONOMIC COMMUNITY 2015 SINGLE MARKET AND PRODUCTION BASE Free flow of professional services Source: g Free flow of goods Free flow of investm ent Free flow of capital Free flow of skilled labor

10 The Roadmap Template I. Exchange of Information: Compilation 1. Recognized Basic Qualifications and List of Recognized Institutions 2. Recognized Postgraduate Qualifications and List of Recognized institutions 3. Domestic Laws and Regulations 4. Basic/Specialist Core Competencies / Scope of Practice

11 The Roadmap Template 5. Code of Ethics and Professional Conduct and Practice Guidelines 6. Continuing Professional Development Requirements 7. Registration Policies and Procedures 8. Licensing Policies and Procedures

12 The Roadmap Template 9. Number of Foreign Professionals practicing in host country (by country of origin and by type of practice) 10. Contact Details of Professional Regulatory Authority (address, , website, phone, fax) 11. Access to all AMS for certificate of good standing (by request only) and verification of registration status by host PRA

13 The Roadmap Template II. Facilitation of Mobility of Healthcare Professionals Local professional Status: Generalist Specialist apply Certificate of Good Standing Foreign country (Institutions: hospitals, companies) Local PRA Host PRA

14 Conceptual Framework ASEAN MRA PQF AQRF Recognition of Development of Harmonization of Qualifications Qualifications Qualifications MOBILITY OF PROFESSIONALS COMPETITIVENESS OF FILIPINO PROFESSIONALS

15 PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF)

16 His Excellency BenignoS. Aquino III, President of the Republic of the Philippines, signed the Executive Order No. 83 dated October 1, 2012 entitled INSTITUTIONALIZATION OF THE PHILIPPINE QUALIFICATIONS FRAMEWORK

17 INPUTS Industry needs OUTPUTS Qualification Levels Need for global recognition of competencies Current qualifications issues at all levels Qualifications issues in recognition of prior learning Research and policy papers on NQF NQFs of other countries Philippine Qualifications Framework (PQF) Consultation and Advocacy With Stakeholders Descriptors Registers Working Groups Pathways & Equivalencies Quality Assurance Information & Guidelines International Alignment

18 The Philippine Qualifications Framework (PQF) National Policy Levels of educational qualifications Standards for qualification outcomes Competency-based Labor market-driven Assessment-based qualification recognition

19 The PQF Coverage Basic Education Technical and Vocational Education Higher Education

20 The PQF Coverage All institutions and systems Training Specialization Skills and competencies Work experience Lifelong learning

21 Objectives National standards and levels for outcomes of education, training National regulatory and quality assurance mechanisms Pathways and equivalencies for access to qualifications education, training mechanisms qualifications Individual lifelong learning goals for progress through education and training Alignment with international qualifications frameworks

22 Benefits for the PERSON Lifelong Learning Certificates and licenses recognized by Build up of government Qualifications

23 Benefits for the EMPLOYER Standards and Qualifications Job requirements and demand

24 Benefits for Education and Training Providers Transparency in training provisions Conformity to standards Accountability for learning outcomes

25 Benefits for Education and Training Providers Credit transfer Articulation Portability Recognition of prior learning Bridges pathways Common understanding of policies and guidelines

26 Governance of the PQF National Coordinating Committee (NCC) Technical Secretariat PQF Working Groups DEPED TESDA CHED PRC DOLE

27 National Coordinating Committee Chairman : Secretary, Department of Education Members : Secretary, Department of Labor and Employment Director-General, Technical Education and Skills Development Authority Chairperson, Commission on Higher Education Chairperson, Professional Regulation Commission

28 One (1) Year 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

29 THE PHL QUALIFICATIONS FRAMEWORK LEVEL BASIC EDUCATION TECHNICAL EDUCATION AND SKILLS DEVELOPMENT HIGHER EDUCATION L8 DOCTORAL AND POST DOCTORAL L7 POST BACCALAUREATE L6 BACCALAUREATE L5 DIPLOMA L4 NC IV IV L3 NC III L2 GRADE 12 NC II L1 GRADE 10 NC I

30 8-LEVEL QUALIFICATIONS DESCRIPTORS Defined in terms of 3 domains 1. Knowledge, skills and values 2. Application 3. Degree of independence

31 LEVEL 6 KNOWLEDGE, SKILLS AND VALUES Graduates at 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 professionalwork in a broad range of discipline and/or for further study DEGREEOF INDEPENDENCE Independent and /or in teams of related field QUALIFICATION TYPE Baccalaureate Degree

32 LEVEL 7 KNOWLEDGE, SKILLS AND VALUES APPLICATION DEGREEOF INDEPENDENCE Graduates at this level will have advanced knowledge and skills in a specialized or multi-disciplinary field of study for professional practice, self-directed research and/or lifelong learning Applied in professional work that requires leadership and management in a specializedor multi-disciplinary professional work and/or research and/or for further study Independent and or in teams of multidisciplinary QUALIFICATION TYPE Post-Baccalaureate Program

33 LEVEL 8 KNOWLEDGE, SKILLS & VALUES Graduates at this level have highly advanced systematic knowledge and skills in highly specialized and/or complex multidisciplinary field of learning for complex research and/or professional practice or for the advancement of learning APPLICATION DEGREEOF INDEPENDENCE QUALIFICATION TYPE Applied in highly specialized or complex multidisciplinary field of professional work that requires innovation, and/or leadership and management and/or research in a specialized or multi-disciplinary field Independent and/or in teams of multi-disciplinary and more complex setting Doctoral Degree and Post-Doctoral Programs

34 Components / Lead Agency Qualifications Register (TESDA) Quality Assurance (CHED) Pathways and Equivalencies (CHED) Information and Guidelines (DEPED) International Alignment (PRC)

35 Qualifications Register Qualifications Title Qualification Level Issue Coding Date of Issue Issued by: Descriptor

36 The image part with relationship ID rid3 was not found in the file. Example of Qualifications Register Entry Qualifications Title Qualification Level Issue Coding Number Date of Issue Issued by (Organization) Descriptor Credit/Units Entry Requirements Qualification developer Quality assurance body Content Bachelor of Science in Biology PQF 6 00 De la Salle University A solid grounding in the concepts and principles underlying important areas in Biology 172 University Entrance Exam De la Salle University CHED Technical Committee; External Accrediting Bodies (PAASCU) General Education subjects, Chemistry, Physics, Biology

37 Conceptual Framework ASEAN MRA PQF AQRF Recognition of Development of Harmonization of Qualifications Qualifications Qualifications MOBILITY OF PROFESSIONALS COMPETITIVENESS OF FILIPINO PROFESSIONALS

38 NQF s Levels (Unified) COUNTRY NUMBER OF LEVELS PHILIPPINES 8 THAILAND 9 MALAYSIA 8 INDONESIA 9 BRUNEI 8 CAMBODIA 8 AUSTRALIA 10 NEW ZEALAND 10

39 ASEAN Qualifications Reference Framework (AQRF) BACKGROUND May 2010, AANZFTA Joint Committee Meeting considered the draft of the concept proposal for the ASEAN Qualifications Reference Framework May 2012, ASEAN-Australia-New Zealand Free Trade Agreement (AANZFTA) Joint Committee endorsed the establishment of the Task Force. ASEAN-Australia-New Zealand FTA Economic Cooperation Work Program (ECWP)

40 ASEAN Qualifications Reference Framework (AQRF) Composition of Task Force for the AQRF Chair: PRC Chairperson Teresita Manzala Vice-Chair: Megawati Santoso (Indonesia) Members: representatives from the AANZFTA Committee on Trade in Services, Ministry of Education, Ministry of Labour/Manpower Development, other relevant Ministries and Qualification Agencies Term of office of Chair and Vice Chair :

41 Task Force on ASEAN Qualifications Reference Framework Functions: 1. to undertake the design and management of the ASEAN Qualifications Reference Framework to support the development of mutually comparable National Qualifications Framework; 2. to discuss and agree on the elements of the ASEAN Qualifications Reference Framework for ASEAN; 3. to promote and facilitate peer dialogue and sharing of knowledge/information on common reference framework;

42 Importance of ASEAN Qualifications Reference Framework (AQRF) The establishment of the AQRF will provide a clear basis for: 1. mutual recognition of formal and informal learning 2. facilitate the free flow of skilled labor and the on-going development of ASEAN Mutual Recognition Arrangements for professional services.

43 Proposed Structure and Features of the ASEAN Qualifications Reference Framework (AQRF) 1. Scope 2. Purpose 3. Principles and Processes 4. Structure learning outcomes 5. Structure levels 6. Structure domains 7. Referencing 8. Governance

44 ASEAN Qualifications Reference Framework (AQRF 1. SCOPE A common reference framework Function: translation device Comparison of qualifications across participating AMS Covers senior schooling, TVET and higher education

45 ASEAN Qualifications Reference Framework (AQRF) 2. PURPOSE: To enable comparisons of qualifications across countries that will: 1. Support recognition of qualifications 2. Facilitate lifelong learning 3. Promote and encourage credit transfer and learner mobility 4. Promote worker mobility

46 ASEAN Qualifications Reference 3. PRINCIPLES Framework (AQRF) Voluntary in nature Neutral influence on NQF s Provide support and enhance each country s NQF

47 ASEAN Qualifications Reference Framework (AQRF) 3. PROCESSES: Underpinned by a set of agreed quality assurance principles and broad stndards related to: The functions of the registering and accrediting agencies Education and training providers Systems for the assessment learning and issuing of qualifications Regulation of the issuance of certificates

48 ASEAN Qualifications Reference Framework (AQRF) 4. STRUCTURE: Learning Outcomes Based on descriptors of levels of complexity of learning outcomes Facilitate comparisons and links

49 ASEAN Qualifications Reference Framework (AQRF) 5. STRUCTURE: Levels Eight levels Based upon a hierarchy of complexity of learning outcomes

50 ASEAN Qualifications Reference Framework (AQRF) 6. STRUCTURE: Domains Three domains 1. Knowledge and Skills 2. Application (context) 3. Responsibility and accountability

51 NQF Domains and Levels COUNTRY DOMAINS LEVELS Philippines 3 8 Thailand 7 8 Malaysia 8 8 New Zealand 3 10

52 ASEAN Qualifications Reference Framework (AQRF) VII. REFERENCING : Criteria To establish the comparability of ASEAN country framework levels or qualifications types, countries will need to refer their qualification framework levels or qualification types to the AQRF. However, countries could, if there is no national qualifications framework, align their benchmark level qualifications or qualifications types to the AQRF. Proposal: 2018

53 ASEAN Qualifications Reference Framework (AQRF) REFERENCING: Panels It is proposed that the referencing include international experts. It is proposed that each country s referencing panel include at least one international representative, plus an additional observer from one of the other ASEAN countries. It is suggested that the international expert could be external to the ASEAN member countries but the international expert should not be a representative of the referencing country or the observer s country.

54 ASEAN Qualifications Reference Framework (AQRF) Comparability Benchmarking Concept of best fit

55 FORMAL ACADEMIC EDU FORMAL VOCATIOAL/PROF EDU INDONESIA S3 S2 Subspesialist Spesialist Professional S1 D IV D III D II General High School Vocational Senior High School Elementary/Junior High School D I 3 2 1

56 MALAYSIA

57 THE PHL QUALIFICATIONS FRAMEWORK LEVEL BASIC EDUCATION TECHNICAL EDUCATION AND SKILLS DEVELOPMENT HIGHER EDUCATION L8 DOCTORAL AND POST DOCTORAL L7 POST BACCALAUREATE L6 BACCALAUREATE L5 DIPLOMA L4 NC IV IV L3 NC III L2 GRADE 12 NC II L1 GRADE 10 NC I

58 ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF) Country (A) 1 AQRF 1 Country (B) Qualifications (A) Qualifications (B)

59 Implications on Education An essential element of the PQF and the AQRF is Quality Assurance Three important measures of quality assurance are: 1. Validation of qualifications and/or standards 2. Accreditation and audit of education and training institutions 3. Quality assurance of assessment leading to the award of Qualifications

60 Quality Assurance Commission on Higher Education (CHED) Professional Regulation Commission (PRC) Permit to open/operate Higher Education Institutions Graduates Professionals Licensure exams Monitor conditions Registration Code of Ethics Licensing CPE/CPD Oathtaking Admin. Investigation External Accrediting Body

61 Implications 1. The government regulatory body must make sure that education providers (schools) comply with requirements. 2. Education providers (schools) must make sure that only graduates who can meet requirements/standards are conferred the qualification (degree)

62 Implications 3. The government regulatory body must make sure that only graduates who meet the requirements/standards are given certificates of registration and license to practice the profession. 4. The government regulatory body must make sure that only professionals who can meet the requirements/standards are given certificates of good standing (currently licensed, compliant with CPD, no pending cases, no violations, 3 yrs practice)

63 Weaknesses in Regulation/QA Mechanisms 1. Too many schools allowed to open and operate 2. Too many poorly performing schools 3. Too many graduates who cannot pass the licensure examinations 4. Too many professionals with questionable competence and skills

64 UNESCO Study 2008: only 221 out of 1,943 HEI s (19%) obtained external accreditation Migration and Education: Quality Assurance and Mutual Recognition of Qualifications The Philippines Author: Ethel Agnes P. Valenzuela

65 Implication on Quality of Educational Programs Need for international alignment New BSN Curriculum CMO 14 s Recognized as comparable with the European nursing curriculum HBO 5 level and with the EU Directives 2005/36.

66 Number of Schools / Profession Graduates Number of Schools Number of Graduates/Year 1. Dentistry 26 1, Medical Technology 76 1, Medicine 38 4, Midwifery 252 7, Nursing , Nutrition and Dietetics Optometry Pharmacy 80 3, Physical/Occupational Therapy Radiologic Technology 69 2, Respiratory Therapy Veterinary Medicine

67 Trends in Passing Percentages Number of Registered Profession Professionals Passing Percentage Number of Professionals 1. Dentistry 41.8% 27, Medical Technology 77.0% 30, Medicine 70.4% 70, Midwifery 43.9% 73, Nursing 41.3% 526, Nutrition and Dietetics 67.0% 6, Optometry 66.0% 4, Pharmacy 52.2% 35, Physical/Occupational Therapy 51.5% 13, Radiologic Technology 48.0% 8, Respiratory Therapy Veterinary Medicine 35.0% 4,496

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69 Most Critical Issues 1. Market Conditions and Trends 1.1 Relative number of schools offering the professional degrees 1.2 Relative number of graduates 1.3 Relative number of active/qualified professionals and their distribution 1.4 Relative level of government support for career advisory programs

70 Most Critical Issues 2. Core Competency Standards 2.1 Nature and quality of curricula 2.2 Relative degree of interaction with foreign professional bodies 2.3 Trends in numbers passing the licensure examinations 2.4 Professional outcomes indicators

71 Most Critical Issues 3. Quality assurance mechanisms: 3.1 Extent of international benchmarking of professional standards 3.2 Compliance with international standards 3.3 Extent of performance-based professional assessment and accreditation

72 Most Critical Issues 3. Quality assurance mechanisms: 3.4 Relative effectiveness of mechanism for the provision of CPE/CPD 3.5 Relative efficiencies/inefficiencies in the legal, regulatory, institutional framework of regulation

73 Situational Analysis Regulatory Mechanisms Data on Nursing Profession Identify Policy Options, Strategies, Priority Actions Improve Education and Training of Nurses

74 ASEAN 2015 Expectations of Professionals in the Workplace (ILO, 2006) 1. Autonomy 2. Responsibility accountability 3. Complexity 4. Workplace environment 5. Choice and range of contingencies 6. Discretion and judgment

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76 Opportunities for Nurses in the Global Workplace Starting 2014, all graduates of CMO No. 14 will no longer be required to serve a one-year tertiary hospital experience in Belgium and will only present the PRC Identification Card.

77 Opportunities for Nurses in the Global Workplace The Philippine Nursing Curriculum has been recognized as comparable with the European Nursing Curriculum HBO 5 Levels and with the EU Directives 2005/36

78 Opportunities for Nurses in the Global Workplace Germany announced 500 job vacancies for Filipino nurses until 2014 under the Bilateral Agreement with Germany on the Placement of Filipino Health Professionals in Employment Positions in the Federal Republic of Germany

79 Opportunities for Nurses in the Global Workplace Monash University of Australia has established a partnership with the PRC to enable RNs to practice in Australia as Division 1 Registered Nurses.

80 Opportunities for Nurses in the Global Workplace Under the Philippine Japan Economic Partnership Agreement (PJEPA), training will be offered to Filipino Nurses at the expense of the hiring institution or facility.

81 PRC Quality Assurance Program Review the framework and contents of the licensure examinations of each of the professions to be outcomes- based from the present competency-based format Review the guidelines in the accreditation, monitoring, evaluation system and implementation of CPE providers and programs Align with the domains of the PQF and use as a basis international standards and best practices Pursue transparent systems and processes Be responsive to the needs of the industry here and abroad

82 The PNA, as the accredited professional organization, is PRC and BON s partner in pursing quality assurance thrusts through its CPE/CPD initiatives

83 Very Appropriate Theme Windows of Opportunities for Global Nursing Practice. Thank you very much for your kind attention!