Lesson Proper for Week 13

4.1 Objective 1

CURRICULAR FRAMEWORK

K to 12 Basic Education Program: An Overview

Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its
learners. These include the cognitive skills of critical thinking, problem-solving and creative thinking; the
social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self-
management skills of self-monitoring and self-direction, as well as task or project management skills,
and personal characteristics which are part of ethics, civic responsibility and accountability.

The Curricular Philosophy of the K to 12 PE Curriculum

Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value,
knowledge, skills and experiences in physical activity participation in order to (1) achieve and maintain
health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an
understanding of why HRF is important so that the learner can translate HRF knowledge into action.
Thus, self-management is an important skill. In addition, this curriculum recognizes the view that fitness
and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g.
school, community and larger society) into consideration. This curricular orientation is a paradigm shift
from the previous sports-dominated PE curriculum aimed at athletic achievement.

Move to learn is the context of physical activity as the means for learning, while Learn to move

embodies the learning of skills, and techniques and the acquisition of understanding that are requisites
to participation in a variety of physical activities that include exercise, games, sports, dance and
recreation.

Learning Outcomes

The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating
information, making informed decisions, enhancing and advocatingtheir own and others’ fitness and
health. The knowledge, understanding and skills underpin the competence, confidence and commitment
required ofall students to live anactive life for fitness and health.

The K to 12 PE Curriculum prioritizes the following standards:

1. Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness.

2. Competence in movement and motor skills requisite to various physical activity performances.

3. Valuing physical activities for enjoyment, challenge, social interaction and career opportunities.
4. Understanding various movement concepts, principles, strategies and tactics as they apply to the
learning of physical activity.

K to 12 BASIC EDUCATION CURRICULUM

K to 12 Physical Education Curriculum Guide May 2016 Page 3 of 67

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that
have been delivered to schools

Learning Approaches

Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the
learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement. This progresses to an understanding
of the ‘why’ of the movement which is achieved by developing more mature movement patterns and
motor skills in a wide range and variety of exercise, sports and dance activities to specifically enhance
fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals and
monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate
how well they have integrated this their personal lifestyle. This implies the provision of ongoing and
developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the
knowledge, understanding and skills necessary to maintain and enhance their own as well as others’
fitness and health through participation in physical activities.

The curriculum also allows for an inclusive approach that understands and respects the diverse range of
learners; thus, the program takes into account their needs, strengths and abilities. This is to ensure that
all learners have equivalent opportunities and choices in Physical Education.

The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing
the learners’ understanding of how the body responds, adjusts and adapts to physical activities. This will
equip the learner to become self-regulated and self-directed as a result of knowing what should be done
and actually doing it; is the learners are equally confident in influencing their peers, family, immediate
community, and ultimately, society. These are all valuable 21st century skills which the K to 12 PE
Curriculum aspires for the learners to develop.

Learning Strands

The program has five learning strands:

1. Body management which includes body awareness, space awareness, qualities and relationships of
movements and how these are used dynamically in various physical activities.

2. Movement skills related to the fundamental movement patterns and motor skills that form the basis
of all physical activities.

3. Games and sports consisting of simple, lead-up and indigenous games; as well as individual,

dual and team sports in competitive and recreational settings.

4. Rhythms and dances include rhythmical movement patterns; the promotion and appreciation of
Philippine folk dance, indigenous and traditional dances as well as other dance forms.

5. Physical fitness includes assessment through fitness tests and records, interpreting, planning and
implementing appropriate programs that support fitness and health goals.

The acquisition of physical literacy serves as the foundation for lifelong physical activity participation
which is critical to maintaining and promoting health.

Thus, the health strand in the senior high school (SHS) is seamlessly integrated in the PE curriculum. This
strand optimizes the learner’s potential for health and wellbeing and contributes to building healthy,
active communities. Thus, the course title, Health-optimizing PE or H.O.P.E

Physical fitness can be a key component of a healthy lifestyle. This is why P.E. is a key subject in all the
leading universities in the world. When regular fitness activities are included in the lifestyle of a student,
it is possible for them to maintain fit. Regular physical activity can help to improve the absorption of
nutrients in the body. It also helps to improve cardiovascular health and develop muscular strength.

a. The heart plays an important role in pumping blood to the entire body. When students remain
inactive throughout the day, they can be at a risk of various cardiovascular issues.

b. Improvement of academic performance

Sports activities help to reinforce knowledge learned in other subjects. For instance, one of the benefits
of P.E. includes helping students to do better in social studies.

c. Social assimilation

The activities that children engage in during P.E. can help in the improvement of social interaction.
These kinds of social activities continue to play an important role in the growth of a student. For
instance, sports can be used to engage young people and instill positive characters in them. Students
have the opportunity to take leadership roles in sports activities and this helps them to develop
leadership skills.

d. Reduces the levels of stress

Students are pressurized to perform better in these subjects. Even after spending hours in the
classroom, they get a lot of homework to tackle away from the student. This means that they have no or
little time to play at home as they have to do their homework. Therefore, physical activity can be an
outlet for getting rid of stress and anxiety. It can also facilitate emotional resilience and stability.

e. Helps students focus

They require more than one break in a day if they focus their attention on books. This is why physical
education is necessary. When students engage in P.E., they are able to burn the excess pent up energy.

f. Learn the importance of working out

Students usually learn by observing others. They require someone who can act as a role model and help
them to exercise. P.E. is a good way of teaching your children the need for exercising on a daily basis.

g. Health and nutrition

Nutrition is one of the elements of P.E. One of the key benefits of P.E. is that it helps students to
understand the importance of proper nutrition.

h. Instill positive behaviors

The moral development of a student can be impacted by quality physical education. With P.E., students
get the opportunity to work as a team, question actions by their peers and accept responsibilities for
their own actions.
Lesson Proper for Week 14

4.1 Objective 1

Three Goals of Teaching Physical Education

In schools for all ages, the physical education program is responsible for helping students learn the value
of activity for health, recreation, social interaction, and more. Here’s what you should aim for when
outlining goals as a physical educator, or organizing a school P.E. department.

1. Teaching Essential Body Management Skills

The most well-known goal of any physical education class is to promote movement – but there’s more
to this aspiration than breaking students out of a stationary lifestyle. P.E. classes teach children skills
that they will use throughout their entire lives.

For many younger children, physical education classes offer their first chance to learn about the
relationships between nutrition, exercise, and health, while acquiring basic body management skills such
as:

The ability to stop and start on signal

Spatial awareness

Body part identification

Balance and control

Though these skills may not seem as crucial as literacy and numeracy, the absence of them can result in
sedentary children who feel too “clumsy” to engage in any regular activity. After time, the inability to
develop mature motor skills can cultivate sedentary adults, who struggle to achieve career goals or lack
self-confidence.

2. Promoting Physical Fitness as Fun

Quality instruction from dedicated educators helps children develop fundamental motor patterns. But
it’s also important for teaching students that being active can be a fun, natural habit.

The more that young student considers physical fitness a natural part of their daily schedule, the more
likely they are to be engaged in fitness as they age – leading to a healthier lifestyle. One in three children
is overweight in America, and youngsters who enjoy physical activity are the ones most likely to be
active in the future.
3. Developing Teamwork, Sportsmanship, and Cooperation

Physical education allows children to experience healthy social interactions, teaching cooperation
through group activities, and encouraging teamwork through identification as one part of a team. These
social skills stay with children throughout their lives, increasing the chance that they’ll become involved
in their communities, take leadership roles, and build lasting relationships. Social skills develop
confidence, contributing to academic performance and mental health.

4.2 Objective 2

Physical Education is "education through the physical". It aims to develop students’ physical competence
and knowledge of movement and safety, and their ability to use these to perform in a wide range of
activities associated with the development of an active and healthy lifestyle. It also develops students’
confidence and generic skills, especially those of collaboration, communication, creativity, critical
thinking and aesthetic appreciation. These, together with the nurturing of positive values and attitudes
in PE, provide a good foundation for students’ lifelong and life-wide learning.

· Build on strengths to inspire curriculum changes in the light of the new educational trend;

· Cultivate in students generic skills, positive values and attitudes, in addition to physical
competence, for lifelong and life-wide learning; and

· Encourage schools to make flexible use of time, space, resources and facilities available to enrich
their school-based curriculum.
Lesson Proper for Week 15

4.1 Objective 1

Following are the objectives of physical education, enlisted by any institution or thinker:

1. According to Bucher: Charles A. Bucher listed the objectives under five headings:

i. Physical development objective

ii. Motor and movement development objective
iii. Cognitive and mental development objective
iv. Social development objective
v. Effective development objective.

2.The Committee on Objectives of the American Physical Education Association (1934) listed five

objectives:

i. Physical fitness
ii. Mental health and efficiency
iii. Social-moral character
iv. Emotional expression and control
v. Appreciation.

3. According to Nash: Nash (1948) listed four developmental objectives:

i. (0 Organic development
ii. (it) neuromuscular development
iii. (iii) Interpretive development
iv. (iv) Emotional developments.

Objectives in General

1. Improvement in the Fields of Education:

Today, physical education is required part of most school curricula, and a number of colleges and
universities offer degrees in the field. Physical education classes generally include formal exercises,
sports, and contests; although an increasing emphasis has been given to such Asian techniques as yoga,
karate, and judo. The American Alliance for Health, Physical Education, Recreation and Dance (founded
1885) is concerned with improving its fields of education and with increasing the public’s knowledge and
appreciation of physical education.
2. Improvement in Life-Style and Social Relationship:

Studies in the Health and Physical Education learning area provide the potential for a better quality of
life for all students, now and in the future.

Effective interpersonal skills are essential for participation in meaningful and fulfilling relationships in
family, school, recreation, work and community contexts. Interpersonal skills such as assertive
communication, negotiation, conflict resolution, cooperation and leadership enable students to act
responsibly and contribute effectively to groups and teams.

3. Individualistic Improvements:

(a) Organic Development:

The development of young people in an increasingly complex and diverse society can be characterized
of unhealthy behaviors by various sources.

The Health and Physical Education learning area empowers students to critically evaluate the
opportunities and challenges associated with living in modern society and teaches them how to take
action to avoid injury or reduce threats to their health and well-being. Without the benefits provided by
this learning area, individuals face a reduced quality of life and society increasing health care and social
costs.

(b) Neuro-Muscular Development:

Students require movement, skills in order to perform competently in physical activities. Experience in
fundamental movement skills in the early years of schooling supports the development of more specific
skills in later childhood and participation in sport and recreation as lifelong pursuits.

Students who enjoy, participate in, appreciate and are skillful in play, games, sports, dance and outdoor
recreation develop confidence and self-esteem.

(c) Personality Development: Sports and physical education have great role in an individual’s personal
development. Through participation in sport, recreation and other physical activities, students improve
their physical skills and fitness, and become aware of the important role that motivation, enthusiasm,
initiative, self-discipline, self-respect, cooperation and the assumption of responsibility play in the
maintenance of healthy society.

4. Improvement in the Sense of Responsibility:

Improving students’ knowledge about health issues and practices does not guarantee they will lead
healthy lifestyles. However, students who are able to identify and develop their own attitudes and
values associated with leading a healthy lifestyle are better equipped to make personally and socially
responsible decisions.

4.2 Objective 2

The objective of “Physical Education” discipline (thematic learning modules: “Physical Education”,
“Applied Physical Education”) is to develop a comprehensive outlook of an individual with a strong civic
position, moral qualities, sense of responsibility, an independent, initiative, tolerant person who is able
to successfully socialize and to use different forms of physical education and sports in daily life to
protect his or her own health and promote effective professional activities.

The purpose of the discipline is:

· understanding the meaning of physical education for an individual development and improving
general health for professional activity;

· fostering motivational attitude to the physical education, healthy lifestyle and regular exercising;

learning special knowledge, practical skills, which provide health protection, form compensatory
process, correct present health abnormalities, provide mental prosperity, development and
improvement of psychophysical skills, form professional qualities of an individual;

· body’s adaptation for physical and mental workload and also at the increasing of the capability of
physiological systems as well as raising of the resistance of immune defenses;

· learning the methodology of formation and taking health exercises independently, the methods of
self-control while exercising, hygiene rules and sound schedule for work and rest;

· learning how to resist unfavorable factors and working conditions, decreasing fatigue during
professional activities and raising the quality of results.

Physical Education is provided over the whole period of students’ study and is realized in following
forms:

· Classes, which are the main form of Physical Education. According to the curriculum of Physical
Education discipline, students of 1-3 academic years have 4 academic hours of PE classes per week
during the whole period of their theoretical studies (“Physical Education” and “Applied Physical
Education” units);

· Doing different kind of sports in specialized clubs;

· Students do sports and tourism independently (running club, tourist club etc.);

· Physical exercising during a working day;

· Mass health, fitness and extra curriculum sports events (walks, sport games, swimming,
backpacking tours, cross-country running, sports competitions etc.);

Four objectives of physical education are improved physical fitness, appreciation of physical activity,
sportsmanship development and improved social skills.

Improved Physical Fitness

Physical activity can help prevent an early death and reduce the risk of health issues like heart disease,
diabetes, stroke, high blood pressure, falls and certain types of cancer. Children who are exposed to
physical education tend to be more active, which helps set them up for a lifetime of good physical
health.

Appreciation of Physical Activity

Physical education encourages an appreciation of physical activity in all children, even those who don’t
fit into those categories. Quality education teaches young minds that physical activity is beneficial in
many ways.

Sportsmanship Development

Physical education can help teach sportsmanship, teamwork and cooperation with other people. Those
who participate in physical education learn to respect personal space as well as other people’s abilities.
They also learn to work together to reach a common goal and how to follow rules for fair play with other
people.

Improved Social Skills

Not only does physical education teach students how to be good sports, but it can also lead to improved
social skills. Interpersonal skills learned in a gym or on a field often translate into other aspects of life,
improving social skills in the classroom, at work, within families, within communities and in other
recreational settings. Students may learn how to negotiate better, they may communicate better, they
may take leadership roles and they’ll have the ability to resolve conflicts in a fair manner.

More objectives of physical education

Body Awareness

Physical education helps individuals become more aware of their own bodies, including their abilities
and limitations. Students learn how certain activities impact others, such as stretching before running to
prevent injury.

Skill Development

Skill development is a major part of physical education, especially with younger students. This includes
developing locomotors skills, like running, jumping, walking, skipping and leaping, as well as non-
locomotor skills, like balancing, pushing, pulling, bending, stretching, twisting and turning. Other skills
developed may include handling a ball or other physical objects and positioning and moving the body
during particular activities, such as how to move the arms and legs while swimming certain strokes.

Personality Development

Physical education can help improve a student’s personality as well as their physical fitness. Participating
in sports and physical activities can help improve traits like motivation and enthusiasm. It can improve
confidence and self-esteem and even create higher levels of self-discipline. These personality changes
typically improve performance in school, work and social settings.
Lesson Proper for Week 16

4.1 Objective 1

"TECHNICAL-VOCATIONAL EDUCATION AND TRAINING (TVET) is the education or training process where
it involves, in addition to general education, the study of technologies and related sciences and
acquisition of practical skills relating to occupations in various sectors of economic life and social life,
comprises formal (organized programs as part of the school system) and non-formal (organized classes
outside the school system) approaches."

The education system in the Philippines embraces formal and non-formal education. It is closely related
to the American mode of education but differs in the number of school years as other countries have 12
years basic education. In the country however, elementary education is composed of 6 years and
secondary education is 4 years which together with the tertiary education comprise the formal
education system.

On the other hand, non-formal education includes education opportunities, even outside school
premises, that facilitate achievement of specific learning objectives for particular clienteles, especially
the out-of-school youths or adult illiterates who cannot avail of formal education. An example is
functional literacy programmes for non-literate and semi-literate adults which integrate basic literacy
with livelihood skills training. TVET provides education and training to prepare students and other clients
for employment. It also provides specific skills training for those who are already in the labor market and
need to upgrade or develop new competencies to enhance chances for employment and/or improve
productivity.

The overarching short-term and long-term objective of Technical and Vocational Education and Training
(TVET) in the Philippines is to ensure national development through accelerated human capital
development by providing lifelong learning opportunities for all.

TVET CONTRIBUTION TO SUSTAINABLE DEVELOPMENT

Technical and Vocational and Education and Training (TVET) must play important roles in implementing
and promoting sustainable development. TVET institutions are major suppliers of workforce who will be
in the forefront in dealing directly with sustainable issues
 Technical and Vocational Education and Training (TVET) serves multiple purposes. A key purpose is
preparation of youth for work. This takes the form of learning and developing work related skills and
mastery of underlying knowledge and scientific principles. Work is broadly defined and therefore refers
to both formal employment and self-employment. To support self-employment, TVET curricula often
include entrepreneurship training. Related to this is the social reproduction and transformation of
occupational and vocational practices.

4.2 Objective 2

A related role is continuing professional development. The rapid technological changes demand that
workers continuously update their knowledge and skills. Unlike the past where a job could be held for
life, it is common place to change vocations several times. TVET enables that flexibility in two ways. One
is providing broad based technical knowledge and transversal skills on which different occupations can
be based on. The second is providing continuing vocational training to workers. In contrast with the
industrial

paradigm of the old economy, today's global economy lays the onus on the worker to continually
reinvent himself or herself. In the past, workers were assured of a job for life, with full-time
employment, clear occupational roles and well established career paths.

This is no longer the case. The knowledge dependent global economy is characterized by rapid changes
in technology and related modes of work. Often, workers find themselves declared redundant and out
of work. TVET today has the responsibility of re-skilling such workers to enable them find and get back
to work Apart from providing work related education, TVET is also a site for personal development and
emancipation. These concerns the development of those personal capacities that relate to realizing
one's full potential with regard to paid or self-employment, occupational interests, and life goals outside
of work. At the same time TVET seeks to enable individual overcome disadvantages due to
circumstances of birth or prior educational experiences

The training and development of the Filipino workforce for skilled employment is provided mostly by
Technical-Vocational Education and Training (TVET) institutions. There are 4,510 TVET providers in the
Philippines today, 62% of which are private and 38% are public. Among the TVET providers mentioned, a
total of 3,294 public and private schools and training centers are registered under TESDA’s (Technical
Education and Skills Education Authority) Unified TVET Program Registration and Accreditation System
(UTPRAS). UTPRAS is a mechanism installed by TESDA to ensure that programs offered to the public are
quality assured and comply with the minimum standards set forth by the government. On the other
hand,
922 companies are participating in the apprenticeship and Learnership programs and likewise have their
programs registered under the UTPRAS. The TVET trainer is central to the delivery of various TVET
programs in the Philippines. It is in this regard that the quality of technical education and skills training
becomes crucial. Since the creation of both TESDA and the Commission on Higher Education (CHEd) in
1994, the provisions of teachers and trainers that matches technological as well as the methodological
challenges of the of the courses (or in TESDA’s case sector or occupation training) being offered. Teacher
training for Pre-service Teachers in elementary and high school is offered in college, and graduate and
post graduate studies equip higher education instructors, the need for trainer’s training methodology
that matches TVET has become crucial and challenging. In the beginning, any adult educators in the
Philippines do not hold qualifications for their activities they carry out as part of their work. Their
competencies are acquired at work, by informal exchange of ideas exchange of experiences, by reading
etc. and not in formal learning settings that lead to qualification.
Lesson Proper for Week 17

4.1 Objective 1

Objectives for TVET Trainers:

1. Enumerate the competency requirements at different qualification levels of TVET Trainers.

2. Be motivated to pursue continuous self-development in competencies related to the competency

requirements at various qualification levels of the technical-vocational education and training.

3. Demonstrate and be certified on the required competencies of a given qualification level prior to
performing role specific to that level.

TVET Trainer

A TVET Trainer is a professional who enables a learner or a group of learners to develop competencies to
performing a particular trade or technical work. Towards this end, a TVET Trainer may assume various
roles such as training facilitator, competency assessor, training designer and developer and training
supervisor.

Coverage:

1. Targets all TVET Trainers of with Training Regulation (WTR) registered programs such as those in the
private TVET Institutions, Public Schools and Training Centers, enterprises providing learner ship and
apprenticeship programs and TESDA Technology Institutions

2. Includes definition of qualification, competency standards, curriculum, training standards, and

assessment and certification procedures

3. Competency standards based on the functions of training delivery, competency assessment, training
design/development and training supervision. Technical Vocational Education Training (TVET) program –
The Philippines

QUALIFICATION FRAMEWORK:

General Guidelines

1. The Framework shall consist of four (4) levels corresponding to the different roles assumed by
trainers. These are: Trainer Qualification Level I for Trainer/Assessors; Trainer Qualification Level II for
Training Designers/Developers; Trainer Qualification Level III for Training Supervisors and Mentors; and,
Training Level IV for Master Trainer.

2. Those being certified in Levels I and II must be specialists in the areas of competencies they will
facilitate while those being certified in Levels III and IV must be both specialists and generalists.
3. The trainer curriculum specified in this program is an enabler and is intended to facilitate trainer

development through the various qualification levels. Taking the various courses under the curriculum
is not a strict requirement as the trainer may acquire the required competencies through other means.

4.While there is an implied progression in the qualification levels, any trainer who feels competent and
qualified for a particular level may, without necessarily being certified in the previous levels, apply for
assessment and certification for that level, provided that the level’s entry requirements for certification
has been satisfied.

5. The educational requirement as entry requirement for certification may be waived through
demonstration of the following equivalent competencies:

a. Bachelor’s Degree

i. Oral and written English communication

ii. Quantitative and Qualitative Analysis

iii. Verbal Reasoning

b. Master’s Degree

i. Leadership

ii. Research Project

Qualification Levels:

Qualification Levels Trainer Trainer Trainer Trainer

Qualification I: Qualification II: Qualification III: Qualification IV:

Trainer/Assessor Training Designer/ Training Mentor Master Trainer

Developer

Definition Conducts technical Designs and Supervises, Extends the body of

training and develops develops and knowledge in the
competency curriculum, courses mentors technical field of technical
assessments and instructional trainers vocational
materials education and
training.

Entry Requirements · BS Graduate or · BS Graduate or · BS Graduate or · MS Graduate or

Equivalent Equivalent Equivalent Equivalent

· Certified in · Certified in the · Certified in the · Certified

highest available NC highest available NC
NC Level that will be NC Level that will
Level in the Training Level in the Training
 handled be handled Regulation Regulation

· With portfolio · With portfolio · With portfolio

of relevant actual of relevant actual of relevant actual
work outputs work outputs work outputs

Basic Competency 1. Communication

Requirements
2. Apply math and science principles in technical training

3. Apply environmental principles and advocate conservation

4. Utilize IT Applications in technical training

5. Work in teams

6. Apply work ethics, values and quality principles

7. Work effectively in vocational education and training

8. Foster and promote a learning culture

9. Ensure a healthy and safe learning environment

10. Maintain and enhance professional practice

11. Appreciate cost-benefits of technical training

12. Understand and analyze global labor markets

Trainer Trainer Trainer Trainer

Qualification I: Qualification II: Qualification III: Qualification IV:

Trainer/Assessor Training Designer/ Training Mentor Master Trainer

Qualification Levels Developer

Trainer’s Course on Training Course on Training Course on Continuing

Methodologies and Design and Supervision and Professional
Curriculum
Assessment Development Development of Education
Trainers

Core 1. Plan 1. Facilitate 1. Facilitate 1. Institutionalize

Competency Training Development of development and TVET systems and
Requirements Sessions competency review of training processes
standards policies and institutions/enterprises
2. Facilitate
procedures
learning 2. Conduct 2. Conduct research
Sessions Training Needs 2. Develop and on TVET
Analysis execute training plans
3. Supervise 3. Promote, advocate
 Work-Based 3. Develop 3. Prepare and and strengthen industry
Learning training curriculum manage training and TVET linkages
budgets
4. Conduct 4. Develop 4. Provide professional
Competency learning materials 4. Nurture and development to TVET
Assessment capacitate trainers/ experts
5. Develop
assessors
5. Maintain assessment tools
Training 5. Evaluate
6. Design and
Facilities trainers/assessors
Develop
performance
6. Utilize maintenance system
electronic of training facilities 6. Lead and
media in Coordinate training/
7. Develop Learning
facilitating assessment
Materials for e-
training evaluation
learning
7. Facilitate
assessment
moderation

8. Lead and
coordinate
training/assessment

4.2 Objective 2

The Philippine National Qualifications Framework The PNQF has been developed to establish a coherent
national and internationally benchmarked structure for all qualifications awarded in the Philippines. The
PNQF covers all levels of formal education from the completion of the high school diploma; to
certificates for initial entry to the workplace through to doctoral degrees. All qualifications listed on the
PNQF are quality assured so that there may be national and international confidence not only in their
academic and skill standards, and their vocational relevance, but also in the quality of teaching,
assessment and the valid awarding of the officially recognized Philippine national qualification.

The Training Regulations (TRs) are being developed in consultation with industry leaders and
promulgated by the TESDA Board. The training regulations consist of the competency standards, training
standards and assessment and certification arrangements. They serve as the bases for the development
of curriculum and instructional materials and competency assessment packages for competency-based
technical education and skills development. They spell out the over-all parameters by which programs
are qualified and registered. The development of TRs takes into consideration four (4) essential
components of training delivery: the curriculum, the qualification of trainers, the tools and available
equipment and training facilities. Currently, there are 72 Training Regulations promulgated and rolled
out for adoption by the TVET providers. Sixty-two (62) Training Regulations are for development in 2006.
The Unified TVET Programs Registration and Accreditation System (UTPRAS) is a regulatory mechanism
by which TVET programs are quality assured by TESDA. All providers offering TVET programs are
mandated to comply with the set of standards for TVET provision. This process involves compulsory
registration of programs in compliance with the standards prescribed in TR and competency based
system; and voluntary accreditation. As of December 2005, there were already 13,098 programs
registered nationwide.

Technical and Vocational and Education and Training (TVET) must play important roles in implementing
and promoting sustainable development. TVET institutions are major suppliers of workforce who will be
in the forefront in dealing directly with sustainable issues. Referring to the definition that sustainable
development consists of three pillars: economic, socio-cultural, and environmental development, these
should be considered as whole and TVET policy and practices should not neglect any of the three.
Neglecting the economic development may mean that the initiative is unattractive for funding donors or
investors. Ignoring the environmental sustainability can be interpreted that the initiatives may only
focus on the short-term benefits and is irresponsible morally and socially. Excluding the socio cultural
development cannot attract the local people and may cause of losing the local identity. To incorporate
the three pillars, TVET should embrace the green technology that is economically feasible and
environmentally friendly. If TVET cannot create the new green technology, at least it should be able to
support and adopt the technology by preparing the future workforces who are aware and capable of
handling the technology. This paper was written on the thesis that TVET can be a leading education and
training in achieving sustainable development. Many roles that TVET institutions and stakeholders can
play, including creating awareness and be the agent that promotes SD in its daily practices. TVET can
also lead by creating workforce that support green technology and implementing regulatory or
monitoring tools to assess the ³sustainable´ practices. These ideas should be integrated in TVET
curriculum, learning contents, teaching-learning processes, and also reflected in school policies and
practices. TVET institution can be the source of inspiration for sustainable development. Thus TVET is
not only teaching education for sustainable development but practicing through its policies and
practices. There are some potential issues and challenges that TVET institutions may face in executing
those ideas. It requires strong commitment from top management and stakeholders, innovative ideas
that can be accepted by the stakeholders and feasible economically, socially, and environmentally. The
use of ICT for enhancement and proliferation of initiatives is possible in these days that can speed up the
process and reach wider community.