PQF Level 5

(Diploma)
Programs
Packaging Rules

REDILYN C. AGUB
Chief TESD Specialist, eTESDA
Table of Contents
Section Section 1. PQF Level 5 (Diploma) Program Framework  

Section Section 2. Minimum Standards 

Section Section 3. Rules and Requirements in Packaging PQF Level 5 (Diploma) Programs

Section Section 4. Program Documents

Section Section 5.  Learner’s Entry Requirements

Section Section 6. Faculty Qualifications

Section Section 7. Assessment Arrangement

Legal Basis
RA 10968, otherwise known as the Philippine Qualifications Framework (PQF) Act
Section 1:
 

Program Framework
 Context of the 17 PLOs for PQF
Level 5 (Diploma) Programs

PLO  1  2  3  4  5  6  7  8  9  10  11  12  13  14  15  16  17 

PQFL5
Descriptors 
Sydney Accord 
21st Century
Skills 
Nationalism &
Global
Citizenship 
 Lev Descriptor
s
5
el
Knowledge, Skills, & Values Degree of Independence

Knowledge and skills that are mainly

theoretical and/or abstract with In conditions where there is a broad
significant depth in some areas guidance and direction, where
Application
together with wide-ranging, specialized judgment is required in planning and
technical, creative and conceptual selecting appropriate equipment,
skills. Applied in activities services, and techniques for self and
that are supervisory, others.
Perform work activities demonstrating complex, and non-
breadth, depth, and complexity in routine which require Undertake work involving participation
planning and initiation of alternative an extensive in the development of strategic
approaches to skills and knowledge interpretation and/or initiatives, as well as personal
applications across a broad range of adaptation/innovation. responsibility and autonomy in
technical and/or management performing complex technical
requirements, evaluation and operations or organizing others.
coordination.
 21st Century Skills
1. Manage and Sustain High Performing Teams;
2. Manage and sustain communication;
3. Lead and present ideas and practical suggestion to
appropriate people on how improvements could be made;
4. Evaluate higher order thinking skills and adjust problem
solving patterns;
5. Manage and evaluate workplace policies and procedures
relevant to the workplace;
6. Develop system in managing and maintaining information;
7. Shape and sustain strategic thinking and attitudes toward
common good;
8. Establish, manage and sustain OHS program relevant to the
workplace; and
9. Develop a high performing entrepreneurs.
 Sydney Accord Graduate Attributes:

Apply knowledge of mathematics, In aid of systems design addressing Select and apply appropriate
science, engineering fundamentals and identified technology problems, techniques, resources, and modern
Apply Professional ethics and
an engineering specialization to conduct the following: Identify engineering* and IT tools, including
responsibilities and norms of
defined and applied technology problems, conduct research, prediction and modelling, to broadly
engineering technology practice;
procedures, processes, systems or investigations and experiment, come defined engineering* activities, with
methodologies. up with conclusion and solutions; an understanding of the limitation;

Communicate effectively on broadly

defined engineering activities with the
Understand the impact of engineering Demonstrate understanding of the
engineering community and with
technology solutions in societal and societal, health, safety, legal and Function effectively as an individual,
society at large, by being able to
environmental context and cultural issues and the consequent and as a member in diverse technical
comprehend and write effective
demonstrate knowledge of a need for responsibilities relevant to the teams;
reports and design documentation,
sustainable development; engineering technology practice;
make effective presentations and give
and receive clear instructions;

Demonstrate knowledge and

understanding of engineering
management principles and apply Recognize the need for and the ability
these to one’s own work, as a member to engage in independent and life-long
and a leader in a team. and to manage learning in specialist technologies.
projects in multidisciplinary
environments; and
TVET Qualifications Mandatory Courses Courses On-the-Job Training
NSTP
- ROTC
At least 12 - CWTS • General Education (Semestral/Summer)
qualifications within - LTS • Technical and Non- Technical Skills
a sector or discipline Physical Education   Technical Courses Managerial

 Collegiate destination
Diploma + 1 year =       4-year BS Course
Diploma + 2 years =     5-year BS Course
Section 2:
 

 Minimum Standards
 Original Curriculum Map

PROGRAM LEARNING
OUTCOMES (PLOs)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Course A                             
Course B                            
Course C                           
Course D                            
Course E                              
Course F                             
COURSES

Course G                            
Course F                             
Course G       
Course H     
Course I              I         I      
Course J                            
Course K                           
Course L                            
Course M  
Course N   
Course O   
Course P 
Course Q 
 PQF Level 5 (Diploma) Programs Curriculum Maps

Course Outcome 1
Course1 Course Outcome 2
Course Outcome 3
Course Outcome 1
Course Outcome 2
Course 2
Course Outcome 3
Course Outcome 4

Course Outcome 1
Course 3
Course Outcome 2
Course Outcome 3
Course Outcome 1
Course Outcome 2
Course 4
Course Outcome 3
Course Outcome 4
Course Outcome 1
Course Outcome 2
Course 5 Course Outcome 3
Course Outcome 4
Course Outcome 5
Course Outcome 1
Course 6 Course Outcome 2
Course Outcome 3
Course Outcome 1
Course Outcome 2
Course 7 Course Outcome 3
Course Outcome 4
Course Outcome 5
Principles
• All course outcomes are stated learner-centered
and SMART.
• The PQF Level 5 (Diploma) Program adopts ALL of
the 17 PLOs and their corresponding PIs.
• Each of the 17 PLOs should be Introduced,
Enhanced and Demonstrated through the courses
(subjects) offered.
• Each of the 82 PIs of the PLOs should be
correspondingly satisfied/attained by course
outcomes.
 
Section 3:  

 Rules and Requirements for

Packaging 
 • Relevance to Community Needs
• Industry Consultation
• Flexibility
• Inclusiveness

Rules and • Academic Freedom

• Breadth and Depth
Requirement • Alignment with Policies, Standards and
s for Guidelines (PSG)

Packaging  • Establishment of School Board for Diploma

Providers
• Articulation and Credit Transfer
• On-the-Job Training (OJT) /Supervised
Industry Learning (SIL)
• Partnership with HEIs
Section 4:
 

 Program Documents
 The Program Title
Brief Description of the Program Provider
Program Description
Job Titles
Program Learning Outcomes
Program Program Duration

Documents Program Framework

Curriculum Outline
Course Specifications
Program Curriculum Map 
Memorandum of Agreement
Program Schedule
 PQF Level
The
Program Sector/discipline
Title
Destination course
 vision, mission and goals

Brief
Descriptio
n of the course offerings
Program
Provider
Information about partners
(industry and Higher
Education Institution)
 focus of the program, 

Program
major skills and tasks to be
Descriptio
performed by its graduates,
n
Objectives (general and
specific)
 Job titles of the
Diploma graduate

Job Titles Job titles of

qualifications
Arranged from the
highest to entry
level
 17 PLOs
Program
Learning
Outcome
s Institutional
Learning
Outcomes
 No. of years
Program No. of
Duration semesters
No. of summer
Program Framework

RANGES; BREADTH

5 Learning outcomes *Learning outcomes * Learning outcomes * Learning outcomes

LEVELS; DEPTH

*Learning outcomes *
4 Learning outcomes *Learning outcomes *
Learning outcomes *Learning outcomes *Learning outcomes *Learning outcomes *Learning
3 outcomes *
Learning outcomes *Learning outcomes *Learning outcomes * Learning outcomes * Learning
outcomes *Learning outcomes *
2 Learning outcomes *Learning outcomes *
Learning outcomes *Learning outcomes *Learning outcomes *Learning outcomes *Learning
1 outcomes *
Events Book Front
Cookery Barten Housek
FBS Manage keepi BPP
ding
ment ng
eeping Office

Hotel and Restaurant Technology

 Qualifications with Training Regulations

General Education and other non-

technical courses
Professional Courses
Curriculu
m Outline Technical Courses

Elective Courses

Mandatory Courses
 Course Specifications
Table 6. Course Specifications

Course Course Course Teaching & Learning Assessment Credit

Related TRs
Title Description Outcomes Strategies Strategies Units

             
             
             
             
             
             
Program Curriculum Map
• Percentage of Satisfaction = (No. of PIs satisfied/82)
• Percentage of Attainment = (No. of PLOs attained/17)
 Design and
Development

Memorandum
of Agreements Implementation
with HEIs

Credit Transfer
 Section 5:  

 Learner's Entry Requirements

 Graduate of K to 12,
regardless of Senior
High School Track; OR
Learner’s
Entry
Requirements Graduate of the 10-
year High School
Curriculum.
Section 6:  

 Faculty Qualifications
 • Combination of trainers and instructors in
Technology and General Education to deliver
contents that address the cognitive, affective,
and psychomotor domains of learning.
• The faculty that will teach the general
education and theoretical courses must have
a bachelor’s degree or major in the course,
and, if possible, must have an NC for the
Faculty laboratory. 
• In the event that the faculty teaching the
Qualification course with the laboratory doesn't have an
s NC, the provision of complementation
agreements maybe done to allow NC holders
from a partner institution to teach the course.
• Preference would be given to a Master's
degree holder in Education, or graduate of
B.S. in Engineering, Hotel and Restaurant
Management, ICT, Industrial Education,
Technical Teacher Education, Secondary
Education, etc.
Section 7:  

 Assessment Arrangement
 A. Institutional Competency Assessment
Institutional Competency Assessment shall be
conducted prior the graduation of PQF Level 5
(Diploma) Programs wherein Portfolio
Assessment will be the method of Assessment.
The following documents shall be assessed: 
• Formative Assessment – Evidences of the
Assessment course outcomes per term as reflected in the
Course Specifications (syllabus)
Arrangemen • Summative Assessment

t i. At least 12 National Certificates (per

PTCACS on relevant National
Competency Assessment on courses with
technology contents)
ii. Technology Research (Thesis)
iii. OJT/SIL/Immersion Certificates
iv. NSTP Certificate
B. National Competency Assessment for PQF
Level 5 (Diploma) Program