TESDA CIRCULAR

Page No. 1 of 9 pages

SUBJECT: Implementing Guidelines for the Program
Under PQF Level 5 (Diploma) Pilot
Number , series of 2017
Date Issued: Effectivity:
Supersedes:
June 23, 2017 Immediately

In the interest of service, the following implementing guidelines are hereby adopted in pursuit of the
development of PQF Level 5 (Diploma) Qualifications to scale up technical education and address the
need to further develop the global competitiveness of the Filipino workers:

I. BACKGROUND/RATIONALE:

The institutionalization of the Philippine Qualifications' Framework (PQF) in 2012, thru Executive Order No.
83, established a coherent national and internationally benchmarked structure for all qualifications awarded
in the Philippines. The PQF, which encourages lifelong learning, is a quality-assured national system for the
development, recognition, and award of qualifications based on the standards of knowledge, skills and,
values acquired in different ways and methods by learners and workers educated/trained in the Philippines.

PQF has 8 qualification levels. Levels 1 to 5 comprise the TVET Qualifications, while levels 6 to 8 are for
Higher Education programs. Each PQF level is described in 3 domains: 1) knowledge, skills, and values; 2)
application; and 3) degree of independence. The descriptors serve as bases in the development of
standards for all levels of education in the country.

Specifically, for PQF Level 5, the descriptors per domain are as follows:

1) Knowledge and 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.
Performance of 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.

2) Application
Applied in activities that are supervisory, complex and, non-routine, which require an extensive
interpretation and/or adaptation/innovation.

3) Degree of independence
In conditions where there is broad guidance and direction and where judgment is required in
planning and selecting appropriate equipment, services, and techniques for self and others. Works
involving participation in the development of strategic initiatives, as well as personal responsibility
and autonomy in performing complex technical operations or organizing others.

Supportive to the thrust for global competitiveness, the Diploma programs covered by this Circular are
described by the agreed/developed seventeen (17) Program Learning Outcomes (PLOs) that are
adherent to the PQF Level 5 descriptors, complemented with the identified 21st Century Skills, and aligned to

Qualification is defined as a package of competencies describing a particular function or job role existing in an economic sector. It
covers the work activities required to undertake a particular job role (Philippine Qualifications Framework, 2017). Qualification covers two
different aspects. Qualification is seen as a certificate, diploma, or title that is awarded by a competent body (such as TESDA for NET
Qualifications); and which testifies that an individual has achieved learning outcomes to given standards. This certificate, diploma, or title
confers official recognition of the value of learning outcomes in the labor market, education, and training. A Qualification can be a legal
entitlement to practice a trade. Qualification is also seen as the knowledge, skills, and aptitudes to perform specific tasks attached to a
particular work position (CEDEFOP, 2012-2015; OECD, 2008; 10, 2007).
L r-

TESDA CIRCULAR
Page No. 2 of 9 pages
SUBJECT: Implementing Guidelines for the Program
Under PQF Level 5 (Diploma) Pilot
Number , series of 2017
Date Issued: Effectivity:
Supersedes:
June 23, 2017 Immediately

the graduate attributes of an Engineering' Technologist based on the Sydney Accord, while at the same time
conscious of the presidential call for nationalism and world citizenship. These PLOs are the following:

1) Apply knowledge of mathematics, science, technology fundamentals, and a technology

specialization to defined and applied technology procedures, processes, systems, or
methodologies. In aid of systems design addressing identified technology problems, conduct
the following: identify problems, conduct researches, investigations and experiments, and
come up with conclusions and solutions;

2) Select and apply appropriate techniques, resources, and modern technology and IT tools,
including, but not limited to, prediction and modelling, to broadly-defined technology-related
activities, with an understanding of the limitations;

3) Communicate effectively on broadly-defined technology-related activities with the technology-

affiliated community and with the society at large, by being able to comprehend and write effective
reports and design documentation, make effective presentations, and give and receive clear
instructions;

4) Demonstrate understanding of the societal, health, safety, legal, and cultural issues and the
consequent responsibilities relevant to technology practice;

5) Understand the impact of technology solutions in a societal and environmental context, and
demonstrate knowledge of and need for sustainable development;

6) Apply professional ethics and responsibilities and norms of technology practice;

7) Function effectively as an individual and as a member of diverse technical teams;

8) Demonstrate knowledge and understanding of technology principles and apply

these to one's own work, as a member and leader in a team and to manage projects in
multidisciplinary environments;

9) Recognize the need for, and have the ability to engage in independent and lifelong learning in
specialized technologies;

10)Lead and present ideas and practical suggestions to appropriate people on how improvements
could be made;

11)Evaluate the application of Critical Thinking (Higher Order Thinking Skills) and adjust Problem
Solving Techniques;

12)Manage and evaluate workplace policies and procedures relevant to the workplace;

13)Develop systems in managing and maintaining information;

14)Shape and sustain strategic thinking and attitudes towards the common good;
15)Establish, manage, and sustain OHS programs relevant to the workplace;
16)Develop high-performing entrepreneurs; and
17)Demonstrate the sense of patriotism, both in the national and global milieu.

For the purpose of adapting the graduate attributes of Engineering Technology of the Sydney Accord in PQF Level 5 (Diploma)
programs, the "engineering" was replaced with "technology" in the PLO listing.
 TESDA CIRCULAR
SUBJECT: Implementing Guidelines for the Program Page No. 3 of pages
Under PQF Level 5 (Diploma) Pilot
Number 331 , series of 2017
Date Issued: Effectivity:
Supersedes:
June 23, 2017 Immediately

Reference is made to Annex A: Context of the 17 Program Learning Outcomes for PQF Level 5 (Diploma)
Qualifications/ Programs. As such, each stated PLO should carry with it the indicated context,

In this regard, the diploma programs ensure that the leamers acquire multiple skills at multiple levels to
enhance their employability, which constitutes four (4) essential characteristics, namely: (1) entry to work; (2)
flexibility at work; (3) opportunity for permanency; and (4) ascent in the hierarchy of the industry. The PQF
Level 5 Qualifications aim to produce technologists (based on the Sydney Accord) and executives.
II. GENERAL OBJECTIVES:

To support the government and the private sector in enhancing the Philippines' global competitiveness
through the development of highly competitive and innovative Filipino workforce by developing WET
programs, aligned with the PQF Level 5 (Diploma) descriptors, complemented with the 21st Century Skills,
and referenced with the Sydney Accord.

Ill. SPECIFIC OBJECTIVES:

1. To develop prototypes of PQF Level 5 (Diploma) Qualifications/programs; and

2, To recommend to the TESDA Board the Packaging Guidelines and/or the Standards for PQF Level 5
Qualifications/Programs.

IV. EXPECTED OUTPUTS:

1. At least one (1) pilot program per region implemented for the PQF Level 5 (Diploma)
Qualification/Program; and
2. Credit transfer scheme between and among TTIs/TVIs, and participating HEls.

V. IMPLEMENTATION STRATEGIES/ARRANGEMENTS:

A. Development of Diploma Level Qualifications/Programs:

1. The 17 Program Learning Outcomes, which are based on the Sydney Accord and the 21st Century
Skills serve as the anchor of the Diploma Programs.
2. A Diploma Curricular Program ensures the integration of the three domains of learning such as
cognitive, affective and psychomotor.
3. UNESCO's Pillar of Learning on Learning to Learn — from general to specific — is the principle
governing the development of the Diploma Curriculum, which intends to develop technologists
and executives with multi-level of multi-skills.
4. The cognitive and affective domains focus on the theoretical foundations and values in the
application of the psychomotor domains that are anchored on the industry competency standards
defined in the Training Regulations.
5, The courses are aligned with the PSG of the Higher Education on the specific sector in order
ensure the credit transfer system.
6. The description of the courses identified specify the scope of what the learner will be learning in
relation to the technology (psychomotor) contents found in the competency standards,
7. The Course Outcomes illustrate alignment with the Program Learning Outcomes as illustrated in
the Outcome Alignment Matrix and the Curriculum Maps, (Annex B)
8. Teaching and learning strategies and assessment criteria are aligned with both the program and
course learse learning outcomes to ensure constructive alignment.
 TESDA CIRCULAR
Page No. 4 of 9 pages
SUBJECT: Implementing Guidelines for the Program
Under PQF Level 5 (Diploma) Pilot
Number 3g1 , series of 2017
Date Issued: Effectivity:
Supersedes:
June 23, 2017 Immediately

9. The course outcomes' are statements of what a learner is expected to know, understand, and
be able to do at the end of a period of learning. It shifts the focus from inputs (what has to be
taught, what has to be learned, and what has to be done) to outcomes (what has been learned
and what has been made or carried out). The learning outcome4-based programs will make
it possible for learners to carry forward the learnings achieved from another program (through
credit) and allow non-formal and informal learnings to be carried into formal Qualifications
(Source: AQRF Concept Note No, 2, Learning Outcomes and Qualification Frameworks).
10. The laboratory portion of the modules with the technology contents utilizes the competency
standards in the Training Regulations as reference to ensure that the learner acquires the
National Certificate on specific qualification.
11. The semestral course arrangements of the programs ensure that the learner earns at least three
(3) National Certificate in three (3) different qualifications at different levels (prefeentilly the
highest level) in order to develop flexible graduates,
12. In order to ensure that the learners have developed the necessary competencies (knowledge,
skills and attitude) needed by the industry, competency assessments are conducted every after
the module that has technology components.
13. The programs are delivered by block to ensure that the learner who wishes to exit after the
module or semester possess the competencies he/she can use in the workplace; and will not
make the learner a drop-out since he/she already possesses credits.
14, The semestral on-the-job trainings are mainly focused on the application of the competencies
in the workplace while the terminal on-the-job training is managerial since the diploma program
intends to develop technologists and executives.
15. On-the-Job Trainings are governed by Learning Outcomes, which are specified in the
Curriculum Map.
16. Consortium of the institutions, which is governed by a Memorandum of Agreement or Contract,
is allowed for the purpose of complementation, e.g. technology and faculty on courses with
technology, where an institution doesn't have an NC holder to deliver the laboratory component
of the course.
17. Supplementary reading materials are provided the learners to develop the value for reading,
thus value for learning, to strengthen the mechanism of lifelong learning.
18. Institutional assessment tools, both formative and summative, are prepared by the institutions
during the pilot stage of the program implementation in order to monitor the progress of the
learners and ensure that the same possesses the necessary knowledge and attitude/values.
19. TESDA Regional Offices organizes the Diploma Monitoring Team to ensure that the program
implementation are on tract.
20. The Diploma Programs are developed for the purpose of ensuring that the learners possess the
employability skills, which comrise the four (4) characteristics discussed earlier.
21. The Diploma Programs are designed to develop worker - leaders and not merely worker —
followers.
22. The Diploma programs are integration of Technical Education and Skills Development and are
designed to facilitate credit transfer from TVET to Higher Education through alignment of
Program and Course Outcomes of both levels of education.

' For the Technology courses covered by the TRs, the course outcomes may correspond to the units of competency (UC),
It is noted that in the TRs, each UC has a set of identified learning outcomes.(L0s).
 TESTA CIRCULAR
SUBJECT: Implementing Guidelines for the Program Page No. 5 of 9 pages
Under PQF Level 5 (Diploma) Pilot
Number a , series of 2017
Date Issued: Effectivity:
Supersedes:
June 23, 2017 Immediately

B. Packaging of Diploma Qualifications/Programs

When packaging Diploma Programs, it is important to consider the implications for all potential clients,
particularly on the issues related to access and equity that include:

1. Considering the needs of some learners in remote communities who may have very specific needs
for education and training because of limited employment opportunities available in their locality;
2. Providing flexibility in packaging diploma programs to eliminate (as far as possible) the
disadvantages to clients and to enable them to choose from a wide range of electives, giving
consideration to the horizontal, as well as vertical, skills pathways. This is particularly important to
learners with disabilities for the reasonable adjustments that they are entitled to make; and
3. Eliminating any unnecessary pre-requisite units of competency as these can create additional
barriers for learners, especially those with disabilities,
4. The flexibility in packaging of the Diploma Programs also manifests upholding of the Academic
Freedom as well as the Epistemological Foundations of the Educational Institutions,
C. Volume of Learning
1. The volume of learning is a dimension of the complexity of a Qualification. It is used with the level
criteria and Qualification type descriptor to determine the depth and breadth of the learning
outcomes of a Qualification. The volume of learning identifies the notional duration of all activities
required for the achievement of the learning outcomes specified for a particular Qualification
type (Source: AQF Framework, second edition 2013).
2. It is anticipated that by aligning the Program Learning and Course Outcomes of the TVET and
Higher Education, the graduate of a PQF Level 5 (Diploma) Qualification will take only an addition
of one (1) year to finish a related four-year degree course or two (2) years for a related five-year
degree course in the same institution.
D. Curriculum Development

1, In accordance with the Annex A, a curriculum, prepared by the Educational Institutions that will
pilot the Diploma Level Qualification/Program, shall indicate the Program Learning Outcomes
and Course Outcomes. Attached are Annex C as the Program Curriculum Map Aligning the
Course Outcomes and Program Learning Outcomes and Annex D as the Learning
Outcomes Alignment Map for ready reference.
2. The curriculum to be submitted by the diploma program providers — as part of the recognition
process — shall be evaluated by the Regional Diploma Technical Working Group (TWG). A
capacity building program is to be conducted for this purpose.
E. Program Recognition

1. The Institutions that will pilot the Diploma Programs will be issued the Certificate of Program
Recognition.
2. Courses as reflected in the (Annex E), Program Curriculum Map must be indicative of the
following:
i. Course Title
ii. Course Description
iii. Program Learning Outcomes
iv. Course Outcomes
 TESDA CIRCULAR
Page No. 6 of 9 pages
SUBJECT: Implementing Guidelines for the Program
Under PQF Level 5 (Diploma) Pilot
Number a series of 2017
Date Issued: Effectivity:
Supersedes:
June 23, 2017 Immediately

v. Teaching and Learning Activities

vi. Assessment Criteria
vii. Total Number of Credits
viii. The succeeding will be included in the prospectus and schedule of classes
a. Duration (No. of hours) of Lecture
b. Duration (No. of hours) of Laboratory
c. Date of Start (DOS) and Date of Finish (DOF)
d. Class Schedule (Days/Time)
e. Teachers/Trainers
3. For the purpose of this Pilot Program, partnerships between TVIsiTTIs or HEls through
MOA/MOU is allowed. As discussed earlier, a TVI/TTI could ink a deal with
instructors/teachers/lecturers from HEls to cover the General Education and/or Theoretical
courses. The partnerships should follow the credit arrangement scheme as agreed upon in the
MOA/MOU.
F. Faculty Qualifications
The teaching faculty for PQF Level 5 (Diploma) Qualification is a combination of trainers and instructors
in Technology and Theoretical/General Education to deliver contents that address the cognitive,
affective, and psychomotor domains of learning.

4—The faculty that will teach the general education and theoretical courses must have a
bachelors degree or major in the course they, and, if possible, must have an NC for the
laboratory.

4—In the event that, the faculty teaching the course with the laboratory doesn't have an NC, the
provision above (E, #3) applies.

• 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.

G. Schedule of Program Delivery

1. The training providers may follow a semestral or trimestral schedule as deemed appropriate.
2. The implementers of the PQF Level 5 (Diploma) Pilot courses should indicate the first date of
conferment of the Diploma title (see Annex F for the Certificate of Training template) in their
schedule of implementation.
H. Institutional Assessment
1. Subsequently, the program providers shall submit an Institutional Assessment Tool per
course to TESDA Regional/Provincial Offices to ensure that each learning outcome per course in
the Diploma program is appropriately measured.
2. Each program provider shall administer, per course, an institutional assessment as appropriate
and shall submit a Progress Chart to the PO at the end of every term as applicable.
 ,

TESDA CIRCULAR
SUBJECT: Implementing Guidelines for the Program
Page No. 7 of 9 pages

Under PQF Level 5 (Diploma) Pilot

Number 3? , series of 2017
Date Issued: Effectivity:
Supersedes:
June 23, 2017 ., Immediately

I. National Competency Assessment

The mandatory assessment provision' for Qualifications/programs covered by Training Regulations
shall apply.

J. Award of Certificate of CompletionlGraduation

1. The program provider — to which the Certificate of Program Recognition was granted by TESDA —
shall be authorized to award/issue the Diploma title: Certificate of Graduation for PQF
Level 5 (DIPLOMA) Program to students who completed all the academic requirements of
the program, including the National Competency Assessments; Provided that, the issuing
institution is where the students exited/completed the Diploma Program.
2. A Special Order shall be issued by the ROPOs to all graduates of TESDA—recognized PQF Level
5 (Diploma) Level Qualifications/Programs.
K. Credit Arrangements
1. Credit' arrangements between TVET and higher education institutions can be in the form of credit
transfer, articulation, recognition of prior learning (RPL), and combination of all forms of credit.
Such credit arrangements shall provide efficiencies in terms of time and costs for students,
training providers, and government that will make lifelong learning a reality as such will enable
individuals to enter and/or continue with formal education and training by giving recognition to,
and avoiding duplication of relevant previous !earnings.'
2. For purposes of this Circular, the program providers that will offer Diploma Level Programs shall
be encouraged to develop their own systems and processes to implement credit
arrangements. The developed system and process can become the basis of future policy on
credit arrangements between TVET and higher education. Credit arrangements may be in the
following types:
i. Articulation is a process that enables students to progress from one completed
Qualification/program to another with credits in a defined pathway (Source: AQF National
Policy on Credit Arrangements: 2009). It allows students to make a smooth transition from
one (1) course, program, or educational level to the next without experiencing duplication
of learning. The guiding principle of articulation is that no student should repeat the
same course content for which credit has already been received, even if elsewhere or
from another institution. In general, articulated programs provide multiple entry and exit
points and ladders of learning opportunities and allow a student to move from a technical
vocational course to a college degree program, using the principle of credit transfer
(Source: RA 10647, LEP Law).

s Based on Section VIII, No. 6 of TESDA Circular No. 7 s. 2016

6 Credit describes the value of an amount of learning, which can be transferred to a Qualification from learning achieved from formal,
informal, and non-formal settings. Credit can be allowed to accumulate to predetermined levels for the award of a Qualification (Source:
AQRF Glossary of Terms). Credit refers to the value given to a particular course or subject, based on competencies and learning
outcomes (Source: RA 10647, LEP Law).

' To date, there is an existing credit arrangement between TVET and higher education programs thru the Ladderized Education Program
(LEP) where TVET Qualifications are embedded in a Ladderized Degree Program that leads to job platforms in the relevant higher
education or Bachelor's degree program. Full NET Qualification can still be earned even if a student of a ladderized degree program
chooses to exit from the program and get a job (Source: RA 10647, LEP Law).
 TESDA CIRCULAR
Page No. 8 of 9 pages
SUBJECT: Implementing Guidelines for the Program
Under PQF Level 5 (Diploma) Pilot
Number gg , series of 2017
Date Issued: Effectivity:
Supersedes:
June 23, 2017 Immediately

ii. Credit transfer is a process that provides students with agreed and consistent credit
outcomes based on equivalence in content and learning outcomes between matched
Qualifications (Source: AQF National Policy on Credit Arrangements: 2009). It refers to a credit
conversion established to promote student mobility by ensuring that units earned from
different modalities are credited by the institutions (Source: RA 10647, LEP Law).
iii. Recognition of Prior Learning (RPL) is an assessment process that assesses the
individual's relevant prior learning to determine the credit outcomes of an individual
application for credit. RPL for TVET is via the National Competency Assessment.
Corresponding equivalent hours for laboratory and lecture shall be awarded to certificate
holders (Source: AQF National Policy on Credit Arrangements: 2009).
3. All program providers should submit to ROPOs a General Summary of Credits (see Annex G
for the template), reflecting all the units earned per course in the Diploma Program. The summary
should contain the course code, course title, lecture/laboratory hours per week, and units
earned in every course.
4. Initially, with the alignment of the Program Learning and Course Outcomes, 1 credit is equivalent
to 54 hours of student workloads, which consists of lectures, laboratory, shop-work, reading,
researches, assignments and/or industry immersion/OJT/Apprenticeship/DTS and other
modalities of learning.
L. Program Cost Computation
The National TWG on Diploma shall be in-charge in the development of computation of costs related to
the delivery and institutional assessment of PQF Level 5 (Diploma) Qualifications/Programs, The TWG
shall be authorized to invite other experts as deemed necessary.

M. Administrative and Financial Arrangements

1. A special fund from TESDA scholarship budget shall be allocated for the implementation of
the Pilot Diploma Level Qualifications/Programs to assist the students who will enroll in the said
programs. This shall, likewise, be the incentive for the program providers to register the Diploma
Level Programs.
2. The existing Administrative and Financial Guidelines for TESDA scholarship programs shall
apply.
3. The budget to be used by the prospective implementers for consultations with the
different stakeholders in the development of PQF Level 5 (Diploma)
Qualifications/Programs shall be charged to the Qualifications and Standards Office
(QSO).
N. Monitoring and Evaluation

As part of program monitoring and evaluation process of the pilot implementation of the PQF Level 5
(Diploma) Qualifications/Programs, the following procedure shall be implemented:

1. The training providers are required to monitor and submit to the ROPOs the following information:
i. Names of the students assessed and certified every semester (provided by the
Registry of Workers Assessed and Certified);
ii, Names of students who proceeded to the next term;
iii. Names of students who proceeded to higher education; and
iv. Total number of students who completed the Diploma Qualifications/programs.
 TESDA CIRCULAR
Page No. 9 of 9 pages
SUBJECT: Implementing Guidelines for the Program
Under PQF Level 5 (Diploma) Pilot
Number 22 , series of 2017
Date Issued: Effectivity:
Supersedes:
June 23, 2017 Immediately

2. The ROPOs shall submit a Status Report on the implementation of the Pilot PQF Level 5
(Diploma) Qualifications/Programs to the Office of the Deputy Director General for Policies and
Planning (ODDG-PP) on a quarterly basis.

3. Regular reports on enrollments and graduates shall be submitted as part of the MIS 03-02
Reporting System.
4. A Graduate Tracer Study shall be conducted by the training providers six (6) months after
program completion.

This Circular takes effect as indicated.

IONG
Director Genera ary
•

Courses
-------, .
Apply knowledge of mathematics, science, O
engineering fundamentals and an engineering
specialization to defined and applied technology CD
(engineering) procedures, processes, systems or
methodologies. In aid of systems design addressing
identified technology problems, conduct the 0
following: Identify problems, conduct research,
investigations and experiment, come up with
CD
Select and apply appropriate techniques, resources,
and modern engineering and IT tools, including

Program LearningOutcomes(SydneyAccord)
prediction and modeling, to proagly-defined
engineering activities, with an understanding of the
0
Communicate effectively on broadly-defined (12
eiiineeri with the engineering
community and with society at large, by being able a
to comprehend and write effective reports and
design documentation, make effective
r-
CD
presentations, and give and receive clear
Demonstrate understanding of the societal, health, ....•
safety, legal and cultural issues and the consequent
responsibilities relevant to engineering
T prastice. 0
a
Understand the impact of engineering technology rt
solutions in societal and environmental context and
demonstrate knowledge of and need for sustainable
O
development. 2
CD
Apply professional ethics and responsibilities and
norms of ~„t
ineerinc practice. 64'
Function effectively as an individual, and as a "13
member or leader in diverse technical teams, 0
,. .
Demonstrate knowledge and understanding of
en neer itrinciles and apply
r--
CD
these to one's own work, as a member and leader in
a team and to manage projects in multidisciplinary CD
Recognize the need for, and have the ability to
engage in independent and life-long learning in t7
specialist technologies.
Demonstrate the sense of patriotism both In the 0
national and global milieu a
sa)
Lead and present ideas and practical suggestion to
appropriate people on how improvements could 0
be made a
Evaluate Application of Critical Thinking [Higher
Order Thinking Skills] and Adjust Problem Solving
21st CenturySkills

C)
Techniques
Eth
Manage and evaluate workplace policies and 0
procedures relevant to the workplace
Develop systems in managing, and maintaining
information
Shape and sustain strategic thinking and attitudes
toward common good
Establish, manage and sustain OHS program
relevant to the workplace
Develop high performing entrepreneurs (21st
century)
Demonstrate the sense of patriotism, both in the
national and global milieu
 ANNEX B

Curriculum Map Matrix

Course Course Teaching and Assessment Credits Standards

Description Outcomes Learning criteria
Strategies
,
 ANNEX C

Program Curriculum Map Aligning Course Outcome and Program Learning Outcome

Curriculum Map

Courses Course Topics Course Outcome Teaching and Assessment Duration

Description (Modules) (Competency) Learning Criteria
(Content) Experiences
 ANNEX D

Learning Outcomes Alignment Map

PROGRAM LEARNING OUTCOMES

Course
Outcome PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7 PLO 8 PLO 9 PLO 10

COI r
CO 2
CO 3
CO 4
CO 5
CO 6
CO 7
CO 8
C09
CO 10
T

ANNEX E

Republic of the Philippines

TECHNICAL EDUCATION and SKILLS DEVELOPMENT AUTHORITY

This

Certificate of Program Recognition

No. DP 001 s. 201_

Ag, s.go: 4
age
(name of 41ucatiro,c4nettraininkprovrder)

OPIonyci Tagramrjailifi
amegra 'f0414
Cattail&
•
lUdriF

Issued this .hf swavo201 dot% at,

icy
tr

NibtotTlia

Regional Director
 ANNEX F

Republic of the Philippines COMPETENCIES

Logo of
Technical Education and Skills Development Authority the /Qualifications COMPLETED
Region
School
Name of Education and Training Institution
Address

Diploma Qualification
Present this

ipto ma
to

(Name of Student)

for having satisfactory completed the program/qualification in

Elective Competencies

(Diploma Program/Qualification)

Signed in , Philippines this day of 201_

Picture

Original Administrator
Dry Seal Certificate No