REGION 9

PQF Level 5 (DIPLOMA) PROGRAM

Table 4. Compliance Checklist for Perspective 2

Compliance
Diploma Level Programs check
Development Questions to be Complia
Source
Requirements asked nt Not
Documents
(Section V-A of TESDA () if Applica
Circular # 38 s. 2017) YES ble
(x) if NO
A. Guidelines for the Development of PQF Level 5 (Diploma) Curriculum
Does the •Course
curriculum Specification’s
1. A Diploma Curricular documents state •course
Program ensures the cognitive, description,
integration of the three affective and •course 
domains of learning such psychomotor outcomes and
as cognitive, affective and course •Teaching and
psychomotor. outcomes? Learning
Strategies and
Methodologies
2. UNESCO's Pillar of Does it include
Learning on Learning to courses that
Learn — from general to which intends to
specific — is the principle develop Course
governing the technologists and specifications 
development of the executives with
Diploma Curriculum, multi-level of Program
which intends to develop multi-skills. Schedules
technologists and
executives with multi-
level of multi-skills.
3. The cognitive and Are the TVET
affective domains focus qualifications that
on the theoretical focus on Course
foundations and values in psychomotor Specifications 
the application of the domain based on Program
psychomotor domains the TR? Schedule
that are anchored on the
industry competency Are the courses
Table 4. Compliance Checklist for Perspective 2
Compliance
Diploma Level Programs check
Development Questions to be Complia
Source
Requirements asked nt Not
Documents
(Section V-A of TESDA () if Applica
Circular # 38 s. 2017) YES ble
(x) if NO
compliant with
both PSG and/or
standards defined in the
TR as applicable?
Training Regulations.
Do the
documents show 
alignment with the
4. The courses are aligned
PSG/CMO #79,
with the Policies
S. 2017?
Standards and Guidelines
Are credit units
(PSG) of the Higher Course
allocated per
Education on the specific Specifications
course 
program/discipline to
comparable to
ensure transfer of credits
that of the
through articulation.
destination
course?

5. The description of the Do the course

courses identified specifications
specifies the scope of detail the scope
what the learner will be of what the Course 
learning in relation to the learner will learn Specifications
technology (psychomotor) based on
contents found in the competency
competency standards. standards?
6. Teaching and learning Are the teaching
strategies and strategies for TR
Course
assessment criteria are related courses
specifications
aligned with both the competency-
Program 
program and course based? Is
Schedule
learning outcomes to demonstration or
Program
ensure constructive hands-on
Description
alignment. performance
Course
included in its
specifications
strategies?
Program
Schedule
Table 4. Compliance Checklist for Perspective 2
Compliance
Diploma Level Programs check
Development Questions to be Complia
Source
Requirements asked nt Not
Documents
(Section V-A of TESDA () if Applica
Circular # 38 s. 2017) YES ble
(x) if NO
7. The course outcomes are Are the Course
statements of what a assessment Specifications
learner is expected to methods Assessment 
know, understand, and be competency- Tools
able to do at the end of a based?
period of learning. It shifts Does it include
the focus from inputs demonstration,
(what has to be taught, observation,
what has to be learned, portfolio or
and what has to be done) project-based
to outcomes (what has assessment?
been learned and what
has been made or carried Are knowledge-
out). The learning based contents
outcomes-based integrated and
programs will make it assessed 
possible for learners to accordingly
carry forward the through the listed
learnings achieved from teaching and
another program (through learning
credit) and allow non- strategies and
formal and informal assessment
learnings to be carried methods?
into formal Qualifications
(Source: AQRF Concept Are all outcomes-
Note No, 2, Learning based COs
Outcomes and attainable 
Qualification whether through
Frameworks). formal or informal
education?
Are all COs can
be performed by
the individual and 
the performance
of which can be
evaluated as a
basis for
Table 4. Compliance Checklist for Perspective 2
Compliance
Diploma Level Programs check
Development Questions to be Complia
Source
Requirements asked nt Not
Documents
(Section V-A of TESDA () if Applica
Circular # 38 s. 2017) YES ble
(x) if NO
assessment and
certification?
8. The laboratory portion of Do technology
the modules with the contents result to
technology contents the attainment of
Course 
utilizes the competency National
specifications
standards in the Training Certificates of
Regulations as reference Promulgated
Program
to ensure that the learner TRs?
Schedule
acquires the National
Certificate on specific
qualification.
9. The semestral course How many
Course
arrangements of the qualifications per
specifications 
programs ensure that the semester can be
learner earns at least attained by
Program
three (3) National learners?
Schedule
Certificates in three (3)
different qualifications at In total, how
different levels up to many
(preferentially the qualifications can
highestpossible level) in be attained by the 
order to develop flexible learner 16
graduates. throughout the
duration of the
program?

Is the highest
level of the
qualification 
YES
attainable
throughthe
courses offered?

10. In order to ensure that Is there an Course

the learners have indication that specifications
developed the necessary competency
Table 4. Compliance Checklist for Perspective 2
Compliance
Diploma Level Programs check
Development Questions to be Complia
Source
Requirements asked nt Not
Documents
(Section V-A of TESDA () if Applica
Circular # 38 s. 2017) YES ble
(x) if NO
competencies assessments will 
(knowledge, skills and be conducted
attitude) needed by the every after
industry, competency module?
Program
assessments are
Schedule
conducted every after the
module that has
technology components.
11. The programs are If competencies
delivered by block to of a TR cannot
ensure that the learner possibly fit in one
who wishes to exit after course, are the Course
the module or semester other courses Specifications 
possess the where the
competencies he/she can remaining
use in the workplace; and competencies are Program
will not make the learner included offered Schedule
a drop-out since he/she within the Curriculum Map
already possesses semester or
credits. within the school
year?
12. The semestral on-the- Are details of OJT
job trainings are mainly included in the 
focused on the application Program
of the competencies in Document
the workplace while the Is the OJT in the
terminal on-the-job last semester X
Course
training is managerial managerial in
Specifications
since the diploma nature?
Program
program intends to Are the OJT
Schedule
develop technologists and during the first 2 
executives. years application
of the
competencies
attained during
the year?
13. On-the-Job Trainings Are OJTs directly Course
Table 4. Compliance Checklist for Perspective 2
Compliance
Diploma Level Programs check
Development Questions to be Complia
Source
Requirements asked nt Not
Documents
(Section V-A of TESDA () if Applica
Circular # 38 s. 2017) YES ble
(x) if NO
are governed by Learning related to PLOs 
Specifications
Outcomes, which are per Curriculum
Program
specified in the Map?
Schedule
Curriculum Map.
14. Consortium of the Is a MOA on the
institutions, which is implementation of
governed by a the courses such
Memorandum of as
Agreement or Contract, is complementation
allowed for the purpose of on
complementation, e.g. teachers/trainers 
technology and faculty on in cases the MOA/MOU
courses with technology, requirements of
where an institution courses/qualificati
doesn't have an NC ons cannot be
holder to deliver the delivered by the
laboratory component of provider
the course. presented?

15. Supplementary reading Is there an

materials are provided the indication that
learners to develop the supplementary
value for reading, thus reading materials Course 
value for learning, to will be provided Specifications
strengthen the for learner use
mechanism of lifelong during the
learning. program?
16. Institutional assessment Are there any Institutional
tools, both formative and institutional Assessment
summative, are prepared assessment tools, Tools X
by the institutions during summative or
the pilot stage of the formative,
program implementation submitted for:
in order to monitor the
progress of the learners a. Qualifications
and ensure that the same ?
possesses the necessary b. Other
Table 4. Compliance Checklist for Perspective 2
Compliance
Diploma Level Programs check
Development Questions to be Complia
Source
Requirements asked nt Not
Documents
(Section V-A of TESDA () if Applica
Circular # 38 s. 2017) YES ble
(x) if NO
knowledge and courses?
attitudes/values.

17. The Diploma Programs Does the Diploma

Curriculum Map
are developed for the program provide
purpose of ensuring that for opportunities 
Course
the learners possess the to attain
Specifications
employability skills, which employability
comprise the four (4) skills and National
characteristics such as: Certificates
Program
essential in
Schedules
1) entry to work, landing on jobs?

Does it provide Curriculum Map

2) flexibility at work, for the attainment
multiple job Course 
competencies Specifications
(qualifications)
that ensures work Program
flexibility? Schedules
Curriculum Map
Does the program
3) opportunity for provide for multi- 
permanency and skilling, higher
Course
level
Specifications
4) ascent in the hierarchy of qualifications,
the industry. managerial,
Program
entrepreneurial
Schedules
and research
skills?
18. The Diploma Programs Does the Diploma Course
are designed to develop course provide for Specifications 
worker - leaders and not activities that Curriculum Map
merely worker — promote
followers. leadership skills
(leading a team)
Table 4. Compliance Checklist for Perspective 2
Compliance
Diploma Level Programs check
Development Questions to be Complia
Source
Requirements asked nt Not
Documents
(Section V-A of TESDA () if Applica
Circular # 38 s. 2017) YES ble
(x) if NO
and higher order
thinking skills
(plan, implement
monitor and
evaluate
programs/activitie
s)?
19. The Diploma programs Are TR-based
are integration of qualifications
Technical Education and integrated into the 
Skills Development and Diploma
Course
are designed to facilitate program?
Specifications
credit transfer from TVET Are the TVET
Program
to Higher Education qualifications
Schedule
through alignment of aligned with the 
Program and Course PSG courses for
Outcomes of both levels purposes of credit
of education. transfer?
20. Packaged in such a way Is the diploma
that it will take only an program duration
addition of one (1) year to equal to 3 years?
finish a related four-year Program 
degree course or two (2) Schedule
years for a related five-
year degree course in the
same institution