Key Policies and Standards Issued by DepEd

1. National Competency-Based Standards for School Heads (NCBSSH

The NCBSSH, outlined in DepEd Order No. 32, s. 2010, establishes a set of standards for
effective school leadership. These standards are organized into seven domains, each
encompassing specific competencies, knowledge, skills, and values. The NCBSSH serves as a
guide for:
 Training and Development: It provides the foundation for designing comprehensive
training programs for school heads, ensuring they possess the necessary skills to lead
their institutions effectively. [1][2][3]
 Qualifying Examination: The NCBSSH serves as the basis for promotion and selection
of school heads. Candidates must demonstrate their mastery of these standards to qualify
for leadership positions. [2]
 Succession Planning: The NCBSSH guides the development of future school leaders,
ensuring a smooth transition when current leaders retire or move to other roles. [2]
 Performance Appraisal: The NCBSSH provides a framework for evaluating the
performance of school heads, ensuring they are meeting the established standards of
excellence. [2]

2. Republic Act No. 9155 (Governance Act for Basic Education)

RA 9155, also known as the "Governance of Basic Education Act of 2001," provides the legal
framework for the Philippine education system. It outlines the roles and responsibilities of
different stakeholders, including the Department of Education, local government units, and
parents. It also emphasizes the importance of decentralization and school-based management. [1]
3. Basic Education Sector Reform Agenda (BESRA)
BESRA is a comprehensive plan for reforming the Philippine education system. It aims to
improve the quality of education, make it more accessible, and ensure that it is relevant to the
needs of the 21st century. BESRA provides the overarching framework for DepEd's policies and
programs. [2]
4. DepEd Quality Policy Statemen
DepEd's Quality Policy Statement outlines the department's commitment to providing quality
basic education that is accessible, inclusive, and liberating. It emphasizes the importance of
proactive leadership, shared governance, evidence-based policies, responsive curricula,
competent personnel, and an enabling environment. [4]

5. Most Essential Learning Competencies (MELCs)

The MELCs are a set of learning competencies that were identified as the most essential for
achieving content and performance standards. They were implemented during the COVID-19
pandemic as part of the learning continuity plan. The MELCs serve as a guide for schools in
determining and implementing learning delivery approaches that are suited to the local context
and the diversity of learners. [5]
Impact and Implications
These policies and standards have a significant impact on the Philippine education system. They
provide a clear framework for improving the quality of education, ensuring that it is relevant to
the needs of students and society. They also promote accountability and transparency in the
education sector.

Future Implications
DepEd continues to evolve its policies and standards to address the changing needs of the
education sector. Future developments may include:
 Integration of technology: DepEd is likely to continue to integrate technology into its
policies and programs, to ensure that students are equipped with the skills they need to
succeed in the digital age.
 Focus on 21st-century skills: Future policies may place a greater emphasis on
developing 21st-century skills, such as critical thinking, problem-solving, and
collaboration.
 Personalized learning: DepEd may explore ways to personalize learning experiences for
students, to cater to their individual needs and learning styles.

By continuously reviewing and updating its policies and standards, DepEd aims to ensure that
the Philippine education system remains relevant and effective in preparing students for the
future.
Deep search：policies and competencies or standards issued by depEd
policies and competencies or standards issued by DepEd

The Department of Education (DepEd) in the Philippines has issued several important policies
and competencies aimed at enhancing the education system. One significant document is the
DepEd Order No. 010, s. 2024, which provides comprehensive policy guidelines for the
implementation of the MATATAG Curriculum. This curriculum is designed to define clear
directions for educational institutions, ensuring compliance with established minimum standards.
Furthermore, it includes features that focus on essential competencies for students, facilitating a
holistic educational approach.
In addition to the MATATAG Curriculum, DepEd has emphasized the importance of enhancing
literacy and numeracy programs, integrating components aimed at fostering 'peace competencies'
within the K to 12 curriculum. This initiative reflects a broader goal of preparing students to be
not only academically proficient but also socially responsible and active citizens. The link
between educational content and the development of critical life skills is a recurring theme in
DepEd’s recent policies.

Moreover, DepEd's continuous effort to improve learning outcomes is evident in their

commitment to revising and updating curricular frameworks and standards, ensuring they are
responsive to the evolving educational landscape. This revision process is vital for promoting
core competencies, which are essential for students to navigate a rapidly changing world.
Specific Competency-Based Education (CBE) initiatives are also highlighted to align teaching
methods with modern educational needs.

Additionally, the integration of healthy food and beverage choices in schools, as outlined by
DepEd Order No. 13, s. 2017, aims to promote better dietary habits among students. This policy
reflects an understanding that nutrition is a foundational aspect of effective learning.

Overall, the range of policies and competencies introduced by DepEd illustrates a proactive
approach to education, focusing on comprehensive development that includes academic
excellence, life skills, social responsibility, and well-being of students, thereby fostering a
generation of well-rounded individuals ready to address future challenges.
What are the key components of the MATATAG Curriculum and how do they differ from
previous curricula?

The key components of the MATATAG Curriculum include clear policy guidelines for
educational institutions, alignment of lesson plans with content and performance standards,
learning competencies, pedagogies, assessments, and necessary resources. It focuses on
enhancing student outcomes through a holistic approach that emphasizes foundational skills and
competency-based learning. Compared to previous curricula, the MATATAG Curriculum places
a stronger emphasis on aligning teaching strategies with learning competencies, ensuring a more
comprehensive educational experience for students. It aims to improve student performance in
standardized assessments by addressing the shortcomings of previous systems and promoting a
deeper understanding of essential concepts. The phased implementation from 2024 to 2027
allows for a systematic integration of the curriculum, enabling teachers to adapt their methods
effectively to achieve the desired learning outcomes.
How does DepEd ensure compliance with the minimum standards set in its policies?

DepEd ensures compliance with the minimum standards set in its policies through various
mechanisms and initiatives. One key strategy is the implementation of the MATATAG
Curriculum, which defines clear guidelines for educational institutions to follow, ensuring that
they meet the established standards. This curriculum focuses on equipping learners with 21st-
century skills and aligning with national aspirations. Additionally, DepEd has put in place a
National Quality Management System (NQMS) certified to ISO 9001:2015 standards, which
aims to enhance basic education service delivery and client satisfaction across the country. By
aligning processes and systems with quality management principles, DepEd ensures that
educational institutions meet the required standards. Furthermore, guidelines for disciplinary
action against educators who violate professionalism and integrity standards underscore DepEd's
commitment to upholding quality in education. These initiatives collectively work towards
promoting adherence to minimum standards and fostering a culture of excellence within the
education system.
In what ways are literacy and numeracy programs integrated into the K to 12 curriculum?
Literacy and numeracy programs are integrated into the K to 12 curriculum through a focus on
foundational skills that are crucial for students' overall development and future success. The
Department of Education (DepEd) in the Philippines prioritizes the enhancement of literacy and
numeracy programs to ensure that students are equipped with the necessary skills for critical
thinking and decision-making. By integrating 'peace competencies' into the curriculum, DepEd
aims to cultivate responsible and socially aware citizens who contribute positively to society.
Early literacy and mathematics instruction are key components that lay the groundwork for
students' cognitive abilities and future achievements. The emphasis on character formation,
literacy, and numeracy underscores the holistic approach of the K to 12 curriculum, preparing
students not only academically but also for social engagement and personal growth.
What specific 'peace competencies' are being emphasized in DepEd's initiatives?
The Department of Education (DepEd) in the Philippines is emphasizing 'peace competencies' in
its initiatives through the integration of these competencies into the revised K to 12 curriculum.
This effort aligns with the broader goal of preparing students to be job-ready, active, and
responsible citizens. DepEd's focus on 'peace competencies' is evident in the decongested
'Matatag' curriculum, which reduced the number of learning competencies significantly.
Furthermore, the integration of 'peace competencies' is rooted in DepEd Order No. 32, s. 2019,
which outlines the National Policy Framework on Learners and Schools as Zones of Peace. This
framework underscores Education for Peace, Peace for Education, and Crisis Management
through Education in Emergencies as core principles. The recent launch of the revised K-10
curriculum by Duterte also highlighted the integration of peace competencies across various
learning areas, emphasizing the importance of instilling these values in students for a more
harmonious and responsible society.
How does the revision of curricular frameworks respond to changes in the educational
landscape?
The revision of curricular frameworks in response to changes in the educational landscape is a
strategic move by the Department of Education (DepEd) to address emerging challenges and
enhance the quality of education in the Philippines. By establishing the Education Futures Unit
(Educ Futures), DepEd aims to evaluate trends and advancements in learning and teaching
processes, ensuring that the curriculum remains relevant and effective. This initiative is crucial
for overcoming issues like congested content and misplaced prerequisite learning competencies
within the K-12 framework, as identified by DepEd. Additionally, research studies have
highlighted the transformative impact of the COVID-19 pandemic on the educational landscape,
emphasizing the need for adaptive programs and activities in schools to ensure continued access
to quality education amid global disruptions. Furthermore, the focus on investigating the social
consequences, historical influences, and globalization effects on the basic education curriculum
underscores DepEd's commitment to cultivating a curriculum that aligns with the evolving needs
of students and society.
What are the implications of Competency-Based Education on teaching methods and
student outcomes?
Competency-Based Education (CBE) has profound implications on teaching methods and
student outcomes. By focusing on individual abilities, emotional intelligence, and physical skills,
CBE aims to reduce educational disparities and enhance student achievement. The National
Competency-Based Teacher Standards (NCBTS) framework, as institutionalized by the
Philippine government, underscores the importance of teacher quality reforms in aligning with
CBE principles. Through initiatives like broadening pathways into the teaching profession and
prioritizing educator well-being, CBE seeks to create an equitable educational environment.
Furthermore, the emphasis on learning competencies within the DepEd K to 12 Curriculum
reflects a strategic move towards fostering comprehensive student development and preparing
learners for future challenges.
How does the inclusion of nutrition policies impact student learning and health?
Inclusion of nutrition policies in educational settings plays a pivotal role in shaping student
learning and health outcomes. By integrating health education and promoting healthy food
choices within schools, students are equipped with the knowledge and skills necessary to make
informed decisions about their health. The benefits are far-reaching and impactful, ranging from
alleviating hunger, reducing nutrient deficiencies, and improving cognitive performance to
enhancing school enrollment and attendance rates. Research has consistently shown the strong
correlation between malnutrition, poor health, and academic challenges among students. The
School-Based Feeding Program (SBFP) initiated by the Department of Education (DepEd)
focuses on rehabilitating severely wasted beneficiaries, ensuring improved classroom attendance,
and fostering positive health and nutrition behaviors. DepEd's effort to strengthen School Health
and Nutrition Programs (SHNP) aligns with the overarching goal of promoting student well-
being and academic success. By prioritizing nutrition policies, educational institutions contribute
significantly to the holistic development of students, preparing them to be healthy, engaged
learners capable of addressing future challenges.
What measures are in place to assess the effectiveness of DepEd's educational policies and
competencies?
DepEd has established mechanisms to evaluate the effectiveness of its educational policies and
competencies. One notable measure is the annual review mandated by DepEd Order No. 5, s.
2024, which assesses the implementation of policies to identify challenges and make necessary
adjustments. This review process ensures that the policies remain relevant and responsive to the
evolving needs of teachers and students. Additionally, the Teacher Effectiveness and
Competencies Enhancement Project (TEACEP) launched by DepEd aims to enhance teachers'
professional development and competency standards in K-6 education. The project focuses on
improving teacher quality through strategies such as expanding the education workforce
definition, increasing school-based coaching, and prioritizing workforce well-being. Through
consultative and participatory policy formulation and evidence-based implementation, DepEd is
striving to address challenges related to consistency between standards and practice.

CHED Policies and Standards Related to PPST

 While the PPST is primarily focused on K-12 education, it serves as a valuable
framework for understanding the core competencies of effective educators. CHED has
incorporated the principles of the PPST into its policies and standards for higher education,
particularly in the area of teacher education.
Here are some key CHED policies and standards relevant to the PPST:
1. CHED Memorandum Order (CMO) No. 46, Series of 2012: "Implementation of Policy-
Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an
Outcomes-Based and Typology-Based QA"
This CMO promotes a shift towards Outcomes-Based Education (OBE) in HEIs. It
emphasizes the importance of defining clear program outcomes and aligning curriculum,
teaching methods, and assessment with these outcomes. This approach aligns with the PPST's
focus on student learning and the development of specific competencies. [5]
2. CHED Memorandum Order (CMO) No. 20, Series of 2013: "Revised General Education
Curriculum (GEC) for Bachelor's Degree Programs"
This CMO establishes a new framework for the General Education Curriculum (GEC) in
all Bachelor's Degree programs. It includes a focus on developing 21st-century skills, such as
critical thinking, communication, collaboration, and creativity, which are also emphasized in the
PPST. [5]
3. CHED Memorandum Order (CMO) No. 14, Series of 2009: "Policies and Standards for
Bachelor of Science in Nursing (BSN) Program"
This CMO outlines specific competency standards for nursing education, including safe
and quality nursing care, management of resources and environment, health education,
legal responsibility, ethico-moral responsibility, personal and professional development,
quality improvement, research, record management, communication, collaboration, and
teamwork. These areas align with the domains of the PPST, highlighting the importance of
developing professional skills and ethical conduct in nursing practice. [3]
4. CHED Technical Committee on Higher Education (TCHE)
The TCHE plays a crucial role in overseeing the development and implementation
of quality assurance mechanisms for HEIs. They conduct inspections, review programs, and
recommend sanctions for non-compliance, ensuring that HEIs meet established standards. This
aligns with the PPST's emphasis on continuous improvement and the development of effective
teaching practices. [1]

5. CHED's Focus on Faculty Development

 CHED recognizes the importance of faculty development in enhancing the quality of
higher education. They offer various programs, grants, and awards to support faculty members in
upgrading their skills and knowledge. This aligns with the PPST's emphasis on lifelong learning
and the continuous development of teaching competencies. [4]
Implications of PPST for Higher Education

While the PPST is not directly applicable to higher education, its principles have significant
implications for the development of teaching practices in HEIs. The PPST's emphasis on:
 Student-centered learning: Encourages HEIs to adopt teaching methods that focus on
student engagement, active learning, and the development of critical thinking skills.
 Assessment for learning: Promotes the use of assessments that provide feedback to
students and inform teaching practices.
 Collaboration and teamwork: Encourages HEIs to foster a culture of collaboration
among faculty members and between faculty and students.
 Professional development: Highlights the importance of ongoing professional
development for faculty members to stay current with best practices and enhance their
teaching skills.
By incorporating the principles of the PPST into their policies and standards, CHED aims to
ensure that HEIs in the Philippines are equipped to provide quality education that prepares
students for success in their chosen fields.
It's important to note that CHED continues to evolve its policies and standards to address the
changing needs of the higher education sector. Future developments may include:
 Integration of technology: CHED is likely to continue to integrate technology into its
policies and programs to ensure that students are equipped with the skills they need to
succeed in the digital age.
 Focus on 21st-century skills: Future policies may place a greater emphasis on
developing 21st-century skills, such as critical thinking, problem-solving, and
collaboration, which are also emphasized in the PPST.
 Personalized learning: CHED may explore ways to personalize learning experiences for
students to cater to their individual needs and learning styles.

By continuously reviewing and updating its policies and standards, CHED aims to ensure that
the Philippine higher education system remains relevant and effective in preparing students for
the future.
policies and competencies or standards issued by CHED (PPST)
 The Commission on Higher Education (CHED) in the Philippines has established various
policies and standards aimed at enhancing teacher education and professional development,
notably through the implementation of the Philippine Professional Standards for Teachers
(PPST). The PPST is a comprehensive framework that defines the competencies and
expectations for educators across seven key domains: content knowledge and pedagogy, learning
environment, diversity of learners, curriculum and planning, assessment and reporting,
community linkages and professional engagement, and personal growth and professional
development. In total, the PPST comprises 37 strands that illustrate the progression and
increasing depth of teacher knowledge and skills required at different stages of a teaching career.
This framework is not only crucial for individual professional growth but also serves as a
guideline for institutions involved in teacher education to ensure their programs meet requisite
standards of quality and relevance.
In addition to the PPST, CHED policies have shifted towards outcomes-based education,
particularly since 2012, establishing a clear direction for the development of curricula that align
with the competencies anchored in the PPST. This shift emphasizes the importance of practical
learning experiences, such as field studies and teaching internships, to ensure that future
educators are well-prepared for the realities of teaching. CHED, alongside the Department of
Education (DepEd) and the Professional Regulation Commission (PRC), works collaboratively
to align teacher education programs with these standards, ensuring consistency across teacher
qualifications, licensure examination scopes, and professional development initiatives.
For pre-service teachers, CHED has outlined specific competencies that must be mastered prior
to graduation, particularly in areas such as Information and Communications Technology (ICT),
which are vital in today's educational landscape. The ICT Competency Standards established by
CHED detail specific learning outcomes to be achieved by student-teachers, reinforcing the
importance of technology integration in teaching methodologies.
Through these frameworks and policies, CHED aims to elevate the quality of education across
the Philippines, ensuring that teachers possess the necessary skills and knowledge to foster
effective learning environments, cater to diverse learners, and contribute positively to the
educational system as a whole.
What specific strategies are used to assess the effectiveness of the PPST in teacher
education?
To assess the effectiveness of the PPST in teacher education, various strategies are
implemented. One key strategy involves evaluating teacher performance against the defined
domains, strands, and indicators outlined in the PPST framework. This assessment provides a
comprehensive view of teachers' capabilities, professional growth, and engagement in effective
teaching practices. Additionally, classroom observations and feedback mechanisms play a crucial
role in assessing how well educators integrate the standards into their teaching methodologies.
Regular assessments and evaluations allow for continuous improvement and alignment with the
standards set forth in the PPST. Furthermore, professional development opportunities,
workshops, and training sessions are utilized to enhance teachers' competencies and ensure they
meet the expected standards of quality education. Collaborative efforts between educational
institutions, DepEd, and PRC also contribute to assessing the effectiveness of the PPST by
monitoring the alignment of teacher education programs with the stipulated standards. Overall, a
multifaceted approach combining performance evaluations, professional development, and
collaborative assessments ensures that the PPST's objectives are met and that teachers are
equipped with the necessary skills to create conducive learning environments.
How does the PPST adapt to changes in educational technology and pedagogical
approaches?
The Philippine Professional Standards for Teachers (PPST) plays a pivotal role in
adapting to changes in educational technology and pedagogical approaches by defining clear
competencies and expectations for educators. These standards encompass seven key domains,
including content knowledge and pedagogy, learning environment, diversity of learners,
curriculum and planning, assessment and reporting, community linkages and professional
engagement, and personal growth and professional development. With the emphasis on
integrating educational technology, teachers are required to utilize online learning systems,
incorporate ICT in teaching methodologies, and enhance class management through technology.
The PPST aligns with the shift towards outcomes-based education, emphasizing practical
learning experiences like field studies and teaching internships. By ensuring that pre-service
teachers master competencies in areas such as ICT, the PPST equips educators with the skills
needed in today's educational landscape. This framework, built on the National Competency-
Based Teacher Standards (NCBTS), not only guides individual professional growth but also
influences teacher education programs to meet standards of quality and relevance.
What role does stakeholder feedback play in shaping CHED policies and the PPST?
Stakeholder feedback plays a pivotal role in shaping CHED policies and the PPST by
ensuring that the standards and competencies outlined in these frameworks are reflective of the
needs and realities of the education sector. Through extensive consultations, validation studies,
and focus group workshops involving over 10,000 educators, the PPST was developed to
establish clear expectations for teachers across different career stages. This inclusive approach
not only captures the diverse perspectives of educators but also guarantees that the standards set
are relevant, practical, and aligned with the demands of the teaching profession. Stakeholder
feedback acts as a guiding force, providing insights on the effectiveness and relevance of current
policies, thereby enabling CHED to make informed decisions that enhance teacher education and
professional development in line with the evolving landscape of education in the Philippines.
In what ways do the competencies outlined in the PPST address the needs of diverse
learners?

The competencies outlined in the PPST address the needs of diverse learners through a
multifaceted approach embedded within the framework. One key aspect is the emphasis on
'diversity of learners' as one of the seven core domains within the PPST. This domain
underscores the importance of understanding and responding to the unique characteristics,
abilities, and challenges of students from various backgrounds. By recognizing and
accommodating diverse learning needs, teachers can create inclusive and supportive learning
environments that foster student success. Furthermore, the PPST encourages the use of various
assessment tools and strategies to monitor and cater to learners' individual progress and needs
effectively. Additionally, the collaboration with the school community plays a pivotal role in
enhancing the learning environment and educational processes, ensuring that teaching practices
are responsive and relevant to all students.
How do CHED's policies promote continuous professional development among teachers
post-graduation?
CHED's policies promote continuous professional development among teachers post-
graduation through the implementation of the Philippine Professional Standards for Teachers
(PPST) and outcomes-based education. The PPST framework outlines 37 strands across seven
key domains, setting clear competencies for educators at different career stages. This
comprehensive guideline ensures that teachers continuously enhance their skills and knowledge
in areas like content knowledge, pedagogy, assessment, and professional engagement.
Additionally, CHED emphasizes practical learning experiences, like field studies and teaching
internships, aligning curricula with PPST competencies. By collaborating with DepEd and PRC,
CHED ensures consistency in teacher education, licensure exams, and professional development
initiatives, preparing teachers effectively for the dynamic educational landscape. These policies
reflect a commitment to elevating education quality by equipping teachers with the necessary
tools to create engaging learning environments and cater to diverse student needs.
What are the challenges faced by institutions in implementing the PPST in their teacher
education programs?
Institutions face several challenges in implementing the Philippine Professional
Standards for Teachers (PPST) in their teacher education programs. One significant challenge is
the need for a clear understanding and interpretation of the common elements that need to be
aligned among various agencies involved in teacher education and development, such as the
Professional Regulation Commission (PRC), Commission on Higher Education (CHED), and
Department of Education (DepEd). Identifying and bridging the gaps between these agencies in
planning and implementing teacher education programs poses a considerable hurdle.
Additionally, the challenges of aligning teaching practices with the PPST standards, integrating
innovative pedagogical approaches like 2C2I1R, and ensuring that teachers have the necessary
ICT competencies add complexity to program implementation. Moreover, the demands of
outcomes-based education and the emphasis on practical learning experiences, such as field
studies and teaching internships, require institutions to revamp their existing curricula and
teaching methodologies. Overcoming these challenges necessitates a collaborative effort among
stakeholders to streamline teacher education programs, enhance professional development
initiatives, and ensure that pre-service teachers graduate with the competencies outlined in the
PPST.
How can the outcomes-based education model improve educational outcomes for teachers
and students?
The outcomes-based education model can significantly enhance educational outcomes for
both teachers and students by providing a structured framework that aligns curriculum design
and teaching methodologies with defined competencies and standards. In the context of the
Philippine education system, the implementation of the Philippine Professional Standards for
Teachers (PPST) demonstrates a commitment to elevating teacher quality and professional
development. The PPST, with its seven key domains and 37 strands, sets clear expectations for
educators, ensuring that they possess the necessary skills to create effective learning
environments, engage with diverse learners, and continuously grow professionally. By
integrating outcomes-based education principles into teacher training programs, future educators
are equipped with practical experiences, such as field studies and internships, that prepare them
for the demands of the classroom. This approach not only enhances the quality of teacher
preparation but also contributes to improved student learning outcomes, as teachers are better
equipped to cater to the needs of their students and deliver quality education. Through
collaborative efforts between the Commission on Higher Education (CHED), the Department of
Education (DepEd), and the Professional Regulation Commission (PRC), the outcomes-based
education model ensures that teacher qualifications, licensure scopes, and professional
development initiatives are aligned with the competencies outlined in the PPST, ultimately
benefiting both teachers and students by fostering a culture of excellence in education.
What future changes or enhancements are anticipated for the PPST and CHED policies in
response to global educational trends?
The future changes and enhancements anticipated for the PPST and CHED policies in
response to global educational trends are likely to focus on further alignment with international
standards and best practices in teacher education. This alignment will ensure that Filipino
educators are equipped with the latest knowledge and skills needed to excel in a rapidly evolving
educational landscape. Additionally, there may be an increased emphasis on integrating emerging
technologies and innovative teaching methodologies into the teacher education curriculum to
prepare educators for the digital age. Furthermore, there could be a greater emphasis on
promoting inclusivity, diversity, and culturally responsive teaching practices to address the needs
of a diverse student population and promote equitable education for all. Collaboration with
international partners and participation in global educational initiatives may also be prioritized to
enhance the quality and relevance of teacher education programs in the Philippines.
The Technical Education and Skills Development Authority (TESDA) in the Philippines plays a
crucial role in developing and implementing the country's technical vocational education and
training (TVET) system. TESDA's primary focus is on equipping individuals with the skills
necessary to meet the demands of the labor market and contribute to economic growth. To
achieve this, TESDA has established a comprehensive framework of policies, competencies, and
standards that guide the delivery of TVET programs across the nation.
Key Policies and Standards Issued by TESDA
1. Competency Standards Development
TESDA's primary function is to develop competency standards for middle-level skilled
workers. These standards are formulated in the form of units of competency, which contain
descriptors for acceptable work performance. These units of competency are then packaged into
qualifications that correspond to critical jobs and occupations in priority industry sectors. The
qualifications are aligned with specific levels within the Philippine TVET Qualifications
Framework
2. National Training Regulations (TRs)
The competency standards and qualifications, along with training standards and assessment
arrangements, comprise the National Training Regulations (TRs) promulgated by the TESDA
Board. These TRs serve as the basis for:
 Registration and delivery of TVET programs: Training institutions must adhere to the
TRs to ensure the quality and relevance of their programs.
 Competency assessment and certification: TESDA uses the TRs to assess the
competency of trainees and issue certificates upon successful completion of training.
 Curriculum development: The TRs provide a framework for developing curricula that
align with industry needs and national standards.
3. Philippine TVET Qualifications Framework (PTQF)
The PTQF is a hierarchical framework that defines the levels of competency required for
different occupations. It provides a clear pathway for individuals to progress through different
levels of skills development, from entry-level to advanced. The PTQF is aligned with
international standards, ensuring that Filipino workers' qualifications are recognized globally.
4. TESDA's Core Business
TESDA's core business encompasses three key areas:
 Direction setting: TESDA conducts research and studies to gather data and information
that inform the development of TVET policies and plans. This ensures that TVET
programs are aligned with the needs of the labor market and the country's development
goals.
  Standards setting and systems development: TESDA sets standards for TVET
programs, assessments, and certification. It also develops systems to ensure the quality
and effectiveness of TVET delivery.
 Support to TVET provision: TESDA provides direct training through its network of
schools, training centers, and partnerships with enterprises and communities. It also
offers scholarships, career guidance, and placement services to support trainees.
Impact and Implications
TESDA's policies and standards have a significant impact on the Philippine TVET system. They
ensure that:
 TVET programs are aligned with industry needs: The competency standards and
qualifications are developed in consultation with industry stakeholders, ensuring that
trainees acquire the skills that are in demand.
 TVET programs are of high quality: The TRs and the PTQF set minimum standards
for training institutions and assessments, ensuring that trainees receive a quality
education.
 TVET programs are accessible to all Filipinos: TESDA offers a variety of training
modalities, including school-based, center-based, enterprise-based, and community-based
training, to make TVET accessible to individuals from all walks of life.
Future Implications
TESDA continues to evolve its policies and standards to address the changing needs of the TVET
sector. Future developments may include:
 Integration of technology: TESDA is likely to continue to integrate technology into its
policies and programs to ensure that trainees are equipped with the skills they need to
succeed in the digital age.
 Focus on 21st-century skills: Future policies may place a greater emphasis on
developing 21st-century skills, such as critical thinking, problem-solving, and
collaboration, which are essential for success in today's workplace.
 Personalized learning: TESDA may explore ways to personalize learning experiences
for trainees to cater to their individual needs and learning styles.
By continuously reviewing and updating its policies and standards, TESDA aims to ensure that
the Philippine TVET system remains relevant and effective in preparing individuals for the
future.
Deep search：policies and competencies or standards issued by tesda
The search for policies and competencies or standards issued by TESDA did not return specific
results. However, based on my knowledge, I can provide you with an overview of some of the
key policies and competencies typically issued by the Technical Education and Skills
Development Authority (TESDA) in the Philippines.
Policies and Competencies Issued by TESDA
1. Competency-Based Training
TESDA is known for its competency-based training approach, which focuses on ensuring
that individuals acquire the necessary skills and competencies required by industries.
Competency-based training programs are designed to align with industry standards and equip
trainees with practical skills that are directly applicable to the workplace.
2. Training Regulations (TRs)
TESDA issues Training Regulations (TRs) that outline the standards and requirements for
various technical-vocational programs. These TRs serve as the basis for curriculum development,
skills assessment, and certification processes. They ensure that training programs meet the
established quality and competency standards.
3. Philippine TVET Qualifications Framework (PTQF)
The Philippine TVET Qualifications Framework (PTQF) provides a systematic way of
organizing and recognizing technical-vocational qualifications in the country. It establishes
different levels of competencies and qualifications, allowing individuals to progress in their skills
development and career pathways.
4. Industry Partnerships
TESDA collaborates closely with industry partners to ensure that training programs are
relevant and responsive to the needs of the labor market. By working with industry stakeholders,
TESDA can align its programs with current industry trends and demands, enhancing the
employability of its graduates.
5. Assessment and Certification
TESDA is responsible for assessing the competencies of individuals who undergo
technical-vocational training programs. Upon successful completion of training and assessment,
TESDA issues certificates and qualifications that are recognized nationally and sometimes
internationally, providing validation of the trainees' skills and competencies.
6. Continuous Improvement
TESDA is committed to continuous improvement in its training programs and services.
Through regular reviews, evaluations, and feedback mechanisms, TESDA identifies areas for
enhancement and updates its policies and standards to ensure the quality and relevance of its
technical-vocational education offerings.
Overall, TESDA's policies and competencies focus on providing quality technical-vocational
education and training that meets industry standards, fosters skill development, and enhances the
employability of individuals in the Philippines.
The Professional Regulation Commission (PRC) in the Philippines is responsible for regulating
and licensing various professions. While PRC doesn't directly issue competency standards for
specific professions, it plays a crucial role in setting the standards for licensure examinations and
professional practice. Here's a breakdown of how PRC influences professional standards:
1. Licensure Examinations
 Setting Standards: PRC establishes the content, format, and difficulty level of licensure
examinations for various professions. These exams are designed to assess the knowledge,
skills, and competencies required for safe and ethical practice.
 Developing Syllabi: PRC develops syllabi for each profession, outlining the specific
topics and areas that will be covered in the licensure exam. This provides a clear
framework for aspiring professionals to prepare for the exam and ensures that they
acquire the necessary knowledge and skills.
 Administering Exams: PRC conducts and administers the licensure examinations for
various professions. This ensures a fair and standardized assessment process for all
candidates.
2. Professional Regulation
 Code of Ethics: PRC enforces the Code of Ethics for each profession, ensuring that
professionals adhere to ethical principles and standards of conduct. This helps maintain
public trust and confidence in the profession.
 Continuing Professional Development (CPD): PRC mandates Continuing Professional
Development (CPD) programs for licensed professionals, requiring them to update their
knowledge and skills throughout their careers. This ensures that professionals remain
competent and relevant in their fields.
 Disciplinary Actions: PRC has the authority to investigate and impose disciplinary
actions on professionals who violate ethical standards or engage in unprofessional
conduct. This ensures accountability and protects the public from unqualified or unethical
practitioners.
3. Specific Examples of PRC Standards
 Nursing: The PRC Board of Nursing (BON) has issued the "National Core Competency
Standards for Filipino Nurses" which outlines the key competencies expected of nurses in
the Philippines. These standards are used to guide nursing education and practice.
 Engineering: The PRC Board of Engineering (BOE) sets standards for engineering
education and practice, including the licensure examination for professional engineers.

Key Takeaways:
  PRC's primary role is to regulate and license various professions in the Philippines.
 PRC sets standards for licensure examinations and professional practice, ensuring that
professionals meet specific competency requirements.
 PRC enforces ethical standards and mandates continuing professional development to
ensure the quality and integrity of various professions.
 While PRC doesn't directly issue competency standards for each profession, it works
closely with professional boards and organizations to develop and maintain standards for
licensure and practice.
Remember, the specific policies and competencies for each profession are often determined by
the respective professional boards under the PRC's jurisdiction.
Deep search：policies and competencies or standards issued by PRC
policies and competencies or standards issued by PRC
The Professional Regulation Commission (PRC) of the Philippines issues various policies
and sets standards to ensure the competence and ethical conduct of professionals across multiple
fields. Central to its mandate, the PRC establishes guidelines and competencies required for
licensure examinations, while promoting continuous professional development (CPD) to keep
practitioners updated with the latest industry standards. The PRC aligns these competencies with
both national and international benchmarks, ensuring that professionals are not only prepared but
also equipped to contribute effectively to the nation's progress. Additionally, the PRC's efforts
include implementing new guidelines for the assessment and regulation of professional practices,
thereby fostering a culture of lifelong learning and ethical responsibility among licensed
professionals. In recent years, the PRC has emphasized the importance of innovation and
adaptability within professional standards, particularly in areas impacted by rapid technological
advancement and changing market conditions. This includes reviewing and updating
competencies in response to emerging trends and developments in various sectors, ensuring that
practitioners maintain relevance in a dynamic environment. Moreover, the PRC's initiatives
support a broader strategy of talent development within the framework of national growth and
modernization, reflecting the agency's commitment to enhancing the overall standard of
professional services in the Philippines. Through these policies, the PRC plays a crucial role in
shaping a competent workforce that can meet both current and future challenges in their
respective fields, ultimately contributing to enhanced service delivery and public trust in
professional sectors.
What specific competencies does the PRC require for each profession?
The Professional Regulation Commission (PRC) in the Philippines requires specific
competencies for each profession to ensure that practitioners are competent and ethically
responsible. For nursing professionals, the PRC emphasizes core competencies such as
demonstrating knowledge of health/illness status, identifying health needs of clients, explaining
health status, value-based nursing practice, knowledge-driven nursing practice, outcome-oriented
professional relationships, and leadership and governance. The licensure examinations assess
competencies in eleven key areas of responsibility, including patient care competencies, safe and
quality nursing care, communication, collaboration, teamwork, and health education. The PRC
aligns these competencies with national benchmarks and promotes continuous professional
development to adapt to emerging trends and technological advancements. By setting standards
and updating competencies, the PRC aims to shape a competent workforce capable of meeting
current and future challenges in the nursing profession, ultimately enhancing service delivery
and public trust.
How does the PRC ensure that its policies remain relevant to current industry standards?
The Professional Regulation Commission (PRC) ensures that its policies remain relevant
to current industry standards through a multifaceted approach. One key strategy is the alignment
of licensure examination guidelines and competencies with both national and international
benchmarks. By doing so, the PRC ensures that professionals are equipped with the necessary
knowledge and skills to meet global standards and effectively contribute to the nation's progress.
Moreover, the PRC emphasizes continuous professional development (CPD) to keep
practitioners abreast of the latest industry standards. This commitment to lifelong learning
ensures that professionals remain updated and adaptable in a rapidly evolving environment.
Additionally, the PRC's initiatives focus on reviewing and updating competencies in response to
emerging trends and technological advancements, reflecting its dedication to fostering innovation
and relevance within professional standards. By implementing new guidelines and regulations,
the PRC promotes a culture of ethical responsibility and excellence among licensed
professionals, ultimately enhancing service delivery and public trust in various sectors.
What role does continuous professional development play in maintaining professional
standards?
Continuous professional development (CPD) serves a critical role in upholding
professional standards by ensuring that practitioners remain abreast of the latest industry trends,
advancements, and best practices. The Professional Regulation Commission (PRC) of the
Philippines emphasizes CPD as a means for professionals to continuously enhance their
competencies, knowledge, and skills, thereby enabling them to deliver high-quality services and
maintain ethical conduct. Through CPD, practitioners are encouraged to engage in diverse and
flexible learning activities that align with their professional roles, promoting growth and
specialization within their respective fields. The PRC's focus on CPD reflects a commitment to
fostering a culture of lifelong learning and innovation among licensed professionals, enabling
them to adapt to evolving market conditions and technological advancements. By mandating
CPD programs, the PRC ensures that professionals are equipped to meet current and future
challenges, contributing to the overall standard of service delivery and public trust in various
professional sectors.
How does the PRC assess the effectiveness of its issued guidelines?
The Professional Regulation Commission (PRC) assesses the effectiveness of its issued
guidelines through a multifaceted approach that includes continuous review, impact assessment,
and alignment with national and international benchmarks. By ensuring compliance with the
Ease of Doing Business and Efficient Government Service Delivery Act of 2018, the PRC
conducts thorough evaluations of rules and procedures, striving to enhance efficiency and
regulatory efficacy. Moreover, the PRC collaborates with bodies like the Professional Regulatory
Board of Nursing and the Commission on Higher Education to develop and implement
competency standards tailored to specific professions. This strategic partnership enables the PRC
to uphold rigorous standards and align licensure examinations with current industry demands.
Additionally, the PRC's focus on innovation and adaptability underscores its commitment to
updating competencies in response to emerging trends, ensuring that professionals remain
relevant in a rapidly evolving landscape. By fostering a culture of lifelong learning and ethical
responsibility, the PRC not only evaluates the impact of its guidelines but also promotes
continuous professional development to meet the dynamic needs of various sectors.
In what ways does the PRC incorporate feedback from professionals into policy updates?
The PRC incorporates feedback from professionals into policy updates through various
mechanisms. One prominent way is through the establishment of regulatory committees that
spearhead initiatives focused on enhancing the competence of professionals by acquiring new
skills and competencies. These committees play a pivotal role in fostering lifelong learning and
continuous professional development among regulated professionals, ensuring that policies are
aligned with the evolving needs of the industry. Additionally, the PRC, as mandated by Republic
Act 8981, administers, implements, and enforces regulatory policies concerning the licensing of
professions under its jurisdiction. The PRC's mission emphasizes determining the competence of
professionals through the provision of standards and issuing licenses judiciously, reflecting
values such as professionalism, integrity, responsibility, unity, accountability, competence, and
excellence. Furthermore, the PRC collaborates with AIPOs (PRC Accredited Integrated
Professional Organizations) to integrate professionals into national organizations, where
membership is mandatory, ensuring a collective approach to policy feedback and updates.
What challenges does the PRC face in implementing new technologies in professional
standards?
The PRC encounters several challenges in integrating new technologies into professional
standards. One primary challenge is ensuring that professionals possess the necessary
competencies to leverage these technologies effectively. The rapid pace of technological
advancements requires continuous updates to existing competencies and the introduction of new
ones to keep pace with industry developments. Additionally, the PRC must navigate the
complexities of regulating professions in a tech-driven landscape, where emerging fields may
lack established standards. Another critical challenge lies in fostering a culture of innovation and
adaptability among professionals to embrace new technologies and practices. The need for
continuous learning and upskilling to remain relevant poses a significant challenge to both
professionals and the regulatory framework. Moreover, ensuring ethical standards and data
security in technological applications adds another layer of complexity to the integration process,
requiring vigilance and oversight to maintain the integrity of professional practices in the digital
age.
How does the PRC's approach to international benchmarks influence local practices?
The PRC's approach to international benchmarks significantly influences local practices
by ensuring that Filipino professionals meet global standards and remain competitive in the
international arena. By aligning competencies with international benchmarks, the PRC ensures
that professionals are well-prepared to contribute effectively not only locally but also on a global
scale. This alignment enables Filipino professionals to showcase their skills and expertise in
international settings, opening up opportunities for career advancement and recognition abroad.
Moreover, the emphasis on continuous professional development (CPD) and innovation in
response to global trends enhances the adaptability of local practitioners to changing market
conditions and technological advancements. Through these efforts, the PRC fosters a culture of
lifelong learning and ethical responsibility among professionals, ultimately elevating the overall
standard of professional services in the Philippines to meet international expectations.
What impact does PRC regulation have on public trust in professional services?
The impact of PRC regulation on public trust in professional services is multifaceted. By
setting stringent guidelines and competencies for licensure examinations, the PRC ensures that
professionals meet high standards of competence and ethical conduct. This, in turn, enhances the
credibility and reliability of services provided by licensed practitioners, fostering trust among the
public. Moreover, the emphasis on continuous professional development (CPD) by the PRC
reflects a commitment to keeping professionals abreast of industry trends and standards,
instilling confidence in the competence of service providers. The PRC's initiatives to modernize
and adapt regulations to changing market conditions and technological advancements further
contribute to public trust by demonstrating a proactive approach to ensuring that professionals
remain relevant and competent. Overall, the PRC's efforts in talent development, ethical
regulation, and maintaining high standards play a pivotal role in enhancing public trust in
professional services in the Philippines.