THE NEED FOR TVET QUALITY ASSURANCE SYSTEM AND QUALIFICATION STANDARDS (TEACHER-TRAINER-ASSESSOR) IN THE MARITIME INDUSTRY: THE MAAP EXPERIENCE

This paper provides a brief overview of the Maritime Industry with focus on the seafarers being a number one choice in the global maritime arena as evidenced by the number of deployment of seafarers. A brief overview on the educational and training system in the Philippines with the concerned agencies (TESDA, DepEd, CHED, and MARINA) and their various initiatives have been analyzed primarily on the latest trend in MET namely: 2016 nationwide implementation of K to 12, OBE implementation and the Philippines Qualification Framework. MAAP as a MET provider and full supporter of the government initiatives is spearheading programs, projects, and activities aimed at ensuring a continuous supply of quality seafarers in the global maritime industry which this paper would like to share. This paper emphasized the need for a TVET quality assurance and a TVET Trainer/Assessors Qualification Standards in the Maritime Industry to ensure the success of the programs because the continuous training of human resources is the key to success. Technical-Vocational Livelihood (TVL) Maritime specialization and a Prebaccalaureate Maritime specialization are being offered to Senior Maritime High Schools which must be handled by qualified and certified TVL maritime teachers. The TVET policy framework and TVET qualification levels have been analyzed. This is timely as this may serve as a reference by MARINA in expanding them to come up with general MET teachers’ standards by incorporating the needed competencies (outcomes) and performance criteria for each qualification level. The paper ends with conclusions, recommendations, and projected implications/impact of quality assurance and qualification standards in the Maritime Industry thru innovations in TVET for socio-economic development