safety and security; phase II – transitional (July – December 2020) encompasses programs and activities that would slowly aid in the transition towards the “new normal”; and phase III – structural (January 2021 onwards) is the regular implementation of policies, projects, and programs under the “new normal.” 54. TVET PH Fourth Industrial Revolution (4IR) Framework contains specific measures to ensure the right competencies are imparted to TVET learners, particularly the youth, in six areas or aspects. First is in terms of governance, which includes modernization and upgrading of TVET schools and institutions; strengthening of the information and communications technology (ICT) infrastructure and info system; and TVET financing. The second is developing competency standards and a curriculum responsive to emerging technologies, benchmarking, and referencing international standards. The third is in terms of TVET delivery through a flexible and agile learning delivery system and assessment certification system. Fourth is the quality of TVET HR by capacity-building and upskilling of TVET human resources and learning and facilitators. Fifth encompasses partnerships and networking by intensifying partnerships and networking with industries. And sixth includes TVET policies that are responsive and agile and include skills anticipation and forecasting, intensification of research in TVET, and installation of KM System. TVET Programs Supporting the Youth a. Philippine Credit Transfer System provides the framework for learner progression through the Philippine Qualifications Framework (PQF) levels which then sets the standard for qualification outcomes in both the education sectors. It supports the implementation of the Ladderized Education Act, which aims to strengthen the interface between TVET and higher education and presents articulated pathways such as ladderized and embedded TVET and Higher Education programs. It also provides credit transfer arrangements that will maximize credit through recognition of equivalencies and assesses learning outcomes through recognition of prior learning. Currently, this system is in a pilot testing phase. b. Micro-Credentialing programs provide guidelines on recognizing micro-credentials for lifelong learning and upskilling/reskilling of learners in TVET and cover all delivery modes of learning: formal, non-formal, and informal that are also flexible enough to accommodate different modalities. It offers a new way of certifying a portfolio of skills, recognizing small and discrete learning, as well as credentialing existing knowledge and skills that are transferable across jobs in order to navigate the future of work. It is essentially small credentials, also called nano-degrees, badges, or stackable micro-degrees, which recognize the achievement of skill sets or knowledge required by industry, professional associations, or the community. 31