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The Technical Education and Skills Development Authority (TESDA) is the government office tasked to manage and supervise technical education and skills development in the Philippines. It was created under Republic Act 7796, otherwise known as the “Technical Education and Skills Development Act of 1194.” The said act integrated the functions of the former National Manpower and Youth Council (NMYC), the Bureau of Technical Vocational Education and Sports (BTVE-DECS) and the apprenticeship program of the Department of Labor and Employment (DOLE).
Goals and objectives Promote and strengthen the quality of technical education and skills development programs to attain international competitiveness. Focus technical education and skills development on meeting the changing demands for quality middle-level manpower. Encourage critical and creative thinking by disseminating the scientific and technical knowledge base of middle-level manpower development programs. Recognize and encourage the complementary roles of public and private institutions in technical education and skills development and training systems. Inculcate desirable values through the development of moral character with emphasis on work ethic, self-discipline, self-reliance and nationalism. TESDA’S STRATEGIES Exercise of its Authority as TVET manager Development partner’s capabilities Strengthening the competency assessment and certification Promotion of the Dual Training System Active participation in the convergence strategy for rural development of the government
MISSION TESDA provides directions. TESDA Quality Policy We measure our worth by the satisfaction of the costumers we serve. accessible. institutional integrity. personal commitment and deep sense of nationalism. programs and standards towards quality technical education and skills development. VALUE STATEMENT We believe in demonstrated competence. high quality Filipino middlelevel manpower responsive to and in accordance with Philippine development goals. VISION TESDA is a leading partner in the development of the Filipino workforce with world-class competence and positive work values. Civil & Welding Technology Automotive Technology . MANDATE Section 2 of Republic Act No. 7996 specifically declares the state policy “to provide relevant. TVET Programs of TESDA Technology Institutes Baguio City School of Arts and Hotel and Restaurant Services Trades Tourism Services Short-Term Courses in Cordillera Skills Development Center (CSDC) A Center for Technical Excellence in Engineering Technology . policies. Micro-enterprise development and training initiatives with partners for overseas employment.HRS/ BWI/ BEAR Mechanical Technology Electrical & Electro-Mechanical Tech.
a Provincial/District Director (Director III). 79 Provincial Office. Fourteen comes from the private sector and 8 come from the government sector. they constitute TESDA as an Authority. plans and programs. The Director General is assisted by three Deputy Director Generals: Sectoral TVET. The TESDA Secretariat is the development and implementing arm of the Authority. The TESDA Board is responsible for the promulgation of continuing. . the Board has 22 members. respectively. 6 District Offices. Together.Pudtol Technical & Livelihood Training Center (PTLTC) General Construction Trade Building Wiring Electrician Ladies Dressmaking Abra Skills Development Center (ASDC) Welding Technology Engine Tune-Up (Gas Diesel) Engine Overhauling Automotive Electrician Barangay Electrician Under chassis Mechanic Motor Control TESDA STRUCTURE TESDA is a government agency attached to the Department of Labor and Employment for policy and program coordination. coordinated and fully integrated technical education and skills development policies. It is headed by the Director General (with a Cabinet Rank) who exercises general supervision and control over TESDA’s technical and administrative personnel. TESDA is composed of both the Board and the Secretariat. There are 8 Executive Offices. and Communities and Local Government Units Services. 17 Regional Office. The TESDA Board is the highest policy-making body and also represents the public-private partnership that works together for the benefit of its constituents. Its composition includes the key stakeholders of the TVET sector. Currently. Field Operations. Each is headed by an Executive/ Regional Directors (Director IV).
Bulacan. Projects and Activities (P/P/A) around the demands of. the employability of TVET graduates is the measure of the quality and relevance of its education and training programs.7% of TVET graduates of school/center/enterprise-based programs get employed after six months to within one year after completion of training. In TESDA. the local and overseas markets. As an agency with poverty alleviation as a major mandate. Today. requires it to straddle the sectors of education and training. Within the employment sector. TESDA works under the umbrella of the National Anti-Poverty Commission (NAPC) and supports the Government’s 10-point (BEAT-THE-ODDS) development agenda as refined further in the President’s 08 x 2008 thrust. As such. TESDA has a manpower complement of 4. the TESDA Women’s Center and the National TVET Trainers Academy. TESDA organizes its Programs.It maintains and manages 15 Regional and 45 Provincial Skills Development Centers and 59 TESDA-Administered schools nationwide. and the available jobs at. 2005) DESCRIPTION OF TESDA’S PROGRAMS AND PROJECTS . and employment. Within the education and training sector. the higher education portions. TESDA is attached to the Department of Labor and Employment (DOLE) for policy and program coordination. and Quezon City. TESDA works with the Presidential Task Force on Education (PTFE) and is on the middle of a trifocalized Philippine education system with DepEd taking on the basic and CHED. including the Korea-Philippines Training Center in Davao. (Source: TESDA Impact Evaluation Study. 48. respectively.436 personnel spread out in the various regions of the country. TESDA’s socio-economic objectives and the multiplicity of its mandate and responsibilities.
Labor Market/Education and Training Intelligence Reports (LMIR/ETMIR) The LMIR provides insights on current trends. Policy Formulation TESDA comes up with an annual TVET Policy Agenda which guide the TESDA Board and the TESD Committees during policy deliberations on critical issues and concerns that promote quality and relevant TVET. enterprisebased and community-based.Direction Setting Policies. These are aimed at providing clear directions and priorities for TVET in the country. Plans. The ETMIR. and Information Programs and services relating to these concerns embody the role of TESDA as the Authority in technical vocational education and training (TVET). center-based. provides information on the extent of provision of education and training in the country. The LMIR focuses on the demand for labor and employment while the ETMIR concentrates on the supply side. on the other hand. Plan Formulation . Impact Evaluation Studies (IES) This is a complete and comprehensive assessment of the relevance and effectiveness of TVET in the four delivery modes of training. These include the formulation of plans and policies for the TVET sector and the generation through researches and studies and the dissemination of relevant data and information for informed decision of stakeholders of the sector. namely: school-based. issues and challenge available in the local and international labor markets.
Together with the NTESDP. PROGRAMS AND PROJECTS STANDARDS SETTING AND SYSTEM DEVELOPMENT Another pillar towards the realization of TESDA’s authority role in TVET sector is to ensure quality through the provision of the standards and system development services. COMPETENCY STANDARDS DEVELOPMENT The program aims at developing standards and systems that will align middle-level skills qualifications with the industry standards. The competency standards shall be the bases in assessing the qualifications of the middle-level skilled workers through the competency assessment and certification. Certification is provided for those who meet the competency standards. . This ensures the productivity. Competency assessment and certification of worker is continuously done in pursuit of professionalizing skilled workers. The NTESDP is anchored on the Medium Term Philippine Development Plan. COMPETENCY ASSESMENT AND CERTIFICATION The program aims at assessing and certifying the competencies of the middle-level skilled workers through the TESDA occupational qualification and certification system (TOQCS).TESDA is mandated to formulate the National Technical Education and Skills Development Plan (NTESDP) which serve as the blue-print for the comprehensive development of the Filipino skilled workforce. The assessment process is done to confirm that the graduate or worker can perform to the standard expected in the workplace based on the defined competency standards. Regional and Provincial TESDP Plans are formulated and implemented at the sub-national level. quality and global competitiveness of the middle-level workers.
Gold Award (Mastery Level) and Platinum Award (International Center for Program Excellence). 358 or the “Institutionalization of Ladderized Interface between TVET and Higher Education” mandates TESDA and the Commission on Higher Education to develop and implement unified National qualifications framework. An integral part of program registration is the monitoring of registered programs for continuous compliance to standards. . Program Accreditation Is a voluntary process of demonstrating quality assurance to programs and institutional processes that shall lead to the recognition and conferment of awards at various levels for exemplary performance. correction of sub-standard ones and denial of registration for those who fail to comply. Silver Award (Proficiency Level). UNIFIED TVET PROGRAM REGISTRATION AND ACCREDITATION SYSTEM (UTPRAS) – This program covers: Program registration (Compulsory) Is a compliance with minimum requirements prescribed in the Training Registrations (TRs) and anchored on competency-based system. TESDA also has accredited assessment centers as well as competency assessors who conduct competency assessment processes for persons applying for certification. This shall be undertaken in consultation with concerned sectors and stakeholders.TESDA has a registry of certified workers which provides information on the pool of certified workers for certain occupations nationwide. Ladderization and Equivalency -executive order no. Program registration prescribes full compliance with prevailing training standards. The four levels are Bronze Award (Commitment Level).
These school-based programs include post secondary course offerings of varying duration not exceeding three years. Post TVET Bridging Programs.The framework shall establish equivalency pathways and access routes for a ladderized system that allows easier transitions and progressions between TVET and higher education.these serve as venues to recognize the skills excellence of young industry skilled workers and graduates of TVET institutions.These refer to the direct delivery or provision of TVER programs by the TESDA administered schools totaling to 59. SUPPORT TVET PROVISIONS In view of the need to provide equitable access and provision of technical education and skills development programs to the growing TVET clients. Network of dual Sector Colleges or Universities. School-based Programs. provincial. enterprise-based and community-based. sectoral and regional contests held nationwide.school-based. Winners of the regional contests vie in the PNSC. . Adoption of Curricular Programs. The Philippine National Skills competition (PNSC) – The culmination of a series of local. Modularized Program Approach. TESDA continues to undertake direct training provision. This framework shall include as far as practicable but not limited to the following unified qualification and articulation mechanisms: National System of Credit Transfer. There are four training modalities. Winners in the PNSC undergo further training to prepare them for the international skills competitions such as the ASEAN Skills Competition (ASC) and the World Skills Competition (WSC) under the Auspices of the international Vocational Training Organization. center-based. System of Enhanced equivalency. Skill Competitions. Accreditation/ Recognition of Prior Learning. Competency-based Programs. TESDA in collaboration with various partners has conducted these skills competitions and enabled the country’s participation in the various international contests.
food processing. These programs generate income to support the TESDA Development Fund. HRM-food preparation. HRM-hotel housekeeping and guestroom maintenance. The TESDA Board approves the training fees. the TWC seeks to advance the women’s economic status through training. entrepreneurship development. HRM-food and beverages services. jewelry and welding. The free six-month pre-employment skills training for women consists of four month in-center training and two (2) months on-the-job-training in trade areas such as: automotive. They also bring in equipment to augment TESDA’s delivery system. TESDA Training Center Taguig Campus Enterprise (TTCTCE) – The TTCTCE conducts advanced technology programs registered under UTPRAS in partnership with industry organizations under a comanagement scheme. the industry partners assume all the training expenses. Korea – Philippines Training Centers – TESDA is an implementing agency of three grant assistance projects from the Government of the . at an agreed sharing scheme contained in a memorandum of agreement. Assistance to existing and potential women entrepreneurs is further sustained through the Kasanayan Kabuhayan One Stop Shop (KKOSS) that gives the access to information or referral services on training. From the training fees. industrial sewing machine operation. gifts/toys and house wares.Center-based programs – these refer to training programs being undertaken in the 15 TESDA Regional Skills Development Centers and 45 Provincial Skills Development Center. gender-sensitive policies. electronics. gender sensitivity. programs and projects and research and advocacy. repair and maintain the training facilities of the Center. ceramics. dressmaking. Completing this package of assistance are empowerment courses on entrepreneurship motivation. markets. TESDA Women’s Center – Established through a grant-aid from the government of Japan. technology and credit. leadership and work ethics and value development. This is in response to the training requirements of the industry.
Dual Training System (DTS) is an instructional delivery system that involves two Venues of learning.Republic of Korea. KPITTC Quezon City also provide training on computer graphics and animation. The Korea-Philippines Information Technology Training Center (KPITTC) of the Quezon City Polytechnic University Compound in Novaliches hopes to become the premier information and communication technology training center in the Asia-Pacific region by producing competent IT practitioners to service the local and global manpower needs. TESDA implements three projects in partnership with the Korea International Cooperation Agency (KOICA). The school/training center and the company establishment. Quezon City Government (for KPITTC Quezon City). The period of apprenticeship covers a minimum of four (4) months and a maximum of six (6) months. Generally. Another grant assistance is the KPITTC located at the Regional Skills Development Center in Guiginto. VBulacan. Learnership Program is a practical training on-the-job for approved learnable occupations for a period not exceeding three (3) months. Only companies with TESDA approved and registered learnership program can hire learners. These programs can be any of the following: Apprenticeship Program is a training and employment program involving a contact between an apprentice and an employer on an approved apprentice occupation. Bulacan Provincial Government (for KPITTC Bulacan and Davao Provincial Government (for KorPhil Davao) Enterprise-Based Programs – These programs are training programs being implemented within companies/firms. . Only companies with approved and registered apprenticeship programs under TESDA can hire apprentices. it aims to provide a mechanism that will ensure availability of qualified skills workers based on industry requirements.
Likewise. 3) strengthen training cooperation between the establishments and educational institutions schools/training centers and business establishments interested to adopt DTS must register their programs and apply for accreditation. Trainers Development Program – This program provides continuing training to trainers. develops curricular exemplars. Kasanayan sa Hanapbuhay (KaSH) – This is a bridging mechanism to enhance the government’s skills development and employment facilitation programs. The program focuses on technologies. 2) enhance the employability and productivity of graduates. The dual system aims to 1) encourage increasing levels of investments in TVET by both public and private institutions. prepare the trainees to meet the requirements of the national certification system and enable TVET personnel to upgrade their skills in their areas of specialization. supervisors and non-teaching personnel to improve and upgrade the delivery to technology-based instructions within the TVET sector.The training is based on a training plan collaboratively designed and implemented by an accredited dual system educational institution/training center and accredited dual system of agricultural. and evaluate acquired and adopted curriculum and program standards. approaches and methodologies that address the market demands. assess. industrial and business establishments. validate. plans and programs in curriculum and programs standards for TVET institutions. develop training aids and assessment Instruments. which are of prime importance to employers in hiring new employees. This program provides new entrants to labor force with the opportunity to acquire basic skills and work experience. KaSH servers as a venue for private companies to demonstrate that corporate social responsibility as well as contribute to the development of the country’s human resources. formulate/recommend policies/strategies in curriculum and programs standards development. . Curriculum and Resource Materials Development Program – This program aims to develops schemes. administrators.
The implementation of the scholarship for Ladderized Education Program (LEP) established to support Executive Order No. 8545. software development and other industries with critical skills requirements. animation. The scholarship programs currently being implemented include the following: • Private Education Students Financial Assistance Program (PESFA) – This program was established through Section 8 of Republic Act No. respectively. This is either full or partial pay for the training costs for finishing courses in the business process outsourcing (BPO) industry. • PGMA Training for Work Scholarship Program(PGMATWSP) – This is a scholarship program which provides immediate interventions to the highly critical skills. call center. 358 is likewise funded under the PGMA-PWSP. The program hopes to provide skills and competencies to job seekers through appropriate training programs that are directly connected to existing jobs for immediate employment. both locally and overseas. PESFA offers educational grants to qualified and deserving college freshmen both in degree and non-degree courses. The Commission on Higher Education (CHED) and TESDA handle the administration of the program for degree and non-degree courses. medical and legal transcription. 2)promote TVET. It also hopes to empower private education and training institutions too offer relevant training programs that meet job requirements. otherwise known as the Expanded Government Assistance to Students and Teachers in Private Education (GASTPE) Act. The program seeks to: 1) extend financial assistance to marginalized but deserving students in pos-secondary non-degree courses. and 4)assist private institutions in their development effort by assuring a steady supply of enrollees to their course offerings. . 3)contribute to the development of a competent skilled workforce.Scholarship and Student Assistance Programs – These programs aims to address equity and access by providing direct financial assistance to deserving TVET enrollees across all regions in the country.
Aside from high school students as its primary target. Youth Profiling for Starring Careers (YP4SC) . it could also be delivered to out-of-school-youth. • Career Guidance and Placement Programs – This covers the provision of career counseling and job referral/facilitation services to students and graduates of TVET. . labor market Information. 3) Profiling of Youth . It provides aptitude and job interest assessment. industry associations and other stakeholders in TVET. This program is support of the government’s anti-poverty programs. Such arrangement shall be executed through contacts and memoranda of agreement. education and training information.This is a multi-component career guidance program designed to help students choose intelligently to what courses to pursue in college. unemployed adults and working adults who should like to make a career change. The I-CARE program is a sharing scheme program between TESDA and partner/s. This is being implemented through partnerships with legislator. local government unit (LGUs). The packages of programs and services under I-CARE include: 1)Enhancing TVET Provision. where every peso of the partner’s pledge for each chose program shall be matched by a counterpart fund from the TESDA budget.and Intensifying Scholarship and Student Assistance Programs.• Invigorating Constituent Assistance in Reinforcing Employment (I-CARE). non government organizations (NGOs). career profiling and career guidance and counseling. 2) Pursuing Competency Assessment and Certification.
A Report about TESDA In Partial fulfilment for the Requirements in EDUC 15 .
Jonard Santos. Catherine P. Hazel Geronimo. Carino. 2011 . Ann Krissel Tamayo. Nail Trixia Submitted to: Ms. Jacqueline Cas-ing. Sunshine Rose Lope. Arlyn Banizal.Submitted by: Flores. Kandice Faye Balayya. Jamaica Sazon. Mary Jane Anniban. Lorilee Demiterio Submitted on: August 24. Lilibeth Cayacay. Angelica Ibay.
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