Administrative and Supervisory Organization Where administrator exercise visionary leadership responsive to
emerging learning needs of the nation; ensure adequate resources;
In the Philippines, the education system aims to:
 Provide a broad general education that will assist each individual
in society to attain his/her potential as a human being, and
enhance the range and quality of the individual and the
group;
 Help the individual participate in the basic functions of society
and acquire the essential educational foundation for his/her
development into a productive and versatile citizen;
 Train the nation’s manpower in the middle-level skills required
for national development;
 Develop the high-level professions that will provide leadership
for the nation, advance knowledge through research, and apply
new knowledge for improving the quality of human
life;
 Respond effectively to changing needs and conditions through a
system of educational planning and evaluation.
The DepEd Vision
We are people organization
committed to a culture of excellence in public service. Believing that
the most important resource of our country is its people, we make the
task of educating the Filipino child our singular mission.
We assist the Filipino child to discover his/her full potential in a child-
centered and value-driven teaching-learning environment and thereby,
enable him/her to create his/her own destiny in global community. We
prepare him/her to become a responsible citizen and an enlightened
leader who loves his/her country and is proud to be a Filipino.
We provide a school system…
Where teachers and principals achieve the desired learning outcome not
only because they are empowered, competent and accountable, but
because they care;
promote appropriate technology; create and sustain a conducive climate
to enhance learning; and Where the family, the community and other
institutions actively support our efforts. We affirm the right of every
Filipino child especially the less advantaged to benefit from such a
system. This is our vision. With God’s help, we dedicate all our talents
and energies to its realization.
The DepEd Mission
To provide quality
basic education
that is equitably accessible to all
and lay the foundation
for life-long learning and
service for the common good.
DepEd MANAGEMENT STRUCTURE
To carry out its mandates and objectives, the Department is
organized into two major structural components. The Central Office
maintains the overall administration of basic education at the national
level. The Field Offices are responsible for the regional and local
coordination and administration of the Department’s mandate. RA 9155
provides that the Department should have no more than four
Undersecretaries and four Assistant Secretaries with at least one
Undersecretary and one Assistant Secretary who are career service
officers chosen among the staff of the Department.
At present, the Department operates with four Undersecretaries in
the areas of: (1) Programs and Projects; (2) Regional Operations; (3)
Finance and Administration; and (4) Legal Affairs; four Assistant
Secretaries in the areas of: (1) Programs and Projects; (2) Planning and
Development; (3) Budget and Financial Affairs; and (4) Legal Affairs.
Six centers or units attached to the Department similarly provide
technical and administrative support towards the realization of the
Department’s vision. These are the National Education Testing and
Research Center (NETRC), Health and Nutrition Center (HNC),
National Educators Academy of the Philippines (NEAP), Educational
Development Projects Implementing Task Force (EDPITAF), National
Science Teaching Instrumentation Center (NSTIC), and Instructional
Materials Council Secretariat (IMCS). There are four special offices
under OSEC: the Adopt-a-School Program Secretariat, Center for
Students and Co-curricular Affairs, Educational Technology Unit, and
the Task Force Engineering Assessment and Monitoring.
At the sub-national level, the Field Offices consist of the
following:
Sixteen (16) Regional Offices, including the Autonomous
Region in Muslim Mindanao (ARMM*), each headed by a Regional
Director (a Regional Secretary in the case of ARMM);
One hundred fifty-seven (157) Provincial and City Schools
Divisions, each headed by a Schools Division Superintendent. Assisting
the Schools Division Offices are 2,227 School Districts, each headed by
a District Supervisor;
Under the supervision of the Schools Division Offices are forty-
eight thousand, four hundred forty-six (48, 446) schools, broken down
as follows:
40,763 elementary schools (36,234 public and 4,529 private)
7,683 secondary schools (4,422 public and 3,261 private)
ADMINISTRATIVE SERVICE
The Administrative Service is responsible for providing the Department
with economical, efficient, and effective services relating to legal
assistance, information records, supplies, equipment, security and
custodial work.
Office of the Director
The Director manages and supervises the operation of the
Administrative Service in the implementation of its functions.
Legal Division
The legal division provides legal advice to the Secretary,
Undersecretary and the Bureaus and Offices of the Department;
interprets laws and rules affecting the operations of the Department;
prepares contracts and instruments to which the department is a part and
interprets provisions of contracts covering work/services; investigates
administrative cases/ charges filed against employees of the
Department; prepares decisions/resolutions on administrative cases;
assists in the promulgation of rules, regulations and policies governing
the activities of the Department; prepares the legal opinions for the
Secretary and prepares comments on proposed legislations concerning
the Department.
General Services Division
The General Services Division provides basic services to DECS
Officials and employees such as: Medical services, Dental services,
Radio Communication services, Transportation/Mechanic services,
Electrical/ Air-conditioning services, Building Maintenance and
Plumbing services and Security services.
Dental Clinic
Dental services are intended to address the health and welfare of DECS
officials, employees and their immediate dependents at the Central
office as well as visiting DECS officials, teachers, support personnel
from the field to be treated as walk-in patients.
The Dental Clinic performs the following functions: consultation,
complete oral examination, treatment of carious teeth such as extraction
and temporary or permanent filing simple dental surgery, oral
prophylaxis and simple gum treatment, prosthetics may be made if
laboratory cost to be shouldered by the patient, dental periapical X-Ray
and referral when necessary.
Medical
The Medical Clinic takes care of the health of the employees to make
sure that they are fit perform their work effectively. It attends to the
basic needs of the employees like monitoring of blood pressures and
prescribing the appropriate medicines whenever necessary.
It holds our Annual Medical/Dental Check-ups which include
laboratory examinations, electro diagrams and chest X-rays. When the
results are sent to us, we interpret them for the employees and give
necessary medicines and advices.
Radio Communication Network Unit
The primordial function of this unit is to send and receive calls to and
from the field offices and other Department's clientele (local and
international) through radio transmitter or radio transceiver, fax
machine, PABX digital telephones.
Security Service Unit
This unit plans, organizes and supervises operations in the building area;
advises, recommends security measures to immediate supervisors;
implements security measures directed by supervisors; investigates and
reports unusual occurrences and infraction of rules and regulations;
prepares report of daily guarding activities; takes charge of the training
of mend; and serves the Administrative men of the unit.
Records Division
The Records Division establishes and maintains a systematic records
system for the Central Office; receives and distributes all
communications to the field; release and mails or disposes all
communications to the field; disposes all DECS old file in accordance
with attending rules and regulations and laws; exercises absolute care
and fidelity in the custody of DECS records.
Property Division
The Property Division procures supplies, materials and equipment to
meet the service requirements of the DECS Central Office; evaluates
Program of Expenditures forwarded by DECS Regional Office,
Division Offices, and National Schools and make recommendations to
the Secretary; implements effective control and management of General
Office property; distributes supplies, materials and equipment available
as per requisitions of different units in the Central Office; properly
dispose off unserviceable of excess properties in accordance with
applicable rules, regulations and laws; prepares annual property
inventory for submission to the Commission on Audit; prepares and
maintains property account cards for all properties of the General
Office; prepares and submits sales report for properties lost and paid for
collections remitted to the Treasury; signs all property clearances of all
officials and employees of the DECS Proper, Regional Directors and
Schools Division Superintendents; conducts emergency purchases
through canvass of urgently needed supplies and equipment which the
Procurement Service cannot supply.
Teachers Camp
The Teachers Camp plans and directs the program for the year round
maintenance and utilization of the physical facilities of the Camp
consisting of eleven (11) dormitories, forty-seven (47) cottages and
guest houses, four (4) conference halls, two (2) dining rooms, a school
building and meeting rooms. It also attends to the housing and
conference requirements of teachers, school officials, and organizations
attending various conferences scheduled in the Camp throughout the
year; plans/implements the year round beautification and greening
program within the 25-hectare Camp reservation; provides, maintains,
coordinates and oversees the effective operations of the various sections
namely: Accounting, Property and Supply, Engineering and Physical
Facilities, Collection and Disbursement, Front Desk and Customer
Relations and Administrative Sections
FINANCIAL MANAGEMENT SERVICE
The FMS is composed of five (6) divisions namely: Budget Division,
Accounting Division, Management Division, Payroll Services Division,
Systems Division and Cash Division.
Budget Division
The Budget Division is responsible in the preparation, including
submission to the Department of Budget and Management of budgetary
estimates in support of the DECS' operations, plans and programs to
achieve its goals of providing the citizenry better access to quality basic
education. The process also involves the review, evaluation and
consolidation of the budget proposals of all DECS Central and Regional
Offices, and coordination with the Office of the Planning Service. This
division assists management in the presentation of the Department's
budgetary estimates/proposals before administrative and legislative
bodies; and provides technical assistance to other units in the application
and utilization of budgetary methods and procedures. It also the primary
responsibility of the Division to prepare the annual work and financial
plans and matrices, and other documentation to ensure the release of
funds as reflected in the General Appropriations Act (GAA) and from
other sources.
Accounting Division
The Accounting Division is responsible for the maintenance of the
books of accounts of Central Office staff, Bureaus and Centers. It
administers financial reports, processes of disbursement and trust
accounts and makes branch accounting in regional offices. It
consolidates financial reports of all Central Offices and Regional offices
for submission to fiscal agencies. It has technical supervision over all
DECS Accounting offices.
Payroll Services Division
The division is responsible for the centralized production of payrolls,
salary checks and compensation, benefits of teachers and administrative
personnel in provinces, chartered cities headed by a Superintendent,
including the Secondary Teachers of the National Capital Region in the
most effective and cost-efficient manner.
Systems Division
The division serves as a center for the strategic management of an
effective and efficient information system for the DECS through
developing a mechanism that integrates and coordinates the DECS
information requirements that are accessible and responsive to users. It
also synchronizes data collection, processing and dissemination to
ensure quality of information
Management Division
The division develops plan and program objectives relative to
management improvement in the Department, examines its
administrative organization, maintains its organizational charts and
manual operations and undertakes regular management surveys on
organizational structure, manpower and operations, studies special
problems as assigned and makes recommendations for improvement.
Cash Division
The Cash Division collects and disburses funds; accounts for receipts,
custody and disbursement of funds; undertakes encashment of checks
for cash advances and payment of salaries, wages and other obligations;
provides proper recording of cash advances, disbursements, collection
and deposits; prepares reports and documents pertinent to the collection
of disbursements and deposits of funds.
The Cash Division controls the Notice of Cash allocations (NCAs) of
DECS proper and the different staff bureaus, centers, and other foreign
assisted projects of the Department for payments of different
government obligations to both private and government obligations to
both private and government agencies. Release/mail checks to different
claimants for payments of different government obligations.
HUMAN RESOURCE DEVELOPMENT SERVICE
The Human Resource Development Service develops and administers
personnel programs which include selection and placement,
classification and pay, career and employment development
performance appraisal, employee relations and welfare services. It
consists of three (3) divisions: personnel division, employee’s welfare
and benefits division and staff development division.
Personnel Division
The Personnel Division provides comprehensive, well-organized and
synchronized personnel services. It develops and administers personnel
programs such as recruitment, selection, placement, transfers,
details/reassignments, reinstatements and other personnel movements;
leaves such as vacation, sick, maternity, study and terminal; separation
from the service (retirement, resignation, dropping from the rolls, etc.
and salaries (vouchers, payrolls).
Projects
  Monitoring and evaluation of Personnel Records and Current
Personnel Actions in the different Regional and Division
Offices.
 Establishment of the DECS Personnel Information System (PIS)
 National Search Committee
 Revision of the DECS Performance Appraisal System (PAS)
 DECS-PLM Off-Campus Masteral and Doctoral Programs
 Review of Position Description to update position titles in DECS
 Personnel Audit of Schools and Personnel of the Central Office
Employees Welfare and Benefits Division
The Employees Welfare and Benefits Division undertakes a continuous
evaluation of existing programs and projects intended to enhance the
welfare of DECS teaching and non-teaching employees. The Division
is also concerned with the development of new welfare programs to suit
the emerging needs of DECS personnel. Moreover, the EWBD provides
consultative researches and studies in aid of legislation on matters
pertinent for upgrading the welfare and benefits of the Department's
employees. Conformably, EWBD, a relatively new office of the
Department, has initiated the establishment and implementation of the
following programs and projects:
 DECS Provident Fund
 DECS Expanded Shelter Program
 DECS Cooperative Program
 DECS Employees Suggestion and Incentive Awards System
(ESIAS)
 Pre-Retirement Innovation and Option for Results (PRIOR)
 DECS-PVB Financial Assistance
 DECS Hospitalization Fund Program
Staff Development Division
The Division's primordial concern is to conceptualize, implement,
monitor and evaluate programs on skills enhancement, values
orientation, frontline functions improvement and special programs for
teaching and non-teaching personnel of the DECS Central and field
offices.
It's other functions include: conducting orientation/induction programs
for new entrants on the history, structure, vision and mission, work
ethics, organization and functions of the Department; undertake a well-
planned and coordinated materials development program including the
preparation of training modules and supplementary reading handouts.
Special Programs
 Values Orientation Workshop
 Human Rights Education
 Peace Educations
 Gender and Development
 Graft and Corruption Prevention Education
The Bureau of Elementary Education (BEE) is responsible for
providing access and quality elementary education for all. It also
focuses on social services for the poor and directs public resources and
efforts at socially disadvantaged regions and specific groups. The
Bureau of Secondary Education (BSE) is responsible for providing
access and quality secondary education. Its aim is to enable every
elementary graduate to have access to secondary education. It improves
access to secondary education by establishing schools in municipalities
where there are none and reviews the overall structure of secondary
education as regards curriculum, facilities, and teachers’ in-service
training.
The Bureau of Non-formal Education (BNFE) is responsible
for contributing to the improvement of the poor through literacy and
continuing education programmes. Its aim is to provide focused basic
services to the more disadvantaged sections of the population to
improve their welfare and contribute to human resource
development.
The Bureau of Physical Education and School Sports
(BPESS) is responsible for physical fitness promotion, school sports
development, cultural heritage revival (Kundiman Fiesta), natural
heritage conservation, and values development. Its aim is to inculcate
desirable values such as self-discipline, honesty, teamwork,
sportsmanship, excellence and others and make the Filipino youth fit to
respond adequately to the demands, requirements, challenges and
opportunities that the next century may bring. The functions of the
BPESS were absorbed by the Philippine Sports Commission in August to provide a viable alternative to the existing formal education
1999. instruction, encompassing both the non-formal and informal sources of
knowledge and skills
Attached agencies to the Department are the National Museum,
National Library, National Historical Institute, and Records CHED Organizational Structure
Management and Archives Office. Other offices are the Instructional CHED Vision
Materials Corporation, Instructional Materials Council, Educational A key leader and effective partner in transforming HEIs towards
Development Projects Implementing Task Force, Educational producing highly competent and productive professionals
Assistance Policy Council, National Youth and Sports Development through dynamic excellent
Board, National Social Action Council and Teacher Education Council. and client oriented services
The main objective of the cultural agencies of the Department is to
preserve, conserve, restore and enrich the cultural heritage, customs and CHED Mission
traditions. CHED is committed to provide
effective central office direction
Trends in Education and implement programs
 Lib Hub Project and mechanisms to ensure affordable quality higher education
 ALS accessible to all
 K+12
 UbD Commission on Higher Education Projects and Programs
 Faculty Development (FacDev)
Library Hub  Student Financial Assistance Programs (StuFAPs)
makes books  Expanded Tertiary Education Equivalency and
accessible Accreditation Program (ETEEAP)
to all  National Agriculture and Fisheries Education System
(NAFES)
 Centers of Excellence/Development (COE/COD)
 CHED Thesis / Dissertation Grants / Paper Presentation /
Goals of Alternative Learning System Visiting Research Fellow

to protect and promote the right of all citizen to quality basic education
to promote the right of all citizens to quality basic education and such
education accessible to all by providing all Filipino children in the
elementary level and free education in the high school level. Such
education shall also include alternative learning system for out-of
school youth and adult learners.“ (Section 2 of PA. 9155, The
Governance of Basic Education Act of 2001).
Faculty Development (FacDev)
The quality of education depends largely on the qualifications
and competencies of the faculty. In view of the faculty’s vital role in
influencing education outcomes, the Commission on Higher Education
(CHED) requires that teachers at higher education level must have at
least masters degree in the fields in which they teach.
The Faculty Development Program (FDP) is a critical factor
towards building the strong foundation of an educational system to
ensure quality education. In previous and current studies, faculty
development has always surfaced as a priority concern. Our nation
cannot compete with its neighboring countries that are now moving
towards offering cutting-edge programs and technologies unless we
invest in creating a pool of experts in our academic institutions. This
critical mass will then be capable to train and equip students for
significant and promising careers in the global market.
More that 50% or 70,000 higher education institutions (HEIs)
faculty need to upgrade their qualifications and competencies in order
to improve the quality of teaching in our HEIs. The vast majority of
students in higher education are being taught by faculty who possess no
more than the level of qualification for which they are studying. Low
teacher qualification inevitably leads to low standards of learning
achievement among students.
CHED Memorandum Order (CMO) No. 40, s. 2008 which
requires all higher education institutions (HEIs) faculty to have at least
masters degree shall be fully implemented by AY 2011-2012. Hence,
there is need to encourage and provide assistance to HEIs to enable them
to meet this CMO requirement.
Student Financial Assistance Programs (StuFAPs)
As per CMO 29, s.2009
Revised Implementing Guidelines of STUFAPs
SCHOLARSHIP PROGRAMS
FULL - This program is for bright Filipinos students who got the
highest score in the NCAE and must belong to the top ten of the
graduating class. Scholars under this program can enroll in any
government or private college/university HEIs with parent whose
Annual Income Tax Return of not less than P300,000.00.
Full-Merit - P15,000.00/sem
HALF - For bright Filipino students who got a percentile NCAE rating
score of 85 to 89. Scholars under this program shall enroll in any
government or private HEIs. It also includes Persons With Disabilities
(PWDS).
Half-Merit - P7,500.00/sem
Student Financial Assistance Programs
GRANT-IN-AID PROGRAMS
Tulong-Dunong includes the following components:
STUDY GRANT PROGRAM FOR SOLO PARENTS AND
THEIR DEPENDENTS – This program is intended for all solo
parents and their children
P6,000.00/sem
DND-CHED-PASUC STUDY GRANT PROGRAM - This grant-
program is intended for dependents of killed-in-action (KIA), battle
related, Complete Disability Discharged (CDD-Combat) and active
Military Personnel of the Armed Forces of the Philippines. Educational
benefit given to children of KIA-CDD Combat in order to contribute to
the enhancement of our soldiers to fight by ensuring their children’s
education.
P2,500.00/sem
OPAPP-CHED STUDY GRANT PROGRAM FOR REBEL
RETURNEES - This grant-program is intended for former rebels and
the legitimate/legitimized dependents which expands the access to
college education opportunities.
P5,000.00/sem
CHED SPECIAL STUDY GRANT PROGRAM FOR
CONGRESSIONAL DISTRICT/SENATE - This grant-program is
intended for the constituents for Congressmen, Party List
Representatives, and Senators.
Student Financial Assistance Programs (StuFAPs)
STUDENT LOAN PROGRAM
Study Now Pay Later Plan (SNPLP) - This program is designed to
promote democratization of access to educational opportunities in the
tertiary level to poor but deserving students through financial assistance
in the form of an educational loan. It is a scheme that extends loan or
credit to poor but deserving students who are entering freshman college
or tertiary students with college units earned
P7,500.00/sem
Student Financial Assistance Programs (StuFAPs)
GENERAL REQUIREMENTS:
• Must be a Filipino citizen of good moral character;
• A high school graduate or a candidate for graduation from high School;
• At least 80% general weighted average (GWA) based on Form 138
and a general scholastic
aptitude (GSA) of National Career Assessment Examination (NCAE),
as follows:
a. 90% above - full merit
b. 85% above - half merit
c. 80-84% - grant-in-aid and student loan programs
• Combined Annual Gross Income of Parents/Guardian not to exceed
P300,000.00;
• Must not be more than 30 years of age at the time of application
except for CHED OPAPPSGPRR;
• Entering freshmen and/or college student in any curricular year level;
• For student-borrower:
a. must enter into a loan agreement with CHEDRO; and
b. must have a co-borrower who is a member of SSS/GSIS in good
standing (at least paying contribution for six (6) months for the last 12
months); and
• Has not availed of any government scholarship and/or grant.
Expanded Tertiary Education Equivalency and Accreditation
Program (ETEEAP)
The ETEEAP is a comprehensive educational assessment
program at the tertiary level that recognizes, accredits and gives
equivalencies to knowledge, skills, attitudes and values gained by
individuals from relevant work. It is implemented through deputized
higher education institutions that shall award the appropriate college
degree.
Beneficiaries must be Filipinos who are at least high school
graduates. They must have worked for at least five years in the field or
industry related to the academic program they are obtaining an
equivalency. They must also be able to show proof of proficiency,
capability and thorough knowledge in the field applied for equivalency
National Agriculture and Fisheries Education System (NAFES)
The Commission on Higher Education (CHED) in coordination
with the Department of Agriculture (DA) and other government
agencies was mandated to establish a National Agriculture and Fisheries
Education System (NAFES) by virtue of Section 66 of Republic Act
(RA) No. 8435 otherwise known as the “Agriculture and Fisheries
Modernization Act (AFMA) of 1997”
NAFES aims to establish, maintain and support a complete and
integrated system of agriculture and fisheries education (AFE),
modernize and rationalize agriculture and fisheries education from
elementary to tertiary levels, unify the system of implementation of
academic programs and upgrade the quality and ensure sustainability
and promote the global competitiveness at all levels of AFE.
To address these objectives, the National Universities and
Colleges of Agriculture and Fisheries (NUCAFs) and Provincial
Institutes of Agriculture and Fisheries (PIAFs) were identified. The
selection of the NUCAFs and PIAFs were based on the following
criteria namely, institutional accessibility, population, economic
contribution of agriculture and fisheries in the community, quantity and
quality of research studies conducted, degree of utilization of research
results, quantity and quality of faculty members, type of facilities,
linkages and potential contribution to agriculture and fisheries
development in the target area
Centers of Excellence/Development (COE/COD)
Centers of Excellence (COEs) and Centers of Development
(CODs) are either public or private higher education institutions (HEIs)
which have demonstrated the highest degree or level of standard along
the areas of instruction, research and extension. They provide
institutional leadership in all aspects of development in specific areas of
discipline in the various regions by providing networking arrangements
to help ensure the accelerated development of HEIs in their respective
service areas.
COEs/CODs in the different disciplines are identified and
carefully selected for funding assistance. Funds released to these centers
are utilized for student scholarships, faculty development, library and
laboratory upgrading, research and extension services, instructional
materials development, and networking of existing COEs and CODs.
CHED Thesis / Dissertation Grants / Paper Presentation / Visiting
Research Fellow
Guidelines
■Guidelines for CHED Dissertation Grant CMO 04 S. 2003.pdf
■Guidelines for CHED Visiting Research Fellowships CMO 13 S.
2003.pdf
■Addendum to CHED Memorandum Order No. 13, Series of 2003 Re:
Guidelines for CHED Visiting Research Fellowships CMO 32 S.
2004.pdf
■Guidelines for CHED Thesis Grant CMO 33 S. 2004.pdf
■Revised Guidelines for CHED Support for Paper Presentations in
International Conferences CMO_12_s2009.pdf
Forms
Application Form SPPIC.doc
dissform-1.doc
thesis application form.doc
TESDA ORGANIZATIONAL STRUCTURE
The Technical Education and Skills Development Authority
(TESDA) was established through the enactment of Republic Act No.
7796 otherwise known as the "Technical Education and Skills
Development Act of 1994", which was signed into law by President
Fidel V. Ramos on August 25, 1994. This Act aims to encourage the full
participation of and mobilize the industry, labor, local government units
and technical-vocational institutions in the skills development of the
country's human resources.
The merging of the National Manpower and Youth Council
(NMYC) of the Department of Labor and Employment (DOLE). The
Bureau of Technical and Vocational Education (BTVE) of the
Department of Education, Culture and Sports (DECS), and The
Apprenticeship Program of the Bureau of Local Employment (BLE)
of the DOLE gave birth to TESDA.
The fusion of the above offices was one of the key
recommendations of the 1991 Report of the Congressional Commission
on Education, which undertook a national review of the state of
Philippine education and manpower development. It was meant to
reduce overlapping in skills development activities initiated by various
public and private sector agencies, and to provide national directions for
the country's technical-vocational education and training (TVET)
system. Hence, a major thrust of TESDA is the formulation of a
comprehensive development plan for middle-level manpower based on
the National Technical Education and Skills Development Plan. This
plan shall provide for a reformed industry-based training program that
includes apprenticeship, dual training system and other similar schemes.
TESDA is mandated to:
Integrate, coordinate and monitor skills development programs;
Restructure efforts to promote and develop middle-level manpower;
Approve skills standards and tests;
Develop an accreditation system for institutions involved in middle-
level manpower development;
Fund programs and projects for technical education and skills
development; and
Assist trainers training programs.
At the same time, TESDA is expected to:
Devolve training functions to local governments;
Reform the apprenticeship program;
Involve industry/employers in skills training;
Formulate a skills development plan;
Develop and administer training incentives;
Organize skills competitions; and
Manage skills development funds.
Overall, TESDA formulates manpower and skills plans, sets
appropriate skills standards and tests, coordinates and monitors
manpower policies and programs, and provides policy directions and
guidelines for resource allocation for the TVET institutions in both the
private and public sectors.
Today, TESDA has evolved into an organization that is
responsive, effective and efficient in delivering myriad services to its
clients. To accomplish its multi-pronged mission, the TESDA Board has
been formulating strategies and programs geared towards yielding the
highest impact on manpower development in various areas, industry
sectors and institutions.
Vision
TESDA is the leading partner in the development of the Filipino
workforce with world-class competence and positive work values.
 Mission Programs and services relating to these concerns embody the
TESDA provides direction, policies, programs and standards towards role of TESDA as the authority in technical vocational education and
quality technical education and skill development. training (TVET). These are aimed at providing clear directions and
priorities for TVET in the country. These include the formulation of
Values Statement plans and policies for the TVET sector and the generation through
We believe in demonstrated competence, institutional integrity, researches and studies and the dissemination of relevant data and
personal commitment and deep sense of nationalism. information for informed decision of stakeholders of the sector.
National Technical Education Skills Development (TESD) Plan
National Technical Education Skills Development (TESD) Agency
Philippine Technical Vocational Education and Training (TVET)
System
Philippine Technical Vocational Education and Training (TVET)
Outlook
Quality Policy Labor Market Intelligence Reports
"We measure our worth by the satisfaction of the customers we serve" List of Technical Vocational Education and Training (TVET) Studies
Through: Technical Vocational Education and Training (TVET) Statistics
Strategic Decisions
Effectiveness Pro-active Job Matching Process
Responsiveness
Value Adding TESDA shall SEEK (jobs) through domestic and international
Integrity market intelligence report to pinpoint specific job requirements.
Citizen focus TESDA shall FIND (people) the right people who can be trained to fit
Efficiency the jobs in partnership with NGOs, social welfare agencies / institutions,
TESDA CORE BUSINESS school and community organizations. TESDA shal TRAIN (people)
using standards of quality for TVET developed in consultation with
Direction Setting various industry sectors. This pro-active matching process contributes
to the best job-skills fit. TESDA also focuses on increasing productivity
Crucial to TESDA's role as the TVET authority in the country is of implemented training programs by assisting individuals or groups
its capacity to steer and provide guidance to the sector. With the end in who prefer to go into micro business, small and medium enterprises of
view of setting out clear directions and establishing priorities, the entrepreneurship training.
availability of timely, relevant and accurate information is of essence.
Data gathered through the conduct of researchers and studies shall be Institutional Capacity Building
disseminated to enable the TVET stakeholders to make informed
decisions. With quality information, TVET policies and plans shall be For TESDA to provide the required services and live up to its
formulated that will serve as the blueprint for TVET implementation in core business, it must muster internal capacity and capability. It is
the country. necessary to build its competencies along various requirements of its
responsibilities in direction setting, standards setting and systems
Policies, Plans and Information development and in supporting TVET provision. Institutional capacity
building also involves the installation of the TESDA quality
management system at all levels of the organization.
Foreign Scholarship Training Program
TVET Programs
In view of the need to provide equitable access and provision of
TESD programs to the growing TVET clients, TESDA continues to
undertake direct training provisions. There are four training modalities
school-based, center-based, enterprised-based and community-based.
These are being done with TESDA’s infrastructure in place – 57
TESDA administered schools, 60 training center, enterprise-based
training through DTS/apprenticeship and community-based training in
convergence with the LGU’s.
School Based Program
This refers to the direct delivery or provision of TVET programs
by the TESDA-administered schools. Totaling to 57, 19 are agricultural
schools. 7 are fishery schools and 31 are trade schools. These school
based programs include post-secondary offerings of varying duration
not exceeding three years.
Center Based Programs
These refer to training provisions being undertaken in the TESDA
Regional (15) and Provincial (45) Training Centers totaling 60 in
selected trade areas in the different regions and provinces in the country.
TESDA Training Center Taguig Campus Enterprise (TTCTCE)
The TTCTCE conducts and advanced technology training
programs registered under UTPRAS in partnership with industry
organizations under a co-management scheme in response to the
training requirements of the industry. These programs generate income
to support TESDA Development Fund (TDF). The TESDA board
approves the training fees. From the training fees, at an agreed sharing
scheme contained in a MOA, the industry partners assume all the
training expenses, repair and maintain the training facilities of the
center. They also bring the equipment to augment TESDA's delivery
system.
Community Based Programs
Community-based Training for Enterprise development
Program is primarily addressed to the poor and marginal groups, those
who cannot access, or are not accessible by formal training provisions.
They have low skills, limited management abilities, and have few
economic options. They have no access to capital – most of them are
unqualified for formal credit programs. The program goes further than
just mere skills training provision. It is purposively designed to
catalyzed the creation of livelihood enterprises that shall be
implemented by the trainees, immediately after the training. Likewise,
it is designed to assist partner agencies such as LGUs, NGOs, people
organizations and other agencies organizations with mission to help the
poor get into productive undertakings to help themselves and their
communities. a. The Evolution of Community-based Training and
Enterprise Development in TESDA
Enterprise Based Programs
Enterprised-Based Programs are training program being
implemented within companies/firms. These programs can be any of the
following:
Apprenticeship Program is a training and employment
program involving a contract between an apprentice and an employer
on an approved apprenticeable occupation. Generally, it aims to provide
a mechanism that will ensure availability of qualified skilled workers
based on industry requirements. The period of apprenticeship covers a
minimum of four months and a maximum of six months. Only
companies with approved and registered apprenticeship programs under
TESDA can be hire apprentices.
Objectives:
To help meet the demand of the economy for trained manpower;
To establish a national apprenticeship program through the
participation of employers, workers and government and non-
government agencies; and To establish apprenticeship standards for the
protection of apprentices.
Learnership Program is a practical training on-the-job for approved
learnable occupations, for a period not exceeding three months. Only FOR COMPANIES:
companies with TESDA approved and registered learnership programs Workers developed according to the company's needs
can hire learners. Guaranteed highly skilled and productive workers
Savings on production cost through tax incentives
Dual Training System is an instructional mode of delivery for
technology-based education and training in which learning takes place FOR SCHOOLS:
alternately in two venues: the school or training center and the company. Less need for sophisticated equipment and facilities
Responsiveness to industries' needs
One of the strategic approaches on this program is the conversion of Maximized use of equipment and facilities
selected industry practices/ programs registered under the Better employment opportunities for its graduates
apprenticeship program into DTS modality. Enhanced public image
Tax exemption for imported equipment
Objectives: To strengthen manpower education and training in the
Philippines by institutionalizing the DTS as an instructional delivery Competency Standards Development
system of technical and vocational education and training (TVET). TESDA develops competency standards for middle-level skilled
workers. These are in the form of units of competency containing
Target Beneficiaries: descriptors for acceptable work performance. These are packaged into
 Trainees/ Students qualifications corresponding to critical jobs and occupations in the
 Companies priority industry sectors. The qualifications correspond to a specific
 Schools levels in the Philippine TVET Qualifications Framework (PTQF).The
 Training Centers competency standards and qualifications, together with training
 Training Institutions standards and assessment arrangements comprise the national training
 IBs/Industry Associations regulations (TR) promulgated by the TESDA Board. The TRs serve as
basis for registration and delivery of TVET programs, competency
 LGUs
assessment and certification and development of curricula for the
 NGOs
specific qualification.
 GOs
 Parents Assessment and Certification
 Teachers
 Trainers TESDA pursues the assessment and certification of the competencies of
the middle-level skilled workers through Philippine TVET
Benefits of the Dual Training System: Qualification and Certification System (PTQCS). The assessment
process seeks to determine whether the graduate or worker can perform
FOR STUDENTS: to the standards expected in the workplace based on the defined
Quality training and proper skills, work attitude and knowledge competency standards. Certification is provided to those who meets the
Enhanced employability after training competency standards. This ensures the productivity, quality and global
Better chances for career mobility competitiveness of the middle-level workers.
Allowance for transportation and other expenses.
TESDA has a Registry of Certified Workers which provides
information on the pool of certified workers for certain occupations
nationwide.
TESDA also has accredited assessment centers as well as the
competency assessors who conduct competency assessment process for
persons applying for certification.
TESDA also has accredited assessment centers as well as the
competency assessors who conduct competency assessment process for
persons applying for certification.
ACHIEVEMENTS
 In 2009, TESDA provided 592,977 scholarships to displaced
local workers and OFWs under the Pangulong Gloria
Scholarships (PGS). Some 592,977 students and trainees also
qualified as scholars under the Private Education and Student
Financial Assistance (PESFA) program. A total of 158,855 high
school students were profiled under the Youth Profiling for
Starring Career (YP4SC) in 2009. A one-stop center on job
referral and placement assistance was established in 672 blue-
desks throughout the country.
 TESDA also upgraded the skills and certified 10,335 tech-voc
trainers and dispatched 2,896 trainees under the TESDA-JITCO
Skills and Technology Transfer Project during the year.
 An additional 5,264 tech-voc programs were registered in 4,041
public and private training providers nationwide. The registry of
certified workers was up by 482,034 while the number of
accredited assessors and assessment centers totaled to 2,665 and
1,676, respectively.
 In skills assessment and certification, some 836,131 skilled
workers and new graduates were assessed. Of these number
690,836 workers were certified.
 Of the three training delivery modes, community-based training
programs produced the highest number of graduates at 907,730,
followed by institution-based training with 873,558 and
enterprise-based training with 122,505 graduates.
EMPLOYED
 The impact evaluation study conducted by TESDA showed that
of the more than 200,000 graduates who responded in the
survey, 55 percent were already employed. More than one-third
(36%) got their jobs in less than a month and one-fourth (26%)
were employed within one to three months after completing their
courses.
 This study also showed that graduates of technical vocational
courses have higher chances of getting employment than college
graduates.
 The skills learned by vocational training graduates, according to
TESDA, are very much in demand and are attuned to the needs
of companies. The courses they have chosen were based on their
occupational interests and aptitudes.
 The biggest number of graduates were employed in the
following business sectors: footwear and leathergoods; land
transportation; processed food and beverages; business process
outsourcing; heating, ventilation and air-conditioning; metals
and engineering; construction and furniture and fixtures.
THE VALUE OF TECH-VOC
In the past, many Filipinos shy away from tech-voc courses, thinking
that these are only for the poor and those with low mental ability. The
reality now is that most of the successful workers and entrepreneurs
have taken at least one or two tech-voc courses. Most of the job
vacancies now, both in the domestic and overseas labor markets, require
technical skills.
Enrollment in tech-voc courses has in fact increased over the years and
has reached 1.98 million in 2009. Half of the enrollees were high school
graduates while 13 percent were already college graduates. The rest
were either college undergraduates (16 percent) or have previously
taken other post-secondary tech-voc course (12 percent).