Professional Documents
Culture Documents
(TVET) System
DR. AUGUSTO BOBOY SYJUCO
Secretary and Director General, Technical Education and Skills Development Authority (TESDA)
boboysyjuco@tesda.gov.ph
On the other hand, non-formal education includes The EDCOM concluded that the different
education opportunities, even outside school premises, levels/categories of education should be managed
that facilitate achievement of specific learning separately so that the specific needs of each category
objectives for particular clienteles, especially the out- can be identified and well attended to for effective and
U Commission on Higher
P
Y I Department of Pre-Baccalaureate Education (CHED)
R A Education (DepEd)
N
C S R 4 Year Degree Program Master’s
D
A Elementary High School
Baccalaureate
A E (4 years)
(6 years)
E T 5 Year Degree Program
R R (Architectural & Engineering Doctorate
Programs)
R O
E Y 6 Year Degree Program
R
(Medical and Allied Programs)
Y
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Figure 01: Philippine Educational System
pupils entering Grade I, only 66 will graduate from
Education Cohort Estimates Grade 6. Out of the 66 elementary graduates, 58 will
enter first year, 43 will graduate from high school and
For every 100 Grade 1 pupils the remaining 15 will join the ranks of out-of-school
youths. Out of the 43 high school graduates, 23 will
66 finish Grade 6 enroll in 1st year college, 10 will get tech-voc education
58 enroll 1st HS 8 OSY and 10 will drop out.
43 finish High School 15 dropout The potential clientele of TVET includes primarily the
10 enroll 23 enroll 10
high school graduates, secondary school leavers,
In TVET In HE OSY college undergraduates and graduates who want to
7 3 acquire competencies in different occupational fields.
grad drp 14 9
Other potential clientele of TVET are the unemployed
grad dropout
persons who are actively looking for work. These
include the displaced workers who lost their jobs
Figure 02: Potential TVET Clientele because of closure of establishments, retrenchment or
laying-off of workers due to economic and other
efficient implementation. Thus, the trifocalization of related reasons. Returning overseas Filipino workers
the management of the country’s educational system who decide to discontinue working abroad are also
paved way for the following changes: clients of TVET as well as those currently employed
who want to upgrade their skills or acquire new skills.
Basic Education was subsequently changed to
Department of Education (DepEd) through the passage 2. The Delivery Modes
of RA 9155 or Governance of Basic Education Act on
August 2001. There are four basic modes of training delivery. In the
year 2005, 24.68% of TVET graduates came from the
Technical-Vocational Education became the formal school-based programs, 4.82% was contributed
jurisdiction of Technical Education and Skills by center-based non-formal training programs, a large
Development Authority (TESDA) as legally 41% came from community-based programs leading to
mandated through RA 7796 otherwise known as the livelihood and self-employment opportunities and
TESDA Act which was signed into law on August 25, enterprise-based programs like apprenticeship,
1994; and learnership and dual training programs contributed a
Higher Education involving tertiary education in 7.5% to the total annual output. Other government
community colleges, universities and
specialized colleges became the domain of
the Commission on Higher Education TVET DELIVERY MODES
(CHED) which was established through
the enactment of RA 7722 or Higher
Education Act on May 18, 1994.
Formal delivery by the schools
School- of TVET programs of varying
ii. TVET in the Philippines Other GAs 2005 duration of at least a year but
based
297,951 (22%) School-based not exceeding three years.
At present, TVET provides education and 334,235 (24.68%)
Provision of short duration non-
training opportunities to prepare students Center- formal training undertaken in
and other clients for employment. It also based the TESDA Regional and
Center-based Provincial Training Centers.
addresses the skills training requirements 65,214 (4.82%)
Training programs specifically
of those who are already in the labor designed to answer the needs
Community
market and would need to upgrade or Enterprise-based -based for skills training in the
develop new competencies to enhance Community-based community to facilitate self-
101,650 (7.50%)
555,272 (41%) employment.
employability and improve productivity.
Total Graduates = 1,354,322 Enterprise- Training programs like
based apprenticeship, learnership,
1. TVET Clientele Programs dual training which are carried
out within the firms/industries
A report from DepEd on the typical
progression of pupils indicates a huge Figure 03: TVET Graduates
market that needs TVET. Out of 100
agencies conducting mostly community-based
programs contributed 22% to the output.
TVET Providers (4,510)
3. TVET Delivery Networks Public
Private 1,714
2,796 38%
The training and development of the Filipino 62%
workforce for skilled employment is provided
mostly by the private TVET institutions. There are
4,510 TVET providers in the country today, 62% Public TVET Providers (1,714)
(2,786) of which are private and 38% (1,714) are LGUs Others
public. The public TVET providers include the 121 844 (49%) 344 (20%)
TESDA Technology Institutes composed of 57
schools, 15 Regional Training Centers, 45
DepEd
Provincial Training Centers and 4 Specialized Supervised Schools
Training Centers. Other public TVET providers 259 (15%)
include State Universities and Colleges (SUCs) and HEIs/SUCs TESDA
local colleges offering non-degree programs; With Non-degree Programs Technological Institutions
146 (9%)
DepEd supervised schools, LGUs, and other 121 (7%)
b. TESDA as the Authority in TVET Given its mandate, TESDA envisions to be the leading
partner in the development of the Filipino
i. Mandate and Core Business workforce with world-class competence and positive
work values. Its mission on the other hand is to
“TESDA is mandated to provide relevant, accessible, provide direction, policies, programs and standards
high quality and efficient technical education and towards quality technical education and skills
skills development in support of the development of development. TESDA has also a quality policy which
high quality Filipino middle level manpower states that, “We measure our worth by the
responsive to and in accordance with the Philippine satisfaction of the customers we serve.”
development goals and priorities”.
To facilitate the delivery of its
mandate, TESDA defines its
Core Business which is
comprised of three planks:
Direction Setting, Standard
Setting and Systems
Development and Support
to TVET Provision.
Office of the Chief of Services for Competency Assessment and Certification Office
Administration (OCSA) (CACO)
• OCSA Proper
• Accounting Division (AD) • Office of the Executive Director (OED)
• Budget Division (BD) • Certification Division (CD)
• Human Resource Management Division (HRMD) • Quality & Data Management Division (QDMD)
• General Services Division (GSD)
• Property and Supply Division (PSD)
• Legal
Corporate Affairs Office (CAO)
Office of the Deputy Director General Office of the Deputy Director General
Sectoral TVET (ODDG-ST) Field Operations (ODDG-FO)
Planning Office (PO) Regional Coordination Office (RCO) Office of TESDA Technology Institute
(OTTI)
• Office of the Executive Director (OED • Office of the Executive Director (OED • Office of the Executive Director (OED
• Policies and Plans Division (PPD) • Policy/Program Coordination Division (PPCD) • TESDA Technology Institute Manpower
• Research and Evaluation Division (RED) • Field Operations Monitoring Division (FOMD) Operation Division (TTIMOD)
ii. Structure
• The Board
TESDA is composed of the Board and the Secretariat.
Together, they constitute TESDA as an authority. The The TESDA Board is responsible for the promulgation
TESDA Board is the highest TVET policy-making of continuing, coordinated and fully integrated
body represented by public-private partners that work technical education and skills development policies,
together for the benefit of its constituents. The plans and programs. The Board now has twenty (23)
Secretariat serves as its technical and administrative members. Majority (15) comes from the private sector:
support. seven (7) from employers and industry, six (6) from
labor and two (2) from private technical vocational comprehensive plan for the development of skilled
institutions. Eight (8) government departments manpower in the country. In 1999, TESDA, through
represent areas related to technical education and skills consultation with major stakeholders in TVET from the
development, namely, Department of Labor and public and private sectors, formulated the First Cycle
Employment (DOLE) which sits as the chair of the National Technical Education and Skills Development
Board, Technical Education and Skills Development Plan (2000-2004) to guide the development efforts in
Authority (TESDA), Department of Interior and Local the whole TVET sector. The assessment of the Plan
Government (DILG), Department of Trade and implementation showed major gains in the sector for
Industry (DTI), Commission on Higher Education the past 5 years in terms of access, relevance, quality
(CHED), Department of Education (DepEd), and equity.
Department of Agriculture (DA), Department of
Science and Technology (DOST). • Access
The NTESDP takes as one of its major strategies, the This paradigm becomes more meaningful and strategic
pro-active skills matching process called Seek-Find- through the Youth Profiling for Starring Careers
Train which involves three key components: i) SEEK (YP4SC) program, a complete guidance delivery
local business opportunities, and jobs through domestic system to help young Filipinos make the right career
and international labor market intelligence to pinpoint choices based on an objective assessment of their
the exact requirements of the job market, ii) FIND the strengths and interests which provide the information
right people fit for the jobs, and iii) TRAIN the right on what work will place them in a “starring role”.
people for the available jobs using quality standards This information is coupled with updates on what job
and employment opportunities are and will be in
demand; and information on education and training
choices where the job can be learned. In the end, the
students and parents are equipped adequately in
making the right career decision. Ultimately, it will
lead to a greater job fit and greater value to
education and training.
SEEK FIND
the the
A PEOPLE iii. NTESDP vis-à-vis the National
JOBS
Development Plan and TESDA Corporate
Plan, HRD Plan and QMS Plan
The Training Regulations (TRs) are being developed in The Unified TVET Programs Registration and
consultation with industry leaders and promulgated by Accreditation System (UTPRAS) is a regulatory
the TESDA Board. The training regulations consist of mechanism by which TVET programs are quality-
the competency standards, training standards and assured by TESDA. All providers offering TVET
whether compliance to standards and
LEVEL PROCESS RESPONSIBILITY APPLICATION competency requirements have been
achieved.
A worker at this level Adhere to appropriate Assignments are
NC I performs routine and standards or specifications usually made by a
predictable tasks are usually involved supervisor or a The assessment and certification system
involving little or no worker at a higher involves over-arching components such
latitude for judgments level who gives as the accreditation of assessors,
simple instructions
and makes development of assessment tools as
clarifications or essential part of training packages,
suggestions when qualification of TVET trainers as
necessary assessors, recognition/accreditation of
A worker at this level Work involves some Application at this
NC II performs a prescribed accountability for the level may involve
National Assessment Boards across
range of functions quality of outputs individual various sectors, among others.
involving known responsibility or
routines and procedures, autonomy, or All programs with training regulations
where clearly identified working with others
choices and limited as part of a team or
are provided with competency
complexity applies group assessment tools specifically designed
A worker at this level Work involves Application at this to measure the effectiveness of training
NC III performs a wide range understanding the work level may involve delivery. These tools consist of 1) self-
of skilled operations at a process, contributing to individual
high level of problem solving, and responsibility or
assessment guide, 2) assessment
competence involving making decisions to autonomy, and/or agreement, 3) written examination, 4)
known routines and determine the process, may involve some assessor’s guide and 5) marking sheets.
procedures. The work equipment and materials to responsibility for
context involves some be used others. Participation
complexity in the extent in teams including
Efforts are continually being done to
and choice of options team or group effect assessment by sectoral boards
available coordination may be from the private sector. Formal
involved agreements are entered into by TESDA
with industry associations to empower
A worker at this level Work involves some Applications involve
NC IV performs a wide range leadership and guidance responsibility for the them to manage the competency
of application in a when organizing activities organization and assessment processes in their own
variety of contexts most of self and others as well performance of sphere of influence. Currently,
of which are complex contributing to technical others organization of National Assessment
and non-routine solutions of a non-routine
or contingency nature. Boards is being pilot tested in the area
Work at this level also of tourism services, community and
requires evaluation and health services, information and
analysis of current communication technology and
practices and the
development of new agriculture and fisheries.
criteria and procedures
As to issuance of certificates, unlike in
Table 02: PTQF Descriptors other countries, TESDA issues national
certificates to persons who have
programs are mandated to comply with the set of attained competence in all units of competency
standards for TVET provision. This process involves comprising a national qualification. The qualifications
compulsory registration of programs in compliance are aligned with specific skills levels as defined in the
with the standards prescribed in TR and competency- National Qualification Framework. The present NQF
based system; and voluntary accreditation. As of defines four (4) certificate levels for TVET—National
December 2005, there were already 13,098 programs Certificate Levels I, II, III and IV.
registered nationwide.
IV. ENHANCING EQUITY AND ACCESS IN
d. Assessment and Certification System TVET
Assessment and certification system is among the a. Ladderized Education Program (LEP)
essential quality assurance mechanisms in TVET. It is
the process of evaluating the TVET graduates and The changes and developments in the work patterns
skilled workers if they have the necessary competence and skills demand in various industries, including the
to perform the tasks to the required standards in the emerging ones, necessitate the need for a very strong
workplace. This mechanism provides the evidence
link between TVET and higher education. the 212 congressional districts in the country based on
the number of high school graduates of the prior year
As a strategy to remedy this, President Gloria and the provincial poverty index. In addition to passing
Macapagal Arroyo issued Executive Order 358 entitled an aptitude test administered by TESDA, the scholars
“To Institutionalize a Ladderized Interface between are pre-qualified on the basis of their family income
Technical-Vocational Education and Training (TVET) and average grade in high school. TESDA has since
and Higher Education (HE)”. The purpose of provided opportunities to 138,000 poor but deserving
Ladderization is to open pathways of opportunities for Filipino youth through this program.
career and educational progression of students and
workers. Specifically, it intends to create a seamless • PGMA Training for Work Scholarship Project
and borderless education and training system that (PGMA-TWSP)
allows mobility in terms of flexible entry and exit into
the educational system. In essence, ladderized This project is designed to directly intervene in
education is an empowering tool because it provides provision of training for highly critical skills, and, to
options or choices to a wider range of clientele on encourage private TVET providers redirect their
when to enter and to exit in the educational ladder. training programs to skills that are most needed by the
More importantly, it creates job platforms at every exit economy. Scholarship grants are in short courses
and provides the student an opportunity to get a job and specifically in the business process outsourcing (BPO)
earn income. industry and other industries with highly critical skills
While there will be no structural and systems changes, such as Agri-Business, Aviation, Construction, Cyber
the ladderized system provide for portability across Services, Medical Tourism (Wellness Sector), and
levels for harmonization of qualifications. Through Metals and Engineering.
active advocacy, it is expected that more State
Universities and Colleges (SUCs) are encouraged to • Technical Education Skills Development
ladderize their programs. At present, the program has Projects (TESDP)
been rolled out by TESDA and CHED for the
Academic Year 2006-2007 covering eight (8) priority These refer to two scholarship programs, namely: the
disciplines. Jobs-Directed Scholarship Program (JDSP) and ADB-
TESDP Scholarship Program are being implemented
• Agriculture and Fisheries by TESDA under a loan package funded by Asian
• Health and Medical Services Development Bank for the past two years. Similar to
• Information and Communication Technology the PESFA, these programs aim to provide poor but
• Maritime deserving youth access to tech-voc education. To date,
• Tourism/Hotel and Restaurant Management around 25,000 persons have been provided
• Criminology scholarships. The program will culminate in 2007
• Education when the ADB will be completed.
• Engineering
d. GAD in TVET
The list of priority disciplines shall be expanded in the
future based on the needs and the recommendation of The commitment on the Convention on the Elimination
the Technical Panels on Ladderization. of Discrimination Against Women (CEDAW) and
Beijing Platform for Action (BPA) requires the
b. Scholarship Programs Philippine government, as a signatory to these
conventions, to ensure the equal access of women and
There are three scholarship programs TESDA is men at all levels of education, skills development and
currently implementing. These programs direct the training.
choices of careers to the critical skills requirements of
in-demand jobs in the labor market. The programs Over the years, TESDA has endeavored to lead in the
also allow for equity through a socialized distribution gender mainstreaming efforts in the TVET sector.
of the opportunities made available through Gender and Development (GAD) concerns were
government subsidies incorporated in TESDA’s activities from planning to
monitoring and evaluation. There are increasing
• Private Education Student Financial Assistance
opportunities for females to enter non-traditional trades
(PESFA)
such as automotive and welding trades, among others.
Since 1997, TESDA has been implementing this TESDA offers a variety of training courses and
program. Scholarship slots are distributed equitably to programs for women and men.
In 1991, with the assistance from the government of
Japan, the TESDA Women’s Center was established. VI. THE MAJOR CHALLENGES
It serves as the National Vocational Training Center for
Women through which TESDA facilitate provision of With the increasing recognition of TVET’s role in the
skills training and interventions for the empowerment development of the national economy, the major
of women. The organization of TESDA GAD challenges confronting TVET are in the area of
Committee and the continuing partnership with various increasing access to and quality of TVET.
stakeholders are also among the efforts of TESDA to
address the issues of women and mainstream their • Massive National TVET Trainers / Assessors
concerns in TVET. Qualification Program
V. THE TVET OUTCOMES The TVET trainer is central to the delivery of various
TVET programs in the country. To date, the current
a. Certification of Skilled Workers pool of TVET trainers in the country is estimated at
22,000. Of the total, 1,300 or 6% are TESDA trainers
As an evidence of achievement of prescribed skills who are currently manning TESDA’s network of 121
standards and competencies and quality TVET technology institutes. The remaining 20,700 (94.1%)
provision, TVET graduates are issued national are employed in other public and private TVET
certificate of competency upon passing the competency institutions. There is the need to expand the pool of
assessment. Hence, this certificate serves as proof that experts particularly in critical or priority trades.
the person is a job-ready skilled worker. For easy
access of the certified Filipino workers, TESDA More than increasing the trainers in number, the greater
installed a Registry of Certified Workers (RWAC), a challenge is ensuring their quality. Indeed, this calls for
depository of information about the workers an intensive implementation of an assessment program
specifically in terms of their competencies that fit the for Trainers. A number of initiatives have been adopted
requirements to the job market. in response to this. One is the adoption of the
Philippine TVET Trainers Qualifications Framework
(PTTQF). Each Trainer Qualification (TQ) is a
• Certification Rate
combination of a competency level in technology (a
particular National Certificate level) and an appropriate
From 2000 to 2005, there were 162, 888 Filipino
competency level in the Training Methodology (TM).
workers subjected to national competency assessment
Second is the recent effort of TESDA to embark on a
and 90, 154 getting certified, or annual average
National TVET Trainers and Assessors Qualification
certification rate of 55%.
Program. A total of 4,000 trainers will undergo the
Annual program in 2006. This consists of 1,300
2000 2001 2002 2003 2004 2005 TESDA trainers and the remaining
Ave.
INDICATOR 2,700 trainers from institutions with
Assessed 90,472 185,399 158,305 111,251 207,918 223,984 162,888 programs progressing from No Training
Certified 57,628 144,746 68,529 39,208 122,453 108,361 90,154 Regulation (NTR) to With Training
Certification Regulation (WTR) status as well as
63.70 78.07 43.29 35.24 58.89 48 55
Rate
Table 04: Data on Assessment, Certification and Certification Rate: 2000-2005 those who will implement Ladderized
programs starting SY 2006-2007.
Source: Registry of Workers Assessed and Certified (RWAC): 2000-2005
• Expanding the Capacity of
Private TVET Institutions
through Scholarships
b. Employment of TVET Graduates
The other major challenge is expanding the capacity of
The ultimate outcome of skills training is employment, private TVET institutions through scholarships. It
whether in paid employment or self-created jobs. makes the TVET system highly accessible to poor but
Tracer studies have been conducted to measure the deserving Filipinos who require and need economic
absorption of TVET graduates into the mainstream empowerment through the acquisition of competitive
labor market. The latest study shows that overall competencies that meet job requirements.
employment rate of graduates joining the labor In response to this challenge, the existing scholarship
force is 60%. programs of TESDA are being expanded by pursuing
partnership especially through financial sharing scheme
with national and local officials. The encouraging
response of national and local officials brings TVET likewise guide the development and validation of
opportunities to an increasing number of beneficiaries. quality standards for skills and qualification in the
country to make our workers adaptable to the global
• Global competitiveness labor market. It would further push the call for the
institutionalization of relevant, accessible and quality
The rapid pace of globalization pressures nations to be TVET provision.
competitive in order to survive. This ushers the freer
• Expansion of strategic partnerships in TVET
permeability of human resources among countries.
While it poses as a huge challenge to the survival of
TESDA will continually pursue to expand and
Filipino workforce in the global market, it yields
strengthen its domestic and international networks and
various opportunities. This challenge pushes for the
alliances to support private sector-led and market-
continuing development and replenishment of
driven TVET. These strategic alliances with
manpower in order to ensure that there are workers of
international partners such the General Organization
the right quality and right quantity for jobs that are
for Technical and Vocational Training (GOTEVOT) of
made available at any given instance. Further, it
KSA, the UNEVOC Network, the Association of
urges for a stronger labor market intelligence and
Southeast Asian Nations (ASEAN), International
technology development. Lastly, it encourages
Labor Organization, the governments of Canada, Libya
transformation of the Filipino workforce to be
and Japan, among others are synergic and mutually
knowledge-based and adaptable to shifting skills or
beneficial in essence. Through sharing and learning
even occupations.
from each other, organizations will learn to imitate,
innovate or invent ideas and practices towards further
• Relevance, equity, accessibility and cost-
enhancing their programs and services.
efficiency of TVET
• Directing the Human Resource Development
In pursuits of relevant, accessible, equal and cost-
toward sustaining a competitive Filipino
efficient TVET, TESDA will gear up to raise the
workforce
capacity of TVET by being more innovative in
managing its resources and tapping more partners that
Human Resource Development connotes the quality
could augment the limited resources, and satisfy the
formation of human capabilities towards socio-
demands of the industries in terms of skills and
economic development. This strategy essentially puts
competency requirements by sharpening labor market
premium to competitiveness in terms of quality,
intelligence and subsequently use the updated labor
quantity and productivity of the Filipino workforce.
market information in developing and re-engineering
This entails the whole gamut of initiatives and reforms
training programs.
needed in the TVET system from raising its capacity,
institutionalizing quality, to expanding its alliances,
VII. FUTURE DIRECTIONS
among others. This is one best strategy to quickly
respond to the labor requirements especially of the new
TVET in the Philippines is facing more challenging
and emerging markets.
issues that pressures TESDA to innovate and be
competitive. The nature of TESDA’s responses is of
course conditioned by these push factors.
TESDA Board Resolution No. 2005-18, Approving the Provisional Assessment Fees By Qualification, 2006
TESDA Board Resolution No. 2003-05, Adoption of the Philippine TVET Qualifications Framework, dated March 13,
2003
TESDA Board Resolution No. 1998-01, Installing a Quality-Assured TESD System, dated January 23, 1998
TESDA Circulars
TESDA Circular No. 21 s. 2006, General Guidelines on the Implementation of Assessment and Certification Program
under the Philippine TVET Qualification and Certification System (PTQCS), 2006
TESDA Circular No. 14 s. 2005, Guidelines in the Implementation of the Philippine TVET Qualification and
Certification System, 2005
Publications
“Declaration of Policy”. Republic Act. No. 7796. Technical Education and Skills Development Act of 1994 (with
Implementing Rules and Regulations), 1995
TESDA Women’s Center and Japan International Cooperation Agency. (2006). GAD-Based Entrepreneurship
Development in TVET: A Study on the Evaluation of the International Training Program and Third Country
Program 2002-2005.
Technical Education and Skills Development Authority. (2006). Ladderized Education Program
Technical Education and Skills Development Authority. (2006). 2nd Cycle National Technical Education and Skills
Development Plan 2004-2009
Technical Education and Skills Development Authority. (2005). “Gender and Development in TVET”, A paper
presented during the 6th International Training Program at TESDA Women Center
Nakayama, J. (2005). “Gender and Vocational Education and Training”, A paper presented during the 6th International
Training Program at TESDA Women’s Center
Technical Education and Skills Development Authority. (1998). Installing a Quality-Assured Technical Education and
Skills Development (TESDA) System. 1998 TESDA Transition Report.
Technical Education and Skills Development Authority (TESDA). Philippine TVET Qualification and Certification
System: Assessor’s Guide
Technical Education and Skills Development Authority (TESDA). Registry of Workers Assessed and Certified: 2000-
2005
On-line Resources
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