THE PHILIPPINE TECHNICAL

VOCATIONAL EDUCATION AND

TRAINING SYSTEM

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

 Technical Baccalaureate (4, 5,
Vocational 6 year degree
Four (4) Years + Education and programs), Masteral
Two (2) Years TVET Training and Doctorate
Six (6) Years Programs
Specialization (Higher Level
One (1) (NC I and NC II) Qualifications)
Year
 TESDA mandate

Republic Act 7796

TESDA law
creation of Technical Education and Skills
Development Authority (TESDA)
to manage TVET in the country.
 TESDA Board Members
Private Sector Government
Sector
Labor DOLE DepEd
Employer CHED DTI
TVET Providers DOST DA
Investor Groups DILG TESDA
14 Representatives 8 Representatives
 QUALITY ASSURED PHILIPPINE TECHNICAL EDUCATION SYSTEM
Development Plans/Government Policies and Priorities/Public Investment

Disadvantaged Groups/Informal Sector

Higher Education Graduates
Basic Education Graduates

Development
Development of Of Assessment
Stakeholders Competency Standards Standards
Consultation and
Program Standards Development
of Assessment
UTPRAS Instrument
PTQCS
Development of
Program Curriculum Framework Award of
Accreditation
and Learning Package National
within the Exemplars Certificate
Philippine
TE Quality
Awards
Award of
Program
Early School Leavers (Dropouts)

Certificate of
Platinum Registration under
Wage/Self-Employed Workers

Award
Competency
UTPRAS
Incentives

Gold
Award
Silver
Award Training Competency
Bronze Delivery Assessment
Award

Recognition of Prior Learning/ Equivalency Scheme/Lifelong Learning

MANAGEMENT OF THE TECHNICAL EDUCATION SYSTEM

Market-driven
- competent and adaptable workforce
- at par with changing demand of technological and structural
changes
 21st century workforce – technically competent, innovative,
creative, knowledge-based with higher order thinking skills,
pursuing lifelong learning opportunities and possessing desirable
work attitudes and values
 Competencies based on standards for
knowledge and skills requirements of a job as
prescribed by industry experts
 Competency standards as basis for the
training curriculum and the assessment of
competencies for certification
 National Certificates issued to those who
have demonstrated the competencies in an
assessment.
 It is FLEXIBLE
- refers to the package of:
competency standards;
training standards; and
assessment and
certification arrangements
for a promulgated qualification.

All Training Regulations are published

in the Official Gazette and in TESDA’s
website: http://www.tesda.gov.ph
COMPETENCY STANDARDS
- refers to industry-determined
specifications of competencies required
for effective work performance. It is:
composed of individual competency
unit
focused on workplace activity rather
than training or personal attributes
defined as the ability to apply skills
in new situations and changing work
organizations.
 TESDA is ISO 9001:2008 certified in the
regulatory programs (Program Registration
and Assessment and Certification) and design
(Training Regulations development)

 Working towards specific industry

certification – welding standards, Hazard
Analysis Critical Control Points (HACCP), etc.

 Tripartite arrangements involving industry,

labor and government
TESDA gets nationwide ISO certification. The Certification was received by Sec Joel
Villanueva together with Labor Secretary Rosalinda Baldoz and other TESDA officials in the
presence of President Benigno Aquino III in Malacañang on April 13.
 The Unified TVET Program Registration
and Accreditation System is the quality
assurance mechanism for the mandatory
registration of technical-vocational
programs with TESDA
 Registration signifies compliance of the
TVET program with the minimum
requirements set by TESDA

12
COMPETENCY-BASED ASSESSMENT is the process
of collecting evidence and making judgments on
whether competency has been achieved.

It is the basis for certification of competence.

A National Certificate is
issued when a
candidate has
demonstrated
competence in all units
of competency that
comprise a
Qualification
A Certificate of
Competency is
issued to individuals
who have
satisfactorily
demonstrated
competence on a
particular or cluster
of units of
competency
 ASSESSMENT and CERTIFICATION thru the
Years
2009 2010 2011 2012 2013 2014

Total Number of 836,131 716,220 835,572 968,535 1,055,576 1,232,116

Assessed

Total Number of 690,836 594,323 703,360 830,458 936,007 1,125,273

Certified

Certification Rate 82.62% 82.98% 84.18% 85.74% 88.67% 91.33%

Accredited Competency Assessors 6,748 5,468 7,030

Accredited Assessment Centers 1,968 3,235 4,453

 THE PHL QUALIFICATIONS FRAMEWORK
TECHNICAL 
LEVEL BASIC  EDUCATION AND  HIGHER EDUCATION
EDUCATION SKILLS DEVELOPMENT

DOCTORAL AND
L8 POST DOCTORAL

L7 POST BACCALAUREATE

L6 BACCALAUREATE

L5 DIPLOMA

L4 NC IV
NC IV

L3 NC III

L2 NC II

L1 NC I

GRADE 12
 LIFELONG LEARNING

RECOGNITION OF PRIOR LEARNING

EQUIVALENCY

ASSESSMENT CERTIFICATION LICENSING

 INPUTS OUTPUTS
Industry needs Qualification Levels

Need for global Descriptors

recognition of
competencies Registers
Current qualifications Philippine Working Groups
issues at all levels

Qualifications issues
Qualifications Pathways &
in recognition of
prior learning
Framework Equivalencies

Quality Assurance
Research and policy
papers on NQF Information &
Guidelines
NQFs of other
countries International
Alignment
Consultation and Advocacy
With Stakeholders
 LEVEL SENIOR HIGH SCHOOL

KNOWLEDGE, • Possess foundational knowledge across a range of learning

SKILLS AND areas with core competencies in communication; scientific,
VALUES critical and creative thinking; and the use of technologies.
• Possess functional knowledge across a range of learning areas
and technical skills in chosen career tracks with advanced
competencies in communication; scientific, critical and creative
thinking; and the use of technologies.
• Have an understanding of right and wrong; one’s history and
cultural heritage; and deep respect for self, others and their
culture, and the environment.
APPLICATION • Apply foundational knowledge, skills, and values in academic
and real-life situations through sound reasoning, informed
decision-making, and the judicious use of resources.
• Apply functional knowledge, technical skills and values in
academic and real-life situations through sound reasoning,
informed decision-making, and the judicious use of resources.
DEGREE OF • Apply skills in limited situations with close supervision
INDEPENDENCE • Apply skills in varied situations with minimal supervision.

QUALIFICATIO SENIOR HIGH SCHOOL

N TYPE
 LEVEL 1
KNOWLEDGE, SKILLS Knowledge and skills that are manual or concrete or
AND VALUES practical and/or operational in focus.

APPLICATION Applied in activities that are set in a limited range of

highly familiar and predictable contexts; involve
straightforward, routine issues which are addressed
by following set rules, guidelines or procedures.

DEGREE OF In conditions where there is very close support,

INDEPENDENCE guidance or supervision; minimum judgment or
discretion is needed.

QUALIFICATION TYPE NATIONAL CERTIFICATE I

 LEVEL 2
KNOWLEDGE, SKILLS Knowledge and skills that are manual, practical
AND VALUES and/or operational in focus with a variety of options.

APPLICATION Applied in activities that are set in a range of

familiar and predictable contexts; involve routine
issues which are identified and addressed by
selecting from and following a number of set rules,
guidelines or procedures.

DEGREE OF In conditions where there is substantial support,

INDEPENDENCE guidance or supervision; limited judgment or
discretion is needed.

QUALIFICATION TYPE NATIONAL CERTIFICATE II

 LEVEL 3
KNOWLEDGE, SKILLS Knowledge and skills that are a balance of theoretical

AND VALUES
and/or technical and practical.
Work involves understanding the work process,
contributing to problem solving, and making decisions to
determine the process, equipment and materials to be
used.

APPLICATION Applied in activities that are set in contexts with some

unfamiliar or unpredictable aspects; involve routine and
non-routine issues which are identified and addressed by
interpreting and/or applying established guidelines or
procedures with some variations.

DEGREE OF Application at this level may involve individual

INDEPENDENCE
responsibility or autonomy, and/or may involve some
responsibility for others. Participation in teams including
team or group coordination may be involved.

QUALIFICATION TYPE NATIONAL CERTIFICATE III

 LEVEL 4
KNOWLEDGE, SKILLS Knowledge and skills that are mainly theoretical and/or

AND VALUES
abstract with significant depth in one or more areas;
contributing to technical solutions of a non-routine or
contingency nature; evaluation and analysis of current
practices and the development of new criteria and
procedures.

APPLICATION Applied in activities that are set in range of contexts, most

of which involve a number of unfamiliar and/or
unpredictable aspects; involve largely non-routine issues
which are addressed using guidelines or procedures
which require interpretation and/or adaptation.

DEGREE OF Work involves some leadership and guidance when

INDEPENDENCE
organizing activities of self and others

QUALIFICATION TYPE NATIONAL CERTIFICATE IV

 LEVEL 5
KNOWLEDGE, SKILLS Knowledge and skills that are mainly theoretical and/or
abstract with significant depth in some areas together
AND VALUES with wide-ranging, specialized technical, creative and
conceptual skills.
Perform work activities demonstrating breadth, depth
and complexity in the planning and initiation of
alternative approaches to skills and knowledge
applications across a broad range of technical and/or
management requirements, evaluation and coordination.

APPLICATION Applied in activities that are supervisory, complex and

non-routine which require an extensive interpretation
and/or adaptation/ innovation.

DEGREE OF In conditions where there is broad guidance and

direction, where judgment is required in planning and
INDEPENDENCE selecting appropriate equipment, services and
techniques for self and others.
Undertake work involving participation in the
development of strategic initiatives, as well as personal
responsibility and autonomy in performing complex
technical operations or organizing others
QUALIFICATION TYPE DIPLOMA
 LEVEL 6
KNOWLEDGE, SKILLS AND
VALUES
Demonstrated broad and coherent knowledge and skills
in their field of study for professional work and lifelong
learning

APPLICATION

Application in professional/creative work or research in

a specialized field of discipline and/or further study

DEGREE OF INDEPENDENCE

Substantial degree of independence and or/in teams of

related fields with minimal supervision

QUALIFICATION TYPE Baccalaureate Degree

 LEVEL 7
KNOWLEDGE, SKILLS AND
VALUES
Demonstrated advanced knowledge and skills in a
specialized or multi-disciplinary field of study for
professional practice, self-directed research and/or
lifelong learning

APPLICATION
Applied in professional/creative work or research that
requires self-direction and/or leadership in a specialized
or multi-disciplinary professional work/research

DEGREE OF INDEPENDENCE

High substantial degree of independence that involves

exercise of leadership and initiative individual work or in
teams of multi-disciplinary field

QUALIFICATION TYPE Post-Baccalaureate Program

 LEVEL 8
KNOWLEDGE, SKILLS AND
VALUES
Demonstrated highly advanced systematic knowledge
and skills in highly specialized and/or complex multi-
disciplinary field of learning for complex research and or
professional practice and/or for the advancement of
learning.

APPLICATION
Applied for professional leadership for innovation,
research and/or development management in highly
specialized or multi-disciplinary field

DEGREE OF INDEPENDENCE Full independence in individual work and/or in teams of

multi-disciplinary and more complex setting that
demands leadership for research and creativity for
strategic value added. Significant level of expertise-
based autonomy and accountability

QUALIFICATION TYPE Doctoral Degree and Post-Doctoral Programs

 ASEAN Qualifications Reference Framework
 ILO Mutual Recognition of Skills in the
ASEAN
 ASEAN Mutual Recognition Arrangements
(MRA) for Tourism Professionals
 ASEAN Constructors Federation
- ACF Standards Trades Skills Training
Program
 ASEAN Skills Competition
 The TESDA - TVET Delivery Network
Schools Training Centers
TESDA Schools TESDA Regional
Private Tech-voc
Institution-based Schools
Training Centers
TESDA Provincial
Other Institutions Training Centers
(HEIs, DepEd) Specialized Centers

Trained
Industry Training Centers and
Enterprise-based Workplace-based Training Certified
Programs
Dual Training Programs
Workforce

Community Training and Employment

Community-based Centers
NGOs/People’s Organizations
Local Government Units
Government Agency Projects
 TVET SECTOR TRAINING DELIVERY
Delivery Mode 2009 2010 2011 2012 2013 2014
Enrolment 1,984,646 1,568,617 1,572,131 1,804,742 1,943,589 2,033,417

Institution- 910,657 881,625 875,848 1,041,960 1,039,690 1,028,005

based
Enterprise- 127,708 66,632 80,309 90,707 77,518 69,138
based
Community- 946,281 620,360 615,974 672,075 826,381 936,274
based

Graduates 1,903,793 1,344,371 1,332,751 1,600,658 1,765,757 1,785,679

Institution- 873,558 690,709 679,306 856,544 896,580 833,659

based
Enterprise- 122,505 54,131 72,082 80,370 68,659 57,417
based
Community- 907,730 599,531 581,363 663,744 800,518 894,603
based 32
 THE PHILIPPINE TECHNICAL
VOCATIONAL EDUCATION AND
TRAINING SYSTEM

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY