Republic Of The Philippines

State University And Colleges

Guimaras State College
Mclain, Buenavista, Guimaras

Ed 216 – Advanced School Administration and

Supervision

Reporters: Professor: Dr. Nelson G. Laruan

Michelle L. Orge
Erma Mae O. Luceňo
Jezreel L. Luceňo
Madeline Limogmog

   

VISION, MISSION, VALUE AND QUALITY STATEMENT

Mandate
The Technical Education and Skills Development Authority (TESDA) is the
government agency tasked to manage and supervise technical education and skills
development (TESD) in the Philippines. It was created by virtue of Republic Act 7796,
otherwise known as the “Technical Education and Skills Development Act of 1994”. The said
Act integrated the functions of the former National Manpower and Youth Council (NMYC),
the Bureau of Technical-Vocational Education of the Department of Education, Culture and
Sports (BTVE-DECS) and the Office of Apprenticeship of the Department of Labor and
Employment (DOLE).

Mission
TESDA sets direction, promulgates relevant standards, and implements programs
geared towards a quality-assured and inclusive technical education and skills development
and certification system.
Vision
The transformational leader in the technical education and skills development of the
Filipino workforce.

Value Statement
We believe in demonstrated competence, institutional integrity, personal
commitment, culture of innovativeness and a deep sense of nationalism.

Quality Policy
“We measure our worth by the satisfaction of the customers we serve”

Through:
Strategic Decisions
Effectiveness
Responsiveness
Value Adding
Integrity
Citizen focus
Efficiency
 
TESDA Logo
The triangular lines represent the major pillars of the technical-vocational education
and training system – government, industry and the private training institutions.
The small circle above the triangular lines represents the Filipino skilled manpower, the main
reason for being the Technical Education and Skills Development Authority.
The skilled manpower and the training system within the classic rotary wheel means
industrial progress powered through focused manpower development. The Technical
Education and Skills Development Authority (TESDA) is the government agency tasked to
manage and supervise technical education and skills development (TESD) in the Philippines. 
It was created by virtue of Republic Act 7796, otherwise known as the “Technical Education
and Skills Development Act of 1994”. The said Act integrated the functions of the former
National Manpower and Youth Council (NMYC), the Bureau of Technical-Vocational
Education of the Department of Education, Culture and Sports (BTVE-DECS) and the Office
of Apprenticeship of the Department of Labor and Employment (DOLE).
TESDA was created to mobilize the full participation of industry, labor, technical and
vocational institutions, local government, and civil society for skilled manpower development
programs.

BRIEF HISTORY OF TESDA

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:

1. Integrate, coordinate and monitor skills development programs;
2. Restructure efforts to promote and develop middle-level manpower;
3. Approve skills standards and tests;
4. Develop an accreditation system for institutions involved in middle-level manpower
development;
5. Fund programs and projects for technical education and skills development; and
6. Assist trainers training programs.

At the same time, TESDA is expected to:

1.  Devolve training functions to local governments;
2.  Reform the apprenticeship program;
3. Involve industry/employers in skills training;
4. Formulate a skills development plan;
5. Develop and administer training incentives;
6. Organize skills competitions; and
7. 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.
TESDA TRAINING COURSES OFFERED IN PHILIPPINES
 MODULAR COURSES- Tech-Voc courses designed to prepare students to be
technically competent, innovative and creative in a specific trade to become
skilled Filipino worker. It comprises of basic, common and core competencies of
a course. It directly develops knowledge, skills and expertise in a specific trade
as they need to perform tasks in a particular area in accoradnce with industry
standards. Modular courses crafted based on TESDA training regulations.
Mandatory assessment upon completion of Tech- Voc courses, students are
required to take the National Certification Examination to assess competency
level of students. After passing the mandatory exam, students will receive
certificate om completion, transcript of record and diploma.

 SHORT COURSES- Special training program designed to further enhance

knowledge and skills of learners and prepare them to pass the National
Certification Examination in his/her field of expertise.

In demand skills are in construction, information and communications technology,

tourism, agri- fisheries and health and wellness industries.

BASED ON TESDA RECORDS, THESE WERE THR TOP 10 MOST POPULAR

COURSES:
1. Shielded Metal Arc Welding (Course II)
2. Cookery
3. Food and Beverage Service
4. Bread and Pastry Production
5. Housekeeping
6. Electrical Installation and Maintenance
7. Shielded Metal Arc Welding (Course I)
8. Computer System Servicing
9. Bookkeeping
10. Contact Center Services

LIST OF TESDA COURSES

1. Digital Animation Courses
2. Automotive Courses
3. Bussiness and Management Courses
4. Driving Courses
5. Hotel, Restaurant, Culinary and Food Management Courses
6. Language Courses
7. Aircraft and Aviation Courses
8. Cosmetology and Beauty Care Courses
9. Electronics and Electrical Courses
10. Caregiver Courses
11. Computer Related and Software Development Courses
12. Building Construction and Welding Courses
 13. Call Center and Contract Center Services Courses
14. Dental Technology Courses
15. Entrepreneurship and Management Courses
16. Health Care and Medical Related Courses
17. Heavy Equipment Operation Courses
18. Household Services and Housekeeping Courses
19. Industrial and Manufacturing Courses
20. Refrigeration and Air Conditioning
21. Trainer Qualification Courses
22. Trvel Services NC II

TESDA Courses last for days or months. This varies depending on the school that
offers the course. If you are in hurry, it would be effecient to list down all the schools near
your location that offer the same program. Afterwards, compare which among them offers
the shortest hours to complete the course.

Scholarship and Student Assistance Programs- TESDA

Programs aim to address equity and access by providing direct financial assistance to
deserving TVET enrolees across all regions in the country. The scholarship programs
currently being implemented include the following:

1. Training for Work Scholarship Program (TWSP)

TWSP is a program that supports rapid, inclusive and sustained economic growth
through course offerings in priority industries and key employment generators such as agri-
fishery/agri-business/agro-industrial, tourism, information technology-business process
management (IT-BPM), semi-conductor and electronics, automotive, other priority
manufacturing industries, logistics, general infrastructure, and new and emerging sectors.
The program is addressing poverty reduction though TVET for Global
Competitiveness and TVET for Job Readiness. This program provides immediate
interventions to meet the need for highly critical skills. The program has two-fold objectives:
1. to purposively drive TVET provision to available jobs through incentives and
appropriate training programs that are directly connected to existing jobs for immediate
employment, both locally and overseas,
2. to build and strengthen the capacity and capability of TVET institutions in expanding
and improving the delivery of quality, efficient and relevant training programs that meet job
requirements, including programs for higher levels of technology.
TWSP was launched in May 2006 with funding from the Office of the President and
mainstreamed in the regular budget in 2008. This program is a response to the clamor of
industry to address the critical skills shortages in priority sectors, particularly the Business
Process Outsourcing, metals and engineering, construction and tourism, among others.

2. Special Training for Employment Program (STEP)

STEP is a community-based specialty training program that addresses the specific skills
needs of the communities and promote employment, particularly through entrepreneurial,
self-employment and service-oriented activities. Training programs offered are generally
 short-term or modules based on the Training Regulations promulgated by TESDA. Its
objective is to provide skills and training opportunities for the beneficiaries in the barangays/
communities to make them employable and productive. Both public and private techvoc
providers, but mostly local government training centers and TESDA Technology Institutions,
deliver the training programs under STEP. The beneficiaries of STEP receive the following
assistance: free training and competency assessment, starter toolkits and training allowance
of sixty pesos (Php 60.00) per day for the duration of the training. The program was
introduced only in 2014 in line with thrust of expanding the reach of TVET to the grassroots.

3. Private Education Student Financial Assistance (PESFA)

PESFA was established through Section 8 of Republic Act No. 8545, otherwise known as the
Expanded Government Assistance to Students and Teachers in Private Education (GASTPE)
Act.  PESFA offers educational grants to qualified and deserving college freshmen both in
degree and   non-degree courses.  The program seeks to:
1. extend financial assistance to marginalized but deserving students in post-secondary
non-degree courses;
2. promote TVET;
3. contribute to the development of a competent skilled workforce; and
4. assist private institutions in their development efforts by assuring a steady supply of
enrollees to their course offerings.
The PESFA directed the beneficiaries on the choices of careers to the critical skills
requirements of in-demand jobs in the labor market. It also allows for equity distribution of
the opportunities made available through government subsidies.
4. Bottom-up Budgeting (BuB)
In pursuit of attaining the Philippine Development Plan’s goal of inclusive growth and
poverty reduction, and promoting good governance at the local level, the Human
Development and Poverty Reduction Cluster (HDPRC), through the Bottom-up Budgeting
(BuB) Oversight Agencies, shall implement the Bottom-up Budgeting (BuB). This
program seeks to increase citizen’s access to local service delivery through a demand-driven
budget planning process and to strengthen government accountability in local public service
provision.
The BuB oversight and participating agencies are tasked to ensure the implemetation of
priority poverty reduction projects as identified at the city/municipal level through the BuB
participatory planning and budgeting process.
It is an approach to the preparation of agency budget proposals, taking into
consideration the development needs of cities/municipalities as identified in their respective
local poverty action plans that shall be formulated with the strong participation of basic
sector organizations and other civil society organizations.
5. Universal Access to Quality Tertiary Education Act (UAQTEA)
The program was established through Republic Act No. 10931 providing for free
tuition and other school fees in State Universities and Colleges (SUCs), Local Universities
and Colleges (LUCs) and state-run Technical Vocational Institutions (STVIs), establishing the
Tertiary Education Subsidy and Student Loan Program (SLP), strengthening the Unified
Student Financial Assistance System for Tertiary Education (UniFAST), and appropriating
funds therefor. It is hereby declared that quality education is an inalienable right of all
Filipinos and it is the policy of the State to protect and promote the rights of all students to
quality education at all levels. The State recognizes the complementary roles of public and
private higher education institutions and technical-vocational institutions in the educational
system and the invaluable contribution that the private tertiary schools have made and will
make to education.
The program aims to:
1. Provide adequate funding and such other mechanisms to increase the participation
rate among all socioeconomic classes in tertiary education;
2. Provide all Filipinos with equal opportunity to quality tertiary education in both
private and public education institutions;
3. Give priority to learners who are technically-able and who come from poor families;
4. Ensure the optimized utilization of government resources in education;
5. Provide adequate guidance and incentives in supporting young Filipinos with their
career choices towards the proper development and utilization of human resources;
and
6. Recognize the complementary roles of public and private TVIs in the tertiary
education system.