CASE STUDY ON THE CONDUCT OF

TRAINING AND COMPETENCY

ASSESSMENT FOR PERSONS WITH
DISABILITIES IN BARISTA NC II AND
HOUSEKEEPING NC II

Conducted by: Formatted: Centered

Formatted: Centered
MARIA CLARA B. IGNACIO
LUCIA P. TABU
Lead Researchers
Table of Contents

Contents
1 Introduction .................................................................................................................................... 1

1.1 The Problem and Background .................................................................................................. 1

1.2 Statement of the Problem ........................................................................................................ 2

1.3 The Research Framework ......................................................................................................... 3

1.4 Definition of concepts .............................................................................................................. 4

1.5 Significance of the Study .......................................................................................................... 5

2 Review of Related Literature ............................................................................................................ 6

2.1 Definitions and Profile of People with Disabilities ..................................................................... 6

2.2 Foreign Studies on Technical and Vocational Education for Marginalized Sectors and Persons
with Special Needs .............................................................................................................................. 8

2.3 Policy Framework................................................................................................................... 14

2.4 Philippine laws and policies, and local studies on PWDs ......................................................... 14

3 Methodology ................................................................................................................................. 19

3.1 The Research Method ............................................................................................................ 19

3.1.1 Differentiated Data Gathering Methods ......................................................................... 19

3.2 Instruments and Data for Collection ....................................................................................... 21

Primary Data. ................................................................................................................................. 21

Secondary Data.............................................................................................................................. 21

Instruments ................................................................................................................................... 21

3.3 Data Collection Procedures .................................................................................................... 21

Data Collection .............................................................................................................................. 21

ii
 3.4 Data Analysis.......................................................................................................................... 22

4 Findings ......................................................................................................................................... 23

4.1 Background of the PWD Training Initiatives and Profile of Sponsors ....................................... 23

4.1.1 The Rotary Clubs ............................................................................................................ 23

4.1.2 The TESDA Women’s Center ........................................................................................... 24

4.2 Profile and Experiences of Stakeholders ................................................................................. 25

4.2.1 PWD Graduates of Housekeeping NC II and Barista NC II ................................................ 25

4.2.2 Parents of PWDs............................................................................................................. 31

4.2.3 Interpreters .................................................................................................................... 33

4.2.4 Trainers. Assessors, and Other Training Institutions ........................................................ 35

4.2.5 Industry Partners from the perspective of the Trainers ................................................... 38

4.3 Discussion, Insights, and Analysis ........................................................................................... 38

5 Conclusion and Recommendation .................................................................................................. 41

5.1 Conclusion ............................................................................................................................. 41

5.2 Recommendation................................................................................................................... 44

6 References..................................................................................................................................... 45

7 Annex ............................................................................................................................................ 46

iii
Acronyms and Abbreviations

CRPD Convention on the Rights of Persons with Disabilities

DOLE Department of Labor and Employment
ILO International Labour Organization
IT Information Technology
MDG Millennium Development Goals
NC National Competency
NCDA National Commission on Disability Affairs
NGO Non-Government Organization
PWA Persons with Autism
PWD Persons with Disability
RA Republic Act
SDG Sustainable Development Goals
TESDA Technical Education and Skills Development Authority
TVET Technical Vocational Education Training
TWC TESDA Women’s Center
TWSP Training for Work Scholarship Programs
UN United Nations
UNESCAP United Nations Economic Social Council in the Asia Pacific
UNESCO United Nations Educational, Scientific and Cultural Organization
UNCHR United Nations Commission on Human Rights
URL Uniform Resource Locator

iv
1 Introduction

1.1 The Problem and Background

Persons with disabilities in the Philippines is estimated to be about 1,443,000 persons or 1.57% of the
total household population in the Philippines. The statistics show that there are more male (50.9%)
than female (49.1%) PWDs. They are described as those whose have long-term physical, mental,
intellectual or sensory impairments which in interaction with various barriers may hinder their full and
effective participation in society on an equal basis with others. They are considered to be one of the
most marginalized and economically disadvantaged groups not only in the country but worldwide
especially in developing countries.1

Inclusion of all in development is the common theme of the United Nation’s Sustainable Development
Goals (SDGs) 2015 - 2030, the sequel of the Millennium Development Goals (MDGs) 2000 - 2015. The
Philippine government is not far behind in ensuring the marginalized sector including Persons with
Disabilities (PWDs) to be covered in all government services.While the United Nations unanimously
adopted the Convention on the Rights of Persons with Disabilities (CRPD) on 13th December 2006,
which entered into force on 3rd May 2008,2 the Philippines as early as 1992 had already passed its
Magna Carta for Persons with Disabilities, the law which provides guidelines on the treatment and
mainstreaming of PWDs in Philippine society.

In education under the Magna Carta, the PWDs are entitled to educational assistance to pursue primary,
secondary, tertiary, post tertiary as well as a vocation or technical education in both public and private
schools. The Technical Education and Skills Development Authority (TESDA) has since the promulgation
of the law had partnered with various national government agencies tried to ensure the implementation
of technical and vocational education for PWDs. In 2014 to 2016 it reported that a number of PWDs
availed of skills training in various training centers all over the country.3

The education sector, however, is still beset by a number of challenges such as high rate of school
dropouts, a high number of repeaters, low passing grades, lack of particular language skills, failure to
adequately address special needs of people, overpopulated classrooms, and poor teacher

1
DOLE 2016; NSO, 2013; UN ILO 2016
2
ILO Bangladesh 2015
3
Database posted on NCDA accessed October 2017
performance.4A study done about technical and vocational education for PWDs show that there are
barriers to accessibility of TVET institutions arising from the socio-economic environment and from
mainstream TVET institutions. One of the most striking findings is that PWDs are discriminated and
isolated.5

The TESDA Women’s Center, a training,and resource center of TESDA that showcases TVET for the
empowerment of women wishes to embark on a regular training program for PWDs. It was inspired by
the experience it had with a partner institution, the Rotary Mandaluyong with its partner support
network, in a pilot skills training for Housekeeping NC II and Barista NC II conducted for the hearing
impaired and persons with autism. The initiative gave impetus to this research which aims to document
and analyze the experiences of the TWC and its partners in the conduct of the skills training.

This research aims to learn from the experiences of the agencies and the stakeholders involved in the
initiative and provide insights that will contribute to methods of training, content, and formulation of
policies that will enhance approaches and guide to the training and assessment of PWD trainees.

1.2 Statement of the Problem

The purpose of this study is to document and analyze the experiences of the PWD trainees, trainers,
assessors, parents, and partner agencies on the 2016 pilot skills training and assessment on
Housekeeping NC II and Barista NC II of PWD trainees and graduates. The main research question to
investigate on is: What are the experiences of the stakeholders and the implications of the initiatives in
the skills training and competency assessment of persons with disabilities?

Specifically, the research would like to answer the following questions:

1. What is the profile and background of the participants, parents, and partner institutions
involved in the initiative?

2. What were the experiences and reflections of the participants, parents and the partners during
the:

2.1. preparation of the activity

4
UNESCO cited in NCDA 2016 study
5
Murgor et al 2014

2
 2.2. actual conduct of the training

2.3. actual conduct of the assessment

2.4. after the training and assessment.

3. What lessons can be gained from the initiative in relation to preparation, method,and
approaches to teaching and assessment and implications to policy formulation?

1.3 The Research Framework

The Case study on the TVET program of TWC and competency assessment on PWDs is a first at the TWC.
As a pilot activity, it requires a thorough documentation in order to gain lessons and insights that can
contribute to more effective competency-based skills training and testing methodologies as well as
policy development.

The theoretical framework will delve on empowerment of PWDS and their families in order to
contribute to socio-economic development. It will also make mention of the UN sustainable
development goals and the role of TVET in the implementation and meeting of the goals specifically
related to the cause of PWDs.

The conceptual framework is illustrated in Figure 3.

3
 Figure 1. Conceptual Framework of Research

1.4 Definition of concepts

Profile of PWDs and Parents. Profiles refer to the background information of the PWDs and the parents,
which will be supplied by TWC and the NGO.

Partnership & Collaboration. This refers to the joint project activities of TWC and the Rotary Clubs of
San Juan Central and Mandaluyong members to implement the training for PWDs.

Pilot Training. This refers to the two training activities specifically the Barista NC II and Housekeeping
NC II conducted by the joint collaboration of TWC and the Rotary Clubs.

NC II Assessment. This refers to the process of assessing the PWDs who applied for assessment and
certification to TESDA.

Information & Insights. This refers to the insights that will be gained from the documentation of the said
activities including the perception and reflection of the stakeholders on the following:

• Curricula. Refers to the scope of training of the two training activities, namely the Barista NC II
and Housekeeping NC II training programs.

• Training Methodology. Refers to the methods used and the insights from lessons gained in the
training activities and implications for future training.

• Assessment. Refers to the process and approaches used by the Assessors during the assessment
process.

• Policy. Refers to current policies and insights from the training and assessment that may lead
towards policy development for similar undertakings in the future.

4
1.5 Significance of the Study
This study is a first of this kind for the TESDA Women’s Center focused on the skills training and
assessment of PWD trainees and graduates. The research will contribute not only to the knowledge
base of the Center but also contribute to the directions that the TWC will take in the futurevocational
and skills training of PWDs.

There is a dearth of information about PWDs and their vocational education and skills training in the
Philippines. This research will contribute to the body of knowledge very much needed by TVET training
institutions, educators,andpolicymakers interested in the improvement of education for PWDs.

This study will also help provide insights and validation of the intentions and purposes of helping
institutions and agencies specifically the Rotary of Mandaluyong and San Juan which support the
development of initiatives for PWDs in improving their plight and quality of education.

Furthermore, the study will benefit PWD trainees and their parents who have longed for improvement
in their economic and personal well-being.

5
2 Review of Related Literature

This chapter provides a review of studies and related literature related to TVET and PWDs. The review is
organized according to the variables presented as well as according to foreign and local literature.
Researches, articles, laws,and policies make up much of the literature related to the problem in focus.

2.1 Definitions and Profile of People with Disabilities

The definition of PWDs are taken from Philippine government sources, multilateral organizations as well
as non-government PWD-helping organizations.

As previously mentioned in the introduction definition made by the Philippine government is based on
the law, the Magna Carta for PWDs Republic Act 7277; persons with disabilities are “those persons
suffering from restrictions from different abilities as a result of a mental, physical, and sensory
impairment, to perform an activity in the manner or within the range considered normal for a human
being. “In the national census, impairment associated with disability of persons covers “physical, mental
or sensory impairment such as partial or total blindness, low vision, partial or total deafness, oral defect,
having only one hand, no hands, one leg, no legs, mild or severe cerebral palsy, retarded, mentally ill,
mental retardation and multiple impairment.”

The definitions made by multilateral organizations such as the United Nations were in relation to the
statements made by the Convention on the Rights of Persons with Disabilities covering 50 articles,
notable of which refers to communication, language, discrimination,and reasonable accommodation6:

• "Communication" includes languages, display of text, Braille, tactile communication, large print, accessible
multimedia as well as written, audio, plain-language, human-reader and augmentative and alternative modes,
means and formats of communication, including accessible information and communication technology;
• "Language" includes spoken and signed languages and other forms of non-spoken languages;

6
UN OCHR URL:
http://www.ohchr.org/EN/HRBodies/CRPD/Pages/ConventionRightsPersonsWithDisabilities.aspx#2

6
 • "Discrimination on the basis of disability" means any distinction, exclusion or restriction on the basis of disability
which has the purpose or effect of impairing or nullifying the recognition, enjoyment or exercise, on an equal
basis with others, of all human rights and fundamental freedoms in the political, economic, social, cultural, civil
or any other field. It includes all forms of discrimination, including denial of reasonable accommodation;
• "Reasonable accommodation" means necessary and appropriate modification and adjustments not imposing a
disproportionate or undue burden, where needed in a particular case, to ensure to persons with disabilities the
enjoyment or exercise on an equal basis with others of all human rights and fu ndamental freedoms.
• "Universal design" means the design of products, environments, programmes,and services to be usable by all
people, to the greatest extent possible, without the need for adaptation or specialized design. "Universal
design" shall not exclude assistive devices for particular groups of persons with disabilities where this is needed.

In terms of profile, it was mentioned earlier that the 2010 Philippine Census that there were more than
1.4 million PWDs in the country. The World Health Organization using its formula for computation
estimates that by the year 2015, the number has increased to a total of 2,129,450 and by the year 2020
the PWD population will increase to more than 2.2 million. It was also mentioned earlier that the
National Statistics Office reported that there were more male than female PWDs mostly of youthful ages
or 5 to 19 years old. (Garcia, 2013)

The Department of Education (SY 2011-2012) reported that only 13% of children and youth were able to
avail of education in elementary and high school. The education issues of PWDs include 1. access to
schooling issues specific reasons such as a. economic considerations b. socio-cultural realities c. school
facilities; 2. retention issues; and 3. learning with achievement.

It further identifies that there are 11 types of PWDs: 1. blind and visually impaired; 2. deaf; 3.
orthopedically challenged; 4. intellectual disability; 5. learning disability; 6. autism; 7. multiple
disabilities; 8. serious emotional disorders; 9. communication disorder, speech and language
impairment; 10. deaf-blind; and 11. those with other health problems.7 There is, however, no document
available on the breakdown as to the population for every type of disability.

7
Garcia, 2013

7
2.2 Foreign Studies on Technical and Vocational Education for Marginalized Sectors
and Persons with Special Needs

The goal of providing TVET for all towards MDGs (now SDGs) Education for All is to be achieved through
policy and planning. Universalising elementary and secondary education has increased the demand for
vocational education because of increased general awareness and acquiring knowledge to lead good
and healthy life. Nonformal mode of vocational education and distance education programme of
vocational education is much beneficial for running vocational education for marginalized sections. To
accommodate these groups under the same umbrella providing quality education to all others, require
flexible system. Therefore, multi-entry and multi-exit system for vocational education where in modular
courses of vertical duration would be very much suitable for this groups. These courses could be offered
without disturbing their schedule of earning their livelihood. In view of above, we have to visualize that
equitable accessible TVET is to be planned designed and implemented throughout the country. This
system would alsobe beneficial in rural areas.8

Positive and effective role of vocational education in the upliftment of marginalized section of people
and in poverty alleviation is well evident and has been highlighted in both at national and international
levels. To elaborate this consider the following: to meet the challenges of skilled manpower
requirement in the globalized economy, quality vocational education. To meet the challenges of skilled
manpower requirement in the globalized economy, quality vocational education is to be provided to the
youth for gainful employment. Vocational education is important as an alternative education program
for students who drop out from general education. The goal of vocational education should be provide
training for skill development to at least 50% youth of the country in view of India has the dividend of a
large population of younger generation. Considering the objectives of vocational education as
envisaged in the National Policy on Education include: providing diversification and educational
opportunities so as to enhance individual employability; reducing the mismatch between demand and
supply of skilled manpower and providing alternative to those pursuing higher education.9

In India,a large population of the country is dropping out from different stages of school education
leaving only 10 to 15% student population going to higher education. Hence vocational education is the

8
Ugochukwu Chinonso Okolie, Ebonyo State University, Nigeria; Asfa M. Yasin, Pss Central Institute of Vocational
Eduction (NCERT India), “Technical Education and Vocational Training in Developing Nations”
9
Ibid.

8
only alternative to be provided to 85 to 90% population of the school dropouts. Besides them, adult
learners also require vocational education for upgrading their skills. Girls, women,and sections of
marginalized groups have also to be empowered by developing marketable skills. So target groups who
require vocational education include school dropouts (youth between 14 to 25 years age group; youth
students could no longer go to higher education, girls, women, and minorities, persons with special
needs, adult learners to upgrade their skills lifelong learning.

UNESCO report mentions that education specialists tend to prescribe technical and vocational education
and training as a recipe for a job for young people. With regard to scope UNESCO’s recommendation
suggests that TVET is further understood to be: an integral part of general education; a means of
preparing for occupational fields and for effective participation in the world of work; an instrument for
promoting environmentally sound sustainable development; a method of facilitating poverty alleviation.

To bridge this (challenges in the shrinkage in the workforce in developed countries, besides select fall of
professionals in the IT, medical and vocational sector) gap, vocational education can be designed and
implement these programs in selected areas which may include:

1. Language proficiency development programs

for foreign languages
2. Agro-based allied service sector
3. Management of education-related courses
4. Personality development program
5. Specific skill development programs of
international standards for acquiring skill passports for various countries; IT related courses for
developing professionals for MNCs.10

Community Stakeholders Participation in TVET11

Community participation is essential in the furtherance and quality vocational education program.
Involvement of other stakeholders as part of the community will also enrich the relevance and effective
implementation of vocational education on a sustainable basis. Stakeholders may include industry
representatives, entrepreneurs, financial, parents (agencies, banks, etc.), teachers, students, resourceful

10
Ibid.
11
Ibid.

9
persons of the society. Considering the effective implementation of vocational education as themost
important aspect, it involves expensive equipment, tools,and machinery, technical expertise,
infrastructure like classrooms, workshops, laboratories, above all is the financial support to strengthen
TVET. Each may contribute to the sustainable development of TVET.

Role of industries or corporate sector in the successful implementation of TVET may be in the following
tasks:

1. Identification of vocational courses and development of vocational curriculum and instructional

material
2. Assessment/forecasting of manpower needs for upcoming sectors
3. Technical support in the curriculum transaction during OJT for training
4. Involvement of technician of industries in the teaching of vocational courses
5. Workshop facilities for training including handling of tools and machines
6. Certification of vocational students for requiring specific skills and competencies
7. Facilitating skill passport system
8. Placement of vocational pass-outs
9. Providing apprenticeship training
10. Running vocational education institutions short-term vocational courses

Entrepreneurs

Enterprises are society driven; therefore they may be the best guides to vocational students for
developing entrepreneurial skills. Thus, entrepreneurs can provide support to TVET in the following
way:

1. Identification of market-linked or enterprise-oriented vocational courses,

2. Developing entrepreneurial skills in vocational students
3. Support in developing linkages for marketing of product services
4. Providing support in running a production cum training center
5. Support in establishing an enterprise by vocational students.

Empower youth by self-employment. Thus, financial agencies such as bank to strengthen TVET may
provide support in

10
 1. Providing financial support to NGOs for running need-based vocational courses
2. Offering vocational courses in collaboration with higher secondary institutions as per their
schemes for financing individuals to set up the enterprises
3. Giving financial support to individuals to establish enterprises

Thus, financial agencies may provide funds to NGOs. Higher secondary institutions for running
vocational courses and to individuals to start their own enterprise.

Teachers

Teachers are considered as key agents of change in the society as they are in close contact withstudents.
Teachers may play an active role in the TVET by involving themselves in:

1. Guidance and counseling of students

2. Providing support to students in choosing their career or establishing some enterprise for self-
employment
3. Selection of vocational courses as representation in the IAC
4. Inculcating awareness in the community regarding benefits of TVET
5. Popularization of TVET and improving quality of vocational education
6. Providing support for developing required skills and generic competencies in students.

Parents

Parents are guiding forces for words to choose their career. Parents may keep away their aspirations on
children instead they may guide them to choose vocational courses which may equip them with
marketable skills for a decent livelihood. Hence parents may participate in the TVET:

1. In putting the demand for running need-based vocational courses in their area
2. By guiding their children to opt for vocations for self-employment instead of wage employment;
3. In the identification of vocational courses
4. By providing support to the institution in establishing PTC in terms of financial support or
instructional technical support based on their occupations

Eminent persons play a vital role in strengthening TVET. They also know the needs of the country such
as poverty alleviation, problems of unemployment, enhancing national productivity. The answer to all
this is to strengthen our educational system. These resource persons may be educationalists, politician,

11
media persons, film industry, TV personalities. They may influence society,especially youth. Hence
participation in the TVET by:

1. Advocacy and popularization

2. Influencing corporate sector to participate in financial infrastructural technical support
3. Offering TVET in separate vocational institutions
4. Influencing government to run and finance up to village level by way of establishing block
level vocational institutions skills centers
5. Providing financial support to NGOs private institutions to run vocational course.

People with disabilities face particular challenges in education and training. Most of them are deprived
of access to basic literacy and numeracy skills. They also face barriers that affect access to Technical
Vocational Education and Training (TVET) institutions some of them arising from the surrounding socio-
economic environment and from mainstream TVET institutions. The main purpose of this study was to
assess barriers to accessibility of TVET institutions by disabled people in Kenya. The study was carried
out in the North Rift Region of Kenya. The target population of the study consisted of the lectures and
students with disabilities in 5 public TVET Institutions. Semi-Structured Questionnaires were used as the
main instruments for data collection. Data collected were analyzed using descriptive statistics and
inferential statistics with the aid of SPSS IBM version 20. One of the most striking findings was that
disabled students in TVET institutions are discriminated and isolated. Findings also indicated that the
disabled students cannot access some of the school buildings; they are also barred from enrolling in
TVET due to policies that provide cut off point marks or entry behavior to courses they desire to enroll
in. It was also found that teachers had a positive attitude toward the disabled students, contrary to the
fact that students considered teachers to be unfriendly to them. Therefore, the paper recommended
that skills training and instructional mechanisms must consider specific needs of youth with different
types of disabilities before putting them together in regular class. Better coordination between the
government and service providers could anticipate and mitigate this barrier. There is also the need for
specialized training institutions to be upgraded and modernized, and mainstream training institutions be
adjusted to include training of persons with disabilities.12

12
Titus Kiptoo Murgor, John Kosgei Changa’ch2, Julius Kipkogei Keter3 “Accessibility of Technical and
Vocational Training Among Disabled People: Survey Of TVET Institutions In North Rift Region, Kenya”

12
Wagner et al (2003), in their study, found that many students with disabilities also take vocational
education courses with occupationally specific vocational education being taken much more often than
prevocational courses. More than half of students with disabilities take occupationally specific
vocational courses in a given semester.

A study conducted in Botswana by Dubois et al., 2010, indicated that most learners with disabilities are
absorbed by non-governmental organizations (NGOs). A smaller number of learners with disabilities can
also be found in brigades and company training centers.

A baseline survey on vocational training conducted by BOTA (2006) indicated that at least 293 learners
with disabilities constituted 1% of the total vocational training enrolment. Four out of the five
institutions interviewed in this study indicated that they have special measures for learners with
disabilities in terms of access to buildings, equipment,and learning materials. Others actually have an
enrolment quota. In order to realize sustainable development for all citizens, access creation and
promotion is important. Interviewees are of the opinion that TVET reform is regarded as part of the
poverty-reduction strategies of many countries and access is the major starting point. There is, for
instance, little access for rural and female learners. In June 2009, the Leonard Cheshire Disability and
Inclusive Development Centre, UCL, undertook a pilot survey in five urban areas in Sierra Leone (Kett,
2012) Those who had taken part in some form of vocational training had done so mainly through NGO
initiatives, such as the YMCA, COOPI, and the School for the Blind, the Grafton Training Centre and
Leonard Cheshire Disability (LCD). Some of these had been initiated after the war, while others were
more recent initiatives, such as LCD in Kabala. Despite the array of training places, there is also a degree
of mismatching between skills training and labor market needs: the most popular skills were tailoring
and business, yet the main sources of employment are farming and trading. According to Kett (2012) at
first glance, China appears to have made significant improvements for youth with disabilities and
expanding their opportunities for training and employment. However, it should be recognized that the
compulsory education structure for children with disabilities, and the vocational training schemes
available have not automatically translated into sustainable jobs. Moreover, there appears to be little
formal support available for youth with disabilities once they enter the world of work – the incentives
are geared to theemployer, not the employee. Nevertheless, there are some very positive examples of

1Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.3, 2014

13
cooperation between service delivery organizations and the CDPF. The scale and scope of the different
Vocational Training Centers’ (VTC) courses ranged from three months to Three years. However, there
seems to have been little attempt to link the courses offered to market requirements, little in the way of
career guidance for 18-29-year-olds, and low placement rates in real jobs (Mendis 2004). A survey
undertaken by LCD (2009) in Sri Lanka indicated that PWDswere unaware of any vocational training
facilities and only 12% said they were able to access training. Many also claimed that the training
facilities were not adapted to the needs of persons with disabilities.

2.3 Policy Framework

The following are laws and policies that relate or pertain to Persons with Disabilities.13

• United Nations Convention on the Rights of Persons with Disabilities

• ILO C159 – Vocational Rehabilitation and Employment (Disabled Persons)
• APEC 2015 Leader’s Declaration
• ASEAN Bali Declaration on the Enhancement of the Role and Participation of PWDs
UNESCAP Incheon Strategy (Adopted by ESCAP member-states in 2012 in Incheon. Strategy
gives the countries in the Asia-Pacific of aregionally agreed disability-inclusive development
goals,coveringa broad array of development concerns frompoverty reduction, employment,
social protection, and etc.

Goal 1: Reduce Poverty and Enhance Work and employment Prospects

Goal 4: Strengthen Social Protection

2.4 Philippine laws and policies, and local studies on PWDs

• 1987 Philippine Constitution, Article XIII, Sec. 2

13
Ahmma, Charisma Lobrin Satumba, “Equal Opportunities for PWD in the Workplace” Bureau of
Workers with Special Concerns DOLE, 21 ECOP MGM St. Luke’s Global City Taguig City, June 16, 2016

14
• “Promotion of social justice shall include the commitment tocreate economic opportunities
based on freedom of initiativeand self-reliance.”
• Magna Carta for Persons with Disabilities (RA 7277)
• Tax incentives for companies who employ PWDs
• Discounts/Tax incentives for PWDs on selected goods
• Proclamation No. 688
• President Benigno Aquino declared the years 2013 to 2022 as the Philippine Decade of “Make
the Right Real” for Persons with disabilities in support of Incheon Strategy
• Executive Order 417 – “EconomicInterdependence Program for PWDs”. Key Areas: (1)
Enhancement of Social and Vocational Skills Capabilities, (2) Promotion of Markets for Products
and services of PWD Organizations, and (3) Accessible WorkCenters.
• Batas Pambansa Blg. 344 (Accessibility Law Republic Act 10524 – Equal Opportunity for
Employment for PWDs in Public and Private Sector
• Amending SEC. 5 of RA 7277: No person with disability shall be denied access to
opportunities for suitable employment.
• “At least one percent (1%) of all positions in all governmentagencies, offices or corporal
ions shall be reserved for persons with disability: Provided, that private corporations
with more than one hundred (100) employees are encouraged to reserve at least one
percent (1%) of all positions for persons with disability.”IRR of the said Act will be signed
and approved on 17 June 2016.

15
Companies that employ PWDs

Ø Lamoiyan Corporation

Ø Suyen Corporation (Bench)

Ø Accenture Philippines

Ø Well-Made Motors and Development Corporation

Ø City of Dreams

Ø NEC Tokin Phils., Inc.*

Ø Drugmaker’s Laboratories Philippines*

Ø Convergys Nuvali*

Ø Philis Wires & Cable Co. (PHILFLEX)*

Ø Cirtek Electronics Corporation*

Ø Toshiba Information Equipment (Phils) Inc.*

Ø TDK Philippines Corporation*

Ø Toyota Motor Philippines Corp

16
Challenges:

a. Need to expand access to employment and training opportunities of PWDs

b. Need to change the prevailing mindset that PWDs cannot contribute to the profitability of the
company

c. Insufficient database

d. Strong need for program advocacy

Way Forward

Towards employment mainstreaming of PWD workers

1. Paradigm shift from Charity-based to Rights-based Approach

2. Need to fully implement existing laws and policies on PWDs

17
3. Develop database and monitoring and evaluation system for effective implementation of programs

4. Boost information dissemination and advocacy on PWD

Programs.

The National Council on Disability Affairs (NCDA) and Technical Education and Skills Development
Authority (TESDA) partners to give free skills training for persons with disabilities nationwide. Under the
“Training for Work Scholarship Program (TWSP),” TESDA will provide skills training so that the persons
with disabilities could receive the National Certificate which is necessary for job application here and
abroad.

The TWSP project is also in line with TESDA’s Two-Pronged Strategy on Poverty Reduction which aims to
provide interventions through skills development by providing access to training to qualified persons
with disability for self or wage employment to uplift their socio-economic status. Designing an inclusive
skills development program likewise, the Technical Vocational Education and Training (TVET) institutions
promised to help the project in providing skills for PWDs.Engage private sector to increase awareness on
the PWDagenda.14

14
http://www.ncda.gov.ph/2017/03/ncda-tesda-sign-agreement-for-skills-training-for-pwds/

18
3 Methodology

3.1 The Research Method

The study will be approached in a qualitative manner through a case study method that will document
the experiences of the stakeholders involved in the initiatives. The data gathering method requires
focus on participants’ perspectives and the influence of socio-cultural contexts on success and failures,
for instance of an education training. It can determine the impact of a program and provide relevant
evidence for policy and practice decisions (Zucker, 2009).

3.1.1 Differentiated Data Gathering Methods

The following is a summary of data collection methods for the research study.

1. Desk review pertaining to the available secondary data from TWC and external sources. Using
content analysis, data that will indicate and measure variability and evidence may be culled
from documents made available. In the course of observation and data analysis there would be
patterns and deviations that may arise and these are important to uncover and seek
explanations and relationships of variables in the phenomenon.

2. Key Informant Interviews refer to in-depth interviews to individuals who have thorough
knowledge about the activities. These include key stakeholders of the research foci.

3. Focus group discussions refer to the qualitative method where homogenous groupings are
organized for a discussion about the research focus.

19
Purposive Sampling and Targeted Respondent Selection

The sample depended on the population size of the PWDs and their parents as well as their availability
during data collection period. Aside from these research subjects, the research respondents include
stakeholders’ clusters such as the partners and collaborators, trainers, and assessors. Criteria for
selection of PWDs and parents as respondents include those who have passed the assessment and were
certified and those who were not successful enough in the completion of the process in order to find out
factors that help or hinder success of the assessment and certification.

The following is a table which was used to summarize the sampling frame or the groups or
clusters for each research study.

Research Primary Total Sample Multi-stakeholder Total Sample

Samples Population Size Samples Population Size
3 PWDs who have N n Partners and collaborators N n
completed skills training from TWC & NGO
and were assessed and
certified and their Trainers N n
parents
Assessors N n
PWDs who have N n Others – to be determined N n
completed skills training,
and were assessed but
were not successful in
assessment and their
parents

20
3.2 Instruments and Data for Collection

Primary Data.
These data come from the respondents’ directly interviewed, surveyed and those who participated in
the focus group discussions.

Secondary Data
Documents, reports, policies, and other related studies will form part of the secondary data. In the draft
and final reports, the sources and title of the secondary data are provided.

Instruments
The draft research instruments, including checklists for secondary data, questionnaire, and interview
schedules are provided in the Annex section. Part of the instrument preparation is to ensure efforts
toward ethical research consideration, including assurance of respondents to confidentiality of
information and informed consent from the respondents which shall be written. The research team
shall also observe gender fair language and the sex disaggregation of data.

3.3 Data Collection Procedures

During data collection, the researchers observed the ethical standards in research, including
considerations of confidentiality of information and verbally or non-verbally seek the informed
consent of respondents prior to the conduct of interviews or surveys. The research team shall also
observe gender fair language.

Data Collection
For secondary data these were sourced from primary or original sources or from published sites offline
and online. The researchers retrieved the information from TESDA Women’s Center and its partners –
the Rotary Clubs and trainers. Outside of the latter, the research team corresponded and approached
the sources in person. Sites made public and sets of information available online were downloaded and

21
shared. These can be in the case of national and international offices such as the ILO, PSA, DOLE and
related agencies such as NCDA, PCW and others.

For the primary data collection, the research team followed protocol in informing the TWC and its
concerned partners. Letters were prepared or sought from TWC to introduce the research team. If
required and helpful, the guide interview questions were shared with implementing and partner
organizations.

3.4 Data Analysis

In general the data analysis also used qualitative approach and were collated and organized for
disaggregation and consolidation of results. Triangulation and comparison of data were used based on
the collated results of the data.

Disaggregation will be based on the respondents’ sex, age, and location of respondents. Triangulation
will be used based on the trends of indicators for the research categories.

The Research Team shall use the following methods to analyze and interpret the consolidated data:

1. Content analysis was used to analyse primary and secondary data sources. The research team
looked into the secondary data categories and indicators from gathered forms.
2. Policy review shall be done for laws and policies related to the research and if applicable.
3. Stakeholder and gender analysis were used to contextualize the results and for cultural analysis
if applicable
4. Risk analysis were used to understand the efficiency and effectiveness of results if applicable.

22
4 Findings

This section presents the findings of the case study. It covers the experiences of each group of Actors or
stakeholders who were involved in the PWD training and participated in the study.

4.1 Background of the PWD Training Initiatives and Profile ofSponsors

4.1.1 The Rotary Clubs

The Rotary Club of San Juan is part of the non-profit association of Rotary Clubs in the Philippines.
Together with Rotary E-club of San Juan Central, and Rotary Club Mandaluyong Uptown, it partnered
with Center for Excellence (Stepping Stones) Foundation Inc andthe Global Skills Formation Institute Inc.
(GSFII), all TESDA accredited schoolsto conduct training courses, respectively the Housekeeping NC II
and the Barista Training NCT II for Persons with Disabilities (PWDs). The Housekeeping NC II Training
were held at the training center of Stepping Stones in Paranaque City in April to May 2016 and the
Barista Training at the Las Piñas training center of GSFII in November to December 2016.

The Housekeeping NC II Training was attended by 17 trainees (11M/6F) and the first batch of Barista NC
II had 18 trainees composed of 6 deaf or persons with hearing impairment, 6 persons with autism
(PWAs), and 6 mothers/guardians of PWAs. Another Barista NC II batch composed of 10
trainees/graduates followed in May 2017. All trainees successfully passed the National Assessment and
were issued TESDA certifications. Aside from the training and assessment, the program of these Rotary
Clubs extended on the job training (OJT) or internship for 180 to 200 hours in different privately owned
businesses where the students can practice what they learned in the skills training courses. These
include Zamba Wood a resort hotel in Zambales Province, and coffee shops located in Quezon City.

The said Rotary Clubs are the pioneers of the initiatives through partnership with TESDA, industry,
educational institutions, and families of children with special needs, socio-civic organizations and local
government units. The end goal of the training is to prepare the PWDs to work in small and medium

23
scale businesses, specifically those in the Tourism Hotel and Restaurant Industry. The program provides
opportunities not only for skills training but also livelihood and employment opportunities for PWDs.
This is because the Rotary Clubs engages industry partners to accommodate the trained and certified
PWDs to apply what they learn in the real-world setting of the industry. Furthermore, the program
offers sustainability since it involves community stakeholders that include the parents and teachers of
the PWDs as well as the local government and other helping institutions.

The skills training courses follow the TESDA (Technical Education Skills Development Authority) global
standards and prescribed competencies. Thus, the completion of the training course and the national
assessment earned by the trainees lead to national certification which are recognized locally and
abroad.

The role of the Rotary Clubs is crucial because they are involved in the recruitment, selective
sponsorship, training, internship, work placement, which eventually leads to the gainful employment of
the PWDs. Two committed women members of the Rotary Clubs provided very active participation and
involvement in the program actualization. They served as trainers, mentors, coordinators, and
organizers of the Housekeeping NCII and Barista NC II training. Their advocacy and support to the PWDs
were recognized by the TESDA Women’s Center (TWC) which may eventually lead to the
institutionalization and mainstreaming of the program at the TWC.

4.1.2 The TESDA Women’s Center

The Technical Education and Skills Development Authority as a government institution attached to the
Department of Labor and Employment (DOLE) is mandated to provide inclusive assistance for technical
and vocational training to all citizens. The TESDA Women’s Center being one of the TESDA training
institutions promotes greater access to technical and vocational training for Filipino women.

In line with the gender and development policy of the Philippine government, the TESDA established the
TESDA Women’s Center in 1998. It targets increased and improved participation and quality of skilled
women in the Philippine workforce.15 The establishment of TESDA Women’s Center was aimed at
addressing gender issues such as limited opportunities and access of women to technical vocational

15
TWC website

24
education and training especially in industrial courses traditionally dominated by men, including gender
bias in employment, perceived role of women as secondary wage earners, discrimination in wages,
limited access to employment and occupational mobility. The target groups of the TWC are Filipino
women, 15 years old and above who are: school leavers, high school graduates, unemployed &
underemployed, solo mothers, informal sector workers, displaced workers, returning women
migrants/Overseas Filipino Workers (OFWs), persons with disabilities and senior citizens. The TWC
offers free TVET education. Applicants need to be at least 15 years old and taken the National Career
Assessment Examination or undergo the career profiling and trainability evaluation. The programs
offered by TWC are shown on Table 1 in the Annex section.

The TWC is a model training center on competency-based training delivery; it is also the center of
mainstreaming gender and development (GAD) in the technical-vocational education and training (TVET)
sector. The TWC is the first internationally accredited training institution awarded silver award by the
Asia Pacific Accreditation and Certification Commission (APACC) in 2008. From 1998 to 2014, the TWC
has produced 5,424 graduates, 96% of these number are women. Ten per cent of enrolment is reserved
to male and transgender students.

Aside from being a women-focused Center, the TWC is also TESDA’s lead training institution that is
responsible in mainstreaming GAD in TVET and sustaining the integration of GAD components into the
existing technology-based training programs. It acts as Secretariat to the Gender Focal Point System
(GFPS) Executive Committee and Technical Working Group (TWG). GAD policies were put in place to
strengthen the gender mainstreaming efforts in TESDA that permeates all programs.

4.2 Profile and Experiences of Stakeholders

4.2.1 PWD Graduates of Housekeeping NC II and Barista NC II

Profile. The PWD graduates of the Housekeeping NC II and Barista NC II are either with hearing
impairment or are those with autism. There were a total of eight who were interviewed; four males and
four females. All those who were interviewed have completed and passed both courses except for one
who had only taken up only the Barista NC II course. All of those interviewed are currently working but

25
are not yet considered regular employees. Their ages range from 26 to 45 years old, although many of
the male graduates are at their prime in their late 20s and early 30s and the female graduates in their
late 30s and early 40s. Four of them are still single (1F/3M) and the other four, mostly the women
(3F/1M) are married or separated and with children (2 to 4 in number). More than half of the graduates
live with their parents or siblings (residing in Metro Manila - Taguig, Paranaque and Pasay) and are still
being supported by them.

They all shared their learning experiences in training from preparation to enrolment until they have
reached working as Baristas at restaurants in Las Piñas, Makati, MOA Pasay, Quezon City and in Cavite as
their workplace. One young female graduate is currently working as trainer assistant at the TWC.

How they learned about the course schedules/offering. The deaf trainees were informed about the
course offering and training schedules from their associations, school (PSB), the church pastor, siblings
(one working as a physical therapist of a Rotarian), friends, and the Paranaque City Hall job fair.

Preparation prior to Training. Prior to training, they all experienced preparing for the submission of
their documents (all TESDA-required such as birth and marriage certificates, barangay and school
certificates or clearances, photos with signature, medical clearance) for training application. One said
that she had encountered some problems in application submission due to her medical clearance – she
had health issue -UTI).

Experiences during the Training. They shared their experiences as trainees. In Housekeeping NC II, they
experienced doing a lot of cleaning; cleaning windows, toilets, rooms, dresser; and even shoes of guests;
they also learned how to make beds, ironing, folding and arrange towels in the bathroom and were also
taught how to welcome visitors. However all of them said that they found doing all these in
Housekeeping NC II harder than their Barista NC II course. Although they said they learned a lot in
Housekeeping they had to do a lot of work by themselves individually (since most of them did not
experience a lot of cleaning work or other house chores in their homes). Some of them did not like the
long hours of work, cleaning in particular.

In their training in the Barista NC II course, they learned how to prepare espresso coffee, how to make
French press, operate coffee, milk and blending machines, as well as cleaning and serving. They found
doing all these easy because of the machines, which make work faster.

Except for one male graduate, between theory and practice, they found studying, reading, memorizing
their lessons, and taking the written examinations harder. Among the women they said that in the

26
beginning of the Barista course they had to train themselves often because they tend to forget the
weight (how many grams of ground coffee), and the required temperature (Fahrenheit) in the
preparation of coffee and tend to guess and experiment because they hardly remember what they read
in their lessons. Perhaps they said that this is because they have long been out of school prior to the
training. But as they read, attended training, and practiced it became easier and enjoyable.

“Before [the training] I did not understand the course but I worked hard to learn. When I understand
I learned more” (extracts from interviews)

Experience with Trainers. During the training they had an interpreter (all interpreters for the training
courses were female) who was also regarded as a trainer herself. All of them disclosed that they find
their trainers (they call them teachers) very good (experts in Housekeeping and Barista courses) despite
the fact that they did not have training in sign language. While they learned from them, their teachers
learned sign language from the trainees and they became quite proficient in communicating with them.
The trainees expressed that they were very grateful that they were patient, kind, approachable, and
generous sharing their knowledge with them. As to characters of trainers who will be training PWDs,
they said that they must be good, patient, behaved, always helpful and approachable to inform them,
listen to their problems, understanding, and always smiling. Trainers must be able to communicate and
should be creative in their teaching ways. The deaf tend to be more visual and liked to look at the faces
of the trainers.

Experience in Training Method. In terms of methods of teaching, among the women, they said that
trainers like them must be able to prepare for many visual aids, show photos and videos about the
lessons, know sign language, and a lot of time to practice. Although some of the explanations used easy
words, they also needed to understand more about technical terms introduced in the courses. For
example, temperature is in Fahrenheit and weight is measured in grams. In terms of facilities they
found the training rooms equipped with all the things needed in Housekeeping and Barista training.
Although they were able to experience additional facilities during their internship or on-the-job training
(OJT).

27
Experience with fellow trainees. The trainees experience among their fellow deaf trainees were mostly
enjoyable. However, the women find the men always quarrelling and arguing (in sign language) with
each other. With other PWDs, the persons with autism (PWAs) in particular, the deaf trainees found it
hard to deal with them in class although now they understand PWAs. Some of them experienced being
hit and pinched by their PWA classmates. The deaf trainees sometimes get surprised when the PWAs
have tantrums during training and practice time. However, among the female deaf trainees, they
expressed less difficulty dealing with their PWA classmates since they get to teach and learn from each
other. Perhaps because the women are more mature in age than male deaf classmates. The challenge
and difficulties lie on how to communicate, manage themselves with others. With other fellow deaf
trainees both male and female they were happy sharing food, studying and reviewing and memorizing
the lessons together in a classmate’s house.

Experience during Assessment. The deaf trainees said they found the assessment a little difficult since
they had to individually go through “interviews” and practical assessment within two hours. There were
two assessors during their assessment: one who does the interview, and the other who observed the
practical demonstrations. The assessment of the deaf trainees were finished in one day. (Each assessor
can handle 10 persons in a day the most). The presence of the interpreter was important since the
assessors were not familiar with sign language. The trainers, however, were not allowed in the room
during the assessment.

The trainees said that they prepared for the assessment. One said, “I studied the lesson, memorized,
read, reviewed, and tried to have a fine score”. They all felt nervous prior and during the assessment.
A trainee demonstrated her nervousness and said that her knees were shaking during the assessment
and experienced goose bumps while she was entering the room.

How they found the assessor, they said some were strict that is why they felt more nervous; there were
some whom they found accommodating, patient as they were given more time and humorous. The
trainees expressed their happiness when they learned that they passed the assessment.

Experience in the Training Institution. When they were training in the TESDA course with Rotary Club’s
support, orientation was conducted prior to the actual training. They said there were many rules. For
example, they must be respectful and be punctual. The institution was concerned about how they were
taught, about how they should work, on how to improve self that they had to grow. They said they
learned many things in the process including social interaction.

28
They are proud to receive their TESDA certificates.

Experience during Internship (OJT). The deaf trainees said they were best understood and learned
about the real work place; they had to study the work and said that it was good to practice what they
learned.However, some of them experienced challenges in communication with others who are hearing.

Some of them experienced homesickness since they had to live at the sites of the work place for more
than a month (200 hours) and there was weak Internet or cellular connection.

Experience with Rotarians. For the Rotary sponsored initiatives, the teachers were Rotarians but they
were TESDA trained and certified to train. They were taught many things, how to work properly, be
punctual, respect and help others, value relationships, write their resumes. The deaf trainees were
helped by the Rotarian teachers to raise money for their tuition fees, transportation allowance, apply for
work and find their jobs as well.

Experience with Family Support. The parents help them study, memorize and they feel happy because
of their support. While he is happy with his mother, he is quite annoyed as she is looking for a girl who
will marry and take care of him in the future.

Experience in the Work Place. In the work place, aside from being a Barista, one has to wash, wait, and
buzz out. Sometimes they feel scared and they say that the work and being in the work place is not
easy. On top of that they were not regular employees, thus they wished that their employment can be
more permanent.

So in terms of attitude they must be strong, smile often and give respect. Most of them get along with
hearing workers. They learned about the value of time, punctuality, always arriving on time, being
responsible, and prepare for work. Although communication is still a challenge, they know their role,
they obey the boss. They have a happy mind even if they problems. Some are happy with their fellow
workers others encounter problems with co-workers who are hearing and are not good to him. Some
are also happy that they are given free food at the work place. In the workplace they experience many
things like learning to operate other types of machines.

Is there discrimination in salary by their experience? Only one female trainee/graduate experienced it.
Most of the female trainees receive the minimum wage. However, they do not focus on discrimination
but on work. They said they value work. The male trainees/graduate are not currently regular
employees. The female trainees/graduate also experienced longer time to be regular, because she

29
came from an agency. She does not think about waiting longer. She has experienced difficulty in the
workplace especially with hearing co-workers.

Difference of experiences of female trainees.

The female trainees tend to be protective of their fellow women. The mature ones chide the younger
ones so they can be more responsible. They also tend to screen deaf applicants in training and at work.
They do not encourage those they know who are idle or lazy; and tend to have a good word for the
persevering. They seem to be proud of their group and not allow others to judge or stereotype the
working or training deaf. Furthermore, experience of sexual harassment or being taken advantage in
the workplace is not new to the female trainees/graduates. For example, a hearing co-worker tried to
kiss the female deaf graduate. Another one said she was touched in sensitive part of the body by a
supervisor. Both of them did not report this to the boss.

Furthermore, they disclosed that they are not very familiar about social security and social protection
laws, specifically their rights and entitlements. They were only familiar about loans they can get from
Social Security or the deductions from Philhealth. They were not very familiar about the right for 2-
month maternity leave or sick leave.

Plans in the Future. Many of the graduates want to take up other TESDA course programs – for
example on food and beverage to learn about hot and cold drinks; another male graduate wanted to
learn automotive since he likes to fix motors of cars and vehicles. Some of them dream to work abroad
and have more lessons in French coffee. They also dream to have regular jobs to support their families
or augment family incomes.

Among the female deaf graduates, many wanted to have their own business. One wanted to have a
restaurant that she owns and runs. Another wanted to have an apartment she can buy and have it
rented out. Another wanted to put up a laundry shop. They need to learn about entrepreneurship know
how to manage business and money. They also needed to raise capital though for their business.

Another wants to raise her family, she wants to have someone love her, have children. She likes to
continue working though.

Suggestions for improvement of the training courses.

The courses must be able to help them prepare in the outside world, prepare to deal with hearing
regular persons, they must learn patience, the values ethics, gender sensitivity and avoid discrimination.

30
They must learn how to be more proactive, aside from learning skills such as preparation for blending.
They must learn how to come to work with clean complete uniform with matching shoes and black
pants, cap and apron. They must learn to avoid being late and absent and learn what is “Bawal”in the
workplace.

They deaf women said that they are prepared to go mainstream in school mixed with hearing people.
But they think it is the hearing people who do not understand them because they cannot sign. They
suggest that there must be an orientation for both deaf and hearing people to prepare each group; they
find this important. They deaf are bothered if there is no orientation because they do not know what to
do. The hearing must also have their own orientation to know about the deaf.

The deaf also want to include lessons on how to apply for work and what possible experiences they will
encounter in the workplace. For example, when work becomes difficult especially when there are many
guests or customers, the deaf tend to panic. One thinks that she is treated like a maid. One
experienced jealousy among co-workers in the work place because deaf tend to be more focused in
doing their work that devote time for small talk with hearing people. Her co-worker who did not know
she was deaf, asked why she was quiet. All the more her co-workers discriminate her when the Boss
observed and praised her for her work as she was focused on the job.

4.2.2 Parents of PWDs

How they learned about the course offering and schedules. The parents want their children to be
employed or have their work. Some of the parents of the deaf were not aware that their children
sought to train through Rotary. One mother said that she learned that her daughter and deaf friends
went to the Paranaque City Hall, she thought that it was for a job interview but learned later that it was
a training sponsored by Rotary and Stepping Stones Foundation.

• “I was surprised when I received the call from Aida. I only found out then that my son was enrolled
in the Rotary Academy. We know Aida Sotto (Rotary Club member and TESDA trainer) from Church.
Our child (Julian) was eager to work. I am happy that he learned a lot from the trainings.”

Experiences during the Training.

The mother of a PWA said that they joined the training as part of her daughter’s Therapy. She joined the
training with friends and their kids from the Autism Society.

31
• “Andrea is 16 years old and has autism. We learned how to sign so we can communicate with the
PWDs in class. Part of Andrea’s socialization. I am my child’s seatmate – I check what my child copies
from the board. It was good bonding because we had one-on-one time. I learned about her
strengths and mannerisms. The joint activities were helpful. Andrea is dependent on me.She is able
to interact with PWD classmates like Alan.
• “Preparation is key: We prepare the day before so we know what to expect in class the next day. We
have taken baking and Microsoft training, food and beverage trainings. With my experience, I will be
able to teach parents how to support their children. Recommend TESDA because the practical skills
that they teach are important. The trainers/faculty must know how to deal with PWDs/PWAs.
• Schools should know how to deal with and provide assistance. Teachers should also know how to
manage PWDs/PWAs. They have to realize that parents are also 100% involved. (Aimee)

The parents of deaf male children has this to say:

• “My child (JR) is very independent. He really wants to get a good job. He has had a lot of jobs but
most are contractual. He updates us about what he does.” (Evot)

• “My child is excited. He wants to have something to do. He taught us how to clean the house after
he completed his Housekeeping training. He also studied Barista. I helped him get
certificates/clearances for job requirements.” (Fely)

• “My child (Allan) he makes use of what he learned in housekeeping by cleaning the house. He really
wants to have a job. Their life is in their cellphones. (Teresa)

The mother of a deaf female trainee/graduate disclosed the following:

• “I get very sad because she’s not at home as often. I worry about my daughter. I follow her to her
place of work. I wait for her at the jeepney station.” (Mrs. Agustin

CHALLENGES

32
• “The training they receive is very good. He is trying his best to use what he learned in his job now.
The problem is that the manager is discriminating against him”. (Evot)

• “The skills training is good. My son is able to use what he has learned. Maybe they would benefit
more if they had more experience in actual service/practicum. (Teresa)

• “I see that she really wants to have a job. ‘Nakita ko na pursigido siya. Dati tamad. Natuto siya’. [I
observed that she was really determined, she used to be lazy, after the training, she learned to
work]. I am concerned about her night shift. She is a girl and it is dangerous in our area. (Mrs.
Agustin)

• “Due to the training my son has become more responsible. He has a job now where he is able to use
what he has learned in the training.” (Fely)

• “I liked that we were able to learn together. I was able to bond with my child. I was challenged to
apply what I learned. Panindigan ang lahat ng natutunan.I understand that my child is unemployable
but if there is a chance for them to have an opportunity to be employed part-time it would be
welcome. I hope that they have a track for PWAs since they have different needs from PWDs.The
manner of the trainers should be more considerate. They should be friendly and
understanding.Maybe TWC can allow children younger than 18 years to enroll especially if the child
is PWA. They will have more exposure and be able to socialize. The parents are also still available
and younger so they won’t have a difficult time joining their child in training and looking after
him/her.” (Aimee)

• “The curriculum for able bodied trainees should be reassessed so that TESDA can make adjustments
for PWDs/PWAs.” (Lucy)

4.2.3 Interpreters
Background. There are two interpreters for the Rotary initiatives with the PWDs.

33
One is a religious nun, belongs to the congregation Sisters of the Little Mission of the Deaf
founded/based in Italy. She said that “PWDs is our mission, Rotary needed an interpreter, Msgr Gabriel
with Ms. Rosary invited me at the Resurrection Parish in Paranaque to sign interpret during the
celebration of the mass.” She interpreted during the Housekeeping graduation, PWD Global training –
interpret sign language. Sister is able to follow up deaf trainees through trainers after their graduation
since this is her mission, reached by lay in support of the mission. She is happy that they understand
that they are in the world. She also said that she regards interpreting for the deaf training not as a work
but mission for the hearing impaired. She also disclosed that she encounters two disabilities the deaf
and the deaf persons with autism or down.

Another interpreter is a female teacher from a school for the deaf.

Observation during the Training. “Visual aids are needed aside from sign language interpretation.
There is not much of a problem in communication for trainers because the deaf trainees teach the
trainers how to sign”

During the Assessment. Interpreters must be present during the Assessment; there was no break; 10
per assessment. Each assessor had to deal with the deaf who requires an interpreter and the person
with autism. For the deaf, the assessor listens to interpreter.

Orientation about the Deaf.

The interpreters shared that the deaf has limited vocabulary because they have no speech and not all
can be supported. If they understand they are happy also. The deaf “nakakasabay sa normal” because
they are normal only with hearing impairment. They can be mainstreamed. The Department of
Education has a policy for PWDs. There are some deaf who are trained in the oral method – they can
talk if they are in oral school.

Suggestions. The Trainer must be creative and must have vocabulary. The deaf Language is sign. It is
natural for them to gesture. Trainers must have to learn basic sign language and prepare more visual
aids. The deaf persons even if they are High School graduates – still have inadequacy of vocabulary.

Orientation of parents must include formation of values, need to practice with regular trainees. There is
a need to have a review of the method of training, rules and regulations. gender, ethics, values
formation during the orientation.

34
The schools must consider mix of students or trainees (who are hearing and with hearing impairment)
vs. homogenous. They must have SPED orientation or the basics about PWDs. There must also be a
preparation of regular trainees and trainers so they do not get cultural shock especially the regular
employees. The teachers must be understand that with PWDs especially the deaf, they have to be
redundant, repetitive and must have a job orientation program. They can also use Role playing method
and encourage competition.

In the training and assessment there must be written words for deaf trainees during lectures (oral part)
or when communicating. The teachers must be able to adjust in the demonstration of skills. They need
adjustments and must be able to immerse and be sensitized to the trainees. They must be open and see
advantages and benefits, learning new language, just like there are different regions, different signs. In
the Philippines there are two dominant sign languages - the Philippine sign language (PSL) and the
American Sign Language (ASL). The latter is standard and internationally observed.

4.2.4 Trainers. Assessors, and Other Training Institutions

The trainers and assessors interviewed disclosed that this is the first time they experienced how to
handle PWDs.

One female trainer/assessor observed that they are much better in learning than regular or ordinary
students. She was responsible for introduced Rotary Club representatives to Global. She was then the
administrator and trainer at Global which was just starting to develop course of Barista NC II at that
time. The initial tasks were to review the curriculum and setting up equipment and space for Barista
Housekeeping NC II courses. They used the Training Regulation (TR) for the curriculum.

She observed that the approach in teaching whether ordinary trainees or PWDs or PWAs is generic; but
the difference is in the conduct of the training

The class needed people who can interpret sign language for the hearing impaired; services were
provided by representatives of the Rotary Club. Classeswere conducted on a daily basis. There is a need
to provide longer time for learning to take place (this was also experienced by sister; in her school that
do not use sign language).

Trainers need patience, creativity, understanding, and knowledge in conducting classes for the hearing
impaired and those with special needs (persons with autism).

35
During the assessment, to the interviewee, the participants passed with “flying colors”.

Orientation was part of the curriculum; 1-hour orientation; introduced TESDA what to get out of
training, expectations from Global and Rotary, house rules introduction.

Monitoring however was not introduced. For example, what is the best taste test? There is a need for
quality training – time must be considered since standards are set by TESDA.

For trainers and assessors there is a need to change based on need of trainees. The class lay out include
work simulation like a hotel room space. Food and Beverage class with space and equipment must have
these in one place. Safety as an important factor. This is the reason for using the 3rd floor of their
building as training room for more space. Thus, a review of the lay out is needed to ensure the content
flow and hands-on experience. There is a need for care in transfer, adjustment in the practice area.

Parents who participated were the parents of the persons with autism. Beforehand when she was
informed about the group the question/concern was how to handle the persons with autism. She said
“it was a humbling experience; these people need us”. After the experience they learned about these
kind of people – the PWDs.

Global is a private organization with limitations. The Rotary initiative with TESDA is good to put up the
program for PWDs, it is a good program to continue.

There is a need to have standard qualifications for Trainers and interpreters. Safety measures needed
when training and for persons with autism. Delivery of the course need adjustments, for example, need
to prepare visual aids. To run program, monitoring needed, partners of trainers must be
compassionate.

In the assessment, adjustment must be done; one must be compassionate and patient. Collecting
evidence need ample time for assessment process. In handling the PWDs lay out must conform to the
need. Time factor must be considered in the training and assessment because before assessment there
is a need to conduct assessment in the actual work place. (Imelda David)

Another female trainer said that there is a need to give these people a chance to show that they went
through proper training. She also agreed that there is a need for time adjustment – the number of
hours during the training. Perhaps it must be double the time including OJT.

36
She also agreed that facilities lay out – space in the area must be considered having in mind the need of
the students. She also agreed that there is a need to tap trainers with capability.

It was suggested that trainers must be certified and have taken SPED or sign language. She also
suggested that the learning institution must have stand by doctor; psychologists or nurse. There is a
need to identify core competency, psycho social emotional preparation; training common for trainers.
Thus, trainers for PWDs or PWAs must have a program that will include certification, family and
workplace certification basics of SPED, Psycho social emotional training, aside from Industry experience,
or at least may have handled one batch. She suggested to encourage and invite more trainers for PWDs.
These preparation must also be true for Assessors – same as trainers.

Trainers and training institutions must have a checklist of the needs as well as consider other training
needs for skills demonstrations.

From the experience they encountered with this initiative they were happy that the PWDs have met the
TESDA standards –with “flying colors”. That is the reason they say that“PWDs were better than regular
or ordinary persons”.

They further suggested to provide more opportunities for PWDs who are “sabik” (wanting) and need to
develop attitudes; offer scholarship for those with special needs (e.g. if the government provide
scholarship support to OFWs returning to the country why not provide scholarship STEP re-training for
the PWDs themselves.)

There is a need to address industry discrimination against PWDs; have memorandum of agreements,
have more donors to invest in the programs. They also suggested to have skills competition aside from
training.

Other courses that can be offered to PWDs are massage therapy, bookkeeping, agriculture, drafting,
plumbing, electronic and ICT courses.

There must be a separate, good orientation and learning opportunities for Parents as well since they
tend to be overprotective of their children with disabilities. They need to make their children feel
independent, learn independence. A separate orientation and later joined with incoming regulars if
mainstreaming is a goal and strategy.

37
For the benefit of trainers, in service training, conduct of Training of Trainers for PWDs, side of trainers
standardizations, good profession fees (PFs) or salaries (Php 200/hour, contractual 10 months) to attract
trainers for PWDs. There is a need to create policies for PWD trainers.

4.2.5 Industry Partners from the perspective of the Trainers

Enlightened business owners and corporations are open to accommodation of deaf employees.
However most of these businesses are micro and small sized businesses which are not as stable as large
corporation which practice corporate social responsibilities (CSR).

From the point of view of the trainers, the trainees must be able to exceed expectations that is the
reason they continually advise the trainees to persevere, learn well and study hard and be competitive.

4.3 Discussion, Insights, and Analysis

Inclusivity is the now the call of the United Nations within the framework of Sustainable Development
Goals. As said earlier this is not new in the Philippines since this is already enshrined in the Philippine
constitutions and other related laws. However, what seems to be missing is policy implementation and
practice.

Mainstreaming is one of the strategies being proposed for inclusive development to happen. However,
economics, politics and culture is still in the way. What happens is work or mission for PWDs and PWAs
becomes “charity” and a social welfare cases. But who would help if not for organizations like the
Rotary Clubs and government institutions would not support initiatives for the PWDs and PWAs?
Economic issues or funds need to be tapped as there are government funds allocated for support to
PWDs. TESDA and the TWC have set aside funds for scholarships intended for the marginalized sector.
However politics or the political will is what stops some local government for pursuing assistance to the
marginalized sector including the PWDs. Thus, NGOs and civil society groups like the Rotary Clubs have
important roles to pressure or encourage national government and LGUs to implement the laws.
However, culture is more problematic. The mindsets of people both the ordinary and those with

38
impairment need to change. One way to address this is education, information dissemination and
sharing of resources.

The disclosures of the trainee respondents about their training, job experiences and their strong desire
to work, to have permanent jobs or have livelihood or businesses as well as the observations of the
trainers and interpreters that many persons with hearing impairment are as normal as ordinary persons.
The only difference is the lack of hearing. In fact some even disclosed that they far exceed the ordinary
because they are more focused in their tasks.

Thus,there is truly a need to provide equal opportunities for the graduates since TESDA certification is
proof that they went through proper and rigorous training and assessment that they passed. There is a
need to create policy and practice for the PWDs to compete in the labor market.

Changing of mindsets is key. Information dissemination and education orientation through curriculum
and policy creation can be made as starting points. Some adjustments have to be done in the manner
and methods of their training. Trainers as experts all agree that there is a need for orientation and re-
orientation. Time adjustment – the number of hours during the training. One said, perhaps it must be
double the time including OJT. Facilities lay out – space in the area must be considered having in mind
the need of the students. There is a need to tap trainers with capability and formulate policies to
encourage them to participate. It was suggested that trainers must be certified and have taken SPED or
sign language. She also suggested that the learning institution must have stand by doctor; psychologists
or nurse. There is a need to identify core competency, psycho social emotional preparation; training
common for trainers. Thus, trainers for PWDs or PWAs must have a program that will include
certification, family and workplace certification basics of SPED, Psycho social emotional training, aside
from Industry experience, or at least may have handled one batch. She suggested to encourage and
invite more trainers for PWDs. These preparation must also be true for Assessors – same as trainers.

Trainers and training institutions must have a checklist of the needs as well as consider other training
needs for skills demonstrations.

They further suggested to provide more opportunities for PWDs to develop attitudes; offer scholarship
for those with special needs (e.g. if the government provide scholarship support to OFWs returning to
the country why not provide scholarship STEP re-training for the PWDs themselves.)

39
There is a need to address industry discrimination against PWDs; have memorandum of agreements,
have more donors to invest in the programs. They also suggested to have skills competition aside from
training.

There is a need to study how other courses can be offered to PWDs and to match with their capability
both physically and mentally. Some of these are suggested - massage therapy, bookkeeping, agriculture,
drafting, plumbing, electronic and ICT courses.

There must be a separate, good orientation and learning opportunities for Parents as well since they
tend to be overprotective of their children with disabilities. They need to make their children feel
independent, learn independence. A separate orientation and later joined with incoming regulars if
mainstreaming is a goal and strategy.

For the benefit of trainers, in service training, conduct of Training of Trainers for PWDs, side of trainers
standardizations, good profession fees (PFs) or salaries (Php 200/hour, contractual 10 months) to attract
trainers for PWDs. There is a need to create policies for PWD trainers.

40
5 Conclusion and Recommendation

5.1 Conclusion

1. Profile of Respondents.

1.1. The PWD trainees/graduates of the Housekeeping and Barista Training courses are mostly
with hearing impairment and with autism. Their ages range from 26 to 45. There were 4
male and 4 female trainees/graduates and all passed the TESDA national certification. They
are all mostly High School graduates and are currently employed at restaurants in MOA
Pasay, Las Piñas, Quezon City and Cavite but are not regular or permanent employees yet.
Most of the graduates have taken both training. They are from the cities of Taguig,
Paranaque and Pasay.

1.2. The parents of the PWDs are mostly the late middle-aged mothers of the deaf
trainees/graduates and one is a mother of the PWA trainee and a graduate of the training
herself. They mostly belong to the low-income group and a few in the middle-income
group.

1.3. Interpreters are middle-aged teachers and administrators of deaf private and government
schools. They are both proficient in the sign language for the training and assessment of the
trainees and graduates.

1.4. Trainers for Housekeeping NC II and Barista NC II are all women and are middle-aged
members of the Rotary Clubs (Mandaluyong Central and Uptown). Other trainers are
currently trainers at the TESDA Women’s Center. They are all certified to train either or
both in the Housekeeping NC II and Barista NC II courses.

41
 1.5. The sponsors of the training initiatives for PWDs are initially the Rotary Clubs of
Mandaluyong Central and Uptown. The TESDA Women’s Center have recently been training
hearing impaired trainees for the Barista NC II.

2. Experiences in Training and Assessment

2.1. Trainees with disabilities go through similar motions as other ordinary applicants for
the TESDA training the Housekeeping NC II and Barista NC II courses in particular. They all
need to submit documents required by TESDA accredited institutions. Trainees found
Housekeeping NC II courses more difficult than the Barista NC II courses. All trainees have
enjoyed and learned a lot about their training courses from their trainers whom they found
very good in terms of character and knowledge. They also say that their internship gave
them more in-depth knowledge and skills learned from their training; they were able to
apply what they learned during their on the job training. What they found more challenging
in the training is communications between them and the trainers and classmates. The
perception of the male and female trainees differ in their relationship with classmates both
in the deaf group and the PWAs. The female trainees found the male deaf trainees as
quarrelsome and they were more understanding towards PWAs when they have understood
their conditions. The male trainees, however, found it quite difficult to relate with PWAs.
The trainees prefer the practical side of the training more than the technical study and
exams of the training. All the respondents passed the national assessment for both the
Housekeeping NC II and Barista NC II courses. All of them are proud to be TESDA certified.

2.2. The National Assessment of the trainees for the Housekeeping NC II and the Barista
NC II required two assessors, who had to make some adjustments with the regular
assessment practice. The adjustment is in terms of time which is longer than usual and in
terms of communications since the deaf required an interpreter for sign language.

2.3. The trainers had to learn sign language from their students. They also had to make
adjustments in terms time. The lay out and facilities of the training institutions had to be
adjusted based on the needs of the trainees.

42
 2.4. The interpreters for the deaf trainees had learned from the training courses
themselves. They can also be assessed certified as trainers if possible in the future.

3. After the conduct of the training and assessment

3.1. The graduates newly certified immediately sought help for them to get employed.
The parents of the graduates helped as well as the trainers from Rotary Clubs prepare their
resume and documents for job application. The trainers from Rotary Clubs have also made
arrangements with businesses like coffee shops and specialty restaurants to accommodate
the trainees as new hires and temporary staff. The trainees found their jobs enjoyable
except some experienced communication problems with hearing co-workers at the
workplace. Some of the graduates experienced sexual harassments in their previous work
experiences.

3.2. Parents of the graduates whether male or female tend to be over protective and
worry too much about their children with disabilities. More so with their deaf daughters
whose work require them to come home late.

3.3. Trainers see the need for industry partners to provide equal opportunities especially
for the deaf TESDA-certified graduates.

4. Lessons gained from the training initiatives:

4.1. Deaf trainees can be mainstreamed with hearing trainees for as long as
comprehensive orientation for all concerned such as the students themselves, parents,
trainers, training institutions and staff are given separately or jointly depending on the
topics.

4.2. Adjustments must be made in terms of time and method of training. Time need to
be longer for the trainees to adjust in both theory and practice. In terms of methods there
is a need for more visual aids and other creative methods for the PWD learners.

43
 4.3. Training institutions must be able to adjust their facilities and lay out of training
rooms based on the need of the PWD trainees.

4.4. Trainers must be able to learn the language of the PWDs at the least the basic ones
in order to provide quality and standardized training. They must also be able to understand
the culture and ways of the PWD so they can adjust their training method and materials.
Interpreters are required in all the training if the trainers are not knowledgeable about the
language of the PWD.

4.5. Adjustments in assessment must also be made in terms of time and approach to
PWDs.

4.6. Basic SPED courses and orientation about the PWDs must be part of a trainer’s
preparation prior to actual conduct of training.

4.7. Trainers require certain characters such as patience, kindness, and understanding to
become effective to training PWDs.

4.8. There are a few researches, relevant policy guidelines and training materials for
PWDs. There is a need for all these to ensure quality of training and program initiatives.

5.2 Recommendation

1. Policy guidelines must be formulated to standardize teaching and training methods for PWDs.

2. Train, re-train, and prepare more training institutions for the mainstreaming of some types of
PWDs such as the deaf.

3. Study further the needs and differences of the PWDs before conducting joint training, such as
the deaf and the PWAs.

44
 4. Have special projects to develop or enhance training materials for PWDs. Video production can
be invested upon for skills demonstrations and practical applications.

5. Continue partnership between TWC and Civil Society groups, and industry partners to continue
the program and to explore possibilities of having more businesses to open and continue hiring
PWDs.

6 References

Ahmma, Charisma Lobrin Satumba, “Equal Opportunities for PWD in the Workplace” Bureau of Workers
with Special Concerns DOLE, 21 ECOP MGM St. Luke’s Global City Taguig City, June 16, 2016

Ugochukwu Chinonso Okolie, Ebonyo State University, Nigeria; Asfa M. Yasin, Pss Central Institute of Vocational
Eduction (NCERT India), “Technical Education and Vocational Training in Developing Nations”
Titus Kiptoo Murgor, John Kosgei Changa’ch2, Julius Kipkogei Keter3 “Accessibility of Technical and
Vocational Training Among Disabled People: Survey Of TVET Institutions In North Rift Region, Kenya”
1Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.3, 2014

URL
NCDA: http://www.ncda.gov.ph/2017/03/ncda-tesda-sign-agreement-for-skills-training-for-pwds/

UNCHRhttp://www.ohchr.org/EN/HRBodies/CRPD/Pages/ConventionRightsPersonsWithDisabilities.aspx#2
DOLE 2016; NSO, 2013; UN ILO 2016
ILO Bangladesh 2015
NCDA accessed October 2017
UNESCO 2016 study

45
7 Annex

Guide Questions for Interviews

Categories and Indicators Source of Secondary Data Primary Data

Profile and Background:
- Trainees
Interview
Documentation – project • Date of Enrolment
papers and literature • Date Completed
• Competency Assessment
• TWC Program
• Type of Disability
• Age
• Sex

- Parents

• Civil Status
• Address
• Birthplace
- TWC Project
• Type of Applicant -
- NGO
employment
• Educational Level
• Monthly Family Income
• How did they find out about

46
 the program
• How were they selected

Experiences and reflection of Literature review from Interview/FGD – semi-structured

the participants, parents and the other sources guide interview
partners 1. What preparation did you
- Before the training make or do to participate in
the program?
- During the training
2. What did you experience
when you attended the
training?
3. What did you feel?
4. What was easy? What was
- During the difficult?
assessment 5. What was most helpful?
What was least helpful?

6. What preparation did you

make or do before the
assessment?

- After the training 7. What did you experience

when you were being
assessed?
8. What did you feel?
9. What was easy? What was
Lessons from the program difficult?
10. What was most helpful?
What was least helpful?
11. What did you learn?

47
 12. What are you doing now in
Specific to program relation to your training?
implementers/assessors
13. What are your plans in the
near future - a year from
now?

14. What did you learn from the

program?
15. If you were to do this all
over again, what would you
want to experience and
Why?

16. What would you want not to

experience and why?

17. What did you do different

from other
programs/assessment?

18. What was helpful? Not

helpful?

19. If you were to do this all

over again, what would you
want to experience and
Why?

48
20. What would you want not to
experience and why?

21. What are your

recommendations for
improvement of similar
initiatives?

22. What policies do you think

must be in place to help this
program succeed?

49