Technical Education

and Skills
Development
Authority

The Technical Education and Skills Development Authority (TESDA locally [ˈtɛsda]; Filipino:
Pangasiwaan sa Edukasyong Teknikal at Pagpapaunlad ng Kasanayan[2]) serves as the
Philippines' Technical Vocational Education and Training (TVET) authority. As a government
agency, TESDA is tasked to both manage and supervise the Philippines' Technical Education
and Skills Development (TESD). Its goals are to develop the Filipino workforce with "world-
class competence and positive work values" and to provide quality technical-educational and
skills development through its direction, policies, and programs.[3]
 Technical Education and Skills Development Authority
Pangasiwaan sa Edukasyong Teknikal

at Pagpapaunlad ng Kasanayan

Logo

TESDA Building in Taguig

Agency overview

Formed August 25, 1994

Headquarters TESDA Building 15, East Service Road, Brgy.

Western Bicutan, Taguig, Metro Manila,
Philippines

Annual budget ₱12.97 billion (2020)[1]

Agency executive Sec. Isidro S. Lapeña, Ph.D., CSEE, Director-

 General
Parent agency Department of Trade and Industry

Website www.tesda.gov.ph (http://www.tesda.gov.ph)

History

Predecessor

Technical-Vocational Education was first introduced to the Philippines through the enactment
of Commonwealth Act No. 3377, or the “Vocational Act of 1927.” [4] On June 3, 1938, the
National Assembly of the Philippines passed Commonwealth Act No. 313, which provided for
the establishment of regional national vocational trade schools of the Philippine School of
Arts and Trades type, as well as regional national vocational agricultural high schools of the
Central Luzon Agricultural High School Type, effectively providing for the establishment of
technical-vocational schools around the country.[5]

On June 22, 1963, Republic Act. No. 3742, or “An Act Creating A Bureau of Vocational
Education, Defining its Functions, Duties, and Powers, and Appropriating Funds Therefor” was
passed, which provided for the creation of a Bureau of Vocational Education (BVE). The
creation of the BVE led to the abolishment of the Vocational Education Division of the Bureau
of Public Schools. The BVE was created with the purpose of “strengthening, promoting,
coordinating, and expanding the programs of vocational education now being undertaken by
the Bureau of Public Schools.” It was also created “for the purpose of enhancing the socio-
economic program of the Philippines through the development of skilled manpower in
agricultural, industrial and trade-technical, fishery and other vocational courses.”[6]

The Manpower Development Council (MDC) was created by virtue of Executive Order No. 53
on December 8, 1966, which was issued by President Ferdinand Marcos. The MDC was
tasked with “developing an integrated long-term manpower plan as a component of the overall
social and economic development plan.” Targets which were to be established by the said
manpower plan were to be “used by the Department of Education and the Budget Commission
in programming public investments in education and out-of-school training schemes.”[7]

The MDC was eventually replaced by the National Manpower and Youth Council (NMYC),
which was created by virtue of Republic Act. No. 5462, or the Manpower and Out-of-School
Youth Development Act of the Philippines. The NMYC was placed under the Office of the
President, and was charged with establishing a “National Manpower Skills Center under its
authority and supervision for demonstration and research in accelerated manpower and youth
training.” It was also tasked with establishing “regional and local training centers for gainful
occupational skills,” as well as adopting “employment promotion schemes to channel
unemployed youth to critical and other occupations.”[8] Republic Act No. 5462 was eventually
repealed by Presidential Decree No. 422, otherwise known as the Labor Code, on May 1,
1974.[9]

President Marcos, on September 29, 1972, issued Presidential Decree No. 6-A, or the
“Educational Development Decree of 1972,” which highlighted the government's educational
policies and priorities at the time. The decree also provided for the “establishment and/or
operation, upgrading or improvement of technical institutes, skills training centers, and other
non-formal training programs and projects for the out-of-school youth and the unemployed in
collaboration with the programs of the National Manpower and Youth Council.”[10]

The 1975 reorganization of the Department of Education, Culture and Sports led to the
abolishment of the Bureau of Vocational Education, along with the Bureau of Public Schools
and the Bureau of Private Schools. In their place, the Bureau of Elementary Education, the
Bureau of Secondary Education and the Bureau of Higher Education were established. The
responsibilities of the Bureau of Vocational Education were absorbed by the newly
established Bureau of Secondary Education.[11]

Eventually, the Education Act of 1982 paved the way for the creation of the Bureau of
Technical and Vocational Education (BTVE). The BTVE was tasked to “conduct studies,
formulate, develop and evaluate post-secondary vocational-technical programs and
recommend educational standards for these programs,” as well as to “develop curricular
designs and prepare instructional materials, prepare and evaluate programs to upgrade the
quality of teaching and non-teaching staff, and formulate guidelines to improve the physical
plant and equipment of post-secondary vocational-technical schools.”[12]

Establishment of TESDA

President Fidel V. Ramos signed Republic Act No. 7796, or the "Technical Education and Skills Development Act of
1994," on August 25, 1994.
The Philippine Congress enacted Joint Resolution No. 2 in 1990, effectively creating the
Congressional Commission for Education or EDCOM. The commission was tasked to review
and assess the education and manpower training system of the country. Among the
recommendations of the commission was the establishment of the Technical Education and
Skills Development Authority (TESDA), a government agency tasked with developing and
overseeing the country's vocational and technical education programs and policies.[13] The
commission further recommended that the new agency be created as a fusion of the
following offices: the National Manpower and Youth Council (NMYC) of the Department of
Labor and Employment (DOLE), the Bureau of Technical and Vocational Education (BTVE) of
the Department of Education, Culture and Sports (DECS), and the Apprenticeship Program of
the Bureau of Local Employment of DOLE. Subsequently, the enactment of Republic Act No.
7796, or the “Technical Education and Skills Development Act of 1994,” authored by Senators
Francisco Tatad and Edgardo Angara led to the establishment of the present-day TESDA. RA
7796 was signed into law by President Fidel Ramos on August 25, 1994.[14]

The merger of the aforementioned offices was meant to reduce bureaucratic oversight on
skills development activities initiated by the private and the public sector and to provide a
single agency that will take charge of the country's technical vocational and training (TVET)
system. Hence, a major thrust of TESDA is the formulation of a comprehensive development
plan for middle-level manpower based on the National Technical Education and Skills
Development Plan. This plan provides for a reformed industry-based training program that
includes apprenticeship, dual training system and other similar schemes.[15]

Further reforms

The National Training Center for Technical Education and Staff Development (NTCTESD) and
its administration were transformed from the authority of the then-Department of Education,
Culture and Sports (DECS) to TESDA by virtue of Executive Order No. 337, which was issued
by President Fidel V. Ramos on May 17, 1996. The transfer was done in accordance with R.A.
7796, which effectively transferred the DECS' responsibility of administering the technical-
vocational education and training to TESDA. This necessitated the transfer of the
administration of the NTCTESD from the DECS to TESDA.[16]

On September 15, 2004, President Gloria Macapagal Arroyo issued Executive Order No. 358,
which provided for the "institutionalization ladderized interface between Technical-Vocational
Education and Training (TVET) and Higher Education (HE)."[17] It further mandates that TESDA
and the Commission on Higher Education (CHED) "develop and implement a unified national
qualifications framework that establishes equivalency pathways and access ramps for easier
transition and progression between TVET and higher education. The framework shall include
the following mechanisms:"[18]

National System of Credit Transfer

Post TVET Bridging Programs

System of Enhanced Equivalency

Adoption of Ladderized Curricula/Program

Modularized Program Approach

Competency-based Programs

Network of Dual Sector Colleges and Universities

Accreditation/Recognition of Prior Learning

List of TVIs under EO 358

Executive Order No. 75, issued by President Benigno Aquino III on April 30, 2012, designated
the Department of Transportation and Communications (DOTC) as the "single administration
in the Philippines responsible for oversight in the implementation of the 1978 International
Convention on Standards of Training, Certification, and Watchkeeping for Seafarers." Prior to
the executive order, TESDA had the power to issue the Certificate of Competence for Ratings
by virtue of Executive Order No. 242, s. 2000.[19]

President Rodrigo Duterte's Executive Order No. 1, issued on June 30, 2016, effectively
placed TESDA and other government agencies under the supervision of the Cabinet
Secretary. The executive order mandates that the agencies mentioned "shall primarily
evaluate existing poverty reduction programs and, if deemed necessary, formulate a more
responsive set of programs complementing existing ones, channeling resources as necessary
to reduce both the incidence and magnitude of poverty." Other duties and responsibilities have
also been ascribed to the concerned agencies by this executive order.[20] It was later placed
under the Department of Trade and Industry on October 31, 2018, following the
reorganization of the Office of the Cabinet Secretary.[21]

Benefits

Graduating from the programs given by TESDA will ensure the trainee a National Certificate
from TESDA Assessment that comes with benefits that include a quality assurance that the
graduate has acquired proper knowledge and an understanding of the task at hand from
undergoing a series of practical and hands-on demonstrations, positive attitudes from
interviews with people who contribute to the job and work projects. Not only that, but the
certificate will also guarantee that the graduate has acquired the values that can help his/her
skills needed for the said occupation and for future opportunities that can follow from the
success of the current project.[22]

Current labor force

The labor force participation rate (LFPR) of TVET graduates accounted for 74.5% of all
graduates.[23] Graduates of scholar programs, though, had an LFPR of 75.9% than the 71.9%
LFPR of regular TVET-program graduates. In terms of delivery mode, enterprise-based
program graduates had the highest LFPR (89.1%) while community-based programs had the
lowest LFPR (71.7%).

The overall employment rate of TVET graduates was 60.9% in 2011. The region having the
highest employment rate is CAR (82.8%), followed by Region VII (74.1%) and IV-B (71.4%).
Also, TVET graduates of scholarship programs had an employment rate of 61.7% as
compared to TVET graduates of regular programs (59.1%). Again, in terms of delivery mode,
enterprise-based programs had the highest employment rate (83.1%) while community-based
programs had the lowest (56.4%). Out of all training providers, TESDA's graduates had the
highest employment rate (67.9%). 39.8% of the employed TVET graduates had an average
monthly income of 5000-9999 pesos while 27.7% are earning more than 10000 pesos. 21.5%
are earning less than 5000 pesos a month.

Recently, the unemployment rate among young aged 25–29 years old with tertiary education
has been increasing, especially in European countries like Slovenia.[24] This has been coupled
with an increase in the enrolment rate in vocational and technical education. This has also
led to the decreasing share of unemployed young people with secondary education from
58.0% in 2007 to 51.1% in 2012 along with the increasing share of unemployed young people
with tertiary education from 13.1% to 19.5% in the same time period. Still, a majority of the
people who have completed secondary education move on to tertiary education. It should
also be noted that the percentage of unemployed young people who have completed
vocational education stands at 18.1% while that of those who have completed secondary
technical or general education stands at 33%. Thus, many professionals believe that there is
a greater need for employees with technical or vocational education in the labor market
rather than those with general tertiary education. As it stands, some even say that these
people have a greater likelihood of attaining success in their careers than those with just a
college degree.

Programs and services offered

Technical-Vocational Education and Training (TVET)

Diagram by TESDA portraying the TVET program as a "2-pronged" strategy" against poverty and unemployment.

United Nations Educational, Scientific and Cultural Organisation (UNESCO) defines Technical-
Vocational Education and Training (TVET) as the education or training process which
involves, in addition to general education, the study of technologies and related sciences and
acquisition of practical skills relating to occupations in various sectors of economic life and
social life that comprises formal (organized programs as part of the school system) and non-
formal (organized classes outside the school system) approaches.[25]

TESDA is mandated to provide Technical Vocational Education and Training (TVET) in the
Philippines.[26] TVET provides education and training opportunities for students and clients in
preparation for employment. It is also offered to those part of the labor market looking to
improve or develop new competencies to enhance employability in their chosen fields.[26][27]

Training systems

TVET is classified into two main systems: the formal system and the non-formal system.[28]
The formal system is a post-secondary technical education of six months to three years
which entitles a student or trainee to a certificate in a specialized field. Programs under the
formal system are delivered by both private and public vocational-technical schools. The non-
formal system, on the other hand, consists of a variety of short-term programs usually up to
six months targeting a special group of clientele. This includes those seeking employment in
the government, special-interest organizations, services and salesmanship, farming, and
forestry and fishing.[29]

Clientele
TVET clientele is primarily composed of high school graduates, secondary school dropouts,
and college graduates and undergraduates looking to gain the necessary skills in various
sectors. TVET also considers part of their targeted clientele those who are unemployed but
actively looking for work, Overseas Filipino Workers (OFWs) returning to the Philippines
permanently to work, and those currently employed wanting to enhance or acquire new
skills.[26]

Delivery modes

TESDA undertakes direct training provisions in order to provide TVET clients access to the
various Technical Education Skills Development (TESD) programs offered. The following are
the four training modalities:[26][27]

School-based: Formal delivery by the schools of TVET programs of varying duration of at

least a year but not exceeding three years.

Centre-based: Provision of short duration non-formal training undertaken in TESDA

Regional and Provincial Training Centers.

Community-based: Training programs specifically designed to answer the needs for skills
training in the community to facilitate self-employment.

Enterprise-based: Training programs like apprenticeship, learnership, and dual training

which are carried out within the firms or industries.
Delivery networks

There are more than 4,500 TVET providers in the country, around 62% (2,786) of which are
private and 38% (1,714) public.[26][27] The Public TVET institutions include 126 Technology
Institutes nationwide. Other public TVET providers include state-owned universities and
colleges and local colleges offering non-degree programs; Department of Education-
supervised schools; and local government units and other government agencies providing
skills training programs.[27] TVET funding would depend on the type of provider. In private
TVET institutions, students or trainees pay fees. Public TVET institutions, on the other hand,
are subsidized by the government so the trainees pay only a minimal or no amount for the
training.[27]

Training programs

TESDA provides direct training programs which are divided into four distinct training
modalities: School-Based Programs, Center-Based Programs, Community-Based Programs,
and Enterprise-Based Programs.[30]
School-based programs

School-based programs are TVET programs that are directly delivered or provided by TESDA-
administered schools. Currently, there are 57 TESDA-administered schools, 19 of which are
agriculture schools, 7 are fishery schools and 31 are trade schools. School based programs
include post-secondary offerings of varying duration not exceeding three years.

Center-based programs

These are training provisions or programs that are being offered in TESDA Regional and
Provincial Centers throughout the country. There are fifteen Regional Centers and forty-five
provincial centers, adding up to 60 centers that provide center-based programs. Such
programs are offered under selected trade areas in the different regions and provinces of the
country.[31]

The TESDA Training Center Taguig Campus Enterprise (TTCTCE) provides advanced
technology training programs that are registered under the Unified TVET Program
Registration and Accreditation System (UTPRAS). The TTCTCE conducts these training
programs in partnership with industry organizations under a co-management scheme in
response to a given industry's training requirements.[31]

TESDA is also the implementing agency of three grant assistance projects from the
Government of the Republic of Korea. The Korea-Philippines Information Technology
Training Center (KPITTC), located at the Polytechnic University's Quezon City compound in
Novaliches provides training on computer graphics and animation. Another grant assistance
project from the Republic of Korea's government that is under the implementation of TESDA
is the KPITTC located at the Regional Skills Development Center in Guiguinto, Bulacan.[31]

Enterprise-based programs

Enterprise-based programs are training programs that are being implemented within
companies or firms. There are several programs being offered by TESDA that fall under
enterprise-based programs.[32]

The Apprenticeship Program is a training and employment program that involves a contract
between an apprentice and an employer in an occupation that has been approved for
apprenticeship. The period of apprenticeship covers a minimum of four months and a
maximum of six months. Only companies with approved and registered apprenticeship
programs under TESDA can hire apprentices.[32]

The Learnership Program, on the other hand, involves practical on-the-job training for pre-
approved learnable occupations, as determined by TESDA. The program must not exceed
three months. Only companies with TESDA approved and registered learnership programs
can hire learners.[32]

The Dual Training System involves an instructional mode of delivery for technology-based
education and training in which learning takes place alternatively in two venues: the school or
training center, and the company. One of the strategic approaches on this program is the
conversion of selected industry practices/ programs registered under the apprenticeship
program into DTS modality. Schools or training centers and business establishments
interested in adopting the dual training system must apply for accreditation with TESDA.[32]

Community-based programs

TESDA also provides community-based programs, which are primarily offered to those
belonging to marginalized groups. These are intended to expand educational access to those
who are unable to access, or are not accessible, by formal training provisions and programs.
The program is also designed to assist partner agencies such as LGUs, NGOs, people
organizations and other agencies and organizations with regard to their poverty-alleviation
and livelihood programs.[33]

Scholarship programs

These are programs created to give help and financial assistance to deserving TVET
enrollees and trainees in the country.

Private Education Student Financial Assistance (PESFA)

The program offers educational scholarships and benefactions to college who are not only
qualified but also deserving of financial assistance. In publicizing and also promoting TVET, it
also guides the enrolees/ beneficiaries on what choice of career they plan on pursuing and
the skills needed to be successful in these jobs which are a hot pick in the economy.
Established through Section 8 of Republic Act No. 8545, the PESFA also gives assistance to
institutions and establishments that gave a respectable amount of effort in the program by
supplying a fair amount of enrolees to their respective courses.[34]

Training for Work Scholarship (TWSP)

Launched in May 2006 by the Office of the President, the Training for Work Scholarship
(TWSP) aims to give out solutions to the where the lack in skills in sectors that relate with
one another such as metals and engineering, along with construction, tourism many more.
Beginning in 2008 as a part of the regular budget, this program also looks to give out more
opportunities for employees through incentives and proper training programs that link both
jobs internationally and domestically. Also, its goal is to reinforce TVET institutions in making
the quality of their delivery programs better in order to meet the requirements of a certain
job.[34]

Bottom-up Budgeting (BUB)

The program seeks to increase access to local service delivery taking into consideration the
development needs of municipalities through a budget planning process that focuses on
demands. It also aims to strengthen the government's accountability in public services.
Participating agencies are expected to ensure implementation of priority through the BuB
planning and budgeting processes.[34]

Special Training for Employment Program (STEP)

The Special Training for Employment Program (STEP) plans to focus on the specific skills
needed by the communities in order to promote employment. This tackles self-employment
and service-oriented activities to be more specific. In this program, the objective is to provide
skills and training opportunities to not only enhance the enrolees in the barangay area but to
also make the enrolees more adept and keen of their skills needed to be ready for the job.
Those who are a part of this program receive free training, competency assessments, tool
kits and training allowance worth sixty pesos per day during the training period.[34]

Other functions

Job matching

TESDA show and trains people for employment. It seeks jobs by identifying specific job
requirements through the use of international market intelligence reports. For jobs in
partnership with Non-government organizations, social welfare agencies and institutions,
school community and organizations, TESDA finds people who it deemed suitable to be
trained. TESDA then trains these people through the TVET program. TESDA developed this
matching process to find the best job-skills fit, as well as increase productivity of training
programs by assisting those who wish to go into micro business, small and medium
enterprises of entrepreneurship.[35]

TESDA core business

Programs and services are created and designed to provide direction for TVET in the
Philippines. Some of these include the creation of plans and policies through the generation
and dissemination of reliable information and research for the TVET sector.
TESDA's plans and policies include the following:

National Technical Education Skills Development (TESD) Plan

National Technical Education Skills Development (TESD) Research Agenda

Philippine Technical Vocational Education and Training (TVET) System

Philippine Technical Vocational Education and Training (TVET) Outlook

Labor Market Intelligence Reports

List of Technical Vocational Education and Training (TVET) Studies

Technical Vocational Education and Training (TVET) Statistics

Organizational structure

TESDA Board

The following are mandated by Republic Act No. 7796 to serve as the members of the TESDA
Board:[36]

The Secretary of Labor and Employment as Chairperson

The Secretary of Education, Culture and Sports (now the Secretary of Education) and the
Secretary of Trade and Industry as Co-Chairpersons

The Secretary of Agriculture, the Secretary of Interior and Local Government, and the
Director-General of the TESDA Secretariat as members.

R.A. 7796 also provides additional guidelines pertaining to the TESDA Board's membership:

"In addition, the President of the Philippines shall appoint the following
members from the private sector: two representatives, from the
employer/industry organization, one of whom shall be a woman; three
representatives, from the labor sector, one of whom shall be a woman;
and two representatives of the national associations of private technical-
vocational education and training institutions, one of whom shall be a
woman. As soon as all the members of the private sector are appointed,
they shall so organize themselves that the term of office of one-third (1/3)
of their number shall expire every year. The member from the private
sector appointed thereafter to fill vacancies caused by expiration of terms
shall hold office for three years."[36]
Additionally, the President of the Philippines is authorized "to revise membership of the
TESDA Board, whenever the President deems it necessary for the effective performance of the
Board’s functions through an administrative order."[36]

Secretary Silvestre H. Bello III, as the Secretary of Labor and Employment, currently serves as
the Chairperson of the TESDA Board. Secretary of Education Leonor M. Briones and Secretary
of Trade and Industry Ramon M. Lopez both serve as the Co-Chairpersons of the TESDA
Board. The TESDA Board currently has 22 members, who are representatives of the
Government Sector, Labor Sector, Employer Sector, Business and Investment Sector, and the
Education and Training Sector of the Philippines.[37]

TESDA Secretariat

The TESDA Secretariat, by virtue of R.A. 7796, is tasked "to establish and maintain a planning
process and formulate a national technical education and skills development plan in which the
member-agencies and other concerned entities of the Authority at various levels
participate;"[36] among other duties and responsibilities. It is headed by a Director-General,
who serves as the chief executive officer of the TESDA Secretariat. In this capacity, the
Director-General exercises general supervision and control over TESDA's technical and
administrative personnel.[36] The current Director-General of TESDA is Secretary Isidro S.
Lapeña.[37][38]

According to R.A. 7796, the Director-General is assisted in his or her duties by two Deputy
Directors-General who are appointed by the President of the Philippines upon the
recommendation of the TESDA Board. One of the Deputy Directors-General is responsible for
Vocational and Technical Education and Training, and one is responsible for Policies and
Planning.[36] Currently, however, TESDA has four Deputy Directors-General:

Rosanna A. Urdaneta, Deputy Director General for Policies and Planning

Lina C. Sarmiento, Deputy Director General for TESD Operations

Aniceto D. Bertiz III, Deputy Director General for Partnerships and Linkages

Gabriel Luis R. Quisumbing, Deputy Director General for Communities and Local
Government Units Services[39]

Aside from the Deputy Directors-General, the Director-General is also assisted by a Chief of
Services for Administration who is appointed by the TESDA Board.[39]

Aside from the aforementioned offices, there are also other offices under the TESDA
Secretariat.[36] Each office is headed by an Executive Director, who is appointed by the
Director-General.[37]
 Planning Office

Partnerships and Linkages Office

National Institute for Technical Education and Skills Development

Qualifications and Standards Office

Certification Office

Administrative Service

Financial and Management Service

There are also Regional Offices, which are under the direct authority of the Director-General.
These regional offices are headed by Regional Directors who are directly appointed by the
President of the Philippines. The Regional Offices are further divided into the Provincial
TESDA Offices, which are headed by Skill Development Officers.[36]

See also

Technical and Vocational education in the Philippines

References

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External links

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