Illustration!

ICT

PRESENTED BY: PAREDES, NEIL

 ILLUSTRATION

What is Illustration is the act of describing

information, emotion,or idea in a visual
ILLUSTRATION manner.

It is intended to clarify complicated

concepts or object that are hard to
describe through text.
 ILLUSTRATIONS
ARE USED IN:

ADVERTISEMENTS BOOKS & MAGAZINES POSTERS

With the creative use of Illustration, With the help of illustration, books A good illustration on a poster help to
It is easy to atract customers are easier to understand and fun to advertise and show the purpose of
on the packaging and the lable of read. a poster
the product
 ABLE TO CREATE YOUR OWN
CONCEPT ART

ABLE TO ILLUSTRATE BOOK

COVERS AND LOGOS

COMPETENCIES
THAT CAN BE CREATE CARTOONS

ACQURED IN
ILLUSTRATION CREATE PERSONALIZE PACKAGING
 BOOK/MAGAZINE
ILLUSTRATOR

COMIC/MANGA ARTIST CARTOONIST

PEOPLE THAT EXCELS IN

ILLUSTRATON CAN BE:
 BENEFITS OF
ILLUSTRATION
1 2 3
HELPS EXPRESS GOOD MEDIUM ATRACTING
OR TELL A FOR EDUCATION ATENTION AND
MESSAGE ADVERTISEMENT
TWO TECHNIQUES IN
ILLUSTRATION

TRADITIONAL MODERN

ILLUSTRATION
TECHNIQUES
 1 WOOD CUTTING

TRADITIONAL 2 METAL ETCHING

TECHNIQUES
3 PENCIL ILLUSTRATION

4 CARCOAL ILLUSTRATION

5 LITHOGRAPHY ILLUSTRATION
6 WATERCOLOR ILLUSTRATION

7 ACRYLIC ILLUSTRATION
 TRADITIONAL TECHNIQUES

WOOD CUTTING METAL ETCHING PENCIL ILLUSTRATION

a relief printing technique in process of using acid or mordant illustration that uses pencil for
printmaking to cut into unprotected metal sharp and acurate lines
parts to create designs
 TRADITIONAL TECHNIQUES

CHARCOAL ILLUSTRATION LITHOGRAPHY WATERCOLOR ILLUSTRATION

use of charred sticks of wood to make techniques that use oil, fat, or wax technique that uses different
finished drawings and use the charcoal onto the surface of smooth level transparencies by adding water to
bendability to create range of textures lithographic limestone plate the color
TRADITIONAL TECHNIQUES

ACRYLIC ILLUSTRATION
techniques that use acrylic paint that
are water soluble but become water
resistant when dry
MODERN ILLUSTRATION TECHNIQUE

FREEHAND DIGITAL
ILLUSTRATION
-allows smooth light shadows transition good for
making complex
background and fine detail

VECTOR GRAPHICS
computer images created using a
sequence of commands or mathematical
statements that place lines and shapes in
a two-dimensional or three-dimensional
space
 COMMON ILLUSTRATION
SOFTWARES

ADOBE PHOTOSHOP
-Is a raster graphics editor
developed and published by Adobe
Inc. for Windows and
macOS.
GIMP
ADOBE ILLUSTRATOR INKSCAPE
is a free and open-source raster
is a vector graphics editor and is a free and open-source vector
graphics editor used for image
design program developed and graphics editor used to create
manipulation (retouching)
marketed by Adobe Inc. vector images, primarily in
and image editing, free-form
Scalable Vector Graphics (SVG)
drawing, transcoding between
format. Other formats can be
different image file formats, and
imported and exported.
more
specialized tasks.
IMPLEMENTATION
 IMPLEMENTATION
(160hours)

LESSON 1: LESSON 2: LESSON 3: USING LESSON 4: LESSON 5:

PERSONAL ENVIRONMENT LINES TO CREATING SOURCING-OUT
ENTREPRENEURIAL AND MARKET (EM) PRODUCE DRAWINGS CONCEPT FOR
COMPETENCIES VOLUMES (PV) ACCORDING TO OWN DRAWINGS
(PECS) PROPORTION (DP) (SD)
IMPLEMENTATION
(160hours)

LESSON 3: USING
LESSON 4: LESSON 2: LESSON 1:
DRAWING
PREPARING FOR ENVIRONMENT PERSONAL
TECHNIQUES TO
STORAGE AND AND MARKET (EM) ENTREPRENEURIAL
REPRESENT
MAINTENANCE OF COMPETENCIES -
OBJECT OR IDEA
FINISHED WORK PECs (PC)
(DO)
(SM)
TESDA NC II
ILLUSTRATION
COURSE COMPETENCIES
BASIC Participate in Workplace
Communication

COMPETENCIES Work in Team Environment

Practice Career
Professionalism

Practice Occupational Health

and Safety Procedures
Develop and Update
COMMON
Industry Knowledge
COMPETENCIES
Perform Computer
Operation

Develop Self as an Artist

Select and Prepare Work

Exhibition
 Apply Techniques to

CORE
Produce Drawings

Source Concept for Own

COMPETENCIES Work

Develop and Articulate

Concept for Own Work

Use Drawing Techniques to

Represent the Object of Idea

Prepare, Store and Maintain

Finished Work
 TRAINEE ENTRY
REQUIREMENT
This section specifies the qualifications of trainees and
educational experience. Other requirements like health and
physical requirements are also stated. Passing entry written
examinations may also be indicated if necessary.

With good moral character.

Able to communicate both orally and in written

With arts inclination

Thank you!
END OF REPORT
REFERENCE:
https://www.computerhope.com/jargon/i/illustration.htm?fbclid=IwAR2O6wGl0Tq1-
2REi40XmVuXDZWFK72RZ90EnjLiWo04epE8TBnmGjChEGk
TLE/ICT 10 - Lesson 1 | What is Illustration?
TLE/ICT 10 - Lesson 2 | Illustration Technique
https://en.wikipedia.org/wiki/Adobe_Photoshop
https://en.wikipedia.org/wiki/Adobe_Illustrator
https://en.wikipedia.org/wiki/GIMP
https://en.wikipedia.org/wiki/Inkscape
https://tesda.gov.ph/Downloadables/TR%20ILLUSTRATION%20NC%20II.pdf
https://www.deped.gov.ph/wp-content/uploads/2019/01/Illustration-NC-II-CG.pdf
ANIMATION

Dapitan Janelle
Presenter
LEARNING OUTCOME
At the end of the lesson, the students should be able to::

01
Define what is Animation and Animation NCII

02
Distinguish the difference between animation and Animation NCII

03
Enumerate Animation NCII basic, common, and core competencies

04
Determine the career opportunities for Animation NCII graduates
WHAT IS
ANIMATION?
ANIMATION
is a method of photographing successive drawings, models, or
even puppets, to create an illusion of movement in a sequence.

IN TRADITIONAL ANIMATION
pictures are drawn or painted on transparent celluloid
sheets to be photographed.

To create the appearance of smooth motion from these drawn,

painted, or computer-generated images, frame rate, or the number of
consecutive images that are displayed each second, is considered.
ANIMATION NCII
Course Description and Implementation
WHAT IS ANIMATION
NCII?
This course is designed to develop & enhance the knowledge, skills, & attitudes of an
01 assistant animator/clean-up and In-betweener (CU/IB Artist) both during the production
and post-production stages.

It covers the basic & common competencies in addition to the core competencies –
02 applying line drawing techniques and producing cleaned-up and in-between drawings
in both and traditional & digital output.

A certification course developed by Technical Education and Skills Development

03
Authority (TESDA).
This is an introductory and specialization course which leads to an Animation National Certificate
Level II (NC II). It covers Personal Entrepreneurial Competencies (PECs); Environment and Market;
Common Competencies; and Core Competency that a high school student ought to possess to
produce clean-up and in-between drawings
LEARNING COMPETENCIES
LESSON 1
Personal Entrepreneurial Competencies (PECS)

LESSON 2
Environment and Market (EM)

LESSON 3
Use of Hand tools and Equipment (UT)

LESSON 4
Maintain Hand Tools, equipment and Paraphernalia (MT)
LEARNING COMPETENCIES
LESSON 5
Perform Mensuration and Calculation (MC)

LESSON 6
Prepare and Interpret Technical Drawing (ID)

LESSON 7
Practice Occupational Health and Safety (OHS) Procedures
(OS)and Interpret Technical Drawing (TD)

LESSON 8
Producing Cleaned-up and In-Between Drawings (CI)
This is a specialization course which leads to an Animation National Certificate Level II (NC II). It
covers Personal Entrepreneurial Competencies (PECs); Environment and Market (EM); and Core
Competency that a high school student ought to possess to produce clean-up and in-between
drawings.
LEARNING COMPETENCIES

LESSON 1
Personal Entrepreneurial Competencies (PECS)

LESSON 2
Environment and Market (EM)

LESSON 3
Use of Tools and Producing Cleaned-up and In-
between Drawings (CI)
 As designed by TESDA, the course structure for Animation NC II is
UNIT OF COMPETENCY divided into competencies:

BASIC COMPETENCIES

Identifying requirements Participate in workplace communication

for cleaned-up drawings
(simple cartoon)
Identifying requirements
for in-between drawings
Identifying requirements
for in-between drawings
(realistic)
Work in a team environment
Practice career professionalism
Practice occupational health and safety
procedures
Contribute to workplace innovation
Solve/Address general workplace problems
Exercise sustainable development in the
workplace
 As designed by TESDA, the course structure for Animation NC II
UNIT OF COMPETENCY is divided into competencies:

COMMON COMPETENCIES CORE COMPETENCIES

Apply quality standards Apply traditional drawing techniques for

Perform computer animation
operations Produce traditional cleaned-up key
drawings
Produce traditional in-between drawings
Produce digital cleaned-up key drawings
Produce digital in-between drawings
ADMISSION
REQUIREMENTS
Copy of NSO or PSA Birth Certificate
High School or College Diploma
Certified True Copy of Transcript of Records
or Form 137
1 x 1 Pictures or 2 x 2 pictures
Certificate of Good Moral
SKILLS, TRAITS AND
ATTITUDE WILL
HELP YOU SUCCEED
IN THIS COURSE?
Physical and mental fitness
Communication skills
Drawing Skills
Basic Computer Skills
ASSESSMENT AND
CERTIFICATION
The Technical Education and Skills Development Authority (TESDA) is the regulating
body for all vocational courses in the Philippines and is in charge of the assessment and
01
certification of the competencies of technical-vocational workers through the Philippine
TVET Qualification and Certification System (PTQCS).

Students enrolled in the Animation NC II course may be required to undergo a

02
Competency Assessment before graduation.

03 A National Certificate (NC II) will be issued to students who passed this assessment
IS ANIMATION A
PROFESSION?
Animation jobs are considered
professions. A specialization in
animation, combined with a
certificate and/or professional
experience, makes one a
professional in this field.
CAREER OPPORTUNITIES FOR
ANIMATION NC II GRADUATES
Qualified graduates of Animation NC II can
find employment in any of the following:
Clean-Up Artist
In-between Artist/In-betweener
Clean-Up Checker
In-between Checker
Digital Clean-Up Artist
Digital In-between Artist
CLEAN-UP ARTISTS OR IN-BETWEENERS
TYPICALLY DO THE FOLLOWING:
Off model key drawings
Poor cleaned-up line quality
Wrong labels
Dirty and crumpled animation
paper
Disorganized submission of
scene folder
Missing final cleaned-up Key
drawing
Missing rough key drawings
Missing details
Missing Drawings
Missing exposure sheet
Wrong labels on the
exposure sheet
Wrong mouth chart/ lip-sync
used
Timing grid copied wrong
Wrong counting of drawing
contents
Wrong eye direction
Wrong costume, props
Wrong light direction/
shadows/ tones/ highlights/
mark up
LIST OF OCCUPATIONS WITH
JOB DUTIES THAT ARE LIKE
THOSE OF CLEAN-UP ARTIST
OR IN-BETWEENER

2D digital animator
Library builder
Layout artist
Multimedia artist
Web designer
Animation checker
THANKS FOR
LISTENING
Dapitan Janelle
Presenter
REFERENCES:
Courses.com.ph. (n.d.). Animation NCII in the Philippines. Retrieved April 2022, from Courses.com.ph:
https://www.courses.com.ph/animation-nc-ii-tesda-course-philippines/

Department of Education. (2016, May). K to 12 ICT - Animation (NCII) Curriculum Guide. Retrieved April
2022, from DepEd PH: https://www.deped.gov.ph/wp-content/uploads/2019/01/Animation-NC-II-CG.pdf

Maio, A. (2020, November 18). What is Animation? Definition and Types of Animation. Retrieved April 2022,
from Studio Binder: https://www.studiobinder.com/blog/what-is-animation-definition/

Technical Education and Skills Development Authority. (2018, February 27). Animation NCII. Retrieved April
2022, from TR - Animation NCII: https://tesda.gov.ph/Downloadables/TR%20-
%20Animation%20NC%20II.pdf

TESDA Courses. (2018, March 12). Tesda Animation Courses. Retrieved April 2022, from TESDA Training
Courses: http://tesdatrainingcourses.com/tesda-animation-courses.html
TECHNICAL
DRAFTING
Dapitan Janelle
Presenter
LEARNING OUTCOME
At the end of the lesson, the students should be able to::

01
Define what is technical drafting and Technical Drafting NCII

02
Distinguish the difference between technical drafting and Technical Drafting NCII

03
Enumerate Technical Drafting NCII basic, common, and core competencies

04
Determine the career opportunities for Technical Drafting NCII graduates
WHAT IS TECHNICAL DRAWING/
TECHNICAL DRAFTING?
TECHNIAL DRAWINGS
·are graphic and technical communication tools.

ALSO KNOWN AS ENGINEERING DRAWING

is a detailed, precise diagram or plan that conveys
information about how an object function or is constructed.

It became a way to convey technical thought (Archimedes, da Vinci).

This universal language varies little from one country to another. Unlike spoken
languages, it ensures an unequivocal understanding of the definition and
construction of technical objects.
TECHNICAL DRAFTING NCII
Course Description and Implementation
WHAT IS TECHNICAL
DRAFTING NCII?
This course is designed to enhance the knowledge, skills, and desirable work attitude of
01
a draftsman or CAD operator.

It is a vocational program that covers the basic, common, core, and elective
competencies over-preparing architectural, structural, electrical, electronic, plumbing
02
and sanitary, and mechanical layouts and details using both CAD system and manual
drawing methods.

A certification course developed by Technical Education and Skills Development

03
Authority (TESDA).
This is an exploratory and introductory course that leads to a Technical Drafting National Certificate
Level II (NC II). It covers five (5) common competencies that a Grade 7/Grade 8 Technology and
Livelihood Education (TLE) student ought to possess.
LEARNING COMPETENCIES

LESSON 1
Personal Entrepreneurial Competencies (PECS)

LESSON 2
Environment and Market (EM)

LESSON 3
Use of Tools and Equipment (UT)
LEARNING COMPETENCIES
LESSON 4
Maintain Hand Tools, Drawing Instruments,
Equipment and Paraphernalia (MT)

LESSON 5
Prepare Mensuration and Calculation (MC)

LESSON 6
Prepare and Interpret Technical Drawing (TD)

LESSON 7
Practice Occupational Health and Safety Procedure (OS)
This is a specialization course that leads to a Technical Drafting National Certificate Level II (NC II).
It covers five (5) core manual drafting competencies that a high school student ought to possess.
LEARNING COMPETENCIES

LESSON 1
Personal Entrepreneurial Competencies (PECS)

LESSON 2
Environment and Market (EM)

LESSON 3
Drafting Architectural Layout and Details (AL)
LEARNING COMPETENCIES
LESSON 4
Drafting Structural Layout and Details (SL)

LESSON 5
Drafting Electrical and Electronic Layout and Details (EL)

LESSON 6
Drafting Sanitary and Plumbing Layout and Details (SP)

LESSON 7
Drafting Mechanical Layout and Details (ML)
This is a specialization course that leads to a Technical Drafting National Certificate Level II (NC II).
It covers five (5) core Computer-Aided Drawing (CAD) competencies that a high school student
ought to possess.
LEARNING COMPETENCIES

LESSON 1
Personal Entrepreneurial Competencies (PECS)

LESSON 2
Environment and Market (EM)

LESSON 3
Preparing Computer-Aided Drawing (CA)
LEARNING COMPETENCIES
LESSON 4
Drafting Structural Layout and Details (SL)

LESSON 5
Drafting Electrical and Electronic Layout and Details (EL)

LESSON 6
Drafting Sanitary and Plumbing Layout and Details (SP)

LESSON 7
Drafting Mechanical Layout and Details (ML)
 As designed by TESDA, the course structure for Technical
UNIT OF COMPETENCY Drafting NC II is divided into four competencies:

BASIC COMPETENCIES COMMON COMPETENCIES

Participate in workplace Perform mensuration and

communication calculation
Work in a team environment Interpret technical drawings and
Practice career professionalism plans
Practice occupational health and Apply quality standards
safety Perform computer operations
 As designed by TESDA, the course structure for Technical
UNIT OF COMPETENCY Drafting NC II is divided into four competencies:

CORE COMPETENCIES ELECTIVE COMPETENCIES

Draft architectural layout and Draft structural layout and details

details Draft electrical and electronic
Prepare computer-aided drawings layout and details
Draft sanitary/plumbing layout
and details
Draft mechanical layout and
details
ADMISSION
REQUIREMENTS
Copy of Birth Certificate authenticated by
NSO or PSA
Copy of High School or College Diploma
Certified True Copy of Transcript of Records
1 x 1 Pictures or 2 x 2 pictures
Certificate of Good Moral
SKILLS, TRAITS AND
ATTITUDE WILL
HELP YOU SUCCEED
IN THIS COURSE?
Creativity
Detail-oriented
Interpersonal skills
Math skills
Technical skills
Time-management skills
ASSESSMENT AND
CERTIFICATION
The Technical Education and Skills Development Authority (TESDA) is the regulating
body for all vocational courses in the Philippines and is in charge of the assessment and
01
certification of the competencies of technical-vocational workers through the Philippine
TVET Qualification and Certification System (PTQCS).

Students enrolled in the Technical Drafting NC II course may be required to undergo a

02
Competency Assessment before graduation.

03 A National Certificate (NC II) will be issued to students who passed this assessment
IS TECHNICAL DRAFTING CAREER OPPORTUNITIES FOR
A PROFESSION? ANIMATION NC II GRADUATES

Technical drafting jobs are Qualified graduates Technical Drafting NC II

considered professions. A can find employment in any of the following:
specialization in drafting and
CAD, combined with a Draftsman
certificate and/or professional CAD operator
experience, makes one a
professional in this field.
DRAFTERS OR CAD OPERATORS
TYPICALLY DO THE FOLLOWING:

Design plans using computer-aided design

(CAD) software
Work from rough sketches and specifications
created by engineers and architects
Design products with engineering and
manufacturing techniques
Add details to architectural plans from their
knowledge of building techniques
Specify dimensions, materials, and
procedures for new products
Work under the supervision of engineers or
architects
LIST OF OCCUPATIONS WITH JOB
DUTIES THAT ARE LIKE THOSE OF
DRAFTERS OR DRAFTSMAN
Architects
Civil Engineering Technologists and technicians
Electrical and Electronics Engineering
Technologists and Technicians
Electrical and Electronics Engineers
Industrial Designers
Landscape Architects
Mechanical Engineering Technologies and
Technicians
Mechanical engineers
Surveying and Mapping Technicians
Surveyors
THANKS FOR
LISTENING
Dapitan Janelle
Presenter
 REFERENCES:
Autodesk. (n.d.). Technical Drawing. Retrieved April 2022, from Autodesk: https://www.autodesk.com/solutions/technical-drawing

Bureau of Labor Statistics, U.S. Department of Labor. (2022, April 18). Occupational Outlook Handbook: Drafters. Retrieved April 2022, from U.S.
Bureau of Labor Statistics: https://www.bls.gov/ooh/architecture-and-engineering/drafters.htm

CDP Science Technology.org. (2005, April). Technical Drawings. Retrieved April 2022, from Centre de Developpement Pedagogique:
http://cdpsciencetechno.org/cdp/UserFiles/File/telechargement/technical_drawing.pdf

Courses.com.ph. (n.d.). Technical Drafting NC II in the Philippines. Retrieved April 2022, from Courses.com.ph: https://www.courses.com.ph/technical-
drafting-nc-ii-tesda-course-philippines/

Department of Education. (2016, May). K to12 ICT - Technical Drafting (NC II) Curriculum Guide. Retrieved April 2022, from DepEd PH:
https://www.deped.gov.ph/wp-content/uploads/2019/01/Technical-Drafting-NC-II-CG.pdf

Lee, Y., & Guerin, D. A. (2005). Interior Design Student Handbook: Part 2; Drafting Standards and Symbols. Retrieved April 2022, from Design Housing and
Apparel: https://hosting.iar.unicamp.br/lab/luz/ld/Arquitetural/livros/interior%20design%20student%20handbook.pdf

Technical Education and Skills Development Authority. (2010, April). Technical Drafting NC II. Retrieved April 2022, from TR - Technical Drafting NC II:
https://tesda.gov.ph/Downloadables/TR%20-%20Technical%20drafting%20NC%20II.pdf

TESDA. (n.d.). TESDA Courses Technical Drafting NC II. Retrieved April 2022, from TESDA Online Courses: https://www.tesdaonlinecourses.com/tesda-
courses-technical-drafting-nc-ii/
AGRI-FISHERY
CONCEPT AND IMPLEMENTATION
At the end of the lesson, the student will
be able to:
Understand the concepts and
implementation of AFA

Identify how to implement AFA DID YOU KNOW?

effectively
Agricultural production
decreased in the fourth quarter
Observe the plant and facilities of 2020

used in AFA
 Lesson Outline
Horticulture
Animal Production
Fish and Shellfish
Physical plant and
facilities
requirement

Reporter: Torres, Allyson Limes P.

 AGRICULTURE
the science or practice of farming
which includes the cultivation of the
soil for the growing of crops and
fruit-bearing trees. It also considers
the raising of animals to provide food
and other raw materials which can
produce another product.
 CROP PRODUCTION

Horticulture
The science and art of growing and caring for
plants, especially flowers, fruits, and
vegetables

Animal Production
the technology applied to the keeping of
animals for profit
 Branches of Horticulture

Pomology Olericulture
the branch of botany that studies all fruits, the science and art of vegetable growing,
specifically the science of dealing with the culture of non
growing fruits and nuts woody (herbaceous) plants for food
Branches of Horticulture

Floriculture
refers to farming, plant care, propagation, and
cultivation with one goal in mind, the maximum
production of flowering and ornamental plants
for gardens and floristry, comprising the floral
industry
Sample AFA
Concept Map
Reference: https://www.deped.gov.ph/wp-
content/uploads/2019/01/AF-Sample-
Curriculum-Map.pdf
Concept Guide
Grade 5
Grade 6
Grade 6
JHS
How does it work?
A module where an exploratory and introductory course leads to
Agricultural Crop Production National Certificate Level I (NC I). It covers
four common competencies that a high school student ought to
possess: 1) using tools, equipment and paraphernalia; 2) performing
mensuration and calculation; 3) practicing Occupational Health and
Safety (OHS) procedures; and 4) interpreting technical drawing and
plans.

How does it work?

Module that covers the skills and knowledge required to support horticultural and nursery
production under supervision. It requires the ability to prepare materials, tools and equipment for
horticultural production and nursery work practices; ensure hygiene and quality control;
undertake routine production assistance work; handle materials and equipment; and perform
thorough cleanups upon completion of the work. Supporting horticultural and nursery production
work requires knowledge of safe work practices relating to:

(1) basic crop and nursery plant maintenance activities

(2) basic stock control procedures
(3) propagation and handling techniques—including planting, maintaining, picking and packing,
loading and unloading, and
(4) using associated farm tools and equipment.
 TESDA
The Technical Education and Skills
Development Authority serves as the
Philippines' Technical Vocational
Education and Training authority. As a
government agency, TESDA is tasked to
both manage and supervise the
Philippines' Technical Education and
Skills Development
 NATIONAL
CERTIFICATE
also known as NC**
refers to the document issued by TESDA to individuals
after being subjected to a National Competency
Assessment and proven competent in all the required units
of competency of a national qualification defined under the
promulgated Training Regulations.
 NATIONAL
CERTIFICATE
Agricultural Crops Production NC I
- consist of competencies that a person must achieve in the production of crops such as
rice, vegetables, fruits and nuts as well as many others

Agricultural Crops Production NC II

- consists of competencies that a person must achieve to produce various agricultural
crops which include performing nursery operations, planting, caring and maintaining of
crops and carrying-out harvest and postharvest operations.
 NATIONAL
CERTIFICATE
Agricultural Crops Production NC III
- consists of competencies that a person must achieve in managing small farm.
Specifically, it involves competencies in making decision and carrying out competencies
in relation to establishment, maintenance and harvesting of agronomic crops such as
coarse grains, grain legumes, coffee, coconuts, cotton, soya beans, peanuts and sugar
cane.
 NATIONAL
CERTIFICATE
Horticulture NCII
- a short TESDA course that will train you in performing farming operations including the
production and harvesting of food crops such as fruits and vegetables.

Skills that you will acquire:

- Applying safety measures in farm operations
- Using farm tools and equipment
- Conducting pre-horticultural farm operations
- Producing vegetables
- Producing fruit bearing crops

Course Duration: 1,440 hours

 NATIONAL
CERTIFICATE
Horticulture NCIII
- consists of competencies that a person must achieve in managing small farm.
Specifically, it involves competencies in making decision and carrying out
competencies in relation to establishment, maintenance and harvesting of
horticultural crops such as vegetables, fruits and cut flowers. Workers at this
level would be working autonomously and likely to own a small enterprise or
work within a cooperative structure
 CAREER
OPPORTUNITY
Qualified graduates of Horticulture NCII can find employment as
any of the following:

Horticultural Farm Aide

Horticultural Farm Caretaker
Coffee Farmer
Fruit tree Farmer
Cacao Farmer
Vegetable Farmer
 Lesson Outline
Horticulture
Animal Production
Fish and Shellfish
Physical plant and
facilities
requirement

Reporter: Tuhao, Shanen

Animal Production
the technology applied to the keeping of
animals for profit. This includes feeding,
breeding, housing, and marketing. The most
important aspect is making of the financial
arrangements necessary for the successful
carrying out of each enterprise in the light
of the market conditions for the sale of the
end products.
 Animal Production NCII
a short TESDA course in the Philippines that will train you in
raising poultry, small and large ruminants, and swine. Some
examples of skills that you will acquire from enrolling in this
course include:

Apply safety measures in farm operations

Using farm tools and equipment
Performing estimation and basic calculations
Raising poultry, small and large ruminants and swine
Practicing occupational health and safety procedures
 Animal Production NCII
Course Duration:
Animal Production NC II takes a minimum pf 860 hours to
complete.

Careers:
Qualified graduates of Animal Production NC II can find
employment as any of the following:

Poultry Raiser
Livestock Raiser/Farmer
Entrepreneur (Animal Production)
 Animal Production NCII
POULTRY CHICKEN
Normal Training Duration: 226 Hours

This course is designed to enhanced the knowledge, desirable

attitudes and skills of animal production technician in accordance
with industry standards. It covers maintaining of poultry house,
performing brooding and growing of birds, performing pre-lay and
lay activities and beak trimming of birds. It also includes
competencies in workplace communication, teamwork, safety in the
use of hand tools and equipment, and housekeeping.
 Animal Production NCII
POULTRY CHICKEN
CAREER OPPORTUNITIES:
Poultry farmer
Poultry farm worker
Poultry farm assistant
Poultry farm caretaker
Poultry service crew
Broiler raiser
Layer raiser
Poultry breeder
Flock man
 Animal Production NCII
POULTRY CHICKEN
Trainee or Entry Requirements

Trainees or students wishing to enroll in this course should possess

the following requirements:
Able to read and write
Able to communicate, both orally and in writing
Physically fit and mentally healthy as certified by a Public Health
Officer
 Animal Production NCII
RUMINANTS
Normal Training Duration: 226 Hours

-consists of competencies that a person must achieve to raise

ruminants for production of milk, meat, and breeder. It comprises of
maintenance of housing, farm implements and surrounding area,
providing forage, performing breeding of ruminants, raising of dairy
animals, and raising of meat-type animals.

The ruminants include both large (cattle and buffalo) and small (goat
and sheep) ruminants.
 Animal Production NCII
RUMINANTS
Career Opportunities:

Livestock Raiser/Farmer
Cattle Farm Worker (Specialist)
Goat raiser/Farmer
Dairy Raiser/Farmer
 Animal Production NCII
RUMINANTS
Trainee or Entry Requirements

Trainees or students wishing to enroll in this course should possess

the following requirements:

·Able to read and write

·Able to communicate, both orally and in writing
·With good moral character
·Physically fit and mentally healthy as certified by a Public Health
Officer
 Animal Production NCII
SWINE
Normal Training Duration: 306Hours

- consists of competencies that a person must achieve to handle

breeders, handle farrowing sows and suckling, raise weanlings,
produce finisher, maintain healthy animal environment, and apply
biosecurity measures.
 Animal Production NCII
SWINE
Career Opportunity
·Swine Raiser/Farmer
·Swine Production Technician
·Swine Farm Specialist

Trainee or Entry Requirements

Trainees or students wishing to enroll in this course should possess the
following requirements:
·Able to read and write
·Able to communicate, both orally and in writing
·With good moral character
·Physically fit and mentally healthy as certified by a Public Health Officer
IMPORTANCE OF ANIMAL
PRODUCTION IN
AGRICULTURE
Livestock production can be an important component of a sustainable
agricultural system because it can provide a quality source of plant
nutrients, be an income generator, and provide a an environmentally
sound use of certain lands.
 Lesson Outline
Horticulture
Animal Production
Fish and Shellfish
Physical plant and
facilities
requirement

Reporter: Taborlupa, Shiela Mae

Aquaculture
is breeding, raising, and harvesting fish,
shellfish, and aquatic plants. Basically, ­it's
farming in water.­­
 Understanding
Fish and Shellfish

Fin Fish or Fish Shellfish

with external shells but no internal
with dins and internal skeletons
bone structure
Fish
A fish is identified by its External Morphology

Morphology is a branch of science which deals

with study of the form and features of any living
organism.

The body of the Fish can be divided into

2 Main Parts:

1. Head
2. Body
COMPOSITION AND STRUCTURE
The edible flesh of fish consists of:
·Water
·Proteins
·Fats
·Small amounts of minerals, vitamins, and other substances

This means that:

·Fish cooks very quickly.
·Fish is naturally tender.
·Moist-heat cooking methods are used not to create tenderness but to preserve
moistness
·Cooked fish must be handled very carefully, or it will fall apart.
 AQUACULTURE NCII
Course Title: AQUACULTURE
Level: NCII
Nominal Training Duration: 1,276 Hours

This course is designed to enhance the knowledge, desirable skills, and

attitudes of aquaculture NCII in accordance with industry standards. It
covers core competencies in assisting in aquaculture operations, preparing,
and maintaining aquaculture facilities operating fish nursery, performing fish
or shrimp grow-out operations, and growing seaweeds.

 AQUACULTURE NCII
The Aquaculture NCII Qualification consists of competencies that a person
must achieve to assist in aquaculture operations, prepare and maintain
aquaculture facilities, operate fish nursery, perform fish or shrimp grow-out
operations, and grow seaweeds.

A person who has achieved this qualification is competent to be:

·Aquaculture Farm Caretaker
·Aquaculture Farm Aide
·Aquaculture Facilities Repair and Maintenance Worker
·Fish Nursery Worker
·Shrimp and Fish Grow Out Worker
·Prawn Farm Cultivator

 AQUACULTURE NCII
TRAINEE REQUIREMENTS

Trainee or students wishing to enroll in this course should possess the

following requirements:
·Able to read and write
·With good moral character
·Able to communicate, both orally and writing
·Physically fit and mentally healthy as certified by a Public Health Officer

 AQUACULTURE NCII
What can we gain from learning Agriculture Agri-fishery?

After college, you can get to careers such as development researcher,

agriculturist, animal husbandry, or aquatic ecologist.

What are the five major importance of aquaculture for human beings?
·Food Production
·Restoration of Threatened and Endangered Species Populations
·Wild stock population enhancement
·Building of Aquariums
·Fish cultures and Habitat Restoration

 AQUACULTURE NCII
What is the economic importance of aquaculture in the
Philippines?

Aquaculture contributes significantly to the country's food security,

employment, and foreign exchange earnings. Aquaculture is
growing much faster than capture fisheries.

 Lesson Outline
Horticulture
Animal Production
Fish and Shellfish
Physical plant and
facilities
requirement

Reporter: Catubao, Jaquelyn

Introduction
Classroom curriculum and laboratory exercises
provide students a foundation of knowledge in agri-
fishery practices, preparing them for careers in
food, fiber, and natural resource industries. Ideally,
an effective academic program would require well-
prepared faculty.

The teaching of Agriculture and Fishery Arts

requires enough space for the students to conduct
their laboratory activities.
AGRICULTURAL ARTS FACILITIES
The school garden shall be provided with a garden house and adequate
water supply. The garden house shall be designed to include the following
components:

a. Classroom area, furnished with standard classroom facilities

b. Tool room, provided with cabinets, shelves, racks, etc. for safekeeping of
garden tools.
c. Storeroom for supplies, materials, seeds, products, etc.
d. Display area, for exhibits, announcements, etc.
e. Toilet and Bath provided with standard fixtures and facilities including
lavatory.
f. Office, for garden teacher
g. Plant nursery, provided with seed boxes, pots, cans, etc.
 AGRICULTURAL ARTS FACILITIES
The minimum furniture and equipment requirements for Agricultural Arts facilities
class are as follows:

Teacher’s Table and Chair 2 sets

Demonstration Table 1 unit
Chairs (wood); tablet wood/metal 20 pieces
Chalkboard, framed, with stand 2 units
Teacher’s aparador 1 unit
Storage cabinets 2 units
Bulletin Board wall-type 1 unit
Drinking and Washing Facilities 1 unit
Folding Shovel 1 unit
Hay Fork 1 unit
Post Hole Digger 1 unit
Wrecking Bar 1 unit
Knapsack Sprayer 1 unit
Budding Knife 1 unit
Pull-push rule 1 unit
Axe (secondary only) 1 unit
 FISHERY LABORATORY AND
PHYSICAL BUILDING REQUIREMENTS
A school building should conform to appropriate zoning and building
regulations.

1) Classroom Requirements

1.1 The classroom floor space should be at least 1.20 sq. m. per
student for lecture classes and 1.85 sq. m. for laboratory classes.
1.2 For lecture classes, ideal size is 35 students per class and 20
students for laboratory classes
 FISHERY LABORATORY AND
PHYSICAL BUILDING REQUIREMENTS
2) Laboratory Requirement
Laboratories should conform to existing requirements as specified
by law (RA 6541), "The National Building Code of the Philippines" and
Presidential Decree 856, "Code of Sanitation of the Philippines". The
school should have adequate laboratory equipment and space for
the following:
1.1 Fisheries sciences
2.2 Physical sciences
2.3 Chemical sciences
2.4 Biological sciences
2.5 Aquaculture
2.6 Post Harvest Fisheries
2.7 Capture Fisheries
 FISHERY LABORATORY AND
PHYSICAL BUILDING REQUIREMENTS
3) Audio-Visual Equipment
The institution should provide facilities to allow preparation,
presentation and viewing of audio-visual materials to support
instruction, research and extension.

4) Water and Power Supply

An institution should have its own electric power source if the
source of electricity in the community is inadequate. A good source
of water supply for school use is very essential.
 FISHERY LABORATORY AND
PHYSICAL BUILDING REQUIREMENTS
5) Hatchery and Grow Out Facilities
There should be an adequate hatchery and grow out facilities, 50
percent of which should be functional at the start of the program.
For fish ponds, these should have a total area of at least one (1)
hectare. For fish cages, these should consist of at least four (4)
units.

6) Rest Rooms
There should be adequate rest rooms based on building standards.

7) Workshop Station
There should be working stations for metal works, wood works,
plumbing, and fish net-making with complete sets of tools.
LABORATORY EQUIPMENTS Aquaculture
Refractometer
DO Meter
Fish Health/Microbiology Laboratory
pH Meter
Thermometer
Analytical Balance
Compound Microscope
Refrigerator
UV Water Treatment System or
Magnetic Stirrer and Vortex
Ozonizer
pH meter
Analytical Balance
Drying Oven
Tank Aerators
Dissecting Microscope
Refrigerator
Compound Microscope
Water Heater
Hot Plate
Secchi Disk
Top loading balance
Water Sampler
Refrigerated Centrifuge
Field Balance
Microwave Oven
Tanks
Pressure cooker or Autoclave
Aquaria
Laboratory Counter
Ponds
Haemacytometer
Cage
Soil Sampler
LABORATORY EQUIPMENTS
Marine/Oceanography/ Capture Fisheries
Field Type Balance
Plankton net
Oven Furnace
pH meter
DO meter
Thermometer
Turbidity Meter
Refractometer
Flow meter
GPS
Digital Caliper
Sediment Corer
Plankton Sampler
Subsampler / Splitter
Sedgewick Rafter
Secchi disk
References
https://tesda.gov.ph/Downloadables/SAG%20-%20Horticulture%20NC%20II.pdf
https://tesda.gov.ph/Downloadables/TR%20-%20Horticulture%20NC%20III.pdf
https://www.deped.gov.ph/wp-content/uploads/2019/01/EPP-CG.pdf
https://www.deped.gov.ph/wp-content/uploads/2019/01/AF-Sample-Curriculum-Map.pdf
https://tesda.gov.ph/Downloadables/TR%20-
%20%20Agricultural%20Crops%20Production%20NC%20II.pdf
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/technology-and-
livelihood-education-tle-and-technical-vocational-livelihood-tvl-track/
https://www.courses.com.ph/horticulture-nc-ii-tesda-course-
philippines/#:~:text=Horticulture%20NC%20II%20takes%20a%20minimum%20of%201%2C440%20hou
rs%20to%20complete.&text=Common%20requirements%20for%20TESDA%20courses,High%20scho
ol%20or%20College%20Diploma
https://www.courses.com.ph/animal-production-nc-ii-tesda-course-
philippines/#:~:text=Animal%20Production%20NC%20II%20is,Using%20farm%20tools%20and%20equ
ipment
References
https://tesda.gov.ph/Downloadables/Animal%20Production%20(Ruminants)%20NC%20II.pdf
https://www.tesda.gov.ph/Downloadables/Animal%20Production%20(Swine)%20NC%20II.pdf
https://www.tesda.gov.ph/Downloadables/TR%20-%20Animal%20Production%20(Poultry-
Chicken)%20NC%20II.pdf
https://www.wri.org/insights/sustainable-fish-farming-5-strategies-get-aquaculture-growth-right
https://www.deped.gov.ph/wp-content/uploads/2019/01/Aquaculture-NC-II-CG.pdf?
fbclid=IwAR1ak_TnQ25Ej96JgbbOkZGskd0c1s0pcmA0UZrvZLTNRLrabqSUQPIrNRg
http://tesdatrainingcourses.com/aquaculture-nc-ii.html?
fbclid=IwAR1OcSqANIc9iE0tRFJGh7f5WY_5KSZ9Z7t0JM55YXgBJB0mzMmoQ76TZ1A
https://www.bfar.da.gov.ph/LAW?
fi=237&fbclid=IwAR0mYHMHT0sW08ZM8yFAVDfKugmKZP9SdAmKctWvso6meS5qlXR0qaBcZBk
https://gseuphsdlibrary.files.wordpress.com/2013/06/educational-facilites-manual_philippines.pdf
https://www.slideshare.net/knowellton/module-69-tle
https://gseuphsdlibrary.files.wordpress.com/2013/06/educational-facilites-manual_philippines.pdf
Thank you for
listening!
Group 8
 TECHNICAL VOCATIONAL

EDUCATION AND TRAINING

AND IT'S TYPE

Presented by:
CASTRO, ANDREA MAE
CLAVERIA, GABRIEL PAUL
 Learning Outcomes
at the end of the lesson, the student should be able to:

Define Determine Understand

What is Technical Vocational
Types of TVET here in
The role and significance of

Education & Training the Philippines TVET system

 TECHNICAL VOCATIONAL

EDUCATION AND TRAINING

is the education or training process where it 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,

comprises formal (organized programs as part of the school

system) and non-formal (organized classes outside the school

system) approaches. (UNESCO)



The teaching language of Philippine schools is mainly English. Primary and secondary

education is under the charge of the Department of Education, higher education under the

charge of the Commission on Higher Education, and TVET under the charge of the

Technical Education and Skills Development Authority or TESDA.

Secondary Education
Junior high covers four years from grades 7 to 10

for students aged 12–16. Courses in junior high

mainly include Filipino, English, mathematics,

natural sciences, social sciences, sports, and arts,

with English being the main teaching language.

Students interested in TVET may start to explore

the technical and livelihood education (TLE)

courses from grades 7 or 8 and may select this

direction at their senior high.

 Secondary Education

Senior high covers two years from grades 11 to 12 for students aged 16-18. Before enrolling,
students choose a specialization track. The four tracks are academic track, Technical-Vocational-
Livelihood (TVL) track, sports track, arts, and design track. There is a certain correlation between
Technical-Vocational-Livelihood (TVL) track and vocational education.
 Higher Education
TVET (TECHNICAL VOCATIONAL EDUCATION

& TRAINING) NATIONAL CERTIFICATE

After finishing Grade 10, a student can obtain Certificates of

Competency (COC) or a National Certificate Level I (NC I).

After finishing a Technical-Vocational-Livelihood track in Grade 12,

a student may obtain a National Certificate Level II (NC II),
provided he/she passes the competency-based assessment of
the Technical Education and Skills Development Authority
(TESDA). NC I and NC II improves employability of graduates in
fields like Agriculture, Electronics, and Trade.
The TVET delivery network in the
country consists of more than 4,000
institutions, more than 60% of which are
privately owned. Public TVET providers
include 126 TESDA Technology
Institutes located nationwide.

Other public TVET providers include state-owned universities and colleges

and local colleges offering non-degree programmes; Department of
Education-supervised schools; and local government units and other
government agencies providing skills training programmes.
 OMPETENCY BASED TVET
C
Mandatory Registration Training Regulations Mandatory Assessment

Training
Competency
Competency

Standards Standards Assessment

Curriculum Knowledge Assessment Tools

Faculty Skills
Assessors
Tools/Equipment Attitude
Assessment

Facilities Industry Standards

Centers

HOW TO TEACH WHAT TO LEARN HOW TO TEST

 OUR TVET SYSTEM COMPE
AKING TITIV
M E
MARKET DRIVEN OUTPUT (GRADUATES OF TVET)
- competent and adaptable workforce
- at par with changing demand of technological and structural changes

PRODUCES FLEXIBLE WORKFORCE

21st Century Workforce
- technically competent, innovative, creative, knowledge-based with
high order thinking skills, pursuing lifelong learning opportunities and
possessing desirable work attitudes and values.
Types of TVET Institutions in Philippines
 SCHOOL-BASED TVET
School-based TVET in the Philippines includes short-term, mid-term, and long-term programs, of
which most programs are long-term programs, while short-term and mid-term programs account
for a small part.

1. TVET Schools

Based on sources of funding, TVET schools in the

Philippines have two types, namely public schools
and private schools. Except for schools directly
affiliated to the Technical Education and Skills
Development Authority, which are public schools,
over 90% of the TVET schools are private ones. By
2018, there are 57 TVET schools affiliated to the
TESDA, including 19 in agriculture, 7 in fishery, and
31 in trade.
 SCHOOL-BASED TVET

2. TVET programs in universities

Some bachelor programs and diploma programs

of universities are exploring the mode of
ladderized training to offer TVET and academic
education to students at different stages of their
study. In a four-year bachelor program of the
mode of Ladderized training, the first year is
mainly dedicated to vocational training, and at
the end of the year students may attend a
TESDA certificate test to acquire a national
certificate.
 CENTER-BASED TVET
Center-based TVET in the Philippines
mainly offer short-term and mid-term
courses, ranging from 3 to 6 months,
generally not exceeding one year. There
are 60 training centers affiliated to the
TESDA, including 15 regional training
centers and 45 provincial training
centers.
 CENTER-BASED TVET
Other government institutions also provide similar TVET services, but these institutions have little
cooperation with the TESDA and its training programs. Therefore, training programs are not subject to
the TESDA’s supervision or management. These training centers include:

– National Maritime Polytechnic (NMP)

– Metal Industries Research and Development Center (MIRDC)
– Philippine Textile Research Institute (PTRI)
– Technology Application and Promotion Institute (TAPI)
– Construction Manpower Development Foundation (CMDF)
– Philippine Trade Training Center (PTTC)
– Cottage Industry Technology Center (CITC)
– Department of Social Welfare and Development.
 COMMUNITY-BASED TVET

Community-based TVET is an informal form of

education in the Philippines, mainly dedicated to
the training of vocational skills, and the targets of
training are mainly poor people and marginal
groups, such as young school leavers and
unemployed adults; most community-based
training programs are mainly based on local
demands and resources, providing trainees with
some basic vocational skills.
 COMMUNITY-BASED TVET

Community-based TVET mainly has four different

types of education providers and types, namely:

Community training and employment centers

NGOs

Local governments

Government organs.
 TER PRISE -BA SED TVE
EN T

There are three training modalities being

implemented in partnership with

companies/establishments. These are

Apprenticeship Program, Learnership

Program, and Dual Training System (DTS).

Enterprise-based TVET aims to combine

the training at workplaces and theoretical

teaching at schools.
 ENTERPRISE-BASED TVET

Apprenticeship Program
- is a mode of TVET implemented through enterprises
providing apprenticeship positions. The length of
study for apprenticeship training in the Philippines is
four months at the shortest and six months at the
longest. This kind of training aims to provide a
mechanism to ensure the training of qualified
technical workers meeting the needs of industries and
enterprises.
 ENTERPRISE-BASED TVET

Learnership Program
- Learnership Program is an in-service training
program. The length of the study generally does
not exceed six months, and trainees may be
employed by the enterprise after passing periodical
assessment and acquiring a qualification certificate.
Only enterprises approved by and registered with
the TESDA can recruit trainees.
 ENTERPRISE-BASED TVET

Dual Training System

- Dual Training System is another form of enterprise-based
TVET in the Philippines. Trainees study alternatively between a
training center (school) and an enterprise for a period from one
and a half years to two years.

- Dual Training System mainly helps apprentices improve their

work style, increase their professional knowledge, and
improve their work competency by providing highquality
training and necessary skill training, to offer better
opportunities for postmobilization.
Thank You For Listening !
 References:
Wu, Qiuchen & Bai, Bin & Zhu, Xiaolin. (2019). Technical and Vocational Education and Training in the
Philippines: Development and Status Quo. 10.1007/978-981-13-6617-8_7.

TVET Statistics. (n.d.). TESDA. https://www.tesda.gov.ph/About/TESDA/53

Wilkinson, D. (n.d.). PHILIPPINE TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET) IN THE ASEAN
ECONOMIC COMMUNITY. Slide Player. https://slideplayer.com/slide/10195810/

Yumpu.com. (2012, November 29). The Philippine Technical Vocational Education and Training (TVET . . .
https://www.yumpu.com/en/document/view/4599667/the-philippine-technical-vocational-education-
and-training-tvet

User, S. (n.d.). Philippines. Sea-Vet. https://sea-vet.net/philippines

 LEGAL BASES, BASIC
PRINCIPLES, MAJOR
GOALS, AND
OBJECTIVES OF TVET
IN THE PHILIPPINES
BY: COLES, CASTANARES, REYES, TOPACIO, & TRECEPONA
 TABLE OF CONTENTS
LEGAL BASIS OF TVET IN THE
1 3
PHILIPPINES
Reporters: Topaci o and Trecepona
MAJOR GOALS OF TVET IN THE
PHILIPPINES
Reporter: Castanares

2 BASIC PRINCIPLES OF 4 OBJECTIVES OF TVET IN

TVET THE PHILIPPINES
Reporter: Col es Reporter: Reyes, Dyl an
LEGAL BASES OF TVET
Republic Act 7796: TESDA Act of
1994 is an act creating the Technical
Education and Skills Development
Authority (TESDA) to manage TVET in
the country.
KEY DOCUMENTS THAT HELPED GUIDE THE DEVELOPMENT OF TVET IN
THE PHILIPPINES:
Name of document: Vocational Act of 1927
Website link: https://lawyerly.ph/laws/view/ld356
Key points: Also known as Act No. 3377, the Vocational Act as amended by other acts laid
the foundations of vocational education in public schools and made provisions for its
support.

Name of document: BP 232 – Education Act

Website link: https://www.lawphil.net/statutes/bataspam/bp1982/bp_232_1982.html
Key points: The Education Act is the framework for the establishment of an integrated
system of education.
KEY DOCUMENTS THAT HELPED GUIDE THE DEVELOPMENT OF TVET IN
THE PHILIPPINES:

Name of document: RA 7796 – The TESDA Act

Website link: https://pcw.gov.ph/republic-act-7796-tesda-act-of-1994/
Key points: The TESDA Act followed EDCOM’s recommendation and created the
Technical Education and Skills Development Authority (TESDA). TESDA is mandated to
provide relevant, accessible, high quality and efficient technical vocational education and
training opportunities for the Filipinos to meet the skills requirements for economic and
social development.
KEY DOCUMENTS THAT HELPED GUIDE THE DEVELOPMENT OF TVET IN
THE PHILIPPINES:

Name of document: RA 10533 – The Enhanced Basic Education Act

Website link: http://t1p.de/ozwh
Key points: The Enhanced Basic Education Act is popularly known as the K to 12
Programme. It covers kindergarten and twelve years of basic education – six years of
primary schooling, four years of junior high school, and two years of senior high
school.
KEY DOCUMENTS THAT HELPED GUIDE THE DEVELOPMENT OF TVET IN
THE PHILIPPINES:

Name of document: RA 10647 – The Ladderized Education Act

Website link: http://t1p.de/x401
Key points: The Ladderized Education Act institutionalizes a Ladderized Education
Program (LEP) which would formalize a system of accreditation and interface
between and among the economy’s technical-vocational institutions and higher
educational institutions. The law allows TVET graduates to proceed to college to
pursue a degree without having to take the course program all over. Units shall be
credited from a technical or vocational course to a college degree program.
KEY DOCUMENTS THAT HELPED GUIDE THE DEVELOPMENT OF TVET IN
THE PHILIPPINES:

Name of document: RA 10771 – Philippine Green Jobs Act

Website link: https://www.senate.gov.ph/republic_acts/ra%2010771.pdf
Key points: The Green Jobs Act promotes the creation of “green jobs” and employment
that contributes to preserving or restoring the quality of the environment in the
agriculture, industry, or services sector. The law also mandates the Department of Labor
and Employment (DOLE) to coordinate with other government agencies in formulating a
National Green Jobs Human Resource Development Plan on the expansion,
enhancement, and utilization of the labor force, both in the private and public sector.
KEY DOCUMENTS THAT HELPED GUIDE THE DEVELOPMENT OF TVET IN
THE PHILIPPINES:

Name of document: RA 10931 – The Universal Access to Quality Tertiary

Education Act
Website link: http://t1p.de/nc0
Key points: The Universal Access to Quality Tertiary Education Act provides free
tuition and other school fees in state and local universities and colleges as well as
state-run technical-vocational institutions.
KEY DOCUMENTS THAT HELPED GUIDE THE DEVELOPMENT OF TVET IN
THE PHILIPPINES:

Name of document: RA 10968 – The Philippine Qualifications Framework (PQF) Act

Website link: http://t1p.de/c3wt
Key points: The law establishes the PQF which shall describe the levels of educational
qualifications and set the standards for qualification outcomes. The PQF is a quality assured
national system for the development, recognition, and award of qualifications based on
standards of knowledge, skills, and values acquired in different ways and methods by
learners and workers of the country.
KEY DOCUMENTS THAT HELPED GUIDE THE DEVELOPMENT OF TVET IN
THE PHILIPPINES:

Name of document: National Technical Education and Skills Development Plan

(NTESDP) 2018-2022
Website link: http://t1p.de/24im
Key points: The NTESDP envisions a “Vibrant Quality TVET for Decent Work and Sustainable
Inclusive Growth.” It aims to mobilize, galvanize, and strengthen the TVET Sector in order to
attain two strategic directions: Global competitiveness and workforce readiness as well as
social equity for workforce inclusion and poverty reduction.
 BASIC PRINCIPLES OF
TVET IN THE PHILIPPINES
 BASIC PRINCIPLES OF
TVET IN THE PHILIPPINES
In the Philippines, in the current setting TVET is administered using the
competency-based training (CBT) curricula with the Technical Education
and Skills Development Authority (TESDA) as the leading agency.
 BASIC PRINCIPLES OF
TVET IN THE PHILIPPINES
For TESDA “competency” is defined as an individual’s ability to do their
job properly. Therefore, an individual is defined as competent when he
or she can demonstrate proper application of knowledge and skills they
learned into their new working environment.
 BASIC PRINCIPLES OF
TVET IN THE PHILIPPINES
TESDA incorporates the “10 Principles of CBT”, which are adhered to by
TVET trainers and institutions to ensure the highest quality possible in
their respective curricula:
 BASIC 1 The training is based on a
curriculum developed from the
PRINCIPLES competency standards
2 Learning is competency-based

or modular in structure

3 Training delivery is

individualized and self-paced

 4 Training is based on work that
must be performed
BASIC 5 Training materials are directly
PRINCIPLES related to the competency

standards and curriculum

6 Assessment of learners is based in the collection of

evidences of work performance based on industry

organizational required standards
 BASIC 7 Training is based on and off the
job components and off the
PRINCIPLES components
8 The system allows Recognition
of Prior Learning (RPL) or

current competencies
 9 The system allows for learner to
enter and exit programs at
BASIC different times and levels to
PRINCIPLES receive an award for
competencies attained at any
point

10 Approved training programs

are nationally accredited

 BASIC PRINCIPLES OF
TVET IN THE PHILIPPINES
“TVET with Agility, to prepare the Philippine workforce for global
competitiveness and future world of work; TVET with Scalability, to
deliver high quantity job-ready, quality workforce; and TVET with
Flexibility and Sustainability for social equity and economic inclusion.”
 MAJOR GOALS OF TVET IN
THE PHILIPPINES

Provide Quality Skills

Work Ready
Technical Education Development
MAJOR GOALS OF TVET IN
THE PHILIPPINES

Expanding Promote Economic

Employment Size Development
 OBJECTIVES OF TVET
IN THE PHILIPPINES

To ensure national development through accelerated

human capital development by providing lifelong
learning opportunities for all, educational planning, and

the evaluation system

 To meet labor-market
demand and provide
unskilled Filipinos,
opportunities for decent
employment and
personal advancement
To equip the Filipino
workforce with skills
to retool or develop
skills required in
companies and
sectors that are not
affected by the crisis
REFERENCES:
https://www.unescap.org/sites/default/files/The%20Philippine%20TVET%20System-NEDA-
Aug20%20%5BCompatibility%20Mode%5D.pdf
https://tesda.gov.ph/About/TESDA/10
https://unevoc.unesco.org/wtdb/worldtvetdatabase_phl_en.pdf
https://link.springer.com/chapter/10.1007/978-3-642-27948-5_10
https://tesda.gov.ph/Uploads/File/TVET%20Brief%202020/TVET%20Brief%20Issue%20no.%204_CBT%20and
%20Capacity-Based%20Training.pdf
https://unevoc.unesco.org/wtdb/worldtvetdatabase_phl_en.pdf
https://unevoc.unesco.org/fileadmin/user_upload/docs/CS_Philippines_Public_awareness.pdf
Thank You!
TVET
Teachers and Trainers

Manuel, Noriel, Sagahay, Tabernilla

The qualification of skilled workers is
one of the key issues for the
competitiveness of economies of most
countries in the world.

Technical and vocational education and

training (TVET) has proven to be
essential in promoting economic growth
and socio-economic development.
 TVET has long been considered by
UNESCO as a key area in education,
as it is continuously faces challenges
upon preparing workers with dynamic
knowledge (Maclean, 2010).
 In 2017, TESDA launched the
National TVET Trainers Academy
(NTTA) to oversee the development
of trainers in the Philippines.

The Trainer Development Programme

is a response to the demand for
quality trainers who will manage and
implement the TVET system in the
Philippines
 Objective

c h e r s a n d t r a in ers
a
1 Define TVET te

h e r s a n d t r a in e rs
o le s o f T V E T in teac
r
2 Understand the
c h e r s a n d t r a in ers
n t T V ET in te a
im p o r t a
3 Determine how

p r o g r a m o f T V ET
t h e d if f e r e n t training
4 To know
 TVET Teachers and Trainers
It will address the need to
upgrade the institutional
or organizational
competencies of technical
and vocational institutions
(TVIs)
East Asia Summit TVET
Quality Assurance
Framework (EAS TVET
QAF)
TESDA Star Rating System
Asia Pacific Accreditation
and Certification Commission
(APACC).
 TVET Teachers and Trainers
The programme shall
enhance the competencies
of administrators,
supervisors, teaching and
non-teaching staff based
on the competency
standards
Human Resource
Management Division –
Administrative Services
(HRMD-AS) of TESDA
Philippine TVET Trainers’
Qualification Framework
(PTTQF) Trainers’
Methodology (TM) Level I–
IV.
 The training programmes are categorized as executive, supervisory, and
non- teaching personnel development:

Executive Development Supervisory Development Teaching Personnel  Non-Teaching Personnel

Programme Programme Development Programme Development Programme

TVI instruction TVI trainers personnel who perform

TVI administrators supervisors providing instruction in functions in training
classrooms or delivery and guidance
workshops counsellor, librarian,
etc.
 Consultation and
involvement of industry
expert training regulations:
training and competency
standard

Private
Sector
assessment and
certification
arrangements
TVET teachers and
trainers roles and
responsibilities:
Planning, organizing and
delivering off-the-job training
in TVET institutions within
the framework of the overall
apprenticeship programme
Interacting with their
counterparts in partner
enterprises in order to ensure
optimal coordination between
the off-the-job and on-the-job
elements of the training
programme
Monitoring the learning progress
and skills development of
apprentices on a regular basis
Updating their knowledge, skills
and competence in their own
professional field and adapting
their training methods on a
regular basis
Providing special care for
apprentices with learning
difficulties, disabilities and other
limitations
Taking on work experience in
partner enterprises in order to
update their understanding of
the skills requirements of the
different occupations and to
experience personally the
learning environment of
apprentices in enterprises
TVET teachers and trainers have
been long known as the backbone of
countries economy development
(Bukit, 2007)
 f TVET
tu re o
The Fu in g
Te ac h
Megatrends such as digitalization, industry 4.0,
climate change and migration are leading to structural
changes in the economy and transforming the world of
work and employment.
Evolving labour markets are calling for updated and
reactive education and skilling paradigms, and creating
an urgent need for flexible, evolving and responsive
TVET systems.
 f T V E T
t u r e o
F u
The Teaching
Both current and prospective workers must acquire
new skills and qualifications in order to adequately
prepare for and flourish within future labour markets.
Investing in the future by building the capacities of
TVET leaders and teaching staff is essential for the
successful navigation of these transitions.
 S C O ’ s r
U N E t io n fo
m en d a E T
Rec om e o f TV
Fu tu r
the a ch in g
Te

UNESCO’s 2015 Recommendation concerning TVET

states that ‘policies and frameworks should be
developed to ensure qualified and high-quality TVET
staff, including teachers, instructors, trainers,
tutors, managers, administrators, extension agents,
guidance staff and others’.
 S C O ’ s r
U N E t io n fo
m en d a E T
Rec om e o f TV
Fu tu r
the a ch in g
Te

Member States are ask to build the necessary

institutional capacities to ‘ensure the relevance of
TVET to current and evolving needs in the world of
work, nationally, regionally and internationally
 VO C ’s
O-UN E
ES C the
UN ategy for T
Str re of TVE
Futu aching
Te

UNEVOC builds the capacities of TVET institutions

and leaders, helping them invest in teacher
development through policy reform or programmatic
initiatives. To this end, UNEVOC’s strategy on the
future of TVET teaching and learning focuses on:
 VO C ’s
O-UN E
ES C the
UN ategy for T
Str re of TVE
Futu aching
Te

Identifying and evaluating the impact of emerging

trends on teaching and learning and its implications on
preparing TVET teaching staff for the future.
Assessing the future role of TVET teachers and
trainers to develop a framework of essential skills
and competencies.
Identifying and disseminating innovative practices in
teacher and trainer development.
 As the global community reimagines how knowledge and
learning can shape the future of humanity and the planet,
UNESCO-UNEVOC recognizes that teachers and
educators will have a central role to play and is committed
to continuing its work with institutions and partners to
empower teachers and trainers for the future of TVET
teaching.

 Preparing TVET teachers or instructors for TVET

education is a complex task with many determining
factors that need to be addressed and applied in
TVET teacher education and training. Failing to
address these factors, the education system will suffer
to generate qualified skilled workers.
 References
https://unevoc.unesco.org/home/Future+of+TVET+Teaching?
fbclid=IwAR38_qaCYwjkUYJyoSDrccMpnNBT5Fx6UiTuOeSfIh6OUA1kLG1Mek
0qXnI
https://unevoc.unesco.org/wtdb/worldtvetdatabase_phl_en.pdf?
fbclid=IwAR0jtywAGmmdACY8fGEZsWUNXy_zQh_7tcEdmp920QoliF3vxfZur
WgTe5I
http://www.ilo.org/global/topics/apprenticeships/publications/toolkit/system-and-
policy-level/roles-and-responsibilities/teachers-and-trainers/lang--en/index.htm?
fbclid=IwAR3yfgq33Z4YjtOE8bhrxWo5xP7Bw3QDc29mcszcFwqjqeZkc6SkB-
pRLao
IwAR2rYBz0aDT2FGTFQDhJDRmLE3ZME9mXQkpi1v1LQGt174xu5ABkGsR7F
z0
Philippine Qualification
Framework
 What is PQF?
A quality assured national
system for the development,
recognition and award of
qualifications based on
standards of knowledge, skills
and values acquired in different
ways and methods by learners
and workers educated/trained
in the Philippines.
 The PQF relates to the
ASEAN Qualifications
Reference Framework
(AQRF), a common referencing
framework or a translation
device that enables comparison
of qualifications across
ASEAN Member States
(AMS)
 Philippine Qualification
Framework

15th President of the 2014 - RA 10647:

Republic of the Philippines,
signed the Executive
Order No. 83, dated
October 1, 2012 entitled
"Institutionalization of the
Philippine Qualifications
Framework"
Ladderized Education Act of
2014 - Institutionalization of
PQF
2018 - RA 10968: PQF Act
- Institutionalization of PQF
The PQF National Coordinating
Committee (NCC) Technical Working
Group (TWG), and also our
Department Of Labor and Employment
(DOLE) which was established to
develop and implement the PQF, is
composed of the following:

Qualifications Register (led by TESDA)

Information and Guidelines (led by DepEd)
Quality Assurance (led by CHED)
Pathways and Equivalencies (led byCHED)
International Alignment (led by PRC)
 PQF Working Groups and Lead Agencies

Qualification Register

Quality Assurance Pathways and Equivalencies

Information and Guidelines Information and Guidelines

 Objectives of PQF in
TVET
Satisfy quantitative
and qualitative
needs of priority Develop work values
sectors by training and attitudes of Provide the graduates
with required skills for
required work force individuals towards profession
for the relevant professionalism
qualification areas
Knowledge,
Skills and Degree of
Values
Independence
PQF
Domains

Application
Qualification in PQF

Qualifications are all formal

awards which signify that
the bearer has some
knowledge or competencies,
or that they have
successfully completed some
learning program .
Level K, S and V Application Degree of Independence Qualification
Knowledge and Applied activities
skills are that are set in a
1 very close support NCI
operational in limited range of
focus highly familiar
Knowledge and
Applied activities
skills are
that are set in a
2 operational in
range of familiar substantial support NCII
focus with variety
predictable context
of options
Knowledge and skills Applied activities that involve individual
are balance of are set in contexts
3 responsibility or NCIII
theoretical and/or with some unfamiliar
technical and practical context autonomy
Level K, S and V Application Degree of Independence Qualification
Knowledge and Applied activities
skills are mainly that are set in a
theoretical and/or range of contexts Work involve
4 NCIV
abstract with most of which some leadership
significant depth in involve unpredictable
one or more areas aspects

Knowledge and Applied

skills with wide-
activities
ranging, specialized Can be a broad
5 technical, creative
demonstrating guidance and NCV
and conceptual breadth, depth direction
skills and complexity
 Benefits of PQF
FOR THE PERSON
Encourages lifelong learning
allowing the person to start
at the level that suits him
and then build-up his
qualifications as his needs
and interests develop and
change over time
Recognized Certificates and
licenses
FOR THE EMPLOYERS
Assures that standards
and qualifications are
consistent with job
requirements/demand
Provides common
understanding of
standards, qualifications
and levels
 Benefits of PQF
FOR EDUCATION AND FOR THE AUTHORITIES
TRAINING PROVIDERS (GOVERNMENT) FOR THE FILIPINOS

Ensures transparency in
training provision, Provides the standards,
conformance to taxonomy and typology of
standards and preciseness qualifications as bases A change in the
of accountability for for granting approvals to mindset that
learning outcomes providers and undermines technical
Provides common stakeholders education
understanding of policies Harmonizes qualifications
and guidelines on credit in E & T across the
transfers, articulation, Philippines
portability, bridges
pathways and RPL
 References
https://unevoc.unesco.org/wtdb/worldtvetdatabase_phl_en.pdf?
fbclid=IwAR15FdA5FbZB2XJj5Nh6tMoOb3tr7ZBtbInQGvY4aNsC-x0E-
djJDQ36EZQ
https://www.tesda.gov.ph/uploads/File/policybrief2013/PB%20Philippine%20Qual
ification%20Framework.pdf
https://pqf.gov.ph/Home/Details/17#:~:text=The%20Philippine%20Qualifications
%20Framework%20describes,certain%20learning%20or%20educational%20pro
gram.
https://pqf.gov.ph/#
QUALITY ASSURANCE
QUALIFICATIONS

Qualifications, official records attesting a person’s

learning or training achievement, play a fundamental
role in today’s increasingly interconnected and
competitive world. They facilitate entry and
movement in the job market and enable people to pursue
lifelong learning opportunities, within and across borders
QUALITY ASSURANCE

Quality assurance (QA) is any systematic process of

determining whether a product or service meets specified
requirements. It establishes and maintains set
requirements for developing or manufacturing reliable
products. A quality assurance system is meant to
increase customer confidence and a company's credibility,
while also improving work processes and efficiency, and it
enables a company to better compete with others.
QUALITY ASSURANCE FOR
TVET AND TEACHERS
TESDA is the sole accreditation and certification body for
TVET. It encompasses two systems that seek to uphold the
quality in TVET, namely the Unified TVET Programme
Registration and Accreditation System (UTPRAS) and the
Philippine TVET Competency Assessment and Certification
System (PTCACS). These systems provide a quality
management system for programme registration, assessment
and certification, and the development of Training Regulations
(TRs) as well as Competency Assessment Tools (CATs).
 UTPRAS AND PTCACS

UTPRAS provides a quality PTCACS determines whether

assurance mechanism through the
mandatory registration of TVET
programmes with TESDA, which
includes regular compliance audits,
and the voluntary accreditation of
TVET programmes and
institutions by an accrediting body.
The registration of TVET
programmes signifies compliance
with the minimum requirement
stipulated in the TESDA training
regulations.
the graduate or worker can
perform to the standards
expected in the workplace based
on the defined competency
standards. Certification is
provided to those who meet the
competency standards, thereby
ensuring the productivity, quality
and global competitiveness of
middle-level workers.
 Unified TVET Programme
Registration and Accreditation
System (UTPRAS)
UTPRAS Guidelines
LEGAL BASIS:
Republic Act No. 7796, otherwise known as TESDA Act of 1994,
empowers TESDA to establish and maintain a system of accrediting,
coordinating, integrating, monitoring and evaluating formal and non-
formal technical vocational education and training programs.

TESDA Board promulgated Resolution No. 98-03 last January 23,

1998 establishing a unified TVET program registration and
accreditation system which shall be in consonance with the pursuit of a
quality technical vocational education and training system.
TWO MAJOR ELEMENTS IN UTPRAS:
Registration – (compulsory) compliance with minimum standards
prescribed in Training Regulations and anchored on competency-based
system.

Accreditation – a form of quality assurance which is over and above

the requirements for Program Registration in UTPRAS which shall be
voluntary in nature and a form of recognition given by an accrediting
body that the program or the institution has met the criteria set by
the accrediting body.
 WHO AND WHAT ARE
COVERED BY UTPRAS?

All TVET programs offered by public and private institutions,

including programs offered by enterprise-based training centers,
provided that programs that are offered are fee-charging and open
to the public;
All TVET programs in industrial trades and crafts, agriculture,
fishery, services and home industries;
TVET programs with permit and recognition certificates granted by
the Secretary of Education;
 WHO AND WHAT ARE
COVERED BY UTPRAS?

Apprenticeship programs undertaken by private enterprises shall be

authorized on the basis of existing apprenticeship guidelines. Compliance
with apprenticeship guidelines is considered as having the effect of
UTPRAS registration;
TVET institutions with registered TVET programs which they desire to
provide under the dual system shall be accredited as dual training system
institutions under the guidelines implementing Republic Act No. 7686 in
order that incentives provided for in the law may be availed of by
concerned TVET institutions;
A Certificate of Competency is the smallest unit that can be registered
which corresponds to a job in an industry.
 Philippine TVET Competency
Assessment and Certification System
(PTCACS)
The competency assessment of PTCACS
It is the process of collecting evidence and making judgments on
whether competency has been achieved. It focuses in assessing an
individual's skills, knowledge, attitude and work values relative to a
unit or cluster of units of competency.
The competency assessment of PTCACS
It is the process of collecting evidence and making judgments on
whether competency has been achieved. It focuses in assessing an
individual's skills, knowledge, attitude and work values relative to a
unit or cluster of units of competency.
What is the basis for assessment and certification?
TESDA implements assessment and certification for all
qualifications with promulgated Training Regulations.
The Training Regulation defines the knowledge, skills and
attitudes/values required for competent performance in the
workplace.
The competency requirements, as defined in the relevant Training
Regulations shall be the take-off point of all corresponding
qualifications, assessment and certification in all industry sectors.
The list of promulgated Training Regulations may be accessed at
the TESDA Website: http://www.tesda.gov.ph
How is assessment conducted?
Assessment is conducted through any of the following evidence
gathering methods: demonstration/observation with oral questioning,
written test, interview, third party report, portfolio and submission of
work projects.
Who may apply for assessment?
Students, workers or any individuals who want to determine his/her
qualification level.

Who shall conduct the assessment?

Assessment shall be conducted by TESDA Accredited Competency
Assessors
 References
https://unesdoc.unesco.org/ark:/48223/pf0000259281
https://www.techtarget.com/searchsoftwarequality/definition/quality-assurance
https://www.tesda.gov.ph/About/Tesda/42
https://www.tesda.gov.ph/About/Tesda/127
TVET Current Reforms and Policy
Discussion
 TVET in Philippines will follow
a two-pronged approach

TVET FOR GLOBAL TVET FOR SOCIAL

COMPETITIVENESS EQUITY

seeks to ensure that the training This is based on the

regulations, curriculum, and universal principle of social
school facilities and equipment inclusion, and places people,
comply with global standards. particularly those who are
The targeted beneficiaries socially excluded and
include workers that need skills displaced
upgrading, students of higher
level qualifications, overseas
Filipino workers, and the
unemployed. S
 Technical and Vocational Education Training

Competitiveness Social Equity

Social Equity Social Equity

Teaching Global Education Standard

Social Equity Social Equity

Teacher Teaching Learning
Standard Standard

Professional Quality
Knoledge Assurance

Professional Learning
Value Performance

Ability and Skills Career Advancement and Progression

 S PR E E F r a m e w
h e o r k
T
High Quality
P3 Education Governance

Educator Equity
Developtment
Community and
Family
 THE SPREE FRAMEWORK

The main purpose of this SPREE Framework

is to provide a guideline that is two years in
the making in which it gives the policy makers
and education leaders new insight and clarity
in learning. Equity lies at the core of the
entire framework
 C h a l l e n g es
According to TESDA, the Philippines are facing the following challenges to the TVET system:

PROVIDE WORKERS SKILL WORKFORCE FOR INCLUDE WORKERS WHO

WITH SKILLS FOR
INDUSTRY 4.0
The Fourth Industrial
Revolution will accelerate
the convergence of
industrial and
information technology
and will pervade all
facets of human
activities
DEMAND OF PRIORITY WERE LEFT BEHIND
INDUSTRIES (NTESDP)
Deliberately and
The eight priority affirmatively address
industries identified by the workforce who
the NTESDP are have been excluded and
forecast to generate left behind by a fast
higher economic value and growing Philippine
much larger employment economy largely focused
markets. They would on major urban areas
require roughly six million and the formal
quality workers in the six employment sector
years of the planning

period.

 References
https://unesdoc.unesco.org/ark:/48223/pf0000259281
https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.00
01/acrefore-9780190264093-e-497
https://www.waterford.org/education/fair-start-ensuring-students-ready-
learn/spree-framework/
Thank You!
Any Question?
 CHALLENGES
FACING TVET IN THE
PHILIPPINES
B Y:
JC RODA
MA. FATIMA KEITH SILVAN
Learning Outcomes:

At the end of this lesson, you will be able to:

• define what does TVET means,
• recall the challenges facing TVET in the Philippines,
• share to others the ways on how they control the
challenges of TVET in the Philippines
WHAT IS TVET?
"TECHNICAL-VOCATIONAL EDUCATION AND TRAINING
(TVET) is the education or training process where it
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 comprises formal and
non-formal approaches." (UNESCO)
Here are the Most Popular Vocational Courses
in TESDA based on their records for 2016 – 2022
Food and Beverage Services NC II – 52,484
Shielded Metal Arc Welding (SMAW) NC II – 52,116
Cookery NC II – 48,852
 Bread and Pastry Production NC II – 45,964
Housekeeping NC II – 43,656
Electrical Installation and Maintenance NC II – 35,392
Computer Systems Servicing NC II – 32,615
Bookkeeping NC III – 21,389
Challenges Facing TVET in the Philippines

• The quality of TVET is yet to be improved.

• Employment difficulties of TVET students.

• Lack of funding.

• Lack of facilities
 WAYS ON HOW THEY
CONTROL THE CHALLENGES
OF TVET IN THE PHILIPPINES
One first step is to deepen partnerships with established
digital knowledge providers that can provide the
fundamentals of information technology and electronics.

The learning curve will

be steep, given that the
country’s secondary
level students have a
long way to go in
learning basic math
and science.
• Annual Updating of Training Regulations
• Collaboration between the Industry Board of TESDA and
Education Task Force of Philippine Chamber
• Upgrading to technology-driven modalities of education
• Yearly updating of training regulations of TESDA
• Market Incentives for Industry Stakeholders
• Pre-Employment Enterprise Training System and
Dual Education and Training System Consultation.
• Upgrading equipment and technology
REFERENCES:

https://unevoc.unesco.org/fileadmin/user_upload/docs/CS_Philippi
nes_Public_awareness.pdf

https://www.edukasyon.ph/blog/top-10-in-demand-tesda-courses-
to-help-you-land-a-job-quickly

https://tesda.gov.ph/Search/s?q=Tvet+challenges
Education
4.0
Presented by:
DELA CRUZ, LAGNAS, SANDRO
Learning Objectives:

At the end of the lesson, the students should be able to:

1.Identify the evolution of Education.
2.Know the different issues and trends in Philippine Education.
3.I dentify different learning modalities of Philippine Education
 Introduction
Education’s goal has changed over time to accommodate students’ interests and
needs. The purpose of education has evolved over time. It also differs slightly
depending on whether you take the view of society, the educator, or the parents.
Parents initially used education as child-care as they moved off farms and into the
industrial work environment. Then it was about capability teaching, providing skills and
abilities that would serve them in later life. In more recent times, education has
become the tool used to prepare them for the competitive nature of the
workforce.Society has had different impacts on education as well; initially school was
driven by religious interests, eventually it became more about government or political
interest, and now it is in most cases about ensuring our people have an advantage on
the world stage..
Traditional Vs Modern Classroom
Education 1.0
Authoritarian
Education 1.0 is classified by an essentialist,

instructivist, pedagogical teaching model

based on the 3Rs. Students receive the

information by listening to the teacher,

respond by taking notes and study, and

regurgitate by taking the same assessment.

The student is the passive recipient
Teacher-centered system – the teacher

gives knowledge as the absolute leader in

the classroom
Technology is forbidden in the classroom

Education 2.0
Communication and collaboration are
starting to grow
Exam-based approach – the result is the
examination – Memorization of knowledge
An underestimated student-centered
approach – it’s talked about, but do not
apply it.
Some people think they stopped talking
about teaching and they talk about learning
and learning outcomes, but they are still on
paper.
The schools are still talking about hours of
teaching .

Education 3.0
Student-Centered approach
The teacher is transformed into a

coordinator/facilitator, advisor, learner and

practice guide
The student is researching
More dialogue, technology is everywhere,

the student is self-learning and

everywhere.
The classical style classroom no longer

exists
Lesson Plans are now called Learning Plans

Flipped Classroom applied

Education 3.0
Education 3.0 is a constructivist,

heutagogical approach to teaching and

learning. The teachers, learners, networks,

connections, media, resources, tools create

a unique entity that has the potential to

meet individual learners’, educators’, and

even societal needs.

Derek W. Keats and J. Philipp Schmidt

further describe the individual components

of Education 3.0:

Education 3.0
EDUCATION
Wide diffusion of eLearning
Growing interest in alternatives to teacher-
centred approaches such as constructivism
(Dewey, 1998), resource-based learning,
etc.
Local, regional, and international
collaboration to create repositories of
educational content
Increasing use of the Internet to find
information and just in time learning
SOCIAL
Increasing use of information technologies
in daily life and for social purposes
Increasing social use of online virtual
spaces
A new definition of self and society that
includes computer-mediated social
structures, and people outside of one’s
immediate physical environment
Education 3.0
TECHNOLOGY
The widespread adoption of personal
computers and the Internet (especially e-
mail and the World Wide Web)
The emergence of Web 2.0, including
blogs, podcasts, social interaction tools,
etc.
E-Learning platforms or learning
management systems that incorporate
features of Web 2.0
Free and open source software
LEGAL
The development of alternative
licensing mechanisms to
traditional copyright, which
promote the use and reuse of
(educational) content without
requiring further explicit
permission by the author or
copyright holder or payment of
royalties.
Education 4.0
Co-creation and innovation is the center
Whenever and wherever flipped classroom applied

interactive practical exercise – face-to-face

Learning is done at home or outside school, while

in school students develop skills

Development of personalized teaching and

learning
Learning Plans are now called Creativity Plans
The technology is free and/or easily accessible,

increased use of virtual reality

Continuous evolution and innovation – therefore, a

need for continuous training and development of

new knowledge and skills by all.

Learning
modalities
Ways of learning that
schools can do regardless of the
ability and readiness of the
school
DepEd Learning
modalities MODULAR DISTANCE
LEARNING
Learning is in the form of
individualized instruction that allows
DISTANCE LEARNING learners to use self-learning modules
(SLMs) in print or digital
This refers to a learning format/electronic copy, whichever is
delivery modality where applicable in the context of the
learning takes place learner and other learning resources
between the teacher and like Learner’s Materials, textbooks,
the learners who are activity sheets, study guides, and
geographically remote from other study materials.
each other during
instruction.
DepEd Learning ONLINE DISTANCE LEARNING
modalities
It features the teacher
facilitating learning and engaging
learners’ active participation
using various technologies
accessed through the internet
while they are geographically
RADIO BASED INSTRUCTIONS remote from each other during
(RBI) instruction.

is one of the alternative

learning delivery modalities
using radio broadcast to
deliver the lesson using the
student self-learning
modules (SLM).
DepEd Learning
modalities
TRADITIONAL FACE-TO-FACE LEARNING
This refers to a learning delivery
modality where the students and
the teacher are both physically
present in the classroom, and
there are opportunities for active
engagement, immediate feedback,
and the socio-emotional
development of learners.
BLENDED LEARNING
This refers to a learning modality
that allows for a combination of
face to face and online distance
learning (ODL), face-to-face and
modular distance learning (MDL),
face-to-face and TV/Radio-based
Instruction (RBI), and face-to-
face learning and a combination
with two or more types of
distance learning.
DepEd Learning
modalities
HOME SCHOOLING
It is an alternative delivery
mode (ADM) that aims to
provide learners with equal
access to quality basic
education through a home-
based environment to be
facilitated by qualified
parents, guardians, or tutors
who have undergone relevant
training.
ALTERNATIVE DELIVERY MODES (ADM)
Alternative Delivery Modes (ADM)
are tried and tested alternative
modalities of education delivery
within the confines of the formal
system that allow schools to deliver
quality education to marginalized
students and those at risk of
dropping out in order to help them
overcome personal, social, and
economic constraints in their
schooling.
 l e x i b l e l e a r n i n g
f

is a method of learning where students are

given freedom in how, what, when and where
they learn.
 ONLINE
BLENDED
A flexible learning
mode which is A type of flexible
electronic-based and
which uses available learning which is a
online classrooms for 3 modes of combination of
the delivery of flexible online and offline
instruction. learning modes.
OFFLINE

A flexible learning
mode that does not
use internet
connectivity at all.
Current Issues and
Trends in
Philippine Education
Current Issues in
Education ISSUES
Quality of Education
Budget for Education
Affordability of Education
Increase in Drop-out Rate
Lack of Facilities and Teacher
Shortage in Public Schools
Mismatch
Inequities
Brain Drain
Current Trends in
Education TRENDS
Personalized and paced
learning
Vocational learning
Usage of deep technology
Remote assessments
Project-based learning
Experiential learning
Online schooling
Virtual reality and augmented
reality
 https://www.teacherph.com/deped-learning-delivery-
modalities/#:~:text=This%20modality%20has%20three%20types,TV%2FRadio%2DBase
d%20Instruction

https://www.rappler.com/newsbreak/iq/things-to-know-ched-flexible-learning/

https://blog.pearsoninternationalschools.com/the-top-five-educational-trends-to-
look-out-for-in-2021/

https://www.ken42.com/blog/top-emerging-trends-in-education

https://www.youtube.com/watch?v=xd5EesVz2eI

https://www.k12academics.com/Education%20Worldwide/Education%20in%20the%20
Philippines/issues-regarding-educational-system

References
 https://www.teachthought.com/the-future-of-learning/past-time-education-3-

0/#:~:text=Education%201.0%20is%2C%20like%20the,times%20the%20World%20Wide

%20Web.
https://www.linkedin.com/pulse/education-40-darshan-vyas

References
 PROFED 8

INDUSTRIAL
REVOLUTION 4.0
CRUZ - MANGAPOT
 Learning
Outcomes
01
CRUZ - MANGAPOT

Define Industrial Revolution 4.0

Understand the impact of the

02 Industrial Revolution 4.0 on
Education

Determine the challenges in

03 education brought
Industrial Revolution 4.0
by the

To know the significance of the

04 Industrial Revolution 4.0 in
education
INDUSTRIAL REVOLUTION
The step into production technology, which was completely
different from the past.
INDUSTRIAL
REVOLUTION 4.0

CRUZ - MANGAPOT
The Fourth Industrial Revolution is a way of
describing the blurring of boundaries between
the physical, digital, and biological worlds. It’s a
fusion of advances in artificial intelligence (AI),
robotics, the Internet of Things (IoT), 3D printing,
genetic engineering, quantum computing, and
other technologies.
 INDUSTRIAL
REVOLUTION 1.0
Mechanization, Waterpower, and Steam
power
CRUZ - MANGAPOT

The First Industrial Revolution began in the

period of 1760 to 1830. It turns several societies
into industrialized and/or urban ones. In this
revolution, handmade goods or products are
started to produce using a machine. The first
modern prototype of the steam engine that
Thomas Newcomen designed is called
“atmospheric steam engine”. This type of
machine is used to pump water out of mine
shafts. Some other inventors innovate what
Newcomen’s designed and come up with a
much efficient machine. This steam-powered
machine makes the work easier and can
produce more goods/products than before.
 INDUSTRIAL
REVOLUTION 2.0
CRUZ - MANGAPOT

Mass production, Assembly Line, and

Electricity

The Second Industrial Revolution is where

the discovery of electricity and assembly
line production begins. It uses electricity-
based machine that helps workers to work
faster than before and create a mass
production of goods and/or products.
Factory owners take advantage of this, as
this process is faster and at a lower cost.
 INDUSTRIAL
REVOLUTION 3.0
CRUZ - MANGAPOT

Computer and Automation

The Third Industrial Revolution began

through partial automation using
memory-programmable controls and
computers. Since the introduction of these
technologies, we are now able to
automate an entire production process
without human assistance.
 INDUSTRIAL
REVOLUTION 4.0
CRUZ - MANGAPOT

Cyber-Physical Systems

The networking of all systems leads to

“cyber-physical production systems” and
therefore smart factories, in which
production systems, components, and
people communicate via a network and
production is nearly autonomous
 INDUSTRIAL REVOLUTION 4.0
AND EDUCATION

CRUZ - MANGAPOT
01
In the future, we must not only possess the ability to develop the technology
but also know whether, when, and where to use that technology.

02
The emergence of Industrial Revolution 4.0 has brought a massive change in
the world of education. In facing Industrial Revolution 4.0, teachers today are
urged to suit the process of teaching and learning.

03
Therefore, to challenge modernization, 4.0 Industrial Revolution-based
education should be adapted to all subjects.
 CHALLENGES
INDUSTRIAL REVOLUTION 4.0 IN EDUCATION

01
CRUZ - MANGAPOT

Students in today's school are of the generation Z and alpha age range of 0 to 24.

02
Many learners under these generations is a challenge for teachers as today's
students are increasingly inclined to learn using the style of modern
telecommunications.

03
Teachers need to see innovation as a must in the teaching and learning process.
 CHALLENGES
INDUSTRIAL REVOLUTION 4.0 IN EDUCATION

04
CRUZ - MANGAPOT

Industrial Revolution 4.0 revolution witnessed a very significant change from

traditional learning to technology-based learning.

05
Industrial Revolution 4.0 is controlled by digital tools and introduces future
education models by focusing on smarter, mobile, comprehensive, and virtual
education and skills development.
CRUZ - MANGAPOT

how can
schools adapt
to these
challenges?
CRUZ - MANGAPOT

01
Students need to work in a framework of projects and from there they need to
collaborate with their colleagues, their teachers, and the outside world.

02
They need to develop new ways of communicating; they need to be put in front of
complex situations to develop critical thinking and complex problem solving and
to learn how to be imaginative, creative, adaptable, flexible, and develop brain
plasticity.
 03
CRUZ - MANGAPOT

Tomorrow’s industry leaders and managers must possess new skill sets to adapt,
to manage, and to take advantage of Industry 4.0.

04
They must be critical thinkers, problem solvers, innovators, communicators, and
provide value-driven leadership.

05
They must be able to see beyond the technology at play to the implications for
the society for the use of that technology.
 Education in the Fourth Industrial Revolution is complex
and brings exciting opportunities which can potentially
transform society for the better.

It also emphasizes that educators are a medium that can

determine the human pattern for the new millennium.
 PROFED 8

END OF PRESENTATION
CRUZ - MANGAPOT
 PROFED 8

REFERENCES
https://www.tesda.gov.ph/Uploads/File/Planning2018/TVET%20Brief/Distruptive%20Technologies%
20&%20Trends%20in%20the%20Fourth%20Industrial%20Revolution.pdf
https://iopscience.iop.org/article/10.1088/1742-6596/1529/4/042062/pdf
https://restart-project.eu/industry-4-0-impact-education/
https://ctutraining.ac.za/the-impact-of-the-fourth-industrial-revolution-on-higher-learning-
institutions/
https://www.history.com/topics/industrial-revolution/industrial-revolution