Nati o nal Te c hni c al E d ucation an d Skills Deve lo pm e nt Plan

MILESTONES
2018 - 2022
 Table of Contents
Acknowledgements........................................................................ ii
Executive Summary ....................................................................... iv
About the NTESDP ....................................................................... vi
Objectives and Strategies ............................................................. 1
Objective 1 - Create a conducive and enabling environment for
the development of quality service delivery in TVET
NTESDP Action Programming .................................................. 5
Area-Based Demand-Driven TVET ........................................... 6
OPLAN TESDA Abot Lahat ...................................................... 7
Adoption of Flexible Online Delivery ....................................... 9
TESDA Online Program ........................................................... 10
Role of TESDCs and TTI Advisory Councils ............................ 11
Projects and Collaborations with Development Partners
ADB TVET Sector Study .................................................... 12
Philippine Qualifications Framework ................................. 13
Opportunity 2.0 ................................................................. 13
Review of Philippine Qualifications Framework ................ 14
Skills for Prosperity (SFP) Project Philippines .................... 15
Green Philippine TVET ........................................................... 16
STEMifying TVET with ILO ..................................................... 16
Internationalizing TVET
Philippine TVET Internationalization Framework .............. 17
WorldSkills Competition .................................................... 18
ASEAN TVET Council ......................................................... 19
Philippine Skills Framework ............................................... 21
Inter-agency Interventions
Online Fora, Webinars, and Conferences .......................... 21
Labor Market Intelligence Reports and Studies ................ 22
Objective 2 - Prepare the Philippine workforce for the challenges
posed by the Fourth Industrial Revolution
TVET PH 4.0 Framework ......................................................... 23
Development of higher-level qualifications and
Diploma program .................................................................... 24
Skills Need Anticipation .......................................................... 24
Trainers’ Training ..................................................................... 24
TVET Trainers and Assessors .................................................. 24
Micro-credentialing and Recognition of Prior Learning ......... 25
Establishment of Training and Innovation Centers in
Key Growth Areas ................................................................... 26
Supporting Innovation in the Philippine TVET
System Project ........................................................................ 26
Inter-agency Accomplishments
eLearning for Agriculture and Fisheries (DA-ATI) ..................... 27
SPARTA (DOST) ......................................................................... 27
Industrial Training (DOST) ......................................................... 27
DOH Academy (DOH) ............................................................... 28
Digital Jobs PH (DICT) .............................................................. 28
Objective 3 - Ensure that industries with high economic and
employment growth potentials are provided with the required
quantity of quality workforce
Scholarship Allocation Redefined: Addressing Skills ................... 29
Needs of the Priority Sectors
Tulong Trabaho Act and Scholarship ........................................... 30
Programs for the Agriculture ....................................................... 30
Redefined Industry Participation in TVET
Recognition of Industry Bodies ................................................ 31
Strengthening Enterprise-Based Training ................................ 31
Inter-agency Accomplishments
JobStart .................................................................................... 32
Career Guidance and Advocacy Program ................................ 32
AgroStudies .............................................................................. 32
Objective 4 - Directly and more vigorously address workforce needs
of the basic sectors for greater social equity and economic inclusion
Pathways to TVET Devolution ....................................................... 33
Barangay Development Program/PRLEC ..................................... 34
Program for OFWs ........................................................................ 34
TVET for Special Clients ................................................................ 35
Universal Access to Quality Tertiary Education Act ...................... 35
Rice Extension Services Program - Rice Competitiveness
Enhancement Fund (RESP-RCEF) .................................................. 36
Tsuper Iskolar Program .................................................................. 36
Sustainable Livelihood Program .................................................... 37
Gender and Development Programs ............................................ 37
Community Empowerment through Science and Technology ...... 38
Objective 5 - Instill values and integrity in the conduct and delivery
of TVET in the whole sector
Commitment to Quality Assurance for TVET ................................ 39
National TVET Day ........................................................................ 39
Promoting efficiency, integrity, and transparency in TVET ........... 40
Recognition and Rewards System in TVET ................................... 40
Testimonies ......................................................................................... 41
Way Forward ...................................................................................... 45

Message
from the Secretary
Let me congratulate my predecessor, Secretary Isidro S.
Lapeña, for steering the proverbial ship steadily toward
global competitiveness, workforce readiness, and social
equity amidst the troubled waters of the global pandemic.
The education and training sector, and indeed technical vo-
cational education and training in the country, were heavily
affected by COVID-19, particularly since face-to-face class-
es, as well as national assessments, ground to a halt. Still,
despite the recent disruptions that our nation endured,
our TVET system played and continues to play a significant
role in the individual development of our citizens as they
contribute to the country’s economic growth and recovery.
ii
The NTESDP 2018-2022 served us well as a blueprint for the
TVET sector and fully highlights the Philippines’ ambitions for
decent work and sustainable inclusive growth. With this in mind,
the NTESDP Milestones presented here show up to what ex-
tent the TVET sector – workers and learners alike – has achieved
toward realizing those aspirations during the cycle of the Plan.
Seeing our citizens with better jobs, having higher pro-
ductivity, and enjoying more opportunities for livelihood
are certainly the results that prove that our TESDA per-
severed to serve its purpose, and will continue to do so.
En route to a “new normal” in the aftermath of the pan-
demic, the role of TVET and TESDA has been made more
crucial as we face the future of work in this age of the
Fourth Industrial Revolution. There is a marked need to
reskill and upskill thousands of Filipinos whose jobs and
livelihoods were affected, address the learning gaps and
losses which have been incurred, and to seamlessly redi-
rect learners to adapt to the rapid shifts in the workplace.
With TESDA now back under the wing of DOLE, we look
forward to having both agencies collaborate together and
streamline services for the Filipino people. Likewise, we
are looking for potential collaborations with other agencies
and organizations to create a Skills Registry that will serve
as a reference for employers, academe, and learners/workers.
Similarly, we are anticipating continued support and coopera-
tion from our partners and stakeholders to join us in our efforts to
transform the future of workers, enterprises, and the economy.
DANILO P. CRUZ
Director General, TESDA
(July 2022-Present)

Message from the
Deputy Director General for
Policies and Planning
It is an immense honor to be one of the
presenters of the National Technical Education and Skills
Development Plan (NTESDP) Milestones for the past
cycle along with Sec. Lapeña and Director General Cruz.
Being able to oversee the crafting, implementation, and
evaluation of the document has enabled me to see the
drastic improvement of the TVET sector in the country.
Over the past years, the policies, plans, and
strategies carried out to attain the goals of the
NTESDP sought to enable the TVET system. As the world
of work transformed, the role of TVET evolved with it.
Globally, TVET’s image has transcended beyond just
an alternative to a college degree. TVET has become
synonymous to lifelong learning, as it is the primary tool for reskill-
ing and upskilling a worker to remain relevant in a fast-paced work
environment. As we seek to address the
workforce problems and cope with the acceleration
of globalization in the country in creating a “Vibrant
Quality TVET for Decent Work”, TVET continues to highlight
learning of new skills, upskilling, and reskilling the
workforce.
The COVID-19 pandemic has momentarily held us back due
to a series of lockdowns. Because of this, there is an even big-
ger responsibility of addressing learning gaps and losses.
In opening new doors for the 5th NTESDP Cycle and welcoming of
the Fifth Industrial Revolution (5IR), we are hoping to collaborate
with other agencies and organizations for our TVET partners and
stakeholders. Under the auspices of the Department of Labor and
Employment (DOLE), we are anticipating tackling jobs mismatch in
order to transform the Philippine economy full of skilled workforce.
Though we have encountered boulders rolling towards our way
over the past years, together, we became a mountain bracing
ourselves for impact as we serve our people. With all of that
being said, I would like to congratulate everyone involved in this
endeavor. May we all continue to strengthen our services for the
Filipino people.
All for TVET service, all for the greater love of TESDA.
iii

Skills empower people, businesses, and in turn,
economies. The old adage aptly emphasizes the value
of skills: “Give a hungry man a fish, you feed him
SUMMARY for a day; but if you teach him how to fish, you feed
him for a lifetime.” Possessing the right skills for
employment or livelihood provides the opportunity
for self-sufficiency, to alleviate poverty or to improve
one’s way of life. Skills lead to work productivity, and
productive workers, communities, businesses, services
lead to a progressive economy. That is why TVET is
universally important for all.
As the authority of TVET in the Philippines, the Technical
EXECUTIVE
Education and Skills Development Authority (TESDA) is
mandated to formulate a comprehensive development
plan for the middle-level workforce (Section 21 of the
RA 7796). The 4th Cycle National Technical Education
and Skills Development Plan (NTESDP) 2018-2022 was
created in collaboration with various sectors to serve
as a guide for actors, movers, and leaders under the
Technical Vocational Education and Training (TVET)
sector to create and implement responsive policies and
programs for the sector, and to support the broader
development goals and objectives of the national
government.
For the past five years, different players in the TVET
sector -- the government, industry, labor, academe,
NGOs, and learners -- contributed in pursuing the Plan
vision of a “Vibrant Quality TVET for Decent Work and
Sustainable Inclusive Growth.”
Key legislations, such as the Philippine Qualifications
Framework Act, Universal Access to Quality Tertiary
Education Act (UAQTEA), and the Tulong Trabaho
Act, enabled further the recognition of TVET as a
vehicle for human resource development, individual
and enterprise development for economic progress.
iv
Coordination with industry and other key stakeholders
for each of the identified priority sectors led to the
creation of specific action programs and resource
allocation to address the skills needs of each sector.
The NTESDP Inter-Agency Committee, strengthening of
TESD Committees, and close partnerships and linkages
were among the collaboration mechanisms. Figures in
enrollment (including scholarships), assessment, and
certification showed steady growth. That is, until the
pandemic struck which led to closure of schools and
workplaces.
With the stringent measures implemented by the
National Government to alleviate the COVID-19, the
different agencies adopted different strategies in
order to continually provide services to the sector and
to enable the academe, the industry, and the learners
to pursue TVET despite the challenges. Education
agencies DepEd, TESDA, and CHED released guidelines
in pursuit of flexible learning, to offer different options
to learners to continue their education despite the
pandemic restrictions. Government agencies crafted
and deployed policies and programs to respond to
the new challenges brought by COVID-19 and the new
normal. For its part, TESDA crafted the“OPLAN: TESDA
Abot Lahat.”Anchored on the National Economic
and Development Authority’s (NEDA) three phase-
approach (Respond, Recover, and Rehabilitate), the
OPLAN enabled TESDA to harness TVET to respond to
the crisis, help the people and the economy towards
economic recovery and progress.
Going online and digital became the norm for
communication as well as training delivery. TVET
Providers offered distance, face to-face, online, or a
combination of modes under flexible learning delivery.
Goverment agencies offered free online skills training,
such as the TESDA Online Program (with enrollment
figures soaring to 925% during the height of the pandemic), the DOH
Academy, e-Learning for Agriculture and Fisheries of (DA-ATI), Department
of Tourism’s Online Learning Courses, among others. Virtual meetings,
webinars, and web conferences became the norm in reaching out to clientele.
Moreover, TESDA and other government agencies re-aligned and transformed
their policies, programs, processes, and systems to adapt to the crisis and in
light of the transforming world of work. With the help of other stakeholders,
the sector continued to create an enabling environment for the development
of TVET in the country.
Guided by the TVETPH 4.0 Framework, TESDA led the TVET sector in ensuring
that Filipino workers continue to adapt not only with the pandemic, but
also the challenges brought about the by Fourth Industrial Revolution. Due
to the fast-paced technological changes affecting the workplace, constant
upskilling and reskilling are needed. Interventions included the development
of higher-level and Diploma programs in TVET, embedding of 21st Century
Skills, developing guidelines for anticipating skills needs, establishment of
innovation centers, modernization of TESDA technology institutions, training
of TVET trainers. The Department of Science and Technology conducted
training for data analytics, data science, research and development, while
DOT implemented the Tourism Industry Skills Program for skills upgrading
of tourism frontliners. Development Partners also played a significant role
during this period. Among the biggest projects include the Skills for Prosperity
Program with UK Global Prosperity Fund and ILO, and Supporting Innovation in
the Philippine TVET System Project (SIPTVETs) with ADB and other supporting
agencies.
To ensure that the high-growth industries have enough workers with the
necessary skills, TESDA pushed for the strengthening of enterprise-based
training (training conducted inside the actual workplace). Scholarship
allocation was re-defined to prioritize agrifishery and forestry in contribution
to rural and value chain development in the country. Recognition of
industry bodies and industry boards were also prioritized that would help
in the development of TVET standards, curricula, and other partnerships
and collaborations for the development of the sector. Meanwhile, DOLE
implemented the Jobstart Program to enhance employability of the youth,
and the Career Guidance Advocacy Program to guide the youth as they explore
their career, education, or training options.
The fourth objective of the NTESDP is to directly and more vigorously
address workforce needs of the basic sectors (marginalized, farmers,
overseas workers, etc.) for greater social equity and economic inclusion.
Different scholarship programs were implemented to ensure that citizens
and workers have increased access to TVET. TESDA led different agencies
under the Poverty Reduction, LIvelihood and Employment Cluster (PRLEC) of
the National Task Force to End Local Communist Armed Conflict (NTF-ELCAC)
to initiate Barangay Development Program initiatives across the country,
especially in the far-flung areas such as training programs that will make our
kababayans such as the IPs and former rebels to productive members of our
society. Several programs for the onsite, returning/repatriated, and outgoing
Overseas Filipino Workers (OFWs), are provided with skills training and other
forms of assistance in light of the pandemic crisis. Other programs, such as
Opportunity 2.0 (with USAID and EDC) for the vulnerable out-of-school youth,
skills training for farmers under the Rice Competitiveness Enhancement Fund
(RCEF), LinksFarm, Tsuper Iskolar Program for public transport drivers, and
Sustainable Livelihood Program for the marginalized and the poor, sought
to equip workers from different sectors with the requisite skills for poverty
alleviation.
To instill values and integrity in the conduct of TVET, TESDA focused on
strengthening its quality assurance system. The agency maintained its ISO
9001:2015 certification and was given the Philippine Quality Award Level
I recognition for its commitment to quality management. Recognition
programs such as the Kabalikat, STAR, and APACC recognize those who have
exhibited exemplary performance in the field of TVET.
With the implementation period of the 4th cycle coming to a close, the
sector is preparing for the formulation of the next medium-term cycle of the
NTESDP. In order for our workers, enterprises, and by extension, our economy
to bounce back and become resilient against the 4IR, 5IR, and other potential
disruptions, the new Plan shall focus on the four themes, namely: New
Mindset, Re-skill, Re-style, and Digital Capacity.
v
 About the NTESDP
The Technical Education and Skills Development Authority
(TESDA) is the government agency tasked to manage and
supervise technical education and skills development (TESD) in
the Philippines. It was created by virtue of Republic Act 7796,
otherwise known as the “Technical Education and Skills
Development Act of 1994”.

One of the mandates of TESDA is to formulate and implement

a plan focusing on TESD and advocate the relevance of
Technical Vocational Education and Training (TVET) as a valuable
educational and career path, for individual as well as socio-
economic development.

Section 21 of RA 7796, or the Technical Education and Skills

Development Act of 1994, states that “TESDA shall formulate
a comprehensive development plan for middle-level manpower
based on a national employment plan or policies for the optimum
allocation, development, and utilization of skilled workers for
employment entrepreneurship and technology development for
economic and social growth… Thereafter, it shall be the plan for
technical education and skills development for the entire country
within the framework of the National Development Plan.”

True to this mandate, the TESDA, in cooperation with its partners

and relevant sectors, has formulated the National Technical
Education and Skills Development Plan 2018-2022, the fourth
in a cycle of such plans, to mobilize and encourage the full
participation of industries, the labor sector, government units
and relevant educational institutions in the development of the
Philippines’ human capital resources.

It serves as a compass that guides the Technical Vocational

Education and Training (TVET) actors, movers, and leaders in
formulating responsive policies and implementing programs for
the sector, and to support the broader development goals and
objectives of the national government as well as the Sustainable
Development Goals.

vi
The NTESDP 2018-2022 adopts a two-pronged strategy which are: TVET for Global Competitiveness and Workfrice
Readiness, and TVET for Social Inclusion and Poverty Reduction. One of the main objectives of TESDA as an agency is to
ensure that technical education and skills development in the country is productive and at par with world-class skills,
able to achieve decent and productive employment, and have a sustainable and inclusive growth.

TVET FOR GLOBAL COMPETITIVENESS

AND WORKFORCE READINESS
TVET as a source of skills, knowledge, and technology, serves as a driver for
continuous productivity in industries. Being productive is a basis for economic
growth of not just the whole economy, but also as an individual on par with
world-class skills. As a result, Philippine TVET is improved by comparing it
to international standards and adapting the most recent technologies and
innovation brought about by the Fourth industrial Revolution (4IR).

TVET FOR SOCIAL INCLUSION

AND POVERTY REDUCTION
The pandemic experienced by the world lead to disparities not just in the
economy, but also in the social sector. Those who are socially excluded and
displaced have been specially affected during the pandemic. TESDA aims to
continue the universal principle of social inclusion. Using a community driven
approach, TESDA is looking towards being more area-specific, resource-based,
and generally flexible in encompassing every Filipino with cohesiveness. As
a result, it is expected that poverty in the country will be reduced through
equipping the socially excluded with proper skills, knowledge, and technology.

vii
 Objectives and Strategies
This report showcases the highlights of the Plan achievements, which pursued the following
objectives and strategies

The NTESDP 2018-2022 envisions a Vibrant Quality TVET for Decent Work and Sustainable Inclusive Growth.
This overarching theme is the rallying point that primes the TESDA and its partners to achieve the NTESDP’s primary objective
of galvanizing and strengthening the TVET sector.
On June 17, 2019, the NTESDP was formally approved and adopted with the President signing Executive Order No. 83 s. 2019.
The EO enjoins all NGAs and instrumentalities, LGUs, and private sector to adopt, disseminate, and support the implementation
of the NTESDP, and refer to the Plan in the development and implementation of their respective TVET programs, projects and
policies.

1
1. Create a conducive and enabling environment for the
development of quality service delivery of the TVET sector
in order to produce work-ready, globally competitive, green
economy workers imbued with 21st century skills.

> Establish a flexible and agile system in TVET processes, pro-

grams, and policies to be responsive to changing learning, in-
dustry and demographic development requirements both at the
global and local levels.

> Intensify collaboration with critical government agencies,

LGUs, GOCCs, NGOs, industry associations, workers’ groups, civil
societies, and other organizations

> Expand TVET capacity in key growth areas to address the

growing demand for skilled labor and need for more trainers,
assessors, centers and facilities for the TVET sector and for the
K to 12 Program

> Improve research, innovation, knowledge management, and

extension services.

> Strengthen quality assurance mechanisms in TVET.

> Create and maintain a transparent and perpetually-refreshed

information system on relevant stakeholder

> Data (e.g. TVET learners, workforce supply and demand) to ad-
dress the needs and requirements of the workforce

> Employment sector, the preferences and interests of the labor

sector, and those entering the workforce.

> Intensify promotion and advocacy of TVET thru aggressive

marketing and information-dissemination strategies

2
2. Prepare the Philippine workforce for the challenges posed by the
Fourth Industrial Revolution (4IR) as it ushers in new jobs not yet in
the marketplace but that will make existing ones obsolete.

> Push for the active participation of industries in assessment and cer-
tification processes

> Gear the synergy of the education sector with the industries towards
synchronizing with international standards of/for decent work

> Rationalize the TVET Delivery System to meet the demands and re-
quirements of technologies, industries and world of work by enlarging
the scope and impact of enterprise-based training to elevate it as a
dominant delivery mode

> Institute separate and faster mechanisms to address rapidly-chang-

ing jobs by hastening the development of competency standards/
Training Regulations

> Address skills requirements not yet attended or covered by the TVET
sector

3. Assure and ensure that industries with high economic and employment
growth potentials are provided with the required quantity of quality
workforce

> Strongly support identified priority sectors

> Intensify industry participation and involvement in design, develop-

ment, implementation, and assessment of policies and programs

> Expand and intensify labor force participation through enabling

mechanisms

3
4. Directly and more vigorously address workforce needs of the basic
sectors in order to achieve greater social equity and economic inclusion
> Formalize a flexible system of qualification standards and training
regulations adapted and customized to their needs, wherever they
may be
> Redesign and redevelop community-based training programs to re-
spond to the needs of the basic sectors.
> Institute a dedicated unit to cater to the needs of the basic sectors’
workers to effectively attend to their concerns
> Implement skillspreneurship as a formal strategy in social learning
5. Instill values and integrity in the conduct and delivery of TVET in the
whole sector
> Promote full transparency and freedom of information
> Set up joint industry and government bodies that subject TVET provid-
ers to processes similar to those undergone by private school
> Conduct of regular seminars, dialogues, problem-solving and oppor-
tunity-seeking sessions, best practice sharing, poor practice admoni-
tions and recognition and rewarding programs sponsored by the aca-
deme, industry and government.
> Strengthen recognition and incentives programs
4
 OBJECTIVE Create a conducive and enabling
environment for the development
1 of quality service delivery in TVET

ACTI ON PROGRAMM IN G >> AREA-BASED DEMAN D-DR I V E N

TVE T >> O PLAN TES DA AB OT L AHAT >> F L EX I B L E L EAR NI NG
DE L I VERY >> TOP >> T ESDCS/T T I ADVI SO RY CO U NC I LS
>> D EV T PARTNERS >> T VET I N T ERN AT I O N AL I Z AT I O N >>
AG ROS TUD IES >> AT C >> P SF >> L MI RS >> EFORA

NTESDP Action Programming

In collaboration with Bayan Academy and JP Morgan Chase
& Co., TESDA aims to fully understand the impact and
cover the workforce requirements and key industry players
concerns after implementation of the Plan. The collaboration
also aims to sustain and nurture working relationship with
the industry to drive TVET and TESDA in becoming an
enterprise-led and demand-driven sector. Focused group
discussions and workshops were facilitated to know the
different takes of key actors in the industry on fast-paced
technology and other concerns.

The responses of the key actors will then be used as reference

and basis for policy recommendation to identify what skills
and requirements will be needed to further improve and
hasten the development process of competency standards,
scholarship allocation, and clearer programs and policies
that would contribute to sectoral growth specifically in the
following industries: 1.) Tourism; 2.) IT-BPO; 3.) Real Estate
and Construction; 4.) Agriculture; 5.) Manufacturing; 6.)
Electronics; 7.) Health and Wellness; and 8.) Transportation,
Communication, and Logistics. In 2022, TESDA consulted
with the regional level under the #InDemandPH project
to have an area-based input for the Action Programs in
Construction, Manufacturing and IT-BPO sectors.

5
Area-based
Demand-driven TVET
The Area-Based Demand Driven TVET has enabled the agency
to give speedy responses to the critical and rapid changes in
industries catering to TVET. The Area-Based and Demand-
Driven TVET aim is to produce rightfully skilled workers in a
specific area or locality while also making it possible to address
skill mismatch in the workforce.

Through the ABDD, skills standards will be created, trainers

capacitated, and workers trained according to skills needed
in the area. The use of this act would make it easier for key
actors to improve measures through more specific and targeted
interventions for better competency standards. It would also
enable workers to stay in their communities for employment
which would increase jobs in the area. This would also bring
scholarships and investments, targets, and programs for
communities in the area. Local enterprises will have an easier
time seeking skilled workers in the vicinity, as they played an
active role in identifying the requisite skills needed for their
businesses.

Capability building programs to the Regional and Provincial

implementers were conducted in July 2021 and June 2022.

6
 survival
Mar-June 2020

transitional
July -Dec 2021

structural
2021 - 2022
Implemented relevant and
responsive TVET plans and policies
under the “new normal”
TVET policy issuances in response to COVID-19
Strengthened TESDA Online Program (TOP)
Crisis Management Plan

The sudden emergence of the COVID-19 pandemic greatly affected the Philippines’ economy and
OPLAN TESDA left many Filipinos losing jobs while trying to survive. To combat this, TESDA and the TVET sector

Abot Lahat responded by implementing the Operational Plan (OPLAN) TESDA Abot Lahat: Towards the New
Normal. Anchored on NEDA’s three phase approach: “Respond, Recover, and Rehabilitate”, the plan
was immediately released in April 2020 as a quick-response plan to ease transition to the new normal.
The OPLAN Tesda Abot Lahat was able to contribute to the nation’s economy, health, and job security
during the pandemic.

7
 Developed innovative and flexible
regulatory programs adaptive to
the new environment and changing
sectoral needs
Area-based Demand-driven TVET
Flexible Learning Delivery
Virtual Assessment and Portfolio Assessment
IT-assisted and COVID-responsive TVET processes
Designed and implemented innovative, Strengthen institutional capacity to
accessible programs that meet the needs of be responsive and adaptable to crises
clients and partners Online/blended mode of training of trainers
Supported frontliners and clients in need by producing and Developing TOP Learning Management System
distributing food and safety gear/equipment Improving IT infrastructure
Supporting priority sectors (agri, health, construction) thru Crisis Management Plan
development of competency standards, scholarship allocation, Partnerships established, strengthened
promoting urban gardening, farm schools, etc. Conduct of eFora, Conferences, Researches
Promoting enterprise-based training (EBT to the Max)

The objectives of OPLAN TESDA Abot Lahat
targeted to ensure relevant and responsive
TVET plans and policies in the new normal,
develop innovative and flexible programs
addressing the changing need of TVET sector,
design and implement programs meeting the
needs and requirement of target partners, and
to strengthen the institutional capacity of TESDA
as a responsive agency in times of crises.
The heavy impact of COVID-19 pandemic
advocated for a new plan that would contribute
to the nation’s food, health, and job security
during and after the pandemic. TESDA, in line
with its mandate of providing skills training and
certification to Filipinos, utilized skills to provide
food packs and use of urban gardens to help
in food security and creation of safety gears to
prevent the spread of the virus.
To continuously deliver skills training to
Filipinos, the TESDA Online Program served
as an alternative mode of TVET learning
during quarantine and flexible learning
arrangements were pursued. Policies, plans,
and priorities were re-aligned in response
to new normal environment.

8
 Adoption of Flexible
Learning Delivery
In accordance with the social distancing protocols
imposed during the pandemic, TESDA issued Guidelines
on the use of Flexible Learning Delivery (FLD) to ensure
the safety of its learners while knowing more about their
enrolled courses. Delivery modes include face-to-face,
online, blended, distance, or any combination of these
learning modalities, depending on the different contexts
of training of the learners. FLD enabled students to
continue learning despite social distancing measures
imposed during the pandemic based on what is more
convenient for them.

9
TESDA Online Program
TESDA has a free eLearning platform called the TESDA Online Program
(TOP) existing since 2012. TOP provides free online training to anyone
and anywhere in the world who wants to enroll in TVET courses. During
the first year of the pandemic, its popularity reached greater heights due
to the mandatory closures of establishments leading to users enrolling to
courses in the TOP. There is a total of 925% increase in user registration
and the majority of learners enroll in popular courses like Tourism,
Human Health/Health Care, and 21st Century skills. At present, TOP
actively contributes toward a socially inclusive, environmentally-sound,
and gender-fair TVET. Additionally, TOP actively contributes toward a
socially inclusive, environmentally-sound, and gender fair TVET.

10
Multi-sectoral Bodies in TVET Policy-making:
Strengthening Role of TESDCs and TTI Advisory Councils

Policy-making in TVET does not rest on the shoulders of TESDA alone.

The agency holds regular consultations with clients and stakeholders
to solidify all areas of TVET policy formulation in the country. In line
with this, the Technical Education and Skills Development Committee TVET for Global Competitiveness and Workforce Readiness
(TESDC) was created with it serving as the integrating body of all TVET- TVET for Social Inclusion and Poverty Reduction

related local level concerns. The participation of TESDC in regional and

provincial levels contributes a lot to the planning, implementation, and
monitoring of TVET. Aside from this, the TESDC also tackles problems
falling under governance, financing, partnerships and engagements in
the TVET sector. Moreover, the establishment of the Advisory Council
for TESDA Technology Institutions (TTI) also served as support for
enhanced program delivery.

11
Projects and Collaborations with
Development Partners

ADB TVET Sector Study

The Fourth Industrial Revolution (4IR) is still being enhanced
and expanded in Philippine society. As a response and in
ensuring that Philippine TVET is responsive to the local and
international development goals, TESDA conducted an
assessment report of the TVET sector in collaboration with
the Asian Development Bank (ADB). The Plan strategies
are fleshed out as concrete action programs co-developed
with industry partners and other key players. Sustaining and
nurturing the working relationship with the industry is also one
of the objectives of this collaboration.

The Technical and Vocational Education and Training in the

Philippines in the Age of Industry 4.0 discusses an objective,
factual, and detailed analysis of TESDA and its contribution
to Philippine TVET. It also includes the evaluation of ADB in
the opportunities, challenges, and outlined policies needed to
modernize the TVET system in becoming a competitive agency
for the sector. The report also included recommendations
on how TESDA as a collaborative agency can improve
the employment opportunities of its learners, enhance
competitiveness of Philippine enterprises it partnered with,
and accelerate the integration of the technology-intensive
age while being socially inclusive. Furthermore, the TVET
sector study can also serve as a guide for TESDA in pursuing
collaborations with development partners, strengthening TVET
governance, and recovering from the effects of the pandemic.

12
 The report prepared by the World Bank in collaboration with
the Philippine Qualifications Frameword-National Coordination
Council to conduct a review to strengthen the PQF’s design.
Philippine . PQF is a referencing tool across levels of qualifications and
Qualifications standards to assist and support academic and worker mobility,
help address job-skills mismatch, and promote lifelong learning.
Framework
It is the Act institutionalizing a national policy that describes the
levels of educational qualifications and sets the standards for
qualification outcomes. It is a quality assured national system for
the development, recognition and award of qualifications based
on the standards of knowledge, skills, and values acquired in
different ways and methods by learners and workers in the
country. The PQF National Coordinating Council, composed
of the heads of DepEd, DOLE, CHED, TESDA, PRC, and
representatives of the economic and industry sectors, was
established to harmonize and promote a seamless education
and training system.

Opportunity 2.0
Opportunity 2.0 is a youth
development project in the Philippines
implemented by the Education Development
Center (EDC), in cooperation with the Department
of Education (DepED), TESDA, and the US Agency
for International Development (USAID) that aims to
improve the education, employment, and livelihood outcomes
situation of more than 180,000 out-of-school (OSYs) Filipino youth.
The collaboration would strengthen the education and workforce
development system of the vulnerable OSYs for better opportunities. Its
TVET-related components will be handled by TESDA through which the agency
made an effort with creating a TVET’s trainers’ capability inventory, developing 21st-
century skills modules, and increased youth access to TESDA Online Program. Afterwards,
conduction of focused group discussions with OSYs and TVET trainers are to be done.

The second Intermediate Result (IR 2) enabled Opportunity 2.0 to center around building the capacity of
national and local systems in providing foundation skills for an OSY’s workforce readiness or entrepreneurship.
As a result, Opportunity 2.0 delivered modules on 21st Century Skills for National Certificates Level I and II based
on EDC’s Life Skills, Work Ready Now (WRN), and Be Your Own Boss (BYOB).
13
Review of the Philippine
Qualifications Framework
The PQF also aims to provide policy reommendations in hopes to expedite
processing of PQF’s operation. Below are the recommendations mentioned in the
review:
1. PQF leadership and governance structure should be strengthened, along
with clear accountability.
2. Capacity-building among key stakeholders by setting up clear implementation
guidelines, training, and awareness enhancing activities should be part of the
PQF-NCC’s priority activities.
3. Pilot tests in areas applicable to the PQF design and structure should be
conducted to enhance the applicability and relevance of the PQF.
4. A single quality assurance system should be established to monitor and
evaluate the implementation of the PQF.
5. The implications of COVID-19 on overall education and training systems on
the PQF should be investigated.

14
 Skills for Prosperity (SFP) Project
Philippines
The Skills for Prosperity Project in the Philippines (SfP-PH) is
Britain’s overseas development assistance project funded by the
UK Global Prosperity Fund and implemented by the International
Labour Organization (ILO). The purpose of SfP-PH is to increase
national capacity in achieving sustainable inclusive growth through
improving technical vocational education skills. This can be done
through its four pillars which are enhanced equity, improved
quality, enhanced relevance, and improved cost effectiveness.
actors in order to achieve the project outcomes stated above.
The supplemented information talks about development and
sharing of theoretical capabilities, initiation of practical activities,
and knowledge sharing events. Together with the British
Embassy in Manila and the ILO, TESDA works closely to upgrade
skills development and TVET systems in the Philippines while
attaining a sustained and inclusive academic growth.

The SfP-PH project highlights gender equality and social inclusion

(GESI) while focusing on agriculture, construction, and information
technology and business process management sectors. The
aforementioned sectors are widely recognized for their potential
for employment creation catering to marginalized sectors. It is
currently focused on area-based activities in three pilot regions
which are Regions VI, VII, and VIII in Visayas. The mentioned
regions were chosen as these are places with brisk economic
development yet natural disaster challenges still occur.

Another intention of the project is to enhance the abilities of

policy makers, relevant staff, technical agencies, and other key
15
 In line with TESDA Circular No. 58 Series of 2018: Imple-

Green Philippine TVET menting Guidelines for Greening TVET System, the agency
developed the Greening Framework and Greening TVET
Checklist. The Green Framework discusses the movement
of TESDA in green jobs, policies, competency standards,
Green Jobs/ Skills training regulations, culture and a community. Both Frame-
work and Checklist put forward objective and quantifiable
evaluation for greening TVET.
Green Green Policies
Community With the main goal of preserving and restoring the envi-
ronment, the production of green jobs under the influence
of RA 10771 or Green Jobs Act of 2016, the agency is ex-
GREENING TVET pected to protect ecosystems and biodiversity, reduce con-
Framework sumption, and decarbonize the economy in the agriculture,
industry, or services sector. Several provincial training cen-
ters such as the Calumpit Training Center have successfully
promoted sustainable solutions through their solar-pow-
ered rainwater harvest and irrigation systems. Other green
Green initiatives include the integration of green consciousness in
Competency
Green Culture local communities, similar to what the Provincial Training
Standards / Training
Regulations Center of Iba, Zambales and Camarines Sur has done with
their constituents.

The International Labour Organization (ILO) developed a STEMifying TVET With ILO
STEM learning design framework to strengthen the skills
training of women who are underprivileged and underem-
ployed TVET graduates. The framework aims to equip these
women to be more equipped with STEM-related skills to
increase their career prospects. Implementing Guidelines
in STEMifying TVET is currently being developed. TESDA
will develop a Contextual Learning Matrix (CLM) that would
connect basic, common, and core units of competency in
areas of matehmatics, science, and relevant langauges in
the emerging fields of green technology, health literacy, and
inclusive training delivery.

STEM in TVET Framework

16
 Internationalizing TVET

Philippine TVET
Internationalization
Framework
TESDA recognizes that the TVET sector
needs to catch up with the opportunities and
challenges that globalization is bringing. As
such, the agency is inclined to define its clear
policy directions on the internationalization of
Philippine TVET in order to make its presence
known worldwide. Philippine TVET must be
able to continue to strengthen its presence,
participation, partnership, and obligation in
the world stage through bilateral, regional,
multilateral, and global platforms. The
Philippine’s “Diplomacy for Development”
policy will be used in anchoring the TVET
international growth with the overall
development goals of the country. TESDA
pursuing internationalization means that the
TVET sector must be able to be at par with other
nationalities, hence, supporting the mobility of
Filipino TVET workers internationally is more
than necessary. This can be done through the
establishment of a purposive and strategic
cooperation arrangements with other nations.

17
WorldSkills Competition
WorldSkills International is an organization committed
to create new employment opportunities for young
people. To cement the Philippines’ TVET position on a
global scale, TESDA regularly sends out participants to
the WorldSkills Competition where several notable TVET
graduates won medals in the competition. In preparation
for the WorldSkills Competition, TESDA was able to
successfully conduct a hybrid implementation setup
of the Philippine National Skills Competition (PNSC)
to prepare competitors for their eventual participation
in the aforementioned competition. Winners from the
PNSC will undergo rigorous training to prepare them as
the country’s representative for WorldSkills 2022. In the
past, Filipino competitors bagged medals showing that
Philippine TVET has something to offer.

18
 ASEAN TVET Council (ATC)
Since 2017, the Philippines is active in pushing for the establishment of the
ASEAN TVET Council which will serve as the regional and inter-sectoral body
coordinator of research, development, and advancing TVET in the region. The
ASEAN TVET Council was launched during the High-level Ministerial Conference
on Human Resources Development for the Changing World of Work hosted by
Vietnam in 2020. The Philippines serves as the inaugural chair of the ASEAN TVET
Council from 2020 until 2022. It is following the Terms of Reference (TOR) which
specifies the council’s vision, mandate, objective, and government mechanisms.

With the support of the ASEAN Secretariat and Regional Cooperation Programme
in Technical and Vocational Education and Training (RECOTVET), TESDA hosted
the workshop on the development of the ATC Work Plan 2021 to 2030 on June
15-16, 2021 and the ATC Organizational Development (OD) Workshop on
November 16-17, 2021. The two workshops served as harmonization platforms
to clarify the roles of key players, strengthen cohesiveness, and promote the
development of the Council.

The establishment of ATC is a landmark achievement for TVET, and it shall strive
to realize the shared vision of empowered, future-ready, and resilient ASEAN
human resources.

19
2ND ASEAN TVET COUNCIL (ATC)
Last November 17-18, 2022, Philippines successfully became the host
for the 2nd ASEAN TVET Council Meeting. The event highlighted the
turnover of chairmanship from the Philippines to Singapore.

Several documents under the Philippines’chairmanship has been created.

These are the ATC Terms of Reference and Rules of Procedure, ATC
Work Plan 2021-2030, ATC Organizational Development Framework,
ATC Organizational Development Booklet, and Concept Note of the
ATC Regional Policy Dialogue.

Additional agenda of the meeting was to follow-up actions to the 1st

ATC Meeting including the ATC Annual Report, Terms of Reference,
and Rules of Procedure. A proposal to co-host regional activities was
discussed along with the ASEAN Summits decisions and other relevant
Meetings. The ATC Workplan 2021-2030 was also thoroughly discussed
and Cooperation with External Parties were considered.

The Philippine delegation put forth proposals on increased investment in

TVET through learning hubs and innovation centers that would provide
state of the art learning systems. This also includes specialized trainings
for the priority sectors focused on resklling and upskilling the workforce.

A proposal to also create an ATC Hub that would serve as the coordinating
arm of the ATC while supporting and monitoring the implementation of
TVET programs was also put forward by the Philippines during this ATC
Meeting.

20
 Philippine Skills Framework
The Philippine Skills Framework initiative is an inter-agency
effort to build the skills and competencies of the human
capital and better prepare the country’s workforce for the
future economy. This often involves the development of
sector-specific skills frameworks that will guide the country’s
workers in enhancing their skills for particular job roles. The
Department of Trade and Industry (DTI) and Philippine Trade
Training Center (PTTC) take the lead in implementing the
framework, along with 10 other government agencies. The
Philippine Skills Framework for Human Capital Development
is in full force as it was launched last May 6, 2022.

INTER-AGENCY INTERVENTIONS
Reaching out thru Online Fora,
Webinars, and Conferences
To fully know the outcomes of different activities set with TESDA, the agency
initiated different fora and conferences to improve sharing of information
for better improvement of policy-making agenda and direction-setting
functions of involved actors. The 2020 TVET Policy eFora Web Conference
(WebCon) with the theme “Survive, Revive, Thrive: Transforming TVET
Towards the New Normal and the Digital Future” served as a platform for
dialogue on current challenges within the TVET sector. The attendees of
the eFora also discussed policies, strategies, and interventions which will
propel TVET for economic recovery, preparation for the new normal, and
4IR. The organized eFora had four parts with each session having a focus
on different sectors with the main eForum serving as the culmination of
the series. In 2021, another eFora was held with the theme “Disruptions to
Direction: Adaptive Strategies in TVET for Resilience towards the Future”.
Around 720 participants from the industry, academe, and the government
were invited to present their opinions and insights on enhancing TVET
strategies.

21
Labor Market Intelligence
Reports and Studies
TESDA published several Labor Market Intelligence Reports (LMIRs)
to determine the TVET demand of stakeholders in the market. The
LMIRs include details on the current job market, industry issues,
employment projections, and other related trends. The reports and
studies also include possible turnouts of the impacts, challenges,
and opportunities coming off from the TVET landscape.

For the year 2021, four (4) LMIRs were developed and issued
namely: 1.) Sustaining the Future: Powering Individuals and
Communities through Renewable Energy; 2.) The TVET Trainer: In
the Future of Work and Learning; 3.) The Potential of AI Divergent
Possibilities of Innovation; and 4.) Care Health Caring in the New
Normal. Previously, TESDA was able to publish four (4) LMIRs for
the year 2018, five (5) LMIRs in 2019, and eleven (11) LMIRs and
eight (8) TVET Briefs in 2020.

The Department of Labor and Employment also issues various

regular Labor Market Information (LMI) publications such as Labor
Market Monitor, Labor Market Updates and Job Ads; and special
publications such as Labor Market Trends, Career Pamphlets, and
Industry Career Guides. Additionally, the disseminated DOLE’s
JobsFit 2022 LMIR and Career Guidance and Employment Coaching
(CGEC) serves as an avenue for career advocates and guidance
counselors for preparing directions in upskilling, reskilling, and
retooling them to a changing labor market. 22
 OBJECTIVE Prepare the Philippine workforce TVET PH4.0 Framework
for the challenges posed by the
2
The COVID-19 pandemic forced changes in the nature of jobs
Fourth Industrial Revolution and skills needed worldwide, most especially for the TVET sector.
Taking into consideration the central role of TVET in the workforce,
TESDA ensures that competitive workers are meeting the skills
TVE T PH4.0 FRAMEWORK >> SN A >> DI P L O MA P RO G RAMS >> T R A I NE R S ’ T R A I NI NG > >
requirement while promoting a lifelong learning culture. The goal
MI CR OCRED ENTIALING AN D RP L >> I N N O VAT I ON C E NT E R S >>
of TESDA is for TVET learners to acquire competencies that will
SI PTVETS >> M O D ER N I ZAT I O N O F T T I S >> DA & AT I E LE A R NI NG
make them adaptive, resilient, and competitive in the world of
>> DOH ACAD EMY >> SPA RTA DO ST >> DI G I TAL J O B S P H >> I N D U S T R I A L T R A I NI NG
work today and tomorrow.

This resulted in TESDA developing the TVET PH 4.0 Framework

that serves as a response to challenges posed by the 4IR in the
education and employment landscapes.

23
 Development of higher-
level qualifications and Trainers’ Training
Diploma programs To determine the capacity of TESDA trainers, the
National TVET Trainers Academy (NTTA) conducts
the National Trainers Development Program
In compliance with the Philippine Qualifications
(NTDP) and categorizes the classification of training
Framework, TESDA was able to develop eight (8)
programs. In terms of programs conducted, NTTA
NC III TRs and two (2) NC IV TRs in 2018, eight
delivered 32 programs in 2018, 21 in 2019, 19 in 2020,
(8) NC III TRs and two (2) NC IV TRs in 2019, and
12 in 2021, and 10 as of August 2022. Additionally,
a total of 493 Diploma Programs in 2021. As of
in 2021 there were 4,792 individuals assessed and
August 2022, there are a total of 526 recognized
3,403 certified for Trainers Methodology Level I and
diploma programs and 250 TVET institutions
10 individuals assessed and seven (7) certified for
ready to provide programs nationwide. The
Trainers Methodology Level II.
Authority envisions Innovation Centers offering
more diploma programs to increase the number
Moreover, the trainee entry requirements were
of technicians and technologists in the country.
revised in 2019 to allow individuals with Incomplete
Industry Work Experience Required (IWER) to enroll
in Trainers Methodology I and be granted with
provisional National TVET Trainer Certificate (NTTC).
As of October 2022, a total of 615 trainers graduated
Skills Need Anticipation from training programs.

TESDA adopted the Skills Needs Anticipation

(SNA) approach included in the National Technical TVET Trainers and Assessors
Education and Skills Development Plan (NTESDP)
to keep up earlier with the advancements Trainers and assessors are critical in the quality
of the TVET industry. In partnership with the assurance of TESDA’s program and assessment
International Labour Organization (ILO), TESDA processes and delivery. TESDA’s effort to meet the
piloted the SNA project in the Construction demands and standards required by the technology
and Information Technology-Business Process and the industries is of utmost importance.
Management sectors. Increasing industry practitioners to be TVET
trainers and assessors has been part of the Plan to
The SNA project results showed that some rationalize the TVET delivery system. In 2018, there
sectoral skills requirements included in the were 21,627 trainers who attended the training and
national skills map are used as reference in 10,855 for the year 2019. There are a grand total of
developing new programs, reviewing existing 21,737 NTTC holders as of October 2021.
training regulations, and used as a determining
factor in prioritizing who will accept scholarship
allocations.
DRAFT

24
Micro-credentialing and
Recognition of Prior Learning (RPL)
The issuance of the Implementing Guidelines on Recognition of Micro-
Credentials for Lifelong Learning and Upskilling/Reskilling of Learners
in TVET in 2021 enabled the agency to continuously work on an
accessible TVET. Through this act, learners may transform non-formal
learning to academic, can be assessed and certified, and enable them
to build an improved skill portfolio for better job opportunities and
empowered Philippine workforce.

25
 Establishment of Training
and Innovation Centers in
Key Growth Areas
With a goal to make TESDA Technology Institutions
(TTIs) have a competitive advantage in the international
workforce, President Rodrigo Duterte approved the PHP
40 million fund to establish twenty-three (23) Innovation
Centers in the country. As of 2021, three (3) Innovation
Centers have been established in Regions VII, VIII, and
IX. Additional TTIs are expected to be built in five more
areas: Taguig City (NCR), Pangasinan (Region I), Isabela
(Region II), Bataan (Region III), and Davao City (Region
XI).

Meanwhile, the Regional TVET Innovation Centers (RTIC)

Supporting Innovation in
purpose is to serve as a platform for knowledge sharing.
The RTICs are expected to provide TTIs authentic learning
the Philippine Technical and environments, innovations, and entrepreneurial learning
for participants. Using the TVET PH 4.0 Framework, RTICs
Vocational Education and will equip learners with industry-standard STEM skill sets
for the 21st century to become job-ready workers.
Training System Project
SIPTVETS, is preparing the human labor force in facing the essentials
needed for 4IR and the attached challenges that comes with it. SIPTVETS
will strengthen the institutional capacity of TESDA in handling technical-
vocational development agenda in the country with a priority in producing
high-caliber and job-ready skilled workers.. The Project also aims to support
the country’s economic priorities, especially the National Employment
Recovery Strategy (NERS), in order to successfully mitigate COVID-19
pandemic effects in the workforce.

The Project will be done through the USD 100 million loaned fund from
the Asian Development Bank (ADB) and USD 17.3 million from the
Philippine government. This has been cross-checked by different ADB
and TESDA officials along with the Philippines’ Department of Finance
(DOF), Department of Budget Management (DBM), Department of Trade
and Industry (DTI) and the National Economic Development Authority
(NEDA). The final feasibility report was also submitted to the NEDA
Investment Coordination Committee on September 23, 2021, and is now
for endorsement and approval.

26
 INTER-AGENCY ACCOMPLISHMENTS
eLearning for Agriculture and
Fisheries (DA-ATI)
The Agricultural Training Institute under the Department of Agriculture
implemented eLearning for Agriculture and Fisheries as a major part
of their e-Extension Program. The eLearning platform offers courses on
Crops Production, Livestock, Marine and Fisheries, Social Technology,
and Sustainable Agriculture.
Industrial Training (DOST-Metals
Industry Research and
Development Center)
Designs and implements relevant training modules which continuously
upgrade the Filipino entrepreneurs, engineers, and technicians to the
demands of local and international markets.

Smarter Philippines Through R&D, Training Ladderized Education

and Adoption - SPARTA (DOST)
The Smarter Philippines Through R&D, Training and Adoption (SPARTA) is a project
launched by DOST to provide necessary online education that will produce in three
(3) years, 30,000 learners completing a specific tract on data science and analytics,
R&D mechanisms and infrastructure to enable the data science and analytics industry
to foster innovative governance practices.
Program (CHED)
The Commission on Higher Education continued to
implement the the Ladderized Education Program (LEP)
which allows tech-voc graduates to pursue a college
degree without having to take the course programs all
over again. CHED has developed 10 programs with Model
Embedment of TVET Competencies/Qualifications with
the recently approved Policy Standards and Guidance
(PSG) for Ladderized BS in Naval Architecture and Marine
Engineering (BSNAME).

27
 DOH Academy (DOH)
The pandemic prompted the Department of Health (DOH)
to add courses on practical training in health and wellness
through their DOH academy e-learning platform. Seventeen
(17) additional e-learning courses were uploaded to DOH
academy wherein 8,330 individuals registered with 58%
of the total enrollees completed the courses. E-learning
courses include contract tracing, testing, treatment, infection
prevention, and control.

iTrain (DOST-FNRI)
The iTrain is Department of Science and Technology - Food and
Nutrition Research Institute (DOST-FNRI) newly added web-based
service that delivers online tools for food and nutrition information.
It commits itself to disseminate information to stakeholders for an
empowering healthy lifestyle and well nourishment of Filipinos. The
iTrain has been conducting trainings and seminars to utilize the use of
the website. Users can enroll for face-to-face, online, or offline trainings
to learn more about health while earning professional development
credits.

Digital Jobs PH (DICT)

Digital Jobs PH (DJPH) is the initiative of the Department
of Information and Communications Technology (DICT) that
offers various tracks of free online technical training to the
general public as the nation heads into extended quarantine.
It primarily aims to develop ICT technical skills of Filipinos in
the countryside and increase an individual’s hireability while
participating in the digital economy. The value of the DJPH
may be measured according to its economic contribution
to the Local Government Unit (LGUs), where training has
been conducted and how the populace may be upskilled
to contribute to the local IT-BPM industry. This information
would be crucial in informing and guiding the Department’s
policy and project development as it will assess and evaluate
the efficiency and efficacy of project implementation in the
countryside. 28
 other priority manufacturing industries, logistics, general
infrastructure, and new and emerging sectors. The scholars
OBJECTIVE Ensure that industries with high under this program are entitled to free training and assessment.
economic and employment growth
3 potentials are provided with the
required quantity of quality workforce
On the other hand, STEP is a community-based training
program that seeks to address the specific skills needs of the
community and promote employment through entrepreneurial
TVET S chol ar ships >> T ulo ng T rabaho Sc h o l ars h i p >> or self-employment activities.
I n dustr y Boards >> EB T to t he Max >> Jo b s tart > >
Career Guidance Advo c acy P ro g ram (C G A P ) >> Meanwhile, RA 8545 known as the Expanded Government
Partn e r ships in the Pr ivate Sec to r Assistance to Students and Teachers in Private Education
(GASTPE), directs TESDA to extend its financial assistance to the
marginalized. This led to the creation of PESFA which ensures
deserving students in TVET courses will be able to seamlessly
attend classes in private institutions with lesser worries on their

Scholarship Allocation Redefined:

financial capability to do so.

Addressing Skills Needs of the
Priority Sectors
TESDA provides scholarships to those who are qualified from various
clients nationwide. These scholarship programs are the Training for
Work Scholarship Program (TWSP), Skills Training for Employment
Program (STEP), Private Education Student Financial Assistance
(PESFA), Universal Access to Quality Tertiary Education Act (UAQTEA).
TESDA has redefined scholarship allocation to expand the reach of
TVET delivery. Through the TWSP, STEP, PESFA, UAQTEA, Tulong
Trabaho, RESP, and BKSTP, a total of 8.17M enrolled and 7.59M
graduates were recorded from 2018 to June 2022.
In addition to the existence of TWSP, PESFA, and STEP, the
Universal Access to Quality Tertiary Education Act (UAQTEA)
created under R.A. 10931, was added to the scholarship
programs offered by the agency in 2018. This scholarship
program provides all Filipinos the equal opportunity to quality
tertiary education both in public and private institutions. This
act prioritizes learners from poor households who have the
desire to learn. Benefits include free tuition, competency
assessment, entrepreneurship training, daily training support
fund (allowance), and tool kits.

The TWSP seeks to support rapid, inclusive, and sustained

economic growth through course offerings in priority industries
and key employment generators such as agri-fishery/agri-business/
agro-industrial. Tourism, information technology-business process
management (IT-BPM), semiconductor and electronics, automotive,

29
Tulong Trabaho Act
The Act Instituting a Philippine Labor Force Competencies
Competitiveness Program and Free Access to Technical-Vocational
Education and Training (TVET) establishes Tulong Trabaho Fund
which institutes free training fees and additional financial aid (e.g.
transportation allowances of qualified beneficiaries) enrolling in
Selected Training Program (STPs). The scholarships under this Act is
important because it targets higher-level qualifications, along with new
and emerging critical skills needed by different industries. It answers
to youth who are not yet employed or studying in the industry, workers
who desire to expand their current skill set, and beneficiaries identified
by industry boards, bodies, or associations.
Programs for the Agriculture
The Agriculture, Fishery, and Forestry sector saw its increasing priority
in the TVET system during this plan period. In response to President
Rodrigo Roa Duterte’s 10-point agenda in promoting rural and value
chain development toward increasing agricultural and rural enterprise
productivity and rural tourism, priority has been given to key sectors,
including Agriculture, fishery, and forestry.
TESDA allocates 30 percent of its scholarship budget for agriculture
and other agri-related skills training and strengthens its linkages and
partnerships with organizations and institutions that share the Agency’s
vision for Philippine food security.

The Program on Accelerating Farm School Establishment (PAFSE),

caters to farmers and fisherfolks, including their families and
Tulong Trabaho Scholarship dependents, so they may gain appropriate knowledge, skills and
attitude on increasing farm productivity. The projects’ beneficiaries are
The Tulong Trabaho intends to strengthen the qualifications of the
entitled to training scholarship grants and will be trained in accredited
Filipino workforce through addressing the challenge of a rapidly
learning sites by the DA-Agriculture Training Institute (DA-ATI), as well
evolving workplace and work structures, providing more innovative
as the farm business schools and LinksFarm sites of the Department of
TVET approaches in tackling unemployment and job-skill mismatch,
Agrarian Reform. PAFSE began its implementation in 2016 and saw an
and encouraging industry and community participation in upgrading a
increase in the number of implementers from 2018 to 2021.
more competitive Filipino workforce.

The program is also focused on providing training programs for those YEAR No. of Registered Programs
who are Not in Employment, Education and Training (NEET), and
employed workers; specifically on priority requirements, emerging 2018 286
skills and industry focused TVET programs that are covered under the 2019 504
Selected Training Programs (STPs). The assistance to the beneficiaries
institutes free training fees and additional financial aid such as
2020 637
transportation allowances of qualified beneficiaries. 2021 763

TESDA acts as the lead agency in managing the implementation of the

Act and is purposely encouraging the participation of the industries
in the implementation of scholarship programs. The Tulong Trabaho
Fund is a leap forward for the country’s TVET System, hence, TESDA
redesigned and repackaged its Tulong Trabaho Scholarship Program
(TTSP) into a program that would respond to the recovery of distressed
industries, especially MSMEs, as well as provide upskilling and retooling
for displaced workers.

30
Redefined Industry Participation in TVET

Recognition of Industry Bodies

On March 26, 2019, TESDA launched
the Recognition of Industry Bodies
Program (RIBs) for a more effective
and efficient arrangement with
industry boards. The industry board
encourages the participation of workers
and employers in assessment and
certification. In accordance with TESDA
authority, the agency will continue
to initiate programs and activities
that would encourage wider industry
participation towards the development
of a globally competitive Filipino
workforce.

Strengthening Enterprise-
Based Training (EBT)
TESDA pushes for a more concentrated Enterprise-Based
Training (EBT) Program through the implementation of “EBT
to the Max”. The said program will intensify the promotion
and marketing of EBT. It is widely accepted as the preferred
mode of an instructional delivery system in TVET, generating
the highest employment rate of the three modes by providing
learners with hands-on experiences and exposure to the world
of work. The EBT to the Max operationalizes the projects,
programs, and activities to maximize the industry participation
in TVET. It is based on the Agency’s initiatives to build
partnerships with companies and industry actors or as required
by the area-based and demand driven policy.

31
Inter-agency Accomplishments
TESDA and Agrostudies
supported by Israel Ministry of
Foreign Affairs to produce next-
JobStart generation Filipino farmers
DOLE (Lead) With the aging population of Filipino farmers and
The JobStart Philippines to support the country’s food security goals, there is
is a program headed by a need to encourage more Filipino youth to pursue
the Department of Labor careers in agriculture in order to ensure a sufficient
and Employment (DOLE) in number of next-generation farmers with up-to-date
collaboration with other agencies agri-related knowledge and skills and proficiency in
including TESDA. It aims to using cutting-edge farming technology.
enhance the employability of
youth by reducing their job- Carrying out this strategy and initiative, TESDA
search period and increasing collaborated with Agrostudies, an international
their employment rate through training center that provides agri-related training
Life Skills Training (LST) and programs in Israel to students from developing
Technical Training/Internship (TTI), countries worldwide. Established with support from
paid internship, and full-cycle the Israeli Ministry of Foreign Affairs and Agriculture,
employment facilitation services Agrostudies’ programs focus on capacity building
from career planning to placement through practical and professional knowledge
in best-fit jobs. transfer. With the collaboration of several state
universities and colleges, a total of 401 individuals
were trained between 2020 and 2021, while another
400 perspective next-generation farmers are being
Career Guidance and Advocacy Program trained for the 2021-2022 training season. The
eleven-month training program covers advanced
DOLE (Lead); DepEd, TESDA, CHED, PRC, DOST
studies and training in various agricultural areas, such
TESDA is an active member of the working group on the as horticulture, animal science, and entrepreneurial
Career Guidance Advocacy Program (CGAP), which involves initiative.
a network of agencies, including DOLE as the head, DOST,
DepEd, CHED, and the PRC. The CGAP Working Group
aims to create annual CGAP events in line with the groups’
commitment to plan events that will involve the contributions
and participation of these agencies in strengthening career
guidance in the Philippines and providing updated Labor
Market Intelligence (LMI). The Agency also serves as the
Focal Agency for the Career Ambassadors Program which
aims to establish a pool of Career Ambassadors who are
qualified and credible spokespersons who can influence
career seekers to make informed career decisions.
32
 OBJECTIVE Directly and more vigorously
address workforce needs of the
4 basic sectors for greater social
equity and economic inclusion

Pathways to TV ET D e vo lu ti o n >> B arangay Develo pment P ro g ram / P R LE C > >

TVET Schol ar ships fo r So c ial Equity >> P ro g ram s fo r O F Ws > >
Ts upe r Iskol ar >> Su s tai nable L iveli ho o d P ro g ram >> CEST

Pathways to TVET Devolution

In 2021, Executive Order No. 138 (EO 138) and the Mandanas-Garcia Supreme
Court Ruling became the catalyst for reform, particularly the transfer of some

1
roles of national government to the local government. Devolution is the process Empower the LGUs through
of delegating central power to a local authority to ensure that decisions are made
the CTECs as TVET champions
accordingly. As such, the national government services began the transition of n the localities
turning over basic services and facilities, such as health services, social welfare,
facilities for agri-fishery activities, and others.

As written in Section 17 of the Local Government Code of 1991 and in line

2
with Section 29 of the TESDA Law, TESDA and the TVET sector is a part of the
devolution directive of EO No. 138. As such, TESDA created the Community Engage the LGUs and other
Training and Employment Coordinators (CTECs) for an eventual devolution of stakeholders to strengthen TVET
its implemented community-based training. In today’s modern economy, TESDA ecosystem in the localities
formulated and began implementation of three Pathways to TVET Devolution.

Work instructions and devolution transition plan has been drafted. Implementation
of the devolution pathways are currently ongoing. Under pathway 1, 69% CTECs

3
Scale Up TTIs to be Model Institutions
nationwide were trained. Training courses on Community Program Development of Higher-level TVET to Respond
Services Level IV were developed for CTECs. Under Pathway 2, 103 LGUs to the Challenges of the 4IR
committed to establish their own training centers, while 43 have committed and Future Disruptions
to include TVET in their respective local development funds and plans. 296
LGUs were provided with scholarship assistance, while 469 were provided with
technical guidance. Under Pathway No. 3, paper on amalagamation of TTIs
were developed. The next cycle of institutional development plans of TESDA
Technology Institutions shall be geared towards scaling up to higher forms of
TVET as part of interventions under Pathway No. 3

33
Barangay Development Program /
Poverty Reduction, Livelihood and
Employment (PRLEC)
President Duterte’s Executive Order No. 70 (EO 70) carries out the
inclusive and sustainable approach of peace by creating a national task
force to end local communist armed conflict. The creation of the National
Task Force to End Local Communist Armed Conflict (NTF-ELCAC)
also welcomed the creation of the Poverty Reduction, Livelihood, and
Employment Cluster (PRLEC) which is headed by TESDA.
TESDA has spearheaded organizational meetings and set PRLEC
counterparts in regions and provinces. Additionally, the agency has
facilitated and conducted training activities for special and priority
groups. The PRLEC has also institutionalized the Barangay Development
Plan (BDP) through the connecting efforts of thirty (30) member
agencies and private partners. This BDP would transform Communist
Terrorist Group (CTG) affected communities to self-reliant, productive,
resilient, and sustainable communities which are inclusive to Philippine
society. As of 2021, there are 802 barangays served, 81 of which are pre-
implementation, 337 off-grounding, 230 sustaining, 153 sustainable,
and 1 in exit stage.
Program for Overseas Filipino Workers
TESDA constantly extends its assessment and certification services to
OFWs through the Overseas Assessment Program (OAP). There are a total
of 2,315 certified OFWs with 1,977 (85.40%) coming from Hong Kong SAR,
Jeddah, Riyadh, Singapore, and United Arab Emirates.
In May 2020, TESDA launched the “TESDA Abot Lahat and OFWs”, a
flagship program focused on upskilling and retooling repatriated OFWs
and their dependents. This program enables returning OFWs to register
easily through the TESDA Mobile App and website. In 2020, a total of
19,268 OFWs from Saudi Arabia, Hong Kong, United Arab Emirates, and
the United States registered through the TESDA App, where males account
for 8715 (45%) and females for 10,553 (55%) of the total population.
Outbound OFWs who needed to avail the agency’s assessment services
abroad were also catered to by TESDA. In September 2020, the agency
launched the online assessment for outbound OFWs engaged in courses
such as Domestic Work NC II, Ship’s Catering Services NC I and NC III,
Caregiving NC II, and other usual courses for OFWs. Partnerships with
the Overseas Workers’ Welfare Administration (OWWA), Philippine
Trade Training Center (PTTC), and Coca-Cola Philippines allowed the
implementation of OFW Reintegration through Skills and Entrepreneurship
(OFW-RISE). Thir project aims to offer the returning OFWs an online course
that will enable them to transform their business ideas into business plans.
For 2021, the number of OFWs and their dependents who have enrolled
in various training courses reached 29,167, about 27452 finished their
training, 10,944 were assessed , and 10,341 were certified.
34
 TVET for Special Clients
TESDA gives priority attention to granting scholarships/training
opportunities to drug surrenderees, indigenous people (IP), people
deprived of liberties (PDL), former rebels (FR), victims of man-made
and natural calamities, OFWs, Farmers, PWDs, AFP/PNP personnel
wounded/killed in action, and industry workers and their dependents.
Aside from the regular training program provided by TESDA, the
agency extended scholarship training packages aimed to respond to
the skills needs of communities and specific groups/sectors.

Universal Access to Quality

Tertiary Education Act (UAQTEA)
With the complementary roles of public, private, and technical-
vocational institutions in the educational system, the Universal
Access to Quality Tertiary Education Act was established to provide
free tuition and other school fees in State Universities and Colleges
(SUCs), Local Universities and Colleges (LUCs) and state-run Technical
Vocational Institutions (STVIs) and provides adequate guidance in the
career choices towards the proper development and utilization of
human resources. In its output, TESDA has 48,512 enrollees in 2019,
65,416 in 2020, 46,030 in 2021, and 16,622 as of June 2022 under this
scholarship program.

35
 Rice Extension Services Program The RESP-RCEF program of the Department of Agriculture (DA) intends
(RESP) - Rice Competitiveness and income amidst the growing competition in the Philippine rice
Enhancement Fund teach skills on rice crop production, modern rice farming techniques,
Tsuper Iskolar Program
Launched in 2019, the Tsuper
Iskolar Program is a joint
scholarship program between
TESDA and the Department of
Transportation (DOTr) intended
for jeepney drivers, conductors,
and other stakeholders. The
scholarship program aims to
provide skills training and social
assistance, including developing
training regulations and curricula
for the affected stakeholders
of the Public Utility Vehicle
Modernization Program (PUVMP).
With a PHP350 million budget
from DOTr, TESDA is preparing
workers for a modernized
transportation sector. The
beneficiaries received free
skills training, skills assessment,
entrepreneurship training, and
to help improve Filipino rice farmers’ competitiveness, productivity,
trade market. In joint effort with TESDA, the agency has been tasked to
seed production, farm mechanization, and knowledge/technology
transfer through farm schools nationwide.
As of 2019, there are a total of 10,610 beneficiaries under the said
program. In 2020, the following programs were opened for RESP:
> Farmer’s Field School (FFS) on Production of High-
Quality Inbred Rice and Seed
> Certification and Farm Mechanization
> Rice Machinery Operations NCII
> Drying and Milling Plant Servicing NC III
> CoC on Service Small Engine System (leading to
Small Engine Servicing NC II)
> Solar-Powered Irrigation System Operation and
Maintenance Level II
In 2021, the Rice Extension Services Program had a total of 37,207
graduates out of the 51, 435 beneficiaries.
a training support fund for food
and transportation allowance.
The Tsuper Iskolar Program
covers various sectors, including
Automotive, Construction, Metals
and Engineering, and Land
Transportation.
As of 2020 there are a total of
9,589 enrollees, 8,059 graduates,
6,235 assessed, and 5,828 certified
individuals who have benefited
under the program. Out of the 17
regions, Region VII has the highest
output in terms of enrolled,
graduates, assessed, and certified.
Additionally, Tourism (Hotel and
Restaurant) is the most dominant
sector followed by the Automotive
and Land Transportation sector.
36
Sustainable Livelihood Program (SLP)
The SLP, led by the Department of Social Welfare and Development (DSWD), is a community-
based capacity-building program for the poor, vulnerable, and marginalized households and
individuals. The program intends to help beneficiaries to acquire the necessary assets to Gender and
engage in and maintain thriving livelihoods that helps improve their socio-economic status.
Specific programs include micro-enterprise development, skills training, and employment Development
Programs
facilitation. As of December 31, 2021, the SLP has assisted 101,481 households. The DSWD
shall devolve some of its services in 2022 to comply with the guidance of the Department
of Budget and Management (DBM). In line with Republic Act No. 9710 or the Magna
Carta of Women and the Sustainable Development
Goal 5: Gender Equality, the promotion of gender
equality in TESDA ensures equal access and
elimination of discrimination in the TVET sector.
As such, TESDA’s Gender and Development
(GAD) activities aim to raise awareness and critical
consciousness in contributing to inclusivity for all.

TESDA committed itself to improving the TESDA

GAD Focal Point System (GFPS) to implement
programs that would strengthen projects,
activities, and other initiatives related to GAD.
Examples of GAD programs include discussions
on gender sensitivity trainings, collaboration
with the Philippine Commission on Women,
development of online courseware on GAD and
sexual harassment awareness.
37
 Community The Community Empowerment thru Science and
Technology (CEST) is a program continually pursuing
Empowerment growth which aims to build progressive, empowered,
and resilient communities under the blanket of the
thru Science and Department of Science and Technology (DOST).

Technology (CEST) During its implementation, 565 communities were

able to benefit from 725 trainings conducted. Around
19,982 of the trained individuals include those that are
isolated geographically, belong to marginalized sectors,
communities with conflict, and indigenous people.
38
 OBJECTIVE Instill values and integrity in
the conduct and delivery of
5 TVET in the whole sector
Com m itm e nt to Q ual i ty As s uranc e fo r T VET
> > Prom oting Inte gr it y and T ra ns parency >>
Re cognition and Ince nt i ves

Commitment to Quality
Assurance for TVET
TESDA applied for international accreditation and certification National TVET Day
under the International Organization for Standardization (ISO)
Republic Act No. 10970 declares the twenty-fifth day of August of
in its bid to pursue excellence in quality assurance. The agency
every year as the National Tech-Voc Day wherein the TESDA and
earned an ISO 9001:2008 Certification in February 2012 which
the Department of Education (DepEd) prepares and implement
makes it the first education agency to be ISO certified. It went
the annual activities and program advocacy campaign for the
on to receive a nationwide ISO 9001:2015 rating starting in
celebration.
2018. TESDA’s ISO Certification is more than just the agency’s
achievement, it also serves as a good leverage for gaining
Advocating and improving the image of TVET remains a top
the trust of clients and to push for a higher certification for
priority, given its potential role for individual development as well as
improved platforms to contribute in organizational and
economic progress. National TVET Day is celebrated by facilitation
personal learning. It serves as a seal of quality and imbued
of free enrollment, jobs-bridging, and national assessment and
culture of excellence and productivity in service delivery.
certification during the National TVET Day. This is in partnership
with Local Government Units (LGUs), Public Employment Service
TESDA is likewise a Philippine Quality Award Level I awardee,
Offices (PESO), DOLE, companies/industries, Technical-Vocational
being recognized for its commitment to quality management.
Institutions, among others.
The agency also received approval ratings from Publicus Asia.

Quality Management System

The implementation of TESDA Quality Management System (QMS)
is pivotal to the agency’s quality and operational excellence. It adapts
to the digital technology trends and identification of relevant risks
that may impact the agency’s growth processes. TESDA maintaining
the ISO 9001:2015 Certification, serves as a proof that its QMS is
operational and exceptional. The improvement of the QMS is a
strong indication of the agency’s commitment to service.

TESDA remains dedicated to improvement by continously devoting

39 itself to auditing through the conduct of Internal Quality Audit (IQA).

Promoting efficiency, integrity
and transparency in TVET
To safeguard and ensure the integrity of processes, TESDA
implemented the following:
• set up Command Centers to provide transparency in
monitoring assessment
• enhanced the capability of Regional Lead Assessors (RLAs)
to increase the number of accredited competency assessors
• introduced Virtual Portfolio Assessment to address the
demand for assessment and certification from various
stakeholders especially the workers and OFWs amid the
pandemic,
• started digitizing the National Certificates to address the
issue of fake certificates, and
• established the TESDA Seal of Integrity for Assessment
Centers.
• development of the Scholarship Information System (SIS) to
ensure a more efficient approval of qualification maps
• Development of the Biometrics-enabled Scholarships
Registration System (BSRS), a scholarship registration and
attendance reporting system, will not just make scholarship
convenient and accessible, but more importantly ensure the
reliability of the registration information of TESDA scholars
• Initiated the creation of new offices to promote efficiency and
integrity within the agency, strengthen its regulatory function
as well as expand its services. New offices created include the
Interim Internal Affairs Service (IIAS), Internal Audit Service
(IAS), Regional Operations Management Office (ROMO)
and the Information and Communication Technology Office
(ICTO).
Recognition and Rewards
System in TVET
Under the Quality Assured TESD Framework, TESDA has encouraged
TVET institutions to aim for excellence and promoted the Asia Pacific
Accreditation and Certification Commission (APACC) and the System for
TVET Accreditation and Recognition (STAR).
The APACC is an accreditation and certification system that reinforces qual-
ity technical vocational education and training (TVET) among institutions
in the Asia Pacific Region. It brings benefits including the international
recognition of an accredited institutions’ quality, workforce employability,
and employer confidence. With pride and honor, the TESDA Technolo-
gy Institution Conception Vocational School (CVS) located in Tarlac has
been awarded a Gold Accreditation Award by the APACC. It ranked fourth
among all other accredited institutions worldwide.
TESDA also launched the Star Rating System (SRS) to recognize the ac-
complishments, innovations and improvements that technical vocational
institutions have instituted beyond the minimum requirements set in the
Unified TVET Program Registration and Accreditation System (UTPRAS).
As of 2022, there are a total of 229 star-rated programs nationwide.
TESDA also provides recognition to the important contributions of part-
ners in the TVET sector, such as industry, institutions, and local government
units. This is done through the annual “Kabalikat Awards’’ and “Search
for ldols ng TESDA.” The Kabalikat Awards is given to TESDA’s partners
from industry, institutions, local government units and other sectors in the
promotion and enhancement of tech-voc. On the other hand, “Search for
ldols ng TESDA ‘’, is a recognition given to tech-voc graduates who have
attained skills excellence and success in their chosen occupation and con-
tributed to the economic success in their respective communities.
40
 TESTIMONIES

RIZALIE SALVACION RANDY CRIS PARAS

Randy Cris Paras from Cotobato, Mindanao wanted to be
Born and raised in Malita, Davao Occidental, Rizalie
a teacher but was not able to become one immediately
Salvacion earned a degree despite their financial sta-
given his family’s financial status. What he did was to
tus. Being a graduate of Hotel and Restaurant Manage-
take up a vocational course in the University of Northern
ment course from the Polytechnical School of Southern
Mindanao Kidapawan, a partner of TESDA. Randy com-
Philippines, a TESDA partner, she was able to land a job
pleted the “Food Preparation Service and Technology”
in the InterContinental Hotel as a receptionist. Today,
course within three years. After landing a job in his home-
she is a trainer of her alma mater and funds her siblings
town, Randy was able to provide for his family and enter
education while working as a full-time receptionist.
college to finish a 4-year course in Bachelor of Technolo-
gy Education. His first step with TESDA served as a way
for him to achieve his dreams and inspire other people.

41
JOEMINEL CUTCHARO
It is hard to believe that the World-class Skills
competitor Joeminel Cutcharo was once
devastated by the infamous Typhoon Hai-
yan (Yolanda) in Tacloban, Leyte. Joeminel,
through the help of TESDA, was able to slowly
rise up from the typhoon predicament by en-
rolling in Automotive Servicing NC I to NC IV.
With his diligence, hard work, and top-tier
skills, he became the country’s delegate to the
2018 ASEAN Skills Competition and 2019 Ka-
zan WorldSkills Competition. He was able to
bring home two medallions of excellence from
both competitions and was one of the “Best
of Nation Awardees” in the latest WorldSkills
Competition. At present, he is working at
a multinational automobile manufacturer.
Jeron, from Tubong Tanauan in Batan-
gas, is a book author and illustrator. He
took Barista NC II and Tourism Promotion
Services during the pandemic. The prov-
ince of Batangas is famous for its coffee
so with Jeron wanting to continue his ed-
ucation, it is only natural for him to use
what he learned in TESDA and start up
his own “Quarantine Bike” coffee shop.
Jeron building his own coffee business
during the pandemic enabled him to earn
and save up for his family. As Jeron says: “I
was able to show that TESDA graduates
are competent, skilled, and life ready”.
JERON TANGLAW
RYAN CORDOVA
Lastly, we have Ryan Java Cordova, a con-
struction worker in Davao. Ryan originally
wanted to go to college but their finan-
cial status hindered him from doing so.
One opportunity that started from TES-
DA lead to another, and now, Ryan is the
Lead Automation Control and Instrumen-
tation Engineer in a Singaporean company.
He is a TESDA graduate of Mechatronics
Servicing NC III and Industrial Automa-
tion in the Regional Training Center Ko-
rea-Philippines Davao. Ryan’s father is
also a TESDA graduate which shows how
the Agency willingly helps all Filipinos
to succeed in whichever pathways they
choose in life. It goes without saying that
TESDA paved the way for Ryan’s future.
42
“At first, I was uncertain if I could handle it because
I knew it was only for men. But I continued even
though it was difficult. It’s hard for me because I’m
a mother, and I have to work hard for my child. It
shows that even though we are women, we can do
what men do in construction,”

- Mira David

YouthWorks PH Female Tile-Setting Graduates

TESDA, in collaboration with Youth-
Works PH– a workforce development
project implemented by Philippine
Business for Education in partnership
with USAID– was able to successfully
produce female tile-setting graduates
in the construction field.
Construction, generally a male-domi-
nated industry, is considered as “dan-
gerous and difficult”; certainly not for
female workers to participate in. Fe-
male workers in the Philippines are
often expected to stay at home for
housework and is part of the reason
why women have limited professional
growth opportunities for their holistic
development.
This did not stop Mira David and her
co-workers from taking up TESDA’s work-
based training in Primary Structures Cor-
poration (PSC) while being a beneficiary
of the Training for Work Scholarship Pro-
gram (TWSP). Together, they were able to
graduate and apply their skills in their daily
working lives.

43
 Impactful Livelihood Opportunities with TESDA
YouthWorks PH graduates celebrated their one-year em-
ployment with KCC Mall last April 2022 in General Santos,
Mindanao. The Philippine Business for Education collabo-
rated with TESDA through YouthWorks PH to provide free
technical skills training to youth not in education, employ-
ment or training (NEET) through scholarship vouchers. The
six graduates of the program took up Electrical Installation
and Maintenance National Certificate II at New Brighton
School of the Philippines.
Their National Certificates enabled these graduates to se-
cure a job in the KCC Electrical Department that would give
them the opportunity to have a stable life. Along with re-
ceiving their Php 336 minimum wage a day, they are also re-
ceiving government benefits such as PhilHealth, Pag-IBIG,
and SSS. One employee shared that he was able to pay off
loans from buying a motorcycle with the salary he is receiv-
ing, on top of financially contributing to their families.
44

WAY FORWARD
5TH CYCLE
NTESDP
NATIONAL TECHNICAL EDUCATION
AND SKILLS DEVELOPMENT PLAN
If there is anything that the past two
years have taught us, it is that nothing
is permanent except change. Before
the pandemic, the Fourth Industrial
Revolution has already begun disrupting
different aspects of our lives. With the
arrival of the pandemic, the impact of the
4IR was further accelerated and amplified.
Workers, firms, industries, and economies
felt the impact of the widespread
disruptions.
While change is inevitable, growth and
progress may not necessarily follow. Some
firms who were not able to cope fast
enough closed down. Many economies
took longer to adapt to the global crisis.
However, some industries found the
silver lining and took advantage of the
opportunities presented during the crisis
and the new normal, adapting to the
digital workplace.
45
New Mindset - learners and workers need
to adopt critical thinking and innovativeness
to bring out fresh but reliable ideas in order
to cope with the new normal and the 5IR.
This also extends to workers in the TVET
sector, where a fresh perspective may lead
to new and groundbreaking ideas that can
positively affect Philippine TVET.
Some workers sought and found new
jobs, some by earning or upgrading their
Digital Capacity - As we venture towards
skillsets. In many of these cases, skills are
the new normal, there is a need to take
needed to become agile and adaptive to
advantage of technological advancements
the new normal.
to enhance TVET processes and delivery.
Hence, digital capacity in both the public
With the 4th cycle implementation period
and private sector must be strengthened,
coming to a close, the sector is preparing
especially with the heightened demand for
for the formulation of the next medium-
flexible modes of delivery, online learning,
term cycle of the NTESDP. In order for our
and digital forms of communication.
workers, enterprises, and by extension,
our economy to bounce back and become
Re-skill and Upskill - The pandemic has
resilient against the 4IR, 5IR, and other
seen a drastic rise in unemployment and
potential disruptions, the new Plan shall
underemployment, as well as increase of
focus on the four themes, namely: New
remote and gig economy workers. With the
Mindset, Re-skill, Re-style, and Digital
fast-paced technological changes and the
Capacity.
impact of various disruptions, continuous
skilling/upskilling and lifelong learning is
Apart from this, the Pathways to TVET
adamant to every worker who needs to
Devolution shall be continuously pur-
remain relevant and gainfully employed.
sued, which would effectively main-
stream TVET in the localities and allow
Re-Style - There is a pervasive lack of
LGUs to independently respond to the
appreciation for TVET in general. It is
skills needs of the communities.
commonly perceived as inferior to academic
education. The employment market
With a promising start in today’s new
is drastically changing, TVET needs to
future, the TVET sector is confident in its
transform as well. One way to repackage or
role in bringing about change coupled
restyle TVET is through industry partnership
with growth for individual and economic
and collaborations with various sectors,
development in the years ahead.
to make it more appealing and relevant
in the eyes of the youth and the working
population at large.
46