TECHNICAL VOCATIONAL EDUCATIONAL Framework (PQF) was signed by President Benigno S.

FRAMEWORK Aquino III on October 1, 2012.

FRAMEWORK
In general, a framework is a real or conceptual structure
intended to serve as a support or guide for the building
of something that expands the structure into something
useful.
The PQF is a national policy which describes the levels
of educational qualifications and sets the standards for
qualifications outcomes. It is a quality assured national
system for the development, recognition and award of
qualifications based on standards of knowledge, skills
and values acquired in different ways and methods by
learners and workers of a certain country.

TECHNICAL-VOCATIONAL PROGRAMME
Technical-vocational education programme is designed
for learners to acquire the knowledge, skills and
competencies specific to a particular occupation, trade,
or class of occupations or trades.
Vocational programmes are usually offered through
vocation education which may have work-based
components. Successful completion of such programmes
leads to labour market-relevant vocational qualifications
acknowledged as occupationally-oriented by the relevant
national authorities and/or the labour market
To ensure credibility and relevance of content and
processes, the specific programming and course learning
outcomes included in these documents were determined
through a collaborative, consensus-building model with NATIONAL CERTIFICATE 1: Knowledge and skills
relevant stakeholders. that are manual or concrete or practical and/or
operational in focus.
Working development teams were established that
consisted of representatives from stakeholder groups APPLICATION: Applied in activities that are
including, whenever relevant, technical-vocational set in a limited range of highly familiar and
schools, industrial arts programs, Apprenticeship predictable contexts; involve straightforward,
Manitoba, community colleges, industry, and industry routine issues which are addressed by following
associations. The intention of this collaboration with set rules, guidelines or procedures
stakeholders is to revise and develop curriculum that will
DEGREE OF INDEPENDENCE: In condition
facilitate articulation opportunities for students.
where there is very close support, guidance or
PHILIPPINE QUALIFICATION FRAMEWORK supervision; minimum judgment or discretion is
(PQF) needed.

The PQF 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 standards of knowledge, skills and values
acquired in different ways and methods by learners and
workers of the country.
The Executive Order No. 83 Series of 2012,
Institutionalization of the Philippine Qualifications
NATIONAL CERTIFICATE 2: Knowledge and skills
that are manual, practical and/or operational in focus
with a variety of options.
APPLICATION: Applied in activities that are
set in a range of familiar and predictable
contexts; involve routine issues which are
identified and addressed by selecting from and
following a number of set rules, guidelines or
procedures.
DEGREE OF INDEPENDENCE: In condition
where there is substantial support, guidance or
 supervision; minimum judgment or discretion is
needed.
NATIONAL CERTIFICATE 3: Knowledge and skills
that are a balance of theoretical and/or technical and
practical. Work involves understanding the work
process, contributing to problem solving, and making
decisions to determine the process, equipment and
materials to be used.
APPLICATION: Applied in activities that are
set in contexts with some unfamiliar or
unpredictable aspects; involve routine and non-
routine issues which are identified and addressed
by interpreting and/or applying
established guidelines or procedures with come
variations.
DEGREE OF INDEPENDENCE: Application
at this level may involve individual
responsibility or autonomy, and/or may involve
some responsibility for others. Participation in
teams including team or group coordination may
be involved.
NATIONAL CERTIFICATE 4: Knowledge and skills
that are mainly theoretical and/or abstract with
significant depth in one or more areas; contributing to
technical solutions or a non-routine or contingency
nature; evaluation and analysis of current practices and
the development of new criteria and procedures.
APPLICATION: Applied in activities that are
set in contexts with some unfamiliar
or unpredictable aspects; involve routine and
non-routine issues which are identified and
addressed by interpreting and/or
applying established guidelines or
procedures with come variations.
DEGREE OF INDEPENDENCE: Work
involves some leadership and guidance when
organizing activities of self and others.
DIPLOMA: Knowledge and skills that are mainly
theoretical and/or abstract with significant depth in some
areas together with wide-ranging, specialized technical,
creative and conceptual skills. Perform work activities
demonstrating breadth, depth and complexity in the
planning and initiation of alternative approaches to skills
and knowledge applications across a broad range of
technical and/or management requirements, evaluation
and coordination.
APPLICATION: Applied in activities that are
supervisory, complex and nonroutine which
require an extensive interpretation and/or
adaptation/innovation.
DEGREE OF INDEPENDENCE: In
conditions where there is a broad guidance and
direction, where judgment is required in
planning and selecting appropriate equipment,
services and techniques for self and others.
Undertake work involving participation in the
development of strategic initiatives, as well as
personal responsibility and autonomy in
performing complex technical operations or
organizing others.
BACCALAUREATE: Graduates at this level will have
a broad and coherent knowledge and skills in their field
of study for professional work and lifelong learning.
APPLICATION: Application in professional
work in a broad range of discipline and/or
further study.
DEGREE OF INDEPENDENCE:
Independent and /or in teams of related field.
POST-BACCALAUREATE PROGRAM: Graduates
at this level will have advanced knowledge and skills in
a specialized or a multi-disciplinary field of study for
professional practice, self directed research and/or
lifelong learning.
APPLICATION: Applied in professional work
that requires leadership and management in a
specialized or multi-disciplinary professional
work and/or research and/or further study.
DEGREE OF INDEPENDENCE: Independent
and or in teams of multidisciplinary.
DOCTORAL DEGREE AND POST-DOCTORAL
PROGRAM: Graduates at this level have highly
advanced systematic knowledge and skills in a highly
specialized and/or complex multi-disciplinary field of
learning for complex research and or professional
practice and/or for the advancement of learning.
APPLICATION: Applied in highly specialized
or a complex multi-disciplinary field of
professional work that requires innovation, and/
or leadership and management and/or research in
a specialized or multi-disciplinary field.
DEGREE OF INDEPENDENCE: Independent
and/or in teams of multidisciplinary and more
complex setting.

GOALS AND OBJECTIVES OF TECHNICAL
EDUCATION
Skill Development: The primary objective of technical
education is to equip students with the practical skills
and knowledge they need for a specific trade or
profession. This can range from mechanical skills, IT
skills, healthcare skills, and more.
Employability: Technical education often aims to
increase students' employability. By providing training in
specific fields, it prepares students for the job market
and can often lead to direct employment opportunities.
Economic Development: On a broader scale, technical
education contributes to economic development. By
training skilled workers, it helps to meet the workforce
needs of industries and boost economic productivity.
Lifelong Learning: Technical education also promotes
lifelong learning. It provides opportunities for
continuous skill upgrade and professional development,
which is vital in today's rapidly changing job market.
Sustainable Development: According to the UNESCO
strategy for Technical and Vocational Education and
Training (TVET), technical education plays a crucial
role in achieving the 2030 Agenda for Sustainable
Development. It helps to ensure inclusive and equitable
quality education and promote lifelong learning
opportunities for all.
In recent history, TVE has made some significant
pedagogical contributions, such as the following:
 Problem solving–based learning
 Cooperative and self-directed learning and
instruction
 Assessment of competencies gained along a
continuum
 Contextual learning
 Integration of academic and vocational learning
and
 Instruction the conscious and targeted
development of work-related
 Employability and essential skills
TESDA: OVERVIEW, HISTORY AND TRI-
FOCALIZATION IN EDUCATION
TECHNICAL EDUCATION AND SKILLS
DEVELOPMENT AUTHORITY
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”.
Signed into law by the late President Fidel V. Ramos on
August 25, 1994. The goal of this act is to encourage and
organize business, labor, local government, and
technical-vocational institutions to invest in the nation’s
human resources
R.A 7796 “TECHNICAL EDUCATION AND
SKILLS DEVELOPMENT ACT OF 1994”
Integrated the function of former: National Manpower
and Youth Council (NMYC),Bureau of Technical-
Vocational Education of the Department of Education,
Culture and Sports (BTVE-DECS) Office of
Apprenticeship of the Department of Labor and
Employment (DOLE). Apprenticeship Program of the
Bureau of Local Employment (BLE) of the DOLE gave
birth to TESDA.
The fusion of the above offices was one of the key
recommendations of the 1991 Report of the
Congressional Commission on Education.
It was meant to reduce overlapping in skills development
activities initiated by various public and private sector
agencies, and to provide national directions for the
country's technical-vocational education and training
(TVET) system.
Hence, a major thrust of TESDA is the formulation of a
comprehensive development plan for middle-level
manpower based on the National Technical Education
and Skills Development Plan.
This plan shall provide for a reformed industry-based
training program that includes apprenticeship, dual
training system and other similar schemes.
TESDA is mandated to:
 Integrate, coordinate and monitor skills
development programs;
 Restructure efforts to promote and develop
middle-level manpower;
 Approve skills standards and tests;
 Develop an accreditation system for institutions
involved in middle-level manpower
development;
  Fund programs and projects for technical
education and skills development;
 Assist trainers training programs.
TESDA: HISTORY TIMELINE
1865
United States History, Grades 6 - 12: People and Events
1607-1865 opens in a new window. The Mark Twain
U.S. History: People and Events 1607–1865 social
studies book highlights the decisions and events that
have played an important part in shaping America during
that time. This middle school history book includes
profiles of the people who made those decisions and a
timeline of events.
1927
Vocational Act was issued, which introduced the concept
of technical-vocational education to the country. Eleven
years later, another legislative document was enacted,
Commonwealth Act No. 313, which established a solid
base for creating technical-vocational schools in many
parts of the Philippines. It was one of the major
predecessors of TESDA, but not the only one.
1928
The Aparri School of Arts and Trades (ASAT) was
established in 1928 through Republic Act (RA) No. 948
as a vocational secondary school called Aparri
Vocational School (AVS). During those early years,
classes were held in rented buildings and canvass tents.
1938
Due to increasing enrollment, the Provincial
Government constructed buildings for AVS which were
unfortunately burned down but later on rebuilt. Three
decades later, in 1958, AVS was nationalized and
renamed as Aparri Vocational High School (AVHS).
1963
In the summer of 1963, the Bureau of Vocational
Education (BVE) was formed. Three years later, the
Manpower Development Council (MDC) was
established, which was later replaced by the National
Manpower and Youth Council (NMYC). Established on
1 November 1989, the National Youth Council (NYC) is
the national coordinating agency for youth affairs in
Singapore. It also facilitates international youth projects
and activities. The council's mission is to connect with
Singaporean youths so that they are able to bring about
positive change.
1982
Another TESDA’s predecessor was the Bureau of
Technical and Vocational Education (BTVE) founded in
1982. The purpose is to "strengthening, promoting,
coordinating, and expanding the programs of vocational
education now being undertaken by the Bureau of Public
Schools."
1986
The fusion of the above offices was one of the key
recommendations of the 1991 Report of the
Congressional Commission on Education, which
undertook a national review of the state of Philippine
education and manpower development. It was meant to
reduce overlapping in skills development activities
initiated by various public and private sector agencies,
and to provide national directions for the country's
technical-vocational education and training (TVET)
system.
Hence, a major thrust of TESDA is the formulation of a
comprehensive development plan for middle-level
manpower based on the National Technical Education
and Skills Development Plan. This plan shall provide for
a reformed industry-based training program that includes
apprenticeship, dual training system and other similar
schemes.
1994
The dawn of TESDA’s history arose in 1994 with the
venerable Republic Act 7796, otherwise known as the
“Technical Education and Skills Development Act of
1994.” It was not a novel institution, but a product of the
evolution of the preexisting government structures. As
stipulated by the legislation, TESDA was formed
through the integration of three entities: NMYC, BTVE-
DECS, and DOLE. The agency took on the
responsibility of overseeing the domains previously
handled by these organizations.
 historical and cultural heritages (Republic Act
No. 7722).
This organization’s logotype encompasses the “Y”-
 Technical Education and Skills Development
shaped configuration and two symmetrical angular bars
Authority (TESDA) approve skills standards
on either side. As per the official explication, this
and tests; Develop an accreditation system for
amalgam embodies the three pivotal pillars of technical-
institutions involved in middle-level manpower
vocational education: government, industry, and private
development; Fund programs and projects for
training institutions.
technical education and skills development; and,
Above the “Y”-shape, an azure solid circle is observed. Assist trainers training programs (Republic Act
It serves as a symbol of the skilled labor force of the No. 7796).
Philippines.
What is the aim of trifocalization?
Moving forward, let’s examine the three components
►DECS had to be de-loaded of its multifarious duties
that constitute the outline of the design. It is a classical
by creating a triangle-model of governance
rotary wheel. As an integral part of the TESDA logo, it
embodies a rather intricate concept – industrial
advancement propelled by successful and meticulously
devised manpower development (which is displayed by
the constituents housed within the wheel).

TRI-FOCALIZATION IN EDUCATION SYSTEM

Tri-focalization in the Philippines is assigning
government agencies to particular institutions or sectors,
just like in education. Tri-focalization of education in the
Philippines is assigning the three government agencies to
supervise the major educational systems. The trifocal
education system refocused DECS' mandate to basic
education which covers elementary, secondary and
nonformal education, including culture and sports.
TESDA now administers the post-secondary, middle-
level manpower training and development while CHED
is responsible for higher education. The DepEd is for the
Elementary and Secondary levels, the CHED for the
Tertiary and Graduate levels and the TESDA for the
vocational courses.

 The Department of Education (DepEd)

formulates, plans, implements, and coordinates
the policies, plans, programs and projects in the
areas of formal and non-formal basic education
(Republic Act 9155).
 The Commission on Higher
Education(CHED) is the Philippine
government's agency in charged with promoting
relevant and quality higher education, ensuring
access to quality higher education, and
guaranteeing and protecting academic freedom
for continuing intellectual growth, advancement
of learning and research, development of
responsible and effective leadership, education
of high-level professionals, and enrichment of