The Philippines at a Glance

Technical Education and

Skills Development Authority
JAYSON G. PINEDA
Discussa
nt
 BRIEF HISTORY
The Technical Education and Skills
Development Authority (TESDA) was
established through the enactment of
Republic Act No. 7796 otherwise known as
the "Technical Education and Skills
Development Act of 1994", which was signed
into law by President Fidel V. Ramos on
August 25, 1994.
 BRIEF HISTORY
This Act aims to encourage the full
participation of and mobilize the
industry, labor, local government
units and technical-vocational
institutions in the skills development
of the country's human resources.
 BRIEF HISTORY
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”. The said Act integrated the
functions of the former National Manpower and Youth Council
(NMYC), the Bureau of Technical-Vocational Education of the
Department of Education, Culture and Sports (BTVE-DECS)
and the Office of Apprenticeship of the Department of Labor
and Employment (DOLE).
 TESDA is mandated to provide:
relevant efficient accessible high-quality

technical education and skills development

to develop Filipino middle-level manpower
responsive to Philippine development goals
 MISSION
TESDA sets direction, promulgates
relevant standards, and implements
programs geared towards a quality-
assured and inclusive technical
education and skills development
and certification system.
 VISION

The transformational leader

in the technical education
and skills development of the
Filipino workforce.
 Composition of Authority

Technical Education and

Skills Development Authority
Composition of the TESDA Board
 Functions of the Board

The Authority shall primarily be

responsible for formulating,
continuing, coordinated and fully
integrated technical education
and skills development policies,
plans and programs.
 Powers of the Board

Promulgate, after due consultation

with industry groups, trade
associations, employers, workers,
policies, plans, programs and
guidelines as may be necessary for the
effective implementation of this Act
 Powers of the Board
Organize and constitute various
standing committees, subsidiary groups,
or technical working groups for
efficient integration, coordination and
monitoring technical education and
skills development programs at the
national, regional, and local levels
 Powers of the Board

Enter into, make, execute,

perform and carry-out
domestic and foreign
contracts subject to existing
laws, rules and regulations
 Powers of the Board
Restructure the entire sub-sector
consisting of all institutions and
programs involved in the promotion
and development of middle-level
manpower through upgrading, merger
and/or phase-out following a user-led
strategy
 Powers of the Board

Approve trade skills

standards and trade tests as
established and conducted
by private industries
 Powers of the Board

Establish and administer a

system of accreditation of
both public and private
institutions
 Powers of the Board

Establish, develop and

support institutions’
trainors’ training and/or
programs
 Powers of the Board

Lend support and encourage

increasing utilization of the
dual training system as
provided for by Republic Act
No. 7686
 Powers of the Board

Exact reasonable fees and charges

for such tests and trainings
conducted and retain such
earnings for its own use, subject
to guidelines promulgated by the
Authority
 Powers of the Board

Allocate resources, based on the

Secretariat’s recommendations, for
the programs and projects it shall
undertake pursuant to approved
National Technical Education and
Skills Development Plan
 Powers of the Board

Determine and approve

systematic funding schemes
such as the Levy and Grant
scheme for technical education
and skills development purposes
 Powers of the Board
Create, when deemed necessary, an Advisory
Committee which shall provide expert and
technical advice to the Board to be chosen
from the academe and the private sector:
Provided, That in case the Advisory
Committee is created, the Board is hereby
authorized to set aside a portion of its
appropriation for its operation
 Powers of the Board

Perform such other duties and

functions necessary to carry
out the provisions of this Act
consistent with the purposes
of the creation of TESDA.
 The TESDA Secretariat is
headed by the Director-General, who is likewise a
member of the TESDA Board. The Director-General was
appointed by the President of the Philippines and shall
enjoy the benefits, privileges, and emoluments
equivalent to the rank of Undersecretary.
As Chief Executive Officer of the
TESDA Secretariat, the Director
General shall exercise general
supervision and control over its
technical and administrative
personnel.
 The Director-General
shall be assisted by two (2) Deputy Directors-General to
be appointed by the President of the Philippines on
recommendation of the TESDA Board. One to be
responsible for Vocational and Technical Education and
Training and one to be responsible for Policies and
Planning.
 The Director-General
shall be assisted by two (2) Deputy Directors-General to
be appointed by the President of the Philippines on
recommendation of the TESDA Board. One to be
responsible for Vocational and Technical Education and
Training and one to be responsible for Policies and
Planning.
 Functional offices headed by an
Executive Director appointed by the Director-General and shall
have the rank and emoluments of Director IV.
The Regional TESDA Offices headed
by Regional Directors with the rank
and emoluments of Director IV
appointed by the President.
 The Regional TESDA Offices shall be under the direct
control of the Director-General and shall have the
following functions:
1. Serve as Secretariat to Regional Technical Education Skills
Development (TESDA) Committees
2. Provide effective supervision, coordination and integration
of technical education and skills development programs,
projects and related activities in their respective jurisdiction
3. Develop and recommend TESDA programs for regional and
local-level implementation within the policies set by the
Authority
4. Perform such other duties and functions as may be deemed
necessary.
 The Provincial
Offices shall be headed by Skill
Development Officers who shall have
the rank and emoluments of a
Director III.
 The Provincial TESDA Offices shall be under the direct
control of the Director-General and shall have the
following functions:

1. Serve as Secretariat to Provincial TESDA Committees

2. Provide technical assistance particularly to local
government units for effective supervision, coordination,
integration and monitoring of technical-vocational
education and training programs within their localities.
3. Review and recommend TESDA programs for
implementation within their localities
4. Perform such other duties and functions as may be
authorized
 Furthermore, the TESDA Secretariat may be
further composed by such offices as may be
deemed necessary by the Authority. The
Director-General shall appoint such personnel
necessary to carry out the objectives, policies
and functions of the Authority subject to Civil
Service laws, rules and regulations.
 Technical Education and
Skills Development Authority

PROGRAMS AND SERVICES

 TVET PROGRAMS
TESDA offers a wide range of Technical
Vocational Education and Training (TVET)
programs across various industries. These
programs aim to provide individuals with the
necessary skills and competencies to enter the
workforce or improve their existing skills. TVET
programs include short courses, competency-
based training, apprenticeships, and skills
upgrading programs
 SKILLS CERTIFICATION
TESDA provides skills certification to
individuals who have completed their
training and have demonstrated competency
in their chosen field. These certifications are
nationally recognized and serve as proof of
the individual's qualifications and skills. They
enhance employability and provide
opportunities for career advancement.
 TRAINING CENTERS AND
INSTITUTIONS
TESDA oversees and accredits various
training centers and institutions throughout
the country. These include TESDA
Technology Institutions (TTIs), TESDA-
Accredited Training Centers (TATCs), and
TVET institutions in partnership with the
private sector. These centers offer a wide
range of technical and vocational courses.
 SCHOLARSHIP PROGRAMS
TESDA offers scholarship programs to
support individuals who wish to undergo
technical education and skills training. These
scholarships aim to provide access to training
opportunities, particularly for disadvantaged
and marginalized sectors of society.
Scholarship programs may cover tuition fees,
training materials, and even stipends.
TESDA Scholarships Program
Training for Work Scholarship Private Education Student
Program (TWSP) Financial Assistance
PHP 10 1,136,977 PHP 1.4 149,052
BILLION GRADUATES BILLION GRADUATES

Some Successful TWSP Scholar Graduates

46
 SPECIAL PROGRAMS
TESDA implements special programs to address
specific needs and target groups. These include
programs for Overseas Filipino Workers
(OFWs), indigenous peoples, persons with
disabilities (PWDs), and other marginalized
sectors. The agency also promotes
entrepreneurship and offers support for the
establishment of micro, small, and medium
enterprises (MSMEs).
 ONLINE LEARNING
TESDA has embraced online learning
platforms to expand access to technical
education and skills training. It offers
various online courses, known as TESDA
Online Program (TOP), which provide
flexible learning opportunities for
individuals who cannot attend traditional
training centers.
 INDUSTRY PARTNERSHIPS
TESDA collaborates with industries,
employers, and other stakeholders to ensure
that its training programs align with
industry needs. These partnerships help
bridge the gap between skills supply and
demand, ensuring that graduates are
equipped with relevant and in-demand
skills.
 CURRICULUM DEVELOPMENT
TESDA and DepEd collaborate in the development
of curriculum frameworks that integrate academic
subjects with technical vocational skills. By
aligning their efforts, they ensure that students
receive a well-rounded education that combines
theoretical knowledge with practical skills. This
collaboration helps bridge the gap between
academic education and industry demands, making
graduates more employable and adaptable.
 Under DepEd's K-12 curriculum, the TVL track offers
specialized subjects and hands-on training in various
technical vocational areas. TESDA plays a vital role in
providing support, training resources, and certification
for the TVL subjects offered in schools. TESDA ensures
that the competencies taught in TVL track programs
align with industry standards and equip students with
skills that are relevant and in-demand in the job market.
 TEACHER TRAINING AND DEVELOPMENT
TESDA and DepEd work together to enhance the
skills and competencies of teachers in both academic
and technical vocational fields. TESDA provides
training programs and certifications for teachers,
enabling them to deliver quality instruction in
technical vocational subjects. This collaboration
ensures that teachers are equipped with the
necessary knowledge and skills to effectively teach
both academic and technical vocational subjects.
Current Issues and Emerging
Challenges

Technical Education and

Skills Development Authority
Skills Mismatch
Limited Industry Engagement
Training Capacity and Facilities
Accessibility and Equity
Technological Advancement
Recognition and Accreditation
Comprehensive Question:
As future managers of learning
institutions, suggest ways and means
to address challenges in Technical
Vocational Education that would
enhance technical education and skills
development in the Philippines/China.