The Philippine Technical Vocational Education And Training .
The Philippine Technical Vocational Education and Training(TVET) SystemDR. AUGUSTO BOBOY SYJUCOSecretary and Director General, Technical Education and Skills Development Authority school youths or adult illiterates who cannot avail offormal education. An example is functional literacyprogrammes for non-literate and semi-literate adultswhich integrate basic literacy with livelihood skillstraining.The Philippine Education and TrainingSystemThe education system in the Philippines embracesformal and non-formal education. It is closely relatedto the American mode of education but differs in thenumber of school years as other countries have 12years basic education. In the country however,elementary education is composed of 6 years andsecondary education is 4 years which together with thetertiary education comprise the formal educationsystem.The Congress enacted in 1990 Joint Resolution No. 2creating the Congressional Commission for Educationor EDCOM to review and assess the education andmanpower training system of the country inclusive offormal and non-formal educational system in bothpublic and private.On the other hand, non-formal education includeseducation opportunities, even outside school premises,that facilitate achievement of specific learningobjectives for particular clienteles, especially the out-The EDCOM concluded that the differentlevels/categories of education should be managedseparately so that the specific needs of each categorycan be identified and well attended to for effective andi.The Congressional Commission on EducationPhilippine Education tment ofEducation (DepEd)ATRO2021222324R252627Technical Educationand Skills DevelopmentAuthority(TESDA)Commission on HigherEducation (CHED)Master’s4 Year Degree ProgramHigh School(4 years)Elementary(6 calVocationalEducation andTrainingRN17BaccalaureateAge35 Year Degree Program(Architectural & EngineeringDoctoratePrograms)6 Year Degree Program(Medical and Allied Programs)YPre- ion56789Tertiary Education101112131415Figure 01: Philippine Educational System161718192021
Education Cohort EstimatesFor every 100 Grade 1 pupils66 finish Grade 658 enroll 1st HS43 finish High School10 enrollIn TVET73grad drp23 enrollIn HE8 OSY15 dropout10OSY149grad dropoutFigure 02: Potential TVET Clienteleefficient implementation. Thus, the trifocalization ofthe management of the country’s educational systempaved way for the following changes:Basic Education was subsequently changed toDepartment of Education (DepEd) through the passageof RA 9155 or Governance of Basic Education Act onAugust 2001.Technical-Vocational Education became thejurisdiction of Technical Education and SkillsDevelopment Authority (TESDA) as legallymandated through RA 7796 otherwise known as theTESDA Act which was signed into law on August 25,1994; andHigher Education involving tertiary education incommunity colleges, universities andspecialized colleges became the domain ofthe Commission on Higher Education(CHED) which was established throughthe enactment of RA 7722 or HigherEducation Act on May 18, 1994.ii.TVET in the PhilippinesAt present, TVET provides education andtraining opportunities to prepare studentsand other clients for employment. It alsoaddresses the skills training requirementsof those who are already in the labormarket and would need to upgrade ordevelop new competencies to enhanceemployability and improve productivity.Other GAs297,951 (22%)pupils entering Grade I, only 66 will graduate fromGrade 6. Out of the 66 elementary graduates, 58 willenter first year, 43 will graduate from high school andthe remaining 15 will join the ranks of out-of-schoolyouths. Out of the 43 high school graduates, 23 willenroll in 1st year college, 10 will get tech-voc educationand 10 will drop out.The potential clientele of TVET includes primarily thehigh school graduates, secondary school leavers,college undergraduates and graduates who want toacquire competencies in different occupational fields.Other potential clientele of TVET are the unemployedpersons who are actively looking for work. Theseinclude the displaced workers who lost their jobsbecause of closure of establishments, retrenchment orlaying-off of workers due to economic and otherrelated reasons. Returning overseas Filipino workerswho decide to discontinue working abroad are alsoclients of TVET as well as those currently employedwho want to upgrade their skills or acquire new skills.2.The Delivery ModesThere are four basic modes of training delivery. In theyear 2005, 24.68% of TVET graduates came from theformal school-based programs, 4.82% was contributedby center-based non-formal training programs, a large41% came from community-based programs leading tolivelihood and self-employment opportunities andenterprise-based programs like apprenticeship,learnership and dual training programs contributed a7.5% to the total annual output. Other governmentTVET DELIVERY MODES2005School-based334,235 (24.68%)Center-based65,214 (4.82%)Community-based555,272 (41%)Enterprise-based101,650 (7.50%)Total Graduates 1,354,3221.TVET ClienteleA report from DepEd on the typicalprogression of pupils indicates a hugemarket that needs TVET. Out of 100SchoolbasedFormal delivery by the schoolsof TVET programs of varyingduration of at least a year butnot exceeding three years.CenterbasedProvision of short duration nonformal training undertaken inthe TESDA Regional andProvincial Training Centers.Community-basedTraining programs specificallydesigned to answer the needsfor skills training in thecommunity to facilitate selfemployment.EnterprisebasedProgramsFigure 03: TVET GraduatesTraining programs likeapprenticeship, learnership,dual training which are carriedout within the firms/industries
agencies conducting mostly community-basedprograms contributed 22% to the output.3.TVET Delivery NetworksThe training and development of the Filipinoworkforce for skilled employment is providedmostly by the private TVET institutions. There are4,510 TVET providers in the country today, 62%(2,786) of which are private and 38% (1,714) arepublic. The public TVET providers include the 121TESDA Technology Institutes composed of 57schools, 15 Regional Training Centers, 45Provincial Training Centers and 4 SpecializedTraining Centers. Other public TVET providersinclude State Universities and Colleges (SUCs) andlocal colleges offering non-degree programs;DepEd supervised schools, LGUs, and othergovernment agencies providing skills trainingprograms.b.TVET Providers (4,510)1,7142,796TESDA as the Authority in TVETi.PublicPrivateMandate and Core Business“TESDA is mandated to provide relevant, accessible,high quality and efficient technical education andskills development in support of the development ofhigh quality Filipino middle level manpowerresponsive to and in accordance with the Philippinedevelopment goals and priorities”.Figure 05: TESDA Core Business38%62%Public TVET Providers (1,714)LGUs844 (49%)Others344 (20%)DepEdSupervised Schools259 (15%)HEIs/SUCsWith Non-degree Programs146 (9%)TESDATechnological Institutions121 (7%)Figure 04: TVET ProvidersGiven its mandate, TESDA envisions to be the leadingpartner in the development of the Filipinoworkforce with world-class competence and positivework values. Its mission on the other hand is toprovide direction, policies, programs and standardstowards quality technical education and skillsdevelopment. TESDA has also a quality policy whichstates that, “We measure our worth by thesatisfaction of the customers we serve.”To facilitate the delivery of itsmandate, TESDA defines itsCore Business which iscomprised of three planks:Direction Setting, StandardSettingandSystemsDevelopment and Supportto TVET Provision.The core business definedfurther TESDA’s role asauthority, enabler, managerand promoter of TVET whichprimarily involves ensuringsufficient provision of skilledworkers and technicians tomeetinternationalworkstandards as well as the needsof local enterprises andensuring access to technicaleducation for the greatermajority of the Filipinos.’
TESDA BoardRATIONALIZEDSTRUCTURE(as of September 2005)TESDA BoardSecretariatOffice of the Director General(Cabinet Rank)Office of the Chief of Services forAdministration (OCSA)Competency Assessment and Certification Office(CACO) OCSA Proper Accounting Division (AD) Budget Division (BD) Human Resource Management Division (HRMD) General Services Division (GSD) Property and Supply Division (PSD) Legal Office of the Executive Director (OED) Certification Division (CD) Quality & Data Management Division (QDMD)Corporate Affairs Office (CAO) Office of the Director (OD) Corporate Planning & Investment DivisionInternal AuditDivision (IAD)(CPID) Corporate Information & Advocacy DivisionOffice of the Deputy Director GeneralField Operations (ODDG-FO)Office of the Deputy Director GeneralSectoral TVET (ODDG-ST)Planning Office (PO)Regional Coordination Office (RCO) Office of the Executive Director (OED Policies and Plans Division (PPD) Research and Evaluation Division (RED) Office of the Executive Director (OED Policy/Program Coordination Division (PPCD) Field Operations Monitoring Division (FOMD)TVET System Development Office (TSDO)Regional Offices (ROs) Office of the Executive Director (OED Programs & Systems Development Division (PSDO) Research and Evaluation Division (RED)Provincial Offices(POs)Office of TESDA Technology Institute(OTTI) Office of the Executive Director (OED TESDA Technology Institute ManpowerOperation Division (TTIMOD)TESDA Women’s Center (TWC)National TVET Trainer’s AcademySpecialized Centers (SCs)Qualifications and Standards Office (QSO)Technology Institutions (TIs) Office of the Executive Director (OED Standards Development Division (SDD) Curriculum and Training Aids Division (CTAD)Figure 06: Organizational Structure (As of September 2005)ii.Structure TESDA is composed of the Board and the Secretariat.Together, they constitute TESDA as an authority. TheTESDA Board is the highest TVET policy-makingbody represented by public-private partners that worktogether for the benefit of its constituents. TheSecretariat serves as its technical and administrativesupport.The BoardThe TESDA Board is responsible for the promulgationof continuing, coordinated and fully integratedtechnical education and skills development policies,plans and programs. The Board now has twenty (23)members. Majority (15) comes from the private sector:seven (7) from employers and industry, six (6) from
labor and two (2) from private technical vocationalinstitutions. Eight (8) government departmentsrepresent areas related to technical education and skillsdevelopment, namely, Department of Labor andEmployment (DOLE) which sits as the chair of theBoard, Technical Education and Skills DevelopmentAuthority (TESDA), Department of Interior and LocalGovernment (DILG), Department of Trade andIndustry (DTI), Commission on Higher Education(CHED), Department of Education (DepEd),Department of Agriculture (DA), Department ofScience and Technology (DOST). The SecretariatThe TESDA Secretariat is the development andimplementing arm of the Authority. It is headed by aDirector General (with a Cabinet rank) who exercisesgeneral supervision and control over TESDA’stechnical and administrative personnel.Assisting the Director General are two DeputyDirectors General – one responsible for field operationsand one responsible for policy and planning. The Chiefof Services for Administration assists the DirectorGeneral in the area of finance and administration. Thefunctions of the Secretariat are being undertaken byeight (8) Executive Offices each headed by anExecutive Director, namely: Planning Office,Qualifications and Standards Office, RegionalCoordination Office, Office of TESDA Institutions,TVET Systems Development Office, Corporate AffairsOffice, Competency Assessment and CertificationOffice and Office of the Chief Services forAdministration. There are 17 Regional, 85 Provincialand 6 District Offices each headed by a spectively. In addition, there are 15 Regional and 45Provincial Training Centers and 57 TESDAadministered schools and three (3) specialized trainingcenters, namely, TESDA Women’s Center (TWC),Kor-Phil Quezon City and National TVET Trainer’sAcademy (NTTA).TESDA has a manpower complement of 4,278personnel spread out from the central office to thevarious regions of the country.II. NATIONAL TECHNICAL EDUCATION ANDSKILLS DEVELOPMENT PLAN (NTESDP)a.Major gains from the First Cycle NTESDPPart of TESDA’s major functions as the overallmanager of the TVET sector is the formulation of acomprehensive plan for the development of skilledmanpower in the country. In 1999, TESDA, throughconsultation with major stakeholders in TVET from thepublic and private sectors, formulated the First CycleNational Technical Education and Skills DevelopmentPlan (2000-2004) to guide the development efforts inthe whole TVET sector. The assessment of the Planimplementation showed major gains in the sector forthe past 5 years in terms of access, relevance, qualityand equity. AccessIncreasing trend in TVET enrolment and number ofgraduates was noted for the period 2000-2004. In 2000,TVET graduates from the various delivery modes wererecorded at only 340,111. It reached 839,898 by theend of 2004 which represents a 147% increase from the2000 figure. This is attributed to the expandingcapacity in TVET provision as manifested in theincreased number of TVET providers from 1,768 in2000 to 4,510 in 2004. RelevanceThe responsiveness of TVET programs can bemeasured in terms of employment and skills utilizationrates of TVET graduates. The graduate tracer studiesconducted in 2000 and 2004 showed an averageemployment rate of 61% and an average skillsutilization rate of 67% among the TVET graduates whowere surveyed a year after completing TVET course. QualityThe TVET reforms initiated in 1998 are directedtowards ensuring quality in TVET programs andoutputs. These include the mandatory registration of allTVET programs/course offerings in accordance withthe standards set. As of end of 2005, 13,098 TVETprograms were registered through TESDA’s UnifiedTVET Program Registration and Accreditation System.The assessment and certification program was likewisestrengthened during the plan period to provide a moreefficient system of assessing the competencies ofTVET graduates. The assessment and certificationsystem is directly anchored on the developedcompetency and training standards. While a slow pacewas noted in terms of the development of theassessment and certification system, the initiativesundertaken nevertheless provided the strong foundationfor the enhanced system currently being implemented. EquityEquity and access have been a twin concern ineducation and training for many years. To address this,
TESDA has been implementing scholarship and otherstudent financial assistance programs such as thePrivate Education Student Financial Assistance(PESFA). Efforts towards mainstreaming TVET at thelocal level to assist the local government units in theprovision of more training opportunities to theirconstituents are also undertaken.While significant gains were noted, the overallassessment of the Plan implementation also points outsome areas of gaps which need to be addressed. Allthese provided the background on which the 2nd CycleNTESDP was crafted in 2005.b.The Second Cycle NTESDP 2005-2009i.Plan Frameworkshall support this process by pursuing their institutionalhuman resources development programs for theirworkers.Quality TVET ProvisionStandards on systems, processes and procedures amongTVET providers will be applied accordingly to ensurequality graduates/workforce.Supply Matches DemandThe provision of training programs will be guided byadequate and timely labor market information, both interms of quantity and quality set by industries,especially in critical occupations and in areas wherethere is high demand.Figure 07: NTESDP 2005-2009 Framework Development ObjectivesDecent and Productive EmploymentThis means that sufficient productive employment isavailable and workers have full access to incomeearning opportunities. Essential to decent employmentis a continuous enhancement of competencies throughbuilding up of capabilities for skills training on globalcompetitiveness and positive work ethics. Industry Key result areasEnvisioning a globally competent Filipino workforce,the 2nd Cycle NTESDP commits for improved accessand equity in TVET, improved assessment andcertification, and enhanced employability of TVETgraduates.
Improved Access and Equity in TVETOpportunities shall be made available and affordablefor all clients to include but not limited to specialclientele groups like women, differently-abled persons,and indigenous people, among others. Relevant andtimely information on training opportunities will bemade available for prospective beneficiaries.Improved Assessment and CertificationThere shall be an increased number of TVET graduateswith verified/validated competence to perform aparticular skill according to quality standards definedby industry. Moreover, the registry of certified jobready TVET graduates is readily available toprospective employers, both for local and overseasemployment.Enhanced Employability of TVET GraduatesThis is the environment where TVET graduates haveimproved access to employment domestic andoverseas. Graduates will also have improved prospectsfor entrepreneurial and self-employment endeavors.ii.The Seek-Find-Train ParadigmThe NTESDP takes as one of its major strategies, thepro-active skills matching process called Seek-FindTrain which involves three key components: i) SEEKlocal business opportunities, and jobs through domesticand international labor market intelligence to pinpointthe exact requirements of the job market, ii) FIND theright people fit for the jobs, and iii) TRAIN the rightpeople for the available jobs using quality standardsFINDthePEOPLESEEKtheAJOBSTRAINthe PEOPLEfor theRIGHTJOBSFigure 08: Seek-Find-Train Paradigm FrameworkFigure 09: YP4SC Frameworkdeveloped in consultation with industry. Programs andsupport services shall be provided such that theeducation and training sector effectively contributes toputting people to work and keeping them employed,either wage-employed or self-employed.This paradigm becomes more meaningful and strategicthrough the Youth Profiling for Starring Careers(YP4SC) program, a complete guidance deliverysystem to help young Filipinos make the right careerchoices based on an objective assessment of theirstrengths and interests which provide the informationon what work will place them in a “starring role”.This information is coupled with updates on what joband employment opportunities are and will be indemand; and information on education and trainingchoices where the job can be learned. In the end, thestudents and parents are equipped adequately inmaking the right career decision. Ultimately, it willlead to a greater job fit and greater value toeducation and training.iii. NTESDPvis-à-vistheNationalDevelopment Plan and TESDA CorporatePlan, HRD Plan and QMS PlanThe NTESDP lends very strong support to theMedium-Term Philippine Development Plan 20052010 particularly in terms of ensuring the availabilityand quality of skilled manpower especially in theidentified priority sectors of the country.The NTESDP provides the overall direction for theTVET sector in general and for TESDA as the manager
of the sector. The critical role of TESDA in ensuringthat the goals and targets of the NTESDP are achievedis amplified in the TESDA Corporate Plan. TheTESDA Corplan spells out the major strategies andprograms of TESDA to strengthen its capacity in themanagement of the TVET
Figure 01: Philippine Educational System The Philippine Technical Vocational Education and Training (TVET) System DR. AUGUSTO BOBOY SYJUCO Secretary and Director General, Technical Education and Skills Development Authority (TESDA) boboysyjuco@tesda.gov.ph I. INTRODUCTION a. The
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Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
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