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2014/SOM1/HRDWG/SEM/005

The Philippine Education and Training System and the Technical and Vocational Education and

Training Sector

Submitted by: Philippines

Seminar on Youth Skills DevelopmentNingbo, China

17 February 2014

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THE PHILIPPINE EDUCATION AND TRAINING

SYSTEM AND THE TVET SECTOR

AklanAklanCapiz Capiz

IloiloIloiloAntiqueAntique

Negros OccidentalNegros Occidental

• Second largest archipelago composed of 7,107 islands

• Three main island groups:Luzon, Visayas and Mindanao

• Capital City - Manila• Land Area - 300,000 sq. km.• It is divided into 17 Regions, 85

Provinces, 117 Cities, 1,501 municipalities and 41,982 barangays

• The barangay is the smallest political unit into which cities and municipalities are subdivided

Aurora

Cagayan

Isabela

Quirino Nueva Vizcaya

TarlacNueva Ecija

ZambalesPampanga

Bulacan

QuezonLaguna

Rizal

Batangas

Cavite

Ilocos Norte

Ilocos Sur

Pangasinan

La Union

Camarines Norte

Camarines Sur

Albay

Sorsogon

Catanduanes

Masbate Northern Samar

Eastern Samar Western

Samar

Leyte

Southern Leyte

Surigao del Norte

Surigao del Sur

Agusan del Norte

Agusan del Sur

Occidental MindoroOriental

Mindoro

Palawan

Marinduque

Romblon

Batanes

Misamis Oriental

Bukidnon Misamis

Occidental

Camiguin

Lanao del Norte

Basilan

Sulu

Tawi-Tawi

Lanao del Sur

Maguindanao

Davao del Sur

Davao del Norte

Davao Oriental

Compostela Valley

North Cotabato

Sultan Kudarat

South Cotabato

Sarangani

Zamboanga del Norte

Zamboanga del Sur

Zamboanga Sibugay

Negros Oriental

Cebu

Bohol

Siquijor

Kalinga Apayao

Benguet

Mt. Province

Ifugao

AbraCAR

Metro Manila

Region II Region I

Region III

Region IV-A

Region V

Region VI

Region IV-BRegion VIII

Region VII

Region IX

ARMM

Region XII

Region XI

CaragaRegion X

NCR

Mabuhay and Welcome to the PHILIPPINES

Mabuhay and Welcome to the PHILIPPINES

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Six (6) Years

Six (6) YearsJunior High – 4 YearsSenior High – 2 Years

w/ Tech Voc Track

Post-Secondary Technical Vocational Education and Training

Baccalaureate (4, 5, 6 year degree programs), Master’s and Doctorate

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Age3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Pre- School Education

D

A

Y

C

A

R

E

N

U

R

S

E

R

Y

K

I

N

D

E

R

P

R

E

P

A

R

A

T

O

R

Y

Primary Education

Elementary(6 years)

High School(6 years)

Junior High (4 yrs)Senior High (2 yrs)w/ Tech Voc Track

Secondary Education Tertiary Education

Post-SecondaryTechnicalVocationalEducation andTraining

Pre-Baccalaureate

Bac

cala

urea

te

Master’s

Doctorate5 Year Degree Program(Architectural & Engineering Programs)

4 Year Degree Program

6 Year Degree Program

(Medical and Allied Programs)

Philippine Education System

Department ofEducation (DepEd)

Technical Educationand Skills DevelopmentAuthority (TESDA) Commission

on HigherEducation

(CHED)

OUR MANDATEThe Technical Education and Skills Development Authority(TESDA ) is the government agency tasked to manage andsupervise technical education and skills development(TESD) in the country. It was created under RA No, 7796,otherwise known as the “Technical education and SkillsDevelopment Act of 1994.” The said act integrated thefunction of the former National Manpower and YouthCouncil (NMYC), the Bureau of Technical VocationalEducation of the Department of Education, Culture andSports (BTVE-DECS) and the apprenticeship program ofthe Department of Labor and Employment (DOLE).

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OUR VISIONTESDA is the leading partner in the development of the Filipino workforce with world-class competence and positive work values.

OUR MISSIONTESDA provides directions, policies, programs and standards towards quality technical education and skills development.

VALUE STATEMENTWe believe in demonstrated competence, institutional integrity, personal commitment and deep sense of nationalism.

QUALITY POLICYWe measure our work by the satisfaction of the customers we serve.

TESDA TODAYTESDA TODAYA Central Headquarters; headed by a Secretary with a Cabinet rank, assisted by two Deputy Directors GeneralEight Executive Offices 17 Regional Offices and 85 Provincial/District Offices all over the country 121 Technology Institutes

• 57 Schools• 60 Training Centers ( 45 PTC and 15 RTC)• Kor-Phil IT Center Quezon City• TESDA Women’s Center• National TVET Trainers’ Academy

4,427 employees including 1,300 trainers

EXERCISING NATIONAL LEADERSHIP IN TVET

Standards Development

Systems Development

Assessment

Certification

Accreditation

Registration

Incentives & Awards

Policy Formulation

Information

NMIS

Labor Market Monitoring

Industry studies

Monitoring of external environment

Plan formulation (National, Regional, Local)

Resource Allocation

QTESDA QMSTESDA QMS

Technical Supervision

Modes of Provision

Capability Building/ Technical Assistance to TVIs

Scholarship Program

Career Guidance

School-based (57 Administered Schools 3,628 Private TVIs/HEIs)Center-based (15 RTCs, 45 PTCs)Enterprise-based (about 500+ partner enterprises)Community-based (1,124 CTECs)

TESDA CORE BUSINESS

AUTHORITY

• Regulator

• Enabler

• Manager

• Promoter

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Poverty Alleviation through Economic GrowthNational DevelopmentChallenges

NTESDP Vision

Development Objectives

Three-Pronged Direction

Private Sector-Led and Market-Driven TVETPro-Active Job-Skill Matching (SEEK-FIND-TRAIN)

Life Long Learning Mechanism/Ladderization and Articulation Expanding Scholarships and Other Incentive Support Services

Competency-based TVETEnhancing Quality Assurance Mechanisms

Entrepreneurship/Technopreneurship in TVETConvergence in TVET*

Key Result Areas

Strategies

Development ImperativesLabor Market Conditions

OverseasLocal

Global Competitiveness

Social Integration Rural Development

Improved Access and Equity in TVET

Enhanced Employability of TVET Graduates

Financial RequirementsOrganizational Competence

TVET Interventions

Supply MatchesDemand

Decent andProductive

Employment

Quality TVET

Provision

* Includes resource mobilization

GLOBALLY COMPETENT

FILIPINO WORKFORCE

Improved Assessment and Certification

Priority Sectors

Sectors with Highly Critical SkillsSectors with Critical Mass and

Emerging Skills (Other Priority Sectors)

1. Agribusiness2. Business Processing Outsourcing3. Tourism4. Construction5. Health6. Hotel and Restaurant7. Medical Tourism (Wellness Sector)8. Mining

1. Automotive2. Decorative Crafts3. Electronics4. Food and Beverages5. Footwear6. Furniture and Fixtures7. Health, Social and Other Community

Services8. HVAC/R9. ICT10. Land Transport11. Maritime12. Metals and Engineering

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TRAIN(PEOPLE)

SEEK(JOBS)

FIND(PEOPLE)

PRO-ACTIVE JOBS-SKILLS MATCHING PROCESS

COMPETENCY-BASED TVET

COMPETENCYSTANDARDS

• KNOWLEDGE• SKILLS• ATTITUDE• INDUSTRY

STANDARDS

TRAININGSTANDARDS

• CURRICULUM• FACULTY• TOOLS/

EQUIPMENT• FACILITIES

COMPETENCYASSESSMENT

• ASSESSMENTTOOLS

• ASSESSORS• ASSESSMENT

CENTERS

WHAT TO LEARN HOW TO TESTHOW TO TEACH

TRAININGREGULATIONS

MANDATORYASSESSMENT

MANDATORYREGISTRATION

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TableLEVEL PROCESS RESPONSIBILITY APPLICATION

NC IA worker at this level performsroutine and predictable tasksinvolving little or no latitude forjudgments

Adhere to appropriate standards orspecifications are usually involved

Assignments are usually madeby a supervisor or a worker at ahigher level who gives simpleinstructions and makesclarifications or suggestionswhen necessary

NC IIA worker at this level performs aprescribed range of functionsinvolving known routines andprocedures, where clearlyidentified choices and limitedcomplexity applies

Work involves some accountabilityfor the quality of outputs

Application at this level mayinvolve individual responsibilityor autonomy, or working withothers as part of a team orgroup

NC IIIA worker at this level performs awide range of skilled operationsat a high level of competenceinvolving known routines andprocedures. The work contextinvolves some complexity in theextent and choice of optionsavailable

Work involves understanding thework process, contributing toproblem solving, and makingdecisions to determine the process,equipment and materials to be used

Application at this level mayinvolve individual responsibilityor autonomy, and/or mayinvolve some responsibility forothers. Participation in teamsincluding team or groupcoordination may be involved

NC IVA worker at this level performs awide range of application in avariety of contexts most ofwhich are complex and non-routine

Work involves some leadership andguidance when organizing activitiesof self and others as wellcontributing to technical solutions ofa non-routine or contingency nature;evaluation and analysis of currentpractices and the devt of new criteriaand procedures

Applications involveresponsibility for theorganization and performanceof others

TVET Delivery Modes

School-based

Formal delivery by the schools ofTVET programs of varyingduration of at least a year but notexceeding three years.

Center-based

Provision of short duration non-formal training undertaken in the TESDA Regional and Provincial Training Centers.

Community-based

Training programs specificallydesigned to answer the needs forskills training in the community tofacilitate self-employment.

Enterprise-based

Programs

Training programs like apprenticeship, learnership, dual training which are carried out within the firms/industries

Institution-Based29%

Enterprise-Based

6%

Community-Based

44%

Others21%

Institution-Based

Enterprise-Based

Community-Based

Others

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TVET Providers

Private2,79662%

Public1,71438%

TVET Providers (4,514)

Public TVET Providers (1,714)Others

344 (20%)

DepEdSupervised Schools

259 (15%)

TESDATechnological Institutions

125 (7%)

HEIs/SUCsWith Non-degree Programs

146 (9%)

LGUs844 (49%)

g

PRIORITY PROGRAMS*PROGRAM REGISTRATION

* ASSESSMENT AND CERTIFICATION

*SCHOLARSHIP*COMMUNITY BASED TRAINING

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TARGET:500,000 assessed workers

TARGET:500,000 assessed workers

Free Assessment Service of TESDAFree Assessment Service of TESDA

under NATCAC(National Competency Assessment and Certification)

under NATCAC(National Competency Assessment and Certification)

The YP4SC Program is a complete guidance delivery system to help young Filipinos make rightcareer choices, based on an objective assessment of their strengths and interests. It is designedto help young Filipinos identify the careers that will place them in “starring roles.”

The Graduate Tracer Study shows an average of 72% employment rate of TVET graduates joining the Labor Force• Graduates land jobs within a

year after finishing course

• Directing HRD toward sustaining global competitiveness

• Ensuring quick response to specialized labor requirements

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SPECIFIC CHALLENGES SPECIFIC CHALLENGES Expand Registration of Tech Voc courses in Connection with the K-12 Program of DepEd (Department of Education)

Development of Polytechnic Institutions

Adoption of partnership arrangement in the delivery of SUCsDevelopment of Training Regulations

Full implementation of Competency-based TVET

Standard Implementing Guidelines

Maraming Salamat

Thank YouHsieh hsieh

Merci..

Maraming Salamat

Thank YouHsieh hsieh

Merci..