WHAT IS TESDA?

The Technical Education and Skills Development Authority (TESDA) is the government office tasked to manage and supervise technical education and skills development in the Philippines. It was created under Republic Act 7796, otherwise known as the Technical Education and Skills Development Act of 1194. The said act integrated the functions of the former National Manpower and Youth Council (NMYC), the Bureau of Technical Vocational Education and Sports (BTVE-DECS) and the apprenticeship program of the Department of Labor and Employment (DOLE).

Goals and objectives Promote and strengthen the quality of technical education and skills development programs to attain international competitiveness. Focus technical education and skills development on meeting the changing demands for quality middle-level manpower. Encourage critical and creative thinking by disseminating the scientific and technical knowledge base of middle-level manpower development programs. Recognize and encourage the complementary roles of public and private institutions in technical education and skills development and training systems. Inculcate desirable values through the development of moral character with emphasis on work ethic, self-discipline, self-reliance and nationalism. TESDAS STRATEGIES Exercise of its Authority as TVET manager Development partners capabilities Strengthening the competency assessment and certification Promotion of the Dual Training System Active participation in the convergence strategy for rural development of the government

 Micro-enterprise development and training initiatives with partners for overseas employment. MANDATE Section 2 of Republic Act No. 7996 specifically declares the state policy to provide relevant, accessible, high quality Filipino middlelevel manpower responsive to and in accordance with Philippine development goals.

VISION TESDA is a leading partner in the development of the Filipino workforce with world-class competence and positive work values. MISSION TESDA provides directions, policies, programs and standards towards quality technical education and skills development. VALUE STATEMENT We believe in demonstrated competence, institutional integrity, personal commitment and deep sense of nationalism. TESDA Quality Policy We measure our worth by the satisfaction of the costumers we serve.

TVET Programs of TESDA Technology Institutes

Baguio City School of Arts and Hotel and Restaurant Services Trades
Tourism Services Short-Term Courses in

Cordillera Skills Development Center (CSDC)

A Center for Technical Excellence in Engineering Technology

- HRS/ BWI/ BEAR Mechanical Technology Electrical & Electro-Mechanical Tech. Civil & Welding Technology Automotive Technology

Pudtol Technical & Livelihood Training Center (PTLTC)

General Construction Trade Building Wiring Electrician Ladies Dressmaking

Abra Skills Development Center (ASDC)

Welding Technology Engine Tune-Up (Gas Diesel) Engine Overhauling Automotive Electrician Barangay Electrician Under chassis Mechanic Motor Control

TESDA STRUCTURE TESDA is a government agency attached to the Department of Labor and Employment for policy and program coordination. TESDA is composed of both the Board and the Secretariat. Together, they constitute TESDA as an Authority. The TESDA Board is the highest policy-making body and also represents the public-private partnership that works together for the benefit of its constituents. Its composition includes the key stakeholders of the TVET sector. The TESDA Board is responsible for the promulgation of continuing, coordinated and fully integrated technical education and skills development policies, plans and programs. Currently, the Board has 22 members. Fourteen comes from the private sector and 8 come from the government sector. The TESDA Secretariat is the development and implementing arm of the Authority. It is headed by the Director General (with a Cabinet Rank) who exercises general supervision and control over TESDAs technical and administrative personnel. The Director General is assisted by three Deputy Director Generals: Sectoral TVET, Field Operations, and Communities and Local Government Units Services. There are 8 Executive Offices, 17 Regional Office, 79 Provincial Office, 6 District Offices. Each is headed by an Executive/ Regional Directors (Director IV), a Provincial/District Director (Director III), respectively.

It maintains and manages 15 Regional and 45 Provincial Skills Development Centers and 59 TESDA-Administered schools nationwide, including the Korea-Philippines Training Center in Davao, Bulacan, and Quezon City, the TESDA Womens Center and the National TVET Trainers Academy. TESDA has a manpower complement of 4,436 personnel spread out in the various regions of the country. TESDAs socio-economic objectives and the multiplicity of its mandate and responsibilities, requires it to straddle the sectors of education and training, and employment. Within the education and training sector, TESDA works with the Presidential Task Force on Education (PTFE) and is on the middle of a trifocalized Philippine education system with DepEd taking on the basic and CHED, the higher education portions, respectively. Within the employment sector, TESDA is attached to the Department of Labor and Employment (DOLE) for policy and program coordination. As an agency with poverty alleviation as a major mandate, TESDA works under the umbrella of the National Anti-Poverty Commission (NAPC) and supports the Governments 10-point (BEAT-THE-ODDS) development agenda as refined further in the Presidents 08 x 2008 thrust. In TESDA, the employability of TVET graduates is the measure of the quality and relevance of its education and training programs. As such, TESDA organizes its Programs, Projects and Activities (P/P/A) around the demands of, and the available jobs at, the local and overseas markets. Today, 48.7% of TVET graduates of school/center/enterprise-based programs get employed after six months to within one year after completion of training. (Source: TESDA Impact Evaluation Study, 2005) DESCRIPTION OF TESDAS PROGRAMS AND PROJECTS

Direction Setting Policies, Plans, and Information Programs and services relating to these concerns embody the role of TESDA as the Authority in technical vocational education and training (TVET). These are aimed at providing clear directions and priorities for TVET in the country. These include the formulation of plans and policies for the TVET sector and the generation through researches and studies and the dissemination of relevant data and information for informed decision of stakeholders of the sector. Policy Formulation

TESDA comes up with an annual TVET Policy Agenda which guide the TESDA Board and the TESD Committees during policy deliberations on critical issues and concerns that promote quality and relevant TVET. Labor Market/Education and Training Intelligence

Reports (LMIR/ETMIR) The LMIR provides insights on current trends, issues and challenge available in the local and international labor markets. The ETMIR, on the other hand, provides information on the extent of provision of education and training in the country. The LMIR focuses on the demand for labor and employment while the ETMIR concentrates on the supply side. Impact Evaluation Studies (IES)

This is a complete and comprehensive assessment of the relevance and effectiveness of TVET in the four delivery modes of training, namely: school-based, center-based, enterprisebased and community-based.

Plan Formulation

TESDA is mandated to formulate the National Technical Education and Skills Development Plan (NTESDP) which serve as the blue-print for the comprehensive development of the Filipino skilled workforce. The NTESDP is anchored on the Medium Term Philippine Development Plan. Together with the NTESDP, Regional and Provincial TESDP Plans are formulated and implemented at the sub-national level. PROGRAMS AND PROJECTS

STANDARDS SETTING AND SYSTEM DEVELOPMENT

Another pillar towards the realization of TESDAs authority role in TVET sector is to ensure quality through the provision of the standards and system development services. Competency assessment and certification of worker is continuously done in pursuit of professionalizing skilled workers. COMPETENCY STANDARDS DEVELOPMENT The program aims at developing standards and systems that will align middle-level skills qualifications with the industry standards. The competency standards shall be the bases in assessing the qualifications of the middle-level skilled workers through the competency assessment and certification.

COMPETENCY ASSESMENT AND CERTIFICATION The program aims at assessing and certifying the competencies of the middle-level skilled workers through the TESDA occupational qualification and certification system (TOQCS). The assessment process is done to confirm that the graduate or worker can perform to the standard expected in the workplace based on the defined competency standards. Certification is provided for those who meet the competency standards. This ensures the productivity, quality and global competitiveness of the middle-level workers.

TESDA has a registry of certified workers which provides information on the pool of certified workers for certain occupations nationwide. TESDA also has accredited assessment centers as well as competency assessors who conduct competency assessment processes for persons applying for certification. UNIFIED TVET PROGRAM REGISTRATION AND ACCREDITATION SYSTEM (UTPRAS) This program covers:

Program registration (Compulsory) Is a compliance with minimum requirements prescribed in the Training Registrations (TRs) and anchored on competency-based system. Program registration prescribes full compliance with prevailing training standards, correction of sub-standard ones and denial of registration for those who fail to comply. An integral part of program registration is the monitoring of registered programs for continuous compliance to standards. Program Accreditation Is a voluntary process of demonstrating quality assurance to programs and institutional processes that shall lead to the recognition and conferment of awards at various levels for exemplary performance. The four levels are Bronze Award (Commitment Level), Silver Award (Proficiency Level), Gold Award (Mastery Level) and Platinum Award (International Center for Program Excellence). Ladderization and Equivalency -executive order no. 358 or the Institutionalization of Ladderized Interface between TVET and Higher Education mandates TESDA and the Commission on Higher Education to develop and implement unified National qualifications framework. This shall be undertaken in consultation with concerned sectors and stakeholders.

The framework shall establish equivalency pathways and access routes for a ladderized system that allows easier transitions and progressions between TVET and higher education. This framework shall include as far as practicable but not limited to the following unified qualification and articulation mechanisms: National System of Credit Transfer, Post TVET Bridging Programs, System of Enhanced equivalency, Adoption of Curricular Programs, Modularized Program Approach, Competency-based Programs, Network of dual Sector Colleges or Universities, Accreditation/ Recognition of Prior Learning. Skill Competitions- these serve as venues to recognize the skills excellence of young industry skilled workers and graduates of TVET institutions. The Philippine National Skills competition (PNSC) The culmination of a series of local, provincial, sectoral and regional contests held nationwide. Winners of the regional contests vie in the PNSC. Winners in the PNSC undergo further training to prepare them for the international skills competitions such as the ASEAN Skills Competition (ASC) and the World Skills Competition (WSC) under the Auspices of the international Vocational Training Organization. TESDA in collaboration with various partners has conducted these skills competitions and enabled the countrys participation in the various international contests.

SUPPORT TVET PROVISIONS

In view of the need to provide equitable access and provision of technical education and skills development programs to the growing TVET clients, TESDA continues to undertake direct training provision. There are four training modalities- school-based, center-based, enterprise-based and community-based. School-based Programs- These refer to the direct delivery or provision of TVER programs by the TESDA administered schools totaling to 59. These school-based programs include post secondary course offerings of varying duration not exceeding three years.

Center-based programs these refer to training programs being undertaken in the 15 TESDA Regional Skills Development Centers and 45 Provincial Skills Development Center. TESDA Womens Center Established through a grant-aid from the government of Japan, the TWC seeks to advance the womens economic status through training, entrepreneurship development, gender-sensitive policies, programs and projects and research and advocacy. The free six-month pre-employment skills training for women consists of four month in-center training and two (2) months on-the-job-training in trade areas such as: automotive, ceramics, dressmaking, electronics, food processing, industrial sewing machine operation, HRM-food and beverages services, HRM-food preparation, HRM-hotel housekeeping and guestroom maintenance, gifts/toys and house wares, jewelry and welding. Completing this package of assistance are empowerment courses on entrepreneurship motivation, gender sensitivity, leadership and work ethics and value development. Assistance to existing and potential women entrepreneurs is further sustained through the Kasanayan Kabuhayan One Stop Shop (KKOSS) that gives the access to information or referral services on training, markets, technology and credit. TESDA Training Center Taguig Campus Enterprise (TTCTCE) The TTCTCE conducts advanced technology programs registered under UTPRAS in partnership with industry organizations under a comanagement scheme. This is in response to the training requirements of the industry. These programs generate income to support the TESDA Development Fund. The TESDA Board approves the training fees. From the training fees, at an agreed sharing scheme contained in a memorandum of agreement, the industry partners assume all the training expenses, repair and maintain the training facilities of the Center. They also bring in equipment to augment TESDAs delivery system. Korea Philippines Training Centers TESDA is an implementing agency of three grant assistance projects from the Government of the

Republic of Korea. The Korea-Philippines Information Technology Training Center (KPITTC) of the Quezon City Polytechnic University Compound in Novaliches hopes to become the premier information and communication technology training center in the Asia-Pacific region by producing competent IT practitioners to service the local and global manpower needs. KPITTC Quezon City also provide training on computer graphics and animation. Another grant assistance is the KPITTC located at the Regional Skills Development Center in Guiginto, VBulacan. TESDA implements three projects in partnership with the Korea International Cooperation Agency (KOICA), Quezon City Government (for KPITTC Quezon City), Bulacan Provincial Government (for KPITTC Bulacan and Davao Provincial Government (for KorPhil Davao) Enterprise-Based Programs These programs are training programs being implemented within companies/firms. These programs can be any of the following: Apprenticeship Program is a training and employment program involving a contact between an apprentice and an employer on an approved apprentice occupation. Generally, it aims to provide a mechanism that will ensure availability of qualified skills workers based on industry requirements. The period of apprenticeship covers a minimum of four (4) months and a maximum of six (6) months. Only companies with approved and registered apprenticeship programs under TESDA can hire apprentices. Learnership Program is a practical training on-the-job for approved learnable occupations for a period not exceeding three (3) months. Only companies with TESDA approved and registered learnership program can hire learners. Dual Training System (DTS) is an instructional delivery system that involves two Venues of learning. The school/training center and the company establishment.

The training is based on a training plan collaboratively designed and implemented by an accredited dual system educational institution/training center and accredited dual system of agricultural, industrial and business establishments. The dual system aims to 1) encourage increasing levels of investments in TVET by both public and private institutions; 2) enhance the employability and productivity of graduates; 3) strengthen training cooperation between the establishments and educational institutions schools/training centers and business establishments interested to adopt DTS must register their programs and apply for accreditation. Kasanayan sa Hanapbuhay (KaSH) This is a bridging mechanism to enhance the governments skills development and employment facilitation programs. This program provides new entrants to labor force with the opportunity to acquire basic skills and work experience, which are of prime importance to employers in hiring new employees. Likewise, KaSH servers as a venue for private companies to demonstrate that corporate social responsibility as well as contribute to the development of the countrys human resources. Trainers Development Program This program provides continuing training to trainers, administrators, supervisors and non-teaching personnel to improve and upgrade the delivery to technology-based instructions within the TVET sector. The program focuses on technologies, approaches and methodologies that address the market demands, prepare the trainees to meet the requirements of the national certification system and enable TVET personnel to upgrade their skills in their areas of specialization. Curriculum and Resource Materials Development Program This program aims to develops schemes, plans and programs in curriculum and programs standards for TVET institutions; develops curricular exemplars; develop training aids and assessment Instruments; formulate/recommend policies/strategies in curriculum and programs standards development; assess, validate, and evaluate acquired and adopted curriculum and program standards.

Scholarship and Student Assistance Programs These programs aims to address equity and access by providing direct financial assistance to deserving TVET enrollees across all regions in the country. The scholarship programs currently being implemented include the following: Private Education Students Financial Assistance Program (PESFA) This program was established through Section 8 of Republic Act No. 8545, otherwise known as the Expanded Government Assistance to Students and Teachers in Private Education (GASTPE) Act. PESFA offers educational grants to qualified and deserving college freshmen both in degree and non-degree courses. The Commission on Higher Education (CHED) and TESDA handle the administration of the program for degree and non-degree courses, respectively. The program seeks to: 1) extend financial assistance to marginalized but deserving students in pos-secondary non-degree courses; 2)promote TVET; 3)contribute to the development of a competent skilled workforce; and 4)assist private institutions in their development effort by assuring a steady supply of enrollees to their course offerings. PGMA Training for Work Scholarship Program(PGMATWSP) This is a scholarship program which provides immediate interventions to the highly critical skills. This is either full or partial pay for the training costs for finishing courses in the business process outsourcing (BPO) industry; call center, medical and legal transcription, animation, software development and other industries with critical skills requirements. The program hopes to provide skills and competencies to job seekers through appropriate training programs that are directly connected to existing jobs for immediate employment, both locally and overseas. It also hopes to empower private education and training institutions too offer relevant training programs that meet job requirements. The implementation of the scholarship for Ladderized Education Program (LEP) established to support Executive Order No. 358 is likewise funded under the PGMA-PWSP.

Invigorating Constituent Assistance in Reinforcing Employment (I-CARE). This program is support of the governments anti-poverty programs. This is being implemented through partnerships with legislator, local government unit (LGUs), non government organizations (NGOs), industry associations and other stakeholders in TVET. The I-CARE program is a sharing scheme program between TESDA and partner/s, where every peso of the partners pledge for each chose program shall be matched by a counterpart fund from the TESDA budget. Such arrangement shall be executed through contacts and memoranda of agreement. The packages of programs and services under I-CARE include: 1)Enhancing TVET Provision; 2) Pursuing Competency Assessment and Certification; 3) Profiling of Youth ;and Intensifying Scholarship and Student Assistance Programs.

Career Guidance and Placement Programs This covers the provision of career counseling and job referral/facilitation services to students and graduates of TVET. Youth Profiling for Starring Careers (YP4SC) - This is a multi-component career guidance program designed to help students choose intelligently to what courses to pursue in college. It provides aptitude and job interest assessment, labor market Information, education and training information, career profiling and career guidance and counseling. Aside from high school students as its primary target, it could also be delivered to out-of-school-youth, unemployed adults and working adults who should like to make a career change.

A Report about TESDA

In Partial fulfilment for the Requirements in EDUC 15

Submitted by: Flores, Catherine P. Carino, Kandice Faye Balayya, Mary Jane Anniban, Lilibeth Cayacay, Arlyn Banizal, Sunshine Rose Lope, Jonard Santos, Ann Krissel Tamayo, Jamaica Sazon, Jacqueline Cas-ing, Hazel Geronimo, Angelica Ibay, Nail Trixia

Submitted to: Ms. Lorilee Demiterio

Submitted on: August 24, 2011