Professional Documents
Culture Documents
Education
In the Philippines the education system aims to:
Provide a broad general education that will assist each
individual in society to attain his/her potential as a human
being, and enhance the range and quality of the individual
and the group;
Help the individual participate in the basic functions of
society and acquire the essential educational foundation for
his/her development into a productive and versatile
citizen;
Train the nation’s manpower in the middle-level skills
required for national development;
Develop the high-level professions that will provide
leadership for the nation, advance knowledge through
research, and apply new knowledge for improving the quality
of human life;
Respond effectively to changing needs and conditions
through a system of educational planning and
evaluation.
The DepEd Vision
To provide quality
basic education
that is equitably accessible to all
and lay the foundation
for life-long learning and
service for the common good.
DepEd MANAGEMENT STRUCTURE
To carry out its mandates and objectives, the Department is
organized into two major structural components. The Central
Office maintains the overall administration of basic education at
the national level. The Field Offices are responsible for the
regional and local coordination and administration of the
Department’s mandate. RA 9155 provides that the Department
should have no more than four Undersecretaries and four
Assistant Secretaries with at least one Undersecretary and one
Assistant Secretary who are career service officers chosen among
the staff of the Department.
Dental Clinic
Dental services are intended to address the health and welfare of DECS
officials, employees and their immediate dependents at the Central office
as well as visiting DECS officials, teachers, support personnel from the
field to be treated as walk-in patients.
The Dental Clinic performs the following functions: consultation,
complete oral examination, treatment of carious teeth such as extraction
and temporary or permanent filing simple dental surgery, oral
prophylaxis and simple gum treatment, prosthetics maybe made if
laboratory cost to be shouldered by the patient, dental periapical X-Ray
and referral when necessary.
Medical
The Medical Clinic takes care of the health of the employees to make sure that
they are fit perform their work effectively. It attends to the basic needs of the
employees like monitoring of blood pressures and prescribing the appropriate
medicines whenever necessary.
It holds our Annual Medical/Dental Check-ups which include laboratory
examinations, electro diagrams and chest X-rays. When the results are sent to us,
we interpret them for the employees and give necessary medicines and advices.
Security ServiceUnit
This unit plans, organizes and supervises operations in the building area; advises,
recommends security measures to immediate supervisors; implements security
measures directed by supervisors; investigates and reports unusual occurrences
and infraction of rules and regulations; prepares report of daily guarding
activities; takes charge of the training of mend; and serves the Administrative men
of the unit.
Records Division
The Records Division establishes and maintains a systematic records system for
the Central Office; receives and distributes all communications to the field; release
and mails or disposes all communications to the field; disposes all DECS old file
in accordance with attending rules and regulations and laws; exercises absolute
care and fidelity in the custody of DECS records.
Property Division
The Property Division procures supplies, materials and equipment to meet the service
requirements of the DECS Central Office; evaluates Program of Expenditures
forwarded by DECS Regional Office, Division Offices, and National Schools and make
recommendations to the Secretary; implements effective control and management of
General Office property; distributes supplies, materials and equipment available as per
requisitions of different units in the Central Office; properly dispose off unserviceable
of excess properties in accordance with applicable rules, regulations and laws;
prepares annual property inventory for submission to the Commission on Audit;
prepares and maintains property account cards for all properties of the General Office;
prepares and submits sales report for properties lost and paid for collections remitted
to the Treasury; signs all property clearances of all officials and employees of the DECS
Proper, Regional Directors and Schools Division Superintendents; conducts emergency
purchases through canvass of urgently needed supplies and equipment which the
Procurement Service cannot supply.
Teachers Camp
The Teachers Camp plans and directs the program for the year round
maintenance and utilization of the physical facilities of the Camp consisting of
eleven (11) dormitories, forty-seven (47) cottages and guest houses, four (4)
conference halls, two (2) dining rooms, a school building and meeting rooms. It
also attends to the housing and conference requirements of teachers, school
officials, and organizations attending various conferences scheduled in the Camp
throughout the year; plans/implements the year round beautification and
greening program within the 25-hectare Camp reservation; provides, maintains,
coordinates and oversees the effective operations of the various sections namely:
Accounting, Property and Supply, Engineering and Physical Facilities, Collection
and Disbursement, Front Desk and Customer Relations and Administrative
Sections
FINANCIAL MANAGEMENT
SERVICE
FINANCIAL MANAGEMENT SERVICE
Budget Division
The Budget Division is responsible in the preparation, including submission
to the Department of Budget and Management of budgetary estimates in
support of the DECS' operations, plans and programs to achieve its goals of
providing the citizenry better access to quality basic education. The process
also involves the review, evaluation and consolidation of the budget
proposals of all DECS Central and Regional Offices, and coordination with
the Office of the Planning Service. This division assists management in the
presentation of the Department's budgetary estimates/proposals before
administrative and legislative bodies; and provides technical assistance to
other units in the application and utilization of budgetary methods and
procedures. It also the primary responsibility of the Division to prepare the
annual work and financial plans and matrices, and other documentation to
ensure the release of funds as reflected in the General Appropriations Act
(GAA) and from other sources.
Accounting Division
The Accounting Division is responsible for the maintenance of the books of
accounts of Central Office staff, Bureaus and Centers. It administers financial
reports, processes of disbursement and trust accounts and makes branch
accounting in regional offices. It consolidates financial reports of all Central
Offices and Regional offices for submission to fiscal agencies. It has technical
supervision over all DECS Accounting offices.
Payroll ServicesDivision
The division is responsible for the centralized production of payrolls, salary
checks and compensation, benefits of teachers and administrative personnel in
provinces, chartered cities headed by a Superintendent, including the Secondary
Teachers of the National Capital Region in the most effective and cost-efficient
manner.
Systems Division
The division serves as a center for the strategic management of an effective and
efficient information system for the DECS through developing a mechanism that
integrates and coordinates the DECS information requirements that are accessible
and responsive to users. It also synchronizes data collection, processing and
dissemination to ensure quality of information
Management Division
The division develops plan and program objectives relative to management
improvement in the Department, examines its administrative organization,
maintains its organizational charts and manual operations and undertakes regular
management surveys on organizational structure, manpower and operations,
studies special problems as assigned and makes recommendations for
improvement.
Cash Division
The Cash Division collects and disburses funds; accounts for receipts, custody and
disbursement of funds; undertakes encashment of checks for cash advances and
payment of salaries, wages and other obligations; provides proper recording of
cash advances, disbursements, collection and deposits; prepares reports and
documents pertinent to the collection of disbursements and deposits of funds.
The Cash Division controls the Notice of Cash allocations (NCAs) of DECS proper
and the different staff bureaus, centers, and other foreign assisted projects of the
Department for payments of different government obligations to both private and
government obligations to both private and government agencies. Release/mail
checks to different claimants for payments of different government obligations.
Personnel Division
The Personnel Division provides comprehensive, well-organized and synchronized
personnel services. It develops and administers personnel programs such as recruitment,
selection, placement, transfers, details/reassignments, reinstatements and other personnel
movements; leaves such as vacation, sick, maternity, study and terminal; separation from the
service (retirement, resignation, dropping from the rolls, etc. and salaries (vouchers,
payrolls).
Projects
Monitoring and evaluation of Personnel Records and Current Personnel
Actions in the different Regional and Division Offices.
Establishment of the DECS Personnel Information System (PIS)
National Search Committee
Revision of the DECS Performance Appraisal System (PAS)
DECS-PLM Off-Campus Masteral and Doctoral Programs
Review of Position Description to update position titles in DECS
Personnel Audit of Schools and Personnel of the Central Office
Employees Welfare and Benefits Division
Special Programs
Values Orientation Workshop
Human Rights Education
Peace Educations
Gender and Development
Graft and Corruption Prevention Education
The Bureau of Elementary Education (BEE) is
responsible for providing access and quality elementary
education for all. It also focuses on social services for the
poor and directs public resources and efforts at socially
disadvantaged regions and specific groups. The Bureau of
Secondary Education (BSE) is responsible for providing
access and quality secondary education. Its aim is to enable
every elementary graduate to have access to secondary
education. It improves access to secondary education by
establishing schools in municipalities where there are none
and reviews the overall structure of secondary education as
regards curriculum, facilities, and teachers’ in-service
training.
UbD
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Application Form SPPIC.doc
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thesis application form.doc
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. 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.
The merging of the National
Manpower and Youth Council (NMYC) of
the Department of Labor and Employment
(DOLE). The Bureau of Technical and
Vocational (BTVE) of the
Educatio
Education, Culture and
n Department
Sports (DECS), andof The 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, 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.
TESDA is mandated to:
1. Integrate, coord inate and m onitor skills
development programs;
2. Restru cture efforts to p romote and d evelop
middle-level manpower;
3. Approve skills standards and tests;
4. Develop an accreditation system for
institutions involved in middle-level
manpower development;
5. Fund p rograms and p rojects for technical
education and skills development; and
6. Assist trainers training programs.
At the same time, TESDA is expected to:
Devolve training functions to local
governments;
Reform the apprenticeship program;
Involve industry/employers in skills
training;
Formulate a skills development plan;
Develop and administer training incentives;
Organize skills competitions; and
Manage skills development funds.
Overall, TESDA formulates manpower and
skills plans, sets appropriate skills standards and
tests, coordinates and monitors manpower policies
and programs, and provides policy directions and
guidelines for resource allocation for the TVET
institutions in both the private and public sectors.
Mission
TESDA provides direction, policies,
programs and standards towards quality
technical education and skill
development.
Values Statement
We believe in demonstrated competence,
institutional integrity, personal commitment and
deep sense of nationalism.
Quality Policy
"We measure our worth by the satisfaction of the
customers we serve"
Through:
Strategic Decisions
Effectiveness
Responsiveness
Value Adding
Integrity
Citizen focus
Efficiency
TESDA CORE BUSINESS
Direction Setting
Trainees/ Students
Companies
Schools
Training Centers
Training Institutions
IBs/Industry Associations
LGUs
NGOs
GOs
Parents
Teachers
Trainers
Benefits of the Dual TrainingSystem:
FOR STUDENTS:
Quality training and proper skills, work attitude and
knowledge
Enhanced employability after training
Better chances for career mobility
Allowance for transportation and other expenses.
FOR COMPANIES:
Workers developed according to the company's needs
Guaranteed highly skilled and productive workers
Savings on production cost through tax incentives
FOR SCHOOLS:
Less need for sophisticated equipment and facilities
Responsiveness to industries' needs
Maximized use of equipment and facilities
Better employment opportunities for its graduates
Enhanced public image
Tax exemption for imported equipment
Competency Standards Development
c. Maritime /Seafarer’sRatings
1.Steps in Applying for Certificate of Competency
(COC) under STCW
2.List of Accredited Assessment Centers for
d. Household Service Worker
1. Procedures and Guidelines in applying for
Household Service Worker NC II
e. Online Registries
1. Registry of Workers Assessed and Certified
(RWAC)
2. Maritime Certificate (COC) Verification
3. Registry of Certified Household Service
Workers 3. Registry of Certified Welders
A CH IEVEM EN TS
In 2009, TESDA provided 592,977 scholarships to displaced local
workers and OFWs under the Pangulong Gloria Scholarships (PGS).
Some 592,977 students and trainees also qualified as scholars under
the Private Education and Student Financial Assistance (PESFA)
program. A total of 158,855 high school students were profiled under
the Youth Profiling for Starring Career (YP4SC) in 2009. A one-stop
center on job referral and placement assistance was established in 672
blue-desks throughout the country.
TESDA also upgraded the skills and certified 10,335 tech-voc trainers
and dispatched 2,896 trainees under the TESDA-JITCO Skills and
Technology Transfer Project during the year.
An additional 5,264 tech-voc programs were registered in 4,041 public
and private training providers nationwide. The registry of certified
workers was u p by 482,034 while the number of accredited assessors
and assessment centers totaled to 2,665 and 1,676, respectively.
In skills assessment and certification, some 836,131 skilled workers
and new graduates were assessed. Of this number 690,836 workers
were certified.
Of the three training delivery modes, community-based training
programs produced the highest number of graduates at 907,730,
followed by institution-based training with 873,558 and enterprise-
based training with 122,505graduates.
EM PLO YED
The impact evaluation study conducted by TESDA showed
that of the more than 200,000 graduates who responded in
the survey, 55 percent were already employed. More than
one-third (36%) got their jobs in less than a month and one-
fourth (26%) were employed within one to three months
after completing their courses.
This study also showed that graduates of technical
vocational courses have higher chances of getting
employment than college graduates.
The skills learned by vocational training graduates,
according to TESDA, are very much in demand and are
attuned to the needs of companies. The courses they have
chosen were based on their occupational interests and
aptitudes.
The biggest number of graduates were employed in the
following business sectors: footwear and leathergoods; land
transportation; processed food and beverages; business
process outsourcing; heating, ventilation and air-
conditioning; metals and engineering; construction and
furniture and fixtures.
THE VALUE OF TECH-VOC
In the past, many Filipinos shy away from tech-voc
courses, thinking that these are only for the poor
and those with low mental ability. The reality now
is that most of the successful workers and
entrepreneurs have taken at least one or two tech-
voc courses. Most of the job vacancies now, both in
the domestic and overseas labor markets, require
technical skills.
Enrollment in tech-voc courses has in fact
increased over the years and has reached 1.98
million in 2009. Half of the enrollees were high
school graduates while 13 percent were already
college graduates. The rest were either college
undergraduates (16 percent) or have previously
taken other post-secondary tech-voc course (12
percent).