TESDA: TESDA: TVET Training Continuum (Technical Education & Skills Development Authority)
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WELCOME and MABUHAY ! Mr. VirGILio G. Gundayao, MBA/MPA Exec. Dir., Graft-Free Philippines, a national project of Philippine Jaycee Senate 2004 Exec. Director, Junior Chamber International (JCI) Phils. Immediate Past Exec. Director, JC Leaders International
TESDA: TESDA: TVET Training Continuum (Technical Education & Skills Development Authority)
1. WELCOME and MABUHAY ! Mr. VirGILio G. Gundayao, MBA/MPA
Exec. Dir., Graft-Free Philippines, a national project of
Philippine Jaycee Senate 2004 Exec. Director, Junior Chamber
International (JCI) Phils. Immediate Past Exec. Director, JC
Leaders International Ex-AMO, CSC Mamamayan Muna, Hindi Mamaya Na!
Program
2. Tibetan proverb: "Having two ears and one tongue, we should
listen twice as much as we speak.
3. WELCOME & MABUHAY ! ! ! TESDA: TVET Training Continuum
(Technical Education & Skills Development Authority) 28 July
2012 (Saturday 11:00 AM 2:00PM) PUP-Graduate School, Sta. Mesa,
Manila
4. WE greatly acknowledge a compleat GURU and a PolyMATH DR.
VICTORIA C. NAVAL Executive Vice-President, PUP, University
Professor Course/Class Adviser
5. . Tri-focalization of Education Management Laws enacted
through Republic Acts (RAs): DepEd for basic education (RA 9155; BP
232 etc.) CHED for higher education (RA 7722) TESDA for
post-secondary, middle-level manpower training and development (RA
7796) Mandate 1994 2001 1987 Overview of Philippine Educational
System
6. . . 7 Pre-school Vision: Functionally Literate Filipinos SBM
Teachers Critical learning resources Hiring and deployment Training
Certification Program Teachers benefits and Welfare Feeding Food
for school Every Child a Reader Multi-Grade Distance and
alternative learning RBEC Tech Voc English, Science, Math NAT NCAE
A & E B A S I C E D U C A T I O N Elementary High School Public
Schools Private Schools ECE Grade 1 Readiness Test Alternative
Learning Accreditation & Equivalency ? NCAE + Counselling CHED
College/ University TESDA Technical Vocational Labor Force INDUS-
TRY Teacher Development and Supply Drop-outs ICT in Education
Partnerships with Private Sector/Industry Increase spending for
Basic Education ICT in Education Partnerships with Private
Sector/Industry Increase spending for Basic Education Basic
Education Framework DSWD DOH LGUs Special Education
7. www.tesda.gov.ph
8. Vision TESDA is the leading partner in the development of
the Filipino workforce with world-class competence and positive
work values.
9. Mission TESDA provides direction, policies, programs and
standards towards quality technical education and skills
development.
10. Value Statement We believe in demonstrated competence,
institutional integrity, personal commitment and deep sense of
nationalism.
11. 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
12. SECTION 7. Composition of the TESDA Board. The TESDA Board
shall be composed of the following: The Secretary of Labor and
Employment Chairperson Secretary of Education, Culture and Sports -
Co-Chairperson Secretary of Trade and Industry - Co-Chairperson
Secretary of Agriculture - Member Secretary of Interior and Local
Government - Member Director-General of the TESDA Secretariat -
Member In addition, the President of the Philippines shall appoint
the following members from the private sector: two (2)
representatives, from the employer/industry organization, one of
whom shall be a woman; three (3) representatives, from the labor
sector, one of whom shall be a woman; and two (2) representatives
of the national associations of private technical-vocational
education and training institutions, one of whom shall be a
woman.
13. As soon as all the members of the private sector are
appointed, they shall so organize themselves that the term of
office of one-third (1/3) of their number shall expire every year.
The member from the private sector appointed thereafter to fill
vacancies caused by expiration of terms shall hold office for three
(3) years. The President of the Philippines may, however, revise
the membership of the TESDA Board, whenever the President deems it
necessary for the effective performance of the Boards functions
through an administrative order. The TESDA Board shall meet at
least twice a year, or as frequently as may be deemed necessary by
its Chairperson. In the absence of the Chairperson, a
Co-Chairperson shall preside. In case any member of the Board
representing the Government cannot attend the meeting, he or she
shall be regularly represented by an undersecretary or deputy-
director general, as the case may be, to be designated by such
member for the purpose.
14. Insights on TESDA (TESDA) established under R. A. 7796
Otherwise known as the "Technical Education and Skills Development
Act of 1994 Signed into law by President Fidel V. Ramos on August
25, 1994. 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.
15. . * Merging of the National Manpower and Youth Council
(NMYC) of the Department of Labor and Employment (DOLE). The Bureau
of Technical and Vocational Education (BTVE) of the Department of
Education, Culture & Sports (DECS), The Apprenticeship Program
of the Bureau of Local Employment (BLE) of the DOLE gave birth to
TESDA.
16. TESDA Mandate: . Integrate, coordinate and monitor skills
development programs; Restructure efforts to promote and develop
middle-level manpower; Approve skills standards and tests; Develop
an accreditation system for institutions involved in middle-level
manpower devt; Fund programs and projects for technical education
and skills development; and Assist trainers training programs.
17. At the same time, TESDA is expected to:. Devolve training
functions to LGUs; Reform the apprenticeship program; Involve
industry/employers in skills training; Formulate a skills
development plan; Develop & administer trng incentives;
Organize skills competitions; and Manage skills development
funds.
18. TVET Programs TESDA continues to undertake direct training
provisions. There are four training modalities school- based,
center-based, enterprised-based and community-based. These are
being done with TESDAs infrastructure in place 57 TESDA
administered schools, 60 training centers, enterprised-based
training through DTS/apprenticeship and community-based training in
convergence with the LGUs.
19. TVET Programs School Based Program This refers to the
direct delivery or provision of TVET programs by the
TESDA-administered schools. Totaling to 57, 19 are agricultural
schools. 7 are fishery schools and 31 are trade schools. These
school based programs include post-secondary offerings of varying
duration not exceeding three years.
20. TVET Programs Center Based Programs These refer to training
provisions being undertaken in the TESDA Regional (15) and
Provincial (45) Training Centers totaling 60 in selected trade
areas in the different regions and provinces in the country. TESDA
Training Center Taguig Campus Enterprise (TTCTCE) Korea-Philippines
Training Centers
21. Community-Based Programs Community-based Training for
Enterprise development Program is primarily addressed to the poor
and marginal groups, those who cannot access, or are not accessible
by formal training provisions. They have low skills, limited
management abilities, and have few economic options. They have no
access to capital most of them are unqualified for formal credit
programs. The program goes further than just mere skills training
provision. It is purposively designed to catalyzed the creation of
livelihood enterprises that shall be implemented by the trainees,
immediately after the training. Likewise, it is designed to assist
partner agencies such as LGUs, NGOs, people organizations and other
agencies organizations with mission to help the poor get into
productive undertakings to help themselves and their communities.
TVET Programs
22. TVET Programs Enterprise Based Programs (implemented within
companies/firms: Apprenticeship Program (contract between an
apprentice and an employer on an approved apprenticeable
occupation). Learnership Program (not exceeding three months., only
companies with TESDA approved and registered learnership programs
can hire learners). Dual Training System (DTS instructional mode of
delivery for technology-based education and training in which
learning takes place alternately in two venues: the school or
training center and the company).
23. TVET Programs * TESDA Language Skills Institutes (LSI) List
of Foreign Language Courses in LSI Arabic Language and Saudi/Gulf
Culture English Proficiency Course Korean Language and Culture
Mandarin Chinese Language and Culture Japanese (Nihonggo) Language
and Culture Spanish Language for Different Vocation LSI Application
and Requirements College Diploma; Training Certificate from TESDA
Registered Program; National Certificate (NC) / Certificate of
Competency (COC) issued by TESDA; Original and Photocopy of NSO
Birth Certificate Must be at least 18 years old except from Korean
Language 3 pcs. 1x1 and 1 pc. 2x2 white background ID pictures
(taken within the last 3 months)
24. The Foreign Scholarship and Training Program at TESDA With
the issuance of EO 402, TESDA has since 2007 been coordinating the
requirements for short term, non-degree courses offered by donor
countries and organizations. Related to this, it established the
Foreign Scholarship and Training Program Unit (FSTPU) and created
the National Screening Committee(NSC).
25. . TESDA develops competency standards for middle-level
skilled workers. These are in the form of units of competency
containing descriptors for acceptable work performance. These are
packaged into qualifications corresponding to critical jobs and
occupations in the priority industry sectors. The qualifications
correspond to a specific levels in the Philippine TVET
Qualifications Framework (PTQF). The competency standards and
qualifications, together with training standards and assessment
arrangements comprise the national training regulations (TR)
promulgated by the TESDA Board. The TRs serve as basis for
registration and delivery of TVET programs, competency assessment
and certification and development of curricula for the specific
qualification. Competency Standards Development
26. Assessment and Certification TESDA pursues the assessment
and certification of the competencies of the middle-level skilled
workers through Philippine TVET Qualification and Certification
System (PTQCS). The assessment process seeks to determine whether
the graduate or worker can perform to the standards expected in the
workplace based on the defined competency standards. Certification
is provided to those who meets 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 the competency assessors who conduct
competency assessment process for persons applying for
certification. .
27. COMPETENCY BASED TVET FRAMEWORK Philippine TVET
Qualification Framework Competency Standards Development Competency
Based Curriculum Development Learning Materials/ Courseware
Development Training Delivery Assessment Certification and
Equivalency I n d u s t r y T V E T I n s t i t u t i o n D e l i v
e r y Qualifications Units of Competency Modules of Training
Competency Based Training
28. Program Registration and Accreditation Program registration
is the mandatory registration of Technical Vocational Education and
Training (TVET) programs with TESDA. It is the system that ensures
compliance of Technical Vocational Institutions (TVIs) with the
minimum requirements as prescribed under the promulgated training
regulation to include among others, curricular programs, faculty
and staff qualifications, physical sites and facilities, tools,
equipment, supplies and materials and similar requirements prior to
the issuance of the government authority to offer or undertake
technical vocational education programs. A TVET institution has to
comply with the requirements of registration prior to its offering
of a program. Upon completion of all the requirements, an
institution is issued a Certificate of Program Registration (CoPR)
and the program is officially listed in the TESDA Compendium of
Registered Programs. The program is subjected to a compliance audit
and in some instances surveillance upon receipt of complaint by
TESDA.
29. PUP Agenda 6: Institutionalizing Civil Society Engagement
and Involved Extension Service Program Entered into the Dual Tech
Program Tie-Up with TESDA to strengthen the technical education
programs in PUP.
30. National TESDA Plan 2011-2016
http://www.tesda.gov.ph/uploads/File/LMIR2011/july2012/NTESDP%20Final%20asofSep
t12.pdf
31. Colombo Plan, born in the 1950s as the first multi-lateral
aid in Asia, gave birth to the Colombo Plan Staff College for
Technician Education (CPSC) in 1973, as an autonomous specialized
agency and CPSC in turn, conceived APACC (at her ripe age of
31)thus it could be considered that APACC is a third generation
child of the Colombo Plan organization of nations Additionally
.
34. Figure 1 Percent Distribution of Wage and Salary Workers by
Type, Philippines:
35. Figure 2 Percent distribution of Wage and Salary Workers
Employed in government/Government Corporations by Age Group,
Philippines: 2010
36. Figure 3 Number of Wage and Salary workers Employed in
government/Government Corporations by Educational Attainment,
Philippines: 2010 (in thousands)
37. Figure 4 Number of Wage and Salary Workers Employed in
government/government Corporations by Region, Philippines: 2010 (in
thousands)
38. Figure 5 Percent Distribution of Wage and Salary Workers
Employed in Government/Government Corporations by Sector,
Philippines: 2010
39. Figure 1 Median Monthly Basic Pay of Time-Rate Workers on
Full-Time Basis by Major Industry Group, Philippines: July 2008 and
August 2010 (In Pesos)
40. . Recruitment Coaching & Mentoring Human Asset Profiles
Career Development Plans Core Values Core Competencies Performance
Improvement SelectionHuman Capital Strategy Performance Management
Imputed Revenue per Employed TVET Graduate Cost per employee Value-
added per employee
41. The Mandatory Installation of the PMS- OPES has been
extended Administrative Order No. 241, dated October 2, 2008,
directs all agencies to institute a Performance Evaluation System
based on objectively measured output and performance of personnel
and units, such as the PMS-OPES developed by CSC, as part of the
initiative to speed up the implementation of RA 9485 (Anti-Red Tape
Act of 2007). CSC Memorandum Circular # 1 s. 2009, provides for the
extension of deadlines on the installation of the PMS- OPES in all
Government Agencies, which was first provided for under CSC MC # 7,
s. 2007.
42. The Logic of Technical Education and Training Goals
Objectives Strategies Initiatives Outputs Outcomes Activities
Impact Resource Inputs Top-Line Return: Employed TVET graduates
Bottom-Line Investment: Skilled, Certified, JOB-READY TVET
graduates Alignment TESD Program Goals Resource Portfolio TVET
Market Results
43. CO Policy Development/ formulation/review Programming
Performance Setting/Evaluation Driver of Excellence (ISO 9001:2000)
Common understanding/harmonizing of goals Converting strategic
policies/ plans to action Problem solving Innovating/benchmarking/
modeling/sharing Regular reporting/feed backing evaluating
Co-creating values ROPOTI Policy/Program implementation
development/review Geo strategic planning Field coordination Area
Management Corporate Excellence - COHERENCECOHERENCE HARMONYHARMONY
CADENCECADENCE Securing a Unified Response to Gaps in Excellence
thru Technology- Enabled Service Delivery and Accountability ICT-
enabled core TESD processes TDI- SDP linked with OD Purposive TESDA
community advocacy CSC PMS- OPES Model installed & enforced
Making Plan Do Check Act a daily habit What is not measured, cannot
be managed.
44. CSC Performance Management System PMS Performance
Management System (PMS) Cycle
46. Performance Management at Individual TESDA Employee Level
Individual Objectives Action Plans Feedback Result Core Values
Corporate and Unit Objectives OPES Output Reference Table and
Points TESDA Organizational Performance Indicators
47. PERFORMANCE CONTRACT PMS Form No. 1A-ED/RD I, ___________,
ED/RD, head of (EO/RO), agree to be rated based on the attainment
of targets and commitments specified in the WFP for the period Jan.
1 Dec. 31, 20__ I, ___________, Cluster DDG, as immediate superior,
will provide the necessary support, guidance and mentoring in the
performance of ratees functions. IN WITNESS WHEREOF, parties herein
sign this Performance Contract, this 6th of January, 2009.
_____________________ ED/RD ____________________ DG/Cluster DDG
20__ TESDA WORK AND FINANCIAL PLAN MFO OPI APM RELATIVE WEIGHT
TARGET METRIC TOTAL POINTS ALLOTTED BUDGET (MOOE) PERSON RESP
DEADLINE No. of Personnel____
48. PERFORMANCE CONTRACT PMS Form No. 1B-DC/VSA/PD I,
___________, DC/VSA/PD, head of (EDIV/TTI/PO), agree to be rated
based on the attainment of targets and commitments specified in the
WFP for the period Jan. 1 Dec. 31, 20__. I, ___________, ED/RD, as
immediate superior, will provide the necessary support, guidance
and mentoring in the performance of ratees functions. IN WITNESS
WHEREOF, parties herein sign this Performance Contract, this 6th of
January, 20__. _____________________ DC/VSA/PD ____________________
ED/RD 20__DIVISIONAL WORK AND FINANCIAL PLAN MFO UPI OUTPUT POINTS
TARGET TOTAL OPES POINTS ALLOTTED BUDGET (MOOE) PERSON RESP
DEADLINE No. of Personnel____
49. ACCOMPLISHMENT REPORT PMS Form No. 3 OFFICE/DIVISION:
____________ NUMBER OF PERSONNEL: ____ OUTPUT PERFORMANCE INDICATOR
POINTS Quantity Points Allotted Estimated Expenses Balance REMARKS
Semester2n d 1st ACCOMPLISHMENT BUDGET TOTAL Prepared by:
__________________ Approved by: ___________________ Head of
Office
50. January 2012 December 2012
51. References www.tesda.gov.ph Republic Act 7796, the
Technical Education and Skills Development Authority (TESDA)
National TESDA Plan 2012 2016 National TESDA Research Agenda
Philippine TVET System Philippine TVET Outlook Labor Market
Intelligence Report TVET Studies TESDA Statistics
http://203.177.6.3/uactphilippines.org/images/stories/uact/publications/pdf/finalpa
perassessment.pdf
52. Supt. Edwin Markhams Man Test : I will leave man to make
the fateful guess. I will leave him torn between the No & Yes.
Leave him unresting till he rests in Me. Drawn upward by the choice
that makes him free Leave him in tragic loneliness to choose, With
all lin life to win or all to lose. Once again my WARMEST WELCOME
TO ALL!