TESDA mandated outputs per RA7796 (updtd June2014)
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TESDA mandated outputs per RA7796 (updtd June2014)

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analysis of TESDA based on RA7796, defining core business and deriving major deliverables from 12 articles for agency mandate grouped according to major programs and defining one agency final output

analysis of TESDA based on RA7796, defining core business and deriving major deliverables from 12 articles for agency mandate grouped according to major programs and defining one agency final output

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    TESDA mandated outputs per RA7796 (updtd June2014) TESDA mandated outputs per RA7796 (updtd June2014) Presentation Transcript

    • TESDA Outputs (Itemized per relevant articles of R.A. 7796) What should be the appropriate production of TESDA, supposedly, as the Authority on Technical-Vocational Education and Training (TVET)? Hilario P. Martinez 1 TECHNICAL EDUCATION and SKILLS DEVELOPMENT AUTHORITY R.A. 7796, the Technical Education and Skills Development Act of 1994
    • The lingering questions Are graduates of TESDA & non-TESDA skills training schools and centers a major final/direct output of TESDA? Is TESDA legally authorized to directly conduct trade skills testing (competency assessment) using its own employees? Are certified assessed workers and graduates of skills training courses a major final/direct output of TESDA? Hilario P. Martinez 2
    • TESDA’s Core Business Section 4, RA 7796 defines . . . Technical Education • shall refer to the education process designed at post-secondary and lower tertiary levels, officially recognized as non-degree programs aimed at preparing technicians, para-professionals and other categories of middle- level workers by providing them with a broad range of general education, theoretical, scientific and technological studies, and related job skills training Skills Development • shall mean the process through which learners and workers are systematically provided with learning opportunities to acquire or upgrade, or both, their ability, knowledge and behavior pattern required as qualifications for a job or range of jobs in a given occupational area Hilario P. Martinez 3
    • Going into TESDA’s Core Business Technical Education Process General education Theoretical and scientific studies Technological studies Related job skills training Developing TVET Curricula Skills Development Process Providing access to TVET opportunities Developing and maintaining a network of TVET schools and centers Engaging industries to actively participate in TVET provision Hilario P. Martinez 4
    • What does TESDA mean? The process of formulating standards leading to a curriculum The process of providing access to competency development opportunities The expertise and obligation to execute these mandates Hilario P. Martinez 5
    • Which playing field? Hilario P. Martinez 6 PUBLIC PRIVATE R.A. 7796 mandates that Technical-Vocational Education and Training (TVET) in the Philippines should be Industry-led Which makes coordination a vital function of TESDA
    • TESDA’s “to do list” per RA 7796 Section 20 • Skills Development Centers Section 21 • Formulation of a Comprehensive Development Plan for Middle-Level Manpower Section 22 • Establishment and Administration of National Trade Skills Standards Section 23 • Administration of Training Programs Section 24 • Assistance to Employers and Organizations Section 25 • Coordination of all Skills Training Schemes Section 26 • Industry Boards Section 27 • Incentive Schemes Section 28 • Skills Development Opportunities Section 29 • Devolution of TESDA’s Training Function to Local Governments Section 30 • Skills Olympics Section 31 • the TESDA Development Fund Section 32 • Scholarship Grants Hilario P. Martinez 7
    • Expected Outputs per Article (1) a network of skills development centers established for effective TVET coordinationSection 20 a development plan for middle-level manpower formulated thru active participation of industry and Board-member agenciesSection 21 national trade skills standards developed and implemented by accredited industry committeesSection 22 capability building training programs developed and conducted for public and private institutions engage in TVET deliverySection 23 public and private institutions engage in skills training schemes assisted by TESDASection 24 coordination of all technical education particularly standards setting & skills training programs in the public & private sectorsSection 25 industry boards with institutional arrangement/s with TESDASection 26 incentive schemes designed and implemented to promote high- quality technical education and skills development opportunitiesSection 27 Hilario P. Martinez 8
    • Expected Outputs per Article (2) design and implementation of delivery system to promote high- quality technical education and skills development opportunitiesSection 28 devolution of training function to and enabling LGUs to assume the responsibility for technical education and skills development opportunities in their respective localities Section 29 conduct of yearly skills olympics with private industries’ participationSection 30 the establishment of a Fund, managed by an accredited investment house, with proceeds for capability building of defined institutional partners Section 31 a scholarship allocation system and funding scheme responsive to the needs of the different regions of the countrySection 32 Hilario P. Martinez 9
    • DISSECTING THE BASIC MANDATE Determining the Input-Process-Output per Mandate Provision Hilario P. Martinez 10
    • Area of Responsibility 1: Sec. 20 - Skills Development Center Regulations Governing Skills Development Centers National Regional Local Skills training centers Technical institutes Accredited public and private dual system institutions Registry of TVET Providers Monitoring Reports Registry of Training Output Hilario P. Martinez 11 ENABLING INPUT ENABLING ACTIVITY OUTPUT Profile/Demography of TVIs Analysis and Network Design Network of Skills Development Centers established NTESD Plan parameters Formulation of Guidelines and Standards for TVIs u p d a t e s
    • Area of Responsibility 2: Sec. 21: Formulation of a Comprehensive Development Plan for Middle-Level Manpower N A T I O N A L D E V E L O P M E N T P L A N NATI ONAL EMPLOYMENT PLAN Hilario P. Martinez 12 ENABLING INPUT ENABLING ACTIVITY OUTPUT PESTLE & TVET-specific data Research/data gathering, Analysis & Validation/Consultation Updated National Technical Education & Skills Dev’t. Plan NDP & NEP parameters Formulation/Updating of Quantitative & Qualitative Measures TESDA Board- Member Organizations • Competency Standards •TVIs • TVET Output • Certified Workforce National Regional • Technology • Legal • Ecology • Political • Economic • Social TVETdata
    • ACCREDITATION PROGRAM CERTIFICATION and Area of Responsibility 3: Sec. 22: Establishment and Administration of National Trade Skills Standards Hilario P. Martinez 13 L.G.U. Certificate of Competency Competency Assessment Competency Assessment Promotion& Advocacy National Occupational Skills Standards TESDA-Accredited Industry Groups & Trade Ass’ns TESDA-Accredited Industry Committees Certified Worker ENABLING INPUT ENABLING ACTIVITY OUTPUT Certification and Accreditation Program Competency Standards Development by Industry (Updated)National Competency Standards promulgated by TESDA Accreditation of Industry Groups, LGUs, et al Competency Assessment by Industry CoCs issued by TESDA
    • Area of Responsibility 4: Sec 23: Administration of Training Programs Public and Private Institutions Registry of TVET Providers Monitoring Reports Registry of Training Output Hilario P. Martinez 14 ENABLING INPUT ENABLING ACTIVITY OUTPUT Profile of TVIs Needs Analysis of TVIs for Capability Building Capability Building programs developed/updated TVIs’ Performance Reports Research and Development(Updating) of CBPs Public & Private institutions benefitted by CBP INVENTORY OF CAPABILITY BUILDING COURSES Teacher’s trainors training Training for entrepreneur development and technology development Cost-effective training in occupational trades & related fields of employment Value development Capability Building Programs (CBPs) DESIGNand DEVELOPMENT NEEDS ANALYSIS u p d a t e s
    • Area of Responsibility 5: Sec. 24: Assistance to Employers and Organizations Registry of Enabled Employer- Organizations Employer-Organizations engage in skills training schemes assisted Monitoring Reports Registry of Training Output Sec. 31 TDF Sec. 17 Hilario P. Martinez 15 NEEDS ANALYSIS ENABLING INPUT ENABLING ACTIVITY OUTPUT Profile of Private Organizations & Performance Reports Needs Analysis of Private Organization for Technical Assistance Private institutions assisted/enabled INVENTORY OF CAPABILITY BUILDING COURSES u p d a t e s
    • Area of Responsibility 6: Sec 25: Coordination of all Training Schemes Registry of Training programs assisted and financed by Gov’t. Registry of Training Output Hilario P. Martinez 16 ENABLING INPUT ENABLING ACTIVITY OUTPUT Profile of Public & Private Organizations Data Management system Database of Providers & Output Training Programs Monitoring Reports Information processing and analysis Inputs for ICBP Training programs implemented by public and private institutions and assisted and financed by Gov’t. REPORTS M O N I T O R I N G S Y S T E M u p d a t e s National Occupational Skills Standards
    • Area of Responsibility 7: Sec. 26: Industry boards EMPLOYERS WORKERS Areas of Collaboration: 1. Skills Development Schemes: • Formal • Non-formal • Dual Training • Apprenticeship • On-the-Job Training 2. Standards Development 3. Competency Assessment Issues Training Output Assessment Standards Monitoring Reports Hilario P. Martinez 17 Private Companies Competency Standards Certified Workforce Training Output R E G I S T R I E S ENABLING INPUT ENABLING ACTIVITY OUTPUT Profile of Private Organizations & Performance Reports Needs Analysis and Negotiation with Private Organizations for Collaborative Undertaking Industry Boards with institutional arrangement with TESDA u p d a t e s
    • Area of Responsibility 8: Sec. 27: Incentive Schemes Public and Private Institutions Registry of TVET Providers Monitoring Reports Registry of Training Outputs Sec. 17 Hilario P. Martinez 18 DEVELOPS ENABLING INPUT ENABLING ACTIVITY OUTPUT Research and Consultancy engagement Formulation of various incentive schemes & coordination with appropriate agencies Approved incentive scheme/s made available to institutions Profile of Public & Private Institutions & Performance Reports Needs Analysis and Negotiation & Resolution with Institution/s for appropriate incentive Public & Private institutions availing of incentive scheme/s Incentive Schemes • discounts • tax deduction • subsidy • loans/credits • grants • accreditation • franchise • others OFFERS u p d a t e s
    • TVET Providers’ Performance Area of Responsibility 9: Sec. 28: Skills Development Opportunities Center-based School-based Enterprise-based Tri-media-based Internet-based establishes Registry of TVET Providers Monitoring Reports Registry of Training Outputs Sec. 17 Hilario P. Martinez 19 Client & Beneficiary Profile ENABLING INPUT ENABLING ACTIVITY OUTPUT Profile of Public & Private TVET Providers Systems Analysis & Design of Delivery Systems Working Models of Delivery System Market/Sector/Technology Peculiarities Consultancy assistance and prototyping Approved I.R.R. & Output Registers u p d a t e s
    • Area of Responsibility 10: Sec. 29: Devolution of TESDA’ Training Function to Local Governments TESDA-Financed Capability Building Plan for L.G.U’s TESDA Training Devolved to LGU Monitoring Reports Registry of TVET Providers Registry of Training Outputs Sec. 17 Hilario P. Martinez 20 ENABLING INPUT ENABLING ACTIVITY OUTPUT Profile and TNA of LGUs Development of programs, funding & implementation Capability Building Plan for LGU LGU staff trained, TESDA facility inventoried Negotiation, turnover processes engaged, MOA formulated TESDA Training Facilities devolved u p d a t e s
    • Area of Responsibility 11: Sec 30: Skills Olympics Domestic Skills Competition Private Business’ Participation Philippine participation in International competition 2004 ASC, Hanoi, Vietnam Promotion and Advocacy for Blue Collar Work Hilario P. Martinez 21 ENABLING INPUT ENABLING ACTIVITY OUTPUT International Competition Guidelines Adaptation, mobilization, funding, conduct National competition guidelines Test packages, IRR Private sector sponsorship, implementation Competition winners TESDA Competition Guidelines
    • Area of Responsibility 12: Sec 31: TESDA Development Fund Investment House Development Fund INCOME Training Institution Industries LGU financialassistancefor training&relatedactivities Monitoring Reports Registry of TVET Providers Registry of Training Outputs GAA, OWWA, Institutions Sec. 17 Hilario P. Martinez 22 ENABLING INPUT ENABLING ACTIVITY OUTPUT Establishment of Seed Fund Assignment of accredited private investment institution Fund income earmarked for assistance to deserving TVET Providers u p d a t e s Seed fund proceedsentrusts
    • Area of Responsibility 13: Sec. 32: Scholarship Grants Needs of different Regions of the country • Regional Profiles • Needs Analysis Hilario P. Martinez 23 System of Funding Scholarship Grants ENABLING INPUT ENABLING ACTIVITY OUTPUT TVET market research Analysis and design, consultation and coordination A scholarship allocation and funding system acceptable to all regions Profile of TVET Providers Coordination with appropriate Government & private business/es for fund mobilization and/or assignment
    • CLASSIFYING THE MANDATE PROVISION Classifying between Technical Education and Skills Development Classifying into Programs Hilario P. Martinez 24
    • Classifying according to Core Business TECHNICAL EDUCATION SKILLS DEVELOPMENT Section 20 Section 21 Section 21 Section 23 Section 22 Section 24 Section 25 Section 26 Section 27 Section 28 Section 29 Section 30 Section 31 Section 32 Hilario P. Martinez 25
    • Mandate Provisions pertaining Capability Building of Institutions Hilario P. Martinez 26 Applying TESDA Development Fund proceeds to build capability of institutions Section 31 Devolving Training Function of TESDA to Local Government Units (LGUs) Section 29 Industry Boards and other related bodies Section 26 Assistance to Employers and Organizations Section 24 Capability Building of Institutions, and also in conjunction with item 4, par. a & b, Section 14 Section 21 Strengthening of Skills Development Centers Section 20
    • Mandate Provisions pertaining Middle- Level Manpower Planning Section 21 – Formulation of a Comprehensive Development Plan Section 27 – Incentive Schemes Section 32 – Scholarship Grants Hilario P. Martinez 27
    • Mandate Provisions pertaining to TVET Implementation Section 23 – Administration of Training Programs Section 25 – Coordination of All Skills Training Schemes Section 28 – Skills Development Opportunities Section 30 – Skills Olympics Section 22 - Establishment and Administration of National Trade Skills Standards Hilario P. Martinez 28
    • Resultant Major Programs Middle-Level Manpower Planning Institutional- Partners Capability Building Administration of TVET Provision Hilario P. Martinez 29
    • INTEGRATION Making a better sense of what is provided by law Hilario P. Martinez 30
    • Summation of Mandated Outputs Incentive Schemes Effective and Efficient Delivery System TESDA’s Training function devolved to LGUs Conduct of Yearly Skills Olympics TESDA Development Fund Scholarship Allocation and Funding System Hilario P. Martinez 31 Network of Skills Development Centers Comprehensive Development Plan for Middle-Level Manpower National Occupational Skills Standards Institutional Capability Building Programs Quality-Assured TVET Providers Industry Boards with institutional arrangements
    • Outputs of Planning System for Middle-Level Manpower Hilario P. Martinez 32 COMPREHENSIVE DEVELOPMENT PLAN FOR MIDDLE-LEVEL MANPOWER Incentive Schemes SCHOLARSHIP ALLOCATION & FUNDING SYSTEM QUALITY-ASSURED PROVIDERS PESTLE
    • Outputs of TVET Implementation Hilario P. Martinez 33 TRAINING INSTITUTES BOARDS EMPLOYERS REGISTRY ACCREDITED COMMITTEES REGISTRY REGISTRY ACCREDITED INDUSTRY ASSESSMENT CENTERS REGISTRY
    • Registries of Partner-Organizations Hilario P. Martinez 34 TRAINING INSTITUTES REGISTRY BOARDS REGISTRY ACCREDITED COMMITTEES REGISTRY EMPLOYERS REGISTRY ACCREDITED INDUSTRY ASSESSMENT CENTERS REGISTRY QUALITY-ASSURED PROVIDERS REGISTRY WORKERS’ GROUP REGISTRY INSTITUTIONAL CAPABILITY BUILDING PROGRAMS REGISTRY
    • Basic Institutional Capability Building Interventions Trainors Training (NC1 to NC4) Skills Training for Entrepreneur Development Skills Training for Technology Development Cost-Effective Training in Occupational Trades Value Development TVET Manpower Planning Competency Standards Development Competency Assessment Instrument Development Curriculum Development Training Center Management and Administration Hilario P. Martinez 35
    • CERTIFIED MANPOWER REGISTRY TVET PROVIDERS REGISTRY TRAINING PROGRAMS REGISTRY CURRICULUM DEVELOPERS REGISTRY ASSESSORS REGISTRY The TVET Database of TESDA Hilario P. Martinez 36 TRAINORS REGISTRY
    • Summary of Enabling Inputs and Activities Hilario P. Martinez 37 Profile/ Demography Formulation of Guidelines & Standards for Providers & LGUs PESTLE & TVET-specific data NDP & NEP parameters Research, data gathering, analysis, validation & Consultation Formulation/ Updating of NTESDP Quantitative & Qualitative Measures Certification & Accreditation Program Accreditation of Industry Groups, LGUs, et al Competency Standards Development by Industry Competency Assessment by Industry Performance Reports Needs Analysis Development /Updating of Capability Building Programs Data Processing Research and Development Legend: Enabling Input Enabling Activities
    • A Network of Agency Outputs Based on Mandate-drawn Processes Hilario P. Martinez 38 TESDA’s Training function devolved to LGUs TESDA Development Fund Effective and Efficient Delivery System Comprehensive Development Plan for Middle-Level Manpower Institutional Capability Building Programs Industry Boards with Institutional Arrangements Annual Skills Olympics providesfor requires forms part of Network of Skills Development Centers strengthens prepares for rationalizes participates in Scholarship Allocation and Funding System defines establishes facilitates establishes inputsto benefits augments Incentive Schemes motivates National Occupational Skills Standards standardizes produces Quality- Assured TVET Providers promotes compared with the Quantitative & Qualitative measures of the Plan START
    • After these references, rationale and analysis, particularly in relation to Sections 20, 22 and 29 . . . Are graduates of TESDA and non- TESDA skills training schools and centers a major final/direct output of TESDA? Is TESDA legally authorized to directly conduct trade skills testing(competency assessment) using its own employees? Are certified assessed workers and graduates of skills training courses a major final/direct output of TESDA? Hilario P. Martinez 39
    • Hilario P. Martinez 40 Because it failed to assume the higher role of a TVET Orchestrator and Enabler
    • Special Projects for TESDA Hilario P. Martinez 41 MASSIVE CAPABILITY BUILDING OF L.G.Us FOR TVET REVIVING INDUSTRY BOARDS FOR TVET
    • The Final Measure! Hilario P. Martinez 42