TESDA Outputs per RA7796

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analysis of TESDA based on its enabling law, RA 7796 of 1994, defining its core business and deriving major deliverables from 12 articles for agency mandate grouped according to major programs and defining one agency final output in contrast to what it has been funding and producing presently. the presentation also stresses the legality of having only the Filipino middle-level manpower as the only beneficiary of TESDA's programs, projects and activities

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TESDA Outputs per RA7796

  1. 1. TESDA Outputs (Itemized per relevant articles of R.A. 7796) HILARIO P. MARTINEZ 1 TECHNICAL EDUCATION and SKILLS DEVELOPMENT AUTHORITY R.A. 7796, the Technical Education and Skills Development Act of 1994 Ѵ
  2. 2. WORLDof W O R K TVET from a perspective HILARIO P. MARTINEZ 2
  3. 3. After Three (3) Multi-Million Dollar Foreign-Assisted* (Loans) Projects, HILARIO P. MARTINEZ 3 VOCATIONAL TRAINING PROJECT 1 80’s  Partner-Institutions’ Capability Building Project Pass Fail ? Establishing Centers of Excellence Project  • • • TECHNICAL EDUCATION & SKILLS DEV’T. PROJECT 2000’s  Internal Capability Building Project• • • VOCATIONAL TRAINING PROJECT 2 90’s * WorldBank and Asian Development Bank DISTINCT AREAS OF COMPETENCE
  4. 4. HILARIO P. MARTINEZ 4 How much has TVET improved in terms of delivery and preference? What is the status of TVET in the Philippines now? TAXPAYERS More than US$200M of FAPS from WB and ADB Facilities and billions of counterpart funds for 3 Major Projects After >3 decades and political transitions … & interventions…
  5. 5. 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 5
  6. 6. 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 6
  7. 7. 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 7
  8. 8. Declaration of State Policy * … to provide relevant, accessible, high quality and efficient technical education and skills development in support of the development of high quality Filipino middle-level manpower responsive to and in accordance with Philippine development goals and priorities * Section 2, RA 7796, 1994 THE CORE BUSINESS OF TECHNICAL EDUCATION THE CORE BUSINESS OF SKILLS DEVELOPMENT for the FILIPINOS! HILARIO P. MARTINEZ 8
  9. 9. What does TESDA mean? The process of formulating competency standards leading to job- pertinent curricula The process of providing access to competency development opportunities The EXPERTISE and OBLIGATION to execute these mandates HILARIO P. MARTINEZ 9
  10. 10. Which playing field? HILARIO P. MARTINEZ 10 R.A. 7796 mandates that Technical-Vocational Education and Training (TVET) in the Philippines should be Industry-led which makes COORDINATION critical to TESDA
  11. 11. TESDA’s “ ” per RA 7796 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 11 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
  12. 12. Expected Outputs per Article •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 & 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 HILARIO P. MARTINEZ 12 (1st 7)
  13. 13. Expected Outputs per Article •incentive schemes designed and implemented to promote high-quality technical education and skills development opportunities Section 27 •design and implementation of delivery system to promote high-quality technical education and skills development opportunities Section 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 13 (2nd 6)
  14. 14. DISSECTING THE BASIC MANDATE Determining the Input-Process-Output per Mandate Provision HILARIO P. MARTINEZ 14
  15. 15. 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 15 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
  16. 16. 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 16 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 Outputs • Certified Workforce National Regional • Technology • Legal • Ecology • Political • Economic • Social TVETdata
  17. 17. ACCREDITATION PROGRAM CERTIFICATION and Area of Responsibility 3: Sec. 22: Establishment and Administration of National Trade Skills Standards HILARIO P. MARTINEZ 17 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 WORKERS 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
  18. 18. 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 18 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 Teachers/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
  19. 19. WORKERS & COMPANY 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 19 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 Section 17 - Consultants and Technical Assistance, Publication and Research
  20. 20. 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 20 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 REPORTS Training programs implemented by PUBLIC and PRIVATE institutions and assisted and financed by Gov’t. 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
  21. 21. 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 21 Private Companies Competency Standards Certified Workforce Training Outputs 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
  22. 22. 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 22 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
  23. 23. 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 23 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
  24. 24. Area of Responsibility 10: Sec. 29: Devolution of TESDA’ Training Function to Local Governments TESDA-Financed Capability Building Program for L.G.U’s TESDA Training Devolved to LGUs Monitoring Reports Registry of TVET Providers Registry of Training Outputs Sec. 17 HILARIO P. MARTINEZ 24 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
  25. 25. 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 25 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
  26. 26. Area of Responsibility 12: Sec 31: TESDA Development Fund Investment House Development Fund INCOME Training Institutions Industries LGU financialassistancefor training&relatedactivities Monitoring Reports Registry of TVET Providers Registry of Training Outputs GAA, OWWA, Institutions Sec. 17 HILARIO P. MARTINEZ 26 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
  27. 27. Area of Responsibility 13: Sec. 32: Scholarship Grants Needs of different Regions of the country • Regional Profiles • Needs Analysis HILARIO P. MARTINEZ 27 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
  28. 28. CLASSIFYING THE MANDATE PROVISION Classifying between Technical Education and Skills Development Classifying into Programs HILARIO P. MARTINEZ 28
  29. 29. Classifying according to Core Business TECHNICAL EDUCATION SKILLS DEVELOPMENT Section 20 Section 21 Section 21 Section 23 Section 22 Section 24 S e c t i o n 2 5 S e c t i o n 2 6 S e c t i o n 2 7 S e c t i o n 2 8 Section 29 Section 30 Section 31 Section 32 HILARIO P. MARTINEZ 29
  30. 30. Mandate Provisions pertaining Capability Building of Institutions HILARIO P. MARTINEZ 30 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
  31. 31. Mandate Provisions pertaining Middle- Level Manpower Planning Section 21 – Formulation of a Comprehensive Development Plan Section 27 – Incentive Schemes Section 32 – Scholarship Allocation System and Funding Scheme HILARIO P. MARTINEZ 31
  32. 32. 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 32
  33. 33. Resultant Major Programs Middle- Level Manpower Planning Institu- tional- Partners Capability Building Adminis- tration of TVET Provision HILARIO P. MARTINEZ 33
  34. 34. INTEGRATION Making a better sense of what is provided by law HILARIO P. MARTINEZ 34
  35. 35. 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 System and Funding Scheme HILARIO P. MARTINEZ 35 Network of Skills Development Centers Comprehensive Development Plan for Middle-Level Manpower National Occupational Skills Standards Institutional Capability Building Programs Quality-Certified TVET Providers Industry Boards with institutional arrangements
  36. 36. Outputs of Planning System for Middle-Level Manpower HILARIO P. MARTINEZ 36 COMPREHENSIVE DEVELOPMENT PLAN FOR MIDDLE-LEVEL MANPOWER Incentive Schemes SCHOLARSHIP ALLOCATION & FUNDING SYSTEM QUALITY-ASSURED PROVIDERS PESTLE
  37. 37. Outputs of TVET Implementation HILARIO P. MARTINEZ 37 TRAINING INSTITUTES BOARDS EMPLOYERS REGISTRY ACCREDITED COMMITTEES REGISTRY REGISTRY ACCREDITED INDUSTRY ASSESSMENT CENTERS REGISTRY
  38. 38. Registries of Partner-Organizations HILARIO P. MARTINEZ 38 TRAINING INSTITUTES REGISTRY BOARDS REGISTRY ACCREDITED COMMITTEES REGISTRY EMPLOYERS REGISTRY ACCREDITED INDUSTRY ASSESSMENT CENTERS REGISTRY QUALITY-CERTIFIED PROVIDERS REGISTRY WORKERS’ GROUP REGISTRY INSTITUTIONAL CAPABILITY BUILDING PROGRAMS REGISTRY
  39. 39. Basic Institutional Capability Building Interventions Trainors Training (NC1 to NC4) Skills Training for Entre- preneur Development Skills Training for Tech- nology Development Cost-Effective Training in Occupational Trades Value Development TVET Manpower Planning Competency Standards Development Competency Assess- ment Development Curriculum Development T.V.I. Administration and Management HILARIO P. MARTINEZ 39
  40. 40. CERTIFIED MANPOWER REGISTRY TVET PROVIDERS REGISTRY TRAINING PROGRAMS REGISTRY CURRICULUM DEVELOPERS REGISTRY ASSESSORS REGISTRY The TVET Database of TESDA HILARIO P. MARTINEZ 40 TRAINORS REGISTRY
  41. 41. Summary of Enabling Inputs and Activities HILARIO P. MARTINEZ 41 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
  42. 42. A Network of Agency Outputs Based on Mandate-drawn Processes HILARIO P. MARTINEZ 42 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- Certified TVET Providers promotes compared with the Quantitative & Qualitative measures of the Plan START
  43. 43. CERTIFIABLE MANPOWER The TESDA Business Model HILARIO P. MARTINEZ 43 ASSESSMENT CENTERS CERTIFIED WORKFORCE
  44. 44. HILARIO P. MARTINEZ 44 AN ISSUE OF COMPLIANCE AND ORGANIZATIONAL RELEVANCE Politics PUBLIC INTEREST LEGAL MANDATE BUREAUCRACY Organization History & Image Stakeholders LABOR EMPLOYERS
  45. 45. Assessment by Mandate HILARIO P. MARTINEZ 45 PASSFAIL NOT KNOWN PASSFAIL NOT KNOWN
  46. 46. After more than 20 years, how has TESDA fared in various roles, such as… A manpower planning agency? A capability builder of institutions? A coordinator of TVET? A regulatory agency of TVET providers? A Research & Development* arm of PH for TVET? HILARIO P. MARTINEZ 46 * See Sec. 14.c.1, RA7796
  47. 47. T.V.E.T.is not TESDA a GOVERNMENT AGENCY SECTOR OF EDUCATION SECTOR OF WORKFORCE HILARIO P. MARTINEZ 47 TECHNOLOGY INDUSTRY ProductionProcess
  48. 48. 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 48
  49. 49. HILARIO P. MARTINEZ 49 Because it failed to assume its higher role of TVET Orchestrator and Enabler * NMYC – National Manpower & Youth Council, predecessor of TESDA
  50. 50. HILARIO P. MARTINEZ 50 TVET- enabled LGUsCapability Building Programs
  51. 51. Special Strategic Projects for TESDA HILARIO P. MARTINEZ 51 MASSIVE CAPABILITY BUILDING OF L.G.Us FOR TVET REVIVING INDUSTRY BOARDS FOR TVET
  52. 52. Crafting a more appropriate “Implementing Rules and Regulations” TRANS- LATE TO Dissecting the Basic Mandate Classifying the Mandate Provision Integration HILARIO P. MARTINEZ 52
  53. 53. To be relevant to the National Employment Plan and ultimately, the National Development Plan … Howmany Local Government Units Training Institutions per region Business Enterprises per Industry Sector … should be T.V.E.T. Oriented? Capable? Enabled? HILARIO P. MARTINEZ 53 S H O R T T E R M M E D I U M T E R M LO N G T E R M Inthe
  54. 54. More Specifically, TESDA should define… Howmany Local Government Units Training Institutions Business Enterprises HILARIO P. MARTINEZ 54 NC1 level to NC2 level manpower NC2 level to NC3 level manpower NC3 level to NC4 level workforce NC – National Competency ? ? ?
  55. 55. …and for Competency StandardsHowmany New Competency Standards DEVELOPED Old Competency Standards UPDATED Old Competency Standards UNCHANGED by Industry sector and implemented in various public sector schools and training centers? private sector schools and training centers? Enterprise-based institutes and workplaces? HILARIO P. MARTINEZ 55
  56. 56. Building a Corp of TVET Trainors and Industry Competency AssessorsHowmany Trainors (Pub&Priv) Trained Accredited Competency Assessors NationalCompetency Level 1? Level 2? Level 3? Level 4? Trained Accredited HILARIO P. MARTINEZ 56
  57. 57. The Final Measure! HILARIO P. MARTINEZ 57
  58. 58. This changes everything HILARIO P. MARTINEZ 58 SURF for: Rationalizing TESDA as a Competency Development Authority

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