Tesda

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Tesda

  1. 1. History of TESDA Short Courses Offered Other Special Programs
  2. 2.  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 Education (BTVE) of the Department of Education, Culture and Sports (DECS), and The Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave birth to TESDA.
  3. 3. 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.
  4. 4. TESDA is Mandated to: 1. Integrate, coordinate and monitor skills development programs; 2. Restructure efforts to promote and develop middle-level manpower; 3. Approve skills standards and tests; 4. Develop an accreditation system for institutions involved in middle-level manpower development; 5. Fund programs and projects for technical education and skills development; and 6. Assist trainers training programs.
  5. 5. At the same time, TESDA is expected to: 1. Devolve training functions to local governments; 2. Reform the apprenticeship program; 3. Involve industry/employers in skills training; 4. Formulate a skills development plan; 5. Develop and administer training incentives; 6. Organize skills competitions; and 7. Manage skills development funds.
  6. 6. 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. Today, TESDA has evolved into an organization that is responsive, effective and efficient in delivering myriad services to its clients. To accomplish its multi-pronged mission, the TESDA Board has been formulating strategies and programs geared towards yielding the highest impact on manpower development in various areas, industry sectors and institutions.
  7. 7. Mandate The Technical Education and Skills Development Authority (TESDA) is the government agency tasked to manage and supervise technical education and skills development (TESD) in the Philippines. It was created by virtue of Republic Act 7796, otherwise known as the “Technical Education and Skills Development Act of 1994”. The said Act integrated the functions of the former National Manpower and Youth Council (NMYC), the Bureau of Technical-Vocational Education of the Department of Education, Culture and Sports (BTVE-DECS) and the Office of Apprenticeship of the Department of Labor and Employment (DOLE).
  8. 8. Mission TESDA provides direction, policies, programs and standards towards quality technical education and skill development. Vision TESDA is the leading partner in the development of the Filipino workforce with world-class competence and positive work values.
  9. 9. 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: S- Strategic Decisions E- Effectiveness R- Responsiveness V- Value Adding I- Integrity C- Citizen focus E- Efficiency
  10. 10. List of TVIs with Registered Programs TESDA 8 Regional Training Center, Brgy. Abucay, Tacloban City Courses Authorized Duration Arabic Language and Saudi/Gulf Culture NC II 96 Hours Automotive Servicing NC I 300 Hours Automotive Servicing NC II 536 Hours Automotive Servicing NC III 440 Hours Automotive Servicing NC III 540 Hours Automotive Servicing NC IV 476 Hours Beauty Care NC II 1,098 Hours
  11. 11. Courses Authorized Duration Building Wiring Installation NC II 402 Hours Carpentry NC II 184 Hours Commercial Cooking NC II 436 Hours Computer Hardware Servicing NC II 356 Hours Consumer Electronics Servicing NC II 438 Hours Consumer Electronics Servicing NC III 176 Hours Contact Center Services NC II 356 Hours Driving NC II 118 Hours Electrical Installation & Maintenance NC II 402 Hours Electrical Installation & Maintenance NC III 396 Hours English Language Skills Institute 100 Hours Finishing Course for Call Center Agents 100 Hours
  12. 12. Courses Authorized Duration Finishing Course for Call Center Agents NC II 100 Hours Food Processing NC II 568 Hours Galing Masahista NC II 100 Hours Gas Metal Arc Welding (GMAW) NC II 148 Hours Gas Tungsten Arc Welding (GTAW) NC II 268 Hours Gas Welding NC II 234 Hours Gas Welding NC II 312 Hours Japanese Language & Culture 150 Hours Machining NC II 337 Hours Masonry NC II 42 Hours Massage Therapy NC II 560 Hours Pipefitting NC II 202 Hours
  13. 13. Courses Authorized Duration Plumbing NC I 128 Hours Plumbing NC II 162 Hours RAC (PACU/Cre) Servicing NC II 192 Hours RAC (Window-Type Aircopnditioning Domestric Refrigeration/Servicing NC II 170 Hours RAC Servicing NC II 226 Hours Shielded Metal Arc (Welder SMAW) NC I 268 Hours Shielded Metal Arc Welding (SMAW) NC II 268 Hours Tile Setting NC II 82 Hours Trainers Methodology Level 1 (Trainer/Assessor) 264 hours Transport RAC Servicing NC II 212 Hours
  14. 14. Biliran Provider Program Duration/ Hrs. NSU Automotive Servicing 524 Baking/Pastry Production 116 Bartending 286 Commercial Cooking 436 Computer Hardware Servicing 356 Care giving 786 Dressmaking 275 Driving 118 Food and Beverage Services 336 Housekeeping 436 Programming 252 RAC Servicing 223
  15. 15. Provider Program Duration/ Hrs. Security Services 223 Shielded metal Arc 268 Tailoring 275 E. Samar Provider Program Duration/ Hrs. ESSU Computer Hardware Servicing 356 F&B Services 336 Housekeeping 436 Programming 252 Leyte Provider Program Duration/ Hrs. EVSU - Main Automotive Servicing 292 Commercial Cooking 436 F&B Services 336
  16. 16. Provider Program Duration/ Hrs. EVSU - Ormoc Commercial cooking 436 EVSU - Burauen Agricultural Crop Production 318 EVSU - Tanauan Automotive Servicing 292 EVSU - Carigara Aquaculture 1276 N. Samar Provider Program Duration/ Hrs. UEP Animal Production 360 Aquaculture 1276 Automotive Servicing 536 Baking/ Pastry Production 250 Building Wiring Installation 402 Caregiving 1072 Carpentry 200
  17. 17. Provider Program Duration/ Hrs. UEP Commercial Cooking 436 Computer Hardware Servicing 356 F&B Services 356 Front Office Services 472 Health Care 960 Horticulture 1012 Housekeeping 236 Masonry 144 Plumbing 258 Programming 252 RAC Servicing 320 Security Service 170
  18. 18. Provider Program Duration/ Hrs. Welding 324 Samar Provider Program Duration/ Hrs. NWSSU Agricultural Crop Production 616 Bartending 286 Building Wiring Installation 402 Carpentry 162 Commercial Cooking 436 Computer Hardware Servicing 356 Dressmaking 275 F&B Services 356 Housekeeping 436 Pipefitting 302
  19. 19. Provider Program Duration/ Hrs. Plumbing 162 Programming 252 SMAW 268 S. Leyte Provider Program Duration/ Hrs. SLSU Automotive Servicing 2484 Commercial Cooking 414 Dressmaking 414 Tailoring 414
  20. 20.  Support to TVET Provision  In view to the need to provide equitable access and provision of TESD 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. These are being done with the TESDA's infrastructure in place - 57 administered schools, 60 training centres, enterprise-based training through DTS/Apprenticeship and community-based training in convergence with the LGUs.  School Based Program  This refers to the direct delivery or provision of TVET programs by the TESDA- administered schools. Totalling 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.
  21. 21.  Center Based Programs  These refer to training provisions being undertaken in the TESDA Regional (15) and Provincial (45) Training Centres totalling 60 in selected trade areas in the different regions and provinces in the country. Example  Korea-Philippines Training Centers  TESDA is the implementing agency of three grant assistance projects from the Government of the Republic of Korea. The Korea-Philippines Information Technology Training Center (KPITTC) at 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 will also provide training on computer graphics and animation.
  22. 22.  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.
  23. 23.  Enterprise Based Programs  Enterprise-Based Programs are training program being implemented within companies/firms. These programs can be any of the following:  Apprenticeship Program is a training and employment program involving a contract between an apprentice and an employer on an approved apprenticeable occupation. Generally, it aims to provide a mechanism that will ensure availability of qualified skilled workers based on industry requirements. The period of apprenticeship covers a minimum of four months and a maximum of six months. Only companies with approved and registered apprenticeship programs under TESDA can be hire apprentices
  24. 24.  Objectives: To help meet the demand of the economy for trained manpower; To establish a national apprenticeship program through the participation of employers, workers and government and non-government agencies; and To establish apprenticeship standards for the protection of apprentices.  Learnership Program is a practical training on-the-job for approved learnable occupations, for a period not exceeding three months. Only companies with TESDA approved and registered learnership programs can hire learners.
  25. 25.  Dual Training System is an 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. One of the strategic approaches on this program is the conversion of selected industry practices/ programs registered under the apprenticeship program into DTS modality. Objectives: To strengthen manpower education and training in the Philippines by institutionalizing the DTS as an instructional delivery system of technical and vocational education and training (TVET).
  26. 26.  Target Beneficiaries: a. Trainees/ Students b. Companies c. Schools d. Training Centers e. Training Institutions f. IBs/Industry Associations g. LGUs h. NGOs i. GOs j. Parents k. Teachers l. Trainers
  27. 27.  Benefits of the Dual Training System: 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
  28. 28.  Coverage of DTS: Participants in the dual training system include duly accredited:  Public and private educational institutions/training centers  Agricultural, industrial and business establishments  DTS Accreditation Procedures Schools or training centers and business establishments interested in adopting the dual training system must apply for accreditation with TESDA. Accreditation is necessary to ensure quality training and prevent abuses in program implementation.
  29. 29.  To qualify for accreditation, the school or training center must have the necessary facilities, equipment, qualified teachers, and training plan. To become a DTS co-operator, a company must apply for accreditation through an accredited school. The company accepting trainees must have the necessary equipment and workshop areas for hands-on training, qualified trainers, and training plan.
  30. 30.  Private Education Student Financial Assistance (PESFA) Program  Private Education Student Financial Assistance (PESFA) Program has been established through Section 8 of R.A. 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 CHED and TESDA handle the administration of the program for degree and non-degree courses respectively. The program seeks to:  extend financial assistance to marginalized but deserving students in post secondary non-degree TVET courses,  promote technical vocational education and training (TVET)  contribute to the development of a competent skilled workforce; and  assist private institutions in their development efforts by assuring a steady supply of enrolees to their course offerings.
  31. 31.  The program provides financial assistance to one qualified child of an indigent family to further the goal of improving accessibility and quality education particularly in the post-secondary or higher education levels. Objectives:  to extend financial assistance to indigent and deserving child in post- secondary non-degree courses;  assist indigent family in their development efforts by assuring a quality education for their children;  contribute to the development of a competent workforce responsive to the national development thrusts and strategies
  32. 32.  Courses allowed under the program : Only courses, maximum 2-yr course offered by TESDA Administered Institutions.  Forms of Assistance: P10,000.00/school year financial assistance to each scholar.  school fees = these cover tuition fee and other school fees amounting to P1,250.00 per sem., which are paid directly to TESDA Administered Institutions upon billing.  student allowance = this covers student monthly stipend amounting to P750.00 per month not to exceed five months or P3,750.00 per sem. This includes books/ projects, foods and transportation expenses. This is paid directly to the scholar on a monthly basis
  33. 33.  General Qualifications : 1st stage- Eligibility for Certificate of Educational Assistance  must be an indigent family 2nd stage- Eligibility for Enrolment  must be a legal child of the holder of CEA  must be a high school graduate or its equivalent  must satisfy the admission requirements of the TESDA Administered Institutions
  34. 34.  REGULAR QUALIFICATIONS NEW APPLICANT STEP 1: Go to any TESDA Accredited Assessment Centers/TESDA District or Provincial Office near your location and apply for assessment. STEP 2: Submit the following documentary requirements: 1. Duly accomplished Application Form; 2. Properly and completely filled-out Self Assessment Guide of your chosen qualification; 3. Three (3) pieces of colored and passport size picture, white background, with collar and with name printer at the back; STEP 3: Pay the Assessment Fee at the Assessment Center Cashier and get Official Receipt and Admission Slip. See List of Assessment Fees.
  35. 35. STEP 4: Be present at the scheduled date and assigned venue of assessment indicated in the Admission Slip. DON’T FORGET TO BRING YOUR ADMISSION SLIP ON YOUR ASSESSMENT DATE. STEP 5: Get the Competency Assessment Result Summary (CARS) at the Assessment Center. STEP 6: Assessment passers must apply for certification at the TESDA District/Provincial Office where the assessment center/venue is under jurisdiction. STEP 7: Assessment passers can claim their National Certificate (NC)/Certificate of Competency (COC) seven (7) working days after application for the issuance of COC/NC.
  36. 36. IMPORTANT: 1. NC/COC must be released directly to the applicant. However, if to be claimed by a representative, a Special Power of Attorney (SPA) by the applicant should be submitted. 2. Assessment Results (CARS), Official Receipt issued by Assessment Centers and valid Identification Card (ID) should be also presented upon claiming of COCs. 3. Falsification or fraudulent duplication of documents shall be ground for disqualification/forfeiture of the right to participate in any assessment certification or similar program of TESDA.

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