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DepEd, CHED and TESDA
 

DepEd, CHED and TESDA

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    DepEd, CHED and TESDA DepEd, CHED and TESDA Presentation Transcript

    • Principles and general objectives of 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 We are people organization committed to a culture of excellence in public service. Believing that the most important resource of our country is its people, we make the task of educating the Filipino child our singular mission.
    • We assist the Filipino child to discover his/her full potential in a child-centered and value-driven teaching-learning environment and thereby, enable him/her to create his/her own destiny in global community. We prepare him/her to become a responsible citizen and an enlightened leader who loves his/her country and is proud to be a Filipino.
    • We provide a school system… Where teachers and principals achieve the desired learning outcome not only because they are empowered, competent and accountable, but because they care; Where administrator exercise visionary leadership responsive to emerging learning needs of the nation; ensure adequate resources; promote appropriate technology; create and sustain a conducive climate to enhance learning; and Where the family, the community and other institutions actively support our efforts. We affirm the right of every Filipino child especially the less advantaged to benefit from such a system. This is our vision. With God’s help, we dedicate all our talents and energies to its realization.
    • The DepEd Mission 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.           At present, the Department operates with four Undersecretaries in the areas of: (1) Programs and Projects; (2) Regional Operations; (3) Finance and Administration; and (4) Legal Affairs; four Assistant Secretaries in the areas of: (1) Programs and Projects; (2) Planning and Development; (3) Budget and Financial Affairs; and (4) Legal Affairs.
    •                    Backstopping the Office of the Secretary at the Central Office are the different services, bureaus and centers. The five services are the Administrative Service, Financial and Management Service, Human Resource Development Service, Planning Service, and Technical Service. Three staff bureaus provide assistance in formulating policies, standards, and programs related to curriculum and staff development. These are the Bureau of Elementary Education (BEE), Bureau of Secondary Education (BSE), and the Bureau of Nonformal Education (BNFE). By virtue of Executive Order No. 81 series of 1999, the functions of a fourth bureau, the Bureau of Physical Education and School Sports (BPESS), were absorbed by the Philippine Sports Commission (PSC) last August 25, 1999.           Six centers or units attached to the Department similarly provide technical and administrative support towards the realization of the Department’s vision. These are the National Education Testing and Research Center (NETRC), Health and Nutrition Center (HNC), National Educators Academy of the Philippines (NEAP), Educational Development Projects Implementing Task Force (EDPITAF), National Science Teaching Instrumentation Center (NSTIC), and Instructional Materials Council Secretariat (IMCS). There are four special offices under OSEC: the Adopt-a-School Program Secretariat, Center for Students and Co-curricular Affairs, Educational Technology Unit, and the Task Force Engineering Assessment and Monitoring.
    • Other attached and support agencies to the Department are the Teacher Education Council (TEC), Philippine High School for the Arts, Literacy Coordinating Council (LCC), and the Instructional Materials Council (IMC).           At the sub-national level, the Field Offices consist of the following: Sixteen (16) Regional Offices, including the Autonomous Region in Muslim Mindanao (ARMM*), each headed by a Regional Director (a Regional Secretary in the case of ARMM); One hundred fifty-seven (157) Provincial and City Schools Divisions, each headed by a Schools Division Superintendent. Assisting the Schools Division Offices are 2,227 School Districts, each headed by a District Supervisor; Under the supervision of the Schools Division Offices are forty-eight thousand, four hundred forty-six (48, 446) schools, broken down as follows: 40,763 elementary schools (36,234 public and 4,529 private) 7,683 secondary schools (4,422 public and 3,261 private)
    • ADMINISTRATIVE SERVICE
    • ADMINISTRATIVE SERVICE The Administrative Service is responsible for providing the Department with economical, efficient, and effective services relating to legal assistance, information records, supplies, equipment, security and custodial work. Office of the Director The Director manages and supervises the operation of the Administrative Service in the implementation of its functions. Legal Division The legal division provides legal advice to the Secretary, Undersecretary and the Bureaus and Offices of the Department; interprets laws and rules affecting the operations of the Department; prepares contracts and instruments to which the department is a part and interprets provisions of contracts covering work/services; investigates administrative cases/ charges filed against employees of the Department; prepares decisions/resolutions on administrative cases; assists in the promulgation of rules, regulations and policies governing the activities of the Department; prepares the legal opinions for the Secretary and prepares comments on proposed legislations concerning the Department.
    • General Services Division The General Services Division provides basic services to DECS Officials and employees such as: Medical services, Dental services, Radio Communication services, Transportation/Mechanic services, Electrical/ Air-conditioning services, Building Maintenance and Plumbing services and Security services. 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. Radio Communication Network Unit The primordial function of this unit is to send and receive calls to and from the field offices and other Department's clientele (local and international) through radio transmitter or radio transceiver, fax machine, PABX digital telephones. Security Service Unit 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 The FMS is composed of five (6) divisions namely: Budget Division, Accounting Division, Management Division, Payroll Services Division, Systems Division and Cash Division. 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 Services Division 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. Deposit checks for fund transfer to the different Regional Offices.
    • HUMAN RESOURCE DEVELOPMENT SERVICE
    • The Human Resource Development Service develops and administers personnel programs which include selection and placement, classification and pay, career and employment development performance appraisal, employee relations and welfare services. It consists of three (3) divisions: personnel division, employees welfare and benefits division and staff development division. 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 The Employees Welfare and Benefits Division undertakes a continuous evaluation of existing programs and projects intended to enhance the welfare of DECS teaching and non-teaching employees. The Division is also concerned with the development of new welfare programs to suit the emerging needs of DECS personnel. Moreover, the EWBD provides consultative researches and studies in aid of legislation on matters pertinent for upgrading the welfare and benefits of the Department's employees. Conformably, EWBD, a relatively new office of the Department, has initiated the establishment and implementation of the following programs and projects:  DECS Provident Fund  DECS Expanded Shelter Program  DECS Cooperative Program  DECS Employees Suggestion and Incentive Awards System (ESIAS)  Pre-Retirement Innovation and Option for Results (PRIOR)  DECS-PVB Financial Assistance  DECS Hospitalization Fund Program
    • Staff Development Division The Division's primordial concern is to conceptualize, implement, monitor and evaluate programs on skills enhancement, values orientation, frontline functions improvement and special programs for teaching and non-teaching personnel of the DECS Central and field offices. It's other functions include: conducting orientation/induction programs for new entrants on the history, structure, vision and mission, work ethics, organization and functions of the Department; undertake a well-planned and coordinated materials development program including the preparation of training modules and supplementary reading handouts. 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.                The Bureau of Non-formal Education (BNFE) is responsible for contributing to the improvement of the poor through literacy and continuing education programmes. Its aim is to provide focused basic services to the more disadvantaged sections of the population to improve their welfare and contribute to human resource development.                       
    • The Bureau of Physical Education and School Sports (BPESS) is responsible for physical fitness promotion, school sports development, cultural heritage revival (Kundiman Fiesta), natural heritage conservation, and values development. Its aim is to inculcate desirable values such as self-discipline, honesty, teamwork, sportsmanship, excellence and others and make the Filipino youth fit to respond adequately to the demands, requirements, challenges and opportunities that the next century may bring. The functions of the BPESS were absorbed by the Philippine Sports Commission in August 1999.                      Attached agencies to the Department are the National Museum, National Library, National Historical Institute, and Records Management and Archives Office. Other offices are the Instructional Materials Corporation, Instructional Materials Council, Educational Development Projects Implementing Task Force, Educational Assistance Policy Council, National Youth and Sports Development Board, National Social Action Council and Teacher Education Council. The main objective of the cultural agencies of the Department is to preserve, conserve, restore and enrich the cultural heritage, customs and traditions.
    • Trends in Education  Lib Hub Project  ALS  K+12  UbD
    • Library Hub makes books accessible to all
    • Goals of Alternative Learning System  to protect and promote the right of all citizen to quality basic education  to promote the right of all citizens to quality basic education and such education accessible to all by providing all Filipino children in the elementary level and free education in the high school level. Such education shall also include alternative learning system for out-of school youth and adult learners.“ (Section 2 of PA. 9155, The Governance of Basic Education Act of 2001).  to provide a viable alternative to the existing formal education instruction, encompassing both the non- formal and informal sources of knowledge and skills
    • Understanding by Design
    • K+12
    • CHED Vision A key leader and effective partner in transforming HEIs towards producing highly competent and productive professionals through dynamic excellent and client oriented services
    • CHED Mission CHED is committed to provide effective central office direction and implement programs and mechanisms to ensure affordable quality higher education accessible to all
    • Commission on Higher Education Projects and Programs  Faculty Development (FacDev)    Student Financial Assistance Programs (StuFAPs)    Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP)    National Agriculture and Fisheries Education System (NAFES)    Centers of Excellence/Development (COE/COD)    CHED Thesis / Dissertation Grants / Paper Presentation / Visiting Research Fellow
    • Faculty Development (FacDev) The quality of education depends largely on the qualifications and competencies of the faculty. In view of the faculty’s vital role in influencing education outcomes, the Commission on Higher Education (CHED) requires that teachers at higher education level must have at least masters degree in the fields in which they teach.   The Faculty Development Program (FDP) is a critical factor towards building the strong foundation of an educational system to ensure quality education. In previous and current studies, faculty development has always surfaced as a priority concern. Our nation cannot compete with its neighboring countries that are now moving towards offering cutting-edge programs and technologies unless we invest in creating a pool of experts in our academic institutions. This critical mass will then be capable to train and equip students for significant and promising careers in the global market.  
    • Faculty Development (FacDev)… More that 50% or 70,000 higher education institutions (HEIs) faculty need to upgrade their qualifications and competencies in order to improve the quality of teaching in our HEIs. The vast majority of students in higher education are being taught by faculty who possess no more than the level of qualification for which they are studying. Low teacher qualification inevitably leads to low standards of learning achievement among students.   CHED Memorandum Order (CMO) No. 40, s. 2008 which requires all higher education institutions (HEIs) faculty to have at least masters degree shall be fully implemented by AY 2011-2012. Hence, there is need to encourage and provide assistance to HEIs to enable them to meet this CMO requirement.
    • Student Financial Assistance Programs (StuFAPs)   As per CMO 29, s.2009 Revised Implementing Guidelines of STUFAPs SCHOLARSHIP PROGRAMS  FULL  - This program is for bright Filipinos students who got the highest score in the NCAE and must belong to the top ten of the graduating class. Scholars under this program can enroll in any government or private college/university HEIs with parent whose Annual Income Tax Return of not less than P300,000.00.  Full-Merit - P15,000.00/sem  HALF  - For bright Filipino students who got a percentile NCAE rating score of 85 to 89. Scholars under this program shall enroll in any government or private HEIs. It also includes Persons With Disabilities (PWDS).  Half-Merit - P7,500.00/sem
    • Student Financial Assistance Programs   GRANT-IN-AID PROGRAMS Tulong-Dunong includes the following components:  STUDY GRANT PROGRAM FOR SOLO PARENTS AND THEIR DEPENDENTS  – This program is intended for all solo parents and their children  P6,000.00/sem  DND-CHED-PASUC STUDY GRANT PROGRAM  - This grant-program is intended for dependents of killed-in-action (KIA), battle related, Complete Disability Discharged (CDD-Combat) and active Military Personnel of the Armed Forces of the Philippines. Educational benefit given to children of KIA- CDD Combat in order to contribute to the enhancement of our soldiers to fight by ensuring their children’s education.  P2,500.00/sem  OPAPP-CHED STUDY GRANT PROGRAM FOR REBEL RETURNEES  - This grant-program is intended for former rebels and the legitimate/legitimized dependents which  expands the access to college education opportunities.  P5,000.00/sem  CHED SPECIAL STUDY GRANT PROGRAM FOR CONGRESSIONAL DISTRICT/SENATE  - This grant-program is intended for the constituents for Congressmen, Party List Representatives, and Senators.
    • Student Financial Assistance Programs (StuFAPs)   STUDENT LOAN PROGRAM  Study Now Pay Later Plan (SNPLP) - This program is designed to promote democratization of access to educational opportunities in the tertiary level to poor but deserving students through financial assistance in the form of an educational loan. It is a scheme that extends loan or credit to poor but deserving students who are entering freshman college or tertiary students with college units earned  P7,500.00/sem
    • Student Financial Assistance Programs (StuFAPs)   GENERAL REQUIREMENTS: • Must be a Filipino citizen of good moral character; • A high school graduate or a candidate for graduation from high School; • At least 80% general weighted average (GWA) based on Form 138 and a general scholastic aptitude (GSA) of National Career Assessment Examination (NCAE), as follows:     a. 90% above - full merit     b. 85% above - half merit     c. 80-84% - grant-in-aid and student loan programs • Combined Annual Gross Income of Parents/Guardian not to exceed P300,000.00; • Must not be more than 30 years of age at the time of application except for CHED OPAPPSGPRR; • Entering freshmen and/or college student in any curricular year level; • For student-borrower:     a. must enter into a loan agreement with CHEDRO; and     b. must have a co-borrower who is a member of SSS/GSIS in good standing (at least paying contribution for six (6) months for the last 12 months); and • Has not availed of any government scholarship and/or grant.
    • Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) The ETEEAP is a comprehensive educational assessment program at the tertiary level that recognizes, accredits and gives equivalencies to knowledge, skills, attitudes and values gained by individuals from relevant work. It is implemented through deputized higher education institutions that shall award the appropriate college degree. Beneficiaries must be Filipinos who are at least high school graduates. They must have worked for at least five years in the field or industry related to the academic program they are obtaining an equivalency. They must also be able to show proof of proficiency, capability and thorough knowledge in the field applied for equivalency
    • National Agriculture and Fisheries Education System (NAFES) The Commission on Higher Education (CHED) in coordination with the Department of Agriculture (DA) and other government agencies was mandated to establish a National Agriculture and Fisheries Education System (NAFES) by virtue of Section 66 of Republic Act (RA) No. 8435 otherwise known as the “Agriculture and Fisheries Modernization Act (AFMA) of 1997” NAFES aims to establish, maintain and support a complete and integrated system of agriculture and fisheries education (AFE), modernize and rationalize agriculture and fisheries education from elementary to tertiary levels, unify the system of implementation of academic programs and upgrade the quality and ensure sustainability and promote the global competitiveness at all levels of AFE. To address these objectives, the National Universities and Colleges of Agriculture and Fisheries (NUCAFs) and Provincial Institutes of Agriculture and Fisheries (PIAFs) were identified. The selection of the NUCAFs and PIAFs were based on the following criteria namely, institutional accessibility, population, economic contribution of agriculture and fisheries in the community, quantity and quality of research studies conducted, degree of utilization of research results, quantity and quality of faculty members, type of facilities, linkages and potential contribution to agriculture and fisheries development in the target area
    • Centers of Excellence/Development (COE/COD) Centers of Excellence (COEs) and Centers of Development (CODs) are either public or private higher education institutions (HEIs) which have demonstrated the highest degree or level of standard along the areas of instruction, research and extension. They provide institutional leadership in all aspects of development in specific areas of discipline in the various regions by providing networking arrangements to help ensure the accelerated development of HEIs in their respective service areas. COEs/CODs in the different disciplines are identified and carefully selected for funding assistance. Funds released to these centers are utilized for student scholarships, faculty development, library and laboratory upgrading, research and extension services, instructional materials development, and networking of existing COEs and CODs.
    • CHED Thesis / Dissertation Grants / Paper Presentation / Visiting Research Fellow Guidelines ■Guidelines for CHED Dissertation Grant CMO 04 S. 2003.pdf ■Guidelines for CHED Visiting Research Fellowships CMO 13 S. 2003.pdf ■Addendum to CHED Memorandum Order No. 13, Series of 2003 Re: Guidelines for CHED Visiting Research Fellowships CMO 32 S. 2004.pdf ■Guidelines for CHED Thesis Grant CMO 33 S. 2004.pdf ■Revised Guidelines for CHED Support for Paper Presentations in International Conferences CMO_12_s2009.pdf Forms Application Form SPPIC.doc dissform-1.doc 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 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.
    • 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, 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.
    • 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. 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.
    • Vision TESDA is the leading partner in the development of the Filipino workforce with world-class competence and positive work values. 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 Crucial to TESDA's role as the TVET authority in the country is its capacity to steer and provide guidance to the sector. With the end in view of setting out clear directions and establishing priorities, the availability of timely, relevant and accurate information is of essence. Data gathered through the conduct of researchers and studies shall be desseminated to enable the TVET stakeholders to make informed decisions. With quality information, TVET policies and plans shall be formulated that will serve as the blueprint for TVET implementation in the country.
    • Policies, Plans and Information Programs and services relating to these concern embody the role of TESDA as the authority in technical vocational education and training (TVET). These are aimed at providing clear directions and priorities for TVET in the country. These include the formulation of plans and policies for the TVET sector and the generation through researches and studies and the dissemination of relevant data and information for informed decision of stakeholders of the sector. National Technical Education Skills Development (TESD) Plan National Technical Education Skills Development (TESD) Agency Philippine Technical Vocational Education and Training (TVET) System Philippine Technical Vocational Education and Training (TVET) Outlook Labor Market Intelligence Reports List of Technical Vocational Education and Training (TVET) Studies Technical Vocational Education and Training (TVET) Statistics
    • Pro-active Job Matching Process TESDA shall SEEK (jobs) through domestic and international market intelligence report to pinpoint specific job requirements. TESDA shall FIND (people) the right people who can be trained to fit the jobs in partnership with NGOs, social welfare agencies / institutions, school and community organizations. TESDA shal TRAIN (people) using standards of quality for TVET developed in consultation with various industry sectors. This pro-active matching process contributes to the best job-skills fit. TESDA also focuses on increasing productivity of implemented training programs by assisting individuals or groups who prefer to go into micro business, small and medium enterprises of enterpreneurship training.
    • 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 centers, enterprise-based training through DTS/Apprenticeship and community-based training in convergence with the LGUs.
    • School Based Programs Center Based Program Community Based Programs Enterprise Based Programs TESDA Language Skills Institutes Scholarship and Student Assistance Programs Career Guidance and Placement Programs Institutional Capacity Building For TESDA to provide the required services and live up to its core business, it must muster internal capacity and capability. It is necessary to build its competencies along various requirements of its responsibilities in direction setting, standards setting and systems development and in supporting TVET provision. Institutional capacity building also involves the installation of the TESDA quality management system at all levels of the organization. Foreign Scholarship Training Program
    • TVET Programs In view of the need to provide equitable access and provision of TESD programs to the growing TVET clients, 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 TESDA’s infrastructure in place – 57 TESDA administered schools, 60 training center, enterprized-based training through DTS/apprenticeship and community-based training in convergence with the LGU’s.
    • 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.  
    • 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) The TTCTCE conducts and advanced technology training programs registered under UTPRAS in partnership with industry organizations under a co-management scheme in response to the training requirements of the industry. These programs generate income to support TESDA Development Fund (TDF). The TESDA board approves the training fees. From the training fees, at an agreed sharing scheme contained in a MOA, the industry partners assume all the training expenses, repair and maintain the training facilities of the center. They also bring the equipment to augment TESDA's delivery system.   
    • 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. a. The Evolution of Community-based Training and Enterprise Development in TESDA
    • Enterprise Based Programs Enterprised-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. 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 protectionof 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.   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).
    • Target Beneficiaries:  Trainees/ Students  Companies  Schools  Training Centers  Training Institutions  IBs/Industry Associations  LGUs  NGOs  GOs  Parents  Teachers  Trainers
    •  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 
    • Competency Standards Development 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.
    • 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. 
    • TESDA also has accredited assessment centers as well as the competency assessors who conduct competency assessment process for persons applying for certification.  a.   General Requirements and Procedures in Applying for Assessment and   Certification (National Certificate (NC) / Certificate of Competency (COC))         1. List of TESDA Accredited Assessment Centers        2. List of Accredited TESDA Qualified Assessors b.    Free Assessment Service of TESDA (FAST)         1.   Application Requirements and Procedures c.    Maritime / Seafarer’s Ratings        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   
    • ACHIEVEMENTS  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 up 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 122,505 graduates.
    • EMPLOYED  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).