Technical Vocational Education Program

2. WHAT IS TECHVOC?

3. "TECHNICAL AND VOCATIONAL EDUCATION IS USED AS A
COMPREHENSIVE TERM REFERRING TO THOSE ASPECTS OF
THE EDUCATIONAL PROCESS INVOLVING, IN ADDITION TO
GENERAL EDUCATION, THE STUDY OF TECHNOLOGIES AND
RELATED SCIENCES, AND THE ACQUISITION OF PRACTICAL
SKILLS, ATTITUDES, UNDERSTANDING AND KNOWLEDGE
RELATING TO OCCUPATIONS IN VARIOUS SECTORS OF
ECONOMIC AND SOCIAL LIFE."

4. REPUBLIC ACT NO. 7796 AN ACT CREATING THE TECHNICAL EDUCATION
AND SKILLS DEVELOPMENT AUTHORITY, PROVIDING FOR ITS POWERS,
STRUCTURE AND FOR OTHER PURPOSES.
- 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.

5. REPUBLIC ACT NO. 7686] AN ACT TO STRENGTHEN MANPOWER
EDUCATION AND TRAINING IN THE PHILIPPINES BY INSTITUTIONALIZING
THE DUAL TRAINING SYSTEM AS AN INSTRUCTIONAL DELIVERY SYSTEM
OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING, PROVIDING
THE MECHANISM, APPROPRIATING FUNDS THEREFOR AND FOR OTHER
PURPOSES.

6. IN ACCORDANCE WITH THE PERTINENT PROVISIONS OF REPUBLIC ACT (RA) NO. 7722,
OTHERWISE KNOWN AS THE “HIGHER EDUCATION ACT OF 1994,” AND IN PURSUANCE
OF AN OUTCOMES-BASED QUALITY ASSURANCE SYSTEM AS ADVOCATED UNDER CMO
46 S. 2012, THE FOLLOWING POLICIES, STANDARDS AND GUIDELINES (PSGS) ARE
HEREBY ADOPTED AND PROMULGATED BY THE COMMISSION: ARTICLE I
INTRODUCTION SECTION 1 RATIONALE BASED ON THE GUIDELINES FOR THE
IMPLEMENTATION OF CMO 46, SERIES 2012, THIS PSG IMPLEMENTS THE “SHIFT TO
LEARNING COMPETENCY-BASED STANDARDS/OUTCOMES BASED EDUCATION.” IT
SPECIFIES THE ‘CORE COMPETENCIES’ EXPECTED OF BACHELOR OF TECHNICAL-
VOCATIONAL TEACHER EDUCATION (BTVTE) GRADUATES “REGARDLESS OF THE TYPE OF
HIGHER EDUCATION INSTITUTION (HEI) THEY GRADUATE FROM

7. PRINCIPLES IN TECHVOC

8. 1. “LEARNING-BY-DOING”: STUDENT-CENTRED EDUCATION
USING MODERN LEARNING TECHNOLOGIES
2. “BEST OF BOTH”: LOCAL TEACHERS WITH INTERNATIONAL
SKILLS TRAINING
3. “FILLING A NEED”: ALIGNMENT WITH DOMESTIC LABOUR
MARKET DEMANDS

9. 4. “DOERS, NOT NERDS”: BUSINESS MANAGEMENT AND
ENTREPRENEURSHIP
5. “MERITOCRACY WINS”: MERIT-BASED SCHOLARSHIPS
FOR YOUNG MEN AND WOMEN

10. THEORIES RELATED TO TECHVOC
PROSSER’S SIXTEEN THEOREMS ON VOCATIONAL
EDUCATION

11. 1. “VOCATIONAL EDUCATION WILL BE EFFICIENT IN PROPORTION AS
THE ENVIRONMENT IN WHICH THE LEARNER IS TRAINED IS A
REPLICA OF THE ENVIRONMENT IN WHICH HE MUST
SUBSEQUENTLY WORK.”
2. “EFFECTIVE VOCATIONAL TRAINING CAN ONLY BE GIVEN WHERE
THE TRAINING JOBS ARE CARRIED ON IN THE SAME WAY WITH THE
SAME OPERATIONS, THE SAME TOOLS AND THE SAME MACHINES AS
IN THE OCCUPATION ITSELF.”

12. 3. “VOCATIONAL EDUCATION WILL BE EFFECTIVE IN PROPORTION
AS IT TRAINS THE INDIVIDUAL DIRECTLY AND SPECIFICALLY IN THE
THINKING HABITS AND THE MANIPULATIVE HABITS REQUIRED IN
THE OCCUPATION ITSELF.”
4. “VOCATIONAL EDUCATION WILL BE EFFECTIVE IN PROPORTION
AS IT ENABLES EACH INDIVIDUAL TO CAPITALIZE HIS INTEREST,
APTITUDES AND INTRINSIC INTELLIGENCE TO THE HIGHEST
POSSIBLE DEGREE.”

13. 3. “VOCATIONAL EDUCATION WILL BE EFFECTIVE IN PROPORTION
AS IT TRAINS THE INDIVIDUAL DIRECTLY AND SPECIFICALLY IN THE
THINKING HABITS AND THE MANIPULATIVE HABITS REQUIRED IN
THE OCCUPATION ITSELF.”
4. “VOCATIONAL EDUCATION WILL BE EFFECTIVE IN PROPORTION
AS IT ENABLES EACH INDIVIDUAL TO CAPITALIZE HIS INTEREST,
APTITUDES AND INTRINSIC INTELLIGENCE TO THE HIGHEST
POSSIBLE DEGREE.”

14. 5. “EFFECTIVE VOCATIONAL EDUCATION FOR ANY PROFESSION,
CALLING, TRADE, OCCUPATION OR JOB CAN ONLY BE GIVEN TO THE
SELECTED GROUP OF INDIVIDUALS WHO NEED IT, WANT IT, AND ARE
ABLE TO PROFIT BY IT.”
6. “VOCATIONAL TRAINING WILL BE EFFECTIVE IN PROPORTION AS
THE SPECIFIC TRAINING EXPERIENCES FOR FORMING RIGHT
HABITS OF DOING AND THINKING ARE REPEATED TO THE POINT THE
HABITS DEVELOPED ARE THOSE OF THE FINISHED SKILLS
NECESSARY FOR GAINFUL EMPLOYMENT.”

15. 7. “VOCATIONAL EDUCATION WILL BE EFFECTIVE IN PROPORTIONAL AS
THE INSTRUCTOR HAS HAD SUCCESSFUL EXPERIENCE IN THE
APPLICATION OF SKILLS AND KNOWLEDGE TO THE OPERATIONS AND
PROCESSES HE UNDERTAKES TO TEACH.”
8. “FOR EVERY OCCUPATION THERE IS A MINIMUM OF PRODUCTIVE
ABILITY WHICH AN INDIVIDUAL MUST POSSESS IN ORDER TO SECURE
OR RETAIN EMPLOYMENT IN THAT OCCUPATION. IF VOCATIONAL
EDUCATION IS NOT CARRIED TO THAT POINT WITH THAT INDIVIDUAL,
IT IS NEITHER PERSONALLY OR SOCIALLY EFFECTIVE.”

16. 9. “VOCATIONAL EDUCATION MUST RECOGNIZE CONDITIONS AS THEY
ARE AND MUST TRAIN INDIVIDUALS TO MEET THE DEMANDS OF THE
“MARKET” EVEN THOUGH IT MAY BE TRUE THAT MORE EFFICIENT WAYS
OF CONDUCTING THE OCCUPATION MAY BE KNOWN AND THAT BETTER
WORKING CONDITIONS ARE HIGHLY DESIRABLE.”
10. “THE EFFECTIVE ESTABLISHMENT OF PROCESS HABITS IN ANY
LEARNER WILL BE SECURED IN PROPORTION AS THE TRAINING IS
GIVEN ON ACTUAL JOBS AND NOT ON EXERCISES OR PSEUDO JOBS.”

17. 11. “THE ONLY RELIABLE SOURCE OF CONTENT FOR SPECIFIC TRAINING
IS AN OCCUPATION IS IN THE EXPERIENCE OF MASTERS OF THAT
OCCUPATION.”
12. “FOR EVERY OCCUPATION THERE IS A BODY OF CONTENT WHICH IS
PECULIAR TO THAT OCCUPATION AND TO WHICH HAS PRACTICALLY NO
FUNCTIONAL VALUE IN ANY OTHER OCCUPATION.”

18. 13. “VOCATIONAL EDUCATION WILL RENDER EFFICIENT SOCIAL SERVICE
IN PROPORTION AS IT MEETS THE SPECIFIC TRAINING NEEDS OF ANY
GROUP AT THE TIME THAT THEY NEED IT AND IN SUCH A WAY THEY CAN
MOST EFFECTIVELY PROFIT BY THE INSTRUCTION.”
14. “VOCATIONAL EDUCATION WILL BE SOCIALLY EFFICIENT IN
PROPORTION AS IN ITS METHODS OF INSTRUCTION AND ITS
PERSONAL RELATIONS WITH LEARNERS IT TAKES INTO
CONSIDERATION THE PARTICULAR CHARACTERISTICS OF ANY
PARTICULAR GROUP WHICH IT SERVES.”

19. 15. “THE ADMINISTRATION OF VOCATIONAL EDUCATION WILL BE
EFFICIENT IN PROPORTION AS IT IS ELASTIC AND FLUID RATHER THAN
RIGID AND STANDARDIZED.”
16. “WHILE EVERY REASONABLE EFFORT SHOULD BE MADE TO REDUCE
PER CAPITA COST, THERE IS A MINIMUM BELOW WHICH EFFECTIVE
VOCATIONAL EDUCATION CANNOT BE GIVEN, AND IF THE COURSE DOES
NOT PERMIT THIS MINIMUM PER CAPITA COST, VOCATIONAL
EDUCATION SHOULD NOT BE ATTEMPTED.”

20. TEACHING STRATEGIES USED IN
TECHVOC

21. STRATEGIES FOR DIFFERENTIATION THERE IS NO SINGLE DEFINITION OF
DIFFERENTIATION, BUT ALL DEFINITIONS ARE UNDERPINNED BY A VIEW
OF LEARNERS AS INDIVIDUALS. SOME APPROACHES TO DIFFERENTIATION
SUGGEST THAT DIFFERENTIATION NEEDS TO BE CONSIDERED AT THE
PLANNING STAGE OF A SESSION. WHILE THE LEARNING OBJECTIVES AND
STANDARDS SHOULD REMAIN THE SAME, TIME AND SUPPORT GIVEN TO
LEARNERS BY THE TEACHER SHOULD BE VARIED ACCORDING TO
INDIVIDUAL LEARNER NEED.

22. THERE IS ALSO THE ASPECT OF DIFFERENCES IN THE WAY LEARNERS
PREFER TO LEARN – VISUAL, AUDIO OR KINAESTHETIC – TO BE TAKEN
INTO ACCOUNT WHEN USING DIFFERENTIATION IN THE LEARNING
PROCESS. UNDERSTANDING THE DIFFERENT LEARNING NEEDS OF
INDIVIDUAL LEARNERS, THEIR STRENGTHS AND WEAKNESSES AND HOW
THEY LEARN BEST IS OF PARAMOUNT IMPORTANCE TO ENABLE EFFECTIVE
DIFFERENTIATION.

23. STRATEGIES FOR GIVING INFORMATION PRESENTATION PRESENTATION
ENCOMPASSES GIVING INFORMATION IN A NUMBER OF WAYS INCLUDING:
● TEACHER EXPLANATION OFTEN AT THE START OF A SESSION - ‘THIS IS
WHAT WE ARE GOING TO DO, THESE ARE THE OBJECTIVES FOR THE SESSION’
● GIVING INFORMATION/INSTRUCTION AND CHECKING THAT LEARNERS
UNDERSTAND BY, FOR INSTANCE, USE OF QUESTIONING
● CLEARLY PRESENTING INFORMATION AT THE START OF A SESSION AND
THEN LINKING TO OTHER TEACHING STRATEGIES – PRESENTATION
FOLLOWED BY IMMEDIATE ACTIVITY

24. STRATEGIES FOR GROUP AND INDIVIDUAL LEARNING TEACHERS USE THEIR
SKILLS IN DECIDING HOW TO MANAGE THE LEARNING PROCESS. THIS
SECTION INCLUDES ACTIVITY-BASED LEARNING USING THE STRATEGIES OF
GROUP WORK, PAIRS/PEER WORK, WHOLE GROUP AND INDIVIDUAL WORK.
MANY OF THE STRATEGIES DESCRIBED COULD BE USED WITHIN TEACHING
MODELS THAT FOCUS ON GROUP AND COOPERATIVE LEARNING AND BELONG
TO THE ‘SOCIAL’ GROUP OF TEACHING MODELS. GROUP WORK AND
COOPERATIVE LEARNING CAN SHIFT THE RESPONSIBILITY FOR LEARNING
FROM TEACHER TO LEARNER.

25. STRATEGIES FOR REINFORCING LEARNING OPPORTUNITIES TO PRACTICE/REPETITION
PRACTICE AND REPETITION HELP TO ENSURE THAT THE LEARNING UNDERTAKEN IS
REMEMBERED. OPPORTUNITIES FOR THIS CAN BE PROVIDED IN DIFFERENT WAYS AND
INCLUDE THE EXAMPLES BELOW TAKEN FROM THE OBSERVATIONS AND INTERVIEWS:
● REPETITION OF PRACTICE WITH REGARD TO USAGE EVERY TIME LEARNERS USE
COMPUTERS
● PRACTICE COMBINED WITH QUESTIONING TO MEMORIES INFORMATION ABOUT, FOR
INSTANCE, 49 COUNTRIES FOR A GEOGRAPHY UNIT
● THE TEACHER CHECKING ON EACH LEARNER AS THEY PROGRESS AND EACHTIME
THERE IS A REPETITION TASK THE LEARNER SHOULD NEED LESS INTERVENTION

26. PROBLEM IN TECHVOC

27. •INSUFFICIENT QUANTITIES OF QUALIFIED TECHNOLOGY EDUCATION
TEACHERS
•INADEQUATE UNDERSTANDING BY ADMINISTRATORS AND COUNSELORS
CONCERNING TECHNOLOGY EDUCATION
•INADEQUATE UNDERSTANDING BY GENERAL POPULACE CONCERNING
TECHNOLOGY EDUCATION
•LACK OF CONSENSUS OF CURRICULUM CONTENT FOR TECHNOLOGY
EDUCATION

28. •INADEQUATE FINANCIAL SUPPORT FOR TECHNOLOGY EDUCATION
PROGRAMS
•INCREASED HIGH SCHOOL GRADUATION REQUIREMENTS IMPACTING ON
TECHNOLOGY EDUCATION PROGRAMS
•INADEQUATE MARKETING AND PUBLIC RELATIONS OF TECHNOLOGY
EDUCATION
•RESISTANCE TO CHANGE IN TECHNOLOGY EDUCATION

29. RECOMMENDED SOLUTION IN TECHVOC

30. •UNDERTAKE SIGNIFICANT EFFORTS AIMED AT RECRUITING AND PREPARING
NEW TECHNOLOGY EDUCATION EDUCATORS AT ALL LEVELS.
•IDENTIFY AND COMMUNICATE A CLEAR AND UNDERSTANDABLE PURPOSE
OF TECHNOLOGY EDUCATION TO ALL POPULATIONS,
•REACH CONSENSUS IN CURRICULUM DESIGN AND DEVELOPMENT AS HIGH
PRIORITIES.

31. •NEED TO ENSURE EASY ACCESS TO LABOUR MARKET NEEDS, TO
COUNSELLORS AND GUIDANCE TEACHERS IN SCHOOLS AS EARLY AS
POSSIBLE. IT’S VERY IMPORTANT THAT YOUNG PEOPLE START SEEING THE
LABOUR MARKET IN SECONDARY SCHOOL.
•FORECASTING OF SKILLS SHOULD GO HAND IN HAND WITH
QUALIFICATIONS. PEOPLE NEED TO ACQUIRE QUALIFICATIONS.

32. •CONTINUOUS TECHVOC AND INITIAL TECHVOC SHOULD BE GIVEN MORE
IMPORTANCE BY ALL SOCIAL PARTNERS, BY INDUSTRY ITSELF. WE SHOULD
MAKE THEM MORE VISIBLE, MORE ATTRACTIVE TO YOUNG PEOPLE. IT IS A
SOLUTION FOR UNEMPLOYMENT.

33. THANK YOU