BenchmarkingStudy-final

Benchmarking Study on the Best Practices of TVET Schools
in the Philippines
I. Introduction on the Study
“The Middle-Level Sector to be the leading force in building a
prosperous Philippines, where globally competitive enterprises are
driven by men and women with world-class skills, positive work
values and strong entrepreneurial spirit.”
-- Vision, The National Technical Education and Skills
Development Plan 1999-2004
Background on Technical Vocation Education Training Sector
Development with social equity comes from a highly functional education and training
systems. Educated people with the skills and competencies that will improve their
earning capacities, means an alleviation of poverty.
But the fewer graduates getting employed show the sorry state of the country’s
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Environmental Assessment
Superordinate Goals/ Philosophy/Core Values
Leadership and Management Style
School Performance Results
Industry/sector/Area needs Assessment Optimum Personal Benefits
Student-Stakeholder Focus
Program Design &
Program Delivery
Faculty & Staff Learning Environment
Organizational
capabilities
Systems and
Processes
Strategic
Planning
Information
and Analysis
RESEARCH FRAMEWORK: ADAPTED FROM QUALITY MANAGEMENT SYSTEM (QMS)
FRAMEWORK FOR TESDA SCHOOLS BY L. DANCEL AND R. BASTILLO (1999)
Invisible
Hand or
Driving
Force
Backroom
operations
Front stage setting
where service is
delivered
Immediate results,
intermediate effects
and long-term
impacts
Post Ttraining
Extension & Support
System

education and training system. The Science and Technology component of the
country’s education and training system is very poor. The Philippines lags behind with
the rest of the world in benchmarking the effectiveness of Science and Mathematics as
taught in schools.
The number of high school and college graduates who are not immediately
employed burdens the MLSD sub-sector. Technical and vocational training
oftentimes becomes the only option for high school graduates who fail to find
jobs
THE LABOR FORCE
From 27.7 million in 1997, employment grew by a modest 196,000 to reach 27.9
million in 1998, resulting in a national employment rate of 89.9%, or a decline of
1.4% compared to the 1997 level (Table2-5).
Employment Profile
* Of those employed, 40% had only elementary education, 34% reached
secondary education and 23% reached higher education level;
* Close to 48% of the employed belonged to the 25-44 age group; and
* Male-female employment ratio stood at 63:37 (Tables 2-6, 2-7)
Majority (33%) of the employed worked in Metro Manila and neighboring Regions
III and IV, followed by Regions VI, VII and XI. Regions with the least number of
employed populations were Regions XII, CARAGA, ARMM and CAR.
Underemployment
As of July 1998, underemployed persons were estimated at 5.8 million,
comprising of 21% of total employed persons. This suggests a 2-point decline
from the previous year’s level of 23% for the same period. More than sixty-one
percent (61.8%) of the underemployed were in the rural areas, mostly in the
agricultural sector (Table 2-11). Meanwhile, male to female ratio is estimated at
69.31.
Communication/Information Technology/Electronics (CITE)
DTI Trends and Prospects
Sustained growth and competitiveness of the CITE sector particularly, electronics
manufacturing, are vital contributors to the strength of the over-all Philippine
economy. This initiative is supported by the DTI’s following commitments:
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* Net export growth rate should be maintained in excess of 30% per annum
* Value added of the sector should be improved from the current level of
25% to over 40% (by the year 2000)
* Local industries should be world competitive by 2004 (in readiness for the
removal or significant reduction of tariffs).
The domestic electronics industry depends on a modern, seamless,
telecommunications network and upon the computers and other “information
appliances” that connect it. Today, IT and telecommunications infrastructure
have an increasing role in shaping TVET. Training in the use and application of
computer hardware and software should be given special attention.
Information technology and communications sector is one of the major engines of
growth in the economy. Our open society and high-quality human resources
make this country a viable headquarters for multi-national corporations in IT and
knowledge-based industries. Within Asia and the Pacific, the Philippines can
capitalize on the development thrusts of its neighbors for technological
advancement by aspiring to become the IT center of the 21st
century.
To ensure the sustained growth that also creates an environment competitive for
the CITE industry, a public-private partnership focused on leveraging resources
needs to be forged:
Skills Requirements
Issues and Concerns
* Skill shortages
Skill shortages in the CITE sector continue to plague the Philippines, notwithstanding
the high unemployment and underemployment levels. Demand for skilled workers in
the CITE sector is largely concentrated in the economic zones, especially in the
NCR.
* Courses offered more than what the industries need and absorb
About 51% of private Technical Institutions nationwide offer IT related programs.
The courses are concentrated on computer-based/aided operation and have a
remarkably high number of courses in electronics communications.
* Lack of graduates who suit the industries
Poor teacher quality, low societal regard for TVET, outmoded equipment and
materials, and lack of strong support from the industry.
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Middle-level skills development is done through a two-track system comprising of
formal and a non-formal system, having organized programs as part of the
school system and the other, outside the school system. Of the total estimated
27.2 million numbers of students, 29.59% is in the technical-vocational education
and training level.
TVET Capacity
There are about 1,383 private vocational-technical institutions/centers and 723
publicly funded vocational-technical institutions/centers in the Philippines. These
comprise the MLSD total delivery network, which include institutions of higher
learning; industry-based training centers, NGO-based training centers and LGU-
based training centers and TESDA supervised training centers.
* Vocational-technical Institutions and Centers
Private institutions account for about 80% of total enrolment in formal TVET.
* Industry-based Training
The government cannot provide all the required workers of industry.
Therefore, it must encourage the private sector to invest in TVET. For this to
happen, the structure of market incentives must be relevant to the TESD
system.
B. The Research Design
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Competition is the name of the big game Globalization, and there are only two
rules to which players must abide – play or leave. To play means to be
competitive and to be competitive means to demonstrate quality. Quality does
not only mean edge, it spells survival.
The Technical Education and Skills Development Authority (TESDA) is pursuing
an agenda for reform in the management and governance of the technical
vocational education training (TVET) system in the Philippines. It is consistent
with the international trends to meet industry needs and global competitiveness.
The Philippine government is pursuing one major policy agenda adjudged to be
the principal need at present -- quality improvement -- Quality Management
System.
The pursuit of this Quality agenda involves a moving demand driven, and
industry relevant approach to technical education and skills development. It is
inconsistent with international trends, local needs and the legislative mandate of
TESDA.
In view of the above that the research design is utilizing the Quality Management
Systems Framework in evaluating and documenting the best practices of MFI,
CITE and Don Bosco Technical Institute.
Objectives
1. To document the experiences of CITE, MFI and Don Bosco in TESDA
provision
2. To evaluate and analyze the success factors of CITE, MFI and Don Bosco in
managing their programs using the Quality Management System Framework
of RC Bastillo and L. Dancel
3. To identify the best practices (and the philosophy/values behind them) of
these three institutions as possible bases for the establishment of
benchmarks for TVET in the Philippines
4. To determine global trends in TVET and compare the level of best practices in
the three institutions
5. To compare the best practices of the three with TESDA-supervised
institutions
6. To establish model and benchmarks for TESD provision
7. To identify measures to assist other institutions in adopting the models
Research Framework
The research design shall make use of Quality Management Systems (QMS) A
slight addition and modification to the framework was made by Jaime Jr Escosio
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Noble (Research Investigator). This intends to assess the super ordinate
goals/philosophy/values driving the leadership and management style of the
institution vis-à-vis environmental assessment. Philosophy and Values ideally
should be sensitive to its environmental context, hence the environmental
assessment background.
The Framework basically considers being responsive to and conforms to the
Philippine development plans, policies and priorities and post-training support
requirements. It operates within the TESDA initiated reform agenda and the ten-
point category of elements, of which seven (7) basic elements were adopted from
the Malcolm Baldridge National Award Criteria under its education category and
three (3) equally important elements were integrated. The elements were
grouped into four (4) sub-systems/stages that is reflective of the functional
relationships and inter-phasing of the different factors in order to operate within
quality management systems frame. The philosophy and values of the institution
will be assessed through the leadership and management style. Best practices
shall be identified using the following areas of excellence as focus points.
Leadership and Management Style
Quality depends upon a vision of excellence ant that vision becomes a reality
through excellent, compelling leadership (Whiteley, 1990). The leadership and
management style of the vocational training manager besides the knowledge,
skills and attitudes brings about the success in facing the challenges and
changes in vocational training.
Information Analysis
It used to be wealth that rules and wealth means power, nowadays, information is
the lingo of the global game. He who holds timely and accurate information rules.
Information and Analysis and management information technology (IT) must be
continuously and successfully integrated by the training institution into their
practices to ensure competitiveness and relevance to its constituents.
Strategic Quality Planning
A strategy based on quality begins with strategic planning and is implemented
through program and action planning (Dancel, 1999).
Systems and Processes
Management systems and the processes improve both quality and productivity.
Organizations differ in quality of the systems they develop and maintain
depending on the results achieved.
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Organizational Culture and Capabilities
Organizations enjoying success have a corporate culture that endure while their
institutional strategies and practices consistently adapt to the changing and
competitive world.
Faculty and Staff
Continuous improvement is always supported by appropriate human resources
and build up of human and intellectual capital.
Program Design/Program Delivery
The institution must develop courses, program and instructional techniques or
methods responsive to the true need of the student and not the institution.
Learning Environment
The training institution is responsible for maintaining a learning environment that
is safe, healthy and promoting creativity and creativity.
The performance stage encompasses the broad base of improvement measures,
trends and excellent performance levels of the institutions. It should also be
compared with the performance of other local schools in the same category. And,
to add the global competitiveness dimension, a comparison must be made with
TVET schools in the ASEAN and Asia-Pacific Region.
Students-Stakeholder Focus
The students are the primary stakeholders in TVET institutions. The institutions
exist for the students and not the other way around. Quality begins and ends with
the customers. The quality management present in the schools. The institutions’
relationship with its students and stockholders, its knowledge of their capabilities
and requirements are the key quality factors that drive marketplace competition
(Dancel, 1999).
Figure A. Research Framework
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II. Best Practices and Benchmarking
“In today’s globally competitive world, you benchmark and improve
or you don’t survive.”
Definition of Terms
Benchmark: “A standard or point of reference n measuring or judging quality.”
Webster New World Dictionary
Benchmark Measure: Quantitative measures associated with the process or
product. Used to assess the effectiveness of the process itself and/or the results
of the process.
Best Practice: A superior practice, which drives outstanding process
performance.
Best of Breed/Best in Class: Typically used to describe a superior product,
although may be used to describe a process. More commonly used in product
development organizations.
World Class: The leading performance in a process or product, independent of
industry or geographic location.
On Benchmarking
“Benchmarking is the continues process of measuring products, services, and
practices against the toughest competitors of those companies recognized as
leaders.”
--David T. Kearns, former President and CEO of Xerox Corporation
“Stealing Shamelessly.”--Roger Miliken, CEO, Milliken & Company
“Benchmarking is a continuous search for and application of significant better
practices that lead to superior competitive performance.”--Westinghouse
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“The process by which organizations learn, modeled on human learning processes.”
--Fred Bowers, Manager for Benchmarking, Digital Equipment Corporation
“The Prime objective of benchmarking is to understand those practices which will
provide a competitive advantage in the market place; target setting is secondary.”
--Paul Allaire, President and CEO, Xerox Corporation
Benchmarking enables organizations to:
* Identify the standard or benchmark for your process, product or service.
* Compare your process, product or service to the benchmark.
* Change what you do so that you produce processes, products or services
that are the same or better than the benchmark.
Why Benchmark?
* It is a more efficient way to make improvements.
* It helps organizations make improvements faster.
* It has the potential to bring corporate America’s collective performance up
significantly.
How to benchmark? Alcoa’s Six Steps to Benchmarking
* Deciding What to Benchmark
* Planning the Benchmarking Project
* Understanding your own Performance
* Studying others
* Learning from the Data
* Using the Findings
Robert Camp’s Ten-Step Benchmarking Process
1. Identify what is to be benchmarked
In the case of this research study, the elements of the Quality Management
Systems Framework will be studied for best practices and benchmarks.
2. Identify comparative companies or institutions.
3. Determine data collection method and collect data.
4. Determine current performance gap
5. Project future performance level.
6. Communicate benchmark findings and gain acceptance.
7. Establish functional goals.
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8. Develop action plans
9. Implement specific actions
10. Recalibrate benchmarks.
11. Documentation of Best Practices
A. Center for Industrial Technology and Enterprises (CITE)
he Center for Industrial Technology and Enterprises (CITE) is an
institution committed to provide training in technical skills and
entrepreneurship, values formation, health and social services to the
less privileged youth, their families, the local community and the
industrial sector of Visayas and Mindanao. CITE aims to develop in them a high
sense of professionalism and a deep Christian and social oriented spirit.
T
Established in 1991, CITE is a technical school for the professional and human
development of the youth of Cebu. It is envisioned to meet the growing demand for
highly skilled and dedicated manpower in Cebu and the surrounding gates. It is
located in a four-hectare elevated property in Talamban , a Northern suburb of Cebu
City. The site is readily accessible from the nearby industrialized areas of Mandaue
City and Mactan Export Processing Zone.
Project Objectives
Immediate Objectives
12. To provide top-quality technical vocational training to persons belonging to the
lower income group by means of sholarship grants.
13. To funstion as a values-formation center for its students and their parents, staff
and clients.
Intermediate Objectives
14. To provide competent, well-trained and highly motivated industrial supervisors for
the industrial sector in order to promote productivity.
15. To train technically competent small entrepreneurs who will address basic
consumer needs with a daring entrepreneurial spirit and a genuine desire to be of
service to others.
16. To be a pilot school for training institutions with similar goals.
Long Term Objectives
17. To be a venue for realistic and productive modes of cooperation between industry
on one hand, and local and foreign investors on the other, and thus act as a catalyst
for economic development.
18. to be a center for industrial research and development, not only in the technical
fields but also in human resources training and entrepreneurial management.
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By working towards these goals, CITE hopes to address the needs of the
immediate community, as well as the priority areas indicated by the national
government.
THE DYNAMICS OF CITE EDUCATION
The CITE education integrates training with human formation activities to
improve the student's attitudes towards work productivity, as well as towards his
family, society and life itself.
INDUSTRIAL TECHNICIAN PROGRAM
The Industrial Technician Program (ITP) is a 3 year post secondary, non-degree
course aimed to produce well-trained, middle-level manpower for industry and for
entrepreneurial work. The course is designed to keep pace with advances in
industrial technology and follow internationally-accepted standards. Classroom
lectures are supplemented by laboratory and workshop practice. Aside from
learning technical skills and know-how, ITP students have a hands-on computer
training to prepare them for the computerized world of the future. The course
includes 9 months of in-plant training to give trainees the opportunity to apply
skills and knowledge on the job. The program component also offers employers
the chance to assess the trainees' technical capabilities, attitudes towards work,
and adaptability to the company's environment before regular employment. CITE
offers the ITP in three technical fields.
ELECTRONICS TECHNOLOGY PROGRAM
This program develops analytical and practical skills in electronics. It provides
students with a good foundation in electronic devices and circuits essential for
the assembly, maintenance and repair of electronic systems; and in the use if
electronic test and measuring equipment. Under the current program, the
students will be highly trained in industrial electronics.
The electronics laboratory is divided in three areas:
The Basic Electronics Laboratory has 12 workbenches equipped with electronic
measuring and test equipment such as oscilloscopes, multimeters, signal
generators, frequency counters power supplies and a section for printed circuit
board fabrication.
The Industrial Electronics Laboratory houses the didactic trainers for the study of
electronic regulators and controllers, power supplies and a servo-systems
commonly found in the industry.
The Industrial Automation Laboratory is used by both Electrical and Electronics
technologies. It is furnished with trainers for pneumatic and electro-pneumatic
controllers.
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ELECTRICAL TECHNOLOGY PROGRAM
This program prepares the students for work in the utilization of electrical power.
Students are trained in the installation of residential and industrial wiring;
maintenance of electrical circuits and machinery, controllers and equipment; and
transformer and motor coil rewinding and repair.
The Electrical Laboratory is divided into three sections. The civil and Industrial
Laboratories have work-benches with built-in power supplies and mounts for
panels where electrical wiring is performed.
Education in Values
CITE believes that education starts first and foremost at the home. Thus the
school’s Values Education Program also extends to members of the students’
families. The parents of the students attend seminars on “Values Education: The
Role of Parents in Education”throughout the three year stay of their sons at
CITE. As the CITE students earn their diplomas after 3 years in the school, their
parents earn their own diplomas, too.
Short Courses
In line with its drive to provide the private sector with trained manpower, CITE
also offers nigh classess for professionals in the form of Short-Term Courses in
Group or Industrial Skills Upgrading, Values and Work Attitudes, and
Entrepreneuship. These courses are taken from the different technology
specializations of the school’s Industrial Technicaian Program. The lengths of
cours vary from 30 to 90 hours.
Scholarship Grants/Donations
Companies and individuals can sponsor scholarship grants so that more poor but
desrving students can avail of the CITE education. At least 90% of CITE
students are beneficiaries of scholarship grants. Monetary donations can be
used either for scholarships, maintenance and expansion of the school facilities,
as well as the upgrading of equipment. Donations in kind such as machinery
and equipment can also help a lot in the students’training. All monetary and non-
monetary donations are tax deductible.
Practicum
This program comes in two forms: The summer Lending of CITE faculty aims to
help in actual shop floor problem of the participating companies. This allows the
participating compnay to tap resources of CITE faculty and to keep the faculty
updated as well.
The On the Job Training for CITE students allows the participating company to
provide for its own skilled manpower needs. It also narrows the gap and
provides a smooth transition between the Training Center’s work place and the
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actual job environment. This offers prospective employers the chance to assess
the trainees’performance before regular employment.
Projects
These programs are areas for technical cooperation between the training Cener
and the participating companies. Students and facuty members can be asked to
work on a study or to develip a project that can be used in thees and E shop floor
of the participating companies. an
Plants Visits
A regular activity of CITE students and faculty to orient themselves to the actual
industrial environment. Visits of industry professionals to the CITE facility are
likewise encouraged.
Seminars, Lectures, and Exhibits
Technical Skills Upgrading Seminars and Work Ethics, vAlues, and Productivity
Seminars are offered to companies upon request at a discounted rate. The
courses can be tailor-made to the companies’request.
The school’s function rooms and other facilities are also available for seminars,
conventions, programs and sports events of the participating companies. Audio-
visual equipment are also avaible at a minimal fee.
CITE Technical Advisory Seminar/Worskhop
A Consultative Seminar / Workshop which aims to validate and /or improve the
Industrial Technician Program (ITP) of CITE.
Trade/Skill Test Certificate
The Linkage Center will seek accreditation with the appropriate government
agencies for the testing and certification of workers to determine their skills and
knowledge level. This will provide a comprehensive profile of the examinee for
job hunting, wage setting or manpower skills pooling purposes.
Placement and Manpower Information Services
The Linkage Center will maintain a mapower information system which will
compile a manpower skill inventory for the surrounding area and a list of the
available jobs in participating compaines. This will comes out as an electronic
bulletin services for the manpower inventory of the region, as well as separate
publications.
Health Services
The school’s Health Center services are made available for medical and dental
needs of the participating companies at a discounted price.
Benefits for the Participating Companies
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The Linkage Program benefits both parties. CITE will provide the Manpower
Information systems, the Trade/skills Accreditation Services, Technical
Assistance and Health Care services to the students and faculty, while Industry
can provide On-the-Job Training and Apprenticeship Programs to CITE’s
students and/or faculty members.
Short-term
* Increased productivity realized in affordable high-quality manpower
provided by CITE’s students and faculty
* Tapping new ideas from the students and faculty members in solving
current problems in thr production and shop floor
* A smooth transition and period of adjustment for prospective technical
staff
* Facilitated personnel recruitment as the apprenticeship program will allow
the company to screen without committing definite employment to the
students
* Availing of health center services at discounted market rates
Long-term
* Tapping the training resources (trainors’ facilities and didactics equipment)
of CITE for technical skills upgrading materials.
* Influence the training program as to the kinds of additional teaching
materials.
* A virtual expansion of the training department of the company as the
training center can give priority to the participating companies in the use of
CITE’s training facility and pool of trainors.
* Tapping the Manpower Information Systems made available for the
participating companies of the region for manpower skils crossmatching and
other information for human resources managers.
A Fusion of Knowledge: Project Proponents
CITE is a joint-project of institutions well-established in the fields of education
and technical training. These contribute financial resources and technical
expertiese to ensure the success of CITE’s mission and objectives.
CITE BEST PRACTICES
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oing ordinary things extraordinarily well.” CITE being rooted in
Opus Dei teachings, commits itself to provide training in technical
skills and entrepreneurship to the indigent youths in Visayas and
Mindanao. It strives to build a high sense of professionalism and a
deep Christian and social-oriented spirit among its graduates.
“D
1. Philosophy/Core Values/Vision and Mission
The CITE motto is memorized and recited proudly and confidently by both faculty
and students, that is, “Doing ordinary things extraordinarily well.
The core values taught and modeled by management and staff are rooted in
Opus Dei teachings.
The Center for Industrial Technology and Enterprise is an institution committed to
provide training in technical skills and entrepreneurship, values formation, health
and social services to the less privileged youth, their families, the local
community and the industrial sector of Visayas and Mindanao. We aim to
develop in them a high sense of professionalism and a deep Christian and social
oriented spirit
The key factor in the process of promoting the CITE core values is a leadership
that strongly adheres to Opus Dei teachings. The Chaplainry of the school is
entrusted to Opus Dei.
Opus Dei is a personal Prelature of the Catholic Church. Opus Dei means work
of God. Its mission is to promote among Christians of all social classes a life in
the middle of the world fully consistent with their faith.
In order to achieve this aim, the Prelature provides for the spiritual, educational
(formational), and pastoral care of its faithful, and offers help to many other
persons, “each one in his or her own state in life, profession and situation in the
world. (Statutes of Opus Dei, art 2.1). With the help of this pastoral attention
they are encouraged to put into practice the teachings of the Gospel through
the exercise of the Christian virtues and the sanctification of work.
The sanctification of work for the faithful of the Prelature means:
19. Working with the greatest possible competence;
20. Carrying out their work with the fullest respect for the law and in
conformity with the demands of ethics;
21. Seeking union with God in that work;
22. Working with the desire of serving one’s fellow citizens and of making a
contribution to the progress of society.
The teaching and practice of sanctified work is the driving force behind the
effectiveness and excellence of CITE education.
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2. Leadership and Management Style
CITE exhibits a culture of excellence taught and practice by its leaders – through
the administrative staff and faculty. The presence of collegiality or the sharing of
tasks and responsibilities empowers the staff to participate in the decision-
making activities.
According to Mr. Ruben Laraya, Executive Director, the management of the
school practices collegiality. There is shared leadership and responsibilities. The
Board of Trustless and the Management Staff empower the faculty staff to
participate in the decision-making. Theirs is a working and learning environment
that enables constituents to perform effectively and efficiently.
A key factor in the collegial management is having a very clear and well-defined
organizational structure. There exists a very clear structure and tasking-style
among the ranks which is characteristic of Opus Dei values incorporated in the
management style. Respect for leaders and admiration for their work and
character is evident among staff and students.
Members of the faculty and staff attribute the effective and harmonious working
relationships in the school to having a well-defined structure and job description.
Another key observation is the deep respect for leaders and co-workers.
Members of the staff manifest sincere admiration for their work and employer.
The students also share this pride.
3. Information Analysis
When it comes to Information Analysis, CITE boasts of a database of students,
alumni, parents, partners in the industry sector, donors and supporters. This
serves a very good monitoring and evaluation tool. Incorporated in the over-all
administrative sytem, this provides them input for future planning and even input
for crucial decision-making activities.
Data Acquisition and Control Technology Applications Center:
In cooperation with the Department of Science and Technology-Region 7 (DOST
7), CITE services to be a center for resource applications, manpower technical
training, and development house of PC-based instrumentation. Process
monitoring and data gathering techniques for quality control will be the main
motivation in the design and application of the systems. Electronics technology
including PC-based analysis driven software will form the tools, while experts will
be con-jointly developed as applications specialists and for technical training.
4. Strategic Quality Planning
Benchmarking studies make a measurable impact on the bottom line when they
bring about improvements to core processes. As there are industry demands for
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quality, CITE believes technology investment is necessary for achieving
productivity and economic gain.
5. Systems and Processes
Uniquely, there is the process of adding value to the CITE process. Parents are
educated along with the their children. Fathers and mothers attend formation
seminars throughout the year. Resource mobilization includes fundraising,
endowment, operating fund and scholarships for students. Building and
equipment were donations from a Technical Cooperation Project.
It has its scholarship program under PESFA, which is considered the best. Its
Dual Training System – work and study program is better than the usual on-the-
job training (OJT). CITE also makes use of “Chats” which they picked up from
surrogate-mother institution, MFI. Tutorials are also held once a month per
student. While, parents’ conferences, along with other income-generating
activities are held regularly.
STUDENT PARTICIPATION
The ITP program participants organize themselves by class and by batch. These
organizations initiate activities for the different classes. They take care of the upkeep
and maintenance of the classrooms and the other facilities of the center.
They also organize sports activities, provide support and assistance to the center’s
staff in the various activities conducted for the students, parents, officers, donors,
benefactors, and participating companies. They also participate in the evaluation of
he different program’s activates to make it better, more responsive and more
effective.
MONITORING AND EVALUATION
Regular monitoring and evaluation mechanisms, such as examination and
demonstrations, ensure that the students are exerting their best efforts and doing
their best. Evaluation and monitoring is even made personal and effective through
the regular one-on-one chat between the students and the tutors assigned to them.
The progress of each program participant is monitored; difficulties and problems are
discussed and properly addressed.
During the Dual training System in-plant training, the employers assess and give
their own evaluation of the students’ technical capabilities, attitudes toward work,
and personality development.
As for the effectiveness of the program itself, the indicators would be industry
acceptance and actual job placement of the trainees after they graduate. So far, for
both indicators, the program's ratings arc excellent judging from the number of
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participating companies who have participated in the program and graduates who
have found employment.
FAMILY INVOLVEMENT
CITE believes that education starts first and foremost at home. As it is said,
however, one cannot give what one does not have. Being in the lower income
bracket and with minimal education, the participants' parents are only able to impart
the little that they have to their children. Cognizant of this reality, CITE sees to it that
together with their sons, the parents also undergo an education program. They
attend the various values-education activities designed for them at CITE once every
two months. As the students earn their diplomas after three years in school, the
parents earn their own diplomas as well.
When the participants are accepted into the program, their parents are made to
understand that they are responsible for their children. In order to discourage the
attitude of dependency, they are asked to give their own counterpart. Thus, through
a symbolic offering, parents regularly give whatever they can afford. Some give
monetary donations, others give in kind. Still, others offer their services for the
upkeep and maintenance of the center.
COMMUNITY INVOLVEMENT
Aside from its ITP program, CITE offers short-term skills upgrading courses to out of
school youth with in the communally. The training helps them become a productive
member of the society. Moreover, CITE's strong industry linkage is consistently
strengthened by offering the expertise of its faculty through the Faculty Lending
Program. The Faculty Lending Program also keep CITE's faculty updated with the
latest trend in technology.
COORDINATION WITH OTHER SERVICES
Aside from the strong linkages with the industry, CITE has a very good
Relationship with the Manila-based UA&P Foundation, Inc. and the Meralco
Foundation Inc.. These two institutions contribute to the financial resources and
technical expertise of CITE to ensure the success of the CITE's mission.
The Provincial Government of Cebu also donated some six million pesos for student
tuition and fees, as well as student subsidies. The City Government of-Cebu offers
the services of its Kaoshiung buses to ferry the students from the city to CITE and
vice-versa. The Department of Science and Technology and the Technical Education
and Skills Development Authority (TESDA) have both extended whatever assistance
they can give.
6. Organizational Culture and Capabilities
CITE has a very small instructor to student ratio of one (1) instructor per 25
students and one (1) equipment per student ratio. As an organization, its
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carefully-studied project promotes a culture of excellence. It has well-equipped
and well-maintained learning environment.
CITE operates as a didactic and Prototyping Center. Technical education
requires distinct factors that would make the transfer of skills and knowledge
effective. Critical to the nature of technical education as compared to other
knowledge oriented courses are the didactic materials, equipment, and other
tools used in the training. Technical and skills training has to utilize prototypes
and didactic equipment for effective teaching and impartment.
CITE also offers institutional training and technical services to various industries
not only in the Visayan region but also in Mindanao and Luzon. To foster the
sustainability of the center’s operations, CITE also engages in some revenue
generating projects with the various industries in the field of Technology-Transfer
and Training organized by its Institutional and Training Technical Services Unit.
These projects aim at keeping CITE’s competent instructors updated with
industries practices and trends. At the same time, they make available to clients
the center’s state of the art training equipment in times when they not utilized by
the ITP program. Proceeds from these projects not only contribute the
scholarship fund, they also augment the faculty and staff income.
In sum, the key factors in building the organizational capabilities of CITE lie in
strategic management coupled with resource mobilization. As an academic NGO
CITE depends on contributions from government and private groups to keep it’s
operations going. They help augment it internally through some income
generating activities as capability building programs for industries.
8. Program Design/Program Delivery
Curriculum is constantly revised in consultation with industry. CITE invite partners
in the industry in assessing and revising their curriculum in the goal of
maintaining its “holistic” character, that is, the institute involving the parents in the
education of their children.
The Center for Industrial technology and Enterprise (CITE) was established in 1990
in Cebu City as a center for the professional and human development of the less
privileged youth of Cebu City and its surrounding areas. The Industrial Technician
Program (ITP) is CITE’s centerpiece program. It integrates technical training with
human formation activities. It is designed to improve the participants’ attitude
towards work and productivity, as well as towards his family, society and life itself.
Activities and Methodology
The program is a combination of classroom lectures and laboratory and
workshop practice. Integrated into the course is the Dual Training System (DTS)
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in-plant training to give the trainees the opportunity to apply their skills and
knowledge on the job. This component also offers employers the chance to
assess the trainees’ technical capabilities, attitudes toward work and adaptability
to the company’s environment before regular employment.
At the core of the program is the values education component. Aside from the
weekly values and spiritual education sessions, a one-on-one regular tutorial
session is also conducted. A tutor from the faculty or staff is assigned to each
student who regularly follows through the progress of the student in his
academic, professional and spiritual development.
The values education also extends to the members of the students’ families.
Values education and spiritual activities are conducted once every two months
for the students’ parents. CITE has requested the Prelature of Opus Dei to
provide priests to take care of the spiritual activities of the institution. This is a
key process behind the best practice.
9. Faculty and staff
Staff Development
With the assistance of Associazione Centro Elis, an Italian NGO, CITE was able
to send seven of its staff to Italy to lean the “ Italian way” of technical training.
There has also been staff that had the occasion to do research work in Taiwan
and India.
Within the Institution, there are regular values education and spiritual activities for
the staff. There is also the Cross-Training Program among the staff of the
different departments and specializations, which aims to help them learn from
each other’s expertise and specializations.
The staff, especially the technical personnel, also avails of training, seminars and
workshops related to their work conducted in the country.
The Salary of faculty and staff approximates government employee standards.
But what inspires teachers and staff is their psychic income. They feel good
about what they do and how they do it. They are committed to the students and
their work.
New teachers undergo a crash course on education –teaching. It consists of an
18-unit course on education conducted by a teacher training institution.
Instructors and staff appreciate this training especially for engineers and tech
vocational graduates who join the CITE teaching staff. The students are also
aware of the training their instructors undergo and they appreciate it as well.
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But given the dynamism of technical education, students have expressed the
need for the continuing education of their instructors especially in the technical
field. They asked if TESDA could provide this assistance to private tech-voc
schools as CITE.
10. Learning Environment
Environment within CITE is definitely conducive for learning with good teachers,
fine equipment and friendly atmosphere. Students are made stakeholders of the
maintenance of their environment and equipment used.
The CITE physical environment is well endowed. Through a generation Italian
government grant given to Association Centro Elis for CITE, buildings were
constructed, instructors were trained in Italy, and modern didactic and production
equipment were acquired for the school’s workshops and laboratories as well as
other facilities. There are 8 rooms, which can be used for classes or seminars. They
have drafting room, a health Center, a covered gymnasium and a chapel.
The social environment is male dominated, CITE is an all-male student and
faculty school. They do not have the usual problems of a co-ed school.
Students do not have the common distractions to learning as pretty girls and
campus romance. CITE is not a venue to find happenings and gimmicks – it is
simply for good education.
Students and faculty agree that CITE is conducive for effective learning, training
and working. Students are made stakeholders of the maintenance of their
environment and equipment used. They are the major stakeholders of their
learning environment.
Curriculum Design
CITE curricula are revised in consultation with industry. They invite partners in
the industry in assessing and revising their curriculum. They consider the
feedback from their partners in the dual training system program. They seriously
utilize the monitoring and evaluation studies they conduct regularly as an input to
planning the curriculum and activities of the students.
Overall, the continuing success of CITE lie in a carefully studied Project and the
strategic and purposive management moves of the management and staff.
Another factor is its student-stakeholder focus. CITE has created a distinct and
honorable image for technical vocation education with its curriculum, well-
equipped and well-maintained learning environment and excellent industry-
linkages. But more importantly, everything is rooted on its philosophy and core
values as an institution. The culture of excellence in CITE is lived by its board of
trustees, management staff, instructors and students.
11. School Performance Results
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CITE has a 98% percent passing rate – and this is its best advertisement.
Despite its public school entity, it looks “privately-owned”. Perhaps due to the
perception that only private schools can promote excellence in its program and
appearance. They conscientiously, effectively and efficiently use the resources
that were given to their stewardship.
CITE students/graduates have a 100 employment rate. 40% of students get
hired before graduation or during the DTS, the remaining 60% get hired upon
graduation.
12. Students-Stakeholder Focus
Some of the problems, CITE has, according to its students is the need for more
scholarships opportunities, an increase in allowance, and having very tight
schedules. Academic pressure and competition are constant source of stress. But
despite these problems cited by the students, CITE serves their best interest
providing them with relastively high chances of employment after graduation.
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B. DON BOSCO TECHNICAL INSTITUTE (DBTI)
Don Bosco Technical College envisions an education that leads the young,
especially the poor and abandoned, to integrate faith, life and culture. This
experience, animated by the Preventive Systems of St. John Bosco, enables
them to become mature Christians, to participate actively in the life of the
Church, to attain professional competence, and to work for a just and humane
society.
Don Bosco Technical College is an education-pastoral community that educate
by evangelizing and evangelize by educating. Education is an ongoing process,
which develops and liberates the young both as an individual and as a
community. DBTC forms the youth into mature Christians and educated
individuals who live and promote the Gospel values, who take pride in being
Filipino, and who contribute to the technological and socioeconomic progress of
the country. Faithful to the charisma of St. John Bosco, DBTC strives to create
an educative environment permeated by the Family Spirit and founded on
Religion, Reason and Loving Kindness.
Don Bosco: The Saint
At a young age of nine, he dreamt of Jesus and Mary handing him a great
mission. At first he did not understand the implications of the dream.
Nevertheless, he aspired to become a priest He was finally ordained in 1841. In
185l, he opened a boarding school for poor boys and organized workshops for
printing, tailoring and woodworking.
In 1859, he founded a religious Congregation (Salesians of Don Bosco) to
educate the poor and abandoned youth.
He died on January 31,1888; was beatified in l929 and canonized on April 1934.
Today, Don Bosco's presence is felt through his 17,000 Salesians in more than
100 countries and in thousands of Salesian Technical Schools.
Courses Offered
he "Don Bosco Training Center" is a home and a school for the poor and
Out-Of-School Youths (OSY) where they learn various technical skills of
their choice as a means to gain decent employment. The Center is
managed and run by the Salesians of Don Bosco (SDB).TThere are six course offered in the various shops:
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1. The AUTOMOT1VE Technology Course develops the students' skills in
repairing and maintaining gasoline and diesel engines, underchassis and
transmission components, auto air-conditioning units and electrical systems
of cars and other light vehicle models.
2. The trainees are taught the basics of planning and installing electrical wiring
systems in houses and "buildings, rewinding industrial motors and servicing
industrial motor controls in the ELECTRICAL Technology Course.
3. The out-of-school youth's ability and skills to fabricate machine components
and parts through the efficient operation of lathe, milling, gear hobber, shaper
machines: and bench-fitting, are covered in the MECHANICAL Technology
Course.
4. The REFRIGERATION and AIR-CONDITIONING Technology Course
produces skilled manpower for industry that can install, repair, assemble, and
maintain refrigeration and air-conditioning components for domestic,
commercial and industrial use.
5. The ELECTRONICS Technology Course provides the learners with theories
and hands-on experiences in testing, servicing and maintaining industrial
electronic devices and equipment.
6. The SHIP MECHANIC Technology Course prepares the trainees to
maintenance work on board international vessels. It consists in basic bench
fitting and machining, welding, electricity and diesel engine maintenance.
(Since June '97)
Courses can be learned in 15 months. The first ten months of training are spent
in the Center to build the learners' theoretical foundation (30%) and their hands-
on training experience (70%).
On the eleventh month, all trainees are assigned for a 3-month on-the-job
training (OJT) in selected companies to advance their technical skills and firm up
their attitude as a means of preparing them for the exciting world of work. This
orientation scheme initiates the graduates to an industrial setting that demands
hard work and quality.
Students are not just mentally trained, but are also offered regular spiritual
retreats, recollections, and daily prayers to assist the trainees find God. Games
and sports competitions are held to develop their physical well-being. Co-
curricular activities are designed as to create a healthy atmosphere that
guarantee the improvement of their personality, interpersonal and social skills,
and instill in them a strong sense of human and moral values.
25

Among its best practices is the Automotive Technology Course, where local and
foreign car manufacturers and assemblers immediately hire graduates. Next best
course program is Mechanical Technology Course then the Refrigeration and Air-
Conditioning Course.
Since courses can be learned in 15 months, this gives more students the chance
to avail of the program given its shorter duration. The first ten months of training
are spent in the Center to build the learners' theoretical foundation (30%) and
their hands-on training experience (70%). On the eleventh month, all trainees are
assigned for a 5-month on-the-job training (OJT) in selected companies to
advance their technical skills and firm up their attitude.
But the choice of courses offered, although certified of its employability after
graduation, does not show good grasp of economic and industry trends. Most of
the programs Don Bosco offers are soon to be outdated and computerized – like
the Refrigeration and Air-Conditioning Course. Again such weakness reflects on
its lack of a clear strategic quality planning.
DBTI BEST PRACTICES
1. Philosophy/Core Values/Vision/Mission
What is our desired future for our Mission?
We are a learning community that makes use of modern technology,
and that is open to new paradigms and creative expressions;
a powerhouse for apostolic vocations and leaders in society;
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an institution to prepare the competent young people for
technology-related courses and careers.
What are we here for?
We serve the Filipino Catholic Youth from the poor and emerging middle class.
We seek:
To educate them for work and higher learning;
to form them into apostolic Christians;
to promote Salesian vocations
Who are we?
We are an Educative-Pastoral Community (EPC),
animated by the spirit of St. John Bosco,
and providing quality education with a technological orientation.
As an offshoot of a religious organization, the technical institute mimics the
leadership and management style of its mother organization. Leadership is
based on Salesian values such as forming educative-pastoral communities. The
institute is managed like a traditional family business, where the Rector after
consulting with the Salesian Council, decides on important matters. The
Technical Director administers and implements the decisions. Definitely, a top-
down management approach, all suggestions and innovations have to go
through proper channels before being addressed to.
Information in such an organizational set-up finds difficulty trickling down to the
students – the target receivers of their services. Some information materials
maybe computerized — as in typed in a computer — but none is analyzed using
computer technology. Being undermanned and under financed, the institute does
not even have a separate donor solicitation-cum-marketing arm. This gravely
affects on its ability to generate and process information, which is vital to effective
management of any program.
Don Bosco’s best strategic planning still hinges on donor-support to finance its
scholars. Although there are companies that readily employ graduates of Don
Bosco, there is no clear strategic plan to better the quality neither of their
services nor of their graduates. There is no clear monitoring and evaluation plan
27

either. Each donor has a lifespan of approximately three (3) years before
suffering from donor-fatigue. After which, the staff, even the faculty members
work hard to replenish their donor list.
Again, the religious entity of Don Bosco plays an important part. The religious-
patriarchal culture of the institute dominates in the campus. Students are almost
treated as sacristans being called “hijos” instead of being addressed by their
names. Being an all-male school, Don Bosco students also lacks the discipline of
order and neatness, nor is there implicit or explicit encouragement to dress
properly. Some may call this a free attitude that permeates the campus. Or
maybe, given their family backgrounds and status in life, the best that they are
aren’t simply “neat” enough.
Don Bosco’s recruitment system for an exclusive program for young men 17-24
years of age, which come from poor families and cannot afford college education,
includes passing the entrance examination and interview. They must present
pertinent documents to prove their indigent standing like, annual family income
statement of P50,000 or less. They are also required to submit birth and
baptismal certificates, high school card, their patients' latest income tax returns or
affidavit of non-filing of tax returns and ID pictures.
Given this process, Don Bosco really caters to the lower if not the lowest income
brackets, especially those who are marginalized by the education sector itself. It
does not have very rigid entrance examination exams (IQ and aptitude tests) that
tend to limit enrollment. Don Bosco has flexible admission, admitting even 2nd
year high school.
The Preventive System of Education
My dear Sons,
Often, and from various places, there comes to me sometimes the request or at times even
entreaty, that I should offer some rules to Rectors, Prefects and teachers, which might give them
a guide-line in the difficult case where one is obliged to inflict some form of punishment in our
Houses. You know the kind of times we live in, and how easily a small imprudence could bring
serious consequences in its wake.
Wanting to meet your wishes, and so avoid significant displeasure for both you and me, and
better still, to obtain the best possible from those young people whom Divine Providence has
entrusted to our care, I am sending you some directions and some counsels which, as I hope is
the case, you manage to put into practice, will be of great assistance to you in the difficult art of
moral, religious and intellectual education.
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In general, the system we ought to adopt is called Preventive, which consists in so disposing the
hearts of our students that they ought to be willing to do what we ask of them without need of
external violence. With such a system I intend to tell you the coercive means are never to be
used, but only and exclusively those suggested by patience and charity.
Given the human nature, too incline to evil, sometimes need to be held back by severe dealing, I
believe it to be worthwhile to propose to you several means, which I hope by the grace of God
will bring consoling results. Before all else, if we wish to be seen as friends wanting the real good
of our pupils, and require them to do their duty, you must never forget that you represent the
parents of these dear young people who have always been the object of my effort, my study, my
priestly ministry and that of the Salesian Congregation. If therefore you are going to be true
father's heart, and not turn to repression or punishment without reason and without justice, and
only in the manner of one who does this under duress, and for the sake of duty.
I intend to set out for you what should be the genuine motives that ought to lead you to turn to
repression, and what punishments to use and who should apply them.
7. Program Design and Delivery
The three-year Industrial Technician Program is a modern and integrated
system of education that combines trade related theory, hands-on laboratory
activities and industry-based practical training. It produces a new breed of
technical manpower embodying the characteristics of Christian leaders, imbued
with authentic Filipino values equipped with substantial occupational skills and
knowledge necessary for obtaining gainful employment.
Since its establishment in 1976, this program has been recognized for its
excellence, as evidenced by the strong market demand for and immediate job
placements of its graduates.
This program caters primarily to technically incline male youths from low to
middle income groups. Many of the students are scholars of industrial firms,
government, and non-government organizations who support the need to provide
quality tertiary technical-vocational education to the financially disadvantaged.
The Delivery
Technicians require a blended education, combining theory with practical
skills. Typically, this is midway between engineers who are largely theory
focused, and manual workers who are largely skills oriented. Hence, training in
the Industrial Technician program at Don Bosco is facilitated by technical trainors
who put equal importance on the acquisition of both theory and skills. Theory is
imparted through classroom lectures, learning modules and reports. Skills are
developed through hands-on laboratory activities such as, experiments, projects
and practical exercises.
The on-the-job training element of the program provides effective and
practical experience for the students. For this component of the curriculum, the
school’s External Relations Officer (ERO) places students in either an eight-week
on-the-job program or a twenty-week cadetship training program, depending on
whether the student is in the first, second or third year of the course. In each
training, a specific set of learning outcomes is designed for the student.
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Opportunities are also provided for the spiritual growth and renewal of the
students such as, spiritual retreats, recollections and regular holy masses.
These play an essential role in Don Bosco’s system of education.
Unique Elements
The ITC program has been successful in ensuring the immediate employment
of the graduates. The placement rate is one hundred percent. This is achieved
mainly through the 36-week in-plant and cadetship training that is integrated into
the curriculum. This component of the training program strengthens the trainee’s
mastery of necessary skills in their respective areas of specialization, thus
providing them with sufficient background and motivation to be successful
employees in industry.
Duration of Training
The program is designed to be completed in three years. In the first two
years, the regular school year is followed by an additional eight weeks of on-the-
job training in industry and during the summer period. The third year instead is
shortened to five way to twenty weeks of cadetship training in industry before
graduation.
Participants
The program enrolls approximately 500 male students, all of whom study on a
full-time basis. These trainees are high school graduates. No one is more than
twenty-one years of age at time of enrollment.
Role of Partners
Don Bosco’s Industrial Linkages are critical insofar as ensuring the smooth
implementation of the thirty-six weeks of in-plant and cadet ship training. At
present, close ties are maintained with a wide variety of industrial enterprises,
including Philippine Airlines, Texas Instruments, Pilipinas Shell Petroleum
Corporation, Toyota Autoparts, Nestle Philippines, Intel Philippines, Unilever
Philippines (PRC), Coca-Cola Bottlers Philippines, Inc. and other prestigious
companies. These linkages help ensure continual updating of the program to
keep pace with technical trends.
Job Assurance
Eighty percent (80%) of the Center's graduates and jobs with three months after
graduation, and employment reach a 90% level within a year. The Center has
established linkages and cooperation with many companies through its
Placement Office, which also monitors industry's manpower demands.
Tuition Fee
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The course is basically offered for FREE. There is, however, a nominal amount
that each trainee contributes for his training.
Student Admission
The Don Bosco Training Center, Makati has trained thousands of Out-Of-School
Youth since its establishment in 1971. The numbers of youth who avail of the
technical courses continue to grow. In 1998 alone, the Center admitted and
trained 530 young men in various skills.
Financing the Program
There are generous men, women and institutions that share in the Vision and
Mission of Don Bosco. They help through donations, scholarship grants and in
the procurement of equipment and audio-visual materials. Anyone can be a part
of this noble mission of providing the out-of-school youth with a secured future
through technical education.
Admission Requirements
This is an exclusive program for young men from 17-24 years of age, who come
from poor families and cannot go to college because of financial difficulty. To
qualify, they should pass the entrance examination and interview, and must
present pertinent documents to prove their financial standing.
They are required to submit their birth and baptismal certificates, high school
card, their patients' latest income tax returns or affidavit of non-filing of tax
returns and ID pictures (2 copies l" x l").
The application and enrollment period is set from February to April for the June
batch, and from July to September for the November batch. Note: Automotive
evening class is offered only for June batch.
8. Faculty and Staff
There is a lack of staff members and even teachers. Some of them have double
tasks – teaching and soliciting support form donors. This area is a definite
weakness of the institute.
Given the Salesian values, students are not just mentally trained, but are also
offered regular spiritual retreats, recollections, and daily prayers to assist the
trainees find God. This is thus balanced by providing games and sports
competitions like basketball and other. Co-curricular activities are designed as to
create a healthy atmosphere that guarantee the improvement of their personality,
31

interpersonal and social skills, and instill in them a strong sense of human and
moral values.
Learning is further enhanced by the hope that despite their status in life, Don
Bosco has given them a chance to be productive citizens. Enthusiasm fuels their
performance.
Despite some weakness in the management of the program, eighty percent
(80%) of the Center's graduates and jobs with in three months after graduation,
and employment reaches a 90% level within a year. And despite the occasional
donor burnt-out, the Center has established linkages and cooperation with many
companies through its Placement Office, which also monitors industry's
manpower demands.
In the OJT (on the job training) which was carried out in 5 months in various
industries, 50 % of graduates are immediately absorbed by companies. In fact, in
most cases students are hired prior to completion of the entire course curriculum.
Partners, local and foreign business alike, are very much satisfied with our
graduate’s performance. As proof, they continue to be listed in Don Bosco’s
Placement center.
Don Bosco students are thankful to the institute for affording them this training
program – catering to the marginalized student sector, but providing them equal
opportunities for employment vis-à-vis other training schools, which they
probably can not afford.
But things can still be improved, at least the institute’s students think so. They want
allowance/stipend while studying, better opportunity for growth, the upliftment of the
name and status of technical courses, and upgrading of their training equipment.
Although Don Bosco students are grateful for the cheaper tuition fee, they need
full scholarship. They need financial aid to keep them in the school and not out
looking for any kind of work just to send themselves to school. They want to have
integrity in their work and in their skills. Obviously this is not achieved though the
program.
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C. Meralco Foundation Institute (MFI)
The Seat of Excellence in Technical Education, Training, Research and Development
Background
Since its inception up to the present, the Institute has always been a reliable and
effective agent in promoting the development of quality technicians in particular,
and the technical environment in general.
What makes the Institute's programs unquestionably service and development
oriented is the way it has opened doors to Filipinos specially the underprivileged
Filipino and help him carve out a bright future for himself, his family, and his
community.
The Institute derives the impact of its programs from the value it strikes between
knowledge and skill development, and the human formation aspect present in all
its services.
In the course of building up its expertise on technical education and training, the
Institute has also developed its capability in research and development.
The programs of the Institute are:
a. Industrial Technician Program
b. Technical Training and Testing Program
c. Education Technology Program
Industrial Technician Program
The Industrial Technician Program (ITP) is a 3-year post-secondary non-degree
course designed as a response to the critical shortage of quality middle level
manpower - the technicians - that work with the hands of a craftsman and the
mind of an engineer. This is offered mostly as scholarship grants to promising yet
less privileged Filipino high school graduates.
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The curriculum is a balanced mix of classroom lecture and laboratory work
performed in an ambience approximating that of industry.
ITP breaks traditional technician education by integrating two other vital
elements:
d. A well refined on-the-job training program undergone by each
student at strategic curriculum periods, and
e. The intensive human value formation program which runs through
the entire 3-year program and extending its services to scholars' parents.
CURRICULUM
The new ITP curriculum was implemented in 1991 after thorough research and
consultation with industry people and technical educators. It is seen to be very
strong not only in the development of technical expertise but also in the human
development aspect.
The curriculum spans 3 years beginning with general technician education for the
entire first year. This is followed by intensive technology specialization studies
for the succeeding two years.
At the end of the second year, students are fielded to various companies for a 2-
month on-the-job training meant to familiarize the student with the actual and
basic industry setting.
For six months prior to graduation, students are again sent to different
companies for another on-the-job training. This time the student is expected to
apply what he has learned and make greater contribution to industry operations.
The ITP offers 5 specialization areas namely:
• Electrical Technology
• Electronics Technology
• Instrumentation and Process Control Technology
• Tool and Die Technology
• Information Technology
Though basically technical in nature, values formation are consciously integrated
in these technologies.
HUMAN FORMATION
The Institute concerns itself not only in providing industries with well-trained
technicians but also with workers whose cutting edge lies in their concept of work
and their excellent work attitude.
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The Institute's Guidance Program educates the students in values and practice of
good work habits. A person -centered program, it is concerned with one's total
development: physical, emotional, spiritual, intellectual and social.
The integration of values in the curricular subjects force the students to practice
virtues and values in school and in the workplace. Subject teachers consciously
emphasize these values in the preparation of assignments, group projects and
other course requirements. The students subliminally acquire these habits in the
performance of class work.
INDUSTRIAL LINKAGES
Industry linkages are fostered and nurtured by the Placement Office of the
Institute. Aside from prospecting, placing and evaluating student for on-the-job
training, the Placement Office also organizes seminars and fora to bring students
to closer contact with industry.
The Institute's long-standing relationships with many companies have enriched
the ITP Curriculum in countless ways. Among those in the list of OJT partner
companies are:
Intel Technology Philippines, Inc.
Amkor/Anam Pilipinas, Inc.
Fujitsu Computer Products Corp. of the Philippines
Chase Pacific Technology, Inc.
American Microsystems, Inc.
GRADUATES
As of 1998, the ITP has graduated 1,623 scholars, 79% of which are males and
21% females.
The quality of ITP training graduates received is seen in the following:
* An average of 99.05% of graduates are employed as of graduation time.
* Of those employed after graduation, an average of only 1month lapse
before one gets a job
* 71% are employed as technicians while a modest 9% have already
assumed supervisory positions
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SECTORAL DISTRIBUTION OF SCHOLARS (by Industry Sectors)
5 % Chemicals
19% Computers
8 % Consumer products
22% Instrumentation
3% Pharmaceuticals
30% Semiconductors
3 % Telecommunications
11%. Utilities
THE TECHNICAL TRAINING AND TESTING PROGRAM (TTTP)
TTTP complements the Institute services to industry in two ways: through short-
term training programs and through skills testing and certification. It designs,
markets, and implements short-term technical training programs in the following
technology areas: Electrical, Electronics, Instrumentation, Mechanical,
Automotive, Information and Technology.
Courses range from 12 - 90 hours and are offered in variable schedules that suit
the needs of students, professionals, out-of-school youth, and employees who
wish to make themselves more competitive in skills and know-how.
These courses are enriched by seminars on Personal Enhancement and
Entrepreneurship.
The testing and certification services of the Institute are available for companies
who need to check on the qualification of an applicant for employment or
qualification of an employee for promotion.
EDUCATION TECHNOLOGY (EdTech)
Edtech caters to the needs of industry and education sectors for research and
training in didactic techniques and development, and the production of industry
standard teachware. It promotes teacher and industrial trainer training as a tool
for industry productivity.
Edtech is run by MFI with technical assistance from Swisscontact. At present,
Edtech has prototyped standard teachware for the following technology areas:
Electrical, Electronics, Instrumentation and Automotive
It has also designed, developed, and run seminar-workshops on:
36

• Managing the Quality of Learning
• Increasing Training Effectiveness
Objectives:
1. Improvement of the quality of teaching/learning systems in the private
and/or public technical and vocational institutions (school/industry) in the
country;
2. Upgrade of teaching skills of trainers;
3. Upgrade of the technical knowledge and skills of trainers;
4. Design, development and production of effective instructional materials;
5. Replication of EDTECH programs to partner institutions.
FINANCIAL SERVICES GROUP
MFI's support group, which caters to four substantial services...
* Accounting... handles check processing and record keeping of all MFI
transactions and is currently into computerization to provide more efficient
and accurate data.
* Treasury... deals with management of company funds including
collections and monitoring of accounts and loan receivables and investments.
* MIS... in charge of corporate systems development, administration of local
area networking and MFI's Web Page.
* Payroll... responsible for the computation of employee's payroll
disbursement of lecturing and job contract fees, and handling of various
government and private institution's remittances.
SPECIAL PROJECT: Responding to Special Concerns
The success of the Industrial Technician Program in improving the quality of life
of the less privileged youth gave rise to its replication in the following:
• Columban College, Olongapo City.
• Center for Industrial Technology and Enterprise (CITE), Cebu City
• Xavier University, Cagayan de Oro City
Promoting work values to other parts of the country, MFI assisted Daguiao
Foundation and set up the Institute for Values and Professional Development
(IVPD) in lloilo City. IVPD conducts seminar in value education and professional
development for student, worker, professional, teacher and executive, going as
far as Cebu City.
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The countryside teems with the bounty of both earth and water. And it prides
itself with the hearts and hands which for this treasure.
The MFI injects science and technology into farm traditions through the following
Family Farm Schools, which runs on scholarship basis:
• Jalajala Family Farm School for Boys, Rizal
• Balete Family Farm School for Girl's, Batangas
• Bais Family Farm School for Boys, Negros
MFI jointly operates these schools with the Pampamilyang Paaralang Agrikultura,
Inc. (PPAI).
The school curriculum is so arranged that a student learns theory and then is
given a chance to apply it in their family farm, a system called "altemancia".
Ultimately, it is not only the student who learns. His entire family learns and
benefits from the program.
By formally educating sons and daughters of farmers, these farm schools foster
in these farm hands a love for learning alongside with the love for working.
Supporting MFI Programs
The Fund Assistance for Technician Education (F.A.T.E.) was conceived to be a
long-term source of fund for the Industrial Technician Program being
implemented in Ortigas in Manila, Columban College in Olongapo, CITE in Cebu,
and Xavier University in Cagayan de Oro. Support to the program will ensure the
continuous development of skilled workers for industry, at the same time giving
educational opportunity for poor but intelligent young people.
There are a lot of small technical schools all over the country. But many of their
equipment are outdated and inadequate. Some have received donations of new
equipment, but they do not know how to handle it. Technical teachers are in great
need of training. MFI's Education Technology Program helps develop and
produce trainers, provides appropriate manuals, and conduct training for the
teachers.
Industrial Partners are encouraged to share their advance technologies, to
accept our students for on-the-job training (OJTs), and to be involved in our
curriculum development. MFI confess they continually need the industry's
support for their programs to be relevant.
MFI promotes values education. The look of values and virtues in the world today
is getting to be a concern not only in the workplace but more so in society as a
whole. Partners are exhorted to do their share of stopping this trend of
38

individualism, excessive materialism, and lack of discipline and appropriate
behavior.
MFI’s PARTNERS IN DEVELOPMENT
DONATION TURNOVER: Mitsubishi Motors, Phil (MMP) donated a substantially
quantity of automotive parts for training purposes of students and scholars of
Meralco Foundation Institute (MFI). The formal turnover was held at Mitsubishi's
main office In Cainta, Rizal.
SCHOLARSHIP AGREEMENT. Dello Wire and Cable Corp. signed a
memorandum of agreement with the MFI to subsidize the expenses of the MFI
scholars for the whole school year as part of the Fund for Assistance to
Technician Education.
The Masaya Foundation (MF) whose funds are provided by Swiss business Yurg
Grossman, and the MFI signed a contract of agreement where the former has
committed to sponsor some of MFI’s more than 700 scholars taking the 3-year
Industrial Technician Program (ITP) of the Meralco Foundation Institute for 1995.
This is the 3rd year that the MF has been sponsoring a certain number of
scholars of the school.
A total of 34 students of Meralco Foundation Institute were recently named recipients of the
Private Education Students Fund Assistance Scholarship Program offered by TESDA in the
technical and vocational fields.
EDUCATION TECHNOLOGY GRANT. Top officials of Meralco Foundation, Inc. (MFD) and
the Swiss Foundation for Technical Cooperation (Swisscontact) sign an agreement for Phase
2 of the Swiss group's aid to MFI on the development of teachware and training of trainors
from schools and industries.
39

Recruitment and Admission
Every year, the Institute processes close to 2,000 applicants for the ITP
scholarship in the Ortigas campus. It has developed a rigid screening process
necessary to select the 150 new scholars it can accommodate every school year.
These applicants come largely from Metro Manila and nearby provinces.
Thousands more are processed in our extension programs with our sponsored
partners.
Scholarship applicants have the following basic qualifications:
a. Filipino citizen
b. High school graduate
c. 16 - 22 years old
d. Belonging to the top 30% of the graduating high school class
e. Coming from a family whose annual income is not more than P80, 000.00
or with a per capita income of not more than P12, 000.00
Applicants go through the admission tests, interviews, and summer orientation
program. Their performance in these activities, together with results of MFI
validation visits to applicant's homes, is used as the basis in selecting the new
batch of scholars.
MFI Best Practices
40

1. Philosophy/Core Values/Vision and Mission
Meralco Foundation Inc., (MFI)
Meralco Foundation Inc., shall uplift the social and economic status
of the Filipino through education and training, with emphasis on
values internalization, the development and application of
appropriate technologies, and the formation of sustain-able
enterprise.
-- MFI Mission Statement
hat makes MFI tick basically is its insistence to inculcate values
among its students. The institute churns out the best workers
because the institute is made-up of excellent workers themselves.
Good fruit can only come out of a good tree. For as long as the tree
remains good, the fruit will remain good. Nothing so new about this. Eternal
wisdom dictates that. Logic does too, although conversely: GIGO (Garbage In
Garbage Out); adapting this, we can come out with BIBO – Best Input Best
Output.
W
Despite harsh environment – the slump in the Philippine economy due to unemployment,
underemployment and socio-political attacks on the credibility of the Estrada administration,
MFI has braved the storm. It continues to fulfill its mandate and achieve its goals of excelling
on technical education, training and research by providing quality programs to a broad
spectrum of technical human resource based on their philosophical ad core values.
MFI envisions itself as "...the country's leading non-government organization recognized for
its high quality education, training, and research oriented toward the development of people's
values and enterprises in the fields of industrial, agricultural, and management technology
catering to a broad spectrum of beneficiaries, especially the disadvantaged."
MFI’s vision of excellence is very well expressed in its corporate management
style of leadership. The list of presidents and members of the board of MFI today
and even in the past, show varying management styles. But one thing is quite
evident in all of them – the commitment to values internalization, which they
charge themselves with. Serving in a voluntary capacity, these leaders know
what it means to be committed in work in the service of others. Being top people
themselves in their respective industries, they also make it a point that corporate
values of punctuality, organization and work ethics are impressed on the staff and
students alike.
41

Information analysis and information technology (IT) management is being
integrated by MFI into their practices. Not only do they offer a very competitive IT
Program for the students under its Technical Training and Testing Program
(TTTP), the institute’s management of information shows clear grasp of said
technology.
MFI has initiated a “Tracer program” to track down graduates of the school and
record their work-related success and whereabouts. This entails a very rigid data
gathering and analysis, but results yielded help the institute be more equipped in
responding to the needs of the times.
MFI’s strategic quality planning is based on its vision for itself: being “…the
country’s leading non-government organization recognized for its high quality
education, training and research oriented toward the development of people’s
values and enterprises in the fields of industrial, agricultural, and management
technology catering to a broad spectrum of beneficiaries, especially the
disadvantaged.” Stronger industry linkages, revitalized training programs, and
pace-setting innovations are what MFI continuous to strive to have.
Having a very rigid and very effective recruitment program is definitely MFI’s
asset. Out of 2000 applicants annually, only around 150 are eventually awarded
the scholarship. After passing the oral exams or the interview, applicants will
have to undergo the Summer Training Orientation Program (STOP). Here, more
than anything, work attitudes are checked and thoroughly evaluated. If you’re a
drug user, you will be found out. Even irksome mannerisms (maarte) or ill-
sportsmanship (pikon) are checked. They are not necessarily disqualified but are
definitely advised about such undesirable attitudes and values. Within this two-
week program applicants will have basic subjects and at the same time, they will
also have their medical examination and character investigation or home visits to
check if they are really indigent.
The Student Services Department (SSD) even came up with the correlation
between the prospective student’s performance in the admission exam and his first
semester average. It is able to predict whether an applicant who took the entrance
test will pass the first semester at MFI. Admission exams used to be offered only to
the top 30% of the graduating class. Now it is offered to everyone and still, the top
percentage students pass the examination. This is proof that the recruitment
instrument is quite effective.
42

MFI’s sense of unity is very strong. “We are a team here,” says the President. It
is the whole package. Everybody contributes and is expected to contribute. The
dirty ground is not only the problem of the janitor but even by the President.
Part of MFI’s organizational culture is maintaining communication lines open.
Values, to be inculcated, have to be part of the system. It is how the school
functions. When the students see that such is the existing culture inside MFI,
they adjust and adapt to such culture.
Partner companies like Amkor/Anam Pilipinas, Inc. and others remain in MFI’s list of
industrial linkages, and eventual employers, because students are trained properly.
Among its core values are: neatness, politeness/courtesy, and enthusiasm towards
work, eagerness to learn, cheerful disposition and skillfulness. MFI President Alejandro
Escano enthuses, “You can have bright people but with very bad attitude. And we’d
rather the right people than people with great technical knowledge anytime. At MFI we
have both – bright people with good attitude.”
7. Faculty and Staff
MFI has a very dedicated faculty and staff. Interest in educating and continually
being educated matters, not only being physically or mentally capable. Most of
their faculty members today are MFI graduates themselves. Even when they
have the chance to be placed in better paying jobs, they opted to stay. A
combination of Filipinos’ sense of utang na loob and their sense of
accomplishment now having to give in return. MFI teachers’ profile includes 50
percent of their former graduates. While still students, those who have the
potential to take teaching responsibility in the future are already being honed.
Since they are not education graduates, they are sent to teacher training courses
at the foundation’s expense.
Counselors are assigned each student in order to monitor his progress, not just
academically but emotionally and spiritually. Other people call this buddy system,
discipleship or accountability group. A teacher handles around 20 students, and
checks up on them form time to time. Teacher-counselors of the same gender
take up a program plan involving time management, study habits, relationship
with parents and their spiritual growth. At any given time, they can approach the
guidance counselor with almost anything they think they need to discuss.
8. Program Design/Program Delivery
Credit goes to MFI’s industry-based curriculum. In 1982, the school built a
curriculum, which will answer the needs of the industry, being in the technological
and manufacturing industries themselves. MFI has Technical Advisory Council,
members of which are respected executives in the industry, designing the
curriculum while making adjustments as needed. This way, the curriculum
remains industry-based, and is therefore responsive to the changing times. In
1989, a German consultant improved on the existing curriculum and made sure it
43

was more “industry-based”. This curriculum was implemented in 1993. The
“teachwares” they produced are now patented and copyrighted. Soon, they will
be changing their curriculum into a competency-based one (vis-à-vis the existing
subject-based format).
The areas of specialization were purposively integrated with values education. Though
basically technical in nature, values formation are consciously integrated in these
technologies.
Students say they experience a free learning environment because they feel like
they are one big, happy family. Everybody can be your ate (older sister) or kuya
(older brother). And we feel so close to one another. Almost everybody knows
everybody. This helped achieved by “Chats” -- a personal time with one’s
assigned guidance counselor or an assigned adviser/teacher, with whom
students can share anything under the sun, especially when they have problems.
Another good things are MFI’s provision for materials for workshops like resistors
and others are pre-packaged and are available for students. Time is spent on the
more important things not on the trivial like locating the tools and materials for the
workshop. This facilitates learning much better.
Learning is encouraged even among faculty members and staff. It is a learning
process for everybody and we take measures to improve things on a day-to-day
basis. MFI’s faculty members and staff are encouraged to take Masters degree or
other further studies for free. Or at least part of it is. This is one way of providing
growth and development for the staff, and to keep their moral high. A staff
allocation budget is set and if the cost of their education is above the limits, a
formula will dictate how many months or years they need to stay at MFI.
Freedom is also given to them so as to chose to move on to another company or
another field altogether. MFI do not stop them from achieving their personal goals
but even support them.
Track record is definitely the best measurement of school performance success.
To continually achieve this, MFI provides the students with state-of-the-art
facilities. The ratio of computers per student is kept very low. Then we have an
industry-based curriculum, and an impeccable record of employment for our
graduates.
One’s school performance results surely impacts on fund infusion. Finances
come in for as long as the donors believe in what MFI is doing. Donor-fatigue
comes when they do not see favorable results. Par of the President’s job is to sell
the program and the vision of MFI to personal and very influential friends like
44

former Pres. Ramos, Vice President Gloria Arroyo, Senator Loren Legarda and
others.
MFI’s students believe that the institute has their best interest in mind. For
one, they consider being an MFI student a privilege since almost everyone
is a scholar. They hope and are assured of being immediately employed
after graduation. They truly believe that the training afforded them is the
best and is needed by the industries. They do not have time to ask if this
is what they truly want, because what matters is that they will be able to
help augment their respective family incomes, and perhaps lead a life of
their own. That is what they want, at least for now.
3. THE BEST PRACTICES OF SELECTED
TESDA SUPERVISED SCHOOLS
A. Dumalag Vocational Technical School (DVTS), Dumalag, Capiz
Dr Zenaida V Fajardo, VSA II
45

Key success factors for the school includes team work, leadership style,
commitment, potentials of the faculty and staff, clear strategic directions,
organizational structures, specific delineation of performance, open
communication, synergy, needs attended, transfer to TESDA and being well-
funded.
Leardership and Management Style
DVTS leads by participation and consultation, making use of the “carrot and
stick” approach to management while combining other management styles.
There is very limited use of the information technology, much less any analysis
the is produces is traditional in nature.
DVTS’ strategic quality planning centers on its core values namely: Commitment,
Quality and Service. For the coming year, it should focus on being a model
TESDA school; on acquiring state of the art facilities; and rehabilitating the old
buildings.
Resources usually come from: (1) donations from foundations; (2) parents-
teachers association; and (3) alumni. Presently this is a poor system as there is
constant need for more donors.
DVTS organizational capabilities include: (1) buildings needs repair; (2)
upgrading of tools and equipment; (3) land improvement; and (4) shoprooms/
classrooms, laboratories rehabilitation.
Faculty and Staff
DVTS has nine (9) instructors and the teachers-to-student ratio is 1:28.
Scholarships can be acquired through the foundation and/or through teacher-
funding. There is also a need to enhance the competency of faculty and staff; to
go on modularize teaching/learning; to implement competency and vocational
education; and to improvement its database.
Curriculum is usually revised but only by changing names of the courses. DVTS’
top 3 Programs are: Computer-Secretarial, Automotive Course and Hotel and
46

Restaurant Management. The school’s Research Committee is mandated thus, is
involved in product development; needs assessment; and the production of
instructional strategy and materials
School environment is conducive-enough for learning since it is drug free and
school rules and regulation are properly enforced.
There is an assurance of job placement for graduates since partners in its OJT
program absorbs the graduates.
Having low tuition fees; being transferred to TESDA-control thus, the
improvement of facilities; enhancement of capability building of teachers and
trainors; and clearer TVET-direction are good reasons for students to stay at
DVTS.
On the other hand, DVTS and TESDA for that matter, will have to work through
problems of parental preference for white collar jobs; lack of job opportunities in
the rural areas; the notion that vocational schools, especially public ones, have
inadequate facilities; and its curriculum not being accepted in other schools.
B. Cagayan de Oro (Bugo) School of Arts and Trades (COBSAT)
COBSAT leadership and management style is more consultative advocating
personnel empowerment. It spouses Dual Training System or DTS while
enhancing the TVET program. Management shows more flexibility as it maintains
the delineation of functions.
47

Shop tools and equipment are very scarce. COBSAT’s ratio for tools is 1:15
students; for engines is 1:20 students; for books is 1:5 students; and for
computers is 1:20 students. This statistics is comparatively low.
Planning is definitely on demand despite its claim to be a center of excellence,
commitment to productivity, and appreciation of dignity of labor.
By law, the school is a TESDA-supervised school. By request (of the local
officials and people in community), the school was converted in to a Trade
School. Also, by demand of the public in Iligan-Cagayan Corridor, the school
provides the needs of the big industries invited to invest in the area. The role of
the school is to produce quality/trained graduate to meet the middle level
manpower needs of such industries.
With the laudable budget affordable by TESDA, COBSAT is encouraged to
perform its counterpart by providing an effective delivery of TESDA programs.
With close adherence to the seven (7) strategies of TESDA, the program is
anchored on quality instruction.
As an organization, the school strives to achieve values such as positive work
attitude, productivity, honesty, modeling and learning through hands-on
experiences. Cohesiveness in its cultural character is lacking, maybe due to its
recent program-acquisition by TESDA.
Faculty and Staff
There is a disparity between the ideal teacher to student ratio of 1:25 and the
actual ratio of 1:38, which only shows COBSAT has a lot of catching up to do.
Despite this, its most successful programs include: (1) automotive technology; (2)
food technology; and (3) electrical technology.
Recruitment for the program are advertised through brochures and radio and
TV. But one may also inquire at the school’s guidance counselors.
48

The school fosters conducive learning environment by giving of incentives and
awards to outstanding students. School officials make sure the campus is free
from drugs. In addition, there is a monitoring of attendance and school policies
are strictly implemented.
This is quite a new school, its only claim to excellence is the promise of landing
each graduates to sure job placements.
The assurance of jobs after graduation, having less expensive education (paying
miscellaneous fee only), having competent instructors, the promise of seed
capital for self-employment through the ERAP trust fund; and using electronic
library resources such as, CDs and VHS tapes used for instructions, makes each
COBSTAT student feeling proud and privileged. Although there is still the stigma
of doing a blue-collar job and the perception of having a poor work attitude,
COBSTAT students on the whole, believe they are given the best education they
could have.
49

C. Madella Agro-Industrial National School
Edmundo S Vinagrera
Madella’s leadership and management style is one that combines flexibility and
rationality. It encourages active participation from the faculty in order to exemplify
its core values, and to orient students towards this. Madella’s philosophy or
rather, tag line: “Excellence in Technical Vocational Education through Gainful
Employment” showcases values such as: love of work, nationalism, commitment,
competitiveness, quality skills, love of god
Unfortunately, there is a lack of focus from the school leadership with regards to
the efficient use of information. Most communication serves the traditional
purpose of conveying information. There is no conscious effort to build databases
in order to be able to facilitate information-sharing in the future or to even guide
the school in its decision-making activities.
Planning, sad to note, remains demand-driven. The school, at this point, fails to
provide itself with concrete long-term plans as to how to achieve and maintain
TESDA reforms. As it is, the school struggles with the perception that it does not
excel in providing graduates with competitive academic knowledge. Parents of
the students remain ignorant of the importance of skills development. They still
want their children to finish a four-year college degree, despite their indigent
situation. There is a growing need for advocacy to challenge the locals’ state of
mind and perception of TESDA Programs.
Part of the Madella’s systems and processes is its ability to adopt with the
change, specifically in marketing the TESDA Program. It has recently effectively
implemented the four (4) TESDA reforms through partnership and convergence
with POs, GOs, NGOs and other organizations.
Resource mobilization includes acquisition of more funds from donors and the
PTCA to rehabilitate buildings and facilities of the school. To its credit, the school
is continuously establishing good and well-ventilated shops and laboratories. But
as financial sufficiency remains a challenge, Madella still needs to develop and
utilize 110 hectares school reserve. Also, it struggles with the presence of
squatters in the school reserve; the need to acquire different equipment for the
different post-secondary courses offered; and to fence the perimeter of the
school.
50

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