The document outlines the principles and objectives of education in the Philippines. It aims to provide a broad general education to help individuals reach their full potential and participate productively in society. It also aims to develop skills for national development, high-level professions to provide leadership, and respond effectively to changing needs through planning and evaluation. The education system is organized by the Department of Education with central and field offices responsible for administration at national and local levels respectively.

2. Principles and general objectives of
Education
In the Philippines the education system aims to:
 Provide a broad general education that will assist each
individual in society to attain his/her potential as a human
being, and enhance the range and quality of the individual
and the group;
 Help the individual participate in the basic functions of
society and acquire the essential educational foundation for
his/her development into a productive and versatile
citizen;
 Train the nation’s manpower in the middle-level skills
required for national development;
 Develop the high-level professions that will provide
leadership for the nation, advance knowledge through
research, and apply new knowledge for improving the quality
of human life;
 Respond effectively to changing needs and conditions
through a system of educational planning and
evaluation.

4. The DepEd Vision
We are people organization
committed to a culture of excellence
in public service. Believing that the
most important resource of our
country is its people, we make the
task of educating the Filipino child
our singular mission.

5. We assist the Filipino child to discover
his/her full potential in a child-centered
and value-driven teaching-learning
environment and thereby, enable
him/her to create his/her own destiny in
global community. We prepare him/her
to become a responsible citizen and an
enlightened leader who loves his/her
country and is proud to be a Filipino.

6. We provide a school system…
Where teachers and principals achieve the desired
learning outcome not only because they are
empowered, competent and accountable, but because
they care;
Where administrator exercise visionary leadership
responsive to emerging learning needs of the nation;
ensure adequate resources; promote appropriate
technology; create and sustain a conducive climate to
enhance learning; and
Where the family, the community and other
institutions actively support our efforts.
We affirm the right of every Filipino child especially
the less advantaged to benefit from such a system.
This is our vision. With God’s help, we dedicate all our
talents and energies to its realization.

7. The DepEd Mission
To provide quality
basic education
that is equitably accessible to all
and lay the foundation
for life-long learning and
service for the common good.

8. DepEd MANAGEMENT STRUCTURE
To carry out its mandates and objectives, the Department is
organized into two major structural components. The Central
Office maintains the overall administration of basic education at
the national level. The Field Offices are responsible for the
regional and local coordination and administration of the
Department’s mandate. RA 9155 provides that the Department
should have no more than four Undersecretaries and four
Assistant Secretaries with at least one Undersecretary and one
Assistant Secretary who are career service officers chosen among
the staff of the Department.
At present, the Department operates with four
Undersecretaries in the areas of: (1) Programs and Projects; (2)
Regional Operations; (3) Finance and Administration; and (4)
Legal Affairs; four Assistant Secretaries in the areas of: (1)
Programs and Projects; (2) Planning and Development; (3)
Budget and Financial Affairs; and (4) Legal Affairs.

9. Backstopping the Office of the Secretary at the Central Office are the
different services, bureaus and centers. The five services are the Administrative
Service, Financial and Management Service, Human Resource Development
Service, Planning Service, and Technical Service. Three staff bureaus provide
assistance in formulating policies, standards, and programs related to curriculum
and staff development. These are the Bureau of Elementary Education (BEE),
Bureau of Secondary Education (BSE), and the Bureau of Nonformal Education
(BNFE). By virtue of Executive Order No. 81 series of 1999, the functions of a fourth
bureau, the Bureau of Physical Education and School Sports (BPESS), were
absorbed by the Philippine Sports Commission (PSC) last August 25, 1999.
Six centers or units attached to the Department similarly provide technical
and administrative support towards the realization of the Department’s vision.
These are the National Education Testing and Research Center (NETRC), Health
and Nutrition Center (HNC), National Educators Academy of the Philippines
(NEAP), Educational Development Projects Implementing Task Force (EDPITAF),
National Science Teaching Instrumentation Center (NSTIC), and Instructional
Materials Council Secretariat (IMCS). There are four special offices under OSEC: the
Adopt-a-School Program Secretariat, Center for Students and Co-curricular Affairs,
Educational Technology Unit, and the Task Force Engineering Assessment and
Monitoring.

10. Other attached and support agencies to the Department are the
Teacher Education Council (TEC), Philippine High School for the Arts,
Literacy Coordinating Council (LCC), and the Instructional Materials
Council (IMC).
At the sub-national level, the Field Offices consist of the
following:
Sixteen (16) Regional Offices, including the Autonomous
Region in Muslim Mindanao (ARMM*), each headed by a Regional
Director (a Regional Secretary in the case of ARMM);
One hundred fifty-seven (157) Provincial and City Schools
Divisions, each headed by a Schools Division Superintendent.
Assisting the Schools Division Offices are 2,227 School Districts, each
headed by a District Supervisor;
Under the supervision of the Schools Division Offices are
forty-eight thousand, four hundred forty-six (48, 446) schools, broken
down as follows:
40,763 elementary schools (36,234 public and 4,529 private)
7,683 secondary schools (4,422 public and 3,261 private)

12. ADMINISTRATIVE SERVICE

13. ADMINISTRATIVE SERVICE
The Administrative Service is responsible for providing the Department
with economical, efficient, and effective services relating to legal
assistance, information records, supplies, equipment, security and
custodial work.
Office of the Director
The Director manages and supervises the operation of the Administrative
Service in the implementation of its functions.
Legal Division
The legal division provides legal advice to the Secretary, Undersecretary
and the Bureaus and Offices of the Department; interprets laws and rules
affecting the operations of the Department; prepares contracts and
instruments to which the department is a part and interprets provisions of
contracts covering work/services; investigates administrative cases/
charges filed against employees of the Department; prepares
decisions/resolutions on administrative cases; assists in the promulgation
of rules, regulations and policies governing the activities of the
Department; prepares the legal opinions for the Secretary and prepares
comments on proposed legislations concerning the Department.

14. General Services Division
The General Services Division provides basic services to DECS Officials
and employees such as: Medical services, Dental services, Radio
Communication services, Transportation/Mechanic services, Electrical/
Air-conditioning services, Building Maintenance and Plumbing services
and Security services.
Dental Clinic
Dental services are intended to address the health and welfare of DECS
officials, employees and their immediate dependents at the Central office
as well as visiting DECS officials, teachers, support personnel from the
field to be treated as walk-in patients.
The Dental Clinic performs the following functions: consultation,
complete oral examination, treatment of carious teeth such as extraction
and temporary or permanent filing simple dental surgery, oral
prophylaxis and simple gum treatment, prosthetics maybe made if
laboratory cost to be shouldered by the patient, dental periapical X-Ray
and referral when necessary.

15. Medical
The Medical Clinic takes care of the health of the employees to make sure that
they are fit perform their work effectively. It attends to the basic needs of the
employees like monitoring of blood pressures and prescribing the appropriate
medicines whenever necessary.
It holds our Annual Medical/Dental Check-ups which include laboratory
examinations, electro diagrams and chest X-rays. When the results are sent to us,
we interpret them for the employees and give necessary medicines and advices.
Radio Communication Network Unit
The primordial function of this unit is to send and receive calls to and from the
field offices and other Department's clientele (local and international) through
radio transmitter or radio transceiver, fax machine, PABX digital telephones.
Security Service Unit
This unit plans, organizes and supervises operations in the building area; advises,
recommends security measures to immediate supervisors; implements security
measures directed by supervisors; investigates and reports unusual occurrences
and infraction of rules and regulations; prepares report of daily guarding
activities; takes charge of the training of mend; and serves the Administrative men
of the unit.

16. Records Division
The Records Division establishes and maintains a systematic records system for
the Central Office; receives and distributes all communications to the field; release
and mails or disposes all communications to the field; disposes all DECS old file
in accordance with attending rules and regulations and laws; exercises absolute
care and fidelity in the custody of DECS records.
Property Division
The Property Division procures supplies, materials and equipment to meet the service
requirements of the DECS Central Office; evaluates Program of Expenditures
forwarded by DECS Regional Office, Division Offices, and National Schools and make
recommendations to the Secretary; implements effective control and management of
General Office property; distributes supplies, materials and equipment available as per
requisitions of different units in the Central Office; properly dispose off unserviceable
of excess properties in accordance with applicable rules, regulations and laws;
prepares annual property inventory for submission to the Commission on Audit;
prepares and maintains property account cards for all properties of the General Office;
prepares and submits sales report for properties lost and paid for collections remitted
to the Treasury; signs all property clearances of all officials and employees of the DECS
Proper, Regional Directors and Schools Division Superintendents; conducts emergency
purchases through canvass of urgently needed supplies and equipment which the
Procurement Service cannot supply.

17. Teachers Camp
The Teachers Camp plans and directs the program for the year round
maintenance and utilization of the physical facilities of the Camp consisting of
eleven (11) dormitories, forty-seven (47) cottages and guest houses, four (4)
conference halls, two (2) dining rooms, a school building and meeting rooms. It
also attends to the housing and conference requirements of teachers, school
officials, and organizations attending various conferences scheduled in the Camp
throughout the year; plans/implements the year round beautification and
greening program within the 25-hectare Camp reservation; provides, maintains,
coordinates and oversees the effective operations of the various sections namely:
Accounting, Property and Supply, Engineering and Physical Facilities, Collection
and Disbursement, Front Desk and Customer Relations and Administrative
Sections

18. FINANCIAL MANAGEMENT
SERVICE

19. FINANCIAL MANAGEMENT SERVICE
The FMS is composed of five (6) divisions namely: Budget Division,
Accounting Division, Management Division, Payroll Services Division,
Systems Division and Cash Division.
Budget Division
The Budget Division is responsible in the preparation, including submission
to the Department of Budget and Management of budgetary estimates in
support of the DECS' operations, plans and programs to achieve its goals of
providing the citizenry better access to quality basic education. The process
also involves the review, evaluation and consolidation of the budget
proposals of all DECS Central and Regional Offices, and coordination with
the Office of the Planning Service. This division assists management in the
presentation of the Department's budgetary estimates/proposals before
administrative and legislative bodies; and provides technical assistance to
other units in the application and utilization of budgetary methods and
procedures. It also the primary responsibility of the Division to prepare the
annual work and financial plans and matrices, and other documentation to
ensure the release of funds as reflected in the General Appropriations Act
(GAA) and from other sources.

20. Accounting Division
The Accounting Division is responsible for the maintenance of the books of
accounts of Central Office staff, Bureaus and Centers. It administers financial
reports, processes of disbursement and trust accounts and makes branch
accounting in regional offices. It consolidates financial reports of all Central
Offices and Regional offices for submission to fiscal agencies. It has technical
supervision over all DECS Accounting offices.
Payroll Services Division
The division is responsible for the centralized production of payrolls, salary
checks and compensation, benefits of teachers and administrative personnel in
provinces, chartered cities headed by a Superintendent, including the Secondary
Teachers of the National Capital Region in the most effective and cost-efficient
manner.
Systems Division
The division serves as a center for the strategic management of an effective and
efficient information system for the DECS through developing a mechanism that
integrates and coordinates the DECS information requirements that are accessible
and responsive to users. It also synchronizes data collection, processing and
dissemination to ensure quality of information

21. Management Division
The division develops plan and program objectives relative to management
improvement in the Department, examines its administrative organization,
maintains its organizational charts and manual operations and undertakes regular
management surveys on organizational structure, manpower and operations,
studies special problems as assigned and makes recommendations for
improvement.
Cash Division
The Cash Division collects and disburses funds; accounts for receipts, custody and
disbursement of funds; undertakes encashment of checks for cash advances and
payment of salaries, wages and other obligations; provides proper recording of
cash advances, disbursements, collection and deposits; prepares reports and
documents pertinent to the collection of disbursements and deposits of funds.
The Cash Division controls the Notice of Cash allocations (NCAs) of DECS proper
and the different staff bureaus, centers, and other foreign assisted projects of the
Department for payments of different government obligations to both private and
government obligations to both private and government agencies. Release/mail
checks to different claimants for payments of different government obligations.
Deposit checks for fund transfer to the different Regional Offices.

22. HUMAN RESOURCE
DEVELOPMENT SERVICE

23. The Human Resource Development Service develops and administers personnel
programs which include selection and placement, classification and pay, career
and employment development performance appraisal, employee relations and
welfare services. It consists of three (3) divisions: personnel division, employees
welfare and benefits division and staff development division.
Personnel Division
The Personnel Division provides comprehensive, well-organized and synchronized
personnel services. It develops and administers personnel programs such as recruitment,
selection, placement, transfers, details/reassignments, reinstatements and other personnel
movements; leaves such as vacation, sick, maternity, study and terminal; separation from the
service (retirement, resignation, dropping from the rolls, etc. and salaries (vouchers,
payrolls).
Projects
Monitoring and evaluation of Personnel Records and Current Personnel
Actions in the different Regional and Division Offices.
Establishment of the DECS Personnel Information System (PIS)
National Search Committee
Revision of the DECS Performance Appraisal System (PAS)
DECS-PLM Off-Campus Masteral and Doctoral Programs
Review of Position Description to update position titles in DECS
Personnel Audit of Schools and Personnel of the Central Office

24. Employees Welfare and Benefits Division
The Employees Welfare and Benefits Division undertakes a continuous evaluation
of existing programs and projects intended to enhance the welfare of DECS
teaching and non-teaching employees. The Division is also concerned with the
development of new welfare programs to suit the emerging needs of DECS
personnel. Moreover, the EWBD provides consultative researches and studies in
aid of legislation on matters pertinent for upgrading the welfare and benefits of
the Department's employees. Conformably, EWBD, a relatively new office of the
Department, has initiated the establishment and implementation of the following
programs and projects:
 DECS Provident Fund
 DECS Expanded Shelter Program
 DECS Cooperative Program
 DECS Employees Suggestion and Incentive Awards System
(ESIAS)
 Pre-Retirement Innovation and Option for Results (PRIOR)
 DECS-PVB Financial Assistance
 DECS Hospitalization Fund Program

25. Staff Development Division
The Division's primordial concern is to conceptualize, implement, monitor and
evaluate programs on skills enhancement, values orientation, frontline functions
improvement and special programs for teaching and non-teaching personnel of
the DECS Central and field offices.
It's other functions include: conducting orientation/induction programs for new
entrants on the history, structure, vision and mission, work ethics, organization
and functions of the Department; undertake a well-planned and coordinated
materials development program including the preparation of training modules
and supplementary reading handouts.
Special Programs
Values Orientation Workshop
Human Rights Education
Peace Educations
Gender and Development
Graft and Corruption Prevention Education

26. The Bureau of Elementary Education (BEE) is
responsible for providing access and quality elementary
education for all. It also focuses on social services for the
poor and directs public resources and efforts at socially
disadvantaged regions and specific groups. The Bureau of
Secondary Education (BSE) is responsible for providing
access and quality secondary education. Its aim is to enable
every elementary graduate to have access to secondary
education. It improves access to secondary education by
establishing schools in municipalities where there are none
and reviews the overall structure of secondary education as
regards curriculum, facilities, and teachers’ in-service
training.
The Bureau of Non-formal Education (BNFE) is
responsible for contributing to the improvement of the poor
through literacy and continuing education programmes. Its
aim is to provide focused basic services to the more
disadvantaged sections of the population to improve their
welfare and contribute to human resource
development.

27. The Bureau of Physical Education and School Sports
(BPESS) is responsible for physical fitness promotion, school
sports development, cultural heritage revival (Kundiman
Fiesta), natural heritage conservation, and values development.
Its aim is to inculcate desirable values such as self-discipline,
honesty, teamwork, sportsmanship, excellence and others and
make the Filipino youth fit to respond adequately to the
demands, requirements, challenges and opportunities that the
next century may bring. The functions of the BPESS were
absorbed by the Philippine Sports Commission in August
1999.
Attached agencies to the Department are the National
Museum, National Library, National Historical Institute, and
Records Management and Archives Office. Other offices are the
Instructional Materials Corporation, Instructional Materials
Council, Educational Development Projects Implementing Task
Force, Educational Assistance Policy Council, National Youth
and Sports Development Board, National Social Action Council
and Teacher Education Council. The main objective of the
cultural agencies of the Department is to preserve, conserve,
restore and enrich the cultural heritage, customs and traditions.

28. Trends in Education
 Lib Hub Project
 ALS
 K+12
 UbD

29. Library Hub
makes books
accessible
to all

32. Goals of Alternative Learning System
 to protect and promote the right of all citizen to quality
basic education
 to promote the right of all citizens to quality basic
education and such education accessible to all by
providing all Filipino children in the elementary level and
free education in the high school level. Such education
shall also include alternative learning system for out-of
school youth and adult learners.“ (Section 2 of PA. 9155,
The Governance of Basic Education Act of 2001).
 to provide a viable alternative to the existing
formal education instruction, encompassing both the non-
formal and informal sources of knowledge and skills

33. Understanding by Design

34. K+12

37. CHED Vision
A key leader and effective partner
in transforming HEIs towards
producing highly competent and
productive professionals
through dynamic excellent
and client oriented services

38. CHED Mission
CHED is committed to provide
effective central office direction
and implement programs
and mechanisms to ensure
affordable quality higher
education accessible to all

39. Commission on Higher Education Projects
and Programs
 Faculty Development (FacDev)
 Student Financial Assistance Programs
(StuFAPs)
 Expanded Tertiary Education Equivalency and
Accreditation Program (ETEEAP)
 National Agriculture and Fisheries Education
System (NAFES)
 Centers of Excellence/Development
(COE/COD)
 CHED Thesis / Dissertation Grants / Paper
Presentation / Visiting Research Fellow

40. Faculty Development (FacDev)
The quality of education depends largely on the qualifications and
competencies of the faculty. In view of the faculty’s vital role in
influencing education outcomes, the Commission on Higher Education
(CHED) requires that teachers at higher education level must have at
least masters degree in the fields in which they teach.
The Faculty Development Program (FDP) is a critical factor
towards building the strong foundation of an educational system to
ensure quality education. In previous and current studies, faculty
development has always surfaced as a priority concern. Our nation
cannot compete with its neighboring countries that are now moving
towards offering cutting-edge programs and technologies unless we
invest in creating a pool of experts in our academic institutions. This
critical mass will then be capable to train and equip students for
significant and promising careers in the global market.

41. Faculty Development (FacDev)…
More that 50% or 70,000 higher education institutions
(HEIs) faculty need to upgrade their qualifications and
competencies in order to improve the quality of teaching in
our HEIs. The vast majority of students in higher education
are being taught by faculty who possess no more than the
level of qualification for which they are studying. Low
teacher qualification inevitably leads to low standards of
learning achievement among students.
CHED Memorandum Order (CMO) No. 40, s. 2008
which requires all higher education institutions (HEIs)
faculty to have at least masters degree shall be fully
implemented by AY 2011-2012. Hence, there is need to
encourage and provide assistance to HEIs to enable them to
meet this CMO requirement.

42. Student Financial Assistance Programs
(StuFAPs)
As per CMO 29, s.2009
Revised Implementing Guidelines of STUFAPs
SCHOLARSHIP PROGRAMS
 FULL - This program is for bright Filipinos students who
got the highest score in the NCAE and must belong to the
top ten of the graduating class. Scholars under this
program can enroll in any government or private
college/university HEIs with parent whose Annual Income
Tax Return of not less than P300,000.00.
 Full-Merit - P15,000.00/sem
 HALF - For bright Filipino students who got a percentile
NCAE rating score of 85 to 89. Scholars under this program
shall enroll in any government or private HEIs. It also
includes Persons With Disabilities (PWDS).
 Half-Merit - P7,500.00/sem

43. Student Financial Assistance Programs
GRANT-IN-AID PROGRAMS
Tulong-Dunong includes the following components:
 STUDY GRANT PROGRAM FOR SOLO PARENTS AND THEIR
DEPENDENTS – This program is intended for all solo parents and their
children
 P6,000.00/sem
 DND-CHED-PASUC STUDY GRANT PROGRAM - This grant-program is
intended for dependents of killed-in-action (KIA), battle related, Complete
Disability Discharged (CDD-Combat) and active Military Personnel of the
Armed Forces of the Philippines. Educational benefit given to children of KIA-
CDD Combat in order to contribute to the enhancement of our soldiers to
fight by ensuring their children’s education.
 P2,500.00/sem
 OPAPP-CHED STUDY GRANT PROGRAM FOR REBEL RETURNEES -
This grant-program is intended for former rebels and the
legitimate/legitimized dependents which expands the access to college
education opportunities.
 P5,000.00/sem
 CHED SPECIAL STUDY GRANT PROGRAM FOR CONGRESSIONAL
DISTRICT/SENATE - This grant-program is intended for the constituents for
Congressmen, Party List Representatives, and Senators.

44. Student Financial Assistance Programs
(StuFAPs)
STUDENT LOAN PROGRAM
 Study Now Pay Later Plan (SNPLP) - This program is
designed to promote democratization of access to
educational opportunities in the tertiary level to poor but
deserving students through financial assistance in the
form of an educational loan. It is a scheme that extends
loan or credit to poor but deserving students who are
entering freshman college or tertiary students with college
units earned
 P7,500.00/sem

45. Student Financial Assistance Programs
(StuFAPs)
GENERAL REQUIREMENTS:
• Must be a Filipino citizen of good moral character;
• A high school graduate or a candidate for graduation from high School;
• At least 80% general weighted average (GWA) based on Form 138 and a general scholastic
aptitude (GSA) of National Career Assessment Examination (NCAE), as follows:
a. 90% above - full merit
b. 85% above - half merit
c. 80-84% - grant-in-aid and student loan programs
• Combined Annual Gross Income of Parents/Guardian not to exceed P300,000.00;
• Must not be more than 30 years of age at the time of application except for CHED
OPAPPSGPRR;
• Entering freshmen and/or college student in any curricular year level;
• For student-borrower:
a. must enter into a loan agreement with CHEDRO; and
b. must have a co-borrower who is a member of SSS/GSIS in good standing (at least
paying contribution for six (6) months for the last 12 months); and
• Has not availed of any government scholarship and/or grant.

46. Expanded Tertiary Education
Equivalency and Accreditation
Program (ETEEAP)
The ETEEAP is a comprehensive educational
assessment program at the tertiary level that recognizes,
accredits and gives equivalencies to knowledge, skills,
attitudes and values gained by individuals from relevant
work. It is implemented through deputized higher
education institutions that shall award the appropriate
college degree.
Beneficiaries must be Filipinos who are at least high
school graduates. They must have worked for at least five
years in the field or industry related to the academic
program they are obtaining an equivalency. They must
also be able to show proof of proficiency, capability and
thorough knowledge in the field applied for equivalency

47. National Agriculture and Fisheries
Education System (NAFES)
The Commission on Higher Education (CHED) in coordination with
the Department of Agriculture (DA) and other government agencies was
mandated to establish a National Agriculture and Fisheries Education
System (NAFES) by virtue of Section 66 of Republic Act (RA) No. 8435
otherwise known as the “Agriculture and Fisheries Modernization Act
(AFMA) of 1997”
NAFES aims to establish, maintain and support a complete and
integrated system of agriculture and fisheries education (AFE),
modernize and rationalize agriculture and fisheries education from
elementary to tertiary levels, unify the system of implementation of
academic programs and upgrade the quality and ensure sustainability
and promote the global competitiveness at all levels of AFE.
To address these objectives, the National Universities and Colleges of
Agriculture and Fisheries (NUCAFs) and Provincial Institutes of
Agriculture and Fisheries (PIAFs) were identified. The selection of the
NUCAFs and PIAFs were based on the following criteria namely,
institutional accessibility, population, economic contribution of
agriculture and fisheries in the community, quantity and quality of
research studies conducted, degree of utilization of research results,
quantity and quality of faculty members, type of facilities, linkages and
potential contribution to agriculture and fisheries development in the
target area

48. Centers of Excellence/Development
(COE/COD)
Centers of Excellence (COEs) and Centers of
Development (CODs) are either public or private higher
education institutions (HEIs) which have demonstrated
the highest degree or level of standard along the areas of
instruction, research and extension. They provide
institutional leadership in all aspects of development in
specific areas of discipline in the various regions by
providing networking arrangements to help ensure the
accelerated development of HEIs in their respective
service areas.
COEs/CODs in the different disciplines are identified
and carefully selected for funding assistance. Funds
released to these centers are utilized for student
scholarships, faculty development, library and laboratory
upgrading, research and extension services, instructional
materials development, and networking of existing COEs
and CODs.

49. CHED Thesis / Dissertation Grants /
Paper Presentation / Visiting Research
Fellow
Guidelines
■Guidelines for CHED Dissertation Grant CMO 04 S. 2003.pdf
■Guidelines for CHED Visiting Research Fellowships
CMO 13 S. 2003.pdf
■Addendum to CHED Memorandum Order No. 13, Series of 2003 Re:
Guidelines for CHED Visiting Research Fellowships CMO 32 S.
2004.pdf
■Guidelines for CHED Thesis Grant CMO 33 S. 2004.pdf
■Revised Guidelines for CHED Support for Paper Presentations in
International Conferences CMO_12_s2009.pdf
Forms
Application Form SPPIC.doc
dissform-1.doc
thesis application form.doc

52. The Technical Education and Skills
Development Authority (TESDA) was
established through the enactment of
Republic Act No. 7796 otherwise known as
the "Technical Education and Skills
Development Act of 1994", which was
signed into law by President Fidel V. Ramos
on August 25, 1994. This Act aims to
encourage the full participation of and
mobilize the industry, labor, local
government units and technical-vocational
institutions in the skills development of the
country's human resources.

53. The merging of the National
Manpower and Youth Council (NMYC) of
the Department of Labor and Employment
(DOLE). The Bureau of Technical and
Vocational Education (BTVE) of the
Department of Education, Culture and
Sports (DECS), and The Apprenticeship
Program of the Bureau of Local
Employment (BLE) of the DOLE gave birth
to TESDA.

54. The fusion of the above offices was one of
the key recommendations of the 1991 Report of the
Congressional Commission on Education, which
undertook a national review of the state of
Philippine education and manpower development.
It was meant to reduce overlapping in skills
development activities initiated by various public
and private sector agencies, and to provide
national directions for the country's technical-
vocational education and training (TVET) system.
Hence, a major thrust of TESDA is the formulation
of a comprehensive development plan for middle-
level manpower based on the National Technical
Education and Skills Development Plan. This plan
shall provide for a reformed industry-based
training program that includes apprenticeship,
dual training system and other similar schemes.

55. TESDA is mandated to:
1. Integrate, coordinate and monitor skills
development programs;
2. Restructure efforts to promote and develop
middle-level manpower;
3. Approve skills standards and tests;
4. Develop an accreditation system for
institutions involved in middle-level
manpower development;
5. Fund programs and projects for technical
education and skills development; and
6. Assist trainers training programs.

56. At the same time, TESDA is expected to:
 Devolve training functions to local
governments;
 Reform the apprenticeship program;
 Involve industry/employers in skills
training;
 Formulate a skills development plan;
 Develop and administer training incentives;
 Organize skills competitions; and
 Manage skills development funds.

57. Overall, TESDA formulates manpower and
skills plans, sets appropriate skills standards and
tests, coordinates and monitors manpower policies
and programs, and provides policy directions and
guidelines for resource allocation for the TVET
institutions in both the private and public sectors.
Today, TESDA has evolved into an organization
that is responsive, effective and efficient in delivering
myriad services to its clients. To accomplish its multi-
pronged mission, the TESDA Board has been
formulating strategies and programs geared towards
yielding the highest impact on manpower
development in various areas, industry sectors and
institutions.

58. Vision
TESDA is the leading partner in the
development of the Filipino workforce
with world-class competence and
positive work values.
Mission
TESDA provides direction, policies,
programs and standards towards quality
technical education and skill
development.

59. Values Statement
We believe in demonstrated competence,
institutional integrity, personal commitment and
deep sense of nationalism.
Quality Policy
"We measure our worth by the satisfaction of the
customers we serve"
Through:
Strategic Decisions
Effectiveness
Responsiveness
Value Adding
Integrity
Citizen focus
Efficiency

61. TESDA CORE BUSINESS
Direction Setting
Crucial to TESDA's role as the TVET authority in
the country is its capacity to steer and provide
guidance to the sector. With the end in view of
setting out clear directions and establishing
priorities, the availability of timely, relevant and
accurate information is of essence. Data gathered
through the conduct of researchers and studies
shall be desseminated to enable the TVET
stakeholders to make informed decisions. With
quality information, TVET policies and plans
shall be formulated that will serve as the
blueprint for TVET implementation in the
country.

63. Policies, Plans and Information
Programs and services relating to these concern embody the role
of TESDA as the authority in technical vocational education and
training (TVET). These are aimed at providing clear directions and
priorities for TVET in the country. These include the formulation of
plans and policies for the TVET sector and the generation through
researches and studies and the dissemination of relevant data
and information for informed decision of stakeholders of the
sector.
National Technical Education Skills Development (TESD) Plan
National Technical Education Skills Development (TESD)
Agency
Philippine Technical Vocational Education and Training (TVET)
System
Philippine Technical Vocational Education and Training (TVET)
Outlook
Labor Market Intelligence Reports
List of Technical Vocational Education and Training (TVET)
Studies
Technical Vocational Education and Training (TVET) Statistics

64. Pro-active Job Matching Process
TESDA shall SEEK (jobs) through domestic and
international market intelligence report to pinpoint
specific job requirements. TESDA shall FIND (people)
the right people who can be trained to fit the jobs in
partnership with NGOs, social welfare agencies /
institutions, school and community organizations.
TESDA shal TRAIN (people) using standards of quality
for TVET developed in consultation with various
industry sectors. This pro-active matching process
contributes to the best job-skills fit. TESDA also focuses
on increasing productivity of implemented training
programs by assisting individuals or groups who prefer
to go into micro business, small and medium
enterprises of enterpreneurship
training.

65. Support to TVET Provision
In view to the need to provide equitable
access and provision of TESD programs to
the growing TVET clients, TESDA continues
to undertake direct training provision. There
are four training modalities - school-based,
center-based, enterprise-based and
community-based. These are being done
with the TESDA's infrastructure in place - 57
administered schools, 60 training centers,
enterprise-based training through
DTS/Apprenticeship and community-based
training in convergence with the LGUs.

66. School Based Programs
Center Based Program
Community Based Programs
Enterprise Based Programs
TESDA Language Skills Institutes
Scholarship and Student Assistance Programs
Career Guidance and Placement Programs
Institutional Capacity Building
For TESDA to provide the required services and live up to its core
business, it must muster internal capacity and capability. It is
necessary to build its competencies along various requirements of
its responsibilities in direction setting, standards setting and
systems development and in supporting TVET provision.
Institutional capacity building also involves the installation of the
TESDA quality management system at all levels of the
organization.
Foreign Scholarship Training Program

67. TVET Programs
In view of the need to provide equitable
access and provision of TESD programs to
the growing TVET clients, TESDA continues
to undertake direct training provisions.
There are four training modalities school-
based, center-based, enterprised-based and
community-based. These are being done
with TESDA’s infrastructure in place – 57
TESDA administered schools, 60 training
center, enterprized-based training through
DTS/apprenticeship and community-based
training in convergence with the LGU’s.

68. School Based Program
This refers to the direct delivery or
provision of TVET programs by the
TESDA-administered schools. Totaling to
57, 19 are agricultural schools. 7 are
fishery schools and 31 are trade schools.
These school based programs include
post-secondary offerings of varying
duration not exceeding three years.

69. Center Based Programs
These refer to training provisions being
undertaken in the TESDA Regional (15) and
Provincial (45) Training Centers totaling 60 in
selected trade areas in the different regions and
provinces in the country.

70. TESDA Training Center Taguig Campus
Enterprise (TTCTCE)
The TTCTCE conducts and advanced
technology training programs registered under
UTPRAS in partnership with industry
organizations under a co-management scheme
in response to the training requirements of the
industry. These programs generate income to
support TESDA Development Fund (TDF). The
TESDA board approves the training fees. From
the training fees, at an agreed sharing scheme
contained in a MOA, the industry partners
assume all the training expenses, repair and
maintain the training facilities of the center.
They also bring the equipment to augment
TESDA's delivery system.

71. Community Based Programs
Community-based Training for Enterprise development
Program is primarily addressed to the poor and marginal
groups, those who cannot access, or are not accessible by
formal training provisions. They have low skills, limited
management abilities, and have few economic options.
They have no access to capital – most of them are
unqualified for formal credit programs. The program
goes further than just mere skills training provision. It is
purposively designed to catalyzed the creation of
livelihood enterprises that shall be implemented by the
trainees, immediately after the training. Likewise, it is
designed to assist partner agencies such as LGUs, NGOs,
people organizations and other agencies organizations
with mission to help the poor get into productive
undertakings to help themselves and their communities.
a. The Evolution of Community-based Training and
Enterprise Development in TESDA

72. Enterprise Based Programs
Enterprised-Based Programs are training program being
implemented within companies/firms. These programs can be any
of the following:
Apprenticeship Program is a training and employment program
involving a contract between an apprentice and an employer on an
approved apprenticeable occupation. Generally, it aims to provide
a mechanism that will ensure availability of qualified skilled
workers based on industry requirements. The period of
apprenticeship covers a minimum of four months and a maximum
of six months. Only companies with approved and registered
apprenticeship programs under TESDA can be hire apprentices.
Objectives:
To help meet the demand of the economy for trained manpower;
To establish a national apprenticeship program through the
participation of employers, workers and government and non-
government agencies; and
To establish apprenticeship standards for the protectionof apprentices.

73.  Learnership Program is a practical training on-the-job for
approved learnable occupations, for a period not
exceeding three months. Only companies with TESDA
approved and registered learnership programs can hire
learners.
 Dual Training System is an instructional mode of
delivery for technology-based education and training in
which learning takes place alternately in two venues: the
school or training center and the company.
One of the strategic approaches on this program is the
conversion of selected industry practices/ programs
registered under the apprenticeship program into DTS
modality.
Objectives: To strengthen manpower education and
training in the Philippines by institutionalizing the DTS as
an instructional delivery system of technical and
vocational education and training (TVET).

74. Target Beneficiaries:
 Trainees/ Students
 Companies
 Schools
 Training Centers
 Training Institutions
 IBs/Industry Associations
 LGUs
 NGOs
 GOs
 Parents
 Teachers
 Trainers

75.  Benefits of the Dual Training System:
FOR STUDENTS:
 Quality training and proper skills, work attitude and
knowledge
 Enhanced employability after training
 Better chances for career mobility
 Allowance for transportation and other expenses.
 FOR COMPANIES:
 Workers developed according to the company's needs
 Guaranteed highly skilled and productive workers
 Savings on production cost through tax incentives
 FOR SCHOOLS:
 Less need for sophisticated equipment and facilities
 Responsiveness to industries' needs
 Maximized use of equipment and facilities
 Better employment opportunities for its graduates
 Enhanced public image
 Tax exemption for imported equipment

76. Competency Standards Development
TESDA develops competency standards for middle-level
skilled workers. These are in the form of units of
competency containing descriptors for acceptable work
performance. These are packaged into qualifications
corresponding to critical jobs and occupations in the
priority industry sectors. The qualifications correspond
to a specific levels in the Philippine TVET
Qualifications Framework (PTQF).The competency
standards and qualifications, together with training
standards and assessment arrangements comprise the
national training regulations (TR) promulgated by the
TESDA Board. The TRs serve as basis for registration
and delivery of TVET programs, competency
assessment and certification and development of
curricula for the specific qualification.

77. Assessment and Certification
TESDA pursues the assessment and certification of the
competencies of the middle-level skilled workers through
Philippine TVET Qualification and Certification System
(PTQCS). The assessment process seeks to determine
whether the graduate or worker can perform to the
standards expected in the workplace based on the defined
competency standards. Certification is provided to those
who meets the competency standards. This ensures the
productivity, quality and global competitiveness of the
middle-level workers.
TESDA has a Registry of Certified Workers which provides
information on the pool of certified workers for certain
occupations nationwide.
TESDA also has accredited assessment centers as well as the
competency assessors who conduct competency
assessment process for persons applying for certification.

78. TESDA also has accredited assessment centers as well as
the competency assessors who conduct competency
assessment process for persons applying for
certification.
a. General Requirements and Procedures in Applying
for Assessment and Certification (National
Certificate (NC) / Certificate of Competency
(COC))
1. List of TESDA Accredited Assessment Centers
2. List of Accredited TESDA Qualified Assessors
b. Free Assessment Service of TESDA (FAST)
1. Application Requirements and Procedures
c. Maritime / Seafarer’s Ratings
1. Steps in Applying for Certificate of Competency
(COC) under STCW
2. List of Accredited Assessment Centers for

79. d. Household Service Worker
1. Procedures and Guidelines in applying for
Household Service Worker NC II
e. Online Registries
1. Registry of Workers Assessed and Certified
(RWAC)
2. Maritime Certificate (COC) Verification
3. Registry of Certified Household Service
Workers 3. Registry of Certified Welders

80. ACHIEVEMENTS
 In 2009, TESDA provided 592,977 scholarships to displaced local
workers and OFWs under the Pangulong Gloria Scholarships (PGS).
Some 592,977 students and trainees also qualified as scholars under
the Private Education and Student Financial Assistance (PESFA)
program. A total of 158,855 high school students were profiled under
the Youth Profiling for Starring Career (YP4SC) in 2009. A one-stop
center on job referral and placement assistance was established in 672
blue-desks throughout the country.
 TESDA also upgraded the skills and certified 10,335 tech-voc trainers
and dispatched 2,896 trainees under the TESDA-JITCO Skills and
Technology Transfer Project during the year.
 An additional 5,264 tech-voc programs were registered in 4,041 public
and private training providers nationwide. The registry of certified
workers was up by 482,034 while the number of accredited assessors
and assessment centers totaled to 2,665 and 1,676, respectively.
 In skills assessment and certification, some 836,131 skilled workers
and new graduates were assessed. Of this number 690,836 workers
were certified.
 Of the three training delivery modes, community-based training
programs produced the highest number of graduates at 907,730,
followed by institution-based training with 873,558 and enterprise-
based training with 122,505 graduates.

81. EMPLOYED
 The impact evaluation study conducted by TESDA showed
that of the more than 200,000 graduates who responded in
the survey, 55 percent were already employed. More than
one-third (36%) got their jobs in less than a month and one-
fourth (26%) were employed within one to three months
after completing their courses.
 This study also showed that graduates of technical
vocational courses have higher chances of getting
employment than college graduates.
 The skills learned by vocational training graduates,
according to TESDA, are very much in demand and are
attuned to the needs of companies. The courses they have
chosen were based on their occupational interests and
aptitudes.
 The biggest number of graduates were employed in the
following business sectors: footwear and leathergoods; land
transportation; processed food and beverages; business
process outsourcing; heating, ventilation and air-
conditioning; metals and engineering; construction and
furniture and fixtures.

82. THE VALUE OF TECH-VOC
 In the past, many Filipinos shy away from tech-voc
courses, thinking that these are only for the poor
and those with low mental ability. The reality now
is that most of the successful workers and
entrepreneurs have taken at least one or two tech-
voc courses. Most of the job vacancies now, both in
the domestic and overseas labor markets, require
technical skills.
 Enrollment in tech-voc courses has in fact
increased over the years and has reached 1.98
million in 2009. Half of the enrollees were high
school graduates while 13 percent were already
college graduates. The rest were either college
undergraduates (16 percent) or have previously
taken other post-secondary tech-voc course (12
percent).