The document outlines the comprehensive framework for Technical Vocational Education and Training (TVET) reforms in the Philippines, consisting of quality assurance systems, qualification standards, and unified registration processes. It emphasizes the importance of a relevant, efficient, and accessible education system aimed at satisfying industry needs and improving workforce competitiveness. Additionally, it introduces collaboration with international partners, such as Germany, to enhance TVET capabilities and incorporates these developments into the K to 12 education curriculum.

1. Merie Lyn DJ. Agustin
MAE - Physics
Technical -
Vocational
Education &
Training
Reforms

2. The Technical Vocational
Education and Training reforms
consists of four (4) major
components, namely:
1. Quality Assured Philippine TESD
System
2 .TESDA Occupational
Qualification and Certification System
3. Unified Program Registration
and Accreditation System
4. TVET Quality Awards

3. I. Quality Assured Philippine
TESD System
Section 2 of Republic Act No. 7796,
otherwise known as the Technical
Education and Skills Development Act
of 1994, that it is “the policy of the State to
provide relevant, accessible, high quality
and efficient technical education and skills
development in support of the
development of high quality Filipino
middle-level manpower responsive to and
in accordance with the Philippine
development goals and priorities”.

4. I. Quality Assured Philippine
TESD System
The Philippine TESD system must be:
Relevant
A relevant TESD System has three
different dimensions:
- relevant to the TESD clients,
- to the skills needs of the industry,
- to the structure of market incentives.

5. I. Quality Assured Philippine
TESD System
Efficient
An efficient TESD System can be
measured in two aspects:
- internal efficiency which concerns the optimal
mix of inputs and appropriate configuration of
TESD delivery modes that will best meet local
needs.
- external efficiency which is best achieved
when TESD institutions are directly linked to
employment and job markets so that their
graduates immediately benefit from what they
have learned.

6. I. Quality Assured Philippine
TESD System
Accessible if:
- it offers everyone access to productive
employment
- It provides access to higher education and other
lifelong learning opportunities.
Cooperative and Consensual
when:
- it is founded on institutional arrangements
that encourage private sector participation
and involvement and collaboration.

7. I. Quality Assured Philippine
TESD System
High Quality TESD System
is one where:
- primary customers benefit directly
from the TESD services
- Skills need of industry is adequately
met

8. BASIC PRINCIPLES OF THE QUALITY
ASSURED PHILIPPINE TESD SYSTEM
- anchors on a competency-based National Qualification
and Certification System
- draws standards and priorities from the industry
- accessible to basic education graduates, school leavers,
workers, entrepreneurs and persons in higher educational
institutions
- allows the person to enter at any stage in the system
- allows recognition of prior learning
- installs quality assurance among training providers through
Unified Program Registration and Accreditation System
- utilizes certification as an assurance to industry of the
quality of the workers
- dovetails the directions indicated in government plans,
policies, priorities, and public investments
- provides incentives to quality assured training provides
through the TVET Quality Award

9. What is TESDA Occupation Qualification and
Certification System or TOQCS?
- It is a process of determining the
qualification level and certification level of a person
based on competency assessment.
- Under the TOQCS framework,
qualifications issued in the TVET sector are based
on achieving competency standards relevant to the
needs of the industry. Competencies within a
specific level of qualification are small units of work
that can merit a person/worker a job after
completion. Therefore, completion of a certain
competency would assure the industry that a
person/worker can perform a specific task/work.
II. TESDA Occupation Qualification
and Certification System or TOQCS

10. Take-off point or basis of all
qualification and certification activities:
a.National Occupational Skills Standard
- sets the minimum requirements of
knowledge, skills and work values for a specific
occupation.
b. Competency Assessment
- an instrument consisting of written and practical
tests designed to measure the person’s
knowledge and skills based on the corresponding
occupational skills standard.
II. TESDA Occupation Qualification
and Certification System or TOQCS

11. Public assessment and certification
This shall cater to the needs of new graduates of tech-
voc schools, and TESDA training programs, small-shop
workers, and ordinary skilled laborers or job seekers who
want to be assessed and certified.
This project component shall also serve the needs of
small and medium firms who would want to make use of the
assessment and certification scheme for their own HRD
program. Under this component, the program shall use
existing TESDA standards and competency assessments
(which shall be reviewed and revalidated) and shall be
implemented through the existing assessment structures of
TESDA.
II. TESDA Occupation Qualification and
Certification System or TOQCS

12. Skills Certification and Equivalency Program
(SCEP)
This is a process of granting civil service
eligibility to government skilled employees (trades
and crafts group) and those seeking entrance into
the service. The process involves trade testing and
issuance of skills certificates to those who passed the
test administered by TESDA. These skills certificates
are given equivalent eligibilities by the Civil Service
Commission (CSC) appropriate for Category I
positions in the government service.
II. TESDA Occupation Qualification and
Certification System or TOQCS

13. What is skills certification?
It is a process of
evaluating/assessing the country’s skilled
workers if they have the knowledge and
ability to perform the tasks which relate to
such job/occupation.
II. TESDA Occupation Qualification and
Certification System or TOQCS

14. Who benefits from skills certification?
For the consumer
- Better services
- Better products
For the workers:
- Recognition of skill
- Sense of pride in self and work
For the government and employers the skills
standards can serve as an objective basis for:
- Hiring and promotion
- Salary scale determination
- Incentives and other benefits
- Collective bargaining agreement
II. TESDA Occupation Qualification and
Certification System or TOQCS

15. III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS)
Omnibus Amdendatory Guidelines
LEGAL BASIS
Republic Act No. 7796, otherwise known as the TESDA Act
of 1994, empowers TESDA to establish and maintain a system of
accrediting, coordinating, integrating, monitoring and evaluating
formal and non-formal technical vocational education and training
programs.
In its regular meeting held on January 23, 1998, the TESDA
Board promulgated Resolution 98-03 approving the establishment of
a unified TVET program registration and accreditation system which
shall be in consonance with the pursuit of a quality technical
vocational education and training system.
All TVET programs offered in public and private TVET
institutions shall be subject to program registration under these
guidelines.

16. III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS)
COVERAGE
1. These guidelines shall cover all TVET programs offered by
public and private institutions, including programs offered by
enterprise-based training centers, provided that programs that are
offered in the latter are fee-charging and open to the public.
2. All TVET programs in industrial trades and crafts, agriculture,
fishery, services and home industries, among others, are covered by
the system.
3. TVET programs with permit and recognition certificates
granted by the Secretary of Education shall be reviewed and
registered under UTPRAS within the prescribed period.
4. Apprenticeship programs undertaken by private enterprises
are not covered by these guidelines but shall be authorized on the
basis of existing apprenticeship guidelines. Compliance with
apprenticeship guidelines is considered as having the effect of
UTPRAS registration.

17. COVERAGE
5. TVET institutions with registered TVET programs which
they desire to provide under the dual system shall be
accredited as dual training system institutions under the
guidelines implementing Republic Act No. 7686 in order that
incentives provided for in the law may be availed of by
concerned TVET institutions.
6. Community-based livelihood-oriented training programs
undertaken by local government units and non-government
organizations shall not be subject to registration under these
guidelines, unless prescribed by the TESDA Board.
7. A module of employable competency or a set of
modules may be registered as a TVET program under these
guidelines.
III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS)

18. BASIC PRINCIPLES OF THE REGISTRATION SYSTEM
1. The Unified TVET Program Registration and Accreditation
System is primarily intended to promote public interest and welfare
by ensuring the quality of all TVET programs.
2. The registration system is anchored on the competency-
based system wherein TVET programs adopt the job titles being
prepared for and the competency or set of competencies that are
to be acquired.
3. The registration system prescribes compliance with
minimum standards provided for in training regulations,
promulgated by the TESDA Board.
4. A TVET program for a particular trade area, whether
school-based or center-based, shall be registered on the basis of
the same training regulations.
III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS)

19. BASIC PRINCIPLES OF THE REGISTRATION
SYSTEM
5. The registration system relies on the TESDA
Occupation Qualification and Certification System
(TOCQS) as its platform and, as such, TVET
programs shall be categorized on the basis of the
four qualification levels:
i.National Certificate I (basic [operator] competencies)
ii. National Certificate II (intermediate [craftsman] competencies)
iii.National Certificate III (advanced [technician] competencies) and
iv.National License (highest [master technician] competencies).
III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS)

20. BASIC PRINCIPLES OF THE REGISTRATION
SYSTEM
6. Program adjustment shall be undertaken within
one TOCQS qualification level, or from one higher level
to a lower one. TVET programs that intend to develop
the entire set of competencies for a particular
competency level (under TOCQS) shall be classified as
“TVET program – NC I’’ of NC II, as the case may be.
On the other hand, TVET programs that intend to
develop a few or a number of competencies (within one
competency level in TOCQS) shall be classified as
"TVET program leading to NC I” or NC II, as the case
may be.
III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS)

21. BASIC PRINCIPLES OF THE REGISTRATION
SYSTEM
7. The registration and accreditation system shall be
closely tied up with the provision of technical assistance
and incentives that will encourage and enable TVET
institutions to continually upgrade the quality of training
delivery.
8. The registration system intends to generate a
comprehensive database of TVET institutions and
TVET programs that is essential to the effective
management of the TVET sector.
III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS)

22. The pursuit of quality in the TVET sector is the prime
objective of the Technical Education and Skills Develkopment
Authority (TESDA) for hte next millenium as part of iots
mandate to continuously develop the Filipino middle-level
manpower to attain global competitiveness. To respond to this
global challenge of work excellence and productivity, TESDA
adospt a quality management system (QMS) that would propel
the sector towards attaining this objective.
Assuring quality through continuous improvment to attain
internationally accepted levels of performance is an in evitable
process in the development of principles and practices and to
achieve the best practices in TVET operations, and in
recognition for organizational performance for the sector.
IV. Philippine TVET
Quality Awards Rationale

23. Objectives:
• To promote the performance standards of
excellence in TVET institutions;
• To provice recognition to TVET institutions
which conform to the best practices in the sector;
• To establish benchmarks of quality for TVET
institutions;
• To establish a national system to evaluate
productivity and quality improvment for TVET
institutions.
IV. Philippine TVET
Quality Awards Rationale

24. TVET Quality Awards Framework The Philippine
TVET Quality Awards is the highest level of
recognition given to TVET organizations / institutions
which have demonstrated outstanding performance
had organizational excellence through commitment to,
and application of quality principles and practices.
This wards is under the framework of the
Philippine Quality Awards (PQA) 1 which is the
highlest level of recognition to any organizational
performance for quality and productivity (as proposed
by the DAP, PQPC and PQPM).
IV. Philippine TVET
Quality Awards Rationale

25. The Philippine TVET quality Awards uses the
seven-point framework of the Quality Management
System as its assessment criteria:
1. Leadership
2. Strategy, Policy and Planning
3. Information and Analysis
4. People
5. Customer Focus
6. Quality of processes, products and
services
7. Organizational Performance
IV. Philippine TVET
Quality Awards Rationale

26. Awards Levels
• Platinum Award for Excellence
• Gold Award for Mastery
• Silver Award for Proficiency
• Bronze Award for Commitment
IV. Philippine TVET
Quality Awards Rationale

27. Award Categories
• Primary Patron
• Sponsors
• Awards Manager
• Awards Council
• Awards Administrator
• Board of Assessor
IV. Philippine TVET
Quality Awards Rationale

28. Philippines, Germany Launch Landmark
Agreements on Tec-Voc Education and Training

29. 13 October 2014 -
As part of President
Benigno S. Aquino
III’s official visit to
Berlin last month,
the Philippines and
Germany signed two
agreements on
technical and
vocational education
and training (TVET).
Philippines, Germany Launch Landmark
Agreements on Tec-Voc Education and Training

30. Witnessed by Foreign Affairs Secretary
Albert F. del Rosario, Trade and Industry
Secretary Gregory Domingo, Technical
Education and Skills Development Authority
(TESDA) Director General Joel Villanueva and
high-ranking German officials, Philippine
Ambassador to Germany Maria Cleofe R.
Natividad and German Ambassador to the
Philippines Thomas Ossowski signed the Joint
Declaration of Intent that provides a
comprehensive bilateral framework for
cooperation on TVET.
Philippines, Germany Launch Landmark
Agreements on Tec-Voc Education and Training

31. As part of efforts to boost TESDA’s
capabilities, Secretary Joel Villanueva and
President Prof. Dr. Friedrich Hubert Esser of
the Federal Institute for Vocational Education
and Training (BIBB) also signed a Cooperation
Agreement for collaborative research and
development of TVET. The Bonn-based BIBB
is a German and international center of
excellence for research on vocational
education and training and the progressive
development of VET.
Philippines, Germany Launch Landmark
Agreements on Tec-Voc Education and Training

32. Agencies handling education services
have gathered to discuss how to seamlessly
incorporate the government’s technical
vocational education and training (TVET)
program into the K to 12 curriculum.
Themed “Enhancing TVET for Industries
of the 21st Century,” the meeting focused on
the K to 12 curriculum, which was
implemented starting last year.
Role of vocational training in K to12 tackled in
Tesda congress

33. Education for Sustainable Development in
Technical and Vocational Education and Training
Organizers, Speakers,
Guests and Delegates of the
International Conference on
Education for Sustainable
Development in TVET led
by (seated, 9th from left to
right) Dr. Harry Stolte
(InWEnt), Secretary Joel
Villanueva (TESDA),
Ambassador Dato Seri Dr.
Ibrahim Saad (Embassy of
Malaysia), Ambassador
Yogendra Kumar (Embassy
of India), Dr. Shyamal
Majumdar (CPSC, Dr. Klaus
Sodemann (IVETA) and Dr.
CK Basu (CPSC).

34. Agencies handling education services
have gathered to discuss how to seamlessly
incorporate the government’s technical
vocational education and training (TVET)
program into the K to 12 curriculum.
Themed “Enhancing TVET for Industries
of the 21st Century,” the meeting focused on
the K to 12 curriculum, which was
implemented starting last year.
Education for Sustainable Development in
Technical and Vocational Education and Training

35. Merie Lyn DJ. Agustin
MAE - Physics
Thank You!