Technical Vocational Education
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Technical and vocational education aims to develop technical skills, knowledge, and attitudes to prepare students for the workforce. It covers fields like agriculture, business, fisheries, industrial arts, and homemaking. Technical education is needed to meet labor demands, reduce unemployment and underemployment, and enhance technology transfer. The Technical Education and Skills Development Authority (TESDA) oversees technical vocational education and training in the Philippines, establishing policies, programs, and standards to ensure quality, accessible, and relevant skills development for the workforce.
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The Technical Education and Skills Development Authority (TESDA) was established in 1994 through a law aimed at encouraging skills development in the Philippines. It was created by merging three offices across two government departments. TESDA aims to integrate, coordinate and monitor skills development programs, and to restructure efforts to promote middle-level manpower. It formulates skills plans, sets standards, coordinates policies, and provides guidelines for technical-vocational education and training. TESDA supports TVET provision through school-based, center-based, enterprise-based and community-based training modalities.
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This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
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1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
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Japan's educational system is clever that indeed made them placed fourth in the international science and math study in 2007,and many other achievements wherein they are competing globally.
Amidst these achievements in the said major subjects, Japan also gives emphasis and importance to what they really own; their language as part of their curriculum.
Above all of these, agencies both in public and private sectors made a big part in which they provided the needs and necessities in education.
By this, its quite obvious that Japan will continue reigning in the international education studies and also continue aiming the reality of their vision; to produce a globally-competitive individuals.
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This document provides an overview of the educational systems in Japan and America. It discusses the key aspects of Japan's educational system from kindergarten through university, including curriculum, facilities, administration/staff, classroom management, and daily schedules. The educational system in Japan is highly standardized and demands a rigorous curriculum. It emphasizes teacher quality, equitable access to education, and strong school-home communication. Studying different countries' educational systems can provide ideas for how to improve one's own teaching practices and better prepare students for a globalized world.
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This document provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.
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The document discusses trends in education in the Philippines, including higher education reforms, vocational training programs, and technology adoption. It notes that the government budget for education was increased in 2014 to support the K-12 program. Higher education institutions are working to address unemployment through programs transforming agricultural colleges and quality control measures. Vocational training through TESDA is promoted as more practical and affordable than university. TESDA also partners with other countries to share best practices in technical education.
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2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
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Japan's educational system is clever that indeed made them placed fourth in the international science and math study in 2007,and many other achievements wherein they are competing globally.
Amidst these achievements in the said major subjects, Japan also gives emphasis and importance to what they really own; their language as part of their curriculum.
Above all of these, agencies both in public and private sectors made a big part in which they provided the needs and necessities in education.
By this, its quite obvious that Japan will continue reigning in the international education studies and also continue aiming the reality of their vision; to produce a globally-competitive individuals.
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The document discusses trends in education in the Philippines, including higher education reforms, vocational training programs, and technology adoption. It notes that the government budget for education was increased in 2014 to support the K-12 program. Higher education institutions are working to address unemployment through programs transforming agricultural colleges and quality control measures. Vocational training through TESDA is promoted as more practical and affordable than university. TESDA also partners with other countries to share best practices in technical education.
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1. Scope refers to the breadth of content, topics, experiences, and organizing themes included in the educational plan. The curriculum can be divided into chunks like units or chapters.
2. Sequence involves arranging the content and experiences in a logical order, either based on the subject matter or patterns of cognitive, affective, and psychomotor development.
3. Continuity provides vertical repetition of content to strengthen learning and develop skills over time, similar to a spiral curriculum described by Bruner.
4. Integration erases boundaries between subjects and disciplines, instead organizing around real-world themes.
5. Articulation sequences content either vertically from one grade
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editedversiongroup1:japan education system
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The document provides information about a training event on the Technical Education and Skills Development Authority (TESDA) TVET training continuum hosted by the Philippine University (PUP). It introduces the event host, speakers and agenda. The event will cover topics such as TESDA's mandate and functions, the Philippine educational system, competency standards development, and the national TESDA plan. It includes figures and diagrams explaining concepts like the TVET framework and providers, graduates, employment data, and the relationship between technical education goals and outcomes.
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This document outlines the Enhanced Basic Education Act of 2013, which aims to develop productive citizens equipped with essential competencies through a reformed basic education system. Key points include:
- The basic education system will be restructured to include kindergarten, 6 years of elementary, 4 years of junior high and 2 years of senior high school.
- The DepED will formulate a new curriculum in coordination with stakeholders to ensure it is globally competitive, learner-centered, and responsive to diversity.
- Teachers will receive improved training, and non-education graduates will be allowed to teach subjects with shortages.
- Career guidance will be strengthened to help students choose career paths.
- Strateg
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This document discusses four approaches to curriculum development: behavioral, managerial, systems, and humanistic. The behavioral approach focuses on specifying goals and objectives and arranging content and activities to meet those objectives, evaluating learning outcomes based on the goals. The managerial approach emphasizes the principal's role in setting policies, planning, and organizing curriculum implementation. The systems approach views all parts of the school as an interconnected system. The humanistic approach places the learner at the center and aims for their total development. Curriculum developers may draw from one or more of these approaches.
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
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The TESDA Act of 1994 established the Technical Education and Skills Development Authority (TESDA) as the primary agency responsible for technical education and skills development in the Philippines. It aims to develop and implement comprehensive and integrated technical education and skills programs to address the needs of different sectors of the economy. Key provisions include establishing technical education and skills standards, strengthening training centers, and developing incentive schemes for public-private partnerships. The law remains relevant today as TESDA provides training programs that equip Filipinos with skills for employment opportunities and contribute to national development goals.
2019 paps ppt for capitol
- TESDA serves as the Philippines' authority for technical vocational education and skills training. It aims to develop the Filipino workforce with world-class skills and positive work values through technical and skills development programs.
- The document discusses TESDA's priority programs and projects for 2018-2019 which include rehabilitating training centers to offer higher-level technical courses, constructing a new training center, and upgrading equipment to meet industry needs and the demands of economic integration. The goals are to produce globally competitive skilled workers and support sustainable economic growth.
Teaching EPP AND TLE.pdf
Teaching EPP and TLE implies the pivotal details that can help teachers and educators to know how the basic structures of the said subjects.
TLE 1 ( Lessons 1 & 2).pdf
This document outlines classroom rules, vision, mission, and goals for an academic institution. It also provides details on course requirements, descriptions, content, and guidelines for teaching Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE). Key learning theories from Jerome Bruner and Robert Gagne are discussed in the context of teaching approaches for TLE, including direct instruction, hands-on learning, laboratory experiences, and project-based methods.
Current Status of Technical Education
This document summarizes the current status of technical education in India. It discusses the importance of technical education for developing job skills and fueling economic growth. It outlines some key challenges facing technical education like outdated curricula and lack of practical training. It also provides an overview of the current technical education system in India and the state of Odisha, highlighting opportunities and threats. It concludes by emphasizing the need for reforms like increasing industry collaboration, focusing on developing practical skills, and lifelong learning opportunities.
TVET Policy and Strategy on Core point ppt
This document outlines Ethiopia's TVET policy and strategy for new trainees. It discusses the philosophy of TVET in Ethiopia, which is to develop citizens holistically and prepare them for the labor market. It also addresses the need for a new policy and strategy, as the current TVET system has not adequately modernized Ethiopia's economy or contributed to its development. The vision is to create competent, innovative citizens by 2030 to improve livelihoods. Key policy issues discussed include ensuring TVET is relevant, high-quality, equitable and accessible. The document also covers initiatives related to research, infrastructure development, institutional capacity, and monitoring/evaluation.
Teacher training and development
The document discusses teacher training and professional development with regards to information and communication technology (ICT). It covers several topics including the importance of ICT in education, challenges for teacher development in integrating ICT, and learning through ICT. It also discusses the requirements outlined in South Africa's white paper on e-Education. The document notes the various stages of ICT teacher development, from emerging to transforming stages. It emphasizes the need for effective teachers to facilitate student learning and creativity through digital technologies. Overall, the document focuses on how ICT can be used to enhance education and the importance of teacher training to integrate technology successfully in the classroom.
RA 7796: TESDA ACT OF 1994
This agency was sign into law under the Republic Act No. 7796, known as the TESDA Act of 1994.
The presentation contains animation.
Email for a copy:jesuitas.maryfrance3@gmail.com
PERVASIVENESS OF TECHNOLOGY
This document discusses the importance of including educational technologies in teacher training and professional development. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, national strategic objectives, and aims of initiatives regarding continuous teacher development. The goals of these international and national initiatives are to improve teacher competency standards relating to ICT and professional skills for the 21st century knowledge-based society.
Vocational education
This document discusses vocational education in India. It defines vocational education as education that prepares people for specific trades through developing technical skills. It outlines the need for vocational education in India to reduce unemployment and boost the economy. It lists the various vocational subjects available at secondary level and the agencies involved in technical and vocational education. It also discusses the advantages, disadvantages, and challenges of vocational education in India.
Bagong syllabus sa professional education
The document provides information on the Bachelor of Technical-Vocational Teacher Education (BTVTEd) program at the Technological University of the Philippines. It discusses the university's vision, mission, and core values. The BTVTEd program aims to develop highly competent teachers in technical and vocational education. The 18-week course covers topics like the philosophical foundations of technical vocational education, the teacher's role in the community and as a leader, and challenges in the Philippine TVET system with globalization. Requirements include attendance, assignments, projects, exams, and maintaining a scholarly attitude.
SkillBooster
The document discusses initiatives by the Indian government and private sector to increase skill development and employability of youth. It notes that 57% of Indian youth lack sufficient skills and 80% do not have marketable skills. Government programs through organizations like NSDC aim to strengthen vocational training through ITIs and ITCs. Challenges include integrating skill programs with formal education and ensuring placement. Potential solutions proposed include reforming education to focus more on analytical skills, introducing latest technologies, and establishing a strong network of volunteers from different professional backgrounds to impart skills training.
vocationaleducationppt-150713083803-lva1-app6891 (1).pptx
This document discusses vocational education in India. It defines vocational education as education that prepares people for specific trades through developing technical skills. It outlines the need for vocational education in India to reduce unemployment and boost the economy. It describes the various vocational subjects offered at secondary level and the agencies and institutions involved in technical and vocational education. It discusses the advantages of vocational education in increasing employability but also outlines challenges like limited flexibility and lack of experienced teachers.
TESDA
The document provides information about a training event on the Technical Education and Skills Development Authority (TESDA) Training Continuum hosted by the Philippine University (PUP) Graduate School. It introduces the speaker, Dr. Victoria Naval, and provides an overview of the Philippine educational system focusing on the roles of DepEd, CHED, and TESDA. It also summarizes TESDA's mandate, programs, and the competency-based TVET framework.
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Variety of Assessment Instruments
The document discusses several types of assessment instruments that can be used to evaluate student performance: 1) objective examinations which teachers are familiar with but may not cover a wide range of knowledge, 2) essay examinations which allow student individuality but not breadth of coverage, 3) written work which allows learning through the process of completion, 4) portfolios which compile documents and activities on a topic, 5) rubrics which evaluate performance based on criteria rather than scores, and 6) skills assessments which also evaluate performance against criteria. Rubrics can be holistic or dimensional and emphasize objectives, use performance ratings, and describe standard levels.
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Technical Vocational Education
- 2. Goals and Objectives of Technical Education ▹ Development of basic technical skills, knowledge and attitudes ▹ Development of understanding and interest in the technological sector of society ▹ Development of trained manpower ▹ Enhancement of creativity, innovation, productivity and entrepreneurial skills ▹ Development of new and appropriate technology
- 3. Technical Courses ▹ Agricultural arts ▹ Business and distributive arts ▹ Fishery arts ▹ Industrial arts ▹ Homemaking arts
- 4. Need for Technical Education ▹ Preparation for the world of work ▹ Meeting the needs of Filipino youth and adults ▹ Meeting manpower needs ▹ Solving unemployment and underemployment ▹ Enhancing transfer of technology
- 5. TVET in the Philippines 5Agricultural arts At present, it provides education and training opportunities to prepare students and other clients for employment. arts Fishery arts Industrial arts Homemaking arts Technical Vocation Education and Training (TVET)
- 6. TVET Clientele High school graduates, secondary school leavers, college undergraduates and graduates Unemployed persons who are actively looking for work Returning overseas Filipino workers Homemaking arts POTENTIAL CLIENTELE OF TVET
- 8. Technical Education and Skills Development Authority (TESDA) ▹ First Cycle National Technical Education and Skills Development Plan (2000-2004) to guide the development efforts in the whole TVET sector. ▹ The assessment of the Plan implementation showed major gains in the sector for the past 5 years
- 10. ▹ ACCESS ▹ RELEVANCE ▹ QUALITTY ▹ EQUITY
- 11. Technical Education and Skills Development Authority (TESDA) ▹ 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. ▹ Provides direction, policies, programs and standards towards quality technical education and skill development. 1 1
- 12. “TESDA is mandated 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” TESDA as the Authority in TVET
- 13. Issues on Technical Education ▹ Students commonly would prefer formal education ▹ Ensuring adequate qualified technology teachers ▹ Upgrading of facilities/rapid increase of technology ▹ Adequate and stable financial support budgetary limitations of the government ▹ Competitiveness of the Filipino worker overseas ▹ Needs research and development
- 14. • Technical Education and Skills Development Authority (TESDA) East Service Road, South Luzon Expressway, Taguig City, Metro Manila, Philippines, 1631 www.tesda.gov.ph, 63 02 816-3622/893-1966 • Ofreneo, R., Leogardo, V., & Baldemor, R. (1996). Human resources development and major tech-voc issues and concerns. TESDA study on ILO Convention 142 and Recommendation 140. TESDA. REFERENCES 1 4