The Technical Education and Skills Development Authority (TESDA) was established in 1994 through the Technical Education and Skills Development Act to coordinate and monitor skills development programs in the Philippines. TESDA aims to reduce overlapping skills training, provide national direction for technical-vocational education, and integrate public and private sector efforts. It develops competency standards, administers skills assessments and certification, and oversees technical-vocational education delivery through school-based, center-based, enterprise-based, and community-based programs.

1. TESDA
Technical Education and Skills Development Authority

2. • established through the enactment of Republic Act No. 7796 otherwise
known as the "Technical Education and Skills Development Act of 1994“
• signed into law by President Fidel V. Ramos (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.

3. TESDA

4. • It was meant to reduce overlapping in skills development
activities initiated by various public and private sector agencies
• to provide national directions for the country's technical-
vocational education and training (TVET) system

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

6. 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.

7. Vision
The transformational leader in the technical education and
skills development of the Filipino workforce.
Mission
TESDA sets direction, promulgates relevant standards, and
implements programs geared towards a quality-assured and inclusive
technical education and skills development and certification system.

8. Values Statement
We believe in demonstrated competence, institutional integrity,
personal commitment, culture of innovativeness and a deep sense
of nationalism.

9. 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

11. 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

12. Direction Setting
• 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.
Policies, Plans and Information

13. • National Technical Education Skills Development (TESD) Plan
• National Technical Education Skills Development (TESD) Research Agenda
• 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

14. TVET Provision
•school-based,
•center-based,
•enterprise-based and
•community-based
Four TrainingModalities

15. 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.

16. 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.
• List of TESDA Regional and Provincial Training Centers
• Training Calendar

17. Specialized Training Centers
TESDA Women’s Center (TWC)
seeks to advance the economic status of women
through training, entrepreneurship development,
gender sensitive policies, programs and projects and
research and advocacy. It was established through a
grant from the Government of Japan.

18. Language Skills Institute (LSI )
serves as TESDA’s facility for language programs specifically for
workers intending to work abroad. The LSI conducts training on
workplacecommunication on the language of the country of the
worker’s destination. There are 35 LSI nationwide offering different
language courses which include English, Korean, Mandarin,
Japanese and Spanish.

19. Korea-Philippines IT Training Centers
are grant-assisted projects from the Government of the Republic
of Korea. These KPITTCs are located at the Polytechnic University
in Novaliches, Quezon City and at the Regional Skills
Development Centers in Guiguinto, Bulacan and Tibungco, Davao
City, respectively.

20. TESDA Training Center Taguig Campus Enterprise (TTCTCE)
The TTCTCE conducts and advanced technology training programs
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.

21. COMMUNITY BASED PROGRAMS
• It 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

22. ENTERPRISE BASED PROGRAMS
•Enterprised-Based Programs are training program
being implemented within companies/firms.

23. Apprenticeship Program
•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.

24. Learnership Program
•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.

25. 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.

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

27. 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

28. 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.
The competency standards and qualifications, together with
training standards and assessment arrangements comprise the
national training regulations (TR) promulgated by the TESDA
Board.

29. • List of Promulgated Training Regulations (TR)
• Training Regulations Qualification Code
• Validation of the Training Regulations (TR)

30. ASSESSMENT AND CERTIFICATION
• 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.