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.
LEGAL BASIS OF EDUCATION-RHODORA ACOSTA.pptxDhoraemon13
The Technical Education and Skills Development Authority (TESDA) and the Commission on Higher Education (CHED) are the two government agencies that oversee technical-vocational education and training (TVET) and higher education in the Philippines, respectively. TESDA was established through the Technical Education and Skills Development Act of 1994 to integrate, coordinate and monitor skills development programs. CHED was created by the Higher Education Act of 1994 to promote equitable access to quality higher education and ensure academic freedom. Both agencies are governed by boards and secretariats that implement their mandates to develop human resources through education and training programs.
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.
The document provides an overview of the Technical Education and Skills Development Authority (TESDA) of the Philippines. It discusses TESDA's mandate to oversee technical education and skills development. It outlines TESDA's organizational structure, functions of departments like the Planning Office and Regional Offices, and training programs delivered through schools, centers, communities and enterprises. The document's purpose is to inform about TESDA's role in developing Filipino workforce skills.
This document provides an overview of the National Service Training Program (NSTP) in the Philippines. It outlines the legal basis of the NSTP, its three components (ROTC, CWTS, LTS), who is covered, duration and fees, implementation management, the NSTP One Summer Program, National Service Reserve Corps, and details of the CWTS component and its areas of service. The NSTP aims to develop civic consciousness, defense preparedness, and service among tertiary students in the Philippines.
The Technical Education and Skills Development Authority (TESDA) was established in 1994 through the TESDA Act to coordinate and oversee technical education and skills development in the Philippines. It was formed by merging the functions of the National Manpower and Youth Council, Bureau of Technical and Vocational Education, and Apprenticeship Program to reduce duplication and provide national direction for technical-vocational education. TESDA is tasked with formulating skills development plans, setting skills standards and certification tests, coordinating policies and programs, and providing guidelines for technical-vocational institutions in both public and private sectors.
The document outlines the creation of the Technical Education and Skills Development Authority (TESDA) through an act of legislation. It details the composition of the TESDA Board, which will govern TESDA and includes Secretaries of key government agencies as well as private sector representatives. The Board is tasked with implementing the policy of providing relevant, high quality technical education and skills development programs.
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.
- The Commission on Higher Education (CHED) was established on May 18, 1994 through the Higher Education Act of 1994 to oversee tertiary and graduate education in the Philippines.
- CHED is one of three governing bodies that oversee the country's education system, along with DepEd for basic education and TESDA for technical-vocational education.
- CHED's mandate is to promote equitable access to quality and relevant higher education and ensure graduates and professionals meet international standards.
LEGAL BASIS OF EDUCATION-RHODORA ACOSTA.pptxDhoraemon13
The Technical Education and Skills Development Authority (TESDA) and the Commission on Higher Education (CHED) are the two government agencies that oversee technical-vocational education and training (TVET) and higher education in the Philippines, respectively. TESDA was established through the Technical Education and Skills Development Act of 1994 to integrate, coordinate and monitor skills development programs. CHED was created by the Higher Education Act of 1994 to promote equitable access to quality higher education and ensure academic freedom. Both agencies are governed by boards and secretariats that implement their mandates to develop human resources through education and training programs.
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.
The document provides an overview of the Technical Education and Skills Development Authority (TESDA) of the Philippines. It discusses TESDA's mandate to oversee technical education and skills development. It outlines TESDA's organizational structure, functions of departments like the Planning Office and Regional Offices, and training programs delivered through schools, centers, communities and enterprises. The document's purpose is to inform about TESDA's role in developing Filipino workforce skills.
This document provides an overview of the National Service Training Program (NSTP) in the Philippines. It outlines the legal basis of the NSTP, its three components (ROTC, CWTS, LTS), who is covered, duration and fees, implementation management, the NSTP One Summer Program, National Service Reserve Corps, and details of the CWTS component and its areas of service. The NSTP aims to develop civic consciousness, defense preparedness, and service among tertiary students in the Philippines.
The Technical Education and Skills Development Authority (TESDA) was established in 1994 through the TESDA Act to coordinate and oversee technical education and skills development in the Philippines. It was formed by merging the functions of the National Manpower and Youth Council, Bureau of Technical and Vocational Education, and Apprenticeship Program to reduce duplication and provide national direction for technical-vocational education. TESDA is tasked with formulating skills development plans, setting skills standards and certification tests, coordinating policies and programs, and providing guidelines for technical-vocational institutions in both public and private sectors.
The document outlines the creation of the Technical Education and Skills Development Authority (TESDA) through an act of legislation. It details the composition of the TESDA Board, which will govern TESDA and includes Secretaries of key government agencies as well as private sector representatives. The Board is tasked with implementing the policy of providing relevant, high quality technical education and skills development programs.
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.
- The Commission on Higher Education (CHED) was established on May 18, 1994 through the Higher Education Act of 1994 to oversee tertiary and graduate education in the Philippines.
- CHED is one of three governing bodies that oversee the country's education system, along with DepEd for basic education and TESDA for technical-vocational education.
- CHED's mandate is to promote equitable access to quality and relevant higher education and ensure graduates and professionals meet international standards.
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
The document discusses the Commission on Higher Education (CHED) in the Philippines and its role in developing the country's human capital and innovation capacity. It outlines several of CHED's key projects including the National Agriculture and Fisheries Education System, Centers of Excellence, thesis/dissertation grants, and visiting research fellow programs. It also briefly discusses the Technical Education and Skills Development Authority's role and various technical and vocational education and training programs.
The document discusses the programs and initiatives of the Commission on Higher Education (CHED) and Technical Education and Skills Development Authority (TESDA) in the Philippines. CHED oversees the country's higher education system and has programs related to agriculture and fisheries education, research grants, faculty development, student financial assistance, and foreign scholarships. TESDA provides technical and vocational education and training through school-based, center-based, community-based, and enterprise-based programs to develop skills for the workforce.
This document provides an overview of the National Service Training Program (NSTP) in the Philippines. It discusses the legal basis of the NSTP, its three components (ROTC, CWTS, LTS), who is covered, duration and fees, implementation and management, and the One Summer Program. It also describes the National Service Reserve Corps and provides details on the dimensions and service components of the Civic Welfare Training Service.
Lesson 1 provides an introduction to the National Service Training Program (NSTP) in the Philippines. It outlines the legal basis of the NSTP as established by RA 9163, which aims to enhance civic consciousness and defense preparedness in youth. The three components of the NSTP are described as Reserve Officer's Training Corps (ROTC), Civic Welfare Training Service (CWTS), and Literacy Training Service (LTS). Details are also provided on student and institutional coverage, duration and units for each component, fees, and program management between educational institutions and relevant government agencies.
The document provides an introduction to the National Service Training Program (NSTP) in the Philippines. It discusses that the NSTP aims to involve tertiary students in community services through three components: Reserve Officer's Training Corps (ROTC), Literacy Training Service (LTS), and Civic Welfare Training Service (CWTS). It describes that CWTS focuses on community services like health education, entrepreneurship, and environment. The vision of CWTS is to promote youth development and community-building through values education, leadership, and sustainable social projects.
The Philippine education system has three main governing bodies: DepEd oversees primary and secondary education, CHED oversees higher education, and TESDA oversees technical/vocational education. It also draws influence from its colonial history under Spain and the US. The system includes K-12 basic education (6 years primary, 4 years junior high, 2 years senior high) and higher education (bachelor's, master's, PhD). Instruction is in English and Filipino. The Constitution and several laws provide the legal foundation and governance framework for education.
This document proposes a plan to boost skillsets and employability of youth in India by addressing issues of illiteracy and lack of skills. Key points:
- Many graduates in India lack skills and are unemployed despite a growing workforce needing skills training.
- The plan involves unemployed graduates and professionals providing vocational and language training to illiterate rural people over 3 months to boost literacy and skills.
- Benefits include increasing literacy, providing employment and skills to more people, and connecting workers to jobs. However, it requires significant funding support, volunteers, and ongoing commitment to implement successfully.
This document summarizes Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. The key points are:
1) It establishes an enhanced basic education program in the Philippines consisting of at least one year of kindergarten, six years of elementary education, and six years of secondary education known as K-12.
2) It aims to develop productive citizens equipped with life-long learning skills and employment competencies through a globally competitive curriculum.
3) It outlines provisions for teacher education and training, hiring specialists to address teacher shortages, career guidance, and expanding financial assistance to students.
4) It creates an oversight committee and mandates evaluations to monitor and
The document summarizes the Philippine education system and technical vocational education and training (TVET) system. It outlines the structure of education from pre-school through tertiary education, which is managed by three separate government bodies: DepEd for basic education, TESDA for TVET, and CHED for higher education. It then provides details on TVET, including the clientele served, delivery modes, providers, and TESDA's role and organizational structure in directing TVET. It concludes by mentioning TESDA's National Technical Education and Skills Development Plan (NTESDP) for comprehensive TVET planning.
This document outlines key provisions of the Enhanced Basic Education Act of 2013 in the Philippines. It establishes a mandatory Kindergarten plus 12 years of basic education (6 years of elementary education and 6 years of secondary education comprising 4 years of junior high school and 2 years of senior high school). It aims to develop productive citizens equipped with life skills through a learner-centered curriculum using the students' mother tongue in early grades and transitioning to Filipino and English in later grades. It also provides for teacher training programs to prepare educators for the new curriculum and allows the hiring of non-education graduates and technical-vocational graduates to address teacher shortages in specialized subjects.
VINOD GUPTA M.Ed (hi)DSMNRU STETUS OF VOCATIONAL EDUCATIONVINOD GUPTA
Vocational education aims to develop vocational skills and prepare students for jobs. It helps maximize the utilization of a country's resources and leads to the dignity of labor. The goals of vocational education in India include improving vocational efficiency, enhancing individual employability, reducing skill mismatches, and providing self-employment opportunities. Currently, only about 2% of Indians ages 15-29 report receiving formal vocational training, though the proportion is higher for the unemployed. Vocational education can bring education and productivity closer together to benefit society.
This document discusses skill-based education in India. It provides background on the importance of skill development in India to address unemployment and promote economic growth. It outlines the history of skill-based education and discusses key government initiatives to promote skills training, including the Skill India mission. Challenges to skill-based education in India include ensuring quality and relevance of training programs. The future outlook is positive if government support and industry engagement continue.
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
This document outlines the historical development of technical vocational education (TVE) in the Philippines from 1927 to 1994. It traces the evolution of TVE through various government agencies and policies over this period. A key development was the creation of the Technical Education and Skills Development Authority (TESDA) in 1994 through Republic Act 7796, which consolidated TVE functions that were previously spread across different government departments. TESDA's mandate is to provide direction, policies, programs and standards for quality technical education and skills development in the Philippines.
The document outlines the requirements and components of the National Service Training Program (NSTP) in the Philippines. It discusses the attendance requirements, objectives of the program, legal basis of the NSTP law, the three components of the program (ROTC, CWTS, LTS), those who are covered, duration and units for each component, fees, implementation management, and the National Service Reserve Corps. It also provides details about the dimensions and service components of the NSTP-CWTS track.
Presentation by Mr. Eric Chin, Skills Future SG, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
The document outlines the Abot-Alam Project, a nationwide campaign in the Philippines to reintegrate out-of-school youth (OSY) by 2016. It aims to provide education, training, and employment opportunities for OSYs. The two-phase project first works to register and profile OSYs in communities, then matches them with programs to support their reintegration. It also describes the Expanded Tertiary Education Equivalency and Accreditation Program which assesses work and informal learning experiences to award academic credits toward college degrees.
Strategies to revitalize TVET in AfricaHerbert Wenk
This document presents a draft strategy to revitalize technical and vocational education and training (TVET) in Africa. It begins with an executive summary that highlights the following key points:
1) The current status of TVET in Africa is characterized by weaknesses like low quality, fragmentation, and inadequate financing, but some countries are undergoing promising reforms.
2) International best practices emphasize competency-based training, national qualifications frameworks, and linkages between training and employment.
3) Priority TVET areas identified include agriculture, health, water resources, ICT, and entrepreneurship.
4) The strategic framework aims to promote skills acquisition for employment through competency-based training, addressing issues like poor
This document provides information about different types of assessments:
- Standardized tests are developed by test specialists and administered using standard conditions.
- Norm-referenced tests compare test scores to a group to determine above or below average performance.
- Criterion-referenced tests measure mastery of specific learning outcomes.
- Classroom tests are developed by teachers to assess student learning.
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
The document discusses the Commission on Higher Education (CHED) in the Philippines and its role in developing the country's human capital and innovation capacity. It outlines several of CHED's key projects including the National Agriculture and Fisheries Education System, Centers of Excellence, thesis/dissertation grants, and visiting research fellow programs. It also briefly discusses the Technical Education and Skills Development Authority's role and various technical and vocational education and training programs.
The document discusses the programs and initiatives of the Commission on Higher Education (CHED) and Technical Education and Skills Development Authority (TESDA) in the Philippines. CHED oversees the country's higher education system and has programs related to agriculture and fisheries education, research grants, faculty development, student financial assistance, and foreign scholarships. TESDA provides technical and vocational education and training through school-based, center-based, community-based, and enterprise-based programs to develop skills for the workforce.
This document provides an overview of the National Service Training Program (NSTP) in the Philippines. It discusses the legal basis of the NSTP, its three components (ROTC, CWTS, LTS), who is covered, duration and fees, implementation and management, and the One Summer Program. It also describes the National Service Reserve Corps and provides details on the dimensions and service components of the Civic Welfare Training Service.
Lesson 1 provides an introduction to the National Service Training Program (NSTP) in the Philippines. It outlines the legal basis of the NSTP as established by RA 9163, which aims to enhance civic consciousness and defense preparedness in youth. The three components of the NSTP are described as Reserve Officer's Training Corps (ROTC), Civic Welfare Training Service (CWTS), and Literacy Training Service (LTS). Details are also provided on student and institutional coverage, duration and units for each component, fees, and program management between educational institutions and relevant government agencies.
The document provides an introduction to the National Service Training Program (NSTP) in the Philippines. It discusses that the NSTP aims to involve tertiary students in community services through three components: Reserve Officer's Training Corps (ROTC), Literacy Training Service (LTS), and Civic Welfare Training Service (CWTS). It describes that CWTS focuses on community services like health education, entrepreneurship, and environment. The vision of CWTS is to promote youth development and community-building through values education, leadership, and sustainable social projects.
The Philippine education system has three main governing bodies: DepEd oversees primary and secondary education, CHED oversees higher education, and TESDA oversees technical/vocational education. It also draws influence from its colonial history under Spain and the US. The system includes K-12 basic education (6 years primary, 4 years junior high, 2 years senior high) and higher education (bachelor's, master's, PhD). Instruction is in English and Filipino. The Constitution and several laws provide the legal foundation and governance framework for education.
This document proposes a plan to boost skillsets and employability of youth in India by addressing issues of illiteracy and lack of skills. Key points:
- Many graduates in India lack skills and are unemployed despite a growing workforce needing skills training.
- The plan involves unemployed graduates and professionals providing vocational and language training to illiterate rural people over 3 months to boost literacy and skills.
- Benefits include increasing literacy, providing employment and skills to more people, and connecting workers to jobs. However, it requires significant funding support, volunteers, and ongoing commitment to implement successfully.
This document summarizes Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. The key points are:
1) It establishes an enhanced basic education program in the Philippines consisting of at least one year of kindergarten, six years of elementary education, and six years of secondary education known as K-12.
2) It aims to develop productive citizens equipped with life-long learning skills and employment competencies through a globally competitive curriculum.
3) It outlines provisions for teacher education and training, hiring specialists to address teacher shortages, career guidance, and expanding financial assistance to students.
4) It creates an oversight committee and mandates evaluations to monitor and
The document summarizes the Philippine education system and technical vocational education and training (TVET) system. It outlines the structure of education from pre-school through tertiary education, which is managed by three separate government bodies: DepEd for basic education, TESDA for TVET, and CHED for higher education. It then provides details on TVET, including the clientele served, delivery modes, providers, and TESDA's role and organizational structure in directing TVET. It concludes by mentioning TESDA's National Technical Education and Skills Development Plan (NTESDP) for comprehensive TVET planning.
This document outlines key provisions of the Enhanced Basic Education Act of 2013 in the Philippines. It establishes a mandatory Kindergarten plus 12 years of basic education (6 years of elementary education and 6 years of secondary education comprising 4 years of junior high school and 2 years of senior high school). It aims to develop productive citizens equipped with life skills through a learner-centered curriculum using the students' mother tongue in early grades and transitioning to Filipino and English in later grades. It also provides for teacher training programs to prepare educators for the new curriculum and allows the hiring of non-education graduates and technical-vocational graduates to address teacher shortages in specialized subjects.
VINOD GUPTA M.Ed (hi)DSMNRU STETUS OF VOCATIONAL EDUCATIONVINOD GUPTA
Vocational education aims to develop vocational skills and prepare students for jobs. It helps maximize the utilization of a country's resources and leads to the dignity of labor. The goals of vocational education in India include improving vocational efficiency, enhancing individual employability, reducing skill mismatches, and providing self-employment opportunities. Currently, only about 2% of Indians ages 15-29 report receiving formal vocational training, though the proportion is higher for the unemployed. Vocational education can bring education and productivity closer together to benefit society.
This document discusses skill-based education in India. It provides background on the importance of skill development in India to address unemployment and promote economic growth. It outlines the history of skill-based education and discusses key government initiatives to promote skills training, including the Skill India mission. Challenges to skill-based education in India include ensuring quality and relevance of training programs. The future outlook is positive if government support and industry engagement continue.
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
This document outlines the historical development of technical vocational education (TVE) in the Philippines from 1927 to 1994. It traces the evolution of TVE through various government agencies and policies over this period. A key development was the creation of the Technical Education and Skills Development Authority (TESDA) in 1994 through Republic Act 7796, which consolidated TVE functions that were previously spread across different government departments. TESDA's mandate is to provide direction, policies, programs and standards for quality technical education and skills development in the Philippines.
The document outlines the requirements and components of the National Service Training Program (NSTP) in the Philippines. It discusses the attendance requirements, objectives of the program, legal basis of the NSTP law, the three components of the program (ROTC, CWTS, LTS), those who are covered, duration and units for each component, fees, implementation management, and the National Service Reserve Corps. It also provides details about the dimensions and service components of the NSTP-CWTS track.
Presentation by Mr. Eric Chin, Skills Future SG, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
The document outlines the Abot-Alam Project, a nationwide campaign in the Philippines to reintegrate out-of-school youth (OSY) by 2016. It aims to provide education, training, and employment opportunities for OSYs. The two-phase project first works to register and profile OSYs in communities, then matches them with programs to support their reintegration. It also describes the Expanded Tertiary Education Equivalency and Accreditation Program which assesses work and informal learning experiences to award academic credits toward college degrees.
Strategies to revitalize TVET in AfricaHerbert Wenk
This document presents a draft strategy to revitalize technical and vocational education and training (TVET) in Africa. It begins with an executive summary that highlights the following key points:
1) The current status of TVET in Africa is characterized by weaknesses like low quality, fragmentation, and inadequate financing, but some countries are undergoing promising reforms.
2) International best practices emphasize competency-based training, national qualifications frameworks, and linkages between training and employment.
3) Priority TVET areas identified include agriculture, health, water resources, ICT, and entrepreneurship.
4) The strategic framework aims to promote skills acquisition for employment through competency-based training, addressing issues like poor
This document provides information about different types of assessments:
- Standardized tests are developed by test specialists and administered using standard conditions.
- Norm-referenced tests compare test scores to a group to determine above or below average performance.
- Criterion-referenced tests measure mastery of specific learning outcomes.
- Classroom tests are developed by teachers to assess student learning.
The document provides information about a food and nutrition class, including the date, time, location, and presenter. The presentation discusses the Philippine Dietary Reference Intakes (PDRI), which are reference values for energy and nutrient levels established by the Food and Nutrition Research Institute. The PDRI has four components: estimated average requirement, recommended energy/nutrient intake, adequate intake, and tolerable upper intake level. Charts are presented showing the recommended intake levels for various nutrients for different age groups.
The document discusses several key principles of competency-based education:
1. Advancement through content upon mastery - Students can progress as soon as they demonstrate mastery of concepts rather than based on age or grade.
2. Specific learning objectives - Objectives are shared with students to empower them and provide transparency on what is expected.
3. Differentiated instructional support - Teachers provide flexible support tailored to individual student needs.
4. Effective use of assessments - Both formative and summative assessments are used to provide students opportunities to practice and demonstrate learning.
5. Development of a broad skill set - Students learn practical and behavioral skills to prepare them for employment or further education.
This document provides information on the composition and properties of bread. It states that starch makes up 71.5-74.5% of bread, while moisture is 13.5-14%. Protein (8-11%), sugar (2-2.5%), fat (1%), and ash (0.5%) are also components. Starch granules absorb moisture and cause bread to stiffen when cooled. High moisture reduces bread yield. Proteins provide structure and allow gas retention. Various production steps are outlined, including fermentation, shaping, proofing, and baking. Different bread-making methods such as straight dough, salt delay, and sponge and dough are also summarized.
Bread is one of humanity's oldest foods obtained from fermented and baked dough made from cereal flour and water. The basic ingredients in bread are flour, water, yeast, and salt. Yeast produces gases that cause the bread to rise during baking. Different types of bread exist depending on ingredients used and production method. The bread making process involves mixing ingredients, kneading, rising, baking, and cooling. Yeast and bacteria play important roles in leavening and developing flavor. Care must be taken to ensure proper moisture, pH, temperature and salt levels to allow yeast to grow and bread to rise properly while preventing spoilage during storage.
This document discusses different types of yeast breads and their production processes. It begins by introducing various yeast bread categories like lean, rich, and rolled/laminated dough products. Examples are provided for each category. The document then goes into detail about the stages of yeast bread production including mixing, fermentation, shaping, proofing and baking. Specific French and Italian bread varieties are also outlined. Laminated dough preparation for pastries like puff pastry and croissants is explained.
This document discusses different breeds of sheep found in Sri Lanka and their characteristics. It identifies the Jaffna local, Bikenary, Bannur, Red madras, and Dorset breeds. The Jaffna local is a small, angular sheep bred for meat and manure. The Bikenary is known for its lustrous wool and is primarily used for carpet production. The Bannur is valued for both its meat and ability to produce excellent crossbreeds with local goats. The Red madras and Dorset are larger breeds reared for meat and wool/skin respectively. The document provides details on the morphological features, products, and breeding characteristics of each breed.
R.A. 9003 CHAPTER VII - MISCELLANEOUS PROVISIONS RBR EBUENGA.pptxEBUENGARaymarcBrianR
The document discusses the miscellaneous provisions under Republic Act 9003 or the "Ecological Solid Waste Management Act of 2000" in the Philippines. It outlines 16 sections that cover topics like mandatory public hearings, citizen suits, research on solid waste management, public education, environmental education, the role of business and industry, appropriations to implement the act, and the effectivity of the law. The act aims to promote solid waste management practices and set guidelines for waste reduction in the country.
The document discusses key concepts related to procurement and purchasing processes. It provides details on:
1. The steps involved in a typical procurement process, from needs recognition through record keeping.
2. Key factors to consider when choosing suppliers, such as production capabilities, communication, ethics and building relationships.
3. The importance of clear product specifications and the components they should include.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. WELCOME and MABUHAY !
Mr. VirGILio G. Gundayao, MBA/MPA
Exec. Dir., Graft-Free Philippines, a national project of Philippine Jaycee Senate
2004 Exec. Director, Junior Chamber International (JCI) Phils.
Immediate Past Exec. Director, JC Leaders International
Ex-AMO, CSC Mamamayan Muna, Hindi Mamaya Na! Program
3. WELCOME & MABUHAY ! ! !
TESDA: TVET Training Continuum
(Technical Education & Skills Development Authority)
28 July 2012
(Saturday 11:00 AM – 2:00PM)
PUP-Graduate School, Sta. Mesa, Manila
4. WE greatly acknowledge
a compleat GURU and a PolyMATH
DR. VICTORIA C. NAVAL
Executive Vice-President, PUP, University Professor
Course/Class Adviser
5. .
Tri-focalization of Education Management
Laws enacted through Republic Acts (RAs):
DepEd for basic education (RA 9155; BP 232 etc.)
CHED for higher education (RA 7722)
TESDA for post-secondary, middle-level manpower
training and development (RA 7796)
Mandate
1994 2001
1987
Overview of Philippine Educational System
6.
7. .
.
7
• Pre-school
Vision: Functionally Literate Filipinos
• SBM
Teachers
• Critical
learning
resources
• Hiring and
deployment
• Training
• Certification
Program
• Teachers
benefits and
Welfare
• Feeding
• Food for
school
• Every Child a
Reader
• Multi-Grade
• Distance and
alternative
learning
• RBEC
• Tech Voc
• English,
Science, Math
• NAT
• NCAE
• A & E
B A S I C E D U C A T I O N
Elementary High School
Public Schools
Private Schools
ECE
Grade 1
Readiness
Test
Alternative Learning Accreditation & Equivalency
?
NCAE +
Counselling
CHED
College/
University
TESDA
Technical
Vocational
Labor Force
INDUS
-
TRY
Teacher Development
and Supply
Drop-outs
• ICT in Education
• Partnerships with Private
Sector/Industry
• Increase spending
for Basic Education
• ICT in Education
• Partnerships with Private
Sector/Industry
• Increase spending
for Basic Education
Basic Education Framework
DSWD
DOH
LGUs
Special Education
11. Value Statement
We believe in demonstrated
competence, institutional integrity,
personal commitment and deep
sense of nationalism.
12. 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
13.
14. SECTION 7. Composition of the TESDA Board. — The
TESDA Board shall be composed of the following:
The Secretary of Labor and Employment Chairperson
Secretary of Education, Culture and Sports - Co-Chairperson
Secretary of Trade and Industry - Co-Chairperson
Secretary of Agriculture - Member
Secretary of Interior and Local Government - Member
Director-General of the TESDA Secretariat - Member
• In addition, the President of the Philippines shall appoint
the following members from the private sector: two (2)
representatives, from the employer/industry organization,
one of whom shall be a woman; three (3) representatives,
from the labor sector, one of whom shall be a woman; and
two (2) representatives of the national associations of
private technical-vocational education and training
institutions, one of whom shall be a woman.
15. As soon as all the members of the private sector are appointed,
they shall so organize themselves that the term of office of
one-third (1/3) of their number shall expire every year. The
member from the private sector appointed thereafter to fill
vacancies caused by expiration of terms shall hold office for
three (3) years.
The President of the Philippines may, however, revise the
membership of the TESDA Board, whenever the President
deems it necessary for the effective performance of the
Board’s functions through an administrative order.
The TESDA Board shall meet at least twice a year, or as
frequently as may be deemed necessary by its Chairperson.
In the absence of the Chairperson, a Co-Chairperson shall
preside. In case any member of the Board representing the
Government cannot attend the meeting, he or she shall be
regularly represented by an undersecretary or deputy-
director general, as the case may be, to be designated by
such member for the purpose.
16. Insights on TESDA
•(TESDA) established under R. A. 7796
• Otherwise known as the "Technical
Education and Skills Development Act of
1994“
• Signed into law by President Fidel V.
Ramos on August 25, 1994.
• 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.
17. .
* 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 &
Sports (DECS),
• The Apprenticeship Program of
the Bureau of Local Employment
(BLE) of the DOLE gave birth to
TESDA.
18. TESDA Mandate:
.
• 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 devt’;
• Fund programs and projects for technical
education and skills development; and
• Assist trainers training programs.
19. At the same time, TESDA is expected to:
.
• Devolve training functions to LGUs;
• Reform the apprenticeship program;
• Involve industry/employers in skills
training;
• Formulate a skills development plan;
• Develop & administer trng incentives;
• Organize skills competitions; and
• Manage skills development funds.
20. TVET Programs
• 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 centers,
enterprised-based training through
DTS/apprenticeship and community-based
training in convergence with the LGU’s.
21. TVET Programs
• 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.
22. TVET Programs
• 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.
• TESDA Training Center Taguig Campus Enterprise
(TTCTCE)
• Korea-Philippines Training Centers
23. • 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.
TVET Programs
24. TVET Programs
• Enterprise Based Programs (implemented
within companies/firms:
• Apprenticeship Program (contract between an
apprentice and an employer on an approved
apprenticeable occupation).
• Learnership Program (not exceeding three months.,
only companies with TESDA approved and registered
learnership programs can hire learners).
• Dual Training System (DTS 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).
25. TVET Programs
* TESDA Language Skills Institutes (LSI)
List of Foreign Language Courses in LSI
• Arabic Language and Saudi/Gulf Culture
• English Proficiency Course
• Korean Language and Culture
• Mandarin Chinese Language and Culture
• Japanese (Nihonggo) Language and Culture
• Spanish Language for Different Vocation
LSI Application and Requirements
College Diploma; Training Certificate from TESDA Registered
Program; National Certificate (NC) / Certificate of Competency (COC)
issued by TESDA; Original and Photocopy of NSO Birth Certificate
Must be at least 18 years old except from Korean Language
3 pcs. 1x1 and 1 pc. 2x2 white background ID pictures (taken within the last
3 months)
26. The Foreign Scholarship and Training
Program at TESDA
With the issuance of EO 402, TESDA has
since 2007 been coordinating the
requirements for short term, non-degree
courses offered by donor countries and
organizations. Related to this, it established
the Foreign Scholarship and Training
Program Unit (FSTPU) and created the
National Screening Committee(NSC).
27. .
• 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.
Competency Standards Development
28. 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.
.
29. COMPETENCY BASED TVET FRAMEWORK
Philippine TVET
Qualification Framework
Competency Standards
Development
Competency Based
Curriculum Development
Learning Materials/
Courseware Development
Training Delivery
Assessment
Certification and
Equivalency
I
n
d
u
s
t
r
y
T
V
E
T
I
n
s
t
i
t
u
t
i
o
n
D
e
l
i
v
e
r
y
Qualifications
Units of
Competency
Modules of
Training
Competency Based
Training
30.
31. Program Registration and Accreditation
Program registration is the mandatory registration of Technical
Vocational Education and Training (TVET) programs with TESDA.
It is the system that ensures compliance of Technical Vocational
Institutions (TVIs) with the minimum requirements as prescribed
under the promulgated training regulation to include among
others, curricular programs, faculty and staff qualifications,
physical sites and facilities, tools, equipment, supplies and
materials and similar requirements prior to the issuance of the
government authority to offer or undertake technical vocational
education programs.
A TVET institution has to comply with the requirements of
registration prior to its offering of a program. Upon completion of
all the requirements, an institution is issued a Certificate of
Program Registration (CoPR) and the program is officially listed
in the TESDA Compendium of Registered Programs. The
program is subjected to a compliance audit and in some
instances surveillance upon receipt of complaint by TESDA.
32. PUP Agenda 6: Institutionalizing Civil Society
Engagement and Involved Extension Service Program
Entered into the Dual Tech Program
Tie-Up with TESDA to strengthen the
technical education programs in PUP.
33. National TESDA Plan 2011-2016
http://www.tesda.gov.ph/uploads/File/LMIR2011/july2012/NTESDP%20Final%20asofSep
t12.pdf
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48. Colombo Plan, born in the 1950s
as the first multi-lateral aid in
Asia, gave birth to the Colombo
Plan Staff College for Technician
Education (CPSC) in 1973, as an
autonomous specialized agency
and CPSC in turn, conceived
APACC (at her ripe age of
31)…thus it could be considered
that APACC is a third generation
child of the Colombo Plan
organization of nations…
Additionally ….
58. Figure 1 – Percent Distribution of Wage and Salary Workers by Type, Philippines:
59. Figure 2 – Percent distribution of Wage and Salary Workers Employed in
government/Government Corporations by Age Group, Philippines: 2010
60. Figure 3 – Number of Wage and Salary workers Employed in
government/Government Corporations by Educational Attainment, Philippines:
2010 (in thousands)
61. Figure 4 – Number of Wage and Salary Workers Employed in
government/government Corporations by Region, Philippines: 2010 (in thousands)
62. Figure 5 – Percent Distribution of Wage and Salary Workers Employed in
Government/Government Corporations by Sector, Philippines: 2010
63. Figure 1 – Median Monthly Basic Pay of Time-Rate Workers on Full-Time Basis by
Major Industry Group, Philippines: July 2008 and August 2010 (In Pesos)
65. The Mandatory Installation of the PMS-
OPES has been extended
• Administrative Order No. 241, dated October 2, 2008,
directs all agencies to “institute a Performance
Evaluation System based on objectively measured
output and performance of personnel and units, such as
the PMS-OPES developed by CSC,” as part of the
initiative to speed up the implementation of RA 9485
(Anti-Red Tape Act of 2007).
• CSC Memorandum Circular # 1 s. 2009, provides for the
extension of deadlines on the installation of the PMS-
OPES in all Government Agencies, which was first
provided for under CSC MC # 7, s. 2007.
66. The Logic of Technical Education and Training
Goals
Objectives
Strategies
Initiatives
Outputs
Outcomes
Activities
Impact
Resource
Inputs
Top-Line Return: Employed TVET graduates
Bottom-Line Investment: Skilled, Certified, JOB-READY TVET graduates
Alignment
TESD
Program
Goals
Resource
Portfolio
TVET
Market
Results
67. CO
• Policy Development/
formulation/review
• Programming
• Performance
Setting/Evaluation
• Driver of Excellence
(ISO 9001:2000)
• Common
understanding/harmonizing
of goals
• Converting strategic policies/
plans to action
• Problem solving
• Innovating/benchmarking/
modeling/sharing
• Regular reporting/feed backing
evaluating
• Co-creating values
ROPOTI
• Policy/Program
implementation
development/review
• Geo strategic
planning
• Field coordination
• Area Management
• Corporate Excellence
-
COHERENCE
COHERENCE
HARMONY
HARMONY
CADENCE
CADENCE
Securing a
Unified
Response to
Gaps in
Excellence thru
Technology-
Enabled
Service
Delivery and
Accountability
ICT-
enabled
core TESD
processes
TDI- SDP
linked with
OD
Purposive
TESDA
community
advocacy
CSC PMS-
OPES
Model
installed &
enforced
“Making
Plan
Do
Check
Act
a daily
habit “
“What is not measured,
cannot be managed.”
68. CSC – Performance Management System
PMS
Performance Management
System (PMS) Cycle
70. Performance Management at Individual
TESDA Employee Level
Individual
Objectives
Action
Plans
Feedback Result
Core Values
Corporate and
Unit Objectives
OPES Output
Reference Table
and Points
TESDA
Organizational
Performance
Indicators
71. PERFORMANCE CONTRACT
PMS Form No. 1A-ED/RD
I, ___________, ED/RD, head of (EO/RO), agree to be rated based on the attainment of targets and
commitments specified in the WFP for the period Jan. 1 – Dec. 31, 20__
I, ___________, Cluster DDG, as immediate superior, will provide the necessary support, guidance and
mentoring in the performance of ratee’s functions.
IN WITNESS WHEREOF, parties herein sign this Performance Contract, this 6th of January, 2009.
_____________________
ED/RD
____________________
DG/Cluster DDG
20__ TESDA WORK AND FINANCIAL PLAN
MFO OPI APM RELATIVE
WEIGHT
TARGET
METRIC
TOTAL
POINTS
ALLOTTED
BUDGET
(MOOE)
PERSON
RESP
DEADLINE
No. of Personnel____
72. PERFORMANCE CONTRACT
PMS Form No. 1B-DC/VSA/PD
I, ___________, DC/VSA/PD, head of (EDIV/TTI/PO), agree to be rated based on the attainment of targets
and commitments specified in the WFP for the period Jan. 1 – Dec. 31, 20__.
I, ___________, ED/RD, as immediate superior, will provide the necessary support, guidance and mentoring
in the performance of ratee’s functions.
IN WITNESS WHEREOF, parties herein sign this Performance Contract, this 6th of January, 20__.
_____________________
DC/VSA/PD
____________________
ED/RD
20__DIVISIONAL WORK AND FINANCIAL PLAN
MFO UPI OUTPUT POINTS TARGET
TOTAL
OPES
POINTS
ALLOTTED
BUDGET
(MOOE)
PERSON
RESP
DEADLINE
No. of Personnel____
73. ACCOMPLISHMENT REPORT
PMS Form No. 3
OFFICE/DIVISION: ____________
NUMBER OF PERSONNEL: ____
OUTPUT PERFORMANCE
INDICATOR
POINTS Quantity Points Allotted Estimated
Expenses
Balance REMARKS
Semester
2n
d
1st
ACCOMPLISHMENT BUDGET
TOTAL
Prepared by:
__________________
Approved by:
___________________
Head of Office
76. References
www.tesda.gov.ph
Republic Act 7796, the Technical Education and Skills
Development Authority (TESDA)
National TESDA Plan 2012 – 2016
National TESDA Research Agenda
Philippine TVET System
Philippine TVET Outlook
Labor Market Intelligence Report
TVET Studies
TESDA Statistics
http://203.177.6.3/uactphilippines.org/images/stories/uact/publications/pdf/finalpa
perassessment.pdf
77. Supt. Edwin Markham’s “Man Test” :
I will leave man to make the fateful guess.
I will leave him torn between the No & Yes.
Leave him unresting till he rests in Me.
Drawn upward by the choice that makes
him free—
Leave him in tragic loneliness to
choose,
With all lin life to win or all to lose.
Once again my WARMEST WELCOME
TO ALL!