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.

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

2. Tibetan proverb:
"Having two ears and one
tongue, we should listen twice
as much as we speak.”

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

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

8. www.tesda.gov.ph

9. Vision
TESDA is the leading partner
in the development of the
Filipino workforce with
world-class competence
and positive work values.

10. Mission
TESDA provides direction,
policies, programs and
standards towards quality
technical education and
skills development.

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

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

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

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 ….

49. 3
Private
2,796
62%
Public
1,714
38%
TVET Providers (4,510)
Public TVET Providers (1,714)
Others
344 (20%)
DepEd
Supervised Schools
259 (15%)
TESDA
Technological Institutions
121 (7%)
HEIs/SUCs
With Non-degree Programs
146 (9%)
LGUs
844 (49%)
Figure 1. TVET Providers 2005

50. 4
School-based
334,235 (24.68%)
Center-based
65,214 (4.82%)
Enterprise-based
101,650 (7.51%)
Community-based
555,272 (40%)
Others
297,951 (22%)
Figure 2. TVET Graduates
Total Graduates = 1,354,322
Employment rate of TVET graduates = 60%

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)

64. .
Recruitment
Coaching &
Mentoring
Human
Asset Profiles
Career
Development Plans
Core
Values
Core
Competencies
Performance
Improvement
SelectionHuman
Capital
Strategy
Performance
Management
Imputed
Revenue per
Employed
TVET
Graduate Cost per
employee
Value-
added per
employee

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
-
COHERENCECOHERENCE
HARMONYHARMONY
CADENCECADENCE
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

69. Performance Management at TESDA
Organizational Level
Visionary
Leadership
Critical
Success
Factors
Strategies Objectives Plans Action
FeedbackReviewValues
External
Appraisal
Mission
Internal
Appraisal
TESDA
Organizational
Performance Indicators

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
Semester2n
d
1st
ACCOMPLISHMENT BUDGET
TOTAL
Prepared by:
__________________
Approved by:
___________________
Head of Office

74. January
2012
December
2012

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!