THE PHILIPPINE TECHNICAL VOCATIONAL EDUCATION AND TRAINING SYSTEM
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
Six (6) Years One (1) Year
Four (4) Years + Two (2) Years TVET Specialization (NC I and NC II)
Technical Vocational Education and Training (Higher Level Qualifications)
Baccalaureate (4, 5, 6 year degree programs), Masteral and Doctorate Programs
TESDA mandate Republic Act 7796
TESDA law
creation of Technical Education and Skills Development Authority (TESDA) to manage TVET in the country.
TESDA Board Members
Private Sector
Labor Employer TVET Providers Investor Groups 14 Representatives
Government Sector DOLE DepEd CHED DTI DOST DA DILG TESDA 8 Representatives
QUALITY ASSURED PHILIPPINE TECHNICAL EDUCATION SYSTEM Disadvantaged Groups/Informal Sector
Basic Education Graduates Higher Education Graduates
Development Plans/Government Policies and Priorities/Public Investment
Development of Competency Standards and Program Standards
Stakeholders Consultation
UTPRAS Program Accreditation
Platinum Award Gold Award Silver Award Bronze Award
Incentives
Wage/Self-Employed Workers
Early School Leavers (Dropouts)
within the Philippine TE Quality Awards
Development of Curriculum Framework and Learning Package Exemplars
Program Registration under UTPRAS
Training Delivery
Development Of Assessment Standards Development of Assessment Instrument
PTQCS
Award of National Certificate
Award of Certificate of Competency
Competency Assessment
Recognition of Prior Learning/ Equivalency Scheme/Lifelong Learning
MANAGEMENT OF THE TECHNICAL EDUCATION SYSTEM
Market-driven - competent and adaptable workforce - at par with changing demand of technological and structural changes 21st century workforce – technically competent, innovative, creative, knowledge-based with higher order thinking skills, pursuing lifelong learning opportunities and possessing desirable work attitudes and values
Competencies based on standards for knowledge and skills requirements of a job as prescribed by industry experts Competency standards as basis for the training curriculum and the assessment of competencies for certification National Certificates issued to those who have demonstrated the competencies in an assessment. It is FLEXIBLE
- refers to the package of: competency standards; training standards; and assessment and certification arrangements for a promulgated qualification. All Training Regulations are published in the Official Gazette and in TESDA’s website: http://www.tesda.gov.ph
COMPETENCY STANDARDS - refers to industry-determined specifications of competencies required for effective work performance. It is: composed of individual competency unit focused on workplace activity rather than training or personal attributes defined as the ability to apply skills in new situations and changing work organizations.
TESDA is ISO 9001:2008 certified in the regulatory programs (Program Registration and Assessment and Certification) and design (Training Regulations development) Working towards specific industry certification – welding standards, Hazard Analysis Critical Control Points (HACCP), etc. Tripartite arrangements involving industry, labor and government
TESDA gets nationwide ISO certification. The Certification was received by Sec Joel Villanueva together with Labor Secretary Rosalinda Baldoz and other TESDA officials in the presence of President Benigno Aquino III in Malacañang on April 13.
The Unified TVET Program Registration and Accreditation System is the quality assurance mechanism for the mandatory registration of technical-vocational programs with TESDA Registration signifies compliance of the TVET program with the minimum requirements set by TESDA
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COMPETENCY-BASED ASSESSMENT is the process of collecting evidence and making judgments on whether competency has been achieved. It is the basis for certification of competence.
A National Certificate is issued when a candidate has demonstrated competence in all units of competency that comprise a Qualification
A Certificate of Competency is issued to individuals who have satisfactorily demonstrated competence on a particular or cluster of units of competency
ASSESSMENT and CERTIFICATION thru the Years 2009 2010 2011 2012 2013 2014 Total Number of Assessed
836,131
716,220
835,572
968,535
1,055,576
1,232,116
Total Number of Certified
690,836
594,323
703,360
830,458
936,007
1,125,273
Certification Rate 82.62%
82.98%
84.18%
85.74%
88.67%
91.33%
Accredited Competency Assessors
6,748
5,468
7,030
Accredited Assessment Centers
1,968
3,235
4,453
THE PHL QUALIFICATIONS FRAMEWORK LEVEL
BASIC EDUCATION
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
HIGHER EDUCATION
L8
DOCTORAL AND POST DOCTORAL
L7
POST BACCALAUREATE
L6
BACCALAUREATE
L5
DIPLOMA
L4
NC IV IV NC
L3
NC III
L2
NC II
L1
NC I GRADE 12
LIFELONG LEARNING RECOGNITION OF PRIOR LEARNING EQUIVALENCY ASSESSMENT CERTIFICATION LICENSING
INPUTS
OUTPUTS
Industry needs
Qualification Levels
Need for global recognition of competencies
Descriptors
Current qualifications issues at all levels Qualifications issues in recognition of prior learning
Philippine Qualifications Framework
Research and policy papers on NQF
Registers Working Groups Pathways & Equivalencies Quality Assurance Information & Guidelines
NQFs of other countries
International Alignment
Consultation and Advocacy With Stakeholders
LEVEL KNOWLEDGE, SKILLS AND VALUES
APPLICATION
SENIOR HIGH SCHOOL •
Possess foundational knowledge across a range of learning areas with core competencies in communication; scientific, critical and creative thinking; and the use of technologies.
•
Possess functional knowledge across a range of learning areas and technical skills in chosen career tracks with advanced competencies in communication; scientific, critical and creative thinking; and the use of technologies.
•
Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture, and the environment. Apply foundational knowledge, skills, and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.
•
•
• DEGREE OF INDEPENDENCE • QUALIFICATIO N TYPE
Apply functional knowledge, technical skills and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources. Apply skills in limited situations with close supervision Apply skills in varied situations with minimal supervision.
SENIOR HIGH SCHOOL
LEVEL
1
KNOWLEDGE, SKILLS AND VALUES
Knowledge and skills that are manual or concrete or practical and/or operational in focus.
APPLICATION
Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by following set rules, guidelines or procedures.
DEGREE OF INDEPENDENCE QUALIFICATION TYPE
In conditions where there is very close support, guidance or supervision; minimum judgment or discretion is needed.
NATIONAL CERTIFICATE I
LEVEL
2
KNOWLEDGE, SKILLS AND VALUES
Knowledge and skills that are manual, practical and/or operational in focus with a variety of options.
APPLICATION
DEGREE OF INDEPENDENCE
QUALIFICATION TYPE
Applied in activities that are set in a range of familiar and predictable contexts; involve routine issues which are identified and addressed by selecting from and following a number of set rules, guidelines or procedures.
In conditions where there is substantial support, guidance or supervision; limited judgment or discretion is needed.
NATIONAL CERTIFICATE II
LEVEL KNOWLEDGE, SKILLS AND VALUES
3 Knowledge and skills that are a balance of theoretical and/or technical and practical. Work involves understanding the work process, contributing to problem solving, and making decisions to determine the process, equipment and materials to be used.
APPLICATION
Applied in activities that are set in contexts with some unfamiliar or unpredictable aspects; involve routine and non-routine issues which are identified and addressed by interpreting and/or applying established guidelines or procedures with some variations.
DEGREE OF INDEPENDENCE
Application at this level may involve individual responsibility or autonomy, and/or may involve some responsibility for others. Participation in teams including team or group coordination may be involved.
QUALIFICATION TYPE
NATIONAL CERTIFICATE III
LEVEL KNOWLEDGE, SKILLS AND VALUES
APPLICATION
DEGREE OF INDEPENDENCE QUALIFICATION TYPE
4 Knowledge and skills that are mainly theoretical and/or abstract with significant depth in one or more areas; contributing to technical solutions of a non-routine or contingency nature; evaluation and analysis of current practices and the development of new criteria and procedures. Applied in activities that are set in range of contexts, most of which involve a number of unfamiliar and/or unpredictable aspects; involve largely non-routine issues which are addressed using guidelines or procedures which require interpretation and/or adaptation. Work involves some leadership and guidance when organizing activities of self and others
NATIONAL CERTIFICATE IV
5
LEVEL KNOWLEDGE, SKILLS AND VALUES
Knowledge and skills that are mainly theoretical and/or abstract with significant depth in some areas together with wide-ranging, specialized technical, creative and conceptual skills. Perform work activities demonstrating breadth, depth and complexity in the planning and initiation of alternative approaches to skills and knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination.
APPLICATION
Applied in activities that are supervisory, complex and non-routine which require an extensive interpretation and/or adaptation/ innovation.
DEGREE OF INDEPENDENCE
In conditions where there is broad guidance and direction, where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others. Undertake work involving participation in the development of strategic initiatives, as well as personal responsibility and autonomy in performing complex technical operations or organizing others
QUALIFICATION TYPE
DIPLOMA
LEVEL KNOWLEDGE, SKILLS AND VALUES
6 Demonstrated broad and coherent knowledge and skills in their field of study for professional work and lifelong learning
APPLICATION Application in professional/creative work or research in a specialized field of discipline and/or further study
DEGREE OF INDEPENDENCE Substantial degree of independence and or/in teams of related fields with minimal supervision
QUALIFICATION TYPE
Baccalaureate Degree
LEVEL KNOWLEDGE, SKILLS AND VALUES
APPLICATION
7 Demonstrated advanced knowledge and skills in a specialized or multi-disciplinary field of study for professional practice, self-directed research and/or lifelong learning
Applied in professional/creative work or research that requires self-direction and/or leadership in a specialized or multi-disciplinary professional work/research
DEGREE OF INDEPENDENCE High substantial degree of independence that involves exercise of leadership and initiative individual work or in teams of multi-disciplinary field
QUALIFICATION TYPE
Post-Baccalaureate Program
LEVEL KNOWLEDGE, SKILLS AND VALUES
8 Demonstrated highly advanced systematic knowledge and skills in highly specialized and/or complex multidisciplinary field of learning for complex research and or professional practice and/or for the advancement of learning.
APPLICATION Applied for professional leadership for innovation, research and/or development management in highly specialized or multi-disciplinary field DEGREE OF INDEPENDENCE
QUALIFICATION TYPE
Full independence in individual work and/or in teams of multi-disciplinary and more complex setting that demands leadership for research and creativity for strategic value added. Significant level of expertisebased autonomy and accountability Doctoral Degree and Post-Doctoral Programs
-
ASEAN Qualifications Reference Framework ILO Mutual Recognition of Skills in the ASEAN ASEAN Mutual Recognition Arrangements (MRA) for Tourism Professionals ASEAN Constructors Federation ACF Standards Trades Skills Training Program ASEAN Skills Competition
The TESDA - TVET Delivery Network Schools
Institution-based
Enterprise-based
Community-based
TESDA Schools Private Tech-voc Schools Other Institutions (HEIs, DepEd)
Training Centers TESDA Regional Training Centers TESDA Provincial Training Centers Specialized Centers
Industry Training Centers Workplace-based Training Programs Dual Training Programs
Community Training and Employment Centers NGOs/People’s Organizations Local Government Units Government Agency Projects
Trained and Certified Workforce
TVET SECTOR TRAINING DELIVERY Delivery Mode
2009 2010 2011 2012 2013 2014
Enrolment
1,984,646
1,568,617
1,572,131
1,804,742
1,943,589
2,033,417
Institutionbased
910,657
881,625
875,848
1,041,960
1,039,690
1,028,005
Enterprisebased
127,708
66,632
80,309
90,707
77,518
69,138
Communitybased
946,281
620,360
615,974
672,075
826,381
936,274
1,903,793
1,344,371
1,332,751
1,600,658
1,765,757
1,785,679
Institutionbased
873,558
690,709
679,306
856,544
896,580
833,659
Enterprisebased
122,505
54,131
72,082
80,370
68,659
57,417
Communitybased
907,730
599,531
581,363
663,744
800,518
894,603
Graduates
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THE PHILIPPINE TECHNICAL VOCATIONAL EDUCATION AND TRAINING SYSTEM
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY