THE PHILIPPINE TECHNICAL VOCATIONAL EDUCATION AND TRAINING SYSTEM TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

THE PHILIPPINE TECHNICAL VOCATIONAL EDUCATION AND TRAINING SYSTEM TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY Six (6) Years One (1) Year ...
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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

12

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

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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

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