Philippine Technical Vocational Education and Training System

The education system in the Philippines embraces formal and non-formal education. It is closely
related to the American mode of education but differs in the number of school years as other
countries have 12 years basic education. In the country however, elementary education is
composed of 6 years and secondary education is 4 years which together with the tertiary
education comprise the formal education system.

On the other hand, non-formal education includes education opportunities, even outside school
premises, that facilitate achievement of specific learning objectives for particular clienteles,
especially the out-of-school youths or adult illiterates who cannot avail of formal education. An
example is functional literacy programmes for non-literate and semi-literate adults which
integrate basic literacy with livelihood skills training

http://www.tesda.gov.ph/About/TESDA/49

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Brief History of TESDA

The Technical Education and Skills Development Authority (TESDA) was established through
the enactment of Republic Act No. 7796 otherwise known as the "Technical Education and Skills
Development Act of 1994", which was signed into law by President Fidel V. Ramos on August
25, 1994. This Act aims to encourage the full participation of and mobilize the industry, labor,
local government units and technical-vocational institutions in the skills development of the
country's human resources.

The 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 and Sports (DECS), and The
Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave birth to
TESDA.

The fusion of the above offices was one of the key recommendations of the 1991 Report of the
Congressional Commission on Education, which undertook a national review of the state of
Philippine education and manpower development. It was meant to reduce overlapping in skills
development activities initiated by various public and private sector agencies, and to provide
national directions for the country's technical-vocational education and training (TVET) system.
Hence, a major thrust of TESDA is the formulation of a comprehensive development plan for
middle-level manpower based on the National Technical Education and Skills Development
Plan. This plan shall provide for a reformed industry-based training program that includes
apprenticeship, dual training system and other similar schemes.

TESDA is mandated to:

 1. Integrate, coordinate and monitor skills development programs;
2. Restructure efforts to promote and develop middle-level manpower;
3. Approve skills standards and tests;
4. Develop an accreditation system for institutions involved in middle-level manpower
development;
5. Fund programs and projects for technical education and skills development; and
6. Assist trainers training programs.

At the same time, TESDA is expected to:

1. Devolve training functions to local governments;

2. Reform the apprenticeship program;
3. Involve industry/employers in skills training;
4. Formulate a skills development plan;
5. Develop and administer training incentives;
6. Organize skills competitions; and
7. Manage skills development funds.

Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and
tests, coordinates and monitors manpower policies and programs, and provides policy directions
and guidelines for resource allocation for the TVET institutions in both the private and public
sectors.

Today, TESDA has evolved into an organization that is responsive, effective and efficient in
delivering myriad services to its clients. To accomplish its multi-pronged mission, the TESDA
Board has been formulating strategies and programs geared towards yielding the highest impact
on manpower development in various areas, industry sectors and institutions.

http://www.tesda.gov.ph/About/TESDA/10

Technical Education and Skills Development

Authority
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Technical Education and Skills Development
Authority
 Logo

TESDA Building in Taguig

Agency overview
Formed August 25, 1994
East Service Road, Taguig City,
Headquarters
Metro Manila, Philippines
 Sec. Guiling A.
Agency Mamondiong[1], Director-
executive General

Department of Labor and

Parent agency
Employment
Website www.tesda.gov.ph

The Technical Education and Skills Development Authority (TESDA) (Filipino:

Pangasiwaan sa Edukasyong Teknikal at Pagpapaunlad ng Kasanayan) serves as the
Philippines’ Technical Vocational Education and Training (TVET) authority. As a government
agency, TESDA is tasked to both manage and supervise the Philippines’ Technical Education
and Skills Development (TESD). Its goals are to develop the Filipino workforce with “world-
class competence and positive work values” and to provide quality technical-educational and
skills development through its direction, policies, and programs.[2]

Contents
  1 History
o 1.1 Predecessor
o 1.2 Establishment of TESDA
o 1.3 Further reforms
 2 Benefits
 3 Current State
 4 Programs and services offered
o 4.1 Technical-Vocational Education and Training (TVET)
 4.1.1 TVET Training Systems
 4.1.2 TVET Clientele
 4.1.3 TVET Delivery Modes
 4.1.4 TVET Delivery Networks
o 4.2 Training Programs
 4.2.1 School-Based Programs
 4.2.2 Center-Based Programs
 4.2.3 Enterprise-Based Programs
 4.2.4 Community-Based Programs
o 4.3 Scholarship Programs
 4.3.1 Private Education Student Financial Assistance (PESFA)
 4.3.2 Training for Work Scholarship (TWSP)
 4.3.3 Bottom-up Budgeting (BUB)
 4.3.4 Special Training for Employment Program (STEP)
 5 Other functions
o 5.1 Job matching
o 5.2 TESDA Core Business
 6 Organizational structure
o 6.1 TESDA Board
o 6.2 TESDA Secretariat
 7 See also
 8 References
 9 External links

History
Predecessor

Technical-Vocational Education was first introduced to the Philippines through the enactment of
Commonwealth Act No. 3377, or the “Vocational Act of 1927.” [3] On June 3, 1938, the National
Assembly of the Philippines passed Commonwealth Act No. 313, which provided for the
establishment of regional national vocational trade schools of the Philippine School of Arts and
Trades type, as well as regional national vocational agricultural high schools of the Central
Luzon Agricultural High School Type, effectively providing for the establishment of technical-
vocational schools around the country.[4]

On June 22, 1963, Republic Act. No. 3742, or “An Act Creating A Bureau of Vocational
Education, Defining its Functions, Duties, and Powers, and Appropriating Funds Therefor” was
passed, which provided for the creation of a Bureau of Vocational Education (BVE). The
creation of the BVE led to the abolishment of the Vocational Education Division of the Bureau
of Public Schools. The BVE was created with the purpose of “strengthening, promoting,
coordinating, and expanding the programs of vocational education now being undertaken by the
Bureau of Public Schools.” It was also created “for the purpose of enhancing the socio-economic
program of the Philippines through the development of skilled manpower in agricultural,
industrial and trade-technical, fishery and other vocational courses.”[5]

The Manpower Development Council (MDC) was created by virtue of Executive Order No. 53
on December 8, 1966, which was issued by President Ferdinand Marcos. The MDC was tasked
with “developing an integrated long-term manpower plan as a component of the overall social
and economic development plan.” Targets which were to be established by the said manpower
plan were to be “used by the Department of Education and the Budget Commission in
programming public investments in education and out-of-school training schemes.”[6]

The MDC was eventually replaced by the National Manpower and Youth Council (NMYC),
which was created by virtue of Republic Act. No. 5462, or the Manpower and Out-of-School
Youth Development Act of the Philippines. The NMYC was placed under the Office of the
President, and was charged with establishing a “National Manpower Skills Center under its
authority and supervision for demonstration and research in accelerated manpower and youth
training.” It was also tasked with establishing “regional and local training centers for gainful
occupational skills,” as well as adopting “employment promotion schemes to channel
unemployed youth to critical and other occupations.”[7] Republic Act No. 5462 was eventually
repealed by Presidential Decree No. 422, otherwise known as the Labor Code, on May 1, 1974.[8]

President Marcos, on September 29, 1972, issued Presidential Decree No. 6-A, or the
“Educational Development Decree of 1972,” which highlighted the government’s educational
policies and priorities at the time. The decree also provided for the “establishment and/or
operation, upgrading or improvement of technical institutes, skills training centers, and other
non-formal training programs and projects for the out-of-school youth and the unemployed in
collaboration with the programs of the National Manpower and Youth Council.”[9]

The 1975 reorganization of the Department of Education, Culture and Sports led to the
abolishment of the Bureau of Vocational Education, along with the Bureau of Public Schools and
the Bureau of Private Schools. In their place, the Bureau of Elementary Education, the Bureau of
Secondary Education and the Bureau of Higher Education were established. The responsibilities
of the Bureau of Vocational Education were absorbed by the newly established Bureau of
Secondary Education.[10]

Eventually, the Education Act of 1982 paved the way for the creation of the Bureau of Technical
and Vocational Education (BTVE). The BTVE was tasked to “conduct studies, formulate,
develop and evaluate post-secondary vocational-technical programs and recommend
educational standards for these programs,” as well as to “develop curricular designs and
prepare instructional materials, prepare and evaluate programs to upgrade the quality of
teaching and non-teaching staff, and formulate guidelines to improve the physical plant and
equipment of post-secondary vocational-technical schools.”[11]
Establishment of TESDA

President Fidel V. Ramos signed Republic Act No. 7796, or the "Technical Education and Skills
Development Act of 1994," on August 25, 1994.

The Philippine Congress enacted Joint Resolution No. 2 in 1990, effectively creating the
Congressional Commission for Education or EDCOM. The commission was tasked to review
and assess the education and manpower training system of the country. Among the
recommendations of the commission was the establishment of the Technical Education and
Skills Development Authority (TESDA), a government agency tasked with developing and
overseeing the country’s vocational and technical education programs and policies.[12] The
commission further recommended that the new agency be created as a fusion of the following
offices: 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 and Sports (DECS), and the Apprenticeship Program of the
Bureau of Local Employment of DOLE. Subsequently, the enactment of Republic Act No. 7796,
or the “Technical Education and Skills Development Act of 1994,” authored by Senator
Francisco Tatad led to the establishment of the present-day TESDA. RA 7796 was signed into
law by President Fidel Ramos on August 25, 1994.[13]

The merger of the aforementioned offices was meant to reduce bureaucratic oversight on skills
development activities initiated by the private and the public sector and to provide a single
agency that will take charge of the country’s technical vocational and training (TVET) system.
Hence, a major thrust of TESDA is the formulation of a comprehensive development plan for
middle-level manpower based on the National Technical Education and Skills Development
Plan. This plan provides for a reformed industry-based training program that includes
apprenticeship, dual training system and other similar schemes.[14]

Further reforms

The National Training Center for Technical Education and Staff Development (NTCTESD) and
its administration were transformed from the authority of the then-Department of Education,
Culture and Sports (DECS) to TESDA by virtue of Executive Order No. 337, which was issued
by President Fidel V. Ramos on May 17, 1996. The transfer was done in accordance with R.A.
7796, which effectively transferred the DECS' responsibility of administering the technical-
vocational education and training to TESDA. This necessitated the transfer of the administration
of the NTCTESD from the DECS to TESDA.[15]
On September 15, 2004, President Gloria Macapagal-Arroyo issued Executive Order No. 358,
which provided for the "institutionalization ladderized interface between Technical-Vocational
Education and Training (TVET) and Higher Education (HE)."[16] It further mandates that
TESDA and the Commission on Higher Education (CHED) "develop and implement a unified
national qualifications framework that establishes equivalency pathways and access ramps for
easier transition and progression between TVET and higher education. The framework shall
include the following mechanisms:"[17]

 National System of Credit Transfer

 Post TVET Bridging Programs
 System of Enhanced Equivalency
 Adoption of Ladderized Curricula/Program
 Modularized Program Approach
 Competency-based Programs
 Network of Dual Sector Colleges and Universities
 Accreditation/Recognition of Prior Learning
 List of TVIs under EO 358

Executive Order No. 75, issued by President Benigno Aquino III on April 30, 2012, designated
the Department of Transportation and Communications (DOTC) as the "single administration in
the Philippines responsible for oversight in the implementation of the 1978 International
Convention on Standards of Training, Certification, and Watchkeeping for Seafarers." Prior to
the executive order, TESDA had the power to issue the Certificate of Competence for Ratings by
virtue of Executive Order No. 242, s. 2000.[18]

President Rodrigo Duterte's Executive Order No. 1, issued on June 30, 2016, effectively placed
TESDA and other government agencies under the supervision of the Cabinet Secretary. The
executive order mandates that the agencies mentioned "shall primarily evaluate existing poverty
reduction programs and, if deemed necessary, formulate a more responsive set of programs
complementing existing ones, channeling resources as necessary to reduce both the incidence
and magnitude of poverty." Other duties and responsibilities have also been ascribed to the
concerned agencies by this executive order.[19]

Benefits
Graduating from the programs given by TESDA will ensure the trainee a National Certificate
from TESDA Assessment that comes with benefits that include a quality assurance that the
graduate has acquired proper knowledge and an understanding of the task at hand from
undergoing a series of practical and hands-on demonstrations, positive attitudes from interviews
with people who contribute to the job and work projects. Not only that, but the certificate will
also guarantee that the graduate has acquired the values that can help his/her skills needed for the
said occupation and for future opportunities that can follow from the success of the current
project.[20]

Current State
The labor force participation rate (LFPR) of TVET graduates accounted for 74.5% of all
graduates.[21] Graduates of scholar programs, though, had an LFPR of 75.9% than the 71.9%
LFPR of regular TVET-program graduates. In terms of delivery mode, enterprise-based program
graduates had the highest LFPR (89.1%) while community-based programs had the lowest LFPR
(71.7%).

The overall employment rate of TVET graduates was 60.9% in 2011. The region having the
highest employment rate is CAR (82.8%), followed by Region VII (74.1%) and IV-B (71.4%).
Also, TVET graduates of scholarship programs had an employment rate of 61.7% as compared
to TVET graduates of regular programs (59.1%). Again, in terms of delivery mode, enterprise-
based programs had the highest employment rate (83.1%) while community-based programs had
the lowest (56.4%). Out of all training providers, TESDA’s graduates had the highest
employment rate (67.9%). 39.8% of the employed TVET graduates had an average monthly
income of 5000-9999 pesos while 27.7% are earning more than 10000 pesos. 21.5% are earning
less than 5000 pesos a month.

Recently, the unemployment rate among young aged 25–29 years old with tertiary education has
been increasing, especially in European countries like Slovenia.[22] This has been coupled with
an increase in the enrolment rate in vocational and technical education. This has also led to the
decreasing share of unemployed young people with secondary education from 58.0% in 2007 to
51.1% in 2012 along with the increasing share of unemployed young people with tertiary
education from 13.1% to 19.5% in the same time period. Still, a majority of the people who have
completed secondary education move on to tertiary education. It should also be noted that the
percentage of unemployed young people who have completed vocational education stands at
18.1% while that of those who have completed secondary technical or general education stands
at 33%. Thus, many professionals believe that there is a greater need for employees with
technical or vocational education in the labor market rather than those with general tertiary
education. As it stands, some even say that these people have a greater likelihood of attaining
success in their careers than those with just a college degree.

Programs and services offered

Technical-Vocational Education and Training (TVET)
Diagram by TESDA portraying the TVET program as a "2-pronged" strategy" against poverty
and unemployment.

United Nations Educational, Scientific and Cultural Organisation (UNESCO) defines Technical-
Vocational Education and Training (TVET) as the education or training process which involves,
in addition to general education, the study of technologies and related sciences and acquisition of
practical skills relating to occupations in various sectors of economic life and social life that
comprises formal (organized programs as part of the school system) and non-formal (organized
classes outside the school system) approaches.[23]

TESDA is mandated to provide Technical Vocational Education and Training (TVET) in the
Philippines.[24] TVET provides education and training opportunities for students and clients in
preparation for employment. It is also offered to those part of the labor market looking to
improve or develop new competencies to enhance employability in their chosen fields.[24][25]

TVET Training Systems

TVET is classified into two main systems: the formal system and the non-formal system.[26] The
formal system is a post-secondary technical education of six months to three years which entitles
a student or trainee to a certificate in a specialized field. Programs under the formal system are
delivered by both private and public vocational-technical schools. The non-formal system, on the
other hand, consists of a variety of short-term programs usually up to six months targeting a
special group of clientele. This includes those seeking employment in the government, special-
interest organizations, services and salesmanship, farming, and forestry and fishing.[27]

TVET Clientele

TVET clientele is primarily composed of high school graduates, secondary school dropouts, and
college graduates and undergraduates looking to gain the necessary skills in various sectors.
TVET also considers part of their targeted clientele those who are unemployed but actively
looking for work, Overseas Filipino Workers (OFWs) returning to the Philippines permanently
to work, and those currently employed wanting to enhance or acquire new skills.[24]

TVET Delivery Modes

TESDA undertakes direct training provisions in order to provide TVET clients access to the
various Technical Education Skills Development (TESD) programs offered. The following are
the four training modalities:[24][25]

 School-based: Formal delivery by the schools of TVET programs of varying duration of

at least a year but not exceeding three years.
 Centre-based: Provision of short duration non-formal training undertaken in TESDA
Regional and Provincial Training Centers.
 Community-based: Training programs specifically designed to answer the needs for skills
training in the community to facilitate self-employment.
  Enterprise-based: Training programs like apprenticeship, learnership, and dual training
which are carried out within the firms or industries.

TVET Delivery Networks

There are more than 4,500 TVET providers in the country, around 62% (2,786) of which are
private and 38% (1,714) public.[24][25] The Public TVET institutions include 126 Technology
Institutes nationwide. Other public TVET providers include state-owned universities and
colleges and local colleges offering non-degree programs; Department of Education-supervised
schools; and local government units and other government agencies providing skills training
programs.[25] TVET funding would depend on the type of provider. In private TVET institutions,
students or trainees pay fees. Public TVET institutions, on the other hand, are subsidized by the
government so the trainees pay only a minimal or no amount for the training.[25]

Training Programs

TESDA provides direct training programs which are divided into four distinct training
modalities: School-Based Programs, Center-Based Programs, Community-Based Programs, and
Enterprise-Based Programs.[28]

School-Based Programs

School-based programs are TVET programs that are directly delivered or provided by TESDA-
administered schools. Currently, there are 57 TESDA-administered schools, 19 of which are
agriculture schools, 7 are fishery schools and 31 are trade schools. School based programs
include post-secondary offerings of varying duration not exceeding three years.

Center-Based Programs

These are training provisions or programs that are being offered in TESDA Regional and
Provincial Centers throughout the country. There are fifteen (15) Regional Centers and forty-five
(45) provincial centers, adding up to a total of 60 centers that provide center-based programs.
Such programs are offered under selected trade areas in the different regions and provinces of the
country.[29]

The TESDA Training Center Taguig Campus Enterprise (TTCTCE) provides advanced
technology training programs that are registered under the Unified TVET Program Registration
and Accreditation System (UTPRAS). The TTCTCE conducts these training programs in
partnership with industry organizations under a co-management scheme in response to a given
industry's training requirements.[29]

TESDA is also the implementing agency of three grant assistance projects from the Government
of the Republic of Korea. The Korea-Philippines Information Technology Training Center
(KPITTC), located at the Polytechnic University's Quezon City compound in Novaliches
provides training on computer graphics and animation. Another grant assistance project from the
Republic of Korea's government that is under the implementation of TESDA is the KPITTC
located at the Regional Skills Development Center in Guiguinto, Bulacan.[29]

Enterprise-Based Programs

Enterprise-based programs are training programs that are being implemented within companies
or firms. There are several programs being offered by TESDA that fall under enterprise-based
programs.[30]

The Apprenticeship Program is a training and employment program that involves a contract
between an apprentice and an employer in an occupation that has been approved for
apprenticeship. The period of apprenticeship covers a minimum of four months and a maximum
of six months. Only companies with approved and registered apprenticeship programs under
TESDA can hire apprentices.[30]

The Learnership Program, on the other hand, involves practical on-the-job training for pre-
approved learnable occupations, as determined by TESDA. The program must not exceed three
months. Only companies with TESDA approved and registered learnership programs can hire
learners.[30]

The Dual Training System involves an instructional mode of delivery for technology-based
education and training in which learning takes place alternatively in two venues: the school or
training center, and the company. One of the strategic approaches on this program is the
conversion of selected industry practices/ programs registered under the apprenticeship program
into DTS modality. Schools or training centers and business establishments interested in
adopting the dual training system must apply for accreditation with TESDA.[30]

Community-Based Programs

TESDA also provides community-based programs, which are primarily offered to those
belonging to marginalized groups. These are intended to expand educational access to those who
are unable to access, or are not accessible, by formal training provisions and programs. The
program is also designed to assist partner agencies such as LGUs, NGOs, people organizations
and other agencies and organizations with regard to their poverty-alleviation and livelihood
programs.[31]

Scholarship Programs

These are programs created to give help and financial assistance to deserving TVET enrollees
and trainees in the country.

Private Education Student Financial Assistance (PESFA)

The program offers educational scholarships and benefactions to college who are not only
qualified but also deserving of financial assistance. In publicizing and also promoting TVET, it
also guides the enrolees/ beneficiaries on what choice of career they plan on pursuing and the
skills needed to be successful in these jobs which are a hot pick in the economy. Established
through Section 8 of Republic Act No. 8545, the PESFA also gives assistance to institutions and
establishments that gave a respectable amount of effort in the program by supplying a fair
amount of enrolees to their respective courses.[32]

Training for Work Scholarship (TWSP)

Launched in May 2006 by the Office of the President, the Training For Work Scholarship
(TWSP) aims to give out solutions to the where the lack in skills in sectors that relate with one
another such as metals and engineering, along with construction, tourism many more. Beginning
in 2008 as a part of the regular budget, this program also looks to give out more opportunities for
employees through incentives and proper training programs that link both jobs internationally
and domestically. Also, its goal is to reinforce TVET institutions in making the quality of their
delivery programs better in order to meet the requirements of a certain job.[32]

Bottom-up Budgeting (BUB)

The program seeks to increase access to local service delivery taking into consideration the
development needs of municipalities through a budget planning process that focuses on
demands. It also aims to strengthen the government's accountability in public services.
Participating agencies are expected to ensure implementation of priority through the BuB
planning & budgeting processes.[32]

Special Training for Employment Program (STEP)

The Special Training for Employment Program (STEP) plans to focus on the specific skills
needed by the communities in order to promote employment. This tackles self-employment and
service-oriented activities to be more specific. In this program, the objective is to provide skills
and training opportunities to not only enhance the enrolees in the barangay area but to also make
the enrolees more adept and keen of their skills needed to be ready for the job. Those who are a
part of this program receive free training, competency assessments, tool kits and training
allowance worth sixty pesos per day during the training period.[32]

Other functions
Job matching

TESDA finds and trains people for employment. It seeks jobs by identifying specific job
requirements through the use of international market intelligence reports. For jobs in partnership
with Non-government organizations, social welfare agencies and institutions, school community
and organizations, TESDA finds people who it deemed suitable to be trained. TESDA then trains
these people through the TVET program. TESDA developed this matching process to find the
best job-skills fit, as well as increase productivity of training programs by assisting those who
wish to go into micro business, small and medium enterprises of entrepreneurship.[33]

TESDA Core Business

Programs and services are created and designed to provide direction for TVET in the Philippines.
Some of these include the creation of plans and policies through the generation and
dissemination of reliable information and research for the TVET sector.

TESDA's plans and policies include the following:

 National Technical Education Skills Development (TESD) Plan

 National Technical Education Skills Development (TESD) Research Agenda
 Philippine Technical Vocational Education and Training (TVET) System
 Philippine Technical Vocational Education and Training (TVET) Outlook
 Labor Market Intelligence Reports
 List of Technical Vocational Education and Training (TVET) Studies
 Technical Vocational Education and Training (TVET) Statistics

Organizational structure
TESDA Board

The following are mandated by Republic Act No. 7796 to serve as the members of the TESDA
Board:[34]

 The Secretary of Labor and Employment as Chairperson

 The Secretary of Education, Culture and Sports (now the Secretary of Education) and the
Secretary of Trade and Industry as Co-Chairpersons
 The Secretary of Agriculture, the Secretary of Interior and Local Government, and the
Director-General of the TESDA Secretariat as members.

R.A. 7796 also provides additional guidelines pertaining to the TESDA Board's membership:

"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. 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."[34]

Additionally, the President of the Philippines is authorized "to revise membership of the TESDA
Board, whenever the President deems it necessary for the effective performance of the Board’s
functions through an administrative order."[34]

Secretary Silvestre H. Bello III, as the Secretary of Labor and Employment, currently serves as
the Chairperson of the TESDA Board. Secretary of Education Leonor M. Briones and Secretary
of Trade and Industry Ramon M. Lopez both serve as the Co-Chairpersons of the TESDA Board.
The TESDA Board currently has 22 members, who are representatives of the Government
Sector, Labor Sector, Employer Sector, Business and Investment Sector, and the Education and
Training Sector of the Philippines.[35]

TESDA Secretariat

The TESDA Secretariat, by virtue of R.A. 7796, is tasked "to establish and maintain a planning
process and formulate a national technical education and skills development plan in which the
member-agencies and other concerned entities of the Authority at various levels participate;"[34]
among other duties and responsibilities. It is headed by a Director-General, who serves as the
Chief Executive Officer of the TESDA Secretariat. In this capacity, the Director-General
exercises general supervision and control over TESDA's technical and administrative
personnel.[34] The current Director-General of TESDA is Secretary Guiling A. Mamondiong.[35]

According to R.A. 7796, the Director-General is assisted in his or her duties by two Deputy
Directors-General who are appointed by the President of the Philippines upon the
recommendation of the TESDA Board. One of the Deputy Directors-General is responsible for
Vocational and Technical Education and Training, and one is responsible for Policies and
Planning.[34] Currently, however, TESDA has four Deputy Directors-General:

 Rosanna A. Urdaneta, Deputy Director General for Policies and Planning

 Alvin S. Feliciano, Deputy Director General for TESD Operations
 Rebecca J. Calzado, Deputy Director General for Partnerships and Linkages
 Atty. Diosdado O. Padilla, Deputy Directo General for Communities and Local
Government Unit Services[36]

Aside from the Deputy Directors-General, the Director-General is also assisted by a Chief of
Services for Administration who is appointed by the TESDA Board.[36]

Aside from the aforementioned offices, there are also other offices under the TESDA
Secretariat.[34] Each office is headed by an Executive Director, who is appointed by the Director-
General.[35]

 Planning Office
 Partnerships and Linkages Office
 National Institute for Technical Education and Skills Development
 Qualifications and Standards Office
 Certification Office
 Administrative Service
 Financial and Management Service

There are also Regional Offices, which are under the direct authority of the Director-General.
These regional offices are headed by Regional Directors who are directly appointed by the
President of the Philippines. The Regional Offices are further divided into the Provincial TESDA
Offices, which are headed by Skill Development Officers.[34]
https://en.wikipedia.org/wiki/Technical_Education_and_Skills_Development_Authority

Technical Vocational Education Training

(TVET) program – The Philippines
Home / Technical Vocational Education Training (TVET) program – The Philippines

Context: TVET and higher education enrollments in the Philippines are relatively high
compared with countries at similar development levels, particularly for young women. For
disadvantaged youth, the most fundamental constraint to access is that many never complete the
10-year education cycle. For those who do, entry into post-secondary education is limited by
factors such as low achievement in basic education and the absence of effective mechanisms for
targeted scholarships or student loans. For TVET, a broader constraint is the concentration of
TVET providers in niche areas at both ends of the skill spectrum, while mid-level skill workers
must rely on limited opportunities for informal and/or on-the-job training.

Implementation of programme/ initiative: Technical Education and Skills Development

Authority (TESDA), the lead agency in TVET in the Philippines, is mandated to provide
relevant, accessible, high quality and efficient technical education and skills development in
support of the development of Filipino mid-level manpower responsive to and in accordance
with the Philippine development goals and priorities as embodied in Section 2 of the TESDA Act
of 1994. In pursuit of its mandate, TESDA enables the Filipino skilled workforce to be more
employable, productive and flexible to the changing requirements of industry and the labour
market, both domestically and overseas. With employable TVET qualifications, individuals are
empowered, become self-reliant and capable of supporting themselves and their family.

Main challenges: TVET has enjoyed huge financial support through scholarship programmes in
the recent past. However, although the passing rate for TVET programmes is high at 88.0 per
cent, subsequent employment rates are still at the relatively low level of 60.9 per cent. TVET is
expensive and requires partnerships with the industrial sector. When funding becomes the focus
of government policy, it will be beneficial for the whole government, and for TVET in particular,
to maximize government funding assistance by increasing industry participation in supporting
TVET programmes. The increase in the scholarship budget could be used as an instrument for
greater assistance to raise the level of participation of private TVET providers.

Results achieved: An impact evaluation study on the effect of the TVET implementation in
2011 showed that a high percentage of employed TVET graduates landed jobs related to the
training programme they attended. The Youth Profiling for Starring Careers (YP4SC)
programme of TESDA was successful in providing career options for TVET graduates. Some 59
per cent of employed TVET graduates acquired jobs related to the YP4SC courses.
Moreover, 40 per cent, or 136,170 employed graduates had an average monthly income between
USD 5,000 and 9,999; 28 per cent of the employed graduates were earning more than USD
10,000; and 22 per cent were earning less than USD 5,000.

Moving Forward: The following recommendations are being put forward to further improve the
delivery and relevance of TVET services to the labour market. Firstly, it is important to sustain
and improve quality assurance mechanisms of TVET training deliveries to assist graduates and
workers. It is also necessary to strengthen existing TESDA partnerships with industries to further
improve and promote TVET programmes in the Philippines. This will be done by pursuing more
purposive and active labour market information campaigns, and redirecting training programme
initiatives towards priority sectors with highly in-demand and critical jobs. In the future, stronger
partnerships with industry will also be pursued, particularly to support company-based training,
through, for example, apprenticeships and on the job training programmes.

Replicability: TVET is expensive and requires partnerships with the industrial sector. It is vital
for effective government policy on TVET programmes to maximize funding assistance by
increasing industry participation in pursuing TVET. As the major end user of skilled workers,
industry is in the best position to train workers in accordance with industry standards and
conduct industry-based assessments and certification, with governments providing the needed
assistance.

https://yptoolbox.unescapsdd.org/portfolio/technical-vocational-education-training-tvet-program-
philippines/

TVET Information

What is TVET?

"TECHNICAL-VOCATIONAL EDUCATION AND TRAINING (TVET) is the education or

training process where it involves, in addition to general education, the study of technologies and
related sciencs and acquisition of practical skills relating to occupations in various sectors of
economic life and social life, comprises formal (organized programs as part of the school
system) and non-formal (organized classes outside the school system) approaches." (UNESCO)

 Philippine TVET Statistics

http://www.tesda.gov.ph/About/TESDA/28

TVET Programs

In view of the need to provide equitable access and provision of TESD programs to the growing
TVET clients, 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
center, enterprized-based training through DTS/apprenticeship and community-based training in
convergence with the LGU’s.

 School Based Program

 Center Based Programs
 Community Based Programs
 Enterprise Based Programs

TESDA SUPPORTS TRAINING PROVISION

TESD creates opportunities for people to be responsible and become productive citizens. The
need to provide and make accessible relevant TESD compels TESDA to undertake direct
training activities at the same time support training activities undertaken by other key players in
the TESD sector.

TESDA Technology Institutions are composed of 125 schools, regional, provincial and
specialized training centers nationwide which undertake direct training activities for TESDA.
The absence of an institution in the area which can provide people equitable access to TESD
necessitates TESDA to undertake direct training activities. These TTIs also serve as venues to
test new training schemes and are used as laboratories for new technology.

Among TESDA’s specialized training centers are the following:

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

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

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

http://www.tesda.gov.ph/About/TESDA/24

https://unevoc.unesco.org/fileadmin/user_upload/docs/CS_Philippines_Public_awareness.pdf