Name: Abergos- Rico, Grace M. Professor: Dr. Rosario F.

Quicho
Subject: ED805- Education and National Development

Self-Activity Module 7

Research on the following:

a. Mandate, Vision, mission, values statement and quality policy of the

Technological Education and Skills Development Authority (TESDA)

Mandate
The Technical Education and Skills Development Authority (TESDA)
is the government agency tasked to manage and supervise technical
education and skills development (TESD) in the Philippines. It was created
by virtue of Republic Act 7796, otherwise known as the “Technical
Education and Skills Development Act of 1994”. The said Act integrated the
functions of the former National Manpower and Youth Council (NMYC), the
Bureau of Technical-Vocational Education of the Department of Education,
Culture and Sports (BTVE-DECS) and the Office of Apprenticeship of the
Department of Labor and Employment (DOLE).

Vision
The transformational leader in the technical education and skills
development of the Filipino workforce.

Mission
TESDA sets direction, promulgates relevant standards and
implements programs geared towards a quality-assured and inclusive
technical education and skills development and certification system.

Values Statement
We believe in demonstrated competence, institutional integrity,
personal commitment, culture of innovativeness and a deep sense of
nationalism.
 Quality Policy
"We measure our worth by the satisfaction of the customers we serve"
through:
Strategic Decisions
Effectiveness
Responsiveness
Value Added Performance
Integrity
Citizen focus
Efficiency

b. Programs and strategies, major functions of TESDA, key players,

funding and financing

Programs and Strategies

TESDA, in order to accomplish the set goals has come out with these
programs in terms of i) institutional capability building, ii) technical education
and skills development program, iii) initiation of training programs, iv)
entrepreneurship programs, v) provision of employment opportunities for
trained manpower.
These programs are operationalized via appropriate employment of
strategies that are specifically suited to each program planned, hereto cited:
For institutional capability building program, TESDA would:
1. Assist public and private schools in providing quality technical
vocational education and skills development program;
2. Strengthen network of national, regional skills training centers
like vocational and technical schools, institutes, polytechnic colleges and all
duly accredited public and private dual system educational institution;
3. Coordinate and monitor of all skills development activities of
public and private sectors in all level; and
4. Offer incentives to private industries, private and public
institutions which provide quality technical education and skills development
training.
 With regards technical education and skills development program, TESDA
would:
1. Promote annual national skills Olympic with the end-in view of
participating in international skills competition through the support of private
industries and LGU’s;
2. Formulate policies, measures and guidelines for effective
administration and implementation of the program;
3. Promote dual training system and apprenticeship program;
4. Grant scholarship to those who wanted to get trained in
technical and skills development education;
5. Offer incentives to private industries and private and public
institutions that are providing quality technical education and skills
development training; and
6. Provide funding support for the implementation of this program,
in the Annual General Appropriation Act.

In terms of administering training programs, TESDA would conduct:

1. Teacher’s trainers training;
2. Skills training for entrepreneurship development and technology
development;
3. Cost-effective training in occupational trades and related field of
employment; and
4. Supervisors, planners and managers training.
In the case of entrepreneurship, this program would i) accredit small
scale industries and individual through trade testing; and ii) offer incentives or
assistance to people who like to engage in business.

For non-formal community training, TESDA would simply initiate

community outreach activities. With regard employment opportunities, TESDA
would:
i) Optimize the allocation, development and utilization of skilled workers
for self entrepreneurship; and
ii) Establish linkage with industries and private individuals.
 The Major Functions of TESDA
The major functions of TESDA is to promote internal
competitiveness. In order to accomplish this functions, TESDA is mandated
to:
1. serve as policy making body in technical and skills development;
2. conduct planning and programming of its mandated functions;
3. coordinates with public and private vocational and technical institutions;
4. set standard and certification;
5. administer apprenticeship program;
6. conduct training of trainers;
7. manage technical education and training funds; and
8. prepare LGU’s and industry groups to eventually take over the direct
training functions of NMYC and BTVE.

Key Players in TESDA Program

As a program, TESDA identified the key people or groups of people
who would actively participate in the program. Directly or indirectly, this group
of people, as stakeholders identified as the employers, worker’s organization,
school and training institutions, local government units, students and trainee,
parents, legislators and mass media.
Specifically, employers are assured of technically skills, educated and
productive workers; workers organization could secure commitment from
employers regarding workers development and skills upgrading via the dual
training system (DTS); schools and training institutions could maximize the
use of equipment and facilities as their graduates are matched with the labor
needs of the industries; LGU’s are able of training their constituent; students
can acquire quality training; parents, to look forward for better employment of
their children; legislator, to institute reforms in technology-based education
and training; and mass media, to serve as partners in the promotion of
TESDA programs via public opinion that would hasten decision and policy
making and build a strong and wider-based middle-level income group in the
country.
 Funding and Financing of TESDA
A TESDA development fund is appropriated in the General
Appropriation Act of the government. However, contributions from different
groups of people, and other government and non-government agencies in
terms of donations, grants endowment, bequest or gift and annual
contributed from OWWA would constitute the TESDA development funds.
The TESDA Board administers the fund. It formulates the necessary
implementing guidelines for the management and disbursement of the fund.

In answering questions for Self-Activity, please use the information you

gathered above as basis.

1. Conduct a research on the beginning of the technical-vocational

education as an integral part of the Philippine education system in
terms of:

enabling laws;

The introduction of technical-vocational education as an integral part of the

Philippine education system has started thru the enactment of Republic Act 7796
otherwise known as the TESDA law. This law paved the way in the establishment of
Technical Education and Skills Development Authority (TESDA) to which it will
manage the Technical Vocational Education and Training programs in the
Philippines and it encourages the full participation of and mobilize the industry,
labor, local government units, and technical-vocational institutions in the skills and
development of the country’s human resources.
The major thrust of TESDA is the formulation of a comprehensive
development plan for the mid-level manpower based on the National Technical
Education and Skills Development Plan which will provide a reformed industry
based training program that includes dual training systems, apprenticeship, and
other similar schemes.
 forms and contents;

TESDA was mandated to (1) integrate, coordinate, and monitor skills

development program; (2)restructure efforts to promote and develop mid-level
manpower; (3)approve skill standards and tests; (4)develop an accreditation system
for institutions involved in mid-level manpower development; (5)fund programs and
projects for technical educations and skills development; and (6) assists on trainers
training program.
It is also expected to (1)devolve training functions to the government; (2)
reform the apprenticeship program; (3)involve industry/employers in skills
development; (4) formulate a skills development plan; (5)develop and administer
training incentives; (6)organize skills competitions; and (7)manage the skills
development plan.

implementation procedure;

TESDA’s role has been the basis of its implementation in which it will be the
TVET authority in the Philippines and with its capacity, it will steer and provide
guidance to Technical-Vocational sector. Its plans and policies are formulated to
serve as blueprint for TVET implementation in the Philippines.
The programs and services of TESDA are aimed at providing clear priorities
which includes the formulation of plans and policies for TVET sector and conduct of
researches and studies to generate plans and policies as well. TESDA’s programs
also provides information for informed decision done by its stakeholders.
Examples of plans and researches done are: (1) National TESD Plan, (2)
National TESD Research Agenda, (3)Philippine TVET system, (4)Philippine TVET
Outlook, (5)Labor Market Intelligence, (6) different TVET studies, and (6)TVET
statistics.
Through domestic and international market intelligence report, TESDA can
pinpoint specific job requirements and thus used to provide jobs to right people that
can be trained to fit the jobs in partnership with NGOs, social welfare agencies,
school and other community organizations. This is called as proactive matching
process that contributes in best job skills fit.
Another pillar towards the realization of TESDA's authority role in the TVET
sector is to ensure quality through the provision of standards and system
development services. Competency assessment and certification of workers is
continuously done in pursuit of professionalizing skilled workers.
TESDA also develop Competency Based curriculums such as developing
standards that can develop competency for middle level skilled workers. These are
in the form of units of competency containing descriptions for acceptable work
performance. This curriculum is packaged into qualifications corresponding to critical
jobs and occupations in the priority industry sectors. The qualifications correspond to
specific levels in the Philippine TVET Qualifications framework.
The competency standards and qualifications, together with the training
standards and assessment arrangements comprise the national training regulations
promulgated by the TESDA board. The training regulations serve as basis for
registration and delivery of TVET programs, competency assessment and
certification and development of the curricula for the specific qualification.
Currently, K to 12 programs has been implemented, TESDA has completed
the development of a new set of curriculum for teaching the technical vocational
education and training courses to students under the K to 12 program. Thus, the two
additional years in senior high school are aimed to serve as a specialization period
for high school students, whether in vocational skills, music, the arts, or sports. High
school graduates have the option to pursue jobs with a basic diploma or proceed to
college.

funding support

The funding of TESDA was stated in RA no. 7796 Rule 3 Section 6 under the
functions and powers of the TESDA board where they have to determine and
approve systematic funding schemes such as the Levy-and-Grant scheme for
technical education and skills development purposes. Also, to provide scholarship
grants, TESDA adopts a system of allocation and funding which shall be responsive
to the technical education and skills development needs of the different regions in
the Philippines.

Rule 9 also indicates that after one year after the organization of TESDA, the
board shall commission an expert group on funding schemes for the TESDA
Development Fund in which the result of the commissioning will become the basis
for appropriate action of the board related to funding.

2. Read the EDCOM Report (Making Education Work, 1992), and find out
the advantages and disadvantages of having the Technical-vocational
education implemented by a separate government agency like TESDA.

Advantages:

1. The Philippines is not to develop its educational model for TESDA by

themselves, but they have a model applied in Germany being as dual tech
wherein students are taught in the classroom for 3 days and work at the
factory site for 2 days. They also checked the model in Australia where it is
found to be more suited to the Philippine Educational System.
2. There has been for the first time that there is a close coordination between
DepEd, CHED, and TESDA where they are looking to resolve education
problems from a more systemic and comprehensive manner. The three
education agencies have highly synergized their efforts since the
trifocalization of education.
3. Trifocalization has led to greater focus and depth in planning and
implementation of development program of the co-equal education sub
sectors - namely: basic education, technical education and skills
development, and higher education leading to enhanced capabilities of this
sub sectors. Furthermore, trifocalized system has allowed TESDA
specifically to focus into its own mandates.
4. The quality assured Technical Education and Skills Development System
was established in which it (1) implements the adoption of competency
 based technical education and skills development in TVET programs, (2)
establish the TESDA Qualification and Certification System that calls for
modularized and competency based learning such that each level has a
set of qualifications requirements; (3)institutes the Philippine TVET
Quality Awards to serve as the highest level of recognition for
organizational performance in TVET; and (3)development of a Unified
TVET Program Registration and Accreditation System as a mechanism to
ensure quality among all institutions offering TVET program.

Disadvantages:

1. There had never been an educational review to implement TESDA.

Germany and Australia did not even have a trifocalization program. Also,
the omission of a coordinating mechanism disables the whole educational
system to confront strategic issues in a comprehensive way. The three
agencies generally miss to meet in regular basis when there was a need
for them to do so.
2. Coordination among these three agencies such as DepEd, CHED, and
TESDA does not in fact guarantee success in the Philippine Educational
System. This happens due to overlap of mandates. In the case of TESDA,
it is an agency which prepares and provides students with technical and
craft skills, has not been engaged in the delivery of technical vocational
education in high schools (which is primarily managed by the DepEd).
3. Trifocalization does not have mechanism to ensure that policies,
programs, and project of each sub sector are dovetailed to national
development plan.
4. It is beyond TESDA’s control to provide the expectation of providing better
and stable jobs because it rests solely in the hands of the employers. On
the other hand, TVET’s growth is not that much because of the society’s
poor perception of this program. There is a notion that TVET is only for
students who cannot enter a university; that it is limited to technical and
vocational areas, appropriate for males; and a terminal option with limited
upward mobility both in education and in the work place. Thus, TVET
suffers when the entire education system is poorly coordinated.
 3. Scrutinize the TESDA law (RA 7766), is the program thrusts hereto
presented improve the training/education of the middle level manpower
of the Philippines? Explain and support your answer with appropriate
data/information.

TESDA was created thru RA 7766. In its declaration policy, it has enshrined
its policy to provide relevant, accessible, high quality and efficient technical
education and skills development in support of the development of high-quality
Filipino middle-level manpower responsive to an in accordance with Philippine
development goals and priorities and encourage the active participation of various
concerned sectors, particularly the private enterprises, being direct participants in
and immediate beneficiaries of a trained and skilled work force, in providing technical
education and skills development opportunities.
The term “middle-level manpower” refers to: (1) Those who have acquired
practical skills and knowledge through formal or non-formal education and training
equivalent to at least a secondary education but preferable a post-secondary
education with a corresponding degree or diploma, or; (2) Skilled workers who have
become highly competent in their trade or craft as attested by industry.
Its goals and objectives are the following: (a) Promote and strengthen the
quality of technical education and skills development programs to attain international
competitiveness; (b) Focus technical education and skills development on meeting
the changing demands for quality middle-level manpower, (c) Encourage critical and
creative thinking by disseminating the scientific and technical knowledge base of
middle-level manpower development programs; (d) Recognize and encourage the
complementary roles of public and private institutions in technical educations in
technical education and skills development and training systems, and ; (e) Inculcate
desirable values through the development of moral character with emphasis on work
ethic, self-discipline, self-reliance, and nationalism.
Given the centralization of the government’s efforts to promote a competent
labor force, the need to sustain its activities relative to the demands of existing
situations should be the basis through which training programs are utilized and
developed.
 Even now, the need to arm the labor force with adequate skills and
competencies, even beyond their occupations, are central to the guarantee of
employability or conduct of small enterprises. The competition for jobs is then a
question of adaptive skills and competencies and is no longer solely based on
specialization. A study by Capelli (1997) says that the perceptions of changing the
level of skills help drive public attitudes toward education policy. He cautioned as
well that there may be repercussions to hiring trends with the onset of changes in
work organizations where there is always a possibility of substantial upgrading of
skills requirements for workers.
There is a tradeoff between the upgrading of skills and the competition for
available employment, but this is a policy avenue for the government and other
institutions to work on by providing affordable training for all to cope with the
dynamics of organizational operations. With the continued increase of
technologization in the workplace, the demand for higher skills is even more urgent.
Thus, educational institutions such as TESDA should instill the right and ample
values for work and skills development even there is also a scenario that other
employers are not able to adapt or invest in the development of their technology due
to their fear that their current workers are not able to use newer technology due to
lack of skill.
At any rate, TESDA in 2004 issued some revised guidelines that brought
reforms targeted for TVET in pursuit of the enhancement in implementing enterprise-
based programs. This is done in partnership with employing companies to develop
programs of immersion for organizations.
This public-private partnership brings an improved mutual responsibility in the
education and development of the workforce. This offers continuity in the
government’s program to utilize industry partners for trainees to undergo actual
training on the job.
Bitonio (2008) keys in the expanded role of TESDA as the government’s
training arm and its shortcomings in actualizing its role. He says that a key policy
direction introduced under the 1994 educational reforms and in TESDA law itself is
for the Philippines to veer away from a highly centralized provision of training and
toward devolution, decentralization and more active private sector and community
participation. Thus, TESDA started to build networks of GOs, LGUs, and NGOs. Still,
TESDA remains very much like a direct training provider. School based training
courses are conducted in TESDA’s own training centers. With that, the relationship
between TESDA and its partners remains a combination of State regulation, control
and paternalism. In this sense, TESDA has stayed on its old tradition in which its
purpose seemed to have not been realized.
Even then, there are alternative activities that can be done to address such
gaps. Even some companies engage in internal trainings to get in new hires, fresh
graduates, and train them in the rigors of employment demands.
The government should be mindful of the area where there are gaps so that
they can focus in getting the correct partnership with private sectors to develop a
framework of collaboration and cooperation. Thus, it should be included in the
development of policies relative to the continued evolution of the role of TESDA in its
thrust for human capital development and internal sustainability.

4. If you were a stakeholder in the TESDA program, how will you help this
agency achieve its mission, goals and objectives?

The following would be the methods that I would be recommending or

establish the standards that will equip the graduates with competencies that are
recognized and accepted in other labor markets. Thus, harmony with partners in the
public and private sectors should be established well with clear roles and
responsibilities. All these efforts should aim on being at par with advancing
economies both in local and overseas.
On the other hand, I would spare head on the possible establishment or
research and technology hub, mobile training programs, not only in major cities but
establish satellite training centers as much in all regions or provinces.
As another initiative, a strong urge should be done to make a plan in
streamlining properly the roles and responsibilities between DepEd, CHED, and
TESDA to enable TESDA to really provide or support in the training and education of
students who are under the jurisdiction of DepEd and CHED with regard to technical
and skills development.
There is also a high possibility of supporting the most remote area thru the
use of internet. We can reach and conduct training to students online provided that
there is a support of providing better content to make the training more
understandable online. It can also focus more on curriculum related to information
technology and even programming skills specially on application development where
students can earn by selling their developed application online.

5. Do you agree that technical education and skills development of the

country’s manpower be separated from the mainstream programs of
basic and tertiary level education? Support your answers with
appropriate situation and data.

Strongly agree only on the part that it should be TESDA that will manage the
technical and skills development programs for basic and tertiary level which means
that although the facilities are being shared in consortium by DepEd and TESDA or
CHED and TESDA, the curriculum and instructions of teaching should originate from
TESDA alone.
This has been on track already. Of the current scenario where K to 12
education has been implemented, the curriculum was completed by TESDA but the
management is still under the school where trained TLE (Technology and Livelihood
Education) gets a mandatory training. Still, it must have a check and balance on the
operation of TVET with senior high students where TESDA can interfere, conduct
research, and conduct training to senior high TLE teachers and school supervisors in
which it must be expected that the education is conducted at the highest level of
quality.
Thus, the position of a K to 12 graduate of COC (Certification of Competency)
and NC (National Qualification) is provided to graduates that can really do the skills
at their best level. As this can serve as passports for employment, quality must be
ensured and thus benefit the country by their skills. As per national study, 60% of
Tech-Vocational graduates lands a job within less than a year from graduating.
TESDA agrees with the proposed tech-vocational track in K-12 since the
incorporation of tech-vocational courses beginning new HS year 1 is consistent with
the goals of TESDA in advancing tech-vocational education in the country. Offering
exploratory TLE, and eventually, specializations in the career pathway does not run
counter with the goals of promoting the acquisition of vocational skills suited to
various vocational or work domains (Bernardo, 2004).
The assurance that K-12 graduates will have greater chances of getting
employed through the initial agreements made by DepEd with business
organizations, chambers of commerce, and industries make K-12 more acceptable
to TESDA. (Links with the industries and employers is very crucial to ensure the
employability of K-12 graduates. DepEd needs the support of the business
community for the proposed the on-the-job training of SHS students).
The intention of DepEd to conduct a matching of competency requirements
and standards to ensure that K-12 graduates will possess the necessary skills
needed by the labor market is a recognition of the crucial role of TESDA in the K-12.