TESDA Outputs per RA7796

HILARIO P. MARTINEZ 1

T EC H N I C A L E D U C AT I O N a n d

S K I L L S D E V E LO P M E N T

A U T H O R I T Y

R.A. 7796, the Technical Education and Skills Development Act of 1994

Ѵ

TVET from a perspective


After Three (3) Multi-Million Dollar Foreign-Assisted* (Loans) Projects,


VOCATIONAL TRAINING PROJECT 1 Partner-Institutions’ Capability Building Project

Pass Fail

Internal Capability Building Project •

• •

VOCATIONAL TRAINING PROJECT 2

* WorldBank and Asian Development Bank

DISTINCT AREAS

OF COMPETENCE

Establishing Centers of Excellence Project

• •

•

TECHNICAL EDUCATION & SKILLS DEV’T. PROJECT


How much has TVET improved

in terms of delivery and preference?

What is the status of

TVET in the Philippines

now?

TAXPAYERS

More than US$200M of FAPS from WB and ADB Facilities and billions of

counterpart funds for 3 Major Projects

After >3 decades and political transitions … & interventions…

The lingering questions

Are graduates of TESDA & non-TESDA skills

training schools and centers a major final/direct output

of TESDA?

Is TESDA legally authorized to

directly conduct trade skills testing

(competency assessment) using

its own employees?

Are certified assessed workers and graduates of

skills training courses a major

final/direct output of TESDA?


TESDA’s Core Business Section 4, RA 7796 defines . . .


Technical Education • shall refer to the education process designed at post-

secondary and lower tertiary levels, officially recognized as non-degree programs aimed at preparing technicians, para-professionals and other categories of middle-level workers by providing them with a broad range of general education, theoretical, scientific and technological studies, and related job skills training

Ski l ls Development • shall mean the process through which learners and

workers are systematically provided with learning opportunities to acquire or upgrade, or both, their ability, knowledge and behavior pattern required as qualifications for a job or range of jobs in a given occupational area

[T.E.]

[S.D.]

The Defined Area of Responsibility of TESDA


TESDA’s Going into Core Business Technical Education Process Skills Development Process


Declaration of State 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 and in accordance with Philippine development goals and priorities

* Section 2, RA 7796, 1994

for the FILIPINOS!


THE CORE BUSINESS OF

TECHNICAL EDUCATION

THE CORE BUSINESS OF

SKILLS DEVELOPMENT

What is TESDA?

The process of

formulating competency

standards leading to job-

pertinent curricula

The process of providing

access to competency

development

opportunities

The EXPERTISE

and OBLIGATION

to execute these

mandates


Which playing field?


R.A. 7796 mandates that Technical-Vocational

Education and Training (TVET) in the Philippines

should be Industry-led

which makes COORDINATION critical to

TESDA

TESDA’s “ ” per RA 7796

Section 26

• Industry Boards

Section 27

• Incentive Schemes

Section 28

• Skills Development Opportunities

Section 29

• Devolution of TESDA’s Training Function to Local Governments

Section 30

• Skills Olympics

Section 31

• the TESDA Development Fund

Section 32

• Scholarship Grants


Section 20

• Skills Development Centers

Section 21

• Formulation of a Comprehensive Development Plan for Middle-Level Manpower

Section 22

• Establishment and Administration of National Trade Skills Standards

Section 23

• Administration of Training Programs

Section 24

• Assistance to Employers and Organizations

Section 25

• Coordination of all Skills Training Schemes

Expected Outputs per Article

•a network of skills development centers established for effective TVET coordination Section 20

•a development plan for middle-level manpower formulated thru active participation of industry & Board-member agencies Section 21

•national trade skills standards developed and implemented by accredited industry committees Section 22

•capability building training programs developed and conducted for public and private institutions engage in TVET delivery Section 23

•public and private institutions engage in skills training schemes assisted by TESDA Section 24

•coordination of all technical education particularly standards setting & skills training programs in the public & private sectors Section 25

•industry boards with institutional arrangement/s with TESDA Section 26


(1st 7)

Expected Outputs per Article

•incentive schemes designed and implemented to promote high-quality technical education and skills development opportunities

Section 27

•design and implementation of delivery system to promote high-quality technical education and skills development opportunities

Section 28

•devolution of training function to and enabling LGUs to assume the responsibility for technical education and skills development opportunities in their respective localities

Section 29

•conduct of yearly skills olympics with private industries’ participation Section 30

•the establishment of a Fund, managed by an accredited investment house, with proceeds for capability building of defined institutional partners

Section 31

•a scholarship allocation system and funding scheme responsive to the needs of the different regions of the country Section 32


(2nd 6)

DISSECTING THE BASIC MANDATE

Determining the Input-Process-Output per Mandate Provision


Area of Responsibility 1: Sec. 20 - Skills Development Center

Regulations Governing Skills

Development Centers

National Regional Local

Skills training centers

Technical institutes

Accredited public and private dual system institutions

Registry of TVET Providers

Monitoring Reports

Registry of Training Output


ENABLING INPUT ENABLING ACTIVITY OUTPUT

Profile/Demography of TVIs Analysis and Network Design Network of Skills Development Centers established

NTESD Plan parameters Formulation of Guidelines and Standards for TVIs

u p d a t e s

Area of Responsibility 2: Sec. 21: Formulation of a Comprehensive

Development Plan for Middle-Level Manpower

N A T I O N A L D E V E L O P M E N T P L A N N AT I O N A L E M P L O Y M E N T P L A N



PESTLE & TVET-specific data Research/data gathering, Analysis & Validation/Consultation Updated National Technical Education & Skills Dev’t. Plan

NDP & NEP parameters Formulation/Updating of Quantitative & Qualitative Measures

TESDA Board-

Member Organizations

• Competency Standards • TVIs • TVET Outputs • Certified Workforce N

atio

nal

Re

gion

al

• Technology • Legal • Ecology

• Political • Economic • Social TV

ET d

ata

ACCREDITATION

PROGRAM

CERTIFICATION

and

Area of Responsibility 3: Sec. 22: Establishment and Administration of

National Trade Skills Standards


L.G.U.

Certificate of

Competency

Co

mp

ete

nc

y

As

se

ss

me

nt

Pro

mo

tio

n &

Ad

vo

ca

cy

National

Occupational

Skills

Standards

TESDA-Accredited

Industry Groups

& Trade Ass’ns

TESDA-Accredited

Industry Committees

CERTIFIED

WORKERS


Certification and Accreditation Program Competency Standards Development by Industry

(Updated)National Competency Standards promulgated by TESDA

Accreditation of Industry Groups, LGUs, et al Competency Assessment by Industry CoCs issued by TESDA

Competency

Assessment

RESULT

Area of Responsibility 4: Sec 23: Administration of Training Programs

Public and

Private

Institu

tion

s


Monitoring Reports




Profile of TVIs Needs Analysis of TVIs for Capability Building Capability Building programs developed/updated

TVIs’ Performance Reports Research and Development(Updating) of CBPs Public & Private institutions benefitted by CBP

INVENTORY of CAPABILITY BUILDING COURSES

Teachers/Trainors training

Training for entrepreneur development and technology development

Cost-effective training in occupational trades & related fields of employment

Value development

Capability Building Programs (CBPs)

DESIG

N an

d

DEV

ELOP

MEN

T

NEEDS ANALYSIS

u p d a t e s

WORKERS

& COMPANY

Area of Responsibility 5: Sec. 24: Assistance to Employers and Organizations

Registry of Enabled Employer-

Organizations

Employer-Organizations engage in skills training

schemes assisted

Monitoring Reports


Sec. 31 TDF

Sec. 17


NEEDS ANALYSIS


Profile of Private Organizations & Performance Reports

Needs Analysis of Private Organization for Technical Assistance

Private institutions assisted/enabled

INVENTORY OF

CAPABILITY BUILDING COURSES

u p d a t e s

Section 17 - Consultants and Technical Assistance, Publication and Research

Area of Responsibility 6: Sec 25: Coordination of all Training Schemes

Registry of Training programs

assisted and financed by Gov’t.




Profile of Public & Private Organizations Data Management system Database of Providers & Output

Training Programs Monitoring Reports Information processing and analysis Inputs for ICBP

REPORTS

Training programs implemented by PUBLIC and PRIVATE institutions and assisted and financed by Gov’t.

M O N I T O R I N G

S Y S T E M

u p d a t e s

National

Occupational

Skills

Standards

Area of Responsibility 7: Sec. 26: Industry boards

EMPLOYERS

WORKERS

Areas of Collaboration: 1. Skills Development

Schemes:

• Formal

• Non-formal

• Dual Training

• Apprenticeship

• On-the-Job Training

2. Standards Development

3. Competency Assessment

Issues Training Output Assessment Standards

Monitoring Reports


Private

Companies

Competency

Standards

Certified

Workforce

Training

Outputs

R E G I S T R I E S


Profile of Private Organizations & Performance Reports

Needs Analysis and Negotiation with Private Organizations for Collaborative Undertaking

Industry Boards with institutional arrangement with TESDA

u p d a t e s

Area of Responsibility 8: Sec. 27: Incentive Schemes

Public and

Private

Institu

tion

s


Monitoring Reports

Registry of Training Outputs

Sec. 17


DEV

ELOP

S ENABLING INPUT ENABLING ACTIVITY OUTPUT

Research and Consultancy engagement Formulation of various incentive schemes & coordination with appropriate agencies

Approved incentive scheme/s made available to institutions

Profile of Public & Private Institutions & Performance Reports

Needs Analysis and Negotiation & Resolution with Institution/s for appropriate incentive

Public & Private institutions availing of incentive scheme/s

Incentive

Schemes

• discounts • tax deduction • subsidy • loans/credits • grants • accreditation • franchise • others

OFFER

S u p d a t e s

TVET Providers’ Performance

Area of Responsibility 9: Sec. 28: Skills Development Opportunities

Center-based

School-based

Enterprise-based

Tri-media-based

Internet-based

establishes


Monitoring Reports


Sec. 17


Client & Beneficiary Profile


Profile of Public & Private TVET Providers Systems Analysis & Design of Delivery Systems Working Models of Delivery System

Market/Sector/Technology Peculiarities Consultancy assistance and prototyping Approved I.R.R. & Output Registers

u p d a t e s

Area of Responsibility 10: Sec. 29: Devolution of TESDA’ Training Function

to Local Governments

TESDA-Financed Capability Building

Program for L.G.U’s

TESDA Training

Devolved to LGUs Monitoring

Reports



Sec. 17



Profile and TNA of LGUs Development of programs, funding & implementation Capability Building Plan for LGU

LGU staff trained, TESDA facility inventoried

Negotiation, turnover processes engaged, MOA formulated

TESDA Training Facilities devolved

u p d a t e s

Area of Responsibility 11: Sec 30: Skills Olympics

Domestic Skills

Competition

Private Business’ Participation

Philippine participation in

International competition

2004 ASC, Hanoi, Vietnam

Promotion and Advocacy for Blue Collar Work



International Competition Guidelines Adaptation, mobilization, funding, conduct National competition guidelines

Test packages, IRR Private sector sponsorship, implementation Competition winners

TESDA Competition Guidelines

Area of Responsibility 12: Sec 31: TESDA Development Fund

Investment House

Development

Fund

INCOME

Training

Institutions

Industries

LGU

fina

ncia

l assista

nce fo

r tra

inin

g &

related

activities

Monitoring Reports



GAA, OWWA, Institutions

Sec. 17



Establishment of Seed Fund Assignment of accredited private investment institution

Fund income earmarked for assistance to deserving TVET Providers

u p d a t e s

Seed fund proceeds entrusts

Area of Responsibility 13: Sec. 32: Scholarship Grants



TVET market research Analysis and design, consultation and coordination A scholarship allocation and funding system acceptable to all regions

Profile of TVET Providers Coordination with appropriate Government & private business/es for fund mobilization and/or assignment

Regional

Industry

Profiles /

Needs Analysis

T. E . & S . D . n e e d s

o f e v e r y R e g i o n AN

ALY

SIS

Regional TVET

Providers

CLASSIFYING THE MANDATE PROVISION

Classifying between Technical Education and Skills Development

Classifying into Programs


Classifying according to Core Business


Mandate Provisions pertaining Capability Building of Institutions


Applying TESDA

Development Fund

proceeds to build

capability of institutions

Section 31

Devolving Training

Function of TESDA to

Local Government Units (LGUs)

Section 29

Industry Boards and

other related bodies

Section 26

Assistance to Employers

and Organizations

Section 24

Capability Building of

Institutions, and also in

conjunction with item 4,

par. a & b, Section 14

Section 21

Strengthening of Skills

Development Centers

Section 20

Mandate Provisions pertaining Middle-Level Manpower Planning

Section 21 – Formulation of a Comprehensive Development Plan

Section 27 – Incentive Schemes

Section 32 – Scholarship Allocation System and Funding Scheme


Mandate Provisions pertaining to TVET Implementation

Section 23 – Administration of Training Programs

Section 25 – Coordination of All Skills Training Schemes

Section 28 – Skills Development Opportunities

Section 30 – Skills Olympics

Section 22 - Establishment and Administration of

National Trade Skills Standards


Resultant Major Programs

Middle-Level

Manpower Planning

Institu-tional-

Partners Capability Building

Adminis-tration of

TVET Provision


INTEGRATION

Making a better sense of what is provided by law


Summation of Mandated Outputs

Incentive Schemes

Effective and Efficient Delivery System

TESDA’s Training function devolved to LGUs

Conduct of Yearly Skills Olympics

TESDA Development Fund

Scholarship Allocation System and Funding Scheme


Network of Skills Development Centers

Comprehensive Development Plan for

Middle-Level Manpower

National Occupational Skills Standards

Institutional Capability Building Programs

Quality-Certified TVET Providers

Industry Boards with institutional arrangements

Outputs of Planning System for Middle-Level Manpower


COMPREHENSIVE

DEVELOPMENT

PLAN FOR

MIDDLE-LEVEL

MANPOWER

Incentive

Schemes

SCHOLARSHIP ALLOCATION &

FUNDING SYSTEM

QUALITY-ASSURED

PROVIDERS

PE

ST

LE

Outputs of TVET Implementation


TRAINING

INSTITUTES

BOARDS

EMPLOYERS

REGISTRY

ACCREDITED

COMMITTEES

REGISTRY

REGISTRY

ACCREDITED INDUSTRY

ASSESSMENT CENTERS

REGISTRY

Registries of Partner-Organizations


TRAINING

INSTITUTES

REGISTRY

BOARDS

REGISTRY

ACCREDITED

COMMITTEES

REGISTRY

EMPLOYERS

REGISTRY

ACCREDITED INDUSTRY

ASSESSMENT CENTERS

REGISTRY

QUALITY-CERTIFIED

PROVIDERS

REGISTRY

WORKERS’

GROUP

REGISTRY

INSTITUTIONAL CAPABILITY BUILDING PROGRAMS

REGISTRY

Basic Institutional Capability Building Interventions

Trainors Training (NC1 to NC4)

Skills Training for Entre-preneur Development

Skills Training for Tech-nology Development

Cost-Effective Training in Occupational Trades

Value Development

TVET Manpower Planning

Competency Standards Development

Competency Assess-ment Development

Curriculum Development

T.V.I. Administration and Management


CERTIFIED MANPOWER REGISTRY

TVET PROVIDERS REGISTRY

TRAINING PROGRAMS REGISTRY

CURRICULUM DEVELOPERS

REGISTRY

ASSESSORS REGISTRY

The TVET Database of TESDA


TRAINORS REGISTRY

Summary of Enabling Inputs and Activities


Profile/ Demography

Formulation of Guidelines & Standards for Providers & LGUs

PESTLE & TVET-specific data

NDP & NEP parameters

Research, data gathering, analysis, validation & Consultation

Formulation/ Updating of NTESDP Quantitative & Qualitative Measures

Certification & Accreditation Program

Accreditation of Industry Groups, LGUs, et al

Competency Standards Development by Industry

Competency Assessment by Industry

Performance Reports

Needs Analysis

Development /Updating of Capability Building Programs

Data Processing

Research and Development

Legend:

Enabling Input

Enabling Activities

A Network of Agency Outputs Based on Mandate-drawn Processes


TESDA’s Training function devolved

to LGUs

TESDA Development

Fund

Effective and Efficient

Delivery System

Comprehensive Development Plan for

Middle-Level Manpower

Institutional Capability

Building Programs

Industry Boards with Institutional

Arrangements

Annual Skills Olympics

pro

vides fo

r

requ

ires

forms part of

Network of Skills Development

Centers

stre

ng

then

s

prepares for

rationalizes

participates in

Scholarship Allocation and

Funding System

defines

establishes

facilita

tes

establishes

inp

uts to

benefits

augments

Incentive Schemes

motivates

National Occupational

Skills Standards

sta

nd

ard

izes

pro

du

ces

Quality-Certified TVET

Providers

promotes

compared with the Quantitative & Qualitative measures of the Plan START

CERTIFIABLE MANPOWER

The TESDA Business Model


ASSESSMENT CENTERS

CERTIFIED

WORKFORCE


AN ISSUE OF COMPLIANCE AND ORGANIZATIONAL RELEVANCE

Politics

PUBLIC INTEREST

LEGAL MANDATE

BUREAUCRACY Organization History & Image

Stakeholders

LABOR

EMPLOYERS

Assessment by Mandate


PASS FAIL NOT

KNOWN

PASS FAIL NOT

KNOWN

After more than 20 years, how has TESDA fared in various roles, such as…

A manpower planning agency?

A capability builder of institutions?

A coordinator of TVET for the public and private sectors?

A regulatory agency of TVET providers?

A Research & Development* arm of PH for TVET?

HILARIO P. MARTINEZ 47 * See Sec. 14.c.1, RA7796

T.V.E.T. is not TESDA

a GOVERNMENT AGENCY SECTOR OF EDUCATION

SECTOR OF WORKFORCE


TECHNOLOGY

IND

USTR

Y

Pro

du

ction

Pro

cess

*

* Does not include community livelihood programs

After these references, rationale and analysis, particularly in relation to Sections 20, 22 and 29 . . .

Are graduates of TESDA and non-

TESDA skills training schools

and centers a major final/direct output

of TESDA?

Is TESDA legally authorized to

directly conduct trade skills

testing(competency assessment) using

its own employees?

Are certified assessed workers and graduates of

skills training courses a major

final/direct output of TESDA?



Because it failed to assume its higher role for TVET as MANDATED in RA#7796

* NMYC – National Manpower & Youth Council, predecessor of TESDA


TVET-enabled

LGUs C

apab

ility

B

uild

ing

Pro

gram

s

Special Strategic Projects for TESDA


MASSIVE CAPABILITY BUILDING OF L.G.Us FOR TVET REVIVING

INDUSTRY BOARDS

FOR TVET

Crafting a more appropriate “Implementing Rules and Regulations”

TRANS-

LATE TO

Dissecting the Basic Mandate

Classifying the Mandate

Provision

Integration


To be relevant to the National Employment Plan and ultimately, the

National Development Plan …

Ho

w m

any Local Government

Units

Training Institutions per region

Business Enterprises per Industry Sector

… should be T.V.E.T.

Oriented?

Capable?

Enabled?


S H O R T T E R M M E D I U M T E R M

L O N G T E R M In t

he

More Specifically, TESDA should define…

Ho

w m

any Local Government

Units

Training Institutions

Business Enterprises


NC1 level to

NC2 level manpower

NC2 level to

NC3 level manpower

NC3 level to

NC4 level workforce

NC – National Competency

?

?

?

…and for Competency Standards H

ow

man

y New Competency Standards DEVELOPED

Old Competency Standards UPDATED

Old Competency Standards UNCHANGED

by Industry sector and

implemented in various

public sector schools and

training centers?

private sector schools and

training centers?

Enterprise-based institutes and workplaces?


Tamper-Proof Trade Tests Generation


Building a Corp of TVET Trainors and Industry Competency Assessors H

ow

man

y

Trai

no

rs

(Pu

b &

Pri

v) Trained

Accredited

Co

mp

ete

ncy

A

sse

sso

rs

Nat

ion

al C

om

pet

en

cy

Level 1?

Level 2?

Level 3?

Level 4?

Trained

Accredited


The Final Measure!


This changes everything


SURF for: Rationalizing TESDA as a Competency Development Authority

A simple CHALLENGE to the TESDA Leadership

Government & Nonprofit

TESDA Outputs per RA7796