WELCOME and MABUHAY !

Mr. VirGILio G. Gundayao, MBA/MPA

Exec. Dir., Graft-Free Philippines, a national project of Philippine Jaycee Senate

2004 Exec. Director, Junior Chamber International (JCI) Phils.

Immediate Past Exec. Director, JC Leaders International

Ex-AMO, CSC Mamamayan Muna, Hindi Mamaya Na! Program

Tibetan proverb:

"Having two ears and one tongue, we should listen twice

as much as we speak.”

WELCOME & MABUHAY ! ! !

TESDA: TVET Training Continuum(Technical Education & Skills Development Authority)

28 July 2012

(Saturday 11:00 AM – 2:00PM)

PUP-Graduate School, Sta. Mesa, Manila

WE greatly acknowledge a compleat GURU and a PolyMATH

DR. VICTORIA C. NAVALExecutive Vice-President, PUP, University Professor

Course/Class Adviser

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Tri-focalization of Education Management

Laws enacted through Republic Acts (RAs): DepEd for basic education (RA 9155; BP 232 etc.) CHED for higher education (RA 7722) TESDA for post-secondary, middle-level manpower

training and development (RA 7796)

Mandate1994 2001

1987

Overview of Philippine Educational System

.

.

7

• Pre-school

Vision: Functionally Literate Filipinos

Sch

oo

ls

• SBM

Teac

her

s

• Critical learning resources

• Hiring and deployment

• Training

• Certification Program

• Teachers benefits and Welfare

• Feeding

Stu

den

ts

• Food for school

• Every Child a Reader

• Multi-Grade

• Distance and alternative learning

Cu

rriculu

m

• RBEC

• Tech Voc

• English, Science, Math• NAT

• NCAE

• A & E

B A S I C E D U C A T I O N Elementary High School

Public Schools Private Schools

ECEGrade 1

Readiness Test

Alternative Learning Accreditation & Equivalency

?

NCAE + Counselling

CHED

College/ University

TESDA

Technical Vocational

Labor Force

INDUS-TRY

GASTPE

Teacher Development and Supply

Drop-outs

• ICT in Education • Partnerships with Private

Sector/Industry• Increase spending

for Basic Education

• ICT in Education • Partnerships with Private

Sector/Industry• Increase spending

for Basic Education

Basic Education Framework

DSWD DOH LGUs

Special Education

www.tesda.gov.ph

Vision

TESDA is the leading partner in the development of the

Filipino workforce with world-class competence and positive work values.

Mission

TESDA provides direction, policies, programs and

standards towards quality technical education and

skills development.

Value Statement

We believe in demonstrated competence, institutional integrity, personal commitment and deep sense of nationalism.

Quality Policy 

"We measure our worth by the satisfaction of the customers we serve"

Through:

Strategic DecisionsEffectivenessResponsivenessValue AddingIntegrityCitizen focusEfficiency

SECTION 7. Composition of the TESDA Board. — The TESDA Board shall be composed of the following:

The Secretary of Labor and Employment Chairperson

Secretary of Education, Culture and Sports - Co-Chairperson

Secretary of Trade and Industry - Co-Chairperson

Secretary of Agriculture - Member

Secretary of Interior and Local Government - Member

Director-General of the TESDA Secretariat - Member • 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.

The President of the Philippines may, however, revise the membership of the TESDA Board, whenever the President deems it necessary for the effective performance of the Board’s functions through an administrative order.

The TESDA Board shall meet at least twice a year, or as frequently as may be deemed necessary by its Chairperson. In the absence of the Chairperson, a Co-Chairperson shall preside. In case any member of the Board representing the Government cannot attend the meeting, he or she shall be regularly represented by an undersecretary or deputy-director general, as the case may be, to be designated by such member for the purpose.

Insights on TESDA•(TESDA) established under R. A. 7796 • Otherwise known as the "Technical Education and Skills Development Act of 1994“ • Signed into law by President Fidel V. Ramos on August 25, 1994. • 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.

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* 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 & Sports (DECS),

• The Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave birth to TESDA.

TESDA Mandate:.

• Integrate, coordinate and monitor skills development programs;

• Restructure efforts to promote and develop middle-level manpower;

• Approve skills standards and tests;• Develop an accreditation system for institutions

involved in middle-level manpower devt’; • Fund programs and projects for technical

education and skills development; and • Assist trainers training programs.

At the same time, TESDA is expected to:.

• Devolve training functions to LGUs;• Reform the apprenticeship program;• Involve industry/employers in skills

training;• Formulate a skills development plan;• Develop & administer trng incentives;• Organize skills competitions; and• Manage skills development funds.

TVET Programs• 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 centers, enterprised-based training through DTS/apprenticeship and community-based training in convergence with the LGU’s.

TVET Programs

• School Based Program 

  This refers to the direct delivery or provision of TVET programs by the TESDA-administered schools. Totaling to 57, 19 are agricultural schools. 7 are fishery schools and 31 are trade schools. These school based programs include post-secondary offerings of varying duration not exceeding three years.

TVET Programs• Center Based Programs 

These refer to training provisions being undertaken in the TESDA Regional (15) and Provincial (45) Training Centers totaling 60 in selected trade areas in the different regions and provinces in the country.

• TESDA Training Center Taguig Campus Enterprise (TTCTCE)

• Korea-Philippines Training Centers

• Community-Based Programs 

Community-based Training for Enterprise development Program is primarily addressed to the poor and marginal groups, those who cannot access, or are not accessible by formal training provisions. They have low skills, limited management abilities, and have few economic options. They have no access to capital – most of them are unqualified for formal credit programs. The program goes further than just mere skills training provision. It is purposively designed to catalyzed the creation of livelihood enterprises that shall be implemented by the trainees, immediately after the training. Likewise, it is designed to assist partner agencies such as LGUs, NGOs, people organizations and other agencies organizations with mission to help the poor get into productive undertakings to help themselves and their communities.

TVET Programs

TVET Programs•  Enterprise Based Programs  (implemented

within companies/firms:

• Apprenticeship Program (contract between an apprentice and an employer on an approved apprenticeable occupation).

• Learnership Program (not exceeding three months., only companies with TESDA approved and registered learnership programs can hire learners).

• Dual Training System  (DTS instructional mode of delivery for technology-based education and training in which learning takes place alternately in two venues: the school or training center and the company).

TVET Programs * TESDA Language Skills Institutes  (LSI)

List of Foreign Language Courses in LSI• Arabic Language and Saudi/Gulf Culture• English Proficiency Course• Korean Language and Culture• Mandarin Chinese Language and Culture• Japanese (Nihonggo) Language and Culture•   Spanish Language for Different Vocation

LSI Application and Requirements College Diploma; Training Certificate from TESDA Registered Program;

  National Certificate (NC) / Certificate of Competency (COC) issued by TESDA; Original and Photocopy of NSO Birth Certificate

 Must be at least 18 years old except from Korean Language

3 pcs. 1x1 and 1 pc. 2x2 white background ID pictures (taken within the last 3 months)

The Foreign Scholarship and Training Program at TESDA

With the issuance of EO 402, TESDA has since 2007 been coordinating the requirements for short term, non-degree courses offered by donor countries and organizations. Related to this, it established the Foreign Scholarship and Training Program Unit (FSTPU) and created the National Screening Committee(NSC).

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• TESDA develops competency standards for middle-level skilled workers. These are in the form of units of competency containing descriptors for acceptable work performance. These are packaged into qualifications corresponding to critical jobs and occupations in the priority industry sectors. The qualifications correspond to a specific levels in the Philippine TVET Qualifications Framework (PTQF).

• The competency standards and qualifications, together with training standards and assessment arrangements comprise the national training regulations (TR) promulgated by the TESDA Board. The TRs serve as basis for registration and delivery of TVET programs, competency assessment and certification and development of curricula for the specific qualification.

Competency Standards Development 

Assessment and CertificationTESDA pursues the assessment and certification of the

competencies of the middle-level skilled workers through Philippine TVET Qualification and Certification System (PTQCS). The assessment process seeks to determine whether the graduate or worker can perform to the standards expected in the workplace based on the defined competency standards. Certification is provided to those who meets the competency standards. This ensures the productivity, quality and global competitiveness of the middle-level workers.

TESDA has a Registry of Certified Workers which provides information on the pool of certified workers for certain occupations nationwide.

TESDA also has accredited assessment centers as well as the competency assessors who conduct competency assessment process for persons applying for certification. 

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COMPETENCY BASED TVET FRAMEWORKPhilippine TVET

Qualification Framework

Competency StandardsDevelopment

Competency Based Curriculum Development

Learning Materials/Courseware Development

Training Delivery

Assessment

Certification andEquivalency

Industry

TVET Institution

Delivery

Qualifications

Units of Competency

Modules ofTraining

Competency Based Training

Program Registration and AccreditationProgram registration is the mandatory registration of Technical

Vocational Education and Training (TVET) programs with TESDA. It is the system that ensures compliance of Technical Vocational Institutions (TVIs) with the minimum requirements as prescribed under the promulgated training regulation to include among others, curricular programs, faculty and staff qualifications, physical sites and facilities, tools, equipment, supplies and materials and similar requirements prior to the issuance of the government authority to offer or undertake technical vocational education programs.

A TVET institution has to comply with the requirements of registration prior to its offering of a program. Upon completion of all the requirements, an institution is issued a Certificate of Program Registration (CoPR) and the program is officially listed in the TESDA Compendium of Registered Programs. The program is subjected to a compliance audit and in some instances surveillance upon receipt of complaint by TESDA.

PUP Agenda 6: Institutionalizing Civil Society Engagement and Involved Extension Service Program

Entered into the Dual Tech Program Tie-Up with TESDA to strengthen the technical education programs in PUP.

National TESDA Plan 2011-2016

http://www.tesda.gov.ph/uploads/File/LMIR2011/july2012/NTESDP%20Final%20asofSept12.pdf

Colombo Plan, born in the 1950s as the first multi-lateral aid in Asia, gave birth to the Colombo Plan Staff College for Technician Education (CPSC) in 1973, as an autonomous specialized agency and CPSC in turn, conceived APACC (at her ripe age of 31)…thus it could be considered that APACC is a third generation child of the Colombo Plan organization of nations…

Additionally ….

3

Private2,79662%

Public1,71438%

TVET Providers (4,510)

Public TVET Providers (1,714)Others

344 (20%)

DepEdSupervised Schools

259 (15%)

TESDATechnological Institutions

121 (7%)

HEIs/SUCsWith Non-degree Programs

146 (9%)

LGUs844 (49%)

Figure 1. TVET Providers 2005

4

School-based334,235 (24.68%)

Center-based65,214 (4.82%)

Enterprise-based101,650 (7.51%)

Community-based555,272 (40%)

Others297,951 (22%)

Figure 2. TVET Graduates

Total Graduates = 1,354,322

Employment rate of TVET graduates = 60%

Figure 1 – Percent Distribution of Wage and Salary Workers by Type, Philippines: 2010

Figure 2 – Percent distribution of Wage and Salary Workers Employed in government/Government Corporations by Age Group, Philippines: 2010

Figure 3 – Number of Wage and Salary workers Employed in government/Government Corporations by Educational Attainment, Philippines:

2010 (in thousands)

Figure 4 – Number of Wage and Salary Workers Employed in government/government Corporations by Region, Philippines: 2010 (in thousands)

Figure 5 – Percent Distribution of Wage and Salary Workers Employed in Government/Government Corporations by Sector, Philippines: 2010

Figure 1 – Median Monthly Basic Pay of Time-Rate Workers on Full-Time Basis by Major Industry Group, Philippines: July 2008 and August 2010 (In Pesos)

.

Recruitment

Coaching &Mentoring

Human Asset Profiles

Career Development Plans

CoreValues

Core Competencies

PerformanceImprovement

SelectionHuman Capital Strategy

Performance Management

Imputed Revenue

per Employed

TVET Graduate

Cost per employe

e

Value-added

per employe

e

The Mandatory Installation of the PMS-OPES has been extended• Administrative Order No. 241, dated October 2, 2008,

directs all agencies to “institute a Performance Evaluation System based on objectively measured output and performance of personnel and units, such as the PMS-OPES developed by CSC,” as part of the initiative to speed up the implementation of RA 9485 (Anti-Red Tape Act of 2007).

• CSC Memorandum Circular # 1 s. 2009, provides for the extension of deadlines on the installation of the PMS-OPES in all Government Agencies, which was first provided for under CSC MC # 7, s. 2007.

The Logic of Technical Education and Training

GoalsGoals

ObjectivesObjectives

StrategiesStrategies

InitiativesInitiatives

OutputsOutputs

OutcomesOutcomes

ActivitiesActivities

ImpactImpact

Resource Inputs

Resource Inputs

Top-Line Return: Employed TVET graduates

Bottom-Line Investment: Skilled, Certified, JOB-READY TVET graduates

Alignment

LinkageM

easu

rem

entTESD

Program Goals

Resource Portfolio

TVET Market Results

CO

• Policy Development/formulation/review

• Programming

• Performance Setting/Evaluation

• Driver of Excellence(ISO 9001:2000)

• Common understanding/ harmonizing of goals

• Converting strategic policies/plans to action

• Problem solving

• Innovating/ benchmarking/modeling/ sharing

• Regular reporting/ feed backing evaluating

• Co-creating values

ROPOTI

• Policy/Program implementationdevelopment/review

• Geo strategic planning

• Field coordination

• Area Management

• Corporate Excellence

-

COHERENCECOHERENCE

HARMONYHARMONYCADENCECADENCE

Securing a

Unified

Response to

Gaps in

Excellence thru

Technology-

Enabled

Service

Delivery and

Accountability

ICT-enabled

core TESD processes

TDI- SDP linked with

OD

Purposive TESDA

community advocacy

CSC PMS-OPES Model

installed & enforced

“Making

Plan

Do

Check

Act

a daily habit “

Conceptual Framework

Enforce CSC PMS-OPES

“What is not measured, cannot be managed.”

CSC – Performance Management System

1. Performance Planning

and Commitment

PMS

4. Performance Rewarding

and Development Planning3. Performance Review

and Evaluation

2. Perfo

rmance Monito

ring

and Coaching

Performance Management System (PMS) Cycle

Performance Management at TESDA Organizational Level

Visionary LeadershipVisionary

LeadershipCriticalSuccess Factors

CriticalSuccess Factors

StrategiesStrategies ObjectivesObjectives PlansPlans ActionAction

FeedbackFeedbackReviewReviewValuesValues ExternalAppraisalExternalAppraisal

MissionMission InternalAppraisalInternal

Appraisal TESDA

Organizational Performance Indicators

TESDA Organizational

Performance Indicators

Performance Management at Individual TESDA Employee Level

Individual ObjectivesIndividual Objectives

Action Plans

Action Plans FeedbackFeedback ResultResult

Core ValuesCore Values

Corporate and Unit ObjectivesCorporate and Unit Objectives

OPES Output Reference Table

and Points

OPES Output Reference Table

and Points TESDA

Organizational Performance Indicators

TESDA Organizational Performance Indicators

PERFORMANCE CONTRACT PMS Form No. 1A-ED/RD

I, ___________, ED/RD, head of (EO/RO), agree to be rated based on the attainment of targets and commitments specified in the WFP for the period Jan. 1 – Dec. 31, 20__

I, ___________, Cluster DDG, as immediate superior, will provide the necessary support, guidance and mentoring in the performance of ratee’s functions.

IN WITNESS WHEREOF, parties herein sign this Performance Contract, this 6th of January, 2009.

_____________________ ED/RD

____________________ DG/Cluster DDG

20__ TESDA WORK AND FINANCIAL PLAN

MFO OPI APM RELATIVE WEIGHT

TARGET METRIC

TOTAL POINTS

ALLOTTED BUDGET (MOOE)

PERSON RESP

DEADLINE

No. of Personnel____

PERFORMANCE CONTRACT PMS Form No. 1B-DC/VSA/PD

I, ___________, DC/VSA/PD, head of (EDIV/TTI/PO), agree to be rated based on the attainment of targets and commitments specified in the WFP for the period Jan. 1 – Dec. 31, 20__.

I, ___________, ED/RD, as immediate superior, will provide the necessary support, guidance and mentoring in the performance of ratee’s functions.

IN WITNESS WHEREOF, parties herein sign this Performance Contract, this 6th of January, 20__.

_____________________ DC/VSA/PD

____________________ ED/RD

20__DIVISIONAL WORK AND FINANCIAL PLAN

MFO UPI OUTPUT POINTS TARGETTOTAL OPES

POINTS

ALLOTTED BUDGET (MOOE)

PERSON RESP

DEADLINE

No. of Personnel____

ACCOMPLISHMENT REPORTPMS Form No. 3

OFFICE/DIVISION: ____________NUMBER OF PERSONNEL: ____

OUTPUT PERFORMANCE INDICATOR

POINTS Quantity Points Allotted Estimated Expenses

Balance REMARKS

Semester2nd

1st

ACCOMPLISHMENT BUDGET

TOTAL

Prepared by:__________________

Approved by:___________________

Head of Office

TESDA’s Journey to Excellence Begins with . . .

E X E C U T I ONJanuary 2012

December 2012

Referenceswww.tesda.gov.ph

 Republic Act 7796, the Technical Education and Skills Development Authority (TESDA)

National TESDA Plan 2012 – 2016

National TESDA Research Agenda

Philippine TVET System

Philippine TVET Outlook

Labor Market Intelligence Report

TVET Studies

TESDA Statistics

http://203.177.6.3/uactphilippines.org/images/stories/uact/publications/pdf/finalpaperassessment.pdf

Supt. Edwin Markham’s “Man Test” :

I will leave man to make the fateful guess.

I will leave him torn between the No & Yes.

Leave him unresting till he rests in Me.

Drawn upward by the choice that makes him free—

Leave him in tragic loneliness to choose,

With all lin life to win or all to lose.

Once again my WARMEST WELCOME TO ALL!