ECONOMY REPORT: ECONOMY REPORT: THE PHILIPPINES THE PHILIPPINES

““The Role of TVET The Role of TVET Providers in Training Providers in Training

for Employeesfor Employees””

APEC FORUM ON HUMAN RESOURCES DEVELOPMENT

Maria Criselda R. Sy, Director - Bureau of Local Employment

Overview of the status of the use of TVET providers in career development

Situation and issues concerning TVET providers (overview of private and public providers)

Overview of the acceleration of the use of TVET providers

Promoting access to TVET providers

Coverage

BASIC MANDATEItem 6, Article 15 of the Philippine Labor Code

• institutionalizes the vocational guidance and testing system in aid of proper human resources allocation

• Technical Education and Skills Development Authority (TESDA) of the Department of Labor and Employment (DOLE) as the focal agency (RA No. 7796)

Overview of the Status of the Use of TVET Providers in Career Development Support

Four Types of Skills Formation Systems (based on location of training)

Non-Formal Training

Centers

Enterprise-Based

Training or Informal

TrainingSchool-Based

Vocational Education

and Training

Center-Based Training

DOLE – TESDA Mandate

Formulate Formulate manpower and manpower and

skills development skills development plansplans

Set appropriate Set appropriate skills standards skills standards

and testsand tests

Provide policy Provide policy directions and directions and guidelines for guidelines for

resource allocation for resource allocation for the TVET institutionsthe TVET institutions

Role of TVET Providers

- Addresses the poverty alleviation thrusts of the 2004-2010 Philippine Medium-Term Development Plan (MTPDP)

- Addresses the skills requirements of those who are already in the labor market

- Addresses the skills requirements of those who need to upgrade or develop new competencies to enhance employability and improve productivity in accordance with the needs of the industry

TVET Objectives

Higher Education

TVET

Basic Education

VISIONVISION

TVET

SECTORAL TARGETSSECTORAL TARGETS

To help alleviate poverty

To provide the critical skills in right quality, quantity and timing vis- à-vis industry needs

To bridge communities, with national and global labor markets

In relation to the:

ECONOMYECONOMY

POPULATION POPULATION (Filipino Workers)(Filipino Workers)

COMMUNITYCOMMUNITY

Returning Overseas Filipino Workers

TVET Clients in the Philippines

Unemployed Persons Who Are Looking for Work

- High School Graduates

- Secondary School Leavers

- College Undergraduates and Graduates

Employed Workers Who Want Skills Upgrading

TVET Delivery Modes1. SCHOOL-BASED PROGRAMS – direct delivery or

provision of TVET programs by the TESDA- administered schools. (19 agricultural schools, 7 fishery schools and 31 trade schools)

2. CENTER-BASED PROGRAMS – training provisions being undertaken by TESDA Regional (15) and Provincial (45) Training Centers in selected trade areas in the different regions and provinces in the country.

3. COMMUNITY-BASED TRAINING FOR ENTERPRISE DEVELOPMENT PROGRAMS – provided to the poor and marginal groups, particularly those who do not have access to formal training provisions.

4. ENTERPRISE-BASED PROGRAMS – training program being implemented within companies/firms

Forms of Enterprise-Based Training Programs

1. APPRENTICESHIP PROGRAM – involves a contract between an apprentice and an employer on an approved apprenticeable occupation that aims to provide a mechanism that will ensure availability of qualified skilled workers based on industry requirements for a period of 4-6 months.

2. LEARNERSHIP PROGRAM – a practical training on- the-job for approved learnable occupations, for a period not exceeding 3 months.

3. DUAL TRAINING SYSTEM – an 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.

Situation and Issues Concerning TVET Providers (Overview of Private and Public Providers)

TVET DELIVERY STATUSTVET DELIVERY STATUS

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

- There are 4,510 TVET Providers in the Philippines of which 62% (2,786) are private and 38% (1,714) are public

- Public TVET providers include the 121 TESDA Technology Institutes composed of 57 schools, 15 Regional Training Centers, 45 Provincial Training Centers and 4 Specialized Training Centers

- Other public TVET providers include State Universities and Colleges (SUCs) and local colleges offering non-degree programs; DepEd supervised schools and LGUs

Situation and issues concerning TVET Providers (Overview of Private and Public Providers)

TVET Enrolment and Graduates by Delivery Mode: 2005-2007

2005 2006 2007*

Enrollment 1,683,382 1,736,865 2,142,414

School 431,008 673,947 883,839

Center 56,078 98,179 -

Enterprise 59,003 98,329 108,574

Community 482,938 657,966 806,209

Others 654,355 208,444 338,263

Graduates 1,154,333 1,340,620 1,702,307

School 204,713 337,146 485,136

Center 51,538 90,133 -

Enterprise 58,122 71,725 96,536

Community 474,318 632,148 744,488

Others 365,642 209,468 358,583

Source: Corporate Affairs Office, TESDA*Preliminary data

-TVET enrolment has improved in 2007, reaching a training capacity of 2.142 million with a 23% growth rate from 2006.

Situation and issues concerning TVET Providers (Overview of Private and Public Providers)

APPRENTICESHIP / LEARNERSHIP PROGRAM OUTPUTS SECTOR

Shop Tailor 29,479 29,479 GARMENTS

Baker 7,116

10,165 TOURISMCook 1,616

Waiter 1,433

Wire Harness Assembler 9,149 9,149 AUTOMOTIVE

Electronic Assembler 6,099 6,099 ELECTRONICS

Furniture Maker 5,082 5,082 FURNITURE & FURNISHINGS

Salesman/Saleslady 1,830

4,828 WHOLESALE & RETAIL TRADEGeneral Clerk 1,606

Counter Sales Clerk 1,392

Fish processing/canning worker

4,066 4,066 AGRICULTURE & FISHERIES

Sheet Metal Worker 1,1152,335 METALS &

ENGINEERINGPlastic Moulder 1,220

Candy Maker 1,687 1,687 FOOD PROCESSING

- The training capacity includes the outputs of KASH Program with a total of 101,650 apprentices and learners.

- Majority of these apprentices and learners are trained in the garments sector with an output of 29,479 and in the tourism sector with an output of 10,165.

Apprenticeship/Learnership Program Outputs under the Kasanayan at Hanapbuhay (KASH) Program

Situation and issues concerning TVET Providers (Overview of Private and Public Providers)

TVET Trainers

There is a total of 22,000 TVET trainers who are central in the delivery of TVET:

•1,300 or 6% are TESDA trainers who are manning TESDA’s network of 121 technology institutes

•20,700 (94.1%) are employed in other public and private TVET institutions.

TVET Quality MechanismsTRAINING REGULATIONSTRAINING REGULATIONS

-Developed in consultation with industry leaders

-Consist of the competency and training standards, and assessment and certification arrangements

-Basis for the development of curriculum and instructional/competency assessment packages for competency-based technical education and skills development

-72 Training Regulations promulgated and for adoption by TVET institutions

TVET Quality MechanismsTVET REGISTERED PROGRAMSTVET REGISTERED PROGRAMS

-Unified TVET Programs Registration and Accreditation System (UTPRAS) defines the standards for compliance of TVET providers

-Mandatory to ensure quality and adherence to set standards of TVET provision

-There are 13,098 Registered programs nationwide which is based on Training Regulations developed

TVET Quality MechanismsASSESSMENT AND CERTIFICATIONASSESSMENT AND CERTIFICATION

- There were 519,675 certified Filipino skilled workers out of the 874,162 assessed from 2000-2005, representing a certification rate of 59.45%

- Decorative Crafts registered the highest certification rate at 98.38% for all other sectors but it appears insignificant given the actual number of assessed persons which is only 364

- Maritime sector shows that out of the 214,315 persons assessed, 200,567 were certified or a certification rate of 93.59%

- Processed foods sector got the lowest certification rate at 20.77%

Assessment and Certification by Priority Sector, 2000-2005

Priority SectorNo. of

Assessed Persons

No. of Certified Persons

Certificat ion Rate

Automotive 71,522 25,083 35.07

Construction 86,171 36,838 42.75

Electronics 36,500 12,854 35.22

Metals and Engineering 16,114 8,041 49.90

Heat Ventilation and Air- conditioning

11,439 6,32255.27

Tourism 44,368 20,221 45.58

Health, Social and Other Community Services

30,817 19,60463.61

Information Technology 139,453 32,919 23.61

Garments 13,052 6,655 50.99

Furniture and Fixtures 1,667 1,074 64.43

Processed Foods 6,532 1,357 20.77

Agriculture 420 165 39.29

Maritime 214,315 200,567 93.59

Decorative Crafts 370 364 98.38

OPAS 198,663 145,860 73.42

Others 2,759 1,751 63.47

Total 874,162 519,675 59.45

- There were 519,675 certified Filipino skilled workers out of the 874,162 assessed from 2000-2005, representing a certification rate of 59.45%

- Decorative Crafts registered the highest certification rate at 98.38% for all other sectors but it appears insignificant given the actual number of assessed persons which is only 364

Assessment and Certification by Priority Sector, 2000-2005

Priority SectorNo. of

Assessed Persons

No. of Certified Persons

Certificat ion Rate

Automotive 71,522 25,083 35.07

Construction 86,171 36,838 42.75

Electronics 36,500 12,854 35.22

Metals and Engineering 16,114 8,041 49.90

Heat Ventilation and Air- conditioning

11,439 6,32255.27

Tourism 44,368 20,221 45.58

Health, Social and Other Community Services

30,817 19,60463.61

Information Technology 139,453 32,919 23.61

Garments 13,052 6,655 50.99

Furniture and Fixtures 1,667 1,074 64.43

Processed Foods 6,532 1,357 20.77

Agriculture 420 165 39.29

Maritime 214,315 200,567 93.59

Decorative Crafts 370 364 98.38

OPAS 198,663 145,860 73.42

Others 2,759 1,751 63.47

Total 874,162 519,675 59.45

-Maritime sector shows that out of the 214,315 persons assessed, 200,567 were certified or a certification rate of 93.59%

-Processed foods sector got the lowest certification rate at 20.77%

Overview of the Acceleration of the Use of TVET Providers

GLOBAL OPPORTUNITIES

GLOBAL COMPETENCIES

National Technical Education and Skills Development Plan

JOB MISMATCH AND UNEMPLOYMENT

Ladderized Education Program

Private Education Student Financial Assistance

PGMA Training for

Work Scholarhsip

Project

Technical Education Skills Devt.

Projects

Overview of the Acceleration of the Use of TVET ProvidersA. SUPPORT MEASURES FOR TVET PROVIDERSA. SUPPORT MEASURES FOR TVET PROVIDERS

Financial support to the TESDA-administered

institutions

Expanding the capacities of private TVET Institutions

through scholarships

Technical Education Skills Development

Projects

- Jobs-Directed Scholarship Program

- ADB-TSDP Scholarship Program

Promoting Access to TVET Providers

Through the expansion of strategic partnerships both with the domestic and international network partners and alliances to support private sector-led and market driven TVET

A bridging mechanism for skills development and employment facilitation programs. It serves a venue for private companies to demonstrate their social responsibility and to contribute to the development of the country’s human resources

FUTURE CHALLENGES

- Extend the pool of experts/TVET trainers, particularly in priority trade areas

- Ensure the quality and qualifications of training providers

- Conduct a massive National TVET Trainers or Assessors Qualification Program that aims to improve the competency level of trainers in appropriate technology and training methodology

- Pursue the comparability of competencies and mutual recognition of skills qualifications

VISIT OUR WEBSITES:

www.dole.gov.ph

www.phil-job.netwww.ble.dole.gov.ph

www.tesda.gov.ph