PART
I: RESPONDING TO THE BASIC NEEDS
Chapter
5. Skills Development
I.
Summary
Six months to three years of non-degree technical/vocational
education training (TVET) form an alternative track to
tertiary education. Its management, including middle-skills
development, technical-vocational education and training is
a responsibility of the Technical Education and Skills
Development Authority (TESDA).
As with the basic and tertiary education components,
technical-vocational education and training or skills
development is also geared towards realizing access,
efficiency, quality and equity outcomes. Its focus,
however, is on producing graduates who are equipped with
skills and competencies that adapt to and match the needs of
industry and society.
TESDA employed three major strategies that produced
accomplishments that led to the promotion and enhancement of
capability across sectors for gainful income and productive
employment. First was the realignment of program offerings
with new training regulations as well as registration of new
courses with emerging and current demand. Second was TESDA’s
sustained collaboration with the Commission on Higher
Education (CHED) on the Ladderized Education Program (LEP).
And third was limiting trainings to courses with employable
skills only.
The following accomplishments were achieved as a result of
these strategies: the number of TVET programs (271)
exceeded the target of 116; and the passing rate of
certification of graduates and workers was 78 percent,
surpassing the target and the highest achieved by the region
during the plan period.
Three hundred twenty-one newly certified trainers joined the
pool of TVET trainers bringing the total to 1,048.
Close to three thousand students were benefited by three
scholarship programs promoting TVET. The scholarship
programs were: Private Education Student Fund Assistance (PESFA)
scholarship fused with PGMA Scholarship Programs (PGMA-TWSP);
and Handog ng Pangulo Projects or Tekbok May Hanapbuhay Ka
Program. The priority courses led to skills development for
welders, call center agents, barista, butchers,
housekeepers, mechanics, masseuse and masons.
II.
Assessment
Unified TVET Program Registration and Accreditation System
The TESDA Region 5 realigned its existing curriculum, system
and facility enhancement to meet industry needs. The number
of registered TVET programs of 271 exceeded the target of
116 programs. The top sectors that registered the most
number of programs were information and communications
technology, tourism, health, social and other community
services, and construction. The registered courses with
notable increases were in BPO/contact centers/software
developers, fashion garments, jewelry, medical services,
automotive, electronics, health care, agribusiness, tourism,
hotels, entertainment, construction, SMEs and
microenterprises. Over 100 percent of the target was
achieved due to realignment of program offerings with new
training regulations as well as registration of new courses
with emerging and current demands both local and abroad.
TESDA’s sustained collaboration with the Commission on
Higher Education (CHED) on the Ladderized Education Program
(LEP) encouraged more schools and colleges to modify program
offerings into ladderized curricula.
TESDA conducted quality check for sustained quality of TVET
through the compliance audit process achieving 140 percent
of the annual target represented by 88 programs regionwide.
National TVET Trainers/Assessors Qualification Program
An additional 321 TVET trainers were certified on their area
of specialization to enhance their capabilities and ensure
the quality of TVET delivery. These trainers are in the
pool of 1,048 certified TVET trainers in the region.
Assessment
and Certification
To update facilities and expand capacities to meet the
demand for certified workers, 135 assessment centers and
venues were re-accredited. Likewise, 299 assessors were
accredited/re-accredited to support the assessment services
regionwide.
There were more graduates and workers assessed for
certification as compared to the target resulting to a 117
percent accomplishment. About 78 percent or 24,475 of the
31,628 workers and graduates of TVET who were assessed were
certified, surpassing the plan target. This passing rate was
the highest achieved by the region during the plan period.
TVET
Provision and Other Support Services
In all delivery modes, the region’s TVET graduates in 2008
reached a total of 50,322 or 161 percent over the annual
target. However, this was 50 percent lower than last year’s
output. The reduction was due to a 2008 TVET directive
limiting trainings to courses with employable skills only.
Thus, for those community-based programs implemented by
partner LGUs, NGAs, NGOs and peoples organizations the
output was reduced to 14,425 graduates.
Other public and private TVET providers delivered a total of
15,809 graduates. Another 14,095 graduated in TESDA
Technology Institutions/Schools and Training Centers in
regular programs and expanded training services or
short-term and community-based training programs.
Further, 181 beneficiaries completed the English
Proficiency Korean Language and Call Center Agent Trainings
in two designated language skills institutes while the KAsH
and Learnership Program reflected an output of 614
apprentices and learners.
Scholarship
and Student Support
The Private Education Student Fund Assistance (PESFA)
scholarship was fused under the PGMA Scholarship Programs
benefiting some 1,505 students.
Also, the PGMA-Training for Work Scheme continued to expand
during the period gaining numerous benefactors and
benefiting 2,478 in 2007 spill-over and the 2008 new
beneficiaries. Some 1,374 beneficiaries availed of the
PGMA-TWSP scholarships which covered priority courses such
as welding, call center agent, barista, butchering,
housekeeping and other in-demand occupations, both local and
abroad. Also covered were the Handog ng Pangulo Projects
including galing mekaniko ako, galing masahista ako, galling
mason ako training programs also known as the Tekbok May
Hanapbuhay Ka Program.
III.
Prospects and Trends for 2009
For the rest of the planning period, the following prospects
and trends are envisioned for the TVET program:
-
Strengthened ladderized interface between TVET and
higher education
-
Continued conduct of trainer methodology courses and
assessment for competent and qualified TVET trainers
-
More support from among different training providers to
the value adding approach to various trainings where
competency on entrepreneurship is integrated and seed
capital is provided in the form of basic tools, supplies
and materials for self-employment
-
Replication and expansion of the strategy of bringing
technology-based lessons right at homes of the
participants and giving access to livelihood and
competencies by remote communities in the region
-
Establishment of more linkages with congressional
officials in various districts through PDAF investments
supportive of TVET activities
-
More activities on social marketing and advocacy program
to generate awareness among the general public on the
TVET programs and services
