The Technical Education and Skills Development Authority (TESDA) was established in 1994 through a law aimed at encouraging skills development in the Philippines. It was created by merging three offices across two government departments. TESDA aims to integrate, coordinate and monitor skills development programs, and to restructure efforts to promote middle-level manpower. It formulates skills plans, sets standards, coordinates policies, and provides guidelines for technical-vocational education and training. TESDA supports TVET provision through school-based, center-based, enterprise-based and community-based training modalities.
The document provides information about a training event on the Technical Education and Skills Development Authority (TESDA) TVET training continuum hosted by the Philippine University (PUP). It introduces the event host, speakers and agenda. The event will cover topics such as TESDA's mandate and functions, the Philippine educational system, competency standards development, and the national TESDA plan. It includes figures and diagrams explaining concepts like the TVET framework and providers, graduates, employment data, and the relationship between technical education goals and outcomes.
The document outlines the creation of the Technical Education and Skills Development Authority (TESDA) through an act of legislation. It details the composition of the TESDA Board, which will govern TESDA and includes Secretaries of key government agencies as well as private sector representatives. The Board is tasked with implementing the policy of providing relevant, high quality technical education and skills development programs.
This agency was sign into law under the Republic Act No. 7796, known as the TESDA Act of 1994.
The presentation contains animation.
Email for a copy:jesuitas.maryfrance3@gmail.com
The document outlines the Technical Educational and Skills Development Act of 1994 (TESDA Act), which created the Technical Education and Skills Development Authority (TESDA) in the Philippines. TESDA replaced existing agencies and absorbed their functions to provide a coordinated approach to technical education and skills training. The TESDA Board was established to set policies, plans, and programs for technical education, and includes government secretaries and private sector representatives. TESDA aims to develop skilled middle-level workers and promote internationally competitive technical education to meet the needs of industry.
The document provides an overview of the Technical Education and Skills Development Authority (TESDA) of the Philippines. It discusses TESDA's mandate to oversee technical education and skills development. It outlines TESDA's organizational structure, functions of departments like the Planning Office and Regional Offices, and training programs delivered through schools, centers, communities and enterprises. The document's purpose is to inform about TESDA's role in developing Filipino workforce skills.
This document outlines the historical development of technical vocational education (TVE) in the Philippines from 1927 to 1994. It traces the evolution of TVE through various government agencies and policies over this period. A key development was the creation of the Technical Education and Skills Development Authority (TESDA) in 1994 through Republic Act 7796, which consolidated TVE functions that were previously spread across different government departments. TESDA's mandate is to provide direction, policies, programs and standards for quality technical education and skills development in the Philippines.
Rules and regulations implementing the tesda act powerpointSrMarychelle Gruta
This document summarizes key aspects of Republic Act No. 7796, also known as the TESDA Act of 1994. It establishes the Technical Education and Skills Development Authority (TESDA) to oversee and coordinate technical education and skills development programs in the Philippines. TESDA is composed of a Board and Secretariat. The Board oversees policies and plans, while the Secretariat implements programs through offices focused on planning, skills standards and certification, and technical education development. The goal is to provide relevant, high-quality technical education and training to develop middle-level workers and support Philippine development goals.
The document provides information about a training event on the Technical Education and Skills Development Authority (TESDA) TVET training continuum hosted by the Philippine University (PUP). It introduces the event host, speakers and agenda. The event will cover topics such as TESDA's mandate and functions, the Philippine educational system, competency standards development, and the national TESDA plan. It includes figures and diagrams explaining concepts like the TVET framework and providers, graduates, employment data, and the relationship between technical education goals and outcomes.
The document outlines the creation of the Technical Education and Skills Development Authority (TESDA) through an act of legislation. It details the composition of the TESDA Board, which will govern TESDA and includes Secretaries of key government agencies as well as private sector representatives. The Board is tasked with implementing the policy of providing relevant, high quality technical education and skills development programs.
This agency was sign into law under the Republic Act No. 7796, known as the TESDA Act of 1994.
The presentation contains animation.
Email for a copy:jesuitas.maryfrance3@gmail.com
The document outlines the Technical Educational and Skills Development Act of 1994 (TESDA Act), which created the Technical Education and Skills Development Authority (TESDA) in the Philippines. TESDA replaced existing agencies and absorbed their functions to provide a coordinated approach to technical education and skills training. The TESDA Board was established to set policies, plans, and programs for technical education, and includes government secretaries and private sector representatives. TESDA aims to develop skilled middle-level workers and promote internationally competitive technical education to meet the needs of industry.
The document provides an overview of the Technical Education and Skills Development Authority (TESDA) of the Philippines. It discusses TESDA's mandate to oversee technical education and skills development. It outlines TESDA's organizational structure, functions of departments like the Planning Office and Regional Offices, and training programs delivered through schools, centers, communities and enterprises. The document's purpose is to inform about TESDA's role in developing Filipino workforce skills.
This document outlines the historical development of technical vocational education (TVE) in the Philippines from 1927 to 1994. It traces the evolution of TVE through various government agencies and policies over this period. A key development was the creation of the Technical Education and Skills Development Authority (TESDA) in 1994 through Republic Act 7796, which consolidated TVE functions that were previously spread across different government departments. TESDA's mandate is to provide direction, policies, programs and standards for quality technical education and skills development in the Philippines.
Rules and regulations implementing the tesda act powerpointSrMarychelle Gruta
This document summarizes key aspects of Republic Act No. 7796, also known as the TESDA Act of 1994. It establishes the Technical Education and Skills Development Authority (TESDA) to oversee and coordinate technical education and skills development programs in the Philippines. TESDA is composed of a Board and Secretariat. The Board oversees policies and plans, while the Secretariat implements programs through offices focused on planning, skills standards and certification, and technical education development. The goal is to provide relevant, high-quality technical education and training to develop middle-level workers and support Philippine development goals.
Philosophy, goals and objective of educationPaulpogz
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
The Technical Education and Skills Development Authority (TESDA) was established in 1994 through the TESDA Act to coordinate and oversee technical education and skills development in the Philippines. It was formed by merging the functions of the National Manpower and Youth Council, Bureau of Technical and Vocational Education, and Apprenticeship Program to reduce duplication and provide national direction for technical-vocational education. TESDA is tasked with formulating skills development plans, setting skills standards and certification tests, coordinating policies and programs, and providing guidelines for technical-vocational institutions in both public and private sectors.
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
This document summarizes Republic Act No. 7796, which establishes the Technical Education and Skills Development Authority (TESDA). The TESDA aims to provide relevant and high-quality technical education and skills development programs. It is composed of a TESDA Board and Secretariat. The Board oversees policies and plans, while the Secretariat implements programs through offices that handle planning, skills standards, training institutions, and formal technical education programs. The Act defines key terms and outlines the structure, powers, and responsibilities of the TESDA and its components.
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
analysis of TESDA based on its enabling law, RA 7796 of 1994, defining its core business and deriving major deliverables from 12 articles for agency mandate grouped according to major programs and defining one agency final output in contrast to what it has been funding and producing presently. the presentation also stresses the legality of having only the Filipino middle-level manpower as the only beneficiary of TESDA's programs, projects and activities
Technical and vocational education aims to develop technical skills, knowledge, and attitudes to prepare students for the workforce. It covers fields like agriculture, business, fisheries, industrial arts, and homemaking. Technical education is needed to meet labor demands, reduce unemployment and underemployment, and enhance technology transfer. The Technical Education and Skills Development Authority (TESDA) oversees technical vocational education and training in the Philippines, establishing policies, programs, and standards to ensure quality, accessible, and relevant skills development for the workforce.
Ra9155: Governance of Basic Education Act of 2001kristin cepeda
This document outlines the governance framework for basic education in the Philippines under Republic Act No. 9155. It establishes the Department of Education (DepEd) as having overall authority and responsibility for ensuring access to and improving the quality of basic education. Governance is shared between national, regional, division, and school/learning center levels. The DepEd Secretary has overall supervision at the national level, while regional offices are responsible for educational policy, planning, standards, and resource management at the regional level. Division offices oversee implementation of education plans and management of resources, personnel, and school operations at the division level. Schools/learning centers are responsible for teaching national values and implementing basic education programs.
The document discusses the rationale for enhancing the Philippines' K-10 basic education system to a K-12 system with 12 years of education. It notes that Filipino students have lacked competitiveness based on international test scores and that graduates are often unprepared for work, higher education, or life. The proposed K-6-4-2 model would add 2 years of senior high school to provide specialized learning tracks and better prepare youth. Implementing K+12 could boost the economy long-term and bring the Philippines in line with international standards.
TESDA is the government agency responsible for technical education and skills development in the Philippines. It oversees the implementation of competency-based curricula for TVET courses, where learners are assessed based on their ability to demonstrate competencies rather than just knowledge. Students who pass competency assessments receive a national certificate. TESDA supports TVET through institution-based training in schools, enterprise-based programs in workplaces, and community-based initiatives for marginalized groups. Trainers teach practical skills while trainees spend most of their time practicing with supervision. Assessors evaluate trainees' competencies for certification.
The document discusses trends, issues, and policies in the Philippine education system. It provides a history of the Philippine education system from pre-Spanish era to present. It identifies problems in access to basic education, quality of basic education, and weaknesses in the public school system such as low budgets, teacher shortages, and classroom shortages. It also outlines policies to improve access and quality such as establishing schools in underserved areas, creating teaching positions, and implementing a Social Reform Agenda.
The document provides information about a training event on the Technical Education and Skills Development Authority (TESDA) TVET training continuum hosted by the Philippine University (PUP). It introduces the event host, speakers and agenda. The event will cover topics such as TESDA's mandate and functions, the Philippine educational system, competency standards development, and the national TESDA plan. It includes figures and diagrams illustrating aspects of the TVET system such as types of TVET providers and graduates in the Philippines.
Trifocalization in the Educational System of the PhilippinesKathleen Abaja
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
The document discusses several major laws related to the Philippine educational system:
- The 1987 Constitution outlines principles like quality education for all, free public education, and academic freedom. It also addresses the roles of different entities in the educational system.
- Presidential Decree No. 6-A of 1972 aims to achieve economic and social progress through education. It establishes goals and objectives, and outlines a 10-year program for improvement.
- Batas Pambansa Blg. 232 (The Education Act of 1982) provides for an integrated education system. It defines national development goals and promotes equal access to education. The law also establishes rights and duties of parents, students, and school personnel.
This document discusses sources of funding for education in the Philippines. It outlines how educational institutions are initially funded through start-up capital from owners. It also explains how businesses and industries support education to develop a skilled workforce and improve economic outcomes. Sources of loans for education are identified as the Social Security System, World Bank, Asian Development Bank and private banks. Private philanthropy, civic organizations, and alumni support are additionally cited as contributors to financing education.
The document provides an overview and agenda for a 5-day training on strategic planning for DepEd units, including developing a vision, mission, objectives and performance indicators, as well as conducting environmental assessments and formulating strategic plans and action programs. The training will utilize various frameworks and approaches to strategic planning, including rational and adaptive models, and cover topics such as developing a vision and mission statements, setting objectives and key result areas, and conducting SWOT and environmental analyses. The overall goal is to improve participants' knowledge and skills for strategic planning to help their respective DepEd units develop strategic plans.
This document is the Republic Act No. 7784 which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence for teacher education. It creates the Teacher Education Council to identify these centers of excellence based on criteria like qualified faculty, adequate facilities, and effective education programs. The Council will also formulate policies to improve teacher education across public and private institutions. It appropriates 100 million pesos to fund the initial activities of the Centers of Excellence and Council.
LEGAL BASIS OF EDUCATION-RHODORA ACOSTA.pptxDhoraemon13
The Technical Education and Skills Development Authority (TESDA) and the Commission on Higher Education (CHED) are the two government agencies that oversee technical-vocational education and training (TVET) and higher education in the Philippines, respectively. TESDA was established through the Technical Education and Skills Development Act of 1994 to integrate, coordinate and monitor skills development programs. CHED was created by the Higher Education Act of 1994 to promote equitable access to quality higher education and ensure academic freedom. Both agencies are governed by boards and secretariats that implement their mandates to develop human resources through education and training programs.
Philosophy, goals and objective of educationPaulpogz
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
The Technical Education and Skills Development Authority (TESDA) was established in 1994 through the TESDA Act to coordinate and oversee technical education and skills development in the Philippines. It was formed by merging the functions of the National Manpower and Youth Council, Bureau of Technical and Vocational Education, and Apprenticeship Program to reduce duplication and provide national direction for technical-vocational education. TESDA is tasked with formulating skills development plans, setting skills standards and certification tests, coordinating policies and programs, and providing guidelines for technical-vocational institutions in both public and private sectors.
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
This document summarizes Republic Act No. 7796, which establishes the Technical Education and Skills Development Authority (TESDA). The TESDA aims to provide relevant and high-quality technical education and skills development programs. It is composed of a TESDA Board and Secretariat. The Board oversees policies and plans, while the Secretariat implements programs through offices that handle planning, skills standards, training institutions, and formal technical education programs. The Act defines key terms and outlines the structure, powers, and responsibilities of the TESDA and its components.
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
analysis of TESDA based on its enabling law, RA 7796 of 1994, defining its core business and deriving major deliverables from 12 articles for agency mandate grouped according to major programs and defining one agency final output in contrast to what it has been funding and producing presently. the presentation also stresses the legality of having only the Filipino middle-level manpower as the only beneficiary of TESDA's programs, projects and activities
Technical and vocational education aims to develop technical skills, knowledge, and attitudes to prepare students for the workforce. It covers fields like agriculture, business, fisheries, industrial arts, and homemaking. Technical education is needed to meet labor demands, reduce unemployment and underemployment, and enhance technology transfer. The Technical Education and Skills Development Authority (TESDA) oversees technical vocational education and training in the Philippines, establishing policies, programs, and standards to ensure quality, accessible, and relevant skills development for the workforce.
Ra9155: Governance of Basic Education Act of 2001kristin cepeda
This document outlines the governance framework for basic education in the Philippines under Republic Act No. 9155. It establishes the Department of Education (DepEd) as having overall authority and responsibility for ensuring access to and improving the quality of basic education. Governance is shared between national, regional, division, and school/learning center levels. The DepEd Secretary has overall supervision at the national level, while regional offices are responsible for educational policy, planning, standards, and resource management at the regional level. Division offices oversee implementation of education plans and management of resources, personnel, and school operations at the division level. Schools/learning centers are responsible for teaching national values and implementing basic education programs.
The document discusses the rationale for enhancing the Philippines' K-10 basic education system to a K-12 system with 12 years of education. It notes that Filipino students have lacked competitiveness based on international test scores and that graduates are often unprepared for work, higher education, or life. The proposed K-6-4-2 model would add 2 years of senior high school to provide specialized learning tracks and better prepare youth. Implementing K+12 could boost the economy long-term and bring the Philippines in line with international standards.
TESDA is the government agency responsible for technical education and skills development in the Philippines. It oversees the implementation of competency-based curricula for TVET courses, where learners are assessed based on their ability to demonstrate competencies rather than just knowledge. Students who pass competency assessments receive a national certificate. TESDA supports TVET through institution-based training in schools, enterprise-based programs in workplaces, and community-based initiatives for marginalized groups. Trainers teach practical skills while trainees spend most of their time practicing with supervision. Assessors evaluate trainees' competencies for certification.
The document discusses trends, issues, and policies in the Philippine education system. It provides a history of the Philippine education system from pre-Spanish era to present. It identifies problems in access to basic education, quality of basic education, and weaknesses in the public school system such as low budgets, teacher shortages, and classroom shortages. It also outlines policies to improve access and quality such as establishing schools in underserved areas, creating teaching positions, and implementing a Social Reform Agenda.
The document provides information about a training event on the Technical Education and Skills Development Authority (TESDA) TVET training continuum hosted by the Philippine University (PUP). It introduces the event host, speakers and agenda. The event will cover topics such as TESDA's mandate and functions, the Philippine educational system, competency standards development, and the national TESDA plan. It includes figures and diagrams illustrating aspects of the TVET system such as types of TVET providers and graduates in the Philippines.
Trifocalization in the Educational System of the PhilippinesKathleen Abaja
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
The document discusses several major laws related to the Philippine educational system:
- The 1987 Constitution outlines principles like quality education for all, free public education, and academic freedom. It also addresses the roles of different entities in the educational system.
- Presidential Decree No. 6-A of 1972 aims to achieve economic and social progress through education. It establishes goals and objectives, and outlines a 10-year program for improvement.
- Batas Pambansa Blg. 232 (The Education Act of 1982) provides for an integrated education system. It defines national development goals and promotes equal access to education. The law also establishes rights and duties of parents, students, and school personnel.
This document discusses sources of funding for education in the Philippines. It outlines how educational institutions are initially funded through start-up capital from owners. It also explains how businesses and industries support education to develop a skilled workforce and improve economic outcomes. Sources of loans for education are identified as the Social Security System, World Bank, Asian Development Bank and private banks. Private philanthropy, civic organizations, and alumni support are additionally cited as contributors to financing education.
The document provides an overview and agenda for a 5-day training on strategic planning for DepEd units, including developing a vision, mission, objectives and performance indicators, as well as conducting environmental assessments and formulating strategic plans and action programs. The training will utilize various frameworks and approaches to strategic planning, including rational and adaptive models, and cover topics such as developing a vision and mission statements, setting objectives and key result areas, and conducting SWOT and environmental analyses. The overall goal is to improve participants' knowledge and skills for strategic planning to help their respective DepEd units develop strategic plans.
This document is the Republic Act No. 7784 which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence for teacher education. It creates the Teacher Education Council to identify these centers of excellence based on criteria like qualified faculty, adequate facilities, and effective education programs. The Council will also formulate policies to improve teacher education across public and private institutions. It appropriates 100 million pesos to fund the initial activities of the Centers of Excellence and Council.
LEGAL BASIS OF EDUCATION-RHODORA ACOSTA.pptxDhoraemon13
The Technical Education and Skills Development Authority (TESDA) and the Commission on Higher Education (CHED) are the two government agencies that oversee technical-vocational education and training (TVET) and higher education in the Philippines, respectively. TESDA was established through the Technical Education and Skills Development Act of 1994 to integrate, coordinate and monitor skills development programs. CHED was created by the Higher Education Act of 1994 to promote equitable access to quality higher education and ensure academic freedom. Both agencies are governed by boards and secretariats that implement their mandates to develop human resources through education and training programs.
The Technical Education and Skills Development Authority (TESDA) was established in 1994 through the Technical Education and Skills Development Act to coordinate and monitor skills development programs in the Philippines. TESDA aims to reduce overlapping skills training, provide national direction for technical-vocational education, and integrate public and private sector efforts. It develops competency standards, administers skills assessments and certification, and oversees technical-vocational education delivery through school-based, center-based, enterprise-based, and community-based programs.
This document summarizes the technical and vocational opportunities available in Region XII through the Technical Education and Skills Development Authority (TESDA). It outlines TESDA's mission to provide quality technical education and skills development programs. It also lists the major industry sectors in the region requiring skilled workers, including agribusiness, manufacturing, services, and construction. The document concludes by providing an extensive menu of technical-vocational programs offered in the region.
The document provides information on the competency-based curriculum for the trade of Electrician under the Craftsman Training Scheme (CTS) in semester pattern. It discusses the job roles of an Electrician, which includes installing, maintaining, and repairing electrical equipment and fittings. It also lists the National Occupational Standards (NOS) and National Classification of Occupations (NCO) codes that are applicable to the role. The curriculum aims to align the qualification with the National Skills Qualification Framework (NSQF) at level 4. It provides details on the learning outcomes, course structure, syllabus, assessment standards and infrastructure requirements for the training.
This document summarizes TESDA's Unified TVET Program Registration and Accreditation System. It has two main elements - registration and accreditation. Registration is compulsory and ensures minimum standards are met, while accreditation is voluntary and recognizes programs that meet additional criteria. The document outlines requirements for program registration and types of TESDA scholarship programs that provide free technical education and training.
The document is a technical report submitted by Enoma Michael detailing his six-month internship experience at Port Harcourt Refining Company (PHRC) through the Students Industrial Work Experience Scheme (SIWES). It provides background on SIWES and PHRC. Michael's training focused on Cisco networks and troubleshooting systems. He gained practical experience in network maintenance and repair that supplemented his classroom theoretical knowledge.
TESDA is the leading government agency in the Philippines responsible for technical education and skills development. Its mission is to provide quality technical education and skills training programs. All technical-vocational programs must be registered with TESDA under the Unified TVET Program Registration and Accreditation System. TESDA has developed training regulations for sectors such as agriculture, automotive, construction, electronics, and tourism. However, only two regulations related to carpentry were developed for the construction sector. The document recommends using inputs from the workshop to develop training regulations for bamboo skills.
The document discusses Vietnam's National Vocational Qualifications Skills Standards (NVQSS) and its role in developing skilled workers. It explains that NVQSS specifies the competencies expected of skilled workers and the pathways to achieve those competencies. It then outlines Vietnam's policy of prioritizing human resource development and its establishment of a 5-level National Vocational Qualifications framework. The document proceeds to provide details on the structure and responsibilities of the NVQSS division within Vietnam's Vocational Education and Training department, including establishing skills standards, developing curriculums, and overseeing vocational certification.
The document discusses Rajasthan Mission on Skill and Livelihoods (RMoL), a government initiative in Rajasthan, India. It provides details on RMoL's skill training programs, including sectors covered, number of trainees, budget, best practices, and new initiatives. Some key points include:
- RMoL has trained over 72,000 youth across 32 districts since 2005 through programs offered by 340 partner institutions.
- 192 skill training courses of varying durations are offered in 34 sectors with high employment potential. Measures like on-the-job training and tool kits are included.
- Best practices involve incorporating entrepreneurship and soft skills modules, ensuring infrastructure, and conducting employment follow-ups
The Institute of People Development (IPD) aims to enhance workplace learning through developing managers, supervisors, and learning practitioners. It strives to be an agent of change by providing qualifications, recognizing prior learning, conducting research, and expanding learning practices through various programs and resources. The document discusses skills development strategies in South Africa including the skills levy system, PIVOTAL programs, and qualifications frameworks. It also proposes reforms to the skills development landscape including absorbing SETAs into the DHET and shifting funding to the National Skills Fund.
The Skills Development Levy aims to encourage skills development in South Africa by requiring employers to contribute 1% of their total monthly payroll towards skills development initiatives. The levy funds are then distributed via Sector Education and Training Authorities (SETAs) to support various skills development programs.
The TESDA Act of 1994 established the Technical Education and Skills Development Authority (TESDA) as the primary agency responsible for technical education and skills development in the Philippines. It aims to develop and implement comprehensive and integrated technical education and skills programs to address the needs of different sectors of the economy. Key provisions include establishing technical education and skills standards, strengthening training centers, and developing incentive schemes for public-private partnerships. The law remains relevant today as TESDA provides training programs that equip Filipinos with skills for employment opportunities and contribute to national development goals.
GSS Session III Mr. R L Singh -- Structuring Sector Skill Council: Experience...4th_Global_Skills_Summit
The document discusses the roles and issues facing Sector Skills Councils (SSCs) in different countries. SSCs are responsible for identifying skill needs, setting skills standards and qualifications, developing training programs, and providing labor market information. In the UK, SSCs work with awarding bodies to develop qualifications and apprenticeship frameworks. In Canada, SSCs provide industry advice and reduce barriers to workforce mobility. Australian SSCs advise businesses and government on skills needs and training solutions. New Zealand's Industry Training Organisations are responsible for setting skills standards, arranging training, and assessing trainees for their industries. Key issues SSCs face include relationships with government, regulatory frameworks, recognition, capacity, and financing.
The document provides an overview of the Philippine higher education system, including its structure, governance, and key initiatives. It discusses the tri-focalization of education among different government agencies, the restructuring of the K-12 basic education system, and CHED's mandate over higher education. It also summarizes the landscape of higher education institutions, major quality assurance mechanisms, the Philippine Qualifications Framework, and opportunities for student mobility regionally through programs like AIMS. Overall, the document outlines the current state of higher education in the Philippines and priorities for future international collaboration.
TalentCorp is a Malaysian government agency established in 2011 to attract, retain, and develop talent to support Malaysia's economic growth. It has three strategic thrusts: 1) optimizing Malaysian talent through education and training programs, 2) attracting global talent through programs for foreign workers and expatriates, and 3) building networks among top talent through industry partnerships. TalentCorp implements initiatives such as internship programs, scholarships, and skills certification. It also maintains a Critical Occupations List to identify in-demand jobs and supports women's participation in the workforce through advocacy, capacity building, and talent solutions programs.
The document provides information about the TESDA Bulusan National Vocational Technical School (BNVTS) in Sorsogon, Philippines. It discusses that BNVTS was established in 1993 and was turned over to TESDA in 1997. It now provides 28 competency-based training programs catering to the agriculture, fishery, and other industries. The document also outlines the competency standards, roles and responsibilities in competency-based training, and the 10 principles of the competency-based training delivery system. It describes the qualifications and competencies required to produce organic farm products such as chicken, vegetables, and organic supplements through competency-based learning.
The document provides information about the Nigerian National Petroleum Corporation Research and Development Division (NNPC R&D). It discusses the division's core business activities including crude oil assay. Crude oil assay involves characterizing crude oil through testing to determine properties, yields from distillation, and suitability for refining. The NNPC R&D division conducts crude oil assays using distillation and other analytical techniques. The document outlines the division's vision, mission, management structure, and departments involved in crude oil testing and characterization.
Introduction to Skill Development Mission 2014Dr. Harpal Kaur
The National Skill Development Mission was launched in 2015 to provide a strong framework for skill development efforts across India and train 300 million people by 2022. It involves 20 central ministries and oversees over 40 skill development schemes and programs. A National Skill Development Fund was also created with an initial corpus of nearly 1000 crore rupees to support skill training. The Mission aims to create demand-driven, outcome-based training and improve infrastructure, convergence of efforts, trainer availability, overseas employment opportunities, sustainable livelihoods, and use of public infrastructure for skills training.
This document outlines Training WA, a plan to transform Western Australia's training system from 2009 to 2018. The plan aims to increase skills development and training participation to benefit all Western Australians. Key strategies include developing a skilled workforce through high-level training, modernizing the apprenticeship system, improving individual participation in training, supporting regional communities, ensuring a diverse training market, and building training system capability. Immediate initiatives focus on increasing apprentice, trainee, Aboriginal, and foundation skills training enrollments. Medium and long-term reforms also aim to meet industry skills needs and boost workforce participation through a flexible training system.
Cross-Cultural Leadership and CommunicationMattVassar1
Business is done in many different ways across the world. How you connect with colleagues and communicate feedback constructively differs tremendously depending on where a person comes from. Drawing on the culture map from the cultural anthropologist, Erin Meyer, this class discusses how best to manage effectively across the invisible lines of culture.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How to Create a Stage or a Pipeline in Odoo 17 CRMCeline George
Using CRM module, we can manage and keep track of all new leads and opportunities in one location. It helps to manage your sales pipeline with customizable stages. In this slide let’s discuss how to create a stage or pipeline inside the CRM module in odoo 17.
3. The Technical Education and Skills Development Authority (TESDA) was
established through the enactment of Republic Act No. 7796 otherwise
known as the "Technical Education and Skills Development Act of 1994",
which was signed into law by President Fidel V. Ramos on August 25, 1994.
This Act 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.
The 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 and Sports (DECS), and The Apprenticeship Program of the
Bureau of Local Employment (BLE) of the DOLE gave birth to TESDA.
4. The fusion of the above offices was one of the key recommendations of the
1991 Report of the Congressional Commission on Education, which
undertook a national review of the state of Philippine education and
manpower development. It was meant to reduce overlapping in skills
development activities initiated by various public and private sector
agencies, and to provide national directions for the country's technical-
vocational education and training (TVET) system. Hence, a major thrust of
TESDA is the formulation of a comprehensive development plan for middle-
level manpower based on the National Technical Education and Skills
Development Plan. This plan shall provide for a reformed industry-based
training program that includes apprenticeship, dual training system and other
similar schemes.
5. TESDA is Mandated to:
1. Integrate, coordinate and monitor skills development programs;
2. Restructure efforts to promote and develop middle-level manpower;
3. Approve skills standards and tests;
4. Develop an accreditation system for institutions involved in middle-level
manpower development;
5. Fund programs and projects for technical education and skills
development; and
6. Assist trainers training programs.
6. At the same time, TESDA is expected to:
1. Devolve training functions to local governments;
2. Reform the apprenticeship program;
3. Involve industry/employers in skills training;
4. Formulate a skills development plan;
5. Develop and administer training incentives;
6. Organize skills competitions; and
7. Manage skills development funds.
7. Overall, TESDA formulates manpower and skills plans, sets appropriate
skills standards and tests, coordinates and monitors manpower policies and
programs, and provides policy directions and guidelines for resource
allocation for the TVET institutions in both the private and public sectors.
Today, TESDA has evolved into an organization that is responsive, effective
and efficient in delivering myriad services to its clients. To accomplish its
multi-pronged mission, the TESDA Board has been formulating strategies
and programs geared towards yielding the highest impact on manpower
development in various areas, industry sectors and institutions.
8. 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).
9. Mission
TESDA provides direction, policies, programs and
standards towards quality technical education and skill
development.
Vision
TESDA is the leading partner in the development of the
Filipino workforce with world-class competence and
positive work values.
10. Values 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:
S- Strategic Decisions
E- Effectiveness
R- Responsiveness
V- Value Adding
I- Integrity
C- Citizen focus
E- Efficiency
11. List of TVIs with Registered Programs
TESDA 8 Regional Training Center, Brgy. Abucay, Tacloban City
Courses Authorized Duration
Arabic Language and Saudi/Gulf Culture NC II 96 Hours
Automotive Servicing NC I 300 Hours
Automotive Servicing NC II 536 Hours
Automotive Servicing NC III 440 Hours
Automotive Servicing NC III 540 Hours
Automotive Servicing NC IV 476 Hours
Beauty Care NC II 1,098 Hours
12. Courses Authorized Duration
Building Wiring Installation NC II 402 Hours
Carpentry NC II 184 Hours
Commercial Cooking NC II 436 Hours
Computer Hardware Servicing NC II 356 Hours
Consumer Electronics Servicing NC II 438 Hours
Consumer Electronics Servicing NC III 176 Hours
Contact Center Services NC II 356 Hours
Driving NC II 118 Hours
Electrical Installation & Maintenance NC II 402 Hours
Electrical Installation & Maintenance NC III 396 Hours
English Language Skills Institute 100 Hours
Finishing Course for Call Center Agents 100 Hours
13. Courses Authorized Duration
Finishing Course for Call Center Agents NC II 100 Hours
Food Processing NC II 568 Hours
Galing Masahista NC II 100 Hours
Gas Metal Arc Welding (GMAW) NC II 148 Hours
Gas Tungsten Arc Welding (GTAW) NC II 268 Hours
Gas Welding NC II 234 Hours
Gas Welding NC II 312 Hours
Japanese Language & Culture 150 Hours
Machining NC II 337 Hours
Masonry NC II 42 Hours
Massage Therapy NC II 560 Hours
Pipefitting NC II 202 Hours
14. Courses Authorized Duration
Plumbing NC I 128 Hours
Plumbing NC II 162 Hours
RAC (PACU/Cre) Servicing NC II 192 Hours
RAC (Window-Type Aircopnditioning Domestric Refrigeration/Servicing NC II 170 Hours
RAC Servicing NC II 226 Hours
Shielded Metal Arc (Welder SMAW) NC I 268 Hours
Shielded Metal Arc Welding (SMAW) NC II 268 Hours
Tile Setting NC II 82 Hours
Trainers Methodology Level 1 (Trainer/Assessor) 264 hours
Transport RAC Servicing NC II 212 Hours
20. Provider Program Duration/ Hrs.
Plumbing 162
Programming 252
SMAW 268
S. Leyte Provider Program Duration/ Hrs.
SLSU Automotive Servicing 2484
Commercial Cooking 414
Dressmaking 414
Tailoring 414
21. Support to TVET Provision
In view to the need to provide equitable access and provision of TESD programs to the
growing TVET clients, TESDA continues to undertake direct training provision. There
are four training modalities - school-based, center-based, enterprise-based and
community-based. These are being done with the TESDA's infrastructure in place - 57
administered schools, 60 training centres, enterprise-based training through
DTS/Apprenticeship and community-based training in convergence with the LGUs.
School Based Program
This refers to the direct delivery or provision of TVET programs by the TESDA-
administered schools. Totalling 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.
22. Center Based Programs
These refer to training provisions being undertaken in the TESDA Regional (15)
and Provincial (45) Training Centres totalling 60 in selected trade areas in the
different regions and provinces in the country.
Example
Korea-Philippines Training Centers
TESDA is the implementing agency of three grant assistance projects from the
Government of the Republic of Korea. The Korea-Philippines Information
Technology Training Center (KPITTC) at the Quezon City Polytechnic University
compound in Novaliches hopes to become the premier information and
communication technology training center in the Asia-Pacific region by producing
competent IT practitioners to service the local and global manpower needs.
KPITTC Quezon City will also provide training on computer graphics and
animation.
23. 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.
24. Enterprise Based Programs
Enterprise-Based Programs are training program being implemented
within companies/firms. These programs can be any of the following:
Apprenticeship Program is a training and employment program involving a
contract between an apprentice and an employer on an approved
apprenticeable occupation. Generally, it aims to provide a mechanism that
will ensure availability of qualified skilled workers based on industry
requirements. The period of apprenticeship covers a minimum of four
months and a maximum of six months. Only companies with approved and
registered apprenticeship programs under TESDA can be hire apprentices
25. Objectives:
To help meet the demand of the economy for trained manpower;
To establish a national apprenticeship program through the participation of
employers, workers and government and non-government agencies; and
To establish apprenticeship standards for the protection of apprentices.
Learnership Program is a practical training on-the-job for approved
learnable occupations, for a period not exceeding three months. Only
companies with TESDA approved and registered learnership programs can
hire learners.
26. Dual Training System is 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.
One of the strategic approaches on this program is the conversion of
selected industry practices/ programs registered under the
apprenticeship program into DTS modality.
Objectives:
To strengthen manpower education and training in the Philippines by
institutionalizing the DTS as an instructional delivery system of technical
and vocational education and training (TVET).
27. Target Beneficiaries:
a. Trainees/ Students
b. Companies
c. Schools
d. Training Centers
e. Training Institutions
f. IBs/Industry Associations
g. LGUs
h. NGOs
i. GOs
j. Parents
k. Teachers
l. Trainers
28. Benefits of the Dual Training System:
FOR STUDENTS:
Quality training and proper skills, work attitude and knowledge
Enhanced employability after training
Better chances for career mobility
Allowance for transportation and other expenses.
FOR COMPANIES:
Workers developed according to the company's needs
Guaranteed highly skilled and productive workers
Savings on production cost through tax incentives
FOR SCHOOLS:
Less need for sophisticated equipment and facilities
Responsiveness to industries' needs
Maximized use of equipment and facilities
Better employment opportunities for its graduates
Enhanced public image
Tax exemption for imported equipment
29. Coverage of DTS:
Participants in the dual training system include duly accredited:
Public and private educational institutions/training centers
Agricultural, industrial and business establishments
DTS Accreditation Procedures
Schools or training centers and business establishments interested in
adopting the dual training system must apply for accreditation with TESDA.
Accreditation is necessary to ensure quality training and prevent abuses in
program implementation.
30. To qualify for accreditation, the school or training center must have the
necessary facilities, equipment, qualified teachers, and training plan.
To become a DTS co-operator, a company must apply for accreditation
through an accredited school. The company accepting trainees must have
the necessary equipment and workshop areas for hands-on training,
qualified trainers, and training plan.
31. Private Education Student Financial Assistance (PESFA) Program
Private Education Student Financial Assistance (PESFA) Program has been
established through Section 8 of R.A. No. 8545 otherwise known as the
Expanded Government Assistance to Students and Teachers in Private
Education (GASTPE) Act. PESFA offers educational grants to qualified and
deserving college freshmen both in degree and non-degree courses. The
CHED and TESDA handle the administration of the program for degree and
non-degree courses respectively. The program seeks to:
extend financial assistance to marginalized but deserving students in post
secondary non-degree TVET courses,
promote technical vocational education and training (TVET)
contribute to the development of a competent skilled workforce; and
assist private institutions in their development efforts by assuring a steady
supply of enrolees to their course offerings.
32. The program provides financial assistance to one qualified child of an
indigent family to further the goal of improving accessibility and quality
education particularly in the post-secondary or higher education levels.
Objectives:
to extend financial assistance to indigent and deserving child in post-
secondary non-degree courses;
assist indigent family in their development efforts by assuring a quality
education for their children;
contribute to the development of a competent workforce responsive to the
national development thrusts and strategies
33. Courses allowed under the program :
Only courses, maximum 2-yr course offered by TESDA Administered
Institutions.
Forms of Assistance: P10,000.00/school year financial assistance to each
scholar.
school fees = these cover tuition fee and other school fees amounting to
P1,250.00 per sem., which are paid directly to TESDA Administered
Institutions upon billing.
student allowance = this covers student monthly stipend amounting to
P750.00 per month not to exceed five months or P3,750.00 per sem. This
includes books/ projects, foods and transportation expenses. This is paid
directly to the scholar on a monthly basis
34. General Qualifications :
1st stage- Eligibility for Certificate of Educational Assistance
must be an indigent family
2nd stage- Eligibility for Enrolment
must be a legal child of the holder of CEA
must be a high school graduate or its equivalent
must satisfy the admission requirements of the TESDA Administered
Institutions
35. REGULAR QUALIFICATIONS
NEW APPLICANT
STEP 1: Go to any TESDA Accredited Assessment Centers/TESDA District
or Provincial Office near your location and apply for assessment.
STEP 2: Submit the following documentary requirements:
1. Duly accomplished Application Form;
2. Properly and completely filled-out Self Assessment Guide of your chosen
qualification;
3. Three (3) pieces of colored and passport size picture, white background,
with collar and with name printer at the back;
STEP 3: Pay the Assessment Fee at the Assessment Center Cashier and
get Official Receipt and Admission Slip. See List of Assessment Fees.
36. STEP 4: Be present at the scheduled date and assigned venue of
assessment indicated in the Admission Slip.
DON’T FORGET TO BRING YOUR ADMISSION SLIP ON YOUR
ASSESSMENT DATE.
STEP 5: Get the Competency Assessment Result Summary (CARS) at
the Assessment Center.
STEP 6: Assessment passers must apply for certification at the TESDA
District/Provincial Office where the assessment center/venue is under
jurisdiction.
STEP 7: Assessment passers can claim their National Certificate
(NC)/Certificate of Competency (COC) seven (7) working days after
application for the issuance of COC/NC.
37. IMPORTANT:
1. NC/COC must be released directly to the applicant. However, if to be
claimed by a representative, a Special Power of Attorney (SPA) by the
applicant should be submitted.
2. Assessment Results (CARS), Official Receipt issued by Assessment
Centers and valid Identification Card (ID) should be also presented upon
claiming of COCs.
3. Falsification or fraudulent duplication of documents shall be ground for
disqualification/forfeiture of the right to participate in any assessment
certification or similar program of TESDA.