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TRANSCRIPT
Proposals to Improve the
National System of Technical Vocational Education and Training in the Philippines
Aniceto Orbeta and Emmanuel Esguerra*
October 2016
* With assistance from NEDA and TESDA
Outline
• Review of the Characteristics
• Assessment of Performance
• Proposal to Improve the system
Review of the characteristics of NSTVET - 1/12
3 Major Modes of Delivery
• Institution-based (school-based and center-based)
• Enterprise-based
• Community Based
Review of the characteristics of NSTVET – 2/12 Top offerings of institution-based providers are in the fastest growing sectors
- Tourism
- ICT
- Health, Social and other community development
5,841
4,085
3,768
1,466
1,155
1,126
942
813
299
229
189
148
121
92
28
10
8
5
2
1
1
0 1,000 2,000 3,000 4,000 5,000 6,000 7,000
Tourism
ICT
Health, Social and Other Comm Devt
Construction
Automotive and Land Transportation
Metals and Engineering
Others (Language)
Electronics
Agriculture and Fishery
Garments
Heating, Vent., AC and Ref
Others (Trainers Methodology)
Processed Food and Beverages
Maritime
Aviation
Wholesale and Retail Trading
Visual Arts
Furniture and Fixtures
Utilities
Decorative Arts
Footwear and Leathergoods
Review of the characteristics of NSTVET – 3/12 TVET Clients by education before training, 2012
• Mostly high school graduates (50%)
• Some college undergrads (19%) and graduates (13%)
• Previous TVET (9%)
College Graduate and beyond
13%
College Undergrad 19%
Tech-Voc graduate 6%
Tech-Voc undergraduate
3%
High school graduate 50%
[CATEGORY NAME] [PERCENTAGE]
Some elementary 1%
Not indicated 1%
Review of the characteristics of NSTVET - 4/12 Reason for taking TVET, 2012
• Biggest for employment / to get job (45%)
• Next to gain skills (38%)
• Next skills upgrading / enhancement (7%)
For employment/to get
job 45%
To gain skills 38%
For skills upgrading/enhancement
7%
Personal use 2%
TVET qualification is popular(many are
enrolling) 2%
Not indicated 2%
Others 2%
For promotion/ Increase in income
1%
Nothing to do 1%
Reasons for taking TVET
Review of the characteristics of NSTVET - 5/12
2006 2009 2010 2011 2012 2013
Community-based 866,410 946,281 620,720 615,974 672,075 826,381
Enterprise-based 98,329 127,708 86,978 80,309 90,707 77,518
Institution-based 772,126 910,657 860,919 875,848 1,041,960 1,039,690
0
500,000
1,000,000
1,500,000
2,000,000
2,500,000
Enrolled
Institution-based Enterprise-based Community-based
2006 2009 2010 2011 2012 2013
Community-based 879,248 907,730 599,531 581,363 663,744 800,518
Enterprise-based 72,592 122,505 73,352 72,082 80,370 68,659
Institution-based 388,780 873,558 671,488 679,306 856,544 896,580
0
200,000
400,000
600,000
800,000
1,000,000
1,200,000
1,400,000
1,600,000
1,800,000
2,000,000
Graduates
Institution-based Enterprise-based Community-based
Enrollment & Graduation: Biggest proportions are institution-based, followed by community based, a tiny proportion enterprise-based
The system enroll 1.8 million and graduate 1.6 million on average between 2009-2014
Review of the characteristics of NSTVET - 6/12
Regional distribution of enrollment & graduates: Concentrated in few regions
Concentration in
• NCR
• Southern Tagalog (Reg IV-A)
• Central Luzon (Reg III)
• Central Visayas (Reg VII)
0 50,000 100,000 150,000 200,000 250,000 300,000 350,000 400,000
NCR
Region IV - A
Region VII
Region III
Region IX
Region X
Region I
Region XI
Region II
Region VI
Caraga
Region IV - B
Region XII
Region V
CAR
Region VIII
ARMM
Enrollment Graduates
Review of the characteristics of NSTVET - 7/12
Regional distribution of number of TVIs with registered programs: Concentrated in even fewer regions
Concentration in
• NCR (1,117)
• Southern Tagalog (Reg IV-A) (417)
• Central Luzon (Reg III) (380)
0 200 400 600 800 1000 1200
CARAGA
ARMM
IV-B
ll
IX
VIII
CAR
XII
X
XI
VI
V
VII
l
III
IV-A
NCR
Private Public
Review of the characteristics of NSTVET - 8/12
Sectoral orientation graduates reflects the primary growing sectors
• ICT (26.7%)
• Tourism (24.2%)
• Health, social and other community development (12.4%)
26.7
24.2
12.4
5.7
5.3
4.8
4.8
3.6
2.9
2.1
1.5
1.0
1.0
0.9
0.7
0.5
0.5
0.5
0.2
0.2
0.1
0.1
0.1
0.0 5.0 10.0 15.0 20.0 25.0 30.0
Information and Communications Technology
Tourism
Health, Social and Other Community Development
Automotive and Land Transportation
Metals and Engineering
Construction
Electronics
Processed Food and Beverages
Agriculture and Fishery
Livelihood
Garments
Others
Language
Wholesale and Retail Trading
Maritime
Heating, Ventilation, Airconditioning..
Manufacturing
TVET
Decorative Crafts
Furniture and Fixtures
Footwear and Leathergoods
Aviation
Utilities
Review of the characteristics of NSTVET - 9/12
TVI By Type Institution, Numbers Graduates by Type of TVIs, Graduates 2012
Public 467 10%
Private 4,266 90%
Other Public 21%
Private 68%
TTI 11%
Distribution by Type: Public accounts for 10% in terms of number of institution; 32 % in terms of graduates
Review of the characteristics of NSTVET – 10/12
Governance and Management
• TESDA • Regulator
• Provider – 122 TTIs as of 2015; 16 regional training centers, 45 provincial training centers, 18 agricultural schools, 7 fishery schools, 31 trade schools and 5 specialized institutions
• Regulate private sector through an established quality assurance system
• Provides technical assistance to community-based training programs
Review of the characteristics of NSTVET - 11/12
Quality Assurance system • Mandatory program registration • Promulgation of training regulations (TR)
• Convenes experts from respective industries to develop TRs • Revisited and updated every 3-5 years or whenever there are new developments • As of July 2015, 91% of the 20,329 registered TVET programs have TRs • Defines assessment of competencies
• Assessment center accreditation – primary venue of assessment • Assessment done only in the presence of with TESDA personnel at all times • Trainer certification – 4 levels, regularly updated • Graduate certification – mandatory assessment; full national certification
(NC) or by competency area (COC)
Review of the characteristics of NSTVET - 12/12
Distribution of assessment centers by region, number, 2015 Distribution of assessors by region, number, 2015
595
577
473
335
316
282
273
259
226
226
220
195
173
159
129
117
59
0 100 200 300 400 500 600 700
Region 4a
NCR
Region 3
Region 9
Region 1
Region 5
Region 7
Caraga
Region 8
Region 4b
CAR
Region 2
Region 12
Region 11
Region 6
Region 10
ARMM
969
883
672
525
511
461
451
362
331
315
278
256
255
196
173
124
121
0 200 400 600 800 1000 1200
Region 3
Region 4a
NCR
Region 8
Region 1
Region 9
Region 7
Region 6
Region 11
Region 2
Caraga
CAR
Region 4b
Region 5
Region 12
ARMM
Region 10
Top 3 regions in terms of enrollment and graduation (NCR, 4a, 3) are also the top regions in terms of number of assessment centers and assessors
Assessment of Performance of the Existing System -1/10
Estimation of Demand for TVET Services
• Enrollment and Graduation reflects the distribution of TVIs
• Sector concentration in growth areas such as ICT, tourism and health and social services
• Best estimate of total proportion of population/labor force who have had TVET training • Since 2012, added the question of who had graduated from TVET regardless
of highest grade completed
• LFS April 2014: 3.2 million (4.8%) of 66.2 million working age population graduated from TVET
Assessment of Performance of the Existing System -2/10
Access by Workers
• No readily available profile data on enrollees, only graduates from IES
Access by Vulnerable groups
• By age group: graduates in 2012 dominated by young age group 15-24 (61%) and 25-34 (23%); LFS shows that those aged 15-24 have the highest unemployment rates; 74% of the graduates were unemployed before training
Access by SMEs
• No readily available data
Assessment of Performance of the Existing System -3/10
25.0
19.3
10.0
9.7
9.1
6.9
5.5
2.9
2.1
1.6
1.4
1.1
1.1
1.0
0.8
0.6
0.6
0.6
0.3
0.2
0.1
0.1
0.0
0.0 5.0 10.0 15.0 20.0 25.0 30.0
Information and Communications Techno..
Tourism
Automotive and Land Transportation
Metals and Engineering
Construction
Health, Social and Other Community De..
Electronics
Agriculture and Fishery
Processed Food and Beverages
Livelihood
Maritime
Garments
Heating, Ventilation, Airconditioning..
Language
Others
Manufacturing
TVET
Wholesale and Retail Trading
Furniture and Fixtures
Aviation
Footwear and Leathergoods
Utilities
Decorative Crafts
Male By Sector, 2012
29.1
28.3
17.9
5.1
4.1
3.0
2.6
1.9
1.5
1.2
1.2
1.0
1.0
0.7
0.4
0.4
0.4
0.2
0.1
0.0
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0
Tourism
Information and Communications Techno..
Health, Social and Other Community De..
Processed Food and Beverages
Electronics
Agriculture and Fishery
Livelihood
Garments
Automotive and Land Transportation
Wholesale and Retail Trading
Others
Language
Metals and Engineering
Construction
Manufacturing
Decorative Crafts
TVET
Footwear and Leathergoods
Maritime
Heating, Ventilation, Airconditioning..
Female by Sector, 2012
By Sex: Graduates evenly distributed between male (50.4%) and female (49.4%); but some
difference in sectoral orientation; top choices, Male: ICT, Tourism, Automotive, Metals, Construction; Female: Tourism, ICT, Health, Social, Other Comm. Devt.
Assessment of Performance of the Existing System -4/10
Figure 6. Distribution of Enrollment in Post-Secondary Courses by Per Capita Income Decile, by Type of TVI, 2013
Figure 7. Distribution of 15 years and above with Post-Secondary as Highest Grade Completed by Per Capita Income Decile, 2013
TVET training not clearly pro-poor
Whether by enrollment or by highest grade completed, access to TVET does not favor the poor
Enrollment in public cater more to poorer segment
TVET as highest grade completed, clearly not pro-poor
The poor already dropped out at the elementary grades?
8.1 10.5
17.5
10.8
4.8
25.0
11.4
5.4 5.5
0.9 1.2 3.7
9.6
16.4
19.3
13.1
9.5
14.0
10.3
2.9
0.0
5.0
10.0
15.0
20.0
25.0
30.0
Public Private
2.5
4.1
6.9 6.2
10.1
13.3
15.1 15.6 15.9
10.3
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
16.0
18.0
Source of basic data: PSA APIS 2013
Assessment of Performance of the Existing System -5/10
Financing by Source, 2002 TVET Expenditure by Type, 2002
Public Administration
46% Trainees
29%
Companies 16%
NGOs and foundations
7%
Income generation 2%
Courses 1 to 3 years 47%
Short courses (less than 3 months)
20%
General administration
15%
Apprenticeship and learnership
12%
Courses 3 to 9 months
6%
Major source of TVET funding: public (46%), trainees (29%), companies (29%) By type: 1-3 year (47%), short courses (less than 3 months (20%), courses 3-9 months (6%)
Source: Peano et al. (2008)
Assessment of Performance of the Existing System - 6/10
Certification
• Those taking certification exams clearly rising
• Certification rates consistently high (above 80%) except for Electronics and IT
-
500,000
1,000,000
1,500,000
2,000,000
2,500,000
2005 2006 2007 2008 2009 2010 2011 2012 2013
Enrollees Graduates Assessed Certified
Assessment of Performance of the Existing System -7/10 Major reasons for not taking assessment
- Assessment not mandatory (26%)
- No assessment tools / assessors / center (22%)
[CATEGORY NAME]
[PERCENTAGE]
[CATEGORY NAME]
[PERCENTAGE] [CATEGORY
NAME]
[PERCENTAGE]
[CATEGORY NAME]
[PERCENTAGE]
[CATEGORY NAME]
[PERCENTAGE]
[CATEGORY NAME]
[PERCENTAGE]
Assessment of Performance of the Existing System - 8/10
Graduates’ perspective Employers’ perspective
Source: 2013 IES Source: 2014 ESS
Continuous attention to firms’ valuation of certification
Measure: Do firms provide incentives to certificate holders?
Assessment of Performance of the Existing System - 9/10
Organizational structure and coordination across institutions
• TESDA is both a regulator and a provider
• TESDA Board, the highest policy making body, the primary point of coordination at the policy level
• At the operational level, development and continuous review of TRs
• TESDA accredits assessment centers and assessors
• TESDA doing a good service by continuously doing the IES; it is the only data the provides trainee-level profile; should be made available to researchers to improve data quality and support more analyses
• TESDA also do regular Employers’ Satisfaction Survey (ESS) and similarly made available to researchers
Assessment of Performance of the Existing System - 10/10
Links with other labor market policies
• Primary link with labor market policies is the TESDA Board, particularly, the Secretary of Labor – the chair
• No clear system how labor market information are supplied
• Even much less clear how whatever information is supplied been used to inform decision to review TRs, course offering of TVIs and decision of would be trainees
Proposals to Improve Philippine NSTVET -1/9
TESDA should focus more on regulation and information provision
• Global trend: government should primarily be in regulation and information provision; leave much of training delivery to private sector
• TESDA is currently both a regulator and operator 122 training institutions
• Information generation and provision should be continuously improved and provided regularly
Proposals to Improve Philippine NSTVET -2/9
Greater emphasis on enterprise-based training
• Preferred mode of delivery by many analysts but the thinnest amongst the modes of delivery
• Key issue: Understanding Better Enterprise-based Training • “If it is that good, why aren’t we doing more of it?”
• What hinders it from expanding?
• Incompatibilities in underlying incentives and sources of financing?
• Wage-training contract difficult to monitor, hence, also difficult to enforce?
Proposals to Improve Philippine NSTVET -3/9
Making training continuously relevant to industry needs
• Continuous review of curriculum and training regulations
• Interaction between government, TVET Institutions, firms and workers should be at all levels, not just at the national level
• Regular convening of industry councils for continuous labor market signaling
• Address skills needs of roadmaps and value chains
• Enhancing TVI-industry linkages
Proposals to Improve Philippine NSTVET - 4/9
Greater performance orientation in access to public training funds • Learning from the experience in collaboration with industry associations
such as the experience with Information Technology-Business Process Associaton (IT-BPAP)
• Clear performance standards
• Competitive contracting
• Use Public Training Fund to Achieve Strategic Development Objectives • Use the considerable amount of training money to nudge TVET to achieve strategic
development objectives? i.e. increasing more private sector training, really reduce unemployment rates of the young; increase the labor productivity of the poor
Proposals to Improve Philippine NSTVET - 5/9
Improve targeting of financial assistance for TVET
• Experience from scholarship programs show that more transparent selection criteria minimize influence peddling in the section of beneficiaries
• Proper targeting of financial assistance – GIA for the poor, loans for the non-poor
• Proper assessment of grantees to improve satisfactory completion
Proposals to Improve Philippine NSTVET - 6/9
Ensure Quality in Community-Based Training
• Contributing a substantial component of TVET graduates
• Fear that this is mostly supply-driven training with little regulation
• It is registering respectable employment rates
• It there really a problem in quality?
• Are they more responsive to community needs?
• Proper regulation means improvement in coverage of training registration
Proposals to Improve Philippine NSTVET - 7/9
Improve Data generation and Dissemination on TVIs and Trainers • As TESDA focus more on regulation, effective regulation require
better information
• One of the weak points in TVET data is the characteristics of TVIs and trainers
• It seems that data is available; what might be lacking is processing into useful information and wider dissemination • List of TVIs with registered training programs • List of trainers with certifications
Proposals to Improve Philippine NSTVET - 8/9
Improve TESDA’s capacity for monitoring and evaluation
• As TESDA shifts more into regulation and strategic financing, capacity to design better instruments, test them and analyze their impacts rigorously should be systematically built up in the institution
Proposals to Improve Philippine NSTVET - 9/9
Improve the Image of TVET • To this day the image of TVET is low compared to college and
university education.
• There is a need to formulate a strategic communication plan to uplift the image of TVET.
Thank you!