ppt report on current issues (reforms on tech-voc education and training)

Merie Lyn DJ. AgustinMAE - Physics

Technical -Vocational

Education & Training Reforms

The Technical Vocational Education and Training reforms consists of four (4) major components, namely:

1. Quality Assured Philippine TESD System

2 .TESDA Occupational Qualification and Certification System 3. Unified Program Registration and Accreditation System 4. TVET Quality Awards

I. Quality Assured Philippine TESD System

Section 2 of Republic Act No. 7796, otherwise known as the Technical Education and Skills Development Act of 1994, that it is “the policy of the State to provide relevant, accessible, high quality and efficient technical education and skills development in support of the development of high quality Filipino middle-level manpower responsive to and in accordance with the Philippine development goals and priorities”.


The Philippine TESD system must be:

Relevant A relevant TESD System has three

different dimensions:

- relevant to the TESD clients, - to the skills needs of the industry,- to the structure of market incentives.


EfficientAn efficient TESD System can be

measured in two aspects:

- internal efficiency which concerns the optimal mix of inputs and appropriate configuration of TESD delivery modes that will best meet local needs.

- external efficiency which is best achieved when TESD institutions are directly linked to employment and job markets so that their graduates immediately benefit from what they have learned.


Accessible if:- it offers everyone access to productive employment

- It provides access to higher education and other lifelong learning opportunities.

Cooperative and Consensual when: - it is founded on institutional arrangements that encourage private sector participation and involvement and collaboration.


High Quality TESD System is one where:

- primary customers benefit directly from the TESD services

- Skills need of industry is adequately met

BASIC PRINCIPLES OF THE QUALITY ASSURED PHILIPPINE TESD SYSTEM

- anchors on a competency-based National Qualification and Certification System

- draws standards and priorities from the industry

- accessible to basic education graduates, school leavers,

workers, entrepreneurs and persons in higher educational

institutions

- allows the person to enter at any stage in the system

- allows recognition of prior learning

- installs quality assurance among training providers through

Unified Program Registration and Accreditation System

- utilizes certification as an assurance to industry of the

quality of the workers

- dovetails the directions indicated in government plans,

policies, priorities, and public investments

- provides incentives to quality assured training provides

through the TVET Quality Award

What is TESDA Occupation Qualification and Certification System or TOQCS?

- It is a process of determining the qualification level and certification level of a person based on competency assessment.

- Under the TOQCS framework, qualifications issued in the TVET sector are based on achieving competency standards relevant to the needs of the industry. Competencies within a specific level of qualification are small units of work that can merit a person/worker a job after completion. Therefore, completion of a certain competency would assure the industry that a person/worker can perform a specific task/work.

II. TESDA Occupation Qualification and Certification System or TOQCS

Take-off point or basis of all qualification and certification activities:

a.National Occupational Skills Standard - sets the minimum requirements of knowledge, skills and work values for a specific occupation.

b. Competency Assessment - an instrument consisting of written and practical tests designed to measure the person’s knowledge and skills based on the corresponding occupational skills standard.


Public assessment and certification

This shall cater to the needs of new graduates of tech-voc schools, and TESDA training programs, small-shop workers, and ordinary skilled laborers or job seekers who want to be assessed and certified.

This project component shall also serve the needs of small and medium firms who would want to make use of the assessment and certification scheme for their own HRD program. Under this component, the program shall use existing TESDA standards and competency assessments (which shall be reviewed and revalidated) and shall be implemented through the existing assessment structures of TESDA.


Skills Certification and Equivalency Program (SCEP)

This is a process of granting civil service eligibility to government skilled employees (trades and crafts group) and those seeking entrance into the service. The process involves trade testing and issuance of skills certificates to those who passed the test administered by TESDA. These skills certificates are given equivalent eligibilities by the Civil Service Commission (CSC) appropriate for Category I positions in the government service.


What is skills certification?

It is a process of evaluating/assessing the country’s skilled workers if they have the knowledge and ability to perform the tasks which relate to such job/occupation.


Who benefits from skills certification?For the consumer

- Better services - Better products

For the workers: - Recognition of skill

- Sense of pride in self and workFor the government and employers the skills standards can serve as an objective basis for:

- Hiring and promotion - Salary scale determination - Incentives and other benefits - Collective bargaining agreement


III. UNIFIED TVET PROGRAM REGISTRATION & ACCREDITATION SYSTEM (UTPRAS)

Omnibus Amdendatory GuidelinesLEGAL BASIS Republic Act No. 7796, otherwise known as the TESDA Act of 1994, empowers TESDA to establish and maintain a system of accrediting, coordinating, integrating, monitoring and evaluating formal and non-formal technical vocational education and training programs.

In its regular meeting held on January 23, 1998, the TESDA Board promulgated Resolution 98-03 approving the establishment of a unified TVET program registration and accreditation system which shall be in consonance with the pursuit of a quality technical vocational education and training system.

All TVET programs offered in public and private TVET institutions shall be subject to program registration under these guidelines.


COVERAGE

1. These guidelines shall cover all TVET programs offered by public and private institutions, including programs offered by enterprise-based training centers, provided that programs that are offered in the latter are fee-charging and open to the public.

2. All TVET programs in industrial trades and crafts, agriculture, fishery, services and home industries, among others, are covered by the system.

3. TVET programs with permit and recognition certificates granted by the Secretary of Education shall be reviewed and registered under UTPRAS within the prescribed period.

4. Apprenticeship programs undertaken by private enterprises are not covered by these guidelines but shall be authorized on the basis of existing apprenticeship guidelines. Compliance with apprenticeship guidelines is considered as having the effect of UTPRAS registration.

COVERAGE

5. TVET institutions with registered TVET programs which they desire to provide under the dual system shall be accredited as dual training system institutions under the guidelines implementing Republic Act No. 7686 in order that incentives provided for in the law may be availed of by concerned TVET institutions.

6. Community-based livelihood-oriented training programs undertaken by local government units and non-government organizations shall not be subject to registration under these guidelines, unless prescribed by the TESDA Board.

7. A module of employable competency or a set of modules may be registered as a TVET program under these guidelines.


BASIC PRINCIPLES OF THE REGISTRATION SYSTEM

1. The Unified TVET Program Registration and Accreditation System is primarily intended to promote public interest and welfare by ensuring the quality of all TVET programs.

2. The registration system is anchored on the competency-based system wherein TVET programs adopt the job titles being prepared for and the competency or set of competencies that are to be acquired.

3. The registration system prescribes compliance with minimum standards provided for in training regulations, promulgated by the TESDA Board.

4. A TVET program for a particular trade area, whether school-based or center-based, shall be registered on the basis of the same training regulations.



5. The registration system relies on the TESDA Occupation Qualification and Certification System (TOCQS) as its platform and, as such, TVET programs shall be categorized on the basis of the four qualification levels: i.National Certificate I (basic [operator] competencies)

ii. National Certificate II (intermediate [craftsman] competencies)

iii.National Certificate III (advanced [technician] competencies) and

iv.National License (highest [master technician] competencies).



6. Program adjustment shall be undertaken within one TOCQS qualification level, or from one higher level to a lower one. TVET programs that intend to develop the entire set of competencies for a particular competency level (under TOCQS) shall be classified as “TVET program – NC I’’ of NC II, as the case may be. On the other hand, TVET programs that intend to develop a few or a number of competencies (within one competency level in TOCQS) shall be classified as "TVET program leading to NC I” or NC II, as the case may be.



7. The registration and accreditation system shall be closely tied up with the provision of technical assistance and incentives that will encourage and enable TVET institutions to continually upgrade the quality of training delivery.

8. The registration system intends to generate a comprehensive database of TVET institutions and TVET programs that is essential to the effective management of the TVET sector.


The pursuit of quality in the TVET sector is the prime objective of the Technical Education and Skills Develkopment Authority (TESDA) for hte next millenium as part of iots mandate to continuously develop the Filipino middle-level manpower to attain global competitiveness. To respond to this global challenge of work excellence and productivity, TESDA adospt a quality management system (QMS) that would propel the sector towards attaining this objective.

Assuring quality through continuous improvment to attain internationally accepted levels of performance is an in evitable process in the development of principles and practices and to achieve the best practices in TVET operations, and in recognition for organizational performance for the sector.

IV. Philippine TVET Quality Awards Rationale

Objectives:

• To promote the performance standards of excellence in TVET institutions;

• To provice recognition to TVET institutions which conform to the best practices in the sector;

• To establish benchmarks of quality for TVET institutions;

• To establish a national system to evaluate productivity and quality improvment for TVET institutions.


TVET Quality Awards Framework The Philippine TVET Quality Awards is the highest level of recognition given to TVET organizations / institutions which have demonstrated outstanding performance had organizational excellence through commitment to, and application of quality principles and practices.

This wards is under the framework of the Philippine Quality Awards (PQA) 1 which is the highlest level of recognition to any organizational performance for quality and productivity (as proposed by the DAP, PQPC and PQPM).


The Philippine TVET quality Awards uses the seven-point framework of the Quality Management System as its assessment criteria:

1. Leadership2. Strategy, Policy and Planning3. Information and Analysis4. People 5. Customer Focus6. Quality of processes, products and

services7. Organizational Performance


Awards Levels

• Platinum Award for Excellence

• Gold Award for Mastery

• Silver Award for Proficiency

• Bronze Award for Commitment


Award Categories

• Primary Patron

• Sponsors

• Awards Manager

• Awards Council

• Awards Administrator

• Board of Assessor


Philippines, Germany Launch Landmark Agreements on Tec-Voc Education and Training

13 October 2014 - As part of President Benigno S. Aquino III’s official visit to Berlin last month, the Philippines and Germany signed two agreements on technical and vocational education and training (TVET).


Witnessed by Foreign Affairs Secretary Albert F. del Rosario, Trade and Industry Secretary Gregory Domingo, Technical Education and Skills Development Authority (TESDA) Director General Joel Villanueva and high-ranking German officials, Philippine Ambassador to Germany Maria Cleofe R. Natividad and German Ambassador to the Philippines Thomas Ossowski signed the Joint Declaration of Intent that provides a comprehensive bilateral framework for cooperation on TVET.


As part of efforts to boost TESDA’s capabilities, Secretary Joel Villanueva and President Prof. Dr. Friedrich Hubert Esser of the Federal Institute for Vocational Education and Training (BIBB) also signed a Cooperation Agreement for collaborative research and development of TVET. The Bonn-based BIBB is a German and international center of excellence for research on vocational education and training and the progressive development of VET.


Agencies handling education services

have gathered to discuss how to seamlessly

incorporate the government’s technical

vocational education and training (TVET)

program into the K to 12 curriculum.

Themed “Enhancing TVET for Industries

of the 21st Century,” the meeting focused on

the K to 12 curriculum, which was

implemented starting last year.

Role of vocational training in K to12 tackled in Tesda congress

Education for Sustainable Development in Technical and Vocational Education and Training

Organizers, Speakers, Guests and Delegates of the International Conference on Education for Sustainable Development in TVET led by (seated, 9th from left to right) Dr. Harry Stolte (InWEnt), Secretary Joel Villanueva (TESDA), Ambassador Dato Seri Dr. Ibrahim Saad (Embassy of Malaysia), Ambassador Yogendra Kumar (Embassy of India), Dr. Shyamal Majumdar (CPSC, Dr. Klaus Sodemann (IVETA) and Dr. CK Basu (CPSC).

Agencies handling education services

have gathered to discuss how to seamlessly

incorporate the government’s technical

vocational education and training (TVET)

program into the K to 12 curriculum.

Themed “Enhancing TVET for Industries

of the 21st Century,” the meeting focused on

the K to 12 curriculum, which was

implemented starting last year.

Education for Sustainable Development in Technical and Vocational Education and Training

Merie Lyn DJ. AgustinMAE - Physics

Thank You!

ppt report on current issues (reforms on tech-voc education and training)

Education

relevant tesd system

certification system

accreditation system

quality assured training

quality assurance

tesd institutions

tesd clients

tesd services skills