THE PHILIPPINE TECHNICAL VOCATIONAL EDUCATION …

1 THE PHILIPPINE TECHNICAL . VOCATIONAL EDUCATION AND. TRAINING SYSTEM. TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY. TECHNICAL Baccalaureate (4, 5, VOCATIONAL 6 year degree Four (4) Years + EDUCATION and programs), Masteral Two (2) Years TVET Training and Doctorate Six (6) Years Programs Specialization (Higher Level One (1) (NC I and NC II) Qualifications). Year TESDA mandate Republic Act 7796. TESDA law creation of TECHNICAL EDUCATION and Skills Development Authority (TESDA). to manage TVET in the country. TESDA Board Members Private Sector Government Sector Labor DOLE DepEd Employer CHED DTI.

2 TVET Providers DOST DA. Investor Groups DILG TESDA. 14 Representatives 8 Representatives QUALITY ASSURED PHILIPPINE TECHNICAL EDUCATION SYSTEM. Development Plans/Government Policies and Priorities/Public Investment Disadvantaged Groups/Informal Sector Higher EDUCATION Graduates Basic EDUCATION Graduates Development Development of Of Assessment Stakeholders Competency Standards Standards Consultation and Program Standards Development of Assessment UTPRAS Instrument PTQCS. Development of Program Curriculum Framework Award of Accreditation and Learning Package National within the Exemplars Certificate PHILIPPINE TE Quality Awards Award of Program Early School Leavers (Dropouts).

3 Certificate of Platinum Registration under Wage/Self-Employed Workers Award Competency UTPRAS. Incentives Gold Award Silver Award Training Competency Bronze Delivery Assessment Award Recognition of Prior Learning/ Equivalency Scheme/Lifelong Learning MANAGEMENT OF THE TECHNICAL EDUCATION SYSTEM. Market-driven - competent and adaptable workforce - at par with changing demand of technological and structural changes 21st century workforce technically competent, innovative, creative, knowledge-based with higher order thinking skills, pursuing lifelong learning opportunities and possessing desirable work attitudes and values Competencies based on standards for knowledge and skills requirements of a job as prescribed by industry experts Competency standards as basis for the training curriculum and the assessment of competencies for certification National Certificates issued to those who have demonstrated the competencies in an assessment.

4 It is FLEXIBLE. - refers to the package of: competency standards;. training standards; and assessment and certification arrangements for a promulgated qualification. All Training Regulations are published in the Official Gazette and in TESDA's website: COMPETENCY STANDARDS. - refers to industry-determined specifications of competencies required for effective work performance. It is: composed of individual competency unit focused on workplace activity rather than training or personal attributes defined as the ability to apply skills in new situations and changing work organizations.

5 TESDA is ISO 9001:2008 certified in the regulatory programs (Program Registration and Assessment and Certification) and design (Training Regulations development). Working towards specific industry certification welding standards, Hazard Analysis Critical Control Points (HACCP), etc. Tripartite arrangements involving industry, labor and government TESDA gets nationwide ISO certification. The Certification was received by Sec Joel Villanueva together with Labor Secretary Rosalinda Baldoz and other TESDA officials in the presence of President Benigno Aquino III in Malaca ang on April 13.

6 The Unified TVET Program Registration and Accreditation System is the quality assurance mechanism for the mandatory registration of TECHNICAL - VOCATIONAL programs with TESDA. Registration signifies compliance of the TVET program with the minimum requirements set by TESDA. 12. COMPETENCY-BASED ASSESSMENT is the process of collecting evidence and making judgments on whether competency has been achieved. It is the basis for certification of competence. A National Certificate is issued when a candidate has demonstrated competence in all units of competency that comprise a Qualification A Certificate of Competency is issued to individuals who have satisfactorily demonstrated competence on a particular or cluster of units of competency ASSESSMENT and CERTIFICATION thru the Years 2009 2010 2011 2012 2013 2014.

7 Total Number of 836,131 716,220 835,572 968,535 1,055,576 1,232,116. Assessed Total Number of 690,836 594,323 703,360 830,458 936,007 1,125,273. Certified Certification Rate Accredited Competency Assessors 6,748 5,468 7,030. Accredited Assessment Centers 1,968 3,235 4,453. THE PHL QUALIFICATIONS FRAMEWORK. TECHNICAL . LEVEL BASIC EDUCATION AND HIGHER EDUCATION . EDUCATION SKILLS DEVELOPMENT. DOCTORAL AND. L8 POST DOCTORAL. L7 POST BACCALAUREATE. L6 BACCALAUREATE. L5 DIPLOMA. L4 NC IV. NC IV. L3 NC III. L2 NC II. L1 NC I. GRADE 12. LIFELONG LEARNING. RECOGNITION OF PRIOR LEARNING.

8 EQUIVALENCY. ASSESSMENT CERTIFICATION LICENSING. INPUTS OUTPUTS. Industry needs Qualification Levels Need for global Descriptors recognition of competencies Registers Current qualifications PHILIPPINE Working Groups issues at all levels Qualifications issues Qualifications Pathways &. in recognition of prior learning Framework Equivalencies Quality Assurance Research and policy papers on NQF Information &. Guidelines NQFs of other countries International Alignment Consultation and Advocacy With Stakeholders LEVEL SENIOR HIGH SCHOOL. KNOWLEDGE, Possess foundational knowledge across a range of learning SKILLS AND areas with core competencies in communication; scientific, VALUES critical and creative thinking; and the use of technologies.

9 Possess functional knowledge across a range of learning areas and TECHNICAL skills in chosen career tracks with advanced competencies in communication; scientific, critical and creative thinking; and the use of technologies. Have an understanding of right and wrong; one's history and cultural heritage; and deep respect for self, others and their culture, and the environment. APPLICATION Apply foundational knowledge, skills, and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources. Apply functional knowledge, TECHNICAL skills and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.

10 DEGREE OF Apply skills in limited situations with close supervision INDEPENDENCE Apply skills in varied situations with minimal supervision. QUALIFICATIO SENIOR HIGH SCHOOL. N TYPE. LEVEL 1. KNOWLEDGE, SKILLS Knowledge and skills that are manual or concrete or AND VALUES practical and/or operational in focus. APPLICATION Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by following set rules, guidelines or procedures. DEGREE OF In conditions where there is very close support, INDEPENDENCE guidance or supervision; minimum judgment or discretion is needed.