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Tesda

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EASTERN VISAYAS STATE UNIVERSITY
Tacloban City

GRADUATE SCHOOL

REPORT IN EDUCATION 563.1

Name: Camino, Bernardo Ramon L.
Course: MAIED
Subject: Vocational – Industrial Education in Manpower Development
Professor: Patricio R. Malquisto
Topic: TESDA, History of TESDA, Courses Offered, Other Special Programs

______________________________________________________________________________

Brief History of TESDA

* 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.

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.

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.

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.

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.

Mission, Vision, Value and Quality Statement

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).

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.

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

Short Term Courses Offered
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 | 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 | 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 | Courses Authorized | Duration | Plumbing NC I | 128 Hours | Plumbing NC II | 162 Hours | RAC (PACU/Cre) Servicing NC II | 192 Hours | RAC (Window-Type Air-conditioning Domestic 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 | | |

TVET Program Registration According to Provider Biliran | Provider | Program | Duration/ Hrs. | | NSU | Automotive Servicing | 524 | | | Baking/Pastry Production | 116 | | | Bartending | 286 | | | Commercial Cooking | 436 | | | Computer Hardware Servicing | 356 | | | Care giving | 786 | | | Dressmaking | 275 | | | Driving | 118 | | | Food and Beverage Services | 336 | | | Housekeeping | 436 | | | Programming | 252 | | | RAC Servicing | 223 | | Provider | Program | Duration/ Hrs. | | | Security Services | 223 | | | Shielded metal Arc | 268 | | | Tailoring | 275 | E. Samar | Provider | Program | Duration/ Hrs. | | ESSU | Computer Hardware Servicing | 356 | | | F&B Services | 336 | | | Housekeeping | 436 | | | Programming | 252 | Leyte | Provider | Program | Duration/ Hrs. | | EVSU - Main | Automotive Servicing | 292 | | | Commercial Cooking | 436 | | | F&B Services | 336 | | Provider | Program | Duration/ Hrs. | | EVSU - Ormoc | Commercial cooking | 436 | | EVSU - Burauen | Agricultural Crop Production | 318 | | EVSU - Tanauan | Automotive Servicing | 292 | | EVSU - Carigara | Aquaculture | 1276 | N. Samar | Provider | Program | Duration/ Hrs. | | UEP | Animal Production | 360 | | | Aquaculture | 1276 | | | Automotive Servicing | 536 | | | Baking/ Pastry Production | 250 | | | Building Wiring Installation | 402 | | | Caregiving | 1072 | | | Carpentry | 200 | | Provider | Program | Duration/ Hrs. | | UEP | Commercial Cooking | 436 | | | Computer Hardware Servicing | 356 | | | F&B Services | 356 | | | Front Office Services | 472 | | | Health Care | 960 | | | Horticulture | 1012 | | | Housekeeping | 236 | | | Masonry | 144 | | | Plumbing | 258 | | | Programming | 252 | | | RAC Servicing | 320 | | | Security Service | 170 | | Provider | Program | Duration/ Hrs. | | | Welding | 324 | Samar | Provider | Program | Duration/ Hrs. | | NWSSU | Agricultural Crop Production | 616 | | | Bartending | 286 | | | Building Wiring Installation | 402 | | | Carpentry | 162 | | | Commercial Cooking | 436 | | | Computer Hardware Servicing | 356 | | | Dressmaking | 275 | | | F&B Services | 356 | | | Housekeeping | 436 | | | Pipefitting | 302 | | 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 | | | | | | | | | | | | | | | | |

Special Programs Offered

* 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.

* 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.

* 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 catalyze 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.

* 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

* 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.

* 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) * 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

* Benefits of the Dual Training System:

FOR STUDENTS: m. Quality training and proper skills, work attitude and knowledge n. Enhanced employability after training o. Better chances for career mobility p. Allowance for transportation and other expenses.

FOR COMPANIES: q. Workers developed according to the company's needs r. Guaranteed highly skilled and productive workers s. Savings on production cost through tax incentives

FOR SCHOOLS: t. Less need for sophisticated equipment and facilities u. Responsiveness to industries' needs v. Maximized use of equipment and facilities w. Better employment opportunities for its graduates x. Enhanced public image y. Tax exemption for imported equipment

* Coverage of DTS:

Participants in the dual training system include duly accredited: z. 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.

* 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. Scholarship and Student Assistance Programs

* 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.

* Iskolar Ng Mahirap Na Pamilya Program (new program)

* 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

* 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

* 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…...

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...REVISED IMPLEMENTING RULES AND REGULATIONS OF THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service Training Program (NSTP) Act of 2001, the Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA), and Department of National Defense (DND), in consultation with concerned government agencies, the Philippine Association of State Universities and Colleges (PASUC), Coordinating Council of Private Educational Associations of the Philippines (COCOPEA), Non-Government Organizations (NGOs) and recognized student organizations, hereby jointly issue, adapt and promulgate the following implementing rules and regulations in implement the provisions of the Act. Rule I GUIDING PRINCIPLES Section 1. Guiding Principle. While it is the prime duty of the government to serve and protect its citizens, in turn it shall be the responsibility of all citizens to defend the security and promote the general welfare of the State, and in fulfillment thereof, the government may require each citizen to render personal military or civil service. Section 2. Role of the Youth a. In recognition of the vital role of the youth in nation building, the State shall promote civic consciousness among them and shall develop their physical, moral, spiritual, intellectual and social well-being. It shall inculcate the ideals of patriotism, nationalism, and advance...

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Case Study

...CSR program to a national level with the Parks Conservation Campaign that included public parks in Luzon, Visayas and Mindanao. Three public parks were recepients of new ornamental plants, garbage receptacles and environment reminder signs, namely Rizal Park in Manila, the Fuente Osmena Park in Cebu City, and the Pole’s Park in Davao City. * 2008 Opened the Isuzu-TESDA Auto Mechanic Training Center in Tacloban, Leyte, which offers educational opportunities to deserving students. * The school is supported by Isuzu Motors Ltd of Japan, IPC, and Isuzu Auto Parts Manufacturing Corporation, and trains the students to obtain the National Certificate Level IV of TESDA. It produces an average of 80 graduates a year, all of them housed for free in dormitories inside the training center compound. IPC donated a 2008 NHR passenger van while Isuzu Motors Ltd. turned over a Crosswind XTi to be used as shuttle service. * Isuzu Motors funded the school, now run by Plan International and TESDA, with a $3-million donation. IPC donated a 2008 NHR passenger van, while Isuzu Motors Ltd turned over a Crosswind XTi to TESDAS to be used as a shuttle service to employees and students. * IPC gave back to the children in Hospicio de San Jose in Manila, the Children’s Joy Foundation in Canlubang, and the Urchins Street Kids in Paranaque by distributing sacks of rice, canned goods, food boxes—as well as good cheer through clowns and magic shows—to the orphans. * Also adopted 11......

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How I Look at Filipino School Globalization

...Implementations of plans oftentimes fall short as to what should have been expected. The head of the state and his subordinate from the Education Department have more shortcomings than realizations. Lack of school facilities, erroneous contexts of books, and massive numbers out-of-school youths are evident. I am in favor of the globalization and modernization of our educational system, but I am deeply saddened by the fact that the government agency in-charge does not meet the expectations planned theoretically. All were promises made to be broken. On the positive note, I guess the creation and improvement of TESDA has made a lot of impact to many, especially to those parents who cannot afford to send their children to college or universities for a degree course, and to those who were degree holders, and unfortunately were still underemployed because of the lack of career options. So far it (TESDA) has helped many people get employed here and overseas. Globalization of our education system could be the grassroots on the alleviation of the living standards of people. It is indeed true that majority of Filipinos still live below the poverty line, but many are still hopeful that with quality education being one of the basic right, it could surely defy poverty. With all sincerity, integrity, and honest political will, the government can achieve the realization to globalize the education system of the country in order to cope with the needs and demands of its constituents. And......

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