Snas Idp 2023-2028

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2024-2028 INSTITUTIONAL DEVELOPMENT PLAN

MESSAGE FROM THE VOCATIONAL SCHOOL ADMINISTRATOR III
I am delighted to announce the official launch of our Institutional

Development Plan for the years 2024 to 2028. This comprehensive plan
represents a significant milestone in our commitment to excellence and
growth, outlining strategic initiatives that will shape the future of our
institution, the Sorsogon National Agricultural School (SNAS).
Our primary goal with this plan is to create a dynamic and

responsive environment that empowers our students, faculty, and staff
to thrive in an ever-evolving world. By focusing on key areas of
development, we aim to elevate the quality of education, enhance our
facilities, and strengthen our position as a leading institution of TVET
provider in the 1st District of Sorsogon Province with the distinctive area
of competence-Agriculture.
The key components of the Institutional Development Plan is the academic excellence that is
responsive to the trends and challenges of TVET. We will invest in innovative teaching methodologies,
curriculum development, and faculty training to ensure that our students to be globally competitive Filipino
workplace.
Recognizing the importance of state-of-the-art facilities, we have outlined plans for the improvement
and expansion and enhancement of infrastructure. This includes modernizing classrooms, laboratories, and
recreational spaces to create an inspiring learning environment. We will embrace the digital era, we will
implement cutting-edge technologies to enhance the learning experience, streamline administrative
processes, and foster a culture of innovation within the institution.
Strengthening our ties with industry partners is a key component of our plan. Also, a focus on
student well-being and success is at the heart of our plan. We will expand support services such as
counseling, career guidance, and extracurricular activities to ensure a holistic development for our students.
In line with our commitment to social responsibility, we will implement sustainable practices across
campus, promoting environmental consciousness, institutionalizing Green TVET and responsible citizenship.
As we embark on this exciting journey, I encourage every member of our community to actively
engage in the realization of our vision, mission and goal. To become a Polytechnic Institute is our main
vision in the year covered of this IDP. Your input, ideas, and dedication will be invaluable in shaping the
success of this plan.
Together, let us build a future where Sorsogon National Agricultural School continues to be a beacon
of knowledge, innovation, and excellence.
Thank you for your continued commitment to our institution.
Sincerely,
ROBERTO C. MENDOZA
Vocational School Administrator III
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EXECUTIVE SUMMARY
Sorsogon National Agricultural School (SNAS) SNAS began in 1997 as an institution that
provides secondary and post-secondary programs.
SNAS has developed its strategic plan through the collaborative efforts of each individual of
the institution. As the source of the definition says about strategic plan “it is a disciplined effort of
individual to produce fundamental decision that shape and guide what the institution is, what, why
and how it does”. Moreover, it also gives an opportunity to communicate the vision, mission, goals,
strategies, products and programs of the institution to everyone. SNAS embraces the planning
process wherein issues and challenges are clearly defined including strategies and action
frameworks provided to address said strategic issues.
The planning process requires number of workshops. This document represents a
compilation of reports/outputs made during the workshop. This document will also presents the
different parts and sections of the IDP 2024-2028 as a whole.
The PART I covers the executive summary of this plan showing the aspirations of the
institution for the five (5) year period and its background and history. The PART II of this IDP will
discuss the institution’s profile, background, and ecosystem. Today, the institution offers support
and services to the marginalized sector of society such as quality technical skills and competency
assessment and certification. It embraces its vision of becoming a Polytechnic Institute responsive
to different trends and challenges of TVET and its mission of strengthening social-equity, inclusivity
and quality delivery of TVET for a globally competitive Filipino workforce. With this the primary goal
of the institution is to produce highly competent employable graduates with green skills in response
to industry requirements for sustainable development. The vision, mission and goal of the school
is based on the commitment of every individual to embrace and recognize change. The formulated
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objectives, strategies and activities came from a progressive point of view where list of activities
was classified in order to achieve its objectives.
The schools have a total of twenty-seven (27) curricular offerings under several trade areas
and sectors where 29% of it focused on its distinctive area of competence which is Agriculture
Sector. In addition, a total of eighteen (18) Accredited Assessment Centers catering several
qualifications subject for National Competency Assessment and Certification System. In year 2023,
a highlight on the total of twenty-three (23) collaborations and partnerships with local industries,
businesses, and employers were recorded. Linkages that show relevance and effectiveness of the
institution's programs.
The PART III- Planning environment will discuss the institution’s performance and
accomplishments, SWOT Analysis, critical issues and concerns and the priority job and skills.
The PART IV is on the strategic directions, plan and strategies of the institution while the
PART V focus on the budget and investment plan.
The last PART VI of the IDP focuses on the monitoring and evaluation showing the logical
framework and resultant matrices.
The Annexes also contains organizational structures, infrastructure development plan, tools
and equipment plan, human resource, staff development plan, image building plan, financial plan
and existing SNAS Buildings and Workshops.
This Institutional Development Plan 2024-2028 has a detailed and comprehensive content
that will focus on the goal of making people and communities productive through providing quality
training programs not only in its distinctive areas of competence in Agriculture but also on the
aspects and sectors, as part of skills priority development. Working on the technology
researches\ers and institutionalization of Green TVET and innovations, more plans, projects and
activities are growing steadily and in success.
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ELEVATOR PITCH
Republic Act 6565 signed on September 30, 1972 by the President of the Philippines
through the representation of the Provincial Board of Sorsogon officially created Sorsogon National
Agricultural School that was originally named before as Castilla Agricultural High School. The
school site has a total area of 4.2 hectares north-west of Sorsogon, particularly at Barangay Mayon,
Municipality of Castilla. The school was officially established under the direct supervision of the
Director of the Bureau of Technical Vocational Education (BTVE) of the Department of Education
and Culture (DEC) through the Superintendent of Sorsogon School of Arts and Trade (SSAT) of
Sorsogon, Sorsogon. Its operation started in 1974 with an enrollment of 74 first year students and
manned by (7) seven working staff headed by Mr. Mauricio J. Medialda. In 1978, through the
leadership of Engr. Dominador T. Martinez, the school’s enrollees surged up to 700 students both
in secondary and post-secondary.
The school curricular programs were further strengthened with the Memorandum of
Agreement with Bicol University, College of Agriculture, this MOA gave birth to the implementation
of a curricular program that satisfied the minimum standard requirements. In 1984, Mr. Emilio A.
Tamayo, then the Officer-in-charge expanded the institution when Mr. Rodolfo Maralit of Daraga,
Albay donated a one-hectare lot at San Rafael, Castilla, Sorsogon which paved the way for the
establishment of the SNAS extension classes starting SY 1991-1992. Mr. Tamayo was behind
SNAS elevation to TESDA administered school in Sorsogon. On March 22, 1997, a major
development took place. By virtue of a Joint Memorandum Circular No. 1 as stated in the 1997
General Appropriations Act all vocational and technical schools under DECS now Department of
Education were transferred under TESDA supervision. Hence, SNAS stands until now as TESDA
Technology Institution. When SNAS was under the supervision of TESDA, Mr. Bueno O. Mendez
has been the Vocational School Administrator from March 22, 1997 until December 7, 2004. After
which, he applied for sick leave that gave way to Ms. Romana B. Bermillo, Asst. Prof. I who took
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charge as Officer in Charge for two years and two months. It was on February 27, 2007, when Dr.
Anita B. De Guzman, the Technology Department Head of CASIFMAS, Pasacao, Camarines Sur
was appointed as Vocational School Administrator I by the TESDA Central Office until her
retirement in December 31, 2013. Mr. Conrado Ll. Lopez Jr. was assigned as Caretaker from
January. 2014 to August 31, 2014. It was then, year 2014 of September 1, when Ms. Leonor B.
Diaz, the OIC- Regional Operations Division Chief of TESDA Regional Office V, was assigned to
be the new Vocational School Administrator III of the institution up to December 2019. The school
took cared of the Officer-In-Charge, Mr. Reynan L. Malate, an Associate Professor II from January
to July 2020. On July 20, 2020, Engr. Gilda G. Ranido, assumed the office as Vocational School
Administrator III of SNAS From July 2020 20 to July 30, 2021. The new Vocational School
Administrator III of the institution is Mr. Roberto C. Mendoza from February 14, 2023 up to present.
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TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
INFORMATION ABOUT TTI
REGION: V PROVINCE: Sorsogon
Regional Director: ARCHIE A. GRANDE
Provincial Director: ENGR. GILDA G. RANIDO
NAME OF TTI: SORSOGON NATIONAL AGRICULTURAL SCHOOL
Complete Address: Mayon, Castilla, Sorsogon

Telefax Nos: 0563113694
DISTINCTIVE AREA OF COMPETENCE: AGRICULTURE
Name of Administrator: ROBERTO C. MENDOZA CP No. +6399-8959-1748
Position / Designation: Vocational School Administrator III

Email Address: [email protected]; [email protected]
Vocational School Instruction Supervisor: CONRADO LL. LOPEZ, JR.

CP No. 09667725079 Email Address: [email protected]
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LOCATION MAP
Sorsogon National Agricultural School (SNAS) is located north-west of Sorsogon

particularly at Barangay Mayon, Municipality of Castilla. It is approximately 2.5
kilometers away from the crossing of San Vicente along Maharlika Highway.
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PROGRAMS AND SERVICES
SNAS has a total of twenty -seven (27) qualifications offered under several trade areas and
sectors.
SECTOR QUALIFICATION CTPR NUMBER
Electrical and Electrical Installation and Maintenance
20180562ELCEIM215023
Electronics NC II
Electrical and Electrical Installation and Maintenance
20180562ELCEIM315024
Electronics NC III
Agriculture, Forestry
Animal Production (Swine) NC II 20180562AFFAPS213021
and Fishery
Agriculture, Forestry Animal Production (Poultry-chicken) NC
20180562AFFAPP213022
and Fishery II
Organic Agriculture Production NC II WTR#201605062045
and Fishery
Electrical and
Computer Systems Servicing NC II 201505062104
Electronics
Tourism Food and Beverage Services NC II 201505062105
Metals and Shielded Metal Arc Welding (SMAW)
WTR# 201505061045
Engineering NC I
Tourism Cookery NC II WTR#201505062004
Tourism Bread and Pastry Production NC II 201205062102
TVET Trainers Methodology Level I 201205062106
Garments Dressmaking NC II 905062029
Automotive and
Driving NC II 905062030
Land Transportation
Garments Tailoring NC II 905062034
Metals and Shielded Metal Arc Welding (SMAW)
705062453
Engineering NC II
Agricultural Crop Production NC II 20200562AFFACP213048
and Fishery
Agricultural Crop Production NC III 20200562AFFACP306049
and Fishery
Agroentrepreneurship NC II 20200562AFFAGE217059
and Fishery
Agroentrepreneurship NC II 20200562AFFAGE317060
and Fishery
Construction Masonry NC I 20200562CONMAS118063
Construction Masonry NC II 20200562CONMAS218064
Construction Tile Setting NC II 20200562CONTIL218065
Health, Wellness
Contact Tracing Level II 202005620020
and Other Services
Community-Based Trainers
TVET 202105620012
Methodology Course
TVET Facilitate E-Learning Session 202206520008
Diploma Program in Hotel Services and
Diploma Program 05DP003., S. 2022
Restaurant Management
Diploma Program Diploma Program in Agriculture 05DP002., S. 2022
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COMPETENCY ASSESSMENT CENTERS
Of the total twenty-five (25) WTR and NTR programs being offered in the institution, eighteen (18) of which are accredited
as Assessment Centter
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FACULTY and NON-TEACHING STAFF PROFILE
CLASS HIGHEST Email Contact
NAME POSITION DESIGNATION IFICATI EDUCATIONAL Address No.
ON ATTAINMENT
RANK
TEACHING:
1) Reynan L. Associate • Assessment APRO- College rlmalate 09214430
Malate Professor II Center II Graduate; @tesda. 429
Manager MA in gov.ph
• BAC Chairman Management
• Solid Waste Major in
Management Administration
Asst. and Supervision
• NSTP
Coordinator
2) Conrado Associate • Vocational APRO- BSE clllopezjr 09667725
Ll. Lopez Professor II Instructor II Mathematics; @tesda. 079
Jr. Supervisor 24 units MA gov.ph
• FEMT Mathematics
Chairman Education
• CBTED Focal
• UTPRAS Focal
• QMS Chairman
• Student Affairs
Coordinator
3) Lorna D. Assistant • AO/ Head AP-IV BS in Industrial ldmanac 09755390
Manacob Professor IV Administrative Education; ob@tesd 246
Department Master of Arts in a.gov.ph
• Human Teaching major in
Resource Technology in
Management Home
Officer Economics- CAR
• Organizational
Awards Focal
• SNAS NTTC
Processing
Officer/Focal
4) Abner S. Assistant • Physical & AP -II BS Industrial asgabard 09105371
Gabarda Professor II Plant Facilities Education Major a@tesda 300
Focal in Electrical .gov.ph
• Research Focal Technology;
• Co-chair SNAS Certificate of
• Disaster Risk Physical
Management Education;
9 units Master of
Arts in Teaching
5) Jhonalyn Instructor III • Planning Officer INST-III BSED Major in jmgoyen 09632064
M. • Scholarship English; a@tesda 065
Goyena Focal MA-major in .gov.ph
• MIS Focal English
Education- CAR
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• SMAC Focal
6) Alex U. Instructor I • Chairman INST-I BS in Industrial sweetke 09688529

Mangamp SNAS Disaster Education n172102 322
o Risk @gmail.
Management com
• Inspection
Committee
Chairman
• RCEP
Coordinator
• Driver(as the
need arises)
7) Dhen Instructor I • Farm Manager INST-I Bachelor in dannaver 09773234
Angelo N. • Physical & Agricultural a@tesda 730
Navera Plant Facilities Technology Major .gov.ph
Member in Agricultural
• Green TVET Technology
Member Education;
• Inspection and MA in Agriculture
Acceptance Major in
Committee Agricultural
Education-CAR
member
8) Indera A. Instructor I • SIL Coordinator INST-I Bachelor of iajapon 09469032

Japon • Student Council Technical @tesda. 444
Adviser Teacher gov.ph
• Special Education
Programs Focal
• JOLINS Focal
• Inspection
Committee
Member
9) Alexander Instructor I • SNAS Green INST-I BSBA - alcastuer 09673523
L. TVET Entrepreneurship a@tesda 341
Castuera Chairman/Solid .gov.ph
Waste
Management
• Guidance
Counsellor
• Librarian
• Driver( as the
need arises)
10) Erwin V. Instructor I • IT Focal INST-I Bachelor of evmirabe 09156297
Mirabete • LMS Science in te@tesd 527
Administrator Computer a.gov.ph
Science
NON –
TEACHING:
11) Roberto C. Vocational • QMS VSA III Bachelor of rcmendo 09989591
Mendoza School Chairman Science in za@tesd 748
Administrator Agricultural a.gov.ph
III Education;
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Master in
Management
12) Richelle L. Admin • GAD Focal AO-III BS rlsalcedo 09813889
Salcedo Officer III • IGP Asst. Entrepreneurship; @tesda. 532
Manager 18 units Masters gov.ph
in
Entrepreneurship
13) Jonnel D. Admin • BAC Member AO I BSEd jonneldio 09462990
Dioquino Officer I • Disaster Risk (Cashie Mathematics quino25 316
(cashier) Management r) @gmail.
Member com
14) Joana Admin • BAC Secretary AO I BSEd English joanamar 09102903
Marie C. Officer I (SO) • Disaster Risk (SO) ieguetan 223
Guetan Management 17@gma
Member il.com
• Green TVET
member
15) Nikki A. Admin Aide • Processing AA-III Bachelor of nikki131 09456345
Alim III Officer Science in 8alim@g 631
• Inspection and Criminology mail.com
Acceptance
Committee
16) Jerald Admin Aide II • Liaison Officer AA-II 2 yr. Computer jplcastillo 09058454
Peter L. • Canvasser Hardware @tesda. 123
Castillo • Physical & Servicing NC II gov.ph
Plant Facilities
Member
17) Laisa Admin Aid I • UPTRAS Asst. AA-I AB – Audio Visual lmmcastil 09655936
Marie M. Focal Communication lo@tesd 109
Castillo • Scholarship a.gov.ph
Focal Asst.
• Registrar
18) Lolito L. Admin Aide I • Farm & Animal AA-I 3 yr. Cert. in lllorca@t 09485276
Llorca Caretaker Agribusiness esda.gov 464
• Inspection and Technology; .ph
Acceptance 1 yr. Automotive
Committee Technology
•
19) Dennis M. Admin Aide I • Deployed to AA-I 1 yr. Automotive dennisso 09122843
Soria TESDA Technology ria@gma 739
Provincial il.com
Office
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The vision, mission and goal of the school is based on the commitment of every individual
to embrace and recognize change. The formulated objectives, strategies and activities came from
a progressive point of view where list of activities was classified in order to achieve its objectives.
VISION
Polytechnic Institute responsive to different trends and challenges of TVET
MISSION
To strengthen social-equity, inclusivity and quality delivery of TVET for a globally

competitive Filipino workforce.
GOAL
To produce highly competent employable graduates with green skills in response to

industry requirements for sustainable development.
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ORGANIZATIONAL CULTURE AND VALUES
The culture, values and beliefs of the institution play a great role in honing the image of
being an educational institute. Its values of adapting the 21st century provide an advantageous
experience to the clienteles while the culture of having an inviting establishment and school-friendly
ambiance are its highlights.
SNAS is a Training Institution whose
primary concern is for the effective
delivery of Competency-Based
Technical Vocational Education and
Training through:
Advocating Green Technology
Responsive TVET proGrams.
Technology Research and development programs
Income and resource generation programs
Adapting the 21st Century Skills
Upgrading of trainers and faciLities
Employing the use of E-Learning/Online Training
Developing entrepreneUrs and young leadeRs
Enhancing partnership with industries and stakeholders
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INDUSTRY STATUS OF TVET
Technical and Vocational Education and Training (TVET), in several ways in contribute to
the understanding, management, and sustainability of ecosystem services.
Sorsogon National Agricultural School has a total of twenty (20) Industry partners in various
sectors which is equivalent to 81% covering the With Training Regulation qualifications..
These industries have a growing demand for skilled workers with specific technical and
vocational skills who offers to seek individuals with practical skills and hands-on experience.
The support and commitment of the industry and government agencies play a significant
role in the success of TVET. Industries help in updating curricula, incorporating new technologies,
and enhances the overall employability of graduates. Governments may implement policies and
initiatives to promote TVET, address skills gaps, and enhance the overall quality of vocational
education.
Overall, TVET in Sorsogon Province has a dynamic change based on economic,

technological, and societal developments.
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Name of Partner/External Agencies /
Sector Qualification
Organization
Cookery NC II
Hotel St. Ellis (New)
Food and Beverage Angel’s Pizza (New)
TOURISM Services NC II Chef’ Connie’s Café and Restaurant
Bread and Pastry La Granja Boutique Hotel
Production NC II
Electrical Installation and
Maintenance NC II & NC III
CONSTRUCTION & Shielded Metal Arc Welding Fulleros Botox Builders and Design (New)
METALS AND NC I & NC II Charis Steel Works (New)
ENGINEERING Masonry NC I & NC II Lionsnet Commercial Corporation
Tile Setting NC II
Tailoring NC II
Hardspecs Outdoor Equipment
Kayleyn”s Dress shop
GARMENTS Active Wear Legazpi Sports Wear Shop
Lumenario Design
Dressmaking NC II Ronald’s Original
Organic Agriculture NC ll
Animal Production Poultry

Chicken NC ll
Ocbian Nature Farm
Animal Production Swine Summer Sgri-Learning Site
NC ll Salvacion Farmers Development Cooperative
(SAFADECO) (New)
AGRICULTURE Agroentrepreneurship NC ll Nava Country Farm (New)
Eco Green Agrifarm (New)
Agroentrepreneurship NC lll Amacata Organic Farm (New)
Grajo’s Farm (New)
Agricultural Crops
Production NC ll
Agricultural Crops
Production NC lll
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SKILLS GAP
The skills gap in Technical and Vocational Education and Training (TVET) refers to the
mismatch between the skills acquired by individuals through education and training programs and
the skills demanded by employers in the job market. This gap can hinder economic growth, limit
innovation, and contribute to unemployment.
Sorsogon National Agricultural School identified some skills gap that needs to be addressed
in this 5-year Institutional Development Plan
• Due to the rapidly changing demands of industries, some of the curriculum on the
qualifications are already outdated and insufficiently flexible that may result in
graduates lacking the skills required in the current job market.
• SNAS struggles to keep pace with the emerging technologies. The need to
advancement is necessary such as using LED Wall, Interactive Boards,
Android/SMART TV and other electronic media.
• Less emphasis on the soft skills of trainees such as communication, critical thinking
and teamwork. It must be address as these are parts of success in the workplace
and overall employability of graduates.
• Perception or stigma associated with TVET, leading to fewer students opting for
vocational education. A strong marketing and advocacy on the programs and
services of the institution is a must to address this gap.
• Limited Professional Development for Instructors. Instructors in TVET programs may

not always have access to ongoing professional development opportunities,
preventing them from staying current with industry trends and incorporating new
technologies into their teaching.
Addressing the skills gap in TVET requires a multi-faceted approach involving collaboration
between educational institutions, industries, and policymakers. Regular updates to curricula,
investment in modern equipment and infrastructure, and fostering strong marketing advocacy of
TVET programs and services are key strategies to bridge the identified skills gap..
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FUTURE SKILLS
As the workforce landscape evolves with technological advancements, globalization, and
societal changes, Sorsogon National Agricultural School (SNAS) must adapt to equip individuals
with the skills needed for the future. The following are some key future skills that need to
emphasize:
Digital Literacy and Technology Skills:
• Providing opportunities for trainers, employees and trainees on digital literacy

training.
• Registration of TVET programs/qualifications aligned in the Electronic Sector such

as coding, data analytics, and other technology-related skills to prepare individuals
for the digital workplace.
Strengthening training of soft skills and entrepreneurial skills
• Effective communication, critical thinking, entrepreneurial mindset, business

development, financial literacy and collaboration are foundational skills. Emphasis on
the following skills must be integrated in the curriculum of every qualification being
offered.
Green Skills and Sustainability:
• Strengthening then implementation and institutionalization of Green TVET programs

and sustainable practices across various qualifications of the school.
Continuous Learning and Reskilling:
• Instill a culture of lifelong learning through reskilling and upskilling of trainers and
employees. More identified programs suit in the needs of individual.
Embracing the 4th IR
• Incorporate training in robotics, mechatronics, and other automation-related skills,

and cybersecurity to prepare individuals for roles involving human-machine
collaboration.
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Register and provide higher level qualifications/National Certificates, Bundled
Programs and Diploma Programs for Calendar Year 2023-2028
Diploma in Fashion Technology Gas Metal Arc Welding

Diploma in Welding Technology Plumbing
Diploma in Electrical Technology Grains Production
Certificate in Welding Technology Local Guiding Services
Certificate in Electrical Technology Motor cycle/Small Engine Servicing
Certificate in Automotive Technology Tourism Promotion Services
Animal Health Care and Management Trainers Methodology
Artificial Insemination (Swine) Housekeeping NCII
Barangay Health Services Lighting for Live Performance
Bookkeeping Automotive Servicing (Engine Repair)
Domestic Work Front Office Services
Electronic Products Assembly and Gas Metal Arc Welding
Servicing Rice Machinery Operations
Fashion Design (Apparel) Attraction and Theme Parks
Landscape Installation and Operations
Maintenance (Softscape) Construction Painting
Food Processing HEO Forklift
Plumbing HEO Backhoe Excavator
Reinforce Steel Works Automotive Electrical Assembly
Foreign Language Automotive Servicing (Chassis Repair)
Slaugthering NCII (Swine) Automotive Servicing (Electrical
Barista Repair)
Bartending Biogas Plant Installation
PV Systems Installation Front Office Services
Agro Entrep Gas Metal Arc Welding
Aquaculture (Tilapia Culture) Commercial Cooking NCIII
Customers Services Construction Painting
Events Management Automotive Mechanical Assembly
Food Processing Automotive Mechanical Assembly
Pest Management (Vegetable) Automotive Servicing
Scaffolding Works (Supported Type Automotive Servicing
Scaffold) Food and Beverage NCIV
Technical Drafting Commercial Cooking NCIV
Automotive Servicing
To stay relevant and ensure that graduates are well-prepared for the evolving job market,
TVET programs should regularly update their curricula, collaborate with industries, and incorporate
emerging skills into their training modules. This adaptability will contribute to the success and
employability of individuals in the changing landscape of work.
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PLANNING ENVIRONMENT
I. INSTITUTION PERFORMANCE AND ACCOMPLISHMENTS

The global demand for talented and skilled worker is now growing rapidly. The vast
claim can only be attained in providing high quality technical skills and development and a
post-secondary education learning environment. Sorsogon National Agricultural School will
work its best to help develop the talent, spur the economic growth, and to improve the quality
of life for all Bicolanos through its programs and services. The institution performance and
accomplishments are based on its KSAs.
PROGRAM OFFERINGS
KSA 1: Program Rank

1.0 2018 2019 2020 2021 2022
Offerings (1=highest)
Number of new WTR

1.1 4 0 7 1 0 2
programs offered
Number of new NTR

1.2 0 0 1 1 1 1
programs offered
Number of Diploma
1.3 0 0 0 0 0 2
Programs offered
Program Offerings
8
7 7
6
5
4 4
3
2
1 1 1 1
0 0 0 0 0 0
2018 2019 2020 2021 2022
Number of new WTR programs offered Number of new NTR programs offered
Number of Diploma Programs offerred
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FACILITIES, EQUIPMENT AND LEARNING RESOURCES
KSA 2: Facilities,
2.0 Equipment and Learning 2018 2019 2020 2021 2022 Rank
(1=highest)
Resources
Amount spent to construct

2.1 new buildings and other 1
infrastructure
300,000.00 300,000.00 300,000.00 300,000.00 750,000.00
Amount spent to buy new

2.2 2
tools and/or equipment
250,000.00 250,000.00 250,000.00 250,000.00 250,000.00
Amount spent to buy

2.3 6
Learning Resources
- 42,000.00 - - -
Amount spent for

2.4 repair/maintenance/retrofitting 3
of training workshops
150,000.00 150,000.00 150,000.00 150,000.00 150,000.00
Amount spent for

repair/maintenance/retrofitting
2.5 4
of other facilities such as
office, library
100,000.00 100,000.00 100,000.00 100,000.00 100,000.00
Amount spent for

2.6 repair/maintenance of training 5
equipment
50,000.00 50,000.00 50,000.00 50,000.00 50,000.00
Facilities and Equipment and Learning Resources

800,000.00
750,000.00
700,000.00
600,000.00
500,000.00
400,000.00
300,000.00 300,000.00 300,000.00 300,000.00 300,000.00
250,000.00 250,000.00 250,000.00 250,000.00 250,000.00
200,000.00
150,000.00 150,000.00 150,000.00 150,000.00 150,000.00
100,000.00 100,000.00 100,000.00 100,000.00 100,000.00 100,000.00
50,000.00 50,000.00 50,000.00 50,000.00 50,000.00
-
2018 2019 2020 2021 2022
Amount spent to construct new buildings and other infrastructure

Amount spent to buy new tools and/or equipment
Amount spent for repair/maintenance/retrofiting of training workshops
Amount spent for repair/maintenance/retrofiting of other facilities such as office, library
Amount spent for repair/maintenance of training equipment
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RESEARCH AND DEVELOPMENT
KSA 3: Research and Rank

3.0 2018 2019 2020 2021 2022
Development (1=highest)
Number of Technology
3.1 0 0 0 1 3 1
Research Conducted
Number of Action
3.2 0 0 0 0 0 3
Research Conducted
Number of Policy
3.3 1 0 0 0 1 2
Research Conducted
3.4 Other researches 0 0 0 0 0 3
Reseach and Development

4
3
2
1
0
2018 2019 2020 2021 2022
Number of Technology Research Conducted Number of Action Research Conducted

Other researches
------------------Page | 28
CLIENTS SERVED
4.0.0 KSA 4: Clients Served 2018 2019 2020 2021 2022 Rank
(1=highest)
4.1.0 Enrolled (Total) 1838 2794 3014 510 3389 1
4.1.1 - Enrolled (Male) 1030 1430 1366 293 1191
4.1.2 - Enrolled (Female) 808 1364 1648 217 2198
4.2.0 Graduates (Total) 1489 2497 2522 464 3369 2
4.2.1 - Graduates (Male) 815 1268 1076 274 1183
4.2.2 - Graduates (Female) 674 1229 1446 190 2186
Clients Served
4000
3500
3000
2500
2000
1500
1000
500
0
2018 2019 2020 2021 2022
Enrolled (Total) Graduates (Total)
------------------Page | 29
PARTNERSHIP AND COLABORATION
KSA 5: Partnership and Rank

5.0 2018 2019 2020 2021 2022
Collaboration (1=highest)
Number of partners on
5.1 Industry immersion/SIL 14 19 19 21 21 1
Partners
Number of institution-
5.2 initiated projects funded 0 0 0 0 0 2
externally
Number of partners
5.3 provided donations and 3 0 0 0 0 2
other support
Partnership and Colaboration

25
20
15
10
0
1 2 3 4 5
Number of partners on Industry imersion/SIL Partners

Number of institution initiated projects funded externally
Number of partners provided donations and other support
------------------Page | 30
PERSONNEL DEVELOPMENT
KSA 6: Personnel Rank

6.0 2018 2019 2020 2021 2022
Development (1=highest)
Number of personnel sent

6.1 to local trainings (internally 7 8 9 9 19 1
funded)

6.2 to international trainings 0 1 0 2 1 2
(internally funded)

6.3 to local trainings (externally 0 0 0 1 1 2
funded)

(externally funded)

6.5 to local trainings (partially 0 0 0 0 0 4
funded)

(partially funded)
20
18
16
14
12
10
8
6
4
2
0
2018 2019 2020 2021 2022
Number of personnel sent to local trainings (internally funded)

Number of personnel sent to international trainings (internally funded)
Number of personnel sent to local trainings (externally funded)
Number of personnel sent to international trainings (externally funded)
Number of personnel sent to local trainings (partially funded)
Number of personnel sent to international trainings (partially funded) ------------------Page | 31
GREEN PRACTICES AND INITIATIVES
KSA 7: Green Practices Rank

7.0 2018 2019 2020 2021 2022
and Initiatives (1=highest)
Number of Green Policies

7.1 3
Issued
0 0 0 0 0
7.2 Number of Green Practices 1
5 5 5 5 5
Number of curriculum
7.3 revised/updated to 3
incorporate green provisions
0 0 0 0 0
Number of green programs

7.4 for the community 1
implemented
5 5 5 5 5
Green Practices and Initiatives

6
0
1 2 3 4 5
Number of Greebn Policies Issued

Number of Green Practices
Number of curriculum revised/updated to incorporate green provisions
Number of green programs for the community implemented
------------------Page | 32
GENDER AND DEVELOPMENT PROGRAMS AND PROJECTS
KSA 8: Gender and

8.0 Development Programs 2018 2019 2020 2021 2022 Rank
(1=highest)
and Projects
Number of GAD programs

8.1 1 1 1 8 10 1
and projects implemented
Number of GAD programs

8.2 1 1 1 2 3 2
and projects participated
Gender and Development Programs and Projects

12
10
0
1 2 3 4 5
Number of GAD programs and projects implementented

Number of GAD programs and projects particiated
------------------Page | 33
II. STRENGTHS, WEAKNESSES, OPPRTUNITIES AND THREATS
The planning team responded to the four elements of the SWOT Analysis. The
team identified the strengths and weaknesses from the past and present status of
the institution whereas the group discovered the possible opportunities and threats
as an external part of the analysis. In addition, the “opportunities & hopes” became
the basis of the consensus vision statements below.
POSITIVE NEGATIVE
STRENGTHS WEAKNESSES
VMGO awareness Insufficient plantilla positions
Insufficient number of library holdings (print
Program Implementation exceeded in target and non-print)
Practices systematic policies and procedures Multi-functional focal ships and designations
in program and project implementation of employees
The training objectives of the program are
Incomplete monitoring & evaluation system
attainable
Programs are UTPRAS registered - Training & Assessment
Instructional materials are available, utilized
- Pretest & Posttest analysis
Electronic Media
Implements various teaching methods to Lack of student services such as health
cater different learning needs services
Conducts institutional and national
No land title
assessment
Lack of academic trainers related to
qualification requirements
School promotes friendly environment Lack of administrative staff
Qualified trainers and staff Inadequate budget in MOOE
Increase number of agricultural products Inadequate classroom buildings
Conducts outreach programs and other
community services No budget for Capital Outlay
Actively participates in skills competition
local, provincial, regional and national Weak internet connectivity
Sustained partnership with local and national Few of documentation for maintenance
industry partners program
Extends consultancy services
Implements 7s
Implements Green Environment through its
advocacy and campaign of: No Smoking
Policy and Solid Waste Segregation
Management
Maintains conducive workshop areas
------------------Page | 34
Implements and manages maintenance
programs
Established Mini Organic Farm
Established TAC
OPPORTUNITIES THREATS/CHALLENGES
More number of clienteles are interested in Low numbers of industry partners in the
Diploma Program offerings locality
Well managed programs portray positive image to Change in the governance of partner
encourage more partners and stakeholders. LGUs/NGOs
Create enthusiasm and motivation to learners Climate change and global warming
Exodus of Job Order trainers due to no

Opportunity to have consultancy services vacant positions or items (teaching and non-
teaching)
Parents, community and stakeholders participate Fast-changing technologies brought by 4th

in school programs Industrial Revolution/ 4.0 IR
Additional partners in building good image that

can strengthen advocacy program and create Policies and issuances
sponsorship program
Supportive LGUs and barangay officials
Available transport facilities
Graduates are active in social media informing

the institution of their employment status
Strengthen partnerships with local industries for

SIL and employment of graduates
------------------Page | 35
CRITICAL ISSUES AND CONCERNS
(PROBLEMS AND SOLUTIONS)
Critical Issues and Concerns, Problems
• Program Offerings with no/less outputs (Contact Tracing, etc.,)
• Low perception and image in TVET as perceived as a lesser option compared to
academic education leading to negative image and societal bias
• Insufficient funds allocation and financial support that hinders maximization of
implementation of programs and services
• Outdated equipment that hinders the development of relevant skills and those
required of the job market
• Inadequate infrastructure and facilities
Start Programs and Services that will serve as Solutions
• Strengthening and institutionalization of Green TVET Program
• Strengthening of Research and Development (R&D) activities
• Prioritization and strengthen STAR Program compliance
• Registration of higher level NCs/ Additional Diploma programs
• Strengthening of IGP Activities
• Acquisition of Updated equipment
• Start on strengthening and incorporating technology in the teaching methodologies
as to address the Industry 4.0 such as virtual simulations, online learning platforms
and digital resources
• Partnership & linkage with industries (DTS and SIL), other stakeholders
• Capability training programs for both teaching and non-
teaching staff
------------------Page | 36
• Seek financial assistance from 1st district congressperson and Party-List
congressperson for infra and equipment acquisition
• Continue promoting gender equality through equal participation and opportunities
for all genders in delivering TVET programs
• Continue quality teaching such as maintaining high standards of teaching and
learning by encouraging TVET trainers undergo professional development
------------------Page | 37
REGIONAL SKILLS MAP/PRIORITY JOB AND SKILLS
A total of 1,639 skills were identified by the six (6) provinces in the region - Albay,
Camarines Norte, Camarines Sur, Catanduanes, Masbate, and Sorsogon. Among
these skills, Agriculture, Forestry and Fishery, Construction, Tourism (Hotel and
Restaurant) and Information and Communication Technology are considered as the
top priority sectors in the region covering 74.31% of overall regional sectoral area.
Figure 1 below shows the twenty-one (21) identified priority sectors in the Bicol
Region and the corresponding percentage shares to the total number of skills
identified.
Figure 1. Percentage share of priority sectors in the Bicol Region
------------------Page | 38
As shown in Table G.3., among the top priority sectors with the greatest number of
identified skills/jobs in Sorsogon are Agri-Fishery, Construction, ICT, and Tourism
sectors, respectively.
Table G.3. Summary of Sorsogon Skills Priorities as of June 7, 2023.
Top 3 Qualifications per Top Urgency and Shortage Total Number

Sector Priority Sectors of Skills/Jobs of Identified
(No. of skills/jobs) High Medium Skills/Jobs
• Organic Agriculture Production
Agriculture, Forestry and NC II (30)
60 103 163
Fishery • Animal Production NC II (17)
• Aquaculture NC II (11)
• Heavy Equipment Operation
(18)
Construction 97 7 104
• Gas Welding (9)
• Masonry and SMA (8)
Education (TVET) 1 3 4
Energy 1 1 2
Human Health / Health
8 1 9
Care
• Computer Programming and
Information and
2D/3D Game Art (18)
Communication 42 38 80
• Visual Graphics Design (9)
Technology
• Web Development (8)
Logistics 6 6
Manufacturing 15 2 17
• BPP NC II (7)
• FBS NC III (5)
• Cookery NC II (4)
Tourism (Hotel and • FBS NC II (3)
35 29 64
Restaurant) • Events management
Services NC II (3)
Total 265 184 449
Shown in Figure G.2 is the Provincial Skills Priorities of Sorsogon according to provincial
sectoral share. The priority sector with the highest provincial share is Agri- Fishery sector (163
------------------Page | 39
skills, 36.30% share), followed by Construction sector with 104 skills or 23.16% provincial share,
Information and Communication Technology sector (80 skills, 17.82% share), and Tourism (Hotel
and Restaurant) sector (64 skills, 14.25% share).
Figure G.2. Provincial Share Distribution of the Priority Sectors in Sorsogon as
of June 7, 2023
The top three qualifications per top priority sector in the province were also
enumerated in Table G.3 as well as the corresponding number of skills per qualification. The
identified provincial skills priorities were determined based on the conducted industry
consultation meetings of TESDA PO Sorsogon with its partner industries and relevant
stakeholders. The top priority sectors in Sorsogon, following the Area-Based Demand Driven
(ABDD) TVET must serve as basis in the registration of programs and conduct of assessment
in the province.
The identified priority sectors in Sorsogon as based upon its PSP are Agriculture,
Construction, ICT, and Tourism as of June 2023, but was changed to Agriculture,
Construction, Tourism, and Manufacturing as of October 2023. These priority sectors were
included in the JobsFit 2022 data on the list of key employment generators in the region
except for the Tourism sector. The prioritization of sectors changed within one- year period
causing shift in the demands in the ICT and Manufacturing sectors. Instead of the Agriculture
sector, the Manufacturing, Construction, and Tourism sectors had the highest number of IBT
------------------Page | 40
programs and trainers with NTTC as well as ACs and CAs.
Moreover, when compared with the demand for employment in the province with
reference to DOLE and PSA, most of the in-demand skills area/occupation fall under the
Services sector (DOLE-PESO data), while majority of the registered establishments and
employment opportunities in the province are in the Construction, Mining and Quarrying, and
Accommodation and Food Service Activities sector. Thus, there is misalignment in the
sectors to where TVET programs implemented, and the skills needs of the Sorsogon
province.
Gap Analysis of TVET Programs Across Sectors in the Province
The detailed analysis of TVET programs and associated data across various sectors and
provinces reveals notable strengths, but also identifies several gaps that warrant attention for
enhanced effectiveness and inclusivity.
Agriculture, Forestry & Fishery Sector: The Agriculture, Forestry & Fishery sector
demonstrates strengths in its commitment to sustainable farming practices through programs like
Organic Agriculture Production NC II and Animal Production (Poultry-Chicken) NC II. However,
there are noticeable gaps, particularly in programs like Food Processing NC II and Seaweed
Production NC II, where coverage appears insufficient. Addressing these gaps by expanding
program offerings could enhance the sector's overall effectiveness and meet a broader spectrum
of skills priorities.
Construction Sector: In the Construction sector, there is a commendable emphasis on
skills such as Heavy Equipment Operation (Wheel Loader) NC II and Tile Setting NC II, indicating
alignment with industry demands. Nevertheless, gaps are evident, especially in programs like
Masonry NC I, where there is limited coverage. To bolster the sector's capabilities, targeted efforts
and resources are needed to fill these gaps and ensure comprehensive coverage across various
construction-related skills.
------------------Page | 41
Tourism (Hotel and Restaurant) Sector: The Tourism sector exhibits a balanced coverage
in programs like Bread and Pastry Production NC II and Cookery NC II, reflecting a strategic
approach to meet the requirements of the hospitality industry. Despite this, potential gaps in certain
programs suggest the need for additional trainers or resources to further strengthen the sector's
capabilities and ensure it remains responsive to evolving industry needs.
Manufacturing Sector: The Manufacturing sector showcases a diverse array of programs,
encompassing skills such as Electrical Installation and Maintenance NC II and Shielded Metal Arc
Welding (SMAW) NC I. While this diversity is a strength, continuous evaluation is essential to
ensure ongoing relevance and responsiveness to industry demands. The sector's robust
foundation could be further enhanced by addressing specific areas for improvement.
Information and Communication Technology (ICT) Sector: The ICT sector places
significant emphasis on digital skills; however, the absence of detailed data on trainers and
assessment centers raises concerns about program effectiveness. To address potential gaps, it is
crucial to conduct a thorough evaluation, improve transparency in reporting, and ensure that ICT
programs align with industry demands for skilled professionals.
Logistics Sector: The Logistics sector aligns with driving-related programs, addressing
transportation needs. Despite this alignment, there are opportunities to expand program offerings
and improve coverage to better meet the dynamic demands of the sector. Strategic efforts to
broaden the range of offerings can enhance the sector's capacity and responsiveness.
Human Health / Health Care Sector: In the Human Health/Health Care sector, there is a
focused approach to traditional healing and beauty care programs. However, limited coverage in
certain healthcare programs like Caregiving NC II reveals potential gaps in addressing the rising
demand for healthcare professionals. Ongoing evaluation and program adjustments are essential
to bridge these gaps and strengthen the sector.
------------------Page | 42
Education Sector: The Education sector demonstrates commitment to Trainer’s
Methodology Level 1, emphasizing the importance of training and instructional skills in TVET.
Continuous monitoring is crucial to ensure alignment with evolving educational and industry needs,
allowing the sector to adapt and remain at the forefront of vocational education.
Energy Sector: The Energy sector's awareness of the growing demand for renewable
energy expertise is a strength. However, the absence of trainers in PV System Installation NC II
highlights a crucial gap. Strengthening capacity in this sector through targeted initiatives and
ensuring the availability of skilled trainers is vital to address this gap and contribute to sustainable
energy solutions.
Automotive and Land Transportation Sector: The Automotive and Land Transportation
sector shows adequate focus on motorcycle and automotive servicing programs. To maintain this
focus, continuous evaluation is necessary to ensure programs align with the latest automotive
industry requirements. Adapting to technological advancements and industry standards will
contribute to the sector's resilience.
Social, Community Development, and Other Services Sector: In the Social, Community
Development, and Other Services sector, there is emphasis on Bookkeeping NC III, aligning with
the demand for financial management skills. Continuous monitoring and adaptation to evolving
industry standards and demands are 71 essential for the sector to remain effective and relevant.
Addressing emerging needs through strategic adjustments will contribute to its sustained impact.
------------------Page | 43
------------------Page | 44
GOALS, OBJECTIVES AND STRATEGIES
The Institutional Development Plan (IDP) of SNAS is a comprehensive document that outlines the goals, objectives, and
strategies for the growth and enhancement of the institution. These elements serve as a roadmap for development that guides the
institution toward its long-term vision while allowing for flexibility and adaptation to changing circumstances.
VISION: Polytechnic Institute responsive to different trends and challenges of TVET
MISSION: To strengthen social-equity, inclusivity and quality delivery of TVET for a globally competitive Filipino workforce.
GOAL 1: Strengthen higher NC level qualifications

OBJECTIVE 1 STRATEGIC ACTION 1: To register higher level NCs
To offer higher NC level/qualifications
STRATEGIC ACTION 2:Implement programs as per absorptive capacity
STRATEGIC ACTION 3: Forge and maintain partnerships and linkages industry
partners per higher level qualifications
OBJECTIVE 2 STRATEGIC ACTION 1: To register Diploma Program in Fashion and Garments
To register PQF Level 5 Diploma Technology, Diploma Program in Electronics and Electrical Technology, Diploma
Programs in Welding and Fabrication Technology
STRATEGIC ACTION 2: Implement batches/program/year
STRATEGIC ACTION 3: Forge and maintain partnerships and linkages with
higher education institution for every Diploma Program
GOAL 2: Capability Building Programs for Trainers
OBJECTIVE 1 STRATEGIC ACTION 1: Ensure trainers to attend skills upgrading program and
Support trainers and personnel work immersion
development STRATEGIC ACTION 2: Maintain teaching personnel are accredited as
Competency Assessors
STRATEGIC ACTION 3: Conduct training needs analysis for permanent non-
teaching personnel per year
------------------Page | 45
STRATEGIC ACTION 4: Support trainers to undergo Graduates and Post-
Graduate studies
STRATEGIC ACTION 5: Pursue NBC 461 promotion for permanent trainers
STRATEGIC ACTION 6: Endorse trainers to undergo TM 2 training and
assessment
GOAL 3: Upgrade facilities and equipment of all qualifications according to the industry standards
OBJECTIVE 1 STRATEGIC ACTION 1: Conduct site visit to ISO Certified industries or
Improve the facilities and equipment institutions
based on the requirements of the STRATEGIC ACTION 2: Conduct regular inspection of facilities and physical
qualifications inventory of tools and equipment per year
STRATEGIC ACTION 3: Generate resources to finance physical facilities
development through SSP and IGP
STRATEGIC ACTION 4: Forge partnerships with other TTIs/LGUs for the
conduct of training-cum-production
OBJECTIVE 2 STRATEGIC ACTION 1: Apply for APACC Accreditation by year 2025
Pursue continous improvement
STRATEGIC ACTION 2: Apply WTR qualifications offered in STAR Program
through accreditation and intiatives
STRATEGIC ACTION 3: Maintain all qualifications offered to be an accredited as
Assessment Centers
STRATEGIC ACTION 4: Apply and Maintain Assessment Center be part of
TESDA Seal of Integrity
GOAL 4: Strengthen an inclusive, social-equity, relevant and quality TVET
OBJECTIVE 1 STRATEGIC ACTION 1: Promote gender awareness and development
Adopt inclusive and relevant programs
curriculum STRATEGIC ACTION 2: Promote equitable access to programs and services to
all types of clienteles
STRATEGIC ACTION 3: Strengthen and maintain Green TVET programs
OBJECTIVE 2 STRATEGIC ACTION 1: Utilize work-readiness modules of 21st century skills
Incorporate and promote the 21st
STRATEGIC ACTION 2: Build staff capacity to demonstrate 21st century skills in
Century Skills in the institution
support of student learning
STRATEGIC ACTION 3: Foster a 21st Century Skills Build Character to the
trainers and trainees
------------------Page | 46
OBJECTIVE 3 STRATEGIC ACTION 1: Pursue interventions for 4th IR (digitalization, upskillng
4th Industrial Revolution ready and reskilling)
STRATEGIC ACTION 2: Update and utilize atleast 5 technology/innovations
STRATEGIC ACTION 3: Develop curriculum aligned in Industry 4.0
STRATEGIC ACTION 4: Develop instructional materials/CBLMs aligned in
Industry 4.0
------------------Page | 47
SWOT Quadrant: Strategy Formulation
STRENGTHS WEAKNESSES
Green TVET Environment Human Resource
Implements Green Environment through its Insufficient plantilla positions
advocacy and campaign of: No Smoking Policy
and Solid Waste Segregation Management Financial Capability
Established Mini Organic Farm Inadequate budget in MOOE
Partnerships and Linkages Student Services
Sustained partnership with local and national Lack of student services such
industry partners as health services
Program and Services
Low numbers of research
activity
OPPORTUNITIES S-O W-O
Create more advocacy programs that will attract Initiate scrap and build for new
Green TVET Environment clients position items
Submit proposal and
Offer opportunities for young farmers and infrastructure plans for
agriculture related trainees to express opinions possible funding in health
More number of clienteles are interested in program offerings and experience services
Partnership and Linkages Maintain best farm practices and management Implement research programs
Additional partners in building good image that can strengthen Provide quality technical education and produce
advocacy program and create sponsorship program competitive workers
Strengthen partnerships with local industries for SIL and Upgrade training facilities to meet an increasing
employment of graduates number of local partners
THREATS S-T W-T
Implement climate actions and
Green TVET Environment Develop a culture of a caring environment solutions
Establish partnerships not only
Practive activities to help solve climate change within industry but also in
Climate change and global warming and global warming other higher institution
Conduct workshops and seminars to raise
Partnership and Linkages awareness
Insufficient number of industry partners in the locality
because of few available positions
------------------Page | 48
INSTITUTIONAL TARGET SETTING 2023-2028
Priority areas will constitute the priorities to be addressed by the strategic planning process
over the five-year period. The priority areas were selected after analyzing the school’s mission and
vision, institutional goals, previous institutional strategic plan, availability of resources, the
Continuous Quality Improvement, annual report, accreditation standards, and opportunities in the
external academic environment. The priority areas are defined as follows:
1. Strengthening the delivery of quality TVET Education and Skills Development

2. Research development and Community engagement
3. Inclusive and social-equity programs and services
4. Faculty and staff development
5. Educational and financial resources
No. KRA/Strategic Actions Target Measure

Higher level NCs registered
1.0.0 Strengthen higher NC level qualifications 90%
and implemented
1.1.1 To offer higher NC level/qualifications 8 No. of program offerings
1.1.2 To register higher level NCs 8 No. of Absorptive Capacity
Implement programs as per absorptive No. of partnerships/Industry
1.1.3 15
capacity partners forged
Forge and maintain partnerships and linkages No. of partnerships/Industry
1.1.4 16
industry partners per higher level qualifications partners forged
increase in number of Diploma
1.2.0 To register PQF Level 5 Diploma Programs 3
Programs offered
To register Diploma Program in Fashion and
Garments Technology, Diploma Program in No. of additional Diploma
1.2.1 3
Electronics and Electrical Technology, Diploma Programs
in Welding and Fabrication Technology
1.2.2 Implement batches/program/year 10 No. of Absorptive Capacity
Forge and maintain partnerships and linkages
1.2.3 with higher education institution for every 2 No. of HEIs forged
Diploma Program
Trainers attended several
capability building
2.0.0 Capability Building Programs for Trainers 90%
programs as identified in
the training needs
Trainers and personnel
2.1.1 Support trainers and personnel development 15
attended CBPs
------------------Page | 49
No. of Trainers undergo Skills
Ensure trainers to attend skills upgrading
2.1.2 15 upgrading/ Certificate of
program and work immersion
Completion
Maintain teaching personnel are accredited as
2.1.3 13 No. of accredited assessors
Competency Assessors
Conduct training needs analysis for permanent
2.1.4 35 No. of TNA conducted
non-teaching personnel per year
No. of trainers underwent
2.1.5 Support trainers to undergo Graduates studies 4
Graduate studies
Pursue NBC 461 promotion for permanent No. of trainers promoted
2.1.6 16
trainers through NBC 461
Endorse trainers to undergo TM 2 training and No. of trainers with TM 2
2.1.7 5
assessment Certifications
Upgrade facilities and equipment of all percentage on the increase
3.0.0 qualifications according to the industry 90% of upgraded facilities and
standards equipment
percentage on the improve
Improve the facilities and equipment based on
3.1.1 90% and added facilities and
the requirements of the qualifications
equipment
Conduct site visit to ISO Certified industries or No. of Narrative and
3.1.2 3
institutions Benchmarking Reports
Conduct regular inspection of facilities and
3.1.3 physical inventory of tools and equipment per 5 No. of Inventory Reports
year
Generate resources to finance physical facilities
3.1.4 3 No. of additional resources
development through SSP and IGP
Forge partnerships with other TTIs/LGUs for No. of training-cum-production
3.1.5 3
the conduct of training-cum-production implemented
Pursue continuous improvement through
3.2.1
accreditation and initiatives
3.2.2 Apply for APACC Accreditation by year 2025 1 No. of APACC Application
Apply WTR qualifications offered in STAR No. of qualifications applied
3.2.3 21
Program per year
Maintain all qualifications offered to be an No. of additional assessment
3.2.4 5
accredited as Assessment Centers centers
Apply and Maintain Assessment Center be part No. of TESDA Seal of Integrity
3.2.5 5
of TESDA Seal of Integrity Application
Strengthen an inclusive, social-equity, Percentage on the quality
4.0.0 100%
relevant and quality TVET of TVET provided
an inclusive and relevant
4.1.1 Adopt inclusive and relevant curriculum 90% curriculum developed and
implemented
No. of programs GAD
Promote gender awareness and development
4.1.2 15 programs and services
programs
implemented per year
------------------Page | 50
No. of Monitoring
Promote equitable access to programs and
4.1.3 5 Reports/EGACE of Clients
services to all types of clienteles
served
No. of monitoring reports on
4.1.4 Strengthen and maintain Green TVET programs 5 the implementation of Green
TVET
Incorporate and promote the 21st Century
4.2.1
Skills in the institution
No. of training programs
Utilize work-readiness modules of 21st century
4.2.2 27 utilized with work-readiness
skills
modules
Build staff capacity to demonstrate 21st
4.2.3 8 No. staff attended CBP
century skills in support of student learning
Foster a 21st Century Skills Build Character to No. of monitoring reports on
4.2.4 5
the trainers and trainees trained trainees
4.3.1 4th Industrial Revolution ready
Pursue interventions for 4th IR (digitalization, No. of trainers with NC related
4.3.2 8
upskilling and reskilling) to 4th IR qualifications
No. of new technologies
Update and utilize at least 5
4.3.3 5 developed, purchased and
technology/innovations
utilized
No. of Curriculum developed
4.3.4 Develop curriculum aligned in Industry 4.0 5
and utilized
Develop instructional materials/CBLMs aligned No. of IMs developed and
4.3.5 5
in Industry 4.0 utilized
------------------Page | 51
RISK MITIGATION PLAN
SNAS REGISTRY OF RELEVANT RISKS AND OPPORTUNITIES
As of 2023-2028
Office: SNAS-TESDA V
Affected
Status Residual
Objective Risk Action Plan (what, who, Analysis
Key Issue Risk and/or of Risk
(GAA/OPCR, Rating when, how to evaluate &
Opportunity Action Rating
Citizens (L,C=R) effectiveness) Evaluation
Plans (L,C=R2)
Charter)
EXTERNAL
What: Close coordination

with the office of
Congressional
Risk (1) Delay in
Who: Scholarship Focal
the implementation L=M(2)
Program When: within the year
Political of some C=H(3)
Implementation How to evaluate
scholarship R=M(6)
effectiveness: Monitor the
program
program implementation in
accordance with the
polcieis implemented
INTERNAL
UTPRAS/SCHOLARSHIP
IMPLEMENTATION/BILLING
------------------Page | 52
What: Request trainers to
double check names of
trainees before submitting
it to the T2MIS Focal. Ask
trainees on the previous or
Risk (1) Incorrect last attended training
Correct name programs
entries in the
should appear in L=H(3) Who:
Incorrect entries in encoding Registries resulting
the data base (in C=H(3) Trainers/Trainees/T2MIS
of Registry of Trainees in the delay of
accordance with R=H(9) Focal/Scholarship Focal
issuances of
Data Privacy Act)
certificates When: every start of the
enrollment or training
How to monitor
effectiveness: Monitoring
in the filling up of forms to
avoid mistakes
What: Look for qualified
trainers with industry
trainers related to
Risk (1) Unmet training/s to be
target in program implemented
registration Who: VIS Focal, AO
L=H(3)
Lack of Qualified Trainers Program Risk (2) Focal and Scholarship
C=H(3)
with Industry Experience Registration Percentage of the Focal
R=H(9)
targeted trainers
provided with When: Quarterly
industry immersion How to monitor
effectiveness:
Evaluation and Monitoring
form
What: Provide further
Risk (1) Unmet L=H(3)
No. of enrolled consultation and
Drop out Rate in training target and number C=H(3)
and graduate motivation given to
of graduates R=H(9)
trainees, Conduct home
------------------Page | 53
visit for monitoring
purposes.
Who: Scholaship Focal,

VIS, Trainer
When: During the training
period
How to monitor
of Students Terminal
report
What: Monitor employment
Percentage of through continous
graduates from checking and updating,
technical contact and create alumni
education and Risk (1) Unmet L=H(3) association
Employment Rate skills target and number C=H(3) Who: SIL Coordinator &
development of employed R=H(9) Scholarship Focal
scholarship When: Immediate
programs that How to monitor
are employed effectiveness: Monitoring
Form/ Employment Report
What: Trainers to closely
coordinate with the
Risk (1) High
property custodian/Supply
Dropout rates
Officer for the Tools and
Risk (2) Unmet
materials
Insufficient number of target and number L=M(2)
Program/Training Who: Trainers
Workshop Facilities, Tools of certified C=H(3)
Delivery When: within the year
and materials graduates R=M(6)
How to evaluate
Opportunity:
effectiveness: Monitor
Conducive
inventory of Workshop
Learning Facilities
Facilities, Equipment and
Tools
------------------Page | 54
What: To purchase
Biometrics to be used by
Risk (1) Incorrect Diploma Program Trainees
Provision on the purchase of L=M(2)
Program/Training entry of time and Who: VIS/Supply Officer
Biometrics for Diploma C=H(3)
Delivery time out of When: within the year
Program Trainees R=M(6)
trainees How to evaluate
and maintenance report
PTCACS/ASSESSMENT
What: Request the
Risk (1). Delay in
Provincial Office to
the conduct of
accredit enough
competency
assessors.
assessment.
Expansion of Who: PO Assessment
Risk (2). The skills L=H(3)
Insufficient of Accredited Assessment and Focal
and knowledge are C=H(3)
Assesors (External) Certification When: within this year
affected when R=H(9)
Infrastructure How to evaluate
there is a late
effectiveness: Encourage
schedule
the trainers to apply for
assessment due to
Loading as Accredited
lack assessors.
Assessor.
What: Request the
Provincial office to accredit
enough TESDA REP
SNAS ADMIN must utilize
Risk (1). Delay in accredited tesda rep
Assessment and the conduct of L=H(3) Who: PO Assessment
Insufficient number of TESDA
Certification competency C=H(3) Focal / SNAS
Representative
System assessment as per R=H(9) When: Within this year
sched How to evaluate
effectiveness: Report on
loading of Non-teaching
staff as TESDA
Representative
------------------Page | 55
HR/PEOPLE/ GENERAL SERVICES
Risk (1) Not What: Conduct on
qualified in STAR trainining quantitative and
Program qualitative research
No. of Research Validation Who: Research focal
Insufficient number of L=H(3)
submitted, Risk (2) Unmet When: First quarter of the
technological researches C=H(3)
conducted and target of year
undertaken R=H(9)
evaluated Research How to monitor
submitted, effectiveness:
conducted and Submission of research
evaluated proposal
What: Hire Job
order/Create permanent
positions.
L=H(1)
Insufficient staff in the Risk (1) Delay of Who: AO Designate
All objectives C=H(2)
administration office some reports
R=H(3)
When: EODecember
How to monitor
effectiveness: OPCR
Percentage Risk (1): What: Monitor the on tme
L=H(3) submission of reports
Compliance to COA findings compliance with Submission of
C=H(3) Who: Accounting Office
and observation Transparency reports within the
R=H(9)
Seal prescribed COA When: Immediate
------------------Page | 56
requirements in deadlines How to monitor
accordance with Opportunity (1): effectiveness: Regular
2020 General There will be monitoring
Appropriations ample time in
Act (GAA), IATF collecting and
Memorandum preparing
Circular 2015-1, accounting records
and other Joint and reports
Circulars and
Memorandum
that may be
issued by
agencies in
authority:
FINANCE/
INFRASTRUCTURE/PROCUREMENT
What: Create a room for
records keeping and e
Risk (1). Possible filing
loss of
documents/records Who: Project In-charge
Report on L=H(1) When: Implement if the
Insufficient physical facilties Opportunity (1):
innovations C=H(2) project is approved and
for records management Construction of
submitted R=H(3) funded
archive facility for
document/records How to monitor
mgt. effectiveness: Monitor
the date of project
implementation.
What: Construct additional
friendly restrooms for PWD
Percentage of clients
L=H(1)
Rest room for clients not customer Risk (1) May
C=H(2) Who: Project Manager
PWD friendly satisfaction cause accident
R=H(3) When: Proceed as
ratings
planned or on the target
date
------------------Page | 57
How to monitor
effectiveness:
Implement the Project
according to schedule
Percentage What: Imposition of
compliance with property and eqpt tags and
Transparency stickers in all government
Seal properties found in the
requirements in institution.
Risk(1) possible
accordance with Who: Supply Officer
loss and non
2020 General When: Immediate
inclusion of
Not all property and Appropriations How to monitor
equipment in the L=H(1)
equipment tag with Act (GAA), IATF effectiveness: Regular
inventory of PPE C=H(2)
government property Memorandum monitoring
Opportunity (2) : R=H(3)
sticker/card Circular 2015-1,
Can be easily
and other Joint
identified and
Circulars and
located
Memorandum
that may be
issued by
agencies in
authority:
What: Revision of
Risk (1) delay of Purchase Request with no
purchase complete details
Purchase Request not signed transactions and Who: Requesting
L=H(1)
by VSA and requested items Compliance with incorrect delivery Official/End user
C=H(2)
not indicating estimated price RA 9184 of items When: Immediate
R=H(3)
and complete specifications Opportunity (2) : How to monitor
smooth purchase effectiveness: Regular
transactions checking and monitoring
------------------Page | 58
COMMUNICATION PLAN
CY 2023-2028
INTENDED COMMUNICATION
ACTIVITIES AUDIENCES STRATEGIES TIMELINE/FREQUENCY BUDGET REMARKS
To be
Updating and disseminating Trainees Print Quarterly ₱ 50,000.00
done
of Students ‘Handbook
To be
done 2nd
Community Print Quarterly ₱ 25,000.00
Printing of flyers and other Quarter of
advocacy materials the year
Featuring of SNAS News
Articles/Success Stories/ To be
Programs and Services in Community Print Every after activity ₱ 10,000.00
done
Facebook Page and Official
Website
To be
Airing of SNAS Training Community Radio 3 spots per day ₱ 50,000.00
done
Programs and Services in
Radio Station
Updating every after the To be
Community Online ₱ 200,000.00
Development of Website activity done
To be
Success Stories done
------------------Page | 59
To be
done
Publish Press Releases
Posting of Visible Pole

3 Pole To be
Signages along the Community 2nd quarter of the year ₱ 50,000.00
Posters/Signages done
Secondary Road of Mayon,
Castilla
To be
Community Month of February ₱ 50,000.00
done
Conduct of Career
Guidance
Tarpaulins in every
To be
Printing of Tarpaulins for Community celebration and As the need arises ₱ 50,000.00
done
several events and event
celebration
------------------Page | 60
------------------Page | 61
Budget and Investment
Remarks Amount
Plan
Annual Budget Projection PS 9,155,000.00
RLIP 842,000.00
MOOE 2,751,000.00
Based on the approved
SSP Trainings for 2024
Fund Source Identification GAA
LGBTQIA+ and PWD Friendly
Investment Plan Restroom 250,000.00
------------------Page | 62
------------------Page | 63
RESULT MATRICES
VISION Polytechnic Institute responsive to different trends and challenges of TVET
MISSION To strengthen social-equity, inclusivity and quality delivery of TVET for a globally competitive Filipino workforce.
No. Key Results Area Target Actual Balance Measure Year Year Year Year Year
1 2 3 4 5
Goal 1 Strengthen higher NC level qualifications and PQF Level 5 Diploma Programs
Objective 1.1 To offer higher NC
level/qualifications
Strategic Action To register higher level NCs 8 8 0 No. of program offerings 2 2 2 1 1
1.1.1
Strategic Action Implement programs as per 15 15 0 No. of Absorptive 3 3 3 3 3
1.1.2 absorptive capacity Capacity
Strategic Action Forge and maintain partnerships 16 16 0 No. of 3 3 3 3 4
1.1.3 and linkages industry partners per partnerships/Industry
higher level qualifications partners forged
Objective 1.2 To register PQF Level 5 Diploma Programs
Strategic Action To register Diploma Program in 3 3 0 No. of additional Diploma 1 1 1 0 0
1.1.1 Fashion and Garments Technology, Programs
Diploma Program in Electronics and
Electrical Technology, Diploma in
Welding and Fabrication
Technology
Strategic Action Implement batches/program/year 10 10 0 No. of Absorptive 2 2 2 2 2
1.1.2 Capacity
Strategic Action Forge and maintain partnerships 2 2 0 No. of HEIs forged 0 1 1 0 0
1.1.3 and linkages with higher education
institution for every Diploma
Program
Goal 2 Capability Building Programs for Trainers
Objective 2.1 Support trainers and personnel development
------------------Page | 64
Strategic Action Ensure trainers to attend skills 15 15 0 No. of Trainers undergo 3 3 3 3 3
2.1.1 upgrading program and work Skills upgrading/
immersion Certificate of Completion
Strategic Action Maintain teaching personnel are 13 13 0 No. of accredited 2 2 3 3 3
2.1.2 accredited as Competency assessors
Assessors
Strategic Action Conduct training needs analysis for 35 35 0 No. of TNA conducted 7 7 7 7 7
2.1.3 permanent non-teaching personnel
per year
Strategic Action Support trainers to undergo 4 4 0 No. of trainers underwent 1 1 1 1 0
2.1.4 Graduates studies Graduate studies
Strategic Action Pursue NBC 461 promotion for 16 16 0 No. of trainers promoted 3 3 3 3 4
2.1.5 permanent trainers through NBC 461
Strategic Action Endorse trainers to undergo TM 2 5 5 0 No. of trainers with TM 2 1 1 1 1 1
2.1.6 training and assessment Certifications
Goal 3 Upgrade facilities and equipment of all qualifications according to the industry standards
Objective 3.1 Improve the facilities and equipment based on the requirements of the qualifications
Strategic Action Conduct site visit to ISO Certified 3 3 0 No. of Narrative and 1 0 1 0 1
3.1.2 industries or institutions Benchmarking Reports
Strategic Action Conduct regular inspection of 5 5 0 No. of Inventory Reports 1 1 1 1 1
3.1.3 facilities and physical inventory of
tools and equipment per year
Strategic Action Generate resources to finance 3 3 0 No. of additional 1 0 1 0 1
3.1.4 physical facilities development resources
through SSP and IGP
Strategic Action Forge partnerships with other 3 3 0 No. of training-cum- 1 0 1 0 1
3.1.5 TTIs/LGUs for the conduct of production implemented
training-cum-production
Objective 3.2 Pursue continous improvement through accreditation and intiatives
Strategic Action Apply for APACC Accreditation by 1 1 0 No. of APACC 0 0 1 0 0
3.2.1 year 2025 Application
Strategic Action Apply WTR qualifications offered in 21 21 0 No. of qualifications 3 4 4 5 5
3.2.2 STAR Program applied per year
Strategic Action Maintain all qualifications offered to 5 5 0 No. of additional 1 1 1 1 1
3.2.3 be an accredited as Assessent assessment centers
Centers
------------------Page | 65
Strategic Action Apply and Maintain Assessment 5 5 0 No. of TESDA Seal of 1 1 1 1 1
3.2.4 Center be part of TESDA Seal of Integrity Application
Integrity
Goal 4 Strengthen an inclusive, social-equity, relevant and quality TVET
Objective 4.1 Adopt inclusive and relevant
curriculum
Strategic Action Promote gender awareness and 15 15 0 No. of programs GAD 3 3 3 3 3
4.1.1 development programs programs and services
Strategic Action Promote equitable access to 5 5 0 No. of Monitoring 1 1 1 1 1
4.1.2 programs and services to all types Reports/EGACE of
of clienteles Clients served
Strategic Action Strengthen and maintain Green 5 5 0 No. of monitoring reports 1 1 1 1 1
4.1.3 TVET programs on the implementation of
Green TVET
Objective 4.2 Incorporate and promote the 21st Century Skills in the institution
Strategic Action Utilize work-readiness modules of 27 27 0 No. of training programs 4 5 5 6 7
4.2.1 21st century skills utilized with work-
readiness modules
Strategic Action Build staff capacity to demonstrate 8 8 0 No. staff attended CBP 1 2 2 2 1
4.2.2 21st century skills in support of
student learning
Strategic Action Foster a 21st Century Skills Build 5 5 0 No. of monitoring reports 1 1 1 1 1
4.2.3 Character to the trainers and on trained trainees
trainees
Objective 4.3 4th Industrial Revolution ready
Strategic Action Pursue interventions for 4th IR 8 8 0 No. of trainers with NC 1 2 2 2 1
4.3.1 (digitalization, upskillng and related to 4th IR
reskilling) qualifications
Strategic Action Update and utilize atleast 5 5 5 0 No. of new technologies 1 1 1 1 1
4.3.2 technology/innovations developed, purchased
and utilized
Strategic Action Develop curriculum aligned in 5 5 0 No. of Curriculum 1 1 1 1 1
4.3.3 Industry 4.0 developed and utilized
Strategic Action Develop instructional 5 5 0 No. of IMs developed and 1 1 1 1 1
4.3.4 materials/CBLMs aligned in Industry utilized
4.0
------------------Page | 66
LOGICAL FRAMEWORK
Objectively verifiable
Project
indicators of Sources and means of verification Assumptions
Description
achievement
*No. of program
offerings/ higher NC
Strengthen higher Levels and PQF Level 5
NC level Diploma Programs Certificate of Program Registration/
Goal 1 qualifications and *No. of Absorptive Absorptive Capacity and List of Industry N/A
PQF Level 5 Capacity Partners
Diploma Programs *No. of
partnerships/Industry
partners forged
Purpose To address and be responsive to different trends and challenges of TVET
3 additional PQF Level 5 Diploma Programs

Outputs 57 new qualifications
3 1-year Certificate
*To register higher level NCs
*Implement programs as per absorptive capacity
*Forge and maintain partnerships and linkages industry partners per higher level qualifications
*To register Diploma Program in Fashion and Garments Technology, Diploma Program in Electronics and
Activities Electrical Technology, Diploma in Welding and Fabrication Technology
*Implement batches/program/year
*Forge and maintain partnerships and linkages with higher education institution for every Diploma Program
------------------Page | 67
*No. of Trainers undergo
Skills upgrading/
Certificate of Completion
*No. of accredited
assessors
*No. of TNA conducted
Capability Building Certificate of Completion/Training Needs
*No. of trainers
Goal 2 Programs for Analysis/Trainer's Credentials/NBC 461 N/A
underwent Graduate
Trainers Instrument
studies
*No. of trainers
promoted through NBC
461
*No. of trainers with TM
2 Certifications
Purpose To upgrade the faculty and staff professional development
Outputs 90 % Trainers attended several capability building programs as identified in the training needs
*Ensure trainers to attend skills upgrading program and work immersion

*Maintain teaching personnel are accredited as Competency Assessors
*Conduct training needs analysis for permanent non-teaching personnel per year
Activities *Support trainers to undergo Graduates studies
*Pursue NBC 461 promotion for permanent trainers
*Endorse trainers to undergo TM 2 training and assessment
------------------Page | 68
*No. of Narrative and
Benchmarking Reports
*No. of Inventory
Reports
*No. of additional
Upgrade facilities resources
Narrative Reports/Benchmarking
and equipment of *No. of training-cum-
Reports/Inventory Reports/Training Cu
all qualifications production implemented
Goal 3 Production Reports/APACC Applications N/A
according to the *No. of APACC
/TESDA Seal of Integrity and STAR Program
industry Application
Application
standards *No. of qualifications
applied per year
*No. of additional
assessment centers
*No. of TESDA Seal of
Integrity Application
Purpose To conform in the standards and keep updated on the industry requirements
Outputs 90% increase of upgraded facilities and equipment

*Conduct site visit to ISO Certified industries or institutions
*Conduct regular inspection of facilities and physical inventory of tools and equipment per year
*Generate resources to finance physical facilities development through SSP and IGP
*Forge partnerships with other TTIs/LGUs for the conduct of training-cum-production
Activities *Apply for APACC Accreditation by year 2025
*Apply WTR qualifications offered in STAR Program
*Maintain all qualifications offered to be an accredited as Assessment Centers
*Apply and Maintain Assessment Center be part of TESDA Seal of Integrity
------------------Page | 69
*No. of programs GAD
programs and services
*No. of Monitoring
Reports/EGACE of Clients
served
*No. of monitoring
reports on the
implementation of Green
TVET
*No. of training
programs utilized with
Strengthen an
work-readiness modules Narrative
inclusive, social-
Goal 4 *No. staff attended CBP Reports/EGACE/CBPs/Curriculum/Instructional N/A
equity, relevant
*No. of monitoring materials
and quality TVET
reports on trained
trainees
*No. of trainers with NC
related to 4th IR
qualifications
*No. of new technologies
developed, purchased
and utilized
*No. of Curriculum
developed and utilized
*No. of IMs developed
and utilized
Purpose To deliver an inclusive and social-equity programs and services
Outputs 100% quality of

TVET programs
------------------Page | 70
and services
provided
*Promote gender awareness and development programs

*Promote equitable access to programs and services to all types of clienteles
*Strengthen and maintain Green TVET programs
*Utilize work-readiness modules of 21st century skills
*Build staff capacity to demonstrate 21st century skills in support of student learning
Activities *Foster a 21st Century Skills Build Character to the trainers and trainees
*Pursue interventions for 4th IR (digitalization, upskilling and reskilling)
*Update and utilize at least 5 technology/innovations
*Develop curriculum aligned in Industry 4.0
*Develop instructional materials/CBLMs aligned in Industry 4.0
------------------Page | 71
------------------Page | 72
STOP-START-CONTINUE ANALYSIS
As we continue our TVET services in TESDA, what PROGRAMS and PROJECT do we recommend
to STOP doing ?
1. Less important and/or excessive expenditures

2. Negative culture in the organization
3. Program Offerings with no/less outputs (Contact Tracing, etc.,)
4. Stop outdated teaching methods and practices that are no longer effective and engaging
to TVET trainees
5. Activities without following proper procedures in all transactions (Supply and Financial
matters)
to START doing ?
1. Strengthening and institutionalization of Green TVET Program

2. Strengthening of Research and Development (R&D) activities
3. Prioritization and strengthen STAR Program compliance
4. Registration of higher level NCs/ Additional Diploma programs
5. Strengthening of IGP Activities
6. Acquisition of Updated equipment
7. Start on strengthening and incorporating technology in the teaching methodologies as to
address the Industry 4.0 such as virtual simulations, online learning platforms and digital
resources
8. Start implementing a mentorship program within your team
9. Start involving team members in the project planning process from the beginning
10. Start paying attention to health issues and how it relates to job performance
11. Implementation of Dual Training Systems (DTS) Program
12. Partnership & linkage with industries (DTS), other stakeholders
to CONTINUE doing ?
1. Implementation of scholarship programs

2. Implementation of Diploma
------------------Page | 73
3. Implementation of Community-Based Trainings
4. Partnership & linkage with industries (SIL), other stakeholders
5. Capability training programs for both teaching and non-
6. teaching staff
7. Seek financial assistance from 1st district congressperson and Party-List congressperson
for infra and equipment acquisition
8. Implementation of Competency Based Training
9. Continue promoting gender equality through equal participation and opportunities for all
genders in delivering TVET programs
10. Continue quality teaching such as maintaining high standards of teaching and learning by
encouraging TVET trainers undergo professional development
11. Continue research and innovations for continuous improvement of the institution
12. Continue providing regular feedback to team members about their performance
13. Continue holding regular status meetings to track activities’ progress
14. Continue monitoring for the achievement of good standing as an institution
15. Continue aiming and achieving for recognition and awards given by the TESDA/Civil
Service Commission and other award-winning bodies
What are the Challenges encountered in the past?
1. Low perception and image in TVET as perceived as a lesser option compared to academic
education leading to negative image and societal bias
2. Insufficient funds allocation and financial support that hinders maximization of
implementation of programs and services
3. Outdated equipment that hinders the development of relevant skills and those required of
the job market
4. Inadequate infrastructure and facilities
------------------Page | 74
GAP ANALYSIS
Identify the current situation

Define what is important to you in your department or organization
1. Inadequate number of permanent positions/items
Set S.M.A.R.T Goals of where you want to end up.

Your goals should be specific, measurable, achievable, relevant and time-bound. List a few goals that meet the
criteria
1. Conduct an analysis of the current workforce and demand for TVET Trainers in year 2024
2. Increase the number of permanent positions, 5 teaching positions and 14 non-teaching positions
3. Implement recruitment intitiatives to attract qualified applicants
Analyze gaps between where you are and where you want to be
Get to the details of why you aren’t as successful as desired. Is there an issue with the processes, personnel or
something else? List culprits here.
1. Limited funding and budget constratints
2. Agency policies that restrict the creation of permanent positions

3. Inadequate workforce planning and analysis within the institution
Establish a plan to close existing gaps.

Now that you’ve identified the issues it’s time to solve them. Develop action items that bridge the gaps between
you and your end goals.
1. Advocate additional funding from relevant authorities and agencies
2. Review and revise hiring plan
3. Conduct a comprehensive analysis of staffing needs
------------------Page | 75
FISHBONE ANALYSIS
------------------Page | 76
FISHBONE ANALYSIS
------------------Page | 77
TREE ANALYSIS
------------------Page | 78
P E S T L E ANALYSIS
P E S T L E
ENVIRONMENTAL
TECHNOLOGICAL
ECONOMIC
POLITICAL
SOCIAL
LEGAL
Fund
Availability of Cultural
allocations Advancement TESDA Environmental
funds for consideratio
from Central of technology Policies laws and policies
scholarships ns
Office
Changing Adherence
Support of societal to legal Environmental
Local and Adaptation to
provincial attitude requirement regulations
overseas new
and local towards s for impacting certain
labor innovations/4I
government technical accreditatio vocational fields
demands R
s vocational n and (ex. Green TVET)
courses certification
Economic
condition Online learning Intellectual
Government Low regards trends and
affecting property
policies on to technical- digital Geographical
enrolment rights on
education vocational resources for location
and learning
courses learning
employment materials
of graduates
Funding and Rapid changes

Availability of Cultural
support for in industry Data Privacy Environmental
scholarship factors
vocational technology, Act sustainability
funds/slots affecting
programs which may practices in
program
require
------------------Page | 79
offerings curriculum vocational
and content updates training
Political Attitude of
stability, trainees Waste
which can towards the Management
affect long- use of social
term media (like Tik
planning Tok)
Government
policies and
guidelines
related to
education
and training
Corruption
Change in
skills
priorities
------------------Page | 80

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2024-2028 INSTITUTIONAL DEVELOPMENT PLAN

I am delighted to announce the official launch of our Institutional

Our primary goal with this plan is to create a dynamic and

Thank you for your continued commitment to our institution.

provides secondary and post-secondary programs.

frameworks provided to address said strategic issues.

The planning process requires number of workshops. This document represents a

different parts and sections of the IDP 2024-2028 as a whole.

was classified in order to achieve its objectives.

PART V focus on the budget and investment plan.

framework and resultant matrices.

and existing SNAS Buildings and Workshops.

activities are growing steadily and in success.

in secondary and post-secondary.

INFORMATION ABOUT TTI

REGION: V PROVINCE: Sorsogon

Regional Director: ARCHIE A. GRANDE

Provincial Director: ENGR. GILDA G. RANIDO

NAME OF TTI: SORSOGON NATIONAL AGRICULTURAL SCHOOL

Complete Address: Mayon, Castilla, Sorsogon

DISTINCTIVE AREA OF COMPETENCE: AGRICULTURE

Name of Administrator: ROBERTO C. MENDOZA CP No. +6399-8959-1748

Position / Designation: Vocational School Administrator III

Vocational School Instruction Supervisor: CONRADO LL. LOPEZ, JR.

Sorsogon National Agricultural School (SNAS) is located north-west of Sorsogon

6) Alex U. Instructor I • Chairman INST-I BS in Industrial sweetke 09688529

8) Indera A. Instructor I • SIL Coordinator INST-I Bachelor of iajapon 09469032

Polytechnic Institute responsive to different trends and challenges of TVET

To strengthen social-equity, inclusivity and quality delivery of TVET for a globally

To produce highly competent employable graduates with green skills in response to

ambiance are its highlights.

SNAS is a Training Institution whose

primary concern is for the effective

Technical Vocational Education and

Advocating Green Technology

Responsive TVET proGrams.

Technology Research and development programs

Income and resource generation programs

Adapting the 21st Century Skills

Upgrading of trainers and faciLities

Employing the use of E-Learning/Online Training

Developing entrepreneUrs and young leadeRs

Enhancing partnership with industries and stakeholders

Overall, TVET in Sorsogon Province has a dynamic change based on economic,

Animal Production Poultry

• Limited Professional Development for Instructors. Instructors in TVET programs may

Digital Literacy and Technology Skills:

• Providing opportunities for trainers, employees and trainees on digital literacy

• Registration of TVET programs/qualifications aligned in the Electronic Sector such

Strengthening training of soft skills and entrepreneurial skills

• Effective communication, critical thinking, entrepreneurial mindset, business

Green Skills and Sustainability:

• Strengthening then implementation and institutionalization of Green TVET programs

Continuous Learning and Reskilling:

Embracing the 4th IR

• Incorporate training in robotics, mechatronics, and other automation-related skills,

Diploma in Fashion Technology Gas Metal Arc Welding

I. INSTITUTION PERFORMANCE AND ACCOMPLISHMENTS