Republic Act no.

7796 –
Technical Education and
Skills Development Act of
1994
The Historical Background 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 former President Fidel V.
Ramos on August 25, 1994. This Act aims to encourage the full
participation and mobilization of 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 said 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

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
Vision, Mission, Value and Quality Policy of TESDA

Mandate:
"TESDA is mandated to provide relevant, accessible, high quality and
efficient technical education and skills development in support of the
development of high quality Filipino middle manpower responsive to and in
accordance with the Philippine development goals and priority" (Section 3)

Vision:
To be the transformational leader in technical education and skills
development of the Filipino workforce.

Mission:
TESDA sets direction, promulgates relevant standards, and implements
programs geared toward a quality-assured and inclusive technical
education and skills development and certification system
Values Statement:
We believe in demonstrated competence, institutional integrity,
personal commitment, culture of innovativeness, and a deep sense of
nationalism.

Quality Policy:
"We measure our worth by the satisfaction of the customers we serve"
through strategic decisions, effectiveness, responsiveness, value adding,
integrity, citizen focus, and efficiency. (Section 3)
Programs of TESDA:

10-Point TESDA Reform and Development Agenda:

1. Barangay-based Scholarship Program
2. Online Scholarship Application
3. Technical Audit of TVET Schools Program
4. Skills Training for:
a Drug Dependents, Inmates, and their Families
b. Entrepreneurs and Family Enterprises
5 Inclusive Training Program for Women
6. Continuing Program for TESDA's Alumni
7. Global Access to Online Data Base of TVET Graduates and Certified
Workers
8. Linkages with:
a. Agro-Industry
b. State Universities and Colleges
c. Foreign Skills Training Institutions
9. Transparency
10. Moral Renewal

Scholarship of TESDA

1. Training for Work Scholarship (TWSP)

a. Develop skills and competencies of the unemployed and the
underemployed through training programs, thus, producing a pool of
qualified and globally competent workforce who are job ready
b. Provides immediate interventions to meet the need of highly critical
skills particularly Business Process Outsourcing (BPO), metals and
engineering construction, and tourism among others

c. Purposively drive TVET provision to available jobs through incentives

and appropriate training programs that are directly connected to existing
jobs for immediate employment, locally and overseas

d To build and strengthen the capacity and capability of TVET institutions

in expanding and improving the delivery of high quality, efficient, and
relevant training programs to meet job requirements, including programs,
for higher level technology.

Example:
Emergency Skills Training Program
2. Private Education Student Financial Assistance (PESFA)

a. Provide educational grants and financial assistance to qualified poor,

but deserving, high school graduates pursuing TVET courses
b. Directs the beneficiaries on the choices of careers to the critical skills
requirements of in-demand jobs in the labor market
c. Contribute to the development of a competent skilled workforce

Example:
Mahirap na Pamilya Program

3. Bottom-up Budgeting (BUB)

a. An approach to the preparation of agency budget proposals, taking into

consideration the development needs of cities/municipalities as identified
in their respective local poverty action plan that shall be formulated with
the strong participation of basic sector organization and other civil society
organizations .
b. It seeks to increase citizen's access to local service delivery though a
demand driven budget planning process and to strengthen government
accountability in local public service provisions. Example: Barangay-based
Scholarship Programs.

4. Special Training for Employment Program (STEP)

a. A community-based specialty training program that addresses the
specific skill needs of the communities and promote employment,
particularly through entrepreneurial, self-employment, and service-
oriented activities
b. Provide skills training opportunities for the beneficiaries in the
barangays/ communities to make them employable and productive
c. The beneficiaries of STEP receive the following assistance: free training
and competency assessment, starter toolkits, and training allowance of
P60.00 per day for the duration of the training

Example:
Emergency Skills Training Program
The Philippine Technical
Vocational Education and
Training (TVET) System
On the other hand, non-
The education system in the formal education includes
Philippines embraces formal and non- education opportunities, even
formal education. It is closely related outside school premises, that
to the American mode of education facilitate achievement of specific
but differs in the number of school learning objectives for particular
years, as other countries have 12 clienteles, especially the out-of-
years of basic education. In the school youth or adult illiterates
country however, elementary who cannot avail of formal
education is composed of six years education. An example is
and secondary education is functional literacy programs for
composed of four years, which non-literate and semi-literate
together with the tertiary education adults that integrate basic
comprise the formal education literacy with livelihood skills and
system. training.
The Philippine Technical Vocational
Education and Training (TVET) 2. The Delivery Modes
System There are four basic modes
of training delivery. In the year
1. TVET Clientele 2005, 24.68% of TVET graduates
The potential clientele of TVET came from formal school-based
includes primarily high school graduates, programs, 4.82% was
secondary school leavers, college contributed by center-based
undergraduates, and graduates who want non-formal training programs,
to acquire competencies in different 41% came from community-
occupational fields. Other potential based leading to livelihood and
clientele of TVET are unemployed persons self-employment opportunities
who are actively looking for work. This and enterprise-based programs
includes the displaced workers who lost like apprenticeship, learnership,
their jobs because of closure of and dual training programs
establishments, retrenchment, or laying contributed 7.5% to the total
off workers due to economic and other annual output. Other
related reasons. Returning overseas government agencies
Filipino workers who decide to
3. TVET Delivery Networks

The training and development of the Filipino workforce for skilled

employment is provided mostly by private TVET institutions. There
are 4,510 TVET providers in the country today, 62% or 2,786 of
which are private and 38% or 1,714 of which are public.
The public TVET providers include the 121 TESDA Technology
Institutes composed of 57 schools, 15 Regional Training Centers, and
4 Specialized Training Centers. Other public TVET providers include
state universities and colleges (SUCs) and local colleges offering non-
degree programs, Department of Education (DepEd) supervised
schools, LGUs, and other government agencies providing skills
training programs
Assessment and Certification System

Under the Republic Act 7796, the Technical Education and Skills
Development Authority (TESDA) is mandated by law to develop and
implement a national system of skills standardization, assessment,
and certification in the country.
TESDA pursues the assessment and certification of the
competencies of the middle-level skilled workers through the
Philippine TVET Competency Assessment and Certification System
(PTCACS) The assessment process seeks to determine whether the
graduate or worker can perform following the standards and
expected process and whether the graduate or worker can perform
to the standards expected in the workplace based on the defined
competency standards.
Certification is provided to those who meet the competency
standards. This ensures the productivity, quality, and global
competitiveness of middle-level workers.
Assessment and Certification System

Assessment and certification system is among the essential

quality assurances in TVET. It is the process of evaluating the TVET
graduates and skilled workers if they have the necessary
competence to perform the tasks to the required standards in the
workplace. This mechanism provides the evidence on whether
compliance to standards and competency requirements has been
achieved.
The assessment and certification system involves over-arching
components such as the accreditations of assessors, development of
assessment tools as essential part of training packages, qualification
of TVET trainers as assessors, recognition/accreditation of National
Assessment Boards across various sectors, among others.
Assessment and Certification System

All programs with training regulations are provided with

competency assessment tools specifically designed to measure the
effectiveness of training delivery. The tools consist of:
1) self-assessment guide,
2) assessment agreement,
3) written examinations,
4) assessor's guide, and
5) marking sheets.

Efforts are continually being done to effect assessment by

sectoral boards from the private sector. Formal agreements are
entered into by TESDA with industry association to empower them to
manage the competency assessment process in their own sphere of
influence. Currently, the National Assessment Boards are being pilot
tested in the area of tourism services, information and
Assessment and Certification System

As to the issuance of certificates, unlike in other countries, TESDA

issues national certificates to persons who have attained competence in all
unit of competency comprising a national qualification. The qualifications
are aligned with specific skills levels as defined in the National
Qualification Framework (NQF). The present NQF defines four certificate
levels for TVET-National Certificate Levels I, II, III, and IV.
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 private and public sectors.
Today, TESDA has evolved into an organization that is responsive,
effective, and efficient in delivering a myriad of services to its clients. To
accomplish its multi-pronged mission, the TESDA Board has been
formulating strategies and programs geared toward yielding the highest
impact on manpower development in various areas, industry sectors, and
institutions.
Assessment and Certification System

The Philippine TVET Qualification and Certification System (PTQCS) is a

quality assured system in recognition of the attainment of competencies
(knowledge, skills, and attitudes) as referred to the competency standards
set for middle-level occupation. It is the process of determining the
qualification level of a person and a toll in identifying the training needs of
a person with competency gap.

Objectives of the PTQCS:

The PTQCS is implemented with the following objectives:

1. Social Objective To improve the quality of life of the Filipino workers by
way of increasing their level of competence and enhancing their area of
expertise
2. Development Objective To serve as basis for human resources
development
3. Management Objective To serve as basis for wage administration,
The Qualification Levels Under PTQCS are as follows:
Levels of Desired Competencies
Qualifications

National Certificate I The worker performs routine and predictable tasks, has little
judgment and can work under supervision.
National Certificate II The worker can perform a prescribed range of functions, involving
known routines and procedures, has limited choice and complexity
of functions, and has little accountability.
National Certificate III The worker performs a wide range of skills, works with complexity.
and choices, contributes to problem solving and work processes,
and shows responsibility for self and others.
National Certificate IV The worker performs a wide range of applications, have
responsibilities that are complex and non-routine, provides more
leadership and guidance to others, performs evaluation and analysis
on work practices, and develops new criteria and procedures.
The Basis for Qualifications and Certification

The competency requirements and standards prescribed by the

industry and contained in a promulgated Training Regulation shall be the
take off point of all corresponding qualifications, assessment, and
certification. The assessment may be done through any of the following
evidence gathering methods, demonstration, observation with oral
questioning, written test, third party report, portfolio, and work projects.
The National Certificate (NC) and the Certificate of Competency
(CO) can be attained through:

1. Accumulation of achieved units of competency leading to a National

Qualification Certificate of Competency is issued to individuals who
have satisfactorily demonstrated competence on a particular or a
cluster of units of competency; and
2. Directly undertaking assessment toward a Full National Qualification -
National Certificate is issued when a candidate has demonstrated
competence in all units of competency that compromised a Qualification.
The Basis for Qualifications and Certification

TESDA implements assessment and certification for all qualifications

with promulgated training regulations. The training regulation defines the
knowledge, skills and attitude/values required for competent performance
in the workplace. The competency requirements, as defined in the relevant
training regulations shall be the take-off point of all corresponding
qualifications, assessment, and certification in all industry sectors. The list
of promulgated training regulations may be accessed at the TESDA
website: http://www.tesda.gov.ph

Assessment is conducted through any of the following

evidence methods:

“Demonstration/observation with oral questioning, written test,

interview, third party report, portfolio and submission of work
projects.
The Basis for Qualifications and Certification

An individual may apply for assessment in any of the following:

a. Private TESDA-accredited assessment centers. The list of accredited

assessment centers is uploaded in the TESDA website:
www.tesda.gov.ph

b. TESDA regional and provincial offices

c. TESDA TVET Institutions-Assessment Centers

The Basis for Qualifications and Certification

NC and COC holders can renew their certificates upon expiration if

requested by the holders and after verification in the RWAC. In areas where
new training regulations have been promulgated, holders of NC/COC shall
upon expiration undergo competency assessment based on the new
competency standards and assessment tools in the absence of a new
promulgated training regulations. They can apply for renewal and or
replacement of NC or COC in the district or provincial office where the
original NC or COC was issued.

TESDA maintains the Online Registry of Certified Workers that contains

vital information on the pool of certified workers nationwide. Access can be
made by name, certificate number, or qualification. The registry is easily
accessible thru the TESDA website: tesda.gov.ph
THANK
YOU