Technical Education and Skills Development Act of 1994 PDF

REPUBLIC ACT 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 k...

REPUBLIC ACT 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. 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 7. Manage skills development funds. 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." 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. 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 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. The education system in the Philippines embraces formal and non- formal education. It is closely related to the American mode of education but differs in the number of school years, as other countries have 12 years of basic education. In the country however, elementary education is composed of six years and secondary education is composed of four years, which together with the tertiary education comprise the formal education system. 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 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. 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 4. To serve as basis for wage administration, incentives, and promotion General Objective To promote general welfare of consumer through the provision of better product and services 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 comprised a Qualification. THANK YOU For Listening