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The Technical Education and Skills Development Authority (TESDA) was created in light of the Republic Act 7796, or the “Technical Education and Skills Development Act of 1994.” Serving as the Philippines’ Technical Vocational Education and Training (TVET) authority, TESDA calls for “a Better World For the Youth.” TESDA Director General/Secretary, Guiling A. Mamondiong states that: “We call upon the youth of the world to demand from their respective governments their right to free education – college and technical education, jobs and means of livelihood, not war, and give each of them a life worthy of human dignity, not slavery.” TESDA is tasked, as a government agency, to both manage and supervise the Philippines’ Technical Education and Skills Development (TESD). It’s vision is to develop the Filipino workforce with “world-class competence and positive work values,” as TESDA aims to provide quality technical educational and skill development through it’s direction, policies, and programs. The government agency states that: “We believe in demonstrated competence, institutional integrity, personal commitment and deep sense of nationalism.”

= TESDA's Core Business = TESDA’s functions

As TESDA is the Philippines’ TVET authority, its capacity to steer as well as guide the sector is a necessity. Furthermore, to function properly, TESDA requires the availability of timely, relevant, and reliable information. In the process of making informed decisions, the data disseminated to TVET stakeholders derives from researchers and proper, reliable studies. TVET policies and plans are formulated through the use of guaranteed quality information, and function as the blueprint for TVET’s implementation in the Philippines.

TESDA Core Business

Programs and services are created and designed to provide clear priorities and direction for TVET in the Philippines. Some of these include the creation of plans and policies through the generation and dissemination of reliable information and research for the TVET sector. The plans and policies are the following and can be found on TESDA website:

National Technical Education Skills Development (TESD) Plan

National Technical Education Skills Development (TESD) Research Agenda

Philippine Technical Vocational Education and Training (TVET) System

Philippine Technical Vocational Education and Training (TVET) Outlook

Labor Market Intelligence Reports

List of Technical Vocational Education and Training (TVET) Studies

Technical Vocational Education and Training (TVET) Statistics

= Pro-active Job Matching Process = TESDA SEEKs jobs, FINDs, and TRAINS people. TESDA shall SEEK jobs by identifying specific job requirements through the use of international market intelligence reports. It is for jobs in partnership with NGOs, social welfare agencies/institutions, school community and organizations, that TESDA will FIND the right people to be trained to fit. TESDA shall then TRAIN these people through the use of TVET’s quality standards. TESDA has developed this pro-active matching process to find the best job-skills fit, as well as increases productivity of training programs by assisting those who wish to go into micro business, small and medium enterprises of entrepreneurship.

Support to TVET Provision

TESDA continues to undertake direct training provision in order to provide the growing TVET clients with access to TESD programs. The following are the four training modalities:

School-based

Center-based Enterprise-based

Community-based.

Technical-Vocational Education in the Philippines
Technical-Vocational Education was first introduced to the Philippines through the enactment of Commonwealth Act No. 3377, or the “Vocational Act of 1927.” On June 3, 1938, the National Assembly of the Philippines passed Commonwealth Act No. 313, which provided for the establishment of regional national vocational trade schools of the Philippine School of Arts and Trades type, as well as regional national vocational agricultural high schools of the Central Luzon Agricultural High School Type, effectively providing for the establishment of technical-vocational schools around the country.

On June 22, 1963, Republic Act. No. 3742, or “An Act Creating A Bureau of Vocational Education, Defining its Functions, Duties, and Powers, and Appropriating Funds Therefor” was passed, which provided for the creation of a Bureau of Vocational Education (BVE). The creation of the BVE led to the abolishment of the Vocational Education Division of the Bureau of Public Schools. The BVE was created with the purpose of “strengthening, promoting, coordinating, and expanding the programs of vocational education now being undertaken by the Bureau of Public Schools.” It was also created “for the purpose of enhancing the socio-economic program of the Philippines through the development of skilled manpower in agricultural, industrial and trade-technical, fishery and other vocational courses.”

The Manpower Development Council (MDC) was created by virtue of Executive Order No. 53 on December 8, 1966, which was issued by President Ferdinand Marcos. The MDC was tasked with “developing an integrated long-term manpower plan as a component of the overall social and economic development plan.” Targets which were to be established by the said manpower plan were to be “used by the Department of Education and the Budget Commission in programming public investments in education and out-of-school training schemes.”

The MDC was eventually replaced by the National Manpower and Youth Council (NMYC), which was created by virtue of Republic Act. No. 5462, or the Manpower and Out-of-School Youth Development Act of the Philippines. The NMYC was placed under the Office of the President, and was charged with establishing a “National Manpower Skills Center under its authority and supervision for demonstration and research in accelerated manpower and youth training.” It was also tasked with establishing “regional and local training centers for gainful occupational skills,” as well as adopting “employment promotion schemes to channel unemployed youth to critical and other occupations.”

President Marcos, on September 29, 1972, issued Presidential Decree No. 6-A, or the “Educational Development Decree of 1972,” which highlighted the government’s educational policies and priorities at the time. The decree also provided for the “establishment and/or operation, upgrading or improvement of technical institutes, skills training centers, and other non-formal training programs and projects for the out-of-school youth and the unemployed in collaboration with the programs of the National Manpower and Youth Council.”

The 1975 reorganization of the Department of Education, Culture and Sports led to the abolishment of the Bureau of Vocational Education, along with the Bureau of Public Schools and the Bureau of Private Schools. In their place the Bureau of Elementary Education, the Bureau of Secondary Education and the Bureau of Higher Education were established. The responsibilities of the Bureau of Vocational Education were absorbed by the newly established Bureau of Secondary Education.

Eventually, the Education Act of 1982 paved the way for the creation of the Bureau of Technical and Vocational Education (BTVE). The BTVE was tasked to “conduct studies, formulate, develop and evaluate post-secondary vocational-technical programs and recommend educational standards for these programs,” as well as to “develop curricular designs and prepare instructional materials, prepare and evaluate programs to upgrade the quality of teaching and non-teaching staff, and formulate guidelines to improve the physical plant and equipment of post-secondary vocational-technical schools.”

Establishment of TESDA
The Philippine Congress enacted Joint Resolution No. 2 in 1990, effectively creating the Congressional Commission for Education or EDCOM. The commission was tasked to review and assess the education and manpower training system of the country. Among the recommendations of the commission was the establishment of the Technical Education and Skills Development Authority (TESDA), a government agency tasked with developing and overseeing the country’s vocational and technical education programs and policies. The commission further recommended that the new agency be created as a fusion of the following offices: 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 of DOLE. Subsequently, the enactment of Republic Act No. 7796, or the “Technical Education and Skills Development Act of 1994,” authored by Senator Francisco Tatad led to to the establishment of the present-day TESDA. RA 7796 was signed into law by President Fidel Ramos on August 25, 1994.

The merger of the aforementioned offices was meant to reduce bureaucratic oversight on skills development activities initiated by the private and the public sector, and to provide a single agency that will take charge of the country’s technical vocational 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 provides for a reformed industry-based training program that includes apprenticeship, dual training system and other similar schemes.

Benefits
Graduating from the programs given by TESDA will ensure the trainee a National Certificate from TESDA Assessment that comes with the following benefits:

Quality assurance that the graduate has acquired knowledge, attitudes and values that are important along the occupations in our society

Quality assurance that the graduate has undergone series of practical and hands-on demonstrations, interviews and work projects which gave him/her the skills needed for the said occupation

Apprenticeship
A training and employment program that involves an agreement between an apprentice and an employer on an approved occupation. The program aims to guarantee the availability of workers who are qualified and skilled for certain jobs.

Objectives: To help satisfy the demands of the economy regarding trained labor force.

To institute a national apprentice program through the cooperation of employers, companies, labor workers and NGOs.

To establish right and fair standards for the protection of agencies

Dual System/Training
A training with instructional mode of delivery in which learning takes place in the centers/schools and the training center of the company.

Objectives:

To strengthen manpower education and training in the country

Target beneficiaries:

Students

Companies

Schools, training centers & institutions

LGUs, NGOs, and GOs

Scholarship Programs
These are programs created to give help and financial assistance to deserving TVET enrollees and trainees in the country.

Private Education Student Financial Assistance (PESFA)

The program offers educational scholarships and benefactions to qualified college freshmen who are enrolled in both degree and non-degree courses. It directs the enrollees/beneficiaries on the choices of careers and the skills they need for the in-demand jobs in the economy. PESFA was established through Section 8 of Republic Act No. 8545 (Expanded Government Assistance to Students and Teachers in Private Education (GESPA) ACT.)

Objectives: offer financial assistance to deserving students

publicize and promote TVET

add more competent and skilled workers in the economy

give assistance to institutions who exerted effort in this program by giving a steady supply or enrollees to their courses

Training for Work Scholarship (TWSP)

The program was made to give solutions to the critcal skills shortages in sectors such as metals and engineering, construction, tourism and others. It was launched in May 2006 with the financial assistance of the Office of the President and was continued with the regular budget in 2008.

Objectives: to give employment opportunities through incentives and proper training programs that are connected to existing jobs both locally and overseas

to reinforce TVET institutions in improving the delivery of their programs and the quality, efficiency and relevance to meet certain job requirements

Bottom-up Budgeting (BUB)

The program seeks to increase access to local service delivery taking into consideration the development needs of municipalities through a budget planning process that focuses on demands, and to strengthen the government's accountability in public survices. Participating agencies are expected to ensure implementation of priority through the BuB planning & budgeting processes.

Special Training for Employment Program (STEP)

This program focuses on the specific skills needs of the communities and to promote employment (particulary self-employment and service-oriented activities). It is community-based and it provides modules based on the regulations made by TESDA.

Objectives:

To provide skills and training opportunities for the enrollees in barangays and small communities, making them productive and job-ready.

Benefits:

Enrollees and beneficiaries of STEP receives free training, competency assessments, tool-kits and training allowance worth sixty pesos per day during the training period.