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Technical Education Technical Education and Skills Development and Skills Development
Monitoring and Evaluation System: Monitoring and Evaluation System: Towards Increasing Efficiency, Effectiveness and Relevance of Towards Increasing Efficiency, Effectiveness and Relevance of
TVET in the Philippines TVET in the Philippines
By MARIA SUSAN P. DELA RAMABy MARIA SUSAN P. DELA RAMAExecutive Director, Planning OfficeExecutive Director, Planning Office
TESDA, PhilippinesTESDA, Philippines
Third International Congress on Technical and Vocational Education and Training, Building Skills for Work and Life
Shanghai, China 13‐16 May 2012
“the AUTHORITY in TVET in the Philippines”
TESDATESDA
The Technical Education and Skills Development Authority (TESDA ) is the government agency tasked to manage and supervise technical
education and skills development (TESD) in the country. It was created under RA No, 7796,
otherwise known as the “TechnicalEducation and Skills Development Act
of 1994
TESDATESDA
VISIONVISIONTESDA is the leading partner in the
development of the Filipino workforce with world-class competence and positive work
values.MISSIONMISSION
TESDA provides direction, policies, programs and standards towards quality technical
education and skills development.
“the AUTHORITY in TVET in the Philippines”
Six (6) YearsFour (4) Years +Two (2) Years TVET Specialization (NC I and NC II)
Technical Vocational Education and Training
(Higher Level Qualifications)
Baccalaureate (4, 5, 6 year degree programs), Masteral and Doctorate Programs
One (1) Year
The Straddling Role of TESDA in The Straddling Role of TESDA in Economic and Social DevelopmentEconomic and Social Development
EDUCATION& TRAINING
EMPLOYMENT
POVERTYALLEVIATION
LOCALAND
GLOBALLABORMARKET
INTELLIGENCE
BESTJOB FIT
LABORDEMAND
LABORSUPPLY
Labor Supply
Right QuantityRight Quality
Real Time Delivery
BRIDGING THE LABOR SUPPLY AND DEMAND GAP
Department of Labor Opportunities Program, 10 November 2005, PICC, Pasay City
HRD INITIATIVES
HRD INITIATIVES
GLOBAL FILIPINO CITIZEN WORKER
Labor Demand
QUALITY ASSURED PHILIPPINE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT SYSTEM
PlatinumAward
Development Plans/Government Policies and Priorities/Public Investment
IndustryConsultation
Development ofCompetency Standards
andProgram Standards
DevelopmentOf Assessment
Standards
Development of Assessment
Instrument
Recognition of Prior Learning/ Equivalency Scheme/Lifelong Learning
Dis
adva
ntag
ed G
roup
s/In
form
al S
ecto
r
Bas
ic E
duca
tion
Gra
duat
esH
ighe
r Edu
catio
n G
radu
ates
Early
Sch
ool L
eave
rs (D
ropo
uts)
Wag
e/Se
lf-Em
ploy
ed W
orke
rs
EMPL O
Y ME N
T and PRO
DU
CT IVI TY E N
HAN
CEM
ENT
MANAGEMENT OF THE TVET SYSTEM
Development ofCompetency
Based Curriculum andLearning Materials
TrainingDelivery
CompetencyAssessment
Award ofCertificate ofCompetency
Award ofNational
Certificate
ProgramRegistration under
UTPRAS
ProgramAccreditation
within thePhilippine
TE QualityAwards
I n c
e n
t i v
e s
UTPRAS PTQS
GoldAwardSilverAwardBronzeAward
Pr omo tion of T ech nica l Ed uca tion
Technical Education and Skills Development Authority
The NATIONAL TECHNICAL EDUCATIONAND SKILLS DEVELOPMENT PLAN2011-2016
The NATIONAL TECHNICAL EDUCATIONAND SKILLS DEVELOPMENT PLAN2011-2016
Investing in the 21Investing in the 21stst CenturyCenturySkilled Filipino WorkforceSkilled Filipino Workforce
‐Technically competent‐Innovative and creative‐ Knowledge‐based with higher order thinking skills‐With foundational life skills‐ In pursuit of lifelong learning opportunities‐ Possessing desirable work attitudes and behavior
Generic Skills Set in the 21st century WorkplaceGeneric Skills Set in the 21st century Workplace
Work & Values ClusterWork & Values Cluster Interpersonal ClusterInterpersonal Cluster
Basic IT Skills Basic IT Skills People SkillsPeople Skills
Media LiteracyMedia Literacy CommunicationCommunication
SelfSelf--managementmanagement Team WorkTeam Work
Time managementTime management Customer OrientationCustomer Orientation
Attitude& ValuesAttitude& Values Cultural UnderstandingCultural Understanding
Cognitive ClusterCognitive Cluster Adaptability ClusterAdaptability ClusterLearning to LearnLearning to Learn FlexibilityFlexibility
Problem SolvingProblem Solving Ability to adoptAbility to adopt
Critical ThinkingCritical Thinking Conflict resolutionConflict resolution
InnovationInnovation NegotiationNegotiation
MONITORING AND EVALUATION FRAMEWORK
Areas Efficiency AccessInternal External
Accountability •Targets vs. Budget•Resource allocation and management•Prioritization
•Review of TVET investments of other agencies per Sec. 25 of RA 7796 re: coordination function of TESDA
•No. of graduates•No. of PESFA slots•No. of TWSP slots•No. of certified workers•Segmentation of clients•Training cost
Performance Regulation
•Standards Development•Training Regulations Development•Program Registration and Accreditation•Accreditation of Assessment Centers/ Venues•Accreditation of Trainers/ Assessors
•No. of persons assessed and certified
•Compliance Audit•Continual improvement•Quality Management System•Reporting System
Value Contributions
•Labor Market Information (Best‐Job‐Fit)•Employability
TVET FACTSTVET FACTS
• A total of 11 M graduates in 2005-2011 • 1.5 M graduates annual average
• Profile of TVET graduates (2008 - 2010 statistics)
51% are 15-24 years old46% are HS graduates51% male / 49% female
• 4,328 TVET institutions (TVIs) 3,906 (90%) private TVIs
422 (10%) public TVIs125 Technology institutions -TESDA managed
• TVET Absorptive Capacity – 1,596,000
TVET FACTSTVET FACTS
Assessment and Certification• 2,985,198 persons assessed (2005-2010)• 2,279,167 persons certified• 76.35% certification rate (Ave.)
TVET FACTSTVET FACTS
Employment Rate of Graduates in the Labor Force
• 48.7 % (2005)
• 55.1 % (2008)
• 60.9 % (2011)
2011 Impact Evaluation Study (Graduate Tracer Study)
Objectives
General: To evaluate the relevance and effectiveness of TVET Programs and serve as a tool in recommending policy and program improvements
Specific:
• Estimate employment and skills utilizations rates of TVET graduates• Estimate average length of job search from date of graduation• Identify TVET qualifications that have higher employment rates• Compare the performance of certified vs. non-certified TVET grauates
in terms of employment• Determine impact of the Training for Work Scholarship Program in
terms of employment and income levels of graduates• Identify reasons for unemployment and for not joining the labor force
Employment Rate by type of program
2005 2008 2011
Center-based 48.8 39.2
61.1School-based 46.4 47.0
Enterprise-based 54.1 46.6 83.1
Community-based 49.7 --- 56.4
All modes 48.7 55.1 60.9
6 out of 10 graduates employed
What about the 4?
Example of how the results of the study are usedExample of how the results of the study are used
TESDA TESDA SpecialistaSpecialistaTechnopreneurshipTechnopreneurship ProgramProgram
Impact evaluation study to include a Impact evaluation study to include a control group (those who did not take control group (those who did not take technical education and skills technical education and skills development)development)Development of the Online TVET Development of the Online TVET Monitoring SystemMonitoring SystemInclusion of the TVET qualifications in the Inclusion of the TVET qualifications in the Labor Force surveys and CensusLabor Force surveys and CensusAdoption of the Philippines Qualification Adoption of the Philippines Qualification FrameworkFramework
TESDTESD HIGHER EDUCATIONHIGHER EDUCATION
POST BACCALAUREATE
DOCTORAL AND POST DOCTORAL
BACCALAUREATE
NC I
G12
10
THE PHL QUALIFICATIONS FRAMEWORKTHE PHL QUALIFICATIONS FRAMEWORK(Proposed as of 25 April 2012)
BASIC EDBASIC ED
L 8
L 7
L 6
L 5
L 4
L 3
L 2
L 1
DIPLOMA
NC IV
NC IIINC III
NC II
