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analysis of TESDA based on its enabling law, RA 7796 of 1994, defining its core business and deriving major deliverables from 12 articles for agency mandate grouped according to major programs and defining one agency final output in contrast to what it has been funding and producing presently. the presentation also stresses the legality of having only the Filipino middle-level manpower as the only beneficiary of TESDA's programs, projects and activities
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TESDA Outputs (Itemized per relevant articles of R.A. 7796)
Hilario P. Martinez 1
T EC H N I C A L E D U C AT I O N a n d
S K I L L S D E V E LO P M E N T
A U T H O R I T Y
R.A. 7796, the Technical Education and Skills Development Act of 1994
After Three (3) Multi-Million Dollar Foreign-Assisted (Loans) Projects,
Hilario P. Martinez 2
VOCATIONAL TRAINING PROJECT 1
80’s
Partner-Institutions’ Capability Building Project
Internal Capability Building Project
Establishing Centers of Excellence Project
Pass Fail
?
• •
•
• •
•
TECHNICAL EDUCATION & SKILLS DEV’T. PROJECT
2000’s
VOCATIONAL TRAINING PROJECT 2
90’s
The lingering questions
Are graduates of TESDA & non-TESDA
skills training schools and centers a major final/direct output of TESDA?
Is TESDA legally authorized to
directly conduct trade skills testing
(competency assessment) using
its own employees?
Are certified assessed workers and graduates of
skills training courses a major
final/direct output of TESDA?
Hilario P. Martinez 3
TESDA’s Core Business Section 4, RA 7796 defines . . .
Technica l Educat ion
• shall refer to the education process designed at post-secondary and lower tertiary levels, officially recognized as non-degree programs aimed at preparing technicians, para-professionals and other categories of middle-level workers by providing them with a broad range of general education, theoretical, scientific and technological studies, and related job skills training
Sk i l l s Development
• shall mean the process through which learners and workers are systematically provided with learning opportunities to acquire or upgrade, or both, their ability, knowledge and behavior pattern required as qualifications for a job or range of jobs in a given occupational area
Hilario P. Martinez 4
Going into TESDA’s Core Business
Technical Education Process
General education
Theoretical and scientific
studies
Technological studies
Related job skills training
Developing TVET
Curricula
Skills Development Process
Providing access to TVET opportunities
Developing and maintaining a network of TVET schools and centers
Engaging industries to actively participate in
TVET provision
Hilario P. Martinez 5
Declaration of State Policy * … to provide relevant, accessible, high quality and efficient technical education and skills
development in support of the development of high quality Filipino middle-level manpower responsive to and in accordance with Philippine development goals and priorities
* Section 2, RA 7796, 1994
THE CORE BUSINESS OF
TECHNICAL EDUCATION
THE CORE BUSINESS OF
SKILLS DEVELOPMENT
for the FILIPINO!
Hilario P. Martinez 6
What does TESDA mean?
The process of formulating standards leading to a curriculum
The process of providing access to competency
development opportunities
The EXPERTISE and OBLIGATION to execute
these mandates
Hilario P. Martinez 7
Which playing field?
Hilario P. Martinez 8
P U B L I C
P R I VAT E
R.A. 7796 mandates that Technical-Vocational
Education and Training (TVET) in the Philippines should be Industry-led
Which makes coordination a vital function of TESDA
TESDA’s “to do list” per RA 7796
Section 20
• Skills Development Centers
Section 21
• Formulation of a Comprehensive Development Plan for Middle-Level Manpower
Section 22
• Establishment and Administration of National Trade Skills Standards
Section 23
• Administration of Training Programs
Section 24
• Assistance to Employers and Organizations
Section 25
• Coordination of all Skills Training Schemes
Section 26
• Industry Boards
Section 27
• Incentive Schemes
Section 28
• Skills Development Opportunities
Section 29
• Devolution of TESDA’s Training Function to Local Governments
Section 30
• Skills Olympics
Section 31
• the TESDA Development Fund
Section 32
• Scholarship Grants
Hilario P. Martinez 9
Expected Outputs per Article (1)
•a network of skills development centers established for effective TVET coordination Section 20
•a development plan for middle-level manpower formulated thru active participation of industry & Board-member agencies Section 21
•national trade skills standards developed and implemented by accredited industry committees Section 22
•capability building training programs developed and conducted for public and private institutions engage in TVET delivery Section 23
•public and private institutions engage in skills training schemes assisted by TESDA Section 24
•coordination of all technical education particularly standards setting & skills training programs in the public & private sectors Section 25
•industry boards with institutional arrangement/s with TESDA Section 26
Hilario P. Martinez 10
Expected Outputs per Article (2)
•incentive schemes designed and implemented to promote high-quality technical education and skills development opportunities Section 27
•design and implementation of delivery system to promote high-quality technical education and skills development opportunities Section 28
•devolution of training function to and enabling LGUs to assume the responsibility for technical education and skills development opportunities in their respective localities
Section 29
•conduct of yearly skills olympics with private industries’ participation Section 30
•the establishment of a Fund, managed by an accredited investment house, with proceeds for capability building of defined institutional partners
Section 31
•a scholarship allocation system and funding scheme responsive to the needs of the different regions of the country Section 32
Hilario P. Martinez 11
DISSECTING THE BASIC MANDATE
Determining the Input-Process-Output per Mandate Provision
Hilario P. Martinez 12
Area of Responsibility 1: Sec. 20 - Skills Development Center
Regulations Governing Skills
Development Centers
National Regional Local
Skills training centers
Technical institutes
Accredited public and private dual system institutions
Registry of TVET Providers
Monitoring Reports
Registry of Training Output
Hilario P. Martinez 13
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile/Demography of TVIs Analysis and Network Design Network of Skills Development Centers established
NTESD Plan parameters Formulation of Guidelines and Standards for TVIs
u p d a t e s
Area of Responsibility 2: Sec. 21: Formulation of a Comprehensive
Development Plan for Middle-Level Manpower
N A T I O N A L D E V E L O P M E N T P L A N N AT I O N A L E M P L O Y M E N T P L A N
Hilario P. Martinez 14
ENABLING INPUT ENABLING ACTIVITY OUTPUT
PESTLE & TVET-specific data Research/data gathering, Analysis & Validation/Consultation Updated National Technical Education & Skills Dev’t. Plan
NDP & NEP parameters Formulation/Updating of Quantitative & Qualitative Measures
TESDA Board-
Member Organizations
• Competency Standards •TVIs • TVET Output • Certified Workforce N
atio
nal
Re
gion
al
• Technology • Legal • Ecology
• Political • Economic • Social TV
ET d
ata
ACCREDITATION
PROGRAM
CERTIFICATION
and
Area of Responsibility 3: Sec. 22: Establishment and Administration of
National Trade Skills Standards
Hilario P. Martinez 15
L.G.U.
Certificate of
Competency
Competency
Assessment
Co
mp
ete
ncy
Assessm
en
t
Pro
mo
tio
n &
Ad
vo
cacy
National
Occupational
Skills
Standards
TESDA-Accredited
Industry Groups
& Trade Ass’ns
TESDA-Accredited
Industry Committees
Certified
Workers
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Certification and Accreditation Program Competency Standards Development by Industry
(Updated)National Competency Standards promulgated by TESDA
Accreditation of Industry Groups, LGUs, et al Competency Assessment by Industry CoCs issued by TESDA
Area of Responsibility 4: Sec 23: Administration of Training Programs
Public and
Private
Institu
tion
s
Registry of TVET Providers
Monitoring Reports
Registry of Training Output
Hilario P. Martinez 16
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile of TVIs Needs Analysis of TVIs for Capability Building Capability Building programs developed/updated
TVIs’ Performance Reports Research and Development(Updating) of CBPs Public & Private institutions benefitted by CBP
INVENTORY OF
CAPABILITY BUILDING COURSES
Teacher’s trainors training
Training for entrepreneur development and technology development
Cost-effective training in occupational trades & related fields of employment
Value development
Capability Building Programs (CBPs)
DESIG
N an
d
DEV
ELOP
MEN
T
NEEDS ANALYSIS
u p d a t e s
Area of Responsibility 5: Sec. 24: Assistance to Employers and Organizations
Registry of Enabled Employer-
Organizations
Employer-Organizations engage in skills training
schemes assisted
Monitoring Reports
Registry of Training Output
Sec. 31 TDF
Sec. 17
Hilario P. Martinez 17
NEEDS ANALYSIS
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile of Private Organizations & Performance Reports
Needs Analysis of Private Organization for Technical Assistance
Private institutions assisted/enabled
INVENTORY OF
CAPABILITY BUILDING COURSES
u p d a t e s
Section 17 - Consultants and Technical Assistance, Publication and Research
Area of Responsibility 6: Sec 25: Coordination of all Training Schemes
Registry of Training programs
assisted and financed by Gov’t.
Registry of Training Output
Hilario P. Martinez 18
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile of Public & Private Organizations Data Management system Database of Providers & Output
Training Programs Monitoring Reports Information processing and analysis Inputs for ICBP
Training programs implemented by public and private institutions and assisted and financed by Gov’t.
REPORTS
M O N I T O R I N G
S Y S T E M
u p d a t e s
National
Occupational
Skills
Standards
Area of Responsibility 7: Sec. 26: Industry boards
EMPLOYERS
WORKERS
Areas of Collaboration: 1. Skills Development
Schemes:
• Formal
• Non-formal
• Dual Training
• Apprenticeship
• On-the-Job Training
2. Standards Development
3. Competency Assessment
Issues Training Output
Assessment Standards
Monitoring Reports
Hilario P. Martinez 19
Private
Companies
Competency
Standards
Certified
Workforce
Training
Output
R E G I S T R I E S
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile of Private Organizations & Performance Reports
Needs Analysis and Negotiation with Private Organizations for Collaborative Undertaking
Industry Boards with institutional arrangement with TESDA
u p d a t e s
Area of Responsibility 8: Sec. 27: Incentive Schemes
Public and
Private
Institu
tion
s
Registry of TVET Providers
Monitoring Reports
Registry of Training Outputs
Sec. 17
Hilario P. Martinez 20
DEV
ELOP
S ENABLING INPUT ENABLING ACTIVITY OUTPUT
Research and Consultancy engagement Formulation of various incentive schemes & coordination with appropriate agencies
Approved incentive scheme/s made available to institutions
Profile of Public & Private Institutions & Performance Reports
Needs Analysis and Negotiation & Resolution with Institution/s for appropriate incentive
Public & Private institutions availing of incentive scheme/s
Incentive
Schemes
• discounts • tax deduction • subsidy • loans/credits • grants • accreditation • franchise • others
OFFER
S
u p d a t e s
TVET Providers’ Performance
Area of Responsibility 9: Sec. 28: Skills Development Opportunities
Center-based
School-based
Enterprise-based
Tri-media-based
Internet-based
establishes
Registry of TVET Providers
Monitoring Reports
Registry of Training Outputs
Sec. 17
Hilario P. Martinez 21
Client & Beneficiary Profile
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile of Public & Private TVET Providers Systems Analysis & Design of Delivery Systems Working Models of Delivery System
Market/Sector/Technology Peculiarities Consultancy assistance and prototyping Approved I.R.R. & Output Registers
u p d a t e s
Area of Responsibility 10: Sec. 29: Devolution of TESDA’ Training Function
to Local Governments
TESDA-Financed Capability Building
Plan for L.G.U’s
TESDA Training
Devolved to LGU Monitoring
Reports
Registry of TVET Providers
Registry of Training Outputs
Sec. 17
Hilario P. Martinez 22
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile and TNA of LGUs Development of programs, funding & implementation Capability Building Plan for LGU
LGU staff trained, TESDA facility inventoried
Negotiation, turnover processes engaged, MOA formulated
TESDA Training Facilities devolved
u p d a t e s
Area of Responsibility 11: Sec 30: Skills Olympics
Domestic Skills Competition
Private Business’ Participation
Philippine participation in
International competition
2004 ASC, Hanoi, Vietnam
Promotion and Advocacy for Blue Collar Work
Hilario P. Martinez 23
ENABLING INPUT ENABLING ACTIVITY OUTPUT
International Competition Guidelines Adaptation, mobilization, funding, conduct National competition guidelines
Test packages, IRR Private sector sponsorship, implementation Competition winners
TESDA Competition Guidelines
Area of Responsibility 12: Sec 31: TESDA Development Fund
Investment House
Development
Fund
INCOME
Training
Institutions
Industries
LGU
fina
ncia
l assista
nce fo
r tra
inin
g &
related
activities
Monitoring Reports
Registry of TVET Providers
Registry of Training Outputs
GAA, OWWA, Institutions
Sec. 17
Hilario P. Martinez 24
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Establishment of Seed Fund Assignment of accredited private investment institution
Fund income earmarked for assistance to deserving TVET Providers
u p d a t e s
Seed fund proceeds entrusts
Area of Responsibility 13: Sec. 32: Scholarship Grants
Needs of different
Regions of the country
• Regional Profiles • Needs Analysis
Hilario P. Martinez 25
System of Funding
Scholarship Grants
ENABLING INPUT ENABLING ACTIVITY OUTPUT
TVET market research Analysis and design, consultation and coordination A scholarship allocation and funding system acceptable to all regions
Profile of TVET Providers Coordination with appropriate Government & private business/es for fund mobilization and/or assignment
CLASSIFYING THE MANDATE PROVISION
Classifying between Technical Education and Skills Development
Classifying into Programs
Hilario P. Martinez 26
Classifying according to Core Business
TECHNICAL EDUCATION SKILLS DEVELOPMENT
Section 20 Section 21
Section 21 Section 23
Section 22 Section 24
Section 25
Section 26
Section 27
Section 28
Section 29
Section 30
Section 31
Section 32 Hilario P. Martinez 27
Mandate Provisions pertaining Capability Building of Institutions
Hilario P. Martinez 28
Applying TESDA
Development Fund
proceeds to build
capability of institutions
Section 31
Devolving Training
Function of TESDA to
Local Government Units (LGUs)
Section 29
Industry Boards and
other related bodies
Section 26
Assistance to Employers
and Organizations
Section 24
Capability Building of
Institutions, and also in
conjunction with item 4,
par. a & b, Section 14
Section 21
Strengthening of Skills
Development Centers
Section 20
Mandate Provisions pertaining Middle-Level Manpower Planning
Section 21 – Formulation of a Comprehensive Development Plan
Section 27 – Incentive Schemes
Section 32 – Scholarship Allocation System and Funding Scheme
Hilario P. Martinez 29
Mandate Provisions pertaining to TVET Implementation
Section 23 – Administration of Training Programs
Section 25 – Coordination of All Skills Training Schemes
Section 28 – Skills Development Opportunities
Section 30 – Skills Olympics
Section 22 - Establishment and Administration of
National Trade Skills Standards
Hilario P. Martinez 30
Resultant Major Programs
Middle-Level Manpower
Planning
Institutional-Partners
Capability Building
Administration of TVET
Provision
Hilario P. Martinez 31
INTEGRATION
Making a better sense of what is provided by law
Hilario P. Martinez 32
Summation of Mandated Outputs
Incentive Schemes
Effective and Efficient Delivery System
TESDA’s Training function devolved to LGUs
Conduct of Yearly Skills Olympics
TESDA Development Fund
Scholarship Allocation System and Funding Scheme
Hilario P. Martinez 33
Network of Skills Development Centers
Comprehensive Development Plan for Middle-Level
Manpower
National Occupational Skills Standards
Institutional Capability Building Programs
Quality-Assured TVET Providers
Industry Boards with institutional arrangements
Outputs of Planning System for Middle-Level Manpower
Hilario P. Martinez 34
COMPREHENSIVE
DEVELOPMENT
PLAN FOR
MIDDLE-LEVEL
MANPOWER
Incentive
Schemes
SCHOLARSHIP ALLOCATION &
FUNDING SYSTEM
QUALITY-ASSURED
PROVIDERS
PE
ST
LE
Outputs of TVET Implementation
Hilario P. Martinez 35
TRAINING
INSTITUTES
BOARDS
EMPLOYERS
REGISTRY
ACCREDITED
COMMITTEES
REGISTRY
REGISTRY
ACCREDITED INDUSTRY
ASSESSMENT CENTERS
REGISTRY
Registries of Partner-Organizations
Hilario P. Martinez 36
TRAINING
INSTITUTES
REGISTRY
BOARDS
REGISTRY
ACCREDITED
COMMITTEES
REGISTRY
EMPLOYERS
REGISTRY
ACCREDITED INDUSTRY
ASSESSMENT CENTERS
REGISTRY
QUALITY-ASSURED
PROVIDERS
REGISTRY
WORKERS’
GROUP
REGISTRY
INSTITUTIONAL CAPABILITY BUILDING PROGRAMS
REGISTRY
Basic Institutional Capability Building Interventions
Trainors Training (NC1 to NC4)
Skills Training for Entre-preneur Development
Skills Training for Technology Development
Cost-Effective Training in Occupational Trades
Value Development
TVET Manpower Planning
Competency Standards Development
Competency Assessment Instrument Development
Curriculum Development
Training Center Adminis-tration and Management
Hilario P. Martinez 37
CERTIFIED MANPOWER REGISTRY
TVET PROVIDERS REGISTRY
TRAINING PROGRAMS REGISTRY
CURRICULUM DEVELOPERS
REGISTRY
ASSESSORS REGISTRY
The TVET Database of TESDA
Hilario P. Martinez 38
TRAINORS REGISTRY
Summary of Enabling Inputs and Activities
Hilario P. Martinez 39
Profile/ Demography
Formulation of Guidelines & Standards for Providers & LGUs
PESTLE & TVET-specific data
NDP & NEP parameters
Research, data gathering, analysis, validation & Consultation
Formulation/ Updating of NTESDP Quantitative & Qualitative Measures
Certification & Accreditation Program
Accreditation of Industry Groups, LGUs, et al
Competency Standards Development by Industry
Competency Assessment by Industry
Performance Reports
Needs Analysis
Development /Updating of Capability Building Programs
Data Processing
Research and Development
Legend:
Enabling Input
Enabling Activities
A Network of Agency Outputs Based on Mandate-drawn Processes
Hilario P. Martinez 40
TESDA’s Training function devolved
to LGUs
TESDA Development
Fund
Effective and Efficient
Delivery System
Comprehensive Development Plan for
Middle-Level Manpower
Institutional Capability
Building Programs
Industry Boards with Institutional
Arrangements
Annual Skills Olympics
pro
vides fo
r
requ
ires
forms part of
Network of Skills Development
Centers
stre
ng
then
s
prepares for
rationalizes
participates in
Scholarship Allocation and
Funding System
defines
establishes
facilita
tes
establishes
inp
uts to
benefits
augments
Incentive Schemes
motivates
National Occupational
Skills Standards
sta
nd
ard
izes
pro
du
ces
Quality-Assured TVET
Providers
promotes
compared with the Quantitative & Qualitative measures of the Plan START
After these references, rationale and analysis, particularly in relation to Sections 20, 22 and 29 . . .
Are graduates of TESDA and non-
TESDA skills training schools and centers a major final/direct output of TESDA?
Is TESDA legally authorized to
directly conduct trade skills
testing(competency assessment) using
its own employees?
Are certified assessed workers and graduates of
skills training courses a major
final/direct output of TESDA?
Hilario P. Martinez 41
Hilario P. Martinez 42
Because it failed to assume the higher role of a TVET Orchestrator and Enabler
* NMYC – National Manpower & Youth Council, predecessor of TESDA
Hilario P. Martinez 43
TVET-enabled
LGUs C
apab
ility
B
uild
ing
Pro
gram
s
Special Projects for TESDA
Hilario P. Martinez 44
MASSIVE CAPABILITY BUILDING OF L.G.Us FOR TVET REVIVING
INDUSTRY BOARDS
FOR TVET
To be relevant to the National Employment Plan and ultimately, the
National Development Plan …
Ho
w m
any Local Government
Units
Training Institutions per region
Business Enterprises per Industry Sector
… should be T.V.E.T.
Oriented?
Capable?
Enabled?
Hilario P. Martinez 45
S H O R T T E R M M E D I U M T E R M
L O N G T E R M In t
he
More Specifically … H
ow
man
y Local Government Units
Training Institutions
Business Enterprises
Hilario P. Martinez 46
NC1 level to
NC2 level manpower
NC2 level to
NC3 level manpower
NC3 level to
NC4 level workforce
NC – National Competency
The Final Measure!
Hilario P. Martinez 47