FOREWORD

The Technical Education and Skills Development Authority (TESDA),

through technical vocational education and training (TVET), has made the
country’s human resources more productive and responsive to the demands
and vicissitudes of global competition. As the authority in the field of skills
development, our training institutions, and our industries and their workers,
look up to it for the policies, guidance and appropriate standards necessary to
achieve acceptable, productive, and successful results.

The first edition of the TESDA’s “Manual of Policies and Guidelines on

the Establishment and Operation of Public and Private TVET Institutions” thus
constitutes a major milestone in the effort to make our TVET system more
efficient and relevant.

This maiden edition of the Manual highlights major TVET reforms,

particularly the Unified TVET Program Registration and Accreditation System
(UTPRAS), the TESDA Occupation Qualification and Certification System
(TOQCS), the Quality Assured Philippine Technical Education and Skills
Development (TESD) System, and the Philippine TVET Quality Awards.

We expect these reforms to contribute to the efforts of Department of

Labor and Employment (DOLE) – to which the TESDA is attached – in
boosting employability and in lessening the vulnerabilities of our workers.
These reforms are firmly grounded on the TESDA’s central mandate on which
the emergence of quality Filipino human resources and the attainment of the
nation’s goals and priorities are highly dependent.

With this Manual, we expect smoother and more progressive days

ahead.

PATRICIA A. STO. TOMAS

Secretary, Department of Labor
and Employment
Chair, TESDA Board

i
 PREFACE

The Manual of Policies and Guidelines on the Establishment and

Operation of Public and Private TVET Institutions is a compendium of
pertinent educational laws, implementing rules and regulations. It is a source
of information for TVET School Administrators, TESDA Regional/Provincial
Directors, and a ready reference guide for educators, researchers, and other
stakeholders of technical-vocational education and training (TVET).

TESDA exercises its mandate through its supervisory, regulatory, and

developmental functions over public and private TVET schools. Through this
Manual, TESDA hopes to effectively exercise the above functions and
endeavors to create the right environment that will enable TVET institutions to
produce quality graduates with appropriate competencies, work attitudes and
values.

Through the Manual, TESDA prescribes relevant policies and minimum

criteria with respect to curricula, teachers’ qualification, physical plant and
facilities, and administrative or management viability.

This First Edition of the Manual hopes to serve as the ready reference
to provide sound policy direction and quality governance among TVET
institutions to create the right environment necessary to ensure an efficient
and effective TVET management.

Our thanks and gratitude go to the Philippine Association of Private

Technical Institution (PAPTI) for providing consultancy services from the
Manual’s development to its printing, a series of activities which lasted for
almost three years.

LUCITA S. LAZO
Director General
Technical Education and
Skills Development
Authority

ii
 MESSAGE

As the manager of the country’s technical vocational education

and training (TVET) system, TESDA has begun the challenging
journey towards a quality-assured TVET system.

To achieve this goal, TESDA is now focusing on three areas namely:

1) quality of TVET providers; 2) quality of TVET graduates, and 3) quality of
management of the entire TVET sector.

As an initial step, TESDA through the Office of Formal TVET has taken
the initiative to develop the Manual of Policies and Guidelines on the
Establishment and Operation of Public and Private TVET Institutions to
provide uniform policies/guidelines for the operation of TVET Institutions and
to serve as handy reference for all TVET stakeholders.

As this is just the First Edition, the Manual is yet far from being perfect.
As we go along, we expect to receive valuable comments and suggestions
from you – all TVET stakeholders – that will contribute to its improvement.

On behalf of the TVET Committee of the TESDA Board, I would like to

extend the Committee’s heartfelt thanks and appreciation to the pioneering
efforts of the Philippine Association of Private Technical Institutions (PAPTI)
and other TVET stakeholders who contributed unselfishly to the development
of this Manual.

DR. TERESITA U. QUIRINO

Chairperson, TVET Committee of the Board

iii
MANUAL OF POLICIES AND GUIDELINES
On the Establishment and Operation of
Public and Private
Technical-Vocational Education and
Training (TVET) Institutions
First Edition, 2001

Technical Education and Skills Development Authority

East Service Road, South Superhighway, Taguig, Metro Manila

1
 TABLE OF CONTENTS

Page
Foreword i
Preface ii
Message iii
MANUAL OF POLICIES AND GUIDELINES ON THE 10
ESTABLISHMENT AND OPERATION OF PUBLIC AND
PRIVATE TVET INSTITUTIONS

CHAPTER I
GENERAL PROVISIONS

Section 1. Title 11
Section 2. Coverage 11
Section 3. Minimum Requirements or Standards 11
Section 4. Definition of Terms 11

CHAPTER II
THE TECHNICAL VOCATIONAL
EDUCATION AND TRAINING (TVET) SYSTEM

Article I Guiding Principles

Section 5. Nature of TVET System
16
Section 6. Policy
16
Section 7. Administration of TVET System
16
Section 8. The TVET Stakeholders
16
Section. 9. The National Technical Education and
Skills Development Plan
17
Article II Formal Technical-Vocational
Education and Training System

Section 10. The Nature of Formal TVET 17

Section 11. Levels of Formal Education 17
Section 12. Administration of Formal TVET 18
Section 13. Objectives of the Formal TVET 18
Article III Non-Formal Technical-Vocational
Education and Training System

Section 14. The Nature of Non-Formal TVET 19

Section 15. Administration of Non-Formal TVET 20
Section 16. Objectives of the Non-Formal TVET 20

Article IV. Organization of TESDA

Section 17. Organization 21

Section 18. Composition of the TESDA Board 21

2
Section 19. The Director General 21
Section 20. Offices of the 21
TESDA Secretariat
Section 21. Regional TESDA
Offices 22
Section 22. Provincial TESDA
Offices 22
Section 23. Regional and Local
TESD Committees 23

Article V. Supervision and Regulation of

Public and Private TVET Institutions

Section 24. Policy 23

Section 25. Articles of Incorporation and By-
Laws 23
Section 26. Establishment and Registration
Distinguished 23
Section 27. The Unified TVET Program
Registration and Accreditation
System (UTPRAS) 23
Section 28. Minimum Requirements for
Registration 25
Section 29. Authority to Operate 26
Section 30 . Registration Process 27
Section 31 . The Certificate of Registration 28
Section 32 . Validity of the Certificate of
Registration 29
Section 33 . Effects of the Certificate of
Registration 29
Section 34 . Revocation/Withdrawal of Certificate
of Registration 29
Section 35. School Advertisement 30
Section 36. Punishable Violations 31
Section 37. Dissolution of a School/Training 31
Institution
Article VI. Voluntary Accreditation

Section 38. Policy

31
Section 39. Certifying Agency
31
Section 40. Levels of Accreditation and Quality
32
Awards
Section 41. Eligibility for Voluntary
32
Accreditation
Section 42. Benefits of Accreditation
33
Section 43. Recognition of Private Voluntary Accrediting
33
Association
Section 44. Accreditation Agency 33
Section 45 . Authority to Graduate without
TESDA’s Approval 34
Section 46. Revocation/ Withdrawal of 34
Accreditation
3
 Article VII. Programs and Projects

Section 47. Policy 35

Section 48. Curricular Programs 35
Section 49. Course Offerings 36
Section 50. Competency-Based Education (CBE) or
Competency-Based Technical Education and Skills Development 36
(CBTESD)
Section 51. The Dual Training System 39
Section 52. Apprenticeship Programs 40
Section 53. The TOQCS 40
Section 54. Entrepreneurship Programs 41
Section 55. Income Generating Projects 42
Section 56. Linkages and Community Services 43
Section 57. Research and Development 43
Programs

CHAPTER III.
TECHNICAL VOCATIONAL EDUCATION
AND TRAINING ( TVET) INSTITUTIONS
Article VIII Establishment of TVET Schools

Section 58. Establishment of Private TVET Schools 44

Section 59. Establishment of Private TVET 44
School Branches
Section 60. Establishment of a Foreign TVET School 45

Article IX. Conversion of Schools into TESDA-

Supervised Institutions

Section 61. Policy 45

Section 62. Conversion Procedure 46
Section 63. Implementing Guidelines and
Minimum Standards 48

Article X. Internal Organization of Private TVET

Schools

Section 64. Governing Body 48

Section 65. Qualifications and Functions of the
School Head 49
Section 66. Qualifications and Functions of the
Administrator 49
Section 67. Qualifications and Functions of the
Department Head 49
Section 68. Qualifications and Functions of the Registrar 49

Article XI. Faculty and Personnel of Private TVET

Schools/Institutions

Section 69. Minimum Faculty Qualifications 50

Section 70. Full-time and Part-time Faculty 51

4
Section 71. Faculty Assignment in Private TVET
Institution 52
Section 72. Faculty Classification and Ranking 52
Section 73. Conditions of Employment 53
Section 74. Compensation 53
Section 75. Employment Contract 53
Section 76. Probationary Period 53
Section 77. Regular or Permanent Status 53
Section 78. Causes of Terminating Employment 53
Section 79. Suspension 54
Section 80. Labor Organizations 54
Section 81. Faculty and Staff Development 54

Article XII. Faculty and Personnel of Public TVET

Schools/Institutions
Section 82. Policy 55
Section 83. Recruitment and Selection 55
Section 84. Appointment 56
Section 85. Promotion 57
Section 86. Transfer 58
Section 87. Benefits 59
Section 88. Insurance 61
Section 89. Loans 61
Section 90. Teaching Load 61
Section 91. Terms of Office 61
Section 92. Teaching Hours 61
Section 93. Additional Compensation 62
Section 94. Criteria for Salaries 62
Section 95. Salary Scale 62
Section 96. Equality in Salary Scales 63
Section 97. Compensation and Position
Classification 63
Section 98. Dismissal/ Suspension 64

Article XIII. School Administrative Matters

Section 99. School Calendar
64
Section 100 Enrollment and Class Size
65
Section 101. Submission of Enrollment List
66
Section 102. Suspension of Classes During
66
Calamities
66
Section 103. Tuition Fee
66
Section 104. Refund of Tuition and Other School
Fees
66
Section 105. Protection of Intellectual Property
67
Section 106. Hazing and other forms of Initiation
67
Section 107. School Uniform
67
Section 108. Grievance Machinery
67
Section 109. Administrative Charges
67

5
Article XIV. Physical Site and School Facilities

Section 110. School Sites and Building

68
Section 111. Classroom
71
Section 112. Laboratory and Shop
71
Section 113. Instructional Tools, Equipment,
Supplies and Materials
72
Section 114. Audio-Visual Facilities and
72
Materials
Section 115. TVET School/ Institution Library
72
Section 116. TVET School/ Institution Library
Standards
72
Section 117. Library Development
Program
73
Section 118 Instructional Materials Selection Criteria
Section 119 School Facilities Maintenance and
73
Development Program
Section 120. Offices and Staff Rooms
73
Section 121. Assembly and Athletic Facilities
74
Section 122. Building Services
74
74
Article XV. Student Admission
Section 123. Admission Requirement for the
Post- Secondary Level 75
Section 124. Rules of Registration 75
Section 125. Admission Credentials 76

Article XVI. Student Record

Section 126.
Content of Student Record 77
Section 127.
Request for School Records 77
Section 128.
Release of Records 77
Section 129.
Transfer of Student and Transfer
Credentials 77
Section 130. Withholding of Credentials 77

Article XVII. School Discipline

Section 131. Authority to Maintain School

Discipline 78
Section 132. Authority to Promulgate
Disciplinary Rules 78
Section 133. Imposition of Disciplinary Action 78
Section 134. Filing of Administrative Action 78
Section 135. Categories of Administrative 78
Penalties

6
Article XVIII. Student Development

Section 136. Attendance

79
Section 137. Right to Enroll Until Graduation
79
Section 138. Subject Load and Sequence
79
Section 139. Excess Load for Graduating Students
80
Section 140. Grading and Promotion System
80
Section 141. Benefits, Privileges, and Rights
81
Section 142. Campus Organizations
81
Article XIX. Student Services/Auxiliary Services
Section 143. Scholarships 81
Section 144. Career Placement and Industrial
82
Coordination
Section 145. Guidance and Counseling
82
Section 146. Medical-Dental Services
83
Section 147. Training Cum-Production Support
83
Services
Section 148. Food Services
83
Section 149. School Papers and Publications
84
Section 150.. Bulletin Board
84
Section 151.. Dormitory/Housing Facilities
84
Section 152. Special Order
84
Article XX. Graduation

Section 153.. Graduation Honors 85

CHAPTER IV. SCHOOL FINANCE AND ASSISTANCE

Article XXI. Private TVET School Finance

Section 154.. Policy 85

Section 155. Funding 85

Article XXII. Public TVET School Finance

Section 156. Sources of Funds 86

Section 157. Release of Capital/Equipment Outlay 87
Section 158. Check Reconciliation 87
Section 159. Petty Cash 87
Section 160. Internal Control 88
Section 161. Financial Reports 88
Section 162. Remittances 88
Section 163. Uses of Savings 88
Section 164. Procurement Program 89
Section 165. Procurement of Supplies and 89
Materials
Section 166. Acquisition of Supplies and Materials 90
Section 167. Issuance of Supplies 91
Section 168. Canvass 91
Section 169. Bidding 92
Section 170. Negotiated Contract 92
7
 Section 171. Property Relief 92

CHAPTER V. MEMBERSHIP IN PROFESSIONAL

ORGANIZATIONS

Section 172. Policy 93

Section 173. Public and Private TVET
Professional Organizations 93

CHAPTER VI. MISCELLANEOUS PROVISIONS

Section 174. Due Process 94

Section 175. Applications of Sanction Against TVET Schools 94
or Institutions
Section 176. Separability Clause 94
Section 177. Repealing Clause 94
Section 178. Effectivity 94

CHAPTER VII . APPENDICES

A. TESDA Board Resolution No. ____, Adopting and approving the Manual of
Policies and Guidelines on the Establishment and Operation of Public and
Private TVET Institutions
B. Republic Act 7796: TESDA Law and its Implementing Regulations
C. Rules & Regulations Implementing the TESDA Act of 1994
D. Batas Pambasa Blg. 232, The Educational Act of 1982
E. Republic Act 7686, To Strengthen Manpower Education and Training in the
Philippines
F. Republic Act 7798, Amending Section 25 of Education Act
G. Republic Act 7797 An Act to Lengthen the School Calendar
H. Republic Act 6728, An Act Providing Government Assistance to Students
and Teachers in Private Education.
I. TESDA Board Resolution No. 98-01, Installing a Quality Assured Technical
J. TESDA Board Resolution No. 98-02, Establishing the TESDA Occupation
Qualification and Certification System, and Implementing Guidelines

K. TESDA Board Resolution No. 98-03, Establishment of a Unified TVET

Program Registration and Accreditation System, and Implementing Guidelines
L. TESDA Board Resolution No. 98-04, Establishment of the Philippine TVET
Quality Awards, and Implementing Guidelines
M. TESDA Order 154, s 1997, Implementation of Competency-Based
Education (CBTESD), as training modality in all TVET institutions.
N. Administrative Order No. 180 - Increasing the Number of the Members of
the Board of TESDA under RA 7796
O. Republic Act No. 8049 - An Act Regulating Hazing and Other Forms of
Initiation Rites in Fraternities, Sororities and Organizations and Providing
Penalties Therefor
P. Act No. 2706 ( As amended by Act No. 3075)
Q. Act No. 3075 - An Act to Amend Section 4 and Add a New Section to Act
Numbered 27 and 6 Entitled "An Act Making the Inspection and Recognition of
Private Schools and Colleges Obligatory For the Secretary of Public Instruction
and For Other Purposes
R. Commonwealth Act No. 180 - An Act to Amend Sections 1, 2, 3. 5. 6 & 12
of Act Numbered 27 and 6 as Amended by Act Numbered Thirty Hundred and
8
seventy-five: TO Repeal Sec. 17 of Act Numbered Four Thousand and Seven,
known as "The Reorganization Law of Nineteen Hundred and thirty-two, and to
establish the Office of Private Education to be Headed by the Director of Private
Education.
S. Republic Act No. 8545 - "An Act Amending RA No. 6728 Other Known as
"An Act Providing Government Assistance to Students and Teachers in
Private Education and Appropriating Funds Therefore Establishing a Fund
for the Subsidizing Salaries of Private School Teachers, and Appropriating
Funds Therefore
T. Republic Act No. 7079 - An Act Providing For the Development and
Promotion of Campus Journalism and For Other Purposes
U. Republic Act No. 5447 - An Act Creating a Special Education Fund to be
Constituted From the Proceeds of an Additional Real Property Tax and a
Certain Portion of Taxes on Virginia-TypeCigarettes and Duties on
Imported leaf Tobacco, Defining the Activities to be Financed, Creating
School Boards For the Purpose, and Appropriating Funds Therefor
V. Republic Act. No. 4670 - The Magna Carta for Public School Teachers
W. DOLE-DECS-CHED-TESDA Order No. 01, Series of 1996 - Guidelines on
Status of Employment of Teachers and of Academic Personnel in Private
Educational Institutions
X. DOLE Policy Instructions No. 11
Y. DOLE-DECS-CHED-TESDA Order No. 02, Series of 1996 - Guidelines of
Comparison for Overload and Overtime in Private Educational Institutions
Z. DOLE Memorandum Circular No. 2
Z1. TESDA Resolution No. 98-10 - Approving the General Guidelines on the
Regulation of Increase in Tuition Fees in all Technical-Vocational Programs
Offered by Private Post-Secondary TVET Institutions
Z2. TESDA Circular No. 32, Series of 1998 - General Guidelines on the
Regulation of Increases in Tuition Fees
Z3. DOLE Explanatory Bulletin on the Inclusion of Teachers' Overload Pay
in 13th Month Day Determination
Z4. Administrative Order 384 - Amending Administrative Order No. 180,
Series of 1995, Increasing the Members of the Board of TESDA under RA 7796
Z5. Administrative Order No. 384 - Amending Administrative Order No. 180,
Series of 1995, Increasing the Members of the Board of the Technical Education
and Skills Development Authority Under RA No. 7796.

9
 MANUAL OF POLICIES AND GUIDELINES
On the Establishment and Operation of
PUBLIC AND PRIVATE TVET INSTITUTIONS

This first edition of the Manual of Policies

and Guidelines on the Establishment and
Operation of Public and Private Technical-
Vocational Education and Training (TVET)
Institutions is hereby issued by the
Technical Education and Skills
Development Authority (TESDA), pursuant
to the pertinent provisions of the 1987
Constitution, Act No. 2706 as amended by
Act No. 3075, Commonwealth Act No. 180,
Batas Pambansa Blg. 232, Republic Act No.
7796, otherwise known as TESDA Law of
1994, the 1992 Manual of Regulations for
Private Schools, other applicable laws,
policies, and rules and regulations.

10
 CHAPTER I
GENERAL PROVISIONS

Section 1. Title. This Manual shall be known as the Manual of Policies

and Guidelines on the Establishment and Operation of Public and Private
Technical-Vocational Education and Training (TVET) Institutions-First Edition.

Section 2. Coverage. This Manual shall apply to all public and private
institutions offering post-secondary technical-vocational education and training
programs, including non-formal, informal, and special skills training, except as
otherwise provided herein.

Section 3. Minimum Requirements or Standards. The standards or

requirements provided for in this Manual are the minimum required for the
issuance of a Certificate of Registration or an authority to establish and operate a
technical-vocational education school or institution. In accordance with the
policy of the State to provide quality education at all levels, the Authority shall
prescribe and establish policies and minimum standards with respect to curricular
program, teaching staff qualification, physical site and facilities, administrative
or management viability, and the like, which shall be complied with by all public
and private TVET institutions.

Section 4. Definition of Terms. Except as otherwise provided, the terms

below shall be understood to mean as follows:

1. “The Government” means the Government of the Republic of the

Philippines.

2. “The Authority” refers to the Technical Education and Skills

Development Authority or TESDA.

3. “The TESDA Board” refers to the collegial body that serves as the
governing body of the Technical Education and Skills Development
Authority.

4. “TESDA Secretariat” refers to the executive arm of the Technical

Education and Skills Development Authority.

5. “The Director General” refers to the chief executive officer of the

TESDA Secretariat, who is also a member of the TESDA Board.

6. “TESDA Regional Offices” refers to any of the regional offices

providing effective supervision, coordination and integration of

11
technical education and skills development programs, projects and related
activities in their respective regional jurisdiction.

7. “TESDA Provincial Offices” refers to any of the provincial offices

of the Authority that undertake supervision, coordination,
integration and monitoring of TVET institutions and programs
within their localities.

8. “Technical Education and Skills Development Committees” refers

to the Regional and Provincial Technical Education and Skills
Development Committees established by the Authority at the
regional and local levels to coordinate and monitor the delivery of
all skills development activities by the public and private sectors.

9. “TVET School” means a technical-vocational education and

training institution, public or private, undertaking educational
operations with an organized group of students pursuing defined
studies at defined levels, receiving instructions from teachers,
usually located in a building or groups of buildings in a particular
site specifically intended for educational purposes.

10. “Community-Based Training” refers to a training program on

technical knowledge and skills proficiency undertaken by
government, LGU, non-government agencies, or by public or
private TVET institutions directed towards the attainment of
specific learning objectives for a specific clientele, outside the
regular offerings of the formal school system.

11. “Enterprise-Based Training” refers to job related and short

duration in-plant basic or upgrading skills training programs
conducted by business-industries to enhance workers’
effectiveness and efficiency and operational productivity.

12. “TVET Program” refers to a specific course of study in post-

secondary or lower tertiary level of education, leading to either a
certificate or diploma for a particular middle-level occupation. A
TVET program or course of study shall be distinguished from
major fields, the latter representing various fields of concentration
within a TVET program, but with the same common core
curriculum.

13. “Technical Education” shall refer to the education process designed

at post-secondary and lower tertiary levels, aimed at preparing
technicians, para-professionals and other categories of middle-
level workers by providing them with a broad range of general

12
 education, theoretical, scientific and technological studies, and
related job skills training.

14. “Skills 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 qualification for a
range of jobs in a given occupational area.

15. “Policies, minimum requirements or standards” refers to the

standards, guidelines or Training Regulations issued or prescribed
by the Authority which are normally considered minimum in
terms of the operation of TVET programs and the activities, and
management of the affairs of TVET institutions.

16. “School Policies and Rules” means the internal governance system
of each school, including its own prescribed standards, as defined
and approved by its governing body in accordance with law, and
the applicable policies and rules of the Authority.

17. “TVET Stakeholders” refers to the sectors who are directly

participants in and immediate beneficiaries of a trained skilled
workforce, in providing technical education and skills
development opportunities. Particularly, the sectors referred to
are: business-industry, students, TESDA (government), technical-
vocational education and training schools or institutions, the
employers, and the labor sector.

18. “Members of the TVET School Community” refers to the general

membership of every public and private TVET school established
in accordance with law and duly authorized by the Authority to
operate certain TVET programs. The term includes, either singly
or collectively, the following:

(a) “Student” means any person who is regularly enrolled and

engaged in formal TVET studies and attends classes at the
post-secondary or lower tertiary levels.

(b) “Trainees” shall mean persons who are participants in a

vocational, administrative or technical training program for
acquiring and developing job-related skills.

(c) “TVET School Personnel” means the persons, singly or

collectively, working in a public or private TVET school.
They are generically classified as follows:

13
 1) “School Head” refers to the chief executive officer of
a public or private TVET School.

2) “Other School Officials” include other school officers,

including teachers who are duly appointed to and
occupying supervisory positions of responsibility
involved in policy implementation.

3) “Academic-Technical Personnel” includes all school

personnel who are formally engaged in actual teaching
service or in research assignments, either on full-time
or part-time basis, as well as those who possess certain
prescribed technical education and skills development
functions directly supportive of teaching, such as
registrars, librarians, guidance counselors, industrial
and job placement coordinators, and other similar
persons. They include school officials responsible for
technical education and skills development matters.

4) “Non-Academic Technical Personnel” means school

personnel usually engaged in administrative functions
that are not covered under the definition of Academic
Personnel. They may include school officials.

19. “Formal Education” refers to the hierarchically structured and

chronologically graded learning organized and provided by the
formal school system and for which certification is required for
the learner to progress through the grades or move to higher
levels. Formal education shall correspond to the following levels:
elementary education; secondary education; post-secondary or
lower tertiary education, and higher education.

20. “Formal Technical-Vocational Education and Training” refers to

the systematic and deliberate educative processes at the post-
secondary or lower tertiary educational levels, consistent with
formal school system and the study of technologies and related
sciences and the acquisition of practical skills and knowledge
relating to occupations in various sectors of economic and social
life.

21. “Non-Formal Technical-Vocational Education and Training” shall

refer to any organized program of instruction on technical
knowledge and skills proficiency undertaken by the Authority or
by other agencies, including private schools and community-based
skills training, aimed at attaining specific learning objectives for a

14
 particular clientele, outside of the regular offerings of the formal
school system.

22. “Technical-Vocational Education” shall refer to any program at the

post-secondary educational level oriented towards skills
proficiency leading to certificates or diploma in preparation for a
particular occupation or group of middle-level occupations. Short-
term programs of instruction, including the acquisition of
technical knowledge and skills lasting less than a school year, are
generally considered as technical-vocational educational activities,
irrespective of the training provider in which such programs are
offered.

23. “Unified TVET Program Registration and Accreditation System

(UTPRAS)” refers to the reformative system established and
administered by the Authority for accrediting, coordinating,
integrating, monitoring and evaluating formal and non-formal
TVET programs in both public and private TVET institutions.

24. “Certificate of TVET Program Registration” refers to the document

issued by the Authority to a concerned institution that has
complied with the registration requirements and complied with the
minimum requirements or standards prescribed by the Authority.

25. “TESDA Occupational Qualification and Certification System

(TOQCS)”refers to the national system of skills standardization,
assessment and certification established and administered by the
Authority.

26. “Accreditation” means the process leading to the issuance of a

certificate of accredited status attesting to the quality or standards
of a public or private TVET school or to any of its TVET
programs or courses and to the effectiveness of the management
and operations of the TVET school offering the program as
exceeding the minimum standards or criteria prescribed by the
Authority as provided for in this Manual. Accreditation shall be
voluntary in nature.

27. “Course” organized subject matter in which instructions is offered

within a period of time, and for which credit toward graduation or
certification is usually given.

28. “Curriculum” (1) a systematic group of courses or sequences of

subjects required for graduation or certification in a major field of
study; (2) a general overall plan of the content or specific
materials of instruction that the school should offer the student by

15
 way of qualifying him for graduation or certification of entrance
into a professional or vocational field; (3) a body of prescribed
educational experience under school supervision, designed to
provide an individual with the best possible training and
experience to fit him for a trade or profession.

29. “Training Regulation” is the document that serves as basis for

curriculum and instructional materials development. The
document consists of competency profiles and standards of
occupation determined by industry experts.

CHAPTER II

THE TECHNICAL VOCATIONAL EDUCATION AND

TRAINING (TVET) SYSTEM
Article I. Guiding Principles
Section 5. Nature of TVET System. The Constitution mandates that the
State shall establish, maintain and support a complete, adequate, and integrated
system of education relevant to the needs of the people and society. Towards that
goal, all educational institutions are mandated to inculcate patriotism and
nationalism, foster love of humanity, respect for human rights, appreciation of
the role of national heroes in the historical development of the country, teach the
rights and duties of citizenship, strengthen ethical and spiritual values, develop
moral character and personal discipline, encourage critical and creative thinking,
broaden scientific and technological knowledge, and promote vocational
efficiency.

The States recognizes the complementary roles of public and private

institutions in the educational system and shall exercise reasonable supervision
and regulation of all educational institutions.

Section 6. Policy. It is the declared policy of the State 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 7. Administration of TVET System. The administration of the

technical-vocational education and training system and the reasonable
supervision and regulation of all technical-vocational education and training
schools and/or institutions shall be vested in the Authority without prejudice,
however, to the charter of any state university or college.

Section 8. The TVET Stakeholders. The State shall encourage the active
participation of various concerned sectors, particularly private enterprises, being
direct participants in and immediate beneficiaries of a trained and skilled
16
workforce, in providing technical education and skills development opportunities. The
stakeholders in the development of the technical vocational education and training consist of
industry, students, TESDA and the TVET sector, employers, and the labor sector.

Section 9. The National Technical Education and Skills Development

Plan. The Authority is mandated to formulate a comprehensive development plan
for middle-level manpower based on a national employment plan or policies for
the optimum allocation, development and utilization of skilled workers for
employment, entrepreneurship and technology development for economic and
social growth to be known as the National Technical Education and Skills
Development Plan. Upon approval by the President of the Philippines, it shall be
the plan for technical education and skills development for the entire country
within the framework of the National Economic Development Plan.

The comprehensive plan shall provide for a reformed industry-based

training program including apprenticeship, dual training system and other similar
schemes intended to: a) provide maximum protection and welfare to the worker-
trainee; b) improve the quality and relevance and social accountability of
technical education and skills development; c) accelerate the employment-
generation efforts of the government, and d) expand the range of opportunities
for upward social mobility of the school-going population beyond the traditional
higher levels of formal education.

Article II. Formal TVET System

Section 10. The Nature of Formal TVET. The State recognizes that
formal education, or the school system, is society’s primary learning system, and
therefore the main instrument for the achievement of the country’s education
goals and objectives. Formal education refers to the systematic and deliberate
process of hierarchically structured and sequenced learning corresponding to the
general concept of elementary, secondary and tertiary level schooling. At the end
of each level, the learner is given a certification in order to advance to the next
level.

Section 11. Levels of Formal Education. Formal education shall

correspond to the following levels:

a. The first level or elementary education involves compulsory, formal

education primarily concerned with providing basic education,
and usually corresponds to a traditional six-year term.

b. The second level or secondary education is concerned primarily with

continuing basic education of the elementary level.

17
 c. The post-secondary technical-vocational education is primarily
concerned with 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.

d. The third level or higher education involves post secondary schooling

leading to a degree in a specific profession or discipline, such as
prescribed courses of study credited towards bachelor, masters and
doctoral degrees.

Section 12. Administration of Formal TVET. The Authority is

mandated, through the Office of the Formal Technical Vocational Education and
Training, to establish and maintain an effective and efficient administration of the
technical-vocational education and training programs, except as otherwise
provided herein. In the exercise of reasonable supervision and regulation of all
technical-vocational education and training institutions the Authority shall:

1) provide policies, measures and guidelines for effective and

efficient administration of formal technical-vocational education
and training programs implemented by various institutions in the
country;

2) establish and maintain a system for accrediting, coordinating,

integrating, monitoring and evaluating the different formal
technical-vocational education and training programs vis-à-vis the
approved National Technical Education and Skills Development
Plan (NTESDP);

3) establish and maintain a network of institutions engaged in

institutionalized technical-vocational education and training,
particularly with local government units; and

4) perform such other duties and functions as may be authorized.

Section 13. Objectives of the Formal TVET. The formal technical-

vocational education and training shall have the following objectives:

a. 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

18
 responsive to and in accordance with Philippine development
goals and priorities.

b. To promote and strengthen the quality of technical education

and skills development programs to attain international
competitiveness.

c. To provide a general education program that will assist each

individual to develop his potential as human being, enhance
the quality of citizen participation in the basic functions of
society, and promote in each student a sense of national unity,
cultural consciousness, moral integrity and spiritual vigor.

d. To train the nation’s middle-level manpower in the required

skills for national development, and to instill and foster the
appropriate and relevant knowledge, skills and attitudes to
enable each individual to become a useful, productive and
gainfully employed member of society.

e. To focus technical education and skills development on

meeting the changing demands for quality middle-level
manpower.

f. To advance the frontiers of knowledge and skills through

research work, and apply the technology gained for improving
the quality of human life and responding effectively to the
changing societal needs and conditions.

g. To recognize and encourage the complementary roles of

public and private institutions in technical education and skills
development and training systems.

h. To inculcate desirable values through the development of

moral character with emphasis on work ethic, self-discipline,
self-reliance and nationalism.

Article III. Non-Formal TVET

System

Section 14. The Nature of Non-Formal TVET. The constitution

mandates that the State shall encourage non-formal, informal, and indigenous
learning systems, as well as self-learning, independent, and out-of-school study
programs, particularly those that respond to community needs and provide adult

19
citizens, the disabled, and the out-of-school youth with training in civics,
vocational efficiency and other skills.

Non-formal technical vocational education and training shall refer to any

organized program of instruction on technical knowledge and skills proficiency
undertaken by the Authority or by other agencies, including private schools and
community-based skills training, aimed at attaining specific learning objectives
for a particular clientele, especially the adult citizens, the disabled, and the out-
of-the-school youth, outside of the regular offerings of the formal school system.
To implement this mandate, the Authority shall provide direction, policies and
guidelines for effective implementation of non-formal technical vocational
education and training.

Section 15. Administration of Non-Formal TVET. The Authority,

through the Office of Non-Formal Technical-Vocational Education and Training,
is mandated to provide effective implementation of non-formal technical
vocational education and training programs. In the supervision and management
of non-formal technical-vocational education and training programs, the
Authority shall:

a. provide direction, policies and guidelines for effective

implementation of non-formal technical vocational education
and training;

b. accredit, coordinate, monitor and evaluate various non-formal

technical-vocational education and training programs
implemented by various institutions particularly, by local
government units;

c. establish and maintain a network of institutions including local

government units, non-government organizations
implementing non-formal, community-based technical-
vocational education and training; and

d. perform such other powers and functions as may be

authorized.

Section 16. Objectives of the Non-Formal TVET. Non-formal technical-

vocational education and training shall have the following objectives:

a. To provide an effective non-formal technical-vocational

education and training programs, for specific clientele,
especially to those who require differentiated techniques and
facilities for learning;

20
 b. To provide unemployed and underemployed youth and adults
with appropriate technical-vocational skills to enable them to
become more productive and effective citizens; and

c. To develop among its clientele proper values and attitudes

necessary for personal, community and national development.

Article IV. Organization of TESDA

Section 17. Organization. The organization of the Authority or TESDA

consists of the TESDA Board as its governing body, and the TESDA Secretariat
as its executive arm.

Section 18. Composition of the TESDA Board. The TESDA Board is

composed of the following:

The Secretary of Labor and Employment Chairperson

Secretary of Education, Culture and Sports Co-Chairperson
Secretary of Trade and Industry Co-Chairperson
Secretary of Agriculture Member
Secretary of Interior and Local Government Member
Secretary of Science and Technology Member
Chairman, Commission on Higher Education Member
Director General of TESDA Member
Private Sector Representatives appointed by
the President:

Four (4) Representatives from the Employer/

Industry organizations, one of whom is a
woman; Member
Six (6) Representatives from the Labor sector,
one of whom is a woman; Member
Two (2) representatives of national associations
of private technical vocational education
and training institutions, one of whom is
a woman. Member

Section 19. The Director General. The TESDA Secretariat shall be

headed by the Director General, who shall likewise be a member of the TESDA
Board, assisted by two (2) Deputy Directors General and a Chief of Services for
Administration.

Section 20. Offices of the TESDA Secretariat. The TESDA Secretariat,

in addition to the offices of the Director General, Deputy Directors General, and
Chief of Services for Administration shall be composed of the following offices
headed by an Executive Director:
21
 a. The Planning Office
b. The Skills Standards and Certification Office
c. The National Institute for Technical Vocational Education
and Training.
d. Office of Formal Technical Vocational Education and
Training
e. Office of the Non-Formal Technical Vocational Education
and Training
f. Office of Apprenticeship

Section 21. Regional TESDA Offices. The Authority is represented in all

the regions of the country by the Regional TESDA Offices which shall be headed
by a Regional Director who is responsible for the Authority’s functions
performed in the regional area under his jurisdiction.

As a rule, a school/institution shall be responsible directly to the Regional

Director of the region where the school/institution is situated.

The Regional TESDA Offices shall be under the direct control of the
Director General and shall have the following functions:

a) serve as Secretariat to Regional TESDA Committees;

b.) supervise, coordinate and integrate, through its Provincial

TESDA Offices, all technical education and skills
development programs, projects and related activities in their
respective jurisdiction;

c.) develop and recommend TESDA programs for regional and

local level implementation within the policies set by the
TESDA; and

d.) perform other duties and functions as may be authorized.

Section 22. Provincial TESDA Offices. The Authority shall establish

Provincial Offices headed by Skills Development Officers with the rank and
emolument of a Director III. These offices shall be under the direct control of the
Director General and shall have the following functions:

a) serve as Secretariat to the Provincial TESDA Committees;

b) provide technical assistance particularly to local government

units for effective supervision, coordination, integration and
monitoring of technical-vocational education and training
programs within their localities;

22
 c) review and recommend TESDA programs for implementation
within their localities; and

d) perform such other duties and functions as may be authorized.

Section 23. Regional and Local TESD Committees. The Authority shall
establish Technical Education and Skills Development Committees at the
regional and local levels to coordinate and monitor the delivery of all technical
education and skills development activities of the public and private sectors. The
Committees shall establish linkages with appropriate regional and local
development councils in order that they may likewise serve as the Technical
Education and Skills Development Committees of the said development councils.

The composition of the Technical Education and Skills Development

Committees shall be determined by the Director General subject to the guidelines
promulgated by the TESDA Board.

Article V. Supervision and

Regulation of Public and Private
TVET Institutions

Section 24. Policy. All technical-vocational education and training

schools or institutions shall be established in accordance with law and shall be
subject to reasonable supervision and regulation by the Authority. No technical-
vocational education and training school shall be established nor shall it operate
any technical-vocational education program, whether formal or non-formal,
except pursuant to law and in accordance with this Manual.

Section 25. Articles of Incorporation and By-Laws. In accordance with

the Corporation Code, except upon favorable recommendation of the Authority,
the Securities and Exchange Commission shall not accept or approve the Articles
of Incorporation and By-Laws of any prospective technical vocational education
and training school or institution.

Section 26. Establishment and Registration Distinguished. The

establishment of a technical-vocational education and training institution refers to
the creation, founding, conversion or organization of a school or an institution
resulting in its legal existence as an institution of learning. Program registration
presumes an existing school or training institution and refers to the authorization
granted by the Authority for the school or training institution to conduct
technical-vocation education and training programs or operations. Establishment
precedes registration.

Section 27. The Unified TVET Program Registration and Accreditation

System (UTPRAS). Section 8 (6) of Republic Act 7796 empowers TESDA to
establish and maintain a system of accrediting, coordinating, integrating,

23
monitoring and evaluating formal and non-formal TVET programs of both
private and public TVET institutions. In pursuit of this mandate, the Authority
adopts the Unified TVET Program Registration and Accreditation System, which
shall be tied-up with the provision of assistance and incentives to ensure quality
TVET programs.

The Unified TVET Program Registration and Accreditation System shall

provide a framework that will ensure compliance with the minimum
requirements for curricular programs, faculty and staff qualifications, physical
sites and facilities, tools, equipment, supplies and materials, and similar
requirements, prior to the issuance of government authority to conduct or
undertake technical-vocational education operations. This authorization is
granted through Registration and Accreditation. Registration is mandatory, while
accreditation is voluntary. The system shall be guided by the following basic
principles:

a.) Registration System:

The basis for granting a Registration Certificate to operate a TVET

program is compliance with minimum standards prescribed by the
Authority to promote public interest and welfare.

1. The registration system shall be anchored on the competency-

based system wherein TVET programs adopt the job titles
being prepared for and the competency or set of competencies
that are to be acquired.

2. The registration system prescribes compliance with minimum

standards provided for in training regulations promulgated by
the TESDA Board.

3. A TVET program for a particular trade area, whatever the

delivery mode, shall be registered on the basis of the same
training regulations.

4. The registration system relies on the TESDA Occupation

Qualification and Certification System (TOQCS) as its
platform and, as such, TVET programs shall be categorized on
the basis of the four qualification levels: National Certificate I
(basic [operator] competencies); National Certificate II
(intermediate [craftsman] competencies); National Certificate
III (advanced [technician] competencies); and National
License (highest [master technician] competencies).

5. Program adjustment shall be undertaken within one TOQCS

qualification level, or from one higher level to a lower one.
TVET programs that intend to develop the entire set of
24
 competencies for a particular competency level (under
TOQCS) shall be classified as “TVET program – NC I” or NC
II, as the case may be. On the other hand, TVET programs that
intend to develop a few or a number of competencies (within
one competency level in TOQCS) shall be classified as
“TVET program leading to NC I” or NC II, as the case may
be.

6. The registration and accreditation system shall be closely tied

up with the provision of technical assistance and incentives
that will encourage and enable TVET institutions to
continually upgrade the quality of training delivery.

7. The registration system shall generate a comprehensive

database of TVET institutions and TVET programs that is
essential to the effective management of the TVET sector.

b.) Accreditation System:

It is the policy of the State to encourage and assist educational
institutions that desire to surpass standards of quality over and
above the minimum requirements for registration of programs.

1. The Authority shall create and provide the environment for

quality and excellence in TVET.

2. The highest level of recognition may be achieved by a TVET

institution through accreditation as a center for TVET Program
Excellence via the Philippine TVET Quality Awards, which is
based on a self-assessment process.

3. An institution shall work its way up from the Bronze Award

for Commitment, to the Silver Award for Proficiency, to the
Gold Award for Mastery and finally to the Platinum Award for
Excellence. As such, accreditation shall not be perpetual, but
shall involve a process of continuing assessment, with the
provision of assistance and incentives consequently at every
stage.

Section 28. Minimum Requirements for Registration. In view of the

policy of the State that educational programs and/or operations shall be of good
quality, and therefore shall at least satisfy minimum standards with respect to
curricula, teaching staff, physical site and facilities, no institution established as a
TVET school or institution shall undertake operations or conduct TVET
programs or courses without prior government authorization. This authorization

25
is granted through registration of the school’s TVET programs and/or operations
as provided under this Rule.

The Authority, in the exercise of its mandate to establish and administer a

system of accreditation of both public and private institutions shall prescribe the
minimum standards aforementioned.

The documents required for TVET program registration are as follows:

1. Corporate and Administrative Papers

1.1 Board Resolution to offer the Program (private institutions only)
1.2 SEC Registration and Articles of Incorporation (private institutions
only)
1.3 Proof of building ownership and/or contract of long-term lease
1.4 Fire safety certificate

2. Curricular Requirements

2.1 Curriculum (indicating the job titles being addressed and the
competencies to be developed)
2.2 Course and Subjects Description
2.3 List of Supplies, Tools and Equipment for the Program
2.4 List of Instructional/Resource materials (i.e books,
films, video- tapes, Internet access, etc.)

3. Faculty and Personnel (with supporting documents)

3.1 List of Officials and their qualifications
3.2 List of Faculty for the Program and their qualifications
3.3 List of Non-teaching Personnel and their qualifications

4. Academic Rules
4.1 Schedule of Tuition and Other Fees
4.2 Grading System
4.3 Entrance Requirements
4.4 Rules on Attendance

5. Support Services
5.1 Health Services
5.2 Career Guidance/ Placement Services
5.3 Community Outreach Programs
5.4 Research Programs

6. Fees
6.1 Application fee prescribed by the Authority
6.2 Registration fee prescribed by the Authority

Section 29. Authority to Operate. An educational institution can

undertake TVET operation and conduct TVET programs only when so
authorized by TESDA. The authority to conduct TVET program operations is
applied for and is granted by the Authority through the registration of the TVET
program. The grant of authority to operate a TVET program consists of a single-

26
stage registration system wherein a Certificate of Registration is granted to an
applicant-school who shall satisfy the minimum standards.

Section 30. Registration Process. The grant of authority to operate a

TVET program/course involves a registration system with the following
registration process:

a.) The Chairman of the Governing Board of a duly registered

educational corporation, or its President or School Head when so
authorized by its Governing Board, shall file with the TESDA
Provincial Office, a petition under oath for the registration of
technical-vocational education program, not later than six (6)
months before the beginning of the school year for which the
proposed program is to be operated in the case of post-secondary
formal TVET programs, and not later than three (3) months prior
to the time that the program will be operated for non-formal
TVET programs.

b.) The Provincial Offices concerned shall be responsible for the

inspection and evaluation of the applicant’s compliance with the
minimum requirements with respect to curricular program,
teaching staff qualifications, physical site and facilities, tools,
equipment, supplies and materials, administrative or management
viability, within three (3) months from receipt of application. In
the evaluation and inspection process, the Provincial Office shall
engage the services of competent persons or members of the
TESDA Expert Panels. The result of the inspection and evaluation
of the Provincial Offices shall be endorsed to the Regional Offices
with the appropriate remarks and recommendations.

c.) After payment of the required application and registration fees,

endorsement of the inspection and evaluation from the Provincial
Offices, and within six months after the filing of the application,
the Regional Director shall act for the Authority on all
applications. In the event that formal written response from
TESDA is not received within the specified six (6) months period,
the application shall be deemed approved.

d.) The decision of the Authority shall be transmitted to the applicant-

school within six months after the filing of the application but not
later than one month before the school year for which operation is
sought. Any appeal, reconsideration, or program adjustment of
any application that has been disapproved may be re-processed
and re-evaluated for consideration in the same school year,
provided all requirements have been met.

27
 e.) The authority to operate a TVET program issued to a school,
through a Certificate of Registration, is valid only for a specific
TVET program and shall remain valid until revoked for cause,
except as may be otherwise provided for in this Manual.

f.) The denial of the application for registration may be appealed to

the Office of the Director-General. The decision of the Director-
General shall be final and executory.

Section 31. The Certificate of Registration. The grant of a Certificate of

Registration or authority to operate TVET programs shall be the prerogative of
the Regional Director under whose jurisdiction the school operates. Such
issuance to the concerned institution shall be effected upon the favorable
recommendation of the Provincial Offices that the applicant-school or institution
has complied with the minimum standards of the program applied for, more
particularly with respect to curricular program, faculty and personnel
qualifications, physical site and facilities, tools, equipment, supplies and
materials, administrative or management viability, and such other registration
requirements enumerated in Section 28 of this Manual. A Certificate of
Registration is granted to an applicant-school who shall satisfy the minimum
standards aforementioned.

A Certificate of Registration shall be issued on the following

circumstances:
a. A Certificate of Registration may be granted to a school
applying for a new program or course upon compliance with
the minimum standards. Applications that failed to meet the
minimum requirements shall be denied, without prejudice
however, for the re-filing of the same or the institution may
opt to adjust the curricular program to a particular level that
would fit the capability of the institution.

b. Certificates of Registration issued for programs covered by

existing training regulations shall be identified as Registration
Certificate (WTR) or with training regulations and those not
covered shall be labeled as Registration Certificate (NTR) or
no training regulations. Under no case, shall an applicant-
school or institution be allowed to operate a TVET program
without prior authorization as stipulated in this Manual.

c. Where the school or institution previously possesses a Permit

or Certificate of Recognition for a post-secondary TVET
program, the said school may be granted a Registration
Certificate, provided, that the applicant satisfies the minimum
standards for curricular program and other registration
requirements. The curriculum must be competency-based and
may be developed by the institution either through the
28
 application of the standard competency-based curriculum
development and validation processes using the DACUM
(Developing a Curriculum) approach of obtaining competency
profile and occupational standard by industry experts, or
developing a CBTESD curriculum with the use of an
appropriate training regulation promulgated by the Authority.
In any case, the developed curriculum is subject to the
approval of the Authority.

Section 32. Validity of the Certificate of Registration. The Certificate of

Registration granted to a TVET program or course of study shall remain valid
until withdrawn or revoked for cause and unless a written order shall have been
issued by the Authority.

Section 33. Effects of the Certificate of Registration. The issuance of a

Registration Certificate to an institution for a particular technical-vocational
education and training program/course of study shall have the following effects:

a. It authorizes the concerned institution to operate a particular

TVET program.

b. It entitles the institution to give the students/trainees who have

completed the program/course of study a certificate, title, or
diploma, and to secure Special Orders for its graduates.

c. It entitles graduates of registered programs/courses to all the

benefits and privileges enjoyed by graduates of similar
programs in all educational and training institutions authorized
by the government.

d. It entitles the institution to possible assistance and incentives

to upgrade its capabilities for improved program delivery.

e. It entitles the institution to undertake voluntary assessment and

eligibility for the Philippine TVET Quality Awards.

Section 34. Revocation/Withdrawal of Certificate of Registration. The

closure of any program or course of study offered by a technical vocational
education and training institution may be:

a. Voluntary, when the school for valid cause and upon its own
initiative chooses to terminate or close any of its programs or
courses offered, provided such closure is undertaken at the end
of a school term and provided further that the school remains
obliged to furnish the necessary transfer credentials and
records to the students/trainees affected by the closure;

29
 b. Involuntary, when the closure or termination is ordered by the
Authority through the revocation/withdrawal of the Certificate
of Registration previously issued for the program or course.

Any action regarding revocation/withdrawal of the Certificate of

Registration must be for a valid cause pursuant to existing laws and rules and
regulations and only after due process is observed and shall be subject to the
approval of the Regional Director who has jurisdiction of the concerned
institution. The valid causes must cite the specific instances of grave violations of
the Authority’s rules and regulations.

The educational or training institution must be informed by the Authority

in writing, of the substantial deficiencies or causes for such revocation and shall
be required to explain and/or otherwise remedy the deficiencies or violations
within a reasonable period.

Revocation shall be done only after inspection and evaluation to

determine the institution’s performance in providing efficient, quality and
relevant educational services. Revocation is done only with due process after
failure of the school or institution concerned to correct the deficiencies and/or
explain satisfactorily the violation within a reasonable period.

The Certificate of Registration may be revoked after due process if the

circumstances so warrant, for any of the following causes, without prejudice to
instituting appropriate actions and the imposition of appropriate sanctions against
the responsible school officials:

a. Fraud or deceit committed by the school in connection with

the application for program registration with the Authority.

b. Unauthorized operation of a new program or course of studies,

or major components thereof.

c. Consistent failure of graduates to qualify for national

competency certificates.

Within fifteen (15) days after receipt by the institution of the notice of
revocation from the Authority, the institution may file a motion for
reconsideration, indicating its responses to the specific adverse findings of the
Authority, which led to the revocation.

Section 35. School Advertisement. Any advertisement or announcement

referring to the program or courses of study being offered which are granted
government authority to operate without appropriate training regulations shall
include the words, “No Training Regulation (NTR) issued by the Technical
Education and Skills Development Authority.”

30
 It shall be unlawful for any school to advertise or cause the publication of
any advertisement or announcement before authorization or the registration
certificate is granted.

Section 36. Punishable Violations. The operation of technical-vocational

education and training programs or course of study, the operation of a school or
institution branch or extension, whether locally or foreign-based, the operation of
any entity presenting itself as a school or training institution when it is not legally
established as such, or the issuance of any certificate, diploma, or title by a
school or institution without prior authorization or Certificate of Registration
issued by the Authority, are hereby declared to be punishable acts subject to civil
and criminal penalties and administrative sanctions as provided for by law.

If shall be unlawful for any entity or institution to offer programs or

courses of study without prior authorization or Certificate of Registration issued
by the Authority.

Section 37. Dissolution of a School/Training Institution. The dissolution

and subsequent liquidation of a school shall conform in any case to the provisions
of the Corporation Code of the Philippines on dissolution of corporations.

Article VI. Voluntary Accreditation

Section 38. Policy. It has been declared the policy of the State to
encourage and assist educational institutions to attain high levels of quality in the
educational programs or courses of studies offered to students and the
community. For this purpose, the Authority shall encourage a system of
voluntary accreditation or self-assessment process for continuing improvement,
as an aid to its regulatory function for institutions which desire to meet standards
of quality over and above the minimum standards required for TVET program
registration. Consequently, the Authority shall (1) create and provide the
environment for quality and excellence in technical-vocational education and
training, and (2) establish and maintain a system of voluntary accreditation of the
level of achievement by a school or training institution as a center for program
excellence, according to the Philippine TVET Quality Awards.

Section 39. Certifying Agency. For purposes of granting Accreditation

Certificate, the Authority shall encourage the establishment of a federated
national associations of public and private TVET institutions as certifying
agencies, pursuant to its general or common standards, the accredited status of
schools or training institutions and their programs.

Specifically, these agencies shall be composed of registered national

association of public and private TVET institutions with Regional and Provincial
Chapters. However, this recognition shall be without prejudice to subsequent

31
inclusion of such additional accrediting agencies as may be recognized in
accordance with the guidelines to be promulgated by the Authority.

Section 40. Levels of Accreditation and Quality Awards. The Philippine

TVET Quality Awards is the highest level of recognition given to TVET
organizations/institutions that have demonstrated outstanding performance and
organizational excellence through commitment to, and application of quality
principles and practices. There shall be four levels of accreditation under the
Philippine TVET Quality Awards:

1. Bronze Badge- Commitment Level - The institution should have

demonstrated its serious commitment to the TVET-QMS as a
catalyst for improvement and as a means of promoting
competitiveness and managerial excellence. It should have planted
the seeds of quality and is working towards reaping the long-term
benefits of its efforts.

2. Silver Badge- Proficiency Level- The institution should have

demonstrated, through its commitment and implementation of
quality management principles, significant progress in building
sound and notable processes. It should have documented a solid
approach to a system-level quality management and has been
implementing plans and procedures.

3. Gold Award- Mastery Level- The institution should have

demonstrated, through its practices and achievements, superior
results clearly linked to robust management system. It should exhibit
practices from which either organization can learn and should serve
as a role model in the Philippines.

4. Platinum Award- Excellence Level- The institution should have

demonstrated management excellence by the purposefulness with
which it continues to improve and build upon outstanding results
and excellent systems. It should serve as a national and global
model.

Section 41. Eligibility for Voluntary Accreditation. The eligibility

requirements for the grant by the Authority of accredited status under the
Accreditation system, shall be:

a. Certificate of Registration or government authority to operate

each TVET program or course of studies of the school or
institution for a period of at least five (5) years as provided for
under Section 33 (e) of this Manual;

b. Compliance with an Authority-approved set of criteria or

standards over and above the prescribed requirements for
Registration as provided for in this Manual or in the

32
 implementing rules and regulations of a duly recognized
accrediting agency; and

c) Accredited status with an Authority-approved accreditation

agency as provided for in this Manual.

Section 42. Benefits of Accreditation. The benefits of accredited status

to a school, with respect to its accredited courses of studies, shall be:

a. Prioritization in terms of available funding assistance for

scholarship and other development programs and activities
from the government and other sectors;

b. Eligibility of the school for the deregulated status, and

institutional autonomy in relation to the academic aspects and
general administration of its educational programs or courses
of studies;

c. Eligibility to operate summer classes on all government –

recognized and accredited programs or courses of studies;

d. Exemption from compliance with Authority-prescribed

administrative operational requirements, such as the
requirement for prior issuance of special order for graduation
of students, approval of class and teachers program, etc; and

e. Limited visitation and inspection and/or supervision by the

Authority supervisory personnel or representatives.

Section 43. Recognition of Private Voluntary Accrediting Association.

Upon proper application, the Authority shall authorize and issue the
corresponding certificate of Government Accreditation to duly established and
organized agencies for the operation of accreditation systems indicated in Section
39 of this Manual: Provided, however, that the agency or institution shall be
multi-sectoral and duly incorporated under the classification of special
corporations under Title III of the Corporation Code of the Philippines, and
provided further, that each agency or institution shall operate on the basis of its
legally adopted by-laws and under the Authority-approved set of procedures and
criteria or standards for TVET Institutional and Program Accreditation which
shall exceed the minimum standards for registration.

Section 44. Accreditation Agency. An accreditation agency or institution

as referred to in this Rule, in order to qualify for recognition as such with the
Authority, shall:

33
 a. Be independent of any public or private TVET institution or
association; and

b. Be composed primarily of recognized experts in TVET

management and in subject-matter area at the TVET program
level.

Provided, however, that no officer or member of an accreditation agency,

in the employ of an educational institution, shall be actively involved in the
accreditation process of such institution or any of its program or courses of
studies.

Section 45. Authority to Graduate without TESDA’s Approval. One of

the benefits which may be made available for accredited schools or institutions of
the appropriate level is the authority to graduate students from accredited courses
or programs of study without prior approval of the Authority, the conditions for
which are as follows:

a. The school head must furnish the Regional Office, through the
Provincial Office where the school is situated a copy of its
certificate of accreditation.

b. Within two weeks after the graduation exercise, the school

shall submit to the Regional Office through the Provincial
Office an alphabetical list of graduates by course,
accompanied by a certification under oath signed by the school
registrar certifying that the students therein listed (1) have
complied with all the requirements of the approved
curriculum, (2) were conferred their respective certificates or
diplomas on a specific dates, (3) have complete scholastic
records on file in the school, and (4) have their Form 137 for
high school and Form IX for college, as the case may be, in
the custody of the school. This list shall be sufficient basis for
issuing Special Orders, if still necessary.

The school shall be held fully liable for the veracity of the records without
prejudice to legal action, including revocation of government registration, as may
be called for under the circumstances.

The Authority reserves the right to cancel or revoke the graduation of any
student whose record is found fraudulent.

Section 46. Revocation/Withdrawal of Accreditation. An accreditation

extended to a school may be withdrawn or revoked by the Authority for cause
and after due process.

34
 Article VII. Programs and Projects

Section 47. Policy. The Constitution mandates that all educational

institutions shall include the study of the Constitution as part of the curricula, and
shall inculcate patriotism and nationalism, foster love of humanity, respect for
human rights, appreciation of the role of national heroes in the historical
development of the country, teach the rights and duties of citizenship, strengthen
ethical and spiritual values, develop moral character and personal discipline,
encourage critical and creative thinking, broaden scientific and technological
knowledge, and promote vocational efficiency.

Section 48. Curricular Programs. To bring about the needed reforms in

the TVET sector, particularly in the agricultural and fishery, trade-industries and
service technologies, the Authority adopts the Competency-Based Technical
Education and Skills Development (CBTESD) as the training modality in the
private and public TVET institutions. TVET curricular programs shall be
designed and structured in accordance with the following principles:

1. Supportive of National/Regional Development Goals. Programs

must be consistent with the governments’ economic goals through
the development of competent middle-level manpower that are
especially prepared for employment and/or entrepreneurship.
Therefore, TVET programs must train manpower that matches the
quantity and quality demanded by agriculture, business, industry and
services.

2. Production Oriented. The major portion of the program is the

practical aspect; hence, more time for hands-on is provided for the
development of desired competencies for increased productivity
either for employment or entrepreneurship.

3. Flexibility, Economy and Viability. Curricular programs shall

provide flexibility in meeting current and emerging needs of
business and industry. Instruction is aimed at the achievement of
competencies through the acquisition of knowledge and hands-on
practice of clearly defined skills under standards and conditions
specified by industry. The program shall fit the existing structure of
the implementing institution to ensure economy and viability.

4. Immediacy of Needs. TVET curricular programs must respond to

the immediate needs of industry for competent manpower with
appropriate knowledge, skills, and values needed in the workplace.

35
 Section 49. Course Offerings. The Authority, in the pursuit of its
mandate, shall foster and encourage the inclusion of courses in the curricular

programs, either as tool subjects or co-curricular activities, as it may deem

appropriate and would inculcate desirable values through the development of
moral character with emphasis on work ethic, self-discipline, self-reliance,
strengthen ethical and spiritual values, patriotism and nationalism, teach the
rights and duties of citizenship, foster love of humanity, respect for human rights,
and encourage critical and creative thinking by disseminating the scientific and
technical knowledge base of middle-level manpower development programs. The
Authority shall clearly identify the specific courses that it deems appropriate to
be included in the curricula through circulars and memoranda.

Section 50. Competency-Based Education (CBE) or Competency-Based

Technical Education and Skills Development (CBTESD). Generally, all TVET
programs shall be market-oriented, developed through series of consultation
meetings with academe and industry. Job analysis may be employed in coming
up with a competency profile for a specific job or occupational title under each of
the trade industry, agri-business and fisheries, and service technology. Experts
from industry practicing in the various technology areas are to be consulted to
identify, verify and validate the competencies in their respective occupations.
The resulting competency profile that reflects the industry requirements shall
serve as the basis for the development of the curriculum, instructional materials
that are in modular form, and the performance evaluation.

The reformed technical vocational education and training curricular

programs shall lead to the adoption of the Competency-Based Technical
Education and Skills Development (CBTESD) as the training modality in all
technical-vocational education and training institutions. The training system
operates within a competency framework related to a cluster of occupations as
defined by industry standards, which shall serve as reference point for the
acquisition of competencies in a modular, self-paced, and learner centered
system. Mastery of the task and performance standards demanded by the job is
the goal and basis for assigning marks. The progress of the student is measured
against the standards that are indicated in the performance assessment instrument
provided in each learning element. Any student who fails to reach or meet the
criteria set for the task to be learned has to repeat the process until the desired
level of competence and mastery is attained. As a final check, the assessment
process is repeated through the qualification and certification program.

The CBTESD curricular program shall have the following features:

a.) Those who are admitted to train for technician level courses
shall take the new curricular program normally for the
duration of three (3) years. Those who are preparing for

36
 craftsman or operator level occupations may be awarded
certificates after satisfactorily passing a performance test for
the targeted level. The new curriculum shall allow for multiple
entry and exit points due to the innovative delivery system,
i.e., modules to accommodate student’s requirements. Such
provision is intended for those who are preparing for entry-
level jobs or those who may wish to re-enter the school system
for purposes of upgrading their skills or acquiring specific
competencies. Any student claiming possession of prior
competencies for a particular job or duty and who may want to
seek recognition of such competencies must pass the
corresponding performance test. The basis of the performance
test shall be the Occupational Skills Standards issued under
separate cover which are the standards throughout the country
for proficiency levels demanded by industry.

b.) The curriculum is structured so that the ideal theory and

practicum mix for technology courses is 30:70 where 30 is the
percentage for the theory component and 70 is the percentage
for the practical or technology component. This means that
any student enrolled under this program, shall likewise
undergo supervised industrial training in industry. This is
intended to reinforce skills acquired in the shop and to enable
the student to experience real-life work conditions in industry
itself.

c.) All the technical and vocational education institutions offering

the new curricular program are expected to meet the minimum
requirement for faculty, instructional equipment and
consumables. Schools are expected to maintain functional
linkage with private companies and/or industrial
establishments in order that practicum may be conducted in
private companies or industries. This arrangement shall
preclude the need to establish specialized shops with heavy
equipment in the school.

d.) The design of the CBTESD curricular program is based on the

competencies demanded by business and industry. It is
structured in such a manner that all trade related subjects such
as Applied Sciences, English for Technology, and
Mathematics shall be taught in the second year, related
subjects may not be taught as separate subjects but rather
embedded in the technology subjects and shall be taught by
the technology instructor himself. This is to ensure that the
student is immersed in basic occupational operations in the
first year. In this way, the student shall have learned his/her

37
 basic trade operations and is then ready for employment at the
operator level or for fielding to cooperating companies under
the dual training system.

e.) Modularized approach for instructional delivery is adopted.

Students are expected to progress at their own pace. Learning
process is not time-bounded but competency-based. The
student shall be deemed mainly responsible for his own
learning pace.

f.) Sequencing of subjects is only recommendatory. The school

administrator can exercise discretion in this regard, as he
deems fit. Subjects can be scheduled in any way to ensure
acquisition of required competencies.

g.) For effective instruction, class size per shop/laboratory

subjects should be 16 students (teacher-student ratio of 1:16)
for trade-industrial. courses using high-powered
tools/equipment, a ratio of 1:24 for health/services courses and
a ratio of 1:48 for non-laboratory subjects.

h.) Each school shall conduct an institution audit to identify its

distinctive area of competence based on the demand in the
locality and its existing resources. This area shall be the core
and related trades may be offered in support. In the interest of
efficiency, a school shall not offer all specializations
regardless of the need.

An institution may develop a CBTESD curriculum by using as base the

existing occupational or trade competency profile and training regulations
promulgated by the Authority, or an institution may develop and validate a
CBTESD curriculum to meet its specific needs, provided it has the capabilities,
and provided further that the curricular development processes shall be
conducted in the prescribed manner or at least through a series of linked
processes:

1. Occupational Analysis- is the process by which the duties and

tasks of an occupation or job are identified and verified
through a DACUM (Developing a Curriculum) process, by a
committee comprised of experts from industry, and facilitated
by a duly certified facilitator.

2. Task Analysis- is the process by which Competency-Based

Training Profile consisting of Steps, Performance Objectives,

38
 Enabling Objectives, Tools and Equipments and other industry
standards are identified, verified and validated by a committee
comprised of experts from industry and instructors.

3. Instructional Analysis- is the process by which curriculum

outline and training pathway is designed based on the
standards derived from the task analysis, and conducted by
curriculum/instructional specialist.

4. Instructional Design and Development- is the process of

developing the instructional outline and instructional materials
or modules based on the standards derived from the
instructional analysis by a team of instructors.

Section 51. Dual Training System. It is the policy of the State to

strengthen manpower education and training in the country to be assured of an
ever-growing supply of an educated and skilled manpower equipped with
appropriate skills and desirable work habits and attitudes. The Dual Training
System, shall be adopted in duly accredited vocational and technical schools in
cooperation with accredited agricultural, industrial and business establishments,
as one of the preferred means of creating a dependable power of well trained
operators, craftsmen and technicians of the economy. In pursuit of this mandate,
the Authority shall promote programs with the following objectives:

a.) Encourage increasing utilization of the dual system in

technical and vocation education and training by both public
and private school within the context of the existing education
system;

b.) Encourage increasing levels of investment in technical and

vocation education and training by both public and private
sectors specially in the rural areas;

c.) Enhance the employability and productivity of graduates by

equipping them with analytic and creative thinking and
problem solving abilities, manipulative competencies which
meet occupational standards and requirement; values and
attitudes with emphasis on work ethics, quality orientation,
discipline, honesty, self-reliance and patriotism; and

d.) Strengthen training cooperation between agricultural,

industrial and business establishments and educational
institutions by designing and implementing relevant training
programs in close coordination with concerned local
government units.

39
 Section 52. Apprenticeship Programs. It is the mandate of the Authority
to provide direction, policies and guidelines on the implementation of the
apprenticeship system. As such, the Authority shall establish a network of
schemes and programs that will ensure the promotion, development and
maintenance of apprenticeship programs in order to achieve the following
objectives:

a. To meet the needs of the economy for trained manpower in the

widest possible range of employment;

b. To establish a national apprenticeship program through the

participation of employers, workers, government, civic and
other groups; and

c. To establish apprenticeship standards for the protection of

apprentices and upgrading of skills.

Section 53. TESDA Occupation Qualification and Certification System

(TOQCS). In the exercise of its regulatory function, the Authority is mandated to
develop and establish a national system of skills standardization, testing and
certification in the country that would rationalize the national skills certification
program by a) providing for more entry points to certification, b) providing for
recognition of prior learning, c) focusing on specific competencies and d)
integrating the existing occupational skills testing and certification program of
the formal, informal and non-formal TVET sectors. Hence, the
institutionalization of the TESDA Occupation Qualification and Certification
System (TOQCS) under the following features:

a) Qualification requirements shall be based on the national

occupational skills standards approved by the TESDA Board
as recommended by the TESDA Advisory Panel (TAP) and
validated by the TESDA Experts Panel (TEP) while
certification requirements shall be addressed by competency
assessment.

b) The system provides four levels of qualification which

correspond to four certification levels:
Level I ( Operator ) - National Certificate I
Level II ( Craftsman) - National Certificate II
Level III ( Technician)- National Certificate III
Level IV (Master Technician)- National License

Each level has a set of competencies with its corresponding

assessment instrument that will evaluate the level of
knowledge, attitude/work values and skills of a person.
40
 c) The system operates under a framework wherein the existing
occupational skills standards, which are industry-based, shall
be the take-off point of all qualification and certification
activities.

d) The system provides for the Recognition of Prior Learning

(RPL), whether acquired in a learning institution or enterprise-
based. It provides a framework that would make possible the
entry and exit into the formal stream of the educational system
through the recognition of skills and knowledge acquired
either in school or in the workplace.

e) The system operates on a Competency-Based Technical

Education and Skills Development system, wherein each level
has a set of qualification requirements or competencies
consistent with the occupational skill standards developed and
endorsed by industry.

f) The development initiatives are placed at the institutional

level. The system provides that institutions may develop their
curriculum, training materials, and training methodologies in
accordance with the minimum requirements, and are
encouraged to surpass minimum standards.

g) The national trainer certification program shall be developed

in accordance with the system. Possession of skill certificates
under the TOQCS shall be a requirement for trainer
certification. Trainers should have at least the same level of
qualification as with the program to be conducted.

Section 54. Entrepreneurship Programs. The scheme of on-the-job

training program as a requirement for graduation in the technician curricular
offerings has two dimensions: in-plant training and entrepreneurship training.
The former is the common on-the-job training scheme while the latter is another
dimension in on-the-job training.

The entrepreneurship training program/center must be established

outside the school where the customers are the public and the operation of the
project is subject to outside control.

The entrepreneurship training program/center may be organized in the

following manner;

a. Organize a group of students and teacher concerned for the

subject, steering, functions, and tasks of each.

41
 b. Prepare a project proposal to determine the viability of the
project.

c. Conduct seminar-workshop on practical bookkeeping,

accounting, auditing with the personnel of the facilitative staff
of the school.

d. Conduct seminar-workshop on how to start a business and to

know the requirements.

e. Provide a place for the activity. It may be rented.

f. Execute memorandum of agreement between the school

Administration represented by the teacher concerned and the
students’ entrepreneurship.

g. Provide assistance in the acquisition of necessary equipment,

tools and other facilities for the program/center, observing the
use of memorandum receipt and inventory of property used at
the center.

h. Assist in getting loans from any financial institution for the

use in the initial operation of the center.

i. Use two-thirds of the loan fund for operation while one-third

is for reserve fund. This reserve fund shall be deposited in a
bank in the name of the center to take care of contingencies in
the operation.

j. The students with less supervision must operate the center in

order to gain confidence within them.

There could be as many entrepreneurship program/center as possible.

Students who prefer to operate their own business may be allowed to do so.

Section 55. Income Generating Projects. All public TVET institutions

are encouraged to engage in income generating projects supportive of their
instructional program, in the furtherance of the State policy of providing relevant,
accessible, high quality and efficient technical education and skills development.

In accordance with law, all public TVET institutions shall undertake

productive projects supportive to and relevant with their instructional program
particularly school desks, furniture, tools and equipment, farm and fishery
products, processed foods and other items needed by public and private schools
and agencies. It is imperative that all schools involved shall undertake projects

42
that are feasible, viable, profitable and contributory to the income generating
opportunities.

The establishment of the Revolving Fund Concept in support of the

national productivity program, shall encourage public TVET institutions to
undertake income generating projects wherein revenues from the sales of
commodities will form part of the revolving fund and all expenses incurred
therein shall be charged against the fund. Income earned such as interest on bank
deposits as well as the net income accruing from the manufacturing and
production operation of the school shall accrue to the revolving fund that may
also be used to support the regular vocational education programs.

A part of the regular operating and maintenance fund of the school may
be utilized to cover expenditures of initial operation of the project for the first
year of operation. No expenditures for production activity shall be charged to the
General Fund of the School.

Both public and private TVET institutions shall participate in the

development of micro and small-scale industries not only to support the school
program but also to bring about better support for training. Specialization will
depend upon the resources, climate and environment in which the school operates
and markets of the products.

The net profit realized from the income generation projects should be
distributed on the basis of guidelines to be promulgated by the Authority.

The head of school shall be authorized to determine what priority need of

the school is to be developed out of the amount realized from the income
generating projects the school has undertaken.

Section 56. Linkages and Community Services. As a matter of policy,

private and public TVET institutions shall establish linkages with industry and
other private and public agencies. Through these linkages, industries and other
sectors in the community could provide better opportunities to share ideas and
experiences that would benefit the institutions. The improvement of the curricular
offerings and programs is dependent on the needs of the industry. It is only where
there are proper linkages and planning that industry can make its facilities and
equipment available to the school for the on-the-job training of students and in-
plant training of instructors. Industry is eventually the recipient of the training
and the market for employment of graduates of the program.

Section 57. Research and Development Programs. It is a declared policy

of the State to encourage active participation of various concerned sectors,
particularly the industries and the schools, in providing technical education and
skill development opportunities to help the country attain its economic goals and
priorities. For this purpose, the Authority shall encourage technology instructors

43
and students to conduct research works in the field of agriculture, fishery, trade
and technical areas for the purpose of improving systems and procedures,
production processes, instructional delivery approaches, prototype instructional
materials and courseware, and other areas deemed appropriate to promote and
strengthen technical education and skill development.

The Authority shall institutionalize research advancement and promotion

in public and private schools, and with appropriate guidelines, provide incentives
and awards for the best research works.

CHAPTER III
TECHNICAL VOCATIONAL EDUCATION AND
TRAINING (TVET) INSTITUTIONS

Article VIII. Establishment of TVET Schools

Section 58. Establishment of Private TVET Schools. All public and

private TVET schools shall be established in accordance with law. Provided, that
any private school proposed to be established:

(a) must incorporate either as a non-stock or a stock educational

corporation in accordance with the provisions of the
Corporation Code of the Philippines and the Batas Pambansa
Blg., 232, “Education Act of 1982,” as amended by Republic
Act No. 7798.

(b) shall be owned solely by citizens of the Philippines or

corporations or associations at least sixty (60%) percent of the
capital of which is owned by such citizens, except those
allowed to be established by religious groups and mission
boards pursuant to the Constitution and special laws.

Section 59. Establishment of Private TVET School Branches. The

establishment of a branch school shall not require the prior approval of the
Authority. Moreover, for purposes of this Section, the privilege of establishing a
branch within the same city or municipality without need for prior approval shall
also be applicable to the National Capital Region or its components cities or
municipalities.

A school facility shall be considered a branch where (1) a separate site

and attendant educational facilities such as building in classrooms specifically for
the school have been established, (2) the branch is offering educational programs
which are also offered in the main school, and (3) the courses offered in the

44
branch are not restricted to special clientele such as employees of a company, but
are open to the qualified general public.

A school facility shall be considered an extension class where it possesses

the characteristics of a school branch as above, with the exception that (1)
administrative and support facilities mentioned are not available at the site, but
merely the classrooms; (2) enrollment in extension class is restricted to a special
clientele, and not available to the general public; and (3) such extension classes
are temporary in nature. Prior notice given to the Authority on the intention to
hold extension classes will be sufficient.

The school may at its discretion apply as a separate educational institution

rather than as a branch. As such, the applicant therefore shall meet the
requirements for the establishment of a new school.

Section 60. Establishment of a Foreign TVET School. The

establishment and operation of a foreign school shall be governed by applicable
laws of the Philippines as well as the policies, rules and standards prescribed by
the Authority pursuant to law. The same terms and conditions or requirements
governing the grant of government authority to operate education programs as
provided for in this Manual, shall likewise invariably and equally apply to any
foreign school that may operate any education program, whether directly or
indirectly, in the Philippines, except on the specific areas or aspects of school
management and operation as may be provided through legislation.

No TVET institution shall be established exclusively for aliens and no

group of aliens shall comprise more than one-third of enrollment of any school,
except for schools established for foreign diplomatic personnel and their
dependents and, unless otherwise provided for by law, for other foreign
temporary residents.

Article IX. Conversion of Public Schools Into

TESDA-Administered Institutions

Section 61. Policy. The Authority is mandated to restructure the entire

subsector consisting of all institutions and programs involved in the promotion
and development of middle-level manpower through upgrading, merger and/or
phase-out following a user-led strategy. Following such mandate, the Authority
shall rationalize the conversion of public schools into TESDA-administered
technical vocational education institutions. Specifically, (1) to systematize the
conversion of schools into TVET institutions, and (2) to set criteria or standards
to be followed for the conversion of schools.

The conversion of public schools into TESDA-administered schools or

institutions shall be in accordance with the following principles:

45
 1. Supportive of National and Regional Development Goals.
The thrust of the government is focused in accelerated
agricultural-based regional industrialization. This poses
increasing requirements for more technical types of skills such
that a major concern is matching the quality and quantity of
manpower to the demands and requirements of
national/regional development.

2. Production Oriented for Sustainable Development. TVET

institutions are encouraged to establish production-cum-
training programs. This may gear towards the development of
self-employment and establishment of production component
as part of the income generating projects of the institution as
source of additional funds for the school to become more self-
reliant and self-sustaining.

3. Flexibility, Economy and Viability. The curricular offerings

shall be flexible to meet the current and emerging needs of the
economy. Viability is also assured that curricular programs fits
into the existing structure of the institution that will implement
the TVET programs, provided that existing facilities and
equipment are met before applying for conversion.

4. Immediacy of Needs. This principle focuses on the curricular

programs envisioned by the institution in response to the
immediate needs of the community and demands of industrial
sector both domestic and foreign employment.

5. Relevance of Curricular Programs. The programs must be

relevant to the community and industry manpower needs.

6. International Standards of Graduates. The institution must

meet the minimum requirements for a specific curricular
program to ensure the effective and efficient delivery of
instruction thus resulting to quality of graduates at par with
international standards and prepared for global competition.

Section 62. Conversion Procedure. The conversion of schools into

technical vocational education institutions shall be in accordance with the rules
and regulations prescribed by the Authority and this Manual, particularly on the
following:

A. Conversion of a secondary vocational school into a post-

secondary technical vocational school to offer TVET courses
shall be made only if said institution meets the minimum

46
 requirements set for the purpose. A public secondary
vocational school may qualify for conversion into a post-
secondary vocational technical school under the following
circumstances:

1. There is no existing technical vocational school in the

province or within a radius of 15 kilometers offering the
same technician/technical curriculum, which is proposed to
be implemented.

2. Density of the population including the presence of feeder

schools merits the conversion of the school.

3. The conversion of the school into a post-secondary school

offering TVET programs shall follow the standard
procedure set by the Authority and other similar
government agencies before the passing of an enabling act
for this purpose.

4. There is a high demand and potential for the specific

workers and technicians in occupations represented by the
curricular offerings of the school, as indicated by an up-to-
date skills priorities in the school’s service area as
determined by the Authority.

5. The school has satisfactorily implemented the secondary

vocational education curriculum for a period of five (5)
years as indicated by the good performance of its graduates
either in jobs or in schools where they are placed.

6. The school has enough teachers who are holders of a

bachelor’s degree for teachers with appropriate major
preparation, civil service eligibility and at least two years
experience as secondary school teacher.

7. The school must meet the minimum requirements set by

the Authority for specific program packages.

B. A government owned/supervised school shall meet the same

standards and requirements of the Authority for the
conversion into TVET institution before aspiring for
legislative action.

Public schools, or those educational institutions established

pursuant to law, supported and maintained principally
47
 through public funds, and administered by either local,
regional, or the national government or its subsidiary must
meet the same standards and requirements of the Authority
for conversion from one form to another involving technical
vocational education and training programs. The intention is
for proper, effective and efficient management and
supervision of TVET programs thus, ensuring the relevance
of programs and quality of graduates.

C. Establishment and/or conversion of schools shall only be

acted upon through the recommendation of the Regional
Offices having jurisdiction over said institution.

The establishment and/or conversion of schools must be

recommended by the Regional Director based on the
following considerations:

1. The distance between educational institutions within the

service area offering the same course or courses as applied
for by the school;

2. The demand for the courses based on national and regional

manpower needs to ensure the effective placement of
graduates;

3. Population density within the geographical area where the

school is located; and

4. The capability and readiness of the school based on the

standards set by the Authority.

Section 63. Implementing Guidelines and Minimum Standards. The

minimum standards with respect to curricula, teaching staff qualifications,
physical site and facilities, tools, equipment, supplies and materials,
administrative or management viability, and other pre-requisites prescribed by
the Authority shall apply in the conversion of schools into TVET institutions.
.
Article X. Internal Organization of Private TVET Schools

Section 64. Governing Body. Every private TVET institution shall have a
governing board which shall exercise general supervision, have exclusive control
and direction of all funds, prescribe policies, make rules and regulations and
establish practices not inconsistent with law for the governance and direction of
the school or institution.

48
 Trustees of educational institutions organized as non-stock corporations
shall not be less than five nor more than fifteen, provided that the number of
trustees shall be in multiples of five. For institutions organized as stock
corporations, the number and terms of incorporators shall be governed by the
provisions of the Corporation Code and Batas Pambansa Blg. 232, as amended
by Republic Act 7798.

The control and administration of educational institutions shall be vested

in citizens of the Philippines.

Section 65. Qualifications and Functions of the School Head. Every

private TVET school shall have a School Head who may be President, Rector or
Director and shall be the chief executive officer responsible for efficient and
effective management and the realization of the goals and objectives of the
institution he serves.

The School Head must (1) be a Filipino citizen, (2) possess at least a
master’s degree or professional license required for teaching at least a bachelor’s
degree; (3) have adequate teaching experience, managerial competence and
technical expertise in school management, or have a background of demonstrated
service and competence in his previous field of endeavor, and (4) be of good
moral character.

Section 66. Qualifications and Functions of the Administrator. The

Administrator of a TVET school or institution shall hold at least the following
qualifications: 1) a bachelor’s degree and/or appropriate master’s degree or
preferably earned appropriate doctoral degree, 2) at least five years of satisfactory
teaching experience, 3) two years of satisfactory managerial experience, and, 4)
must be of good moral character.

The Administrator shall assist the School Head in the attainment of

institutional goals and objectives, and his functions and responsibilities explicitly
stated by the school.

Section 67. Qualifications and Functions of the Department Head. The

Department Head in a TVET school or institution shall hold at least a Bachelor’s
Degree or an appropriate master’s degree and have at least five years of relevant
teaching, preferably with industrial and/or administrative experience.

The Department Head shall assist the School Head in the attainment of
the objectives of the TVET school or its TVET programs, and his functions and
responsibilities explicitly stated by the school.

Section 68. Qualifications and Functions of the Registrar. The registrar

shall hold a bachelor’s degree and have at least three (3) years of training or
49
experience in the servicing and maintenance of student academic records and
related school work.

The Registrar shall be responsible for the school records of the students,
and his functions and responsibilities explicitly stated by the school. Unless

otherwise indicated by the school, the Registrar shall be the principal contact
person with the Authority.

Every private school shall preserve and maintain the integrity and
confidentially of its students records. The issuance of students’ records shall be
done by the Registrar in accordance with school rules and procedures.

Article XI. Faculty and Personnel of Private TVET

Schools/Institutions

Section 69. Minimum Faculty Qualifications. The minimum

qualifications for TVET school/institution instructor or trainer for the different
levels of instruction in the TVET programs duly supported by appropriate
credentials on file in the school shall be as follows:

(1) For Academic or Tool Subjects: holder of bachelor’s degree

with appropriate major or minor field, or its equivalent, with
adequate background in pedagogy, to teach largely in major or
minor fields.

(2) For Science and Technology Subjects: holder of bachelor’s

degree or professional license required for at least a bachelor’s
degree, with adequate background in pedagogy, and preferably
a holder of a master’s degree in relevant field.

(3) For Technical-Vocational Subjects: a technology teacher

assigned to teach a technology subject must possess teaching
competence and technical expertise in the particular trade or
occupational area to be conducted, and at least meet the
minimum qualification for technology teacher as follows;

(a) Holder of a technician course diploma from a government-

accredited technical vocational education institution, with
adequate background in pedagogy, or holder of a
bachelor’s degree in Industrial Education or in Technical
Teacher Education with adequate knowledge and
50
 competence of the technical-vocational subjects he is to
teach.

(b) Have at least one (1) year actual work experience in

industry or trade area related to the subject he is to teach.

(c) At least a holder of a Competency Certificate issued under

the existing national trainer certification program. The
qualification of the technology teacher as stated in the
competency certificate should have at least the same level
as the program to be taught.

4. For Non-formal, Informal and Special TVET programs:

Any graduate of the corresponding program or course who has
successfully demonstrated occupational or trade experience of
at least two (2) years, and at least a holder of an appropriate
competency certificate.

5. For the Master Technician Program: Holder of the

appropriate master technician license, or any other related and
appropriate master’s degree, depending on the thrust of the
program or course, to teach on his field of expertise.

Section 70. Full-time and Part-time Faculty. As a general rule, all

private TVET schools/institutions shall employ full-time academic and
technology personnel consistent with the levels of instruction. A full-time
academic personnel or technology teacher is one who meets all the following
requirements:

a. Possesses at least the minimum academic qualification

prescribed by the Authority under this Manual for all academic
and technology personnel;

b. Paid monthly or hourly, based on the regular teaching loads as

provided for in the policies, rules and standards of the
Authority and the school;

c. Total working day of not more than eight hours a day is

devoted to the school;

d. No other remunerative occupation elsewhere requiring regular

hours of work that will conflict with the working hours in the
school; and

e. Not teaching full-time in any other educational institution.

51
 All teaching personnel who do not meet the foregoing qualifications are
considered part-time.

Section 71. Faculty Assignment in Private TVET Institution. Inclusive

of tool subjects, the following are required for one section of the full three-year
technician course with major fields of study:

a. There shall be at least one full-time technology instructor with

industrial or practical experience and training to each or any of
the major fields.

b. One full time technology instructor with practical experience

and training in industrial placement coordination shall be
required. A teacher, preferably with a senior rank in the school
should be assigned full-time to plan, manage and supervise the
on-the-job training program of the school. A strong and
functional linkage with industry is his main concern.

c. In the assignment of teachers, preference shall be given to

those who have been involved in the various technical
vocational education projects, to those who have shown
leadership qualities and commitment to technician education,
who have been recipient of local/international fellowship in
recognition of good work and who have at least very
satisfactory performance.

d. The regular teaching load of faculty shall not exceed 36 hours

per week with two preparations.

e. Research, placement, advisorship and extension (Teacher

Credit Technician) services and other related involvement, as
assigned by the Administrator, shall be included in
determining the teaching load of faculty members.

Section 72. Faculty Classification and Ranking. At the formal TVET

level, academic and technology teaching positions shall be classified in
accordance with academic qualifications, training, scholarship, and the national
trainer certification program, preferably into academic/technology ranks of
Master-Technician Instructor, Technician Instructor, Craftsman Instructor, and
Operator Instructor, without prejudice to as more simplified or extended system
of faculty ranking, at the option of the school.

Academic/technology personnel who do not fall under any of the classes

or ranks indicated in the preceding paragraph shall be classified preferably as
facilitator, guest lecturer, resource speaker or any other academic designation on
the bases of his qualification.

52
 Section 73. Conditions of Employment. Every private TVET school/institution
shall promote the improvement of the economic, social and professional status of all its
personnel. In recognition of their special employment status and their special role in the
advancement of knowledge, the employment of teaching and non-teaching academic
personnel shall be governed by such rules as may from time to time be promulgated by
the Authority and the Department of Labor and Employment.

Conditions of employment of non-academic, non-teaching school personnel,

including compensation, hours of work, security of tenure and labor relations, shall be
governed by appropriate labor laws and regulations.

Section 74. Compensation. Every private TVET school/institution shall provide

for a compensation policy where compensation ranges should be so graded taking into
account performance, merit and differences in the qualifications and responsibilities of
the various positions.

Section 75. Employment Contract. Every contract of employment shall specify

the designation, qualification, salary rate, the period and nature of service and its date of
effectivity, and such other terms and conditions of employment as may be consistent
with laws and the rules, regulations and standards of the school. A copy of the contract
shall be furnished the personnel concerned.

Section 76. Probationary Period. Subject in all instances to compliance with

the Authority and school requirements, the probationary period for academic personnel
shall not be more than two (2) consecutive school years or four (4) regular semesters of
satisfactory service, and six (6) consecutive trimesters of satisfactory service for those in
the trimester basis. Performance evaluation by students, peers and superiors shall be
periodically undertaken for academic personnel under probationary status to ensure that
they satisfactorily fulfill the requisites for regular employment.

Section 77. Regular or Permanent Status. Those who have served the
probationary period shall be made regular or permanent. Full-time teachers who have
satisfactorily completed their probationary period shall be considered regular or
permanent. Part-time teachers shall not acquire regular or permanent status.

Section 78. Causes of Terminating Employment. In addition to the just causes

enumerated in the Labor Code, the employment of school personnel, including faculty,
may be terminated for any of the following causes:

a. Gross inefficiency and incompetence in the performance of his

duties such as, but not necessarily limited to, habitual and
inexcusable absences and tardiness from his classes, willful
abandonment of employment or assignment;

53
 b. Negligence in keeping school or students records, or
tampering with or falsification of the same;

c. Conviction of a crime, or an attempt on, or a criminal act

against the life of any school official, personnel, or student,
or upon the property or interest of the school;

d. Notoriously undesirable;

e. Disgraceful or immoral conduct;

f. The sale of tickets or the collection of any contributions in

any form or for any purpose or project whatsoever, whether
voluntary or otherwise, from pupils, students and school
personnel, except membership fees of pupils and students in
the Red Cross, the Girl Scouts of the Philippines and the Boy
Scout of the Philippines.

g. In the event of phasing out, closure or cessation of the

educational program or course or the school itself; and

h. Other causes analogous to the foregoing as may be provided

for in the regulations prescribed by the Authority or in the
school rules or in the collective bargaining agreement.

Section 79. Suspension. Suspension of any school personnel may be

preventive or punitive.

Preventive suspension not to exceed thirty (30) days may be imposed on

any school personnel pending investigation of a charge against him if his
continued presence poses a serious and imminent threat to the school and its
property, and to his life, the life of students or school personnel.

Punitive suspension is the imposition of a penalty on erring school

personnel after conviction for an offense or misconduct committed.

Section 80. Labor Organizations. The recognition of labor organizations

in any school shall be governed by the provisions of the Labor Code and subject
to regulation and supervision by the Department of Labor and Employment.

Section 81. Faculty and Staff Development. The Authority recognizes

the vital role quality teachers play in producing quality graduates. As such, all
TVET institutions are encouraged to include in their institutional plans a
provision for faculty and staff development. To improve the quality of
teachers/instructors, TVET institutions may include the following programs:

54
 a) Send teachers to seminars and workshops sponsored by
TESDA and other agencies.

b) Encourage teachers to take graduate studies either during

Saturdays or during summer vacation.

c) Encourage teachers to work in industry during vacations.

d) Enter into agreement or consortium with universities and state

colleges to upgrade teachers’ competencies.

e) Encourage teachers to avail themselves of the College Faculty

Development Fund Scholarship.

Article XII. Faculty and Personnel of Public

TVET Schools/Institutions

Section 82. Policy. It is the policy of the State to promote and improve
the social and economic status of public school teachers, their living and working
conditions, their terms of employment and career prospects in order that they
may compare favorably with existing opportunities in other walks of life. The
State shall attract and retain in the teaching profession more people with the
proper qualifications. It is recognized that advances in education depend on the
qualifications and ability of the teaching staff and education is an essential factor
in the economic growth of the nation as a productive investment of vital
importance.

Section 83. Recruitment and Selection. Recruitment policy with respect

to selection and appointment of public TVET schoolteachers shall be clearly
defined by the Authority. Provided, that recruitment shall be in accordance with
Civil Service Rules and Regulations, and other existing qualification standards.
The recruitment shall, at least, be in accordance with the following process:

a. Organize Selection and Promotion Board composed of

Administrative Officer, Personnel Officer, Faculty
Representative, Department Head, Dean concerned, chaired by
the Superintendent/School Administrator.

b. Publish the vacancy on the bulletin board or in the media in

order to inform and attract more applicants.

c. Rank applicants according to existing rules and regulations

and qualifications standards.

55
 d. Interview of applicants by the members of the Selection
Board, and the top three will be submitted to the appointing
authority for assessment and selection.

e. Select the successful candidate who shall be required to submit

the necessary documents needed for the preparation of his
appointment.

Section 84. Appointment. There shall be no discrimination whatsoever in

entrance to the TVET teaching profession, or during its exercise, or in the
termination of services, based on factors other than professional consideration.
Appointments shall be processed with the following procedure:

a. The successful applicant shall submit the required supporting

papers to the Administrative Assistant/ Personnel Officer.

b. Guidelines regarding administrative actions shall follow

TESDA Circular No. 013, Series of 2000 entitled Amendment
to TESDA Circular No. 30, Series of 1998, Delegation of
Authority on Administrative Matters in Training Institutions.”

 For salary below Grade 22, the approving authority shall be

the Regional Director, but shall be endorsed by the Provincial
Director.

 For salary grade 22 and above, the approving authority shall

be the Director General and shall be endorsed by the Regional
Director.

c. The Administrative Assistant/Personnel Officer shall prepare

the appointment paper to be approved by superintendent in
case of teachers. In case of non-teaching staff, the same
procedures shall be followed. However, the Administrator/
Superintendent shall recommend the applicants to the
responsible official who is the appointing officer.

For newly accepted instructors, the effectivity of the appointment

is the date of the preparation of the appointment. This shall serve
as the basis for first payment for the teachers. On the other hand,
the basis for the first payment for non-teaching personnel is the
date of their first day of duty in the service or upon assumption to
duty, which should not be earlier than the date of preparation of
the appointment.

Salaries of teachers/ instructors and personnel are based on the

approved Personnel Service Itemization (PSI) of each public

56
 TVET school issued by the Department of Budget and
Management.

No person is allowed to deduct whatsoever from the salaries of

teachers except under specific authority of law authorizing
such deductions.

d. The appointment paper and other supporting papers shall be

forwarded to the responsible official who shall endorse it to
the Civil Service Commission for attestation.

e. The attested appointment shall be returned to the school

following the same route.

f. The Superintendent/Administrator may allow payment to the

newly recruited teacher/instructor by attaching a photocopy of
the appointment duly signed by the appointing officer and
attested by the Civil Service Commission.

g. After the first payment, the new teacher/instructor will

henceforth be included in the regular payroll.

Section 85. Promotion. Promotion is a critical function of administration.

It is a built-in mechanism to attain quality education through an incentive system
that will promote and improve the social, economic and career prospects of
public school teachers. Such an reward and incentive system shall attract and
retain more quality teachers in the teaching profession. The following actions are
recommended proceedings for a promotion:

a. A Selection and Promotion Board shall be organized

(normally three or more, composed of department heads)
headed by the Superintendent/Administrator, Administrative
Assistant.

b. The Selection and Promotion Board shall rank all candidates

based on (PD 807 and the Rules and Regulations of the Civil
Service Commission) the supporting documents submitted by
the candidates.

c. The results of the Board selection shall be published and

explained to all concerned. The Board shall be open to
possible questions. All queries must be satisfactorily answered
and supported with legal basis such as PD 807 and Civil
Service Commission Memorandum Circulars.

d. The selected candidate is requested to submit supporting

papers for promotion which are as follows:
57
  Form 212- Information Sheet (2 copies with 2x2 picture)
 Photocopies of certificates for seminars attended
 Service Records
 Others

e. Appointment papers for promotion together with the ranking

list shall follow TESDA Circular No. 013, Series of 2000
which will be reviewed by the Regional Promotion Board.

Section 86. Transfer. A transfer is a movement from one station to

another involving an equivalent rank and level of salary without break in service
involving the issuance of an appointment. Except for cause and as herein
otherwise provided, no teacher shall be transferred without his/her consent from
one station to another.

Where the exigencies of the service requires, the transfer of a teacher

from one station to another may be effected by the school superintendent who has
previously notified the teacher concerned of the transfer and the reason(s)
therefor. If the teacher believes there is no justification for the transfer, he/she
may appeal his case to the Regional Director. Pending his/her appeal and the
decision thereon, his transfer shall be held in abeyance. Provided, however, that
no transfers shall be made three months before any local or national election.

Necessary transfer expenses of the teacher and his family shall be paid for
by the government if his transfer is finally approved.

For teachers and employees who request transfer from one station to
another:

a. A request for transfer to the Head of Office is required, stating

among other things the reason for the transfer.

b. The Head of Office (Administrator) endorses it to the office where

the teacher intends to transfer shall follow TESDA Order 013,
Series of 2000 interposing no objection and requesting whether
the transferee could be accommodated or not.

c. Upon receipt of acceptance from the other station or office, the

transferee secures clearance from the Institution.

d. The Administrator then sends a letter to the office concerned

attaching the clearances of the transferee with all the information
regarding his: Service Record, number of service credits earned,
certification of salary received, certification of last day of service,

58
 and PAG-IBIG/HMDF records, amount of outstanding loans and
others.

e. The position vacated by the transferee cannot be filled for at least

30 days to give a chance for him to come back should he/she
desire to do so.

f. The Administrator can fill the vacant position after thirty (30)
days from the date of transfer.

Section 87. Benefits. People are the best resource of an organization. To

effectively motivate them, various benefits are provided:

a. Faculty and Personnel Organization. It is the policy of the

Authority to provide for the rights of teachers and employees
and other members of the school community to join or form
organizations whose objectives are not contrary to law.

b. Study Leave. In addition to the leave privileges now enjoyed

by teachers in the public schools, they shall be entitled to
study leave not exceeding one school year after seven
consecutive years of very satisfactory performance rating.
Such leave shall be granted in accordance with a schedule set
by the Authority. During the period of such leave, teachers
shall be entitled to monthly salary and incentives/benefits:
Provided, however, That no teacher shall be allowed to
accumulate more than one year study leave, unless he/she
needs an additional semester to finish his thesis/dissertation
for a graduate study in education or allied courses: Provided,
further, That no compensation shall be due the teacher after
the first year of such leave. In all cases, the study leave period
shall be counted for seniority and pension purposes. To avail
of this, teachers should:

1. File an application for study leave indicating the

scholarship grant and the institution he chooses.

2. The Administrator shall forward the application to the

Regional Office who in turn shall endorse the same to
TESDA-CO for approval.

3. Upon receipt of the approval the teacher/instructor may

now enroll.

4. The load of the teachers concerned shall be assigned to

other teachers with similar qualifications.

59
c. Indefinite Leave. – An indefinite sick leave of absence shall
be granted to teachers when the nature of the illness demands a
long treatment that will exceed one year at the least.

d. Maternity Leave. Teachers and personnel are governed by the

following regulations regarding maternity leave:

1. Permanent teachers and employees who have rendered

two or more years shall be entitled to 60 days leave
with full pay.

2. Permanent teachers and employees who have

rendered less than 2 years of continuous service shall
be entitled to 60 days maternity leave with half pay.

3. Provisional teachers who have rendered two or more

years of service shall be entitled to 60 days leave with
half pay.

4. Provisional teachers who have rendered less than two

years of continuous service shall be entitled to a
number of days leave of pay based on the ratio of 30
days of maternity leave of two years continuous
service.

5. Married school teachers can simultaneously enjoy the

full benefit of both the maternity leave and teachers
long vacation and Christmas vacation benefits, with
full pay or half pay as the case maybe. However,
teachers shall not be allowed to return to duty from
maternity leave until after the expiration of the 60 days
maternity leave granted them.

e. Paternity Leave. The privilege granted to a married male

employee allowing him not to report for work for seven (7)
days while continuing to earn the compensation therefor,
on the condition that his legitimate spouse has delivered a
child or suffered a miscarriage, for purposes of enabling
him to effectively lend care and support to his wife before,
during and after childbirth as the case may be and assist in
caring for his newborn child.

60
 f. Teachers’ Leave. Teachers shall not be entitled to the
usual vacation and sick leave credits but to proportional
vacation pay (PVP) of 70 days of summer vacation plus 14
days of Christmas vacation. A teacher who has rendered
continuous service in a school year without incurring
absences without pay of not more than 11/2 days is entitled
to 84 days of proportional vacation pay, or as may be
prescribed by the Authority.

Other leave benefits of teachers such as study leave and

indefinite sick leave are covered by Section 24 and 25 of
RA 4670 (Magna Carta for Public School Teachers).
(Provided under CSC MC No. 41, s. 1998)

Section 88. Insurance. Public school teachers are provided compulsory

insurance with the Government Service Insurance System while private school
teachers are serviced by the Social Security System. However, both teachers
groups are not constrained to acquire private insurance. However, these private
insurance companies cannot deduct from the teachers’ salaries or payroll, without
authorization from the teacher concerned.

Section 89. Loans. As a benefit from membership in the GSIS, PAG-

IBIG and SSS, members can avail themselves with salary and policy loans
payable in accordance with the terms and conditions of the insurance policy.

Section 90. Teaching Load. Teachers must be assigned loads in

accordance with their major preparation. In situations of exigency of the service,
the minor subject preparations of teachers shall be the basis for their teaching
load assignments. If teachers with such qualifications are not available, then
teachers more qualified shall be sent for in-service training to fill the gap where
finances do not warrant getting additional teaching positions.

Teachers’ maximum workload shall not be more than 6 hours teaching

load. Teachers with excess loads shall be entitled to overtime pay of at least 25%
of his/her monthly salary.

Section 91. Terms of Office. Public school teachers shall be assured of

stability of employment and security of tenure. Public school teachers appointed
on a provisional status for lack of necessary civil service eligibility shall be
extended permanent status for the position he/she is holding after rendering at
least 10 years of continuous satisfactory service.

Section 92. Teaching Hours. Any teacher engaged in actual classroom

instruction shall not be required to render more than six hours of actual classroom
teaching a day, which shall be so scheduled as to give him time for the
preparation and correction of exercises and other work incidental to his normal

61
teaching duties: Provided, however, that where the exigencies of the service so
require, any teacher may be required to render more than six hours but not
exceeding eight hours of actual classroom teaching a day upon payment of
additional compensation at the same rate as his/her regular remuneration plus at
least twenty-five percent of his/her basic pay.

Section 93. Additional Compensation. Notwithstanding any provision of

existing law to the contrary, co-curricular and out of school activities and any
other activities outside of what is defined as normal duties of any teacher shall be
paid an additional compensation of at least twenty-five percent of his regular
remuneration after the teacher has completed at least six hours of actual
classroom teaching a day.

In the case of other teachers or school officials not engaged in actual

classroom instruction, any work performed in excess of eight hours a day shall be
paid an additional compensation of at least twenty-five per cent of their regular
remuneration.

Any agency utilizing the services of teachers shall pay the additional
compensation required under this Section. The Authority shall not allow the
rendition of services of teachers for other government agencies without the
assurance that the teachers shall be paid the remuneration provided for under this
Section.

Section 94. Criteria for Salaries. Teachers’ salaries shall correspond to

the following criteria:

(a) They shall compare favorably with those paid in other

occupations requiring equivalent or similar qualifications,
training and abilities;

(b) They shall be such as to insure teachers a reasonable standard

of life for themselves and their families; and

(c) They shall be properly graded so as to recognize the fact that

certain positions require higher qualifications and greater
responsibility than others: Provided, however, that the general
salary scale be such that the relation between the lowest and
highest salaries paid in the profession will be of reasonable
order. Narrowing of the salary scale shall be achieved by raising
the lower end of the salary scales relative to the upper end.

Section 95. Salary Scale. Salary scales of teachers shall provide for a
gradual progression from a minimum to a maximum salary by means of regular
increments, granted automatically after three years: Provided, that the
performance rating of the teacher concerned is at least satisfactory. The
62
progression from the minimum to the maximum of the salary scale shall not
extend over a period of ten years.

Section 96. Equality in Salary Scales. The salary scales of teachers

whose salaries are appropriated by a city, municipal, district, or provincial
government, shall not be less than those for teachers provided by the national
government.

Section 97. Compensation and Position Classification. The

compensation and position classification for faculty positions in Technical
Education Institutions (TEIs), including teaching positions assigned to laboratory
classes shall be governed by the Revised Compensation and Position
Classification Plan for faculty position in SUCs, HEIs, and TEIs in accordance
with the modified Common Criteria for Evaluation (CCE) of faculty positions.

Consistent with the modified Common Criteria for Evaluation (CCE) and
the Qualitative Contribution Evaluation (QCE), and the Revised National
Compensation Circular, the following point allocation for faculty position shall
be adopted:

a) Faculty Classification

Faculty Rank Sub-Rank Salary Point

Grade Bracket
I 12 65-below
Instructor II 13 66-76
III 14 77-87
I 15 88-96
Assistant Professor II 16 97-105
III 17 106-114
IV 18 115-123
I 19 124-130
Associate Professor II 20 131-137
III 21 138-144
IV 22 145-151
V 23 152-158
I 24 159-164
Professor II 25 165-170
III 26 171-176
IV 27 177-182
V 28 183-188
VI 29 189-194
College/ University
Professor 30 195-200

b) Faculty positions in HEIs and TEIs shall be limited to the rank

of Associate Professor V.

c) The accreditation of Professors in SUCs and Associate

Professors, in the case of HEIs and TEIs, shall be governed by
Section 3.0 of NBC No. 461, as amended.
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 Section 98. Dismissal/Suspension. Academic or non-academic
personnel may be dismissed or suspended only for cause and after due process.
Every public TVET teacher shall enjoy equitable safeguards at each stage of any
disciplinary procedure and shall have:

a. The right to be informed, in writing, of the charges;

b. The right to full access to the evidence in the case;

c. The right to defend himself/herself and to be defended by a

representative of his/her choice and/or by his/her organization,
adequate time being given to the teacher for the preparation of
defense; and

d. The right to appeal to clearly designated authorities. No

publicity shall be given to any disciplinary action being taken
against a teacher during the pendency of his/her case.

In case there is a need for investigation to warrant dismissal and/or

suspension the following are recommended:

1. Exercise or exhaust administrative remedies to settle the case

2. Negotiate for amicable settlement or compromise
3. Consult PD 807 for Manual of Administrative Investigation
for Guidance
4. Organize Grievance and Complaint Committee
5. Consult lawyer for guidance

Article XIII. School Administrative

Matters

Section 99. School Calendar. The standard school calendar for academic
year for public and private formal TVET institutions shall be issued annually by
the Authority, usually in January of the preceding school year.

The school calendar for the post-secondary technical education programs

is set to open from the second Monday of June but not later than third Monday of
June of the said school year.

The calendar requirements are as follows:

64
 (1) The second semester shall begin twenty (20) weeks after the
beginning of the first semester and with two (2) weeks
semestral vacation.

(2) The academic year for post-secondary technical education

courses should consist of not less than thirty-six (36) weeks,
or eighteen (18) weeks a semester, of normally five (5) school
days each, exclusive of approved vacations and including
registration days, legal and special holidays, and days for
special activities. In any case, the total number of days on
which regular school sessions are held should not be less than
two hundred (200) or one hundred (100) each semester,
exclusive of all holidays and registration days.

(3) The summer term shall begin twenty four (24) weeks after the
beginning of the second semester, and should consist of six (6)
weeks, which may be devoted to Supervised Industrial
Training (SIT) for the operator and craftsman levels.

(4) The standard period for every subject shall be one hour. A
one-hour lecture or recitation each week or a total of not less
than seventeen hours in a semester shall be equivalent to one
(1) unit of academic credit. Two (2) or three (3) hours of
laboratory work, i.e., drafting, shop or fieldwork each week
shall be equivalent to one hour of classroom lecture or
recitation work.

(5) For both formal and non-formal TVET programs adopting the
competency-based curriculum, the time for starting and
completing courses shall not follow rigid time periods, and
shall allow learners to enter and exit programs at different
times and levels and to receive awards for modules attained at
any point.

(6) In justifiable cases, school heads may authorize the holding of

classes on Saturdays in lieu of a school day to conform with
the increased number of contact hours in accordance with RA
7797 provided the Authority is notified in advance.

(7) Special school calendars may be applied for and approved in

the instance of schools which have Muslim affiliations.

Section 100. Enrollment and Class Size. The enrollment and class size in
every subject of each private and public TVET schools/institutions shall be
determined by the school/institution taking into account the total absorption
capacity of its facilities, the level of instruction, the nature of the subject, and

65
such other factors as maybe conducive to the teaching–learning process. Provided, however, that
for effective instruction, the minimum standard for class size per shop/laboratory subject should
not exceed twenty-four (24) students/trainees per teacher (teacher-student ratio of 1:24). For
classes other than shop/laboratory, a ratio of 1:48 (or a combination of two shop/laboratory) shall
be the maximum limit.

Section 101. Submission of Enrollment List. Within forty-five days after the close of
every enrollment period and/or monthly thereafter, every formal TVET school/institution not
otherwise exempted herein shall submit to the Regional Office through the Provincial Office a
summary of enrollment data for the corresponding school year or term for the various programs
or courses. For non-formal technical-vocational programs, the list shall be submitted monthly on
the first five days of every month.

Section 102. Suspension of Classes During Calamities. The suspension and the
resumption of classes in all TVET schools or institutions during and after natural or man-made
calamities or disaster shall be left to the better judgment of the Director General, Regional
Director and/or the school heads and administrators, taking the protection and safety of the
students, faculty and personnel of the school as the primary consideration. School heads and
administrators shall always closely coordinate with local officials, local Disaster Coordinating
Councils, the weather forecasting office, the broadcast media, and other concerned agencies
during natural or man-made calamities or disasters. They may, at their discretion, suspend the
holding of classes if the situation so warrants and lift the same when the danger to life and limb of
the students and personnel is no longer at stake.

Section 103. Tuition Fee. Tuition and other fees for the current school year shall always
be posted on school bulletin boards and/or displayed in appropriate locations in the campus.

Increases in tuition fee shall be undertaken in accordance with the provisions of TESDA
Board Resolution No. 98-12 providing for the General Guidelines on the Regulation of Increases
in Tuition Fees in All Technical-Vocational Programs Offered by Private Post-Secondary TVET
Institutions. Representatives of the association of academic and non-academic personnel shall be
co-signatory to the certification attesting to the institution's compliance with the provisions of RA
6728, particularly on the allocation of seventy percent (70%) of the proceeds from tuition fee
increase for upgrading the salaries and benefits of teaching and non-teaching staff. In all
instances, institutions applying for tuition fee increases shall be required to submit a certification
of the previous tuition fee increase including the allocation and actual use of such proceeds.

Section 104. Refund of Tuition and Other School Fees. A student who transfers or
otherwise withdraws in writing, within two weeks after the beginning of classes, and who has
already paid the pertinent tuition and other school fees in full or for any length longer than one
month maybe charged 10% of the total amount due for the term if he withdraws within the first
week of classes, or 20% if within the second week of classes, regardless of whether or not he has
actually attended classes. The student maybe charged all the school fees in full if he withdraws
anytime after the second week of classes. However, if the transfer or withdrawal is due to a
justifiable reason, the student shall be charged the pertinent fees only up to and including the last
month of attendance.

Section 105. Protection of Intellectual Property. The State recognizes that an effective
intellectual and industrial property system is vital to the development of domestic and creative
activity, facilitates transfer of technology,

66
attracts foreign investments, and ensures market access for our products. It shall
protect and secure the exclusive rights of scientists, investors, artists and other
gifted citizens to their intellectual property and creations, particularly when
beneficial to the people, for such periods as provided in RA 8293, otherwise
known as Intellectual Property Code of the Philippines. Provided that in case of
computer software, the fair use provisions thereof should be recognized.

Section 106. Hazing and other forms of Initiation. The Authority

encourages students to join clubs, fraternity, guilds and other campus
organizations with purposes not contrary to law or existing rules and regulations
of the school or contrary to the vision and mission of the institution. Hazing or
initiation rites in any form or manner by a fraternity, sorority or organization that
would involve physical contact or result to physical pain or mental anguish are
declared illegal, whether conducted outside or inside the campus. Violation of
this provision is subject to summary expulsion from the school, without prejudice
to filing of civil and criminal sanctions in accordance with Republic Act No.
8049.

Section 107. School Uniform. The imposition of school uniform in all

TVET schools or institutions shall be left to the prerogatives of the school.
Provided, that wearing of standard shop/laboratory or workplace uniforms and
safety gears required by the industry or business during actual or practicum
works shall be mandatory. The Provincial Offices concerned shall closely
monitor the implementation of this provision, and the records of compliance by
the school/institution of this provision shall form part of its supporting documents
for Accreditation purposes.

Section 108. Grievance Machinery. Every private and public TVET

school/institutions shall provide for amicable internal procedures or remedies.
Private TVET schools or institutions shall adopt procedural guidelines on the
processing of complaint or grievance to give the parties involved their sides in
the controversy along with the time-honored principle of “exhaustion of
administrative remedies.”

For public TVET institutions, particularly those under the general

supervision of the Authority, the grievance machinery guidelines for an
expeditious adjudication and adjustment in a fair and equitable manner of
employee complaints or grievances shall apply.

Section 109. Administrative Charges. Administrative charges against a

public TVET teacher shall be heard initially by a committee composed of the
school head, or a duly authorized representative of the unit where the teacher
belongs who should at least have the rank of a supervisor, a representative of the
local or, in its absence, any existing provincial or national teachers’ organization
and a supervisor from the Provincial Office. The last two shall be designated by
the Regional Director and the school head or the authorized representative shall

67
act as the chairperson. The committee shall submit its findings and
recommendations to the Regional Director within thirty days from the
termination of the hearings: Provided, however, that where the school head is the
complainant or an involved party, all the members of the committee shall be
appointed by the Director General.

Article XIV. Physical Site and School Facilities

Section 110. School Sites and Building. The physical site and facilities of
every technical and vocational institution shall be adequate and suitable for the
attainment of the general needs of the students, faculty, personnel and the
community. The school site shall meet the needs of the present student
population and shall have provisions for future expansion. It shall be located in
an environment conducive to teaching-learning activities and must adequately
serve the purpose of the school. The minimum standards with respect to physical
site and school facilities shall be:

(a) Private TVET Schools or institutions:

The school site of every private TVET school or institution must

be suitable and adequate for its activities. The site should be owned
by the school or covered by a long-term lease of at least five years.

In the selection of a prospective school site, consideration should

be given, among others, to such factors as total floor area required
for occupancy at any one time, traffic situation in the vicinity, a
reasonable distance from other schools already existing, and
location and distance from distracting establishments such as
cockpits, dancing halls, bars or recreational places of questionable
character, bowling alleys, movie houses, markets, garbage dumps,
funeral parlors, jails, cemeteries and others.

School buildings shall be so designed and constructed in

conformity with the provisions of the Building Code. As much as
possible, the quarters of the school shall:

a.) be so situated that they are sufficiently far from all fire
hazards and that instruction and study can be conducted
without undue interference from neighbors and passing
traffic, and so arranged that activities going on in
classrooms, study rooms, laboratories, or the library do not
interfere with each other;

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 b.) be so planned and constructed that in case of fire, typhoon,
earthquake, etc., all students can evacuate the building
promptly and safely;

c.) be equipped with fire escapes, fire extinguishers, and other

safety devices;

d.) have enough lavatories for both sexes which shall, at all
times, be kept clean;

e.) be adequately lighted and ventilated;

f.) contain sufficient space, furniture and fixtures for the

general needs of the administrative staff, faculty, and
students;

g.) not be used for private residence or in any way that might
directly or indirectly interfere with school operations;

h.) have an easily accessible and well furnished, well

equipped library, as well as administrative offices and
faculty rooms;

i.) have adequately outfitted shops/laboratories and

equipment for the science and technical-vocational
courses;

j.) have sufficient area for student and personnel services;

k.) be so planned that classrooms and laboratories open on to

a corridor; and

l.) in multi-story buildings, have at least two staircases with a

suitable width in accordance with the Building Code.

(b) Public TVET schools or Institutions

The ideal requirements for school site for public TVET

schools/institutions are as follows:

(a) For trade technical, home industries and non-traditional

schools - a minimum of 8 hectares.

(b) For agricultural schools – a minimum of 30 hectares.

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 (c) For fishery schools – a minimum of 10 hectares, 50%
of which shall be for fishponds.

Public TVET school sites could be acquired through any of

the following:

(a) Purchase – a parcel of land could be purchased for

school site using the released allotment for capital
outlay for land and land improvement. It should be
priced based on current market value as determined by
the Provincial Assessor. The land must be surveyed
and titled in the name of the seller or has sufficient
proof of ownership.

(b) By donation – prominent persons in the locality may

donate a parcel of land for a school site. In this
connection, a deed of donation shall be executed by the
donor in favor of the Authority.

(c) By Executive Order or Presidential Proclamation –

public lands and reservations could be acquired as
school sites thru Presidential proclamation or
Executive Order of the President of the Republic of the
Philippines.

Administrators, in coordination with other concerned agencies,

shall see to it that the acquired school site be surveyed, titled in
the name of the school and secured from squatters and tenants.

School buildings may be made up of the following types; 1)

Temporary –made of light or wooden materials, 2) Semi-
Permanent – made of 50% wood materials and 50% concrete, 3)
Permanent – made of concrete or strong and durable materials.

School buildings and other structures of public TVET

schools/institutions may be constructed through any of the
following:

(a) By Private Contractor –School buildings and other

infrastructure to be constructed by private contractor shall
be in accordance with the provision of PD 1954 as
amended.

(b) By Administration - Buildings and other infrastructure

projects could be constructed by administration, provided
the school concerned has the capability to undertake the
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 work and provided further that it is in accordance with the
provision of the School Appropriation Act and with the
approval of the Authority.

(c) By Negotiated Contract – If after re-bidding there shall still

be a failure of bid, and the school concerned is not capable
of constructing the school building by administration, a
negotiated contract may be entered into by the school with
a private agency/contractor indicating arrangements most
advantageous to the school.

The technical assistance of the DPWH in the area shall be sought

by the school administrator during the construction of the
building. Requirements in the construction of buildings of a public
TVET school/institution are as follows:

a) Approved Building Plan

b) Approved program or work, bill of materials and cash

flow

c) Availability of funds (allotment release for capital

outlay-building outlay)

d) Building Permits

e) Approval contract or memorandum of agreement in

case of construction by private contract or negotiated
contract.

f) Bidding of materials in case of construction by

administration in accordance with existing COA rules
and regulations.

Section 111. Classroom. The size and number of every TVET school
classroom shall be enough to accommodate the student population. Functional
furniture, water and energy supply shall be provided. Classrooms shall have a
pleasant atmosphere, well lighted, well ventilated and free from noise.

Section 112. Laboratory and Shop. Laboratory and shop shall be

properly located in an environment conducive to learning, and at least, simulates
the work place, with adequate water and energy supply. Appropriate furniture
shall be provided to accommodate equipment and instruments. The laboratory
and shop facilities of every private TVET school/institution shall at least meet
industry requirements, the needs of the students, faculty, personnel and the
community.

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 The ideal requirement for laboratory and shop for public TVET
schools/institution shall be:

(a) Laboratory floor space shall be 4.5 square meters per student

(b) Shop floor area shall at least be 10.5 square meters per student

The laboratory and workshop equipment and facilities for private and
public TVET schools shall conform with the minimum standards set by the
Authority.

Section 113. Instructional Tools, Equipment, Supplies and Materials.

The minimum requirements for instructional tools, equipment, supplies and
materials for a particular TVET program shall be those specifically referred to
and listed in the task analysis sheet and syllabus of a CBTESD curricular
program or Training Regulations, the adequacy and relevance thereof shall serve
as basis for evaluation in the TVET program registration.

Section 114. Audio-Visual Facilities and Materials. A TVET school

institution shall establish and maintain an audio-visual room with the appropriate
facilities and materials, designed to enhance and support the curricular program.
An audio–visual room shall have state-of-the-art equipment or at least, an
overhead projector, instructional acetate, audio cassette recorder and sound
system.

Section 115. TVET School/Institution Library. The school library is vital

and indispensable to the delivery of quality technical-vocational education. All
TVET schools/institutions shall have a library which should (1) vary in extent
and nature with the different TVET programs or courses offered and the size of
the enrollment, (2) have separate library book collections, audio-visual tapes,
interactive and learning module tapes or compact discs and other reference
materials by occupational areas and/or trade areas, if applicable, and provisions
for reading and audio-visual rooms, (3) be adequate in quality and quantity,
including the currency of its collections, (4) be helpful in serving the needs of
scholars and researchers, and (5) be administered by a competent librarian with
professional training and library assistant when necessary.

Section 116. TVET School/Institution Library Standards. Every private

and public TVET school or institution shall maintain a school library or libraries
with adequate collection and materials in accordance with the minimum
standards, which shall include: 1) a basic collection of well selected relevant
books to support the core needs of the technical-vocational education curricula,
and 2) such additional specialized collections as may be necessary to meet the
requirements of the various courses of study and major programs offered by the
school.
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 In addition to reference books, the library resources shall include a
substantial number of appropriate professional annuals, publications, such as
journals, magazines, bibliographies, monographs, periodicals, pamphlets,
documents and newspapers. Provisions shall be made for the gradual acquisition
of professional publications.

Section 117. Library Development Program. All TVET

schools/institutions shall adopt a continuing and forward looking acquisition and
development program for its school library, as well as the improvement of
facilities and resources.

Section 118. Instructional Materials Selection Criteria. The instructional

materials in every TVET school library shall be suitable for the TVET programs
or courses of study offered, of fairly recent edition, up to date in methods of
presentation and content, reflective of current trends in trade-industry, agriculture
and fisheries, service technology, entrepreneurial and other technology-based
reading materials, preferably written by Filipino authors.

Section 119. School Facilities Maintenance and Development Program.

Every TVET administrator and instructor shall ensure that the buildings and
equipment are kept in top condition for student use. To accomplish this, the
school administrator shall provide a functional maintenance plan for building and
equipment that includes preventive maintenance program, as well as contingency
measures for major and minor breakdowns.

The following are the recommended measures for the maintenance of

school facilities and equipment:

a. Conduct seminar on maintenance and safety.

b. Conduct periodic inventory of school facilities and equipment.

c. Formulate schedule to cover repetitive operations, such as

lubrication of machines, cleaning of windows and
surroundings, and disposal of scraps.

d. Establish procedure for handling repairs and installation of

facilities and equipment.

e. Allocate adequate funding for the repair and maintenance of

facilities and equipment.

f. Organize a committee that will follow-up and supervise the

maintenance program of the school.

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 Section 120. Offices and Staff Rooms. Every TVET school or institution
shall have provisions for administrative offices and staff rooms located
strategically for easy access of faculty and students. As much as possible all
offices shall be located centrally in the administration building.

As much as possible the following offices shall be provided in TVET

institutions:

a. Office of the Administrator

b. Office of the Department Head
c. Office of the Auditor
d. Cashier or Disbursing Officer’s Office
e. Accounting Office
f. Supply Office
g. Clerical Staff Rooms
h. Faculty Room
i. Records Room
j. Guidance, Testing and Placement Room
k. Clinic

These offices should be provided with the necessary equipment such as

computers, tables, chairs, typewriters and etc.

Section 121. Assembly and Athletic Facilities. There shall be provisions

for group assembly, and athletic and recreational facilities to meet school
requirements. Administrators should see to it that at least a multipurpose
building is constructed, which will serve as venue for convocations, social and
cultural programs. The multipurpose building shall be constructed in such a way
that it could be converted to classrooms.

To develop the physical well being of the students, TVET schools shall
construct athletics facilities such as basketball and volleyball, tennis court,
softball diamond, track, etc. The construction of these athletic facilities may be
made as instructional vehicle for vocational classes.

Section 122. Building Services. Buildings shall be provided with

bulletin board spaces, proper disposal of waste, and facilities for custodial and
general services. Water supply with safe drinking water shall be obtainable in
conveniently located areas. The school shall be provided with the following
services:

a. Potable water supply either from deep well or from local water
supply.

b. Power supply for lighting and other electrical requirements either

by generator or from local electric company.
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 c. Clean and sanitary comfort rooms shall be provided and
conveniently located.

d. Fine lightning equipment shall be installed in strategic places.

Article XV. Student Admission

Section 123. Admission Requirement for the Post-Secondary Level. The

basic requirement for eligibility for admission of a student to any post-secondary
technical-vocational education program or course shall be graduation from a
secondary education level program recognized by the Government.

Graduates of foreign secondary schools who may not fully satisfy the
specific requirements of certain post-secondary programs or courses may be
admitted provided any deficiency will be complied during the first term of
enrolment.

Students under the Equivalency Program who are classified as first year
college eligible may be favorably considered for admission to a post-secondary
TVET program at the discretion of the admitting school and subject to the rules
and regulations prescribed by the Authority.

Section 124. Rules of Registration. The enrollment of students in TVET

schools/institutions shall be conducted during the registration days indicated on
the approved calendar and the pertinent procedures of the school, and subject to
the following rules:

a. When a student registers in a post-secondary TVET school, it

is understood that he is enrolling for the entire term of a TVET
program.

b. Aside from the specified registration period, a student may

enroll anytime within the semester and be admitted in
accordance with the CBTESD system, but in no case shall the
admission be less than one month before the end of the
semester.

c. The transfer of an enrolled student from one school to another

during the school year, may be allowed provided the consent
of both schools are obtained. As a general rule, inter-school
transfer after the enrollment period are discouraged, especially
in the case of students who are expected to graduate from a

75
 course of study during the school year, at any of the levels of
TVET programs.

d. No student shall be officially enrolled unless he presents the

proper schools credentials on or before the end of the
enrollment period for the school term.

e. A student is deemed officially enrolled after he has submitted

his appropriate admission or transfer credentials, has made an
initial payment of his school fees which has been accepted by
the school, and has been authorized to attend classes in the
school.

f. No foreign student shall be enrolled without the prior approval

of the Department of Foreign Affairs and the Bureau of
Immigration and Deportation.

g. For purposes of enrollment, the name and other personal data

or circumstances of each student as indicated in his birth
certificate or alien certificate of registration, where applicable,
shall prevail.

Section 125. Admission Credentials. The transfer credentials required for

the enrollment of a student in case of transfer at the beginning of a school year
shall be:

a. For admission into to the first year or Operator level of any

TVET program or course, the uncancelled report card (Form
138) or its equivalent from the school last attended with the
eligibility certificate indicated and signed by the authorized
school official. The report card or its equivalent shall be
deemed cancelled upon the enrollment of the student in the
subsequent year, and the admitting school shall immediately
request for the permanent school record (Form 137) from the
school last attended.

b. For admission into the second year or Craftsman level, and in

the subsequent years of the three-year technician course of any
TVET program, the prescribed transfer credential, normally a
Certificate of Transfer, from the TVET school/institution last
attended shall be presented to the admitting school.

c. Where the student is not a high school graduate but eligible

under the equivalency system and the principle of the
recognition of prior learning, the student maybe admitted into
the operator level, as an entry level.
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 Article XVI. Student Record

Section 126. Content of Student Record. The school records of any

transferring student sent by one school to another shall contain the final rating in
each subject with the corresponding credits or the action taken thereon; or in the
case of technology subjects, a summary of the competency assessments passed
by the student/trainee for which skills certification has been issued by the school
or institution.

Section 127. Request for School Records. Upon submission and

acceptance of the transfer credential, the school to which the student has
transferred shall request in writing for the complete school record (FORM 137)
or transcript of records of the student/trainee from the school last attended. The
latter school shall forward such records directly to the school within thirty days
from receipt of the request.

Section 128. Release of Records. The school records of a student who is

under penalty of suspension or expulsion shall not be released until the lapse of
the penalty thereof, at the discretion of the school, in the case of suspension, or
upon approval by the Director General, in the case of expulsion.

Section 129. Transfer of Students and Transfer Credentials. A student

enrolled in one school is entitled to transfer to another school, provided he has no
unsettled obligation with the school he/she was enrolled in.

A student who applies for and is eligible to transfer shall be provided by

the school he/she is enrolled in with appropriate transfer credentials, which shall
entitle him/her to admission in another school of his/her choice, subject to the
latter’s policies and regulations on the admission of transfer students. The said
transfer credential shall be signed by the registrar which shall be issued not later
than two weeks after the filing of the application for transfer; Provided that, in
the case of a student who is a transferee from another school, his/her records
from the previous school have been received, are complete, and in order.

Section 130. Withholding of Credentials. The release of the transfer

credentials of a student may be withheld for reasons of suspension, expulsion or
non-payment of financial obligations or property responsibility of the student to
the school. The credentials shall be released as soon as his/her obligations shall
have been settled or the penalty of suspension or expulsion lifted.

However, if, after due inquiry, a school is found to have unjustifiably

refused to issue transfer credentials or student records, the Authority may issue

77
the same without prejudice to the imposition of appropriate administrative
sanctions against the school concerned.

Article XVII. Student Discipline

Section 131. Authority to Maintain School Discipline. Every TVET
school or institution shall maintain good school discipline inside the school
campus as well as outside the school premises when students are engaged in
activities authorized by the school.

Section 132. Authority to Promulgate Disciplinary Rules. Every TVET

school/institution shall have the right to promulgate reasonable norms, rules and
regulation it may deem necessary consistent with the provisions of this Manual
for the maintenance of good school discipline and class attendance. Such rules
and regulations shall be effective as of the date of promulgation and notification
to students in an appropriate school issuance or publication. The rules,
regulations and policies shall be compiled in a handbook and submitted to
TESDA.

Section 133. Imposition of Disciplinary Action. School officials and

academic personnel shall have the right to impose appropriate and reasonable
disciplinary measures in case of minor offenses or infractions of good school
discipline committed in their presence. However, no cruel or physically harmful
punishment shall be imposed or applied against any student.

Section 134. Filing of Administrative Action. When the offense

committed is serious and circumstances so warrant, the school head shall cause
the filing of corresponding administrative action against the erring student or
trainee. No disciplinary sanction shall be applied upon any student or trainee
except for cause as defined in the rules and regulations of the school or in this
Manual, and after due process shall have been observed. The punishment shall be
commensurate with the nature and gravity of the offense.

Section 135. Categories of Administrative Penalties. The three categories

of disciplinary administrative sanctions for serious offenses or violation of
school rules and regulations which may be applied upon an erring student or
trainee are: Suspension, Exclusion, and Expulsion.

a) Suspension. Suspension is a penalty in which the school is

allowed to deny or deprive an erring student or trainee of
attendance in classes/training for a period not exceeding
twenty percent (20%) of the prescribed class days for the
school year or term.

b. Exclusion. Exclusion is a penalty in which the school is

allowed to exclude or drop the name of the erring student from
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 the school rules for being undesirable, and transfer credentials
immediately issued.

c. Expulsion. Expulsion is an extreme penalty on an erring pupil

or student consisting of his exclusion from admission to any
public or private TVET institution in the Philippines and
which require the prior approval of the Director General. The
penalty may be imposed for acts or offenses constituting gross
misconduct, dishonesty, hazing, carrying deadly weapons,
immorality, selling and/or possession of prohibited drugs such
as marijuana, drug dependency, drunkenness, hooliganism,
vandalism, and other serious school offenses such as
assaulting a student or school personnel, instigating or leading
illegal strikes or similar concerted activities resulting in the
stoppage of classes, preventing or threatening any student or
school personnel from entering the school premises or from
attending classes or discharging their duties, forging or
tampering with school records or school forms, and securing
or using forged school records, forms, and documents.

Article XVIII. Student Development

Section 136. Attendance. The adoption of the CBTESD learning

principles of motivation, individualization or modularized method of instruction,
self-pacing, recognition of different learning styles, provision of frequent
feedback, opportunities for practice, and active participation, shall make the
technical vocational education and training flexible. Therefore, programs or
courses may be finished earlier than scheduled or as scheduled or late into the
semester or school year. This is an alternative to the conventional approach of a
fixed and rigid schedule. It adopts an approach in which learning is the constant
and time is the variable. The adoption of the CBTESD must be in accordance
with the standards as defined in the approved CBTESD curriculum.

Section 137. Right to Enroll Until Graduation. Admission to any private

or public TVET school or institution is open to all students or workers who meet
its specific standards, requirements and regulations as expressed in printed
publications or other written material. Except in cases of academic delinquency,
violation of school rules and regulations, the closure of a program or course of
study by the school, or the closure of the school itself, the student who qualifies
for enrollment is qualified to stay for the entire period in which he is expected to
complete course in a school, without prejudice to his right to transfer to other
schools within the prescribed period.

Section 138. Subject Load and Sequence. The subject load and the
sequence of subjects of students shall be in accordance with the approved
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curriculum for each program or course of study. Reasonable exemptions maybe
permitted in individual cases taking into account the best interest of the student
and the objectives of the educational system.

Section 139. Excess Load for Graduating Students. A graduating student

in any level of formal TVET programs may, upon the discretion of the school, be
allowed an additional subject load of not more than six academic units in excess
of the normal load specified by the school for the school year or term.

Section 140. Grading and Promotion System. It is the policy of the

Authority to reform the TVET system, and to achieve this, the Authority adopts a
training modality consistent with the Competency-Based training system. As
such, the following rules shall be observed in the grading or assigning marks,
promotion or graduation of students in any technical educational program course.

a. For technology subjects, the performance rating shall be the

“Passed” or “Failed” system. A student is given a passing mark
when by performance shows that he meets the competency
requirements prescribed by industry or trade experts. And a failing
mark when his performance fell below the minimum skills
standard.

b. For tool subjects, the numerical grading system may still be used,
provided that any provisional or temporary grade given at the end
of the semester or term, which are still convertible into another
grade, such as “Incomplete”, or “Conditional”, shall not be
allowed.

c. A school, at its discretion, may grant a final grade that neither earn
credits nor indicate failure (such as “NC” for “No Credit” or “NG”
for “No Grade”), in cases where the students failed to take the
final examination in the subject, but his performance was
considered satisfactory enough to merit a passing grade despite
absence from the final examination. Such a grade is permanent
and cannot be changed subsequently.

d. The CBTESD system calls for a modularized and competency-

based learning such that each level has a set of competencies
based on occupational skills standard endorsed by industry. The
promotion of a student to the next higher level shall be based on
the students capability to demonstrate the competencies he has
trained for, and not by curriculum year.

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 The adoption by a school of any other discretionary academic policies
shall be allowed, provided they are consistent with this Manual, and at least
posted in bulletin boards, or published in an appropriate school publication.

Section 141. Benefits, Privileges, and Rights. In order that student life in
school shall be enjoyable, opportunities of exposure that may enhance personal
development and certain benefits and privileges are provided such as: 1)
membership in student organizations such as drama clubs, technology clubs, etc.,
2) participation in school publication, 3) provision of health care, 4) scholarship,
5) participation in athletic meets, 6) field trips, 7) student insurance, 8) use of
school facilities, 9) student paid labor, and 10) participation in special projects
like income-generating projects.

Section 142. Campus Organizations. The State recognizes the existence

of student councils/governments. No restriction may be placed on the exercise of
students’ rights other than those imposed in conformity with law and which are
necessary in a democratic society in the interest of national security or public
safety, public order, the protection of public health or morals and the protection
of the rights and freedoms of others. Towards this end, every TVET school or
institution shall:

(a) Govern campus organizations by minimum reasonable requirements,

that is, the submission of the organization’s constitution or by-laws,
list of officers of the organization and a letter or notification by at
least an adviser chosen by the organization.

(b) Acknowledge the existence of organized campus associations, and

shall exercise reasonable supervision, subject only to regulations that
do not hamper their academic, technical education programs, and
other activities that are formulated with genuine youth participation.

(c) Recognize and ensure the democratic and autonomous existence of

student councils/governments.

Article XIX. Student Services/ Auxiliary

Services

Section 143. Scholarships. It is the policy of the State in conformity with

the mandate of the Constitution, to promote and make quality education
accessible to all Filipino citizens. The State also recognizes the complementary
roles of public and private educational institutions in the educational system and
the invaluable contribution that the private schools have made and will make to
education. For these purposes, the state shall provide resource generation
mechanisms through assistance to students and teachers in private education in
the form of scholarships.

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 Some forms of assistance available to private technical-vocational
education under Republic Act No. 6728 consists of: (1) Tuition fee supplement
for students in private high schools, including students in Vocational and
Technical Courses; (2) The voucher system of the Private Education Student
Financial Assistance Program (PESFA); (3) Scholarship grants to students
graduating as valedictorians and salutatorians from secondary schools; (4)
Tuition fee supplement to students in private colleges and universities; (5)
education loan fund; and the (6) College Faculty Development Fund.

Section 144. Career Placement and Industrial Coordination. Every

TVET school or institution shall be encouraged to establish and maintain a
functional job placement and industrial coordination office to rationalize the
skills development programs of the school and to ensure the employment of its
graduates. It is suggested that the office shall be handled by a full time
coordinator responsible for networking job information and making these
information available to graduates. The job placement and industrial coordination
office shall have the following functions:

1. Keep and maintain updated information regarding job

openings for both domestic and international demands.

2. Network with the Department of Labor and Employment and

other agencies for possible linkages or supply of skilled
workers here and abroad.

3. Keep and maintain updated personal information and

employment record of its graduates.

4. To perform all other functions that will ensure the employment

of graduates.

Section 145. Guidance and Counseling. Every TVET school or

institution, as part of the minimum requirements to operate TVET programs,
shall establish and maintain a functional Guidance Office to serve as support
structure of the academic and technology programs of the school or institution.
The guidance and counseling program includes:

1. Counseling: A student is assisted in solving his learning

problems.

2. Testing: Test of varied types is given to help assess individual

needs towards growth and development.

3. Private Interview: Counselors become acquainted with

students with behavioral problems and assist them in making
personal and social adjustment.

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 4. Consultation, conference and counseling services: Extended to
parents and other significant adults identified as influences
affecting student’s performance and behavior.

5. Group Guidance: Is the extension of the counseling assistance

to a group concerning common problems in personal, social
and academic areas. Group guidance makes it possible for
students to seek help without fear of being identified with
particular problem.

Section 146. Medical-Dental Services. Every TVET school or institution,

shall provide medical and dental services according to the size and needs of its
students and employees. The medical and dental services shall include, at least,
the following:

1. First aid services to all students and other members of the school
community during school days.

2. Free medical and dental consultation for all students and other
members of the community during physician and dentist’s hours.

3. Provision of medicine for all common ailments during the first day of
sickness.

4. Referral of cases to parents whenever necessary.

5. Health counseling and education for students.

Section 147. Training-Cum-Production Support Services. Every TVET

school or institution is hereby encouraged to establish and maintain micro
enterprises supportive of the skills development programs, either outside or
inside the campus, that would serve as an effective medium for graduating
students to have direct hands-on experiences. These micro enterprises shall not
only simulate workplace situations, but also provide an appropriate place to hone
the students’ entrepreneurial skills. The purposes of the program are: (1) to
maximize the use of existing tools, equipment, supplies and materials, (2) to
establish school-operated practicum venue, and (3) to generate additional income
to sustain and support the skills development program of the school or institution.

Section 148. Food Services. Every TVET school or institution is

encouraged to establish and maintain a canteen, cafeteria, restaurant or any food
service that shall cater to the needs of the students, faculty, school personnel, and
the community. The management operation of such food services may be given
to Food Trade teachers and students under the concept of training-cum
production.

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 Section 149. School Papers and Publications. It is the policy of the State,
as mandated by the Constitution, to promote the youth’s participation in public
and civic affairs through the recognition of the right of the students to free press
and to freedom of expression. Towards this end, the Authority shall encourage,
support and initiate the organization and creation of student publications in all
TVET schools or institutions.

Student publications shall serve as the students’ medium in expressing

their sentiments and opinions on matters that affect the Filipino public and their
respective academic life. The free and unhampered flow of ideas and information
in the campus shall encourage the members of the community in general to be
more analytical and logical in their appreciation of facts, events and
circumstances affecting them, directly or indirectly.

The school paper shall source its fund from student contributions in the
amount appropriate and reasonable based on the enrollment and the cost of
printing.

The fund derived from the collection shall be treated as a trust fund. The
disbursement shall be guided by a budget prepared by the advisers and student
staff writers. Approval for disbursement necessitates the inclusion of the item for
expenditure in the budget.

Section 150. Bulletin Board. Every TVET School or institution shall

maintain permanent bulletin boards, which shall be conspicuously placed inside
the campus where everybody has easy access. Its placement must be at eye level
and the information disseminated shall be categorized. The information regarding
administrative and academic matters shall be written in the portion of the bulletin
board intended for it. Space for student organization matters shall be divided into
areas of activities of the students.

Section 151. Dormitory/Housing Facilities. Public and private technical

vocational schools or institutions shall provide dormitories and other housing
facilities for its students and faculty as the need arises, provided funds are
available.

Article XX. Graduation

Section 152. Special Order. It is the policy of the Authority that Special
Orders shall be required for the graduation of students from TVET programs,
except as otherwise provided for by the Authority concerning accreditation. The
issuance of Special Orders may be withheld only in connection with defects in
the applications as submitted by the schools. Application for Special Orders shall
be filed by the school with the Regional Offices through the Provincial Office
concerned at least 60 calendar days before the end of the academic year, and shall
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be processed by the Authority and returned to the school within 30 calendar days
from the receipt of such application.

Special Orders shall not be required for the graduation of a student or

trainee from a TVET program, if no academic credit is given. However, together
with the notification of completion of the program to the Authority, the school
may submit a written certification on the results of competency assessment on the
student concerned.

Section 153. Graduation Honors. In general, TVET schools or

institutions may adopt their own criteria for the selection of students who should
be awarded graduations honor in a recognized program or course, which criteria
should be made known to its students.

If a private school fails to adopt a set of criteria, the following policies

and rules shall apply in the resolution of issues relative to graduation honors in
the private and public TVET schools:

a. A candidate for graduation honors should take at least two thirds of

curriculum requirements of the program or course in the school where
he is to graduate;

b. Complete and master the cluster of competencies required for the

particular level of the program or course study within the standard
curriculum years, and

c. Have no failing mark in any subject.

CHAPTER IV. SCHOOL FINANCE AND ASSISTANCE

Article XXI. Private TVET School Finance

Section 154. Policy. It is the policy of the State that the national
government shall contribute to the financial support of educational programs
pursuant to the goals of education as declared in the Constitution. Towards this
end, the government shall (1) adopt measures to broaden access to education
through financial assistance and other forms of incentives to schools, teachers,
and students, and (2) encourage and stimulate private support to education
through, among others, fiscal and other assistance measures.

Section 155. Funding. Private TVET schools or institutions may be

funded from their capital investments or equity contributions, tuition fees and

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other school fees or charges, grants, donations, loans, subsidies, passive
investment income, and other sources.

Any private school may receive any grant and legacy donation, gift,
bequest, or device from any individual, institution, corporation, foundation, trust,
philanthropic, organization, and research institution or organization.

Private TVET schools or institutions may engage in any income

generating enterprises to provide sustainability to their skills development
programs or additional income to finance their educational operations thereby
reducing the need to increase student fees.

Article XXII. Public TVET School Finance

Section 156. Sources of Funds. TESDA-administered schools are post-

secondary TVET institutions whose budgets are included in the TESDA budget
per the annual General Appropriation Act. Public TVET school finance includes
sources of funds, release of funds, financial controls and reports, use of savings
and budget preparation and realignment of excess released funds for other needs.
Funds for public TVET schools or institutions, as a general rule, shall be derived
from General Appropriations, trust funds, and other sources as may be provided
by law.

(a) General Appropriations. The appropriation of a public TVET school

for a specific fiscal year shall be indicated in the General
Appropriations Act for the year. The details shall be spelled out in the
comprehensive release for the school. The quarterly releases of fund
shall be shown in the comprehensive release for Personal Services,
Maintenance and Other Operating Expenses, and Equipment Outlay
and Capital Outlay. Generally, these are expressed in codes as
follows:

100 Personal Services

200 MOOE
300-32 Capital Outlay
300-33 Equipment Outlay

Generally, funds from general appropriations shall be deposited in any

authorized depository bank. To deposit the funds, the following shall be
initially required:

1. Authority as administrator of the school by the Regional

Director.

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 2. Signature specimen of authorized personnel authorized to sign
and countersign checks.

3. Fidelity Bond. Under a new regulation, the provincial treasurer

shall approve the application for Bond. An administrator can
approve disbursement of fund even if his bond is not yet
approved as long as he has filed the bond. This fidelity bond
shall be semestrally/annually paid to the Bureau of Treasury.
This is required of all accountable officers such as Supply
Officers, Cashiers and Administrators.

(b) Trust Fund. Money derived by collection from students, other

agencies and special programs are considered trust funds.

Generally, the disbursement of trust funds shall be conditioned

through a purpose for which it is collected. To protect the expenditure
of this fund, its disbursement shall be subject to the usual government
accounting and auditing procedures.

Section 157. Release of Capital/Equipment Outlay. The release of the

fund for capital and equipment outlays shall be requested, otherwise, the fund
shall be realigned for other purposes of other agencies. The request shall be
supported by the following documents:

1. Financial work plan

2. Plans and estimates/ list of equipment needed
3. Copy of the inventory of buildings/equipment
4. Justification of the request
5. Program of works

As a matter of procedure, the Regional Office of the Department of

Budget and Management shall be furnished a copy of the request sent to the
Director General through the Regional Director.

Section 158. Check Reconciliation. All checks issued by the

Administrators shall be returned to the depository bank for encashment. This
shall be reconciled through a report indicating what check is still in the hands of
the payee.

Section 159. Petty Cash. A petty cash, in the amount of Two Thousand
Pesos (P2,000.00) shall be allowed to bonded school officials. The amount is
intended for emergencies and exigencies occurring in the schools.

The petty cash shall be used to buy items necessary in the operation of a
school. It shall be replenished every end of the month or anytime the amount is

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consumed by presenting a duly accomplished voucher with supporting
documents.

Section 160. Internal Control. One basic principle in internal control is

that no single transaction shall be handled by one individual. One person shall
not be assigned as cashier and bookkeeper at the same time. The purpose is to
establish check and balance in order to avoid anomalies or discrepancies.

The Procurement Bids and Awards Committee (PBAC) shall do the

transaction for the acquisition of supplies and materials, equipment, and the
construction of buildings that are more than the amount set by COA,

The membership of the committee is suggested to be composed of a

Supervisor, Administrative Assistant, and the President of the Teachers
Association.

There shall be a technical property inspector who shall check the quantity
and specification of any supplies and materials delivery and invoice receipt.

Section 161. Financial Reports. The following monthly financial reports

shall be required:

1. Trial Balance
2. Status of Common Fund
3. Collection Report
4. Disbursement Report

Section 162. Remittances. Remittances of the Public TVET school shall

be as follows:

1. GSIS Membership Premiums

2. Pag-ibig Premiums
3. GSIS Insurance for vehicles and buildings
4. Income such as tuition, etc.
5. Withholding tax
6. PhilHealth

The insurance for vehicles and buildings shall follow certain procedures
such as:
1. Estimate of the insurance premium from the GSIS insurance
division
2. Voucher for payment
3. Issuance of check for the insurance premium

Section 163. Uses of Savings. Savings come in the form of lapses from
salaries due to absences without pay. It shall also come from the acquisition of

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salaries of unfilled positions (not more than 2 years) and other unexpended
portions of other expenditures.

Savings shall be used for approved salary increases, Christmas bonuses,

medical allowances, COLA, etc. The Authority shall provide clear guidelines on
the uses of savings. Unauthorized use of savings is a personal liability of the
administrator.

Section 164. Procurement Program. The procurement program is a

proposed list of books, supplies, materials, tools equipment and other articles
needed by the school to be purchased with government funds yearly, subject to
approval by those concerned.

The procurement program shall be required before any purchase or

acquisition of article shall be undertaken. This is prepared for submission every
November to the Regional Office.

The resident COA representative shall be furnished the approved

procurement program for reference.

In procurement management, the supply officer shall only be in-charge of

receiving, storing and issuance of purchased supplies, materials and the like.
There shall be a distinct purchasing personnel with equal or lower rank as that of
the supply officer.

(a) Teachers in the academic and technical departments shall list

down all their needs in terms of equipment and supplies and
materials in the required format.

(b) The needs of the teachers are consolidated by courses in the

Supply Office.

Section 165. Procurement of Supplies and Materials. The following are

generally adopted procedures for acquisition of supplies and materials.

a.) A budget proposal shall be submitted for approval to the DBM

through the Authority specifically for supplies, equipment and
building outlay.

b.) As soon as budgetary allocation is approved and released, the

request for the purchase shall be made by the teacher/
personnel who needs the materials.

The Department/Section heads shall endorse the requisition for the

purchase of supply and materials for approval by higher authority.

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 (c) Supplies/materials requested shall be limited to those approved
in the procurement program.

(d) Request for purchase shall pass through the Bookkeeper, who
shall certify availability of funds for the purpose, then
submitted for approval by higher authority.

(e) Upon approval, the request shall be forwarded to the Supply

Officer for canvass or bidding and procurement.

Section 166. Acquisition of Supplies and Materials. The acquisition of

supplies, materials and equipment by purchase shall involve the following
procedures and requirements:

(a) Purchase order shall be issued to the winning bidders

(b) The winning bidder shall send the items ordered to the school.
The items are sent to the supply office where inspection is
made to compare the item delivered and the specification
(quantity and quality) reflected in the Requisition Issue
Voucher (RIV) and the sales invoice.

(c) Purchased items shall be stored and classified according to

size, shape, weight, bulk, fragility, inflammability and
frequency of issuance.

1. Small and delicate items shall be kept under lock and key.

2. Nails, bolts, nuts and washers shall be stored in bins.

3. Flammable and highly combustible item shall be kept in a

separate fireproof room with enclosure.

4. Big, heavy and bulky items shall be placed near the

entrance of the storeroom with a wide opening door.

5. Frequently issued items shall be placed near the issuance

window.

6. All items frequently issued shall have a minimum content

to signal the next purchase.

(d) The General Voucher shall be prepared for payment enclosing,

among others, the following:

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 1. Approved requisition of end user.

2. Canvass papers (at least 3 business agencies)

3. Abstract of the canvass prices

4. Purchase order

5. Inspection report

The end-user shall also sign this Inspection report. For articles
that are purchased from a business agency that is a sole
distributor of the articles, canvass requirements are not
necessary. However, a certificate of distributorship shall be
added as supporting document.

Section 167. Issuance of Supplies. The issuance of supplies/materials

shall be guided by the following procedures:

1. The requisitioning teacher/personnel shall accomplish the

withdrawal slip.

2. The withdrawal slip shall be recommended for approval by

the respective heads of the departments or supervisor.

3. The approved withdrawal slip shall be used to withdraw the

supplies and materials needed from the supply office.

4. In case there are no available supplies and materials, the

purchasing officer shall prepare the necessary papers to
purchase the items being requisitioned.

Section 168. Canvass. As may be allowed by law, a purchase through

canvas shall be conducted as follows:

1. The supply officer or a procurement officer shall require a

canvass to determine the lowest bidder as basis for purchase of
supplies/ materials.

2. The canvass forms and other supporting documents shall be

processed by the higher authority and a purchase order shall be
issued upon approval of the school Administrator or School
Head.

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 3. Upon delivery, the supplies and materials shall be inspected by
the end users and auditor in terms of quantity and
specifications.

Emergency purchases shall be resorted to in cases of immediate need or

under situations involving possible loss of property or damage to human life.

Section 169. Bidding. Bidding is conducted to determine the lowest price

and most advantageous offering. The most commonly adopted mode of
procurement of supplies and materials is by bidding. The following procedures
shall be generally followed:

1. Announcement shall be made through newspapers, bulletin boards

and other media that can reach prospective bidders.

2. Bid tenders shall then be given to qualified bidders, to announce the

date and the items of bidding.

3. Bidders shall submit their sealed bid on the date and time scheduled
for bidding.

4. Bidding shall be conducted to determine the lowest bidder not

exceeding plus and minus 15% of the approved agency estimates.

Section 170. Negotiated Contract. A negotiated contract shall be resorted

to only after the failure of three consecutive biddings due to non-compliance by
bidders of bidding requirements and/or no bids were received. Under such
situations, qualified bidders shall be advised to submit price quotations for
supplies and materials and/or price estimates for building or capital outlay.

Section 171. Property Relief. Losses and damage of schools property

cause by circumstances beyond the control of the administrators may happen
unexpectedly. When this occurs, the following procedures shall be undertaken:

1. The Provincial/District Director shall be informed of the

incident through the fastest possible means, especially in case
of the destruction of property by fire or typhoon.

2. Findings of the police/fire department about the circumstances

surrounding the incident shall be secured.

3. All documents and other supporting papers shall be forwarded

to the Provincial/District Director. The verification note of the
resident auditor shall accompany the report for relief.

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 As soon as the relief is approved, the property shall be dropped from the
inventory and books of accounts and the personnel holding the memorandum
receipt of the property shall be cleared, including the administrator.

CHAPTER V. MEMBERSHIP IN PROFESSIONAL

ORGANIZATIONS

Section 172. Policy. It is the declared policy of the State to encourage

the active participation of various concerned sectors in the delivery of TVET
programs. This includes particularly TVET professional organizations who are
encouraged to promote and strengthen the quality of middle-level manpower in
accordance with the development goals and priorities of the government through
quality technical education and skills training programs. To attain these
objectives, the Authority shall develop and administer appropriate incentive
schemes to assist and encourage public and private professional organizations,
industries and institutions to provide high-quality technical education and skills
development opportunities.

Section 173. Public and Private TVET Professional Organizations. The

Authority recognizes the active participation of the TVET and industry
professional organizations in the development of technical education and skills
training in the country. Towards this end, the Authority shall encourage School
Heads, Administrators, teachers/instructors and personnel to become members in
any existing technical-vocational education association such as:

1) Philippine Association of Private Technical Institutions Inc.

(PAPTI)

2) Vocational Colleges Association of the Philippines (VCAP)

3) Federation Association of Vocational Institution of the Philippines

(FAVIP)

4) Technical and Vocational Education Accrediting Agency of the

Philippines (TVEAAP)

5) Technical Education Network of the Philippines (TENPHIL)

6) Philippine Association for Vocational Education, Inc. (PAVE)

7) Technical Education and Vocational School Administrators

Association (TEVSAA)

8) Private Technical Vocational Education Association (PTVEA)

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 9) Philippine Association of State Universities and Colleges (PASUC)- Technical
Education Chapter

10) Coordinating Council for Technical- Vocational Association of the Philippines

(COCOTVEAP)

11) Coordinating Council of Private Education Associations (COCOPEA)

12) Association of Philippine Private Technical Institutions

(APPTI)

13) Association of TESDA-Administered Schools (ATAS)

14) Philippine Association of Vocational Education Administrators (PAVEA)

CHAPTER VI. MISCELLANEOUS PROVISIONS

Section 174. Due Process. In all matters that may result in the
impositions of sanctions against schools, personnel, or students, administrative
due process shall in all instances be observed.

Section 175. Application of Sanction against TVET Schools or

Institutions. The application of sanctions and penalties against TVET schools for
violations of the regulations of the Authority shall be consistent with the gravity
of the offense committed by the school or institution. Any school or institution
may appeal the application of any sanction by a Regional Director to the
Director-General, if the school is of the belief that the sanction is excessive in the
light of the offense committed.

Section 176 . Separability Clause. Any part or provisions of this Manual

which may be held invalid or unconstitutional shall not affect the effectivity and
efficiency of operation and implementation of its remaining parts and provisions.

Section 177. Repealing Clause. Any existing orders, circulars,

memoranda, or any part thereof, including the Implementing Rules and
Regulations of the Education Act of 1982, BP 232, which are contrary to or
inconsistent with any provision of this Manual, shall be deemed repealed or
modified accordingly. Any provision or regulation contained in the 1992 Manual
of Regulations for Private Schools as amended, which is not mentioned in this
Manual and which does not form part of existing laws shall be considered
repealed.

Section 178. Effectivity. This Manual of Policies and Guidelines on the

Establishment and Operation of Public and Private TVET Institutions is hereby
approved and shall take effect after fifteen (15) days from publication in a
newspaper of general circulation.

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