APEC FORUM ON HUMAN RESOURCES DEVELOPMENT

ECONOMY REPORT:
THE PHILIPPINES
The Role of TVET
Providers in Training
for Employees
Maria Criselda R. Sy,
Director - Bureau of Local Employment

Coverage
Overview of the status of the use of
TVET providers in career
development
Situation and issues concerning
TVET providers (overview of private
and public providers)
Overview of the acceleration of the
use of TVET providers
Promoting access to TVET providers

Overview of the Status of the Use of TVET

Providers in Career Development Support

BASIC MANDATE
Item 6, Article 15 of the Philippine Labor Code
institutionalizes the vocational guidance and
testing system in aid of proper human resources
allocation
Technical Education and Skills Development
Authority (TESDA) of the Department of Labor
and Employment (DOLE) as the focal agency (RA
No. 7796)

Four Types of Skills Formation Systems

(based on location of training)
aining
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DOLE TESDA Mandate

Provide policy
directions and
guidelines for
resource allocation for
the TVET institutions

Set appropriate
skills standards
and tests

Formulate
manpower and
skills development
plans

Role of TVET Providers

- Addresses the poverty alleviation thrusts
of the 2004-2010 Philippine Medium-Term
Development Plan (MTPDP)
- Addresses the skills requirements of those
who are already in the labor market
- Addresses the skills requirements of those
who need to upgrade or develop new
competencies to enhance employability
and improve productivity in accordance
with the needs of the industry

TVET Objectives
VISION
VISION

TVET
SECTORALTARGETS
TARGETS
SECTORAL
Higher Education

In relation to the:
ECONOMY
To provide the critical
skills in right quality,
quantity and timing vis-vis industry needs

POPULATION

(Filipino Workers)
TVET
Basic
Education

To help alleviate poverty

COMMUNITY
To bridge communities,
with national and global
labor markets

TVET Clients in the Philippines

Employed Workers
Who Want Skills
Upgrading

Returning Overseas
Filipino Workers

- High School Graduates

- Secondary School Leavers
- College Undergraduates
and Graduates

Unemployed Persons Who

Are Looking for Work

TVET Delivery Modes

1. SCHOOL-BASED PROGRAMS direct delivery or
provision of TVET programs by the TESDAadministered schools. (19 agricultural schools, 7
fishery schools and 31 trade schools)
2. CENTER-BASED PROGRAMS training provisions
being undertaken by TESDA Regional (15) and
Provincial (45) Training Centers in selected trade
areas in the different regions and provinces in the
country.
3. COMMUNITY-BASED TRAINING FOR ENTERPRISE
DEVELOPMENT PROGRAMS provided to the poor
and marginal groups, particularly those who do not
have access to formal training provisions.
4. ENTERPRISE-BASED PROGRAMS training program
being implemented within companies/firms

Forms of Enterprise-Based
Training Programs
1. APPRENTICESHIP PROGRAM involves a contract
between an apprentice and an employer on an
approved apprenticeable occupation that aims to
provide a mechanism that will ensure availability of
qualified skilled workers based on industry
requirements for a period of 4-6 months.
2. LEARNERSHIP PROGRAM a practical training onthe-job for approved learnable occupations, for a
period not exceeding 3 months.
3. DUAL TRAINING SYSTEM an instructional mode of
delivery for technology-based education and
training in which learning takes place alternately in
two venues: the school or training center and the
company.

Situation and Issues Concerning TVET

Providers (Overview of Private and Public Providers)
TVET DELIVERY STATUS

- There are 4,510 TVET Providers in

the Philippines of which 62%
(2,786) are private and 38% (1,714)
are public

Figure 1. TVET Providers 2005

TVET Providers (4,510)

- Public TVET providers include the

121 TESDA Technology Institutes
composed of 57 schools, 15
Regional Training Centers, 45
Provincial Training Centers and 4
Specialized Training Centers

Public

Private

1,714

2,796

38%

62%

Public TVET Providers (1,714)

LGUs
844 (49%)

Others
344 (20%)

- Other public TVET providers include

State Universities and Colleges
(SUCs) and local colleges offering
non-degree programs; DepEd
supervised schools and LGUs

DepEd
Supervised Schools
259 (15%)
HEIs/SUCs
With Non-degree Programs
146 (9%)

TESDA
Technological Institutions
121 (7%)
3

Situation and issues concerning TVET

Providers (Overview of Private and Public Providers)
TVET Enrolment and Graduates by Delivery Mode:
2005-2007
2005

2006

2007*

1,683,382

1,736,865

2,142,414

School

431,008

673,947

883,839

Center

56,078

98,179

Enterprise

59,003

98,329

108,574

Community

482,938

657,966

806,209

Others

654,355

208,444

338,263

1,154,333

1,340,620

1,702,307

School

204,713

337,146

485,136

Center

51,538

90,133

Enterprise

58,122

71,725

96,536

Community

474,318

632,148

744,488

Others

365,642

209,468

358,583

Enrollment

Graduates

Source: Corporate Affairs Office, TESDA

*Preliminary data

-TVET enrolment has

improved in 2007,
reaching a training
capacity of 2.142
million with a 23%
growth rate from
2006.

Situation and issues concerning TVET

Providers (Overview of Private and Public Providers)
Apprenticeship/Learnership Program Outputs under the
Kasanayan at Hanapbuhay (KASH) Program

APPRENTICESHIP / LEARNERSHIP
PROGRAM OUTPUTS
Shop Tailor

29,479

Baker

7,116

Cook

1,616

Waiter

1,433

Wire Harness Assembler

Electronic Assembler

SECTOR
29,479

GARMENTS

10,165

TOURISM

9,149

9,149

AUTOMOTIVE

6,099

6,099

ELECTRONICS

5,082

FURNITURE &
FURNISHINGS

4,828

WHOLESALE &
RETAIL TRADE

4,066

AGRICULTURE &
FISHERIES

2,335

METALS &
ENGINEERING

1,687

FOOD PROCESSING

Furniture Maker

5,082

Salesman/Saleslady

1,830

General Clerk

1,606

Counter Sales Clerk

1,392

Fish processing/canning
worker

4,066

Sheet Metal Worker

1,115

Plastic Moulder

1,220

Candy Maker

1,687

- The training capacity

includes the outputs
of KASH Program with
a total of 101,650
apprentices and
learners.
- Majority of these
apprentices and
learners are trained
in the garments
sector with an output
of 29,479 and in the
tourism sector with
an output of 10,165.

Situation and issues concerning TVET

Providers (Overview of Private and Public Providers)

TVET Trainers
There is a total of 22,000 TVET
trainers who are central in the
delivery of TVET:
1,300 or 6% are TESDA trainers who
are manning TESDAs network of 121
technology institutes
20,700 (94.1%) are employed in
other public and private TVET
institutions.

TVET Quality Mechanisms

TRAINING REGULATIONS
-Developed in consultation with industry
leaders
-Consist of the competency and training
standards, and assessment and certification
arrangements
-Basis for the development of curriculum and
instructional/competency assessment
packages for competency-based technical
education and skills development
-72 Training Regulations promulgated and for
adoption by TVET institutions

TVET Quality Mechanisms

TVET REGISTERED PROGRAMS
-Unified TVET Programs Registration and
Accreditation System (UTPRAS) defines
the standards for compliance of TVET
providers
-Mandatory to ensure quality and
adherence to set standards of TVET
provision
-There are 13,098 Registered programs
nationwide which is based on Training
Regulations developed

TVET Quality Mechanisms

ASSESSMENT AND CERTIFICATION
- There were 519,675 certified Filipino skilled workers
out of the 874,162 assessed from 2000-2005,
representing a certification rate of 59.45%
- Decorative Crafts registered the highest certification
rate at 98.38% for all other sectors but it appears
insignificant given the actual number of assessed
persons which is only 364
- Maritime sector shows that out of the 214,315 persons
assessed, 200,567 were certified or a certification rate
of 93.59%
- Processed foods sector got the lowest certification rate
at 20.77%

Assessment and Certification by Priority Sector, 2000-2005

No. of
Assessed
Persons

No. of
Certified
Persons

Automotive

71,522

25,083

35.07

Construction

86,171

36,838

42.75

Electronics

36,500

12,854

35.22

Metals and Engineering

16,114

8,041

49.90

Heat Ventilation and Airconditioning

11,439

6,322

Tourism

44,368

20,221

30,817

19,604

Priority Sector

Health, Social and

Community Services

Other

Certificat
ion Rate

55.27
45.58
63.61

Information Technology

139,453

32,919

23.61

Garments

13,052

6,655

50.99

Furniture and Fixtures

1,667

1,074

64.43

Processed Foods

6,532

1,357

20.77

420

165

39.29

214,315

200,567

93.59

370

364

98.38

198,663

145,860

73.42

Others

2,759

1,751

63.47

Total

874,162

519,675

59.45

Agriculture
Maritime
Decorative Crafts
OPAS

- There were 519,675

certified Filipino skilled
workers out of the
874,162 assessed from
2000-2005,
representing a
certification rate of
59.45%
- Decorative Crafts
registered the highest
certification rate at
98.38% for all other
sectors but it appears
insignificant given the
actual number of
assessed persons which
is only 364

Assessment and Certification by Priority Sector, 2000-2005

No. of
Assessed
Persons

No. of
Certified
Persons

Automotive

71,522

25,083

35.07

Construction

86,171

36,838

42.75

Electronics

36,500

12,854

35.22

Metals and Engineering

16,114

8,041

49.90

Heat Ventilation and Airconditioning

11,439

6,322

Tourism

44,368

20,221

30,817

19,604

Priority Sector

Health, Social and

Community Services

Other

Certificat
ion Rate

55.27
45.58
63.61

Information Technology

139,453

32,919

23.61

Garments

13,052

6,655

50.99

Furniture and Fixtures

1,667

1,074

64.43

Processed Foods

6,532

1,357

20.77

420

165

39.29

214,315

200,567

93.59

370

364

98.38

198,663

145,860

73.42

Others

2,759

1,751

63.47

Total

874,162

519,675

59.45

Agriculture
Maritime
Decorative Crafts
OPAS

-Maritime sector
shows that out of
the 214,315 persons
assessed, 200,567
were certified or a
certification rate of
93.59%
-Processed foods
sector got the
lowest certification
rate at 20.77%

Overview of the Acceleration of the Use of

TVET Providers
GLOBAL
COMPETENCIES

GLOBAL
OPPORTUNITIES

National Technical Education and Skills

Development Plan
JOB MISMATCH AND UNEMPLOYMENT

Ladderized
Education
Program

Private
Education
Student
Financial
Assistance

PGMA
Training for
Work
Scholarhsip
Project

Technical
Education
Skills Devt.
Projects

Overview of the Acceleration of the Use of

TVET Providers
A. SUPPORT MEASURES FOR TVET PROVIDERS

Financial support to the

TESDA-administered
institutions

Expanding the capacities of

private TVET Institutions
through scholarships
Technical
Education Skills
Development
Projects
- Jobs-Directed
Scholarship
Program
- ADB-TSDP
Scholarship
Program

Promoting Access to TVET Providers

Through the expansion of strategic
partnerships both with the domestic
and international network partners and
alliances to support private sector-led
and market driven TVET
A bridging mechanism for skills
development and employment
facilitation programs. It serves a
venue for private companies to
demonstrate their social
responsibility and to contribute to
the development of the countrys
human resources

FUTURE CHALLENGES
- Extend the pool of experts/TVET trainers,
particularly in priority trade areas
- Ensure the quality and qualifications of training
providers
- Conduct a massive National TVET Trainers or
Assessors Qualification Program that aims to
improve the competency level of trainers in
appropriate technology and training methodology
- Pursue the comparability of competencies and
mutual recognition of skills qualifications

VISIT OUR WEBSITES:

www.dole.gov.ph
www.tesda.gov.ph
www.ble.dole.gov.ph
www.phil-job.net