session ii: albert basa - stregthening the quality and relevance of work-based learning

Strengthening the quality and relevance of work-based learning: The Philippine Experience

Work-Based Learning: The Philippine Experience

7th ESSSA Meeting, Siem Reap, Cambodia

The 7th Expert meeting of the Employment and Skills Strategies in Southeast Asia Initiative (ESSSA)7-8 October 2015 Siem Reap Cambodia

Albert A. BasaTechnical Education and Skills Development AuthorityGovernment of the Republic of the Philippines

Presentation Flow_____________________________________

1Overview of the PH Educational System

_______________________________________________

2TESDA’s Governance Structure

_______________________________________________

3TESDA - Industry Partnerships: Linking Training and Employment

_______________________________________________

4Case Studies: STAR Program, IT-BPM, SEIPI

_______________________________________________

5Synthesis: Integrating Employment and Training Policies



1Overview of the PH Educational System



The Philippine Educational System



Trifocalization Policy: DepEd (Basic Education – RA 9155); TESDA (Middle Level Manpower Training – RA 7796); CHED (Higher Education – RA 7722)Harmonization: K-12 Enhanced Basic Education Program (RA 10533)

The Philippine Qualifications Framework



The PQF National Coordinating Committee is hereby created to be Chaired by the Secretary of the Department of Education (DepEd) with the following as members: a) Technical Education and Skills Development Authority (TESDA); b) Commission on Higher Education (CHED); c) Department of Labor and Employment (DOLE); and, d) Professional Regulations Commission (PRC). (Sec. 2, EO No. 83 s.2012)

TVET Delivery Network



School-Based

TESDA Schools __________________________

Private Tech-voc Schools__________________________

Other Projects__________________________

Training Centers

RTESD Centers__________________________

PTESD Centers__________________________

Private Training Centers__________________________

Industry Training Center__________________________

Workplace-based training projects__________________________

Ex.__________________________

Enterprise-Based

Community-Based

NGOs/POs__________________________

Local Government Units__________________________

Other Projects__________________________

2TESDA’s Governance Structure



TESDA Organizational Structure



TVET System Management



INPUT OUTPUT OUTCOME IMPACT

Indicator InstitutionsOperativeTrainers TrainedResources mobilized

Program RegisteredTraining Regulations PromulgatedTraining Seats AvailableCurriculum Exemplars DevelopedAssessment Tools DevelopedEGACStudents Assisted via scholarships

Certification Rate

Employment Rate

Indicator Elements

AdequacyProportionality

Access Equity Quality RelevanceResponsiveness

Indicator Typology

Internal Efficiency

Effectiveness External Efficiency

Supply Demand

Development of Competency Standards

Development of Competency Assessment

Instruments

Accreditation of Assessors and

Assessment Centers

Conduct of Competency Assessment

• TAP/TEP

• Industry Experts

• Industry Association

• TAP/TEP

• Industry Experts

• Academe

• Guidelines prepared by CO

• RO, POs train assessors

• ROs,POs accredit assessors and assessment centers

•Demonstration

• Questioning

- Oral

- Written

- Interview

• Portfolio

• Observation

Approval of the TESDA Board

• TAP/TEP

• Technical Committee on Quality

• TESDA Board

Competency Assessment and Certification System



TVET Resources2016 Proposed Budget



Expense Class

Amount %Total

PersonalServices

1,432,676 22

MOOE 4,661,286 73

Capital Outlay

299,872 5

TOTAL 6,393,834 100

TVET Resources2016 Proposed Budget



MFO 1. Technical Education and Skills Development Policy Services

MFO 1. Technical Education and Skills Development Services

MFO 1. Technical Education and Skills Development Regulation Services

Php 52.6 Million

Php 5.8 Billion

Php 116.5 Million

TVET OutputJuly 2010 – December 2014



Year Enrolled Graduates

Assessed Certified

2014 2,033,417 1,785,679 1,187,469 1,064,157

2013 1,943,589 1,765,757 1,055,576 936,007

2012 1,804,742 1,600,658 1,033,681 890,547

2011 1,572,131 1,332,751 835,572 703,632

2010 1,568,617 1,344,371 716,220 594,323

Total 8,922,496 7,829,216 4,828,518 4,188,666

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Employer Satisfaction Survey: 86.1% of the 5,451

employers said that

they are highly satisfied with the

performance of TVET

graduates while

86.9% indicated

their willingness to continue hiring applicants with certification from TESDA.

Source: 2014 Impact Evaluation Survey /2011 Employers

Satisfaction Survey

Impact Study



65.4%2014

3TESDA – Industry Partnerships:Linking Training to Employment



Awareness of TESDA2015 TESDA Image and Perception Survey (TNS)



Q1. Are you aware of a government agency that is mandated to help young Filipinos get employment by providing free education or training?) Q2 Can you please name this government agency? You may mention up to two.

Agency Most Depend On2015 TESDA Image and Perception Survey (TNS)



Q Among the following government agencies, which do you most support or lean to?

Among government agencies involved in education and training, TESDA is the most supported agency and the agency most people depend on as claimed by respondents especially those from Mindanao (53%).

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Industry Partnerships



585 Industry partnerships (July 2010 –August 2015)

Most of the partnerships entered into by TESDA involve Skills Training with 428 or 73.2%.

Other areas are Scholarships with 58 (9.9%) and Advocacy and Promotion with 57 (9.7%). The rest of the partnerships are in Assessment and Certification, Capability Building, Database Management, E-learning, Jobs Bridging, K to 12, Program Registration, Skills Competition, Standards Development, Trainers Development, TESD Planning, and TVET.

REGION PARTNERSHIPS

COMPLETED

No. % No. %

CAR 23 100.0 5 21.7NCR 14 100.0 9 64.3

I 55 100.0 36 65.5II 38 100.0 3 7.9III 19 100.0 3 15.8

IV-A 9 100.0 1 11.1IV-B 12 100.0 3 25.0

V 14 100.0 6 42.9VI 42 100.0 11 26.2VII 14 100.0 6 42.9VIII 45 100.0 32 71.1IX 65 98.5 17 26.2X 61 100.0 59 96.7XI 42 100.0 4 9.5XII 18 100.0 11 61.1

CARAGA 9 100.0 0 0.0ARMM 6 100.0 1 16.7

CO 99 100.0 41 41.4

Total 585 100.0 248 42.4

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Dual Training System



Block Release Day Release

566 participating companies

130 accredited TVET institutions

Only 5% of the total enrollees in TVET system!

Elements of the DTS

Partnership between the school and the establishment (MOA/Training Agreement)

Training Plan

Industrial Coordinators & In-plant Coordinators

Training Station (Facilities/Equipment)

BLOCK 1: Time is devoted to finish in-

school training (40%)

BLOCK – 2: Time is devoted to finish

in-plant training (60%)

1-2 days in-school training/week3-4 days in-plant training/week

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Dual Training System



Role of the Company

Provide job-oriented training

Allow trainees to acquire professional skills, experiences, techniques and behavior in the real life situation

Organize in-plant training station and programs

Follow agreed upon training plansubsidizes the training cost

Benefits

50% of actual expenses paid to the accredited DTS Educational Institution for its trainees will be deducted from taxable income

Donation, contribution, bequest, subsidy, or financial aid paid for the operation of DTS is deductible for income tax purposes

Exemption from payment of Donor’s tax

4Case Studies: Coca Cola, BPAP, SEIPI



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The STAR program targets to empower 200,000 women sari-sari store owners and operators all over the country by 2020 by giving them skills training in managing their business.

Currently, there are over 34,000 beneficiaries and 6 Micro Finance Institutions in the STAR Program.

Micro-Finance Institution AreaFirst Community Cooperatives, Inc. Mindanao

Negros Women for Tomorrow Foundation Visayas

Rangtay sa Pagrang-ay Baguio/Benguet

Alalay sa Kaunlaran Luzon

ASA Philippines Foundation Metro Manila

National Confederation of Cooperatives Metro Manila

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56.7%PGS 2007

70.9%

TWSP 2012

The training program supports the industry’s plan to employ some 1.3 million Filipinos by 2016, representing a projected 68-percent increase from the 772,000 full time workers it currently has.

In 2011, a total of 65,000 employees availed of free training from the P500 million worth of scholarships in the IT- BPO industry.

The amount will be used for pre-employment training of near-hires to get them actually hired in member companies of BPAP and its partner associations.

BPAP-member associations have committed an employment rate of at least 70 percent of the total graduates within six months after they finished the course.

BPAP vowed to establish and maintain a training development fund, which will be used for future trainings of near-hires within the industry (20% of the total training cost for each graduate hired in the case of call center training, and 10% of the total training cost for each graduate hired in medical transcription, software).

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26.1%PGS 2007

85%

TWSP 2012

91%

TWSP 2013

TESDA has allocated P30 million for the training of 5,172 scholars in the semiconductor and electronics industry.

The 5,172 scholars will undergo training under the program Level I Electronics Back-end Operators. The scholars are taught 11 training modules on the basic aspects of Technical, Behavioral, and Manufacturing Systems and Standards.

SEIPI will tap the assistance of its member-companies for the conduct of the training based on the programs indicated in TESDA's Qualification Map (QM).

The organization committed to establish and maintain a Training Development Fund to be used for future training of existing workers, pre-employment and re-tooling of incoming workers in the semiconductor and electronics sector and for the promotion of training programs.

At least 20 percent of the total training cost for each scholar hired will be set aside by SEIPI for this purpose. The amount will be managed by SEIPI and will be utilized exclusively for the training of additional industry workers.

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5Synthesis



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Synthesis



Governance

A national authority in TVET, like TESDA, is crucial to ensuresustainable TVET. But it is not enough that we maintain a bureaucracyworking for TVET. Continuous improvement should be a call. Effectivetraining management must go hand in hand with research anddevelopment, promotion and advocacy, partnerships, and

convergence.

Resources

TVET financing is the most important aspect of governance in TVET.Investing in the 21st century skilled Filipino workforce is a smartmove. This includes the provision of scholarship programs and othertraining assistance. The Aquino administration spent more than 8-billion pesos for Training for Work Scholarship Programs in the pastfive years.

Partnerships

The aggressive stance of various TESDA Offices in buildingpartnerships and linkages with stakeholders has resulted in thetremendous increase in the number of partnerships from 16 in2010 to 585 in 2015, with some Regional Offices having significantcontribution to the total number of partnerships forged. TESDA’shigh employment rate is attributed to its massive industrypartnerships.

session ii: albert basa - stregthening the quality and relevance of work-based learning

Economy & Finance