session ii: albert basa - stregthening the quality and relevance of work-based learning
TRANSCRIPT
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
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
1Overview of the PH Educational System
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
The Philippine Educational System
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
TESDA Organizational Structure
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
TVET System Management
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
TVET Resources2016 Proposed Budget
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
65.4%2014
3TESDA – Industry Partnerships:Linking Training to Employment
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
Awareness of TESDA2015 TESDA Image and Perception Survey (TNS)
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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)
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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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Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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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Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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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Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
5Synthesis
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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Synthesis
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
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.