Republic of the Philippines

Davao Oriental State College of Science and Technology

Presented to Mr. Roldan Galladora

ASSESSMENT OF LEARNING AND

Prepared by:

Airen M. Unabia
Judy Ann Veroy
Leah Jean Te

November 18, 2019

Objectives:

To be able to:
 define the TVET System in the Philippines;
 distinguish the formal and non-formal TVET System in the Philippines;
 determine the importance of TVET System in the Philippines.

CONTENT:

TVET and higher education enrollments in the Philippines are relatively high compared with countries at
similar development levels, particularly for young women. For disadvantaged youth, the most fundamental
constraint to access is that many never complete the 10-year education cycle. For those who do, entry into
post-secondary education is limited by factors such as low achievement in basic education and the absence
of effective mechanisms for targeted scholarships or student loans.

For TVET, a broader constraint is the concentration of TVET providers in niche areas at both ends of the
skill spectrum, while mid-level skill workers must rely on limited opportunities for informal and/or on-the-
job training. The education system in the Philippines embraces formal and non-formal education. It is
closely related to the American mode of education but differs in the number of school years as other
countries have 12 years basic education. In the country however, elementary education is composed of 6
years and secondary education is 4 years which together with the tertiary education comprise the formal
education system. On the other hand, non-formal education includes education opportunities, even outside
school premises, that facilitate achievement of specific learning objectives for particular clienteles,
especially the out of-school youths or adult illiterates who cannot avail of formal education. An example is
functional literacy programmes for non-literate and semi-literate adults which integrate basic literacy with
livelihood skills training. The formal TVET system in the Philippines is structured as follows: Technical-
Vocational Livelihood programmes are offered at the upper secondary education level (ISCED 3). Duration:
2 years Admission requirements: No special requirements / Completion of lower secondary education
Taught in: Senior high schools Students can obtain the National Certification (NC) I+II in TVET
programmes. After successfully graduating from senior high school, they receive certificates of graduation
or high school diploma (Katibayan/Katunayan) and can proceed to technical/vocational schools/institutes.
TVET programmes are offered at the post-secondary non-tertiary level (ISCED 4) Duration: A few weeks
up to 3 years Admission requirements: Entrance exam after successfully completed secondary school Taught
in: Technical and vocational schools/institutes Programmes vary from a few weeks up to 3 years. Students
can take TESDA administered examinations to receive a certificate or diploma. After 1 year, graduates
receive a certificate, after 2 years, the qualification will be a certificate of proficiency and after 3 years, a
diploma can be achieved. If students study for 4 years, they receive a Bachelor’s degree. Depending on the
course and workload, students can obtain NC III-IV (Diploma). With any of these certifications, they can
move on to higher education and the credit they have gained throughout their TVET education can count
towards the pursued degree. TVET programmes are offered at the tertiary sector (ISCED 5-8). Duration: 4
years Admission requirements: Bachelor’s degree Taught in: Universities Graduates can proceed to pursue
the Master’s and Doctorate programmes. Non-formal and informal TVET systems The Technical Education
and Skills Development Authority (TESDA), local government units (LGUs) and non-governmental
organizations (NGOs) offer non-formal TVET programmes. Some examples include: 7 TVET Country
Profiles | Philippines June 2019 Programme: Centre-based programmes Ministry/organization responsible:
TESDA Target audience: Not specified Admission requirements: Not specified Qualifications received: Not
specified. There are 15 regional and 45 provincial training centres. Programme: Community-based training
programmes Ministry/organization responsible: LGUs and NGOs Target audience: Poor and marginalised
groups without access to formal education due to low skills and limited financial resources Admission
requirements: Not specified Qualifications received: The programmes teach skills that will facilitate
selfemployment. Programme: Enterprise-based programmes Ministry/organization responsible: TESDA in
cooperation with companies Target audience: Not specified Admission requirements: Not specified
Qualifications received: These programmes are split in 3 categories, namely the apprenticeship programme,
the learnership programme, and the dual training system (see below). The 3 categories of the enterprise-
based programmes aim to provide on-the-job education for the workforce in order to match the skills
required for the labour market. Apprenticeship programmes last 4-6 months, learner ship programmes last
up to 3 months and the organizations who want to hire apprentices or trainees need to be accredited with
TESDA. The dual training system (DTS) seeks to institutionalize the apprenticeship programmes and the
onthe-job-training modalities to provide a TVET based educational approach. Several other programmes are
in place to target specific groups, including the poor and marginalized, persons with disabilities, indigenous
people, women (esp. victims of abuse), returning overseas Filipino workers (OFWs), farmers/fisherfolk, the
unemployed and underemployed, citizens in conflict-afflicted areas as well as inmates.

Technical Education and Skills Development Authority (TESDA), the lead agency in TVET in the
Philippines, is mandated to provide relevant, accessible, high quality and efficient technical education and
skills development in support of the development of Filipino mid-level manpower responsive to and in
accordance with the Philippine development goals and priorities as embodied in Section 2 of the TESDA
Act of 1994. In pursuit of its mandate, TESDA enables the Filipino skilled workforce to be more
employable, productive and flexible to the changing requirements of industry and the labour market, both
domestically and overseas. With employable TVET qualifications, individuals are empowered, become self-
reliant and capable of supporting themselves and their family. One of the major development challenges for
the Philippines is to prepare the youth (ages 15–24) for the workforce. The country is still facing low
education, high dropouts, and unemployment, particularly among the youth. Technical and Vocational
Education and Training (TVET) is the postsecondary education sector, providing noncredit, technical
middle-level skills training to produce skilled workers. The Technical Education and Skills Development
Authority (TESDA) provides national leadership for the TVET system by implementing competency-based
curriculum standards, training regulations, and assessment and certification processes to ensure a high-
quality TVET delivery throughout the country. With the country’s recent shift to K-12 compulsory
education, TVET education is integrated into senior high school to produce high school graduates with
employable skills.

ANSWERS TO THE OBJECTIVES

 define the TVET System in the Philippines

TVET and higher education enrollments in the Philippines are relatively high compared with countries at
similar development levels, particularly for young women. For disadvantaged youth, the most fundamental
constraint to access is that many never complete the 10-year education cycle. For those who do, entry into
post-secondary education is limited by factors such as low achievement in basic education and the absence
of effective mechanisms for targeted scholarships or student loans.

 distinguish the formal and non-formal TVET System in the Philippines

The education system in the Philippines embraces formal and non-formal education. It is closely related
to the American mode of education but differs in the number of school years as other countries have 12
years basic education. In the country however, elementary education is composed of 6 years and secondary
education is 4 years which together with the tertiary education comprise the formal education system. On the
other hand, non-formal education includes education opportunities, even outside school premises, that
facilitate achievement of specific learning objectives for particular clienteles, especially the out of-school
youths or adult illiterates who cannot avail of formal education. An example is functional literacy
programmes for non-literate and semi-literate adults which integrate basic literacy with livelihood skills
training.

 determine the importance of TVET System in the Philippines

With employable TVET qualifications, individuals are empowered, become self-reliant and capable of
supporting themselves and their family. One of the major development challenges for the Philippines is to
prepare the youth (ages 15–24) for the workforce. The country is still facing low education, high dropouts,
and unemployment, particularly among the youth. Technical and Vocational Education and Training
(TVET) is the postsecondary education sector, providing noncredit, technical middle-level skills training to
produce skilled workers. The Technical Education and Skills Development Authority (TESDA) provides
national leadership for the TVET system by implementing competency-based curriculum standards, training
regulations, and assessment and certification processes to ensure a high-quality TVET delivery throughout
the country. With the country’s recent shift to K-12 compulsory education, TVET education is integrated
into senior high school to produce high school graduates with employable skills.

REFERENCE/s: