DOCUMENT RESUME

ED 399 379 CE 072 427

TITLE National Profiles in Technical and Vocational

Education in Asia and the Pacific: Philippines.
INSTITUTION United Nations Educational, Scientific and Cultural
Organization, Bangkok (Thailand). Principal Regional
Office for Asia and the Pacific.
PUB DATE 95
NOTE 47p.; Product of UNEVOC, the International Project on
Technical and Vocational Education. For other country
profiles, see CE 072 415-429.
AVAILABLE FROM Asia-Pacific Centre of Educational Innovation for
Development (ACEID), UNESCO Principal Regional Office
for Asia and the Pacific, P.O. Box 967, Prakanong
Post Office, Bangkok 10110, Thailand; Networking and
Information Service Unit, CPSC, P.O. Box 7500,
Domestic Airport Post Office, NAIA, Pasay City 1300,
Manila, Philippines.
PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PCO2 Plus Postage.

DESCRIPTORS College Programs; Educational Change; Educational
History; *Educational Philosophy; *Educational
Policy; *Educational Practices; *Educational Trends;
Foreign Countries; Policy Formation; Postsecondary
Education; Public Policy; Secondary Education;
*Technical Education; *Vocational Education;
Vocational Schools
IDENTIFIERS *Philippines

ABSTRACT
One of a series of studies on the development of
technical and vocational education in the member states of UNESCO,
this report profiles the educational system in the Philippines. The
two parts of the document provide an overview and milestones in
technical and vocational education (through charts and tables). Some
of the highlights are as follows: (1) technical and vocational
education (TVE) in the Philippines has a long history and is an
integral part of the country's formal education system; (2) TVE
builds on primary education and secondary education--most TVE
programs are postsecondary nondegree programs ranging from 6 months
to 3 years; (3) TVE graduates are expected to possess basic
occupational skills for entrance into employment as well as
conceptual skills, basic scientific and mathematics skills, work
attitudes, and language skills; (4) TVE covers five main fields:
trade, agriculture and agribusiness, fisheries, crafts and home
industries, and nontraditional courses; (5) more than 250 courses are
offered in these fields; and (6) eight governing bodies are
responsible for directing and implementing TVE. (KC)

****************************.AAA;-*AAA****************************
it Reproductions supplied by EDRS are the best that can be made
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 Cr)
NATIONAL PROFILES
IN TECHNICAL
AND VOCATIONAL EDUCATION
IN ASIA AND THE PACIFIC

Philippines

UNEVOC
International Project on Technical and Vocational Education

U.S. DEPARTMENT OF EDUCATION

Office of Educational Research and Improvement "PERMISSION TO REPRODUCE THIS
ED ATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it
Minor changes have been made to improve
reproduction duality.

Points of view or opinions stated in this docu.

ment do not necessarily represent official TO THE EDUCATIONAL RESOURCES
OERI position or policy.
INFORMATION CENTER (ERIC)."

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 This volume is one of a series of member country profiles on Technical and
Vocational Education of the following member countries:

AFGHANISTAN MALAYSIA
AUSTRALIA MYANMAR
BANGLADESH NEPAL
BHUTAN ISLAMIC REPUBLIC OF PAKISTAN
PEOPLES REPUBLIC OF CHINA PAPUA NEW GUINEA
FIJI PHILIPPINES
INDIA SINGAPORE
INDONESIA SRI LANKA
ISLAMIC REPUBLIC OF IRAN THAILAND
JAPAN SOCIALIST REPUBLIC OF WET NAM
REPUBLIC OF KOREA

© UNESCO 1995

Published by the
UNESCO Principal Regional Office for Asia and the Pacific
P.O. Box 967, Prakanong Post Office
Bangkok 10110, Thailand

Printed in Thailand

Copies of this publication are available upon request from (i) Asia-Pacific
Centre of Educational Innovation for Development (ACEID), UNESCO Principal
Regional Office for Asia and the Pacific, P.O. Box 967, Prakanong Post Office,
Bangkok 10110, Thailand, and (ii) Networking and Information Service Unit, CPSC,
P.O. Box 7500, Domestic Airport Post Office, NAIA, Pasay City 1300, Manila,
Philippines.

4
 TABLE OF CONTENTS

Foreword

Part I : Overview 1

Part II : Milestones in Technical and Vocational Education 4

2.1 Spanish Period 4
2.2 Philippine Revolutionary Period 4
2.3 American Period 4
2.4 Japanese Occupation Period 5
2.5 Philippine Republic Period 5

Technical and Vocational Education and Training (TVET) System 8

Structure of the Formal Education System 9

National Agricultural Education System (NAES) 10

Network of Agricultural Institutions under the Agricultural

Technology Education Project (ATEP) 11

National Technical (Trade) Education System 12

Network of Technical Education Institutes and Staff Development

Centres under the Technical-Vocational Education Project (TVEP) 13

BTVE and its Linkages 14

Bureau of Technical and Vocational Education (BTVE) 15

Number of Technical and Vocational Institutions by Ownership 16

Number of Government and Private Technical and Vocational Institutions

by Region SY 1990-91 17

Technical and Vocational Education (TVE) Programmes 18

Number of Government Technical and Vocational

Institutions by the Type of School 19

5
 TABLE OF CONTENTS . (cont'd)

Number of Government Schools by the Type of Schools

and by Region, SY 1990-1991 20

Post Secondary Enrolment in Government and Private Schools 21

Post Secondary Enrolment in Government Technical and

Vocational Schools by Type of School 22

Post Secondary Enrolment in Government and Private Schools

by Region SY 1990-1991 23

Post Secondary Enrolment in Government and Private Schools

by Region SY 1990-1991 24

Post Secondary Graduates in Government and Private Schools 25

Post Secondary Graduates in Government and Private Schools

by Region SY 1990-1991 26

Technicians by Technology Areas 27

Total Number of Enrolees and Graduates of the Three Year

Diploma of Technology 28

Total Number of Enrolees in the Three Year Diploma of

Technology by Technology Area 29

Graduates of the Three Year Diploma of Technology

by Technology Area 30

6
 FOREWORD

Technical and vocational education has always been an important component

of UNESCO's consecutive Medium Term Plans. The basic objective of this
programme is to support the efforts of Member States to link education systems more
closely to the world of work and to promote the expansion and improvement of
technical and vocational education in the light of changing employment needs.
The Colombo Plan Staff College for Technician Education (CPSC) also
dedicates itself primarily to enhancing the growth and development of the technician
education systems in its member countries which are located in the Asia and Pacific
region. Its programmes, projects and activities are geared to provide the needed
impetus for the professional development of senior level personnel involved in
technician education development efforts.
UNESCO has launched an International Project on Technical and Vocational
Education (UNEVOC) as of 1992 in co-operation with the Government of Germany,
ILO, FAO, UNDP and NGOs interested in the reform of technical and vocational
education. This project focuses on exchanging information, research and experiences
on policy and programme issues in technical and vocational through a network of co-
operating institutions.
In a spirit of co-operation between UNESCO and CPSC, under UNEVOC, an
attempt is being made to compile and publish studies on the development of technical
and vocational education in Member States in the form of TVE profiles of 21
countries. It is hoped that this series will serve as a handy reference information on
TVE systems, staff development, technical co-operation and information networking.
These studies have been possible because of the full co-operation to UNESCO PROAP
and CPSC by all concerned in the Member States.
The opinion expressed in this study are those of the authors and do not
necessarily reflect the position of UNESCO and CPSC in this regard. This profile on
Philippines was prepared by Prof. Lemuel M. Miravalles, Seconded Faculty Member
to CPSC by the Government of Philippines.

C.K. Basu Victor Ordonez

Director, CPSC Director, UNESCO PROAP

7
 Part I

OVERVIEW

Technical and vocational education (TVE) in the Philippines has a long

history and is an integral part of the country's formal education system. TVE builds
upon six years of compulsory elementary education (grades 1-6) beginning at age 7
followed by four years of secondary education at ages 13 to 16.
The formal TVE programmes are classified as post-secondary non-degree
ranging from six months to three years in duration and require the completion of
secondary education as one of the pre-requisites for admission.
Specifically, technical and vocational education in the Philippines is that level
of education which develops the operatives, craftsmen and technicians with the
appropriate knowledge, attitude and skills in the various occupational clusters of
industries.
TVE graduates are expected to possess the following:
1. Basic occupational skills for entrance into gainful employment;
2. Conceptual skills for analysis of problems typical in occupational
performance;
3. Basic scientific and mathematical skills for precision design
interpretation;
4. Work attitudes and habits for better efficiency and effectiveness in job
performance; and,
5. Written and graphical language skills in job performance.
Technical and vocational education in the Philippines covers five main fields.
These are: (1) Trade; (2) Agriculture/Agro-industry; (3) Fisheries; (4)
Craftsman/Home Industries; and, (5) Non-Traditional Courses.
These main fields comprise more than 250 different courses offered
nationwide by various public and private schools of arts and trades,
agricultural/agro-industrial schools, fishery schools, craftsman/home industries
schools, computer training schools, etc.
The form and substance of all courses are determined by means of
instructional materials, syllabi and curricula formulated by the Bureau of Technical
and Vocational Education (BTVE) under the Department of Education, Culture and
Sports (DECS). Depending on the course, both syllabus and curriculum consist of
description of objective, teaching guides, student manuals, evaluation guidelines and
plans of suggested instructional resources issued to the field as a DECS order.
1

3
Technical and vocational education: Philippines

Technical and vocational education, one of the subsystems of the Philippines

Technical and Vocational Education and Training (TVET) system, consists of the
following, major components:
1. Department of Education, Culture and Sports (DECS) - DECS is
the principal agency of the Philippine government responsible for the
establishment and maintenance of a complete, adequate and integrated
system of education, both formal and non-formal, relevant to the goals of
national development. DECS, headed by a Department Secretary, is
primarily responsible for the formulation, planning, implementation and
coordination of the policies, plans, programmes and projects in the areas
of elementary, secondary and physical education, technical and vocational
education, higher education, non-formal education and the development
of culture. DECS supervises all educational institutions both public and
private.
2. Bureau of Technical and Vocational Education (BTVE) - Created
under Batas Pambansa Bilang 232 otherwise known as the Education Act
of 1982, BTVE, a staff bureau of the DECS, is mandated to provide
leadership and a unified direction in the development and promotion of
the formal technical and vocational education subsystem.
3. Technical Panel for Technical and Vocational Education (TPTVE)
- TPTVE serves as a consultative, advisory and policy-recommending
body to the BTVE Director and the DECS Secretary on TVE matters.
TPTVE brings into one group varied policy and decision-makers from
both public and private sectors and co-ordinates linkages with other
sectors of the formal and non-formal TVE system.
4. DECS Regional Offices - As part of the decentralization programme of
the DECS, Regional Directors exercise direct supervision over all public
TVE schools in their respective regions. In particular, the TVE Division
of the DECS Regional Offices, headed by Division Chiefs and Assistant
Chiefs, is concerned with the implementation and regulation of all
policies and standards on TVE in their respective areas.
5. TVE Networks - These networks were established to enable the
effective, efficient and functional delivery of technical and vocational
education in the Philippines. In order to put networking in action, the
following were established: (1) A National Centre in each of the areas in
TVE, i.e., agriculture, trade, fishery, home industries; (2) A Zonal Centre
in each of the major geographic classification, i.e., Luzon, Visayas,
Mindanao; (3) A Regional Centre in each of the 13 regions; and (4) A
Provincial Training Institute in each of the 72 provinces.
6. State Universities and Colleges (SUCs) - As chartered schools, the
SUCs have administrative autonomy and are not under the direct
supervision of the DECS Regional Offices. However, by virtue of his
2

9
 Overview

chairmanship of the Board of Trustees of SUCs, the Secretary of

Education or his Undersecretaries continue to govern the state
universities and colleges. Many SUCs offer post-secondary TVE
programmes as well as degree programme for TVE teachers.
7. Private Universities and Colleges - Many private schools offer post-
secondary TVE programmes all over the country.
8. Technical Panel for Agricultural Education (TPAE) - TPAE has
similar functions to that of the Technical Panel for TVE. However, unlike
TPTVE which is attached to the BTVE, the TPAE is attached to the
DECS Bureau of Higher Education.
The attached Figures, Tables and Charts give a detailed profile of the
Philippine TVE system.

3
 Part II

MILESTONES IN TECHNICAL AND

VOCATIONAL EDUCATION1

2.1 Spanish Period

Formal education in the Philippines started as early as 1595. Technical-
vocational education was introduced years later in the university level.

2.2 Philippine Revolutionary Period

Development of national consciousness reached its apex thereby causing the
Philippine revolution. Schools were allowed to operate after recovering from the
ravages of war.

2.3 American Period

Education became systematic. Vocational courses were introduced into the
educational system out of the need for non-formal education.
1901 Act 74 of the Philippine Commission authorized the
establishment of the Manila Trade School which became the
Philippine College of Arts and Trades (PCAT) in 1959 and now
Technological University of the Philippines (TUP). During the
period, vocational schools were established either as national
or provincial schools.
1902 Act 372 of the Philippine Commission laid down the foundation
of the public system of education in the Philippines.
1904 Agricultural and trade curriculum was organized on an
experimental basis. The first agricultural school was
established at the Mehan Garden (now called the Central Park)
near the City Hall of Manila.
1916 The two-year and four-year normal curricula were adopted.
Vocational courses were offered jointly with or separately from
the academic curriculum.

I. References: 1. DECSIBTVE, BTVE Journal 1986 (includes 1986 Annual Accomplishment), Vol. 1
No. 1, p. 42-44.
2. DECS/BTVE, Technical and Vocational Education in the Philippines, June 1989.
4

11
 Milestones in TVE

1924 Monroe Survey Commission pointed out the defects of the

educational system and recommended the establishment of
more technical vocational schools.

1927 Commonwealth Act 3377 under the Commonwealth

Government, otherwise known as the Vocational Education Act
of 1927, laid the foundation for technical-vocational education.
The Act provided that the controlling purposes of
vocational trade and technical education is to fit the
individual for gainful employment.
1937 A committee headed by McCormick was created to reorganize
the educational system. The committee recommended the
adoption of the Type A and B curricula. Type A curriculum
requires vocational courses and in the Type B curriculum
vocational courses are offered as electives.

1938 Commonwealth Act no. 313 transferred the Cebu School of Arts
and Trades (now Cebu State College of Science and
Technology), Iloilo School of Arts and Trades (now Western
Visayas College of Science and Technology), the Visayas
Agricultural School (now Visayas State college of Agriculture)
and the Mindanao Agricultural College (now Central Mindanao
University) from provincial to national schools/colleges headed
by full-fledged superintendents.

2.4 Japanese Occupation Period

Vocational schools existing/operating prior to World War II were allowed to
offer the same curriculum.

2.5 Philippine Republic Period

1948 A joint congressional committee on education was created and

recommended the creation of the Board of National Education
under RA No. 1124. This board recommended the adoption of
the 2-2 plan curriculum.
1953 Republic Act No. 175 was passed giving vocational schools the
option to collect tuition fees not exceeding those charged in
general high schools in the province, city or municipality.

12
Technical and vocational education: Philippines

Republic Act No. 364, known as the Special Trust Fund Law,
authorized vocational schools to collect tuition fees, receive
contributions and donations from private persons and contract
loans from government and private financial institutions, the
proceeds of which constitute the special trust fund of the school.
Republic Act No. 415 was passed to provide special funds for
teacher education institutions.
Republic Act No. 948 authorized the conversion of all provincial
city and municipal trade schools into national schools.
Republic Act No. 975 authorized the Secretary of Education to
confer appropriate degrees to those who have completed four-
year training courses.
1954 The item of Assistant Director for vocational education was
created in the Bureau of Public Schools and a division of
vocational education in the General Office was organized. Dr.
Pedro Guiang was the first Assistant Director of Vocational
Education.
1960 ICA-NEL Survey Team undertook a study of the public school
system and found out that there were vocational schools with
no vocational quality equipment, materials and teachers thus
making it impossible for vocational education to perform
effectively.

1963 Republic Act No. 3742 created the Bureau of Technical

Vocational Education which was given the responsibility of
administering all public vocational schools. The Bureau was
mandated to strengthen, promote, co-ordinate and expand the
programmes of the country through the development of skilled
manpower in agriculture, industry, trade, fishery and other
vocational programmes.
1972 Presidential Decree No. 6-A issued on September 29, 1972,
known as the Educational Development Act of 1972 declared
that the training of the nation's manpower in the middle-level
is required for national development. It set the tone for the
new thrust of education that the development of skilled
manpower would be among the priority objectives that must be
pursued.
1976 The re-organization committee reorganized the national system
and abolished the Bureau of Vocational Education on 1 July
1975.

13
 Milestones in TVE

1975- For the next ten years, technical and vocational education
1985 programmes were divided between the Bureau of Secondary
Education for Secondary Vocational Courses and the Bureau of
Higher Education for post-secondary programmes. Since it was
no longer treated as a special education programme, technical
and vocational education was left on its own hampering its
development and growth.
1979 Presidential Study Committee on Vocational-Technical
Education was created to undertake a general review of the
technical and vocational education system in relation to the
national development goals. The Committee recommended the
re-creation of the Bureau, known today as the Bureau of
Technical and Vocational Education, as a Staff Bureau under
the Department of Education, Culture and Sports (DECS).
1982 Batas Pambansa Blg. 232 known as the Education Act of 1982
created the Bureau of Technical and Vocational Education.
This Bureau is mandated to provide a unified direction of
policies, guidelines and plans to improve technical and
vocational education and its support mechanism.
1985 The Bureau of Technical and Vocational Education started its
operation. Dr. Pedro L. Esteban and Dr. Alcestis Guiang were
appointed Director and Assistant Director, respectively, of the
BTVE

7
Technical and vocational education: Philippines

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 STRUCTURE OF THE FORMAL EDUCATION SYSTEM

AGE 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 24
22 123 25
I

1st 2nd 3rd 4th 1st 2nd 3rd 4th 5th

GRADE/YEAR Year Year Year Year
000000 Year Year Year Year Year

PRE-
LEVEL ELEM EN- ELEMErITAR DARY Y
TARY
iECOh GRACIUATE

KICEIL PREP- INTER- GENERAL HIGH AGRICULTURE

GAR734 AKOrf PRIMARY SCHOOLS
MEDIATE COMMERCFJBUSINESS
Offering revised MANAGEMENT
secondary curriculum TEACHER TRAINING &
with pre-vocational
EDUCATION
elements
ARTS & SCIENCES
ENGINEERING
LAW
NATURE
A.B. PROGRAM I LAW PROPER
OF PROGRAM
MEDICINE
CRAFTS.
MAW

CATE
PRO.
GRAY

IRDUTGUAL
AGRICULTURAL
TECIEGCLAII
CERTIFICATE
PROGRAM

TECIDOCIA11TKPIAMA
PROGRAM

Source: Department of Education Culture and Sports

17 18
 NATIONAL AGRICULTURAL EDUCATION SYSTEM (NAES)(.,

CURRICULAR OFFERINGS

Degree Diploma Non-Formal

Educational Institutions Doctorate Masters Bachelor's (Post- Secondary) Training
Agricultural Manpower

Agricultural scientists,
National University of the Philippines X X X - .. engineers and educators for
Agri- Los Banos. Laguna (UPLB) advanced research and
cultural development
University
(NAU)

Luzon: Central Luzon State

Agricultural scientists,
University. Munoz, Nueva engineers and educators for
Ecija (CLSU) advanced research and
3-Zonal development and technology
Visayas: Visayas State packaging
O Agricultural College of Agriculture. X X X - -
Universities Baybay, Leyte (VISCA)
(ZAUs)
Mindanao: Central
Mindanao University,
Musuan. Bukidnon (CMU)

13-Regional One RAC in each of the 13 (b) X X X - Scientists and engineers for
Agricultural Colleges administrative regions field testing of new
(RACs)
technologies
77-Provincial Technical One PT1A in each of the 77 - (b) X X -
Institutes of Agriculture Technologists and technicians
provinces for production and extension
(PT1As)

Secondary Schools Selected High Schools - .. - - X Semi-skilled field workers

with Programs in Agricultural
Arts

(a)
(b) Maybe offered if accredited
Reference: Department of Education. Cultism and Sports

20

19
BEST COPY AVAILABLE
 Milestones in TAE

Network of Agricultural Institutions under the Agricultural

Technology Education Project (ATEP)

Type/Name of Institution Region City

A. National Agricultural University (NAU)

1. University of the Philippines at Los Banos (UPLB) IV Los Banos, laguna

B. Zonal Agricultural Universities (ZAU)

1. Central Luzon State University (CLSU) III Munoz, Nueva Ecija

2. Visayas College of Agriculture (VISCA) VIII Baybay, Leyte

3. Central Mindanao University (CMU) X Musuan, Bukidnon

C. Regional Agricultural Colleges (RACs)

1. Benguet Slate University (BSU) I La Trinidad, Benguet

2. Camarines Sur State Agricultural College (CSSAC) V PIN, Camarines Sur

3. Aklan State College of Agriculture (ASCA) VI Banga, Aklan

4. University of Southern Mindanao (USM) XII Kabakan, Cotabato

D. Provincial Technical Institutes of Agriculture (PTIAs)

1. 'locos Sur Agricultural College (ISAC) I Sta Maria. !locos Node

2. Isabela State University (ISU) II Cabagan, Isabela

3. Western Luzon Agricultural College (WLAC) III San Marcelino, Zambales

4. Rizal College of Agriculture and Technology (RCAT) IV Sampaloc, Tansy, Rizal

5. Palawan National Agricultural College (PNAC) IV Aborlan, Palawan

6. Bird University (BU) V Guinobatan, Albay

7. Panay State Polytechnic College (PSPC) VI Pontevedra, Capiz

8. Bohol Agricultural College (BAC) VII Bilar, Bohol

9. Southern Samar Agricultural College (SSAC) VIII Satcedo, Southern Sauna

10. Katipunan National Agricultural School (KNAS) IX Katipunan, Zamboanga del Node
11. Northern Mindanao State Institute c4 Science and
X .yon, Butuan, Tagum, Campus
Technology (NMISIST)

12. University of Southeastern Philippines (USP)

XI Bo Obrero, Davao City
13. Upi Agricultural School (UAS)
XII Upi, Maguindanao

Reference: 1988, Agricultural Technology Education Project in the Philippines

11

21
 NATIONAL TECHNICAL (TRADE) EDUCATION SYSTEM

COURSE OFFERINGS FEATURES

1. Higher education (graduate and 1. Headed by State College/University

sure undergraduate) degree programs in TVE President
Colleges
and
Universities 2. Post-secondary non-degree program 2. Governed and supervised by own Board
of Science & of Trustees
Technology
(sato 3. Secondary program

1. Degree programs in TVE 1. Headed by Vocational School

Higher Technical Superintendent (VSS) or Vocational
Education Institutions 2. 3-Year Diploma and 1-2 Year Certificate School Administrator (VSA)
to (tea) Programs
2. Supervised by DECS
3. Secondary program

1. Post-secondary non-degree TVE 1. Headed by Vocational School

Technical-Vocational Programs (Diploma and/or Certificate) Administrator (VSA) or Secondary
Education Institutions
(WEN) School Principal (SSP)
2. Secondary program
2. Supervised by DECS

1. Headed by Secondary School Principal

(SSP)
Secondary Schools
High School Diploma
2. May be supervised by own Board (if
SCU) or by DECS

23

22
 Milestones in TVE

Network of Technical Education Institutes and Staff Development Centres

under the Technical-Vocational Education Project (TVEP)

Type/Name of Institution Region City

A. National Centre for Technical Education and Staff

Development (NCTESD)
1. Marikina Institute of Science and Technology NCR Marikina, Metro Manila

B. Regional Centre for Technical Education and Staff

Development (RCTESD)
1. Regional CTESD in Luzon, Manila Technical NCR Taguig, Metro Manila
Institute, Technological University of the Philippines-
Taguig Campus
2. Regional CTESD in Visayas, Cebu State College of VII Cebu City
Science and Technology
3. Regional CTESD in Mindanao, XI Davao City
University of Southeastern Philippines

C. Technical Education Institutes (TEIs)

1. La Union School of Arts and Trades I San Fernando, La Union
2. Mariano Marcos State University I Laoag, (tacos Node
3. Nueva Viscaya School of Arts and Trades II Bambang, Nueva Viscaya
4. Cagayan State University II Tuguegarao, Cagayan
5. Bataan School of Arts and Trades III Bataan
6. Don Honorio Ventura College of Arts and Trades III Bacolor, Pampanga
7. Cavite College of Arts and Trades IV Cavite
8. Pablo Borbon Memorial Institute IV Batangas City
9. Camarines Sur National College of Arts and Trades V Naga City
10. Sorsogon School of Arts and Trades V Sorsogon
11. Western Visayas College of Science and Technology VI Iloilo City
12. Bacolod City National Trade School VI Bacolod City
13. East Visayas School of Arts and Trades VII Dumaguete
14. Samar School of Arts and Trades VIII Samar

15. Zamboanga School of Arts and Trades IX Zamboanga City

16. Surigao School of Arts and Trades X Surigao
17. Kidapawan Trade School XII Kidapawan

18. Xavier University X Cagayan de Oro

19. Emilio Aguinaldo College IV Dasmarinas, Cavite

Reference: 1982, Technical and Vocational Education Project of the Philippines

13

24
 BTVE AND ITS LINKAGES

Technical Panel
NATIONAL CENTER FOR
State Colleges for Technical-
TECHNICAL EDUCATION AND
and Universities Vocational Education
STAFF DEVELOPMENT
of Science and (TTTVE)
(NCTESD)
Technoloy
Mankma Institute of Science
(SCUs)
and Technology (MIST),
4, Marikina. Metro Manila
Public Higher
Technical Education
Ramrod. CTESD
Institutions / FOR Luzosi
(HTEIs) /
Technological University of the*
Technician Education / Philippines (TUP)
Institutes (TEls) Manila Technician Institute
Taguig, Metro Manila
BUREAU OF TECHNICAL
Public Post- AND
Secondary Technical- - ------------- VOCATIONAL EDUCATION REGIONAL CTESD
Vocational Institutions (BTVE/DECS) FOR VISAYAS
(TVIs) Cebu State College of
Science and Technology
..0
(CSCST). Cebu City

REGIONAL CTESD
Public Secondary FOR MINDANAO
Schools University of Southeastern
Philippines
/ (USP), Davao City
DECS Regional Offices
Technical-Vocational
Private Technical- Education Divisions
Vocational Institutions (DECSRO/TVED)
Technical Advisory 1._
Committees
(TACs)

25 26

BEST COPY AVAILABLE

 Milestones in TVE

BUREAU OF TECHNICAL AND VOCATIONAL EDUCATION (BTVE)

, DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS)

Organization Chart

BTVE
DIRECTOR
Technical Panel for
Technical and Voca-
tional Education
(TPTVE)

TPTVE Secretariat

Sector Development Unit Administrative Unit

Assistant Director

Curriculum Staff Technical

Development Development Services
Division Division Division
I
I 1

Engineering Non-Engineemig Teaching Group Physical Facilities

Related Related Section Standards Section

Non-Teaching Group Research and

Section Evaluation Section

Soft Industrial Placement

Academic Development
Courses Section

Clerical

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Technical and vocational education: Philippines

Number of Technical and Vocational Institutions by Ownership

Number of Technical and Vocational Institutions by Ownership

Comer SY 8S.86 8647 SY 87-48 SY 88-89 SY 8940 SY 90-91

No. No. No. No. No. S No.

Gov't 318 39.0 256 30.6 156 21.1 209 25.5 333 35.2 335 26.6

Private 498 61.0 581 69.4 581 78.9 612 74.5 612 64.8 926 73.4

816 100 737 821 100 100 1,261 100

Reference: 1991 BTVE Statistical Bulletin, Tables 1 and 4.

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28
 Number of Government and Private Technical and Vocational Institutions by Region, SY 1990-91

250
111Govt
200 2Cr2
200 . Priv=
1s7 3 rcrrr..
150
107
In 114
100 97 97
NS 89
73 ry 32
68 65
56 63 55 61
SO 49 . 47
17 2.3_11.1 17 21 h - 1
4, 11 14 10
"w MM 'It , "IT Ti 1r -
NCR CAR a 80 iv V vl VM nc x xl xa

Number of Government and Private Technical and Vocational Institutions by Region SY 1990-1991

V vt `sit X

Na Na No Na Na Na Na Na Na Na Na Na Na Na

God 2 1.0 17 43.6 17 37 54.4 21 19.6 35 22_3 25 21.9 34 35.1 11 20.0 66 82_3 20 40.0 20 21.7 21 26.0 10 21.3

Pitais 203 99.0 22 56.4 56 76.7 31 45.6 80.4 77.7 711 63 64.9 44 80.0 14 17.7 9.2 72 73.3 61 74.0 37 717

202 100 39 100 73 100 ea 103 107 100 157 100 114 100 97 103 55 100 79 100 49 100 92 100 82 47 100

Reference: 1991 BTVE Statistical Bulletin

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Technical and vocational education: Philippines

TECHNICAL AND VOCATIONAL EDUCATION (TVE) PROGRAMMES

Schools of Arts & Trades

o Secondary, o Public
o Post-Secondary, - SUCs
l. Trade Education -DECS
o Higher, or
o Graduate Levels o Private

Agricultural/Agro-Industrial Schools
o Secondary, o Public
2. Agriculture/Agro-Industry o Post-Secondary, - SUCs
Technical and Education o Higher, or - DECS
o Graduate Levels o Private
Vocational
Education
(TVE) Fishery Schools
Programs o Secondary, o Public
--13. Fishery Education o Post-Secondary, - SUCs
o Higher, or - DECS
o Graduate Levels o Private

Craftsman/Home Industries Schools

4. Craftsman/Home o Secondary, o Public
o Post-Secondary, - SUCs
Industry Education
o Higher Levels - DECS
o Private

Public Schools
5. Other TVE Programs Private Schools
2-Year I-Year J 6-12 Months

--I Computer-Related Courses

Business & Management-

J Related Courses

--I Health-Related Courses

d Transportation-Related
Courses

dPersonality Development
and Language Courses

Police and Security Craft

J Courses

--1 Service-Related Courses

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 Milestones in TVE

Number of Government Technical and Vocational Institutions

by the Type of School

333

135 (40.3%)

109 (32.5%)

71 (22.1%)

17 (5.1%)

SY 85-86 SY 86.87 SY 87-88 SY 88-89 SY 89-90 SY 90-91

Number of Government Technical and Vocational Institutions

No. No. % No. No. No. No.

Arts and Trades 133 41.8 101 39.4 71 45.5 92 44.0 129 38.7 135 40.3
(ATr)

Agriculture/Agro 99 31.1 88 34.4 50 32.0 69 33.0 114 34.3 109 32.5

Industry (AAI)
Fisheries (F) 68 21.4 56 21.9 24 15.4 38 18.2 72 21.6 74 22.2

Craftsman/Home 18 5.7 11 4.3 11 7.1 10 4.8 18 5.4 17 5.1

Industries (CHI)

Reference: 1991 BTVE Statistical Bulletin, Tables 3 and 5.

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 Number of Government Schools by the Type of Schools and by Region, SY 1990-1991

A Tr
65
2 Am
F

1
CHI
.1
, al ToTAL
32
35 34
7
i
1 24 24
21 21

13
11 2 11 ,
i I I ,4 10
7 1
i . '1 , .

Number of Government Schools by the Type of School and by Region, SY 1990-1991

Xl TOW
ATr 1 7 3 15 9 16 10 12 5 24 9 9 10 S 135
AAI 9 7 16 5 6 6 13 3 24 5 5 6 4 109
F 6 6 4 11 7 3 13 6 4 5 1 74
CHI 1 1 1 3 2 2 4 2 17
Total 2 17 17 37 21 35 25 34 11 1 65 20 20 21 10 335

Reference: 1991 BTVE Statistical Bulletin, Table 3

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 Milestones in TVE

Post Secondary Enrolment in Government and Private Schools

Post Secondary Enrolment in Government and Private Schools

:SCh :45
89
No. No. No. No. No. No.
Gov't 224,006 13.5 35,944 14.9 37,810 14.7 32,606 10.9 50,343 15.3 50,644 14.0
Private 193,795 86.5 205,880 85.1 218,735 85.2 267,727 89.1 278,508 84.7 311,092 85.9
Total 224,006 100 241,824 100 256,545 100 300,333 100 328,851 100 361,736 100

Reference: 1991 BTVE Statistical Bulletin, Tables 15 and 16.

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Technical and vocational education: Philippines

Post Secondary Enrolment in Government Technical and

Vocational Schools by Type of School

Post Secondary Enrolment in Government Technical and

Vocational Schools: by Type of School

89-90
Arts and Trades (ATr) 19,335 23,037 24,533 19.360 32,424 32,617

Agriculture/Agro Industry 6,646 7,771 8,592 2,823 7,198 7,242

Fisheries (F) 3,323 3,779 4,242 3,363 7,711 7,757

Crattsman/Home Industries (CHI) 302 314 443 942 3,010 3,028

Others 605 1,043 6,188

Reference: 1991 BTVE Statistical Bulletin, Tables 18.

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 Milestones in TVE

co
CrD
Post Secondary Enrolment in Government and Private Schools by Region
SY 1990-91

IIIIIIIIIIIIIIIII
NA.
IIIIIIIIIIIIII
IIIIIIIIIIIII
IS
,,.,
r-
)
1111111111111111
iimmiint.F7S,
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IIMEllarTh
1 \ )
REINIK \s4
1111111111111111, uz
1 § § § § § §
8 g
i g a 8 F.

23
CD
 Post Secondary Enrolment in Government and Private Schools by Region, SY 1990-1991

CAR I II 10 IV V VI VII VIII IX X XI XII Total

NCR

935 11,452 1,218 2,623 4,528 5,030 2,771 5,676 6,036 1,833 1,876 2,045 1,872 50,644
Government 2,749

10,683 11,449 6,181 12,287 18,519 17,872 34,536 13,134 10,053 3,269 6,705 12,873 2,736 311.092
Private 150,795

11,618 22,901 7,399 14,910 23.047 22,902 37,307 18,810 16,089 5,102 8,581 14,918 4,608 361,736
Total 153,544

Reference: 1991 BTVE Statistical Bulletin, Table 15.

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 Milestones in TVE

Post Secondary Graduates in Government and Private Schools

180

160

140

120

100
86,271
81,292
80

60

40

20

0
SY 85-86 SY 86-87 SY 87-88 SY 88-89 SY 89-90 SY 90-91

Post Secondary Graduates in Government and Private Schools

.86.

No. No. No. No. No. No.

Govt. 7,199 9.4 8,092 10.0 9,233 10.7 10,468 7.5 11,316 8.1 14,909 9.0

Private 69,790 90.6 73,200 90.0 77,038 89.3 129,655 92.5 129,068 91.9 150,744 91.0

Reference: 1991 BTVE Statistical Bulletin, Tables 15 and 17.

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 Post Secondary Graduates in Government and Private Schools by Region
SY 1990- 1991

NCR CAR I II III IV V VI VII VIII IX X XI XII Total

Government 246 427 1,707 356 1,281 1,992 1,138 1,707 854 2,277 427 996 1,074 427 14,909

Private 86,657 9,256 6,403 3,222 13,754 1,045 5,297 9,875 2,441 3,604 1,768 2,595 3,222 1,605 150,744

Total 86,903 9,683 8,110 3,578 15,035 3,037 6,435 11,582 3,295 5,881 2,195 3,591 4,296 2,032 165,653

Reference: 1991 BTVE Statistical Bulletin, Table 15.

Graduates

tN2
111M111111
1111.111111111111111111111111
11111111111111111111111111111111111

Alital111111
limm1111111111111111111111111111 Is Government
Private
111111111111111111111111111111 TOTAL

"" 1,51,111 TOTAL

-ijitOrt:1ZZLib#Private
41:41:40:4
irel Zia
tx

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 Milestones in TVE

TECHNICIANS BY TECHNOLOGY AREAS

Automotive
Technology

Civil
Technology

Electrical
Technicians Technology

3-Year Diploma
of Technology
Electronics
Technology

Mechanical
Technology

Refrigeration
and Air-Conditioning
Technology

Welding
and Fabrication
Technology

Others

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Technical and vocational education: Philippines

Total Number of Enrolees and Graduates of the Three Year

Diploma of Technology

4500

4000
3500

3000

2500

2000

1500

1000

500

0
SY 86-87 SY 87-88 SY 88-89 SY 89-90 SY 90-91

Total Number of Enrolees and Graduates of the 3-Year

Diploma of Technology

Total Number SY 86.87 SY 87.88 :: SY 88-89 : SY 89.90 ::SY 90-91

Enrolees 1,863 2,022 3,233 4,059 4,004

Graduates . . . . .. 823 763 1,117

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 Milestones in TVE

Total Number of Enrolees in the 3-Year Diploma of

Technology by Technology Area

4,500

4,000

3,500

3,000

2,500

2,000

1,500

1,000

500

0
SY 86-87 SY 87-88 SY 88-89 SY 89-90 SY 90-91

Number of Enrolees in the 3-Year Diploma of Technology

by Technology Area

AT (Automotive Technology 338 372 835 1,004 954

CT (Civil Technology) 26 30 114 143 76

ELCT Electrical Technology) 472 408 715 875 838

ELXT (Electronics Technology) 543 446 881 1,046 1,016

MT (Mechanical Technology) 313 281 527 707 780

RACT (Refrigeration, Air 46 38 153 234 327

Conditioning Technology)

WFT (Welding and Fabrication 5 2 8 50 93

Technology)

Reference: 1991 BTVE Statistical Bulletin, Tables 20.

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Technical and vocational education: Philippines

Graduates of the 3-Year Diploma of Technology by Technology Area

- 410.- AT

- 4F- CT
ELCT
ELXT
- 4101.- MT

RACT
WFT

°`11`1"
TOTAL

Graduates of the 3-Year Diploma of Technology by Technology Area

Terjmalogy Area SY 8849 SY 89-90 SY 90-91

AT (Automotive Technology) 192 186 255
CT (Civil Technology) 14 12 29
ELCT (Electrical Technology 222 169 220
ELXT (Electronics Technology) 215 262 295
MT (Mechanical Technology) 141 107 175
RACT (Refrigeration, Air 39 26 128
Conditioning Technology)
WFT (Welding and Fabrication 1 16
Technology)
Others 9

Reference: 1991 BTVE Statistical Bulletin, Tables 20.

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 is
6
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Educational Resources Information Center (ERIC) IE

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