Handout MARTINEZ BEST PRACTICES OF TESDA

BICOL UNIVERSITY GRADUATE SCHOOL
SUBJECT: MAELM 214-LEADERSHIP THEORIES AND MANAGEMENT

PREPARED BY: ANGELYN R. MARTINEZ
PROFESSOR: MARIA JOCELYN PAJE
TOPIC; NOT SO GOOD, GOOD & BEST PRACTICES OF TESDA

Technical Education and Skills Development Authority
Brief history of TESDA

The Technical Education and Skills Development Authority (TESDA) was established
through the enactment of Republic Act No. 7796 otherwise known as the "Technical
Education and Skills Development Act of 1994", which was signed into law by President
Fidel V. Ramos on August 25, 1994. This Act aims to encourage the full participation of and
mobilize the industry, labor, local government units and technical-vocational institutions in
the skills development of the country's human resources.
The merging of the National Manpower and Youth Council (NMYC) of the Department of
Labor and Employment (DOLE). The Bureau of Technical and Vocational Education
(BTVE) of the Department of Education, Culture and Sports (DECS), and The
Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave
birth to TESDA.
The fusion of the above offices was one of the key recommendations of the 1991 Report of
the Congressional Commission on Education, which undertook a national review of the
state of Philippine education and manpower development. It was meant to reduce
overlapping in skills development activities initiated by various public and private sector
agencies, and to provide national directions for the country's technical-vocational education
and training (TVET) system. Hence, a major thrust of TESDA is the formulation of a
comprehensive development plan for middle-level manpower based on the National
Technical Education and Skills Development Plan. This plan shall provide for a reformed
industry-based training program that includes apprenticeship, dual training system and
other similar schemes.
Vision, Mission, Value and Quality Statement
Mandate
The Technical Education and Skills Development Authority (TESDA) is the government
agency tasked to manage and supervise technical education and skills development
(TESD) in the Philippines. It was created by virtue of Republic Act 7796, otherwise known
as the “Technical Education and Skills Development Act of 1994”. The said Act integrated
the functions of the former National Manpower and Youth Council (NMYC), the Bureau of
Technical-Vocational Education of the Department of Education, Culture and Sports (BTVE-
DECS) and the Office of Apprenticeship of the Department of Labor and Employment
(DOLE).
Vision
The transformational leader in the technical education and skills development of the Filipino
workforce.
Mission
TESDA sets direction, promulgates relevant standards, and implements programs geared
towards a quality-assured and inclusive technical education and skills development and
certification system.
Values Statement
We believe in demonstrated competence, institutional integrity, personal commitment,
culture of innovativeness and a deep sense of nationalism.
Quality Policy
"We measure our worth by the satisfaction of the customers we serve". To achieve this, we
commit to comply with applicable requirement and continually improve our systems and
processes.
Through SERVICE
1. Pro-active Job Matching Process
TESDA shall SEEK (jobs) through domestic and

international market intelligence report to pinpoint
specific job requirements. TESDA shall FIND
(people) the right people who can be trained to fit
the jobs in partnership with NGOs, social welfare
agencies / institutions, school and community
organizations. TESDA shal TRAIN (people) using
standards of quality for TVET developed in
consultation with various industry sectors. This
pro-active matching process contributes to the
best job-skills fit. TESDA also focuses on
increasing productivity of implemented training programs by assisting individuals or groups
who prefer to go into micro business, small and medium enterprises of enterprenuership
training.
2. Standards Setting and Systems Development
Another pillar towards the realization of TESDA's authority role in the TVET sector is to
ensure quality through the provision of standards and system development services.
Competency assessment and certification of workers is continuously done in pursuit of
professionalizing skilled workers.
• Competency Standards Development

• Competency Assessment and Certification
• Unified TVET Program Registration and Accreditation System
• Ladderized Education Program
• Skills Competition
3. Support to TVET Provision
In view to the need to provide equitable access and provision of TESD programs to the
growing TVET clients, TESDA continues to undertake direct training provision. There are
four training modalities - school-based, center-based, enterprise-based and community-
based. These are being done with the TESDA's infrastructure in place - 57 administered
schools, 60 training centers, enterprise-based training through DTS/Apprenticeship and
community-based training in convergence with the LGUs.
• School Based Programs

• Center Based Programs
• Community Based Programs
• Enterprise Based Programs
• TESDA Language Skills Institutes
• Scholarship and Student Assistance Programs
• Career Guidance and Placement Programs
4. Institutional Capacity Building

For TESDA to provide the required services and live up to its core business, it must muster
internal capacity and capability. It is necessary to build its competencies along various
requirements of its responsibilities in direction setting, standards setting and systems
development and in supporting TVET provision. Institutional capacity building also involves
the installation of the TESDA quality management system at all levels of the organization.
• Foreign Scholarship Training Program
TVET Programs
In view of the need to provide equitable access and provision of TESD programs to the
growing TVET clients, TESDA continues to undertake direct training provisions. There are
four training modalities school-based, center-based, enterprised-based and community-
based. These are being done with TESDA’s infrastructure in place – 57 TESDA
administered schools, 60 training center, enterprized-based training through
DTS/apprenticeship and community-based training in convergence with the LGU’s.
• School Based Program

• Center Based Programs
• Community Based Programs
• Enterprise Based Programs
5. TESDA SUPPORTS TRAINING PROVISION
TESD creates opportunities for people to be responsible and become productive citizens.
The need to provide and make accessible relevant TESD compels TESDA to undertake
direct training activities at the same time support training activities undertaken by other key
players in the TESD sector.
TESDA Technology Institutions are composed of 125 schools, regional, provincial and
specialized training centers nationwide which undertake direct training activities for TESDA.
The absence of an institution in the area which can provide people equitable access to
TESD necessitates TESDA to undertake direct training activities. These TTIs also serve as
venues to test new training schemes and are used as laboratories for new technology.
Among TESDA’s specialized training centers are the following:

TESDA Women’s Center (TWC) seeks to advance the economic status of women through
training, entrepreneurship development, gender sensitive policies, programs and projects
and research and advocacy. It was established through a grant from the Government of
Japan.
Language Skills Institute (LSI ) serves as TESDA’s facility for language programs
specifically for workers intending to work abroad. The LSI conducts training on
workplacecommunication on the language of the country of the worker’s destination. There
are 35 LSI nationwide offering different language courses which include English, Korean,
Mandarin, Japanese and Spanish.
Korea-Philippines IT Training Centers are grant-assisted projects from the Government

of the Republic of Korea. These KPITTCs are located at the Polytechnic University in
Novaliches, Quezon City and at the Regional Skills Development Centers in Guiguinto,
Bulacan and Tibungco, Davao City, respectively.
❖ School Based Program
This refers to the direct delivery or provision of TVET programs by the TESDA-
administered schools. Totaling to 57, 19 are agricultural schools. 7 are fishery schools and
31 are trade schools. These school based programs
These refer to training provisions being undertaken in the TESDA Regional (15) and
Provincial (45) Training Centers totaling 60 in selected trade areas in the different regions
and provinces in the country.
TESDA Women Center
• TESDA Training Center Taguig Campus Enterprise (TTCTCE)
The TTCTCE conducts and advanced technology training programs registered under
UTPRAS in partnership with industry organizations under a co-management scheme in
response to the training requirements of the industry. These programs generate income to
support TESDA Development Fund (TDF). The TESDA board approves the training fees.
From the training fees, at an agreed sharing scheme contained in a MOA, the industry
partners assume all the training expenses, repair and maintain the training facilities of the
center. They also bring the equipment to augment TESDA's delivery system.
• Korea-Philippines Training Centers
TESDA is the implementing agency of three grant assistance projects from the Government
of the Republic of Korea. The Korea-Philippines Information Technology Training Center
(KPITTC) at the Quezon City Polytechnic University compound in Novaliches hopes to
become the premier information and communication technology training center in the Asia-
Pacific region by producing competent IT practitioners to service the local and global
manpower needs. KPITTC Quezon City will also provide training on computer graphics and
animation.
Another grant assistance is th e KPITTC located at the Regional Skills Development Center
in Guiguinto, Bulacan.
Also part of this bilateral cooperation projects with the Korea International Cooperation
Agency (KOICA), Quezon City Government for KPITTC Quezon City, Bulacan Provincial
Government for KPITTC Bulacan, and Davao City Provincial Government for KorPhil
Davao.
RESOURCES
❖ https://www.tesda.gov.ph/About/TESDA/36
❖ https://www.tesda.gov.ph/About/TESDA/24
❖ https://owwamember.com/tesda-technical-education-and-skills-development-
authority/

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BICOL UNIVERSITY GRADUATE SCHOOL

SUBJECT: MAELM 214-LEADERSHIP THEORIES AND MANAGEMENT

TOPIC; NOT SO GOOD, GOOD & BEST PRACTICES OF TESDA

Brief history of TESDA

Vision, Mission, Value and Quality Statement

TESDA shall SEEK (jobs) through domestic and

2. Standards Setting and Systems Development

• Competency Standards Development

3. Support to TVET Provision

• School Based Programs

4. Institutional Capacity Building

• Foreign Scholarship Training Program

• School Based Program

5. TESDA SUPPORTS TRAINING PROVISION

Among TESDA’s specialized training centers are the following:

Korea-Philippines IT Training Centers are grant-assisted projects from the Government

❖ School Based Program

TESDA Women Center

• TESDA Training Center Taguig Campus Enterprise (TTCTCE)

• Korea-Philippines Training Centers

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