TESDA CIRCULAR

SUBJECT: Implementing Guideline-s for Greening ipage No. 1 of 10 pages

the WET System Number 5 , series of 2018
Date Issued: Effectivity: Supersedes:
31 August 2018 Immediately

I. BACKGROUND AND RATIONALE

Per Republic Act (RA) 10771 or the "Philippine Green Jobs Act of 2016",
TESDA is tasked to "formulate the necessary Training Regulations (TRs) for the
implementation of skills training, program registration, and assessment and
certification in support of the requirements for skilled manpower of the green
economy." It will also support the Department of Labor and Employment (DOLE) in the
formulation of the National Green Jobs Human Resource Development Plan by
providing information on the skills requirements in greening the economy and
appropriate response measures.

The conduct of the Green TVET Forum and Strategic Planning on Greening
the TVET System held in March 2018 provided inspiring outcomes on the supposed
activities/ initiatives that the Authority has to undertake, and among which is the
establishment of the Philippines' Greening TVET Framework, adopting the UNESCO-
! whole-of-institution approach and in alignment with the II O policy
guidelines on Just Transition towards Environmentally Sustainable Economies and
Societies for All. The Framework covers the following components: 1) Green
Jobs/Skills, 2) Green Policies, 3) Green Competency Standards/Training Regulations,
4) Green Institutional Culture, and 5) Green Community.

Therefore, in view of mainstreaming sustainable development in the entire

WET system of the country and in pursuit of its implementation thereof, the folloWing
m
Impleenting Guidelines for Greening the TVET System are hereby issued:

II. OBJECTIVES

Greening the TVET system aims to promote economic, social, environmental,

and political strategies towards sustainable development in order to meet the following
objectives:

1. To support the implementation of the Philippine Green Jobs Act through

training and re-training of workers in jobs that are sustainable and decent;
2. To establish common understanding and appreciation of laws, policies and
concepts of greening the TVET system;
3. To integrate environmental sustainability in the Training Regulations,
competency standards and curricula applying research philosophies;
4. To guide employees, trainees, and other WET clients and partners to
implement sustainability practices within TVET institutions and/or offices;
5. To partner with "green" enterprises in implementing sustainability practices
in the TVET sector; and
R. To support in ensuring a just transition towards a greening economy and
society through skills development.
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SUBJECT: Implementing Guidelines for Greening Page A. 2 of 10 pages
the WET System Number 5% , series of 2018
Date Issued: Effectivity: Supersedes:
31 August 2018 Immediately

iii GREENING WET FRAMEWORK

The diagram below is an adaptation from the UNESCO-UNEVOC's whole-of-

institution approach with five components, namely: 1) Green Jobs/Skills, 2) Green
Policies, 3) Green Competency Standards/Training Regulations, 4) Green Institutional
Culture, and 5) Green Community.

The whole-of-WET-sector approach

Green Jobs/ Skills

Green Community
Green Policies

Green
Green Institutional Competency
Culture Standards/
Green Training
Regulations

NTESDP

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 TESDA CIRCULAR
SUBJECT: Implementing Guidelines for Greening Page No. 3 of 10 pages
the WET System Number ' , series of 2018
Date Issued: Effectivity: Supersedes:
31 August 2018 Immediately

IV. DEFINITION OF TERMS

1. Environmental Responsibility — refers to our responsibility to use

natural resources carefully, minimize damage, and ensure these
resources will be available for future aenerations (The State of New
South Wales, Department of Education and Training, 2001).

2. Green Audit involves the inspection of an organization, in this aspect,

a TVET institution to assess the total environmental impact of an
organization, or of particular, a product or process (Colombo Plan Staff
College, 2018).

3. Green Community — refers to a community that is planned, built, or

modified to promote sustainable living, focusing on environmental and
economic sustainability, urban infrastructure, and social equity
(Wikipedia, 2018).

4. Green Economy — refers to one which is low-carbon and resource-

efficient, and results in the generation of green jobs and in improved
human wellbeing and social equity, while significantly reducing
environmental risks and ecological scarcities (RA 10771/ Green Jobs
Act of 2016).

5. Green Jobs — refer to employment that contributes to preserving or

restoring the quality of the environment, be it in agriculture, industry or
services sector. Specifically, but not exclusively, these include jobs that
help to protect ecosystems and biodiversity, reduce consumption of
energy, materials and water through high efficiency strategies,
decarbonize the economy, and minimize or altogether avoid generation
of all forms of waste and pollution. Green jobs are decent jobs that
are productive, respect the rights of workers, deliver a fair income,
provide security in the workplace and social protection for families, and
promote social dialogue (RA 10771/ Green Jobs Act of 2016).

6. Green Institutional Culture — is broadly defined as the extent to which

the assumptions, values, symbols, and artifacts of the organization/
institution reflected a desire or need to operate in an environmentally
sustainable manner (The Greening of Organizational Culture, The
Journal of Organizational Change Management, 2002).

7. Green Policy — refers to a documented strategy of the organization in

terms of its actions relating to the environment; includes need for and
approach to compliance with regulations (The Handbook of Research
On Green /CT, London School of Economics,m 011).

8. Green Skills — refer to technical skills, knowledge, values, and attitudes

needed by the workforce to develop and support sustainable social,
economic, arid environmental outcomes in business, industry, and
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SUBJECT: Implementing Guidelines for Greening Page N. 4 of 10 pages
the WET System Number SS, , series of 2018
Date Issued: Effectivity: Supersedes:
31 August 2018 Immediately

community (National Centre for Vocational Education Research,

Australia, 2013).
9. Green Technologies — refer to the development and application of
products, equipment, and systems used to conserve the environment
and natural resources (RA 10771/ Green Jobs Act of 2016).

10. Green Training Regulations/ Competency Standards — refer to the

promulgated documents for the implementation of skills training in
support of the requirements for skilled manpower of the green economy
(RA 10771/ Green Jobs Act of 2016). Training Regulations refer to a
package of qualifications, competency standards, training standards,
assessment and certification arrangements in a specific sector
promulgated by TESDA Board for nationwide application. They serve
as bases for the development of curricula, registration, and delivery of
training programs (2017 TESDA Glossary of Terms).

11. Just Transition — refers to a process by which economies that progress

towards a green economy also strengthen each of the four pillars of
decent work for all, particularly social dialogue, social protection, rights
at work, and employment (International Labour Organization, 2018).

12. Sustainable Development — refers to development that meets the

needs of the present generation without compromising the ability of the
future generations to meet their own needs (RA 10771/ Green Jobe Act
of 2016).
13. Whole-of-institution Approach — refers to an organized manner of
enabling all stakeholders, i.e. leadership, teache'rs, learners, and
administrations, to jointly develop a vision and plan to implement
education for sustainable development (ESD) in the whole institution
(UNEVOC, 2017).

V. SCOPE

This Circular covers the Implementing Guidelines for Greening the whole TVET
System in all operating units of TESDA COROPOTI, private Technical Vocational
Institutions (Nis), and relevant WET partners.

VI. GENERAL PROVISIONS

The following provisions include the roles and responsibilities of TESDA

COROPOTI, private TVls, and relevant TVET partners in greening the policies, skills,
competency standards/ training regulations, institutional culture, and community.
 TESDA CIRCULAR
SUBJECT: Implementing Guidelines for Greening Page No. 5 of 10 pages
the TVET System
Number Sq. , series of 2018
Date Issued: Effectivity: Supersedes:
31 August 2018 Immediately

A. Green Jobs/Skills

Performing the following activities is necessary to promote green jobs and skills:

1. identify and prioritize the green jobs that are needed in key economic sectors
in agriculture, industry, services, construction, manufacturing, and tourism,
among others, as well as anticipating the skills from which green jobs will be
generated;

2. Engage with industry associations, workers' representatives, relevant

government institutions, key partners, and other stakeholders in the
identification and prioritization of the skills and job needs of the sectors that
would be "greened";

3. Spearhead the conduct of research and labor market surveys pertaining to

anticipated evolving "green" jobs and skills needs and likewise, the
maintenance of a labor market information database on green jobs and skills;

4. Participate in social dialogues with industry partners and other key

stakeholders in greening WET to create awareness and appreciation of
relevant greening laws, policies, rules and regulations; and

5. Examine and revise (as necessary) the existing Training Regulations in all
Qualifications to include performance criteria on green skills as inputs to the
competency assessment process;

6. Make accessible training opportunities, especially to those who are most

vulnerable and who are at risk of job displacement as a result of the greening
initiatives;

7. Focus on the development of portable/core skills1 to improve occupational

mobility; and

8. Assist businesses, particularly micro and small enterprises, including

cooperatives, in their engagement with government and training providers with
regard to management and skills upgrading of their existing workforce,
anticipating occupational profiles and skills needs and acquisition of portable
and employable skills.

These include, among others; strategic and leadership skills; adaptability and transferability skills,
environmental awareness, coordination, management and business skills, systems and risk analysis skills,
entrepreneurial skills, innovation skills, communication and negotiation skills, marketing skills, consulting skills,
networking, IT and language skills (International Labour Organization, 2018).
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SUBJECT: Im-plementing Guidelines for Greening Page No. 6 of 10 pages
the TVET System
Number IS , series of 2018
Date Issued: Effectivity: Supersedes:
31 August 2018 Immediately

B. Green Policies
In order to institutionalize green policies, below are the action items that need to be
implemented:
1. Facilitate the issuance and dissemination of green policies among TESDA
offices and partners to effectively create a conducive and an enabling
environment for green WET;

2. Coordinate mainstreaming of skills development in environmental and climate

change policies at national and local level;

3. Align "green" targets of offices and institutions in the greening policies/

guidelines as specified in the National TESD Plan (NTESDP) and Labor Market
Information Report (LMIR);

4. Include Performance Indicators for greening initiatives (e.g. development of

"green" Training Regulations) in the Work and Financial (WFP)/ Office
Performance Commitment and Review (OPCR) to ensure allocation of
corresponding funding and additional MOOE for greening WET programs;

5. Prioritize development/ amendment of TRs to integrate greening concept while

maintaining adherence to local and international standards on safety of the
worker, safety of the customer, safety of the equipment and facilities, and safety
of the environment;

6. Participate/ Cooperate in the updating of the Philippine Qualifications

Framework (PQF) to include "green" indicators or descriptors in PQF Level 1
to 5;

7. Develop and maintain "green" indicators in the program registration and

accreditation, national competency assessment and certification of
Qualifications. Likewise, include green indicators in the database of registered
programs and accredited WIs and assessment centers with established green
structures and processes;

8. Initiate and mobilize external TESD financing from local and international
bodies in support of greening TVET;

9. Establish incentive mechanisms for green WET implementers;

10. Include greening TVET priority programs, projects, and activities in the budget
proposals of the TESDA offices for 2020 onwards; and

11. Develop monitoring and evaluation mechanisms of green programs, projects,

and activities at the COROPOTI and other TVET providers.
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SUBJECT: Implementing Guidelines for Greening Page No. 7 of 10 pages
the WET System Number \58 , series of 2018
Date Issued: Effectivity: Supersedes:
31 August 2018 Immediately

C. Green Competency Standards/ Training Regulations

The following are required in order to green the competency standards/ training
regulations:

1. Facilitate the greening of all existing and new TRs, with focus on the TRs for
green jobs based on the prioritization of skills/ qualifications and skills needs
assessment, as well as corresponding Competency Assessment Tools (CATs);
and

2. Conduct capability building to train internal staff and external partners on the
development of greener Competency Based Curricula (CBC), Competency
Based Learning Materials (CBLMs), mock-ups, and simulators for green
qualifications and to include green concepts and principles in the Basic
Competencies and Curriculum Design, as well as, develop green standards
and criteria evaluation instruments for green facilities, equipment, tools,
supplies, and materials in Section 3 of the TRs.

D. Green Institutional Culture

To pursue the aim of greening the i/7stitutioned culture, the following will have to be
realized:

1. Incorporate green culture in the VMO, core values and corporate/ institutional
development plans;

2. Integrate greening concept in the Quality Management System (QMS);

3. Include greening activities in the office and individual commitments (OPCR/IP

CR);

4. Develop and orchestrate the implementation of continuing development of

trainers and other personnel from TESDA COROPOTI and WET partners/
clients in greening the curricula, learning materials, training implementation, as
well as in resource and materials efficiency, waste disposal and management,
and other areas pertaining to greening;

5. Prioritize the production and/or use of organic and environmentally friendly

materials arid products it the delivery of TVET;

6. Promote biodiversity and ecological maintenance and preservation in the

workplace setting, including the "green" building practices and efficient
maintenance of facilities;
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SUBJECT: Implementing Guidelines for Greening Page No. 8 of 10 Pages
the WET System
Number ,S'• , series of 2018
Date Issued: Effectivity: Supersedes:
31 August 2018 Immediately

7. Determine ways to transform spaces into "green" spaces (e.g. through vertical
gardening), and install amenities (e.g. color-coded garbage bins, garbage
sorters) and deploy services that help keep these spaces clean and green;

8. Reduce the use of plastics, papers, and other common sources of waste
through 6Rs (rethink/ reinvent, refuse, reduce, re-use/ repair, recycle, and
replace/ rebuy) and/or ensure that effective waste management is in place (e.g.
use of Materials Recovery Facility (MRF) that is jointly undertaken with local
authorities as necessary);

9. Use structures, processes, or systems that enable paper-less and package-

less office/ institution;

10. Create a Committee on Solid Waste Management at the COROPOTI levels to

oversee and monitor the implementation of programs and projects on office/
facility management, recycling, collection and transfer of rAnyclAhles, disposal
system, conduct of information and education campaign, and proper
implementation of Composting Area and MRF, and to supervise the trading and
selling of any recyclable materials obtained within the premises of the Agency
and determine/ recommend the use of the proceeds or income derived from
this;

11. Wherever possible, provide corporate vans/ electric vehicles for employee ride-
sharing/ car-pooling in order to reduce carbon footprints emitted by individual
vehicles;

12. Practice cost reduction associated with resource usage, such as supplies and
materials, equipment and tools, energy, water, and waste, and promote
financial returns through cost savings, improved facilities, and institutional
development;

13. Develop and apply green procurement standards within TESDA, including all
public and private TIls/ TVIs;

14. Establish and/or adopt a model of Green Technology Center in all TTIs
showcasing green practices in their respective Distinctive Area/s of
Competence (DACs) and/or Centel-is of Excellence and focusing on the
conduct of greening studies and institutional technology research agenda2 for
optimal utilization of resources;

15. Promote environmental responsibility among trainees, trainers, employees,

and other personnel, and provide them with formal and/or informal recognition

2Cited from Dr. Romulita Alto, Consultant of the Colombo Plan Staff College (CPSC) during the in-Country
Program on Greening WET towards Sustainable Development; National WET Trainers Academy; 22 May 2018.
•

TESDA CIRCULAR
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Date Issued: Effectivity: Supersedes:
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in their efforts to improve environmental sustainability in their respective

organizations/ institutions;

16. Include in the Income Generating Project (IGP) of TVIs through an open and
collaborative process comparable to how the trainers and trainees learn lifelong
skills of greening the institution; and

17. Intensify awareness and advocacy campaigns on greening TVET using various
forms of media, including the dissemination of reports on green initiatives.

E. Green Community

In order to promote a green community, the following action items will have to be
implemented:
1. Lead in the effective benchmarking strategies with model green institutions
locally and internationally;
2. Intensify course/ program offerings as well as capability build-up programs in
the community relevant to greening skills/ jobs to include sustainability
concepts and other green components in the Training Induction Programs
(TIPs);

3. Identify and collaborate with potential partners (i.e. enterprises, non-

government organizations, civil society organizations) that promote
sustainability in the workplace;

4. Participate in meetings, conferences, and other related events organized by

external partners and stakeholders in the promotion of greening and
sustainable development;

5. Collaborate with/adopt community/ies for the conduct of practical, experiential,

or extension training programs on green qualifications (e.g. Photovoltaic
Systems Installation NC II, Landscape Installation NC II, Garbage Collection
NC I) and exhibits with technical learning sessions on green technologies (e.g.
Inverter Technology, e-Vehicle) towards more sustainable community/ies;

6. Assign "Green Champions" who shall coordinate and develop linkages with
enterprises, communities, and institutions with green corporate structures and
processes to prioritize development of partnership for the implementation of
green TVET;

7. Establish a committee in the promotion, implementation, and monitoring of

green programs, projects, activities, and initiatives within the organization/
institution;
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Date Issued: Effectivity: Supersedes:
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8. Integrate greening or promotion of environment-friendly practices and

processes in the criteria for STAR Program of all TVIs and for choosing the
winners of institutional awards (e.g. Kabalikat Awards, Idols ng TESDA, and
Tagsanay Awards);

9. Gain certifications from outside agencies and certifying bodies to recognize

sustainability practices; and

10. Foster peer learning among enterprises and workers and training institutions to
promote sustainable practices and use of green technologies and skills
development strategies.

VII. MONITORING AND REPORTING

The COROPOTI shall prepare semestral monitoring reports to be submitted to

the LMID-PO through the Organizational Performance Monitoring and Reporting
System (OPMRS) every first week of June and December each year.

VIII. EFFECTIVITY
This Circular takes effect as indicated.

AMONDIONG
Director en ecretary