Lesson 1

 WORK-BASED LEARNING

Work-Based Learning (WBL) is the learning (not teaching) that occurs

in the workplace (rather than on campus). It is work-related learning in the
form of vocational programs designed to prepare trainees for employment,
and does not necessarily require significant areas of the curriculum to be
completed in the work place itself. The emphasis is on identifying and
demonstrating learning that has occurred through work-based activity.

Types of Work-Based Training

There are several types of work-based training. These include Job
Shadowing, Internship, Dual Training System and School-Based Enterprise.
The Apprenticeship and Leadership Programs are also types of work-based
training.

A. Job Shadowing
— It is a school-supervised career exploration activity wherein
trainees visit worksites and “shadow” employees as they
perform their jobs. Job Shadows emphasize observing the
workplace, not participating as a productive worker. The job
shadow provides the trainees a meaningful introduction to the
world of work and provides a context for understanding the
relationship and interaction between the competencies taught
in the training institution and the workplace.

B. Internship
— Internships help trainees move from school to the workplace by
offering “hands-on” learning, in real work settings, over a
relatively long period of time. They are school-supervised and
may be paid or unpaid. The internship is designed to give
trainees a better sense of the jobs within a particular business
or industry; to provide trainees with information about all
aspects of the business; and to aid them in understanding,
through experience, how each part of a company aids another
in meeting the goals and objectives of a business or industry.
 C. Dual Training System
— It is an instructional mode of delivery for technology-based
education and training in which learning takes place
alternately in two venues – the school or training center and
the company.
D. School-Based Enterprise
— School-Based Enterprises (SBEs) typically involve trainees in
the management of a business that produces or sells goods and
services as part of a school program. SBE activities help
trainees increase their skills in problem solving, business
operations, time management, and working in teams. The SBE
is typically located at a school and is a popular work-based
strategy for school districts without access to many local
employers.

Objectives of Work-Based Training

Work-Based Training has the following objectives:

 To expand and enhance the trainee’s learning through planned
career experiences in an actual work setting. Career
experience is a planned and progressive educational program
by combining academic studies with on-the-job experience. It
helps the trainees gain the experience needed to obtain the
job of their choice.
 To help the trainees make the transition from school to work
and career.
 To teach the environment of work.
 To teach the trainees awareness and appreciation of the
relevance of basic, common and core competencies as they
apply to their qualification/occupational choice.
 To provide the trainees with opportunities for potential career
placement in their occupational choice. Career means the
general course or progression on one’s working life or one’s
professional achievement. Placement means the finding of
suitable accommodation or employment for applicants.
 To project a positive image for trainees through involvement in
business and industry.
Lesson 2

 APPRENTICESHIP AND LEARNERSHIP

PROGRAM

There are enactments relevant to skills training provisions. These are

guides so that skills training provisions are sensitive without regard of
discrimination against anyone, particularly those whose personal objectives
are geared towards economic upliftment. Among these are the
Apprenticeship and Learnership Program, Gender and Development (GAD)
Act, and Persons with Disability (PWD) Act. These are bases to minimize
discrimination on equal opportunities for economic advancements.

Apprenticeship Program is a training and employment program

involving a contract between an apprentice and an employer on an approved
apprenticeable occupation. Generally, it aims to provide a mechanism that
will ensure availability of qualified skilled workers based on industry
requirements. The period of apprenticeship covers a minimum of four
months and a maximum of six months. Only companies with approved and
registered apprenticeship programs under TESDA can be hire apprentices.

Learnership Program is a practical training on-the-job for

approved learnable occupations, for a period not exceeding three
months. Only companies with TESDA approved and registered learnership
programs can hire learners.

Apprenticeship and Learnership Programs

These Apprenticeship and Learnership Programs are anchored on the
following legal bases.
a. Presidential Decree No. 422 known as the Labor Code of the
Philippines (Omnibus Rules Implementing the Labor Code).

Title II of Chapter I Article 57 (2) of PD No. 442 provides the

objectives of the Apprenticeship Program as follows: (1) To
help meet the demand of the economy for trained manpower;
(2) To established a national apprenticeship program through
the participation of employers, workers and government and
non-government agencies; and (3) To establish apprenticeship
standards for the protection of apprentices.
 b. Republic Act. No. 7796 known as the Technical Education and Skills
Development Act of 1994 and its Implementing Rules and Regulations.
Section 18 of the Act provides the basis of the transfer of the
program to the Technical Education and Skills Development Authority
as follows.

“Section 18. Transfer of the Apprenticeship Program. – The Apprenticeship

Program of the Bureau of Local Employment of the Department of Labor
and Employment shall be transferred to the Authority which shall
implement and administer said program in accordance with existing laws,
rules and regulations.”

The program was formerly with the Bureau of Local Employment

(BLE) of the Department of Labor and Employment (DOLE)

In addition, Section 21 of the Act provides the inclusion of the

program in the formulation of a comprehensive development plant for
middle level manpower.

“Section 21. Formulation of a Comprehensive Development Plan for Middle-

Level Manpower. – “ … The comprehensive plan shall provide for a reformed
industry-based training program including apprenticeship, dual training
system and other similar schemes intended to:

a. promote maximum protection and welfare of the worker-trainee;

b. improve the quality and relevance and social accountability of
technical education and skills development;
c. accelerate the employment-generation efforts of the government;
and
d. expand the range of opportunities for upward social mobility of the
school-going population beyond the traditional higher levels of
formal education.”

APPRENTICE/SHIP AND LEARNER/SHIP DEFINED

Apprenticeship is as training within employment with compulsory

related theoretical instructions involving a contract between an apprentice
and an employer on an approved apprentice able occupation. The period of
apprenticeship is for a minimum of four months up to six months.
 Apprentice is a person undergoing training for an approved
apprenticeable occupation during an established period assured by an
apprenticeship agreement.

Apprenticeship Agreement is a contract wherein a prospective

employer binds himself to train the apprentice who in turn accepts the
terms of training for a recognized apprenticeable occupation emphasizing
the rights, duties and responsibilities of each party.

Learnership is a practical training on the job for non-apprenticeable

occupations whether or not it is supplemented by theoretical instructions.

Learner is a person hired as trainee in semi-skilled and other

industrial occupations which are non-apprenticeable and which may be
learned through practical training on the job in a relatively short period of
time which shall not exceed three months.

APPRENTICESHIP/LEARNERSHIP AGREEMENT

Article 61 of PD 442 provides the guidelines for the contents of

apprenticeship agreements as follows. It must include the wage rates of
apprentices and it must conform to the rules issued by the Secretary of
Labor and Employment.

The period of apprenticeship shall not exceed six months.

Apprenticeship agreements providing for wage rates below the legal
minimum wage, which in no case shall start below 75% of the applicable
minimum wage, may be entered into only in accordance with apprenticeship
programs duly approved by the Secretary of Labor and Employment.

QUALIFICATIONS OF APPRENTICE

Article 59 of PD 442 provides the qualifications of apprentice. It

specifies that to qualify as an apprentice, a person shall: (a) Be at least
fourteen (14) years of age; (b) Possess vocational aptitude and capacity for
appropriate tests; and (c) Possess the ability to comprehend and follow oral
and written instructions.

Trade and industry associations may recommend to the Secretly of

Labor appropriate educational requirements for different occupations.
EMPLOYMENT OF APPRENTICES

Article 60 of the Labor Code suggests conditions for employment of

apprentices. It provides that only employers in the highly technical
industries may employ apprentices and only in apprenticeable occupations
approved by the Secretary of Labor Employment.

SIGNING OF APPRENTICESHIP AGREEMENT

Article 62 of PD 442 provides that “Every apprenticeship agreement

shall be signed by the employer or his agent, or by an authorized
representative of any of the recognized organizations, associations or
groups and by the apprentice.”

It further suggest that “An apprenticeship agreement with a minor shall be

signed in his behalf by his parent or guardian, if the latter is not available,
by an authorized representative of the Department of Labor, and the same
shall be binding during its lifetime.”

VENUE OF APPRENTICESHIP PROGRAM

Any firm, employer, group or association, industry organization or

civic group wishing to organize an apprenticeship program may choose from
any of the following apprenticeship schemes as the training venue for
apprentice:

a. Apprenticeship conducted entirely by and within the sponsoring firm,

establishment or entity;
b. Apprenticeship entirely within a Department of Labor and
Employment training center or other public training institution; or
c. Initial training in trade fundamentals in a training center or other
institution with subsequent actual work participation within the
sponsoring firm or entity during the final stage of training (PD 442
Art. 63).

SPONSORING OF APPRENTICESHIP PROGRAM

 Any of the apprenticeship schemes recognized herein may be
undertaken or sponsored by a single employer or firm or by a group or
association thereof or by a civic organization. Actual training of apprentices
may be undertaken:

a. In the premises of the sponsoring employer in the case of individual

apprenticeship programs;
b. In the premises of one or several designated firms in the case of
programs sponsored by a group or association of employers or by a
civic organization; or
c. In a Department of Labor and Employment training center or other
public training institution (PD 442 Art. 64).

INVESTIGATION OF VIOLATION OF APPRENTICESHIP AGREEMENT

Upon complaint of any interested person or upon its own initiative,

the appropriate agency of the Department of Labor and Employment or its
authorized representative shall investigate any violation of an
apprenticeship agreement pursuant to such rules and regulations as may be
prescribed by the Secretary of Labor and Employment (PD 442 Art. 65)

On one hand, the decision of the authorized agency of the

Department of Labor and Employment may be appealed by any aggrieved
person to the Secretary of Labor and Employment within five (5) days from
receipt of the decision. The decision of the Secretary of Labor and
Employment shall be final and executor (PD 442 Art 66).

Article 67 of the Decree provides for the exhaustion of administrative

remedies that “No person shall institute any action for the enforcement of
any apprenticeship agreement or damages for breach of any such
agreement, unless he has exhausted all available administrative remedies.”

GENDER AND DEVELOPMENT (GAD)

The principle of Gender and Development (GAD) is based on the

provisions of the 1987 Philippine Constitution stating two prominent
provisions. First, the Article II Section 14 which asserted that “The State
recognizes the role of women in nation-building and shall ensure the
fundamental equality before the law of women and men.” Second, the
Article XIII Section 14 which provided that “The state shall protect working
women by providing safe and healthful working conditions taking into
account their maternal functions, and such facilities and opportunities that
will enhance their welfare and enable them to realize their full potential
in the service of the nation”.

Gender and Development (GFAD) Defined

Gender and Development (GAD) refers to the development

perspective and process that are participatory and empowering, equitable,
sustainable, free from violence, respectful of human rights, supportive of
self-determination and actualization of human potentials. It seeks to
achieve gender equality as a fundamental value that should be reflected in
development choices; seeks to transform society’s social, economic and
political structures and questions the validity of the gender roles they
ascribed to women and men; contends that women are active agents of
development and not just passive recipients of development assistance; and
stresses the need of women to organize themselves and participate in
political processes to strengthen their legal rights (RA No. 9710).

APPLICABLE PROVISIONS OF THE ACT

Republic Act No. 9710 known as “An Act Providing for the Magna
Carta of Women” provides the following as regard the rights of women in
relation to GAD.

Further, Section 13 of the Act guarantees women the equal access

and eliminations of discrimination in education, scholarship, and training. It
expounds that “. . . Enrollment of women in nontraditional skills training
in vocational and tertiary levels shall be encouraged.”

Equally noteworthy is its provision stating that “Expulsion and non-

readmission of women faculty due to pregnancy outside of marriage shall be
outlawed. No school shall turn out or refuse admission to a female student
solely on the account of her having contracted pregnancy outside of
marriage during her term in school.”

In addition Section 24 of the Act provides the women’s right to

education and training. It elucidates that “. . . Women migrant workers
have the opportunity to undergo:

a. skills training, if they so desire, before taking on a foreign job, and

possible retraining upon return to the country;
b. Gender-sensitive training and seminars; and
 c. Equal opportunities in scholarships based on merit and fitness,
especially to those interested in research and development aimed
towards women-friendly farm technology.”

GAD in TVET

The establishment of the TESDA Women’s Center (TWC) in TESDA’s

commitment on its endeavor to lead in the gender mainstreaming efforts in
the TVET sector. It serves as the National Vocational Training Center for
Women through which TESDA facilitate provisions of skills training and
interventions for the empowerment of women. The organization of TESDA
GAD Committee and the continuing partnership with various stakeholders
are also among the efforts of TESDA to address the issues of women and
mainstream their concerns in TVET.

PERSONS WITH DISABILITY

Titled “An Act Providing for the Rehabilitation, Self-Development And

Self-Reliance Of Disabled Person And Their Integration Into The Mainstream
Of Society And For Other Purposes” or simply the Republic Act 7277 is also
called the Persons with Disability (PWD) Act.
Persons with Disability in its more sensitive sense are also called the
Differently-Abled Persons.

The following related terms are defined for purposes of

understanding the contention of the Act.

Disabled Persons are those suffering from restriction of different

abilities, as a result of a mental, physical or sensory impairment, to perform
an activity in the manner or within the range considered normal for a human
being.

Disability means the (1) physical or mental impairment that

substantially limits one or more psychological, physiological or anatomical
function of an individual or activities of such individual; (2) a record of such
an impairment; or (3) being regarded as having such an impairment.
PWD in TVET

Section 7 of RA 7277, subject to the provisions of the Labor Code as

amended, provides that disabled persons are eligible as apprentices or
learners provided the handicap is not as much as to effectively impede the
performance of job operations in the particular occupation for which they
are hired. Provided further that after the lapse of the period of
apprenticeship, if found satisfactory in the job performance, they shall be
eligible for employment.

Further, Section 9 of the same Act, Consistent with the principle of equal
opportunity for disabled workers and workers in general, the State shall
take appropriate vocational rehabilitation measures that shall serve to
develop the skills and potential of disabled persons and enable them to
compete favorably for available productive and remunerative employment
opportunities in the labor market.

It further provides that the State shall also take measures to ensure the
provisions of vocational rehabilitation and livelihood services for disabled
persons in the rural areas. In addition, it shall promote cooperation and
coordination between the government and non-government organization and
other private entities engaged in vocational rehabilitation activities.

Related to the above, the Department of Social Welfare and Development

(DSWD) shall design and implement training programs that will provide
disabled person with vocational skills to enable them to engage in livelihood
activities or obtain gainful employment. The Department of Labor and
Employment (DOLE), on the other hand, shall likewise design and conduct
training programs geared towards providing disabled persons with skills for
livelihood.

Moreover, Section 10 instructs the DSWD to implement measures providing

and evaluating vocational guidance and counseling to enable disabled
persons to secure, retain and advance in employment. It shall ensure the
availability and training of counselors and other suitably qualified staff
responsible for the vocational guidance and counseling of disabled persons.

On education, Section 12 of the Act provides access to quality education of

the disabled persons specifying “The State shall ensure that disabled
persons are provided with adequate access to quality education and ample
opportunities to develop their skills. It shall take appropriate steps to make
such education accessible to all disabled persons. It shall be unlawful for
any learning institutions to deny a disabled person admission to any course
it offers by reason of handicap or disability. “
Finally, Section 15 and 16 provide that “The State provide disabled persons
with training in civics, vocational efficiency, sports and physical fitness,
and other skills.” and “The State shall develop non-formal education
programs intended for the total human development of disabled persons. It
shall provide adequate resources for non-formal education programs and
projects that cater to the special needs of disabled persons.”
Lesson 3

 INDUSTRY LINKAGE

Establishing industry linkage may be one of the best way to

deliver work-based learning. While training institutions may have
enough facilities and equipment to deliver a training program,
industries are undeniably the best places to learn, considering
their capability to purposely deliver the best service to their
target customers. Before the trainees’ industry immersion, an
orientation is a must for them to know the terms and conditions
of the contract they enter into. Contract may come in the form
of a Memorandum of Agreement (MOA) or a Memorandum of
Understanding (MOU).

Establishing Industry Linkage

Industry partnership is a very important aspect of work-based training. As a
trainer, you should be aware of the processes involved in establishing
linkage. You should be directly involved in these processes so that you will
be to able to plan the training of your trainees.

Systematic Procedures in Establishing Industry Linkage

1. Search for prospective industry partners.

— Choose an industry where training of about 60-70% of the
course components can be carried out.
— Look for industries that have the potential to meet the
standards of an organized work-based training.
— Willing to provide guided industry training to assign personnel
to coordinate activities.

2. Send proposal letters (follow-up and visitation)

— With brief information on work-based training, the nature of
the program and its advantage to the company/industry.
3. Set an appointment for presentation/orientation
— Explain clearly the concept and mission of work-based
training.

4. Presentation
— It may be in the form of slide presentation, video presentation,
use.

5. Conduct site visit for work-based training plan

— Training plan aims to synchronize the curriculum of the school
with the in-plant training activities of the trainees.

6. Finalize the Training Plan and Memorandum of Agreement (MOA)

or Memorandum of Understanding (MOU)
— MOA/MOU is a legal document which stipulates the condition
and policies governing the work-based training.
— In preparation of the MOA/MOU, you may use the Dual Training
Act of 1994 as reference.

7. Present the Training Plan and MOA/MOU for approval.

— Any clarification or changes in the Training Plan or MOA/MOU
must be agreed upon by both parties affixing their signatures.

8. Placement of the trainees in the industry

— Orientation of the trainees must be done by the trainer or the
institutions industry linkage coordinator before going to the
industry.
— Orientation on how the industry operates and how training
should be undergone in the industry should likewise be
required of the supervisor in-charge of the training.

9. Coordination and monitoring

— Conduct regular visits to the industry and monitor the
activities in work-based training. Any adjustments made on the
training plan should be noted during monitoring. Any
observations made during monitoring are likewise be
coordinated to ensure a more effective learning experience on
the part of the trainees.

10. Work-based training evaluation

— An evaluation of the conduct of the training should be done
both on the attainment of the objectives of the program and
on program implementation.
— Evaluation report is communicated for purposes of improving
the program in the succeeding endeavor.
Lesson 4

 ORIENTATION OF TRAINEES’
REQUIREMENTS AND PROCEDURES

This lesson will discuss the duties and responsibilities of all the
parties involved in the learning delivery. Contents of the contracts must be
discussed with the trainees through orientation to be guided during their
immersion.

Duties and Responsibilities of the Training Institution

1. Issues policies favorable to work-based training;

2. Gives full support and cooperation to work-based training;
3. Designates an industrial coordinator;
4. Initiates staff development of personnel involved in work-based
training;
5. Coordinates with the private sector in order to make work-based
training meaningful and fruitful;
6. Identifies the skills actually needed or demanded by industry and
match the skills offered by the institutions;
7. Provides comprehensive theoretical training and simulation for the
trainees; and
8. Organizes industry partners.

Duties and responsibilities of the industry

1. Provides job orientation training;

2. Provides practical training in areas which have been determined:
a. Activities within the training duration; and
b. Distribution of trainees in the different department/division
where training is necessary;
3. Appoints training coordinator who shall be responsible for the
assignment designation of trainers/supervisors in their respective
areas where the trainees will be assigned;
4. Provides training materials, tools and equipment during the training;
5. Reminds supervisor about the work-based training activities;
6. Provides opportunity to learn by doing;
 7. Provides trainees with professional skills, experience, techniques,
and behavior in the real life situation; and
8. Organizes work-based training station and programs.

Duties and responsibility of Industry supervisor/Trainer

1. Orient the trainees about company rules and regulations;

2. Provides guidance and support;
3. Ensures safe training environment and activities for trainees;
4. Prepares accident report whenever trainees are involve and submit it
to company;
5. Endorses the trainees to proper training area;
6. Monitors Trainees Record Book;
7. Monitors the performance of the trainees, make recommendations
concerning discipline;
8. Issues certificate of Completion to student who successfully finish
their training; and
9. Accomplishes Performance Evaluation Report

Duties and Responsibilities of Trainees

1. Ensure s/he is physically fit for work-based training;

2. Comprehends oral and written instructions
3. Exhibits positive works ethics and attitudes acceptable to the
company;
4. Ensures adherence to company rules and regulations;
5. Uses only facilities allowed by the company to the trainers;
6. Attends training regularly and on time;
7. Cooperates with other trainees and industry supervisor;
8. Accomplishes required forms; and
9. Allows no instance for company to doubt honesty in workplace and
company.

As earlier emphasized, a contact can be in the form of a

Memorandum of Agreement (MOA) or in the form of a Memorandum of
Understanding (MOU).

To give a distinction between the two, a MOA is also called

“cooperative agreement.” It is a document written between parties
to cooperatively working together on an agreed upon project or meet
an agreed upon objective. The purpose of a MOA is to have a written
understanding of the agreement between parties. It is a legal
document that is binding, and holds the parties responsible to their
commitment.

A Memorandum of Understanding (MOU), on the other hand, is a legal

document describing a bilateral agreement between two parties. It
expresses a convergence of will between the parties, indicating an
intended common line of action, rather than a legal commitment. It
is a more formal alternative to a gentlemen’s agreement, but
generally lacks the bind power of the contract.

Samples of a MOA and MOU are presented below.