Technical - Vocational Institutions

Education & Training

Reform
REPUBLIC ACT NO. 7796

STEPHEN A.FADARE, CDT, MAED, Ed.D. (in view)

OCT 12, 2019.
 • REPUBLIC ACT NO. 7796
August 8, 1994.

RULES AND REGULATIONS

IMPLEMENTING THE TESDA ACT
OF 1994
AN ACT CREATING THE TECHNICAL
EDUCATION AND SKILLS
DEVELOPMENT AUTHORITY, PROVIDING
FOR ITS POWERS, STRUCTURE AND
FOR OTHER PURPOSES
• REPUBLIC ACT NO. 7796 AN ACT CREATING
THE TECHNICAL EDUCATION AND SKILLS
DEVELOPMENT AUTHORITY, PROVIDING
FOR ITS POWERS, STRUCTURE AND FOR
OTHER PURPOSES.
• - 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.
Philippines, Germany Launch Landmark Agreements
on Tec-Voc Education and Training.
13 October 2014 - As part of President Benigno S.
Aquino III’s official visit to Berlin, the Philippines and
Germany signed two agreements on technical and
vocational education and training (TVET).
Witnessed by Foreign Affairs Secretary Albert F. del
Rosario, Trade and Industry Secretary Gregory
Domingo, Technical Education and Skills Development
Authority (TESDA) Director General Joel Villanueva and
high-ranking German officials, Philippine Ambassador to
Germany Maria Cleofe R. Natividad and German
Ambassador to the Philippines Thomas Ossowski
signed the Joint Declaration of Intent that provides a
comprehensive bilateral framework for cooperation on
TVET.
Philippines, Germany Launch Landmark Agreements
on Tec-Voc Education and Training.
As part of efforts to boost TESDA’s
capabilities, Secretary Joel Villanueva
and President Prof. Dr. Friedrich Hubert
Esser of the Federal Institute for
Vocational Education and Training
(BIBB) also signed a Cooperation
Agreement for collaborative research and
development of TVET. The Bonn-based
BIBB is a German and international
center of excellence for research on
vocational education and training and
the progressive development of VET.
 PRINCIPLES IN TECHVOC
1. “LEARNING-BY-DOING”: STUDENT-
CENTRED EDUCATION USING
MODERN LEARNING TECHNOLOGIES.

2. “BEST OF BOTH”: LOCAL TEACHERS

WITH INTERNATIONAL SKILLS TRAINING.

3. “FILLING A NEED”: ALIGNMENT WITH

DOMESTIC LABOUR MARKET DEMANDS
 PRINCIPLES IN TECHVOC…

4. “DOERS, NOT NERDS”: BUSINESS

MANAGEMENT AND ENTREPRENEURSHIP.

5. “MERITOCRACY WINS”: MERIT-BASED

SCHOLARSHIPS FOR YOUNG MEN AND
WOMEN
• THEORIES RELATED TO TECHVOC
PROSSER’S SIXTEEN THEOREMS ON VOCATIONAL EDUCATION
1. “VOCATIONAL EDUCATION WILL BE EFFICIENT IN PROPORTION
AS
THE ENVIRONMENT IN WHICH THE LEARNER IS TRAINED IS A
REPLICA OF THE ENVIRONMENT IN WHICH HE MUST
SUBSEQUENTLY WORK.
2. “EFFECTIVE VOCATIONAL TRAINING CAN ONLY BE GIVEN
WHERE THE TRAINING JOBS ARE CARRIED ON IN THE SAME WAY
WITH THE SAME OPERATIONS, THE SAME TOOLS AND THE SAME
MACHINES AS IN THE OCCUPATION ITSELF. ”
3. “VOCATIONAL EDUCATION WILL BE EFFECTIVE IN PROPORTION
AS IT TRAINS THE INDIVIDUAL DIRECTLY AND SPECIFICALLY IN
THE THINKING HABITS AND THE MANIPULATIVE HABITS REQUIRED
IN THE OCCUPATION ITSELF. ”
4. “VOCATIONAL EDUCATION WILL BE EFFECTIVE IN PROPORTION
AS IT ENABLES EACH INDIVIDUAL TO CAPITALIZE HIS INTEREST,
APTITUDES AND INTRINSIC INTELLIGENCE TO THE HIGHEST
POSSIBLE DEGREE. ”
 THEORIES RELATED TO TECHVOC…
5. “EFFECTIVE VOCATIONAL EDUCATION FOR ANY PROFESSION,
CALLING, TRADE, OCCUPATION OR JOB CAN ONLY BE GIVEN TO
THE SELECTED GROUP OFINDIVIDUALS WHO NEED IT, WANT IT,
AND ARE ABLE TO PROFIT BY IT. ”
6. “VOCATIONAL TRAINING WILL BE EFFECTIVE IN PROPORTION
AS THE SPECIFIC TRAINING EXPERIENCES FOR FORMING RIGHT
HABITS OF DOING AND THINKING ARE REPEATED TO THE POINT
THE HABITS DEVELOPED ARE THOSE OF THE FINISHED SKILLS
NECESSARY FOR GAINFUL EMPLOYMENT. ”
7. “VOCATIONAL EDUCATION WILL BE EFFECTIVE IN
PROPORTIONAL AS THE INSTRUCTOR HAS HAD SUCCESSFUL
EXPERIENCE IN THE APPLICATION OF SKILLS AND KNOWLEDGE
TO THE OPERATIONS AND PROCESSES HE UNDERTAKES TO
TEACH.”
8. “FOR EVERY OCCUPATION THERE IS A MINIMUM OF
PRODUCTIVE ABILITY WHICH AN INDIVIDUAL MUST POSSESS IN
ORDER TO SECURE OR RETAIN EMPLOYMENT IN THAT
OCCUPATION. IF VOCATIONAL EDUCATION IS NOT CARRIED TO
THAT POINT WITH THAT INDIVIDUAL, IT IS NEITHER PERSONALLY
OR SOCIALLY EFFECTIVE. ”
 THEORIES RELATED TO TECHVOC…
9. “VOCATIONAL EDUCATION MUST RECOGNIZE CONDITIONS AS
THEY ARE AND MUST TRAIN INDIVIDUALS TO MEET THE
DEMANDS OF THE “MARKET” EVEN THOUGH IT MAY BE TRUE
THAT MORE EFFICIENT WAYS OF CONDUCTING THE OCCUPATION
MAY BE KNOWN AND THAT BETTER WORKING CONDITIONS ARE
HIGHLY DESIRABLE.”
10. “THE EFFECTIVE ESTABLISHMENT OF PROCESS HABITS IN
ANY LEARNER WILL BE SECURED IN PROPORTION AS THE
TRAINING IS GIVEN ON ACTUALJOBS AND NOT ON EXERCISES OR
PSEUDO JOBS.
11. “THE ONLY RELIABLE SOURCE OF CONTENT FOR SPECIFIC
TRAINING IS AN OCCUPATION IS IN THE EXPERIENCE OF
MASTERS OF THAT OCCUPATION.
12. “FOR EVERY OCCUPATION THERE IS A BODY OF CONTENT
WHICH IS PECULIAR TO THAT OCCUPATION AND TO WHICH HAS
PRACTICALLY NO FUNCTIONAL VALUE IN ANY OTHER
OCCUPATION
• The Technical Vocational Education
and Training reforms consists of
four (4) major components, namely:
• 1. TESD Quality Assured Philippine
System (Technical Education an Skills
Development)
• 2. TESDA Occupational Qualification
and Certification System
• 3. Unified Program Registration and
Accreditation System
• 4. TVET Quality Awards
 I. Quality Assured Philippine TESD
System

• Section 2 of Republic Act No. 7796,

otherwise known as the Technical
Education and Skills Development Act of
1994, that it is “the policy of the State to
provide relevant, accessible, high quality
and efficient technical education and skills
development in support of the development
of high quality Filipino middle-level
manpower responsive to and in accordance
with the Philippine development goals and
priorities”
 I. Quality Assured Philippine TESD
System
• The Philippine TESD system must be:
Relevant
• A relevant TESD System has three
different dimensions:
- relevant to the TESD clients,
- to the skills needs of the industry,
- to the structure of market incentives.
I. Quality Assured Philippine TESD
System
• Efficient
An efficient TESD System can be
measured in two aspects:
- internal efficiency which concerns the
optimal mix of inputs and appropriate
configuration of TESD delivery modes
that will best meet local needs.
- external efficiency which is best
achieved when TESD institutions are
directly linked to employment and job
markets so that their graduates
immediately benefit from what they have
learned.
I. Quality Assured Philippine TESD
System
• Accessible if:
- it offers everyone access to productive
employment
- It provides access to higher education
and other lifelong learning
opportunities. Cooperative and
Consensual when: - it is founded on
institutional arrangements that
encourage private sector participation
and involvement and collaboration.
I. Quality Assured Philippine TESD
System

• High Quality TESD System is one

where:

- primary customers benefit directly

from the TESD services

- Skills need of industry is adequately

met
BASIC PRINCIPLES OF THE QUALITY
ASSURED PHILIPPINE TESD SYSTEM
- Anchors on a competency-based National Qualification
and Certification System
- Draws standards and priorities from the industry
- Accessible to basic education graduates, school leavers,
workers, entrepreneurs and persons in higher educational
institutions
- Allows the person to enter at any stage in the system
- Allows recognition of prior learning
- Installs quality assurance among training providers through
Unified Program Registration and Accreditation System
- Utilizes certification as an assurance to industry of the
quality of the workers
- Dovetails the directions indicated in government plans,
policies, priorities, and public investments
- Provides incentives to quality assured training provides
through the TVET Quality Award
 II. TESDA Occupation Qualification
and Certification System or TOQCS

• What is TESDA Occupation Qualification and

Certification System or TOQCS?
- It is a process of determining the qualification
level and certification level of a person based on
competency assessment.
- Under the TOQCS framework, qualifications
issued in the TVET sector are based on achieving
competency standards relevant to the needs of the
industry.
Competencies within a specific level of qualification are
small units of work that can merit a person/worker a
job after completion. Therefore, completion of a certain
competency would assure the industry that a
person/worker can perform a specific task/work.
 II. TESDA Occupation Qualification and
Certification System or TOQCS

• Take-off point or basis of all qualification

and certification activities:
a. National Occupational Skills Standard
- sets the minimum requirements of
knowledge, skills and work values for a
specific occupation.
b. Competency Assessment
- an instrument consisting of written and
practical tests designed to measure the
person’s knowledge and skills based on the
corresponding occupational skills standard.
II. TESDA Occupation Qualification
and Certification System or TOQCS
• Public assessment and certification
This shall cater to the needs of new graduates of
tech-voc schools, and TESDA training programs,
small-shop workers, and ordinary skilled laborers or
job seekers who want to be assessed and certified.
This project component shall also serve the needs of
small and medium firms who would want to make
use of the assessment and certification scheme for
their own HRD program. Under this component, the
program shall use existing TESDA standards and
competency assessments (which shall be reviewed
and revalidated) and shall be implemented through
the existing assessment structures of TESDA.
 II. TESDA Occupation Qualification and
Certification System or TOQCS

• Skills Certification and Equivalency Program

(SCEP)
This is a process of granting civil service
eligibility to government skilled employees
(trades and crafts group) and those seeking
entrance into the service. The process involves
trade testing and issuance of skills certificates to
those who passed the test administered by
TESDA. These skills certificates are given
equivalent eligibilities by the Civil Service
Commission (CSC) appropriate for Category I
positions in the government service.
 II. TESDA Occupation Qualification and
Certification System or TOQCS

What is skills certification?

It is a process of evaluating/assessing
the country’s skilled workers if they have
the knowledge and ability to perform the
tasks which relate to such
job/occupation.
 II. TESDA Occupation Qualification and
Certification System or TOQCS

• Who benefits from skills certification?

For the consumer
- Better services
- Better products
For the workers:
- Recognition of skill
- Sense of pride in self and work
For the government and employers the skills
standards can serve as an objective basis for:
- Hiring and promotion
- Salary scale determination
- Incentives and other benefits
- Collective bargaining agreement
III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS)
Omnibus Amdendatory Guidelines
LEGAL BASIS

Republic Act No. 7796, otherwise known as the TESDA Act of

1994, empowers TESDA to establish and maintain a system of accrediting,
coordinating, integrating, monitoring and evaluating formal and non-formal
technical vocational education and training programs.

In its regular meeting held on January 23, 1998, the TESDA Board
promulgated Resolution 98-03 approving the establishment of a unified
TVET program registration and accreditation system which shall be in
consonance with the pursuit of a quality technical vocational education and
training system.

All TVET programs offered in public and private TVET institutions

shall be subject to program registration under these guidelines.
III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS)
COVERAGE
1. These guidelines shall cover all TVET programs offered
by public and private institutions, including programs offered
by enterprise-based training centers, provided that programs
that are offered in the latter are fee-charging and open to the
public.
2. All TVET programs in industrial trades and crafts,
agriculture, fishery, services and home industries, among
others, are covered by the system.
3. TVET programs with permit and recognition certificates
granted by the Secretary of Education shall be reviewed and
registered under UTPRAS within the prescribed period.
4. Apprenticeship programs undertaken by private
enterprises are not covered by these guidelines but shall be
authorized on the basis of existing apprenticeship guidelines.
Compliance with apprenticeship guidelines is considered as
having the effect of UTPRAS registration.
III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS)
COVERAGE
5. TVET institutions with registered TVET programs which
they desire to provide under the dual system shall be accredited
as dual training system institutions under the guidelines
implementing Republic Act No. 7686 in order that incentives
provided for in the law may be availed of by concerned TVET
institutions.

6. Community-based livelihood-oriented training programs

undertaken by local government units and non-government
organizations shall not be subject to registration under these
guidelines, unless prescribed by the TESDA Board.

7. A module of employable competency or a set of modules may

be registered as a TVET program under these guidelines
III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS
BASIC PRINCIPLES OF THE REGISTRATION SYSTEM
1. The Unified TVET Program Registration
and Accreditation System is primarily intended to promote public
interest and welfare by ensuring the quality of all TVET programs.
2. The registration system is anchored on the competency-based
system wherein TVET programs adopt the job titles being prepared
for and the competency or set of competencies that are to be
acquired.
3. The registration system prescribes compliance with minimum
standards provided for in training regulations, promulgated by the
TESDA Board.
4. A TVET program for a particular trade area, whether school-
based or center-based, shall be registered on the basis of the same
training regulations.
III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS
BASIC PRINCIPLES OF THE REGISTRATION SYSTEM
5. The registration system relies on the TESDA
Occupation Qualification and Certification System
(TOCQS) as its platform and, as such, TVET
programs shall be categorized on the basis of the
four qualification levels:
i. National Certificate I (basic [operator]
competencies)
ii. National Certificate II (intermediate [craftsman]
competencies)
iii. National Certificate III (advanced [technician]
competencies) and
iv. National License (highest [master technician]
competencies).
III. UNIFIED TVET PROGRAM REGISTRATION
& ACCREDITATION SYSTEM (UTPRAS
BASIC PRINCIPLES OF THE REGISTRATION SYSTEM
• 6. Program adjustment shall be undertaken
within one TOCQS qualification level, or from
one higher level to a lower one. TVET
programs that intend to develop the entire
set of competencies for a particular
competency level (under TOCQS) shall be
classified as “TVET program – NC I’’ of NC II,
as the case may be. On the other hand, TVET
programs that intend to develop a few or a
number of competencies (within one
competency level in TOCQS) shall be
classified as "TVET program leading to NC I”
or NC II, as the case may be
III. UNIFIED TVET PROGRAM REGISTRATION &
ACCREDITATION SYSTEM (UTPRAS

BASIC PRINCIPLES OF THE REGISTRATION SYSTEM

7. The registration and accreditation system
shall be closely tied up with the provision of
technical assistance and incentives that will
encourage and enable TVET institutions to
continually upgrade the quality of training
delivery.

8. The registration system intends to generate a

comprehensive database of TVET institutions and
TVET programs that is essential to the effective
management of the TVET sector.
 IV. Philippine TVET Quality Awards Rationale
The pursuit of quality in the TVET sector is the
prime objective of the Technical Education and Skills
Development Authority (TESDA) for the next millennium
as part of its mandate to continuously develop the
Filipino middle-level manpower to attain global
competitiveness. To respond to this global challenge of
work excellence and productivity, TESDA adopt a quality
management system (QMS) that would propel the sector
towards attaining this objective.
Assuring quality through continuous improvement to
attain internationally accepted levels of performance is
an in evitable process in the development of principles
and practices and to achieve the best practices in TVET
operations, and in recognition for organizational
performance for the sector.
IV. Philippine TVET Quality Awards Rationale
Objectives:
• To promote the performance standards
of excellence in TVET institutions;
• To provice recognition to TVET
institutions which conform to the best
practices in the sector;
• To establish benchmarks of quality for
TVET institutions;
• To establish a national system to
evaluate productivity and quality
improvement for TVET institutions.
IV. Philippine TVET Quality Awards Rationale

TVET Quality Awards Framework The

Philippine TVET Quality Awards is the highest
level of recognition given to TVET organizations /
institutions which have demonstrated
outstanding performance had organizational
excellence through commitment to, and
application of quality principles and practices.
This wards is under the framework of the
Philippine Quality Awards (PQA) 1 which is the
highest level of recognition to any organizational
performance for quality and productivity (as
proposed by the DAP, PQPC and PQPM).
IV. Philippine TVET Quality Awards Rationale
The Philippine TVET quality Awards
uses the seven-point framework of the
Quality Management System as its
assessment criteria:
1. Leadership
2. Strategy, Policy and Planning
3. Information and Analysis
4. People
5. Customer Focus
6. Quality of processes, products and
services
7. Organizational Performance
IV. Philippine TVET Quality Awards Rationale
Awards Levels
• Platinum Award for Excellence
• Gold Award for Mastery
• Silver Award for Proficiency
• Bronze Award for Commitment
Award Categories
• Primary Patron
• Sponsors
• Awards Manager
• Awards Council
• Awards Administrator
• Board of Assessor
Role of vocational training in K to12 tackled
in Tesda congress
Agencies handling education services
have gathered to discuss how to
seamlessly incorporate the government’s
technical vocational education and
training (TVET) program into the K to 12
curriculum. Themed “Enhancing TVET
for Industries of the 21st Century,” the
meeting focused on the K to 12
curriculum, which was implemented
starting last year.
 What are the industries related to Tech-Voc?
Graduates of vocational courses
can get into a wide range of industries
which include Agri-fishery, Home
Economics, Industrial Arts, and
Information, Communications and
Technology (ICT). These courses can be also
be availed of through schools, community
training centers, and enterprise-based
programs.
• Another TESDA initiative worth noting is
that it offers specialized training centers
such as the TESDA Women’s Training
Centers (TWC) and the Language Skills
Institute (LSI).
What are the certifications in the Technical-
Vocational Education (TVET) System?
• TVET follows a competency-based
assessment that evaluates students through
practical tests, oral and written exams,
portfolio, or work projects that will determine
if the competency has been achieved or not.
• A National Certificate is awarded to
candidates who did well in all units of
competency required of a Qualification. A
Certificate of Competency, on the other hand,
is given to individuals who have satisfactorily
demonstrated competence on a particular
unit or cluster of competency. The two
certifications are valid for five years.
STRENGTHS AND WEAKNESS OF RA
7796
STRENGTHS
Studying tech-voc courses serves many
purposes.
- It provides students with extensive hands-
on training required in actual industries
and other practical assessments. The
curriculum is also composed of competency
standards required for effective work
performance as prescribed by industry
experts. Taking short vocational courses also
helps in expanding opportunities and gaining
new skills for those who want to level up in
their careers or venture to new businesses.
 PROBLEM IN TECHVOC
•INSUFFICIENT QUANTITIES OF QUALIFIED
TECHNOLOGY EDUCATION TEACHERS
•INADEQUATE UNDERSTANDING BY
ADMINISTRATORS AND COUNSELORS
CONCERNING TECHNOLOGY EDUCATION
•INADEQUATE UNDERSTANDING BY GENERAL
POPULACE CONCERNING TECHNOLOGY
EDUCATION
•LACK OF CONSENSUS OF CURRICULUM
CONTENT FOR TECHNOLOGY EDUCATION
 PROBLEM IN TECHVOC
• INADEQUATE FINANCIAL SUPPORT FOR
TECHNOLOGY EDUCATION PROGRAMS
•INCREASED HIGH SCHOOL GRADUATION
REQUIREMENTS IMPACTING ON TECHNOLOGY
EDUCATION PROGRAMS
•INADEQUATE MARKETING AND PUBLIC
RELATIONS OF TECHNOLOGY EDUCATION
•RESISTANCE TO CHANGE IN TECHNOLOGY
EDUCATION
 RECOMMENDED SOLUTION IN TECHVOC

•UNDERTAKE SIGNIFICANT EFFORTS AIMED

AT RECRUITING AND PREPARING NEW
TECHNOLOGY EDUCATION EDUCATORS AT
ALL LEVELS.
•IDENTIFY AND COMMUNICATE A CLEAR AND
UNDERSTANDABLE PURPOSE OF
TECHNOLOGY EDUCATION TO ALL
POPULATIONS,
•REACH CONSENSUS IN CURRICULUM
DESIGN AND DEVELOPMENT AS HIGH
PRIORITIES.
 RECOMMENDED SOLUTION IN TECHVOC

•NEED TO ENSURE EASY ACCESS TO LABOUR

MARKET NEEDS, TO COUNSELLORS AND GUIDANCE
TEACHERS IN SCHOOLS AS EARLY AS POSSIBLE. IT’S
VERY IMPORTANT THAT YOUNG PEOPLE START
SEEING THE LABOUR MARKET IN SECONDARY
SCHOOL.
•FORECASTING OF SKILLS SHOULD GO HAND IN
HAND WITH QUALIFICATIONS. PEOPLE NEED TO
ACQUIRE QUALIFICATIONS.
•CONTINUOUS TECHVOC AND INITIAL TECHVOC
SHOULD BE GIVEN MORE IMPORTANCE BY ALL
SOCIAL PARTNERS, BY INDUSTRY ITSELF. WE
SHOULD MAKE THEM MORE VISIBLE, MORE
ATTRACTIVE TO YOUNG PEOPLE. IT IS A SOLUTION
FOR UNEMPLOYMENT.
 References:
“Declaration of Policy”. Republic Act. No. 7796. Technical
Education and Skills Development Act of 1994 (with
Implementing Rules and Regulations), 1995
TESDA Circular No. 21 s. 2006, General Guidelines on the
Implementation of Assessment and Certification Program
under the Philippine TVET Qualification and Certification
System (PTQCS), 2006
Technical Education and Skills Development Authority. (2006).
Ladderized Education Program
Technical Education and Skills Development Authority. (2006).
TVET Outlook
Technical Education and Skills Development Authority. (2006).
2nd Cycle National Technical Education and Skills
Development Plan 2004-2009
http://www.tesda.gov.ph/Download/Tvet_trends