the philippine technical vocational … philippine tvet system-neda...the philippine technical...
Post on 08-Mar-2018
246 Views
Preview:
TRANSCRIPT
THE PHILIPPINE TECHNICAL VOCATIONAL EDUCATION AND
TRAINING SYSTEM
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
Six (6) YearsFour (4) Years +Two (2) Years TVET Specialization (NC I and NC II)
Technical Vocational Education and Training
(Higher Level Qualifications)
Baccalaureate (4, 5, 6 year degree programs), Masteral and Doctorate Programs
One (1) Year
TESDA mandate
Republic Act 7796 TESDA law
creation of Technical Education and Skills Development Authority (TESDA)
to manage TVET in the country.
TESDA Board MembersPrivate Sector Government
SectorLabor
EmployerTVET ProvidersInvestor Groups
DOLECHEDDOSTDILG
DepEdDTIDA
TESDA14 Representatives 8 Representatives
QUALITY ASSURED PHILIPPINE TECHNICAL EDUCATION SYSTEM
PlatinumAward
Development Plans/Government Policies and Priorities/Public Investment
StakeholdersConsultation
Development ofCompetency Standards
andProgram Standards
DevelopmentOf Assessment
Standards
Development of Assessment
Instrument
Recognition of Prior Learning/ Equivalency Scheme/Lifelong Learning
Dis
adva
ntag
ed G
roup
s/In
form
al S
ecto
r
Bas
ic E
duca
tion
Gra
duat
esH
ighe
r Edu
catio
n G
radu
ates
Early
Sch
ool L
eave
rs (D
ropo
uts)
Wag
e/Se
lf-Em
ploy
ed W
orke
rs
MANAGEMENT OF THE TECHNICAL EDUCATION SYSTEM
Development ofCurriculum Frameworkand Learning Package
Exemplars
TrainingDelivery
CompetencyAssessment
Award ofCertificate ofCompetency
Award ofNational
Certificate
ProgramRegistration under
UTPRAS
ProgramAccreditation
within thePhilippine
TE QualityAwards
I n c
e n
t i v
e s
UTPRAS PTQCS
GoldAwardSilverAwardBronzeAward
Market-driven - competent and adaptable workforce- at par with changing demand of technological and structural changes 21st century workforce – technically competent, innovative, creative, knowledge-based with higher order thinking skills, pursuing lifelong learning opportunities and possessing desirable work attitudes and values
Competencies based on standards for knowledge and skills requirements of a job as prescribed by industry experts
Competency standards as basis for the training curriculum and the assessment of competencies for certification
National Certificates issued to those who have demonstrated the competencies in an assessment.
It is FLEXIBLE
- refers to the package of:
competency standards;
training standards; and
assessment and certification arrangements
for a promulgated qualification.
All Training Regulations are published in the Official Gazette and in TESDA’s website: http://www.tesda.gov.ph
COMPETENCY STANDARDS
- refers to industry-determined specifications of competencies required for effective work performance. It is:
composed of individual competency unit
focused on workplace activity rather than training or personal attributes
defined as the ability to apply skills in new situations and changing work organizations.
TESDA is ISO 9001:2008 certified in the regulatory programs (Program Registration and Assessment and Certification) and design (Training Regulations development)
Working towards specific industry certification – welding standards, Hazard Analysis Critical Control Points (HACCP), etc.
Tripartite arrangements involving industry, labor and government
TESDA gets nationwide ISO certification. The Certification was received by Sec JoelVillanueva together with Labor Secretary Rosalinda Baldoz and other TESDA officials in thepresence of President Benigno Aquino III in Malacañang on April 13.
The Unified TVET Program Registrationand Accreditation System is the qualityassurance mechanism for the mandatoryregistration of technical-vocationalprograms with TESDA
Registration signifies compliance of theTVET program with the minimumrequirements set by TESDA
12
COMPETENCY-BASED ASSESSMENT is the process of collecting evidence and making judgments on whether competency has been achieved.
It is the basis for certification of competence.
A National Certificate is issued when a candidate has demonstrated competence in all units of competency that comprise a Qualification
A Certificate of Competency is issued to individuals who have satisfactorily demonstrated competence on a particular or cluster of units of competency
ASSESSMENT and CERTIFICATION thru the Years
2009 2010 2011 2012 2013 2014
Total Number of Assessed
836,131 716,220 835,572 968,535 1,055,576 1,232,116
Total Number of Certified
690,836 594,323 703,360 830,458 936,007 1,125,273
Certification Rate 82.62% 82.98% 84.18% 85.74% 88.67% 91.33%
Accredited Competency Assessors 6,748 5,468 7,030
Accredited Assessment Centers 1,968 3,235 4,453
THE PHL QUALIFICATIONS FRAMEWORK
LEVEL
GRADE 12
TECHNICAL EDUCATION AND
SKILLS DEVELOPMENTHIGHER EDUCATION
DOCTORAL AND POST DOCTORAL
BACCALAUREATE
BASIC EDUCATION
L1
L2
L3
L4
L5
L6
L7
L8
NC I
NC II
NC IV
NC III
NC IV
DIPLOMA
BACCALAUREATE
POST BACCALAUREATE
RECOGNITION OF PRIOR LEARNING
LIFELONG LEARNING
EQUIVALENCY
ASSESSMENT CERTIFICATION LICENSING
Need for global recognition of competencies
Philippine Qualifications
Framework
Qualification Levels
Descriptors
Registers
Working Groups
Pathways & Equivalencies
Quality Assurance
Information & Guidelines
International Alignment
Industry needs
Current qualifications issues at all levels
Qualifications issues in recognition of
prior learning
Research and policy papers on NQFNQFs of other
countries
Consultation and AdvocacyWith Stakeholders
INPUTS OUTPUTS
LEVEL SENIOR HIGH SCHOOL
KNOWLEDGE, SKILLS AND
VALUES
• Possess foundational knowledge across a range of learning areas with core competencies in communication; scientific, critical and creative thinking; and the use of technologies.
• Possess functional knowledge across a range of learning areas and technical skills in chosen career tracks with advanced competencies in communication; scientific, critical and creative thinking; and the use of technologies.
• Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture, and the environment.
APPLICATION • Apply foundational knowledge, skills, and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.
• Apply functional knowledge, technical skills and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.
DEGREE OF INDEPENDENCE
• Apply skills in limited situations with close supervision• Apply skills in varied situations with minimal supervision.
QUALIFICATION TYPE
SENIOR HIGH SCHOOL
LEVEL 1KNOWLEDGE, SKILLS
AND VALUESKnowledge and skills that are manual or concrete or practical and/or operational in focus.
APPLICATION Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by following set rules, guidelines or procedures.
DEGREE OF INDEPENDENCE
In conditions where there is very close support, guidance or supervision; minimum judgment or discretion is needed.
QUALIFICATION TYPE NATIONAL CERTIFICATE I
LEVEL 2KNOWLEDGE, SKILLS
AND VALUESKnowledge and skills that are manual, practical and/or operational in focus with a variety of options.
APPLICATION Applied in activities that are set in a range of familiar and predictable contexts; involve routine issues which are identified and addressed by selecting from and following a number of set rules, guidelines or procedures.
DEGREE OF INDEPENDENCE
In conditions where there is substantial support, guidance or supervision; limited judgment or discretion is needed.
QUALIFICATION TYPE NATIONAL CERTIFICATE II
LEVEL 3KNOWLEDGE, SKILLS
AND VALUESKnowledge and skills that are a balance of theoretical and/or technical and practical.
Work involves understanding the work process, contributing to problem solving, and making decisions to determine the process, equipment and materials to be used.
APPLICATION Applied in activities that are set in contexts with some unfamiliar or unpredictable aspects; involve routine and non-routine issues which are identified and addressed by interpreting and/or applying established guidelines or procedures with some variations.
DEGREE OF INDEPENDENCE
Application at this level may involve individual responsibility or autonomy, and/or may involve some responsibility for others. Participation in teams including team or group coordination may be involved.
QUALIFICATION TYPE NATIONAL CERTIFICATE III
LEVEL 4KNOWLEDGE, SKILLS
AND VALUESKnowledge and skills that are mainly theoretical and/or abstract with significant depth in one or more areas; contributing to technical solutions of a non-routine or contingency nature; evaluation and analysis of current practices and the development of new criteria and procedures.
APPLICATION Applied in activities that are set in range of contexts, most of which involve a number of unfamiliar and/or unpredictable aspects; involve largely non-routine issues which are addressed using guidelines or procedures which require interpretation and/or adaptation.
DEGREE OF INDEPENDENCE
Work involves some leadership and guidance when organizing activities of self and others
QUALIFICATION TYPE NATIONAL CERTIFICATE IV
LEVEL 5KNOWLEDGE, SKILLS
AND VALUESKnowledge and skills that are mainly theoretical and/or abstract with significant depth in some areas together with wide-ranging, specialized technical, creative and conceptual skills.Perform work activities demonstrating breadth, depth and complexity in the planning and initiation of alternative approaches to skills and knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination.
APPLICATION Applied in activities that are supervisory, complex and non-routine which require an extensive interpretation and/or adaptation/ innovation.
DEGREE OF INDEPENDENCE
In conditions where there is broad guidance and direction, where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others.Undertake work involving participation in the development of strategic initiatives, as well as personal responsibility and autonomy in performing complex technical operations or organizing others
QUALIFICATION TYPE DIPLOMA
LEVEL 6KNOWLEDGE, SKILLS AND
VALUESDemonstrated broad and coherent knowledge and skills in their field of study for professional work and lifelong learning
APPLICATION
Application in professional/creative work or research in a specialized field of discipline and/or further study
DEGREE OF INDEPENDENCE
Substantial degree of independence and or/in teams of related fields with minimal supervision
QUALIFICATION TYPE Baccalaureate Degree
LEVEL 7 KNOWLEDGE, SKILLS AND
VALUESDemonstrated advanced knowledge and skills in a specialized or multi-disciplinary field of study for professional practice, self-directed research and/or lifelong learning
APPLICATIONApplied in professional/creative work or research that requires self-direction and/or leadership in a specialized or multi-disciplinary professional work/research
DEGREE OF INDEPENDENCE
High substantial degree of independence that involves exercise of leadership and initiative individual work or in teams of multi-disciplinary field
QUALIFICATION TYPE Post-Baccalaureate Program
LEVEL 8KNOWLEDGE, SKILLS AND
VALUESDemonstrated highly advanced systematic knowledge and skills in highly specialized and/or complex multi-disciplinary field of learning for complex research and or professional practice and/or for the advancement of learning.
APPLICATIONApplied for professional leadership for innovation, research and/or development management in highly specialized or multi-disciplinary field
DEGREE OF INDEPENDENCE Full independence in individual work and/or in teams of multi-disciplinary and more complex setting that demands leadership for research and creativity for strategic value added. Significant level of expertise-based autonomy and accountability
QUALIFICATION TYPE Doctoral Degree and Post-Doctoral Programs
ASEAN Qualifications Reference Framework
ILO Mutual Recognition of Skills in the ASEAN
ASEAN Mutual Recognition Arrangements (MRA) for Tourism Professionals
ASEAN Constructors Federation- ACF Standards Trades Skills Training
Program
ASEAN Skills Competition
The TESDA - TVET Delivery Network
Institution-based
Community-based
Enterprise-based
Schools Training Centers
TESDA Regional Training CentersTESDA Provincial Training CentersSpecialized Centers
TESDA Schools Private Tech-voc
Schools Other Institutions
(HEIs, DepEd)
Industry Training CentersWorkplace-based Training
ProgramsDual Training Programs
Community Training and Employment Centers NGOs/People’s OrganizationsLocal Government UnitsGovernment Agency Projects
andCertified
Workforce
Trained
32
TVET SECTOR TRAINING DELIVERYDelivery Mode 2009 2010 2011 2012 2013 2014Enrolment 1,984,646 1,568,617 1,572,131 1,804,742 1,943,589 2,033,417
Institution-based
910,657 881,625 875,848 1,041,960 1,039,690 1,028,005
Enterprise-based
127,708 66,632 80,309 90,707 77,518 69,138
Community-based
946,281 620,360 615,974 672,075 826,381 936,274
Graduates 1,903,793 1,344,371 1,332,751 1,600,658 1,765,757 1,785,679
Institution-based
873,558 690,709 679,306 856,544 896,580 833,659
Enterprise-based
122,505 54,131 72,082 80,370 68,659 57,417
Community-based
907,730 599,531 581,363 663,744 800,518 894,603
THE PHILIPPINE TECHNICAL VOCATIONAL EDUCATION AND
TRAINING SYSTEM
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
top related