A Testament of Good Governance
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A testament of good governance. TVET programs are delivered through various modalities which includes school-based, center-based, community- Technical and Vocational Education based and enterprise-based trainings. School-based program refers to the direct delivery or provision of TVET Skills are vital for poverty reduction, economic recovery and sustainable development. As a programs by the TESDA-administered schools. Center-based consequence, policy attention to technical and vocational education and training (TVET) is programs refer to training provisions being undertaken in the increasing worldwide. TESDA training centers. TVET comprises formal, non-formal and informal learning for the world of work. Young people, Moreover, community-based Training for Enterprise women and men learn knowledge and skills from basic to advanced levels across a wide range of Development Program is primarily addressed to the poor institutional and work settings and in diverse socio-economic contexts (UNESCO). and marginal groups, those who cannot access, or are not accessible by formal training provisions. They have low skills, Technical and vocational education basically seeks to enhance and develop skills. In the limited management abilities, and have few economic Philippines, schools offering vocational and technical courses and programs, including their options. They have no access to capital – most of them are curricula, undergo accreditation and approval by the Technical Education and Skills Development unqualified for formal credit programs. The program goes Authority (TESDA). further than just mere skills training provision. It is purposively designed to catalyze the creation of livelihood enterprises The Technical Education and Skills Development Authority (TESDA) (Pangasiwaan sa Edukasyong that shall be implemented by the trainees, immediately after Teknikal at Pagpapaunlad ng Kasanayan), is an agency of the Philippine government under the the training. Likewise, it is designed to assist partner agencies Department of Labor and Employment and the Office of the Cabinet Secretary responsible for such as LGUs, NGOs, people organizations and other managing and supervising technical education and skills development in the Philippines. agencies organizations with mission to help the poor get into productive undertakings to help themselves and their The Technical Education and Skills Development Authority was established through the enactment communities. On the other hand, Enterprise-Based Programs of Republic Act No. 7796 authored by Senator Francisco Tatad otherwise known as the "Technical are training program being implemented within Education and Skills Development Act of 1994", which was signed into law by President Fidel V. companies/firms. These programs can be any of the Ramos on August 25, 1994. This Act aims to encourage the full participation of and mobilize the following: industry, labor, local government units and technical-vocational institutions in the skills development of the country's human resources. Since then, TESDA has been the center of Apprenticeship Program is a training and employment technical and vocational education in the country. program involving a contract between an apprentice and an employer on an approved apprenticeable The merging of the National Manpower and Youth Council (NMYC) of the Department of Labor occupation. Generally, it aims to provide a mechanism and Employment (DOLE), the Bureau of Technical and Vocational Education (BTVE) of the that will ensure availability of qualified skilled workers Department of Education, Culture and Sports (DECS), and the Apprenticeship Program of the based on industry requirements. The period of Bureau of Local Employment (BLE) of DOLE gave birth to TESDA. apprenticeship covers a minimum of four months and a maximum of six months. Only companies with approved The fusion of the above offices was one of the key recommendations of the 1991 Report of the and registered apprenticeship apprenticeship Congressional Commission on Education, which undertook a national review of the state of programs under TESDA can be hire apprentices. 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 Learnership Program is a practical training on-the-job national directions for the country's technical-vocational education and training (TVET) system. for approved learnable occupations, for a period not Hence, a major thrust of TESDA is the formulation of a comprehensive development plan for exceeding three months. Only companies with TESDA middle-level manpower based on the National Technical Education and Skills Development Plan. approved and registered learnership programs can hire This plan shall provide for a reformed industry-based training program that includes apprenticeship, learners. dual training system and other similar schemes (TESDA website). Dual Training System (DTS) is an instructional mode of delivery for technology-based education and training in Cavite Socio-Economic and Physical Profile 2015 P a g e | 49 A testament of good governance. which learning takes place alternately in two venues: the school or training center and the company. Table 5J Number of Enrollees and Graduates in Technical/Vocational Institutions One of the strategic approaches on this program is the conversion of selected industry by Gender, Province of Cavite: 2015 practices/programs registered under the apprenticeship program into DTS modality. Performance Cavite % of Accomplishment TESDA and other vocational schools offer short programs or two-year courses on technology and Indicators (PIs) Target Output skills development like automotive technology, nursing aide training, tourism, photography, Number of Enrolees 83,409 91,107 109% computer technology, drafting, among others. Upon graduation from these courses, students take Male 40,287 a licensure examination from TESDA to obtain a certificate or diploma. Female 50,820 Programs taken in TESDA and other schools are also ladderized, meaning upon completion of a Public 33,795 particular course, units taken can be credited if the graduate decides to enroll in a related field in a college or university. Private 57,312 In 2015, there are 171 TVET institutions in Cavite. Out of this total, 167 or 95.98% are private and only Number of Graduates 75,358 75,664 100% 4.02% or 4 are government-run training centers. The City of Dasmariñas (4th District) recorded the Male 33,298 highest number of TVET institutions in the province with 47 which accounts to 27.48%, followed by Female 42,366 the 2nd District with 26 (15.20%) and 5th District with 23 (13.45%) (Table 5I). Public 33,520 Table 5I Number of Technical/Vocational Institutions by Congressional District, Province of Cavite: 2015 Private 42,144 Source: Technical Education and Skills Development Authority-Cavite Number of Institutions District WTR NTR Private Public Total 1st District 17 1 18 28 5 nd 2 District 26 26 72 4 3rd District 20 20 57 4 4th District 45 2 47 97 13 5th District 23 23 53 6 6th District 17 17 31 12 There are 167 private and 4 public 7th District 19 1 20 18 6 TOTAL 167 4 171 356 50 technical/ vocational institutions Source: Technical Education and Skills Development Authority-Cavite in Cavite The number of enrollees in TVET programs in 2015 reached 91,107. This is 9% higher than the 83,409 target. Out of the total enrollees, 75,664 graduated, equivalent to 83.05% (Table 5J). P a g e | 50 Cavite Socio-Economic and Physical Profile 2015 A testament of good governance. Higher Education Generally, private HEIs are covered by the policies, Higher education, post-secondary education, or third level education is the non-compulsory standards and guidelines (PSGs) set by CHED in terms of educational level that follows the completion of a school providing a secondary education, such program offerings, curriculum, and administration and as a high school or secondary school. Tertiary education is normally taken to include faculty academic qualifications, among others. Officials or undergraduate and postgraduate education, as well as vocational education and training. owners of private HEIs usually manage their internal Colleges and universities are the main institutions that provide tertiary education. Collectively, organizations and implement the PSGs formulated by CHED. these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees. Public Higher Education Institutions The Commission on Higher Education (CHED) is responsible in the formulation and implementation of policies, plans and programs for the development and efficient operation of the higher The State Universities and Colleges (SUCs) are chartered education system in the country. Its delivery is provided by private and public higher education public higher education institutions established by law, institutions (HEIs). These HEIs are either colleges or universities, and are generally classified administered and financially subsidized by the government. as public or private. SUCs have their own charters. The Board of Regents (BOR) for state universities and a Board of Trustees (BOT) for state Programs in HEIs are categorized by CHED as follows: pre-baccalaureate, baccalaureate, post- colleges maintain the formulation and approval of policies, baccalaureate, masteral and doctoral programs. Pre-baccalaureate refers