International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-3, Issue-3, Mar.-2017 http://iraj.in STATE OF THE ART OF TECHNICAL EDUCATION AND SKILLS DEVELOPMENT (TESD) PROGRAMS OF STATE UNIVERSITIES AND COLLEGES IN REGION III

FELICITAS A. QUILONDRINO

BTTE Dept, College of Education, TSU, Tarlac City, E-mail: [email protected]

Abstract- This study was conducted to determine the state of the art of the program on Technical Education and Skills Development (TESD) of state colleges and universities in Region III school year 2009-2014 in terms of enrollment, cohort rate, graduation rate, employment rate, and quality of graduates. Students’ attitude and interest toward their course: economic status and their academic ability; teacher factors on educational attainment, specialization, industrial training and experience, and attitudes toward technical education; school factors; school budget, school site, adequacy of buildings and shop rooms, machines and equipment, and on-the-job training. The degree of adherence of the Technical Education and Skills Development institutions on the four thrusts of higher education which are quality and excellence, access and equity, relevance and efficiency in consonance on the DepEd K-12 Program. Correlation design, questionnaire and documentary analysis were utilized. Frequency, percentage, and mean scores were employed as well as Step- Wise Multiple regression scheme to determine the significant factors that affect the degree of development of the Technical Education and Skills Development schools. The findings on school’s enrollment rate were unstable due to calamities encountered. Graduation rate were very low for the first three (3) years and increased for the succeeding two years . The quality of graduates produced by these institutions, companies claimed that the graduates as their employees possessed the quality of skills they demanded. Administrators of these technical school’s institutions claimed that their schools adhered to quality education and on the concept of the K-12 program. Extension services were satisfactorily done. Students’ interest and attitudes in enrolling the course were relatively low on the year 2010 – 2012 . Faculty members had a high profile in terms of educational attainment. Teachers retooled themselves to be at par on the mandates of the k-12 program. Budget allotted the appropriated funds given to Technical Education and Skills Development schools cannot subsidize necessary things needed on skills instruction These schools are located strategically to the majority of the target population .On-the- job training (OJT) was observed by these schools . The state of the art of State Universities and Colleges program boil down on students’ attitudes, industrial training and experiences of faculty, appropriated budget, material resources and relevance of school programs to the requirements of modernization.

Keywords- “State of the Art , skills empower economy

I. INTRODUCTION administrators under the TESD institutions nationwide were retooled and trained along their areas of In making certain products relevant on the existing specialization. As implied on his statements, this is in needs of the time , concept of “state of the art” is to be adherence on the new curriculum the K-12 which is considered . Its notion reflects on the degree of considered as the flagship of education program under knowledge and development which is significant in the administration of Pres. Benigno S. Aquino III. achieving quality products acceptable in the world market and become globally competitive. Statement of the Problem This study attempted to investigate the programs and The Philippines needs to be always alert and have to the different factors as a result of the “state of the art” pole – vault if it must, in order to be globally implemented on the programs offered of TESD competitive. Its primary aim is to train and develop its schools in SUCs in Region III. people to become skillfully and knowledgeably on Specifically, the study sought to answer the following their areas of interest . With this aspirations TESD questions: schools should implement the concept of “State of the 1. What is the profile of the SUCs Technical Education Art” on their programs offering to be at par on the and Skills Development institutions with respect to the requirement of modernization and advancement . following factors reflecting the state of the art concept: a. enrollment rate and holding power; State of the Art refers to the high level of development b. graduation rate; of Technical Education and Skills Development c. employment rate; and institutions on the different factors such as ;student, d. quality of graduates as perceived by the industry, faculty, and school factors . labor and government organization? Cognizant on these ideas, Technical Education and 2. How do these institutions for Technical Education Skills Development (TES) )Director General Joel and Skills Development fare in meeting the present Villanueva, stated and confirmed that teachers &

State of the Art of Technical Education and Skills Development (TESD) Programs of State Universities and Colleges in Region III

67 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-3, Issue-3, Mar.-2017 http://iraj.in goals and objectives of Technical Education Program, support from people concerned to harness their status namely: and become ever attractive to the public. a. quality; b. access and equity; The significant data gathered regarding the state of the c. relevance; and art of Technical Education and Skills Development d. efficiency? institutions are of great help in identifying the strengths 3. How do the following factors influence the state of and weaknesses of the State Universities and Colleges the art implemented by the Technical Education and along technical education and skills development. Skills Development (TESD) offered by the five SUCs. They will serve as guides to concerned authorities in a. Student Factors determining probable measures in improving, revising, - interest; and enriching the setup of schools. - attitude towards the course; - socio – economic status; Furthermore , it would be beneficial for teacher to - academic capability; make proper adjustments in their teaching methodologies as well as to help and guide students b. Factors on Faculty Members improving their technical know – how along their - educational attainment fields of specialization. This study also provides - specialization; empirical data on the status of TESDs in the SUCs of - industrial training and experience; Region III and whosoever are interested in conducting - attitude towards the Technical Education Institution; related studies may use them for reference. c. School Factors - budget; II. DEFINITION OF TERMS - school site; - building shops and laboratory rooms; To have a better understanding of the study, significant - machines, equipment, facilities, and tools; terms used are operationally defined. - on – the – job training? 4. Which of the above factors have a great impact on Access and Equity pertain to the ways in which TESD TESD institutions state of the art? schools give equal opportunities to every individual who wants to learn and develop his skills and potentials State of the Hypothesis for future use. The identified student factors, factors on faculty members , and school factors influence the state of the Efficiency is the ability and capability of Technical art of technical education program . Education and Skills Development programs in yielding desired effect with minimum strength and Scope and Delimitation of the Study effort, time, and money being exerted and utilized with The concentration of this study focused on the two – to maxim output revealed. three – year course offered by Technical Education and Skills Development schools. Students, faculty High – Quality Skilled Manpower is skillfully trained members, and administrators under the Technical individual who possess quality skills in line with the Education and Skills Development department were existing technology that the productivity jobs demand used as respondents. Established industrial linkages, and who are locally and internationally competitive. labor or service shops, government organization, and other productivity organizations where the skilled Holding Power of TESD Institution is referred to as the graduates can be possibly employed were also ability of the institution to attract, maintain, and retain included. enrollees as many as possible within the duration of The State Universities and colleges involved in this the course. study were: State University (BulSU) in , Bulacan; Nueva Ecija University of Science Industrial training and Experience - refers to the and Technology (NEUST) in Cabanatuan City; Don activities with actual work held inside the company Honorio Ventura Technological State University wherein faculty members indulge with to obtain new (DHVTSU) in Bacolor, Pampanga; Ramon Magsaysay knowledge or ideas on skills development required by Technological University (RMTU) in Iba, Zambales; modernization . and the (TSU) in Tarlac City. K-12 Program –is a program which covers Significance of the Study kindergarten and 12 years of basic education (six The colleges or department of Technical Education years of primary education, four years of Junior High and Skills Development (TESD) of the state School, and two years of Senior High School ) to universities and colleges in Region III need an earnest provide sufficient time for mastery of concepts and

State of the Art of Technical Education and Skills Development (TESD) Programs of State Universities and Colleges in Region III

68 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-3, Issue-3, Mar.-2017 http://iraj.in skills, develop lifelong learners, and prepare graduates The population of this study composes administrators, for tertiary education, middle-level skills development, faculty members, and students of five SUCs in Region employment, and entrepreneurship. III. Industries located in the provinces of the Region Middle – Level Manpower refers to the so – called were also included. In getting the teacher – and student paraprofessionals or technicians. These are the trained respondents, random sampling was used. For industry and developed human resources who undergone two – respondents, purposive sampling was employed. All of to three – year course with specific areas of interest and the administrators who directly supervised the TESD serve to fill up the gap between the skilled manpower colleges or schools were taken, no sampling done and technologists. among school administrators. Philippine Qualifications Framework (PQF)- is a national policy that describes the levels of educational There were five (5) SUCs from Region III with qualifications and sets the standards for qualification existing Technical Education and Skills Development outcomes. colleges or departments these are; Bulacan State Quality refers to the distinguishing characteristic of University (BSU), Don Honorio Ventura Technical Education and Skills Development program Technological State University (DHVTSU), Nueva in the performance of its assigned tasks in developing Ecija University of Science and Technology individuals to become skillfully literate. (NEUST), Ramon Magsaysay Technological Relevance refers to the updated capacity of TESD University (RMTU) and Tarlac State University school programs in relation to the requirements of the (TSU), community it serves and the society where it belongs. State of the Art – on this study refers it refers to the The following table indicates the number and personal high level of development on the different factors ; data of respondents used. student ,faculty members , and school factors that influence the state of the art of technical education Table l The Respondents program.

Skilled Workers are individuals who possess the skills and knowledge and can manipulate different tools, machines, and equipment in constructing projects or products.

Technical Education and Skills Development Authority (TESDA) -is a government agency created responsible for skills development and look after the welfare of technical education and skills development training institutions..

Technical Education and Skills Development Institution - is any school offering Technical – Vocational Education which aims to develop and train individuals technically and skillfully literate, ready for a certain occupation for their daily living.

Technical Education Program is an educational program offered at Technical Education and Skills Development schools or colleges intended in the post – secondary level, with two to three years duration. It aims to develop and train individuals in preparation for a gainful occupation.

III. METHODOLOGY

The study utilized the analytical survey method in determining the level of state of the art of TESD colleges or departments of state universities and colleges in Region III for a period of five years, i.e, from 2009 – 2014.

State of the Art of Technical Education and Skills Development (TESD) Programs of State Universities and Colleges in Region III

69 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-3, Issue-3, Mar.-2017 http://iraj.in Agree 4 3.5 – 4.4 Undecided 3 2.5 – 3.4

Disagree 2 1.5 – 2.4 Strongly Disagree 1 1.0 – 1.4

Negative Strongly Disagree 5 4.5 – 5.0 Disagree 4 3.5 – 4.4 Undecided 3 2.5 – 3.4 Agree 2 1.5 – 2.4 Strongly Agree 1 1.0 – 1.4

Results ,Discussion and Findings

A. Characteristics of the TESD Departments or Colleges with Respect to the Components Of State of the Art

Other pertinent records and documents in providing 1. Enrolment Rate and Holding Power of the College the data for this study were taken from the offices of the or Department registrar, guidance and counseling, human resources management, accounting, college secretary offices and The power of the school to attract students, sustain alumni offices of the said technological universities enrollment, and make students finish the course in due and colleges, as well as industries’ personnel time reflects on the state of the art applied by the management. school . Table 2 shows the enrollment statistics and enrollment rate of the TESD schools for 5 years . The questionnaire was the main tool in gathering data and information needed in this study augmented by Table ll face – to – face and phone call interviews. Enrollment Statistics of TESD Institutions Questionnaires were also emailed and mailed to ( 2009-2014 ) companies, government organizations, and service shops that were not reached out personally by the researcher or rather no internet connections in their place. There are four sets of questionnaires constructed for the respondents, for administrators, faculty members, students, and personnel in industries.

The Likert Scale was utilized in analyzing the items stated on the questionnaire.

For the statistical treatment frequency counts, percentage, mean scores, and linear and multiple regression schemes were utilized. The data gathered were interpreted with the use of tables. Frequencies, percentages, and mean scores were employed to describe some of the data. The multiple regression analysis was employed to determine the factors that significantly predicted. For the computation of the mean, the following arbitrary pointes were used:

Adjectival Description Index Limits of the Index

Positive Strongly Agree 5 4.5 – 5.0

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As far as enrollment is concern ,RMTU has the lowest enrollment figures for the five years span among the state universities. TSU comes second lowest in enrollment .However, it had a yearly increased in enrollment. With all the five RMTU experienced an increase of 4 % in the TESD institutions BSU has the biggest enrollment all employment rate of their graduates from school year throughout the five-year span.This reveals that BSU is 2012-2013 to 2013-2014. TSU has a continuous a big university and skilled courses are in demand in increased of 1% through the five-year span. NEUST the place. DHVTSU comes in second highest maintained its employment rate within the four-year enrollment figures and NEUST takes the third highest span with a percentage of 85% & 86 % for 2009- 2011 enrollment.. This discloses that these schools have the to 2012- 2013 respectively. BSU and DHVTSU had a desire to strengthen its technical skills development gradual increased employment rate . However, among especially the K -12 program is implemented, a the TESD schools , BSU had the highest employment competency-based curriculum which the country needs for the past five years. Meanwhile, RMPC got a lowest for its advancement. employment rate with 78.4 %. This is just to show that the place is seemly far from productivity organizations IV. GRADUATION RATE where the graduates can apply on.

The highest graduation rate was that of DHVCAT Based on observation and information solicited, the which had an average of 82.81%. These means that for increase in employment rate of other SUC’s is a result every 100 students who initially enrolled in the course, from the proliferation of industries in the provinces. about 82 students were able to finish it. Although This was an offshoot of the national move to decongest considered as the catch basin of calamities , their Metro Manila and industrialize the provinces. graduation rate is still remarkable. BSU is the next highest graduation rate with an average VI. QUALITY OF GRADUATES of 66.97%. The lowest turnout of graduates is TSU which had an average of 43.54% graduate every year. The first three good qualities of the graduates from the Based on interview, the college has the concept to TESD state institutions were: the graduates possessed continue the specialization track of the K-12 graduates the knowledge and skills that are necessary for of DepEd to continue producing skilled manpower adhering the concept of the K-12 program; good needed by the industries. Skill’s Assessment is problem solvers, and possessed high-quality skills that conducted to K-12 grade 12 graduate for the issuance can be comparable to graduates of well-acclaimed of National Certificate Level II which is one private institutions. requirements on employment purposes. Based on the interviews conducted, some managers V. EMPLOYMENT RATE admitted that the graduates of SUC’s, when employed in their respective companies they undergo Another factor considered in achieving the state of the apprenticeship training before formally hire them. As art applied by TESD Institutions is the percentage of revealed ,on-the job training students are considered as employment arte. With the cooperation of the guidance the “bread and butter” of companies because of their office, under the placement service, alumni affairs skills and industry. offices and OJT coordinators of the Technical College or departments, the data on the following table were B. Extent to Which SUC’s Meet the Present Goals of derived. TESDA Which is the Governing Body Table lll Employment Rate of TESD Institutions for the Past Five Years of TESD Institutions

State of the Art of Technical Education and Skills Development (TESD) Programs of State Universities and Colleges in Region III

71 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-3, Issue-3, Mar.-2017 http://iraj.in From the interviews conducted, students revealed that The thrusts and priorities of Technical Education and they enrolled the skill course because they would want Skills Development serve as the guiding force for the to develop and refine their manipulative skills for institutions to attain the state of the art they aim for . future use. This implies that there is an element of Attainment of quality education is one of the major interest in the course that they enrolled in. thrusts of higher education that the school institution need to achieve, access and equity is another factor b. Attitude Towards the Course considered by the school to make it available to the Student respondents agreed that the courses they clientele especially to those who are financially enrolled at TESD college / department would lead incapable. While relevance is the appropriateness of them to productivity jobs. They were undecided if the the TESD’s school program to the community it serves courses they enrolled in would give them prestige, and to the society it belongs. It is a factor which the honor, and make them dignified career individuals. schools need to consider to be at par on the demands of Nevertheless, they revealed that the implementation of modernization. k-12 program gave them hope that the knowledge & skills they obtained in the school can lead them to a On the adherence to quality as thrusts of the TESD better life Institutions, administrators strongly agree that hired faculty members of these colleges or departments are c. Economic Status of Students very much qualified. School building facilities One big factor that can possibly influence the state of laboratory rooms and equipment, needed in skills the art of TESD schools is financial capability of the instruction process are factors that make the quality of students to go through in the college. Without it, this the program inferior. cause the student to stop from schooling or to have a All the TESD institutions agreed that their programs low performance in skills development are relevant to the existing needs of the community The study disclosed that students’ family belonged to a they cater. Faculty agreed that they are active in low economic status were really encountered financial making research for their professional enrichment and difficulty. This implies that laboratory teachers were for the improvement of instruction. hard up to require their students to provide materials Overload on teaching assignment is their problems for projects. Scholarship grants couldn’t accept all the they encountered for it hinder them to conduct students enrolled. With such low level of economic research. status among students it is possible that many drop from the course, or leave the school indefinitely. In terms of efficiency TESD colleges or departments are undecided if they are efficient because it is affected d. Academic Capability by the insufficient funds, for their laboratory equipment and other materials necessary in skills The academic capability of students can be a factor instruction. contributory to success in technical-vocational courses. There are some students who excelled in C. Predictors of State of the Art of TESD Institutions craftsmanship but very poor in academic aspect but able to passed the course because it is compensated by VII. STUDENT FACTORS their psychomotor abilities..

Student factors considered in the study are student’s In 2013-101 ,many of the students with high academic interest, attitude toward the course, economic status, performance opted to take up technical skill course for and capability. This presents a description of the the reason that skilled workers in the employment clientele of the program. sector are very much in demand at present. a. Student’s Interests VIII. FACULTY MEMBERS FACTORS With regard to the interest of students in enrolling at TESD schools, student respondents revealed The faculty member is an indispensable factor in the unfavorable decision in enrolling the course. It is very teaching-learning process. The old adage still remains apparent that most of the students did not really intend –“Tell me who your teacher is and I will tell you what to take the skill course but because of some reasons or kind of student you are”- another, they just enrolled it. Consequently, on the a. Educational Attainment of Faculty implementation of k-12 program in year 2012 many students opted to enroll on the skilled courses for the When it comes to educational attainment of the TESD reason that this is the existing demand of productivity faculty , school year 2019-2012, there is a big organizations today. percentage of no Master’s unit at all likewise on the doctorate level. This point out that professional growth

State of the Art of Technical Education and Skills Development (TESD) Programs of State Universities and Colleges in Region III

72 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-3, Issue-3, Mar.-2017 http://iraj.in in the TESD institutions is seemingly ignored by the The school, as the center of education, plays a vital role faculty members. in training an individual to become a self-fulfilled, responsible, and productive citizen. Its physical aspect In the year 2013-14, many of the TESD faculty should be considered to provide a conductive enrolled in the Master’s degree and decided to finish atmosphere effective to teaching and learning their course so as to be permanent on their position processes. b. Specialization of Faculty The factors include in attaining the high level of development of TESD institutions are; budget; school In terms of specialization, this study divulged that most site, buildings, shops, and laboratory rooms: machines, of the TESD faculty was Bachelor of Science in equipment, and tools; and on-the-job training. Industrial Education (BSIE) graduates. Some of them were graduates of engineering courses and few of the a. Budget faculty respondents were graduates of BS Computer Science & BS in Home Economics. With regard to the allotted budget to technological institutions in Region III, BSU got the highest amount This implies that the faculty members of TESD followed by Don Honorio Ventura Technological State colleges or departments were all skilled people. University (DHVTSU) and Nueva Ecija University of Therefore, it is expected that they can develop the right Science and Technology (NEUST). While , Tarlac kind of skills demanded by the different courses State University received more than Ramon offered under this program. Magsaysay Technological University gets. c. Industrial Training of Faculty On an interview conducted , administrators revealed The study depicts that more than one-half of the total that the budget of DHVTSU and BSU has yearly number of respondents were not able to experience the increase while TSU and NEUST were unstable. actual work inside the industry. It also shows that private firms are more active in initiating or conducting This implies that the budget allotted for each SUCs training or skills enhancement of skilled manpower of TESD college was really uncommon and it depend our country. upon on schools’ population. Nevertheless, the government is trying its best to allocate more funds for Most of the TESD faculty members were purely materials needed in skills instruction. academicians and no industrial training. This is the reasons that caused them ineffective in imparting the b. School Site skills needed by the industry. K-12 program implemented lead the teachers to upgrade their skills School location is very significant in the educative and knowledge along their areas of specialization. process. It provides the proper environment which makes the atmosphere conducive to effective skills d. Faculty Industrial Experience development. Since teachers of these institutions don’t have industrial training, it is a manifestation that TESD TESD schools are freed from pollution and teachers cannot impart well to their students the skills disturbances in the environment. Accessible with & knowledge needed. With the implementation of k-12 transportation and free pollution, noise, and other program in school year 2012, TESD faculty were disturbances coming from their environment. These required/ opted to undergo series of seminars & findings reveal that the school sites for workshop in adherence to the demands of the k-12 technical-vocational trainings are very much program. accessible and conducive for skills instruction. e. Faculty Attitude Towards TESD c. Buildings, Shops and Laboratory Rooms As far as the attitude of TESD faculty towards TESD As far as school buildings, shops, and laboratory rooms colleges or departments is concern, they were very are concerned this study shows that TESD institutions much proud members of their institution. They in Region III have ideal rooms in performing strongly agreed that they could contribute a lot on the laboratory works. They agreed that they have wide economic status of our country. They also strongly space for skills instruction. Rooms were well ventilated agreed that technical education will take the lead role and electrical and portable water systems are adequate in the world of employment. .

IX. SCHOOL FACTORS d. Machines, Equipment and Tools The life of Technical Education and Skills Development School are the material facilities inside

State of the Art of Technical Education and Skills Development (TESD) Programs of State Universities and Colleges in Region III

73 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-3, Issue-3, Mar.-2017 http://iraj.in the laboratory room. Their presence will ensure the market, students’ interest, industrial training of faculty skills development of students in applying the theories members, and the attitude of the teachers towards learned and help on the delivery of the subject teaching technology and vocational courses. It can be matter.The lack of equipment and other facilities are noticed that the multiple R for these variables was 1.0 the reasons why graduate of TESD institutions and so with the R-square. This shows that these four deficient in manipulating equipment that are used in variables explained the variations among variables productivity jobs. considered in the study. The F result to an undefined TESD colleges have the equipment needed in value which implies that the value was very huge and, performing laboratory works as required by the therefore, resulting to a very highly significant F. There courses they offer but it would not suffice the number is no amount of statistical error present in concluding of students it served. This implies the inadequacy of that the variables that entered the equation are real school budget to finance the acquisition of standard factors that are significantly related to the concept of kind of equipment and other things necessary for skills the state of the art of the TESD SUCs in region 3. development. CONCLUSIONS a. On-the-Job Training Based on the findings of this study, Technical OJT is a significant factor in attaining the state of the Education and Skills development institutions have art of TESD institutions. Industrial linkages deficiencies and inferiorities on the different factors acknowledge the students to undergo OJT in their on state of art student such as student, faculty and companies to help them enhance and enrich the school factors . That the main factors affecting the manipulative skills of the students. high degree of development of these TESD Based on the interviews conducted, companies are institutions are the equipment, tools, and other willing to accept trainees but company managers and materials needed for skills instruction . Likewise, the supervisors gave limitations to their assignment skills/ industrial training of the faculty which made because they were afraid to bargain their material their teaching inferior on the total development of resources which are too expensive to be handled by students on their area of specialization. novices. Hence, OJT students served as utility personnel inside the industry. RECOMMENDATIONS

D. Relationship Between School State of the Art The following are hereby recommended to attain fully and the Different Independent Variables the State of the Art of TESD schools: The following table presents the analysis for this study 1. Have separate test for technical courses to avoid the focused on the relationship of the dependent variable school as a dumping ground of flunkers. and the different independent variables. Table 4 shows 2. There must be an accredited skill’s test for the the summary of the multiple regression analysis using admission of students to align them to their areas of step-wise method. interest . 3. Thorough and transparent budget appropriation Table 4 review by the authorities concerned to provide funds Result of the Regression Analysis Between School State of the for needed material resources in skills development Art and the Different Independent Variables training should be done. 4. Equipment, machines, tools, and other facilities should be updated to cope with the concept of today’s new curriculum the k-12. 5. English communication skills should be strengthened to improved students speaking ability because industrial firms are usually operated by foreigners. 6. TESD faculty members should be sent on industrial training for further enhancement & enrichment of their

skills & knowledge. 7. Faculty members should indulge on research to improve their teaching methodologies and teaching load should be lessened to give time in conducting research. With all the variables entered into the analysis, only four variables entered the final regression analysis BIBLIOGRAPHY equation and these were the adherence of the school in A. Books making its program relevant to the needs of the labor

State of the Art of Technical Education and Skills Development (TESD) Programs of State Universities and Colleges in Region III

74 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-3, Issue-3, Mar.-2017 http://iraj.in T.D. Andres, Management by Filipino Values, A Authority, Primer, 1994.Primer of Philippines Sequel to Understanding Filipino Values. Quezon, 2000: “ Tulong-tulong sa Paggulong “ . City, Philip-pines: New Day Publishers, 1995. E. Reports G.J. Datu, Material Resources Management. P.R. Geron , Enhanced Basic Education SpectrumPublishing,Copyright 2000. Program; RA 10533. K912 Curriculum Unified TVET Program Registration and C. Finch and J.R. Crunhilton, A Curriculum Accreditation System ,by TESDA Development in Vocational and Technical Education. Boston: Allyn Incorporate, 1999. F. Republic Acts/Orders Primer on the New K-12 Philippine Education S. Kochar, Educational and Vocational Guidance in Curriculum, March 2012 Secondary Schools. India: Sterling Publishers Private Republic Act 10533: A Enhancing the Philippine Limited, 1994. Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education J.P. Leveriza, Human Behavior in Organization and Appropriating Funds Therefore & Other Purposes Multi-Disciplinary Approach. National Book Store Incorporated, Copyright 1993. Republic Act 7796 – Technical Education and Skills Development Authority, 1994. B. Dissertations A. M. Conte, “ On-the-job training in the Development ACKNOWLEDGEMENT of Desirable Work Values Among Technical Education Students of Region III “ . Unpublished The researcher gratefully acknowledged the State Doctoral Dissertation, Technological University of the Universities administrators in Region 3: the Presidents Philippines, Manila, 1992. and Deans / Heads of the TESD Colleges/ Departments; for allowing the researcher to gather E.C. De Pano, “ The Effectiveness of Industrial significant information for this study. Likewise, faculty Education Graduates of the Three Public Institutions in and students of these institutions in providing Metro Manila “ . Unpublished Doctoral Dissertation, significant data for the completion of this research Technological University of the Philippines, Manila, work. Also, very thankful to the managers and selected 1992. workers of well-known companies in the region for their cooperation in providing the needed data of this A.H. Garcia, “ Technology Programs in state Colleges study. To TSU Research and Extension Office as well and Universities of Region III, Unpublished Doctoral as the COEd Research office head / dean / chairperson Dissertation, Technological University of the for their support and encouragement.Above of all, our Philippines, Manila, 1994. Lord God who gave her the wisdom, courage, and strength & effort for the completion of this laborious C.O. Mansano, “Determinants of Institutional and tiresome but worthy endeavor. To God Be The Effectiveness of selected Educational Institutions Glory ! ! ! !. in Luzon “ . Unpublished Doctoral Dissertation, Technological University of the Philippines, Manila, ABOUT THE RESEARCHER 1992. Dr. Felicitas A. Quilondrino is a graduate of Doctor of C. Periodicals Education Major in Industrial Education Management B.F.Ople,“ New Direction for Tech-Voc Education in from Tarlac State University. She holds a Master’s Asia: and Asia Pacific Skills Development Degree in Guidance & Counseling. She is a professor Programs/ILO Regional Symposium on Vocational in the Undergraduate and Graduate Studies of the Training Toward 2000”Manila Bulletin, College of Education of TSU . Presently the August 29, 1995. Chairperson of Bachelor of Technical-Teacher Education, College of Education of this university ; F.V. Ramos, Fidel V. “ Preparing the Filipino Skilled Officer of Council of Deans and Heads of Home Workers for Global Competitiveness.” Philippine Star Economics and Livelihood Education of the , August 25, 1995. Philippines (CODHELEP)and lifetime member of Philippine Association For Teacher Education D. Pamphlets (PAFTE) and State Universities and Colleges for Rules and Regulations Implementation ,the TESDA Teacher Education Association (SUCTEA) ;Also Act of 1994. member of the Philippine Association of University Technical Education and Skills Development Women (PAUW) , National TVET Trainer on K to 12 Program and NC II, III holders on TLE areas. She is a

State of the Art of Technical Education and Skills Development (TESD) Programs of State Universities and Colleges in Region III

75 International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-3, Issue-3, Mar.-2017 http://iraj.in professor member in the Undergraduate and Graduate on the different countries in Asia, USA, Canada, and Studies of the College of Education of TSU. She United Kingdom. presented researches in the International Conferences

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