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

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State of the Art of Technical Education and Skills Development (Tesd) Programs of State Universities and Colleges in Region Iii 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, Philippines 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: Bulacan State University (BulSU) in Malolos, 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 Tarlac State University (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
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