analysis of TESDA based on its enabling law, RA 7796 of 1994, defining its core business and deriving major deliverables from 12 articles for agency mandate grouped according to major programs and defining one agency final output in contrast to what it has been funding and producing presently. the presentation also stresses the legality of having only the Filipino middle-level manpower as the only beneficiary of TESDA's programs, projects and activities

1. HILARIO P. MARTINEZ 1
TECHNICAL EDUCATION and
SKILLS DEVELOPMENT
AUTHORITY
R.A. 7796, the Technical Education
and Skills Development Act of 1994
Ѵ

2. TVET from a perspective
HILARIO P. MARTINEZ 2

3. After Three (3) Multi-Million Dollar
Foreign-Assisted* (Loans) Projects,
HILARIO P. MARTINEZ 3
VOCATIONAL TRAINING PROJECT 1  Partner-Institutions’ Capability Building Project
Pass
Fail
 Internal Capability Building
Project•
•
•
VOCATIONAL TRAINING PROJECT 2
* WorldBank and Asian Development Bank
DISTINCT AREAS
OF COMPETENCE
Establishing Centers
of Excellence Project
•
•
•
TECHNICAL EDUCATION & SKILLS
DEV’T. PROJECT


4. HILARIO P. MARTINEZ 4
How much has
TVET improved
in terms of
delivery and
preference?
What is the
status of
TVET in the
Philippines
now?
TAXPAYERS
More than US$200M of FAPS from WB
and ADB Facilities and billions of
counterpart funds for 3 Major Projects
After >3 decades and political
transitions … & interventions…

5. The lingering questions
Are graduates of
TESDA & non-
TESDA skills
training schools
and centers a major
final/direct output
of TESDA?
Is TESDA legally
authorized to
directly conduct
trade skills testing
(competency
assessment) using
its own employees?
Are certified
assessed workers
and graduates of
skills training
courses a major
final/direct output
of TESDA?
HILARIO P. MARTINEZ 5

6. TESDA’s Core Business
Section 4, RA 7796 defines . . .
HILARIO P. MARTINEZ 6
Technical Education
• shall refer to the education process designed at post-
secondary and lower tertiary levels, officially recognized
as non-degree programs aimed at preparing technicians,
para-professionals and other categories of middle-level
workers by providing them with a broad range of general
education, theoretical, scientific and technological
studies, and related job skills training
Skills Development
• shall mean the process through which learners and
workers are systematically provided with learning
opportunities to acquire or upgrade, or both, their ability,
knowledge and behavior pattern required as qualifications
for a job or range of jobs in a given occupational area
[T.E.]
[S.D.]

7. The Defined Area of Responsibility of
TESDA
HILARIO P. MARTINEZ 7

8. TESDA’s
Going into Core Business
Technical Education Process Skills Development Process
HILARIO P. MARTINEZ 8

9. Declaration of State Policy *
… 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 Philippine development goals and priorities
* Section 2, RA 7796, 1994
for the FILIPINOS!
HILARIO P. MARTINEZ 9
THE CORE BUSINESS OF
TECHNICAL EDUCATION
THE CORE BUSINESS OF
SKILLS DEVELOPMENT

10. What is TESDA?
The process of
formulating competency
standards leading to job-
pertinent curricula
The process of providing
access to competency
development
opportunities
The EXPERTISE
and OBLIGATION
to execute these
mandates
HILARIO P. MARTINEZ 10

11. Which playing field?
HILARIO P. MARTINEZ 11
R.A. 7796 mandates that
Technical-Vocational
Education and Training
(TVET) in the Philippines
should be Industry-led
which makes
COORDINATION critical to
TESDA

12. TESDA’s “ ” per RA 7796
Section
26
• Industry Boards
Section
27
• Incentive Schemes
Section
28
• Skills Development
Opportunities
Section
29
• Devolution of TESDA’s
Training Function to Local
Governments
Section
30
• Skills Olympics
Section
31
• the TESDA Development
Fund
Section
32
• Scholarship Grants
HILARIO P. MARTINEZ 12
Section
20
• Skills Development Centers
Section
21
• Formulation of a
Comprehensive
Development Plan for
Middle-Level Manpower
Section
22
• Establishment and
Administration of National
Trade Skills Standards
Section
23
• Administration of Training
Programs
Section
24
• Assistance to Employers
and Organizations
Section
25
• Coordination of all Skills
Training Schemes

13. Expected Outputs per Article
•a network of skills development centers established for
effective TVET coordinationSection 20
•a development plan for middle-level manpower formulated
thru active participation of industry & Board-member agenciesSection 21
•national trade skills standards developed and implemented by
accredited industry committeesSection 22
•capability building training programs developed and conducted
for public and private institutions engage in TVET deliverySection 23
•public and private institutions engage in skills training schemes
assisted by TESDASection 24
•coordination of all technical education particularly standards
setting & skills training programs in the public & private sectorsSection 25
•industry boards with institutional arrangement/s with TESDASection 26
HILARIO P. MARTINEZ 13
(1st 7)

14. Expected Outputs per Article
•incentive schemes designed and implemented to promote
high-quality technical education and skills development
opportunities
Section 27
•design and implementation of delivery system to promote
high-quality technical education and skills development
opportunities
Section 28
•devolution of training function to and enabling LGUs to
assume the responsibility for technical education and skills
development opportunities in their respective localities
Section 29
•conduct of yearly skills olympics with private industries’
participationSection 30
•the establishment of a Fund, managed by an accredited
investment house, with proceeds for capability building of
defined institutional partners
Section 31
•a scholarship allocation system and funding scheme
responsive to the needs of the different regions of the countrySection 32
HILARIO P. MARTINEZ 14
(2nd 6)

15. DISSECTING THE BASIC MANDATE
Determining the Input-Process-Output per Mandate Provision
HILARIO P. MARTINEZ 15

16. Area of Responsibility 1:
Sec. 20 - Skills Development Center
Regulations
Governing Skills
Development
Centers
National Regional Local
Skills training centers
Technical institutes
Accredited public and private
dual system institutions
Registry of TVET
Providers
Monitoring
Reports
Registry of
Training Output
HILARIO P. MARTINEZ 16
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile/Demography of TVIs Analysis and Network Design Network of Skills Development Centers
established
NTESD Plan parameters Formulation of Guidelines and Standards for TVIs
u p d a t e s

17. Area of Responsibility 2:
Sec. 21: Formulation of a Comprehensive
Development Plan for Middle-Level Manpower
N A T I O N A L D E V E L O P M E N T P L A N
NATI ONAL EMPLOYMENT PLAN
HILARIO P. MARTINEZ 17
ENABLING INPUT ENABLING ACTIVITY OUTPUT
PESTLE & TVET-specific data Research/data gathering, Analysis & Validation/Consultation Updated National Technical
Education & Skills Dev’t. Plan
NDP & NEP parameters Formulation/Updating of Quantitative & Qualitative Measures
TESDA
Board-
Member
Organizations
• Competency Standards
• TVIs
• TVET Outputs
• Certified Workforce
National
Regional
• Technology
• Legal
• Ecology
• Political
• Economic
• Social
TVETdata

18. ACCREDITATION
PROGRAM
CERTIFICATION
and
Area of Responsibility 3:
Sec. 22: Establishment and Administration of
National Trade Skills Standards
HILARIO P. MARTINEZ 18
L.G.U.
Certificate of
Competency
Competency
Assessment
Promotion&
Advocacy
National
Occupational
Skills
Standards
TESDA-Accredited
Industry Groups
& Trade Ass’ns
TESDA-Accredited
Industry Committees
CERTIFIED
WORKERS
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Certification and Accreditation Program Competency Standards Development
by Industry
(Updated)National Competency
Standards promulgated by TESDA
Accreditation of Industry Groups, LGUs, et al Competency Assessment by Industry CoCs issued by TESDA
Competency
Assessment
RESULT

19. Area of Responsibility 4:
Sec 23: Administration of Training Programs
Public and
Private
Institutions
Registry of TVET
Providers
Monitoring
Reports
Registry of
Training Output
HILARIO P. MARTINEZ 19
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile of TVIs Needs Analysis of TVIs for Capability Building Capability Building programs developed/updated
TVIs’ Performance Reports Research and Development(Updating) of CBPs Public & Private institutions benefitted by CBP
INVENTORY of
CAPABILITY
BUILDING
COURSES
Teachers/Trainors training
Training for entrepreneur development
and technology development
Cost-effective training in occupational
trades & related fields of employment
Value development
Capability Building Programs (CBPs)
DESIGNand
DEVELOPMENT
NEEDS
ANALYSIS
u p d a t e s

20. WORKERS
& COMPANY
Area of Responsibility 5:
Sec. 24: Assistance to Employers and Organizations
Registry of Enabled
Employer-
Organizations
Employer-Organizations
engage in skills training
schemes assisted
Monitoring
Reports
Registry of
Training Output
Sec. 31
TDF
Sec.
17
HILARIO P. MARTINEZ 20
NEEDS
ANALYSIS
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile of Private Organizations &
Performance Reports
Needs Analysis of Private Organization for
Technical Assistance
Private institutions
assisted/enabled
INVENTORY
OF
CAPABILITY
BUILDING
COURSES
u p d a t e s
Section 17 - Consultants and Technical
Assistance, Publication and Research

21. Area of Responsibility 6:
Sec 25: Coordination of all Training Schemes
Registry of
Training programs
assisted and
financed by Gov’t.
Registry of
Training Output
HILARIO P. MARTINEZ 21
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile of Public & Private Organizations Data Management system Database of Providers & Output
Training Programs Monitoring Reports Information processing and analysis Inputs for ICBP
REPORTS
Training programs
implemented by
PUBLIC and PRIVATE
institutions and
assisted and
financed by Gov’t.
M O N I T O R I N G
S Y S T E M
u p d a t e s
National
Occupational
Skills
Standards

22. Area of Responsibility 7:
Sec. 26: Industry boards
EMPLOYERS
WORKERS
Areas of Collaboration:
1. Skills Development
Schemes:
• Formal
• Non-formal
• Dual Training
• Apprenticeship
• On-the-Job Training
2. Standards Development
3. Competency Assessment
Issues
Training Output
Assessment
Standards
Monitoring
Reports
HILARIO P. MARTINEZ 22
Private
Companies
Competency
Standards
Certified
Workforce
Training
Outputs
R E G I S T R I E S
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile of Private Organizations &
Performance Reports
Needs Analysis and Negotiation with Private
Organizations for Collaborative Undertaking
Industry Boards with institutional
arrangement with TESDA
u p d a t e s

23. Area of Responsibility 8:
Sec. 27: Incentive Schemes
Public and
Private
Institutions
Registry of TVET
Providers
Monitoring
Reports
Registry of
Training Outputs
Sec.
17
HILARIO P. MARTINEZ 23
DEVELOPS
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Research and Consultancy engagement Formulation of various incentive schemes &
coordination with appropriate agencies
Approved incentive scheme/s
made available to institutions
Profile of Public & Private Institutions &
Performance Reports
Needs Analysis and Negotiation & Resolution
with Institution/s for appropriate incentive
Public & Private institutions
availing of incentive scheme/s
Incentive
Schemes
• discounts
• tax deduction
• subsidy
• loans/credits
• grants
• accreditation
• franchise
• others
OFFERS
u p d a t e s

24. TVET Providers’ Performance
Area of Responsibility 9:
Sec. 28: Skills Development Opportunities
Center-based
School-based
Enterprise-based
Tri-media-based
Internet-based
establishes
Registry of
TVET Providers
Monitoring
Reports
Registry of
Training Outputs
Sec.
17
HILARIO P. MARTINEZ 24
Client &
Beneficiary
Profile
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile of Public & Private TVET Providers Systems Analysis & Design of Delivery Systems Working Models of Delivery System
Market/Sector/Technology Peculiarities Consultancy assistance and prototyping Approved I.R.R. & Output Registers
u p d a t e s

25. Area of Responsibility 10:
Sec. 29: Devolution of TESDA’ Training Function
to Local Governments
TESDA-Financed
Capability Building
Program for L.G.U’s
TESDA Training
Devolved to LGUs
Monitoring
Reports
Registry of
TVET Providers
Registry of
Training Outputs
Sec.
17
HILARIO P. MARTINEZ 25
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Profile and TNA of LGUs Development of programs, funding & implementation Capability Building Plan for LGU
LGU staff trained, TESDA facility
inventoried
Negotiation, turnover processes engaged, MOA
formulated
TESDA Training Facilities devolved
u p d a t e s

26. Area of Responsibility 11:
Sec 30: Skills Olympics
Domestic
Skills
Competition
Private Business’
Participation
Philippine participation in
International competition
2004 ASC, Hanoi, Vietnam
Promotion and Advocacy for Blue Collar Work
HILARIO P. MARTINEZ 26
ENABLING INPUT ENABLING ACTIVITY OUTPUT
International Competition Guidelines Adaptation, mobilization, funding, conduct National competition guidelines
Test packages, IRR Private sector sponsorship, implementation Competition winners
TESDA
Competition
Guidelines

27. Area of Responsibility 12:
Sec 31: TESDA Development Fund
Investment
House
Development
Fund
INCOME
Training
Institutions
Industries
LGU
financialassistancefor
training&relatedactivities
Monitoring
Reports
Registry of TVET
Providers
Registry of
Training Outputs
GAA, OWWA,
Institutions
Sec.
17
HILARIO P. MARTINEZ 27
ENABLING INPUT ENABLING ACTIVITY OUTPUT
Establishment of Seed Fund Assignment of accredited private investment
institution
Fund income earmarked for assistance
to deserving TVET Providers
u p d a t e s
Seed fund proceedsentrusts

28. Area of Responsibility 13:
Sec. 32: Scholarship Grants
HILARIO P. MARTINEZ 28
ENABLING INPUT ENABLING ACTIVITY OUTPUT
TVET market research Analysis and design, consultation and coordination A scholarship allocation and
funding system acceptable
to all regions
Profile of TVET Providers Coordination with appropriate Government & private
business/es for fund mobilization and/or assignment
Regional
Industry
Profiles /
Needs Analysis
T. E. & S. D. n eed s
of ever y Region
ANALYSIS
Regional TVET
Providers

29. CLASSIFYING THE MANDATE
PROVISION
Classifying between Technical Education and Skills Development
Classifying into Programs
HILARIO P. MARTINEZ 29

30. Classifying according to Core Business
HILARIO P. MARTINEZ 30

31. Mandate Provisions pertaining
Capability Building of Institutions
HILARIO P. MARTINEZ 31
Applying
TESDA
Development
Fund
proceeds to
build
capability of
institutions
Section 31
Devolving
Training
Function of
TESDA to
Local
Government
Units (LGUs)
Section 29
Industry
Boards and
other
related
bodies
Section 26
Assistance to
Employers
and
Organizations
Section 24
Capability
Building of
Institutions,
and also in
conjunction
with item 4,
par. a & b,
Section 14
Section 21
Strengthening
of Skills
Development
Centers
Section 20

32. Mandate Provisions pertaining Middle-
Level Manpower Planning
Section 21 – Formulation of a
Comprehensive Development Plan
Section 27 – Incentive Schemes
Section 32 – Scholarship Allocation
System and Funding Scheme
HILARIO P. MARTINEZ 32

33. Mandate Provisions pertaining to TVET
Implementation
Section 23 – Administration of
Training Programs
Section 25 – Coordination of
All Skills Training Schemes
Section 28 – Skills
Development Opportunities
Section 30 – Skills Olympics
Section 22 -
Establishment and
Administration of
National Trade Skills
Standards
HILARIO P. MARTINEZ 33

34. Resultant Major Programs
Middle-
Level
Manpower
Planning
Institu-
tional-
Partners
Capability
Building
Adminis-
tration of
TVET
Provision
HILARIO P. MARTINEZ 34

35. INTEGRATION
Making a better sense of what is provided by law
HILARIO P. MARTINEZ 35

36. Summation of Mandated Outputs
Incentive Schemes
Effective and Efficient
Delivery System
TESDA’s Training function
devolved to LGUs
Conduct of Yearly Skills
Olympics
TESDA Development Fund
Scholarship Allocation
System and Funding Scheme
HILARIO P. MARTINEZ 36
Network of Skills
Development Centers
Comprehensive
Development Plan for
Middle-Level Manpower
National Occupational Skills
Standards
Institutional Capability
Building Programs
Quality-Certified TVET
Providers
Industry Boards with
institutional arrangements

37. Outputs of Planning System for
Middle-Level Manpower
HILARIO P. MARTINEZ 37
COMPREHENSIVE
DEVELOPMENT
PLAN FOR
MIDDLE-LEVEL
MANPOWER
Incentive
Schemes
SCHOLARSHIP
ALLOCATION &
FUNDING SYSTEM
QUALITY-ASSURED
PROVIDERS
PESTLE

38. Outputs of TVET Implementation
HILARIO P. MARTINEZ 38
TRAINING
INSTITUTES
BOARDS
EMPLOYERS
REGISTRY
ACCREDITED
COMMITTEES
REGISTRY
REGISTRY
ACCREDITED INDUSTRY
ASSESSMENT CENTERS
REGISTRY

39. Registries of Partner-Organizations
HILARIO P. MARTINEZ 39
TRAINING
INSTITUTES
REGISTRY
BOARDS
REGISTRY
ACCREDITED
COMMITTEES
REGISTRY
EMPLOYERS
REGISTRY
ACCREDITED INDUSTRY
ASSESSMENT CENTERS
REGISTRY
QUALITY-CERTIFIED
PROVIDERS
REGISTRY
WORKERS’
GROUP
REGISTRY
INSTITUTIONAL CAPABILITY
BUILDING PROGRAMS
REGISTRY

40. Basic Institutional Capability Building
Interventions
Trainors Training (NC1
to NC4)
Skills Training for Entre-
preneur Development
Skills Training for Tech-
nology Development
Cost-Effective Training
in Occupational Trades
Value Development
TVET Manpower
Planning
Competency Standards
Development
Competency Assess-
ment Development
Curriculum
Development
T.V.I. Administration and
Management
HILARIO P. MARTINEZ 40

41. CERTIFIED MANPOWER REGISTRY
TVET PROVIDERS REGISTRY
TRAINING PROGRAMS REGISTRY
CURRICULUM DEVELOPERS
REGISTRY
ASSESSORS REGISTRY
The TVET Database of TESDA
HILARIO P. MARTINEZ 41
TRAINORS REGISTRY

42. Summary of Enabling Inputs and
Activities
HILARIO P. MARTINEZ 42
Profile/
Demography
Formulation of
Guidelines &
Standards for
Providers & LGUs
PESTLE &
TVET-specific
data
NDP & NEP
parameters
Research, data
gathering,
analysis,
validation &
Consultation
Formulation/ Updating
of NTESDP Quantitative
& Qualitative Measures
Certification &
Accreditation
Program
Accreditation of
Industry Groups,
LGUs, et al
Competency Standards
Development by Industry
Competency
Assessment
by Industry
Performance
Reports
Needs
Analysis
Development /Updating
of Capability Building
Programs
Data
Processing
Research and
Development
Legend:
Enabling Input
Enabling Activities

43. A Network of Agency Outputs Based
on Mandate-drawn Processes
HILARIO P. MARTINEZ 43
TESDA’s Training
function devolved
to LGUs
TESDA
Development
Fund
Effective and
Efficient
Delivery System
Comprehensive
Development Plan for
Middle-Level Manpower
Institutional
Capability
Building Programs
Industry Boards
with Institutional
Arrangements
Annual Skills
Olympics
providesfor
requires
forms part of
Network of Skills
Development
Centers
strengthens
prepares for
rationalizes
participates
in
Scholarship
Allocation and
Funding System
defines
establishes
facilitates
establishes
inputsto
benefits
augments
Incentive
Schemes
motivates
National
Occupational
Skills Standards
standardizes
produces
Quality-
Certified TVET
Providers
promotes
compared with the Quantitative & Qualitative measures of the Plan
START

44. CERTIFIABLE
MANPOWER
The TESDA Business Model
HILARIO P. MARTINEZ 44
ASSESSMENT
CENTERS
CERTIFIED
WORKFORCE

45. HILARIO P. MARTINEZ 45
AN ISSUE OF COMPLIANCE AND
ORGANIZATIONAL RELEVANCE
Politics
PUBLIC INTEREST
LEGAL
MANDATE
BUREAUCRACY Organization
History & Image
Stakeholders
LABOR
EMPLOYERS

46. Assessment by Mandate
HILARIO P. MARTINEZ 46
PASSFAIL
NOT
KNOWN
PASSFAIL
NOT
KNOWN

47. After more than 20 years, how has TESDA
fared in various roles, such as…
A manpower planning agency?
A capability builder of institutions?
A coordinator of TVET for the public
and private sectors?
A regulatory agency of TVET
providers?
A Research & Development* arm of
PH for TVET?
HILARIO P. MARTINEZ 47
* See Sec. 14.c.1, RA7796

48. T.V.E.T.is not TESDA
a GOVERNMENT AGENCY
SECTOR OF EDUCATION
SECTOR OF WORKFORCE
HILARIO P. MARTINEZ 48
TECHNOLOGY
INDUSTRY
ProductionProcess
*
* Does not include community livelihood programs

49. After these references, rationale and
analysis, particularly in relation to
Sections 20, 22 and 29 . . .
Are graduates of
TESDA and non-
TESDA skills
training schools
and centers a major
final/direct output
of TESDA?
Is TESDA legally
authorized to
directly conduct
trade skills
testing(competency
assessment) using
its own employees?
Are certified
assessed workers
and graduates of
skills training
courses a major
final/direct output
of TESDA?
HILARIO P. MARTINEZ 49

50. HILARIO P. MARTINEZ 50
Because it failed to assume its higher role for TVET as MANDATED in RA#7796
* NMYC – National Manpower &
Youth Council, predecessor of TESDA

51. HILARIO P. MARTINEZ 51
TVET-
enabled
LGUsCapability
Building
Programs

52. Special Strategic Projects for TESDA
HILARIO P. MARTINEZ 52
MASSIVE
CAPABILITY
BUILDING
OF L.G.Us
FOR TVET REVIVING
INDUSTRY
BOARDS
FOR TVET

53. Crafting a more appropriate
“Implementing Rules and Regulations”
TRANS-
LATE TO
Dissecting
the Basic
Mandate
Classifying
the Mandate
Provision
Integration
HILARIO P. MARTINEZ 53

54. To be relevant to the National
Employment Plan and ultimately, the
National Development Plan …
Howmany
Local Government
Units
Training Institutions
per region
Business Enterprises
per Industry Sector
… should
be T.V.E.T.
Oriented?
Capable?
Enabled?
HILARIO P. MARTINEZ 54
S H O R T T E R M
M E D I U M T E R M
LO N G T E R M
Inthe

55. More Specifically, TESDA
should define…
Howmany
Local Government
Units
Training
Institutions
Business
Enterprises
HILARIO P. MARTINEZ 55
NC1
level to
NC2 level
manpower
NC2
level to
NC3 level
manpower
NC3
level to
NC4 level
workforce
NC – National Competency
?
?
?

56. …and for Competency StandardsHowmany
New Competency
Standards DEVELOPED
Old Competency
Standards UPDATED
Old Competency
Standards UNCHANGED
by Industry
sector and
implemented
in various
public sector
schools and
training centers?
private sector
schools and
training centers?
Enterprise-based
institutes and
workplaces?
HILARIO P. MARTINEZ 56

57. Tamper-Proof Trade Tests Generation
HILARIO P. MARTINEZ 57

58. Building a Corp of TVET Trainors and
Industry Competency AssessorsHowmany
Trainors
(Pub&Priv)
Trained
Accredited
Competency
Assessors
NationalCompetency
Level 1?
Level 2?
Level 3?
Level 4?
Trained
Accredited
HILARIO P. MARTINEZ 58

59. The Final Measure!
HILARIO P. MARTINEZ 59

60. This changes
everything
HILARIO P. MARTINEZ 60
SURF for: Rationalizing TESDA as a Competency
Development Authority
A simple
CHALLENGE
to the TESDA
Leadership