3. The Technical Education and Skills Development Authority (TESDA) was
established through the enactment of Republic Act No. 7796 otherwise
known as the "Technical Education and Skills Development Act of 1994",
which was signed into law by President Fidel V. Ramos on August 25, 1994.
This Act aims to encourage the full participation of and mobilize the industry,
labor, local government units and technical-vocational institutions in the skills
development of the country's human resources.
The merging of the National Manpower and Youth Council (NMYC) of the
Department of Labor and Employment (DOLE). The Bureau of Technical
and Vocational Education (BTVE) of the Department of Education,
Culture and Sports (DECS), and The Apprenticeship Program of the
Bureau of Local Employment (BLE) of the DOLE gave birth to TESDA.
4. The fusion of the above offices was one of the key recommendations of the
1991 Report of the Congressional Commission on Education, which
undertook a national review of the state of 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 national directions for the country's technical-
vocational education and training (TVET) system. Hence, a major thrust of
TESDA is the formulation of a comprehensive development plan for middle-
level manpower based on the National Technical Education and Skills
Development Plan. This plan shall provide for a reformed industry-based
training program that includes apprenticeship, dual training system and other
similar schemes.
5. TESDA is Mandated to:
1. Integrate, coordinate and monitor skills development programs;
2. Restructure efforts to promote and develop middle-level manpower;
3. Approve skills standards and tests;
4. Develop an accreditation system for institutions involved in middle-level
manpower development;
5. Fund programs and projects for technical education and skills
development; and
6. Assist trainers training programs.
6. At the same time, TESDA is expected to:
1. Devolve training functions to local governments;
2. Reform the apprenticeship program;
3. Involve industry/employers in skills training;
4. Formulate a skills development plan;
5. Develop and administer training incentives;
6. Organize skills competitions; and
7. Manage skills development funds.
7. Overall, TESDA formulates manpower and skills plans, sets appropriate
skills standards and tests, coordinates and monitors manpower policies and
programs, and provides policy directions and guidelines for resource
allocation for the TVET institutions in both the private and public sectors.
Today, TESDA has evolved into an organization that is responsive, effective
and efficient in delivering myriad services to its clients. To accomplish its
multi-pronged mission, the TESDA Board has been formulating strategies
and programs geared towards yielding the highest impact on manpower
development in various areas, industry sectors and institutions.
8. Mandate
The Technical Education and Skills Development Authority (TESDA) is the
government agency tasked to manage and supervise technical education
and skills development (TESD) in the Philippines. It was created by virtue of
Republic Act 7796, otherwise known as the “Technical Education and Skills
Development Act of 1994”. The said Act integrated the functions of the
former National Manpower and Youth Council (NMYC), the Bureau of
Technical-Vocational Education of the Department of Education, Culture and
Sports (BTVE-DECS) and the Office of Apprenticeship of the Department of
Labor and Employment (DOLE).
9. Mission
TESDA provides direction, policies, programs and
standards towards quality technical education and skill
development.
Vision
TESDA is the leading partner in the development of the
Filipino workforce with world-class competence and
positive work values.
10. Values Statement
We believe in demonstrated competence, institutional integrity, personal
commitment and deep sense of nationalism.
Quality Policy
"We measure our worth by the satisfaction of the customers we serve“
Through:
S- Strategic Decisions
E- Effectiveness
R- Responsiveness
V- Value Adding
I- Integrity
C- Citizen focus
E- Efficiency
11. List of TVIs with Registered Programs
TESDA 8 Regional Training Center, Brgy. Abucay, Tacloban City
Courses Authorized Duration
Arabic Language and Saudi/Gulf Culture NC II 96 Hours
Automotive Servicing NC I 300 Hours
Automotive Servicing NC II 536 Hours
Automotive Servicing NC III 440 Hours
Automotive Servicing NC III 540 Hours
Automotive Servicing NC IV 476 Hours
Beauty Care NC II 1,098 Hours
12. Courses Authorized Duration
Building Wiring Installation NC II 402 Hours
Carpentry NC II 184 Hours
Commercial Cooking NC II 436 Hours
Computer Hardware Servicing NC II 356 Hours
Consumer Electronics Servicing NC II 438 Hours
Consumer Electronics Servicing NC III 176 Hours
Contact Center Services NC II 356 Hours
Driving NC II 118 Hours
Electrical Installation & Maintenance NC II 402 Hours
Electrical Installation & Maintenance NC III 396 Hours
English Language Skills Institute 100 Hours
Finishing Course for Call Center Agents 100 Hours
13. Courses Authorized Duration
Finishing Course for Call Center Agents NC II 100 Hours
Food Processing NC II 568 Hours
Galing Masahista NC II 100 Hours
Gas Metal Arc Welding (GMAW) NC II 148 Hours
Gas Tungsten Arc Welding (GTAW) NC II 268 Hours
Gas Welding NC II 234 Hours
Gas Welding NC II 312 Hours
Japanese Language & Culture 150 Hours
Machining NC II 337 Hours
Masonry NC II 42 Hours
Massage Therapy NC II 560 Hours
Pipefitting NC II 202 Hours
14. Courses Authorized Duration
Plumbing NC I 128 Hours
Plumbing NC II 162 Hours
RAC (PACU/Cre) Servicing NC II 192 Hours
RAC (Window-Type Aircopnditioning Domestric Refrigeration/Servicing NC II 170 Hours
RAC Servicing NC II 226 Hours
Shielded Metal Arc (Welder SMAW) NC I 268 Hours
Shielded Metal Arc Welding (SMAW) NC II 268 Hours
Tile Setting NC II 82 Hours
Trainers Methodology Level 1 (Trainer/Assessor) 264 hours
Transport RAC Servicing NC II 212 Hours
20. Provider Program Duration/ Hrs.
Plumbing 162
Programming 252
SMAW 268
S. Leyte Provider Program Duration/ Hrs.
SLSU Automotive Servicing 2484
Commercial Cooking 414
Dressmaking 414
Tailoring 414
21. Support to TVET Provision
In view to the need to provide equitable access and provision of TESD programs to the
growing TVET clients, TESDA continues to undertake direct training provision. There
are four training modalities - school-based, center-based, enterprise-based and
community-based. These are being done with the TESDA's infrastructure in place - 57
administered schools, 60 training centres, enterprise-based training through
DTS/Apprenticeship and community-based training in convergence with the LGUs.
School Based Program
This refers to the direct delivery or provision of TVET programs by the TESDA-
administered schools. Totalling to 57, 19 are agricultural schools. 7 are fishery schools
and 31 are trade schools. These school based programs include post-secondary
offerings of varying duration not exceeding three years.
22. Center Based Programs
These refer to training provisions being undertaken in the TESDA Regional (15)
and Provincial (45) Training Centres totalling 60 in selected trade areas in the
different regions and provinces in the country.
Example
Korea-Philippines Training Centers
TESDA is the implementing agency of three grant assistance projects from the
Government of the Republic of Korea. The Korea-Philippines Information
Technology Training Center (KPITTC) at the Quezon City Polytechnic University
compound in Novaliches hopes to become the premier information and
communication technology training center in the Asia-Pacific region by producing
competent IT practitioners to service the local and global manpower needs.
KPITTC Quezon City will also provide training on computer graphics and
animation.
23. Community Based Programs
Community-based Training for Enterprise development Program is primarily
addressed to the poor and marginal groups, those who cannot access, or are not
accessible by formal training provisions. They have low skills, limited
management abilities, and have few economic options. They have no access to
capital – most of them are unqualified for formal credit programs. The program
goes further than just mere skills training provision. It is purposively designed to
catalyzed the creation of livelihood enterprises that shall be implemented by the
trainees, immediately after the training. Likewise, it is designed to assist partner
agencies such as LGUs, NGOs, people organizations and other agencies
organizations with mission to help the poor get into productive undertakings to
help themselves and their communities.
24. Enterprise Based Programs
Enterprise-Based Programs are training program being implemented
within companies/firms. These programs can be any of the following:
Apprenticeship Program is a training and employment program involving a
contract between an apprentice and an employer on an approved
apprenticeable occupation. Generally, it aims to provide a mechanism that
will ensure availability of qualified skilled workers based on industry
requirements. The period of apprenticeship covers a minimum of four
months and a maximum of six months. Only companies with approved and
registered apprenticeship programs under TESDA can be hire apprentices
25. Objectives:
To help meet the demand of the economy for trained manpower;
To establish a national apprenticeship program through the participation of
employers, workers and government and non-government agencies; and
To establish apprenticeship standards for the protection of apprentices.
Learnership Program is a practical training on-the-job for approved
learnable occupations, for a period not exceeding three months. Only
companies with TESDA approved and registered learnership programs can
hire learners.
26. Dual Training System is an instructional mode of delivery for
technology-based education and training in which learning takes place
alternately in two venues: the school or training center and the
company.
One of the strategic approaches on this program is the conversion of
selected industry practices/ programs registered under the
apprenticeship program into DTS modality.
Objectives:
To strengthen manpower education and training in the Philippines by
institutionalizing the DTS as an instructional delivery system of technical
and vocational education and training (TVET).
27. Target Beneficiaries:
a. Trainees/ Students
b. Companies
c. Schools
d. Training Centers
e. Training Institutions
f. IBs/Industry Associations
g. LGUs
h. NGOs
i. GOs
j. Parents
k. Teachers
l. Trainers
28. Benefits of the Dual Training System:
FOR STUDENTS:
Quality training and proper skills, work attitude and knowledge
Enhanced employability after training
Better chances for career mobility
Allowance for transportation and other expenses.
FOR COMPANIES:
Workers developed according to the company's needs
Guaranteed highly skilled and productive workers
Savings on production cost through tax incentives
FOR SCHOOLS:
Less need for sophisticated equipment and facilities
Responsiveness to industries' needs
Maximized use of equipment and facilities
Better employment opportunities for its graduates
Enhanced public image
Tax exemption for imported equipment
29. Coverage of DTS:
Participants in the dual training system include duly accredited:
Public and private educational institutions/training centers
Agricultural, industrial and business establishments
DTS Accreditation Procedures
Schools or training centers and business establishments interested in
adopting the dual training system must apply for accreditation with TESDA.
Accreditation is necessary to ensure quality training and prevent abuses in
program implementation.
30. To qualify for accreditation, the school or training center must have the
necessary facilities, equipment, qualified teachers, and training plan.
To become a DTS co-operator, a company must apply for accreditation
through an accredited school. The company accepting trainees must have
the necessary equipment and workshop areas for hands-on training,
qualified trainers, and training plan.
31. Private Education Student Financial Assistance (PESFA) Program
Private Education Student Financial Assistance (PESFA) Program has been
established through Section 8 of R.A. No. 8545 otherwise known as the
Expanded Government Assistance to Students and Teachers in Private
Education (GASTPE) Act. PESFA offers educational grants to qualified and
deserving college freshmen both in degree and non-degree courses. The
CHED and TESDA handle the administration of the program for degree and
non-degree courses respectively. The program seeks to:
extend financial assistance to marginalized but deserving students in post
secondary non-degree TVET courses,
promote technical vocational education and training (TVET)
contribute to the development of a competent skilled workforce; and
assist private institutions in their development efforts by assuring a steady
supply of enrolees to their course offerings.
32. The program provides financial assistance to one qualified child of an
indigent family to further the goal of improving accessibility and quality
education particularly in the post-secondary or higher education levels.
Objectives:
to extend financial assistance to indigent and deserving child in post-
secondary non-degree courses;
assist indigent family in their development efforts by assuring a quality
education for their children;
contribute to the development of a competent workforce responsive to the
national development thrusts and strategies
33. Courses allowed under the program :
Only courses, maximum 2-yr course offered by TESDA Administered
Institutions.
Forms of Assistance: P10,000.00/school year financial assistance to each
scholar.
school fees = these cover tuition fee and other school fees amounting to
P1,250.00 per sem., which are paid directly to TESDA Administered
Institutions upon billing.
student allowance = this covers student monthly stipend amounting to
P750.00 per month not to exceed five months or P3,750.00 per sem. This
includes books/ projects, foods and transportation expenses. This is paid
directly to the scholar on a monthly basis
34. General Qualifications :
1st stage- Eligibility for Certificate of Educational Assistance
must be an indigent family
2nd stage- Eligibility for Enrolment
must be a legal child of the holder of CEA
must be a high school graduate or its equivalent
must satisfy the admission requirements of the TESDA Administered
Institutions
35. REGULAR QUALIFICATIONS
NEW APPLICANT
STEP 1: Go to any TESDA Accredited Assessment Centers/TESDA District
or Provincial Office near your location and apply for assessment.
STEP 2: Submit the following documentary requirements:
1. Duly accomplished Application Form;
2. Properly and completely filled-out Self Assessment Guide of your chosen
qualification;
3. Three (3) pieces of colored and passport size picture, white background,
with collar and with name printer at the back;
STEP 3: Pay the Assessment Fee at the Assessment Center Cashier and
get Official Receipt and Admission Slip. See List of Assessment Fees.
36. STEP 4: Be present at the scheduled date and assigned venue of
assessment indicated in the Admission Slip.
DON’T FORGET TO BRING YOUR ADMISSION SLIP ON YOUR
ASSESSMENT DATE.
STEP 5: Get the Competency Assessment Result Summary (CARS) at
the Assessment Center.
STEP 6: Assessment passers must apply for certification at the TESDA
District/Provincial Office where the assessment center/venue is under
jurisdiction.
STEP 7: Assessment passers can claim their National Certificate
(NC)/Certificate of Competency (COC) seven (7) working days after
application for the issuance of COC/NC.
37. IMPORTANT:
1. NC/COC must be released directly to the applicant. However, if to be
claimed by a representative, a Special Power of Attorney (SPA) by the
applicant should be submitted.
2. Assessment Results (CARS), Official Receipt issued by Assessment
Centers and valid Identification Card (ID) should be also presented upon
claiming of COCs.
3. Falsification or fraudulent duplication of documents shall be ground for
disqualification/forfeiture of the right to participate in any assessment
certification or similar program of TESDA.
