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WELCOME and MABUHAY !
Mr. VirGILio G. Gundayao, MBA/MPA
Exec. Dir., Graft-Free Philippines, a national project of Philippi...
Tibetan proverb:
"Having two ears and one
tongue, we should listen twice
as much as we speak.”
WELCOME & MABUHAY ! ! !
TESDA: TVET Training Continuum
(Technical Education & Skills Development Authority)
28 July 2012
(...
WE greatly acknowledge
a compleat GURU and a PolyMATH
DR. VICTORIA C. NAVAL
Executive Vice-President, PUP, University Prof...
.
Tri-focalization of Education Management
 Laws enacted through Republic Acts (RAs):
 DepEd for basic education (RA 915...
.
.
7
• Pre-school
Vision: Functionally Literate Filipinos
• SBM
Teachers
• Critical
learning
resources
• Hiring and
deplo...
www.tesda.gov.ph
Vision
TESDA is the leading partner
in the development of the
Filipino workforce with
world-class competence
and positive ...
Mission
TESDA provides direction,
policies, programs and
standards towards quality
technical education and
skills developm...
Value Statement
We believe in demonstrated
competence, institutional integrity,
personal commitment and deep
sense of nati...
Quality Policy
"We measure our worth by the satisfaction of the
customers we serve"
Through:
Strategic Decisions
Effective...
SECTION 7. Composition of the TESDA Board. — The
TESDA Board shall be composed of the following:
The Secretary of Labor an...
As soon as all the members of the private sector are appointed,
they shall so organize themselves that the term of office ...
Insights on TESDA
•(TESDA) established under R. A. 7796
• Otherwise known as the "Technical
Education and Skills Developme...
.
* Merging of the National Manpower and
Youth Council (NMYC) of the
Department of Labor and Employment
(DOLE).
• The Bure...
TESDA Mandate:
.
• Integrate, coordinate and monitor skills
development programs;
• Restructure efforts to promote and dev...
At the same time, TESDA is expected to:.
• Devolve training functions to LGUs;
• Reform the apprenticeship program;
• Invo...
TVET Programs
• TESDA continues to undertake direct
training provisions.
• There are four training modalities school-
base...
TVET Programs
• School Based Program
This refers to the direct delivery or
provision of TVET programs by the
TESDA-adminis...
TVET Programs
• Center Based Programs
These refer to training provisions being
undertaken in the TESDA Regional (15)
and P...
• Community-Based Programs
Community-based Training for Enterprise development
Program is primarily addressed to the poor ...
TVET Programs
• Enterprise Based Programs (implemented
within companies/firms:
• Apprenticeship Program (contract between ...
TVET Programs
* TESDA Language Skills Institutes (LSI)
List of Foreign Language Courses in LSI
• Arabic Language and Saudi...
The Foreign Scholarship and Training
Program at TESDA
With the issuance of EO 402, TESDA has
since 2007 been coordinating ...
.
• TESDA develops competency standards for middle-level
skilled workers. These are in the form of units of
competency con...
Assessment and Certification
TESDA pursues the assessment and certification of the
competencies of the middle-level skille...
COMPETENCY BASED TVET FRAMEWORK
Philippine TVET
Qualification Framework
Competency Standards
Development
Competency Based
...
Program Registration and Accreditation
Program registration is the mandatory registration of Technical
Vocational Educatio...
PUP Agenda 6: Institutionalizing Civil Society
Engagement and Involved Extension Service Program
Entered into the Dual Tec...
National TESDA Plan 2011-2016
http://www.tesda.gov.ph/uploads/File/LMIR2011/july2012/NTESDP%20Final%20asofSep
t12.pdf
Colombo Plan, born in the 1950s
as the first multi-lateral aid in
Asia, gave birth to the Colombo
Plan Staff College for T...
3
Private
2,796
62%
Public
1,714
38%
TVET Providers (4,510)
Public TVET Providers (1,714)
Others
344 (20%)
DepEd
Supervise...
4
School-based
334,235 (24.68%)
Center-based
65,214 (4.82%)
Enterprise-based
101,650 (7.51%)
Community-based
555,272 (40%)...
Figure 1 – Percent Distribution of Wage and Salary Workers by Type, Philippines:
Figure 2 – Percent distribution of Wage and Salary Workers Employed in
government/Government Corporations by Age Group, Ph...
Figure 3 – Number of Wage and Salary workers Employed in
government/Government Corporations by Educational Attainment, Phi...
Figure 4 – Number of Wage and Salary Workers Employed in
government/government Corporations by Region, Philippines: 2010 (...
Figure 5 – Percent Distribution of Wage and Salary Workers Employed in
Government/Government Corporations by Sector, Phili...
Figure 1 – Median Monthly Basic Pay of Time-Rate Workers on Full-Time Basis by
Major Industry Group, Philippines: July 200...
.
Recruitment
Coaching &
Mentoring
Human
Asset Profiles
Career
Development Plans
Core
Values
Core
Competencies
Performance...
The Mandatory Installation of the PMS-
OPES has been extended
• Administrative Order No. 241, dated October 2, 2008,
direc...
The Logic of Technical Education and Training
Goals
Objectives
Strategies
Initiatives
Outputs
Outcomes
Activities
Impact
R...
CO
• Policy Development/
formulation/review
• Programming
• Performance
Setting/Evaluation
• Driver of Excellence
(ISO 900...
CSC – Performance Management System
PMS
Performance Management
System (PMS) Cycle
Performance Management at TESDA
Organizational Level
Visionary
Leadership
Critical
Success
Factors
Strategies Objectives P...
Performance Management at Individual
TESDA Employee Level
Individual
Objectives
Action
Plans
Feedback Result
Core Values
C...
PERFORMANCE CONTRACT
PMS Form No. 1A-ED/RD
I, ___________, ED/RD, head of (EO/RO), agree to be rated based on the attainme...
PERFORMANCE CONTRACT
PMS Form No. 1B-DC/VSA/PD
I, ___________, DC/VSA/PD, head of (EDIV/TTI/PO), agree to be rated based o...
ACCOMPLISHMENT REPORT
PMS Form No. 3
OFFICE/DIVISION: ____________
NUMBER OF PERSONNEL: ____
OUTPUT PERFORMANCE
INDICATOR
...
January
2012
December
2012
References
www.tesda.gov.ph
Republic Act 7796, the Technical Education and Skills
Development Authority (TESDA)
National T...
Supt. Edwin Markham’s “Man Test” :
I will leave man to make the fateful guess.
I will leave him torn between the No & Yes....
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
TESDA:  TESDA:  TVET Training Continuum (Technical Education & Skills Development Authority)
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TESDA: TESDA: TVET Training Continuum (Technical Education & Skills Development Authority)

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TESDA: TESDA: TVET Training Continuum (Technical Education & Skills Development Authority)

  1. 1. WELCOME and MABUHAY ! Mr. VirGILio G. Gundayao, MBA/MPA Exec. Dir., Graft-Free Philippines, a national project of Philippine Jaycee Senate 2004 Exec. Director, Junior Chamber International (JCI) Phils. Immediate Past Exec. Director, JC Leaders International Ex-AMO, CSC Mamamayan Muna, Hindi Mamaya Na! Program
  2. 2. Tibetan proverb: "Having two ears and one tongue, we should listen twice as much as we speak.”
  3. 3. WELCOME & MABUHAY ! ! ! TESDA: TVET Training Continuum (Technical Education & Skills Development Authority) 28 July 2012 (Saturday 11:00 AM – 2:00PM) PUP-Graduate School, Sta. Mesa, Manila
  4. 4. WE greatly acknowledge a compleat GURU and a PolyMATH DR. VICTORIA C. NAVAL Executive Vice-President, PUP, University Professor Course/Class Adviser
  5. 5. . Tri-focalization of Education Management  Laws enacted through Republic Acts (RAs):  DepEd for basic education (RA 9155; BP 232 etc.)  CHED for higher education (RA 7722)  TESDA for post-secondary, middle-level manpower training and development (RA 7796) Mandate 1994 2001   1987 Overview of Philippine Educational System
  6. 6. . . 7 • Pre-school Vision: Functionally Literate Filipinos • SBM Teachers • Critical learning resources • Hiring and deployment • Training • Certification Program • Teachers benefits and Welfare • Feeding • Food for school • Every Child a Reader • Multi-Grade • Distance and alternative learning • RBEC • Tech Voc • English, Science, Math • NAT • NCAE • A & E B A S I C E D U C A T I O N Elementary High School Public Schools Private Schools ECE Grade 1 Readiness Test Alternative Learning Accreditation & Equivalency ? NCAE + Counselling CHED College/ University TESDA Technical Vocational Labor Force INDUS- TRY Teacher Development and Supply Drop-outs • ICT in Education • Partnerships with Private Sector/Industry • Increase spending for Basic Education • ICT in Education • Partnerships with Private Sector/Industry • Increase spending for Basic Education Basic Education Framework DSWD DOH LGUs Special Education
  7. 7. www.tesda.gov.ph
  8. 8. Vision TESDA is the leading partner in the development of the Filipino workforce with world-class competence and positive work values.
  9. 9. Mission TESDA provides direction, policies, programs and standards towards quality technical education and skills development.
  10. 10. Value Statement We believe in demonstrated competence, institutional integrity, personal commitment and deep sense of nationalism.
  11. 11. Quality Policy "We measure our worth by the satisfaction of the customers we serve" Through: Strategic Decisions Effectiveness Responsiveness Value Adding Integrity Citizen focus Efficiency
  12. 12. SECTION 7. Composition of the TESDA Board. — The TESDA Board shall be composed of the following: The Secretary of Labor and Employment Chairperson Secretary of Education, Culture and Sports - Co-Chairperson Secretary of Trade and Industry - Co-Chairperson Secretary of Agriculture - Member Secretary of Interior and Local Government - Member Director-General of the TESDA Secretariat - Member • In addition, the President of the Philippines shall appoint the following members from the private sector: two (2) representatives, from the employer/industry organization, one of whom shall be a woman; three (3) representatives, from the labor sector, one of whom shall be a woman; and two (2) representatives of the national associations of private technical-vocational education and training institutions, one of whom shall be a woman.
  13. 13. As soon as all the members of the private sector are appointed, they shall so organize themselves that the term of office of one-third (1/3) of their number shall expire every year. The member from the private sector appointed thereafter to fill vacancies caused by expiration of terms shall hold office for three (3) years. The President of the Philippines may, however, revise the membership of the TESDA Board, whenever the President deems it necessary for the effective performance of the Board’s functions through an administrative order. The TESDA Board shall meet at least twice a year, or as frequently as may be deemed necessary by its Chairperson. In the absence of the Chairperson, a Co-Chairperson shall preside. In case any member of the Board representing the Government cannot attend the meeting, he or she shall be regularly represented by an undersecretary or deputy- director general, as the case may be, to be designated by such member for the purpose.
  14. 14. Insights on TESDA •(TESDA) established under R. A. 7796 • Otherwise known as the "Technical Education and Skills Development Act of 1994“ • Signed into law by President Fidel V. Ramos on August 25, 1994. • 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.
  15. 15. . * 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 & Sports (DECS), • The Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave birth to TESDA.
  16. 16. TESDA Mandate: . • Integrate, coordinate and monitor skills development programs; • Restructure efforts to promote and develop middle-level manpower; • Approve skills standards and tests; • Develop an accreditation system for institutions involved in middle-level manpower devt’; • Fund programs and projects for technical education and skills development; and • Assist trainers training programs.
  17. 17. At the same time, TESDA is expected to:. • Devolve training functions to LGUs; • Reform the apprenticeship program; • Involve industry/employers in skills training; • Formulate a skills development plan; • Develop & administer trng incentives; • Organize skills competitions; and • Manage skills development funds.
  18. 18. TVET Programs • TESDA continues to undertake direct training provisions. • There are four training modalities school- based, center-based, enterprised-based and community-based. • These are being done with TESDA’s infrastructure in place – 57 TESDA administered schools, 60 training centers, enterprised-based training through DTS/apprenticeship and community-based training in convergence with the LGU’s.
  19. 19. TVET Programs • School Based Program This refers to the direct delivery or provision of TVET programs by the TESDA-administered schools. Totaling 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.
  20. 20. TVET Programs • Center Based Programs These refer to training provisions being undertaken in the TESDA Regional (15) and Provincial (45) Training Centers totaling 60 in selected trade areas in the different regions and provinces in the country. • TESDA Training Center Taguig Campus Enterprise (TTCTCE) • Korea-Philippines Training Centers
  21. 21. • 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. TVET Programs
  22. 22. TVET Programs • Enterprise Based Programs (implemented within companies/firms: • Apprenticeship Program (contract between an apprentice and an employer on an approved apprenticeable occupation). • Learnership Program (not exceeding three months., only companies with TESDA approved and registered learnership programs can hire learners). • Dual Training System (DTS 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).
  23. 23. TVET Programs * TESDA Language Skills Institutes (LSI) List of Foreign Language Courses in LSI • Arabic Language and Saudi/Gulf Culture • English Proficiency Course • Korean Language and Culture • Mandarin Chinese Language and Culture • Japanese (Nihonggo) Language and Culture • Spanish Language for Different Vocation LSI Application and Requirements College Diploma; Training Certificate from TESDA Registered Program; National Certificate (NC) / Certificate of Competency (COC) issued by TESDA; Original and Photocopy of NSO Birth Certificate Must be at least 18 years old except from Korean Language 3 pcs. 1x1 and 1 pc. 2x2 white background ID pictures (taken within the last 3 months)
  24. 24. The Foreign Scholarship and Training Program at TESDA With the issuance of EO 402, TESDA has since 2007 been coordinating the requirements for short term, non-degree courses offered by donor countries and organizations. Related to this, it established the Foreign Scholarship and Training Program Unit (FSTPU) and created the National Screening Committee(NSC).
  25. 25. . • TESDA develops competency standards for middle-level skilled workers. These are in the form of units of competency containing descriptors for acceptable work performance. These are packaged into qualifications corresponding to critical jobs and occupations in the priority industry sectors. The qualifications correspond to a specific levels in the Philippine TVET Qualifications Framework (PTQF). • The competency standards and qualifications, together with training standards and assessment arrangements comprise the national training regulations (TR) promulgated by the TESDA Board. The TRs serve as basis for registration and delivery of TVET programs, competency assessment and certification and development of curricula for the specific qualification. Competency Standards Development
  26. 26. Assessment and Certification TESDA pursues the assessment and certification of the competencies of the middle-level skilled workers through Philippine TVET Qualification and Certification System (PTQCS). The assessment process seeks to determine whether the graduate or worker can perform to the standards expected in the workplace based on the defined competency standards. Certification is provided to those who meets the competency standards. This ensures the productivity, quality and global competitiveness of the middle-level workers. TESDA has a Registry of Certified Workers which provides information on the pool of certified workers for certain occupations nationwide. TESDA also has accredited assessment centers as well as the competency assessors who conduct competency assessment process for persons applying for certification. .
  27. 27. COMPETENCY BASED TVET FRAMEWORK Philippine TVET Qualification Framework Competency Standards Development Competency Based Curriculum Development Learning Materials/ Courseware Development Training Delivery Assessment Certification and Equivalency I n d u s t r y T V E T I n s t i t u t i o n D e l i v e r y Qualifications Units of Competency Modules of Training Competency Based Training
  28. 28. Program Registration and Accreditation Program registration is the mandatory registration of Technical Vocational Education and Training (TVET) programs with TESDA. It is the system that ensures compliance of Technical Vocational Institutions (TVIs) with the minimum requirements as prescribed under the promulgated training regulation to include among others, curricular programs, faculty and staff qualifications, physical sites and facilities, tools, equipment, supplies and materials and similar requirements prior to the issuance of the government authority to offer or undertake technical vocational education programs. A TVET institution has to comply with the requirements of registration prior to its offering of a program. Upon completion of all the requirements, an institution is issued a Certificate of Program Registration (CoPR) and the program is officially listed in the TESDA Compendium of Registered Programs. The program is subjected to a compliance audit and in some instances surveillance upon receipt of complaint by TESDA.
  29. 29. PUP Agenda 6: Institutionalizing Civil Society Engagement and Involved Extension Service Program Entered into the Dual Tech Program Tie-Up with TESDA to strengthen the technical education programs in PUP.
  30. 30. National TESDA Plan 2011-2016 http://www.tesda.gov.ph/uploads/File/LMIR2011/july2012/NTESDP%20Final%20asofSep t12.pdf
  31. 31. Colombo Plan, born in the 1950s as the first multi-lateral aid in Asia, gave birth to the Colombo Plan Staff College for Technician Education (CPSC) in 1973, as an autonomous specialized agency and CPSC in turn, conceived APACC (at her ripe age of 31)…thus it could be considered that APACC is a third generation child of the Colombo Plan organization of nations… Additionally ….
  32. 32. 3 Private 2,796 62% Public 1,714 38% TVET Providers (4,510) Public TVET Providers (1,714) Others 344 (20%) DepEd Supervised Schools 259 (15%) TESDA Technological Institutions 121 (7%) HEIs/SUCs With Non-degree Programs 146 (9%) LGUs 844 (49%) Figure 1. TVET Providers 2005
  33. 33. 4 School-based 334,235 (24.68%) Center-based 65,214 (4.82%) Enterprise-based 101,650 (7.51%) Community-based 555,272 (40%) Others 297,951 (22%) Figure 2. TVET Graduates Total Graduates = 1,354,322 Employment rate of TVET graduates = 60%
  34. 34. Figure 1 – Percent Distribution of Wage and Salary Workers by Type, Philippines:
  35. 35. Figure 2 – Percent distribution of Wage and Salary Workers Employed in government/Government Corporations by Age Group, Philippines: 2010
  36. 36. Figure 3 – Number of Wage and Salary workers Employed in government/Government Corporations by Educational Attainment, Philippines: 2010 (in thousands)
  37. 37. Figure 4 – Number of Wage and Salary Workers Employed in government/government Corporations by Region, Philippines: 2010 (in thousands)
  38. 38. Figure 5 – Percent Distribution of Wage and Salary Workers Employed in Government/Government Corporations by Sector, Philippines: 2010
  39. 39. Figure 1 – Median Monthly Basic Pay of Time-Rate Workers on Full-Time Basis by Major Industry Group, Philippines: July 2008 and August 2010 (In Pesos)
  40. 40. . Recruitment Coaching & Mentoring Human Asset Profiles Career Development Plans Core Values Core Competencies Performance Improvement SelectionHuman Capital Strategy Performance Management Imputed Revenue per Employed TVET Graduate Cost per employee Value- added per employee
  41. 41. The Mandatory Installation of the PMS- OPES has been extended • Administrative Order No. 241, dated October 2, 2008, directs all agencies to “institute a Performance Evaluation System based on objectively measured output and performance of personnel and units, such as the PMS-OPES developed by CSC,” as part of the initiative to speed up the implementation of RA 9485 (Anti-Red Tape Act of 2007). • CSC Memorandum Circular # 1 s. 2009, provides for the extension of deadlines on the installation of the PMS- OPES in all Government Agencies, which was first provided for under CSC MC # 7, s. 2007.
  42. 42. The Logic of Technical Education and Training Goals Objectives Strategies Initiatives Outputs Outcomes Activities Impact Resource Inputs Top-Line Return: Employed TVET graduates Bottom-Line Investment: Skilled, Certified, JOB-READY TVET graduates Alignment TESD Program Goals Resource Portfolio TVET Market Results
  43. 43. CO • Policy Development/ formulation/review • Programming • Performance Setting/Evaluation • Driver of Excellence (ISO 9001:2000) • Common understanding/harmonizing of goals • Converting strategic policies/ plans to action • Problem solving • Innovating/benchmarking/ modeling/sharing • Regular reporting/feed backing evaluating • Co-creating values ROPOTI • Policy/Program implementation development/review • Geo strategic planning • Field coordination • Area Management • Corporate Excellence - COHERENCECOHERENCE HARMONYHARMONY CADENCECADENCE Securing a Unified Response to Gaps in Excellence thru Technology- Enabled Service Delivery and Accountability ICT- enabled core TESD processes TDI- SDP linked with OD Purposive TESDA community advocacy CSC PMS- OPES Model installed & enforced “Making Plan Do Check Act a daily habit “ “What is not measured, cannot be managed.”
  44. 44. CSC – Performance Management System PMS Performance Management System (PMS) Cycle
  45. 45. Performance Management at TESDA Organizational Level Visionary Leadership Critical Success Factors Strategies Objectives Plans Action FeedbackReviewValues External Appraisal Mission Internal Appraisal TESDA Organizational Performance Indicators
  46. 46. Performance Management at Individual TESDA Employee Level Individual Objectives Action Plans Feedback Result Core Values Corporate and Unit Objectives OPES Output Reference Table and Points TESDA Organizational Performance Indicators
  47. 47. PERFORMANCE CONTRACT PMS Form No. 1A-ED/RD I, ___________, ED/RD, head of (EO/RO), agree to be rated based on the attainment of targets and commitments specified in the WFP for the period Jan. 1 – Dec. 31, 20__ I, ___________, Cluster DDG, as immediate superior, will provide the necessary support, guidance and mentoring in the performance of ratee’s functions. IN WITNESS WHEREOF, parties herein sign this Performance Contract, this 6th of January, 2009. _____________________ ED/RD ____________________ DG/Cluster DDG 20__ TESDA WORK AND FINANCIAL PLAN MFO OPI APM RELATIVE WEIGHT TARGET METRIC TOTAL POINTS ALLOTTED BUDGET (MOOE) PERSON RESP DEADLINE No. of Personnel____
  48. 48. PERFORMANCE CONTRACT PMS Form No. 1B-DC/VSA/PD I, ___________, DC/VSA/PD, head of (EDIV/TTI/PO), agree to be rated based on the attainment of targets and commitments specified in the WFP for the period Jan. 1 – Dec. 31, 20__. I, ___________, ED/RD, as immediate superior, will provide the necessary support, guidance and mentoring in the performance of ratee’s functions. IN WITNESS WHEREOF, parties herein sign this Performance Contract, this 6th of January, 20__. _____________________ DC/VSA/PD ____________________ ED/RD 20__DIVISIONAL WORK AND FINANCIAL PLAN MFO UPI OUTPUT POINTS TARGET TOTAL OPES POINTS ALLOTTED BUDGET (MOOE) PERSON RESP DEADLINE No. of Personnel____
  49. 49. ACCOMPLISHMENT REPORT PMS Form No. 3 OFFICE/DIVISION: ____________ NUMBER OF PERSONNEL: ____ OUTPUT PERFORMANCE INDICATOR POINTS Quantity Points Allotted Estimated Expenses Balance REMARKS Semester2n d 1st ACCOMPLISHMENT BUDGET TOTAL Prepared by: __________________ Approved by: ___________________ Head of Office
  50. 50. January 2012 December 2012
  51. 51. References www.tesda.gov.ph Republic Act 7796, the Technical Education and Skills Development Authority (TESDA) National TESDA Plan 2012 – 2016 National TESDA Research Agenda Philippine TVET System Philippine TVET Outlook Labor Market Intelligence Report TVET Studies TESDA Statistics http://203.177.6.3/uactphilippines.org/images/stories/uact/publications/pdf/finalpa perassessment.pdf
  52. 52. Supt. Edwin Markham’s “Man Test” : I will leave man to make the fateful guess. I will leave him torn between the No & Yes. Leave him unresting till he rests in Me. Drawn upward by the choice that makes him free— Leave him in tragic loneliness to choose, With all lin life to win or all to lose. Once again my WARMEST WELCOME TO ALL!

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