OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking. Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning). TVET Role to meet the need of emerging industry:  Demand-driven approach  Learning for employability  Concept of continuing life-long learning  Self-learning and focus on the learner  A search for multi-skilling  Recognition based on competency and prior learning  Recognition of the need to focus both on formal and informal sectors  Training for wage and self-employment  Decentralized system requiring both strong national and decentralized institutions  Policy and delivery separate, market-driven  Participatory governance, recognition of multiple actors, social dialogue 21st Century Filipino Skilled Workforce Characteristic:  Technically competent  Innovative and creative  Knowledge-based, with higher order thinking skills  With foundational life skills  In pursuit of lifelong learning opportunities  Possessing desirable work attitudes and behavior TVET Trends & Specific Skills Interventions : KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms. RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET. GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective. POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.

3. Trend 1: Demographic changing
…Aging, migration bring changing in labor force
Changing Population Structure. Increase in average life
span and declining birthrates are creating aging
societies, as well as increasingly urbanized populations,
which leads to greater disparities between urban and
rural.

4. Trend 2: Economic Globalization
…Changing global value chain requires new thinking
Economic Globalization is another clear trend. Capital,
talent and knowledge continue to flow around the
world faster and faster, while the influence of
international organizations and multi-national
corporations also continues to increase.

5. Trend 3: Internet Everywhere
…Virtual activities lead new business models and norms
Ubiquitous Internet. The influence of the burgeoning
development of the internet on the future global economy
grows deeper every day. Because the Net creates unlimited
business opportunities, its assault on established legal, social,
and cultural norms will be even more clear than it has for the
past ten years. The explosive growth in the quality and
quantity of information available, as well as information
security, will become even more urgent issues continuously
shaking up real-world behavior patterns.

6. Trend 4: Cross-disciplinary technology integration
…Integration aims for innovations based on user needs
Cross-disciplinary Technology Integration. In terms of
industrial development, individual technologies already
cannot satisfy needs, driving the creation of major
cross-disciplinary technology integrations that are more
and more strongly connected to social and human
aspirations.

7. Trend 5: Environmentalism
…Value environment / low-impact manufacturing
Agile Manufacturing and environmental concerns.
Raising precision manufacturing ability with increasing
automation and flexibility has already become a main
method of competition between countries facing labor
shortages. This kind of agile manufacturing is also
necessary to meet today's need for commodities of
various types but small volume.

8. Trend 6: Natural Resource usage efficiency
…Sustainable usage and allocation
Natural Resource Usage Efficiency. Over the next ten
years resources such as water, oil and food will
continue to have different degrees of influence. How to
reasonably and efficiency utilize water resources,
successfully develop alternative energy sources and
stabilize food supplies, will be key factors for increasing
economic growth

9. Focus of
Business
Technology Structure
Who is expected
to initiate
change?
1980s
1990s
2000s
Production Mechanical hierarchic
Senior
managers
Serving
the
Customer
Electronic teams
Middle
manager
Speed and
profitability
of
innovation
integrated networks
Qualified
workers

10. Distinct challenges for TVET, in terms of
acclimatizing to;
 Financial restructuring as Asia-pacific regional countries
 Competition in education and training markets as citizens
seek the best educational opportunities, especially with
entry of foreign education providers in the domestic
market
 The access and exit of skills embodied in people due to
migration flows.

11. TVET being major resource consumer takes on a
complex and distinctive character with regard to
sustainable development. TVET constantly included
elements of sustainability, especially in the way
scarce training materials were conserved and waste
materials were disposed.
Example: Overconsumption of such consumer goods such as
paper leads to deforestation, this is thought to be related to
global climate change

12. “For TVET programs to be part of the solution and not part
of the problem; they must be reoriented so that they
contribute to sustainable development worldwide.”
Koichiro Matsuura
Director-General of UNESCO
“TVET must be the masker key that can alleviate poverty,
promote peace, conserve the environment, improve the
quality of life for all and help to achieve sustainable
development.”
Bonn declaration (2004)

13. New developments in information technologies have opened up
new prospective in teaching and learning. ICTs need to be
harnessed, to provide more widespread access to TVET.
However, due to the impact of ICT on education, there are issues
to interrogate:
1. How will ICT developments impact our educational practice?
2. Will we experience a drastic change in teaching and learning
strategies?
3. Will we adopt a new learning paradigm in the next decade or
two?

14. Global
Economy
Workforce
• Capacity For Lifelong Learning
• Adaptability, practical skills
• Awareness @ global issues
• Communication Skills
• Ability to work collaboratively

15. Build the capacity of TVET Educators to be
enhanced so as to make them aware of the
potential of ICT in education and training
the learners of tomorrow.
“Education and Training of knowledge workers requires
different educational policies, facilities, curricula and,
above all, teachers.”
- Rupert Maclean and Ada Lai (2011)

16. • Educators must be transformed from those who
impart knowledge to those who facilitate learning.
• Curricula must be transformed from mechanisms to
deliver facts into mechanisms to promote and
facilitate learning and thinking.
Experts assert that a Competency-based
Approach to curriculum development can
facilitate this transformation.

17. TVET
Educators
• Curriculum Based Faculty
Training
• ICT Technology Skills
Enhancement Program
• Pedagogical Training
• Sequential Summer Program

18. Old Paradigm New Paradigm
Supply driven approach Demand-driven approach
Training for employment Learning for employability
In-service training Concept of continuing life-long learning
Training focus on the
teacher/trainer
Self-learning and focus on the learner
One-time learning Continuing recurrent life-long learning
Education and training
separate
Education and training integrated (a
sound general education and broad-based
initial training are essential bases for
lifelong continuing learning)

19. Old Paradigm New Paradigm
Specialization in one skill A search for multi-skilling
Skill recognition based on
training period and examination
Recognition based on competency and
prior learning
Rigid and fixed entry and exit Flexible and multiple entry and exit
Focus on formal sector Recognition of the need to focus both
on formal and informal sectors
Training for wage employment Training for wage and self-employment
Centralized system Decentralized system requiring both
strong national and decentralized
institutions

20. Old Paradigm New Paradigm
Policy and delivery dominated by
state
Policy and delivery separate, market-
driven
Governance dominated by the
state
Participatory governance, recognition of
multiple actors, social dialogue
Source: ILO. ND. The Changing Role of Government and Other
Stakeholders in Vocational Education and Training) by Stephen Murray

27. 21st
Century
Skilled
Filipino
Workforce
DEMANDs
DRIVEN LMIS
INCLUSIVE E & T
GENERIC AND
HOT SKILLS
PP COMMUNITY
& SOCIAL
PARTNERSHIP
E & T FOR
SUSTAINABLE
DEVELOPMENT
ICT – ENABLED
SYSTEM
QMS,
GOVERNANCE,
ACCREDITATION
& CERTIFICATION
MES, LIVELIHOOD
& ENTREP.
DEVELOPMENT

28. • Technically competent
• Innovative and creative
• Knowledge-based, with higher order
thinking skills
• With foundational life skills
• In pursuit of lifelong learning opportunities
• Possessing desirable work attitudes and
behavior

29. TVET Trends & Specific Skills Interventions
Knowledge Based
economy
Higher Order Thinking Skills (HOTS) are
introduced to advocate critical thinking,
analysis and problem solving to augment and
enhance learning outcomes in TVET. They
have also become common feature of
standard-based education reforms.
Rapid Technological
Change
Possession of Generic Soft Skills has become
a pre-requisite in the new work place. Skills
including cognitive, interpersonal, attitudes,
values work habits and enterprise,
innovation and creativity are very much
embedded in capacity building in TVET

30. TVET Trends & Specific Skills Interventions
Global Warming Sustainable Development as key agenda of
UNs and other development organizations
education provisions, significantly calls upon
reorienting TVET curriculum towards
sustainability while maintaining the
principles of 6Rs: Reduce, Reuse, Renew,
Recycle, Repair and Rethink perspective
Poverty Alleviations Entrepreneurship, Modular Employable Skills
and Informal Sector skills are largely
considered to advance poverty reduction
mechanisms and create gainful opportunities
particularly in unorganized sectors
Source: Emerging Trends in Asia and the Pacific Region and their Impact
on SMEs by Prof. Shyamal Majumdar, Ph.D.

31. $

34. O1 Filipinos with competencies and life skills to pursue economic opportunities
S1 Expand Access to Quality Techvoc
ACTION Partner Agencies/Orgs.
1. Implementation Scholarship for Employment Training Program LGUs, Techvoc Providers
2. Provide financial assistance to trainees (PESFA) Private Techvoc Providers
3. Implement Skills Development Program under Grassroots Participatory
Budgeting (GPB)
LGUs, Techvoc Providers
4. Provide quality Techvoc inputs
• Mobile Training Labs
LGUs, DBM, DTI, DA
5. Implement Skills and Livelihood Training in Yolanda – affected areas
• Construction Training for LGU/DPWH/NH A Projects (Pandayan Project)
• Skills Training for Livelihood
LGUs, DPWH, NHA, DSWD, Techvoc
Providers

35. O1 Filipinos with competencies and life skills to pursue economic
opportunities
S2 Develop workforce competencies required in key growth areas
ACTION Partner Agencies/Orgs.
1. Implement programs to meet competencies required in key growth areas
• Institution-based Training Program
DepEd, CHED, Industry, Techvoc
Association
• TWSP for key employment generators DBM, DOLE, DTI, DA, DOT, DPWH,
Industry Association
• Enterprise –based/ Apprenticeship Program DOLE, Industry Association
2. Provide Labor Market Information to Techvoc Providers DOLE, DTI, Industry Assn.,
Techvoc Providers

36. Priority Sectors 2014 2015 2016
Total 163,300 204,125 224,538
Agri-Fishery/Agro-
Industrial
26,600 33,250 36,575
Manufacturing 29,490 36,862 40,549
Tourism 40,947 51,184 56,302
IT-BPM 36,225 45,281 49,810
Infrastructure 27,067 33,834 37,217
Logistics 2,971 3,714 4,085

37. O1 Filipinos with competencies and life skills to pursue economic opportunities
S2 Develop workforce competencies required in key growth areas
ACTION Partner Agencies/Orgs.
3. Competency Assessment and Certification Program Industry DOLE
4. Implement Quality Assured Techvoc System Techvoc Providers
5. Philippine Qualifications Framework
• Registry of Qualifications by Sector
DepEd, CHED, PRC, DOLE
Industry

39. O2 Leadership, Management, and Innovation
S1 Implement Good Governance System
ACTION Partner Agencies/Orgs.
1. Good Governance Certification DOLE, CSC, DBM
2. ICT enabled Systems
• TESDA Online Program
- no. of additional courses
- no. of registered users
DOST – ICTO, Techvoc
Providers
• TECHVOC Information System DOST – ICTO, DBM

40. O2 Leadership, Management, and Innovation
S2 Engage Industry in the Provision of Techvoc Services
ACTION Partner Agencies/Orgs.
1. Involve industry representatives in the development and
implementation of standards and curricula
• No. of TRs updated, developed and implemented
Industry partners, DTI, DOT, DA,
other NGAs

41. “It is not the strongest of the species who
survive, not the most intelligent, but the
ones most responsive to change.”
- Charles Darwin