Introduction to

TVET

Course Packet 01

Introduction
Introduction to TVET provides you with an in-depth knowledge on the Technical Vocational
Education and Training System in Philippines. It starts with a brief discussion on the Philippine
Educational System and its components. It discusses the aims and purposes of TVET, its
clientele, TVET delivery modes, the delivery networks and the Philippine TVET Trainers
Qualification Framework. It also explains TESDA as the authority in TVET and the importance
of training regulations. You are expected to identify the Philippine TVET Trainers Qualifications
Framework and enumerate the sections or components of a training regulation.

Objectives
• discuss the Technical-Vocational Education Training System in the Philippines; Identify
the Philippine TVET Trainers Qualifications Framework; and appreciate the importance of
training regulations.

Duration
Topic 01: Philippine TVET System = 2 hours Topic 02: TVET Delivery Mode = 2 hours
Topic 03: Philippine TVET Trainers
Qualification Framework = 1 hour
Topic 04: Training Regulations = 2 hours

Readings
Theses reading provides you topics in Philippine TVET System. The following guide questions
will help you focus reading and be prepared for activities.
1. What is TVET?
2. What are the TVET delivery modes and delivery networks?
3. What is training regulation and its components?

Lesson Proper

• The education system in the Philippines embraces formal and non- formal education. It
is closely related to the American mode of education but differs in the number of school years as
other countries have 12 years basic education. In the country however, elementary education is
composed of 6 years and secondary education is 4 years which together with the tertiary
education comprise the formal education system.

• On the other hand, non-formal education includes education opportunities, even outside
school premises, that facilitate achievement of specific learning objectives for particular
clienteles, especially the out- of-school youths or adult illiterates who cannot avail of formal
education. An example is functional literacy programs for non-literate and semi- literate adults
which integrate basic literacy with livelihood skills training.

• This topic enables you to discuss the Technical-Vocational Education

Training System in the Philippines. At the end of the lesson you would be able to identify the
Philippine TVET Trainers Qualifications Framework and enumerate the training standards of
Training Methodology II.

Review

The Congress enacted in 1990 Joint Resolution No. 2 creating the Congressional Commission for
Education or EDCOM to review and assess the education and manpower training system of the
country inclusive of formal and non-formal educational system in both public and private. The
EDCOM concluded that the different levels/categories of education should be managed
separately so that the specific needs of each category can be identified and well attended to for
effective and efficient implementation. Thus, the trifocalization of the management of the
country’s educational system paved way for the following changes:

 Basic Education was subsequently changed to Department of Education (DepEd)

through the passage of RA 9155 or Governance of Basic Education Act on August 2001.
 Technical-Vocational Education became the jurisdiction of Technical Education and
Skills Development Authority (TESDA) as legally mandated through RA 7796 otherwise
known as the TESDA Act which was signed into law on August 25, 1994; and
 Higher Education involving tertiary education in community colleges, universities and
specialized colleges became the domain of the Commission on Higher Education
(CHED) which was established through the enactment of RA 7722 or Higher Education
Act on May 18, 1994

TVET System
Topic 1

What is TVET?
• Technical-Vocational Education and Training (TVET) is the education or training
process where it involves, in addition to general education, the study of technologies and
related sciences and acquisition of practical skills relating to occupations in various sectors of
economic life and social life, comprises formal (organized programs as part of the school
system) and non-formal (organized classes outside the school system) approaches." (UNESCO)
• TVET (Technical and Vocational Education and Training) is education and training
which provides knowledge and skills for employment. TVET uses formal, non-formal and
informal learning. TVET is recognized to be a crucial vehicle for social equity, inclusion and
sustainable development.

Aims and Purposes of TVET

• Preparation of youth for work - This takes the form of learning and developing work
related skills and mastery of underlying knowledge and scientific principles.
• Continuing professional development - The rapid technological changes demand that
workers continuously update their knowledge and skills.
• TVET facilitates economic growth by increasing the productivity of workers - The
returns from increased output far exceed the costs of training, direct and indirect, leading to
economic growth.
• Developing the broad range of personal capabilities that characterize an educated
person. - Thus, the provision of broad-based knowledge seeks to ensure critic-creative thinking.
• Developing capacities for effective communication and effective interpersonal
relations.

TVET Clientele
 High school graduates
 Secondary school leavers,
 College undergraduates,
 graduates who want to acquire competencies in different occupational fields
 unemployed persons who are actively looking for work.
 Returning overseas Filipino workers who decide to discontinue working abroad
 employed who want to upgrade their skills or acquire new skills

TVET Delivery Mode

Topic 2

TVET Delivery Modes

• School-based – Formal delivery by the schools of TVET programs of varying duration of
at least a year but not exceeding three years.

• Center-based – Provision of short duration non-formal training undertaken in TESDA

Regional and Provincial Training Centers.
• Community-based – Training programs specifically designed to answer the needs for
skills training in the community to facilitate self-employment.
• Enterprise-based Programs – Training programs like apprenticeship, learnership, dual
training which are carried out within the firms/ industries.

TVET Delivery Networks

  Private TVET Providers
 Public TVET Providers
 TESDA Technology Institute
 Higher Education Institutions (HEI) / State Universities and Colleges (SUCs)
 DepEd supervised schools
 LGUs
 Other government agencies providing skills training programs

TESDA as the Authority in TVET

• TESDA is mandated 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 the Philippine development goals and
priorities.
• Given its mandate, TESDA envisions to be the leading partner in the development of the
Filipino workforce with world-class competence and positive work values. Its mission on the
other hand is to provide direction, policies, programs and standards towards quality technical
education and skills development. TESDA has also a quality policy which states that, “We
measure our worth by the satisfaction of the customers we serve.” The TESDA’s role as
authority, enabler, manager and promoter of TVET which primarily involves ensuring sufficient
provision of skilled workers and technicians to meet international work standards as well as the
needs of local enterprises and ensuring access to technical education for the greater majority of
the Filipino.

Philippine TVET Trainers Qualifications Framework

Topic 3
Philippine TVET Qualifications
Framework

As a signatory to the Regional Model Competency Standards (RMCS) of the International Labor
Organizations, the country has established a national framework for the TVET sector. The
Philippines TVET Qualifications Framework (PTQF) was formally established in 2003 defining
four qualification levels.

Philippine TVET Qualifications Framework (PTQF)

Descriptor
Philippine TVET Qualifications Framework

The Philippine TVET Qualification Framework (PTQF) integrates the three sub – sector of the
Technical Vocational Education and Training (TVET) system which is the formal, non – formal
and informal, as well as provides an equivalency system that would facilitate upward labor to
and from these three subs – sectors. Under the PTQF framework, qualifications issued are based
on achieving competency standards, which are relevant to the needs of the industry.

The system is implemented under the following principles:

• Recognition of Prior Learning (RPL). The system provides a framework that will
facilitate the entry and exit in the formal education system through the recognition of skills and
knowledge acquired anywhere including experience in the workplace. Workers can have their
job experience given corresponding equivalence in the schools.
• Competency – based Assessment
• PTQF shall focus on assessing the worker’s knowledge, attitude, work value and skill
relative to a set of competencies. These skills or competencies may be acquired in school and/ in
workplace.
• Accumulation of Competencies toward an Occupation Certificate or License Workers
can have their specific competencies assessed and certified. Completion of all required
competencies within an occupational level will entitle to a national certificate or license.

Philippine TVET Trainers Qualifications Framework

(PTTQF) Descriptor
 Training Regulations
Topic 4

Training Regulations (TR)

Technical Education and Skills Development Act of 1994 (Republic Act No. 7796) Section 22,
“Establishment and Administration of the National Trade Skills Standards” of the RA 7796
known as the TESDA Act mandates TESDA to establish national occupational skill standards.
The Authority shall develop and implement a certification and accreditation program in which
private industry group and trade associations are accredited to conduct approved trade tests,
and the local government units to promote such trade testing activities in their respective areas
in accordance with the guidelines to be set by the Authority.

The Training Regulations (TRs) are being developed in consultation with industry leaders and
promulgated by the TESDA Board. They serve as the bases for the development of curriculum
and instructional materials and competency assessment packages for competency-based
technical education and skills development. They spell out the over-all parameters by which
programs are qualified and registered.

The Training Regulations (TR) serve as basis for the:

 Competency assessment and certification;
 registration and delivery of training programs; and
 development of curriculum and assessment instruments.
Each Training Regulation has four sections namely:
Definition of Qualification - refers to the group of competencies that describes the different
functions of the qualification.
Competency Standards – gives the specifications of competencies required for effective work
performance.
Training Standards - contains information and requirements in designing training program for
certain Qualification. It includes curriculum design, training delivery; trainee entry
requirements; tools equipment and materials; training facilities; trainer’s qualification and
institutional assessment.
National Assessment and Certification Arrangement – describes the policies governing
assessment and certification procedure.