1. TVET FOR INCLUSIVE
GROWTH AND DEVELOPMENT
(RD C.G. BARES, TESDA V)

2. Outline of Presentation
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Introduction
Interplay Framework (of Major Educational Players)
The Philippines Qualification Framework
TESDA Programs / Services Delivery Framework
Issues and Concerns in TVET Sector: Appropriate
Strategies

3. MAJOR EDUCATIONAL PLAYERS
INTERPLAY FRAMEWORK
(RD C.G. Bares, TVET Cluster Workshop, Oct. 3, 2013)
Educational Agencies
DepEd, TESDA, CHED
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PSG
Community
(students, family)
Major Issues
/ Concerns
Equity, access,
inclusiveness
Educational Institutions
(EBE, TVET, HE)
-
Efficiency
Quality
Complementation
OUTCOME
Responsiveness/relevance of
courses/ programs
Employ ment / higher productivity
OUTPUT
Quality graduates
PROCESS
INPUT
Industry/Labor
Market
Quality process (QMS)
Efficiency of operation
(institutional, sectoral)
- Value and character
formation
- Community spirit
- nationalism
Quality inputs
(entrants, feeders)
Inclusive
Growth and
Development

4. THE PHL QUALIFICATIONS FRAMEWORK
(Approved by the NEDA SDC-Cabinet on May 18, 2012)
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BASIC ED
TESD
HIGHER EDUCATION
L8
DOCTORAL AND
POST DOCTORAL
L7
POST BACCALAUREATE
L6
BACCALAUREATE
L5
DIPLOMA
L4
NC IV
L3
NC III
L2
G12
L1
10
NC II
NC I

5. TESDA PROGRAMS/SERVICES
DELIVERY FRAMEWORK
ASSESSORS AND ASSESSMENT
CENTERS ACCREDITATION
TRAINING REGULATION
DEVELOPMENT
MAJOR
PROGRAMS/
SERVICES
TRAINERS
CERTIFICATION
TVET PROGRAM
REGISTRATION
DOCUMENTS
GENERATED /
AWARDED
-Certificate of Program
Registration (CoPR)
- National TVET Trainer
Certificate (NTTC)
Clientele
-Schools
-Training Centers
-Companies
-LGU’s
TVET
PROGRAM
DELIVERY
ASSESSMENT
AND
CERTIFICATION
EMPLOYMENT
FACILITATION
-Enrolment and
Graduate Report
-Training
Certificate or
Diploma
-Special Order
-National Certificate
(NC)
-Certificate of
Competency (CoC)
-Accreditation
Certificate for Assessors
and Assessment Center
- Registry or Workers
Assessed and Certified
Certification,
Authenticatio
n and
Verification
(CAV)
-students
-Assessment Centers
-Assessors
-Graduates
Graduates/
Employers/
Companies
-parents
EMPLOY
MENT

6. Issues and Concerns in TVET Sector
1. Determining the appropriate tech-voc track
2. Resources limitation
3. Preparations for upsurge in graduates to be
assessed.
4. Coping with the 2 yr lull period and gearing up
5. Traversing the blocks or the 3 education sub-sectors
6. Impact on HEIs

7. Issues and Concerns in TVET Sector
7. Teachers and assessors prepn. for tech-voc courses
8. Wooing the industry to lend a helping hand
9. Information campaign
10. Formalizing the TVIs involvement
11. Sustaining the reforms