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RATIONALIZATION PLAN Name of Institution: San Francisco Institute of Science and Technology

I. Introduction
Background Since the establishment of SFIST, it has always experienced a continuing increase in enrollment. This growing trend in the demand for technical vocational education in the service area has prompted the 1st Congressional district and the LGU partners to open additional campuses within the district. These are the Cabasan and the Sto. Domingo Campuses. The rationale behind is not only to serve the clientele in these areas but also to give the main campus to promote its DAC and other support programs. Objectives The following are the objectives of SFIST Rationalization plan: 1. To ensure efficiency and effectiveness in its training programs. 2. To respond to the strategic direction of TESDA. II. Analysis of the Service Area a. Economic Drivers Priority Sectors/Industry Albays priority sector/industry particularly, the first district includes the transport sector, construction, tourism, electrical, ICT and electronics. These are included in the identified critical skills of the Area Development Team (ADT). Existing and Potential Investment Presently more infrastructure and information communication technology is in place to attract investors in the area. This development has made possible the opening of hotels, resorts, malls and ICT centers. b. Analysis of TVET Provision Existing TVET Providers Public: SFIST and Malilipot Training Center Private (1st District TVIs): 6 Course Offering For the private TVIs, the courses offered include ICT, Automotive Diesel Mechanic/Technology, Electrical and Electronics Technician/Technology, Refrigeration and Airconditioning Technician, Entrepreneurship, Drafting. SFIST has seven (7) registered programs, namely: HRKSP (DAC), Electronics Technology, Electrical, Automotive, Computer Network Technician, Computer Secretarial and Welding Technology. However, the latter has been phased out already. On the other hand, the Malilipot Training Center offers Automotive, Building Wiring Electrician, and Plumbing.

Enrollment and Graduates Statistics shows that more enrollees and graduates are from the ICT courses and courses along the transport sector. c. Partners and Stakeholders LGUs and the 1st Congressional District ( c/o Cong. Edcel C. Lagman) 1 NGO CSCDI 2 Industry Associations 1 Cooperative NGAs III. Analysis of Internal Capacity Personnel SFIST has 54 plantilla positions; 38 teaching staff and 16 administrative positions. The 38 instructional staff specialize in ICT, electronics, electrical, sciences, language, automotive, HRKSP and its related/support programs. Facilities and Equipment Main Campus 1 CenTex Building HRKSP basic equipment EMIS equipment Multimedia equipment Courseware materials Workshops for Automotive, Electrical and Electronics Assessment Center Mock up engines Computers and Computer Laboratory AV Hall Library Administrative Offices 1 ha. Lot Sto. Domingo Campus 1 ha. Lot 11 Computer units and 2 printers 1 LCP 5-classroom building (80 % finished) Cabasan Campus 4 ha. Lot 2 buildings Computers and printer Course Offering Main Campus 2-yr HRKSP 3-yr. Electronics Technology 3-yr. Electrical Technology

3-yr. Automotive Technology 3-yr. Computer Network Technician 2-yr. Computer Secretarial Sto. Domingo Campus 3-yr. Computer Network Technician 3-yr. Electrical Technology 2-yr. Computer Secretarial Cabasan Campus 3-yr. Electronics Technology 3-yr. Electrical Technology 2-yr. Computer Secretarial Enrollment and Graduates (SY 2004-2005 Enrollment at the Main Campus: 1,105 Sto. Domingo : 258 Cabasan 71 Employment Performance of TVET Graduates The tracer conducted in 2002 revealed that 60 percent of SFIST graduates are employed. Most of them belong to the ICT courses; however, no study is conducted for the HRKSP because there are no graduates yet for the DAC.

IV. Proposed Rationalization Plan Issues on Amalgamation of SFIST and Malilipot Training Center: Initial plans between PO Albay-Training Center shall only focus on the interfacing of its delivery services. This is more on the complementation of its resources inclusive of their instructional staff. Thus, this shall be more on resource sharing agreements. On Ladderized programs, equivalency and Implementation of EO 358: Plans are in place to consult SUCs and CHED on the implementation details. Likewise, SFIST and TC propose a ladderized program within TESDA. This shall be from the TC to SFIST then to HE. Enrollment issues: More enrollees shall be admitted for the DAC and its support programs. This measure includes also the adherence to the 1:35 ratio for the other curricular offering. Priority shall be given to those qualifiers in the admission test if they belong to the low income group of the service area. Curriculum: For the hard trades, there is a need to enhance the curriculum in consultation with the industry as this is still the old TESDA 154. In this manner, competencies to be developed are really the market driven ones. Likewise, to solve problem of equipment requirement for the hard trades particularly, in the third year level, SFIST proposes to shorten the duration of the training from three years to two years only. Consequently this shall allow for better efficiency and effectiveness because resource allocation is maximized. Personnel: There shall be more trained trainers for the DAC as TESDA aims for multi-skilled workers/employees.

Social marketing and Advocacy. Massive advocacy and partnership with LGUs and other stakeholders shall be strengthened to ensure more responsive programs and services.