EDUCATION AND

INDUSTRY
,

WMSU
EDUCATION COMMISSION
In 1990, Congress passed Joint Resolution
No.2 creating the Education Commission.
The EDCOM was co-chaired by Senator
Edgardo Angara in the Senate and
Congressman Carlos Padilla in the House
The main objective of EDCOM was to study
the state of Philippine education
FINDINGS:
Education was under financed
Education was mismanaged
There was a mismatch between industry needs
and supply of trained manpower
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JOBS AND SKILLS MISMATCH
EXAMPLE: GRADUATES FAIL IN THE
STRINGENT REQUIREMENTS OF CALL
CENTERS
INDUSTRIES COORDINATE WITH CHED
IN MATCHING THE SKILLS REQUIRED
OF THE MARKET AND THE TRAINING
AND EDUCATION GIVEN BY SCHOOLS

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EDCOM RECOMMENDATIONS
Trifocalization of the management of the
three levels of education, namely:

Basic Education - DECS

Post-Secondary Non-Degree - TESDA

(middle-level manpower)

Higher Education - CHED

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TESDA - Technical Education and Skills
Development Authority
Republic Act No. 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
This Act 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.

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 Established in 1994 (by the Republic Act No. 7796), mandated to
manage and supervise technical education and skills
development
Primarily responsible for formulation and coordinated
implementation of technical education and skills development
policies, plans, and programs
Also in charge of competency assessment of skilled workers,
accreditation of training providers, development of standards
and qualifications, provision of equitable access to quality
programs for the growing number of TVET clients
Also manages 125 TESDA Technology Institutes (TTIs) with
about 157,000 enrollees and 140,000 graduates (2011); and
supports TVET institutions (TVIs) in general through trainers
development program, curriculum and materials development,
career guidance and placement, and scholarship programs

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Birth of TESDA

The merging of the following gave birth to

TESDA
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 and Sports (DECS)
The Apprenticeship Program of the Bureau
of Local Employment (BLE) of the DOLE
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 Birth of TESDA

to reduce overlapping in skills

development activities initiated by
various public and private sector
agencies
to provide national directions for the
country's technical-vocational
education and training (TVET) system. 8
TESDA
in charge of competency assessment of skilled
workers, accreditation of training providers,
development of standards and qualifications,
provision of equitable access to quality programs for
the growing number of TVET clients
Also manages 125 TESDA Technology Institutes
(TTIs) with about 157,000 enrollees and 140,000
graduates (2011); and supports TVET institutions
(TVIs) in general through trainers development
program, curriculum and materials development,
career guidance and placement, and scholarship
programs

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 DTS-Dual Training System
TESDA defines the DTS as institutional mode for
technology-based education and training in which
learning takes alternatively in two places, the school or
the training center and the company
TVIs save training costs; employers save on screening
and hiring costs, and also benefit from the waiver to
pay the trainees 75% of the minimum wage and
deduction of 50% of DTS expenses from taxable
income.
What about the trainees themselves? TESDA envisages
that the DTS trainee beneficiaries enjoy quality
training and acquire proper skills, work attitude, and
knowledge leading to better employability after
training. 10
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 TVET DELIVERY NETWORK
Schools Training Centers
TESDA Schools (60) RTESD Centers (15)
Institution-based Private Tech-voc PTESD Centers (47)
Schools (1,500) Private TCs, ATI, DTI,
Other Projects Other Govt TCs
(HEIs, DECS) Satellite TCs

Industry Training Centers

Enterprise-based Workplace-based Training
Projects
Educated and
Trained
Workforce
CTECs
Community-based NGOs/POs
LGUs
Government Agency Projects
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18,075 registered T VET PROGRAMS under
TESDAs UNIFIED TVET PROGRAM REGISTRATION AND
ACCREDITATION SYSTEM (UTPRAS)

3,886 429
Private in Public
4,315
T VET Providers
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TVET Graduates
5,244,194
INSTITUTION-
BASED
TRAINING
ENTERPRISE-
BASED
422,700
PROGRAM
TRAINING
PROGRAM

10,543,440
f

T VET
TESDA
Graduates
ON-LINE
COMMUNITY-
PROGRAM (TOP)
30 Online BASED 4,876,546
Courses TRAINING
PROGRAM
755,745 Users

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 The Skills Certificate Equivalency Program
(SCEP) is collaborative partnership between
TESDA and the Civil Service Commission,
which aims to grant civil service eligibility to
government skilled workers. It involves the
issuance of TESDA Competency Certificates
(NC or COC) to those who shall successfully
demonstrate competence in specific
qualifications. Such certificates shall be
provided equivalent eligibility by the CSC.

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 WMSU TESDA

Signing the MOA between WMSU and TESDA were (L-R) TESDA OIC-ROD Ms. Alma F.
Gudmalin, WMSU President Dr. Milabel Enriquez-Ho, TESDA IX Dir. Lorenzo G. Macapili and
WMSU Board Secretary Dr. Ricardo Danilo E. Corteza.
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https://tesdacourse.blogspot.com/2013/01/tesda-accredited-schools-zamboanga-city.html
Western Mindanao State University - Ipil
Campus
San Ramon
Zamboanga City
992-4280

Animal Production NC II (LEP Program BSAT Course) ---------- 360 hrs

Computer Hardware Servicing NC II --------------------------------- 356 hrs
Horticulture NC II (LEP Program BSAT Course) ------------------ 1,012 hrs
Programming NC IV ---------------------------------------------------- 252 hrs

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 1. NEW APPLICANT

STEP 1: Go to any TESDA Accredited Assessment Centers/TESDA District or Provincial Office near your location (See List
Here) and apply for assessment.
STEP 2: Submit the following documentary requirements:
1. Duly accomplished Application Form;
2. Properly and completely filled-out Self Assessment Guide of your chosen qualification;
3. Three (3) pieces of colored and passport size picture, white background, with collar and with name printer at the back;
STEP 3: Pay the Assessment Fee at the Assessment Center Cashier and get Official Receipt and Admission Slip. See List
of Assessment Fees.
STEP 4: Be present at the scheduled date and assigned venue of assessment indicated in the Admission Slip.
DONT FORGET TO BRING YOUR ADMISSION SLIP ON YOUR ASSESSMENT DATE.
STEP 5: Get the Competency Assessment Result Summary (CARS) at the Assessment Center.
STEP 6: Assessment passers must apply for certification at the TESDA District/Provincial Office where the assessment
center/venue is under jurisdiction.
STEP 7: Assessment passers can claim their National Certificate (NC)/Certificate of Competency (COC) seven (7) working
days after application for the issuance of COC/NC.

IMPORTANT:
1. NC/COC must be released directly to the applicant. However, if to be claimed by a representative, a Special Power of
Attorney (SPA) by the applicant should be submitted.
2. Assessment Results (CARS), Official Receipt issued by Assessment Centers and valid Identification Card (ID) should be
also presented upon claiming of COCs.
3. Falsification or fraudulent duplication of documents shall be ground for disqualification/forfeiture of the right to participate
in any assessment certification or similar program of TESDA.

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1. What is the validity of the NC or COC?

- The NC or COC is valid for five (5) years.

2. How can a holder renew his/her expired NC or COC?

- In areas where new Training Regulations have been promulgated,

holders of NC/COC shall upon expiration undergo competency
assessment based on the new competency standards and
assessment tools in the absence of a new promulgated Training
Regulations, holders of NC or COC shall upon expiration be renewed
upon request of holder and after verification in the RWAC.

3. Where do the applicant apply for renewal and/or replacement of NC or

COC?

-An individual may apply for renewal and/or replacement of NC or

COC in the TESDA District or Provincial Office where the original NC
or COC was issued.

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NATIONAL CERTIFICATE I Performs routine and predictable tasks
Has little judgment
Works under supervision

NATIONAL CERTIFICATE II Performs prescribed range of functions

Involving known routines and procedures
Has limited choice and complexity of
functions

Has little accountability

NATIONAL CERTIFICATE III Performs wide range of skills
Works with complexity and choices
Contributes to problem solving and work
processes

Shows responsibility for self and others

NATIONAL CERTIFICATE IV Performs a wide range of applications
Have responsibilities that are complex and
nonroutine. Provides some leadership and
guidance of others. Performs evaluation
and analysis of work practices and the
development of new criteria and
procedures

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 President Gloria Macapagal-Arroyo signed the Executive Order No. 358 in
September 15, 2004 which mandates TESDA and CHED to develop and
implement a unified national qualifications framework that establishes
equivalency pathways and access ramps for easier transition and
progression between TVET and higher education. The framework shall
include the following mechanisms:

National System of Credit Transfer

Post TVET Bridging Programs
System of Enhanced Equivalency
Adoption of Ladderized Curricula/Program
Modularized Program Approach
Comptency-based Programs
Network of Dual Sector Colleges and Universities
Accreditation/Recognition of Prior Learning
List of TVIs under EO 358

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