“BEAM and TVET in ARMM” Introduce TechVoc Education and Skills Training in senior secondary school levels Provide TechVoc skills training to OSY, closely linked to (wage/self) employment opportunities, coupled with work readiness training, entrepreneurship and post-training support systems STRATEGIC INTERVENTIONS AND TARGET OUTPUTS • Conduct Labor Market Research • Train 15,000 OSY on livelihood and employment opportunities, work readiness and entrepreneurship • Equip 22 secondary school TVET workshop rooms • Train 300 TVET Trainers • Train 300 Parents, community members • Develop post training accompaniment for graduates (i.e. referral to micro-credit facilities, job referral, or marketing support) KEY TRAINING OUTPUTS • At least 50% of completers from TESDA covered courses acquire corresponding certification • At least 50% of completers are employed or are engaged in entrepreneurial activities Implications on the Designing and Programming of TechVoc for OSY • TecVoc design should consider low achievements in formal education because majority of the OSY only had high school level education. • Tech-voc programs should seriously consider providing on-training and post-training support like job information, counseling, and market information. • Scholarship support is necessary in tech-voc service provision • Interventions should consider their aspirations, relative to their age range. BEAM-ARMM offers partnerships with TVET service providers with wide track records and strong capability to conduct trade and livelihood skills training and post-training assistance to OSY in 5 provinces of ARMM A key solution in improving productivity of OSY in ARMM is through programs, projects, and activities that increase OSY competencies to engage in livelihood activities, e.g. on building competencies of the OSY in agriculture, fisheries, and forestry; three areas that are resource-based and has the potential to provide sustainable livelihood.

1. Basic Education Assistance for Muslim
Mindanao
“BEAM and TVET in ARMM”
Presentation during the ARMM Regional TVET Forum
April 22, 2014
By: Peter Bellen,
Component Manager, BEAM-ARMM TVET

2. Presentation Structure
1. What is BEAM-ARMM Program?
2. Who and what are the targets of the TVET Component
of BEAM-ARMM Program?
3. What are the key principles and strategies of BEAM-
ARMM’s TVET Component?
4. What is the labour market context in ARMM and the
ways forward?
5. What are the areas of establishing synergy and
collaboration?

3. Program Overview
BEAM-ARMM Goal
To contribute to the alleviation of poverty in ARMM
and, in the longer term, to the emergence of
sustainable peace through closely targeted
investments in basic education that prepare ARMM
to engage productively with economic
opportunities as they arise.
BEAM is an education program that enables the
children and youth of Muslim Mindanao to develop
and reach their full potential.
The Program delivers accessible and healthy learning facilities, quality
teachers, quality learning materials, and a protective environment for
children in need and out of school youth, through effective, transparent and
accountable management systems.

4. Program Components
BEAM-ARMM is a Program of the Department of Education in ARMM
(DepED-ARMM), funded by Australian Government, and implemented
by a Managing Contractor, BRAC Philippines, GIZ and UNICEF
Component 1a Early Childhood Education (Tahderriyah)
Component 1b Basic Education Improvement
Component 2 School health and habits; WASH
Component 3 Technical Vocational Education and Training
Component 4 Implementing Alternative Delivery Model for
pre-primary and elementary schools, targeting
out-of-school and indigenous children
Unified M&E Program-wide monitoring and evaluation system
Timeframe Current: 3 years (October 2012-June 2015)
Extension: 3 years (2015-2018)
Budget AUD $90+ Million (Current 3 years)

5. Of the 100 children supposed to enrol in high
school….
38 actually enrol in high
school (38% NER)
27 finish high
school
(70% CSR)
62 do not enrol (in high school)
11 do
not
finish HS
73 unable to enter or finish high school27 high school graduates
RESULTS: Growing Youth Population characterized by:
• Low literacy level
• Limited access to training leading to lack of employable skills
• High unemployment level
• High incidence of hopelessness
• Highly vulnerable to abuse , exploitation and recruitment by lawless groups
THE CONTEXTS OF YOUTH IN ARMM
AND IMPLICATIONS

6. Target Groups
1. Senior secondary school techvoc students
1. Out-of-School Youths (OSY)
a. 15-24 years of age;
b. Did not complete high school
c. Not a beneficiary of socialized or
free techvoc trainings
d. Not enrolled in any formal training or
education

7. Target Outcome
Improved
employability of OSY
and senior secondary
school graduates

8. Approach
• Introduce TechVoc Education and Skills
Training in senior secondary school levels
• Provide TechVoc skills training to OSY, closely
linked to (wage/self) employment
opportunities, coupled with work readiness
training, entrepreneurship and post-training
support systems

9. • Conduct Labor Market Research
• Train 15,000 OSY on livelihood and
employment opportunities, work
readiness and entrepreneurship
• Equip 22 secondary school TVET
workshop rooms
• Train 300 TVET Trainers
• Train 300 Parents, community
members
• Develop post training accompaniment
for graduates (i.e. referral to micro-
credit facilities, job referral, or
marketing support)
Strategic Interventions and Target Outputs

10. Key Training Outputs
• At least 50% of completers from TESDA covered
courses acquire corresponding certification
• At least 50% of completers are employed or are
engaged in entrepreneurial activities

11. Key Principles and Strategies
Relevance
Effectiveness
Cost-
Efficiency
Equity
Sustainability

12. Key Principles and Strategies
• Customizing the training to suit to the
qualifications and circumstances of OSY
• Skills Requirements and Opportunities in the
formal and informal market as bases for
programming
Relevance
• Provision of toolkits to training completers
• Provision of post-training follow up and
accompaniment for 3 months after
training completion (job placement,
mentoring and coaching
Effectiveness
• Maximizing local stakeholding and buy-in
process;
• Earning while learning, training cum production
schemes
• Multi training modalities
Cost-
Efficiency

13. Key Principles and Strategies
• Focus on marginalized OSYs, e.g. low
educational qualification, from indigenous
communities, women and those with dis-
abilities;
• Community- base trainings
• Flexible training schedules
Equity
• Developing replicable training models and
tools drawn from field experiences
• Emphasis on increasing the capabilities of
training partners (schools and TVIs)
Sustainability

14. Highlights of Labor Market Assessment
Geographic Coverage: 5 provinces of ARMM and major cities in
Mindanao
Respondents and sources of data:
• Survey of 1,561 registered firms (33% from within ARMM and 67%
from major cities surrounding the region.
• Survey of 315 informal enterprises from ARMM
• Interview of 840 OSY and 490 senior high school students – from
ARMM.
• Secondary data from NSO, DTI, Provincial Development Offices

15. Labor Requirements of Registered Firms in
ARMM (2013)
Figure 1: Current labor requirement of ARMM registered
firms, 2013

16. Wage Employment Profile in Cities Surrounding
ARMM, 2013
Figure 2. . Wage Employment Profile in Cities Surrounding
ARMM

17. Labor Requirements in Informal Business in ARMM,
2013
Figure 3. Current Labour Requirement - Informal Businesses
in ARMM, 2013

18. Preferences of Formal Firms in Hiring Workers
Figure 4: Preferences of Formal Firms in Hiring Workers

19. Profile of Out-of-School Youth in ARMM
• There were 1,594,166 OSY (in 2010)
• The majority of have some high
school education.
• Most do not have skills to engage
either in livelihood or wage
employment.
• Almost all of those without skills are
interested to attend trainings,
although only few can afford the
training cost
• Generally, more OSY are interested
in livelihood activities: and they
want to apply their skills in self-
employment than in wage
employment.

20. • 66 Technical-Vocational Institutions in
ARMM offering a total of 266
programs;
• TVIs are largely concentrated on the
services sector. Very few training
service providers (e.g. 6%) in the
region provide agriculture-related and
livelihood-based trainings.
• Training and post-training service
provisions, particularly placement, is
more oriented towards wage
employment market than livelihood or
self-employment.
• There are very few organizations in
the region which provide job research,
counseling, and OSY counseling while
on job.
Supply of Training and Post-Training Services
in ARMM
Table 1: TVI Programs in ARMM, 2013

21. Initial Observations: Supply and Demand Situation
• There is a high degree of inadequate labour absorption in the region. Only 3
out of every 100 OSY in the region has the possibility of getting (wage)
employment in both formal and informal businesses
Est. 200,600 of OSY of employable age (15-24) are
unemployed; Current job requirements only total 7,891
within ARMM in 2014.
• There are occupational skills where the demand cannot be sufficed by the
volume supplied by the current TVIs.
• Many of course offerings are over subscribed relative to the requirements
of the local market;
• The potential for job generation in terms of forward and backward linkages
is minimal, and thus constricts opportunities for employment within the
formal sector

22. • TecVoc design should consider low achievements in
formal education because majority of the OSY only
had high school level education.
• Tech-voc programs should seriously consider
providing on-training and post-training support like
job information, counseling, and market information.
• Scholarship support is necessary in tech-voc service
provision
• Interventions should consider their aspirations,
relative to their age range.
Implications on the Designing and Programming of
TechVoc for OSY

23. • A key solution in improving productivity of OSY in ARMM is through programs,
projects, and activities that increase OSY competencies to engage in livelihood
activities, e.g. on building competencies of the OSY in agriculture, fisheries, and
forestry; three areas that are resource-based and has the potential to provide
sustainable livelihood.
Livelihood Skills Training as the Viable Options

24. • Current formal job markets within ARMM and in cities outside
ARMM are generally unable to absorb the increasing numbers
of OSY.
• The growth of jobs in both formal and informal economy do
not equal the growth of OSY and of the over-all labour force
population in the region.
• There are limited opportunities in the formal wage
employment market for OSY in the region.
• Skills required overseas and in cities outside the region, like
housekeeping and construction-related courses, are an option
for youth in ARMM, however OSYs face stiff competition with
increasing jobseekers in the region. Effective post-training
package is needed to improve competitiveness
Summary of Findings

25. • Wide and long-term income earning opportunities for OSY exist in livelihoods,
particularly those that are connected to key agricultural and marine resources
abundantly available in ARMM. These include:
Skills BAS LDS MAG SUL TAW
Banana-based products processing    
Cassava-based products processing    
Coco-based products processing    
Corn-based products processing    
Seaweed-based products processing 
Summary of Findings

26. • Focus on livelihood skills training and support as the main intervention in
improving productivity of OSY in ARMM
• In coordination with TESDA, develop a market-determined, skill-based, and
life-learning training program that would capacitate OSY to participate as an
effective player in the value chain.
• Higher priority should be given to the following factors:
a. Work skills e.g. communication, ability to work in teams, critical
thinking; and Work attitudes e.g. honesty and integrity, penchant
for hard work, attitude towards learning.
• Develop an on-training and a post-training support program that would ensure
that OSY are producing the commodities effectively and efficiently and that
production are channeled through appropriate markets
• Advocate with TESDA for program that better align with OSY context, job skills
and livelihood requirement with capacity building interventions.
• Strengthen partnership with several support stakeholders in each of the value
chain to ensure complementariness of efforts and productive collaboration
Summary of Findings and Recommendations

27. • Higher priority should be given to the following factors:
a. Work skills e.g. communication, ability to work in teams, critical
thinking; and
b. Work attitudes e.g. honesty and integrity, penchant for hard
work, attitude towards learning.
Summary of Findings and Recommendations

28. Avenues for Creating Synergy
BEAM-ARMM offers partnerships with TVET service
providers with wide track records and strong capability
to conduct trade and livelihood skills training and post-
training assistance to OSY in 5 provinces of ARMM

29. Maraming
Salamat po!