The document discusses work-based learning in the Philippines. It provides an overview of the Philippine educational system and the governance structure of the Technical Education and Skills Development Authority (TESDA). It then discusses TESDA's partnerships with industry to link training to employment, providing case studies of successful programs in various industries. Finally, it synthesizes that effective TVET requires a national authority, adequate resources, and strong partnerships between training providers and industry.

1. Strengthening the quality and relevance of
work-based learning: The Philippine Experience
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
The 7th Expert meeting of the Employment and Skills Strategies in Southeast Asia Initiative (ESSSA)
7-8 October 2015 Siem Reap Cambodia
Albert A. Basa
Technical Education and Skills Development Authority
Government of the Republic of the Philippines

2. Presentation Flow_____________________________________
1
Overview of the PH Educational System
_______________________________________________
2
TESDA’s Governance Structure
_______________________________________________
3
TESDA - Industry Partnerships: Linking Training and Employment
_______________________________________________
4
Case Studies: STAR Program, IT-BPM, SEIPI
_______________________________________________
5
Synthesis: Integrating Employment and Training Policies
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia

3. 1
Overview of the PH Educational System
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia

4. The Philippine Educational System
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
Trifocalization Policy: DepEd (Basic Education – RA 9155);
TESDA (Middle Level Manpower Training – RA 7796);
CHED (Higher Education – RA 7722)
Harmonization: K-12 Enhanced Basic Education Program (RA 10533)

5. The Philippine Qualifications Framework
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
The PQF National Coordinating Committee is hereby created to be Chaired by the Secretary of the Department of Education
(DepEd) with the following as members: a) Technical Education and Skills Development Authority (TESDA); b) Commission on
Higher Education (CHED); c) Department of Labor and Employment (DOLE); and, d) Professional Regulations Commission (PRC).
(Sec. 2, EO No. 83 s.2012)

6. TVET Delivery Network
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
School-Based
TESDA Schools
__________________________
Private Tech-voc Schools
__________________________
Other Projects
__________________________
Training Centers
RTESD Centers
__________________________
PTESD Centers
__________________________
Private Training Centers
__________________________
Industry Training Center
__________________________
Workplace-based training projects
__________________________
Ex.
__________________________
Enterprise-Based
Community-Based
NGOs/POs
__________________________
Local Government Units
__________________________
Other Projects
__________________________

7. 2
TESDA’s Governance Structure
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia

8. TESDA Organizational Structure
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia

9. TVET System Management
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
INPUT OUTPUT OUTCOME IMPACT
Indicator Institutions
Operative
Trainers
Trained
Resources
mobilized
Program Registered
Training Regulations
Promulgated
Training Seats Available
Curriculum Exemplars
Developed
Assessment Tools
Developed
EGAC
Students Assisted via
scholarships
Certification
Rate
Employment
Rate
Indicator
Elements
Adequacy
Proportionality
Access Equity Quality Relevance
Responsiveness
Indicator
Typology
Internal
Efficiency
Effectiveness External
Efficiency
Supply Demand

10. Development of
Competency Standards
Development of
Competency Assessment
Instruments
Accreditation of
Assessors and
Assessment Centers
Conduct of
Competency
Assessment
• TAP/TEP
• Industry Experts
• Industry Association
• TAP/TEP
• Industry Experts
• Academe
• Guidelines prepared by CO
• RO, POs train assessors
• ROs,POs accredit
assessors and assessment
centers
•
Demonstratio
n
• Questioning
- Oral
- Written
- Interview
• Portfolio
• Observation
Approval of the
TESDA Board
• TAP/TEP
• Technical Committee
on Quality
• TESDA Board
Competency Assessment and Certification System
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia

11. TVET Resources
2016 Proposed Budget
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
Expens
e Class
Amount %
Total
Personal
Services
1,432,676 22
MOOE 4,661,286 73
Capital
Outlay
299,872 5
TOTAL 6,393,834 100

12. TVET Resources
2016 Proposed Budget
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
MFO 1. Technical Education and Skills
Development Policy Services
MFO 1. Technical Education and Skills
Development Services
MFO 1. Technical Education and Skills
Development Regulation Services
Php 52.6 Million
Php 5.8 Billion
Php 116.5 Million

13. TVET Output
July 2010 – December 2014
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
Year Enrolled Graduate
s
Assessed Certified
2014 2,033,417 1,785,679 1,187,469 1,064,157
2013 1,943,589 1,765,757 1,055,576 936,007
2012 1,804,742 1,600,658 1,033,681 890,547
2011 1,572,131 1,332,751 835,572 703,632
2010 1,568,617 1,344,371 716,220 594,323
Total 8,922,496 7,829,216 4,828,518 4,188,666

14. 14
Employer
Satisfaction
Survey:
86.1% of the 5,451
employers said that
they are highly
satisfied with the
performance of TVET
graduates while
86.9% indicated
their willingness
to continue
hiring applicants
with certification
from TESDA.
Source: 2014 Impact Evaluation Survey /2011 Employers
Satisfaction Survey
Impact Study
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
65.4%
2014

15. 3
TESDA – Industry Partnerships:
Linking Training to Employment
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia

16. Awareness of TESDA
2015 TESDA Image and Perception Survey (TNS)
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
Q1. Are you aware of a government agency that is mandated to help young Filipinos get employment by providing free education or training?)
Q2 Can you please name this government agency? You may mention up to two.

17. Agency Most Depend On
2015 TESDA Image and Perception Survey (TNS)
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
Q Among the following government agencies, which do you most support or lean to?
Among government agencies involved in education and training, TESDA is the
most supported agency and the agency most people depend on as claimed by
respondents especially those from Mindanao (53%).

18. 18
Industry Partnerships
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
585 Industry partnerships (July 2010 –
August 2015)
Most of the partnerships entered into by
TESDA involve Skills Training with 428 or
73.2%.
Other areas are Scholarships with 58
(9.9%) and Advocacy and Promotion with
57 (9.7%). The rest of the partnerships
are in Assessment and Certification,
Capability Building, Database
Management, E-learning, Jobs Bridging, K
to 12, Program Registration, Skills
Competition, Standards Development,
Trainers Development, TESD Planning,
and TVET.
REGION PARTNERSHIP
S
COMPLETED
No. % No. %
CAR 23 100.0 5 21.7
NCR 14 100.0 9 64.3
I 55 100.0 36 65.5
II 38 100.0 3 7.9
III 19 100.0 3 15.8
IV-A 9 100.0 1 11.1
IV-B 12 100.0 3 25.0
V 14 100.0 6 42.9
VI 42 100.0 11 26.2
VII 14 100.0 6 42.9
VIII 45 100.0 32 71.1
IX 65 98.5 17 26.2
X 61 100.0 59 96.7
XI 42 100.0 4 9.5
XII 18 100.0 11 61.1
CARAGA 9 100.0 0 0.0
ARMM 6 100.0 1 16.7
CO 99 100.0 41 41.4
Total 585 100.0 248 42.4

19. 19
Dual Training System
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
Block Release Day Release
566 participating companies
130 accredited TVET
institutions
Only 5% of the total
enrollees in TVET system!
Elements of the DTS
Partnership between the school and the
establishment (MOA/Training Agreement)
Training Plan
Industrial Coordinators & In-plant
Coordinators
Training Station (Facilities/Equipment)
BLOCK 1: Time is devoted to finish in-
school training (40%)
BLOCK – 2: Time is devoted to finish
in-plant training (60%)
1-2 days in-school training/week
3-4 days in-plant training/week

20. 20
Dual Training System
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
Role of the Company
Provide job-oriented training
Allow trainees to acquire professional
skills, experiences, techniques and
behavior in the real life situation
Organize in-plant training station and
programs
Follow agreed upon training plan
subsidizes the training cost
Benefits
50% of actual expenses paid to the
accredited DTS Educational Institution
for its trainees will be deducted from
taxable income
Donation, contribution, bequest, subsidy,
or financial aid paid for the operation of
DTS is deductible for income tax
purposes
Exemption from payment of Donor’s tax

21. 4
Case Studies: Coca Cola, BPAP, SEIPI
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia

22. 22
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
The STAR program targets to empower 200,000 women sari-sari store owners and
operators all over the country by 2020 by giving them skills training in managing their
business.
Currently, there are over 34,000 beneficiaries and 6 Micro Finance Institutions in the
STAR Program.
Micro-Finance Institution Area
First Community Cooperatives, Inc. Mindanao
Negros Women for Tomorrow Foundation Visayas
Rangtay sa Pagrang-ay Baguio/Benguet
Alalay sa Kaunlaran Luzon
ASA Philippines Foundation Metro Manila
National Confederation of Cooperatives Metro Manila

23. 23
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia

24. 24
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
56.7%
PGS 2007
70.9%
TWSP
2012
The training program supports the industry’s plan to employ some 1.3 million Filipinos by 2016,
representing a projected 68-percent increase from the 772,000 full time workers it currently has.
In 2011, a total of 65,000 employees availed of free training from the P500 million worth of
scholarships in the IT- BPO industry.
The amount will be used for pre-employment training of near-hires to get them actually hired in
member companies of BPAP and its partner associations.
BPAP-member associations have committed an employment rate of at least 70 percent of the total
graduates within six months after they finished the course.
BPAP vowed to establish and maintain a training development fund, which will be used for future
trainings of near-hires within the industry (20% of the total training cost for each graduate hired in the
case of call center training, and 10% of the total training cost for each graduate hired in medical transcription,
software).

25. 25
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
26.1%
PGS
2007
85%
TWSP
2012
91%
TWSP
2013
TESDA has allocated P30 million for the training of 5,172 scholars in the semiconductor and electronics
industry.
The 5,172 scholars will undergo training under the program Level I Electronics Back-end Operators. The scholars
are taught 11 training modules on the basic aspects of Technical, Behavioral, and Manufacturing Systems and
Standards.
SEIPI will tap the assistance of its member-companies for the conduct of the training based on the programs
indicated in TESDA's Qualification Map (QM).
The organization committed to establish and maintain a Training Development Fund to be used for future
training of existing workers, pre-employment and re-tooling of incoming workers in the semiconductor and
electronics sector and for the promotion of training programs.
At least 20 percent of the total training cost for each scholar hired will be set aside by SEIPI for this purpose. The
amount will be managed by SEIPI and will be utilized exclusively for the training of additional industry workers.

26. 26
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia

27. 5
Synthesis
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia

28. 28
Synthesis
Work-Based Learning: The Philippine Experience
7th ESSSA Meeting, Siem Reap, Cambodia
Governance
A national authority in TVET, like TESDA, is crucial to ensure
sustainable TVET. But it is not enough that we maintain a bureaucracy
working for TVET. Continuous improvement should be a call. Effective
training management must go hand in hand with research and
development, promotion and advocacy, partnerships, and
convergence.
Resources
TVET financing is the most important aspect of governance in TVET.
Investing in the 21st century skilled Filipino workforce is a smart
move. This includes the provision of scholarship programs and other
training assistance. The Aquino administration spent more than 8-
billion pesos for Training for Work Scholarship Programs in the past
five years.
Partnerships
The aggressive stance of various TESDA Offices in building
partnerships and linkages with stakeholders has resulted in the
tremendous increase in the number of partnerships from 16 in
2010 to 585 in 2015, with some Regional Offices having significant
contribution to the total number of partnerships forged. TESDA’s
high employment rate is attributed to its massive industry
partnerships.