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Copy of REPUBLIC ACT NO. 7796 FINAL REPORT
Transcript of Copy of REPUBLIC ACT NO. 7796 FINAL REPORT
Ruel "BHADZ" Badua History of Vocational Education in the Philippines Commonwealth Act No. 3377 or
Vocational Act of 1927
providing controlling purposes of Voc Ed to fit
the individual for gainful employment
Commonwealth Act No. 313 (June 3, 1939)
Tech/Voc Ed extention to post-secondary level COMMONWEALTH ERA FREE PHILIPPINE ERA Republic Act No. 3742 (1963)
Creation of Bureau of Vocational Education (BVE)
Abolished during DECS reorganization in 1975 and for
the next years, Facilitation of Voc Ed was divided:
Bureau of Secondary Education
Bureau of Higher Education 1982-PRESENT A recommendation of Presidential Study Committee on Technical and Vocational to revive BVE as Bureau of Technical and Vocational Education (BTVE-DECS) under Education Act of 1982 1994
Republic Act No. 7796 also known as Technical Educational and Skills Development Act of 1994 (TESDA Act of 1994)
According to Section 5 of the Act:
TESDA ‘’shall replace and absorb the National Manpower and Youth Council (NYMC), the Bureau of Technical and Vocational Education (BTVE) and the personnel and functions pertaining to technical-vocational education in the regional offices of the Department of Education, Culture and Sports (DECS) and the apprenticeship program of the Bureau of Local Employment of the Department of Labor and Employment’’. TESDA YEARS Republic Act No. 7796 was authored by Senator Francisco Tatad and signed into law on the 25th day of August on the year 1994 by President Fidel V. Ramos
According to TESDA the integration of the Bureau of Technical and Vocational Education (BTVE) of the Department of Education, Culture and Sports (DECS) and now as Department of Education (DepEd) with National Manpower and Youth Council (NMYC) and Bureau of Local Employment (BLE) of the Department of Labor and Employment (DOLE) procreate TESDA
The 1991 Report of the Congressional Commission on Education recommended the amalgamation of the three departments as an action for the result they got after the National Review of the State of Philippine Education and manpower development during that time ACHIEVEMENTS OF TESDA SCHOLARSHIP ENROLLMENT AND GRADUATES ASSESSMENT AND CERTIFICATION RATE EMPLOYMENT WORK ABROAD Overseas Demand: Jan-may 2010 Report
38% Service Workers Demand
37% Transport Equipment, Production and related
Nature of Work: 37% Professional, Technical and RW
63% Total Skilled Workers
''Filipino skilled workers are in demand in
eighty different countries especially in Middle East''
Top 3 country of work destination: Saudi Arabia, Qatar
and UAE (28.3%, 17.3% and 15.8%)
Domestic Aspect: 66.9% TVET Graduates prefer working
in their respective localities
7 out of 100 prefer working overseas TESDA'S GENERAL FUNCTION MANDATE MISSION VISION GOALS an important tool of government in providing relevant, accessible, high quality and efficient technical and skills development trainings for high quality middle-level manpower
an instrument in the active participation of various concerned sectors, particularly private enterprises, being direct participants and immediate beneficiaries of a trained and skilled workforce
providing technical education and skills development training opportunities. formulating policies in order to afford an equal participation of industry groups, trade associations, employees and workers in the development and implementation of skills development program
spearhead the reform of the apprenticeship system; planning, setting of standards, coordinating and monitoring; and
allocating resources for technical education and skills development in public and private sectors. promoting and strengthening the quality of technical education and skills development programs to attain international competitiveness
focusing technical education and skills development in meeting the changing demands for quality middle-level manpower development program;
encouraging critical and creative thinking by disseminating the scientific and technical knowledge base of middle-level manpower development program;
recognizing and encouraging the complementary roles of public and private institutions in technical education and skills development and training system; and
inculcating desirable values through the development of moral character with emphasis on work ethics, self- discipline, self reliance and nationalism. DID YOU KNOW THAT? CONCLUSION AND GENERALIZATION a significant number of enrollment of out-of-school youth and dropouts
a steady rate of 60-100% Graduation Rate.
49.6% of TVET graduates are high school graduates
16.2% College Undergraduates
four delivery modes of training
or the venue where training is usually given
41% community-based delivery mode
24.68% school-based training
4.82% center-based training
7.50% enterprise-based programs
22% constitute other government agencies. Republic Act No. 7796
or TESDA Act of 1994
and Vocational Education
in the Philippines However, statistics shows there is a significant decrease in Graduates taking competency assessment test and there is an increasing general trend of certification rate during 1994-2009 but fluctuations are observed during 1998-1999 and in 2003-2004 (TESDA, March 2010).
According to TESDA (April 2010), one of the common reasons of not taking competency assessment test is there is no available test package (19.1%) and time schedule conflict (18.0%). Syjuco (2010) concluded that employment is the best indicator and outcome of TESDA’s programs and noted a 60% employment rate of their graduates joining the labor or work force. Private Education Student Financial Assistance (PESFA),
PGMA-Training for Work Scholarship Project (PGMA-TWSP)
Technical Education Skills Development Projects (TESDP)
which aims to direct the choices of careers to the critical skills requirements of in-demand jobs in the labor market (Syjuco, 2010). PGMA-TWSP scholarship, which has the highest funding of all, contributed the largest share of 53.8% while others are mostly project-based and have limited fixed budget allocation (TESDA, April 2010). ‘’The Seek-Find-Train Paradigm’’ which involves searching
(Seek) specific job requirements of Labor market
finding (Find) the appropriate workers to handle this requirements
training (Train) them to fully gain the job opportunity and the right jobs.
Youth Profiling for Starring Careers (YP4SC)
aims to help Filipino Youth in their possible job or field of work in the future where they will excel best by assessing their strengths and interests.
TESDA believes these programs ‘’will lead to a greater job fit and greater value to education and training’’.
During 2005-2009 under the administration of President Gloria Macapagal-Arroyo, TESDA was funded by the government and an increase in allocation had been made every year as suggested through the General Appropriation Act (TESDA, April 2010). TEACHER TRAINING program for registration and accreditation system that insures the quality of program and courses of all institution offering technical-vocational education and training. Registration is compulsory to all concerned institutions and accreditation of them in voluntary. CONCEPT OF TVET Training program for teacher’s trainer’s training for entrepreneurs and technology development is a cost effective training in occupational trades and related fields of employment and value development
TESDA would conduct teacher’s trainers training, skills training for entrepreneurship development and technology development, cost-effective training in occupational trades and related field of employment, and supervisors, planners and managers training. The Creation of Technical Education and Skills Development or TESDA, the government agency primarily responsible for uplifting the status of Philippine Education through Vocational and Technical means, has provided us solutions to the problems of the early vocational education system by increasing the participants of the Work or Labor Force and employment of Middle Skilled Worker whether inside or outside the country through TVET program and different scholarship grants they offer. The Agency had also solved the problem of wrong consideration of manpower through ‘’The Seek-Find-Train’’ Paradigm and YP4SC program that helped in decreasing the mismatch occurring between the worker and skills to be attended. Also, the government had and should continue investing on TESDA by increasing its budget for it to continue its function. In General, TESDA had performed its duties and responsibilities as stated in the Republic Act No. 7796 or the TESDA Act of 1994. According to Syjuco (2006), The Education Cohort Estimates Statistics shows that for every 100 Grade 1 pupils, only 66 finishes Grade 6 (Elementary Education) and only 58 enroll in high school. Out of this, 43 students finish Secondary Education and 15 became dropouts. Out of these 43 students, 10 students enroll in TVET (where 7 successfully graduate and 3 drops or stops), 23 students enroll for Collegiate Degree (where 14 finishes Tertiary Education while 9 drops) and 10 became OSY’s. Dropouts, Out-Of-School youth, Undergraduates, and even College Graduate who seek further experience and training themselves, are all the possible clients of TESDA. PRE TESDA YEARS The Republic Act No. 7796 or TESDA Act of 1994 was legalized with thirty-eight (38) sections. These sections stated the goals and objectives, structure and officials rationale.
TESDA is mandated to persuade the involvement of all the public and private sectors, Local Government Units (LGU) and institutions engage in the industry, labor and technical vocation to the enhancement of Philippines’ manpower in the aspect of skills development TESDA'S RATIONALIZED STRUCTURE SEEK-FIND-TRAIN PARADIGM TESDA SECRETARY Sec. Joel Villanueva
(Aquino Admin.) Sec. Augusto ''Boboy'' Syjuco
(Arroyo Admin.) THANK YOU