EDUCATION SUMMIT November 3-4, 2016

SMX Convention Center

Pasay City, Metro Manila

MARISSA G. LEGASPIExecutive Director, Planning Office

“K to 12 Curriculum and its

Support System”

TESDA is mandated to provide:

high-qualityefficientrelevant accessible

technical education and skills development

to develop Filipino middle-level manpower

responsive to Philippine development goals

Republic Act 7796

CO

MP

ETEN

CY

STA

ND

AR

DS

Knowledge

Skills

Attitude

Industry Standards

TRA

ININ

G S

TAN

DA

RD

S

Curriculum

Faculty

Facilities

Tool and Equipment

CO

MP

ETEN

CY

ASS

ESSM

ENT

Assessment Tools

Assessors

Assessment Centers

Training Regulations

Mandatory Registration

Mandatory Assessment

What to Learn What to Teach How to Test

Competency-Based TVET Framework

TESDAand the K to 12 Law

What is a Trainer?

a Trainer, is an individual who conducts

training, whether in a unit or a training

institution. For the train the trainer

program, it implies all training related

personnel involved in the training

function, such as instructors, training

developers, analysts, small group

leaders, and evaluators

Qualification

Levels

TM Level I:

Trainer/Assessor

TM Level II: Training

Designer/ Developer

TM Level III: Training

Mentor

TM Level IV: Master

Trainer

DefinitionConducts technical training

and competency assessment

Designs and develops curriculum,

courses and instructional materials

Supervises, develops and mentors

technical trainers

Extends the body of knowledge in

the field of technical vocational

education and training

Entry

Requirements

• BS Graduate or Equivalent

• Certified in NC Level that will

be handled

• BS Graduate or Equivalent

• Certified in the NC that will be

handled

• With portfolio of relevant actual

work outputs

• BS Graduate or Equivalent

• Certified in the highest available NC Level

in the Training Regulation

• With portfolio of relevant actual work

outputs

• MS Graduate or Equivalent

• Certified highest available NC

Level in the Training Regulation

• With portfolio of relevant actual

work outputs

Basic

Competency

Requirements

1. Communication

2. Apply math and science principles in technical training

3. Apply environmental principles and advocate conservation

4. Utilize IT Application in technical writing

5. Work in teams

6. Apply work ethics, values and quality principles

7. Work effectively in vocational education and training

8. Foster and promote a learning culture

9. Ensure a healthy and safe learning environment

10. Maintain and enhance professional practice

11. Appreciate cost-benefits of technical training

12. Understand and analyze global labor markets

Core

Competency

Requirements

1. Plan Training Sessions

2. Facilitate Learning

Sessions

3. Supervise Work-

BasedLearning

4. Conduct Competency

Assessment

5. Maintain Training

Facilities

6. Utilize Electronic Media in

Facilitating Training

1. Facilitate Development of

Competency Standards

2. Conduct Training Needs

Analysis

3. Develop Training Curriculum

4. Develop Learning Materials

5. Develop Assessment Tools

6. Design and Develop

Maintenance System of Training

Facilities

7. Develop Learning Materials for

e-Learning

1. Facilitate Development and Review of

Training Policies and Procedures

2. Develop and Execute Training Plan

3. Prepare and Manage Training Budget

4. Nurture and Capacitate

Trainers/Assessors

5. Evaluate Trainers/Assessors

Performance

6. Lead and Coordinate Training/

Assessment Evaluation

7. Facilitate Assessment Moderation

8. Lead and Coordinate Training and

Assessment

1. Institutionalize TVET

Systems and Processes

Institutions/ Enterprise

2. Conduct Research on TVET

3. Promote, Advocate and

Strengthen Industry and

TVET Linkages

4. Provide Professional

Development to TVET

Experts

Trainer’s

Curriculum

Training Methodologies

and Assessment

Course on Training Design and

Development

Course on Supervision and

Development of Trainers

Continuing Professional

Education

PHILIPPINE TVET TRAINERS QUALIFICATION FRAMEWORK

The FRAMEWORK consists of 4 levels corresponding to the different roles assumed by trainers

I

TM Level I Providers, Assessment Centers, and

Assessors (Expert Panel Members)(As of June 30, 2016)

TOTAL WARM BODIES TRAINERS

AS OF JUNE 30, 2016

This is the CURRENT STOCK.

The NTTCs could change depending on currency of their

NCs

But are they all with TVET?Basic Ed?

or Higher Ed?

ASSESSMENT AND CERTIFICATION

OF TLE TEACHERS

For the period 2014 to August 2016:No. Assessed : 14,178No. Certified : 12,236Certification Rate : 86.3%

Assessment and

Certification of Graduates

• TESDA will administer the assessment and certification of those who will be trained for TVET in SHS

– Shall this be mandatory?– As NC certification for TVL students

is based on competency assessment, will the SHS diploma be based on performance in the core curriculum only or include an assessment of TVL performance, either in terms of NC or by other metrics?

Assessment and

Certification of Graduates

• Upon completion of tech-voc courses, Certificates of Competencies (COCs) orNational Certificates (NCs) will be issued to the students for those who will pass the assessment

Competency Assessment and Certification

88.4%

Persons

Certified

6,285,452

Persons

Assessed

7,110,147

Certification Rate12

Region Total

CAR 9

NCR 90

Region I 11

Region II 11

Region III 115

Region IV-A 86

Region IV-B 13

Region V 41

Region VI 6

Region Total

Region VII 32

NIR 14

Region VIII 13

Region IX 23

Region X 33

Region XI 36

Region XII 26

CARAGA 8

ARMM 6

Technical Vocational Institutions withDepEd Permits to offer TVL

Based on DepEd Data as of March 2016

you may visit us at our website:

www.tesda.gov.ph