1. PHILIPPINE TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET) IN THE ASEAN ECONOMIC COMMUNITY
Technical Education and Skills Development Authority
Planning Office

2. MAKING OUR TVET SYSTEM COMPETITIVE
Market-driven output (graduates of TVET)
- competent and adaptable workforce
- at par with changing demand of technological and structural changes
Produces competent and flexible workforce
- 21st century workforce – technically competent, innovative, creative, knowledge- based with higher order thinking skills, pursuing lifelong learning opportunities and possessing desirable work attitudes and values
Competitiveness is key in the regional integration and liberalization in ASEAN. This applies to competitiveness of the Philippine education system and competiveness of its graduates and certified personsl to support competitiveness of local industries, to keep the jobs at home and contribute to ASEAN competitiveness. The output of Philippine TVET has to be market driven to be at par with the changing demand of technological changes and structural changes in the work place. TVET has to contribute to investment promotion in showing that it provides competent and adaptable workforce.
The National Technical Education and Skills Development Plan 2011 – 2016 envisions a 21st century workforce characterized as technically competent, innovative and creative, knowledge=based and with higher order thinking skills, pursuing lifelong learning opportunities and possessing desirable work attitudes and values.
TESDA has laid the foundation for the challenges in regional integration and liberalization through competency-based education and training, quality assurance and adherence to the Philippine Qualifications Framework and participation in skills recognition arrangements.
Planning Office

3. TVET REFORMS / INITIATIVES
COMPETENCY-BASED EDUCATION AND TRAINING
QUALITY ASSURANCE
PHILIPPINE QUALIFICATIONS FRAMEWORK
SKILLS RECOGNITION ARRANGEMENTS
K to 12
TESDA has laid the foundation for the challenges in regional integration and liberalization through competency-based education and training, quality assurance and adherence to the Philippine Qualifications Framework and participation in skills recognition arrangements.
Planning Office

4. COMPETENCY-BASED TVET
Reform I
Competencies based on standards for knowledge and skills requirements of a job as prescribed by industry experts
Competency standards as bases for the training curriculum and the assessment of competencies for certification
National Certificates issued to those who have demonstrated the competencies in an assessment.
It is FLEXIBLE
The competency-based TVET is centered on units of competencies that states the standards for knowledge and skills requirement of a job as prescribed by industry experts. The competency standards are the basis for the training curriculum and the assessment of competencies for certification. The competencies that a person has demonstrated in assessment are stated in the face of the National Certificates that TESDA issues. This facilitates the recognition of the competencies by the employers.
Competency-based TVET is flexible as the units of competencies are packaged into qualifications or into smaller packages called cluster of competencies leading to full qualifications. Qualifications can be bundled. Packaging are based on minimum requirements of the training regulations and on specific industry or company requirements.
Planning Office

5. One of the major reforms instituted by TESDA is the adoption of competency-based TVET system.
Under competency-based TVET, TESDA draws up competency standards in partnership with industry, which are officially promulgated by the TESDA Board as Training Regulations.
The Training Regulations include the minimum training standards by which programs are qualified and registered. The process takes into consideration four essential components of training delivery: the curriculum, the qualification of trainors, the tools and equipment available as well as training facilities.
All technical vocational education and training programs offered by public and private technical institutions are required to get prior authority from TESDA through a mandatory process of Program Registration.
The same competency standards become the basis for competency assessment which has been declared by the TESDA Board as mandatory.
Planning Office

6. Training Regulations/Competency Standards Development
Developed in consultation with industry and promulgated by the TESDA Board
Benchmarked against industry and international standards.
Contain the national qualification, competency standards, training standards, and assessment and certification arrangements
246 TRs from 16 priority sectors
as of JULY 2014
Training Regulations Development / Competency Standards Development - The program involves developing standards and systems that will align middle-level skills qualifications with the industry standards. Training Regulations (TRs) are developed in consultation with industry and promulgated by the TESDA Board.
The TRs are benchmarked against industry and international standards. They contain the national qualification level, competency standards, trainer qualification, equipment and facilities requirements and tools as well as assessment and certification arrangements. These spell out the parameters for ensuring quality in delivery of a TVET program. They also serve as the bases for competency assessment and certification, registration and delivery of TVET Programs, and development of curriculum and assessment instruments.
Planning Office

7. TRAINING REGULATIONS and PROGRAM REGISTRATION OUTPUTS
EO 2009
EO 2010
EO 2011
EO 2012
2013
Number of Training
Regulations (TRs)
207
222
226
238
246
Number of Competency
Assessment Tools (CATs)
202
217
221
233
236
Registered Programs WTR
15,349
16,966
17,698
17,702
18,603
Registered Programs NTR
2,998
3,079
2,607
2,289
2,277
Total Programs Registered
(WTR+NTR)
18,347
20,045
20,305
19,991
20,880
Planning Office

8. QUALITY ASSURANCE
Reform II
TESDA is ISO 9001:2008 certified in the regulatory programs (Program Registration and Assessment and Certification)
Working towards specific industry certification – welding standards, Hazard Analysis Critical Control Points (HACCP), etc.
Tripartite arrangements involving industry, labor and government
Mutual trust is the basis for recognition of a national TVET system. Certification for quality assurance therefore is esential. TESDA is ISO certified in the regulatory programs and should work for specific industry certification – welding standards, Hazard Analysis Critical Control Points (HACCP), etc.
Tripartite arrangements involving industry, labor and government is a transparency and quality assurance requirement in regional positionaing.
Planning Office

9. UNIFIED TVET PROGRAM REGISTRATION & ACCREDITATION SYSTEM (UTPRAS)
The Unified TVET Program Registration and Accreditation System (UTPRAS) is the quality assurance mechanism for the mandatory registration of technical-vocational programs with TESDA
Registration signifies compliance of the TVET program with the minimum requirements set by TESDA
Planning Office

10. A National Certificate is issued when a candidate has demonstrated competence in all units of competency that comprised a Qualification
Planning Office

11. A Certificate of Competency is issued to individuals who have satisfactorily demonstrated competence on a unit or cluster of units of competency
Planning Office

12. Assessment and Certification thru the Years
2009
2010
2011
2012
2013
TOTAL
TOTAL NUMBER OF ASSESSED
836,131
716,220
835,572
968,535
1,055,576
4,412,034
TOTAL NUMBER OF CERTIFIED
690,836
594,323
703,360
830,458
936,007
3,754,984
CERTIFICATION RATE
82.62%
82.98%
84.18%
85.74%
88.67%
85.11%
LAND-BASED (Regular)
Number of Assessed
785,067
639,096
758,777
905,590
1,014,227
4,102,757
Number of Certified
641,934
520,308
631,756
773,510
897,775
3,465,283
Certification Rate
81.77%
81.41%
83.26%
85.42%
88.52%
84.46%
Number of Qualifications Covered
139
149
148
153
157
Accredited Competency Assessors
2,665
2,274
3,408
7,622
5,468
Accredited Assessment Centers
1,676
1,173
2,120
2,158
3,235
RATINGS (Deck and Engine)
51,064
77,124
76,795
62,945
29,858
297,786
48,902
74,015
71,604
56,948
27,684
279,153
95.77%
95.97%
93.24%
90.47%
92.72%
93.74%
Number of Institutions with Registered STCW Qualifications 10
Number of Registered Programs for STCW Qualifications 25
Planning Office

13. PHILIPPINE QUALIFICATION FRAMEWORK(PQF)
Reform III
The Philippine Qualifications Framework (PQF) is the national policy that defines the levels of educational qualifications and sets the standards for qualification outcomes within Philippine Education System.
EO No Institutionalization of the Philippine Qualifications Framework
Executive Order No. 83, Institutionalization of the Philippine Qualifications Framework was signed by the President on October 1, Its Implementing Rules and Regulations was signed by DepEd, DOLE, TESDA, CHED and PRC on December 17, 2012.
The Philippine Qualifications Framework (PQF) is the national policy that defines the levels of educational qualifications and sets the standards for qualification outcomes within Philippine Education System. The PQF will translate to a more workable education and training credentials which is understandable and will benefit the person or the individual, the employers or the industry sector and the education and training providers or the TVET Institutions/schools. It has eight (8) levels. These levels are defined in four domains:
Knowledge, Skills and Value
Application
Degree of Independence
Qualification Type
The Executive Order institutionalizing the PQF is important in positioning Philippine TVET in the ASEAN. This signals that we have the Framework against which Philippine qualifications are quality assured in terms of levels and its requisites. The PQF is the primary basis for mutual recognition of qualifications within the ASEAN.
Planning Office

14. THE PHL QUALIFICATIONS FRAMEWORK
WAGE EMPLOYMENT/ENTREPRENEURSHIP/SELF-EMPLOYMENT
GRADE 10
GRADE 12
TECHNICAL
EDUCATION AND
SKILLS DEVELOPMENT
HIGHER EDUCATION
DOCTORAL AND
POST DOCTORAL
BACCALAUREATE
BASIC
EDUCATION L1 L2 L3 L4 L5 L6 L7 L8
NC I
NC II
NC IV
NC III
DIPLOMA
POST BACCALAUREATE
LEVEL
RECOGNITION OF PRIOR LEARNING
LIFELONG LEARNING
EQUIVALENCY
ASSESSMENT AND CERTIFICATION

15. Philippine Qualifications Framework INPUTS OUTPUTS
Qualification Levels
Descriptors
Registers
Working Groups
Pathways & Equivalencies
Quality Assurance
Information & Guidelines
International Alignment
Industry needs
Need for global recognition of competencies
Current qualifications issues at all levels
Qualifications issues in recognition of prior learning
Research and policy papers on NQF
NQFs of other countries
Consultation and Advocacy
With Stakeholders
INPUTS
OUTPUTS
The development of the Philippine Qualifications Framework had to be done in consideration of a number of inputs in order to generate the desired outputs.
It shall utilized extensive consultations and advocacy with stakeholders towards the successful implementation of the PQF in the country.
Planning Office
Senate Staff Presentation - 24 July 2014

16. The TESDA - TVET Delivery Network
Schools
Training Centers
TESDA Schools
Private Tech-voc
Schools
Other Institutions
(HEIs, DepEd)
TESDA Regional Training Centers
TESDA Provincial Training Centers
Specialized Centers
Institution-based
and
Certified
Workforce
Trained
Industry Training Centers
Workplace-based Training Programs
Dual Training Programs
Enterprise-based
TVET Delivery Network
The Philippine technical-vocational education and training (TVET) system can be characterized as competency-based, accessible and open, flexible and responsive to industry requirements and quality-assured. TVET in the Philippines is delivered through the schools and training centers, enterprises and community-based . As of December 2013, there are more than 4,000 public and private TVET institutions nationwide.
Part of this which TESDA directly administers are the 123 TESDA Technology Institutions including specialized centers like the TESDA women’s center, the TESDA Language Skills Institutes and the Korea-Philippines Information Technology Centers.
The total output of the TVET sector in 2013 reached 1.9 million graduates. On the average, around 1.7 million trained individuals are produced annually by the TVET sector in all delivery modes registered.
Institution-based Based Program
- refers to the direct delivery or provision of TVET programs by Tech-Voc schools and centers.
Community Based Programs - purposively designed to catalyze the creation of livelihood enterprises that shall be implemented by the trainees, immediately after the training
Enterprise Based Programs - training program being implemented within companies/firms.
Apprenticeship Program
Learnership Program
Dual Training System
TVET Delivery System
Competency based
Dual training system
Blended training
TESDA Online Program
Mobile Training
Community Training and Employment
Centers
NGOs/People’s Organizations
Local Government Units
Government Agency Projects
Community-based
Planning Office

17. TVET SECTOR TRAINING DELIVERY
Delivery Mode
2009
2010
2011
2012
2013
Enrolment
1,984,646
1,568,617
1,572,131
1,804,742
1,943,589
Institution-based
910,657
881,625
875,848
1,041,960
1,039,690
Enterprise-based
127,708
66,632
80,309
90,707
77,518
Community-based
946,281
620,720
615,974
672,075
826,381
Graduates
1,903,793
1,344,371
1,332,751
1,600,658
1,765,757
873,558
690,709
679,306
856,544
896,580
122,505
54,131
72,082
80,370
68,659
907,730
599,531
581,363
663,744
800,518 -
Planning Office

18. SKILLS RECOGNITION ARRANGEMENTS
Reform IV
Participation in the ASEAN Qualifications Referencing Framework project
ASEAN Mutual Recognition Arrangements (MRA) for Tourism Professionals
ASEAN Constructors Federation
ACF Standards Trades Skills Training Program
ASEAN Skills Competition (ASC)
The International Labor Organization(ILO) conducted a study of the readiness of ASEAN member states (AMS) in implementing mutual recognition of skills. The Philippines was reported as ready with some minor concerns to be addressed.
TESDA is actively participating in the ASEAN Qualifications Referencing Framework project. This will provide a neutral referencing framework against which each ASEAN member state will benchmark to show how its levels of qualification compare with the rest of the other AMS. The Framework will pave the way for an ASEAN Registry of Qualifications.
The ASEAN Mutual Recognition Arrangements (MRA) for Tourism Professionals is both a necessary and beneficial instrument in the 1) freer movement of qualified personnel in a demand-driven labor market for hotel and tourism services across ASEAN countries.
2) adopt or benchmark with best practices in CBT and education as part of continuous improvement in the tourism industry
3) strengthen cooperation to develop, upgrade and expand tourism and travel facilities and services in the ASEAN.
The MRA uses a pre-agreed Toolbox containing the common competency standards, the curriculum and learning materials and the assessment tools. QSO has done the comparability table for housekeeping and found the Philippine Training Regulations comparable in content. The format is different but the AMS are allowed to keep their current format.
There shall be a Registry of Tourism Workers Certified to the ASEAN Toolbox. The TESDA Assessment and Certification and Registry shall be the Philippine system.
The ASEAN Constructors Federation, a private sector grouping of the contractors association of Singapore, Malaysia, Indonesia, Thailand, Vietnam and the Philippines, have agreed to harmonize the competency standards, training standards and assessment and certification arrangements for the construction workers in the ASEAN. The Philippine Training Regulations in the federation’s priority are aligned to the ASEAN harmonized standards inasmuch as the Philippine Constructors Association is the one who developed the Training Regulations.
The ASEAN Skills Competition is a showcase of skills of the nationals of the AMS. The Philippines is striving to show a credible standing in the ASC.
Planning Office

19. K-6-4-2 Model The K to 12 Program
Reform V
K Model
The Senior high school that consist of additional 2 years is aimed at achieving the following:
Consolidate academic skills and competencies and allow in-depth specialization for students depending on the occupation/career track they wish to pursue
Skills and competencies relevant to the job market
The International Labor Organization(ILO) conducted a study of the readiness of ASEAN member states (AMS) in implementing mutual recognition of skills. The Philippines was reported as ready with some minor concerns to be addressed.
TESDA is actively participating in the ASEAN Qualifications Referencing Framework project. This will provide a neutral referencing framework against which each ASEAN member state will benchmark to show how its levels of qualification compare with the rest of the other AMS. The Framework will pave the way for an ASEAN Registry of Qualifications.
The ASEAN Mutual Recognition Arrangements (MRA) for Tourism Professionals is both a necessary and beneficial instrument in the 1) freer movement of qualified personnel in a demand-driven labor market for hotel and tourism services across ASEAN countries.
2) adopt or benchmark with best practices in CBT and education as part of continuous improvement in the tourism industry
3) strengthen cooperation to develop, upgrade and expand tourism and travel facilities and services in the ASEAN.
The MRA uses a pre-agreed Toolbox containing the common competency standards, the curriculum and learning materials and the assessment tools. QSO has done the comparability table for housekeeping and found the Philippine Training Regulations comparable in content. The format is different but the AMS are allowed to keep their current format.
There shall be a Registry of Tourism Workers Certified to the ASEAN Toolbox. The TESDA Assessment and Certification and Registry shall be the Philippine system.
The ASEAN Constructors Federation, a private sector grouping of the contractors association of Singapore, Malaysia, Indonesia, Thailand, Vietnam and the Philippines, have agreed to harmonize the competency standards, training standards and assessment and certification arrangements for the construction workers in the ASEAN. The Philippine Training Regulations in the federation’s priority are aligned to the ASEAN harmonized standards inasmuch as the Philippine Constructors Association is the one who developed the Training Regulations.
The ASEAN Skills Competition is a showcase of skills of the nationals of the AMS. The Philippines is striving to show a credible standing in the ASC.
Planning Office

20. Implications of the K to 12 Program to TechVoc
The passage of the Enhanced Basic Education will undeniably impact on technical vocational education and training (TechVoc). TESDA has a vital role to play.
Some are as follows:
1. Introduction of TechVoc education in Grades 7 and 8 to all junior high school is the exploratory phase where common competencies such as use hand tools, perform mensuration and calculations, interpret plans and drawings, perform shop maintenance and practicing occupational health safety will be included in the curriculum.
The International Labor Organization(ILO) conducted a study of the readiness of ASEAN member states (AMS) in implementing mutual recognition of skills. The Philippines was reported as ready with some minor concerns to be addressed.
TESDA is actively participating in the ASEAN Qualifications Referencing Framework project. This will provide a neutral referencing framework against which each ASEAN member state will benchmark to show how its levels of qualification compare with the rest of the other AMS. The Framework will pave the way for an ASEAN Registry of Qualifications.
The ASEAN Mutual Recognition Arrangements (MRA) for Tourism Professionals is both a necessary and beneficial instrument in the 1) freer movement of qualified personnel in a demand-driven labor market for hotel and tourism services across ASEAN countries.
2) adopt or benchmark with best practices in CBT and education as part of continuous improvement in the tourism industry
3) strengthen cooperation to develop, upgrade and expand tourism and travel facilities and services in the ASEAN.
The MRA uses a pre-agreed Toolbox containing the common competency standards, the curriculum and learning materials and the assessment tools. QSO has done the comparability table for housekeeping and found the Philippine Training Regulations comparable in content. The format is different but the AMS are allowed to keep their current format.
There shall be a Registry of Tourism Workers Certified to the ASEAN Toolbox. The TESDA Assessment and Certification and Registry shall be the Philippine system.
The ASEAN Constructors Federation, a private sector grouping of the contractors association of Singapore, Malaysia, Indonesia, Thailand, Vietnam and the Philippines, have agreed to harmonize the competency standards, training standards and assessment and certification arrangements for the construction workers in the ASEAN. The Philippine Training Regulations in the federation’s priority are aligned to the ASEAN harmonized standards inasmuch as the Philippine Constructors Association is the one who developed the Training Regulations.
The ASEAN Skills Competition is a showcase of skills of the nationals of the AMS. The Philippines is striving to show a credible standing in the ASC.
Planning Office

21. Implications of the K to 12 Program to TechVoc
2. One of the four (4) tracks is TechVoc, with qualifications at the levels of National Certificate (NC) I and II shall be taken in Grades 9 to Basic education schools (public and private) that will offer the TechVoc track may establish their own facilities/workshops or adopt partnering schemes according to the guidelines that will be agreed upon by both DepEd and TESDA.
The International Labor Organization(ILO) conducted a study of the readiness of ASEAN member states (AMS) in implementing mutual recognition of skills. The Philippines was reported as ready with some minor concerns to be addressed.
TESDA is actively participating in the ASEAN Qualifications Referencing Framework project. This will provide a neutral referencing framework against which each ASEAN member state will benchmark to show how its levels of qualification compare with the rest of the other AMS. The Framework will pave the way for an ASEAN Registry of Qualifications.
The ASEAN Mutual Recognition Arrangements (MRA) for Tourism Professionals is both a necessary and beneficial instrument in the 1) freer movement of qualified personnel in a demand-driven labor market for hotel and tourism services across ASEAN countries.
2) adopt or benchmark with best practices in CBT and education as part of continuous improvement in the tourism industry
3) strengthen cooperation to develop, upgrade and expand tourism and travel facilities and services in the ASEAN.
The MRA uses a pre-agreed Toolbox containing the common competency standards, the curriculum and learning materials and the assessment tools. QSO has done the comparability table for housekeeping and found the Philippine Training Regulations comparable in content. The format is different but the AMS are allowed to keep their current format.
There shall be a Registry of Tourism Workers Certified to the ASEAN Toolbox. The TESDA Assessment and Certification and Registry shall be the Philippine system.
The ASEAN Constructors Federation, a private sector grouping of the contractors association of Singapore, Malaysia, Indonesia, Thailand, Vietnam and the Philippines, have agreed to harmonize the competency standards, training standards and assessment and certification arrangements for the construction workers in the ASEAN. The Philippine Training Regulations in the federation’s priority are aligned to the ASEAN harmonized standards inasmuch as the Philippine Constructors Association is the one who developed the Training Regulations.
The ASEAN Skills Competition is a showcase of skills of the nationals of the AMS. The Philippines is striving to show a credible standing in the ASC.
Planning Office

22. Implications of the K to 12 Program to TechVoc
At the onset, TESDA needs to develop doable policies and strategies in support to the K to 12 program as this necessities major implications to the whole Philippine education system, the following are inputs for considerations:
1. Ensure relevance of the outcomes of the education system to labor market. TechVoc qualifications will have to be responsive to area demand for employability.
2. Assure quality by setting standards for program content and program providers.
The International Labor Organization(ILO) conducted a study of the readiness of ASEAN member states (AMS) in implementing mutual recognition of skills. The Philippines was reported as ready with some minor concerns to be addressed.
TESDA is actively participating in the ASEAN Qualifications Referencing Framework project. This will provide a neutral referencing framework against which each ASEAN member state will benchmark to show how its levels of qualification compare with the rest of the other AMS. The Framework will pave the way for an ASEAN Registry of Qualifications.
The ASEAN Mutual Recognition Arrangements (MRA) for Tourism Professionals is both a necessary and beneficial instrument in the 1) freer movement of qualified personnel in a demand-driven labor market for hotel and tourism services across ASEAN countries.
2) adopt or benchmark with best practices in CBT and education as part of continuous improvement in the tourism industry
3) strengthen cooperation to develop, upgrade and expand tourism and travel facilities and services in the ASEAN.
The MRA uses a pre-agreed Toolbox containing the common competency standards, the curriculum and learning materials and the assessment tools. QSO has done the comparability table for housekeeping and found the Philippine Training Regulations comparable in content. The format is different but the AMS are allowed to keep their current format.
There shall be a Registry of Tourism Workers Certified to the ASEAN Toolbox. The TESDA Assessment and Certification and Registry shall be the Philippine system.
The ASEAN Constructors Federation, a private sector grouping of the contractors association of Singapore, Malaysia, Indonesia, Thailand, Vietnam and the Philippines, have agreed to harmonize the competency standards, training standards and assessment and certification arrangements for the construction workers in the ASEAN. The Philippine Training Regulations in the federation’s priority are aligned to the ASEAN harmonized standards inasmuch as the Philippine Constructors Association is the one who developed the Training Regulations.
The ASEAN Skills Competition is a showcase of skills of the nationals of the AMS. The Philippines is striving to show a credible standing in the ASC.
Planning Office

23. Implications of the K to 12 Program to TechVoc
3. Sustain value by establishing standards and processes for assessment and certification for high school students, in collaboration with DepEd. 4. Assist DepEd in expanding the pool of certified technology and livelihood education (TLE) trainers. 5. Use of e-learning or blended learning to increase access to quality TechVoc program. 6. Design and implement career advocacy program that will effectively help students and their parents to decide on the different career tracks of the high school program.
The International Labor Organization(ILO) conducted a study of the readiness of ASEAN member states (AMS) in implementing mutual recognition of skills. The Philippines was reported as ready with some minor concerns to be addressed.
TESDA is actively participating in the ASEAN Qualifications Referencing Framework project. This will provide a neutral referencing framework against which each ASEAN member state will benchmark to show how its levels of qualification compare with the rest of the other AMS. The Framework will pave the way for an ASEAN Registry of Qualifications.
The ASEAN Mutual Recognition Arrangements (MRA) for Tourism Professionals is both a necessary and beneficial instrument in the 1) freer movement of qualified personnel in a demand-driven labor market for hotel and tourism services across ASEAN countries.
2) adopt or benchmark with best practices in CBT and education as part of continuous improvement in the tourism industry
3) strengthen cooperation to develop, upgrade and expand tourism and travel facilities and services in the ASEAN.
The MRA uses a pre-agreed Toolbox containing the common competency standards, the curriculum and learning materials and the assessment tools. QSO has done the comparability table for housekeeping and found the Philippine Training Regulations comparable in content. The format is different but the AMS are allowed to keep their current format.
There shall be a Registry of Tourism Workers Certified to the ASEAN Toolbox. The TESDA Assessment and Certification and Registry shall be the Philippine system.
The ASEAN Constructors Federation, a private sector grouping of the contractors association of Singapore, Malaysia, Indonesia, Thailand, Vietnam and the Philippines, have agreed to harmonize the competency standards, training standards and assessment and certification arrangements for the construction workers in the ASEAN. The Philippine Training Regulations in the federation’s priority are aligned to the ASEAN harmonized standards inasmuch as the Philippine Constructors Association is the one who developed the Training Regulations.
The ASEAN Skills Competition is a showcase of skills of the nationals of the AMS. The Philippines is striving to show a credible standing in the ASC.
Planning Office

24. Implications of the K to 12 Program to TechVoc
7. Development of higher level qualifications to provide progression choices for high school graduates to move towards middle-level/TechVoc careers. Also, since NC I and II are integrated in K to 12, the post- secondary levels NC III, IV and Diploma of the Philippine Qualifications Framework (PQF) shall have to be pursued.
The International Labor Organization(ILO) conducted a study of the readiness of ASEAN member states (AMS) in implementing mutual recognition of skills. The Philippines was reported as ready with some minor concerns to be addressed.
TESDA is actively participating in the ASEAN Qualifications Referencing Framework project. This will provide a neutral referencing framework against which each ASEAN member state will benchmark to show how its levels of qualification compare with the rest of the other AMS. The Framework will pave the way for an ASEAN Registry of Qualifications.
The ASEAN Mutual Recognition Arrangements (MRA) for Tourism Professionals is both a necessary and beneficial instrument in the 1) freer movement of qualified personnel in a demand-driven labor market for hotel and tourism services across ASEAN countries.
2) adopt or benchmark with best practices in CBT and education as part of continuous improvement in the tourism industry
3) strengthen cooperation to develop, upgrade and expand tourism and travel facilities and services in the ASEAN.
The MRA uses a pre-agreed Toolbox containing the common competency standards, the curriculum and learning materials and the assessment tools. QSO has done the comparability table for housekeeping and found the Philippine Training Regulations comparable in content. The format is different but the AMS are allowed to keep their current format.
There shall be a Registry of Tourism Workers Certified to the ASEAN Toolbox. The TESDA Assessment and Certification and Registry shall be the Philippine system.
The ASEAN Constructors Federation, a private sector grouping of the contractors association of Singapore, Malaysia, Indonesia, Thailand, Vietnam and the Philippines, have agreed to harmonize the competency standards, training standards and assessment and certification arrangements for the construction workers in the ASEAN. The Philippine Training Regulations in the federation’s priority are aligned to the ASEAN harmonized standards inasmuch as the Philippine Constructors Association is the one who developed the Training Regulations.
The ASEAN Skills Competition is a showcase of skills of the nationals of the AMS. The Philippines is striving to show a credible standing in the ASC.
Planning Office

25. Thank you. you may visit us at our website: www.tesda.gov.ph
Technical Education and Skills Development Authority