I.

INTRODUCTION

"TECHNICAL-VOCATIONAL EDUCATION AND TRAINING (TVET) is

the education or training process where it involves, in addition to

general education, the study of technologies and related science and

acquisition of practical skills relating to occupations in various sectors

of economic life and social life, comprises formal and non-formal

approaches." (UNESCO)

TVET training is increasingly becoming recognized by the

Philippine government as game changer to economic development

through their focus on skills for the labor market. They are also

helpful with creating social policy, for example to assist those in

particular social groups, such as those in poverty, or who lack

marketable skills (Basu, 1997). Education and training for productive

employment plays a critical role in the social and economic plans of a

developing country such as the Philippines. Technical and Vocational

Education and Training (TVET) in the Philippines has been viewed as a

an important tool to prepare and equip people with the necessary

skills for employment and poverty reduction.

Because the Philippine government have great expectations on the

TVET training, there are efforts that the government thru it’s agencies

to produce intervention in its provision. When government or context

change, so often do policies relating to the TVET systems, that

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includes training and development of trainers which in turn may

strongly influence the vocational learning and teaching approaches

within them. Change within such systems can often be rapid, frequent

and challenging to those charged with teaching

Competency-based education is gaining popularity in schools

nationwide, and research is just beginning to catch up. A growing

practice, competency-based education makes student mastery of

learning goals—rather than seat time—the metric to determine

student credit and progression. Competency-based education

approaches can offer students greater opportunities for deep and

personalized learning; as students work toward achieving competency

at their own pace, they typically experience more individualized

support as well as greater autonomy, flexibility, and responsibility

over their own learning—conditions that we would expect to increase

academic engagement, motivation, self-efficacy and other learning

capacities that predict academic success.

The term “competence” is an evolving concept and therefore has

different meanings for different people and nations, depending on

their institutional structures and labor processes (Brockmann et

al. 2008; Tonhom et al. 2014). For some authors, competence is

defined as the ability to perform particular tasks and roles to the

expected standards (Mulder et al. 2007) or the capacity to accomplish

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the key occupational tasks that characterize a profession to

satisfactory standards (Kouwenhoven 2010). Recently, the word

competence has also been explained by Haddouchane et al. (2017) as

“the ability to do something successfully or efficiently” or “a proven

ability in a particular subject area as a result of the amount of

knowledge possessed which can be assessed”. These definitions view

competence as functional, task-oriented, and industry-focused

preparation with which individuals can apply the relevant skills and

attitudes in a required workplace environment. Competency-based

training (CBT) is an approach that allows students to earn

qualifications through demonstration of skills and knowledge in a

required subject area using a series of carefully designed

assessments. Under this, students take tests, write papers, complete

assignments, and undertake industrial attachment. With this model,

instead of focusing on credit hours, qualifications are awarded through

tangible evidence of learning. Outcomes and assessments are the

bookends of CBT (Marguerite 2014; Aboko and Obeng 2015). This is in

contrast to the traditional form which places emphasis on theoretical

aspects of skills training. It is expected to enhance individual industry-

specific needs rather than the group (Albanese et al. 2008;

Anane 2013). CBT provides training to meet industry-specific needs

rather than individual achievement relative to others in the group. The

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approach has emerged as a useful tool that could be used to address

shortfalls in contemporary approaches to training. Ansah and Enerst

(2013) reported that, many countries now employ CBT in response to

the needs of new entrants into the world of work. It is also suitable for

other learners desirous of upgrading their technical skills for existing

jobs. Competency-based training (CBT) is demand-driven, and

outcomes are based on standards generated from industry. Such

standards form the basis upon which curriculum assessment and

learning materials are designed and developed (Marguerite 2014).

This approach ensures that all learners gain the requisite knowledge,

skills, and attitudes or values to be successful at work. Under the

approach, each learner is assessed to find the gap between the skills

they need as described in the training module and the skills they

already have. The difference between the two is the skills gap. A

training program is then developed to help the learner acquire the

missing skills. Following this, standards are defined to determine

expected occupational roles to be performed in the world of work.

These standards could be grouped into units to form the basis of

certification or awards for individuals who have successfully

undertaken the program. Credit values are assigned to units, and this

could be based on the content and notional time needed to complete

the process. For trainees to be assessed competent, they need to

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demonstrate their ability to perform tasks to the standard expected in

employment (Aboko and Obeng 2015).The question of competency is

an important issue in technical education trainings. The concept is

broad and comprises the possession and application of a set of skills,

knowledge and attitudes which are necessary to enable graduates

successfully compete for jobs in the labour market.  

Competency Based Curriculum (CBC): is a framework or guide for

the subsequent detailed development of curriculum and associated

methodologies, training, assessment and resources. Besides, it

specifies outcomes which are consistent with the requirements of the

workplace as agreed through the industry or community consultations.

Where competency standard exist, it is used to develop the

competency based curriculum and where standard do not exist,

curriculum developers need to clearly identify workplace standards

and requirements as a basis for identifying the outcomes of the

competency-based curriculum.

In the competency based TVET system, TVET institutions have to

develop curricula that consider specific needs of the target groups and

local labour market requirements. Thus, each TVET provider may find

their own curricular solutions to provide high quality TVET to their

specific target groups. Putting the curriculum into operation requires

an implementing agent. In this regard, Technical Education and Skills

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Development Authority (TESDA) identifies trainers as the agent in the

curriculum implementation process. According to the document,

teachers have roles to create high level of interaction and increasing

understanding, monitoring each trainees work, determining what skills

and tasks each student has mastered and provide feedbacks.

II. THEORETICAL BACKGROUND

Competency Based Education is operated from a constructivist

educational philosophy whereby teachers help students construct their

own knowledge. Competency Based Education requires that teachers

personalize learning opportunities to meet the needs of diverse

student groups. Individualized and differentiated instruction are the

common ways to provide personalized instruction in mixed ability

groupings. Constructivism is a philosophy of education that says

that people construct knowledge through their experiences and

interactions with the world. Essentially, it says that people learn

through experience, not through hearing someone give a lecture

because constructivism points out that experiential learning is more

powerful than lectures and worksheets, a related view is that by

directing their own learning process, students will understand

concepts better than if they were just handed the right way to do

things

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 Experiences in the World

Learning to make own interpretations

Constructivism

Adult education is the goal of facilitation

Understanding the meaning of our

experience

Figure 1. Constructivism is basically a theory -- based on observation and

scientific study -- about how people learn. It says that people construct their own
understanding and knowledge of the world, through learning
Personalized experiencing things and
reflecting on those experiences. When we encounter something new, we have to
reconcile it with our previous ideas and experience, maybe changing what we
believe, or maybe discarding the new information as irrelevant. In any case, we are
active creators of our own knowledge. To do this, we must ask questions, explore,
and assess what we know. 

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 Situated cognition has emerged as a powerful perspective in

providing meaningful learning and promoting the transfer of

knowledge to real-life situations. While considerable interest has been

generated in situated learning environments, few guidelines exist

related to their design. The conceptual framework centers on four

basic issues: the role of context, the role of content, the role of

facilitation, and the role of assessment.

The role of context

Figure 2. THEORETICAL FRAMEWORK states that many students experience

problems in utilizing the knowledge and skills acquired via formal learning to
everyday contexts. According to Bransford and his colleagues, this problems stems
The role of content
from decontextualized formal learning experiences, that is, the learning of facts that
are isolated from the contexts in which they derive meaning. Highly
decontextualized and simplified knowledge promotes understanding that is rigid,
incomplete, and naive. (Spiro, Feltovich, Jacobson, & Coulson, 1991). In formal
The role of facilitation
education settings, skills and knowledge are operationalized vary differently from
how experts and practitioners use them in real life. Thus, students may pass exams
but unable to apply the same knowledge in everyday circumstances.
Role of assessment

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 Experiential Learning Theory is the process of making meaning

from direct experience. “Learning from experience”. Aristotle once

said, “ For the things we have to learn before we can do them, we

learn by doing them”. One makes discoveries and experiments with

first-hand knowledge instead of hearing or reading about other’s

experiences. Experiential learning which focuses on the learning

process for the individual is often used synonymously with experiential

education, however while experiential learning considers the individual

learning process, experiential education should be considered a

broader philosophy of education. AS such the TVET program that

applies the philosophy of experiential learning where students in their

specific qualification will have to experience with the the help of the

Trainer the hands on application of the program. The programs of

TVET specifically provide time for students to master the skills and

competencies relevant to the needs of the labor market through actual

hands on training and experience.

The theory of Essentialism emphasized the need for programs in

higher education to focus on the essential skills to become productive,

effective citizens in society. This theory proposed teaching skills

systematically and sequentially, while insisting on high standards

movement, whose purpose was to improve education through

academic standards to measure student achievement. In Competency

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Based training, the objectives, or capacities, were generally measured

against pre-determined standards to demonstrate competency of that

particular skill or knowledge.

Vocationalism on the other hand, can trace its roots to before the

social efficiency movement. In 18362, the Morrill Act formally

recognized the role of higher education in preparing students for

vocations by giving every state federal land to build at least one

institution to teach subject matter related to agriculture and technical

education to produce graduates with practical skills applicable in

specific areas. However, at the end of the 19 th century, the majority of

professional preparation took place on the job under apprenticeship

arrangements. This created the vocationalism gap in education before

it would re-emerge in the early 20th century.

III. REVIEW OF RELATED LITERATURE & STUDIES

A. Foreign Studies
Birhane Sime Geressu, in his studies in 2012 made the following

recommendations. TVET programs should meet the current and future

labour market needs. Therefore, to provide higher quality TVET to

specific target groups and to design flexible need based TVET

curricula, it is recommended that TVET colleges’ should constantly

consult students, employers, teachers and graduates in setting study

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profile and learning outcomes, determining teaching, learning,

assessment and in monitoring process.

The participation pattern of TVET differs from those in other

programs of education, possibly because they require trainees to be

employed. However, weak collaborative learning style has created

problems and introduced inefficiencies in the system. Therefore, to

prepare trainees for employment, TVET colleges need to revise the

existing competence based learning approach and strengthen

partnership with enterprises. Besides, to maximize their respective

participation, TVET colleges should develop corresponding strategies

that could produce mutual efforts and benefits.

The study result also showed that some graduates were not

satisfied with training approach and competences acquired. They were

not employed in the occupation that they have graduated in. Besides,

majority of graduates reported that they were dissatisfied with current

occupation and earning. Hence, to improve employment opportunity

and wage, TVET colleges should collect evidences on labour market

performance of graduate and are supposed to ascertain sound generic

and subject specific competences accompanied with relevant

curriculum development, courses delivery, assessment and quality

assurance.

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 Finally, the researcher initiates future researchers to conduct

further research on the impact of Tuning methodologies on graduate

employment in Africa. Because continued study on the issue will

support generalization and enhance the implementation of tuning

methodology.

This study examined the perception and adoption of competency-

based training (CBT) by academics in Ghana using primary data from

Kwame Nkrumah University of Science and Technology (KNUST),

Kumasi, Ghana by Camillus Abawiera Wongnaa & Williams Kwasi

Boachie  The study concludes that generally faculty members of

KNUST had a positive perception of the potential of CBT in instilling in

students employable skills. The main factors which were found to be

significant in influencing or determining adoption of CBT were

participation in CBT workshops, effective supervision, availability of

teaching aids, availability of incentives, teaching load per week, and

number of undergraduate students per class.

B. Local Studies

According to Budhrani, D’Amico and Espiritu,March 2018, one of the

major development challenges for the Philippines is to prepare the

youth (ages 15–24) for the workforce. The country is still facing low

education, high dropouts, and unemployment, particularly among the

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youth. Technical and Vocational Education and Training (TVET) is the

post secondary education sector, providing noncredit, technical middle-

level skills training to produce skilled workers. The Technical Education

and Skills Development Authority (TESDA) provides national leadership

for the TVET system by implementing competency-based curriculum

standards, training regulations, and assessment and certification

processes to ensure a high-quality TVET delivery throughout the

country. With the country’s recent shift to K-12 compulsory education,

TVET education is integrated into senior high school to produce high

school graduates with employable skills. Those who do not choose to

enter higher education after high school often choose TVET to earn a

National Certificate (NC) from TESDA. NCs are well recognized as

nationwide employment credentials and are often required during the

recruitment of skilled workers locally and abroad, but are not applied or

transferrable to higher education. The most prevalent connection seen

between TVET in the Philippines and US Community Colleges is through

noncredit education. One of the primary differences is TVET’s exclusive

focus on workforce development programs leading to government-based

certifications or credentials. While the majority of noncredit education in

US Community Colleges is for workforce training, it is not the only

focus, and the function allows colleges to use this flexible delivery

method to meet a variety of community needs. While the conditions and

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educational configurations may differ between the Philippines and the

United States, the strong connection made between education and

employment is both undeniable and a national priority in each country.

In a recent report released in January 2014 by the International Labor

Organisation (ILO), the Philippines has the highest unemployment rate

for the previous year among the 10 member countries of the Association

of Southeast Asian Nations (Asean). Global Employment Trends from ILO

reveal that the country has a high unemployment percentage of 7.3 in

2013, beating Indonesia’s 6.0 and a far cry from Cambodia’s 0.3 percent

(which is also among the world’s lowest). Thailand, Laos, and Viet Nam

are among those with the lowest unemployment percentage, with figures

pegged at 0.8 percent, 1.4 percent, and 1.9 percent, respectively. The

rest of the countries have the following unemployment percentages:

Singapore has 3.1 percent, Malaysia has 3.2 percent, Myanmar has 3.5

percent, and Brunei has 3.7 percent. Remaining at the range between 7

and 8 percent since 2005, the unemployment percentage in The

Philippines is something that should be taken into account by

government officials, especially with the annual addition to the work force

from graduates across the country.

On a global scale, Cambodia and Thailand remain among the

countries with the lowest unemployment rates, along with Rwanda at 0.6

percent and Qatar also at 0.6 percent.  The ones with the highest

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unemployment rates are Spain at 27.6 percent, Greece also at 27.6

percent, and Egypt at 12.7 percent.It is a bit surprising that the

Philippines has a slightly better unemployment rate compared with the

United States and Great Britain, both showing 7.5 percent.  Argentina

has the same unemployment rate at 7.3 percent while Canada and Brazil

are faring better at 7.1 percent and 6.6 percent, respectively. ILO’s

report also revealed that the number of unemployed people around the

world has increased by almost 5 million, raising the already high global

total to almost 202 million people. Government officials are often quick to

claim that there are significant increases in the number of jobs created

by their offices each year yet ILO’s report pegs the country’s

unemployment rates at 7 to 8 percent.  This could only mean that even if

it is true that plenty of jobs are being created and filled each year, the

employment rate is not expanding fast enough to cope with the ever

increasing work force.  In fact, just this year, some 500,000 graduates

have been added to the country’s jobless pool. Herminio Coloma, the

presidential communications secretary, came to Aquino’s defense, stating

that the administration has increased its efforts to help curtail

unemployment.  This is achieved by creating job-matching programs in

DOLE and targeted skills training programs in Technical Educational Skills

Development Authority (TESDA).

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IV. CONCEPTUAL FRAMEWORK

VARIABLES:
READINESS FOR  Employability of
IMPLEMENTATION
 Preparation made by Graduates in TVET
TVET Institutions as to  Impacts:
training
 Training Graduate
implementation
 Demonstrated Satisfaction in
Competency of
Students Negros Oriental
 Output of training

Competency Based
Training (TESDA)

V. STATEMENT OF THE PROBLEM

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 There is no doubt that the proper development of technical and

vocational skills is vital to the economic development of every country

especially to the developing ones. Moreover, in today’s knowledge

driven and competitive global economy, TVET is considered as a

fundamental element in the development of knowledge, skill and

ability that enable TVET graduates to adapt to the changes in the

dynamic world. However, the quality and relevance of training is

handicapped by a number of limitations like shrinking or stagnant

wage employment opportunities, especially in the industrial sector;

poor quality in the delivery of TVET programs; weak monitoring and

evaluation mechanisms, lack of stakeholder’s participation, and

inefficient leadership and management. Besides, the base line date

obtained from The National Technical Education and Skills

Development Plan 2018-2022 indicated that low employability of

Philippine TVET graduates a mere 65 percent. TVET providers face the

perennial criticism that they are providing and producing low level

skills and technical education. Hence, the intention of this study is to

ascertain the impact of competences based student centred approach

on the employability of TVET college graduates in Negros Oriental.

To this effect, therefore, the study has attempted to answer the

following basic questions.

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 1. What are the profiles of graduates of TVET training in

Negros Oriental? In terms of:

A. Age

B. Gender

C. Educational attainment

D. Graduate Classification

E. Disability

F. Other trainings taken

2. What are the current practices of competency based

training student centred approach in TVET institutions in Negros

Oriental?

3. Is there any significant relationship between competency

based training and employability of graduates in Negros

Oriental?

VI. SCOPE AND LIMITATION OF THE STUDY

The main purpose of this research was to determine the Impact of

Competency Based Training on the employability of Technical and

Vocation Graduates of Negros Oriental. The Technical Vocational

Institutions, graduates of TESDA programs and industry workers of

Negros Oriental will be the main respondents of the study.

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VII. SIGNIFICANCE OF THE STUDY

The study will be of significance to the following:

TESDA Region VII Negros Oriental Provincial Office

The findings of this study will be contributory to the data needed

by the Provincial Office and this could be a means of creating a policy

or rules as to develop competency based trainings.

TVET Trainers

This study will help them identify the needs for their training in

reference to the needs of the industry.

TVET Administrators

This study will guide them on the basic preparation, budget

request and allocation of trainings in TESDA . The study will hopefully

make them confident to face the challenges of the upcoming trainings.

Industry Owners/Practitioners

They could be tapped to assist, facilitate and support TVET

graduate students in their employment.

TVET Graduates

This study will be beneficial to them so they can get the utmost

potential in the TVET Trainings making them highly employable in the

future.

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Future Researchers

This study can assist them in identifying other factors that can help

them improve their research.

VIII. RESEARCH METHODOLOGY

A. Research Design

This study will employ the descriptive method of research to

ascertain the impact of Competency Based training on the

employability of TVET Graduates based on the mixed methods

(quantitative and qualitative) research design.

B. Research Environment

It would have been more appropriate to include all TVET institution

in Region VII. To make the study manageable, the researcher decided

to conduct the study in Negros Oriental for a number of reasons. First

and perhaps for most, it would be time taking and expensive

endeavour. In the second instance, as the researcher is based in

Negros Oriental and the majority of TVET institution is based here.

C. Research Respondents

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 The study involved 20 TVET Trainers, 20 TVET administrators and

100 graduates, a total of 140 respondents as a sample. Moreover, 18

respondents (6 industry practitioners, 6 TVET Focals, and 6 industry

trainers’ leaders) were purposely selected for interview and focus

group discussion. 

D. Research Instrument
 

Multiple tools of data collection instruments were used to allow

triangulation of responses. Data were collected through survey of self-

administered questionnaire from 20 TVET Trainers, 20 TVET

administrators and 100 graduates, a total of 140 respondents as a

sample. Moreover, 18 respondents (6 industry practitioners, 6 TVET

Focals, and 6 industry trainers’ leaders) were purposely selected for

interview and focus group discussion. 

E. Research Procedures

After collecting the necessary data, the researcher used data

processing procedures like editing, coding, classification and tabulation

to make the data amenable for analysis. To select sample

respondents simple random sampling technique has been used for

trainers, department heads and trainees and snow-ball sampling

technique for graduates. Besides, (6 industry practitioners, 6 TVET

Focals, and 6 industry trainers’ leaders) were purposely selected to

21
provide qualitative data through semi structured interview and focus

group discussion.

F. Statistical Treatment of Data

The collected data after data processing is analyzed using

descriptive statistics (i.e., mean, standard deviation) and inferential

statistics such as one way ANOVA, Pearson Momentum Correlation

coefficient and Multiple Regression Analysis to see the relationship

between learning outcomes acquired as the result of competence

based training approach and employability of graduates. Besides, the

qualitative analytical process lasted from the coding to the

categorization of concepts/themes, through to the contextualizing,

linking and interpretation thereof. In this connection, from the

relevant documents, important information has been considered to

substantiate the quantitative data analysis results.

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XI. DEFINITION OF TERMS

ACRONYMS

CBC - Competency-Based Curriculum

ILO - International Labour Organization

PTQF - Philippine TVET Qualifications Framework

TR - Training Regulation

APPRENTICE a person undergoing training for an approved

enterprise-based training occupation within an established period

covered by an enterprise-based training agreement. (EO 111/Labor

Code of the Philippines)

CERTIFICATION a. the authoritative act of determining compliance

with agreed requirements. (ILO) b. as used in TESDA, the term refers

to a formal process of recognizing that an individual is qualified in

terms of particular knowledge, skills and attitudes based on industry

standards. (Implementing Guidelines on PTQCS)

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CLASS OF WORKER classified to seven categories, namely:

a. work for private household – these are employed persons

working in a private household for pay, in cash or in kind;

b. work for private establishment – these are persons working in a

private establishment for pay, in cash or in kind. This category

includes not only persons working for a private industry but also

those working for a religious group, missionary, unions, and non-

profit organizations. Examples of persons working for a private

establishment are public transport drivers who do not own the

vehicle but drive them on boundary basis, persons working in

public works projects on private contractors, dock hands or

stevedores, cargo handlers in railroad station or piers, etc.;

c. work for government/government corporation – these are

persons working for the government or a government corporation

or any of its instrumentalities. This category of worker includes the

following workers: chaplains in the Armed Forces of the

Philippines, Filipinos working in embassies, legation, chancelleries

or consulates of foreign government in the Philippines and those

working in international organizations of Sovereign States of

Governments like the United nations (UN), World health

Organization (WHO), etc.;

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 d. self-employed – these are persons who operate their own

businesses or trades and do not employ paid workers in the

conduct of their economic activities. This category includes workers

who worked purely on commission basis and who may not have

regular working hours;

e. employers – these are persons who employ one or more paid

employees in the operation of their businesses or trades. Thus,

domestic helpers, family drivers and other household helpers who

assist in the family-operated business, regardless of time spent in

this activity, are not hired employees in the enterprise/business. A

farm or business proprietor who is assisted purely by such

domestic help is not also considered an employer;

f. worked with pay on own-family operated farm or business –

members of the family who receive cash or fixed share of the

produce as payment for their services in a farm or business

operated by another member living in the same household; and

g. worked without pay on own-family farm or business – members

of the family who assist another member in the operation of the

family farm or business enterprise and who do not receive any

wage or salary for their work. (NSO)

COMPETENCY as used in TESDA, this term refers to:

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 a) the application of knowledge, skills and attitude required to

complete a work activity in a range of context and environment to the

standard expected in the workplace (Procedures Manual on TR

Development); or

b) the possession and application of knowledge, skills and attitudes

to the standard of performance required in the workplace.

(Implementing Guidelines on PTQCS)

COMPETENCY ASSESSMENT as used in TESDA, the term refers to

the process of collecting evidence and making judgments on whether

competency has been achieved. (Implementing Guidelines on PTQCS)

COMPETENCY ASSESSMENT TOOLS are the actual instruments that

the competency assessor uses to collect evidence. These shall be in

the forms of observation/demonstration, oral interview, written test,

portfolio or third party report. (Implementing Guidelines on PTQS)

COMPETENCY-BASED CURRICULUM (CBC) the specifications for a

course or subject (module) which describes all the learning

experiences a student or learner undergoes, generally includes

learning outcomes, contents, conditions, methodologies, and

assessment methods. It specifies outcomes which are consistent with

the requirements of the workplace as agreed through industry or

community consultations.

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COMPETENCY-BASED TRAINING a system by which the student is

trained on the basis of demonstrated ability rather than on that of

elapsed time. (ILO) COMPETENCY STANDARD as used in TESDA,

this term refers to industry-determined specification of competencies

required for effective work performance. They are expressed as

outcomes and they focus on workplace activity rather than training or

personal attributes and capture the ability to apply skills in new

situations and changing work organization. (Training Regulations

Framework)

EMPLOYED include all those who, during the reference period are 15

years old and over as of their last birthday and are reported either: a.

at work - those who do any work even for one hour during the

reference period for pay or work without pay on the farm or business

enterprise operated by a member of the same or related by blood,

marriage or adoption; or b. with a job but not at work – those who

have a job or business but are not at work be it temporary or

temporary illness/injury, vacation or other reasons. Likewise, persons

who expect to return or to start operation of a farm or business

enterprise within two weeks from the date of the enumerator’s visit,

are considered employed. (NSO)

EMPLOYMENT RATE a. percentage of the total number of employed

persons to the total number of persons in the labor force. (NSO) b. as

27
used in TESDA, the term refers to the ratio (in percent) of employed

TVET graduates to the total number of graduates.

GRADUATE a student or trainee who was enrolled in a particular

course and has completed the requirements set for that

course/program. (2006 IACES)

INDUSTRY IMMERSION the process of deploying TVET trainers to

industries/companies to enhance their skills, knowledge and attitudes

in their area of specialization to be applied to their training centers for

quality TVET training. INDUSTRY WORKING GROUP a group composed

of representatives of industry associations, organizations, TVET

institutions, labor groups and concerned government agencies who are

working directly with TESDA in skills planning, standards development,

assessment and certification, and promotion of TVET.

JOB a set of tasks and duties executed, or meant to be executed, by

one person; a regular activity performed in exchange for payment,

especially as part of one's trade, occupation, or profession. (ISCO –

88, http://www.answers.com/topic/job) JOB ANALYSIS the process of

examining a job in detail to identify its component tasks; the detail

and approach may vary according to the purpose for which the job is

28
being analyzed, e.g., training, equipment design, work layout. (The

Glossary of Training Terms, United States Department of Employment,

1978)

LABOR FORCE the population 15 years old and over, whether

employed or unemployed, who contribute to the production of goods

and services in the country. (NSO) LABOR FORCE PARTICIPATION

RATE the proportion (in percent) of the total number of persons in the

labor force to the total population 15 years old and over. (NSO)

LABOR MARKET a system consisting of employers as buyers and

workers as sellers, the purpose of which is to match job vacancies

with job applicants and to set wages. (ILO)

MIDDLE-LEVEL SKILLED MANPOWER those who have acquired

practical skills and knowledge through formal, non-formal and informal

education and training to at least a secondary education but

preferably a post-secondary education with a corresponding degree or

diploma; or skilled workers who have become highly competent in

their trade or craft as attested by industry. (RA 7796/TESDA Law)

MODULAR TRAINING a system where training content is divided into

independent units or modules which can be combined to form a

program suited to individual needs, technical developments, or

occupational structure, etc., permitting continuous adaptation of the

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program. (ILO Thesaurus, 2005 http://www.ilo.org/public/libdoc/ ILO-

Thesaurus/english/index.htm)

PHILIPPINE TVET QUALIFICATION FRAMEWORK a quality-

assured framework meant to serve as comprehensive, nationally

consistent yet flexible system for giving recognition to the attainment

of competence along the middle level occupations. (Procedures Manual

on TR Development)

QUALIFICATION a group of competencies packaged from the

supermarket of competency. It represents a clear meaningful set-up in

the workplace and is aligned with the Phil. TVET Qualifications

Framework Descriptor. Depending on the breadth, depth and scope of

competency, a qualification may fall under national certificate level I,

II, III, or IV. (Procedures Manual on TR Development)

TESDA - The Technical Education and Skills Development Authority

serves as the Philippines' Technical Vocational Education and Training

authority. As a government agency, TESDA is tasked to both manage

and supervise the Philippines' Technical Education and Skills

Development.

TECHNICAL EDUCATION refers to the education process designed at

post-secondary and lower tertiary levels, officially recognized as non-

degree programs aimed at preparing technicians, paraprofessionals

and other categories of middle-level workers by providing them with a

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broad range of general education, theoretical, scientific, artistic and

technological studies, social services and related job skills training.

(RA 7796/TESDA Law)

TECHNICAL-VOCATIONAL EDUCATION AND TRAINING the

education or training process where it involves, in addition to general

education, the study of technologies and related sciences and the

acquisition of practical skills relating to occupations in various sectors

of economic life and social life, comprises formal (organized programs

as part of the school system) and non-formal (organized classes

outside the school system) approaches. (UNESCO)

TRAINING REGULATION a TESDA promulgated document that

serves as basis for which the competency-based curriculum and

instructional materials and competency assessment tools are

developed. This document represents specific qualification. How the

competencies in this qualification can be gained, assessed and be

given recognition is detailed in this promulgated document. (TESDA

Board Resolution No.2004-13 and Procedures Manual on TR

Development)

TVET STUDENTS persons who are participants in a vocational,

administrative or technical training program for the program of

acquiring and developing job competencies.

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UNDEREMPLOYED include all employed persons who express the

desire to have additional hours of work in their present job or an

additional job, or to have a new job with longer working hours. (NSO)

X. REFERENCES

Budhrani K.S., D’Amico M.M., Espiritu J.L.D. (2018 Developing a

Skilled Workforce Through Technical and Vocational Education and
Training in the Philippines.

Adalia, J.B. 2014, May 4. Unemployment rate in the Philippines

highest in Southeast Asia.

Biervliet, Wim. 1996. TVET in the Philippines: The emerging training

market. TVET & Skills Development – Researcher and Agency
Perspectives: 49–52.

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