Unit 4: Establishing Training Requirements

Desired Learning Outcomes:

At the end of the lesson the students must have:
1. acquired clear understanding of what is work based training;
2. explained the dual training system; and
3. expanded the knowledge on dual system act;

Student Activities
Work-based training is one of the best components of Competency-based
training. It is a training approach that aims towards the acquisition of competencies
that directly related to the actual industry practices. Using this mode of training
would enhance and concretize skills that are learned in an in-house training.
Every trainer should be responsible for the on and off the job training of his
trainees. Discussions in this module will develop your skills and competency in
planning, implementing, monitoring and evaluating the work-based learning of your
trainees.
This learning outcomes requires you to learn how to establish trainee’s
training needs and develop a training plan for work-based training. To be able make
training plan, you must learn how to establish training needs and consider guidelines
of work-based training.
In this lesson, you will learn the objectives of work-based training and the
different types of work-based training.
1. Work Based Training
Work-based Training is a training delivery mode by which trainees are
exposed in the workplace. Training shall be done in coordination with
Industry/Training Provider thru a Memorandum of Agreement/Training Agreement by
ILDO. It involves a Training Plan agreed and approved by both parties. A Training
Plan shall be provided as a guide in the conduct of training if the workplace. The
paid or unpaid work experience must be monitored by a qualified trainer/training
coordinator.
Workplace refers to industry and school-based activities e.g. IGP Training
cum Production, Entrepreneurial Activities like production of pastries.

Types of Work-Based Training Job Shadowing

It is a school-supervised career exploration activity wherein trainees visit
worksites and “shadow” employees as they perform their jobs. Job shadow
emphasize observing the workplace, not participating as a productive worker. The
job shadow provides the trainees a meaningful introduction to the world of work and
provides a context for understanding the relationship and interaction between the
competencies taught in the training institution and the workplace.
Internship
Internship help trainees move from school to the workplace by offering
“hands-on” learning, in real work settings, over a relatively long period of time. They
are school-supervised and may be paid or unpaid. The internship is designed to give
trainees a better sense of the jobs within a particular business or industry; to provide
trainees with information about all aspects of the business; and to aid them in
understanding, through experience, how each part of a company aids another in
meeting the goals and objectives of a business or industry.
Apprenticeship Program
It is a training and employment program involving a contract between an
appearance and an employer on an approved apprenticeable occupation. Generally,
it aims to provide a mechanism that will ensure availability of qualified skilled
workers based on industry requirements. The period of apprenticeship covers a
minimum of four months and a maximum of six months. Only companies with
approved and registered apprenticeship program under TESDA can be hire
apprentices.
Learnership Program
It is a practical training on-the-job for approved learnable occupations, for a
period not exceeding three months. Only companies with TESDA approved and
registered leanership programs can hire learners.
Dual Training System
It is an instructional mode of delivery for technology-based education and
training in which learning takes place alternately in two venues: the school or
training center and the company.
School-Based Enterprise
School-Based enterprise (SBEs) typically involve trainees in the management
of a business that produces or sells goods and services as part of a school program.
SBE activities help trainees increase their skills in problem solving, business
operations, time management, and working in teams. The SBE is typically located at
a school and is a popular work-based strategy for school districts without access to
many local employers.

Objectives of Work-Based Training

The objectives of the Work-Based Training are as follow:
 To expand and enhance the trainees’ learning through planned career
experiences in an actual work setting.
 To help the trainees make the transition from school to work and
career.
 To teach the environment of work.
 To increase the trainees’ awareness and appreciation of the relevance
of basic, common and core competencies as they apply to their
qualification/occupational choice.
 To provide the trainees with opportunities for potential career
placement in their occupational choice.
  To project a positive image for trainees through involvement in
business and industry.

The Following are Terms that Need to be Defined in this lesson:

Career Experience -- is a planned and progressive educational
program by combining academic studies with on-the-job experience. It helps
the trainees gain the experience needed to obtain the job of their choice.
Career – The general course or progression of one’s working life or
one’s professional achievements.
Placement – The finding of suitable accommodation or employment
for applicants.
2. Dual Training System
The Dual Training system in the Philippines is a training modality that is
guided by Republic Act No. 7686. This Act provides legal guidelines in its
implementation.
In this lesson, you will be provided by the relevant policies and guidelines of
Work-Based Learning using the dual training system modality.

The dual training system in the Philippines

Excerpts from Tek-Bok BUZZ/Manila Bulletin/ May 7, 2010 as published in
the TESDA website.
Adaptation from the German Model
One of the more referred training modality for enterprise-based training in
the Philippines today is the dual training system (DTS) being implemented by TESDA.
The DTS, as its name suggests, is a training modality that combines
theoretical and practical training. It is called dual training because learning takes
place alternately in two venues: the school or training center and the company
workshop.
In DTS, the school and workplace share the responsibility of providing
trainees will well-coordinated learning experiences and opportunities.
This close cooperation between the school and the company ensures that the
trainees are fully equipped with employable skills, work knowledge, and attitudes at
the end of the training.
The general and occupation-related theoretical instruction provided by the
school is complemented by on-the-job training in the workplace. Trainees under and
60 percent for practical training in the company.
 Dual Approach in Training
The dual approach in education and training has been put to work in such
country programs as apprenticeship, on-the-job training, supervised industry
training, practicum and internship.
The German model of the DTS was first introduced in the Philippines in the
1980s through a joint project of the Southeast Asian Science Foundation and the
Human Seidel Foundation in the Pioneer school-Dualtect Training Center.
The Dualtech experience was replicated in selected in select and private
technical schools nationwide by the then Bureau of Technical and Vocational
Education in 1991.
In February 1995, President Fidel V. Ramos signed into law Republic Act No.
7686 or the Dual Training System Act to 1994 which calls for the institutionalization
of the DTS in accredited public and private educational institutions, training centers,
and agricultural, industrial and business establishments.
Under the DTS law, TESDA is mandated to promote, coordinate, and
administer the dual training system. The school-industry partnership component of
the system is a vital determinant of program success and effectiveness. They start
working together in making the training plan and determining the best by which the
trainee can learn as much knowledge and skills during the training period.

Two Training Venues

In school, the trainee learns basic trade theory, work values, good
citizenship, safety and related theory subjects in mathematics, drawing and social
sciences.
At the company or workshop, the trainees learn job skills through practical
exercises using state of the art technology. Aside from technical skills, the trainees
also learn good work habits and how to get along well with others.
The many benefits for the trainee, school or training institution, and the
company made the DTS click as a training modality.
The trainees’ access to the expertise and resources available and the well-
coordinated delivery of instructional activities in both learning venues guarantees
quality and relevant training.
DTS graduates are equipped with up-to-date and appropriate work
knowledge, skills and attitudes making them highly competitive and “wanted” in the
labor market.
The companies’ participation in drawing up the DTS training plan helps
ensure that the workers being trained are the type and quality that industry requires.
Optimum use of school and company facilities and resources allows the admission of
more trainees mostly from poor families who have no means of attending vocational
training courses in free-charging schools and trainings centers.
 The provisions of the Republic Act 7686 called the Dual Training System Act
of 1994 will enlighten you with how government and the industry help in the industry
training. Read the provisions carefully so that you will have a guide in making your
training plan required in the succeeding lessons.

3. Dual System Act of 1994

Dual Training System Act of 1994
An Act to strengthen manpower education and training in the
Philippines by Institutionalizing the Dual Training System as an
Instructional Delivery System of Technical and Vocational Education and
Training, Providing the Mechanism, Appropriating Funds Therefor and for
Other Purposes.
Section 1. Short title. This Act shall be known as the “Dual Training System Act of
1994”.
Section 2. Declaration of Policy. It is hereby declared the policy of the State to
strengthen manpower education and training in the country so that the latter may be
assured of an ever-growing supply of an educated and skilled manpower equipped
with appropriate skills and desirable work habits and attitudes. The dual training
system, as successfully tested in some highly developed countries, shall be adopted
in duly accredited vocational and technical schools, in cooperation with accredited
agricultural, industrial and business establishments, as one of the preferred means of
creating a dependable pool of well-trained operators, craftsmen and technicians for
the economy.
Section 3. Objectives. This Act shall have the following objectives:
(a) Encourage increasing utilization of the dual system in technical and vocational
education and training by both public and private schools within the context
of the existing education system;
(b) Encourage increasing levels of investment in technical and vocational
education and training by both public and private sectors specifically in the
rural areas;
(c) Enhance the employability and productivity of graduates by equipping them
with analytical and creative thinking and problem-solving abilities;
manipulative competencies which meet occupational standards and
requirements; values and attitudes with emphasis on work ethics, quality
orientation, discipline, honesty, self-reliance and patriotism; and
(d) strengthen training cooperation between agriculture, industrial and business
establishments and educational institutions by designing and implementing
relevant training programmes in close coordination with concerned local
government units.
Section 4. Definition of terms. For purposes of this Act, the following terms shall
mean:
(a) “Appropriate authority” refers to the government entity in charge of formal
technical and vocational education training;
(b) “Dual Training System” refers to an instructional delivery system of technical
and vocational education and training that combines in-plant training and in-
school training based on a training plan collaboratively designed and
implemented by an accredited dual system educational institution/training
centre and accredited dual system agricultural, industrial and business
establishments with prior notice and advice to the local government unit
concerned. Under this system, said establishments and the educational
institution share the responsibility of providing the trainee with the best
possible job qualifications, the former essentially through practical training
and the latter by securing an adequate level of specific, general and
occupation-related theoretical instruction. The word “dual” refers to the two
parties providing instruction: the concept “system” means that the two
instructing parties do not operate independently of one another, but rather
coordinate their efforts;
(c) “Trainee” refers to a person qualified to undergo the dual training system for
the purpose of acquiring and developing job qualifications;
(d) “Accredited dual training system educational institution/training centre” refers
to a public or private institution duly recognized and authorized by the
appropriate authority, in coordination with business and industry, to
participate in the dual training system;
(e) “Establishments” refer to enterprise and/or services of agricultural, industrial
or business establishments;
(f) “Accredited dual training system agricultural, industrial and business
establishments” hereinafter referred to as agricultural, industrial and business
establishments, refer to a sole proprietorship, partnership, corporation or
cooperative which is duly recognized and authorized by the appropriate
authority to participate in the dual training system educational institution.

Section 5. Institutionalization of the dual training system. The dual training

system, hereinafter referred to as the system, is hereby institutionalized in the
Philippines in accordance with the provisions of this Act.
Section 6. Coverage. This Act shall apply to all public and private educational
institutions/training centres and agricultural, industrial and business establishments
duly accredited to participate in the dual training system.
Section 7. Planning and Coordination. The appropriate authority shall plan, set
standards, coordinate, monitor and allocate resources in support of the
implementation of the system.
Every accredited educational institution/training centre shall establish an industrial
coordinating office which shall supervise the in-plant training: provided that the
industrial establishment shall be required to furnish the educational institution with
the necessary information for the purpose of supervision.
The industrial coordinating office shall be headed by an industrial coordinator with at
least an officer-level rank. The industrial coordinator may be assisted by such other
personnel as may be necessary for the effective discharge of the functions of the
office.

Section 8. Status of Trainee. For the duration of the training under the system,
the trainee is to be considered not an employee of the business/industrial
establishment but rather a trainee of both the accredited dual training system
educational institution and the agricultural, industrial and business establishments:
provided that the union or the workers of the latter have been duly informed in
advance of such an agreement.
A trainee who has successfully completed a training programme in a particular
agricultural, industrial or business establishment shall be given priority of
employment in that agricultural, industrial or business establishment. The
appropriate authority shall keep a roll of these successful trainees for purposes of
identifying them for employment.
Section 9. Incentives for participating establishments. To encourage
agricultural, industrial and business establishments to participate in the system, they
shall be allowed to deduct their taxable income the amount of fifty (50) per cent of
the system expenses paid to the accredited dual training system educational
institution for the establishment’s trainees: provided that such expenses shall not
exceed five (5) per cent of their total direct labor expenses but in no case to exceed
twenty-five million pesos (P25, 000, 000) a year.
Donations for the operation of the system shall be deductible from the taxable
income of the donors.
The Department of Finance shall issue the necessary rules and regulations for the
purpose of tax incentives provided herein.
Section 10. Obligations of accredited agricultural, industrial and business
establishments. The agricultural, industrial and business establishments shall:
(a) ensure that the necessary abilities and knowledge for the trainee to achieve
the purpose of his training are imparted to him and shall provide such
training systematically in accordance with an approved training plan;
(b) appoint the training officer to implement the training plan;
(c) make available, free of charge, the consumable material and basic hand tools
and equipment necessary for his training;
(d) allow the trainee to attend his in-school training and to sit for his
examinations;
(e) require the trainee to keep his report book up to date and inspect such
books;
(f) ensure that the trainee is encouraged to develop his personality and that he
is protected from physical or moral danger;
(g) entrust to the trainee such jobs as are related to the purpose of his training
and are commensurate with his capabilities;
 (h) pay to the accredited educational institution/training centre the daily
allowance of the trainee; and
(i) allow the trainee the necessary time off for his in-school training.

Section 11. Obligation of the trainee. A trainee shall exert every effort to
acquire the abilities and knowledge necessary for him to achieve the purpose of his
training. Towards this end, he shall:
(a) carefully perform the jobs entrusted to him as part of his training;
(b) take part in training programmes for which he has been granted time off
under this Act;
(c) follow the instruction given to him as part of his training by the training
officer or any other person entitled to give him such instructions;
(d) observe rules of behaviour in the training premises;
(e) use tools, instruments, machines and other equipment with due care;
(f) not reveal any business or trade secrets that have come to his knowledge in
the course of his training; and
(g) keep his record books up to date.

Section 12. Obligations of the accredited educational institution/training

centres. The educational institutions/training centres that have into a memorandum
of agreement with agricultural, industrial or business establishments to undertake
training shall:
(a) design, implement and evaluate jointly the training plan with the accredited
establishments;
(b) provide specific, general and occupation-related theoretical instruction;
(c) appoint industrial coordinators to supervise the in-plant training;
(d) pay the trainee his daily allowance; and
(e) perform such other tasks and activities as may be necessary and in
furtherance of the objectives of the training.

Section 13. Non-diminution of incentives. Nothing in this Act shall be construed to

diminish or reduce any privilege already enjoyed by the parties concerned under
existing laws, decree or executive orders.
Section 14. Signing of memorandum of agreements by the accredited dual
training system agricultural, industrial and business establishments, the
accredited dual training system, educational institution/training centre
and the trainee. Before an individual establishment begins with an accredited
education institution/training centre and the trainee or his representative, the
individual establishment shall provide the accredited educational institution/training
centre and the trainee with a copy of the signed agreement.
The memorandum of agreement shall set forth, among others, the following:
(a) the training plan;
(b) the nature and objective of the training;
(c) the commencement and duration of the training period, including the total
number of in-school and in-plant training hours;
 (d) the normal daily training hours;
(e) the trainee’s allowance and the rate to be applied, which in no case shall start
below seventy-five (75) per cent of the applicable minimum daily wage for
days spent in the establishments;
(f) the rights and obligations of the parties concerned in addition to those
provided in Section 10, 11 and 12;
(g) the definition of the status of the trainee according to Section 8 of this Act;
(h) the condition for the termination of the training agreement;
(i) the performance, monitoring and evaluation system; and
(j) such other essential particulars as would mutually benefit all parties
concerned.

Section 15. Insurance coverage of the trainee. Every agricultural, industrial

and business establishment undertaking training, in accordance with the provisions
of this Act, shall sign a life and/or accident insurance policy on the life of the trainee
with the insured and the spouse, children or parents of the trainee as the
beneficiaries thereof: provided that the agricultural, industrial and business
establishments shall pay for the premiums of said insurance policy.
Section 16. Revolving Fund. Any law, rule or regulation to the contrary
notwithstanding, the accredited dual training system educational institution/training
centre is hereby authorized to retain as a revolving fund the amount paid to it by the
agricultural, industrial and business establishments representing the actual dual
training expenses. The fund shall be used to improve the operation of the dual
training system.
Section 17. Implementing rules. The appropriate authority and the Department
of Finance, upon prior consultation with the business and industry concerned, shall
issue the necessary rules and regulations for the effective implementation of this Act
within a period of ninety (90) days after its effectivity. Any violation of this section
shall render the concerned officials liable under R.A. No. 6713, otherwise known as
the “Code of Conduct and Ethical Standards for Public Officials and Employees” and
other existing administrative and/or criminal laws.
Section 18. Other exemption from taxes and duties. Any donation,
contribution, bequest, subsidy or financial aid which may be made for the operation
of the system shall constitute an allowable deduction form the income of the donors
for income tax purposes and shall be exempt from donor’s tax, subject to such
conditions as provided under the National Internal Revenue Code, as amended.
Essential equipment, apparatus and materials imported by accredited dual training
private educational institutions shall be exempt from taxes and duties: provided that
the importation of these items shall be subject to the following qualifications:
(a) that the importation shall be certified by the appropriate authority;
(b) that they should be actually, directly and exclusively used in connection
with the dual training system and any unauthorized use shall subject the
accredited dual training private educational institutions to payment of
taxes and duties thereon; and
 (c) that they are not available locally in sufficient quantity of comparable
quality, and at reasonable prices:

Provided, however, that taxes and duties pertaining to the importations of accredited
government and dual training educational institutions are deemed automatically
appropriated.
The Department of Finance shall accumulate the necessary rules and regulations to
implement the provisions of this section.
Section 19. Appropriations. For the initial implementation of this Act, an amount
of one million pesos (1, 000, 000) shall be charged against the current year’s
appropriation of the contingency fund. Thereafter, such sums as may be necessary
for its continued implementation shall be included in the annual General
Appropriations Act.
Section 20. Separability clause. If for any reason any provision of this Act is
declared invalid or unconstitutional, the rest shall not be affected thereby.
Section 21. Repealing clause. All laws, decree, orders, rules and regulations or
parts thereof inconsistent with this Act are hereby repealed or modified accordingly.
Section 22. Effectivity. This Act shall take effect after completion of its publication
in the Official Gazette or in two (2) newspapers of general circulation.