The National System of Technical Vocational … System of Technical Vocational Education and ... 10 8 5 2Utilities ... 10/12 Governance and Management •TESDA

Proposals to Improve the

National System of Technical Vocational Education and Training in the Philippines

Aniceto Orbeta and Emmanuel Esguerra*

October 2016

* With assistance from NEDA and TESDA

Outline

• Review of the Characteristics

• Assessment of Performance

• Proposal to Improve the system

Review of the characteristics of NSTVET - 1/12

3 Major Modes of Delivery

• Institution-based (school-based and center-based)

• Enterprise-based

• Community Based

Review of the characteristics of NSTVET – 2/12 Top offerings of institution-based providers are in the fastest growing sectors

- Tourism

- ICT

- Health, Social and other community development

5,841

4,085

3,768

1,466

1,155

1,126

942

813

299

229

189

148

121

92

28

10

8

5

2

1

1

0 1,000 2,000 3,000 4,000 5,000 6,000 7,000

Tourism

ICT

Health, Social and Other Comm Devt

Construction

Automotive and Land Transportation

Metals and Engineering

Others (Language)

Electronics

Agriculture and Fishery

Garments

Heating, Vent., AC and Ref

Others (Trainers Methodology)

Processed Food and Beverages

Maritime

Aviation

Wholesale and Retail Trading

Visual Arts

Furniture and Fixtures

Utilities

Decorative Arts

Footwear and Leathergoods

Review of the characteristics of NSTVET – 3/12 TVET Clients by education before training, 2012

• Mostly high school graduates (50%)

• Some college undergrads (19%) and graduates (13%)

• Previous TVET (9%)

College Graduate and beyond

13%

College Undergrad 19%

Tech-Voc graduate 6%

Tech-Voc undergraduate

3%

High school graduate 50%

[CATEGORY NAME] [PERCENTAGE]

Some elementary 1%

Not indicated 1%

Review of the characteristics of NSTVET - 4/12 Reason for taking TVET, 2012

• Biggest for employment / to get job (45%)

• Next to gain skills (38%)

• Next skills upgrading / enhancement (7%)

For employment/to get

job 45%

To gain skills 38%

For skills upgrading/enhancement

7%

Personal use 2%

TVET qualification is popular(many are

enrolling) 2%

Not indicated 2%

Others 2%

For promotion/ Increase in income

1%

Nothing to do 1%

Reasons for taking TVET


2006 2009 2010 2011 2012 2013

Community-based 866,410 946,281 620,720 615,974 672,075 826,381

Enterprise-based 98,329 127,708 86,978 80,309 90,707 77,518

Institution-based 772,126 910,657 860,919 875,848 1,041,960 1,039,690

0

500,000

1,000,000

1,500,000

2,000,000

2,500,000

Enrolled

Institution-based Enterprise-based Community-based

2006 2009 2010 2011 2012 2013

Community-based 879,248 907,730 599,531 581,363 663,744 800,518

Enterprise-based 72,592 122,505 73,352 72,082 80,370 68,659

Institution-based 388,780 873,558 671,488 679,306 856,544 896,580

0

200,000

400,000

600,000

800,000

1,000,000

1,200,000

1,400,000

1,600,000

1,800,000

2,000,000

Graduates

Institution-based Enterprise-based Community-based

Enrollment & Graduation: Biggest proportions are institution-based, followed by community based, a tiny proportion enterprise-based

The system enroll 1.8 million and graduate 1.6 million on average between 2009-2014


Regional distribution of enrollment & graduates: Concentrated in few regions

Concentration in

• NCR

• Southern Tagalog (Reg IV-A)

• Central Luzon (Reg III)

• Central Visayas (Reg VII)

0 50,000 100,000 150,000 200,000 250,000 300,000 350,000 400,000

NCR

Region IV - A

Region VII

Region III

Region IX

Region X

Region I

Region XI

Region II

Region VI

Caraga

Region IV - B

Region XII

Region V

CAR

Region VIII

ARMM

Enrollment Graduates


Regional distribution of number of TVIs with registered programs: Concentrated in even fewer regions

Concentration in

• NCR (1,117)

• Southern Tagalog (Reg IV-A) (417)

• Central Luzon (Reg III) (380)

0 200 400 600 800 1000 1200

CARAGA

ARMM

IV-B

ll

IX

VIII

CAR

XII

X

XI

VI

V

VII

l

III

IV-A

NCR

Private Public


Sectoral orientation graduates reflects the primary growing sectors

• ICT (26.7%)

• Tourism (24.2%)

• Health, social and other community development (12.4%)

26.7

24.2

12.4

5.7

5.3

4.8

4.8

3.6

2.9

2.1

1.5

1.0

1.0

0.9

0.7

0.5

0.5

0.5

0.2

0.2

0.1

0.1

0.1

0.0 5.0 10.0 15.0 20.0 25.0 30.0

Information and Communications Technology

Tourism

Health, Social and Other Community Development



Construction

Electronics



Livelihood

Garments

Others

Language


Maritime

Heating, Ventilation, Airconditioning..

Manufacturing

TVET

Decorative Crafts



Aviation

Utilities


TVI By Type Institution, Numbers Graduates by Type of TVIs, Graduates 2012

Public 467 10%

Private 4,266 90%

Other Public 21%

Private 68%

TTI 11%

Distribution by Type: Public accounts for 10% in terms of number of institution; 32 % in terms of graduates

Review of the characteristics of NSTVET – 10/12

Governance and Management

• TESDA • Regulator

• Provider – 122 TTIs as of 2015; 16 regional training centers, 45 provincial training centers, 18 agricultural schools, 7 fishery schools, 31 trade schools and 5 specialized institutions

• Regulate private sector through an established quality assurance system

• Provides technical assistance to community-based training programs


Quality Assurance system • Mandatory program registration • Promulgation of training regulations (TR)

• Convenes experts from respective industries to develop TRs • Revisited and updated every 3-5 years or whenever there are new developments • As of July 2015, 91% of the 20,329 registered TVET programs have TRs • Defines assessment of competencies

• Assessment center accreditation – primary venue of assessment • Assessment done only in the presence of with TESDA personnel at all times • Trainer certification – 4 levels, regularly updated • Graduate certification – mandatory assessment; full national certification

(NC) or by competency area (COC)


Distribution of assessment centers by region, number, 2015 Distribution of assessors by region, number, 2015

595

577

473

335

316

282

273

259

226

226

220

195

173

159

129

117

59

0 100 200 300 400 500 600 700

Region 4a

NCR

Region 3

Region 9

Region 1

Region 5

Region 7

Caraga

Region 8

Region 4b

CAR

Region 2

Region 12

Region 11

Region 6

Region 10

ARMM

969

883

672

525

511

461

451

362

331

315

278

256

255

196

173

124

121

0 200 400 600 800 1000 1200

Region 3

Region 4a

NCR

Region 8

Region 1

Region 9

Region 7

Region 6

Region 11

Region 2

Caraga

CAR

Region 4b

Region 5

Region 12

ARMM

Region 10

Top 3 regions in terms of enrollment and graduation (NCR, 4a, 3) are also the top regions in terms of number of assessment centers and assessors

Assessment of Performance of the Existing System -1/10

Estimation of Demand for TVET Services

• Enrollment and Graduation reflects the distribution of TVIs

• Sector concentration in growth areas such as ICT, tourism and health and social services

• Best estimate of total proportion of population/labor force who have had TVET training • Since 2012, added the question of who had graduated from TVET regardless

of highest grade completed

• LFS April 2014: 3.2 million (4.8%) of 66.2 million working age population graduated from TVET


Access by Workers

• No readily available profile data on enrollees, only graduates from IES

Access by Vulnerable groups

• By age group: graduates in 2012 dominated by young age group 15-24 (61%) and 25-34 (23%); LFS shows that those aged 15-24 have the highest unemployment rates; 74% of the graduates were unemployed before training

Access by SMEs

• No readily available data


25.0

19.3

10.0

9.7

9.1

6.9

5.5

2.9

2.1

1.6

1.4

1.1

1.1

1.0

0.8

0.6

0.6

0.6

0.3

0.2

0.1

0.1

0.0

0.0 5.0 10.0 15.0 20.0 25.0 30.0

Information and Communications Techno..

Tourism



Construction

Health, Social and Other Community De..

Electronics



Livelihood

Maritime

Garments


Language

Others

Manufacturing

TVET



Aviation


Utilities

Decorative Crafts

Male By Sector, 2012

29.1

28.3

17.9

5.1

4.1

3.0

2.6

1.9

1.5

1.2

1.2

1.0

1.0

0.7

0.4

0.4

0.4

0.2

0.1

0.0

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0

Tourism

Information and Communications Techno..

Health, Social and Other Community De..


Electronics


Livelihood

Garments



Others

Language


Construction

Manufacturing

Decorative Crafts

TVET


Maritime


Female by Sector, 2012

By Sex: Graduates evenly distributed between male (50.4%) and female (49.4%); but some

difference in sectoral orientation; top choices, Male: ICT, Tourism, Automotive, Metals, Construction; Female: Tourism, ICT, Health, Social, Other Comm. Devt.


Figure 6. Distribution of Enrollment in Post-Secondary Courses by Per Capita Income Decile, by Type of TVI, 2013

Figure 7. Distribution of 15 years and above with Post-Secondary as Highest Grade Completed by Per Capita Income Decile, 2013

TVET training not clearly pro-poor

Whether by enrollment or by highest grade completed, access to TVET does not favor the poor

Enrollment in public cater more to poorer segment

TVET as highest grade completed, clearly not pro-poor

The poor already dropped out at the elementary grades?

8.1 10.5

17.5

10.8

4.8

25.0

11.4

5.4 5.5

0.9 1.2 3.7

9.6

16.4

19.3

13.1

9.5

14.0

10.3

2.9

0.0

5.0

10.0

15.0

20.0

25.0

30.0

Public Private

2.5

4.1

6.9 6.2

10.1

13.3

15.1 15.6 15.9

10.3

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

16.0

18.0

Source of basic data: PSA APIS 2013


Financing by Source, 2002 TVET Expenditure by Type, 2002

Public Administration

46% Trainees

29%

Companies 16%

NGOs and foundations

7%

Income generation 2%

Courses 1 to 3 years 47%

Short courses (less than 3 months)

20%

General administration

15%

Apprenticeship and learnership

12%

Courses 3 to 9 months

6%

Major source of TVET funding: public (46%), trainees (29%), companies (29%) By type: 1-3 year (47%), short courses (less than 3 months (20%), courses 3-9 months (6%)

Source: Peano et al. (2008)

Assessment of Performance of the Existing System - 6/10

Certification

• Those taking certification exams clearly rising

• Certification rates consistently high (above 80%) except for Electronics and IT

-

500,000

1,000,000

1,500,000

2,000,000

2,500,000

2005 2006 2007 2008 2009 2010 2011 2012 2013

Enrollees Graduates Assessed Certified

Assessment of Performance of the Existing System -7/10 Major reasons for not taking assessment

- Assessment not mandatory (26%)

- No assessment tools / assessors / center (22%)

[CATEGORY NAME]

[PERCENTAGE]

[CATEGORY NAME]

[PERCENTAGE] [CATEGORY

NAME]

[PERCENTAGE]

[CATEGORY NAME]

[PERCENTAGE]

[CATEGORY NAME]

[PERCENTAGE]

[CATEGORY NAME]

[PERCENTAGE]


Graduates’ perspective Employers’ perspective

Source: 2013 IES Source: 2014 ESS

Continuous attention to firms’ valuation of certification

Measure: Do firms provide incentives to certificate holders?


Organizational structure and coordination across institutions

• TESDA is both a regulator and a provider

• TESDA Board, the highest policy making body, the primary point of coordination at the policy level

• At the operational level, development and continuous review of TRs

• TESDA accredits assessment centers and assessors

• TESDA doing a good service by continuously doing the IES; it is the only data the provides trainee-level profile; should be made available to researchers to improve data quality and support more analyses

• TESDA also do regular Employers’ Satisfaction Survey (ESS) and similarly made available to researchers


Links with other labor market policies

• Primary link with labor market policies is the TESDA Board, particularly, the Secretary of Labor – the chair

• No clear system how labor market information are supplied

• Even much less clear how whatever information is supplied been used to inform decision to review TRs, course offering of TVIs and decision of would be trainees

Proposals to Improve Philippine NSTVET -1/9

TESDA should focus more on regulation and information provision

• Global trend: government should primarily be in regulation and information provision; leave much of training delivery to private sector

• TESDA is currently both a regulator and operator 122 training institutions

• Information generation and provision should be continuously improved and provided regularly


Greater emphasis on enterprise-based training

• Preferred mode of delivery by many analysts but the thinnest amongst the modes of delivery

• Key issue: Understanding Better Enterprise-based Training • “If it is that good, why aren’t we doing more of it?”

• What hinders it from expanding?

• Incompatibilities in underlying incentives and sources of financing?

• Wage-training contract difficult to monitor, hence, also difficult to enforce?


Making training continuously relevant to industry needs

• Continuous review of curriculum and training regulations

• Interaction between government, TVET Institutions, firms and workers should be at all levels, not just at the national level

• Regular convening of industry councils for continuous labor market signaling

• Address skills needs of roadmaps and value chains

• Enhancing TVI-industry linkages

Proposals to Improve Philippine NSTVET - 4/9

Greater performance orientation in access to public training funds • Learning from the experience in collaboration with industry associations

such as the experience with Information Technology-Business Process Associaton (IT-BPAP)

• Clear performance standards

• Competitive contracting

• Use Public Training Fund to Achieve Strategic Development Objectives • Use the considerable amount of training money to nudge TVET to achieve strategic

development objectives? i.e. increasing more private sector training, really reduce unemployment rates of the young; increase the labor productivity of the poor


Improve targeting of financial assistance for TVET

• Experience from scholarship programs show that more transparent selection criteria minimize influence peddling in the section of beneficiaries

• Proper targeting of financial assistance – GIA for the poor, loans for the non-poor

• Proper assessment of grantees to improve satisfactory completion


Ensure Quality in Community-Based Training

• Contributing a substantial component of TVET graduates

• Fear that this is mostly supply-driven training with little regulation

• It is registering respectable employment rates

• It there really a problem in quality?

• Are they more responsive to community needs?

• Proper regulation means improvement in coverage of training registration


Improve Data generation and Dissemination on TVIs and Trainers • As TESDA focus more on regulation, effective regulation require

better information

• One of the weak points in TVET data is the characteristics of TVIs and trainers

• It seems that data is available; what might be lacking is processing into useful information and wider dissemination • List of TVIs with registered training programs • List of trainers with certifications


Improve TESDA’s capacity for monitoring and evaluation

• As TESDA shifts more into regulation and strategic financing, capacity to design better instruments, test them and analyze their impacts rigorously should be systematically built up in the institution


Improve the Image of TVET • To this day the image of TVET is low compared to college and

university education.

• There is a need to formulate a strategic communication plan to uplift the image of TVET.

Thank you!

Documents

The National System of Technical Vocational … System of Technical Vocational Education and ... 10 8 5 2Utilities ... 10/12 Governance and Management •TESDA