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Support to TVET Provision

While setting policies and standards for the sector, we also provide support to the provision of TVET. (Corporate TESDA does not directly conduct trainings; TESDA schools, technical-vocational institutions and other providers however conduct them.) Among our programs along this are the installation of a monitoring/reporting system for all TVET conducted in the Province, expansion of roles of TVET providers in training (school-based, community-based and industry-based), assistance in the development of village technologies and "Dangal ng Barangay/Bayan" products, "Plant for Life" projects, facilitation of scholarship programs such as the Private Education Student Financial Assistance (PESFA) scholarship, Iskolar ng Mahirap na Pamilya, and I-CARE (Invigorating Constituents Employment) scholarships.

To help high school students decide the right tech-voc and collegiate course for them, we also facilitate the Youth Profiling for Starring Career (YP4SC) program. Under this program, high school students take tests that measure their inclination and likelihood of success in various occupations.

Monitoring of Trainings

As input to management of TVET and to help stakeholders make informed decisions, TESDA monitors trainings conducted by all TVET providers in the Province. Students/trainees of technical-vocational institutions enrolled in UTPRAS-registered courses, local government units with partnerships with TESDA and TESDA Technology Institutions (TTIs) are required to fill-out the National Manpower Information System (NMIS) form upon enrollment.

Kasanayan sa Hanapbuhay

Kasanayan sa Hanapbuhay (KasH) is an apprenticeship training program that we partner with firms. After the training, graduates of the KasH program are prioritized for employment by the partner company.

Dual Training System/Dualized Training Program

The Dual Training System (DTS), according to Republic Act 7686, "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 center and accredited dual system agricultural, industrial and business establishments with prior notice and advice to the local government unit concerned." Under the DTS, both the institution and the partner firm share the responsibility of providing the trainee the best possible job qualifications. The firm provides the practical training while the school provides the specific, general and occupation-related theoretical instruction.

Private Education Student Financial Assistance (PESFA) Scholarship

The TESDA PESFA program is one form of assistance given to students in private education under the Republic Act No. 8545, otherwise known as the "Expanded Government Assistance to Students and Teachers in Private Education Act".

Section 8 of Republic Act 8545 establishes TESDA-PESFA under the Assistance to college Freshman. The program will afford educational grants to deserving students in private post-secondary non-degree TVET courses in line with the skills requirements of the priority sectors identified in the National Technical Education and Skills Development Plan (NTESDP).

TESDP-ADB Scholarship Fund

The TESDP-ADB Scholarship Fund is one sub-component of Enahncing Equity in Skills Acquisition of the TESDP. Under this component, poor but deserving students will be given access and better opportunities for technical-vocational education and training (TVET) and employment with necessary support. Likewise, it helps the beneficiary institutions in their development efforts by assuring a steady supply of enrollees to courses with good labor market outcomes.

The program affords educational assistance grants to deserving students in post-secondary TVET courses from beneficiary institution identified by the project.

Youth Profiling for Starring Careers (YP4SC)

YP4SC or Youth Profiling for Starring Careers is a multi-phase program that aims to help high school students make informed decisions regarding what course to take in TVET or college. The first phase, the conduct of aptitude and occupational interest assessment of a sample of students, was conducted in 2005. Around 1,500 high school students in Sorsogon were assessed and got their results sometime in 2006.

   
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