Mr. Tony Galvez
Edusentro | The Obstacles of Quality of Education In The Philippines | Giving technical and practical education and training to job seekers is one of the main functions of the Technical Education and Skills Development Authority (TESDA) in the Philippines. In recent times, however, TESDA has come under fire for allegedly failing to address issues that arose with the implementation of the K–12 system.
The main criticism of TESDA is that it falls short in terms of providing enough preparation for teachers and schools in the K–12 curriculum. The K-12 program was launched in 2013 with the goal of raising the standard of education in the Philippines by adding two extra years to basic education. However, the new curriculum has been difficult for many schools and teachers to adapt to, which has negatively impacted children’s quality of education.
The Expert in Technical Vocational Education: Tony Galvez
Tony Galvez, an experts in the country’s technical and vocational education and training business with years of techvoc practice, exposure, and experience doing real-world techvoc work on the ground. He was called in the Congress Meeting on Basic Education and Culture to have explanation for the current issue for the TVET.
TESDA, the government agency in charge of technical and vocational education and training, could have done more to assist schools and instructors in carrying out the K-12 curriculum. This may have been accomplished by providing instructors with training and tools to assist them comprehend the new curriculum and deliver it to pupils in the most effective way possible. Some schools and instructors have had to find out how to utilize the difficult K-12 program on their own since TESDA has not provided adequate assistance.
A major issue with TESDA is that it does nothing to address the skills that are not being taught at technical and trade schools and do not meet the demands of the labor market. Many persons who complete TESDA programs are unemployed or underemployed because the skills they obtained do not meet the needs of businesses. This demonstrates that TESDA is disconnected from the job market, making it more difficult for the agency to fulfill its mission of providing individuals with the skills they need to find work.
The Solution
To address this issue, TESDA should engage more closely with industry partners to determine what skills are in demand in the labor market and then tailor its programs to meet those demands. TESDA can provide its graduates with the skills they need to succeed in the job market by ensuring that its training programs align with the needs of employers.
Tony Galvez recommends to Committee Chairperson Cong. Roman Romulo the classification of TVET in two tracks. These two tracks are Professional Tracks and Livelihood Tracks.
1. Professional Track
TVET Service Oriented Tracks are professional tracks. Its entry requirement is at least high school graduate. The proper exercise of techvoc professional tracks will be to the best interest of the public to ensure the protection of the people’s health, safety and welfare, and assure the public of quality, reliable and safe service. It involves public interest, a vehicle for identifying competent practitioners by screening out the incompetent through a Governing Code of Ethical Standards, for the purpose of protecting the consumers.
2. Livelihood Track
Product oriented tracks is the best training skill project for barangays and provinces – thru BKKK (Barangay Kasanayan para sa Kabuhayan at Kapayapaan) – livelihood training that will not compromise the professionalized techvoc service oriented industry. A particular skill of making decorative objects by hand or a system of production, which takes place some in private homes or in a small factory, with the tools and other means of production. Product oriented tracks is the best training skill project for barangays and provinces – thru BKKK (Barangay Kasanayan para sa Kabuhayan at Kapayapaan) – livelihood training that will not compromise the professionalized techvoc service oriented industry. The projects aims to provide skills training to its target beneficiaries, to engage them in livelihood projects that are also income generating.
It also promotes unity, teamwork and social responsibility as the projects are community based. And other businesses and manufacturing product activities carried in a person’s home or factory for small medium enterprise (SME).
In addition to these issues, TESDA has been criticised for failing to be transparent and accountable about how it operates. There have been reports of corruption and poor management inside the agency, which has reduced public trust in TESDA’s capacity to execute its job. This lack of transparency and accountability harms TESDA’s credibility and makes it more difficult for the agency to address issues in technical and vocational education in the Philippines.
That being said, TESDA’s failure to address the issues that occurred when the K-12 system was implemented demonstrates that the agency’s aims and programs need to be reconsidered. The TESDA may improve its performance in delivering technical and vocational education and training for employment by assisting schools and teachers in better implementing the K-12 curriculum, eliminating the skills gap between graduates and the labor market, and making its operations more transparent and responsible. These are the only things TESDA can do to significantly alter the way education and job development operate in the Philippines.
BAGONG PILIPINAS, BAGONG TVET
