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rom 1927 to 1994: What is the surprising history behind the founding of TESDA
The Technical Education and Skills Development Authority (TESDA) of the Philippines is the country’s technical vocational education and training (TVET) agency. Its main mission is to manage technical education and skills development in the country. The establishment of this institution has a long and rich history, starting from the enactment of the first Vocational Education Act in 1927 to the formal establishment of TESDA in 1994, which all confirms the Philippines' emphasis on improving the quality of the workforce.
Historical evolution
The system of technical and vocational education began with the Vocational Act (Act No. 3377) in 1927, and then in 1938 with the passage of Federal Act No. 313, the basis for the establishment of vocational schools was established. By 1963, with the passage of Republic Act No. 3742, the dedicated Vocational Education Bureau began to officially operate. These early efforts were aimed at strengthening the skills of the country's workforce and improving the overall economic development of society.
As times change, boards, agencies, and programs change, but the need to improve technical and vocational education remains the same.
The establishment of TESDA
In 1990, the Philippine Congress passed Joint Resolution No. 2, establishing the Education Commission (EDCOM) for the purpose of reviewing and evaluating the national education and manpower training system. The subsequent Technical Education and Skills Development Act (Republic Act No. 7796) was signed by President Ramos on August 25, 1994, officially establishing TESDA. This new institution was established not only to integrate previous vocational training institutions, but also to simplify the connection between education and the job market, making technical education more systematic and professional.
The establishment of TESDA represents a new attempt by the government to improve technical and vocational education, and hopes to bring higher employment rates and labor quality.
Further reforms and achievements
With the establishment of TESDA, a series of important reforms have occurred in technical and vocational education in the Philippines, covering everything from curriculum design to internship opportunities. TESDA has grown rapidly through a series of executive orders, signed by the President and relevant government agencies. These measures aim to strengthen ties with higher education and promote technical and vocational education through the recognition of vocational qualifications and the recognition of academic qualifications. development.
The current labor market
According to statistics, the labor force participation rate of technical and vocational education (TVET) graduates reaches 74.5%, showing the importance of vocational training in increasing employment. Based on participants of different types of training, the employment rate of graduates from enterprise-based training programs was 89.1%, compared with 71.7% for community-based programs, showing higher market demand. In addition, graduates who benefited from the TESDA program also demonstrated good workplace performance and stable income.
Many professionals believe that job seekers with technical and vocational education backgrounds have a higher success rate in today's labor market than traditional college graduates.
TESDA’s goals and services
The Technical Vocational Education and Training (TVET) program provided by TESDA is not only for new recruits, but also for current employees who want to improve their skills. There are currently more than 4,500 TVET providers, of which 62% are private institutions. These institutions provide a variety of training models for various types of students, including school-based, community-based and corporate background, aiming to meet the needs of different groups.
Looking to the future
With the rapid changes in the social and economic environment, TESDA is faced with the challenge of how to continue to adapt to new technologies and work needs. In the future, TESDA will not only need to strengthen the quality of technical and vocational education, but also allocate more resources to develop new vocational skills training courses that meet market demand. This leads one to think, how can we ensure that our technical and vocational education system is sustainable in an ever-changing world?
