NextGen Day

In order to provide individuals with higher-level certifications that lead to jobs with greater responsibilities and higher wages, the government must expand its technical and vocational education and training (TVET) programs.

A study by Senator Sherwin Gatchalian’s office revealed that, as of May, only 0.2 percent or 31 of the TVET programs accredited by the Technical Education and Skills Development Authority (TESDA) equip learners with the National Certificate (NC) Level IV. The majority of programs (86.3%) focus on NC I (7.3%) and NC II (79%), which provide entry-level skills.

Gatchalian emphasized the importance of offering TVET trainees opportunities to acquire more complex skills through NC III, NC IV, and diploma programs. These higher-level certifications enable workers to perform various tasks, including leadership, guidance, and organization.

Diploma programs or NC V also provide better chances for tech-voc trainees, graduates, and middle-level workers to qualify for positions with greater responsibilities, such as supervisors.

Furthermore, Gatchalian stressed the need to expand enterprise-based TVET programs, as they allow students to gain work experience in the private sector. Currently, only 4 percent of TVET program enrollees are engaged in enterprise-based training, while 50 percent are enrolled in community-based programs, and 46 percent are enrolled in institution-based programs.

To strengthen the TVET sector, TESDA has forged partnerships and cooperation with public and private organizations through various agreements. These efforts aim to align the country’s tech-voc training with international standards and ensure that the TVET sector is demand-driven.

TESDA is also developing the National Technical Education and Skills Development Plan to guide the TVET sector for the next five years. The plan will focus on fostering a new mindset, restyling programs, enhancing reskilling initiatives, and embracing digitalization.

In line with these initiatives, Senator Gatchalian introduced the Batang Magaling Act (Senate Bill No.2022), which seeks to embed accreditation in the technical-vocational livelihood track of senior high school programs. The proposed measure aims to establish National and Local Batang Magaling Councils to strengthen collaboration among the Department of Education, local government units, academic communities, and industry partners to address the skills mismatch between K to 12 graduates and the labor market demands.

By expanding TVET programs, promoting work-based learning, and strengthening partnerships, lawmakers aim to bridge the gap between skills training and employment, ensuring that graduates have the necessary competencies to thrive in the labor market.

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