TESDA: EXCELLENCE IN BLUE
COLLAR JOBS AND SERVICE INDUSTRIES
The Weekly Kapihan on September
19, 2015 tackled the topic, “TESDA Updates” at NVC Carmen Hotel. Guest are Dr.
Julius Sol Jamero, Provincial Director of TESDA and Ms. Leonore O. Medina,
Pres. ATSA.
Dr. Jamero said that the mandate
of Technical Education and Skills Development Authority is embodied in RA 7796
enacted by Congress 21 years ago. It addresses skills competence of out
of-school youth undergoing training in technical vocational education. In 2015,
we have 2, 270 scholars and 2,000 regular students taking up tourism, food and
beverage services and housekeeping.
How do we manage this
challenging mission with a limited budget of P18 million this year?
We coordinate the 21 Technical
Vocational Educational Training Schools (TVET) scattered all over Aklan with
funding of P13 million. Critical to our success is partnering with Local
Government Units (LGU’s) and other government agencies, confided Dr. Jamero.
“Regarding the implementation of
K+12 where 2016 is the initial year of implementing senior high school, we have
an interfacing plan with DepEd for students taking up any of authorized
technical vocational courses like Information Technology, tourism,
agri-business, fisheries, housekeeping, and others. After graduating from their
senior year, students must undergo competency assessment test in order to
qualify for National Certificate (NC II).”
There is an approved ladderized
program done in partnership with the Commission on Higher Education that
college undergraduates could pursue technical vocational courses that could be
credited in their favor.
The impact of technical
vocational education on raising personal esteem and satisfaction is phenomenal.
Presently, 53 percent of our graduates are fully employed after undergoing
rigorous hands on training for 6-12 months. Compare this with a 4 year college
graduate whose chance for employment is barely 20 percent, averred Dr. Jamero.
Ms. Medina clarified that
despite the absence of basic textbooks on technical vocational from DepEd
participating TVET, schools use the Competency Based Lesson Material (CBLM).
Popular are massage therapy, masonry, welding, carpentry, and others. Because
of better teaching proficiencies methods and style, at least one half of our
graduates are now working abroad said the Lady Educator.
It is good that Dr. Jamero does
not discourage parents or youth from pursuing higher college education. There
is no question here if they can afford and take chances. Based on statistics,
NC II holders with formal training of less than a year get the lion share in
the job market. Presently, Tesda Aklan has a Facebook website where all their
technical vocational experts on welding, electricity, plumbing, IT’s, tourism,
housekeeping, and others together with their business address could be
contacted for contractual services. The same is true for TVET accredited
schools and their specialization.
There are only 2 Assessment
Centers in Aklan that conduct regular Competency Assessment for 10,000
graduates. This is very inadequate that Director Jamero is appealing to Heads
of Schools to collaborate in this important undertaking.
TESDA in the wake of typhoon
Yolanda appropriated P3.3 million for recovery program that benefitted 3,000
recipients who were, trained on carpentry and plumbing done in coordination
with LGU’s.
Another program in
entrepreneurship is “Go Negosyo” where graduates are given allowance,
apprenticeship training and tool kits.
Aware that college graduates have
an uphill climb to land a job, many opt to take up technical vocational courses
in order to qualify for many job openings here and abroad. This humbling trend
shows that blue collar workers are on the rise. Alongside are their living
standards.
If one can be proficient in a job
after one year, then why is there a need for additional 2 years in basic
elementary education? If the answer is for quality education, how come these
graduates are required to pass the competency assessment test given by TESDA?
Simple answer: K+12 graduates per se are not job ready. The Enhanced Basic
Education Act of 2011 is just an educational experiment that impoverishes
people. Hence, impractical. As a developing country we must be pragmatic.
Quality education is associated with highly motivated teachers and well equipped
classrooms (books, chairs, tables, teaching devices, lighting, electric fans,
running water). Spreading the education budget too thin invariably results in
half baked graduates and misfits.
UP, Ateneo, La Salle and UST are
among the 300 best schools globally according to QS World University Rankings
and yet they are products of 10 year basic education. Ironically, we have
plenty of college graduates in oversubscribed courses that are employed in jobs
that do not match their skills and training. Indeed, this is waste of human
resources and lost opportunities. Perhaps a rational approach is to strengthen
TESDA and propel Filipino excellence in blue collar jobs and the service
industry. /MP
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