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Research Instrument for the Technology Institutes.doc (99KB)

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From: TESDA RCO <tesda.rco2010@gmail.com>
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Sent: Tuesday, September 28, 2010 1:31:52 PM
Subject: To All RDs, PDs, School Administrators, RTCs and PTCs

Greetings from TESDA-RCO!

Attached is a research study proposal regarding TESDA Technology Institutes for your
information. May we request facilitation and accomplishment of the attached survey
questionnaire, to all RDs, PDs, School Administrators, RTCs and PTCs.

The Administrators will rate the TESDA School or Training Center they manage, RDs will rate
the RTCs, and PDs will rate the PTCs or TESDA schools.

Kindly submit the accomplished questionnaire to Dir. Gayona’s email address

pdgus_gayona@yahoo.com copy furnished tesda.rco2010@gmail.com on or before October
8, 2010.

For your compliance please. Thank you.

How to Achieve “Demand Responsiveness”— Matching
Skills Supply and Demand: Research Proposal

Rationale

Organizational effectiveness is often measured by the organization’s

capability to achieve it s objectives and achieve the results it intended to
accomplish. These organizational goals are statements of the organization’s
responses to the needs of its external environment and publics. In this
regard, as changes in the external environment – new technologies, new
challenges and opportunities – occur, organizations need to be dynamic,
evolving and proactive in order to remain relevant and responsive.
As the role of Technical Vocational Education and Training gain
significance in poverty alleviation agenda of countries all over the world, so
is the role of the technology institutions that deliver programs for the
development of the competencies needed by the world of work.
In this regard, it is imperative to undergo a continuous evaluation of
the capability of the institutions to respond to the challenges of the external
environment, specifically the requirement of the world of work in order to
introduce necessary interventions and innovations that would enhance the
institutions relevance, efficiency and effectiveness.

Objective of the study

The study aims to:

1. Assess the internal efficiency of the TESDA Technology Institutes

2. Evaluate the Organizational Feasibility of the TESDA Technology
Institutes
3. Assess the capability of the TESDA Technology Institutes’ as regards
a. Employment – Relevance of Training
b. Competence Level of Personnel
c. Organizational Set-up and Efficiency
4. Identify alternative strategies to enhance the TESDA Technology
Institutes’ responsiveness, relevance and effectiveness

Data Gathering

The study will utilize a survey questionnaires adopted and modified

from ADB study on Good Practices in TVET and the Vietnam Guide to
Selection and Promotion of TVET Institutes.

Data Treatment
 Data gathered will be consolidated and analyzed using the descriptive
statistics – mean (average). Comparative analysis of the responses of the
group of respondents will be done using the inferential statistics – t-test.

Hypothesis

The study will answer the following null hypotheses:

1. The TESDA Technology Institutes don’t have the capability to deliver

quality TVET programs based on the criteria
a. Employment – Relevance of Training
b. Competence – Level of Personnel
c. Organizational Set-up and Efficiency
2. The TESDA Technology Institutes are not internally efficient.
3. The TESDA Technology Institutes are not organizationally feasible
4. There is no significant difference between the responses of the TI
administrators (SCHOOLS), Training Center Administrators (Regional
and Provincial), Regional Directors and Provincial Directors within
the zone (Luzon, Visayas, Mindanao) as regards the three criteria
(Hypothesis 1) and all criteria (Hypothesis 1-3)
5. There is no significant difference between the responses of the TI
administrators (SCHOOLS), Training Center Administrators (Regional
and Provincial), Regional Directors and Provincial Directors across
the zones (Luzon, Visayas, Mindanao) as regards the three criteria
(Hypothesis 1) and all criteria (Hypothesis 1-3)

Assumptions

The study is done with the following assumptions

1. The respondents will answer the questions objectively and as

honest as possible
2. The respondents have the knowledge of the operations of the
TESDA Technology Institutes

Respondents

The respondents of the study are

1. Regional Directors (Regions with Regional Training Centers)

2. Provincial Directors (Provinces with PTCs or Schools)
3. School Administrators
4. Regional and Provincial Training Centers

The Administrators will rate the TESDA School or Training Center they
manage. The Regional Directors will rate their Regional Training
 Centers, while the Provincial Directors will rate their Provincial Training
Centers or/and TESDA Schools.

The Framework

The framework below illustrates the process of analyzing the internal

efficiency of the TVET Institutes

Internal Efficiency—Relationship of Inputs to Outputs

 The Survey Questionnaire
Name of Institution: ______________________________________________________

Position: ____________________________ Region: ___________________________

Instruction: Please check the box if the criterion is present/in place or

complied with and marks X if the criterion is not existing nor in
place

Checklist for Internal Efficiency Criteria

Input Criterion Che
ck

Information systems

Expenditures • Are information systems in place to show

the actual costs of training?

Accounts • Are appropriate accounting systems and

procedures in place to track project
expenditures?

Least-cost approach

Unit costs • Are existing trainee-instructor ratios

reasonable?

• Have capital and recurrent unit costs

(i.e., costs per trainee) been identified
accurately? Are they reasonable, and do
they conform to standard norms?

• To what extent have economies of scale

been realized?

Utilization rates • Have utilization rates for staff, physical

facilities, and equipment been projected?
 • Are they reasonable and within standard
norms?

Coordination • Have the institutes identified and taken

into account work already done in this
field by others?

• Do the institutes make use of existing

training structures and programs (rather
than attempting to develop new ones)?

• Have alliances and partnerships been

formed to avoid duplication and overlap?

Overhead • Is the proportion of expenditures on

overhead (administration and services)
reasonable in relation to expenditures on
actual delivery of training?

Maximizing results

Multiplier effects • Is the program designed to maximize the

coverage for a given level of
expenditure?

• Are such interventions as training of

trainers, distance learning, and
franchising included?

Dissemination and • Are the results disseminated to wider

leveraging audiences, if appropriate?
Source: Study Team: Good Practice in Technical and Vocational Education
and Training, ADB:2009

Checklistfor Organizational Feasibility

Category Criterion Chec
k

Strategy • The institution introduces reforms in the

program delivery?

• Is there alignment of organizational functions

with the strategy?
 • Are organizational strategies formulated
based on a thorough environmental study or
analysis?

Functions • Are implementation functions clearly spelled

out and responsibilities assigned?

• Does the implementing institution have the

ability to carry out the program
implementation as intended and produce
quality results?

Structures • Is there a clearly defined management

structure for the institution with adequate
authority to make decisions?

Staffing • Have the staffing implications of

implementation been analyzed satisfactorily?

• Have the necessary technical and managerial

capacity and expertise been assigned in
sufficient numbers to carry out the program
effectively?

• Is there sufficient previous project

management experience?

• Are necessary support services (e.g., clerical,

accounting, computer) available?

Processes • Have the necessary processes for

implementation been thought through, e.g.,
contracting, procurement?

• Have necessary tasks and sequences been

identified in implementation plans?

• Are the detailed implementation plans and

schedules realistic based on previous
experience?

Evaluation • Are targets clearly identified and quantified

with milestones established for their
achievement?

• Has a satisfactory plan been prepared for

monitoring and evaluation of the outcomes,
and provision made for corrections for
 deviations during implementation?

• Does the evaluation plan provide for the

systematic collection and analysis of
information to improve project operations and
impact continuously?

Source: Adopted and edited from Study Team: Good Practice in Technical and
Vocational Education and Training, ADB:2009
Instruction: Please fill out the box for self-rating and describe your rating in the remarks cells.

Guideline Selection and Promotion of TVET Institutes based on Criteria

Criterion 1: Employment-Relevance of Training Self- Remarks
Weighting: 50% Rati
Sub- criteria Indicators ng

Sufficient demand High percentage of employees who

for ongoing and gained training-related employment
planned training (>70%, if possible evidence through 10
courses tracer studies); Further training offer %
for employees is requested and used
by local industry
Gender-oriented Gender policy in place 5%
training policy
High proportion of practical training,
related to the world of work; Modular
Appropriate training training approach; Regular training 10
concept needs assessment (TNA); Offering of %
training for disadvantaged groups
incl. people with disabilities /
handicapped
Implementation of Frequent practical internships of
training in trainees; Frequent practical
cooperation with internships of teaching and training
industry/ personnel; Existing advisory board 15
enterprises with appropriate participation of %
industry/enterprises; Participation of
enterprises in planning,
implementation of training and
testing activities;
Location of TVET institution close to
 existing/potentially cooperating
industry/enterprises

Criterion 1: Employment-Relevance of Training Self- Remarks

Weighting: 50% Ratin
Sub- criteria Indicators g

Implementation of Counseling of trainees; Existence of

follow-up measures a trainee support unit; Support to
graduates in finding employment; 5%
Implementation of regular tracer
studies, gaining feedback from
employed graduates and their
employers
Permanent Material provision matches the 5%
availability of curriculum requirements
materials for
practical training
Criterion 2: Competence Level of personnel Self- Remarks
Weighting: 25% Rati
Sub- criteria Indicators ng
Appropriate training competence
(practical work experience in the
Existing industry in related occupational
competencies of fields; Adequate certified skills 15
training level (1-7); Didactical knowhow / %
staff certificates; – or in case of
insufficient level of competence:
existing potential for skills
upgrading; Regular assignment of
visiting teachers from the industry
Existing Assignment of management staff
competencies of according to their educational
management staff background; Management 5%
experience in respect of
appropriate conceptual, financial
and personnel planning and
operation of the institute; – or in
case of insufficient level of
competence: existing upgrading
potential
Active and flexible Pro-active facilitation of industry
management cooperation; Availability of suff.
means (e.g. electricity, water, 5%
consumables) for operation of
 TVET institute; Availability of
training materials; Follow-up of
graduates (tracing); Fulfillment of
ongoing maintenance

Criterion 3: Organizational Set-up and Efficiency Self- Remarks

Weighting: 25% Ratin
Sub- criteria Indicators g
Appropriate Clear division of work 2.5
organizational (organizational chart), job %
structure descriptions available
Appropriate At least 1 instructor/25 trainees for
number of training technical and at least 1 5%
staff instructor/40 trainees for non-
technical courses; More
appropriate would be an
instructor/trainee ratio of 1/15 for
technical and 1/25 for non
technical courses
Appropriate Approx. 1 administrator/40-60 2.5
number of trainees %
management staff
Possibility to gain Performance-related incentives 2.5
and retain qualified (financial / non-financial) for %
personnel motivation of management and
training personnel
Appropriate Utilization of existing equipment;
workshop/training Functional organization of 5%
organization equipment, storage of materials
and tools, cleanness, safety
precautions
Appropriate Defined responsibilities for
maintenance maintenance, recognition in
concept organization chart and job 5%
description; Ongoing maintenance
of building facilities, equipment
and tools; Differentiation between
preventive, corrective, and
breakdown maintenance
Relationship to Ongoing cooperations, existing 2.5
relevant network %
stakeholders and
other TVET
institutes
Source: Dr. Gunnar Specht, Dr. Horst Somme: Guideline Selection and Promotion of TVET Institutes based on Criteria
Vietnamese-German Development Cooperation
Programme Vocational Training Viet Nam, Hanoi, 2010