Brief History of TESDA

The Technical Education and Skills Development Authority (TESDA) was established through
the enactment of Republic Act No. 7796 otherwise known as the "Technical Education and
Skills Development Act of 1994", which was signed into law by President Fidel V. Ramos on
August 25, 1994. This Act aims to encourage the full participation of and mobilize the industry,
labor, local government units and technical-vocational institutions in the skills development of
the country's human resources.

The merging of the National Manpower and Youth Council (NMYC) of the Department of
Labor and Employment (DOLE). The Bureau of Technical and Vocational Education
(BTVE) of the Department of Education, Culture and Sports (DECS), and The
Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave birth
to TESDA.

The fusion of the above offices was one of the key recommendations of the 1991 Report of the
Congressional Commission on Education, which undertook a national review of the state of
Philippine education and manpower development. It was meant to reduce overlapping in skills
development activities initiated by various public and private sector agencies, and to provide
national directions for the country's technical-vocational education and training (TVET) system.
Hence, a major thrust of TESDA is the formulation of a comprehensive development plan for
middle-level manpower based on the National Technical Education and Skills Development
Plan. This plan shall provide for a reformed industry-based training program that includes
apprenticeship, dual training system and other similar schemes.

TESDA is mandated to:

1. Integrate, coordinate and monitor skills development programs;

2. Restructure efforts to promote and develop middle-level manpower;
3. Approve skills standards and tests;
4. Develop an accreditation system for institutions involved in middle-level manpower
development;
5. Fund programs and projects for technical education and skills development; and
6. Assist trainers training programs.

At the same time, TESDA is expected to:

 Devolve training functions to local governments;

 Reform the apprenticeship program;
 Involve industry/employers in skills training;
 Formulate a skills development plan;
 Develop and administer training incentives;
 Organize skills competitions; and
 Manage skills development funds.

Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and
tests, coordinates and monitors manpower policies and programs, and provides policy directions
and guidelines for resource allocation for the TVET institutions in both the private and public
sectors.

Today, TESDA has evolved into an organization that is responsive, effective and efficient in
delivering myriad services to its clients. To accomplish its multi-pronged mission, the TESDA
Board has been formulating strategies and programs geared towards yielding the highest impact
on manpower development in various areas, industry sectors and institutions.
CHED

Background
The Commission on Higher Education is the governing body covering both public and private higher education
institutions as well as degree-granting programs in all tertiary educational institutions in the Philippines. The
CHED was established in May 18, 1994 through Republic Act 7722 or the Higher Education Act of 1994. 

Mandate
Pursuant to RA 7722, the CHED is mandated to undertake the following tasks:

 Promote quality education

 Take appropriate steps to ensure that education shall be accessible to all
 Ensure and protect academic freedom for the continuing intellectual growth, the advancement of
learning and research, the development of responsible and effective leadership, the education of
high level professionals, and the enrichment of historical and cultural heritage.

Organizational Structure
The Commission en banc acts as a collegial body in formulating plans, policies and strategies relating to higher
education and  the operation of the CHED. It is composed of five full-time members, the chairman and four
commissioners, each having a term of office of four years.

Directory of CHED Officials

Medium-Term Development Plan for Higher Education

The Medium-Term Development Plan for Higher Education (MTDPHE) 2005-2010 as a successor plan for the
Medium-Term Higher Education Development and Investment Plan (MTHEDIP) 2001-2004, provides a road
map for higher education in the country and defines the policy framework and thrusts of the sub-sector in the
next six years.

The successor Plan directly addresses the Medium-Term Philippine Development Plan (MTPDP) 2005-2010
and President Arroyo’s 10-Point Agenda, specifically in terms of reducing poverty by providing greater
educational opportunities for the youth; mobilizing knowledge to improve productivity through generation,
transfer and utilization of research outputs/technologies; and supporting bureaucratic and fiscal reform.

DEPED

The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the
Department of Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of
DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on
Higher Education (CHED), and 1995 when the Technical Education and Skills Development Authority
(TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs,
respectively.

          The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to
pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical
Education and Skills Development Authority (TESDA), respectively.

          The trifocal education system refocused DECS’ mandate to basic education which covers elementary,
secondary and nonformal education, including culture and sports. TESDA now administers the post-secondary,
middle-level manpower training and development while CHED is responsible for higher education.

          In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed
transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of
Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and
schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening their
leadership roles and (ii) school-based management within the context of transparency and local accountability.
The goal of basic education is to provide the school age population and young adults with skills, knowledge,
and values to become caring, self-reliant, productive and patriotic citizens.