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TRAINERS
DEVELOPMENT
PROGRAM
OBJECTIVES OF
PRESENTATION:
OUTLINE OF
PRESENTATION:
Objectives
Background: NTTAQP
Rationale:
Challenges for TVET/TESD Trainers Development
PTTQF
TR for TM Levels I and II
TESDA Circular No. 02, s. 2011
BACKGROU
ND:
National TVET Trainers/Assessors
Background...cont.
Launched in 2006 thru TESDA Circular No. 24, s
2006: Guidelines on the Implementation of the
NTTAQP;
June of 2006 witnessed the assessment of the first
batch of TQ1/AQ1 trainers; they served as the
regional backbones of the NTTA, formerly NCTESDNITVET.
TQ1/AQ1 = NC II + TM I + AM I
5,800 TVET trainers, representing 23% of the
estimated 21,870 public and private TVET trainers,
throughout the country, had been certified.
RATIONALE:
CHALLENGES
for TVET/TESD TRAINERS
DEVELOPMENT
TESDA Circular No. 2 s.
Need for NTTC Level I
TESDA Circular No. 2 s.
2011:
2011: Standard
Standard
Operational
Operational and
and
Administrative
Administrative Policies
Policies
in
in the
the Implementation
Implementation
of
of the
the CBT
CBT in
in TTIs
TTIs
TVET
TVET Trainers
Trainers who
who
missed
missed the
the conversion
conversion
as
as NTTC
NTTC Level
Level 1
1 (5,300
(5,300
or
or 23%
23% of
of TVET
TVET
Trainers);
Trainers);
Trainers
Trainers whose
whose NC
NC
would
would lapse
lapse
Trainers
Trainers Portfolio
Portfolio
requires
requires training
training
certificate
certificate to
to be
be
assessed/certified
assessed/certified
(TESDA
(TESDA Circular
Circular No.
No.
13, s. 2011)
Challenges
cont1
High
High demand
demand for
for
professional
professional
competency
competency assessors
assessors
Need
Need to
to upgrade
upgrade
qualifications
qualifications to
to at
at
least
least NC
NC III/IV
III/IV of
of TESDA
TESDA
trainers
trainers for
for 2016
2016
requirements
requirements (1,551)
(1,551)
Need
Need for
for DepEd
DepEd
teachers
teachers to
to upgrade
upgrade
skills
skills for
for K
K to
to 12
12
(10,000)
(10,000)
Increasing
Increasing
industry/LGU
industry/LGU
requirement
requirement for
for TVET
TVET
trainers
trainers
Pursuit
Pursuit of
of the
the Mutual
Mutual
Recognition
Recognition
Arrangement
Arrangement in
in ASEAN
ASEAN
Exodus
Exodus of
of TVET
TVET
trainers
trainers to
to other
other
countries
countries (Ethiopia,
(Ethiopia,
Malaysia,
Malaysia, Saudi
Saudi
Arabia,
Arabia, US,
US, Europe)
Europe)
Trainer/Assessor
Definition
BS Graduate or Equivalent
Certified in NC Level that
will be handled
Entry Requirements
Mentor
Master Trainer
BS Graduate or Equivalent
Certified in the NC that will be
handled
With portfolio of relevant actual
work outputs
BS Graduate or Equivalent
Certified in the highest available NC
Level in the Training Regulation
With portfolio of relevant actual work
outputs
MS Graduate or Equivalent
Certified highest available
NC Level in the Training
Regulation
With portfolio of relevant
actual work outputs
Basic Competency
Requirements
1.
2.
3.
4.
5.
6.
Communication
Apply math and science principles in technical training
Apply environmental principles and advocate conservation
Utilize IT Application in technical writing
Work in teams
Apply work ethics, values and quality principles
7.
8.
9.
10.
11.
12.
Core Competency
Requirements
1.
2.
1.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
7.
Facilitate Development of
Competency Standards
Conduct Training Needs
Analysis
Develop Training Curriculum
Develop Learning Materials
Develop Assessment Tools
Design and Develop
Maintenance System of
Training Facilities
Develop Learning Materials
for e-Learning
2.
3.
4.
5.
6.
7.
8.
Trainers Curriculum
1.
2.
3.
4.
Institutionalize TVET
Systems and Processes
Institutions/ Enterprise
Conduct Research on
TVET
Promote, Advocate and
Strengthen Industry and
TVET Linkages
Provide Professional
Development to TVET
Experts
Continuing Professional
Education
NTTA is assigned as
the Focal Office for
TVET/TESD Trainers
Development
Program
Excom Meeting, February 2012
TESDA Issuances
MC No. 125 s. 2011 : Implementation of TM
Programs Based on
Promulgated TRs; August 5,
2011
MC No. 119 s. 2012 : Trainers Training
Program Monitoring Report;
June 22, 2012
Draft TESDA Circular: Implementing Guidelines
in the Implementation of
Trainers Methodologies Level
I Program Based on the
Trainers
Trained
TM Level I
718
TM Level II
121
Trainers Skills
Upgrading
Program
Special
Programs
TOTAL
218
457
1514
TMI
-718
TMII
-121
Skills Upgrading 218
Special Program 457
Designation
Administrator
VIS
Trainer
90
35
196
4
4
4
2
105
37
Driving NC III
36
TM Level I
TM Level II
CBLM Development
24
44
190
Skills Upgrading
OTTI Staff
8
7
PO Staff
RO Staff
Grand Total
17
340
0
0
0
0
121
50
39
26
45
193
SMAW NC III
20
20
GMAW NC II
GMAW NC III
20
20
CES NC III
21
21
21
21
24
24
Housekeeping NC III
22
22
16
16
37
40
Driving NC III
378
43
575
200
50
Output
Target
3175
237
292
500
1000
1500
2000
2500
3000
3500
Training
of TTI VISs and
TRAINING
Administrators
BS Graduate or Equivalent
Certified in the highest available NC Level in the Training Regulation
With portfolio of relevant actual work outputs
MS Graduate or Equivalent
Certified highest available NC Level in the Training
Regulation
With portfolio of relevant actual work outputs
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Communication
Apply math and science principles in technical training
Apply environmental principles and advocate conservation
Utilize IT Application in technical writing
Work in teams
Apply work ethics, values and quality principles
individual
information relevant to the following
Training Needs components which
would help the NTTA gauge the level of
intervention that would be extended to
each TESDA personnel.
These components are:
a) Level of competence;
b) Relevance
to
the
current
designation; and
c) Willingness to be trained have been
found to be important factors that
would
provide
the
necessary
information in identifying the gaps.
Thank you!