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Profile of Training and Skilling Programs in the Philippines

dc.contributor.authorAniceto C. Orbeta Jr.
dc.contributor.authorJohn Paul P. Corpus
dc.date.accessioned2021-04-02T05:25:29Z
dc.date.available2021-04-02T05:25:29Z
dc.date.issued2021-03-30
dc.identifier.urihttp://hdl.handle.net/11540/13406
dc.description.abstractThis study is undertaken as part of the Youthworks PH initiative by the Philippine Business for Education. It aims to address five research questions, namely: (a) what are the existing training programs for the priority sectors of YouthWorks PH (construction, manufacturing, and tourism); (b) how responsive are the current training programs to the needs of industries; (c) is there industry demand for new National Certificates (NCs) in specific sectors, and for what level and occupation; (d) how did the Covid-19 pandemic change the landscape of training programs in the country; and (e) what are the emerging industry sectors brought about by the Covid-19 pandemic. We use secondary data and interviews with relevant stakeholders, particularly with training providers in YouthWorks PH priority sectors. TVET providers are overwhelmingly private, but public providers account for a larger share of graduates. Most TVET graduates are products of either community-based or institution-based TVET programs. TVET programs and graduates are concentrated in a few occupational sectors, the dominant sector being Tourism (Hotel and Restaurant). Likewise, demand for assessment leading to a National Certificate is concentrated in relatively few qualifications. The government offers several scholarships promoting TVET access. The issues on the responsiveness of current programs according to the respondents revolves around: (a) the lack of demand particularly for construction; (b) weaknesses in the design of financing programs; (c) perception about quality of training schools, trainers and assessors; and (d) training content. Industry respondents noted demand for skills standardization in prefabricated construction, supervisory-level construction jobs, and nursing assistance. Restrictions due to Covid-19 resulted in the suspension or scaling down of training programs. Some providers have provided online modules but lack of access to appropriate digital devices or the internet among students hinder remote learning. Covid-19 caused the emergence of online food selling and made digital skills valuable. The study recommends pursuing an information campaign to promote construction jobs; reviewing and rationalizing TVET financing programs; reviewing the TVET content; tapping industry practitioners as trainers and assessors; investing in flexible learning modalities; and promoting regular dialogue between the government, employers, and TVET providers.
dc.languageEnglish
dc.publisherPhilippine Institute for Development Studies
dc.titleProfile of Training and Skilling Programs in the Philippines
dc.typeDiscussion Paper
dc.subject.expertVocational Education
dc.subject.expertTechnical Education
dc.subject.expertInvestment In Education
dc.subject.expertAsian Development Bank
dc.subject.expertAid And Development
dc.subject.expertAsian Development Bank
dc.subject.expertComprehensive Development Framework
dc.subject.expertDevelopment Cooperation
dc.subject.expertDevelopment Management
dc.subject.expertDevelopment Planning
dc.subject.expertDevelopment Strategies
dc.subject.expertDevelopment In East Asia
dc.subject.expertDevelopment Planning
dc.subject.expertDevelopment Research
dc.subject.adbTraining programs
dc.subject.adbVocational training
dc.subject.adbTraining methods
dc.subject.adbEconomic growth
dc.subject.adbHigher education institutions
dc.subject.adbEconomics of education
dc.subject.adbEducational theory
dc.subject.adbEducation
dc.subject.adbHigher Education
dc.subject.adbLabor Market
dc.subject.adbTraining
dc.subject.adbOut of school education
dc.subject.adbAlternative education
dc.subject.adbEducational policy
dc.subject.adbEducational planning
dc.subject.adbEducational aspects
dc.subject.adbRural planning
dc.subject.adbAid coordination
dc.subject.adbIndustrial projects
dc.subject.adbInfrastructure projects
dc.subject.adbNatural resources policy
dc.subject.adbEducational development
dc.subject.adbDevelopment strategy
dc.subject.adbDevelopment models
dc.subject.adbDisability
dc.subject.naturalTraining methods
dc.subject.naturalCommunication in technical education
dc.subject.naturalVocational school students
dc.subject.naturalPartnership
dc.subject.naturalCapitalism and education
dc.subject.naturalCounseling in higher education
dc.subject.naturalCommunity and college
dc.subject.naturalTutors and tutoring
dc.subject.naturalEducational change
dc.subject.naturalOnline learning
dc.subject.naturalEducational innovations
dc.subject.naturalTotal quality management in education
dc.subject.naturalEducational accountability
dc.subject.naturalHomebound instruction
dc.subject.naturalCommunication in rural development
dc.subject.naturalCommunication in community development
dc.subject.naturalEconomic development projects
dc.subject.naturalDevelopment banks
dc.subject.naturalEconomic forecasting
dc.subject.naturalEnvironmental auditing
dc.subject.naturalCumulative effects assessment
dc.subject.naturalHuman rights and globalization
dc.subject.naturalDigital
dc.subject.naturalOnline education
dc.title.seriesPIDS: Discussion Paper Series
dc.title.volumeNo. 2021-14
dc.contributor.imprintPhilippine Institute for Development Studies
oar.themeEducation
oar.themeDevelopment
oar.adminregionSoutheast Asia Region
oar.countryPhilippines
oar.identifierOAR-012763
oar.authorJr., Aniceto C. Orbeta
oar.authorCorpus, John Paul P.
oar.importTRUE
oar.googlescholar.linkpresenttrue


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