CHAPTER I INTRODUCTION

Background of the Study

The Technical Education and Skills Development Authority was created on

August 26, 1994 by virtue of Republic Act No. 7796 otherwise known as the TESDA Act

of 1994. The Act integrated the functions of the defunct agencies such as the National

Manpower and Youth Council (NMYC), the Bureau of Technical and Vocational

Education (BTVE), and the Apprenticeship Program of the Bureau of Local Employment

(BLE) of the Department of Labor and Employment. TESDA is mandated to become the

country’s lead institution in molding a workforce that can meet the challenges of trade

liberalization and global competition. TESDA was created to mobilize the full

participation of the industry, labor, technical and vocational institutions, local

government and the civil society for skilled manpower development programs. The

Agency’s mission is to provide direction, policies, programs and standards towards

quality technical education and skills development, while its corporate vision is to be the

leading partner in the development of the Filipino Work Force with world class

competence and positive work values.

TVET provides education and training opportunities to prepare students and

other clients for employment. It also addresses the skills training requirements of those

who are already in the labor market and would need to upgrade or develop new

competencies to enhance employability and improve productivity.

The "TECHNICAL-VOCATIONAL EDUCATION AND TRAINING (TVET) is the

education or training process where it involves, in addition to general education, the

study of technologies and related sciences and acquisition of practical skills relating to

occupations in various sectors of economic life and social life, comprises formal

1
(organized programs as part of the school system) and non-formal (organized classes

outside the school system) approaches." (UNESCO)

Technical Education and Skills Development Authority (TESDA), the lead agency

in TVET in the Philippines, is mandated to provide relevant, accessible, high quality and

efficient technical education and skills development in support of the development of

Filipino mid-level manpower responsive to and in accordance with the Philippine

development goals and priorities as embodied in Section 2 of the TESDA Act of 1994. In

pursuit of its mandate, TESDA enables the Filipino skilled workforce to be more

employable, productive and flexible to the changing requirements of industry and the

labour market, both domestically and overseas. With employable TVET qualifications,

individuals are empowered, become self-reliant and capable of supporting themselves

and their family

TESDA continuously provides relevant, accessible, high quality and efficient

technical education and skills development towards high quality Filipino middle-level

manpower responsive to and in accordance with Philippine development goals and

priorities. Together with TESDA, are various industry sectors, particularly private

enterprises, which are direct participants in providing technical education and skills

development opportunities and immediate beneficiaries of trained and skilled work

force. TESDA intensified its efforts in contributing quality jobs generation through its

quality-assured techvoc delivery, assessment and certification systems. In terms of

enrolment, 2,033,417 were recorded in 2014. Of these 1,581 trainees/ students enrolled

in private TVET providers. The remaining 237,136 enrolled in public Technical

Vocational Institutions (TVIs). For the first time, output/accomplishment for graduates,

assessed and certified hit more than a million mark in 2014. Through the years,

2
employment of techvoc graduates increased steadily to 65.4%. This means that TVET

graduates gets jobs easily. TESD creates opportunities for people to be responsible and

become productive citizens. The need to provide and make accessible relevant TESD

compels TESDA to undertake direct training activities at the same time support training

activities undertaken by other key players in the TESD sector.

TVET and higher education enrollments in the Philippines are relatively high

compared with countries at similar development levels, particularly for young women.

For disadvantaged youth, the most fundamental constraint to access is that many never

complete the 10-year education cycle. For those who do, entry into post-secondary

education is limited by factors such as low achievement in basic education and the

absence of effective mechanisms for targeted scholarships or student loans. For TVET,

a broader constraint is the concentration of TVET providers in niche areas at both ends

of the skill spectrum, while mid-level skill workers must rely on limited opportunities for

informal and/or on-the-job training.

This study seeks to investigate on “TESDA TVET: The Efficacy of Animal

Production Competency Program Towards the Economic and Welfare Development of

its Graduates in Dumaguete City“.

In the Philippines, Technical Vocational Education and Training (TVET) systems

became the jurisdiction of Technical Education and Skills Development Authority

(TESDA) as legally mandated in RA 7796 otherwise known as the TESDA Act of 1994.

The TVET provides education and training opportunities to prepare students and other

clients for employment. The study aims to determine the efficacy, competency and

economic contribution of this program in terms of the graduates employability enhancing

the quality, relevance, access and equity in the system.

3
Statement of the Problem:

TESDA TVET providers are very efficient in terms of training provision across all

seven facets measured. However, there are specific areas where the level of efficiency

needs to be improved. This implies that the efficient TVET providers may have the influx

of enrollment, records of creditable trainees and support from stakeholders once

sustained.

This study will determine the “TESDA TVET: The Efficacy of Animal Production

Competency Program Towards the Economic and Welfare Development of its

Graduates in Dumaguete City“.

Specifically, this study will answer the following questions:

1. What is the socio demographic profile of the respondent’s in terms of:

1.1 age;

1.2 gender;

1.3 civil status;

1.4 highest educational attainment; and

1.5 trainings/seminars participated.

2. What seminars and workshops are undertaken by TESDA TVET to provide its

competencies to its graduates?

3. What competency program is undertaken to develop efficacy on animal production?

4. How does TESDA TVET provides education and training opportunities to prepare

students and other clients for employment.

5. How does TESDA TVET employment of its graduates contribute to the “economies

of scale”?

4
6. What strategies are undertaken by TESDA TVET in terms of the economic and

welfare development of its graduates?

7. Based on the findings, what enhancement programs can be proposed?

Statement of the Null Hypothesis

The study will be guided by the following hypothesis:

H1: 1. There is no significant relationship between the respondents’:

1.1 age profile and efficacy of animal production competency program;

1.2 sex profile and efficacy of animal production competency program

1.3 civil status profile in terms of economic and welfare development of its

graduates.

H2: 2. There is a significant relationship between the respondents’:

2.1 age profile and efficacy of animal production competency program;

2.2 sex profile and efficacy of animal production competency program

2.3 civil status profile in terms of economic and welfare development of its

graduates

H3: 3. There is no significant difference between the efficacy of animal

production competency program and the economic and welfare development of

its graduates.

H3: 3. There is a significant difference between the efficacy of animal

production competency program and the economic and welfare development of

its graduates.

Significance of the Study:

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 One way of improving yourself is through learning and acquiring new sets of

skills. Nowadays, it is easy to learn new skills because there are various online and

face-to-face classes available for you to enroll in. The Technical Education and Skills

Development Authority or TESDA, for example, offers a long list of free or affordable

courses that will help you expand your knowledge in a specific subject. Established in

accordance with the Republic Act No. 7796 or the Technical Education and Skills Act of

1994, TESDA provides hands-on training or online instruction. It aims to help individuals

in developing their skills through a rigorous training program that will boost their

chances of employability.

TESDA assesses and certifies mid-level skilled workers through the Philippine

TVET Competency Assessment and Certification System. Those who qualify for a

national certificate or certificate of competency can get a higher paying job than they

previously have. For example, an entry level job at a game development company will

require a 2D Animation III course while a mid-level job will require a 2D Animation NC III

course.

TESDA helps students land jobs upon graduation. According to a report in their

official website, 7 out of 10 tech-voc or technical-vocational graduates get jobs. It’s also

important to note that TESDA avoid a career mismatch. Studying at TESDA can get you

employed in less than a year—from several weeks to six months of training. But if you

want to pursue a four-year program after TESDA, the courses earned will be credited to

a chosen degree provided that they’re related. This means that the time spent studying

at TESDA will open opportunities to pursue further studies.

Scope and Limitations:

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 The study will focus on the efficacy of animal production, the competency

program and how it can contribute to economic and welfare development of its

graduates. The study will be conducted in Dumaguete City.

Definition of Terms:

1. Animal Production - The type and importance of animal species that are used

for livestock production varies between regions and with the categories of livestock

owners.

2. Competency - the ability to do something successfully or efficiently.

3. Economic development - refers to the adoption of new technologies, transition from

agriculture-based to industry-based economy, and general improvement in living

standards.

4. Efficacy - the ability to produce a desired or intended result.

5. Graduates - student/trainee who has completed the requirements for a certain TVET

course in any of the delivery modes during the specified reference

6. National Certificate (NC) - this is being issued when a candidate has demonstrated

competence in all the units of competency that comprise the relevant endorsed

qualification.

7. TESDA- stands for Technical Education and Skills Development Authority

(Philippines)

8. TVET - the education or training process where it involves, in addition to general

education, the study of technologies and related sciences and the acquisition of

practical skills relating to occupations in various sectors of economic life and social life,

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comprises formal (organized programs as part of the school system) and non-formal

(organized classes outside the school system) approaches.

9. Welfare development - programs which are initiatives set up by the government to

support the poor, developmentally challenged, and disadvantaged groups of a country.

CHAPTER II REVIEW OF RELATED LITERATURE AND THEORETICAL

FRAMEWORK

Related Literature:

According to Nazario, Dhel ( 2018) “TESDA’s National Technical Education and

Skills Development Plan (NTESDP) 2018-2022 articulates its objectives and strategies

to create a conducive and enabling environment for the development and quality service

delivery of the TVET sector in order to produce work-ready, globally competitive, green

economy workers imbued with 21st century skills, as well as the need to prepare the

Philippine workforce for the challenges in the future of jobs” .

The creation of the Technical Education and Skills Development Authority

(TESDA) by virtue of RA 7796 signifies the importance of technical-vocational education

and training (TVET) to the Philippines. The Philippine Development Plan (PDP) 2011-

2016, under the chapter on Social Development, looks at middle-level skills

development as vital for competitive and employable human resources. The Labor and

Employment Plan (LEP) 2011-2016 considers enhancing human capital through TVET

as integral to the provision of gainful and productive employment for the Filipino

workers. Anchored on the PDP and LEP, the National Technical Education and Skills

Development Plan (NTESDP) 2011-2016 addresses the vision of developing 21st

8
century skilled Filipino workers for the decade amidst the challenges of achieving

inclusive growth through high and sustained economic growth that generates

employment and addresses poverty alleviation (Villanueva, EJ, 2011)

In the Philippines, Technical Vocational Education and Training (TVET) systems

became the jurisdiction of Technical Education and Skills Development Authority

(TESDA) as legally mandated in RA 7796 otherwise known as the TESDA Act of 1994.

The TVET provides education and training opportunities to prepare students and other

clients for employment. The study determined the profile and level of efficiency of TVET

providers in the provinces of Surigao del Norte and Surigao del Sur, Caraga Region,

Philippines. It employed descriptive research design. Data were collected using the

validated survey instrument. These were subjected to statistical treatment using mean,

standard deviation, and t-test. The results showed that, overall, TVET providers are very

efficient in terms of training provision across all seven facets measured. However, there

are specific areas where the level of efficiency needs to be improved. This implies that

the efficient TVET providers may have the influx of enrollment, records of creditable

trainees and support from stakeholders once sustained. It likewise supports the

directions of TVET in the Philippines in enhancing the quality, relevance, access and

equity in the system (Sunico, Romy Jun A. and Talili, Ismael N., 2015)

According to Urdaneta, Rosanna A. (2017) the Study on the Employability of

TVET Graduates is a regular activity undertaken by TESDA to provide ourselves and

our stakeholders with better insights on the state of technical-vocational education and

training in the country. Over the course of several months, we sought out and

interviewed students of TESDA programs in 2017 and determined their success of

obtaining gainful employment post-graduation. We specifically collated useful

9
information such as the students’ work status prior to and after undergoing training in

TESDA, their motivations to find employment, and also the challenges and issues they

encountered all throughout. This document provides businesses, both local and

international, with a microcosm of what constitutes our country’s highly-skilled and

TESDA-trained workforce. It also provides our stakeholders and partners with detailed

information as to how TVET impacts the job prospects of Filipinos, thus laying down the

foundation for our future endeavors.

More than being a challenge, TVET can view advancing STEM as an opportunity.

The emphasis on the importance of STEM education has caused many to revisit the

role of TVET is preparing future technicians, technologists, and engineers. In addition,

TVET has always used applied sciences and mathematics in its framework for

instruction, and many of the instructional paradigms that are being championed as part

of STEM education have been used exemplarily in TVET for many decades.10 While

STEM knowledge and skills are already articulated in TRs, there is need to revisit STEM

knowledge and skills during the review of TRs in order to ensure that they are

responsive to societal changes and in the jobs of the future. There should be more

emphasis in enabling learners to learn the advanced STEM skills such as development

of new innovations, research, analysis, and adoption of new production technologies by

providing the facilities and adequate instruction to gain the competencies. The

curriculum of TVET training programs should be able to elaborate the STEM knowledge

and skills in the TRs. It has to articulate what STEM concepts will be taught and how,

and where STEM knowledge and skills from the disciplines are applied. There is also a

need to ensure that the STEM competencies are not taught in the abstract but in the

context of the core competencies of TVET training programs. One of the critical factors

10
in ensuring that trainees learn about STEM competencies are the trainers and how they

are able to facilitate learning of STEM knowledge and skills. While there is a dearth of

literature about teaching STEM in TVET, the literature about innovative strategies in

Science teaching may be looked into and see what can be adopted in the TVET context.

Assessment of learning STEM in TVET should also look into various strategies that are

aligned with the standards that truly defines what constitutes competent performance in

STEM skills. TESDA also needs to look into how it can support trainers as to how they

can teach STEM skills in TVET training programs by providing professional

development, coaching and mentoring opportunities. In summary, this is to say that

STEM skills development in TVET is important, and TESDA needs to ensure that the

TVET competency standards, curriculum, trainers and facilities are prepared to teach

STEM in TVET in the context of a changing workforce training and development

requirements (TESDA, Issue #2, s.2018)

The goal of providing TVET for all towards MDGs (now SDGs) Education for All is

to be achieved through policy and planning. Universalizing elementary and secondary

education has increased the demand for vocational education because of increased

general awareness and acquiring knowledge to lead good and healthy life. Non formal

mode of vocational education and distance education program of vocational education

is much beneficial for running vocational education for marginalized sections. To

accommodate these groups under the same umbrella providing quality education to all

others, require flexible system. Therefore, multi-entry and multi-exit system for

vocational education where in modular courses of vertical duration would be very much

suitable for this groups. These courses could be offered without disturbing their

schedule of earning their livelihood. In view of above, we have to visualize that equitable

11
accessible TVET is to be planned designed and implemented throughout the country.

This system would also be beneficial in rural areas.8 Positive and effective role of

vocational education in the upliftment of marginalized section of people and in poverty

alleviation is well evident and has been highlighted in both at national and international

levels. To elaborate this consider the following: to meet the challenges of skilled

manpower requirement in the globalized economy, quality vocational education. To meet

the challenges of skilled manpower requirement in the globalized economy, quality

vocational education is to be provided to the youth for gainful employment. Vocational

education is important as an alternative education program for students who drop out

from general education. The goal of vocational education should be provide training for

skill development to at least 50% youth of the country in view of India has the dividend

of a large population of younger generation. Considering the objectives of vocational

education as envisaged in the National Policy on Education include: providing

diversification and educational opportunities so as to enhance individual employability;

reducing the mismatch between demand and supply of skilled manpower and providing

alternative to those pursuing higher education (Ugochukwu Chinonso Okolie, E., Vol.5,

No.3, 2014)

UNESCO report mentions that education specialists tend to prescribe technical

and vocational education and training as a recipe for a job for young people. With

regard to scope UNESCO’s recommendation suggests that TVET is further understood

to be: an integral part of general education; a means of preparing for occupational fields

and for effective participation in the world of work; an instrument for promoting

environmentally sound sustainable development; a method of facilitating poverty

alleviation. To bridge this (challenges in the shrinkage in the workforce in developed

12
countries, besides select fall of professionals in the IT, medical and vocational sector)

gap, vocational education can be designed and implement these programs in selected

areas (Ugochukwu Chinonso Okolie, E., 2014).

The Technical Education and Skills Development Authority as a government

institution attached to the Department of Labor and Employment (DOLE) is mandated to

provide inclusive assistance for technical and vocational training to all citizens. The

TESDA Women’s Center being one of the TESDA training institutions promotes greater

access to technical and vocational training for Filipino women. In line with the gender

and development policy of the Philippine government, the TESDA established the

TESDA Women’s Center in 1998. It targets increased and improved participation and

quality of skilled women in the Philippine workforce.15 The establishment of TESDA

Women’s Center was aimed at addressing gender issues such as limited opportunities

and access of women to technical vocational education and training especially in

industrial courses traditionally dominated by men, including gender bias in employment,

perceived role of women as secondary wage earners, discrimination in wages, limited

access to employment and occupational mobility. The target groups of the TWC are

Filipino women, 15 years old and above who are: school leavers, high school

graduates, unemployed & underemployed, solo mothers, informal sector workers,

displaced workers, returning women migrants/Overseas Filipino Workers (OFWs),

persons with disabilities and senior citizens. The TWC offers free TVET education.

Applicants need to be at least 15 years old and taken the National Career Assessment

Examination or undergo the career profiling and trainability evaluation (TWC website).

Theoretical Review

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 This study in anchored on the theories of John Dewy on Pragmation, 1870;

John Stuart Mill’s Liberal thought on Education and the Dissemination of Education in

Enforcing the Right of Liberty, Abraham Maslow (1943), “A Theory of Human

Motivation”, Frederick Herzberg (1959), “Two-Factor Theory of Motivation”, and Clayton

P. Alderfer (1969), “ERG Motivation Theory”.

John Dewy on Pragmation. Doctrine that knowledge should be used to act on

things. An idea is indeed true if it has a practical efficiency. Pragmatism is the Theory

that the intelligence function is not to know to find, but to know to act. The philosophy of

pragmatism "emphasizes the practical application of ideas by acting on them to actually

test them in human experiences". Pragmatism considers words and thought as tools

and instruments for prediction, problem solving and action, and rejects the idea that the

function of thought is to describe, represent, or mirror reality. Pragmatists contend that

most philosophical topics—such as the nature of knowledge, language, concepts,

meaning, belief, and science—are all best viewed in terms of their practical uses and

successes. The philosophy of pragmatism "emphasizes the practical application of

ideas by acting on them to actually test them in human experiences.

This theory relates with TESDA that 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 has been formulating strategies and

programs geared towards yielding the highest impact on manpower development in

various areas, industry sectors and institutions. TESD creates opportunities for people

to be responsible and become productive citizens. The need to provide and make

accessible relevant TESD compels TESDA to undertake direct training activities at the

same time support training activities undertaken by other key players in the TESD

14
sector. "TECHNICAL-VOCATIONAL EDUCATION AND TRAINING (TVET) is the

education or training process where it involves, in addition to general education, the

study of technologies and related sciences and acquisition of practical skills relating to

occupations in various sectors of economic life and social life, comprises formal

(organized programs as part of the school system) and non-formal (organized classes

outside the school system) approaches." (UNESCO)

John Stuart Mill,1873 was the most influential English language philosopher of

the nineteenth century. He created a great number of works which attracted remarkable

public attention in the past and positive reviews even in these days. In this article, the

author wants to clarify J. S. Mill’s education and self-education process during his

childhood with his views on education.

John Stuart Mill's Opinion about Education and Promoting the Role of Education

First, the right to learn, to approach the general education is one of the human

right of liberty. John Stuart Mill was influenced Western thought since the nineteenth

century and even now. Positive reviews are the most public appreciation of the value of

his thought. In his writings, he discussed the issue of liberty. The problem of liberty and

the problem of building an education are closely related.

According to John Stuart Mill, human beings have fundamental freedoms; among

those rights, they have the right to study and enjoy the general education. He

emphasized the necessity of compulsory schooling universalization, even obligatory

“the State should require and compel the education, up to a certain standard, of every

human being who is born its citizen?”. He supports the state has the right to force

parents to facilitate the education of children. According to John Stuart Mill, “that to bring

a child into existence without a fair prospect of being able, not only to provide food for

15
its body, but instruction and training for its mind, is a moral crime, both against the

unfortunate offspring and against society”. Parents need to have an obligation for the

child to have a proper education so that the child understands his or her obligations to

himself or herself. At a certain age, the child must pass the exam to determine their

reading ability. If they want to encourage poor children to go to school, the state must

exempt the full cost of education. “If the government would make up its mind to require

for every child a good education, it might save itself the trouble of providing one. It might

leave to parents to obtain the education where and how they pleased, and content itself

with helping to pay the school fees of the poorer classes of children, and defraying the

entire school expenses of those who have no one else to pay for them”.

With the aforesaid reasons,"TESDA Abot Lahat" proclaims the spirit and intent of

the policy direction of the agency for CY 2019. It means that TESDA is determined to

expand and strengthen its mandate, programs and services. It will reach out and serve

new and more clients and partners with a clear purpose... to transform and improve the

lives of the poor and underserved citizens of this country for the better.

The government agency provides free courses to the Filipino people who can’t

afford to study in a regular university. TESDA (Technical Education and Skills

Development Authority) even provides free vocational and technical education to the

Overseas Filipino Workers when they go back to the country. TESDA opened new

technical courses this year and are available to Filipino citizens. The TOP (TESDA

Online Program) is an open resource which makes technical education accessible to

Filipinos. Furthermore, the TOP also provides efficient ways to convey skills

development services in a lesser and better cost. The TESDA Online course is free and

anyone can enroll in their courses regardless of their age and status in life.

16
 Second, education is a condition for individuals to be able to protect their own

rights of liberty

According to John Stuart Mill, education is not only a condition for people to

exercise civil liberties but it also is an important condition for ensuring the

implementation of the politics of every citizen. As it is first made, so it has to be worked,

by men, and even by ordinary men. It needs, not their simple acquiescence, but their

active participation; and must be adjusted to the capacities and qualities of such men as

are available. This implies three conditions. The people for whom the form of

government is intended must be willing to accept it; or at least not so unwilling as to

oppose an insurmountable obstacle to its establishment. They must be willing and able

to do what is necessary to keep it standing. And they must be willing and able to do

what it requires of them to enable it to fulfil its purposes. There is also another

consideration not to be lost sight of. “A people may be unprepared for good institutions;

but to kindle a desire for them is a necessary part of the preparation. To recommend

and advocate a particular institution or form of government, and set its advantages in

the strongest light, is one of the modes, often the only mode within reach, of educating

the mind of the nation not only for accepting or claiming, but also for working, the

institution.

Clayton P. Alderfer's ERG theory from 1969 condenses Maslow's five human

needs into three categories: Existence, Relatedness and Growth. The ERG theory is an

extension of Maslow's hierarchy of needs. Alderfer suggested that needs could be

classified into three categories, rather than five. These three types of needs are

existence, relatedness, and growth.

17
 Existence needs are the desires for material and physical well being. These

needs are satisfied with food, water, air, shelter, working conditions, pay, and fringe

benefits.

Relatedness needs are the desires to establish and maintain interpersonal

relationships. These needs are satisfied with relationships with family, friends,

supervisors, subordinates, and co-workers.

Growth needs are the desires to be creative, to make useful and productive

contributions, and to have opportunities for personal development.

Similarities to Maslow's Hierarchy: Studies had shown that the middle levels of

Maslow's hierarchy have some overlap; Alderfer addressed this issue by reducing the

number of levels to three. The ERG needs can be mapped to those of Maslow's theory

as follows: Existence: Physiological and safety needs Relatedness : Social and external

esteem needs Growth: Self-actualization and internal esteem needs Like Maslow's

model, the ERG theory is hierarchical-existence needs have priority over relatedness

needs, which have priority over growth.

Differences from Maslow's Hierarchy: In addition to the reduction in the number

of levels, the ERG theory differs from Maslow's in the following three ways: Unlike

Maslow's hierarchy, the ERG theory allows for different levels of needs to be pursued

simultaneously. The ERG theory allows the order of the needs be different for different

people. The ERG theory acknowledges that if a higher level need remains unfulfilled,

the person may regress to lower level needs that appear easier to satisfy. This is known

as the frustration-regression principle. The frustration-regression principle impacts

workplace motivation. For example, if growth opportunities are not provided to

18
employees, they may regress to relatedness needs, and socialize more with co-

workers. If you can recognize these conditions early, steps can be taken to satisfy the

frustrated needs until the employee is able to pursue growth again.

Contrary to Maslow’s theory, according to Clayton Alderfer ‘s ERG theory,

different needs categories can be satisfied simultaneously. Therefore, the necessary

order as proposed by Abraham Maslow no longer applies. When managers motivate

their employees, they their employees’ various needs into account and they should

satisfy these simultaneously.

Unlike Maslow’s theory that contends that a motivator that is satisfied need is no

longer a motivator (except for the need for self-actualization), ERG theory contends that

all categories of needs can become more important as they are satisfied and individuals

may place greater emphasis on any single category as opposed to the rigid hierarchy of

moving from one need to the next. For instance, a ‘starving artist’ may place greater

emphasis on growth than existence. An employee who seeks a promotion or increased

responsibilities may be attempting to satisfy all needs by increasing pay (existence),

developing a larger social network (relatedness), and increasing self-esteem (growth).

Abraham Maslow (1943), “Theory of Human Motivation”, In 1943, Abraham

Maslow developed one of the earliest theories of human motivation, now referred to as

Maslow’s Hierarchy of Needs, which states that basic needs must be met before higher-

level motives become active (Lahey, p 384). Maslow proposed that lower needs, such

as food, water, and safety must be satisfied before a sustained motivation to meet the

higher needs will take effect. Maslow arranged the five sets of human needs into a

pyramid with the lower orders on the bottom and the higher-order needs on top.

19
Maslow’s Hierarchy of Needs is a motivational theory in psychology that argues that

while people aim to meet basic needs, they seek to meet successively higher needs in

the form of a pyramid.

Conceptual Framework

INPUT
1. Demographic profile of respondents
- Age; Sex, Civil status, Educational Attainment, Training and Seminars
2. What seminars and workshops are undertaken by TESDA TVET to provide
its competencies to its graduates?
3. What competency program is undertaken to develop efficacy on animal
production?
4. How does TESDA TVET provides education and training opportunities to
prepare students and other clients for employment.
5. How does TESDA TVET employment of its graduates contribute to the
“economies of scale”?
6. What strategies are undertaken by TESDA TVET in terms of the economic
and welfare development of its graduates?
7. Based on the findings, what enhancement programs can be proposed?

PROCESS

1. Researcher will conduct survey using a self made

questionnaire
FEEDBACK

2. Conducted personal interview with respondents

OUTPUT

TESDA TVET: The Efficacy of Animal Production Competency

Program Towards the Economic and Welfare Development

of its Graduates in Dumaguete City

20
 (Figure - Schematic Diagram of the Conceptual Framework)

This research will use the Structural Framework which includes the Input-

Process-Output Approach. The Input data are the demographic profile of the

respondents Age; Sex, Civil status, Educational Attainment, Training and Seminars,

What seminars and workshops are undertaken by TESDA TVET to provide its

competencies to its graduates?, What competency program is undertaken to develop

efficacy on animal production?, How does TESDA TVET provides education and

training opportunities to prepare students and other clients for employment, How does

TESDA TVET employment of its graduates contribute to the “economies of scale”,

What strategies are undertaken by TESDA TVET in terms of the economic and welfare

development of its graduates and what enhancement programs can be proposed?,

The Processing of information will be derived from the questions specified in the survey

questionnaire and conducts interview with selected respondents. The Output of the

study will be the results, findings, conclusions and recommendation derived from the

study which is TESDA TVET: The Efficacy of Animal Production Competency Program

Towards the Economic and Welfare Development of its Graduates in Dumaguete City.

What is TESDA TVET – Knowledge, Ethics and Practice (content, methods,

assessment)

Technical-Vocational Education became the jurisdiction of Technical Education and

Skills Development Authority (TESDA) as legally mandated through RA 7796 otherwise

known as the TESDA Act which was signed into law on August 25, 1994; and Higher

Education involving tertiary education in community colleges, universities and

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specialized colleges became the domain of the Commission on Higher Education

(CHED) which was established through the enactment of RA 7722 or Higher Education

Act on May 18, 1994. ii. TVET in the Philippines At present, TVET provides education

and training opportunities to prepare students and other clients for employment. It also

addresses the skills training requirements of those who are already in the labor market

and would need to upgrade or develop new competencies to enhance employability and

improve productivity.

What is the mandate or circular regarding TESDA TVET?

Mandate and Core Business “TESDA is mandated to provide relevant,

accessible, high quality and efficient technical education and skills development in

support of the development of high quality Filipino middle level manpower responsive to

and in accordance with the Philippine development goals and priorities”.

Given its mandate, TESDA envisions to be the leading partner in the

development of the Filipino workforce with world-class competence and positive work

values. Its mission on the other hand is to provide direction, policies, programs and

standards towards quality technical education and skills development. TESDA has also

a quality policy which states that, “We measure our worth by the satisfaction of the

customers we serve.” To facilitate the delivery of its mandate, TESDA defines its Core

Business which is comprised of three planks: Direction Setting, Standard Setting and

Systems Development and Support to TVET Provision. The core business defined

further TESDA’s role as authority, enabler, manager and promoter of TVET which

primarily involves ensuring sufficient provision of skilled workers and technicians to

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meet international work standards as well as the needs of local enterprises and

ensuring access to technical education for the grea

How do the lecturers/trainers of TESDA say about the Training

regulation/curriculum?

Training Regulations (TR) – a TESDA-promulgated document that serves as

basis for which the competency-based curriculum and instructional materials and

competency assessment tools are developed. This document represents a specific

qualification. It defines the competency standards for a national qualification and how

such qualification can be gained, assessed and be given recognition.

Was it followed in toto?

How does the TESDA implementors on the implementation of the program?

Functions of the Industrial Coordinator and Training Coordinator

1. To ensure the effective implementation of the DTS Program/DTP, the TVI

and its partner establishment are required to designate an Industrial

Coordinator (IC) and Training Coordinator (TC), respectively.

2. The Industrial Coordinator of the TVI shall perform the following:

a) Place the student/trainee in the partner establishment for the in-plant

training;

b) Monitor attendance, performance and behavior of student/trainee;

c) Ensure the synchronized implementation of the in-school and in-plant

training, as reflected in the Training Plan;

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 d) Provide advice to the student/trainee, trainers/training coordinators,

teachers, staff and other stakeholders;

Inform immediately the head of the TVI and the establishment of any matter

affecting DTS Program/DTP implementation, whether positive or negative;

f. Ensure that the provisions of the MOA are being followed;

g. In the event that an establishment has become unconducive for in-plant training

in spite of the issuance of the necessary reminders/notices by the TVI, the

Industrial Coordinator shall recommend to the Head of the TVI the termination of

the partnership and effect the transfer of the affected student/trainee to another

partner establishment.

CHAPTER III METHODOLOGY

Research Design: To achieve the purpose of the study, the researcher will use the

descriptive correlation survey method of research in which survey questionnaires will be

distributed to respondents. The survey method is deemed appropriate for the study

since it is focused on the Efficacy of Animal Production Competency Program Towards

the Economic and Welfare Development of its Graduates in Dumaguete City. This

method describes the nature of the prevailing situation at the duration of the study using

available resources. Personal Interview will be conducted to selected respondents to

further validate the accuracy and correctness of the results.

Research Environment: This research will be conducted in Dumaguete City, Negros

Oriental. Dumaguete, officially the City of Dumaguete (Cebuano: Dakbayan sa

Dumaguete) or simply Dumaguete City, is a 3rd class city in the province of Negros

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Oriental, Philippines. On June 15, 1948, Republic Act No. 327, created the City of

Dumaguete. Later, on June 21, 1969, Republic Act No. 5797 was enacted, otherwise

known as the Revised Charter of Dumaguete City. According to the 2015 census, it has

a population of 131,377 people. It is the capital and most populous city of the province

of Negros Oriental.

(Map of Dumaguete City – unscaled)

Respondent and Sampling Procedure: The study will employ a random sampling

technique. The researcher will use this technique because it will include the their

students and teachers.

Research Instrument

This research will be using the structured questionnaire, and how they can be

used the study. It begins with a brief overview of the questionnaire method and

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indicates the types of study questions for which it is most suited. A questionnaire is a

group or sequence of questions designed to elicit information from an informant or

respondent when asked by an interviewer or completed unaided by the respondent.

When an interviewer is involved, the questionnaire is sometimes referred to as

an interview.

A structured questionnaire, on the other hand, is one in which the questions

asked are precisely decided in advance. When used as an interviewing method, the

questions are asked exactly as they are written, in the same sequence, using the same

style, for all interviews. Nonetheless, the structured questionnaire can sometimes be

left a bit open for the interviewer to amend to suit a specific context. Structured may be

described as closed form because the questions are basically short, requiring the

respondent to provide a ‘yes’ or ‘no’ response, or checking an item out of a list of given

responses. A semi - structured questionnaire is a mix of unstructured and structured

questionnaires. Some of the questions and their sequence are determined in advance,

while others evolve as the interview proceeds. An unstructured questionnaire is an

instrument or guide used by an interviewer who asks questions about a particular topic

or issue. Although a question guide is provided for the interviewer to direct the

interview, the specific questions and the sequence in which they are asked are not

precisely determined in advance.

Self - Interview and observation - Interview as the name suggests, focuses on

the respondent’s subjective responses and experience on the subject matter to elicit

more information. This method is used by researchers to render the non-directive

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interview more interviewer control with the use of verbal cues that serve as a stimulus to

inspire respondents to volunteer more information on the subject.

The questionnaire will be pre tested to some selected respondents’ who will not

be included as respondents in the actual research. The purpose of the testing is to

determine the validity and reliability of the self - made questionnaire.

Data Collection Procedure/Data Analysis:

Phase 1. The researcher will write a letter to the graduate school dean of Silliman

University Graduate School seeking permission and approval to float the survey

questionnaire to the TESDA TVET students and teachers.

Phase 2. Upon approval, the researcher will inform the TESDA TVET Head

regarding the purpose and importance of the research. The survey will be administered

to the TESDA TVET respondents. Utmost secrecy and confidentiality of their answers

will be strictly observe.

Phase 3. After accomplishing the instruments, the researcher will retrieve,

tabulate and interpret the results.

Statistical Treatment of Data

In the treatment of data, the following statistical procedures will be used:

1. For the profile of the personnel frequency and percentage will be used.

2. The weighted mean and composite mean will be used to determine the level of

motivation and job satisfaction of the respondents.

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3. The Pearson-r on the Pearson product moment correlations will be employed to test

the relationship between motivation and job satisfaction of the respondents.

This study will use the percentage, weighted mean, composite mean and

Pearson-r on the Pearson product moment correlations.

Percentage

The formula for percentage is as follows:

Mean

Where:

= mean

X = sum of cases

N = number of cases

The weighted mean and composite was used with the formulae:
Frequency x Weight Total
Weighted Mean = Frequency

Total Weighted Mean No.

CORRELATION COIFFECIENT

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Ethical Considerations: Confidentiality of information and respect to the answers of

the respondents shall be observed in the conduct of the study. No information, in part

or in whole shall be divulged without the prior consent of the respondents and person or

persons involved in the study.

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