through government subsidies • Private Education Student Financial Assistance (PESFA) Since 1997, TESDA has been implementing this program. Scholarship slots are distributed equitably to the 212 congressional districts in the country based on the number of high school graduates of the prior year and the provincial poverty index. In addition to passing an aptitude test administered by TESDA, the scholars are pre-qualified on the basis of their family income and average grade in high school. TESDA has since provided opportunities to 138,000 poor but deserving Filipino youth through this program. • PGMA Training for Work Scholarship Project (PGMA-TWSP) This project is designed to directly intervene in provision of training for highly critical skills, and, to encourage private TVET providers redirect their training programs to skills that are most needed by the economy. Scholarship grants are in short courses specifically in the business process outsourcing (BPO) industry and other industries with highly critical skills such as Agri-Business, Aviation, Construction, Cyber Services, Medical Tourism (Wellness Sector), and Metals and Engineering. • Technical Education Skills Development Projects (TESDP) These refer to two scholarship programs, namely: the Jobs-Directed Scholarship Program (JDSP) and ADB- TESDP Scholarship Program are being implemented by TESDA under a loan package funded by Asian Development Bank for the past two years. Similar to the PESFA, these programs aim to provide poor but deserving youth access to tech-voc education. To date, around 25,000 persons have been provided scholarships. The program will culminate in 2007 when the ADB will be completed. d. GAD in TVET The commitment on the Convention on the Elimination of Discrimination Against Women (CEDAW) and Beijing Platform for Action (BPA) requires the Philippine government, as a signatory to these conventions, to ensure the equal access of women and men at all levels of education, skills development and training. Over the years, TESDA has endeavored to lead in the gender mainstreaming efforts in the TVET sector. Gender and Development (GAD) concerns were incorporated in TESDA’s activities from planning to monitoring and evaluation. There are increasing opportunities for females to enter non-traditional trades such as automotive and welding trades, among others. TESDA offers a variety of training courses and programs for women and men.
In 1991, with the assistance from the government of Japan, the TESDA Women’s Center was established. It serves as the National Vocational Training Center for Women through which TESDA facilitate provision of skills training and interventions for the empowerment of women. The organization of TESDA GAD Committee and the continuing partnership with various stakeholders are also among the efforts of TESDA to address the issues of women and mainstream their concerns in TVET.
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- Fall '16
- Vocational education, TVET, Technical Education, TESDA