Profile and Level of Performance of Technical Vocational Education Training (TVET) Institutions in the Bicol Region: The Case of Tourism and Agriculture Sectors

Regina  F. Valencia,

Profile and Level of Performance of Technical Vocational Education Training (TVET) Institutions in the Bicol Region: The Case of Tourism and Agriculture Sectors

Abstract:

This paper determined the profile and level of performance of Technical Vocational Education Training Institutions in the Bicol Region in the case of Tourism and Agriculture sectors through a descriptive-evaluative method. Findings reveal a low turnout of graduates for both tourism and agriculture. There are 20 qualified trainers for the agriculture sector and 371 from tourism. Both sectors are compliant in the facility, tools, and equipment used. The level of performance of TVET institutions in the Bicol Region offering TVET programs in tourism in terms of certification rate was found very satisfactory at 87% while in agriculture 71%., respectively. Meanwhile, TVET performance in the Bicol Region in terms of graduates is unsatisfactory, with 17.25% (2112) graduates out of 12241 enrolled for tourism and 7.81% (119) graduates out of 1523 enrolled in the agricultural sector. Recommendations were proposed to increase and sustain the level of performance in tourism/hotel and restaurant management and the agricultural sector in the Bicol Region.

References:

ASEAN. (2018). Asean mutual recognition arrangement on tourism professionals. You are being redirected... https://asean.org/wp-content/uploads/2012/05/ASEAN-MRA-TP-Handbook-2ndEdiion-2018.pdf/
Budhrani, K. S., D’Amico, M. M., & Espiritu, J. L. (2017). Developing a skilled workforce through technical and vocational education and training in the Philippines. Encyclopedia of Earth Sciences Series, 1-27. https://doi.org/10.1007/978-3-319-38909-7_28-1
Commission on Higher Education. (2017). CHED Memorandum Order No. 62 Series of 2017. https://ched.gov.ph/wp-content/uploads/2018/03/CMO-62-BS-Hospitality-Tourism-Management.pdf
Development of the ASEAN mutual recognition arrangement for tourism professionals (MRA-TP) work plan 2017-2020. (n.d.). https://aadcp2.org/development-asean-mutual-recognition-arrangement-tourismprofessionals-mra-tp-work-plan-2017-2020/
Inquirer, P. D. (2017, January 2). President Duterte’s 10-point socioeconomic agenda: INQUIRER.net. https://business.inquirer.net/222340/president-dutertes-10-point-socioeconomic-agenda#ixzz5dnfU81NQ
Manasan, R. (2016). State of Philippine Education: Where Are We Now and Where Are We Going [PDF File]. Asian Development Bank. Education Summit 2016
National technical education and skills development plan 2017-2022: Laying down 5-year TVET action plans today. 2017 TESDA annual report. (n.d.). Tesda – Technical Education and Skills Development Authority. https://tesda.gov.ph/Uploads/File/Resources/2017%20TESDA%20Annual%20Report.pdf
National technical education and skills development plan (NTESDP) 2018-2022. (n.d.). https://www.tesda.gov.ph/about/tesda/47
National technical education and skills development plan (NTESDP) 2018-2022. (n.d.). https://www.tesda.gov.ph/about/tesda/47
Venus, A. Q. (2017). Implementation of the ten principles of competency based training in the TVET programs of the TESDA provincial training center of Albay: An assessment [Unpublished doctoral dissertation]. Bicol University.
Vision, mission, value and quality statement. (n.d.). Technical Education and Skills Development Authority - TESDA. https://www.tesda.gov.ph/About/TESDA/11