CEBU CITY
– Sustainability,
digital skill transformation, AI and the creative industry as major components
of the Technical-Vocational Training (TVET) system in the future was the focus
of discussion at the plenary during the 23rd Human Resource and
Skills Development (HRSD) Conference on November 25-26, at the Waterfront Cebu
Hotel attended by nearly 600 delegates and participants from the country’s TVET
sector.
The integration of sustainability and digital
transition, including AI, into various industries, that no industry is exempt
from these changes, TESDA has developed an "adopt mechanism" and an
industry-based assessment and certification process to facilitate these
transitions, particularly in digital sectors like cybersecurity, advanced
manufacturing, and renewable energy, according to Technical Education and
Skills Development Authority (TESDA) Director General, Jose Francisco Benitez in
a press briefing minutes before the opening of the conference.
Benetiz and his TESDA team said that the goal
is to design industry-driven communications, competency standards, and
assessments with stronger collaboration with industry partners as crucial for
efficient certification and quality assurance, which is necessary for state
funding.
The mechanisms are still in development, TESDA
said and the initiative aims to support economic transition through
scholarships and subsidies. The action items then must include the engagement with
industry partners and associations to ensure efficient certification and
quality assurance processes and the provision of scholarships and subsidies to
economically trigger the transitions to digitalization and sustainability.
The discussion delved on the dual transition
involving sustainability and AI, which is essential for all industries,
including digital sectors. The digital industries are identified as priority
sectors for these transitions due to their rapid change and evolving needs,
Benetiz said.
Benetiz mentioned the importance of
collaboration with industry partners, boards, and associations to ensure the
efficiency and effectiveness of these transitions. He also outlined the types of training
regulations TESDA is preparing, including cybersecurity, advanced manufacturing
with AI, and renewable energy.
Training
and Certification for Digital Transition Fields
The discussion included the advent of electric
vehicles, semiconductor training, and solar energy as part of the dual
transitions while the mechanisms for these transitions have been developed,
with plans to experiment and refine them for efficiency, Benetiz bared.
TESDA is currently reaching out to industry
partners to ensure the processes of certification and quality assurance are
fast and effective and stressed the importance of scholarships and subsidies to
support the economic transition driven by these changes.
The need for proper quality assurance and
certification processes are imperative for state funding to these programs because
the role of scholarships and subsidies are very crucial in triggering the
economic transition, Benetiz said, adding the importance of industry
collaboration and the efficient use of mechanisms to drive these transitions
forward.
“During the first year of COVID, only one out
of four businesses were willing to hire senior high school graduates. However,
industry willingness has since increased to two to three out of four businesses.
This shift is attributed to the importance of verified, certified skills that
can replace traditional qualifications,” Benetiz bared.
TESDA adapted to the situation by providing the
necessary industry-aligned certifications. An industry-driven approach to
training is emphasized, as it allows for faster adaptation to industry needs
and bridges the job skills mismatch. This concept aligns with TESDA’s
historical dual training system, which was part of its founding 30 years ago.
TESDA has taken these actions to ensure that
the industry-recognized certifications and skills that industry partners are
looking for are readily available; develop an industry-driven approach to
training and certification programs, where industry partners directly inform
the curriculum; and leverage the existing apprenticeship program model that was
part of TESDA’s original vision 30 years ago.
Industries’
willingness to hire high school graduates
According to Benetiz, a survey of industry
partners conducted during the first year of COVID, revealed that only one out
of four businesses was willing to hire senior high school graduates. By the end of the first year, industry
partners became more willing, with two to three out of four now willing to hire
senior high school graduates for certain roles.
By simply discussing the issue and reaching a
common understanding can lead to significant changes in industry behavior. The
shift in industry willingness, according to Benetiz was attributed to the
importance of verified, certified skills that can replace traditional
qualifications.
TESDA’s role in acceptance of skills-based
learning or competency-based certification must be readily available to provide
the necessary certifications that the industry requires and to align with
industry demands to bridge the job skills mismatch.
Benetiz stressed the importance of making the
certification process industry-driven to ensure faster adaptation and better
alignment with industry needs. Industry-driven certification and training including
faster adaptation to industry needs and bridging the job skills gap are
beneficial to the TVET system.
TESDA outlined the benefits of an industry-driver
certification system saying that dual training system must involve both
industry and educational institutions,
The role
of local government units (LGUs) to align labor markets
The discussion led to the importance of
area-based, demand-driven approaches to skills prioritization and training
within local government units (LGUs) emphasizing the need for collaboration
with LGUs to align labor market intelligence with skills prioritization,
ensuring that training is both employment-driven and part of a lifelong
learning framework.
It also highlighted the devolution of education
and training functions to LGUs and the necessity of harmonizing education
pathways to facilitate seamless transitions between formal education,
employment, and retraining without loss of qualifications.
“The goal is to create career progression
pathways that are aligned with the local economy and the needs of employees. Identify and engage the necessary industry
partners for collaboration; conduct labor market intelligence and skills
prioritization in coordination with the LGUs,” Benetiz stated.
The convergence and alignment between the LGUs
and the education/training system to constantly upskill and reskill employees
must be ensured and there must be harmony in the education system, from basic
to higher education, to align with the skills-based approach and
employment-driven pathways, he added.
Area-based and demand-driven approach need for
collaboration with LGUs to ensure effective implementation and alignment with
the local economy. Labor market intelligence
and skills prioritization are crucial for the success of the initiative.
The conference also discussed the significance
of prioritizing necessary skills and conducting thorough assessments; the need
for continuous upskilling and reskilling of employees within the LGUs and the importance
of aligning skills development with the local economy's needs.
The discussion also focused on the role of education
and training in the broader context of lifelong learning that there is a need for
harmonizing education and training pathways from early education to higher
levels.
“The goal is to create seamless pathways for
learners to transition between formal education, work, and back to education
without losing certifications and making these pathways as employment-driven as
possible while also considering lifelong learning,” Benetiz concluded by saying
it is important to align these pathways with the broader goals of training and
education. (Photos: MBCNewman)
