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TESDA, Temasek Foundation training program gets high evaluation mark
by eTESDA PMU - Tuesday, 4 November 2014, 10:09 AM
The trainers training program conducted jointly by Temasek Foundation-Singapore, Technical Education and Skills Development Authority, and ITE Education Services (ITEES)-Singapore yielded positive results.

This was the finding of the TVET Impact Evaluation done by Temasek Foundation and TESDA with the engagement of KPMG consulting firm, through field surveys and focused group discussions.

The TVET Impact Evaluation objectives are 1) to know the impact of the project on its trainers, their graduates, their institutions, and employers of the graduates; 2) to gather learning points from the program; and 3) to share the results and learning with stakeholders.

The respondents of the survey, who were among the technical vocational education and training (tech-voc) trainers who attended the training, as well as their students/graduates, gave high rating on the four principles in which the program was evaluated. These four principles are:

Satisfaction – The extent of satisfaction of the direct participants and students of the training program.

Scalability – The understanding of how program participants, partner agencies, TVET institutions have been able to multiply the benefits of the program in their sector.

Impact – The impact on the students, graduates, participants and participating TVET institutions and broader community.

Sustainability – The level of ownership of partner agencies and participating TVET institutions to sustain efforts in ensuring longevity of the program and enhancing credibility amongst local communities.

"We are buoyed by the positive evaluation for this training. Our trainers are working hard, and it is paying off," Secretary Joel Villanueva, TESDA Director General, said.

The Temasek Foundation-TESDA-ITEES TVET Trainers’ Training Program was conducted in 2010 for 60 technical vocational education and training (TVET) lead trainers from various private and public institutions across the country in Manila and Singapore. As part of the trainers’ commitment, they conducted multiplier sessions that produced additional 600 TVET Trainers, based on the multiplier ratio of 1:10.

The 2010 program aimed to upgrade the trainers' qualifications from TQ 1 (Trainer/Assessor) to TQ 2 (Training Designer/Developer) and to enable them to act as catalysts to assist TESDA in its goal of enhancing the overall quality of TVET trainers in the country.

TQ I, now entitled TM I (Trainer’s Methodology Level I), being the entry level, qualifies the holder as a trainer and assessor in his discipline. A TM I level trainer plans and facilitates learning sessions, supervises work-based learning, conducts competency assessment, maintains training facilities, and utilizes ICT in facilitating learning.

A TM II level trainer (formerly known as TQ 2), on the other hand, conducts training needs analysis, designs training curricula, and develops learning materials and assessment tools, facilities maintenance system, e-learning materials.

The evaluation was done through survey questionnaires and focus group discussions. The respondents were the trainers as well as their students.

Among the key findings were as follows:

*Satisfaction. A high degree of satisfaction with the training program was found. Students were satisfied with their teachers' enhanced approached to classroom delivery, adopting a wide-range of student-centric technique such as group discussions, industry site visit, research and use of digital media, among others.

*Scalability. Majority of the survey participants (92%) indicated that they have shared the knowledge and skills learned from the training program. The multiplier training sessions were found to be very interesting and useful. There was also knowledge sharing practices among returning program participants beyond the program requirements. They said that they were able to apply the knowledge and skills obtained to their current jobs.

*Impact. The training proved beneficial to the participants professionally, with 82 percent of those who responded to the survey indicating they were able to find employment since graduating from the program, and 87 percent saying they are either somewhat or very confident about their future job prospects.

Around 44 percent indicated receiving a no more than 15 percent pay increase and 26 percent of the participants said they had been promoted since finishing the training program. Because of the training, 59 percent of the participants said in the survey that they had opportunity to lead projects outside of their current work.

*Sustainability. Overall, the participating TVET institutions benefited from an increased perception of credibility among students. The institutions have articulated clear plans and strategies to sustain the benefits obtained from the training program. They also said they are getting adequate support from TESDA.

Villanueva said that trainers are among the most important resources in the tech-voc education system.

"Tech-voc students get only one chance at an education, and we have to do it right. A good trainer can make learning happen," Villanueva said.

At present, there are 9,137 TVET trainers all over the country.

“TESDA continues to build the capability of our trainers. As we are preparing for the ASEAN 2015, we have to ensure that their skills are at par with their counterparts in the region,” Villanueva added.