Edcom 2 Advocates for Enhanced Skills Training by TESDA

Manila, Philippines — In a significant push to reform technical education in the Philippines, the Second Congressional Commission on Education (Edcom 2) has urged the Technical Education and Skills Development Authority (TESDA) to prioritize higher-level skills training and to devolve more of its programs to local governments. This recommendation comes amidst ongoing discussions about the effectiveness and standardization of vocational training in the country.

In a report released on July 12, 2025, Edcom 2 co-chair Roman Romulo, a representative from Pasig, emphasized the need for TESDA to concentrate its efforts on high-yielding National Certificates (NCs). "Maybe Secretary Kiko, it’s about time to put a halt to all these various programs that you have, and focus really on the really high-yielding NCs," Romulo stated, referring to the certifications that signify proficiency in specific vocational skills. He noted that this focus could serve as a defining legacy for TESDA Director General Jose “Kiko” Benitez.

A study presented by Christopher Chua, an Ateneo-Edcom 2 fellow, highlighted a stark contrast in the availability of certification levels. According to Chua’s findings, while there are over 13,000 National Certificate II (NC II) certifications available, only 26 top-level NC IV programs are offered across various technical vocational institutions (TVIs) as per the Philippine Qualifications Framework (PQF). The PQF, which was institutionalized into law in 2018, aims to establish national standards for qualifications to facilitate academic mobility and address job mismatches.

Despite the availability of NC V programs, TESDA officials acknowledged that these lack effective assessment mechanisms. NC V programs are designed to impart specialized skills and foster independent decision-making among learners, covering complex knowledge and skills. Romulo criticized the current trajectory, stating, "The individual’s time is really wasted" if the focus remains on lower-level certifications.

Concerns regarding the quality of TESDA’s diploma programs were also raised during the Edcom 2 discussions. Executive Director Karol Yee pointed out that although TESDA offers over 700 diploma programs nationwide, many of these programs lack uniform standards and quality assurance. This inconsistency raises questions about the value of these qualifications in the job market.

TESDA’s Deputy Director General Rosanna Urdaneta explained that a pilot program for diploma models was implemented from 2016 to 2019, which allowed TVIs to develop their programs. However, she acknowledged that the monitoring of these programs is still ongoing, indicating a potential gap in oversight and quality control.

Under Republic Act No. 7796, TESDA is mandated to provide quality technical-vocational education and training (TVET) aligned with national development goals. The agency currently offers programs across various sectors, including agriculture, automotive transport, and information and communications technology (ICT).

In addition to the push for higher-level certifications, Edcom 2 has also called for a devolution of TESDA’s operations to local government units (LGUs). Senator Sherwin Gatchalian, co-chair of Edcom 2, emphasized the importance of adhering to the spirit of the law, which mandates the devolution of educational functions. He pointed out that nearly half of TESDA’s annual budget is allocated to this effort, yet the implementation has been inconsistent. "What we’re calling for is to stay true to the law: which is to devolve it," Gatchalian stated.

Benitez acknowledged the need for a systematic approach to devolution, citing a 2005 plan that aimed to transfer technical vocational institutions to LGUs within eight years. However, according to his report, only five institutions were devolved, and only one remains operational.

Looking ahead, Benitez indicated that TESDA will release an order within the next month and a half aimed at facilitating this devolution, which will require LGUs to create specific ordinances and positions for technical-vocational education and training.

The discussions held by Edcom 2 are part of a broader national review of the Philippine education sector, which is crucial for assessing the performance of TESDA and other educational agencies. As the country continues to navigate the complexities of vocational education, the outcomes of these recommendations could significantly impact the quality of skills training and the employability of graduates in the Filipino workforce.