154. 2.e. Technical and vocational training programs 146. As indicated above, the Government's human resource development program, particularly technical-vocational education and training (TVET), is lodged with the TESDA. Community-based and the underprivileged youths, 147. TVET aims to enhance the employability and productivity of Filipinos and, in the long run, reduce the incidence of poverty. unemployed and social accountability of technical education and skills development, accelerate the employment generation efforts of the government and expand the range of opportunities available to the populace beyond the traditional higher levels of formal training (subsistence farm individuals adults), workers - (out-of-schooj marginalized and fisher sectors folks), and economic groups (informal sector) in a community, This kind of training provision is usually provided by the local government 148, TESDAis mandated to formulate a comprehensive development plan on TVET which rests on a reformed industry-based training program. Through the program, TESDA aims to promote the protection and welfare of the worker or trainee, improve the quality sector community-based programs are training program specifically designed to answer the needs for skills training of community with the end view of creating self-employment. Target beneficiaries include the poo units and community groups of non-government organizations.® 155. In the performance of its mandate, the TESDA also implements and supervises basic vocationa) manpower guidance programmes. These programs aim to channel the country’s manpower to high demand occupations, promote career awareness and planning, and develop work attitudes and habits, Some of these programmes also include values development.’ education. 156. 149. As the authority on technical skills development, TESDA plays manager of the TVET sector. The defined in terms of its components. administrative elements of TVET broadly consist of the following: education Private sector involvement in is even more and important because it is the firm which has the greatest the role of overall sector is generally The structural and in the Philippines possibility of discerning technological advancements, and external developments that may impact on the conduct of its business. As such, the enterprise is. in the best position to determine the need for skills retooling, retraining and responding rapidly to enable quick adjustment to the labor market. 150. The school-based system - This provides courses of one to three years duration for young, people who have completed a full secondary education. This sub- sector is dominated by private institutions, which 6 151, The non-formal or skills or skills development sub-sector or the center-based programs - This provides courses of training for a wide range of clients including the out-of-schoo! youth, the development of the community. Their mission is to assess, for entrepreneurship or skills in demand. Industry-based - This training refers to and _ a range providers for a combination industry of on-and-off-the job training. 153. The apprenticeship programme and the dual training system fall under this category. The industrybased programs also cater to industry workers for increased productivity. 78 chee ECONOMIC, SOCIAL AND CULTURAL RIGHTS HANDBOOK for enterprises study and plan the implementation of training programs which would hel develop and expand the community's economic based. Their job is to cause the conduct of training through other actors. As of 2004, there are about 1,124 CTECSs of training arrangements, which are in place. This also involves agreements between enterprises and_ training training at the local level. Being regular LGU-personnel, the CTECs has important and critical roles in the and returning overseas workers seeking to gain skills In based (CTECs) serves as the TESDA’s intermediaries in the implementation of community-based training programs unemployed, existing workers seeking to upgrade their skills, women seeking to enter the workforce, 152. community development is being offered as one of the training and development methodologies for the government's flagship program against poverty, thus it has been designed to operate within a definite and clearly defined atea of battleground. Its mission is to hold the flow of labor from the agricultural sector, provide economic opportunities to the unemployed and develop the en and profitability of operators and workers n the informal sector. The Community Training and Employment Coordinators produce 90 per cent of graduates. Partnerships The all over the country. 7 The manpower guidance program is made up of 12 major components which fall under the following phases: (a) Preparatory Phase, which consists of a mass-based (medical, socia lintermediaries and peer) training. recruitment, motivation and career information drive; (b) Pre-training Phase, which consists of applications processing, client assessment, admission notice, and training induction; (c) Training Phase, which consists of in-center counseling, job-induction and graduation; and (d) Post Training Phase, which includes placement and self-employment assistance, follow-ups, and retraining or skills upgrading assistance.