sector 57. Private and in technical involvement Adoption of Ladderized Curricula/Programs, Modulized Program Approach, Competency-Based programs, ocational education is crucial. Many industries have iavested in training facilities. Many others also support raining through on-the-job training, donations and Network of Dual-Sector Colleges or Universities and Accreditation of Prior Learning, among others. 161. Also, TESDA, in collaboration with the industry, holds skills competition, such as the National Skills Olympics, to promote quality skills development and with the view of participating in international skills competition.? 162. The TESDA Women's Center (TWC) takes pride in being the country’s lone TVET training institution 458. TVET are carried out through both formal and non-formal means. From more than 286,000 in 2001, chool-based TVET enrollment rose to about 439,000 jn 2002 and reached almost 492,000 in 2003. Enrollment of community-based training programs iso accounted 492,000 training for the bulk of training outputs almost in 2003. programs Enrollment of community-based also accounted for the bulk of with world-class facilities that addresses exclusively the empowerment of women.” training of training outputs almost 600,000 enrollees from 2001-2003. 2.f. Difficulties encountered 159. Latest data showed that the provision of TVET 163. The difficulties encountered in attaining the objectives of full, productive and freely chosen employment can be traced to nagging structural defects of the economy in general, and of the labor through formal means is dominated by the private sector (82 per cent). The exact opposite could be observed in terms of non school-based training with publicly-funded institutions accounting for 64 per cent of all providers. There are about 2,045 private institutions/centers and 1,353 market in particular. The pressures of globalization, if not managed well, are also seen to hinder the attainment of these objectives. The macro-economic publicly funded TVET. These comprise the total TVET delivery networks that includes higher education institutions, industry-based indicators discussed difficulties in context. above should place these training centers, NGO-based training centers, LGUbased training centers as well as schools and training centers supervised by TESDA. Private institutions faccount for about 80 per cent of total enrollment in formal TVET financed almost exclusively by tuition fees and endowment income, with minimal 164. In the informal sector, marginal labor standards in work conditions adversely affect the attainment of a state of productive employment. It can also be noted that unemployment and underemployment are prevalent in the agricultural sector, mostly due to the seasonality of work. Low labor and land productivity government subsidy. also pose complex problems. 160. Executive Order No. 358, s. 2004, provides the mechanism to bridge the gap between TVET education land higher education. EO 358 mandates TESDA and (CHED, in consultation with concerned sectors, to 9 workers and graduates of TVET institutions. Skills competitions consist of a series of local, provincial, sectoral and regional contests being held nationwide. National winners proceed to compete in international skills competitions such as the ASEAN Skills Competition implement a unified national qualified qualifications framework. The framework aims to establish a ladderized system which would allow easier transition (ASC) and the World Skills Competition (WSC) under the auspices of the International Vocational Training land progression between TVET and higher education. The framework Qualification and encompasses various articulation mechanisms unified which ‘include: National System of Credit Transfer, Post-TVET Bridging Programs, System of Enhance Equivalency, The conduct of skills competitions serve as venue to recognize the skills excellence et young industry skilled Organization (IVTO). 10 : The TWC maintained strong partnerships with private companies, non-government organizations as well as local government units for the on-the-job training of trainees, employment and scholarships. In terms of entrepreneurship development, the C maintained ——___ the provision of labor market information to its clients 8 it specifically provided free internet training to women through the Kasanayan-Kabuhayan The Dual Haining System is very promising even if its general replicability is not yet assured. The dual oes institutions are new, specialized and group, with more diversified product relations and relationships, high more catering knowledge integrated content. mainly The for high-qualifie range, better industry-institutions occupations apprenticeship with system functions more as “employment” than as training, and is limited in its effectiveness by length of time and trades covered in the legislation. The legislation relating to apprenticeship needs radical change, although the system is still required, especially in craft occupations. ee The One- Stop Service. ece e so that they can engage in e-commerce. KKOSS was further strengthened under the TESDA- UNDP Project. The marketing of the women’s products were tied up with the Philippine Marketing Corporation and 42 products are now marketed at malls in Metro Manila and four will be exported to the United States. The mainstreaming of GAD in TVET also gained headway as the training of Directors, aimed 51 middle managers and 13 Provincial at increasing the GAD champions within the agency as well as the TVET sector, was also supported under the TESDA-UNDP Project. PHILIPPINE GOVERNMENT'S 2ND TO 4TH PERIODIC REPORT 79