The On-the-Job Training Scheme Practiced by TESDA Supervised Schools
in Region XI: Basis for Policy Analysis
Researcher: Maria Magdalena P. Pomar
Abstract
This study was conducted to assess the On-the-Job Training Scheme of TESDA supervised schools in Region XI, namely; Carmelo Delos Cientos National Trade School, Wangan National Agricultural School, Davao National Agricultural School and Lupon School of Fisheries.
It utilized the descriptive survey method which is appropriate in assessing and evaluating the work-based training scheme practiced by TESDA supervised schools in Region XI.
Data gathered revealed that technical vocational education in the region attracted more males than females who are majority singles.
As per survey results, TESDA supervised schools in Region XI are all located in rural areas which means out of the city limits. They are all government schools under the close supervision of TESDA implementing the Competency Based Training Curriculum. Among the four schools, LSF is the biggest revealed by its highest number of trainers and highest number of program offerings.
Industry partners from Tourism sector revealed the highest number indulging hotels and other related services having the biggest share of respondents therefore qualifications offered under this sector should be identified first to adopt the structured OJT program. Thus, lead trainers, industrial coordinators and training coordinators should be trained pertaining to OJT blueprint development.
In terms of DTP accreditation, there were only two accredited partners revealed, one (1) coming from Tourism sector and the other one (1) coming from Automotive /Land Transportation sector.
The type of work-based training implemented by TESDA supervised schools in Region XI is “On-the-Job Training” as perceived by trainees, industrial coordinators and shop/training coordinators.
Data showed that utilization of training plan in the workplace is not applicable manifesting the absence of one important element of structured OJT although there are specific policies and guidelines set by industry partners followed by TESDA supervised schools in implementing on-the-job training. Proper assessment tool for supervision and monitoring are rarely used and strong linkages with industry partners should be established through regular conduct of industry forum.