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The purpose of this project is to draw attention to case studies on improving the participation of female students in technical and vocational education and training (TVET) programs formerly dominated by males in selected colleges and training institutions in the Visayas (Region VI) and other regions of the Philippines. The results of the study will throw light on the promotion of equal access for women to TVET programs in selected institutions. The study will elucidate various practices and approaches to gender mainstreaming, especially support systems, such as the legal framework of TVET in the Philippines, information taken from the database of the Technical Education and Skills Development Authority’s (TESDA’s) certification in Region VI, laws and legislation concerning women, and the outcomes of related research and other surveys conducted in the past. Specifically, the project desired to identify the lessons learned, which could be employed for: (a) future development and enhancement of TVET curricular programs; (b) improving infrastructure programs; (c) initiating educational reforms in TVET teacher-training and guidance programs; (d) enhancing the role of the family and the community in support of career choices; (e) revisiting the legal framework and policies affecting women’s equal access to education and labour; and (f) examining the intricacies of social and human capital build-up.

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This publication reports on the [education for sustainable development] ESD review-responsive and future-oriented program on ‘Reorienting TVET policy towards education for sustainable development’, jointly organized by the UNESCO-UNEVOC International Centre in Bonn, Germany, InWEnt - Capacity Building International, Germany and Colombo Plan Staff College for Technician Education in Manila, Philippines. Building on the results of the March 2009 ESD World Conference in Bonn, Germany, this international [technical and vocational education and training] TVET expert meeting aimed to be a catalyst to integrate sustainable development-focused objectives, themes, strategies and operating procedures into TVET policies, programs and practices. The aims and expected outcomes of this special program were: increased understanding of the importance of TVET for ESD in line with the goals of [Education for All] EFA; a set of lessons from leading practices in ESD; plans for further advancing TVET for ESD; and study visit of relevant institutions and industries in Germany. Moreover, the discussions focused on the following four-dimensional ESD concerns: (1) creative methods to expand awareness, meaning and scope of ESD through multistakeholder dialogue; (2) strategies for inclusion of non-formal and informal learning in the context of sustainable development; (3) means for incorporating ESD into TVET (including training of leaders in business and industry to form the values toward corporate social responsibility, etc.); and (4) ways for creating greater synergy and networking among representatives of [sustainable development] SD-related institutions of governance and learning. The contents are as follows: Preface; Introduction and summary; Keynote addresses - Major challenges in integrating substainable development in TVET / Shyamal Majumdar; TVET in ESD / Harry Stolte; VET for the second half of the United Nations Decade of Education for Sustainable Development / Naing Yee Mar; Innovative Practices in TVET for ESD: German experience / Klaus-Dieter Mertineit; Country presentations - Bagladesh / Razia Begum; Fiji / Alumeci Susu Tuisawau; India / Vijay P. Goel; Malaysia / Ani Asmah Tajul Ariffin; Maldives / Mariyam Noordeen; Mongolia / Tungalag Chimid; Myanmar / Theingi; Nepal / Devi Prasad Ghimire; Pakistan / Yousaf Kamal Malik; Philippines / Elmer K. Talavera; Papua New Guinea / Jayasundara. J. Banda; Sri Lanka / H. L. Obeyesekera; Thailand / Sirirak Ratchusanti; Country papers: Bangladesh: reorienting TVET policy towards education for sustainable development / Razia Begum; Fiji: reorienting TVET policy towards education for sustainable development / Alumeci Susu Tuisawau; India: technical and vocational education and training (TVET) system in India for sustainable development / Vijay P. Goel; Malaysia: innovative practices in TVET towards education for sustainable development: work-based learning diploma programmes at community colleges in Malaysia / Ani Asmah Tajul Ariffin; Maldives: innovative practices in TVET towards education for sustainable development / Mariyam Noordeen; Mongolia: reorienting TVET policy towards education for sustainable development / Tungalag Chimid; The Union of Myanmar: reorienting TVET policy towards education for sustainable development in Myanmar / Theingi; Pakistan: reorienting TVET policy towards education for sustainable development / Yousaf Kamal Malik; Philippines: TVET and sustainable development / Elmer K. Talavera; Papua New Guinea: reorienting TVET policy towards education for sustainable development for Papua New Guinea / Jayasundara J. Banda; Sri Lanka: innovative practices in TVET for education for sustainable development in Sri Lanka to suit the regional competitiveness / H. L. Obeyesekera; Thailand: innovative practice in TVET towards education for sustainable development in Thailand / Sirirak Ratchusanti; Annex. Show less

The World Technical and Vocational Education and Training (TVET) Database is an online repository developed by UNESCO-UNEVOC. It aims to provide up-to-date information on TVET systems worldwide. This country profile for the Philippines was first published in 2014 and was updated in 2019 and 2022. The 2019 profile contains: Statistics; TVET systems; TVET strategy and key policy documents; Governance and financing; TVET teachers and trainers; Qualification system and quality assurance; Current reforms and policy discussion; References and further reading. Show less

Global developments including the transition to greener economies, the application of digital technologies in the world of work, and the [Coronavirus Disease 2019] COVID-19 pandemic, amongst others, are changing the way we live and work. These developments are driving technical and vocational education and training (TVET) systems to improve their capacity to identify the future skills demands and to expand access to skills development opportunities. As TVET adapts itself to the impacts of significant social, environmental, and economic disruptions, innovative practices emerge with the potential to rejuvenate the future of skills development. Schools, training centres and colleges have the potential to play a leading role to drive innovation in their local skills and innovation ecosystem.

This practical guide proposes a framework for TVET institutions to increase their capacities to drive innovation. The framework is developed on the basis of UNESCO-UNEVOC's Skills for Innovation Hubs (i-hubs) initiative, which included the participation of ten pilot TVET institutions from Africa, Asia and the Pacific and Europe. The practical guide provides a systematic, institution-wide, measurable and evidence-based methodology that enables TVET institutions to streamline innovation into their strategic planning, products and services, ecosystem engagement, and teaching and learning processes. By applying the UNEVOC Innovation Framework, TVET institutions can assess their preparedness to innovate, take actions to innovate learning processes and products and services, and develop concrete outputs for improvement. In doing so, institutions can inspire other entities in their local ecosystem to pursue the path of innovation.

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