Technical-Vocational Education & Training (TVET) Services

In view of the need to provide equitable access and provision of TESD programs to the growing TVET clients, TESDA continues to undertake direct training provisions. There are four training modalities school-based, center-based, enterprise-based and community-based. These are being done with TESDA’s infrastructure in place – 57 TESDA administered schools, 60 training center, enterprise-based training through DTS/apprenticeship and community-based training in convergence with the LGU’s.

School Based Program

This refers to the direct delivery or provision of TVET programs by the TESDA-administered schools. Totaling to 57, 19 are agricultural schools. 7 are fishery schools and 31 are trade schools (in the Philippines as a whole). These school based programs include post-secondary offerings of varying duration not exceeding three years.

Center Based Programs

These refer to training provisions being undertaken in the TESDA Regional (15) and Provincial (45) Training Centers totaling 60 in selected trade areas in the different regions and provinces in the country.

Community Based Programs

Community-based Training for Enterprise development Program is primarily addressed to the poor and marginal groups, those who cannot access, or are not accessible by formal training provisions. They have low skills, limited management abilities, and have few economic options. They have no access to capital – most of them are unqualified for formal credit programs. The program goes further than just mere skills training provision. It is purposively designed to catalyzed the creation of livelihood enterprises that shall be implemented by the trainees, immediately after the training. Likewise, it is designed to assist partner agencies such as LGUs, NGOs, people organizations and other agencies organizations with mission to help the poor get into productive undertakings to help themselves and their communities.

Enterprise Based Programs

Enterprised-Based Programs are training program being implemented within companies/firms. These programs can be any of the following:

Apprenticeship Program

A training and employment program involving a contract between an apprentice and an employer on an approved apprentice-able occupation. Generally, it aims to provide a mechanism that will ensure availability of qualified skilled workers based on industry requirements. The period of apprenticeship covers a minimum of four months and a maximum of six months. Only companies with approved and registered apprenticeship programs under TESDA can be hire apprentices.

Learnership Program

A practical training on-the-job for approved learnable occupations, for a period not exceeding three months. Only companies with TESDA approved and registered learnership programs can hire learners.

Dual Training Program

An instructional mode of delivery for technology-based education and training in which learning takes place alternately in two venues: the school or training center and the company.

One of the strategic approaches on this program is the conversion of selected industry practices/ programs registered under the apprenticeship program into Dual Training System (DTS) modality.


To strengthen manpower education and training in the Philippines by institutionalizing the DTS as an instructional delivery system of technical and vocational education and training (TVET)

Target Beneficiaries

  • Trainees/Students
  • Companies
  • Schools
  • Training Centers
  • IBs/Industry Associations
  • LGUs
  • NGOs
  • GOs
  • Parents
  • Teachers
  • Trainers

Benefits of Dual Training System


  • Quality training and proper skills, work attitude and knowledge
  • Enhanced employability after training
  • Better chances for career mobility
  • Allowance for transportation and other expenses


  • Workers developed according to the company’s needs
  • Guaranteed highly skilled and productive workers
  • Savings on production cost through tax incentives


  • Less need for sophisticated equipment and facilities
  • Responsiveness to industries’ needs
  • Maximized use of equipment and facilities
  • Better employment opportunities for its graduates
  • Enhanced public image
  • Tax exemption for imported equipment

Coverage of DTS:

Participants in the dual training system include duly accredited:

Public and private educational institutions/training centers

Agricultural, industrial and business establishments

DTS Accreditation Procedures

Schools or training centers and business establishments interested in adopting the dual training system must apply for accreditation with TESDA.

Accreditation is necessary to ensure quality training and prevent abuses in program implementation.

To qualify for accreditation, the school or training center must have the necessary facilities, equipment, qualified teachers, and training plan.

To become a DTS cooperator, a company must apply for accreditation through an accredited school. The company accepting trainees must have the necessary equipment and workshop areas for hands-on training, qualified trainers, and training plan.

Scholarship Programs

Training for Work Scholarship Program (TWSP)

Seeks to support rapid, inclusive and sustained economic growth through course offerings in priority industries and key employment generators (KEGs)

Special Training for Employment Program (STEP)

A community-based training program that seeks to address the specific skills needs of the communities and promote employment, through entrepreneurial, self-employment, and service-oriented activities

Private Education Student Financial Assistance (PESFA)

Seeks to extend financial assistance to marginalized but deserving students in post-secondary non-degree courses, promote TVET, contribute to the development of a competent skilled workforce and assist private institutions in their development efforts by assuring a steady supply of enrollees to their course offerings

Universal Access to Quality Tertiary Education Act (UAQTEA)

Established through Republic Act No. 10931 which provides for free tuition and other school fees in State Universities and Colleges (SUCs), Local Universities and Colleges (LUCs) and state-run Technical Vocational Institutions (STVIs)


The TWSP, STEP, PESFA and UAQTEA seek to address the needs of prospective beneficiaries from industries, communities, and the special clients

Special Clients

Special Clients refer to special target beneficiaries to include:

Farmers and fishermen

Workers in the informal sectors

Migrant workers

Indigenous people and cultural communities


Persons with disability

Senior citizens

Victims of disasters and calamities

Out-of-school youths

Solo parents and their children

OFWs and their dependents

Drug surrenderees and their dependents

Victims of human trafficking, wounded-in-action or killed-in-action AFP and PNP personnel and their dependents

Micro entrepreneurs and their dependents

Members of cooperatives

Urban poor

Internally displaced population and other related or similarly situated clients

Qualifications of Special Clients

Filipino citizen

Must not be a current beneficiary of other government educational scholarship or subsidy program for beneficiaries

TWSP: at least eighteen (18) years of age at the time he/she finishes the training program

STEP and PESFA: at least fifteen (15) years old at the start of the training program

PESFA: Must be at least high school graduate/high school completer with an annual family income of three hundred (P300,000) and below


Each scholar shall be entitled to the benefits prescribed by law and the entitlement must be strictly made in accordance with government accounting and auditing rules and regulations

Multiple Availment of Scholarship

Multiple Availment shall be allowed provided that the training shall be availed one at a time and not simultaneously. The additional qualifications must be related or towards higher level qualification

Assessment and Certification

The Regional and Provincial Directors shall ensure that the qualifications included in the TWSP/STEP/PESFA/UAQTEA scholarship shall have readily available accredited assessment centers and assessors preferably within the Region

In line with the TESDA policy on assessment and certification program, competency assessment shall be mandatory for qualifications with Training Regulations (TRs) with Competency Assessment Tools (CATs)

Enabling Mechanism on Employment Facilitation

As part of the enabling role of TESDA and to enhance employment of TVET graduates, the ROs/POs shall pursue the following :

Partner with enterprises, industry chambers and associations

Encourage TVIs to be a member of the industry chambers and associations

Encourage TVIs to adopt enterprise-based training delivery modes

Encourage TVIs to register as school-based PESOs

Converge and partner with government agencies, particularly on entrepreneurship and other non-wage employment programs (i.e. DTI’s Go Negosyo, P3, DOLE’s Livelihood Programs, etc.)

Intensify Job Linkaging and Networking Services (JoLiNS) and World Café of Opportunities (WCO)

Adopt project-based approach in community-based training