Dispo, N. A. (2019). Inclusion on entrepreneurship training in all TVET curricula in CARAGA Region (Unpublished master's thesis). Public Management Development Program, Development Academy of the Philippines.

Public Management Development Program Middle Managers' Class (Capstone) Batch 17 Thesis (MMC)--Development Academy of the Philippines

The Technical Education and Skills Development Authority as the manager, enabler, regulator and promoter of the TVET sector in the country is measured on the increase and enhancement of the employability of the intended clients. Employment rate of the TVET graduates of Caraga region, for the past years, did not met the national employment rate of sixty five percent. The agency has initiatives like provision of quality training, scholarship, starter toolkits, skills upgrading, putting up of employment facilitation (Blue Desk, Job Referrals, Jobs Bridging, Jobs Fair), Job Linkaging and Networking Services (World Cafe of Opportunities) to address the employment rate problem of the TVET graduates. Even with the mentioned initiatives, the result of the Impact Evaluation Study and Study on the Employability of TVET Graduates showed a not fulfilling figures. Employment as a metric of TVET performance is classified into two: wage employment and self-employment. Given the limited industry and Micro, Small and Medium Enterprises for our graduates in Caraga region, TVET also encourages self-employment as a way of utilizing skills acquired during training. Hence, the new perspective is to make the TVET graduates, who were not able to land a good job/work, become Entrepreneurs/self-employed instead of being a mere employee. Entrepreneurship was already introduced as early as NMYC years and carried over by TESDA when the three agencies merged in 1994, through RA 7796. This program was sustained across political leadership transitions. However, entrepreneurship program was only introduced to the community-based trainings that the agency in conducting. It was never instituted at the institution-based trainings. Further, mainstreaming of this program to the trainings conducted in the institution was hindered due to the absence of policy imperatives to enforce implementation on the integration of entrepreneurship modules in the formal delivery. The capstone project, Inclusion of Entrepreneurship Training in all TVET Curricula in Caraga Region, is anticipated to help the agency attain its organizational outcome, to increase employment opportunities for TVET graduates by making them entrepreneurs instead of mere employees, to produce more entrepreneurs, to create more jobs and to help the government alleviate poverty. In order to achieve this, deliverables were identified and implemented. The RTESDC Resolution No. 08 series of 2018 was issued to support the integration of the entrepreneurship modules. To have an unvarying curriculum, a standard of 40-hour Entrepreneurs Competency-based Curriculum was crafted to be utilized in the training delivery. To support the RTESDC Resolution in the institutionalization of the project, TESDA Caraga Regional Circular No. 001 series of 2018 was issued and deployed to all Provincial Offices and TVIs in the region. Finally, a pilot testing was done to the group of fifty (50) trainees/learners of the Food Processing NC II of the Northern Mindanao School of Fisheries in Buenavista Agusan del Norte. A deviation from the plan was noted, specifically, on the time frame of implementation. This is due to the delay of the first major activity whereby the proponent has no control. The first major activity is the basis of the execution of the succeeding activities, thus, there is a domino effect in the implementation. Also, two of the activities identified in the plan were not implemented as decided by the RTESDC because they believed that critiquing the standard CBC prior to its deployment should be done by the Committee. Even with the delay in the implementation and non-execution of the other activities, the project was implemented smoothly.