Implementation, Compliance and Effectiveness of the Technical Education and Skills Development Authority (TESDA) Scholarship Programs

Implementation, Compliance and Effectiveness of the Technical Education and Skills Development Authority (TESDA) Scholarship Programs

Clark Henry C. Ratcliffe

Guimaras State University Mc Lain, Buenavista, Guimaras

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000363

Received: 02 September 2025; Accepted: 10 September 2025; Published: 11 October 2025

ABSTRACT

This descriptive-correlation research was conducted to determine the implementation, compliance, and effectiveness of Technical Education and Skills Development Authority (TESDA) scholarship programs in the Province and City of Cebu, Philippines, for the year 2024. The respondents in the study were the 228 TESDA scholars selected from the 535 registered in the Province and City of Cebu. They were classified according to age, sex, educational attainment, type of scholarship availed, and location.

The data were gathered using an adopted but modified questionnaire consisting of three (3) parts. Part 1 determined the profile of the respondents, including their age, sex, educational attainment, type of scholarship received, and location. Part II utilized the Compliance Questionnaire (CQ) that measures the extent of Implementation of TESDA scholarship programs. It is a 15-item scale developed by Mowday, Steers, and Porter (Mowday et al., 1979) and utilizes a 5-point Likert-type response. Part III was designed to gather data on determining the extent of compliance of TESDA Scholarship Programs, while Part IV included items that measured the level of effectiveness of TESDA Scholarship Programs.  The data gathering instrument was subjected to validation and reliability testing. The descriptive statistics that were used included the frequency counts, percentage, and mean, while the inferential statistics employed the t-test for two independent samples, One-way Analysis of Variance, and Pearson’s r with a significance level set at .05 alpha. Findings showed that the respondents assessed the extent of implementation and compliance of the TESDA scholarship program to a very great extent, and its level of effectiveness was very high.  Further, significant differences were noted in the assessment of the respondents on the extent of implementation, compliance, and level of effectiveness of the TESDA scholarship program when classified according to age, sex, educational attainment, type of scholarship availed, and location.  Finally, significant relationships existed among the extent of implementation, compliance, and the level of effectiveness of the TESDA scholarship programs.

Keywords: Implementation, Compliance, Effectiveness, TESDA scholarship programs

Context And Rationale

The Technical Education and Skills Development Authority (TESDA) is the government agency tasked with managing and supervising technical education and skills development in the Philippines. TVET stands for Technical and Vocational Education and Training. It is a type of education and training that provides individuals with the practical skills and technical knowledge needed for specific occupations in various sectors of economic and social life, often at post-secondary or lower tertiary levels. TVET programs combine general education with specialized training to prepare people for middle-level jobs and improve their employability (R.A. 7796).

According to Edralin & Pastrana (2023), there were considerable accomplishments and outcomes of TVET in the Philippines in the past years, such as setting the direction of TVET in the Philippines and promulgating relevant standards. These strategic efforts contributed to the employment of TVET graduates, improving the quality of their skills needed by the industry, and having a clearer policy direction on how TVET is implemented in the country.  TVET in the Philippines over the years has gone a long way towards helping address access to education for all. As managed by TESDA, millions of Filipinos have been provided technical-vocational skills for employment and/or self-employment, especially in the poor sector of society. TVET’s goals, objectives, and program implementation, which need further improvements, are clearly aligned and in pursuit which is geared toward quality education (Calisang et al. 2024).

The promulgation of Republic Act (RA) 6728, otherwise known as the “Government Assistance to Students and Teachers in Private Education (GATSPE) Act”, in 1989 introduced the Private Education Student Financial Assistance (PESFA) Program, predating the Technical Education and Skills Administration (TESDA) created in 1994. PESFA is a financial assistance program granted to deserving underprivileged students, which is targeted based on family income, geographical spread, and student academic standing. Although the program covers students enrolled in technical and vocational courses, it was not until the enactment of RA 8545 or the “Expanded GATSPE Act”, a decade after that administration of PESFA was divided between the Commission on Higher Education for enrolment in non-degree courses and TESDA for enrolment in non-degree technical-vocational courses. PESFA under TESDA has an annual budgetary appropriation of Php200 million. TESDA-PESFA aims to improve equity and access to TVET opportunities, as well as to ensure immediate employment among its beneficiaries at the micro-level. At the more aggregate level, on the other hand, the program seeks to induce investments in TVET and to encourage technical-vocational institutions (TVIs) to offer courses that are more responsive to labor market demands (Edralin & Pastrana, 2023). All these had been included under the umbrella of the TESDA Scholarship Programs. However, problems and challenges encountered in the supervision and implementation of the scholarship programs are related to the poor quality of graduates, their low employment, as well as weak structural and policy implementation, as shown by the lack of closer coordination among the TVET stakeholders (Orbita & Abrigo, 2020)

Therefore, it is the primary goal of this investigation to assess the implementation, compliance, and effectiveness of the Technical Education and Skills Development (TESDA) scholarship programs to address the gaps in the enactment of the programs and projects of the agency. Since the integration of scholarships in cooperation projects or programs helps to ensure that scholarships will contribute to sustainable human resources development of organizations and institutions.

Research Questions

This study aimed to determine the implementation, compliance, and effectiveness of the Technical Education and Skills Development Authority (TESDA) scholarship programs in the Province and City of Cebu, Philippines, for the year 2024. Specifically, it determined the extent of implementation, compliance, and level of effectiveness of the TESDA scholarship programs as assessed by the scholars when taken as a whole and when classified according to age, sex, educational attainment, type of scholarship availed, and location. Significant differences were determined in the extent of implementation, compliance, and level of effectiveness of the TESDA scholarship programs as assessed by the scholars when classified according to the mentioned classifications. Finally, the significant relationships among the extent of implementation, compliance, and level of effectiveness of the TESDA scholarship programs as assessed by the scholars were also determined.

RESEARCH METHODS

This study employed a descriptive-correlation research design.  Descriptive research is a design used if the researcher wants to describe a phenomenon without manipulation of any of the variables.  Correlation research, as defined by McCombes (2020) measures a relationship between two variables without the researcher controlling either of them.  It aims to find out whether there is either a positive correlation where both variables change in the same direction, a negative correlation in which the variables change in opposite direction, or a zero correlation when there is no relationship between variables.   In this case, the relationships or associations that were determined were among the extent of implementation, compliance, and level of effectiveness of the TESDA scholarship programs as assessed by the scholars.

The respondents of this study were the selected 2023 TESDA Scholars in the province of Cebu and Cebu City, Philippines. They were selected through a stratified random sampling method.   There was a total of 535 scholars in the seven districts of Cebu province and city. Every district had a quota of 75 scholars, except for the fifth and seventh districts, which had quotas of 80 scholars.  The scholars were enrolled in the following programs: Bread and Pastry Production NC II, Cookery NC II, Driving NC II, SMAW NC II, and Housekeeping NC II. A sample of 32 scholars was computed from 1^st, 2^nd, 3^rd, 4^th, and 6^th districts, and 34 from the 5^th and 7^th districts for a total of 228 samples.

The data were gathered using an adopted but modified questionnaire, which determined the profile of the respondents, such as their age, sex, educational attainment, type of scholarship availed, and location.  Part II utilized the Compliance Questionnaire (CQ) that measures the extent of Implementation of TESDA scholarship programs. It is a 15-item scale developed by Mowday, Steers, and Porter (Mowday et al., 1979) and utilizes a 5-point Likert-type response. Part III was designed to gather data on determining the extent of compliance of TESDA Scholarship Programs, while Part IV included items that measured the level of effectiveness of TESDA Scholarship Programs.  The questionnaire was subjected to content validation by experts in the field.  All their comments and suggestions were incorporated into the questionnaire prior to the conduct of the study and its distribution to the respondents.  The reliability of the instrument was determined using Cronbach’s Alpha.

Theoretical Framework

This present study was anchored on Kolbs’s Theory of Experiential  Learning, proposed by David Kolbs (1984). This form of learning encompasses a range of behaviors from a single performance to a long-term learning experience to lifelong development. “Learning is the process whereby knowledge is created through the transformation of experience”. Kolb’s model comprises concrete experiences (or CE, which is phase 1), reflective observation (RO, phase 2), abstract conceptualization (AC, phase 3), and active experimentation (AE, phase 4). Phase 1 is the feeling stage. In this phase, the participants experience an activity. In phase 2, the watching phase, participants consciously reflect on the initial experience. In phase 3, the thinking phase, participants form abstract concepts by conceptualizing a model or theory based on the first two phases. In the final component, the doing stage, participants synthesize their knowledge and plan a new experience. The work of TESDA scholars, in learning courses by developing technical skills among its clients with a TVET partner, is process-oriented and experiential – a skill-centered approach to learning. This approach allows us to consciously and deliberately reflect on concrete experiences and transform and apply those experiences into new forms of knowledge (Turesky and Wood 2021).

Ethical Issues

Prior to the conduct of this study, appropriate notifications were strictly followed and observed by all the parties involved during the duration of the research investigation. A letter addressed to the proper authorities was prepared and sent prior to the commencement of the research via e-mail or face-to-face meeting. At the same time, consent letters were given to the respondents of the study to ensure their voluntary participation. Likewise, all the participants were properly informed as to the confidentiality of the results and their identities. They were assured that the data gathered would be used solely for research purposes. The researcher assured the respondents that in all stages of the research process, proper observance of the highest standard of professional ethics will be observed and that everybody will be treated with utmost respect.

RESULTS AND DISCUSSION

The result showed that the implementation of the TESDA scholarship programs, as assessed by the scholars, was to a very great extent (M=4.93). This result indicates that the implementation of the goals and objectives of the TESDA scholarship programs exceeded the set standards of the agency.  The scholars were oriented with the system of rating their performance (M=4.97).  They were also oriented on the maintenance of cleanliness and orderliness of their working areas (M=4.96).  The scholars were also provided with learning tools and teaching guides (M=4.96).

In the study of Daquiz, et.al (2019), they emphasized that many nations have adopted measures to appraise the qualities and skills of their population through the implementation of vocational education and training courses. The knowledge and skills gained by every individual in all trainings and seminars would instill attributes to make them better prepared for their work environment. It thus comes as no surprise that industry and government have increasingly paid more attention to individuals with great skills that will improve or increase their productivity (Daquiz, et al.,2019).

Table 1. Extent of Implementation of the Technical Education and Skills Development Authority Scholarship Program as assessed by the respondents when taken as a Whole

Scale: below – 1.00-1.80 Very Low extent   1.81 – 2.60 – Low extent  2.61 – 3.40 Moderate extent  3.41 – 4.20 great extent 4.21– 5.00 Very Great extent

The extent of implementation of the TESDA scholarship programs as assessed by the scholars when classified according to age, sex, educational attainment, type of scholarship availed, and location are presented in Table 2.  The result showed that across classifications of the scholars, they assessed that the TESDA scholarship programs was implemented to a very great extent.  This means that the implementation of the goals and objectives of the TESDA scholarship programs exceeded beyond the set standards of the agency.

Across the groupings of the scholars, they assessed that the goals and objectives of the scholarship programs were implemented beyond the standards set by TESDA. Scholars who were males, high school graduates, enrolled in bread and pastry production NC II, cookery and driving NC II, and from Cebu City, assessed the implementation of the scholarship program to a very great extent (M=5.00).

This result is aligned with the government’s initiatives to combat unemployment and poverty by relying heavily on the Technical Education and Skills Development Authority (TESDA). The primary goal of TESDA’s initiatives is to provide technical and vocational education and training (TVET), which guarantees that people gain the skills necessary for jobs and business ventures (Olaguer and Pelayo, 2023).

Table 2. Extent of Implementation of the Technical Education and Skills Development Authority Scholarship Program as assessed by the respondents when classified according to age, sex, educational attainment, type of scholarship availed, and location

Scale: below – 1.00-1.80 Very Low extent 1.81 – 2.60 – Low  extent 2.61 – 3.40 Moderate extent 3.41 – 4.20 Great extent 4.21– 5.00 Very great extent

The extent of compliance of the TESDA scholarship programs, as assessed by the scholars when taken as a whole, showed it was to a very great extent (M=4.91).  This result indicates that the extent of compliance of the TESDA Scholarship program exceeds the requirements set by the standard. The scholars were oriented on the maintenance of cleanliness and orderliness (M=4.97).  They were also trained to ensure quality and accuracy of work, and the learning objectives are based within the training program (M=4.96). Likewise, the program ensured that competency areas were based within the training module, and the scholars were oriented with the system for rating their performance (M = 4.95).

Table 3. Extent of Compliance of the Technical Education and Skills Development Authority Scholarship Program as assessed by the respondents when taken as a Whole

Scale: below – 1.00-1.80 Very Low extent 1.81 – 2.60 – Low extent 2.61 – 3.40 Moderate extent 3.41 – 4.20 Great extent  4.21– 5.00 Very great extent

The extent of compliance of the TESDA scholarship programs as assessed by the scholars when classified according to age, sex, educational attainment, type of scholarship availed, and location, is reflected in Table 4.  Across classifications, the scholars assessed that the TESDA scholarship programs were compliant to a very great extent with the standards of the agency. This result indicates that the extent of compliance of the TESDA Scholarship program exceeds the requirements set by the standard.  The results showed that scholars who were male, high school graduates, enrolled in bread and pastry production NC II, cookery, and driving NC II assessed the extent of compliance of the scholarship programs to a very great extent (M=5.00).

It can be deduced that the scholarship programs provided the scholars with the necessary knowledge and skills they needed to learn and develop while undergoing their training.

Table 4. Extent of compliance of the Technical Education and Skills Development Authority Scholarship Program as assessed by the respondents when classified according to age, sex, educational attainment, type of scholarship availed, and location

Scale: below – 1.00-1.80 Very Low extent 1.81 – 2.60 – Low extent  2.61 – 3.40 Moderate extent 3.41 – 4.20 great extent 4.21– 5.00 Very great extent

The level of effectiveness of the TESDA scholarship programs, as assessed by the scholars when taken as a whole, was very high (M=4.93). This means that the objectives of the scholarship program have been realized very effectively. The scholars emphasized that their assessment was done regularly, the orientation of the goals and objectives of the scholarship program was conducted, training materials were available for use, and assessors ensured the oral questioning was balanced and covered all essential aspects of the competency (M=4.98). In the Philippines, the government’s initiatives to combat unemployment and poverty heavily rely on the Technical Education and Skills Development Authority (TESDA). The primary goal of TESDA’s initiatives is to provide technical and vocational education and training (TVET), which guarantees that people gain the skills necessary for jobs and business ventures (Olaguer and Pelayo, 2023).

Table 5. Level of Effectiveness of the Technical Education and Skills Development Authority Scholarship Program as assessed by the respondents when taken as a Whole

Scale: below – 1.00-1.80 Very Low  1.81 – 2.60 – Low  2.61 – 3.40 Moderate 3.41 – 4.20 High 4.21– 5.00 Very High

The level of effectiveness of the TESDA scholarship programs as assessed by the scholars when classified according to age, sex, educational attainment, type of scholarship availed, and location was very high. This means that the objectives of the scholarship programs have been realized very effectively.  Looking closely at the groupings of the respondents, scholars who were 18-28 years old, males, high school graduates, enrolled in bread and pastry production, cookery and driving NC II, and from Cebu City assessed the effectiveness of the scholarship programs very high (M=5.00).

This result is supported by the findings of Calisang et al. (2023), where they employed a descriptive-correlational method to assess the impact of the TESDA Diploma Scholarship on graduates’ financial well-being, independence, and stability. Graduates reported significant improvements in financial well-being, income, healthcare access, educational opportunities, housing stability, and overall well-being. They also experienced high levels of financial independence and stability, though they faced moderate to low challenges related to employment barriers, skills development, and market competition. The study underscores the program’s role in promoting economic empowerment through education.

Table 6. Level of Effectiveness of the Technical Education and Skills Development Authority Scholarship Program as assessed by the respondents when classified according to age, sex, educational attainment, type of scholarship availed, and location

Scale: below – 1.00-1.80 Very Low  1.81 – 2.60 – Low  2.61 – 3.40 Moderate 3.41 – 4.20 High 4.21– 5.00 Very High

Table 7 presents the significant differences in the extent of implementation of the TESDA scholarship programs as assessed by the respondents when classified according to sex and location.  The result showed that there were significant differences in the extent of implementation of the TESDA scholarship program as assessed by the scholars when classified according to sex (t=4.972; p=.000) and location (t=4.451, p=.000). Therefore, the null hypotheses that there are no significant differences in the extent of implementation of the TESDA scholarship program as assessed by the scholars when classified according to sex and location was rejected.  This means that the assessment of the respondents on the extent of implementation of the TESDA scholarship program varies significantly when classified according to sex and location. The responses of the male respondents and those located in Cebu City were higher compared to the females and those located in Cebu Province.

It can be surmised that despite efforts put forth by TESDA, researchers have identified several problems in the implementation of the TESDA program. In their study on the challenges encountered in supervising and implementing the TESDA program, Edralin and Pastrana (2023), uncovered valuable data that could help improve the program. They found issues related to the poor quality of TESDA graduates, low employment rates among graduates, and weak structural and policy implementation

Table 7. Significant Differences in the Extent of Implementation of the Technical Education and Skills Development Authority Scholarship Program as assessed by the respondents when classified according to Sex and location.

Table 8 presents the significant differences in the extent of implementation of the TESDA scholarship programs as assessed by the scholars when classified according to age, educational attainment, and scholarship availed. The results revealed that there were significant differences in the extent of implementation of the TESDA scholarship program as assessed by the scholars when classified according to age (F=9.490; p=.000; df=2), educational attainment (F=8.170; p=.000; df=2), and scholarship availed (F=16.455; p=.000; df=4).  Therefore, the null hypothesis that there are no significant differences in the extent of implementation of the TESDA scholarship programs as assessed by the scholars when classified according to age, educational attainment, and scholarship availed was rejected. This means that the assessment of the scholars on the extent of implementation of the TESDA scholarship program differed significantly when their age, educational attainment, and scholarship availed were considered.

These differences can be attributed to the problems faced by TESDA, which were heightened by a lack of close coordination among TVET stakeholders. Despite numerous initiatives, significant gaps persist in the effective delivery and impact of educational programs aimed at economic upliftment. One such program is the TESDA Diploma Scholarship, designed to provide vocational training and enhance employability for marginalized populations in the Philippines. However, challenges such as the poor quality of TESDA graduates, low employment rates among scholarship beneficiaries, and inadequate coordination among stakeholders continue to hinder its success.

Table 8. Significant Differences in the Extent of Implementation of the Technical Education and Skills Development Authority Scholarship Program as assessed by the respondents when classified according to Age, Educational Attainment and Scholarship Availed.

Table 9 presents the significant differences in the extent of compliance of the TESDA scholarship programs as assessed by the scholars when classified according to sex and location. The result showed that there were significant differences in the extent of compliance of the TESDA scholarship programs as assessed by the scholars when classified according to sex (t=7.521, p=.000) and location (t=6.896, p=.000). Therefore, the null hypothesis that there are no significant differences in the extent of compliance of TESDA scholarship program as assessed by the scholars when classified according to sex and location was rejected. This means that the assessment of the scholars on the extent of compliance of the TESDA scholarship programs differed significantly when their sex and location were considered. A closer look at the data showed that the males and those from Cebu City had higher assessments compared with the females and those from the province. The differences in the assessment of the scholars may be attributed to the different support provided by their respective local government units and the innate skills among male scholars.

Table 9. Significant Differences in the Extent of Compliance of the Technical Education and Skills Development Authority Scholarship Program as assessed by the respondents when classified according to Sex and location

Table 10 presents the significant differences in the extent of compliance of the TESDA scholarship programs as assessed by the scholars when classified according to age, educational attainment, and type of scholarship availed. The result showed that there were significant differences in the extent of compliance of TESDA scholarship programs as assessed by the scholars when classified according to their age (F=12.580, p=.000; df=2), educational attainment (F=19.033, p=.000; df=2), and type of scholarship availed (F=28.740, p=.000; df=4).  Therefore, the null hypothesis that there are no significant differences in the extent of compliance of the TESDA scholarship program as assessed by the scholars when classified according to age, educational attainment, and type of scholarship availed was rejected.  This means that the assessments of the respondents were different from one another when the classifications mentioned were considered. The differences in age lie between those in the 18-28 years old and those 40 years old and above, while the differences in educational attainment lie between the high school graduates and college level. The differences in the scholarship availed lie between those enrolled in the Housekeeping NC II and the BPP NC II, and the Driving and Cookery NC II.

Table 11. Significant Differences in the Extent of Compliance of the Technical Education and Skills Development Authority Scholarship Program as assessed by the respondents when classified according to Age, Educational Attainment, and Scholarship Availed.

Table 12 presents the significant differences in the level of effectiveness of the TESDA scholarship programs as assessed by the scholars when classified according to sex and location.  The result showed that there were significant differences in the level of effectiveness of the TESDA scholarship programs as assessed by the scholars when classified according to sex (t-7.202, p=.000) and location (t=6.502,p=.000). Therefore, the null hypothesis that there are significant differences in the level of effectiveness of the TESDA scholarship program as assessed by the scholars when classified according to sex and location was rejected.  This means that the assessment of the respondents significantly differed when their sex and location were considered. Similar to the extent of implementation and compliance, the males and those respondents from Cebu City had higher assessments compared with their female counterparts and those from Cebu province.

Table 12. Significant Differences in the Level of Effectiveness of the Technical Education and Skills Development Authority Scholarship Program as assessed by the respondents when classified according to Sex and location

Table 13 presents the significant differences in the level of effectiveness of the TESDA scholarship program as assessed by the scholars when classified according to age, educational attainment, and type of scholarship availed.  The results showed that there were significant differences in the level of effectiveness of the TESDA scholarship programs as assessed by the scholars when classified according to age (F=12.763, p=.000; df=2), educational attainment (F=17.650, p=.000; df=2), and type of scholarship availed (F=26.100, p=.000; df=4). Therefore, the null hypothesis was rejected.  This means that the assessments of the scholars on the level of effectiveness of the TESDA scholarship programs varied significantly when the mentioned classifications were considered.

The findings of this study can be aligned with the findings of Moores & Burgess (2023) where they concluded that despite the large sums of money expended in helping students access higher education institutions (HEIs), there is remarkably little evidence to show whether this investment is effective or not. In their study in a UK university, they found out that controlling for multiple demographic and attainment factors (age, gender, ethnic grouping, disability, nationality, household income, prior educational attainment, and local Higher Education participation rates), the data suggest that scholarships improved student retention, but principally for those students from households with low and intermediate incomes. These results have important implications for scholarship policies in Higher Education internationally; to maximise impact, scholarships should be awarded to those most in financial need (Moores & Burgess, 2023).

Table 13. Significant Differences in the Level of Effectiveness of the Technical Education and Skills Development Authority Scholarship Program as assessed by the respondents when classified according to Age, Educational Attainment and Scholarship Availed.

Table 14 presents the significant relationships among the extent of implementation, compliance, and the level of effectiveness of TESDA scholarship programs as assessed by the scholars. The results showed that a significant relationship existed in the extent of implementation and compliance of TESDA scholarship programs (r=.876, p=.000) and the extent of implementation and level of effectiveness (r=.914, p=.000) as assessed by the scholars.  Similarly, a significant relationship also existed in the extent of compliance and level of effectiveness (r=.988, p=.000) of the TESDA scholarship programs as assessed by the scholars.  Therefore, the null hypothesis that there are no significant relationships among the extent of implementation, compliance, and level of effectiveness of the TESDA scholarship programs as assessed by the respondents was rejected.  This means that the extent of implementation, compliance, and level of effectiveness of TESDA scholarship programs are related variables.  When the extent of implementation is high, the compliance and effectiveness will also be high.

In a paper by Tri (2022), which determined the effect of a large-scale scholarship introduced by the Indonesian government that provides generous financial assistance for poor students. By using administrative data from a large public university in Indonesia, this study estimates the likely effect of the scholarship on student academic performance during university. Using matching methods of coarsened exact matching (CEM) that take into account the selection criteria used for scholarship allocation, we find that the scholarship is positively associated with student performance in terms of GPA. Furthermore, we find that these positive associations are strongest for the least advantaged group in terms of family income (Tri, et.al. 2022).

Table 14. Significant Relationships among the extent of Implementation and  Compliance and the level of Effectiveness of the TESDA Scholarship Programs as assessed by the scholars

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Based on the findings, the following conclusions are formulated:

• The scholars assessed that the extent of implementation and compliance of the TESDA Scholarship programs exceeds the requirements prescribed by the agency.
• The respondents assessed that the objectives of the scholarship program had been realized very effectively.
• The age, sex, educational attainment, type of scholarship availed, and location of the respondents determine their assessment of the extent of implementation, compliance, and level of effectiveness of the TESDA scholarship program.
• The respondents assessed that when the extent of implementation and compliance is to a great extent, the level of effectiveness of the TESDA scholarship program is also very high.

Implications for Policy

The study generally found significant differences in the extent of implementation, compliance, and the level of effectiveness of the TESDA scholarship programs, as assessed by the scholars, when classified by age, sex, educational attainment, type of scholarship availed, and location. Finally, the study also found that implementation, compliance, and effectiveness of the TESDA Scholarship programs are interrelated variables.

In the third quarter report of the scholarship division, only 55% of the scholars were employed, which makes up a total of 4,266 out of the 7,799 registered scholars in the whole Region VII.  Housekeeping NC II had the largest number of employed scholars (70%) where 306 out of 439 were able to secure jobs after training. Driving NC II had the most slots (2178), where only 1035 secured employment after training, comprising only 48%.

The researcher, being a Senior Specialist of TESDA, believed this study could serve as an eye-opener for the agency to conduct a thorough review of the implementing guidelines on the scholarship programs.  The government, seeing the need to support these initiatives, increased the overall budget of the agency in the Government Appropriations Act (GAA) for the year 2025 to address the addition of slots of scholars for 2025, the addition of more qualifications, and to cover other expenses, including the assessment of scholars in the different qualifications.

This is to support TESDA in fulfilling its mandate of managing and supervising technical education and skills development in the Philippines. This is to provide the less privileged members of the community with proper education and training that provide them with the practical skills and technical knowledge needed for specific occupations in various sectors of economic and social life, often at post-secondary or lower tertiary levels. These programs combine general education with specialized training to prepare people for middle-level jobs and improve their employability (R.A. 7796).

Table 15. Calendar Year 2024 Scholarship Allocation

Recommendations

Based on the findings and conclusions, the following recommendations are advanced:

Technical Education and Skills Development Authority (TESDA) may formulate a new policy that could help the trainers, mentors, and TESDA scholarship recipients to be fully equipped with the necessary technical skills needed to cope with the challenges and demand in the 21^st century for global competition across the world, where highly skilled individuals have better opportunities in working both in local and international industries.

TESDA Administrators may design intervention programs to help enhance teachers, mentors, and trainers’ competence in teaching and developing the technical and practical skills of their clients.

Teachers, Trainers, and Mentors of TESDA can devise strategies that could enhance their teaching competence and their roles in developing the technical skills of their clients.

Parents can cooperate with TESDA personnel on how they could help best and support their children in availing the scholarships offered by TESDA.

TESDA Scholarship Scholars and Recipients may be made aware of the present scenario of TESDA training and mentorship, as well as upskilling and developing their technical skills in demand for the labor market, not only in their respective locality but worldwide.

The community can work with TESDA on disseminating information on the programs and projects of the agency.  This could also be the basis for making interventions and necessary assistance that could help the agency, the administrators, and mentors in delivering quality technical education under the practical application of technical skills in a local and international setting.

The researcher may present this thesis to TESDA as his contribution to the development of evolving knowledge in the field of technical education and skills development.

Future Researchers may use this as a source of related literature for another study in another locale or setting or with different respondents. It will also serve as the basis for future studies related to TESDA programs and projects.

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