Global Practices and TESDABest 8-Point Agenda: Evaluating 21st Century Readiness in Philippine TVET Vis-à-vis Global Context
Keywords:
TVET, TESDA, TESDABest 8-Point Agenda, 21st century learning, P21 Framework, PhilippinesAbstract
Technical and Vocational Education and Training (TVET) has become a cornerstone of global workforce strategies, with countries like Singapore, Australia, and the United Kingdom embedding 21st-century skills into their systems through strong industry linkages, competency-based assessments, and dual training modalities. In the Philippines, the Technical Education and Skills Development Authority (TESDA) has advanced reforms through the TESDABest 8-Point Agenda, but questions remain on how closely these priorities align with international benchmarks. This study employed a comparative-descriptive design, anchored in Human Capital Theory and the P21 framework, and used desktop research drawing from government reports, policy documents, peer-reviewed literature, and international datasets (ILO, OECD, Cedefop, ASQA, SSG). Findings show that Philippine TVET demonstrates alignment with global practices in areas such as competency-based training, industry partnerships, and expanded access, but lags in wage competitiveness, resource adequacy, digital skills integration, and systematic quality assurance. High-performing systems emphasized employer-co-designed curricula, flexible learning pathways, micro-credentials, and robust funding models. The study concludes that embedding P21 competencies across all programs, enhancing trainer professional development, and adopting global innovations may strengthen TESDA’s reforms. Aligning these with Sustainable Development Goals 4 and 8 could improve employability outcomes, equity, and the Philippines’ competitiveness in the global skills landscape.
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Cambonga, V. B., & Dagondon, L. M. B. (2025). Global Practices and TESDABest 8-Point Agenda: Evaluating 21st Century Readiness in Philippine TVET Vis-à-vis Global Context. Ennoia Advances in Social Science, Technology and Education, 01(02), 99-122. https://doi.org/10.5281/zenodo.16930487
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Copyright (c) 2025 Vaniza B. Cambonga, Liezl Marie B. Dagondon (Author)
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