April 22-26, 2024
Colombo Plan Staff College, Metro Manila, Philippines
Colombo Plan Staff College (CPSC) and
Technical Education and Skills Development Authority (TESDA)


The effective leadership and management of Technical and Vocational Education and Training (TVET) institutes play a crucial role in influencing the quality of education and molding the future workforce. These institutions are instrumental in providing individuals with practical skills and knowledge that align with the dynamic requirements of the job market and industries. Successful TVET leadership requires the implementation of visionary strategies that encourage innovation and adaptability to changing industry needs. Collaborating with key stakeholders, including industry representatives, educators, and policymakers, is imperative for creating shared visions and strategic plans that align with broader societal and economic objectives.

The landscape of organizational management, especially in the realm of Technical and Vocational Education and Training (TVET), has undergone significant transformations due to globalization and technological advancements. Recognizing this shift, the Philippines is undertaking a comprehensive TVET education reform, emphasizing the pivotal role of TVET in the current economic landscape. As part of this reform, there is a critical need for TVET institutions to concentrate on enhancing their branding and image, aiming to revolutionize the socio-economic status of the youth. An essential aspect of this initiative involves effective branding strategies, where institutions must showcase their strengths and unique features, positioning themselves as distinct entities in the educational market. However, it is noteworthy that the perception of TVET varies across different regions and economies. Regrettably, TVET is often unfairly characterized as "second-class," a misconception that acts as a deterrent to enrollment. This disparity is particularly evident in Asian countries, where there is a predominant inclination towards general and professional education, often sidelining vocational streams. Overcoming these preconceptions and fostering a renewed appreciation for the value and impact of TVET is integral to the success of educational reforms and the empowerment of the youth in the evolving global landscape.

Hence, at this juncture, the Technical and Vocational Education and Training (TVET) system must undergo a thorough realignment to stay abreast of current and emerging trends, address pertinent issues, and navigate challenges. This strategic recalibration is essential to fortify the system's capacity for developing a skilled and qualified workforce. Achieving this objective entails diligent efforts in recognizing present trends, drawing insights from past experiences, and charting future directions. This is particularly crucial in five key areas.

Firstly, by invigorating and empowering TVET leaders through substantial investments in continuous professional development and training. This proactive approach enhances teaching skills, resulting in elevated educational quality, heightened student engagement, and increased employability rates for graduates, including those with disabilities. It also contributes to promoting equitable access to education. Secondly, effective financial management stands as another critical facet of leadership and management in TVET institutes. The judicious allocation and utilization of resources are paramount for investing in contemporary infrastructure, cutting-edge equipment, and advanced technologies that facilitate impactful teaching and learning experiences. Thirdly, collaboration with industry stakeholders is imperative for the relevance and success of TVET institutes. By actively engaging with industries, TVET leaders can align their curriculum with real-world demands, ensuring graduates possess the requisite skills and knowledge sought by the job market. Initiatives such as internships, apprenticeships, and industry partnerships offer students practical exposure and invaluable work experience, enhancing their overall employability. Fourthly, in the contemporary era, TVET institutes must embrace digital transformation. Integrating technology into the teaching and learning process becomes essential for students in the digital age. Online learning platforms, virtual simulations, and e-learning tools contribute to enhancing the accessibility and flexibility of education, catering to diverse learning styles and needs. Fifth and perhaps most importantly, continuous evaluation and improvement are fundamental aspects of leadership and management in TVET institutes. Regularly assessing institutional performance, monitoring student outcomes, and leveraging data-driven insights help identify areas for enhancement and innovation. By implementing evidence-based strategies, TVET institutes can consistently elevate their effectiveness, ensuring they remain at the forefront of delivering relevant and high-quality education.

The Philippines, with a population of 119.106 million, endeavors to revolutionize its education landscape through key initiatives such as the National Education Reforms, the decade-long focus on skills development from 2021 to 2030, and the TVET sector skills development strategy spanning the same period. Central to the success of these endeavors is the crucial role of effective leadership within the Technical and Vocational Education and Training (TVET) sector. Visionary leadership, empowered faculty, sound financial management, collaboration with industry, commitment to inclusivity, adept digital integration, and a commitment to continuous improvement collectively contribute to the formation of a highly skilled workforce. In this context, TVET institutions emerge as drivers of economic growth, catalysts for innovation, and catalysts for societal development. Their pivotal role extends not only regionally but also on the global stage, underscoring their significance in shaping the future of education and workforce development.

Thus, CPSC, in collaboration with Technical Education and Skills Development Authority (TESDA), Philippines, is organizing this in-country program to impart necessary concepts, integration processes, and guidelines to incorporate the very essential components in the design to share knowledge and TVET institutions’ good practices of leadership and management of TVET Institute.


The participants are expected to:

  • Understand 21st Century leadership as an effective tool for TVET development.
  • Identify the characteristics and traits of an effective leader
  • Understand the emerging challenges faced by leaders in the 21st century
  • Discuss the various leadership skills and types
  • Apply and integrate the 21st century knowledge and skills gained to enhance their respective leadership roles and responsibilities
  • Cultivate a culture of continuous improvement to adapt to changing industry needs and evolving educational trends.

Expected Output and Outcomes

The participants are expected to gain more knowledge and experience in fundamental knowledge, concepts, and skills for the development of leadership competencies. They are also expected to understand the mechanisms and strategies of leadership. A summary of the expected outcomes is listed below:

  • TVET institutes leadership and administration improvement by understanding global mechanisms and strategies for TVET development.
  • Develop strategies to promote TVET.
  • Develop a project plan in groups for leadership with effective tools for the management of the TVET institute.
  • To create attractiveness, the TVET sector improved and more students' enrollment and lifestyles prospered after the training.

Program Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative manner:

Special Lecture and Presentations on the following:

  • Special Lecture: Characteristics and Traits of effective leadership in TVET management
  • Special Lecture-2: Emerging Challenges for TVET Leadership in the 21st Century
  • Theme Paper 1: Human Resource Management as a skill in 21st Century
  • Theme Paper 2: Research & Innovation Management in TVET Institution
  • Theme Paper 3: Project Management skills & Competencies for TVET leaders to attract Donors funding
  • Theme Paper 4: Effective Communication Strategies for 21st Century Leaders
  • Theme Paper 5: Integration of Competency-based Curricula & Training in 21st Century
  • Theme Paper 6: Leadership for Quality Assured TVET Institutions
  • Theme Paper 7: Change Management: Enhancing Leadership and Achieving Organizational Excellence in TVET

Exercises and workshops on the following:

  • Workshop 1: TVET Institute Management Issues & its Technical AnalysisIn the Philippines
  • Workshop 2: Creating Competency-Based Management by Integrating Strategic Planning Skills
  • Workshop 3: TVET Institute Image Building through Brand Concept Management

Participants' Profile

The participants of this in-country program will be composed of TESDA Directors, Administrators, Chief TESD Specialists, and Supervising TESD Specialists.

Date and Venue

The five-day program will be held from April 22-26, 2024, at the Colombo Plan Staff College (CPSC) Metro Manila, Philippines.

Facilities Requirements

To conduct the program smoothly, the following facilities are required:

  • Laptop computers (preferably participants to bring their own laptop)
  • Internet Connection (LAN/WAN)
  • Audio and Video Equipment
  • Multimedia Projector and Projection Screen
  • Flipcharts and large papers (for brainstorming activities)
  • Pens/Markers

Program Management and Resource Persons

Program Supervisor Prof. G. L. D. Wickramasinghe
Director General
Colombo Plan Staff College
Bldg. Blk. C, DepEd Complex, Meralco Avenue
Pasig City 1600, Metro Manila, Philippines
Email: [email protected]

Program Supervisor Sec. Suharto T. Mangudadatu, PhD
Director General
Technical Education and Skills Development Authority
East Service Road, South Superhighway
Taguig City, Philippines
Email: [email protected]

Program Coordinator and Resource Person Engr. Dr. Mian Khuram Ahsan
Senior Faculty Specialist
Colombo Plan Staff College
Bldg. Blk. C, DepEd Complex, Meralco Avenue Pasig City 1600, Metro Manila, Philippines
Email: [email protected]

Program Local Coordinator Ms. Carmelita S. Corbito
Chief Administrative Officer
Human Resource Management Division
Technical Education and Skills Development Authority
East Service Road, South Superhighway
Taguig City, Philippines
Email: [email protected]

Resource Person Dr. Leonor Magtolis Briones
Center Director
Commonwealth Ave., Diliman
Quezon City, 1101 Philippines

Resource Person Prof. Romulita C. Alto, Ed.D.
Project-Based Faculty Consultant
Former CPSC Governing-Board Engaged Faculty Consultant
Colombo Plan Staff College
Bldg. Blk. C, DepEd Complex
Meralco Avenue Pasig City 1600
Metro Manila, Philippines
Email: [email protected]

Resource Person ED El Cid H. Castillo
Executive Director
Qualifications and Standard Office (QSO)
TESDA Central Office
TESDA Complex East Service Rd. South Superhighway,
Taguig, Metro Manila
Email: [email protected]

Resource Person Dir. Florecio F. Sunico, Jr.
Regional Director
TESDA Regional Office Region VI
TESDA REgional Office Zamora Street, Iloilo City
Email: [email protected]

Resource Person Dr. Diosdado San Antonio
SEAMEO Regional Center for Educational Innovation and Technology
Educational Research and Innovation
Commonwealth Avenue, Diliman
Quezon City 1101, Philippines

Resource Person Prof. Richard S. Javier
Assistant Professor
Department of Health Policy and Administration
College of Public Health, University of the Philippines Manila
Email: [email protected]

Resource Person Ms. Therese Lee
International TVET Consultant
Former Faculty Specialist
Colombo Plan Staff College
Email: [email protected]

Resource Person Dr. Kesavan Ulaganathen
Governing Board-Engaged Faculty Consultant
Colombo Plan Staff College
Bldg. Blk. C, DepEd Complex, Meralco Avenue Pasig City 1600, Metro Manila, Philippines
Email: [email protected]

Program Schedule