This section aims to gather the educational profile of the individuals in the community. It aims to provide a picture of the development of a community, based on its human assets. Education has been recognized as an important tool to combat poverty, inequality, and safeguard the community from risk and vulnerability. This section gathers information on basic literacy, attendance to schools, highest educational achievement, technical and vocational skills training, among others.

Begin by reading the section introduction to the respondent:

“The next set of questions pertains to education, literacy and skills training attended by the members of your household.”

C01: Simple Literacy

Ask items C01 to C02 for household members five (5) years old and over.

Ask the respondent, “Can (NAME) read and write a simple message in any language or dialect?”. Select ‘1’ for Yes, or ‘2’ for No as provided by the respondent.

Simple literacy is the ability of a person to read and write a simple message. As such, a person is said to be literate if he/she can both read and write a simple message in any language or dialect. A person who cannot read and write a simple message, such as “I CAN READ” is considered illiterate.

Moreover, a person is still considered illiterate if he/she is capable of reading and writing only his/her own name or numbers. Similarly, a person is illiterate if he/she can read but not write, or he/she can write but not read.

A person who knows how to read and write but at the time of the CBMS data collection can no longer read and/or write due to some physical defect or illness is still considered literate. An example of this is an aged person who knows how to read and write but can no longer perform these activities due to poor eyesight or hand injury. Persons with a disability who can read and write through other means such the use of Braille are considered literate.

C02: Highest Grade/Year Completed (HGC)

Data on the highest grade/year completed furnish information on the educational skills and qualifications of the population. The data will be used to compare with the future requirements of manpower for various types of economic activities.

Highest grade completed (HGC) refers to the highest grade or year completed in school, college, or university. This may be any one of the specific grades or years in elementary, high school, post-secondary school, college, and post baccalaureate levels of schooling. It also includes preschool education.

Ask the respondent, “What is (NAME)'s highest grade completed?”. Select the appropriate level and codes for each household member’s highest grade completed.

  • Level 0 - Early childhood education - This program fosters self-expression with an emphasis on language acquisition and the use of language for meaningful communication. These are opportunities for active play, so that children can exercise their coordination and motor skills under supervision and interaction with staff. Programs providing only childcare (supervision, nutrition, and health) are not covered by PSCED, thus in this CBMS data collection.

  • Level 0 - Pre-primary Education Programs - The Kindergarten Education Act (RA 10157) and the Enhanced Basic Education Act of 2013 (RA 10533) recognizes that Kindergarten Education is vital to the development of the child, for it is the period when the young mind's absorptive capacity is at its sharpest.

    00000000No Grade Completed

  • Level 1 - Primary Education (Elementary) Programs - This level is typically designed to provide learners with fundamental skills in listening, speaking, viewing, reading, writing and mathematics (e.g., literacy and numeracy) and establish a solid foundation for learning and understanding core areas of knowledge, personal and social development, in preparation for lower secondary program.

  • Inclusive and Special Needs Education Program - Special needs education is designed to facilitate learning by individuals, who for a wide variety of reasons, require additional support and adaptive teaching methods in order to participate and meet learning objectives in an education program. Reasons may include (but are not limited to) disadvantages in physical, behavioral, intellectual, emotional, and social capacities.

  • Alternative Learning System (ALS) - PSCED Level 1 (Primary Education) and PSCED Level 2 (Lower Secondary Education) second chance or reintegration programs. For PSCED Level 1, the program usually targets individual; who: (1) left school before completing primary education, allowing them to re-enter the education system and complete primary education; (2) completed primary education but wish to enter an education program or occupation for which they are not yet qualified. For PSCED Level 2, the program usually targets individuals who: (1) left school before completing lower secondary education, allowing them to re-enter the education system and complete a lower secondary education program; (2) completed lower secondary education but wish to enter an education program or occupation for which they are not yet qualified. Participants are typically older than the target age group for each level.

    Code H G C
    10011 Grade 1
    10012 Grade 2
    10013 Grade 3
    10014 Grade 4
    10015 Grade 5
    10016 Grade 6
    10017 Grade 7 (Old Curriculum)
    10018 Graduate
    10003 Alternative Learning System (ALS)
    10004 Indigenous People Education (IPED
    10005 Madrasah
    10006 Special Education (SPED)

  • Level 2 - Lower Secondary Education (Junior High School) - Programs at this level are typically designed to build on the learning outcomes from PSCED Level 1. Usually, the aim is to lay the foundation for lifelong learning and human development upon which education systems may then expand further educational opportunities. Successful completion of PSCED Level 1 or a specific level of achievement may be required for entering PSCED Level 2 programs.

    Code H G C
    24011 Grade 7 / 1st Year
    24012 Grade 8 / 2nd Year
    24013 Grade 9 / 3rd Year
    24014 Grade 10 / 4th Year
    24015 JHS Graduate / HS Graduate (old curriculum)
    24003 Alternative Learning System (ALS)
    24004 IPED
    24005 Madrasah
    24006 SPED

  • Level 3 - Upper Secondary (Senior High School) Academic Track Education - Programs at this level are designed to complete secondary education in preparation for tertiary education or provide skills relevant to employment, or both. Programs offer learners more varied, specialized, and in-depth instruction in specific subjects or fields than programs at PSCED level 2.

    Ask for specific track, whether it is, Academic Track, Art and Design Track, Sports Track, or Technology and Livelihood Education and Technical Vocational-Livelihood Track.
    Code H G C
    24011 Grade 7 / 1st Year
    24012 Grade 8 / 2nd Year
    24013 Grade 9 / 3rd Year
    24014 Grade 10 / 4th Year
    24015 JHS Graduate / HS Graduate (old curriculum)
    24003 Alternative Learning System (ALS)
    24004 IPED
    24005 Madrasah
    24006 SPED
  • Level 4 - Post-Secondary Non-Tertiary Education - This level aims at the individual acquisition of knowledge, skills, and competence lower than the level of complexity characteristics of tertiary education. Programs at this level provide learning experiences building on secondary education, preparing for labor market entry as well as tertiary education. Programs are not considered to be tertiary education and are typically vocational and terminal programs that prepare for the labor market. Programs at this level are designed for direct labor market entry.

    000400011st Year
    000400022nd Year
    000400033rd Year
    Refer to PSCED reference codes for CBMS.IF GRADUATE, Specify Program _____
  • Level 5 - Short-Cycle Tertiary Education - This level captures the lowest level of tertiary education and also includes advanced technical education and vocational training (TVET). The programs are usually practically-based, occupationally-specific, and prepare students to enter the labor market. The programs have more complex content than PSCED levels 3 and 4 but are shorter than PSCED Level 6 programs. Although they are usually designed to prepare for employment, they may give credit for transfer into PSCED levels 6 or 7 programs.

    000500011st Year
    000500022nd Year
    000500033rd Year
    Refer to PSCED reference codes for CBMS.IF GRADUATE, Specify Program _____

    If the respondent is a graduate of short-cycle tertiary education, specify the program, or select the from the list in the tablet-based application.

  • Level 6 - Bachelor-Level Education or Equivalent - The programs are longer and usually more theoretically-oriented than level 5 programs. They are designed to provide participants with intermediate academic and/or professional knowledge, skills, and competencies, leading to a first-degree equivalent qualification. They typically have a duration of three to four years of full-time study at the tertiary level. They may include practical components and/or involve periods of work experience as well as theoretically-based studies. They are traditionally offered by universities and equivalent tertiary educational institutions and do not necessarily require the preparation of substantive thesis or dissertation.

    000600011st Year
    000600022nd Year
    000600033rd Year
    000600044th Year
    000600055th Year
    000600066th Year
    Refer to PSCED reference codes for CBMSIF GRADUATE, Specify Program _____

    If the respondent is a graduate of bachelor level education or equivalent specify the program or select the from the list in the tablet-based application.

  • Level 7 - Master Level Education or Equivalent - The programs are often designed to provide participants with advanced academic and/or professional knowledge, skills, and competencies, leading to a second degree or equivalent qualification and have a substantial research component but do not yet lead to the award of a doctoral qualification.


    If the respondent is a graduate of master level education or equivalent specify the program or select the from the list in the tablet-based application.

  • Level 8 - Doctoral Level Education or Equivalent - Doctoral or equivalent levels are designed primarily to lead to an advanced research qualification and devoted to advanced study and original research and are typically offered only by research oriented tertiary educational institutions such as universities. Doctoral programs exist in both academic and professional fields. The theoretical duration of these programs is 3 years full-time in most countries, although the actual time that students take to complete the program is typically longer.

    Refer to PSCED reference codes for CBMSIF GRADUATE, Specify Program _____

If the respondent is a graduate of doctoral level education or equivalent specify the program or select the from the list in the tablet-based application.

How do we record law graduates and graduates of medicine courses?

On law graduates:

  1. Master of Laws graduate who passed or did not pass yet the Bar - Master’s degree level (Level 7)
  2. Bachelor of Laws graduate who passed the Bar - Bachelor’s degree level (Level 6) with notes “Bar passer”
  3. Bachelor of Laws graduate who has not yet passed the Bar - Bachelor’s degree level (Level 6)

On graduates of medicine courses:

  1. Doctor of Medicine graduate who passed the Board - Doctorate degree level (Level 8) with notes “Board passer”
  2. Doctor of Medicine graduate who has not yet passed the Board - Doctorate degree level (Level 8)

If the respondent is a graduate of doctoral level education or equivalent specify the program, or select the from the list in the tablet-based application.

For a household member whose highest educational attainment is a college graduate, masters, or doctoral graduate, specify the degree he/she has completed, e.g., B.S. Statistics, B.S. Mechanical Engineering, Master of Arts in Economics, or Doctor of Psychology. Likewise, for a member whose highest educational attainment is a post- secondary graduate, or short-cycle tertiary graduate, specify the course completed.

For those who completed two or more degrees of the same level and duration, report only one degree whichever is preferred to be reported by the respondent.

Below are some guidelines that will help you distinguish Levels 3 to 5.

LevelCasesNumber of years spent to earn a degree program takenSome examples
Level 3 - Upper Secondary Education ● Senior High School Graduate with no TVET course taken

● Senior High School Graduate with TVET course taken as part of requirements in completing senior high school program

● Senior high school graduate who has taken a TVET course on Food Processing (NC I) as part of her requirements in senior high school program
Level 4 – Post-secondary Non-Tertiary Education ● Senior High School Graduate, and has finished TVET course after graduation; no bachelor’s degree; TVET course taken not leading to bachelor’s degree

● Graduated high school, and has finished TVET course after graduation; no bachelor’s degree; TVET course taken not leading to bachelor’s degree

● Completed certificate programs requiring high school/senior high school diploma before entry


Certain number of months to 3 years (but usually 1 year only in duration)
● Ships' Catering Services NC I
● Security Services NC II
● Lifeguard Services NC III
● Certificate in Social Work
Level 5 – Short-cycle Tertiary ● Associate degree
● Diploma
1-3 years ● Associate in Computer Technology
● Diploma in Midwifery
● Diploma in Culinary Arts
● Food and Beverage Services NC IV

Levels of education and the degree programs should be based on the 2017 Philippine Standard Classification of Education (PSCED), which can be accessed at in new window.

As additional guideline below is a mapping of the 2017 PSCED Levels vis-à-vis the Philippine Qualifications Framework (PQF).

Psched LevelsEducation ProgramsPqf LevelsQualifications
Level 0 Early childhood education
Level 1 Primary education
Level 2 Lower secondary education
Level 3 Upper secondary education Level 1
Level 2
National Certificate I
National Certificate II
Level 4 Post-secondary non-tertiary education Level 1
Level 2
Level 3
National Certificate I
National Certificate II
National Certificate III
Level 5 Short-cycle tertiary education Level 4
Level 5
National Certificate IV
Level 6 Bachelor level education Level 6 Baccalaureate Degree
Level 7 Master level education or equivalent Level 7 Post-Baccalaureate Program
Level 8 Doctoral level education or equivalent Level 8 Doctoral Degree and Post-Doctoral Programs

C03: Current School Attendance

Current school attendance means attending a regular educational institution, public or private, to obtain formal education. The term “currently” refers to School Year 2022-2023 for elementary and secondary education, and the first semester of the current school year for post-secondary, college or higher.

Ask the respondent, “Is (NAME) currently attending school?”. This question shall be asked to household members aged 3-24 years old. Select ‘1’ for Yes, or ‘2’ for No as provided by the respondent. If the answer is ‘2’ for No, skip to C06 Reason for not attending school.

Other concepts and definitions that may be relevant to this data item include:

Formal education refers to the systematic and deliberate process of hierarchically structured learning. At the end of each level the learner needs a certification in order to enter or advance to the next level.

Non-formal education refers to any organized, systematic education activity carried outside the framework of the formal system to provide selected types of learning.

A person attending any of the following education programs is also to be considered as attending school if the program is accredited by the Department of Education (DepEd).

  • Special education (SpEd) refers to the education of persons who are gifted or talented and those who have physical, mental, social, or sensory impairment and cultural difference (Policies and Guidelines for Special Education, DepEd). Some schools have SPED centers. There are also private institutions that offer SPED.
  • Home study program, home education program or open high school program is offered to school learners who have no time to attend regular school or classes inside school premises. This is a program designed to meet the needs of school learners to pursue their education and serves as an alternative solution for them to complete or graduate from elementary and high school studies. Schools offering this type of education program should be accredited by the DepEd.
  • Madrasah, an educational institution for Muslims. Only those accredited by DepEd will be considered as within the formal educational system.
  • Indigenous Peoples (IPs) Education, a program which aims to provide basic education support services to IPs, and other learning systems organized by indigenous communities. These are within the formal educational system if these are accredited by DepEd.
  • Vocational high schools such as schools of arts and trades or technical high schools, and rural or agricultural high schools where school attendance is leads to a high school diploma.
  • Post-secondary vocational/technical schools which are within the regular system of education in universities and colleges.
  • Night classes which are organized programs as part of the school system.
  • Alternative Learning System is a ladderized, modular nonformal education program in the Philippines for dropouts in elementary and secondary schools, out-of-school youths, non-readers, working Filipinos and even senior citizens. It is part of the education system of the Philippines but an alternative to the regular classroom studies, where Filipino students are required to attend daily. The alternative system only requires students to choose schedules according to their choice and availability.

A person enrolled in an Open University, distance learning, correspondence school, and off-campus program is also to be reported as attending school if the courses taken by the person are recognized in the regular school system.

Pre-primary schooling if part of the regular educational system is, however, considered as attending school. Early childhood education provides learning and educational activities with a holistic approach to support children’s early cognitive, physical, social, and emotional development and introduce young children to organized instruction outside of the family context to develop some of the skills needed for academic readiness and to prepare them for entry into primary education. (Source: ISCED 2011)

Should there be suspension of classes in response to issuance of new COVID-19 community quarantine guidelines or due to weather conditions/LGU pronouncements, those persons who are in the middle of completing their requirements for School/Academic Year 2022-2023 are considered currently attending for school year 2022-2023 as long as they have enrolled, have an intention to enroll or to pursue their studies within the school/academic year.

A person is considered not attending school if he/she is taking an education program which are non-formal and geared towards literacy and short-term learning activity. Not to be considered also as attending school are those enrolled in the following:

  • Day care centers, which teach children the alphabet just to while away time and are not accredited by DepEd (for example, Twinkle Day Care Center).
  • Vocational schools outside the regular system of education, that is, short courses such as, dressmaking, beauty culture, hair science, auto mechanic, motor vehicle driving, typing, stenography, bookkeeping, and others (for example, 2A Driving School and CWL Vocational Center).
  • Trainings conducted by the Technical Education and Skills Development Authority (TESDA) and its accredited institutions.
  • Alternative Learning System (ALS) which provides informal education such as that for disabled children, radio-based instruction program (RBI), Parent Education, Adolescent Reproductive Health, Alternative Learning System for Differently-Abled Persons (ALS-DAP), and Basic Literacy Program.
  • Review classes for bar or board or other examinations for the practice of a profession or trade.

However, there are cases when those currently enrolled are not to be considered attending school based on the following cases:

  1. School attendance in vocational schools outside the regular system of education, such as short courses in dressmaking, beauty culture, hair science, auto mechanic, motor vehicle driving, typing, stenography, bookkeeping, etc.
  2. School attendance in review classes for bar or board or other examinations for the practice of profession or trade.
  3. Training received by mail from correspondence schools like the International Correspondence School (ICS).

Attending lessons and training in non-regular educational institutions not accredited by DepEd such as music and sport schools are not considered school attendance in the present context.

A student who was enrolled in the current school year but has dropped out of school is considered not currently attending school.

If the respondent is not currently attending school, skip to item C06 (Reason for not attending school).

C04: Type of School

Formal education can be received by students from public and private schools/educational institutions. Some students are homeschooled.

Ask the question “In which school is (NAME) currently attending?” referring to household members aged 3 to 24 years old.

With a follow-up question of “Is it _____?”, mention the choices: ‘1’ for Public school; ‘2’ for Private school; or ‘3’ for Homeschool. Then, select public, private, or home-school as provided by the respondent. Public and private schools are most common to the understanding of our respondents. For homeschooled or homeschooling, refer to the description and tips below.

Homeschooling provides learners with access to formal education while staying in an out-of-school environment. Authorized parents, guardians, or tutors take the place of the teachers as learning facilitators. (Source: DepEd Order No. 021, s. 2019)

While learners are expected to meet the learning standards of the K to 12 Basic Education Curriculum, the learning facilitators are given flexibility in learning delivery, scheduling, assessment, and curation of learning resources. The program aims to cater to learners who may require homeschooling because of their unique circumstances, such as an illness, frequent traveling, special education needs, and other similar contacts. Parents/guardians who opt to enroll their children in a home school program should do so through a public school, or through a private school that has a permit to offer homeschool program. (Source: DepEd Order No. 021, s. 2019)

The following are examples of DepEd-accredited private homeschool providers:

  • Homeschool Global
  • Homeschool Pilipinas
  • Peniel Integrated Christian Academy
  • Catholic Filipino Academy (CFA) Homeschool
  • Gopala Learning Haven
  • School of Tomorrow
  • Kairos Homeschool Academy
  • The Learning Place International
  • Sts. Paul & Mark School Inc.
  • Chosen Homeschool
  • Child’s Home Educational Center
  • Victorious Homeschool
  • B.U.I.L.D. Up Christian School
  • Living Learning Homeschool
  • Better Together Homeschool

If the respondent says that her child is enrolled in a private school, but due to COVID-19, the said school offers blended learning strategies (e.g., mix of synchronous online classes at home, and parent/respondent assists in the learning of the child through conduct of asynchronous activities recommended by the teacher to be conducted), ask about the school’s name.

Check if the name of the school appears in the list of DepEd-accredited homeschool providers. Probe further if the child is enrolled in a homeschool program. If the respondent confirms, select ‘3’ for Homeschool.

If the school’s name does not appear in the list of DepEd-accredited homeschool providers, the appropriate response would be ‘2’ for Private.

C05: Current Grade/Year

Ask the question, “What grade or year is (NAME) currently attending?” to all household members 3 to 24 years old who are currently attending school. Select the code (refer to C02) corresponding to the grade/year in which the household member is currently attending. Then, proceed to C07.

An answer such as elementary, high school, or college is insufficient. Determine the specific grade or year the family member is currently attending. Select the appropriate code of grade/year currently attending.

In case wherein the given grade/year level is not consistent with the age of the family member, verify from the respondent. For example, a 6-year-old who is in Grade 3 (which is supposedly in Grade 1), or 9-year-old who is attending Grade 7 (which is supposedly in Grade 4) merits further clarification from the respondent. Put in the NOTES/REMARKS if this person was confirmed by the respondent as a student who had been accelerated or started schooling at a young age.

In the provinces, some students are quite old for their grades. Accept the response since there are lots of students in the provinces who dropped out from school and re-entered again at the start of the school year.

NOTE: Code ‘00000000’ for No grade completed, and specific codes for graduates in each level are not applicable in this question. Examples are ‘00010018’ for Elementary graduate, ‘00024015’ for JHS Graduate/HS graduate (old curriculum), ‘00034013’ for SHS Graduate (Strand unknown to the respondent), ‘00034014’ for General Academic Strand Graduate, and so on.

Additional Instructions

C06: Reason for not Attending School

From question C03 or those household members who are not currently attending school, ask “Why is (NAME) not attending school?”. Select the corresponding main reason for not attending school enumerated below. If the response is not in the options listed, specify in the space provided the reason why he/she is not currently attending school.

Code Reasons Definition/ Examples
1 Accessibility of school ●    Schools are very far. The location of the school is far from his/her residence.
●    No schools within the barangay. Absence of school in the vicinity/area.
●    No regular transportation - There is no transportation or regular transportation from residence, and this makes it difficult for the schooling member to reach school. For example, the residence is located across a river and there is no regular water transport that navigates within the area.
2 Illness Missing out on classes because of debilitating diseases and injuries resulting to disability may sometime discourage students to pursue education.
3 Disability Persons with disabilities, rare diseases, cancer, and cancer survivors may also face some challenges hindering them to enter and/or stay in school.
4 Pregnancy The state of carrying a developing embryo or fetus within the female body
5 Marriage Legally married (including early marriages, special/cultural marriages [IP practices]); elopement or "tanan"; and live-in arrangements
6 High cost of education/Financial concern ●    Family income not sufficient to send a child to school
●    Parents cannot afford educational expenses
7 Employment Reason related to working, helping parents in livelihood/ farm, and helping parents to run their business is captured in this category.
8 Finished schooling or finished post-secondary or college This is only applicable to college graduates or postsecondary graduates or those reviewing for bar/board examination and not to those elementary or high school graduates. Try to probe for the actual reason.
9 Looking for work Related to category ‘06’, these are persons who are not yet employed but have intention to enter the workforce and are actively seeking jobs rather than going to school.
10 Lack of personal interest Not interested in learning
11 Fear of being affected by COVID-19 Public health is of great concern nowadays. COVID-19 pandemic discouraged some parents and students who were unsure of the face-to-face learning modes, as well as hesitant towards other modes of learning that emerged.
12 Too young to go to school This reason is acceptable only for family members aged 3 to 5 years old. Parents may consider their child young to go to school because he/she cannot take care of himself/herself during critical times/situations. Try to probe for the actual reason.
13 Bullying This refers to any severe or repeated use by one or more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; creating a hostile environment at school for the other student; infringing on the rights of the other student at school; or materially and substantially disrupting the education process or the orderly operation of a school.
14 Family matters These may include family-related issues (e.g., separation of parents/families, family conflict, runaway or "stokwa", parental decision) and other related family obligations (e.g., filial obligations, childcare).
15 No/Weak internet connection This refers to people deferring formal education due to inability to attend school online
16 Modular learning is not preferred This refers to people who opted to not subscribe to module-based education
17 With problems in school requirements (e.g., No Birth Certificate or Form 137) This refers to people who are unable to attend school due to inability to provide the basic requirements for enrollment
99 Others, specify _____ Some of the examples not covered in the abovementioned categories are as follows:

●       No one in the household can assist in modular learning of the child
●       Concern for security and safety
●       Felt too old to go to school
●       Knowing how to read, write and/or compute is enough
●       Displaced; forced to live in a new area

Following scenarios that may be confused as ‘99’ for Others, specify but fall under given categories:

  • Graduate and review for board (‘08’ - Finished schooling)
  • Working, helping parents in livelihood/farm, and helping parents to run their business (‘07’ - Employment)
  • Speech impairment (‘03’ - Disability)
  • Family duties (‘14’ - Family matters)

C07: Graduate of Technical/Vocational Education and Training (TVET) course

Ask items C07 to C09 to all household members 15 years old and over.

Technical/vocational course or technical-vocational education and training (TVET) refers to the education or training process that involves, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills relating to occupations in various sectors of economic and social life. (Source: 2020 LFS/APIS Manual of Interviewers)

Concepts and definitions related to skills development and training:

  • Vocational training prepares trainees for jobs that are based on manual or practical activities, and for skilled operative jobs, both blue and white collar related to a specific trade, occupation, or vocation.

  • Technical training imparts learning that can be applied in intermediate-level jobs, in particular those of technicians and middle managers.

The following are the TVET programs offered by TESDA and its accredited institutions:

School-based programs 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. These school-based programs include post-secondary offerings of varying duration not exceeding three years. (Source: TESDA)

Center-based programs 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. (Source: TESDA)

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. The program goes further than just mere skills training provision. It is purposively designed to catalyze 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. (Source: TESDA)

Note further that even non-TESDA programs attended by the household member/s can be recorded herein. It is also important to probe also for training programs that have been attended and utilized by household members with jobs and those with businesses.

Ask the respondent, “Is (NAME) a graduate of technical/vocational education and training (TVET)?”. Select ‘1’ for Yes, or ‘2’ for No as provided by the respondent.

Examples on how to accomplish C07 for Graduate of technical/vocational course:

  1. Household members who are in Grade 11 or Grade 12 pursuing a Technology and Livelihood Education and Technical-Vocational Livelihood track, which is part of the regular curriculum in Level 3 - Upper Secondary (Senior High School), should be coded as ‘2’ for No in C07.

  2. Household members who graduated from a Technical/Vocational Education and Training program/course requiring a high school diploma/certificate, should be coded as ‘1’ for Yes in C07.

  3. Household members who graduated from a program/course conformant to the working definition of TVET, regardless of training hours and provision of NC, should be coded ‘1’ for Yes.

C08: Currently attending TVET for skills development

Ask the respondent, “Is (NAME) currently attending TVET for skills development?”.

Recall that the previous question asks if the household member was a graduate of a technical/vocational course. This question asks if currently (or as of time of visit), the household member aged 15 years old and over is undergoing vocational or technical training. Persons are considered to be in training if they are in a non-academic learning activity through which they acquire specific skills intended for vocational or technical jobs. Select ‘1’ for Yes, or ‘2’ for No, as provided by the respondent. If the respondent answers ‘No’ for both C07 and C08, proceed to Section D.

C09: TVET course(s) currently being attended/taken and TVET course/s attended in the past

If the answer in C07 and/or C08 is ‘1’ for Yes, answer this question.

Ask this question, “What skills development training have (NAME) attended including the current one?”. The respondent must identify which skills development training the household member/s is currently attending and/or have attended in the past.

Examples of skills development training are as follows:

068Automotive Servicing (NC I)
073Carpentry (NC II)
078Construction Painting (NC II)
081Heavy Equipment Operation (NC II)
107Plumbing (NC I)
118Electrical Installation and Maintenance (NC II)
124Consumer Electronics Servicing (NC III)
139Dressmaking (NC II)
146Massage Therapy (NC II)
169Visual Graphic Design (NC III)
188Shielded Metal Arc Welding (NC I)
223Beauty Care-Skin Care (NC II)
242Commercial Cooking (NC III)
257Food and Beverage Service (NC II)
259Housekeeping (NC II)

Source: Technical Education and Skills Development Authority

For space provided on SPECIFY, list down all other TVET attended by the household member. Preferably, the order should start with the one which he or she is currently attending or most recently taken.

If there are TVET courses that are not listed, select ‘999’. Then write in the title of the TVET course.

For items C09, D08, D12 and other items with similar structure, select a TVET course/ volunteer work activity. A pop-up message will appear asking ‘Add other TVET course?’/ ‘Add another PSOC activity?’. Select ‘Yes’ if there are other TVET courses/voluntary works then select the course/volunteer work activity. Otherwise, select ‘No’.

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