House Committee on Higher and Technical Education Chairperson and TINGOG Party-list Rep. Jude Acidre has urged ASEAN Member States to pursue practical, evidence-based measures to address foundational learning gaps in technical-vocational education and training (TVET), as the region prepares its workforce for increasingly complex technological and economic demands.
Speaking at the High-Level 5th ASEAN TVET Council (ATC) Regional Policy Dialogue at Dusit Thani Manila, Acidre drew from the Philippines’ experience under the Second Congressional Commission on Education (EDCOM II), which he co-chairs, to emphasize that effective workforce development requires a comprehensive understanding of how learners progress through education, training, and employment.
“Many of the problems encountered in technical education begin long before a learner enters a training center,” Acidre said in his speech.
He explained that deficiencies in literacy, numeracy, and comprehension often become apparent only when learners are expected to understand technical instructions, interpret measurements, or perform more demanding tasks. Such difficulties not only affect training outcomes but also limit opportunities to acquire advanced qualifications.
To illustrate the broader challenge, Acidre cited the Philippine Statistics Authority’s 2024 survey, which found that while 93.1 percent of Filipinos aged 10 to 64 possessed basic literacy, only 70.8 percent were functionally literate under the revised methodology. While the figures do not specifically describe TVET learners, they underscore the distinction between reading information and being able to understand and apply it.
As industries increasingly adopt artificial intelligence, automation, and environmentally sustainable technologies, Acidre stressed that foundational competencies will remain indispensable to workers’ ability to exercise judgment, solve problems, and adapt to changing occupational requirements.
“Foundational readiness belongs in workforce policy. Our ambitions for advanced skills have to include the learning that makes those skills possible,” the TINGOG lawmaker emphasized.
While acknowledging that much of the solution must begin in basic education, Acidre cautioned against overlooking those who have already entered technical training without the necessary preparation.
“But learners entering TVET today cannot wait for basic education reforms to take effect. They need support now,” Acidre also said.
The lawmaker called for diagnostic assessments to identify learning difficulties, bridging instruction to strengthen comprehension and numeracy through technical applications, and adequate resources and preparation for trainers.
These interventions, he explained, must form part of broader institutional reforms that enable training providers to respond to changing industry needs. He cited an EDCOM II-supported study published in January 2026 that identified outdated Training Regulations, inconsistent learning materials, and shortages of qualified personnel in high-demand fields.
The findings, Acidre said, reinforce the need to move beyond skills delivery toward skills innovation, with training institutions capable of anticipating occupational changes, improving instructional approaches, and preparing learners for continued advancement.
He also underscored the importance of ensuring that qualifications lead to meaningful opportunities for employment and further education, including through recognition of prior learning and more flexible pathways for workers returning to study later in life.
Building on these lessons, Acidre proposed that the ASEAN TVET Council support interested Member States in developing a shared reference for foundational competencies relevant to selected digital and green occupations, while respecting their respective national standards.
He encouraged voluntary pilot programs to test diagnostic assessments and targeted learning support, complemented by trainer exchanges, adaptable learning resources, and agreed evaluation methods.
Such cooperation would allow participating countries to assess improvements in learners’ competencies, identify the resources required to sustain effective interventions, and share lessons that could inform future reforms.
For the Higher Ed chair, the value of regional cooperation lies in translating these shared experiences into practical improvements, ensuring that weaknesses in earlier education do not permanently limit a learner’s prospects for employment and advancement.