A Comparative Analysis of Technical–Vocational Program Offerings of Rizal Technological University and the University of Rizal System

AUTHOR(S)

MIGUEL M. ARTIFICIO

ABSTRACT

——This document-based descriptive comparative study analyzed the technical–vocational program offerings of Rizal Technological University (RTU) and the University of Rizal System (URS) using publicly available institutional and policy documents. The study compared the two state universities in terms of institutional mandate, program nature and specialization, delivery pathways, and alignment with national and international TVET quality frameworks. Data were drawn from official university websites, handbooks, CHED and TESDA documents, the National Technical Education and Skills Development Plan 2023–2028, and Philippine Qualifications Framework references. Findings show that RTU’s TechVoc contribution is concentrated in the Bachelor of Technical-Vocational Teacher Education (BTVTEd), with specializations in Animation, Computer Hardware/Systems Servicing, Visual Graphic Design, Garments Fashion and Design, Electronics Technology, and Welding and Fabrication Technology. This positions RTU primarily as a producer of TVET and TVL teachers. In contrast, URS offers a broader ladder of industrial and technology programs, including Bachelor of Industrial Technology, Bachelor of Technology majors, diploma and certificate programs, and short-term Career Education Development Programs. These offerings position URS primarily as a producer of technicians, technologists, and skilled workers. The study concludes that RTU and URS occupy complementary roles in the Philippine TVET ecosystem. RTU strengthens the pedagogical base of TVET through teacher preparation, while URS strengthens the technical manpower base through ladderized industrial-technology pathways. Both institutions show alignment with national TVET priorities, although publicly available information remains limited in terms of detailed curriculum maps, program-level quality-assurance data, and graduate outcomes. The study recommends clearer PQF mapping, stronger articulation pathways, expanded industry partnerships, and improved public documentation of TechVoc program quality indicators. Keywords: TVET, Technical–Vocational Teacher Education, Industrial Technology, NTESDP, PQF, APACC, Comparative Study