This paper presents the pilot study of the Hotel and Restaurant Services and the Electro Mechanic Course of the University of San Carlos, Basic Education Department during the academic years 2012-2015. These pilot classes initiated the Senior High School program before its full implementation in June 2016. Mindful of the objective of employment generation as championed by the Philippine government, a collaboration between the University of San Carlos, Basic Education Department, and the Center for Industrial and Technical Enterprise was formed to provide ideal conditions for the pilot study graduates to gain immediate employment. The collaboration is anchored on the expertise of the two learning institutions: the University of San Carlos Basic Education Department hosted the general education subjects while the Center for Industrial and Technical Enterprise delivered technically oriented courses. The in-plant or job training programs paved the way for broadened industry exposure. The pilot implementation of the collaborative Senior High School program provided evidence from various stakeholders that competency-based training is what works best for both academic institutions and industry, as most students were employed after graduation and were workplace-ready. Thus, the hybrid model of the collaborative TVL program was effective in developing the competencies needed in the workplace.  

Keywords: TVET, Electro Mechanic Course, Hotel and Restaurant Services, Hybrid Collaborative Model, Senior High School (SHS), Technical-Vocational-Livelihood Track 

1. Introduction  

Technical vocational education and training (TVET) has been recognized worldwide as a tool for empowering people, especially the youth, for sustainable livelihood and social-economic improvement (Okwelle & Deebom 2017). According to Okwelle (2013), TVET broadly refers to deliberate interventions to bring about learning which would make people more productive (or simply adequately productive) in designated areas of economic activity (e.g., economic sectors, occupations, specific work tasks). For Alhasan and Abdullahi (2013), technical and vocational education and training plays an essential role in improving the well-being of youths and communities, and increasing productivity, empowering individuals to become self-reliant and stimulating entrepreneurship. Thus, there is a need to promote TVET as a promising program for students who want to ensure employment after graduation. However, most people are prejudiced with regard to technical and vocational education and training (TVET), seeing it as second-class education (Ratnata 2013; Che Rus et al. 2014). In reality, competency or skills training is an assurance of employability. According to the National Statistics Office, results from the January 2016 Labor Force Survey reflect an estimated 94.2 % employment rate.  

The Philippine educational system encompasses both formal and non-formal education. Due to family tradition and cultural considerations, formal education is preferred to a non-formal system because society is degree-conscious. While there are attractive career opportunities for degree holders, technical education graduates have more employability prospects. The ultimate goal of going to school is to gain employment. However, getting a degree is not the only means to get employed, considering the structure of the labor market. The high demand for manual services suggests that technical and vocational education and training can address its needs. Despite the attractive employability rate of technical and vocational education, there is still a need to put more weight on providing evidence and marketing the program effectively. During the UNESCO General Conference in 2015, United Nations (UN) explained that technical and vocational education and training (TVET) comprises education, training, and skills development relating to a wide range of occupational fields; production, services, and livelihood (UNESCO 2015). TVET, as part of lifelong learning, can take place at secondary, post-secondary, and tertiary levels. It includes work-based education, continuing training, and professional development, which may lead to qualifications. Dual VET is in demand worldwide, and double forms of vocational training are becoming increasingly common in many countries (Angles & Lindemann 2019). 

Technical-Vocational-Livelihood (TVL) is one of the Senior High School program tracks under the K to 12 Enhanced Basic Education program. Compared to the academic track, the TVL track is the most challenging due to the availability of resources and linkages; and was thus given less attention compared to the academic track. Since the creation of the Philippines’ formal education system, cultural conditioning among parents for their children has always leaned towards the academic pathway. Filipino parents always plan for their children’s college education. The thought of encouraging students to pursue a technical-vocational course has always been a remote option. However, some perspectives have changed through time as the Enhanced Basic Education Act of 2013 came into the picture. The implementation of the Senior High School program has paved the way for the inclusion of technical and vocational education as one of the four (4) tracks offered from Grade 11 to Grade 12. Specifically, the Technical-Vocational-Livelihood (TVL) track has gained traction as the shift from content-based to outcome-based learning has becomes a tagline in most, if not all, schools in the country. The TVL track provides students with subjects focused on job-ready skills. It offers practical knowledge and exposure for students to earn National Certificates (NCs) to help them land their desired job after they graduate from Senior High School (SHS). Not many have expressed interest in pursuing a technology-vocational-livelihood track in Senior High School. This is partly because little has been written and advertised about the benefits and potential opportunities this program offers.  

Thus, this study contributes to baseline data on the employment index and its implications for skills development training. Limited local literature on the competitiveness and employability of technical and vocational education graduates is one reason why so few are pursuing the technological-vocational-livelihood track in Senior High School as their priority. Caballero & Cabahug (2015) recommended in their study that a thorough assessment of the functionalities of facilities and equipment needed for each sub-strand of the TVL Home Economics strand should be provided by stakeholders before implementation. This program will ensure the readiness of the school to offer such a strand by the academic year 2016.  

1.1 Purpose of the Study 

The purpose of this study is to present the result of the pilot study of the Electro Mechanic program of the University of San Carlos, Basic Education Department during the Academic Years 2012-2015. This was the SHS pilot class that initiated the Senior High School (SHS) Technological-Vocational Livelihood track under the K+12 program before it started its full implementation in the academic year in June 2016. 

Statement of the Problem:

This study aims to present the pilot study implementation of the hybrid model of the collaborative Technical Vocational Livelihood (TVL) program in a private school in Cebu City, Philippines.

Specifically, it aims to answer the following questions: 

1. What is the Senior High School (SHS) track offered?
2. How many students are enrolled in each track, and how many completed it?
3. Where do these students go after graduating from SHS? 
4. What is the effect of the hybrid model of the collaborative TVL program? 

1.2 Technical and Vocational Education in the Philippines 

The Philippine educational system is classified according to the three specific levels of education handled by different government agencies. The Department of Education (DepEd) runs basic education from Kindergarten until Senior High School (Grade 12). The Technical Education and Skills Development Authority (TESDA) handles post-secondary technical and vocational education and training, while the Commission on Higher Education (CHED) handles higher education.  

The government agency mandated to supervise technical education in the Philippines is the Technical Education and Skills Development Authority (TESDA). TESDA uses competency assessment and certification as both the means and the end of competency and skills development. TESDA’s vision is to be the leading partner in developing the Filipino workforce with world-class competence and positive work values. In the performance of its mandate and the pursuit of its vision, TESDA supervises more than 4,500 Technical Vocational Institutions consisting of 4,148 private TVET Institutions, 365 Public Schools and Training Centers, 822 enterprises providing leadership and apprenticeship programs, and 126 TESDA Technology Institutions. The Technical Vocational Institutions employ more than 23,000 Technical Vocational Education and Training (TVET) Trainers covering 215 qualifications (TESDA 2010, 1).  

Technical and Vocational Education Training (TVET) in the Philippines is handled by the Technical Education and Skills Development Authority (TESDA). This government agency manages and supervises technical education and skills development (TESD) in the Philippines. It was created under Republic Act 7796, otherwise known as the Technical Education and Skills Development Act of 1994, which integrated the functions of the former National Manpower and Youth Council (NMYC), the Bureau of Technical-Vocational Education of the Department of Education, Culture and Sports (BTVE-DECS), and the Office of Apprenticeship of the Department of Labor and Employment (DOLE) (TESDA n.d. [a]).  

Because of the need to provide equitable access and provision of TESD programs to the growing number of TVET clients, TESDA continues to undertake direct training provisions. There are four training modalities: school-based, center-based, enterprised-based, and community-based. These are aligned with TESDA’s infrastructure – 57 TESDA administered schools, 60 training centers, enterprise-based training through DTS/apprenticeship, and community-based training in convergence with the LGUs. There are four types of program delivery: School-Based Programs, Center-Based Programs, Community Based Programs, and Enterprise Based Programs. Overall, TESDA formulates workforce and skills plans, sets appropriate skills standards and tests, coordinates and monitors human resources policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in private and public sectors (TESDA n.d. [b]).  

In 2014, TESDA reported that technical vocation (tech-VOC) had soared to new heights. The number of graduates increased tremendously and demand for skilled workers brought tech-voc graduates to a record peak. During the administration of President Benigno Aquino III from July 2010 up to June 2014, tech-voc graduates reached 6,281,328, according to records of the Technical Education and Skills Development Authority (TESDA). TESDA data further revealed that from January 1986 to June 2014, there were 21,700,308 tech-voc graduates in the country (TESDA n.d. [c]). 

2. Collaborative Senior High School TechVoc Program  

During the academic year 2012-2013, the Basic Education Department (BED) of the University of San Carlos (USC) piloted the first Senior High School (SHS) program in the region. By the time the first cohort of the Senior High School takers start to enroll in their chosen SHS track and strand, the USC BED has already produced graduates of the pilot special hybrid collaborative Technical Vocational Livelihood (TVL) program. 

The Basic Education Department of the University of San Carlos pioneered implementing the Senior High School program by offering the Hotel and Restaurant Services (SHS) and the Electro Mechanic Course of the University of San Carlos, Basic Education Department during the Academic Years 2012-2015. These classes initiated the senior high school program before its full implementation in June 2016. Mindful of the objective of employment generation as championed by the Philippine government, the collaboration between the University of San Carlos (USC), Basic Education Department (BED), and the Center for Industrial and Technical Enterprise (CITE) was established with the goal of providing immediate employment to the graduates under the pilot study. The collaboration was based on the expertise of the two institutions of learning, wherein the University of San Carlos Basic Education Department hosted the general education subjects. At the same time, the Center for Industrial and Technical Enterprise delivered the technically oriented topics. The inclusion of the students’ in-plant or the on-the-job training program paved the way to broadened industry exposure. 

This model draws its curriculum design from the Outcomes-Based Education (OBE) model framework that highlights competency-based training to produce graduates who can effectively demonstrate their factual knowledge and 21st-century skills in future workstations. In this model, students assume responsibility for learning as they are engaged in industry immersion through On the Job Training (OJT), which is geared towards the development of the necessary work skills. 

In order to prepare both the teachers and the students for SHS implementation, USC BED initiated several activities to ensure the proper execution of the program. The three core activities are: the SHS student portfolio used for student assessment as the basis in guiding them on which tracks to choose, the conduct of the SHS Students’ Summit, Parents’ Summit, and Teachers’ Summit to disseminate the SHS policies, curriculum and learning outcomes. 

2.1 The Hybrid Model of the Collaborative Senior High School TechVoc Program 

In 2011, the Department of Education made the historic shift in implementation from the 10-year basic education curriculum to the Kinder to 12 Program (K-12) phases. The additional two-year Senior High Track aims to prepare graduates for their chosen path with the requisite knowledge and skills – be it higher education, employment, or entrepreneurship. The extra two years of specialist upper secondary education allow students to choose a specialization based on their aptitude, interest, and capability. Compared to the academic track, the Technical-Vocational-Livelihood track is almost always the last choice in most surveys. Ultimately Grade 12 graduates make a choice after graduation: tertiary education, middle-level skills development, employment, or entrepreneurship. It is in this context that the Hybrid Senior High School TechVoc Program model is anchored. Its collaborative nature has allowed the sharing of expertise that can lead to the intended learning outcomes, thus making the graduates employable.  

The hybrid model of the Collaborative Senior High School (SHS) Technological Vocational Livelihood (TVL) Program pioneered the competency-based training of a private academic institution in Cebu City, Philippines, thus initiating the school-industry partnership. The nature of the collaboration highlights the critical contributions of both academia and industry. The collaboration was based on the expertise of the two learning institutions – the University of San Carlos Basic Education Department hosted the General Education subjects and the Center for Industrial and Technical Enterprise delivered technically oriented courses. The inclusion of in-plant or the on-the-job training program paved the way to broadened industry exposure. The school provided general education courses while the industry provided competency training. The curriculum centered on competency development vis-à-vis academic preparation for competent and skilful graduate employability. The collaborative nature of this program and the sharing of expertise and resources among stakeholders became the unique feature of this model, vital to the program’s feasibility and effectiveness.  

The SHS Collaborative program pioneered the hybrid model of the school-industry partnership. Moreover, the Senior High School (SHS) Students’ Summit and Parents’ Summit initiated by USC BED became a benchmark for other schools to emulate. As a result, USC BED shared the idea of organizing their summit with the resource speakers’ assistance (the writers of this article). These resource speakers were also invited to other schools to facilitate their own SHS summit. Collaboration (communication + collaboration) is at the heart of the SHS program as it enhances stakeholders’ awareness of embracing the challenges of educational reform. The program leads to improved quality education in the country through graduate employability. 

3. Methodology 

The study used the mixed method type of research design, with quantitative and qualitative research procedures to collect and analyze the pilot of the hybrid collaborative Senior High School program. Quantitative data was drawn from respondents’ profiles in terms of gender and Senior High School (SHS) track, the number of enrollees and graduates were analyzed using descriptive statistics. Qualitative data, was based on semi-structured personal interviews and a survey (questionnaire) supplemented by focus group discussion to elicit students’ feedback regarding their SHS TechVoc program. Data was collected from all 33 students enrolled from the two TechVoc Senior High School tracks. It examined the implementation of the pilot study of the Hotel and Restaurant Services and the Electro Mechanic Course of the University of San Carlos, Basic Education Department during the academic years 2012-2015. These were the pilot classes that initiated the Senior High School Program in the country before its full implementation in the academic calendar in June 2016.  

The research participants were two groups of the first Senior High batch on the TechVoc track, namely: the Electro Mechanic Course (EMC), handled by the Center for Industrial and Technical Enterprise (CITE), and the Hotel Restaurant and Services (HRS) by the Banilad Center for Professional Development (BCPD). These were the only two groups of the initial Senior High School enrollees on the Technological and Vocational track, as the majority of students are enrolled in the academic track. 

4. Results and Discussion  

There were two strands of the TechVoc track that were offered, namely: Electro Mechanic Course (EMC), handled by the Center for Industrial and Technical Enterprise (CITE), and the Hotel Restaurant and Services (HRS) by Banilad Center for Professional Development (BCPD). The former is an all-male school while the latter caters to female students.  

Table 1. TVL Strands and Enrollees  

Table 1 shows the number of students who enrolled in the two TVL programs. There were 15 electro-mechanic students who all graduated, except for one (who withdrew). All of the female students who enrolled in Hotel and Restaurant Services graduated after the TechVoc SHS program. The students who were enrolled in the Electro Mechanic Course (EMC) at the Center for Industrial and Technical Enterprise (CITE), and the Hotel Restaurant and Services (HRS) by the Banilad Center for Professional Development (BCPD) were able to graduate at the expected time.  duate at the expected time.  

Table 2.  Deployment after Graduation 

After the two-year pilot implementation of the tech-voc SHS program, all students enrolled in the program, except for one who withdrew. All of these students actually received their respective National Certificates (NC I and NC II) before graduation. As a result, 11 (73%) of the Electro Mechanic students were directly employed after SHS graduation and 16 (89%) from the Hotel Restaurant and Services. All those who graduated have developed technical skills through competency-based training and on-the-job training. After graduation, most of these students were immediately employed by the companies who had provided them with on-the-job training. The workplace-ready students were even offered jobs before they graduated, which implies that their in-plant experience had been crucial in developing competencies needed in the workplace. Their training proved relevant and helpful in securing offers of work after graduation. The program shows that competency-based training through the collaborative SHS model can help to bridge the gap between academic institutions and industry. This is proven in the students who were employed after the graduation. Arayata’s article (2017) cites from an ADB study from 2012 when she notes that “it takes about six months to one year for TVET graduates to land a job, compared to three years for high school graduates to get their first job, and one to two years for college graduates to penetrate the job market”. In this study, all the graduates of the tech-voc Senior High School program’s hybrid collaborative model were immediately employed, apart from those who proceeded to college. This proves that the hybrid collaborative TVL model has many positive benefits: competency building, work ethics, and graduates’ immediate employability (Arayata 2017).  

4.1 Effect of the hybrid model of the collaborative TVL program 

The hybrid collaborative Senior High School TVL program proved that the sharing of expertise among schools and the industry can create an encouraging effect as all the graduates are employed after graduation.  This is in biew of the fact that the comptenecy-based training and the blended curriculum and delivery of instruction provided the students the needed skills and competencies that make them highly employable.  The curriculum provided a combination of core subjects required for all SHS strands and sepcialized hands-on courses that meet the standard competency-based assessment of Technical Educational and Skills Development Authority (TESDA).  Students in this strand undergo and passed the TESDA assessemnt for National Certifications (NCs) that increased their employability after graduating in their Senior High School.  They can also pursue degree courses in college reated to their SHS track.

5. Conclusion 

The implementation of the collaborative Senior High School program between the University of San Carlos and the Center for Industrial and technological Enterprise has been effective in providing varied stakeholders with the evidence that competency-based training is what works best for both academic institutions and industry. The program’s objective is based on the employability of the students who are enrolled in the program. The collaborative Senior High School pilot study adheres to the aim of employment generation as championed by the Philippine government. The collaboration was forged between the University of San Carlos, Basic Education Department, and the Center for Industrial and Technical Enterprise with the aim of providing immediate employment to the graduates under the pilot study. The hybrid model of the collaborative TVL program proved to be effective in developing the competencies needed in the workplace, as the students enrolled in the program were subsequently hired by the companies where they had their on-the-job training. Collaboration (communication + collaboration) is at the heart of the SHS program as it enhances stakeholder awareness to embrace the challenges of educational reform. The program leads to improved quality of education in the country through the graduates’ employability. 

6. Recommendations 

In light of the study’s findings, the following recommendations are proposed to achieve a seamless implementation of this competency-based Senior High School program. 

1. It is recommended that the Hybrid program of the Senior High School be explored by the Department of Education vis-à-vis other private and state-run universities. 

2. It is suggested that the challenge of “buy-in” in the context of competency-based programs be granted more focus by the government to facilitate a well-balanced perspective of ongoing educational reform in the Philippines. 

3. It is recommended that the mastery of essential competencies as one of the K-12 program’s core objectives be provided with a clear blueprint across all of the different levels of the educational system. 

4. It is recommended that a bi-annual consultative meeting be arranged for students, teachers, administrators, parents, and industry partners to share best practices and create action plans for more relevant and productive school and industry partnerships. 

5. For stakeholders, this hybrid collaborative Senior High Program can be redesigned, based on available expertise and resources, and callibrated to make it more useful, effective and relevant. 

References 

Alhasan, N.U & Abdallahi, T. (2013). Revitalizing technical vocational education and training (TVET) for youth empowerment and sustainable development. In: Journal of Educational and Social Research, 3(4). 

Angles, E. & Lindemann, H. J. (2019). The dual model of vocational training in Peru. In: TVET@Asia, issue 13, 1-16. Online: http://tvet-online.asia/wp-content/uploads/2020/03/Lindemann_et_al.pdf (retrieved 30.06.2019). 

Arayata, M. C. (2017). Tech-voc training a good investment: TESDA. In: Philippine News Agency. Online: https://www.pna.gov.ph/articles/1018449 (retrieved 30.06.2019).  

Caballero, F. R. & Cabahug, R. (2015). The K to 12 Senior High School Technical–Vocational Livelihood Track is Not All Ready for Implementation. In: JPAIR Institutional Research, 5(1). 

Che Rus, R., Yasin, R. M., & Rasul, M. R. (2014). From zero to hero: Becoming an employable knowledge worker (k-worker) in Malaysia. In: TVET@Asia, issue 3, 1-16. Online: http://tvet-online.asia/wp-content/uploads/2020/03/che-rus_etal_tvet3.pdf (retrieved 30.06.2014).  

Okwelle, P. & Deebom, T. M. (2017). Technical Vocational Education and Training as a Tool for Sustainable Empowerment of Youths in Niger Delta, Nigeria. In: International Journal of Innovative Social & Science Education Research, 5(1), 29-38. 

Okwelle, P. (2013). Appraisal of the Theoretical Models of Psychomotor Skills and Applications to Technical Vocational Education and Training (TVET) System in Nigeria. In: Journal of Research and Development, 1(6), 25-35. 

Ratnata, I. W. (2013). Enhancing the image and attractiveness of TVET. In: TVET@Asia, issue 1, 1-13. Online http://tvet-online.asia/wp-content/uploads/2020/03/ratnata_tvet1.pdf (retrieved 30.05.2013).  

Technical Education and Skills Development Authority (TESDA). (2010). The Philippine TVET Trainers -Assessors Qualification Framework. Manila: TESDA.  

Technical Education and Skills Development Authority (TESDA). (n.d. [a]). Manila: TESDA. Online: http://www.tesda.gov.ph/About/TESDA/11 (retrieved 10.03.2016).  

Technical Education and Skills Development Authority (TESDA). (n.d. [b]). Technical education and skills development. Manila: TESDA. Online: http://www.tesda.gov.ph/About/TESDA/10 (retrieved 10.03.2016).  

Technical Education and Skills Development Authority (TESDA). (n.d. [c]). Online: http://www.tesda.gov.ph/News/Details/1436 (retrieved 26.08.2012). 

UNESCO. (2015). Proposal for the revision of the 2001 Revised Recommendation concerning Technical and Vocational Education. In: General Conference, 38th, 2015. Paris: UNESCO.  

CITATION: 

Jaca, C. A. & Javines Jr., F. B. (2022). Hybrid Collaborative Model of Technical-Vocational-Livelihood (TVL) Track in Senior High School in the Philippines. In: TVET@Asia, issue 18, 1-12. Online: http://tvet-online.asia/issue/18/hybrid-collaborative-model-of-technical-vocational-livelihood-tvl-track-in-senior-high-school-in-the-philippines/ (retrieved 31.07.2021).

 This study aims to present and analyze the development of the national standards for TVET personnel in the Philippine context. Using a unified survey questionnaire from the collaborative research on the research project entitled “Development of National and Regional Core Standards for TVET Personnel” employing convenience sampling method and some selected interview schedule, and pertinent data was collected. Based on gathered data, it was found out first that there are differences in the terminologies used regarding the words teachers and trainers. In the Philippines, some schools call their practical arts teachers as trainers based on their practice, while some teachers are also called trainers because they have acquired national certifications.  However, there are also trainers who become assessors because they have met certain qualifications. In terms of the development of the national standards or TVET teachers, the Philippine’s TVET Trainers-Assessors Qualification Framework was used as a basis in determining the National Core Standards for Teachers who are handling Technical-Vocational courses. The development of the National Core Standards of TVET personnel were developed by the Technical Education Skills Development Authority (TESDA) national office based on the agency’s centralized process of organizing these guidelines in which were then cascaded to the regional offices for implementation.  This implies limited consultation and collaboration among stakeholders from the other local regions in the country.  Despite the uniform set of guidelines set nationwide, schools and training centers have varied implementation depending on the availability of resources. Teacher-trainers expressed that they have different contexts and interpretations of the guidelines and they rely on the TESDA training regulations for their program delivery specific to the subjects they are teaching. Moreover, they emphasized that they wanted to be consulted about their ideas and suggestions so it can be incorporated in the design and development of the National Teacher Standards in the Philippines so it will have a fair and equal representation among the different delivering institutions in the country.

Keywords: Technical-Vocational Education and Training (TVET), National Teacher Standards, Regional Core Standards, Trainer

1 Introduction

One of the expected yet most challenging learning outcomes in academic and training institutions in the Philippines is the development of specific competencies for purposes of employability which must be given focus in the curriculum. The development of curricula and their implementation is one of the key competencies of teachers in the area of educational planning and practical training for technical and vocational education and training (TVET) institutions and training companies (Rauner 2009). In the same context, technical and vocational education and training (TVET) is back on the development agenda after years of neglect (Tripney & Hombrados 2013). Teh and Pendergast (2009) as cited in Khandu (2014) expressed that reforms in the technical vocational education and training (TVET) system have initiated a momentous shift to a knowledge-based economy.

Technical and Vocational Education Training (TVET) in the Philippines is handled by the Technical Education and Skills Development Authority (TESDA). This government agency is tasked to manage and supervise technical education and skills development (TESD) in the Philippines. It was created by virtue of Republic Act 7796, otherwise known as the “Technical Education and Skills Development Act of 1994”. The said Act integrated the functions of the former National Manpower and Youth Council (NMYC), the Bureau of Technical-Vocational Education of the Department of Education, Culture and Sports (BTVE-DECS) and the Office of Apprenticeship of the Department of Labor and Employment (DOLE) (TESDA 2019).

On May 15, 2013, Philippine President Benigno Aquino III signed into law Republic Act 10533. With the onset of Republic Act 10533 in the Philippine Educational System, the need to implement the Enhanced Basic Education Program in the Philippines starting school year 2013-2014 signaled a change of perspective in the treatment of technical education as it becomes one of the four tracks offered in the Senior High School. Starting in June 2016 Grade 11 students will choose among the four tracks that they will enroll in which Technical-Vocational-Livelihood (TVL) is one of the choices. This paved the way to recognize technical and vocational education as an equally important type of education that earns national certification for the Grade 12 graduates to be acknowledged and accepted in various companies after completion and be deployed in different industries in the country. As such, the need to standardize the teachers’ qualifications to ensure quality delivery of instruction becomes a pressing concern that is at the forefront of the issue. This then is the rationale behind the survey on how the teachers’ qualifications are set based on the national standards. In this context, the development of TVET Teacher Standards then is being analyzed in order to explain the processes on how these National Core Standards for TVET personnel were made, formulated, and disseminated.

TESDA develops competency standards for middle-level skilled workers that reflect the units of competency containing descriptors for acceptable work performance. These qualifications are packaged corresponding to critical jobs and occupations in the priority industry sectors. The qualifications correspond to a specific level of the of the Philippine TVET Qualifications Framework (PTQF). The competency standards and qualifications, together with training standards and assessment arrangements comprise the national training regulations (TR) promulgated by the TESDA Board. The TRs serve as basis for registration and delivery of TVET programs, competency assessment and certification and development of curricula for the specific qualification.

This study presents the development of the national standard for TVET personnel in the Philippine context. Using a unified survey questionnaire from the collaborative research on the research project entitled Development of National and Regional Core Standards for TVET Personnel, the results of the survey were interpreted and analyzed employing both quantitative and qualitative research method. The study was conducted in Cebu and Cebu City, Philippines and the documents that were analyzed come from the central office through their official website and from TEDA Region VII office.

1.1 Purpose of the Study: Collaborative Research Project on the Development of National and Regional Core Standards for TVET Personnel

The purpose of this study is to examine the development and implementation of national standards for TVET personnel of 8 ASEAN member countries (Brunei, Cambodia, Indonesia, Laos, Malaysia, Philippines, Thailand, Vietnam) and China for the development of a regional standard. By learning and considering the experiences from these countries, hopefully the Regional Standards for TVET Personnel, which are currently being developed, will become more relevant and applicable to all members in the Southeast Asian region and beyond.

1.2 Key Questions

 1.)   What processes, content and structures are involved in developing the National Core Standards (NCS) for TVET personnel?

 2.)   What were the processes in the dissemination of the NCS? 

 3.)   What were the issues raised and recommendations suggested in order to set expectations for the Regional Core Standards for TVET personnel?

1.3 Scope and Limitations of the Study 

This survey on the development and implementation of the national core standards for TVET personnel in the Philippines was conducted within the Visayas region particularly in Cebu City. However, the documents that were analyzed came from the national government or the central office and they are the same documents being used in the different regions in the country. The same documents are also found in the official website of Technical Education and Skills Development Authority (TESDA). There were three groups of TVET personnel who were solicited information from namely: TESDA Administrators, teachers/trainers, and school principals/directors/administrators. As much as the researchers wanted to interview different TESDA officials in the region, due to conflict of schedule, only the OIC Regional Director was interviewed together with some of the TESDA personnel. As to the teacher-trainers, very few were willing to be interviewed thus the researchers repeatedly went to the different schools in order have the survey questionnaires answered. One school that researchers visited declined also because of conflict of schedule. Despite the researchers initiative to reach as many learning institutions to participate in this study only four accepted the invitation. Nevertheless, pertinent information was solicited among those who participated. There were two Secondary technical and vocational schools in the Visayas region, particularly in Cebu and Cebu City, one industry-based learning institution and one government agency that offered technical and vocational programs that participated in the study. 

1.4 The Philippine Qualifications Framework 

The Philippine Educational System operates based on the Qualifications Framework below. The Philippine Qualifications Framework (PQF) presents and describes the expected competencies and outcomes expected among students and professionals in the different levels of and types of education in the Philippines. 

 Figure 1:        The Philippine Educational System (TESDA 2012)

The Philippine Qualifications Framework (PQF) reflects the educational hierarchy and incorporates the different types of education in the country in terms of the expected learning competencies per grade and year level. It also highlights the trifocalization of the educational system from basic education, technical and vocational education until higher education. This Philippine Qualifications Framework (PQF) is a national policy that describes the levels of educational qualifications and sets the standards for qualification outcomes. It is a quality assured national system for the development, recognition and award of qualifications based on standards of knowledge, skills and values acquired in different ways and methods by learners and workers in the country. It is competency-based, labor market driven and assessment is based on qualification recognition. 

1.5 The Philippine Technical Vocational Education and Training (TVET) 

According to UNESCO, Technical-Vocational Education and Training (TVET) is the “education or training process which involves, in addition to general education, the study of technologies and related sciences and acquisition of practical skills relating to occupations in various sectors of economic life and social life, comprises formal (organized programs as part of the school system) and non-formal (organized classes outside the school system) approaches” (UNESCO). 

In the Philippines, the Technical-Vocational Education and Training (TVET) provides education and training opportunities to prepare students and other clients for employment. It also addresses the skills training requirements of those who are already in the labor market and would need to upgrade or develop new competencies to enhance employability and improve productivity (Syjuco 2005). 

The Technical Education and Skills Development Authority (TESDA) is mandated to manage and supervise technical education and skills development in the Philippines. As part of this mandate, TESDA uses competency assessment and certification as both the means and the end of competency and skills development. TESDA’s vision is being the leading partner in the development of the Filipino workforce with world-class competence and positive work values. In the performance of its mandate and the pursuit of its vision, TESDA supervises more than 4,500 Technical Vocational Institutions consisting of 4,148 private TVET Institutions, 365 Public Schools and Training Centers, 822 enterprises providing learnership and apprenticeship programs and 126 TESDA Technology Institutions. The Technical Vocational Institutions employ more than 23,000 Technical Vocational Education and Training (TVET) Trainers covering 215 qualifications. Given the enormous number of Technical Training Institutions, TVET Trainers and the diversity of their coverage, TESDA endeavored to ensure consistent delivery of quality training services across the country through the implementation of the National TVET Trainers-Assessors Qualification Program (NTTAQP) in 2006. This Program aims to qualify and certify the current pool of technical trainers-assessors to ensure their competence in trade qualifications, and training and assessment methodologies. According to the Philippine TVET Trainers-Assessors Qualification Framework (2015), a TVET Trainer is a professional who enables a learner or a group of learners to develop competencies to performing a particular trade or technical work. Towards this end, a TVET Trainer may assume various roles such as training facilitator, competency assessor, training designer and developer and training supervisor. 

2 Methodology 

The study made use of a unified survey questionnaire from the collaborative research on the research project entitled Development of National and Regional Core Standards for TVET Personnel employing convenience sampling method and some selected interview schedule. Three approaches of gathering the needed data were used namely; answering of survey questionnaires, interview schedule, and document analysis. The findings were used as basis in developing regional core standards for TVET personnel that are in line with the ASEAN Economic Community initiative concerning the standardization of the recognition of professional qualifications within the region. 

There were two Secondary technical and vocational schools in the Visayas region, particularly in Cebu and Cebu City, one industry-based learning institution and one government agency that offered technical and vocational programs that participated in the study. The two schools are Abellana National School (ANS) which is located in Osmena Boulevard Cebu City and The Sisters of Mary (SOM) Boystown School in Tungkop, Minglanilla Cebu. The Center for Industrial Technology and Enterprise (CITE) an industry-based and socially-oriented institution, a technical school in Cebu, Philippines located in San Jose, Tamban, Cebu City and the Technical Education and Skills Development Authority (TESDA) Region VII are the other two institutions that participated in the study. School administrators and TVE coordinators and teachers in these institutions answered the survey questionnaire and their answers were verified through interviews and focused group discussion. The results were supplemented by the documents that were analyzed in relation to the responses gathered from the research participants. Trainers from TESDA Regional VII office were also solicited information using the survey questionnaire and the responses were verified through a focused group discussion with those who answered the questionnaires. Interviews were also conducted to validate the information gathered from the retrieved questionnaires. 

 Table 1:        Research Participants 

Table 1 presents the learning institutions that participated in the study. It also shows the number of administrators and TVET teachers who answered the survey questionnaires and those who responded to the questions during the interview and in the focused group discussion. All learning institutions that participate in this study underwent three (3) phases of data collection namely: answered the survey questionnaires, participated in the interview and joined in the focused group discussions. 

Using a unified survey questionnaire from the collaborative research on the research project entitled Development of National and Regional Core Standards for TVET Personnel employing convenience sampling method and some selected interview schedule, pertinent data were collected. 

Based on the gathered data, it was found out first that there are differences in the terminologies used regarding the words teachers and trainers. In the Philippines, the term trainers are used to mean the ones who handle classes instead of teachers. However, these trainers (teachers) can also be qualified to become assessors provided they have met the qualifications. In terms of the development of the national standards or TVET teachers, the Philippine’s TVET Trainers- Assessors Qualification Framework was used as basis in determining the National Core Standards for Teachers who are handling TechVoc courses. The development of the National Core Standards of TVET personnel were handled by the Technical Education Skills Development Authority (TESDA) in their national office based on the agency’s process of organizing these guidelines which were then provided to the regional offices for implementation. Thus, there is a uniform guideline set that is implemented nationwide. 

After the survey questionnaires were retrieved, scheduled interviews and focused group discussions were conducted in order to validate the data gathered. Moreover, document analysis became part in the presentation, analysis and interpretation of the data gathered. The results are being classified based on the identified three key areas in this research namely: 1) the development of national core standards, 2) the implementation of these standards, and 3) the expectations for the regional core standards for TVET personnel.  

2.1 Document Analysis  

The documents that were used in this study come from the Technical Education and Skills Development Authority (TESDA) and the Philippine TVET Qualification and Certification System (PTQCS). The information taken from these sources were used as basis in analyzing the data gathered from the TVE teacher-participants. 

The Technical Education and Skills Development Authority (TESDA) is the government agency tasked to manage and supervise technical education and skills development (TESD) in the Philippines. It was created by virtue of Republic Act 7796, otherwise known as the “Technical Education and Skills Development Act of 1994”. The said Act integrated the functions of the former National Manpower and Youth Council (NMYC), the Bureau of Technical-Vocational Education of the Department of Education, Culture and Sports (BTVE-DECS) and the Office of Apprenticeship of the Department of Labor and Employment (DOLE). The Technical Education and Skills Development Authority (TESDA) provides direction, direction, policies, programs and standards towards quality education and skills development. The documents that were looked into in this study are all taken from TESDA’s central office in Manila as it is the official government agency that handles pertinent documents on Technical and Vocational education and training in the Philippines. 

The Philippine TVET Qualification and Certification System (PTQCS) is a quality-assured system in recognition of the attainment of competencies (knowledge, skills, attitudes and values) as referred to the competency standards set for middle-level occupation. It is the process of determining the qualification level of a person and a tool in identifying the training needs of a person with competency gaps. The System implements the principles of Competency Assessment and Recognition of Prior Learning. There are four qualification levels under PTQCS namely: National Certificate I, II, III, IV. National Certificate is issued when a candidate has demonstrated competence in all units of competency that comprised a Qualification Assessment is done through any of the following evidence gathering methods: demonstration/observation with oral questioning; written test; third party report; portfolio and work projects. Apart from the National Certificates, the Phillipine TVET Trainers-Assessors Qualification Framework (2010) further presents the qualification framework that consist of four levels corresponding to the different roles assumed by trainers. These are: Trainer Qualification Level I for Trainer/Assessors; Trainer Qualification Level II for Training Designers/Developers; Trainer Qualification Level III for Training Supervisors and Mentors; and, Training Level IV for Master Trainer. Those being certified in Levels I and II must be specialists in the areas of competencies they will facilitate while those being certified in Levels III and IV must be both specialists and generalists. The trainer curriculum specified in this program is an enabler and is intended to facilitate trainer development through the various qualification levels. Taking the various courses under the curriculum is not a strict requirement as the trainer may acquire the required competencies through other means (TESDA n.d.). 

2.2 Interview with the TESDA OIC Regional Director, Principals, and TVE Coordinators 

After looking into the documents from the Central office (national government), which was also verified by the TESDA OIC Regional Director in Region VII, it was noted that the development of the National TVET Teacher Standard in the Philippines is a result of the Central Office’s process of coming up with the standard qualification of teachers using their own method of organizing a course of action in deciding on the national standards. According to the Regional Director, there were consultations done among the TESDA administrators and personnel, stakeholders, people from the academe, and people from the industry. From what has been agreed, the decisions made were the basis in formulating the national core standards.  

On the other hand, the School Principals and TVE Coordinators that were being interviewed affirmed what the TESDA OIC Regional Director but added their personal understanding of the process. According them, although the competencies set are logical and reasonable, the context may vary depending on the region where it will be implemented since it will also affect the programs that each school offer and the delivery method being used. In other words, they expressed their sentiments of not being able to be invited whenever there are consultations so their mode of implementation and best practices may also be considered since they feel that only the people from the central office are being listened. Furthermore, they expressed that some of the requirements reflected in the document were not really properly implemented. 

2.3 Interview with the Teachers

When the survey questionnaires were distributed to the teachers, there was a need to verify some details since most of the answers did not reflect specific details. There were also parts that needed verification thus some of the teacher-respondents were interviewed to verify certain items.

As regards with the teachers knowledge on the development of the National Core Standards for TVET personnel, it was found out that majority of the TVE teachers are aware of the existence of the National Core Standards for TVET personnel in the country. On the other hand, they expressed that they have limited understanding on the process that is involved in creating a technical working group that made these standards. These standards serve as their framework and guide in delivering competency-based instruction. However, the teachers expressed that they have very limited idea on how these were formulated. In fact, some expressed that they do not know that a process exists because they were just given direct instructions to follow and implement these standards. Besides, memorandum from the central office is also being provided to each school to they can follow what is stipulated in the national standards.

2.4 Interview with the TVE Coordinators and Principals 

During the interview with the principals and the TVE Coordinators, it was found out that these administrators simply follow specific instruction from the central office (Manila) regarding the implementation of technical-vocational programs in the country. In their respective learning institutions, they abide by the prescribed memorandum orders given by the central office as their guidelines in the delivery of the techvoc programs they offer. These refer to the Training Regulations. Some of these TVE Coordinators narrated how they came to know about the national standards by recalling their experiences. Two of these coordinators (the old one) mentioned that about 10 years ago 

TESDA invited people from the academe, industry, some TESDA people, stakeholders and experts from the different disciplines for a meeting and discussion on certain competencies and standards for them to critique and to give recommendations. According to them, few years after, there came the training regulations from the central office. It was also noted that after that meeting, there was no follow up consultation. 

3 Results and Discussion 

3.1 On the Development of National Core Standards 

Table 2:        Results on the process and committee on the development of the National Core Standards. 

The table above shows the teachers’ responses on the process of National Standard for TVET personnel in the Philippines. Majority of the respondents knew that a process exists although there were few who expressed that they do not mind if there is a process in place. They were just concerned of their own employment status. As much as they want to be involved in the process, they also suggest that if possible there should be a wide consultative discussion among trainers and stakeholders on field since some doubted that those who are part of the team may not be experts on the field but just recommended appointees. Even if some stakeholders were consulted, the teacher-trainers must also establish a linkage with these stakeholders so there will be mutual understanding of expected competencies and certain matters will also be clarified since during the final stage of the deliberation only the higher officials are convened and the trainers are not anymore part of the group. 

Moreover, most knew that a process is in place but are not familiar with how it was done. Some didn’t bother to know of the process because they are contented that they were hired. Few hardly knew that there is a process in place. Some were aware of the process but cannot explain what the process is. They simply follow what has been given to them since they are also required to follow the guidelines set by the central office. 

3.2 Development Process of National Core Standards for TVET Personnel 

 Table 3:        Results on the development process of the National Core Standards 

The table above reflects the verbatim answers to the questions being asked on the development process of the National Core Standards for TVET personnel. It can be noted that there is no clear and identified steps in the formulation of the standards that were disseminated. The dissemination happened only after everything has been written on paper for all the regions to follow and comply. Some of the TVE Coordinators remembered few years back that they have attended a consultative meeting on the development of the training methodologies but there were no follow up meetings after that. Then they just received a memorandum from the central office that there already training regulations that enumerates the specific competencies expected in every program offering which also describes the expected outcome. 

Part of the issues raised by the teacher-respondents that they also expressed is their need to undergo capability building trainings and immersion training in industries so they can enhance their skills and competencies at the same time develop specific techniques in delivering their programs they are handling. They want to ensure that the gap between what they teach and what students will do in the industry be lessened when they also get the chance to observe and even work with their industry partners to have a hands experience also on what their students will soon experience during their On the Job Training (OJT so that they can prepare their students well. 

National Policy documents come from the Central office (National Government, Manila Office) thus there is a limited means of verifying information since those we interviewed cannot give us specific details on the process and thus resulted to recommending us to go to their website (TESDA) for further information. Documents retrieved were basically true only on paper but as to the implementation and monitoring, there is a need to have them verified. This is because the implementation of these policies from one school to the other considering their varied resources. 

3.3 Implementation of national core standards 

Table 4:        results on the implementation of National Core Standards 

Regarding the implementation of the national core standards, it was found out that technical vocational teachers have a number of challenges in delivering the programs that their school is offering due to lack of equipment and teachers’ training. Although the teachers have the needed qualifications in terms of national competencies together with their academic backgrounds, it was noted that they still express their limitations in the delivery of their subject matter because there are a lot of expectations set for them to implement but the support is still very limited. The teachers expressed their need to upgrade their skills and competencies in order to be updated and relevant to what they are teaching. 

On the other hand, it was also noted that the implementation of the national core standards vary in different learning institutions because of the fact that there are so many programs and not all schools offer the same techvoc programs. Furthermore, every school has its own flagship program and every school is known for a particular techvoc program. For instance, Abellana National School is famous for their cookery and cosmetology programs while the Sisters of Mary Boystown School is known for their automotive and electrical programs. The Technical Education Skills and Development Authority is also known for all their programs since most if not all of their graduates are hired by varied industries in the country. 

Majority of the teacher-trainers in two schools expressed their desire to have modern facilities and resources in their school since their laboratory equipment are not new and they cannot cope with the latest trends in technical teaching since they do not have the modern facilities. Likewise, it was also noted that some of these teacher-trainers themselves feel incompetent because they do not have the specialization even if they have the needed competencies. Another issue that surfaced was the language of instruction for teachers use English during classroom discussions but use the mother tongue when they are in the laboratory particularly in the shop (working area) where they do hands on training. It was then suggested that there should be a common language that can facilitate this gap. In the same manner, it was also suggested that there should also be a common language especially on technical terms for both the academe and industry so as to avoid misinterpretations in the use of certain terminologies. 

3.4 The expectations for regional core standards for TVET personnel 

Table 5:        Results for expectations for regional core standards for TVET personnel 

With regards to the expectations for regional core standards for TVET personnel, most of the TVE teachers being interviewed expressed their excitement in having the Regional Core Standards for TVET teachers because this will provide opportunities for teachers to work in the different parts of the ASEAN region. This will also make teacher exchange programs more feasible so every country can share best practices especially with the ASEAN Integration in place. This will also pose challenges to TVET teachers to be more competent and competitive in the delivery of their technical vocational programs. 

The teacher-trainers expect that there will be mutual accreditation and certification agreement among member countries so it is easier to facilitate whatever documents needed for any further study or work opportunities that might be formed. Most of the respondents also expressed their concerns on the licensing issue like what agency will give the license and for how long. In relation to that, they also asked for the number of years for the effectivity of the license or certification and the requirements for its renewal. 

Apart from the suggestions and recommendations given, some challenges also surfaced as expressed by those interviewed. Their responses are reflected on the table below: 

Table 6:        Challenges and Suggestions 

These challenges and issues together with the recommendations and suggestions reflected on the above table are expressed by the both the TVE Coordinators and Teacher-trainers during the focused group discussion. They are just being classified based on the items in the questionnaire with regards to the given responses from the teacher-trainers and TVET coordinators. 

It was noted that majority of the participants are in favor of the development the Regional Core Standards for TVET Personnel because this will standardize the trainers qualification and will provide mutual recognition of certification. This also implies the sharing of expertise and best practices among member countries and thus promote unity, cooperation and collaboration that will lead to a stronger ASEAN union. 

4 Conclusion 

In the Philippines, the development of the National Core Standards of TVET personnel was developed by the Technical Education Skills Development Authority (TESDA) national office based on the agency’s centralized process of organizing these guidelines which were then cascaded to the regional offices for implementation. It is a top-to- bottom approach whereby the central office in Manila organizes the development of these national core standards through a selected technical working committee. The decisions are made by the technical working group from TESDA and other government units together with some pool of experts from the industry and the academe, become basis for the national policy. However, the process is limited to those who are in the government agency where the technical committee members are identified. There is minimal participation among other regional teachers, trainers, academic leaders, curriculum makers, and industry experts in the other regions of the country. The process of disseminating the National Core Standards (NCS) is through their online platforms so it can be easily accessed. These are handled by the Technical Education Skills Development Authority (TESDA) in the national office then cascaded to the regional offices for nationwide implementation. The implementation of the national core standards found to have a number of challenges in delivering the programs in their school due to lack of equipment and teachers’ training. Majority of the teacher trainers are aware that there is a process on the development of the National Core Standards but they do not know who were involved nor the educational structure followed. Teachers’ delivery are based on their qualifications and teaching experiences and the limited technical support affect their classroom instruction. The teachers expressed their need to upgrade their skills and competencies in order to be updated and relevant to what they are teaching. 

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Citation

Javines, F. & Jaca, C. (2019). Empirical Study on Trainers’ Perspectives of National Teacher Standards in the Philippines. In: The Online Journal for Technical and Vocational Education and Training in Asia, issue 13, 1-19. Online: http://www.tvet-asia.info/issue13/Javines_et_al.pdf (retrieved 30.06.2019).