National Convention 2013

The Enhanced Basic

Education Act of 2013:
Implications to Teacher
Education

Techvoc Track
Techvoc
Techvoc
Techvoc
Techvoc

Track
Track
Track
Track

Dr.Dr.
Milagros
MilagrosC.C.Valles
Valles
Director
Unit
DirectorII,II,Technical
TechnicalVocational
Vocational Unit
Bureau
ofofSecondary
Bureau
SecondaryEducation
Education

RATIONALE
Techvoc
Techvoc is one of DepEds response to Education For All
(EFA).
Blue print for education of President Benigno C. Aquino bring back technical-vocational education in the public high
schools to better link schooling to local industry needs and
employment.
In the global arena, technical and vocational education is now
recognized as the master key to sustainable development
DepEd is focusing on life skills to equip graduates greater
opportunities for employment, entrepreneurship or pursue
related courses in higher education.
Majority of students who took the 1st NCAE have very high
potential on tech-voc and entrepreneurship programs
(NETRC, 2006).

Low Aptitude for College but

High Aptitude in Tech-Voc
General Scholastic Aptitude

Source: NETRC 2006

1,000
1,305,207 Total Test Takers

600
400
200
-

Thousands

800

2006-2007

2007-2008

9,066

77,869

Moderate Aptitude for College

478,909

418,931

Low Aptitude for College

777,236

726,665

High Aptitude for College

High Technical-Vocational and

Entrepreneurship Aptitude
Entrepreneurial Skills

Thousands

Technical-Vocational Aptitude

800
700
600
500
400
300
200
100
-

High Aptitude
for Entrep
programs
Moderate
Aptitude for
Entrep
programs
Low Aptitude for
Entrep
programs

Source: NETRC 2006, 2007

2006-2007

2007-2008

757,356

717,232

544,006

502,482

3,849

3,751

Source: NETRC 2006, 2007

CONSIDERATIONS
Techvoc Track
2012 EFA Monitoring Report on Youth and Skills Putting Education
to Work:

making secondary education more relevant to the world of work by

strengthening the links between school and work through work-based
learning : supervised industry training, industry immersion,
applied learning, structured field trips, on-the-job, etc.
provide equal opportunities for all youth to develop transferable and
technical and vocational skills to find a good job or for further
education;
integrating skills equally and tailoring them to the need of the local
market which provides a good curriculum balance for all;

CONSIDERATIONS
Techvoc Track
2012 ADB Briefs:
The skills mismatch with jobs requires not only upskilling but also
right skilling that balances high, medium, and low skills
Strong foundational skills of literacy and numeracy are a prerequisite
for effective advanced training

Soft skills such as critical thinking, communication, and collaboration

facilitate more effective use of technical skills
Skills training needs to be complemented with employment services
such as placement, internships, and apprenticeships to strengthen
the link of training system with the world of work.

Academic

Technical
Vocational

Sports
& Arts

Some pertinent provisions of RA 15033 . . .

K to 12 Curriculum Model
Grades 11-12
(New HS Years 5-6)

Grades 9-10
(New HS Years 3-4)

Grades 7-8
(New HS Years 1-2)

Grades 1-6

Kindergarten

Core
(Languages, Literature, Math, Philosop
hy, Science, Social Sciences) + Tracks
(including practicum/advanced
academic subjects )
Core Learning Areas plus a focus
area in Technology & Livelihood
Education

Core Learning Areas and exploratory

Technology & Livelihood Education

Core Learning Areas

(AP, English, EPP/TLE, EsP, Filipino, Mat
h, MAPEH, MT, Science); MTB-MLE
from Grades 1-3

Learning Domains

Technical-Vocational

Academic

Sportsand Arts

Phased Introduction of
Enhanced Curriculum in
Public Schools

Senior High School

Curriculum

Techvoc Track

OBJECTIVES
Provide high school graduates with opportunities to
acquire certifiable vocational and technical skills
that would allow them to go to the field of work (if
they so desire), and venture into entrepreneurship or
technopreneurship.
Provide broader options in pursuing their post
secondary career whether this is a college
education, short term technical courses,
and
apprenticeship
leading
to
eventual
formal
employment.

Learning Area
Language

Subject

Grade 11
1st

Sem

2nd

Grade 12

Sem

1st

2nd

Sem

Total

Sem

English

54

54

108

Filipino

54

54

108

21st Century Regional Lit.

54

54

21st Century World Literature

54

54

Core Curriculum

Literature

Communication

Media & Information Literacy

Mathematics

Mathematics

Philosophy

Philosophy of the Human

Person

Natural Sciences

Life/Physical Sciences

Social Sciences

Personality Development
/Understanding Culture and
Society

54

54

OJTIndustry
54
Immersion/
Supervised
Industry
Training
54

54
108

54

54 (54)

54 (54)

(216)

54

54

108

270

270

324

540

1404

Total Hours

594

594

540

540

2268

Hours/Day

6.6

6.6

TRACKS

STRANDS (TECHVOC)

* STEM ( Science, Technology, Engg, Math ) will have enriched Nat Sci

Options/Career Paths for

Tech-Voc Students/Graduates
EMPLOYMENT
HEIs

TVIs

NC II

Secondary Education
Graduates

ENTREPRENEURSHIP
NC I

Certifiable SKILLS

K to 12 and Further Education

THE PHL QUALIFICATIONS FRAMEWORK
(Adopted by the TESDA Board on May 9, 2012)

BASIC EDUCATION

TESD

HIGHER EDUCATION

L8

DOCTORAL AND
POST DOCTORAL

L7

POST BACCALAUREATE

L6

BACCALAUREATE

L5

DIPLOMA

L4

NC IV

L3

NC III

L2
L1

Grade 12
Grade 10

NC II
NC I

Descriptions
Level

NC I

Process

A worker at this
level performs
routine and
predictable tasks
involving little or no
latitude for

judgments

Responsibility

Adhere to
appropriate
standards or
specifications are
usually involved

Application
Assignments are
usually made by a
supervisor or a
worker at a higher
level who gives
simple instructions
and makes
clarifications or
suggestions when
necessary

Descriptions
Level

Process

Responsibility

NC II

A worker at this
level performs
a prescribed range
of functions
involving known
routines and
procedures, where
clearly identified
choices and limited
complexity applies

Work involves
some accountability
for the quality of
outputs

Application
Application at this
level may involve
individual
responsibility or
autonomy, or
working with
others as part
of a team or group

Descriptions
Level

NC III

Process
A worker at this
level performs
a wide range of
skilled operations at
a high level of
competence
Involving known
routines and
procedures. The
work context
involves some
complexity in the
extent and choice
of options available

Responsibility
Work involves
Under standing the
work process,
contributing to
problem solving,
and making
decisions to
determine the
Process,equipment
and materials to be
used

Application
Application at this
level may involve
individual
responsibility or
autonomy, and/or
may involve some
responsibility for
others. Participation
in teams including
team or group
coordination may be
involved

Descriptions
Level
NC IV

Process
A worker at this
level performs
a wide range of
application in a
variety of contexts
most of which are
complex and nonroutine

Responsibility

Application

Work involves some

Applications
leadership and
involve
guidance when
responsibility for
organizing activities of
self and others as well the organization
and performance of
contributing to
others
technical solutions of
a non-routine or
contingency nature.
Work at this level
also requires
evaluation and
analysis of current
practices and the
development of new
criteria and procedures

ADVANTAGES
Students are equipped with certifiable skills
Students are globally competitive
Specializations offered are based on the
local community needs/demands of the
industry
Strong community and industry involvement
Strong and sustainable linkage with LGUs
and other academic institutions

ADVANTAGES
Institutionalization of programs and
interventions.
Flexible pathways for graduating students
Students (18 years and above) will be
employed or venture into entrepreneurship, or
pursue higher learning.
Competencies of teachers enhanced and
acquired National Certification (NC I,II,III)
Teachers and students are provided with
industry exposures (OJT and SIT)

MODELS IN
MAINSTREAMING
TECHVOC INTO
THE K to 12

Mainstreaming Techvoc
into the K to 12

Strengthened Technical
and Vocational Education
Program (STVEP)

Philosophy
A Technical-Vocational Secondary Education Program
that provides utmost development of the individuals
as a total person equipped with technical-vocational
and academic competencies, proper work ethics and
desirable values that will make the person
economically stable, responsible, law abiding,
productive and globally competitive.

282 TECHVOC SCHOOLS

Strengthened Technical-Vocational
Education Program (STVEP)

Arts and Trades

Agriculture
Fishery

156
81
45

Regionally/Nationally
Recognized no. of
TechVoc Schools
(48 Regional ICT Tech-Voc HS Nationwide)

Curricular Offerings /
Areas of Specialization
Arts and Trades
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.

14.

Automotive Technology
Building Construction
Cosmetology
Drafting Technology
Electricity
Electronics
Food Trades
Furniture and Cabinet
Making
Garments
Machining
PC Hardware Servicing
Plumbing
Refrigeration and
Airconditioning
Welding

Agriculture
1.
2.
3.
4.

Crop Production
Vegetable
Production
Animal Production
Food Processing

Fishery
1.
2.
3.

Fish Culture
Fish Capture
Fish Processing

ICT
1.
2.
3.

Animation
Visual Graphics
Design
Programming

Note: EXPLORATORY SUBJECTS

Offered in Grade 7

STVEP Areas of Specialization Offered

200

179 181

180
160

137

140
120
100
80

125

129

121

112

99

98
83

93
76

76

40

40

70

79
51

60

20

78

25

14

11

13

12

Core Academic Subjects Junior High School

English

Mathematics

Science

Filipino

Araling Panlipunan (Social Studies)

Values Education

MAPEH (Music, Arts, and Health)

MANDATORY SUBJECTS
1. Technical Drawing
From Grade 7 to Grade 8

2. Internet Computing
Fundamentals (ICF)
From Grade 7 to Grade 9

3. Entrepreneurship
From Grade 9 to Grade 10

Program Components and Interventions

Competency-Based Curriculum (aligned with TESDA

Training Regulations)

Capacity Building Program

Provision for Competency Assessment Subsidy (CAS)
Provision for Tools and Equipment
Provision for Infrastructure/Facilities Support
Provision for Textbooks, Learning Manuals, and
Instructional Materials
Provision for Increased MOOE
Provision for Additional Teacher Plantilla Items
Policy Support/Research and Development

2. Curriculum and Instructional Materials

Development/Enhancement

3.A. Capability Building Program/Skills

Enhancement Training and Assessment

Benchmarking/
Industry
Immersion for
Teachers

Exchange
Program

Skills Training and Assessment

Benchmarking/Industry Immersion for Teachers

Exchange Program

SEAMEO-VOCTECH IN-COUNTRY TRAINING PROGRAM

TRAINING PROGRAMS ATTENDED BY TECHVOC ADMINISTRATORS IN SEAMEOVOCTECH, BRUNEI DARUSSALAM

OTHER TRAINING PROGRAMS ATTENDED BY TECHVOC ADMINISTRATORS IN OTHER

COUNTRIES

 Provision for Repair & Rehabilitation

of Workshop Buildings

 Provision for New Construction of

Workshop/Laboratory Buildings

Provision for Tools and Equipment

 Provision for COMPETENCY ASSESSMENT SUBSIDY

7. Partnership and Linkages

TECHVOC
SCHOOLS
DIRECTIONS
ENTER OF
EXCELLENCE

Long Term - Center of Excellence

Short Term Model techvoc schools
for the K to 12 Senior High School
Producers of globally competitive and
highly up-skilled graduates with
employable/entrepreneurial skills
High performing schools NAT, NC
Venue for benchmarking for the
Regular Secondary Schools and other
schools that will implement the K to 12
Techvoc track, both private and public

 Self reliant, self-sustaining

schools implementing income
generating activities
Strong partnership and linkages
with industries for industry
immersion/employment
Provide outreach programs for
community development
With established branding/Image/
Identity as CentEx
Competent leaders/administrators
and faculty members

Mainstreaming Techvoc
into the K to 12

SENIOR HIGH SCHOOL

MODELING PROGRAM
(SHSMP)

SENIOR HIGH SCHOOL MODELING

PROGRAM
The SHS Modeling is a research and development
(R&D) activity where some designs and strategies
were tried out by the identified model schools:
curriculum
instructional materials
teaching-learning strategies
partnership and linkages
Inputs and processes to be tried out will be
evaluated. The results of which will be adapted in
the implementation of SHS Program in School Year
(SY) 2016-2017.

The SHS Modeling Program aims to:

introduce and prepare the concerned schools for the
implementation of the Grades 11 and 12 through the
provision of appropriate interventions, e.g., training
of teachers, provision of support facilities and
instructional materials,
generate actual learning experiences of the different
participating schools in order to come up with
models/designs as inputs in the implementation of the
SHS,

prepare and carry out the communication plan to

generate support from the media, civil society, academe,
local government units and private sectors.

Implementation Scheme
1
School analyzes list
of specializations,
resources

2
School conducts
Assessment based on:
Market demand
Teacher Capacity
School Faculty/equipment

Students decide
which specialization
to pursue

Students undertake:
Career Guidance
Pathways
Challenges

School informs the

parents about the
program

Students enroll in
the specialization
offered

3
School decides which
specializations to offer
and prepares the
curriculum

4
Students undertake
assessment
PECS
Skill Test

9
School implements
the specialization

The following activities and strategies have been

explored to ensure the successful implementation
of the Senior High Modeling:
Linkages and Partnership with Industries or
Business Sectors
Curriculum Development/Upgrading for Grade
11 to 12 under the K to 12 Program
Instructional Materials Development
Skills Enhancement Training for Teachers
Provision for Tools and Equipment
Provision of Laboratory Workshops
Assessment of Teachers and Students

PROGRAM REVIEW AND

EVALUATION OF THE SENIOR HIGH
SCHOOL MODELLING PROGRAM

(GRADE 11)

June 25-27,2013
GSP Ating Tahanan, Baguio City

IMPLICATIONS

Specializations/qualifications offered should

be aligned with TESDA Training Regulations
Skills Training for teachers
Provision for Tools and Equipment
Provision for Infrastructure/Facilities Support
(laboratory workshops)
Provision for Textbooks, Learning
Manuals, and Instructional Materials
Strong industry linkages
Policy Support/Research and Development

Provisions for the Hiring

of Teachers - RA 10533
Graduates of technical-vocational courses
to teach in their specialized subjects in the
secondary education:
Provided, That these graduates possess
the necessary certification issued by
TESDA:
Provided, further, That they undergo
appropriate in-service training to be
administered by DepEd or higher
education institutions (HEIs) at the
expense of DepEd;

Provisions for the Hiring

of Teachers
Faculty of HEIs be allowed to teach in
their general education or subject
specialties in the secondary education:
Provided, That the faculty must be a
holder of a relevant Bachelors
degree, and must have satisfactorily
served as a full-time HEI faculty;

Provisions for the Hiring

of Teachers
The DepEd and Private Education
Institutions may hire
practitioners, with expertise in the
specialized learning areas offered by
the Basic Education Curriculum, to
teach in the Secondary Level:
Provided, That they teach on parttime basis only.

Expanding the Teacher Pool

Science/math/statistics/engineering/music
graduates & other degrees with shortages in
qualified LET applicants must pass LET within
5 yrs of hiring to become full-time teachers

Graduates of tech-voc courses TESDA

certification holder, must undergo INSET
Full-time HEI faculty members

Practitioners as part-time teachers

THANK YOU VERY MUCH!

MARAMING SALAMAT

55