National Convention 2013

The Enhanced Basic

Education Act of 2013:
Implications to Teacher
Techvoc Track
Education

Techvoc Track
Techvoc Track
Techvoc Track
Techvoc Track
Dr.Dr. MilagrosC.C.Valles
Milagros Valles
DirectorII,II,Technical
Director TechnicalVocational
Vocational Unit
Unit
Bureau
Bureau ofofSecondary
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
Source: NETRC 2006 General Scholastic Aptitude
1,000
1,305,207 Total Test Takers
800

600

Thousands
400

200

-
2006-2007 2007-2008
High Aptitude for College 9,066 77,869
Moderate Aptitude for College 478,909 418,931

Low Aptitude for College 777,236 726,665

High Technical-Vocational and
Entrepreneurship Aptitude
Technical-Vocational Aptitude Entrepreneurial Skills

800
700
600

Thousands
500
400
300
200
100
-
2006-2007 2007-2008
High Aptitude
for Entrep 757,356 717,232
programs
Moderate
Aptitude for
544,006 502,482
Entrep
programs
Low Aptitude for
Entrep 3,849 3,751
programs

Source: NETRC 2006, 2007 Source: NETRC 2006, 2007 5

 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 Sports
Vocational
& Arts

Some pertinent provisions of RA 15033 . . .

K to 12 Curriculum Model
Core
Grades 11-12 (Languages, Literature, Math, Philosop
hy, Science, Social Sciences) + Tracks Technical-Vocational
(New HS Years 5-6) (including practicum/advanced
academic subjects )

Grades 9-10 Core Learning Areas plus a focus

area in Technology & Livelihood Academic
(New HS Years 3-4) Education

Grades 7-8 Core Learning Areas and exploratory

(New HS Years 1-2) Technology & Livelihood Education
Sportsand Arts

Core Learning Areas

(AP, English, EPP/TLE, EsP, Filipino, Mat
Grades 1-6 h, MAPEH, MT, Science); MTB-MLE
from Grades 1-3

Kindergarten Learning Domains

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.
 Grade 11 Grade 12
Learning Area Subject Total
1st Sem 2nd Sem 1st Sem 2nd Sem
Language English 54 54 108
Filipino 54 54 108
21st Century Regional Lit. 54 54
Literature
21st Century World Literature 54 54
OJT-
Core Curriculum

Industry
Communication Media & Information Literacy 54
Immersion/ 54
Supervised
Mathematics Mathematics 54 54 Industry 108
Philosophy of the Human Training
Philosophy
Person
54 54

Natural Sciences Life/Physical Sciences 54 (54) 54 (54) (216)

Personality Development
Social Sciences /Understanding Culture and 54 54 108
Society
TRACKS STRANDS (TECHVOC) 270 270 324 540 1404
Total Hours 594 594 540 540 2268
Hours/Day 6.6 6.6 6 6
* 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

DOCTORAL AND
L8 POST DOCTORAL

L7 POST BACCALAUREATE

L6 BACCALAUREATE

L5 DIPLOMA
L4 NC IV
L3 NC III
L2 Grade 12
NC II
Grade 10
L1 NC I
 Descriptions
Level Process Responsibility Application

Assignments are
NC I A worker at this Adhere to usually made by a
level performs appropriate supervisor or a
routine and standards or worker at a higher
predictable tasks specifications are level who gives
involving little or no usually involved simple instructions
latitude for
and makes
judgments clarifications or
suggestions when
necessary
 Descriptions
Level Process Responsibility Application

A worker at this Work involves Application at this

NC II
level performs some accountability level may involve
a prescribed range for the quality of individual
of functions outputs responsibility or
involving known autonomy, or
routines and working with
procedures, where others as part
clearly identified of a team or group
choices and limited
complexity applies
 Descriptions
Level Process Responsibility Application

A worker at this Work involves Application at this

NC III level performs Under standing the level may involve
a wide range of work process, individual
skilled operations at contributing to responsibility or
a high level of problem solving, autonomy, and/or
competence and making may involve some
Involving known decisions to responsibility for
routines and determine the others. Participation
procedures. The Process,equipment in teams including
work context and materials to be team or group
involves some used coordination may be
complexity in the involved
extent and choice
of options available
 Descriptions
Level Process Responsibility Application

A worker at this Work involves some Applications

NC IV leadership and
level performs involve
guidance when
a wide range of responsibility for
organizing activities of
application in a self and others as well the organization
variety of contexts contributing to and performance of
most of which are technical solutions of others
complex and non- a non-routine or
routine 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 156

Agriculture 81
Fishery 45
Regionally/Nationally
Recognized no. of
TechVoc Schools

(48 Regional ICT Tech-Voc HS Nationwide)

 Curricular Offerings /
Areas of Specialization
Arts and Trades Agriculture Fishery
1. Automotive Technology 1. Crop Production 1. Fish Culture
2. Building Construction 2. Vegetable 2. Fish Capture
3. Cosmetology Production 3. Fish Processing
4. Drafting Technology 3. Animal Production
5. Electricity 4. Food Processing
6. Electronics
7. Food Trades
8. Furniture and Cabinet ICT
Making
9. Garments 1. Animation
10. Machining 2. Visual Graphics
11. PC Hardware Servicing Design
12. Plumbing 3. Programming
13. Refrigeration and
Airconditioning Note: EXPLORATORY SUBJECTS
14. Welding Offered in Grade 7
 STVEP Areas of Specialization Offered

200
179 181
180
160
137
140 125 129
121
112
120
98 99
93
100 83
76 76 78 79
80 70

60 51
40
40 25
14 11 13 12
20 7
1
0
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/
Exchange
Industry
Program
Immersion for
Teachers

Skills Training and Assessment

 Benchmarking/Industry Immersion for Teachers

Exchange Program SEAMEO-VOCTECH IN-COUNTRY TRAINING PROGRAM

TRAINING PROGRAMS ATTENDED BY TECHVOC ADMINISTRATORS IN SEAMEO-
VOCTECH, 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 2 3
School conducts School decides which
School analyzes list Assessment based on: specializations to offer
of specializations, Market demand and prepares the
Teacher Capacity curriculum
resources School Faculty/equipment

6 5 4
Students decide Students undertake: Students undertake
which specialization Career Guidance assessment
Pathways PECS
to pursue
Challenges Skill Test

7 8 9
School informs the Students enroll in School implements
parents about the the specialization the specialization
program offered
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 part-
time 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