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INDUSTRY REQUIREMENTS ON THE KNOWLEDGE, SKILLS AND ATTITUDESOF PUBLIC TECH-VOC HIGH SCHOOL GRADUATES

IN REGION IV-A: BASIS FOR AN ENHANCEDTECH-VOC PROGRAM

A Dissertation ProposalPresented to

The Faculty of the Graduate School

Southern Luzon State UniversityLucban, Quezon

by

ARIS S. BARRAGO

In Partial Fulfillmentof the Requirements for the Degree

Doctor of Philosophy in Educational Management

October 2014


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RATIONALE

Secondary education is at the crossroad of education systems. It is tasked to

prepare unprecedented numbers of young people for further learning and sustainable

means of livelihood. In the Philippines, far too many young high school students leave

high school before earning their diploma. The high school graduation rate is only

58.52% and those who earn their high school diplomas do not possess the necessary

knowledge and skills for success in post-secondary education and in the workplace.

This underscores the need to strengthen the technical-vocational high schools in order

to bring students into employment and the mainstream of social and economic activities

(SEAMEO INNOTECH, 2008).

The educational system produces more than a million college graduates of

different courses and specializations every year. However, majority of these graduates

still remain unemployed due to skills-jobs mismatch. It is sad reality that graduates fail

to meet the demands of the labor market since the available job offerings require

technical-vocational skills (Lapus, 2009).

This study aimed to improve the present Tech-voc curriculum to prepare the

graduates for employment. As stated in DepEd Memo No. 498 s. 2007, competency-

based curriculum is the total learning contents, experiences and resources that are

purposely selected, organized and implemented by the school in pursuit of its peculiar

mandate as a distinct institution of learning and human development. In the case of

technical-vocational schools, competencies refer to the knowledge and skills to be

acquired by students on their selected area of specialization. Instructions centered on

actual performance and evaluation measures are used to enhance each Tech-voc skills.


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The program provides the students a chance to master the skills before going to the

next level.

Hence, to improve the quality of education, the Department of Education was

mandated not only to cater to the basic education of the students but also to provide

students with the right knowledge, lifelong skills and attitudes in order to prepare them

to become caring, self-reliant, productive and patriotic citizens of the country. The

strengthening of public technical vocational high schools was created by the

department to meet the global competencies and heightened technological awareness.

The ultimate goal is to produce graduates with lifelong skills and relevant skills they can

use to be productive and responsive members of the society (DepEd Updates, 2007).

In response to this need, the Strengthened Technical Vocational Education

Program-Competency Based Curriculum (STVEP-CBC) aims to help lessen the dropout

rate in high school and help lessen job-skills mismatch of graduates and labor market

needs of local industries. It is geared towards providing technical-vocational students

with TESDA certifiable skills while still in the high school. In this way, it provides these

students with wider options during and after high school education that will enable them

to either pursue: a) college education, b) post-secondary education, c) venture into

entrepreneurship or d) be directly employed either in the formal and/ or informal

economy. The government does not have to wait for these students to be out-of-school

or discontinue post-secondary schooling before they get technical and vocational

training (Belen, 2009).

To support this program of the government and increase the employment rate of

the country, 282 technical-vocational high schools in the country have been established,


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putting them in a unique place in the public secondary system. Its vision is for them to

become the center of excellence for field of specializations in Arts and Trades,

Agriculture and Fishery (DepEd Order No. 42 s, 2008).

Likewise, the Grant Thornton International Study (2012) revealed that 43% of

Philippine companies considered the scarcity of skilled labor as a major roadblock to

their expansion plans. In 2011, 15% of the companies surveyed complained of the

same problem. There is currently a mismatch between the skills that graduates from

vocational and tertiary education are obtaining and those required by industry. As a

result, the Philippine education and training systems faces many barriers to employment

and training opportunities (Jimenez, 2011). The Future of the Philippines is hinged on its

human capital and this is the key to global competitiveness and economic development.

DepEd Region IV-A has nine Tech-voc Schools. These schools offer Practical

Electricity, Electronics, Welding and Fabrication and Automotive as major areas of

specialization. Being included in the roster of technical-vocational school in the country,

Tech-voc students are expected to evolve with technical knowledge and skills which will

help them in the future, one of which is to achieve employment.

In Region IV-A (CALABARZON), 450 out of its 2,970 graduates (15%) worked in

the companies in Laguna, specifically electronics and automotive companies as

production operators and technicians. On the other hand, 1,700 out of 2,970 graduates

(57%) enrolled in college while the remaining graduates, 820 out of 2,970 (28%)

stopped from schooling and are unemployed at the end of School Year 2011-2012

(Marquez, 2012). This fact is very alarming because a large percentage of graduates

belong to the Out-of-school youth (OSY) which could have been prevented if the


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graduates are prepared or ready to work in an industry given that they cant pursue

college education due to financial issues.

The researcher being a master teacher in one of the Tech-voc schools in Region

IV-A and has been teaching Automotive Technology for ten years opted to delve into

this problem of unemployment among Tech-voc graduates in the region. With the given

present scenario, this prompted the researcher to focus on a study in validating the

preparedness of the Tech-voc graduates to the world of work. This study aims to

improve the Tech-voc program that will help them to be productive citizens through

employment. There are certain factors which will be determined by the researcher

regarding the preparedness of Tech-voc graduates for employment.


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STATEMENT OF THE PROBLEM

The study aimed to determine the industry requirements on the knowledge, skills

and attitudes (KSA) of Public Tech-voc graduates which will be the basis for an

enhanced Tech-voc program.

Specifically, it sought to answer the following problems:

1. What is the profile of the respondents in terms of:

a. Age?

b. Gender?

c. Major subject enrolled in the Tech-voc course?

2. What are the knowledge, skills and attitudes (KSA) which the students from the

public Tech-voc schools acquired as grouped according to their profile?

3. What are the knowledge, skills and attitudes (KSA) which the industry requires from

Public Tech-voc graduates to become future employees?

4. Is there is a significant difference on the knowledge, skills and attitudes (KSA)

between the industry requirements and those which the graduates acquired from the

public Tech-voc schools as grouped according to their profile?

5. What enhanced Tech-voc program could be derived based on the findings of the

study?

Hypothesis

This hypothesis will be tested:

1. There is no significant difference on the knowledge, skills and attitudes (KSA)

between the industry requirements and those which the graduates acquired from the

public Tech-voc schools as grouped according to their profile.


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RESEARCH PARADIGM

Figure 1

Theoretical Framework on the Industry Requirements on the Knowledge,Skills

and Attitudes of Public Tech-voc High School Graduates in Region IV-A: Basis for

an Enhanced Tech-voc Program

Respondents Profile

Age

Gender

Tech-voc Major

Public Tech-voc Schools

Students

Knowledge

Skills

Attitudes

Industrys Demands

According to:

Knowledge

Skills

Attitudes

Analysis of the significant

difference on the

Knowledge, Skills and

Attitudes between the

industries requirements

and those which the

students acquired from

public Tech-voc schools as

grouped according to

their profile

Enhanced Tech-voc

Program

INPUT THROUGHPUT OUTPUT


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BIBLIOGRAPHY

Belen, H. F. (2009). Occupational arts and technical-vocational education. National

Bookstore, Manila.

Bruijn, E.D. (2007). Teaching activities and work theories of teachers in innovative

vocational education in the Netherlands. Paper presented at the European

Conference on Educational Research (ECER). Gent, Universiteit Gent.

DepEd Memo No. 498 s. 2007 (2007). Memorandum for an enhanced Technical-

vocational program DepEd.

Jimenez, I.O. (2011). Labor set-up in the third world country. National Bookstore,

Manila.

Lapus, J.O. (2009). The educator. 2009-02

Marquez, F. (2012). Tracer study of TVE graduates in Region IV-A. May 2013-01

Southeast Asian Ministers of Education Organizational Regional Center for Educational

Innovation and Technology (2008). State of tech-voc schools in the Philippines.

2008-01


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TOTAL QUALITY MANAGEMENT IN THE IMPLEMENTATION OF STRENGTHENEDTECHNICAL VOCATIONAL EDUCATION

PROGRAM- COMPETENCY BASED CURRICULUMIN REGION IV-A: A BASIS FOR QUALITY

FRAMEWORK DEVELOPMENT


The Faculty of the Graduate SchoolSouthern Luzon State University

Lucban, Quezon

by

ARIS S. BARRAGO



October 2014


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RATIONALE

People define quality in many ways. Some think of quality as superiority of

excellence, others view it as a lack of manufacturing or servicing defects, still others

think quality as related to product features or price. Total is a word used to refer to the

whole, the absolute, including everything and everyone.

Accordingly, total quality is a people-focused management system that aims at

continual increase in customer satisfaction at continually lower cost. It is a total system

approach and an integral part of high level strategy. It works horizontally across

functions and a department involves all employees, top to bottom and extends

backward and forward to include the supply chain and the customer chain. Total quality

stresses learning and adaptation to continual change as keys to organizational success

(Colinares,2009).

In like manner, management by fact needs performance measures to lead the

entire organization in a particular direction; that is, to derive strategies and

organizational change; to manage the resources needed to travel in this direction by

evaluating the effectiveness of acting plans; and to operate the processes that make the

organizations work and continuously improve (Wragg, 2011).

Quality education has been the major thrust of Philippine education. In its truest

sense, quality education means upgrading educational standards geared towards the

attainment of educational excellence. One indicator of educational excellence is the

presence of highly effective, efficient and efficacious curriculum implementers, the

school teachers and administrators (Amarga, 2010).


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Consequently, education is really essential to life as a nation. But what is the real

situation? It is sad to note that there is an apparent deterioration of Philippine education.

Various problems ranging from economic, social, moral, and others are becoming

hindrances to the achievement of the goals in as far as giving quality education to

students is concerned (Rosas, 2010).

The EDCOM Report of 1990 is very specific in stating that to improve the quality

of the Philippine education, and to make it more responsive to the development

challenges of the country, one of legislative and program measures considered

imperative is improving the quality status of the administrators.

In the 2011 DepEd data and statistics on cohort survival rates, out of 100 pupils

that entered grade one, only 65 will reach and finish grade six. Meaning, there is

already a 35 percent dropout rate in the elementary. Of the 65 elementary graduates,

only 58 will enter high school education. Eventually, out of 58, only 43 will finish their

secondary education. In short, the dropout rate in high school is at alarming rate of 26

percent. Of the 43 high school graduates, only 23 can pursue their college education.

The other 20 might have been in post-secondary or out-of-school status already.

Eventually, only 14 of these 23 college enrollees will finish college (DepEd Updates,

2012).

Furthermore, if in the mindset of the students and parents that high school is a

mere preparation for college, what is then the relevance of the high school system if one

cannot pursue a college education? This sad reality is also one of the reasons why

DepEd is pursuing for technical-vocational education program. By providing them with


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certifiable skills, it can also provide students wider options in life whether or not they

pursue higher education (Erwin,2012).

The educational system produces more than a million college graduates of

different courses and specializations every year. However, majority of these graduates

still remain unemployed due to skills-jobs mismatch. It is sad reality that graduates fail

to meet the demands of the labor market since the available job offerings require

technical-vocational skills (Lapus, 2009).

On the other hand, the so-called blue collar jobs flood the market. And yet,

inspite of the vast opportunities in the technical and vocational field for immediate and

easy employment, the graduates still prefer courses or degrees leading to white collar

jobs. Local industries say there are 600,000 skills-based job openings that have

remained unfilled for the lack of qualified applicants (Manila Bulletin, 2008).

Hence, to improve the quality of education, the Department of Education was

mandated not only to cater to the basic education of the students but also to provide

students with the right knowledge, lifelong skills and attitudes in order to prepare them

to become caring, self-reliant, productive and patriotic citizens of the country. The

strengthening of public technical vocational high schools was created by the

department to meet the global competencies and heightened technological awareness.

The ultimate goal is to produce graduates with lifelong skills and relevant skills they can

use to be productive and responsive members of the society ( DepEd Updates, 2012).

In response to this need, the Strengthened Technical Vocational Education

Program-Competency Based Curriculum (STVEP-CBC) aims to help lessen the dropout


13/25

rate in high school and help lessen job-skills mismatch of graduates and labor market

needs of local industries. It is geared towards providing technical-vocational students

with TESDA certifiable skills while still in the high school. In this way, it provides these

students with wider options during and after high school education that will enable them

to either pursue: a) college education, b) post-secondary education, c) venture into

entrepreneurship or d) be directly employed either in the formal and/ or informal

economy. The government does not have to wait for these students to be out-of-school

or discontinue post-secondary schooling before they get technical and vocational

training (Andrada, 2009).

In its implementation, it has directly benefited 282 technical-vocational high

schools by putting them in a unique place in the public secondary system. Its vision is

for them to become the center of excellence for field of specializations in Arts and

Trades, Agriculture and Fishery (DepEd Order No. 42 s, 2008).

Region IV-A has nine identified Technical-Vocational high schools under the

Department of Education which is implementing the STVEP-CBC, namely, 1.Bauan

Technical High School in Bauan, Batangas 2. Malvar National High School in Malvar,

Batangas 3. Calamba Bayside National High School in Calamba City, Laguna

4. General Mariano Alvarez Technical High School in General Mariano Alvarez, Cavite

5. Amaya School of Home Industries in Tanza, Cavite 6. Tanza National Trade School

in Tanza, Cavite 7. San Pedro Relocation Center National High School in San Pedro,

Laguna 8. Godofredo M. Tan Memorial School of Arts and Trades in San Narciso,

Quezon and 9. Manuel S. Enverga Memorial School of Arts and Trades in Mauban,

Quezon.


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Since the school year 2010 up to the present, the researcher has noticed that

some factors like managerial attitudes and competence as well as personal attributes of

teachers and administrators affect the total quality management in the implementation

of STVEP-CBC in Region IV-A. Thus, the researcher has chosen this topic for study in

order to design a quality framework development program in response to the full

implementation and complete realization of the STEVP-CBC objectives that are quality

centered, based on the participative membership and aimed at long-term success

through customer satisfaction, benefiting all to the members of the organization and the

society as a whole.


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This study aimed to determine the total quality management in the

implementation of the STVEP-CBC in Region IV-A. Specifically, it sought answers to the

following questions:

1. What are the profile of administrators and teachers competence in terms of:

1.1 educational qualification;

1.2 field of specialization; and

1.3 perception towards the program?

2. What is the degree of management functions of school administrators as

perceived by the school administrator themselves in terms of:

2.1 communicating the school VMGO;

2.2 supervising and evaluating instructions;

2.3 implementing the curriculum;

2.4 monitoring and assessing student progress; and

2.5 professional development of teachers?

3. What is the degree of management functions of school administrators as

perceived by teachers in terms of:




3.4 monitoring and assessing the student progress; and



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4. What is the status of the STVEP-CBC implementation program of activities as

perceived by the administrators and teachers in terms of the following:

4.1 in-service trainings;

4.2production of teacher s materials;

4.3 support tools, facilities and equipment; and

4.4 monitoring and evaluation?

5. Is there a difference between the administrators and teachers perceptions on

the degree of school administrators functions, namely:






6. Is there a difference between the administrators and teachers perceptions on

the status of STVEP-CBC implementation program of activities, namely:


6.2production of teachers materials;

6.3 support of tools, facilities and equipment; and

6.4 monitoring and evaluation?

7. What quality framework development is evolved from the findings of the study?


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Hypotheses

The following null hypotheses were formulated and tested at 0.05 level of

significance:

Ho1 : There is no significant difference between the administrators and teachers

perceptions on the degree of school administrators functions in the aspect of:





1.5 professional development of teachers.

Ho2 : There is no significant difference between the administrators and teachers

perceptions on the status of implementation of STVEP-CBC program of activities,

namely:


2.2production of teachers materials;

2.3 support tools, facilities and equipment; and

2.4 monitoring and evaluation.


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RESEARCH PARADIGM

Independent

Dependent

Variables Variables

Output

I.ADMINISTRATORS

AND TEACHERS

COMPETENCE

1. Educational

Qualification

2. Field of

Specialization

3. Perception

Towards the

Program

II. FUNCTIONS OFSCHOOL

ADMINISTRATORSAS PERCEIVE BYTEACHERS AND

ADMINISTRATORS1. Communicating

the school VMGO

2. Supervising and

evaluating

3. Implementing the

Curriculum

4. Monitoring and

assessing student

progress

5. ProfessionalDevelopment

IMPLEMENTATIONOF THE STVEP-CBC

PROGRAMCOMPONENTS AS

PERCEIVE BYTEACHERS AND

SCHOOLADMINISTRATORS

1. In-service Training2. Production of

TeacherMaterials(Textbooks, InstructionalMaterials,&Teachers Manuals)

3. Support for tools,facilities andEquipment

4. Monitoring andEvaluation

QUALITY

FRAMEWORK

DEVELOPMENT


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BIBLIOGRAPHY

Amarga, J.M. (2010). The Philippines-Australia project in basic education of the leadand satellite schools in Naawan: an assessment. Unpublished MastersThesis, St. Peters College, Iligan City

Andrada, L.M. (2009). Making curriculum innovations work for your school. A positionpaper presented at the second PAVEA National Congress, Dauis, Bohol

Colinares, N. E. (2009). Philippine education in the third millennium. 6Ns Enterprise.University of Eastern Philippines, Manila

DepEd Order, No. 42 s. 2008. Official list of additional 121 tech-voc high schools toimplement the STVEP-CBC effective SY 2008-2009, May 28, 2008

DepEd Updates. (2012) The STVEP, providing relevant education for the

youth.2012.Pasig City

Erwin, J.C. (2012). The classroom of choice: Giving students what they need andgetting what you want. Association for supervision and curriculumdevelopment. Englewood Cliffs, New Jersey. Prentice-Hall.

Manual of Operation on Public Technical Vocational High School. Manila,2007

Rosas N.L. (2010). Philippine education in the third millennium: Trends, Issues andchallenges, concerns. TQM and transformational leadership in privateschools. University of Eastern Philippines. Printed in the Philippines by

Tres Ninas General Merchants. Northern Samar.

Wragg, E.C. (2011). Class management in the secondary school. RoutledgeFalmer.London


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ACHIEVING EXCELLENCE IN THE TEACHING PROFESSION:VOICES OF 2014 METROBANK OUTSTANDING

TEACHERS


The Faculty of the Graduate SchoolSouthern Luzon State University

Lucban, Quezon

by

ARIS S. BARRAGO



October 2014


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RATIONALE

A program of theMetrobank Foundation, the Search for Outstanding Teachers

honors the teaching profession, recognizing those who exhibit competence, remarkable

dedication to their work, and effective educational leadership, as well as their various

community involvements. There are three levels in the competition: elementary,

secondary and tertiary. Over the years, the Search has become a sought-after award

among educators as it earned the prestige of becoming a benchmark of excellence in

the teaching profession.

The Search for Outstanding Teachers represents the culture of excellence in

education by recognizing the country's best mentors who can be upheld as models not

only for educators but for other community members as well. More than 300 exemplary

elementary, high school, and college teachers from all over the country have so far

been awarded since its launching in 1985.(mbfoundation.org, 2014)

With the above mentioned background about the search, the researcher as a

Regional finalist for 2014 came out with the idea of doing a qualitative research based

on the impact of the awardees in the school, community and the church as a basis for

achieving excellence in the teaching profession. As an output of this research an

inspirational coffee table book will be produced to attract, guide and inspire teachers

and would be teachers.
http://www.mbfoundation.org.ph/http://www.mbfoundation.org.ph/


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This study aimed to determine the formula for winning the Metrobank Search for

Outstanding Teachers (SOT) and how each winner creates an impact on the school,

community and the church. Specifically, it sought answers to the following questions:

1. What are the profile of the 2014 Metrobank Outstanding Teachers

1.1 age;

1.2 gender;

1.3 current position/rank;

1.4 religion;

1.5 residence;

1.6 educational qualification;

1.7 subjects taught;

1.8 teaching experience;

2. What are the distinct personal qualities and character of the outstanding

teacher?

3. What is the evaluation rate of the outstanding teacher for the last five years?

4. What are the instructional materials originally produced and used for the

improvement of teaching from 2004 to date?

5. What are the original outputs produced and used for the improvement of

teaching from 2004 to date?

6. What are the research/action researches conducted from 2004 to date?


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7. What are the involvements in extra and co-curricular activities from 2004 to

date?

8. What are the involvements in professional and community activities from 2004 to

date?

9. What are the professional/ community awards/ merits/ recognitions/

commendations received from 2004 to date?

10. What are the significant impact of the outstanding teachers on the school,

community and the church?


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RESEARCH PARADIGM

INPUT

PROCESS OUTPUT

a. Profile of therespondents

b. Distinct

Characters and

qualities

c. Evaluation

rates

d. Prepared

instructional

materials/

output andresearch

conducted

e. Involvement in

extra and co-

curricular

activities

f. Involvement in

professional

and community

activities

g. Professional/

community

awards/ merits/

recognitions/

commendations

received

TRIANGULATIONOF VARIABLESINVOLVED IN THE

STUDY

INSPIRATIONALCOFFEE TABLEBOOK FOR THE2014METROBANKSEARCH FOROUTSTANDINGTEACHERS


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BIBLIOGRAPHY

Metrobank Foundation Website. (2014). http://www.mbfoundation.org.ph/education_sot.html

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