Dr. Valles TechVoc

Techvoc Track

Techvoc Track

Techvoc Track

Dr. Milagros C. VallesDirector II, Technical Vocational Unit Bureau of Secondary Education

National Convention 2013

The Enhanced Basic Education Act of 2013:

Implications to Teacher

Education

Techvoc Track

Techvoc Track

Dr. Milagros C. Valles

Director II, Technical Vocational Unit

Bureau of Secondary Education

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).

RATIONALE

Techvoc

-200

400

600

800

1,000

Th

ou

sa

nd

s

High Aptitude for College 9,066 77,869

Moderate Aptitude for College 478,909 418,931

Low Aptitude for College 777,236 726,665

2006-2007 2007-2008

General Scholastic Aptitude

1,305,207 Total Test Takers

Source: NETRC 2006

Low Aptitude for College but

High Aptitude in Tech-Voc

5High Technical-Vocational and

Entrepreneurship AptitudeTechnical-Vocational Aptitude

2006-2007 2007-2008

High Aptitude for Entrep programs

757,356 717,232

Moderate Aptitude for

Entrep programs

544,006 502,482

Low Aptitude for Entrep

programs3,849 3,751

-100 200 300 400 500 600 700 800

Th

ou

san

ds

Entrepreneurial Skills

Source: NETRC 2006, 2007 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

Sports & Arts

Technical Vocational

Some pertinent provisions of RA 15033 . . .

Technical-Vocational

Academic

Core (Languages, Literature, Math, Philosophy, Science, Social Sciences) + Tracks (including practicum/advanced academic subjects )

Grades 11-12

(New HS Years 5-6)

Core Learning Areas plus a focus area in Technology & Livelihood Education

Grades 9-10

(New HS Years 3-4)

Core Learning Areas and exploratory Technology & Livelihood Education

Grades 7-8

(New HS Years 1-2)

Core Learning Areas (AP, English, EPP/TLE, EsP, Filipino, Math, MAPEH, MT, Science); MTB-MLE from Grades 1-3

Grades 1-6

Learning DomainsKindergarten

K to 12 Curriculum Model

Sportsand Arts

Phased Introduction of

Enhanced Curriculum in

Public Schools

Senior High School

Curriculum

Techvoc Track

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.

OBJECTIVES

Learning Area SubjectGrade 11 Grade 12

Total1st Sem 2nd Sem 1st Sem 2nd Sem

Core

Cur

ricu

lum

Language English 54 54

OJT-

Industry

Immersion/

Supervised

Industry

Training

108

Filipino 54 54 108

Literature

21st Century Regional Lit. 54 54

21st Century World Literature 54 54

Communication Media & Information Literacy 54 54

Mathematics Mathematics 54 54 108

PhilosophyPhilosophy of the Human

Person 54 54

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

Social Sciences

Personality Development

/Understanding Culture and

Society

54 54 108

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

Secondary Education

Graduates

Certifiable SKILLS

Options/Career Paths for

Tech-Voc Students/Graduates

NC I

NC II

EMPLOYMENT

ENTREPRENEURSHIP

TVIs

HEIs

K to 12 and Further Education

TESD HIGHER EDUCATION

POST BACCALAUREATE

DOCTORAL AND POST DOCTORAL

BACCALAUREATE

Grade 12

Grade 10NC I

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

BASIC EDUCATION

L 8

L 7

L 6

L 5

L 4

L 3

L 2

L 1

DIPLOMA

NC III

NC II

NC IV

Descriptions

Level Process Responsibility Application

NC IA worker at this

level performs

routine and

predictable tasks

involving little or no latitude for

judgments

Adhere to

appropriate

standards or

specifications are

usually involved

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


NC II A worker at thislevel 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 at this

level may involve

individual

responsibility or

autonomy, or

working with

others as part

of a team or group

Descriptions


NC IIIA 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

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 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 Process Responsibility Application

NC IV A worker at thislevel performs

a wide range of

application in a

variety of contexts

most of which are

complex and non-

routine

Work involves some

leadership and

guidance when

organizing activities of

self and others as well

contributing to

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

Applications

involve

responsibility for

the organization

and performance of

others

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)

ADVANTAGES

MODELS IN

MAINSTREAMING

TECHVOC INTO

THE K to 12

Strengthened Technical

and Vocational Education

Program (STVEP)

Mainstreaming Techvoc

into the K to 12

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.

Philosophy

Arts and Trades 156 Agriculture 81 Fishery 45

Regionally/Nationally

Recognized no. of

TechVoc Schools

(48 Regional ICT Tech-Voc HS Nationwide)

282 TECHVOC SCHOOLS

Strengthened Technical-Vocational

Education Program (STVEP)

Curricular Offerings /

Areas of Specialization

Arts and Trades

1. Automotive Technology

2. Building Construction

3. Cosmetology

4. Drafting Technology

5. Electricity

6. Electronics

7. Food Trades

8. Furniture and Cabinet

Making

9. Garments

10. Machining

11. PC Hardware Servicing

12. Plumbing

13. Refrigeration and

Airconditioning

14. Welding

Agriculture Fishery

1. Crop Production

2. Vegetable

Production

3. Animal Production

4. Food Processing

1. Fish Culture

2. Fish Capture

3. Fish Processing

ICT

1. Animation

2. Visual Graphics

Design

3. Programming

Note: EXPLORATORY SUBJECTS

Offered in Grade 7

STVEP Areas of Specialization Offered

0

20

40

60

80

100

120

140

160

180

200

98

112125

83

121

137

99

76

179 181

14 11

25

76 7870

129

79

4051

13 12 71

93

English

Mathematics

Science

Filipino

Araling Panlipunan (Social Studies)

Values Education

MAPEH (Music, Arts, and Health)

Core Academic Subjects Junior High School

1. Technical Drawing

From Grade 7 to Grade 8

2. Internet Computing

Fundamentals (ICF)


3. Entrepreneurship


MANDATORY SUBJECTS

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

Program Components and Interventions

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

Exchange Program

Benchmarking/Industry Immersion for Teachers

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 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

SENIOR HIGH SCHOOL

MODELING PROGRAM

(SHSMP)

Mainstreaming Techvoc

into the K to 12

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.

SENIOR HIGH SCHOOL MODELING

PROGRAM

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

School analyzes list

of specializations,

resources

School decides which

specializations to offer

and prepares the

curriculum

School conducts

Assessment based on:

Market demandTeacher CapacitySchool Faculty/equipment

School informs the

parents about the

program

Students decide

which specialization

to pursue

Students enroll in

the specialization

offered

Students undertake:

Career GuidancePathwaysChallenges

School implements

the specialization

Students undertake

assessment

PECSSkill Test

1 2 3

456

7 8 9

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 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;

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;


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.


of Teachers

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

Expanding the Teacher Pool

Graduates of tech-voc courses TESDA

certification holder, must undergo INSET

Full-time HEI faculty members

Practitioners as part-time teachers

55

THANK YOU VERY MUCH!

MARAMING SALAMAT

Dr. Valles TechVoc

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