research title about tvl automotive strand

Top 100 Research Topics & Titles about Food & TVL

When you look for a good research paper topic, you can easily become the severest critic of any proposed idea. Some topics do not interest you at the very least, while others might shock your teachers. Where is the golden mean?

Check out this list of top 100 research paper questions and you will definitely find among them a captivating and inspiring idea for you. And remember to ask your friends to review your paper or proofread it by Grammarly.

⚒️ Practical Topics for TVL Students

• 🍲 60 TVL Topics on Food & Design
• 🌳 Good Topics Do Not Grow on Trees
• ⚡ Topics to Grab Everyone’s Attention
• 🔍 References

If you think that going to college is a waste of time, then you’re in the right place! Here you can start your TVL journey without any effort!

TVL is a technical-vocational livelihood. Here, you can find the best quantitative research topics for TVL students possible. With the help of the TVL track, you can start working and earning just after graduating high school. Let’s see how it is possible.

For example, most students finishing college don’t even know how to apply all the knowledge they gained over three to five years of studying. Some of them don’t also remember topics for practical research papers they wrote…

It creates a problem of too many graduates without practical skills. It takes them years of unpaid internships to finally start meeting the employers’ requirements. Then (maybe) they can begin earning the minimum wage. Later on, they find themselves stuck on the job they don’t like, “waiting for something better.”

But there is another option! And if you’re reading this, you decided to choose a TVL track! Dive deep and pick up a research topic about TVL strand to start your journey. It will provide you with real skills that are 100% relevant at all times! You can go for using a topic maker, too. Not a bad option.

Working on practical qualitative research topics for TVL students is the first step. You can find a list of interesting research titles about TVL strand below.

🍲 60 TVL Research Topics on Food & Design

• Dressmaking: the development of wedding dress models
• What are the most popular techniques of drafting in dressmaking?
• The most efficient pattern-making methods in dressmaking
• Fashion designers that changed the dressmaking forever
• Where do tailors and dressmakers seek for inspiration?
• How is computer modeling applied in the dressmaking process?
• The process of creating corsets that fit: a historical analysis
• The newest technologies in dressmaking: equipment you can’t miss
• The best methods of organizing working space to make dressmaking more efficient
• The development of the sewing machines up to modern times
• How does it fit and everything about sewing patterns?
• How have indie designers changed the fashion industry?
• The most common issues with the incorrectly chosen fabric
• The tricks to check the quality of the fabric and pick the best one
• Dressmaking as a creating culture: interviewing fashion designers
• Aerodynamics issues: designing a perfect Formula One racing car
• Car engineering: how is mileage improved in hybrid cars?
• What are the safest types of airbags in cars?
• Creating a robot car: what technologies are used?
• How to optimize the solar car: overcoming limitations?
• Modern cars and the benefits of automatic transmission
• How would hypercars improve the transportation experience?
• Challenges autonomous cars need to overcome
• What is the role of car engineers during the creation of autonomous cars?
• Car engineering: the future of using cryogenic fuels in cars
• Hydraulic linkages in the concept of the hy-wire cars
• Fuel cell system issues in the hy-wire cars: analyzing hydrogen properties
• Can air-powered cars be a solution for a zero-pollution future?
• Car designing: the role of rearward bias and its connection to aerodynamics
• The development of steam cars: a historical analysis
• How can you make crops immune to diseases?
• Agriculture: the aspects that affect the health of crops
• How does temperature affect the irrigation levels?
• The role GMO in agriculture: a case study of the US fields
• Possible ways to apply artificial intelligence in agriculture
• How do farmers use apps to foresee pest infections?
• Why should farmers keep an eye on export and import details?
• The methods of defining your prices: tracking the crops ratios

• What are the latest improvements in the gestational crates?
• The US regulations regarding the chemicals and pesticides
• Why should farmers be informed about all the changes in the policies?
• The methods of managing and adjusting the livestock population
• Is it better to start an organic farm rather than a conventional plane farming?
• The size matters: the reasons why new generations prefer smaller farms
• Why has hemp become such a popular crop recently?
• Fitting crops to the region: saving water and increasing profits
• How can optimizing tillage reduce the water use for farmers?
• What are the benefits of indoor vertical farming?
• Can covered crops help with controlling weeds?
• Analyzing sustainability of the crops: soil conservation
• Cookery: the benefits of pea protein over whey protein
• Younger generation stops drinking: the future of alcohol
• The rise of fast-food breakfast: overviewing the trends
• The impact of Italian cuisine on American food culture
• Why has intermittent fasting become so popular recently?
• Charcuterie as a part of the daily diet: pros and cons
• The development of a ghost kitchen concept: a case study of the US
• Why is being a flexitarian better than vegetarian?
• Low-sugar vs. stevia: contrast and compare the dietary benefits
• Adaptogens in everyday food: how takeaway can reduce your stress levels?

🌳 Good Research Paper Topics Do Not Grow on Trees

Surely, it is easier to find a good research paper topic, than to think of one from scratch. However, it might not be that easy to find topics – truly good research questions do not grow on trees. So don’t miss this opportunity and choose your topic from these great ideas (or ask us for professional writing help -all you have to do is just send a message):

• Are cell phones bad for your health?
• Is homosexuality genetic?
• Advertising: information vs. manipulation.
• Should businesses be ethical?
• Is it possible to replace animal testing with other types of testing?
• How to throw away our “throw-away” lifestyles?
• Should developed countries help Africa?
• Who is to blame for the European debt crisis?
• Is the arms race over now?
• Is China a new superpower?
• Should students receive salaries during their studies?
• Can standard tests measure something meaningful, apart from students’ short-term memory?
• Does access to condoms in high schools encourage teen sex?
• Are social networks good or bad for teens?
• Does Internet need censorship?
• Is there a glass ceiling in today’s society ?
• Should prostitutes have their own labor unions?
• Is it possible to eliminate the black market?
• What is the solution to the problem of human trafficking?
• Online banking : pros and cons.

⚡ Good Topics for Research Papers to Grab Everyone’s Attention

Do you want to grab everyone’s attention? Discover even more good research paper questions below:

• Are fast-food restaurants or fast food eaters to blame for obesity ?
• Is food labeling effective in controlling one’s calorie intake?
• Should parents punish their children for disobedience?
• Should spanking be outlawed?
• Isn’t the gap year between high school and college a waste of time?
• Has the “American dream” changed over the last decades?
• Can religious beliefs justify terrorism?
• Do people need a single world religion?
• Can racial profiling be useful?
• Islamophobia after 9/11.
• Emotional difficulties and eating disorders .
• Ways to encourage organ donation .
• Should mothers of Siamese twins have an abortion?
• The problem of personal identity in twins.
• Does their parents’ divorce have long-term consequences for children?
• Gender roles or gender stereotypes : where is the line?
• Is too much competition harmful to students?
• Do men need protection against feminists?
• What should be done about noise pollution?
• Should people study body language ?

Impress your teachers by using any of these fresh and truly good research project ideas. Writing good research papers does not need to be difficult. Now that you have a brilliant idea, you are halfway to your stunning success.

Learn more on this topic:

• 280 Good Nursing Research Topics & Questions
• 226 Research Topics on Criminal Justice & Criminology
• 204 Research Topics on Technology & Computer Science
• 178 Best Research Titles about Cookery & Food
• 497 Interesting History Topics to Research
• 180 Best Education Research Topics & Ideas
• 110+ Micro- & Macroeconomics Research Topics
• 417 Business Research Topics for ABM Students
• 190+ Research Topics on Psychology & Communication
• 512 Research Topics on HumSS
• 281 Best Health & Medical Research Topics
• 501 Research Questions & Titles about Science
• A List of Research Topics for Students. Unique and Interesting

🔗 References

• Education Research Highlights
• Research Topics from Dartmouth College
• Learning Practical Research Skills Using An Academic Paper Framework – An Innovative, Integrated Approach (ScienceDirect)
• Practical Research and Evaluation: SAGE
• A Background for Practical Research: JSTOR
• Learning cooking skills at different ages: a cross-sectional study (BMC)
• Adolescents’ cooking skills strongly predict future nutritional well-being: ScienceDaily
• Share to Facebook
• Share to LinkedIn
• Share to email

Can there possibly be anything fun about academic writing? It seems there is – what are all those fun persuasive speech topics then for, after all? However, creating a bunch of good topics might seem hard the first time around. No need to worry though – there’s always plenty of...

A persuasive speech on any topic is a performance designed to convince people about something and prove your point. Choosing a suitable topic is crucial for your speech’s success. Do you need some help with finding easy topics for a persuasive speech? Then check these fantastic and easy ideas from...

Do you know the secret place where people go to get their good informative speech topics? Looking for an interesting topic for speech? Congratulations, because you’ve just found it! So, if you’re ready to get some really good topics for an informative speech, all you need to do is to...

A proposal argument is an essay in which you describe a specific issue that needs fixing. It focuses on problem solutions. Are you interested in writing high-quality proposal essays? Or maybe you’re wondering what can make your writing truly outstanding? Here you will find answers to these questions as well...

Sometimes you just wish there was a marketplace with vendors shouting, “Topics for argument essays! Who wants inspirational topics to write about?” Well, you are lucky enough: you’ll find plenty of inspiring things here! Coming up with some argument essay topics is quite easy! In this article, you’ll find some...

Are you searching for original, thought-provoking, and really controversial debate topics? Here they are! Selecting any of these 25 controversial topics for debate from Custom-writing.org, you can guarantee a heated dispute in class or exciting polemics with your friends. But first, let’s figure it out, what is debate and how you should pick up great...

Perhaps, each person has unforgettable memories of school life. It might be their first day when everything seemed to be exciting and unknown. Or it might be some picnic or trip when they spent a great day outside with their classmates. Writing a high school experience essay requires you to...

We came up with this guide to make school essay writing easy for you. Need some creative writing topics for grade 8? Or recommendations for the 11th-grade expository paper? We’ve got you! Helpful tips and essay topics for grades 8, 9, 10, 11, and 12— our Custom-writing.org team has advice for everyone. Here, you’ll find: In fact, our recommendations will be perfectly suitable for both middle and high school students....

Have you ever thought about the importance of transportation? Every day we see cars, trucks, planes, and ships and never wonder what exactly they are doing. In fact, these vehicles not only transport people from one place to another. They also form a vast system that plays a vital role...

In a few words, family values can be defined as principles, some ideals, and beliefs within a family that are passed from generation to generation. You should keep in mind that family values might change with time. Besides, they may differ from culture to culture.

India gained its independence on August 15, 1947. Before that, it was a British colony. Since 1947, India has changed a lot, and this is what you will have to discuss in your essay on India after 60 Years of Independence.

Throughout history, people have dreamed of a world without violence, where harmony and justice reign. This dream of world peace has inspired poets, philosophers, and politicians for centuries. But is it possible to achieve peace globally? Writing a world peace essay will help you find the answer to this question...

Pls give me 2 Quantitative research ralated to TVL strand.

Quantitative research Title related to TVL strand

Kindly give me some idea of quantitative research title in tvl HE strand at least 5 research title

kindly give me some ideas of qualitative research title in tvl strand

Can you give me a 5 research title about HUMSS track Qualitative Research

Hi good afternoon! I just wanted to ask if you can help me with the evaluating the practical skills of TVL students? I really really need your help

Can you give me 5 research title about tvl horticulture with author, year of publication, statement of the problem/purpose and findings

Hi can you give a 5 task about TVL that interest you the most or you find the necessity to venture into research project.

Research Topic about TVL strand

Experimental Research Title about TLE

Specialized Subjects for TVL Track: Industrial Arts (IA) Strand

This Technical-Vocational-Livelihood (TVL) component consists of specializations equivalent to qualifications under automotive and land transport, construction, electronics, furniture and fixture, metal and engineering, and utilities sectors. Students with industrial arts specializations will be able to demonstrate the skills, competencies, and values in providing repair and maintenance services, installation, manual craftsmanship, and machine safety using available industrial and engineering technologies.

List of Specialized Subjects for TVL Track: Industrial Arts (IA) Strand

CONTINUE READING:

• List of DepEd Senior High School (SHS) Core Curriculum Subjects
• List of Applied Track Subjects Across the Four SHS Tracks
• List of DepEd Senior High School (SHS) Tracks and Strands
• List of Specialized Subjects in ABM Strand
• List of Specialized Subjects in STEM Strand
• List of Specialized Subjects in HUMSS Strand
• List of Specialized Subjects in General Academic Strand (GAS)
• List of Specialized Subjects in Sports Track
• List of Specialized Subjects in the Arts and Design Track
• Specialized Subjects for TVL: Agricultural and Fisheries Arts (AFA) Strand
• Specialized Subjects for TVL Track: Home Economics (HE) Strand
• Specialized Subjects for TVL Track: ICT Strand

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

Leave a Comment Cancel reply

Can't find what you're looking for.

We are here to help - please use the search box below.

The Online Journal for Technical and Vocational Education and Training in Asia

ISSN: 2196-839X

Hybrid Collaborative Model of Technical-Vocational-Livelihood (TVL) Track in Senior High School in the Philippines

Feb 6, 2022 | Issue 18

Abstract  

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: 

• What is the Senior High School (SHS) track offered?
• How many students are enrolled in each track, and how many completed it?
• Where do these students go after graduating from SHS? 
• 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. 

• 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. 
• 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. 
• 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. 
• 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. 
• 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: https://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: https://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 https://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: https://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).

University of San Carlos in Cebu City

Subscribe To Our Newsletter

Join our mailing list to receive the latest news and updates from our team.

You have Successfully Subscribed!

Intel Collaborative Research Institute for Collaborative Autonomous & Resilient Systems

Research Topics

1.1 trustworthy and controllable autonomy [autonomy].

CARS introduce a new paradigm to computing that is different from conventional systems in a very important way: they must learn, adapt, and evolve with minimal or no supervision. A fundamental question therefore, is what rules and principles should guide the evolution of CARS? In natural life forms, this is achieved via natural selection – a random trial and error method that, over time, ensures that only the fittest survive. That approach, however, may not be acceptable for man-made CARS. Alternate approaches to guide the evolution of CARS are necessary.

The key research goal is how to ensure the “Do no Harm” principle.

This raises related security related questions in multiple research areas:

• CARS Stability: A key requirement for CARS is Stability. This is so because, like any well-designed control system, you don’t want CARS to spiral into undesirable states (e.g. chain reactions that place the CARS into harmful states). The goal is to regulate the autonomous behavior to keep it within acceptable bounds or detect and mitigate behaviors that are out of given bounds.
• CARS Compliance: How should the CARS behave, and how do we ensure it will do so accordingly. The first challenge we run into here, is how to formally specify the behavior of the CARS, and how do we ensure that the specification is consistent (i.e. not contradictory) and meets expectations of regulators and users. . The second challenge becomes, how do we show that the constructed CARS will behave and remain in compliance with the spec? What are appropriate bounds of autonomy?
• CARS Accountability: CARS don’t exist in a vacuum. Rather, they become part of our everyday social infrastructure. CARS therefore must account for the Human Factors that it affects, in particular it must be held accountable to some human entity.   So, how do we build CARS that support ethics, legal liability and audit?  How much responsibility should the CARS undertake, and how much the human in the loop? How can this be specified, validated, and enforced? CARS by definition has the ability to take decisions about its own operation. There is a real need for a human entity to recreate and interpret this decision pathway to figure out “what happened and why”?
• CARS Risk Management: How do we quantify the risks of CARS, and its impact? How do we decide if the risks are acceptable?

1.2  Fair and safe collaboration tolerating failures and attacks [Collaboration and 5G]

This area of research aims at collaborating systems. Its goal is to tolerate misbehavior of individual systems among a group of collaborators. State of the art in this area is to filter/block individual compromised messages or to execute complex so-called “byzantine agreement” protocols.

The research questions that we deem promising to pursue are:

• How can we design protocols that tolerate failures and malicious attacks of individual players without introducing an undue performance penalty?
• Can secure hardware improve the quality and efficiency of collaboration? Can, e.g., byzantine agreement protocols be replaced with more efficient versions if hardware security can be leveraged? Although there has been some early work, there has been no comprehensive exploration of this question nor have any practical systems been built.
• To what extent can novel agreement approaches be used to defeat, detect or isolate compromised players? Can they benefit from underlying hardware security features?
• What are the effects of large-scale shutdown/compromise on collaborative infrastructures and how can we support the recovery and re-initialization in such scenarios?
• One basic challenge in this context and particularly in the context of V2X (vehicle to X communication) is the efficient detection of compromised inputs. In these systems you typically have thousands of incoming messages that may need to be checked for authenticity and, if safety is of concern, also for plausibility (e.g. to achieve a certain level of fault tolerance against undetected compromised peers that send false information with valid authentication credentials).

Efficient and secure schemes for agreement are also essential for detecting faulty/malicious nodes among a group of CARS nodes and isolating them.

1.3 Intelligent Security Strategies for Self-Defense and Self-Repair [Security and ML]

Resistance and resilience in CARS requires a correctly functioning immune-system.  The key research question is: What are the principles on which such defenses could be designed, and how do we ensure that the security systems themselves are robust against attacks? How can machine learning be used to protect against unknown risks?

A new area of research is actual Self-Protection and Self-Repair.  The research questions are:

• Is it possible to design CARS that can detect its own deviations from expected behavior, determine the attack that caused this undesirable behavior, and then mitigate this (formerly unknown) attack vector?
• Can compromised systems be recovered and returned to a known good state?
• How do traditional intrusion detection techniques need to evolve in order to be applicable to CARS scenarios? For example, can fusion of “physical features” gathered via on-board sensors help?
• What research in the area of “moving target defenses” can be extended to provide a substantial security advantage for practical systems.
• Can the notion of adjustable/adaptive autonomy (where the level of autonomy in a system is adjusted based on external conditions) extended for security by having CARS node “seek help” when it is under attack?
• Autonomous systems (robots, cars, drones) use motion planning to determine the best way to operate. Could similar approach be used for planning security and recovery strategies?
• What security and safety guarantees can be made once machine learning is used for safety critical decisions? How can one validate and certify machine learning algorithms?

The goal of this area of research is to enable systems to autonomously recover from a compromise and return to its normal state of operation. One simple example is a hardware-enabled trusted computing base that monitors the system and can reinstall and reboot if attacks are detected. If possible, this should be more resource (i.e. cost, area, power) efficient that just adding redundancy, e.g. a second system that performs exactly the same operations as the first system.

A related area is the safety and security of machine learning in an adversarial environment, specifically the robustness against data injections (e.g. via V2X) and confidentiality guarantees that can be achieved when the adversary obtains a learned model.

1.4 Integration of Safety, Security, and Real-time Guarantees [Resilience]

CARS usually affect real-world systems. As such, misbehavior or failure can affect the safety of persons. Today, safety and security are usually not integrated. This research area aims at developing integrated approaches that guarantee safety (functional safety in the presence of random errors) and security (mitigation of malicious attacks). A special case of this integrated approach is sustained fail safety under attack. In particular, research should explore fail-safety strategies in presence of a malicious adversary.

One example to illustrate the tension between safety and security is parcel delivery using drones. Traditional fail safety of a drone triggers a safe landing if a drone is confused (e.g. if its radio is jammed). If, however, an adversary maliciously jams the radio to steal delivered parcels, the normal fail safe behavior of a safe landing delivers the parcel directly into the hands of the adversary.

Research topics that we envision could contribute to this area:

• How can we design and implement security systems that provide sufficient safety?
• What processes, standards and design guidance can help integrating safety and security?
• Can we provide practical approaches to security and functional safety that are composable, i.e. under certain conditions, a composition of resilient components yields a resilient system?
• How do safety and security guarantees translate into safety of CARS?
• How can we enhance testing and validation to provide stronger security and safety guarantees?
• How can we ensure determinism, real-time behavior, and tolerance of faults for given security subsystems? Security often contradicts real-time requirements. A research question would be how to overcome this, i.e. to have real-time compliant security/cryptography?
• What changes can be introduced to Intel platforms to make safety guarantees easier?

1.5 Autonomous Systems, Ecosystem Scenarios, Requirements, Case Studies, and Validation [Applications]

This practical research aims at understanding real-world requirements and validating our results in realistic scenarios and case studies of selected technologies. The organizations that apply are not necessarily required to provide security expertise but are expected to provide a deep understanding of autonomous systems and the related ecosystem. The goal is to gain confidence that the developed technologies indeed meet customer demand. One vehicle to engage with the ecosystem is collaboration in publicly funded projects. Another vehicle is joint prototyping and experimentation with Intel and partners.

Example research questions include:

• What are realistic usages for autonomous systems?
• What are realistic real-world resilience requirements for given types of autonomous systems?
• What are the ecosystem expectations and feedback for newly developed research results?
• What are the most promising usage scenarios for given results?
• What are joint scenario to focus the collaboration and joint research results on high value industry problems.
• How can we demonstrate our research with industrial partners?

1.6 Advanced Platform Security for Long-term Autonomy [Platform Security]

Autonomous systems may operate in a hostile environment and may be offline for a longer period of time. The goal of this research area is to create truly resilient individual systems that are largely self-sufficient. This is particularly challenging if the systems are long-lived while their manufacturers can only invest little in their maintenance. While some systems can be patched to protect them from newly found vulnerabilities and have their attack mitigation rules updated, many systems are offline or neglected are being left without defense. The fact that every published patch is basically an announcement of newly discovered vulnerabilities further renders the risk of offline systems more pronounced.

State of the art to mitigate this substantial risk is:

• Attack Surface Minimization: State of the art would be to minimize the attack surface while offline. E.g. to shut down non-essential connectivity channels.
• Hardware-enhanced Security: A second way to mitigate this risk is to use platform security features to monitor a system while offline. This trusted computing base can detect attacks.

This research area focuses on advanced systems and platform security concepts.  This may include but is not limited to:

• How is the integrity and authenticity of internal and environmental data (e.g. sensor data) that drives the operation of the CARS established?
• How can we ensure correct notions of time and position are critical to the correct operation of CARS (especially in mobile CARS e.g. self-driving cars, drones, and guidance systems). How Time & Space (e.g. location) are represented, secured, determined, and managed in CARS? How are errors (deliberate or otherwise) in time and space detected and corrected? For example, can a hacker exploit features in 5G to track the location of a 5G node?
• How can we maintain security of systems that are neglected or offline? How can systems that almost never reboot be kept secure? Is hot-patching a solution?
• How can the basic remote attestation paradigm be extended to CARS scenarios to guarantee assured behavior such as assured containment within a physical perimeter? For example can we devise run-time attestation of policy invariants to be used by CARS nodes to validate other nodes?
• How can we provide SW protection for distributed applications in CARS (exploitation defense, IP protection)?

• Course Finder
• Schools, Colleges, and Universities
• Grants and Scholarship Programs
• For Institutions

Senior High School Specialized Subject: Automotive Servicing

Automotive Servicing is one of the specialized subjects under the technical-vocational livelihood (TVL) career track . Some examples of the things that you will learn from taking this subject include:

• Procedure in setting valve tappet clearance
• Procedure for checking and adjusting valve tappet clearance
• Safety procedure
• Procedure in adjusting spark plug clearance
• Procedure for testing spark plug
• Analyzing spark plug spark
• Timing result/reference table
• Procedure in replacing fuel filter and air cleaner
• Types of filter elements
• Procedure in inspecting/adjusting/replacing contact point gap
• Procedure for testing and replacing condenser
• Procedure in adjusting dwell angle
• Setting ignition timing
• Procedure in ignition timing
• Procedure in checking advance timing
• Procedure in adjusting idle engine speed
• Adjusting idle fuel mixture
• Procedure in compression testing
• Safety precaution
• Compression specification
• Procedure in installing injection pump
• Fuel injection timing marks location interpretation and application
• Use of special service tool (SST) in installing injection pump
• Positive work values
• Type and classification of gasket and sealant
• Procedure in injection timing
• Timing marks interpretation and application
• Fuel injection marks
• Procedure in bleeding injection pump
• Handling of bleeder screw and pump
• Handling of equipment such as tester and pressurized gases
• Use of compression testing instruments
• Use of special service tools
• Effects of low compression

While studying, you will also be asked to demonstrate what you have learned by participating in class activities that may include the following:

• Measuring/adjusting valve tappet clearance
• Testing spark plug
• Checking/replacing fuel and air filter
• Testing and replacing ignition breaker
• Checking and adjusting distributor setting
• Setting fuel mixture and idle rpm
• Performing compression testing
• Setting and installing injection pump to engine
• Inspecting injection timing
• Bleeding injection system components
• Conducting compression
• Testing engine requirements

These examples only cover the scope of the specialized subjects under the technical-vocational livelihood career track. For the scope of the core and contextualized subjects under the senior high school curriculum , please refer to their respective lists.

You may also be interested in

• Senior High School Specialized Subject: Shielded Metal Arc Welding
• Senior High School Specialized Subject: Electrical Installation and Maintenance
• Senior High School Specialized Subject: Consumer Electronics Servicing
• Senior High School Specialized Subject: Refrigeration and Air-Conditioning Servicing
• Senior High School Specialized Subject: Fish Processing

The contents of the comments section are the personal advice and opinions of their respective authors and do not necessarily reflect the views of courses.com.ph. We reserve the right to remove any materials that we consider to be malicious, inappropriate, or in violation of existing laws in the Philippines.

Post a Reply Cancel reply

You must be logged in to post a comment.

SPONSORED LINKS

Sponsored posts, featured posts.

• How to Choose the Right Course in College
• Different Types of Courses That You Can Take in the Philippines
• College Courses in the Philippines
• Tesda Courses in the Philippines
• Online Courses in the Philippines
• In Demand Jobs in the Philippines and Abroad
• Highest Paying Jobs in the Philippines as of 2015
• Tuition Fees of Colleges and Universities in the Philippines as of SY 2014-2015
• In Demand Courses in the Philippines
• Alternative Learning System Frequently Asked Questions

All articles posted on this website are the intellectual property of Courses.com.ph. You may not reproduce its content, in part or in its entirety, without prior approval.

Copyright © 2011-2018 COURSES.com.ph | All Rights Reserved

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Employability of Grade 12 Technical Vocational Livelihood (TVL) Graduates from Schools in Highly Industrialized Districts of Laguna

2023, Psychology and Education: A Multidisciplinary Journal

This study aimed to determine the employability of Grade 12 Technical, Vocational, and Livelihood (TVL) graduates from schools in highly industrialized districts of Laguna. The researcher employed a descriptive quantitative research design using a correlational method. This involved gathering and analyzing numerical data to test the hypothesis. The researchers utilized the purposive random sampling method to select respondents for the study. It is crucial to select a representative sample of graduates from schools in highly industrialized districts of Laguna. The study will employ a researchmade survey questionnaire as the primary data collection tool. Relative Frequency, Weighted Mean, Chi-Square, Pearson-r correlation were the statistical tools used in the study. The results revealed that the majority of TVL graduates were moderately prepared. They possessed technical skills acquired through hands-on training in various fields such as automotive technology, culinary arts, electronics, and welding. Additionally, they demonstrated adaptability and flexibility, as they were trained to work effectively in diverse environments and handle various tasks and responsibilities. To enhance employability, it is recommended to develop an industry-driven curriculum that aligns with the needs and requirements of industries in highly industrialized districts. Regular updates to the curriculum should be made to incorporate the latest technologies, skills, and industry trends.

Related Papers

Psychology and Education: A Multidisciplinary Journal

Psychology and Education

The study aimed to evaluate the skills of grade 12 Technical-Vocational-Livelihood Students of Santa Cruz North Cluster in work immersion during pandemic. The performance of work immersion students was assessed in terms of technical skills, interpersonal skills, entrepreneurial skills, and behavioral skills. The study also determined problems encountered by the work immersion students regarding resources needed, workplace, and execution of skills. An investigation of the relationship between work immersion performance and problems faced by students during work immersion was also included. The TVL teachers and a team of specialists in the skills were among those who responded. In addition, there were fifty-four (54) Grade 12 work immersion students who acted as study participants. The study revealed that the work immersion program is effective, showing that students gained good performance ratings in technical, interpersonal, behavioral, and entrepreneurial skills. Hence, communication skills and entrepreneurial skills are the least mastered skills among students. The study also found that students encountered problems in the workplace, resource requirements, and skill execution. There was no significant association between skills and challenges in work immersion during the pandemic, according to data obtained by the computed p-value. As a result, the researcher did not reject the null hypothesis. Thus, there are still skills to be developed and challenges to be solved. The objective of education is to prepare graduates for the tasks they will perform on the job. These findings will eventually teach the curious minds of work immersion students what kind of workplace they expect after graduation.

The curriculum outcome of the TVL track equips the graduates with job-ready skills that are essential as they join the workforce. This study was conducted to determine the jobs that the graduates landed to, its relevance to the TVL strands, the sufficiency of their remuneration and job fulfillment, and the future opportunities that the graduates from academic year 2017-2018 in the Division of Masbate City look forward to. Two (2) graduates per TVL strand, completing the twenty (20) respondents were purposively chosen. This study revealed that respondents are employed in different types of job. Majority of the respondents' jobs are irrelevant to the TVL strands however, the said irrelevance do not directly affect the status of their job fulfillment. Most of the compensation that they receive are fairly sufficient. All of the respondents claimed that they desire to change their present employment with other sustainable livelihood opportunities.

Producing quality graduates of Technical Vocational Livelihood (TVL) Education who are ready to join the workforce after graduation has been the concern of every TVL teacher. Technology intervention is viewed as a helpful strategy in developing learners' skills. Thus, the researcher assessed the learners' level of competence before and after YouTube utilization. It employed descriptive and quasi-experimental, and phenomenological research designs, having the senior high school home economics teachers and learners as respondents. It utilized adopted survey questionnaire and employed data analysis using appropriate statistical formulas. Before the YouTube utilization the written MPS of Food and Beverage Services (FBS) respondents is 44.00 or equivalent to did not meet expectation, and the MPS of Bread and Pastry Production (BPP) learners is 31.56 or described as did meet expectations. After the YouTube utilization the MPS of the FBS learners is 95.56 or equivalent to Outstanding, and the MPS of the BPP learners is 95.56 or equivalent to Outstanding. On the hands-on assessment, the highest weighted mean of FBS respondents before the YouTube utilization is 2.7 and 5.00 after YouTube utilization, and for the BPP the highest weighted mean of the respondents before the YouTube utilization is 2.07 and 5.00 after the YouTube utilization. The results show that there is significant relationship of learners' scores before and after YouTube utilization. On the impact of YouTube utilization to the teachers and learners, the average weighted mean is 4.64. It was concluded that technology intervention like utilizing YouTube videos is very helpful to both teachers and learners during classroom instructions.

Psychology and Education , Juvy-May A. Pendon

The study aimed to assess the extent of transitional challenges in the senior high school program in selected public secondary schools in Rizal. The respondents of the study were all the teachers in the senior high school program in selected schools. They were described in terms of age, sex, educational attainment and length of service. Descriptive survey research design was applied utilizing a researcher-made questionnaire-checklist as a tool in gathering the needed data on the transitional challenges in the senior high school program with respect to student development, staff development, curriculum development and physical facilities development. The study revealed that the teacher-respondents are mostly females with ages 31 years old and above. Most of them are pursuing graduate education with teaching experience of more than 15 years. Transitional challenges in the senior high school program with respect to student development is very much implemented while with respect to staff development, curriculum development and physical facilities development, transitional challenges are much implemented. There is no significant difference on the perception of the teacher-respondents on the extent of transitional challenges in the senior high school program with respect to student development, staff development, curriculum development, and physical facilities development in terms of age, sex, educational attainment and length of service. The study concluded that maturity, length of experience of teachers and educational background are contributory on their views regarding the transitional challenges in the senior high school program. Likewise, male and female teachers differ on their perceptions. The study recommended that school administrators and teachers may continuously support the implementation of the different activities of the senior high school program for effective teaching learning process. More professional trainings may be provided to teachers to build high quality learning environment to meet the transitional challenges of the senior high school program. The proposed action plan is recommended for implementation. Similar studies may be conducted considering other variables.

CERN European Organization for Nuclear Research - Zenodo

ROSEMARIE BOQUIL

Psychology and Education , Mark Anthony Polinar

Entrepreneurial competencies are deemed necessary for potential entrepreneurs to pursue entrepreneurial endeavors. The study sought to investigate the personal entrepreneurial competence levels of Mabolo National High School technical-vocational livelihood-cookery students. This is a quantitative-descriptive study of 50 technical-vocational livelihood-cookery students at Mabolo National High School. The main instrument, which is composed of three components, was modified. The data was collected, sorted, tabulated, and assessed via frequency distribution, weighted mean, ranking, and t-test. On the one hand, the study found that the respondents manifested a moderate level of all entrepreneurial competencies. Information seeking, selfconfidence, opportunity seeking, and persistence all had a high weighted mean and were rated 1.5th and 3.5th, respectively. On the other hand, commitment to work contracts and risk-taking were ranked 9th and 10th, respectively, and were characterized as weak areas. Also, it unveils that sex and grade level do not determine students' entrepreneurial competencies. The study suggests that Mabolo National High School students, under the guidance of their teachers, should engage in direct observation and hands-on experiences, like workshops and visits to small and medium enterprises, to improve their entrepreneurial skills. Additionally, the researchers proposed a seminar that would develop the entrepreneurial competencies of the Technical Vocational Livelihood-Cookery students.

Elvis Patulin

Psychology and Education , Charisse Lumapac , Jovet I. Arnaiz

Many senior high school graduates are struggling to land a job relevant to their area of specialization, which contradicts the promise of the K-12 curriculum. DepEd ORDER (2019) states that K-12 graduates should be equipped with the requisite skills right away to enable them to handle challenges and take advantage of possibilities presented by the 21st century. However, minimal attention was given to this phenomenon which is ironic because this should be given close attention as this has become rampant among Filipino senior high school graduates. In fact, according to Padios et al. (2021), more than half of the K-12 completers claimed that their jobs are not in line with the strand that they took when they were in school. In this study, the lived experiences of the chosen senior high school graduates as they applied for a job will be given a clear focus. This study utilizes the Phenomenology method, which is a systematic approach that enables us to be well-acquainted with the engagement of the samples in a phenomenon in a realistic way. A face-to-face interview with the participants was conducted following the standard protocols set by the barangay. The research subjects in this probe were chosen using a purposive sampling technique, which is the most suitable sampling technique allowing us to choose the subjects that meet the standards being set. A Modified Van Kaam Technique-based Interpretative Phenomenological Analysis (IPA), made popular by Moustakas, was used in this investigation. The accuracy of this study was founded and strengthened through time bracketing done by the researchers. Furthermore, to ensure validity and reliability, the probable responses of the participants were already foreseen. The researchers yield the following themes: Theme 1: Disconnecting Lines, Theme 2: Debugging Negativities, and Theme 3: Directing to Possibilities. In conclusion, the K-12 curriculum contributed to the struggles faced by senior high school graduates, especially in looking for a job that is related to their strand. They are often discriminated against, stereotyped, and offered very limited job opportunities. Thus, this study recommends more research and a thorough reassessment of the K-12 curriculum to tackle the problems senior high school graduates encountered.

Psychology and Education , Chriszel Van D. Astillero , honeylyn mahinay

This study is conducted to determine the public senior high school learners' assessment on implementing modular learning modality in terms of content and instruction, learning assessment, teacher-learner-parent/guardian collaboration, active and personalized learning, and inclusion. Descriptive-correlational design and stratified proportionate random sampling were utilized. Findings revealed that learners were very satisfied in the implementation of the modular distance learning modality in terms of learning assessment. Transferable skills were also found very challenging. There is no significant difference in the early assessment of the implementation of modular distance learning when grouped according to sex. There is a significant difference in the early assessment of learners in implementing modular distance learning in terms of learning assessment when grouped according to track. No significant difference was found in the early evaluation of the implementation of Modular Distance Learning in terms of content and instruction, teacher-learner-parent/guardian collaboration, active and personalized learning, and inclusion.

Psychology and Education , Arlene M. Saludo

The objective of this research was to create a housekeeping module for teachers and students in senior high schools using the process Analysis, Design, Development and Evaluation or ADDIE instructional model design, but it was limited to Implementation. TVL teachers from varied strands and specializations, TVL supervisor and TESDA experts from tourism sector assessed its level of acceptance and validity. It was conducted in 19 senior high schools with TVL track in the Division of Marinduque. This study used an adapted and validated questionnaire to determine the level of validity in terms of content, organization, relevance, clarity and appropriateness of exercise, and the level of acceptability in terms of objectives, contents, organizations, graphics and relevance. The content and design of the module was evaluated and assessed by TVL teachers, TESDA experts and TVL supervisor. With the use of percentage and computation of mean as the statistical tools in computing the numerical data, as well as its standard deviation, the researcher found out that the module's validity is "Very Much Valid". On the other hand, when it comes to the acceptability, it was found out that the module is "Highly Acceptable". Based on these findings, it was then concluded that the developed module in Housekeeping complies with the level of validity in terms of content, organization, relevance, clarity and appropriateness of exercise, and the level of acceptability in terms of objectives, contents, organizations, graphics and relevance with minimal comments and suggestions from the respondents. Moreover, modular instruction was perceived advantageous and helpful by students and teachers.

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Psychology and Education , Joy Dee Vergara

Zenodo (CERN European Organization for Nuclear Research)

REY FRANCIS NACORDA

Psychology and Education , Frank Frederick R. Laurora

Psychology and Education , Janine Mae Galve

Psychology and Education , Jayson Cababat , Ralph Pespeñan

Maribel Moradas

Researchers World : Journal of Arts & Science and Commerce(RWJASC)

Jojit Foronda

International Journal of Scientific & Technology Research

Mark Paul De Guzman

Employability and Competencies of the Technical and Vocational Livelihood in Cookery Graduates: Basis for Program Delivery Enhancement

Mary Joy Sabella

Psychology and Education , CHERRY ADUAN

Steve Corsino

steve corsino

Asian Journal on Perspectives in Education

Donnie Marc Louie Roble

Psychology and Education , Vanessa C . Vinzon

Psychology and Education , Jeanie Regencia

East Asian Journal of Multidisciplinary Research

Zohail Ador

Psychology and Education , Mikko John E. Rodillas

Psychology and Education , Karen Abelilla-Escobido

Psychology and Education , Bailani M. Awa

Psychology and Education , David Rampola Perez , ronalyn conales

Sherralyn Lacay

Journal of World Englishes and Educational Practices

Sean Catelo

Asia Pacific Journal of Advanced Education and Technology

Asia Pacific Journal of Advanced Education and Technology (APJAET)

IJESRT Journal

Jennifer M . Oestar

Psychology and Education , Desiree Anne Sto.domingo

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• History & Society
• Science & Tech
• Biographies
• Animals & Nature
• Geography & Travel
• Arts & Culture
• Games & Quizzes
• On This Day
• One Good Fact
• New Articles
• Lifestyles & Social Issues
• Philosophy & Religion
• Politics, Law & Government
• World History
• Health & Medicine
• Browse Biographies
• Birds, Reptiles & Other Vertebrates
• Bugs, Mollusks & Other Invertebrates
• Environment
• Fossils & Geologic Time
• Entertainment & Pop Culture
• Sports & Recreation
• Visual Arts
• Demystified
• Image Galleries
• Infographics
• Top Questions
• Britannica Kids
• Saving Earth
• Space Next 50
• Student Center

Our editors will review what you’ve submitted and determine whether to revise the article.

• Fact Monster - World - Tolyatti, Russia

Tolyatti , city, Samara oblast (province), western Russia , on the Volga River . Founded as a fortress in 1738 and known as Stavropol , it was given city status in 1780 and again in 1946. Overshadowed by Samara, it remained unimportant until the beginning in 1950 of the huge V.I. Lenin barrage (dam) and hydroelectric station, immediately below Stavropol at Zhigulyovsk. On completion in 1957, the dam’s reservoir, covering more than 2,000 square miles (5,200 square km) and extending some 370 miles (600 km) upstream, flooded the site of Stavropol, which was moved to a higher location as Novy (New) Stavropol. In 1964 Stavropol was renamed for the Italian Communist Party leader Palmiro Togliatti . Tolyatti is a chemical centre producing synthetic rubber, fertilizers, and chemical fibres. The city also manufactures machinery.

In 1970 the largest automobile works in Russia began production in the city. As a result, the city grew with exceptional speed from only 72,000 inhabitants in 1959. It has several research institutes and a polytechnic institute. Pop. (2005 est.) 704,792.