qualitative research about tvl 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
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Pls give me 2 Quantitative research ralated to TVL strand.

Quantitative research Title related to TVL strand

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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

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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

Asian Journal of Advanced Research and Reports

Published: 2023-06-27

DOI: 10.9734/ajarr/2023/v17i9521

Page: 69-90

Issue: 2023 - Volume 17 [Issue 9]

Original Research Article

Article Metrics

Lived experiences in performance assessments: from the lens of the students in technical vocational livelihood senior high school.

Roxanne Joy C. Olaguer *

University of Mindanao-Professional School, Matina, Davao City, The Philippines.

Ester Jean U. Pelayo

*Author to whom correspondence should be addressed.

Aims:   The study aimed to unveil the experiences, coping mechanisms, and insights of the Senior High School students in performance assessments of the TVL track.

Study Design: Qualitative-Phenomenology research design.

Place and Duration of Study: Three public schools under the division of Digos City, Davao Region, Region XI, which offer a Technical-Vocational-Livelihood strand during the SY 2022-2023.

Methodology: Using purposive sampling, the participants were the Senior High School students of the three identified public schools, which offer the Technical-Vocational-Livelihood track, 15 participants for the FGD and 6 participants for the IDI.

Results: For the experiences, three themes emerged: troubles in task completion during performance assessment, enjoying the tasks while learning, and lack of resources and materials, while for the coping mechanisms, also three themes: self-determination and perseverance, share ideas and materials with peers and teachers and study and perform diligently and insights, three themes emerged: teamwork is the force behind every success, perseverance makes impossible-possible, and it is not about their resources, it is being resourceful.

Implication: Assessment plays an integral role in teaching-learning because it will help improve the performance of each student and the school as a whole. It must be enhanced to improve its content and process significantly and to make evaluation and information a part of the teaching-learning process. These results will be a significant addition to the developing body of knowledge and literature about the impact of K to 12 in the Philippines. Other researchers may assess the effects of K to 12 and TVL curriculum or another qualitative study in other regions.

Keywords: Education, senior high school students, TVL track, performance task, phenomenology, Digos City, Philippines

How to Cite

• Download Citation
• Endnote/Zotero/Mendeley (RIS)

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• Corpus ID: 247496211

Cultural Factors that Affect the Technical Vocational and Livelihood Strands Preferences of Grade 11 Students

• Rae John E. Arango , Aldin D. Labo
• Published 2020
• Education, Sociology

27 References

The factors affecting the students' performance: a case study of islamia university of bahawalpur, pakistan, factors influencing students’ career choice and aspirations in south africa, comparative analysis of factors influencing career choices among senior secondary school students in rivers state nigeria, challenges in implementing the tvet curriculum in technical colleges in southern nigeria, students' choice of courses: determining factors, sources of information, and relationship with the labour market demands in nigeria, career preferences and entrepreneurial skills of junior high school learners in the city schools division of antipolo city, factors affecting the academic performance of students, cultural context of career choice: meta-analysis of race/ethnicity differences., factors influencing students’ career choices: empirical evidence from business students, the connection between reading and writing in the writing center environment, related papers.

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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

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ATITHYA: A Journal of Hospitality

Publishing India Group

The purpose of this research is to understand the gap between the student expectation and their career aspirations from the Industry. And the differences that the industry has while recruiting these students for jobs. The research further discusses on how the faculty teaching on the Culinary Arts program needs to balance these differences and fulfill expectations from the students and the industry. The research also suggests the probable change in the curriculum to make the student aspiration and expectation much clearer and the industry to look for students who shall fulfill exact requirement with skill and aspiration to lead. The research puts focus on the need for an elective module at the intermediate and honors level so that the student can decide and specialize in the selected area of department in culinary such as Pastry. Research Methodology: The researcher has used questionnaires for getting the data related to the Pastry course taught across from three institutes which follow different curriculum. The data was gathered from the faculty and industry professionals using means of internet and also paper questionnaires. The students were given a separate questionnaire and the data was collected using internet and physical questionnaires.

Carlo Katug

carlo katug

IOER International Multidisciplinary Research Journal

IOER International Multidisciplinary Research Journal ( IIMRJ) , Frannie Rodil

The main instrument used in gathering data was the self-made and adopted survey questionnaire checklist using the Likert scale. The statistical treatments used were mean, frequency distribution, standard deviation, and Pearson Product Moment Correlation Coefficient. The data revealed that acquired skills as to analytical was significantly related to core competencies in Bread and Pastry Production in terms of preparing and producing bakery products, preparing and producing pastry, preparing and presenting gateaux, tortes and cakes, preparing and displaying petit fours. Moreover, conceptual skills were significantly related to core competencies in terms of preparing and producing bakery products. Furthermore, communication skills were significantly related to core competencies in terms of preparing and producing bakery products, preparing and presenting gateaux, tortes and cakes. Likewise, interpersonal skills were significantly related to core competencies in terms of preparing and producing pastry products and preparing and presenting gateaux, tortes and cakes which have the same rvalue. Similarly, leadership skills were significantly related to core competencies in terms of preparing and producing bakery products, preparing and producing pastry products. However, some acquired skills as to conceptual, communication interpersonal, leadership, and teamwork had no significant relationship with some competencies in Bread and Pastry Production in terms of preparing and producing bakery products, preparing and producing pastry products, preparing and presenting gateaux, tortes and cakes and preparing and displaying petit fours. Therefore, the hypothesis that there is no significant relationship between the acquired skills of the students and their competencies in Bread and Pastry Production is sustained, while for those with significant relationship is not sustained.

Jurnal Sains Boga

Marie curie Habibah

The practical module is one of the teaching materials, used as a guide for students. In this research, an easy, effective, and efficient practical module will be made so it can be used as a reference for practicel bakery subject in Food Science and Culinary Education Study Program at UNNES. In this research we used Research and Development (R&D) methods. With the development method developed by S. Thiagarajan et al, namely the four-D (4D) development method which consists of define, design, develop, and disseminate. The data collection technique was carried out by conducting FGDs with a material expert also a media expert to get some knowledge in order to the practical module being made properly. After the module being completed, validation will be carried out through questionnaires to three material experts and 3 media experts, which thoroughly documented. The analytical method used in this research were the aiken validity test and interrater reliability test using the Intraclass C...

Vikas Sharma

Food Production Notes, Bakery Notes, 1st Semester, Diploma Food Production, By Vikas Sharma

Cila Mie Abamonga

Journal of Vocational Education Studies

Husin Syarbini

Vocational education has an important role in preparing students to have the skills needed by the industry. This study aims to analyze the needs of the bakery industry to develop a learning model of Bakepreneurship. This study using descriptive qualitative approach by analyzing the needs in the aspect of 1) student, 2) teacher, 3) curriculum, and 4) industry. Based on the analysis results of the stakeholders, we found an idea to develop a Bakepreneurship learning model that can be used as a reference in pastry and bakery learning in the vocational school. Bakepreneurship learning model is a learning model that combines comprehensively aspects of soft skills, hard skills, and entrepreneurship that aim to equip students with the competencies needed by the bakery industry.

Psychology and Education: A Multidisciplinary Journal

Psychology and Education , Girlie C. Arida

This study entitled "Visualization Techniques in Enhancing the Learner's Skills Performance in Bread and Pastry Production" aimed to determine the relationship of visualization techniques to students' skills performance in Bread and Pastry Production among Grade 8 students. Specifically, it sought to gather the overall perception of the respondents on application of visualization techniques and its relationship in baking skills performance of the students when it comes to maintaining tools and equipment, using tools and bakery equipment; performing mensuration and calculation, and practicing occupational health and safety procedure. The researcher employed a descriptive correlational type of research.The respondents of the study were the 93 Grade 8 students in Bread and Pastry Production during the school year 2022-2023 at Calantas National High School. Self-made questionnaire used in gathering the necessary data and information for the study. Findings of the study reveal that there is a positive relationship between the perception of the respondents on visualization techniques and skills performance of the students in Bread and Pastry Production. There is a significant relationship between the perception of the respondents on visualization techniques and baking skills performance of students in Bread and Pastry Production as regards to the maintenance of tools and equipment. The null hypothesis posited in the study sustained as there is a significant relationship between the perception of the respondents on visualization techniques and skills performance in Bread and Pastry Production. However, the second hypothesis is sustained because there is no significant difference between the respondents and student's skill performance in Bread and Pastry Production when group according to sex.Furthermore, certain recommendations were formulated since visualization techniques and learner's baking skill's performance were found to have a significant relationship. Some of those recommendations are teachers may utilize visualtization techniques when instructing students in Bread and Pastry Production, Students may be exposed to a variety of connected ideas and let them use those ideas in hypothetical or realworld scenarios. Likewise, it is suggested that the teacher makes way to set the mood of the learners and sustain their interest in every activity performed due to his expertise in the utilization of visualization technique.

Proceedings of the 5th International Conference on Vocational Education and Technology, IConVET 2022, 6 October 2022, Singaraja, Bali, Indonesia

Ni Komang Megawati

International Journal of Academic Research in Business and Social Sciences

Arni abd gani

Cooking is not only to satisfy hunger and to produce palatable food. Behind the arts of cooking, there is food related sciences involved that is often overlooked. Food science elements can be explored through fermentation of bread, coagulation of eggs during preparation of mayonnaise and Maillard reaction during the grilling process of steak. There are many other cooking processes that involve the elements of science. Thus, this study explores the integration of cooking and food science elements via Kitchen Science Module to fascinate Secondary School students towards the Science, Technology, Engineering and Mathematics (STEM) programme. A qualitative research through observation has been employed to achieve the objective of the study. Kitchen Science Module has been used as the major tool in examining the fascination level of students towards the STEM programme. A direct exposure of knowledge kitchen science plus direct involvement with the cooking processes would fascinate and motivate secondary school students to pursue their future study in related fields of science, technology, engineering, and mathematics specifically.

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