11 Mayo 2024, Sabado
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Tech-voc trng to be part of all sr high school strands
By Creselda Canda-Lopez
“Scope is either too specific or too broad. ..some interagency committees have very narrow focus, such as Interagency Committee on Economic and Financial Literacy, convened in line with RA 10922…this does not foster systems perspective needed to orchestrate sector as a whole,” Second Congressional Commission on Education (Edcom II) said Technical-vocational skills training will soon be given to all senior high school students regardless of strand or area of study after government’s three education agencies agreed to streamline their policies to produce more employable graduates.
Department of Education (DepEd), Technical Skills Development Authority (TESDA) and Commission on Higher Education (CHED) signed joint memorandum circular embeds Technical and Vocational Education and Training (TVET) in all senior high school tracks. Department of Labor and Employment is also co-signatory.
An earlier TESDA press release said its purpose is to “equip high school graduates with industry-relevant skills and knowledge” by including at least one training regulation (a set of competencies for certain industry or sector) in every grade level in SHS. By the time student graduates from senior high school, they would have earned two National Certificates (NCs).
DepEd and TESDA also signed another joint memorandum circular requires senior high school students taking technical-vocational livelihood (TVL) track to undergo assessments to receive National Certificate (NC) from TESDA. NC serves as official proof of person’s mastery of skill or competency when applying for jobs locally and abroad.
It’s currently optional for Grade 12 students on TVL track to undergo assessments, needed to be issued NC for their skills. Due to apparent cost of applying for an assessment (average cost being P1,000 per individual) based on TESDA data, only quarter of senior high school graduates received certificates for School Year 2019-2020.
2024 General Appropriations Act has funding for mandatory assessment of Grade 12 TVL learners, as well as “capability building program” for more DepEd teachers to become accredited competency assessors, TESDA said in its press release.
Finalization of curriculum guides and pilot implementation in select schools and regions will be conducted in 2025 to assess effectiveness of program before launch of revised SHS curriculum, according to TESDA.
DepEd’s senior high school program differentiates those taking academic track from technical-vocational track. Academic track consists of three strands: Business, Accountancy, Management (ABM); Humanities, Education, Social Sciences (HUMSS); and Science, Technology, Engineering, Mathematics (STEM).
Academic strands do not have technical-vocational skills training as part of their curriculum. Students instead gain some measure of work experience through 80 hours of work immersion, private sector group Philippine Business for Education (PBEd) said may be inadequate for employers to consider students as work-ready.
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In 2017 study by PBEd, out of 70 leading companies across all sectors in the Philippines, only 20% were willing to accept senior high school graduates.
While technical vocational courses remain popular among Filipinos looking to upskill, latest available data shows graduates of technical vocational programs mostly end up in minimum-wage jobs.
From 2010 to 2014, TESDA graduates earned only around P10,000 per month on average, according to National Technical Education and Skills Development Plan (NTESDP) 2018 to 2022.
Second Congressional Commission on Education (Edcom II) identified absence of cooperation among country’s three education agencies as an obstacle to enhancing current policies related to students’ learning.
Finding, as detailed in Edcom II’s Year One report, said historial context behind “trifocalization” of the Philippines’ education system, led then-sole education agency to split into three different bodies, exposed “lack of effective coordination among education agencies.”
While several laws and executive orders require three education agencies to work together, Edcom II found that these have not always been followed effectively.
Edcom II also pointed out some interagency bodies have “weak institutional arrangements and capacity.”
“Irregularity of meetings and lack of continuity were commonly cited issues in coordinating DepEd, CHED, and TESDA,” Edcom II added.
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