REVIEW OF RELATED LITERATURE

The academic year 2016-2017 is a big turning point in Philippine Education system since a vast
makeover will happen. The new curriculum which is known as K to 12 Enhanced Basic Education Curriculum,
under the newly signed K to 12 Basic Education Program Law Senior High School (SHS) will officially be
implemented nationwide starting with Grade 11 in SY 2016-2017 and Grade 12 in SY 2017-2018. The
additional 2 years Senior High School is a specialized upper-secondary education composed of a common Core
Curriculum and Tracks. There are 8 core curricula or learning areas that include Language, Humanities,
Communication, Mathematics, Philosophy, Science, Social Science and Physical Education and Health and 4
tracks which include (1) Academic, (2) Technical-Vocational-Livelihood, and (3) Sports and Arts (4) General
Education or Liberal Arts. Each track will have strands, which is also known as specializations within a track.

The 8 core curricula have 17 core subjects while the 4 tracks have 16 track subjects or a total of 33
subjects for SHSC of which each subject will entail 80 hours of classes per semester for the four semesters
involved in Grades 11 and 12 or a total of 2,640 hours to complete the Senior High School level.

Curriculum is very essential to human development. Farkas (1993) indicated that curriculum update
must be a continuing process, with educators remaining up-to-date with the changes and leading the changes.
According to Purcell (1993), when writing curriculum, changes that have taken place in the past should be
considered as well as changes that are likely to happen. According to Brand III (2005),

One certainty is that continuous efforts must be made to revise and update curriculum to ensure it is
meeting student needs in the ever-changing workforce.” The message from these studies is that educators
should reassess their curriculum to ensure that their curriculum is adequately developing students’ necessary
employability skills (Purcell, 1993; Walo, 2000). Reflecting on the above assertions, it can be argued that
curriculum should be reviewed periodically to keep up with changes and trends, in order not to be passing old
and outdated knowledge and irrelevant competencies onto the students (Farkas, 1993; Purcell, 1993; Walo,
2000). Several studies (Miranda, 1999; Dittman, 1993) indicate that most existing hospitality programs are still
focused towards producing technically oriented students with marginal attention given to management or
employability skills for entry-level positions with little or no emphasis on upper-level management skills.

Thompson and Poppen’s strategy list helped in planning activities for curriculum development and concept
mastery using a learning contract. These strategies added more variety to instructional methods, and they allowed
students to use what they learned in the classroom and then apply it to real-life situations. Students made choices about
which additional activities they wanted to complete, and they worked cooperatively with their classmates. There was a
sense of freedom from the threat of failure because the students worked cooperatively within their teams as they
completed course objectives. When the students signed up for a grade, they identified personal learning goals. The
opportunities for stimulating learning experiences occurred with class discussions, lab activities, modeling, computer lab
exercises, and group projects.

Now how can I help him or her find the resources-the people, the experiences, the learning facilities, the books,
the knowledge in myself-which will help them in ways that will provide answers to the things that concern them, the
things they are eager to learn? And, then later, how can I help them evaluate their own progress and set future learning
goals based on this self-evaluation? (p. 136) Instructors feel a sense of accomplishment by helping students achieve
course competencies by serving as motivators, coaches, and resource persons. Students achieve course competencies
by developing, implementing, and evaluating their own learning plans (Cristiano, 1993).

According to Knowles (1986) a learning contract typically specifies five major themes: (a) how the knowledge,
skills, attitudes, and values are to be acquired by the learner (learning objectives); (b) how the learning objectives are to
be accomplished, (learning resources and strategies); (c) how to assign a target date for their accomplishment; (d) how
the evidence to be presented will demonstrate that the objectives have been accomplished; and (e) how the evidence
will be judged, or validated, or how much credit will be awarded to the learner, or what grade.

Connelly. (2013) cited that schools have always played a vital role in ensuring that students have the skills
needed for the job or career they have chosen. The key function of education is to fully prepare students for life
after schooling preparation for the world of work is a necessary and vital part of that equation. As our society
and economy continues to evolve, it may be time to rethink how public education aids students in choosing
career and education pathways. Additionally, due to the present economic and social changes our government is
dealing with, it is imperative that we think more deeply about the future of those students who will enter the
workforce immediately after high school.
“How can we ensure that education is the right one for the times? “ Different skill sets will be required
for the future. The next generation will need to be entrepreneurial, willing to take risks and be multicultural.
Lynch(2013).
 Factors Affecting Senior High School Track Preferences of Grade 9
Students of Don Bosco Technology Center, Inc. Academic Year 2014-
2015: A Basis for Career Guidance Program