The Technical Vocational Livelihood Track at

Senior High School is not yet ready for

implementation

Abstract
On May 15, 2013, Republic Act 10533, also known as the Enhanced Basic Education
Act of 2013, was signed into law in the Philippines, establishing the K to 12 program.
e eort is a piece of legislation that establishes the K to 12 Curriculum in order to make
Philippine Basic Education competitive with other countries. The Senior High School
curriculum is thought to be one of the solutions to the country's educational system
problems. The study determined the ideal readiness of the three groups of
stakeholders in the execution of the Technical-Vocational Livelihood Track for Senior
High School in 2016, namely the Division of Zamboanga del Sur, Industries, and
Community. The researchers used a descriptive research approach and validated
survey questions in this investigation. The findings found that: 1) school
administrators admitted that they are "not at all ready" in terms of facilities/equipment
for the SHS Technical-Vocational Livelihood Track; and 2) LGUs and industries are
"somewhat ready" to assist the SHS implementation. The study concludes that the K-
12 SHS program in Zamboanga is not yet ready for implementation. According to the
findings, 1) school administrators admit they are "not at all ready" in terms of
facilities/equipment for the SHS Technical-Vocational Livelihood Track, and 2)
LGUs and industries are "somewhat ready" to assist with SHS implementation.
According to the findings, Zamboanga's K-12 SHS program is not yet ready for
implementation.

Keywords - Education, Technology Education, K to 12, Senior High School,

optimal readiness, industries, communities, descriptive design, Philippines.

Introduction
The Philippine government has put in a lot of effort over the years to raise the caliber
of the country's educational system, with the goal of generating globally competitive
Filipinos and leading the country toward growth. The Basic Education Curriculum
(BEC) was introduced by the Department of Education in 2002 to improve the quality
of Filipino learners and graduates and to prepare them for lifelong learning. In 2010,
the Secondary Education Curriculum (SEC) was established, which was based on the
updated 2002 BEC and included Understanding by Design (UbD). It aims to help
everyone develop functional literacy and the 21st-century basic skills required for
global competitiveness. Students' capacity to think critically, reason effectively,
communicate effectively, and solve issues are among these capabilities. Because the
Philippine Basic Education program is just two years long, Filipino graduates are not
instantly accepted as professionals in many places abroad. The K to 12 program, also
known as the Enhanced Basic Education Act of 2013, was enacted into law on May
15, 2013 to raise the standard of the country's basic educational system. The
additional two years in basic education are aimed primarily at making the Philippines
competitive with the rest of the world. After graduation, the newly passed law is
expected to provide Filipino kids with a holistic set of 21st century skills. These
abilities prepare students for middle-level professions, entrepreneurship, and higher-
education pursuits. In 2012, the K to 12 Program was adopted in all public schools
across the Philippines. The first year of implementation began in Grades 1 and 7 in
the 2012-2013 school year, followed by Grades 2 and 8 in the 2013-2014 school year,
and Grades 3 and 9 in the following school year. Collaboration with other government
agencies such as the Technical Education Skills and Development Authority has
resulted in concerted efforts for diverse reasons such as trainings and seminars,
linkages, and programs (TESDA), In preparation for the full implementation of
Grades 11 and 12 in the Senior High School Program by School Year 2016-2017, the
Commission on Higher Education (CHED) and Higher Education Institutions (HEIs)
are working with the Commission on Higher Education (CHED) and Higher
Education Institutions (HEIs) (IRR of RA 10533). The new basic education
curriculum aims to improve the country's economic situation by providing greater
work prospects and a larger range of options for graduates. It will be learner-centered,
enriched, and tailored to the local labor market. The new basic education curriculum
aims to improve the country's economic situation by providing greater work prospects
and a larger range of options for graduates. It will be learner-centered, enriched, and
tailored to the local labor market. Students will also be able to select electives and
specializations that are of interest to them. is part of a solution to the problem of
students dropping out of school due to a perceived lack of relevance in the curriculum
(Ramos, 2013). Furthermore, the new basic education curriculum is seen as a
response to the country's economic crisis, underemployment, and unemployment, as
well as other educational difficulties. The revised basic education curriculum is also
considered as a response to the country's economic crisis, underemployment, and
unemployment, as well as other educational challenges. As a result, it is required to
look at more than one specific point in the system as well as all other pertinent
elements in the program. Whatever the size and scope of the intended change,
particularly the Technical-Vocational Livelihood track, it is critical that key
stakeholders understand whether the entire system and other elements are ready for
two reasons: first, embarking on a change initiative without assessing readiness risks
squandering opportunities and resources, and at worst, causing damage to the existing
system; second, the interconnectedness of all parts in a functioning system measuring
the readiness of all parts in a functioning system measuring the readiness (Walinga,
2008). One of the paths available in the SHS curriculum is Technical-Vocational
Livelihood. It is divided into four strands: HE, ICT, IA, and AFA. is in particular in
need of a readiness evaluation. More planning and preparation is required for facilities
and equipment. Different facilities must be provided for this track, which includes the
four strands listed above. Given the number of strands, extensive preparations are
required in terms of facilities and equipment, as well as the skills and competency of
the teachers who will be handling each strand.

Framework
Scholarly viewpoints on organizational change and people's reactions to change lead
the research. When an organization's preparedness for change is strong, members are
more inclined to start change, put forth more effort, persevere longer, and work
together more effectively. As a result, more effective implementation is achieved.
Institutional theory states that organizations are defined by rules and regulations that
must be followed in order for them to succeed (Meyer & Rowan, 2012; Scott &
Meyer, 1983). Organizations that successfully include environmentally-legitimate
aspects have a higher chance of long-term success, growth, and survival than those
that do not.The Division of Zamboanga del Sur, its internal stakeholders, the
community, and the industries can all be seen as organizations attempting to comply
from this perspective.
114JPAIR Institutional Researchto the regulations and requirements imposed by the
Department of Education in the implementation of the SHS Program. Because
implementation is frequently viewed as a "team sport," issues occur when some
people are devoted to it while others are not. When organizational members not only
want to make a change, but also feel confident in their ability to do so, organizational
readiness is likely to be at its peak. While many organizational change projects appear
to be successful at first, long-term success has eluded them (Nadine & Persaud, 2003).
Some authors highlighted a lack of urgency, contracting against the wrong challenges
and outcomes, and a lack of systems thinking as factors for failed change efforts
(Block, 2001). The variables of the study are displayed in Figure 1 using a Venn
diagram, which depicts an overlapping interplay of stakeholder spheres based on the
theories provided. The intersection of the three stakeholders' preferred
implementation strands (schools), skills preference (industry/state universities and
colleges (SUCs)/TESDA supervised schools), and preferred TVL tracks (community)
measures the stakeholders' optimal readiness in implementing the SHS Program in the
division of Zamboanga del Sur.

Objectives of the study

The study determined the ideal readiness of the three groups of stakeholders in the
implementation of the Technical-Vocational Livelihood Track for Senior High School
in the year 2016, namely the Division of Zamboanga del Sur, Industries, and
Community. The study specifically determined the following: 1) Schools in the
division of Zamboanga del Sur - role of schools in terms of number of enrolment;
number of teachers; TVL Track/Strand preference; and availability and condition of
school facilities/equipment; role of teachers in terms of age; educational
qualification/background; eld of specialization; seminars/trainings attended related to
TVL Track; length of service; and skills qualification; 2) Industry, 3) Community –
track/strand preference; 4) possible major problems and issues confronting the
implementation of the SHS Program, particularly the TVL track; 5) possible remedial
measures to be taken to address the perceived problems in implementing the SHS
Program; and 6) optimal readiness of the stakeholders in Zamboanga del Sur to
implement the TVL Track.
Methodology
The descriptive research design was used in this study. According to Creswell (2009),
the descriptive survey design examines the current event with extreme precision and
then summarizes exactly what the researcher observes. The instrument used to collect
data was a questionnaire. Because of its impersonality, the questionnaire promotes
dependability, according to Chawawa (2012). However, as Bell (2011) points out, one
of its primary flaws is that it may encourage people to mislead and give ambiguous
answers. The study was done in the Division of Zamboanga del Sur, which comprises
the southern sector of the Zamboanga peninsula and forms the western part of the
island of Mindanao. The division has 124 secondary schools and a population of
25,567 people. There are also 27 SUCs, six TESDA-supervised schools, and 26 local
government units in the division (LGUs). In addition, the province has industries such
as shing, manufacture, farming, mining, trade, and barter. 10 school administrators, 93
Technical-Vocational Livelihood teachers from the 30 pre-identified secondary
schools, 85 LGUs, 12 SUCs, 5 TESDA-supervised schools, 1138 parents, and 1261
students were selected using purposive random sampling for this study. At a margin
of error of 0.5, the Slovin sampling approach was employed to pick parents and
students as research respondents.

RESULTS AND DISCUSSION

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Conclusions
The current status of Philippine education necessitates the addition of two more years
of SHS. It means that additional classrooms, more textbooks, better
facilities/equipment, continued professional teaching growth, and compensating
teachers' wages are all needed. The optimal preparation of stakeholders to execute the
SHS is not apparent. Although the HE strand is the most popular among stakeholders
in the program because of the DepEd-provided HE laboratory package, teacher
training and skill qualifications remain a top priority in the implementation of the
SHS TVL track. The availability of school facilities and equipment does not support
the school's preferred stakeholder strand. The government has only one year to
compile all of the necessary inputs for the implementation of the K to 12 SHS
program. Managing school communities and their stakeholders necessitates strategic
collaboration and typically takes more time. As a result, the K to 12 SHS program in
Zamboanga del Sur is not yet ready for implementation. In June 2016, the K to 12
SHS program will undoubtedly be introduced. There is no other option for all
stakeholders than to use all available resources to expedite preparations so that the
country can move forward and progress. It is a watershed moment for all Filipinos,
because education will always be one of the most effective strategies to overcome
poverty and ignorance.

Transational Research
The study's findings may be best transferred to other forms of communication for
information transmission, if not, a more extensive public awareness campaign.
Indigenous materials, such as wall newspapers and one-act plays, may be created for
remote stakeholders, and social media and mass media (TV, newspaper, and radio)
may be used to disseminate information.