EDUKASYONG PANTAHANAN AT PANGKABUHAYAN

(EPP) WITH ENTREPRENEURSHIP

TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)

IN THE K TO 12
BASIC EDUCATION PROGRAM

Conceptual Framework of Teaching the TLE

The K to 12 Curriculum has as its overarching goal the holistic development of every Filipino learner with
21st century skills who is adequately prepared for work, entrepreneurship, middle level skills
development and higher education. The overarching goal of the K to 12 curriculum, indicated that the
teaching of Technology and Livelihood Education (TLE) plays a very important role in the realization of
the overall goal of the curriculum. Whether or not the K to 12 graduate is skilled and ready for work,
entrepreneurship and middle skills development depends to a great extent on how effectively you
taught TLE.

The teaching of the TLE in general secondary schools is guided by this Conceptual Framework. It shows
that the TLE encompasses the various sectors in Information and Communications Technology, Agri-
fishery and other technological proficiency.
TLE is geared towards the development of technological proficiency and is anchored on knowledge and
information, entrepreneurial concepts, process and delivery, work values and life skills. The TLE that is
functional is one that equips students with skills for lifelong learning. is focused on mastery of skills and
is founded on the cognitive, behavioral or psychomotor and affective dimensions of human
development. So teaching TLE, is teaching facts, concepts, skills and values as a whole.

EPP AND TLE

Agricultures
Home Economics
and Fisheries
Industrial arts
ICT
THE LEGAL BASIS OF THE TEACHING OF EPP AND TLE:

It is declared policy of the state to ”give priority to education, science and technology, arts, culture, and
sports and foster patriotism and nationalism, accelerate social progress, and promote total human
liberation and development” (1987 Philippine Constitution II, Section 17)

RA 10674, an Act Strengthening the Ladderized Interface Between Technical –Vocational Education and
training in Higher Education, which was signed into law on Nov. 21,2014 states: “It’s hereby declared the
policy of the state to institutionalize the Ledderized interface between technical –Vocational education
and training and (TVET) and higher education to open the pathways of opportunities for career and
education progression of student and workers, create a seamless and boarderless system of education,
empower students and workers to exercise options or choose when to enter and exit in the education
ladder and provide job platforms atevery exit as well as the opportunity to earn income.

INTENDDED OUTCOMES OF THE TEACHING OF EPP AND TLE LEARNING EREA STANDARD

As the frameworks of TLE teaching indicates, the teaching and learning of TLE ultimately leads to higher
education, middle level manpower, entrepreneurship and employment. In fact, this is the Learning Area
Standard of TLE.

The study of areas of TLE, namely Agriculture and Fishery Arts, Industrial Arts, Home Economic, ICT is
expected to lead to Technological Proficiency.

What is Technological Proficiency? It is the ability to apply the technical knowledge and skill and
values learned in the four areas of TLE. The TLE students must be able to demonstrate mastery of a
specific behaviour or skill measured against establish standard in various levels such as level 1 and
level 2.

What are these NC I and NC II?

These are the different levels of national certificates awarded by the Technical Skills and Development
Authority (TESDA) to a student who passed the assessment given by the same agency.

The students who obtain an NC I means that he/she is able to “perform routine and predictable tasks,
has little judgment and works under supervision.” A holder of NC II is one who can perform a
prescribed range of functions involving known routines and procedures. He/She has limited choice
and complexity of functions and has little accountability.”
Guidelines and GUIDING PRINCIPLES in the TEACHING of EPP/TLE

1. Cover the four TLE areas in Grade 7 and 8 for exploratory purposes-agriculture and fisheries,
ICT, Home Economics and Industrial Arts.
2. Develop student’s entrepreneurial mindset.
3. Do contextualized teaching. Teach entrepreneurial concepts in the context of the TLE
student’s specialization in Grades 9-12.
4. TLE is a skill-dominated subject. Therefore, teaching TLE must make use of experiential
learning.
5. Subject offering must be done systematically from Grades 7 to 12 to enable the TLE student to
obtain an NC 1 in Grade 10 and NC II in Grade 12.
6. The teaching TLE is focused on knowledge and information, entrepreneurial concept including
process and delivery, work values and life skills.

Teaching Approaches, Methods, and Tehniques

The framework of TLE teaching in the K to 12 Curriculum made by the TLE experts of the
Department of Education cited the following in relation to teaching approaches, methods and
techniques – entrepreneurial, contextualized, integrative, experiential, authentic and constructivist
learning.

Direct Method of Instruction

Since TLE is a skill subject, direct instruction is most appropriate. The demonstration method is
a direct method of instruction. It is referred to as the “show and tell” method. The teacher simply
shows to the students how a thing is done and explains as he/she demonstrate. For an effective
demonstrations, it is necessary that the teacher mentions the dos and don’ts of the process for
emphasis and clarity. It is important that as a teacher demonstrates a process, he/she cautions
students on steps of a skill where students are most often mistaken or which are most often missed.

It is expected that after the teacher demonstrate of a process, the students are given the opportunity
to demonstrate the process or the skills themselves. However, students should not expected to
demonstrate the process or skill immediately on their own after the teacher has shown it. This has to
be done gradually. The step are:

1. Teacher demonstrate – “Watch me and listen to me.”

2. Student demonstrate with scaffolding from teacher. “Let’s do it together”
3. When students can do the process by himself/herself, student demonstrate the skill or
process. – “Do it as I watch”
4.