CAREER GUIDANCE PROGRAM (CGP) Grade 12

MODULE 1: ENTERING THE EXITS

At the end of this module, the learners are expected to:

1. relate the results of the National Career Assessment Examination (NCAE) in choosing a curriculum
exit;
2. determine preferred life and career based on chosen curriculum exit; and
3. appreciate the chosen life, career, and curriculum exit based on one’s interests and personality type.

In order to guide the conduct of career guidance at the school level and to ensure the development of
skills and competencies required in the world of work, the Department of Education has been
conducting career assessment to Grade 9 students through the National Career Assessment
Examination (NCAE). The NCAE aims to provide guidance to individual learners for their future
educational and career choices. It also provides the basis for profiling learners’ aptitude in the four
Senior High School tracks.
There are three domains measured in the NCAE. These are the General Scholastic Aptitude (GSA),
Occupational Interest Inventory (OII), and Aptitude for Senior High School Tracks. The GSA
measures the learner’s reading comprehension and scientific, verbal, mathematical, and logical
reasoning ability. The OII is a checklist of occupational interests that provides an assessment of
inclinations or preferences for comprehensive career guidance. The Aptitude for SHS Tracks
determines the learner’s inherent capacity to succeed in the SHS tracks.
A profile chart of the students’ occupational inclinations and preferences through the identified cluster
occupations is provided in the results of the NCAE. The test is being administered to all Grade 9
learners who are currently enrolled in public and private schools with government permit or
recognition. Moreover, learners with special needs may also be assessed provided that test
accommodations are met. (as per DepEd Order No. 55, s. 2016 Sec. 9) Helping people make career
decisions have been fundamental to counseling psychology since its emergence as a profession, and it
continues to be central to its identity today (Gelso & Fretz, 2001, as cited in Journal of Counseling
Psychology, 2010).
After acquiring all the knowledge, skills, and attitude and being aware of their interests and
personality types, Grade 12 learners will now choose the curriculum exit they will pursue after senior
high school. Grade 12 learners may choose to work immediately since they are of legal age and have
the competencies to perform a specific job, or to pursue a business they can start to earn money. They
may also proceed to higher education and pursue a degree course or take up any Technical Education
and Skills Development Authority (TESDA) courses for middle-level skills development.
Employment. Any senior high school graduate who plans to work after senior high school can check
with the Public Employment Service Office (PESO) in their locality for possible job vacancies, or
they can browse in the Department of Labor and Employment website, www.ble.dole.gov.ph for
possible local employment.
Entrepreneurship. Senior high school graduates who plan to pursue the entrepreneurship exit will have
to consider many things. They have to be cautious lest they end up losing money invested in the
business. The Philippine Business Industry (as cited in http://www.biznewsph.com/p/business-ideas-
in-philippines.html, 2012) has come up with a list of ideas where prospective entrepreneurs can start
and grow their own business in the Philippines. (See Appendix 3: List of Business Ideas in the
Philippines.)
Higher Education. Senior High School graduates who would want to pursue a degree course in higher
education may directly inquire at any colleges and universities in their area. They may also inquire at
www.ched.gov.ph, the official website of the Commission on Higher Education (CHED) for the
recognized programs of schools per region.
Middle-Level Skills Development. Senior high school learners who may want to pursue middle-level
skills development after finishing a specific track and strand in senior high school may inquire at their
local TESDA offices for the courses offered in their locality. Those who went to Technical Vocational
Livelihood Track and earned a National Certification Level II may apply for a higher level of national
certification if they opt to.
Senior high school graduates may go to any curriculum exit regardless of the SHS track they took. If a
learner took up a TVL Track, he/she can still enroll in college to pursue higher education. Moreover,
after entering a specific exit, any SHS graduate may proceed to another exit. For example, a graduate
who chooses to pursue higher education and gets employed after graduation may enter into a business
or pursue middle-level skills development while employed.
Nonetheless, whatever curriculum exit senior high school graduates pursue is their own decision.
They only have to maximize their talents and resources in order to be successful. As what author and
speaker Mack R. Douglas said, “You are responsible for everything you do.”

Activity 1: MY PLAN TO EXIT

Instructions: Write your occupational interest based on your preference and plan after senior high
school.
1. In the fourth column (Employment), write your preferred kind/nature of work if you plan to
proceed to this exit and indicate when.
2. In the fifth column (Entrepreneurship), write the specific business industry you want to
pursue if you plan to proceed to this exit and indicate when.
3. In the sixth column (Higher Education), write the specific course if you plan to proceed to
this exit and indicate when.
4. In the seventh column (Middle-Level Skills Development), put the specific skilled courses if
you plan to proceed to this exit and indicate when.
Sample
Occupational Specific Preferred Curriculum Exit
Interests based on Career or Employment Entrepreneurshi Higher Middle
preferred Profession p Education Level Skills
occupational based on Development
interests Occupational
Interests
Rank Professional Teacher Secondary Cakes and Bachelor Bread and
1 Services School Pastries of Pastry
Teacher (2026) Secondary Production
(2022–2052) Education (2025)
(2018–
2022)
Rank (Write your (Write the (Write the (Put the
2 preferred specific business specific specific
kind/nature industry you course if skilled
of work if want to pursue if you plan courses if
you plan to you plan to to proceed you plan to
proceed to proceed to this to this proceed to
this exit and exit and indicate exit and this exit and
indicate indicate indicate
when) when) when)
Rank (Write your (Write the (Write the (Put the
3 preferred specific business specific specific
kind/nature industry you course if skilled
of work if want to pursue if you plan courses if
you plan to you plan to to proceed you plan to
proceed to proceed to this to this proceed to
this exit and exit and indicate exit and this exit and
indicate indicate indicate
when) when) when)
 Activity 2:My Entry Point in the Exit
Directions: Draw a symbol to represent the life and career you imagine to have after entering
your chosen curriculum exit. Briefly explain why you have chosen the symbol.

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Journal Reflection No. 1 My Meaningful Exit from Senior High School

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 MODULE 2: DISCOVERING THE C’s
Objectives
At the end of this module, the learners are expected to:
a. identify the different lifelong skills that respond to the changing nature of work;
b. relate academic achievement to life and career success;
c. express appreciation on the relationship of academic achievement to life and career success; and
d. utilize the data on Labor Market Information (LMI) to better understand life and career.

The Changing Nature of Work

With the rapid pace of technological advances in the global labor market, various occupations are
continually being created. These demands open doors to numerous job opportunities today and in the
future.
In an article from the Society of Human Resource Management (2013), five global trends affect the
future of the global labor workforce:
Technology. In a highly digitized and connected world mainly driven by smart devices, work is no
longer limited to reporting to the office. On-line jobs can be done at home.
Outsourcing. Today more than ever, companies try to cut on cost and save resources. One practice by
which they are able to do these is by outsourcing. Outsourcing is getting portions of work done
through outside suppliers rather than completing it internally. The call center industry is an example
of an outsourcing practice that continues to expand in the country.
Changing workers’ attitude and values. Different generations exhibit different qualities, attitudes,
and values. Recent years have focused on striking a balance between work and life. Workers need to
love their work but should have other interests outside the office, too.
Demographics and diversity. With better medical care, people are living longer and life expectancy
increases. In the next 10 years, five generations―traditionalists, Boomers, Gen X, Gen Y, and Gen
Z―will be working together. Different generations must be able to capitalize on their tools while
working harmoniously with one another.
Globalization. Companies are extending their businesses on an international scale. Some companies
are on a 24-hour operation scheme to meet the demands of their clients and the global market. The
dispersion of work geographically makes it possible to get work done.
Lifelong Learning
Lifelong learning is defined as “the ability to be responsive to change, to be inquiring and reflective in
practice, through information literacy and autonomous, self-managed learning” (Southern Cross
University, 2017). This may seem complex but in reality, it is a process that everyone needs to
undertake to grow as an individual may it be in life or career.
For the Grade 12 Career Guidance Program, we shall be defining lifelong learning as the voluntary
and self-motivated pursuit of personal and career development. This pursuit can be applied on any of
the different exits. For example, if you choose to work after graduating, it would mean an ongoing
professional development; for entrepreneurs, it would mean continuously exploring and expanding
business interests; for middle level skills, it would mean enhancing and upgrading your skills; and for
higher education, it would mean enrolling and exploring the opportunities in college. This will
continue throughout your life. You must be able to exhibit openness and curiosity, and the willingness
to investigate and consider knowledge and ways of thinking. If you appreciate new ideas and seek
new ways of learning or understanding the world, you are ready for lifelong learning.

Seven C’s―21st Century Lifelong Skills

You are now ready to learn the lifelong skills that will propel you to succeeding in both life and
career. These skills will guide you in adapting the ever-changing demands of life and work. Let us
take a look at each one of them:
Critical Thinking and Doing. This skill requires you to look at a problem with “discerning eyes.”
You should be able to see the flaws and errors and decide on a solution. In a myriad of information,
you have to develop this skill of discriminating what is important and relevant. This entails research,
analysis, and decision-making. Application completes the steps. You need to follow calculated steps
and manage the implementation of your decision.
Creativity. Successfully turning new and imaginative ideas into reality is needed to create and design
best fit solutions. This includes innovation that generates unique products and services or even, new
ways of doing things.
Collaboration. No one lives and survives alone. You need to engage and work with others to survive.
Empathy which is putting yourself in other people’s shoes is needed for understanding.
Compromising and community-building can only be achieved by looking at someone else’s
perspective and situation as well.
Cross-Cultural Understanding. Every day, millions of people around the globe travel for education,
leisure, business, and profession. Keeping yourself levelheaded and respectful of the many differences
among cultures will enable you to live peacefully with the peoples of the world.
Communication. You are not only communicating to be understood but also, in order not to be
misunderstood. Therefore, another skill that must be developed is your ability to craft ideas and
messages and deliver them in a manner that is clear and purposeful.
Computing/ICT Literacy. Effective use of digital devices will enable you to communicate,
collaborate, and advocate. You must keep yourself abreast with the many advances in the technology
to keep yourself relevant.
Career and Learning Self-Reliance. Throughout your life you must be able to grow, redefine, and
reinvent yourself. This means being able to develop yourself by managing change and adapting to it.
Just like what Heraclitus said, “the only thing that is constant is change.”
Reflection: Hierarchy of C’s
You will create your Hierarchy of C’s by filling in the spaces of the pyramid with the appropriate
lifelong skills. An assessment of one’s self will enable you to reflect on the levels of your lifelong
skills so that you may highlight your advanced skill while working on the ones that need
development. At the bottom, you will have to complete the sentences which would signify your
commitment in maintaining, enhancing and improving their skills.

Commitment
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 MODULE 3: THE CHOICE OF CHOOSING
The choice of choosing is an ultimate freedom granted to all human beings. This freedom of
choosing can be best enjoyed to its fullest when practiced with responsibility. The choice of a
profession is one of the lifetime decisions that every individual shall make. Self-introspection and
careful self-analysis can be concrete bases for decision making. This module will provide you with an
avenue to explore within yourself and thus enjoy the benefit and freedom of responsible choosing.
Objectives
At the end of this module, the students are expected to:
1. analyze their academic achievement based on their desired profession and realities in life;
2. identify their bases for choosing their profession; and
3. discuss their personal experiences in choosing a profession with the guidance and support of
parents or significant others.

Career Analysis Profile Sheet

Name: _________________________________________ Sex: ____ Age: _____
Strand/Track: ____________________ Region: _____
Preferred Exit: _______________
First choice: _________________________ Second choice: ___________________

Personal Values Skills Realities Labor Academic

Belief Market Performanc
Information e
Sample Career Analysis Profile
Name: Sophia Sex: Female Age: 19 yo Strand/Track: GAS Region: V
Preferred Exit: Entrepreneur 1st choice: Buy and Sell 2nd choice: Establish a stall
Personal Values Skills Realities Labor Market Academic
Belief Information Performanc
e

“Ang Matiyaga Negotiating Computin I do not Agribusines GWA Gr11

kakaunti g have s 85 – Very
kapag Determinad enough Constructio Satisfactor
palagi ay o Interpersona Planning capital to n y
nagiging l Skills start a  IT-BPM
marami. Analyzing business. Health,
” Can work Wellness and
under Counting My parents Tourism
pressure are not  Hotels and
“Basta supportive Restaurants
may Patience of my  Wholesale
tiyaga decision to and Retail
may put up a Trade
nilaga.” business
since they
want me to
take a
degree
course.

The
community
has no
existing
businesses
that are
similar to
my desired
business.

There are
upcoming
constructio
n
companies
that will
construct a
football
stadium in
my town.
 MODULE 4: MYSELF IN OTHERS SHOES
At the end of this module, the students are expected to:
1. analyze information gathered from people that will help affirm their decision in choosing the career
or curriculum exit;
2. evaluate the role of selected people with the chosen career or curriculum exit in terms of their
beliefs, attitude, and skills; and
3. make a career road map as an expression of commitment to one’s chosen career or curriculum exit.

It has been said that first hand information can be a very rich source of information for
learners. These are the information (the beliefs, attitude, and skills) and success stories that we get
from people who inspire us and make us feel more enthusiastic about pursuing our goals. This is also
called observational learning.
Observational Learning happens when one learns by observing another person perform a
specific task. Observational Learning or the Social Learning theory focuses on the social context of
learning and proposes that we can learn from another by observation, imitation, or by modeling.
Albert Bandura (1977) endeavored to understand the cognitive processes associated with people’s
interaction with one another. Social learning theorists say that learning can take place simply by
observing other actions and the subsequent outcomes of those actions.
It is from this context that the Grade 12 learners are given assignment to observe a person
with whom they want to emulate in the future using the informational interview form (attached in the
appendix). By shadowing the person or the “More Knowledgeable Other” or MKO (Vygotsky, 2014)
in his place of work and by asking pertinent questions based on the observation tool that was crafted,
it is believed that these new information will help them in cementing their decisions to pursue their
chosen career.
Informational observation also strengthens the claim of the creative job hunting principle
(Woodcock, 2014) where it says that the best way to choose a career is to talk to people doing the job
and to try it out via work shadowing and experience. There is a lot of truth in the statement that you
don’t really know what it’s like until you have been doing it for a while: at least shadowing gives you
a good idea of what’s involved.
The idea of the observation is to promote a learning context where the learners play an active
role and become responsible for their own learning. The role of the teacher therefore is to closely
collaborate with learners to facilitate meaningful learning experiences they acquired.
Choosing the right course is a big decision and it is important to get it right, as it can impact
future success. Career awareness and self-awareness go hand-in-hand. This is the other idea behind
why learners need to have enough information profile about the career they want to undertake through
the informational observation. In so doing, the learners could be taken away from the idea that luck,
unpredictable social factor, chance, beliefs, and environmental factors play a major role in one’s
success in life as suggested by the Happenstance Theory (Krumboltz, 2008).

Stephen Covey says from his famous book The 7 Habits of Highly Effective People, “Begin
with the end in mind.” We encourage our learners to visualize what they wanted to become and they
are already on their first step of achieving their goals.
 Relative to this, encourage them to craft their own career road map by taking into
consideration the information they gathered during their observation and the learning they acquired
through the different activities. While we encourage creativity, do bear in mind that the content and
direction of their career road map plays a more important thing and the visual effect comes only
secondary. Instructions on crafting the career road map follow for a more specific guide as to how the
learners will craft their outputs.
ACTIVITY: CREATING A CAREER ROAD MAP
Activity 2: Fitting in Others Shoe