NARRATIVE REPORT

A Project Submitted to

Ms. JAZEL JOY B. SUGATAN

Department of Teacher Education

In Partial Fulfillment

of the requirements for EDUC 60

(The Teacher and The Community, School Culture and Organizational

Leadership with Focus on the Philippine TVET System)

ABUTIN, Juliana Angelee P.

DULCE, Erica Jean

GONZALES, Rean Rose Jean P.

LASAM, rYzavelle Marie

LONTOC, Haishen Anne C.

PANADO, Phent O.

VERSOZA, Jenelyn M.

July 2023

TABLE OF CONTENTS
Title Page

Acknowledgement

Table of Contents

Introduction

Methodology

Interview Results (Verbatim)

Summary of Findings

Recommendations

Insights

References

Documentations

INTRODUCTION
 The World today become more dealing with modern technologies, digital revolution, artificial intelligence,

and fast-paced technologies It is where the education is preparing children to be involved in Technical Vocational

Education (TVET) program. TVET is an important part of the education system with the aim of developing skilled

workers for a country. Philippine has put in placed national accreditation for technical education and vocational

training to ensure that quality graduates of TVET are able to meet the industrial needs, obtain decent and create

own jobs. According to UNESCO (2021), TVET has always been seeing as a catalyst in the national development

plans of industrialized nations. It has been shown that TVET in industrialized countries was able to enhance the

country’s economic development, industrial expansion, and competitiveness. On the other hand, many have said

that leadership plays significant roles for organization to be excellence. Brennan (2014) also suggested leadership

and leaders are the pursuers of TVET successfulness.

In the other hand, Ahmad (2015) TVET was often disregard as a significant player in academic orientation

and those statement has been slowly discarded since many are aware that TVET are the best providers of

knowledgeable and skilled workers in the 21st century. However, Rost (1991) mentioned in his book that there is no

agreeable or standard set of leadership definition and in fact, he found out there are 221 definitions of leadership

through his extensive readings on 557 books. Leadership was described as mysterious yet so powerful. Brennan (2014)

stated that leaders in TVET were expected to gear the transformation in which the dynamic, relevant, and accessible

system can be created. With so many expectations, this paper attempted to explore the view of students and leaders

from single institution specifically Cavite State University – CCAT towards to roles and characteristic portray by leader

of TVET system.