POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OPEN UNIVERSITY –PUP LOPEZ

LOPEZ, QUEZON

"EFFECTIVENESS OF K-12 TVL – HE, ICT, SMAW AND EIM

SPECIALIZATION PROGRAM IN PRODUCING SKILLED
WORKERS OF LOPEZ, QUEZON”

A Final Requirement in the course RSH 622 - Method of Research

Submitted By:
Esteron, Aliven Y.
Mater in Educational Management

Submitted To:
Dr. Marissa Ferrer
RSH 622 – Course Specialist
 CHAPTER 1

THE PROBLEM AND IT’S SETTING

1. Introduction
The K-12 program, which was implemented in the Philippines in 2013, aims to enhance the quality of

education by providing a more comprehensive and inclusive curriculum. One of the key features of the K-12 program

is the introduction of the Technical-Vocational-Livelihood (TVL) strand in senior high school. This strand offers

specialized courses that equip students with practical skills and knowledge in various fields such as agriculture,

construction, electronics, and information technology, among others.

The TVL strand is designed to address the skills gap in the Philippines by producing skilled workers who can

meet the demands of the job market. The effectiveness of the TVL strand in achieving this goal is an important area of

research, as it can provide insights into the impact of the K-12 program on the workforce and the economy.

2. Statement of the Problem

The objective of this research is to assess the effectiveness of the K-12 TVL strand in producing

skilled workers.

Specifically, the study aims to:

1. Identify the skills and competencies that students acquire through the TVL strand

2. Evaluate the employment outcomes of TVL graduates, including their job readiness, employability, and

career prospects

3. Examine the impact of the TVL strand on the workforce and the economy, including its contribution to

reducing the skills gap and promoting economic development.

3. Theoretical Framework
The theoretical framework for this research is based on the Human Capital Theory, which proposes

that education and training are investments that enhance individuals' skills and abilities, and increase their

productivity and earning potential. In the context of this study, the TVL strand in the K-12 program is

viewed as an investment in human capital that aims to produce skilled workers who can meet the demands

of the job market and contribute to economic growth and development.

The TVL strand is designed to provide students with practical skills and knowledge in various fields,

which can enhance their employability and career prospects. The skills and competencies that students

acquire through the TVL strand are expected to be aligned with the needs of the labor market and the

requirements of specific industries. This alignment can be achieved through partnerships between schools

and industry stakeholders, which can provide students with hands-on training and exposure to real-world

work environments.

The effectiveness of the TVL strand in producing skilled workers can be assessed through several

indicators, such as the employment outcomes of TVL graduates, their job readiness and employability, and

their contribution to the workforce and the economy. These indicators can be analyzed using a conceptual

model that links the inputs, processes, and outcomes of the TVL strand.
4. Conceptual Framework

OUTCOMES
FEEDBACK
INPUTS
 skills and
 Curriculum PROCESS competencies

 teaching methods teaching and learning  employment

activities that take outcomes
 resources place in the
classroom and in the  job readiness
workplace
through;  career prospects

 Interview
 Focus Group
Discussion
 Surveying

The inputs of the TVL strand include the curriculum, teaching methods, and resources that are used

to deliver the program. These inputs should be aligned with the needs of the labor market and the

requirements of specific industries, as well as the students' interests and abilities. The inputs can be

influenced by factors such as government policies, industry demands, and school resources.

The processes of the TVL strand refer to the teaching and learning activities that take place in the

classroom and in the workplace through; Interview to selected key person or resource person, Focus Group

Discussion of selected key person that are related or have a degree of connectivity to the topic, and

Surveying by giving the selected respondents a survey questionnaires. These processes should be designed

to promote active learning, skill development, and work-based learning. The processes can be influenced by

factors such as teacher competence, industry partnerships, and student engagement.

The outcomes of the TVL strand refer to the skills and competencies that students acquire, as well as

their employment outcomes, job readiness, and career prospects. These outcomes should reflect the needs of

the labor market and the requirements of specific industries, as well as the students' interests and abilities.

The outcomes can be influenced by factors such as curriculum relevance, industry demand, and student

motivation.
 Overall, the effectiveness of the TVL strand in producing skilled workers can be evaluated based on

the alignment between the inputs, processes, and outcomes of the program. This evaluation can provide

insights into the impact of the K-12 program on the workforce and the economy, and inform policy and

practice in the education and labor sectors.

5. Hypothesis
1. Is there a significance on the effectivity of K-12 TVL (HE,ICT, EIM) specialization program can provide

students with practical skills and knowledge that are aligned with the needs of the labor market and the

requirements of specific industries.

2. Is there a possibility that TVL graduates are more job-ready, employable, and have better career prospects

compared to graduates from other strands in the K-12 program?

3. Is there a positive impact on the workforce and the economy by reducing the skills gap and promoting

economic development.

6. Scope and Limitation of Study

This study will focus on graduates of the TVL strand in the K-12 program in the Philippines. The

study will employ a mixed-methods approach, combining both quantitative and qualitative data collection

methods. The quantitative data will be collected through a survey of TVL graduates, while the qualitative

data will be collected through in-depth interviews with employers and industry experts. The study will be

limited to graduates who have completed the TVL strand and are currently employed or seeking

employment. The study will not include graduates who have pursued further education or have not entered

the workforce. The study will also be limited to the perceptions and experiences of the participants, and will

not measure the actual impact of the TVL strand on the workforce and the economy.
7. Significance of the study
The significance of a study on the effectiveness of the K-12 TVL (Technical-Vocational-

Livelihood) strand in producing skilled workers is multi-faceted.

First, it is important to note that the K-12 TVL strand was implemented in the Philippines

in 2016 to address the skills gap in the country, which refers to the mismatch between the skills that

employers require and the skills that job seekers possess. Furthermore, the K-12 TVL strand was

designed to equip students with technical and vocational skills that could lead them to immediate

employment after graduation, or prepare them for further education and training.

Therefore, a study on the effectiveness of the K-12 TVL strand in producing skilled

workers can shed light on whether the program is meeting its intended goals of addressing the skills gap

and producing skilled workers who are able to meet the demands of the labor market. This information

can be useful for policymakers and educators in refining the program and ensuring that it is meeting the

needs of students and employers.

Additionally, the study can provide insights into the experiences and perspectives of K-12

TVL students and graduates, including their perceived levels of preparedness for the workforce, their

satisfaction with the program, and their future career aspirations. This information can be helpful for

educators and employers in understanding the needs and expectations of this group of learners, and in

developing more effective programs and support systems.

Overall, a study on the effectiveness of the K-12 TVL strand in producing skilled workers

has the potential to contribute to the improvement of vocational education in the Philippines and to the

development of a more skilled and competitive workforce.

8. Definition of Terms
Here are some definitions of terms:

K-12 - The K-12 program refers to the Department of Education's (DepEd) initiative to add two years to
the basic education curriculum in the Philippines, making it 12 years in total, with the aim of improving
the quality of education and better preparing students for college or the workforce.

TVL Strand - The Technical-Vocational-Livelihood (TVL) strand is one of the four strands offered
under the K-12 program in the Philippines. It is designed to provide students with technical and
vocational skills that are relevant to the needs of the labor market, and to prepare them for immediate
employment or for further education and training.

Skilled worker- A skilled worker is someone who has acquired specialized knowledge, training, and
experience in a particular field or trade, and is able to perform tasks that require a high level of expertise
and proficiency. Skilled workers are often in high demand in industries such as manufacturing,
construction, and information technology.

Effectiveness - Effectiveness refers to the degree to which a program, policy, or intervention achieves its
intended goals and objectives. In the context of the K-12 TVL strand, effectiveness can be measured by
the extent to which the program is able to produce graduates who are equipped with the necessary
technical and vocational skills to meet the demands of the labor market and to succeed in their chosen
careers.
 Chapter 2

REVIEW OF RELATED
LITERATURE AND STUDIES

K–12, from kindergarten to 12th grade, is an English expression that indicates

the range of years of publicly supported primary and secondary education found in the United States and

Canada, which is similar to publicly supported school grades before tertiary education in several other

countries, such as Afghanistan, Australia, Canada, China, Ecuador, Egypt, India, Iran, the Philippines,

South Korea, and Turkey. K–12 refers to the American system which affords authority to local

intersectional "districts" which may be specific to a municipality, county, or several regions, depending

on population and proximity. U.S. public education was conceived of in the late 18th century. In 1790,

Pennsylvania became the first state to require some form of free education for everyone regardless of

whether they could afford it. New York passed similar legislation in 1805. In 1820, Massachusetts

became the first state to create a tuition-free high school, Boston English.

The first K–12 public school systems appeared in the early 19th century. In the

1830s and 1840s, Ohioans were taking a significant interest in the idea of public education. At that point

in time, schools were commonly operated independently of each other, with little attempt at uniformity.

The Akron School Law of 1847 changed this. The city of Akron unified the operations, curriculum and

funding of local schools into a single public school district:

"Under the Akron School Law, there was to be one school district encompassing the entire city. Within

that district would be a number of elementary schools, with students divided into separate "grades" based
on achievement. When enough demand existed, the school board would establish a high school as well.

Property taxes would pay for the new school system. A school board, elected by the community, would

make decisions about the system's management and hire the necessary professionals to run each school.

Illustrating the racism that existed in Ohio during this era, the Akron School Law excluded African-

American children from the public school system." In 1849, the state of Ohio enacted a law modeled

after the Akron law which extended the idea of school districts to cover the rest of the state.

By 1930, all 48 states had passed laws making education compulsory, and in

1965, President Lyndon B. Johnson signed the Elementary and Secondary Education Act (ESEA), which

committed the federal government to significant ongoing expenditures to each state for the purpose of

sustaining local K–12 school systems. The ESEA essentially made K–12 education the law of the land.

Since its inception, public K–12 has been debated and subject to several waves

of reform throughout the 20th and 21st centuries. In the 1980s, Reagan's 'A Nation at Risk' initiative

included provisions requiring public education to be evaluated based on standards, and teacher pay to be

based on evaluations. In the 1990s, the Goals 2000 Act and the “Improving America’s Schools” act

provided additional federal funding to states to bolster local K–12 systems. This was followed in the

2000s by a rigorous uptick in standards-based evaluations with the No Child Left Behind Act, and the

Race to the Top Act. In 2015, President Barack Obama signed the Every Student Succeeds Act (ESSA),

which returned some power to state governments with respect to evaluations and standard. The

expression "K–12" is a shortening of kindergarten (K) for 5–6 year olds through twelfth grade (12) for

17–18 year-olds, as the first and last grades, respectively, of free education[6] in these countries. The

related term "P–12" is also occasionally used in Australia and the United States to refer to the sum of K–

12 plus preschool education.

The image at the right illustrates the education system in the United States. The

table shows the progression of the education system starting with the basic K–12 system then

progressing through post-secondary education. K–14 refers to K–12 plus two years of post-secondary

where training was received from vocational-technical institutions or community or junior colleges. K–

16 is 12 years of compulsory education plus a 4-year undergrad program. The K numbers refer to the
years of educational attainment and continues to progress upward accordingly depending on the degree

being sought.

The term is often used as a kind of shorthand to collectively refer to the entirety

of primary and secondary education, as it is much easier than having to say one is referring in the

aggregate to elementary, middle, and high school education. However, it is rare for a school district to

actually teach all K–12 grades at one unified school campus. Even the smallest school districts try to

maintain, at a minimum, a two-tier distinction between an elementary school (K–8) and a high school

(9–12). Unified K–12 schools are common, however, in rural and remote areas throughout Canada.

The term is often used in school website URLs, generally appearing before the

country code top-level domain (or in the United States, the state top-level domain). The terms "PK–12",

"PreK–12", or "Pre-K–12" are sometimes used to add pre-kindergarten.

It is also used by American multinationals selling into the educational sector, such

as Dell where UK customers are presented with this as a market segment choice. In Australia, P–12 is

sometimes used in place of K–12, particularly in Queensland, where it is used as an official term in the

curriculum framework. P–12 schools serve children for the thirteen years from prep until Year 12,

without including the separate kindergarten component. In Canada (Nova Scotia) P–12 is used

commonly in place of K–12 and serves students from grade Primary through 12. K–14 education also

includes community colleges (the first two years of university). K–16 education adds a four-year

undergraduate university degree. For simplicity purposes education shorthand was created to denote

specific education levels of achievement. This shorthand is commonly used in articles, publications and

educational legislation. The following list contains the most commonly found shorthand descriptors:

• P–14: Pre-school to associate degree

• P–16: Pre-school to bachelor's degree

• P–18: Pre-school to master's degree

• P–20: Pre-school to graduate degree

• K–14: Kindergarten to associate degree

• K–16: Kindergarten to bachelor's degree

• K–18: Kindergarten to master's degree

• K–20: Kindergarten to graduate degree

The Career Technical Education (CTE) Unit of the California Community

College Economic Development and Workforce Preparation Division focuses on program coordination

and advocacy, policy development and coordination with K–18 workforce preparation and career and

technical education systems.

The ASCCC Chancellor's Office Career Technical Education (CTE) Unit of the

Economic Development and Workforce Preparation Division focuses on program coordination and

advocacy, policy development and coordination with K–18 workforce preparation and career and

technical education systems. Responsible for the implementation of the Vocational and Technical

Education Act (VTEA), managing and coordinating activities that impact other interagency and intra-

agency objectives. In addition, the CTE Unit is also responsible for the development, dissemination, and

implementation of the California State Plan and the annual performance reports.

Further reference to K–18 education can be found in this publication by Ann Diver-

Stamnes and Linda Catelli in chapter 4 "College/University Partnership Projects for Instituting Change

and Improvement in K–18 Education".

President Donald Trump has directed the United States Department of Education to

evaluate whether the federal government has “overstepped its legal authority” in the field of education.

This is not a new issue in American politics. Public schooling on a state level began in 1790, when

Pennsylvania became the first state to require free education. This service was extended only to poor

families, assuming that wealthy people could afford to pay for their own education. New York followed

suit in 1805.

In 1820, Massachusetts was the first state to have a tuition-free high school for all, and

also the first to require compulsory education. By the late 1800s, public education had spread to most

states, in a movement often referred to as the common school movement. After World War I, urban

populations swelled, and vocational education and secondary education became part of the American

landscape.

By 1930, every state had some sort of compulsory education law. This led to

increased control of schools by cities and states. As for the federal government’s role, education is not
 specifically addressed in the Constitution, but a historical precedent of central government involvement

does exist.

In 1787, the Continental Congress, the central government of the United States

between 1776 and 1787, passed the Northwest Ordinance, which became the governing document for

Ohio, Illinois, Indiana, Michigan, Wisconsin and part of Minnesota. The ordinance included a provision

encouraging the creation of schools as a key component of “good government and the happiness of

mankind.” Just two years earlier, the Land Ordinance of 1785 required land to be reserved in townships

for the building of schools.

The role of the federal government in general grew much larger after the Great

Depression and World War II, but this growth largely excluded K-12 education until the 1960s. In 1964,

President Lyndon B. Johnson included education policy in his vision of a “Great Society.”

In 1965, President Johnson signed the Elementary and Secondary Education Act

(ESEA) into law. This law decidedly changed the role of the federal government in the world of K-12

education.

Elementary and Secondary Education Act (ESEA) doubled the amount of federal

expenditures for K-12 education, worked to change the relationship between states and the central

government in the education arena, called for equal treatment of students no matter where they reside and

attempted to improve reading and math competency for children in poverty.

ESEA was passed with the intention of bridging a clear gap between children in poverty

and those from privilege. Title I of the ESEA, which is still referenced frequently in K-12 education policy,

is a major provision of the bill, which distributed federal funding to districts with low-income families.

ESEA is still the law of the United States today. However, the law has required periodic reauthorization,

which has led to significant changes since 1965. One of the most well-known reauthorizations was President

George W. Bush’s No Child Left Behind (NCLB) Act of 2001. NCLB called for 100 percent proficiency in

math and reading scores nationwide by 2014, and expanded the role of standardized testing to measure

student achievement.

According to President Barack Obama, Race to the Top was established, requiring

states to compete for federal grants through a point system, which rewarded certain educational policies
and achievements. This resulted in nationwide changes in the way teachers are evaluated, and placed

even more emphasis on test results.

In 2015, Obama signed the Every Student Succeeds Act (ESSA) into law. This is the

latest reauthorization of ESEA, and returns some federal power over education back to states, including

evaluation measures and teacher quality standards.

Ever since the Department of Education became a Cabinet-level agency in 1979,

opposition to federalized education has been a popular rallying cry among conservatives. Ronald Reagan

advocated to dismantle the department while campaigning for his presidency, and many others since

then have called for more power to be put back into the states’ hands when it comes to educational

policy. In February of this year, legislation was introduced to eliminate the Department of Education

entirely. K-12, a term used in education and educational technology in the United States, Canada and

some other countries, is a short form for the publicly supported school grades prior to college.

These grades are kindergarten (K) and first through 12th grade (1-12). (If the term were

used, 13th grade would be the first year of college.) K-12 education is the foundation of a student's

academic career. It provides the basic knowledge and skills necessary for success in college and the

workplace. K-12 education also plays an important role in developing responsible citizens and preparing

young people for the challenges of adulthood.

According to Kate Hanna of Techtarget.com, academic preparation for college and the

workforce; social and emotional development; exposure to different cultures and perspectives; and

opportunities for physical activity and extracurricular involvement.

K-12 education is free in the U.S., with most schools being public (state-funded)

schools, and is mandatory in the U.S. until age 16 or 18, depending on the state.

However, there are also a number of private K-12 schools, which are supported by tuition

payments and other private sources of funding. K-12 education covers a wide range of topics, including

the following: language arts (reading, writing and comprehension); mathematics; science; social studies;

history; art; music; physical education; and foreign languages.

 Assignments at the K-12 level can vary greatly, depending on the age and level of the

students. They can range from simple tasks, such as math problems or reading comprehension exercises,

to more complex projects, such as research papers or presentations.

In general, assignments are designed to assess a student's understanding of the material

covered in class and their ability to apply it to real-world situations. Like assignments, assessments at the

K-12 level can vary greatly. They can be formal, such as standardized tests, or informal, such as class

participation or homework completion. Assessments are typically used to measure a student's progress

over time and to identify areas in which they may need additional support. Enrollment in K-12 schools is

typically done through the school district in which a family lives.

If they are moving to a new area, they may need to contact the school district office to find

out what the enrollment process is. In some cases, they may be able to enroll their child in a K-12 school

online. There are a number of alternatives to K-12 education, including the following; home schooling,

private schools, charter schools, online schools. Each of these options has its own advantages and

disadvantages, so it is important to do your research before making a decision.

Five years ago, the Philippines was the only country in Southeast Asia which provided just

10 years of basic education to its population but ever since the K to 12 implementation, the country has

joined its neighbors in adopting an education system which will provide more opportunities to students

on a global scale. Continued reform in the education sector is essential but with the K to 12 program, this

has put the country on the right track. When people heard news of the K-12 program implementation in

the country, it received mixed reactions. Suddenly, there was a combination of backlashes and praise in

the background with the students left puzzled on whose voice to listen to. There are still challenges and

standards of quality to consider but the important thing is to establish that development is present as a

result of the new program.

Now that the K to 12 system is fully implemented in the country, how did it affect the

Philippine education system? And was it successful in its objectives prior to implementation?

The 12 years of basic education comprises of 6 years of elementary education, 4 years of junior high

school, and 2 years of senior high school. The K-12 program offers a decongested 12-year program for

the students which aims to give them sufficient time to master skills and acquire basic competencies with
the goal of being competitive on a global scale. Students of the new system will be equipped with the

skills required to be ready for employment, entrepreneurship, middle-level skills development, and

higher education even if they intend to do so after graduation.

The K to 12 program promotes global competency by accelerating mutual recognition of

Filipino graduates and professionals in other countries. The new curriculum allows students to choose

between three tracks which are the Academic, Technical-Vocational-Livelihood, and the Sports and Arts

strand. It will also give students opportunities to undergo immersions, have relevant exposure to a

variety of industries, and to have experience in their chosen track. Whereas the old curriculum offers a

broad and linear curriculum, it did not include enough practical applications like the K-12 does.

Starting with Kindergarten as the foundation for lifelong learning and development, the 12-

year curriculum aims to give students the journey in education that they deserve. Foreign countries

perceive that a ten-year curriculum in the education department is insufficient that is why many Filipinos

abroad are not recognized professionals. With the new curriculum, graduates are fully equipped with the

skills.

There are plenty of advantages to the new curriculum of the K to 12 program and most of

them put the Filipino student at the forefront of the educational agenda. The K to 12 curricula in the

Philippines will put Filipino students at par with the rest of the world. This would be a testament that an

investment in education is the key toward reaching national growth and development. There is still a

challenge in accepting the K to 12 system as a curriculum but with these advantages, doing so would

require less difficulty. There are some people who still think that the K to 12 system is just a stretched

curriculum with barely any changes from the old curriculum.

The curriculum is more than that, as it clearly focuses on enhancing the students’

progress and their future. accordingly according to international standards. There are plenty of

advantages to the new curriculum of the K to 12 program and most of them put the Filipino student at

the forefront of the educational agenda. The K to 12 curricula in the Philippines will put Filipino

students at par with the rest of the world. This would be a testament that an investment in education is

the key toward reaching national growth and development. There is still a challenge in accepting the K

to 12 system as a curriculum but with these advantages, doing so would require less difficulty.
 There are some people who still think that the K to 12 system is just a stretched curriculum

with barely any changes from the old curriculum. The curriculum is more than that, as it clearly focuses

on enhancing the students’ progress and their future. With the adaptation of the K to 12 program,

students are expected to graduate at an age that is a bit older than past graduates of the old curriculum.

According to DepEd, this would be an advantage to the young adults venturing out into the

professional world because they would be much more equipped to deal with the higher level of learning

as they enter college. With this, they can choose to continue their education to higher forms which will

be another great journey to access essential learning developments. Unlike the old system, K to 12 can

make students more prepared in joining the workforce. The new curriculum has this benefit because they

compel each student to be enthusiastic about the workforce and the scheme empowers students to make a

choice on their own. They may or may not pursue a college program especially if they have chosen a

track other than the academic track. Senior high school students need not fret if they would like to

explore other fields aside from their own because they get to choose electives that can also hone their

skills in certain areas that they are interested in.

The K to 12 system aims to improve Filipino students’ skills in mathematics, science, and

linguistics to further exhibit competence in the global job market. With the new curriculum, the

Department of Education promises to offer higher quality education through the strands. Each track will

give the students enough time to master a field and enhance their skills in that respective industry and by

the end of the curriculum, K to 12 graduates will be ready to become globally competitive and are set to

obtain a spot in the meticulous labor market.

K to 12 as a student-centered curriculum can influence the students to take a more active

role in the learning process. With the freedom and the flexibility to choose what they will learn, how

they will learn, and how they can evaluate your own learning, this would be a way to teach them about

independence and how to be a reliable member of a team. Not only will this make learning very

enjoyable and easier for students, it will also help address diverse needs which include special cases and

those that come from indigenous groups which make this education system very inclusive for everyone.

Unlike the previous education system, K to 12 offers more opportunities for employment and

entrepreneurship. Many schools in the Philippines are slowly implementing this.

 Graduates of the new system can instantly get a job after they receive their certificates and

passing competency-based assessments. On the other hand, they can set up their own business or

continue their education in college. All the options will help every student to step up in improving their

competence, skills, and professional characteristics. It is a sad reality that there are students who drop

out of high school without graduating which leaves them unemployed and at risk of facing difficulties.

Parents, educators, employers, and students themselves hold the responsibility of making sure that this

does not happen and that they secure a future for themselves. K to 12 plays a vital role for students and

their parents in ensuring that they would be competitive in the workforce and thus generates

progressiveness for the whole family in this economy. It is a given that schools are major agents of

socialization.

One of the things that young people who drop out of school can miss out on is being a part

of a group with peers who understand and support them. Not to mention that educators also function as

role models and a figure of authority that can keep the attitude and behavior of students in check. With K

to 12, they recognize that this is a primary function of learning and they provide more avenues for

students to socialize. Without the positive influence of the educational institution, an individual can find

himself in difficult situations during their socialization process.

Social skills are needed in a work environment and basically, in ensuring that you have the

proper disposition to go through life. Going to school is an important part of this process this is what K

to 12 aims to foster in the curriculum. Basic skills such as reading and writing are the main benefits of K

to 12 education. Adults who do not master these skills usually go through a process of learning how to

read and write before landing a good job, making the situation even more difficult for them. Acquiring

basic math skills is also another benefit of a good education—math skills can help individuals balance

their budget, look for the best prices in the market, figure out the best paying jobs or how to file taxes

properly. Having a good grasp on these skills all boils down to receiving a solid education and having a

strong foundation from it.

Learning general knowledge is one of the perks that you can get from an education. The

knowledge of history, geography, science or literature can be exhilarating, and it can greatly enrich one’s
life. All that useful information can have more value than material things because someone who learns

can probably feel more fulfilled.

This will keep them in the course of their lives with the constant enthusiasm to learn new

things which will help in the individual’s progress towards growth. Someone who does not acquire a

desire for learning will miss out on discovering the richness of other lifestyles and cultures. Getting a K

to 12 education can open new doors and increase the chance of finding a stable job. Students can get the

opportunity to build a network, acquire more skills, and find the career that they really love. K to 12 can

get students the access to all these great opportunities and have a fulfillment during this learning

experience. Obtaining a K to 12 diploma will make students more likely to be hired because employers

usually assume that someone who completed the K to 12 curriculum has the basic skills necessary for

the job, have adequate communication skills, can get along with the rest of the team and follow

objectives like they are supposed to.

The many benefits of K to 12 education include basic skills such as being able to read,

write, count, communicate, and interact with others. Getting this kind of education not only helps your

chances of landing a respectable job—it also helps you in developing the life skills you will need on

your journey towards growth. Having a good education, finding a good career, adapting in the

workplace, becoming a stable adult, and raising a family; that sounds like the dream, right? School might

be overlooked but its importance is unparalleled.

As parents or educators, their roles are just as vital as the learning process that students

get from the four walls of a classroom, their job is to help the young people understand the importance of

their lifestyle in school.

This is why you should find the most reliable educational institution that not only gives

your children the highest quality of education but equips them with the values which are essential for

making it in the real world as well. With the many benefits of K to 12, you would want a great partner in

order to reap every inch of advantage that the education system can give.

“Right now, there is a direction to study the removal and make Grades 11 and 12 voluntary (or only for

those who will pursue) higher education,” Vice President and Education Secretary Sara Duterte said in

Filipino during a recent engagement in Oriental Mindoro.

 The President said it should be studied. Former president Gloria Macapagal-Arroyo also

drafted a (proposed) law regarding the direction of K-12 program since it was not able to address the

problems regarding quality education. She was referring to the proposed “K+10+2” bill filed by Arroyo,

now a congresswoman representing Pampanga’s 2nd District and a senior deputy speaker of the House

of Representatives. If approved, Arroyo’s proposal would make Grades 11 and 12 – currently known as

senior high school – mandatory only for those who wish to pursue college degrees, to be known as

“post-secondary, pre-university education.”

It would return the basic education system to its previous setup, when students would

be considered high school graduates after completing kindergarten, six years of elementary and four

years of high school.

The failure of the K-12 program to provide its graduates with promised advantages

exacerbates the additional burden on parents and students imposed by two additional years of basic

education. In a country like the Philippines where the poverty incidence is 18 percent, there should be an

option for the young to graduate from basic education soonest, after four years of high school, so that

they can help their parents in their farms or micro-businesses,” read the explanatory note of Arroyo’s

still unnumbered bill.

If they want to go on to a professional education, that is when they can prepare

themselves by having two years of post-secondary or pre-university education after high school to

enhance their chances of succeeding in college or university and onward to professional licensure,” it

added.

Arroyo raised her proposal during last Wednesday’s hearing of the House committees

on basic education and culture and higher and technical education regarding a proposed measure

strengthening technical-vocational-livelihood education (TVL) in senior high school.

The former president moved to defer discussions on the bill since her proposal would

have an impact on the entire K-12 system, including TVL, which is one of the tracks in senior high

school.
 The proposal amends several provisions of Republic Act 10533, the Enhanced Basic

Education Act of 2013, that established the K-12 system. Sought for comment, Department of Education

(DepEd) spokesman Michael Poa said they “commit to participate in the discussions in Congress.

According to her, the K-12 program was created to make the country at par with international standards,

but many Filipinos do not need it as they do not intend to go abroad.

“Many of our learners work here and do not need K-12,” Duterte said. “So one of the directions of

President Marcos is for us to study how to implement this because he wants this implemented

immediately.”

Recent studies showed that K-12 graduates are not “job-ready” and that many of those

who pursue college education still have to retake or undergo bridging classes for the general education

subjects that they should have completed in senior high school. It remains to be seen what would be

retained from senior high school in Arroyo’s proposed “post-secondary, pre-university education. Her

bill includes a transitory provision mandating the DepEd, Commission on Higher Education and the

Technical Education and Skills Development Authority to jointly formulate strategies to implement the

“K+10+2” cycle. The strategies may cover changes in physical infrastructure, manpower, organizational

and structural concerns to include the students’ pursuit of post-secondary technical or vocational

certificates, and transitions for those availing of the ladderized education program.

The Alliance of Concerned Teachers (ACT) wants the program to be scrapped,

saying it is not designed to boost genuine national development, and only produces cheap and docile

labor for foreign employers. The group said that government’s consideration to make Grade 11 and 12

voluntary is essentially an admission of failure of the K-12 program. Since its inception, ACT has called

for the junking of the K-12 program as it is not designed to bolster a genuine national development.

(Quetua).

Every Filipino child now has access to early childhood education through Universal Kindergarten.

At 5 years old, children start schooling and are given the means to slowly adjust to formal education.
 Research shows that children who underwent Kindergarten have better completion rates than those

who did not. Children who complete a standards-based Kindergarten program are better prepared, for

primary education.

Education for children in the early years lays the foundation for lifelong learning and for the total

development of a child. The early years of a human being, from 0 to 6 years, are the most critical period

when the brain grows to at least 60-70 percent of adult size..[Ref: K to 12 Toolkit]

In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games, songs,

and dances, in their Mother Tongue.

Students are able to learn best through their first language, their Mother Tongue (MT). Twelve (12)

MT languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol, Cebuano, Chabacano,

Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray. Other

local languages will be added in succeeding school years.

Aside from the Mother Tongue, English and Filipino are taught as subjects starting Grade 1, with a

focus on oral fluency. From Grades 4 to 6, English and Filipino are gradually introduced as languages

of instruction. Both will become primary languages of instruction in Junior High School (JHS) and

Senior High School (SHS).

After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother Tongue

also serves as the foundation for students to learn Filipino and English easily.

Subjects are taught from the simplest concepts to more complicated concepts through grade levels

in spiral progression. As early as elementary, students gain knowledge in areas such as Biology,

Geometry, Earth Science, Chemistry, and Algebra. This ensures a mastery of knowledge and skills after

each level.
 For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd Year, and

Physics in 4th Year. In K to 12, these subjects are connected and integrated from Grades 7 to 10. This

same method is used in other Learning Areas like Math.

Senior High School is two years of specialized upper secondary education; students may choose a

specialization based on aptitude, interests, and school capacity. The choice of career track will define

the content of the subjects a student will take in Grades 11 and 12. SHS subjects fall under either the

Core Curriculum or specific Tracks. There are seven Learning Areas under the Core Curriculum. These

are Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social

Sciences. Current content from some General Education subjects are embedded in the SHS curriculum.

Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-

Livelihood; and Sports and Arts. The Academic track includes three strands: Business, Accountancy,

Management (BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology,

Engineering, Mathematics (STEM).

Students undergo immersion, which may include earn-while-you-learn opportunities, to provide

them relevant exposure and actual experience in their chosen track.

After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National

Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a

student may obtain a National Certificate Level II (NC II), provided he/she passes the competency-

based assessment of the Technical Education and Skills Development Authority (TESDA).

NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and

Trade.

In SY 2012-2013, there are 33 public high schools, public technical-vocational high schools, and

higher education institutions (HEIs) that have implemented Grade 11. This is a Research and Design

(R&D) program to simulate different aspects of Senior High School in preparation for full nationwide

implementation in SY 2016-2017. Modeling programs offered by these schools are based on students’
interests, community needs, and their respective capacities. Senior High School is two years of

specialized upper secondary education; students may choose a specialization based on aptitude,

interests, and school capacity. The choice of career track will define the content of the subjects a student

will take in Grades 11 and 12. Each student in Senior High School can choose among three tracks:

Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three

strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS);

and Science, Technology, Engineering, Mathematics (STEM). Program implementation in public

schools is being done in phases starting SY 2012–2013. Grade 1 entrants in SY 2012–2013 are the first

batch to fully undergo the program, and current 1st year Junior High School students (or Grade 7) are

the first to undergo the enhanced secondary education program. To facilitate the transition from the

existing 10-year basic education to 12 years, DepEd is also implementing the SHS and SHS Modeling.

This 2015, we are getting ready for the implementation of Senior High School (SHS) in SY 2016-

2017

We are on the fifth year of the implementation of the K to 12 Program. Our last mile is the Senior

High School. All 221 divisions of the Department of Education (DepEd) have finished planning and

have figures on enrolment a year in advance. These plans were reviewed by a separate team and

finalized upon consultation with other stakeholders.

According to Malacañang press briefer Daphne Oseña-Paez, this was among the topics discussed

during a Cabinet meeting presided by President Ferdinand R. Marcos Jr. on Tuesday.

“The Department of Education, the Secretary VP [Vice President] Inday Sara Duterte presented

the plans for inclusive learning, support for teachers, improving the curriculum. The DepEd will be

presenting a revised K-12 curriculum for basic education on January 30,” she said in a report by the

Philippine News Agency.

The current K-12 program in the Philippines, which was implemented in 2012, covers kindergarten,

six years of primary education, four years of junior high school, and two years of senior high school to
 prepare graduates for tertiary education, middle-level skills development, employment and

entrepreneurship.

Marcos earlier asked Duterte to carefully review the K-12 program, citing the need to “develop”

and “refine” the great pool of Filipino talent. He also wanted the country's literacy rate to improve under

his administration. In his first State of the Nation Address in July last year, Marcos said the Philippines

should do better in international rankings when it comes to Science, Technology, Engineering and

Mathematics (STEM) subjects. Likewise, Department of Justice (DOJ) Secretary Jesus Crispin Remulla

presented achievements in 2022 and plans for 2023.

Chapter 3

Research Design and Methodology

This chapter presents the research design, population of the respondents, sampling, data

gathering instrument, validation, data gathering procedure and statistical treatment of data.

1. Methodology

The study used the descriptive research using interviews as sampling method is typically

qualitative research. It aims to explore and understand people’s experiences, behaviors, and perspectives in-

depth. It is used to study the complex social phenomena that cannot be easily measured quantitatively.

It will help build resilience, self-confidence, self-control, self-direction and motivation for the student’s

involvement in the community activities.

 This research used to describe the different aspects of a situation to obtain knowledge, or

picture of the nature, status of, or development of such activities.

1.1 Sampling Procedure

1.1.1 Purposive Sampling that involves the selecting participants who meet specific

criteria or have unique characteristics that are relevant to the research question.

1.1.2 Interviews are a common data collection method in qualitative research because they

allow researchers to gather rich and detailed information directly from the participants. It will be conducted

face to face, over the phone , or online. The researcher typically uses an interview protocol or guide to

ensure consistency and to cover all relevant topics.

1.2 Respondents of the study

The researcher choose individuals to interview like Municipal Public Employment Service

Officer, Local Employment Agency, Local Government Unit officer and graduate students who are direct

experienced the job hunting process and job availability in the municipality with documentary analysis in

describing the effects of values of job opportunities for TVL K-12 graduates in municipality in Lopez,

Quezon.

The following are the key sources of the study; Municipal Mayor, Head of Public

Employment Services, Local Job Agency, Business sector and owner in the locality of Lopez, Quezon,

Previously TVL K-12 graduates and newly hired k-12 graduates.

1.3 Research Instrument

1.3.1 Preparation of Questionnaires

The questionnaire was used as the main instrument for gathering the need data for the investigation. It

will be supplemented by informal interviews and observations.

 The formulation and validation of the research instrument underwent the following stages – Planning,

Unity of items, Submission to the set of research to research specialist, revision, modification, final printing, and

administration of questionnaire for a dry run.

1.3.2 Planning Stage

In Planning stage, the researcher determined the components of the instrument. It indicates the Table

of Evidence as instrument used in the study.

The interview questionnaire consist of following;

A. Personal details and Information variables in terms of:

Demographic Profile: Age, Education specifically level of education, Home Address, Physical

Disabilities if applicable, Religion and Nationality

B. Monitoring and Evaluation

Monitoring is about regularly measuring tangible aspects of respondents, including demographics of audience.

Evaluation is about assessing whether your key persons achieved its intended aims.

1.4 Data Gathering Procedure

Research Design: The study will employ a qualitative research design that will involve gathering data

through interviews, observation, and document analysis.

Sampling Technique: Purposeful sampling technique will be used to identify individuals who have

valuable insights into the significance of the job opportunities for k-12 TVL graduates in the municipality of

Lopez, Quezon. Participants will include members of the local job agency, PESO Office, LGU,K-12 TVL

graduates, local business owners and entrepreneurs.

Data Collection Methods: The following methods will be used to collect data:

a. Interviews: Semi-structured interviews will be conducted with the participants to gather their

thoughts and opinions on the significance and effectiveness of job opportunities

of K-12 TVL Program in locality.

 b. Observation: Observations will be made to document the actualization, skills and practices and

behaviors displayed by the participants to identify the relatedness of their job.

c. Focus Group Discussion: Selected group of people discusses a given topic or issue in-depth,

facilitated by professional, and external moderator.

d. Document Analysis: Relevant documents such as historical texts, documents, publications and

local employment records data will be analyzed to provide a broader context for

the

study.

Data Analysis: The collected data will be analyzed using thematic analysis. This will involve identifying

and interpreting patterns within the data and generating themes that relate to the effectiveness of k-12 TVL

– HE, ICT, SMAW and EIM specialization program in producing skilled workers of Lopez, Quezon.

Ethical Considerations: The study will adhere to ethical principles that uphold the participants' privacy,

informed consent, and voluntary participation.

Research Limitations: The study's limitations include the possibility of response bias from the participants

and the small sample size. This could impact the generalizability of the findings.

Timeline: Data collection is expected to take four weeks, followed by two weeks of data analysis, and one

week of report writing.

The collected data from this procedure will help provide insights into the effectiveness of

K-12 TVL – HE, ICT, SMAW and EIM specialization program in producing skilled workers of Lopez,

Quezon.
 Presentation Analysis and

Interpretation of Data

This chapter presents the results and findings of the phenomenological study and

purpose help provide insights into the effectiveness of K-12 TVL – HE, ICT, SMAW and EIM

specialization program in producing skilled workers of Lopez, Quezon.

The data obtained from selected respondents were analyzed using a thematic approach

to qualitative data analysis. This chapter aims to address the research questions and provide an in-

depth understanding of the factors that facilitate positive transformation, into the effectiveness of K-

12 TVL – HE, ICT, SMAW and EIM specialization program in producing skilled workers of Lopez,

Quezon.

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